ABSTRACT
The structure of American education was shifting rapidly. In the beginning, teachers viewed standards as coconspirators of standardized assessments that were robbing the reader of professional decision-making. To create stronger interdisciplinary units, teachers knew they had to probe the subject content that each of the reader understood independently but not collaboratively. Although Jacobs offers many reasons why curriculum mapping is beneficial to teachers, schools, and school districts, team’s main purpose for mapping is to uncover the potential for creating integrated instructional units. In retrospect, however, the unit could have been so much better. The history content standard says, ‘Students will develop an understanding of fundamental economic concepts as they apply to the interdependence and decision-making of individuals, households, businesses, and governments in the United States and the world’.
