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Curriculum_Strategies_Essay_October_2020.docx(1) SEC 580 Curriculum Strategies Essay Gr
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Curriculum_Strategies_Essay_October_2020.docx(1) SEC 580 Curriculum Strategies Essay Grand Canyon University: SEC 580 Curriculum goals are broad and wide-ranging statements helpful in the adva... ncement of programs of education or for broad goals toward which several years of education might be aimed, such as high school courses of study (Colorado College, n.d.). Curriculum goals should be clear in what is expected, and the activities students will participate in. In this essay I will discuss curricular goals and standards that help contribute to the success in the classroom. Some of the issues of Common Core Standards in relation to social studies is that when the standards where made and meant to be followed it did not come with an instruction manual. There were no lesson plans, no trainings, and that just causes inconsistency among teachers and it is just a crap shoot on who gets it right. “The problem is that it seems that any set of possible common core Social Studies Standards will not focus on the idea of thinking skills but on very specific content.†(Glennw, 2010, para. 5) So, the main complaint here is that the Common Core Standards are only focused on what the schools test scores achieve but not the actual knowledge needed for thinking skills. Curriculum is only used by teachers because there are content standards. The curriculum is the guide on how to teach your specific state standards that are given. So, curriculum and standards go hand in hand in understanding and creatin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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