I came to journalism class on a Monday morning, and Mr. Youngerman was talking about a new interview assignment. As I was listening, I was thinking of ideas. I was blank, throughout the day I was wondering what to write about. I felt I had no ideas left, but then I heard one of my teachers talk about parent-teacher conferences and how we are about to start a new unit. I thought to myself how do the teachers decide what to teach? How do they get together and decide when to plan it? Then boom, I had my idea.
I sat down with Mrs. Jones, the head of the department chair of English. I asked since she’s the head, does she make all the decisions for the English teachers? “No, I definitely do not make all the decisions for the English teachers,” she adds, “there’s a lot, especially when it comes down to what texts they will read, a lot really comes down to each individual teacher and what they think is best for their class.” Our conversation moved to how often teachers switch to new books. She says that she personally doesn’t switch all her books over from year-to-year. She mentions that USP, which she teaches, has two years of curriculum. She tries to make sure that she includes at least one new book she hasn’t taught before, maybe every two years. It’s really important to have new books, so the information can be current and up to date.
We moved on to discussing some of the curricula in later grades. “Especially in tenth and eleventh grade, because they have more modern and American literature studies, there is constantly new literature published daily in that genre.” New and old, teachers can add whatever texts they’d like to keep their curriculum and their literature choices contemporary.
I then asked about how English classes stay current with what students are learning in Ancient World History? She told me “this part of planning is actually really easy, you go learn Ancient World Literature in English class and then learn more Ancient World history in History class. It aligns together which makes it easy when planning.” She gave a shoutout to Ms. Jesse, Mr. Moynihan, and Mr. Gloseclose on how they “make it easier to understand both sides, the English and the History side. They work together to make sure what they teach in English lines up with what you learn in History.” The teachers plan it from continent to continent, like Africa, Asia, and Europe. This is something I remember from my time in 9th grade at Jemicy. Mrs. Jones then told me about what electives she’d like to see more of in the future. “I would love to see more science fiction, others agree too. A couple of years ago, a teacher named Mr. Farmer taught an adventure literature class. So electives that cater to certain students or groups’ interests, which I feel would be a lot of fun.”
I moved on to History and sat down with Mr. Groseclose, the head of the History department. He says that he and the senior English teachers never meet, and never need to meet. Adding that since they’re seniors, they don’t need as much reassurance as the lower classes do. He adds that this gets them ready for college. “The seniors learn about British literature and modern world History, which don’t align. But we do collaborate on due dates for easier time management.” I later asked what electives he and other history teachers would like to see. He said he’d like to see more government teachings, like the judicial system or military history.
Now that I’ve learned how teachers plan their curriculums, I have a new insight into all my other classes. I’ve learned how English and History align. I want to learn more about how Chemistry and Math align.
MOOSE PRINTS 