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p. 87). The creation of the theme of "enduring understanding" and the focus on folktales as manifestations of culture provide the basis from which this strategy is put into
place. By creating an understanding of culture and the recurring theory that folktales are a manifestation of culture, the curriculum relates assessments and questions that ask the children to
reflect on the way in which folktales demonstrate culture. The interpretation utilized in this CM is based on Wiggins and McTighes (1998) strategy of assessing "the students understanding of
the story behind an idea" (p. 90). In essence, this curriculum is based on the conceptual belief that stories are a tool by which cultural differences can be understood
and traditions can be valued. This underlying "idea," then, is the basis through which the educational format and planning evolves, and is linked to the expectation of changes in
student understanding relative to the stories and cultures presented. The application of the curriculum is based on the "use of tasks and rubrics that determine whether students have mastered the
goals of skills, knowledge and performance..." (Wiggins and McTighe, 1998, p. 91). This is demonstrated through the use of questions for student responses to the stories, as well as
the use of vocabulary and the use of writing measures to assess vocabulary and cultural understanding. At the same time, these tasks are also designed to determine comprehension, sequencing
and other factors influencing the understanding of the story as a whole. As a result of the focus on different writing pieces and the conceptual base for the
stories, the curriculum map is designed to assess the "students ability to adopt a critical perspective" (Wiggins and McTighe, 1998, p. 93). Because the stories are placed in a
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