7+Conclussion

Designers of curriculum and instruction for high school face several unique demands. Prominent among those demands is making sure students are fully prepared as they enter high school. Sadly, many students may be “missing some of the basic elements required to meet the demands of a high school curriculum” (Campbell, 2001, p.556). As students will face increased rigor in both content and process, they must be more fully supported through this immersion process. High school curriculum designers are possibly the “last chance to make any significant changes” (Campbell, 2001, p.557) that will instill a desire for life-long learning. This places a higher demand on designers to make curriculum and instruction more relevant, problem-solving based, and intrinsicly motivated. This was shown in our UbD by developing essential ideas that continually asked students to connect Civil Rights Movement points of view to current and future points of view. A final unique demand on high school designers concerns the need for real-world learning and “authentic applied learning” (Joyce, 2008, p.548). High school students are just a few short years—or possibly months—away from becoming legal, full members of society. It is essential that students have a vision of how they will use the knowledge they are acquiring in high school. It is essential not only for the student’s future, but for society’s future.   Campbell, H. (2001). Going the extra mile to smooth the transition to high school. In F. W.    Parkay, E. J. Anctil & G. Hass (Eds.), // Curriculum leadership readings for developing  // //  quality educational // // programs // (9th ed.). (pp.556-561). Boston, MA: Pearson Education, Inc. Joyce, P. (2008). Learning the real-world skills of the 21st century. In F.W. Parkay, E. J. Anctil  & G. Hass (Eds.), // Curriculum leadership readings for developing quality educational //  // programs // (9th ed.). (pp.556-561). Boston, MA: Pearson Education, Inc.