Basic School Articles: Core Commonalities Curriculum and Literature

This page is devoted to the creative ways in which Network schools have used the Core Commonalities as "lenses" through which to integrate the academic disciplines. The format that most schools use will also be posted and themes that have been successful in the Network will be shared.

It's important to understand that the Commonalities are not taught as formal content areas. They are a framework that offers many and varied connections among the traditional academic disciplines. Many Network classrooms create colorful displays of the Commonalities that serve as a frame of reference for discussing the ways in which daily learning is connected. Students observe the displays in their classrooms and teachers engage them in discussions of what each might include, and how Commonalities themselves connect and overlap. Students soon make interesting connections on their own and often use the framework of the Commonalities as a reference for giving meaning to life experiences outside of the classroom.

Since the Commonalities are at the heart of the Basic School Network curriculum, the first display is one that identifies the Commonalities and defines the broad parameters of each one.

The Life Cycle
The Goal: To understand that life for all people has a beginning, a time of growth, and ending; to acquire a basic knowledge of how the body functions; adopt personal habits that promote wellness; develop an appreciation for the sacredness of life; and understand how life experiences differ from one culture to another.

A Sense of Time and Space
The Goal: To learn that all people have the capacity to place themselves in time and space; explore a sense of time through history and intergenerational connections; discover their own roots; examine the traditions of other cultures; and consider where they are located in the universe that surrounds them.

The Use of Symbols
The Goal: To understand that all people are connected to each other through symbol systems such as literacy, numeracy, and artistic endeavor; to explore the history and rich variety of symbols; and to discover how communication can enhance or diminish human understanding.

Producing and Consuming
The Goal: To learn that all people engage in making and using things; to recognize the value and dignity of work; to begin to distinguish wants from needs; and to understand the importance of becoming creative producers, informed consumers and responsible conservers.

Response to the Aesthetic
The Goal: To understand that all people are responsive to forms of beauty and the power of the arts; to explore the rich variety of artistic expression; interpret various works of art; create artworks; and know some of the ways in which visual and performing arts have evolved in different cultures.

Connections to Nature
The Goal: To recognize that all forms of life are inextricably connected; to understand aspects of the natural world and the ecology of the planet; to use processes of scientific discovery; to discover the beauty and wonder of the world; and develop a respect for it.

Memberships in Groups
The Goal: To understand that everyone holds membership in a variety of groups and institutions, beginning with the family; to understand how each of us influences and is shaped by these groups; and to develop a sense of civic and social responsibility.

Living with Purpose
The Goal: To learn that all humans seek meaning and purpose in their lives; to understand the importance of values and ethics; to examine lives of service; to experience the significance of service to others; and to be familiar with the vital roles spirituality and religion continue to play in the human experience.

PLANNING INTEGRATED, THEMATIC UNITES USING THE COMMONALITIES (SUGGESTED FORMAT)

Theme:	area of study
Primary Commonality:	The primary lens through which the theme and mandates are addressed.
Secondary Commonalities:	Additional lenses through which the theme and mandates are enriched and expanded to meet student interests and needs.

Understanding Goals	Literacy Goals
The 'big ideas' of theme content that children explore, apply, assimilate, and come away with at the theme's end. These reflect mandates/standards for which schools are accountable.	The specific process skills in language, math, the arts, etc., that children will acquire or practice.  These reflect mandates/standards for which schools are accountable.

Key Questions:	The 'big ideas' in question format, drawn from the understanding and literacy goals.  These focus the direction and content of learning.
Learning Activities and Embedded Assessments:	The daily lesson plans that teachers develop to share theme content and process skills.  These address key questions, integrate content and skills, and provide instruction through active, participatory learning experiences.  Children examine theme concepts and content and work with a new skill to demonstrate their level of understanding or proficiency.
On-going or Culminating Activities:	Major on-going projects and performances (writing and illustrating a book, visiting a community site, preparing a video presentation, creating a rainforest in the classroom) that integrate theme content and skills.  These are usually planned as part of daily learning activities (lessons) and can be used to formally assess understanding of concepts and skill proficiency, or as events that integrate content areas and process skills.
Resources: Art:    Literature: Math: Music: Physical      Education: Science: Social      Studies:	Materials that enrich unit content and activities.
Multi-age Activity:	Cross grade/age experience that supports unit concepts and skills.
Service Project:	Activity determined by students that serves others in the context of the unit theme.
Field Trips:	Activity beyond the school and in the community that support unit concepts.
Interactive Homework:	Brief assignments that reinforce unit concepts and can easily be completed at home with assistance from parents or caregivers.   Written instructions and any materials not available at home should be packaged and sent home with each child, along with a completion date.

LIFE CYCLE - how the body develops and functions; habits that promote wellness; appreciation for the sacredness of life; birth, growth and death in human cultures (biology, hygiene, health, nutrition)

Picture Books
Chocolate, Debbi. The Piano Man. Walker & Company, 1998.
Medearis, Angela Shelf. Rum-A-Tum-Tum. Holiday House, 1997.
Soto, Gary. Snapshots from the Wedding. G.P. Putnam's Sons, 1997.
Thiesing, Lisa. Me & You: A Mother-Daughter Album. Hyperion, 1998.
Zamorano, Ana. Let's Eat. Scholastic, 1996.
Fiction
Henkes, Kevin. Sun & Spoon. Greenwillow, 1997.
Yumoto, Kazumi. The Friends. Farrar, Straus & Giroux, 1996.
Nonfiction
Hunter, Sally M. Four Seasons of Corn. Lerner Publications, 1997.
Pfeffer, Wendy. A Log's Life. Simon & Schuster Books for Young Readers, 1997.
Steptoe, Javaka, illus. In Daddy's Arms I Am Tall. Lee & Low Books, 1997.
Other Resources
Changes Around Us. Edunetics, Corporation, 1996. (CD Rom)
Web site: www.kidsfood.org (nutrition and food pyramid)

USE OF SYMBOLS - understand that all humans are connected through symbol systems: verbal literacy, mathematical literacy, aesthetic literacy (language, mathematics, arts)

Picture Books
Duke, Kate. One Guinea Pig Is Not Enough. Dutton, 1998,
Jonas, Ann. Watch William Walk. Greenwillow, 1997.
Millman, Isaac. Moses Goes to a Concert. Farrar, Straus and Giroux, 1998.
Rosenberg, Liz. A Big and little Alphabet. Orchard, 1997.
Schotter, Roni. Nothing Ever Happens on 90th Street. Orchard Books, 1997.
Fiction
Danzinger, Paula and Ann M. Martin. P.S. Longer Letter Later. Scholastic Press, 1998.
DeFelice, Cynthia. The Ghost of Fossil Glen. Farrar, Straus & Giroux, 1998.
Moss, Marissa. Amelia Hits the Road. Tricycle Press, 1997.
Nonfiction
Falwell, Cathryn. Word Wizard. Clarion, 1998.
Freedman, Russell. Out of Darkness: The Story of Louis Braille. Clarion, 1997.
Heller, Ruth. Mine, All Mine: A Book About Pronouns. Grosset & Dunlap, 1997.
Samoyault, Tiphaine. Give Me a Sign: What Pictograms Tell Us Without Words. 1997.
San Souci, Robert. A Weave of Words. Orchard, 1998.
Wheeler, Cindy. More Simple Signs. Viking, 1998.
Other Resources
Cooper, Gail and Garry Cooper. Virtual Field Trips. Libraries Unlimited Inc., 1997.
Mathematics from Many Cultures. Mimosa Publications 1-800-646-6721(games and activities)

RESPONSE TO THE AESTHETIC - explore rich variety of artistic expression; ways visual and performing arts have evolved in different cultures, to interpret and create art (music, dance, theater, visual arts)

Picture Books
Curtis, Gavin. The Bat Boy & His Violin. Simon & Schuster, 1998.
Greene, Rhonda Gowler. When a Line Bends . . . A Shape Begins. Houghton Mifflin, 1997.
Nicholson, Nicholas. Little Girl in a Red Dress with Cat and Dog. Viking, 1998.
Shaik, Fatima. The Jazz of Our Street. Dial Books for Young Readers, 1998.
Fiction
Giff, Patricia Reilly. Not-So-Perfect Rosie. Viking, 1997.
Rubalcaba, Jill. A Place in the Sun. Clarion, 1997.
Nonfiction
Coleman, Evelyn. To Be a Drum. Albert Whitman, 1998.
Isadora, Rachel. Isadora Duncan. Viking, 1998.
Joyce, William. The World of William Joyce Scrapbook. Laura Geringer Book/HarperCollins, 1997.
Rascha, Chris. Simple Gifts. Henry Holt and Company, 1998.
Rohmer, Harriet. Just Like Me. Children's Press, 1997.
Thomson, Peggy with Barbara Moore. The Nine-Ton Cat: Behind the Scenes at an Art Museum. Houghton Mifflin, 1997.
Young, Ed. Voices of the Heart. Scholastic, 1997.

A SENSE OF TIME AND SPACE - all people have the capacity to recall the past and to anticipate and shape the future; explore history; learn about our national heritage; examine roots and traditions of other cultures (history)

Picture Books
Borden, Louise. Good-bye, Charles Lindbergh: Based on the True Story. Margaret K. McElderry, 1998.
Brisson, Pat. The Summer My Father Was Ten. Boyds Mills Press, 1998.
Hearne, Betsy. Seven Brave Women. Greenwillow, 1997.
Reiser, Lynn. Cherry Pies and Lullabies. Greenwillow, 1998.
Yolen, Jane. House, House. Marshall Cavendish, 1998.
Fiction
Brill, Marlene Targ. Diary of a Drummer Boy. Millbrook Press, 1998.
Bunting, Eve. I Am the Mummy Heb-Nefert. Harcourt Brace & Company,1997.
Giff, Patricia Reilly. Lily's Crossing. Delacorte, 1997.
NonFiction
Bosveld, Jane. While a Tree Was Growing. Workman Publishing, 1997.
Carlson, Laurie. Boss of the Plains: The Hat That Won the West. DK Publishing, Inc., 1998.
Deem, James M. Bodies from the Bog. Houghton Mifflin, 1998.
Getz, David. Frozen Girl. Henry Holt and Company, 1998.
Thornhill, Jan. Before & After: A Book of Nature Timescapes. National Geographic Society, 1997.
Other Resources
Adventure Time. Macmillan/McGraw Hill. 1997 (software)
The Changing American Cityscape. Dale Seymour, 1993.(posters & TG)
Time Traveler CD: A Multimedia of History. Multi Dimensional Communications, Inc. 1 800-672-6002.

MEMBERSHIP IN GROUPS - everyone holds membership in a variety of groups and institutions; learn about institutions and to understand how people influence and are influenced by these groups; develop a sense of civic responsibility (civic, social studies)

Picture Books
Pomerantz, C. You're Not My Best Friend Anymore. Dial, 1998.
Reiser, Lynn. Best Friends Think Alike. Greenwillow, 1997.
Sanders, Scott Russell. A Place Called Freedom. Atheneum, 1997.
Fiction
Blakeslee, Ann R. A Different Kind of Hero. Marshall Cavendish, 1997.
Bruchac, Joseph. Eagle Song. Dial Books for Young Readers, 1997.
Hest, Amy. When Jessie Came Across the Sea. Candlewick, 1997.
Seidler, Tor. Mean Margaret. HarperCollins, 1997.
Spinelli, Jerry. Wringer. HarperCollins, 1997.
Nonfiction
Fleming, Denise. Where Once There Was a Wood. Henry Holt, 1996.
Goodall, Jane. With Love. North-South, 1998.
Harness, Cheryl. Ghosts of the White House. Simon & Schuster, 1998.
Kalman, Bobbie. Community Helpers from A-Z. Crabtree, 1998.
Brewster, H. Anastasia's Album. Hyperion, 1996.
Other Resources
Explorers of the New World. Future Vision Multimedia, 1995.
Win/Mac Stellaluna. Living Books. Broderbund, 1997. (Software)
Web site: http://sunsite.unc.edu/lia/president/pressites (President idea
network)

PRODUCING AND CONSUMING - all people engage in making and using things; to become informed about vocations; to learn about money and barter systems; to recognize the value of work and the need to be creative producers and responsible consumers (economics, career planning, vocational studies)

Picture Books
Bradbury, Judy. A High-Fiving Gift for Mom. McGraw, Hill, 1998.
Lied, Kate. Potato: A Tale from the Great Depression. National Geographic, 1997.
Miranda, Anne. To Market, To Market. Harcourt, Brace, 1997.
Wells, Rosemary. Bunny Money. Dial, 1997.
Fiction
Young, Ronder Thomas. Moving Mama to Town. Orchard Books, 1997.
Scheider, Mical. Between the Dragon and the Eagle. Carolrhoda, 1997.
Nonfiction
Farley, Carol. Mr. Pak Buys a Story. Albert Whitman, 1997.
Flanagan, Alice K. A Busy Day at Mr. Kang's Grocery Store. Children's Press, 1996.
Knight, Bertram T. From Mud toHouse. Children's Press, 1997.
Other Resources
Mighty Math Zoo Zillions. Edmark. (software)
Magazine, Zillions Subscription Dept. P.O. Box 54861Boulder, CO 80322-4861
Subscription Price $16.00 per yr
Production, Distribution & Consumption of Goods and Services. Economics Series. 
(Five titles are: Resources, Producing, Needs and Wants, Consuming, Money)
United Learning. (video)
Web Sites
Inside the FRBSF: Fun Facts About Money http://www.frbsf.org/econedu/currencyex/funfacts.html
Kids Bank. com http://www.kidsbank.com/index_3.html
The U.S. Treasury's Page for Kids http://www.treas.gov/kids/

CONNECTIONS TO NATURE - recognize that all forms of life are connected; to understand scientific aspects of the natural world; to understand the ecology of the planet; to use the processes of scientific discovery; develop respect for world of nature (science, geography, astronomy, technology, ecology, environmental studies)

Picture Books
Pirotta, Saviour. Turtle Bay. Farrar, Straus, Giroux, 1997.
Stewart, Sarah. The Gardener. Farrar, Straus, Giroux, 1997.
Yolen, Jane. Nocturne. Harcourt Brace, 1997.
Fiction
Dana, Barbara. Zucchini, Out West. HarperCollins, 1997.
Hobbs, Will. Far North. Morrow, 1996.
Petersen, P.J. White Water. Simon and Schuster, 1997.
Skurzynski, Gloria and Alane Ferguson. Wolf Stalker. National Geographic, 1997.
Nonfiction
Bang, Molly. Common Ground; the Water, Earth, Air We Share. Blue Sky, 1997.
Dewey, Jennifer Owings. Bedbugs in Our House; True Tales of Insect, Bug, and Spider Discovery. Marshall
     Cavendish, 1997.
Elsom, Derek. Weather Explained; a Beginner's Guide to the Elements. Holt, 1997.
Florian, Douglas. in the swim. Harcourt, Brace, 1997.
Kramer, Stephan. Eye of the Storm; Chasing Storms with Warren Faidley. Putnam, 1997.
Ryan, Pam Munoz. Armadillo's Sleep in Dugouts. Hyperion, 1997.
Stoops, Erik D. Wolves and Their Relatives. Sterling, 1997.
Other Resources
Animals in Their World. Edunetics Corp. Steck-Vaughn (software)
Adapting to Change in Nature. Concepts in Nature Series. Altschul Group Corporation, 1560 Sherman Ave.
     Suite 100, Evanston, IL 60201 (video)

LIVING WITH PURPOSE - learn about human search for meaning in life and understand the importance of values and ethics; to be familiar with the role spirituality and religion have played and continue to play in human experience (ethics, values, world religions)

Picture Books
Cannon, Verdi. Harcourt Brace, 1997.
Reider, Snail Started It. North-South, 1997.
Seuss, Dr. Hooray for Diffendooder Day! Knopf, 1998.
Fiction
Avi. Poppy and Rye. Avon, 1998.
Levine, Ella.  Enchanted. HarperCollins, 1997.
Philbrick, Rodman. Max the Mighty. Blue Sky Press, 1998.
Vanasse, Deb. A Distant Enemy. Lodestar, 1997.
Wolff, Virginia Euwer. Bat 6. Scholastic, 1998.
Nonfiction
Patent, Dorothy. Children Save the Rainforest. Cobblehill, 1996.
Adler, David. Lou Gehrig: The Luckiest Man. Harcourt Brace, 1997.
Burleigh, Robert. Black Whiteness: Admiral Byrd Alone in the Antarctica, Atheneum, 1998.
Cooney, Barbara. Eleanor. Viking, 1996.
Pringle, Lawrence. Elephant Woman: Cynthia Moss Explores the World of Elephants. Atheneum, 1997.
Other Resources
Decisions, Decisions: Environment. Tom Snyder, (software)
Web Site: http//:www.greatkids.com (social action, ideas, bio, inspirational)