He held up a book by James Beane, Curriculum Integration: Designing the core of democratic education. LaShanda had read the book in one of her graduate school classes. Lee had heard about some of Beane's ideas when he had attended the middle school conference in St. Louis. Pam had had two lessons on curriculum integration in her education courses. LaShanda carried a laptop computer to the table so they could all gather around it. Lee quickly found a bookmark for a class at the university on the characteristics of early adolescents. "Let's all take some time to look over the materials here. I just have a feeling that if we understand the theory and process of curriculum integration we have the raw materials here with our students and our team to make some really exciting learning happen."

Pam sat with a rather reluctant Shirley at another laptop and began reading through the website. Everyone was stopping to discuss as they worked and wrote major points on the easel pads.

The major theme that emerged was that adolescents are affected by their environment in an all encompassing way. Curriculum integration allows them to determine their learning environment and to become participants in the larger society.

After a break, Lee suggested they focus on their team philosophy and goals and objectives. Their philosphy had been written from a student-centered perspective. Some of their goals reflected LaShanda's views on helping students learn to function in the world.

This discussion helped Pam make a connection. "Lee, I know you and LaShanda were trying to lead this, but something has come to me that I'd like to share."

LaShanda patted her on the shoulder. "Go ahead, girl, we're all working here together."

"Well, the students have been talking in class about something that is troubling them in their neighborhood. These are the children who live down by the new freeway in the old part of the city. When the freeway was built, miles of hard surface was laid down and favorite old community trees were lost. Each rain brought more flooding in neighbors' yards and homes. The creek area has gotten trashy and looks like a dump." Pam looked around at her crew to try to read their faces. "The students are coming to class talking about meetings being held at the church in their area. I don't think I've seen this much interest and excitement on an issue since school started."

Lee said, "this sounds promising Pam. It sounds like the students from the southeast part of the city are paying attention to a community issue and it is troubling them. But what about the students from the suburbs and other parts of the city who get bussed here? "

Lee started a new sheet on a brainstorming easel to sum up the points about the concerns that all the students brought into class and the team members' concerns about turning this into a learning project.

"I have more questions now," said Shirley. "I can see the value in the question about the creeks and the wetlands coming from the students. It enables us to operate in a more democratic manner because the students become our learning partners. But what about the canon? If we take weeks to study and explore this southeast neighborhood and the issues surrounding it, we'll lose instructional time in history, language arts, science, and mathematics. LaShanda,I know you've studied Beane more than any of us here, but I can't imagine that we'd all be doing our jobs properly if we adapt a curriculum integration approach."