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Storypath Curriculum

I use the Storypath Curriculum (adapted by Margit McGuire, Ph.D. of Seattle University) as a primary source for instruction in the social studies. It aligns well with state standards and the specific grade level cultural foci here at Stevens. In second grade, my students focus on the countries and cultures of East Asia. In first grade we also learn about neighborhoods, local economics, city government, and the globe.

The Storypath curriculum follows what is known as a “constructivist” teaching model. In other words, the unit teaches by allowing the children to construct their own understanding about geography, culture, and conflict resolution. Each child creates the setting and characters that inhabit the place about which we are studying. The teacher then inserts real world problems into the scenario. The children, playing the role of the people they have studied, work as a community to generate solutions.

EXAMPLES OF PAST UNITS (taught in 2nd & 3rd grades)

SAFARI TO KENYA (Sociology):

We studied the general geographic layout of the African continent. We created imaginary photographers that are working on an assignment from National Geographic magazine. We made passports and packed our bags with appropriate clothing and equipment. We chose an airfare on the Internet. We planned a budget for our trip to the wildlife reserve in Kenya. 

Our imaginary trip began by spending two nights in the city of Nairobi. Then, the students traveled to Kicheche Camp to spend the next two weeks photographing animals. Part of this unit is the construction of an actual model of the reserve with living grass, miniature acacia trees, bushes, and a river. Then, we built models of the animals that live in the reserve. Below is a picture of our model.

We also completed research about animals of the reserve, and we wrote reports. Finally, all students drew panoramic pictures that show the terrain and the African savannah. Most incorporated perspective and reviewed the art concepts of space, foreground, middle ground, and background. Panorama examples are on the ART web page.

Our model of the Maasai Mara Game Reserve before and after grass and clay animals were added. A giraffe browses on an Acacia tree. Rhinos and Cheetah roam the savannah.    A Hippo and Water Buffalo share the river.   PAST UNITS: SLAVERY AND THE UNDERGROUND RAILROAD (History)     This was our first history unit. We learned about life in the northern and southern United States in 1850. We studied plantation life, city life, and the life of slaves. We created costumes from the period, including: corsets, collars & cuffs, bonnets, and top hats. We learned about factories in the North and Plantations in the South.     Our guest teacher was Ms. Christie. She taught us about the heroes that helped slaves escape to freedom in the north. Some of the heroes we know about are: Harriett Tubman, Levi Coffin, Eliza Rankin, William and Ellen Craft, Thomas Garrett, and Frederick Douglas. These are people we call heroes because they did incredibly brave things even though they faced arrest and hatred.     On our last day, we had a Freedom Celebration. We ate foods that were common in 1850, such as mock turtle soup, cornbread, greens, black eyed peas, grits, canned peaches, sausage, ham, coffee, and hardtack. Each student earned a certificate of freedom. We learned that we are each responsible for standing up to protect each other, even though we may suffer for our bravery.