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How to Integrate the Curricula 3rd Edition Robin J.
Fogarty Digital Instant Download
Author(s): Robin J. Fogarty, Brian Mitchell Pete
ISBN(s): 9781412938891, 1412938899
Edition: 3
File Details: PDF, 1.87 MB
Year: 2009
Language: english
 The poet, who navigates the stars . . .
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Copyright © 2009 by Corwin

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Fogarty, Robin.
How to integrate the curricula / Robin Fogarty.—3rd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-3888-4 (cloth : alk. paper)
ISBN 978-1-4129-3889-1 (pbk. : alk. paper)
1. Education—Curricula—United States—Handbooks, manuals, etc. 2. Interdisciplinary
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 Contents

Foreword viii
Heidi Hayes Jacobs
Acknowledgments ix
About the Author xii

Introduction 1
What Is This Book All About? 1
Why Bother? 3
The Theorists: Research on the Brain and Learning 3
The Practitioners: Abandonment of an Overloaded
Curriculum and Adherence to Standards of Learning 6
The Parents: What Will Our Children Need
25 Years From Now? 7
The Students: Education Is a Vaccination 9
How Can the Curriculum Be Integrated? 9
10 Models of Integrating the Curricula 10
Agree/Disagree Introductory Activity 10
Four-Fold Concept Development Activity 16
Examples of the Four-Fold Concept Development Activity 18
How Do Teachers Use This Book? 21
Model 1. Cellular 22
What Is the Cellular Model? 22
What Does It Look Like? 23
What Does It Sound Like? 23
What Are the Advantages? 23
What Are the Disadvantages? 24
When Is This Cellular Model Useful? 24
How to Integrate the Curricula Working With Model 1: Cellular 25
Model 2. Connected 31
What Is the Connected Model? 31
What Does It Look Like? 32
What Does It Sound Like? 32
What Are the Advantages? 32
What Are the Disadvantages? 32
When Is This Connected Model Useful? 33
How to Integrate the Curricula Working With Model 2: Connected 37
Model 3. Nested 39
What Is the Nested Model? 39
What Does It Look Like? 40
What Does It Sound Like? 40
What Are the Advantages? 41
What Are the Disadvantages? 41
When Is This Nested Model Useful? 41
How to Integrate the Curricula Working With Model 3: Nested 42
Model 4. Sequenced 48
What Is the Sequenced Model? 48
What Does It Look Like? 49
What Does It Sound Like? 49
What Are the Advantages? 49
What Are the Disadvantages? 50
When Is This Sequenced Model Useful? 50
How to Integrate the Curricula Working With Model 4: Sequenced 51
Model 5. Shared 57
What Is the Shared Model? 57
What Does It Look Like? 57
What Does It Sound Like? 58
What Are the Advantages? 58
What Are the Disadvantages? 59
When Is This Shared Model Useful? 59
How to Integrate the Curricula Working With Model 5: Shared 63
Model 6. Webbed 65
What Is the Webbed Model? 65
What Does It Look Like? 66
What Does It Sound Like? 66
What Are the Advantages? 67
What Are the Disadvantages? 67
When Is This Webbed Model Useful? 67
How to Integrate the Curricula Working With Model 6: Webbed 77
Model 7. Threaded 79
What Is the Threaded Model? 79
What Does It Look Like? 80
What Does It Sound Like? 80
What Are the Advantages? 82
What Are the Disadvantages? 82
When Is This Threaded Model Useful? 83
How to Integrate the Curricula Working With Model 7: Threaded 90
Model 8. Integrated 92
What Is the Integrated Model? 92
What Does It Look Like? 93
What Does It Sound Like? 93
What Are the Advantages? 93
 What Are the Disadvantages? 94
When Is This Integrated Model Useful? 94
How to Integrate the Curricula Working With Model 8:
Integrated 95
Model 9. Immersed 102
What Is the Immersed Model? 102
What Does It Look Like? 103
What Does It Sound Like? 103
What Are the Advantages? 103
What Are the Disadvantages? 103
When Is This Immersed Model Useful? 104
How to Integrate the Curricula Working With Model 9:
Immersed 108
Model 10. Networked 110
What Is the Networked Model? 110
What Does It Look Like? 111
What Does It Sound Like? 111
What Are the Advantages? 111
What Are the Disadvantages? 111
When Is This Networked Model Useful? 112
How to Integrate the Curricula Working With Model 10:
Networked 116
Appendix. Assessing Curriculum Integration: Units of Study 118
Appraising Curriculum Integration 118
Appraising the Integrity of the Breadth and
Depth of the Curriculum Integration Unit 119
Sample Rubric 120
Assessing the Effectiveness of the Unit in
Terms of Student Achievement 124
General Rubric 125
History Rubric 125
Language Arts Rubric 125
Conclusion 127

References 128
Index 134
 Foreword

I n the spirit of continuous learning, Dr. Robin Fogarty has added new insight
into this third edition of How to Integrate the Curricula. Her initial contribu-
tion to the field of education was to give teachers clear and practical images and
exercises that provoked new perspectives on curriculum making. In this edi-
tion, she builds and adds useful suggestions that deepen the work. She has
added refined practices, engaging strategies, and targeted research references
to support her models for curriculum design.
Ultimately, this is a practical book supported by strong theoretical underpin-
nings. It is a useful tool for inservice workshops and personal instructional
growth that teachers and staff developers will find extremely helpful. Dr. Fogarty
has a knack for cutting directly to key points in an engaging style. Certainly the
goal of any professional improvement plan is to eventually help learners. How
to Integrate the Curricula can help educators assist all learners in the classroom
to be thoughtful, creative, and mindful.
Dr. Heidi Hayes Jacobs
President, Curriculum Designers
Rye, New York

viii
 Acknowledgments

T his book took a year—plus a lifetime—to write! The thoughts shared here
represent an accumulation of ideas over time and present the core of the
integrated learner model. Learners must constantly and continually make con-
nections. As they proceed on their journeys, they single-mindedly dig into an
idea and at the same time network with others for breadth across related fields.
As a result, concepts come into focus and emerge as beliefs that propel learners
even further along on their chosen path and into never-ending circles of expert
associates. In my work with curriculum and cognitive instruction, two camps
of expert associates have influenced my thinking about how to integrate the
curricula: expert theorists and expert practitioners.
In the theorists’ camp, I’d like to acknowledge Heidi Hayes Jacobs for pro-
viding the initial impetus for this work. Her “Design Options for an Integrated
Curriculum” (in Interdisciplinary Curriculum: Design and Implementation; Jacobs,
1989) acted as a catalyst for the ideas presented in this book.
In addition, I am especially grateful to David Perkins for an illuminating dis-
cussion on finding fertile themes with which to integrate curricula. With his
rich criteria, this thematic model takes on new integrity. In the absence of
applied criteria, topical themes are often superficial, with content artificially
included or excluded accordingly. David’s “lenses” provide the needed rigor. In
addition, thanks go to David for the idea of the characters placed in a school set-
ting. This sparked the inclusion of the dialogues that appear throughout the
book to illuminate the teachers’ process as they move toward a more coherent
curriculum.
Finally, also in the theorists’ camp, I’d like to thank Art Costa for his initial
review of the integrated models and his timely suggestion for one that illus-
trates how a teacher targets several ideas in a single lesson or nests several ideas
together—thus, the nested Model 3.
Now, in the practitioners’ camp, there are five distinct expert flanks.
Influencing the first two editions of this book were teachers from
Carpentersville, Illinois; the Waterford School District, in Michigan; the
Richmond School District, in British Columbia, Canada; and Virginia Beach
Schools, in Virginia. The final group, which influenced this latest edition, were
Singaporean teachers from Teach Less, Learn More (TLLM) Ignite Schools.
Elementary and middle school teachers from Carpentersville, Illinois,
worked on models to help integrate the curricula for lessons and learners. Some
of their lesson designs appear as examples in this book. I thank the following

ix
x HOW TO INTEGRATE THE CURRICULA

teachers for their early efforts in exploring this idea of an integrated curricu-
lum: Carol Bonebrake, Jane Atherton, Suzanne Raymond, Barbara Bengston,
Al Eck, Kathleen Vehring, Roseanne Day, Nancy Blackman, Clifford Berutti,
Linda Morning, Diane Gray, and Terri Pellant.
Thanks to Julie Casteel and her teachers in Michigan, especially Al
Monetta, Chris Brakke, Lori Broughton, and Sue Barber, who provided the top-
ics to fill in the first model in Figure 1.1. A pioneer practitioner leading the
thinking skills movement into action research teams, Julie Casteele was on the
cutting edge with the integrated learning idea. Thanks to both Julie and her
risk-taking staff for letting me test the models with real teachers.
Thanks also to friends and colleagues in Canada, first to Carol-Lyn Sakata,
who brought us there, then to Bruce Beairsto, David Shore, and Darlene
Macklam, for introducing us to the teachers of Richmond. Their heroic efforts
to implement a visionary provincial document, Year 2000: A Framework for
Learning, inspired our work. I am especially indebted to one teacher, Heather
MacLaren. She asked her seventh graders to prepare to talk at their parent con-
ferences about what they had done that year and how all the things they had
learned overlapped and were connected. The students’ intricate Venn diagrams
provided graphic representations of integrating the curricula as perceived
through the eyes of learners. These drawings sparked our thinking about cre-
ative, integrative models.
With 80 teachers in a summer workshop in Richmond called “Teaching for
Transfer,” including John Barell, David Perkins, and our superhero, Captain
Meta Cognition, we had a first stab at trying to help teachers sift out curricular
priorities. This, too, served as an initial springboard for our ideas about how to
integrate the curricula. Also, special thanks to Monica Pamer, Gina Rae, and
Jacquie Anderson for their conversations and encouragement.
The fourth set of practitioners are those from the Virginia Beach Schools.
Their work with student learning standards in designing performance tasks
illuminates the process of designing integrated curricula with the “standards
in mind.” For their robust performance tasks, I am most grateful.
And for the fifth set of pioneering educators, I must salute the Singapore
Ministry of Education leadership, especially Karen Lam and Puay Lim; the
Academy of Principals and the efforts of Ezra Ng; and the TLLM Ignite school
teams for their dedicated efforts in creating more engaged learning models with
the integrated curriculum approach. Working with the 10 models, these teach-
ers are dedicated to the development of an integrated curriculum that demon-
strates richness, rigor, and integrity. We value their work immensely as it
enhances ours.
I would be remiss if I neglected to mention the network of colleagues who
have helped shape this book. Thanks to Jim Bellanca for his mentoring ways;
Hudson Perigo for shepherding the process with skill and charm; and last but
not least, our office administrator, Megan Moore, for her invaluable assistance
in organizing and reorganizing, formatting and reformatting, editing and
re-editing, and submitting and resubmitting. She has been a godsend in this
endeavor.
 ACKNOWLEDGMENTS xi

PUBLISHER’S ACKNOWLEDGMENTS
Corwin gratefully acknowledges the contributions of the following reviewers:

John C. Baker
Eighth-Grade Social Studies Teacher/Department Chair
Salem Middle School
Apex, NC

Julie Prescott
Assessment Coordinator
Vallivue High School
Caldwell, ID

Darlene Vigil
Language Arts Coordinator
Albuquerque Public Schools
Albuquerque, NM

Mark White
Elementary School Principal
Hintgen Elementary School
La Crosse, WI
 About the Author

Robin Fogarty received her doctorate in curriculum and

human resource development from Loyola University of
Chicago. A leading proponent of the thoughtful classroom,
she has trained educators throughout the world in cur-
riculum, instruction, and assessment strategies. She has
taught at all levels from kindergarten to college, served as
an administrator, and consulted with state departments
and national ministries of education in the United States,
Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain,
Singapore, Korea, and the Netherlands. She has published articles in
Educational Leadership, Phi Delta Kappan, and the Journal of Staff Development.
She is the author or coauthor of numerous publications, including Brain-
Compatible Classrooms (2009), Literacy Matters (2007), The Adult Learner
(2007), A Look at Transfer (2007), Close the Achievement Gap (2007), Twelve
Brain Principles That Make the Difference (2007), Nine Best Practices That Make
the Difference (2007), and From Staff Room to Classroom: A Guide for Planning and
Coaching Professional Development (2006).

xii
 Introduction

To the young mind every thing is individual, stands by itself. By and by, it
finds how to join two things and see in them one nature; then three, then
three thousand; and so, tyrannized over by its own unifying instinct, it
goes on tying things together, diminishing anomalies, discovering roots
running underground whereby contrary and remote things cohere and
flower out from one stem. . . . The astronomer discovers that geometry, a
pure abstraction of the human mind, is the measure of planetary motion.
The chemist finds proportions and intelligible method throughout matter;
and science is nothing but the finding of analogy, identity, in the most
remote parts.
—Emerson

WHAT IS THIS BOOK ALL ABOUT?

To help the “young mind . . . [discover] roots running underground whereby
contrary and remote things cohere and flower out from one stem” is at once the
mission of the teacher and of the learner. To that end, this book presents mod-
els to connect and integrate the curricula in a more coherent fashion.
Yet the question begging for an answer is, “What
does integrating the curricula mean?” Does it mean Yet the question begging for an answer is,
sifting out the parcels of each overloaded discipline “What does integrating the curricula
and focusing, in depth, on the true priorities, the mean?”
enduring learnings (Wiggins & McTighe, 1998)
(Cellular Model)?
Does it mean integrating or connecting yesterday’s lesson to today’s topic?
Or relating all issues studied in the biology class to the concept of evolution? Or
studying concepts such as power and isolation throughout social studies top-
ics? Does it mean making connections explicit rather than implicit with every
classroom opportunity (Connected Model)?
Does integrating curricula mean targeting multidimensional skills and con-
cepts into one lesson (Nested Model) or mapping the curricula by rearranging
the sequence of when a topic is taught to coincide with a parallel topic in
another content area (Sequenced Model)? Does it mean integrating one subject
with another through the learner’s conceptual eye or selecting an overall theme

1
2 HOW TO INTEGRATE THE CURRICULA

Model Definition

Cellular Model Focusing on priorities of each course

Connected Model Making explicit connections with each classroom opportunity

Nested Model Targeting multi-dimensional skills and concepts into one lesson

Sequenced Model Rearranging sequence when a topic is taught to coincide with a parallel
topic in another discipline

Shared Model Integrating one subject with another through the learner’s
conceptual eye

Webbed Model Weaving natural and obvious themes of a subject (such as the work of
an artist or writer) into the fabric of a discipline

Threaded Model Integrating what is taught with cognitive tools, strategies, and technical
tools that cross disciplines

Integrated Model Involving interdisciplinary team discussions when planning curriculum

Immersed Model Connecting past experiences and prior knowledge with new
information

Networked Model Building new bonds of interest with other experts through networking

(such as persistence or argument) or a simple topic (such as transportation) to

use as a “big idea” thematic umbrella (Shared Model)? Or is it more deductive in
nature, such as selecting a book, an era, or an artist and weaving those natural
and obvious themes into the fabric of the discipline (Webbed Model)?
Does integrating curricula mean integrating the content of what is taught
with cognitive tools (predicting, classifying), cooperative strategies (debating,
finding consensus), and technical tools (computer skills, electronic media) that
cross disciplines and spill into real-life situations (Threaded Model)? Or does it
encompass interdisciplinary team discussions and planning in which concep-
tual overlaps (structures, cycles) become the common focus across departments
(Integrated Model)?
Does integrating the curricula mean exploiting integrative threads sparked
from within the intense interests of the learner (photography, hunting, danc-
ing) to connect past experiences and prior knowledge with new information
and experiences (Immersed Model)? Or does it mean reaching out to build
bonds with experts in the area of interest (hunting, environmentalist, cartog-
rapher) through networking (Networked Model)?
The answer, of course, is that integrating the curricula can be any or all—
and more—of the aforementioned models. Each teacher and each learner views
the integration process differently. Each finds natural and robust ways to connect
the world in search of deeper meaning and richer understanding. Each seeks the
relatedness between and among things to discover “roots running underground
whereby contrary and remote things cohere and flower out from one stem.”
 INTRODUCTION 3

WHY BOTHER?
Why bother being concerned with a coherent curriculum? What is the
rationale for connecting ideas, discerning themes, and threading skills?
The answer lies in the four winds of change, coming from four distinct
directions, that create the urgency for a more integrated curriculum. The
north and south represent the ideas of educational theorists and the chal-
lenges of practitioners; the east and west represent the concerns of parents
and the perspective of students themselves. From the theorists come data
on teaching, learning, and the human brain; from the practitioners, frus-
tration with an overcrowded standards-based and test-driven curriculum.
From opposite vectors, parents are concerned about student preparation
and readiness for real-world issues, while students see learning as fractured
and not very relevant. A closer look at these crosswinds of change reveals
their impact on the current educational climate of school reform in our
nation’s schools.

The Theorists: Research

Supporting the concept of a more
on the Brain and Learning
connected, integrated curriculum is a
Supporting the concept of a more connected, inte- research base that delineates 12
grated curriculum is a research base that delineates principles of the brain and learning.
12 principles of the brain and learning (Caine & Caine,
1994, 1997). Note that some of the principles in Figure 0.1 are common sense, oth-
ers reinforce accepted pedagogy, and still others are just gaining acceptance in the
world of cognitive/neuroscience.

1. Learning is enhanced by challenge and inhibited by threat.

2. Emotions are critical to patterning.

3. Learning involves both focused and peripheral perception.

4. The brain processes parts and wholes simultaneously.

5. The brain has a spatial memory system and a set of systems for rote learning.

6. The brain is a parallel processor.

7. Learning engages the entire physiology.

8. Each brain is unique.

9. Understanding and remembering occur best when the facts are embedded in natural,
spatial memory.

10. The search for meaning is innate.

11. The search for meaning occurs through patterning.

12. Learning always involves conscious and unconscious processes.

Figure 0.1 Caine & Caine’s 12 Principles of the Brain and Learning
SOURCE: Adapted from Making Connections: Teaching and the Human Brain, by R. N. Caine and G. Caine,
1994, Reading, MA: Addison-Wesley. Copyright 1994 by Geoffrey Caine. Adapted with permission.
4 HOW TO INTEGRATE THE CURRICULA

Creating the Learning Environment

The first three principles create the learning environment.

1. Learning is enhanced by challenge and inhibited by threat. The brain learns

optimally when appropriately challenged and reacts viscerally when it senses
threat. Therefore, a safe, rich environment fosters a state of relaxed alertness
for learning, whereas threatening experiences, such as testing situations, often
create a state of fear and anxiety.

2. Emotions are critical to patterning. Emotions and cognition cannot be

separated. When emotions kick in, the brain pays attention. Attention is neces-
sary for memory and learning. Therefore, a positive emotional hook, such as an
intriguing question, enhances learning.

3. Learning involves both focused and peripheral perception. The brain

responds to the entire sensory context. Therefore, in an enriched environment,
peripheral information can be purposely organized to facilitate learning.
Learning centers, study stations, and even the way teachers represent informa-
tion on the board are organizational tools that enhance memory and learning.

Using Explicit and Implicit Memory Systems

Principles 4 and 5 involve the memory systems.

4. The brain processes parts and wholes simultaneously. Bilateralization of

right and left hemisphere processing, although inextricably linked for interac-
tion, allows the brain to reduce information into parts and at the same time
perceive and work with the information as a whole. Therefore, immediate appli-
cation of direct instruction of skills and concepts allows the learner to perceive
information from both perspectives.

5. The brain has a spatial memory system and a set of systems for rote learn-
ing. There are facts and skills that are dealt with in isolation and require
rehearsal, and at the same time there is natural, spatial memory that needs no
rehearsal and affords instant memory. Therefore, rote memorization tech-
niques are necessary for fostering long-term learning for transfer. Rote memo-
rization requires more conscious effort to remember because the facts may have
little meaning or relevance to the learner. When the brain senses that there is
no need to remember, it tends to let go of the information. Therefore, rote mem-
orization of isolated facts often needs more explicit work to learn and recall
information, whereas spatial memory has built-in cues that help in the retrieval
of information. Teaching that focuses on the personal world of the learner to
make learning relevant taps into the experiential or spatial memory system. In
sum, rote memory is explicit, while spatial memory is implicit.

Processing Incoming Information

Processing is supported by four principles.
6. The brain is a parallel processor. Thoughts, emotions, imagination, and
predispositions operate simultaneously. Therefore, optimal learning results
 INTRODUCTION 5
from orchestrating the learning experience to address multiple operations in
the brain. When all four lobes of the brain (frontal, occipital, temporal, parietal)
are activated, memory is enhanced. And memory is the only evidence we have
of learning (Sprenger, 1999).
7. Learning engages the entire physiology. Learning is as natural as breath-
ing, yet neuron growth, nourishment, and emotional interactions are inte-
grally related to the perception and interpretation of experiences. Therefore,
stress management, nutrition, exercise, and relaxation are integral to the
teaching and learning process.
8. Each brain is unique. Although most brains have a similar set of systems for
sensing, feeling, and thinking, the set is integrated differently in each brain. In
short, each and every brain is wired differently. Therefore, teaching that is multi-
faceted, with inherent choices and options for the learner, fosters optimal learning.
9. Understanding and remembering occur best when the facts are embedded in
natural, spatial memory. Specific items are given meaning when embedded in
ordinary experiences, such as learning grammar and punctuation and apply-
ing that learning to writing. Experiential learning that affords opportunities for
embedded learning is necessary for optimal learning.

Making Meaning
The final three principles address the brain’s way of making meaning.

10. The search for meaning is innate. The search for meaning cannot be
stopped, only channeled and focused. Therefore, classrooms need stability and
routine as well as novelty and challenge. The learning can be shepherded explic-
itly through mediation and reflection.
11. The search for meaning occurs through patterning. The brain has a natural
capacity to integrate vast amounts of seemingly unrelated information.
Therefore, when teaching invokes integrated, thematically reflective
approaches, learning is more brain compatible and, subsequently, enhanced.
12. Learning always involves conscious and unconscious processes.
Enormous amounts of unconscious processing go on beneath the surface of
awareness. Some of this happens when a person is awake, and much of it
continues when a person is at rest or even asleep. Other learning occurs
when the person is fully conscious and aware of the process. Therefore,
teaching needs to be organized experientially and reflectively to benefit max-
imally from the deep processing.

Profile of Intelligences
In addition to these principles of the brain and learning, another important
fact is that each brain has a unique profile of intelligences (Gardner, 1983,
1999) that reveal both strengths and weaknesses in accessing learning. These
intelligences include verbal-linguistic, visual-spatial, interpersonal-social,
intrapersonal-introspective, musical-rhythmic, logical-mathematical, bodily-
kinesthetic, and naturalist-physical world.
6 HOW TO INTEGRATE THE CURRICULA

These principles of learning and the theory of

These principles of learning and the
multiple intelligences provide a profound backdrop
theory of multiple intelligences provide a
of theory-embedded ideas that comprise this first
profound backdrop of theory-embedded
wind of change. What does this forceful wind bring
ideas.
to the educational agenda? It brings the idea of
orchestrating the curriculum into complex experi-
ences that immerse students in multiple ways of learning and knowing
(Kovalic, 1993). These robust curriculum models include integrated, thematic
instruction and ongoing projects and performances, such as a student-
produced newspaper, a school musical, or a service learning project to elimi-
nate graffiti in the community (Caine & Caine 1991, 1994, 1997). This seam-
less learning—curricula that find the “roots running underground”—fosters
connection-making for lessons and learners.

The Practitioners: Abandonment

of an Overloaded Curriculum and
Adherence to Standards of Learning
One university professor tells his pre-med students, “By the time you graduate
and become practicing physicians, 50 percent of what we’ve taught you will be
obsolete . . . and we don’t know which half that will be” (Fogarty & Bellanca,
1989). Curriculum overload is a reality that teachers from kindergarten to
college face every day. Drug and alcohol education, AIDS awareness, consumer
issues, marriage and family living, computer technology, Web and Internet train-
ing, wikis, blogs, podcasts, character education and bullying, the human brain,
and safety and violence prevention programs have all been added over the years to
an already content-packed curriculum. There is no end to it. The myriad content
standards of the various disciplines and the process standards or life skills—thinking,
organizing, assessing information, problem solving and decision making, coopera-
tion, collaboration, and teamwork—inundate the expanding curriculum.

Meeting Standards With Integrated Curricula

There is much concern about how to meet the spectrum of content standards
required by various states. Some think that each standard must be addressed dis-
cretely and within a particular discipline. Yet common
Common sense tells us that if educators sense tells us that if educators try to approach stan-
try to approach standards by laying them dards by laying them end to end in a sequential disci-
end to end in a sequential discipline- pline-based map, they would need to add at least two
based map, they would need to add at more years to the schooling cycle. The only way the
least two more years to the schooling compendium of standards can possibly be met is by
cycle. clustering them into logical bundles and addressing
them in an explicit yet integrated fashion.
It’s not standards or curriculum, but rather standards and curriculum.
Standards help to prioritize content teaching in an overloaded, fragmented, and
sometimes outdated curriculum. They provide the foundation for what students
need to know and be able to do. Well-designed standards help set the curricular
priorities necessary for an integrated, coherent, and authentic curriculum.
 INTRODUCTION 7
With this solid foundation firmly in place, decisions about curriculum
become seamless as teachers decide what to selectively abandon and judi-
ciously include in their planning. Standards champion the cause of a more con-
nected, more relevant, more purposeful curriculum at all levels of schooling.
The sample standards of learning in Figure 0.2 illustrate the types of learn-
ing goals contained in typical state standards for student achievement. A cursory
look at these reveals the broad strokes of the standards and the ease of integra-
tion that can result if they are clustered and layered within robust learning.
This book promotes the concept of a standards-based and integrated curricu-
lum that is reflective of lifelong learning. With standards as the guide for rigorous
and relevant curricular decisions, readers may use the inventories provided later
in this introduction (Figures 0.7 and 0.8) to determine what they are already
doing to foster integration of concepts, skills, and attitudes across the disciplines.
These quick inventories introduce readers to the 10 models that shape inte-
gration of the curricula in myriad ways. As readers learn about the models
described in this book, they discover ways to prioritize curriculum concerns,
methods for sequencing and mapping curricular content, templates for web-
bing themes across disciplines, techniques for threading life skills into all con-
tent areas, and strategies to immerse students in content through self-selected,
personally relevant learning experiences.
The focus on standards-based curricula begins
The concept of integrated curricula
the conversation about what students need to know
continues the conversation with
and be able to do. The concept of integrated curricula
practical ways to transform that learning
continues the conversation with practical ways to
into real-life experiences.
transform that learning into real-life experiences
that transfer effortlessly into future applications.
Remember, it’s not standards or integrated curriculum, but both standards and
integrated curriculum that lead to students who are well prepared for a world
that we as their teachers may never know.
With a multitude of standards as the goal, coverage of content, of course, is
an ongoing concern as traditional evaluations (e.g., “the test”) are supplemented
with more authentic assessments (e.g., portfolios, performances). Yet as Hunter
(1971) so aptly puts it, “Covering the curriculum is like taking a passenger to the
airport—you rush around and get to the airport on time, but you leave the pas-
senger at home” (p. 51). In other words, a teacher finishes the book or curriculum
but wonders if the students came along for the ride. In the flurry of covering con-
tent standards to prepare students for “the test,” teachers leave some students far
behind. As one student said, “Mrs. Smith, may I be excused? My brain is full.”
What does this powerful wind of change mean for schools? It means edu-
cators need to seek ways to “selectively abandon and judiciously include” stan-
dards in the curriculum (Costa, quoted in Fogarty, 1991, p. 65). The standards
are the goals of the curriculum approach, within a single discipline, across con-
tent areas, and in the mind of the learner.

The Parents: What Will Our

Children Need 25 Years From Now?
A father of a 13-year-old describes the typical, cellular model of schooling
in which an eighth-grade student brings home “thirty examples to do for math
8 HOW TO INTEGRATE THE CURRICULA

Communications Arts Standards

Students will acquire a solid foundation that includes knowledge of and proficiency in:

1. speaking and writing standard English (grammar, punctuation, spelling)

2. reading and evaluating fiction (poetry, drama) and nonfiction (biographies, newspapers, technical manuals)
3. relationships between language and culture

Mathematics Standards
Students will acquire a solid foundation that includes knowledge of and proficiency in:

1. addition, subtraction, multiplication, division, and other number sense

2. data analysis, probability, and statistics
3. mathematical systems, geometry, and number theory

Science Standards
Students will acquire a solid foundation that includes knowledge of and proficiency in:

1. properties and principles of matter and energy, force and motion

2. characteristics and interactions of living organisms
3. processes of scientific inquiry

Social Studies Standards

Students will acquire a solid foundation that includes knowledge of and proficiency in:

1. economic principles
2. principles of democracy and processes of governance
3. geographical study and analysis

Fine Arts Standards

Students will acquire a solid foundation that includes knowledge of and proficiency in:

1. processes and techniques of production, exhibition, and performance

2. principles and elements of different art forms
3. interrelationships of visual and performing arts

Health/Physical Education Standards

Students will acquire a solid foundation that includes knowledge of and proficiency in:

1. structures of, functions of, and relationships among human body systems
2. principles and practices of mental health
3. principles of movement and fitness

Figure 0.2 Sample Standards of Learning

SOURCE: Adapted from Standards of Learning, by Missouri Department of Elementary and Secondary Education,
1996, Jefferson City, MO: Author. Copyright 1996 by Missouri Department of Elementary and Secondary
Education. Adapted with permission.
 INTRODUCTION 9
homework, twenty minutes of trombone practice,
Surely we must wonder: what do we
an autobiography to complete, irregular French
want kids to know twenty-five years
verbs to learn for a test, and a chapter to read in the
from now?
science text” (Fogarty, 1991, p. 61). He goes on:
“There is a need to examine what students learn
under these circumstances. Students may opt to do all of it, do some of it or do
none of it. Surely we must wonder: what do we want kids to know twenty-five
years from now? And, we must create the organizational structure that elimi-
nates obstacles and enables students to grow and learn” (p. 62).
This wind of change means that students need schooling for a lifetime, not
just for the test (Bellanca & Fogarty, 1991). In terms of relevant learning for life,
one parent related a comment from her son, who told her, “I have a million
things on my mind, and not one of them turned up on the test.”
Yes, educators want all students to meet the learning standards, and they
want them to pass the test, but in the end they really want students to be able
to function effectively in life. Interestingly, one critical element of integrated
learning is the lifelike projects that are relevant and meaningful to students.

The Students: Education Is a Vaccination

A student once told me, “Math is not science; science is not English; English is
not history. A subject is something you take once and need never take again. It’s like
getting a vaccination; I’ve had my shot of algebra. I’m done with that.” While sub-
ject matter content falls neatly into those discipline-based departments, students,
unfortunately, do not compartmentalize themselves or their learning that readily.
Learning is incidental and inductive (Kovalic, 1993); it’s holistic and interactive
(Bellanca & Fogarty, 1991). Students learn complex language skills from their inter-
actions with the language in genuine and authentic episodes. Baby talk disappears
because other people do not talk that way. The comment “We learned about unreg-
ular verbs today” will be self-corrected to conform with standard English because
students desperately want to say things “the right way.” And they learn much of this
naturally in integrated, cross-ability groupings of siblings and peers.
What does this wind of change mean? It means a shift toward more holistic,
experiential learning for children. It means problem-based learning, case studies,
performance tasks, service learning, apprenticeships, and internships. Learning is
a function of experience, and teachers must create the experiences for learners.

HOW CAN THE CURRICULUM

BE INTEGRATED?
Each teacher and each learner views the integration
Each teacher and each learner views the
process differently.Yet there is a common vision encom-
integration process differently.
passing three distinct dimensions that is accepted by a
large number of educators (see Figure 0.3).
The vertical spiral represents the spiraling curricula built into most texts and
standards documents as content is integrated and revisited through the K–12
10 HOW TO INTEGRATE THE CURRICULA

grades. Introduction, development, and mastery of certain materials are expected

at various levels in preparation for building on that material for the next concepts
at subsequent levels. Integration occurs vertically throughout the schooling years.
The horizontal band represents the breadth and depth of learning in a
given subject. As different subjects are approached, explored, and learned
within each discipline, a cumulative effect is anticipated. Students are to
expand their conceptual bases for future learning in related fields: one math
concept builds toward the next as ideas are integrated within a discipline.
Finally, the circle represents the integration of skills, themes, concepts, and top-
ics across disciplines as similarities are noted. These explicit connections are used to
enhance the learning in a holistic manner as students link ideas within
one subject area and from one subject to another. Both integration within a disci-
pline and integration across disciplines are necessary to fully integrate the curricula.

10 Models of Integrating the Curricula

To further explore this idea, this book presents detailed discussions on a
range of models (see Figure 0.4 for a graphic overview). Beginning with an
exploration within single disciplines, at the left end of the spectrum, and contin-
uing with models that integrate across several disciplines, the continuum ends
with the ultimate and most natural models that integrate within the learner.
These models provide a tool for teachers and teacher leaders to inventory
what they are already doing in their classrooms and schools to integrate the
curricula. Figure 0.5 identifies the 10 views for integrating the curricula. See
Figures 0.6 and 0.7 for interactive charts of the 10 models.
The winds of change are stronger than we think.
The brain research, the off-loading of an overloaded
These are the forces that are moving
curriculum, the emergence of standards-based curric-
educators toward integrated, holistic,
and authentic kinds of learning. ula, the need for the life skills of thinking and collabo-
rating, and the call for learner-centered schools are
moving forces in the educational world today. These
winds signal the need for integrated, rich, and robust curricula that serve as gate-
ways to lifelong learning—not as gatekeepers that block the pathways from one
discipline to another. These are the forces that are moving educators toward inte-
grated, holistic, and authentic kinds of learning. The winds will not calm. Change
is in the air. It is imminent.

AGREE/DISAGREE
INTRODUCTORY ACTIVITY
Use the Agree/Disagree chart (Figure 0.8) to record your positions regarding
statements about integrating the curricula before reading more about it. Read
each statement and place a plus, minus, or question mark next to it.

Plus—Agree
Minus—Disagree
Question Mark—Not Sure
 INTRODUCTION 11

Grade 12

Integration

Science Mathematics

Curricula
Breadth and Depth Within Discipline

Spiraling

Social Studies Language Arts

Wi t
h Sk pics
ills, The , To
mes, Concepts

Kindergarten

Figure 0.3 How to Integrate the Curricula: Three Dimensions

No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 No. 7 No. 8 No. 9 No. 10

Within single Across several Inside the mind

disciplines disciplines of the learner

Figure 0.4 How to Integrate the Curricula

12 HOW TO INTEGRATE THE CURRICULA

Ten Views for Integrating the Curricula: How Do You See It?

1 Cellular 2 Connected
Periscope—one direction; one sighting; Opera glass—details of one
narrow focus on single discipline discipline; focus on subtleties
or content area and interconnections

Description Example Description Example

The traditional model of separate The teacher applies this view in Within each subject area, course The teacher relates the concept
and distinct disciplines, as depicted mathematics, science, social content is connected topic to topic, of fractions to decimals, which
by student learning standards in studies, language arts or sciences, concept to concept, one year’s work in turn relates to money,
each discipline area. humanities, fine and practical arts. to the next, and relates ideas grades, etc.
explicitly.

3 Nested 4 Sequenced
3-D glasses—multiple dimensions to Eye glasses—varied internal content
one scene, topic, or unit framed by broad, related topics

Description Example Description Example

Within each subject area, the teacher The teacher designs the unit on photo- Topics or units of study are An English teacher presents a
targets multiple skills: a social skill, a synthesis to simultaneously target rearranged and sequenced to historical novel depicting a particular
thinking skill, and a content-specific consensus seeking (social skill), coincide with one another. Similar period while the history teacher
skill based on standards. sequencing (thinking skill), and plant ideas are taught in concert while teaches that same historical period.
life cycle (science content). remaining separate subjects.

5 Shared 6 Webbed
Binoculars—two disciplines that share Telescope—broad view of an entire
overlapping concepts and skills constellation as one theme, webbed
to the various elements

Description Example Description Example

Shared planning takes place in two Science and mathematics teachers Webbed curricula represent the The teacher presents a simple topical
disciplines in which overlapping con- use data collection, charting, and thematic approach to integrating theme, such as the circus, and webs it
cepts or ideas emerge as organizing graphing as shared concepts. subject matter. to the subject areas. A conceptual
elements. theme, such as conflict, can be
webbed for a broader thematic
approach.

7 Threaded 8 Integrated
Magnifying glass—big ideas that Kaleidoscope—new patterns and
magnify all content through a designs that use the basic elements
metacurricular approach of each discipline

Description Example Description Example

Standards, thinking skills, social The teaching staff targets prediction in The integrated curricular model In mathematics, science, social
skills, study skills, graphic organizers, reading, mathematics, and science lab represents a cross-disciplinary studies, fine arts, language arts, and
technology, and a multiple intelli- experiments while the social studies approach similar to the shared practical arts, teachers look for
gences approach to learning thread teacher targets predicting current model. patterns and approach content
through all disciplines. events, and thus threads prediction through these patterns in all the
across all four disciplines. discipline areas.

9 Immersed 10 Networked
Microscope—intensely personal view Prism—a view that creates multiple
that allows microscopic exploration as dimensions and directions of focus
all content is filtered through lens of
interest and expertise
Description Example
Description Example The networked model of integrated An architect, while adapting the
The individual integrates all data, A student or doctoral candidate has learning is an ongoing external source CAD/CAM technology for design,
from every field and discipline, by an area of expert interest and sees all of input, forever providing new, networks with technical programmers
funneling the ideas through his or her learning through that lens. extended, and extrapolated or refined and expands her knowledge base, just
area of interest. ideas. as she had traditionally done with
interior designers.

Figure 0.5 Toward an Integrated Curriculum

SOURCE: Based on Design Options for an Integrated Curriculum, by H. H. Jacobs (Ed.), 1989, Alexandria, VA: Association for
Supervision and Curriculum Development.
 INTRODUCTION 13

Are We or How Are We Integrating the Curricula?

1 Cellular 2 Connected
Are we or how are we setting Are we or how are we
curricular priorities? (How are connecting the curriculum in
we managing the standards?) explicit ways? (How are we
making connections—day to day,
week to week, unit to unit?)

3 Nested 4 Sequenced
Are we or how are we explicitly Are we or how are we aligning
nesting the life skills and standards and mapping
process standards into core curriculum for commonsense
curricular content? parallels?

5 Shared 6 Webbed
Are we or how are we collabo- Are we or how are we using
rating with other teachers to patterns and themes to
find the big ideas that we share integrate the curricula?
across the disciplines?

7 Threaded 8 Integrated
Are we or how are we threading Are we designing or how might
skills across the various content we design authentic learning
areas? projects and performances
that integrate a number of
disciplines?

9 Immersed 10 Networked
Are we or how are we Are we or how are we modeling
using learner-centered real-world learning that
models in which students utilizes networks of experts?
have choices?

Figure 0.6 10 Models of Curricular Integration: How Are We Doing?

14 HOW TO INTEGRATE THE CURRICULA

Are We or How Are We Integrating the Curricula?

1 Cellular 2 Connected

3 Nested 4 Sequenced

5 Shared 6 Webbed

7 Threaded 8 Integrated

9 Immersed 10 Networked

Figure 0.7 Tally Sheet for Personal Reflections and Comments

 INTRODUCTION 15
Use individual thinking first, and then dialogue with a partner.

Before After
Statement
Agree Disagree Agree Disagree

1. Integrating is connecting today’s topics to

yesterday’s.

2. Integrating means selecting an overall

theme.

3. Team teaching is part of integrating the

curricula.

4. It’s so easy to integrate a novel with history.

5. Math can’t be integrated because it’s

sequential.

6. Integrated is a synonym for interdisciplinary.

7. We’re already doing integrated models.

8. The purity of the discipline is lost in

integrated curricula.

9. Integrated models are easier for students,

harder for teachers.

10. Integration is clustering standards in robust

projects.

11. Integrated models take too much time.

12. Performance tasks are examples of

integrated curricula.

Figure 0.8 Agree/Disagree Chart

Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the Curricula, Third Edition, by Robin Fogarty.
Thousand Oaks, CA: Corwin, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization
that has purchased this book.
16 HOW TO INTEGRATE THE CURRICULA

FOUR-FOLD CONCEPT
DEVELOPMENT ACTIVITY
To discover the meaning behind the idea of curriculum integration, the team-
building four-fold concept development activity can help the group come to a
common understanding of the concept. In groups of two, three, or four, fold a
large piece of poster paper into four sections and label the sections as shown in the
diagram: LIST, RANK, COMPARE, ILLUSTRATE. Write “Curriculum Integration”
at the top of the paper, and follow the cues provided by the headers and label in
Figure 0.9.
First, brainstorm 10–20 synonyms of phrases for the concept of curricu-
lum integration. Then, rank the top three through discussion and place the
three words in the appropriate section. Now, think of an analogy, by finding a
tangible, concrete object, to compare to the concept of curriculum integration.
Figures 0.10–0.12 provide several examples to use to prime the pump as
you and your team think about an analogy. Look these over, and then proceed
with your analogy in the third section. Then, add the accompanying visual
metaphor or poster illustration in the last section.
 INTRODUCTION 17

LIST RANK
Brainstorm 20 synonyms Prioritize the top 3

COMPARE ILLUSTRATE
Use the analogy:
_____ is like curriculum integration because both ____.

1.
2.
3.

Figure 0.9 Curriculum Integration

Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the Curricula, Third Edition, by Robin Fogarty.
Thousand Oaks, CA: Corwin, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization
that has purchased this book.
18 HOW TO INTEGRATE THE CURRICULA

EXAMPLES OF THE FOUR-FOLD

CONCEPT DEVELOPMENT ACTIVITY

CI: Curriculum Integration

LIST RANK
Brainstorm Synonyms, Phrases, etc. Best Ideas
Interdisciplinary Active Learning
Teamwork Relationships Interdisciplinary

Connections (building) Student-centered

Across the board
Building connections
Cross subjects/departments
Prior knowledge
Themes
Active learning

COMPARE ILLUSTRATE
Integrated curriculum is like a good wine ,
because both .
1998

1. Get better over time.

2. Leave a bittersweet taste in the mouth.
Shiraz
3. Provide flavor to the day.
4. Are best in moderation.
CAASG

Admiralty Primary
Vineyard . . .

Figure 0.10
 INTRODUCTION 19
CI: Curriculum Integration

LIST RANK
Brainstorm List of Synonyms, Phrases, etc. Best Ideas
Complement Making meanings
Differentiated Applying knowledge Interdisciplinary

Seamless Enhanced learning

Projects Infusion
Infusion
Make connections Planning
Consolidation Teamwork
Interdisciplinary Progressive
Seamless
Reflective Practices Interdependent learning

COMPARE ILLUSTRATE
With a Visual Metaphor
Concrete Object to Curriculum Integration in an
Analogy
Integration is like shipbuilding, because both
_____________________.

1. Result in a greater final product.

2. Fuse different types of materials.
3. Include specialization of the different
components.

Figure 0.11
20 HOW TO INTEGRATE THE CURRICULA

CI: Curriculum Integration

LIST RANK
Brainstorm Synonyms, Phrases, etc. Best Ideas
Rich Engaged learning
Student-centered
Teamwork Relationships
Interconnected Student-centered
Cross subjects/departments Connectedness
Connectedness
Prior knowledge Woven
Themes Interwoven
Threaded Laced
Coherency
Coherency Spiced
Robust

COMPARE ILLUSTRATE
With a Visual Metaphor
Concrete Object to Curriculum Integration as an
Analogy

Integration is like a bowl of ice cream, because both

______________________.

1. Are refreshing and renewing (quench thirst for

knowledge).
2. Have many varieties and variations on the
theme.
3. Are colorful (different subjects/interesting).

Figures 0.12
 INTRODUCTION 21

HOW DO TEACHERS USE THIS BOOK?

This book is divided into 10 chapters, one for each of the models. The discus-
sion for each model includes answers to the following questions:

What is it? (a metaphorical name and description of the model)

What does it look like? (examples of integrating the model)

What does it sound like? (examples of integrating the model)

What are the advantages? (benefits for teaching and learning)

What are the disadvantages? (detriments for teaching and learning)

When is this model useful? (purposeful and meaning applications)

To complete the discussion of each model, a vignette of teachers working

with it is presented in script format for a quick readers’ theater activity when
using the book as a course or for the reader to ponder if using the book inde-
pendently. The scripted scenarios depict the ongoing interactions and evolving
journey of four faculty members trying to integrate the curricula.
There are four teachers in the scripts, symbolizing typical departmental staff
who are in the process of shifting toward a more integrated approach to cur-
riculum. The first teacher is Maria Novela, the language arts teacher, who
has been with the district for 17 years. The second teacher, Sue Sum,
is a recent graduate who landed a job in the mathematics department.
Bob Beaker has manned his science lab for the past 5 years. And Tom Time has
been in the history department “since time began.” Obviously, with tongue in
cheek, these scenarios are included to signify the real concerns of staff.
Each chapter ends with a set of graphics that are included for reader use.
Each model includes actual samples of curricular integration for teachers to
study and discuss as well as a graphic that requires teachers to design lessons
and units using the construct.
Whether you are working alone, with partners, or in teams, the organizers
provide immediate and visible transfer of the models into useful prototypes.
In fact, a faculty can easily work with this over time to develop integrated cur-
ricula throughout the school. Each staff member or team can choose one
model to work with each semester or combine models that seem to have a syn-
ergy built in. Or students themselves can work with the models to explore the
connections they make within and across disciplines and within and across
learners.
The templates are visible evidence of the inte-
As teachers begin the conversation
gration ideas and solidify the ideas in a highly con-
about integrating the curricula, the
crete way. As teachers begin the conversation about
spectrum of models becomes more
integrating the curricula, the spectrum of models inviting.
becomes more inviting.
Model

1 Cellular
Are we or how are we
setting curricular priorities?

The traditional model

of separate and
4 distinct disciplines, as
4 depicted by student
4 learning standards in
Periscope—one direction; one sighting; each discipline.
narrow focus on single discipline or
content area.
Example
The teacher applies this view in mathematics,
science, social studies, humanities, fine and
practical arts.

“Education is the instruction of the intellect in the laws of Nature.”

—Thomas Huxley

L et’s not dismiss the traditional model too lightly. It has worked for many
years. There must be a reason it has survived the test of time.

WHAT IS THE CELLULAR MODEL?

The traditional curricular arrangement dictates separate and distinct disci-
plines. Typically, the four major academic areas are labeled mathematics, sci-
ence, language arts, and social studies. Fine arts and practical arts pick up
other subjects, including art, music, and physical education, while technology,
drafting, graphic arts, business, and accounting may be slotted in the technical
arts. Another grouping of the disciplines uses the categories of humanities, sci-
ences, practical arts, and fine arts. In the standard curriculum, these subject
matter areas are more often than not taught in isolation, with no attempt to
connect or integrate them. Each is seen as a pure entity in and of itself. Each

22
 MODEL 1: CELLULAR 23
has separate and distinct content standards. Although there may be overlap
between physics and chemistry, the relationship between the two is implicitly,
not explicitly, approached through the curriculum.

WHAT DOES IT LOOK LIKE?

In middle and high school, each discipline is taught by different teachers, in
different locations throughout the building, with the students moving to dif-
ferent rooms. Each separate encounter carries with it a separate and distinct
cellular organization, leaving students with a compartmentalized view of
the curricula. A less severe cellular model, with subjects still taught sepa-
rately and apart from each other, is the elementary classroom. In this situa-
tion the teacher says, “Now, put away your math books, and take out your
science packets. It’s time to work on our science unit.” The daily schedule
shows distinct time slots for mathematics, science, and social studies. Often
topics from two areas are not intentionally correlated. This isolation of sub-
jects can be the norm, even in the self-contained classroom, as content stan-
dards reign supreme.

WHAT DOES IT SOUND LIKE?

A young high school student once explained the traditional curriculum like a
vaccination: “Math is not science; science is not English; English is not history.
A subject is something you take once and need never take again. It’s like getting
a vaccination; I’ve had my shot of algebra. I’m done with that.”
In one day, typical junior high school students may be asked to perform
in seven or eight very different subjects, from mathematics to physical edu-
cation. They will do this every day in addition to the homework that each
subject generates. To cope with such a workload, students may have to
choose between focusing on the one or two subjects they enjoy doing, and
excel in them, and doing the minimum required to get by in the other sub-
jects. Readers may wonder, “What do students learn under these circum-
stances? Are the needs of the system taking precedence over the needs of the
students?”

WHAT ARE THE ADVANTAGES?

One of the advantages of this cellular model, of course, is that the purity of
each discipline is left untainted. In addition, instructors prepare as experts in a
particular field and have the luxury of digging into their subjects with both
breadth and depth. This traditional model also provides a comfort zone for all
concerned because it represents the norm. We’re used to it. The weight of these
pluses must not be taken too lightly. There is value in examining one discipline
or subject as a separate and distinct entity in order to reveal the critical attri-
butes of each discrete field. In fact, each discipline is a way of thinking that is
24 HOW TO INTEGRATE THE CURRICULA

inherent and tailored to its field. For example, mathematicians have distinct
ways of categorizing problems, while literature aficionados glory in their vari-
ous genres. Each and every discipline offers rigor in its way of thinking about
the world, and immersion in the various disciplines has immense benefits in
rounding out the spectrum of thinking for learners of all ages.
This model, although it appears at first to be somewhat fragmented, does
indeed provide clear and discrete views of each discipline. In turn, the model
affords a particular way of thinking, through the qualities of designated dis-
ciplines, that enhances the perspectives of learning. In addition, experts can
easily sift out the priorities of their own subject areas as they live and
breathe with their passion for their subject matter. In the final analysis, stu-
dents are able to realize the true benefits of this cellular model when work-
ing with a mentor.

WHAT ARE THE DISADVANTAGES?

The disadvantages are threefold. First, learners are left to their own
resources in terms of making connections and integrating similar concepts.
Second, overlapping concepts, skills, and attitudes are not illuminated for
the learner; thus, transfer of learning to novel situations is less likely to
occur. To leave the learner unattended in making connections both within
and across disciplines is to overlook some of the latest research on transfer
of learning, which calls for explicit shepherding of the transfer with hug-
ging and bridging strategies. Third, in this discipline-based model, students
can easily get caught in an avalanche of work. Although each teacher
assigns a reasonable amount, the cumulative effect can become overwhelm-
ing for students.

WHEN IS THIS
CELLULAR MODEL USEFUL?
The cellular model is a useful curricular configuration in a number of
cases. It works for large schools with diverse populations because these
schools may offer a variety of courses that provide a spectrum of subjects
to target special interests. It is also useful, of course, at the university level,
where students travel on specialized paths of study that require expert
knowledge for instructing, mentoring, coaching, and collaborating. This
model is also helpful in teacher education programs, as the preparation can
be more focused. And it is a good model for practicing teachers who want
to sift out curricular priorities in order to manage the abundance of con-
tent standards as they prepare cross-departmental models for interdiscipli-
nary planning.
Figures 1.1–1.3 are examples of completed cellular model integration exer-
cises, and Figure 1.4 provides the opportunity for readers to record their own
design for this model.
 MODEL 1: CELLULAR 25

Model 1: Cellular
Readers’ Theater
“On My Own”
Narrator
Meanwhile, back at the school, teachers with periscopic vision are unintentionally
burying their students with homework as they individually plan their curricula . . .

Maria Novela, Language Arts

Students can rent the movie Romeo and Juliet over the weekend.They will be familiar
with the plot, and on Monday we can focus on the beauty of Shakespearean English.

Tom Time, History

This list of topics will help students select their semester projects on Western
Civilization.They can start researching their projects this weekend.

Sue Sum, Mathematics

If we get through this lesson today, I’ll assign these theorems for weekend homework.

Bob Beaker, Science

Students can read the chapter on the periodic table of elements over the weekend.
It’s long, but then they’ll have a jump on the rest of the semester.

HOW TO INTEGRATE THE CURRICULA

WORKING WITH MODEL 1: CELLULAR
Essential Reasoning:

“I prioritize the fundamental or basic understandings first; then I look for

the topics, concepts, or units that can be given a different weight.”

To work with Model 1, the Cellular Model, think about the elements of the cur-
riculum. First, select one subject (math, science, social studies) that you teach
at the elementary level or one class prep (algebra, geometry, trigonometry) that
you have at the middle or high school level.
Once you have a focus on the subject or prep, think about the curriculum
standards addressed, and list all of the relevant topics of study for that area.
After you have listed the topics of study, think about which ones are most
important and which are least important. Then prioritize the list by numbering
the items, with 1 as most important and the highest number as least important.
This process is known as a forced ranking, but it is helpful to discern the signif-
icance of each topic.
After you have made your decisions, dialogue with a partner in the same
department or a similar grade level about the curricular priorities in that disci-
pline. Discuss how you set priorities and what considerations you make in
deciding how to weigh the various pieces of the targeted curriculum. Let your
partner comment on your list.
26 HOW TO INTEGRATE THE CURRICULA

Model 1: Cellular

Science

List Content Rank Order

4 Cycles: Life Cycle [3]

4 Interactions: Magnets [6]

4 Systems: Human Body [4]

4 Diversity: Living Things [1]

4 Systems: Plants [5]

4 Diversity: Nonliving Things [2]

Figure 1.1 Elementary School Example

 MODEL 1: CELLULAR 27

Model 1: Cellular

Mathematics

List Content Rank Order

4 Logic/Reasoning [2]

4 Problem Solving [1]

4 Technology Use [6]

4 Estimation [3]

4 Geometry Concepts [4]

4 Algebraic Concepts [5]

Figure 1.2 Middle School Example

28 HOW TO INTEGRATE THE CURRICULA

Model 1: Cellular

Language Arts

List Content Rank Order

4 Grammar [6]

4 Research [4]

4 Genre Study [3]

4 Writing: The Essay [2]

4 Communications [5]

4 Critical Analysis [1]

Figure 1.3 High School Example

 MODEL 1: CELLULAR 29

Model 1: Cellular

Subject/Course
List Content Rank Order

4 [ ]

4 [ ]

4 [ ]

4 [ ]

4 [ ]

4 [ ]

Figure 1.4 On Your Own

Copyright © 2009 by Corwin. All rights reserved. Reprinted from How to Integrate the Curricula, Third Edition, by Robin Fogarty. Thousand
Oaks, CA: Corwin, www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has
purchased this book.
30 HOW TO INTEGRATE THE CURRICULA

Notes & Reflections

Model 1: Cellular
Essential Reasoning:

“I prioritize the fundamental or basic understandings first; then I look for the top-
ics, concepts, or units that can be given a different weight.”

Each teacher in each discipline plans the topics and content in isolation from the
other teachers in other disciplines. For example, the language arts teacher and the
science teacher simultaneously list their traditional topics for a semester, yet they
do so independently of the other disciplines.
This cellular model is truly the traditional way of working with curriculum, with
little or no attention to integrating the disciplines.Yet the sequence and time allot-
ment determined by each individual teacher, using individual criteria, is a necessary
step in sifting out curricular priorities. It is the first step in how teachers set about
“selectively abandoning” or “judiciously including” (Costa, 1991a, p. 65) material in
curricular design.
“In third-grade math, I prioritize mathematical operations as the fundamental or
basic understandings first; then I look at geometry and probabilities because I can
give them a different weight in the grand scheme of things.”
 Model
Connected
How are we connecting
2
the curriculum in explicit ways?

Within each subject

area, course content
is connected topic to
topic, concept to
concept, one year’s
Opera glass—details of one discipline; work to the next,
focus on subtleties and interconnections and relates ideas
explicitly.
Example
The teacher relates the concept of fractions to
decimals, which in turn relates to money,
grades, etc.
“The object of education is to prepare the young to educate themselves throughout their lives.”
—Robert Maynard Hutchins

WHAT IS THE CONNECTED MODEL?

Although the major discipline areas remain separate, this curricular model
focuses on making explicit connections within each subject area, connecting
one topic to the next, connecting one concept to another, connecting one skill
to a related skill, connecting one day’s work to the next, or even connecting one
semester’s ideas to the next. The key to this model is the deliberate effort to
relate curricula within the discipline rather than assuming that students
understand the connections automatically.
In this way, students are aware of the flow of content created by the
teacher. This flow enhances the connectivity between the various topics pre-
sented. It exposes the teacher’s inherent planning and intentions as students
become privy to the purposeful flow of the curricular elements and how they
unfold in a logical sequence. More often than not, this flow is devised by the
teacher for specific reasons.

31
32 HOW TO INTEGRATE THE CURRICULA

WHAT DOES IT LOOK LIKE?

Within the elementary curriculum, for example, a relationship is drawn
between the rock unit and the simple machines unit as students explicitly con-
nect these while simultaneously seeing them as two distinct science areas: one
is earth science and the other is physical science. By labeling for students the
broad terms (in this case, earth science and physical science), teachers can help
students begin to define the spectrum of the sciences for themselves with these
traditional, organizational umbrellas. This becomes a first critical step in their
understanding and conceptualization of the sciences as a realm of knowing.
Likewise, in a middle or secondary school setting, the earth science teacher
relates the geology unit to the astronomy unit by associating the evolutionary
nature of each. The similarities between the two units become organizers for
students as they work through both units to see that they can make explicit
interrelationships.

WHAT DOES IT SOUND LIKE?

Students see connections between subject areas that have traditionally been
taught separately. For example, a student concludes that a particular law in
physics has logical inconsistencies. Then he notices that when he looks at biol-
ogy, he encounters that law again and once again finds logical contradictions.
By looking across disciplines, he finds specific examples that he connects to sup-
port his thoughts about this particular law. The teacher can facilitate such con-
nections in students’ thinking by explicitly making links between various
subject areas that occur within a single discipline. For who better to understand
and explain the connections among the sciences than the science teacher?

WHAT ARE THE ADVANTAGES?

By connecting ideas within a single discipline, learners have the advantages of
seeing the big picture as well as engaging in focused study of one aspect.
Students see an all-encompassing picture rather than a narrow one. In addition,
key skills and concepts, such as the scientific method or observation and infer-
ence, are developed over time for deeper internalization by learners. Connecting
ideas within a discipline permits learners to review, reconceptualize, edit, and
assimilate ideas gradually, with more chance of facilitating transfer.

WHAT ARE THE DISADVANTAGES?

The various disciplines in this model remain separated and appear unrelated,
yet connections are made explicit within the designated discipline. Teachers are
not encouraged to work together in this model, so content remains the focus
without stretching concepts and ideas across other disciplines. The concen-
trated efforts to integrate within the discipline overlook opportunities to
develop more global relationships to other subjects.
Exploring the Variety of Random
Documents with Different Content
 Eleventhlie, That such persons as are or shall be excommunicat
and beares publick office within this realme, and thereafter put to
the horne, that they nor their deputs shall bruik no office nor
auctoritie under his Majestie efter their denunciatione, but that his
Majestie shall appoynt wthers in their rowmes to doe and minister
justice to his Majestie’s leidges.
Lastly, That his Majestie wald take order anent the planting of the
Kirks that are presently destitute of pastors, and in speciall the Kirks
of the Chappell Royall.
Quhilks haill causes of increase of Papistrie within this realme,
with overtures for remeiding thereof, the Assemblie hes thought
expedient that the same be direct to his Majestie, with ane humble
supplicatione, requesting his Grace to take such order thereanent, as
his Majestie shall think maist expedient for repressing of Papistrie,
and increase of the truth and light of the gospell within this realme;
quhereunto the Earle of Dumbar, his Majestie’s Commissioner, with
the remanent of the nobility presently conveint in this Assemblie, hes
promised to concurr: And therefore the Assemblie hes nominat, and
be thir presents nominats,
{blank space} Earle of Wigtoune, ArchBishop of Glasgow,
{blank space} Livingstoune of Kylsith, Mr William Cowper, minister at
Perth, James Nisbet, merchand in Edinburgh, and Mr William Hart, of
Presstoune, their very lawful Commissioners, giving them thair full
power to present the humble supplicatione of this present Assemblie
to his Majestie, together with the causes of increase of Papistrie, and
overtures for remeid thereof above rehearsit, desyrand them that
they wald maist humbly intreat his Majestie to consider of the same,
and if his Heines thocht expedient, to cause the same to be put to
executione, and that the rather because, that after the last
conventione halden at Lynlithgow, quher there was many good acts
and constitutions sett downe and concludit, the Papists,
nevertheless, did most prowdly and contemptuously upbraid diverse
of the ministrie, menassing them that they or the nobilitie conveint
with them at that tyme, durst be bold to conclude any thing that
might portend to the prejudice of Papists or Papistrie, as was clearly
understood be the brethren conveint in this Assembly.

Sess. 6, 29 Julii, Ante Meridiem.

The qwhilk day the Assemblie thocht expedient that the
Commissioners above specifeit, elect and chosen to present this
supplicatione to his Majestie as is above rehearsit, shall with all
possible diligence repare toward his Majestie, and with all humility
present the said supplicatione to his Heines, and what ane answer it
shall please his Majestie to give, that they reporte the same betwixt
and the 15 of November nixt to come; and to that effect, the
Assemblie hes chosen out of their number the Noblemen, Barrons,
and brethren underwritten, viz. Earles of Crawford, Mortoune,
Glencairn, Lithgow, Kinghorne, the Lords Grahame, Lyndsay, Saltone,
Lowatt, Torphichen, Lowdon, Scoone, Balcleuch, Blantyre,
Halyrudehouse, the Constable of Dundie, the Lairds of Kynnaird,
Balvaird, Carnall, Houstoune, Edmistoune, Broxmouth, Polwart, Sir
John Hoome of Northberwick,—the Commissioners of Edinr., Perth,
St Androis, and Glasgow, with the brethren after following, viz. Mrs
William Dowglass, Alexr. Lawsone, Abraham Sibbald, John Reid,
Arthur Futhie, Androw Ramsay, John Kynneir, David Lyndsay, Adam
Bannatyne, Patrick Weymes, Edward Hepburne, George Ramsay,
Wm. Methven, Patrick Schaw, Walter Stewart, Hew Fullertoune,
James M‘Quhorne, Thomas Ramsay, Robert Glendynning, together
with the Commissioners of this Generall Assemblie, to convene at
Edinr. the said 15 of Novr. nixt to come, and there to receave from
the saids Commissioners the report of his Majestie’s most gracious
answer to the supplicatione forsaid, in name of the haill Assemblie;
and in the meantyme, the Assemblie commands and ordaynes the
haill Presbytries within this realme to proceed against Papists of all
sorts within their bounds with the censures of excommunicatione,
&c.
The said day, the Commissioners of the last Generall Assemblie
being callit to give compt of their haill proceeding since the last
Assemblie, compeirit and offerit themselves to be tryit on their
proceedings be this present Assemblie, and to abyde at the censure
of the same; and being demandit for productione of their acts and
proceedings in wreit, declairit be the mouth of Mr John Hall, their
Moderator, in absence of Mr Patrick Galloway, that the same could
not be found, be reasone that sometyme umquhill Mr James
Nicolsone, minister at Meigle, and in his absence umquhill Richard
Thomsone, minister at Cassiltoune, were ordinar scribes and keepers
of the rolls of all their proceedings, quha are both departit this lyfe;
and albeit they have made travell at their executors hands for
obtaining of the said scrolls, yet they could on no wayes attain unto
the same—and therefore they and every ane of them did offer
themselves to be particularlie censurit be this present Assemblie,
and therefore being ordaynit all to remove; qwhilk being done, Mr
Wm. Cowper, Moderator, appoyntit to this effect, demandit publickly
if any of the Assemblie had aught to object against the saids
Commissioners proceedings why the samen sould not be ratified and
allowit? In respect of the taciturnitie of the haill brethren, and that
nothing worthy of censure was objectit to any of them for their
proceedings,—the saids Commissioners being receivit in the
Assemblie, took instruments of the ratificatione and allowance of
their saids proceedings.
The said day, the brethren of the Generall Assemblie presently
convenit, having advisedly considerit the necessitie of electing and
chuseing Commissioners from this present Assemblie for giving
advice to his Majestie anent the suppression of papisticall
superstition qwhilk increases mair and mair dayly within this realme;
therefore they have made, and constitute, and ordaynit, likeas they,
be the tenor heirof, maks, constitutes, and ordaynes Mr George
Gladstones, Bischop of St Andrews; John Spotswood, Bischop of
Glasgow; David Lyndsay, Bischop of Ross; Alexander Lyndsay,
Bischop of Dunkeld; Peter Blackburne, Bischop of Aberdeene; James
Law, Bischop of Orknay; Alexander Douglass, Bischop of Morray;
Gavin Hamiltone, Bischop of Galloway; Alexander Forbes, Bischop of
Caithnes; Andrew Lamb, Bischop of Brechine; Andrew Knox, Bischop
of the Isles; Patrick Galloway, Patrick Simsone, David Hoome, John
Clappertoune, John Knox, Robert Howie, John Hall, John Caldcleuch,
John Strachane, Andrew Boyde, Andrew Leitch, Robert Wilkie,
Patrick Scharpe, George Hay, Patrick Lyndsay, William Scott, Adame
Ballantyne, John Hay, William Cowper, or any elevin of them, their
very lawfull and undoubtit Commissioners from this present
Assemblie; givand, grantand, and committand unto them, or any
elevin as said is, their full power to plant such kirks in burrowtownes
as presently are or shall be found destitute of pastors, before the
next Assemblie. Attour, if it shall happen the King’s Majestie to be
grievit at ony of the ministry for qwhatsoever enormitie committit be
them against his Heines, with power to them, or any elevin of them,
as said is, to try and cognosce thereupon, and to take such order
thereanent as they shall think expedient to the glory of God and
weill of the Kirk; and, finally, with power to them to present the
grieves and petitiones of the Kirk to his Majestie, his Heines Secret
Counsell, Generall Conventiones and Parliaments that shall happen
to occurr before the next Assemblie, and to crave redresse of the
samen; ordayning them to give accompt of their proceedinge to the
next Generall Assemblie quhen it shall happen to conveine, &c. It is
alwayes speciallie provydit, that this present nominatione of the
same Commissioners quhilk were for the most part Commissioners in
the last Assemblie, shall no wayes be prejudiciall to the Assemblie’s
liberty in choising and electing Commissioners quhom they shall
think most meit and expedient, neither shall this election indure or
import any perpetuity of the office in the persone of the persones
electit.—Item, It is statute that the haill Commissioners be desyrit
and warnit to keep all their conventiones is opportunitie the same
day may be done.
Forsuameikle as the distractiones and eyelists quhilks are suspectit
to be in the hearts of the brethren among themselves, is one of the
maist speciall and urgent causes of the increase of Papists and
Papistrie within this realme: Therefore, for avoyding thereof, that
certain of the brethren, viz., The Bischops of St Androis, Ross,
Glasgow, Orknay, Mrs John Hall, Patrick Simsone, Wm. Cowper, and
John Knox, conveine with his Majestie’s Commissioners to advyse
upon the most solide and substantious overture for removeing of the
saids eylists and distractiones, and to reporte the same to the
Assemblie the next Sessione.

Sess. 7. Julii 29.

The said day the brethren appoyntit for advysing upon the best
overtures anent the distractiones and eylists that were enterit in the
hearts of the ministry declarit, that after mature deliberatione they
fand the saids eylists and controversies to aryse either upon
distractions of affectiones, or else diversitie of opiniones, the first
whereof being carnall, and therefore more dangerous, because it
sufferit not the brethren quhais affections were separate to unite
themselves with efald and uniforme counsell and advyce, to resist
the subtill practises of the common enemie, and so give him place
with his subtill crafts to enter in the Kirk of God, and thereby to
supplant and undermyne the same; Therefore their advyce was, that
as the danger increases be the nourisching of the distracted
affections of the brethren, even so the cure was the more necessary,
and the more hastily to be applyit, to wit, That the haill brethren of
the ministrie sould presently, in the fear of God, lay down all rancour
and distractione of hearts and affectiones, quhilk either of them hes
borne against uthers in all tymes bypast, and be reconcilit in the
heartie affectione in Christ, as becomes them quho are ministers of
the word of God, and preachers of peace, Christian love and charitie
to his people, to the effect that this heartie reconciliatione, their
hearts and advyce may be conciliat for disappoynting of the crafty
devyse of the enemy. Quhilk advyce the haill brethrene of the
Assemblie maist willinglie and heartilie imbraced, and ordained every
ane of them, alsweill Commissioners present as of the ministry that
were absent, to obey the same, by laying downe and casting away
all grudge or rancour that any of the brethrene bear at uthers; in
token qwhereof, and of an efauld union of hearts and affections,
they all held up their hands to God, testifying to his Majestie the
truth of their hearts in the said matter; and lykewayes they ordaynit
the same to be intimat to the rest of the brethren at their returning
to their Presbytries, to the effect the same may be done in every
Presbytrie immediately after their returning, as said is—inhibiting
also and dischargeing any such distractions or rancours to be among
them, either in affectione, word, deed, or countenance, but that they
concurre in ane mutuall friendship and amitie in God, as becomes
the pastors of the Kirk of Christ; and qwhosoever does in the
contrair, that he be censurit in his awne Presbytrie or Synod,—and in
caice of negligence, the Commissioners of the Assemblie.
As for the second cause of eylists, qwhilk is said to aryse upon
diversitie of opiniones, because these diversities of opinions results
upon different judgements amongst the brethren, concerning the
externall government and discipline of the Kirk, qwhilk cannot so
schortly be discussit and advysit upon as the brevitie of this
Assemblie permitts: therefore it was the opinion of the brethren
forsaid that the same sould be delayit to ane tyme mair convenient:
and in the meantyme, certaine appoyntit to reasone, intreat, and
advyse upon the same, quhilk lykeways the Assemblie hes thocht
expedient—and, therefore, they have electit and chosen the brethren
after following, viz. The Bischops of St Androis, Glasgow, Dunkeld,
Orknay, Cathnes, Mr Patrick Scharpe, Robert Howie, John
Mitchellsone, Henry Philip, George Hay, Patrick Galloway, John Hall,
Patrick Simsone, Wm. Scott, Archbald Oswall, John Knox, John
Carmichaell, Adam Ballantyne, John Weems, and Wm. Cowper, their
Commissioners in that part, to convein with his Majestie’s Councill as
his Hienes shall appoynt, at such tyme and place as they shall be
requyrit be his Majestie, and to treat, reasone, and consult upon all
matters standing presently among the brethren anent the discipline
of the Kirk, and quhatsoever they agree upon to report to the nixt
Generall Assemblie. And, in the meantyme, quhill the nixt Assemblie,
for an interim, the advyce of the brethren convenit at Falkland the
16 of Junii last, be observit anent the constant Moderator.
Item, It is statute and ordaynit, that as upon every fifth day of
August, publick thanksgiving is given to God for preservatione of his
Majestie from the treasone of sometyme John Earle of Gowrie
throughout all the pairts of Great Brittaine, and that the same be
intimate at every paroche Kirk with all possible diligence; ordayning
that such as refuses to doe the same, be observit and delait to the
Commissioners of the Generall Assemblie.
Item, Because the brethren appoyntit for tryell of the diligence of
the Commissioners appoyntit be the last Generall Assemblie for
visitatione of the Presbytries and report, that it was ane generall
grief and complaint given in be the few commissioners that had
producit their diligence of the great desolatione of the want of
pastors, and in speciall of the farthest of the North and South
partes; therefore the brethren ordaint the commissioners of this
present Assemblie to direct ane supplicatione to his Majestie for
taking order for planting of the kirks within this realme; and in
respect of the great necessitie of the kirks of Annandale, Ewisdale,
and Eskdale, and the rest of the kirks of the daills quhilks are
altogether unplantit, as likewayes, the kirks of Cathnes and Ross, in
the quhilks it is regraited that in many of them the holy communione
was never celebrate: Therefore the Assemblie hes given and grantit,
likeas they be the tennor heirof gives and grants their full power and
commission to their brethren underwritten, viz., to the Bischop of
Glasgow and Mr John Knox, for visitatione of the kirks of Annandaill,
Evisdaill, and Eskdaill, and remanent daills unplantit as said is, and
to the Bischop of Caithnes, George Dowglass, and Mr Wm.
Dowglass, for visitatione of the kirks of Caithnes and Rosse, with
power to them to plant ministers at the kirks within the saids bounds
respective, and to try the literature, qualificatione, and conversatione
of such as are already plantit, and in caise of insufficiency to depryve
them from their functione; with power also to cause kirks be re-
edified quher as they are demolisched, and if need beis to unite kirks
qwher necessitie requires, and to report their diligence to the nixt
Assemblie—promitten de rato.

Sessio Ultima. Penultimo die Julii, Ante Meridiem.

 Item, Because ane great part of the desolatione of kirks proceeds
from the absence of certaine of the ministry from their flocks, be
reasone they are so confynit, therefore the Assemblie hes thocht it
expedient that the Commissioners direct ane humble supplicatione to
his Majestie, most humbly desyrand his Hienes to sett at libertie
such of the ministrie as are confynit, to the effect be their presence
and awayting on their cure their flocks may be comforted, qwhilks
are now left desolate.
Item, Because it is humbly lamentit that the inhabitants of the
towne of Aberdeene ceases not yearly to elect and chuse such
persones to be magistrats and upon their counsell as are wilfull and
profest Papists, and enemies to the truth profest within this realme,
to the dishonour of God, and dishearting of such as feares his name,
and contempt of discipline within that burgh; Therefore it is ordaynit
be the Assemblie that the Presbytrie of Aberdeene inhibit the
Councill and inhabitants of the said burgh, that they elect nor chuse
no Papists to beare office of ane magistrate or upon councill in no
tyme coming, and if they doe in the contrare, that they proceed
against them with the censures of the Kirk; Ordayning lykewayes the
Commissioners appoyntit for his Majestie to adjoyne this petitione to
the rest of their supplicationes, that by his royal authority, ane civill
paine may be imponit upon the contraveeners of the said act.
Item, It is ordaynit that no minister in ony tyme coming, take
upon hand to solist in favour of Papists or suspect of Papistrie, either
before the civill or spirituall Judge or utherwayes, either be word or
wreit, under the pain of deprivatione.
Item, Because there is sundrie supplicationes given in to the
Generall Assemblie quhilk, for the schortness of tyme, cannot be
decydit and answerit; therefore the Generall Assemblie remitts the
same to their Commissioners above constitute, ordayning them to
conveen upon the 15 of Nov. nixt to come, and there to decyde and
answer all such bills and supplicationes as shall be direct unto them
upon the back from this present Assemblie.
 Item, Because it hath pleasit God of his mercy to grant ane good
and happy successe to this present Conventione, to the comfort of
his awne Kirk and discontentment of his enemies; therefore the
Assemblie ordaynes the same to be intimate be every Presbytrie at
their severall paroche Kirks immediately after the dissolving of this
Conventione, and that they give publick thanks for the same, and
pray God for a prosperous and a lang reigne to his Majestie and the
health of his Royall posteritie.
The next Generall Assemblie is ordaynit to hald at Edinburgh the
last Twesday of May 1609 years, if his Majestie shall think expedient.
Thanks being given to God for the prosperous event of this
Assemblie be prayer and singing of psalmes, the same was dismissit.
 The Generall Assemblie of the Kirk of Scotland, halden at Glasgow the 8
of Junii 1610 years, where was present the King’s Commissioners, viz.
the Earle of Dumbarr with the Bischopes, with the Commissioners of
Presbytries.

Moderator,
Follows the Heads and Articles concernyng the discipline of the Kirk to be
observit in all tyme coming.

In the first, it is declarit that the allegit Assemblie haldin at

Aberdeen is null in the self, speciall in respect it had not his
Majestie’s allowance, and was dischargit be his Majestie’s
Commissioner.
And because necessitie of the Kirk craves that for order taken with
the common enemie and uther affaires of the Kirk, there shall be
yearly Generall Assemblies, the condition whereof the Assemblie
acknowledges to appertayne to his Majestie be the prerogative of his
royall crowne; and, therefore, the Generall Assemblie maist humbly
requests his Majestie, that Generall Assemblies be halden ance in
the year, or at the liest, in respect of the necessitie forsaid, that his
Majestie wold appoynt ane certaine tyme at the quhilk the samen
shall be halden precisely in all tyme coming.
Item, It is thocht expedient that the Bischops shall be Moderators
in every diocesane Synod, and the Synods shall be halden twyse in
the year, of the Kirks of every diocie, viz. in Aprill and October. And
quher, as the diocies are large, that there be two or three Synods in
convenient places for ease of the ministry.
Item, That no sentence of excommunicatione or absolutione
therefra be pronuncit againes or in favours of any persone without
the knowledge and approbatione of the Bischop of the diocie, quho
most be answerable to his Majestie for all formall and impartiall
proceedings therein; and the proces being found formall, the
sentence to be pronuncit at the directione of the Bischop, be the
minister of the paroche quhere the offender dwells and their proces
began.
And in caice the Bischop shall be found to have stayed the
pronuncing of the sentence against any persone that hes merite the
same, and against quhom the proces has been lawfully deducit, that
advertisement shall be made to his Majestie to the effect ane uther
may be placit in his rowme.
Item, That all presentationes heirafter be direct to the Bischop;
and upon any presentatione given or utherwayes sute made be any
to be admittit to the ministry, the Bischop is to requyre the ministry
of these bounds qwhere he is to serve, to certifie by their testificat
unto him of the partie suiter, his conversatione past, his abilitie and
qualificatione for the functione; and upon returne of their testificat,
the Bischop is to take harder tryall, and finding him qualifyed, and
being assistit be such of the ministry of the bounds qwhere he is to
serve as he will assume to himself, he is then to perfect the haill act
or ordinatione.
Item, In depositione of ministers, the Bischope associating to
himself the ministry of these bounds qwhere the delinquent serves,
he is then to take tryall of his fault, and upon just cause found, to
deprive him.
Item, That every minister, in his admission, shall swear obedience
to his Majestie and his ordinar, according to the forme sett downe in
the conferrence keepit in the year of God 1567, qwhereof the tenor
follows:—
The Forme of the Oath to be given to the Persone provydit to any
Benefice with Cure, the tyme of his Admission be the Ordinar.

I, A. B., now nominat and admittit to the G. of K., utterly testifies

and declares on my conscience, that the richt excellent, richt hiche
and mighty Prince James the Sixt, be the grace of God King of
Scotts, is the only lawfull, supreame governour of this realme,
alsewell in things temporall as in conservatione and purgatione of
religione, and that no forraigne Prince, Prelat, nor Potentate, hes or
oucht to have jurisdictione, power, superioritie, preheminence or
authority, ecclesiasticall and spirituall, within this realme; and
therefore I utterly renunce and forsake all forraine jurisdictiones,
powers, superiorities, auctoritie, and promises; that from this furth, I
shall and will bear faith and trew alleadgeance to his Hienes, his airs,
and lawful successors, and to my power shall assist and defend all
jurisdictions, priviledges, preheminences, and auctorities grantit and
belangand to his Hienes, his airs, and lawfull successors, or united
and annexed to his Royall Crowne: And farther, I acknowledge and
confesse to have and hald the said G. possessions of the same
(under God only) of his Majestie and Crowne Royall of this realme:
and for the saids possessiones, I do homage presently unto his
Hienes in your presence, and to his Majestie, his aires, and lawful
successors, shall be faithful and trew: Swa help me God.
Item, The visitatione of ilk diocie is to be done be the Bischop
himselfe; and if the bounds shall be greater than he can overtake,
he is then to make speciall choyce, and to appoynt some worthy
men to be visitors in his place; and quhatever minister, without just
cause and lawfull excuse made, shall absent himselfe from the
visitatione of the diocesian Assemblie, he shall be suspendit from his
office and benefice, and if he amend not, he shall be depryvit.
Item, Exercise of doctrine to be continowit weekly amangst the
ministers at the tymes of their accustomed meetings, and to be
moderatit be the Bischope, if he be present, or then be ane uther
quhom he sall appoynt at the tyme of the Synod.
Item, The Bischope shall be subject in all things concerning his
life, conversation, office, and benefice, to the censure of the Generall
Assemblie, and being found culpable, with his Majestie’s advyce and
consent, to be depryvit.
Item, That no Bischop be electit but who hes past the age of
fourty years compleat, and quha at liest hes been an actuall teaching
minister ten years.
 Qwhilks haill articles being diverse tymes publickly read in the face
of the haill Assemblie conveinit, after voteing, the samen was
ratified, approven, and concludit be the haill Assemblie, and ordaynit
to be observit in all tyme comeing.
Forsuameikle as in this present Assemblie it is already statute, that
the exercises shall be moderat be the Bischopes in the meitings of
the ministry, if they be present, or then be any uther qwham they
shall appoynt at the tyme of the Synod, and because the next Synod
is not to be holden before the month of October nixt to come,
therefore it is ordaynit, that in absence of the Bischope, ane
constant Moderator shall remaine in their owne places qwhill the
next Synod be holden in October.
Item, Because it is uncivill that laws and constitutions, either civill
or ecclesiasticall, being ance established, and in force by publick
opinion and consent, should be controllit and callit in question be
any persone, therefore it is statute by uniforme consent of this haill
Assemblie, that none of the ministry, either in pulpit in his preaching,
or in the publicke exercise, speake and reasone against the acts of
this present Assemblie, nor disobey the same under the paine of
deprivatione, being tryit and convict thereof; and specially that the
question of equalitie and inequalitie in the kirk, be not treatit in the
pulpit under the said paine, and that every ane of the
Commissioners present intimat this act in the first meeting of their
services.
Extract furth of the Registre of the Acts of the Generall Assemblie be Mr
Thomas Nicolsone, Commissar of Aberdeen, Clerke, Keeper and
Extractor heirof.[54]
 The Generall Assembly of the Kirk of Scotland, halden at Aberdein the
13th of August 1616 years, qwhere was present the Earle of
Montrose, Commissioner for his Majestie, together with the
Archbischops, Bischops, and Commissioners for Presbytries.

Exhortatione being made be {blank space} Mr John Spotswood,

Archbishop of St Androis, was chosen Moderator.

Sess. 2a. August 14.

Forsuameikle as the maist urgent causes of the convocation of this
present Assemblie is to obviat the great increase of Papistrie within
this realme, and to try out the just causes thereof, to the effect that
sufficient remedies may be provydit for redressing of the same in all
tyme coming, and that it is found be the haill Assemblie that ane
great part of the causes of the increase forsaid relyes presently upon
the slackness of the ministers in their holy profession, and pairtly
upon the not executing of the lawes, alsewell civill as ecclesiasticall,
against such persones as either were excommunicat themselves, and
openly continuit the said censure, or qwho intertaines, receiptes,
and maintains qwha are excommunicat, or qwho were the traffiquers
against the trew religione presently profest within this realme: For
remeid qwhereof the whole Assemblie in ane voyce hes statute and
ordaynit in manner after following:
In the first, for the better tryall and discovering of Apostates, It is
statute and ordainit that qwhosoever hes confessit the trew religion
presently profest within this realme, and hes subscrivit the same,
and has receavit the holy communion of the Supper of the Lord, and
communicat conforme to the order prescryvit within this realme, if at
any tyme hereafter he or she be found in any tyme either to reasone
or gainstand the trew religione presently profest within this realme,
or any particular head thereof, or to raill against the same, or else
directly or indirectly to be a seducer or perverter of others from the
said truth presently profest as said is, or if he or she be found to
resett or intertaine any traffiquing Papists, Jesuites, or Seminarie
Priests; any one of the said facts or deeds shall be ane sufficient
cause of apostacie, and these doers shall be repute and punischit as
apostates; and because the probatione in the saids causes is difficile
and almost impossible, in respect that the said deeds are committit
covertly and quherin probatione hardly can be producit; therefore it
is statute, that in caise their probatione cannot be had, that it shall
be lawfull to prove the same be the oath of the pairtie alleadgit
committer of the saids facts and deeds, and that it shall not be
lesum to him to refuse to give his oath in the saids matter, upon
whatsomever collour or pretence of criminall action or wthers
following thereupon; and to this effect that ane supplicatione be
direct to his Majestie, that it might please his Hienes to sett downe
ane ordinance for ratificatione of the former statute, to the effect it
may be receavit in all judicatories.
Item, It is statute, if any persone or persones quho hes conformit
himself to the trew religione presently profest within this realme, and
hes subscryvit the Confession of the Faith and receavit the
Communion, if in any tyme hereafter he or they doe not haunt the
ordinare exercises of religione, being admonisched be their ordinare
Pastor trina admonitione, the same being proven shall be ane cause
to punische them as held and repute apostates.
Item, It is statute and ordainit, that qwhatsoever persone, knowne
of before tyme to have been a Papist, and after reconciling to the
Church, he shall be tryit and found to weare and beare under
persone Agnus Dei beads, cross, crucifixes, or to have uther house
idols or images, or in their books such things as before they have
superstitiously used, the same shall inferr just suspicione of
apostacie and falling back; and they being convict thereof, shall be
halden and repute as apostats.
Item, It is statute and ordainit, that qwhensoever any minister
shall receave any Papist returning from his errors to the bosom of
the Kirk, that at the tyme of his receaving, the minister shall first
take his oath solemnlie sworne, that he shall declare the verity of his
fayth and belief in every particular poynt and article contayning the
Confessione of the Faith qwhilk shall be speirit at him, and that
immediatly the said minister shall examine him particularly upon
every head contained in the said Confessione of Fayth, and receave
his particular answer thereupon affirmative conforme to the same,
utherwayes he shall not be receavit.
Item, It is statute anent the wyfes of noblemen and wthers qwho
receipts traffiquing Papists, Jesuites, Seminarie Priests, and if the
same were done against the will and knowledge of their husbands,
that all such women shall be callit and convenit for the said receipt
and intertainment; and their being convict therefore, they shall be
wardit ay and qwhill they finde sufficient cautione to abstaine from
the lyke in all tyme coming under a certaine paine, but prejudice of
any actione that may be competent against their husbands, conform
to the lawes of this realme.
Item, Because the speciall cause of increase of Papistrie proceeds
upon the not putting to executione of the statutes and acts of
Parliament made against traffiqueing Papists, or Seminarie Priests,
that therefor an applicatione be directed to his Majestie, that it will
please his Hienes to take such order that the lovable laws and acts
of Parliament made be his Majestie in tymes bypast against
traffiqueing Papists, Jesuites, or Seminarie Priests, may be put to
executione in tyme coming with rigour.
Item, It is statute that the haill names of Papists recusants, within
this realme, be given in be the Commissioners of this present
Assemblie, to the clerk, to be delyverit be him to the Archbischops of
St Androis and Glasgow, conforme to their severall provinces, to the
effect they may be callit and conveinit before them in the hie
commission, and punisched as accords; but prejudice alwayes of
uther ecclesiasticall censure and discipline of the Kirk statute against
them of before.
Item, It is ordaynit that every ane of the ministry give up the
names of such of their paroche as hes past furth of the cuntrie, and
not found caution for their behaviour and sincere professione of the
trew religione furth of the samen, conforme to the act of Parliament,
to the effect they may be callit, convenit, and punishit therefore.
 Item, It is statute that the haill names of the persons
excommunicat within this realme quhilk shall be given up be the
Commissioners, be delyverit to the Bischope of every diocie, quho
shall delyver a catalogue of the names to every minister within his
diocie, ordayning every minister to make publick intimatione thereof
at every ane of their paroche kirkes, upon Sunday, in tyme of divyne
service, that no man pretend ignorance of the same; charging and
inhibiting every one of their paroche, that they neither receipt the
saids excommunicants nor intercommon with them; certifying them
and they doe in the contrare, they shall be callit and conveinit as
receipters of traffiqueing Papists and excommunicat persones, and
punisched for the same.
Item, The Assemblie recommends to the care of Bischops within
their dioces, and Ministers within their congregationes, to travell with
the noblemen, gentlemen, and burgesses, that there be the
ordinarie exercise of reading and prayer within their houses, as also
ane prayer for the King’s Majestie and his children every meal.

Sess. 15.[55] August 15, 1616.

Item, Because there are some pamphlets and books full of
calumnies quyetly sett furth and spread within this countrie be the
Papists and enemies of trew religion; therefore the Assemblie hes
ordaynit Mr Wm. Scott, minister at Cowper, and Mr William
Struthers, minister at Edinburgh, shall make answers to the said
books and pamphlets, to the effect that thereby the people may be
instructit how to beware of the same, and the said errors and
calumnies may be refutit.
Item, Because it is certainly informit that certaine women tacks
upon them to bring up the youth in reading, sewing, and wthers
exercises in schools, under pretext and cullour quherof traffiquing
Papists, Jesuites, and Seminarie Priests, hes their appoyntit tymes of
meeting, at the quhilk tyme they catechise and pervert the youth in
their growing and tender age, in such sort that heirby thereafter, by
great paines and travells, can they be brocht from their errors to the
acknowledging of the truth presently profest within this realme: It is
therefore statute and ordaint that it shall not be leisume to
quhatsoever persone or persones to hold any schools for teaching of
the youth, except, first, they have the approbation of the Bischop of
the diocie, and be first tryit be the Ministers of the Presbytry quhere
they dwell, and have their approbatione to the effect forsaid.
Item, Because it is ane great abuse in people passing to
pilgrimages, wells, and old chapells, as lykewayes in putting up of
banefyres; Therefore it is ordaint that the brethren of the ministry be
diligent in teaching of the people and preaching against such abuses
and superstitione, to the effect they may be recallit from the saids
errors, and lykewayes that the minister take diligent tryall of the
names of those quho haunts those pilgrimages, and delait the same
to the Archbischopes of St Androis and Glasgow, every ane within
their owne provinces, to the effect they may be callit before the
Commission and punischit for the same.
It is lykewayes ordaynit that their names be delyverit to the
Justices of Peace within the places of their pilgrimages and dayes of
their meetings, and that they be requestit and desyrit to attend upon
the saides dayes of their meetings, and to disturbe and divert them
therefrom be apprehending and punisching them.
Item, It is ordaynit that every minister give up the names of idle
sangsters within their paroche to the Justices of Peace, that they
may be callit and convenit before them and punischit as idle
vagabonds, conforme to the Acts of Parliament and power given to
the saids Justices thereanent.
Item, Because it is found that diverse of the saids Jesuites,
traffiquing Papists, and Seminarie Priests, goes about under collour
and pretext of Doctors of Physicke and Apothecaries, deceaving and
perverting the people from the trew religione profest within this
countrie; Therefore ane supplicatione wald be direct to his Majestie,
that it wald please his Hienes to statute and ordayne that none
hereafter be sufferit to wse and exerce the office of ane Doctor of
Physicke or Apothecar whill first he have ane approbatione from the
Bischop of the dioces qwhere he maks his residence, of his
conformity in religione, as lykewayes from the Universitie qwhere he
learnit and studyit, of his qualificatione in the said airt.
The qwhilk day appearit in presence of the haill Assemblie, John
Gordoune of Buckie, in name and at the directione of ane noble and
potent Lord, George Marques of Huntlie, and presentit ane petitione
direct be the said Marques to the said Assemblie, subscrivit with his
hand, desyrand ane answer of the same to be given be the
Assemblie, qwhereof the tenor follows, as is to be found in the end
of this Assemblie.*[56] As lykewayes was producit be {blank space}
ane letter direct from the Archbishop of Canterburie, together with
ane uther letter from the King’s Majestie, concerning the absolutione
of the said Lord Marques from the sentence of excommunicatione
made be the said Archbischop of Canterburie, qwhilk were both read
in presence of the haill Assemblie, and ordainit to be registrat in the
Acts of the Generall Assemblie ad perpetuam rei memoriam,
qwhereof the tenor follows:
Here to insert the two letters quhilk is to be found afterward.*[56]
With the quhilk the Assemblie being ryplie advysit, hes thocht it
maist expedient that the said Marquess compeir in presence of the
whole Assemblie, there to testifie his conformitie in the poynts of
religione, and resolutione to abyde thereat, and so to be absolvit
from the sentence of excommunicatione pronuncit against him; and
therefor ordaines the said John Gordoune of Buckie to advertise the
said Lord Marques, that he compear before the Assemblie upon
Wednesday nixt to come, the 21 of August instant, to the effect
forsaid; and for the better furtherance heirof, the Assemblie hes
desyrit the Lord Commissioner and Lord Archbishop Moderator, to
write thir letters to the said Lord Marques for the causes forsaids.

Sess. August 16, 1616.

The quhilk day, the Lord Commissioner for his Majestie producit
certain instructiones direct be his Majestie to the said Lord
Commissioner to be preponit to this present Assemblie anent the
provisione of the remedie for the defectione and falling away of
many from the truth, quhereof the tenor followeth:
Instructions to the richt trusty and well-beloved Cowsing and Counsellor
the Earle of Montrose.—Here to be insert.*[56]

Qwhilk being read in audience of the haill Assemblie, they most

humbly thanked his Majestie for the great care and solicitude his
Majestie alwayes tooke for the advancement of the glory of God and
professione of the trew religione within this realme, and holding
downe and suppressing of papistrie and superstitione within the
same; and as to the said instructions, the brethren were ordaynit to
advyse therewith qwhill the morne.

Sess. August 17, 1616.

Anent the said instructiones direct from his Majestie to this
Assemblie, the said Assemblie being rypelie advysit therewith, hes
statute and ordaynit as followeth:
In the first, concernying the cause and defectione of many from
the trew religione in this kingdome, and the remedies thereof, the
Assemblie hes set them down in the articles made before in this
present conventione; and therefore most humbly desyres his
Majestie to confirme and allow them, and make them receave
executione.
Item, Because the laicke of competent maintenance to ministers is
the chief cause of the evill qwhilk lyes upon this kirk, qwhilk for the
maist pairt proceeds from the dilapidatione of benefices; to the
effect therefore that the progress of that evill may be stayit, and
some meines devysit to recover that qwhilk by iniquitie of tyme has
been losit, the Assemblie remitts the tryall, cognitione, and whole
dispositione of this matter to the Commissioners appoyntit from this
Assemblie for the causes underwritten. And in the meintyme, inhibits
and discharges all ministers who are beneficit persones, and uthers
that are members of any chapter, to sett in tack and assedatione,
any pairt of their benefices, either in long or schort tackes, to
qwhatsoever persone or persones, or as members of chaptor to give
their consentes to any tackes or assedationes sett be uthers, qwhill
the saids Commissioners have conveinit and taken order anent
dilapidatione of benefices and forme and manner of setting of tacks,
under the paine of excommunicatione of the persons setters of the
saids tacks and consenters thereto, and deprivatione of them from
their benefices.
Item, Because the provisione of learnit, wyse, and peaceable men
to be ministers at chief Burrowtownes in vaickand places, such as
Edinburgh, Perth, Aberdeene, Bamff, and uther places vaickand, is
ane most effectuall meane to root out Poprie and perpetuat the trew
professione of religione; it is therefore ordaynit that the
burrowtowns be provydit with the most learnit, wyse, and peaceable
men that may be had; and because the commissioners of the towne
of Edinburgh hes no commission from the said toune anent the
provisione of ministers to the vaickand places within their said kirk,
therefore the care thereof is committit to the saids commissioners,
to quhom it shall be injoynit in their commission, that they sie the
same performit; and as to Perth, the Assemblie ordaynes my Lord
Bischop of Galloway to deall with the Commissioners of the towne of
Perth for provisione of that vaickand place; and sicklyke ordaynes
the Provost of Aberdeene to advyse with the counsell anent the
planting of the said kirk, to the effect sufficient and qualified men
may be nominat and provydit to the saids places before the
dissolving of this present Assemblie.
Item, Because ane speciall care should be had of the places of
noblemen their residence, chiefly of such as were thoucht to inclyne
to Poprie; therefore the Assemblie statutes and ordaynes, that the
Lords Archbischops and Bischops, with the advyce of their Synods,
take care that most learnit and discreet persones of the ministrie be
appoyntit to attend the saids places, and be transportit thereto, sic
as the kirks of Bellie, North Berwick, Cockburnespath, Paslay, and
wthers places quhere noblemen make residence, chiefly those quho
are thought to inclyne to Poprie, and that they have a care of their
maintainance and sufficient provisione; and if the same be small,
that these that are appoyntit to attend at the saids kirks carie their
livings and rents with them quhill farther order be taken.
Item, Forsuameikle as ane of the maist speciall means for staying
the increase of Poperie, and settleing of the trew religione in the
hearts of the people, is, that ane speciall care may be taken in the
tryell of young children, their education, and how they are catechisit,
qwhilk in the meantyme of the primitive church was most carefully
attendit, as one of the most effectuall meanes to cause young
children in their tender years drink in the trew knowledge of God
and his religione, but is now altogether neglected in respect of the
great abuse and errors quhilks creip in into the Popishe church, upon
the said good ground he bigging thereupone ane Sacrament of
confirmatione; therefore, to the intent that all errors and
superstitione quhilk hes been biggit upon the said ground may be
rescindit and taken away, that the matter itself being most necessar
for educatione of youth may be reducit to its owne integritie:
It is statute and ordaynit that the Archbishop and Bischops in the
visitatione of the kirks, either be themselves, or qwhene they cannot
overtake the bussiness, the minister of the paroche, make all young
children of such yeares of age be presentit before them, and to give
confession of the faith, that so it may appear in quhat religion they
have bein traynit up, and that they be commendit to God by prayer
at the tyme, for the increase of knowledge and continwance of his
grace with them after that tryall; that the minister of the paroche,
every two or three years, ance at the least, re-examine them, that
after sufficient growth in knowledge they may be admittit to the holy
communione; and it is desyrit that ane supplicatione be direct to the
King’s Majestie, humbly craving that it wold please his Hienes to
injoyne ane punischment upon such parties as either do not present
their children, or shall be found negligent in their right instruction,
and that they be callit and convenit therefore before the High
Commission.
Item, It is statute that the simple professione of the faith
underwritten be universally receavit throughout this whole
kingdome, to the qwhilk all hereafter shall be bound to swear and
sett their hands; and in speciall all persones that bear office in the
Church, at their acceptatione of any of the saids offices, and
lykewayes Students and Schollars; of the qwhilk Confessione the
tenor follows:—

Here to insert the Confession of Faith.[57]

Item, It is statute and ordaynit that a Catechisme be made, easie,
short, and compendious, for instructing the common sort in the
articles of religione, qwhilk all families shall be subject to have, for
the better informatione of their children and servants, qwho shall be
halden to give accompt thereof in the examinationes before the
communione: and for the better effectuating heirof, the Assemblie
hes ordaint Mr Pat. Galloway and Mr John Hall, ministers at
Edinburgh, and Mr John Adamsone, minister at Libbertone, to forme
the said Catechisme, and to have the same in readiness before the
first day of October nixt to come, to the effect the same may be
allowit and printed with the King’s Majestie’s licence; the qwhilk
Catechisme being so printed, it is statute and ordainit that no uther
hereafter be printed within this realme, nor used in families for
instruction and examinatione of their bairnes, servants, nor the
people, in all tyme coming.
Item, It is statute and ordaynit that ane uniforme order of Lyturgie
or Divine Service be sett doune to be read in all Kirks on the
ordinarie dayes of prayer, and every Sabbath day before the
sermone, to the end the common people may be acquainted
therewith, and by custome may learne to serve God rightlie: and to
this intent, the Assemblie hes appoyntit the saids Mr Patrick
Galloway, Mr Peter Elliot, Mr John Adamsone, and Mr Wm. Erskine,
minister at {blank space} , to revise the Book of Common Prayers
contenit in the Psalme Book, and to sett doune ane common forme
of ordinary service to be used in all tyme hereafter, quhilk shall be
usit in all tyme of common prayers in all Kirks quhere there is
exercise of common prayers, as lykewise be the minister before the
sermone quhere there is no reader.
 Item, It is statute and ordaynit that in all tyme hereafter, the holy
Communion be celebrate in all Kirks within this realme at the tymes
following, viz. in Burrowtownes, the Communion shall be celebrate
four tymes in the year, and twyse in the year in landward Kirks, so
that ane of the tymes alseweel in Burrowtounes as landwart shall be
at the tyme of Eister yearly; and if any persone shall not
communicat ance in the year at ane of the foresaid tymes, that it
shall be humbly requyrit of his Majestie that the penaltie of the Act
of Parliament may be exactit of such persones with all rigour.
Item, It is thoucht most necessare and expedient that there be
ane uniformitie of Church discipline throughout the whole Kirks of
this Kingdome; and to that effect it is statute and ordaynit that a
Book of Cannons be made, published in wreit drawn furth of the
Books of formall Assemblies, and quhare the same is defective that it
be supplied be the Cannons of Counsell and Ecclesiasticall
Conventiones in former tyme, the caire quherof the Assemblie be
thir presents committs to the Richt Reverend James Archbishop of
Glasgow, and Wm. Struthers, minister at Edinburgh, quho shall put in
forme the said Ecclesiasticall Cannons, and present them to the
Commissioners appoyntit be this Assemblie; to quhom power is
given to try, examine, and after their allowance and approbatione
thereof, to supplicat to his Majestie that the same may be ratified
and approved by his Royal authoritie, with priviledge to put the same
in print.
Item, It is statute and ordaynit, that for the help of posteritie, and
to continue the light of the Gospell with ages to come, the Divinitie
Colledge foundit at St Androis, quhilk sould be the seminarie of the
Kirk within this realme, be maintainit and upholden, and ane speciall
care taken thereof; and because the rent thereof is meine for the
present, it is ordaynit that for the provisione of some students in
divinitie every diocie shall intertaine two, or according to the
quantitie of the dioces so many, as the number may aryse to twenty-
sax in haill—respect being had to the mienness of some diocies, and
greatness and powers of wthers, so that the leist diocies in their
contributione shall be helpit and easit be the greater: in the qwhilk
number it is ordaynit that the halfe at the leist be the sonnes of poor
ministers, and be presentit be the Bischops of the diocies to the
place.
Item, The Assemblie ratifies and approves the former Act made in
the Assemblie holdin at Halyrudehouse the tenth day of November
1602 anent the sacrament of baptisme, that the same be not refusit
if the parent crave the same, be giving ane Christian confessione of
his fayth upon any uther particular pretence of delay to tyme of
preaching, with this extentione and additione, that baptisme shall no
wayes be denyit to any infant quhen ayther parents of the infant, or
ony uther faithfull Christiane in place of the parents, shall requyre
the same to the infant, and that the same be grantit ony tyme of
day, butt ony respect or delay till the hour of preaching.
Item, It is ordaynit that every minister have ane perfect and
formall register quherin he shall have registrat the particular of every
baptisme of every infant within his paroche, and quha wer witness
thereto, the tyme of the marriages of all persones within the same,
and the speciall tyme of the buriall of every ane deceisand within
their parochine, and that they have the same to be in readiness to
be presentit be every ane at their next Synod Assemblie, under the
paine of suspensione of the minister not fulfilling the same, from his
ministry; and it is declared that the saids Commissioners in their
supplicatione direct to his Majestie, wald crave humbly that his
Majestie wald ordaine the extract furth of the said registres to make
faith in all tyme comeing; and quho so observes this Act, the
Archbischops and Bischopes shall let them have their qoats of their
testaments gratis.

Acta Sessione Ultima.

The quhilk day, in presence of the whole Assemblie, compeirit the
noble and potent Lord, George Marques of Huntlie, and declareit
that he had direct before, John Gordoune of Buckie to present his
supplicatione to this present Assemblie, quhereof the tenor is insert
before: Lykeas of new, he reiterat the said supplicatione, declaring
the sorrow and grieff he had conceivit, in that he had lyen so long
under the fearfull sentence of excommunicatione, and, therefore,
most humbly desyrit to be absolvit from the same, as he faithfully
promised in face of the haill Assemblie to performe and fulfill the
conditiones and heads under specifeit, viz.:
First, The said noble Lord faithfully promised before God, his hand
holden up, to professe and abyde be the trew religion presently
profest within this realme, and allowit be the lawes and acts of
Parliament within the same.
2. He faithfully promised to communicat at the first occasione he
should be requyrit, and so to continow, conforme to the order of the
land.
3. He should cause his children, servants, and whole domesticks,
be obedient to the Kirk and discipline thereof, and sould cause them
haunt the kirk at ordinar tymes of preaching.
4. He shall not receave Papists, Jesuites, Seminarie Priests, in his
house, nor nane of his lands, but put them out of his bounds with all
diligence.
5. He allows the Confessione of the Faith presently sett downe be
the said Assemblie; and in token of his constant confessione thereof,
he hes subscrivit the samen in face of the Assembly.
Qwhilks haill premisses above specifeit the said noble Lord
protests and declares that he hes made and subscrivit truely and
with ane honest heart, butt any equivocatione, mentall reservatione,
or subterfuge qwhatsoever, devysit be the Romish Kirk and their
supposts. Attour, the said noble Lord faithfully promised to plant his
whole kirks qwhereof his Lordship hes the teinds in tack positiones
or utherwayes, at the sicht and conclusione of my Lord Archbischop
of St Androis, the Bischop of Murray, and the Laird of Corse, unto
qwhois modificatione the said noble Lord submitts himself; be the
tennor of thir presents, givand them power to modifie compleit
steipends to the saids kirks, and as they shall be modified be them
he oblisses him to make payment of the same to the ministers
provydit or to be provydit to the saids kirks.
And in respect of the premisses, the Assemblie ordaynit the said
noble Lord to be absolvit from the sentence of excommunicatione
led and deducit against him before conformyng hereto, the Right
Reverend Father, John Archbischope of St Androis, moderator, in face
of the Assemblie, absolves the said George Marques of Huntlie from
the said sentence, led and deducit against him, and receavit him
againe into the bosome of the Church.
The quhilk day, the Generall Assemblie of the Kirke of Scotland
presently convenit, having interest in consideratione of the cause of
the defection and falling away of many from the trew religione, and
having found the laike of the competent maintainance to ministers
not to be the leist cause of the evills quhilks lyes upon the Kirke
presently, the ground and fundament quhairof for the maist pairt hes
proceedit from the dilapidatione of benefices, with the quhilk, if
some solide order be not taken in tyme, the same is apparent to
bring furth greater evill and desolatione in this Kirke: And seeing the
King’s Majestie hes requyrit that order may be taken with the saids
dilapidationes, Therefore, in respect the same cannot suddenly be
done, but will requyre ane lang tyme and mature deliberatione, the
Assemblie hes given, granted, and committed, lykeas they, be the
tennor heirof, gives, grants, and committs their full power and
commission to the brethren underwritten; they are to say, the
Reverend Father in God, John Arch Bischop of St Androis, James
Arch Bischop of Glasgow, Alexr. Bischop of Dunkeld, Alexander
Bischop of Murray, Patricke Bischop of Ross, Wm. Bischop of
Galloway, Andrew Bischop of Brechine, Andrew Bischop of
Dumblaine, Andrew Bischop of Argyle, Andrew Bischop of the Isles,
Patricke Forbes of Corse, Mr George Douglass, minister at Cullen,
John Reid, minister at Logybuchan, George Hay, minister at Turreffe,
Doctor Henry Philipe, minister of Arbroath, David Lindsay, minister at
Dundee, William Scott, minister of Coupar, Doctor Robert Harvie,
Rector of St Androis, John Mitchellsone, minister at Bruntisland,
Patrick Galloway, John Hall, Wm. Struthers, ministers at Edinburgh,
Robert Scot, minister at Glasgow, Edward Hepburne, minister at
Hawick, Doctor John Abernethie, minister at Jedburgh, William
Birnie, minister at Air, William Erskine, minister at {blank space} ;
Givand, grantand, and committand to them, or the most part of
them, their full power and commission to conveen at Edinburgh the
first day of December nixt to come, in this instant year of God 1616,
and there to take order with the dilapidatione of benefices, and to
sett downe solide grounds how the progresse of that mischief might
be stayed, and to advyse upon some meanes to recover and restore
the estate of these benefices qwhilks be iniquitie of tyme hes been
lossit; and if need beis to call and persew before them qwho hes
made the saids dilapidationes, and punische them therefore; and as
they shall conclude, the same to be inactit, and have the force of
this present Assemblie; with power lykewayes to the saids
commissioners, or maist part of them, as said is, to take order anent
the planting of sufficient and qualified pastors in burrowtownes
presently vaickand, and are not plantit at this present Assemblie;
with power also to receave from the Richt Reverend Father, James
Archbishop of Glasgow, and Mr William Struthers, minister at
Edinburgh, the cannons of church discipline committit to their
charge, to revise the same, allow and disallow thereof, and to direct
ane supplicatione to his Majestie desyring that it wald please his
Heines to ratifie and approve the samen, and to warrant the printing
thereof be his authoritie royall.

We have now accomplished the main part of the task in which for
some months past we have been engaged, namely, to print for the
first time, in a complete and connected state, all that now remains
of the earliest record of the Reformed Church of Scotland. That
record extends from 1560 to 1616 inclusive. And as stated in
previous notes, the proceedings in the Assemblies, during the period
now referred to, constitute what has been long denominated “The
Booke of the Universall Kirk of Scotland.” The concluding part of our
undertaking still remains to be performed in such illustrative notes
and documents as are requisite for giving coherence and full effect
to these important fragments of our ecclesiastical records; and this
portion of our labours shall hereafter be prosecuted as speedily and
comprehensively as the nature of the case admits of, with a due
regard to fidelity in its accomplishment. In the meanwhile, “The
Booke,” forming of itself a volume of sufficient size, it is now given in
that shape to the public.
The reader of the preceding pages is already aware, that all the
proceedings of the Episcopal Assemblies (subsequently to that of
1602) were rescinded by the Presbyterian Conventions which took
place during the reign of Charles I. in 1638 and 1639. Even in the
proceedings of the Assemblies soon after 1592, when
Presbyterianism was established, there are various indications of the
intentions of King James VI. to insinuate Episcopacy into the
constitution of the Church; and after his accession to the throne of
England, in March 1603, his policy in this respect became more
manifest. Indeed, by an act of Parliament in 1597, (19th December,)
the insidious propositions which had been made in the Assemblies,
for the introduction of clergymen into Parliament, were given effect
to, and formed the first step in the series of encroachments on the
Presbyterian polity. Without at present going minutely into the detail
of events which followed, it may be noticed, with reference to the
rescinded acts of Assembly, that even before the Assembly of 1602,
Prelacy was virtually introduced into the Church, and after that date
it was openly established by a series of acts of Parliament. The
Assemblies of 1606, 1608, 1610, and 1616, were all Episcopalian, as
is evinced by the whole course of procedure in those Conventions,
which were one and all convoked and packed by the King, and were
held merely for the purpose of registering his edicts, and giving a
colourable aspect to these as clothed with ecclesiastical sanction.
There were two other Assemblies of like character held in the years
1617 and 1618—in the latter of which the celebrated Articles of
Perth were adopted by the Bishops and subservient Clergy; but of
the proceedings in these two Assemblies, there is no fragment in the
MS. copies of “The Booke” to which we have had access; nor,
although the nature of these proceedings is described by
Calderwood and other historians, have we been able to discover any
detailed record similar to that which has been preserved of the
preceding Assemblies of the Church. After 1618, General Assemblies
were entirely discontinued for the space of twenty years, until, in
1638, in consequence of the great revulsion which then took place in
Scotland under the guidance of the Covenanters, another General
Assembly was convoked by authority of King Charles the First.
In conformity with the course which we have already adopted with
reference to particular epochs of our Church history, and in order to
illustrate the relation which subsisted betwixt the Church and the
State, we shall now, at the close of “The Booke,” subjoin in an
Appendix the principal Acts of Parliament which were passed in
regard to the Church, betwixt 1592 and 1638, when Presbyterianism
was re-established—thus presenting, in connexion with the Acts of
the Church, all the leading statutory enactments of the State by
which the Church polity was established, modified, and subverted,
during a period of seventy-eight years. And with these few
explanatory remarks, we commit “The Booke of the Kirk” into the
hands of our countrymen, being well assured that its pages contain
much important matter, which merits careful examination and study
at the present day.
July 1839.