Home

    

School Planning and
the Secondary School Study

“The teachers worked together as they were developing a core curriculum for Lincoln High School. Our subjects really represented broad themes when we wrote term papers and we could choose the topics. I remember writing about ‘the family’ and then writing about my family. The teachers would come to learn about us through our papers and comments.” Lessie Sanford
   

 

“The curriculum was all connected. When we were studying a particular country in social studies, we would be reading literature from and about that nation in English class. And in home economics class, we would be preparing food from that country. The teachers brought together the curriculum and brought us together as well.”
Irene Thompson Perry


Irene Thompson Perry
     

Through Principal Porter's guidance, Lincoln High School implemented a correlated general education program where efforts were taken to interrelate content among the various subjects.

Lincoln High Plans Broad Program

“As I see it now our plans are as follows:  To work towards three goals this term:
Goals in relation to personality; Social and economic goals; Health and recreational goals.
All of our staff members have agreed to work cooperatively in attempting to achieve these goals as set up.  Teachers have been encouraged to adjust their courses in accordance with the suggested goals. We are attempting some integration in social studies in grades seven, eight, and nine.
We shall attempt to set up some crude instruments for evaluation.  As yet we have not had the time to formulate any instruments, but we do have a few ideas that we gained last summer.  We shall need help in evaluation.  We probably will need help in finding more ways to bring all areas of our school to bear on the goals that we have decided to realize.”— G. L. Porter, Principal
(from To and From Your Schools newsletter)

“The classes—math, social studies, English, home economics—were integrated. For a blouse I was making in home economics, the math teacher would help me with my calculations for cloth. If I was making an afghan, the social studies teacher helped me learn about the context of the clothing and the country. When the project was completed, it would be placed on display.” Anne Floyd Denefield
   

 

“Lincoln High saw itself as a community school, and when there was a special event, such as the North Florida Fair, a day was set aside for us to attend. Also, we were invited to productions staged by Florida A & M Speech and Drama departments (and other such cultural affairs), and tickets would be available for us at the principal’s office. The school drew upon community resources.” Willie Deas

Willie Deas
   


“Graduation was a glorious celebration. We spent one full week preparing for graduation day—a community being prepared for the world. These teachers cared about us. We were taught to act and look like a professionals. Lincoln High School equipped us to go into the world.” Hazel M. Brown

    
   


Lucille C. Alexander

 

 

“Lincoln teachers believed in their students and kept them in school. Children were not expelled. The teachers had a caring way to handle discipline problems and to provide support for those students who needed it.”
Lucille C. Alexander
 

From Secondary School Study documents:
“Useful Science” sounded interesting to pupils and teachers when the plans for it were described.  Ideas such as repairing electrical appliances, studying and experimenting with cosmetics and other consumer goods, and making cleaning compounds for home use were included in the plans; but these have not been started.  The science room is practically bare and it must be equipped for this kind of study.  We need reading materials which will give more information about and directions for doing these things. 
Wider reading by students is a live issue throughout the school.  In a faculty meeting this week, we agreed on an order for 658 books for the high school and 200 for the elementary school.  A librarian on the staff of the Secondary School Study was with us as we made plans for wider use of our library.”— G. L. Porter, Principal

  
     

 

“Teachers were concerned about us—both our interests and needs. They would pose questions and let us express our interests. But then they would return with research and materials about these topics and we became prepared to go out into the world. This never left me as I would become a language arts teacher at the elementary school level.” Lessie Sanford

  

Lessie Sanford
   


return to Secondary School Study home

      


return to
Lincoln High School

   
 
       
               
       
   

an institutional member of the International Coalition of Sites of Conscience
Museumofed@gmail.com