Foxboro School Committee adopts state 'Investigating History' curriculum, approves economics and psychology textbooks

The Foxboro School Committee unanimously approved a package of social studies curriculum changes and materials on May 13, adopting the state-written Investigating History program for grades 3 through 7 and approving two five-year textbook licenses for economics ($10,400) and psychology ($5,500).

Karen McKinnon, the district’s director of K–8 curriculum and instruction, presented the committee with a yearlong review that included an equity analysis, vertical-alignment work and classroom pilots. McKinnon said the district will use open instructional resources for many elementary units and recommended Investigating History — a heavy-inquiry, primary-source–centered program — for grades 3–7, with a three‑year professional-development plan attached.

“We were awarded a $90,000 grant to help with the purchase of materials and the professional development,” McKinnon said during her presentation. She described plans for train‑the‑trainer sessions at the elementary level and in‑person training for middle‑school teachers so educators can effectively implement inquiry-based units.

The committee discussed alignment across grade levels and the workload associated with inquiry instruction. Presenters said the state-developed program reduces the need for teachers to cobble together disparate resources and that the grant funds will cover both classroom materials and the professional development needed to use the program well.

Votes at a glance

• Investigating History (grades 3–7): motion to adopt passed unanimously. • Economics textbook (five‑year license, $10,400): adopted unanimously. • Psychology textbook (five‑year license, $5,500): adopted unanimously.

What the committee said and next steps

Committee members praised the focus on inquiry, vertical alignment and professional development. McKinnon and staff said the district will post the full curriculum review and implementation timeline on the district website, proceed with the train‑the‑trainer and in‑person PD outlined in the presentation, and use the grant funds to purchase student materials and hard copies as requested by teachers.

The committee did not amend the motions at the meeting; each item was adopted as presented. The presenters also flagged that some purchases (map sets and certain hands‑on resources) have a cost and that other curricular materials can be covered within existing curriculum review funds. The district will return to the committee with budget and implementation details as the work moves forward.