Article #2
Overhauling Curriculum
Curriculum
Developing and projecting a model of K-12 educational excellence
for the locally centralized school district in the Minneapolis Public Schools
begins with the establishment of a rich curriculum in the liberal, vocational,
and technological arts.
Those seeking to establish such a curriculum should read as many
works by Core
Knowledge Foundation founder E. D. Hirsch as possible,
including The Schools We Need and Why We Don’t Have Them
(1996) and the parent resource books, What Your [Preschooler, Kindergartener,
First Grader, Second Grader, Third Grader, Fourth Grader, Fifth Grader, Sixth
Grader] Needs to Know, for which Hirsch has served as chief editor
for volumes that have appeared as initial and updated editions since the 1990s.
The K-12 curriculum summarized below
features an adaptation of the Core Knowledge curriculum for grades K-5 and my
own extension of the knowledge-intensive approach to grades 6-12.
Curriculum for
Grades K-5
At the K-5 level, students will focus on the key liberal arts
areas of mathematics, natural science (geology, biology, chemistry, and
physics), literature & English usage, history & economics, and fine
arts (music & visual arts). In
mastering such a rich curriculum, students graduating from Grade 5 will acquire
knowledge of
>>>>> mathematics through introductory algebra and
geometry. They will have knowledge of the earth’s formation and defining
qualities; the chronological emergence and defining characteristics of plant
and animal forms;
>>>>>
fundamental facts concerning
subatomic particles, the structure of the atom, molecular structures, and the
array of elements found on earth; and
the basic laws of gravity and motion, especially as contrasted in the work of
Isaac Newton and Albert Einstein;
>>>>>
classical literature, including
Western classics, world literature, and literature specific to a multiplicity
of ethnic groups.
>>>>>
United States and world history (necessarily
including the history of many ethnic groups);
United States and world geography; United States and world governmental
systems; and the fundamental concepts of
microeconomics and macroeconomics.
>>>>> the theory and forms of the visual and musical arts, and of how to play at least one musical instrument.
Graduates from Grade 5 will have a mastery in these informational realms that exceeds the knowledge and skill level evidenced by many high school graduates today. These knowledge and skill sets will continue development in middle school (grades 6-8) so as to solidify student academic foundations for very advanced study in high school.
Curriculum
for Grades 6-8
Curriculum at the level of the middle school (grades 6-8) will
follow logically from the knowledge and skill base established during grades
K-5.
Students will emerge from Grade 8 with knowledge of
>>>>>
mathematics through Algebra II
and in functions, statistics, and trigonometry;
>>>>>
advanced concepts in biology, chemistry, and
physics;
>>>>>
works of classical literature,
including Western classics, world literature, and literature specific to a
multiplicity of ethnic groups; and how
to write expositional and argumentative essays;
>>>>>
highly sophisticated concepts
pertinent to United States history, world history, political science (including
United States political processes, United States Constitution, and world
governmental systems), microeconomics and macroeconomics; and foundational knowledge in psychology,
sociology, and anthropology.
>>>>>
visual and musical arts, including
mastery of at least one musical instrument at each student's maximum possible
level of skill and opportunities to participate in choral, band, and ensemble
musical groups.
>>>>>
at least one foreign language;
>>>>>
human anatomy, physiology, and
sexuality, with the opportunity to participate in a variety of sports in physical
education courses at each grade level;
>>>>>
vocational trades (including the
skills of the electrician, auto mechanic, and the carpenter);
>>>>>
computers and other devices of
contemporary technology.
Graduating from Grade 8 with mastery in these informational
realms, students will possess knowledge and skill sets that exceed those
evidenced by many high school graduates today.
Curriculum for
Grades 9-12
At the high school (grades 9-12) level, then, students can proceed to acquire knowledge that we associate with mastery at the level of first and second year university students, and at two-year colleges of both the liberal arts and technical type.
All students (except those facing genuine learning disabilities, who will be given the most challenging instruction possible) in grades 9-12 will take
>>>>> sequential courses in calculus as preparation for Advanced Placement;
>>>>> Advanced Placement courses in biology, chemistry, and physics; in American and world history; and in English.
>>>>> courses in classical English and world literature;
>>>>> college preparatory courses in economics and psychology, with elective course options in sociology and anthropology.
>>>>> courses in visual and musical arts, with opportunities to participate in choral, band, and ensemble musical groups;
>>>>> world language courses through the second-year college level;
>>>>> two years of physical education, with various physical education options beyond two years;
>>>>> courses in the vocational and technological arts.
>>>>> courses of student option in government and in specific geographical and topical areas of world history and literature (e.g., history of the Roman Empire, dynastic China, Africa, African America, Latin America, medieval era, early modern era, contemporary [recent] history);
>>>>> a course in academic research, with the production of a research paper following the student’s driving interests, of at least ten pages, with proper citations and format.
Thus, all students will be well-prepared for study at
either liberal arts or technical colleges, and at universities, upon high
school graduation. No student will be
tracked for either of these options; rather,
each student will graduate with the confidence that she or he has the
preparation for pursuing post-high school courses of study of either type.
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