Article #3 in a Series >>>>> Selecting a New Superintendent for the Minneapolis Public Schools: Unprecedented Opportunity for the Transformation of Public Education

Article #3

Overhauling Curriculum

 

1)  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.