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1 Core Content, Core Values Core Knowledge Teaches the Historical and Present Value of Global Diversity as it Prepares Students for College, Career, and Citizenship Core Knowledge’s instructional materials are designed to ensure that all students acquire the broad knowledge and skills needed to become responsible, productive citizens. While much of the education arena focuses on all students becoming college and career ready, Core Knowledge focuses on college, career, and citizenship. In the 21 st century, being college and career ready means being ready to compete with people from around the world. It requires expertise in one’s chosen field—and the strong, broad foundation Core Knowledge provides in the early grades enables students to figure out which subjects they want to delve into in high school and beyond. Being citizenship ready means being able to communicate with people around the world. Citizenship requires the ability to speak with and listen to people all across the United States, to understand the perspectives of people around the world, to read the local paper or the New York Times, to write out one’s platform and run for office. By basing its materials on core content and core values, Core Knowledge puts students on the path to effectively competing and communicating. Core Content Over the past few decades, cognitive scientists have found that knowledge and skills develop together. Concepts and facts don’t just give you something to think about; the knowledge already stored in your memory facilitates thinking—including understanding what you read and hear. Educators tend to value knowledge and skills for their own sake, but many are unaware of their interdependence, especially in regard to reading. As Daniel Willingham, a professor of psychology at the University of Virginia, has written, “The mistaken idea that reading is a skill—learn to crack the code, practice comprehension strategies and you can read anything—may be the single biggest factor holding back reading achievement in the country.” Willingham explains, “The mainspring of comprehension is prior knowledge—the stuff readers already know that enables them to create understanding as they read. Prior knowledge is vital to comprehension because writers omit information.” Here’s an example from the New York Times: “Samuel Ting, a professor at the Massachusetts Institute of Technology and a Nobel laureate particle physicist, said Wednesday that his $1.6 billion cosmic ray experiment on the International Space Station had found evidence of ‘new physical phenomena’ that could represent dark matter, the mysterious stuff that serves as the gravitational foundation for galaxies and whose identification would rewrite some of the laws of physics.” Consider what knowledge is assumed, and what is not. We are not expected to know who Ting is or what dark matter is—those are explained. But we are expected to know MIT, the Nobel prize, particle physics, cosmic rays, the International Space Station, gravity, and galaxies. The fact that writers (and speakers) omit information has clear implications for education: As a foundation for lifelong learning, the knowledge that all students need to acquire is the knowledge that is taken for granted in

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Core Content, Core Values Core Knowledge Teaches the Historical and Present Value of Global Diversity as it

Prepares Students for College, Career, and Citizenship Core Knowledge’s instructional materials are designed to ensure that all students acquire the broad knowledge and skills needed to become responsible, productive citizens. While much of the education arena focuses on all students becoming college and career ready, Core Knowledge focuses on college, career, and citizenship. In the 21st century, being college and career ready means being ready to compete with people from around the world. It requires expertise in one’s chosen field—and the strong, broad foundation Core Knowledge provides in the early grades enables students to figure out which subjects they want to delve into in high school and beyond. Being citizenship ready means being able to communicate with people around the world. Citizenship requires the ability to speak with and listen to people all across the United States, to understand the perspectives of people around the world, to read the local paper or the New York Times, to write out one’s platform and run for office. By basing its materials on core content and core values, Core Knowledge puts students on the path to effectively competing and communicating.

Core Content Over the past few decades, cognitive scientists have found that knowledge and skills develop together. Concepts and facts don’t just give you something to think about; the knowledge already stored in your memory facilitates thinking—including understanding what you read and hear. Educators tend to value knowledge and skills for their own sake, but many are unaware of their interdependence, especially in regard to reading. As Daniel Willingham, a professor of psychology at the University of Virginia, has written, “The mistaken idea that reading is a skill—learn to crack the code, practice comprehension strategies and you can read anything—may be the single biggest factor holding back reading achievement in the country.” Willingham explains, “The mainspring of comprehension is prior knowledge—the stuff readers already know that enables them to create understanding as they read. Prior knowledge is vital to comprehension because writers omit information.” Here’s an example from the New York Times: “Samuel Ting, a professor at the Massachusetts Institute of Technology and a Nobel laureate particle physicist, said Wednesday that his $1.6 billion cosmic ray experiment on the International Space Station had found evidence of ‘new physical phenomena’ that could represent dark matter, the mysterious stuff that serves as the gravitational foundation for galaxies and whose identification would rewrite some of the laws of physics.” Consider what knowledge is assumed, and what is not. We are not expected to know who Ting is or what dark matter is—those are explained. But we are expected to know MIT, the Nobel prize, particle physics, cosmic rays, the International Space Station, gravity, and galaxies. The fact that writers (and speakers) omit information has clear implications for education: As a foundation for lifelong learning, the knowledge that all students need to acquire is the knowledge that is taken for granted in

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spoken and written language aimed at literate adults. That’s a lot to know. Right now, in most homes and schools across the U.S., only our privileged children are learning it. As the massive achievement gap in the U.S. clearly shows, children from higher-income families tend to acquire the knowledge and skills needed to be ready for college, rewarding careers, and citizenship—but children from lower-income families tend not to be so well prepared. Can’t You Just Look It Up? The less you know about a topic, the harder it is to look it up. Where do you start? How do you interpret or judge the trustworthiness of whatever you find? When you have relevant knowledge, learning is a matter of integrating new information into what you already know. That is much easier than tackling a new topic from scratch. As you learn a new topic, you develop a general framework or road map—cognitive scientists call it a schema—that helps organize the myriad details you may be seeing, hearing, and reading (and even smelling and tasting). Imagine dining at a fancy restaurant for the first time (without anyone having explained the usual procedures to you in advance); waiting to be seated, selecting the right fork, etc., can be quite confusing. But throughout that first experience, you develop a schema for fancy restaurants. The next time, you know what to expect. Already possessing some relevant knowledge is beneficial not just as a guide, but also as a means of reducing the demands on your working memory, i.e. the mental space in which thinking occurs. That space is limited. Concepts and facts that you are encountering and considering for the first time take up a lot of space in working memory, so you really are limited as to how much new information or how many new ideas you can take in at once. In contrast, the knowledge you learned previously can be recalled (i.e., called back into working memory) and thought about without taking up much space. “Those with a rich base of factual knowledge find it easier to learn more—the rich get richer. In addition, factual knowledge enhances cognitive processes like problem solving and reasoning. The richer the knowledge base, the more smoothly and effectively cognitive processes—the very ones that teachers target—operate,” notes Daniel Willingham. “So, the more knowledge students accumulate, the smarter they become.” The more you know, the easier it is to learn. That’s why the early grades are a critical time for building students’ knowledge and skills. Early grades teachers have a wonderful opportunity to introduce students to the world—to science, art, history, and literature, as well as to a grand array of people and ideas. Every little bit they teach opens the door to lifelong learning a little bit wider. What Content Is Most Essential? As already explained, all students need to acquire the knowledge that is taken for granted in spoken and written language aimed at literate adults. Identifying that knowledge is not easy, but it can be, must be, and has been done. All of Core Knowledge’s instructional materials—including Core Knowledge Language Arts—are based on the Core Knowledge Sequence, an outline of the content that every child should learn in from preschool through 8th grade in language arts and literature, history and geography, mathematics, science, music, and the visual arts. The content is organized grade by grade in a coherent, age-appropriate manner. The initial list of content that led to the first edition of the Sequence was developed in the 1980s. E. D. Hirsch, a

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humanities professor at the University of Virginia, along with two of his UVA colleagues—James Trefil, a physics professor, and Joseph Kett, a history professor—made an initial list of things (people, events, concepts) that literate American adults know. They aimed at mid-level knowledge. They did not want to list things specialists know or things that are so common that everyone knows them. They wanted to identify the knowledge that literate adults are assumed to have—the knowledge that writers and speakers omit. Hirsch and his colleagues sent their list to over 100 people in different professions and of different backgrounds to ask what they thought should be identified as taken-for-granted knowledge. They found a surprising amount of agreement: There was a core of content that 90% of those 100+ people agreed on. E. D. Hirsch published that content in an appendix to his bestseller Cultural Literacy.

Core Values Researching what knowledge is commonly taken for granted was absolutely critical to figuring out what all students needed to learn. But is that knowledge sufficient for truly being college, career, and citizenship ready? No. Core content is critical—so are core values. When Cultural Literacy was published, many critics pointed out that the initial list was too narrow. By focusing exclusively on knowledge assumed by mainstream outlets, it did not adequately reinforce fundamental American values: finding strength in diversity and appreciating all people (not just those who attain fame and fortune). What many of those critics do not realize is that E. D. Hirsch agreed with them. In moving from that core of taken-for-granted content to developing the Core Knowledge Sequence, the Core Knowledge Foundation convened a multicultural advisory board and solicited input from hundreds of teacher. It examined curricula from high-performing countries, as well as state and national reports on standards and content. Since this initial effort, there have been several revisions of the Sequence. These revisions incorporated new information in various fields as well as feedback from many of the more than 1,000 schools that use the Sequence as the basis for their curriculum. Today’s Sequence contains a great diversity of people, events, and ideas. Moreover, the Core Knowledge Foundation encourages schools to add content of importance to their communities. For example, teachers at the Osmond A Church School in Queens (P.S. 124) teach the full Sequence and supplement it as they see fit—including adding content on Sikh culture due to a growing population of Sikh students. How Are Students Taught to Value Diversity? For some educators, any curriculum that represents a broad array of peoples is considered sufficiently multicultural and respectful of diversity. Other educators seek out a curriculum that is highly representative of their students. The Core Knowledge Foundation sees both of those approaches as well intentioned, yet incomplete. Because Core Knowledge covers a great deal of world and American history—including early and modern Asian, African, Middle Eastern, Western, and Native American civilizations—all students will find something about their heritage in the materials. Yet the purpose of this diversity in Core Knowledge is neither multiculturalism nor representativeness in and of themselves. The purpose is college, career, and citizenship readiness. Being fully prepared to compete and communicate with peers around the world requires not just a general appreciation for different cultures, not just a sense that one’s own people have made important contributions. What’s needed is detailed, rich knowledge of how peoples have lived in harmony and in conflict over thousands of years. Nothing less enables students to understand the world today. Nothing less teaches the real value of diversity—the myriad ways in which different civilizations at different times have scientifically, politically, and artistically enriched each other. Nothing less reveals the truth in the words, “The arc of the moral universe is long but it bends toward justice.”

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CKLA: Combining Core Content and Values Core Knowledge Language Arts (CKLA) is based on the Core Knowledge Sequence. As such, in addition to teaching key skills, its primary goals are to start students on the path toward acquiring (1) the knowledge that speakers and writers assume literate adults have and (2) the depth and breadth of knowledge needed to fully grasp the importance of diversity to human history and current affairs. World History To help students truly value humanity’s diversity, CKLA ensures that children become familiar with ancient civilizations from around the world. Students may not remember all the details in the teacher read-alouds, but they will know that people from everywhere have made many important contributions. The introduction to the first-grade Early World Civilizations domain offers an explanation of this work:

This domain will introduce students to the development of early civilizations by examining the fundamental features of civilizations, including the advent of farming, establishment of cities and government, and creation of other practices, such as writing and religion.... Starting in the ancient Middle East, students will study Mesopotamia. They will learn about the importance of the Tigris and Euphrates rivers, the development of cuneiform as the earliest-known form of writing, the first codification of laws known as the Code of Hammurabi, and the significance of gods and goddesses in the “cradle of civilization.” Students will then explore ancient Egypt and be able to compare and contrast Mesopotamia and Egypt. They will learn about the importance of the Nile River; the use of hieroglyphs; the rise of pharaohs, including Tutankhamun and Hatshepsut; the building of the Sphinx and pyramids; and the significance of mummification and the afterlife for ancient Egyptians.

In the first two parts of the domain, the concept of religion (polytheism) in Mesopotamia and ancient Egypt is introduced as one of the major forces shaping those civilizations. The end of the

domain provides a historical introduction to the development of three world religions—Judaism, Christianity, and Islam—which are all characterized by a belief in a single God.... Those concepts lay the foundation for the study of other religions, such as polytheistic religions as part of the Early American Civilizations domain in Grade 1; Hinduism and Buddhism as part of the Early Asian Civilizations domain in Grade 2....

In addition to their studies of ancient civilizations, first graders also develop an appreciation for diverse cultures in the Different Lands, Similar Stories domain. Students enjoy identifying similarities and differences in stories like “Little Red Riding Hood” from Germany, “Hu Gu Po” from China, and “Tselane” from Botswana.

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American History To help students truly value America’s diversity, CKLA devotes a substantial amount of time to our country’s laudable yet troubled history. By introducing core concepts early and then slowly building more detailed knowledge, CKLA enables students to understand that the US is both an imperfect nation and a great nation—a nation whose best qualities emerge from its diverse people and their shared devotion to democracy. While the kindergarten domains introduce Native Americans, Columbus, and America’s founding, by the end of second grade students know a great deal about America’s struggle to extend the principles of liberty and equality of opportunity to all people. In third grade, students take a more in-depth look at Native Americans, conquistadors, and the colonies.

The Immigration and Fighting for a Cause domains at the end of second grade are especially important for understanding diversity in America today. Much of the Immigration domain explores the biggest wave of

immigration to the United States, which occurred between 1880 and 1920. Both the European immigrants coming to Ellis Island in New York Harbor and the Asian immigrants coming to Angel Island in the San Francisco Bay are described. In addition, there are two read-alouds toward the end of the domain that discuss and celebrate more recent immigration: “A Mosaic of Immigrants” and “Becoming a Citizen.”

Fighting for a Cause is an absolutely crucial domain for reconciling the gap between the saddest times in our history and our principles as set forth in the Declaration of Independence and the Constitution. This domain builds on Presidents and American Symbols from kindergarten, A New Nation: American Independence from first grade, and The Civil War from earlier in

second grade; it shows that determined people can bring America closer to making its principles reality. The introduction to Fighting for a Cause is explicit:

This domain will introduce students to several ordinary people who stood up for what they believed in and who fought for a cause, even when faced with immeasurable odds. Students will learn how members of very powerful groups have often excluded members of other groups from exercising certain rights. They will learn about some key historical figures who fought for various causes such as the abolition of slavery, the right for women to vote, and the welfare of migrant workers.... Students will understand the connection between ideas and actions, and how ordinary people can do extraordinary things, changing people’s awareness throughout an entire country. Students will also learn the terms civil rights and human rights, and what these terms mean.

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The Fighting for a Cause domain will introduce students to seven historical leaders: • Susan B. Anthony • Eleanor Roosevelt • Mary McLeod Bethune • Jackie Robinson • Rosa Parks • Martin Luther King Jr. • Cesar Chavez Students will learn about the dedication and sacrifice of these historical leaders, as well as the significant impact they had on the fight for civil rights and human rights.

The final read-aloud in this domain, “Celebrating Those Who Fought for a Cause,” powerfully reinforces our shared, core values. It begins by highlighting opportunities:

You have listened to the stories of seven extraordinary, or amazing, people who dedicated their lives to making sure that all Americans have equal rights. These great Americans were able to bring about changes that resulted in new, fairer laws. They were able to do this because the United States, since its creation, has had a democratic form of government. This means that the citizens of the United States are involved in the political process. People can vote for political leaders who represent their interests and needs.

And ends by highlighting responsibilities:

And so, you see, it is important that we stand up and recognize when people are being treated unfairly. We have just one world that we all share together. No person because of the color of their skin, no cultural group, or religious group, should ever be treated unfairly. We have a responsibility to treat all human beings with dignity and respect. As Dr. Martin Luther King Jr. once said, “Our lives begin to end the day we become silent about the things that matter.”

Customizing Content The Core Knowledge Foundation encourages schools to enhance their curriculum as they see fit. CKLA’s Listening & Learning strand includes Pausing Points when teachers could add read-alouds. Teachers may choose to find texts to add or they may consult the suggested additional readings listed in each domain. Furthermore, New York’s three-pillar model for early grades English language arts offers a wonderful opportunity for educators to supplement CKLA during the Guided Reading and Accountable Independent Reading (GRAIR) time. Teachers can easily and effectively bring in additional literature they think will best meet their students’ needs.