Core - rhes.svvsd.org Knowle… · Core Knowledge ® What Every Child Needs to Know I. What is Core Knowledge? Across .the .country, .educators .have .committed .themselves .to .the

CoreKnowledge®

What Every Child Needs to Know

Educational Excellence and Equity for All Children

�What Every Child Needs to KnowCore Knowledge®

I.WhatisCoreKnowledge?Across .the .country, .educators .have .committed .themselves .to .the .idea .that .academic .excellence .requires .a .solid, . .specific, .shared .core .curriculum . .They .have .agreed .that .educational .equity .and .fairness .demands .a .strong . .foundation .of .knowledge, .sequenced .grade .by .grade . .They .understand .that .the .key .to .improved .literacy .is . .a .unified .set .of .skills .and .content, .shared .across .grade .levels, .school .districts .and .the .country . .

Why have so many schools joined the Core Knowledge movement?

It’s .simple: .Knowledge .builds .on .knowledge . .Children .create .understanding .by .building .on .what .they .already .know . .They .learn .best .when .they .are .offered .an .engaging, .challenging .and .content-rich .curriculum .that .builds .and .grows .from .year .to .year . .From .Pre-K .through .Grade .8, .the .Core .Knowledge .curriculum .provides .a .coherent .plan .for .teaching .language .arts, .literature, .math, .science, .history, .geography, .music .and .the .visual .arts . .As .the .heart .of .a .school’s .curriculum, .the .Core Knowledge Sequence .provides .a .solid .foundation .of .learning .that .promotes .academic .excellence .for .all .learners, .while .remaining .flexible .enough .to .meet .state .and .local .standards . .

The .underlying .principles .of .Core .Knowledge .were .articulated .by .its .founder, .scholar .and .educator .E . .D . .Hirsch, .Jr ., .whose .1986 .book, .Cultural Literacy, .demonstrated .that .even .a .diverse .democratic .society .such .as .ours .has .a .common .knowledge .base .that .draws .together .its .people .while .recognizing .their .differing .contributions . .Hirsch’s .view, .seconded .by .thousands .of .dedicated .teachers .and .administrators .nationwide, .holds .that .access .to .this .common .knowledge .base .is .a .non-negotiable, .fundamental .purpose .of .a .sound .education . .

All Learners Deserve Core KnowledgeThe .benefits .of .Core .Knowledge .can .be .summed .up .in .four .words: .solid, .sequenced, .specific .and .shared:

It’s solId. .While .current .events .and .technology .are .constantly .changing, .there .is .a .body .of .lasting .knowledge .that .forms .the .core .of .a .Preschool-Grade .8 .curriculum . .Every .child .should .learn .the .fundamentals .of .science .and .the .world .around .us, .basic .principles .of .government, .important .events .of .world .history, .essential .elements .of .mathematics .and .of .oral .and .written .expression, .widely .acknowledged .masterpieces .of .art .and .music .from .around .the .world, .and .stories .and .poems .passed .down .from .generation .to .generation .

It’s sequenCed. .Core .Knowledge .provides .a .clear .outline .of .content .to .be .learned .grade .by .grade . .This .sequential .building .of .knowledge .not .only .helps .ensure .that .children .enter .each .new .grade .ready .to .learn, .but .also .helps .prevent .the .many .repetitions .and .gaps .that .characterize .much .current .schooling . .No .more .repeated .units, .for .example, .on .the .rain .forest, .but .little .or .no .attention .to .the .Bill .of .Rights, .world .geography .or .exposure .to .other .cultures . .Teachers .in .Core .Knowledge .schools .have .assurance .that .children .will .come .prepared .with .a .shared .body .of .knowledge .and .skills .

It’s speCIfIC. .A .typical .state .or .district .curriculum .says, .“Students .will .demonstrate .knowledge .of .people, .events, .ideas, .and .movements .that .contributed .to .the .development .of .the .United .States .” .But .which .people .and .events? .What .ideas .and .movements? .The .Core Knowledge Sequence .is .distinguished .by .its .specificity . .By .clearly .specifying .important .knowledge .in .language .arts, .history .and .geography, .math, .science, .and .the .fine .arts, .the .Core Knowledge Sequence presents .a .practical .answer .to .the .question, .“What .do .our .children .need .to .know?” .

It’s shared. . Literacy . depends . on . shared . knowledge . . To . be . fully .literate .means .to .understand .a .broad .range .of .knowledge .taken .for .granted .by .speakers .and .writers . .For .example, .when .sportscasters .refer .to .an .upset .victory .as .“David .beating .Goliath,” .or .when .reporters .refer .to .a .“threatened .presidential . veto,” . they . are . assuming . that . their . audience . shares . certain .knowledge . .One .goal .of .the .Core .Knowledge .Foundation .is .to .provide .all .children, .regardless .of .background, .with .the .shared .knowledge .they .need .to .participate .fully .in .literate .culture .and .civic .life .

Our .society .cannot .afford .a .two-tiered .system .in .which .elites .have .access .to .a .superior .education, .while .everyone .else .is .subjected .to .an .uninspiring .and .fragmented .educational .experience . .

“If the specific content for each grade level does not build on what went

before and prepare for what will come after, there will be big gaps, and boring repetitions. A great deal of school time

is being used unproductively, and the hardest hit by this educational

incoherence are disadvantaged children.”

—E. D. Hirsch, Jr.


As .a .non-profit . institution, . the .Core .Knowledge .Foundation . is . funded .by .professional .development . fees, .publication .earnings, .endowments .and .grants, .and .by .royalties .associated .with .publication .partnerships . .More .detailed .accounts .of .the .development .of .Core .Knowledge .and .the .work .of .the .Foundation .are .available .in .the .aforementioned .works .of .its .founder, .E . .D . .Hirsch, .Jr . .and .in .additional .articles .available .on .the .Foundation’s .website . .For .more .information, .visit .the .Core .Knowledge .website .at .www.coreknowledge.org .and .click .on .“About .Core .Knowledge .” .

Core Knowledge and Literacy: Teaching Content is Teaching readingIn . his . 2006 . book, . The Knowledge Deficit, . E .D . . Hirsch, . Jr . . writes: . “We . need . to . see . the . reading . comprehension .problem .for .what .it .primarily .is—a .knowledge .problem .” .Our .schools .must .supply .students .with .broad, .subject-rich .knowledge—history, .geography, .science, .literature, .and .the .arts .in .order .to .become .stronger .readers . .“There .is .no .way .around .the .need .for .children .to .gain .broad .general .knowledge .in .order .to .gain .broad .general .proficiency .in .reading,” .Hirsch .concludes . .

Today, .the .opposite .is .happening .in .too .many .of .our .schools . .Social .studies, .science, .and .the .arts .are .being .crowded .out .of .the .curriculum, .typically .to .make .more .time .for .instruction .in .reading .and .math, .the .subject .of .annual .state .exams . .Principals .and .administrators .know .schools .must .by .law .make .“adequate .yearly .progress” .on .tested .subjects . .Many .educators .feel .under .pressure .to .set .aside .larger .and .larger .periods .of .time .for .instruction .in .these .areas, .even .if .this .means .neglecting .a .broad, .general .curriculum . .The .often-heard .justification .is .“other .subjects .can .wait” .until .reading .skills .are .mastered .

If .the .goal .is .to .strengthen .literacy .and .boost .test .scores, .however, .reducing .instructional .time .in .the .content .areas .is .the .wrong .approach . .Research .consistently .shows .that .strong .readers .have .a .substantial .store .of .background .knowledge .that .helps .them .connect .what .they .know .as .they .read—and .make .correct .inferences .about .the .things .they .don’t .know . .The .more .you .know, .the .easier .it .is .for .you .to .understand .what .you .read, .and .to .learn .new .things .

Cognitive .research .proves .this . .One .well-known .study .looked .at .junior .high .school .students .who .were .either .good .or .poor .readers; .some .knew .a .lot .of .about .baseball, .while .others .knew .little .about .the .game . .The .children .read .a .passage .written . at . an . early . 5th-grade . reading . level, . describing . the . action . in . a . game . . As . they . read, . the . students . were . asked .to . move . models . of . ballplayers . around . a . replica . baseball . diamond . to . illustrate . the . action . in . the . passage . . The . results .

were .astonishing: .poor readers with high content knowledge outperformed good readers with low content knowledge. . If . prior . knowledge . didn’t .matter—if .strong .reading .skills .alone .were .enough .to . guarantee . comprehension—the . results . should .have .been .just .the .opposite .

Donna . R . . Recht . of . Cardinal-Stritch . University .and .Lauren .Leslie .of .Marquette, .the .authors .of .the .study, . concluded . “It . appears . that . knowledge .of . a .content .domain . is . a .powerful .determinant .of . the .amount . and . quality . of . the . information . recalled, .powerful . enough . for . poor . readers . to . compensate .for .their .generally .low .reading .ability .”

The . implication . of . this . research . is . obvious: .Time . away . from . content . instruction . in . favor . of .additional . instructional . time . practicing . reading .strategies . may . actually . be . hurting . students, . not .helping . . Once . the . connection . between . content .knowledge . and . reading . comprehension . is . clear, .it’s .easy .to .see .that .teaching .content .does .not .take .time .away .from .teaching .reading . .

Teaching content is teaching reading.

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reading strategies Are Not Enough There .is .a .tendency .to .think .of .reading .as .a .set .of .skills .and .strategies .that .once .mastered .by .a .child, .can .be .applied .to .any .text . .But .even .strong .readers .can’t .use .comprehension .strategies .alone .to .make .sense .of .unfamiliar .text . .If .you’ve .ever .struggled .to .read .a .new .product .warranty, .complicated .assembly .directions, .a .description .of .quantum .physics .or .another .academic .subject .you’ve .never . studied, .you .know .that . simply .knowing .all . the .words .and .“metacognition”—thinking .about . your . reading—isn’t . enough . . A . broad, . content-based . education . is . the . best . way . to . help . students . increase . their .comprehension .and .become .strong, .independent .readers . .

One .common .comprehension . strategy . is . to . teach .children . to . “activate .prior .knowledge” . to .make . sense .of . confusing .reading .passages . .It .stands .to .reason .that .the .more .prior .knowledge .a .child .has, .the .more .successful .he .or .she .will .be .when .trying .to .make .sense .of .new .and .unfamiliar .information .and .ideas . .

You .can .prove .to .yourself .that .content .knowledge .makes .a .difference .between .understanding .and .not .understanding .what .you .read . .Here’s .a .paragraph .that .may .help .you .feel .what .it’s .like .to .read .without .content .knowledge . .Can .you .make .sense .of .it? .

The procedure is actually quite simple. First you arrange things into different groups depending on their qualities. Of course, one pile may be enough depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another part of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell.

There . are . almost . certainly .no .words . in . the .passage . you .don’t . know, .but . it’s . still . confusing . and .hard . to .understand . .Reading .strategies, .such .as .trying .to .find .the .main .idea .and .thinking .about .the .author’s .purpose, .don’t .help . .The .title .

of . this . passage . is . “Washing . Clothes .” . Now . that . you . know . that, . read . it . again . and . it . suddenly . makes . sense . . Your .background .knowledge .helps .you .make .a .“mental .model” .of .what .you’re .reading . .

Content Knowledge Helps improve Test scores

“All communication depends on shared knowledge that is unspoken. In the case of reading it is knowledge that is not mentioned on the page, but is absolutely essential to comprehending what is on the page. The

invisible is in fact usually greater than the visible–like an iceberg”

—E.D. Hirsch, Jr.

Accountability .and .high-stakes .tests .are .now .a .permanent .part .of .education . .States .are .required .by .law .to .test .children .in .reading .every .year, .starting .in .the .third .grade . .By .the .time .a .child .is .in .a .testing .grade, .many .children .can .decode .with .ease, .but .still .struggle .with .reading .comprehension . .As .we .have .seen, .content .knowledge, .not .the .ability .to .decode .and .employ .reading .strategies, .is .the .key .to .comprehension . .Consider .this .sample .passage .from .an .actual .4th .grade .reading .test: .

There . is .a .path .that .starts . in .Maine .and .ends . in .Georgia, .2,167 .miles . later . .This .path . is .called .the .Appalachian .Trail . .If .you .want, .you .can .walk .the .whole .way, .although .only .some .people .who .try .to .do .this .actually .make .it, .because .it .is .so .far, .and .they .get .tired . .The .idea .for .the .trail .came .from .a .man .named .Benton .MacKaye . .In .1921 .he .wrote .an .article .about .how .people .needed .a .nearby .place .where .they .could .enjoy .nature .and .take .a .break .from .work . .He .thought .the .Appalachian .Mountains .would .be .perfect .for .this .

Try .to .imagine .what .it .would .feel .like .to .be .a .fourth-grader .who .doesn’t .know .what .hiking .is, .and .can .picture .only .snow-capped .peaks .when .she .thinks .of .mountains . .If .she .has .no .idea .where .Maine .and .Georgia .are, .and .doesn’t .understand .what .it .means .to .“enjoy .nature,” .she .might .find .it .hard .to .create .a .mental .picture .that .will .help .her .understand .the .passage .and .answer .test .questions .correctly .


On .the .other .hand, .a .child .who .already .knows .about .low, .tree-covered .mountains .like .the .Appalachians, .and .who .has .a .solid .background .in .United . States . geography, . will . process . the . passage . much . faster, . and .comprehend . more . easily—even . if . the . two . children . have . identical .decoding .and . strategizing . skills . .These . two . students .will . earn .vastly .different .scores .on .the .reading .test, .because .one .student .possesses .more .general .knowledge .than .the .other . .

“The .tests .favor .children .who .happen .to .have .domain .knowledge .relevant .to . the .passages . in . the . test,” .writes .E .D . .Hirsch, . Jr . . in .The Knowledge Deficit . .

research Proves the Effectiveness of Core Knowledge

Core Knowledge schools outperform other schools on standardized tests, and studies suggest benefits that may not show up in a one-year study, but become quite dramatic after several years of

exposure to the Core Knowledge curriculum.The .value .of .Core .Knowledge .is .not .merely .based .on .theory .and .academic .research . .Several .field .studies .by .independent .researchers .have .demonstrated .Core .Knowledge’s .effectiveness . .A .study .by .Stringfield, .Datnow, .Borman .and .others .at .Johns .Hopkins .University .in .the .late .1990’s .that .looked .at .the .effects .of .Core .Knowledge .in .five .Maryland .schools .showed .many .positive .results—especially .in .schools .where .Core .Knowledge .was .implemented .fully . .

Other studies have reached similar conclusions—Core Knowledge works!

• . In .2000, .a .controlled .study .of .schools .in .Oklahoma .City, .where .about .half .the .schools .in .the .district .were .using .Core .Knowledge, .showed .that .students .exposed .to .Core .Knowledge .did .significantly .better .than .other .students .on .both .the .norm-based .Iowa .Test .of .Basic .Skills, .and .the .Oklahoma .Criterion .Referenced .tests . .This .study .also .surveyed .teacher .satisfaction .with .the .curriculum .and .concluded .that .satisfaction .with .Core .Knowledge .increased .the .longer .teachers .were .involved .with .it .

• . In .2003, .researcher .Fred .Smith .published .the .results .of .a .detailed .longitudinal .study .of .two .schools .in .Virginia, .which .tracked .students .from .kindergarten .through .sixth .grade . .Smith .found .that .Core .Knowledge .had .positive .effects .for .disadvantaged .students, .who .performed .better .than .a .control .group .on .the .Stanford .9TA .tests . .This .narrowing .of .the .achievement .gap .was .particularly .gratifying .in .light .of .the .Core .Knowledge .goal .of .providing .educational .excellence .and .equity .for .all .children . .Smith’s .findings .also .suggested .that .Core .Knowledge .may .have .certain .“latent .effects”—effects .that .may .not .show .up .in .a .one-year .study, .but .become .quite .dramatic .after .several .years .of .exposure .to .the .curriculum . .

• . A .study .at .10 .Baltimore, .Maryland .Head .Start .Centers .during .the .2004–2005 .academic .year . showed .that . the .Core Knowledge Preschool Sequence .“is .successful .in .providing .low .income .children .with .the .skills .and .knowledge .that .children .of .their .age .across .the .country .are .expected .to .master .” .Using .an .instrument .that .is .aligned .directly .to .the .goals .and .objectives .of .the .Sequence, .researchers .found .that .children .gained .significantly .on .16 .of .the .17 .individual .tasks .from .pre-test .to .post-test .and .that .they .showed .significant .growth .in .oral .language, .emergent .literacy, .and .mathematics .

• . A .2004 .study .of .North .Carolina .schools .compared .six .Core .Knowledge .schools .with .more .than .1300 .other .schools .in .the .state . .The .researcher .Herbert .Wahlberg .of .the .University .of .Illinois .at .Chicago .found .that .the .Core .Knowledge .schools .outperformed .other .schools .in .the .state .achievement .tests .in .both .reading .and .math .for .four .of .the .five .grades .that .were .studied . .

• . An .analysis .of .the .performance .of .50 .Core .Knowledge .schools .on .Colorado’s .CSAP .exam .shows .solid .evidence .of .success .for .the .Core .Knowledge .curriculum . .Large .percentages .of .Core .Knowledge .schools .posted .scores .ten, .twenty, .and .even .thirty .points .above .the .state .average!

An .overview .of .these .and .other .studies .can .be .found .on .the .Core .Knowledge .website .at: . .http://www .coreknowledge .org/CK/about/research/index .htm . .

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II.TheCore Knowledge SequenceIf .all .of .our .children .are .to .be .fully .educated .and .participate .equally .in .civic .life, .then .we .must .provide .each .of .them .with .the .shared .body .of .knowledge .that .makes .literacy .and .communication .possible . .This .concept, .so .central .to .the .Core .Knowledge .Foundation’s .goal .of .equity .and .excellence .in .education, .manifests .itself .in .the .Core Knowledge Sequence—a .first .and .ongoing .attempt .to .state .the .specific .core .of .shared .knowledge .that .children .should .learn .in .American .schools . .

The .Core Knowledge Sequence .is .a .detailed .outline .of .specific .content .to .be .taught .in .language .arts, .history, .geography, .mathematics, . science .and . the .fine .arts . .As . the .core .of .a . school’s . curriculum, . it .offers .a . solid, .coherent . foundation .of .learning, .while .allowing .flexibility .to .meet .local .needs . .

The .result .of .a . lengthy .process .of .research .and .consensus-building .by .the .Core .Knowledge .Foundation, .the .Sequence .is . distinguished . by . its . breadth . and . specificity . . While . most . state . or . district . standards . and . curricula . provide . general .guidelines .concerning .skills .students .should .obtain .and .master, .they .typically .offer .no .help .in .deciding .specific .content . .The .Sequence, .however, .is .not .a .list .of .facts, .events .and .dates .to .be .memorized . .It .is .a .guide .to .coherent .content .from .grade .to .grade, .designed .to .encourage .steady .academic .growth .and .progress .as .children .construct .their .knowledge .and .develop .literacy .and .critical .thinking .skills .year .after .year . .

The .material .in .the .Core Knowledge Sequence .is .the .result .of .research .into .the .curricula .of .the .highest .performing .schools .throughout .the .world . .It .incorporates .the .experience .and .expertise .of .a .diverse .group .of .scholars, .educators, .classroom .teachers, .curriculum .experts, .and .parents, .as .well .as .members .of .a .Core .Knowledge .advisory .board .on .multicultural .traditions . .In .1990, .a .national .conference .was .convened .in .which .twenty-four .working .committees .developed .a .draft .Core Knowledge Sequence, .which .was .then .fine-tuned .in .a .three-year .implementation .plan .piloted .at .Three .Oaks .Elementary .School . in . Ft . . Meyers, . Florida . . Since . then, . there . have . been . several . revisions . of . the . Sequence . . These . revisions . have .incorporated .new .information .in .various .fields .as .well .as .feedback .from .many .Core .Knowledge .schools . .

The results of research studies demonstrating the effectiveness of Core Knowledge are gratifying, but as meaningful are reports like the following from educators who have successfully implemented Core Knowledge in their schools.

“i have had many proud moments as the Director of a Core Knowledge school. Most exciting [was having] multiple

classes score 100 percent proficient or above on the state rTL testing. Core Knowledge has united our campus and

given us direction.”

—Julie Adamic, Director John Hancock Charter School, Pleasant Grove, Utah

“At-risk children, especially, suffer from low expectations, which often translate into watered-down curricula. in

schools using the Core Knowledge Sequence, however, all children are exposed to a coherent core of challenging, interesting, interwoven knowledge. This knowledge not

only provides a foundation for later learning but also defines a common heritage and establishes a common

ground for communication and cooperation in a diverse society.”

—Russ Spicer, Headmaster Liberty Common School, Fort Collins, Colorado


Teaching the Core Knowledge SequenceStudents will comprehend, evaluate, and respond to works of literature and other kinds of writing which reflect their own cultures and developing viewpoints, as well as those of others, use prior knowledge to extend reading ability and comprehension. Students will use specific strategies such as making comparisons, predicting outcomes, drawing conclusions, identifying the main ideas, and understanding cause and effect to comprehend a variety of literary genres from diverse cultures and time periods. Students will demonstrate a willingness to use reading to continue to learn, to communicate, and to solve problems independently.

This .language .arts .standard .is .fairly .typical .of .the .Language .Arts .performance .standards .adopted .by .many .states . .It .is .broad .enough .that .disagreement .is .difficult–students .should .be .able .to .comprehend, .evaluate .and .respond .to .works .of .literature . .But .which .works .of .literature? .State .standards, .which .typically .describe .what .students .should .be .able .to .do, .but .not .what .students .should .know, .are .often .of .little .use .to .teachers .in .planning .units .and .lessons . .

Teachers . are . typically . delighted . to . have . access . to . the . content-rich, . thoughtfully-designed . Core Knowledge Sequence . .Instead .of .spending .hours .researching .and .planning .what .to .teach, .they .are .freed .to .think .more .creatively .about .how .to .teach . .They .know .what .children .have .learned .in .previous .grades .and .what .they .will .need .in .succeeding .grades . .They .can .avoid .useless .repetition . .They .are .less .likely .to .be .confronted .by .big .gaps .in .what .students .have .learned . .

“Children .go .to .school . for .more .than .a .decade .because . learning . is .gradual, .and .there . is .a .great .deal . to .be . learned—especially . in . matters . relating . to . general . knowledge . and . the . build-up . of . vocabulary,” . notes . E .D .Hirsch, . Jr . . .“If . the . specific . content . for . each . grade . level . does . not . build . on . what . went . before . and . prepare . for . what . will . come .after, . there . will . be . big . gaps, . and . boring . repetitions . . Those . are . the . conditions . that . now . prevail . in . charter . schools . .and . regular . schools . . A . great . deal . of . school . time . is . being . used . unproductively, . and . the . hardest . hit . by . this . .incoherence .are .disadvantaged .children .”

The .Core Knowledge Sequence .is .not .meant .to .provide .the .whole .of .a .school’s .curriculum, .but .rather .to .provide .a .coherently .organized .plan .integrating .content .into .the .existing .curriculum .

“E. D. Hirsch’s Core Knowledge has changed the lives of our children and teachers forever. After searching for more than twenty years I have found a new and imaginative educational program with an incredible impact. Core

Knowledge is not only exciting, but relevant to our children’s needs.”

—Jeff Litt, Principal, The Mohegan School, Bronx, New York

“Core Knowledge has increased the enthusiasm and commitment of our teachers, and our rising standardized test scores show that the program is effective.”

—Gina M. McKinnon, PDC K–6, Mystic Valley Regional Charter School, Malden, Massachusetts

MULTiCULTUrALisM AND DiVErsiTY

respect for the diversity of America’s people, cultures and traditions is fostered by the knowledge specified in the Core Knowledge Sequence, which has been reviewed by distinguished scholars in the field of multicultural studies. some observers have urged the Core Knowledge Foundation to create a separate listing of multicultural entries in the Sequence, but doing so would contradict our vision of an inclusive, rather than divisive, multiculturalism. As Professor James Comer of Yale University wrote in his review of E.D. Hirsch’s Cultural Literacy:

“…respect for cultural diversity is important but it is best achieved when young people have adequate background knowledge of mainstream culture. in order for a truly democratically and

economically sound society to be maintained, young people must have access to the best knowledge available so that they understand the issues, express their viewpoints, and act accordingly.”

The Core Knowledge Sequence is designed to offer all learners “access to the best knowledge available, including significant knowledge of diverse peoples and cultures.“

�

Core Knowledge Helps students Make ConnectionsThe .Core Knowledge Sequence .provides .guidelines .for .all .core .subjects, .recommending .what .topics .should .be .taught .in .each .grade .and .the .order .in .which .they .should .be .presented . .Whenever .appropriate, .the .same .subject .is .covered .in .literature, .history, .science .and .art, .so .that .students .can .create .connections .and .see .the .rich .and .varied .perspectives .provided .by .each .discipline . .The .benefits .of .an .integrated .curriculum .grow .exponentially .when .the .entire .school .is .involved .in .exploring .topics .simultaneously . .The .following .webs .are .examples .of .how .subject .matter .can .be .approached .on .a .school-wide .basis .across .several .disciplines .

In .various .domains .of .knowledge, .the .Core .Knowledge .Foundation .or . its .publishing .partners .produce .resources .that .explore .required .topics .in .detail . .In .some .domains, .notably .reading, .math .and .science, .we .recommend .programs .produced .by .other .publishers .that .align .well .with .the .Core Knowledge Sequence . .More .information .on .these .resources .is .presented .in .later .pages .and .on .the .website .(www .coreknowledge .org) . .

The . chart . on . the . next . two . pages . shows . how . topics . in . the . Core Knowledge Sequence . are . sequenced . and . integrated .


The Benefits of the Core Knowledge SequenceA .detailed .outline .of .specific .content .in .language .arts, .history, .geography, .mathematics, .science .and .the .fine .arts, .the .Core Knowledge Sequence .forms .the .foundation .of .a .school’s .curriculum . .Its .specific .content, .flexible .enough .to .meet .state .and .local .standards, .benefits .all .stakeholders .in .a .school .community:

For students• . Provides .a .broad .base .of .knowledge .and .a .rich .vocabulary .

• . Motivates . students . to . learn .and .creates . a . strong .desire . to . learn .more .

• . Provides . the . knowledge . necessary . for . higher . levels . of . learning .and .helps .build .confidence .

For the school• . Provides . an . academic . focus . and . encourages . consistency . in .

instruction .

• . Provides .a .plan . for .coherent, . sequenced . learning . from .grade . to .grade .

• . Promotes .a .community .of .learners—adults .and .children .

• . Becomes .an .effective .tool .for .lesson .planning .and .communication .among .teachers .and .with .parents .

• . Guides .thoughtful .purchases .of .school .resources .

For the school District• . Provides .a .common .focus .to .share .knowledge .and .expertise .

• . Decreases .learning .gaps .caused .by .student .mobility .

• . Encourages .cooperation .among .schools .to .provide .quality .learning .experiences .for .all .students .

• . Provides .a .strong .foundation .of .knowledge .for .success .in .high .school .and .beyond .

For Parents and the Community• . Enhances .accountability .by .providing .a .clear .outline .of .what .children .are .expected .to .

learn .in .school .

• . Encourages .parents .to .participate .in .their .children’s .education .both .at .home .and .in .school .

• . Provides . opportunities . for . community . members . to . help . obtain . and . provide .instructional .resources .

�0

WhattopicsarecoveredintheCore Knowledge Sequence?

Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade

Language Arts/English

I. OralLanguageII. NurseryRhymes,

Poems,Finger-Plays,andSongs

III. StorybookReadingandStorytelling

IV. EmergingLiteracySkills

I. ReadingandWritingII. PoetryIII. FictionIV. SayingsandPhrases


I. ReadingandWritingII. PoetryIII. Fiction(Stories;Greek

Myths;TallTales)IV. SayingsandPhrases

I. ReadingandWritingII. PoetryIII. Fiction(Stories;Norse

Myths;GreekandRomanMyths)

IV. SayingsandPhrases

I. Writing,Grammar,andUsage

II. PoetryIII. Fiction(Stories;

LegendsofKingArthur)

IV. SpeechesV. SayingsandPhrases


II. PoetryIII. FictionandDrama(Stories;

Shakespeare;MythsandLegends)




Shakespeare;ClassicalMyths)


I. Writing,Grammar,andUsageII. PoetryIII. Fiction,Nonfiction,andDramaIV. ForeignPhrasesCommonly

UsedinEnglish


II. PoetryIII. Fiction,Nonfiction,and

DramaIV. ForeignPhrasesCommonly

UsedinEnglish

History and Geography

Time:I. VocabularyII. MeasuresofTimeIII. PassageofTime(Past,

Present,Future)Space:I. VocabularyII. Actualand

RepresentationalSpaceIII. SimpleMapsIV. BasicGeographic

Concepts

World:I. SpatialSenseII. OverviewoftheSeven

ContinentsAmerican:I. GeographyII. NativeAmericansIII. EarlyExplorationand

Settlement(Columbus;Pilgrims;IndependenceDay)

IV. Presidents,PastandPresent

V. SymbolsandFigures

World:I. GeographyII. EarlyCivilizations

(Mesopotamia;AncientEgypt;HistoryofWorldReligions)

III. MexicoAmericanI. EarlyPeopleand

Civilizations(Maya,Inca,Aztec)

II. EarlyExplorationandSettlement

III. AmericanRevolutionIV. EarlyExplorationof

AmericanWestV. SymbolsandFigures

World:I. GeographyII. EarlyCivilizations:Asia

(India,China)III. ModernCivilization

andCulture:JapanIV. AncientGreeceAmericanI. AmericanGovernment:

TheConstitutionII. Warof1812III. WestwardExpansionIV. CivilWarV. Immigrationand

CitizenshipVI. CivilRightsVII. Geographyofthe

AmericasVIII. SymbolsandFigures

World:I. WorldGeography

(SpatialSense;Canada;ImportantRivers)

II. AncientRome(GeographyofMediterraneanRegion;RomanEmpire;“DeclineandFall”)

III. TheVikingsAmericanI. TheEarliestAmericansII. EarlyExplorationof

NorthAmericaIII. TheThirteenColonies:

LifeandTimesBeforetheRevolution


(SpatialSense;Mountains)

II. EuropeinMiddleAges

III. SpreadofIslamand“HolyWars”

IV. EarlyandMedievalAfricanKingdoms

V. China:DynastiesandConquerors

AmericanI. AmericanRevolutionII. MakingaConstitutional

GovernmentIII. EarlyPresidentsand

PoliticsIV. ReformersV. SymbolsandFigures

World:I. WorldGeography(Spatial

Sense;Lakes)II. Meso-AmericanCivilizationIII. EuropeanExploration,Trade,

andClashofCulturesIV. RenaissanceandReformationV. EnglandfromtheGolden

AgetotheGloriousRevolution

VI. Russia:EarlyGrowthandExpansion

VII. FeudalJapanAmericanI. WestwardExpansionII. CivilWarIII. NativeAmericans:Cultures

andConflictsIV. U.S.Geography


Sense;Deserts)II. LastingIdeasfromAncient

Civilizations(Judaism,Christianity;GreeceandRome)

III. EnlightenmentIV. FrenchRevolutionV. RomanticismVI. Industrialism,Capitalism,

andSocialismVII. LatinAmerican

IndependenceMovementsAmericanI. Immigration,

Industrialization,andUrbanization

II. Reform

I. AmericaBecomesaWorldPower

II. WorldWarI,“TheGreatWar”III. RussianRevolutionIV. AmericafromtheTwentiesto

theNewDealV. WorldWarIIVI. GeographyofUnitedStates

I. DeclineofEuropeanColonialism

II. ColdWarIII. CivilRightsMovementIV. VietnamWarandtheRise

ofSocialActivismV. MiddleEastandOilPoliticsVI. EndoftheColdWar:

ExpansionofDemocracyandContinuingChallenges

VII. Civics:TheConstitution—PrinciplesandStructureofAmericanDemocracy

VIII. GeographyofCanadaandMexico

Visual Arts

I. Attentiontovisualdetail

II. CreatingArtIII. LookingandTalking

aboutArt

I. ElementsofArtII. SculptureIII. LookingatandTalking

AboutArt

I. ArtfromLongAgoII. ElementsofArtIII. KindsofPictures:

PortraitandStillLife

I. ElementsofArtII. SculptureIII. KindsofPictures:

LandscapesIV. AbstractArtV. Architecture

I. ElementsofArtII. AmericanIndianArtIII. ArtofAncientRome

andByzantineCivilization

I. ArtofMiddleAgesII. IslamicArtand

ArchitectureIII. ArtofAfricaIV. ArtofChinaV. ArtofaNewNation:

TheUnitedStates

I. ArtoftheRenaissanceII. AmericanArt:Nineteenth-

CenturyUnitedStatesIII. ArtofJapan

I. ArtHistory:PeriodsandSchools(Classical;Gothic;Renaissance;Baroque;Rococo;Neoclassical;Romantic;Realistic)

I. ArtHistory:PeriodandSchools(Impressionism;Post-Impressionism;ExpressionismandAbstraction;ModernAmericanPainting)

I. ArtHistory:PeriodsandSchools(PaintingSinceWorldWarII;Photography;20th-CenturySculpture)

II. ArchitectureSincetheIndustrialRevolution

Music

I. ElementsofMusicII. Listeningand

UnderstandingIII. Songs


Understanding(Composers;Orchestra;Opera;Ballet;Jazz)

III. Songs


Understanding(Orchestra;Keyboards;Composers)

III. Songs


Understanding(Orchestra;Composers)

III. Songs


Understanding(Orchestra;VocalRanges;Composers)

III. Songs

I. ElementsofMusicII. ListeningandUnderstanding

(Composers;Connections)III. AmericanMusicalTraditions

(Spirituals)IV. Songs

I. ElementsofMusicII. ClassicalMusic:From

BaroquetoRomantic(Bach,Handel,Haydn,Mozart,Beethoven,Schubert,Chopin,Schumann)

I. ElementsofMusicII. ClassicalMusic:Romanticsand

Nationalists(Brahms,Berlioz,Liszt,Wagner,Dvorak,Grieg,Tchaikovsky)

III. AmericanMusicalTraditions(BluesandJazz)

I. ElementsofMusicII. Non-WesternMusicIII. ClassicalMusic:Nationals

andModerns(Sibelius,Bartok,Rodrigo,Copland,Debussy,Stravinsky)

IV. VocalMusic(Opera;AmericanMusicalTheater)

Mathematics

I. PatternsandClassification

II. NumbersandNumberSense

III. MoneyIV. ComputationV. MeasurementVI. Geometry




I. NumbersandNumberSense

II. FractionsIII. MoneyIV. ComputationV. MeasurementVI. Geometry


II. FractionsandDecimalsIII. MoneyIV. ComputationV. MeasurementVI. Geometry



I. NumbersandNumberSenseII. RatioandPercentIII. FractionsandDecimalsIV. ComputationV. MeasurementVI. GeometryVII. ProbabilityandStatisticsVIII. Pre-Algebra


II. RatioandPercentIII. ComputationIV. MeasurementV. GeometryVI. ProbabilityandStatisticsVII. Pre-Algebra

I. Pre-Algebra(PropertiesoftheRealNumbers;PolynomialArithmetic;EquivalentEquationsandInequalities;IntegerExponents)

II. Geometry(Three-DimensionalObjects;AnglePairs;Triangles;Measurement)

III. ProbabilityandStatistics

I. Algebra(PropertiesoftheRealNumbers;Relations,Functions,andGraphs;LinearEquationsandFunctions;ArithmeticofRationalExpression;QuadraticEquationsandFunctions)

II. Geometry(AnalyticGeometry;IntroductiontoTrigonometry;TrianglesandProofs)

Science

I. PlantsandPlantGrowth

II. AnimalsandTheirNeeds

III. HumanBody(FiveSenses)

IV. IntroductiontoMagnetism

V. SeasonsandWeatherVI. TakingCareoftheEarthVII. ScienceBiographies

I. LivingThingsandTheirEnvironments

II. HumanBody(BodySystems)

III. MatterIV. PropertiesofMatter:

MeasurementV. Introductionto

ElectricityVI. AstronomyVII. TheEarthVIII. ScienceBiographies

I. CyclesinNature(SeasonalCycles;LifeCycles;WaterCycle)

II. InsectsIII. HumanBody(Cells;

DigestiveandExcretorySystems)

IV. MagnetismV. SimpleMachinesVI. ScienceBiographies

I. IntroductiontoClassificationofAnimals

II. HumanBody(Muscular,Skeletal,andNervousSystems;VisionandHearing)

III. LightandOpticsIV. SoundV. EcologyVI. AstronomyVII. ScienceBiographies

I. HumanBody(CirculatoryandRespiratorySystems)

II. Chemistry(Atoms;Matter;Elements;Solutions)

III. ElectricityIV. Geology:Earthand

ItsChangesV. MeteorologyVI. ScienceBiographies

I. ClassifyingLivingThingsII. Cells:Structuresand

ProcessesIII. PlantStructuresand

ProcessesIV. LifeCyclesandReproductionV. HumanBody(Endocrineand

ReproductiveSystems)VI. Chemistry:Matterand

ChangeVII. ScienceBiographies

I. PlateTectonicsII. OceansIII. Astronomy:Gravity,Stars,

andGalaxiesIV. Energy,Heat,andEnergy

TransferV. HumanBody(Lymphatic

andImmuneSystems)VI. ScienceBiographies

I. AtomicStructureII. ChemicalBondsandReactionsIII. CellDivisionandGeneticsIV. HistoryoftheEarthandLife

FormsV. EvolutionsVI. ScienceBiographies

I. PhysicsII. ElectricityandMagnetismIII. ElectromagneticRadiation

andLightIV. SoundWavesV. ChemistryofFoodand

RespirationVI. ScienceBiographies

��What Every Child Needs to KnowCore Knowledge®

Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade

Language Arts/English

I. OralLanguageII. NurseryRhymes,

Poems,Finger-Plays,andSongs

III. StorybookReadingandStorytelling

IV. EmergingLiteracySkills



I. ReadingandWritingII. PoetryIII. Fiction(Stories;Greek

Myths;TallTales)IV. SayingsandPhrases

I. ReadingandWritingII. PoetryIII. Fiction(Stories;Norse

Myths;GreekandRomanMyths)



II. PoetryIII. Fiction(Stories;

LegendsofKingArthur)




Shakespeare;MythsandLegends)




Shakespeare;ClassicalMyths)


I. Writing,Grammar,andUsageII. PoetryIII. Fiction,Nonfiction,andDramaIV. ForeignPhrasesCommonly

UsedinEnglish


II. PoetryIII. Fiction,Nonfiction,and

DramaIV. ForeignPhrasesCommonly

UsedinEnglish

History and Geography

Time:I. VocabularyII. MeasuresofTimeIII. PassageofTime(Past,

Present,Future)Space:I. VocabularyII. Actualand

RepresentationalSpaceIII. SimpleMapsIV. BasicGeographic

Concepts

World:I. SpatialSenseII. OverviewoftheSeven

ContinentsAmerican:I. GeographyII. NativeAmericansIII. EarlyExplorationand

Settlement(Columbus;Pilgrims;IndependenceDay)

IV. Presidents,PastandPresent

V. SymbolsandFigures

World:I. GeographyII. EarlyCivilizations

(Mesopotamia;AncientEgypt;HistoryofWorldReligions)

III. MexicoAmericanI. EarlyPeopleand

Civilizations(Maya,Inca,Aztec)

II. EarlyExplorationandSettlement

III. AmericanRevolutionIV. EarlyExplorationof

AmericanWestV. SymbolsandFigures

World:I. GeographyII. EarlyCivilizations:Asia

(India,China)III. ModernCivilization

andCulture:JapanIV. AncientGreeceAmericanI. AmericanGovernment:

TheConstitutionII. Warof1812III. WestwardExpansionIV. CivilWarV. Immigrationand

CitizenshipVI. CivilRightsVII. Geographyofthe

AmericasVIII. SymbolsandFigures


(SpatialSense;Canada;ImportantRivers)

II. AncientRome(GeographyofMediterraneanRegion;RomanEmpire;“DeclineandFall”)

III. TheVikingsAmericanI. TheEarliestAmericansII. EarlyExplorationof

NorthAmericaIII. TheThirteenColonies:

LifeandTimesBeforetheRevolution


(SpatialSense;Mountains)

II. EuropeinMiddleAges

III. SpreadofIslamand“HolyWars”

IV. EarlyandMedievalAfricanKingdoms

V. China:DynastiesandConquerors

AmericanI. AmericanRevolutionII. MakingaConstitutional

GovernmentIII. EarlyPresidentsand

PoliticsIV. ReformersV. SymbolsandFigures


Sense;Lakes)II. Meso-AmericanCivilizationIII. EuropeanExploration,Trade,

andClashofCulturesIV. RenaissanceandReformationV. EnglandfromtheGolden

AgetotheGloriousRevolution

VI. Russia:EarlyGrowthandExpansion

VII. FeudalJapanAmericanI. WestwardExpansionII. CivilWarIII. NativeAmericans:Cultures

andConflictsIV. U.S.Geography


Sense;Deserts)II. LastingIdeasfromAncient

Civilizations(Judaism,Christianity;GreeceandRome)

III. EnlightenmentIV. FrenchRevolutionV. RomanticismVI. Industrialism,Capitalism,

andSocialismVII. LatinAmerican

IndependenceMovementsAmericanI. Immigration,

Industrialization,andUrbanization

II. Reform

I. AmericaBecomesaWorldPower

II. WorldWarI,“TheGreatWar”III. RussianRevolutionIV. AmericafromtheTwentiesto

theNewDealV. WorldWarIIVI. GeographyofUnitedStates

I. DeclineofEuropeanColonialism

II. ColdWarIII. CivilRightsMovementIV. VietnamWarandtheRise

ofSocialActivismV. MiddleEastandOilPoliticsVI. EndoftheColdWar:

ExpansionofDemocracyandContinuingChallenges

VII. Civics:TheConstitution—PrinciplesandStructureofAmericanDemocracy

VIII. GeographyofCanadaandMexico

Visual Arts

I. Attentiontovisualdetail

II. CreatingArtIII. LookingandTalking

aboutArt

I. ElementsofArtII. SculptureIII. LookingatandTalking

AboutArt

I. ArtfromLongAgoII. ElementsofArtIII. KindsofPictures:

PortraitandStillLife

I. ElementsofArtII. SculptureIII. KindsofPictures:

LandscapesIV. AbstractArtV. Architecture

I. ElementsofArtII. AmericanIndianArtIII. ArtofAncientRome

andByzantineCivilization

I. ArtofMiddleAgesII. IslamicArtand

ArchitectureIII. ArtofAfricaIV. ArtofChinaV. ArtofaNewNation:

TheUnitedStates

I. ArtoftheRenaissanceII. AmericanArt:Nineteenth-

CenturyUnitedStatesIII. ArtofJapan

I. ArtHistory:PeriodsandSchools(Classical;Gothic;Renaissance;Baroque;Rococo;Neoclassical;Romantic;Realistic)

I. ArtHistory:PeriodandSchools(Impressionism;Post-Impressionism;ExpressionismandAbstraction;ModernAmericanPainting)

I. ArtHistory:PeriodsandSchools(PaintingSinceWorldWarII;Photography;20th-CenturySculpture)

II. ArchitectureSincetheIndustrialRevolution

Music


UnderstandingIII. Songs


Understanding(Composers;Orchestra;Opera;Ballet;Jazz)

III. Songs


Understanding(Orchestra;Keyboards;Composers)

III. Songs


Understanding(Orchestra;Composers)

III. Songs


Understanding(Orchestra;VocalRanges;Composers)

III. Songs

I. ElementsofMusicII. ListeningandUnderstanding

(Composers;Connections)III. AmericanMusicalTraditions

(Spirituals)IV. Songs

I. ElementsofMusicII. ClassicalMusic:From

BaroquetoRomantic(Bach,Handel,Haydn,Mozart,Beethoven,Schubert,Chopin,Schumann)

I. ElementsofMusicII. ClassicalMusic:Romanticsand

Nationalists(Brahms,Berlioz,Liszt,Wagner,Dvorak,Grieg,Tchaikovsky)

III. AmericanMusicalTraditions(BluesandJazz)

I. ElementsofMusicII. Non-WesternMusicIII. ClassicalMusic:Nationals

andModerns(Sibelius,Bartok,Rodrigo,Copland,Debussy,Stravinsky)

IV. VocalMusic(Opera;AmericanMusicalTheater)

Mathematics








II. FractionsIII. MoneyIV. ComputationV. MeasurementVI. Geometry





I. NumbersandNumberSenseII. RatioandPercentIII. FractionsandDecimalsIV. ComputationV. MeasurementVI. GeometryVII. ProbabilityandStatisticsVIII. Pre-Algebra


II. RatioandPercentIII. ComputationIV. MeasurementV. GeometryVI. ProbabilityandStatisticsVII. Pre-Algebra

I. Pre-Algebra(PropertiesoftheRealNumbers;PolynomialArithmetic;EquivalentEquationsandInequalities;IntegerExponents)

II. Geometry(Three-DimensionalObjects;AnglePairs;Triangles;Measurement)

III. ProbabilityandStatistics

I. Algebra(PropertiesoftheRealNumbers;Relations,Functions,andGraphs;LinearEquationsandFunctions;ArithmeticofRationalExpression;QuadraticEquationsandFunctions)

II. Geometry(AnalyticGeometry;IntroductiontoTrigonometry;TrianglesandProofs)

Science

I. PlantsandPlantGrowth

II. AnimalsandTheirNeeds

III. HumanBody(FiveSenses)

IV. IntroductiontoMagnetism

V. SeasonsandWeatherVI. TakingCareoftheEarthVII. ScienceBiographies

I. LivingThingsandTheirEnvironments

II. HumanBody(BodySystems)

III. MatterIV. PropertiesofMatter:

MeasurementV. Introductionto

ElectricityVI. AstronomyVII. TheEarthVIII. ScienceBiographies

I. CyclesinNature(SeasonalCycles;LifeCycles;WaterCycle)

II. InsectsIII. HumanBody(Cells;

DigestiveandExcretorySystems)

IV. MagnetismV. SimpleMachinesVI. ScienceBiographies

I. IntroductiontoClassificationofAnimals

II. HumanBody(Muscular,Skeletal,andNervousSystems;VisionandHearing)

III. LightandOpticsIV. SoundV. EcologyVI. AstronomyVII. ScienceBiographies

I. HumanBody(CirculatoryandRespiratorySystems)

II. Chemistry(Atoms;Matter;Elements;Solutions)

III. ElectricityIV. Geology:Earthand

ItsChangesV. MeteorologyVI. ScienceBiographies

I. ClassifyingLivingThingsII. Cells:Structuresand

ProcessesIII. PlantStructuresand

ProcessesIV. LifeCyclesandReproductionV. HumanBody(Endocrineand

ReproductiveSystems)VI. Chemistry:Matterand

ChangeVII. ScienceBiographies

I. PlateTectonicsII. OceansIII. Astronomy:Gravity,Stars,

andGalaxiesIV. Energy,Heat,andEnergy

TransferV. HumanBody(Lymphatic

andImmuneSystems)VI. ScienceBiographies

I. AtomicStructureII. ChemicalBondsandReactionsIII. CellDivisionandGeneticsIV. HistoryoftheEarthandLife

FormsV. EvolutionsVI. ScienceBiographies

I. PhysicsII. ElectricityandMagnetismIII. ElectromagneticRadiation

andLightIV. SoundWavesV. ChemistryofFoodand

RespirationVI. ScienceBiographies

��

Putting it All Together: How Knowledge Builds on KnowledgeWe . acquire . new . knowledge . by . building . on . what . we . already . know . . Students . in . Core . Knowledge . schools . build .understanding . because . they . are . offered . a . coherent . sequence . of . specific . domain . knowledge . that . builds . year . by . year . .For .example, .in .sixth .grade .students .should .be .ready .to .grasp .the .law .of .conservation .of .energy .because .they .have .been .building .the .prerequisite .knowledge .that .paves .the .way, .as .shown .in .this .selection .from .the .physical .science .strand .of .the .Core Knowledge Sequence:

preschool: Observe, .describe, .and .record .the .effects .of .magnets .on .various .objects .and .other .magnets . .

Kindergarten• . Magnetism, .the .idea .of .forces .we .cannot .see

• . Classification—sorting .materials .according .to .whether .they .are .attracted .to .a .magnet

first Grade• . Names .and .common .examples .of .the .three .states .of .matter

• . Examine .water .as .an .example .of .changing .states .of .matter .in .a .single .substance

• . Properties .of .matter: .measurement

• . Basic .concept .of .atoms

second Grade• . Lodestones: .naturally .occurring .magnets

• . Magnetic .poles: .north-seeking .and .south-seeking .poles

• . Magnetic .fields .(strongest .at .the .poles)

• . Law .of .attraction: .unlike .poles .attract, .like .poles .repel

fourth Grade• . Atoms: .all .matter .is .made .up .of .particles .too .small .to .see

• . Atoms .are .made .up .of .even .smaller .particles: .protons, .neutrons, .electrons

• . Concept .of .electrical .charge: .proton .has .positive .charge; .electron .has .negative .charge; .neutron .has .no .charge

• . Unlike .charges .attract; .like .charges .repel .(relate .to .magnetic .attraction)

• . Properties .of .matter: .mass, .volume, .and .density

• . The .elements: .basic .kinds .of .matter

fifth Grade• . Atoms .are .in .constant .motion; .electrons .move .around .the .nucleus .in .paths .called .shells .(or .energy .levels)

• . Atoms .form .molecules .and .compounds

• . The .Periodic .Table

• . Energy .transfer: .matter .changes .phase .by .adding .or .removing .energy

• . Expansion .and .contraction

• . Three .ways .energy .is .transferred: .conduction, .convection, .and .radiation

sixth Grade• . Kinetic .and .potential .energy

• . Heat .and .temperature

• . Energy .is .conserved .in .a .system

��What Every Child Needs to KnowCore Knowledge®

III.TheCoreKnowledgeReadingProgram

There are two keys to reading comprehension: decoding skills and the ability to understand what you have decoded.

Cognitive .research .demonstrates .conclusively .that .background .knowledge .is .the .key .to .reading .comprehension .and .making .meaning . .Reading .success .requires .that .decoding .skills .must .be .accompanied .by .exposure .to .a .wide .variety .of .interesting .and .relevant .subjects .and .ideas . .Currently .undergoing .field-testing .in .dozens .of .elementary .schools .nationwide, .the .Core Knowledge Reading Program .makes .this .content-based .approach .to .literacy .instruction .available .for .the .first .time . .

Reading .is .a .two-lock .box—two .keys .are .required .to .open .it . .The .first .key .is .decoding .skills . .The .second .is .background .knowledge . . This . includes . vocabulary . that . enables . young . readers . to . understand . what . they . decode, . as . well . as . broad .background .knowledge .that .offers .children .the .best .chance .of .success .when .confronted .by .unfamiliar .material . .

Another .essential .ingredient .to .reading .success, .especially .for .low-income .learners, .might .be .called .“language .knowledge .” .It .involves .helping .children .understand .and .master .the .differences .between .formal .and .informal .speech .and .language—not .merely .the .differences .between .spoken .and .written .language .but .the .differences .between .casual .or .“restricted .code,” .brief .communication .that .takes .background .knowledge .for .granted .and .leaves .a .lot .unsaid, .and .“elaborated .code,” .the .kind .of .school .speech .that .children .need .to .learn . .

In .grades .3–8, .there .will .be .an .increased .emphasis .on .spelling, .grammar .and .usage .skills, .along .with .mastery .of .research .and .written .composition .skills . .Read-alouds .continue .to .build .listening .comprehension, .but .with .increasing .emphasis .on .independent .student .reading .of .domain-related .texts . .

By .featuring .works .of .non-fiction .as .well .as .fiction, .the .Core .Knowledge .Reading .Program .exposes .even .the .youngest .children .to .read-alouds . that .may .go .beyond .their .ability . to .decode—but .not .beyond .their .ability . to .understand .and .discuss .them . .This .exposure .builds .background .knowledge .and .vocabulary, .as .well .as .exposing .children .to .elaborated .code .through .the .more .formal .and .rich .language .of .books—readying .them .to .comprehend .the .more .difficult .material .they .will .encounter .in .later .years . .In .the .Core .Knowledge .approach, .reading .is .not .viewed .as .a .subject .separate .from .all .others . .It .is .connected .very .early .to .speaking .and .listening .skills .and .later .to .acquiring .knowledge .in .other .subjects—history, .geography, .science, .and .the .arts . .

The .Core .Knowledge .reading .program .is .based .on .the .synthetic .or .linguistic .phonics .approach, .used .with .impressive .results .in .England .but .just .getting .a .start .in .the .United .States . .The .Core .Knowledge .version .is .currently .being . piloted . in . close . to . 100 .classrooms . around . the .country . . More . about .the . program . can . be .found . on . the . website .in . the . writings . of . Core .Knowledge .founder .E . .D . .Hirsch, . Jr ., . and . Reading .Development . Director, .Matthew .Davis .

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AnswersAboutCoreKnowledgeThere .any .many .different . schools .of . thought .about . teaching .and . learning .and . the .best .way . to .help .children .become .independent, .life-long .learners . .These .competing .ideas .can .and .do .give .rise .to .misconceptions .about .Core .Knowledge .and .how .the .curriculum .is .implemented .in .schools .

Here .are .some .of .the .most .frequently .asked .questions .about .Core .Knowledge:

is Core Knowledge a scripted curriculum?No . .The .Core .Knowledge .curriculum .is .not .an .attempt .to .make .learning .“teacher-proof .” .The .Core Knowledge Sequence .gives .guidance .on .what .to .teach .but .makes .no .attempt .to .describe .how .to .teach .the .material . .It .is .up .to .the .professional .judgment .of .educators .to .decide .how .to .make .the .curriculum .come .alive .in .individual .classrooms .

isn’t critical thinking more important than “mere facts”?Helping .students .become .critical .thinkers .and .problem .solvers .is .vitally .important . .But .critical .thinking .does .not .exist .in .the .abstract . .Students .need .something .to .think .critically .about . .The .idea .that .Core .Knowledge .advocates .rote .memorization .of .lists .of .facts .is .simply .false . .Core .Knowledge .advocates .giving .every .student .a .deep, .rich .body .of .knowledge .that .helps .students .make . sense .of . the .world .around . them, .enabling . them .to .become . independent . learners, .problem-solvers .and .critical .thinkers . .

Who decided what kids should know?The . content . specified . in . the . Core Knowledge Sequence . represents . a . broad . consensus . of . diverse . groups . and . interests, .including . parents, . teachers, . scientists, . professional . curriculum . organizations, . and . experts . on . America’s . multicultural .traditions . .Provisional .versions .of .the .curriculum .were .reviewed .and .revised .by .panels .of .teachers . .As .more .schools .teach .Core .Knowledge, .teachers .participate .in .occasional .updates .of .the .Sequence . .

isn’t Core Knowledge a “conservative” curriculum?Core .Knowledge .has .been .unfairly .and .incorrectly .criticized .as .a .“conservative” .approach .to .elementary .education . .One .of .the .unfortunate .ironies .of .this .“anti-progressive” .characterization .is .that .the .curriculum .benefits .disadvantaged .schools .and .students .most .(see .“The .Matthew .Effect, .p . .23) . .Some .of .the .most .successful .implementations .of .the .curriculum .have .occurred .in .low-income, .high-minority .schools .where .Core .Knowledge .has .been .particularly .effective .in .closing .the .achievement .gap . .E .D . .Hirsch .recently .wrote .that .“all .the .time, .the .Core .Knowledge .project .has .been .what .it .said .it .was–a .progressive .effort .to .improve .schools .and .empower .low-income .and .minority .students .”

Doesn’t knowledge change too quickly to be put in a curriculum?The .body .of .knowledge . that .educated .people . take . for .granted . is . like .a .dictionary . .New .words .enter . the . language .all .the .time, .and .many .of .them .end .up .in .dictionaries . .But .a .dictionary .published .50 .or .75 .years .ago, .is .still .helpful .for .everyday .use . .The .goal .of .the .Core .Knowledge .curriculum .is .to .ensure .that .all .children .have .a .grasp .of .the .background .knowledge .that .writers .and .speakers .assume .people .know . .That .body .of .knowledge .changes .quite .slowly . .Some .parts .of .the .curriculum, .such .as .math .and .spelling .don’t .change .at .all . .Eighty .percent .of .the .Core Knowledge Sequence .reflects .knowledge .of .history, .geography, .science, .music .and .art .that .have .been .part .of .our .culture .for .more .than .a .century . .But .like .a .dictionary, .new .and .important .information, .such .as .TK .and .TK .is .part .of .the .Core Knowledge Sequence . .

shouldn’t content instruction wait until kids master reading?This .is .one .of .the .most .damaging .misconceptions .in .education .today . .One .of .the .unintended .consequences .of .greater .school .accountability .is .the .narrowing .of .curriculum . .Under .tremendous .pressure .to .do .well .on .standardized .reading .and .math .tests, .many .schools .have .increased .the .amount .of .class .time .spent .on .tested .subjects, .while .pushing .other .academic .

subjects .and .the .humanities .aside .in .favor .of .more .time .on .reading .practice . .But .given .the .strong .correlation .between .background .knowledge .and .reading .comprehension .(see .Teaching .Content .is .Teaching .Reading, .p . .3), .it’s .clear .that .while .well .intentioned, .taking .time .away .from .core .curriculum .for .more .time .on .reading .instruction .actually .works .against .raising .test .scores . .

How Can Core Knowledge work in a Differentiated Classroom? Core . Knowledge . is . a . curriculum, . not . a . pedagogy . . The . schools . that . use . Core . Knowledge . vary . in . their . instructional .methods . .The .sequence .outlines .instructional .content, .but .it .does .not .prescribe .how .to .teach . .A .qualified .teacher .is .the .best .person .to .make .decisions .about .how .to .engage .students .in .the .learning .process . .

What about multiculturalism? It .is .a .popular .misconception .that .the .Core .Knowledge .curriculum .and .Core .Knowledge .schools .focus .on .“dead .white .males” .or .stress .only .the .American .experience . .“In .fact, .Core .Knowledge .students .are .more .likely .to .get .real .exposure .to .multiculturalism .than .the .average .student,” .noted .Andrew .Rotherham, .co-founder .and .co-director .of .Education .Sector, .an . independent .education .policy .“think .tank .” .“That . is .because .while .multiculturalism .is .often .distilled .to .a . ‘food . and . fiesta’ . approach . emphasizing . superficialities, . Core . Knowledge . emphasizes . substantive . learning . about .different .cultures .and .peoples .”

Does Core Knowledge offer a post-elementary and middle school curriculum?Many .schools .that .have .had .extremely .positive .experiences .with .the .Core .Knowledge .curriculum .are .disappointed .to .find .that .it .has .only .been .developed .for .students .through .eighth .grade . .Some, .of .course, .can .send .students .on .to .excellent .high .schools .where .their .Core .Knowledge .background .will .enable .them .to .flourish, .but .others .worry .that .their .excited .and .enriched .learners .will .lose .momentum .in .high .school . .Core .Knowledge .has .identified .curricula .that .use .a .content-rich .approach .to .education . .The .Advance .Placement .(AP) .program .offered .by .the .College .Board, .which .includes .more .than .thirty .course .descriptions .and .exams, .is .often .considered .appropriate .only .for .gifted .students, .but .some .schools .have .experimented .with .adapting .it .for .the .general .school .population . .The .curriculum .known .as .the .International .Baccalaureate .program .dovetails .very .well .with .the .Core Knowledge Sequence .

“We’re in the eastern Kentucky coalfield mountains. Our community is very rural. We’re a hundred miles from a metropolitan area. But we do well in education. It’s [Core Knowledge] a wonderful, rich curriculum for kids and has made a big difference in our school. Yes, the majority of our kids are poor, but they are smart and can

handle it as well as any others. And now their test scores prove it.”

—Elizabeth Allen, Principal, James A. Duff Elementary School, Easton, Kentucky

“Core Knowledge gave me a love of learning in general, since there was no subject that wasn’t made fun and interesting. For example, I never learned to hate history because my first experience with it was not having dates and names and facts drummed into me but learning through interaction and stories. I remember having a Roman market day where we recreated the experience of a Roman bazaar with students manning the stalls and being the patrons. The very broad range of education I went through in elementary school encouraged me to be open-minded towards courses

in all of my further education.”

—Raj Desai, Former Student, Three Oaks Elementary School, Fort Meyers, Florida

Documents

Core - rhes.svvsd.org Knowle… · Core Knowledge ® What Every Child Needs to Know I. What is Core Knowledge? Across .the .country, .educators .have .committed .themselves .to .the