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Found 15 results

  1. Many many thanks to members who recommended the Baltimore curriculum site which is really helpful. Since it only covers to grade 5, I want to research if there's any similar resource for 6th grade- 12th? Thanks a lot!
  2. I am going through our bookshelves, and have two copies of What Your 2nd Grader Needs to Know, and two copies of What Your 4th Grader Needs to Know. In each case, one is an earlier version and the other a later version from later in the 1990s (one is hardback). Can anyone tell me which would be better to keep? Is there any difference in the revisions? I was unable to tell. One I think is 1991/1999 and the other 1992/1994 or something like that. Thanks!
  3. Do you think the methods used in Math on the Level could be applied to the math lessons in the Core Knowledge What Your Grader Needs to Know lessons?
  4. This series of Core Knowledge books (CK), "What Your (first, second, etc) Grader Needs to Know" looks amazing to me. I have all the books from K-6, and looking through the content, I think that if my kids finished 6th grade knowing all the material in these books, I'd consider them extremely well educated. Everything from art, science, history/geography, literature, music, world civilizations, it's so thorough. As a spin-off from another thread about Baltimore Curriculum Project, I wondered how people are using these books. I'd love to use it as a full curriculum (I would add 3R's), but how do you think multiple grades could be taught together with this? My kids are ages 6 and 8, so 1st and 3rd grade technically.
  5. I was prompted to open this thread by a private discussion I recently had with somebody about the concept of general education, a sort of intertwined net of knowledges and associations we expect an educated person to be familiar with. Not necessarily intimately familiar - of the kind that thirty years from graduation they would still be able to quote the entire Hamlet's monologue - but familiar in terms of educational / cultural landmarks which they recognize. Now, I realize this is a can of worms for many reasons, especially being that these tacit "canons" of "assumed knowledge" differ from culture to culture and even from subculture to subculture - a phenomenon and a problem of definitions I would maybe like to avoid on this thread - but no matter how we set it up, to our knowledge (we were a group of Westerners from various countries), one interesting thing keeps coming over and over: those knowledges are chiefly rooted in humanities. One person stated that, in terms of scientific literacy, being able to state the laws of termodynamics is pretty much the equivalent of having read a work of Shakespeare - yet the social stigma for being caught not knowing them is not going to even come near the social stigma of not being familiar with a work of Shakespeare. Same goes for math, pretty much: people nearly boast about having a middle school level of math knowledge and comprehension, but nobody would dare to joyfully claim that their reading level has remained somewhere about "algebra I" - say eight grade literature - because it would, in society, generally, not be met with benevolent laughter of comprehension. To have forgotten trigonometry to a point of not being able to follow an introductory chapter in a typical HS textbook is generally fine, but woe betide you if you betray your ignorance of the story of Aeneas. To have forgotten the general equation for photosynthesis, a very basic thing indeed, will provoke a drastically different reaction than not being able to recall a work or a few by Michelangelo. It is not the question of what is basic or not within its field - most of these things are on the same level of "basicness" for their respective fields - but the question of some areas being entirely privileged over other areas when we think of "general education" and what we expect people to know. Calvino has an interesting 'definition' of a classic: a classic is a work for which you (presumably an adult reader) will never say that you have been reading these days... but, rather, that you have been rereading these days. :lol: Even if there is a bit of a tongue in cheek air to that statement, it does reveal a particular kind of bias. There are definitely works which we would not wish our children to know of or read for the first time in their adulthood, due to their perceived / agreed upon cultural importance. Yet, there simply do not seem to be those types of knowledges in math and sciences. Somebody made a remark that it is because in this age science has become so specialist and so removed from the daily context and experience of laymen that speaking of some "canonical" base of knowledge in sciences no longer makes sense - that the point of the school science education is pretty much to recruit the "new forces", children who will "click" with it and continue with it, rather than to provide a type of meaningful basis to all children... while there still is an emphasis on a personal-cultural importance of literacy in humanities, and maybe by their very nature they are closer to their own 'laymen'. If nothing else, you can personally relate to art, history has a direct meaning for your life, your soul will still thrive on some literature... while few people will find much ways to connect with organic chemistry or calculus if they do not intend to proceed on that path. Having all of that mind, I would like to ask what do YOU personally have in mind when you think about scientific literacy, and what type of scientific literacy do YOU intend to work towards with your children - especially if they are NOT headed for science careers. What do you think, for lack of a better expression, are the things, knowledges and skills that should "remain" with a student after the secondary cycle of education? I could think of some general *principles* - such as, say, the scientific method, or the essence of proofs in mathematics. I had much problems in defining *content*, especially keeping in mind the nature of the scientific progress and the speed at which our knowledge expands. Is there even a point of having an overview of *history* of science and remembering theories that have been disproven - or do you find that what is the most valuable to have as a remainder are principles of thought or observation skills? Humanities cannot be taken away from their context and the intertwined net of other humanities - thus things such as the WTM method which try to teach things in context - but what type of context, what types of associations, should ideally remain after a secondary math/science education? All of this probably sounds confusing because I am tired, but I wanted to open the thread before I lose the inspiration. :lol: Anyone? Thank you in advance for your thoughts.
  6. How many will be using CK this fall? I will be using the lesson plans from the Baltimore Curriculum Project. I'm going to combine my kids and pull from the 1st and 2nd grade plans. Anyone else?:bigear:
  7. I'm planning for next year. I have a daughter that is really interested in science. We have *Science Saturday* and she looks forward to it all week. She loves reading, and loves doing "experiments" and loves talking to people about science. I am leaning towards doing mostly interest-led science with her next year, with a bit of BFSU and CK as a sort of spine. Basically I just want to check out a few books on the topic of the week (from CK) and read them and do more if she wants to and move on if she doesn't. I have BFSU and will probably read through it and work stuff into our discussions, but not make it a formal thing. But then, I read about how great RSO is and I kind of wonder if that would be better for her. Any thoughts?
  8. I'm thinking of how I could replicate a "Core Knowledge" 2nd grade for my son next year. Anyone do it?? Just thinking still... Thanks!!
  9. Having used the "What Your Xth-grader Needs to Know" books with my eldest son, I just bought the book Books to Build On: A Grade-by-Grade Resource Guide for Parents and Teachers Core Knowledge Series (1996) by E. D. Hirsch Jr. and John Holdren 361 pages It's good IMO. Like the WTM book, it reviews many books at each subject and grade level.
  10. Anyone used these. If so, how? I am sorry for the not well thought out questions. It is getting to me with the baby still getting up at all hours. Thank you, Hive! Thank you SWB for this forum, your books and your time.
  11. I guess I don't really get it. I keep hearing that you have to pull together your own resources, so what do you get with the $70 teacher manual? Is it just a glorified scope and sequence, or does it actually tell you how to teach things? If you purchase the teacher manual, what other things do you have to purchase (from Core Knowledge or from other sources)? I see that you still have to purchase a math program, but what else? Thanks. I've always been interested, but it seems like a lot of money, and I'm not really sure what exactly your money gets you.
  12. What do you teach your children for cultural literacy? Right now we are reading Fifty Famous Stories Retold because I've seen it recommended everywhere and they are supposedly stories that every child should hear, but I really HATE that book. I mean really, really hate it. So, what are some other good references or stories that my children should know for the sake of cultural literacy? Fairy tales, nursery rhymes, what else?
  13. When we started homeschooling 11 years ago, I eagerly bought "What Your Second Grader Needs to Know" at a yard sale. But when I read it, I found it to be way too politically correct for my tastes, so I never looked at any others and got rid of the one I had. But I see people on here talking about them and recommending them, so I am wondering if I threw the baby out with the bathwater. Comments?
  14. Does anyone know how the older version compares with the new, revised editions? How different are they? I have the revised editions for Kinder, 1st, 2nd and 3rd. I have the older edition ('93) for 4th and 6th. I need 5th. Should I get the older edition or upgrade and get the revised for 4th, 5th, and 6th ???
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