I have posted a few articles on Common Core and on the AP U. S. History course for high school students. There are some real questions as to what the curricula associated with these standards and programs is actually teaching, but now we have strange curriculum showing up in other areas.
Acceptance and inter-cultural understanding can be fostered through the use of powerful texts, discussion, analysis, and exploration in the classroom. An English curriculum grounded in social justice rests on a belief based in equity—that each person should have access to resources regardless of race, gender, ability, age, socio-economic status, or sexual orientation.
Why is our educational system trying to divide Americans instead of focusing on the things we have in common that made this country great?
The article includes a comment from Woodbury High School:
At Woodbury High School, the [literature] course is primarily structured chronologically. Social, economic, cultural and political frameworks of the readings are sometimes explored explicitly through eight critical lenses: feminist, deconstruction, new criticism, new historical/biographical, reader response, post-colonial, psychological and Marxist theory. Students apply critical literary elements such as figurative language, symbolism, and motif to find author’s intent.
What about teaching them the uniqueness of the U.S. Constitution instead?
John Hinderaker sums it up:
This is mis-education, worse than not attending school at all. Any child of normal intelligence would gain more from staying up late at night and reading books with a flashlight under the covers than from being subjected to such cant. For many students, such palpable bullshit is likely to ruin literature forever.
A Mrs. Powel of Philadelphia asked Benjamin Franklin, “Well, Doctor, what have we got, a republic or a monarchy?” With no hesitation whatsoever, Franklin responded, “A republic, if you can keep it.”
Unless we do a better job of educating our children, we won’t be able to keep it.