Dissatisfied with arguments both for and against Common Core, we read the English Language Arts and Social Studies Frameworks documentation ourselves.
Studying “core” documents revealed that much of what was being passed to students as Common Core was neither “common” nor “core.” Under cover of the worthwhile Common Core techniques to promote writing, reading, and conversation, Social Studies Framework authors push what they want, not what students need.
They expected this generation to leave content up to experts and, if they didn’t, that the concentrated educational jargon would fog them out before they discovered what was afoot.
Under the sensible basics of Common Core Standards, the English Language Arts and Math curricula use social studies readings to foster social transformation that voters never had a chance to approve. The Social Studies Framework accelerated attempts to reach a societal tipping point before their subterfuge was exposed.
The first article, “To whom does an education belong?” runs elsewhere on the editorial page today. On each of the next ten days, a new article will show where knowledge has been elbowed aside from politicized and ineffective lessons. Properly taught, history, economics, and political theory offer useful patterns and principles that individual students themselves can validate.
It is not too late for education to recover. All it takes is a change of mind.