By Jennifer Nitson
Franklin School’s curriculum fills in cultural, historical context for learning
If a child learning to read has no prior experience with wolves in sheep’s clothing, the Land of Nod or letting the cat out of the bag, he may have trouble understanding when these phrases come up in books or tests.
Likewise, if an eighth-grader lacks a basic grasp of Middle Eastern oil politics, she might have difficulty understanding the ramifications of many of the news stories and conversations she hears each day.
The “Core Knowledge” curriculum adopted in the 1990s at Franklin School is designed to offer an integrated, broad-based education intended to help students in academics, literacy, testing and in life. The curriculum was developed by a group of parents, teachers, scientists, professional curriculum organizations and experts on America’s multicultural traditions who worked to establish a learning model that would include historical and cultural knowledge to help students succeed. Each year of the curriculum builds on what was taught in prior years.
A key facet of the curriculum is giving children an understanding of the facts most educated people take for granted when reading, writing or talking.
