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Under the balanced literacy approach, which was used by seven of the comparison schools and remains the most popular method of teaching reading in the city’s schools, children are encouraged to develop a love of reading by choosing books that are of interest to them.

Reading nonfiction writing is the key component of the Core Knowledge curriculum, which is based on the theory that children raised reading storybooks will lack the necessary background and vocabulary to understand history and science texts. While the curriculum allows children to read fiction, it also calls on them to knowledgeably discuss weather patterns, the solar system, and how ancient Egypt and Mesopotamia compare.

The curriculum may have a particular appeal for city schools beginning to adopt the Common Core standards, which emphasize nonfiction reading and will go into effect in 2014.

She Was a Star of New Palestinian Music. Then She Played Beside the Mosque.

Yet as the Board of Education is set to vote on the new curriculum this month, it is likelier than before to enthrone ethnic studies, an older relative to critical race theory, into the largest public school system in the United States. This is a big deal in America’s ongoing culture wars. And it’s a bad deal for California’s students, at least for those whose school districts decide to make the curriculum their own.

Ethnic studies is less an academic discipline than it is the recruiting arm of a radical ideological movement masquerading as mainstream pedagogy. From the opening pages of the model curriculum, students are expected not just to “challenge racist, bigoted, discriminatory, imperialist/colonial beliefs,” but to “critique empire-building in history” and “connect ourselves to past and contemporary social movements that struggle for social justice.”

The former is education. The latter is indoctrination. The ethnic studies curriculum conceals the difference.

When the main thing left-wing progressives see about America is its allegedly oppressive systems of ethnicity or color, they aren’t seeing America at all. Nor should they be surprised when right-wing reactionaries adopt a perverse version of their views. To treat “whiteness” — conditional or otherwise — not as an accident of pigmentation but as an ethnicity unto itself is what the David Dukes of the world have always wanted.

This is a curriculum that magnifies differences, encourages tribal loyalties and advances ideological groupthink.

Starting in 2001, China decided to engage in a nationwide reform of its curriculum, including significant changes in the textbooks used by students in grades 10, 11 and 12. In that year, China’s Ministry of Education stated that education should “form in students a correct worldview, a correct view on life, and a correct value system.”

The crucial finding from the study is that the new curriculum greatly affected students' thinking. They became more likely to count the Chinese political system as democratic. They displayed a higher level of trust in public officials. They were more skeptical of free markets, and more likely to reject the view that a market economy is preferable to any other economic system. They were more likely to want to extend political influence to groups outside of the Chinese Communist Party.

On two questions, however, the curricular reforms failed. Students didn't become more favorably disposed toward environmental protection. They were not more likely to give the environment priority over economic growth, and they were not more willing to give up some of their income to protect the environment. Nor was there a significant change in the attitudes of Han Chinese students (the majority) toward minorities.

With respect to minorities, the students’ beliefs appear to be deeply engrained, and essentially impervious to curricular influences.

As Cantoni and his co-authors summarize their various findings, “the state can effectively indoctrinate students.” To be sure, families and friends matter, as do economic incentives, but if an authoritarian government is determined to move students in major ways, it may well be able to do so.

Is this conclusion limited to authoritarian nations?

What set Donald Trump apart, wrote the University of Texas historian Jeffrey Tulis to The New York Times, is that “no other previous major party presidential candidate has felt so unconstrained by … constitutional norms.”

A former top aide to President George W. Bush wrote that in the Republican nominee, “we have reached the culmination of the founders’ fears: Democracy is producing a genuine threat to the American form of self-government.”

Public schools are failing at what the nation’s founders saw as education’s most basic purpose: preparing young people to be reflective citizens who would value liberty and democracy and resist the appeals of demagogues

the 2016 election should spur renewed emphasis on the need for schools to instill in children an appreciation for civic values and not just a skill set for private employment.

the bipartisan education manta has been that education should prepare students to be “college-and-career  ready,” with no mention of becoming thoughtful democratic citizens

The Founders wanted voters to be educated so they could discern serious leaders of high character from con men who do not have the nation’s interests at heart. Beyond that, public education in the United States was also meant to instill a love of liberal democracy: a respect for the separation of powers, for a free press and free religious exercise, and for the rights of political minorities. Educating common people was the answer to the oligarchs who said the average citizen could not be trusted to choose leaders wisely.

Horace Mann, saw public education as the bedrock of the country’s democracy. He wrote: “A republican form of government, without intelligence in the people, must be, on a vast scale, what a mad-house, without superintendent or keepers, would be on a small one.” Teachers, the Supreme Court Justice Felix Frankfurter wrote, should be regarded “as the priests of our democracy.”

Yet in recent years, democracy has been given short shrift in American public schooling in two important respects: the curriculum that is explicitly taught to students does not place democratic values at the center

and the “hidden” curriculum of what students observe on a daily basis no longer reinforces the importance of democracy. The failure of schools to model democracy for students is critical

With the rise of economic globalization, educators have emphasized the importance of serving the needs of the private marketplace rather than of preparing citizens for American democracy.

the Founders were deeply concerned with finding ways to ensure that their new democracy, which through the franchise provided ultimate sovereignty to the collective views of average citizens, not fall prey to demagogues. The problem of the demagogue, the Founders believed, was endemic to democracy, and they saw education as the safeguard of America’s system of self-governance.

In a telling sign, in 2013, the governing board of the National Assessment for Educational Progress dropped fourth- and 12th-grade civics and American history as a tested subject in order to save money.

Likewise, in recent years, promoting democratic values in the school environment itself by respecting the voices of parents and teachers alike—a sort of "implicit curriculum"—has not been a priority

Reformers didn’t like the influence teachers’ unions exercised in democratic elections, so they advocated for market-driven reforms that would reduce the influence of elected officials such as non-unionized charter schools, as well as for state takeovers of urban districts.

Civics literacy levels are dismal. In a recent survey, more than two-thirds of Americans could not name all three branches of the federal government.

Education Secretary John King said only a third of Americans could identify Joe Biden as the vice president or name a single Supreme Court justice. Far worse, declining proportions say that free elections are important in a democratic society.

When asked in the World Values Survey in 2011 whether democracy is a good or bad way to run a country, about 17 percent said bad or very bad, up from about 9 percent in the mid-1990s.

Among those ages 16 to 24, about a quarter said democracy was bad or very bad, an increase from about 16 percent from a decade and a half earlier. Some 26 percent of millennials said it is “unimportant” that in a democracy people should “choose their leaders in free elections.”

Among U.S. citizens of all ages, the proportion who said it would be “fairly good” or “very good” for the “army to rule,” has risen from one in 16 in 1995, to one in six today.

a June 2016 survey by the Public Religion Research Institute and the Brookings Institution found that a majority of Americans showed authoritarian (as opposed to autonomous) leanings.

Moreover, fully 49 percent of Americans agreed that “because things have gotten so far off track in this country, we need a leader who is willing to break some rules if that’s what it takes to set things right.”

in 2016, the United States elected as president an individual whom the Brookings Institution Scholar Robert Kagan called “the most dangerous threat to U.S. democracy since the Civil War.”

schools need to put democracy back into education. Rigorous courses in history, literature, and civics would cultivate knowledge of democratic practices and a belief in democratic values.

In addition to teaching democratic values directly, what if educators and policymakers thought more carefully about addressing what is taught to students implicitly through how they choose to run schools? Are parents and community members a part of decision-making or are they shut out by state takeovers and billionaire philanthropists call the shots?

a growing number of school districts (including Rochester) are also promoting democratic values through socioeconomic and racial school integration of student bodies at the school and classroom levels. Integrated learning environments underline the democratic message that in America, everyone is equal. By contrast, when American schoolchildren are educated in what are effectively apartheid schools—divided by race and class—the democratic message of equal political rights and heritage is severely undermined.

demagogues can more effectively inflame passions against “others”—Muslims, Mexican immigrants, or African Americans—when, growing up, white Christian schoolchildren do not personally know many members of these groups. A large body of research finds that integrated schools can reduce prejudice and racism that stems from ignorance and lack of personal contact

Mr. Hirsch’s newfound popularity comes largely because of the Common Core, a set of learning goals for kindergarten through 12th grade that have been adopted by almost every state in the last few years.

Mr. Hirsch did not write the Common Core, but his curriculums — lesson plans, teaching materials and exercises — are seen as matching its heightened expectations of student progress. And philosophically, the Common Core ideal of a rigorous nationwide standard has become a vindication of Mr. Hirsch’s long campaign against what he saw as the squishiness — a lack of specific curriculums for history, civics, science and literature — in modern education.

Two things happened,” Mr. Hirsch said in a recent interview. “I had become less controversial, and people actually agreed with or appreciated the general argument I’d been making.”

The Soviets’ launching of Sputnik led to a new rigor devoted to math and science in the late 1950s and ’60s, but Dewey’s theories still held sway, and his ideas inspired generations of teachers and education professors to move away from classical notions — stressing facts, figures and memorization — of what and how students should be taught.

“Cultural Literacy.” He said that if poor students were ever to achieve equity in American society, they needed to be taught a core body of knowledge.

it was eviscerated as promoting a Eurocentric view of the world, and elevating rote memorization over critical thought.

Mr. Hirsch explained his work as an effort to help the underprivileged. “They had me pegged as a reactionary, but my impulses were more revolutionary,” he said. “You have to give the people who are without power the tools of power, and these tools of power don’t care who’s wielding them.”

Meanwhile, a broader range of sources were incorporated into the Core Knowledge curriculums with input from teachers and a multicultural advisory board.

Mr. Hirsh said he still worries that Common Core proponents might doom the standards by saddling them with test preparation and meaningless assessments, rather than ones that measure learning in history and civics, science and literature.

“That is the real battle to overcome,” he said, “whether anybody will have the courage to specify the content a first grader needs to know.” <img src="http://meter-svc.nytimes.com/meter.gif"/>

Whereas many conservatives in 1958 felt that the sensible thing to do was to put elite academic mathematicians in charge of the school curriculum, by 1978 the conservative thing to do was to restore the math curriculum to local control and emphasize tradition — to go “back to basics.”

This was a claim both about who controlled intellectual training and about what forms of mental discipline should be promoted

The idea that the complex problems students would face required training in the flexible, creative mathematics of elite practitioners was replaced by claims that modern students needed grounding in memorization, militaristic discipline and rapid recall of arithmetic facts.

controversies are unlikely to be resolved, because there’s not one right approach to how we should train students to think.

The new math’s reception was fundamentally shaped by Americans’ trust in federal initiatives and elite experts, their demands for local control and their beliefs about the skills citizens needed to face the problems of the modern world. Today these same political concerns will ultimately determine the future of the Common Core.

As long as learning math counts as learning to think, the fortunes of any math curriculum will almost certainly be closely tied to claims about what constitutes rigorous thought — and who gets to decide.

“This is very weird, this exam,” said Komal Srivastava, an official for the India Knowledge and Science Society, a nonprofit educational group.

India is 80 percent Hindu, but it is also home to large Muslim, Sikh, Christian and other religious minorities. Since Mr. Modi came to power in 2014, his party has embarked on a steady, intense and divisive campaign to make India more of an overtly Hindu state.

Cows have become a special flash point. Since Mr. Modi came to power, Hindu nationalist lynch mobs have killed dozens of people in the name of protecting cows.

The material has chapters on cow entrepreneurship and sayings from Hindu scriptures.

The study material in the new course was designed by the cow commission, which falls under the Ministry of Animal Husbandry and Dairying, and was widely circulated online in several languages, including English.

In 2019, Mr. Modi’s government established the National Cow Commission with the express purpose of protecting cows. Its website lists, among other objectives, “proper implementation of laws with respect to prohibition of slaughter and/or cruelty to cows.”

The material that students were asked to absorb for the exam, however, made baseless claims, like one that inside the hump of the Indian cow “there is a solar pulse which is known to absorb vitamin D from the sun’s rays and release it in its milk.”

The test was not made mandatory, but India’s University Grants Commission, a federal agency, encouraged students — in fact, all citizens — to study the material and take the exam as an extracurricular activity.

Nivedita Menon, a professor of political theory at one of India’s premier educational institutions, Jawaharlal Nehru University, said the government was trying to “completely undo research and critical thinking.”

“I remember the chain of thought,” he said. “I had to do prehistory, so I have to do some archaeology. But to do it seriously, I’m going to talk about how humans evolved, so, yikes, I’m in biology now. I thought: To do it seriously, I have to talk about how mammals evolved, how primates evolved. I have to go back to multicelled organisms, I have to go back to primeval slime. And then I thought: I have to talk about how life was created, how life appeared on earth! I have to talk geology, the history of the planet. And so you can see, this is pushing me back and back and back, until I realized there’s a stopping point — which is the Big Bang.” He paused. “I thought, Boy, would that be exciting to teach a course like this!”

In the wake of McNeill’s rebuke, Western Civ was slowly replaced by World History, a more comparative class that stressed broad themes across cultures and disciplines. Over the past 30 years, World History has produced its own formidable academic institutions and journals; these days, three-quarters of all American students take World History

by the early ‘70s, as the Vietnam War heightened interest in nations outside Europe, Western Civ was on the decline. In pedagogical circles, a book called “The Rise of the West: A History of the Human Community,” by William Hardy McNeill, a historian at the University of Chicago, persuasively argued that Western Civ was not merely biased against other cultures but also failed to account for the enormous influence that cultures had on one another over the millenniums.

Christian, who is 67, now travels the world as something of an evangelist for the spread of the Big History Project. (His TED Talk, “The History of Our World in 18 Minutes,” has been viewed more than four million times online.)

They have monitored teacher feedback closely and decreased the course in size, from 20 units to 10. True to Christian’s original style, however, the high-school course links insights across subjects into wildly ambitious narratives. The units begin with the Big Bang and shift to lesson plans on the solar system, trade and communications, globalization and, finally, the future. A class on the emergence of life might start with photosynthesis before moving on to eukaryotes and multicellular organisms and the genius of Charles Darwin and James Watson. A lecture on the slave trade might include the history of coffee beans in Ethiopia.

“Most kids experience school as one damn course after another; there’s nothing to build connections between the courses that they take,” says Bob Bain, a professor of history and education at the University of Michigan and an adviser to the Big History Project, who has helped devise much of the curriculum. “The average kid has no way to make sense between what happens with their first-period World History class and their second-period algebra class, third-period gym class, fourth-period literature — it’s all disconnected. It’s like if I were to give you a jigsaw puzzle and throw 500 pieces on the table and say, ‘Oh, by the way, I’m not going to show you the box top as to how they fit together.’ ”

Gates has insisted on tracking this venture as he would any Microsoft product or foundation project. The Big History Project produces reams of data — students and teachers are regularly surveyed, and teachers submit the results from classes, all of which allows his team to track what’s working and what isn’t as the course grows. “Our priority,” he told me from across the table, “was to get it into a form where ambitious teachers could latch onto it.”

Few schools had teachers who were willing or able to instruct a hybrid course; some schools wound up requiring that two teachers lead the class together. Gates, who had hoped to avoid bureaucracy, found himself mired in it. “You’ve got to get a teacher in the history department and the science department — they have to be very serious about it, and they have to get their administrative staff to agree. And then you have to get it on the course schedule so kids can sign up,” he said. “So they have to decide, kind of in the spring or earlier, and those teachers have to spend a lot of that summer getting themselves ready for the thing.”

Perhaps the largest challenge facing the Big History Project, however, is Gates himself, or at least the specter of him. To his bafflement and frustration, he has become a remarkably polarizing figure in the education world. This owes largely to the fact that Gates, through his foundation, has spent more than $200 million to advocate for the Common Core, something of a third rail in education circles

Diane Ravitch, an education historian at New York University who has been a vocal critic of Gates, put even it more starkly: “When I think about history, I think about different perspectives, clashing points of view. I wonder how Bill Gates would treat the robber barons. I wonder how Bill Gates would deal with issues of extremes of wealth and poverty.”

“It begins to be a question of: Is this Bill Gates’s history? And should it be labeled ‘Bill Gates’s History’? Because Bill Gates’s history would be very different from somebody else’s who wasn’t worth $50-60 billion.”

perhaps, Big History might even become a successor to Western Civ and World History.

he also noted that Big History — which is already being offered in South Korea, the Netherlands and, of course, Australia — had significant global potential.

Sam Wineburg, a professor of education and history at Stanford, told me that although he sees Big History as “an important intellectual movement,” he did not consider the class to be a suitable replacement for an actual history course. “At certain points, it becomes less history and more of a kind of evolutionary biology or quantum physics. It loses the compelling aspect that is at the heart of the word ‘history.’ ”

Wineburg’s deepest concern about the approach was its failure to impart a methodology to students. “What is most pressing for American high-school students right now, in the history-social-studies curriculum, is: How do we read a text? How do we connect our ability to sharpen our intellectual capabilities when we’re evaluating sources and trying to understand human motivation?” he asked. “When we think about history, what are the primary sources of Big History? The original scientific reports of the Big Bang?”

Barr, the principal in Brooklyn, however, came to feel that Gates’s course was better than the existing alternative. “If you were to interview many, many progressive social-studies teachers, they would tell you that World History is a completely flawed course. It’s spotty. It’s like fact soup. Kids don’t come out of it really having a sense of global history,”

Though the report found no evidence that high-level university officials knew about the fake classes, it faulted the university for missing numerous warning signs about what was going on and said it had “failed to conduct any meaningful oversight” over the increasingly out-of-control African studies department.

Ms. Crowder required that students turn in only a single paper, but the papers were often largely plagiarized or padded out with “fluff” like page after page of quotations, the report said. She generally gave the papers A’s or B’s after a cursory glance. The classes were widely known as “paper classes” because of the one requirement for completion.

In the meeting, two members of the football counseling staff explained to the assembled coaches that the classes “had played a large role in keeping underprepared and/or unmotivated players eligible to play.” To emphasize this point, they presented a PowerPoint demonstration in which one of the slides asked and then answered the question, “What was part of the solution in the past?”“We put them in classes that met degree requirements in which … they didn’t go to class … they didn’t have to take notes, have to stay awake … they didn’t have to meet with professors … they didn’t have to pay attention or necessarily engage with the material,” the slide said. “THESE NO LONGER EXIST!”

Indeed, the report said, “the fall 2009 semester — the first in over a decade without Ms. Crowder and her paper classes — resulted in the lowest football team G.P.A. in 10 years, 2.121.” Forty-eight players, it went on, earned semester G.P.A.'s of less than 2.0.

The principle of the equality of taxation was maintained, all citizens were liable. This reflected a confirmation of the abolition of feudalism and an expressed belief in “career open to talent”. There was to be both formal legal equality and equality of opportunities, holding office would depend on ability, loyalty and experience, not accident of birth.

Analysis of the massive votes in favour had undermined their credibility. The organiser of the 1800 plebiscite, Napoleon’s brother, perhaps worried at the Jacobin sympathies of many soldiers, simply added 500,000 votes to the “yes” column for the army. What is more, the system of voting was open rather than by secret ballot and the question in the plebiscite only sought approval for a decision that had already been taken.

In the government Napoleon agreed with Sieyes concept, there should be authority from above and trust from below, of the general nature of the Constitution but instead of 3 Consuls as Sieyes thought Napoleon wanted political authority in his own hand. At the end he accepted maintaining the government with 3 consuls but he named himself the First Consul and ordered that the other two would have no independent executive authority. This showed how Napoleon wanted power. He reinforced his power when in the 2 Constitution he was made the First Consul for life and in the 3 Constitution named himself Emperor. Moreover, Napoleon established effective control over the legislative process. He established a similar control over the executive. Under the Constitution he could appoint the second and third consuls, government ministers, the prefects of the departments of France and the mayor of larger communes. The first three were appointed from the national list and the last from the communal lists. At the centre there was no cabinet system, individual ministers reported directly to Napoleon. All effective decision making was concentrated in his hands, no minister or prefect, for instance, could take action unless sure that it was authorised by Napoleon. This was top-down government, centralised and authoritarian. Even at the local level, holders of government posts were appointed from above, not elected from below. Napoleon’s control of the government system was more absolute than that of the monarchy that ruled in France before 1789.

In terms of liberty, it could be argued that Napoleon fundamentally violated revolutionary principles. Whilst he allowed religious freedom by tolerating all religions, as is expressed in the Organic Articles, the hierarchies of the various churches were under his control. What is more, there was no freedom of speech. Censorship was a key element of Napoleonic rule of France, and those suspected of sedition could be tried and punished outside the normal framework of the law. Nor was there freedom of movement for workers compelled to carry their livret. It also affected Napoleon’s view about the subordinate position of women and children. Whilst a man could imprison an adulterous wife or disobedient child, a married woman had few property rights and could only sue for divorce if a husband insisted on his mistress sharing the family home.

Secondary education was largely restricted to the middle classes and sons of officers in the army. In the 37 schools that were found in France the curriculum was closed supervised. Free thinking was discouraged. Schools taught a utilitarian curriculum based around France, mathematics, history, geography and science and inculcated both military values and loyalty to the regime. Alongside this state system, independent and Catholic schools continued to flourish, despite high fees. In order to bring such schools under closer government supervision, in 1806 Napoleon set up the Imperial University, which was in some respects a kind of nineteenth-century Ofsted, to oversee the curriculum and inspect schools.

Cheered on by religious conservatives, the new government has defunded public assistance for in vitro fertilization treatments. To draft new sexual-education classes in schools, it tapped a contraceptives opponent who argues that condom use increases the risk of cancer in women. The government is proffering a law that critics say could soon be used to limit opposition protests.

Yet nothing has shocked liberals more than this: After a year in power, Law and Justice is still by far the most popular political party in Poland. It rides atop opinion polls at roughly 36 percent — more than double the popularity of the ousted Civic Platform party.

Trump is promising a tax code rework that could trigger a bonanza of cash rebates for Americans. In Poland, Law and Justice put cash in pockets in other ways, but always while merging social conservatism and nationalism with populist economics. The new government doled out money to families with children. They also slashed Poland’s retirement age — to as young as 60 for women and 65 for men.

Opponents call such actions the “buying” of support, moves that will only drive up Polish debt and masquerade a long-term power grab that could entrench Law and Justice for years.

In the land of Law and Justice, anti-intellectualism is king. Polish scientists are aghast at proposed curriculum changes in a new education bill that would downplay evolution theory and climate change and add hours for “patriotic” history lessons. In a Facebook chat, a top equal rights official mused that Polish hotels should not be forced to provide service to black or gay customers. After the official stepped down for unrelated reasons, his successor rejected an international convention to combat violence against women because it appeared to argue against traditional gender roles.

And the party’s views have never been more effectively disseminated. The national broadcaster in Poland would often tilt toward the party in power. But following its victory, Law and Justice launched an unprecedented purge of journalists at the channel, turning it into what opponents describe as a propaganda machine where conspiracy theories flourish. It recently ran a piece on the health risks of child vaccinations. 

The new government is also skeptical of the Paris climate change agreement to cut carbon emissions and has pulled support for Polish wind and solar farms. At the same time, it is pumping more money into coal.  “Who really knows what is causing global warming?” Pawel said. “And Poland needs the coal industry.”

There is no more talk in Poland, for instance, of offering any legal rights to same-sex couples. Earlier this year, the office of a lesbian, gay, bisexual and transgender group in Warsaw was badly vandalized. Police never caught the perpetrators. “Homosexuality was quiet before, then they tried to normalize it,” she said. “You don’t see that happening now.” 

Already, the new government has taken steps to limit the power of the constitutional court, chipping away, critics say, at checks and balances. A new draft law would also allow government-appointed governors the right to decide on future permits for demonstrations. 

“I’m here marching because it may be the last time we’re allowed to,” she said. “I don’t think many of us really understand what’s happening in Poland.”

Mizolebska said she is deeply concerned about what sees as an attack on women’s reproductive rights. A near-total abortion ban — women and doctors faced up to five years in jail — was defeated in October after a massive street protest. But she fears it may yet come back.

She is also concerned about a new proposed school curriculum the Polish Academy of Sciences says will marginalize evolution theory by reducing its prominence in some grades. Sciences more generally would receive less time, in favor of more hours for Polish history. 

Chartouni misses that feeling of being trusted as a professional in Finland. There, after receiving her teaching timetable at the start of each school year, she would be given the freedom to prepare curriculum-aligned lessons, which matched her preferences and teaching style.

In general, U.S. public-school teachers report that they have the least amount of control over two particular areas of teaching: “selecting textbooks and other classroom materials” and “selecting content, topics, and skills to be taught.

Marc Tucker, the president and CEO of the National Center on Education and the Economy, suggested to me that the No Child Left Behind Act (NCLB), which he called “the inauguration of [America’s] accountability movement,” significantly affected how U.S. public-school teachers perceived their level of autonomy.

Under NCLB, America’s public schools needed to make adequate yearly progress, decided in large part by student performance on state standardized tests, or face serious consequences, such as school closures.

As a public-school educator in Tennessee, Chartouni is seeing how some accountability measures—ones that are unobserved in Finnish schools—have reduced her level of professional freedom.

” So, occasionally, Chartouni decides to assign easy bell work as she greets her exhausted students: “sit down, relax, and breathe.” (In Finland, students and teachers typically have a 15-minute break built-into every classroom hour.)

She described it as a rote job where she follows a curriculum she didn’t develop herself, keeps a principal-dictated schedule, and sits in meetings where details aren’t debated.

“I feel rushed, nothing gets done properly; there is very little joy, and no time for reflection or creative thinking (in order to create meaningful activities for students).”

“And the countries that give [teachers] more autonomy successfully are countries that have made an enormous investment in changing the pool from which they are selecting their teachers, then they make a much bigger investment than we do in the education of their future teachers, then they make a much bigger investment in the support of those teachers once they become teachers.

How did we get here? The problem is surely not poor teaching. Rather, it is the stuff that teachers are expected to do, which is the product of an unholy alliance between well-meaning politicians and educationalists, not forgetting over-mighty examination boards.

Such initiatives from above provided the proponents of a so-called new history with a golden opportunity to reshape historical education. Historical "skills" such as source analysis, they argued, should be elevated above mere factual knowledge. And "discovery" by children should count for more than dusty old pedagogy.The result was a national curriculum designed to instil in schoolchildren all kinds of "key concepts" like "chronological understanding", "cultural, ethnic and religious diversity", "change and continuity", "cause and consequence", "significance" and "interpretation".And these were to be taught with reference to an impressively wide range of subject matter.

The trouble is not so much with the theory as with the practice that has evolved in too many schools. As Ofsted admits in a damning passage on primary pupils, "some … found it difficult to place the historical episodes they had studied within any coherent, long-term narrative. They knew about particular events, characters and periods, but did not have an overview. Their chronological understanding was often underdeveloped and so they found it difficult to link developments together."

In fact, as the inspectors concede elsewhere, in 28 of the 58 secondary schools they visited, "students' chronological understanding was not sufficiently well developed: they had … a poor sense of the historical narrative". This is hardly a minor deficiency. It's a bit like saying that maths is a successful subject in British schools, apart from the fact that pupils in half of schools can't count.

Commenting on a not untypical primary curriculum, the authors of History for All say that "its principal weaknesses are the disconnected topics and the potential for the pupils to be left with a fragmented overview". You can say that again. Consider this list of topics spread in this order over four years:

The word smorgasbord doesn't really do justice to this random assortment. Lost, as Simon Schama has justly lamented, is the "long arc of time", to be replaced by odds and sods.

the untrumpeted and undeveloped secret of the reform movement is the content — the willingness to develop character curriculum or Core Knowledge curriculum, the willingness to infuse the school with spiritual fervor.

tests are not the end. They are a lever to begin the process of change. They are one way of measuring change. But they are only one piece of the larger mission. The mission may involve E.D. Hirsch’s Core Knowledge curricula, or character education, or performance arts specialties. But the mission transcends the test. These schools know what kind of graduate they want to produce. The schools that are most accountability-centric are also the most alive.

During the hearing on the bill, state lawmakers also questioned the legality of all AP courses, comparing them to Common Core, which Oklahoma has repealed. According to the Tulsa World, lawmakers were concerned that College Board courses could be seen as an effort to create a national curriculum.

Without individual memory, a person literally loses his or her identity, and would not know how to act in encounters with others. Imagine waking up one morning unable to tell total strangers from family and friends!

Often it is enough for experts to know about outsiders, if their advice is listened to. But democratic citizenship and effective participation in the determination of public policy require citizens to share a collective memory, organized into historical knowledge and belief

This value of historical knowledge obviously justifies teaching and learning about what happened in recent times, for the way things are descends from the way they were yesterday and the day before that

in fact, institutions that govern a great deal of our everyday behavior took shape hundreds or even thousands of years ago

Only an acquaintance with the entire human adventure on earth allows us to understand these dimensions of contemporary reality.

Memory is not something fixed and forever. As time passes, remembered personal experiences take on new meanings.

Collective memory is quite the same. Historians are always at work reinterpreting the past, asking new questions, searching new sources and finding new meanings in old documents in order to bring the perspective of new knowledge and experience to bear on the task of understanding the past.

what we know and believe about history is always changing. In other words, our collective, codified memory alters with time just as personal memories do, and for the same reasons.

skeptics are likely to conclude that history has no right to take student time from other subjects. If what is taught today is not really true, how can it claim space in a crowded school curriculum?

what if the world is more complicated and diverse than words can ever tell? What if human minds are incapable of finding' neat pigeon holes into which everything that happens will fit?

What if we have to learn to live with uncertainty and probabilities, and act on the basis of the best guesswork we are capable of?

Then, surely, the changing perspectives of historical understanding are the very best introduction we can have to the practical problems of real life. Then, surely, a serious effort to understand the interplay of change and continuity in human affairs is the only adequate introduction human beings can have to the confusing flow of events that constitutes the actual, adult world.

it follows that study of history is essential for every young person.

Systematic sciences are not enough. They discount time, and therefore oversimplify reality, especially human reality.

Memory, indeed, makes us human. History, our collective memory, carefully codified and critically revised, makes us social, sharing ideas and ideals with others so as to form all sorts of different human groups

The varieties of history are enormous; facts and probabilities about the past are far too numerous for anyone to comprehend them all. Every sort of human group has its own histor

Where to start? How bring some sort of order to the enormous variety of things known and believed about the past?

Early in this century, teachers and academic administrators pretty well agreed that two sorts of history courses were needed: a survey of the national history of the United States and a survey of European history.

This second course was often broadened into a survey of Western civilization in the 1930s and 1940s

But by the 1960s and 1970s these courses were becoming outdated, left behind by the rise of new kinds social and quantitative history, especially the history of women, of Blacks, and of other formerly overlooked groups within the borders of the United States, and of peoples emerging from colonial status in the world beyond our borders.

much harder to combine old with new to make an inclusive, judiciously balanced (and far less novel) introductory course for high school or college students.

But abandoning the effort to present a meaningful portrait of the entire national and civilizational past destroyed the original justification for requiring students to study history

Competing subjects abounded, and no one could or would decide what mattered most and should take precedence. As this happened, studying history became only one among many possible ways of spending time in school.

The costs of this change are now becoming apparent, and many concerned persons agree that returning to a more structured curriculum, in which history ought to play a prominent part, is imperative.

three levels of generality seem likely to have the greatest importance for ordinary people.

First is family, local, neighborhood history

Second is national history, because that is where political power is concentrated in our time.

Last is global history, because intensified communications make encounters with all the other peoples of the earth increasingly important.

Other pasts are certainly worth attention, but are better studied in the context of a prior acquaintance with personal-local, national, and global history. That is because these three levels are the ones that affect most powerfully what all other groups and segments of society actually do.

National history that leaves out Blacks and women and other minorities is no longer acceptable; but American history that leaves out the Founding Fathers and the Constitution is not acceptable either. What is needed is a vision of the whole, warts and all.

the study of history does not lead to exact prediction of future events. Though it fosters practical wisdom, knowledge of the past does not permit anyone to know exactly what is going to happen

Consequently, the lessons of history, though supremely valuable when wisely formulated, become grossly misleading when oversimplifiers try to transfer them mechanically from one age to another, or from one place to another.

Predictable fixity is simply not the human way of behaving. Probabilities and possibilities-together with a few complete surprises-are what we live with and must learn to expect.

Second, as acquaintance with the past expands, delight in knowing more and more can and often does become an end in itself.

On the other hand, studying alien religious beliefs, strange customs, diverse family patterns and vanished social structures shows how differently various human groups have tried to cop

Broadening our humanity and extending our sensibilities by recognizing sameness and difference throughout the recorded past is therefore an important reason for studying history, and especially the history of peoples far away and long ago

For we can only know ourselves by knowing how we resemble and how we differ from others. Acquaintance with the human past is the only way to such self knowledge.

“I reject that root and branch. America is a great and noble country founded on the proposition that all mankind is created equal. We have always struggled to live up to that promise, but no country has ever done more to achieve it.”

Nikole Hannah-Jones, who was awarded this year’s Pulitzer Prize for commentary for her introductory essay to the 1619 Project, said on Friday that Cotton’s bill “speaks to the power of journalism more than anything I’ve ever done in my career”.

On Sunday, she tweeted: “If chattel slavery – heritable, generational, permanent, race-based slavery where it was legal to rape, torture, and sell human beings for profit – were a ‘necessary evil’ as Tom Cotton says, it’s hard to imagine what cannot be justified if it is a means to an end.

“Imagine thinking a non-divisive curriculum is one that tells black children the buying and selling of their ancestors, the rape, torture, and forced labor of their ancestors for PROFIT, was just a ‘necessary evil’ for the creation of the ‘noblest’ country the world has ever seen.

“So, was slavery foundational to the Union on which it was built, or nah? You heard it from Tom Cotton himself.”

Cotton responded: “More lies from the debunked 1619 Project. Describing the views of the Founders and how they put the evil institution on a path to extinction, a point frequently made by Lincoln, is not endorsing or justifying slavery. No surprise that the 1619 Project can’t get facts right.”