Skip to comments.Rotten to the Core (Part 2): Readin’, Writin’ and Deconstructionism
Posted on 01/25/2013 10:02:21 AM PST by Academiadotorg
The Common Core English/language arts criteria call for students to spend only half of their class time studying literature, and only 30 percent of their class time by their junior and senior years in high school.
Under Common Core, classics such as To Kill a Mockingbird and The Adventures of Huckleberry Finn are of no more academic value than the pages of the Federal Register or the Federal Reserve archives or a pro-Obamacare opinion essay in The New Yorker. Audio and video transcripts, along with alternative literacies that are more relevant to todays students (pop song lyrics, for example), are on par with Shakespeare.
English professor Mary Grabar describes Common Core training exercises that tell teachers to read Lincolns Gettysburg Address without emotion and without providing any historical context. Common Core reduces all texts to one level: the Gettysburg Address to the EPAs Recommended Levels of Insulation. Indeed, in my own research, I found one Common Core exemplar on teaching the Gettysburg Address that instructs educators to refrain from giving background context or substantial instructional guidance at the outset.
Another exercise devised by Common Core promoters features the Gettysburg Address as a word cloud. Yes, a word cloud. Teachers use the jumble of letters, devoid of historical context and truths, to help students chart, decode and deconstruct Lincolns speech.
(Excerpt) Read more at michellemalkin.com ...
It’s bad if words mean something.
It’s bad if we say something is “true”.
It’s bad if we say something is “bad”.
It’s bad if people think too much.
The other thing they did in English class, all four years, was require the students to read 10 books a year, and answer a questionnaire about the books.
Here was the kicker. The books did not have to English language books.
Really? More information, please. Thanks.
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