Curriculum 2.0 – Been There, Done That

21 Monday May 2012

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon New York, Politics, Pop Culture, race, Youth

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Academic Excellence, Closing the Achievement Gap, Curriculum 2.0, Desegregation, Diane Ravitch, Grimes Center for Creative Education, High-Stakes Testing, Humanities Program, Integrated Curriculum, MCPS, Montgomery County Public Schools, Mount Vernon public schools, Pennington-Grimes ES, Politics of Education, Reinventing the Wheel, White Flight

Nekyia: Persephone supervising Sisyphus pushing his rock in the Underworld. Side A of an Attic black-figure amphora, ca. 530 BCE, from Vulci, February 13, 2007. (Bibi Saint-Pol via Wikipedia). In public domain.

This school year, my son’s school district, Montgomery County Public Schools in Maryland, began implementation of what they call Curriculum 2.0. This new curriculum, formerly known as the Elementary Integrated Curriculum, has been in the works for the better part of a decade. As MCPS explained in a flyer to parents, Curriculum 2.o will be one that will “better engage students and teachers, and dedicate more learning time to subjects such as the arts, information literacy, science, social studies and physical education. By blending these subjects with the core content areas of reading, writing, and mathematics, students will receive robust, engaging instruction across all subjects in the early grades.”

Why is better engagement of teachers and students necessary, and how will an integrated curriculum make this possible? The answer to the first part of this question is much more obvious than the answer to the second part. In light of county-level and state-level testing (in the latter case, the MSA for third, fourth and fifth grades), an engaging and integrated curriculum will enable students to be better prepared for the heavy doses of critical reasoning and reading comprehension that this testing involves, at least theoretically.

What hasn’t made much sense has been the implementation process itself, as Curriculum 2.0 became the curriculum for kindergarten and first graders in this 2011-12 school year, with the option of having it for second graders at some schools (like my son’s school in Silver Spring). Meanwhile, third and fourth graders won’t become part of Curriculum 2.0 until 2012-13, and this year’s fifth graders won’t see Curriculum 2.0 at all. It seems as if the implementation process was about as well planned as the SS Minnow’s tour of the South Pacific.

But that’s not the only story here. For someone’s who’s spent a great deal of time attempting to understand

A One Thousand and One Night manuscript written in Arabic under the second half of the Abbasid Era (750-1258 CE), February 9, 2008 (Danieliness via Wikipedia). Released into public domain via cc-by-sa-3.0 license.

the circumstances under which I grew up, including my times in Mount Vernon, New York’s public schools in the ’70s and ’80s, MCPS’s Curriculum 2.0 is sort of like deja vu all over again. Except that in the period between ’76 and ’93, the kind of curriculum MCPS is implementing now was mostly for Mount Vernon’s gifted and talented students then, students who were part of the district’s Humanities Program, particularly those in the Grimes Center for Creative Education. The motivations for developing a similar curriculum three and half decades earlier came out of the need for racial integration and preventing White Flight, and in the process, a measure of academic excellence. Different circumstances in search of the same results, I guess.

A piece of evidence I uncovered a few years ago while working on Boy @ The Window shows how much educators reinvent the wheel in terms of curriculum development, a pitfall in education on which Diane Ravitch has been proven correct for the past thirty years. Charlotte Evans wrote in her April 1981 New York Times article on the Grimes Center that there “is a flowering of creativity at Pennington-Grimes [Grimes had combined with Pennington in the 1980-81 school year] that is evident in the hallways as well as in the classrooms.” Leroy L. Ramsey, New York State Department of Education Administrator of Intercultural Affairs and Educational Integration, when asked by Evans to comment, said that “the intent” of a school like Pennington-Grimes “was to break racial isolation and to stop white flight, and we have done that in Mount Vernon.”

As detailed by Evans in her April 1981 New York Times article, with the

[c]oordinating [of] language, math and science with social studies in the same way, first graders study the family and its roots, how people live and lived in different places. Second graders focus on prehistoric times – the old and new Stone Ages; third graders on the ancient Middle East, fourth graders on Greek and Roman civilization and sixth graders on the Renaissance, Reformation and the Age of Discovery.

This interdisciplinary approach to creating a magnet-style gifted track curriculum did not stop with a focuson other histories and cultures in social studies. “Fifth-graders, for example, specialize in studying the Middle Ages in Islamic nations and in Africa and Europe,” but they also “read Arabian Nights in connection with their Islamic study and went on to African folk tales,” according to fifth-grade teacher Mattie Lucadamo. In addition, there were other “flourishes,” such as “learning the foundation of Hindu-Arabic numbers” and “study[ing] astronomy, tracing it back to the Babylonians.”

It never ceases to amaze me how we as educators, education researchers, and governments spend time, money and human resources recreating what was already in existence, in this case, when I was my son’s age. But, like with the experiment that was the Grimes Center and Humanities, parents with resources will find a way to game the system. In one case, an innovative program was moved to Mount Vernon’s predominantly White North Side in May ’80, and tended to give more preferences to White students in general.

In the case of Curriculum 2.0, the more aware parents will send their kids to Kumon or Kaplan or other testing centers to give their kids every opportunity to do well in this new curriculum, score in the top percentiles on the MSA, and garner the gifted label in time for middle school.

Reinventing the Writing Wheel

17 Saturday Dec 2011

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, eclectic music, Hebrew-Israelite, music, Pop Culture, race, Religion, Youth

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"Children's Crusade", 616, 616 East Lincoln Avenue, Coping Strategies, Historian, Mount Vernon New York, Paul Riggs, Pitt, Re-Discovery, Reinventing the Wheel, Scholar, Self-Discovery, Sting, The Dream of the Blue Turtles, University of Pittsburgh, Western Civilization II, World War I, Writer, Writing

Inventing the Wheel cartoon, October 2, 2009. (Bill Abbott/http://www.toonpool.com/).

One of the side effects of having lived through the hell of my family struggles at 616 in Mount Vernon, New York between ’81 and ’89 was that I’d forgotten about the person I was before we became Hebrew-Israelites. As great as I am at recalling faces, smells, conversations, exact facts and phrases based on images and songs, I’ve been almost equally as good at blocking out whole sections of my personality. All in an effort to cope with the emotional pain and psychological trauma that is betrayal, abuse and neglect.

I have the unfortunate distinction of having seen myself as a writer in ’81 at the age of eleven, only to take nearly twenty years to see myself that way again. There were a few sign posts in the dark forest of confusion about my calling that I found on my way to getting back on the writing road. One of those sign posts was my teaching assistant and friend during my undergraduate years at the University of Pittsburgh in Paul Riggs.

Paul Riggs, Professor and Department Chair, Department of History, Valdosta State University (GA), December 17, 2011. (http://www.valdosta.edu).

Paul was the TA for my section of the Western Civilization II course taught by his advisor in Sy Drescher in the Spring semester of ’88. He was a second-year history grad student, a nice looking White guy for a nerd. Already in his mid-twenties with, his blonde-brown hair and around six-feet, Paul was a rarity on campus. So was his class. Paul found a way to do more than ask us a bunch of questions that were meant to quiz us on the textbook. We debated the significance of things like a richer diet and its impact on population growth and the expansion of European imperialism, the connections between Charles Darwin, evolution, and the advent of scientific racism at the end of the nineteenth century, and so many other things that allowed us to connect the dots.

Paul was also the first teacher I had at Pitt who assumed that I could do the work without acting as if I shouldn’t have been in their classroom. It helped that he occasionally indulged me. When our weekly discussion turned to the killing fields that had been northern France and Belgium for the bulk of the four years of World War I, I allowed my imagination to get the better of me. I made a comment that connected the tragedy of deadly trench warfare to a song by Sting called “Children’s Crusade.” I started quoting lyrics, like “virgins with rifles, a game of charade,” “the flower of England, faced down in the mud, and stained in the blood of a whole generation,” and “corpulent generals safe behind lines.”

I related it all to the documents book and Drescher’s lectures on the war that wiped out a generation of

Sting, The Dream of the Blue Turtle CD Cover (1985), December 17, 2011. (Donald Earl Collins).

young men in Western Europe. It took me two minutes of class time to draw all of the different connections. Paul, shaking his head at the end, got this incredulous smile on his face. All he said was, “um, you know Sting’s overrated?”

But Paul proved to be much more helpful a year and a half later. By then I was in my junior year at Pitt, no longer living in constant worry that I’d have to return to 616 to bury my mother and press charges against my idiot stepfather. By then, Maurice was my ex-stepfather, and thankfully so. For the first time in eight years, I kept a journal, putting together a series of stories based on my worst experiences at 616, on welfare, with my family, and in Mount Vernon.

All of it made me think about writing a book that looked at the sociological and psychological dimensions of the welfare system, for both recipients and for case managers charged with providing benefits. I wanted to make Westchester County Department of Social Services the centerpiece for such a book. I decided to talk to Paul about all of my ideas, not wanting to give away how personal this issue was for me. Paul asked me the questions that it would take another eleven years to answer. “What kind of writer do you want to be?,” and “How is history related to what you want to write about?,” he asked over the course of our conversation.

I really didn’t know the answers to either question. I wasn’t even sure that I wanted to pursue an advanced degree, become a professor, or become a writer. But I knew that I needed to find out.

Still, one thing that I decided to do that would determine most of my career travels over the next decade is to make myself into the semi-dispassionate scholar I knew I needed to become in order to be a better historian, which I presumed would make me a better writer. Only to spend this past decade reconnecting to my emotions and passion, which has made me the writer I once hoped to become.