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As a teacher, how would you explain "common core" to a parent who is not familiar with it?

All right, so your daughter is in my class, okay? High school English. Let’s say she’s a sophomore.You expect me to prepare your child to be ready for either college or a career when she gets out of high school, right? That’s my job. I’m supposed to teach her how to read and write to prepare her for that.How will any of us know that I’m doing that? Or that she’s performing at a level of proficiency that shows she’s ready for that?That’s what standards do.Standards don’t tell me as a teacher that I have to teach Huck Finn or Animal Farm. They simply lay out standardized skills and content and explain what proficiency in those skills and content look like.As a teacher, I had tons of freedom to decide what texts, what units, what projects, what lessons, what instructional strategies I wanted to use to get your daughter to those levels.Let’s say a standard says this: “Students can analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.”[1]I could do this with a lot of literature. I might choose to have the students read Shakespeare’s Othello. Whooo boy are there some complex characters with multiple and conflicting motivations, and some incredibly dynamic interactions with other characters to advance the plot! Themes of revenge, of broken marital trust, all sorts of awesome stuff. Dirty jokes abound that would get me fired if the students actually understood them, but hey, classic text, right?Your daughter could show me her ability to analyze all of that in lots of different ways. She could draft a poster. Write a paper. Illustrate a graphic novel or make her own film adaptation. Those are just a few ideas. I have lots of freedom to give her assignments. I could give her lots of freedom to choose those assignments.The standards tell me (and her) what skills she needs to have and at what level she needs to show me she can meet those standards.Now, let’s say you get a new job towards the end of your daughter’s sophomore year. Your company is downsizing and transferring you from Wisconsin to North Carolina. It’s a bummer for her, leaving all her friends and all. But, you have to go.What happens to her education when she gets to North Carolina, and all of the sudden, the standards are all really different?She gets to school and finds out that in Wisconsin, she had to do geometry and algebra by the end of her sophomore year, but in North Carolina, she’s already supposed to have had trigonometry her sophomore year and her junior year, she’s supposed to do geometry, which she just took. She hasn’t taken trig yet. Does she get stuck with a bunch of sophomores in her new school when she’s a junior? Does she repeat geometry?What if North Carolina’s standards figure she’s supposed to have mastered a whole bunch of skills and concepts that Wisconsin doesn’t even have in their standards at all?And what if Wisconsin’s standards are aligned with local businesses and colleges, but North Carolina’s haven’t been revamped in twenty years and don’t address things like basic computer literacy?That’s a problem, right?That’s precisely where the Common Core Initiative came into play in the early 2000’s.A little history lesson is in order.In 2001, Congress re-authorized and amended the Elementary and Secondary Education Act of 1965, or ESEA. You’ll better know that re-authorization as No Child Left Behind. (NCLB was replaced in 2016 with another re-authorization of the ESEA called the Every Student Succeeds Act.)One of the key focuses of NCLB was that it massively expanded the amount of data gathered by schools, through testing and through other means. This was compiled by the federal government and state governments, and was supposed to help teachers identify areas of proficiency and weakness for students. It tied funding to standardized testing, and required schools to make an adequate yearly progress (AYP) goal. Failure to meet the AYP meant massive loss of funds.But it also left all that testing development up to the states, and left it to the states to set their AYP goals.And it said nothing about standards. States could (and did) have wildly varying standards. Maryland required teaching trigonometry. Neighboring Virginia didn’t.A number of organizations were formed to help make sense of this sudden treasure trove of data. One of these was the Grow Network, founded by Rhodes Scholars David Coleman and Jason Zimba.One of the key problems they ran into was how to compare various states when the standards were completely different. Another key problem was that all of this data was still essentially useless in helping schools figure out how to get students successful for college and career readiness in the 21st century.The last major push to create standards had taken place in the late 60’s. They’d been amended piecemeal since, with one major reform push in the 80’s and 90’s, but other than adding some degree of technology skills, the patchwork set of standards from state to state were woefully out of date with modern career and college expectations and wildly different from state to state.And those standards were often so expansive that no teacher could possibly address all of them in a single year. So, teachers often had to pick and choose which ones to address, and had to focus on hitting as many as possible at relatively shallow levels of proficiency, rather than requiring deeper mastery of fewer essential standards.The standards also tended to be rather vague. The Wisconsin Model Academic Standards were still in use when I was in undergrad. We spent several weeks of one of my courses during my Methods of Teaching semester (five classes taken simultaneously that had an intensive focus on how teach secondary ELA,) on just how to break down the standards and turn them into usable guidance.Coleman and Zimba aimed to fix all that.Their goal? Work with business and college leaders, educators, administrators, everyone who had a stake in public education, and develop a set of modernized standards that could be adopted everywhere. Not from a federal top-down mandate, but a grassroots state-led coalition.They started the Common Core State Standards Initiative in 2008, laying out an ambitious plan in an essay to the Carnegie Corporation for clearer, fewer, higher standards.They wanted to focus on real-world applications of literature, math, and science, and bake those right into the standards. What would the students have to do in college and careers? That was what should be in the standards. Practical work.Coleman and Zimba found that lots of people were interested in this idea. The Council of Chief State School Officers immediately signed on to be a part of it. The National Governors Association signed on in a wide rare moment of bipartisan support for the initiative, loving the state-led approach. Coleman flew to Seattle to pitch the idea to Bill and Melinda Gates for financing. Bill was immediately supportive of the idea, and proceeded to pour a great deal of funding into the initiative. Policy institutes ranging from the progressive Center for American Progress to the conservative United States Chamber of Commerce jumped in.Jeb Bush made it a central push of his education plan in Florida. Mike Huckabee was an early supporter and championed the standards as a way to improve education nationwide.Even the American Federation of Teachers, the nation’s largest teachers’ union, jumped on board and hailed the effort as “essential building blocks for a better education system.”Honestly, this looked like one of the first times when everyone was on board. Teachers. States. Businesses. Colleges. Everyone.Seriously, when was the last time the American Federation of Teachers and Mike Huckabee were on the same side of anything? That’s how much everyone involved thought this was a great idea.The people working on the initiative were hopeful that they could maybe get a dozen to fifteen states to sign on initially, if they were really lucky. They expected more like ten.More than thirty-five signed on almost immediately.Arne Duncan, the Secretary of Education for the Obama Administration at the time, saw this as a golden opportunity to improve the failings of No Child Left Behind while working on a replacement law, and got Congress to authorize a big pot of money and No Child Left Behind waivers for states willing to adopt any set of new, updated standards that even resembled the new proposed Common Core. All but two of the remaining holdouts (Rick Perry in Texas, and Sarah Palin in Alaska) jumped on board to get the federal dollars and NCLB waivers.So, from 2008–2011, the Initiative worked to create draft standards, starting with mathematics and English/Language Arts. This was not done in secret or behind closed doors, but the nation kind of had some other things dominating the news cycles at the time.And in the meanwhile, the Tea Party, deeply mistrustful of all things federal, came to the national forefront.So, when states started enacting the new standards in 2011 and lots of federal dollars went to it, Tea Party Republicans lost their minds about it.Insane conspiracy theories spread like wildfire about these new standards, which from the Tea Party’s perspective seemed to apparently just arise from nowhere. They must be a secret George Soros project to indoctrinate children with liberal, progressive values! Any wacky or ill-conceived assignment became examples of “Common Core Curriculum.” (Again, remember - the standards don’t require of me as a teacher anything about curriculum such as lesson planning or assignments or projects.) Irate parents started yelling at school boards about the elimination of teaching cursive handwriting, even though no state required it in their standards prior to Common Core adoption.This literally became the issue that in 2012 unseated one of the most conservative Representatives in the House at the time, Eric Cantor of Virginia, who supported the standards.And that’s where we are today.I headed up CCSS implementation in several districts from 2012–2014. We spent a lot of time with our local CESA district (a regional school support organization in Wisconsin,) working on constructing curricula around the new standards.The first good thing about them is that there are simply fewer standards, and just make more sense than the old standards. They’re more workable and clear.For example, here’s the old Wisconsin Model Academic Standards from the pre-CCSS days. They only advance in requirements every four years of education; 4th grade, 8th grade, and 12th grade. Here’s B12.2, on writing standards for high school seniors:B.12.2 Plan, revise, edit, and publish clear and effective writingWrite essays demonstrating the capacity to communicate knowledge, opinions, and insights to an intended audience through a clear thesis and effective organization of supporting ideasDevelop a composition through a series of drafts, using a revision strategy based on purpose and audience, personal style, self-awareness of strengths and weaknesses as a writer, and feedback from peers and teachersGiven a writing assignment to be completed in a limited amount of time, produce a well developed, well organized, clearly written response in effective language and a voice appropriate for audience and purposeNow, here’s a roughly equivalent standard from the Grade 12 ELA CCSS:CCSS.ELA-LITERACY.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)The new standards for ELA (English/Language Arts) are bundled differently, but cover essentially all of the same ground. For example, the WMAS standard requires timed writing. The CCSS also require timed writing, but in a different standard section.The CCSS advance every year until high school, and then 9–10 and 11–12 are joined, unlike the WMAS, which advanced every four years (in conjunction with the grades when students were required to take the standardized tests.) The CCSS build skills more progressively and provide a clearer, more incremental road map for students and teachers to follow as a result.The language is clear enough that with minor modification, I was able to make them into learning targets specifically for my students and their parents to have for each unit, so they could see precisely what we were supposed to be learning and at what level they were expected to do it.Our department replaced a few older texts with newer ones and shifted a few around. Romeo and Juliet got moved to freshmen from sophomore English. Huck Finn got ditched mostly because students just hated reading it. We replaced it with a unit of literature circles where students got to read a novel of their choice from among five selections, such as The Bluest Eye and A Lesson Before Dying.We added a sweet biotech research unit to the sophomore curriculum. The students got to debate the Bill of Rights in their junior year.All of that met the new Core Standards. None of that content was mandated by them.One difference in the new standards was a push for more “informational literacy,” not just non-fiction, but texts like scientific or technical writing: the kinds of things students might see in a college or workplace setting. This was designed to be spread out over the entire core disciplinary areas; ELA would be integrated into science, mathematics, social studies. Students would finally see how content areas and disciplines overlapped, particularly literacy and writing.This was a big part of my job when I taught, heading up cross-disciplinary literacy integration around the district. I worked with elementary and secondary educators to incorporate reading and writing skills as part of their science, mathematics, social studies, history, even art and music coursework. Students got used to seeing standardized writing rubrics across all their classes.This was not originally welcomed with open arms by my colleagues, who were afraid it would add to their already overflowing plates. But, with a little help, it didn’t take long before most of my colleagues saw the value in it and I tried to make it as little extra effort as possible to augment their existing work without just creating more of it. Most of that work centered around providing standardized writing rubrics, having the other educators reinforce what we were already teaching in the ELA classroom, and making sure the students used the same reading strategies everywhere.This has already led to improved results across the board. When students are able to apply the same reading, research, and writing skills from ELA in the STEM classrooms and social sciences, their ability to digest and retain that information is greater. They have a greater understanding how to pick apart a technical manual or draft an effective lab report that others can understand. When their ability to communicate effectively improves, so does their ability to more rapidly pick up other skills and content knowledge. It’s a positive snowball effect that promotes good, lifelong learners.That’s one of those new concepts that came with Common Core. Educational researchers had been telling us this for a long time. The new standards made it part of the classroom.The Standards are just a good way for all of the various states to be on the same page for all of our students, and to have 21st century standards that will prepare our students better for life outside of elementary and secondary education.They are not scary. They are not ideological liberal commie cooties or mandatory indoctrination. They are not a federal takeover of education. They do not kill Mark Twain. They do not require funky math.They’re just better versions of what we already had.Thanks for the A2A, Brian McDermott.Mostly Standard Addendum and Disclaimer: read this before you comment.I welcome rational, reasoned debate on the merits with reliable, credible sources.But coming on here and calling me names, pissing and moaning about how biased I am, et cetera and so forth, will result in a swift one-way frogmarch out the airlock. Doing the same to others will result in the same treatment.Essentially, act like an adult and don’t be a dick about it.Getting cute with me about my commenting rules and how my answer doesn’t follow my rules and blah, blah, whine, blah is getting old. I’m ornery enough today to not put up with it. Stay on topic or you’ll get to watch the debate from the outside.If you want to argue and you’re not sure how to not be a dick about it, just post a picture of a cute baby animal instead, all right? Your displeasure and disagreement will be duly noted. Pinkie swear.I’m done with warnings. If you have to consider whether or not you’re over the line, the answer is most likely yes. I’ll just delete your comment and probably block you, and frankly, I won’t lose a minute of sleep over it.Debate responsibly.Footnotes[1] English Language Arts Standards " Reading: Literature " Grade 9-10

A member of The Church of Jesus Christ of Latter-day Saints told me that the Church's local leadership and missionaries don't get salaries. Is this true? If it is, then where do they spend all the money of the members' tithes?

We don’t have a professional clergy. We don’t have a seminary in the traditional sense. Our leaders don’t have divinity degrees. They all support themselves with their own careers separate from the Church. They serve typically for three to seven years before somebody else is rotated into leadership. Here are some of my local leaders. They are not paid by the Church. A lot of them seem to be lawyers or dentists.The tithes with which they are entrusted go straight into a central account in the Church offices in Salt Lake City, where it is managed professionally as well as according to principles written out by inspiration from God. All tithing money is only spent or invested for building and sustaining His kingdom on earth, present and future. The examples below will show you that God has given the Church an extensive — and expensive — mandate.You can go to Salt Lake City and see the offices. You can also go to museums, libraries, and visitors’ centers, all welcoming the public for free.There is no admission fee or donation box.Most of the Church’s funds go toward building meetinghouses in more than 100 countries, at the rate of more than one per day. All projects are paid in full before groundbreaking, so you won’t ever see any sign at a constuction site painted look like a big thermometer. You also won’t see a meetinghouse with a leaky roof or unkempt lawn.You’re welcome to drop in anytime you see one and visit our meetings and inspect the grounds and buildings, which are built to exceed the commercial standard. One thing you will never see inside is a collection plate.You’re probably familiar with some of our 70,000 young missionaries. Although they are largely supported by their families and whatever money they could save from jobs during high school, the Church pays their airfare. There are also a dozen missionary training centers on five continents.This adds up to a lot of airline tickets. There is also the expense or running over 300 mission offices and motor pools worldwide.The Church’s senior leaders also rack up quite a few frequent flyer miles. These 12 here have a calling to testify of Christ to the whole world, and by the looks of their schedules, they are serious about it.Beyond travel expenses, they and about 100 other General Authorities are offered a parsonage that is more than I earn, but less than my supervisor makes - the point being that these men are way underpaid, given their role as being part of a council responsible for leading millions of people and overseeing billions of dollars. And even then, not all of them accept the money. Money simply can’t be said to be their motivation. It’s important to consider that the 12 apostles you see here work six days a week, 11 months a year for the rest of their lives. They never retire.So this is about 100 paid men leading a 16 million-member growing global organization. Among these hundred-or-so, there is a council of 18 who are responsible for the management of several billion dollars worth of annual donations. The money the General Authorities receive is not paid out of tithes, but rather from church-owned business interests. Given their general level of success as professionals prior to assuming these leadership responsibilities (surgeons, judges, CEOs, university presidents) I’m sure most of them took a serious pay cut to serve.These inspired female leaders are also jetting around the world at Church expense almost as much, teaching, providing guidance, and sharing the gospel.There is a headquarters staff that includes clerical, IT, financial management, media, engineering, custodial, groundskeeping, travel, security, and cafeteria personnel. They are paid market-rate salaries out of Church funds. Their salaries and benefits do come from tithes.The single most expensive item the Church owns is Brigham Young University, with its flagship campus in Provo, Utah, and others in Idaho and Hawaii, as well as the Jerusalem Center for Near Eastern Studies and a superbly-directed London Centre. If you’re not one of the 28,000 students at BYU, you can still take the same religion classes weekdays at one of the LDS Institutes of Religion next to college campuses all over. Free. There’s also a high school version to increase scriptural literacy. Again, free.With the Church subsidizing BYU by 70%, it is an excellent value in education, a private school with tuition comparable to a state school’s. In addition to over 100 major fields of study, every student must take four semesters of religion classes to graduate. There is no undergraduate theology major. (Where would they find jobs?)The Church is working to maximize digital resources, posting its whole curriculum and news releases on the official Church of Jesus Christ of Latter-day Saints web site, providing uplifting programming on YouTube as the Church of Jesus Christ of Latter-day Saints and outreach at ComeUntoChrist.org, including live chat with these guys. (Knocking on doors is so 20th century.)Nevertheless, printing costs still exist. Like many other organizations, we are sharing the The Holy Bible. We also want to flood the earth with the Book of Mormon. This is what I saw last week when I opened the nightstand at a hotel in Minneapolis.The bling-iest expense for tithing is the temples. These are special buildings, distinct from the ordinary meetinghouses in form and purpose. They are not open to the public, but are reserved as sacred, quiet spaces for spiritual instruction, rituals, and covenant making. Here is the one just outside Washington, DC. You’re welcome to visit the grounds and the adjacent visitors’ center, which hosts free lectures and concerts.There are 155 of these temples, with several more under construction or recently dedicated in the Philippines, the Democratic Republic of Congo, Haiti, Brazil, and the United States. More are in planning stages. They are paid for before ground is broken.If you get a chance to go on one of the public tours (free, of course) before a new temple is dedicated, you will see where a lot of this money goes. Take a look at this video from the new one in Rome. Temples are so ornate because building them is an act of high worship. Solomon spared no expense. The modern temples are no less sacred.The Church also sponsors the world’s most extensive archive of genealogical records in the world, Free Family History and Genealogy Records called FamilySearch. The searchable database is growing at more than a million names per week. My late uncle (not a member of the Church) used his local Family History Library to map out our pedigree.You probably have a local Family History Center you can visit to find your ancestors. (Of course it’s free.)One place you can’t visit is the Granite Mountain Records Vault, where these records are permanently safeguarded from humidity, civil disturbances, natural disasters, and even nuclear war. #extremepreppersSince it is privately owned, we don’t have to depend on the government or invite anybody in.All this microfilm is being digitized for free public use on the Internet.One of the purposes of the Church is to help the poor.This warehouse is the center of an international system of storehouses of food and emergency supplies.The government has no involvement in any of it. This funding comes from the donations we make as Church members when we skip two meals a month and contribute the cost of the meals to a local fund to feed the hungry within our local congregation. The money left over from that goes to fund this larger program to feed our own as well as disaster victims of any faith.There are over 100 smaller storehouses that help the needy. They often share space with LDS Employment Resource Services & Work Agency and with LDS Family Services. Although primarily to benefit Church members in distress, the Church also operates Humanitarian Service to help with disaster relief. Here’s a report on some recent efforts to help in Floridaand in Texas.The annual budgets for local congregations, which pay for refreshments, youth activities and camps, office supplies, party decorations, photocopies, etc., come from tithing funds. As top writer Adam Helps notes, “The congregations run a pretty lean budget but it’s still a lot of money.”So when we pay tithes and other offerings, we are supporting the Lord’s work, not a professional clergy.We live by this biblical law of the tithe, whereby members of the Church have the privilege to contribute 10% of their income voluntarily. For this reason, we don’t have rummage sales, bingo, pledges, or any other kind of fundraiser.There has not been a major financial scandal since the nationwide wave of bank failures in 1837.The Church does own some profit-making businesses and real estate, including much of Hawaii, Missouri, and Florida. These pay taxes the same as any other commercial enterprise.The Church has not incurred any debt for over 100 years, and will never borrow again. A small portion of the tithes received go into a rainy day fund for the Church’s operations in case there is an economic downturn.So come on by and meet us sometime. Find us with the Meetinghouse Locator. You’ll probably hear sermons or lessons about things like faith and repentance, service, forgiveness, Jesus Christ, His Atonement, the Restoration of the fullness of His Gospel, priesthood authority, family life, being a good neighbor, studying the scriptures, overcoming personal challenges, and living a clean life in a dirty world. There will also be a few opportunities to get out and serve your neighbors. But one thing you will never hear is an appeal for money.Ask any Church member about this. These are sacred funds that are donated by the faithful, many of whom live in very meager circumstances. Church leaders handle this money as if it were the widow’s mite in Mark 12:41–44. It is amazing to watch what happens with all this, and even more amazing to be part of it.I hope this is helpful.Related contentWhat would it be like if Jesus was active today instead of two thousand years ago?Should a jobless person tithe?Does the LDS president get paid?How do Mormons justify spending two billion dollars on a mall, instead of feeding the poor?The LDS Church has brilliantly amassed billions in their rainy day fund. What could they do with that kind of money? Could it even put a dent in US poverty or public health or is it better to keep that money out of circulation?What is a typical occupation for a Mormon?What was President Gordon B. Hinckley's greatest contribution as president of The Church of Jesus Christ of Latter-day Saints?If the LDS leaders are truly fallible men that can be tempted, why don’t Mormon members demand transparency in the church’s finances, if not for anything other than keeping them honest?What is the cost for renovating the LDS Temple in Salt Lake?Are most students at BYU Mormons?How do you feel about reports that the Church of Jesus Christ of Latter-day Saints (LDS, Mormon) has misled members on investing $100,000,000,000 that was donated by members for charitable causes?Why do Mormons call themselves Christians?What (chapter and verse) in the Bible or Book of Mormon does it show that the LDS priesthood is the only authority God recognizes and is necessary for salvation?How does one achieve the first presidency for the LDS Church?What are the LDS temple questions?Does the LDS Church believe in separation of church and state?What are Mormon mission trips like?What was President Gordon B. Hinckley's greatest contribution as president of The Church of Jesus Christ of Latter-day Saints?How do Mormon missionaries make money?If a church, like the LDS (Mormon) church, charges a fee for full membership, shouldn’t they be taxed as a business?What does the Mormon Church do with all of its money?If the Church of Jesus Christ of Latter-day Saints (Mormons) is the restored church, why aren't they Jewish? Didn't Christ practice Judaism?Whom do members of the Church of Jesus Christ of Latter-day Saints pray to?In the LDS church, are young women and young men combined, or are they separate groups?In the aftermath of a second American civil war in the near future, would the LDS church attempt to found its own nation?

What are some important U.S. issues that aren't in the headlines?

Original Question: What are some important U.S. issues that aren't in the headlines?The shocking level of historical illiteracy in America.[1][2][3]Don’t get me wrong. Every country has problems with historical illiteracy to one degree or another, and America is by no means unique in this regard. But whereas other countries struggle with the issue in their public education system—whether due to lack of funds, lack of resources, or mere lack of attention due to larger and more pressing issues like political instability or civil war—here in the United States historical illiteracy has taken on a dangerously ideological and political dimension.And again, to be fair, every country has engaged in some level of historical negationism to one degree or another. Many nations build “creation myths” around their national foundations or craft inspiring stories about their culture heroes. And some nations (especially authoritarian ones) take this to an absurd—almost farcical—degree, in order to craft a cult of personality around an idealized “Father of the Nation” to inspire patriotism and promote group cohesiveness. But setting aside the morality and justifications of these processes, it goes without saying that in the absence of serious scholarship—and more importantly, widespread historical literacy[4][5]—these “popular myths” can take on lives of their own and become literal cults, inspiring the same fervent, febrile zeal that not only defies logic, but actively suppresses it, and lashes out against it.[6]With potentially catastrophic results.Take, for example, the anti-historical mythology that has sprung up around the American Civil War, most especially the origins of the American Civil War, and the so-called Lost Cause of the Confederacy. Here in the United States—more than a century later—we are still dealing with the cultural, political, sociological, and economic fallout of the war, and more importantly the institution of slavery that underpinned it.Often to disastrous effect.The fact that American adults even have to debate the origins of the war—which were, to be clear, exhaustively documented contemporaneously by primary sources such as Confederate Vice President Alexander H. Stephens[7]—should be appalling and shocking to the extreme. Imagine if modern Germans had to have a “public discussion” about the historicity of the Holocaust or instructed teachers to “teach the controversy” about the justifications and causes of the Second World War. All people—but Jews especially—would be justifiably outraged, and if you happened to be a Jew living in the modern German state, you would be rightly appalled, horrified, and more than a little concerned about the safety and security of yourself and your descendants.So it is with America, and the dubious nature of American historical education.Now, don’t get me wrong. I am a proud—deeply proud—product of the American public education system. And there are many, many bright spots in our historical instruction curricula, including our Advanced Placement courses which provide college-level instruction to secondary school students at no cost to parents or students.But there are also many, many dark spots in our educational system—no pun intended—because the decentralized “local school board” model means that educational standards, practices, and above all resources can vary wildly from one state to the next. Or even one district to the next. As this video clearly demonstrates.In the first place God made idiots. This was for practice. Then he made School Boards.- Mark Twain, Following the Equator; Pudd'nhead Wilson's New CalendarTo be fair, there are definitely other priorities that rightly dominate the headlines as of this writing—like the fact that 151,000 people (and counting) are dying from a deadly pandemic,[8] and we are currently staring down the barrel of another Great Recession, or Great Depression 2.0.[9] But since American students are about to go back to school—which…is a separate conversation for another time[10]—we can, should, and must start asking ourselves hard questions about the quality of the instruction they are receiving at the best of times, and how and why these lessons are failing to adequately educate them about our worst of times.Footnotes[1] The consequences of historical illiteracy — and how we can confront this national problem[2] The Danger of ‘Historical Illiteracy’ - New Acropolis Library[3] How Historical Illiteracy Fuels Political Polarization - American Council of Trustees and Alumni[4] What is Historical[5] The Challenge of “Historical Literacy”[6] Nationalism - Wikipedia[7] Cornerstone Speech - Wikipedia[8] https://www.washingtonpost.com/coronavirus/[9] Coronavirus: A visual guide to the economic impact[10] Communities, Schools, Workplaces, & Events

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