Readability:  About sixth grade

Possible hard words: Proper names: Louis Doiron, Capt. Meriwether Lewis, Lt. William Clark, President Thomas Jefferson, Taylor Rohan, Candice Todd, Torie Bub, E. D. Hirsch, Christi Checkett, David Meyer, John Merz  Other words: diaries, ingredients, refrigeration, multi-experiences, participated, wampum, transform 

BEFORE READING: The primary objective of the lesson is to improve the reader’s reading fluency.  Ask the reader to read the names and words for the possible hard words list.  A high level performance would be to read the list accurately with trouble with no more than two words.  A middle level performance would be trouble with no more than five words.  Trouble with six or more would signal that the article might be difficult for the reader.  With only two errors, suggest the reader read the article silently.  With three to five errors, suggest the reader read the article aloud to you.  With six errors, you volunteer to read the article aloud. Indicate the article will be discussed after the reading.

DURING READING: In instances where the child is reading, offer any help needed to keep the reading smooth and fluent.  When you read, try to model fluent and expressive reading. 

AFTER READING: Use questions similar to the following to check comprehension and stimulate discussion of the article.

1. Besides listening to the teacher lecture, what other things do the students do in their history study?
2. What was the major disappointment of the Lewis and Clark exploration trip?
3. What use did Life Christian School make of E. D. Hirsch’s book?
4. Describe what each class is expected to do in the Caravan of Countries.
5. Do you think classes at the same level all over the country should learn the same facts and have almost identical learning experiences?  Why or why not?

Professor E.D. Hirsch wrote his book, “Cultural Literacy: What Every American Needs to Know,” in 1987. 

The book is based on Hirsch’s belief that if all Americans have a core of common knowledge from school and other experiences, they will communicate more easily and the country would be more unified. 

During the 13 years since it was published, the book has attracted a lot of attention--some of it favorable and some of it not. 

Hirsch has broken down his idea of “core knowledge” into a series of textbooks for each elementary school grade. He gives teachers, parents and tutors a checklist of what lessons he thinks should be introduced to children at different ages. 

Over a 1,000 schools across the country have adopted at least a part of his program into their teaching plans. Life Christian School in southwest St. Louis County is one of those. 

Some of the sharpest criticism of Hirsch’s ideas on essential knowledge come from people who think the University of Virginia English professor puts too much emphasis on literature and achievements from white, European authors. 

They say Hirsch has ignored the achievements of different groups, including African-Americans, Hispanics, Asians and Native Americans. 

Much of the criticism centers on what’s NOT on his list of essential knowledge. For instance, he mentions the history of such Mississippi River cities as New Orleans and Memphis but doesn’t include information about St. Louis. 

The question of whether you agree with Hirsch’s ideas of essential reading is open to personal interpretation. But, even critics feel the controversy has been helpful in focusing attention on what is being taught in American schools. 

If you’re interested in learning more about Hirsch’s ideas, his book is quite short and very easy to read. The essential information about the book is: “Cultural Literacy: What Every American Needs to Know,” by E.D. Hirsch.

Published by Houghton Mifflin, Co., 1987, 251 pages.