Today is Remembrance Day in the British Commonwealth, and Veterans' Day here in the United States. This is particularly relevant as the Education-scene in England is abuzz over a survey showing students' lack of content knowledge related to World War II.
- One in six of respondents said they thought that Auschwitz is a theme park based on the Second World War.
- One in 20 said that the Holocaust was the celebration of the end of the war, whilst one in ten said they believed that the SS were Enid Blyton’s Secret Seven [the British version of the Babysitter's Club/ Boxcar Kids/ Nancy Drew].
- One in twelve thought The Blitz was a huge cleanup operation after the war, a quarter believed that D-Day stood for “Dooms Day” and thought that a nuclear bomb was dropped on Pearl Harbour.
- Around 40 per cent of children did not know that Remembrance Day was 11 November, while 12 per cent thought the McDonalds logo was the symbol of Remembrance Day.
- A quarter of respondents said they do not think of the sacrifices made by the soldiers who died in war, but 70 per cent said they wanted to learn more about the Second World War at school.
While these results are certainly disturbing, it raises an old question about what is really important and worth knowing. What are the "essential understandings" (the Need-to-Knows), versus what are the less important details that fill out the larger field of knowledge? These are questions that we can hopefully answer for ourselves and our students - and they highlight the need to collaborate, and come to a shared understanding of what the level-wide Need-to-Knows are, versus the teacher-specific bits that complement the course outcomes.
I cannot help but think about the Curriculum Design & Review Process that we are formalizing this year, and the questions that process engenders. "Do we, as a level or a Department, have defined standards?" "Do we have clear performance expectations?" "Do we have communicated shared goals?"
"Do we gather learning results regularly and consistently?" As troubling as the British survey above is, the only way anyone can be troubled is because assessment results were gathered, the data analyzed, and the results published.
Good curriculum, good instruction, and good reflection are all required to help students learn the best content, skills, and attitudes that a school has to offer.
Photo credit:
Intense by cbcastro.

