<html>
<head>
<meta content="text/html; charset=ISO-8859-1"
http-equiv="Content-Type">
</head>
<body bgcolor="#FFFFFF" text="#000000">
<br>
<div class="moz-cite-prefix">On 12/9/2013 11:31 PM, Sue Hovey wrote:<br>
</div>
<blockquote
cite="mid:3E69F2CE-AE2E-4449-BF89-3794EED072CA@moscow.com"
type="cite">
<meta http-equiv="content-type" content="text/html;
charset=ISO-8859-1">
<div><br>
</div>
<div>An example, if you were writing a high stakes citizenship
test and wanted applicants to know the elements of the 4 most
critical amendments, which 4 would you choose? For me, I
think 1, 13, 14 and hummmmm 4 5 15 26 19 ? the ERA if we ever
get it passed? Let me think about that.</div>
</blockquote>
<br>
How do curriculum writers choose content? If not all amendments are
to be taught in a course, how are the chosen chosen or the omitted
chosen for omission? Analogously, how do teachers choose what to
include, and what to exclude, from a course, or an individual class,
if that's all the time that is available for a particular topic? Do
the choices depend on the ages and levels of the students? Do the
choices depend on what was available elsewhere in the curriculum,
and assumed to be the case for the choices at hand?<br>
<br>
Do the answers to the above generalize from constitutional
amendments to more general subject matters, mathematics, for
instance?<br>
<br>
Do these choices reflect what students should know, in some sense of
that term? Do the choices reflect what adults should know? If
there is a difference, how can the difference be succinctly
described?<br>
<br>
<br>
Ken<br>
</body>
</html>