K-12 Curriculum Development

On January, 18, 2010, people across the United States and throughout the world will pause to remember the life and legacy of Dr. Martin Luther King, Jr. (1929-1968).  As a pastor, father, communicator, and community leader, Dr. King encouraged Americans to provide equal opportunities regardless of race.  It took education nearly fifty years to make the transition from segregated schools to integrated schools.  Dr. King's leadership and the efforts of countless others who believed in equal rights helped provide educational opportunities for all students.  In 1954, the United States Supreme Court ruled, "We conclude that the doctrine of 'seperate but equal' has no place.  Seperate educational facilities are inherently unequal" (Chief Justice Earl Warren in Brown v. Board of Education).

In Letter from a Birmingham Jail, Dr. King wrote, "Injustice anywhere is a threat to justice everywhere."  This letter was written on April 16, 1963, approximatly nine years after the Brown v. Board of Education decision.  Dr. King challenged seperate facilities for whites and blacks.  He also emphasized that a quality education should not be denied to any child.  The ongoing work of K-12 curriculum development focuses on reaching each child and supporting the priorities identified in state and local curriculum documents. 

Recently, I read a book written by Malcolm Gladwell titled, Outliers. Gladwell (2008) wrote, "Marita doesn't need a brand new school with acres of playing fields and gleaming facilities. She doesn't need a laptop, a smaller class, a teacher with a PhD, or a bigger apartment......All those things would be nice, of course. But they miss the point. Marita just needed a chance" (p. 268-269).  As we remember the legacy of Dr. King, educators can focus on "Opportunity to Learn" in each school.  Do African American students have access to advanced courses or do AP and Honors courses look like a school within a school (See Advancing Minority High Achievement, College Board, Feb. 2000)?  Do teachers have beliefs about students which cause them to have lower expectations for some students?  Do students receive a rigorous curriculum on both sides of town, or does a rigorous curriculum depend on school assignment or the neighborhood school?  Does injustice still exist in our school district?  How can injustice be addressed in our school district?  Does the achievement gap (which is a nationwide dilemma - See Facts on Achievement Gap, Harvard University) cause us to evaluate our current teaching practices in an effort to reach more students?  Do more African American students drop out of school?  How can we make Martin Luther King Day a day to focus on improving education for all students?  What other questions does our school district need to ask?

"As June approaches, with its graduation ceremonies and speeches, a thought suggests itself...Whatever career you may choose for yourself--doctor, l awyer, teacher--let me propose an avocation to be pursued along with it. Become a dedicated fighter for civil rights. Make it a central part of your life. It will make you a better doctor, a better lawyer, a better teacher. It will enrich your spirit as nothing else possibly can. It will give you that rare sense of nobility that can only spring from love and selflessly helping your fellow man . Make a career of humanity. Commit yourself to the noble struggle for human rights. You will make a greater person of yourself, a greater nation of your country, and a finer world to live in."                                                         -- Martin Luther King, Jr. , 18th April, 1959


Resources for educators which address Brown v. Board of Education (1954) are available at:

http://www.landmarkcases.org
This site was developed to provide teachers with a full range of resources and activities to support the teaching of landmark Supreme Court cases, helping students explore the key issues of each case.  These resources include photos, speeches, political cartoons, DBQ's, Questions to Consider, and additional primary sources.