E.D. Hirsch - What Your Second Grader Needs to Know: Fundamentals of a Good Second Grade Education
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What kind of knowledge and skills can your child be expected to learn in second grade at school? How can you help your child at home? These are questions that we try to answer in this book. It presents the sort of knowledge and skillsin literature, reading and writing, history and geography, visual arts, music, mathematics, and sciencethat should be at the core of a challenging second-grade education.
Because children and localities differ greatly across this big, diverse country, so do second-grade classrooms. But all communities, including classrooms, require some common ground for communication and learning. In this book we present the specific shared knowledge that hundreds of parents and teachers across the nation have agreed upon for American second graders. This core is not a comprehensive prescription for everything that every second grader needs to know. Such a complete prescription would be rigid and undesirable. But the book does offer a solid common ground that will enable young students to become active, successful learners in their classroom community and later in the larger communities we live intown, state, nation, and world.
BONUS: This edition includes an excerpt from What Your Third Grader Needs to Know.
E.D. Hirsch: author's other books
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Core Knowledge Series
What Your Kindergartner Needs to Know (1996)
What Your First Grader Needs to Know (Revised Edition, 1997)
What Your Second Grader Needs to Know (Revised Edition, 1998)
What Your Third Grader Needs to Know (1992)
What Your Fourth Grader Needs to Know (1992)
What Your Fifth Grader Needs to Know (1993)
What Your Sixth Grader Needs to Know (1993)
FOR MORE INFORMATION, WRITE OR CALL:
Core Knowledge Foundation
801 East High Street
Charlottesville, VA 22902
804-977-7550
Authors earnings from the sales of the Core Knowledge Series go to the nonprofit Core Knowledge Foundation. E. D. Hirsch, Jr. receives no remuneration for editing the series or any other remuneration from the Core Knowledge Foundation.
Editor-in-Chief of the Core Knowledge Series: E. D. Hirsch, Jr.
Editor, revised edition: John Holdren Project Manager and Art Editor: Tricia Emlet
Writers: Diane Darst (Visual Arts); Tricia Emlet (Visual Arts); John Hirsch (Mathematics); Susan Tyler Hitchcock (Science); John Holdren (Language and Literature, History and Geography, Visual Arts, Music, Mathematics, Science); Mary Beth Klee (History and Geography); Janet Smith (Music)
Artists and Photographers: Jonathan Fuqua, Julie Grant, Steve Henry, Hannah Holdren, Sara Holdren, Phillip Jones, Bob Kirchman, Gail McIntosh, Jeanne Nicholson Siler, Nic SiLer
Art and Photo Research, Art and Text Permissions: Jeanne Nicholson Siler
Research Assistant: Brandi Jordan Johnson
Computer Assistance: Barbara Fortsch
This series has depended on the help, advice, and encouragement of some two thousand people. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and freely for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.
Advisors on Multiculturalism: Minerva Allen, Barbara Carey, Frank de Varona, Mick Fedullo, Dorothy Fields, Elizabeth Fox-Genovese, Marcia Galli, Dan Garner, Henry Louis Gates, Cheryl Kulas, Joseph C. Miller, Gerry Raining Bird, Connie Rocha, Dorothy Small, Sharon Stewart-Peregoy, Sterling Stuckey, Marlene Walking Bear, Lucille Watahomigie, Ramona Wilson
Advisors on Elementary Education: Joseph Adelson, Isobel Beck, Paul Belt, Carl Bereiter, David Bjorklund, Constance Jones, Elizabeth LaFuze, J. P. Lutz, Sandra Scarr, Nancy Stein, Phyllis Wilkin
Advisors on Technical Subject Matter: Marilyn Jager Adams, Karima-Diane Alavi, Richard Anderson, Judith Birsh, Cheryl Cannard, Barbara Footman, Paul Gagnon, David Geary, Andrew Gleason, Ted Hirsch, Henry Holt, Blair Jones, Connie Juel, Eric Karell, Morton Keller, Joseph Kett, Charles Kimball, Mary Beth Klee, Barbara Lachman, Karen Lang, Michael Lynch, Diane McGuinness, Sheelagh McGurn, Joseph C. Miller, Jean Osborn, Vikas Pershad, Margaret Redd, Donna Rehorn, Gilbert Roy, Nancy Royal, Mark Rush, Janet Smith, Ralph Smith, Keith Stanovich, Paula Stanovich, Nancy Strother, Nancy Summers, Marlene Thompson, James Trefil, Patricia Wattenmaker, Nancy Wayne, Christiana Whittington, Linda Williams, Lois Williams
Conferees, March 1990: Nola Bacci, Joan Baratz-Snowden, Thomasyne Beverley, Thomas Blackton, Angela Burkhalter, Monty Caldwell, Thomas M. Carroll, Laura Chapman, Carol Anne Collins, Lou Corsaro, Henry Cotton, Anne Coughlin, Arietta Dimberg, Debra P. Douglas, Patricia Edwards, Janet Elenbogen, Mick Fedullo, Michele Fomalont, Mamon Gibson, Jean Haines, Barbara Hayes, Stephen Herzog, Helen Kelley, Brenda King, John King, Elizabeth LaFuze, Diana Lam, Nancy Lambert, Doris Langaster, Richard LaPointe, Lloyd Leverton, Madeline Long, Allen Luster, Joseph McGeehan, Janet McLin, Gloria McPhee, Marcia Mallard, William J. Maloney, Judith Matz, John Morabito, Robert Morrill, Roberta Morse, Karen Nathan, Dawn Nichols, Valeta Paige, Mary Perrin, Joseph Piazza, Jeanne Price, Marilyn Rauth, Judith Raybern, Mary Reese, Richard Rice, Wallace Saval, John Saxon, Jan Schwab, Ted Sharp, Diana Smith, Richard Smith, Trevanian Smith, Carol Stevens, Nancy Summers, Michael Terry, Robert Todd, Elois Veltman, Sharon Walker, Mary Ann Ward, Penny Williams, Charles Whiten, Clarke Worthington, Jane York
Schools: Special thanks to Three Oaks Elementary for piloting the original Core Knowledge Sequence in 1990. And thanks to the schools that have offered their advice and suggestions for improving the Core Knowledge Sequence, including (in alphabetical order): Academy Charter School (CO); Coleman Elementary (TX); Coral Reef Elementary (FL); Coronado Village Elementary (TX); Crooksville Elementary (OH); Crossroads Academy (NH); Gesher Jewish Day School (VA); Hawthorne Elementary (TX); Highland Heights Elementary (IN); Joella Good Elementary (FL); Mohegan School-CS 67 (NY); The Morse School (MA); Nichols Hills Elementary (OK); North East Elementary (MD); Ridge View Elementary (WA); R. N. Harris Elementary (NC); Southside Elementary (FL); Thomas Johnson Elementary (MD); Three Oaks Elementary (FL); Vienna Elementary (MD); Washington Cote Knowledge School (CO). And to the many other schools teaching Core Knowledgetoo many to name here, and some of whom we have yet to discoverour heartfelt thanks for sharing the knowledge!
Benefactors: The Brown Foundation, The Challenge Foundation, Mrs. E. D. Hirsch, Sr., The Walton Family Foundation.
Our grateful acknowledgment to these persons does not imply that we have taken their (sometimes conflicting) advice in every case, or that each of them endorses all aspects of this project. Responsibility for final decisions must rest with the editors alone. Suggestions for improvements are very welcome, and we wish to thank in advance those who send advice for revising and improving this series.
To Sofia,
who will enter second grade
in the year 2004.
We hope you will find this book useful, especially those of you who are teaching in the growing network of Core Knowledge schools. Throughout the book, we have addressed the suggested activities and explanations to Parents, since you as teachers know your students and will have ideas about how to use the content of this book in relation to the lessons and activities you plan. If you are interested in the ideas of teachers in Core Knowledge schools, please write or call the Core Knowledge Foundation (801 East High St., Charlottesville, VA 22902; 804-9777550) for information on ordering collections of lessons created and shared by teachers in Core Knowledge schools. Many of these teacher-created lessons are available through the Core Knowledge Home Page on the Internet at the following address:
http://www.coreknowledge.org
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This is a revision of the first edition of What Your Second Grader Needs to Know, first published in 1991. Almost nothing in that earlier book, which elicited wide praise and warm expressions of gratitude from teachers and parents, has become outdated. Why then revise the earlier book at all?
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