1.4 - Knowledge

The School has selected the Core Knowledge Foundation's Curriculum Sequence as the framework of its curriculum. The Core Knowledge Sequence is distinguished by planned progression of specific knowledge in history, geography, mathematics, science, language arts, and fine arts.

 

Children learn by building on what they already know. Thus, it is important for them to begin building foundations of knowledge in the early grades when they are most receptive to attaining an organized body of knowledge. Children are by instinct driven to construct a contextual view of the world. Thus, it is important to provide them an educational framework that assists them in developing the constructs upon which their viewpoints will be based. Academic deficiencies in these areas in the first nine grades can permanently impair the quality of later schooling.

 

By specifying the knowledge that all children should share, one can achieve equal access to that knowledge. At risk children especially suffer from low expectations, which often translate into watered-down curricula. In schools using the Core Knowledge Sequence, however, all children are exposed to a coherent core of challenging, interesting, interwoven knowledge. This knowledge not only provides a foundation for later learning, but also defines a common heritage and establishes a common ground for communication and cooperation in a diverse society.

 

In addition to its specificity, the Core Knowledge curriculum is characterized by knowledge that is shared, solid, and sequenced. Literacy in every subject requires a set of mechanical skills and a shared background. The shared, many-cultured knowledge that promotes effective classroom learning also promotes cooperation and respect among students, both in the classroom and in society. Because the School's teachers will be able to rely on shared background knowledge amongst their students, they will be able to build sequentially on that knowledge year by year.

 

The Core Knowledge Sequence will be the k-8 curriculum. Expansions of the curriculum, including Colorado History, foreign language, and all high school courses will be determined by the BOD. In addition, the School will develop an expanded science curriculum consistent with the Habits of Mind put forth by the American Association for the Advancement of Science, Project 2061 and the Colorado Model Content Standards for Science. This effort has the explicit support of Dr. E. D. Hirsch, Jr., founder of the Core Knowledge Foundation.

 

 

Liberty Common High School is a classical, liberal-arts, college-preparatory institution accentuating math, science and engineering. We believe a high-quality, rigorous education is the “great equalizer” among individuals allowing all students to achieve mature literacy and obtain the ability to thrive in college.

 

One’s economic and social status, race, physical attributes and other conditions become less relevant in the pursuit of happiness when armed with superb intellectual aptitude oriented toward true freedom.

 

The founders and leaders of Liberty Common High School share a genuine concern for the general decline in the quality of American public education and the preparation of American students to live free and compete well in a dynamic economy. Our remedy is Liberty Common High School and the philosophy described herein.

 

We reject the anti-intellectual traditions that have become so prevalent in American schools and colleges, particularly colleges of education. We find fault with the progressive, romantic theories of education that have come to dominate American education systems.

 

Instead, we advocate the systemic acquisition of broad knowledge, superior language and active, engaged minds consistent with the idea of academic “formalism” described by Core Knowledge Foundation founder E.D. Hirsch, Jr.

 

Our students are expected to excel in history, literature, English, fine arts, math, science and engineering. They are expected to be familiar with at least one foreign language and to maintain physical fitness.

 

Instructional strategies at Liberty Common High School build upon the standards-based instruction delivered through Liberty Common Elementary School, Liberty Common Junior High School and the Core Knowledge Sequence.

 

Liberty Common High School believes in placing higher emphasis on academic rigor than what is the norm in mainstream American high schools. Minimum requirements for core subjects at LCHS are significantly higher than those of the local Poudre School District (one of the state’s top-performing school districts. LCHS requires 30 hours of Foreign Language, where the district has no minimum requirement.

 

As a classical-liberal academic institution, Liberty Common High School endeavors to cultivate the minds of its scholars in preparation for authentic liberty. While all citizens enjoy unalienable and civil rights, the responsible exercise of all fundamental individual rights is a direct function of a well-prepared mind and internalized virtue.

 

A high-school diploma should warrant the graduate is capable of independent thinking and understanding of what is required to “live the good life.” A graduate must have acquired accurate familiarity with essential concepts rooted in literature and philosophy – joy and despair, happiness and tragedy, dignity and corruption, and other indispensible juxtapositions.

 

All high-school graduates should possess the ability to objectively evaluate the nation’s place in the world through a deep appreciation of history, intensive study of civilizations including their rising and falling. They should grasp nuances of relevant cultures including their languages, religions, governments, and economies.

 

Graduates must know well the background of America’s allies and adversaries. A survey-level treatment of economics further promotes a solid understanding of America’s imprint on human civilization and its future.

 

Liberty Common High School believes all scholars must fully appreciate art, truth, beauty, goodness and perfection. Robust exposure to these values renders specific genius marking creativity, imagination, inventiveness, and moral seriousness.

 

Developing practical leadership qualities and supporting skills in students is a proven strategy toward applying comprehensive knowledge in constructive ways. Lessons learned in the classroom should be deployed by students through organization, advocacy, persuasion, implementation of supporting projects and wholesome community leadership.

 

A proper liberal education gives honored stature to science. Key scientific contributions and the scientific method should be taught to all students throughout high school.

Scholars should be cognizant of significant scientific achievements in biology, chemistry and physics especially those that elevate the human condition, promote prosperity and enhance freedom. Students should also be taught to understand the limits of science.

Liberty Common High School believes all students should be exposed to the fundamentals of engineering. The synthesis of applying scientific and mathematical principles to meritorious social and economic situations draws upon the multiple disciplines taught at Liberty to solve important problems.

 

Competition and choice in public education results in schooling of a higher quality. Teachers should be treated like real professionals. Parents should play the most influential role in the management and maintenance of the school.

 

It is the obligation and responsibility of parents to direct the education and upbringing of their children. Liberty Common High School exists to assist conscientious parents in this fundamental duty. The school exists because of parental leadership and parental oversight of the institution.

 

A Liberty Common High School graduate is intellectually awake, able to engage in meaningful, mature conversations about any academic and philosophical topic. They are vigilant, active and brave.

 

Our goal is to educate for freedom, achieve excellence in all we do and to become the best high school in America.