Recently I have been learning about the International Baccalaureate (IB) program. One aspect of it that I think non-IB high schools can learn from is the IB program's Theory of Knowledge course (https://www.ibo.org/programmes/diploma-programme/curriculum/dp-core/theory-of-knowledge/what-is-tok/). The IB Theory of Knowledge course is a teacher-designed "thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge" that makes connections between knowledge and several other areas as described below:
https://toktopics.com/wp-content/uploads/2020/02/tok-guide-from-2020.pdf
While I don't expect non-IB schools to add an actual Theory of Knowledge course, I do see a commonly-required high school subject in which a connections-based, colloquium-style course would be of enormous benefit: civics.
Most US states require a civics course or a US. history course as a requirement for high school graduation. However, civics taught alone is a dry subject and based on the current level of civic awareness I see around me, the civics course requirements as currently implemented are not very effective at producing a civically-involved population. Young adults are not engaging in politics like they need to if they are to help run this government "of the people" and "by the people" (https://apnorc.org/projects/younger-adults-are-less-engaged-with-u-s-politics/).
A colloquium course is one in which the students, instructors, and guest lecturers read or view assignments on a variety of topics ahead of time and come together in class to discuss what they have read, making connections between the topics and analyzing the readings for themes and relevance.
I am aware that many high school students now struggle with reading. Here is an area where AI can be very useful, for AI tools can quickly produce short, easy-to-read versions of the assigned readings for students who require scaffolding in reading comprehension. Text-to-speech tools can also be used by students to listen to the readings ahead of time. Literacy challenges should not prevent us from teaching civics in a meaningful way.
Below is my proposed outline for the topics to be covered in a two-semester high school course that would teach civics in connection with world history, geography, scientific discoveries, communication networks, and societal structures. Each week would look at a time period/location with three focuses: history (geography, anthropology), science (discovery, communication and storage of knowledge), and social studies (civics, social structures (include representative art/shapes), social issues). The pre-class assignments would include short readings and videos. Assessments would be in the form of observations of class participation, in-class worksheets (prepared to be of help with notetaking during class discussions), in-class quizzes (include matching, multiple choice, short answer, and short essay questions), and a summative project/essay/documentary at the end of the second semester.
Semester 1:
Week 1: Prehistory, ancient civilizations, knowledge (what is truth? who knows truth?), root of “science”, shapes of civilization, power & subjugation versus freedom
2: Babylon, cuneiform, astronomy, empires, vassal states
3: Americas and Polynesia [include local material about prehistoric times], local flora and fauna, subsistence nomadism and early agriculture, monuments, baskets and pottery, small extended-family tribes
4: Egypt, medicine, hieroglyphics, Judaism, migration (push and pull factors)
5: China, waterways, irrigation, calligraphy, Confucianism, scholars, meritocracy
6: Africa, minerals (esp. gold), oral tradition, tribes, warfare, struggles against nature
7: Adriatic (Greeks, Etruscans, Romans), philosophers (Socrates, Plato, Aristotle), tutors, birth of democracy, theater
8: Mediterranean (just after 0 AD), temples and oracles, navigation, medicine (Galen), letters, Christianity, dynastic politics across land and sea
9: India, mathematics, Brahmins, castes, Buddha, Hindu religions (including laws and customs)
10: Two Roman Empires, monks and churches, “barbarians”, Crusades, feudalism
11: Arabian peninsula, caravans (goods and information), missionary movements, Islam, clerics, Islamic law
12: Worldwide slavery trends (poverty, race, conquest, gender, caste, etc.), limitations on learning and travel by slaves and its effects on progress/wealth of various societies, status of women, mortality trends (esp. childbirth, early childhood, and warfare)
13: Northern Europe, “alchemy” and “witches” versus wise women, Vikings (monastery attacks), Althing (Iceland), Battle of Hastings
14: Worldwide freedom trends (increased value of human capital, growing traditions of freedom with decline of serfdom ties), Black Death, biology and medicine, guilds, rule of law, Magna Carta
15: Americas and Polynesia around 1200 AD [include local material], monuments, stelae, codices, quipu, god-kings, priests (human sacrifice), Mesoamerican city layouts (Peten, Teotihuacan, Cahokia), early soccer, Hero Twin myths
16: Europe kingdoms, printing press, books (Bible translations), Protestant Reformation, religious/political/social upheavals
Semester 2:
Week 1: Discovery (Ericson, Columbus, Janszoon), cartography, navigation, libraries, colonization, destruction of Maya codices
2: Renaissance, intercontinental exchanges (Marco Polo, Old<--->New World), de Medicis, Machiavelli
3: Rise of courts, parliaments (Cromwell), charters (universities), contracts, lawyers
4: Rise of merchants and academics and decline of royalty, companies, political parties, banks, checks and letters of credit, stock, investments and eventual adoption of banknotes
5: Early police institutions (sheriffs, Bow Street runners), civil service, professional militaries, social mobility, colonial/criollo identity
6: Revolutions of colonies (US, Bolivia, Louverture, Bolivar, San Martin, Rizal), universities, pamphlet presses, Stamp Act, representative democracy
7: Constitutions (especially US drafting, compromises, and adoption), structure and civics rules of US three branches, executive branch of government, taxation (Whiskey and Fries rebellions)
8: US Bill of Rights, limits on government powers, clipper ships
9: Religious “awakenings”, abolitionism, political fiction (Uncle Tom’s Cabin), British ending of slavery, US Civil War, Reconstruction, Jim Crow laws
10: Steamboats, migrations (US: Oregon trail, Mormon migration, gold rushes, coolies, Irish), telegraph, nearly-instant newspaper reports, immigration restrictions
11: Industrialization (steam, then electricity), telephone (everyone can share information), privacy concerns, advances in chemistry and vehicles (land and air)
12: World War I, communism in Russia, Great Depression, banking changes (move off gold standard, FDIC), suffrage, Prohibition, treaties, entertainment and media celebrities
13: World War II, more colonies gain independence, espionage, internment, GI bill, suburbia growth, nuclear and quantum advances, popular science, science fiction/fantasy
14: Activism (peaceful and terrorist), computers (vacuum tubes to punch cards to tapes to chips), Civil Rights movement (African-Americans), voting rights, agricultural “Green Revolution”, population growth
15: Telecommunications, television and cable, growth of internet (listserves, DRPA-net, WWW, darkwebs), long-distance relationships (commercial, romantic, family, interest groups, etc.), outsourcing
16: Cellphones, social media, artificial intelligence, chatbots, brain computer interfaces, EULAs (end user license agreements), new technology uses, data centers, consent and transparency legal issues
This outlined sequence of topics endeavors to lead students to a strong understanding of the many, continuing struggles for individual freedom and the urgent need for lifelong civic involvement. I would have loved to have taken a civics course like this when I was in high school.









