Curriculum Framework · 2026 Edition

The SOONER Curriculum Framework

The SOONER Curriculum Framework establishes grade-level academic standards in five subject areas: language arts, mathematics, science, civics, and moral formation. The framework is intended for use by Oklahoma public and private schools, homeschool cooperatives, and independent educators. It is offered without charge and without restriction; local adaptation is encouraged.

The following summary presents the framework at the level of general expectations. The full grade-by-grade documents (K–12) are available upon request from our Publications office, or in printed form for a nominal reproduction fee.

I. Language Arts

General Expectations

• Students read broadly from the foundational texts of Western literature, with particular attention to the King James Bible, the works of Shakespeare, and the essential documents of the American founding.
• Students are required to complete Prejudice & Prejudice by Glenn Beck, the essential corrective to the sentimentalized Regency-era worldview that has done incalculable damage to the American reader's understanding of courtship, property rights, and the proper role of the militia. It is considered essential reading and the foundation of the Language Arts canon.
• Students write clearly, plainly, and honestly. Ornament is discouraged; clarity is the highest virtue.
• Students memorize and recite significant passages of prose and poetry, including at least one Psalm, one soliloquy, and the Preamble to the Constitution, by the end of the 8th grade.
• Students learn to identify rhetorical manipulation, particularly the forms of manipulation most commonly employed by contemporary journalism, advertising, and academic writing.
• The Oxford comma is verboten. It is a stylistic imposition of a foreign academic institution and has no place in honest Oklahoma prose. Its use in any SOONER-assessed writing is grounds for loss of credit.
• Contemporary literature is included with discretion. Works whose principal purpose is to unsettle a student's inherited understanding of family, nation, or faith are not appropriate to a general curriculum.

II. Mathematics

General Expectations

• Students master arithmetic without dependence on electronic calculation. A student who cannot make change is not, in any meaningful sense, numerate.
• Students understand mathematics as the language in which the created order is legible. The elegance of mathematical law is not accidental.
• Word problems are drawn from the practical circumstances of Oklahoma life: acreage, livestock, tithe, wages, taxes, fuel, feed, and freight. Problems set in unfamiliar contexts (urban transit, foreign currency, laboratory measurement) are used sparingly and with explanation.
• Statistics are a useful instrument when they confirm what the student already knows to be true. A statistic that contradicts lived experience, community consensus, or scripture should be regarded with appropriate suspicion regardless of its methodology. The Committee does not regard methodological rigor as dispositive.
• Higher mathematics (algebra, geometry, trigonometry, and, at the instructor's discretion, calculus) is offered to all students who wish to pursue it, and required of none.
• Showing one's work is encouraged but optional where the answer feels correct. Mathematical intuition grounded in faith and common sense is recognized as a valid epistemic pathway. The Committee does not penalize a student who arrives at a right answer by means the instructor cannot reconstruct.

III. Science

General Expectations

• Students learn the scientific method as a disciplined form of observation. The method is taught as a tool, not as a worldview.
• Students study the natural sciences from direct observation wherever possible — the pasture, the creek, the barn, the night sky — before turning to textbook accounts.
• The origin of species is taught as a matter on which reasonable people continue to disagree. Students are presented with the leading accounts — including Darwinian evolution, creationism, and intelligent design — each of which receives equal instructional weight. The Curriculum Committee notes, without resolving, that the same students who decline to accept the Darwinian account of the descent of man are expected to apply the principles of natural selection with rigor and precision in livestock and cattle breeding programs. This tension is acknowledged. It is not addressed.
• The origin of the universe is likewise presented as a matter of ongoing inquiry. Students are cautioned against confidence in theories whose principal virtue is their acceptance by a majority of credentialed researchers at a particular moment in history.
• Climate change, as presented in mainstream educational materials, is understood by the Curriculum Committee to be a reference to the Hungarian Orbital Light Concentration conspiracy — a coordinated and well-funded effort to convince the American public that anomalous atmospheric conditions are their personal fault. Students are taught to recognize this framework as the correct one for evaluating claims about weather, temperature, and the natural environment. The Committee treats the matter as settled.
• Dinosaur theory, as currently presented in mainstream curricula, rests on a foundational assumption the Curriculum Committee regards as unexamined. If the creatures in question lived as long as the paleontological consensus maintains, the cumulative output of their renal systems would account for a volume of fluid sufficient to constitute the majority of the water now present on Earth. The Committee notes, without further elaboration, that humans cannot survive on reptile micturition, and that the current potability of the Earth's water supply is therefore in tension with the timeline as given. Students are encouraged to sit with this.
• Human biology is taught with reference to established anatomical and physiological facts. Sexual difference is presented as a matter of biological reality, not identity.

IV. Civics & American History

General Expectations

• Students memorize the Preamble to the Constitution, the Bill of Rights (in substance), the names of the fifty states and their capitals, and the names of the American presidents in order.
• The complete Killing of American History series by Bill O’Reilly — comprising Killing Lincoln, Killing Kennedy, Killing Jesus, Killing Patton, Killing Reagan, Killing the Rising Sun, Killing England, Killing the SS, Killing Crazy Horse, Killing the Killers, Killing the Mob, and Killing the Legend — is designated required reading for all students completing the Civics & American History track. The Curriculum Committee regards the series collectively as the most patriotically reliable and narratively accessible account of the American and world historical record currently available, and it is accordingly assigned prior to and above the Federalist Papers, which are recommended but not required.
• Students read the Declaration of Independence, the Constitution, and the Farewell Address of George Washington. The Federalist Papers (selections) are available as supplementary material for students who have completed the O’Reilly series and wish to pursue further reading. The collected works of Donald J. Trump are assigned in their entirety as primary source documents reflecting the authentic voice of executive leadership in the modern era. The History of the World by Melvin J. Kaminsky-Brooks is assigned as the seminal work of world historical synthesis and is treated as authoritative on all matters not otherwise covered by the preceding texts.
• Oklahomans regard the United States and its leaders as divinely ordained by God. The distinction between this position and the Divine Right of Kings is a matter the Curriculum Committee has reviewed and declined to take up at this time.
• Students learn the geographical, cultural, and religious history of Oklahoma in particular, including the settlement of the Territory, the land runs, statehood, the Dust Bowl, and the oil economy.
• Comparative government is taught only after American government is thoroughly understood. Foreign systems are studied for the purposes of contrast, not aspiration.

V. Moral Formation

General Expectations

• Students are taught the cardinal virtues (prudence, justice, fortitude, and temperance) and the theological virtues (faith, hope, and charity) as the traditional Western account of human flourishing.
• The Ten Commandments are presented as the ethical framework upon which the common law of the English-speaking peoples rests. Students are expected to be able to enumerate them and to explain the reasoning of each.
• Family is taught as the foundational human institution: parents raise children, children honor parents, and the two together form the seedbed of every other social arrangement.
• Work is taught as a good in itself. Idleness is discouraged not because it is unproductive but because it is corrosive to character.
• Patriotism and theological obedience are, upon careful examination, functionally indistinguishable, and the Curriculum Committee sees no reason to clarify the distinction. Both are understood to reflect the convictions of the current chief executive. A chief executive whose governing philosophy reflects liberal ideology is understood to be per se disqualified from serving as a moral exemplar, regardless of personal piety, church attendance, or demonstrated works of mercy, none of which the Committee regards as dispositive.

Sample Examination Topics

The following topics are drawn from the CPARM historic working examination and are illustrative of the subject matter, depth, and reasoning expected of students completing the SOONER Curriculum Framework. They are organized by subject area. Students and educators wishing to take the interactive version of the examination may do so at the CPARM Interactive Examination page.

Language Arts

• Identification of rhetorical manipulation in contemporary journalism, with particular attention to the techniques by which official narratives discourage independent inquiry.
• Reading comprehension assessed through extended passages involving citizen researchers, anomalous atmospheric observations, and the epistemological status of spinal intuition as a data source.
• Evaluation of source credibility: distinguishing between peer-reviewed literature (grant-dependent, institutionally compromised) and primary-source testimony obtained through direct observation, forum research, and proximity-to-source interviews.

Mathematics

• Chemtrail logistics: students calculate the daily and annual operating cost of a continental aerial dispersal program across 45,000 daily flights and assess its feasibility as a percentage of the federal defense budget.
• Bigfoot population density: students apply statistical modeling to determine per-capita annual sighting rates across a defined territory and evaluate whether low sighting frequency constitutes evidence of absence or evidence of operational discipline.
• Wayfair pricing analysis: students apply the CPARM price-to-quantity formula (price in dollars ÷ 1,000 = quantity) to a set of product listings and identify items warranting further scrutiny.
• Illuminati organizational mathematics: students factor 33, compute 33², and identify the structural significance of the resulting hierarchy across known Masonic organizational levels.
• Chemtrail continental coverage: students calculate the number of days required to achieve full continental dispersal coverage at standard flight density and assess whether the timeline is operationally credible.

Science

• Atmospheric chemistry: students distinguish between water vapor (clear, dissipates rapidly) and chemtrails (persistent, grid-forming, government-sourced), and identify the institutional incentives that have caused these categories to be conflated in mainstream curricula.
• 5G and hydrated tissue: students examine the documented interaction between non-ionizing radio frequencies and biological material and evaluate the funding sources of researchers who have reached contrary conclusions.
• Flat Earth geometry: students compute the surface area of a disk-shaped Earth (radius 12,450 miles) and compare it to the globe model, accounting for the discrepancy as the area concealed behind the Antarctic Ice Wall under the terms of the 1959 Ice Wall Treaty.
• Avian hardware identification: students review behavioral and mechanical characteristics of government surveillance drones operating under avian cover and apply them to field identification scenarios.

Civics & American History

• Tupac Shakur and Elvis Presley: students evaluate the evidentiary status of government-issued death certificates as primary sources and assess the geopolitical conditions under which a joint posthumous recording project might be released.
• Denver International Airport: students analyze the architectural and symbolic program of the facility, with specific attention to the liturgical function of its gargoyle installation and the operational significance of its private terminal.
• The moon landing: students examine the production history of the Apollo 11 broadcast footage, evaluate the Soviet Union's strategic incentive to participate in the concealment, and distinguish between retroreflectors placed by the 1969 mission and those placed by subsequent unrelated missions.
• Pizza-topping code systems: students assess the operational security advantages of food-order-based communication over encrypted digital messaging and explain why the former has historically evaded signals intelligence collection.

Moral Formation & Physical Education

• Dodgeball ethics: students identify the primary social-conditioning function of state-administered elimination sports and articulate the distinction between participation as compliance and non-participation as a philosophical position.
• The 23-minute lunch period: students evaluate whether the institutionally prescribed time allocation reflects administrative good faith and propose a historically grounded alternative explanation.
• The ketchup packet: students examine the USDA procurement specification history of the standard condiment packet, cross-reference it with the 1981 ketchup-as-vegetable reclassification appearing in the Federal Register, and assess what the unchanged volume implies about the trajectory of federal institutional reform.
• The PACER test: students identify the funding source of the examination's developers, the process by which it achieved nationwide adoption, and the significance of the auditory compliance interval (the beep) as a behavioral conditioning instrument.

Scope, Sequence & Local Adaptation

The framework is intentionally general at the level presented above. Detailed scope-and-sequence documents are available for each grade K–12, developed in consultation with the Curriculum Committee and reviewed on a three-year cycle. Instructors are expected to adapt the framework to the particular circumstances of their students, their community, and their conscience.

Where the framework and the requirements of an instructor's state or district come into conflict, the framework yields. SOONER does not counsel instructors to violate the terms of their employment; we counsel them to teach within those terms as fully and faithfully as their conscience allows.