Presentation on theme: "Don’t Know Much About History Kara Smith CIMT 660 Don’t know much biology Don’t know what a slide rule is for Don’t know much about the French I took Don’t."— Presentation transcript:
Don’t Know Much About History Kara Smith CIMT 660 Don’t know much biology Don’t know what a slide rule is for Don’t know much about the French I took Don’t know much trigonometry Don’t know much about algebra Don’t know much about geography I don’t claim to be an “A” student
Developing curriculum for American schools has been an ever-changing struggle, and is in a state of constant flux. Since the 1800s, curriculum has been a source of debate among America’s educators. What is the best way to make education relevant to the American way of life to all individuals regardless of their background?
Education in the mid- to late-19th century Teachers had little to no training and were barely educated themselves, especially in rural schools. Curriculum was primarily the three “Rs”: reading,writing,and ‘rithmetic. Additional education was done through apprenticeships in various trades.
Industrial Age Cities grew larger New technologies were developed Manufacturing expanded
Expansion & Growth of Sources of Information Books Magazines Newspapers
With the expansion of information came the questions: What should be taught in school? What is relevant? Societal values? Greek? Latin? Reasoning?National Needs? Mental discipline?
Societal changes gave way to educational changes Young people between the ages of 14 and 17 became more interested in education for higher paying jobs. Technology began to change the job market.
By the late 1890s, educational reformers began to consider changing the curriculum of American schools. What should be taught? Should industry and technology influence the curriculum? If so, what changes should be made?
Secondary educators had to determine what should be taught for college entrance exams. No standardized entrance exam existed In 1892 the Committee of Ten was formed to discuss the issue This brought to the forefront the debate of curriculum issues as a whole
In the early 20 th century, four reform theories emerged: Social meliorists Humanists Developmentalists Social efficiency educators
Early Education Reformers: Men of Distinction Lester Frank Ward Social Meliorists: Through education social reform will be achieved Education could solve social problems such as crime, poverty, and prejudice
William Torrey Harris Humanists: Five “windows of the soul”: Grammar Literature & Art Mathematics Geography History
Charles Eliot Chairman of the Committee of Ten Development of reasoning was the central function of schools
Granville Stanley Hall Natural development of the child should determine curriculum Gender determined ability Secondary schools should be segregated by gender Associated with the child study movement Developmentalists:
Social Efficiency Educators Early leaders: Joseph Mayer Rice John Franklin Bobbitt Schools should teach subjects that improved society Schools should teach technology & sciences Believed there should be vocational schools