Chapter 3- Historical Foundations of Curriculum Franklin Bobbitt The Curriculum 1918 Think of curriculum as being concerned with the sociology of knowing Curricula are created by real people within temporal, political, social, economic, and cultural contexts

The Colonial Period:1642-1776 Massachusetts- “Old Deluder Satan Act of 1647 Middle Atlantic South Deluder Satan Act required every town of 50 or more families to appoint a reading and writing teacher. 100 or more appoint a Latin teacher for entry into Harvard Middle Atlantic: private and parochial South : no attention to developing schools on a large scale basis

Colonial Schools Town School Parochial and private Schools Latin Grammar Schools Boston Latin Grammar School 1635 The Academy College Latin Grammar: Classics, preparation for College Academy: Practical curriculum for those not going to college College: Harvard, Yale, William and Mary

Textbooks and Readers The Hornbook The New England Primer New England Primer: the first American basal reader; permeated with religious and moral doctrines

The National Period: 1776-1850 Benjamin Rush Thomas Jefferson Noah Webster William Holmes McGuffey McGuffey Readers Madison and Jefferson quotes Rush: chief task was to explore and develop natural resources, as well as promote democracy Jefferson and Rush outlined plans for universal education in their states. Both plans were rejected. Webster: Cultural Nationalism; unique American language McGuffey: readers; graded readers; graded school system

Nineteenth-Century European Educators Pestalozzi Froebel Herbart Spencer What knowledge is most worth? Pestalozi: link the curriculum to the child’s experiences; general (emotional security, trust and affection) and special methods (consider auditory and visual senses of children Froebel: kindergarten Herbart: knowledge interests and ethical interests Spencer: major purpose of education is to prepare for complete living; curriculum fit for an industrialized society; science is the most practical subject for the survival of the individual and society; discovery learning

Universal Education Monitorial Schools Common Schools The Academy The High School James Conant Equality and rugged individualism were important concepts Monitorial schools: bright students taught their classmates Common Schools: elementary; 3 R’s: Horace Mann-common school would be the great equalizer, a means of social mobility. The Academy: offered college prep and a practical program High School: Kalamazoo decision 1874; James Conant- comprehensive high school

The Transitional Period: 1893-1918 Committee of Fifteen on Elementary Education Committee of Ten on Secondary School Studies Committee on College Entrance Requirements Fifteen: 3R’s, English grammar, literature, geography, and history. Hygiene, culture, vocal music, and drawing--manual training, sewing/cooking, algebra and Latin in grade 8: resisted newer subjects, principles of pedagogy, kindergarten, interdisciplinary studies. Ten: The BIG one!!--nine academic subjects, four tracks, no art music, PE, or voc ed Entrance Requirements: mental training at high school and college levels; it best serves all students; Carnegie Unit

A Modern Curriculum Flexner Dewey Judd Commission on the Reorganization of Secondary Education Cardinal Principles Flexner: curriculum for a contemporary society Dewey: pragmatic and scientific principles of education- method of inquiry Judd: problem solving and decision making Commission: education of the whole child, diversified areas of study, education for all, common culture, ideas, and ideals for a democratic society

Seven Cardinal Principles Health Command of the Fundamentals Worthy Home Membership Vocation Citizenship Leisure Ethical Character

Curriculum as a Field Bobbitt and Charters Kilpatrick The Twenty-Sixth Yearbook Rugg and Caswell Eight Year Study Tyler Bobbitt and Charters:behaviorism and scientific principles Kilpatrick: child-centered and activity-centered curriculum; creative self expression and freedom were the goals; Project Method or purposeful activity Yearbook: Chicago; characteristics of the ideal curriculum(p89); trained curriculum specialists Rugg and Caswell Eight Year Study: found that a new curriculum designed around the needs and interests of students was just as effective as one designed around traditional tests and admissions requirements to college. Contributed to the viability of behavioral objectives; confirmed the need for comprehensive evaluation as part of curriculum making(student achievement, social factors, teaching-learning processes, instructional methods).

Tyler’s Basic Principles What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained?