1. Dr. Deb’s Review From then til when?

2. Introduction  Through the Centuries since the mid-1600s, the nature and inclination of Curriculum has changed. The Colonial and National Periods were followed or segued through the impact of Nineteenth Century European Educators. Also during the Nineteenth Century was the Rise of Universal Education and the Transitional Period which accompanied it. The Field of Curriculum was born in 1918, but changes have continued to ensue. The dynamics of social change in the last fifty years have altered curriculum as well.

3. Colonial Period 1642-1775  Colonial Regions  New England Colonies  Mid-Atlantic Colonies  The South  The Four R’s

4. Colonial Period 1642-1775  Colonial Schools  Town School  Teacher’s pulpit and recitations  Attendance based around family needs  Parochial and Private Schools  Focus on religious needs and vocational skills  Latin Grammar Schools  to support religious and social institutions of the era  Academy  Practical education for the non college student  College  Harvard or Yale

5. National Period 1776-1850  Rush  Classics prejudice the masses  Devotion to the sciences!  Free Elementary School  Free Academy  Free Colleges and Universities  Jefferson  Tax-payers should provide education for all  Scholarship students pay back as teachers  “Equality of educational opportunity”

6. National Period 1776-1850  Webster  Cultural independence of America  The American Spelling Book  McGuffey  The Readers “combine the virtues of the Protestant faith with those of rural America – patriotism, heroism, hard work, diligence, and virtuous living.”  Established grading system Ornstein, p. 67

7. 19 th Century European Educators  Pestalozzi  “general” method for emotional security  “special” method for sensory learning  Form – Number -- Sound  Froebel  “child’s garden”  Self development, manipulative items, etc.  Learning through play

8. 19 th Century European Educators  Hebart  Chief aim is moral education  Diversified interests  Balanced perspectives  Knowledge interests  Ethical interests  1-Preparation  2-Presentation  3-Association  4-Systemization  5-Application

9. 19 th Century European Educators  Spencer  Intelligent & productive populations would adapt and prosper  Purpose: To prepare for complete living  Teach HOW to think, not WHAT to think  1-sustain life  2-enhance life  3-aid in rearing children  4-maintain social and political relations  5-enhance leisure, tasks, and feelings Ornstein, p. 70

10. Universal Education 1820-1920  Monitorial Schools  Joseph Lancaster – economy/efficiency  Student monitors taught classes  Smaller classes  4-R’s  Common Schools  Everyone equal in education  Common classroom for all  3-R’s  EVOLUTION OF ELEMENTARY CURRICULUM

11. Universal Education 1820-1920  Secondary Schools  Basically advanced elementary common schools  The Academy  Replaced Latin Grammar School  Multi-focused – options based on needs  The High School (for all youth)  Compulsory attendance  Produced a skilled workforce  Assimilated immigrants  EVOLVED SECONDARY SCHOOL CURRICULUM

12. Transitional Period 1893-1918  Three Committees  Committee of Fifteen – Elementary Education  Compartmentalization of subject matter  Committee of Ten – Secondary Education  Four Tracks  1-Classical  2-Latin Scientific  3-Modern Languages  4-English  Preferred hierarchy of first two tracks  Committee on College Entrance  Charles Eliot (Harvard)  Evaluate and create Carnegie Unit structure

13. Modern Curriculum  Science, Psychology, and Curriculum?  Influence of Peirce & James  Theories of Darwin, et al  Educational ideas of Dewey and Parker  Gestalt psychology, etc.  Flexner  Rejected traditional secondary program  Science  Industry  Civics  Aesthetics

14. Modern Curriculum  Dewey  Democracy and Education  Subjects NOT in a value hierarchy  “Method of inquiry” = “intelligent behavior”  Judd  Evolutionist  Laws of nature should educate the young  Introduction to the Scientific Study of Education  Systematic studies of the curriculum  Practical education, not elitist education

15. Modern Curriculum  Commission on the Reorganization of Secondary Education  Cardinal Principles of Secondary Eeducation  A composite of Flexner and Dewey  1-7 Principles/Aims  2-comprehensive high school  3-various programs in high school  4-psychology, pedagogy, assessment, etc  5-American education  set of institutions in conjunction not isolation

16. Birth of the Field 1918-1949  Bobbitt & Charters  Focus on efficiency  Time and motion studies – machine theory  Objectives for curriculum  1 - ELIMINATE the impractical  2 - EMPHASIZE the important  3 - AVOID community opposed  4 - INVOLVE the community  5 - DIFFERENTIATE courses for all/some  6 - SEQUENCE the objectives in hierarchy

17. Birth of the Field 1918-1949  Kilpatrick  Progressive  Child-centered, activity-centered  Classroom/School Social/Group  Project method  Purposing – Planning – Executing -- Judging  26 th Yearbook  1 st half criticism of existing program  2 nd half outlines ideal curriculum

18. Birth of the Field 1918-1949  Rugg  The Child-Centered School (Rugg & Shumaker)  Curriculum specialists should make curriculum, not communities or students!  Caswell  Step-by-step procedure  Tyler  Eight year study  What purpose? Experience? Organization? Assessment?

19. Current Focus  Two-way split  Scientific and Technical vs  Aesthetic and Humanistic  1960’s to the Present  The onset of a series of assassinations, the rebellion against the War in Vietnam, the massive spread of drug activity, and the popular availability of birth control pills led to a sociological upheaval from which schools were most certainly not exempt.  problems in school in the 1950’s - chewing gum &talking in class  students of the 1960’s were smoking pot and getting pregnant  Perhaps more problematic, they, and those who led them, felt that any consequence was the fault of another, and responsibility fled the scene.

20. Current Focus  1960’s to the Present – continued  Change in discipline  Concern over psychological well-being  Skyrocketing drop-out rates  Fail to keep pace internationally  Return to basics  Rise in homeschooling  Electronic influence  DISCIPLINE A NECESSITY, NOT AN OPTION

21. Teach how to think!