1. 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

2. The Colonial Period:
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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

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

11. 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).

12. 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?