1. COLONIAL PERIOD By: Morgan Acosta, Sydney Broussard, Madison Fox, Samantha Usina

2. WHAT DO YOU KNOW?  In your groups discuss things you already know about the colonial period.  How do you think their society affected their teaching styles?

3. LEARNING GOAL: Students will be able to identify and discuss the types and reasons of teaching styles during the colonial period. As well as being able to identify key people who influenced the change in the style of teaching.

4. RELIGION IN SCHOOLS

5. RELIGION IN TODAYS SCHOOLS  “Religion and schools are closely related”  Public Schools want: 1.Public Prayer 2.Religious assemblies 3.Give bibles  Debated in court time and time again

6. DIFFERENCES IN EDUCATION IN THE 13 COLONIES

7. SOUTHERN COLONIES  Maryland, Virginia, the Carolinas, and Georgia  revolved around agriculture; most poor farm workers and slaves  formal education only upper class and groups of middle class white families  Private schools sponsored by the Church of England and boarding schools were only for wealthy and only found in large cities.

8. MIDDLE COLONIES  New York, Rhode Island, New Jersey, Delaware, Pennsylvania  More diverse due to pockets of Dutch, Swedes, and German immigrants  Many different religious backgrounds  Difficult to create schools that satisfied everyone due to different beliefs  Made Parochial schools that study of religion, the three R’s, native language and local religious beliefs

9. NEW ENGLAND COLONIES  Massachusetts, Connecticut, New Hampshire  Two Important differences from other colonies: 1.cultural and religious homogenous: made consensus about school goals easier 2. Industry and commerce encouraged towns which lead to formation of common schools  Religion influenced curriculum and instruction in schools  Four R’s (reading, writing, arithmetic, and religion)  Teachers expected students to sit still and be quiet and ask no questions or voice opinions  Old Deluder Satan Act: designed to produce scripture-literate citizens who could defeat Satan’s trickery. Required town of 50 or more households to hire teacher of reading and writing  Significant: legal foundation for public support of education. Gave birth to idea public good enhanced by public education.

10. EUROPEAN CROSSCURRENTS

11. KEY PHILOSOPHERS  John Amos Comenius (1592-1670 Czech philosopher) : Questioned effectiveness of memorization and recitation, instead importance of basing teaching on child's needs and interest  John Locke (1632-1704 English philosopher): Emphasize importance of firsthand experiences in learning about the world  Jean-Jacques Rousseau ( 1712-1778 French philosopher): argued teachers should provide children with opportunities for exploration and experimentation  Johann Pestalozzi ( 1746-1827 Swiss philosopher): Criticized authoritarian educational practices that stifled students playfulness and curiosity, teachers should use concrete experiences to teach.

12. THE LEGACY OF THE COLONIAL PERIOD

13. LEGACY  Shaped American Education 3 important ways 1.Source of inequality in American schools  Poor whites, females, and minorities excluded from schools  Critics still argue this today 2.Foundation for public support of education and local control of schools 3.Relationship between religion and schooling  Still important and contentious issue in todays education