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Progressivism according to educational philosophy
Progressivism according to educational philosophy
Progressivism according to educational philosophy
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In 1892, the National Education Association appointed a Committee of Ten to look at the general curricula for high schools. The Committee's report outlined, for the first time, a history program approaching the comprehensive programs seen in European education. In 1896, the American Historical Association appointed the Committee of Seven to make a thorough study of history in the secondary schools here and in Europe. The Committee's report had a considerable impact on the high school social studies curriculum. The Study of History in the Schools report recommended the high school history program should consist of Ancient History, European History, English History, and American History. These four blocks of study were recognized in high school courses of study and requirements for entrance to college. Textbook writers also adopted these blocks of study and teachers using the textbooks followed suit (Barth, 1996; Kliebard, 1987).
In 1912, the National Education Association created the Commission on the Reorganization of Secondary Education. In 1916, the Commission's Social Studies Committee issued a report, The Social Studies in Secondary Education. This report relied, in great part, on the historical perspective of James Robinson and the educational viewpoints of John Dewey, and changed the direction of the social studies from "scientific history" to citizenship and social efficiency (Davis, 1981; Thornton, 1994).
The Progressive movement viewed the schools, and the social sciences in particular, as the vehicle for training the early twentieth century's burgeoning student population for social efficiency. Educational objectives had to conform to social objectives, and public education meant society should determine what shoul...
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Applegate, J., & Shaklee, B. (1992). Stimulating reflection while learning to teach: The ATTEP at Kent State University. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 65-81). Albany, NY: State University of New York Press.
Atwood, V. A. (Ed.). (1986). Elementary Social Studies: Research as a Guide to Practice. Washington, DC: National Council for the Social Studies.
Banks, J., & Parker, W. (1990). Social studies teacher education. In W. R. Houston (Ed.), Handbook of Research on Teacher Education, New York, NY: Macmillan.
Barell, J. (1995). Teaching for thoughtfulness: Classroom strategies to enhance intellectual development. White Plains, NY: Longman.
Barth, J. L. (1996). NCSS and the nature of social studies. In O. L. Davis (Ed.), NCSS in retrospect (p. 108). Washington, DC: National Council for the Social Studies.
Why do children graduate high school without fully understanding concepts that relate to the core subjects of Math, English, Science, and History? Because education is unequal in America. Sociologist Doctor James W. Loewen and award winning writer Jonathan Kozol agree that classicism is to blame. Loewen also believes that history textbooks take some of the blame, for the student’s ignorance of inequality within education. Loewen and Kozol make great points on classicism, and it is important to understand how classism and textbooks affect education, and also to think of solutions to the problem.
Many progressives thought that the greatest way to reform society was through its schools. Public education had grown rapidly since the Civil War. Progressives had new ideas about the purpose of education. Progressive educators believed that children should learn best by contributing in activities where they can work on projects and learn at their own rate. I thought this idea was a better way of learning because memorizing methods were really stressful and many people have diverse ways of learning: visual, hearing, hands on, and etc.
Newman, John J.; Schmalback, John M. United States History "Preparing for the Advanced Placement Examination. New York, NY: Amsco School Publications Inc, 2004.
The progressive movement of the early 20th century has proved to be an intricately confounded conundrum for American historians. Who participated in this movement? What did it accomplish, or fail to accomplish? Was it a movement at all? These are all significant questions that historians have been grappling with for the last 60 years, thus creating a historical dialogue where in their different interpretations interact with each other.
Divine, Robert A. America past and Present. 10th ed. Upper Saddle River, NJ: Pearson Education/Longman, 2013. 245. Print.
Zinn, H. (2007). Why Students Should Study History. In W. e. Au, Rethinking Our Classrooms, Volume 1 (pp. 179-181). Milwaukee: Rethinking Schools.
The overall, topic for this week’s reading is Social Studies Textbooks and what is there point of view. In Loewen’s book, Lies My Teacher Told Me, the author makes the point that books show one-sided viewpoint of historical figures, fail to show conflict happening today, and fail to present multiple sides of an issue. The second article by David Tyack, Monuments Between Covers, talks about the idea to show that our past was full of right moments and if anything that was immoral was a small part and no big deal. Tyack points out the constant influence from political groups with different agendas fighting to influence and control what textbooks tell our countries’ children. In the last reading History Lesson by Dana Lindaman talks about the view point of American History throughout the world’s public schools’ textbooks. Overall, each of the countries diminished the role their nation played in terrible events and criticized other nations for their actions.
Newman, John. UNITED STATES HISTORYPreparing for the Advanced Placement Examination. Second Edition. New York: AMSCO SCHOOL PUBLICATIONS, INC, 2010. eBook. .
Arthur Bestor had the ideal that progressive education was teaching students skills that did not need to be taught in school. He wrote educational wastelands, which talked about how schools need to return to basic academic
The concept of best practices in teaching is not a new one, and the discussion of how to implement the most effective strategies in social studies education is ongoing. By definition, social studies is a curriculum design focused on the relationships among multiple disciplines such as history, geography, philosophy, and the humanities, and its purpose is to help students develop the ability to make informed decisions with a world perspective. However, due to the ever increasing pressure from high-stakes testing, teachers feel the need to focus instead on memorization of names, dates, and other facts as the primary method for teaching social studies concepts (Au, 2011). For social studies instruction to be powerful, it must be meaningful, integrative, challenging, and active (NCSS, 1993), and as teachers begin to implement the Common Core State Standards (CCSS) into their classroom instruction, they will need to weave in strategies that promote critical thinking, a skill that is inherently challenging for many adolescents.
Weber, Max. 1949. The Methodology of the Social Sciences. Eds. Edward A. Shils & Henry A. Finch. Glencoe, IL: Free Press.
In this paper I will be writing about Why we teach social studies. I will also go over why and how we teach social studies. I will also go what makes me a good candidate to teach social studies. I will go through these in good detail and try to provide good information to use in this essay.
Texas Education Agency (1998). Texas essential knowledge and skills for social studies: Subchapter B: Middle school. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
Teacher Interview summary: I had the pleasure of interviewing the 3rd grade social studies teacher Mr. Columbie. As I observed Mr. Columbie on a weekly basis, I would constantly ask him questions on how he taught social studies in his classroom and what strategies he uses. Mr. Columbie informed me that he teaches social studies in his classroom once a week, but now that the students are preparing for the FSA test he has not been teaching social studies. He explained that the schools main focus is that every teacher is teaching and building students math and reading skills. He also explained to me that he can get in trouble with the principle if he were to teach a full social studies lesson in his classroom. He told me that for social studies he is giving his students reading passages and the students are answering comprehension questions at the end of the reading.
When most people think of social studies, they think of history or government, including myself, until now. After my first semester of college studying social studies education I realize it is so much more than history and government; or even geography, economics, and sociology. Social studies is the study of us— humans that is— and social studies education is becoming increasingly important in today’s world, more so than most realize. As a future social studies teacher, I now realize that importance. Before understanding social studies education, it is important to discuss what social studies is, how and why we should teach it, and lastly why I make a good candidate to be a social studies teacher.