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Historical Foundations of Curriculum
Prepared bySiti Maryam binti Kamaruzaman
THE COLONIAL PERIOD
1642-1776
COLONIAL SCHOOLS
IMPORTANT !A MUCH SMALLER OF CHILDREN THAN NOWADAYS.
TOWN SCHOOLS• A public elementary schools
attended by boys and girls of the community.
• Children ranging from 5-6 years old to 13-14 years old.
• Weather and farming conditions decided the children attendance.
• Elementary schools based on religion and ethnicity.
• Focused on reading, writing and religious sermons.
• Attended by upper-class children.
• Focused on reading, writing, arithmetic, primer and bible.
PAROCHIALSCHOOLS
PRIVATESCHOOLS
CHARITYSCHOOLS
• Attended by less fortunate children.
• Learned to recite religious hymns and vocational skills.
LATIN GRAMMAR SCHOOLS• Secondary level for
upper-class boys as preparation for college.
• For boys at age 8 or 9 and remains for 8 years.
• Catered to those who planned to enter the professionsMedicine, law,
teaching, the ministry, business or merchants
• Latin apparently three-quarters of the curriculum taught.
• One of colonial America’s closest links to European schools.
• The classical humanist curriculum of the Renaissance Support the era's religious
and social institutions
ACADEMIES (1751)• Second American institution
provide education.• Based on Benjamin
Franklin’s ideas and offered practical studies.
• Commons studies• English grammar, classics,
composition, rhetoric and public speaking.
• Students can choose foreign language based on their vocational needs.
• Introduced practical and manual skills• Carpentry, engraving,
printing, painting, cabinet making, farming and bookkeeping.
COLLEGES
• Harvard or Yale.
• Admitted into college upon examination.
• College curriculum- Latin - Ethics- Grammar - Logic- Metaphysics - Natural- Rhetoric - Sciences- Arithmetic- Astronomy
Showing competency in being able to- Read- Construe- Parce Tully- Vergil and the
Greek Testament- write in Latin- understand the
Rules of Prosodia- Common
Arithmetic
TEXTBOOKS
FOR THE COLONIOL PERIOD
Example of textbooks:
Hornbook, Primer, Westminster Catechism, Old Testament and
Bible
• Children learned the alphabet, the Lord’s prayer and some syllables, words and sentences by memorizing hornbook.
• In 1960’s, the New England Primer was published.• Most used textbooks for 100
years.• 3 millions copies were sold• ABC’s were learned through
rote and drill.
In 1740, the new guide to English tongue was published followed byThe School Master’s
Assistant(Mathematics text)
THE NATIONAL PERIOD
1776 - 1850
Dr. Benjamin Rush (1745-1813)Science, Progress and Free Education
• Outlined a plan of education for Pennsylvania
• Free elementary schools for towns with 100 or more families.
• A free academy at the country level
• Free colleges and universities at the state level for societies future leaders
• Tax dollars pay for expenses, but ultimately reduced taxes because a productive, well managed work force was a result of the plan Elementary schools- Reading- Writing- Arithmetic
Secondary and college
- English- German- Arts- Sciences
All levels- Good manners- Moral principles
Thomas Jefferson (1743-1826)Education for Citizenship• Created a bill for
Virginia to allows taxes to finance schools.
• Divides Virginia’s counties into wards• free elementary schools
for teaching of reading, writing, arithmetic and history.
• There was an Elementary school, secondary school and William and Mary school.
• The proposal was never enacted. But did provide good education for society.
Noah Webster (1758-1843)Schoolmaster and Cultural Nationalist “unshackle your mind and act like independent being”• Created the US American
Language.
• Known for Webster dictionary.
• Identified the US as nation.
• The use of a US language would eliminate the European language, and make the US more uniform.
William Holmes McGuffey (1800-1873)The Readers and American Virtues
• Paved the way for the grading system in the US.
• His book still used today in rural, conservative school
• Created the most popular textbook of his era called 5 readers• Patriotism• Heroism• Hard work• Diligence• Virtuous living
NINTEENTH-CENTURY
EUROPEAN EDUCATORS
Johann Pestalozzi (1746-1827)General and Special Methods
Created the basics principals
in education
• General Teaching• Educators provide
emotional security and affection.
• Special teaching• Considers children’s
auditory and visual senses.McClure, Neef, Mann and Barnard introduced these
ideas to US schools.
Freidrich Froebel (1782-1852)The Kindergarten Movement• Focused on 3 and 4
years old.• Surrounded their
schooling with play and individual group interests and activities.
• Encouraged and child centered curriculum based on love trust and freedom.
• The formal curriculum consisted of • Colourful materials • Song• Stories and games
Johann Herbart (1776-1841)Moral and Intellectual Development• Contributed to morals in
education.• Five ideas to found moral
character• Inner freedom• Perfection• Benevolence• Justice• Retribution
• Two major bodies of interest• Knowledge of interest• Factual data and
speculative ideas• Ethical interest• Sympathy and social
relationship
Herbart Spencer (1820-1903)Utilitarian and Scientific Education• English social scientist • Based on his ideas of education
on Charles Darwin’s theory:“Survival of the fittest”
• Teach HOW to think not WHAT to think.
• His popular books• “What knowledge is of
most worth”If you were lazy or weak, you would not
survive
THE RISE OF UNIVERSAL
EDUCATION
1820-1900
Monitorial Schools• European invention.• Highly structured
school with lots of rote learning and drilling the three R’s education.
• Focused on systematic instruction and good citizenship.
• Monitorial teaching kept all students busy while teacher could focus on one student.
• It was mechanical way of teaching and the students were poorly informed by their educators.
Common schools• Established by Massachusetts
(1826).• Every town was able to choose
a board of education to be responsible for the local schools.
• Devoted to elementary education with large emphasis on the Three R’s of Education.
• Attended by children from 6-14 years old and the school districts elected the schools board.
• It flourished on the frontier with all of the pioneers.
• Abe Lincoln said that, it was a boring school but it was where common kids could come learn the basic.
Elementary Schools• Through 1800’s people could
not agree on the appropriate curriculum for a child.
• It was ever changing which reading, spelling, grammar and arithmetic.
• In 1825 Religion mandated that, morality and manners should be taught as well.
• 1850• Geography and history
• 1875• Science and visual arts
• 1900s• nature study and biology• music and homemaking
Secondary schools• Attendance was very rare in
1900s.• 1930
• School enrolment figure exceed 50%.
• 1970• 98% of elementary children
would move on to secondary school.
• Form of high school students to graduate up to after elementary school
Academies• 1800’s, academies
replaced the Latin Grammar School.
• Offered better range in curriculum.
• Taught useful things and subjects of modern nature.
• Help focus on preparing students for college.
• Academies taught• Latin, Greek, English
Grammar, Geography, Arithmetic, Algebra, Composition, Rhetoric, Natural philosophy and US history.
• Continued through the 1870’s
High Schools• Kalamazoo School Case.• Attended by only small
amount of youth.• Many families did not
care about college preparatory.
• Curriculum continued expand.
• Making it easier for student to determine their interest and capabilities
THE TRANSITIONAL PERIOD
1893-1918
Committee of Fifteen• Harvard University
President Charles Eliot influenced the committee.
• The committee adopted Eliot’s plan to move from 10 grades to 8 in elementary school.
• Emphasizes of the three R’s, English Grammar, literature, geography and history.
• Hygiene, culture, vocal music and drawing were part of curriculum.
• 7th and 8th grades• Sewing, manual training,
cooking, algebra and Latin
Committee of ten• Also chaired by Charles
Eliot.• 9 subject matters in the high
school curriculum• Latin, Greek, English, Other
Modern Languages, Mathematics, Physical sciences, Natural history, Social sciences and geography.
• Committee recommended four different tracks• Classical, Latin scientific,
modern language and English• The committee ignored
physical education and arts.• The committee started
college preparatory courses.
Committee on College Entrance Requirements
• Met in 1985• Affirmation of the
college preparatory curriculum.
• Created college admission requirements
• Discussed credits required for different subjects during college,
• Discussed credits for admission imposed during high school
Harris and EliotTwo Conservative Reformers• Dominated the reform movement during the transitional period.
• Eliot played a role in shaping higher education.
• He allowed independent learning.
• Advocated for vocational schools to be different from high school
• Harris wrote that common high schools should teach morality and citizenship.
• Instill social order.• View school as one of
the many factors in educating and socializing children
Vocational education
• 1917, Smith - Hughes act provided federal aid for vocational education.
• Working class students were placed in vocational programs due to biases of middle class educators
Abraham Flexner (1866-1959)A modern curriculum• Advocate for abolishing
Latin in America schooling.
• He argued that tradition was inadequate criteria for students and educators should make changes to the curriculum.
• 4 basics areas in modern curriculum• Science, industry, civics
and aesthetics• The Lincoln school of
teachers college, Columbia University adopted this curriculum in 1971
DeweyPragmatic and scientific principles of education
• Believes in democracy and education (has a book)
• Democracy was a social process that needed to be enhanced through schooling
• Study of any subject could enhance a child’s development.
• He formed the basis of child development movement in the 1930’s and 1940’s.
Charles Judd (1873-1946)Systematic studies and social sciences
• An evolutionist who believed in laws of nature.
• Prepare to change the world
• Believed in preparing students to deal with problems and not acquire endless knowledge.
• Emphasized reading, writing and spelling based on words, science and mathematics
Commission on Reorganization of Secondary Education
• 1918’s, NEA’s Commission published the “cardinal principles of secondary education”
• The principles for democratic society• Educations should promotes seven aims• High schools should be a comprehensive institution• High schools curriculum should meet varied needs of students• Current educational psychology should be applied to secondary
education• US educational should function with one another
Franklin Bobbitt (1876-1956)W.W.Charters (1875-1952)
• A major goal in the 1920’s was to eliminate small classes and increase the students to teacher ratio.
• Behaviourist ideas included• Objectives derived from students
needs• Learning experiences relate to
objectives• Activities organized by teacher
should be integrated into subjects matter
• Instructional outcomes should be evaluated
• Bobbitt curriculum should outline the knowledge important for each subjects.
• Bobbitt guideline for objectives• Eliminate objectives• Emphasizes objectives• Avoid objectives opposed by
communities• Involve the community
KilpatrickThe Progressive Influence• Divided methodology in four
steps• Purposing, planning, executing
and judging
• He argued for integrated subject matter and a general education emphasizing values and social issues.
• Organized experiences or activities that related and developmental in nature:• One activity should lead to
another
• Curriculum should derive from real life experiences not organized bodies of subject matter.
The 26th Yearbook
The books outlining of the ideal curriculum
Focus on affairs on human life. Deal with local national and international
issues. Enable students to think critically about various
forms of government. Foster open minds. Consider students interests and needs. Deal with the issues of modern life and society’s
cultural historical aspects. Consider problem activities. Organize problems and exercise in graded
organization Deal with humanitari an themes in purposeful
way.
• The committee that developed the yearbook • Rugg, Bagley, Bobbitt,
Charters, Counts, Judd and Kilpatrick.
• Created in 1930
Harold Rugg and Hollis CaswellCurriculum should address the students needs and
provide proper scope and sequences of subject matter• Caswell wanted to improve
instruction and help teachers to coordinate their activities with students needs.
• Caswell coordinated step by step curriculum building procedures.
• Rugg insisted that teacher should pre-plan and implement the curriculum needed for the students
• Rugg advocated for cooperation among educational professionals
Eight Year Study (1932-1940)
• Launched by The Progressive Education Association.
• A study designated to show that curriculum can meet the needs of students interests as well as a curriculum based on tests.
• Members understood that evaluation must determine whether a curriculum objectives had been achieved.
• The showed that they needed data on• Students achievement• Social factors • Teaching and learning processes• Instructional methods
Ralph Tyler (1902-1994)Basic principles
• Created more than 700 articles and 16 books
• Known for his books “Basic Principles of Curriculum and Instruction”
• Created 4 basics questions for any curriculum
• What educational goals should a school seeks?
• What educational experiences are likely to lead these goals?
• How can these educational experiences be effectively organizes?
• How can we determine whether a school’s goal are being accomplished?
John Goodlad (1920-)School Reform
• He views that schools should helps individuals fulfil their potential but should promote societal goals.
• He launched a study of 260 kindergarten and first grade classrooms in 100 schools to discuss curriculums.
• His conclusion in his study showed that schools are emphasis on test score and they are the bottom line!
THE ENDTHANK YOU