ODE Modern World History Standard 2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
"Kansas-Nebraska Act of 1854
In 1820, Congress passed the Missouri Compromise, which admitted Missouri into the nation as a slave state and Maine as a free state. The Compromise established the latitude 36º30' N. as the dividing line for slave and free states. The Kansas-Nebraska Act overturned the Compromise. In the early 1850s, Congress considered how to incorporate the territories of Kansas and Nebraska into the nation. Slavery had become a divisive issue, and it was decided that each territory would have the right to vote on whether or not slavery would be allowed within its borders. This method was called "popular sovereignty" and led to bloody conflicts between antislavery and proslavery settlers"
All children's educational computer activities were created or approved by certified school teachers. All educational games are free and are modeled from primary grade lessons and enhanced to provide an interactive way for children to learn.
During the colonial, revolutionary, and federal periods (1607-1820) most
American songs were strongly tied to the musical traditions of the British
isles. Hymn tunes, ballads, theater songs, and drinking songs were imported
from England or based closely on English models.
he first uniquely American popular song tradition arose with the minstrel
show, beginning in the 1840
Initially, sheet music and pocket songsters
were the primary means of circulating songs, since many Americans played
and sang music in their own homes.
primary of which is the idea that
curriculum is a “complicated conversation.”
Pinar argues that curriculum
–
or
currere
–
is an organic idea rather than a Socraticmessage that never changes (Pinar, 2011) Teachers must discover this
currere
for themselvesthrough methods of self reflection and self discovery.
Pinar has a good grasp of the situation stating “standardization makes everyonestupid,” and “to deny the past and force the future, we teach to the test.”
What knowledge is of most worth (pg. 210)? This is a difficult question that requiresreflection into what is the most at stake for us as teachers and for our students as learners.
The conflict within this text focuses on the loss of power and privilege of teachers over the teaching profession. Pinar (2011) states, "How could we have so fallen in the public's eyethat we are no longer entitled to professional self-governance, the very prerequisite for professionalism?" (p. 69).
The inability for teachers to have a voice results in an environment in which the professionalism aspect of a professional group has been diminished to a non-existent level.
illiam F. Pinar‟s purpose in writing this book is to ask us [the student] to question this
present moment and our relation to it. In doing so, we are to question the very reason behind
what it means to teach, “To study, to become “educated” in the presen
t moment (Pinar, 2011)
Pinar vision of schooling is
to "understand, not just implement or evaluate thecurriculum" (Pinar, 2011). He urges educators to know what they are teaching. Reciting from a
text and reading from a manual is not teaching in his opinion and it‟s not teaching in ours either.
As students we are asked to brainstorm and use our imagination to picture the perfect scenario.Pinar is asking teachers to do the same
Pinar describes curriculum theory as: an interdisciplinary field in which teacher education is
conceived as the professionalization of intellectual freedom, fore fronting teachers‟ and students‟
individuality (originality), their creativity, and constantly engaging in ongoing if complicatedconversation informed by a self-reflexive, interdisciplinary erudition (Pinar, 2011)
By tying the curriculum to student performance on standardized test, teachers were forced toabandon their intellectual freedom to choose what they teach, how they teach, and how theyassess student learning (Pinar, 2011). Failure to learn has been the result of separating the
WHAT IS CURRICULUM THEORY? 8
curriculum from the interest of students and the passion of teachers.
Contemporary is referring to a person in thesame field or time period as you. Pinar is trying to emphasize that we are not all moving at thesame speed when it comes to educating middle and elementary students
Teachers are then empowered tohave a voice to influence the curriculum in such a manner that positively contributes to studentlearning. Pinar is urging teachers to take back their classroom. Take the initiative and leadwithout boundaries. Instruct without guidelines and open your mind to learning indirectly fromyour students
Students are set up to fail but it is not really their fault.
They attend school where the
system begs for learning to equate to test scores and they become “consumers” of
educational s
ervices rather than “students”
This system also encourages drop-outs becauseschools only want to teach students that have acceptable test scores which benefits the
school‟s accountability. Students do not experience an environment that places importance
on the development of ideas and critical thinking but rather the successful completion of atest.
Demonization of the teacher has been the result of the current political and economic powers have placed the teacher in an unimportant position in the educational hierarchy andassume that business leaders know more about the curriculum and teaching than the teachersknow
themselves. Teachers have become “technicians” because of school deform and are
encouraged to replace ideas and know
ledge with “cognitive skills” that will fit into the
jobsettings of the future. According to Pinar, these skills result in historical amnesia, political passivity and cultural standardization.
He invites us to become “temporal” subjects of history, living
simultaneously in the past, present, and future
–
aware of the historical conditions that haveshaped the current situation, engaged in the present battles being waged over the course anddirection of public education, and committed to re-building a democratic public sphere.