1. As societies changed, so did their view of the purposes of schools and the educational needs of citizens.
Consequently, the content included in the curriculum changed over time. Discuss and analyze how the curriculum
has changed throughout history in response to societal changes utilizing the at least three of ideals presented in this
chapter.
ANSWER: Answers could center on the perceived educational needs of the citizens during each of
the time periods discussed in the chapter. There was a gradual shift from education for
the elite to education for the masses. Similarly, the content in the schools changed to
address varied needs. The development of vocational education is an example of this
change.
DIFFICULTY: Difficult
REFERENCES: Chapter 3 The World Origins of American Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.01 – Discuss how the preliterate societies used an oral tradition to
enculturate children and why it is still used in contemporary education.
FOED.ORNS.17.03.02 – Explain how chinese educators, especially confucius,
developed an ethical system and its significance in asian countries.
FOED.ORNS.17.03.03 – Examine how hieroglyphics led to the development of scribal
schools in ancient egypt and why primary schools throughout the world continue to
emphasize reading and writing.
FOED.ORNS.17.03.04 – Describe the concept of monotheism and how reading and
studying sacred scripture shaped western education
FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
2. Educational opportunities for women and for citizens from lower socioeconomic classes either did not exist or were
very limited throughout much of the history reviewed in the chapter. Why did these limitations exist? Analyze and
illustrate how limitations in schooling opportunities and curricular programs were gradually reduced over time.
ANSWER: The reasons for limitations should focus on the cultural view of women and citizens of
lower socioeconomic status. Over time, the cultural view of these groups changed, thus
creating subsequent changes in educational opportunities. The various types of schools
in the chapter could be described in terms of the purpose of schooling, who could
attend, and what the curriculum included.
DIFFICULTY: Difficult
REFERENCES: 3-7b The Church and the Medieval Education
3-9 The Renaissance and Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.07 – Analyze the method that scholastic educators in the Middle
Ages used to reconcile Christian doctrines and scriptures with the classical learning
inherited from Greece and Rome.
FOED.ORNS.17.03.09AssesstheRenaissanceeducator’sidealoftheteacherasan
expert and a critic of culture, literature, and art.
KEYWORDS: Bloom’s: Analyzing
3. Describe the education system proposed by Confucius in the second century B.C.
ANSWER: Confucius’ academy had the aim of educating officials for the imperial
government. There were clear standards for admission and for a period of training
before students became government officials. Students learned forms of polite and
ethical behavior. A well-defined system of classroom management was established, as
were proper relationships between student and teacher. Tradition and the concept of
hierarchical relationships were emphasized.
DIFFICULTY: Medium
REFERENCES: 3-2a Confucian Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.02 – Explain how chinese educators, especially confucius,
developed an ethical system and its significance in asian countries.
KEYWORDS: Bloom’s: Understanding
4. Identify the methods of teaching utilized in the seventh-century rabbinical schools in Israel and Babylonia.
ANSWER: Students carefully listened to sacred readings by the rabbi and engaged in reading,
memorization, and recitation. The goal was to internalize the meaning and message of
the lesson. Rituals were taught that commemorated important events in the history of
the Hebrew people.
DIFFICULTY: Easy
REFERENCES: 3-4 The Hebraic Educational Tradition
LEARNING OBJECTIVES: FOED.ORNS.17.03.04 – Describe the concept of monotheism and how reading and
KEYWORDS: Bloom’s: Understanding
5. In ancient Greece, why was education by the Sophists well received? How did critics view the Sophists?
ANSWER: Social changes in Greece opened up opportunities for the commercial classes. Because
formal schooling was limited for these people, the Sophists provided training in
intellectual and rhetorical skills. The Sophists trained students to become successful
advocates and legislators. According to critics, the Sophists placed too much emphasis
on appearance and technique in communication at the expense of truth, honesty, and
substance.
DIFFICULTY: Medium
REFERENCES: 3-5d The Sophists
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Understanding
6. Education in preliterate societies focused on
a. gathering food. b. making tools.
c. providing shelter. d. transmitting culture.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 3-1 Education in Preliterate Societies
LEARNING OBJECTIVES: FOED.ORNS.17.03.01 – Discuss how the preliterate societies used an oral tradition to
enculturate children and why it is still used in contemporary education.
KEYWORDS: Bloom’s: Remembering
7. Advanced schools in ancient Egypt were established to prepare
a. priests only. b. physicians only.
c. government officials only. d. all of the above.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 3-3a Writing, Religion, and Schooling
LEARNING OBJECTIVES: FOED.ORNS.17.03.03 – Examine how hieroglyphics led to the development of scribal
schools in ancient egypt and why primary schools throughout the world continue to
emphasize reading and writing.
KEYWORDS: Bloom’s: Remembering
8. The Greek approach of having the student immersed and participating in society can be described as
a. enculturation. b. extremely centralized.
c. scholasticism. d. the Socratic method.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 3-5e Socrates: Educstion by Self-Examination
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Remembering
9. As a high-school social studies teacher, you believe your students lack enough heroes and role models. You begin
collaborating with an English teacher at your school to have students turn aspects of their family histories into epics
that highlight the positive characteristics and admirable actions of male and female family members. In having
students write, share, and discuss these personal epics, you are following most closely in the educational footsteps of
which of the following groups?
a. Ancient Greeks b. Sophists
c. Arabic educators d. Socratic educators
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 3-5a Homeric Culture and Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Remembering
10. Many cultures counted on _________to transmit their cultural heritage through very gifted leaders.
a. music b. dance
c. drama d. storytelling
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 3-1 Education in Preliterate Societies
LEARNING OBJECTIVES: FOED.ORNS.17.03.01 – Discuss how the preliterate societies used an oral tradition to
enculturate children and why it is still used in contemporary education.
KEYWORDS: Bloom’s: Remembering
11. The Sophists broke with traditional Greek beliefs about education in that they
a. focused on education as a search for eternal truths.
b. promoted an education that focused on the needs of the intellectual elite of society.
c. saw education as a means by which groups that were not part of society’s elite could become part of the elite.
d. used education as preparation for military service.
ANSWER: c
DIFFICULTY: Medium
REFERENCES: 3-5d The Sophists
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Understanding
12. Childrenlearnthegroup’slanguageandskillsandassimilatemoralandreligiousvaluesthrough________.
a. culture b. enculturation
c. books d. myths
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 3-1 Education in Preliterate Societies
LEARNING OBJECTIVES: FOED.ORNS.17.03.01 – Discuss how the preliterate societies used an oral tradition to
enculturate children and why it is still used in contemporary education.
KEYWORDS: Bloom’s: Remembering
13. In Plato’s Republic, he
a. described a perfect state ruled by the intellectual elite.
b. endorsed the use of sensory approaches to instruction.
c. examined the curriculum in Greek schools.
d. proposed a system of schooling using rhetoric.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 3-5e Plato: Universal and Eternal Truths and Values
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Remembering
14. Which of the following best reflects the metaphysical position underlying Plato’s beliefs about education?
a. Like the Sophists, Plato believed that the purpose of education was to give students the knowledge and skills
to become successful leaders of society.
b. The purpose of education was to help students begin to discover the truths that were innately present within
each person and, in the process, to find those persons who were most intellectually capable of leading society.
c. Platonic schools stressed the ability to work within a vocation that most effectively met the needs of Greek
society.
d. Because there was no such thing as ultimate truth, the purpose of education was to develop truths that would
be most useful in the effective functioning of Greek society.
ANSWER: b
DIFFICULTY: Difficult
REFERENCES: 3-5f Plato: Universal and Eternal Truths and Values
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Understanding
15. For Aristotle, thinking and knowing begin with
a. grammar, logic, and rhetoric.
b. one’s sensation of objects in the environment.
c. rediscovery of latent knowledge.
d. self-examination and self-analysis.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 3-5g Aristotle: Cultivation of Rationality
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Remembering
16. An important Greek and Roman contribution to Western education was
a. the focus on the role of education in improving society’s political well-being.
b. the emphasis on religious education at all levels of schooling.
c. the training provided teachers.
d. the use of inquiry teaching approaches.
ANSWER: a
DIFFICULTY: Medium
REFERENCES: 3-5d The Sophists
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Understanding
17. The methodological approach that involved theological and philosophical scholarship and teaching is called
a. dialectic. b. logic.
c. scholasticism. d. the Socratic method.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 3-7c Aquinas: Scholastic Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.07 – Analyze the method that scholastic educators in the Middle
Ages used to reconcile Christian doctrines and scriptures with the classical learning
inherited from Greece and Rome.
KEYWORDS: Bloom’s: Remembering
18. In what way were the concerns of medieval education most closely related to those of Greek and Roman education?
a. The three cultures believed in educating a middle class that would support the ruling class.
b. Althoughthemedieval“elite”hadcometobedefinedasareligiouselite,theprimarypurposeofeducation
was still to provide a strong foundation based in the teachings of the ancient philosophers and those of the
church.
c. The best education was seen as that which prepared one for service in the government.
d. Much of the writings of the ancient Greek and Roman philosophers had little impact on education in the
medieval period.
ANSWER: b
DIFFICULTY: Medium
REFERENCES: 3-7d The Medieval Significance to World Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.07 – Analyze the method that scholastic educators in the Middle
Ages used to reconcile Christian doctrines and scriptures with the classical learning
inherited from Greece and Rome.
KEYWORDS: Bloom’s: Understanding
19. The ancient Egyptian civilization was characterized by _____________.
a. a large empire, open dessert, and rule by the people.
b. tribal kingdoms, rule by pharaohs, and located on the riverbanks.
c. emperor rule, small regions, and open dessert.
d. a large empire, tribal kingdom, and rule by the people.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 3-3 Education in Ancient Egypt
LEARNING OBJECTIVES: FOED.ORNS.17.03.03 – Examine how hieroglyphics led to the development of scribal
schools in ancient egypt and why primary schools throughout the world continue to
emphasize reading and writing.
KEYWORDS: Bloom’s: Remembering
20. During the Renaissance, Erasmus was
a. a proponent of incorporating literature as the main tool of instruction.
b. a critic of including history in the curriculum.
c. a proponent of harsh discipline for young children.
d. a supporter on instruction through the use of scientific inquiry.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 3-9a Erasmus: Critic and Humanist
LEARNING OBJECTIVES: FOED.ORNS.17.03.09AssesstheRenaissanceeducator’sidealoftheteacherasan
expert and a critic of culture, literature, and art.
KEYWORDS: Bloom’s: Remembering
21. You teach French. Instead of drilling students in French grammar and vocabulary, you like to emphasize
conversations in French, discussions of French authors and literature, and games and contests that make learning
interesting. With which of the following historical figures do you have the most in common?
a. Thomas Aquinas b. Erasmus
c. Quintilian d. Martin Luther
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 3-9a Erasmus: Critic and Humanist
LEARNING OBJECTIVES: FOED.ORNS.17.03.09AssesstheRenaissanceeducator’sidealoftheteacherasan
expert and a critic of culture, literature, and art.
KEYWORDS: Bloom’s: Remembering
22. The major legacy of the Renaissance to the future development of Western education was
a. its emphasis on the sciences. b. its initiation of vocational education.
c. the study of Latin. d. teaching by the Socratic method.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 3-9b The Renaissance Significance for World Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.09AssesstheRenaissanceeducator’sidealoftheteacherasan
expert and a critic of culture, literature, and art.
KEYWORDS: Bloom’s: Remembering
23. The invention of the printing press during the Reformation
a. advanced the idea of literacy and schooling.
b. created an elite class of educated people who controlled access to information.
c. had little impact on the dissemination of information.
d. further restricted access to knowledge to the elite.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 3-10 The Reformation and Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.10DiscusstheReformation’simpactonthegrowthofschools,
the increase in school attendance, and the supervision of teachers.
KEYWORDS: Bloom’s: Remembering
24. During the Reformation, Protestant religious educators sought to
a. free themselves and their followers from papal authority.
b. introduce child-centered instructional approaches.
c. open up secondary education to all children.
d. restrict access to schooling.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 3-10 The Reformation and Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.10DiscusstheReformation’simpactonthegrowthofschools,
the increase in school attendance, and the supervision of teachers.
KEYWORDS: Bloom’s: Remembering
25. Which of the following did Martin Luther recognize to be an agent of reform?
a. the family b. schools
c. the state d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 3-10a Luther: Protestant Reformer
LEARNING OBJECTIVES: FOED.ORNS.17.03.10DiscusstheReformation’simpactonthegrowthofschools,
the increase in school attendance, and the supervision of teachers.
KEYWORDS: Bloom’s: Remembering
26. _______________________wasbelievedtobethefounderofwhatisnowknownas“charactereducation.”The
focuswasonemphasizingcivility–polite,correctandproperbehavior.
a. Confucius b. Sappho
c. Homer d. Plato
ANSWER: a
DIFFICULTY: Difficult
REFERENCES: 3-2a Confucian Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.02 – Explain how chinese educators, especially confucius,
developed an ethical system and its significance in asian countries.
KEYWORDS: Bloom’s: Understanding
27. In an effort to reform society, educators during the Age of Enlightenment tried to create a new pattern of schooling
based on
a. a strong central government. b. scientific inquiry and reason.
c. religious doctrines. d. vocational education.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 3-11 The Enlightenment and Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.11AnalyzehowtheEnlightenment’semphasisonnatureand
science inaugurated change in educational theory and practices.
KEYWORDS: Bloom’s: Remembering
28. What were the views of Isocrates on civic education, and how did he influence Western education?
ANSWER: Isocrates held that education had objectives that led to public service because informed
action was based on and guided by knowledge. He stressed the humanistic dimensions
of rhetorical study and ultimately contributed to Western education by stating the civic
purposes related to advocating for policies that advanced societal welfare.
DIFFICULTY: Easy
REFERENCES: 3-5h Isocrates: Oratory and Rhetoric
LEARNING OBJECTIVES: FOED.ORNS.17.03.05 – Determine how the ancient greek ideal of the liberal arts and
science shaped the course of western higher education.
KEYWORDS: Bloom’s: Remembering
29. Why were only upper-class citizens in ancient Rome offered educational opportunities?
ANSWER: Romans were most interested in educating the practical politician and able
administrator. Schools were private and charged tuition, which only the well-off could
afford. The focus of education was to maintain the empire.
DIFFICULTY: Easy
REFERENCES: 3-6 Education in Ancient Rome
LEARNING OBJECTIVES: FOED.ORNS.17.03.06Analyzehowrome’spoliticalandeconomictransitionfroma
republic to an imperial empire changed its education content and values.
KEYWORDS: Bloom’s: Remembering
30. What were some factors that contributed to the religious reformation?
ANSWER: There was humanist criticism of the institutional life of the Church and a search for
new authorities. The rise of the commercial middle classes and a concurrent rise of
nation-states also shifted loyalty from papal authority. All of these factors caused
citizens to question papal authority and control over education. Ultimately, educators
took actions to free themselves from this control and to develop their own educational
theories.
DIFFICULTY: Easy
REFERENCES: 3-10 The Reformation and Education
LEARNING OBJECTIVES: FOED.ORNS.17.03.10DiscusstheReformation’simpactonthegrowthofschools,
the increase in school attendance, and the supervision of teachers.
KEYWORDS: Bloom’s: Remembering
31. Why was Martin Luther interested in having the state supervise schools and license teachers?
ANSWER: Luther saw state control as a way to achieve what he viewed as educational reforms
and to broaden the curriculum and dilute its control by the Church. He was also
interested in producing literate and productive citizens and in making sure that teachers
were teaching the correct religious doctrine.
DIFFICULTY: Easy
LEARNING OBJECTIVES: FOED.ORNS.17.03.10DiscusstheReformation’simpactonthegrowthofschools,
the increase in school attendance, and the supervision of teachers.
KEYWORDS: Bloom’s: Remembering
REFERENCES: 3-10a Luther: Protestant Reformer
32. Develop your own personal education autobiography. What are the origins of your beliefs and ideals? What are the
family roots that make up your construction?
ANSWER: Eachstudent’sanswerwillvarybutshouldbearticulateinthetimeframeforatleasttwo
generations and show a direct influence on themselves and how their teaching method have
developed.
DIFFICULTY: Difficult
KEYWORDS: Bloom’s: Applying
33. Describethedifferencebetweenagroup’sprescriptionsandproscriptionswithinaculture?
ANSWER: Theprescriptionsdemonstratetheculture’sacceptablebehaviorandtheproscriptionor
taboos are the forbidden behavior within a culture.
DIFFICULTY: Easy
REFERENCES: 3-4 The Hebraic Educational Tradition
LEARNING OBJECTIVES: FOED.ORNS.17.03.10DiscusstheReformation’simpactonthegrowthofschools,
the increase in school attendance, and the supervision of teachers.
KEYWORDS: Bloom’s: Remembering
34. How do you as a future teacher provide students with the appreciation for the cultural and scientific achievements of
the past as well as openness to social and technological change?
ANSWER: The student must provide a clear answer that includes learning from the culture that preceded them
and appreciating the values of the culture and heritage while balancing the goals of the future and
the world in front on them. Technology must be a part of all educational goals moving forward.
DIFFICULTY: Difficult
KEYWORDS: Bloom’s: Applying