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CHAPTER 4: EDUCATION IN THE UNITED STATES:
ITS HISTORICAL ROOTS
CHAPTER OVERVIEW
This chapter traces the historical roots of education in our country. The discussion is intended to help
students understand the historical basis for principles and policies, such as the separation of church and
CHAPTER LEARNING OUTCOMES
1. Explain how the diversity of the original colonies shaped our educational system, and describe the role
3. Explain how the common school movement influenced education in our country today.
InTASC Core Teaching Standard 9, Professional Learning and Ethical Practice
5.
InTASC Core Teaching Standard 9, Professional Learning and Ethical Practice
6. Explain how schools became instruments for national purpose during the modern era.
InTASC Core Teaching Standard 9, Professional Learning and Ethical Practice
POWERPOINT SLIDES
PPT 4.2 The Colonial Period (5 slides)
PPT 4.4 How the Colonial Period Influenced Education Today (2 slides)
PPT 4.6 The Land Ordinance of 1785
PPT 4.8 The Common School Movement (2 slides)
PPT 4.10 The Comprehensive High School (2 slides)
PPT 4.12 The Education of African Americans (2 slides)
PPT 4.14 The Education of Asian Americans (2 slides)
PPT 4.16
Chapter 4: Education in the United States: Its Historical Ro
ots
CHAPTER OUTLINE
I. The Colonial Period (1607 1775)
A. Differences in Colonies
1. The Southern Colonies
3. The New England Colonies
B. Teaching in Colonial Schools
C. European Influences on American Education
D. The Legacy of the Colonial Period
II. The Early National Period (1775 1820)
A. The Constitution Shapes Education
B. How the Early National Period Shaped Education Today
III. The Common School Movement: The Rise of State Support for Public Education (1820 1865)
A. The Age of the Common Man
B. Making Education Available to All
1. The Influence of Horace Mann
1. Improving education
C. The Legacy of the Common School Movement
IV. The Evolution of the American High School
A. Historical Roots of the Comprehensive High School
1. Redefining the High School
1. American Secondary Schools: Future Directions
Technology and Teaching: A Brief History of Technology in the Classroom
V. Searching for Equality: The Education of Cultural Minorities
A. Education of Native Americans
B. Education of African Americans: Up from Slavery to . . .
1. Proposed Solutions to the Problem
2.
C. Education of Hispanic Americans
D. Education of Asian Americans
E. The Search for Equality: Where Are We Now?
VI. The Modern Era: Schools as Instruments for National Purpose and Social Change
A.
B. The War on Poverty and the Great Society
1. Compensatory Education Programs
2. The War on Poverty: 50 Years Later
C. Schools and the Battle for Economic Survival
D.
2. Equity for Women
4. Diversity in Your Classroom
Diversity: A Look Back at Teaching through the Lens of Gender
Diversity and You: The Gender Gap in Teaching
and Dropouts?
Chapter 4: Education in the United States: Its Historical Ro
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PRESENTATION OUTLINE
To Instructors:
information. The key to them being able to answer successfully and make meaningful contributions to the
I. The Colonial Period (1607 1775)
A. Differences in Colonies
4. The Southern Colonies
6. The New England Colonies
B. Teaching in Colonial Schools
C. European Influences on American Education
D. The Legacy of the Colonial Period
Teaching Suggestions:
The Colonial Period
students understand how education in the Colonial Period has
1. Display PPT 4.1 “The Thirteen Colonies.” Identify the Northern, Middle, and Southern Colonies
on the map. The map will provide a geographical framework for your discussion of the Colonial
Period.
2. The Colonial Period
3. Teaching in Colonial Schools
slides. Have them explain the reasons for their responses.
4. How the Colonial Period Influenced Education Today
Teaching Suggestions:
The Early National Period
Chapter 4: Education in the United States: Its Historical Ro
ots
of the Early National Period on
education today:
2. The Land Ordinance of 1785 them respond to the questions on the
3. How the Early National Peri
students respond to the questions on the slides.
III. The Common School Movement: The Rise of State Support for Public Education (1820 1865)
A. The Age of the Common Man
B. Making Education Available to All
B. Teaching in the Common School Era
1. Improving education
C. The Legacy of the Common School Movement
Teaching Suggestions:
The Common School Movement: The Rise of State Support for Public Education
(1820 1865)
influenced education in our country today:
1. The Common School Movement
the slides.
2. Some Universities in our Country
universities have in common.
3. Have them describe their teacher preparation program, and then remind them that a time
existed in our history when teachers for all intents and purposes were given no training in
pedagogy.
IV. The Evolution of the American High School
A. Historical Roots of the Comprehensive High School
C. Junior High and Middle Schools
1. American Secondary Schools: Future Directions
Technology and Teaching: A Brief History of Technology in the Classroom
Chapter 4: Education in the United States: Its Historical Ro
ots
Teaching Suggestions:
The Evolution of the American High School
merican high school has evolved to the
form in which it exists today:
1. Ask them to think about their own high schools and simply describe some of the characteristics
of these schools. Prompt them to simply describe their schools in as much detail as possible.
2. The Comprehensive High School
questions on the slides.
V. Searching for Equality: The Education of Cultural Minorities
A. Education of Native Americans
B. Education of African Americans: Up from Slavery to . . .
C. Education of Hispanic Americans
D. Education of Asian Americans
E. The Search for Equality: Where Are We Now?
Teaching Suggestions: Searching for Equality:
The Education of Cultural Minorities
minorities in our country:
1. The Education of Native Americans
them answer the questions on the slides.
You might also remind them that similar efforts were made to assimilate the native peoples in
2. The Education of African Americans
questions on the slides.
4. The Education of Asian Americans
on the slides.
5. You might bring this section to closure by having your students identify similarities and
differences in the educational experiences of members of different cultural minority groups in
our country.
Chapter 4: Education in the United States: Its Historical Ro
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VI. The Modern Era: Schools as Instruments for National Purpose and Social Change
A. The Cold War: Enlisting Am
B. The War on Poverty and the Great Society
1. Compensatory Education Programs
2. The War on Poverty: 50 Years Later
C. Schools and the Battle for Economic Survival
D.
2. Equity for Women
4. Diversity in Your Classroom
Diversity: A Look Back at Teaching through the Lens of Gender
Diversity and You: The Gender Gap in Teaching
and Dropouts?
Teaching Suggestions:
The Modern Era: Schools as Instruments for National Purpose and Social Change
education:
1. Display PPT 4.15 Schools as Instruments for National Purposes and Social Change
them respond to the questions on the slides.
2. Point out that government programs, such as Title I, Head Start, and Title IX are very much a
3. To help your students summarize the information in th Examining
and have them discuss the questions.
We have included 8 questions, which may be more than you want your students to examine.. You
Chapter 4: Education in the United States: Its Historical Ro
ots
SUGGESTED STUDENT PORTFOLIO ACTIVITIES
Portfolio Activity 4.1 is included at the end of the chapter. The following are additional suggested portfolio
activities.
Portfolio Activity 4.2: Investigating Title I Programs and Students
InTASC Core Teaching Standard 2: Learning Differences
The goal of this activity is to familiarize you with the Title I programs in your area. Locate the Web
book. The offices you call will provide Web site addresses.). Browse the sites for information on Title
I programs, and answer the following questions:
a. Which districts or schools offer the largest number of these programs?
b. What kinds of students (i.e., students from which cultural minority groups) are found in these
programs?
c. What is the curriculum in these programs?
Portfolio Activity 4.3: Moral or Character Education
INTASC Core Teaching Standard 1: Learner Development
The purpose of this activity is to help you to begin thinking about the role of moral or character
education in your own teaching. Research different views on character education, and take a personal
In this position statement, make sure you include:
a. Your definition of character or moral education
Portfolio Activity 4.4: Working With Cultural Minorities
INTASC Core Teaching Standard 2: Learning Differences
The purpose of this activity is to help you understand different ways that teachers adapt instruction to
: The
minorities.
In your description, address the following issues or questions:
a. Which adaptations were most helpful, and which were harmful? Why?
b. In addition to the broad adaptations described in this chapter, what other things can teachers do to
adapt instruction for cultural minorities?
c. Which of these instructional adaptations are general, and which are culture-specific?
d. Which of these adaptations would you use in your own classroom?
Chapter 4: Education in the United States: Its Historical Ro
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GOING INTO SCHOOLS
Many Introduction to Education courses include a field component.
includes this component. .
1.
Interview an experienced teacher who has been teaching for more than 20 years, and ask him or her to
describe educational changes in the following areas.
a. Emphasis on character or moral education and religion in the schools
b. Diversity of students and implications for teaching
c. Gender equity efforts
2. Title I Programs
Interview a Title I teacher about the program in which he or she teaches, and explore the following
areas.
a. What student populations are served?
b. What is the curriculum, and who determines it?
c. How does the Title I curriculum connect with the regular curriculum in other school programs?
3. Changes in Textbooks Over Time
Examine two textbooks for the same class (e.g., social studies or literature). One should be a recent
one, and the other should be at least 20 years old. (Textbooks can be obtained from the curriculum
library at your college, local school district, or state.)
4. Effective Schools for Developing Adolescents
Interview a junior high or middle school teacher about ways that the school attempts to meet the needs
5. Comprehensive High Schools
Interview a high school teacher about the success of the school in creating a comprehensive high
school. The following questions might guide your interview:
a. Are there different tracks or programs in the school?
b. What percentage of students are in each track, and what are these students like?
c. How is the curriculum different for each track?
d. How is instruction different for each track?
Chapter 4: Education in the United States: Its Historical Ro
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e. How much do students from different tracks interact? What does the school do to encourage this?