Movers & Shakers in Education Custom Essay

Navigate through the virtual timeline to survey the significant people/events that have shaped our educational system in America.

Choose four people/events listed on the timeline to research.

Develop a summary and evaluation of 750-1,000 words in which you describe their impact on the evolution of American education.

Utilize your assigned readings and the GCU e-Library to research and defend your rationale.

Copy and paste images of these events as supplements to the descriptions of the historical events. You may use images from the timeline or other images from the Internet that are in the public domain.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
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Navigate through the virtual timeline to survey the significant people/events that have shaped our educational system in America.

Choose four people/events listed on the timeline to research.

Develop a summary and evaluation of 750-1,000 words in which you describe their impact on the evolution of American education.

Utilize your assigned readings and the GCU e-Library to research and defend your rationale.

Copy and paste images of these events as supplements to the descriptions of the historical events. You may use images from the timeline or other images from the Internet that are in the public domain.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Movers and Shakers in Education

1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
75.0 %EDU 576 Movers and SHakes in Education Rubric

25.0 %Four events/people impacting the history of education
No discussion of people/events impacting the history of education.
At least two people/events are discussed that impacted the history of education.
At least three people/events are discussed that impacted the history of education.
At least four people/events are discussed that impacted the history of education.
At least four people/events are discussed that impacted the history of education..
40.0 %Discussion and evaluation of the impact of the events/people to education history
No discussion of the evaluation of the impact of the events/people to education history.
At least two people/events are discussed and evaluated that impacted the history of education; connections are not consistently logical.
At least three people/events are discussed and evaluated that impacted the history of education; connections are not consistently logical.
At least four people/events are discussed and evaluated that impacted the history of education; connections are logical and coherent.
At least four people/events are discussed and evaluated that impacted the history of education; connections are logical, coherent and cohesive.
10.0 %Research
No outside sources were used to support the assignment.
Few outside sources were used to support the assignment. Limited research is apparent.
Research is adequate. Sources are standard in relevance, quality of outside sources, and/or currentness.
Research is current and relevant, and addresses all of the issues stated in the assignment criteria.
Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
10.0 %Presentation

10.0 %Visual Appeal
There are few or no graphic elements. No variation in layout or typography is evident.
Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.
Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.
Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently.
Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently.
15.0 %Organization & Effectiveness

5.0 %Paper Format: (Use of appropriate style for the major and assignment)
Template is not used appropriately or documentation format is rarely followed correctly.
Appropriate Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Appropriate Template is used; Formatting is correct, although some minor errors may be present.
Appropriate Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)
No references page and no citations are included.
References page is present, but citations are inconsistently used.
References page is included. Sources are appropriately documented, although some errors may be present.
References page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
In-text citations and a references page are complete. The documentation of cited sources is free of errors.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech.
The writer is clearly in command of standard, written academic English.
100 %Total Weightage

EDU-210 Timeline Profiles, adapted from Webb, L.D., Metha, A., & Forbis Jordan, K. (2010). Foundations of American Education (6th ed.). Upper Saddle River, NJ: Pearson.

1. Socrates/Socratic Method (470-399 BC) – Socrates believed that the purpose of education was to teach people how to reason and produce a society of ��œrational�� citizens. The Socratic Method involves a dialectic questioning process that results in discovering a ��œlogical�� answer.

2. Thomas Aquinas (1225-1274) – Aquinas was perhaps the most profound philosopher of the Middle Ages. He produced a synthesis to reconcile faith and reason, and his “scholasticism” involved teaching faith and rational philosophy.

3. Desiderius Erasmus (1466-1536) – Erasmus was a Christian philosopher during the Renaissance who advocated that individuals should have a liberal (broad) education to develop the intellect and strong morals.

4. John Calvin (1509-1564) – Calvin was a Protestant reformer who advocated state-sponsored schools for the masses. Calvin���s primary purpose of universal literacy was to give citizens the ability to read the Bible, which he believed paved the way to producing good citizens.

5. The Massachusetts Law of 1642 – This statute directed town leaders to investigate the education system for its equity of application and viability of its curriculum.

6. A Bill for the More General Diffusion of Knowledge (1779) ��� To ensure an educated citizenry, Thomas Jefferson proposed this plan to the Virginia legislature to provide a system of state-supported schools for the masses.

7. Monitorial Schools (1806) ��� Joseph Lancaster brought this education system from England and introduced it in Pennsylvania. Monitorial schools involved a hierarchical system where a “Master” teacher taught ��œstudent teachers�� who then taught the masses.

8. Common School Movement (1830-1865) – This paradigm initiated a more universal application of state-sponsored compulsory education for the masses across America that eventually became the public school system that we have today.

9. First American Comprehensive High School (1831) – The first high school opened in Lowell, Massachusetts. In 1938, Philadelphia opened a high school that offered a 4-year track of courses.

10. Creation of the State Board of Education (1837) – Horace Mann, sometimes referred to as the Father of American education, was a leader of the Common School Movement and established the first state board of education in Massachusetts in 1837.

11. Kalamazoo Case (1874) – This decision by the Michigan Supreme Court gave the legislature the right to collect taxes for the support of secondary education.

12. Committee of Ten (1892) – The National Education Association established a group of esteemed educators to ��œstandardize�� the curriculum in schools to address the needs of a changing industrial society.

13. Plessy v. Ferguson (1896) – This Supreme Court decision legalized the ��œseparate but equal�� doctrine that allowed segregation of the races in the public school system.

14. John Dewey (1916) – Dewey was a pragmatist and a key player in the progressive movement in education. He advocated a ��œchild-centered�� curriculum that involved experiential learning. His legacy in education has endured into the 21st century.

15. Alvarez v. the Board of Trustees of the Lemon Grove School District (1931) – This court ruling was the first desegregation ruling regarding the education of Mexican-Americans.

16. Brown v. Board of Education (1954) – This watershed court case repealed the ��œseparate but equal�� doctrine of Plessy v. Ferguson. The U.S. Supreme Court concluded that segregation implies inferiority. This marked the beginning of desegregation in the public school system in America.

17. Sputnik/Science and Math Education Movement (1957) – The Soviet Union’s launch of Sputnik sparked a fear that the United States was falling behind in science and math education. This reaction initiated a move to ensure that curriculum in math and science was on the “cutting-edge” to ensure a well-educated populace.

18. Engel v. Vitale (1962) ��� The U.S. Supreme Court ruled that prayer in the public school system was a violation of the First Amendment.

19. The Elementary and Secondary Education Act (1965) – This legislation provided the federal government the most involvement in public education in U.S. history and involved billions of dollars for funding public schools.

20. Tinker v. Des Moines (1969) – This U.S. Supreme Court decision protected the freedom of speech for students and teachers in the public school system.

21. The Indian Education Act (1972) – This landmark legislation, the first of its kind to acknowledge the unique educational needs of American Indian and Alaska Native students, provided funding and other resources to local organizations to create and offer culturally appropriate education and curriculum to these students.

22. Lau v. Nichols (1974) – This U.S. Supreme Court decision stated that, under Title VI of the Civil Rights Act of 1964, non-English speaking children have the right to receive linguistically appropriate accommodations in order to fully access public education services.

23. Plyler v. Doe (1982) – The U.S. Supreme Court ruled that children of illegal aliens have a right to attend school in the district of their residence.

24. A Nation at Risk Report (1983) – This landmark report on the status of the American student launched a series of reforms that attempted to return to a focus on basic education skills and raise standards for teachers and students.

25. New Jersey v. T.L.O. (1985) – The U.S. Supreme Court ruled that school officials may conduct ��œreasonable�� searches of students without a warrant if it fits within the Court���s definition of ��œreasonable.��

26. The Individuals with Disabilities Education Act (IDEA) (1990) – IDEA outlines the protocols for the implementation of education services to those with disabilities.

27. No Child Left Behind (NCLB) Act (2002) – NCLB mandates schools demonstrate the performance of their students as measured by statewide, standardized tests to assess and compare the academic progress of the schools.

28. The American Reinvestment and Recovery Act (2009) – This act of Congress provided $90 billion in funding to U.S. public schools, some of which was designated for local school districts to pay personnel and complete building repairs.

29. Common Core State Standards Initiative (2009) – An initiative of the National Governors Association (NGA) with support from the Council of Chief State School Officers (CCSSO) in which states use an agreed-upon set of academic knowledge and performance standards to build their schools��� curricula in order to prepare students to be career or college-ready by the time they graduate.

Required Texts

The Norton Anthology of American Literature (Eighth Edition) (Vol. Package 1: Vols. A & B)
ISBN-10: 0393913090
ISBN-13: 978-0393913095

Selected supplemental readings as posted on Blackboard

Calendar subject to change/revision with appropriate notice~

Syllabus for EN 209-019
Spring 2014

Week 2

T 1/14 Course introduction; Syllabus/policy statement
HW (for Thurs): “Navajo Creation Story” pp 25-34 (Norton Vol. A; subsequent page numbers refer to this volume unless otherwise specified)
“Native American Oral Culture” pp 7-8

W 1/15 Last day to register or add a class
Last day to drop a course without a grade of “W”

R 1/16 Journal (Navajo Story) due before 3 p.m.
Native American Stories & European Encounters; Read Iroquois Story in class

HW (for Tues): “Pilgrim and Puritan” pp 13-15
Anne Bradstreet
Intro p 207
prose “To My Dear Children” pp 235-238
poems pp 208-top of 213; pp 222-top of 230

Week 3

T 1/21 Journal (Bradstreet) due before 3 pm.
Bradstreet, Intro. to Poetry, & Puritanism

HW: Edward Taylor Intro p 289 & poems pp 298-307

R 1/23 Edward Taylor and Bay Psalm Book (Puritanism Cont’d)

HW: Benjamin Franklin Intro & “The Way to Wealth” pp 455-463
“American Literature in 1700” pp 16-18

Week 4

T 1/28 Journal (Franklin) due before 3 p.m.
Benjamin Franklin, Printing Press Lesson, Way to Wealth

HW: Phillis Wheatley Intro & poems pp 762-774
Poetry Cluster pp 722-737

R 1/30 Journal (Wheatley and/OR 2-3 other poems fr. cluster) due before 3 p.m.
Wheatley & Women’s Poetry Cluster

HW: Thomas Paine Intro & Common Sense pp 639-647
John Adams and Abigail Adams letters pp 626-629

Week 5

T 2/4 Journal (Paine and/or Adams) due before 3 p.m.
Revolution: Paine (Common Sense) & The Adams Letters

HW: Washington Irving Intro pp 25-27, “The Author’s Account of
Himself” pp 27-29, & “Rip Van Winkle” pp 30-41 (Norton Vol.
B; subsequent page numbers refer to this volume unless otherwise
specified)

R 2/6 Journal (Irving) due before 3 p.m. (unless you already did 5)
Presentation Group #1: Irving
Irving: Author’s Account of Himself & Rip van Winkle

HW: Intro pp 629-633, “The Philosophy of Composition” pp 719-727,
“The Raven” pp 637-640, “Annabel Lee pp 643-644”

Week 6

T 2/11 Presentation Group #2: Poe
Poe: Poetry & Philosophy of Composition

HW: Poe, The Tell-Tale Heart p 691
Poe, The Cask of Amontillado p 714

R 2/13 Journal (Poe) due before 3 p.m. (unless you already did 5)
Poe: Short Stories

HW: Douglass Narrative of the Life Intro pp 1170-1174; Narrative of the Life Chapter 1 (1182-1185) and Chapter 7 (1198-1201), as well as “What to the Slave is the Fourth of July?” (1251-1254)

Week 7

T 2/18 Journal (Douglass) due before 3 p.m. (unless you already did 5)
Presentation Group #3: Douglass
Douglass: Narrative
R 2/20 Douglass Cont’d. & Test Review

HW: Prepare for Tuesday’s Test

Week 8

T 2/25 Test #1

HW: p 286-294 Emerson “Circles”; p. 269 “Self Reliance”

R 2/27 No class; optional midterm conferences

F 2/28 Midterm grade submissions for 100-200 level courses (due 12:00
midnight)

Week 9

T 3/4 Journal (Emerson) due before 3 p.m.
Presentation Group #4: Emerson
Emerson & Transcendentalism

HW: Emerson “The Poet” p 295; get started on the Thoreau readings

R 3/6 Emerson Cont’d & Thoreau Intro.

HW: Thoreau Walden (PART OF) Chapter One (Economy) specifically pages 981-988; Chapter Two (Where I Lived, and What I Lived For) pages 1023-top of 1033; Chapter Five (Solitude) pages 1048-1054; Chapter Seventeen (Spring) pages 1136-1147

Week 10

T 3/11 Journal (Thoreau) due before 3 p.m.
Presentation Group #5: Thoreau
Thoreau

HW: pp 1483-1509 Melville “Bartleby”

R 3/13 Journal (Melville) due before 3 p.m.
Presentation Group #6: Melville
Melville

HW: p 418 Hawthorne p 418 “The Birthmark”; p 430 “Rappaccini’s Daughter”
Week 11

T 3/18 Journal (Hawthorne) due before 3 p.m.
Presentation Group #7: Hawthorne
Hawthorne

HW: p 920 Jacobs Intro and Incidents in the Life of a Slave Girl

W 3/19 Last day to drop a course with a grade of “W”

R 3/20 Journal (Jacobs) due before 3 p.m.
Presentation Group #8: Jacobs
Jacobs

HW: Alcott Intro and p 1750 “Literary Lessons”

Week 12—Spring Break

T 3/25 No Classes

R 3/27 No Classes

Week 13

T 4/1 Journal (Alcott) due before 3 p.m. (unless you’ve alread done 5)
Louisa May Alcott

HW: Dickinson pp 1659-1686

R 4/3 Journal (Dickinson) due before 3 p.m. (unless you’ve already done 5)
Presentation Group #9
Emily Dickinson

HW: pp 1314-1329 along with 1330-1333. (Preface to Leaves of Grass
and first six parts of Song of Myself)

Week 14

T 4/8 Journal (Whitman) due before 3 p.m. (unless you’ve already done 5)
Emily Dickinson Con’t and
Presentation Group #10
Walt Whitman

HW: pp 1334-1374. (Rest of Song of Myself)
R 4/10 Whitman Cont’d

HW: Prepare for next Thursday’s Test



Week 15

T 4/15 Whitman Cont’d & In-class Test Review

HW: Prepare for Thursday’s Test

R 4/17 Test #2

HW: Expository Essay

Week 16—Study Week

T 4/22 Study Week

R 4/24 Study Week

Final Expository Essay due by Monday, April 28 at 9:30 p.m. via Blackboard/Turnitin.