PATHWAY:Teaching as a Profession
COURSE: Examining the Teaching Profession
UNIT3:Society and Culture
Introduction
Annotation:
This unit will examine educational practices across the history of theUnited States and learn about laws and court rulings that have shaped our public education system.
Grade(s):
9thx / 10th
x / 11th
x / 12th
Time:
24, 50-minute periods; or 13, 90-minute blocks; or 20 hours
Author:
Celeste Cannon (WaltonCountySchool District)
Additional Author(s):
Teaching as a ProfessionNotebookDewarCollege of EducationValdostaStateUniversity, Maggie Roberts, Barbara Creaser, Kay McCollough
Terri Michael (WaltonCountySchool District)
Teressa Channell (HallCountySchool System)
Diane Brogdon (WaltonCountySchool District)
Students with Disabilities:
For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.
See accommodations attachment.
Focus Standards
GPSFocus Standards:
EDU-ETP 1 Students will demonstrate knowledge and understanding of the academic subject matter required for proficiency within their area. Academic Standards are integrated throughout the standards statements within their applicable discipline areas and documented immediately following the standard element.
EDU-ETP-3 Students will understand the historical perspective of US public education.
- Compare educational practices across the history of American public education.
- Evaluate the impact of historical movements on American public education.
- Describe the key influences of people who framed American public education.
EDU-ETP-4. Students will demonstrate an understanding of the professionalpractices and standards related to working in the field of education.
a. Determine knowledge and skills needed by teaching professionals.
b. Demonstrate personal characteristics needed to work in the teaching profession.
c. Identify qualities of effective schools.
d. Define a personal philosophy of education.
e . Prepare a personal career plan in preparation for a career in the field of education.
GPS Academic Standards:
SSCG1. The student will demonstrate knowledge of the political philosophies that shaped the development of the UnitedState constitutional government.
SSCG4. The student will demonstrate knowledge of the organization and powers of the national government.
Understandings & Goals
Enduring Understandings:
The role of society, culture, politics, and history has been and influential to teaching as a profession. The knowledge and skills required by teaching professionals has been influenced by these factors through history.
Essential Questions:
How did the system of education develop in the United States?
What are the main differences and similarities between public education in the United States and foreign educational systems?
How have changes in assessment affected instructional practices?
How have laws and court cases shaped education policy and practices?
What major changes have taken place in American education in the past 50 years?
What are the really important big ideas in educational history?
Knowledge from this Unit:
List important laws and court cases
Key terms:
Historical interpretationSocratic Method
Age of PericlesOld Deluder Satan Act
Dame schoolHarvard
Morrill Land GrantDiscrimination
Northwest OrdinanceSmith-Hughes Act
HornbookNew England Primer
Blue-backed spellerSlates
McGuffey’s ReaderBenjamin Banneker
religion-affiliated schoolsParochial schools
one-room schoolHome schooling
GI billcategorical federal aid
equal educational opportunityNo Child Left Behind (NCLB)
Committee of TenSeven Cardinal Principles
General Educational Development(GED)The Eight-Year Study
Normal SchoolsSegregation
separate but equalenabling laws
Judicial interpretive processthe Lemon test
affirmative actionindividuals with disabilities act (IDEA)
apprenticeshipbehaviorism
Cardinal Principles of Secondary EducationCarnegie unit
Common school
academy
Brown vs. Board of Education PL 94-142
Kalamazoo, Michigan, caseNational Defense Education Act (NDEA)
Plessy v. FergusonTitle IV
Title VITitle IX
Key People:
Sylvia Ashton-WarnerJerome Bruner
Mary McLeod BethuneKenneth Clark
ComeniusPrudence Crandall
John DeweyBenjamin Franklin
Paulo Reglus Neves FreireFriedrich Froebel
Johann HerbartThomas Jefferson
Horace MannMaria Montessori
Johann Heinrich PestalozziJean Piaget
Jean-Jacques RousseauBurrhus Fredrick Skinner
Emma Hart WillardBooker T. Washington
Frederick Douglas
Skills from this Unit:
Students will be able to write about and discuss contemporary issues in education by drawing from historical and global perspective.
Assessment(s)
Assessment Method Type:Select one or more of the following. Please consider the type(s) of differentiated instruction you will be using in the classroom.
Pre-testx / Objective assessment - multiple-choice, true- false, etc.
_x_ Quizzes/Tests
_x_ Unit test
Group project
Individual project
x / Self-assessment - May include practice quizzes, games, simulations, checklists, etc.
__Self-check rubrics
__ Self-check during writing/planning process
_x_ Journal reflections on concepts, personal experiences and impact on one’s life
__ Reflect on evaluations of work from teachers, business partners, and competition judges
__ Academic prompts
__ Practice quizzes/tests
Subjective assessment/Informal observations
_x_ Essay tests
__ Observe students working with partners
__ Observe students role playing
Peer-assessment
__ Peer editing & commentary of products/projects/presentations using rubrics
__ Peer editing and/or critiquing
Dialogue and Discussion
__ Student/teacher conferences
__ Partner and small group discussions
_x_ Whole group discussions
__ Interaction with/feedback from community members/speakers and business partners
Constructed Responses
__ Chart good reading/writing/listening/speaking habits
__ Application of skills to real-life situations/scenarios
Post-test
Assessment(s) Title:
Vocabulary Quiz
Unit test including essay
Debate
Assessment(s) Description/Directions:
Vocabulary quiz will include common acronyms used by educators;
Unit test will include vocabulary, court cases, and an essay question from debate activity;
Attachments for Assessment(s):Debate rubric
Learning Experiences
Sequence of Instruction
1. Identify the Standards.
EDU-ETP 1 Students will demonstrate knowledge and understanding of the academic subject matter required for proficiency within their area. Academic Standards are integrated throughout the standards statements within their applicable discipline areas and documented immediately following the standard element.
EDU-ETP-3 Students will understand the historical perspective of US public education.
- Compare educational practices across the history of American public education.
- Evaluate the impact of historical movements on American public education.
- Describe the key influences of people who framed American public education.
EDU-ETP-4. Students will demonstrate an understanding of the professionalpractices and standards related to working in the field of education.
a. Determine knowledge and skills needed by teaching professionals.
b. Demonstrate personal characteristics needed to work in the teaching profession.
c. Identify qualities of effective schools.
d. Define a personal philosophy of education.
e. Prepare a personal career plan in preparation for a career in the field of education.
SSCG1. The student will demonstrate knowledge of the political philosophies that shaped the development of the UnitedState constitutional government.
SSCG4. The student will demonstrate knowledge of the organization and powers of the national government.
2. Review Essential Questions.
How did the system of education develop in the United States?
What are the main differences and similarities between public education in the United States and foreign educational systems?
How have changes in assessment affected instructional practices?
How have laws and court cases shaped education policy and practices?
What major changes have taken place in American education in the past 50 years?
What are the really important big ideas in educational history?
3. Identify and review the unit vocabulary.
See Key Terms
4. Have studentscomplete a history project. A sample is attached.
5. Have students research the history of American education. One possible site is Have student present characteristics of different time periods.
6. Debates
Sample Debate topics:
Is Abstinence-Only the best sex education policy?
Does high stakes testing improve education?
Has No Child Left Behind been successful?
Should families receive government vouchers for private schools?
Has desegregation been successful?
8. Have students watch movies related to history of education. A possible list might include but not be limited to Lean on Me, The Miracle Worker, Stand and Deliver. Clips of Little House on the Praire might also be used.
9. Invite a retired teacher or administrator to discuss how education was in the old days.
7. Have students participate in a cumulative review discussion.
8. Have students take a unit test
Attachments for Learning Experiences:
History Project
GHSGT Writing Rubric
Guest Speaker Evaluation
Accommodations
Notes Reflections:
Include current events in education as might be relevant. Consider having students create a current events file or bulletin board and bring articles periodically (one per week, one every other week, etc.) to discuss.
Culminating Performance Task (Optional)
Culminating Unit Performance Task Title:
Classroom Notebook developed throughout all units of this course
Culminating Unit Performance Task Description/Directions/Differentiated Instruction:
Students will develop a classroom notebook consisting of notes, tests, journal reflections and important reference materials to be used upon entering the teaching profession.
Notebook should reflect knowledge and skills developed during the Teaching as a Profession Pathway courses.
Attachments for Culminating Performance Task:
Unit Resources
Web Resources:
of American Education Web Project
Attachment(s):
Activity 1 and Group reports (possible focus/introductory activity), Activity 2, Activity 3: History of Education, History of Education Project Description, Overview of Education in Georgia, Overview of Education in Georgia sources, Overview of Education in Georgia handout
Materials & Equipment:
Text Foundations of American Education Chapters 6 and 7(suggested resource)
What 21st Century Technology was used in this unit:
Top of Form
x / Slide Show Software / Graphing Software / Audio File(s)Interactive Whiteboard / Calculator / x / Graphic Organizer
Student Response System / Desktop Publishing / Image File(s)
Web Design Software / Blog / Video
Animation Software / Wiki / Electronic Game or Puzzle Maker
Email / x / Website
Bottom of Form
Georgia CTAE Resource Network Unit Plan ResourceUnit 3 Society and Culture• Page 1 of 7