History of Education in the United States Instructor EDF ...

[Pages:4]History of Education in the United States EDF 3514

Living Syllabus

Instructor: Brittney Beck E:Mail: grace4@ufl.edu Office: Norman 2242 Office Hours: By appointment

Fall Semester 2014 * Meets Fridays from 9:35 until 12:35 * Section 2256 * Norman 2323

Course Description and Objectives

Whether you are pursuing a degree in education, history, or anything else, the issues we will consider in EDF 3514 are extremely relevant. We cannot fully understand current questions in education without figuring out from where these issues came. Indeed, we must inquire about what U.S. citizens in the past thought about education and why, in order to better understand what is happening in debates and discussions of U.S. education today. Thus, we can tie the history we discuss to the present to get a more informed picture of education's role is in U.S. society and how it is shaped by political, economic, demographic, social, religious, and moral factors. By doing this, we can gain a better appreciation of how teachers and students are situated in society today, while gaining valuable perspectives on American history.

By the end of the course, you will be expected to be able to provide knowledgeable opinions about the following:

1. Why Americans in the past thought about education in the ways they did--and how that impacts us today.

2. The political, economic, demographic, social, religious, and moral factors shaping education in U.S. history.

3. What directions should education take in this country in the future? What should our national goals be? Should we have a national agenda at all? How much can we count on schools to solve our social problems?

Class Expectations

1. Attend all class meetings and arrive on time. 2. Have readings and assignments completed by the dates listed in the syllabus. 3. Be prepared to discuss readings and actively participate during class. 4. Silence all cell-phones/electronic devices during class. 5. Laptops are not permitted, unless the instructor allows their use for a class activity 6. Other expectations to be added by you

Grading Policy

93%-100%

A

73%-76%

C

Critical Reflection Papers (3 x5%)

15%

90%-92%

A-

70%-72%

C-

Literature Circle

20%

87%-89%

B+ 67%-69%

D+

Class Participation & Attendance

20%

Mini-Lesson

15%

83%-86%

B

63%-66%

D

Midterm Essay

10%

80%-82%

B-

60%-62%

D-

Final Essay or Creative Project

20%

77%-79%

C+ 59%-below

E

Please note that grades will not be rounded up or down & Assignments will not be accepted electronically.

Required Texts 1. Wayne Urban & Jennings Wagoner: American Education: A History (2009). Fifth Edition. 2. Additional primary source documents to be distributed in class 3. You will choose ONE of the following,. Do not purchase until you've signed-up with me:

Carl F. Kaestle, Pillars of the Republic: Common Schools and American Society, 17801860. Hill and Wang: New York, 1983.

James D. Anderson, The Education of Blacks in the South, 1860-1935. University of North Carolina Press: Chapel Hill, 1988.

David Tyack, The One Best System: A History of American Urban Education. Harvard University Press: Cambridge, Mass., 1974.

Zoe Burkholder, Color in the Classroom: The Cold War Reconstruction of American Science Education. Palgrave Press: New York, 2002.

Essays Student will be given specific prompts to address and two weeks to complete each essay. Submissions must be word-processed, 12-point, black, Times New Roman Font, double-spaced with one-inch margins. Essays are designed for students to draw on multiple assigned readings and lecture/discussion topics. See Critical Thinking Rubric.

Critical Responses Students are expected to submit THREE responses to readings during the semester. Responses are designed to assist students during our class discussions and help students gain a deeper understanding of the texts. Responses are written in two parts. First, the students should offer a concise, yet informative, summary of the book's main arguments. Second, critique the book based on the criteria listed in the Critical Thinking Rubric. Responses should be approximately 500-600 words typed in 12-point, black, Times New Roman font, double-spaced with one inch margins. Students are to provide a title as well as a formal citation for the book. You may use the citation style that you are most familiar with, but be consistent.

Mini Lesson: Historical Roots of... During this semester, we will encounter new topics, authors, and ideas. The purpose of this assignment is for you to utilize resources other than those we are using in this class to help all of us develop our understanding of the historical roots of contemporary issues. Students are to develop a 15 minute mini lesson of what you have learned about an intriguing new idea, topic, or scholar. Students are also required to create a short handout as part of the lesson to be distributed to the class on the day of your lesson. You are encouraged to use multi-media, and/or activities to enhance your lesson. This is your opportunity to teach the class something new related to history of American education. See Inquiry and Analysis Rubric.

Attendance & Participation Each class you'll have the opportunity to earn 4 points using the following guidelines: On Time Attendance (1 point), Active, Informed, and Insightful Participation (2 points), and Dialectical Journal (1 point). See Teamwork Rubric.

Literature Circle The mid-semester literature circle will be on ONE of the following books; Carl Kaestle's Pillars of the Republic, David Tyack's The One Best System, James Anderson's The Education of Blacks in the South, or Zo? Burkholder's Color in the Classroom. You will choose the book according to your interests (although the numbers for each book will be capped). On four designated days, the class will meet, divide into groups according to the book, and engage with discussion questions or an activity. On the final day, each group will be responsible for a 30 minute presentation that offers a summary of the books main arguments, as well as a critique of the book. Discussion questions and activities to accompany the presentation are required.

Student Conduct Code/Academic Integrity As a result of completing registration at the University of Florida every student has agreed to the following statement: "I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University."

Cheating on exams in not tolerated and will be dealt with according to University Policy. While it's often a good idea to study in groups and among friends, the work you hand in must be a product of your own effort.

Please note that plagiarism from the Internet, from any established or unpublished manuscript, or from any current or former student's work will be considered a violation of the UF Academic Honesty policy. If you are not certain of the definition of plagiarism, please speak with your instructor. Failure to comply with the academic honesty guidelines 6C1-4.017, F.A.C. is a violation of the University of Florida Student Conduct Code and may result in expulsion of any lesser sanction. In this class, be especially careful that you do not plagiarize. Written work submitted for a grade may be submitted to screening by anti-plagiarism software (at discretion of the instructor).

Acceptable Use Policy Please read the University of Florida Acceptable Use Policy that can be found at http:// it.ufl.edu/policies/aupolicy.html. You are expected to abide by this policy.

Software Use All faculty, staff, and students of the University of Florida are required and expected to obey laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against the University policies and rules, disciplinary action will be taken as appropriate.

Students with Disabilities The University of Florida seeks to accommodate students with documented disabilities. Students with disabilities who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria are encouraged to contact the instructor as early in the course as possible to identify and plan specific accommodations. Students must supply an official letter from the Office of Students with Disabilities to assist in planning accommodations.

Counseling and Student Health Students with academic concerns related to this course should contact the instructor in person or via email. Students may also occasionally have personal issues that arise in the course of pursuing higher education or that may interfere with their academic performance. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the UF Counseling & Wellness Center, 352-392-1575. Visit their website for more information: . Also, crisis intervention is always available 24/7 from: Alachua County Crisis Center: 352-264-6789.

Date

Week One August 29

Week Two September 5

Week Three September 12

Week Four September 19

Week Five September 26

Week Six October 3

Week Seven October 10

Week Eight October 17

Week Nine October 24

Week Ten October 31

Week Eleven November 7

Week Twelve November 14

Week Thirteen November 21

Week Fourteen November 28

Week Fifteen December 5

Course Schedule

Readings

Assignments

None

None

Urban & Wagoner: Ch. 1-2 Primary Source Document

Urban & Wagoner: Ch. 3 1/4 of Lit Circle Book

Primary Source Document

Urban & Wagoner: Ch. 4-5 Primary Source Document

Urban & Wagoner: Ch. 6 1/2 of Lit Circle Book

Primary Source Document

Urban & Wagoner: Ch. 7-8 Primary Source Document

Urban & Wagoner: Ch. 9 3/4 of Lit Circle Book

Primary Source Document

Midterm Essay Assigned Midterm Essay Due

Homecoming: No Class, Readings, or Assignments :)

Urban & Wagoner: Ch. 10 Complete Lit Circle Book Primary Source Document

Urban & Wagoner: Ch. 11 Primary Source Document

Urban & Wagoner: Ch. 12 Primary Source Document

Urban & Wagoner: Ch. 13 Primary Source Document

Additional Readings as Assigned by Classmates

Approval for Mini-Lesson Due

Lit Circle Presentations Due

Last Day to Submit a Critical Response Paper

Mini-Lessons Due Final Essay Assigned

Thanksgiving: No Class, Readings, or Assignments :)

Primary Source Document

Final Essay Due

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