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"This course book presents primary sources that chart the social, intellectual, and political history of American colleges and universities from the seventeenth century to the present"--
Developed by social studies specialists, this resource helps teachers turn classrooms into primary source learning environments. This engaging book offers effective, creative strategies for integrating primary source materials and providing cross-curricular ideas. This resource is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills.
Described by others as quaint and exotic, or as depraved and threatening, and, more recently, as successful and exemplary, the Chinese in America have rarely been asked to describe themselves in their own words. This superb anthology, a diverse and illuminating collection of primary documents and stories by Chinese Americans, provides an intimate and textured history of the Chinese in America from their arrival during the California Gold Rush to the present. Among the documents are letters, speeches, testimonies, oral histories, personal memoirs, poems, essays, and folksongs; many have never been published before or have been translated into English for the first time. They bring to life the diverse voices of immigrants and American-born; laborers, merchants, and professionals; ministers and students; housewives and prostitutes; and community leaders and activists. Together, they provide insight into immigration, work, family and social life, and the longstanding fight for equality and inclusion. Featuring photographs and extensive introductions to the documents written by three leading Chinese American scholars, this compelling volume offers a panoramic perspective on the Chinese American experience and opens new vistas on American social, cultural, and political history.
This much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the volume examines the development of dual-language programs for immigrants, colonized Mexicans, and Native Americans during the nineteenth century. Part II considers the attacks on bilingual education during the Progressive-era drive for an English-only curriculum and during the First World War. Part III explores the resurgence of bilingual activities, particularly among Spanish speakers and Native Americans, during the interwar period and details the rise of the federal government’s involvement in bilingual instruction during the post-WWII decades. Part IV of the volume examines the recent campaigns against bilingual education and explores dual-language practices in today’s classrooms. A compilation of school reports, letters, government documents, and other primary sources, this volume provides rich insights into the history of this very contentious educational policy and practice and will be of great interest to historians and language scholars, as well as to educational practitioners and policymakers.
Written by teachers for use with their students, China Since 1644 explores China's captivating history from the seventeenth century to the present through a wealth of compelling primary sources, including imperial edicts, letters, short stories, essays, propaganda posters, maps, photographs, political cartoons and more.
Anyone studying the history of this institution in America must read Thelin's classic text, which has distinguished itself as the most wide-ranging and engaging account of the origins and evolution of America's institutions of higher learning.
At a time marked by strong demands for educational reform, the American school curriculum is a topic of special concern. This volume provides a comprehensive historical record of the evolution of the curriculum in America from the colonial period to the present day. The editors have compiled a collection of influential and representative documents in primary, secondary, and higher education in the United States. Each document is introduced by a short essay that discusses its historical context and significance. The result is a valuable chronicle of the development of the American school curriculum. The work begins with an introductory piece that overviews the development of the curriculum and surveys the most important works on curriculum history. The introduction is followed by excerpts from 34 documents representative of the school curriculum from The Rules and Course of Study of Harvard College, 1642 to the 1983 report, A Nation at Risk: The Imperative for Educational Reform. The essay that introduces each document closes with a brief bibliography, and the volume concludes with a more extensive list of sources for further reading. By consulting this reference, historians and educators can trace the development of the curriculum over the last 350 years.
James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.