...relating the content you are teaching to the students everyday life, allowing the students the opportunity to use problem-solving techniques to understand material and discussing how society’s issues can directly relate to the topics in the lesson that we are studying. There is significant importance to relating the content you are trying to teach to the student’s everyday life. Being able to make the connection for them could be the difference in them understanding the content or just remembering answers for a test. In the American History classroom the students did not understand the importance of them having to learn the subject being taught therefore they had no interest in the lessons nor learning the material. The philosophy of progressivism states that the curriculum that is being taught “should be composed of experiences applicable in today’s world”. (Kauchak, Eggen, 2014, pg, 157) If a student fails to be able to see the...
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...History 110 / Midterm Study Guide During this part of the course we address several different themes that shaped modern America. The first is the importance of the Civil War and Reconstruction in setting the stage for the great industrial growth and development in the late 19th century. The second theme is the impact of industrialization in late 19th century America--economically, politically, socially, and culturally. A third theme centered on the emergence of an aggressive America foreign policy that in general sought to export American values and ideas so as to bring order to the international scene. The fourth major theme is the rise of progressivism in the first two decades of this century. Like the unions and Populists before them, the Progressives responded to the tremendous impact of industrialization and corporate capitalism on American society, however with much more success. A fifth theme centers on the American entrance into World War I and the war's impact on American society and politics. A sixth theme is the conflict over values and power in American society. Different groups (African-Americans, KKK, nativist/anti-immigrant, socialists, women, etc) with their own unique visions of what American society should be came into conflict over whose vision should predominate. A final theme is emergence of a powerful, welfare state in the form of the New Deal which finally addressed in a large-scale and systematic effort the negative consequences inherent in capitalism...
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...achieved unanimity. Instead, they laid the foundation for a philosophy of education debate that continues today. Part of the problem with trying to reach a conclusion for how to effectively teach lies within the diversity of learning styles in students. In addition, not all teachers have the same gifts for teaching. This is why I believe that it is important for every teacher to discover an education philosophy that works with his or her unique teaching style. This philosophy will guide them throughout their teaching career and will define them when they step into their teaching role. Through experimenting with many different teaching methods, I’ve created my own philosophy that encompasses elements of progressivism and constructivism. The first theory of education, progressivism, has played a key role in my education growing up and has been one of the strongest influences in shaping who I am today. For as long as I can remember, I have loved asking questions. As my constant stream of questions became so inextricably intertwined with the way that I learn, a simple answer or explanation from someone else was rarely sufficient enough. I needed to see, feel and experience anything and everything for myself as a way of discovering answers...
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...Capitalists claim people are rewarded for their efforts but can’t explain economic inequality from birth. Someone born into a poor household does not “deserve” their misfortune just as a wealthy baby did not “earn” the benefits of wealth. The socialist’s weakest argument is that profit by increasing a product’s price is “dishonest”. Dishonesty requires one party’s failure to recognize that they are being lied to. In a capitalist society, a person purchases goods at higher prices knowing they are paying more, and agreeing to do so out of a fundamental understanding of how capitalism...
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...Introduction Curriculum as a field of study is relatively young. Most place its birth during the second or third decade of this century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need...
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...in the Temperance movements that started in early Colonial times. The first temperance society in the United States was begun in New York in 1808 which begun a long battle between reformers and the American public for years to come. The modern movement for prohibition had its main growth in the United States and developed largely as of the agitation of the nineteenth century temperance movements (Colliers Encyclopedia 97). When World War I began the idea of prohibition was thought to be a way to keep the country patriotic and at the same time strong. A phrase that was commonly heard was “A drunk worker is not a productive worker” (McDonnel 394). Prohibition proved to be very difficult to enforce and at the same time the overall effect did more harm to the United States than good. In the United States constitution, amendment eighteen which was passed in 1919 stated that “ After one year from the ratification of this article, the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, or the exportation thereof from the United States and all territory subject to the jurisdiction thereof for beverages purposes is hereby prohibited.” Throughout this period of time when the amendment was in effect it was illegal to make, transport, or sell alcoholic beverages in the United States. When the amendment was repealed in December of 1933 America went through a major change. Among many causes of the Prohibition movement, the one thought to...
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...Syllabus College of Humanities HIS/125 U.S. History 1865 to 1945 Professor Jewell gjjewell@email.phoenix.edu 843-863-0102 Copyright © 2012, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events affecting U.S. history from the Civil War through World War II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, volume 2 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Reconstruction and the New South Details Objectives 1.1 Evaluate the outcomes of Reconstruction. 1.2 Summarize the economic, political, and social characteristics of the New South. 1.3 Explain the populist response to late 19th-century developments. Read the course description and objectives. Read the instructor’s biography and post your own. Read Ch. 16 of HIST2, Volume 2. Read pp. 318–325 in Ch. 19 of HIST2...
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...Stroll down the Champs-Élysées and past the Arc de Triomphe on a mid-nineteenth century Parisian afternoon and it is likely you might encounter two of the world’s most prized artists; Claude Monet and Edgar Degas. Though they were both men of the same race and products of similar backgrounds, Monet and Degas developed contrasting artistic styles. While it is unlikely that they ever publicly reviewed each other’s work, the prospect of Edgar Degas, a devout realist, commenting on Claude Monet’s works of impressionism likely evokes phrases such as ‘stylistic misunderstanding’ and ‘representational disdain.’ Both Claude Monet and Edgar Degas actively sought to achieve some level of worldly representation through their works. They achieved this representation through vastly different methods and fundamentally different brushstrokes. As brushstrokes are to the canvas of the painter, diction is to the pages of an author’s work. The stark and frequently unadulterated realism that Richard Wright, one of the major novelists to emerge from the Harlem Renaissance, is known for, is often contrasted to his contemporary and rival, Zora Neale Hurston’s, more socially appealing racial and human sensuality. Much like Monet and Degas, who aimed to achieve some level of inspiration through their art, Hurston and Wright both actively sought to expand the minds of their audience through socially provoking writing. While no record of contemporary criticism is in existence between Monet and Degas...
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...History of Health Care Reform Transcribed from a talk given by Karen S. Palmer MPH, MS in San Francisco at the spring, 1999 PNHP meeting) Late 1800’s to Medicare The campaign for some form of universal government-funded health care has stretched for nearly a century in the US On several occasions, advocates believed they were on the verge of success; yet each time they faced defeat. The evolution of these efforts and the reasons for their failure make for an intriguing lesson in American history, ideology, and character. Other developed countries have had some form of social insurance (that later evolved into national insurance) for nearly as long as the US has been trying to get it. Some European countries started with compulsory sickness insurance, one of the first systems, for workers beginning in Germany in 1883; other countries including Austria, Hungary, Norway, Britain, Russia, and the Netherlands followed all the way through 1912. Other European countries, including Sweden in 1891, Denmark in 1892, France in 1910, and Switzerland in 1912, subsidized the mutual benefit societies that workers formed among themselves. So for a very long time, other countries have had some form of universal health care or at least the beginnings of it. The primary reason for the emergence of these programs in Europe was income stabilization and protection against the wage loss of sickness rather than payment for medical expenses, which came later. Programs were not universal to start...
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...Discuss the factors influencing the emergence of the curriculum, models of curriculum design and the implication of curriculum evaluation. 1.1 Concept of curriculum There is no single definition of the curriculum .The most common definition of curriculum that most teachers give is that it is a syllabus or a program of study but this is an erroneous definition. For Taba (1962), it is a ‘plan for learning’, while Lawton describes the curriculum as “a selection from the culture of a society” (Lawton, 1975, p6). It has also been described as “a social and political construct that changes over time in response to a range of factors and influences” (Mc Cullock, 1992, p9). Hence, the term curriculum means different things for different people. While it is obvious that the curriculum is not neutral, its content and how it is transmitted depends on the kinds of interaction between curriculum developers, teachers and students. Stated differently, curricula emerges depending on the various ways curriculum developers, teachers and students interact with each other. In this essay, I will outline the internal and external factors that shape the interaction between the official curriculum, what is taught in secondary schools and learning that takes place in classrooms. Internal factors include the influences of philosophy, psychology and sociology, whereas external factors include the social, economic and political aspects that shape curriculum design. Two curriculum models, namely the rational...
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...Assignment 1 How was the south changed? The chief accomplishment of the new south was the expansion of textile production, as the number of cotton mills grew from 161 to 400. There was also an increase in the lumber industry, coal production, and tobacco growth. Although, the majority of southern farmers were not flourishing, which caused sharecropping and tendancy to increase between blacks and whites. The bourbons perfected a political alliance with northern conservatives and economic alliance with northern capitalists. They also reduced state expenditures and public debt. Attitudes about race became more strongly felt and the prospect of an electoral alliance between poor whites and blacks that could threaten the power structure became a possibility, so the southern states came up with various ways to disenfranchise blacks. Also, “Jim Crow” laws were enacted to mandate public separation of the races. Legalized segregation reinforced the notions of white racial superiority and African-American inferiority, creating an atmosphere that encouraged violence, and during the 1890s lynching’s of blacks rose significantly. Define the New West. After 1865, the federal government encouraged western settlement and economic exploitation. The transcontinental railroads opened the western half of the nation to economic development and created an interconnected national market. Needing rapid communication, companies built telegraph lines along the railroad as the track was laid...
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...AFRICAN POVERTY Duncan Kennedy* Abstract: African extreme poverty is probably a function (although not solely) of the balkanized post-colonial geopolitics of Africa. It is also probably a function (although not solely) of the income distribution generated by a typically perverse African political economy, through its effect on the allocation of resources to development. As between these two causes, the second is probably much the more important. This reinterpretation puts considerably more of the blame for African poverty on the Western great powers than does the “poverty trap” analytic that is a common contemporary way of thinking about the African economic situation. INTRODUCTION This essay, which really is an essay rather than a sustained scholarly encounter with the problem, proposes an alternative to the “poverty trap” analytic for understanding extreme poverty in sub-Saharan Africa. The poverty-trap idea is well instantiated by the following quotation from Jeffrey and Lisa Sachs, and it is common among liberal Western commentators on African economy. For the world’s poorest people, daily life is a struggle for survival, with millions of impoverished people each year losing that struggle to famine, disease, environmental catastrophes, and violent conflicts that arise in conditions of extreme deprivation. . . . One basic point, not always remembered, is that impoverished countries lack their own budgetary resources needed to supply vital—indeed life-saving—services such...
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...Economist readings 1. It pays to give Allowing consumers to set their own prices can be good for business; even better if the firms give some of it to charity http://www.economist.com/whichmba/it-pays-to-give?fsrc=nlw|mgt|01-12-2011|management_thinking [pic]IN OCTOBER 2007 Radiohead, a British rock group, released its first album in four years, “In Rainbows”, as a direct digital download. The move drew a fair bit of attention (including from this newspaper) not only because it represented a technological thumb in the eye to the traditional music industry, but also because the band allowed listeners to pay whatever they wished for it. Some 60% of those who seized the opportunity paid nothing at all, but the band seemed pleased with the result; one estimate had it earning nearly $3m from the experiment. One group outside the music industry taking an interest was a trio of professors then at the Rady School of Management at the University of California, San Diego: Ayelet Gneezy, Uri Gneezy and Leif Nelson (who is now at the Haas School of Business at the University of California, Berkeley). Inspired, they designed a series of experiments to gauge whether pay-what-you-want pricing would work for other businesses. Their most recent experiment, co-authored with Amber Brown of Disney Research and published in Science, also stirred in a new element: would it make any difference if firms donated some of the pay-what-you-want fee to charity? The authors set up their pricing experiment...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...IIBM Institute of Business Management Corporate Governance www.iibmindia.in Chapter 1 Corporate Governance Corporate governance refers to the system by which corporations are directed and controlled. The governance structure specifies the distribution of rights and responsibilities among different participants in the corporation (such as the board of directors, managers, shareholders, crors, auditors, regulators, and other stakeholders) and specifies the rules and procedures for making decisions in corporate affairs. Governance provides the structure through which corporations set and pursue their objectives, while reflecting the context of the social, regulatory and market environment. Governance is a mechanism for monitoring the actions, policies and decisions of corporations. Governance involves the alignment of interests among the stakeholders. There has been renewed interest in the corporate governance practices of modern corporations, particularly in relation to accountability, since the high-profile collapses of a number of large corporations during 2001–2002, most of which involved accounting fraud. Corporate scandals of various forms have maintained public and political interest in the regulation of corporate governance. In the U.S., these include Enron Corporation and MCI Inc. (formerly WorldCom). Their demise is associated with the U.S. federal government passing the Sarbanes-Oxley Act in 2002, intending to restore public confidence in corporate...
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