American Educ. History & Pol. Study Guide (Exam 1)

Goal of Education

democratic equality, social efficiency, social mobility

Democratic equality

• educate citizens to participate in democracy

• political goal; public good

Social efficiency

• educate citizens to be workers

• economic goal; public/private good

Social mobility

• educate citizens for social/class advancement

• individual goal; private good 

“Top-down” reform

federal/state/local government, boards, businesses, etc.

“Bottom-up” reform

teachers, students, local community, parents, etc. 

Goal of Women’s Rights Topic

For women to get the same education as men, more than just learning about housework to be a wife, but to be a teacher

Common Schools

free schools in Northeast open for all white children to attend (Horace Mann)

Dame Schools

Schools that young girls could attend; early preparation for domestic duties

race/disability

Common schools were gender and class inclusive, but not inclusive based on __________.

Female Seminary Movement

female academics that offered women an education emerge around 1815

Mid-1800s

Colleges open to women

Normal Schools

schools created to train teachers; equivalent to a high school education

cultural process

Education is a _____ _______.

Transmission

What is learned in school; how it is taught

-Formal, informal, “hidden curriculum”

Production/Change

can induce/create change in someone

religion, race, wealth, and gender

Education was determined by ___________________.

Families, churches, tutors, and neighbors

Who also educated children?

Native American Boarding Schools

• Schools ran/supported by U.S. Government and religious groups

• Native American children forcibly removed from communities to go to the schools

Goals of NA Boarding Schools

• forced assimilation to American culture/values

• Christianize, land loss, and dispossession

Abuse, neglect, and death

_______________ were common at the NA Schools.

Carlisle NA Boarding School

• model for government boarding schools

• Focus on manual/vocational work

Reconstruction Era

Era when US attempted to rebuild after Civil War

political representation

1st time Black men in South gained ________ ____________. 

public education

Rewrite state constitutions to guarantee _____ ________.

abolished slavery

13th Amendment

citizenship/equal protection

14th Amendment

voting for males only

15th Amendment

no system

Before the war, ___ ______ of public education in South

enslaved people

Who was it illegal for to read/write?

Freedmen’s Bureau

What was created to help support for formally enslaved people? What funded and supported schools, teacher training institutions, and HBCUs?

American Missionary Associations

What was a Protestant abolitionist group that promoted/supported Black education?

Goal of Progressive Era

a modern society of education

Activism/reforms

_________ try to make society safer and better to live in.

US during Progressive Era

Growing corporate industries, more immigration, lack of regulation, labor strikes

Pedagogical Progressives

• Learning is child-centered, self-directed, and project-based

• Learning by doing

John Dewey

Who created in Pedagogical Progressives?

Administrative Progressives

• Learning focused on social efficiency (students to be workers)

• Focus on scientific management of schools

Edward Thorndike

Who created and believed in Administrative Progressives?

Plessy v. Ferguson

segregation was considered to not violate the U.S. Constitution as long as their qualities were equal (“separate but equal”) (Jim Crow)

Brown Decision

• Segregation declared to be a violation of equal protection clause

• “separate educational facilities are inherently unequal”

• 9-0 decision

inferiority

Segregation creates feelings of ________ and impedes ability to learn

Doll Test

• Black children who had been segregated were given black and white dolls and associated positive characteristics with the white dolls and negative characteristics with the black dolls

• Helped in the Brown Decision, showed their internalized negative feelings toward themselves

Brown ll

• Court orders states to end segregation “with all deliberate speed” 

• People were resisting and NAACP wanted immediate desegregation 

U.S. Government 

_______ pushed the understanding that desegregation would take time and gradualism —> the court sided with them

Brown Resistance

• School districts could implement decision on their terms—tokenism or evasion

• Schools closed to avoid desegregation

• Schools gave reasons to not accept black students into their school

• Closing new schools/towns

Southern Manifesto

Around 1/5th of U.S. Congress signs resolution urging states to resist Brown

withholds funds 

Federal involvement _____ _______ from districts that don’t segregate 

Court

______ orders force compliance and provide oversight

apply

Common attitude beyond South is that” Brown doesn’t _______ to us.”

Grassroots movements

_____ _______ to challenge AND preserve segregation maintained through district borders and housing policy

Busing

_____ becomes a common tool to desegregate, but met with resistance often

Resistance against Busing

Why was there protests in Boston in the 1970s?

Swann v. Charlotte

• Supreme Court rules that busing is allowed to promote desegregation

• 9-0 decision

Milliken v. Bradley

Majority rules desegregate can’t be forced across district lines, unless proved segregation was intentional