Davis
EDUC 771
Abstract
A solid curriculum has as many facets as the most ornately crafted diamond. Foundational to the
understanding of the lesson plan and the perspective chart is a required defining of the
perspectives within the curriculum itself.
For the purposes of this lesson plan and chart, there is
a need to understand five of them and relate the lesson to each requirement. The assignment
itself is a response paper in the form of a five-paragraph essay. While this assignment could be
crafted for any age-group with appropriate simplicity or complexity instilled, this setting is moreor-less a book report for sixth graders.
Davis
EDUC 771
Perspectives
From the moment of earliest perception, no two people share the same experience
exactly. Therefore, no two people share the same perspective on everything. Many perspectives
for purpose of building curriculum have been classified into a specific set of requirements.
Despite the disparity between and amongst them, a well-prepared curriculum can be reviewed
through the perspective of each and all. This is not to say that every assignment meets every
requirement well, but each requirement can be overlaid onto each assignment.
Perrenialism
Knight (2006) reminds us that “The great works of the past are a repository of knowledge
and wisdom which has stood the test of time and is relevant in our day” (p. 118). This, then, is
the foundational requirement for perrenialism. The assignment should be one containing a
perennial component, and as this assignment is a response to a reading, the reading selection
should also have a perennial component. To gain an approved subject for this assignment, it
would be incumbent upon the instructor to ensure that the reading is perennial in nature. The
assignment itself provides a base of skills and knowledge that are timeless indeed.
Essentialism
Knight (2006) posits “The school’s first task is to teach basic knowledge” (p. 122). For
any literature assignment, the basic knowledge must be to read, reflect, and respond. Ergo, the
reading selection should present some form of essential knowledge for the student. Further, the
response should identify that essential knowledge as well as demonstrate the student having
gained the basic skills to read, reflect, and respond.
Progressive
Davis
EDUC 771
The progressive assignment will ensure “Classroom activity should focus on problem
solving rather than on artificial methods of teaching subject matter” (Knight, 2006, p. 108). Life
is a series of problems to be solved. Within the assignment should be an element of problem
solving. For this assignment, each reading should have an element of problem solving as well.
Part of the assignment can be for the student to identify problems that are solved or could have
been solved a different way. For the student whose job it is to reflect upon the reading, the quest
is for solving the problem of identifying problems and solutions.
Reconstructive
Knight (2006) tells us that “If formal education is to be a part of the social solution in the
present world crisis, it must actively teach for social change” (p. 128). As such, the student
should be able to identify a need for and method for social change within the reading. Showing
that requirement can be part of the writing. The skill set in learning to write a strong response
paper will set the student for success in future writings and thus for the effect of social change.
Biblical
“A God-centered pattern of education demands that the Christian educator spell out
clearly the processes involved in the total structure of the curriculum. This means all procedures
and processes must be based on a definite theory of knowledge” (Cates, 2010, n.p.). Further,
“Christian educators are not only required to meet the educational needs of the students in the
growing population areas, but are also challenged to reflect a biblical worldview and integrate
faith and learning in their curricula” (Quinn, Foote, & Williams, 2012, p. 173).
Davis
EDUC 771
Davis
EDUC 771
CURRICULUM AND BIBLICAL PERSPECTIVES LESSON PLAN
Content Area: Literature
Grade Level – 6th
Field: Literature
Basic Assignment – Writing the five paragraph response essay
Identify book or article
Elements of the task: As below
Timeline for project – 1 week per paragraph and 1 week review –
Total time allowed, 6 weeks
Define the following: theme, plot, setting
Compose a thesis statement
Identify three salient points
Summarize the thesis
Rewrite first salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Rewrite second salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Rewrite third salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Provide a conclusory thesis
Summarize each salient point
Summarize the paper in one complete sentence
Note: This paper will be graded on the following:
Content – does it meet each basic requirement
Organization – is it in sequence as presented in the opening
Style – This paper will be in the current APA format
Mechanics – Is grammar and composition correct
Other – Are the citations appropriate to the text and properly researched including a
reference(s) page
Davis
EDUC 771
CURRICULUM AND BIBLICAL PERSPECTIVES CHART
Perspective
Perennialism
Essentialism
Perceptions
&
Goals
This text
is/was one
that will/has
stood the
test of time.
This text
reinforces
specific
learning
objectives
The text
aids in
problem
solving and
Progressive
advances
the children
in those
skills.
Character
skills that
aid in the
benefit of
Reconstructive
society are
in this text.
Biblical
This text
advocates
Biblical
principles.
Essential
Questions
How is
this text
relevant to
today’s
world?
Materials &
Resources
Approved
book or
Article
APA
Knight,
2006, p. 118
Bullock, et
al, p. A-37
What
Approved
basic
book or
knowledge Article
is gained
APA
from this
Knight,
text?
2006, p. 122
Bullock, et
al, p. A-37
What
Approved
problems
book or
are
Article
presented APA
and how
Knight,
are they
2006, p. 108
resolved? Bullock, et
al, p. A-37
How does Approved
this text
book or
advocate
Article
for social
APA
change?
Knight,
2006, p. 128
Bullock, et
al, p. A-37
What
Approved
Biblical
book or
foundation Article
is
APA
espoused
Cates, 2010,
in this
n.p.
text?
Quinn, et al,
2012, p. 173
References
Classroom
Procedures
Classroom
Assessment
Generate a five
paragraph essay
indicating the
significance of the
theme, plot and
setting as relevant
to real world
issues.
Generate a five
paragraph essay
indicating the
significance of the
theme, plot and
setting as relevant
to needed skills
and knowledge.
Generate a five
paragraph essay
indicating the
significance of the
theme, plot and
setting as relevant
to problem
solving.
Generate a five
paragraph essay
indicating the
significance of the
theme, plot and
setting as socially
relevant.
COSMO
Grading as
indicated in
basic lesson
plan.
Generate a five
paragraph essay
indicating the
significance of the
theme, plot and
setting as relevant
to Biblical values.
COSMO
Grading as
indicated in
basic lesson
plan.
COSMO
Grading as
indicated in
basic lesson
plan.
COSMO
Grading as
indicated in
basic lesson
plan.
COSMO
Grading as
indicated in
basic lesson
plan.
Davis
EDUC 771
Bullock, et
al, p. A-37
American Psychological Association. Publication Manual of the American psychological
association (Current ed.). Washington, D.C.
Bullock, R., Brody, M., & Weinberg, F. (2014). The Little Shawnee Handbook (Vol. 2). New
York: W. W. Norton.
Cates, P. (2010, July 11). A Christian Philosophy of Education. Retrieved March 16, 2015, from
http://www.faithchristianmin.org/2010/07/a-christian-philosophy-of-education/
Knight, G. R. (2006). Philosophy & education: An introduction in Christian perspective (4th
ed.). Berrien Springs, MI: Andrews University Press. ISBN: 9781883925543.
Quinn, M., Foote, L., and Williams, M. (2012). Integrating a Biblical worldview and developing
online courses for the adult learner. Christian Scholar's Review 41(2) Winter 2012, pp.
163-173.
Davis
EDUC 771
Select a content subject area (history, science, math, literature) and a grade level to develop.
Design a chart that illustrates how each of the curriculum perspectives (Perennialism,
Essentialism, Progressive, Reconstructive, Biblical) would structure the course by Perceptions &
Goals, Essential Questions, Materials and Resources, Classroom Procedures, and Classroom
Assessment. Use the attached template to complete the chart and incorporate at least five APA
citations.
CURRICULUM PERSPECTIVES
Perennialism, Heavy emphasis on Thought – “People are rational animals” (Knight, 2006, p.
116). “Human nature is universally consistent; therefore, education should be the same for
everyone” (ibid, p. 117). “Knowledge is universally consistent; therefore, there are certain basic
subject matters that should be taught to all people” (ibid, p. 117). “The subject matter, not the
child, should stand at the center of the educational endeavor” (ibid, p. 118). “The great works of
the past are a repository of knowledge and wisdom which has stood the test of time and is
relevant in our day” (ibid, p. 118). “The educational experience is a preparation for life, rather
than a real-life situation” (ibid, p. 119).
For Perennialists, the aim of education is to ensure that students acquire understandings about the
great ideas of Western civilization. These ideas have the potential for solving problems in any
era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant,
not changing, as the natural and human worlds at their most essential level, do not change.
Teaching these unchanging principles is critical. Humans are rational beings, and their minds
need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile
education. The demanding curriculum focuses on attaining cultural literacy, stressing students'
growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the
great works of literature and art, the laws or principles of science. Advocates of this educational
philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and
Mortimer Adler, who further developed this curriculum based on 100 great books of western
civilization.
Essentialism, Heavy emphasis on Natural Sciences – “The school’s first task is to teach basic
knowledge” (Knight, 2006, p. 122). “Learning is hard work and requires discipline” (ibid, p.
123). “The teacher is the locus of classroom authority” (ibid, p. 123).
Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is essential
knowledge and skills and academic rigor. Although this educational philosophy is similar in
some ways to Perennialism, Essentialists accept the idea that this core curriculum may change.
Schooling should be practical, preparing students to become valuable members of society. It
should focus on facts-the objective reality out there--and "the basics," training students to read,
write, speak, and compute clearly and logically. Schools should not try to set or influence
policies. Students should be taught hard work, respect for authority, and discipline. Teachers are
to help students keep their non-productive instincts in check, such as aggression or mindlessness.
This approach was in reaction to progressivist approaches prevalent in the 1920s and 30s.
William Bagley, took progressivist approaches to task in the journal he formed in 1934. Other
proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959), Paul
Copperman (1978), and Theodore Sizer (1985).
Davis
EDUC 771
Progressive, -- “The process of education finds its genesis and purpose in the child” (Knight,
2006, p. 106). “Pupils are active rather than passive” (ibid, p. 107). “The teacher’s role is that of
advisor, guide, and fellow traveler, rather than that of authoritarian and classroom director” (ibid,
p. 107). “The school is a microcosm of the larger society” (ibid. p. 108). “Classroom activity
should focus on problem solving rather than on artificial methods of teaching subject matter”
(ibid, p. 108). “The social atmosphere of the school should be cooperative and democratic”
(ibid, p. 109)
Progressivists believe that education should focus on the whole child, rather than on the content
or the teacher. This educational philosophy stresses that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arise through experiencing
the world. It is active, not passive. The learner is a problem solver and thinker who makes
meaning through his or her individual experience in the physical and cultural context. Effective
teachers provide experiences so that students can learn by doing. Curriculum content is derived
from student interests and questions. The scientific method is used by progressivist educators so
that students can study matter and events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education philosophy was established in
America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent.
One of his tenets was that the school should improve the way of life of our citizens through
experiencing freedom and democracy in schools. Shared decision making, planning of teachers
with students, student-selected topics are all aspects. Books are tools, rather than authority.
Reconstructive, “World society is in a state of crisis, and civilization as we know it will come to
an end unless current practices are reverse” (Knight, 2006, p. 126). “The only effective solution
to world problems is the creation of a planetary social order” (ibid, p. 126). “Formal education
can become a major agent in the reconstruction of social order” (ibid, p. 127). “Teaching
methods must be based on democratic principles that rely upon the native intelligence of the
majority to recognize and act upon the most valid solution to the world’s problems” (ibid, p.
127). “If formal education is to be a part of the social solution in the present world crisis, it must
actively teach for social change” (ibid, p. 128).
Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a
quest to create a better society and worldwide democracy. Reconstructionist educators focus on a
curriculum that highlights social reform as the aim of education. Theodore Brameld (1904-1987)
was the founder of social reconstructionism, in reaction against the realities of World War II. He
recognized the potential for either human annihilation through technology and human cruelty or
the capacity to create a beneficent society using technology and human compassion. George
Counts (1889-1974) recognized that education was the means of preparing people for creating
this new social order.
Critical theorists, like social reconstructionists, believe that systems must be changed to
overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian
whose experiences living in poverty led him to champion education and literacy as the vehicle
for social change. In his view, humans must learn to resist oppression and not become its
victims, nor oppress others. To do so requires dialog and critical consciousness, the development
of awareness to overcome domination and oppression. Rather than "teaching as banking," in
which the educator deposits information into students' heads, Freire saw teaching and learning as
a process of inquiry in which the child must invent and reinvent the world.
Davis
EDUC 771
For social reconstructionists and critical theorists, curriculum focuses on student experience and
taking social action on real problems, such as violence, hunger, international terrorism, inflation,
and inequality. Strategies for dealing with controversial issues (particularly in social studies and
literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning
and bringing the world into the classroom are also strategies.
Biblical – “Christian educators are not only required to meet the educational needs of the
students in the growing population areas, but are also challenged to reflect a biblical worldview
and integrate faith and learning in their curricula” (Quinn, Foote, & Williams, 2012, p. 173).
Quinn, M., Foote, L., and Williams, M. (2012). Integrating a Biblical worldview and developing
online courses for the adult learner. Christian Scholar's Review 41(2) Winter 2012, pp.
163-173.
“A God-centered pattern of education demands that the Christian educator spell out clearly the
processes involved in the total structure of the curriculum. This means all procedures and
processes must be based on a definite theory of knowledge” (Cates, 2010, n.p.).
Cates, P. (2010, July 11). A Christian Philosophy of Education. Retrieved March 16, 2015, from
http://www.faithchristianmin.org/2010/07/a-christian-philosophy-of-education/
Content Area: Literature
Grade Level – 6th
Literature – Writing the five paragraph response essay
Identify book or article
Define the following: theme, plot, setting
Compose a thesis statement
Identify three salient points
Summarize the thesis
Rewrite first salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Rewrite second salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Rewrite third salient point as topic sentence
Identify three sub-points including at least one direct citation
Summarize the thought
Provide a conclusory thesis
Summarize each salient point
Summarize the paper in one complete sentence
Note: This paper will be graded on the following:
Content – does it meet each basic requirement
Organization – is it in sequence as presented in the opening
Style – This paper will be in the current APA format
Mechanics – Is grammar and composition correct
Davis
EDUC 771
Other – Are the citations appropriate to the text and properly researched including a reference(s)
page