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The NCHS spent over two years Essay on national education the standards, which include recommendations from thirty-five national education organizations. This entry describes what led up to the report and summarizes its recommendations as well as criticisms and revisions of the standards.
GOALS was the culmination of an education reform agenda announced by President Bush inwhich called for national standards in the subjects of English, mathematics, science, history, and geography. The education reform agenda enjoyed broad support from both politicians and the American public.
Standards The National Standards for History is a curriculum guide for students in elementary and secondary school. The standards are divided into ten historical eras beginning with the migration of Asian peoples to North America and ending with the modern United States.
For each era, between two and four standards describe the themes, content, and methodologies that students should master at each grade level. The specific details of assignments, activities, and content are left to individual instructors or school systems to determine.
One of the goals of the National Standards for History was to create a history curriculum that was focused not on rote learning of dates, facts, and names, but on ideas and issues in each historical era.
The leaders of the NCHS also strove to make the standards as inclusive as possible, working to ensure that the roles of women and minorities in U.
In addition to defining the historical content students should master, the standards also address the types of historical thinking that students should master by the end of high school. The standards categorize historical thinking skills into five areas: The Thinking Standards are presented to assist teachers in developing lesson plans that teach not only historical content, but also the skills to understand and use that content.
Criticism And Response The National Standards for History met fierce criticism from both politicians and educators when they were released inparticularly from former National Endowment for the Humanities head Cheney. Criticism from educators included complaints that the standards focused too much on small details and not enough on larger events or themes.
Some educators were also concerned by the appearance of presentism, the practice of making judgments of past events or cultures based on the values or morals of the present time, as in the case of elementary school students declaring that Christopher Columbus committed genocide.
Cheney led the criticism of the National Standards for History by arguing that the standards were an example of political correctness and focused on the negative aspects of American and European history. As examples, Cheney claimed that the standards mention McCarthyism nineteen times while ignoring heroes like Ulysses S.
Grant, who is included only once. Cheney also argued that the standards did not treat the failures of non-European cultures with the same rigor applied to the failures of the United States and European nations, stating that the standards discuss the advanced nature of Aztec civilization while ignoring issues like the Aztec practice of human sacrifice.
Other critics include William J. Bennetta, a fellow of the California Academy of Sciences, who wrote that the National Standards for History ignored the role of technology and science in the development of the United States by ignoring the contributions of individuals like the Wright brothers, Thomas Edison, and Albert Einstein while focusing on figures like Booker T.
Washington, who were not of the same importance.
In response to the criticism the standards received, they were revised in to accommodate recommendations of two panels organized by the Council for Basic Education, funded by the Pew Charitable Trusts and the John D.
After reviewing the standards, the council concluded that most of the criticisms of the standards were a result of the teaching examples included in the standards, not the standards themselves.
National standards for history discussion on h-net lists. Retrieved August 20,from http: Culture wars and the teaching of the past. National Center for History Standards.
National standards for history.Moral and national education (MNE, Chinese: 德育及國民教育) is a school curriculum proposed by the Education Bureau of Hong Kong, changed from the moral and civic education (MCE, Chinese: 德育及公民教育).The subject was particularly controversial for applauding the communist and nationalist positions of China's government on the one .
National Education Association Essay The National Education Association (NEA) is the largest professional employee organization and one of the most powerful labor unions in the United States. It works to improve public education and attain higher salaries and better working conditions for educators and school employees through political activism, research, professional development, contract .
The winning essay from each of the four grades will then be judged on the national level and the winners are announced. Each student participant receives a certificate of participation from the chapter and the chapter winners receive bronze medals and .
Essay on National Education Standards Words 6 Pages Current reforms and initiatives based on the national education standards focus on student’s achievement and teacher’s preparation.
In this essay, both the advantages and disadvantages of national education in Hong Kong will be examined before drawing a conclusion based on the giving evidence. Moral and national education (MNE) is a school curriculum proposed by the Education Bureau of Hong Kong in The Objective Of National Philosophy Of Education Education Essay.
Print Reference this. Disclaimer: The national curriculum of the school reflects the objective of National Philosophy of Education in the ways of producing insan model. Education Essay Writing Service Free Essays More Education Essays Examples of Our Work Education.