I believe that being an educator in the 21st century means being prepared to teach with various resources, including technology, in order to engage students. Using technology that students use daily and incorporating them into daily lesson plans will make students feel more engaged and maybe more actively involved because they feel that they are learning something valuable and something tangible that they can take with them and use later on.
Students have developed incredible skills with computers, ipods and other electronics. They use computers daily and are incredibly proficient. If teachers want to make their students more involved and better learners, computers and other electronic devices are, in the 21st century, necessary. The computer has connections to many programs, all of which are geared toward learning. These programs are often fun, combining lessons with games, intriguing students. These programs also are often individually based so that if someone is struggling, they can continue to work a little longer at the area that is giving them the most difficulty. Using the computer gives students access to a lot of information and also connects students to people around the world, allowing them to communicate and to share information easily and quickly. Furthermore, if teachers use the computers and technology, they are enabling their students to learn something that will stay with them forever.
By making exciting lesson plans that incorporate their skills on computers and ipods, teachers are guaranteeing that students will be more actively involved. For example,
on one of the youtube videos, people talked about using ipods for their lessons. Kids could all bring in their ipods and pick a song, listen to the lyrics, and then use the message of that song or a lyric to write a creative piece of literature based on that theme. By doing this, the teacher is actively involving the student. They are more motivated because they can be creative and they were able to maybe pick a song that related to their lives, therefore connecting life and reality with schoolwork. The assignment would be completely theirs. This would also teach students to link things that happen in their personal lives to events in history or other subjects.
To be an effective teacher in the 21st century, teachers must use all sorts of resources to get students more interested. In this time and era, there are so many things to do and so many forms of entertainment that it is hard to make kids excited about learning but if teachers would take something personal and connect it to school, they might be able to get the kids interested. In high school, a lot of busy work is given and many students get frustrated with this, thinking there is no purpose in the homework. To be an effective teacher in the 21st century where students are busy with video games, movies, social time, sports, music and all of the other extra curricular activities available, they have to come up with ideas that grab the student’s attention and how better to do that than with the very items that are making kids pay less and less attention to school. It is no longer acceptable for teachers in the 21st century to use the lecture format in school. Kids in this century want to be heard. They have been raised to think and to have opinions and when teachers simply lecture, they have no chance and their voices are stifled and many tune out and don't listen. More creative projects, hands on ideas, and progressive teaching are needed. Kids need to be treated as equals and as young adults who have good ideas. Being more productive and having a more open classroom, where there is lots of discussion enables the students to get involved and to take part in their education. The role of the 21st century teacher is no longer like a parent giving advice and information to kids but has changed to a more Socrates method where the kids use their own knowledge to decide for themselves, making them think and link.
Therefore, it is the duty of the 21st century teacher to incorporate the items and interests that students have outside the classroom and bring them into the classroom in order to engage them more so that they don’t lose them. They need to have a more progressive classroom in which the students have more control in the learning process and in which the students can experience making their own decisions and backing it up with facts. Technology will get their attention and then teachers must hold it by having a room that is open to new interpretations and creative outlooks.
Wednesday, September 3, 2008
First day of sophmore year, 1st semester
Today is the day! Classes started and summer has just officially ended. I am now a sophomore at the University of Farmington and the year is already starting out extremely busy but fun. Yesterday I unpacked for school and for a while, I thought that I would never stop unpacking but after three hours, everything was put away. Now, everything is in its designated space and the room is clean and practically sparkling- a good start for the year. Summer was great this year and I am certainly sad to see that it is over but hopefully they will just continue to get better!
Thursday, December 13, 2007
blog f
SED 125 and EDU 125 have shown me that teaching will be a challenging job and that it does require work, effort and patience. Yet, they have also shown that teaching is a rewarding experience. Learning about education and about the diversity found in classrooms has made me even more determined to become the best teacher I can be. I want to be like the teacher in Freedom Writers and I want to be an inspiration and get through to my kids. I want to show them that learning can be fun and that everyone can succeed. EDU 125 made me think about what kind of teacher I want to be and how I am going to run my classroom. Before I took this class, I had known that I wanted to be a teacher but I never thought about what it meant to be a teacher. It takes a lot more planning and hard work than I originally thought. Before learning about the philosophies, I would not have been able to think about what I expect from myself and from my students but now I have an idea of how my classroom will run.
I now have a starting point. I know that I want my classroom to be a safe place where no one is afraid to speak and I want my students to learn how to be respectful to each other, no matter the differences. I will not simply force them to learn but will allow them to become actively involved in their own learning through experiments. They will become independent and not dependent on me because I will simply be in the background, their guide should they need one.
This class also made think of what challenges will lie ahead. I have gone to school in a mostly white area, middle-class to poor socioeconomic standing, in a very small town. There was not a lot of diversity. There were maybe 2 black children and 3 Hispanic and a total of about 6 special needs students, many of whom I rarely even saw. As a teacher, I have begun to realize that I might get people with different learning abilities, people with different cultures, races and heritages and that I must be able to teach each and every one of them. Before this class, I had never thought of this but now, I have begun to think about this situation and have been thinking of how to teach everyone so that they all learn.
I think, in high school, when you are deciding your career, it might seem easy. I mean, teaching 3rd graders, how hard can that be? However, what I and probably many of my peers thought was that it sounded easy because, after all, how hard can 3rd grade math be? What I have realized after taking this class is that it is not necessarily the content that is hard but it is explaining how to do it that is difficult. It is always much harder to explain how you got an answer than to just do it out. This is the teacher’s job though. We are expected to know how to break things down so that all the students understand it. We have to be able to teach in a variety of ways so that everyone can succeed. Furthermore, as a teacher, I am going to have to try and be creative so that I never run out of experiements. My job is to teach so that everyone is interested. I have to make learning fun, which is a lot of work sometimes. I also have to learn how to teach subjects that I was never good at, such as math.
I realized, after taking these classes, that there is a lot more to teaching than simply reading out of a textbook and lecturing. It takes hours of planning and decision-making and hours of deciding how to teach in several different ways to become a good teacher. Yet, I know that I will not give up because despite the hard work and the disappointing pay, it is worth it because the children are worth it. All the hard work that you do will be paid in full when you see a smile of triumph and happiness from a child that gets it or even when a child who has struggled finally understands it. All the money in the world could not be better than seeing your students finally understand what you have been trying to teach them.
I now have a starting point. I know that I want my classroom to be a safe place where no one is afraid to speak and I want my students to learn how to be respectful to each other, no matter the differences. I will not simply force them to learn but will allow them to become actively involved in their own learning through experiments. They will become independent and not dependent on me because I will simply be in the background, their guide should they need one.
This class also made think of what challenges will lie ahead. I have gone to school in a mostly white area, middle-class to poor socioeconomic standing, in a very small town. There was not a lot of diversity. There were maybe 2 black children and 3 Hispanic and a total of about 6 special needs students, many of whom I rarely even saw. As a teacher, I have begun to realize that I might get people with different learning abilities, people with different cultures, races and heritages and that I must be able to teach each and every one of them. Before this class, I had never thought of this but now, I have begun to think about this situation and have been thinking of how to teach everyone so that they all learn.
I think, in high school, when you are deciding your career, it might seem easy. I mean, teaching 3rd graders, how hard can that be? However, what I and probably many of my peers thought was that it sounded easy because, after all, how hard can 3rd grade math be? What I have realized after taking this class is that it is not necessarily the content that is hard but it is explaining how to do it that is difficult. It is always much harder to explain how you got an answer than to just do it out. This is the teacher’s job though. We are expected to know how to break things down so that all the students understand it. We have to be able to teach in a variety of ways so that everyone can succeed. Furthermore, as a teacher, I am going to have to try and be creative so that I never run out of experiements. My job is to teach so that everyone is interested. I have to make learning fun, which is a lot of work sometimes. I also have to learn how to teach subjects that I was never good at, such as math.
I realized, after taking these classes, that there is a lot more to teaching than simply reading out of a textbook and lecturing. It takes hours of planning and decision-making and hours of deciding how to teach in several different ways to become a good teacher. Yet, I know that I will not give up because despite the hard work and the disappointing pay, it is worth it because the children are worth it. All the hard work that you do will be paid in full when you see a smile of triumph and happiness from a child that gets it or even when a child who has struggled finally understands it. All the money in the world could not be better than seeing your students finally understand what you have been trying to teach them.
Friday, November 30, 2007
Black History. (n.d.). Retrieved November 12, 2007, from http://www.galegroup.com/free_resources/bhm/bio/washington_b.htm.
Booker Taliaferro Washington on Education. (1998). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/
0442.pdf.
Life After the 13th Amendment. (n.d.). Retrieved November 20, 2007, from http://www.history.rochester.edu/class/douglass
/part5.html.
McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://Afroamhistory.about.com/od/
btwashington/a/bio_btw_2.htm.
Reece, D.M. (n.d.) Washington, Booker T. Retrieved Novexmber 10, 2007, from http://www.learningtogive.org/papers
/index.asp?bpid=133.
Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
Booker Taliaferro Washington on Education. (1998). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/
0442.pdf.
Life After the 13th Amendment. (n.d.). Retrieved November 20, 2007, from http://www.history.rochester.edu/class/douglass
/part5.html.
McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://Afroamhistory.about.com/od/
btwashington/a/bio_btw_2.htm.
Reece, D.M. (n.d.) Washington, Booker T. Retrieved Novexmber 10, 2007, from http://www.learningtogive.org/papers
/index.asp?bpid=133.
Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
Thursday, November 29, 2007
Blog E
As a student in Belfast Maine, I found that there was not much diversity in our town and school. Most of the students that went to Belfast were middle-class to poor white Caucasian people. There were very few African Americans, Chinese, Japanese, or Spanish people. Looking at other schools, I wish we had the diversity that other schools did because you can learn so much from other’s cultures. When I came to Farmington, I met a couple people from different cultures. I think this is important because you are given an opportunity to see what other people in other countries are like. They have different manners, different ways of talking and have had many different experiences, even in school. One of my best friends from Farmington originates from Japan and she is amazing. She has a very different way of looking at the world, which is very refreshing. Always polite, her culture has taught her to be empathetic to others and to look at the positive. I think that diversity is important because we can learn things from other cultures.
I believe that diversity is important because it teaches students to respect others that are different from them. It makes them listen to new ideas and they have to learn how to get along with people that they don’t usually hang out with. Sometimes we can learn from people from different cultures. My friend from Japan makes me want to better myself. Her culture and upbringing as made her a friendly, kind and caring individual. She always sees the positive side and is an incredibly hard worker, a trait that is seen more and more from people that come from Japan. I try to learn from her and work hard, and try to be optimistic like her. Her culture has affected her and because she is my friend, it affects me as well.
I know that in this day and age, there is going to be much diversity in the classroom. As more and more students migrate to the United States and from different backgrounds, it would be stupid to assume that you are not going to have different races and cultures in your classroom. In order for everyone in my class to succeed, I must create an environment where everyone feels comfortable and is not scared because they are different. Everyone must feel supported and welcomed. One way to make feel comfortable in the classroom is to dispel any stereotypes you or your students have developed. Do this by showing how different everyone is and how you cannot judge a person simply by the color of his or her skin or by the place they were born. Play games to show what your students have in common (for example, ask different questions such as, what is your favorite color etc).
When these students are in the classroom, I will make sure that they know that their comments and opinions are wanted and are valued. I want my students to participate in class discussion and by creating a safe environment, I hope that students will feel free to voice their opinions. For students that do not speak English or English is not their first language, I will try to help. When there are tests, I will help these children, reading to them the questions and answering any questions that occur from the reading. I will also offer help outside of class for any students that are struggling with the language. I will hold discussions in small groups, so that students can cooperate with each other. Furthermore, I will also try to encourage other students to learn about the diversity in the classroom by giving assignment and teaching in class about these cultures and will show them what each culture has to offer us.
I believe that diversity is important because it teaches students to respect others that are different from them. It makes them listen to new ideas and they have to learn how to get along with people that they don’t usually hang out with. Sometimes we can learn from people from different cultures. My friend from Japan makes me want to better myself. Her culture and upbringing as made her a friendly, kind and caring individual. She always sees the positive side and is an incredibly hard worker, a trait that is seen more and more from people that come from Japan. I try to learn from her and work hard, and try to be optimistic like her. Her culture has affected her and because she is my friend, it affects me as well.
I know that in this day and age, there is going to be much diversity in the classroom. As more and more students migrate to the United States and from different backgrounds, it would be stupid to assume that you are not going to have different races and cultures in your classroom. In order for everyone in my class to succeed, I must create an environment where everyone feels comfortable and is not scared because they are different. Everyone must feel supported and welcomed. One way to make feel comfortable in the classroom is to dispel any stereotypes you or your students have developed. Do this by showing how different everyone is and how you cannot judge a person simply by the color of his or her skin or by the place they were born. Play games to show what your students have in common (for example, ask different questions such as, what is your favorite color etc).
When these students are in the classroom, I will make sure that they know that their comments and opinions are wanted and are valued. I want my students to participate in class discussion and by creating a safe environment, I hope that students will feel free to voice their opinions. For students that do not speak English or English is not their first language, I will try to help. When there are tests, I will help these children, reading to them the questions and answering any questions that occur from the reading. I will also offer help outside of class for any students that are struggling with the language. I will hold discussions in small groups, so that students can cooperate with each other. Furthermore, I will also try to encourage other students to learn about the diversity in the classroom by giving assignment and teaching in class about these cultures and will show them what each culture has to offer us.
Wednesday, November 14, 2007
my notes for the 2nd step of research
Person A- Booker T. Washington
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
my notes for the 2nd step of research
Person A- Booker T. Washington
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
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