Image: “Drawings About Legal Profession” (AI-generated) by Freepik is used under the Freepik license.

Overview

This module covers the topic of developments in U.S. Education in the Early 20th Century 

Learning Outcomes

After completing this module, you should be able to:

• Analyze the Contributions of Key Figures and Events: Identify and describe the contributions of key figures, landmark events, and important court cases in the history of American education from 1900 to 1950, and explain their lasting impact on the education system.

• Connect Historical and Contemporary Education Issues: Compare and contrast controversies in U.S. education from 1900 to 1950 with similar issues in education today, recognizing the continuity and change in educational debates over time.

• Enhance Note-Taking and Study Skills: Effectively use a study guide to take organized and focused notes from a video, improving your ability to retain and analyze key information related to U.S. education history.

Learning Activities 

• Group 1 Presentation: Facilitating Class Conversation 

• Assignment #3: Public Schools Then and Now

•  Weekly Self-Care Journal

• After-Class Reflection

Learning Activities 

VoiceThread Discussion 2: Understanding the Roots of American Education

Goal: The goal of this discussion is to critically examine the historical impact of policies on the current education system. 

Task:  Record yourself using VoiceThread based on the guiding questions below.

Instructions for Initial Post. After watching the video As American as Public School: 1900-1950, reflect on the following:

1.  How did the historical development of public education during this period influence your understanding of key educational issues? 

2. What specific information from the video challenged or expanded your perspective?

3. As an educator, what aspect of this historical context would you prioritize in teaching your students, and why is it important for them to understand this issue in relation to today’s education system? 

Instructions on replying to two of your classmates:

1. Comment on something you found interesting in their introduction.

2. Ask a follow-up question to engage in further conversation.

Assignment 3: Public School Then and Now

Purpose

This assignment helps you connect early 20th-century reforms in American public education with your own schooling experiences and current issues. You will analyze the video As American as Public School: 1900–1950 and apply what you learn to today’s debates in education.

Instructions 

Part A: Video Notes & Analysis (15 points)

1. Key Figures
   List at least three figures from the video and their major contribution(s) to public education in the U.S. (2.5 point each). Requirement: For each person, include one detail or direct quote from the video with a timestamp (e.g., “At 12:45, the narrator says that Dewey believed schools should be laboratories for democracy”).

2.  The Gary Plan
   In two paragraphs (or clear bullet points):

• Explain the positive aspects of the Gary Plan as implemented in Gary, Indiana.

• Explain the negative reactions to the plan in New York City.
  Requirement: End with a 1–2 sentence personal comparison to your own schooling. (Example: “This reminds me of how my middle school rotated students through art and shop classes alongside math and reading.”)
  
  
  

Part B: Hot Topic Then and Now 

Choose ONE of these topics that was debated in the first half of the 20th century and is still debated today:

• English language learning

• IQ testing

• Progressive curriculum (John Dewey and/or the Gary Plan)

Paragraph 1: Historical Context 

• Describe what was happening in the early 20th century about this issue.

• Use at least two details, quotes, or timestamps from the video to support your argument.
  
  

Paragraph 2: Present-Day Application 

• Describe how the same issue shows up in schools today.

• Use at least one local or recent example (e.g., Oregon schools, Portland Community College, or a news article).

• Add a personal reflection: How has this issue touched your own experience as a student, teacher, or community member?

Weekly Journal Self-Care for Future Educators: Make Taking Care of Ourselves a Priority

Teaching is deeply meaningful work, but it can also be emotionally, mentally, and physically demanding. One of the most important professional habits you can build now, as a future educator, is the ability to care for yourself with intention. Sustainable teaching begins with sustainable you.

Why Self-Care Matters in Education

As teachers, we support students through academic challenges, emotional stress, life transitions, and moments of growth. To do this well, we need to nurture and protect our own well-being. Self-care is not indulgent; it’s an essential part of ethical and responsible teaching. When you care for yourself, you:

• Strengthen your resilience and emotional regulation

• Model healthy habits for your students

• Improve your creativity, patience, and decision-making

• Build longevity in the profession
  
  

Your Self-Care Journal 

Throughout the module, you are invited to keep a simple Self-Care Journal. Make a copy of this Google Document and download the copy. Your journal’s purpose is to record one activity that you are doing to take care of yourself each week. We need to develop habits of self-care so that it can become part of our practice. The suggested prompts are provided to help you get started. If you are doing something else than the suggested activity, then add it to your journal. In your After-Class Reflection, report what you are doing each week as a self-care practice. 

Week 3 –After Class Reflections

Goal: The goal of this activity is to gather feedback on your understanding of concepts each week and address any questions you may have related to the content and instructions. This is considered a form of formative assessment. 

Instructions: Please complete the survey.