African American Education Curriculum

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The suburbs was a benefit only for the middle class white and white elite. The Black and Puerto Rican families had taken up the residence in the urban areas that the white Americans had left behind. “… Segregation is imposed not by religion or color but by the sharp knife of income or lack of income.” Segregation was still a large issue in the United States and racism had impact on all aspects of life including the price of homes. In the 1950s census African Americans were still paying one sixth more than whites did for them same kind of housing. In the supermarkets in the ghettos, prices were higher than those in the outer towns. The victims that took over these urban areas were subject to “no legal protection, exploited, cut down on services, …show more content…
How the United States viewed education and sifted through what was the important ideas and values to teach students has change over time. The history curriculum saw the most changes over time. With the value of historical information becoming less significant to the science and mathematics of the 1960s. The value of history became one of making students into good citizens, ones that would support the United States government, ones that would participate in government, and want to make a difference, assist America in the fight for space race. The United States wanted loyal citizen, anti-communism types. In 1948-1949 there was an increase in the enrollment of history class, with a concentration in United States history over 200,000 schools reported as an effect of this occurrence the requirements of the history curriculum became “better-enforced”. The idea of curriculum correlation, and core curriculum worked together to create a new type of curriculum for history. Curriculum correlation was the idea of respecting the separation of two subjects like English and history but relate the knowledge one gained from each subject to each other. The core curriculum the most used and well liked in 1956 was using information gain by a topic in order to solve real world problems. Edwin Carr quoted in Thomas D. Fallace’s The Effects of Life Adjustment Education on the U.S. History Curriculum, 1948-1957, “the goals of the core curriculum demand a social studies framework or at least the teaching of a large number of social studies concepts.” Dr. Ralph Tyler was a consulted to update the curriculum. He believed that education and learning could be found through objectives and learning experiences. He was a firm believer in the idea of the core curriculum and using life experiences in order to educate students. In the late 1940s, early 1950s the urge to change

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