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Lesson 5:Graphic of a Filing cabinet drawer The Curriculum
Introduction:
Teacher at Chalk Board
What is taught in schools and specifically, what is taught in career and technical education and more specifically agricultural education? 

The answer, especially to the last part of the question, varies greatly. It all depends in which state you teach. Some states have detailed curriculum guides for what is to be taught while other states allow the local teacher considerable latitude in determining what is taught. By the time you finish this lesson, you will have a better understanding of school curriculum in general and career and technical education and agricultural education specifically.
Learning Objectives:
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Upon completion of this unit the learner should be able to:
* Define curriculum.
* Identify trends and issues in the public school curriculum.
* Explain how the public school curriculum has evolved in America.
* Identify the program areas in vocational education and determine what is taught in each area.
* Describe the types of courses taught in agricultural education.
* Identify sources of curriculum materials for agricultural education.
Instructional
Activities:
Take the interactive pretest on the curriculum.
Read the following chapters from Teachers, Schools and Society (Sadker & Sadker)
  • 5th edition: Chapter 7 "What Students are Taught in Schools" and Chapter 8 "Controversy over Who Controls the Curriculum"
  • 6th editionChapter 6 "What Students are Taught in Schools" and Chapter 7 "Controversy Over Who Controls the Curriculum"
  • 7th edition: Chapter 6 "What Students are Taught in Schools" and Chapter 7 "Standards, Testing and Controversy Over Who Controls the Curriculum"
  • 8th edition: Chapter 6 "Curriculum, Standards and Testing."
* What types of courses are taught in agricultural education. Let's visit several states to see what courses are taught in agricultural education.
  •  North Carolina [you will need to scroll down until you come to the list of courses]. In NC the blueprint contains detailed information about what is to be taught in each course
  •  Illinois 
  • Georgia
  • Oklahoma
  • Wisconsin (you may find their emphasis on teaching units a little different than the other sites, and you may need to dig to find them)
* Several states have curriculum materials centers. Not only do they handle curriculum they produce, but curriculum materials from other states. Visit the various centers to see what curriculum aids are available. As a beginning teacher, you don't have to reinvent the wheel. *   Many agricultural educators are willing to share the curriculum materials they have developed. John Jones, an agriculture teacher in Arkansas, has assembled a tremendous collection of PowerPoint presentations.
* View the PowerPoint presentation on "Agricultural Education" on-line or download it to learn about what is taught in agricultural education and get a general overview of agricultural education.
* View the PowerPoint presentation on "Vocational Education Program Areas" on-line or download it to learn about what is taught in the other vocational areas. When you talk with your colleagues in career and technical education, it helps to know a little about what they teach.

Lagniappe:
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Read some comments from course evaluations at MIT.

Review:
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* After you read the chapter in the text  go to the following site and see how much you learned. http://highered.mcgraw-hill.com/sites/0072877723/student_view0/chapter6/multiple_choice_quiz.html

* After you read the chapter in the text  go to the following site and see how much you learned. http://highered.mcgraw-hill.com/sites/0072877723/student_view0/chapter7/multiple_choice_quiz.html
Assignment:
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After looking at the wide range of agriculture courses (units) taught in North Carolina, Illinois, Georgia, Oklahoma and Wisconsin, identify the four agricultural courses/units that you would enjoy teaching the most. Share this information with the class and tell why you would like to teach these courses/units. Be and sure to identify where the courses/units are from.


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