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Skinner Saber-tooth curriculum chapter 2

This is a brief description of chapter 2 in the Saber-Tooth Curriculum.

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Skinner Saber-tooth curriculum chapter 2

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  1. Saber-Tooth Curriculum Ch. II Jennifer Skinner

  2. New-Fist • New-Fist was a doer and a thinker • He was unique in the fact that he created an education system • The thought occurred to him as he watched the children in his tribe play versus the adults working to survive • He wanted the children to be able to learn how to provide food, shelter, and security for the tribe when they get older

  3. The Curriculum • New-Fist generated a curriculum based on three main subjects: clubbing wooly horses, scaring saber-tooth tigers with fire, and catching fish with their bare hands. Students were given opportunities to practice these subjects. As these children grew older, they had an advantage over the other children in the tribe that did not participate in learning these three subjects. • Other intelligent members of the tribe stated to do what New-Fist was doing, and began to educate the children of the tribe given the new educational system and curriculum

  4. The Great Mystery • As New-Fist continued his education system, other conservative members of the tribe began to resist this system claiming that the Great Mystery “who speaks in thunder and moves in lightening” would not advocate the education of the children as the Great Mystery would have taught the children himself these three subjects. • However, New-Fist was able to persuade these conservatives stating that the great Mystery moves within him and the children and causing the children to want to learn. • This seemed to squelch the argument between the two stating that it is the Great Mystery’s will to be able to educate the children of the tribe.

  5. Life Changes • A new ice age approached the tribe, and life changed as a result • A glacier came down and with it bears. Additionally, it started to melt and made the lands muddy and swampy where the horses no longer wanted to live. The water became muddy and murky and no longer clear. • As a result, the tribe could no longer catch fish with their bare hands, club wooly horses, or scare saber-tooth tigers (as they got sick from the humidity). • Life began to evolve, however the curriculum stayed the same even though they could not longer do those activities in order to survive.

  6. Evolution • “Radicals” began to think outside of the box in order to keep their tribe alive. They had to as there was no other choice. So they thought creatively. • One radical created a net to catch the fish, another radical created traps to trap the horses, and another radical dug huge pits for the bears to fall into as they were not easily scared by fire. • As a result, they wanted to change the curriculum to accommodate these new techniques. These were great techniques and they caught more fish than they ever had! Trapped more horses than ever! And they took care of their bear problem. So why not teach this to the children of the tribe? • There was resistance from the elders as they did not want to change the curriculum within their educational system.

  7. The Elders • There was argument between the radicals that wanted to change the system to accommodate the new ways of living, and the elders that wanted to keep the curriculum the same. • They argued (the radicals) that catching fish with bare hands, clubbing wooly horses, and scaring saber-tooth’s no longer pertained to their way of life and security for the tribe. That children must learn these new ways in order to survive in the future. • The elders insisted that this curriculum sets the foundation for all future generations and that its course runs through all the noble aspects of living and affairs of life. The essence of true education they stated, is “timeless” and in fact should not be changed.

  8. Conclusion • We all must evolve in order to adjust to our way of life in order to survive. It is a slow and gradual process. Education is ever-evolving and it evolves much more quickly than our modes of survival. • Therefore, I believe that we should evolve to accommodate our curriculum. Yes, there are basics that need to be taught, a foundation if you will. However, times change and so do our students. I think this is one aspect that was left out of the chapter. • How do our students learn and how does their cognitive abilities evolve? As they evolve, shouldn’t our curriculum and teaching? We SHOULD teach new activities, but there also should be a basic concrete foundation that sets the tone for these new topics.

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