identify the specific ideology underlying a curriculum.

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Please use the sources and historical periods to answer the prompts below.
Part 1: A) Watch the video “I Just Sued the School System,” which is about 6 minutes.
https://www.bing.com/videos/search?q=youtube+i+just+sued+the+school+system&view=detail&mid=3B99214681E6B01028F43B99214681E6B01028F4&FORM=VIRE
B) Compelling Argument: Total 5 points
*The lawyer who presented the opening statement is suing the school system on behalf of all of the fish. You are present during this case. Create a compelling argument, advocating or contradicting the lawyer’s statement, on behalf of the fish. In the spirit of UBD, you will begin with the end in mind. In your opening /thesis statements be concise and indicate your stance (contradictory or supportive of the speaker’s argument). Example: “I support…”, or “I do not support…” To strengthen your argument, include support testimony from at least 3 specific cited sources from our class content (articles, class notes, readings, etc.).
Course Objectives:
• Be able to be conversant with the origins, basic assumptions, concepts and criticisms of various curricula.
• Be able to understand the connections between the nature of knowledge and curriculum theory, including the underlying biases and/or social-historical influences.
• Be able to identify the specific ideology underlying a curriculum.
• Be able to understand the elements of how to design curriculum using the UBD framework.
Rubric:
5 points: strong and thoughtful connections to all course content, strong and thoughtful connections to three (3) or more specific cited sources, strong advocacy for your position, excellent mechanics
3-4 points: strong and thoughtful connections to all course content, strong and thoughtful connections to at least 2 specific cited sources, advocacy for your position, one or two errors in mechanics
2-0 points: weak connections to content, lack of advocacy for your position, weak/no connections to specific cited sources and some errors in mechanics
Part 2: What Have We Learned from an exploration of the History of American Education?
Course Objectives:
• Be able to be conversant with the origins, basic assumptions, concepts and criticisms of various curricula.
• Be able to understand the connections between the nature of knowledge and curriculum theory, including the underlying biases and/or social-historical influences.
• Be able to thoughtfully articulate your own beliefs about curriculum.
*We have explored the history of American Education from the beginning of the Colonial Period up to present day 2021. We have identified and discussed some of the major political, social, cultural, and economic factors which defined and contributed to the creation and development of the American Public School System, curriculum, and to some extent American Education, in general. Discuss three critical lessons regarding the development of American Education which you have learned from the historical periods presented by your colleagues (excluding yours) Be sure to identify the historical periods and be very specific in justifying your views.
Rubric:
5 points: strong and thoughtful connections to course content, strong and thoughtful connections to three (3) or more specific historical periods, strong details to support each critical lesson, excellent mechanics.
3-4 points: strong and thoughtful connections to course content, strong and thoughtful connections to at least 2 specific historical periods, details to support your critical lessons, one or two errors in mechanics.
2-0 points: weak connections to content, lack of details to support your critical lessons, weak/no connections to specific historical periods and some errors in mechanics.
Historical Periods: Colonial America: New England, Middle, Southern Colonies, Revolution and Early Nationalist Period,
The Common School, Civil War, and Reconstruction, Progressive Era, Depression, War, National Defense, Renewed Conservatism
Sources:
*Curriculum Theory: Conflicting Visions and Enduring Concerns. Los Angeles: Sage Publications, 2008. Schiro, Michael.
*McTighe, Jay author. (2004). Understanding by Design : Professional Development Workbook. Alexandria, Va. :Association for Supervision and Curriculum Development,

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