-
1700s -Early American Schools
Early character education programs relied on the Bible for reading, writing, and history. Character education centered around Christian morals and values (Watz, 2011). -
Benjamin Franklin's "Proposals Relating to the Education of Youth in Pennsylvania"
Benjamin Franklin made a strong case for moral and academic instruction (Watz, 2011). Franklin believed "students must be given opportunities to practice morality in the classroom" (Watz, 2011, p.38). -
1800s -Horace Mann, an advocate for Educational reform.
Mann, a supporter of universal education, advocated for including females in education and character-building practice in the classroom. Additionally, he advocated for more teacher training, especially in ethics and teaching strategies that would advance the development of character education (Watz, 2011). Furthermore, Mann believed that character education should be approached with care and dignity and be devoid of punishment or coercion. (Watz, 2011). -
1830s - McGuffey Readers
William McGuffey developed a series of reading books that helped students develop their reading, but these books also reflected the moral values of the time (Smith, 2018). McGuffey also used historical documents to help students connect and visualize moral values (Watz, 2011). -
YMCA and the Rapid Growth of America
1851, two YMCA chapters opened—one in Montreal and one in Boston ("YMCA Christian lay movement," 2023). With the rapid expansion of American industry, so was a move from rural to urban areas, and families were fearful that moral values would be affected; however, the YMCA sought to develop the character and religion of the youth but was exclusively offered to the wealthy (Watz, 2011). -
1910 - Boy Scouts of America and the 12 Scout Laws
In the early 1900s, Boy Scouts of America sought to help young boys learn about good morals through action to be well-rounded men who were healthy, moral, and patriotic men. Similarly to the YMCA, the BSA sought to support boys from the middle class (Watz, 2011). -
Influence of National and World Events on Social Studies Curriculum
In 1937, the New Deal, the Great Depression, and World War II impacted funding, which led to a review of education, particularly the social studies curriculum, as it needed to align with more progressive teaching styles. The New York State Board of Regents investigated what students were learning beyond the curriculum (Watz, 2011). -
1944 Education for Citizenship
The review process of the Social Studies curriculum led to the publication of the Education for Citizenship: Report for the Regents' Inquiry, which noted the importance of social studies in shaping the moral values of students but also its effects on American society (Watz, 2011). -
1960s-1980s Turmoil in the US and Eduction Causes Rapid Growth of Christian Schools.
Due to the turmoil caused by "drugs, violence, disrespect, deteriorating test scores, dysfunctional school bureaucracy, and teacher unions" (Watz, 2011, p.46), Christian families abandoned public schools. They welcomed the rapid growth of Christian schools to establish an education environment. seeking moral influence for their children (Watz, 2011). -
Period: to
Character Education Programs
The 1980s and 1990s saw an emergence of character education programs like the Heartwood Program and Character Counts brought about by the influence of the 20th century (Watz, 2011). -
School Shootings
Occurrences of several school shootings from 1999 to the early 2000s led to an intensive look at "factors that set the stage for violence in schools" (Watz, 2011, p. 49). It highlighted the hypocrisy and lack of modeling of ethical behavior for students since schools are run like businesses, lack of exposure or practice students are given to practice conflict resolution and harmful educational policies (Watz, 2011). -
Period: to
Common Core and the Digital Age
With the adoption of Common Core and an emphasis on embedding 21st-century global skills in the classroom, educators continue to redefine rigor and critical thinking skills, which include the practice of Common Core and character-infused lessons (Fink & Geller, 2016). Moreover, the 21st century has also created a need for schools to help students navigate the digital space more responsibly by addressing digital character education and virtual behavior expectations (Ohler, 2011).