This book uses humor to explain the history and development of curriculum. It demonstrates how curriculum was created to share information equally among students and allow adjustment to change. The book also shows how identifying desired learning outcomes led to the development of curriculum based on survival needs and engaging students in similar tasks as adults. It assessed learning through active demonstrations from students and added more curriculum over time. The comical style helps different learners understand the content.

1. A Must Read for Educators
Robert Stover EDUU 609

2. Why?
• The job of an educator is a difficult one.
• One major obstacle is determining what to teach.
• Curriculum helps guide educators in order to guide students.
• This book helps explain a history and creation of a curriculum in a funny
way.
FURTHERMORE: This book explains how and why we need curriculum…

3. Ideas Behind Development of Curriculum
• The Saber-tooth Curriculum demonstrates:
• Development of Curriculum
• Sharing curriculum with all students- creating an equal distribution of information
• Adjusting to change – “True education is timelessness.”
• Questioning what the curriculum should include. What is education?
• Ratings system and values of learning.
• Necessity of research.

4. Identify Desired Results/Learning Outcomes
• Survival needs lead to identification of tasks that needed to be conducted.
• Children were playing without purpose doing similar tasks as adults- to
protect from boredom. This lead to the identification that these children
were able and ready to learn certain information.
• Because the children were taught earlier, they would, in theory,
have a stronger, more successful future.

5. Use of Functional Assessment
• Evidence of learning was shown by students carrying out actions. Active
learning.
• Fish-grabbing with bare hands
• Woolly-horse clubbing
• Saber-tooth tiger scaring with fire
• Later on additional curriculum added.

6. Serving the Needs of Diverse Learners
• This book is written in different styles which helps different types of learners
understand what is being said.
• Comical format
• Informal conversational format
• Summary of information near end of chapter

7. References
Peddiwell, J.A. (1939). The Saber-tooth curriculum. New York, NY: Mc-Graw
Hill.
Wiggins, G., & McTighe, J. (2006). Understanding by design. Upper Saddle River,
New Jersey: Pearson Education, Inc.