Social studies

Last updated

In many countries' curricula, social studies is the combined study of humanities, the arts, and social sciences, mainly including history, economics, and civics. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the models of lower education in the United States such as philosophy and psychology. [1] One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues. [2] Social studies aims to train students for informed, responsible participation in a diverse democratic society. The content of social studies provides the necessary background knowledge in order to develop values and reasoned opinions, and the objective of the field is civic competence. [3] A related term is humanities, arts, and social sciences, abbreviated HASS.

Contents

In Australia

Human Society and Its Environment (HSIE) is a similar term used in the education system of the Australian state of New South Wales. [4]

In the United Kingdom

The original onset of the social studies field emerged in the 19th century and later grew in the 20th century. Those foundations and building blocks were put into place in the 1820s in the country of Great Britain before being integrated into the United States.

In the United States

The purpose of the subject itself was to promote social welfare and its development in countries like the United States and others. [5]

An early concept of social studies is found in John Dewey's philosophy of elementary and secondary education. Dewey valued the subject field of geography for uniting the study of human occupations with the study of the earth. He valued inquiry as a process of learning, as opposed to the absorption and recitation of facts, and he advocated for greater inquiry in elementary and secondary education, to mirror the kind of learning that takes place in higher education. His ideas are manifested to a large degree in the practice of inquiry-based learning and student-directed investigations implemented in contemporary social studies classrooms. Dewey valued the study of history for its social processes and application to contemporary social problems, rather than a mere narrative of human events. In this view, the study of history is made relevant to the modern student and is aimed at the improvement of society. [6]

In the United States through the 1900s, social studies revolved around the study of geography, government, and history. In 1912, the Bureau of Education (not to be confused with its successor agency, the United States Department of Education) was tasked by then Secretary of the Interior Franklin Knight Lane with completely restructuring the American education system for the twentieth century. In response, the Bureau of Education, together with the National Education Association, created the Commission on the Reorganization of Secondary Education. The commission was made up of 16 committees (a 17th was established two years later, in 1916), each one tasked with the reform of a specific aspect of the American Education system. Notable among these was the Committee on Social Studies, which was created to consolidate and standardize various subjects that did not fit within normal school curricula into a new subject, to be called "the social studies". [7]

In 1920, the work done by the Committee on Social Studies culminated in the publication and release of Bulletin No. 28 (also called "The Committee on Social Studies Report, 1916"). [7] The 66-page bulletin, published and distributed by the Bureau of Education, is believed to be the first written work dedicated entirely to the subject. It was designed to introduce the concept to American educators and serve as a guide for the creation of nationwide curricula based around social studies. The bulletin proposed many ideas that were considered radical at the time, and it is regarded by many educators as one of the most controversial educational resources of the early twentieth century. [8] [9] Early proponents of the field of social studies include Harold O. Rugg and David Saville Muzzey.

In the years after its release, the bulletin received criticism from educators on its vagueness, especially in regards to the definition of Social Studies itself. [8] Critics often point to Section 1 of the report, which vaguely defines Social Studies as "understood to be those whose subject matter relates directly to the organization and development of human society, and to man as a member of social groups." [7]

The changes to the field of study never fully materialized until the 1950s, when changes occurred at the state and national levels that dictated the curriculum and the preparation standards of its teacher. This led to a decrease in the amount of factual knowledge being delivered instead of focusing on key concepts, generalizations, and intellectual skills. Eventually, around the 1980s and 1990s, the development of computer technologies helped grow the publishing industry. Textbooks were created around the curriculum of each state and that coupled with the increase in political factors from globalization and growing economies lead to changes in the public and private education system. Now came the influx of national curriculum standards, from the increase of testing to the accountability of teachers and school districts shifting the social study education system to what it is today. [10] [11]

Branches of social studies

Social studies is not a subject unto itself, instead functioning as a field of study that incorporates many different subjects. It primarily includes the subjects of history, economics, and civics. Through all of that, the elements of geography, sociology, ethics, psychology, philosophy, anthropology, art and literature are incorporated into the subject field itself. The field of study itself focuses on human beings and their respective relationships. With that, many of these subjects include some form of social utility that is beneficial to the subject field itself. [12] The whole field is rarely taught; typically, a few subjects combined are taught. Recognition of the field has, arguably, lessened the significance of history, with the exception of U.S. History. [13] Initially, only History and Civics were significant parts of the high school curriculum; eventually, Economics became a significant part of the high school curriculum, as well. While History and Civics were already established, the significance of Economics in the high school curriculum is more recent. History and Civics are similar in many ways, though they differ in class activity. [14] There was some division between scholars on the topic of merging the subjects, though it was agreed that presenting a full picture of the world to students was extremely important. [15]

College level

Social studies as a college major or concentration remains uncommon, although such a degree is offered at Harvard University. [16] [17] Harvard first introduced social studies as a formal field of study in 1960, through the work of a committee led by Stanley Hoffman, [18] and today known as the Committee on Degrees in Social Studies. Hedge fund manager Bill Ackman, [19] guitarist Tom Morello, [20] and theater director Diana Paulus [21] all concentrated in social studies during their time at Harvard.

Teaching social studies

To teach social studies in the United States, one must obtain a valid teaching certification to teach in that given state and a valid subject specific certification in social studies. The social studies certification process focuses on the core areas of history, economics, and civics, and sometimes psychology, and sociology. Each state has specific requirements for the certification process and the teacher must follow the specific guidelines of the state they wish to teach. [22]

Ten themes of social studies

According to the National Council for the Social Studies, there are ten themes that represent the standards about human experience that is constituted in the effectiveness of social studies as a subject study from pre-K through 12th grade. [23]

Culture

The study of culture and diversity allows learners to experience culture through all stages from learning to adaptation, shaping their respective lives and society itself. [23] This social studies theme includes the principles of multiculturalism, a field of study in its own right that aims to achieve greater understanding between culturally diverse groups of students as well as including the experiences of culturally diverse learners in the curriculum. [3]

Time, continuity, and change

Learners examine the past and the history of events that lead to the development of the current world. Ultimately, the learners will examine the beliefs and values of the past to apply them to the present. Learners build their inquiry skills in the study of history. [23]

People, places, and environment

Learners will understand who they are and the environment and places that surround them. It gives spatial views and perspectives of the world to the learner. [23] This theme is largely contained in the field of geography, which includes the study of humanity's connections with resources, instruction in reading maps and techniques and perspectives in analyzing information about human populations and the Earth's systems. [24]

Individual development and identity

Learners will understand their own personal identity, development, and actions. Through this, they will be able to understand the influences that surround them. [23]

Individuals, groups, and institutions

Learners will understand how groups and institutions influence people's everyday lives. They will be able to understand how groups and institutions are formed, maintained, and changed. [23]

Power, authority, and governance

Learners will understand the forms of power, authority, and governance from historical to contemporary times. They will become familiar with the purpose of power, and with the limits that power has on society. [23]

Production, distribution, and consumption

Learners will understand the organization of goods and services, ultimately preparing the learner for the study of greater economic issues. [23] The study of economic issues, and with it, financial literacy, is intended to increase students' knowledge and skills when it comes to participating in the economy as workers, producers, and consumers. [25]

Science, technology, and society

Learners will understand the relationship between science, technology, and society, understanding the advancement through the years and the impacts they have had. [23]

Global connections

Learners will understand the interactive environment of global interdependence and will understand the global connections that shape the everyday world. [23]

Civic ideals and practices

Learners will understand the rights and responsibilities of citizens and learn to grow in their appreciation of active citizenship. Ultimately, this helps their growth as full participants in society. [23] Some of the values that civics courses strive to teach are an understanding of the right to privacy, an appreciation for diversity in American society, and a disposition to work through democratic procedures. One of the curricular tools used in the field of civics education is a simulated congressional hearing. [26] Social studies educators and scholars distinguish between different levels of civic engagement, from the minimal engagement or non-engagement of the legal citizen to the most active and responsible level of the transformative citizen. Within social studies, the field of civics aims to educate and develop learners into transformative citizens who not only participate in a democracy, but challenge the status quo in the interest of social justice. [3]

Related Research Articles

<span class="mw-page-title-main">Science education</span> Teaching and learning of science to non-scientists within the general public

Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.

<span class="mw-page-title-main">Pedagogy</span> Theory and practice of education

Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.

<span class="mw-page-title-main">Experiential education</span> Philosophy of education

Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.

<span class="mw-page-title-main">Curriculum</span> Educational plan

In education, a curriculum is the totality of student experiences that occur in an educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.

<span class="mw-page-title-main">Experiential learning</span> Learn by reflect on active involvement

Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.

The Master of Education is a master's degree awarded by universities in many countries. This degree in education often includes the following majors: curriculum and instruction, counseling, school psychology, and administration. It is often conferred for educators advancing in their field. Similar degrees include the Master of Arts in Education and the Master of Science in Education.

Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, but understandings of the construct have developed over time Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching practices. Although examples of culturally relevant teaching programs exist, implementing it can be challenging.

The National Council for the Social Studies (NCSS) is a private, non-profit association based in Silver Spring, Maryland, that provides leadership, support, and advocacy for social studies education.

<span class="mw-page-title-main">Teacher education</span> Training teachers to develop teaching skills

Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.

Eduard Christian Lindeman was an American educator, notable for his pioneering contributions in adult education. He introduced many concepts of modern adult education in his book, The Meaning of Adult Education.

Holistic education is a movement in education that seeks to engage all aspects of the learner, including mind, body, and spirit. Its philosophy, which is also identified as holistic learning theory, is based on the premise that each person finds identity, meaning, and purpose in life through connections to their local community, to the natural world, and to humanitarian values such as compassion and peace.

<span class="mw-page-title-main">Education in Tanzania</span>

Education structure in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.

Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes. CT can be approached from the educational, philosophical, psychological and sociological perspectives. James MacDonald states "one central concern of theorists is identifying the fundamental unit of curriculum with which to build conceptual systems. Whether this be rational decisions, action processes, language patterns, or any other potential unit has not been agreed upon by the theorists." Curriculum theory is fundamentally concerned with values, the historical analysis of curriculum, ways of viewing current educational curriculum and policy decisions, and theorizing about the curricula of the future.

Education sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education including education policy. Subfields include comparative education, educational research, instructional theory, curriculum theory and psychology, philosophy, sociology, economics, and history of education. Related are learning theory or cognitive science.

Eleanor Ruth Duckworth is a teacher, teacher educator, and psychologist.

Citizenship education is taught in schools, as an academic subject similar to politics or sociology. It is known by different names in different countries – for example, 'citizenship education' in the UK, ‘civics’ in the US, and 'education for democratic citizenship' in parts of Europe. The different names for the subject is mirrored in the different approaches towards citizenship education adopted in different countries. These are often a consequence of the unique historical and political developments within different countries.

<span class="mw-page-title-main">Elementary schools in the United States</span> Primary education in the United States

In the United States, elementary schools are the main point of delivery of primary education, for children between the ages of 4–11 and coming between pre-kindergarten and secondary education.

A high school diploma or high school degree is a diploma awarded upon graduation of high school. A high school diploma is awarded after completion of courses of studies lasting four years, typically from grade 9 to grade 12. It is the school leaving qualification in the United States and Canada.

Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.

References

  1. David Warren Saxe. "On the Alleged Demise of Social Studies: The Eclectic Curriculum in times of Standardization—A Historical Sketch" (PDF). Eric.ed.gov. Retrieved January 20, 2018.
  2. "A Brief History". socialstudies.fas.harvard.edu. Retrieved 2021-03-27.
  3. 1 2 3 Larson, Bruce, E. (2017). Instructional Strategies for Middle and High School Social Studies, Second Edition. New York, NY: Routledge. ISBN   978-1-138-84677-7.{{cite book}}: CS1 maint: multiple names: authors list (link)
  4. "Human Society and its Environment (HSIE) in Kindergarten to Year 10". NSW Education Standards Authority.
  5. "Social Studies and the broth of NCSS: 1783-1921". www.socialstudies.org. Retrieved 2021-01-23.
  6. Dewey, John (1990). The School and Society; The Child and the Curriculum. Chicago, IL: University of Chicago Press. ISBN   0-226-14395-3.
  7. 1 2 3 "The Social Studies in Secondary Education: A Six-Year Program Adapted Both to the 6-3-3 and the 8-4 Plans of Organization. Report of the Committee on Social Studies of the Commission on the Reorganization of Secondary Education of the National Education Association. Bulletin, 1916, No. 28" (PDF). Committee on Social Studies. Bureau of Education. January 1, 1916. Retrieved January 20, 2018.
  8. 1 2 David Warren Saxe. "On the Alleged Demise of Social Studies: The Eclectic Curriculum in times of Standardization—A Historical Sketch" (PDF). Eric.ed.gov. Retrieved January 20, 2018.
  9. Nelson, Murray R. (August 23, 1988). "The Social Contexts of the Committee on Social Studies Report of 1916" (PDF). National Education Association. Institute of Education Resources. Retrieved January 20, 2018.
  10. S. P.Wronski, and D. H. Bragaw, eds. "Social Studies and Social Sciences: A Fifty-Year Perspective," Bulletin, no. 78 (1986).
  11. 1. Leming, L, Ellington and K. Porter, (Eds.), "Where Did Social Studies Go Wrong?" (Washington, DC: Thomas B. Fordham Foundation, 2003); M. M. Merryfield, "Elementary Students in Substantive Culture Learning," Social Education 68 (2004): 270-73; D. Ravitch, "The Continuing Crisis: Fashions in Education," American Scholar 53 (1984): 183-93.
  12. "Chapter 5: History among the Social Studies | AHA". www.historians.org. Retrieved 2021-02-01.
  13. "The teaching of social studies including history". Library of Congress, Washington, D.C. 20540 USA. Retrieved 2023-05-01.
  14. "Courses of study in history and social science, years VII-XII". Library of Congress, Washington, D.C. 20540 USA. Retrieved 2023-05-01.
  15. "The world we live in, an introduction to the social studies for the intermediate grades, by Louis Weinberg, Zenos E. Scott, and Evelyn T. Holston". Library of Congress, Washington, D.C. 20540 USA. Retrieved 2023-05-01.
  16. "The Committee on Degrees in Social Studies". socialstudies.fas.harvard.edu. Retrieved 2023-10-23.
  17. "Social Studies and Embracing Uncertainty | Opinion | The Harvard Crimson". www.thecrimson.com. Retrieved 2023-10-30.
  18. "A Brief History". socialstudies.fas.harvard.edu. Retrieved 2024-01-13.
  19. West, Melanie Grayce (2014-04-14). "Donor of the Day: Giving for Learning—And for Rowing". Wall Street Journal. ISSN   0099-9660 . Retrieved 2024-01-13.
  20. Greenwood, Koltan (2020-06-09). "Tom Morello reminds the internet he's more than qualified to talk politics". Alternative Press Magazine. Retrieved 2023-10-23.
  21. "Arts/Entertainment". socialstudies.fas.harvard.edu. Retrieved 2023-10-23.
  22. "Social Studies Teaching Certification | Social Studies Certification". www.teaching-certification.com. Retrieved 2021-02-10.
  23. 1 2 3 4 5 6 7 8 9 10 11 "National Curriculum Standards for Social Studies: Executive Summary | Social Studies". www.socialstudies.org. Retrieved 2021-02-01.
  24. Gabby. "Home". National Council for Geographic Education. Retrieved 2021-03-27.
  25. "Programs Supported by the Council for Economic Education". Council for Economic Education. Retrieved 2021-03-27.
  26. "About". civiced.org. Retrieved 2021-03-27.