Beige Simple History Ancient Times Report Presentation (2).pptx

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The document discusses the "Big Bang Theory of 1916" which proposes that social studies emerged suddenly in 1916 due to the establishment of the Committee on Social Studies by the National Education Association. It notes that there is literature supporting this idea, including a special issue of the International Journal of Social Education titled "Social Studies as a Discipline". The theory is centered on social studies originating abruptly in 1916 rather than evolving over time.

Education

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
It is a dynamic processes
engaged in by man to satisfy
two basic needs.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
the thirst for knowledge and
the material requirements
for human survival and
prosperity

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
It is old as the world itself.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
Science

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
The description, understanding and
prediction of physical phenomena
through the use and generation of
verifiable theories, laws, and
principles.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
The use of scientific knowledge and/or
empirical somehow for the production,
improvement, and distribution of goods
and services, as well as the satisfaction
of other material needs.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
Technology

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
Group of persons joined together to
form a common purpose or by a
common interest. They come to
learn and perform behavior
expected of them.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
Society

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
It is done through observation of
natural phenomena, and/or
through experimentation that tries
to simulate natural processes
under controlled conditions.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
Science or knowledge put into
practical use to solve problems
or invent useful tools.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
Big Bang Theory of 1916
As the title suggests, this is centered on the idea that social
studies suddenly appeared in the year 1916, thanks to the
committee on the Social Studies under the sponsorship of the
National Education Association (NEA; Dunn, 1916). There
are literature that espoused this idea. One of the classic
examples of this theory is found in the International Journal
of Social Education in a special issue titled " Social Studies as
a discipline". As Saxe emphatically puts it.

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
"In this issue, one writer confidently asserts that social studies' was
born in 1916' (Larrabee, 1991, p.51) .

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
.

The document discusses several myths regarding the origin of social studies as a subject. It describes the Continuous Existence Theory, which claims social studies arose spontaneously without a clear origin. It also outlines the Big Bang Theory of 1916, which argues social studies was suddenly established in 1916 by the National Education Association. Additionally, it presents the History Foundation Theory, which suggests history education preceded and led to social studies. However, the document goes on to debunk these myths, explaining social studies has origins in the late 19th century with terms like "social education" used from the 1880s onward to promote social welfare through public schools. It traces how social studies evolved as a specific subject within school curricula focused on social sciences and citizenship by

"The peril of politicizing science", by Anna I. Krylov

ArmandoChaguaceda1

(2014) Supplementary Notes for Dr. Bennett’s PowerPoint Presentation – 11/2014

K-12 STUDY CANADA

DISS Learning Comptency 1 @ 2

AllanBasuga

Social science is defined as the study of society and human social behavior using scientific methods of inquiry. It is distinct from natural science, which studies physical phenomena, and humanities, which seeks to understand human experience and culture. The document provides examples of how social science can be used to understand and address social issues like poverty, inequality, and events like the September 11 terrorist attacks.

Elpa 9462 history of us education policy - project proposal - laura mc inerney

lauramcinerney

Laura McInerney proposes to analyze three progressive schools opened in the UK during the 1920s: Beacon Hill led by Bertrand and Dora Russell, Summerhill led by A.S. Neill, and Malting House led by Geoffrey Pyke and Susan Sutherland Isaacs. She will examine the primary motivations of the school leaders using primary sources like newspapers and the leaders' own writings. She will also analyze how the schools were planned and opened, and whether they lived up to expectations initially or faced quick demise. Laura may consider the sources through a psychohistorical lens to gain new insights into why the schools were created and, in some cases, closed.

Knowledge And Intelligence Paper Draft 220609

Hannah Forsyth

Historical Foundation.pptx

camiloreyes85

The document discusses curriculum theorists and the historical foundations of curriculum from multiple perspectives. It outlines several curriculum theorists from the late 19th to mid 20th century like Franklin Bobbitt, Werret Charters, Harold Rugg, and Ralph Tyler and their views on curriculum. It then covers the historical foundations of curriculum from early periods like early Christian education, the Renaissance, the Reformation, the scientific movement, and the progressive education movement. It describes how the curriculum and educational philosophies evolved during these different time periods. Finally, it states that the last section will cover the historical-legal perspective of the Philippine educational system.

The Structural Transformation of Sociology

ikanofita

This document discusses the changing shape of sociology as an academic discipline since the 1960s. It outlines how sociology was envisioned by its founders to be a rigorous scientific field. However, sociology has frequently been in a perceived "crisis" throughout its history. The radical social movements of the 1960s amplified these crisis narratives and influenced the professionalization and teaching of sociology in subsequent decades. More recently, the rise of "public sociology" in the 2000s represents sociology's response to renewed claims that it is in a state of crisis. The document examines how these shifts have impacted the organization of sociology as an academic profession and its role in higher education.

This document discusses the changing shape of sociology as an academic discipline since the 1960s. It outlines how sociology was envisioned by its founders to be a rigorous scientific field. However, sociology has frequently been in a perceived "crisis" throughout its history. The social movements of the 1960s amplified these crisis perceptions and influenced the professionalization and teaching of sociology. More recently, the rise of "public sociology" in the late 1990s/early 2000s represents sociology's response to renewed claims that it was in crisis and not fulfilling its purpose. The document examines how these shifts have impacted the organization of sociology as an academic profession and its role in higher education.

General Guidelines For Taking Notes from Assigned Readings .docx

MARRY7

General Guidelines For Taking Notes from Assigned Readings  If you have highlighted the majority of your textbook or reading assignment, then you are not well prepared to take notes from it. That is typically too much information to digest or remember. Moreover, all of it will not be asked of you. Some general guidelines to help you take productive notes from your readings are (also check the other note-taking information in this site):  Finish reading before you take notes : first read a full paragraph or headed section.  Be selective : pick the essentials and write them concisely. To be selective, you must first read the materials critically. Then you can summarize each paragraph in one sentence. Don't try to memorize the entire paragraph or every fact, definition, or idea. Don't try to rewrite the textbook longhand. Read the paragraphs until you understand it and write your summary sentence.  Use your own words : in addition to being selective, after you read a section, ask "What is the author's main point?" Recite it, and quickly write it in your own words. Don't simply quote the textbook in your notes or you'll miss the opportunity to seek comprehension and personal understanding.  Write in full sentences : do not write outline notes when summarizing information, write in full sentences. It will help you recognize the information instantly as you review. Moreover, this is what you will do when you take your exams.  Be efficient : keep alert and be efficient. Read, re-read (if necessary), do a mini- review, recite the author's ideas, and write it. Then, move on to the next paragraph.  Add visual aids : make sure you add the important diagrams and charts in your notebook. Also create diagrams for important facts and ideas. Read, recite, and review.  Create summary sections : like the end of your textbook chapters, create your own summary page with important definitions, facts, and questions derived from key areas. Each section with headings or subheadings should be summarized as well. The San Francisco State College Strike Collection; Introductory Essay by Helene Whitson 1 The San Francisco State College Strike Collection Introductory Essay by Helene Whitson "On strike! Shut it down!" From November 1968 to March 1969, those words rang out daily on the campus of San Francisco State College. Like clockwork, between noon and 3 P.M. striking students would gather at the Speaker's Platform on campus for a rally, then turn in a mass and march on the Administration Building, intent upon confrontation with President Smith or Hayakawa. The strike at San Francisco State College lasted five months, longer than any other academic student strike in American higher education history, and, miraculously, was less violent than any that were to come. Why did this strike happen in San Francisco, a sophisticated, cosmopolitan city, known for its tolerance? Why did it hap ...

DISS 1ST Q. WEEK 1.pptx

DorothyPotenciano3

The document discusses the nature and functions of social science disciplines and their relationship with natural sciences. It provides background on how social sciences emerged from the natural philosophy and moral philosophy of the Age of Enlightenment to become an academic discipline focused on human society and relationships. The document outlines key branches of social sciences like anthropology, economics, political science, psychology and sociology. It also discusses how natural sciences and social sciences are interrelated and work together to study humans, environment and society. The major branches of natural sciences are life sciences and physical sciences.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

wildmandelorse

Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. T.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

wildmandelorse

philosophy of history

NATIONAL UNIVERSITY OF MODERN LANGUAGES

The document discusses the philosophy of history. It defines philosophy of history as the philosophical study of history and the theoretical foundations of the practice and application of history. It examines how philosophers have sought to understand the nature of historical knowledge and the forces that shape human events. Several philosophers and their contributions to understanding history and human life are highlighted, including Aristotle, Machiavelli, Socrates, Bertrand Russell, and Ibn Khaldun, who is considered the father of philosophy of history.

Mass Media Essays

Roberta Zalewski

Module 1.pptx

cjoypingaron

Here are two slogans about the value of self-reliance with a short explanation for each: Slogan 1: Self-reliance is the key to my success. Explanation: Being able to rely on one's own abilities, judgment, and resources promotes independence and confidence. Self-reliant individuals are empowered to achieve goals and overcome challenges through their own efforts. Slogan 2: A society of the self-reliant is a stronger society. Explanation: When people cultivate self-reliance, they become less dependent on others and more productive members of their community. A population comprised of individuals who can support themselves is better equipped to weather difficulties and thrive economically and

Chronology of education-dennis_laurence_cuddy_ph_d-1994-143pgs-edu

RareBooksnRecords

This document provides a chronology of education from 1750 to 2000 with relevant quotations. It begins by discussing the philosophies of Jean-Jacques Rousseau and others in the 18th century who promoted child-centered, non-sectarian education. It then outlines the development of public education in the United States led by figures like Horace Mann and John Dewey, noting their rejection of religious principles in schooling. The chronology traces how "progressive" philosophies spread through the education system over the 1900s, increasingly shifting the focus away from academics to affective domains and promoting values like global citizenship.

anthropology- Disciplines and Ideas in the Social Sciences.pptx

RheaAgramonte2

Anthropology is the systematic study of humans, their societies, and cultures across time and place. It is divided into five main subfields: social/cultural anthropology which studies social patterns and cultural variation; linguistic anthropology which examines how language shapes culture and society; biological/physical anthropology which studies human evolution and biology; archaeology which analyzes prehistoric human artifacts and environments; and the most interdisciplinary is social anthropology which integrates elements from other fields to comprehensively understand humanity. Some renowned anthropologists who made significant contributions include Margaret Mead, Bronislaw Malinowski, Alfred Kroeber, Clifford Geertz, and Edward Tylor.

Understanding culture, society, and politics

Jodi Charimaye Lidasan

The document provides background on the origins and development of the social sciences. It discusses how the social sciences emerged later than the natural sciences and were originally based on social and political philosophy. The key developments that allowed the social sciences to grow included the scientific revolution, secularization of learning through events like the Protestant Reformation and Enlightenment, the rise of universities, and the dissolution of feudal social relations with the growth of commerce. These changes helped establish science as the dominant way of understanding the world and nature.

Understanding culture, society, and politics

Jodi Charimaye Lidasan

The document summarizes the historical origins and development of the social sciences. It discusses how the social sciences emerged later than the natural sciences, tracing origins to ancient Greek philosophers but only developing as separate fields in the modern period. Key events that enabled this included the scientific revolution undermining religious authority, the secularization of education through universities, and the dissolution of feudal social relations with the rise of commerce. The document presents the social sciences as building upon these historical transformations to establish empirical, evidence-based approaches to studying society, culture and politics.

SEQ CHAPTER h r 1THEORY is a set of ideas or propositions des.docx

adkinspaige22

SEQ CHAPTER \h \r 1THEORY is a set of ideas or propositions designed to: 1. EXPLAIN = Why? For what reason? 2. DESCRIBE = What is happening? Portray the real world as it is 3. PREDICT = What will happen? if this, then what? 4. UNDERSTAND = Comprehend what is happening; makes sense 5. ORGANIZE = Way of thinking about, provide a framework, a perspective, give direction and order to thinking Theories must: 1. Contain carefully and clearly defined concepts, all basic terms used in theory must be exactly defined 2. Be scientifically testable – good theories should suggest hypotheses for research – these research studies could support or refute the theory 3. Be stated as briefly as possible – in very few words, unfortunately sociological theories rarely are short 4. Be internally consistent – all the parts of the theory should make sense NOTE: Later on we’ll see that some theories don’t meet any of these four items. Especially Karl Marx ISSUES IN THEORY: SUBJECT MATTER Macrosociology: overall characteristics of society Microsociology: detailed study of daily human interaction LEVEL OF DETAIL Grand Theory: one theory to explain all parts of society, everything, crime, religion, class, etc. Middle-Range Theory: explains one aspect of society only, such as crime, religion, family life, social class, suicide, etc. BASIC ASSUMPTIONS Is human behavior basically determined behavior, caused by something? Is human behavior the result of human creativity, does it emerge in the course of human interaction? SEQ CHAPTER \h \r 1AUGUSTE COMTE Full name Isidore Auguste Marie Francois Xavier Comte Father: Louis, revenue officer Mother: Rosalie, housewife Siblings: 4 Religion: Roman Catholic 1798 – Born in Montpellier, France – date significant because at time of French Revolution and Napoleonic Wars. France changing fast; conflict; disorganization; confusion – Comte wanted to improve the conditions of people’s lives $ 1814-1857, Lived in Paris $ 1814-1816 – attendance at Ecole Polytechnique (best university in France then), left after dispute, therefore never finished college [notice he went to college at 16] $ 1816-1817 – Private teacher of math $ 1818-1824 – secretary of Henri Saint Simon (1760-1825), two worked closely together writing – many of Comte’s later ideas can be traced to St. Simon $ 1824 rest of life – Private scholar and writer $ 1825 – Married Caroline Masson, a former prostitute and a lively and intelligent woman – unhappy marriage – she left him in 1842, no divorce at that time – no children $ 1825 – 1827 – Mental Illness, in hospital, leaves 1826, ‘not cured’ – attempted suicide, rescued by wife $ 1832 – taught popular astronomy course every Sunday for 20 Years $ 1830-1854– taught math as private tutor – began writing many books Course of Positive Philosophy, 6 volumes, and System ofPositive Politics, 4 volumes $ 1839 – coined the term SOCIOLOGY He never had a regu.

Texas Textbook Troubles

Roderik Krooneman

This document provides an introduction to the thesis topic of how Don McLeroy, a neo-Confederate dentist, was able to change the U.S. history curriculum in Texas in 2010. It outlines how McLeroy led the conservative bloc on the Texas State Board of Education to revise the social studies curriculum to downplay slavery and emphasize Christian values. The introduction examines the context of political influence on textbooks and defines neo-Confederate ideology. It proposes to study McLeroy's background and the circumstances that enabled him to promote this ideology through the curriculum revision.

Topic 2 birth and growth

DANILO MARIBAO

The document discusses the historical development of social sciences from ancient Greek philosophers to modern times. It notes that early study of society was based in philosophy and theology. The scientific revolution starting in the 16th century led to a more empirical and secular approach to understanding the natural world and society. Key figures like Descartes, Kant, and Weber advocated using reason and rigorous analysis over religious dogma. The rise of universities also supported the growth of social sciences. Early social thinkers studied topics like the dissolution of feudalism, trade, and the rise of individualism. Disciplines like sociology, anthropology and political science later emerged with scholars like Comte, Marx, Boas, and Malinowski making important contributions and helping establish

Topic 1 2 - diss-birth and growth

dan_maribao

The document discusses the historical development of social sciences from ancient Greek philosophers to modern times. It notes that early study of society was based in philosophy and theology. The scientific revolution led to a more empirical, evidence-based approach to understanding the natural world and later, society. Key figures like Descartes, Kant, and Weber advocated using reason and rigorous analysis over religious dogma to determine truth. The rise of universities and secularization of learning furthered the development of social sciences into distinct fields of study aimed at understanding human behavior and society scientifically.

Studi sejarah dalam filsafat

AbdillahAfifRosyidan

The National Science Foundation's (NSF) "History and Philosophy of Science" sub-program began in 1958 and played a role in the decline of value-laden philosophy of science during the 1950s-1960s. The sub-program's funding policies were set by logical empiricists who believed philosophy of science should be value-free. From 1958-1963, virtually all projects funded by the sub-program conformed to this value-free ideal. The philosophers who advised the sub-program likely used their discretion over funding to promote work aligned with their own analytic, value-free views, contributing to the marginalization of alternative approaches.

Copy.pdf DISS

JacobLabrador

The document provides an overview of the emergence of social science disciplines. It begins by listing key social science fields such as economics, anthropology, history, political science, geography, linguistics and sociology. It then presents a pre-test with multiple choice questions that assess understanding of the historical foundations of these disciplines. The answers identify disciplines such as anthropology as the study of human life and culture, geography as the study of physical features and human activity on earth, economics as initially the study of household resource allocation, history as the study of past events, and linguistics as the study of language. The document concludes by defining social science as a branch of science dealing with human behavior and its social and cultural aspects.

Root tracing

Tara Williams

This document provides information about important historical figures, periods, and concepts related to the development of education from the 16th century to present day. It includes details about influential philosophers, scientists, educators, and their contributions to fields like pedagogy, andragogy, distance learning, and early childhood education. Key periods and movements discussed include the Age of Reason, Scientific Revolution, and Enlightenment.

Historiography

Rai University Ahemdabad

This document provides an overview of the course HISTORIOGRAPHY, which examines different approaches to writing history. It covers several topics, including understanding history, pre-modern historiographical traditions from early India, China, Greece/Rome, and the medieval period. It also examines modern approaches like the Annales School, Marxist traditions, and postmodernism. Specific themes in Indian historiography are also addressed, such as the Cambridge School, subaltern studies, and histories of caste, tribe, gender, and the peasantry. The reading list suggests texts on historiography from ancient to modern times, as well as a 20th century overview of the field.

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Beige Simple History Ancient Times Report Presentation (2).pptx

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