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Intro to Teaching Approaches in Secondary Social Studies.pptx

The "New" Social Studies aims to achieve the following: provide students with a more engaging and relevant social studies education, develop students' cognitive skills to think critically about social issues, foster students' sense of civic responsibility, and teach social science concepts through hands-on learning activities. The document discusses cognitive, affective, and psychomotor taxonomies and how behavioral objectives in social sciences relate to these domains of learning.

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AN INTRODUCTION TO SOCIAL SCIENCE 1
INTRODUCTION 2  The scientific study of organized human groups is a relatively recent development, but a vast amount of information has been accumulated concerning the social life of human beings.  This information has been used in building a system of knowledge (called social sciences) about the nature, growth and functioning of human societies.
 Scientific knowledge is a knowledge that has been systematically gathered, classified, related and interpreted. 3
 Social science – is taught in diverse ways. some courses take a global perspective some an anthropological perspective some a psychological perspective some a sociological perspective, and some a historical perspective 4
Definition 5 Social Sciences are the fields of human knowledge that deal with all aspects of the group life of human beings. They are closely related to humanities (deals with literature, music, art, and philosophy) because both deal with humans and their culture.
 However, Social Sciences are most concerned with those basic elements of culture that determine the general patterns of human behavior. 6
Components of Social Sciences: 7 Anthropology – is the study of relationship between biological traits and socially acquired characteristics. Sometimes called the study of human. 1. Physical anthropology 2. Cultural anthropology
Sociology – is the systematic study of 8 relationship among people. Sociologists assume that behavior is influenced by people’s social, political, occupational and by the particular themselves atone time and intellectual groupings settings in which they find or another. 3 major choices are: 1. Functionalism 2. Conflict 3. Interactionalism
Geography – is the study of the natural environment and how it influence social and cultural development. Concerns of geography are: 1. Ecology 2. Climate 3. Resources 4. Accessibility 5. Demography 9
 History – is the study of past events. It is a social science in the sense that it is a systematic attempt to learn about and verify past events and relate them to one another and to the present.  The study of history involves:  1. Identifying  2. Classifying  3. Arranging 10
 Economics – is the study of the ways in which men and women make a living, the most pressing problem most human beings face.  Its subject matter is often summarized as:  1. Production  2. Distribution  3. Consumption 11
 Some of the topics includes are:  1. Supply and demand  2. Monetary and fiscal policy  3. Costs  4. Inflation  5. Unemployment  Economics seeks to explain, guide and predict social arrangements by which we satisfy economic wants. 12
 Political Science – is the study of social arrangments to maintain peace and order within a given society.  It deals with government, and its interest are:  1. Politics  2. Laws  3. Adminsitration  4.International Relations  5.Theory of the nature and functions of the state 13
 Psychology – deals with the mind and personality of the individual. It is a social science because humans are social creatures. It focuses on the individual and physical processes such as:  1. Biological structure  2. Development and maturation 14
 To understand society is to learn not only the conditions that limit ourselves, but also the opportunities open to us for improving the human condition. 15
The humanities deal special aspects of human culture and primarily concerned with our attempts to express spiritual and aesthetic values and discover the meaning of life. Whereas the social sciences study issues in a systematic, scientific way, the focus of the humanities is more on the emotions and feeling themselves than on the system employed to sharpen that focus. 16
Increasing our knowledge of human society is as important as learning more about mathematics, physics, chemistry or engineering, for unless we can develop societies in which human beings can live happy, meaningful and satisfying lives (incomparable to benefits from learning how make better automobiles etc). Albert Einstein said that “Politics is more difficult than physics and the world is more likely to die from bad politics than from bad physics. 17
Major steps in Scientific Inquiry 18  Observation: All scientific knowledge relates to the na environment and all knowledge begins with gathered through careful observation.  Formulation of problem:  Collection and classification of more facts:  Generalization:  Formulation of the hypothesis:  Testing the hypothesis:  Retesting and reformulating the theory:
Approaches in Social Sciences 19  Define the problem  Review the literature review  Develop a theoretical framework and formulate hypothesis  Choose the research design  Collect the necessary data  Analyze the results  Draw conclusion.
1. Define the Problem 20 this one is probably the most important. If you have carefully defined your terms, you can save an enormous amount of energy. Put simply, if you do not know what you are doing, no matter how well you do it then everything is useless.
2.Literature Review 21 knowledge of the relevant literature is because it provides background, essential suggests approaches, indicates what has already been covered and what hasn’t, and saves you from redoing what has already been done. It is a way of using other people’s observation.
3. Develop aTheoretical Framework 22 make a statement predicting your results and them clarify what each of the terms in the statement means within the framework of your research.
4.Choose a research design 23 pick a means of gathering data, a survey, an experiment, an observational study, secondary materials or a combination. Weigh this choice carefully because your plan is the crux of your research process.
5.Collecting the necessary data 24 Data are what one collects from careful observation. Your conclusion will be only as good as your data, so take great care in collecting and especially in recording your data. If you don’t document what you have done, youmight as well not have done it.
7. Drawing conclusions 25 Now you can prepare a report, summarizing the steps you have followed and discussing what you have found. A good findings will relate your conclusions to the existing body of research, suggest where current assumptions may be modified because of nee evidence and possibly identify unanswered questions for further study.
6.Analyzing the results 26 when all data are in classify facts, identify trends, recognize relationships and tabulate the information so that it can be accurately analyzed and interpreted.
Typical Method in Social Science 27  The historical method relies heavily on a study of their (subjects) historical background. It traces the principal past developments that seem to have been directly significant in bringing a social situation about.  The case method involves making a more detailed examination and analysis of a particular issue or problem situation.
 The comparative and cross-cultural methods was formerly often employed in the hope of discovering evolutionary sequence in the development of human institutions that is patterns of social development or progress that would be universal. 28
Difference betweenTheories and Concepts 29  Concepts a generalized idea about people, objects or processes that are related to one another, an abstract ways of classifying things that are similar.  They are ways of classifying things that are in the same categories
 Concepts 30 are used to simply the way people think and communicate.
 Concepts are used by social scientists to generalize about some aspects of human interaction.  They are guidelines that direct the interpretation and analysis of reality.  Concepts are the technical vocabulary of the social sciences, and they have precise meanings that may differ considerably from the generally understood versions. 31
 Theories 32 - a set of principles or concepts and generalizations so arranged that they explain and predict possible relationships among phenomena.  In social science, theories are formulation of principles of behavior through which scientists try to increase their knowledge of human interaction.
 Theories 33 using - founded on observation and analysis the vocabulary of concepts -intent to explain the connections between and among occurrences in human interaction.
- without theories the accumulation of knowledge would be impossible, just as the formulation of theories would be impossible without concepts - Always open to change and even to total rejection if new evidence is presented to challenge them. - In scientific terminology, a theory carries much more weight because it is based on supporting evidence. 34
Theories of Social sciences 35  The Theory of Evolution assumes that the changes in any society are uniform based on fixed rules.  Idea of Evolution is often associated with great personalities like Charles Darwin, Auguste Comte, Herbert Spencer and Karl Marx
Theory of Evolution 36  Darwin’s Theory of Evolution – is based on 5 key observation and inferences. 1. Species have great fertility. They make more offspring than can grow to adulthood. 2.Populations remain roughly the same size with modest fluctuations
3. Food resources are limited but are relatively constant most of the time. 4. In sexually reproducing species, generally no two individuals are identical.Variations is rampant. 5. Much of this variation is heritable. 37
 From this it may be inferred. In a world of stable populations where each individual must struggle to survive, those with the best characteristics will be more likely to survive, and those desirable traits will be passed to their offspring.  These advantageous are inherited by following generations, becoming dominant among population through time. This is natural selection. 38
Darwin’sTheory of Evolution 39 1.Variation –There is a variation in every population 2. Competition – Organisms compete for limited resources 3. Offspring – organisms produce more offspring than can survive 4.Genetics - Organisms pass Genetic traits on to their offspring 5. Natural Selection –Those organisms with the most beneficial traits are more likely to survive and reproduce.
AUGUST COMTE (1798-1857) 40 Suggested the idea that human thought are divided to 3 categories: i. Theology - whereby the thoughts are influenced by religion and supernatural beliefs.
ii. Metaphysic 41 abstract idea which is gathered -thoughts that are influenced by from incident and physical phenomenon. iii. Positivism - man think by using scientific methods to explore the incidents and physical phenomenon around them.
Herbert Spencer (1820-1903)  Assumed of the existence of equal evolutionary process between biological organisms and people  His idea about the natural social evolution was influenced by Darwin’s idea of “Survival of the Fittest” 42
 The fittest will survive in the process while the weak will be eliminated naturally according to the law of nature  Hence, his idea refuses the element of force in human social system 43
Lewis Henry Morgan (1818- 1881) 44  popularized Cultural EvolutionTheory  Made assumptions that any society can be divided according to 3 levels of survival
 Savagery - society which lives as nomads and indulge in hunting and food gathering  Barbarisme - society which lives on a particular place and plants for survival  Civilization - society which lives on a particular place and starts to use technology 45
Karl Marx (1818-1883) & Frederick Engels (1820-1895) 46  Influenced by Morgan’s ideas but more focused on material changes aspect  Evolution happens in the contacts of resource production and mode of production
CONCLUSION 47  Man kind need to understand and observe the import of social sciences  Knowledge based society will be better equipped t socializing process  A well balanced knowledge about social sciences w ensure the humans existence.
WHAT THE “NEW” SOCIAL STUDIES HOPE TO ACHIEVE?
Objectives: a. enumerate and discuss what the “New” Social Studies hopes to achieve; b. describe the cognitive, affective and psychomotor taxonomies; and ▶ explain the behavioral objectives in the social sciences.
National Objective of Education (Elementary and Secondary Level) ▶ Filipinos have deep regard to for education. Education occupies a central place in Philippine political, economic social and cultural life. It has always been strongly viewed as a pillar of national development and a primary avenue for social and economic mobility.. ▶ Consistent with the provisions of the Constitution, the education sector shall continue to receive the largest portion of the national budget to the tune of PhP751.7 billion, or 16.7 percent of the FY 2021 budget. The Department of Public Works and Highways (DPWH) and the Department of Interior and Local Government (DILG) will follow suit with PhP695.7 billion (15.4 percent) and PhP249.3 billion (5.5 percent), respectively. The Department of Health (DOH), being the primary government arm in responding to the COVID-19 pandemic, will receive PhP210.2 billion which is 19.6 percent higher than its FY 2020 budget. This is followed by the Department of National Defense (DND) with PhP205.8 billion, Department of Social Welfare and Development (DSWD) with PhP176.9 billion, Department of Transportation (DOTr) with PhP87.9 billion, Department of Agriculture (DA) with PhP71.0 billion, The Judiciary with PhP45.3 billion, and the Department of Labor and Employment (DOLE) with PhP37.1 billion.
(National Objective of Education (Elementary and Secondary Level) ▶ The 1987 Constitution likewise guarantees the right to education of every Filipino. It provided that, “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.” ▶ The right of every Filipino to quality basic education is further emphasized in Republic Act 9155 or the Governance of Basic Education Act of 2001. Along with Republic Act 6655 or the Free Secondary Education Act, these laws reaffirm the policy of the State to protect and promote the rights of all Filipinos by providing children free and compulsory education in the elementary and high school level. This pertains to six years of free tuition fees for children aged 6 to 11, and free four years of secondary schooling for those aged 12 to 15.
(National Objective of Education (Elementary and Secondary Level) ▶ Along with “Education for All”, the Philippines is also committed to pursue eight timebound and specific targets under the Millennium Declaration which it signed on September 2000. ▶ With the adoption of the Declaration, the Philippines likewise affirmed its commitment to the Millennium Development Goals (MDG) geared towards reducing poverty, hunger, diseases, illiteracy, environmental degradation and discrimination against women.
(National Objective of Education (Elementary and Secondary Level) ▶ Among the issues that needs to be resolved but have improved lately include the high dropout rates, high number of repeaters, low passing grades, lack of particular language skills, failure to adequately respond and address the needs of people with special needs, overcrowded classrooms and poor teacher performances. These problems in turn resulted to a considerable number of illiterate Filipinos and out of school youths and graduates who are not prepared for work. ▶
Philippine Education Structure ▶ The Philippine education system includes both formal and non-formal education. The formal education is a sequential progression of academic schooling at three levels: elementary (grade school), secondary (high school) and tertiary (college and graduate levels). ▶ Basic education is being handled by the DepEd while college is under the Commission on Higher Education (CHED) and vocational/technical and non- degree training under the Technical Education and Skills Development Authority (TESDA), which is under the Department of Labor and Employment (DOLE). TESDA runs a variety of skills development centers throughout the country. Although being overseen by CHED, local colleges, however, are being operated by local governments as indicated in the local government code.
. Overview on EFA ▶ In 1990, there was a World Declaration on Education for All (EFA) in Jomtiem, Thailand, which prescribed that Basic Learning Needs shall be met for all by various means. As a response, the Philippines crafted and implemented the 10-year EFA Philippine Plan of Action covering 1991-2000.
EFA THRUST ▶ Early Childhood Development ▶ • Expansion of self-sustaining community based ECCD ▶ • Use of innovative approaches to parent education ▶ • Promotion of preparatory education ▶ • Accreditation of private pre-school programs and institutions ▶ • Differentiated approaches for special categories of children ▶ • Strengthening of health, nutrition and other allied services ▶ • Socio-cultural adaptation of curriculum, materials and approaches ▶ • Single agency to coordinate programs for ECCD
Universalization of Quality Primary Education ▶ Enhancing the holding power or student retention of schools ▶ • Using alternative teaching-learning delivery modes( Give examples for this) ▶ • Strengthening home-school partnership ▶ • Emphasis on higher-level thinking skills ▶ • Upgrading teacher competencies(Why is it necessary to upgrade the skills and competencies of teachers?)
Alternative Learning Systems ▶Eradication of illiteracy in selected areas ▶• Promotion of continuing education and development ▶• Implementation of integrated programs
Alternative Learning Systems ▶ Goal 1: Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children; ▶ Goal 2: Ensure that by 2015, all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to complete free and compulsory primary education of good quality; ▶ Goal 3: Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programs
Alternative Learning Systems Goal 4: Achieve a 50 percent improvement in levels of adult literacy by 2015, especially for women and equitable access to basic and continuing education for all adults; Goal 5: Eliminate gender disparities in primary and secondary education by 2015, with focus on ensuring girls full and equal access to and achievement in basic education of good quality; and Goal 6: Improve every aspect of the quality of education, and ensure their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.
To attain the above goals, nine urgent and critical tasks were formulated. The six production tasks will hopefully yield the desired educational outcomes while the three enabling tasks will be necessary to sustain effective implementation of the production aspects. These tasks are enumerated below:
Production Tasks ▶ a. Better Schools: Make every school continuously perform better. ▶ b. Early Childhood Care and Development: Make expansion of coverage yield ▶ more EFA benefits; ▶ c. Alternative Learning System: Transform non-formal and informal interventions into an alternative learning system yielding more EFA benefits. ▶ d. Teachers: Promote practice of high-quality teaching; ▶ e. Longer Cycle: Adopt a 12-year program for formal basic education – Two more years added, one each for elementary and high school, to the existing ▶ 10-year basic education schooling; ▶ f. Accelerate articulation, enrichment, and development of the basic education curriculum in the context of the pillars of new functional literacy.
Enabling Task ▶ g. Funding: Provide adequate and stable public funding for country-wide attainment of EFA goals. Adoption of funding framework for basic education that combines the national and local government funding to support the most cost-effective local efforts to attain quality outcomes in every locality across the whole country. ▶ h. Governance: Create a network of community-based groups for local attainment of EFA goals. A knowledge-based movement which reach, engage and organize persons in each locality to form a nationwide network of multi-sectoral groups advocating and supporting attainment of EFA goals in their respective localities; and i. Monitor progress in efforts towards attainment of EFA goals. Of particular importance is the development and implementation of indicators of “quality education”.
Early Childhood Education ▶ The increasing gross enrolment rate in early childhood education programs by both public and private schools in recent years can be attributed to the implementation of the Early Childhood Care and Development Act or Republic Act No. 8980. Signed on December 5, 2000, the law is considered a landmark in the country’s education history as it provides the national policy that institutionalizes an integrated and comprehensive system of early childhood care and development.
Formal Basic Education To increase access to quality, relevant and efficient formal primary education, the country has introduced and implemented innovations and reforms in the curriculum, testing and assessment, teacher development, school improvement and alternative delivery modes.
Formal Basic Education ▶ The number of learning areas in both levels was reduced to five, focusing on those that facilitate lifelong learning skills. The implementation of the curriculum included training of teachers and administrators, development of modules and training materials, and close monitoring and assessment of program implementation. The policy of indigenization of the curriculum led to development of localized curriculum materials that took into account local culture. In school year 2005-2006, the Standard Curriculum for Elementary Public Schools and Private Madras was implemented.
Formal Basic Education ▶ (1) establishing a smooth transfer of pupils/students from public to private Madrasah or vice versa; ▶ (2) unifying the long history of dichotomy among Muslims; and ▶ (3) promoting the Filipino national identity and at the same time preserving the Muslim’s cultural heritage.
Formal Basic Education ▶ Quality Assurance Strategies through Testing and Assessment. A new student assessment scheme was introduced in school year 2002-2003. It included a diagnostic test administered to Grade IV pupils at the start of the school year to determine learning gaps.
Performance-Based Grading System. ▶ The new grading system designed to truly reflect student performance raised the passing mark and mastery level to 75 from 70 and redesigned the content of the examination. Distribution of test items categorized as easy, medium-level difficulty and difficult is 60, 30 and 10 percent, respectively. ▶At the high school level, incoming first year students are given the High School Readiness Test to assess whether or not they have mastered the basic competencies of the elementary curriculum. The results have not been encouraging.
• In a democratic state like the Philippines, it is essential that the citizens are literate, socially responsible, useful and law-abiding. • A very significant factor in education in our country is the assignment of the ultimate responsibility for the education of the citizens to the government.
AGlimpseatHistory… What are the Constitutional provisions on education in the previous Constitutions?
SpanishPeriod • Declared that the Philippines was a free state • Creation of the Council of Government • One the seven Cabinet Positions created was Public Education (Art. IX, Sec. 73)
PHILIPPINE CONSTITUTION OF 1935 • Reaffirmed the existence of Public Educational Department as legal (Art. VII, Sec. 11, Sub-sec. 1) • Provide aid and support to parents in rearing the youth for civil efficiency (Art. II, Sec. 4) • Exemption from taxation of buildings and improvements used exclusively for educational purposes (Art. VI, Sec. 22, Sub-sec. 3)
⦿Article II, Sections 4-7 • Focused on strengthening the family as a social institution; recognizing the vital role of the youth in nation-building and promoting their physical, intellectual, social, moral and spiritual well-being; and establishing, maintaining and ensuring adequate social services in education. ⦿Article XV, Sec. 8-11 • “complete, adequate, and integrated system of education relevant to the goals of national development”
THE 1987 CONSTITUTION
• The Constitution provides what the nature of educational system in the Philippines shall be. • The educational system as envisioned in the Constitution is a system that is national in scope with public and private schools as subsystems.
Constitutional Basis of Philippine Education • There are three Articles in the Philippine Constitution of 1987 that deals, directly or indirectly, with the educational system in the Philippines. These are: ArticleII- ArticleXIV- ArticleXV-
ARTICLE II, SECTIONS 11, 12, 13,and 17 • The State declares that: 1. it values the dignity of every human person and guarantees full respect for human rights; 2. it shall strengthen the family as a basic, self- governing social unit and protect the life of the mother and the life of the unborn from conception; 3. it shall provide support to parents in the rearing of their children for civic efficiency and the
ARTICLE II, SECTIONS 11, 12, 13,and 17 •The State declares that: (cont.) 4. it recognizes the vital role of the youth in the country's development; 5. it shall promote and protect the physical, moral, spiritual, intellectual and social well-being of the youth; 6. it makes education, science and technology, arts, culture and sports a priority of the State.
With these declared policies, the State is mandated to provide a system of education for the Filipino children and the youth. What kind of education is envisioned in the Constitution?
The kind of education that is envisioned in the Constitution is "quality education," a "complete, adequate, and integrated system of education education relevant to the needs of the people and people and society," and the State must ensure that ensure that all citizens can access this envisioned system of education.
To achieve these goals, the Constitution provides the following legal bases under ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS
ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS 🠶Section 1 The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.
 Complete, adequate, and integrated system of education relevant to the needs of the society (2.1)  Free public education in the elementary and high school without limiting the natural right and duty of the parents to rear their children for civic efficiency and development of moral character. Elementary education is compulsory for all children of school age. (2.2) Section 2 stipulates the following:
Scholarship grants, loans, subsidies and other incentives to deserving students in both private and public schools. (2.3); Non-formal, formal, and indigenous learning systems as well as self-learning, independent, and out-of- school study programs, especially those that respond to community needs (2.4); and Civic, vocational and other skills training for adults, disabled citizens, and out- of -school youth (2.5) Section 2 stipulates the following: (cont.)
All educational institutions shall include the study of the Constitution as part of the curricula (3.1). Inculcation of values (3.2). Patriotism Nationalism Love of humanity Respect of human rights Appreciation of the role of the national heroes Strengthen ethical and spiritual values Moral character and personal discipline Critical and creative thinking Scientific and technological knowledge Vocational efficiency
Optional religious instruction in public schools (3.3)
Section 4- Supervision and Regulation of Schools • The State recognizes the complementary roles of public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions (4.1). • Educational institutions, other than those established by religious groups and mission boards, shall be owned solely by citizens of the Philippines or corporations or associations of which at least sixty percent of the capital is owned by such citizen (4.2a)
Section 4- Supervision and Regulation of Schools • The control and administration of educational institutions shall be vested in citizens of the Philippines. (4.2b) • No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than one- third of the enrollment in any school. The provisions of this subsection shall not apply to schools established for foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for other foreign temporary residents. (4.2c)
Section 4- Supervision and Regulation of Schools • All revenues and assets of non- stock, non- profit educational institutions used actually, directly and exclusively for educational purposes shall be exempt from taxes and duties. Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions subject to the limitations provided by law including restrictions on dividends and provisions for reinvestment. (4.3) • Subject to conditions prescribed by law, all grants endowments, donations or contributions used actually, directly and exclusively for educational purposes shall be exempt from tax. (4.4)
• Take into account regional and sectoral needs and conditions; encourage local planning in the development of educational policies and programs. (5.1) • Academic freedom shall be enjoyed in all institutions of higher learning. (5.2) • Every citizen has a right to select a profession or course of study, subject to fair, reasonable and equitable admission and academic requirements. (5.3)
• Enhance the right of teachers to professional advancement. Non- teaching academic and non-academic personnel shall enjoy the protection of the State. • The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfaction and fulfillment.
LANGUAGE (Sec. 6-9) 🞇Filipino is the national language of the state and subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain the use of Filipino as the medium of communication and language of instruction in the educational system (Sec. 6). 🞇For purposes of communication and instruction, the official languages of the Philippines are Filipino, and, until otherwise provided by law, English; 🞇Regional languages are auxiliary official languages and shall serve as auxiliary media of instruction therein. (Sec. 7)
• The State shall give priority to research and development, invention, innovation, and their utilization; and to science and technology education, training, and services. It shall support indigenous, appropriate, and self-reliant scientific and technological capabilities, and their application to the country’s productive systems and national life. (Sec. 10) • Scholarships, grants-in-aid, or other forms of incentives shall be provided to deserving science students, researchers, scientists, inventors, technologists, and specially gifted citizens. (Sec. 11)
• The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted citizens to their intellectual property and creations, particularly when beneficial to the people, for such period as may be provided by law. (Sec. 13)