SOCIAL-STUDIES-LESSON 2.pptx

MYTHS ON THE ORIGIN OF
SOCIAL STUDIES

BEED 3 : TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES (PHILIPPINE HISTORY AND GOVERNMENT)
These include:
• Continuous Existence Theory
• Big Bang Theory of 1916
• History Foundation Theory

Continuous Spontaneous Existence
(CSE) Theory
It holds the idea that social studies' past is not
relevant. Various writers and scholars did not
include a comprehensive study on how social
studies became part of the subjects being taught in
basic education. For many, the subject arose
simultaneously with other learning programs/
areas.

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.

"In this issue, one writer confidently asserts that social studies' was
born in 1916' (Larrabee, 1991, p.51). In true big bang form, this
writer cites a secondary source as proof positive of the 1916
assertion. When the secondary source (Atwood, 1982) is checked,
however, more errors are found. In a special issue of Journal
Thought, ironically devoted to social studies foundations, Editor
Virginia Atwood claims, ‘With Earle Rugg serving as midwife, social
studies was ‘born’ in 1916’ (1982, p.8) “.

History Foundation Theory
The history foundation theory is an extension or deeper interpretation of
the big bang theory. Here, conventional wisdom holds that, since history
education existed before 1916, obviously history was the seedbed or
promulgator of social studies. There are many scholars who believed in
this idea like oliver keels (1988), Alberta Dougan (1988), Hazel Hertzberg
(1981, 1989), Rolla Tryon (1935), Edgar Bruce Wesley (1937), N. Ray
Hiner (1972,1973), James Barth (Barr et al., 1977), and Samuel Shermis
(Barr et al., 1977)

Demystifying the Myths: Origin of
Social Studies Explained

Demystifying the Myths: Origin of Social Studies Explained
Even before the deliberation of the 1916 Social Studies Committee, the term
social studies was widely used in research literature, and its meaning was common
to many. In fact, data revealed that as early as 1883, the term social studies was
already in circulation among social welfare advocates.

Sarah Bolton (1883) Heber Newton (1886) Lady Wilde (1893)

Carroll D. Wright
First US Commissioner of Labor
Allied Social Sciences Association

“As social science moved from
an area of study to discrete fields
of research in the 1880s, the
term social education was
introduced as the means to
activate social welfare in public
schools.”

At the 20th century, social education was redefined and narrowed to identify a
special area of school curricula to be devoted expressly to social science and
citizenship concerns. This important ship- from the generic and all- encompassing
term of social education for all school curricula to a specific course of social
education among other educational programs- marks a symbolic beginning for
social studies in schools.

Edmund James
President of the American Academy of
Political and Social Sciences
The first to use social studies as an element
of school curricula in 1987. He defined it as
a general term for sociologically-based
citizenship education. He then suggested to
pull together the social science for use in
lower schools under the umbrella of “social
study”

The social studies conceptualization as argued by Saxe,
“was rooted in the efforts of the American Social Science Association
(ASSA) as a means to further the cause of social improvement (social
welfare). The ASSA explicitly chose to apply a collective social science
as the basis of social welfare activities , not the discrete subject matters
of sociology, anthropology, political science, psychology, history, or
geography”

Clarence D. Kingsley
(1913)
Commission on the Reorganization of
Secondary School Subjects
He presented his idea of education reform in a
modern social light to the National Education
Association in 1910 and was eventually
formalized as the Committee on the Articulation
of High School and College (NEA,1911,1912).
In the first report of this organization, kingsley
suggested SIX MAJOR areas of study that
included:
• English
• Social Science
• Physical Training
• Mathematics
• Foreign Language

The Social Studies that we have at present is a product of an evolution. The
dynamic transformation of its meaning could be summarized into three things.
These include:
• A meaningful integration of history, geography, civics, and the various social
sciences used to promote the learning /practice of civic competence;
• A program that emphasized direct/active student participation; and
• A representation of two interdisciplinary courses, “Community Civics” and
“Problems of American Democracy”.

GROUP REPORTINGS
FIRST PRESENTERS
THE PHILIPPINES (GEOGRAPHIC FEATURES)
 Geographic features of the country
 Natural resources
1. Pepito, Laurence Narido
2. Rayna, Reden Cajan
3. Ilagan, Jazel Ebreo
 Regions of the Philippine
 Profile of the Filipinos as a People
1. Jariño, Jenica Rose Bollosa
2. Alday, Rica May Ariero
3. Amado, Arvin Manata
SECOND PRESENTERS
PRE SPANISH PERIOD
The first Filipinos
 Ancestors’ cultures and way of life
 The arrival and spread of Islam
1. Alano, Jenny Rose Marco
2. Alday, Rica May Ariero

SOCIAL-STUDIES-LESSON 2.pptx

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SOCIAL-STUDIES-LESSON 2.pptx