History of Social Studies Education

1. History of Social Studies Education

2. Social Education in the 18th and 19th centuries • Declaration of Independence • US Constitution • American Revolution Noah Webster LOYALTY TO THE NATION

3. What was the purpose of education beyond grammar school?Was the purpose of secondary education to prepare students for the university or to prepare young people to take their place in society?

4. Americanization Process American History English American Government Civics

5. NEA Committee of Ten (1893) • Grade 7: American history and govt. • Grade 8: Greek and Roman History • Grade 9: French History • Grade 10: English History • Grade 11: American History • Grade 12: Optional studies in depth

6. History is the study of human character … one object of historical study is the acquirement of useful facts; but the chief object is the training of the judgment, in selecting the grounds of an opinion, in accumulating materials for an opinion, in putting things together, in generalizing upon facts, in estimating character, in applying the lessons of history to current events, and in accustoming children to state their conclusions in their own words.

7. AHA Committee of Seven (1899) • Grade 9: Ancient History (Greek and Roman) • Grade 10: Medieval and Modern European History • Grade 11: English History • Grade 12: American History and Government

8. Evolutionary principles are not fixed and immutable… science had the ability to modify evolutionary principles through human intervention All is in constant flux…one must continually identify and deal with these new conditions or forces… Free and unfettered inquiry… Charles Peirce Pragmatism John Dewey William James

9. Fundamental idea … which is the idea that action and opportunity justify themselves only to the degree in which they render life more reasonable and increase its value … the unstable character of American life and civilization has facilitated the birth of a philosophy which regards the world in continuous formation, where there is still room for indeterminism for the new and for a real future. John Dewey

10. CIVIC PROCESS Change and growth… Social Studies

11. NEA Committee on Social Studies (1916) School = Citizenship Social Studies = Citizenship training Grade 7: Geography Grade 8: US History Grade 9: Civics Grade 10: European Hst Grade 11: US History Grade12: Problems of American Democracy

12. “in actual life…we face problems or conditions and not sciences. We use sciences, however, to interpret our problems and conditions. Furthermore, every problem or condition has many sides and may involve the use of various sciences….” NEA Committee 1916

13. Harold Rugg Man and His Changing Society Social reconstructionist = training students to reform society

14. United States vs. Soviet Union

15. Woods Hole, Mass. • Students can learn how to learn; massive transfer of learning can be achieved • The disciplines have distinctive “structures” that students can learn, or discover, which tie together discrete knowledge so that it can be more effectively gained and retained. • Mastery of the fundamental ideas of a field involves not only general principles but the development of an attitude towards learning; that is, learning by “inquiry” or “discovery” • Since intellectual inquiry is everywhere the same, the “school-boy” can learn more easily by behaving as a social scientist • Any subject can be effectively taught in some honest form to any child at any level.

16. The New Social Studies Anthropology Curriculum Study Project Inquiry High School Geography Project Sociological Resources for the Social Studies Our Working World Econ 12 Carnegie-Mellon History Inquiry Project Man: A Course of Study (MACOS)

17. “Orchestration” “Unified Social Science” Lawrence Senesh Alfred Kuhn “General Systems Approach” Kenneth Boulding

18. “What formal education must do is to produce people who are fit to be inhabitants of the planet. This has become an urgent necessity because for the first time in human history we have reached the boundaries of our planet and found that it is a small one at that – the spaceship earth.” Kenneth Boulding

19. 1970s – 1980s Return to the Basics “Pure and unfettered disciplines”

20. National Council for the Social Studies Three Scope and Sequences

21. Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

22. Bradley Commission • Themes to be taught: • Global interdependence • Multicultural society • Demographic change • Constitution • Social science inclusive

23. National Council for Geographic Education • 5 themes • Location • Place • Human-Environmental Interactions • Movement • Regions

24. All children will start school ready to learn. • The high school graduation rate will increase to at least 90%. • All students will become competent in challenging subject matter. • Teachers will have the knowledge and skills that they need. • U.S. students will be first in the world in mathematics and science achievement. • Every adult American will be literate. • Schools will be safe, disciplined, and free of guns, drugs, and alcohol. • 8. Schools will promote parental involvement and participation. Education Summit: National Governor’s Association

26. Tradition persists

27. Diane Ravitch: “What do our 17 year olds know?” • “In the eyes of the student typical history classroom is one in which they listen to the teacher explain the day’s lesson, use a textbook, and take tests. Occasionally they watch a movie. Sometimes they memorize information or read stories about events and people. They seldom work with other students, use original documents, write term papers, or discuss the significance of what they are studying.” (p.194)