NAME: MENDENUETA, ROCHELLE A.

DATE: MARCH 31,

2022
YEAR/SECTION: BEED III-A

Assignment in ELE04
Research and Study the following:
Theories and Basic Principles in the Teaching of Social Studies Education
1. Theories and Guiding Principles of Social Studies
 The establishment of the United States in the late 1700s was a vector of
change. Developing loyalty to the new nation became an important purpose
of education, easily rivaling the religious purposes that dominated the
colonial period. The study of American history appeared early in the
curriculum as a way of developing patriotism in the young. This was also a
period of vast land settlements. There was a growing consciousness of the
American continent and the great opportunities that were afforded from the
seemingly unlimited availability of land. Geography became an exceeding
popular subject especially with the publication of Jediah Morses textbook,
American Universal Geography, in 1784. When millions of non-English-
speaking European immigrants arrived in the United States between the
1880s and 1921, their labor was urgently needed if Americas factory
economy was to continue to grow. Their customs and ways however were
sufficiently different to cause the resident population great concern and a
sense of urgency in Americanizing the new arrivals. The immigrants
themselves were willing to be Americanized for most of them had known
the most abject poverty in their homelands and neither expected nor desired
to return. For them, in that period of increasing industrialization, the idea of
being part of a great melting pot was the equivalent of a promise that at least
their descendants would know not only the melting pot represents a unique
moment in history when the inculturators and those to be inculturated
agreed. Both looked to the schools to carry out the task. To a considerable
extent, todays social studies are a product of that unspoken agreement. The
immigrants did not spread out evenly across the country but rather gathered
together in large groupings close to their place of employment. The cities of
the Northeast and the Midwest were not affected, and their schools
 especially showed increasing concern for instruction in citizenship. Civics
or the study of American government was added to the curriculum.
 The concept of social studies was in the educational air at the beginning of
the twentieth century, but its roots were deeply embedded in history,
somewhat less so in geography and more recently in civics. In the 1880s,
the American Historical (AHA) was among the first groups to make
recommendations concerning the improvement of the schools curricula. The
historians reserved a substantial portion of the curriculum for history.
Thomas Jesse Jones, a sociologist, chaired the committee, coining the term
social studies in a 1913 preliminary report. From the beginning, good
citizenship was to be the purpose of the new subject. The committee defined
the social studies as those (studies) whose subject matter relates directly to
the organization and development of human society, and to man as a
member of social groups. The committee added in its discussion of aims that
the 7-12 social studies curriculum should develop in the young a sense of
responsibility toward their social group and a willingness to participate
effectively in the promotion of the groups social well being. They went on to
say that the cultivation of good citizenship should be the constant purpose of
high school social studies. In essence, it was their position that whatever did
not contribute to the betterment of the citizen was not to be part of the
subjects content and, vice versa, that content far afield from traditional
history, geography, and civics could become a part of the curriculum only if
it contributed to improved citizenship. The committee hoped to achieve
greater educational efficiency by changing the emphasis of study form one
based on the study of disciplines to one based on studying content that
would relate to the students future role as a citizen. However,
notwithstanding goals such as these, the committee proposed a curriculum
for the secondary schools based largely on the disciplines of history and
geography. Jones, as director of research for the Hampton Institute, had
designed a program of study for American Indians and Blacks to help them
acquire the skills of the middle class. When the committee issued its final
report, it endorsed the Hampton program as an excellent illustration of its
proposals. The committee proposed a two-cycle pattern for the social
studies so that the majority of youngsters who would drop out before the
eighth grade could receive some citizenship preparation. The secondary
sequence of courses was as follows: grade 7 geography and European
 history; grade 8 American history; grade 9 civics; grade 10 European
history; grade 11 American history; and grade 12 problems of democracy
 To provide a social studies program of excellence, the ingredient that is most
often ignored, yet upon which all others depend, is public commitment.
Public commitment requires that the public receive information that clearly
demonstrates the importance of social studies programs for the education of
all children. Public commitment also requires that the public recognize all
that it takes to support excellence in social studies programs. Adequate
facilities to foster active learning and house the multitude of materials
required to maintain a high interest laboratory setting also frequently named
by teachers, as are high-quality technology, resources, and opportunities for
students to engage in meaningful learning. All of this requires more
adequate funding for social studies programs. The curriculum standards
describe major themes and outcome expectations to assure excellence in
social studies called principles of teaching. Those principles of teaching and
learning must undergird all social studies programs of excellence. Those
principles are:
 Social studies teaching and learning are powerful when they are meaningful.
 Social studies teaching and learning are powerful when they are integrative.
 Social studies teaching and learning are powerful when they are value-based.
 Social studies teaching and learning are powerful when they are challenging.
 Social studies teaching and learning are powerful when they are active.

2. Purpose and Importance of Social Studies

 According to the National Council for Social Studies (NCSS), The primary
purpose of social studies is to help young people make informed and
reasoned decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world’s.

3. Competencies Social Studies Teacher

 The Core Competencies are sets of intellectual, personal, and social and
emotional proficiencies that all students need in order to engage in deep,
lifelong learning.