The topic of the historical background of social studies in the United States, Great Britain, and the

Philippines is a rich and complex one, and there is much to explore and discuss. In this discussion, we will look
at the development of social studies in each of these countries, the key figures and events that shaped its
evolution, and the unique challenges and opportunities that each country faced in this process.

United States:
Social studies is an interdisciplinary field that encompasses various subjects, including history,
geography, economics, political science, and sociology. It emerged as a distinct field of study in the early 20th
century and has since become a crucial part of the American educational system.
One of the earliest forms of social studies in the United States was known as "civics." Civics was taught
in American schools as early as the 18th century, with a focus on educating students about the structure of
government and their civic responsibilities as citizens. This form of education was highly influenced by the
Enlightenment and the ideas of thinkers such as John Locke and Jean-Jacques Rousseau.
The 17th Century English Philosopher, John Locke, is to be remembered for his wise and brilliant
contributions to Three Great Issues that continue to concern us to this day: how we should educate our children,
who should rule over us and what we should do about people who have different religious ideas to us.
The first question Locke grew fascinated by, was what to do with people who don’t agree with your
religious views. In breaking away from the Catholic Church under Henry VIII in the 16 th century, English
Protestantism had started a process of noisy questioning of religion that couldn’t now easily be stopped.
Because this was threatening to get out of hand, there were arguments that there should be total government
control over religion, and a hard crack down dissenters. But Locke became one of the foremost advocates of
freedom of belief in his beautiful essay concerning Toleration, written in 1667. Here, he advocated toleration on
the basis of three points: 1. Because earthly judges, the state in particular, and human beings in general, cannot
dependably evaluate the truth-claims of competing religious standpoints; 2. Even if they could, enforcing a
single “true religion” would never work, because you can’t be compelled into belief through violence; 3.
Coercing religious uniformity leads to far more social disorder than allowing diversity. Locke argued that the
ultimate aim of the state was just to preserve the quite and comfortable living of men in society, but that it’d
have nothing to do with the good of man’s souls. Religion was a personal choice, and churches were voluntary
organizations, which could set their own rules and be left to it. It was thanks to Locke’s influence, that the idea
of locking up people for their beliefs fell entirely out of favor.
In 1689, he published a second extraordinary book; The Two Treatises of Government. This tried to
answer the question of who should rule the country and on what legitimate bases. One common yet increasingly
fanciful notion at the time, was that political authority derived directly from God. But he asserted that the
totalitarian power of kings was justified by their ability to keep order and prevent repetitions of the chaos that
had rained in the time before powerful governments and that he had called the State of Nature. By painting the
state of nature in the darkest colors, he had asked his readers to set themselves low expectations, for what a
decent ruler was meant to be. Rulers have no responsibility to guarantee religious freedom or human rights. But
now in the first treatise, Locke thoroughly demolished the scriptural claim that God had created Kings. In the
Second treatise, he argued that it would have been broadly peaceful and in agreeing to submit to governments,
people have therefore not fearfully agreed to surrender all their rights. In fact, they possessed a range of
inalienable or natural rights that no ruler could ever take away. Locke insisted that people had voluntarily
consented to give some of their personal freedoms but only in so far as it better preserve their rights. They
couldn’t be expected to give up these rights entirely as that would just defeat the point of joining society in the
first place. If the ruler started to act like a tyrant and unfairly deprive them the freedom of property, then the
people can withdraw their consent, overthrow the ruler and set up a new government. Locke’s work hugely
influenced the western societies and in particular, the American declaration of Independence. For example, in
its insistence on the separation of church and state, and in the second amendment, the rights to bear arms, a
clear descendant of Locke’s view, that a people should always retain both the right and the mean to overthrow
government.
The next book of John Locke concerns about Education. Locke begun by saying that all of us start off in
life with minds being blank. Tabula Rasa as he calls it. In another famous work an essay concerning human
understanding of 1689. Idea ran contrary to prevailing views that our minds has innate ideas about religion,
ethics, morality and government. Locke argued that everything we think, believe and know is actually derived
from experience. From the simple ideas we receive in sensations in the outside world or our internal reflections
on the processes of our understandings. He wrote that “the little and almost insensible impressions on our tender
infancies have very important and lasting consequences.’ He argued that the association of ideas that one makes
when young are more important than those made later because they are the foundation of ourselves.
Locke also had some fascinating thoughts about what should be on the educational curriculum. He hated
the idea of children learning what he called useless subjects like Latin, Greek, Music or Poetry. We should only
study what would be of practical assistance to them later in life which meant Science, Ethics, business and what
we now call nowadays Psychology. We should study at schools of life. Locke died on 1704 and he continues to
influence hugely to these days. It is because of him that we believed in religious toleration, that we believe that
governments should not tyrannize its subjects or the people and that we try so hard to give our children good
childhoods.
In the late 19th and early 20th centuries, social studies began to take shape as a distinct field of study.
This was partly in response to a growing concern among educators about the need to promote social and
economic progress in American society. Social studies was seen as a way to equip students with the knowledge
and skills they would need to participate in democratic processes and contribute to society.
The first social studies textbook was published in 1913 by the National Education Association. It was
titled "The Teaching of Community Civics" and was written by Arthur William Dunn. The book included
lessons on government, economics, and social issues and became widely used in American schools.
In the 1930s and 1940s, social studies was further developed and expanded to include more emphasis on
the social sciences, such as anthropology and psychology. Social studies educators began to advocate for a more
interdisciplinary approach to teaching that would incorporate multiple subjects and encourage critical thinking
and problem-solving skills.
During the Cold War era, social studies took on a new significance as educators sought to promote civic
values and counter the influence of communist ideology. The National Defense Education Act of 1958 provided
funding for social studies programs in American schools, and many educators saw social studies as a way to
promote patriotism and national identity.
Since then, social studies has continued to evolve and change in response to societal and cultural shifts.
Today, social studies education includes a range of topics such as diversity, globalization, and social justice.
The field remains an important part of American education, providing students with the tools they need to
understand and engage with the world around them.

Great Britain:
Social studies as a distinct field of study emerged in Great Britain in the early 20th century. However, its
roots can be traced back to the 19th century, when the Industrial Revolution brought significant changes to
society and the economy. The rapid industrialization led to an increased demand for workers, which led to
urbanization and the growth of cities. This resulted in new social and economic challenges, such as poverty,
inequality, and social unrest.
In response to these challenges, social reformers and philanthropists began to study social problems and
to advocate for social change. One of the most important figures in this movement was the social reformer and
statistician Charles Booth, who conducted a detailed survey of poverty in London in the late 19th century. His
work helped to raise awareness of the extent of poverty in the city and to promote social reforms to address the
problem.
Another important figure in the development of social studies in Great Britain was Beatrice Webb, who,
along with her husband Sidney, founded the Fabian Society, a socialist intellectual movement that advocated for
social and economic reform. The Webbs were influential in the creation of the London School of Economics,
which became one of the leading institutions for the study of social and economic issues in the early 20th
century.
In the early 20th century, social studies as a field of study began to take shape. The first department of
sociology was established at the University of London in 1904, and other universities soon followed. In the
years that followed, social studies became increasingly interdisciplinary, drawing on a range of fields, including
economics, psychology, and political science.
One of the most important developments in the history of social studies in Great Britain was the
establishment of the social welfare state after World War II. The Beveridge Report, published in 1942, outlined
a vision for a comprehensive system of social insurance that would provide a safety net for all citizens. The
report served as the basis for the creation of the National Health Service and other social welfare programs,
which transformed the social and economic landscape of Britain.
In conclusion, the historical background of social studies in Great Britain is a rich and complex story
that reflects the social, economic, and political changes that have taken place over the past two centuries. From
the social reform movements of the 19th century to the establishment of the social welfare state after World
War II, social studies has played an important role in shaping British society and in addressing the challenges of
poverty, inequality, and social unrest.

Philippines:
The Philippines has a rich history of colonization, which greatly influenced the development of social studies in
the country. During the Spanish colonial period, education in the Philippines was primarily focused on religion
and the Catholic faith. This meant that social studies, as we know it today, was not part of the curriculum.

It wasn't until the American colonial period that the concept of social studies began to take shape in the
Philippines. The American colonizers introduced a more secular approach to education, which included the
teaching of social studies. The American teachers introduced the subject of social studies to Filipino students,
which included the study of geography, history, and government.

The Commonwealth period of the Philippines saw the further development of social studies. In 1940, the
Philippine government created the Department of Education, which gave rise to the formalization of the
curriculum for social studies. Social studies became a core subject in the Philippine education system, and its
content expanded to include economics, sociology, and anthropology.

During the Martial Law period in the Philippines, social studies underwent significant changes. The
government, under the leadership of President Ferdinand Marcos, implemented a new curriculum that
emphasized nationalism and the promotion of the Marcos regime. This meant that social studies became a tool
for political indoctrination, and its content was heavily censored and monitored by the government.

In the post-Martial Law era, the Philippines transitioned back to democracy, and social studies once again
became an avenue for critical thinking and civic engagement. The curriculum was revised to focus on
developing students' critical thinking and analytical skills, and to encourage them to become active participants
in shaping the future of the country.
In conclusion, the historical background of social studies in the Philippines reflects the country's
complex history of colonization and political upheaval. Despite its ups and downs, social studies remains a
critical subject in the Philippine education system, providing students with a foundation for understanding the
complexities of Philippine society and inspiring them to take an active role in shaping the country's future.
The historical background of social studies in the United States, Great Britain, and the Philippines
reveals the complex interplay of cultural, political, and economic factors that have shaped the development of
this field over time. From the Progressive Era in the US to the post-war period in Britain to the struggle for
national identity in the Philippines, social studies has evolved in response to the unique challenges and
opportunities faced by each country. Understanding the historical background of social studies in these
countries can help us appreciate the diversity and richness of this field and inspire us to think more critically
about how we can continue to shape its future.