MODULE 2

 In a study conducted by Whitney (1986), teachers stated that “honesty,” “respect,” and “responsibility”
were the three most important values needed in a values education program. In a study carried out by
Tepecik (2008), teachers stated that “responsibility” should be taught directly in social studies courses

The important functions of social studies

1. SOCIAL EXPERIENCE
Social studies provide social experience to our pupils. Though child has varied social experience with his
parents, relation, relatives, friends etc. Before he joins the school but in the school he gains new and
varied experience as he interact with his classmates, teachers and others.
2. SOCIAL SKILLS
To make his social experience meaningful he is also provided with the skills and technique to apply his
experience into practical life. Social skills are as important as the skills of reading, writing etc.
3. SOCIAL KNOWDLEDGE
In addition to providing social experience and social skills a study of social studies also provides a lot of
information regarding man relationships this knowledge helps the child to know the correct facts and
helps in to make correct interpretation, judgments and generalization.
4. SOCIAL STANDARDS
Every society has a certain code of social standards for its members. These generally include that the
individual member of the society. Should speak the truth, obey the law, perform his duties and maintain a
desirable behavior.

AIMS OF TEACHING SOCIAL STUDIES

1. To enrich and develop the lives of pupil within their environment.
2. Acquisition of knowledge and understanding.
3. Training in desirable patterns of conduct.
4. Development of right attitudes.
5. Strengthening national and international integration.
6. Socialization of pupils.

VALUES OF TEACHING SOCIAL STUDIES

1. SOCIAL LEARNING
2. KNOWLEDGE WITH EXPERIENCE
3. COMPETENCE IN TACKLING PROBLEMS
4. TRAINING IN CO-OPERATION
5. HELP FOR THE SLOW AND THE BACKWARD 6. SKILL IN SELECTION

Generalizations are summary statements of relationships between concepts, summary statements of

cause and effect, or summary statements of prediction of future relationships. Laws, principles and
theories are all kinds of generalization. These generalizations require the connection of concepts by a
relationship

Concepts Ogunsanya (1984) defines concepts as simple ideals which are either imaginary or real. In
Social Studies, we often use real concepts that can be related to the experiences of the learners.
Sometimes, however, we use imaginary concepts as well.
Akinlaye et al. (1996) identified four types of concepts as follows:
1. Concrete Concepts: The concrete concepts are generalized ideas that we can think of, that
group objects, people, events, etc. that share certain characteristics in common. Some of these
ideas refer to concrete things around us e.g. table, chair, trees, vehicles, etc.
2. Abstract Concepts: These are imaginary concepts; it relates to something that we cannot feel
and taste e.g. co-operation and unity. We cannot perceive co-operation through our sense but
infer that such activities or attitude denote the concept.
3. Concept of Activities: We can also group activities as concept for example when we talk of
‘studying’, ‘cooking’, or ‘planning’, we are in effect dealing with concept about activities. Because
cooking is an activity, a series of related behaviours organized into a sequence for the purpose of
preparing the food.
4. Quality Concepts: We also have concept of quality ‘good’, ‘bad’, ‘better’, ‘poor’, and so on.
These are standard or criteria which we introduce into our classification of objects or activities.
This concept commends values hence; we have ‘good cooking’ and ‘bad cooking