What is Social Science?
MODULE OVERVIEW
This particular module dwells on the basic concepts about Social Science. It includes three
learning objectives which constitute the basis for learning activities. Graphic organizer and interview
activities are at hand to realize learning in this module.
MODULE LEARNING OBJECTIVES
After this module, you should able to;
1. Define Social Science
2. Describe Social Science
3. Determine the features/factors that make Social Science a Science
LEARNING CONTENTS (title of the subsection)
. I. Social Science Defined and Described
1. Social science is widely understood as any course or specialization of science that deals
with various aspects of human behavior. Science Daily defines social science as “an academic
discipline concerned with society and the relationships among individuals within a society,
which often rely primarily on
empirical approaches” https://www.sciencedaily.com/terms/social-science.htm.Furthermore,
it is an organized and systematic investigation of the society and of how and why such
members of the society
behave as individuals or as
a group within the society.
It makes use of scientific and
systematic method of
acquiring verifiable
knowledge.
2. Social science covers a wide area of disciplines such as history, psychology, sociology,
geography, archaeology, anthropology, economics and political science.
LEARNING ACTIVITY 1
Name: __________________________ Date: ______________________
1. After reading the texts provided, make a short summary of the meaning of Social Science by
completing the concept map below. You may include other definitions which you obtained prior to this
activity.
Social Science
Defined
LEARNING CONTENTS (title of the subsection)
II. Social Science as a Science
Social Science is a science in the sense that social scientist iterate between testing and
developing theories about the society. Likewise, this is practically done via observation and
experimentation on social processes and phenomena in specific context. Nonetheless, due to the
intricacy and unpredictability of men such scientific processes makes it difficult to arrive at rules or
generalizations that could apply in all contexts.
LEARNING ACTIVITY 2
2. Ask 3 to 4 persons regarding whether social science is a science or not with their respective
explanation. Then write briefly each of their response below.
Response 1
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Response 2
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Response 3
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Response 4
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SUMMARY
Social Science therefore is a systematic knowledge that looks into human behaviour. It includes
disciplines History, Geography, Economics, Sociology and Political Science among others. It is
science in the sense that it involves scientific processes to observe empirical data.
REFERENCES
1. https://www.britannica.com/topic/social-science
2. https://www.coursera.org/lecture/social-science-study-chinese-society/1-2-why-social-science-is-
a-science-EvDiQ
3. https://www.pewresearch.org/science/quiz/science-knowledge-quiz/
STUDY GUIDE FOR MODULE NO. 2
The Need of Teaching Social Sciences
MODULE OVERVIEW
Module number two directly answers why it is significant to teach Social Sciences in the schools. It
would pave the way for a deeper rumination of the discipline via activities like question and answer,
video watching and recording.
MODULE LEARNING OBJECTIVES
After this module, you should be able to;
1. Identify the general benefits of social sciences,
2. Recognize the need and importance of teaching social sciences in Philippine schools.
LEARNING CONTENTS (title of the subsection)
Benefits of Social Sciences
Awareness of the World and Environment: It empowers the learners to comprehend how the world
and different societies have evolved, the valuable events that have transpired in the past, enduring
ideas and key personalities that have created an impact and affected the lives of people both locally
and globally. It also helps students to discern how different societies and their respective environment
are structured, and run. All of which ultimately makes students understand their place and purpose in
the world.
It helps enhance the social understanding of students: Endowed with the necessary thinking skills
brought about by Social Science, students further develop a wider perspective of society.
Social Science helps develop critical thinking abilities: Social science promotes higher level thinking
abilities and skills like, understanding, analyzing, applying, evaluating and creating.
It helps students become better citizens: Learning Social Studies makes students cognizant of their
roles, duties and responsibilities particularly in relation to civic affairs.
Social Science prepares students to grow up as contributing, responsible, and reflective members of
society. It teaches them to address societal concerns from community up to global level using societal
resources and processes.
LEARNING ACTIVITY 1
Name: __________________________ Date: ______________________
1. List down at least five benefits of Social Science then provide situations that will suffice/substantiate
such benefit.
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LEARNING CONTENTS (title of the subsection)
. The Importance of Social Studies in Schools
Cultural Understanding
Culture is an indispensable aspect of the society in fact it is commonly described as “a way of living”.
With such idea alone, one can surmise that understanding culture has a priceless value in life. The
inclusion therefore of Social Studies in the curriculum promotes understanding of curriculum. Social
studies education makes students get to learn about the vast array of people or human race and
their respective customs, traditions, norms, language and even laws that make up the whole of culture
and in turn make up the global society. Further, with such better understanding of culture, students
turn better persons and are deemed equipped with the necessary background to go on and cope up
with the adversities of life in the future.
Realization of Citizen Responsibilities
Social studies help students understand how an individual interacts with others, environment, groups
and institutions like the government. The subject area helps students learn how valuable such
interaction and relationship among such players in the society is. Then he realizes his vital part to do
as a member of the society and eventually realize his civic responsibility.
Importance of Teaching Social Science:
It makes man solve practical problems with social implications.
Indispensable for institutions and communities
It helps in the making of an efficient citizen
It develops an international awareness
It enables man to develop his social character
It clears up the path to development and progress
It gives value for moral progress of society
In empowers man to be duty bound
LEARNING ACTIVITY 2
2. Below are questions or situations about the significance of teaching social science. Please check
the appropriate box / column which correspond to your answer.
1 –Not Significant 2– Less Significant 3– Moderately Significant
4– Highly Significant 5- Extremely Significant
1 2 3 4 5
1. Teaching Social Science helps improve one’s social
development.
2. Social Science when taught in the classroom increases
learners’ academic performance.
3. Inclusion of Social Science in the curriculum ensures well-
roundedness of the learners.
4. Teaching history and geography helps one realize his/her
cultural beginnings.
5. Learning Social Science enables one to deal with everyday
experiences better.
SUMMARY
Teaching Social Science in school definitely entails benefits to the individual, his environment
and the society. The ultimate reason why there is a need to teach this subject area in school is the
realization of its goal to produce better students and citizens who are well-rounded and able to adapt
to the changing world.
REFERENCES
1. https://www.orindaacademy.org/the-importance-of-social-studies-in-schools/
2. http://www.progressiveteacher.in/the-importance-of-social-studies-in-the-school-
curriculum/#:~:text=By%20providing%20relevant%20information%20and,and%20other%20identifia
ble%20community%20resources.
3. https://jagandhere.wordpress.com/2017/05/22/meaningscopeimportanceobjectives-and-aims-of-
teaching-social-science/
STUDY GUIDE FOR MODULE NO. 3
Nature, Scope and Objectives of Social Studies
MODULE OVERVIEW
This module is a part of Introduction to Foundations of Social Studies. It covers three subtopics and
is the last part of Introduction to Foundations of Social Sciences. There is one activity for each
subtopic for the students to answer.
MODULE LEARNING OBJECTIVES
At the end of this module, you should be able to;
1. Describe the nature of Social Studies
2. Determine the scope Social Studies
3. Analyze the objectives of Social Studies
LEARNING CONTENTS
The Nature of Social studies
The term Social Studies is regarded as society-related study, an independent but at the
same time unified subject, a one-of-a-kind concept of many branches which stands through time. It
is also noted as a real time course of study which forms the core curriculum hence, it requires due
attention and unwavering call to look into such course.
LEARNING ACTIVITY 1
Name: __________________________ Date: ______________________
1. Describe the nature of Social Science in more than 50 words but not less than 100 words.
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LEARNING CONTENTS (title of the subsection)
. Scope of Social Studies
Social Studies cover a very vast and wide area of concern. It is in fact as extensive as the dawn of
civilization up to the age of artificial intelligence. The breadth of social studies program should provide
for a myriad of learning experiences so that the child’s learning will be well rounded and well
balanced”.
The main points that make up Social Studies are as follows:
a. People and Time
b. People and the Earth
c. People and resources at hand
d. People and the different institutions they live and work with
e. People of one’s own nationality and people all over the world
LEARNING ACTIVITY 2
Name: __________________________ Date: ______________________
Explain in your own words three of the scope of Social Science.
A.
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B.
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C.
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Learning Content
The Social Studies objectives are to:
1. To know duties of man towards human society
2. To develop human and social qualities in students
3. To provide the awareness of natural and social environment
4. To know how man can fulfill his needs
5. To develop reflective and critical thinking and reasoning power in students
6. To develop among students desirable attitudes and good behavior
7. To develop social and moral values appropriate for the development of the society
Learning Activity 3
Name: __________________________ Date: ______________________
1. Conduct further readings on the Objectives of Social Studies to add three more then analyze each
objective of Social Studies including what have been presented in this module. Rank these objectives
from 1 being the most important to 10 being the least important.
Objectives of Social Studies Rank
SUMMARY
The inherent characteristic of Social Science that is society or human related, the areas it
covers such as people, time, events, environment and resources coupled with its objectives
carefully contribute to the efficiency of its entirety.
REFERENCES
https://edufocus.blogspot.com/2012/01/social-science-meaning-nature-and-
scope.html#:~:text=Meaning%2C%20Nature%20and%20Scope%20of%20Social%20Scienc
e&text=It%20is%20a%20discipline%20or,%2C%20criminology%2C%20and%20social%20p
sychology.
https://www.reference.com/world-view/scope-social-sciences-4b3422ce5b817b2
https://jagandhere.wordpress.com/2017/05/22/meaningscopeimportanceobjectives-and-
aims-of-teaching-social-science/
STUDY GUIDE FOR MODULE NO. 4
Distinction between Social Studies and Social Science
MODULE OVERVIEW
Distinction between Social Studies and Social Science delves into the similarities as well as variations
between the two concepts. Determining such differences and similarities will definitely provide the
valuable inputs which would to identifying which is which and so to avoid confusion.
MODULE LEARNING OBJECTIVES
At the end of this module, you should be able to;
1. Compare and contrast Social Studies from Social Science
LEARNING CONTENTS (title of the subsection)
. Similarities between Social Science and Social Studies
Social Science is a general area that studies the society and the relationships among individuals
within a society. It is a scientific study field since it employs systematic observation and
experimentation to gather empirical data in order to arrive at a verifiable conclusion or generalized
idea.
Social Studies is a relatively new concept that was widely used in the 20th Century. It was presented
as the study of both social sciences as well as humanities. According to the National Council for the
Social Studies, “Social studies, is the integrated study of the social sciences and humanities to
promote civic competence.” Nevertheless, “social studies” is commonly used as term of the course
or discipline taught in schools.
Other areas of Comparison
Furthermore, the two broad areas can be compared or contrasted in terms of their goals,
methodologies, approaches, processes, history, areas or discipline covered and the tools used.
LEARNING ACTIVITY 1
Name: __________________________ Date: ______________________
A. How is social science similar with social studies?
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LEARNING CONTENTS (title of the subsection)
. Difference between Social Science and Social Studies
The difference between social studies and social science is that Social science is divided into varied
areas while “social studies” is composed of two main categories such as the humanities and social
sciences. Another difference between the two exist in their purpose; in social science, the main focus
is the society and social life of human groups while in social studies, the concentration is on both
social science and humanities in order to promote effective citizenry. Despite considered a subject
that is learned from primary school up to the tertiary level, social science is open as a degree level
field. “Social Studies” is a relatively new term while social science started way back to the 18 th century.
Social science and Social studies are two concepts that indicate two different subjects. The latter is
a combined study of social sciences and humanities. The objective of the study of social studies is to
promote a sound citizenry. Social science however is an area of a discipline that deals with the study
of social life of people or groups of individuals.
LEARNING ACTIVITY 2
Name: __________________________ Date: ______________________
1. Briefly answer the questions below.
A. What are some differences between social studies and social science?
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2. Compare and contrast social science with social studies by constructing a Venn diagram.
SUMMARY
Social Science is merely a science that deals with human behaviour and the society. It covers
many disciplines which include History, Psychology and others. It is a science by way of
experimentation and observation in order to gather empirical data. Social Studies on the other hand
is a broader area because it encompasses Social Science and humanities. Study or investigation
however is limited to the school setting.
REFERENCES
https://www.differencebetween.com/difference-between-social-science-and-vs-social-
studies/
https://pediaa.com/difference-between-social-science-and-social-studies/
https://www.britannica.com/topic/social-science
https://edufocus.blogspot.com/2012/01/social-science-meaning-nature-and-
scope.html#:~:text=Meaning%2C%20Nature%20and%20Scope%20of%20Social%20Scienc
e&text=It%20is%20a%20discipline%20or,%2C%20criminology%2C%20and%20social%20p
sychology.
STUDY GUIDE FOR MODULE NO. 5
Historical Background of Social Sciences
MODULE OVERVIEW
Social Studies has a complicated history that can be traced back to 19th-century America. Modern
practitioners of social studies education easily ignore its history because of its complex beginning. The effect is
disastrous to teaching and learning processes because not knowing its roots basically blurs the main purpose
of the subjects under social studies. This unknowing could distort the very existence of social studies education
in schools. In this module, the elusive origin of social studies particularly in the United States is given due
emphasis.
MODULE LEARNING OBJECTIVES
After this module, you should be able to:
1. Trace the historical background of social sciences in the United States, and
2. Outline the important events in the growth of social studies in the United States.
LEARNING CONTENT 1
.
I. Historical Background of Social Studies in the United States
On the eve of World War II, James A. Michener (1939, 1991) edited one of the most
important bulletins in the history of the National Council for the Social Studies (NCSS).
In this seminal work, entitled The Future of Social Studies, Michener collected some of
the best thoughts on the accomplishments of social studies to date, together with timely
suggestions for the future of the field. With the coming war, however, this bulletin was
not able to realize the promise found in its title. Instead, for both Michener and social
studies, The Future of Social Studies marked a symbolic transition point. Following the
war, Michener did not return to his promising pre-war career as a social studies
professor. Social studies, as a field, never recovered the spirit and excitement of its pre-
war days. Between the 1921 founding of the NCSS and Michener's 1939 NCSS bulletin,
social studies had become a viable and vital curricular area of public schooling.
Beginning with the experimental fusion work of Harold Rugg (1921, 1929) and Earle
Rugg (1923) and extending to Paul Hanna's expanding environments (1934, 1936) and
to the innovative work of Edgar Bruce Wesley (1937), the field of social studies was an
exciting curricular and pedagogical enterprise. After the publication of Michener's
bulletin, however, conditions brought about by World War II, the Cold War, and other
societal concerns ended the experiments and reforms of social studies. New issues had
turned educators in search of curricular stability away from the tentative nature of social
studies. Eventually, the field of social studies became disconnected from its past as well
as the promise described in The Future of Social Studies. With its original experimental
nature detached from practice, it is little wonder that education leaders since the 1940s
have either given up on social studies or-perhaps more simply, in not understanding the
purpose of social studies-decided to try something else. A case in point is the much
publicized America 2000 (U.S. Dept. of Education, 1991), which dropped social studies
as a core curricular area in favor of an undefined application of history and geography.
Indeed, in a field where historical perspective is held to be critical, it is ironic that
practitioners of social studies possess such a pronounced historical deficit regarding the
purpose, theory, and practice of social studies. Although the term social studies, as a
curricular idea, gained currency in the 1920s, the meanings associated with social
studies, as highlighted by Barth and Shermis (1970; also see Barr, Barth, & Shermis,
1977), have been disputed ever since. Rather than focusing on the various meanings
attached to social studies that have emerged since the 1920s, this (review)
acknowledges the meaning that evolved from the social welfare movement of the 1800s
into a curricular program in the 1910s that featured social studies as: (a) a meaningful
integration of history, geography, civics, and the various social sciences used to promote
the learning/practice of civic competence; (b) a program that emphasized direct/active
student participation; and (c) a representation of two interdisciplinary experimentally
based courses, "Community Civics" and "Problems of American Democracy" (Dunn,
1916).
Theories of the Origin of Social Studies in the United States
A. Continuous Spontaneous Existence Theory: Social studies exists without antecedents, or
the past of social studies is not relevant. It has no beginning. Presentist authors use an
inventive ahistorical mentality–each pre-service social studies teacher is charged to activate
social studies in his or her own image without historical antecedents to bother with or ponder.
B. Big Bang Theory of 1916 (Maxim, 1991; Woolever & Scott, 1988): It is centered on the
notion that social studies was invented in 1916 by the Committee on the Social Studies under
the sponsorship of the National Education Association (NEA; Dunn, 1916).
C. History Foundation Theory (Barth, 1983; Ellis, Fouts, & Glenn, 1991; Manhood, Biemer,
& Lowe, 1991; Martorella, 1991): It is an extension or deeper interpretation of the big bang
theory. Conventional wisdom holds that, since history education existed before 1916,
obviously history was the seed bed or promulgator of social studies.
However, these theories were disproved through the following:
1. Prior to 1916, the words social studies were already mentioned in three books written by Sarah
Knowles Bolton (Social Studies in England, 1883), Heber Newton (1886), and Lady Jane
Wilde (1893). Therefore, it is wrong to single out the year 1916 as the birth year for social
studies not only because the term was already coined or used prior to the year in question but
also because the term was already clearly defined.
2. History and geography were already existing subjects in schools before the foundation of
social studies in 1916. Therefore, a large number of scholars and researchers were,
understandably, confused to assume that the seed bed of social studies is history especially
so when there was an existing “domination of historians and history curricula pre-1916” (Saxe,
1992) prior to the “production of the 1916 social studies report.
3. History was not the promulgator of social studies. In fact, the two leading pioneers, Thomas
Jesse Jones (chairman of the 1916 Social Studies Committee report) and Arthur William Dunn
(secretary and compiler of the 1916 Social Studies Committee report) who initiated the talks
were not even historians. Their academic preparation was sociology. This also means that
social studies was developed in the later part of the 18th century to promote social welfare
among others.
LEARNING ACTIVITY 1
Name: __________________________ Date: ______________________
A. Guide Questions:
1. What was the similarity of the original nature of social studies to other sciences?
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2. Why was social studies omitted in the past and what made curriculum developers bring back
social studies into the curriculum?
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B. Create an outline/timeline highlighting at least five important events in the development of social
studies in the United States.
C. In more or less 100 words differentiate the three theories of the origin of social studies in the
United States. It continued to thrive during the pre-world war II
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LEARNING CONTENT 2
I. Growth of Social Studies in the Philippines
In 1901, history was already one of the subjects taught in the elementary schools in the Philippines.
According to Fabia (1928), “… one thing was sure; that is, if history was to be taught at all in a certain
school, it must be American history.” However, in 1906, Philippine history was made for the first time
as a separate subject in the elementary curriculum. Moreover, in 1907, “the primary course was
lengthened from three to four years – Grades I, II, III, and IV – and the intermediate course consisted
of Grades V, VI, and VII, Philippine history was to be taught in Grade VII instead of in Grade VI as
formerly” (Fabia, 1928).
The Bureau of Education’s intention in integrating civics instruction in elementary grades was
clear from the very beginning. The following was the statement from the 1925 Course of Study
for Intermediate Grades, pages 259-260.
The main goal of a course in civics is to produce good citizens.
What was missing in the first decades of Philippine education was the use of the term “social studies.”
The said observation is noticeable especially when one reads The Development of the Teaching of
History, Civics, and Currents Events in Philippine Schools (Fabia, 1928), one of the first books
detailing the development of the teaching of social studies-related subject. This means that during
the first five decades of Philippine education, social studies as an advocacy is thoroughly discussed
in the United States in the 1900s, but the said program just finally became a subject area in the school
curriculum of the Philippines in 1957 until 1960 (Gensaya, F.G., 1967). Social studies included
character education, geography, history, civics, community problems, good manners and right
conduct, Filipino customs, and traditions and became a core subject in the elementary school
curriculum by the use of integrative technique. It remained an important subject in order to carry out
the community school program of the Bureau of Public Schools (Gensaya, F.G., 1967).
Still, according to Gensaya (1967), although the time allotment for social studies and the
nomenclature for the subject underwent a number of changes, the objectives of social studies have
remained the same. Among these are: (1) to train the citizens for their role as useful members of their
community; (2) to develop certain habits and skills necessary for living in a society; (3) to develop
moral character; and (4) to develop wholesome attitudes such as concern for the welfare of others,
cooperation, civic conscience, and a desire to improve the community.
LEARNING ACTIVITY 2
Name: __________________________ Date: ______________________
Construct a timeline on the historical background of teaching social studies in the Philippines
SUMMARY
Social studies in the USA evidently started in the 1920s with the formation of National Council for
Social Studies. Between 1921 and 1937 Social Studies became a vital curricular area of public
schooling. During the war, Social Studies reforms came to a halt. In the 1940s educational leaders
and Social Studies practitioners gave up on the Social Studies but tried other disciplines. The
succeeding years though brought another blow to the discipline when social science or studies
practitioners debated on the meaning or concept of Social Studies. The origin of Social Studies in the
US was theorized in three ways. First of such was the Continuous Spontaneous Existence Theory.
Another was the Big Bang Theory of 1916. The last was History Foundation Theory. These were
actually negated by three other assumptions.
On the Philippine side social studies took off in 1901 when history was taught in the elementary but
became a separate subject in the curriculum in 1906. In the year 1925 The Course of Study for
Intermediate Grades declared that the main goal of Civic is to produce good ctizens. However, social
studies just finally became a subject area in the school curriculum of the Philippines in 1957 until
1960. Since then social studies in the Philippines continued to flourish.
REFERENCES
Saxe, D. W. (1992). Framing a Theory for Social Studies Foundations. Review of Educational
Research Fall 1992, Vol. 62, No. 3, pp. 259-277
Michener, J. A. (1939). The Future of the Social Studies. (Curriculum Series No. 1). Cambridge,
MA: National Council for the Social Studies.
Michener, J . A. (1991). James A. Michener on the Social Studies. Washington, DC: National
Council for the Social Studies
Rugg, E. (1923). How the Current Courses in History, Geography, and Civics Came to be What
They Are. In G. M. Whipple (Ed.), Twenty-second yearbook of the National Society for the Study
of Education (pp. 49-75). Bloomington, IL: Public School Publishing.
Rugg, H. (1921). Needed Changes in the Committee Procedure on Restructuring Social Studies.
Elementary School Journal, 21, 688-702.
Rugg, H. (1929). An Introduction to American Civilization. Boston: Ginn.
