ERIC Number: ED146083
Record Type: RIE
Publication Date: 1977
Defining the Social Studies. Bulletin 51.
Barr, Robert D.; And Others
The bulletin probes the debate over the nature of social studies and considers the role of social studies in the curriculum. It is intended to be a clarification of the field of social studies for textbook authors, curriculum developers, and educators. The bulletin is presented in five chapters. Chapter I discusses the confusion which has resulted in the discipline due to fragmentary influences of a number of interest groups, such as historians, social scientists, patriotic groups, and the reflective inquiry school. Chapters II and III present an historical survey of the birth and evolution of the social studies, stressing highlights such as the influence of the church and state before 1880, domination of historians at the turn of the century, restructuring curriculum in response to social and citizenship concerns in the 1940s, development and subsequent decline of the New Social Studies in the 1960s, and the move toward skill development and values clarification in the 1970s. Key issues debated during each stage of development have been indoctrination, content, and practicality of knowledge. In chapter IV, social studies is defined as an integration of experience and knowledge concerning human relations for the purpose of citizenship education. An analysis of social studies based on this definition is presented in chapter V, followed by reactions from five leaders in social studies in the appendix. (Author/DB)
Descriptors: Analytical Criticism, Citizenship, Civics, Content Analysis, Definitions, Educational Attitudes, Educational History, Educational Objectives, Educational Philosophy, Educational Practices, Educational Theories, Elementary Secondary Education, History Instruction, Inquiry, Skill Development, Social Sciences, Social Studies
National Council for the Social Studies, 2030 M Street, N.W., Suite 400, Washington, D.C. 20036 ($4.95 paperbound)
Publication Type: Books
Education Level: N/A
Authoring Institution: National Council for the Social Studies, Washington, DC.