Social-Studies-Unit-2.1-WPS-Office-1-1.pdf

HISTORICAL BACKGROUND OF SOCIAL STUDIES In the United States of America, Great Britain, and the Philippines UNITED STATES History of Social Studies in the America  Social studies has been a staple in the American curriculum for nearly 100 years, largely due to its flexibility and inc...

HISTORICAL BACKGROUND OF SOCIAL STUDIES In the United States of America, Great Britain, and the Philippines UNITED STATES History of Social Studies in the America  Social studies has been a staple in the American curriculum for nearly 100 years, largely due to its flexibility and inclusivity. Its first official definition was issued in 1916, focusing on the organization and development of human society and human as a member of social groups.  The field was invented to meet the demands of a progressive new society, aiming to train individuals as members of society. The 1916 Committee on Social Studies introduced the field to American educators, emphasizing its social content rather than its social aim.  Throughout the twentieth century, social studies was applied as the basis for creating experimental curricula, often drawing inspiration from the older traditional history curriculum. Social studies was not created in a vacuum, but rather a reaction to prevailing curriculum.  Its introduction was a response to the history-centered program introduced by the Committee of Seven in 1899, which called for formal studies in ancient, medieval, modern, and American histories as gateways to effective citizenship. GREAT BRITAIN History of Social Studies in the British Isles  The history of social science in Great Britain underwent significant changes during the mid-20th century. Initially, the Clapham Committee’s report in 1946 led to earmarked grants for social sciences, demonstrating early commitment.  However, after 1957, earmarked grants ceased, and the Department of Scientific and Industrial Research (DSIR) continued funding social science research. By 1960, the DSIR allocated £140,000, broadening research areas to include industrial psychology, ergonomics, and social factors.  Notable figures like Mrs. Judith Hart, Mr. Denzil Freeth, and Lord Hailsham, advocated for social science, emphasizing practical applications. JUDITH HART Born as Constance Mary Judith Ridehalgh, on September 18, 1924, in Burnley, Lancashire , England.  Her work as Minister of Overseas Development (1969-1979), which involved shaping British aid policy and advocating for developing countries, falls under the realm of social studies, particularly international relations, development studies, and political science. Key Achievements Played a significant role in shaping British aid policy towards developing countries. Advocated for rural development and prioritization of the poorest countries. Was a vocal critic of the European Economic Community. Published influential works on development and aid.  Judith Hart's contributions to the development of British aid policy and her outspoken advocacy for the rights of developing countries have solidified her legacy as a prominent figure in British politics. Her work continues to inspire discussions on global inequality and the importance of international cooperation. DENZIL FREETH Denzil Kingston Freeth MBE (Member of the Order of the British Empire), was born in Paddington area of London, on July 10, 1924.  Freeth's education at Sherborne School and Trinity Hall, Cambridge, suggests a strong foundation in the humanities and social sciences. As a politician, Freeth likely engaged in debates and discussions on various social issues. LORD HAILSHAM Quintin McGarel Hogg, Baron Hailsham of St Marylebone, was born on October 9, 1907.  Lord Hailsham's multifaceted career, encompassing politics, law, public discourse, and intellectual pursuits, significantly impacted social studies and policy in Britain. His involvement in the Conservative Party, advocacy for social issues, legal work, and intellectual engagement collectively contributed to shaping social policy and promoting social justice. Political Career and Social Policy Hailsham's positions within the Conservative Party and his advocacy for social issues influenced government policies related to race relations, education, and social welfare. His support for reforms like the Race Relations Act demonstrated his commitment to addressing social inequalities. Legal Career and Social Justice Hailsham's legal career, particularly as Lord Chancellor, involved overseeing the justice system and ensuring its fairness. This role had implications for social justice and equality. Public Intellectual and Social Commentary Hailsham's engagement in debates and discussions, as well as his writings, contributed to public discourse and raised awareness of social issues. His works explored social and political themes, providing insights into his perspectives. PHILIPPINES History of Social Studies in the Philippines SPANISH COLONIAL ERA (1521-1898) Social Heirarchy The Spanish colonial society in the Philippines was characterized by a strict social hierarchy. The Spanish colonizers occupied the highest position, wielding political and economic power.  Below them were the mestizos, people of mixed Spanish and Filipino ancestry, who enjoyed privileges and often held positions of authority. The majority of the population, the indigenous Filipinos, were considered subjects and were subject to discriminatory laws. At the bottom of the social hierarchy were enslaved people, primarily indigenous individuals. Filipino Caste System Religion The Spanish colonial period brought Catholicism to the Philippines, making it the dominant religion. Spanish culture, including language, customs, and traditions, was also imposed on the Filipino people. However, many indigenous traditions and beliefs persisted, often blending with Catholic practices. Education Education during the Spanish colonial period was primarily provided by religious orders like the Jesuits and Augustinians. This education was mainly accessible to the elite and mestizos, while the majority of Filipinos had limited opportunities for formal schooling.  Spanish became the language of instruction, leading to the decline of indigenous languages. Economy The Spanish colonial economy in the Philippines was based on the encomienda system, which granted Spanish settlers control over indigenous labor and land. The economy primarily focused on the production of cash crops like sugar, tobacco, and abaca for export to Spain.  The Philippines, being part of the Spanish colonial empire, was also subject to trade restrictions imposed by Spain. Social Movements Throughout the Spanish colonial period, Filipinos engaged in various revolts and resistance movements against Spanish rule. The growing sense of nationalism among Filipinos also led to the development of social movements aimed at achieving independence from Spain. AMERCAN COLONIAL ERA (1898-1946)  The United States had a big influence on how educational institutions are built and knowledge is produced. This influences is evident within social sciences. The emergence of specialized social sciences disciplines came in the early American colonial period (circa 1900).  Anthropology, sociology, economics, history, political science, and psychology were instituted at the University of the Philippines. Schools that run under by a Catholic religious orders made an important contributions to the development of social science. Introduction and proliferation of academic disciplines and methodological grounding can be attributed to American influence.  Filipinos who graduated overseas through exchange programs, like Philippine-American educational foundation (Fulbright Commission), played a big role in developing Philippine social sciences. They recruited students into their respective academic fields and established progessional organizations in History, Psychology, Economics, and Anthropology. INDEPENDENT PHILIPPINES (1946-Present)  Philippine social scientist in the 1970s and 1980s strove to break away from the colonial legacy. Marxist inspired scholars criticized their peers for ignoring the structure bases of social ill and proliferating bourgeois ideology. In 1990, an era of pluralization and convergence in social science was ushered in by the need for practical formulations on economic, environmental, and other issues.  This trend continued in 2000s and 2010 with the increasing democratization of political and civic life. American influence on the evolution of Philippine education institutions has remained strong amid ongoing democratization and the emergence of new knowledge centers. The implementation of K-12 in 2012, is an example.  American universities remain a top destination for Filipino students, according to UNESCO data on student mobility in Asia. This maintains Philippine-US partnerships in the social sciences. Number of Filipino students attending US universities has increased over a three-year period. For example, in 2019, 3,320 students attended American universities, representing a 2.9% increase from 3,225 in 2018.  While the Covid-19 pandemic severly hampered these engagements, forcing some to discontinue, the use of online distance learning have increased. In October 2021, The Philippine Sociological Society, in partnership with the DLSU and the International Sociological Association, hosted its first online international conference with scholars and practitioners from the US.  Taking all these recent engagements into account, future collaboration between Filipino and American social scientists should focus on three key points.  First, the restrictive nature of the pandemic should motivate social scientist to design new research methodologies that allow research partners to effectively carry out data and analysis.  Second, training modules that empower community partners to design, plan, and carry out their own onsite research in support of specific community or sectoral advocacies should be developed.  Lastly, partnering with Geographical Isolated and Disadvantaged Areas (GIDAs) through research, capacity building and advocacy work should be prioritized. Unit 2.1 Historical background of Social Science in the United States, Great Britain and Philippines Members Pelagio, Kenneth Manzan , Shane Calimlim, Aian References Social Studies in Britain (London: Nature Publishing Book, 1961), 191:1354. Enrique Nino Leviste, PhD. "Consolidation, Contestation and Convergence: Revisiting American Influence on the Development of Philippine Social Sciences." Asia Pacific Bulletin 593 (2022). Saxe, David Warren. "On the Alleged Demise of Social Studies: The Eclectic Curriculum in Times of Standardization- -A Historical Sketch." International Journal of Social Education 18, no. 2 (Fall-Winter 2003-2004): 93-102.