UNSCRAMBLE ME 1

1. LIOSAC SSDIUTE SOCIAL STUDIES

2. LAINOLOC GISNORI COLONIAL ORIGINS

3. ENW RPBLEUIC NEW REPUBLIC
4. LCVII RWA CIVIL WAR
PROGRESSIVE ERA
5. PGRRSSVOEIE ARE

6. LLTBAE BATTLE
 UNIT IV
HISTORICAL AND
PHILOSOPHICAL
BACKGROUND OF SOCIAL
STUDIES
 3
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
 ENGLISH
AND
COLONIAL
ORIGINS
English and SOCIAL WELFARE
Colonial MOVEMENT
Origins
-Great Britain
 AMERICAN REVOLUTION
English and
Colonial
Origins
 7

ACCORDING TO RONALD BRETSCH

(VOLUME LXV, NO. 8)

Social studies in english and Welsh primary

and secondary schools does not exist in
terms of what an American recognizes as
“Social Studies”
8
 9
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
THE NEW
REPUBLIC

GENERAL EDUCATION IN THE
SCHOOLS CONSISTED OF
INSTRUCTION, READING, WRITING
AND ARITHMETIC
11
HOME AND COMMUNITY PROVIDED
VOCATIONAL TRAINING.

Reading

General
Education Writing

Arithmetic
 12

Horace Mann
(May 4, 1796 – August 2, 1859)
○ American educational reformer.

○ Whig politician known for his commitment to

promoting public education

○ A central theme of his life was that "it is the law

of our nature to desire happiness. This law is
not local, but universal; not temporary, but
eternal. It is not a law to be proved by
exceptions, for it knows no exception."
Individuals such as Horace Mann worked to ensure that the states
would provide tax-supported public schools for all students, regardless
of a person’s social class.
 13

Public elementary schools were founded in

1sthalf of most of the Northern states, while education
19th century in the southern states remained largely
within the hands of families. Elements of
social studies instruction included aspects of
geography with a growing emphasis on
history.
 14
Following the ratification of the US Constitution,
children were expected to study the characteristics and
principles of the New Governmenr as well as recite the
Bill of Rights.
 “
15

○ Newly founded printing firms began

to publish primers, spellers, and
various textbooks for the growing
numbers of public elementary
schools.
 16

William Holmes McGuffey

(September 23, 1800 – May 4, 1873)

○ college professor and president who is

best known for writing the McGuffey
Readers, the first widely used series of
elementary school-level textbooks.

One of the most successful attempts to pressure moral values outside

the religious sphere was in form of Willia Mcguffy‘s readers.
 17

FINISH!
What can you
say about this
picture?
 19
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
 CIVIL WAR
AND
AFTERMATH
 21

WHAT IS CIVIL WAR?

A civil war, also known as an intrastate
war in polemology, is a war between
organized groups within the
same state or country.

WHAT IS ITS
CONNECTION TO THE
HISTORY OF SOCIAL
STUDIES?
https://en.wikipedia.org/wiki/Civil_war
 22
AMERICAN CIVIL WAR (1861-1865)

Started on April 12, 1861

Fought between the United States and the

confederate states of America

Long-standing disagreement over the

enslavement of black people.

April 9, 1865- the war ended when General Robert

E. Lee surrendered his confederate troops to the
Union’s Ulysses S. Grant at Appomotox Court
House, Virginia.
 23

 Dissolution of the Confederate

States
THE  Slavery abolished
AFTERMATH
 Beginning of the Reconstruction
era

o 1860 most states accepted the idea of universal elementary education and in
the process of developing tax-supported public elementary school
o During this period, the elements of social studies education came to include
history, civics and geography.
o History courses began to replace geography as an important subject to be
studied.
 24

George Bancroft
○ Professor of history from Massachusetts,
United States

○ He influenced the development of history

courses with a patriotic orientation.

○ He helped to promote the idea of

“American Dream”
Later, this type of history was modified by a scholarly
history based on more academic approaches which
emphasize the use of primary sources.
 THE EMERGENCE OF SOCIAL STUDIES PARALLELS 25
IMPORTANT SOCIAL EVENTS IN THE 20TH CENTURY

1. Evolution of common school

2. Growth of Public Schools

Common School Movement was an effort

that began in the early 1800s to provide
free education to all students, regardless of
wealth, heritage, or class.
 26
SOCIAL STUDIES WAS BASED ON THREE PRINCIPLES
THAT WOULD TRANSFORM THE OLD HISTORY AND
OLD GEOGRAPHY TRADITION

This new tradition includes history, geography and social

science content within a sociological orientation based on
social philosophy

The social studies tradition included an instructional

methodology based on the needs and characteristics of the
student.

The social studies tradition embraced the realization that

education had a social as well as an education mission,
mission directly tied to the development of democratic
citizens for American society.
 “
27

IS THERE A RELATIONSHIP
BETWEEN THE SOCIAL STUDIES
AND SOCIAL CHANGE IN
AMERICAN SOCIETY?
 28

The connection between social

studies and citizenship grew out
the need to advance the
humanitarian concerns of the
nineteenth century.
29
 30
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
PROGRESSIVE
AND THE
SECONDARY
SCHOOL
MOVEMENT
 32

PROGRESSIVE ERA
It was a period of widespread social
activism and political reform across the
United States that spanned the 1890s to the
1920s.

Its main objectives were to eliminate problems caused by:

industrialization immigration

urbanization Political corruption

 33

• tax supported public high school

spread throughout the United States
PROGRESSIVE • high school enrollment dramatically
ERA increased by 1900
• 31 states had compulsory school
attendance for students from ages 8-
14
• by 1918, every state required students
to complete elementary school
 34

During the American Progressive Period

schools were highly segregated, colored
children recieved poor education than
white
children

JOHN DEWEY
 an educational philosopher, psychologist, and writer
 he was a leading voice for progressive education at that
time
 he promoted the link between learning andexperience
 35

At the same time, separate social science

disciplines were breaking away from the history
curriculum.

The social studies curriculum evolved into

formal structure of courses and programs which
was greatly influenced by a series of national
committees that worked on the purpose and
programs of the public schools.
 36
1893 National Education Committee of Ten
• They aimed to resolve the mission and the purpose of
emerging schools, and competing academic philosophies
• They recommended for "strong academic program for the
student"

• it's goal is to "modernize" the secondary curriculum

and to establish a set of history courses that
would prepare college- bound students for university
admission

• history should emphasize "scientific" history over

"patriotic" history
 1899 AHA Committe of Seven 37

students could learn to study events and issues through

scientific analytical approach in which historical evidence
would be a major part of the pedagogy

LUCY SALMON
• one of the first women to contribute to the establishment of
Social Studies
• she served as member of the influential Committee of
Seven
• she recognized the need to link history instruction with
geography and related subjects
 38

1905 AHA Committee of Eight

• 8 historians concerned about teaching history in elementary
school
• recommended that Old History be taught in sixth grade as
background for American History that could be taught in high
school
1912 NEA set a new curriculum structure for
nations secondary schools
• committee was responding to social changes in United States
that had resulted from from rapid urbanization, industrialization
and civil war
• traditional history had fought its way into the public school
curriculum, by the effort of Committee of Seven
39
 40
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
SOCIAL STUDIES
AS
CURRICULUM
 42

○ Prior to 1916, social studies teachers had

been called history teachers regardless of
SOCIAL their teaching specialty.
STUDIES AS
CURRICULUM ○ March 31, 1921 at annual meeting of
National Education Associations Department
of Superintendency in Atlantic City, New
Jersey. Agroup of educators met and decided
to form a national association for social
studies teachers (Gross and
Dynneson,1983).
 43

○ In education, the teaching and learning

principles of John Dewey were influential in
SOCIAL leading teaching toward community-centered
STUDIES AS citezenship education, scientific inquiry, and
CURRICULUM participatory learning.

• Progressive Education
• Child-centered
• Pragmatism
• Interdisciplinary
The authoritarian nature of disciplinary approach was
modified in favor of applied(authentic human actions).
 SEVEN CARDINAL PRINCIPLES 44

( ACCORDING TO NEA COMMISSION)

1. Health
2. Command of Fundamental Processes
3. Worthy of Membership
4. Vocation
5. Citizenship
6. Worthy of Leisure
7. Ethical Character
 45

Health
The general public should be educated on the
importance of good health. Teachers should
be examples for good health and schools
should furnish good equipment and safe
buildings.
 46

Command of Fundamental Processes

Fundamental Processes are writing, reading,
oral and written expression, and math. It was
decided that these basics should be applied to
newer material instead of using the older ways
of doing things.
 47

Worthy home Membership

This principle “calls for the development of
those qualities that make the individual a
worthy member of a family, both contributing
to and deriving benefit from the membership”
(Raubinger, Rowe, Piper, West, 108
 48

Vocation
The objective of this principle is that the
student gets to know him or herself and a
variety of careers so that the student can
choose the most suitable career. The student
should then develop an understanding of the
relationship between the vocation and the
community in which one lives and works.
 49

Citizenship
The goal of this is to develop an awareness
and concern for one's own community. A
student should gain knowledge of social
organizations and a commitment to civic
morality
 50

Worth of Leisure
The idea behind this principle is that education
should give the student the skills to enrich
his/her body, mind, spirit and personality in
his/her leisure.
 51

Ethical Character
This principle involves instilling in the student
the notion of personal responsibility and
initiative. Appropriate teaching methods and
school organization are the primary examples
that should be used.
52
 53
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
54
THE BATTLE
OVER SOCIAL
STUDIES
 56

○ Great depression
EFFECTS
○ Role of the governmenment
OF WAR
○ Class conflicts
○ Rift between academicians and
educationist
 57

 In 1926 AHA reported that teaching of history in a public

schools was “Candidly Moribund.”

 Under Charles Beard leadership.

 Social Reconstructionists attempted to reform society.

 Historians could not agree on how history should be

taught in the schools.

 1930’s Charles Beard attempted to address the teaching

of history and social studies in the public schools.
 58

Reconstructionist Harold Ragg tried to

introduced school reforms that would reorient
students to reform society.
-“new” reconstructionist textbook for social
studies.
- Harold Ragg labeled as “socialist”
 59
SOCIAL STUDIES IS UNDER ATTACK!!
 60

Allan Nevins
(May 20,1890-March 5,1871)
○ American historian journalist
○ He attacked the nature of social
studies program for its integrated and
weak content.

○ Social studies is a “Social Slush”

 61

Ralph Robey
(1809-1 April 1864)

• American historian journalist

• He examined the quality of history
textbooks in the public schools.
 62

Arthur Bestor
(1908-1994)

• Historian
• Founding member and pass
president of the Council for
Basic Education
 “
63

The National Council for the Social

Studies responded to these charge
and defended the social studies as
best it could.
64
 65
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
REFORMING
THE SOCIAL
STUDIES
 67

In the 1957 the success of Sputnik, the orbiting

Soviet satellite convinced that progressive
education had failed the American public.

Sputnik led to an educational reform movement

in the United States that attempted to replace
progressive education with new academic
education.

This movement emphasized separate courses in

the disciplines and advanced academic training
for students of ability.
 68

○ After Sputnik, the times called for

REFORMING inclusion of history and all of the social
studies disciplines in which selected
THE SOCIAL aspects of each disciplines could provide
STUDIES a broader and more balanced social
studies curriculum.
○ This broader array of topics had the
effect of breaking the traditional hold that
history, geography and civics had on the
social studies since its inception
(Jenness 1990).
 69

• According to Barr, Barth and Shermis (1977) the

government efforts provided rich opportunies for
program improvements.
• The Social Studies was nurtured by the works of
John Dewey and promoted by such prominent
educators such as George Counts, Edgar Wesley,
Harold Rugg and Earle Rugg

Robert D. Barr, James L. Barth and S. Samuel Shermis

 70

Jerome Seymour Bruner

• American psychologist who made significant
contributions to human cognitive psychology
and cognitive learning theory in educational
psychology

• Among notable scholars, Jerome

Bruner helped establish guidelines to
be followed in new curricula through his
influential book. The process of
education (1963).
 71

○ Bruner suggested that project directors

REFORMING base the new social studies materials
THE SOCIAL into four principles :
STUDIES 1. Structure of the discipline
2. Readiness for learning
3. Intuitive and Analytic thinking
4. Motivates for learning
 72
1. Structure of the discipline
Bruner tells that when we grasp the structure of a subject, it enables
us to relate many other things that would otherwise seem unrelated.

2. Readiness for learning

Offers guidelines in dealing with the evolution of consciousness in
students.

3. Intuitive Thinking
Bruners says that we might know exactly what that means, but
we can all " distinguish between inartculate genius and articulate
idiocy."
Conscious Competence –( Inarticulate Genius )
- this person gets the job done and knows why.
Conscious Incompetence – (Articulate Idiocy)
- this person is incapable and knows it.

4. Motivates for learning

 73

○ It was clear that much of the "new social

REFORMING studies" would take on a strong orientation
THE SOCIAL aimed at developing curriculum materials
STUDIES for teaching of the seven social studies
disciplines as separate entities.
○ But it was also clear that the disciplinary
approach required instructional materials
that emphasized the "nuts and bolts"of the
disciplines–facts, concepts and
generalizations. (Bruner 1963).
 74

• Relationship between two or among

concepts
• These can be big understanding/ideas for
a unit

• Ideas, Abstract, Construct Meaning

• Do not need to be " academic sounding"

• Do not need to be detailed
 75

Social Science Education Consortium

• The Social Science Education Consortium, founded in 1963, is a

not-for-profit educational corporation dedicated to strengthening
the social science content in social studies education.

• In spite of the work of consortium, through the social science

movement was not able to unseat citizenship education from its
traditional role as the primary goal of the social studies.
 76

○ The civil rights movement tended to

REFORMING focus education on the underclasses and
THE SOCIAL the study of values.
STUDIES ○ In addition, the social studies
experienced a resurgent interest in
citizenship education, an interest that
continues to influence the curriculum.
 77

○ Maurice Hunt and Lawrence Metcalf

REFORMING (1968) suggested that the social science
THE SOCIAL skills and knowledge be merged with the
STUDIES goals of the social studies and
citizenship education.
○ They suggested that the social studies
curriculum be organized around "closed
areas" or topical subjects that were
important to the students understanding
of society.
 78

○ During the same period, the civil rights

REFORMING movement would overtake curriculum
THE SOCIAL reform to become the most social issue
STUDIES of the day.
○ Consequently, the momentum shifted
away from curriculum reform to issues of
poverty and prejudice.
 79

○ By 1977 the " new social studies "

REFORMING movement ended because its funding
THE SOCIAL has ceased, and most of the reform
STUDIES curriculum materials became relics of
experimentation.
○ The new emphasis in the social studies
was on values and related approaches
such as value clarification.
 80

In time, a subjective values education would be

opposed as the social studies lost status within
political and educational circles.

The back-to-basis movement with its emphasis

on the three R's, lead to a deemphasis of the
social studies especially in the elementary
schools.
81
 82
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
THE SEARCH
FOR THE NEW
DIRECTION
 84
THE SEARCH FOR THE NEW DIRECTION
○ By mids 1970's, into the 1980's, citizenship education had made an impressive comeback,
and most reasonable advocates of SOCIAL STUDIES EDUCATION were willing to concede
the citizenship education as the accepted organizing core of the SOCIAL STUDIES.
○ At the same time, the back to basic movements had discounted the SOCIAL STUDIES
INSTRUCTION in the school.

Further demands for greater inclusion and new emphasis role from the proponents of Multicultural
education, feminism and the women's movement, and these proposing the STUDY OF GLOBAL
CHANGES such as ENVIRONMENTAL PROTECTION. But what would be educed or eliminated from the
classroom to make places for these topics?

The 1970's arrived with the SOCIAL STUDIES once again under attack and still SEARCH FOR
IDENTITY. Looking back from our vantage point in the late seventees, it would seem that the issues
that and confronted the SOCIAL STUDIES for the past 70 years were still unresolved: concern over
the question of INDOCTRINATION,CONFLICTING GOALS OF INSTRUCTION, AND DISPUTES
OVER CONTENT.
 85
The 1893 National Education Committee of TEN
(The Madison Conference)

• This committee attempted to resolve a basic question about the mision and the
purpose of the emerging high schools. In their final recommendation, committee
members recommend a strong academic program for students who would not go
beyond high schools.
• History should emphasize "scientific" history over "patriotic" history .
• The goal of this committee was to "modernize" the SECONDARY CURRICULUM
and to establish a set of standard history course that would prepare college-bound
fo university admisssion.
 86
The 1899 AHA Committee of SEVEN
• sponsored by the american historical association, the
members of this committee ocnsisted of seven emeninent
historians.

• the committee recommended that in the high school history

curriculum, students would learn to study events and issues
through a "scientific" analytical approach in which historical
evidence could be a major part of the pedagogy.

• the committee conducted a survey of schools and used the

data gthered to prescribe an ideas of course to the high
school.
 87
The 1905 AHA Committee of EIGHT

This committee consisted of eminent historians were

concerned about the teaching of History in Elementary
School. They recommended that old world history to
be taught in the sixth grade as background for the
american history that would be taught in high school.

(According to Barr, Barth and Shermis 1977).

 88
THE SEARCH FOR THE NEW DIRECTION
NATIONAL EDUCATIONAL REFORM MOVEMENT

began with the publication of A Nation at Risk in 1983 and was

followed by a series of similar reports, has profoundly influenced
the orientation of the social studies

Critics of the social studies,including Chester Finn, then a Federal Education official,
and Dianne Ravitch (historian), responded with the educational excellence network,
which among other goals promoted. The teaching of history and geography as the most
important content areas of the social studies.

Th concerns and recommendation of these critics were based on NATIONAL TEST

RESULTS suggesting that students knowledge of AMERICAN HISTORY was
UNSATISFACTORY. At the sametime, reports about students' weak knowledge of
GEOGRAPHY were appearing in the media.
 89
As a result of these reports, Finn and Ravitch called
REFORMS that would focus the social studies curriculum on
history and geography instruction

Gross 1988, those who disagreed with the critics of the social
studies feared that instructions would become focused on history
and geography with little room for other social studies disciplines.

Teaching of history and geography would emphasize:

• Date
• Events
• Place-name knowledge
 90
NATIONAL COMMISSION ON SOCIAL STUDIES
• Organized by National Council For The Social Studies (1986)
• In 1989, this commission issued a final report entitled Charting A
Course: Social Studies For The 21st Century, which received mixed
reactions from educators because of its recommended emphasis on
history in the curriculum.

Under President George Bush, the role of social studies education

reflected much more of a disciplinary orientation, as was stated in
goal 3 of the educational reform known as america 200. according to
this recommendation.
 91

U.S. Department of Education, 1993

By the year 2000, American Students will leave Grade 4,8 and 12 having
demonstrated competency in challenging subject matter including english,
mathematics, science, history, and geography and every school will ensure
that all students learn to use their minds well so try maybe prepared for
responsible citizenship, further learning, and productive employment in our
modern economy.
 92
• Currently, the membership of the council remains divided over the direction
in which the social studies seem to be going, therefore, these issues will
continue to be debated,even as now textbooks are being printed that
reflect the history/geography emphasis.

• "Good citizenship", some have believed, would follow from historical and
geographic knowledge and would not need special attention beyond these
fundamental.

• The transmission of knowledge was to supersede citizenship development

as the primary goal of the social studies.

• These issues illustrate the fundamental differences with in the social

studies between what academic experts want for and expect of the social
studies and what professional educators and many parents and citizens
and expecrt from social studies
 “
93

As in the past, these same ideoligical issues continue to

be debated in connection with education reform. Today
the trend in social studies is to accommodate both the
supporters of traditional history and those who support
the more sociologically oriented social studies.

In the last decade of the twentieth century, the advocates of traditional history will provide
continuing criticism and call for further change in the more progressively oriented social
studies.
In return the proponents of a citizenship/ issue centered social studies will advance their
own position.
94
 95
UNIT IV: HISTORICAL AND PHILOSOPHICAL
BACKGROUND OF SOCIAL STUDIES

○ The Origin of Social Studies

I. English and Colonial Origins
II. The New Republic
III. Civil War and Aftermath
IV. Progressives and the Secondary School Movement
V. Social Studies as Curriculum
VI.The Battle over Social Studies
VII.Reforming the Social Studies
VIII. The Search for the New Directions
IX. The Curricular Standards Movement
 THE
CURRICULAR
STANDARDS
MOVEMENT
 97

○ The stress over the establishment of subject

matter standards to toughen school
THE requirements grew, in part out of the results
CURRICULAR of the work of the National Assessment of
STANDARD Educational Programs(NAEP). The NAEP 's
MOVEMENT work revealed a serious lack of secondary
student knowledge about American History.
○ The movement also was advanced by the
publication of " A Nation at Risk" which
increased public and professional concern
about school failures, especially with
disadvantaged pupils who were termed
"students at risk".
 98
○ In 1989, an education summit involving all fifty state
governors and President George H. W. Bush resulted
in the adoption of national education goals for the year
2000, "Goals 2000".

○ In 1994, a standard based vision was enacted under

the Clinton Administration. .

○ 1996, National Education Summit, 44 governors and 50

corporate CEOs set the priorities. (Archieve, 1998).

• High academic standards and expectations for all students.

• Tests that are more rigorous an more challenging, to measure whether students
are meetin those standards.
• Accountability systems that provide incentives and rewards for educators,
students, parents to work together to helo students reach these standards.
 99
In addition to the national effort, within a short period of
time a majority of individual states organized ● History
committees, which had been funded by the federal, ● Mathematics
state, and private resources to develop subject matter ● English
standards.

As in the past, the federal government helped to fund the initial work aimed
at the development of the standards, but made no provision for implementation. As a
consequence, the National Council for Social Studies(NCSS) provided some funds for
the establishment of a statement that would identify important components of
knowledge and skills that could be used as the basis for the general assessment of
students. In 1994, NCSS published a 150 page statement on Social Studies standard
entitled Expectations of Excellence: Curriculum Standards for Social Studies. This
document identified ten thematic strands for the social studies, as well as specific
componentd of knowledge and skills for elementary, middle secondary, and high school
grades.
 100
The primary content proposed for history were identified by the National
Center of History in the Schools located at UCLA in California. Its work
included the identification of content knowledge and skills.

Some leaders within the National Endowment for the Humanities who had
supported the adoption of standards took serious issue with the history
standards, mainly because important persons, events, and topics had been
excluded for what appeared to be more "politically correct" content that
focused on the contibutions of minorities and women. (Nash, Crabtree and
Dunn, 1998).

As the debate over standards increased, the work of state committees

began to appear, wide-ranging differences surfaced as some groups were
organized by legislatures, while others were organized by governors, and
still others were organized by state department of public instructions.
 101

While these difficulties tend to characterize some of the

basic difficulties associated with curriculum reform and a
fear of the emergence of the national curriculum, the
development and assessment of standards and students
performance remains legitimate means for improving
academic results. The standards movement contirbuted to
the fear that the federal government was preparing

• Nationwide testing program

102
THANK YOU!
 104
UNIT IV

NOAH A. LUYA
CHRISTIAN ANGELO P. CASTILLO
NOREEN MAE B. CANICULA
MARIA CATRINA S. MILLAR
DENVER L. LEONADO
RONIE P. AMARO
JHENDRIX JEROME L. AMORAO
LEO CHELL TINAMPAY
NEL JOHN TABANAO

BOOK REFERENCE:
Designing Effective Instruction for Secondary
Studies
by Thomas L. Dynesson and Richard E. Gross