Nature and History of Social Studies; Aims, Objectives and Academic Standards

What to remember

• Social studies is not one subject. It is an integrated area that takes History, Geography, Civics (Political Science), Economics and parts of Sociology and simplifies them for school children, with the aim of making good citizens.
• Aims are broad and long-term (what the school hopes to achieve over years). Objectives are specific and short-term (what a pupil can do after one lesson). Objectives are written as observable behaviour.
• In Andhra Pradesh, learning in social studies is described through five academic standards: conceptual understanding; reading, reference and information skills; reflection on contemporary issues and questioning; mapping skills; appreciation and sensitivity.

Meaning and nature of social studies

Social studies is the study of human beings in their relation to the natural and social environment. It looks at how people live, work, govern themselves, earn a living and change over time. A common definition, linked with E. B. Wesley, says that social studies are the social sciences simplified for pedagogical (teaching) purposes.

Main features of its nature:

• Integrated: content from many social sciences is joined around themes, not kept in watertight boxes.
• Dynamic: society changes, so content changes. Current events are part of the subject.
• Citizenship-oriented: the final target is a responsible, aware and sensitive citizen.
• Humanistic: it deals with human relations, values and problems.
• Linked with life: it uses the child's home, village, town and community as a laboratory.
• Interdisciplinary and open to other subjects: it borrows from science, language and arts.

Social science and social studies

Core subjects inside social studies

• History: the past of people, to understand the present (time sense, change, cause and effect).
• Geography: the earth as the home of people (place, space, resources, maps).
• Civics / Political Science: rights, duties, government and democracy.
• Economics: how people produce, exchange and use goods and services; needs and scarcity.
• Sociology and anthropology: groups, customs, institutions, culture.

Brief history of social studies

In the world

• In the United States, the term "social studies" gained ground in the early twentieth century. The Committee on Social Studies of the National Education Association gave its report in 1916, recommending social studies as a school subject built around community civics and social problems. This is the usual starting point in exam questions.
• Later, the "expanding environment" idea arranged content from family, to community, to nation, to world.
• In the middle of the century, the subject added more of problem solving, inquiry and the structure of disciplines (Jerome Bruner stressed learning the structure of a subject).

In India

• In the older school system, History, Geography and Civics were taught as separate, content-heavy subjects, often with memorisation.
• The Secondary Education Commission (Mudaliar Commission, 1952-53) pressed for broad-based "general" subjects and for social studies to build citizenship and democratic values.
• The Kothari Commission (Education Commission, 1964-66) supported social science teaching that links the school to society and to national development.
• The National Policy on Education (1986) and the National Curriculum Framework documents continued this line. The National Curriculum Framework 2005 asked for less memorisation, more thinking, and treated social science as a subject for building "critical" citizens.
• Andhra Pradesh followed with the State Curriculum Framework 2011 and textbooks written around themes, activity-based learning and academic standards.

Why we teach social studies: aims

Broad aims commonly listed:

• 1. To develop good, responsible citizens who understand rights and duties.
• 2. To help pupils understand their environment, physical and social.
• 3. To develop democratic values: equality, justice, liberty, fraternity, secularism.
• 4. To build national integration and respect for diversity, and also international understanding.
• 5. To develop critical thinking, the habit of asking questions and judging information.
• 6. To help pupils adjust to a changing society.
• 7. To develop a sense of time and place, and love for heritage.
• 8. To build sensitivity towards weaker sections, gender equality and the environment.

Values of teaching social studies: informational (knowledge), cultural (heritage), disciplinary (mental training), utilitarian (daily-life use), and social-civic (citizenship).

Aims versus objectives

Taxonomy of educational objectives

Benjamin Bloom and colleagues (1956) classified objectives into three domains.

• Cognitive (thinking): knowledge, comprehension, application, analysis, synthesis, evaluation.
• Affective (feelings, values): described by Krathwohl and others (1964): receiving, responding, valuing, organising, characterising.
• Psychomotor (skills, doing): later work by Simpson, Dave and Harrow.

Revised cognitive levels (Anderson and Krathwohl, 2001): remember, understand, apply, analyse, evaluate, create. Here "create" is placed at the top, and the names became verbs.

Specifications of behaviour in social studies lessons: gives examples, compares, locates on a map, draws a timeline, classifies sources, interprets a graph, shows respect for others' views. Good objectives use clear action words (list, identify, explain, compare, locate, draw) and avoid vague words (know, understand, appreciate) when written as instructional objectives.

Academic standards in social studies (Andhra Pradesh)

Academic standards say what a child should be able to do with content. They link teaching, learning and evaluation. The five standards used for social studies:

The classroom angle: a teacher should plan questions at all five standards, not only the first. Tests should include factual, reasoning, map, information-skill and values-based items. Maps and graphs are not only for geography; they are used for history and economics too.

Planning a lesson with objectives

• 1. Choose the unit and the standard to be developed.
• 2. Write specific objectives in behavioural terms.
• 3. Select activities (map work, role play, group task) matched to the objectives.
• 4. Prepare learning resources (maps, pictures, source extracts).
• 5. Plan formative assessment (questions, observation, portfolio) matched to the same objectives.

Examples of objectives at different levels

A good unit plan has objectives at several levels, so that slow learners and fast learners both gain. Low-level objectives should not take up the whole test.

Exam traps

• Aim and objective are not the same: broad and long-term versus specific and measurable.
• Social science is a higher-level, discipline-wise study; social studies is its school-level, simplified, integrated form.
• Bloom's affective domain is Krathwohl's work (1964); the original cognitive taxonomy is 1956.
• In the revised taxonomy, "create" is at the top and "remember" at the base; "synthesis" is the old name for the top level.
• The 1916 report is American (NEA); do not attribute it to India.
• "Mapping skills" is a separate academic standard, not part of reading and reference skills.
• "Appreciation and sensitivity" deals with values and attitudes, not with factual recall.
• Mudaliar Commission (1952-53) is the Secondary Education Commission; Kothari Commission (1964-66) is the Education Commission.

One-liners

• 1. Social studies is an integrated school subject drawn from the social sciences.
• 2. The final goal of social studies is good citizenship.
• 3. The 1916 report on social studies was by a committee of the National Education Association in the United States.
• 4. Social science is for higher study; social studies is for school.
• 5. Aims are broad; objectives are specific and measurable.
• 6. Bloom's three domains are cognitive, affective and psychomotor.
• 7. The 2001 revision of the cognitive domain has six levels from remember to create.
• 8. Krathwohl is linked with the affective domain taxonomy.
• 9. History builds time sense; geography builds sense of place and space.
• 10. Andhra Pradesh uses five academic standards in social studies.
• 11. Reading a graph or a timeline belongs to reading, reference and information skills.
• 12. Respect for diversity and the environment belongs to appreciation and sensitivity.

Practice questions

1. Social studies in school is best described as

   1. An integrated area simplified from the social sciences for teaching
   2. A single discipline that studies only the past
   3. A branch of pure science for higher research
   4. A language subject for reading skills
   Answer

   A. An integrated area simplified from the social sciences for teaching

   Social studies integrates History, Geography, Civics and Economics in simplified form for pupils.

2. The final goal of teaching social studies is mainly to develop

   1. Skill in memorising dates
   2. Skilled map printers
   3. Good and responsible citizens
   4. Expert historians
   Answer

   C. Good and responsible citizens

   Citizenship education is the central aim of the school subject.

3. Social studies is defined as the social sciences simplified for pedagogical purposes. This definition is linked with

   1. Bloom
   2. Dewey
   3. Kilpatrick
   4. E. B. Wesley
   Answer

   D. E. B. Wesley

   Wesley's definition is the standard one quoted for social studies.

4. Which of the following is a general, long-term statement of what teaching hopes to achieve?

   1. Instructional objective
   2. Aim
   3. Learning outcome of one period
   4. Specification
   Answer

   B. Aim

   Aims are broad and long-term; objectives are specific and short-term.

5. A pupil lists three duties of a citizen after the lesson. This statement is best classified as

   1. A value
   2. An aim
   3. A philosophy
   4. A specific objective
   Answer

   D. A specific objective

   It is a specific, observable and measurable behaviour, so it is an objective.

6. Which statement about aims and objectives is correct? 1. Aims are broad and cannot always be measured directly. 2. Objectives are specific and written as observable behaviour.

   1. 1 only
   2. 2 only
   3. Both 1 and 2
   4. Neither 1 nor 2
   Answer

   C. Both 1 and 2

   Both statements correctly describe aims and objectives.

7. The report on social studies by the Committee on Social Studies of the National Education Association came in

   1. 1986
   2. 1916
   3. 1952
   4. 1856
   Answer

   B. 1916

   The 1916 report is the usual starting point for the history of the subject in the United States.

8. Which Indian commission is known as the Mudaliar Commission?

   1. Secondary Education Commission
   2. University Education Commission
   3. Education Commission 1964-66
   4. National Knowledge Commission
   Answer

   A. Secondary Education Commission

   The Secondary Education Commission of 1952-53 was headed by A. Lakshmanaswami Mudaliar.

9. Which of these correctly pairs the domain of objectives with its main concern?

   1. Affective: thinking and knowledge
   2. Cognitive: attitudes and values
   3. Cognitive: physical skills
   4. Psychomotor: muscular and manual skills
   Answer

   D. Psychomotor: muscular and manual skills

   Psychomotor objectives deal with physical and manual skills such as drawing maps.

10. The original taxonomy of cognitive objectives was published by Bloom and his colleagues in

    1. 1964
    2. 1972
    3. 1956
    4. 2001
    Answer

    C. 1956

    Bloom's cognitive taxonomy appeared in 1956; the revision came in 2001.

11. In the revised taxonomy of Anderson and Krathwohl, the highest cognitive level is

    1. Create
    2. Analyse
    3. Apply
    4. Evaluate
    Answer

    A. Create

    In the 2001 revision, create replaced synthesis and sits at the top.

12. Which sequence of the revised cognitive levels is correct, from lowest to highest?

    1. Understand, remember, apply, create, analyse, evaluate
    2. Remember, understand, apply, analyse, evaluate, create
    3. Remember, apply, understand, evaluate, analyse, create
    4. Remember, understand, analyse, apply, create, evaluate
    Answer

    B. Remember, understand, apply, analyse, evaluate, create

    The six levels are in the order remember, understand, apply, analyse, evaluate, create.

13. The taxonomy of the affective domain (receiving, responding, valuing, organising, characterising) is associated with

    1. Piaget
    2. Simpson
    3. Gagne
    4. Krathwohl
    Answer

    D. Krathwohl

    Krathwohl and colleagues described the affective domain in 1964.

14. A teacher wants pupils to show respect for people of other religions. This objective belongs to the

    1. Cognitive domain
    2. Sensory domain
    3. Affective domain
    4. Psychomotor domain
    Answer

    C. Affective domain

    Respect is an attitude or value, so it belongs to the affective domain.

15. Which of the following is a difference between social science and social studies?

    1. Social studies is meant for higher research while social science is for school
    2. Social science studies disciplines separately in depth while social studies is integrated and simplified
    3. Social science has no link with society
    4. Both are exactly the same
    Answer

    B. Social science studies disciplines separately in depth while social studies is integrated and simplified

    Social science is discipline-wise and deep; social studies is simplified and integrated for school.

16. Which of these is NOT a core component subject of social studies?

    1. Organic chemistry
    2. History
    3. Geography
    4. Civics
    Answer

    A. Organic chemistry

    Organic chemistry belongs to science, not to the social sciences.

17. Developing a sense of time, change and cause-and-effect is mainly the contribution of

    1. Geography
    2. Civics
    3. History
    4. Economics
    Answer

    C. History

    History develops time sense and understanding of change.

18. Which of the following is one of the five academic standards of social studies in Andhra Pradesh?

    1. Speed of writing
    2. Memorisation of facts
    3. Recitation
    4. Mapping skills
    Answer

    D. Mapping skills

    Mapping skills is one of the five academic standards.

19. A pupil reads a bar graph and a timeline to answer questions. This is mainly the academic standard of

    1. Reading, reference and information skills
    2. Mapping skills
    3. Reflection on contemporary issues
    4. Appreciation and sensitivity
    Answer

    A. Reading, reference and information skills

    Reading graphs, tables and timelines is an information skill.

20. A student argues respectfully against child labour after reading a news report. Which academic standard is shown most clearly?

    1. Mapping skills
    2. Conceptual understanding only
    3. Reflection on contemporary issues and questioning
    4. Reading skills only
    Answer

    C. Reflection on contemporary issues and questioning

    Analysing an issue and forming an opinion is reflection and questioning.

21. A pupil draws a sketch map and marks rivers using symbols and scale. This shows the academic standard of

    1. Conceptual understanding
    2. Mapping skills
    3. Contemporary reflection
    4. Appreciation and sensitivity
    Answer

    B. Mapping skills

    Drawing and reading maps with scale and symbols is the mapping standard.

22. Showing concern for the environment and respect for heritage falls under

    1. Information skills
    2. Conceptual understanding
    3. Mapping skills
    4. Appreciation and sensitivity
    Answer

    D. Appreciation and sensitivity

    Values, respect and sensitivity are covered by this standard.

23. Which statements are correct about academic standards? 1. They state what a child should be able to do with content. 2. They link teaching, learning and evaluation.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    Standards connect what is taught, how it is learned and how it is assessed.

24. Which of these is a well-written instructional objective?

    1. The pupil will locate three rivers of Andhra Pradesh on an outline map
    2. The teacher will teach the map lesson
    3. The pupil will know about rivers
    4. The pupil will appreciate democracy
    Answer

    A. The pupil will locate three rivers of Andhra Pradesh on an outline map

    It uses an observable action verb (locate) and a clear task.

25. Which verb is least suitable for writing a measurable instructional objective?

    1. List
    2. Understand
    3. Draw
    4. Compare
    Answer

    B. Understand

    Understand is vague and cannot be observed directly.

26. Which of the following statements about the nature of social studies is/are correct? 1. It is dynamic and changes with society. 2. It uses the child's own community as a learning resource.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    Social studies is dynamic and community-linked.

27. Match the pair correctly: Kothari Commission is the

    1. University Education Commission 1948
    2. Secondary Education Commission
    3. Mudaliar Commission
    4. Education Commission 1964-66
    Answer

    D. Education Commission 1964-66

    The Kothari Commission is the Education Commission of 1964-66.

28. The value of social studies that deals with preserving and passing on the heritage of society is the

    1. Cultural value
    2. Disciplinary value
    3. Utilitarian value
    4. Informational value
    Answer

    A. Cultural value

    Cultural value concerns heritage and traditions.

29. Training the mind in reasoning and judging is called the

    1. Utilitarian value
    2. Disciplinary value
    3. Cultural value
    4. Aesthetic value
    Answer

    B. Disciplinary value

    Disciplinary value means mental training.

30. Which is an affective-domain objective?

    1. Calculate a percentage
    2. Show willingness to help classmates from a different background
    3. Recall the capital of a state
    4. Draw a map of India
    Answer

    B. Show willingness to help classmates from a different background

    Willingness to help reflects attitudes and values.

31. Which one is the correct match of level to a behaviour in the revised taxonomy?

    1. Apply: names a river from memory
    2. Create: lists three facts
    3. Remember: designs a new model
    4. Evaluate: judges two sources for reliability
    Answer

    D. Evaluate: judges two sources for reliability

    Judging reliability of sources is an evaluation task.

32. Which statements are correct? 1. In the revised taxonomy, 'create' replaced 'synthesis'. 2. The affective domain was first described by Bloom alone in 1956.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    Create replaced synthesis; the affective taxonomy was by Krathwohl and colleagues in 1964.

33. The 'expanding environment' idea in social studies arranges content from

    1. World to family
    2. Family to community to nation to world
    3. Past to future only
    4. Nation to home
    Answer

    B. Family to community to nation to world

    Content moves outward from the child's near surroundings to wider ones.

34. A teacher plans a lesson. Which order is most logical?

    1. Choose activities, then write objectives, then choose the standard
    2. Choose the unit and standard, write objectives, plan activities, plan assessment
    3. Plan assessment only
    4. Write objectives after the test
    Answer

    B. Choose the unit and standard, write objectives, plan activities, plan assessment

    Objectives guide both activities and assessment, so they come early.

35. A test for social studies should ideally include

    1. Only map questions
    2. Only factual recall questions
    3. Items on concepts, information skills, reflection, maps and values
    4. Only essays
    Answer

    C. Items on concepts, information skills, reflection, maps and values

    All five academic standards should be assessed.

36. Which statements are correct about the subject? 1. Social studies is interdisciplinary. 2. It is limited to teaching historical dates.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    It is broad and interdisciplinary, not limited to dates.

37. Which discipline mainly explains the earth as the home of people, including place, space and resources?

    1. Economics
    2. Civics
    3. Sociology
    4. Geography
    Answer

    D. Geography

    Geography studies the earth and human-environment relations.

38. Which discipline deals with rights, duties, government and democracy at school level?

    1. Civics
    2. History
    3. Anthropology
    4. Geography
    Answer

    A. Civics

    Civics and political science cover rights, duties and governance.

39. Why should objectives be written in behavioural terms?

    1. So that pupils need not be tested
    2. So that they sound formal
    3. So that learning can be observed and assessed
    4. So that the textbook is not needed
    Answer

    C. So that learning can be observed and assessed

    Behavioural terms make outcomes observable and measurable.

40. Which statements about the 1916 NEA report and Indian developments are correct? 1. The 1916 report is from the United States. 2. The Mudaliar Commission was set up in 1952.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    The NEA report is American; the Secondary Education Commission began work in 1952.

41. Simpson, Dave and Harrow are associated with the taxonomy of the

    1. Affective domain
    2. Cognitive domain
    3. Social domain
    4. Psychomotor domain
    Answer

    D. Psychomotor domain

    They developed taxonomies for the psychomotor domain.

42. A teacher asks pupils to compare two sources about the same event and say which seems more reliable. This mainly builds

    1. Mapping skill
    2. Critical thinking
    3. Handwriting
    4. Rote memory
    Answer

    B. Critical thinking

    Comparing and judging sources develops critical thinking.

43. Which is NOT a feature of the nature of social studies?

    1. Linked with life
    2. Integrated
    3. Dynamic
    4. Unrelated to society
    Answer

    D. Unrelated to society

    Social studies is deeply related to society.

44. Which pair is mismatched?

    1. Affective domain: physical skills
    2. Objective: specific and short-term
    3. Academic standard: what the child can do with content
    4. Aim: broad and long-term
    Answer

    A. Affective domain: physical skills

    The affective domain deals with feelings and values; physical skills are psychomotor.

45. Reading a map scale and finding direction is part of which standard in addition to being a skill of geography?

    1. Mapping skills
    2. Appreciation and sensitivity
    3. Reflection on issues
    4. Conceptual understanding only
    Answer

    A. Mapping skills

    Scale, direction and symbols are the core of mapping skills.