The coastland times. [volume] (Mnateo [i.e. Manteo], N.C.) 1947-1959, 1958-12-05

l
describing a well understood
subject of instruction. By con-
trast, the phrase social studies
possesses no definite or certain
meaning Wise citizenship
without sense of history is no
more possible than wise naviga-
ton without compass.
When you were in school, you
probably studied history The
chances are that your child is en-
rolled, instead, in a course called
social studies" What is the diff
ference? And does the new gener-
alton stand to gain or lose by the
substitution
In many schools, no real change
has occurred. History is still being
taught, and nothing but the label
is different. In other schools, how
ever, a great deal has happened,
and the changes constitute a seri-
Gus weakening of the school pro-
gram. Moreover, the switching of
labels has in itself done consider
able harm, for parents now find
it difficult to discover what is
really being taught in this area,
so vitality important for good citi-
zenship.
History" is clear-cut term,
describing a well understood sub
iect of instruction. By contrast,
the phrase social studies" pos
sesses no definite or certain mean
ing. 1t can be given reputable
definition: "The entire group of
subjects dealing primarily with
men and women in organized So
cieties." So defined, it embraces
history, geography, economics,
political science, anthropology, So
GEOLOGY, jurisprudence and social
psychology.
This is a formidable array of
specialized disciplines, each with
its particular techniques of investi-
cation, it's theoretical formula
tions, and it's voluminous litera-
ture. In the learned world, a GER
tain number of scholars are work
| ing on the interconnections of
these different fields; few
would claim anything like compe-
tence in more than two or three.
Misunderstanding programs in the
United States allow barely enough
time to enable a teacher to become
familiar, at the level of a college
undergraduate, with one of these
fields. To ask teacher to cover
them all is to invite superficial
and irresponsible teaching.
In constructing a course or a
program in the social studies
furthermore, little scholarly gui-
dance is available, and no estab-
lished standards exist. Everyone
has his own idea about what So
cial studies ought to include;
hence, teachers and administrators
are free to add or subtract topics
as they please.
No one can say what a student
should know or be able to do at
the end of even twelve years of
elementary and high school work
in the social studies. In each of
the seperate fields-history, geog-
raphy, and political science, for
example, consensus exists with
respect to bodies of knowledge
that are fundamental. When all
are thrown into a hodgepodge,
however, the possibility of fixing
minimum standards of understand
ing and competence vanishes. The
fad of social studies in American
schools does not constitute new
organization of the curriculum; it
constitutes new and dangerous
DIS-organization.
Worst of all, topics that have
no conceivable relationship to the
social sciences (as scholars I'M
derstand the tern) are being
pushed into the social studies cur
riculum, simply because the word
social can somehow be applied
to them This is particularly true
where a so-called problem APP
proach" is used. Take, for exam
pie, the following collection of
topics, offered in one California
high school. l quote the principals
own description:
sour present plans call for
three problem courses during a
students high-school career: a.
Freshman problems with the ten
units of work covering the State
requirements of Morals and Man
ners, Civic Responsibility, Alcohol
and Narcotics; (2) Sophomore
problems with five or six units of
work covering Driver Education
First Aid, Accident Prevention
and World History; and (3) Sc
nior problems with units of work
covering Civics, Psychology and
Sociology and other problems fac
ing the eighteen-year-old. :
/ The argument that the social
studies should REPLACE history,
| geography, and political science
Il am not speaking here of in