FINAL TERM – SSE 1: an enigma, a field so complex that its diverse

FOUNDATIONS OF SOCIAL STUDIES

constituents have been unable to agree upon what is
GROWTH AND DEVELOPMENT OF SOCIAL really is.
STUDIES
In the early history of our nation, the social studies Legacy of 1916 Committee Report
curriculum drew heavily on the areas of history, geography
and civics. 21st Century

The term social studies became the official term  Teachers are concerned with the nature
used to designate the curriculum in the late 19 th and early and purpose of social studies.
20th centuries, a curriculum that used social studies data to  The fight for time subject
improve human welfare (Saxe, 1991, 1992).  Social studies are measured by
standardized tests.

What about the curriculum of social studies?

The Committee on the Social Studies, 21 members

representing different social science disciplines and different
levels of professional education, was established in 1912 to
make recommendations concerning the reorganization of the
secondary curriculum.

1916

 1916 Report the Committee on the Social Studies,

deciding with evolution of human society and with
the relationship between individuals and their social
groups (US Bureau of Education, 1916).
 Goals for social studies, one of which was
cultivation of the “good citizen”.
 It represented the flowering of progressivism and
the apprehension of a nation on the history of a
world war (Hertzberg, 1981).

1921

 The first professional organization devoted to the

concerns of social studies teachers, the National
Council for the Social Studies (NCSS).
o To help guide and address teachers’
concerns, the NCSS developed the first
professional journal for social studies
teachers, Social Education, and later it
published a second journal devoted to the
elementary grades, Social Studies and the
Young learner.

1960

 At Woods Hole, prominent scholars in the social

sciences gathered to reconstruct curricula. Their
conference report, the Process of Education
asserted, that every discipline is structured an d that
form the basic to the complex, effective teaching
requires the discovery.

1977

 The focus on the debate concerning the nature of

the social studies and the subjects’ relationship to
the social sciences. Defining the Social Studies
(Barr, Barth, & Shermis, 1977) calls social studies
 FINAL TERM – SSE 1:
FOUNDATIONS OF SOCIAL STUDIES Article 7: Right to Equality Article 22: Right to Social
before the Law Security
BASIC CONCEPT OF SOCIAL STUDIES –
HUMAN RIGHTS Article 8: Right to Remedy by Article 23: Right to Desirable
Competent Tribunal Work and to Join Trade
Learning Objectives: Unions
Article 9: Freedom from Article 24: Right to Rest and
1. Identify the basic concept of Social studies: Human rights Arbitrary Arrest and Exile Leisure
2. Discuss human rights as a basic concept of Social Studies Article 10: Right to Fair Article 25: Right to Adequate
as an efficient and effective tool for holistic development Public Hearing Living Standard
of humanity and societies Article 11: Right to be Article 26: Right to Education
3. Create a Lesson Exemplar in Secondary level based on Considered Innocent until
human Rights Integration in Araling panlipunan based on Proven Guilty
Deped Memo No. 104 s.2021 Article 12: Freedom from Article 27: Right to Participate
Interference with Privacy, in the Cultural Life of
Family, Home and Community
Correspondence
WHAT IS HUMAN RIGHTS? Article 13: Right to Free Article 28: Right to a Social
Movement in and out of the Order that Articulates this
 Human rights are based in the principles orf respect for Country Document
the individual.
o Human: noun Article 14: Right to Asylum in Article 29: Community Duties
 A man, woman, child or person other Countries from Essential to Free and Full
o Rights: noun Persecution Development
 Things to which you are entitled or Article 15: Right to a Article 30: Freedom from
allowed; freedoms that are Nationality and the Freedom State or Personal Interference
guaranteed to Change It in the above Rights
 Rights inherent to all human beings.
 Human rights delimit State power and, at the same time,
require States to take positive measures ensuring an CHARACTERISTICS OF HUMAN RIGHTS
environment that enables all people to enjoy their human
rights a. Inherent -"essential part of our lives"
 The idea of human rights has driven many revolutionary  Human rights are inherent because they are not
movements for empowerment and for control over the granted by any person or authority. Human
wielders of power, governments in particular. rights do not have to be bought, earned.

b. Universal - "whoever and wherever they are"

 Everyone is born with and possesses the same
HISTORY OF HUMAN RIGHTS
rights, regardless of where they live, their
539 BC The Cyrus Clinder gender, race, religous, cultural, ethnic
1215 The Magna Carta background.
1628 The Petition of Right
1689 English Bill of Right c. Inalienable - "can't be taken away or transferred"
1776 The UUS Declaration of Independence  People's rights can never be taken away (but
1789 The Declaration of the Rights of Man and can be limited the exercise of it)
of the Citizen
1948 The Universal of Human Rights d. Indivisible & Interdependent - "enjoyed by everyone in
its full range"
 All human rights - political, civil, social,
THE 30 UNIVERSAL HUMAN RIGHTS cultural and economic equal in Importance and
none can be fully enjoyed without the others.
Article 1: Right to Equality Article 16: Right to Marriage
and Family
Article 2: Freedom from Article 17: Right to Own
Discrimination Property

Article 3: Right to Life, Article 18: Freedom of Belief

Liberty, Personal Security and Religion
CLASSIFICATION OF HUMAN RIGHTS
Article 4: Freedom from Article 19: Freedom of
Slavery Opinion and Information A. According to NATURE
B. According RECIPIENT
Article 5: Freedom from Article 20: Right of Peaceful C. According SOURCE
Torture and Degrading Assembly and Association
Treatment  Human rights are the sum of Individual and collective
Article 6: Right to Article 21: Right to Participate rights laid down in State constitutions and
Recognition as a Person in Government and in Free international law.
before the Law Elections
  Governments and other duty bearers are under an
obligation to respect, protect and fulfil human rights.

WHY ARE HUMAN RIGHTS IS IMPORTANT?

What is Human Rights Education?

 Human rights education builds knowledge, skills and

attitudes prompting behavior that upholds human rights.
It is a process of empowerment which helps identify INTEGRATION OF PEACE AND HUMAN RIGHTS IN
human rights problems and seek solutions in line with BASIC EDUCATION
human rights principles. It is based on the understanding
of our own responsibility to make human rights a reality  Division Memo No. 104 s.2021
in our community and society at large."  RESPECT FOR EACH OTHER AS PERSON (CORE
VALUE)
• Grade 1 - Respect for parents, elders and other
LEARNING ENVIRONMENT AND METHODS members of the family
• Grade 2 - Respect for Fellow Children and
Schools Official
• Grade 3 - Respect for Officials and Authorities as
member of the Community
• Grade 4 - Respect for people's right to ownership
• Grade 5 - Respect for Human Rights
• Grade 6 - Respect for law, Authority, and Freedom
• Grade 7 - Asian History -
• Grade 8 - World History -
• Grade 9 – Ekonomiks -
• Grade 10 - Kontemporaryong Isyu –

KANINO KA MAGREREKLAMO SA PAHAON NG ARMED

CONFLICT O ARMADONG TUNGGALIAN AT GIYERA?