Social Studies In Secondary Schools

Press, Volume CIV, Issue 30899, 4 November 1965, Page 13

Social Studies In Secondary Schools

Three curriculum panels of the New Zealand Post-primary Teachers’ Association have prepared the following combined statement on the contribution and organisation of history, geography, and social studies in secondary schools.

All social studies are intended to deepen the pupil's understanding of human affairs and of the world at large. Such an understanding, at each level of comprehension and development, will be achieved through consideration of subject matter often considered within the context of other studies such as history. geography, economics, sociology, civics, anthropology or biology. “Rattling Good” School history is primarily concerned with the past to the extent in which it helps children understand their present world. Yet we must be aware of the danger of regarding history as only looking backward, a view as dangerous as surrender to a whig interpretation of history. Such a view neglects the lost causes, and suggests that the story can get along without those who have been eliminated. The danger is that history is seen only through the eyes of the victors. History should be considered as a rattling good story in itself, full of interest. If it is told well, it will educate pupils and give them principles from which they can judge contemporary matters if called upon to do so.

The unifying theme of these social studies is “the life of man.” Elaboration of this theme will entail consideration of communities and societies of the past in the total environments in which they lived, of different societies and communities occupying the world today, and of the child's own community and environment In these studies teachers will endeavour to develop, as fully as possible, an appreciation of the pupil’s own position and responsibilities in the modern world, and an appreciation of the position of others who share occupancy of the same world.

Although the facts of social responsibility can be verbally memorised, real appreciation can only come through an understanding of the strengths and weaknesses of our own society. Such appreciation though, develops meaning only when set against the strengths and weaknesses of other societies. This implies that direct Civics teaching, for instance, is usually of very little value. Classwork in social studies is pupil-centred, and therefore easily adaptable to various intelligence or interest levels. Emphasis, content and depth will be determined by such things as the class’s ability and interest and the teacher’s own knowledge and enthusiasm. At levels where classes are not tied to examination prescriptions, the best way of organising the above material is through courses in Social Studies. . . .

School geography is primarily concerned with people living in societies in various habitats. Although the starting point is description, most of this study will be concerned with the relationships which exist between various aspects of cultures and habitats. Of the physical and cultural aspects of any particular environment, the latter has the greater significance, while the physical characteristics and resources have little real meaning in themselves until they are related to the way of life and the level of technical knowledge of the occupying group. For instance, to the preEuropean Maori, the minerals, climate and location of the West Coast had entirely different meanings from those which they later had to the gold miners, and later again to the coal miners. Now that our own society’s relationships with coal are changing again, so the whole of life on the West Coast is also changing. Such a study is dynamic, not static, for developing cultures are all influenced by such aspects as scientific discoveries, economic organisation, political or trade links, and even habits of living. This might be summarised broadly by saying that geography is the study of the impacts of cultures on various resources bases.

At no point is it implied that a complete study of the course of world history or a worldwide acre by acre coverage of geography topics is either necessary or desirable. In fact, any such attempt would be quite useless. (The statement then discusses class organisation and materials.)

The task of the class teacher should be to work intellectually with the basic facts until his class discovers the conclusions. Such an approach is encouraged by the new School Certificate syllabuses in history and geography. . . .

“The successful social studies teacher will seek every opportunity to increase pupils’ awareness of the world about them and the cultural heritage of their own and other societies," the statement says.