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mo. I r.t. 4 DOCUMENT RESUME ED 033 144 TE 499 939 IR ' I .4 w, I, "by:Price.Roy And Others Major Concepts for the Social Studies:.A Progress Report. Syracuse Univ.. N.Y. Social St',dies Curriculum. 4, I Spons Agency-Office of Education (DHEW), Washington. D.C. Co.operaiive Research Program. Pub Date Nov 65 Note 66p. EDRS Price MF -$0.50 HC Not Available from EDRS. Descriptors-Concept Formation. Concept Teaching. Fundamental Concepts. Generalization. Information Seeking. Moral Values. Personal Values. Social Studies. Social Studies Units. Social Values. Teaching Methods This document defines and discusses 34 major concepts for use in social studies programs utilizing a concept teaching method.Discussed are 18 substantive concepts basic to every society- -e.g.. concepts of power. morality and choice. and scarcity: 5 value concepts- -e.g.. empathy. loyalty. and freedom and equality; and 11 concepts of method for learning the techniques of information acquisition and evaluatione.g.. the geographic approach. causation, analysis and synthesis. and skepticism. An appendix provides a detailed outline and discussion of the concept of conflict to guide teachers in preparing instructional materials. [Not available in hard copy due to marginal legibility of original document]. (MP) ,, 1, kk U.S. DEPARTMENT OF HEALTH, EDUCATION R WELFARE OFFICE GE EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT,POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. w MAJOR CONCEPTS FOR THE SOCIAL STUDIES THE SOCIAL STUDIES CURRICULUM .CENTER A Progress Report NOVEMBER 1965 ROY A. PRICE GERALD R.. SMITH WARREN L. HICKMAN tc./ Social Studies Curriculum Center, The Maxwell Graduate School of Citizen- ship and Public Affairs in cooperation with the School of Education, Syracuse University, Syracuse, New York. The Curriculum Center reported herein is supported through the Cooperative Research Program of the Office 11) of Education, U. S. Department of Health, Education, and Welfare. ra4 jI SOCIAL STUDIES CURRICULUM CENTER STAFF... ROY A. PRICE . Project Director WARREN L. HICKMA . Associate Project Director VERNA S. FANCETT Research Associate and Teacher Consultant* EUNICE JOHNS . Research Associate and Teacher Consultant** ANN HAYES . Administrative Assistant PHILIP MERANTO . Graduate Assistant FRANK TETI . Graduate Assistant CYNTHIA DOWN . Graduate Assistant JOSEPH D'ORONZIO . Graduate Assistant JAMES NVOODS . Graduate Assistant ADVISORY COMMITTEE... PAUL M. HALVERSON Professor of Education, Syracuse University C. W. HUNNICUTT Professor, Elementary Education, Syracuse University --PRESTON JAMES Chairman, Department of Geography, Syracuse University PAUL MEADOWS Chairman, Department of Sociology and Anthropology, Syracuse University *Chairman of Social Studies, Jamesville-Dewitt Central School, Dewitt, New York. **Supervisor, Secondary School Social Studies, Wilmington Public Schools, Wilmington, Delaware. CONCEPTS FROM THEDISCIPLINES ROBERT W. DALY M.D., Psychiatry DepartmentN.Y. Upstate Medical Center Concepts for the Social Studies (AContribution from Medicine) T. C. DENISE Chairman, Department of Philosophy,Syracuse University The State of the Social Scie nces GEORGE A. HOAR Assistant Professor of History, SyracuseUniversity The Teaching of Historical Concepts(Co-Author) MELVIN EGGERS Chairman, Department of Economics,Syracuse University Main Themes in Economics LINTON FREEMAN Professor of Sociology and Anthropology,Syracuse University The Role of Methodology in SocialStudies Education PRESTON JAMES Chairman, Department of Geography, SyracuseUniversity The Conceptual Structure of Geography RICHARD McKEY, JR. Assistant Professor of History, SyracuseUniversity The Teaching of Historical Concepts(Co-Author) PAUL MEADOWS Chairman, Department of Sociologyand Anthropology, Syracuse University The Lexicon Rhetoricae of Sociology DONALD MEIKLEJOHN Professor of Philosophy, SyracuseUniversity Moral Philosophy in Primary andSecondary Education FRANK MUNGER Chairman, Department of Political Science,Syracuse University Political Science: A Brief Statement GERALD SNYDER Professor of Education, State UniversityCollege, Albany, New York Concept: Conflict is a Major Source inMolding Society MELVIN TUMIN Professor of Sociology and Anthropology,Princeton University Some Suggested Elements for Incorporationin Social Studies JAMES WEEKS Professor of Law, Syracuse University Teaching Law as a Social Science [ iv ] ..4.1101.1.,,N....-, MAXWELL CONSULTANTS STEPHEN BAILEY Dean, Maxwell Graduate School Syracuse University STUART G. BROWN Professor of American Civilization Syracuse University ALAN CAMPBELL Professor of Metropolitan Studies Syracuse University RICHARD DAHLBERG Associate Professor of Geography Syracuse University STANLEY DIAMOND Associate Professor of Sociology and Anthropology Syracuse University WARREN EASON Associate Professor of Economics Syracuse University ROBERT GREGG Assistant Professor of Political Science Syracuse University EDWIN HAMMOND Professor of Geography Syracuse University RONALD McDONALD Assistant Professor of Political Science Syracuse University SIDNEY SUFRIN Professor of Economics Syracuse University RICHARD VIDEBECK Professor of Sociology and Anthropology Syracuse University [v] FOREWORD During the past forty yearsthe social scienceshave multiplied their New offerings inold offerings and triggered anexplosion in research. of new disciplines,and significant disciplines, the establishment the contributions to the studyof human behaviorhave accompanied However, since the 1916 exploration of vast new areasof knowledge. Secondary Curricu- report of theCommission on theReorganization of lum there has been nocomprehensive revision ofthe social studies curriculum. The great newbodies of knowledgeand the development teaching at the university of more specialized areasof research and level have failed tosignificantly alter the patternof elementary and secondary education which wasestablished before theserevolutionary changes in the social sciences. playing an increasingrole World markets andforeign production are aid are involved in the American economy.American men and economic continent. Ourhistorians in political andmilitary conflicts on every for knowledge of FarEastern, Latin American,and point out the need physical African history, andgeographers suggestinterpretation of features in terms ofprevailing cultures, adirect opposite of environ- of urban explosion mental determinism.Municipal government in an age reappraisal. The AmericanGovernment func- is undergoing agonizing conflicts tions in more areasof our lives than everbefore. Sociological both as a part of therevolution of risingexpectations and are erupting, and economic as a partof man's rise towardequality of political opportunity. of the social sciencedisciplines is evident in The inter-relatedness The study the approach to theabove problems onuniversity campuses. complex organizations,and leadership patterns of culture, large scale behaviorist. In addition to supplements earlier conceptsof the political and sociologists these areas, the historians,anthropologists, economists values. are indicatingincreasing interest inthe development of is accentuated in The academic lag inknowledge of social science which is complicatedby lack of a clearlydefined and the field of values between the values agreed upon value structure,and also by conflict taught in schools andthose which theyobserve in which students are basic practice in home,school and community.If we are to achieve our [ vii ,4* Rear..104-r :1 purposes we must maximizepeople's participation in clarification of their values and increase their capacity to appraise institutions for im- plementing these values. Finally, the elementary and secondary curriculum reflects ageneral disregard for such social science methodology as subordinationof sub- jective preference to objective evidence, readiness to pursueempirical data and to discard unwarranted assumptions, and awarenessof the difference between solid evidence and simply informed judgments. In the decades ahead American education must face vastlyexpanded knowledge, improved research techniques, new methods of communica- tion, an ever increasing rate of technological change, ashifting Ameri- can value structure,and the anticipated influx into our educational institutions. These changes call for a re-examination of theobjectives of our schools and of the extent to which our curricula,instructional practices, and materials are achieving theseobjectives. Nowhere is this challenge issued more sharply than in the social studies. iii Chapter I PLANS AND PROGRESS The Social Studies CurriculumCenter at Syracuse University isone of a number ofcenters throughout the United States currently engaged in studying, experimenting, andpreparing materials for possible revi- sions of the social studies curricula of theelementary and secondary schools. If a widely accepted comprehensiverevision does materialize, it will not come about for severalyears. The various centers are occupied, for the most part, with severalbits and pieces of the whole. Practical limitations of funds restrict thetime and staff involved in these projects. Regardless of the amountor concentration of resources, the task is proving to be exceedingly complex, involving theintegration or co- ordination of six to nine separate disciplines. As its contribution toa revised curriculum, the Syracuse Center initiated a