Social Studies in the Secondary School. Clarence D. Samford , Eugene CottleTeaching the Social Studies in Secondary Schools. Arthur C. Bining , David H. BiningFreedom Is Ourselves: Legal Rights and Duties of the Citizen as a Basis for Civic Education. William O. Penrose

1952 ◽  
Vol 60 (7) ◽  
pp. 439-441
Author(s):  
Robert E. Keohane
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Civic Education ◽  
Legal Rights ◽  
The Social

Teaching About Africa South of the Sahara in American Secondary Schools -- A Survey and a Challenge

1968 ◽  
Vol 11 (01) ◽  
pp. 18-27
Author(s):  
Barry K. Beyer
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Western Civilization ◽  
Academic Training ◽  
Social Studies Curriculum ◽  
Curriculum Guide ◽  
The Social ◽  
Dark Continent ◽  
Ready Access

The study of Africa south of the Sahara in American secondary schools has traditionally been most conspicuous by its absence. In fact, the secondary-school social studies curriculum, oriented as it has always been to the study of western civilization, has rarely allowed for the study of any nonwestern region or culture, least of all that of the “Dark Continent.” Now, however, this situation is changing, and changing rapidly. Considerable efforts are being made today to introduce the study of the Non-West into the curricula of many secondary schools. And, for a variety of reasons, an increasing number of schools are making special efforts to include Africa south of the Sahara in this study. These efforts, however, are proving a difficult, if not insurmountable, challenge for most teachers and curriculum builders. Few, indeed, are the social studies teachers and supervisors with the academic training or extended living experience in the lands below the Sahara required to provide the insights upon which a worthwhile study of this region can be structured. Most schools do not have ready access to the advice of Africaniste on this subject. Even worthwhile printed guidelines for designing a study of this region are sorely lacking; with the exception of Leonard Kenworthy's Studying Africa in Elementary and Secondary Schools (10), there is not a single book, pamphlet, handbook, or curriculum guide to which teachers may profitably turn for help.

scholarly journals Value preferences and requirements of the students attending the regional boarding secondary schools

2020 ◽  
Vol 9 (3) ◽  
pp. 635
Author(s):  
Sibel Yazıcı ◽  
Nuray Kurtdede Fidan
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Program ◽  
Survey Questionnaire ◽  
The Social ◽  
The Family ◽  
Economic Background ◽  
Definition Of ◽  
Value Preferences

The aim of the study was to reveal the preferences and requirements of the students attending the Regional Boarding Secondary Schools (YBO) concerning the values contain in the educational program of the social studies course. The study was designed within the framework of phenomenology which is among the qualitative research methods. The participants of the study are 79 eight grade students attending a regional boarding secondary school in the Turkey. The data of the study are collected through a survey questionnaire with two parts which contains open-ended items. The data were analysed using the descriptive and content analyses. The findings of the study show that the participants do not differ based on gender and the socio-economic background of their families. The frequently preferred values by the participants are found to be attaching importance to the family unity, honesty, sympathy and patriotism. Another finding is that the participants do not provide a clear justification for each of the values they preferred. This suggests that it is difficult to establish a justification for the value. However, requirements value justifications are analyzed, it is seen that students they express the definition of value, its importance and the expectations of having this specific value.

scholarly journals MINIMIZING THE RATE OF STUDENTS DEVIANT BEHAVIOURS THROUGH INSTRUCTION IN SOCIAL STUDIES IN EKITI AND ONDO STATES, NIGERIA

2014 ◽  
Vol 4 (3) ◽  
pp. 600-603
Author(s):  
Dr (Mrs) F.M. Osalusi ◽  
Prof.G. Olu Oyinloye Oyinloye
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Sampling Technique ◽  
School Students ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
The Social ◽  
The Impact ◽  
Social Studies Instruction

This study examines the need to reduce deviant behaviours among junior secondary schools through the teaching of Social Studies. Deviant behaviours manifest in many ways among the junior secondary school students in Nigeria. The impact of such behaviour is not only felt in the academic achievement of students but also manifests in the social vices committed by these students in the community. This study raises question about the nature of deviant behaviours manifested by these students and also raises questions about the causative factors and the influence of Social Studies instruction in minimizing the rate of deviant behaviours among the students. The population of the study is the Social Studies teachers in Ekiti and Ondo States Secondary Schools. The sample consists of One hundred and fifty teachers of Social Studies selected through random sampling technique from Ekiti and Ondo States. Two research questions and two hypotheses were formulated for the study. The Instrument for the study was a questionnaire designed for teachers. The questionnaire elicits information on the teachers perception on if Social Studies instruction could serve as a means of reducing students deviant behaviours. The data collected from the respondents were analysed using t. test statistics. It was found that teachers perceived that the deviant behaviours of the students will reduce significantly if they were taught Social Studies contents in school specifically in its areas that teach morals and culture. It was therefore recommended that the teachers should emphasise the lessons derived from the teaching of any Social Studies concepts in the secondary school.

scholarly journals Yhteiskuntaopin opetus ja poliittinen kiinnittyminen peruskoulun yläluokilla

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Miikka Korventausta ◽  
Tero Järvinen ◽  
Tomi Jaakkola ◽  
Marjaana Veermans
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Civic Education ◽  
Political Engagement ◽  
Political Knowledge ◽  
Willingness To Participate ◽  
Lower Secondary School ◽  
Self Assessment ◽  
9Th Grade ◽  
8Th Grade

Artikkelissa raportoitavan tutkimuksen kohteena on peruskoulun yhteiskuntaopin opetuksen yhteys nuorten poliittiseen kiinnittymiseen, joka jaetaan tutkimuksessa neljään ulottuvuuteen: poliittiseen kiinnostukseen, poliittiseen tietämykseen ja itsearvioon tietämyksestä, poliittiseen osallistumishalukkuuteen sekä politiikkaa koskeviin käsityksiin. Tutkimusaineistona on peruskoulun yläkouluikäisten nuorten vastaukset poliittista kiinnittymistä mittaavaan kyselyyn kahtena eri ajankohtana. Osallistujat olivat ensimmäisen mittauksen aikana kahdeksannella luokalla (n = 67) ja toisen mittauksen aikana yhdeksännellä luokalla (n = 63). Nuoret opiskelivat mittausten välillä lukuvuoden ajan yhteiskuntaoppia ensimmäistä kertaa koulu-urallaan. Tulosten mukaan nuorten poliittinen kiinnostus, tietämys ja itsearvio tietämyksestä olivat 9. luokalla tilastollisesti korkeampia kuin 8. luokalla. Osallistumishalukkuudessa ei havaittu eroja ikäryhmien välillä, ja politiikkaa koskevien käsitysten osalta eroja ilmeni yhden väitteen kohdalla. 8.-luokkalaiset pitivät kotia tärkeimpänä lähteenä oppia tietoja yhteiskunnallisten asioiden ymmärtämiseksi, kun taas 9.-luokkalaisille koulu oli keskeisin tietolähde yhteiskunnallisten asioiden oppimisessa. Tulosten mukaan koulu näyttäisi onnistuvan yhteiskunnallisen kasvatuksen tavoitteissaan vain osittain. Jatkossa olisi tärkeää kiinnittää huomiota siihen, miten koulussa voitaisiin tukea tiedollisten sisältöjen oppimisen lisäksi nuorten yhteiskunnallista osallistumista edistävien valmiuksien omaksumista.   Social studies and political engagement in lower secondary school Abstract In this article, interest is directed at the connection between the teaching of social studies subject at school and young people’s political engagement. In the present study, political engagement is seen as consisting of the following four dimensions: the political interest, political knowledge and self-assessment of political knowledge, willingness to participate, and perceptions of politics. The study data consists of two surveys targeted at lower secondary school students. The study participants were in the 8th grade during the first measurement (n = 67), and in the 9th grade during the second measurement (n = 63). The participants studied social studies for one school year between the measurements. The results showed that students’ political interest, knowledge and self-assessment of knowledge were statistically higher in the 9th grade than they were in the 8th grade. No differences were observed between the age groups concerning willingness to participate, and differences in the perceptions of politics were observed for one claim. While among 8th graders home circle was seen as the most important source to learn about society and politics, in the responses of the 9th graders the most important source of knowledge was school. According to results, it seems that school is successful in its task of civic education only partly. We suggest that in the future it would be important to pay more attention to support not only the gaining of political knowledge, but also to promote the development of the qualities needed in active societal participation. Keywords: social studies, political engagement, youth, civic education  

scholarly journals Awareness of prevention of teenage pregnancy amongst secondary school learners in Makhado municipality

2016 ◽  
Vol 8 (2) ◽  
Author(s):  
Giliana M. Maxwell ◽  
Makondelele Radzilani-Makatu ◽  
James F. Takalani
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
South African ◽  
Teenage Pregnancy ◽  
Sexuality Education ◽  
Limpopo Province ◽  
Survey Study ◽  
The Social ◽  
Quantitative Descriptive ◽  
Descriptive Survey

Background: Sexuality plays a very significant role in the lives of both boys and girls. It is, therefore, considered important for schools to recognise and accept sexuality as part of the development process of the child. Professor Kader Asmal (previous South African Minister of Education) suggested that the earlier the school begins to teach learners about sexuality, the better because they can be easily misled by their peers if proper guidance regarding their sexuality is not given.Aim: The current study was conducted to assess the awareness of teenagers on the prevention of teenage pregnancy (TP) in six secondary school learners situated in the Soutpansberg-West circuit, Makhado Municipality in Limpopo province.Setting: The study was conducted at six secondary schools situated in the Soutpansberg-West circuit, Makhado Municipality in Limpopo province in 2014.Methodology: A quantitative descriptive survey study was conducted where data were collected, using self-administered questionnaires, from 381 systematically sampled participants from six secondary schools situated in the Soutpansberg-West circuit, Makhado Municipality in Limpopo province. Data were analysed descriptively using the Statistical Package for the Social Sciences (SPSS) software, version 22.0. Necessary approval procedures and ethical clearance were obtained prior to data collection.Results: Ninety-four percent of participants agreed that TP can be prevented through abstaining from sex, whilst 65% of participants agreed that TP could be prevented by using contraceptives such as pills and injections. Eighty-three percent of participants agreed that T Pcould be prevented through the use of condoms. Seventy-four percent participants disagreed that bathing after sex prevents teenage pregnancies. Furthermore, 28% participants agreed that TP can be prevented by oral sex.Conclusion: The conclusion drawn was that learners are aware of the measures for preventing TP.Keywords: Effectiveness, Sexuality Education, Teenage Pregnancy, Teenagers.

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals Place, Power and Pedagogy: A Critical Analysis of the Status of Te Atiawa Histories of Place in Port Nicholson Block Secondary Schools and the Possible Application of Place-Based Education Models

2021 ◽  
Author(s):  
◽  
Richard Francis Manning
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Gis Mapping ◽  
Cultural Discontinuity ◽  
History Teachers ◽  
Holistic View ◽  
The Status ◽  
Place Based Education

<p>This research examines the status of Te Atiawa historical knowledge in Port Nicholson Block secondary schools.(1) It uses the metaphor of tuna (eels) inhabiting the Waitangi Stream in Central Wellington (now pumped underground) to argue that Te Atiawa histories of place need to be resurfaced in local schools, much as the Waitangi Stream has been resurfaced at Waitangi Park. A pre-interview questionnaire enables nine Te Atiawa experts and nine senior history teachers to reflect upon the cultural continuities and discontinuities they experienced when learning about history in familial and secondary school settings. A series of elite interviews also encourages the participants to discuss the dominance of Pakeha grand narrative accounts of New Zealand, local and Maori history. A survey of unit topics taught in 24 Port Nicholson Block secondary school history and social studies classes, meanwhile, provides a snap-shot of topics taught in local history and social studies classes in 2005. These survey results are compared with those of a nationwide survey conducted by the New Zealand History Teachers' Association (2005). Te Atiawa interviewees experienced higher levels of cultural discontinuity than their teacher counterparts. Though the Te Atiawa interviewees' relatives employed a holistic view of history and frequently used landscapes, flora and fauna to serve as historical texts, their teachers (like the teacher participants' relatives and teachers) were less inclined to do so. The Te Atiawa interviewees, moreover, believed their teachers held stereotypical views of Maori historical figures and events. Only one teacher shared similar concerns about the stereotyping of Maori. Some teachers, however, did value familial narratives and particularistic (e.g. local) knowledge. Consequently, these teachers, like their Te Atiawa counterparts, experienced some degree of cultural discontinuity when Eurocentric forms of universalistic knowledge were accorded greater status than the particularistic knowledge of their families and/or local communities. This research, moreover, indicates that Te Atiawa histories of place are still rendered largely invisible in Port Nicholson Block secondary schools' history and social studies classes. Skills associated with GIS mapping and visual, ecological and optimal functional literacy, also appear to be undervalued. Additionally, most of the teacher participants know little about the tribes inhabiting the area they work in and their topic preferences reflect their feelings of disconnectedness. However, the teacher participants are generally supportive of the potential development of a place-based education partnership between the participating schools and local Te Atiawa people. While the Te Atiawa interviewees want meaningful input into the design and delivery of a partnership model, the teachers feel unable to fulfil these wishes. Insufficient professional development opportunities, resource constraints, professional rivalries, student/parental prejudices and timetable constraints are all cited by the teachers as hurdles to be overcome. Consequently, the Te Atiawa interviewees remain alienated from local secondary schools, while the teacher participants feel trapped in an institutional secondary school culture that I liken, metaphorically, to a hinaki (eel trap). Given the barriers that separate the two groups of participants, this research concludes with recommendations for the consideration of all interested parties.  (1) There are variations in the naming of this tribal grouping. In addition to Te Atiawa, the names Te Ati Awa and Ngati Awa have also been used to describe the same tribal grouping. I have followed the advice of the principal historian of the Wellington Tenths Trust and used the name Te Atiawa throughout this research.</p>

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