OSUN STATE COLLEGE OF EDUCATION, ILESA

COURSE CODE:
SOS 111

COURSE TITLE:
FOUNDATION OF SOCIAL STUDIES.

All Rights Reserved.

 COURSE OUTLINE
1.Definition and Scope of Social Studies.
2.The philosophical background of Social Studies.
a.In relation to National Policy of Education.
b.In relation to the theory of Inter-
relationship in learning. GJ
3.The concept of Integration in Social Studies.
4.Relationship between Social Studies, Social
Sciences and other subjects.
5.Aims and objectives of Social Studies.
6.Relationship between Social Studies and
population. Family life, drugs and AIDS
Education.
 DEFINITION AND SCOPE OF SOCIAL STUDIES

INTRODUCTION
Social studies is an innovation in the curriculum of schools in Nigeria. Its introduction into
schools in Nigeria is very recent and dates back to the early 1960s. Like any other innovation, its
acceptance by Nigerian educators and students alike has been rough. In the first instance, not
many people have been trained to teach the subject. Secondly, instructional materials in the
discipline are scanty. Furthermore, the definition of social studies is said to be unclear. Its focus
on critical thinking and reflective inquiry is not understood by many people. Many subjects such
as history, geography, political science, economics and civics have been properly entrenched in
the curriculum of schools so that when social studies was introduced, it was seen as a subject that
would eventually displace history and the social sciences. If social studies is different from
history and other social science subjects, then what exactly is social studies supposed to do for
the citizens?
In social studies textbooks, at conferences, seminars and workshops organised by social studies
experts, the question of what social studies is or ought to be usually generates a lot of argument.
Social studies does not lend itself to an easy definition. Its meaning has continued to be debated
from time to time and this will keep on occurring in the future. Many teachers and students have
a clear notion of what it means to teach mathematics, physics, economics, sociology and even
English, but many still remain puzzled about what social studies is. What then is social studies?
Social studies is not geography. It is neither history nor government. It is not economics. Social
studies is not an amalgamation of the social sciences. Rather, social studies is an area of the
curriculum designed specifically for the study of man and how his problems are solved. It deals
with how man can fit into the society by utilizing the necessary attitudes, values and skills. As a
result, social studies borrows ideas from all the social science subjects to understand, analyse and
react to situations. Social studies focuses on the use of critical and reflective thinking to solve
the problems of man's survival.
WHAT IS SOCIAL STUDIES?
The concept of social studies can be understood within the context of the objectives which
underlie the philosophy and aims of a society's education. This is true of all countries which
have social studies in their school curricula. Every society's educational aims and goals are
developed to help achieve its national objectives.
Social studies being a subject that deals with the problems of human survival differs in concept
according to the needs of different societies. Thus, in Nigeria and other parts of the world, social
studies has no single universally accepted definition. Its definitions are as many as there are
authorities in the field and different societies with their peculiar problems. Another major reason
for differences in definition is that many of those who are associated with social studies have had
their educational background in other social science subjects. They therefore tend to define social
studies in the light of their own subjects of specialization. The meaning of social studies
therefore varies from one authority to another.
There are those who consider social studies in terms of its content and methodology. That is,
they see social studies as the study of the contents of history, geography, economics, sociology,
etc., with a view to familiarizing pupils with the basic concepts of each of the social science
disciplines and the methods of inquiry used by social scientists to discover truth about social
issues. Others define social studies as a process of education which has goals, and purposes
aimed at preparing pupils for responsible citizenship. In order to achieve these goals social
studies trains pupils and equips them with knowledge, values, attitudes and skills that will aid
them in understanding their environment and to take rational decisions as the need arises. Yet,
others see social studies as a subject which has problem solving as its goals. They argue that
social studies selects concepts from the various social sciences which can be used to develop
problem solving ability in pupils. It uses the method of inquiry for this purpose.
We would advise you to pay close attention to the different views presented above. But if you
find it difficult to put these different views together for your understanding, read the following
section very carefully in which we have brought together these divergent views
in a summarised form.
Social studies is a process of education which emphasizes the relationships human being have
with their physical and social worlds. The primary concern of social studies education is to
equip the pupils with selected knowledge, skills, attitudes, and social actions concerning the
relationships people have with each other and the environment in which they live. In other
words, the objective and subject of social studies centre on man. Social studies is the study of
how man exists in his environment. It deals with the activities of man at home, in the family, in
the village, in school, at play, in politics, at work, in religion, in everything or wherever man is
engaged in his efforts to survive in the environment in which he lives.
Social studies is also seen as a process of education which studies man and his struggle for
survival in his environment. Social studies provides us with the ways of looking at society in
order to understand its structure and its problems and to look for ways of solving such problems.
It is the process of education which studies human life for the purpose of giving children the
opportunity to practise solving problems of crucial importance to the individual and society.
Social studies hopes that the knowledge, attitude and skills which you acquire in the process of
study in this course will help you as a mature citizen to take decisions which are useful to you
and your society.
Social studies can therefore be considered first of all as programmes of study within the school
curriculum. Secondly, the content of these programmes of studies are based on the needs which
are defined by the society itself. As the society changes, social studies programmes also change
along with it. Thirdly, social studies programmes emphasize the relationships human beings
have with each other and with their physical environment. Therefore, we can define social
studies as a programme of study which a society uses to inculcate in the pupils the knowledge,
skills, attitudes, values, and actions it considers important concerning the relationship human
beings have with each other, their environment, and themselves.
THE PHILOSOPHICAL BACKGROUND OF SOCIAL STUDIES

The emergence of social studies in the school curriculum since the second decade of this century
has been greeted with misunderstanding, doubts and apprehension by educationists in many parts
of the world. Contrasting views have been expressed about the meaning, nature, and content of
social studies. However, don't be confused, because many innovations in education usually suffer
the same fate.

THE CONTENT AND NATURE OF SOCIAL STUDIES CURRICULUM

We have seen in the previous section that social studies centres on man. It views man in a broad
framework and tries to study him in relation to the various components of his social and physical
environment. In order to do this successfully, social studies draws upon the viewpoints of the
existing social science disciplines (history, geography, economics, sociology, political science
and anthropology) and many other subjects.
The purpose of the social sciences has been to develop generalizations and build theories about
the behaviour of man. But they do not integrate these into a whole for the child to understand.
Social studies develops its own theories and makes use of the theories developed by the social
sciences, integrate and interprets them in an attempt to study man comprehensively. In other
words, social studies, believes that a child exists in a world in which he is surrounded by people,
objects, institutions and events. These environmental factors all have roles to play on him as he
struggles to survive. Social studies, therefore, draws its contents from the social science subjects
and from the environment in which the child exists and integrates them in order to help the child
develop complete knowledge and method of reflective thinking.
This is important because most of life's decisions you may take as an individual have to do with
events of the past (history), physical and cultural objects (geography), power struggle (political
science); satisfaction of unlimited wants and needs with limited resources (economics) as well as
understanding the values, customs and cultures of groups and relationships among men in
general (sociology and anthropology). Social studies, in this way, integrates and inter-relates
ideas of social science disciplines in order to help man solve his problems. It is an integrated
social subject. For it makes students use the concepts and methods of a variety of subjects in
order to analyse and research into problems. In addition, students are encouraged to examine
values in the process of resolving problems while at the same time studying the contents of the
social science disciplines.

THE PHILOSOPHICAL BACKGROUND OF SOCIAL STUDIES:

In relation to the National Policy of Education

The goals of social studies will vary from society to society. We shall here examine the
objectives of social studies for Nigeria.
It is essential, therefore, that a social studies curriculum for Nigeria should consider the peculiar
problems of the country. Probably, the most serious problem facing Nigeria is the problem of
unity. Therefore, a social studies programme should be planned in order to urge Nigerians to do
things that will foster unity, peace and the development of the country. Nigeria also has other
problems in form of vices such as bribery and corruption, dishonesty, laziness, lack of patriotism,
religious disharmony among groups, to mention a few.
A social studies curriculum which is well-planned should provide opportunities for societal and
personal problems. After all, the objectives of social studies are also formulated in the light of
the national objectives of education.
The objectives of Nigerian social studies, which are developed to reflect the spirit of Nigerian
philosophy of education, lay emphasis on the integration of Nigerian citizens into sound and
effective citizens. The national educational aims and objectives from which social studies
objectives are drawn are stated in the National Policy on Education (198).They are as follows:
1. the inculcation of national consciousness and national unity;
2. the inculcation of the right type of values and attitudes....;
3. the training of the mind in the understanding of the world around;
4. the acquisition of appropriate skills, abilities, and competences ....;
necessary for the development of society.
Based on these national educational objectives, Nigerian social studies has developed
some of the following objectives for teaching in Nigerian schools.

In relation to the policy of inter-relationship in learning.

With social studies objectives reflecting the needs of society, especially, in relation to the
ideology of inter-relationship, national unity and peaceful co-existence. One can easily
understand the usefulness of social studies as a process of education which examines ways of
working in the society in order to understand social problems and thereby seek solutions to them.
1. to create an awareness and an understanding of our social and physical environment in
order to conserve it for national development.
2. to develop a capacity to learn and acquire certain basic skills of literacy, numeracy, and
critical thinking essential to the forming of sound judgement concerning social, economic
and political issues.
3. to teach the child to acquire a relevant body of knowledge and information necessary for
personal development and contribution to the betterment of mankind.
4. to develop appreciation for the diverse nature and interdependence of Nigerian
communities, wider national, and international communities, and
5. to develop in students, positive attitudes towards the spirit of friendiness and cooperation
necessary for a healthy nation, and to inculcate appropriate values of honesty, integrity,
hardwork, fairness and justice.
THE CONCEPTS OF INTEGRATION IN SOCIAL STUDIES

INTRODUCTION
In Nigeria today social studies has come to be seen as a study which emphasises the process of
identifying and solving problems of the survival of man, which also includes the ability to
maintain an orderly, decent, and progressive life.
Social studies takes different forms in different places. In Nigeria, the emphasis is to teach the
subject as an integrated discipline. In this integration, different forms exist.

Various Forms of Integration' in the Social Studies Programme

Social studies varies in nature and description from one place to another. This variation can be
seen as a line with two ends. At one end (as in Figure 1) some would describe it by identifying
history and geography as the core and sometimes the only subject subsumed under social studies.
To some other it is economics, sociology and psychology.
Any of these two descriptions put the status of social studies as separate academic subject' at one
end (a) of the line. Figure 1 below illustrates the two ends of the line. At the other end of the
line lies social studies as the integrated subject. (D). In between the two ends lie other views that
are described as interdisciplinary (B) and multi-disciplinary approach (C).

Interdisciplinary Multi-disciplinary

Separate Subject Integrated

Fig. 1 A DIAGRAM SHOWING VARIOUS FORMS OF INTEGRATION IN

SOCIAL STUDIES
The separate subject approach refers to the teaching of the social science subjects, with
sometimes history and geography dominating. Although the term social studies may be used to
encompass the field, the actual curriculum usually consists of separate subjects related closely to
the parent academic disciplines. The explanation is that these social science subjects share a
common content of the study of man. Each of them focuses on man, engaging in a variety of
activities, or purposes of meeting his basic needs. Man, being the common denominator, makes
people to refer to these subjects as social studies. And as you may like to ask "what is the reason
for giving another name, instead of social sciences"? They prefer to use the name social studies
to reflect the fact that not all the findings and bodies of knowledge of the social sciences are
contained in social studies.
In the school time table where social studies is taught as separate subjects, different lessons,
different times, different teachers and sometimes different rooms are used for the teaching of
each aspect. The different areas of knowledge are neither neatly woven together nor integrated.
Clear differences are seen in the nature, content and methodology of each subject. Yet they are
referred to as social studies because of their basic origin in man.

The arguments for this kind of approach are that

(1) separate school subjects based on academic disciplines are much easier to define and to
delimit;
(2) Such subjects are inclined to be vigorous and intellectually demanding;
(3) students find it easier to learn material presented in separate subjects. What they learn
will be more useful to them as they continue their education; and
(4) it is easier to maintain academic integrity when social studies course is based upon a solid
foundation of a given subject.
If you look at the nature and reasons for this type of approach you will notice that they
concentrate mainly on the cognitive side of the knowledge and further search for knowledge for
knowledge sake. There is hardly anything for affective and skill areas of education. You should
note that knowledge alone, however, does not produce an effective, useful citizen for the society.
Generally, the contents of the social sciences are value-free. This means they are not concerned
very much with how people make social judgments. Therefore, those who learn them for social
studies can hardly appreciate the problems of the survival of the society. This is why in Nigeria
this type of approach has been seen as a less useful form of integration.
Another approach to the study of social studies is the interdisciplinary approach which to some is
another form of integration. This approach rejects being associated with any single subject.
Rather, it deliberately links two or more separate subject areas. For example, political science
linked with economics will give rise to political economics political science linked with
geography will produce political geography; sociology linked with psychology will produce
social psychology, e.t.c. Each new subject is a merger of major portions of distinct disciplines.
The teaching of these new subjects is regarded by some as social studies through an inter-
disciplinary approach.

This approach is not in any way better than the separate subject approach. The emphasis is still
of the acquisition of predetermined facts, without any reflection on the expectations of the
society. In this approach, the teacher will seek to stress the disciplinary source of knowledge that
he is using, and may subsequently end up in separate subject approach. If social studies is to
help man to solve his problems of survival, then learners deserve to have reflective mind on the
identified problem areas of the society. The multi-disciplinary approach is different from
interdisciplinary approach by not producing a new subject. Efforts are just made to take
advantage of ideas and methods of inquiry from many disciplines bringing them to a
combination, considered to be useful by the designers. It is very close to integrated approach,
except that the issues are not based on the problems of the society. Besides, the sources of such
ideas are still recognized and preserved along the lines of separate subjects.
HORIZONTAL INTEGRATION OF SOCIAL STUDIES INFORMATION FOR
INSTRUCTION
One of the premises for the study of social studies is the fact that the study of man cannot be
attributed to a single subject area. Farming activity in a given area may depend upon many
factors, some may be geographical, others may be economic, or cultural considerations.
Through the integrative approach, social studies attempts to shift relevant information from
diverse subject areas, integrate same and apply them to the explanation and solution of a given
problem. The situation whereby information from different subject areas is jointly drawn and
synthesized for study is referred to as HORIZONTAL INTEGRATION. Take, for example,
"Farming Practices and Low Agricultural Productivities among Urhobos in Delta State and the
Idomas of Benue State." Certain factors may affect the situation, and, therefore, a meaningful
solution will require the collection of information from several knowledge areas of man's
experience.

Figure 1
Low Productivity in Local Farming System
Factors Contributing Subject Areas
Geog Economic Cultural Political Historical Science/
raphy Techno-
logy
Terrain/ √
Soil √ √ √ √ √
Land
Tenure
System

Rainfall

Storage
Facilities √ √
Geogr- Economic Cultural Political Historical Science/
aphy Technol
ogy

Transport-
ation √ √ √ √

Marketing
√ √ √ √
 Kinds of
Crops √ √ √ √

Education √ √ √ √

From Fig. 1 above you can now examine carefully the ways and means of solving a given
problem that affects low agricultural productivity. The degree of each of these factors will vary
from one community to another. However, through a careful horizontal integration of
information from across the respective subject areas, a thorough understanding of the problem
may be made and appropriate solutions found. It is to be noted the issue is not the question of
treating the geographic economic, cultural or political aspects separately, but the ability to
identify that such areas exist for the possible provision of information with regards
to the given problem. This is what is referred to as the horizontal integration. Given the nature of
the issues in social studies, teachers will find that they would be more efficient in their
instructional organization. Besides this integrative approach provides ample opportunity for
inquiry and problem-solving skills to the solution of issues and problems.

Similarly, other issues like marriage problems among certain ethnic groups in Nigeria, students
unrest in our schools, housing, resource utilization management and development etc can be
effectively planned and taught.

VERTICAL INTEGRATION OF SOCIAL STUDIES INFORMATION FOR

INSTRUCTION
Just as information can be horizontally integrated for meaningful understanding of the many
aspects of social studies problems, they also require a very careful vertical integration to make
knowledge cumulative. Let us examine some of the social studies issues in the National
Curriculum For Primary School Social Studies. For the purpose of this unit we may want to look
into the vertical integration of the problems of family and problems of religion. For each of
these problems, areas to be stressed and addressed are arranged in an increasing level from
Primary One to Primary Six.
At each level, basic information would be sought and analyzed. At each subsequent higher level,
the same issues are brought but at a much higher and deeper level of analysis.
 Figure 2

Vertical Integration of Social Studies Information

Level of Problems of Family Problem of Religion
Classes
Primary I Living in the Family and Members Different types of religious
of the family groups.
Primary II Duties, Rules regulations and Religion of other people and
responsibilities of the family various ways of worship.
members.
Primary III Problems of large and extended Characteristics of religious groups
family. within the community and need for
tolerance.
Primary IV Responsibilities of children to Solving of religious differences
parents.
Primary V Relationship among members of the Religious. Contribution of
family. religious bodies to education,
health etc
Primary VI External influences on Nigerian State and religious bodies.
family life, and family life in other
countries

You should observe from the above Figure the increasing level and depth of the vertical
integration of the issues of the family and religion from primary one to primary six. In this way,
the vertical integration and horizontal integration provide teachers and children opportunity to
collect information from a wide array of subject areas as well as integrate knowledge so that
children learn from known to the unknown, from the simple to the complex and from concrete to
the complex.

AIMS AND OBJECTIVES OF SOCIAL STUDIES

For teaching to be successful, the teacher and the students must have goals and objectives. The
two terms are related, but they are different in meaning. Some people may define social studies
as a course devoted to the promotion of citizenship education and reflective inquiry. The
argument may further add that social studies has the responsibility for preparing youth for roles
as active participants in their various communities. This educational goal or aim of social studies
is very broad and vague. It is, therefore, a long-range purpose which is very indefinite to be
achieved in a short time, particularly in any short-term teaching-learning situation. Therefore, as
earlier explained, goals are broad and they can be looked upon as demands or desires. For
example, the goals of social studies at the primary school level in Nigeria, as found in the
National Curriculum for Primary Social Studies, are that the child should:
(a) develop the ability to adapt to his changing environment;
(b) inculcate national consciousness and national unity;
(c) become good citizens capable of and willing to contribute to the development of the
society; and
(d) inculcate the right types of values and attitudes.
In social studies, the term educational objective is a measurable statement or a performance
objective which is measurable at the end of the lesson. The objectives are precise, unambiguous
and short-ranged. Such instructional objectives usually have verbs such as differentiate, list,
name, explain, write, select, choose, identify, describe, state, apply, etc.
(a) by the end of this lesson, students will be able to name at least ten state capitals in
Nigeria;
(b) after going through the unit, the students should be able to explain with reasons the
importance of cooperation at the community level.
(c) by the end of this lesson, students should be able to give at least four reasons for the
spread of Christianity in the Southern states of Nigeria and Islam in the Northern States.

THE RELATIONSHIP BETWEEN SOCIAL STUDIES AND

OTHER SOCIAL SCIENCES
Social Studies, as an organised subject field appears to many as unrelated fragments of history,
geography and civics. In the primary, junior secondary and teacher training colleges, it is called
social Studies. In the higher institutions of education, such studies of man are known as Social
Sciences where separate subjects are treated like political science, sociology, anthropology; and
history. To some the notion of Social Studies is very confusing. To others it is a simple term
which borrows ideas from the Social Sciences to clarify, examine and solve social problems.
One thing is very clear, and that is, social studies is related to the social sciences through which it
borrows ideas and concepts to solve the problems pertaining to the survival of man. In so doing,
the subject compartments are not stressed. The useful aspect of any of the Social Sciences is
made use of to solve the problem at hand.

SOCIAL STUDIES AND THE SOCIAL SCIENCES

Social studies is identified as a problem-approach through which man studies and learns about
problems of survival in his environment. It is pertinent for you to understand that social studies
as a single integrated discipline borrows ideas from the social science subjects such as history;
geography, political science, sociology and economics. This is where social studies utilizes the
approach of integration whereby facts, information and ideas from different sources are used to
identify human problems and how to solve them.
Social studies does not encourage the study of man in fragmented bits. Its base is in the Gelstalt
psychology whose emphasis is "the whole is greater than the sum of its parts." The social
sciences are based on a structure which studies the activities of man through separate disciplines
like economics, sociology, geography, history etc. It has been argued that children could not
naturally understand knowledge in bits but whole. In studying a unit on a market situation, it
may be necessary to examine the historical, geographical, political, economic and sociological
implications of the market for better understanding of the topic. As an illustration, the topic
"Market" can be effectively taught to primary school pupils by selecting materials from the
social science disciplines. Instead of emphasising one subject in favour of the others, the
primary school teacher can remove disciplinary bias by effectively making use of ideas from
other disciplines. In examining a topic like the market, therefore, the teacher may ask questions
such as: When was the market established? Why is the market located in the centre of the
community? Why is maize more costly in this market during the dry season as compared to the
rainy season? Why do some people specialise in the sale of fish while others don't in this
market? Why do various sellers in the market have their leaders? etc etc.
In answering these questions related to the market, materials are selected from various subject
areas in order to effectively deal with the examination of the topic.
When was the market established? Materials from history may have to come into play here.
Why is the market situated in the centre of the community? This has to do with central place
theory which is geography. Why is maize more costly in the dry season? Since less maize is
produced in the dry season, it follows that demand will be greater than supply, hence the upsurge
in price. This may be explained through materials in economics. Sociology and anthropology
which may be brought to bear on why some people specialise in the sale of fish while others
don't. For example, the Ijaws by their location near water bodies, may specialise in fishing.
Why do various sellers in the market have their leaders? This involves the element of politics.
In any society, leaders are chosen to represent members when it comes to important issues. It,
therefore, becomes necessary to select materials from these social science disciplines in other to
clarify an issue.

A Single subject cannot adequately clarify the totality of men, his problems and how he solves or
copes with the problems in his environment. However, it is not on all occasions that the teacher
has to delve into the various disciplines. Social Studies is aimed at problem-solving, hence it is
usually referred to as a problem-solving discipline. It involves the idea of critical thinking where
pupils are able to distinguish, for example between facts and propaganda. The idea of reflective
inquiry which is emphasised in the National Policy on Education also has a base in Social
Studies. Through the learning of social studies, pupils are exposed to the rudiments of
generating hypotheses, gathering data, analysing and interpreting data and making conclusions
and generalisations. The components of the social sciences in their single entities will be
examined later in this unit.

THE CONNECTION BETWEEN SOCIAL STUDIES WITH SOCIAL

SCIENCES
In 4 of the last lesson 2 of this unit, you will recall that broadly based social issues do not limit
themselves to the boundaries of the academic disciplines. It follows that social studies utilizes
knowledge in various social science subjects to clarify issues and find solutions to problems. To
illustrate the `connectedness' of social studies and social sciences the topic below "A Study of
Homes" has been adapted from pages 28 and 29 of NERC's The Concept and Scope of Social
Studies Education. The unit is for study of a first grade and the relation of social studies to the
appropriate disciplines in social studies is shown below:
A STUDY OF HOMES
HISTORY
What were homes like in early times?
Why were homes built in different ways?
What was my family's first home like?
Who built the first homes in our area?
SOCIOLOGY
Why do we live in homes?
What do mothers, fathers and children do in homes?
How do homes help us do the things we need to do?

POLITICAL SCIENCE
Can we build a house in any place?
Who determines where we can build houses?
How are homes protected?
Who pays to protect our home?

GEOGRAPHY
What is the shape of my house?
Why do people build houses
Where do people get materials to build houses?
What materials are used to build houses? etc
Why are there different kinds of houses?
Why do some people decide to live together in the same area?

ANTHROPOLOGY
Why did the first people come to our area to live?
Do all children leave their homes when they are married?
Do all people have the same food, clothing, house and utensils
Why do people have different houses, foods clothing and utensils?

ECONOMICS
Who builds houses?
What kind of workers are needed to build a house?
Who pays the workers when they are building a house?
Why are so many new houses built in the same place?
Do all people own their houses?
How do people get help to own their houses?
The answers to the questions above will draw upon facts related to history, sociology, political
science, geography, anthropology, economics etc. The explanation of a unit through one social
science subject may be insufficient for effective clarification and understanding. In tackling a
problem, subject divisions are not emphasised at all. It is the useful part of each of the social
sciences that is utilised for the solution of man's problem so that he can survive in the society.
RELATIONSHIP BETWEEN SOCIAL STUDIES AND OTHER
SCHOOL SUBJECTS
Social studies deals with the experiences of man in his physical and social environments. Thus
instruction in social studies requires information from the various subject areas and disciplines of
the entire school curricular and any other form of human experiences. You will recall also that
the social science disciplines constitute the most important base from which social studies draws
its content. However, human experiences are affected by various factors in time and space. The
changes in science and technology have equally brought about series of new experiences in the
process of man's effort to control his environments. This is why, social studies also looks beyond
the social sciences to obtain and use information to gain a deeper understanding of man and his
environment.

THE EMERGING NATURE OF SOCIAL STUDIES IN RELATION TO OTHER

SUBJECTS.
It is true that social studies deals greatly on the study of man and his ever changing
environments. But you can quickly imagine also that there are other subjects which deal with
other aspects of the universe. These other subjects have some important information which also
have influence on man's activities. Take for example, the discovery of printing, the invention of
steam engine and the other energy powered machines and vehicles. Recently, the use of
electronic media and computer have changed the nature of man's activities as well as the
approaches to the study of man. All these are the result of science and technology. Science and
technology are themselves influences by computer and mathematics education. That is, social
studies is also helped by these science and mathematical subjects. No study is in isolation from
others. The National Policy on Education has introduced cultural and creative arts, and the
Nigerian Languages into the school curriculum. Cultural and creative arts and Nigerian
Languages themselves helps social studies by providing additional and valuable information to
enhance the study of the society.
Study Tables 1 and 2 again and you will see that a thorough application of these new subjects
will help understanding social studies better. Examine the relationship between these other
subjects and social studies as illustrated in the following diagram.

Fig. 1 RELATIONSHIP BETWEEN SOCIAL STUDIES AND OTHER SUBJECTS.

All the subjects are related to social studies which deals with man's activities with his
environment. The information from the social sciences art and humanities, pure science and
technology, help to improve the study of man.
Social studies also help to understand the implications or the findings of the other subjects on
man.
We know that fertilizers can improve the yields of crops, but what are the social effects on man?
What are the negative effects of the misuse of fertilizers? Power can be generated from Nuclear
atoms.
But what are the evil effects of this new source of power? The electronic media makes
information readily available.
But what are their impacts on the social and cultural experiences of man? All of these questions
come under the umbrella of social studies. Such studies and information in turn go to influence
the sciences and technologies.
There is therefore the continuing inter-relationships between social studies and the other school
subjects at all levels.

RELATIONSHIP BETWEEN SOCIAL STUDIES

POPULATION/FAMILY LIFE, DRUGS AND AIDS EDUCATION
Here, we shall discuss the relationship between social studies, population, family life and Aids
education and the concepts associated with them.
CONCEPT OF POPULATION EDUCATION
Population education as a relatively recent innovation has been defined in various ways by
different people and experts. While it is defined by some statements of what to do, others define
it by listing its content. Others still aim their definitions at the acceptance of small family size, or
target non-directive behavioural outcomes such as rational and responsible attitude towards
population related uses. A few definitions will suffice to provide the conceptual framework of
knowing what population education is an educational programme (formal and non-formal)
designed to create awareness and understanding of population issues directly related to the
social, economic and cultural development of the individual, the family and the nation. This
should facilitate informed decision - making on population matters. The Nigeria population
education programme has been defined by NERDC as an educational process which provides for
an articulated and practical study of the population situation in the family, the community, the
nation and the world with the aim of developing in the individuals a more rational attitude and
responsible behaviour towards improving the quality of their life now and in the future (Yisa
1988 in Ashinze M.O. 1998).
From the above definitions we can infer that like social studies objectives, a population
education programme is designed to make learners understand the inter relationship between
population change - situation, development, and aspects of the quality of human life. Its ultimate
goal is to make learners contribute to the improvement of the quality of human life now and in
some future time. Population education is concerned with the interaction between the individual
and the family, the community and the world with a time horizon for both the present and the
future, concepts which are the focus of social studies education.

OBJECTIVES OF POPULATION EDUCATION

Population education objectives at the secondary school level are intended to help students:
1. identify the implications of increasing the gap between birth and death rate for the
provision of such basic facilities and services as school health institutions, water and
housing.
2. relate growth and size of family to the demand for available food and facilities, health
and productivity of members of the family.
3. explain how the population structure at the household and national levels affects the
patterns of demand for and consumption of goods and services;
4. compare and contrast the population and resource situation in Nigeria with that of other
countries so as to have an insight into the international dimensions of population
problems.
5. highlight the importance of self-sufficiency in food production and the dangers of
dependence on food imports and food aids.
6. identify the various uses to which population data are put and therefore develop an
understanding of the importance of and a sense of responsibility towards population
census, enumerations and registration of vital statistics.

From the above objectives listed, we can conceptualize that population education is concerned
with students as future decision makers. It would help to promote the skills of inquiry and
awareness of the consequences of behaviour and concern for the welfare of others.

FAMILY LIFE AND STD/AIDS EDUCATION

Family life education grew out of a recognition of the growing evidence of family instability and
disintegration. The content of family life education includes attitudes and skills related to dating,
marriage, parenthood and later life. The contents can further be broken down to the family and
the household, stages of family life, family size, family policies, functions of the family and
future of the family.
The STD/AIDS education focuses on the prevention attitudes and knowledge needed for the
prevention of sexually transmitted diseases. The major focus on STD/AIDS in social studies
education should focus on given pupils knowledge of the causes and symptoms of STD/AIDS. It
is examines the effects of STD/AIDS on the individual, family and the larger community as well
as the preventive measures to be taken against them.

Relationship between social studies, population, family life, and STD/AIDS education.
Population is one of the social science concepts used to explain the relationship between man
and his environment. Social studies is interested in the size, the growth, distribution, structure,
the health and education of the population. It is especially concerned with the role of family
members, their needs and functions. But the family also has some social problems which social
studies can contribute to solving. For example, AIDS in social studies is seen as a social rather
than medical problem AIDS is explained in terms of what will happen to children, and the
family, rather than the individual. AIDS prevention and protection are addressed as a means of
protecting the family's future. Prevention as far as social studies is concerned is abstinence from
sexual intercourse until one is married and condemns sexual misconduct such as adultery,
fornication, and prostitution. Social studies embarks on campaigns in prevention education,
counselling and other means to enlighten the population on the knowledge, skills and attitudes
towards the prevention of AIDS spread, such prevention programmes are mounted in
workplaces, schools, both rural and urban community centres.

REFERRENCES

DUBEY, D.L. et. al. (1980) Social Studies Methods for Nigerian Teachers - Learning Activities.
Ibadan University Press Ltd., Ibadan.
Ezewu, E.E. (1983),Social Studies for the Nigeria Junior Secondary Schools, Ibadan. Evans
Brothers Nigeria.

Fed. Republic of Nigeria (1983), National Curriculum For Social Studies, Lagos. Federal
Ministry of Education.

Federal Republic of Nigeria. National Policy on Education (revised) Lagos: Federal Government
Press, 1981.
Institute of Education University of Ibadan Associatiship Certificate in Education series. Social
Studies Methods.1981.
Kissock, Craig (1981) Curriculum Planning for Social Studies Teaching-Cross Cultural
Approach John Wiley and Sons, New York.
Lawton, Denis and Dafour Berry (1976) The New Social Studies: A Handbook for Teachers in
Primary, Secondary and further Education (2nd Edition) Heinneman, London.
Ogunsanya, M. (1984) Introduction to Methodologies of Social Studies, Ibadan, Evans Brothers
Publishers.
Okobia O. S. (1984), "Guides to the National Curriculum in Social Studies,. Enugu SOSAN
SERIES on Social Studies, Vine Press.

Thompson. F.A. etal, Social Studies: A Guide for Primary School Teachers in Africa London:
Longman, 1977