CHAPTER FOURTEEN
NATURE AND HISTORY OF SOCIAL STUDIES IN NIGERIA
Concept of Social Studies
Social Studies is dynamic in nature and even its definition equally enjoys dynamism and also its learning strategy. Modern innovations in education can conveniently fit into the all-encompassing subject. Jekayinfa (2014) opines that, Social Studies as a curriculum area has no universal definition. This is because Social Studies unlike most other school disciplines is a culture bound and culture is not static. It is dynamic, it changes its focus from time to time and this accounts for its flexibility and differences in its definitions. Thus, the attempt is made by several schools to give clarification on its meaning, aims and objectives. Odor and Nwaham (2005) defines social studies as a multidisciplinary topic of study where people learn about issues related to surviving in their environment. He continued by stating that it is a study of how man influences his physical, social, political, religious, economic, psychological, cultural, scientific, and technical environments, and how these factors are in turn influenced by him. Also, according to Olawepo (1997), Social Studies is described as shorthand for the study of human society. In other word, he sees Social Studies as a subject that views human society briefly, yet comprehensively. Social Studies can also be seen as study of human society from a multidisciplinary perspective. Olawepo (1998) describes this definition as too large and opined that to say that a single subject must embrace a whole subject at the same time is too much. He further claimed that this definition does not give Social Studies a unique identity as anthropology also lay claims to study human society from many angles.
Social Studies according to Okunloye (nd) is the discovery of man’s environmental relationship for the sole reason of citizenship education for societal problem-solving involving cognitive, affective and psychomotor based components drawn from different fields and forms of knowledge into an integrated framework. Content selection revolves around human and societal environment. It is also a comprehensive examination of how human interaction with the environment affects human behavior. This means that Social Studies differs from other conventional courses like History, Geography, Government, Sociology, and Economics, among others; its character and content are dependent on its integrated concept and methods. In a nutshell, the study of Social Studies focuses on man’s problem of trying to survive in the attempt of his survival in his environment. Alhassan (2006) defines Social Studies as culture bound and that the cultures of the world are at different levels of development. Some other definitions of Social Studies are hereby expressed. Social Studies experts like Banks describes Social Studies as a synthesis of Social Science for decision making. This definition gives a clear identity to Social Studies as the subject to Social Science because the subject uses Social Science as its major foundation but on this foundation a structure is built which is called decision making. This suggests that Social Studies makes use of the information and skill which Social Science provides in a unique way. Many subjects talk about decision making but it is only Social Studies that properly teaches decision making through valuing and values. Fadeiye (2000) explains that, through the discipline of problem-solving known as social studies, man analyzes and learns about the challenges he faces in his environment.
Ukadike (2003) defined social studies as the study of human behavior. He goes on to say that it analyzes man wherever he is, engaged in his business or other way of life, whether that be at home, at work, in the workshop, in politics, at play, in the village or the country. In fact, Man’s issues are particularly fascinating to social studies. It supports and aids him to resolve those problems emanating from his environment as he interacts with it. In other word, Social Studies can be said to be a concern with man in his totality, that is what he does to himself and to his environment and what influences his environment exerts on him.
The emphasis here is that Social Studies does not merely give facts and information to students but it also teaches the inculcation of acceptable attitudes, values and skills so that the individual can become relevant and in the end that the society survives from the various threats against social cohesion and solidarity. Based on this, CESAC (1991) reports that the focus of social studies is on how people interact with their physical and social environments and how science and technology can improve their quality of life. This is to say that Social Studies is conglomeration of Social Sciences, arts as well as humanities but with peculiar and unique identity. In fact, this explains the beauty and uniqueness of Social Studies.
Conceptualizing Social Studies as the discovery of humans and their environment; and that, it is a citizenship and civic education makes it narrow. This is because, it does not put into consideration the intervening influence of the various spheres of the environment on man. In relation to this argument of narrow definition, Opasola (2009) reacted by saying that, Social Studies as the expedition discovery of humans and their environment laying undue emphasis on geography as an aspect of Social Studies at the expense of other aspects like political science, history, civic etc. According to Awoyemi and Ndagunnu (2005), the study of social studies include research into how individuals create better lives for themselves and their fellow humans, how they solve difficulties associated with coexistence, and how they evolve as a result of their environment. According to Adewuya (2002), social studies is an integration of information and experience related to human relations with the objective of educating citizens. While Ogundare (2003) views social studies as an examination of environmental survival issues and how to address them.
Looking at the numerous classifications, it is obvious that Social Studies has to establish itself as a legitimate academic field. This could be because there are numerous definitions for social studies by different authors, thus, the criticisers of the subject are of the opinion that, Social Studies lacked just one definition and see it, as a major weakness of the discipline. However, it is pertinent to note that, the problem of single subjects like sociology, education, geography, history, economic etc. experience the same problem. Be it as it may, this problem should not have an impact on the discipline’s standing because the present definitions are related to a common goal.
Simply said, social studies offer a perspective on society that helps students understand its structure and its problem in order to resolve them. It can be safe to say that, Social Studies can be seen as that dynamic discipline that is designed to keep pace with changes, needs and aspirations of the society as to make the child relevant and conversant with happenings in his society.
Objectives of Social Studies Education
Nigeria in her quest for adopting innovative educational programme that assimilates the Nigerian culture and be more relevant to the Nigerian child that will enhance change for the better and make education more relevant to Nigerian society. The national philosophy of education saw the need after independence to mobilize the youth citizens through education for national consciousness and national development. Social Studies is seen as a subject that would satisfy this zeal for being adopted 50 years ago. Traditional topics like History, Geography, and Civics that were passed down from the Colonial educational system were condemned for lacking relevance to the requirements of the Nigerian child and the larger society in terms of both their purpose and their content (Mbata & Omabe, 2012). These traditional themes exposed the child to learn far more concerning the colonial masters’ environment and their pressing problems which might not be relevant to the child or his environment (Ikem & Reubeun, 2012). Social Studies would meet several needs and aspirations of the specific nations and its people. The Great Britain introduced
Social Studies into her school After the First and Second World Wars, curricula were promoted as the solution to societal issues (Edinyang & Udi, 2013).
In the instance of Nigeria, Social Studies was instituted in an effort to mend the civil war’s wounds and bring the country’s people together. However, this helps to partially explain why Social Studies has been given top billing throughout the Nigerian educational system. Without a solid foundation and social studies training, Nigeria may not be able to achieve the corruption-free, compassionate, moral, and well-integrated society it seeks. Children in this magnificent country are to be taught and formed in civic virtues through the special discipline of social studies (Opoh, 2014). Social Studies has come to be accepted as a school subject that should enable the students to acquaint themselves with basic knowledge, skills and positive attitudes needs to be responsible citizens and contributing their quota to the development of the society (Opoh, 2014).
Thus, Social Studies touches all aspects of social development that leads nation to greatness be it in sphere of politics, economics, social issues, culture, technology, or education. In the Nigerian setting, the goal of the social studies curriculum is to create a sound and balanced mind as a foundation for practical social education aimed at creating educated, dependable, and self- reliant citizens Social Studies also instils
Power of imagination and resourcefulness
Self-confidence and initiatives
Craving for continued knowledge and learning
Concern for those who are less fortunate
Respect for and acceptance of other people’s viewpoints
Socially acceptable values and behaviours including cooperation, participation, interdependence, open-mindedness, honesty, integrity, and dependability.
A sense of patriotism and national consciousness (Yusuf &Sa’ad, 2012). Social Studies objectives were coined out from the following are the national educational goals and objectives as stated in the NPE (2004):
Theinstillation of the proper kinds of values and attitudes for the survival of the individual and the Nigerian society.
Theinstillation of national consciousness and national unity.
Thedevelopment of the mind’s capacity for understanding the world, along with
Theacquisition of suitable mental and physical skills, abilities, and competence as a person’s means of surviving and contributing to the advancement of society.
However, the general objectives of Social Studies as identified by Fadeiye (2005) include the following;
It enables its learners to understand their environment and its ramifications, when people understand their environment, they would have the capacity to take care of the issue of survival in such an environment and equally live comfortably there.
Social Studies emphasizes discovery, dialogue and experience. It gives the learners ample chance of discovering things for themselves by experiment. It also uses methods such as inquiry, problem solving, excursion, questioning technique, discussion and creative activity method through which pupils or students can discover things for themselves.
Social Studies engages pupils or students in purposeful activities which are based upon observation and investigation of their physical and social environment.
Social Studies inculcates healthy social activities and values into learners and thus, they acquire right attitude to life.
It helps us to attain our objective of raising a successful, united, as well as progressive Nigeria since the subject seeks to achieve national unity and national survival.
It enables individuals to be alive to their social and civil responsibilities.
It also promotes the appreciation of our cultural heritage.
Social Studies promotes international understanding and worldwide peaceful co-existence.
Social Studies enables its learners to become well informed citizens who are capable of contributing their quota to the healthy development of their country.
Social Studies affords its learners affords it learners the unique opportunity of knowing about the positive aspects of our national life.
Social studies is to be made compulsory in Nigeria for its role to unite the already broken tie among Nigerian. In the study of Awhen (2014) on the implementation of social studies instruction in Nigerian classrooms found that, the course was not properly introduced into the Nigeria’s curriculum the reason it fails to address the pressing issues confronting the development of the country educationally and economically. He further said that, Nigeria’s national educational philosophy acknowledges the importance of social studies education in fostering the desired social orientation that will be required after independence to mobilize the young people for nation-building. According to Mbaba and Omabe (2012) the traditional subjects like geography, history and civic education were attacked for lacking relevance to the immediate needs of Nigerians and their societies at large, both in terms of their goal and their content. As a result, Social Studies is dedicated as a special field to disseminating and fostering civic values (Alberta, 2000).
Objectives of Social Studies at NCE Level
Colleges of Education are institutions set aside to produce quality intermediate teacher manpower requirements for the nation. To ensure quality control and harmonization of curriculum of all NCE awarding institutions, the National Commission for Colleges of Education (NCCE) was instituted by the instrument of the promulgation of Decree 3 of 1989. Its mandate includes inter alia: the establishment of minimal requirements for all programs of teacher education, as well as the accreditation of credentials, etc.
The following list of objectives for social studies is in accordance with NCCE’s 2012 minimum requirements for arts and social science education:
To create NCE Social Studies instructors for the junior high and high schools who are both professionally and academically qualified.
To train educators who would encourage students to adapt logically to their physical and social environments by acquiring the knowledge, attitudes, values, and skills required to cultivate social and civic duties.
To create pupils who can gain from additional education in social studies and related fields.
Nature of Social Studies Education
In order to foster civic competency, social studies integrate the social sciences and humanities. In order to give a coherent, systematic study, the social studies curriculum in schools incorporates relevant material from the humanities, other natural sciences, economics, archaeology, geography, history, law, philosophy, political science, psychology, religion, and sociology. This is due to the fact that social studies’ main objective is to support young people in acquiring the capacity to decide for the greater good as members of a democratic society with a diverse culture in an interdependent globe.
Social Studies were used for pedagogical purposes by Edgar Wesley in 1938 after the years of the Great Depression in the United States. Social Studies to him was a programme aimed at making students get excited and get motivated in the process of learning through the use of exploration, inquiry and discovery methods. Here, the teaching of Social Studies is done with a focus on fostering the skills, principles, and behaviours required of citizens in a free society.
Social studies is a corrective study since it focuses on societal issues that affect people and attempts to address them. In order to help the child grow holistically, social studies focuses on the three (3) knowledge domains of cognitive, emotional, and psychomotor development. In order to create an effective citizenship, Olaolobu (1989) further defined social studies as “An integrated study of man and his environment, both physical and social, emphasizing cognition functional skills and desirable attitudes and actions.”
In addition to a significant number of compelling informal experiences, social studies includes a challenging official curriculum.The official curriculum is made up of subjects from the humanities and social sciences. The formal curriculum incorporates organic experiences like holidays through celebration, current affairs, and a variety of other cultural standards that are communicated to pupils through what is frequently referred to as “the hidden curriculum.” First of all, social studies combines a few elements of social sciences without necessarily sacrificing the unique characteristics of each of these areas. Thirdly, Social Studies is intended to replace or complement history and other traditional humanities and social science disciplines in the school curriculum. Second, Social Studies constitutes both the humanities and the social sciences.This is the reason why the conventional subject experts always opposed the inclusion of social studies in the school curriculum. The nature of Social Studies can also be seen in three (3) perspectives inter, multi and uni- discipline. This approach helps to deliver Social Studies in terms of teaching, that is, every subject specialist in the syllabus at different time. This approach of teaching is chosen by conventional educators who have a soft spot for Social Studies instruction because it presents fewer difficulties for them and does call for the integration of different types of information.
The continuity of their subject and employment opportunities is further assured by this strategy.On the other hand, this school of thought fail to take into cognizance the fact that situation/experience of life is not arranged into components, subject or parts compartment. Thus, school pupils are expected to learn not in terms of subjects but in whole as solutions to societal problems are not solved through discrete method but by holistic approach. The multidisciplinary perspective sees Social Studies as where concepts and contents materials were drawn from more than one discipline and taught by one teacher, for instance, when discussing the Hausa/Fulani ethnic group in Nigeria, the teachers have to discuss their origin which is history, their geographical location on Nigerian map that is Geography, their means of livelihood that is Economics, groups and sub-groups that is Sociology, their interpersonal relationship which is the concern of Psychology, the tools and technology of doing things which deals with Anthropology, science and technology. The interdisciplinary perspective gives Social Studies unified or integrated approach which blends the content of the subject in such a way that, It is exceedingly challenging to identify the original discipline that created them. Within this method, subjects like Family life education, urbanization, democracy, air pollution, and nation building etc. are taught in Social Studies.
Scope of Social Studies
Social Studies is a new concept in education that draws its contents from Arts, Sciences, Technology and Social Sciences. Social Studies is a unique discipline that puts humans at the centre of its study and is also devoted to passing on and moulding the values of the people of our magnificent country. Social studies content is arranged in a series of concentric circles, starting with the self at the centre and moving outward to include the family, school, neighbourhood, and finally the global community. Additionally, it offers a theme-based approach to the content’s protection and conservation, creation, governance, production of resources, transportation, expression, education, recreation, and communication.
The Social Sciences provide the content for Social Studies and Humanities, which gives the discipline opportunity to study man in his totality. And because the subject is interested in man, its scope is not constant; it is ever- changing as a result of climatic and social influences. Thus, exposing the child to the problems of man in his society brings about some of the problems which include:
Greediness
Distrust and mistrust
Corruption, bribery, kickback
Mismanagement, misappropriation and stealing
Laziness
Prostitution
Tribalism
Drug abuse
Smuggling
Religious fanatism
Problems of food shortage
Problems of leadership and followership etc.
It is for these reasons that, Social Studies provides the child with the necessary tools that would acquaint him with basic social habits and a culturalise him with societal values that would make him build a solid foundation for a good society in future. Social studies include all subjects that focus on how individuals create better lives for themselves and their fellow humans, how they solve communal problems, and how they change as a result of their environment (Awoyemi & Ndagunnu, 2005). In a nutshell, Social Studies serves as an eye-opener to the manner of observing the child in order to comprehend the build-upof the society as well as its challenges alongside provide him with various and options of solving those challenges.
Historical Development of Social Studies Education in Nigeria
During Nigeria’s colonial era, social studies as an integrated discipline did not exist (1840–1960). The country’s primary and secondary schools were discovered to teach a type of curriculum referred to as “General Knowledge” (Udoh, 1989). Of course, this meant that the Nigerian youngster was receiving an education outside of his or her native country, society, and culture. At that time, using examples from Europe to understand and convey topics was more suitable. Though earlier than in other African nations, Nigeria was the first to create social studies. This was due to Nigerians being sponsored by Ohio State University in the United States of America for social studies training programs as early as 1958.The recipients of such training programs were highly influenced by their arrival in terms of how they saw Social Studies. For instance, they noticed the socioeconomic problems that persisted after Nigeria gained independence from colonial rule. They learned about Nigerians’ high rate of acculturation and the speed at which the country’s traditional traditions were eroding. Therefore, they believed that the only way to save the nation was to educate the next generation in a way that would give them the chance to catch up with the new issue of change (Lawal, 2003).
An previous attempt to introduce the topic as a formal school subject on an experimental basis in the Northern Nigerian teacher training institutions was also included to this pattern of social studies ideas.On the other hand, Social Studies were first taught in Nigeria between 1964 and 1965 as a result of the Northern Education Project and the Aiyetoro Comprehensive High School Project in Western Nigeria. The former Western Nigeria Ministry of Education started preparing for the spread of the subject around this time by holding a meeting and deciding on an outline of the Social Studies curriculum for classes I and II in secondary schools. The Ford Foundation Aid and the
Comparative Education Study and Adaptation Center then assigned this to the Department of Social Studies at Aiyetoro Comprehensive High School (CESAC). Due to the civil war, the experimental social studies instruction in Eastern Nigeria did not entirely succeed. However, with the establishment of six states from the existing Northern States, the education committee of the Interim Common Services Agency decided that Social Studies should be implemented in Northern state schools and universities.
But by 1969, the Institute of Education at Ahmadu Bello University in Zaria had a solid Social Studies department. A national curriculum meeting was conducted in Lagos in the same year, which improved the subject’s national recognition as a way of accomplishing national educational goals. But in 1970, when materials created for elementary schools and teacher training programs in the Northern states were released and the CESAC’s book was revised and improved, another significant position change in social studies occurred. In 1971, several states, including Lagos, Kwara, and Kaduna, started introducing the topic. In order to fully support the teaching and learning of the subject, representatives from the East Central State Ministry of Education also attended the 1971 conference of the Social Studies Association of Nigeria (SOSAN), now known as the Social Studies and Civic Educators Association of Nigeria (SOSCEAN). The first-ever National Social Studies Syllabus for elementary schools was created at the first National Curriculum Workshop, which was sponsored by the Nigeria Education Research Council (NERC) and held in Ibadan. At the conference, topics such as concepts, nature, aims, teaching tactics, teaching materials, and evaluation approaches were covered.
The Nigeria Education Research Council (NERC) created a syllabus for teachers’ colleges and the Institute of Education in 1972 based on the need for pre-service Social Studies teacher training in primary schools. ABU Zaria then added the subject to its Post Graduate Diploma in Education (PGDE) program. A degree 32 Course in Social Studies was started in the same year at ABU, Zaria, and the Nigeria Certificate in Education (NCE) program at the Advanced Teacher’s College, Sokoto. At the Institute of Education, University of Lagos, the subject was introduced at the Associateship and NCE levels in 1974 and 1975, marking still another development. The year 1976 saw the nationwide implementation of Universal Free Primary Education and the transition from separate social science disciplines to the teaching of Social Studies in primary schools. In teacher’s colleges, it became required. ABU, Zaria also began offering two-year Bachelor of Education (B. Ed) degree programs in social studies in 1978.
However, by 1980, Social Studies was a subject that was taught at all levels of our educational system and was considered a key subject in primary and junior secondary schools under the National Policy on Education. The National Primary Social Studies Curriculum Guide, created in 1971 by the NERC, now known as the Nigerian Educational Research and Development Council (NERDC), was deemed wise to be reviewed in 1981.The Federal Ministry of Education released the updated manual in 1983. However, another quick change occurred between 1981 and 1984 when more colleges began to offer post-graduate degrees in social studies. Ife, Ibadan, Ilorin, Lagos, Nsukka, and Jos are typical examples of such institutions. The Junior Secondary School Social Studies Syllabus was also accepted by the Joint Consultative Committee (JCC) (Udoh, 1989). The National Teacher’s Institute wrote course materials on social studies for NCE for the distance learning system in addition to producing the Grade II Social Studies Syllabus and texts, which were distributed beginning in January 1990. Nowadays, almost all institutes of education include social studies in their curricula. More than ten universities in Nigeria now offer degree and post-graduate programs in social studies. To some extent, the doubt over the purpose, range, and philosophy of social studies has subsided. Thanks to the new 9-year Basic Education Curriculum, which was introduced in 2007, it is now a required topic in the first nine years of a Nigerian child’s education.
In a related development, stakeholders in the field of social studies education continue to work toward the review and complete implementation of the social studies education curriculum for senior secondary schools in Nigeria. Although the curriculum has been developed for some time, it has not yet been put into practice. When it is, it will provide the subject a boost. The Social Studies and Civic Educators Association of Nigeria (SOSCEAN), which was formed in 2012 as a result of the union of the Social Studies Teachers Association and the Civic Education Teachers Association, is another positive
step in the right direction. This is because their combined voices will be stronger and their words will carry more weight when pursuing shared objectives and promoting and protecting their interests.
Review Questions
Attempt the following questions:
Provide any five authoritative definitions of Social Studies.
Describe the characteristics of Social Studies education. Cite relevant examples.
Identify and discuss the scope of social studies education programme.
Itemize as well as discuss the objectives of NCE Social Studies education.