CONTENT HISTORY & SOCIAL

STUDIES SCOPE & SIGNIFICANCE

GENERALIZATION THEME
Bernadette Fordenita S. Cadiz
MATSS 01
 SOCIAL STUDIES

Geography Philosophy
Social studies
deal with the
History study of man and
Sociology
his relationship
with other men
Social psychology and with the Anthropology
environment

Economics Political science

SCOPE OF SOCIAL STUDIES:
• CULTURE
• TIME, CONTINUETY AND CHANGE
• PEOPLE, PLACES AND ENVIRONMENT
• DEVELOPING RESPONCIBLE CITIZENS
• INDIVIDUAL GROUP AND ORGANIZATION
• POWER, AUTHIRITY AND GOVERNMENT
• PRODUCTION, DISTRIBUTION AND CONSUMPTION
• SCIENCE, TECHNOLOGY AND SOCIETY
• GLOBAL INTERDEPENDENT
• DEMOCRATIC IDEALS AND PRACTICES
• CURRENT TRANDS AND CURRENT ISSUES IN THE WORLD:
Basic goals of social studies

Knowledge and Information goals

Attitude and value goals
Skill goals
 What is Social Studies Generalizations?
 “Generalizations are a logical step in teaching. This will
guide us to think critically about the context of knowledge
and help us transferring that knowledge to a variety of topics
within the social studies. After understanding the
relationship between “fact” and “concept” students will be
capable of producing high-quality generalizations that
eliminate isolation of ideas and stimulate crossover and
relevance to the social studies curriculum.”
 "Nihil est in intellectu quod non prius in sensu".
“Knowledge arises from evidence gathered via sense experience"
Dr. Robert Sweetland in his Facts, Concepts, and
Generalizations - Explanations, Examples, and
Instructional Ideas defined generalizations as the
summary statements of relationships between
concepts, the summary statements of cause and
effect, or the summary statements of predictions
of future relationships. Furthermore,
generalizations are powerful as they provide a
way to consolidate information to make it more
usable and easier to remember.
FEATURES OF LESSON PLANNING
1. OBJECTIVES
2. CONTENT:
3. METHOD
4. EVALUATION:
5. INTRODUCTION
6. PRESENTATION
7. ASSOCIATION:
BIG IDEAS
8. GENERALIZATION: Generally in lessons learning material leads to certain
generalization leading to establishment of certain formulas principles or
laws. An effort be made that students draw the conclusions themselves.
9. APPLICATION
10.RECAPTITULATION
11.BLACKBOARD WORK
Generalizations is also called enduring
understandings. Big ideas, or essential
understandings, are the conceptual ideas
or lessons of social studies that being
known or learned. Generalizations are
derived from making the connection
between at least 2 concepts.
 MARKS OF A GOOD LESSON PLAN

It should have a summary of a whole lesson plan.

HOW TO FORM GENERALIZATIONS

Collect information about the topic.

Look for relationships among the facts.
Form a general statement about the
related facts.
Make sure your generalization is valid.
EXAMPLE

Technological advancement often transforms the global

marketplace.
EXAMPLE

Nations with greater economic power usually yields more political power in world affairs.
Generalization in History

“History is a generalized account of the

personal stories of men united in bodies
for any public purposes whatever”.
E.H. Carr emphatically contended that
history is social science, not art, because
historians, like scientists, seek
generalizations that help to broaden the
understanding of one's subject.”
 There are two levels of generalizations: Lower and Higher.
A lower level generalization is a
descriptive statement about the
past delivered by the historian after
the verification of his various
sources and its interpretation.
Here, Generalizations are
descriptive statements of
relationships between two or more
concepts. In the presentation of
research work, a historian makes
several general statements about
the past, which he/she thinks are
correct.
Higher-level generalization
aims to formulate general
principles, theories, and
concepts about the past by
establishing relations with the
facts. Empirical disciplines, like
history use theory to generalize
from many specific findings.
Ideas are indispensable for
generalizations.
The Process of Historical Generalization
 The initial stage in the process of generalization is the formulation
of a hypothesis, which helps the researcher, to begin with, a focus.
 Then, the process of generalization begins with the grouping of the
facts. Facts must be grouped, arranged and organized according to
its similarities and dissimilarities.
 Reasoning and further interpretation of the facts help the
researcher to organize his facts in a defined manner. In the process
of interpretation, events may be serialized on the basis of the facts.
 Establishing a connection or relation between the facts is the next
stage of generalization. This factual connection enables the
researcher to outline general schemes or principles. It helps the
researcher to generalize the related facts by connecting them with
concepts.
 Features and Importance of Generalization

 Many historians consider the purpose of generalization is to learn lessons

from history.
 Generalizations are necessary in history in order to explain the fundamental
forces that prompted events in the past.
 A generalization about a series of historical events will help draw all the
separate details into an overall pattern.
 Generalization enables the historian to predict the future by outlining overall
patterns in historical progress. 
 Generalizations enable us to explain the processes and events we
experience.
 Generalization often explains the cause and its effect.
 Generalization describes two or more concepts and relationships among
them.
EXAMPLE
Conclusion:

Generalizations are “big ideas” while facts are specific and limited.
Generalizations come from an analysis of many sets of facts. 
Before a generalization is proven, it is a hypothesis.  Hypotheses
are potential generalizations. There are two ways to organize
activities which help students to develop generalizations or prove
hypotheses (potential generalizations), the inductive (discovery)
approach or the deductive (expository) approach.  Both methods
require students to understand the relationships among items and
to be actively involved in learning. Facts, concepts, and
generalization are inseparable in the teaching-learning method.
Conclusion:

A generalization must be based upon a balanced

approach. Theories are one of the prominent sources
for generalization in history. Many historical
generalizations are driven from life experiences.
Historians also derive generalizations from the study
of the present. Also, derive generalizations from
active data collection and its systematic analysis. In
short, “All historians practice generalization
anyway”.
 References:
References
Banks, James A., with Ambrose A. Clegg, Jr., Teaching Strategies for the Social Studies:         Inquiry, Valuing, and Decision Making, Third Edition, New York:        Longman, 1985.
Bremen High School District 228 , How to teach Generalization, 2002-2015,         Blackboard, Inc. Available:  http://www.schoolwires.com (December 2015)
Dr. Robert Sweetland, Facts, Concepts, and Generalizations - Explanations, Examples,            and Instructional Ideas, Available: http://www.w3.org/1999/xhtml (December    
2015)
Erickson, H.L. (2007). Concept-Based Curriculum and Instruction for the Thinking  Classroom.(Department of Public Instructions North Carolina, USA) p.98.
Fraenkel, Jack R., Helping Students Think and Value: Strategies for Teaching the          Social Studies,             Second Edition, New Jersey: Prectice-Hall, 1980.
Jarolimek, John and Clifford D. Foster, Teaching and Learning in the Elementary           School, New             York: Macmillan, 1985.
Marzano, Robert, Dimensions of Thinking: A Framework for Curriculum and Instruction,             Alexandria, VA: ASCD, 1988.
SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies, Available/PDF/.   Retrieved December 2015 from http://www.socstrp.org ( December 2015)

[1] Shiveley, J.M., & Micso, T. (2009) Reclaiming Generalizations in Social Studies Education: Social Studies Research & Practice, 4 (2), 73-78. Retrieved December 2015 from
http://www.socstrp.org/issues/PDF/4.2.6.pdf
[2] Ibid.
[3] SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies, Available/PDF/. Retrieved December 2015 from http://www.socstrp.org ( December 2015)
[4] Ibid.
[5] Erickson, H.L. (2007). Concept-Based Curriculum and Instruction for the Thinking Classroom.(Department of Public Instructions North Carolina, USA) p.98.
[6] Ibid.
[7] Dr. Robert Sweetland, Facts, Concepts, and Generalizations - Explanations, Examples, and Instructional Ideas, Available: http://www.w3.org/1999/xhtml (December 2015)
[8] Bremen High School District 228 , How to teach Generalization, 2002-2015, Blackboard, Inc. Available:  http://www.schoolwires.com (December 2015)
[9] Ibid. Erickson, H.L