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MEANING OF SOCIAL STUDIES EDUCATION

Introduction

The newness of social studies in Nigeria in general and Nigerian schools in particular cannot be overemphasized. Mezieobi, Fubara and Mezieobi (2015:1) lend credence to the above statement when they averred that “the relative newness of social studies in Nigeria in general and in Nigerian schools in particular, coupled with the varieties of persons, professional social studies educators and non-professional or „generalist’ social studies personnel, who are associated with social studies have led to an „overdose’ of social studies definitions. This is also why there is no generally accepted definition of social studies. Unlike any other social sciences, social studies have no single universally acceptable definition. Its definitions are as many as authorities in the field differs depending on their background and orientations. Very briefly, let’s examine definitions of Social Studies by different Authors as follow:

Meanings of Social Studies

Edinyang and Mezieobi (2013): Social studies is like a toolbox equipped with various tools (skills, competencies) to help individuals navigate their environment effectively. Imagine a person standing amidst a variety of complex problems (represented by puzzles, obstacles, and challenges) in their environment. Social studies equips them with the intellectual skills and social abilities to solve these puzzles, leading to a clearer path for better living.
Osakwe (2013): Social studies is akin to a web connecting human beings (represented by figures) in different roles and interactions within a society. It studies these interactions (represented by lines connecting the figures) to understand the dynamics of human relationships and behavior.
Akpochato (2013): Social studies is depicted as a bridge (symbolizing the integration) between societal and environmental issues. It acts as a pathway (represented by the bridge) to foster new approaches and solutions, enabling individuals to address and resolve these issues effectively.
Osakwe (2014):
Social studies education is illustrated as a nurturing environment (depicted by a tree) where individuals (represented by leaves) grow and develop. The environment provides positive knowledge, attitudes, values, and skills (depicted by nutrients and support) necessary for individuals to become competent, humane, and effective citizens, contributing positively to society.
Njok and Sunday (2014):
Social studies is depicted as a vast landscape (representing complex phenomena and forces) where learners explore and gather knowledge. They navigate through this landscape (represented by various elements such as mountains, rivers, and forests) to understand the influences and dynamics shaping human societies.
Mezieobi, Ossai, and Young (2013):
Social studies is illustrated as a blueprint (depicted by a diagram) outlining the knowledge, skills, attitudes, and actions deemed important for individuals. It serves as a guide for society (represented by hands holding the blueprint) to instill these qualities in students, shaping their relationships with others, their world, and themselves.
Ezegbe: Social studies education is likened to a factory (represented by gears and machinery) producing good citizens (depicted by individuals) as valuable products. The primary objective of the factory is to churn out citizens who benefit Nigerian society, contributing positively to its growth and development.
Famwang (2013): Social studies is portrayed as a rich tapestry (depicted by interconnected threads) woven from various disciplines (represented by different colors). These disciplines, such as anthropology, economics, sociology, etc., contribute threads to the tapestry, creating a comprehensive understanding of human groups and their environment. The tapestry is not just a collection of facts but a complex narrative presenting questions, concepts, issues, and problems challenging to students and society as a whole.
Danladi (2015): Social studies is depicted as a stage (represented by a podium) where individuals are prepared for active participation in a democratic society. It serves as a platform for citizens (depicted by individuals) to learn about their rights, responsibilities, and roles in shaping their society through democratic processes.

Generally, I can deduce from the above defitions that;

Social Studies is an interdisciplinary field of study that examines the dynamic relationships between individuals and their environments, focusing on human interactions within societies. It aims to equip learners with intellectual, social, and problem-solving skills necessary for effective living and citizenship in diverse communities.
Social studies integrates various subjects such as anthropology, economics, sociology, social psychology, political science, geography, and history to provide a holistic understanding of societal complexities.
Its primary objective is to cultivate competent, humane, and responsible citizens capable of contributing positively to society by addressing societal and environmental issues through critical inquiry and integrated approaches.

Meanings of Social Studies Education

It is true that there is no generally accepted definition(s) of social studies education. While there might not be a single universally agreed-upon definition for social science education, different authors and scholars may offer their perspectives on the subject. Here are a few interpretations from various authors:

According to the National Council for the Social Studies (NCSS), social studies is the integrated study of the social sciences and humanities to promote civic competence. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
John L. Holland believes that, Social science education involves the study of human behavior in social contexts, encompassing disciplines such as psychology, sociology, and anthropology. It aims to develop an understanding of individual and group dynamics within societies.
According to C. Alexander, social science education is a process of acquiring knowledge about social structures, human interactions, and societal phenomena. It encompasses disciplines like economics, political science, and geography, and is designed to foster critical thinking and analytical skills.
Adarelegbe (1982) averred those social studies is a “problem approach discipline through which man studies and learns about problems of surreal in his environment”.
James Banks emphasizes the importance of social science education as a means to promote global citizenship and cultural understanding. He sees it as a tool for developing students’ ability to analyze and interpret diverse perspectives, fostering an appreciation for the complexities of human societies.
Kissock (1980) on his own part sees social studies education as a programme of study which a society uses to instill in students the knowledge, skills, attitudes, and actions it considers important concerning the relationships human beings have with each other, their world and themselves”.
Sharon Gewirtz views social science education as a way to empower individuals to critically engage with social issues and structures. It involves not only the acquisition of knowledge but also the development of skills to challenge and transform existing societal norms and practices.
Richard W. Riley sees social science education as foundational for civic participation and informed decision-making. It encompasses the study of political processes, economic systems, and social institutions, preparing students to be active and responsible members of society.
Ezegbe, Eskan, Anyanwu, and Abiogu (2014:54) who define social studies as “a discipline that deals with social change and ensures that a meaningful interaction of the recipients with their physical, social, and cultural environments is attained”.

These definitions showcase the multifaceted nature of social science education, emphasizing its role in understanding human behavior, societal structures, and the promotion of critical thinking for meaningful civic engagement.

In summary

Social Studies Education is a field of study that emphasizes man’s relationship with his social, economic, political, physical, and psychological environments for effective acquisition of knowledge, attitudes, values, and skills, for personal and societal needs and aspirations.

Goals of Social Studies Education

Social studies education generally helps you understand your place in the world. Social Studies teaches us our roles and responsibilities particularly in relation to social and civic affairs. It helps you develop critical thinking abilities, prepares you to participate competently and productively as concerned citizens and teaches you to address societal and global concerns using literature, technology and other identifiable community resources. In a broad sense, social studies education has two goals: social understanding (i.e., knowledge of human societies) and civic competence (i.e., democratic citizenship).

Mezieobi, Fubara and Meziobi (2015) on the other hand gave an outline of seven goals of social studies which can be linked to the promotion and sustenance of national development to:

Didactic Or Knowledge and Information Goals: Provide a comprehensive understanding of historical events, developments, and their impact on shaping societies, fostering a sense of continuity and change. For example, when students create a timeline that highlights key historical events and their impact on society. This visual representation helps students grasp the chronological order of historical developments and their lasting consequences.
Socio-Political Activism Goal: This goal intends to make pupil-student clientele active socio-political participants in his environment and who would resort to constructive social criticism when need be”. The Study develops an understanding of civic responsibilities, democratic principles, and active participation in the community and political processes. Example of this is when you participate in a simulated town hall meeting where they discuss local issues, propose solutions, and vote on community initiatives. This hands-on activity fosters an understanding of democratic processes and civic engagement.
Reflective Thinking Goal: Equip students with critical thinking skills to analyze information, evaluate evidence, and solve complex problems related to societal issues. An example of this is when Students analyze historical documents, artifacts, and conflicting accounts of a historical event. Through this inquiry-based activity, they develop critical thinking skills by evaluating evidence and constructing well-reasoned interpretations.
Affective Goal: This entails the ability to develop in the recipient of social studies information, knowledge of content, positive values, attitude, and feelings”. This goal of social studies promotes the understanding of cultural norms and adherence to stipulated rules and
Citizen Transmission Goal: Making the citizens understand socio-civic competences and everything about citizenship is associated with this goal of social It fosters an appreciation for cultural diversity, promote respect for different perspectives, and develop cultural competence to navigate a globalized world. Example of this is when Students engage in a multicultural fair, where they research, present, and celebrate different cultures. This project encourages appreciation for diversity, understanding cultural nuances, and promotes respect for various traditions.
Pupil’s Self Enhancement Goal: Students would know the importance of being committed to one’s society. This would make for effective living and co-existence in such a
Skills’ Goal: Social studies exposes students to a lot of skills that would make them self-sufficient and independent in our society. Such skill according to Jarolimek (1986) is social skills, study skills, work habits, group work skills and intellectual It equips students with practical life skills, including communication. For example, Students engage in a collaborative project, such as planning a community service event. This activity develops communication, teamwork, and decision-making skills, essential for their personal and professional lives.

Other goals include the following;

Social Justice and Ethics: Promote awareness of social justice issues, ethical considerations, and the importance of empathy and fairness in addressing societal challenges. Imagine when Students engage in a debate or project focused on a contemporary social justice issue, exploring different perspectives and ethical considerations. This activity promotes awareness and encourages thoughtful discussions about societal challenges.

Characteristics of Social Studies Education

Characteristics of social studies abound in this text, the followings are characteristics of social studies education according to Mezieobi, Fubara and Mezieobi (2015:5-7):

Social studies see knowledge and man’s social world as integral to education.
Social studies adopts the integrative approach to knowledge by fusing or blending relevant content, concepts, methods and generalizations drawn from the other related disciplines or content areas of social studies in order to make the learner see the world as a whole, and in addition, develop an integrated view of traditional social studies
Social studies draws its content or subject matter from mainly the social sciences, the humanities and from many other relevant courses including the experiences of the
Social studies in all parts of the world is largely society-relative or society-specific
Social studies is socially or society sensitive.
Social studies emphasizes classroom without walls.
Good social studies programme is activity laded and predominantly contains activities, knowledge to be acquired and facts to be stored and
In view of the fact that social studies contents are learner activity-based involving the near-total control of the learning situation by the learner in his do-it-yourself emphasis; invariably, social studies de-emphasizes teacher’s control of the teaching- learning proces.
The main objectives of social studies is to produce responsible and participatory citizens with analytical and reflective skills and attitudes to make their environments yield all that make for good and successful living.
Its evaluation criteria focus principally on the effective domain-values and attitudes.
It is not all teaching methods and techniques that lend themselves to the effective teaching and learning of social studies.

Scope of Social Studies Education

Social studies is a dynamic field that undergoes constant change due to the influences of time and human progress. It focuses on the evolution of humanity, exploring how individuals shape their surroundings and, in turn, are shaped by them. This discipline introduces students to societal issues and equips them with problem-solving skills. These issues encompass a range of challenges including bribery, corruption, religious extremism, tribalism, greed, dishonesty, distrust, theft, smuggling, child trafficking, laziness, moral decline, drug abuse, prostitution, food scarcity, and more.

Social studies cannot be complete without the mention of

Man + His relationship with his society or environment.

Mezieobi, et al (2015:7) stated that, “scope of social studies refers to the content or subject matter, skills, values, attitudes and beliefs that have been seen or can be included in the social studies programme”.

They further stated that the scope of social studies covers the following:

Content is tailored specifically to a particular society like Nigeria. This means that, the content is best
The content focuses largely on what is on ground. The present-with an eye on what it should be in the
The content of social studies programme is drawn from the social sciences, the humanities, oral history, contemporary issues, mass media, personal or group experiences of learners, teachers, parents, and from resource persons and places, ideas, past activities and thoughts
The syllabus or curriculum of social studies is flexible and accommodates new trends or changes, problems or aspirations in the world or in a society that have relevance to social studies teaching as the classrooms must reflect what goes on in the Society.

TOPIC TWO: NATION BUILDING

INTRODUCTION

Nation-building has become a concept in the mouth of so many well-meaning Nigerians. Nation-building comes with a lot of other concepts like national development, national integration, national topicy, sustainable development, and so on. This topic would look at the definitions of a nation and nation-building, Nigeria as a nation, schools of thought on nation-building, theories of nation-building, patterns of nation-building and more importantly, the role of social studies in nation-building in Nigeria.

National Development: This is the “advancement (of a nation) from the lower, less satisfying, less stages of being to higher, satisfying, and emancipating conditions. It is used to denote whatever is done to rid a people (and their nation) of the stigma of backwardness”.

Sustained underdevelopment:– This is “holding very religiously, maintaining and continuously worsening development conditions that pitiably falls below acceptable level or standards as adjudged by functional indices of national development in actuality”.

Define a nation and nation-building

What is a Nation?

Johnson (1966:79) defines a nation as, “a relatively large group of people inhabiting a more or less definite area, and having enough in common, language, race, religion, and common history to consider themselves a distinctive people”. Robinson (1975:138) perceives a nation as, “a group of people who feel that they have been together and in addition possess cohesive and solidarity which metamorphosed through a common way of life, common experiences, common cultural traits and common tradition”.

Price (1975:24) on his part conceptualized a nation as,“a group of men and women who have or who feel they have the following things in common: a common ancestry, a common history or tradition; a common language, a common culture, a common religion, a common territory and a common government”. For a nation to stand there must be common factors as mentioned above that bound the people together as one.

Synthesizing the perspectives of Johnson (1966), Robinson (1975), and Price (1975), a nation can be defined as

a relatively large group of people residing within a distinct geographical area, united by shared elements such as language, race, religion, common history, and cultural traits. This unity is further emphasized by a collective sense of togetherness, cohesion, and solidarity forged through shared experiences, a common way of life, and a sense of belonging derived from common ancestry and traditions.

Additionally, a nation is characterized by a common government and a shared territory, emphasizing the importance of a unified governance structure and a defined geographical space to uphold the identity and continuity of the nation. In essence, a nation is a complex and multifaceted social construct that encompasses both tangible and intangible elements binding its people into a distinctive and cohesive entity.

Components of a Nation

Key components of a nation, as highlighted in the definitions provided by Johnson (1966), Robinson (1975), and Price (1975), include:

Geographical Area: A nation is associated with a specific and more or less definite geographical area where its people reside.

Shared Identity: Common elements such as language, race, religion, and a sense of common history contribute to the shared identity of the nation.

Cohesion and Solidarity: The people of a nation feel a sense of togetherness, cohesion, and solidarity, which is shaped by shared experiences, a common way of life, and cultural traits.

Ancestry and Tradition: Common ancestry and traditions are important factors that contribute to the identity and continuity of a nation.

Culture: A nation is characterized by common cultural traits, emphasizing the shared customs, practices, and expressions that define its people.

Religion: Shared religious beliefs can be a unifying factor within a nation, contributing to a sense of commonality among its people.

Government and Territory: A nation is associated with a common government and a shared territory, highlighting the importance of governance structures and a defined geographical space in sustaining the nation.

Common Experiences: Shared historical experiences contribute to the formation of a national identity, fostering a sense of belonging among the people.

Nation-building:

Nation-building as a concept cannot be overemphasized because of its relevance to human and material resources development. Definitions of nation- building are numerous.

Mbakwem (2009:9) sees nation-building as,

“a concerted effort to bring people together (in a nation) for the purpose of achieving common objectives”.

Birabel and Ibekwe (2016:74) defined nation-building as,

“the solid and incremental sustainability of a nation in order to ensure its functional longevity in the overall interest of the citizenry and the nation”.

Mezieobi (2016:46) simply sees a nation-building as,

“the collective effort of all in relatively large group who have been brought together by a superior force or collective agreement to inhabit a more or less definite area or a common solidarity or national consciousness are continuously striving relentlessly to move the distinctive territory they are occupying as a country or nation from more or less comfortable stage of development and a living standards to higher or better stage in all facets of national life”.

Synthesizing the perspectives of Mbakwem (2009), Birabel and Ibekwe (2016), and Mezieobi (2016), nation-building can be defined as:

Nation-building is the concerted and collective effort aimed at bringing people together within a defined geographical area, fostering a sense of common objectives, solidarity, and national consciousness.

It involves the sustained and incremental development of a nation, ensuring its functional longevity for the overall well-being of its citizens. This process encompasses the continuous and relentless striving of a relatively large group, bound together by superior force or collective agreement, to advance the distinctive territory they inhabit.

The goal of nation-building is to elevate the nation, its people, and their quality of life from a less advanced stage of development to a higher and improved state across all facets of national life.

In essence, nation-building involves not only the physical and material development of a nation but also the cultivation of a shared sense of purpose, identity, and unity among its people, with the ultimate aim of achieving progress and a better quality of life for the citizenry.

Essentials of Nation-Building

Based on the definitions and synthesis provided, here are five cogent keywords in the definitions of nation-building:

Concerted effort: Refers to a deliberate and coordinated action involving multiple stakeholders towards a common goal.
Solidarity: Indicates a sense of unity, mutual support, and shared identity among the people within a nation.

Sustainability: Implies the ability to maintain and endure over time, ensuring the continued existence and functionality of the nation.

Incremental development: Describes the gradual and steady progress and improvement of the nation across various aspects.

Collective agreement: Signifies a consensus or shared understanding among the members of the nation regarding their goals and aspirations, often underpinned by a formal or informal agreement.

Nigeria as a Nation

Nigeria as a nation, gained its independence from the British colonial masters on 1st October, 1960. Since Nigeria’s independence, Nigeria has wallowed in neo-colonialism indirectly without knowing. This is because she (Nigeria) relies on some countries of the world for financial and material aids, export and import, oil refining, and so on.

Nigeria is located in the western part of Africa. Mezieobi and Nzegbulem (2016:21) said that Nigeria “lays between latitudes of 4^o and 14^o and 15^o east of the Greenwich Meridian covers an area of 922, 220 square kilometers”.

Some important events that need to be emphasized on Nigeria as a nation include: The Berlin West African conference resulted in the British conquest of Nigeria which went through various stages.

In 1851, Britain had its first direct intervention in the political affairs of Nigeria and Nigerians. Lagos was marked as a British colony and occupied by British government in 1861, and this was the beginning of British formal rulership of Nigeria. In 1885, Britain extended its territorial seizures to the coastal areas (oil River) by making it a protectorate and making Calabar its headquarters.

A lot of activities took place within this period until the Northern and Southern protectorates in Nigeria were amalgamated. This amalgamation resulted in the birth of Nigeria. This happened in 1914, Nigeria finally gained her independence and became free of British indirect rule in 1960. This was the benefit of nationalism and nationalist agitators. Such nationalists are Nnamdi Azikiwe, Obafemi Awolowo, Ahmadu Bello, Tafawa Balewa and so on.

Schools of Thought in Nation-Building

Mezieobi (2016:49.57) outlined and discussed the following schools of thought in nation- building.

Nigeria’s nation-building take-off discrepancy created school of thought: This school of thought suggests that nation-building in Nigeria had a delayed start, akin to a child whose development is not recognized until birth. It implies that although the process of nation-building may have begun earlier (perhaps during colonial rule), its significance and attention were only acknowledged publicly at a later stage. An example of this could be Nigeria’s independence in 1960, which marked a critical point in the nation-building process, drawing attention both domestically and internationally.
The histo-cultural school of thought: This perspective emphasizes the importance of shared history, language, ancestry, customs, traditions, culture, and descent in nation-building. It suggests that a strong sense of shared identity and heritage among citizens is crucial for fostering unity and cooperation towards nation-building. For instance, Nigeria’s diverse cultural landscape, with over 250 ethnic groups, highlights the need to recognize and respect each group’s distinct histories and traditions while striving for national unity.
The national integration school of thought on nation-building: This school of thought emphasizes the unification of people as the primary aim of nation-building. It advocates for bridging differences in ethnicity, language, historical background, and gender to create a cohesive national identity. An example could be Nigeria’s efforts to promote national unity through policies that encourage inclusivity and discourage discrimination based on ethnic or regional differences.
Emphasis on government school of thought on nation-building: This perspective underscores the role of government in facilitating nation-building through effective governance, leadership, and collaboration between the government and the governed. It highlights the importance of visionary leadership and active participation of citizens in the development process. For example, Nigeria’s Vision 20:2020 initiative aimed to propel the country towards becoming one of the top 20 economies in the world by 2020 through strategic government interventions and public-private partnerships.
The school of thought on education as the therapeutic panacea to nation-building: This perspective emphasizes the transformative power of education in nation-building, viewing it as a fundamental tool for societal development and progress. It suggests that investing in education can empower individuals, foster critical thinking, and promote national cohesion. For instance, initiatives to improve access to quality education for all Nigerians, regardless of their socio-economic background, can contribute to nation-building by equipping citizens with the skills and knowledge needed to contribute meaningfully to society.
Nigeria’s territorial boundary restrictive school of thought on nation-building: This perspective views nation-building within the confines of territorial boundaries, emphasizing the importance of a defined geographical area inhabited by a distinct population. It suggests that independence and self-governance within recognized borders are essential for nation-building. An example could be Nigeria’s struggle for independence from colonial rule and subsequent efforts to establish its sovereignty within its territorial boundaries.
Nation-building perspective’ education-enveloped school of thought: This perspective encompasses various dimensions of nation-building, including national development, nationalism, political emancipation, cultural identity, modernization, promotion of national consciousness, institutional transfer, self-reliance, attitudinal change, value orientation, political maturity, citizen well-being, and national unity. It suggests that a comprehensive approach, incorporating education and addressing multiple facets of society, is essential for effective nation-building. For example, initiatives focusing on economic development, political reform, social cohesion, and cultural preservation can all contribute to nation-building efforts.
Caution-should be exercised on foreign-based ideas’ school of thought on nation-building: This perspective cautions against blindly adopting foreign-based ideas and emphasizes the importance of contextualizing nation-building strategies to suit Nigeria’s unique socio-cultural and historical context. It advocates for emancipating Nigeria from colonial mentality and promoting indigenous solutions to nation-building challenges. For instance, instead of replicating Western models of governance or development, Nigeria should tailor its approaches to address specific local needs and realities.
Must topicy be an inevitable criterion of nation-building school of thought: This perspective questions whether territorial integrity is an essential criterion for nation-building, particularly in Nigeria and other African countries. It suggests that achieving nation-building goals should prioritize national interests over ethnic, personal, or cultural interests, even if it requires overcoming challenges such as violence or internal conflict. An example could be Nigeria’s efforts to address ethnic tensions and promote national unity through policies aimed at fostering inclusivity and social cohesion.
Watch the globalized village Gimmicks’ school of thought on nation-building: This perspective views globalization as a threat to nation-building efforts, particularly in former colonies like Nigeria. It suggests that global forces, driven by neo-colonialist motives, undermine the autonomy and development aspirations of nations like Nigeria. An example could be concerns about the influence of multinational corporations or foreign governments on Nigeria’s economy and politics, potentially impeding its ability to pursue independent nation-building agendas.

THEORIES OF NATION BUILDING FOR SOCIAL STUDIES

The Nigerian situation is such that Nigeria and Nigerians need to look at the localized village gimmicks first before the discussion of the gimmicks of the globalized village. Trying to copy the development strides of already developed countries of the world, without considering the uniqueness of Nigeria as a nation, would never speed up the nation-building process of Nigeria.

Theories of Nation-Building for Social Studies Education

There are several theories of nation-building that are Nigerian-specific. They are (as outlined and discussed by Mezieobi and Philips (2016:60-70).

National ideological theory of nation-building: Ideology is an important terminology in nation-building. No nation can achieve nation-building without inculcating in citizens the national ideologies that are specific to it (the nation). Mezieobi and Philips (2016:60-61) succinctly noted that “meaningful nation-building is predicted on ideological foundation”.
Self-reliance theory of nation-building: Self-reliance is an important concept that any nation striving to achieve nation- building in as much as some countries of the world including Nigeria have gained independence, they are still struggling with neo-colonialism without self-reliance, exploitation of nations would continue indirectly by their former colonial principals.
The modernization theory of nation-building: Modernization is taking over all parts of the world. The mentality of people is geared towards living a modern life, in a modern world. Mezieobi and Philips (2016:62) put it that “this theory of nation- building holds that nation-building is a function of the “transition” (Nwaneri, 1985:5) or transformation from a traditional society to a modern society with changes in all spheres of life such as “government, the family, education, religion, and social organizations, a shift from rural to urban living, and charges in knowledge, beliefs, values, self-conceptions and ways of life” (Biesarie and Biesanz, 1973:444)”.
Social mobilization theory of nation-building: Social mobility is simply the movement of an individual from one social class to the other. Mezieobi and Philips (2016:64) averred that social mobilization for nation- building entails that the entire Nigerian citizenry to address the changes of nation- building and defined social mobilization as a systematized process of social aggregation or integration of people of diverse interests, persuasions, commitment for a patterned attitudinal re-socialization or reorientation towards articulately prescribed and collectively shared goal (i.e. nation-building) or ideology, with institutionalized strategies for its realization.
National integration theory of nation-building: Okobia (1984:7) referred to national integration as “a state of fusion or harmonious interaction and interrelation of persons and groups (within a nation) to make them an identifiable single entity with common goals…” Nation-building needs a nation’s togetherness to be achieved. When a people are not together, it is difficult to experience nation-building because planning and implementation can never be effective.
The popular Comfort-ability theory of nation-building: Every nation of the world strives towards making its population Mezieobi (1995:5-3) states that “striving for survival by Nigerians in poverty is responsible for the perpetuated vices and negative values, socio-political and economic apathy, incessant ignoring, and lack of commitment to all (nation-building) efforts, indiscipline, dishonesty, lack of respect for law and order, greed, aggressiveness and antagonism militating against(nation-building). The struggle for survival in Nigeria is not an easy task especially in a country without the interest of its citizens, the lenders are selfish, corrupt, greedy, and device means of enriching themselves, the poor get poorer and the rich get richer. What is the hope of the common man? That is the question on the lips of every Nigeria.
Consensual theory of nation-building: Mezieobi and Philips (2016:67) pinpointed that “the concern of this theory is that nation-building aspirations and efforts would come to a naught if the consent of the people is not bought and obtained”. This means that opinion polls should be organized and the peoples’ ideas and suggestions should be put into consideration in the nation-building process.
Organism theory of nation-building: Ezegbe, (1994:69) stated that “Spencer likened society to a living organism which has various organs, all working together for the livelihood of the organism”. It is important to note that no organ functions effectively without the help of the other. Nation-building entails every organ of a nation (including the government and the masses „citizens’) putting hands and making efforts together.

Patterns of Nation-Building in Nigeria

First and foremost, pattern according to Birabil and Ibekwe (2016:74) is “ways or direction in which something that is happening is trailing or going or the route in which something is following, in order to be actualized”. On that same vein, Mezieobi and Nwosu (2016:88) also defined pattern as “the form or arrangement of achieving nation- building in Nigeria”.

Birabil and Ibekwe (2016) listed and discussed several patterns of nation-building. They are:

Birthing of a nation with social groups wallowing in group
National integration and its accompaniment national
Use of constitution
Use of militant revolution
Use of social revolution
Use of political and administrative organs and instruments
The use of ideology
The use of religion

Reports or recommendations of professional associations and researchers
Quality writers and publishers
Opening up of satellite towns

Eschewing development from the top
Neck deep dependency, on countries in the globalized

Mezieobi and Nwosu (2016) on their own part outlined and discussed the following as patterns of nation-building. They include:

“Nigerians should be made to understand the concept of nation-building.

Contextualizing nation-building is This would make Nigerians and Nigerian government to understand the concept and relate it to the Nigerian situation.

Institutionalizing national

Nigeria and Nigerians should be self-reliant. This means Nigeria and Nigerians should make efforts to depend on what they have for survival and not indirectly encouraging neo-colonialism.
There should be a common cultural projection for Nigeria and

Adoption of one official language in

Democracy should be solidly put in

Effective conflict resolution strategies should be adopted in conflict issues.

National ideology should be projected in all nation-building striving

Nation-building should be made a compulsory course for every Nigerian student in Nigerian
Nigeria has a lot of quality persons and indigenous companies. Mezieobi and Nwosu (2016:93) averred that “these quality persons and indigenous companies should be encouraged and patronized to enhanced Nigerian’s nation-building.

Activity 2

Discuss the patterns of nation building in Nigeria.

The Role of Social Studies in Nation-building in Nigeria

Nation-building in Nigeria social studies has several roles to play in order for nation- building to be achieved especially in Nigeria. The teaching and learning of social studies prepare the social studies learner for participation in the Nigerian society. This enlightens the social studies learner on his or her role(s) to advance and better the society.

Social studies is a problem-solving subject or discipline. It positions an individual and exposes him or her to the importance of problem-solving mentality instead of bemoaning a circumstance.

To fully understand the roles of social studies in Nigeria’s nation-building, process, one needs to understand the five national objectives of Nigeria. They are:

a free and democratic society;
a just and egalitarian society;
a topiced, strong and self-reliance nation;
a great and dynamic country; and
a land of bright and full opporttopicy for all citizens (National policy on education, 2014).

Social studies also promote the independence of both individual and the nation. Nigeria and Nigerians should be self-reliant and should concentrate on how to use available resources on bettering Nigeria and the lives of Nigeria. This would assist in getting the minds of Nigerians away from depending on foreign aids, import of material, and human resources for jobs in Nigeria.

Activity 3

Discuss the role of Social Studies in nation-building in Nigeria.

4.0 SUMMARY

It should be noted that the various steps outlined are to be theoretically and practically demonstrated by experienced social studies professional instruction or course facilitation. It is important to also note that the student (social studies learners) would also be encouraged to do some peer-review or peer-tutoring and extensive reading of materials relating to this area of study.

TOPIC FOUR: SOCIAL ACTIVITIES AND NATION BUILDING IN NIGERIA

1.0 INTRODUCTION

The development of the local commtopicy is the target of any sustainable development. This development is guided by social, economic, and political activities that are planned and executed. In this topic, you will discuss the social, economic, and political activities for development in Nigeria.

OBJECTIVES

After you have studied this topic, you should be able to:

state the meaning of social activities;
identify various social activities that promote local commtopicy development; and
discuss the contribution of social activities to local commtopicy

HOW TO STUDY THE TOPIC

Read through this topic carefully and list the difficult words. Check the meanings of the difficult words from your dictionary or course lecturer. Attempt the activities provided in the topic before checking the answers.

WORD STUDY

Social: an interactive relationship among individuals in a given social group. Commtopicy: a social group composed of members with individual functions Cultural transmission: the way people’s way of life is acquired or learnt.

Globalization: universal way of doing things

3.0 MAIN CONTENT

Social Activities and Nation Building

The social dimension of nation building involves the non-repetitive alteration in the established modes of behavior in a given social group. According to Akukwe (1986), social development entails normative and organizational changes in the society resulting in the improvement and expansion on mental horizon of the population rising from functional education, and the sustenance of positive and highly functional values, customs, and practices relating to all aspects of life. In other words, social development is the ability of the social group to formally organize and socially sponsor institutions, agencies and programmes that bring improvement in the individual’s quest for his basic needs, such as food, shelter, and clothing to achieve one’s destiny. The actions and interactions should manifest interdependence. This is important because no society has all that it needs. In other words, social interaction is considered a vital activity in the mobilization of the citizens for nation building.

Activity 1

What are social activities?
Why do you think the manifestation of interdependency is vital for nation building?

Purpose of Social Studies in Social Activities

The purposes of Social Studies, Civic, and Security Education curriculum are for cultural transmission, political stability, and critical thought. This is because the proper aim of Social Studies, Civic, and Security Education is effective citizenship. This involves what Barr, Barth, and Shermis (1977), and Thornton (2004) refer to as, “the preparation of young people so that they possess the knowledge, skills and values necessary for active participation in the society. The emphasis here is on teaching content, behaviors, and values that question and critique standard views that call for a globalized society.

There is no doubt, according to Marker (2014), that the internet, instant messaging, iPods, web sites, and email have dramatically changed the way people communicate today. Music and movies downloading, chat rooms, video games and cell phones have become part of everyday life. There is, therefore, pressure to reform Social Studies for global citizenship through multicultural-related curriculum.

Perspectives by Finn Jr, (2003); Ravitch, (2003); Lenning, Ellington and Porter, (2003); Ladson-Billings, (2003); Pang, Valle, (2004); Vinson and Ross, (2004) in Marker, (2014) provide limitless learning experiences for learners. The current global tension on nuclear race and religious fundamentalism, intercontinental migration, moral decadence, climate change, and a host of others, call for Social Studies and Civic Educators to reconsider the “what” and “how” they teach. The need for a “future-oriented perspective” to meet global demands cannot be overstated.

Social Studies Education instruction, today, rather than embracing a dialectical perspective, tends to be devoid of even the most basic elements of dialectics. Mallot and Pruyn in Ross (2004) argue that Social Studies Education is too often geared towards fostering obedience to authority through the memorization of disconnected facts in the preparation of standardized testsand curricula based on the values and beliefs of “supremacist, sexists, homophobic, capitalist society”. Social Studies Educators must endeavor to work to foster the development of a citizenry not only able to engage in debate and inquiry for social justice, but against the labour-capital relation, in particular, as well as, all the subsequent, dependent and ancillary forms of oppression and authority that serve capital.

Merryfield and Subedi (2014) acknowledge that the integration of knowledge of interconnectedness of the world and the complexity of its peoples, live experiences with people different from oneself and perceptual skills in perspective consciousness, open mindedness and resistance to chauvinism and stereotyping call for emphasis within the knowledge dimension, and assisting students to examine conflicting construction of

historical understandings and alternative explanations of inequities and interdependence of the world’s social system.

In the experiential dimension, teachers are expected to help students to work cooperatively, with people from different cultures and experience, minority status and power, and to reflect over time, the implication of these experiences. It is hoped that individuals and groups will come to appreciate these differences and promote similarities. This is because through integration of global knowledge and cross-cultural experiences, students develop perceptual skills in empathy, open-mindedness and perspective consciousness, including the ability to explain an event or issue from multiple perspectives. This perspective is achieved through strategies adopted by teachers to decolonize the mind of students in the understanding of their world beyond the confines of their immediate cultures.

Activity 2

What is the role of Social Studies in social activities, and how can the teachers help children work together for the common good?

Consciousness and Social Activities

It should be noted that the perspective on consciousness enables the individual and groups to view themselves as global citizens because they are also aware that they have personal views of the world that is not universally shared. It is, therefore, important that one reflects on his/her own perspectives, the deep layers of values, norms and experiences that are accumulated through family and societal enculturation. Social Studies and Civic Educators must provide classroom activities that provide opporttopicies for students to interact among themselves as they attempt to solve human problems. Besides, students should be provided environment to explore histories, literature, and experiences of people across time and space. This approach will go a long way to helping students to appreciate that they must see history, and contemporary global systems through the eyes of others, even though they may not agree with them. This will enable

them appreciate that they must understand diverse and conflicting points of view locally and globally, if they are to understand and interact effectively within the world in which they live. Acquisition of cross-cultural communication and cooperative skills has become unavoidable because of inter-dependency.

In social development, the individual is assisted by the home and the commtopicy in the process of socialization. This is important because the moral and spiritual wellbeing of the individual is considered basic in the drive to develop him or her.

In order to help the individual overcome his or her social problems, social workers employ commtopicy development method. This method helps the social worker to have a proper understanding of the target group’s fundamental values in order to employ the right strategies and techniques for the resolution of their social problems.

Activity 3

Why is consciousness important in social activities?

4.0 SUMMARY

Social activities involve a range of interactions between individuals and groups that promote inter-dependency and consciousness. Social Studies is said to possess the capacity to help children acquire the relevant consciousness that promotes the common good among citizens. Social Studies teachers are therefore, advised to employ the commtopicy development method towards the inculcation of consciousness.

5.0 ASSIGNMENT

Identify and explain social activities that are common in your commtopicy.

TOPIC FIVE: CONSOLIDATION

1.0 INTRODUCTION

The newness of social studies in Nigeria in general and Nigerian schools in particular cannot be overemphasized. This is because the relative newness of social studies in Nigeria in general and in Nigerian schools in particular, coupled with the varieties of persons, professional Social Studies Educators and non-professional or „generalist’ Social Studies personnel, who are associated with social studies have led to an „overdose’ of social studies definitions. This is also why there is no generally accepted definition of Social Studies. Social Studies is gradually finding its way into the hearts of many Nigerians, especially students that are eager to make a difference in their society. This topic consolidates the meaning of social studies education, nation building, theories of nation building, and social activities and nation building.

OBJECTIVES

The topic would:

conceptualize Social Studies and nation-building;
identify and list theories of nation building; and
discuss the place of social activities in Social Studies for nation

HOW TO STUDY THIS TOPIC

Read through this topic and write down major points. Make sure you understand the difficult words you have identified by checking your dictionary or asking questions. Answer all questions in the activity.

WORD STUDY

National Development-as the “advancement (of a nation) from the lower, less satisfying, less stages of being to higher, satisfying and emancipating conditions it is used to denote whatever is done to rid a people (and their nation) of the stigma of backwardness”.

Sustained underdevelopment- as “holding very religiously, maintaining and continuously worsening development conditions that pitiably falls below acceptable level or standards as adjudged by functional indices of national development in actuality”.

3.0 MAIN CONTENT

Social Studies and Nation Building

Social Studies Education is field of study that emphasizes man’s relationship with his social, economic, political, physical, and psychological environments for effective acquisition of knowledge, attitudes, values, and skills, for personal and societal needs and aspirations.

Nation-building as “ the collective effort of all in relatively large group who have been brought together by a superior force or collective agreement to inhabit a more or less definite area or a common solidarity or national consciousness are continuously striving relentlessly to move the distinctive territory they are occupying as a country or nation and their own-commtopicy of persons from more or less comfortable stage of development and a living standards to higher or better stage in all facets of national life”.

Activity 1

Describe Social Studies Education and Nation Building.

National ideological theory of nation-building:

Ideology is an important terminology in nation-building. No nation can achieve nation- building without inculcating in citizens the national ideologies that are specific to it (the nation). Mezieobi and Philips (2016:60-61) succinctly noted that “meaningful nation- building is predicted on ideological foundation”.

Self-reliance theory of nation-building:

Self-reliance is an important concept that any nation striving to achieve nation-building in as much as some countries of the world including Nigeria have gained independence, they are still struggling with neo-colonialism without self-reliance, exploitation of nations would continue indirectly by their former colonial principals.

The modernization theory of nation-building:

Modernization is taking over all parts of the world. The mentality of people is geared towards living a modern life, in a modern world. Mezieobi and Philips (2016:62) put it that “this theory of nation-building holds that nation-building is a function of the “transition” (Nwaneri, 1985:5) or transformation from a traditional society to a modern society with changes in all spheres of life such as “government, the family, education, religion, and social organizations, a shift from rural to urban living, and charges in knowledge, beliefs, values, self-conceptions and ways of life” (Biesarie and Biesanz, 1973:444)”.

Social mobilization theory of nation-building:

Social mobility is simply the movement of an individual from one social class to the other. Mezieobi and Philips (2016:64) averred that social mobilization for nation-building entails that the entire Nigerian citizenry to address the changes of nation-building and defined social mobilization as a systematized process of social aggregation or integration of people of diverse interests, persuasions, commitment for a patterned attitudinal re-

socialization or reorientation towards articulately prescribed and collectively shared goal (i.e. nation-building) or ideology, with institutionalized strategies for its realization

National integration theory of nation-building:

Okobia (1984:7) referred to national integration as “a state of fusion or harmonious interaction and interrelation of persons and groups (within a nation) to make them an identifiable single entity with common goals” Nation-building needs a nation’s togetherness to be achieved. When a people are not together, it is difficult to experience nation-building because planning and implementation can never be effective.

The popular Comfort-ability theory of nation-building: Every nation of the world strives towards making its population comfortable. Mezieobi (1995:5-3) states that “striving for survival by Nigerians in poverty is responsible for the perpetuated vices and negative values, socio-political and economic apathy, incessant ignoring, and lack of commitment to all(nation-building) efforts, indiscipline, dishonesty, lack of respect for law and order, greed, aggressiveness and antagonism militating against(nation-building). The struggle for survival in Nigeria is not an easy task especially in a country without the interest of its citizens, the lenders are selfish, corrupt, greedy, and device means of enriching themselves, the poor get poorer and the rich get richer. What is the hope of the common man? That is the question on the lips of every Nigeria.

Consensual theory of nation-building:

Mezieobi and Philips (2016:67) pinpointed that “the concern of this theory is that nation- building aspirations and efforts would come to a naught if the consent of the people is not bought and obtained”. This means that opinion pools should be organized and the peoples’ ideas and suggestions should be put into consideration in the nation-building process.

Organism theory of nation-building:

Ezegbe, (1994:69) stated that “Spencer likened society to a living organism which has various organs, all working together for the livelihood of the organism”. It is important to note that no organ functions effectively without the help of the other. Nation-building entails every organ of a nation (including the government and the masses „citizens’) putting hands and making efforts together.

Activity 2

Explain any five theories of nation-building in Nigeria.

The purposes of Social Studies, Civic and Security Education curriculum are for cultural transmission, political stability, and critical thought. This is because the proper aim of Social Studies, Civic and Security Education is effective citizenship. This involves what Barr, Barth, and Shermis (1977), and Thornton (2004) refer to as, “the preparation of young people so that they possess the knowledge, skills and values necessary for active participation in the society. The emphasis here is on teaching content, behaviors and values that question and critique standard views that call for a globalized society.

Social Studies Education instruction, today, rather than embracing a dialectical perspective, tends to be devoid of even the most basic elements of dialectics. MallotandPruyn in Ross (2004) argue that Social Studies Education is too often geared towards fostering obedience to authority through the memorization of disconnected facts in the preparation of standardized testsand curricula based on the values and beliefs of “supremacist, sexists, homophobic, capitalist society”. Social Studies Educators must endeavor to work to foster the development of a citizenry not only able to engage in debate and inquiry for social justice, but against the labour-capital relation, in particular, as well as, all the subsequent, dependent and ancillary forms of oppression and authority that serve capital.

Merryfield and Subedi (2014) acknowledge that the integration of knowledge of inter- connectedness of the world and the complexity of its peoples, live experiences with people different from oneself and perceptual skills in perspective consciousness, open mindedness and resistance to chauvinism and stereotyping call for emphasis within the knowledge dimension, and assisting students to examine conflicting construction of historical understandings and alternative explanations of inequities and interdependence of the world’s social system.

Activity 3

Discuss the place of Social Studies in Social activities for nation building.

4.0 SUMMARY

This topic has conceptualized a nation and Nation-building. The topic also looked at Nigeria as a nation, and schools of thought on nation-building.Social activities involve a range of interactions between individuals and groups that promote inter-dependency and consciousness. Social Studies is said to possess the capacity to help children acquire the relevant consciousness that promotes the common good among citizens. Social Studies teachers are therefore, advised to employ the commtopicy development method towards the inculcation of consciousness.

5.0 ASSIGNMENT

Discuss the place of Social Studies in social activities for nation building.

ANSWER TO ACTIVITIES AND ASSIGNMENTS

SSE412: SOCIAL STUDIES EDUCATION AND NATION BUILDING: THEORIES, PROBLEMS AND PROSPECTS

TOPIC 1

Activity 1

Meaning of Social Studies Education

A field of study that emphasizes man’s social, economic, political, physical and psychological environments for effective acquisition of knowledge, attitudes, values, and skills for personal and societal needs and aspirations.

Activity 2

Goals of Social Studies Education: As stated by Mezieobi, Fubara, and Mezieobi (2015) include:

Skills
Socio-political activism
Pupil self-enhancement
Citizenship transmission
Affective
Reflective thinking goals.
Didactic acknowledgement and information

Activity 3

Characteristics of Social Studies Education:

Knowledge
Societal

Activity
Citizenship
Reflective or inquiry
Skills

Activity 4

Scope of Social Studies Education: include the following:

Content tailored towards
Historical
Social sciences as sources of
Skills and
Attitudes and
Institution and

Assignment

Accept any relevant discussion on the identified scope of Social Studies Education.

TOPIC 2: Nation and Nation Building Activity 1

Nation: is a relatively large group of people inhabiting a more or less definite area, and having enough in common language, religion, history,
Nation-building: A concerted or collective effort of citizens of a nation to improve their standard of

Activity 2

Nigeria as a Nation: Viewed as an independent and sovereign country occupying a specific land area and freedom to use her resources to improve the standard of living of the people.

Activity 3

Accept any relevant discussion on any three schools of thought on nation-building.

Assignment

A nation is a relatively large area occupied by a relatively large group of people who share common interest in social, economic, political and cultural affairs.

Nation-building, on the other hand, is the collective efforts of the people who occupy a common land area and sharing common interest for the improvement of the standard of living.

TOPIC 3: Activity 1

Theories of Nation Building include:

Organism theory of
Consensual theory of nation

Comfort-ability

National integration
Social mobilization
Modernization

Self-reliance
National ideological

(Accept relevant explanations of any five of the theories).

Activity 2

Patterns of Nation Building

Knowledge of the ideological
National integration and
Knowledge of
Use of military
Educational

Research and professional
Quaintly writers and
Opening up of satellite towns.
Neck-deep dependencies on countries in the global
National conference and
National
Role
Effective conflict resolution
Stable democracy,

Activity 3

Role of Social Studies Education

Provision of integrated
Inculcation of positive attitudes, values, and skills for national integration and
Providing knowledge and understanding of the national
Providing environment for achieving human
Promoting commtopicy-based participation

Assignment

Accept any relevant review of any recommended Social Studies Education textbook on nation building.

TOPIC 4: Social Activities and Nation Building Activity 1

Social activities as a tool building in which individuals come into contact with one another in an effort to improve standard of
Society has all that it needs to
Inter-dependency facilitates effective mobilization of

Activity 2

Social Studies in Social activities promote cultural transmission, political stability and critical thinking.
Social Studies prepare young citizens to acquire relevant knowledge, skills and values necessary for effective participation in the
Social Studies strategies and techniques, equip young people to utilize modern communication equipment that exposes them to the globalized
Social Studies promote the environment for debate and inquiry into social issues and problems for social
Social Studies teachers promote cooperative learning that helps young learners interact and share
Teachers must work or teach to decolonize the minds of the learners in the understanding of their world beyond the confines of their immediate

Activity 3

Personal and National Consciousness: Enable the individual and groups to view themselves as global
Learners are provided environment to explore histories, literature, and experiences of people through case studies and research

Assignment

Students to write 5-page report on social activities that are common in their localities and how they promote consciousness.

TOPIC 5 CONSOLIDATION

Activity 1 Meaning of Social Studies and Nation Building

Social Studies Education as a Field of Study that emphasizes man’s relationship with the social economic, political and, physical and psychological environments for personal and societal needs and
Nation building as the collective effort of all commtopicy members in relatively large social group who have agreed to live together to improve their standard of

Activity 2

Accept any relevant explanations of any five of the theories of nation building discussed in this topic.

Activity 3

Social Studies in Social activities promote cultural transmission, political stability and critical thinking.
Social Studies prepare young citizens to acquire relevant knowledge, skills and values necessary for effective participation in the
Social Studies strategies and techniques, equip young people to utilize modern communication equipment that exposes them to the globalized
Social Studies promote the environment for debate and inquiry into social issues and problems for social
Social Studies teachers promote cooperative learning that helps young learners interact and share
Teachers must work or teach to decolonize the minds of the learners in the understanding of their world beyond the confines of their immediate

Assignment

Social Studies in Social activities promote cultural transmission, political stability and critical thinking.
Social Studies prepare young citizens to acquire relevant knowledge, skills and values necessary for effective participation in the
Social Studies strategies and techniques, equip young people to utilize modern communication equipment that exposes them to the globalized
Social Studies promote the environment for debate and inquiry into social issues and problems for social
Social Studies teachers promote cooperative learning that helps young learners interact and share
Teachers must work or teach to decolonize the minds of the learners in the understanding of their world beyond the confines of their immediate culture

SSE 103: SOCIAL STUDIES EDUCATION AND NATION-BUILDING: THEORIES, PROBLEMS AND PROSPECTS

MEANING OF SOCIAL STUDIES EDUCATION

Introduction

Meanings of Social Studies

Meanings of Social Studies Education

Goals of Social Studies Education

Characteristics of Social Studies Education

Scope of Social Studies Education

TOPIC TWO: NATION BUILDING

Define a nation and nation-building

What is a Nation?

Components of a Nation

Nation-building:

Essentials of Nation-Building

Nigeria as a Nation

Schools of Thought in Nation-Building

THEORIES OF NATION BUILDING FOR SOCIAL STUDIES

Patterns of Nation-Building in Nigeria

TOPIC FOUR: SOCIAL ACTIVITIES AND NATION BUILDING IN NIGERIA

TOPIC FIVE: CONSOLIDATION

ANSWER TO ACTIVITIES AND ASSIGNMENTS

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