11

DISCIPLINES AND
IDEAS IN THE SOCIAL
SCIENCES
LEARNER'S ACTIVITY SHEET
Quarter 3 – Week 2:
Explain the major events and
its contribution that led to the
emergence of the social science
disciplines
DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES – Grade 11
Learner's Activity Sheet
Quarter 3 – Week 2: Explain the major events and its contribution that led to
the emergence of the social science disciplines
First Edition, 2021

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LEARNER’S ACTIVITY SHEET IN

DISCIPLINES AND IDEAS IN
THE SOCIAL SCIENCES (DISS)
GRADE 11
QUARTER 3, WEEK 2

Name: _________________________ Grade and Section: _________

School: ____________________ Teacher: _____________________

Competencies: Explain the major events and its contribution that led to the
emergence of the social science disciplines (HUMSS_DISS11/IVb-2.2).

I. Explore

Direction: Please answer the following inquiries.

1. Who is the father of Anthropology?
2. Why was anthropology developed?
3. What is the two main parts of History of Geography?
4. What is meant by history?
II. Learn

What is it?

THE HISTORICAL EMERGENCE OF THE SOCIAL

SCIENCES
It is illuminating to mention a few of the major themes in social thought
in the 19th century that were almost the direct results of the democratic and
industrial revolutions. It should be borne in mind that these themes are to be
seen in the philosophical and literary writing of the age as well as in social
thought.
First, there was the great increase in population. Between 1750 and
1850 the population of Europe went from 140,000,000 to 266,000,000; in the
world from 728,000,000 to well over 1,000,000,000. It was an English clergy-
man and economist, Thomas Malthus, who, in his famous essay on
population, first marked the enormous significance to human welfare of this
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increase. With the diminution of historic checks on population growth, chiefly

those of high mortality rates – a diminution that was, as Malthus realized, one
of the rewards of technical progress – there were no easily foreseeable limits
to growth of population. And such growth, he stressed, could only upset the
traditional balance between population, which Malthus described as growing
at arithmetic rate, and food supply, which he declared could grow only at
arithmetical rate. Not all social scientists in the century took the pessimistic
view of the matter that Malthus did but few if any were indifferent to the
impact of explosive increase in population on economy, government and
society.
Second, there was the condition of labour. It may be possible to see this
condition in the early 19th century as in fact better than the condition of the
rural masses at earlier times. But the important point is that to a large
number of writers in the 19th century it seemed worse and was defined as
worse. The wrenching of large numbers of people from the older and protective
contexts of village, guild, parish, and family, and their massing in the new
centres of industry, forming slums, living in common squalor and
wretchedness, their wages generally behind cost of living, their families
growing larger, their standard of living becoming lower, as it seemed – all of
this is a frequent theme in the social thought of the century. Economics
indeed became known as the “dismal science,” because economists, from
David Ricardo to Karl Marx, could see little likelihood of the condition of
labour improving under capitalism.
Third, there was the transformation of property. Not only was more and
more property to be seen as industrial – manifest in the factories, business
houses, and workshops of the period – but also the very nature of property
was changing. Whereas for most of history of humankind property had been
“hard,” visible only in concrete possessions – land and money – now the more
intangible kinds of property such as shares of stock, negotiable equities of all
kinds, and bonds were assuming ever greater influences in the economy. This
led, as was early realized, to the dominance of financial interests, to
speculations, and to a general widening of the gulf between the propertied and
the masses. The change in the character of property made easier the
concentration of property, the accumulation of immense wealth in the hands
of a relative few, and, not least, the possibility of economic domination of
politics and culture. It should not be thought that only socialists saw property
in this light. From Edmund Burke through Auguste Comte, Frederic LePlay
and John Stuart Mill down to Karl Marx, Max Weber, and Emile Durkheim,
one finds conservatives and liberal looking at the impact of this change in
analogous ways.
Fourth, there was urbanization – the sudden increase in the number of
towns and cities in western Europe and the increase in number of persons
living in the historic towns and cities. Whereas, in earlier centuries, the city
had been regarded almost uniformly as a setting of civilization, culture, and
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freedom of mind, now one found more and more writers aware of the other
side of cities; the atomization of human relationships, broken families, the
sense of the mass, of anonymity, alienation, and disrupted values. Sociology
particularly among the social sciences turned its attention to the problems of
urbanization. The contrast between the more organic type of community
found in rural areas and the more mechanical and individualistic society of
the cities is basic contrast in sociology, one that was given much attention by
such pioneers in Europe.
Fifth, there was technology. With the spread of mechanization, first in
the factories, then in agriculture, social thinkers could see possibilities of a
rupture of the historic relation between man and nature, between man and
man, even between man and God. To thinkers as politically different as
Thomas Carlyle and Karl Marx, technology seemed to lead to dehumanization
of the worker and to exercise of a new kind of tyranny over human life. Marx,
though, far from despising technology, thought the advent of socialism would
counteract all this. Alexis de Tocqueville declared that technology, and
especially, technical specialization of work, was more degrading to man’s
mind and spirit than even political tyranny. It was thus in the 19th century
that the opposition to technology on moral, psychological, and aesthetic
grounds first made its appearance in Western thought.
Sixth, there was the factory system. The importance of this to 19th-
century thought has been intimated above. Suffice it to add that along with
the urbanization and spreading mechanization, the system of work whereby
masses of workers left home and family to work long hours in the factories
became a major theme of social thought as well as of social reform.
Seventh, and finally, mentioned is to be made of the developed of
political masses – that is, the slow but inexorable widening of franchise and
electorate through which ever larger numbers of persons became aware of
themselves as voters and participants in the political process. This too is a
major theme in social thought, to be seen most luminously perhaps in
Tocqueville’s Democracy in America, a classic written in the 1830s that took
not merely America but democracy everywhere as its subject. Tocqueville saw
the rise of the political masses, more especially the immense power that could
be wielded by the masses, as the single greatest threat to individual freedom
and cultural diversity in the ages ahead.
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III. Engage

What I Learned (1)

Direction: Please complete the sentence/s:
Anthropology/Economics/Geography/History started during
________________ in ____________ because ___________.
Example: Economics started even before the ancient time in early
civilizations because during that time, people have needs to be satisfied. They
started producing goods at the same time, exchange goods with others.

LET’S PROCESS…
Direction: Please answer now the following process questions:
a) What did you feel about the activity?
b) Were you convinced of your proposed answers?

What I Learned (2)

Direction: There will be 5 columns and 6 rows to be completed.

Columns: Criteria: Anthropology, Economics, Geography, and History.

Rows: Criteria: Etymological name, Time/Date, Place, People, and Event.

LET’S PROCESS…
Direction: Please answer now the following process questions:
a) What did you feel about the activity?
b) Were you convinced of your proposed answers?
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IV. Apply What I Can Do

Direction: Please do a seven-sentence essay expressing
and explaining how the development of each discipline occur
from the perspective of history.

V. Post Test

Directions: Write True if the statement is correct and False

if not.

______ 1. There was an abnormal rise in the population of people in

Europe around the 1800’s.
______ 2. There was also a decrease in the number of cities.
______ 3. There was a spread of mechanization.
______ 4. There was industrialization yet the tools were still of manual
labor.
______ 5. Factories were established.
______ 6. Writings around this time had the same theme of the great
success of the two revolutions.
______ 7. All these changes had been going on in the 19th century.
______ 8. Positivism was one of the influences of social science.
______ 9. Humanitarianism was also one of the thought that was
related to the idea of science in society.
______ 10. Social science is a science that deals with the analysis of
society and its interaction with man or vice versa.