Ice Breaker-Family world maps• Place a large map of the world (ANY MAP) on the wall and have each student push-pin his or her name to the wall, then attach strings to the push pin that go to the different countries their ancestors came from. PLACES+PEOPLE+ACQUIRED CULTURE= CRITICAL STUDYING OF GEOGRAPHY
SA WAKAS NASAMAYNILA NA AKO!!!PLACES+PEOPLE +ACQUIRED CULTURE= CRITICAL STUDYING OF GEOGRAPHY
LITERATURE IN ECONOMICS• This trend has particular implications for elementary social studies, but secondary teachers also are finding that they can enrich their courses with appropriate fiction and non-fiction literature. Student interest is heightened when literature is used as an integral part of a social studies program
Teaching current events• Daily discussion of news - daily newspapers and political cartoons• Decision-making on controversial issues• Teaching about different kinds of controversies – factual, definitional, and value• Writing about issues
• Help students read and comprehend a newspaper article about a current event they can productively study.
• Have students identify the facts of the case.• Have students identify the controversial issues in the case.
• Select with students one of the issues – one requiring a decision.
• Predict consequences of choosing each alternative.
• Discuss.• Decide.• Publish the decision and the reasons for it in a report to the classroom, the school newsletter, or in a letter to the city council.
Criteria for selecting eventsV alue conflictI nterestC urriculum matchA uthenticityP2 luralism & erennial
Criteria for selecting events• Value conflict–The event should involve diverse and competing values that students, possibly with some coaching, are likely to identify.
Criteria for selecting events Ikaw na• Interest Curious–The current event should address an issue that captures the attention of students.
Medyo Shocking noh! Kalerkey! Gawa gawa lang po!• Dahil sa K-12 Dep-Ed :Hindi tatanggap ng aplikanteng hindi tapos ng Doctor’s Degree
Criteria for selecting events• Curriculum match and materials– The issues should be related to the curriculum and students should be able to find suitable resources for studying them
Criteria for selecting events• Authenticity – The event should address public problems that are not only recognizable, but are recognized by students as being important to them.
Criteria for selecting events• Pluralism– The event should be open to interpretation from different cultural and political perspectives and enable students to recognize these perspectives on a personal and societal level.
Criteria for selecting events• Perennial– The event should be central to one or more enduring public issue
Moot Courts Hukom Bitay Maximiano CruzSteps: Ang Peg!• 1. Select a case.• 2. Prepare a summary of the case.• 3. Have students read the case summary.• 4. Have the class identify the facts in the case and the case question.
Moot Courts• 5. Small Group Option - place the students in triads. Two students (A and B) argue different sides of the case. The third student (C) plays the role of judge. The two students argue the case while the judge poses questions and makes a decision on the case. One team can then be selected to argue the case "before" the whole class (see Procedure 6).
Moot Courts• 6. Whole Class Option - select several cases for discussion. Prepare case summaries and identify the case questions. Invite two students or two pairs to argue each side (Appellant and Respondent). The rest of the class plays the roles of justices who pose questions and render a decision.
Mnemonics for analyzing history and geographyP oliticalE conomicsR eligiousS ocialI ntelectualA rtisticN ear
Political Intellectual,• Leaders, elites: Artistic• State structure: Economic • Art, music:• War: • Type of system: • Writing, literature:• Diplomacy, treaties: • Technology, • Philosophy:• Courts, laws: industry: • Math & science:• • Trade, commerce: • Education: • Capital/money:Religious • Types of Near• Holy books: businesses: (Geography)• Beliefs, teachings: •• Conversion: Social • Location: Physical:• Sin/salvation; • Family: • Movement:• Deities: • Gender relations: • Human/environme • Social classes: nt: • Inequalities: • Region: • Lifestyles:
Doing historical inquiry activitiesHistorical investigation involves defensible scenarios for a past event about which there is no general agreement.
Doing historical inquiry activitiesTo engage in historical investigation, students must use their understanding of the past situation and key players in the event to generate a hypothesis. Testing the hypothesis requires collecting and analyzing information to determine if the evidence supports it. See the following:
• Clearly describe the historical event to be examined.• Identify what people know or agree about and what people do not know or disagree about.• Based on what you understand about the situation, develop a possible explanation or a resolution of the disagreement.• Seek out and analyze evidence to determine if your explanation or resolution is plausible.
The GATHER model(G) Get an overview. (A) Ask a probing question.(T) Triangulate the data. (H) Hypothesize a tentative answer.(E) Explore and interpret the data. (R) Record and support your conclusions.
The CLUES model• Consider the source and the audience.• Lay out the argument and the underlying values and assumptions.• Uncover the evidence.• Evaluate the conclusion.• Sort out the political implications.
RARE CREGS for individuals (neither Greg nor Craig, but “rare cregs”)RARE• Race• Age:• Religion• Ethnicity
RARE CREGS for individuals (neither Greg nor Craig, but “rare cregs”)CREGS• Class (social class):• Region: (The South? Etc.)• Economic (rich, poor, etc.):• Gender:• Sexual orientation:
Graphic Organizer: History story line organizer• Graphic Organizer: History story line organizer• Title of event:• Main characters and words that describe them:• Main events:• Where? When?• Problem, conflict, or goal:• Outcome:
Bibliography• Checkley, K. (2007). The Essentials of Social Studies, Grades K-8 Effective Curriculum, Instruction, and Assessment (Priorities in Practice Series). Alexandria: ASCD.•• Cordero, W. (2005). Breaking Away from the Textbook: A Creative Approach to Teaching American History (3rd Ed.). Rowman & Littlefield Education.•• Di Giacomo, R. (2003). Short Role-playing Simulations for World History (3rd Ed.). Magnifico Publications
• Doty, J.K., Cameron, G.N., & Barton, M.L. (2003). Teaching Reading in Social Studies: A Supplement to Teaching Reading in the Content Areas Teachers Manual (2nd Edition). Alexandria: ASCD.•• Noonan, T.C. (2000). Document-Based Assessment Activities for Global History Classes (Document- Based Assessment Activities for History). Walch Education.•• Pahl, R. (2002). Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 1: Prehistory to 1600. ScarecrowEducation.
• Teachers Curriculum Institute (2005). Bring Learning Alive! The TCI Approach for Middle and High School Social Studies. Rancho Cordova, CA: Teachers Curriculum Institute• Zevin, J. (1999). Social Studies for the Twenty- First Century: Methods and Materials for Teaching in Middle and Secondary Schools (2nd Ed.). Lawrence Erlbaum.
Human beings are tool makers.As teachers, we seek to find toolsto make work easier, to utilizetechniques to engage studentswith active in-depth learning. Maraming Salamat!
Prepared By: Mark Anthony A. BartolomeCholo S. CaliwaganIII-H BSE Social StudiesTrends and Issues in Teaching Social Studies