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Foundation of Social Studies
Foundation of Social Studies
• This course guides the students to demonstrate knowledge on
the nature, history, philosophical and theoretical perspectives
in Social Studies/Science as a body of knowledge. It also deals
with the comparative analyses and relationships of the various
Social Science disciplines.
RAP - Review and Preview
1) Why do we need to study social studies?
2) Discuss your answers with the person to your
right. Find out what you had similar and
different. Be prepared to share with theclass.
Definition of Social Studies
• From the National Council for the Social Studies’
website:
• NCSS defines social studies as “the integrated
study of the social sciences and humanities to
promote civic competence.” Within the school
program, social studies provides coordinated,
systematic study drawing upon such disciplines as
anthropology, archaeology, economics,
geography, history, law, philosophy, political
science, psychology, religion, and sociology.”
• In essence, social studies promotes knowledge of
and involvement in civic affairs.”
What is the purpose of social studies education?
The purpose of social studies education is to help
students develop:
1. social understanding (i.e., knowledge of human
societies) and
2. civic competence (i.e. democratic citizenship).
Civic competence defined
• Civic competence is the readiness and willingness to assume
citizenship responsibilities. These responsibilities include more
than just voting. For in a democracy, it is also one’s
responsibility to serve on juries, to be lawful, and to be just.
“Injustice anywhere is a threat to justice everywhere,” Martin
Luther King, Jr.
Importance of studying social studies
Without historical understanding, there can be no wisdom;
without geographical understanding, no cultural or
environmental intelligence. Without economic
understanding, there can be no sane use of resources and
no rational approach to decision making and, therefore, no
future. And without civic understanding, there can be no
democratic citizens and, therefore, no democracy.
• “Citizens must have some depth of historical, political,
and cultural understanding. Making good decisions
requires that. It's one thing to have a nation of diverse
opinions, which is crucial for democracy, but opinion
before knowledge, or without tolerance, leads to
demise.”
• “Many argue that young people today are not educated
to care about political matters, understand complex
issues, make informed decisions, and contribute to a
just society.
Subgoals of Social Studies
• Knowledge
• Skills
• Attitudes
• Values
Knowledge
• Disciplines (also called fields) of study. These are the seven
social science disciplines and the humanities. Within these
disciplines, knowledge is systematically created, interpreted,
critiqued, and revised continually in a never-ending process of
disciplined (i.e., it’s systematic, not random or without rules of
inquiry) knowledge construction.
Which social knowledge is most important?
Themes
• Another approach is to identify a set of basic content themes.
Themes help curriculum planners and teachers narrow the
scope somewhat and give them a better idea of which social
knowledge deserves the most attention.
Themes
1. Culture
2. Time, Continuity, and Change
3. People, Places, and Environments
4. Individual Development and Identity
5. Individuals, Groups, and Institutions
6. Power, Authority, and Governance
7. Production, Distribution, and Consumption
8. Science, Technology, and Society
9. Global Connections
10. Civic Ideals and Practices
Topics
• A third way to answer “Which knowledge is most important?”
question is to identify topics. There is no shortage of topics,
and of course they cannot all be taught and no one would
want to learn them all.
Topics
For example, elementary students should know:
• Great river systems of the world
• Desert cultures and forest cultures
• Food, clothing, transportation, and shelter (now and then, near
and far)
• Ancient societies and modern societies
• Geographic regions of the Philippines
• The Philippine Revolution
• Rights and responsibilities of citizens
Attitudes and Values
• The second subgoal of social studies learning—attitudes and
values—is directed less at cognitive knowledge and more at
emotion, feeling, and beliefs about right and wrong.
Typical attitudes and values used in the curriculum
guide
1. Being committed to the public values of this
society as suggested in its historical documents,
laws, court decisions, and oaths (e.g., from the
Declaration of Independence, “all men are
created equal”; from the Pledge of Allegiance,
“liberty and justice for all”)
2. Being able to deal fairly and effectively with
value conflicts that arise when making decisions
about the common good (public policy)
3. Developing a reasoned loyalty to this nation and its form of
government. (Note that the Pledge of Allegiance is made not to
a person, but to a form of government: a “republic”; that is, a
constitutional democracy)
4. Developing a feeling of kinship to human beings everywhere—
to the human family
5. Taking responsibility for one’s actions and fulfilling one’s
obligations to the community
Typical attitudes and values used in the curriculum
guide
Skills
Skills
• The third subgoal—skills—identifies what students should
know how to do. Of course, doing involves knowing; skillful
behavior is skillful to a great extent because of the knowledge
that supports it. A child is skillful at something because he or
she knows how to do it well. A skill, then, is also called know-
how or procedural knowledge. Skills are often subdivided as
follows:
I. Democratic Participation Skills
A. Listening to and expressing opinions and
reasons
B. Participating in classroom, school, and
community decision making, especially
participating in group discussions of public
issues (classroom, community, international)
with persons with whom one may disagree;
leading such discussions; mediating,
negotiating, and compromising
C. Working cooperatively to clarify a task and plan
group work
D. Accessing, using, and creating community
resources
II. Study and Inquiry Skills
A. Using and making time lines, maps, globes,
charts, and graphs
B. Locating, reading, and analyzing information
from a variety of resources, such as books,
encyclopedias, the Internet, newspapers, and
libraries
C. Writing reports and giving oral presentations
D. Distinguishing between primary and
secondary sources
E. Forming and testing hypotheses
III. Intellectual Skills (critical thinking and
problem solving)
A. Comparing and contrasting
B. Making and evaluating conclusions based
on evidence
C. Identifying and clarifying problems and
issues
D. Distinguishing fact from opinion
E. Inferring cause-effect relationships
Foundation of Social Studies
1. History – a study of the past with the help of written records
and artifacts
2. Government – a group of people who have the power to
make and enforce laws for a country or area.
3. Economics – study of how people manage resources by
producing, using, and exchanging goods and services.
4. Culture – beliefs, customs, laws, art, and ways of living that a
group of people share.
5. Geography – the study of all the physical features of the
earth’s surface including its climate and the distribution of
plant, animal, and human life.
Foundation of Social Studies
Exercise
Many school subjects comprise knowledge and skills,
but social studies emphasizes attitudes and values, too.
How are they different, and why are both important?
Meaning, Nature, and
Scope of Social Studies
Definition
• Social Studies is a field of study which deals with man,
his relation with other men and his environment.
• its content is drawn from several social sciences. It is a
course of study including anthropology, history,
geography, economics, political science, sociology, law,
civics, etc.
• According to Michaelis, “the Social Studies are
concerned with man and his interaction with his social
and physical environment; they deal with human
relationships; the central function of the social studies is
identical with the central purpose of education – the
development of democratic citizenship”.
• National Council for the Social Studies defined Social
Studies as “the integrated study of the social sciences
and humanities to promote civic competence".
Focus of Social Studies
• The life of man in some particular place at some particular
time
• We use every possible subject to help us understand his
problems and how he dealt or deals with his problems
• The main aim is to give a better understanding of present
problems
• We are attempting to provide understanding aboutthe
development of man
Scope of Social Studies
1. Social studies as citizenship education
2. Social studies as a skilled development
3. Social studies as ecological studies
4. Social studies as social science
5. Social studies as cultural integration
6. Social studies as a discipline
7. Social studies as a dynamic education
8. Social studies as a relevant education
9. Social studies as education for living
Importance of Teaching Social Studies
1. Vast scope – presents the total environment of the child
a.People of one’s own nationality and people
across the world.
b. People and various kinds of institutions.
c. People and Earth.
d. People and Time.
e. People and resources.
2. Source of knowledge –integrated knowledge of various
disciplines
3. Separate subject – separate but unified
Importance of Teaching Social Studies
Importance of Teaching Social Studies
4. Suitable up to secondary level –provides general, not
specialized knowledge
5. Helpful for enlightened citizenship – civic competence
6. Helpful in desirable skills – critical thinking, problem solving
Scope and Definition:
Social Studies: Social studies is a broad term that encompasses a range of
subjects taught in primary and secondary education. It includes subjects like
history, geography, civics, economics, and sometimes elements of sociology and
anthropology. Social studies in primary and secondary education often aim to
provide students with a foundational understanding of the social world, history,
and civics.
Social Science: Social science is a more specialized and academic discipline that is
studied at the university level. It includes disciplines like sociology, psychology,
anthropology, political science, economics, and geography. Social scientists
conduct research to systematically study and analyze human behavior, societies,
and institutions. Social science seeks to advance theoretical understanding and
generate empirical knowledge about various aspects of human society.
• Depth of Study:
• Social Studies: Social studies in primary and secondary education
typically provides a general overview of social and historical topics.
It focuses on building a foundational understanding of the subjects
without delving deeply into theoretical or empirical research.
• Social Science: Social science disciplines are characterized by in-
depth, systematic, and often specialized research. Social scientists
conduct rigorous studies, experiments, and analyses to generate
theories and empirical evidence about human behavior, social
phenomena, and societal structures.
• Research vs. Education:
• Social Studies: The primary goal of social studies in primary and
secondary education is to educate students about fundamental
concepts and historical events. It aims to provide a basic
understanding of society, history, and civics to prepare students for
informed citizenship.
• Social Science: Social science is an academic discipline that focuses
on research and the advancement of knowledge in the field. Social
scientists conduct research to contribute to the existing body of
knowledge and to address specific research questions or
hypotheses.
• In summary, social studies is a broad, interdisciplinary field
taught in primary and secondary education, focusing on
foundational knowledge of social and historical subjects, while
social science is a specialized academic discipline studied at the
university level, characterized by in-depth research and the
advancement of theoretical and empirical knowledge in
specific social science disciplines.
Models in Teaching Social Studies
1. Expanding Horizons Model - according to
this model, children should learn about an
ever-widening world, from family, to
neighborhood, to city, to state, to nation,
and to world.
2. Decision-making model - aimed at helping
youth make wise, democratic choices. The
model has three dimensions: good citizens
are informed, reflective, and active.
Effect on SS Teachers
1) becoming deeply informed about ideas, events, and issues,
2) presenting fair and balanced views and values, and
3) teaching deliberation, decision-making, and civic action.
What this means for students
• becoming informed,
• thinking it through, and
• taking a stand.
3. Democratic-method-in-action – Harold rugg
(1936). It meant: getting information, making
decisions, and taking community action.
Explain
1. Social studies is a means to an end, the end being
engaged and active, democratic citizenship.
2. Is citizenship a noun or a verb, is it mastery of
knowledge or capacity to participate, is it
something one studies or something one does?
3. “Many argue that young people today are not
educated to care about political matters,
understand complex issues, make informed
decisions, and contribute to a just society. Studies
point to a glaring gap in civic knowledge based on
test scores correlated with socioeconomic
background and race or ethnicity.”
Teaching Models
• They are larger than a particular strategy, method or tactic.
They are supported by the theoretical frameworks of
instruction that help in shaping the course.
Six Widely Acceptable Teaching Models
• Discovery Learning Approach
• Problem-based Learning Approach
• Inquiry Learning Approach
• Cooperative Learning Approach
• Decision-making Approach
• ACES Approach
Discovery Learning Approach
• content is not given to learners in finished form
• discover something and not merely to learn the content
Problem-based Learning Approach
• presenting students authentic and meaningful problems
• driving questions or problems and having interdisciplinary
focus
Inquiry Learning Approach
• application of scientific method to teaching
• provides learning activities reflecting the highest form of
higher-order thinking skills
Cooperative Learning Approach
• learners work together in small groups and are rewarded for
their collective accomplishments
• combination of independent learning and group work
Decision-making Approach
• requires students to select the best alternative choice on a set
of conditions
• making of intelligent choices by identifying objectives
ACES Approach
• Activity, Analysis, Abstraction, Application mood-setting
activity to closing
Presentation Techniques in Social Studies
• Bubble Tree Web
• Concept Map
• Discussion Web
• Factstorming Web
• Semantic Web
• Venn Diagram
Bubble Tree Web
• is used with information that can be categorized beneath a
core or main understanding
• tree begins with a top bubble containing the core
understanding and the branches labeled as major ideas
Concept Map
• is used to define a concept or illustrate an idea
• helps in organizing categories of concepts
Discussion Web
• helps students organize arguments in connection with a given
lesson
• is used in addressing issues in which there are balanced pro
and con arguments
Factstorming Web
• shows the coverage of the lesson or unit of study
Semantic Web
• helps students organize complex ideas
• is used when the core question calls for four answers(a) core
question, (b) web strand, (c) strand support,(d) strand tie
Venn Diagram
• compares two sets of ideas or concepts
Conclusion
• In using the various teaching models and presentation
techniques in Social Studies, we can create a meaningful
teaching-learning atmosphere where learners become active
constructors of their own knowledge and dynamic participants
in understanding the various realms of social realities.
Exercises
• Using any of the three models of teaching social studies:
expanding horizons model, decision-making model, and
democratic method in action model, create a lesson that would
best exemplify the model you choose.
• Demonstrate in class.
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Foundation-of-Social-Studies INTRO.pptx

  • 2. Foundation of Social Studies • This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
  • 3. RAP - Review and Preview 1) Why do we need to study social studies? 2) Discuss your answers with the person to your right. Find out what you had similar and different. Be prepared to share with theclass.
  • 4. Definition of Social Studies • From the National Council for the Social Studies’ website: • NCSS defines social studies as “the integrated study of the social sciences and humanities to promote civic competence.” Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology.” • In essence, social studies promotes knowledge of and involvement in civic affairs.”
  • 5. What is the purpose of social studies education? The purpose of social studies education is to help students develop: 1. social understanding (i.e., knowledge of human societies) and 2. civic competence (i.e. democratic citizenship).
  • 6. Civic competence defined • Civic competence is the readiness and willingness to assume citizenship responsibilities. These responsibilities include more than just voting. For in a democracy, it is also one’s responsibility to serve on juries, to be lawful, and to be just. “Injustice anywhere is a threat to justice everywhere,” Martin Luther King, Jr.
  • 7. Importance of studying social studies Without historical understanding, there can be no wisdom; without geographical understanding, no cultural or environmental intelligence. Without economic understanding, there can be no sane use of resources and no rational approach to decision making and, therefore, no future. And without civic understanding, there can be no democratic citizens and, therefore, no democracy.
  • 8. • “Citizens must have some depth of historical, political, and cultural understanding. Making good decisions requires that. It's one thing to have a nation of diverse opinions, which is crucial for democracy, but opinion before knowledge, or without tolerance, leads to demise.” • “Many argue that young people today are not educated to care about political matters, understand complex issues, make informed decisions, and contribute to a just society.
  • 9. Subgoals of Social Studies • Knowledge • Skills • Attitudes • Values
  • 11. • Disciplines (also called fields) of study. These are the seven social science disciplines and the humanities. Within these disciplines, knowledge is systematically created, interpreted, critiqued, and revised continually in a never-ending process of disciplined (i.e., it’s systematic, not random or without rules of inquiry) knowledge construction. Which social knowledge is most important?
  • 12. Themes • Another approach is to identify a set of basic content themes. Themes help curriculum planners and teachers narrow the scope somewhat and give them a better idea of which social knowledge deserves the most attention.
  • 13. Themes 1. Culture 2. Time, Continuity, and Change 3. People, Places, and Environments 4. Individual Development and Identity 5. Individuals, Groups, and Institutions 6. Power, Authority, and Governance 7. Production, Distribution, and Consumption 8. Science, Technology, and Society 9. Global Connections 10. Civic Ideals and Practices
  • 14. Topics • A third way to answer “Which knowledge is most important?” question is to identify topics. There is no shortage of topics, and of course they cannot all be taught and no one would want to learn them all.
  • 15. Topics For example, elementary students should know: • Great river systems of the world • Desert cultures and forest cultures • Food, clothing, transportation, and shelter (now and then, near and far) • Ancient societies and modern societies • Geographic regions of the Philippines • The Philippine Revolution • Rights and responsibilities of citizens
  • 17. • The second subgoal of social studies learning—attitudes and values—is directed less at cognitive knowledge and more at emotion, feeling, and beliefs about right and wrong.
  • 18. Typical attitudes and values used in the curriculum guide 1. Being committed to the public values of this society as suggested in its historical documents, laws, court decisions, and oaths (e.g., from the Declaration of Independence, “all men are created equal”; from the Pledge of Allegiance, “liberty and justice for all”) 2. Being able to deal fairly and effectively with value conflicts that arise when making decisions about the common good (public policy)
  • 19. 3. Developing a reasoned loyalty to this nation and its form of government. (Note that the Pledge of Allegiance is made not to a person, but to a form of government: a “republic”; that is, a constitutional democracy) 4. Developing a feeling of kinship to human beings everywhere— to the human family 5. Taking responsibility for one’s actions and fulfilling one’s obligations to the community Typical attitudes and values used in the curriculum guide
  • 21. Skills • The third subgoal—skills—identifies what students should know how to do. Of course, doing involves knowing; skillful behavior is skillful to a great extent because of the knowledge that supports it. A child is skillful at something because he or she knows how to do it well. A skill, then, is also called know- how or procedural knowledge. Skills are often subdivided as follows:
  • 22. I. Democratic Participation Skills A. Listening to and expressing opinions and reasons B. Participating in classroom, school, and community decision making, especially participating in group discussions of public issues (classroom, community, international) with persons with whom one may disagree; leading such discussions; mediating, negotiating, and compromising C. Working cooperatively to clarify a task and plan group work D. Accessing, using, and creating community resources
  • 23. II. Study and Inquiry Skills A. Using and making time lines, maps, globes, charts, and graphs B. Locating, reading, and analyzing information from a variety of resources, such as books, encyclopedias, the Internet, newspapers, and libraries C. Writing reports and giving oral presentations D. Distinguishing between primary and secondary sources E. Forming and testing hypotheses
  • 24. III. Intellectual Skills (critical thinking and problem solving) A. Comparing and contrasting B. Making and evaluating conclusions based on evidence C. Identifying and clarifying problems and issues D. Distinguishing fact from opinion E. Inferring cause-effect relationships
  • 25. Foundation of Social Studies 1. History – a study of the past with the help of written records and artifacts 2. Government – a group of people who have the power to make and enforce laws for a country or area. 3. Economics – study of how people manage resources by producing, using, and exchanging goods and services.
  • 26. 4. Culture – beliefs, customs, laws, art, and ways of living that a group of people share. 5. Geography – the study of all the physical features of the earth’s surface including its climate and the distribution of plant, animal, and human life. Foundation of Social Studies
  • 27. Exercise Many school subjects comprise knowledge and skills, but social studies emphasizes attitudes and values, too. How are they different, and why are both important?
  • 28. Meaning, Nature, and Scope of Social Studies
  • 29. Definition • Social Studies is a field of study which deals with man, his relation with other men and his environment. • its content is drawn from several social sciences. It is a course of study including anthropology, history, geography, economics, political science, sociology, law, civics, etc.
  • 30. • According to Michaelis, “the Social Studies are concerned with man and his interaction with his social and physical environment; they deal with human relationships; the central function of the social studies is identical with the central purpose of education – the development of democratic citizenship”. • National Council for the Social Studies defined Social Studies as “the integrated study of the social sciences and humanities to promote civic competence".
  • 31. Focus of Social Studies • The life of man in some particular place at some particular time • We use every possible subject to help us understand his problems and how he dealt or deals with his problems • The main aim is to give a better understanding of present problems • We are attempting to provide understanding aboutthe development of man
  • 32. Scope of Social Studies 1. Social studies as citizenship education 2. Social studies as a skilled development 3. Social studies as ecological studies 4. Social studies as social science 5. Social studies as cultural integration 6. Social studies as a discipline 7. Social studies as a dynamic education 8. Social studies as a relevant education 9. Social studies as education for living
  • 33. Importance of Teaching Social Studies 1. Vast scope – presents the total environment of the child a.People of one’s own nationality and people across the world. b. People and various kinds of institutions. c. People and Earth. d. People and Time. e. People and resources.
  • 34. 2. Source of knowledge –integrated knowledge of various disciplines 3. Separate subject – separate but unified Importance of Teaching Social Studies
  • 35. Importance of Teaching Social Studies 4. Suitable up to secondary level –provides general, not specialized knowledge 5. Helpful for enlightened citizenship – civic competence 6. Helpful in desirable skills – critical thinking, problem solving
  • 36. Scope and Definition: Social Studies: Social studies is a broad term that encompasses a range of subjects taught in primary and secondary education. It includes subjects like history, geography, civics, economics, and sometimes elements of sociology and anthropology. Social studies in primary and secondary education often aim to provide students with a foundational understanding of the social world, history, and civics. Social Science: Social science is a more specialized and academic discipline that is studied at the university level. It includes disciplines like sociology, psychology, anthropology, political science, economics, and geography. Social scientists conduct research to systematically study and analyze human behavior, societies, and institutions. Social science seeks to advance theoretical understanding and generate empirical knowledge about various aspects of human society.
  • 37. • Depth of Study: • Social Studies: Social studies in primary and secondary education typically provides a general overview of social and historical topics. It focuses on building a foundational understanding of the subjects without delving deeply into theoretical or empirical research. • Social Science: Social science disciplines are characterized by in- depth, systematic, and often specialized research. Social scientists conduct rigorous studies, experiments, and analyses to generate theories and empirical evidence about human behavior, social phenomena, and societal structures.
  • 38. • Research vs. Education: • Social Studies: The primary goal of social studies in primary and secondary education is to educate students about fundamental concepts and historical events. It aims to provide a basic understanding of society, history, and civics to prepare students for informed citizenship. • Social Science: Social science is an academic discipline that focuses on research and the advancement of knowledge in the field. Social scientists conduct research to contribute to the existing body of knowledge and to address specific research questions or hypotheses.
  • 39. • In summary, social studies is a broad, interdisciplinary field taught in primary and secondary education, focusing on foundational knowledge of social and historical subjects, while social science is a specialized academic discipline studied at the university level, characterized by in-depth research and the advancement of theoretical and empirical knowledge in specific social science disciplines.
  • 40. Models in Teaching Social Studies 1. Expanding Horizons Model - according to this model, children should learn about an ever-widening world, from family, to neighborhood, to city, to state, to nation, and to world. 2. Decision-making model - aimed at helping youth make wise, democratic choices. The model has three dimensions: good citizens are informed, reflective, and active.
  • 41. Effect on SS Teachers 1) becoming deeply informed about ideas, events, and issues, 2) presenting fair and balanced views and values, and 3) teaching deliberation, decision-making, and civic action.
  • 42. What this means for students • becoming informed, • thinking it through, and • taking a stand. 3. Democratic-method-in-action – Harold rugg (1936). It meant: getting information, making decisions, and taking community action.
  • 43. Explain 1. Social studies is a means to an end, the end being engaged and active, democratic citizenship. 2. Is citizenship a noun or a verb, is it mastery of knowledge or capacity to participate, is it something one studies or something one does? 3. “Many argue that young people today are not educated to care about political matters, understand complex issues, make informed decisions, and contribute to a just society. Studies point to a glaring gap in civic knowledge based on test scores correlated with socioeconomic background and race or ethnicity.”
  • 44. Teaching Models • They are larger than a particular strategy, method or tactic. They are supported by the theoretical frameworks of instruction that help in shaping the course.
  • 45. Six Widely Acceptable Teaching Models • Discovery Learning Approach • Problem-based Learning Approach • Inquiry Learning Approach • Cooperative Learning Approach • Decision-making Approach • ACES Approach
  • 46. Discovery Learning Approach • content is not given to learners in finished form • discover something and not merely to learn the content
  • 47. Problem-based Learning Approach • presenting students authentic and meaningful problems • driving questions or problems and having interdisciplinary focus
  • 48. Inquiry Learning Approach • application of scientific method to teaching • provides learning activities reflecting the highest form of higher-order thinking skills
  • 49. Cooperative Learning Approach • learners work together in small groups and are rewarded for their collective accomplishments • combination of independent learning and group work
  • 50. Decision-making Approach • requires students to select the best alternative choice on a set of conditions • making of intelligent choices by identifying objectives
  • 51. ACES Approach • Activity, Analysis, Abstraction, Application mood-setting activity to closing
  • 52. Presentation Techniques in Social Studies • Bubble Tree Web • Concept Map • Discussion Web • Factstorming Web • Semantic Web • Venn Diagram
  • 53. Bubble Tree Web • is used with information that can be categorized beneath a core or main understanding • tree begins with a top bubble containing the core understanding and the branches labeled as major ideas
  • 54. Concept Map • is used to define a concept or illustrate an idea • helps in organizing categories of concepts
  • 55. Discussion Web • helps students organize arguments in connection with a given lesson • is used in addressing issues in which there are balanced pro and con arguments
  • 56. Factstorming Web • shows the coverage of the lesson or unit of study
  • 57. Semantic Web • helps students organize complex ideas • is used when the core question calls for four answers(a) core question, (b) web strand, (c) strand support,(d) strand tie
  • 58. Venn Diagram • compares two sets of ideas or concepts
  • 59. Conclusion • In using the various teaching models and presentation techniques in Social Studies, we can create a meaningful teaching-learning atmosphere where learners become active constructors of their own knowledge and dynamic participants in understanding the various realms of social realities.
  • 60. Exercises • Using any of the three models of teaching social studies: expanding horizons model, decision-making model, and democratic method in action model, create a lesson that would best exemplify the model you choose. • Demonstrate in class.

Editor's Notes

  1. Social Studies is a key tool in this changing world. It serves as the foundation of social development across the country. It acts as an agent of change which transforms an individual to be an effective citizen of the country. Moreover, according to K+12 Enhanced Basic Education Curriculum, Social Studies will develop the learners’ literate and effective participation as a citizen of the country