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1. Foundation of Social Studies

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

10. Knowledge

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

16. Attitudes and Values

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

20. Skills

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.

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