This document outlines strategies and approaches for teaching social science. It discusses using social science to help students appreciate themselves as individuals and covering disciplines like history, geography, economics, and politics. It provides examples of activities, behaviors, experiences, and products students could engage in, such as interviewing, discussing, grouping, choosing, reading, observing, and expressing themselves. Assessment approaches are proposed like applying learning in different contexts and evaluating their own understanding. A variety of resources for teaching are also listed, including print materials, audiovisual materials, people, and other resources. Learning activities and outcomes are discussed.

1. SOCIAL SCIENCE STRATEGIES
RATIONALE
SST should enable students to appreciate
themselves as unique & worthwhile individuals

2. RANGE OF DISCIPINE
&
History – analysis of cause and effect in human affairs
over time
Geography – decision making in human and environment
interactions
Economics – management of resources for the
satisfaction of human wants .
Consumer education, development of knowledge and
decision making skills for exercising consumer choice
Politics – exercise of choice and decision making by
people from amongst policy options

3. Curriculum perspectives
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● EN
● T

4. TARGETS
How you could assess the children’s learning?
How you would follow up the lessons?
Critical reflection on the effectiveness of the lesson
and recommendations
Identify the areas where students require
additional support and assistance

5. BEHAVIOURS EXPERIENCES PRODUCT
●INTERVIEWING
●DISCUSSING
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●GROUPING
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●CHOOSING
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●READING
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●OBSERVING
●EXPRESSING
●VISITING A MARKET
●BROWSING IN A LIBRARY
●PAINTING A PICTURE
●VISITING A MUSEUM
●EXPLORING A FOREST
●USING A TOOL
●SOMETHING
●MAP
●MODELS
●REPORTS
●POEMS
●PHOTOGRAPHS
●PAINTINGS
●PLAYS

6. ASSESSMENT & EVALUATION
● Show or demonstrate their understanding
● Apply their learning in different contexts
● Apply their learning using various forms of data
● Undertake guided investigation
● Express themselves in a variety of modes
● Contribute to co-operative activities or exercises
● Evaluate their own understanding and
performance

7. ACTIVITIES BASED OUTCOMES
● Always ask questions that are relevant to the objective and
teaching points
● Constantly mark/check the students’ written exercises, class
tests, tutorial activities
● Provide opportunities for the students to do projects,
presentations, report writing
ASSESSMENT & EVALUATION

8. WHO IS BROADEROR
EVALUATION.................?

9. TYPES OF RESOURCES
PRINT MATERIALS
•text books, reference books, magazines
•project kits
•simulation games
•diagrams, maps, charts, graphs
•posters
•worksheets, information sheets
•pamphlets, brochures

10. AUDIO VISUAL
MATERIALS
•television and radio broadcasts,
•video, film, filmstrips
•audio recordings
•slides, sound slide sets
•computer software, interactive video
•overhead transparencies

11. PEOPLE
AS RESOURCE
•People in specific occupations
•People now retired, elderly people
•Groups, associations, organisations
•Experts
•Skilled persons, artisans
•Sportspersons

12. OTHERS
•Pictures, photographs
•chalk/whiteboard, felt boards,
magnetic boards
•models, globes
•newspapers
•documents and reports
•personal items
•made or found objects
•junk art materials
•museums
•equipment e.g. art and craft supplies

13. BY STUDENT
• • •Asking questions of classmates, the teacher,
parents, other adults
Building a model of LEARNING CONTENT
Playing a role in a re-enactment of an event

14. Teacher-centred or directed or child-
centred.
• Teacher talk, instructions, explanations, lectures or
reading aloud
• Directed question and answer sessions – usually for
revision
• Audio-visual presentations
• Text books or worksheets
• Directed assignments
• Demonstration and modelling
• Guest speakers
• Field work
• Classroom displays

15. Child-centred strategies include:
• Group work
• Role play/drama
• Activity centres and/or task cards
• Skills practice
• Research/inquiry
• Class discussions/debates
• Problem-solving activities

16. SKILL & EXAMPLES
VIEWING
READINGBooks, articles, magazine excerpts,
newspapers, reviews, Appendices and other
printed matter
Films, filmstrips, pictures, transparencies, and
the natural environment
LISTENINGTo records, tapes, guest speakers, teachers,
parents, and peers

17. INFORMATION OBTAINED FROM
PRINTED
ORAL
VISUAL SOURCES

18. THINKING SKILLS
 What explanation would you give for ...?
 Is this always so?
 Does evidence of ... change the original explanation?
 How can this be tested/checked?
 Suppose ...What would happen?
 What makes you think this would happen?
 What would be needed for that to happen?
 Is there a different explanation?
 If ... happened, what would happen next?

19. ills
•What do you notice/see/find?
•What difference do you ...?
•What similarities do you ...?
•Which ones belong together? Why?
•Why don’t these belong to this group ...?
•What could have happened if ...?
•What would ... be like if ...?
•How would you ...?

20. LEARNING ACTIVITY
A learning activity is what the
students do, not the teacher.

21. The following are just some examples of learning
activities suitable for Social Science classes:
• Reading a magazine story, or a newspaper editorial,
letter or article
•Watching a video about rainforests or mountain
landscapes
•Taking notes while a teacher or guest speaker talks to
the class
•Discussing a television program about the
environment or culture of another country
•Composing a poem/song about an important issue
•Interviewing members of the community about
government services
•Preparing questions to ask in a survey about transport
use

22. Outlining or summarising an argument presented in a
textbook
Drawing a map
Researching a topic in the library
Writing an essay about religious beliefs in other
cultures
Designing a poster about water pollution
Leading a class discussion about law and order

23. Going on a field trip to a nearby factory or office
Giving examples of a concept
Photographing examples of an idea discussed in class
Making a mural as a community development project
Debating the pros and cons of an issue

24. LEARNING OUTCOMES
TT
T IT?T IT?