Republic of the Philippines

ISABELA STATE UNIVERSITY

Cabagan, Isabela

LESSON 3: SOCIAL STUDIES IN THE

PRESENT ERA
 LESSON 3: SOCIAL STUDIES IN THE PRESENT ERA

LESSON OVERVIEW
Recently, technology has become an educational necessity in global-digital era.
Facing these phenomena, social studies should make innovations related to changes of
21st-century skills and learning paradigm, which is characterized by the principles of
disclosure of information, computing, automation, and communication. Technology
integration into Social Studies learning is one of the learning innovations in the global-
digital era, and powerfully supports the National Council for Social Studies (NCSS) as
stated in their visions: meaningful, powerful, value-based, challenging, and active. It also
strongly supports the development of three core skills of the 21st-century, including
learning and innovation skills; information, media and technology skills; life and career
skills that developed in partnership with the Partnership Forum for 21st-Century Skills
(P21). This lesson presents how youths behave in today’s generation; how technology
changed the way people learn and how it changed our educational system; how can we
adapt to these changes particularly in teaching social studies and; how can teachers
maximize technology in the teaching of Social Studies to develop students’ 21 st century
skills.

LEARNING OUTCOME
1. Examine the Social Studies in the present era
2. Identify how technology changed the way people learn and behave
3. Identify ways on how teachers can adapt to changes to better teach social
studies in the 21st century learners.
4. Identify how can teachers maximize technology in the teaching of Social Studies
to develop students’ 21st century skills.

LESSON CONTENT
Youths in the 21st Century

According Parenas (2016), Commissioner of NCCA, our children and people should
know our history our culture our heritage for them to have a strong sense of their national
identity as a Filipino be proud of the Philippines and contribute to its development.
However, Filipinos have a weak of national identity because:

1. Our past history was colonized by Spaniards and Americans.

2. Our culture was suppressed, negated, and diminished because Spanish and
American culture were imposed. (However, over time we have assimilated these
influences)
3. Even in our independence, cultural colonialism seeps in subliminally.
4. Mass media has invaded our homes and western culture has invaded our psyches
so easily. We eat McDonalds, KFC Chicken, HagenDaz ice Cream, Wendy’s salads,
Pizza Hut, Nestle milk and chocolates more often than we eat bibingka, puto,
suman and adobo. We watch Michael Jackson, Lady Gaga, Justin Beiber, David
Archuleta, Jennifer Lopez, Mariah Carey, Psy and they are paid ten times more
than our local singers.
5. Our children and teeners today are foreign-brand conscious, are given many
choices with digital tools. Technology is accessible, mobile, interconnected and
they use it. Even in areas with no electricity, they find ways to connect. The
internet café is just a tricycle away.
6. Our youth have a subliminal borderless school in Facebook, Twitter, YouTube,
Google, etc.
7. They read news, books, download songs, research, connect, chat with friends,
watch TV shows and play many internet games they find cool, exciting,
challenging, colorful, animated, and interactive.
a. They can access these anytime, anyplace.
b. They are Visually Literate.
Adapting to the Changes

Let us examine how technology changed our educational system, the learners’
learning preferences, and how can teachers adapt to these changes in the 21 st century.
In a research, Mestiola, et.al (2018) discusses the following:

The 21st century was marked by the advent of technology, such as the invention
of Bluetooth in year 2000, Facebook in 2004, and YouTube in 2005. These inventions
changed the way people maximize the use of technology in communicating across
borders, which establishes new spatial scales and the way people gather and disseminate
information. These modern-day inventions are an epitome of things that human cannot
live without and inseparable of one’s daily lives (Loxley & Julien, 2004; Prearcy, 2014;
and Angadi ed., 2015).
In the field of medicine, scientist invented artificial heart, bio-artificial liver, bionic
contact lens, and others. All of these inventions will help to treat and to cure people, who
suffered from different diseases and illness. Robots helping performs surgeries became a
milestone in the field of science, medicine, and robotics. For it registered a high
percentage of success in performing serious surgeries (Dwivedi, 2012; and Ermak, 2015).
Education is a perennial arena of struggle and hope (Ayers, 2016). Education
challenges humans for it opens human’s curiosity; thus, it also serves as hope of humans
for it makes people dream big and expands people’s perspective in life. Education is so
powerful that it could change an individual and the whole society. Education has evolved
through time. From Primitive Age up till now, we can see the difference, progress, and
development of education; how it helps people, how it makes impact to people lives, how
it change the world, and how it could make difference (Seshadri, 2005; Ayers, 2016; and
OECD, 2018).
During the Ancient times, education was informal because schools were not yet
built, and under-the-tree was their school setting. The goal of education of primitive man
is for security, survival, and self-preservation. Back, then, there was a gap between boys
and girls, and the amount of knowledge they received. While during the Middle Age, the
church was the center of education, it was secular and religious. In the Renaissance
period, the age of enlightenment, people were humanists, and the approach of education
was goal-oriented and quite liberated for it was open to all, open to knowledge, and open
for discoveries and inventions. In the Modern era, science and industrial revolution had
conquered education; they played a big role in education producing new blocks of
knowledge and advanced facilities (Alison, 2001; Greier & Guovea eds., 2015; and Xing
& Marwala, 2018).
Education is more scientific and methodological. Up to the contemporary time,
education was as modern but more unified and global, especially the implementation of
the Kinder-Grade 12 basic education (Okabe, 2013; and Pratt, 2011). Education can
develop a child’s sense of self, sense of citizenship, and sense of community. Therefore,
education is important, it can make life meaningful, can deepen one’s understanding, can
develop one’s cognitive skills, can open opportunities to people, and can strengthen social
role through interaction (La Marr, n.y.; Watkins, 2005; and Morton, 2010).
Today, 21st century, education is a human right (Lee, 2013). Education as inquiry, inquiry
is one of the abilities on which promoters of 21st century skills clamor. The 21st century
skills focus on three things: (1) critical thinking and problem solving; (2) communication
and collaboration; and (3) leadership and management. The 21st century teaching skills
are effectively integrated technologically; technological literacy is being processed and
being enhanced through different activities given by teachers (Voogt & Roblin, 2010;
Ravitz, 2014; and Malik, 2018).1
An article says that learning must not be limited within the classroom, it must be
extended in the outdoor; and learning must be fun. Fun learning is more effective than
being passive in classrooms. There are two kinds of learning in the 21st century: the
passive learning and active learning. The passive learning is where the teacher teaches
and the students listen, the typical classroom setting. While the active learning is the
learning is not only within the classroom, but the teacher and the students explore
together outside the classroom. In this case, the teacher is not a teacher, but rather a
leader or a coach or a facilitator to his/her students (cf La Marr, n.y.; Silberman, 1996;
and Zevin, 2007).
 Active learning makes better active participants. In this kind of learning, the
independence of one student must be aligned to other students’ abilities and
independence. Most of active learning are interactive and requires collaboration with
group of students and their teacher. In an active learning, the four domains of language
are communication skills in speaking, reading, listening, and writing must be integrated
in one activity, for this opens a lot of opportunities to students (Simons, 1997; Yuretich
et al., 2001; and Moon, 2004).
The role of education in the 21st century is to create a curriculum that will help
students connect with the world and understand the issues that our world faces. Schools
in the 21st century will become nerve centres, a place wherein teachers and students
connect with those around them and their community. Teachers, in this new environment,
will become fewer instructors and more orchestrators of information, giving children the
ability to turn knowledge into wisdom. Knowing how this knowledge applies in the real
world increase the student’s curiosity, which will help them become lifelong learners. It
should be flexible on how teacher give learners the resources to continue learning outside
the school (Thomas & Cross, 1993; Palmer, 2015; and OECD, 2018).
Is there any advent in the field of education, particularly in Social Studies and
History? According to Nicholas A. Christakis (2013), and other scholars, that Social Studies
have stagnated and offer essentially the same set of academic departments and
disciplines that have for nearly 100 years (Christakis, 2013; Goodall & Oswald, 2014; and
Bickford & Bickford, 2015). How can we uplift, elevate, and improve Social Studies in
more innovative and more specialized disciplines that can meet the 21st century’s
intellectual challenges and can help to capitulate and solve social issues and problems?
How can we meet the growing needs, wants, and trends of 21st century learners, where
everything is possible and limitless? How teaching methods and pedagogies affect 21st
century learners in learning the Social Studies and History?
Societies are in flux, and with this teaching Social Studies itself? (Mirador, 2002;
Zevin, 2007; and Christakis, 2013).
Social Studies played a big role in education, for it molds an individual to be right
and responsible citizen. Because of Social Studies, it can open new wide scope of
perspectives and ideas that the whole community can use in analyzing the social problems
and giving solutions to it. In teaching Social Studies, a teacher must enhance the cognitive
skills of a student and let them participate actively in every activity. Also the outcomes or
the output of the students must be effectively taught and performed by the students,
because the students are effectively learning when having fun and by experiences
(Rakow, 1999; Cristol, Michell & Gimbert, 2010; and Bayır, 2016).
The strategies of the school teachers in the Philippines are in routine; there is a
motivation and pre-assessment, unlocking of word difficulties, the discussion itself, and
values integration, the application of the lesson, and assessment or output. The activities
given to students are kind of active learning, such as hands-on activities, cooperative
learning, technology-based, and peer assessment. For teaching Social Studies, the routine
of Social Studies’ teachers in school are in general, but they focus on the subject matter
which is the Social Studies (Ang et al., 2001; van Gundy, 2005; and Cing, 2014).
But there is something missing or lacking in teaching styles of Social Studies
teachers today, especially here in the Philippines, that make their students unmotivated
and lose interest in learning the Social Studies (Mestiola, et.al, 2018)
According to C. Sinnema & G. Aitken (2011), in teaching Social Studies in the 21st
century, a Social Studies teacher must know or must be familiar to prior knowledge of
his/her students, so that he/ she would be able to distinguish what are new to his/her
students; what lessons or topics that he/she will further explain and focus; and what are
the misunderstandings, misinterpretations, and misconceptions that his/her students
must know (Sinnema & Aitken, 2011). To do this, the teacher must give a pre-test or a
pre-assessment to his/her students to examine the prior knowledge of his/her students.
A Social Studies teacher should also align outcome to success, students must learn things
that will make an impact to their success. The activities given to students should be
memorable or unforgettable and can be applied to their routine (Stahl & Sickle, 2005;
Watkins, 2005; and Sinnema & Aitken, 2011).
There should also be a continuity in learning, where in the students could connect,
relate, or compare their experiences to the lessons they are discussing. The learning must
be inclusive, to avoid biases but open to everyone and everyone’s opinion. Opinions must
be critically and equally accepted. Social Studies must promote dialogue, where in
students are distributed or be grouped for them to interact and communicate with other
people. From this, they will be able to share and exchange ideas which they can throw
feedbacks and understand each other’s differences, and must be analytically and critically
understand. When asking for an opinion, the student is delivering as a citizen. Opinion
must be accepted and must be legally processed and rectify (Riehl, 2000; Zevin, 2007;
and Lundberg, 2014).
Give various activities, outdoor activities specifically, that will generate the
interests of the students and will motivate students by experiences, by having fun learning
not only in classrooms but beyond it. Activities must be relevant and focus on real life or
reality; it can be connected or related to Politics, Economics, Culture, History, etc. that
may affect the students’ lives. Let the students discover and explore socially and
intellectually. Social Studies also known as the foundation of citizenship, the true learning
of Social Studies is through socialization, evaluation of ideas, enhancing the historical
conscious of a student, how do they relate and connect their past to the present, and
how do they foresee their future and the future of the society (Torres, 2006; Ferlazzo,
2012; and Letizia, 2016).
Thus, students need to collaborate with people from different schools and different
countries to learn about issues that affect us all. The curriculum in the classroom is
designed to incorporate many skills. Students are taught awareness of their world and
become real experts, such as scientists and thinkers. Children were engaged and eager
to learn. They carry on learning at home and over holidays. As what it has been stressed
that “Ability to foster a love of learning is truly the role of education in the 21st century ”
(Zevin, 2007; Bayir, 2016; and Calub, 2017).

Mestiola, et.al (2018) listed effective teaching social studies in the 21st
century.
1. Learners perform well in class when they are not only stocked on their chairs. They
excel most during collaborative works and activities.
2. Learners exert more effort, when participation is involved than just pure lecture.
3. Learners learn more easily when they participate in lesson-related games.
4. They enjoy the classroom interaction, where the students excel more.
5. Learners enjoy and learn quickly if the teacher offers the lecture through viewing.
6. Learners enjoy participating in debates and argumentations, learn more effectively
through group presentations, and exert the same effort when doing independent
work as when with the group.
7. Students learn more easily when group collaboration is used.
8. Teacher should use multiple References in understanding the subject matter
he/she teaches. Teachers should not be overwhelmed to vast information he/she
got from the internet so, teachers should be critical and knowledgeable enough in
examining whether his/her sources are credible and reliable. However, teachers
should not forget using books.
9. Teachers should update the entire thing he/she know in order to teach the subject
matter effectively and efficiently
10. Teachers should achieve personal and professional developments through
participating in educational seminars and workshops, reading educational
materials regularly, and engaging in educational research for them to have
varieties of effective teaching practices, methods, and strategies for all types of
learners.
11. Teaching today is technology-based, exposing the teachers and the learners to
new inventions, discoveries, pedagogies, and endless possibilities.
12. Students are able to cope up easily with the discussion by using effective
strategies, e.g. project-based learning and brainstorming. There are various
approaches in Social Studies teaching, the most effective approach in teaching
Social Studies is by designing and preparing activities that will boost up the interest
and engagement of the students. Next to this is by giving group presentation or
dialogues, and by aligning teaching activities and resources to attain expected
outcomes.
Source: Mestiola, R. A., Naquita, G. P., & Tantengco, N. S. (2018). Enhancing Social
Studies Teaching for 21st Century Learners in Secondary Education . In HONAI (Vol. 1).
https://doi.org/10.2121/.V1I2.1108

The Social Studies 21st-Century Skills Map

To maximize the impact of a pivotal role of technology for gaining the Social
Studies 21st-century skills, in 2008, NCSS in partnership with the P21 advocates to be
integrated into K-12 education. The partnership has created “the 21st-Century Social
Studies Skills Maps” that illustrate the intersection between 21st-century skills and the
'core academic subjects' of the SS, including Social Studies, English, Mathematics,
Science, and Geography. Through this map, students can advance their learning
outcomes in the new global economy. This map is derived from a collective P21 vision on
the “21st-Century Skills Map” that developed from the result of hundreds of hours of
research, development and feedback from educators and business leaders across the
nation.The following is the Social Studies 21st-century skills map contains four essential
outcome's elements that integrated into core subjects of Social Studies and can be
achieved by students in learning (P21, 2008a:1-18).
1. 21st-century skills are the essential Social Studies 21st-century skills which
should be diffused into educational system, including: 1) “learning and innovation
skills" (critical thinking and problem solving, creativity and innovation,
communication, and collaboration); 2) “information, media and technology skills”
(information literacy, media literacy, and ICT literacy); and 3) “life and career
skills” (flexibility and adaptability, initiative and self-direction, social and cross-
cultural skills, productivity and accountability, and leadership and responsibility);
2. Skill definitions are operational definitions of each essential Social Studies 21st-
century skill as the results of learning, e.g. utilizing time efficiently and managing
workload; demonstrating the ability to work effectively with diverse teams; or
understand how media messages are constructed, for what purposes and using
which tools, characteristics and conventions;
3. Interdisciplinary themes are academic contents of highly-level thinking and
integrated by weaving into core subjects of Social Studies such as global
awareness, financial, economic, business and entrepreneurial literacy, civic
literacy, health literacy, and environmental literacy; and
 4. Sample student outcome/examples are concrete sample of teaching and
learning activities and outcomes that are fully interconnected into the Social
Studies essential skills, themes and core academic subjects of Social Studies. The
skills map can be used by teachers as a framework and concrete examples of the
integration of 21st-century skills in designing and developing the Social Studies
learning that integrated with technology so that students can advance their
learning comprehensively, appropriately; and can support those to understand:
(1) what they need to be learned / gained comprehensively core academic subjects
and the 21st-century skills and themes in the Social Studies learning; (2) how they
learn supported by innovative learning climate, active-participatory, relevant,
rigorous, and student-centered (P21, 2008c; 2008d).

In this context, the P21 also stresses, “It's time for schools to maximize the impact
of technology as well” (P21, 2008b:2) to create an innovative learning climate, and a
synergistic and integrated learning system to maximize the impact of the role of
technology. This will students enable to:
1. create learning practices, human support and physical environments to support
the 21st-century skills achievement;
2. support professional learning communities that enable teachers to collaborate,
share best-practice experiences, and integrate 21st-century skills into classroom
practice;
3. allow students to learn in accordance with the real-world 21st-century contexts
(e.g., through project-based learning or the like);
4. allow the fairness access to learning tools, technology, and quality sources;
5. provide an architectural and interior design of the 21st-century for learning groups,
teams, and individuals; and
6. support for building the wider community and international engagement in online
and face-to-face learning (P21, 2008b). To support of acquiring the skills, the
collaboration has also equipped with supporting structures contain the items are
suggested as an integrating tool(s) including the technological tools,
 hardware/software is support teachers and students to search, access, interact,
collaborate, promote or publish their ideas, products or resources; and develop
their ongoing skills in the use of technology professionally (P21, 2008a).

Source: FARISI, M. I. (2016). Developing the 21st Century Social Studies Skills Through
Technology Integration. Turkish Online Journal of Distance Education, 17(1), 15.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1092803.pdf

TEACHING LEARNING ACTIVITY

Study the read more about the 21st Century Skills. Visit:
https://www.aeseducation.com/blog/what-are-21st-century-skills

FLEXIBLE TEACHING LEARNING MODALITY ADAPTED

1. Module

ASSESSMENT TASK

Direction: Answer the following BRIEFLY and CONCISELY.

1. How did technology change the way people learn and behave?
2. As a future teacher, how can you adapt to the changes brought about by
technology among children to better teach social studies in the 21 st century?
3. How can you maximize technology in the teaching of Social Studies to develop
students’ 21st century skills?
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