Teaching Social

Studies in the
Elementary
Grade
Disciplines
of
Social
Studies
Lecture 1 and 4

Teaching Social Studies in the Elementary Grade

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USeP CEd 1st Sem SY 2018-2019 1
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the Elementary Grade
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the Elementary Grade
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the Elementary Grade
 Purpose of the National Curriculum Standards for
Social Studies
• The NCSS curriculum standards provide a framework for professional deliberation and
planning about what should occur in a social studies program in grades pre-K through
12.

• The framework provides ten themes that represent a way of organizing knowledge
about the human experience in the world.

• The learning expectations, at early, middle, and high school levels, describe purposes,
knowledge, and intellectual processes that students should exhibit in student products
(both within and beyond classrooms) as the result of the social studies curriculum.

• These curriculum standards represent a holistic lens through which to view disciplinary
content standards and state standards, as well as other curriculum planning documents.

• They provide the framework needed to educate students for the challenges of
citizenship in a democracy.

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 The themes represent strands that should thread
through a social studies program, from grades pre-K
through 12, as appropriate at each level.
• While at some grades and for some courses, specific themes will be
more dominant than others, all the themes are highly interrelated.
• Examples:
– To understand culture (Theme 1), for example, students also need to
understand the theme of time, continuity, and change (Theme 2); the
relationships between people, places, and environments (Theme 3); and
the role of civic ideals and practices (Theme 10).

– To understand power, authority, and governance (Theme 6), students need

to understand different cultures (Theme 1); the relationships between
people, places, and environments (Theme 3); and the interconnections
among individuals, groups, and institutions (Theme 5).

– History is not confined to TIME, CONTINUITY, AND CHANGE (Theme 2)

because historical knowledge contributes to the understanding of all the
other themes; similarly, geographic skills and knowledge can be found in
more than (Theme 3).
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 Walkthrough on the Six
Major Social Sciences
INTERDISCIPLINARY
CONTENT
OF
SOCIAL STUDIES
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 Anthropology
Study of humanity’s origins, customs,
and beliefs
Topics of study may include early
aboriginal Canadian society, how the
ancient Greeks lived or how pioneers in
the Yukon gold rush lived.

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Economics
 Study concerned with the use of goods and services
 Topics of study may include current high gas prices,
the distribution of wealth, and the use of workers
overseas.

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the Elementary Grade
Geography
 Study of the earth’s surface and physical
features, climate, products and population
 Topics of study may include global warming,
ozone depletion and effects of BC’s forestry
policies

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the Elementary Grade
 History
Study of human affairs and past events
Sequence of events important
Emphasis on cause and effect regarding
decisions made by those in power
Not just names, dates, and dead white guys

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the Elementary Grade
Political Science
 Study of government policies and practices
 Topics of study may include policies of various
political parties or how governments operate

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the Elementary Grade
 Sociology
 Study of human society and its development and
institutions
 Topics of study may include drug addiction on the societal
level, the MP3 craze and its effects, or the aging
population

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 Importance of Social Studies in the School Curriculum

Social Studies Helps Children to Develop:

1) Awareness of The World and Environment:
2) Helps to Develop Critical Thinking Abilities
3) Helps to Enhance the Social Understanding Of
Students
4) Helps Students To Become Better Citizens

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 Aims, Objectives and Scope of Teaching Social Studies
Teaching Social Studies Anchored on the Following Standards

1. Understand the facts, concepts, principles,

and perspectives that shape social studies
2. Apply learning to complex situations and
contexts
3. Think critically about important issues and
communicate their findings
4. Engage in the processes of problem solving
and discipline-based inquiry
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 The K-12 Social Studies Program
• The K-12 Social Studies program provides the opportunity for every student to develop into knowledgeable and
responsible citizens.

• Under the K-12, Students need to develop:

a) the ability to apply 21st century skills
b) use critical thinking skills for problem solving
c) make authentic real world connections,
d) use technology to collect information
e) show creativity and innovation

• K-12 Emphasized Purposeful Activities based on essential questions which provides opportunities to develop:
a) higher level thinking skills
b) integrate concepts across curriculum,
c) become aware of cultural diversity.

• The K-12 Social Studies Program Addresses Content Standards in the Areas of:
a) civics and government
b) Economics
c) geography,
d) history.

• The Social Studies Curriculum Develops Citizens:

a) who will be able to participate in a culturally diverse, democratic, and global society
b) Who will be able to analyze and objectively evaluate historical and social issues

• The goal of the Social Studies curriculum is to help create historically literate and well informed citizens who
actively participate in a democratic society.
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 INTENDED OUTCOMES OF ARALING PANLIPUNAN
(Social Studies)
AS A COURSE (SUBJECT)
• The K to 12 Curriculum Guide for Araling Panlipunan developed by the
Department of Education, states:

• Example:

– …tunguhin (goal) ng K to 12 Kurikulum ng Araling Panlipunan ang makahubog ng

mamamayang mapanuri (analytical), mapagmuni (creative), mapanagunatan
(responsible), produktibo (productive), makakalikasan (cares for environment),
makabansa (nationalistic) at makatao (cares for humanity) na may pambansa at
pandaigdigang pananaw (has national and global awareness) at pagpapahalaga
sa mga usaping pangkasaysayan at panlipunan (appreciation for current and
social issues).

– …layunin ng pagtuturo ng K to 12 Araling Panlipunan na malinang sa mag-aaral

ang pag-unawa sa mga pangunahing kaisipan at isyung pangkasaysayan,
pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan
upang siya ay makaalam, makagawa, maging ganap at makipamuhay (Pillars of
Learning).

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 Sequence in Teaching the Content of Social Studies

THE KEY STAGE STANDARDS

(Pangunahing Pamantayan ng Bawat Yugto)
• The Araling Panlipunan Curriculum Guide specified the outcomes of teaching Araling Panlipunan after each key
stage. They are:

– K-3 Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarili, pamilya, paaralan, at komunidad,
at sa mga batayang konsepto ng pagpapatuloy at pagbabago, distansya at direksyon gamit ang mga
kasanayan tungo sa malalim ng pag-unawa tungkol sa sarili at kapaligirang pisikal at sosyo-kultural, bilang
kasapi ng sariling komunidad at ng mas malawak na lipunan.

– 4-6 Naipamamalas ang mga kakayahan bilang batang produktibo, mapanagutan at makabansang
mamamayang Pilipino gamit ang kasanayan sa pagsasaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong
pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng pinagkukunang-yaman at
pakikipagtalastasan at pag-unawa sa mga batayang konsepto ng heograpiya, kasaysayan, ekonomiya,
pamamahala, sibika at kultura tungo sa pagpapanday ng maunlad na kinabukasan para sa bansa.

– 7-10 Naipamamalas ang mga kakayahan bilang kabataang mamamayang Pilipino na mapanuri, mapagnilay,
malikhain, may matalinong pagpapasya at aktibong pakikilahok, makakalikasan, mapanagutan, produktibo,
makatao, at makabansa, na may pandaigdigang pananaw gamit ang mga kasanayan sa pagsisiyasat,
pagsusuri ng datos at iba’t ibang sanggunian, pagsasaliksik, mabisang komunikasyon at pag-unawa sa mga
batayang konsepto ng heograpiya, kasaysayan, ekonomiya, politika at kultura tungo sa pagpapanday ng
maunlad na kinabukasan para sa bansa.

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 Sequence in Teaching the Content of Social Studies

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 Sample Standards, and Performance Descriptors in Teaching
Social Studies

Example:

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