427230034-Foundation-of-Social-Studies (1).pptx

foundation of social studies lesson

1. Foundation of Social Studies SSE 100

2. RAP - Review and Preview Why do we n eed to study social studies? Discuss your answers with the person to your right. Find out what you had similar and different. Be prepared to share with the class.

3. 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.”

4. 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).

5. 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.

6. 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.

7. “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.

8. Sub goals of Social Studies Knowledge Skills Attitudes Values

9. Knowledge

10. 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?

11. 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.

12. 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

13. 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.

14. 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 United States The American Revolution and Constitution Rights and responsibilities of citizens

15. Attitudes and Values

16. 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.

17. 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)

18. 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

19. Skills

20. 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:

21. 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

22. 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

23. 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

24. Foundation of Social Studies History – a study of the past with the help of written records and artifacts Government – a group of people who have the power to make and enforce laws for a country or area. Economics – study of how people manage resources by producing, using, and exchanging goods and services.

25. 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

26. 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?

27. Meaning, Nature, and Scope of Social Studies

28. 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.

29. 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".

30. 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

31. Scope of Social Studies Social studies as citizenship education Social studies as a skilled development Social studies as ecological studies Social studies as social science Social studies as cultural integration Social studies as a discipline Social studies as a dynamic education Social studies as a relevant education Social studies as education for living

32. Importance of Teaching Social Studies Vast scope – presents the total environment of the child 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.

33. 2. Source of knowledge –integrated knowledge of various disciplines 3. Separate subject – separate but unified Importance of Teaching Social Studies

34. 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

35. Social Studies Social Science a branch of social science. the genesis of social studies. all disciplines are integrated into one piece. Every discipline stands out on its own studies man in general. studies man in various aspects of his life. learned at secondary or primary stages taught at higher levels of education

36. Social Studies Social Science Practice part of human affairs Theory part of human affairs Selected portions in social sciences Larger in scope Instructional utility Social utility Learning situation and insight in all knowledge Part of cultural knowledge that have bearing on any field

37. Models in Teaching Social Studies 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. Decision-making model - aimed at helping youth make wise, democratic choices. The model has three dimensions: good citizens are informed, reflective, and active.

38. 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.

39. 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.

40. 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.”

41. Expanding horizons Decision making Democratic in action model

42. 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.

43. Six Widely Acceptable Teaching Models Discovery Learning Approach Problem-based Learning Approach Inquiry Learning Approach Cooperative Learning Approach Decision-making Approach ACES Approach

44. Discovery Learning Approach content is not given to learners in finished form discover something and not merely to learn the content

45. Problem-based Learning Approach presenting students authentic and meaningful problems driving questions or problems and having interdisciplinary focus

46. Inquiry Learning Approach application of scientific method to teaching provides learning activities reflecting the highest form of higher-order thinking skills

47. Cooperative Learning Approach learners work together in small groups and are rewarded for their collective accomplishments combination of independent learning and group work

48. Decision-making Approach requires students to select the best alternative choice on a set of conditions making of intelligent choices by identifying objectives

49. ACES Approach Activity, Analysis, Abstraction, Application mood-setting activity to closing

50. Presentation Techniques in Social Studies Bubble Tree Web Concept Map Discussion Web Factstorming Web Semantic Web Venn Diagram

51. 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

52. Concept Map is used to define a concept or illustrate an idea helps in organizing categories of concepts

53. 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

54. Factstorming Web shows the coverage of the lesson or unit of study

55. 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

56. Venn Diagram compares two sets of ideas or concepts

57. 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.

58. 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.

59. Top Trending News