SOCIAL STUDIES IN THE FIELD OF EDUCATION.pptx

Social studies in the field of education

1. SOCIAL STUDIES IN THE FIELD OF EDUCATION

2. BRIEF HISTORY OF SOCIAL STUDIES IN THE SCHOOL CURRICULA THE INFLUENCE AND PROGRESSIVE EDUCATION AND SOCIAL STUDIES Social studies teachers is more than memorization of facts. It is where students learn to think, to make hypotheses, and to find answer Social study should be activity based. Learning requires firsthand experiences. Children need to act, sing, build , dance, take field trip and have hands-on activities.

3. Social studies requires use of many instructional materials. Textbook can play an important role in social studies teaching, but many other learning resources must be used Social studies instruction should build on the interests of the children. To put this in practical terms, every instructional unit should be structured so children select some of their learning activites

4. SOCIAL STUDIES: THE CURRICULUM Given the domain of social studies- the study of people- there is far more content that can be presented in the seven elementary grades. Therefore, anyone planning a social studies curriculum must design a scope and sequence Kindergarten: Self, Family, School First Grade: Family and School Second Grade: Neighborhood and community Third Grade: Our Community and other Community Fourth Grade: Virginia Studies Fifth Grade: United States History (Country) Sixth Grade: World Studies

5. Concepts, Generalizations, and Facts a scope and sequence will define what is tobe covered, though there still remains the large question of what specific conten tchildren will be expected to acquire. The content students learn should consists of concepts , generalizations, and facts. Hilda Taba’s system : -Concepts are ideas. They may be stated in a variety of ways. They tend to bebroad and somewhat fuzzy. Conflict, justice, and family are all concepts . -Generalizations are content-specific statements. They are more specific thanconcepts and are based on factual content of the social studies curriculum . -Facts support concepts and generalization

6. -in addition to teaching children concepts, generalizations and facts, social studies programs also should improve students’ ability in several processes. A process involves doing–it usually can be stated in a single word ending with–( ing ) .The processes related to social studies can be categorized as follows Inquiry processes, in which children formulate questions, gather data, analyze what they have found, and share what they learned Thinking process, in which children develop the ability to apply, analyze, synthesize, and evaluate information Language art processes, especially as they relate to the social science disciplines , as students read, write, speak, and listen Visual and performing arts processes, which are of two kinds, as students learn to appreciate the arts and learn to use the arts for expression Technology processes, in which children manipulate computer-based resources. Participation processes, as children express personal views, work cooperatively with others toward common goals, and become active citizens. Participation processes, as children express personal views, work cooperativelywith others toward common goals, and become active citizens.         

7. Values- content is the what of social studies, and processes are the how to. That is not all there is to social studies. The important part of social studies is teaching values -The sets of values social studies emphasizes are civic values, beliefs that leadto active citizenship

8. SOCIAL STUDIES AS INTEGRATED CURRICULUM

9. SEVEN THEMES OF SOCIAL STUDIES 1. PEOPLE, ENVIRONMENT AND SOCIETY Human interaction of the environment is one of the fundamental concepts in Social Studies. This theme puts premium on how human interacts not only with his environment but also to a bigger society 2. TIME, CONTINUITY AND CHANGE Essential in the understanding of cultural and national identity is the evolution and development of a given society. Central in this study is the concept of time that’s serves as a contextual basis and foundation in thea nalysis of social dynamics

10. 3. CULTURE, IDENTITY AND NATIONHOOD Identity is anchored on culture which pertains to the complex whole that includes belief system, values, tradition , language and arts of a group of people in a given society. This theme provides learners the opportunities to develop their identity as individual, as youth , and as a Filipino.

11. 4. RIGHTS, RESPONSIBILITIES AND CITIZENSHIP Civic competence is grounded on how citizens understand and value their role as members of society and how they acknowledge their rights, roles and responsibilities as citizens

12. 5. POWER, AUTHORITY AND GOVERNANCE Central in citizenship education is understanding the concept of the use of power in advocating the common good and the importance of democratic processes in realizing good governance. This theme includes examining the Philippine constitution, highlighting the serious responsibilities of government leaders in various levels of governance

13. 6. PRODUCTION, DISTRIBUTION AND CONSUMPTION This theme provides learning experiences that allow students to understand economic concepts such as choice , opportunity costs, expenditure, inflation, deficit , sound economic decision, savings, investments and financial literacy among others.

14. 7. REGIONAL AND GLOBAL CONNECTIONS The Philippines is a member of a bigger community called global village. This theme affords learners to appreciate how the country influences the rest of the world and how it was influenced in return in terms of the mobility of ideas, people and products.