TEACHING SOCIAL STUDIES 3.

It develops the favorable or unfavorable attitude

of the child and society towards various facts,
Social Studies is a program of study of Social
figures, and experiences related to society.
Sciences. As a program of Social Sciences, it utilizes
contents and skills in the Social Sciences. The name Social Studies:
of Social Studies was first coined in 1916 in the
• A field which deals with human behavior,
United States as a study of all the Social Sciences to
relationships, resources, and institutions.
enable people to understand the social nature of the
world in which we live in. • A branch of study which deals with Human Beings
– their behavior, growth and development,
Social Science:
relationships, resources they use and the various
• The study of how people live and organize institutions they require to function and carry on
themselves in society. their life smoothly.
Nature: Aim and Purpose:
• A combination of both art and science. • to teach students to become good citizens.
• It is dynamic in nature. a) Social studies connect students with the real
world.
• Presently scientific and logical methods are also
included and applied in the teachinglearning b) Prepare students to interact with people of all
process of social science. cultures and communities.
Relation with other subject: Importance of Social Studies in the School
Curriculum
• Relationship with Language
Social Studies
• Relationship with Mathematics
Teach students to interact with others from
• Relationship with Technology
different cultural and socioeconomic backgrounds.
• Relationship with Art Students must study how society works, and how
people work in a society in order for it all to work
Significance of Social Science in Teaching: once they enter society after graduation.
• develop the feeling of patriotism The inclusion of Social Studies in the curriculum
• build the feeling of democratic sentiments among right from primary to secondary classes signifies
the learners the importance of the subject and the role it plays in
a student’s life. Social Studies is incorporated in the
• develop critical thinking school curriculum through a combination of
subjects like – History,
• develop different skills which help them earn
their livelihood Geography, Cultural Studies, Economics, Political
Science, Sociology, Psychology, Anthropology, etc.
• develop interest, value, knowledge for various
cultures, customs, traditions of society 8 Reasons: Why Social Studies Important for
Students?
• develop learner's good citizen
Students learn skills through social studies that
Contribution of Social Science to the
help them succeed in further education as well as
Development of Children:
life.
1. Study of society and the people of the society is
Here are all the amazing ways learning social
based on information and facts related to Human
studies benefits kids and society together:
and environment which helps in the development
of known structure in the child’s mind. 1. Better Reading and Learning - Social studies
are one area in education where content
2. It helps in the development of the relevant
integration is key. Students are given reading
understanding of the experiences related to inside
material that corresponds with the current learning
or outside the classroom.
topics. Giving reading materials in context helps
students become better readers.
They also become better learners because they are Guiding principles which relate to the teacher...
asked to use analysis, critical thinking, and writing
1. He must know the social sciences and for
to show understanding.
this there is no substitute;
2. Citizen Responsibilities and Values - Students
2. He must realize that these sciences are one
need an understanding of history, political science,
and he should encourage their cooperation;
culture, and all humanities to be able to understand
why it is important to be a good citizen. 3. He should adopt a philosophy of personal
thinking in relation to society.
3. Cultural Understanding - We need students to
learn about, understand, and appreciate cultural What to teach is followed by how to teach...
differences if we expect them to have meaningful
interactions with people of all backgrounds in the There are therefore guiding principles which
future. manifest themselves in the teaching process:

4. Economic Education - By learning economics, Guiding Principles in The Teaching Process

young people understand how their financial 1. To teach as if we live in a World of Reality
decisions have an impact on their future, as well as and not in a World of Abstractions;
the future of society.
2. To teach so that racial pride and group
5. Critical Thinking - A part of social studies — esteem may be encouraged, and
students are taught to evaluate others’ decisions
and make connections between influences and 3. To teach so that we shall contribute to
circumstances. Young people get the opportunity to better race relations and international
learn from others’ mistakes through social sciences. relations.

6. Real-World Understanding - Students learn Remember...

about places, cultures, and events around the
Teaching can bring about something great if right
world, what conspired to make them the way they
ideas and beliefs are implemented in the classroom.
are, and can make inferences about how the rest of
In many cases, the true purpose of teaching is not
the world works.
actually to teach students how to memorize facts,
7. Political Skills - From social studies classes, but to lead students to understand and apply the
students learn about government, political ideas, concepts being presented.
country economy and resources, and more.
In order to deliver the lessons in Araling
Students gain political skills by analyzing and
Panlipunan effectively, those principles should be
evaluating existing systems and imaging the future
considered by the teacher in choosing and deciding
of the place in which they live.
what strategy, method and approach best suit the
8. Respect History - History is what made the lesson and the learners as well. These principles are
world the way it is, and it is essential that people ideas that influence the teacher when deciding or
study it to have an appreciation for and considering on this matter.
understanding of the way the world works.
Learning about history is what makes it possible to
Guiding Principles in Teaching Araling
learn from the past and plan. Teaching Social
Panlipunan
Studies is a fun challenge and is a way to really have
an impact on the future of a generation. Therefore,
we teachers must know how to be the most 1. MEANINGFUL
effective and passionate teacher we can be.  Students MUST see the relevance and
LESSON 2: 5 GUIDING PRINCIPLES IN TEACHING connection of their lesson to their lives.
SOCIAL STUDIES OR ARALING PANLIPUNAN  Students are challenged to use disciplined
inquiry or use high order thinking skills
1. Meaningful to construct meaning.
2. Integrative  Authentic Learning builds the concept of
3. Value-based “learning by doing” to increase student’s
4. Active engagement.
5. Challenging 2. INTEGRATIVE
 It is multidisciplinary and
interdisciplinary in nature.
LESSON 3: APPROACHES, METHODS &
 Integrates the totality of human TECHNIQUES
experience over time and space.
 Connecting the past, linking to the
present, and looking ahead to the future.
 It must be sensitive to and integrates
multiple intelligences and learning styles
of the students.
 Integrates cognitive skills required in other
disciplines.
 It also integrates effective use of
technology, communication and
reading/writing skills that add important
dimensions to students’ Learning.
3. VALUE-BASED
 A powerful and effective AP teaching is
value driven.
 Students learn democracy by experiencing
democracy right there in the classroom.
Based on the diagram, it clearly shows that a
 Its lessons are replete with value-laden
TECHNIQUE is a part of a method and likewise a
concerns and issues where students listen
METHOD is a component of an APPROACH.
to competing arguments.
 Adding emotional touch to AP teaching is Basic Difference of Approach, Method, and
also affective-based teaching. Technique
 “Let us add an emotional touch to learning.
Without the emotional dimension, our APPROACH METHOD TECHNIQUE
subject matter will remain cold and
It is It is It is
lifeless.” (Corpus and Salandanan 2013)
axiomatic. procedural. Implementati
 The values embodied in a democratic
onal.
form of Government should be practiced (Having the (Consist of a
in AP classroom practice. quality of a series of (Having an
o Commitment to justice generally actions immediate
o Equality accepted arranged applicability in
o Respect for human dignity principle or logically for the the classroom
o Freedom of thought and speech rule used as a smooth owning to its
basis for the operation of a specificity,
4. ACTIVE whole process particular feasibility, and
of teaching). teaching task). convenience of
 It requires students to process and think
the teacher in
about what they are learning.
using it.
 Active learning is "hands-on-minds-on-
hearts-on". Teaching Approach
 Students work individually or
collaboratively.  A set of correlative assumptions dealing
 Students interact teachers by asking and with the process of teaching.
answering questions as teachers explain.  It states a point of view, a philosophy, an
 Students also interact with learning article of faith- which one believes
materials.
5. CHALLENGING  An example of an acceptable viewpoint or
 Learning task should neither be too easy to approach in teaching is to help students to
bore the students nor too difficult to discover knowledge by themselves.
discourage them. (Discovery Approach)
  Discovery Approach 3. Discussion Method
o Plan and structure well the A. Small Group Discussion Technique
instruction, B. Socialized Classroom Discussion
Technique
o Do not answer for the students, give C. Direct Instruction or Classroom
clues and hints instead; Teaching Technique
D. Panel Discussion Technique
o Give students enough time and
E. Recitation Technique
assistance to discover something.
F. Interview Technique
Teaching Method 4. Reporting Method
A. Unit or Morrison Technique
 It is an overall plan for the orderly B. Individual or Group Technique
presentation of a lesson. C. Reading and Story-telling Techniques
 Some call it as Teaching Style D. Schematic Technique
E. Symposium
 Learning by Discovery employs: 5. Investigatory Method
A. Laboratory Technique
o The INDUCTIVE METHOD.
B. Problem-solving Technique
(Whereby students form the C. Research Technique
expected generalization toward the D. Field Study Technique
end of the lesson) 6. Activity Method
o The ACTIVITY METHOD. (where A. Project Technique
“learning by doing”) takes place. B. Field Trip Technique
Students must actively engage in C. Dramatization Technique
undertakings like experimenting, D. Role-playing Technique
observing, investigating, and the E. Simulation Technique
like. F. Brainstorming Technique
G. Debate
Teaching Technique 7. Demonstration Method
A. Teacher-directed
 It is what actually takes place in a
B. Student-directed
classroom. It is a particular trick, strategy,
C. Teacher-student directed.
or contrivance used to accomplish an
D. Invited Resource speaker.
immediate objective.
8. Self-pacing Method
 It is usually consistent with the method and A. Programmed Instruction – modules,
in harmony with an approach as well. self-learning kits, etc.
B. Mastery Learning Technique
A teacher who decides to make students become 9. Integrated Method
“discoverers”, can arrange several kinds of A. Lecture-discussion
activities like Experimenting, Observational Study, B. Demonstration-lecture
Field Exploration, and other Research – oriented C. Film-showing Discussion
activities. D. Reporting-discussion
E. Inductive-deductive
Categories of Teaching Methods
1. Inductive and Deductive Methods 10. Traditional Method
A. Textbook Technique
2. Lecture Method B. Rote Learning Technique
C. Teacher’s Full Directed Technique
A. Outlining Technique
D. Memorization Technique
B. Component Technique
E. The 2x4x8 Technique in Teaching
C. Sequential Technique
D. Relevance Technique
E. Transitional Technique
Guidelines Involved in the Use of Teaching  Reviewing a bulletin board
Methods
 Presenting pertinent graphs, tables,
1. Teaching methods are means to an end; diagrams and the like
they are not the end of teaching.
 Posing several problem situations
2. There is no such thing as the “best teaching whose solution lie in the discussion
method”. of the lesson
3. Teachers should not overuse any single  Encouraging students to raise
teaching style questions
4. A change of teaching method should be  Display of objects, articles,
done with great caution materials, specimens, make belief
5. The teacher’s repertoire of teaching television and the like
methods should provide for all three types  Video presentation and the like
of learning experiences Actual, Contrived,
Vicarious. C. ASSIMILATION (This part is done by the
students. They prepare themselves for data-
 Actual is real and direct experience gathering, solve problems, answer and
explain or expound certain topics. This
 Contrived is an imitation
activity should be closely supervised by the
 Vicarious is unreal and indirect teacher to make it a success. Slow and poor
experience students need greater assistance and
attention.
6. There is parallelism between the teaching
strategy and learning strategy. D. ORGANIZATION (The teacher will guide
students in organizing the data they have
7. The use of any teaching method produces
gathered. Data presentation may be
variety of results.
presented by making an outline, graphic
8. Every teaching method should not lead to organizer, tables, graphs, or diagrams, a
only one fundamental kind of learning special report, etc.
outcomes.
E. RECITATION (This is the capstone step of
9. Flexibility should be one of the main the technique when students are ready to
considerations in the use of any teaching make an oral presentation. The students
method. face the class to share their organized
information.
10. The teacher should adopt an “experimental
attitude” in his methodology of teaching. 2. Demonstration Method

Steps of Some Common Methods/Techniques Steps:

Used in Araling Panlipunan Teaching
A. PURPOSING- (The teacher tells the activity
1. Morrison Technique (Reporting method) which involves the process of demonstration.

Steps: B. PLANNING (This phase is consisting of the

object of the demonstration, the person to
A. EXPLORATION (the teacher must conduct it, the materials to be needed, etc.
determine what the students already know
and what they do not know about a C. DEMONSTRATION PROPER (Before the
particular lesson) demonstration is done, all preliminaries
should have been prepared – material- wise,
B. PRESENTATION (the teacher gives the procedure, and the physical arrangement of
highlights of the lesson just enough to the classroom
arouse the students’ interest and give
them a bird’s eye view of the lesson. Several D. EXECUTING (Students are expected to carry
modes used in this step: out or repeat the same performance shown
during the activity. The teacher should keep
close watch of the students’ performance.
 E. EVALUATION (This is done to assess how analyzed, it will not be difficult for students
successful the students are following certain to be able to state the expected answer to the
instructions. The teacher may spot the general question and form the conclusion.
strengths as well as the weaknesses of the
E. APPLICATION – This step assures further
students.
strengthening or reinforcement of the
3. Project Technique generalization.
Steps:
A. PURPOSING (Mind set to a definite end. The
teacher must inform them what the activity
is and must make them aware of the
significance of the project.)
B. PLANNING (Thinking through the specific
steps. The teacher allows the students to plan
their activity/project. This includes the aim,
procedure, activities, and evaluation
instrument)
C. EXECUTING (This is the heart of the
technique in which the student implement
and carry out the plan they made.
D. JUDGING/EVALUATION (Was it a success?
Could I do better?... In doing this phase, the
class should be made to recall the specific
aims formed before the beginning of the
activity and these aims should be made as
the basis for determining the degree of its
success.)
4. Inductive Method

Steps:
A. PREPARATION: (This initial phase involves
an introduction of the major purpose of
which is to prepare the mental set-up of each
learner)
B. PRESENTATION: (This second step forms 5. Deductive Method
the first part of the lesson proper which may Steps:
involve gathering of data, performance of an
experiment or research-oriented activities. A. INTRODUCTION (The teacher prepares the
mental set-up of each student)
C. COMPARISON AND ABSTRACTION (This B. STATEMENT OF GENERALITY (After the
step forms the second part of the lesson introduction, the teacher states the general
which may call students’ analysis of idea usually in the form of generalization,
organized data. In this part, students should rule, formula, law, theory, principle, and the
be able to discern relationships, spot a like.
general trend, determine differences, ascribe C. EXPLANATION OF THE GENERAL IDEA
cause-and –effect links, and the like. (The teacher then explains the meaning of
D. GENERALIZATION- (After the data have such statement, rule, formula, law, theory or
been properly gathered, organized, and the like.)
 D. ILLUSTRATION (The teacher explains the materials are NOT Available. HOW ARE YOU
idea by giving examples, specific cases, etc. GOING TO SOLVE THIS PROBLEM?
E. EVALUATION (The is done to assess how To solve the problem, the teacher should know
much the students had learned from the how to prepare AUTHENTIC MATERIALS
lesson. appropriate to a given objective.

Criteria for Selection and Preparation of

Instructional Materials
1. Authenticity – Establishes genuine
information to develop student’s skill of
critical thinking and analysis.
2. Appropriateness –Represent suitable or
proper point of views about the lesson’s
objective.
3. Interest –Able to arouse and sustain
learners’ interest.
4. Cost –Less expense of money, time and
effort.
Araling Panlipunan teachers are encouraged to use
audio-visual and computer – based instructional
materials in presenting the lesson. 
https://youtu.be/o_PF8cHqTA8
Books, journals, periodicals, and other print
materials serve as references and reinforcement of
the lesson.
Teachers should utilize varied instructional
materials to give learners opportunity to broaden
their acquired knowledge from textbooks.
Sample Auxiliary Tools in text, visual or audio
media:

1. Maps
2. Charts
3. Pamphlets
4. Globes
5. Posters
6. Photographs
7. Models
8. Slogans
LESSON 4: SELECTING APPROPRIATE 9. Guide Cards
INSTRUCTIONAL MATERIALS FOR 10. Bulletin Boards/ White Boards
ARALING PANLIPUNAN 11. Graphics
12. Worksheets
The success of any learning process The Use of computer, power point presentations,
depends largely on the instructional procedure projectors, videos, and films are also effective in
that is properly implemented through the use of teaching AP.
INSTRUCTIONAL MATERIALS.

There are many instructional materials that

can be used to enhance learning in Araling
Panlipunan; HOWEVER, there are times when
LESSON 5: EVALUATING PUPILS’ o For example, the teacher might
ACHIEVEMENT IN SOCIAL STUDIES orally ask a random sample of
students around the room to
Do ASSESSMENT and EVALUATION mean the
respond to questions about what
same thing?
was just taught. The responses to
these questions will give the
teacher a sense of how well the
class has learned the information,
concept, or skill in question and
whether they are ready to move
on. 
 Teachers might also carry out informal
  assessment of individual students by
observing the way they are completing
tasks assigned in class. This can tell them
which students might need corrective
feedback or more instruction in a particular
area. ss
Informal Assessment is a continuous and
sometimes almost unconscious process.
FORMAL ASSESSMENT is normally more
The terms “assessment” and “evaluation” are overt and systematically planned. 
often used interchangeably but they do not always
mean the same thing.  We are all familiar with typical manifestations of
formal assessment: quizzes, tests, essays, and
For many, assessment is the process of collecting projects. But formal assessment may take a wide
data on student performance that is then used to range of forms, including teacher observation of
evaluate (make judgements about) the attainment student performance.
of certain expectations, objectives, or outcomes. 
 For example, a typical outcome for social studies
Evaluation is never neutral. It can only be is that students become more open-minded. One
objective if it provides us with a quantity and could imagine assessing progress towards that
quality of information sufficient to make goal by having students write position papers/
judgements that are fair to the strengths and needs reaction papers on issues from various points of
of all learners; precise in that students and others view, but observing students interacting in class
gain clear insights into how they are learning and with people expressing views different from theirs
what they can do to improve performance; with might also accomplish this.
that our verdicts are valid, consistent, and
accurate.   What makes this kind of observation different
from an informal assessment is the structured
It is important to remember that all assessments nature of the data collection, perhaps using a
and evaluations are limited in that they do not tell checklist or taking notes, and sharing the
us everything there is to know about the learning information gathered with the students involved
of particular individuals or groups. and perhaps others to provide feedback.
A key to effective assessment and evaluation is
What Is the Vocabulary of Assessment and clarity about purpose. Broadly speaking in
Evaluation? terms of purpose, there are two types of
assessment: formative and summative.
 Assessment and evaluation are continuous
activities in the classroom and they can be The purpose of formative assessment is to
both informal and formal.  provide teacher and student with feedback that
can direct future teaching and learning. 
 Informal assessment occurs when a
teacher collects information to use for the Summative assessment provides an accounting
purposes of shaping ongoing instruction.  of student progress at a particular point in time. It
is normally a measurement that describes where
the student stands with regards to some sort of 2. Extended- or essay-response tests
standard such as curriculum outcomes.  Essays are items that require an extended
or constructed written answer to a
What Are Some Particular Assessment and relatively open-ended question for which a
Evaluation Challenges for Social Studies variety of appropriate responses are
Teachers? possible. Along with short-answer
 Designing and implementing appropriate questions, selective and essay responses
mechanisms for tracking student progress constitute the traditional assessment
and providing feedback is a complex options in social studies classes.
endeavor for all teachers, but social 3. Document-based questions
studies present some unique challenges  These questions are not designed to test
for assessment and evaluation.  student’s recall of information but rather
 Social studies include many ways of their abilities to critically use sources as
thinking and knowing from the narrative the basis for constructing historical
of history to the visual and graphic accounts.
components of geographic study and the 4. Authentic assessments are a particular
deep understanding of differing form of performance assessment where
perspectives and beliefs underlying the students are required to perform a real-life
study of public issues and current affairs. activity and an assessment is made based
Even within a single social studies on that activity. 
discipline, the kinds of learnings to be  Example: Students in a grade 4 class
assessed cover a wide range. studying their community, for example,
 Many key social studies outcomes such as might be asked to do an assessment of the
critical thinking, social responsibility, and area around their school (sidewalks, parks,
informed decision-making are hard to public places) for wheelchair accessibility
define compared to outcomes from other and prepare a report for a relevant civic
subjects. body such as a committee of city council. 
 Some of these complex goals such as the
development of responsible citizenship,  Aims to evaluate learners’ abilities in
may not be evident until after students “real-world” context. It focuses on their
have left school and engaged in tasks such ability to integrate what they have
as informed voting, social action, and learned.
other forms of civic participation.   It can also be used to solve problems that
have real-world applications. 
How Do I Plan for Sound Assessment and  This can be used to access how learners
Evaluation? explore and explain information in their
 Sound assessment begins with the learner real setting.
in mind. More examples of Authentic Assessment:
 Determine what the learner needs to know 1. Conduct of research and writing a report
and or do as a result of the learning; 2. Character analysis
 Identify clear evidence of learning 3. Student debates (individual or group)
4. Drawing and writing about a story or
 Design instruction so that students will chapter
have opportunities to learn and 5. Experiments - trial and error learning
demonstrate their learnings 6. Journal entries (reflective writing)
What Specific Forms of Assessment and 7. Discussion partners or groups
Evaluation Can Be Used in Social Studies? 8. Student self-assessment
9. Peer assessment and evaluation
1. Selected response tests 10. Presentations
 “Objective paper and pencil tests” 11. Projects
 multiple choice, true - false, 12. Portfolios
matching type, Identification 13. Tiered learning classroom
type and fill-in-the-blank items