Teaching Social Studies in many interesting and interactive ways

1. TEACHING
SOCIAL
STUDIES
IN
MANY WAYS

2. TEACHING
GEOGRAPHY

3. Family
world maps

4. Ice Breaker-Family world maps
• Place a large map of the world (ANY MAP) on
the wall and have each student push-pin his or
her name to the wall, then attach strings to the
push pin that go to the different countries their
ancestors came from.
PLACES+PEOPLE+ACQUIRED CULTURE=
CRITICAL STUDYING OF GEOGRAPHY

5. SA WAKAS NASA
MAYNILA NA AKO!!!
PLACES+PEOPLE
+ACQUIRED
CULTURE=
CRITICAL
STUDYING OF
GEOGRAPHY

6. Bring Me!
Strategy
by:
Mark Anthony Bartolome

7. Bring Me! Strategy
• Classroom
Discussion,
activity or drill
• Promotes
student
participation

8. Bring Me! Strategy
Ask the student to
bring something.
For example :
FRUITS OF THE
DIFFERENT
PLACES IN THE
PHILIPPINES

9. Bring Me! Strategy
During......
T: Bring me a strawberry
T: in what place in the
Phil. can you see a
strawberries
S:Ma’am in Beygyow!
(Baguio)

10. Bring Me! Strategy
During......
T: what type of climate
does Beygyow! (Baguio)
have?
S: slightly cold
T: is Baguio a high place?

11. TEACHING
ECONOMICS

12. LITERATURE
IN
ECONOMICS

13. LITERATURE IN
ECONOMICS
• This trend has particular implications for
elementary social studies, but secondary
teachers also are finding that they can
enrich their courses with appropriate
fiction and non-fiction literature.
Student interest is heightened when
literature is used as an integral part of a
social studies program

14. • Learners can relate to the subject
matter

15. • Learners are eager to learn

16. APPLICATION
TOPIC: ECONOMIC WAY OF THINKING
SONG: Maka Ekonomiyang Ligawan!

17. MakaEkonomiyang Ligawan!
Kung ito
naman pusakal
na ito baka
naman
magugutom
lang ang
Pamilya Ko

18. MakaEkonomiyang Ligawan!
IYAK SYA
Ooh!
Height Does’nt
matter
UMAK
KAPIRASO =D
Ganyan po mag isip
ang mga Ekonomista
astig noh!
ISIP ISIP DIN! =D

19. APPLICATION
TOPIC: OPPORTUNITY COST
SONG: AKO AY MAY LOBO

20. AKO AY MAY LOBO
(OPPRTUNITY COST)
Ako ay may lobo, lumipad sa
Langit
Di Ko na nakita, pumutok na pala
Sayang lang ang pera pinambili ng
lobo
Kung pagkain sana’y nabusog pa
Ako

21. TEACHING
CURRENT EVENTS
BY USING
NEWS PAPER

22. Teaching current events
• Daily discussion of news - daily
newspapers and political
cartoons
• Decision-making on
controversial issues
• Teaching about different kinds
of controversies – factual,
definitional, and value
• Writing about issues

23. • Help students read and comprehend
a newspaper article about a current
event they can productively study.

24. • Have students
identify the
facts of the
case.
• Have
students
identify the
controversial
issues in the
case.

25. • Select with
students one of
the issues – one
requiring a
decision.

26. • Identify
alternatives.

27. • Predict
consequences
of choosing
each
alternative.

28. • Discuss.
• Decide.
• Publish the
decision and the
reasons for it in a
report to the
classroom, the
school
newsletter, or in a
letter to the city
council.

29. Criteria for selecting events
V alue conflict
I nterest
C urriculum match
A uthenticity
P2 luralism & erennial

30. Criteria for selecting events
• Value conflict
–The event should
involve diverse
and competing
values that
students, possibly
with some
coaching, are
likely to identify.

31. Criteria for selecting events
Ikaw na
• Interest Curious
–The current event
should address an
issue that captures
the attention of
students.

32. Medyo Shocking noh!
Kalerkey!
Gawa gawa lang po!
• Dahil sa K-12 Dep-Ed :Hindi
tatanggap ng aplikanteng hindi
tapos ng Doctor’s Degree

33. Criteria for selecting events
• Curriculum
match and
materials
– The issues should be
related to the
curriculum and
students should be
able to find suitable
resources for
studying them

34. Criteria for selecting events
• Authenticity
– The event should
address public
problems that are
not only
recognizable, but
are recognized by
students as being
important to them.

35. Criteria for selecting events
• Pluralism
– The event should be
open to interpretation
from different cultural
and political
perspectives and enable
students to recognize
these perspectives on a
personal and societal
level.

36. Criteria for selecting events
• Perennial
– The event
should be
central to one
or more
enduring
public issue

37. Teaching issues by
the use of
Moot Courts

39. Moot Courts Hukom Bitay
Maximiano Cruz
Steps: Ang Peg!
• 1. Select a case.
• 2. Prepare a summary
of the case.
• 3. Have students read
the case summary.
• 4. Have the class identify
the facts in the case and
the case question.

40. Moot Courts
• 5. Small Group Option -
place the students in triads.
Two students (A and B)
argue different sides of the
case. The third student (C)
plays the role of judge. The
two students argue the case
while the judge poses
questions and makes a
decision on the case. One
team can then be selected to
argue the case "before" the
whole class (see Procedure
6).

41. Moot Courts
• 6. Whole Class Option
- select several cases for
discussion. Prepare case
summaries and identify
the case questions.
Invite two students or
two pairs to argue each
side (Appellant and
Respondent). The rest
of the class plays the
roles of justices who
pose questions and
render a decision.

42. TEACHING
HISTORY

43. Mnemonics for analyzing history and
geography
P
olitical
E conomics
R eligious
S ocial
I ntelectual
A rtistic
N ear

44. Political Intellectual,
• Leaders, elites: Artistic
• State structure: Economic • Art, music:
• War: • Type of system: • Writing, literature:
• Diplomacy, treaties: • Technology, • Philosophy:
• Courts, laws: industry: • Math & science:
• • Trade, commerce: • Education:
• Capital/money:
Religious • Types of
Near
• Holy books: businesses: (Geography)
• Beliefs, teachings: •
• Conversion: Social •
Location:
Physical:
• Sin/salvation; • Family: • Movement:
• Deities: • Gender relations: • Human/environme
• Social classes: nt:
• Inequalities: • Region:
• Lifestyles:

45. Doing historical inquiry
activities
Historical investigation
involves defensible
scenarios for a past event
about which there is no
general agreement.

46. Doing historical inquiry
activities
To engage in historical investigation, students must
use their understanding of the past situation and
key players in the event to generate a hypothesis.
Testing the hypothesis requires collecting and
analyzing information to determine if the
evidence supports it. See the following:

47. • Clearly describe the historical event to be
examined.
• Identify what people know or agree about
and what people do not know or disagree
about.
• Based on what you understand about the
situation, develop a possible explanation or
a resolution of the disagreement.
• Seek out and analyze evidence to determine
if your explanation or resolution is
plausible.

48. The GATHER model
(G) Get an overview.
(A) Ask a probing
question.
(T) Triangulate the
data.
(H) Hypothesize a
tentative answer.
(E) Explore and
interpret the data.
(R) Record and support
your conclusions.

49. The CLUES model
• Consider the source
and the audience.
• Lay out the argument
and the underlying
values and assumptions.
• Uncover the evidence.
• Evaluate the
conclusion.
• Sort out the political
implications.

50. RARE CREGS for
individuals (neither Greg
nor Craig, but “rare cregs”)
RARE
• Race
• Age:
• Religion
• Ethnicity

51. RARE CREGS for individuals (neither
Greg nor Craig, but “rare cregs”)
CREGS
• Class (social class):
• Region: (The South?
Etc.)
• Economic (rich,
poor, etc.):
• Gender:
• Sexual orientation:

52. Graphic Organizer: History story
line organizer
• Graphic Organizer: History story line
organizer
• Title of event:
• Main characters and words that describe them:
• Main events:
• Where? When?
• Problem, conflict, or goal:
• Outcome:

53. Bibliography
• Checkley, K. (2007). The Essentials of Social Studies,
Grades K-8 Effective Curriculum, Instruction, and
Assessment (Priorities in Practice Series). Alexandria:
ASCD.
•
• Cordero, W. (2005). Breaking Away from the
Textbook: A Creative Approach to Teaching
American History (3rd Ed.). Rowman & Littlefield
Education.
•
• Di Giacomo, R. (2003). Short Role-playing
Simulations for World History (3rd Ed.). Magnifico
Publications

54. • Doty, J.K., Cameron, G.N., & Barton, M.L. (2003).
Teaching Reading in Social Studies: A Supplement to
Teaching Reading in the Content Areas Teacher's
Manual (2nd Edition). Alexandria: ASCD.
•
• Noonan, T.C. (2000). Document-Based Assessment
Activities for Global History Classes (Document-
Based Assessment Activities for History). Walch
Education.
•
• Pahl, R. (2002). Breaking Away from the Textbook:
Creative Ways to Teach World History, Vol. 1:
Prehistory to 1600. ScarecrowEducation.

55. • Teacher's Curriculum Institute (2005). Bring
Learning Alive! The TCI Approach for Middle and
High School Social Studies. Rancho Cordova, CA:
Teacher's Curriculum Institute
• Zevin, J. (1999). Social Studies for the Twenty-
First Century: Methods and Materials for Teaching
in Middle and Secondary Schools (2nd Ed.).
Lawrence Erlbaum.

56. Human beings are tool makers.
As teachers, we seek to find tools
to make work easier, to utilize
techniques to engage students
with active in-depth learning.
Maraming Salamat!

57. Prepared By:
Mark Anthony A. Bartolome
Cholo S. Caliwagan
III-H BSE Social Studies
Trends and Issues in Teaching Social Studies