TEACHING APPROACH IN SECONDARY SOCIAL STUDIES Module

TEACHING APPROACHING IN SECONDARY SOCIAL SCIENCE CHARLE F. YSULAN, MAEd.
TEACHING APPROACH IN SECONDARY SOCIAL STUDIES
Learning Objectives:
At the end of the lesson, you should be able to:
 Acknowledge the distinction between a Social Studies teacher's professional and

personal qualities.
 Enumerate all the qualities of a good Social Studies Teacher.
 Define each of the attributes that a good Social Studies teacher possesses
Activate
Image Scavenger Hunt
Instruction: Look at the image. What is the picture attempting to convey? Explain in no
more than three sentences.
QUALITIES OF A SOCIAL STUDIES TEACHER

Acquire
The quality of nation depends upon the quality of its citizens. The quality of its citizens
depends not exclusively but in critical measure-upon the quality of their education. The
quality of their education depends, more than upon any other single factor, upon the quality
of their teacher”. These words of the American Commission on Teacher Education cannot be
over-emphasized. As the Ministry of Education document Challenge of Education: A policy
Perspective (1985) has mentioned, “Teacher performance is the most crucial input in the field
of education. Whatever policies may be laid down, in the ultimate analysis, these have to be
interpreted and implemented by the teachers as much through their personal example as
through teaching-learning processes”.
Being a good teacher is extremely important, and a good teacher is someone who’s
student will remember and cherish for the rest of their lives. But what really makes a good
Social Studies teacher? Based on the study, there are two major categories in which the
qualities of effective Social Studies teacher can be grouped. The professional qualities and
personal qualities. Professional qualities are characteristics you can use to show your
employer and colleagues that you can do your job well. Although you need technical skills for
specific role, the qualities of a professional tend to be more like soft skills. On the other hand,
personal qualities are characteristics that make you who you are. As well as knowledge and
skills that you are able to bring to your work, personal qualities define how you will go about
applying yourself to a role or task.
Professional Qualities of Social Studies Teacher
1. Well-equipped in Human Qualities – worker in many fields, friendly with all manner
of people, free from prejudice, possess an active social conscience and highly cultured.
2. Well-equipped in Academic Qualifications – Highly qualified, very well-informed,

have sufficient knowledge of history, geography, civics, economics, sociology and
anthropology. His training should include economics, political and cultural
development, etc. Have broad understanding of the family, community, state, nation
and the world.
3. An Expert in the Methodology of Teaching SS – Able to arouse interest, stimulate

questions, encourage enquiry, promote deep thinking. Be conversant with use of IT
equipment for lessons.
4. A Scientist and an Artist – As a scientist, non-biased, interpret values, etc. As artist,

his culture should be wide in literature, arts & humanities.
5. Breadth of Outlook and Width of Understanding – Must have a refreshing outlook on

life and should always have an open mind. His scope must not only be regional or
national, but also international.
6. Widely traveled – Within country and overseas. In-country would include important,
significant historical places and buildings, museums, art galleries, factories, etc.
7. Mastery of the Subject/field one teaches- effective learning demands that the
teacher possess solid knowledge of the subject or the field of that he teaches.
8. Understanding of the learner- Understanding the basic principles of human growth

and development of the learner.
9. Understanding of teaching principles and skills in the use of techniques for their
implementation- effective teacher and teaching, is skill with teaching methods.
10. General understanding of other branches of knowledge- S/he must be able to show
his/her subject relates with other fields, particularly in the solution of life’s problem.
11. Understanding and appreciation of the teaching profession- The degree of a

teacher’s success depends to a great extent om his attitude toward his job.
Personal Qualities of Social Studies Teacher

1. Patience- No teacher should be expected to have much patience with individuals
whose lack of discipline, immaturity or indolence interrupts the work of other
students. Patience with students who are trying to learn, however, is part and parcel
of teaching profession. Impatience with sincere students is an indication of the
teacher’s own shortcomings.
2. Maturity- In no profession maturity more important than in teaching. Students
experience emotional ups and downs, and insightful teachers are able to sense the
changes and respond to them appropriately. Teachers must be pillars, consistently
encouraging students to grow as human beings and to develop.
3. Enthusiasm- Excellent teachers never lose enthusiasm for their profession. They might
become temporarily burdened by administrative hassles or isolated problems, but
their underlying engagement with their work is unwavering. Students feel this energy,
and teachers who project it are much more successful than those who do not.
4. Ideal Character- A good teacher should be a model in character. His/her attitude
should be praiseworthy. He/she should have god habits. In short, a teacher should not
be the victim of any bad vices.
5. Balanced Personality- An ideal teacher has always a balanced personality. He always
keeps his emotions in control. He established the atmosphere of cooperation instead
of quarrelling with others. He chooses moderation instead of terrorism.
6. Polite Attitude- Politeness is another characteristic of a good teacher. He conquers
the heart of others through his good behavior and politeness. His students and
colleagues like him due to his politeness. Because of it, the school atmosphere
becomes pleasant.
7. Love for Profession- The teacher should feel the importance of his profession. He must
give is exclusive attention to the growth and development of the personalities of
children under his charge.
8. Good Leader- A good teacher should be a good leader and a good friend. He should
also be a disciplinarian and the students must look up to him. However, this should
not stop him from acting like an ally under certain situations.
9. Good communicator- One of the most important attribute of a good teacher is to be
a good communicator. He should be comfortable explaining things and enjoy doing
the same.
10. Good Voice- The voice of a teacher should be clear. A thin low voice develops dullness
in the class. A very high pitch voice must be avoided. It distracts the minds of the
students and does not appeal to their aesthetic sense.
11. Good Morality- Good vitality is essential to successful, not only in it relax influence
upon the children but also in making possible continuity of work with the fewest
possible interruptions from illness because of general fatigue.
Application
Refer to the table below, apply the Qualities of Social Studies Teacher in the classroom setting.
Qualities of Social Studies Teacher Related Situation/s
1.
2.
3.
4.
5.
Assess
A. Choose the correct letter of the correct answer.
1. Professional quality of a social studies teacher that is able to arouse interest, stimulate
questions, encourage enquiry, promote deep thinking.
a. Breadth of Outlook and Width of Understanding
b. An Expert in the Methodology of Teaching SS
c. A scientist and an artist
d. General understanding of other branches of knowledge
2. Professional quality of a teacher that is able to show his/her subject relates with other
fields, particularly in the solution of life’s problem.
a. Understanding of teaching principles and skills in the use of techniques for their
implementation.
b. Well-equipped in Human Qualities
c. Mastery of the Subject/field one teaches.
d. General understanding of other branches of knowledge.
3. Quality of a social studies teacher that his scope is not only regional or national, but also
international.
a. Widely traveled
b. Breadth of Outlook and Width of Understanding
c. General understanding of other branches of knowledge.
d. Mastery of the Subject/field one teaches.
4. A quality of teacher that is able to sense the changes in his or her student and respond to
them appropriately.
a. Maturity
b. Good Leader
c. Good Communicator
d. Polite Attitude
5. It is the most crucial input in the field of education.

a. Teachers Assessment
b. Teachers Love for Profession
c. Teachers Performance
d. Teachers Ability
6. It is an indication of the teacher’s own shortcomings with sincere students.

a. Impatience
b. Immaturity
c. Lose enthusiasm
d. Unbalanced personality
7. The teachers must have this quality for students who are trying to learn, lack of discipline,
immaturity or indolence that interrupts the work of other students.
a. Polite Attitude
b. Patience
c. Maturity
d. Ideal Character
8. Quality of the social studies teacher that gives an exclusive attention to the growth and
development of the personalities of children under his charge.
a. Enthusiasm
b. Love for Profession
c. Understanding of the Learners
d. Understanding of teaching principles and skills in the use of techniques for their
implementation.
9. Quality of a good teacher that conquers the heart of others through his good behavior
and politeness.
a. Patience
b. Balance Personality
c. Ideal Character
d. Polite Attitude
10. Quality of a social science teacher that should be praiseworthy and with good habits. In
short, a teacher should not be the victim of any bad vices.
a. Balance Personality
b. Polite Attitude
c. Ideal Character
d. Good Leader
11. It is the degree of a teacher’s success depends to a great extent of his attitude toward his
job.
a. Understanding and appreciation of the teaching profession.
b. An Expert in the Methodology of Teaching SS
c. Mastery of the Subject/field one teaches
d. A Scientist and an Artist
12. Where the quality of education did depends according to American Commission on
Teacher Education?
a. Quality of Students
b. Quality of Education System
c. Quality of Teachers
d. Quality of Learning Facility
13. The following are the professional qualities of the social studies teacher EXCEPT;
a. Understanding of the learner
b. Understanding and appreciation of the teaching profession.
c. Widely Travelled
d. Love for Profession
14. Quality of social science teacher who have sufficient knowledge of history, geography,
civics, economics, sociology and anthropology.
a. Mastery of the Subject/field one teaches
b. Well-equipped in Academic Qualifications
c. A Scientist and an Artist
d. General understanding of other branches of knowledge
15. Major categories of qualities of effective Social Studies teacher that define how you will
go about applying yourself to a role or task.
a. Personal Qualities
b. Professional Qualities
c. Both A and B
d. None of the above
B. Identify the following.
1. Characteristics that makes you who you are. As well as knowledge and skills that you are
able to bring to your work.
2. It must be avoided because it distracts the minds of the students and does not appeal to
their aesthetic sense.
3. Quality of a teacher that consistently encouraging students to grow as human beings and
to develop.
4. Characteristics you can use to show your employer and colleagues that you can do your
job well.
5. It tends to be more like soft skills.
6. Quality of social science teacher who have broad understanding of the family, community,
state, nation and the world.
7. Quality of a teacher that is conversant with use of IT equipment for lessons.
8. Quality of teacher that established the atmosphere of cooperation instead of quarrelling
with others.
9. Quality of social science teacher who is a worker in many fields, friendly with all manner
of people, free from prejudice, possess an active social conscience and highly cultured.
10. Someone who’s student will remember and cherish for the rest of their lives.
References:
https://l.facebook.com/l.php?u=https%3A%2F%2Fjagandhere.wordpress.com%2F2017%2F05%2F22
%2Fqualities-of-become-a-good-social-science-
teacher%2F%3Ffbclid%3DIwAR0GdVQ9iA4uXScXF4x0-
6uyatwKpbGXsBzqgKdQyWW0xpVQvz_OjzhUhJ4&h=AT2EmdSaNm3N2-
Pelol4UHjf0D1K9cQtkLmeqvt5_2mP7M2wM4QChErsV89wws6Z4bHR-3FvB9jppRKn8qVC-
h1lQVfV27cvVO2b9ZpSsal1BQYiMu-KCWOwsQhOQT2piv3I3Q
https://www.theglobeandmail.com/life/first-person/it-takes-only-one-good-teacher-to-change-a-
studentslife/article37520010/
https://www.slideshare.net/makadelhi/qualities-of-a-good-teacher-12258182?qid=7c16c471-4ec2-
4e69-9055-c4663f5ba0df&v=&b=&from_search=1
https://www.slideshare.net/rohitkoshta7/10-qualities-of-a-good-teacher
TEACHING APPROACH IN SECONDARY SOCIAL STUDIES
 enumerate the Social Studies Disciplines

 enumerate the Scope of Social Studies
 elucidate the Social Studies significance in School Curriculum
 set the goals of a Social Studies course
 explain the objectives of teaching Social Studies education
Activate
Write an essay about why you choose to specialize in social studies.
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CONCEPT AND SCOPE OF SOCIAL STUDIES SUBJECT
Acquire
CONCEPT OF SOCIAL STUDIES
What are Social Studies?
Social Studies is the study of people in relation to each other and to their world.
It is an issues-focused and inquiry-based interdisciplinary subject that draws upon
history, geography, ecology, economics, law, philosophy, political science and other
social science disciplines. It focuses on making us understand the interrelationship
between man and his environment. It can be described as a subject that studies the way
man lives in his physical and social environment. It is about how man influences his
environment and how this environment, in turn, influences him.
They call upon many fields of knowledge for subject matter content. Social
studies concern itself with human beings, those most fascinating of all creatures who, in
a variety of ingenious ways, can device means of meeting their basic needs and
developing a social system in a wide range of different environment.
Social science has traditionally been regarded as the parent discipline of Social
studies. Instruction in social studies is drawn from the following disciplines.
 Geography
 History
 Social psychology
 Philosophy
 Sociology
 Anthropology
 Political science
 Economics
These disciplines acquaint the child with his social and physical environments,
and have a unique responsibility to help the child learn those understandings,
attitudes, and skills which are necessary for democratic citizenship. Social studies
make an important contribution to the social education of children. They have fact; a
special responsibility to assist children to learn social living skills.
SCOPE OF SOCIAL STUDIES

The scope of social studies includes the content, subject matter or the experience
that are to be provided to the learner through the teaching of this subject. The scope
of social studies is vast as it includes a variety of man’s needs and problems. It has a
very wide scope.
The National Council for Social Science (NCSS-USA) 1994 include the following in
the scope of Social Studies.
1. CULTURE
Characteristics of the cultures found in the world are studied and children
are taught the similarities of the cultures and appreciation of those different
cultures are done in this course.
2. TIME, CONTINUETY, AND CHANGE
Change is an important factor in social studies when and how are the
three questions answered by social science. What was man in the past, how he
has learnt different things, what his achievements are and how he has reached
at this stage? All these questions are answered through this subject.
3. PEOPLE, PLACES AND ENVIRONMENT
People living in different parts of the world face different environmental
and geographical problems relating to their physical and geographical
conditions. Environment has an effect on people and places. What are those
influences? How do people get affected? What are their life styles?
4. DEVELOPING RESPONSIBLE CITIZENS
Developing them as responsible and accountable citizens who will be
informed and educated citizen of the country, and who will be aware about
their rights and duties.
5. INDIVIDUAL GROUP AND ORGANIZATION
Individuals are definitely influenced by the various groups and
organizations which are present in the society. So it includes study of all the
institutions and organizations of the society.
6. POWER, AUTHORITY AND GOVERNMENT
It includes the types of government, the rights and duties of citizens. It
also includes the study of state’s powers and authorities as well as how the
state protects its citizens.
7. PRODUCTION, DISTRIBUTION AND CONSUMPTION
Here social studies take assistance of economics in studying the
production, distribution and consumption of resources and their influence on
human behaviour and national growth.
8. SCIENCE, TECHNOLOGY, AND SOCIETY

Society is definitely influenced by the development in science and
technology as it contributes to the economy of the nation so social studies
include the study of science and technology and their influence on human life.
9. GLOBAL INTERDEPENDENT
People are dependent on other countries for their daily needs. Countries
have interdependence in the field of trade, commerce, transportation,
communication and research so Social science also includes the study of

world’s interdependence.
10. DEMOCRATIC IDEALS AND PRACTICES
Social studies aim at producing responsible and productive citizens of the
world by stressing on universal citizenship and global citizenship concepts.
11. CURRENT TRENDS AND CURRENT ISSUES IN THE WORLD
Social Studies include the study of current events in the community, states
and countries as well as the world so the citizens can become aware about
world affairs and new developments, which can help them to become aware
and can participate in societal enlistment.
Objectives of Teaching Social Studies

The major objectives of Social Science education are to help children learn about the
social world in which they live and how the world got that way. It should teach them to
learn to cope with social realities, and to develop the knowledge, attitudes and skills
needed to adjust to the ever changing society and being a world citizen.
Three basic goals of Social Studies

 Knowledge and information goals
 Attitude and value goals
 Skill goals
1. Knowledge and Information goals

a. The legal and political systems of their own nation and the nations of the
world – similarities and differences.
b. Basic human institutions such as family, educational, religious, other
economic institutes of international and world organizations.
c. The environment in the world and how people use or misuse the natural
resources of their own country and the world at a large. The
environmental problems – natural hazards and man-made disasters –
their danger to lives of people and precautionary measures.
d. The history of home country and the world. Understanding the cultures,
values and traditions of the country.
e. The basic structures of the society such as production, distribution, and
consumption of goods and services.
f. Government services to protect human and natural resources. Facilities
for education, health and recreation.
g. Knowledge about the constitution of the nation, rights and duties of
citizens.
h. World organizations, foreign policies, international relations and present
status of countries in the world.
2. Attitude and value goals
a. Knowledge on common values of the society as defined by the historical

documents of the nation. Laws of the country, religious and cultural
heritage of the country.
b. Understanding national values and international values.
c. Developing loyalty and patriotism towards one’s own nation and pride
towards one’s own culture.
d. The history of home country and the world and understanding its cultures
and values.
e. Developing a sense of respect for ideals of different communities and
different cultures.
3. Skill goals
a. Social skills. Living and working together, sharing, caring taking turns
being a leader and a follower, respecting the rights of others, being
socially sensitive, and learn self-control and self-direction.
b. Study kills and work habits. Learn to find information and to use it
appropriately, researching on different topics, collecting and analysing
information, and writing reports.
c. Group skills. Work as a member of a team. Taking various roles in small
groups, large groups or community. Be a leader as well as follower,
decision-making in a group, cultivating tolerance, team spirit, and
developing independent thinking.
d. Intellectual skills. Defining and identifying problems, conducting inquiry,
forming and testing hypotheses. Analysing and interpreting data,
developing critical thinking, and distinguishing between facts and
opinions.
Importance of Social Studies in School Curriculum

 Developing all round development of student’s personality
 Developing responsible, productive, and aware citizens
 To develop international understanding
 To develop national and emotional integration
 To have community and national spirit and develop democratic values
 To form healthy habits among students
 To use their leisure time productively and learn to relax
 Developing right attitude and social efficiency
 Creating love for cultural heritage and development of patriotic feelings
Apply
1. Write an essay about the importance of Social Studies to you as a student.
2. Give the Scope of Social Studies and its definition.
Scope of Social studies Definition
Assess
Write F if the statement is TRUE and T if the statement is FALSE.
1. History has traditionally been regarded as the parent discipline of Social studies.
2. Change is an important factor in social studies.
3. Social Studies is a study about how man influences his environment and how this
environment, in turn, influences him.
4. Social skills include being socially-sensitive.
5. The major objectives of Social Science education are to help children forget about
the social world in which they live.
6. Economics, Anthropology, Political Science, Mathematics, and Psychology are
considered as disciplines of Social Studies.
7. Intellectual skills include defining and identifying problems, conducting inquiry,
forming and testing hypotheses.
8. In Global Interdependent, people are dependent on their own country for their daily
needs.
9. Individuals aren’t influenced by the various groups and organizations which are
present in the society.
10. Environment has an effect on people and places.
For Items 11-25, Enumerate the following:

 Importance of Social Studies in School Curriculum
11.
12.
13.
14.
15.
16.
17.
 Three basic goals of Social Studies

18.
19.
20.
 Scope of Social Studies

21.
22.
23.
24.
25.
References:
https://education.alberta.ca/media/159594/program-of-studies-k-3.pdf
www.awarecitizens.blogspot.com
IMPORTANCE OF SYSTEM EVALUATION AND LESSON PLANNING

 acknowledged the importance of system evaluation
 defined lesson planning and its importance
ACTIVATE (Image Assessment)
http://clipart-library.com/clipart/794794.htm
Guide Questions:
1. What is happening in the image?
2. How do you think this image would make an impact in the future generations of
teachers?
IMPORTANCE OF SYSTEM EVALUATION AND LESSON PLANNING

ACQUIRE
What is a System Evaluation?

System evaluation refers to approaches to monitor and evaluate the
performance of the education system as a whole. The main aims of system evaluation are
to provide accountability information to the public and to improve educational processes
and outcomes.
System evaluation has a heightened role to play in the evaluation and assessment
framework, as there is increased emphasis on evidence-based policy making. There is
recognition that education is of central importance in shaping a knowledge society and
increasing economic competitiveness. The effective monitoring and evaluation of the
education system is central to informing policy planning for improvement. In particular,
system evaluation can provide valuable information to monitor equity within the
education system and to help focus stakeholders on the major goals and challenges in the
education system as a whole.
Importance of System Evaluation
 Evaluation helps to build an educational program, assess its achievements and
improve upon its effectiveness.

It serves as an in-built monitor within the program to review the
progress in learning from time to time. It also provides valuable feedback on
the design and the implementation of the programme.
 Evaluation plays an enormous role in the teaching-learning process.
It helps teachers and learners to improve teaching and learning.
Evaluation is a continuous process and a periodic exercise.
 It helps in forming the values of judgement, educational status, or achievement of
student.
Evaluation in one form or the other is inevitable in teaching-
learning, as in all fields of activity of education judgements need to be made.
 In learning, it contributes to formulation of objectives, designing of learning
experiences and assessment of learner performance.
Besides this, it is very useful to bring improvement in teaching and
curriculum. It provides accountability to the society, parents, and to the
education system.
 Evaluation is a very important requirement for the education system.
It fulfills various purposes in systems of education like quality control
in education, selection/entrance to a higher grade or tertiary level.
 It also helps one to take decisions about success in specific future activities and
provides guidance to further studies and occupation.
Some of the educationists view evaluation virtually synonymous with
that of learner appraisal, but evaluation has an expanded role.
Uses of System Evaluation
(i) Teaching:
Evaluation is concerned with assessing the effectiveness of teaching, teaching

strategies, methods and techniques. It provides feedback to the teachers about their
teaching and the learners about their learning.
(ii) Curriculum:
The improvement in courses/curricula, texts and teaching materials is brought
about with the help of evaluation.
(iii) Society:
Evaluation provides accountability to society in terms of the demands and
requirements of the employment market.
(iv) Parents:
Evaluation mainly manifests itself in a perceived need for regular reporting to
parents.
What is a Lesson Plan?

A lesson plan provides you with a general outline of your teaching goals, learning
objectives, and means to accomplish them, and is by no means exhaustive. A productive
lesson is not one in which everything goes exactly as planned, but one in which both
students and instructor learn from each other.
Lesson plans can almost function as a shopping list or a road map for gathering
materials and helping make sure that you are well planned and rehearsed before you
actually carry out the lesson plan.
Lesson plans also help you see the big picture of how you're addressing the needs
of every child. Lesson planning helps you differentiate and plan for the many different
ability levels and needs of students in your classrooms. Lesson plans also help serve as
documentation that we're doing the best things with our young children.
Lesson plans generally consist of essential components such as objectives,

requirements, resources, procedures, and evaluation techniques. Since every part of an
effective lesson plan has an impact on the learning process for students, it is crucial to
handle them by taking a strategic approach.
A successful lesson plan addresses and integrates three key components:
 Learning Objectives
 Learning activities
 Assessment to check for student understanding
Importance of Lesson Planning

Lesson plans are necessary for helping students accomplish their goals within a
learning environment on a short-term and long-term basis. Studies show the value of
envisioning success in order to attain it. Similarly in a classroom setting, failing to have
a lesson plan in place minimizes the prospects of envisioning certain outcomes and
fulfilling your expectations.
It is essential for educators to prepare their lessons on a daily basis beforehand
and
implement the most ideal teaching methods. Attending classroom sessions
without a lesson plan is detrimental to teachers and students. When an educator is not
properly prepared, they will create the impression of being unprofessional and
incompetent among their peers, administrative staff, and students.
 It facilitates a learning environment that focuses on the class as a whole rather

than concentrating on the teacher.
The basis of creating a lesson plan is the objectives of learning and
giving learners a chance to discover, establish, and demonstrate what they
are taught.
 Lesson plans are essential tools that teachers develop to guide their training
sessions.
All effective teachers have a plan that they consider when they deliver
training. The plan may be a simple list or a more complex system that is
structured and detailed. They are properly planned, prepared, and executed
to achieve specified learning outcomes.
 A conventional lesson plan usually consists of details pertaining to the lesson, the
outcomes that will be addressed and the method that will be used as well as the
materials and activities that will be included to engage and evaluate the students.
 It equips you with a general outline of your goals and the things you need to
achieve them.
Having a lesson plan that has been carefully constructed for every
lesson boosts your confidence and maximizes the possibility of having
purposeful learning sessions with your students whenever you enter the
classroom.
 When a lesson is productive, it doesn’t only refer that everything is going

according to your plan, it also ensures that teachers and students learn from
each other.
 Reflecting on lesson plans after every class gives teachers insight into what
worked effectively and the reasons why in addition to what could have been
handled in a different way. This makes it possible to adjust to unexpected
occurrences in the classroom and make changes to the lesson plan when
necessary.
 A lesson plan serves as a guide that a teacher uses every day to determine what
the students will learn, how the lesson will be taught as well as how learning will
be evaluated.
 Lesson plans enable teachers to function more effectively in the classroom by

giving a detailed outline that they adhere to during each class.
This helps to make sure that every moment spent in class is used
to teach meaningful concepts and have worthwhile discussions rather than
figuring out what you are supposed to do as time goes on.
 A lesson plan is a vital step towards creating a complete curriculum. It delves

deeper into the details to make sure that you provide your students with the right
information at an appropriate time while making your career easier by giving you
a clear sense of direction that you can follow each day.
APPLY
Questions:
1. Why is there a need for teachers to create a lesson plan before conducting a class
session?
2. What is a system evaluation? Why is it important?
ASSESS
Directions: The quid is divided into three groups. The first is true or false, write TRUE if
the statement is TRUE and False if the statement is false. The second part is Identification,
write the correct answer into the given question. Part three is the Multiple choice, choose
the letter of the correct answer.
I. True or False
1. Evaluation is a continuous process it leads together with teaching-learning

process.
2. Evaluation is a child-centered process which gives importance to the teaching
process and not the learning process.
3. It is a responsibility of Social Studies Teacher to analyze the needs of the students
but doesn’t adjust the accordance of lesson plan with these factors.
4. It is also vital to make sure that students and teachers learn from each other.
5. Creating a lesson plan is not necessary when you become a teacher.
6. It is not included on your responsibilities as a social studies teacher to attend or
participate in school activities.
7. As a social studies teacher, you always keep track of learners who needs extra
support so that you could seek assistance to further help them with their studies.
8. In our educational system, it doesn’t matter if we evaluate or not.
9. Assessment is for the teachers to check for their student’s understanding.
10. Lesson plan is a vital step towards creating a complete curriculum.
II. Identification
1. These are reading materials that are basic materials for social studies class.
2. When the evaluation is concerned with the performance of the individual in terms
of what he can do or the behavior he can demonstrate.
3. These are essential tools that teachers develop to guide their training sessions.
4. Indicate the publisher of a textbook that is designed for human development.
5. It is a comprehensive microeconomic theory text that uses real-world policy
questions to motivate and illustrate the material in each chapter.
6. He/she is the key to success and failure of entire educational process.
7. A contributor of Principles of Political Economy – Third Edition.

8. It is one, if not the most, pressing issues of our times.
9. Refers to approaches to monitor and evaluate the performance of the education
system as a whole.
10. The importance oft this book is to help students organize their thinking about
social psychology at a conceptual level.
III. Multiple Choice

1. One of the characteristics of evaluation in education that comments on the result

which helps in remedial work it is not a remedy.
a. Cooperative Process c. Remedial
b. Multiple Aspects d. Teaching Methods
2. Evaluation is ____________________ as it includes everything that can be evaluated.

a. Comprehensive c. Common Practice
b. Continuous Process d. Multiple Aspects
3. It is concerned with the total personality of students.

a. Common Practice c. Comprehensive
b. Multiple Aspects d. Remedial
4. One of the types of evaluation that is designed to place the right person in the right
place.
a. Formative Evaluation c. Diagnostic Evaluation
b. Placement Evaluation d. Summative Evaluation
5. It is done at the end of a course of instruction to know what extent the objectives
previously fixed have been accomplished.
a. Formative Evaluation c. Placement Evaluation
b. Diagnostic Evaluation d. Summative Evaluation
6. It is concerned with identifying the learning difficulties or weakness of pupils

during instruction.
a. Diagnostic Evaluation c. Placement Evaluation
b. Formative Evaluation d. Summative Evaluation
7. Which of the following is NOT a characteristic of a good social studies textbook?

a. A good Social Studies textbook should be child-centered.
b. It should use suitable language for the age group of the class.
c. Paper quality and binding should be also sturdy and long-lasting.
d. Informs students of learning opportunities and preparing them for formal
debates and other events.
8. The following are the examples of Formative Evaluation except;

a. Monthly Tests c. Periodical Assessment
b. Practical and Oral Tests d. Class Tests
9. It is a collection of analysis and interpretation of information about any aspect of

a program of education or training as a prat of a recognized process of judging its
effectiveness, its efficiency and any other outcomes it may have.
a. Textbooks c. Evaluation
b. Materials d. System Evaluation
10. It takes a “pluralist” approach and, in addition to being the first open textbook on
its subject, also pushes back against the Eurocentric tendencies of standard
textbooks by including chapters on indigenous worldviews and Confucianism.
a. Political Ideologies and Worldviews: An Introduction
b. Principles of Political Economy – Third Edition
c. A Quick Guide to Quantitative Research in Social Sciences
d. Intermediate Microeconomics
References:
https://www.oecd-ilibrary.org/docserver/9789264117020-9-
en.pdf?expires=1636115666&id=id&accname=guest&checksum=512FC34AD50E53D9
A5A10134B12E42FF
en.pdf?expires=1636115575&id=id&accname=guest&checksum=310B1F4494D755501
D0F17EBD5C9E1C7
https://www.yourarticlelibrary.com/statistics-2/evaluation-in-teaching-and-learning-
process-education/92476
https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning
https://www.continued.com/early-childhood-education/ask-the-experts/why-it-
important-to-write-
23314#:~:text=Lesson%20planning%20helps%20you%20differentiate,things%20with
%20our%20young%20children.
https://impoff.com/importance-of-lesson-plan/
https://resilienteducator.com/classroom-resources/7-free-materials-for-your-social-
studies-classroom/
https://open.umn.edu/opentextbooks/subjects/social-sciences
https://www.betterteam.com/social-studies-teacher-job-
description#:~:text=Social%20studies%20teachers%20help%20pupils,debates%20an
d%20engaging%20classroom%20discussions.
https://l.messenger.com/l.php?u=http%3A%2F%2Fwww.icbl.hw.ac.uk%2Fltdi%2Fim
plementing-
it%2Feval.htm&h=AT1ArOUj7TdOfLOxWO6q0t2QKEtxVHQ3TZ2diJyG9aXEVJV5QI3l9U
xADr3LVYj5b3HcgDej1v7dVtLvjEGOoZ8c0paNPY46DmK5C3Py4QcBNjpYY_nzhvNNfdZ
7DklDuV-mEQ
TOPICS ON TEXTBOOKS AND MATERIALS, EVALUATION, AND ROLE OF SOCIAL

STUDIES TEACHER
 Recognized different topics and textbooks and the materials used in social studies
 Defined evaluation
 Acknowledged the role of the social studies teacher
ACTIVATE (Word Hunt)
Find the words that are related into our topic in this module.
Z S O B G S T U V M
T O P I C A E S E A
U C D G T R K K V T
U I X C V B N O A E
I A D V C B R O L R
P L X C M O O B U I
Q S A S L K I T A A
R T L E D V T X T L
S U N G H L R E I S
W D S F M N Q T O T
Q I X C B U V H N S
T E A C H E R G D O
C S A D E F H G K N
TOPICS ON TEXTBOOKS AND MATERIALS, EVALUATION, AND ROLE OF SOCIAL

STUDIES TEACHER
ACQUIRE
Textbooks
Textbooks are reading materials that are basic material for social studies class. The
textbook is in such a way that it organizes the subject matter in a meaningful and logical
way. It provides the starting point of learning. It develops the skill of identifying needed
information on a variety of issues, persons, and processes. It also stimulates thinking and
interest of pupils (Ololobou, 2010).
Different Textbooks for a Social Studies Student and as Future Educators
1. Human Development
Publisher: Portland State University Library
This open textbook is designed for Human Development, a core Psychology

course. This course provides a bird’s eye view of major milestones and
developmental tasks during each age period, starting at conception and ending
with old age.
2. Political Ideologies and Worldviews: An Introduction
Contributor: Vézina
Publisher: Kwantlen Polytechnic University
Political Ideologies and Worldviews: An Introduction takes a “pluralist”

approach and, in addition to being the first open textbook on its subject, also
pushes back against the Eurocentric tendencies of standard textbooks by
including chapters on Indigenous worldviews and Confucianism.
3. Climate Lessons: Environmental, Social, Local
Contributor: Bakermans
Publisher: Worcester Polytechnic Institute

Anthropogenic climate change is one of the, if not the most, pressing issues
of our times. The problems that it causes range across many social and
environmental domains from habitat and species loss and displacement to the
more human and social concerns and issues of access to water, sea level rise that
affects coastal communities, to economic degradation as a result of the
aforementioned and other connected issues such as increased frequency of
storms, droughts, wildfires, and the like.
4. Principles of Social Psychology - 1st International Edition
Contributors: Jhangiani, Tarry, and Stangor
Publisher: BCcampus
Helping students organize their thinking about social psychology at a

conceptual level.
5. Intermediate Microeconomics
Contributor: Emerson
Publisher: Oregon State University
Intermediate Microeconomics is a comprehensive microeconomic theory

text that uses real world policy questions to motivate and illustrate the material
in each chapter. Intermediate Microeconomics is an approachable yet rigorous
textbook that covers the entire scope of traditional microeconomic theory and
includes two mathematical approaches, allowing instructors to teach the
material with or without calculus.
6. Introduction to Human Geography - 2nd Edition
Contributors: Dorrell and Henderson
Publisher: University of North Georgia Press
Geography is a diverse discipline that has some sort of connection to most

every other academic discipline. This connection is the spatial perspective, which
essentially means if a phenomenon can be mapped, it has some kind of
relationship to geography.
7. A Quick Guide to Quantitative Research in the Social Sciences
Contributor: Davies
Publisher: University of Wales Trinity Saint David
This resource is intended as an easy-to-use guide for anyone who needs

some quick and simple advice on quantitative aspects of research in social
sciences, covering subjects such as education, sociology, business, nursing.
8. Principles of Political Economy - Third Edition
Contributor: Saros
Publisher: Valparaiso University
This textbook is unique among economics textbooks. It contains many of

the same topics as mainstream textbooks, but it includes and takes very seriously
heterodox critiques and alternatives to the mainstream approach to economics.
If you wish to visit these textbooks or have a copy of it together with the other
textbooks present on the site here is the link:
SOCIAL STUDIES TEXT TEXTBOOKS:
Characteristics of good social studies textbooks

1) A good Social Studies book should be child centered.
2) It should contain valid information and should explain the content well.
3) It should be interesting for the students.
4) It should use suitable language for the age group of the class.
5) It should be written in such a way so the students can do self-study.
6) It should contain glossary, exercises, and suggested activities.
7) It should have colorful pictures and diagrams to illustrate new concepts.
8) Paper quality and binding should be also sturdy and long-lasting.
Materials
It means visual and auditory media, curricula, textbooks, and other disposable or
non-disposable items that enhance student understanding of the subject matter.
Below are free materials that we can use in a social studies classroom, this is from
the resilienteducator.com:
1. Library of Congress Teacher Resources

When it comes to our nation’s history, it’s tough to go wrong by using the
Library of Congress’s many free web resources. Their Teacher Resources page
offers lesson plans, themed resources, presentations, and activities, as well as free,
standards-based professional development materials.
2. TeachingHistory.org
This robust site provides lesson plans, quizzes, teacher guides, and
interactive projects for students, as well as instructional videos for English
Language learners. The content is interesting, easy to understand, and categorized
by elementary, middle, and high school-appropriate materials. The site also has an
instructional video on transforming a traditional classroom into “digital
classroom.” Their Best Practices page focuses on the importance of using primary
sources as the most effective means of learning history.
3. BBC History
While not specifically geared toward teachers (there are no lesson plans or
study guides available), the BBC History website is still packed with videos,
activities, and juicy bits of historical information, including a page aimed
specifically toward children. Users can choose to learn about ancient history,
British history, World Wars, and historic figures.
4. Resources for History Teachers

Touting itself on its homepage as a “multimedia/multicultural wiki space
for teachers and students, created by teachers and students,” Resources for
History Teachers was a finalist in the 2011Edublog Awards. There’s a lot of
information on this wiki, including materials for grades 1 through 7, as well as AP
History resources. The material covers ancient history and civilizations, American
History, U.S. Economics, U.S. Government, and more.
5. The Economics of Seinfeld

Tailoring hard (or dry) course material around entertaining, pop culture
references can help ease the pain of learning a bit, and that is exactly the point of
Economics of Seinfeld. The site uses “Seinfeld” TV episodes to relay economics

concepts such as functions of markets, zero-sum game, compensating
differentials, cost-benefit analysis, and the labor market. In short, students have a
good laugh and they learn how the economy works.
6. Shmoop
Flashy and funny, Shmoop not only has resources for social studies classes,
it also provides information on math, poetry, mythology, and Shakespeare. Users
can make their own flashcards; download learning guides, and prep for the SAT,
ACT, and AP tests. The website is geared toward students, but there are teacher
resources available, that include social studies-related subjects like Civics, History,
and Economics.
7. KQED Public Media’s EdSpace

Staying on top of current events is a great way to present history as its
being made, and KQED’s Do Now Round-Ups page tackles such ripped-from-the-
headlines topics as copyright versus open access, the effects of violence in the
media, concussions in sports, the Presidential cabinet, and carbon cap-and-trade.
All information is presented in easy to understand yet thought-provoking
language that’s sure to spark lively discussion in your social studies classroom.
Evaluation
Evaluation is the collection of, analysis and interpretation of information about

any aspect of a program of education or training as a part of a recognized process of
judging its effectiveness, its efficiency and any other outcomes it may have. “Mary Thorpe
in “handbook of Education Technology” (Ellington, Percival, and Race, 1988)
Evaluation is a broader term than ‘test’. It includes all types and examinations on
it. Its purpose is not only to check the knowledge of the learner, but all the aspects of the
learner.
Characteristics of Evaluation in Education
1. Continuous Process – Evaluation is a continuous process. It leads together with

Teaching-learning process.
2. Comprehensive – Evaluation is comprehensive as it includes everything can be

evaluated.
3. Child-Centered – Evaluation is a child-centered process which gives importance

to the learning process, not to the teaching process.
4. Remedial – Evaluation comments on the result which helps in remedial work it is

not a remedy. Evaluation is remedial in nature.
5. Cooperative Process – Evaluation is a cooperative process involving students,

teachers, parents, and peer groups.
6. Teaching Methods – Effectiveness of teaching methods is evaluation.
7. Common Practice – Evaluation is a common practice among the proper growth

of the child mentally and physically.
8. Multiple Aspects – It is concerned with the total personality of the students.
Types of Evaluation
1. Placement Evaluation – It is designed to place the right person in the right place.
It ensures the entry performance of the pupil. The future success of the
instructional process depends on the success of the placement evaluation.
Examples: Aptitude Test, Self-reporting inventories, Observational
Techniques, Medical entrance exam, engineering or agriculture entrance
exams.
2. Formative Evaluation – Is used to monitor the learning progress of students
during the period of instruction. Its main objective is to provide continuous
feedback to both teacher and students concerning the learning successes and
failures while instruction is in process.
Examples: Monthly tests, class tests, periodical assessment, teacher’s
observation.
3. Diagnostic Evaluation – It is concerned with identifying the learning difficulties
or weakness of pupils during instruction. It tries to locate or discover the specific
area of weakness of a pupil in a given course of instruction and also tries to provide
remedial measure.
4. Summative Evaluation – It is done at the end of a course of instruction to know

to what extent the objectives previously fixed have been accomplished. In short, it
is the evaluation of pupils’ achievement at the end of a course.
Examples: Traditional school and university examination, teacher-made
tests, standardized tests, practical and oral tests, and rating scales.
5. Norm-Referenced and Criterion-referenced Evaluation
i. Criterion-Referenced Evaluation – When the evaluation is

concerned with the performance of the individual in terms of what
he can do or the behavior he can demonstrate.
Examples:
a. Jake got 93 marks in a test of Mathematics
b. A typist types 60 words per minute.
c. Jay’s score in reading test is 70.
ii. Norm Referenced Evaluation – Is the traditional class-based
assignment of numerals to the attribute being measured. It means
that the measurement act relates to some norm, group or a typical
performance.
Examples:
a. Jake stood first in Mathematics test in his class.
b. The typist who types 60 words per minute stands
above 90 percent of the typists who appeared the
interview.
c. Jay surpasses 65% of students of his class in
reading test.
Role of Social Studies Teacher

The teacher in any educational process occupies a key position. He is the key to
success and failure of entire educational process. Educational aims at developing desired
behaviors among the students this aim is achieved by teacher’s human touch and effective
interaction with the students.
Responsibilities of a Social Studies Teacher
 Setting up schedules, lesson plans, and selecting learning material and resources
that will help achieve curriculum objectives.
 Analyzing needs, interests, strengths, and weaknesses of students, and developing
lesson plans in accordance with these factors.
 Monitoring progress and discipline, and keeping parents and school counselors
informed of learners who need extra support.
 Establishing classroom and debating rules, and ensuring all students obey these
rules.
 Requesting appropriate textbooks and learning aids.
 Organizing field trips and ensuring permission slips are handed out and signed in a
timely manner.
 Participating in school events and acting as a chaperone when required.
 Attending meetings, staff training, conferences, and other ongoing learning
programs.
 Informing students of learning opportunities and preparing them for formal
APPLY
Write a 200-word essay on why did you choose to become a teacher and why did you
choose to major in social studies.
ASSESS
Directions: The quid is divided into three groups. The first is true or false, write TRUE if
the statement is TRUE and False if the statement is false. The second part is Identification,
write the correct answer into the given question. Part three is the Multiple choice, choose
the letter of the correct answer.
IV. True or False
11. Evaluation is a continuous process it leads together with teaching-learning

process.
12. Evaluation is a child-centered process which gives importance to the teaching
process and not the learning process.
13. It is a responsibility of Social Studies Teacher to analyze the needs of the students
but doesn’t adjust the accordance of lesson plan with these factors.
14. It is also vital to make sure that students and teachers learn from each other.
15. Creating a lesson plan is not necessary when you become a teacher.
16. It is not included on your responsibilities as a social studies teacher to attend or
participate in school activities.
17. As a social studies teacher, you always keep track of learners who needs extra
support so that you could seek assistance to further help them with their studies.
18. In our educational system, it doesn’t matter if we evaluate or not.
19. Assessment is for the teachers to check for their student’s understanding.
20. Lesson plan is a vital step towards creating a complete curriculum.
V. Identification
11. These are reading materials that are basic materials for social studies class.
12. When the evaluation is concerned with the performance of the individual in terms
of what he can do or the behavior he can demonstrate.
13. These are essential tools that teachers develop to guide their training sessions.
14. Indicate the publisher of a textbook that is designed for human development.
15. It is a comprehensive microeconomic theory text that uses real-world policy
questions to motivate and illustrate the material in each chapter.
16. He/she is the key to success and failure of entire educational process.
17. A contributor of Principles of Political Economy – Third Edition.
18. It is one, if not the most, pressing issues of our times.

19. Refers to approaches to monitor and evaluate the performance of the education
system as a whole.
20. The importance of this book is to help students organize their thinking about
social psychology at a conceptual level.
VI. Multiple Choice

11. One of the characteristics of evaluation in education that comments on the result
which helps in remedial work it is not a remedy.
c. Cooperative Process c. Remedial
d. Multiple Aspects d. Teaching Methods
12. Evaluation is ____________________ as it includes everything that can be evaluated.

c. Comprehensive c. Common Practice
d. Continuous Process d. Multiple Aspects
13. It is concerned with the total personality of students.

c. Common Practice c. Comprehensive
d. Multiple Aspects d. Remedial
14. One of the types of evaluation that is designed to place the right person in the right
place.
c. Formative Evaluation c. Diagnostic Evaluation
d. Placement Evaluation d. Summative Evaluation
15. It is done at the end of a course of instruction to know what extent the objectives
previously fixed have been accomplished.
c. Formative Evaluation c. Placement Evaluation
d. Diagnostic Evaluation d. Summative Evaluation
16. It is concerned with identifying the learning difficulties or weakness of pupils

during instruction.
c. Diagnostic Evaluation c. Placement Evaluation
d. Formative Evaluation d. Summative Evaluation
17. Which of the following is NOT a characteristic of a good social studies textbook?
e. A good Social Studies textbook should be child-centered.
f. It should use suitable language for the age group of the class.
g. Paper quality and binding should be also sturdy and long-lasting.

h. Informs students of learning opportunities and preparing them for formal
18. The following are the examples of Formative Evaluation except;

c. Monthly Tests c. Periodical Assessment
d. Practical and Oral Tests d. Class Tests
19. It is a collection of analysis and interpretation of information about any aspect of

a program of education or training as a prat of a recognized process of judging its
effectiveness, its efficiency and any other outcomes it may have.
c. Textbooks c. Evaluation
d. Materials d. System Evaluation
20. It takes a “pluralist” approach and, in addition to being the first open textbook on
its subject, also pushes back against the Eurocentric tendencies of standard
textbooks by including chapters on indigenous worldviews and Confucianism.
e. Political Ideologies and Worldviews: An Introduction
f. Principles of Political Economy – Third Edition
g. A Quick Guide to Quantitative Research in Social Sciences
h. Intermediate Microeconomics
References:
en.pdf?expires=1636115666&id=id&accname=guest&checksum=512FC34AD50E53D9
A5A10134B12E42FF
en.pdf?expires=1636115575&id=id&accname=guest&checksum=310B1F4494D755501
D0F17EBD5C9E1C7
https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning
https://www.continued.com/early-childhood-education/ask-the-experts/why-it-
important-to-write-
23314#:~:text=Lesson%20planning%20helps%20you%20differentiate,things%20with
%20our%20young%20children.
https://impoff.com/importance-of-lesson-plan/
https://resilienteducator.com/classroom-resources/7-free-materials-for-your-social-
studies-classroom/
https://www.betterteam.com/social-studies-teacher-job-
description#:~:text=Social%20studies%20teachers%20help%20pupils,debates%20an
d%20engaging%20classroom%20discussions.
https://l.messenger.com/l.php?u=http%3A%2F%2Fwww.icbl.hw.ac.uk%2Fltdi%2Fim
plementing-
it%2Feval.htm&h=AT1ArOUj7TdOfLOxWO6q0t2QKEtxVHQ3TZ2diJyG9aXEVJV5QI3l9U
xADr3LVYj5b3HcgDej1v7dVtLvjEGOoZ8c0paNPY46DmK5C3Py4QcBNjpYY_nzhvNNfdZ
7DklDuV-mEQ
Chapter 3: ROLE OF TECHNOLOGY IN TEACHING SOCIAL STUDIES SUBJECT

Intended Learning Outcome: At the end of this lesson you are expected to
 Identify the role of technology in teaching social studies subject
 Enumerate the guidelines for using technology in teaching social studies subject
 Identify the classroom technology strategies
Activate
Write an essay about the role of technology in teaching social studies subject.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
___________________________________________________________________________________
ROLE OF TECHNOLOGY IN TEACHING SOCIAL STUDIES SUBJECT

Acquire
Within the social studies, technology has served a dual role as an important
instructional tool that may have a significant effect on the global, political, social, and
economic functioning of American society. As both a method of instruction and a topic
of instruction, the impact of computers and technology on social studies is immense.
However, the extent to which this potential is being fully realized in the social studies
classroom has not been sufficiently explored. Technology-based learning has the
potential to facilitate development of students’ decision-making and problem solving
skills, data processing skills, and communication capabilities. Through the computer,
students may gain access to expansive knowledge links and broaden their exposure to
diverse people and perspectives; hence, affording students the opportunity to become
active participants in an increasingly global and interactive world.
Instructional decision making in the social studies has been based on a limited
knowledge base, and as a result, computer use among students in social studies
education has often relied on basic applications of technology as a tool for word
processing or accessing factual information.
Technology helps to enhance the skills and prepare the children for the near future. In
the school systems, technology has become a lack in some Social Studies classroom.
“The Role of Technology in Social Studies Education” deliberates on the importance of
using the internet to teach a variety of topics in social studies classrooms. With the
incorporation of technology into schools, the main purpose is to change how teachers
and students gather, access, analyze, present and transmit information. This can
democratize information in classrooms as well as help differentiate instruction,
particularly for students with special needs. Technology is an important for teachers
now have the ability to post their lesson plans on their websites, which benefits their
students.
How Could Technology Be Integrated into The Teaching of Social Studies
There are many ways in which technology could be integrated into the teaching
process, but more importantly today we will be talking about how technology can be
integrated into teaching of social studies. So if you are preparing to try something new
in your teaching methodology and start teaching social studies with technology, this is
the right place to start.
How to Teach Social Studies
There are many ways in which you can teach social studies. That being said,
social studies are also diverse, so depending on the social studies and the subjects that
you are teaching, your task might me a lot easier with the help of technology. The
traditional way to teach social studies is becoming dated and teaching ex cathedra is
definitely becoming the thing of the past. Teaching social studies with technology will
not just make your subject a lot more appealing to students, it will also help them
understand the matter that you are teaching in a way which is close to them and which
is easier for them to understand. This is precisely why as teachers we always need to
keep up with the times and learn what is most appealing to students. If you believe that
students are beginning to lose the interest for your subject, and you are willing to try
teaching social studies in a completely new way, this is a great place to start and a great
way to also work on yourself. Just like students should be apt to learn during their
lifetime, that is how we, as teachers, should commit to learning new technologies,
implementing them in our process of teaching and creating such an environment that
will help students to learn.
Which Aspects of Social Studies Could Be Taught with Technology
Many subjects could be taught with the use of technology, and especially social
subjects are a lot easier to teach and to study with the use of technology. There also are
some aspects of social studies that are easier to teach with some use of technological
devices. For example, if you are a history teacher, you can use technology to help your
students become more aware of the historical eras through an interesting app, than you
will be able to get them interested in boring historical topics. If you were just to talk to
them, you will probably be one of those boring history teachers. In this way you are
making it able for them to become interested in a topic even though they are not
interested in a particular topic on their own. Even the boring aspects of each social
studies subject can be made a lot interesting in this way.
Technological Advancements and Teaching of Social Studies
Social studies are also a great way to start exploring social networks and
teaching up to date history, from the aspect that is close to your students. You can teach
sociology, history, philosophy and many other social studies, in a lot more efficient way,
with the help of technology. You can also implement new teaching strategies and help
shape the way students explore these subjects and investigate more about them
through the medium which is currently the closest to their interests – and that is of
course technology. Also your teaching process will be facilitated with the help of
technology and you will also benefit from this approach. So for the sake of your students
and yourself as a teacher, if you want to upgrade your teaching and transfer the
knowledge to your students, this is a great way to start doing just that.
There are many ways in which technological devices could facilitate the research
process for yourself and your students. It is also a great way to start motivating your
students to explore new aspects of current trends in social studies, and help them
become more independent in their research. Investigating synchronic or diachronic
social studies with the use of technology can be a lot more interesting as well, and give
better results. In addition to that, it will also help prepare your students for further
studies and their own independent research.
Guidelines for Using Technology to Prepare Social Studies Teachers
Social studies teacher education faculty members who effectively integrate technology
in methods courses provide students opportunities to explore applications for the K-12
classroom and to consider how technology is changing the way we teach and learn. As
social studies teacher educators, one of our roles is to model appropriate uses of
technology for our preservice teachers.
Five principles as guides for the appropriate infusion of technology in social studies
teacher preparation programs.
 Extend learning beyond what could be done without technology.
 Introduce technology in context.
 Include opportunities for students to study relationships among science,
technology, and society.
 Foster the development of the skills, knowledge, and participation as good
citizens in a democratic society.
 Contribute to the research and evaluation of social studies and technology.
Extend Learning Beyond What Could Be Done Without Technology

Technology opens the door to learning social studies skills and content in ways
impossible in the traditional classroom. The social studies teacher in today’s classroom
can use technology to extend learning opportunities for K-12 students. Teacher
education faculty can most effectively take full advantage of technology by introducing
students to activities in which skills and content are taught more actively and
meaningfully. We caution, however, against using technology for technology’s sake, and
encourage faculty and preservice teachers to consider if the technology is allowing them
to learn in a way they could not without the technology or if they are at least learning in
a more meaningful way.
Classroom technology with the following strategies:
1. Make reading active with digital annotation.
Annotation is a skill that allows readers to interact and connect with text. It elevates
readers from being third-party observers to becoming part of the story, which supports
a deeper understanding and improved retention. Instead of simply reading the text,
readers who annotate learn to question, analyze, and think critically about the
information they are absorbing. In fact, annotation is a key piece in the critical-reading
and critical-thinking puzzle. With digital annotation capabilities, students can engage in
activities such as: exploring new vocabulary, answering teacher-led questions to ensure
understanding of key concepts, and formulating their own questions as they read
through text.
2. Help primary sources come alive.
For example, ask students to choose and research a Prohibition-era figure through
primary source images, text pieces, or video available through safe classroom products
such as Launch Packs: Social Studies. Expose students to a place or time period through
a virtual field trip, allowing them to see the landscape, the historical structures, the art,
and the people with their own eyes.
3. Personalize instruction for unique student needs.

Classroom technology tools make it easier for teachers to cater to unique student needs.
Digital resources allow teachers and students to modify the reading level and the types
of content they are viewing and empowers the student to get additional help through
the digital resources as needed.
4. Pair literature with digital social studies content.
Giving students the opportunity to read engaging historical fiction connects them to the
time period, history, and issues under consideration. Pairing fiction with engaging
nonfiction resources ensures that students get the background information they need to
read closely and think critically about fiction.
5. Create a classroom of student collaboration.
Have students collaborate on writing a shared story in real time. They can edit, add
content, draw illustrations, and create their own book jackets—even when they aren’t
seated next to each other in class.
Apply
1. What do you think are the important role of technology in teaching social studies
subject?
2. Why is it technology is important in teaching social studies subject?
3. Give the classroom technology strategies and explain it in your own

understanding.
Classroom Technology Explanation

Strategies
Assess
Test I: True or False
Write T if the statement is correct and F if it is wrong. Write your answer in a CAPITAL
LETTER.
1. “The Role of Technology in Social Studies Education” do not deliberates on the

importance of using the internet to teach a variety of topics in social studies classrooms.
2.As social studies teacher educators, one of our roles is to model appropriate uses of
technology for our preservice teachers.
3.Technology contributes to the research and evaluation of social studies.
4.Technology's principle is to foster the development of the skills, knowledge, and

participation as good citizens in a democratic society.
5.Technology does not include opportunities for students to study relationships among
science, technology, and society.
6.Technology opens the door to learning social studies skills and content in ways
impossible in the traditional classroom.
7. Classroom technology tools make it harder for teachers to cater to unique student
needs.
8. Annotation is a skill that allows readers to interact and connect with text. It elevates
readers from being third-party observers to becoming part of the story, which supports
a deeper understanding and improved retention
9. Teacher education faculty can most effectively take full advantage of technology by
introducing students to activities in which skills and content are taught more actively
and meaningfully.
1O. Digital resources allow teachers and students to modify the reading level and the
types of content they are viewing and empowers the student to get additional help
through the digital resources as needed.
TEST II: IDENTIFICATION

1. ___________ opens the door to learning social studies skills and content in ways
impossible in the traditional classroom.
2. ___________ is a key piece in the critical-reading and critical-thinking puzzle.
3. ______________ has the potential to facilitate development of students’ decision-making

and problem solving skills, data processing skills, and communication capabilities.
4. ________allow teachers and students to modify the reading level and the types of
content they are viewing and empowers the student to get additional help through the
digital resources as needed.
5. _________ tools make it easier for teachers to cater to unique student needs.
TEST III: ENUMERATION

For items 6-15, Enumerate the following:
Five principles as guides for the appropriate infusion of technology in social
studies teacher preparation programs
6.
7.
8.
9.
10.
Classroom technology strategies
11.
12.
13.
14.
15.
REFERENCES:
https://citejournal.org/volume-2/issue-4-02/social-studies/computer-technology-in-
the-social-studies-an-examination-of-the-effectiveness-literature-1996-2001/
https://www.cram.com/essay/The-Role-Of-Technology-In-Social-
Studies/F3LKUFXKGYKW
http://www.goactablog.org/how-could-technology-be-integrated-into-the-teaching-of-
social-studies/
https://citejournal.org/volume-1/issue-1-00/social-studies/guidelines-for-using-
technology-to-prepare-social-studies-teachers-2/
https://britannicalearn.com/blog/get-more-from-classroom-technology/
Topic 4: Different kinds of Curriculum in Teaching History, Civic, Economics and

Geography and Environmental Studies Textbook and Materials needed in Social Studies
Curriculum Subject
Intended Learning Outcome:

 Student will able to establish different kinds of curriculum in Teaching
History, Civics, Economics and Geography and Environmental Studies.
Social studies education has had a turbulent history as one of the core subjects in
the school curriculum. The fundamental content of the social studies curriculum – the
study of human enterprise across space and time –however, has always been at the core
of educational endeavors.The roots of the contemporary social studies curriculum,
therefore, can be traced to two distinct curriculum reform efforts: the introduction of
academic history into the curriculum and citizenship education.
A social studies curriculum should be inclusive of a wide range of topics, time

periods, and regions. Since social studies teaches so many different concepts and subject
matter, finding a curriculum that allows you to preview the material or provides access to
lesson plans can give you a good idea of what your child is going to learn.
Different kinds of Curriculum in Teaching History
Whether you are a curriculum specialist, teacher in the classroom or an educator at a non-
traditional institution, it’s important to know the eight most common types of curriculum and
how they interact with one another.
There is no single curriculum used in the United States. Instead, different types of curriculum
are layered together. Most people often assume that curriculum refers to a simple and
straightforward lesson plan or course outline, but in reality, it is much more complicated and
dynamic. Mastering these complexities is critical for an educator who wants to make an impact
in students’ lives.
The following represents the many different types of curriculum used in schools today.
Type of Definition
Curriculum
1. Overt, Is simply that which is written as part of formal instruction of schooling

explicit, or experiences? It may refer to a curriculum document, texts, films, and
written supportive teaching materials that are overtly chosen to support
curriculum the intentional instructional agenda of a school. Thus, the overt curriculum
is usually confined to those written understandings and directions formally
designated and reviewed by administrators, curriculum directors and
teachers, often collectively.
2. Societal As defined by Cortes (1981). Cortes defines this curriculum as:…[the]

curriculum massive, ongoing, informal curriculum of family, peer groups,
(or social neighborhoods, churches, organizations, occupations, mass media, and other
curricula) socializing forces that “educate” all of us throughout our lives. 24
This type of curricula can now be expanded to include the powerful effects
of social media (YouTube; Face book; Twitter; Pinterest, etc) and how it
actively helps create new perspectives, and can help shape both individual
and public opinion.
3. The hidden That which is implied by the very structure and nature of schools, much of
or covert what revolves around daily or established routines.
curriculum
Longstreet and Shane (1993) offer a commonly accepted definition for this
term the “hidden curriculum,” which refers to the kinds of learning’s
children derive from the very nature and organizational design of the public
school, as well as from the behaviors and attitudes of teachers and
administrators…. ” 46
Examples of the hidden curriculum might include the messages and lessons
derived from the mere organization of schools — the emphasis on:
sequential room arrangements; the cellular, timed segments of formal
instruction; an annual schedule that is still arranged to accommodate an
agrarian age; disciplined messages where concentration equates to student
behaviors were they are sitting up straight and are continually quiet;
students getting in and standing in line silently; students quietly raising
their hands to be called on; the endless competition for grades, and so on.
The hidden curriculum may include both positive or negative messages,
depending on the models provided and the perspectives of the learner or the
observer.
In what I term floating quotes, popularized quotes that have no direct, cited
sources, David P. Gardner is reported to have said: We learn simply by the
exposure of living. Much that passes for education is not education at all but
ritual. The fact is that we are being educated when we know it least.
4. The null That which we do not teach, thus giving students the message that these
curriculum elements are not important in their educational experiences or in our
society. Eisner offers some major points as he concludes his discussion of
the null curriculum. The major point I have been trying to make thus far is
that schools have consequences not only by virtue of what they do teach, but
also by virtue of what they neglect to teach. What students cannot consider,
what they don’t processes they are unable to use, have consequences for the
kinds of lives they lead. 103
Eisner (1985, 1994) first described and defined aspects of this curriculum.
He states: There is something of a paradox involved in writing about a
curriculum that does not exist. Yet, if we are concerned with the
consequences of school programs and the role of curriculum in shaping
those consequences, then it seems to me that we are well advised to
consider not only the explicit and implicit curricula of schools but also what
schools do not teach. It is my thesis that what schools do not teach may be as
important as what they do teach. I argue this position because ignorance is
not simply a neutral void; it has important effects on the kinds of options
one is able to consider, the alternatives that one can examine, and the
perspectives from which one can view a situation or problems.
From Eisner’s perspective the null curriculum is simply that which is not
taught in schools. Somehow, somewhere, some people are empowered to
make conscious decisions as to what is to be included and what is to be
excluded from the overt (written) curriculum. Since it is physically
impossible to teach everything in schools, many topics and subject areas
must be intentionally excluded from the written curriculum. But Eisner’s
position on the “null curriculum” is that when certain subjects or topics are
left out of the overt curriculum, school personnel are sending messages to
students that certain content and processes are not important enough to
study. Unfortunately, without some level of awareness that there is also a
well-defined implicit agenda in schools, school personnel send this same
type of message via the hidden curriculum. These are important to consider
when making choices. We teach about wars but not peace, we teach about
certain select cultures and histories but not about others. Both our choices
and our omissions send messages to students.
5. Phantom The messages prevalent in and through exposure to any type of media.
curriculum These components and messages play a major part in the enculturation of
students into the predominant meta-culture, or in acculturating students
into narrower or generational subcultures.
6. What is taught, or emphasized at home, or those experiences that are part of

Concomitant a family’s experiences, or related experiences sanctioned by the family. (This
curriculum type of curriculum may be received at church, in the context of religious
expression, lessons on values, ethics or morals, molded behaviors, or social
experiences based on the family’s preferences.)
7. Rhetorical Elements from the rhetorical curriculum are comprised from ideas offered
curriculum by policymakers, school officials, administrators, or politicians. This
curriculum may also come from those professionals involved in concept
formation and content changes; or from those educational initiatives
resulting from decisions based on national and state reports, public
speeches, or from texts critiquing outdated educational practices. The
rhetorical curriculum may also come from the publicized works offering
updates in pedagogical knowledge.
8. The formal curriculum (written or overt) comprises those things in

Curriculum- textbooks, and content and concepts in the district curriculum guides.
in-use However, those “formal” elements are frequently not taught. The
curriculum-in-use is the actual curriculum that is delivered and presented
by each teacher.
9. Received Those things that students actually take out of classrooms; those concepts
curriculum and content that are truly learned and remembered.
10. The Processes, content, knowledge combined with the experiences and realities
internal of the learner to create new knowledge. While educators should be aware of
curriculum this curriculum, they have little control over the internal curriculum since it
is unique to each student. Educators can explore this curricula by using
instructional assessments like “exit slips,” reflective exercises, or debriefing
discussions to see what students really remember from a lesson. It is often
very enlightening and surprising to find out what has meaning for learners
and what does not.
11. The Those lessons learned through searching the Internet for information, or
electronic through using e-forms of communication. (Wilson, 2004) These types of
curriculum curriculum may be either formal or informal, and inherent lessons may be
overt or covert, good or bad, correct or incorrect depending on one’s’ views.
Students who use the Internet and electronic media on a regular basis, both
for recreational and informational purposes, are bombarded with all types
of media and messages. What types of messages are they being exposed to
through varied social media and online interactions?
When they are researching subjects and topics online and gathering
information they are often bombarded with all types of ads, images and
messages. Much of this information may be factually correct, informative, or
even entertaining or inspirational. But there is also a great deal of other e-
information that may be very incorrect, dated, passé, biased, perverse, or
even manipulative.
The implications of the electronic curriculum for educational practices are

that part of the overt curriculum needs to include lessons on how to be wise
consumers of information, how to critically appraise the accuracy and
correctness of e-information, as well as how to determine the reliability of
electronic sources. Also, students need to learn how to be artfully discerning
about the usefulness and appropriateness of certain types of information.
As well, when it comes to social media and interactions just like other forms
of social interaction, students need to know that there are inherent lessons
to be learned about appropriate and acceptable “netiquette” and online
behaviors, to include the differences between “fair and legal usage,” vs.
plagiarism and information piracy.
In today’s world, of all the types of curriculum listed on this page, the
electronic curriculum needs to be actively appraised, discussed, and
considered by today’s educators.
Civic Mission in Social studies
The civic mission of social studies requires more than the acquisition of content. Since social
studies has as its primary goal the development of a democratic citizenry, the experiences
students have in their social studies classrooms should enable learners to engage in civic
discourse and problem-solving, and to take informed civic action. The national curriculum
standards for social studies present purposes worth caring about, processes worth engaging
in, and knowledge worth learning. They provide the essential framework needed to educate
young people for the challenges of citizenship.
What is a civics curriculum?

Civics is the study of citizenship and government. This one-semester course provides
students with a basic understanding of civic life, politics, and government, and a short
history of government's foundation and development in this country.
National Curricula for Civic Education

There are a number of attempts to create a national curriculum or syllabus for civic
education. These are developed within the prevailing education philosophy and
terminology of particular education systems – establishing standards, specified
outcomes, content based syllabi and text books, and, in some more limited cases,
examination standards.
Formal Education
There is a direct link between the extension of universal basic education and
democratization. Some have argued that numerate, literate and generally educated
people are drivers for increased democracy. Others have looked at the sustainability of
democracy and have insisted that this can only happen if those who have achieved
universal suffrage also receive a standardized basic education.
In this regard civic education does have some parallels with the ongoing debates about
the role of religion or religious education in schools. However, in democratic societies
where citizens have established and fund through their taxes a national school system,
there is an expectation that, as was originally envisioned when universal education was
being promoted, schools develop responsible and responsive citizens.
In summary they have focused on three components and one methodological

imperative:
 Essential civic knowledge, including the development of constitutional
democracy and its principles
 Essential civic skills, including intellectual and participatory skills and their
practice, and
 Essential civic virtues, such as the traits of responsibility and respect for others.
Non-formal education
A number of countries have introduced national curricula for civic education which are
ldelivered nationally using non-formal educational methods. Through a process of
consultation or direction by an election management board or similar institution, a wide
range of existing organisations and institutions have agreed to deliver a common
curriculum.Kenya is a particularly good example of this. Its published curriculum was
prepared and delivered in the period prior to the national elections of 2002.
Non-formal education is by its nature conducted in a range of settings (raising problems

of language, adaptation of materials and audio-visual supports, timing and the levels of
entrance and interest of the learners). It is delivered by a range of educators and
facilitators, and, despite the possibility of short term cascade based training, it is
inevitable that they will approach the programme with their own styles and teaching
skills. And finally, non-formal education is often done at short notice, reducing the
possibility that already prepared materials will be to hand.
Geography National Curriculum
The National Curriculum sets out ‘the core knowledge and understanding that all children
should be expected to acquire in the course of their schooling'. However, a core curriculum
is not all that students should be taught. A process of interpretation and localisation of the
National Curriculum is essential to ensure that students are engaged with innovative and
ambitious learning that has relevance to their lives and challenged to think about 'real
world' issues
National Curriculum documents are really just a framework of requirements, not a coherent
curriculum plan. There will always be a need to review and reorganise these requirements,
to clarify their implications for teaching and learning and to adapt them to fit the
circumstances of each school. So, the skills necessary to plan and develop the curriculum are
essential for all teachers.As students deepen their knowledge and broaden their
understanding of geographical matters, they should gradually reach awareness and gain
understanding of the big ideas or concepts of the discipline and learn to think
geographically.
For students to develop understanding as well as accumulate information they need time to
explore new information and to relate it to what they already know. Students make sense of
the world through language - through talking and writing – and so good geography lessons
contain meaningful opportunities for discussion and dialogue, sorting data, ranking
information, identifying links between concepts, reconstructing information in alternative
forms, discursive writing and so on.
Since learning geography requires students to engage mentally with questions about
people, society, environment and the planet, well-planned geography lessons require
students to identify, assimilate, analyse and communicate data of various kinds, and learn
the skills to do so productively. This often entails manipulating maps, diagrams, numbers,
graphs or images, using information technology, contributing to structured talk and debate
and writing for a variety of audiences.
Economic Curriculum
An economics curriculum aims to help students understand what economics is, how it plays
a part in their daily lives, and how it affects the world around them. in addition, students
also gain some insight into how to manage their money wisely by learning about topics like
financial planning, budgeting, and investing.
Economics helps students gain the necessary skills so they can understand how economic
markets around the world work. In the process, they build their analytical and problem-
solving skills which will help them succeed now as students and in the future as working
professionals.
Additionally, studying economics in high school allows students to learn how economic
concepts affect their daily lives. Lessons and assignments will help young adults become
financially literate by exploring personal finance strategies pertaining to saving, budgeting,
investing, and more. This will give students the knowledge necessary to make practical
economic decisions and become savvy consumers.
Economics class begins with an introduction to economics in order to give students a solid
foundation from which to begin. Students go on to explore both micro- and
macroeconomics, the laws of supply and demand, and important economic policies.
A chapter dedicated to global economies helps students understand concepts like
international trade, currency and how exchange rates work, and globalization. The
economics course also teaches students how to manage their finances with several chapters
covering topics like budgeting and saving money, spending and using credit, as well as
investing and insurance.
Historical overview of environmental education and the curriculum
During the first era of the English rule, one characteristic of environmental awareness was
the introduction of the “School Garden” as a school subject. Although such a topic is not in
complete alignment with contemporary view on environmental education, it was an
interesting introduction to raising environmental awareness, something that was to be
achieved within the school community and the physical space. During the independence
period, the introduction of “Science” as a subject matter was another boost to
environmental education.Sometimes, this subject was also omitted from the curriculum.
Nowadays, with the increasing pressure of the environmental problems, there are some
studies trying to recur the environmental education and make it better.
The Ministry of Education has been replacing textbooks since the year 2004, and in this
context, new units on environment have been added to textbooks. However, due to the fact
that these new units were not sufficient, the preparation of the book “Environment and
Mankind” for the ninth grades had become an issue and the book was prepared by a
committee of six people and with the help of the Biologists Association. The textbook
“Environment and Health” for the ninth grades were prepared both in the form of teacher’s
book and in the form of student’s book and it will be included in the curriculum in February.
The book “Environment and Mankind” includes units on healthy life and diseases, first aid
methods, harmful addictions, sexuality and family, ecosystems, biological diversity, pollution
and sustainable earth.
Environmental education is extremely important when it comes to protecting the

environment and consequently life on Earth.Through the development of innovative and
technology-enhanced curriculum materials, the project aimed to empower awareness of
Turkish Cypriot and teachers and students on issues pertaining to the environmental
problems in North Cyprus. In the context of the project, curriculum materials were prepared
and workshops were offered to teachers. By using a combination of face-to-face and online
strategies, educators collaborated on developing and implementing projects and activities

on environment and technology. Collaborating teachers provided an opportunity to work in
teams to identify specific thematic units in the areas of environment that are critical for
Turkish Cypriots and which will serve as the focus of the professional development program.
Textbook and materials needed in Social Studies Curriculum
The primary basis for teaching social studies in the United States is the textbook.
Using the textbook provides a basic guide for instruction for teachers. Relying on the
textbook as the only source of information for the teaching of social studies has become
common place.
Social studies teachers rely heavily on instruction dominated by textbooks. They

organize their courses around textbooks, and they spend a good deal of class time on
textbook assignments. They conduct recitation sessions on the textbook pages assigned the
previous day; they introduce the next day's reading and allocate class time for students to
get started doing it. To ensure that it does get done, they may direct students to read the
text orally to one another in class. And periodically they administer quizzes and tests based
on textbook chapters.
Decades of studies show that social studies teachers are among those who depend
heavily on textbooks. Their tendency to do so has fostered close scrutiny of the textbooks in
question. Generally, the textbooks draw serious criticism.
Materials consist of the major tools the teacher employs in transmitting knowledge, e.g.
environment resources, printed materials which could be textbooks or semi-text (i.e.
charts, maps, pictures, photographs which are commercially made) and non-texts
which include models, real objects, video, films and audio aids. Below are some resources
available in a variety of forms in the teaching of Social Studies.
 Textbooks
Textbooks are, of course, another traditional instrument of instruction. In its
most rigid form a textbook represents a series of lessons which demands the
teacher's initiative. In almost every study, pupils are required to move from
textbooks to specialized references for kinds of data such as encyclopedias,
dictionaries, atlases, information almanacs, government bulletins, commercial
publications and miscellaneous periodicals. Textbooks are among the most
instructional materials readily available for the use in the classroom for the
implementation of Social Studies curriculum, hence the heavy reliance on
textbooks particularly in the developing countries.
 Newspapers
This simply means that the teacher could use newspapers and other resources to
sensitize students to the need for caution and to broaden reading habits. This is also
to say that newspaper remains the most current of any printed source available. But
unfortunately, only few teachers border to utilize this resource.
 Pictures and Charts

Pictorial presentation is effective particularly for students having reading
difficulties or small vocabularies. Pictures help to illustrate and bring a sense of
reality to what is taught, while charts contain the lesson material itself. While
pictures stimulate interest, create correct impression and bring lesson to life, charts,
on the other hand, are valuable in the presentation of materials to be taught in
their simplest form.
 Maps
The studying, drawing and interpreting of maps are activities essential in the
teaching of Social Studies. Maps indicate economic and physical features,
location of places, political boundaries cultural limitations, occupational zones etc.
The teacher should, therefore, expose the students to the use of maps so that
correct interpretations can be given to the maps used in social Studies.
 Models
Tillman (1976) emphasized the use of models in helping the teacher organize
relevant information in the process of teaching. He asserted that "when information
is presented 'in the format of an instructional model, we have a readymade plan
or the kinds of teacher-behaviour that brings about desired student-learning.
Hence, models and specimens have distinct appeal to children and attract their
close attention better than a chart. The usefulness of models cannot be over-
emphasized because they reduce to handy sizes things that would otherwise be
difficult to study.
 Real Object
The category of materials resources that can be valuable in the teaching of Social
Studies is the use of the actual or real object in the classroom. These things are
called REALIA and can have a powerful impact on students' interest and motivate
them to learn. Example of these items include weapons, clothes, machines,
implements etc. These things bring the real outer world into the classroom.
Real objects are valuable in teaching topics that are related to culture, agriculture,
currencies etc.
 Resource Centres
A resource centre has different meanings. But generally, it refers to a place or
space where the students and teachers may find information and instructional
materials not available in the classroom. Among these may be toys, maps and
references or library materials, instructional equipments, real objects or specimen
and artifacts. Some major resources centre of educational values to Social
Studies are the library, the immediate environment, museums and national
archives.
 Audio-Visual Devices
There is at present varieties of instructional tools known as audiovisual devices and

materials. The application of these instructional tools range from the use of small
cameras by an instructor to show close - ups within his classroom to an airborne
EXPLORE
studio broadcasting to many states. Self-contained classroom television system,
camera, video tape recorder, radio and filmstrips offer exciting possibilities for all
sorts of teaching. Video tape would be of help in the class role-playing activities.
Tape recording has beenfound to be valuable in meeting such problems as found in
mixed ability group.Television is one of the great electronic devices which shape
our changing world. It has been found to be powerful medium which can be used to
improve
 Chalkboard
The chalkboard or the blackboard is the commonest visual aid 'utilized by the
teacher. The chalkboard is used to write outline or summary, to illustrate what the
teacher intends to teach and to draw sketches, maps and pictures. The teacher
should note that whatever he or she writes on the board should be clear visible, bold
and legible. It should be stressed that learning can be less tedious and more
functional, if efforts are made to identify and make extensive use of available
resources both material and human.
Since then, the social studies standards have been widely and successfully used as a
framework for teachers, schools, districts, states, and other nations as a tool for curriculum
alignment and development. However, much has changed in the world and in education
since these curriculum standards were published. This revision aims to provide a framework
for teaching, learning, and assessment in social studies that includes a sharper articulation
of curriculum objectives, and reflects greater consistency across the different sections of the
document. It incorporates current research and suggestions for improvement from many
experienced practitioners. These revised standards reflect a desire to continue and build
upon the expectations established in the original standards for effective social studies.
Within the social studies educators focus on the differential impact of privileged
access to these resources in the early stages of development and consider the potential
ongoing consequences of this separation of haves and have-nots on economic success,
civic influence, and personal advancement.
Social studies education will continue to evolve as it is affected by events and trends.
These include the globalization of the media and the economy, advancements in
technology, shifts in schools and school demographics, teacher accreditation standards,
student testing mandates, changes in the American family, and swings of the political
pendulum. These forces will certainly impact ideological perspectives and influence the
direction of the social studies in the future.
APPLY
This knowledge enables the students to understand how the world and different
societies have evolved, the important events that have occurred in the past, enduring ideas
and eminent personalities that have created an impact and affected the lives of people both
locally and globally. It also helps students to understand how different societies are
structured, managed and governed. This in turn helps students to understand their place in
the world.
Topic 4 - Task 1
Concept Of Chosen Curriculum
A concept map helps you gain a better understanding of complex topics. It is

helpful in any field by driving creative and visual thinking and tangible way to display how
your mind "sees" a particular topic. By constructing a concept map, you reflect on what you
know and what you don't know.
Choose your preferred types of curriculum ( atleast 2 types) and expand your ideas
based on your chosen types. Make a list of related ideas or have a research about it and
create your own concept map in your own creative way.
For example:
ASSESS
Topic 4 - Task 2
Making My Learning
Below are the materials and major tools available in variety of forms in teaching of Social
Studies. Give the importance of each variety for not less that two sentences. Do it on your
own words. Copy and pasting are prohibited.
Answer
Material and major tools available in a

variety of forms in teaching of Social
Studies.
1. Textbook
2. Newspaper
3. Pictures and charts
4. Maps
5. Models
6. Real object
7. Resource centers
8. Audio-visual device
9. Chalkboard
Topic 4 - Task 3
Identify to Clarify
Identify what is being asked in the following sentence. Write your answer in a CAPITAL
LETTER.
1) It has a turbulent history as one of the core subjects in the school curriculum.
2) It should be inclusive of a wide range of topics, time periods, and regions.
3) It may refer to a curriculum document, texts, films, and supportive teaching

materials that are overtly chosen to support the intentional instructional agenda of a
school.
4) These are important to consider when making choices.
5) These components and messages play a major part in the enculturation of

6) students into the predominant meta-culture, or in acculturating students into
narrower or generational subcultures.
7) Educators can explore this curricula by using instructional assessments like “exit
slips,” reflective exercises, or debriefing discussions to see what students really
remember from a lesson.
8) It is a traditional instrument of instruction.
9) It refers to a place or space where the students and teachers may find
information and instructional materials not available in the classroom.
10)Used to write outline or summary, to illustrate what the teacher intends to teach
and to draw sketches, maps and pictures.
11)It indicate economic and physical features, location of places, political

boundaries cultural limitations, occupational zones etc.
References:
https://counseling.education.wm.edu/blog/8-types-of-curriculum
https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-
9780190264093-e-1062
https://www.socialstudies.org/standards/national-curriculum-standards-social-studies-introduction
http://www.progressiveteacher.in/the-importance-of-social-studies-in-the-school-curriculum/
https://www.intechopen.com/chapters/57486
https://aceproject.org/ace-en/topics/ve/veb/veb03/veb03a/mobile_browsing/onePa
https://www.time4learning.com/homeschool-curriculum/high-school-economics.html
http://www.socialstudies.org/sites/default/files/publications/se/6102/610208.html
https://www.google.com/search?q=different+kinds+of+curriculum+in+teaching+history+civic
s+curriculum&ei=SU9qYa7NDLSFr7wPw5OLkA4&oq=different+kinds+of+curriculum+in+teach
ing+history+civics+curriculum&gs_lcp=Cgdnd3Mtd2l6EAEYATIFCCEQoAEyBQghEKABMgUIIRC
gATIFCCEQoAE6BwgAEEcQsAM6CwgAEOQCELADEIsDOggIIRAWEB0QHkoFCDwSATJKBAhBG
ABQ-
YMBWM3AAWCkiwJoAnACeACAAasBiAG3DJIBBDAuMTGYAQCgAQHIAQy4AQLAAQE&sclient=
gws-wiz
https://thesecondprinciple.com/instructional-design/types-of-curriculum/
Instructional Objectives of Social Studies Subject and Teaching Method
At the end of this lesson you are expected to:
 Define Instructional Objectives

 Identify Instructional objectives of Social Studies Subject
 Identify the Teaching Method in Social Studies
 Demonstrate the importance of the Instructional Objectives and Teaching
Method
Instructional Objectives
Instructional objectives are the statements that describe what a learner should
be able to do after completing a unit of instruction. They describe the skills or
learning proposed changes in the learner while participating in a class or exercise.
Instructional objectives express the new capabilities that the learner should possess
after instruction stating specific and measurable task that learner will be able to
perform upon completion of a lesson.
Types of instructional Objectives
In education generally and social studies in particular there two types of

objectives which are:
 General Objectives
Describe the school wide outcomes. It is an open-ended format of
stating what behaviour a student’s is expected to exhibit in the long run. In
other words, general objectives permit the teacher to state the philosophy
behind the subject or topic rather than stating in specific terms what the
learners should be able to do after the lesson.
 Specific Objectives
Describe behaviours to be attained within a short period of time like
during or immediately after a given instructional presentation. Specific
objective further breakdown of what changes are expected from learners by
the end of the course of instruction which have been designed for the
attainment of the general objectives.
Purpose and Importance of objectives in Social Studies

1. Objectives enable the teacher to recognize behaviour that is to be expected

from students.
2. Objectives help the teacher to confine or limit lesson content to some specific
knowledge area.
3. Objectives delimit what is to be taught guiding teacher not to go beyond the
stated objectives or approach instruction haphazardly.
4. Objectives enable teacher to draw out content in such as to achieve what is
stated. Put succinctly, objectives guide teacher’s activities.
5. It helps to specify the measurement for the learning that has been taken.
6. It helps in evaluating outcome of learning experiences and content.
7. Objectives help to define reinforcement situation of the learner.
8. It enables the teacher to modify methods o suit the process of eliciting those
behaviours that the objective specify.
9. It helps the teacher to know how well the students have covered the content.
10. Objectives give direction to both teacher and students in the selection and use
of materials, methods, activities and evaluation.
11. It provide guide for evaluation of achievement
12. It provide the criteria for judging performance; and
13. It makes evaluation more valid, reliable and devoid of subjectivity.
Objectives of teaching History, Geography, Economics and Political Science
History:
 To inculcate attitudes of historical- mindedness, scientific temper and such

other attitudes as will aid in training for citizenship
 To develop culture interest
 To accumulate certain definite knowledge of the past
 To develop the close relationship of humanity with nature and human
development from time to time
Geography:
12. To identify the varieties of the distribution of physical and economic

phenomena over the surface of the Earth
13. To analyze the way of life of the people all over the world
14. To develop the appreciation of interdependence of various geographical

regions
15. To develop understanding of the close relationship of human beings with the
geography, where the live
Economics:
 To know modern economic principles by observation and through

understanding of current practices
 To apply sound economic theories to everyday life
 To develop a thorough appreciation of economic problems and a clear insight
by the pupil into the social and economic environment.
Political Science:
 To provide the information about social arrangement to maintain peace and

order
 To develop democratic values
 To make ability to analyze political system and behaviour
 To develop awareness of individuals on the relationship of human existence
with the political life they have.
Objectives of the social science range from broad goals for the total
program to specific instructional objectives in teaching plans. The four main
types are;
 Conceptual:
Conceptual outcomes are being defined in terms of concepts, themes
and generalizations they may be developed in the social science.
· To identify the roles, interaction and interdependence of individuals at home, in
the community in state and nation
· Functions of such institutions
· Contribution of men and groups to changing cultural heritage
· Environmental problems and concerns, causes and effects of pollution and steps
to ensure environment
 Inquiry:
To develop competence in using modes, methods and processes of
inquiry, including the ability to:
· Use such inquiry processes as recalling, observing, comparing, classifying,

interpreting, defining, generalizing, synthesizing, inferring, predicting, hypothesizing
and evaluating.
· Make plans for investigating topics and problems, collecting data, organizing
and processing data, deriving conclusions and assessing outcomes and procedures
of inquiry.
 Skills:
· Social skill
· Study skill and work habits
· Group work skills
· Intellectual skills
 Affective:
To identify, describe and demonstrate in individual behaviour and group
activities, values and feelings of individuals who are possess such qualities like open
mind, and responsible.
Teaching Methods of Social Studies
Teaching is a process by which one interacts with another person with the
intention of influencing the learning of that person. It is the interplay between the
teacher and the learners. Teaching, as a useful and practical art calls for intuition,
creativity, improvisation and expressiveness. Though there are many teaching
methods and techniques associated with the integrated Social Studies, there is no
single mode of teaching which fits all the learning situations. A teacher of
Social Studies has to be abreast of the innovations in teaching methods. In
order to be effective, a teacher of Social Studies has to be a source of information,
and a guide, an organizer of opportunities for learning and a person who can
stimulate any environment for effective learning using the following teaching
modes, among others, available to Social Studies teachers.
Simulation Method
This is a simplified model of a real-world situation. Simulation is usually used

for teaching concepts and principles that are not easily observable such as
theoretical concepts. They are dynamic and lively ways of presenting ideas,
problems, issues and realities in our past and present societies. Simulation comes
from the Latin word "Similis" which means, to act like, to resemble. It is therefore
expected that through this method, a situation will be created in which activities are
presented as if they are real-life.
Laboratory Method
The Laboratory Method in Social Studies involves the employment of

source materials,
supplementary references, mechanical devices, audiovisual aids and many

other life-like activities to supplement textbook instructions and to increase the
effectiveness of presentation and mastery. Laboratory mode of teaching does not
refer to a special place or a special class period, but to an activity. The activity can
occur in a regular classroom, outside the classroom or in a specially designed
room. The important point to note in this method is that students manipulate
concrete objects, equipment, etc.. under the direction of the teacher. Since the
teaching of Social Studies in both primary and Secondary Schools is done in units,
the laboratory method provides opportunities for the application of knowledge
and skills.
Inquiry Method
Inquiry or discovery method encourages divergent thinking, allows students to

find out information by themselves and it generates students' enthusiasm at
examining issues logically. The process of inquiry method involves identification of
a problem, analysis of these information in order to arrive at possible solution
and using the solution to generalize. Students can be required to find out the
reasons for fuel shortage in the country, power failure, scarcity of some goods
etc. A very desirable aspect of the inquiry technique is its emphasis on the use of
higher levels of thinking.
Project Method
A project can be carried out by an individual student for his end product or by
a group of students
co-operating to produce something much larger than an individual student's
project. Project method involves doing concrete things and it is self-motivated.
Project method needs extremely careful planning by the teacher but the aim is to get
the students to co-ordinate his information in an intelligent manner, Using all the
sources of information available to the students is fundamental to "learning how to
learn".
Demonstrations
Demonstrations are the repetition of series of planned actions designed

to illustrate certain Phenomena. Demonstrations can be presented by the students
or teachers. The use of demonstration is to make some information clear.
Demonstration can also be used to introduce a certain topic for study by
presenting some vivid illustrations. It can be used either as the starting point for
a unit of instruction in Social Studies or to provide a convincing conclusion.
Question and Answer Method
This is a common teaching method used by teachers. The teacher in this

method asks a question and then recognizes one student who answers the question.
The teacher then reacts verbally to the student's response. The sequence can
continue with the teacher asking questions and a student at a time responding to the
question. A situation may arise where another student can be asked to react to the
previously given answer. Question and answer is, therefore, a process whereby
the teacher asks a question, a student’s responds, the teacher then reacts and
asks another question which is answered by another student and so on. The
question and answer method can be used throughout a lesson or part of the lesson.
This method helps to test the extent and depth of the students' knowledge. The
method keeps both the students and teachers active throughout the lesson.
Field-Trips
Field-trips involve journey with the pupils to observe and investigate

situations outside the classroom. Many of such expeditions might go no further than
the school corridor, the school building or playgrounds. Within the school itself the
teacher may find illustrative examples, for. His students In the immediate vicinity of
the school there may be available for examination and observation such things
as different soils, vegetation, a river etc.
Discussion Method
This method refers to student - to - student talk with occasional

intervention by the teacher. The method involves the use of small group of students
where each group will have a leader who initiates the discussion of the issue or
subject matter. It should be noted that the students are more active than the
teacher when this method is used. But care should be taken to avoid the
discussion being dominated by some students. Every member of a small group
should be given equal opportunity or chances of making contributions to any
discussion.
Lecture Method
This method is the most commonly used mode by the teachers. This expects
the students to quietly sit and listen to the talk about the subject matter. In this
situation, students are expected to cake notes and sometimes the teacher may write
notes on the chalkboard. Often the lesson may end up with a summary and few
recapitulate questions. A teacher would have no option than to use the lecture
method when the topic is abstract.
Problem - Solving Method
This method enables the students to think about a problem, try to

understand the problem and finally evaluate information in order to find solution(s)
to the problem that has been identified. The method demands the use of scientific
approach in the teaching and learning processes. The method recognizes that there
is an orderly procedure in the thinking process. The method focuses the learner's
attention on activities which may involve arrangement, classification, sorting out

and interacting with facts with the ultimate goal of finding a logical answer to a
specific problem. In most cases, teachers are faced with the problem of determining
the type of problem to be solved. They should be guided by the fact: that problem-
solving method should be child centred.
Dramatization Method
It is one of the most effective methods of stimulating the students in what they
learn. It is a natural way by which students express freely their understanding of the
life around them. The method allows for a great deal of involvement and
participation by the students physically, emotionally and mentally. In a situation
where a lesson or topic is dry, dramatization could effectively help to sustain
the students' attention and interest. Dramatization involves direct and simple
techniques such as mining play let and role-playing which can be allocated for
such techniques. The teacher could engage students who are less active in
academic work. This opportunity would create a sense of belonging in them. The
teacher must make adequate preparation to allow the participants know what part to
play. The drama to be staged must rely a good deal on the realistic imagination of
the students to make it effective and relevant.
Home Assignment
This is not a method but a device which can be used to engage the
students outside the lesson period. In the light of students' attitude to home
assignment, the teacher should give assignments that can be completed within a
short time. Such home assignment must be interesting and relevant to the subject
matter. It should not be given, as punishment, otherwise, students would
develop negative attitude to anything assignment outside the classroom. Home
assignment can be given in any topic in Social Studies. It could be reading
assignment, finding answers to some questions or seeking information about a
particular topic etc.
Construction Method
This method helps the students to learn by doing, to be initiative and

to engage in self directed activity. The construction activity can be of two kinds.
One involves the use of print materials like newspaper construction, file folder, scrap
book, vertical file, magazine construction and book construction.
ASSESS
I. Multiple Choice:
1. It is a process by which one interacts with another person with the intention of
influencing the learning of that person.
a. Simulation Method
b. Teaching Methods of social studies
c. Laboratory Method
2. This is not a method but a device which can be used to engage the students
outside the lesson period.
a. Home assignment
b. Lecture method
c. Problem-solving method
d. Discussion method
3. It is describe behaiours to be attained within a short period of time.
a. Specific objectives
b. General objectives
c. Instructional objectives
4. It is the student that describe what a learner should be able to to after

completing a unit of instruction.
a. Home assignment
b. Teaching method of social studies
c. Instructional objectives
d. General objectives
5. It is an open format of stating what behaviour a students is expected to exhibit
in the long run.
a. Specific objectives
b. Instructional objectives
c. General objectives
6. To provide the information about social arrangement to maintain peace and
order.
a. History
b. Geography
c. Economics
d. Political science
7. This is a simplified model of real world situation.
 Simulation method
 Inquiry method
 Project method
 Laboratory method
8. It allows students to find information by themselves and it generates students
enthusiasm at examining issues logically.
a. Project method
b. Simulation method
c. Laboratory method
d. Inquiry method
9. This method is the most commonly used by the teachers.

a. Discussion method
b. Lecture method
c. Problem-solving method
d. Project method
10. This method helps the students to earn by doing, to be initiative and to
engage in self directed activity.
a. Home assignment
b. Discussion method
c. Construction method
d. Laboratory method
APPLY
II. True or False
1. Instructional objectives are the statement that will describe what the teacher
will be able to do after completing the instruction.
2. The school wide outcomes is describe in general objectives.
3. Geography analyze the way of life of the people all over the world.
4. Political Science provide information about social arrangement.
5. Learning is a process by which one interacts with another person.
6. Simulation method is a simplified model of a real world situation.
7. Inquiry method involves the employment of source materials, supplementary
references, mechanical devices, audiovisual aids and many other.
8. Demonstrations are the repetition of series of planned actions designed not to
illustrate certain phenomena.
9. The method that refers to student -to - student talk with occasional
intervention by the teacher is called discussion method.
10. Construction method helps the students to learn by doing.
III. Identification
1. Is an open-ended format of stating what behaviour a student's is expected to

exhibit in the long run.
2. It is the interplay between the teacher and the learners.
3. It involves the employment of source materials, supplementary references,
mechanical devices, and audiovisual aids and many other.
4. The repetition of series of planned actions designed to illustrate certain
phenomena.
5. This expects the students to quietly sit and listen to the talk about the subject
matter.
6. This is to apply sound economic theories to everyday life.
7. This is to analyze the way of life of the people all over the world.
8. This method helps the students to learn by doing, to be initiative and to
engage in self directed activity.
9. It is one of the most effective methods of stimulating the students in what they
learn, and is also a natural way by which students express freely their
understanding of life.
10. Develop democratic values and awareness of individuals on the relationship
of human existence.

TEACHING APPROACH IN SECONDARY SOCIAL STUDIES Module

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TEACHING APPROACHING IN SECONDARY SOCIAL SCIENCE CHARLE F. YSULAN, MAEd.

TEACHING APPROACH IN SECONDARY SOCIAL STUDIES

 Acknowledge the distinction between a Social Studies teacher's professional and

QUALITIES OF A SOCIAL STUDIES TEACHER

2. Well-equipped in Academic Qualifications – Highly qualified, very well-informed,

3. An Expert in the Methodology of Teaching SS – Able to arouse interest, stimulate

4. A Scientist and an Artist – As a scientist, non-biased, interpret values, etc. As artist,

5. Breadth of Outlook and Width of Understanding – Must have a refreshing outlook on

8. Understanding of the learner- Understanding the basic principles of human growth

11. Understanding and appreciation of the teaching profession- The degree of a

Personal Qualities of Social Studies Teacher

Qualities of Social Studies Teacher Related Situation/s

5. It is the most crucial input in the field of education.

6. It is an indication of the teacher’s own shortcomings with sincere students.

B. Identify the following.

TEACHING APPROACH IN SECONDARY SOCIAL STUDIES

 enumerate the Social Studies Disciplines

CONCEPT AND SCOPE OF SOCIAL STUDIES SUBJECT

SCOPE OF SOCIAL STUDIES

8. SCIENCE, TECHNOLOGY, AND SOCIETY

communication and research so Social science also includes the study of

Objectives of Teaching Social Studies

Three basic goals of Social Studies

1. Knowledge and Information goals

a. Knowledge on common values of the society as defined by the historical

Importance of Social Studies in School Curriculum

2. Give the Scope of Social Studies and its definition.

Scope of Social studies Definition

For Items 11-25, Enumerate the following:

 Three basic goals of Social Studies

 Scope of Social Studies

IMPORTANCE OF SYSTEM EVALUATION AND LESSON PLANNING

ACTIVATE (Image Assessment)

IMPORTANCE OF SYSTEM EVALUATION AND LESSON PLANNING

What is a System Evaluation?

 Evaluation helps to build an educational program, assess its achievements and

improve upon its effectiveness.

progress in learning from time to time. It also provides valuable feedback on

the design and the implementation of the programme.

 Evaluation plays an enormous role in the teaching-learning process.

It helps teachers and learners to improve teaching and learning.

Evaluation is a continuous process and a periodic exercise.

 It helps in forming the values of judgement, educational status, or achievement of

Evaluation in one form or the other is inevitable in teaching-

learning, as in all fields of activity of education judgements need to be made.

 In learning, it contributes to formulation of objectives, designing of learning

experiences and assessment of learner performance.

Besides this, it is very useful to bring improvement in teaching and

curriculum. It provides accountability to the society, parents, and to the

 Evaluation is a very important requirement for the education system.

It fulfills various purposes in systems of education like quality control

in education, selection/entrance to a higher grade or tertiary level.

provides guidance to further studies and occupation.

Some of the educationists view evaluation virtually synonymous with

that of learner appraisal, but evaluation has an expanded role.

Uses of System Evaluation

Evaluation is concerned with assessing the effectiveness of teaching, teaching

teaching and the learners about their learning.

The improvement in courses/curricula, texts and teaching materials is brought

about with the help of evaluation.

Evaluation provides accountability to society in terms of the demands and

requirements of the employment market.