LESSON 1 - SOCIAL STUDIES To achieve those goals, it is important to emphasize the related
skills in Social Studies:
SOCIAL STUDIES (Meaning and Purpose)
➢ is part of the curriculum dedicated to studying how
man and his neighbor lived in the past, live in the
present, and will live in the future (Lewenstern, 1981).
➢ is the study of people in their interactions with one
another and the process they use in participating in
activities, exchanges, and discussions (Schunks, 1981).
➢ is the study of man as a social being and his lifestyle
and interaction with others and with his environment at
a particular time and place (Marsh, 1981).
➢ is the integrated study of selected lessons derived
from social sciences and humanities for the
development of students’ civic competencies (National
Council for Social Studies, 1993).
➢ is an integrative learning program intended to develop
civic competence among students.
➔ Civic competencies defined as the ability to engage
effectively with others in public, and to display
solidarity and interest in solving problems affecting
the local and wider community.
➔ This involves critical and creative reflection and
constructive participation in community activities as
well as decision-making at all levels, from local to
national and even in international arena.
➔ It includes demonstrating a sense of responsibility, as
well as showing understanding of and respect for
the shared values that are necessary to ensure
community cohesion, such as respect for
democratic principles.
✔ Investigation
✔ Analysis and interpretation of information
✔ Research
✔ Communication, especially essay writing; and;
✔ Adherence to ethical standards
SOCIAL STUDIES AS
INTEGRATED CURRICULUM
A curriculum approach that purposefully draws together
knowledge, skills, attitudes and values from within or across
subject areas to develop a more powerful understanding of key
ideas.
• Integrated curriculum is concerned with enhancing the
possibilities for personal and social integration though
the organization of curriculum around significant
problems and issues, collaboratively identified by
educators and young people.
(Beanne, n.d).
*There are four core tenets to an integrated curriculum:
1. integrated experiences
2. social integration
3. integration of knowledge
4. integration as a curricular model
In “integrated experiences” – the learners take an active role in
the educational process by linking experiences with the
information shared by the teachers.
“Social integration” encourages learners to examine the
content from positions of power and actions. It presents
opportunities for learners to become socially aware and
engaged.
“Integration of knowledge” – happens when learners solve
problems using eclectic approaches acquired from various
personal and classroom-based experiences.
“Integration as a curricular model” is achieved when the
curriculum mirrors the realities and issues relevant to learners,
when the process takes precedence over product, and when
there is emphasis on project based learning with direct
application to real-world issues.
 10 THEMES OF SOCIAL STUDIES
(as per definition)

➢ Culture ( C )
- In schools, this theme typically appears in units
and courses dealing with geography, history,
sociology, and anthropology, as well as
multicultural topics across the curriculum.

➢ Time, Continuity and Change ( TCC )

- This theme appears in courses in history , as
well as in other social studies courses for which
knowledge of the past is important.

➢ People, Places and Environments ( PPE )

- In schools, this theme typically appears in
courses dealing with geography and area studies,

➢ Individual, Development and Identity ( IDI )

- This theme typically appears in courses and
units dealing with psychology, anthropology and
sociology.

➢ Individual, Groups and Institutions ( IGI )

- In school, this theme typically appears in units
and courses dealing with sociology,
anthropology, psychology, political science and
history.

➢ Power, Authority and Governance ( PAG )

- In schools, this theme typically appears in unit
and courses dealing with government, history,
civics, law, politics and other social sciences.

➢ Production,Distribution and Consumption(PDC )

- In schools, this theme typically appears in unit
and courses dealing with economics.

➢ Science, Technology and Society ( STS )

- This theme appears in a variety of social
studies courses including history, geography,
economics, civics and government,

➢ Global Connections ( GC )
- It typically appears in unit and courses dealing
with geography, culture, economics, history,
political science, government and technology,

➢ Civic Ideals and Practices ( CIP )

- In schools, this theme typically appears in unit
and courses dealing with civics, history, political
science, cultural anthropology and fields such as;
global studies, law-related education and
humanities.
Learning/Thinking Styles and Multiple
GLOBAL – ANALYTIC CONTINUUM
Intelligences

 Global Thinkers
LEARNING/THINKING STYLES
✔ right-brain
➢ refer to the preferred way an individual processes
information ✔ simultaneous processor (general – specific)

➢ describe a person’s typical mode of thinking, ✔ forest seers

remembering or problem solving ✔ they give attention only to the overall structure and
➢ styles are usually considered to be bipolar dimensions sometimes ignore details

 Analytic Thinkers
SENSORY PREFERENCES ✔ left-brain
✔ Individuals tend to gravitate toward one or two types ✔ successive processor (specific to general)
of sensory input and maintain a dominance in one of the
following types: ✔ tree seers

1) Visual Learners ✔ they are more comfortable in a world of details and

hierarchies of information
a. Visual-iconic
b. Visual-symbolic
2) Auditory Learners
1 2
a. Listeners
- Verbal - Visual
b. Talkers - Respond to word - Respond to tone of
3) Tactile/Kinesthetic Learners meaning voice
- Sequential - Random
- Process information - Process information in
1. Visual Learners lineary varied information
- think in pictures and learn best from visual aids. - Responds to logic - Responds to emotion
- Plans ahead - Impulsive
- Recalls people’s name - Recalls people’s faces
a.) Visual-Iconic - Speaks with few - Gestures when speaking
- interested in visual imagery such as film, graphic gestures
displays, or pictures. - Punctual - Less punctual
- Prefers formal study - Prefers sound/music
b.) Visual-symbolic
design background while
- feel comfortable with abstract symbolism such as studying
mathematical formulae - Prefers bright light - Prefers frequent
while studying mobility while studying
2. Auditory Learners - Left Brain (Analytic) - Right Brain (Global)
Successive Simultaneous
- learn best through verbal lectures, discussions, talking things Hemispheric Hemispheric
through and listening to what others have to say.
Style Style
a.) Listeners
- remember things said to them and make the
information their own.
b.) Talkers
- prefer to talk and discuss

3. Tactile/Kinesthetic Learners
- learning by doing
-persons benefit from a hands-on approach, actively exploring
the physical world around them.
 MULTIPLE INTELLIGENCES
➢ was first described by Howard Gardner in Frames
of Mind (1983)
➢ Gardner defines intelligence as
“an ability or set of abilities
that allows a person to solve a
problem or fashion a product
that is valued in or more
cultures”
➢ Gardner believes that different
intelligences may be
independent abilities – a person
can be low in one domain area
but high in another
➢ all of us possess the intelligences but in varying
degrees of strength
6. Intrapersonal
• self smart
• setting goals, assessing personal abilities and
liabilities, monitoring one’s own thinking
• meditate, reflect, exhibit self-discipline, maintain
composure, and get the most out of one self
7. Interpersonal
• people smart
• noticing and responding to other people’s
feelings and personalities
• administrators, managers, consultants, teachers,
therapists, psychologists

8. Naturalist
1. Visual / Spatial
• nature smart
• picture smart
• identifying and classifying living things and
• representing ideas visually, creating mental natural objects
images, noticing visual details, drawing and
sketching • ecologist, scout ranger, zoologist, botanist,
veterinarian, hunter
• artist, photographer, engineer, decorator, tour
guide, scout ranger
9. Existential

2. Verbal / Linguistic • spirit smart

• word smart • sensitivity to deep question about human

existence, such as the meaning of life, why do
• speaking, writing, listening, reading we die, and how did we get here
• teacher, religious leader, politician, poet, • reflect on the meaning of human existence
journalist, novelist, copywriter, editor

3. Mathematical / Logical
• number / logic smart
• finding patterns, making calculations, forming &
testing hypothesis, deductive & inductive
reasoning
• accountant, statistician, economist, engineer,
scientist, computer programmer

4. Bodily / Kinesthetic
• body smart
• activities requiring strength, speed, flexibility,
hand-eye coordination, & balance
• mechanic, surgeon, carpenter, sculptor, mason,
dancer, athlete, actor

5. Musical
• music smart
• listening, singing, playing an instrument
• song writer, composer, musician, conductor,
music critic