Teaching Approaches in Social Studies

BSED Social Studies Outcomes

Utilize appropriate various sociocultural and historical materials in explaining current issues

1. relate current events with available historical data to help students develop critical perspectives towards social
issues.

2. draw the connections between and among people, events, and palces to analyze local and global social issues

Organize communities towards self-reliance and self-sufficiency

1.design community-based activities to help learners achieve an integrated view of social development

2.organize student clubs/activities for community outreach projects

3.conduct public assemblies to increase social awareness

Demonstrate leadership skills that will help in teaching or training students who will empower their communities

1.train students to be involved in community-related activities

2.establish linkages with government and non-government organizations to promote public welfare.

Integrate local and global perspectives in teaching the principle of the common good

1.access information from local and foreign media about social issues to enhance teaching

2.distinguish truthful from false presentation of information from social media

Employ principles of sustainable development in teaching and learning

1.initiate advocacy campaigns towards the attainment of sustainable development goals

2. organize initiatives for stewardship of natural resources

3.participate in activities that promote environmental consciousness

4.integrate the environmental principles in learning and teaching

Show scholarship in research and further learning

1.participate in research to improve the teaching and learning of social studies

2.join seminars, trainings, workshops, and related activities to improve the teaching and learning of social studies

Display the qualities of an innovative teacher who has mastery of the subject matter

1.design innovative strategies that heighten students’ engagement in the social studies classroom

2. produce assessment materials to measure students’ performance

Social science

• is a broad category of academic disciplines that study human society and social relationships. It involves the
systematic analysis and investigation of various aspects of human behavior, institutions, cultures, and
societies. The goal of social science is to understand, explain, and predict human behavior and the
functioning of societies.

Key disciplines

1. Sociology: Examines the structure and dynamics of societies, studying social institutions, organizations, and
patterns of social relationships.

2. Psychology: Investigates individual and group behavior, cognition, emotions, and mental processes.
 3. Anthropology: Explores the diversity of human cultures, including social customs, beliefs, and practices, both
in the past and present.

4. Economics: Analyzes the production, distribution, and consumption of goods and services, as well as the
behavior of individuals and organizations in economic systems.

5. Political Science: Studies political systems, governance, political behavior, and the distribution of power
within societies.

6. Geography: Examines spatial relationships and the distribution of physical and human phenomena on Earth.

7. History: Investigates past events, societies, and cultures to understand how they have shaped the present.

Social Science:

• Academic Discipline: Social science refers to a specific group of academic disciplines that study human
society and social relationships. These disciplines include sociology, psychology, anthropology, economics,
political science, geography, and more.

• Focus on Research: Social science disciplines typically involve systematic research and analysis to understand
human behavior, societies, and institutions. Researchers in social science aim to develop theories, conduct
experiments, and analyze data to gain insights into various aspects of human society.

• Educational Subject: Social studies, on the other hand, is more commonly used in the context of primary and
secondary education. It is a broader term that encompasses various subjects related to society, culture,
history, geography, civics, and economics.

• Integration of Disciplines: Social studies programs often integrate elements from different social science
disciplines to provide students with a comprehensive understanding of human societies. This might include
aspects of history, geography, sociology, and more, presented in an interdisciplinary manner.

• Application of Knowledge: Social studies education aims to help students develop a broad understanding of
the world around them, fostering critical thinking, cultural awareness, and civic engagement.

National Council for Social Studies (NCSS)

• Social studies is the study of individuals, communities, systems, and their interactions across time and place
that prepares students for local, national, and global civic life.

Purpose

• Using an inquiry-based approach, social studies helps students examine vast human experiences through the
generation of questions, collection and analysis of evidence from credible sources, consideration of multiple
perspectives, and the application of social studies knowledge and disciplinary skills.

• As a result of examining the past, participating in the present, and learning how to shape the future, social
studies prepares learners for a lifelong practice of civil discourse and civic engagement in their communities.
Social studies centers knowledge of human rights and local, national, and global responsibilities so that
learners can work together to create a just world in which they want to live.

Disciplines and Courses

• At the elementary level, social studies includes the interdisciplinary study of history, geography, economics,
and government/civics and is well-integrated with the study of language arts, the visual and performing arts,
and STEM.

• At the secondary level, students engage in social studies through singular, disciplinary lenses as well as
interdisciplinary and cross-disciplinary ones.
 • History, including local and state history, United States history, world history and global studies, African
American history, and women’s history as well as other courses about the history of specific groups, regions,
and eras;

• Geography, including physical, environmental, cultural, and human geography as well as courses related to
the application of geographic tools (i.e. GPS and GIS);

• Economics, including general economics, macroeconomics, microeconomics, and international economics;

• Government and Citizenship, including civics, citizenship education, political science, local, state, tribal, and
United States government, international relations, comparative government, and law and legal studies;

• Social Sciences, including psychology, sociology, anthropology, archaeology, gender studies, LGBTQ+ studies,
and religious studies;

• Ethnic Studies, including African American studies, Asian American and Pacific Islander studies, Indigenous
studies, and Latin American studies;

• Human Rights and Social Justice, including human rights education, social justice issues, international
organizations, and genocide studies;

• Financial Literacy, including personal finance (NCSS recognizes financial literacy as an important course for
students, but financial literacy is distinct from and is not a replacement for economics and economic
education); and

• Contemporary Issues, including courses in current events and the study of one or more social studies topics
in current context

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ARTICLE XIV-Education, Science and Technology, Arts, Culture, and Sports

• Education

SECTION 1. The State shall protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all.

SECTION 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs
of the people and society;

(2) Establish and maintain a system of free public education in the elementary and high school levels. Without
limiting the natural right of parents to rear their children, elementary education is compulsory for all children of
school age;

(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives
which shall be available to deserving students in both public and private schools, especially to the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-
of-school study programs particularly those that respond to community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and
other skills.

SECTION 3:

(1) All educational institutions shall include the study of the Constitution as part of the curricula.

(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of
the role of national heroes in the historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their
children or wards in public elementary and high schools within the regular class hours by instructors designated or
approved by the religious authorities of the religion to which the children or wards belong, without additional cost to
the Government.

SECTION 4. (1) The State recognizes the complementary roles of public and private institutions in the educational
system and shall exercise reasonable supervision and regulation of all educational institutions.

(2) Educational institutions, other than those established by religious groups and mission boards, shall be owned
solely by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is
owned by such citizens. The Congress may, however, require increased Filipino equity participation in all educational
institutions.

The control and administration of educational institutions shall be vested in citizens of the Philippines.

No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than
one-third of the enrollment in any school. The provisions of this subsection shall not apply to schools established for
foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for other foreign
temporary residents.

(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively for
educational purposes shall be exempt from taxes and duties. Upon the dissolution or cessation of the corporate
existence of such institutions, their assets shall be disposed of in the manner provided by law.

Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such
exemptions subject to the limitations provided by law including restrictions on dividends and provisions for
reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used actually,
directly, and exclusively for educational purposes shall be exempt from tax.

SECTION 5. (1) The State shall take into account regional and sectoral needs and conditions and shall encourage local
planning in the development of educational policies and programs.

(2) Academic freedom shall be enjoyed in all institutions of higher learning.

(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable
admission and academic requirements.

(4) The State shall enhance the right of teachers to professional advancement. Non-teaching academic and non-
academic personnel shall enjoy the protection of the State.

(5) The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain
its rightful share of the best available talents through adequate remuneration and other means of job satisfaction
and fulfillment.

Language

SECTION 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed and
enriched on the basis of existing Philippine and other languages.

Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate
and sustain the use of Filipino as a medium of official communication and as language of instruction in the
educational system.

SECTION 7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and,
until otherwise provided by law, English.

The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of
instruction therein.

Spanish and Arabic shall be promoted on a voluntary and optional basis.

SECTION 8. This Constitution shall be promulgated in Filipino and English and shall be translated into major regional
languages, Arabic, and Spanish.

SECTION 9. The Congress shall establish a national language commission composed of representatives of various
regions and disciplines which shall undertake, coordinate, and promote researches for the development,
propagation, and preservation of Filipino and other languages.

Science and Technology

SECTION 10. Science and technology are essential for national development and progress. The State shall give
priority to research and development, invention, innovation, and their utilization; and to science and technology
education, training, and services. It shall support indigenous, appropriate, and self-reliant scientific and technological
capabilities, and their application to the country’s productive systems and national life.

SECTION 11. The Congress may provide for incentives, including tax deductions, to encourage private participation in
programs of basic and applied scientific research. Scholarships, grants-in-aid, or other forms of incentives shall be
provided to deserving science students, researchers, scientists, inventors, technologists, and specially gifted citizens.

SECTION 12. The State shall regulate the transfer and promote the adaptation of technology from all sources for the
national benefit. It shall encourage the widest participation of private groups, local governments, and community-
based organizations in the generation and utilization of science and technology.

SECTION 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted
citizens to their intellectual property and creations, particularly when beneficial to the people, for such period as
may be provided by law.
SECTION 14. The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture
based on the principle of unity in diversity in a climate of free artistic and intellectual expression.

SECTION 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and
popularize the nation’s historical and cultural heritage and resources, as well as artistic creations.

SECTION 16. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation and shall be
under the protection of the State which may regulate its disposition.

SECTION 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to preserve
and develop their cultures, traditions, and institutions. It shall consider these rights in the formulation of national
plans and policies.

SECTION 18. (1) The State shall ensure equal access to cultural opportunities through the educational system, public
or private cultural entities, scholarships, grants and other incentives, and community cultural centers, and other
public venues.

(2) The State shall encourage and support researches and studies on the arts and culture.

Sports

SECTION 19. (1) The State shall promote physical education and encourage sports programs, league competitions,
and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.

(2) All educational institutions shall undertake regular sports activities throughout the country in cooperation with
athletic clubs and other sectors.

PD. No. 6-A AUTHORIZING THE UNDERTAKING OF EDUCATIONAL DEVELOPMENT PROJECTS, PROVIDING FOR THE
MECHANICS OF IMPLEMENTATION AND FINANCING THEREOF, AND FOR OTHER PURPOSES

SEC. 3. Statement of Objectives. — To this end, the educational system aims to:

(a) Provide for a broad general education that will assist each individual, in the peculiar ecology of his own society, to
(1) attain his potential as a human being; (2) enhance the range and quality of individual and group participation in
the basic functions of society; and (3) acquire the essential educational foundation for his development into a
productive and versatile citizen;

(b) Train the nation's manpower in the middle level skill required for national development;

(c) Develop the high-level professions that will provide leadership for the nation, advance knowledge through
research, and apply new knowledge for improving the quality of human life; and

(d) Respond effectively to changing needs and conditions of the nation through a system of educational planning and
evaluation.

SEC. 4. Guiding Principles of the Ten-Year Program.—In order to lay the foundation and to advance the attainment of
these objectives, a ten-year national education development program shall be formulated based on the following:

(a) Improvement of curricular programs and quality of instruction of all levels by way of upgrading physical facilities,
adoption of cost-saving instructional technology, and training and re-training of teachers and administrators;

(b) Upgrading of academic standards through accreditation schemes, admissions testing and guidance counselling;

(c) Democratization of access to educational opportunities through the provision of financial assistance to deserving
students, skills training programs for out-school youth and continuing education program for non-literate adults;

(d) Restructuring of higher education to become more responsive to national development needs through a, planned
system of incentives and assistance to both public and private colleges and universities and synchronization of
curricular programs, staffing patterns and institutional development activities;
(e) Expansion of existing programs and establishment of new ones designed to train middle-level technical and
agricultural manpower; and

(f) Instituting reform in the educational financing system to facilitate the shift of funding responsibility for
elementary and secondary education from the national to the local government, thereby increasing government
participation in higher education.

SEC. 5. Educational Development Projects. — The above stated objectives shall be attained through the undertaking
of the following educational development projects:

(a) Management study of the Department of Education and Culture and institution of administrative improvements
therein;

(b) Establishment and/or operation or improvement of secondary schools which may include provision for extension
services, facilities and equipment to allow the use of expanded and improved curriculum;

(c) Establishment and/or operation, upgrading or improvement of technical institutes, skills training centers, and
other non-formal training programs and projects for the out-of-school youth and the unemployed in collaboration
with the programs of the National Manpower and Youth Council;

(d) Curriculum and staff development including mathematics and science teaching;

(e) Expansion of agricultural secondary and higher education programs and extension activities which may include
radio broadcasting and rural training services, and the provision of facilities therefor including seed capital and
revolving funds;

(f) Design, utilization and improvement of instructional technology and development/production of textbooks and
other instructional materials; and

(g) Assistance and incentives, including loans and grants, toward the planned development and improvement of
programs and facilities in both public and private universities, colleges and schools.

Social Studies Instruction

Social studies instruction refers to the teaching and learning of subjects that explore human society and its various
components, including history, geography, civics, economics, sociology, anthropology, and sometimes psychology. It
encompasses a broad range of topics and skills aimed at helping students understand the world around them, how
societies function, and the interconnectedness of global communities.

• Social studies instruction typically involves a combination of classroom activities, discussions, readings,
projects, and experiential learning opportunities. Teachers often use a variety of instructional strategies to
engage students and promote critical thinking, inquiry, and civic participation.

• The goals of social studies instruction include developing students' understanding of historical events,
geographical concepts, political systems, cultural diversity, and economic principles, as well as fostering skills
such as research, analysis, communication, and collaboration. Overall, social studies instruction aims to
prepare students to be informed, responsible, and active citizens in a complex and interconnected world.

Bloom’s Taxonomy

• Bloom's Taxonomy is a hierarchical framework used to classify educational objectives and learning outcomes
into levels of complexity. It was developed by educational psychologist Benjamin Bloom in the 1950s, with
subsequent revisions by other scholars. The taxonomy provides a structured approach to categorizing
cognitive skills and knowledge acquisition, guiding educators in designing instruction, assessments, and
curriculum development.

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