Lesson 12

OBJECTIVES
• DISCUSS CASE STUDY AS AN INSTRUCTIONAL
STRATEGY

• EXPLAIN HOW CASE STUDY IS USED IN ELEMENTARY

SOCIAL STUDIES INSTRUCTION

• DEVELOP LESSON PLAN THAT USES CASE STUDY IN

ELEMENTARY SOCIAL STUDIES
WHAT IS CASE STUDY?
• The case study is a structured, learner-centered
strategy that explores complex and value-laden
issues through problem-solving and decision-
making. In this strategy, students are tasked to
analyze one or more cases and propose workable
solutions. Cases are defined by Kowalski, Weaver,
and Henson (1994) as general narrative
descriptions of situations and incidents.
In social studies, a case can be anything from an actual or fictional event, a concrete or abstract issue, or a historical
or current phenomenon. Based on the content, case studies can be classified into the following:

• Live case studies – These are often based on an ongoing event where students and real-world actors are
simultaneously examining issues and arriving at solutions. Possible sources are current news reports and court
cases.

• Historical case studies – These are largely based on historical events can be depicted as fiction or nonfiction.
• Economics case studies – These are focused on economic issues that can be drawn from student’s experiences or
from international or national matters.

• Social issues case studies – These are based on problems and concerns that affect society. In essence, live case
studies and economic case studies can also be considered under this classification.

• Student – developed case studies – In this type, students are tasked to come up with case studies based on their
experiences and observations. This will encourage students to be more involved since they are primarily affected
by the issue.
Due to its goal of developing students' problem-solving and decision-making skills, the case study strategy is often linked to
problem-based learning. This philosophical tradition can be traced back to Dewey's (1916) progressive belief that teachers
should always tap students' natural instincts to investigate and create. In the 1980s, Barrows and Tamblyn eventually coined
the term problem-based learning to refer to learning that results from the process of working toward the understanding or
resolution of a problem.
STEPS
There are three basic steps in implementing the case study strategy in the social studies classroom:
1. Briefing. The teacher gives a brief background about the case. Aside from verbal instruction, he/she can use video, picture,
story, and other forms of print media and multimedia.
2. Discussion. Students are given sufficient time to analyze the given case and come up with solutions. This may be
effectively done by dividing the class into smaller groups. Afterward, solutions are presented to the class.
3. Debriefing. The teacher stresses and clarifies social studies concepts and relates these to students’ analysis and solutions.
ADVANTAGES
• The use of case studies in social studies has a number of advantages for students. Because it is a learner-
centered pedagogy, students are empowered as active agents the learning process instead of passive
receptors of information. They have to come up with their own interpretations and solutions instead of
relying on the teacher’s generalizations. Moreover, they are given a platform to provide answers to
issues that real-world decision-makers are dealing with. Also, the case studies strategy promotes a wide
range of 21st century skills. It develops the learner's critical and creative thinking skills through
problem-solving and decision-making. Furthermore, their communication, collaboration, and conflict
resolution skills are further developed because they are required to discuss and negotiate their proposed
solutions with their peers.
TIPS
• Choose cases that are complex to provide a challenge. Refrain from selecting those that have easy
and obvious solutions.

• Emphasize to students that the process is as important as the product. Communication is

important, and they should ensure that the idea of each person is valued.

• Use graphic organizers to structure the discussion. You can use the Means-End Analysis (MEA)
to guide students' thinking processes and the Solutions Examination to weigh their solutions.
Goal/End State To end to poverty in the Philippines
To have more jobs to be able to sustain the daily needs.

Proportion of Poor Filipinos was recorded based at 18.1% in 2021. Based on the
Current State Preliminary Results of the Family Expenditure survey (FIES) in 2021.

• The poorest populations work in agriculture and live in area prone to natural
Considerations or Important Information disasters compared to the wealthier population
• Poverty entails more than the lack of income and productive resources to ensure
sustain livelihoods.

Necessary Steps/Things to Do Effective solutions to stop land poverty in the Philippines

• educate children
• provide clean water
• improve childhood nutrition

• to conduct this steps we need to educate ourselves and make plans

Materials Needed • Eliminating poverty through equity
• Poverty alleviation through peace

The Plan The government of the phil. created ambisyon 2040 and the phil- Development Plan
2017-2022 in efforts to reduce poverty both plans aim to improve living conditions for
the poor and reduce poverty by 15 percent by 2022.
Problem:
Solutions Positive Consequences Negative Consequences
1. Poverty alleviation These include Improved access to food (that results) Demand Food
in higher nutritional and health revel) improved
access to education (due to higher income levels. and
ability to pay for fees and supplies) and improved
employment opportunities.
2. Lack of Education People who have tremble getting ahead in life. have Lack of voice
wore health and poorer than the well educated.
3. Unemployment Joblessness will also produce important non- Loss of work relationship
monetary and social consequence.

Decision:

Supporting Statements:

1.

2.

3.