Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]

MODULE 2 IN SS1-Foundation of Social Studies

2RD YEAR BSED – SOCIAL STUDIES

MODULE 2: OBJECTIVES OF LEARNING SOCIAL STUDIES

Intended Learning Outcomes: At the end of this module, the student must have:

1. Identified the objectives of teaching social studies at the elementary, secondary and tertiary levels.
2. Discussed the multidisciplinary and integrated approach of teaching the different fields of social studies in the elementary, secondary and tertiary levels.
3. Discussed, with fairness and maturity, the values and advantages of social sciences teaching along social, cultural, moral, democratic, political and
disciplinary values.
4. Written a reflection paper with fairness and honesty about the values of learning social studies.

Social studies is the interdisciplinary integration of social science and humanities concepts for the purpose of practicing problem solving and decision
making for developing citizenship skills on critical social issues. According to Uche (1980), social studies is a programme that provides adequate knowledge,
skills and altitudes that will enable people to understand their physical and human environment in order to act or behave as responsive citizens. Jiboku
(2002), observes that Social Studies is the aspect of learning which deals with how to get on with one’s environment, both physical and human which
involves development of skills, knowledge, attitudes and values that characterize responsive and responsible citizenship in a free and democratic society.
Frost and Rowland (1969) defined the subject as essentially studies of human relationship, like human to human, human to institutions, human to physical
environment and human to value systems.
This implies that the subject is one that encourages attention to be given to the process of living and working together, using of the environment to
meet basic human needs, customs, institutions, values and life situations, cultural heritage and its dynamic on-going characteristics. Quartey (1984), in his
own definition of Social Studies describes the subject as a “study that equips the youth with tools necessary in solving personal and community related
problems”. Social Studies can therefore be described as a discipline which attempts to modify or change the learners’ behaviours in the directions of
acceptable values and attitudes through a process of studying human beings relationship with his or her environment and with the desire to provide
 solutions to various complementing problems in order to ensure his/her survival, having been equipped with the necessary tools such as values, attitudes,
skills and knowledge (Lawal, 1993).

B. Activities
A. Activity1. Objectives of Teaching Social Studies in Elementary Level
Provide your own explanation and give examples based on the data below.

Objectives Definition Explanation Examples

Social studies is the interdisciplinary The primary purpose of social studies  Understanding of key
branch of science, social science and is to help pupils develop the ability to structures and values such as
arts which includes Government and make informed decisions as citizens democracy, justice, equality,
Civics, Cultures and Societies, of a culturally diverse, democratic citizenship and civil rights,
1. Knowledge and Continuous
Economics, History, Geography, society in an interdependent world. personal, interpersonal,
Learning
Sociology, Political science, and It ensures that pupils have multiple intercultural abilities and
Psychology and others. opportunities throughout their school lifelong learning skills to be
careers to develop skills and active and ethical citizens.
concepts of different forms.
2. Social Awareness and Critical Social studies create awareness in The purpose of Social Studies is to Social participation skills
Judgment as well as Critical pupils of the diversity and help students foster and improve enable students to
Thinking interdependence of the world and their ability to take the perspective of develop effective relationships
help them to recognize the and empathize with others diverse with others, to
challenges and benefits of living in a backgrounds and cultures with their work in cooperative ways
world with multiple and ideologies. social skills, to understand social and toward common goals
Social studies teach pupils about ethical norms for behavior, and to and to collaborate with others
history and enable them to recognize family, school, and for the well-being
understand how society has evolved. community resources and supports. of their communities.
It places a strong emphasis in A driven mechanism for this social Students will develop
important and enduring ideas, events interaction was made possible and interpersonal skills that focus
and personalities that affect peoples’ beneficial by the aid of critical on cooperation,
lives. thinking and judgment that places a conflict resolution, consensus
strong emphasis on reviews, building,
analyzation, and judgments or collaborative decision making,
evaluations on issues, ideas, the importance of
processes, and experiences. It responsibility and the
teaches the skills of communication, acceptance of differences.
critical thinking and informed Development of these skills
 decision- making, collaboration, will enhance active
social responsibility, and participation in their
professionalism, which are helpful in communities. Activities in
their professional life. this regard could include
social action and
community projects, e.g.,
church groups, Amnesty
International, Médecins sans
frontières (Doctors
Without Borders).

Critical thinking is a process of

inquiry, analysis
and evaluation resulting in a
reasoned judgment.
Critical thinking promotes the
development of
democratic citizenship.
Students will develop
skills of critical thinking that
include:
distinguishing fact from
opinion; considering the
reliability and accuracy of
information;
determining diverse points of
view, perspective
and bias; and considering the
ethics of decisions
and actions.
3. Social Understanding The subject also includes the study The goal of Social Studies is to ACTIVE RESPONSIBLE
of interrelationship among people, as prepare the student to become CITIZENS
well as the relationship between responsible citizens that they may Our constitutional democracy
them and their environment. This have further knowledge of the requires active citizens.
allows pupils to develop an human condition, how it has Responsible Responsible
understanding of society and human changed over time, the variations Citizenship History Civics
condition. Social studies create that occur in different physical Geography Economics
awareness in students of the environments and cultural settings, Disciplinary Knowledge
diversity and interdependence of the and the emerging trends that appear Thinking Skills Democratic
world and help them to recognize the likely to shape the future in an Values Citizen Participation
challenges and benefits of living in a interdependent world. citizenship requires students
world with multiple and ideologies. to participate actively while
learning in the classroom.
Instruction should provide
activities that actively engage
students so that they
simultaneously learn about
civic participation while
involved in the civic life of
their communities, our state,
and our nation. The social
studies curriculum prepares
students to participate in
political activities, to serve
their communities, and to
regulate themselves
responsibly.

The Responsible Citizen

Uses knowledge of the past to
construct meaningful
understanding of our diverse
cultural heritage and inform
his/her civic judgments
(Historical Perspective)
Uses knowledge of spatial
patterns on earth to
understand processes that
shape both the natural
environments and the diverse
societies that inhabit them
(Geographic Perspective)
Uses knowledge of American
government and politics to
 make decisions about
governing his/her community
(Civic Perspective)
Uses knowledge of the
production, distribution and
consumption of goods and
services to make personal,
career and societal decisions
about the use of scarce
resources (Economic
Perspective)
Uses methods of social
science investigation to
answer questions about
society (Inquiry)
Knows how, when, and where
to construct and express
reasoned positions on public
issues (Public Discourse and
Decision Making)
Acts constructively to further the
public good (Citizen Involvement)
4. Integrating Ideas Social studies involve a number of In social studies, integration refers to
subjects including history, geography the consolidating of basic concepts,
and economics. Pupils learn how to facts and knowledge in subjects that
integrate ideas from different are related from recognizable parts
disciplines to come up with reasoned to form whole during the process of
decisions and to make the teaching and learning.
connections between related
concepts and ideas so they are better To ensure ongoing progress and
able to identify problems affecting monitor quality, a constructive
society. feedback system is critical for any
integrated-studies program based on
project-based learning. It's essential,
Rosenstock emphasizes, that student
work is presented to, and assessed
by, fellow students, teachers, and
 parents, as well as professionals in
the relevant disciplines. That way, he
says, "you build into the school a
system, a cycle of improvement."
Social studies will develop children’s What is Healthy Self-
self-confidence and initiative based Confidence?
on an understanding of their own Self-confidence is a feeling of
accomplishments and potentials and trust in one’s abilities,
their own worth. It enhances the qualities, and judgment.
development of the competences to
acquire, organise, assess and present A healthy sense of self-
information for the purposes of confidence is all about having
problem solving and issue a balanced view of yourself —
classification. Social studies aid in the taking pride in your abilities
development of students minds to while recognizing your flaws.
learn and to acquire certain skills
such as those of listening, speaking, Children with a healthy sense
5. Self Confidence
writing, reading, calculation, of self-confidence are able to
observation, analysis and inference feel good about themselves
which are essential to the forming of and know that they deserve
sound social, economic and political respect from others.
judgement.
The importance of self-
confidence should not be
underestimated, as it has
been strongly linked to
happiness through multiple
studies.
B. Activity 2. Objectives of Teaching Social Studies in Secondary Level
Provide your own explanation and give examples based on the data below.

Objectives Definition Explanation Examples

 A feeling of love for the
country
 Sources of the formation
Patriotism and love of country must be of high emotions
It is appropriate for students exposed
cultivated and nurtured in the soul of  A sense of homeland and
1. Cultivate a Spirit of to the basic theory of political science
every citizen. Knowledge of the history aesthetic beauty
Patriotism to see the connection with the
of statehood will be able to build and  Patriotism and personal
current political system.
develop a strong identity. values
 National pride and
intergenerational
continuity
Social studies aimed at providing every It is significant for every student to  Causes and effect of
person or students with the exposed themselves with the Environmental problems,
opportunities to acquire the environmental problems and issues issues, changes, and
knowledge, skills, values and attitudes that we have, where they can be able degradation
to protect and improve their to take an action either in the local  Climate Change, On the
surroundings. and global platform, to make Edge of Survival
sustainability through implemented  Protecting and conserving
programs and advocacy, and for Biodiversity and Wildlife
2. To Identify the Causes and
them to be informed about the  Coping with use of
Consequences of
human activity that became the Environmental
Environmental Problems
cause and consequences of the case. Sustainability
By this, the student can perform as  Ecological restoration
an eco- warrior or steward of the  Research for advocacy
Earth. and policy change

3. Technological Competence Students are technologically literate, The use of technology help students  Technological thinking
understand and use various to be knowledgeable enough with the and practice
 technologies, and demonstrate an current trends and of the world-stage  Social Literacy
understanding of the role of concerning social, cultural, economic,  The Role of Technology
technology in their lives, in society, and and political context. They may in Building Global
in the world at large. perform various actions that will test Understanding
their responsibility and continuous  A sense of responsible
judgements with use of technology. user of technology
Fostering the development of skills,  Research and evaluation
knowledge, and participation as good of social studies and
citizens in a country with the technology
connection of a technocentric world  Communication
and global sphere. Technology rich
instruction models effective use,
explores the barriers and benefits of
technology integration as a whole.
Students know problem solving The acquisition of problem-solving  Resolving and minimizing
strategies and apply them to situations skills will help the student to find out community and wider
they encounter. They demonstrate the means to a distinctly conceived societal problems
critical thinking and inquiry skills with end or goal, and involves various  Coping with interpersonal
which they process information to formal strategies to reach that goal. problems with other
solve a wide variety of problems. Where the student can perform the countries
skill as the process follows: the  Thinking about the
student may define or perceive the Solution for the known
4. Problem Solving
problem, formulate the hypothesis, Problem Orientation
gather the data, evaluate or analyze  Relationship
the data, use the data to confirm or  Treaties and agreements
reject the hypothesis, and explain or
reach a conclusion. As students
become familiar with the process,
they may need less time for actual
instruction, practice, and feedback.
5. Personal Development Students “grow from inside out,”  Exhibit honesty and
continually enlarging their knowledge integrity
base, expanding their horizons, and  Convey creativity and
challenging themselves in the pursuit ingenuity
of a healthy and productive life.  Communicate personal
beliefs, feelings, and
convictions
  Demonstrate self-
direction when working
towards and
accomplishing personal
goals
 Demonstrate flexibility as
goals and situations
change
 Adjust personal behavior
to fit the dynamics of
various groups and
situations
 Respect and be tolerate
of others’ beliefs, feelings
and convictions

C. Activity 3. Objectives of Teaching Social Studies in Tertiary Level

Provide your own explanation and give examples based on the data below.

Objectives Definition Explanation Examples

The teaching of Social Studies The objective of Social Studies at the  Leadership Skills
education at tertiary institutions pave tertiary level is the acquisition of  Management Skills
way for the students to be trained to both physical and intellectual skills  Professionalism Skills
appreciate the need for unity in which will enable individuals to  Organizational Skills
diversity, develop the spirit of develop into useful members of the  Analytical Skills
togetherness and interdependence of community. Social Studies education  Life Skills
members of both local and national is known to inculcate into the  Personal Life Skills
communities. learners the abilities and skills that  Socio-Cultural Adaptability
1. Acquisition of Skills
will make them become effective and Skills
functional members of the society  Civic Skills
and by that help them to master
their environment explore and
harness the available resources in
their environment for solving societal
needs and bettering the lives of the
people.
 The acquisition, development and
inculcation of proper value orientation
for the survival of the individual and
society is another objective of Social
Studies in tertiary level. Social Studies
2. Environmental and Human provides training ground for studies in
Values the tertiary institutions in inquiry,
decision-making, skills, critical thinking,
problem-solving and rational social
actions which are paramount for the
progress and development of both the
individual and the society at large.
The study of Social Studies does not
limit the students to mastery of their
local and national communities rather it
3. Acquisition of an Objective
exposes them to knowledge of the
view of the Local and
wider world, that is, the international
External Environments
communities, thus give them the
opportunity of adapting and
appreciating other people’s cultures.
4. Civic Competence Social studies educates students on Why is social studies
citizenship, providing them with the important for Minnesota
knowledge, skills and attitudes that will students?
help them to become competent and The National Council for the
responsible citizens who are informed, Social Studies (NCSS)
thoughtful, participate in their contends that student learning
community and exhibit moral and civic should involve civic
virtues. competence as part of
preparation for college,
career, and civic life. See C3
Framework.

Minnesota’s social studies

standards embrace this focus
on civic life along with deep
thinking about how people live
together on earth.
 Our state’s anchor standards
compel students to:

understand the facts,

concepts, principles, and
perspectives that shape social
studies
apply learning to complex
situations and contexts
think critically about important
issues and communicate their
findings
engage in the processes of problem
solving and discipline-based inquiry

On the other side of the definition is

the purpose, “civic competence” or
democratic citizenship: “the ability to
make informed and reasoned
decisions for the public good as
citizens of a culturally diverse,
democratic society in an
interdependent world.” Civic
competence is the readiness and
willingness to assume citizenship
responsibilities. These responsibilities
include more than just voting. For in
a democracy, it is also one’s
responsibility to serve on juries, to
be lawful, and to be just. (“Injustice
anywhere is a threat to justice
everywhere,” famously said by
Martin Luther King, Jr.4) One is
expected to be tolerant of political
and cultural differences, one is
expected to participate in creating
 and evaluating public policy, and it is
one’s duty to be civic-minded—to
think not only of oneself and one’s
own rights and freedoms but also of
the good of the whole community. In
a nutshell, then, social studies
education has two goals: social
understanding (i.e., knowledge of
human societies) and civic
competence (i.e., democratic
citizenship). When developing any
social studies unit or reading any set
of curriculum standards for social
studies, keep an eye on these two
the goals.

D. Activity 4. Approaches in Teaching Social Studies

Provide specific examples in each Approach in Teaching Social Studies

Approaches Definition Examples

Discovery learning takes place in problem solving  A teacher who asks the students to generate their
situations where the learner draws on his own own strategy for solving a problem may be
experience and prior knowledge and is a method of provided with examples in how to solve similar
instruction through which students interact with their problems ahead of the discovery learning task. "A
environment by exploring and manipulating objects, student might come up to the front of the room to
wrestling with questions and controversies, or work through the first problem, sharing his or her
performing experiments. thinking out loud.
Discovery Approach
 The teacher might question students and help
them formulate their thinking into general
guidelines for estimation, such as "start by
estimating the sum of the highest place-value
numbers". As others come to the front of the
room to work their way through problems out
loud, students can generate and test more rules"
Process Approach Process approach generally applauds the results.
Teachers who emphasize creative and critical thinking
 frequently use assignments requiring students to
compare and contrast, analyze, synthesize, and evaluate
some aspect of the social studies content.
Inquiry teaching is a process of asking and answering
key social studies questions. It is a student-centered
method of education focused on asking questions. It is
Inquiry Approach an approach to learning that involves a process of
exploring the natural or material world that leads to
asking questions and making discoveries in the search
for new understandings.
The multimedia approach consisting of the use of many
appropriate and carefully selected devices, techniques
and media in such a combination as to yield in the most
effective realization of the teaching- learning objectives
in a best possible way . The term multimedia approach
to teaching – learning may be referred to the use of
Multimedia Approach
appropriate and carefully selected varieties of learning
experiences which when presented to the learner
through selected teaching strategies will reinforce and
strengthen one another in such a way that the learner
will achieve predetermined objectives in an effective
way. 
Values clarification is an educational intervention that
includes reflexive personal, sociocultural, and
intercultural processes whereby one seeks to identify the
Value Clarification Approach
undergirding or influential value priorities that guide
one's interests, choices, actions, and reactions in a
variety of interpersonal and social contexts.
Mastery learning aims to change that, primarily by letting
go of the concept that everyone is on the same time
Mastery Learning schedule. It requires more differentiated learning, giving
students more time to go over the learning material,
giving them extra explanation and support.
Eclectic Approach Eclectic approach is a method of language education that
combines various approaches and methodologies to
teach language depending on the aims of the lesson and
the abilities of the learners. Different teaching methods
 are borrowed and adapted to suit the requirement of the
learners.

C. Analysis
Answer the question below.
How important to understand the different approaches that involves of teaching social studies in different fields (Elementary, Secondary and
Tertiary levels)?
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

D. Abstraction
Discuss and explain briefly with fairness and maturity the following statements below.
The Values and Advantages of Social Sciences Teaching along with:
1. Social
2. Cultural
3. Moral
4. Political
5. Disciplinary Values

E. Application
Tell with Fairness and Honesty: Submit a Reflection Paper about the Values of Learning Social Studies as graded based on the rubrics below:
 Rubrics for Student Reflection Paper

Above Expectations Meets Expectations Approaching Expectations Below Expectations

The reflection attempts to
The reflection explains the The reflection explains the The reflection does
demonstrate thinking about
student’s own thinking and student’s thinking about not address the
Reflective Thinking learning but is vague and/or
learning processes, as well as his/her own learning student’s thinking
unclear about the personal
implications for future learning. processes. and/or learning.
learning process.
The reflection is an in-depth
analysis of the learning The reflection attempts to
The reflection is an analysis The reflection does
experience, the value of the analyze the learning experience
of the learning experience not move beyond a
Analysis derived learning to self or but the value of the learning to
and the value of the derived description of the
others, and the enhancement of the student or others is vague
learning to self or others. learning experience.
the student’s appreciation for and/or unclear.
the discipline.
The reflection attempts to
The reflection articulates The reflection articulates articulate connections between
The reflection does
multiple connections between connections between this this learning experience and
not articulate any
this learning experience and learning experience and content from other courses,
Making Connections connection to other
content from other courses, past content from other courses, past learning experiences, or
learning or
learning, life experiences and/or past learning experiences, personal goals, but the
experiences.
future goals. and/or future goals. connection is vague and/or
unclear.

Total possible Score is 50 points

Student Score: __________
A. Evaluation
Based on the following procedures of this module; the activities conducted and the ideas gathered, I want you to make a reflection by filling up the table
below. As a student, the lesson I got in this module are as follows:

I LEARNED……. I UNLEARNED……. I RELEARNED……..

Prepared by:

EDUARDO D. QUIDTA JR., M.A.Ed, M.Ed

Part Time Instructor