FSE01-L1-PRELIM.pdf

Introduction to Social Studies VANESSA P. ESPINOSA FSE01 - Instructor Social Studies  Social studies is taught from Grade 1 till grade 12 in schools across the nation.  Asa field study, social studies may be more difficult to define than is a si...

Introduction to Social Studies VANESSA P. ESPINOSA FSE01 - Instructor Social Studies  Social studies is taught from Grade 1 till grade 12 in schools across the nation.  Asa field study, social studies may be more difficult to define than is a single discipline such as history or geography, precisely because it is multidisciplinary and interdisciplinary Definition of Social Studies  Social Studies is the study of cultural, economic, geographic, and political aspects of past, current, and future societies.  Social Studies is more than a collection of facts for children to memorize; it is an understanding of how people, places, and events came about and how people can relate and respond to each other’s needs and desires.  Social Studies is also how we develop respect for different viewpoints and cultural beliefs. Goals of Social Studies Education  help students understand their place in the world  teaches children their roles and responsibilities particularly in relation to social and civic affairs.  helps students develop critical thinking abilities,  prepares them to participate competently and productively as concerned citizens  teaches them to address societal and global concerns using literature, technology and other identifiable community resources. Characteristics of an effective Social Studies Curriculum The ten themes that serve s organizing components for the social studies curriculum at every school level are: I. Culture : Social studies should include experiences that provide for the study of culture and cultural diversity. II. Time, Continuity and Change : Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. III. People, Places and Environments : Social studies programs should include experiences that provide for the study of people, places, and environments. IV. Individual Development and Identity : Social studies should include experiences that provide for the study of individual development and identity. V. Individuals, Groups and Institutions : Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. VI. Power, Authority and Governance : Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. VII. Production, Distribution and Consumption : Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. VIII. Science, Technology and Society : Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. IX. Global Connections : Social studies programs should include experiences that provide for the study of global connections and interdependence. X. Civic Ideals and Practices : Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.  Two features of these curriculum strands are especially important.  First, they are interrelated. To understand culture, for example, students need to understand time, continuity, and change  Second, the thematic components pull from all to the social science disciplines and other related disciplines to build a framework for social studies curriculum design. Principles of Teaching and Learning Social Studies Outcome expectations to assure excellence in social studies are called principles of teaching. Those principles are:  Social studies teaching and learning are powerful when they are meaningful.  Social studies teaching and learning are powerful when they are integrative.  Social studies teaching and learning are powerful when they are value- based.  Social studies teaching and learning are powerful when they are challenging.  Social studies teaching and learning are powerful when they are active.