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University of Saint Louis

Tuguegarao, Cagayan

SCHOOL OF EDUCATION, ARTS AND SCIENCES


Department of Social Sciences

COURSE INFORMATION AND SYLLABUS IN SS 212

Descriptive Title: Building Bridges across Social Science Disciplines


Credit Units: 3 lecture hours per week (54 lecture hours per semester)

COURSE DESCRIPTION:

This course is intended to afford BEEd students of the content and skills indispensable to teaching Elementary Social Studies which include
Civics, Geography and History. It would equip students of an expansive critical understanding and analysis of the significance of MAKABAYAN
specifically Social Studies as part/ mandate of Restructured Basic Education Curriculum. It would provide and train would-be primary educators of
the approaches and strategies to teaching Elementary Social Studies content and skills.

COURSE OBJECTIVES:

At the end of the course, the students are anticipated to;

1. distinguish and explain the goals of MAKABAYAN;


2. identify the descriptors or principles of MAKABAYAN to fully understand its assertion;
3. delineate through comparing and contrasting the various MAKABAYAN subjects;
4. grasp fully the objectives and goals of civics, geography, and history;
5. value the role of Civics, Geography, and History towards one’s development;
6. master the contents and skills necessary to teaching Elementary Social Studies;
7. model appropriate approaches and/or strategies to teaching Elementary Social Studies; and
8. invent/re-invent new strategies to teaching Social Studies contents and skills.
References:

BOOKS:

Ellis, Arthur K. Teaching and Learning Elementary Social Studies: 9th Edition. USA: Allyn and Bacon. March 31, 2010

Kottler, Ellen I. and Nancy P. Gallavan. Secrets to Success for Social Studies Teachers 1 st Edition. USA: Corwin Press. August 23, 2007

Longhi, Sarah. Social Studies Graphic Organizers & Mini-Lessons (Best Practices in Action) 1 st Edition. USA: Teaching Resources. April 1,
2006

Morris, Kevin. Standards-Based Social Studies Activities with Rubrics: Highly Motivating, Literacy-Rich Activities That Reinforce Important
Social Studies Content and Help Students Show What They Know 1 st Education. USA: Teaching Resources. November 1, 2006

Obenchain, Kathryn M. and


Ronald V. Morris. 50 Social Studies Strategies for K-8 Classrooms (2nd Edition). USA: Prentice Hall. August 25, 2006

Schell, Emily and


Douglas Fisher. Teaching Social Studies: A Literacy-Based Approach: 1 st Edition. USA: Prentice Hall. October 27, 2006

Schmidt, Laurel. Social Studies That Sticks: How to Bring Content and Concepts to Life. USA: Heinemann. September 4, 2007

Sunal, Cynthia Szymanski and Mary Elizabeth Haas. Social Studies for the Elementary and Middle Grades: A Constructivist Approach: 4 th
Edition. USA: Allyn & Bacon. February 19, 2010

Thornton, Stephen J. and


Nel Noddings. Teaching Social Studies That Matters: Curriculum for Active Learning. USA: Teachers College Press. November 2004

ONLINE REFERENCES:
Storypath: A Problem-Solving Approach to Teaching Social Studies. http://fac-staff.seattleu.edu/mmcguire/web/. Date Retrieved: February 18,
2010

A Thematic Approach to History. www.esd112.org/history/cc/documents/.../ccnewsletter_fall06.pdf - United States. Date Retrieved: February 18,
2010
Strategies for Teaching Social Studies. http://www.udel.edu/dssep/strategies.htm. Date Retrieved: February 19, 2010

Lesson Plans and Teaching Strategies. http://www.csun.edu/~hcedu013/plans.html#Teaching%20Strategies. Date Retrieved: February 19, 2010

Teaching/Assessment Strategies. http://www.eed.state.ak.us/tls/Frameworks/sstudies/part3a5.htm. Date Retrieved: February 19, 2010

Teaching Elementary Social Studies. http://www.coursesmart.com/9780137039524/4?tocview=true. Date Retrieved: April 6, 2010

COURSE OUTLINE:

TIME
COURSE CONTENT ALLOTM ACTIVITIES AND STRATEGIES COMPETENCIES/OBJECTIVES
ENT
1. Introduction Lecture- Discussion vis-à-vis  Cite examples of materializing
 University’s Vision- Mission Situation Analysis the university’s vision- mission.
 KKP Integration 1  Observe the cleanliness and
 Significance of the Course orderliness of the room
throughout the semester.
 Show interest of the importance
of the course to their chosen
career.
2. MAKABAYAN PowerPoint Presentation and  Enumerate and explain goals
 Goals and Objectives of MAKABAYAN Discussion and objectives of MAKABAYAN.
 Subject Components of MAKABAYAN 1.5 Duelling Documents  Define the various subject
 MAKABAYAN Decalogue components of MAKABAYAN.
 Master the MAKABAYAN
Decalogue.
 Show interest on the role of
MAKABAYAN for learners’
holistic development.
3. Social Studies Definition and Rationale Carousel Brainstorming  Write a reaction paper on the
 A Rationale for Social Studies Education 1 Dual Exposure rationale of Social Studies
 Social Studies Curriculum Patterns Group Sharing Education.
 The Environment for Social Studies Learning 1.5  Compare and contrast the
 The Roles of a Social Studies Teacher traditional and contemporary
 Principles of Powerful Social Studies environment of Social studies
Teaching and Learning.
 Distinguish one’s role as would-
be Social Studies Educator.
 Identify the different principles of
powerful Social Studies teaching
and learning.
4. Children in a Democracy Music Video and Picture Analysis  Analyze the roles of Filipino
 The Roles of Filipino Citizens in Democracy 1.5 Film- Viewing: No Time for Play citizens in democracy.
 Active Citizenship Technology- Oriented Discussion  Model formal and informal
-Formal Strategies for Citizenship Education strategies for citizenship
-Informal Strategies for Citizenship Education education
 Service Learning as Citizenship 1.5  Fashion a reflection paper base
 The Meaning of Citizenship: A Global on the film viewed.
Perpectives  Extract life- lessons on the
 The Rights and Responsibilities of a Child importance of valuing one’s right.
5. Social Studies and Diversity in the Philippines Field Study  Present a music video dealing
 Field Study and Peer Sharing of Observations 1 Peer Sharing with cultural uniformity and
 The Role of Social Studies in Promoting 1 Case Study diversity.
Pluralism and Diversity News Analysis  Define pluralism and diversity.
-Cultural Sensitivity in Social Studies Curricula  Discuss culturally sensitive
-Creating a Culturally Responsive Social Social Studies topic.
Studies Learning Environment  Cite ways on how to prepare
 Cultural Sensitivity: The Teacher as Learner 1 children for diverse world.
 Preparing Children for Diverse World
6. Setting and Achieving Social Studies Standards Multi- Media Presentation  Create a matrix presentation on
 Content Standards and Performance 1.5 Guided Discussion the differences and samples of
Standards Cognitive Mapping content standards and
 The Nature of Knowledge performance standards.
 Fragile Knowledge versus Deep Understanding 1  Fashion a cognitive map to
 The Structure of Social Studies Disciplines as compare and contrast fragile
Fundamental Knowledge knowledge and deep
understanding.
 Explain the structure of Social
Studies disciplines as
fundamental knowledge.
7. Three Ways to Center the Social Studies PowerPoint Presentation  Differentiate the following;
Curriculum: The Learner, Society, and Knowledge Video Clip Analysis  The Learner- Centered
 The Learner- Centered Approach 1 Guided Discussion Approach
 The Society- Centered Approach  The Society- Centered
 The Knowledge- Centered Approach Approach
 The Knowledge- Centered
Approach
8. Planning for Social Studies Teaching and Learning Key Modeling  Make an elementary Social
 Teacher as Decision- Makers 2 Lesson- Planning and Studies lesson plan.
 Planning for Long- Range Goals Demonstration  Discuss the importance of long-
 Planning Lessons and Activities Guided Discussion range social studies goal.
 Teaching Concepts, Skills, and Values  Define key social studies
 Planning and Developing Units concepts, skills, and values.

PRELIM EXAMINATION (1.5)


9. Successful Strategies for Social Studies Teaching Multi- Media Presentation  Discuss the five principles of
and Learning Video Clip Viewing effective teaching and learning.
 Five Principles of Effective Teaching and 1 Key Modeling  Differentiate direct instruction
Learning 2 Direct and Indirect Instruction strategies from indirect
 Direct Instruction Strategies 5 instruction strategies.
 Indirect Instruction Strategies 1
 Observations on Indirect Strategies
10. Assessing Social Studies Learning KWL  Complete a KWL chart.
 What, Why, and How’s of Assessing 1 Gallery Walk  Fashion various types of tests
 Integrated Assessment of Strategies Test- Planning and Test- Making and assessments.
 Assessing Assessment: Why is it Important? 1.5 Guided Lecture- Discussion  Distinguish the role of portfolio to
 Testing and Assessment assess social studies learning.
 Portfolio Assessment
11. Inquiry, Discovery, and Problem- Solving: Children Experiential Learning  Enumerate the four types of
as Researches Inquiry, Discovery, and Problem- inquiry research.
 Inquiry, Discovery Learning, and Problem- 1.5 Solving Approach  Present a social studies content
Solving PowerPoint Presentation done through discovery
 Four Types of Inquiry Research 1 approach.
 Assessment and Inquiry  Assess the connectedness of
 Metacognition and Inquiry metacognition and inquiry.
12. Social Studies and Integrated Curriculum Use of Models and Mock Ups  Show and model successful
 What is Integration? 1 Multi- Media Presentation projects and requirements in
 Projects: The Building Blocks of Integrated 1.5 social studies.
Study
 Significant Themes for Integration
MIDTERM EXAMINATION (1.5)
13. Exploring our Geographic World Blogging Approach  Post reactions on a certain social
 Understanding the Tools of Geography 1 Virtual Learning studies issue through blogs.
 Applying the Five Themes of Geography 1 Recycled/Mock Globe  Apply the five themes of
 Learning to Make, Read, and Use Maps 1 Map Reading and Plotting geography towards
understanding one’s place
geography.
 Read and plot countries using
different types of maps.
 Value God’s masterpiece through
virtual learning.
14. Making History Come Alive Film- Viewing: A Dangerous Life  Create a film- analysis of the
 What is History 1 Use of Prime Sources movie, A Dangerous Life.
 Uses of History 1.5 Collage Making  Identify the use of prime sources
 Using Historical Resources 1 Guided Discussion to explain events in history.
 Value the role of historical
literacy towards development.
15. Social Studies and the Literacy Connection Essay Writing  Write an essay on a free selected
 Literacy and Democracy 1 Pubic Speaking social issue.
 Social Studies and Language Development 1 E- Learning  Deliver a personally written
 The Writing Process 1.5 public speaking peace about free
 The Spoken Word 1.5 chosen social issue and
 Media Literacy 1.5 endeavor.
 Present a contemporary news
video.
16. E- Portfolio Presentation and Evaluation 3.5 E- Portfolio Presentation and  Present the an E- Portfolio as a
Evaluation: Critics and course requirement.
Assessing
FINAL EXAMINATION (1.5)

COURSE REQUIREMENT:

Students are to be asked to submit and present an E- learning portfolio on the course. On the succeeding page is the rubric for assessment;

RUBRIC FOR ASSESSING STUDENT’S E- PORTFOLIO

CRITERIA FAIR GOOD EXCELLENT


(5) (7) (10)

Hard to navigate; many links do not work; Navigation is clear; some links do not Clear navigation; links work; content
all text docs with few images; audio/or work; content includes audio/video, digital includes audio/video, digital images, slide
TECHNICAL video not included; documents have many images, slide show, and/or PDF docs; few show, and/or PDF docs; documents are
grammatical errors grammar errors in documents error-free; portfolio has been converted to
CD or posted to a web site.
Not organized or presented well; lacks Organized; some evidence of Well organized; unique/imaginative
personalization; not visual; poor use of personalization; is approach to design; highly visual; excellent
DESIGN design, audio, text elements visual; good use of design, audio, and text use of design, audio, and text elements
elements

Reflections not related to artifacts; many Reflections are related to artifacts; some Reflections are clearly related to artifacts;
reflections missing and/or need reflections missing/and or need of reflections demonstrate growth over time;
substantial improvement and revisions; improvement and revisions; reflections reflections are well written and reveal
REFLECTIONS reflections overall are of poor quality overall are of good quality depth and breadth of experiences;
reflections overall are of excellent quality

Artifacts are not related to reflections; Artifacts related to reflections; some Artifacts are related to reflections; no
many artifacts missing; little variety of artifacts missing; has a variety of artifacts artifacts missing; categories are complete;
ARTIFACTS artifacts included; poor quality digital included; good quality digital and/or video good variety of artifacts included; excellent
and/or video images and sound images & sound quality digital and/or video images and
sound

GRADING SYSTEM

Criteria Prelims Midterms Finals


CLASS STANDING 50% 50% 50%
Seatwork 15% 15% 10%
Quiz 15% 15% 10%
Assignment 10% 10%
10%
Recitation 10% 10%
Requirement N O R E Q U I R E M E N T 20%
EXAMINATION 50% 50% 50%
TOTAL 100% 100% 100%
Prepared by: Recommending Approval: Approved:

Herbert Saquing Corpuz Atty. Roderick L. Bautista Olivia B. Pasicolan, PhD.


Course Instructor Department Head Academic Dean