GUIDING PRINCIPLES IN THE TEACHING OF ARALING PANLIPUNAN ( SOCIAL SCIENCE)

GUIDING PRINCIPLES IN THE TEACHING OF SOCIAL SCIENCE

Effective teaching of AP is a characterized as meaningful, integrative, value-based, challenging , and active.

1. Effective AP teaching is meaningful.

It is meaningful when students see the relevance and connection of their lesson to their lives because it has
real- world application.

2. Effective AP teaching integrative

Araling panlipunan as a subject is in itself an integration of several interrelated disciplines history,

3. Effective teaching of AP is value-based.

The intended outcomes of AP as a course/subject are he affective domain, the development of the
"mamayang mapanagutan, makakalikasan, makabansa, at makatao".

The 3-level strategy includes the teaching of:

fact (first level)

concept (second level)

and values (third level)

4. Effective AP teaching is active.

AP teaching requires students to process and think about what they learn.

Effective AP teaching is challenging.

For AP teaching and learning to be challenging, learning task should neither too easy to bore the students
nor too difficult to discourage them.

10 themes for Social Studies Program

1.CULTURE

Human beings create, learn, share, and adapt to culture. The study of culture examines the socially
transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also
encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts,
and foods.

2.TIME, CONTINUITY, AND CHANGE

Studying the past makes it possible for us to understand the human story across time. The historical
experiences of societies, peoples and nations reveal patterns of continuity and change. Historical analysis
enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as
processes that lead to change within societies and institutions, and that result in innovation and the
development of new ideas, values and ways of life.

3. PEOPLE, PLACES, AND ENVIRONMENTS

The study of people, places, and environments enables us to understand the relationship between human
populations and the physical world. Students learn where people and places are located and why they are
there. They examine the influence of physical systems, such as climate, weather and seasons, and natural
resources, such as land and water, on human populations. They study the causes, patterns and effects of
human settlement and migration, learn of the roles of different kinds of population centers in a society, and
investigate the impact of human activities on the environment. This enables them to acquire a useful basis of
knowledge for informed decision-making on issues arising from human-environmental relationships.

4.INDIVIDUAL DEVELOPMENT AND IDENTITY

Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived
experiences shared with people inside and outside the individual’s own culture throughout her or his
development. Given the nature of individual development in a social and cultural context, students need to
be aware of the processes of learning, growth, and interaction at every level of their own school
experiences. The examination of various forms of human behavior enhances an understanding of the
relationships between social norms and emerging personal identities, the social processes that influence
identity formation, and the ethical principles underlying individual action.

5. Individuals, Groups, & Institutions

Institutions are the formal and informal political, economic, and social organizations that help us carry
out, organize, and manage our daily affairs. Schools, religious institutions, families, government agencies,
and the courts all play an integral role in our lives. They are organizational embodiments of the core social
values of those who comprise them, and play a variety of important roles in socializing individuals and
meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the
consideration of public issues.

7. Power, Authority, & Governance

The development of civic competence requires an understanding of the foundations of political thought,
and the historical development of various structures of power, authority, and governance. It also requires
knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other
parts of the world.

8 Production, Distribution, & Consumption

People have wants that often exceed the limited resources available to them. The unequal distribution of
resources necessitates systems of exchange, including trade, to improve the well-being of the economy,
while the role of government in economic policy-making varies over time and from place to place.

9. Science, Technology, & Society

Science, and its practical application, technology, have had a major influence on social and cultural
change, and on the ways people interact with the world. Scientific advances and technology have
influenced life over the centuries, and modern life, as we know it, would be impossible without technology
and the science that supports it.
9. Global Connection

Global connections have intensified and accelerated the changes faced at the local, national, and
international levels. The effects are evident in rapidly changing social, economic, and political institutions
and systems. World trade has expanded and technology has removed or lowered many barriers, bringing far-
flung cultures, institutions, and systems together. Connections among nations and regions of the world
provide opportunities as well as uncertainties. The realities of global interdependence require deeper
understanding of the increasing and diverse global connections among world societies and regions.

10. Civic ideals and practices

An understanding of civic ideals and practices is critical to full participation in society and is an essential
component of education for citizenship, which is the central purpose of social studies. All people have a
stake in examining civic ideals and practices across time and in different societies. Through an understanding
of both ideals and practices, it becomes possible to identify gaps between them, and study efforts to close
the gaps in our democratic republic and worldwide.

Selected topics in geography and culture in elementary level

What is the topic of geography for elementary students?

For human and physical geography, your child will be taught to describe and understand key aspects of
geography, for example: climate zones, rivers, mountains, volcanoes, earthquakes, the water cycle, types of
settlement, economic activity and the distribution of natural resources.

What are some examples cultural geography?

Examples of cultural geography include the diffusion of religions and the diffusion of culture via colonialism
and imperialism.

Why is teaching geography very important in the elementary?

Elementary students have the abilities to learn geographic skills in observation, classification, organization,
and map reading and interpretation.

Trends and issues in the teaching of Social Studies in Primary Grades

•Social trends can be defined as any type of activity that is participated in by society as a whole.

•Trends can be long-lasting or short-lived.

Trends in teaching social studies in primary grades often focus on interactive and experiential learning
methods, incorporating technology, and fostering global awareness. Key issues include adapting to diverse
student backgrounds, addressing digital literacy, and ensuring a balance between local and global
perspectives in the curriculum.

Why it is important to the primary grades?

there is a growing emphasis on cultivating critical thinking skills, promoting civic education, and integrating
social-emotional learning into social studies instruction. Inclusivity, cultural sensitivity, and the use of
inquiry-based approaches are also emerging as essential elements to enhance the effectiveness of social
studies education in primary grades.