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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. 2. 3. 4. 5. 6. 7. 8. distinguish and explain the goals of MAKABAYAN; identify the descriptors or principles of MAKABAYAN to fully understand its assertion; delineate through comparing and contrasting the various MAKABAYAN subjects; grasp fully the objectives and goals of civics, geography, and history; value the role of Civics, Geography, and History towards ones development; master the contents and skills necessary to teaching Elementary Social Studies; model appropriate approaches and/or strategies to teaching Elementary Social Studies; and 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 1st 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 1st 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: 1st 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: COURSE CONTENT 1. Introduction Universitys Vision- Mission KKP Integration Significance of the Course TIME ALLOTM ENT 1 ACTIVITIES AND STRATEGIES Lecture- Discussion vis--vis Situation Analysis COMPETENCIES/OBJECTIVES Cite examples of materializing the universitys vision- mission. Observe the cleanliness and orderliness of the room throughout the semester. Show interest of the importance of the course to their chosen career. Enumerate and explain goals and objectives of MAKABAYAN. Define the various subject components of MAKABAYAN.

2. MAKABAYAN Goals and Objectives of MAKABAYAN Subject Components of MAKABAYAN MAKABAYAN Decalogue

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PowerPoint Presentation and Discussion Duelling Documents

3. Social Studies Definition and Rationale A Rationale for Social Studies Education Social Studies Curriculum Patterns The Environment for Social Studies Learning The Roles of a Social Studies Teacher Principles of Powerful Social Studies

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Carousel Brainstorming Dual Exposure Group Sharing

4. Children in a Democracy The Roles of Filipino Citizens in Democracy Active Citizenship -Formal Strategies for Citizenship Education -Informal Strategies for Citizenship Education Service Learning as Citizenship The Meaning of Citizenship: A Global Perpectives The Rights and Responsibilities of a Child 5. Social Studies and Diversity in the Philippines Field Study and Peer Sharing of Observations The Role of Social Studies in Promoting Pluralism and Diversity -Cultural Sensitivity in Social Studies Curricula -Creating a Culturally Responsive Social Studies Learning Environment

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Music Video and Picture Analysis Film- Viewing: No Time for Play Technology- Oriented Discussion

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Field Study Peer Sharing Case Study News Analysis

Master the MAKABAYAN Decalogue. Show interest on the role of MAKABAYAN for learners holistic development. Write a reaction paper on the rationale of Social Studies Education. Compare and contrast the traditional and contemporary environment of Social studies Teaching and Learning. Distinguish ones role as wouldbe Social Studies Educator. Identify the different principles of powerful Social Studies teaching and learning. Analyze the roles of Filipino citizens in democracy. Model formal and informal strategies for citizenship education Fashion a reflection paper base on the film viewed. Extract life- lessons on the importance of valuing ones right. Present a music video dealing with cultural uniformity and diversity. Define pluralism and diversity. Discuss culturally sensitive Social Studies topic. Cite ways on how to prepare

Cultural Sensitivity: The Teacher as Learner Preparing Children for Diverse World 6. Setting and Achieving Social Studies Standards Content Standards and Performance Standards The Nature of Knowledge Fragile Knowledge versus Deep Understanding The Structure of Social Studies Disciplines as Fundamental Knowledge

1 1.5 1 Multi- Media Presentation Guided Discussion Cognitive Mapping

children for diverse world. Create a matrix presentation on the differences and samples of content standards and performance standards. Fashion a cognitive map to compare and contrast fragile knowledge and deep understanding. Explain the structure of Social Studies disciplines as fundamental knowledge. Differentiate the following; The Learner- Centered Approach The Society- Centered Approach The Knowledge- Centered Approach Make an elementary Social Studies lesson plan. Discuss the importance of longrange social studies goal. Define key social studies concepts, skills, and values.

7. Three Ways to Center the Social Studies Curriculum: The Learner, Society, and Knowledge The Learner- Centered Approach The Society- Centered Approach The Knowledge- Centered Approach 8. Planning for Social Studies Teaching and Learning Teacher as Decision- Makers Planning for Long- Range Goals Planning Lessons and Activities Teaching Concepts, Skills, and Values Planning and Developing Units 9. Successful Strategies for Social Studies Teaching and Learning Five Principles of Effective Teaching and Learning Direct Instruction Strategies

PowerPoint Presentation Video Clip Analysis Guided Discussion

Key Modeling Lesson- Planning and Demonstration Guided Discussion

PRELIM EXAMINATION (1.5) Multi- Media Presentation Video Clip Viewing 1 Key Modeling 2 Direct and Indirect Instruction 5

Discuss the five principles of effective teaching and learning. Differentiate direct instruction strategies from indirect instruction strategies.

Indirect Instruction Strategies Observations on Indirect Strategies 10. Assessing Social Studies Learning What, Why, and Hows of Assessing Integrated Assessment of Strategies Assessing Assessment: Why is it Important? Testing and Assessment Portfolio Assessment 11. Inquiry, Discovery, and Problem- Solving: Children as Researches Inquiry, Discovery Learning, and ProblemSolving Four Types of Inquiry Research Assessment and Inquiry Metacognition and Inquiry 12. Social Studies and Integrated Curriculum What is Integration? Projects: The Building Blocks of Integrated Study Significant Themes for Integration 13. Exploring our Geographic World Understanding the Tools of Geography Applying the Five Themes of Geography Learning to Make, Read, and Use Maps

1 1 1.5 KWL Gallery Walk Test- Planning and Test- Making Guided Lecture- Discussion Experiential Learning Inquiry, Discovery, and ProblemSolving Approach PowerPoint Presentation Complete a KWL chart. Fashion various types of tests and assessments. Distinguish the role of portfolio to assess social studies learning. Enumerate the four types of inquiry research. Present a social studies content done through discovery approach. Assess the connectedness of metacognition and inquiry. Show and model successful projects and requirements in social studies.

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Use of Models and Mock Ups Multi- Media Presentation

MIDTERM EXAMINATION (1.5) Blogging Approach 1 Virtual Learning 1 Recycled/Mock Globe 1 Map Reading and Plotting

14. Making History Come Alive

Film- Viewing: A Dangerous Life

Post reactions on a certain social studies issue through blogs. Apply the five themes of geography towards understanding ones place geography. Read and plot countries using different types of maps. Value Gods masterpiece through virtual learning. Create a film- analysis of the

What is History Uses of History Using Historical Resources 15. Social Studies and the Literacy Connection Literacy and Democracy Social Studies and Language Development The Writing Process The Spoken Word Media Literacy 16. E- Portfolio Presentation and Evaluation

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Use of Prime Sources Collage Making Guided Discussion Essay Writing Pubic Speaking E- Learning

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E- Portfolio Presentation and Evaluation: Critics and Assessing FINAL EXAMINATION (1.5)

movie, A Dangerous Life. Identify the use of prime sources to explain events in history. Value the role of historical literacy towards development. Write an essay on a free selected social issue. Deliver a personally written public speaking peace about free chosen social issue and endeavor. Present a contemporary news video. Present the an E- Portfolio as a course requirement.

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 STUDENTS E- PORTFOLIO CRITERIA FAIR (5) GOOD (7) EXCELLENT (10)

TECHNICAL

Hard to navigate; many links do not work; all text docs with few images; audio/or video not included; documents have many grammatical errors Not organized or presented well; lacks personalization; not visual; poor use of design, audio, text elements

Navigation is clear; some links do not work; content includes audio/video, digital images, slide show, and/or PDF docs; few grammar errors in documents Organized; some evidence of personalization; is visual; good use of design, audio, and text elements Reflections are related to artifacts; some reflections missing/and or need of improvement and revisions; reflections overall are of good quality

DESIGN

Clear navigation; links work; content includes audio/video, digital images, slide show, and/or PDF docs; documents are error-free; portfolio has been converted to CD or posted to a web site. Well organized; unique/imaginative approach to design; highly visual; excellent use of design, audio, and text elements

Reflections not related to artifacts; many reflections missing and/or need substantial improvement and revisions; REFLECTIONS reflections overall are of poor quality

Reflections are clearly related to artifacts; reflections demonstrate growth over time; reflections are well written and reveal depth and breadth of experiences; reflections overall are of excellent quality Artifacts are related to reflections; no artifacts missing; categories are complete; good variety of artifacts included; excellent quality digital and/or video images and sound

ARTIFACTS

Artifacts are not related to reflections; many artifacts missing; little variety of artifacts included; poor quality digital and/or video images and sound

Artifacts related to reflections; some artifacts missing; has a variety of artifacts included; good quality digital and/or video images & sound

GRADING SYSTEM Criteria CLASS STANDING Seatwork Quiz Assignment Recitation Prelims 50% 15% 15% 10% 10% Midterms 50% 15% 15% 10% 10% Finals 50% 10% 10% 10%

Requirement EXAMINATION TOTAL

R 50% 100%

E N 50% 100%

20% 50% 100%

Prepared by: Herbert Saquing Corpuz Course Instructor

Recommending Approval: Atty. Roderick L. Bautista Department Head

Approved: Olivia B. Pasicolan, PhD. Academic Dean