TEACHING SOCIAL STUDIES
It develops the favorable or unfavorable attitude
Social Studies is a program of study of Social
Sciences. As a program of Social Sciences, it utilizes
contents and skills in the Social Sciences. The name
of Social Studies was first coined in 1916 in the
United States as a study of all the Social Sciences to
enable people to understand the social nature of the
world in which we live in.
Social Science:
• The study of how people live and organize
themselves in society.
Nature:
• A combination of both art and science.
• It is dynamic in nature.
• Presently scientific and logical methods are also
included and applied in the teachinglearning
process of social science.
Relation with other subject:
• Relationship with Language
• Relationship with Mathematics
• Relationship with Technology
• Relationship with Art
Significance of Social Science in Teaching:
• develop the feeling of patriotism
• build the feeling of democratic sentiments among
the learners
• develop critical thinking
• develop different skills which help them earn
their livelihood
• develop interest, value, knowledge for various
cultures, customs, traditions of society
• develop learner's good citizen
Contribution of Social Science to the
Development of Children:
1. Study of society and the people of the society is
based on information and facts related to Human
and environment which helps in the development
of known structure in the child’s mind.
2. It helps in the development of the relevant
understanding of the experiences related to inside
or outside the classroom.
3.
of the child and society towards various facts,
figures, and experiences related to society.
Social Studies:
• A field which deals with human behavior,
relationships, resources, and institutions.
• A branch of study which deals with Human Beings
– their behavior, growth and development,
relationships, resources they use and the various
institutions they require to function and carry on
their life smoothly.
Aim and Purpose:
• to teach students to become good citizens.
a) Social studies connect students with the real
world.
b) Prepare students to interact with people of all
cultures and communities.
Importance of Social Studies in the School
Curriculum
Social Studies
Teach students to interact with others from
different cultural and socioeconomic backgrounds.
Students must study how society works, and how
people work in a society in order for it all to work
once they enter society after graduation.
The inclusion of Social Studies in the curriculum
right from primary to secondary classes signifies
the importance of the subject and the role it plays in
a student’s life. Social Studies is incorporated in the
school curriculum through a combination of
subjects like – History,
Geography, Cultural Studies, Economics, Political
Science, Sociology, Psychology, Anthropology, etc.
8 Reasons: Why Social Studies Important for
Students?
Students learn skills through social studies that
help them succeed in further education as well as
life.
Here are all the amazing ways learning social
studies benefits kids and society together:
1. Better Reading and Learning - Social studies
are one area in education where content
integration is key. Students are given reading
material that corresponds with the current learning
topics. Giving reading materials in context helps
students become better readers.
They also become better learners because they are
asked to use analysis, critical thinking, and writing
to show understanding.
2. Citizen Responsibilities and Values - Students
need an understanding of history, political science,
culture, and all humanities to be able to understand
why it is important to be a good citizen.
3. Cultural Understanding - We need students to
learn about, understand, and appreciate cultural
differences if we expect them to have meaningful
interactions with people of all backgrounds in the
future.
4. Economic Education - By learning economics,
young people understand how their financial
decisions have an impact on their future, as well as
the future of society.
5. Critical Thinking - A part of social studies —
students are taught to evaluate others’ decisions
and make connections between influences and
circumstances. Young people get the opportunity to
learn from others’ mistakes through social sciences.
6. Real-World Understanding - Students learn
about places, cultures, and events around the
world, what conspired to make them the way they
are, and can make inferences about how the rest of
the world works.
7. Political Skills - From social studies classes,
students learn about government, political ideas,
country economy and resources, and more.
Students gain political skills by analyzing and
evaluating existing systems and imaging the future
of the place in which they live.
8. Respect History - History is what made the
world the way it is, and it is essential that people
study it to have an appreciation for and
understanding of the way the world works.
Learning about history is what makes it possible to
learn from the past and plan. Teaching Social
Studies is a fun challenge and is a way to really have
an impact on the future of a generation. Therefore,
we teachers must know how to be the most
effective and passionate teacher we can be.
LESSON 2: 5 GUIDING PRINCIPLES IN TEACHING
SOCIAL STUDIES OR ARALING PANLIPUNAN
1. Meaningful
2. Integrative
3. Value-based
4. Active
5. Challenging
Guiding principles which relate to the teacher...
1. He must know the social sciences and for
this there is no substitute;
2. He must realize that these sciences are one
and he should encourage their cooperation;
3. He should adopt a philosophy of personal
thinking in relation to society.
What to teach is followed by how to teach...
There are therefore guiding principles which
manifest themselves in the teaching process:
Guiding Principles in The Teaching Process
1. To teach as if we live in a World of Reality
and not in a World of Abstractions;
2. To teach so that racial pride and group
esteem may be encouraged, and
3. To teach so that we shall contribute to
better race relations and international
relations.
Remember...
Teaching can bring about something great if right
ideas and beliefs are implemented in the classroom.
In many cases, the true purpose of teaching is not
actually to teach students how to memorize facts,
but to lead students to understand and apply the
concepts being presented.
In order to deliver the lessons in Araling
Panlipunan effectively, those principles should be
considered by the teacher in choosing and deciding
what strategy, method and approach best suit the
lesson and the learners as well. These principles are
ideas that influence the teacher when deciding or
considering on this matter.
Guiding Principles in Teaching Araling
Panlipunan
1. MEANINGFUL
 Students MUST see the relevance and
connection of their lesson to their lives.
 Students are challenged to use disciplined
inquiry or use high order thinking skills
to construct meaning.
 Authentic Learning builds the concept of
“learning by doing” to increase student’s
engagement.
2. INTEGRATIVE
 It is multidisciplinary and
interdisciplinary in nature.
LESSON 3: APPROACHES, METHODS &
 Integrates the totality of human TECHNIQUES
experience over time and space.
 Connecting the past, linking to the
present, and looking ahead to the future.
 It must be sensitive to and integrates
multiple intelligences and learning styles
of the students.
 Integrates cognitive skills required in other
disciplines.
 It also integrates effective use of
technology, communication and
reading/writing skills that add important
dimensions to students’ Learning.
3. VALUE-BASED
 A powerful and effective AP teaching is
value driven.
 Students learn democracy by experiencing
democracy right there in the classroom.
Based on the diagram, it clearly shows that a
 Its lessons are replete with value-laden
TECHNIQUE is a part of a method and likewise a
concerns and issues where students listen
METHOD is a component of an APPROACH.
to competing arguments.
 Adding emotional touch to AP teaching is Basic Difference of Approach, Method, and
also affective-based teaching. Technique
 “Let us add an emotional touch to learning.
Without the emotional dimension, our APPROACH METHOD TECHNIQUE
subject matter will remain cold and
It is It is It is
lifeless.” (Corpus and Salandanan 2013)
axiomatic. procedural. Implementati
 The values embodied in a democratic
onal.
form of Government should be practiced (Having the (Consist of a
in AP classroom practice. quality of a series of (Having an
o Commitment to justice generally actions immediate
o Equality accepted arranged applicability in
o Respect for human dignity principle or logically for the the classroom
o Freedom of thought and speech rule used as a smooth owning to its
basis for the operation of a specificity,
4. ACTIVE whole process particular feasibility, and
of teaching). teaching task). convenience of
 It requires students to process and think
the teacher in
about what they are learning.
using it.
 Active learning is "hands-on-minds-on-
hearts-on". Teaching Approach
 Students work individually or
collaboratively.  A set of correlative assumptions dealing
 Students interact teachers by asking and with the process of teaching.
answering questions as teachers explain.  It states a point of view, a philosophy, an
 Students also interact with learning article of faith- which one believes
materials.
5. CHALLENGING  An example of an acceptable viewpoint or
 Learning task should neither be too easy to approach in teaching is to help students to
bore the students nor too difficult to discover knowledge by themselves.
discourage them. (Discovery Approach)
  Discovery Approach 3. Discussion Method
o Plan and structure well the A. Small Group Discussion Technique
instruction, B. Socialized Classroom Discussion
Technique
o Do not answer for the students, give C. Direct Instruction or Classroom
clues and hints instead; Teaching Technique
D. Panel Discussion Technique
o Give students enough time and
E. Recitation Technique
assistance to discover something.
F. Interview Technique
Teaching Method 4. Reporting Method
A. Unit or Morrison Technique
 It is an overall plan for the orderly B. Individual or Group Technique
presentation of a lesson. C. Reading and Story-telling Techniques
 Some call it as Teaching Style D. Schematic Technique
E. Symposium
 Learning by Discovery employs: 5. Investigatory Method
A. Laboratory Technique
o The INDUCTIVE METHOD.
B. Problem-solving Technique
(Whereby students form the C. Research Technique
expected generalization toward the D. Field Study Technique
end of the lesson) 6. Activity Method
o The ACTIVITY METHOD. (where A. Project Technique
“learning by doing”) takes place. B. Field Trip Technique
Students must actively engage in C. Dramatization Technique
undertakings like experimenting, D. Role-playing Technique
observing, investigating, and the E. Simulation Technique
like. F. Brainstorming Technique
G. Debate
Teaching Technique 7. Demonstration Method
A. Teacher-directed
 It is what actually takes place in a
B. Student-directed
classroom. It is a particular trick, strategy,
C. Teacher-student directed.
or contrivance used to accomplish an
D. Invited Resource speaker.
immediate objective.
8. Self-pacing Method
 It is usually consistent with the method and A. Programmed Instruction – modules,
in harmony with an approach as well. self-learning kits, etc.
B. Mastery Learning Technique
A teacher who decides to make students become 9. Integrated Method
“discoverers”, can arrange several kinds of A. Lecture-discussion
activities like Experimenting, Observational Study, B. Demonstration-lecture
Field Exploration, and other Research – oriented C. Film-showing Discussion
activities. D. Reporting-discussion
E. Inductive-deductive
Categories of Teaching Methods
1. Inductive and Deductive Methods 10. Traditional Method
A. Textbook Technique
2. Lecture Method B. Rote Learning Technique
C. Teacher’s Full Directed Technique
A. Outlining Technique
D. Memorization Technique
B. Component Technique
E. The 2x4x8 Technique in Teaching
C. Sequential Technique
D. Relevance Technique
E. Transitional Technique
Guidelines Involved in the Use of Teaching
Methods
1. Teaching methods are means to an end;
they are not the end of teaching.
2. There is no such thing as the “best teaching
method”.
3. Teachers should not overuse any single
teaching style
4. A change of teaching method should be
done with great caution
5. The teacher’s repertoire of teaching
methods should provide for all three types
of learning experiences Actual, Contrived,
Vicarious.
 Actual is real and direct experience
 Contrived is an imitation
 Vicarious is unreal and indirect
experience
6. There is parallelism between the teaching
strategy and learning strategy.
7. The use of any teaching method produces
variety of results.
8. Every teaching method should not lead to
only one fundamental kind of learning
outcomes.
9. Flexibility should be one of the main
considerations in the use of any teaching
method.
10. The teacher should adopt an “experimental
attitude” in his methodology of teaching.
Steps of Some Common Methods/Techniques
Used in Araling Panlipunan Teaching
1. Morrison Technique (Reporting method)
Steps:
A. EXPLORATION (the teacher must
determine what the students already know
and what they do not know about a
particular lesson)
B. PRESENTATION (the teacher gives the
highlights of the lesson just enough to
arouse the students’ interest and give
them a bird’s eye view of the lesson. Several
modes used in this step:
 Reviewing a bulletin board
 Presenting pertinent graphs, tables,
diagrams and the like
 Posing several problem situations
whose solution lie in the discussion
of the lesson
 Encouraging students to raise
questions
 Display of objects, articles,
materials, specimens, make belief
television and the like
 Video presentation and the like
C. ASSIMILATION (This part is done by the
students. They prepare themselves for data-
gathering, solve problems, answer and
explain or expound certain topics. This
activity should be closely supervised by the
teacher to make it a success. Slow and poor
students need greater assistance and
attention.
D. ORGANIZATION (The teacher will guide
students in organizing the data they have
gathered. Data presentation may be
presented by making an outline, graphic
organizer, tables, graphs, or diagrams, a
special report, etc.
E. RECITATION (This is the capstone step of
the technique when students are ready to
make an oral presentation. The students
face the class to share their organized
information.
2. Demonstration Method
Steps:
A. PURPOSING- (The teacher tells the activity
which involves the process of demonstration.
B. PLANNING (This phase is consisting of the
object of the demonstration, the person to
conduct it, the materials to be needed, etc.
C. DEMONSTRATION PROPER (Before the
demonstration is done, all preliminaries
should have been prepared – material- wise,
procedure, and the physical arrangement of
the classroom
D. EXECUTING (Students are expected to carry
out or repeat the same performance shown
during the activity. The teacher should keep
close watch of the students’ performance.
 E. EVALUATION (This is done to assess how analyzed, it will not be difficult for students
successful the students are following certain to be able to state the expected answer to the
instructions. The teacher may spot the general question and form the conclusion.
strengths as well as the weaknesses of the
E. APPLICATION – This step assures further
students.
strengthening or reinforcement of the
3. Project Technique generalization.
Steps:
A. PURPOSING (Mind set to a definite end. The
teacher must inform them what the activity
is and must make them aware of the
significance of the project.)
B. PLANNING (Thinking through the specific
steps. The teacher allows the students to plan
their activity/project. This includes the aim,
procedure, activities, and evaluation
instrument)
C. EXECUTING (This is the heart of the
technique in which the student implement
and carry out the plan they made.
D. JUDGING/EVALUATION (Was it a success?
Could I do better?... In doing this phase, the
class should be made to recall the specific
aims formed before the beginning of the
activity and these aims should be made as
the basis for determining the degree of its
success.)
4. Inductive Method

Steps:
A. PREPARATION: (This initial phase involves
an introduction of the major purpose of
which is to prepare the mental set-up of each
learner)
B. PRESENTATION: (This second step forms
the first part of the lesson proper which may
involve gathering of data, performance of an
experiment or research-oriented activities.
C. COMPARISON AND ABSTRACTION (This
step forms the second part of the lesson
which may call students’ analysis of
organized data. In this part, students should
be able to discern relationships, spot a
general trend, determine differences, ascribe
cause-and –effect links, and the like.
D. GENERALIZATION- (After the data have
been properly gathered, organized, and
5. Deductive Method
Steps:
A. INTRODUCTION (The teacher prepares the
mental set-up of each student)
B. STATEMENT OF GENERALITY (After the
introduction, the teacher states the general
idea usually in the form of generalization,
rule, formula, law, theory, principle, and the
like.
C. EXPLANATION OF THE GENERAL IDEA
(The teacher then explains the meaning of
such statement, rule, formula, law, theory or
the like.)
 D. ILLUSTRATION (The teacher explains the
idea by giving examples, specific cases, etc.
E. EVALUATION (The is done to assess how
much the students had learned from the
lesson.
LESSON 4: SELECTING APPROPRIATE
INSTRUCTIONAL MATERIALS FOR
ARALING PANLIPUNAN
The success of any learning process
depends largely on the instructional procedure
that is properly implemented through the use of
INSTRUCTIONAL MATERIALS.
There are many instructional materials that
can be used to enhance learning in Araling
Panlipunan; HOWEVER, there are times when
materials are NOT Available. HOW ARE YOU
GOING TO SOLVE THIS PROBLEM?
To solve the problem, the teacher should know
how to prepare AUTHENTIC MATERIALS
appropriate to a given objective.
Criteria for Selection and Preparation of
Instructional Materials
1. Authenticity – Establishes genuine
information to develop student’s skill of
critical thinking and analysis.
2. Appropriateness –Represent suitable or
proper point of views about the lesson’s
objective.
3. Interest –Able to arouse and sustain
learners’ interest.
4. Cost –Less expense of money, time and
effort.
Araling Panlipunan teachers are encouraged to use
audio-visual and computer – based instructional
materials in presenting the lesson. 
https://youtu.be/o_PF8cHqTA8
Books, journals, periodicals, and other print
materials serve as references and reinforcement of
the lesson.
Teachers should utilize varied instructional
materials to give learners opportunity to broaden
their acquired knowledge from textbooks.
Sample Auxiliary Tools in text, visual or audio
media:
1. Maps
2. Charts
3. Pamphlets
4. Globes
5. Posters
6. Photographs
7. Models
8. Slogans
9. Guide Cards
10. Bulletin Boards/ White Boards
11. Graphics
12. Worksheets
The Use of computer, power point presentations,
projectors, videos, and films are also effective in
teaching AP.
LESSON 5: EVALUATING PUPILS’
ACHIEVEMENT IN SOCIAL STUDIES
Do ASSESSMENT and EVALUATION mean the
same thing?
 
The terms “assessment” and “evaluation” are
often used interchangeably but they do not always
mean the same thing.  We are all familiar with typical manifestations of
For many, assessment is the process of collecting
data on student performance that is then used to
evaluate (make judgements about) the attainment
of certain expectations, objectives, or outcomes. 
Evaluation is never neutral. It can only be
objective if it provides us with a quantity and
quality of information sufficient to make
judgements that are fair to the strengths and needs
of all learners; precise in that students and others
gain clear insights into how they are learning and
what they can do to improve performance; with
that our verdicts are valid, consistent, and
accurate.   What makes this kind of observation different
It is important to remember that all assessments
and evaluations are limited in that they do not tell
us everything there is to know about the learning
of particular individuals or groups.
What Is the Vocabulary of Assessment and
Evaluation?
 Assessment and evaluation are continuous
activities in the classroom and they can be
both informal and formal.  provide teacher and student with feedback that
 Informal assessment occurs when a
teacher collects information to use for the
purposes of shaping ongoing instruction.  of student progress at a particular point in time. It
o For example, the teacher might
orally ask a random sample of
students around the room to
respond to questions about what
was just taught. The responses to
these questions will give the
teacher a sense of how well the
class has learned the information,
concept, or skill in question and
whether they are ready to move
on. 
 Teachers might also carry out informal
assessment of individual students by
observing the way they are completing
tasks assigned in class. This can tell them
which students might need corrective
feedback or more instruction in a particular
area. ss
Informal Assessment is a continuous and
sometimes almost unconscious process.
FORMAL ASSESSMENT is normally more
overt and systematically planned. 
formal assessment: quizzes, tests, essays, and
projects. But formal assessment may take a wide
range of forms, including teacher observation of
student performance.
 For example, a typical outcome for social studies
is that students become more open-minded. One
could imagine assessing progress towards that
goal by having students write position papers/
reaction papers on issues from various points of
view, but observing students interacting in class
with people expressing views different from theirs
might also accomplish this.
from an informal assessment is the structured
nature of the data collection, perhaps using a
checklist or taking notes, and sharing the
information gathered with the students involved
and perhaps others to provide feedback.
A key to effective assessment and evaluation is
clarity about purpose. Broadly speaking in
terms of purpose, there are two types of
assessment: formative and summative.
The purpose of formative assessment is to
can direct future teaching and learning. 
Summative assessment provides an accounting
is normally a measurement that describes where
the student stands with regards to some sort of
standard such as curriculum outcomes.
What Are Some Particular Assessment and
Evaluation Challenges for Social Studies
Teachers?
 Designing and implementing appropriate
mechanisms for tracking student progress
and providing feedback is a complex
endeavor for all teachers, but social
studies present some unique challenges
for assessment and evaluation.  student’s recall of information but rather
 Social studies include many ways of
thinking and knowing from the narrative
of history to the visual and graphic
components of geographic study and the
deep understanding of differing
perspectives and beliefs underlying the
study of public issues and current affairs.
Even within a single social studies
discipline, the kinds of learnings to be
assessed cover a wide range.
 Many key social studies outcomes such as
critical thinking, social responsibility, and
informed decision-making are hard to
define compared to outcomes from other
subjects.
 Some of these complex goals such as the
development of responsible citizenship,
may not be evident until after students
have left school and engaged in tasks such
as informed voting, social action, and
other forms of civic participation.  
How Do I Plan for Sound Assessment and
Evaluation?
 Sound assessment begins with the learner
in mind.
 Determine what the learner needs to know
and or do as a result of the learning;
 Identify clear evidence of learning
 Design instruction so that students will
have opportunities to learn and
demonstrate their learnings
What Specific Forms of Assessment and
Evaluation Can Be Used in Social Studies?
1. Selected response tests
 “Objective paper and pencil tests”
 multiple choice, true - false,
matching type, Identification
type and fill-in-the-blank items
2. Extended- or essay-response tests
 Essays are items that require an extended
or constructed written answer to a
relatively open-ended question for which a
variety of appropriate responses are
possible. Along with short-answer
questions, selective and essay responses
constitute the traditional assessment
options in social studies classes.
3. Document-based questions
 These questions are not designed to test
their abilities to critically use sources as
the basis for constructing historical
accounts.
4. Authentic assessments are a particular
form of performance assessment where
students are required to perform a real-life
activity and an assessment is made based
on that activity. 
 Example: Students in a grade 4 class
studying their community, for example,
might be asked to do an assessment of the
area around their school (sidewalks, parks,
public places) for wheelchair accessibility
and prepare a report for a relevant civic
body such as a committee of city council. 
 Aims to evaluate learners’ abilities in
“real-world” context. It focuses on their
ability to integrate what they have
learned.
It can also be used to solve problems that
have real-world applications. 
 This can be used to access how learners
explore and explain information in their
real setting.
More examples of Authentic Assessment:
1. Conduct of research and writing a report
2. Character analysis
3. Student debates (individual or group)
4. Drawing and writing about a story or
chapter
5. Experiments - trial and error learning
6. Journal entries (reflective writing)
7. Discussion partners or groups
8. Student self-assessment
9. Peer assessment and evaluation
10. Presentations
11. Projects
12. Portfolios
13. Tiered learning classroom