CONTENT HISTORY & SOCIAL

STUDIES SCOPE & SIGNIFICANCE

GENERALIZATION THEME
Bernadette Fordenita S. Cadiz
MATSS 01
Objective:

Use facts, concepts

generalizations and thinking
processes effectively in the
unfolding of lessons in
History and Social Studies;
 SOCIAL STUDIES

Geography Philosophy
Social studies
History deal with the Sociology
study of man and
his relationship
with other men Anthropology
Social psychology and with the
environment

Economics Political science

 How do you process
your lesson
in Social Studies and
History?
  What is
Generalization?
Generalizations
logical step in teaching
guide us to think critically about the
context of knowledge
help us transferring that knowledge to
a variety of topics within the social
studies.”
“Knowledge arises from evidence gathered via sense experience"
 Generalizations are powerful as
they provide a way to
consolidate information to make
it more usable and easier to
remember.
Generalizations
Concepts
Facts
FEATURES OF LESSON PLANNING
1. OBJECTIVES
2. CONTENT:
3. METHOD
4. EVALUATION:
5. INTRODUCTION
6. PRESENTATION
7. ASSOCIATION:
BIG IDEAS
8. GENERALIZATION: Generally in lessons learning material leads to certain
generalization leading to establishment of certain formulas principles or
laws. An effort be made that students draw the conclusions themselves.
9. APPLICATION
10.RECAPTITULATION
11.BLACKBOARD WORK
 BIG IDEAS
or essential understandings, are the
conceptual ideas or lessons of social
studies that being known or learned.
HOW TO FORM GENERALIZATIONS

Collect information about the topic.

Look for relationships among the facts.
Form a general statement about the
related facts.
Make sure your generalization is valid.
EXAMPLE

Themes Major Concepts Generalizations

Urbanization • Rural/Urban Alienation 1. The process of urbanization is continuous
• Central Place and has no visible end in sight.
2. Urban problems are many and are usually
difficult to solve.
Family and • Nuclear Family 1. There is no society on record now or in the
Kinship • Extended family past, which has no family group in one
• Life space Household form or another.
census 2. The nuclear and extended family systems
• Life Circles are two ideal types of family grouping
based on different cultures.
3. All families have certain obligations to
perform on their members.
4. The family system is not static. It changes
with time.
5. All members of the family are
interdependent.
Themes Major Concepts Generalizations
Culture • Cultural 1. Culture is learned not
and Universality. inborn
Identity. • Cultural 2. All society are culturally
Diversity. mixed
• Language. 3. Culture is universal and
every society has its own
culture.
4. Culture is full of diversity
5. Language is an aspect of
human culture.
Generalization in History

“History is a generalized account of the

personal stories of men united in bodies
for any public purposes whatever”.
E.H. Carr emphatically contended that
history is social science, not art, because
historians, like scientists, seek
generalizations that help to broaden the
understanding of one's subject.”
The Process of Historical Generalization
 The initial stage in the process of generalization is the formulation
of a hypothesis, which helps the researcher, to begin with, a focus.
 Then, the process of generalization begins with the grouping of the
facts. Facts must be grouped, arranged and organized according to
its similarities and dissimilarities.
 Reasoning and further interpretation of the facts help the
researcher to organize his facts in a defined manner. In the process
of interpretation, events may be serialized on the basis of the facts.
 Establishing a connection or relation between the facts is the next
stage of generalization. This factual connection enables the
researcher to outline general schemes or principles. It helps the
researcher to generalize the related facts by connecting them with
concepts.
Conclusion:

Generalizations are “big ideas” while

facts are specific and limited.
Generalizations come from an analysis
of many sets of facts. 
Facts, concepts, and generalization are
inseparable in the teaching-learning method.
Conclusion:
A generalization must be based upon a balanced
approach. Theories are one of the prominent sources
for generalization in history.
“All historians practice generalization
anyway”.
Generalizations from active data
collection and its systematic
analysis
Generalizing gives our students a chance to truly
master a skill.

It makes the learning that is happening in

our classroom concrete and something that
our students can own for themselves.
 References:

References
Banks, James A., with Ambrose A. Clegg, Jr., Teaching Strategies for the Social Studies:         Inquiry, Valuing, and Decision Making, Third Edition, New York:        Longman, 1985.
Bremen High School District 228 , How to teach Generalization, 2002-2015,         Blackboard, Inc. Available:  http://www.schoolwires.com (December 2015)
Dr. Robert Sweetland, Facts, Concepts, and Generalizations - Explanations, Examples,            and Instructional Ideas, Available: http://www.w3.org/1999/xhtml (December    
2015)
Erickson, H.L. (2007). Concept-Based Curriculum and Instruction for the Thinking  Classroom.(Department of Public Instructions North Carolina, USA) p.98.
Fraenkel, Jack R., Helping Students Think and Value: Strategies for Teaching the          Social Studies,             Second Edition, New Jersey: Prectice-Hall, 1980.
Jarolimek, John and Clifford D. Foster, Teaching and Learning in the Elementary           School, New             York: Macmillan, 1985.
Marzano, Robert, Dimensions of Thinking: A Framework for Curriculum and Instruction,             Alexandria, VA: ASCD, 1988.
SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies, Available/PDF/.   Retrieved December 2015 from http://www.socstrp.org ( December 2015)

[1] Shiveley, J.M., & Micso, T. (2009) Reclaiming Generalizations in Social Studies Education: Social Studies Research & Practice, 4 (2), 73-78.
Retrieved December 2015 from http://www.socstrp.org/issues/PDF/4.2.6.pdf
[2] Ibid.
[3] SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies, Available/PDF/. Retrieved December 2015 from http://www.socstrp.org
 ( December 2015)
[4] Ibid.
[5] Erickson, H.L. (2007). Concept-Based Curriculum and Instruction for the Thinking Classroom.(Department of Public Instructions North Carolina,
USA) p.98.
[6] Ibid.
[7] Dr. Robert Sweetland, Facts, Concepts, and Generalizations - Explanations, Examples, and Instructional Ideas, Available: 
http://www.w3.org/1999/xhtml (December 2015)
[8] Bremen High School District 228 , How to teach Generalization, 2002-2015, Blackboard, Inc. Available:  http://www.schoolwires.com (December
2015)
[9] Ibid. Erickson, H.L