Teaching Social Studies in The Elementary Grades: (Culture & Geography)

Teaching Social Studies in
the Elementary Grades

(Culture & Geography)
The Learning Continuum in
Social Studies
LECTURE 1&2
2ND SEMESTER SY 2022-2023

College of Education
University of Southeastern Philippines
1
CHRISTOPHER D. BALUBAYAN
04/02/2023
cdbalubayan@gmail.com
The Learning Continuum in Social Studies
1. Formulation of Objectives
a) Cognitive Domain
b) Affective Domain
c) Psychomotor Domain
2. Content
a) Concepts/Topics
b) Generalizations/Theme
c) Related Ideas/Sub-Topics
d) Sources and Illustrative Cases
cdbalubayan@gmail.com 04/02/2023 2
1. Formulation of Objectives
a)Cognitive Domain
b)Affective Domain
c)Psychomotor Domain
Writing Goals and Objectives
“If you’re not sure where you

are going, you’re liable to
end up some place else.”
Robert Mager, 1997
• Instructional goals and objectives are the heart of instruction.
• When well- written, goals and objectives will help identify

course content, structure the lecture, and guide the selection
of meaningful and relevant activities and assessments.
• In addition, by stating clear instructional goals and objectives,

you help students understand what they should learn and
exactly what they need to do.
• Course Goal
• May be defined as a broad statement of intent or desired
accomplishment.
• General Goal Examples
• Students will know how to communicate in oral and written formats.

• Students will understand the effect of global warming.
• Students’ perspective on civil rights will improve.
• Students will learn key elements and models used in education.
• Students will grasp basic social studies skills.
• Students will understand the laws of supply and demand.
• Learning Objectives
• We cannot stop at course goals; we need to develop measurable
objectives.
• Once you have written your course goals, you should develop learning
objectives.
• Learning Objectives are different from goals in that objectives are
narrow, discrete intentions of student performance, whereas goals
articulate a global statement of intent.
• Objectives are measurable and observable, while goals are not.
• Comparison of Goals and Objectives
Goals are Objectives are
•Broad, generalized statements about what is to be learned •Narrow, specific statements about what is to be learned and performed
•General intentions •Precise intentions
•Intangible •Tangible
•Abstract •Concrete
•Cannot be validated •Can be validated or measured
•Defined before analysis •Written after analysis
•Written before objectives •Prepared before instruction is designed
•Goals should be written from the instructor’s point of view •Objectives should be written from the student’s point of view
• Well-stated objectives clearly tell the student what they must do by
following a specified degree or standard of acceptable performance
and under what conditions the performance will take place.
• In other words, when properly written, objectives will tell your learners
exactly what you expect them to do and how you will be able to
recognize when they have accomplished the task.
• ABCD Model of Learning Objectives
• Audience: Who will be doing the behavior?
• Behavior: What should the learner be able to do? What is the performance?
• Condition: Under what conditions do you want the learner to be able to do it?
• Degree: How well must the behavior be done? What is the degree of mastery?
• There is More Than One Type of Learning.
• A committee of colleges, led by Benjamin Bloom (1956), identified three
domains of educational activities:
1. Cognitive: mental skills (Knowledge)
2. Affective: growth in feelings or emotional areas (Attitude)
3. Psychomotor: manual or physical skills (Skills)
• There is More Than One Type of Learning.
• A committee of colleges, led by Benjamin Bloom (1956), identified three
domains of educational activities:
1. Cognitive: mental skills (Knowledge)
2. Affective: growth in feelings or emotional areas (Attitude)
3. Psychomotor: manual or physical skills (Skills)
2. Content
a)Concepts/Topics
b)Generalizations/Theme
c)Related Ideas/Sub-Topics
d)Sources and Illustrative Cases
Source:
Trends in K-12 Social Studies. ERIC Digest. C. Frederick Risinger, Associate Director of the ERIC Clearinghouse for Social Studies/Social Science Education and
Associate Director of the Social Studies Development Center, Indiana University.
Trends in Organizational Patterns of Social
Studies Program
10 Trends in K12 Social Studies
1.
History as the Single Discipline
that Unites All the Fields.
Studies Program
2.
Emphasis on Five Themes of
Geography for Geographic
Understanding
Studies Program
2. Emphasis on Five Themes of Geography for
Geographic Understanding:
1. Location: Position on Earth's Surface
a) Absolute location answers the questions: Where is it?
• Absolute location is nothing more than a simple dot--often identified as a grid coordinate
on the surface of the earth. Latitude and longitude can be used to pinpoint a location. For
example, the absolute location of USeP, Obrero, is 30 degrees south, 90 degrees east.
Finding absolute location is the starting point for geographic research.
b) Relative location is the relationship of a place to other places.

• For example, New Orleans is located at the place where the Mississippi River empties into
the Gulf of Mexico, which gives it easy access to ocean and river shipping. Your home has
a relative location. Where is it located in relation to schools, stores, and convenient
transportation?
Studies Program
2. Emphasis on Five themes of Geography for Geographic Understanding:
2. Place: Physical and Human Characteristics
• The theme of place addresses this question: What's it like there?
1. The Physical characteristics of a place
• Make up its natural environment and are derived from geological, hydrological,
atmospheric, and biological processes. They include land forms, bodies of
water, climate, soils, natural vegetation, and animal life.
2. The Human characteristics of a place come from human ideas and actions.
• They include bridges houses, and parks. Human characteristics of place also
include land use, density of population, language patterns, religion,
architecture, and political systems
Studies Program
3. Human/Environment Interaction: Shaping the Landscape
• The physical and human characteristics of a place provide keys to understanding the interrelationships
between people and their environments.
• This geographic theme addresses this question: What is the relationship between humans and the
environment?
• Three key concepts underlie human/environment relationships:
1. Humans Depend on the Environment:
• The natural environment is made up of living things and non living things. Humans depend on the natural environment
for their basic needs; food, shelter, and clothing. • Humans modify the environment:
2. People Modify the Natural Environment:
• To meet their needs. For example, they build dams, plow and irrigate fields, and dig mines. They build houses,
schools, and shopping centers on land. •
3. Humans Adapt to the Environment:
• Humans have settled in virtually every corner of the world by successfully adapting to various natural settings.
Studies Program
4. Movement: Humans Interacting on the Earth
• The theme movement addresses this question: How and why are places
connected with one another?
• Relationships between people in different places are shaped by the constant movement of people, ideas,
materials, and physical systems such as wind.
• Our world is in constant motion, constantly changing.
• Like blood flowing through our bodies, movement brings life to a place
Studies Program
5. Regions: How they Form and Change
• A region is a basic unit of geographic study.

• It is defined as an area that has unifying characteristics.
• The study of regions helps us answer these questions:
• How and why is one area similar to another?
• How do the areas differ?
• Most regions differ significantly from adjoining areas.
Studies Program
3.
Student Interest is Heightened
Through Literature as an
Integral Part of a Social Studies
Program.
Studies Program
4.
Focus on the Multicultural
Nature of Philippine Society
Studies Program
5.
Renwed Attention to Western
Civilization
Studies Program
6.
Renewed Attention to Ethics
and Values
Studies Program
7.
Increased Attention to the Role
of Religion
Studies Program
8.
Attention to Contemporary and
Controversial Issues
Studies Program
9.
Covering Issues in Depth
Studies Program
10.
Writing is One of the Best Ways
to Utilize the In-Depth
Approach to Social Studies
Teaching Social Studies in
the Elementary Grades
(Culture & Geography)
Thank You! 33
04/02/2023
cdbalubayan@gmail.com

Teaching Social Studies in The Elementary Grades: (Culture & Geography)

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Teaching Social Studies in The Elementary Grades: (Culture & Geography)

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Teaching Social Studies in

the Elementary Grades

2ND SEMESTER SY 2022-2023

“If you’re not sure where you

• When well- written, goals and objectives will help identify

• In addition, by stating clear instructional goals and objectives,

• General Goal Examples

• Students will know how to communicate in oral and written formats.

• Audience: Who will be doing the behavior?

2. Affective: growth in feelings or emotional areas (Attitude)

3. Psychomotor: manual or physical skills (Skills)

2. Affective: growth in feelings or emotional areas (Attitude)

3. Psychomotor: manual or physical skills (Skills)

b) Relative location is the relationship of a place to other places.

• Our world is in constant motion, constantly changing.

5. Regions: How they Form and Change

• A region is a basic unit of geographic study.

• Most regions differ significantly from adjoining areas.

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