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Final Social Stud

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62 views

Final Social Stud

Hsjjdinsnskdkdnjdjx sndmkxndjjxnskxisnjsiamajajsjxjxjjxmskxkjduejdkskkxn bjjbnHsjjdinsnskdkdnjdjx sndmkxndjjxnskxisnjsiamajajsjxjxjjxmskxkjduejdkskkxn Hsjjdinsnskdkdnjdjx sndmkxndjjxnskxisnjsiamajajsjxjxjjxmskxkjduejdkskkxn bjjbn

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Jonathia Willian Angcao
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Republic of the Philippines

Christ the King College


Calbayog City
COLLEGE OF TEACHER EDUCATION

REFLECTION PAPER
IN
SPEC 106

Teaching Social Studies in the Elementary Grades


(Culture and Geography)

Jonathia Willian B. Angcao


BEED 2B
Ms. Pave love M. Cabundoc, LPT
Instructor
Why social study is important?

What is the purpose of national curriculum


standards?

The biggest professional organization for


social studies students and teachers in the
world, the National Council for the Social
Studies, defines social studies as the standard
ways of the humanities and sciences to
promote community competence. Social
studies provides coordinated, systematic study
within the school program, drawing on fields
such as anthropology, archeological,
economics, geographical, history, law,
philosophy, political science, psychology, faith,
but also sociology, as well as useful study from
of the humanities, math, or natural sciences.

The primary goal of social studies is to


assist young people in making informed and
reasoned decisions for the public good as
citizens of a multicultural, democratic society in an interdependent world. The goal of
social studies is to promote civic competence, which is the understanding, intellect
practices, and democratic dispositions needed of students in order for them to be
involved and active participants in public life. But even though civic competence wasn’t
the only obligation of social studies, nor is it the only obligation of the specialty, it is
more important in social studies than with any other subject at school.

That has long acknowledged the importance of teaching students who really are
dedicated to democratic ideas and values by having made civic competence a center
goal. Civic competence is founded on a commitment to democratic values and
necessitates the ability to apply knowledge about one’s community, nation, and world;
conduct inquiry processes; and employ data gathering and analysis, collaborative effort,
decision-making, and problem-solving skills.

Young people who are intelligent, skilled, and committed to democracy are critical to
supporting and trying to improve our democratic way of life, as well as engaging as
members of a global community. The civic mission of social studies requires the
inclusion of all student teachers cultural, lingual, and having to learn differences which
includes similarities and variances based on ethnic background, dialect, religious
practice, sexual identity, exceptional learning and need, as well as other academically
and individually important characteristics of students.

Diversity between learners reflects the democratic goal of accepting pluralism in


order to create social studies classrooms research facilities of democracy. Awareness
of civic issues like immigration, economic troubles, and international policy involves
multiple disciplines in democracy classrooms and nations. Social studies, in various
forms, organizes a disciplines to this social task. These critical issues can be addressed
in a single class, commonly referred to as “social studies,” which includes two or even
more disciplines. Issues, on the other way, can be taught in two different discipline-
specific classes.

These standards are meant to be applicable depends on the organizational or


pedagogical approach used. Specific curriculum organization decisions are better made
at the local level. To that end, the standards establish a framework for the effective
social studies across a variety of curricular perspectives. A NCSS curriculum standards
include a structure for expert thought and consideration and going to plan about what
should happen in a social studies center from kindergarten to grade 12.
The framework includes ten themes that recognize a method of organizing
information of human experience of the world. Early, middle, and high school learning
expectations describe the uses, knowledge, and intellect procedures that students must
show in student products. Both within and outside of classrooms as a result of their
social studies curriculum.

The Ten Themes are organizing strands for social studies programs. The ten themes
are:

1. CULTURE
2. TIME, CONTINUITY, AND CHANGE
3. PEOPLE, PLACES, AND ENVIRONMENTS
4. INDIVIDUAL DEVELOPMENT AND IDENTITY
5. INDIVIDUALS, GROUPS, AND INSTITUTIONS
6. POWER, AUTHORITY, AND GOVERNANCE
7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION
8. SCIENCE, TECHNOLOGY, AND SOCIETY
9. GLOBAL CONNECTIONS
10. CIVIC IDEALS AND PRACTICES
The themes are strands that should run through with a social studies program from
pre-K to grade 12, as appropriate for each level. While specific themes are more
dominant in some grades and courses than others, each of the themes seem to be
highly interconnected. For example, in order to better understand tradition (Theme 1),
students must also understand the themes of moment, continuity, and change. Themes
2 and 3 address the relations between individuals, places, and environments, as well as
the role of civic principles and ideals.

(Theme 10). Students need to comprehend different cultures (Theme 1), the
interactions between people, places, and surroundings (Theme 3), and the integration
among individual people, groups, and organizations (Theme 6) in order to comprehend
authority, power, and governance. (Theme 5).TIME is not the only constraint on history.
Change and Continuity.(Theme 2) even though historical knowledge helps to
understand each of the other themes; likewise, based on geography skills and expertise
can be discovered in more than one theme (Theme 3).

To have a framework studies curriculum creation and development, the themes


strands draw from across all social science disciplines as well as other related areas
and fields of study. The themes serve as a foundation for social studies educators to
even further develop properly their programs by having to consult the specifics of
national curriculum content established for collective memory, geographical, civics,
economic history, psychology, and other fields2, as well as state content standards.

As a result, the NCSS curriculum course work specifications serve as the important
basis for just any social education program from pre-K to grade 12.Curriculum for
disciplines, as well as additional values, such as those regarding instructional
technology, add detail to teach design and development.

It was enlightening to reflect on the various motivations and inspirations that drive
individuals to become teachers, especially in the subject of social studies.Overall, it was
a valuable discussion that emphasized the important role that teachers play in shaping
the future and making a positive impact on the lives of their students.It’s inspiring to see
the dedication and passion that many educators bring to their work and the meaningful
impact.

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