The social studies program

Emphazises education promote civic competence or citizenship.history and social science education
increases student abilities to make the kind national decision expected master tecniques that are useful
to them as the atemp to solve problem.

Principle of teaching and learning social sience

>Social studies are powerful when it is meaningful

> Social studies are powerful when it is intergrative

> Social studies are powerful when it is value based

> Social studies are powerful when it is challenging

> Social studies are powerful when it is active

Integrative teaching

Focuse on conection rather teaching isolated facts .with thi, learners would be able to realize that
subject being taught to them are not separate and isolated of knowledge but are linked to each other in
order to achieve understanding and concept attainment aim to connect what is learned in school to real
life situation involve consideration or the learners individual differences.the cognitive behavioral and
effective dimension in teaching must be given balance consideration

Thematic approach

A strategy that connect all subject are using a common themes .the theme serve as the focus or the
binding idea in which the objective and the activities of the different learning area will be based,they
provide a porpuse a linked that makes learning integrated

Social studies scope and significance

The sope of social studies include the content subject matter or the experience that are to be provided
through the learner trough teaching of this subject the scope of social studies is vast as it include a
variety of mans need and problem it has a very scope
Cognitive domain

The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This
includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. There are six major categories of cognitive an processes,
starting from the simplest to the most complex (see the table below for an in-depth coverage of each
category):

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation
The psychomotor domain

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the
motor-skill areas. Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution. Thus, psychomotor skills rage from manual
tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex
piece of machinery or dancing.

The seven major categories are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Examples: Detects non-verbal communication

cues. Estimate where a ball will land after it is
thrown and then moving to the correct location to
Perception (awareness): The ability to use catch the ball. Adjusts heat of stove to correct
sensory cues to guide motor activity. This ranges temperature by smell and taste of food. Adjusts the
from sensory stimulation, through cue selection, to height of the forks on a forklift by comparing
translation. where the forks are in relation to the pallet.

Key Words: chooses, describes, detects,

differentiates, distinguishes, identifies, isolates,
relates, selects.

Examples: Knows and acts upon a sequence of

steps in a manufacturing process. Recognize one's
abilities and limitations. Shows desire to learn a
Set: Readiness to act. It includes mental, physical, new process (motivation). NOTE: This subdivision of
and emotional sets. These three sets are Psychomotor is closely related with the
dispositions that predetermine a person's response “Responding to phenomena” subdivision of the
to different situations (sometimes called mindsets). Affective domain.

Key Words: begins, displays, explains, moves,

proceeds, reacts, shows, states, volunteers.
 Examples: Performs a mathematical equation as
Guided Response: The early stages in learning a demonstrated. Follows instructions to build a
complex skill that includes imitation and trial and model. Responds hand-signals of instructor while
error. Adequacy of performance is achieved by learning to operate a forklift.
practicing. Key Words: copies, traces, follows, react,
reproduce, responds

Examples: Use a personal computer. Repair a

Mechanism (basic proficiency): This is the leaking faucet. Drive a car.
intermediate stage in learning a complex
skill. Learned responses have become habitual and Key Words: assembles, calibrates, constructs,
the movements can be performed with some dismantles, displays, fastens, fixes, grinds, heats,
confidence and proficiency. manipulates, measures, mends, mixes, organizes,
sketches.

Examples: Maneuvers a car into a tight parallel

Complex Overt Response (Expert): The skillful parking spot. Operates a computer quickly and
performance of motor acts that involve complex accurately. Displays competence while playing the
movement patterns. Proficiency is indicated by a piano.
quick, accurate, and highly coordinated
Key Words: assembles, builds, calibrates,
performance, requiring a minimum of energy. This
constructs, dismantles, displays, fastens, fixes,
category includes performing without hesitation,
grinds, heats, manipulates, measures, mends,
and automatic performance. For example, players
mixes, organizes, sketches.
are often utter sounds of satisfaction or expletives
as soon as they hit a tennis ball or throw a football, NOTE: The Key Words are the same as Mechanism,
because they can tell by the feel of the act what the but will have adverbs or adjectives that indicate
result will produce. that the performance is quicker, better, more
accurate, etc.

Examples: Responds effectively to unexpected

Adaptation: Skills are well developed and the
experiences. Modifies instruction to meet the
individual can modify movement patterns to fit
needs of the learners. Perform a task with a
special requirements. machine that it was not originally intended to do
(machine is not damaged and there is no danger in
performing the new task).

Key Words: adapts, alters, changes, rearranges,

reorganizes, revises, varies.

Examples: Constructs a new theory. Develops a

Origination: Creating new movement patterns to fit new and comprehensive training programming.
a particular situation or specific problem. Learning Creates a new gymnastic routine.
outcomes emphasize creativity based upon highly Key Words: arranges, builds, combines, composes,
developed skills. constructs, creates, designs, initiate, makes,
originates.
The affective domain

The affective domain) includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories
are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Examples: Listen to others with

respect. Listen for and remember the
name of newly introduced people.
Receiving Phenomena: Awareness,
willingness to hear, selected attention.
Key Words: acknowledge, asks,
attentive, courteous, dutiful, follows,
gives, listens, understands

Examples: Participates in class

Responds to Phenomena: Active discussions. Gives a presentation.
participation on the part of the Questions new ideals, concepts,
learners. Attend and react to a models, etc. in order to fully
particular phenomenon. Learning understand them. Know the safety
outcomes may emphasize compliance rules and practice them.
in responding, willingness to respond,
or satisfaction in responding Key Words: answers, assists, aids,
(motivation). complies, conforms, discusses, greets,
helps, labels, performs, presents, tells

Valuing: The worth or value a person Examples: Demonstrates belief in the

attaches to a particular object, democratic process. Is sensitive
phenomenon, or behavior. This ranges towards individual and cultural
from simple acceptance to the more differences (value diversity). Shows
complex state of commitment. Valuing the ability to solve problems. Proposes
is based on the internalization of a set a plan to social improvement and
of specified values, while clues to follows through with commitment.
these values are expressed in the Informs management on matters that
learner's overt behavior and are often one feels strongly about.
identifiable.
Key Words: appreciates, cherish,
treasure, demonstrates, initiates,
invites, joins, justifies, proposes,
respect, shares

Examples: Recognizes the need for

balance between freedom and
responsible behavior. Explains the
Organization: Organizes values into role of systematic planning in solving
priorities by contrasting different problems. Accepts professional ethical
values, resolving conflicts between standards. Creates a life plan in
them, and creating an unique value harmony with abilities, interests, and
system. The emphasis is on beliefs. Prioritizes time effectively to
comparing, relating, and synthesizing meet the needs of the organization,
values. family, and self.

Key Words: compares, relates,

synthesizes