Teaching

History and Social Studies

E f f e ct i v e ly
Kirstin
0 3

Jorelle
N o v

2 0 1 6

Cruz

Through
books, (kung
paano ang
pagkakasunud
-sunod sa
libro)

parang
binabasa
l a n g ,
pagkopya sa
book,
research,
reporting,
essay exams

Isang teacher
l a n g f r o m 1 st t o
4 th kay a h i n d i
naiba yung
approach ng
pagtuturo ng

Ve r y
traditional.

subject.

Lecture.
Assignment.
Te s t . P r o j e c t .

Itinuro ...sa amin

through
memorization
Ta p o s m a d a l a s
ang
pinapamemorize
lang ay names
and dates. Hindi
yung kung ano
talaga ang
nangyari.

Paano itinuro
sa iyo ang
History
at
Araling
Panlipunan?

Paano mo
ilalarawan ang
naging karanasan
mo sa History at
Social Studies
noong elementary
at high school?

Nakakainip

di
i n e ex p l o re
kasi

tulad ng
college.

Siguro kung yung

teacher ko nung
high school
magaling lang
gumawa ng
strategies, naenjoy ko siya ng
husto.

Nagsariling
s i ka p l a n g k a s i
ako nung high
school para
maintindihan e.

A n ove r w h e l m i n g m a j o r i ty o f stu d e nts d o n ot abs o r b o r

retai n w hat hi sto r y th ey a re ta u g h t.

(source: Carlin, 2014)

FACTS
AND
DATES

History
versus

Social Studies

Are teachers
incompetent?
Are they
ineffective?
Are they ignorant?

Whats the
problem?

P edagogy

c ontent
K nowledge
T echnology

Cont ro l

CO V ERAG E
V S.

TI ME

(source: Talin, 2014)

 Hindi

ko na masyadong matandaan yung napag-aralan

namin sa Araling Panlipunan noong high school kasi

ayaw ko sa teacher. Lagi na lang nakaupo. Walang

nakikinig sa kanya. Nakakatamad. Tapos puro reporting at
puro pagbabasa lang kaya ayaw ng mga estudyante sa
kanya.

The

Teacher

P edagogy

c ontent
K nowledge
T echnology

No matter how beautiful the curriculum and the school is, no

matter how talented students are, if the teacher dislikes what he
or she is doing, not well informed, not properly

trained, and not passionate about the subject,

the class will suffer.

Teaching and Learning

meaningful
integrative
Va l u e - b a s e d
challenging
active
(Source: National Council for Social Studies, 2009)

Skills

DepEd wants to develop in a Filipino through

Araling Panlipunan:

Critical thinking
Logical reasoning
Creativity
Appreciation of ones culture
Research skills
Communication skills
Responsibility
Productivity
Environmental consciousness
Having a global vision
(Source: DepEd, 2013)

Suggested
Strategies
and
Methods

But, wait! Know these:

Students preferred the teachers to use other
teaching materials than textbook because students
have the textbooks and they could look or read it
whenever .
They preferred technology to be involved in the
teaching of History.

Teachers must understand how students perceive

historical time especially in the discussion of major
events in the past.
(Sources: Talin, 2013, Barton and Levstik, 1996)

Temporal
Distinctions
Dates

K to 2
Grades 3 and 4
Grade 5 and 6
long ago and close oldest, old in-between, Used dates especially the names of
to now
close to now, and now decades and centuries to compare
pictures
misunderstood the
arithmetical meaning
of dates

estimated dates by naming

decades and centuries (the
1950s or back in the
1800s); old-fashioned,
modern, ancient, and
something B.C.

Identified a range of possible dates

for pictures and frequently used
conventional historical terminology
such as the late 1800s and late
forties or early fifties

Qualitative the old days, a long

Used expressions which
Used expressions such as from the
Descriptions of time ago, and back
associated pictures
Civil War, during slavery, and
Time
then; really old and (sometimes inaccurately) with back from the Revolutionary War.;
just old or a long,
specific periods in history;
use of specific dates
long time ago, and a when the cowboys were
long, long, long, long around before the Civil War,
time ago
and back when God was
around and everything.

Order of
Placement

Their explanations indicate that the presence of soldiers and guns was particularly
confusing; many felt sure that these identified it as being from the time of a specific war,
but they werent sure which one or when it was. Their confusion suggests that, although
they consider wars a highly salient aspect of historical images, they have little ability to
identify such conflicts in time.

Dates played a very small generally confusing part in childrens notions of

historical time. This is not to say that no attention should be given to dates and
conventionally named periods but rather that since instruction that relies on
them is unlikely to activate childrens temporal understanding

it is not

a good starting point.

(Sources: Barton and Levstik, 1996)

Suggested
Strategies
and
Methods

(Source: Pitard, 2011)

KWL Journal
What do I know?

What do I want to
know?

What did I learn?

Senses Journal (any combination of the following)

I see

I hear

I taste

I feel

I smell

I think

Quotation Journals
Quotation

Reaction

Initial Reaction

Quotation

Reaction after
finishing the book

My Reaction

Quotation

Class discussion
summary

These could also serve as a basis

for future examinations.

(Source: Pitard, 2011)

Mga Pangalan: ___________________________________

Suriin ang larawan. Ano kaya ang
ipinapahiwatig nito? Sino kaya ang
sinisimbulo ng unggoy sa larawan?
Ipaliwanag sa ibaba.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________

Have students respond to quotations or scenarios as if they were

persons in that time period. What would they say or how would
they react given factors e.g. culture, politics, norms and more.
(Source: Pitard, 2011)

Using photographs, paintings,

etc. have students select two
person from the lesson/time
period and construct a
dialogue between the two.
This takes some research, and
it is a good way to teach
perspective and different
viewpoints.
(Source: Pitard, 2011)

Pantomime

Tableaux

Guided Imagery

Dramatics are focused on self-expression, movement,

and creativity.

Do not need to be scripted, and are usually

improvisational.
Creative dramatics also have the potential for
integrating other arts (e.g. music, dance and visual arts).

Puppetry

Historical
Fiction

Bring in something from home a

book you love, an artefact you own,
some pictures of a museum you
visited, a postcard or a poster from
your wall. Work this item into a
normal lesson, use it as an
introduction. The students will love
your enthusiasm, and it makes the
lesson more personal.
(Source: Duncan, 2013)

Let the students explore history on their own by setting up an investigation or a

mystery, for example. If the teacher can't move location, try hiding sources around
your classroom. Give students a historical problem, and let them discover the
hidden answers.
(Source: Duncan, 2013)

Play a game with the students students look forward to

lessons where they can have fun!

Independence
Day!

Heneral Luna!

(Source: Duncan, 2013)

EMILIO
AGUINALDO!!!!

Apolinario
Mabini!

lead.
Asking students to lead the learning is also fun.
Joanna Duncan (2013) borrowed some helmets and
bayonets excavated from the Somme then asked the
students what questions they had about the battle, and
the lesson continued from this point.

Teachers may also hand the teaching part over to the

students. Give them a topic and get them to prepare an
activity in groups.

Teaching and Learning

is also important in the

History and Social Studies classroom. Talin
(2014) believes the purpose of lesson
conclusion is to identify the students level
of understanding of the topic taught.

, renowned history teacher and

co-founder of the Center for History Education at the University of Maryland

F i n a l l y, t h e ke y t h i n g [ t o b e
a m o r e e f fe c t i v e H i s t o r y o r
Social Studies teacher] is
really to

love the subject ,

to be able to convey that to

your students, and if you
can do that, I think you'll
b e a g r e a t t e a c h e r.
(Cutler, January 2014)

The mediocre teacher tells. The

good teacher explains. The
superior teacher demonstrates.
The great teacher inspires.

Wi lliam Arthur Ward