__NOTOC__
'''Course Number:''' EDSSE 161 
'''Course Title:''' The Teaching of Social Studies 
'''Course Credit:''' 3 units 
'''Course Prerequisites:''' None 
'''Course Professor:''' Dr. Celinia E. Balonso
 
 
'''Course Description'''

This course will cover the teaching earning continuum in teaching Social Studies. The thrust will be the preparation of instructional objectives, structuring of the content offerings, utilization of the appropriate teaching techniques/strategies and preparations of evaluation tools with the end in view of providing Social Studies teachers with model teaching guides in the Social Studies.
 
 
'''General Course Objective'''

To know the teaching-learning continuum in teaching Social Studies and the varied instructional materials needed in the effective unfoldment of the different lessons
 
 
'''Specific Course Objectives'''

After studying the course the students will be able to:

#Analyze the curricular structure of Social Studies in basic education;
#Prepare selected instructional materials based on the scope and sequence charts of elementary and secondary social studies;
#Use facts, concepts, generalizations and thinking processes effectively in the unfolding of lessons in the Social Studies;
#Construct evaluation instruments in the Social Studies;
#Demonstrate selected lessons in the Social Studies;
#Critique some of the Social Studies lessons demonstrated by teachers/student teachers in the laboratory and selected schools; and
#Discuss trends/issues/related readings that have bearing in the introduction of innovations in the teaching of Social Studies.
 
==The Social Studies Program==
#Emphases of Social Studies
#Social Studies Scope and Significance
#Trends in Organizational Patterns of Social Studies Program
==The Learning Continuum in the Social Studies==
===Formulation of Objectives===
#Cognitive Domain
#Affective Domain
#Psychomotor Domain
===Contents===
#Concepts/Topics
#Generalizations/Themes
#Related Ideas/Subtopics
#Sources
#Illustrative Cases
===Teaching Strategies===
#Inquiry Models of Teaching
#:*Beyer’s Inquiry Model
#:*Joyce’s SRA Inquiry Model
#:*Goulson’s Tri-Question Approach
#:*Bank’s Social Inquiry Model
#:*Fenton’s Inquiry Model
#:*Michaelis’ Inquiry Model
#:*Taba’s Concept Attainment /Formation Model
#:*Other Inquiry Approaches to Instruction
#Valuing Models of Teaching
#:*Rath’s Value Clarification
#:*Metcalf’s Rational Analysis of Issues
#:*Hall and Davis’s Case Study Strategy
#:*Galbraith and Jones’ Moral Reasoning Strategy
#:*Role Playing Model
#:*Others
#Decision Making and Social Action Strategies
#:*Identifying Important Social Issues and Problems
#:*Guidelines for Social Action Projects
#:*Social Analysis Method
#:*Teaching Controversial Issues
#:*Others

===Evaluation in Social Studies===
#Importance of Evaluating/Assessing Student Performance
#Formal Evaluation
#Alternative Evaluation Techniques
#:*Group Discussion Work Samples
#:*Observation
#:*Checklist
#:*Anecdotal Records
#:*Interviews
#:*Summary Sheets
#:*Written and Pictorial Assignments
#:*Diaries and Logs
#:*Portfolios
#:*Others
===Selected Instructional Techniques===
#Brainstorming
#Buzz group/session
#Case study
#Conference
#Demonstration
#Discussion
#Exercise
#Fishbowl
#Game
#Home study
#Independent study
#Interview
#Lecture
#Pre-mediated learning
#Program instruction
#Project
#Role playing
#Simulation
#Structured discussion
#Others
==References==
#:Agno, Lydia N. (1998). Edukasyong Araling Panlipunan (Praktikum sa Pagtuturo). Quezon City: JMC Press, Inc.
#:Ahier, John and Ross, Alistair (1995). The Social Studies Within the Curriculum. London: The Falmer Press.
#:Allen, M.G. & Stevens, R.L. (1994). Middle Grades Social Studies. Boston: Allyn & Bacon.
#:Armstrong, David G. (1980). Social Studies in Secondary Education. New York: Macmillian Pub. Co.
#:Banks, James A. (1981). Teaching Strategies for the Social Studies. Mass: Addison-Wesley Pub. Co.
#:Banks, James A. (1997). Educating Citizens in a Multicultural Society. USA: Teachers College Press.
#:Cooper, Susan M., Farris, Pamela J. (1997). Elementary and Middle School Social Studies: A Whole Language Approach, 2nd ed. USA: Brown & Benchmark Publishers.
#:Driscoll, Amy and Freiberg, H. Jerome. (2000). Universal Teaching Strategies, 3rd ed. New Jersey: Prentice Hall.
#:Dynneson, Thomas L. & Gross, Richard E. (1995). Designing Effective Instruction for Secondary Social Studies. NJ: Prentice Hall
#:Eggen, Paul D. & Donald Kauchak. (1998). Strategies for Teachings: Teaching Content and Thinking Skills. NJ: Prentice Hall.
#:Eggen, Paul D., Kauchak, Donald & Robert J. Harder. (1979). Strategies for Teaching Information Processing Models in the Classroom. NJ: Prentice Hall, Inc.
#:Ellis, Arthur K. (1986). Teaching and Learning Elementary Social Studies. Mass: Allyn and Bacon, Inc.
#:Gardner, Trevor G. et al. (2000). Teaching as Decision Making: Successful Practices for the Secondary Teacher. Upper Saddle River, NJ: Merril Prentice Hall.
#:Hewi, J. Scott & Whittier, Kathleen S. (1997). Teaching Methods for Today’s Schools. Boston: Allyn and Bacon.
#:Kellough, Richard D. (1996). Integrative Language Arts and Social Studies for Intermediate and Middle School Students. USA: Prentice Hall, Inc.
#:Maxim, George N. (1995). Social Studies and the Elementary School Child. NJ: Prentice Hall, Inc.
#:Michaelis, John M. (1992). Social Studies for Children: A Guide to Basic Instruction. USA: Allyn and Bacon.
#:Pate, Sarah S. (1996). Social Studies: Application for a New Century. Delmar Publishers.
#:Young, Katherine A. (1994). Constructing Buildings, Bridges and Minds: Building an Integrated Curriculum Through Social Studies. USA: Reed Publishing.

==Course Requirements==
#(20%) A well-researched paper on assigned topic (to be reported and submitted)
#(20%) Instructional materials which includes:
#:a.lesson plan utilizing an appropriate model of teaching,
#:b.appropriate readings, and
#:c.evaluation tools
#(10%) Observation of social studies classes (observation report)
#:a.observation of classes at UPIS/public or private school
#:b.critiquing of lessons
#(25%) Demonstration Teaching
#(25%) Quizzes, exercises, mid-terms and final examination

[[Category:Syllabus]]

EDSSE 161 (Balonso)

2012-09-06T13:40:16Z

2012-09-06T13:00:30Z

2009-11-18T08:43:59Z

Saquirante:

[[Image:RCYouth.jpeg|200px|thumb|right|UP RCY Logo]]

The University of the Philippines Red Cross Youth (UP RCY) is a university-wide, student-led, socio-civic organization based in UP - Diliman, Quezon City.

The organization's members come from all walks of life, and are students from the undergraduate and graduate levels of the different colleges of the university. The differences that arise from such a varied membership are reconciled under the organization's principles of Humanity, Impartiality, Neutrality, Independence, Voluntary Service, Unity and Universality. This diversity and multiplicity has served to power the organization's capacity to take on various projects and advocacies.

==History==

The organization was established in September 2 1992 by Butch Ong, Nols del Rosario, and Noel Quiba with close ties to the UP ROTC. For several years, membership to the organization was invitational. However, due to the need to promulgate the first aid and basic life support know-how, the UPRCY was opened for application. Since then, the organization has trained ordinary students to make a difference.

==Objectives==

• To work towards values formation and character building.

• To promote service and solidarity.

• To uphold the protection of life and the promotion of health.

• To promote national and international friendship.

• To disseminate the Red Cross ideals and the International Humanitarian Law.

==Services==

The organization promotes youth volunteerism and civic mindedness through three core services: blood programs, medical mission projects, and community development projects.

===Blood Programs===

The blood programs of UP RCY address the advocacy for greater public awareness of the lack of blood supply in blood banks in the Philippines, and the importance of free and safe blood donation as a means of addressing this problem. This involves organizing blood seminars, blood lettings, and blood awareness drives. The organization is also spearheading a blood network between university-based organizations as well as organizations and individuals that extend outside the university.

===Medical Missions===

The medical mission projects of UP RCY meanwhile address the advocacy of immediate medical relief to depressed communities. Medical missions are held at least twice a year by the organization.

===Community Development Projects===

The community development projects of UP RCY on the other hand address the advocacy for long-term and sustainable development in communities. This involves data gathering, community profiling, community adoption, organizing, and holding seminars.

The organization also holds relief operations for communities stricken by natural disasters.

==Development Activities==

Aside from service, the organization is also concerned with membership excellence, requiring its members to undergo trainings in First Aid and Basic Life Support. The organization also provides its members other development activities to ensure their holistic development such as finger painting, ice skating, jogging sessions, and other stress-relieving activities.

[[Category: UP Diliman]] [[Category: Student Organizations|Red Cross Youth]]

==Links==

http://www.upredcrossyouth.multiply.com
 http://upredcrossyouth.multiply.com/journal/item/20
 http://uprcypulse.blogspot.com/
 http://twitter.com/uprcy
 http://www.facebook.com/pages/UPRCY/174675352290

Best and Worst CRs on Campus

2009-03-11T11:17:42Z

Saquirante: /* Worst CRs */

Locate your best and worst comfort rooms on campus (and why). One answer per contributor per category only.

==Best CRs==
* College of Education - The comfort rooms of the College of Education leave an instant impression with its sunny atmosphere and brightly colored tiles. More importantly, these are always clean and dry. These also have a constant supply of water and hand soap.
*
*
*

==Worst CRs==
* Shopping Center - These comfort rooms belong to the past and definitely not in the premises of a national university.
* College of Social Sciences and Philosophy - Most of the comfort rooms of this college have water taps that are out of order. The stall doors also do not have proper locks resulting to the high probability of being unceremoniously interrupted from one's private rituals.
*
*

Best and Worst CRs on Campus

2009-03-11T11:14:54Z

Saquirante: