Tech­niquesin Teach­ing So­cial Stud­ies

Sun.Star Pampanga - - PERSPECTIVE! FEATURE! -

RAIZA O. LOPEZ The pri­mary grades are the place to be­gin teach­ing the so­cial stud­ies skills. This is a pe­riod when chil­dren are more co­op­er­a­tive, un­in­hib­ited, and more re­cep­tive to the idea of par­tic­i­pa­tion. This plan would seem also to pro­vide op­por­tu­nity to gain some ex­pe­ri­en­tial back­ground to com­pen­sate for lack of ex­pe­ri­ences.

In ap­peal­ing to cul­tur­ally dis­ad­van­taged pupils, em­pha­siz­ing the prob­lems, con­tro­ver­sies, and strug­gles that in­di­vid­u­als and na­tions have un­der­gone would touch on a daily ex­pe­ri­ence in their lives. The use of bi­og­ra­phy and care­ful struc­tur­ing of units would be help­ful in this em­pha­sis. Cur­rent events can be given this slant; us­ing cur­rent event as flash­back tech­nique, from the present of the past, bring out the sim­i­lar­ity of events or at least the con­nec­tion be­tween the hap­pen­ings of present and past. Cul­tur­ally dis­ad­van­taged chil­dren are also more in­ter­ested if they have re­al­is­tic goals, and if they are aware what their goals are. Cer­tainly tech­niques which en­rich and en­able chil­dren to be more suc­cess­ful in mas­ter­ing this area are help­ful.

Ac­tiv­i­ties bring sub­ject mat­ter to life by build­ing a back­ground of ex­pe­ri­ence, en­cour­ag­ing par­tic­i­pa­tion, and en­abling chil­dren to earn re­spon­si­bil­ity. Field trips pro­vide op­por­tu­ni­ties to es­cape the lim­i­ta­tions of their neigh­bor­hood and to lift their hori­zons by ex­pe­ri­enc­ing in a mu­seum, an art gallery, or a fac­tory what has been the sub­ject of their les­son. Be­cause these pupils are not highly ver­bal, graphic ma­te­rial is fre­quently bet­ter un­der­stood. Charts, pic­tures, car­toons ,graphs and maps can be pre­pared by pupils; if these ma­te­ri­als are placed on dis­play, the self-im­age of the par­tic­i­pants is in­deed im­proved. En­thu­si­asm and com­pe­ti­tion are gen­er­ated by this recog­ni­tion. Con­test are an­other tech­nique for gen­er­at­ing en­thu­si­asm. Drama­ti­za­tion has high ap­peal. Ele­men­tary chil­dren en­joy act­ing out what they learn in class­room and in assem­bly pro­grams in the form of dra­matic play, pup­pets, and drama­ti­za­tion, de­pend­ing upon their age. The so­cio-drama is a type of act­ing out, but the pur­pose is to gain per­spec­tive and so­lu­tions of peo­ple’s prob­lems by look­ing at them through the eyes of some­one else.

This method can be ap­plied to per­sonal or to his­tor­i­cal prob­lems; this ac­tiv­ity en­larges the un­der­stand­ing of peo­ple. The in­ter­view tech­nique, mod­eled on the tele­vi­sion, is a mo­ti­vat­ing and in­for­ma­tive ac­tiv­ity.

--oOo-The au­thor is Teacher III at Con­cep­cion Ele­men­tary School, Ba­color North Dis­trict

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