Jenny Rose B.

Francisco

201

Reflection on Curriculum and Instructional Innovations in Social Studies Education

Social education is significant for individual moral and didactic growth as well as for students’ perception
of their society, historical past and a world in general. The nature of societies that have emerged
demand a different way of teaching and learning of social studies. That said there has been a number of
developments over the years in curriculum and instruction technology which are exclusively designed to
make education in social studies more relevant, accessible and effective. In this reflection, I will describe
some of the major trends in curriculum and instruction in the social studies, the effects of those changes
on students and teachers, and what we can learn from them as we move forward into an environment
that calls for new and ongoing changes.

The Transition to Student-Centered Learning

Among the chief developments in the field of social studies learning in the recent past, the change from
a transmission, or teacher-based model to an acquisition or student-based one has been considered a
major one. Conventional ways of teaching social studies meant that students were mostly listeners
mainly receiving information from a teacher. However, due to positive demand and realization of the
need for questions and creation of more critical thinkers the educators have embraced more and active
learning practices. Two techniques that have been adopted in social studies instruction include inquiry
and project-based instruction. These approaches compel students into asking questions on historical
past, social issues and cultures. It was found that instead of knowledge retention, students are required
to incorporate historical documents, compare different angles and come to their own opinions. This
shift ensures the students have ownership on matters, develop their ability to reason as well as relate
history to the modern world.

For instance, while learning about the American Revolution it is more effective not to just hear about it
and its causes and effects, but act out a simulation where the kids are the characters in this revolution. It
would make them read something like the documents that shaped the United States like the declaration
of independence to British State Papers to letters from colonial leaders, seeing there are always two
sides to a story. This active engagement allows students not only to understand concepts but also learn
history as a way of a thinking process and to understand other people’s opinions of the past.

Integration of Technology in Social Studies

Another key reform area in teaching social studies is the use of technology in the development of
curriculum and in classroom practice. Because of the innovative uses of technology in encoding and
delivering content, teachers can connect students with online databases, digital libraries, online maps
and graphics, virtual field trips and all types of multimedia that can help bring the social studies to life in
ways that were previously unimaginable. For example, teachers can allow students to investigate key
incidences using virtual experiences such as a tour at the U.S National Archives or even the Holocaust
Memorial Museum. For example, by using Google Earth students can study the geographical context of
certain historical events or look at how social, political and economic conditions apply space. Teacher
and students’ interviews, documentaries and videos are incorporated into the lesson not as extra
material but as essential components of the lesson with the aim of making social studies as interesting
and effective as it can be. In addition, technology enhances friendly cooperation or social
interconnection among learners. The use of the online tools, students can collaborate on group
assignments, post their research and communicate with people from other parts of the world. This kind
of connections enriches the learning process and makes students see social studies not only as local or
national subject, but as a global one which in turn makes them have broader views towards some issues
like Global warming, Human rights or peace and conflicts.

Emphasis on Multicultural Education

In the 21st century the world is a global village and societies are diverse than they have ever been.
Therefore, multicultural education has been a focus of increasing attention within social studies
classrooms. Current developments of curriculum see it as important that it contains cultural diversity,
historical, and voices. This shift is necessary to give the voice to minorities, didascalia to give students a
better perspective of what truly happened in history. Culturally related content incorporated in social
studies does more than just make students accept people of all colors and beliefs but sees
multiculturalism as a desirable goal in life. For example, topics such as the indigenous people of the
Philippines or the black people of Africa and their descents can replace a traditional concept because
students must learn the real history and achievements of these nations. Moreover, being an informed
citizen and critical thinker is achieved through understanding such more recent topics as the racial
classification in America, immigrant integration, and gender rights as those issues will allow the learner
connect the social and historical facts to his/her own context. Other models that have also informed the
manner in which social studies content is taught include; the Culturally Responsive Teaching. These
frameworks ask the teacher to consider their own biases and to begin to revise their practices to
support all learners, so the student who appreciates color or disability or gender identity, or who
struggles with learning, or who has minimal previous exposure to books and educated talk can feel
visible, empowered and recognized in the classroom.

Focus on Global Citizenship

In this world that appears to be fast growing into a global village, social studies education should also
prepare learners for this task. This sub-component entails not only being knowledgeable about one’s
own country’s history and the governing system but also being aware of the relationship between the
countries inter alia; cultures and global issues. Education reform strategies are ever shifting a common
theme among them being of presenting the students with an active global citizenship. Current curricula
of social studies today concentrate on global topics including, for example, global climate change,
poverty, human rights, and global conflicts. Teachers engage the student in (continued) critical reflection
and analysis on the problems and how they are related and how the students can be part of the
solution.
For example, they may investigate the relation between international trade and the Module 1: Principles
of International Relations environment or investigate causes of migration or examine the functions of
the United Nations in international relations. This way, and with the difficulties of the world in which we
live as background, students learn and are educated in order to become subjects capable of
participating in their local and global environments. Furthermore, students are informed about the
responsibilities to perform their citizenship beyond their country’s boundaries. Many social studies
curricula require students to volunteer in service, support causes and engage in global activities. This
aspect of the program prepares students for global citizenship by making them understand their
responsibility of supporting peace, justice and sustainable development in the global society.

PD for Teachers and Reflective Practice

For these reasons, continuing education regarding the integrated approach to the delivery of social
studies has gained prominence. Teacher no longer remain the providers of knowledge but the managers
of knowledge who have to change according to the new literatures, new technology, and new methods.
Training that concerns knowledge-making, information and communication technology, and culture in
classrooms assists teachers to update their content knowledge and skills. Further, the idea of reflectivity
when it comes to practice has shifted to becoming rather central to the teaching. Teachers are expected
to think deeply about their actions inside the classroom, from their methods of instruction down to the
textbooks they select, how well these practices work, and how they can be improved or adapted in light
of the result produced by the students. This ongoing cycle is critical in making sure that social studies
education is relevant and effective as the gaps found are continually closed.

Conclusion: Looking Toward the Future:

Curriculum and instructional innovations in social studies education have significantly transformed the
nature of social studies in relation to learning and teaching of the society, history and culture. Beginning
with student-centered inquiry-based learning, incorporation of the use of technology as well as topical
focus on global citizenship these innovations have offered social studies a face lift in terms of
engagement, relevancy and inclusive nature. Culturally it is the duty of educators to remain relevant as
the changes happen in every nation and globally the students we produce must reflect knowledgeable
citizens of their respective countries and the global village. Opening the door to the future, it is
important to extend the platform for innovation in the streams of social studies learning. The result
should not only be acquisition of knowledge in students but development of critical thinkers, caring
world citizens and responsible change makers. In a process of sustained self-education, interaction and
advocacy, the social studies might well help to shape the future of education.