Bicol University

College of Education
Daraga, Albay

COMPENDIUM OF
STRATEGIES AND
RUBRICS IN
TEACHING SOCIAL
STUDIES

SUBMITTED BY:
ALYSSA MAE M. BOLAŇO (BEED 2-3)

SUBMITTED TO:

PROF. MARCIA CORAZON P. RICO

ACTIVE LEARNING
Is anything that students do in a classroom other than merely passively listening to an
instructor’s lecture. Research shows that active learning improves students understanding and
retention of information and can be very effective in developing higher order cognitive skills
such as problem solving and critical thinking.
CLICKER USE IN CLASS
Clickers enable instruction to rapidly and summarizes student’s responses to multiple
choice questions they ask of students in class.
COLLABORATIVE/COOPERATIVE LEARNING
Cooperative and collaborative learning are instructional approaches in which students
work together in small groups to accomplish a common learning goal. They need to be carefully
planned and executed but they don’t require permanently formed groups.
CRITICAL THINKING
Is a collection of mental activities that includes the ability to clarify, reflect, connect,
infer and judge. It brings these activities together and enables the student to question what
knowledge exists.
DISCUSSION STRATEGIES
Engaging students in discussion deepens their learning and motivation by propelling
them to develop their own views and hear their own voices. A good environment for interaction
is the first step in encouraging students to talk.
EXPERENTIAL LEARNING
Is an approach to education that focuses on “learning by doing” on the participants
subjective experience. The role of the educator is to design “direct experiences” that include
preparatory and reflective exercises.
GAMES/EXPERIMENTS/SIMULATIONS
Can be learning environments for students. Students today have grown up playing games
and using interactive tools such as the internet, phones, and other appliances. Games and
simulation enables students to solve real world problems in safe environment and enjoy
themselves while doing so.
HUMOR IN THE CLASSROOM
Using humor in the classroom can enhance student learning by improving understanding
and retention.
INQUIRY GUIDED LEARNING
 With the inquiry method of instruction, students arrive at an understanding of concepts by
themselves and the responsibility for learning test with them. This method encourages student to
build research skills that can be used throughout their educational experiences.
INTERDISCIPLINARY TEACHING
Interdisciplinary teaching involves combining of two different topics into one class.
Instructors who participate in interdisciplinary teaching find that students approach the material
differently, while faculty members also have better appreciation of their own discipline content.
LEARNER CENTERED TEACHING
Means that students is at the center of learning. The students assumes the responsibility
for learning while the instructor is responsible for facilitating the learning. Thus, the power in the
classroom shifts to the student.
LEARNING COMMUNITIES
Communities bring people together for shared learning, discovery, and the generation of
knowledge. Within a learning community, all participants take responsibility for achieving the
learning goals. Most important, learning communities are the process by which individuals come
together to achieve learning goals.
LECTURE STRATEGIES
Lecture are the way most instruction today learned in classes. However, with todays
students, lecturing does not hold their attention for very long, even though they are a means of
conveying information to students.
SERVICE LEARNING
Is a type of teaching that combines content with civic responsibility in some community
project the learning is structured and supervised and enables the students to reflect on what has
taken place.
CONSTRUCTIVIST APPROACH
The students are expected to construct knowledge and meaning out of what they are
taught by connecting them to pair experiences.
ROLE PLAYING
Used to provide the participants opportunity to feel the situation rather than merely
intellectualize it because this is a great strategy to develop empathy and greater understanding for
other. It can cultivate cognitive and affective learning, this is the most common strategy, we can
use this in the application part.
READING/WRITING A QUOTATION
This encourages learner to think or appreciate better the concepts learned in the session.
GROUP DISCUSSION/PAIR SHARE/BRAINSTORMING
This is also a common approach, the small group is the strategy that we use in the way it
enables the individual participants voice to be heard and good exercise also to listening skill of
our learners to be most effective the discussion has to be based on factual information and good
thought of ideas.
SIMULATION GAMES
Allows students to have a better situation and allows them to become creative in
suggesting alternative to the given situation.
WEB CHARTING
Writing a word such as war and peace on the board in the beginning of a lesson or a
session and insite learners to write or draw. Stimulates thinking it is also good for discussion of
a particular concept.
USE OF FILMS AND PHOTOGRAPHS
If we want to be our learners to create vivid images on their mind make use of this one.
This is nice if we follow with discussion or messages conveyed in the photo or film.
TELLING STORIES
Including personal stories sharing our personal experiences related to the issue will help
illustrate better the points we want to make. It also helps learners to connect with you on a more
personal basis.
SENTENCE COMPLETION
It helps us to know what thought and feelings they may have about a particular topic.
This strategy may also be used to solicit action ideas from the participants. This is a very nice for
motivation, discussion, summary part.
JOURNAL WRITING/INDIVIDUAL REFLECTION
It allows students to think of their responses to an issue that has just been discussed and
also this is very common.
PROBLEM SOLVING/SITUATIONAL ANALYSIS
One of the most valuable learning strategies, it enables students to use their valuable
cognitive skills such as analyzing, generating and evaluating options.
USE POWERPOINT LESSONS AND GUIDED NOTES
The students are always engage in the lesson because they follow along with the notes,
and powerpoint it gives opportunity to the teacher to show pictures, maps and videos of the
different time periods.
GO DIGITAL – USE A WEBQUEST WITH YOUR STUDENTS
A WebQuest is basically an internet hunt. Teachers provide students with several internet
links and a sheet that correlates with them.
INTEGRATE READING PASSAGES
The passage usually include a few questions to keep students accountable. There are a lot
of awesome passages.
USE SOCIAL STUDIES INTERACTIVE NOTE
Teachers require students to keep social studies interactive. Teachers often shrink the
reading passages to fit into the notebooks and have students answer the question right next to the
passages.
CREATE AN IMMERSIVE HISTORY EXPERIENCE
Another way to make history come alive is with an immersive experience.
PLAY A GAME WITH YOUR STUDENTS
Playing a game with lesson related topics is always a great opinion is always a great
option. This could be something like bingo, Pictionary or charades. Your choice ultimately
depends on the topic you are teaching about or relevant vocabulary words, as some topics might
be hard to draw or act out.
CREATIVE TEACHING IDEAS
In addition to these ideas, we have many more options that are perfect early finisher
activities for secondary social studies classes! This particular resources is great for students to
help themselves to the early finisher activity they would like to complete.
“CHOOSE A SIDE” ACTIVITY
A “Choose a side” or “take a stand” activity is where you pose a question, and students
who think one idea go on one side of the room and the rest of the students go to the other side.
Once the room is divided, have students share their reasoning for why they chose the side they
did. Prompt students to further defend their location in the room and respond to comments made
by the opposing side. We like this activity because it gets students up and moving and
encourages more student participation. If you’re never used this activity before, you could start
your students with a warm up question, such as, “ who is the better pet: cats or dogs?”
MAKE A PRO/CON CHART
Another meaningful social studies teaching strategy is making a pro/con chart. This
activity is really great way to help students see different perspectives, and works well with any
topic. Have your students reflect about the pros and cons of whatever topic you are studying,
whether it is about a historical figure. In addition to having students reflect about perspectives
on both sides of a topic or issue, it also can spark further discussion or debate.
 WATCH CNN 10(OR READ CURRENT EVENTS)
Students love watching CNN 10, it helps students to get incurrent events! If you’ve got
10 minutes, put on the program of the day, and help your students catch up on what is happening
in the world. It is important for our students to be informed, and this is a great option of we
aren’t always connecting historical events to current events.
SHOW A RELATED VIDEO
For an easy option, you could also show a video related to the lesson or unit. This could
be something like a Crash Course video or a video from TED-Ed. However, it is best to make
sure you’ve watched the video first to plan accordingly.
DRAWING ACTIVITY
If you’ve got extra paper, have students illustrate something that they just learned or that
relates to the unit. For example, students could create a comic strip where they illustrate the
events you just taught. This is fun because many students don’t see this activity as work and it
doesn’t take very long. However, some students might go above beyond and create beautiful
pieces of art! This activity can help our visual learners relate back to the lesson well.
EYEWITNESS ACCOUNT
A teaching tool in which students write, as if they were present at a specific event,
through in -depth research that, as much as possible, places the writer at that moment.
FIRST PERSON EXPERIENCE
An inquiry based project in which individual students conduct research on social studies
related topic of their choosing and present their findings in the format of their choice.
INVESTIGATE JOURNALS
A medium through which students record ideas about social studies topics they want to
investigate or about their ongoing research, and that promotes inquiry, reflection, and critical
thinking. Students should be encouraged to begin their journal entries with ”I wonder,” which
can serve as the basis for peer discussions or conversations in writing. Also, students should
organize their journal around the five themes of Social Studies.
ORAL HISTORY PROJECT
A social studies project in which students use a variety of formats to honor and document
the life history of someone of their choosing. Encourage students to choose people whom they
admire and wish to learn more about.
QUICKWRITES
An informal writing technique can help ascertain students’ prior knowledge of specific
topics, monitor comprehension, or summarize newly acquired knowledge. Students write what
they know about a particular topic, which can then be used to determine a starting point for
teaching, to evaluate student learning, and to plan future lessons. Because of this, QuickWrites
make a great social studies intervention.
TICKETS OUT
An informal writing tool which facilitates student reflection on their learning whereby
students answer two questions: (what is the most important thing you learned in class today?
And (2) What questions do you have about what you learned today?
TRAVELOGUES
An inquiry-based writing activity in which students record their virtual visits to countries
wherein historic event has occurred. Travelogues can be created in various formats including a
travel journal, a PowerPoint presentation, or a video.

RUBRICS

NOTE TAKING
Not yet Meeting Minimally Fully Meeting Exceeding
Expectations Meeting Expectations expectations
Expectations

Organization Needs a Uses logical Uses logical Uses effective

template or categories or categories or formats with
given categories headings with headings categories oe
to make simple some direction. independently. headings.
 notes. No
headings or
categories.
Details/Content May include Includes some Makes accurate Makes thorough
some details; specific details; notes with accurate, and
omits key may include too appropriate specific notes.
information. little or too detail. Quotations and
much. references
included.

Some copying is Generally uses Uses own words. Uses own words
evident own words. except for
quotes.

May identify Identifies most Accurately states Accurately states

some main main ideas. main ideas in main ideas in
ideas. own words. own words; may
attempt to
synthesize.
Most of the The notes are
The notes are
Most of the notes make clear. clear.
notes don’t make sense, mostly
sense; lacks clear
Point Form clarity,
Always uses
Uses point form
May use some Generally uses point form.
with logical
point form. point form. abbreviations.
Personal
Connections Evident through
Insightful
Generally Some are most of the connections
missing included. notes.
made
throughout.

CHECKLIST FOR ESSAY

Student Self-Assessment Checklist for Personal/Persuasive Essay

Name: _____________________________________
Term:____________________________

Record the date each time you use this checklist. Make a check mark under the date when you
are able to reply “Yes” to the question.
 DATE
Have I
demonstrated
a solid
understanding
of the
information,
ideas,
concepts, or
themes in my
text?
Have I used
stylistic
devices that
are effective
(e.g,
exaggeration,
repetition,
parallelism)?
Have I
demonstrated
a solid
understanding
of the
information,
ideas,
concepts, or
themes in my
text?
Have I
analyzed and
synthesized
ideas and
information ,
and
communicated
them?
Have I
anticipated
alternative
viewpoints?
Have I
explained the
relationship
between a
personal
viewpoint and
the culture or
society to
which one
belongs
Have I
compared
different
ideas,
concepts, or
themes?
Is the logic of
my argument
consistent?

Is my thesis
clearly stated?
Does my
conclusion
summarize
my thesis
effectively?
Is the overall
organization
of my essay
effective (e.g.,
effective
transitions
within and
between
introduction,
body and
conclusion)?
Have I used
dictio0n, tone,
and language
level that is
appropriate
for my
audience and
purpose?
 Have I used
language
conventions
correctly and
effectively
(e.g., spelling,
grammar,
usage, anf
mechanics.

CHECKLIST FOR FORMAL PRESENTATION

FORMAL PRESENTATION CHECKLIST

Name:_________________________________________ Term:______________________

Make a check mark under the date when you are able to reply “yes” to the question.

Are the
ideas in my
speech
correct
creative and
original?
Is the
information
in my
speech
correct?
Are my
ideas
sufficiently
complex to
suit my
purpose and
audience?
Have I
responded
to questions
with
answers that
are clear
and
appropriate
?
Is my
opening
engaging
and does it
clearly
introduce
the topic?
Have I
presented
mu ideas in
a logical
sequence?
Is my
conclusion
clear and
effective ?
Was my
audience
engaged
most of the
time?

Did I
choose a
level of
language
that was
appropriate
for my
purpose and
audience?
Was my
speech
fluent,
expressive
and
audible?
Were my
gestures and
facial
expressions
 appropriate
?
Were my
visual
elements
effective?
Did I use
technology
that suited
my purpose
and
audience?
Did I use
language
conventions
correctly
and
effectively
(i.e., gram
mar and
usage)?

RUBRIC SA PAGTATAYA
(Pakitang palabas ng mga bata)

Pamantayan 3 2 1
Kawastuhan ng Naisasagawa ng May 1-2 bagay na 3 o higit pa ang hindi
palabas wasto ang katangian hindi wasto sa wasto sa pagkagawa
ng isang bansa pagkakagawa.
Nilalaman ng palabas Naipapakita sa Hindi gaanong Hindi naipakita ang
mensahe ng palabas naipakita ang tamang mensahe sa
ang ang pagsasaalang-alang palabas.
pagsasaalang-alang sa kapakanan ng
sa kapasanan ng katangian ng bansa.
bansa.
Saloobin sa pagganap Nagampanan ang Nagampanan man Hindi naipakita ang
Gawain nang may ang Gawain nang positibong saloobin
kasiyahan at may kasiyahan ngunit sa pagganap.
pagtitiwalas sa sarili. hindi sapat ang tiwala
sa sarili.
KRAYTIRYA SA PAGSULAT NG SANAYSAY
Nilalaman 45%
Kaugnayan sa Tema 30%
Paggamit ng salita 25%
Kabuuan 100%

RUBRIK
(Presentasyon)
Nilalaman 10
Kooperasyon 3
Presentasyon 7
Kabuuan 20

RUBRIK PARA SA SANAYSAY

Deskripsyon Puntos Nakuhang puntos
Wasto at makabuluhan ang 6
nilalaman
Sapat ang mga naibigays na 6
detalye
Maayos ang daloy at 3
organisasyon at wasto ang
gramatika at nga bantas
Kabuuang puntos 15

RUBRIK PARA SA SANAYSAY

Pamantayan Puntos Nakuhang puntos
Sapat ang mga naibigay na 4
pangyayari at detalye nito.
Wasto at makabuluhan ang 4
nilalaman
Maayos ang daloy at 2
organisasyon at wasto ang
gramatika at bantas.
Kabuuang puntos 10

ADVANCED LEARNERS AVERAGE LEARNERS

Sa malinis na papel isulat sa talata ang mga Ilarawan ang simpleng pamumuhay ng mga
detalye kung paano namumuhay ang mga katutubo sa pampang ng ilog, sapa at dagat
katutubong bago pa man nagkaroon ng
reduccion?

RUBRIK RUBRIK

Wasto ang impormasyon nakapaloob sa mga Wasto at angkop ang larawan – 40%
– 50% Malinaw ang larawang ipinapakita- 40%
Maayos ang pagkakasunod -sunod ng detalye- Malinis ang pagkakakulay – 20 %
40% Kabuuan- 100%
Maganda at naiintindihan ang pagkasulat-
10%
Kabuuan: 100%

TIMELINE
RUBRIK
Nilalaman 10
Kooperasyon 3
Presentasyon 7
Kabuuan 20

RUBRIK PARA SA SANAYSAY

DESKRIPSYON PUNTOS NAKUHANG PUNTOS
Wasto at makabuluhan ang 6
nilalaman
Sapat ang mga naibigay na 6
detalye
Maayos ang daloy at 3
organisasyon at wasto ang
gramatika at mga bantas.
Kabuuang puntos 15

RUBRIK PARA SA SANAYSAY

Pamantayan Puntos
Malinaw na naipapahayag ang saloobin 15
tungkol sa kontribusyon ng mga misyonerong
pari.
Maayos ang ugnayan at pagkakasulat ng 10
sanaysay
Kabuuang puntos 25

RUBRIC SA PAGMAMARKA NG PRESENTASYON

Mga pamantayan Puntos Nakuha na Puntos
Wasto at sapat ang naibigay 7
na mga impormasyon
Mabisa ang pagbibigay ng 4
impormasyon gamit ang
wastong pananalita,
ekspresyon ng mukha at
galaw ng katawan.
Malikhain at kawili-wili ang 4
pagbibigay ng impormasyon.
Kabuuang Puntos 15

ROLE PLAYING
DESKRIPSYON PUNTOS NAKUHANG PUNTOS
Wasto at angkop ang mga 6
nalahad na impormasyon
Mahusay at epektibong 6
naiparating ang mensahe
Maayos at Kawili-wili ang 3
presentasyon
Kabuuang Puntos 15