Background of the Study
In our present life, education has evolved like any other technologies. It became more exciting with the use of e-Learning.
According to e-Learning Consulting (2012), e-Learning is the use of technology to enable people to learn anytime and anywhere. E-Learning can include training, the delivery of just-in-time information and guidance from experts.
E-Learning has a lot of advantages to the students like the students can access e-Learning course at any time, and only as much as they need it. It will make lazy students go to school. It will encourage a lot of students to do more and learn more.
Today in our generation, professionals, students, and politicians are greatly intelligent in Social Studies (Sibika at Kultura). It is one of the most interesting subjects that come with a galore of advantages. So teachers need to procure adequate knowledge in this subject and plan their lessons accordingly. The National Council of Teachers in English (2008) defines literacy as a collection of cultural and communicative practices shared among members of particular groups. Classrooms are cultures in which the development of these practices not only reflects the social studies, but also expands knowledge of the social studies while fostering civic competence among students. Planning literacy events (reading, writing, listening, and speaking) around content-related literature is a natural way to bring together literacy and social studies. The authors share literacy strategies that engage young learners in actively and socially constructing knowledge of history, self, and others. That knowledge then becomes the foundation for a democratic classroom where students “develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world” (National Council for the Social Studies 1994, 3). The redefining vocabulary in the new learning strategy for Social Studies although vocabulary development is an important part of the social studies curriculum, vocabulary activities are often inadequate, leaving students with cursory knowledge of terms. Worse still is the fact that many of the most critical words demarcating the field are not included in those activities. Therefore, a transformation from viewing vocabulary instruction as a single activity that takes time away from social studies instruction to recognizing vocabulary development as a powerful learning strategy is needed. The offers an educational model that threads vocabulary development throughout the social studies curriculum in a non-intrusive manner, enhancing and reinforcing students’ understanding of social studies. This model is based on educational theories that stress the importance of activating prior knowledge, considering the relationships between concepts, comparing and contrasting ideas, and encouraging students to generate their own meaning of terms. Explanations and examples of vocabulary activities that draw on each of these components are provided. Teaching of Social Studies through the performing arts in the past decade, there have been growing efforts to improve and enhance the delivery of social studies content in the classroom through arts integration. Some educators have used music as a method for teaching social studies and found that interdisciplinary work increases students' understanding of history and different cultures. This article focuses on a pilot project designed to prepare pre-service social studies teachers on methods of teaching their content area using the performing arts. It describes the context, methodology, and findings, and ends by discussing some of the implications for pre-service social studies teacher education. Participants' reflections suggest that using the performing arts in social studies methods not only promotes student engagement and learning, but also gives voice to students who are...
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