Social studies, too frequently, is taught in a survey approach whereby pupils obtain subject matter in a shallow manner. Forgetting and hazy recalls are typical of this procedure of instruction. Covering many topics in a relatively short period of time does not make for achievement which is long-lasting. Then too, selected pupils might be left behind in the hastening process. It takes time for content to soak in. Reflection, also, is necessary for pupils to make use of knowledge and skills when rehearsing what has been learned previously. Reflecting might emphasize the recollection of questions and problems over the previous lessons covered, resulting a more indepth procedure of instruction. Thus, learnings acquired lead in the direction of knowledge and skills being taught by using different methods, from deductive to inductive procedures, or utilization of concrete and semi-concrete materials of teaching (Ediger and Rao, 2012).