ESSC1 Teaching Social Studies in Elementary Grades (Culture and Geography)

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

Tel. No. (075)522-8032/Fax No. (075)523-0894/Website:www.philcst.edu.ph
ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions (PAMI)
PART A
COURSE SPECIFICATION
PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The Bachelor of Elementary Education of Philippine College of Science and Technology shall produce graduates who:
a. Exercise leadership in the practice of the profession;
b. Demonstrate professional and social responsibilities;
c. Pursue lifelong learning for continuous development; and
d. Possesses creativity and critical thinking skills to become globally competitive guided with values of integrity and honesty
PROGRAM DESCRIPTION : CMO 74, s. 2017 - SECTION 5.1
PROGRAM OUTCOMES : CMO 74, s. 2017 - SECTIONS 6.1, 6.2, 6.3
NAME OF PROGRAM : Bachelor of Elementary Education (BEEd)

COURSE CODE : ESSC1
COURSE Teaching Social Studies in Elementary Grades PREREQUISITE : 2nd Year
:
DESCRIPTIVE TITLE (Culture and Geography) CO-REQUISITE : None
The course aims to equip the students in the BEEd program a strong background in local history and culture. This background
serves as an avenue for further inquiry of the available resources in the community for the localization and contextualization
COURSE of teaching of elementary subjects. Areas to be studied include natural heritage of the locality, tangible and intangible culture
:
DESCRIPTION
that are of great significance to the socio-economic and political activities of the people in the place. In the end they are
expected to come up with the profiling of available cultural resources in the community.
3 Units LECTURE CONTACT : 3 Hours LABORATORY CONTACT : 0 Hours
COURSE CREDITS :
HOURS PER WEEK HOURS PER WEEK
CO1. Evaluate the importance of social studies and its purpose in primary educational environments.
CO2. Describe what powerful social studies looks like and identify important elements of such instruction
CO3. Explain the role of inquiry, concepts, Big Ideas and Essential Questions in social studies curriculum units.
CO4. Implement effective instructional strategies for teaching concepts, skills, and attitudes in the elementary classroom.
COURSE OUTCOMES : CO5. Develop lessons, individualize materials, identify appropriate assessment strategies, and plan unit of study using the
formats provided.
CO6. Evaluate major resources for social studies education and describe trends in the field relevant to teaching in our
changing information age society.
CO7. Describe the importance of local history in teaching social studies
ESSC1/PHILCST/ Revision Number: 03-2020/25 March 2020 1/8
CO8. Create a profile of the different cultural resources in the local community.
FACULTY CMO 74, s. 2017, Section 14
:
REQUIREMENTS
REFERENCE/S : CMO No.74, s. 2017: Policies, Standards and Guidelines for Bachelor of Elementary Education (BEED)

PART B
COURSE SYLLABUS
TEACHING-
LEARNING INDICATIVE
TOPIC LEARNING ACTIVITY EQUIPMENT, MATERIALS AND REFERENCES ASSESSMENT
OUTCOMES HOURS
(TLA)
Know the 1. Orientation and Classroom discussion Brophy, J. (2018). Powerful social studies: for elementary students. Assignment: 9 Hours
Australia: Wadsworth, Cengage Learning. (1st to 3rd Week)
learning Course overview on the following: Discuss the
expectations of a. Orientation and Catling, S. (2018). Understanding and teaching primary geography (2nd goal of social
the students in 2. The goal of Social course overview ed.). New York. Routledge. studies.
the course. Studies b. Goals of social Catling, S. and Willy, T. (2018). Understanding and teaching primary
studies. geography (2nd ed.). Washington D.C.: Sage Publishing. Quiz:
Discuss the goal 3. A problem c. Problem approach Copper, H. (2018) History 5-11: A guide for teachers (3rd ed.). London:
Multiple Choice
of social studies. approach to social to social studies. Routledge Questions quiz
studies regarding the
Russell, W.B. (2018). Essentials of elementary social studies (5th ed.).
Discuss the London: Routledge. topic.
problem-
approach to K-12 DEPED Araling Panlipunan curriculum guide (2016). Retrieved Examination:
from: https://deped.gov.ph
social studies. Check-Up
Examination
Discuss the K-12 4. K-12 curriculum of Classroom discussion Brophy, J. (2018). Powerful social studies: for elementary students. Assignment: 9 Hours
Australia: Wadsworth, Cengage Learning. (4th to 6th Week)
curriculum of the the Department of on the K-12 curriculum Discuss the K-
Department of Education of the Department of Catling, S. (2018). Understanding and teaching primary geography (2nd 12 curriculum
Education. Education. ed.). New York. Routledge. of the
5. Incorporating Catling, S. and Willy, T. (2018). Understanding and teaching primary Department of
Explain how to themes from the Give examples on how geography (2nd ed.). Washington D.C.: Sage Publishing. Education.
incorporate standards to incorporate themes Copper, H. (2018) History 5-11: A guide for teachers (3rd ed.). London:
themes from the from the standards. Routledge Quiz:
standards. Multiple Choice
London: Routledge. Questions quiz
regarding the
K-12 DEPED Araling Panlipunan curriculum guide (2016). Retrieved topic.

TEACHING-
LEARNING INDICATIVE
OUTCOMES HOURS
(TLA)
Examination:
Preliminary
Examination
PRELIMINARY EXAMINATION
Discuss 6. Constructivism Classroom discussion Brophy, J. (2018). Powerful social studies: for elementary students. Assignment: 18 Hours
constructivism and Social studies on constructivism, Discuss
and social social studies, and Catling, S. (2018). Understanding and teaching primary geography (2nd constructivism
studies. 7. What values do values. ed.). New York. Routledge. and social
you teach? Catling, S. and Willy, T. (2018). Understanding and teaching primary studies.
Explain the a. Developing values Demonstration of social geography (2nd ed.). Washington D.C.: Sage Publishing.
different values b. Character studies teaching using Copper, H. (2018) History 5-11: A guide for teachers (3rd ed.). London:
Quiz:
used in teaching. education and constructivism. Routledge Multiple Choice
citizenship Questions quiz
c. Character and London: Routledge. regarding the
values topic.
d. Decision making K-12 DEPED Araling Panlipunan curriculum guide (2016). Retrieved from:
https://deped.gov.ph
skills Examination:
e. Logical thinking Midterm
and analyzing Examination
skills
f. Character and
values
g. Decision making
skills
h. Logical thinking
and analyzing
skills
MIDTERM EXAMINATION

TEACHING-
LEARNING INDICATIVE
OUTCOMES HOURS
(TLA)
Distinguish facts 8. Distinguish facts Classroom discussion Brophy, J. (2018). Powerful social studies: for elementary students. Assignment: 9 Hours
from from Speculations, on the following: Distinguish
speculations. Conclusion from a. Facts from Catling, S. (2018). Understanding and teaching primary geography (2nd facts from
opinion, fantasy speculations. ed.). New York. Routledge. speculations.
Distinguish from reality truth b. Conclusion from Catling, S. and Willy, T. (2018). Understanding and teaching primary
conclusion from from falsehood opinion geography (2nd ed.). Washington D.C.: Sage Publishing. Quiz:
opinion. a. Incorporating c. Fantasy from Copper, H. (2018) History 5-11: A guide for teachers (3rd ed.). London:
Multiple Choice
thinking and reality. Routledge Questions quiz
Distinguish learning skills in d. Truth from regarding the
fantasy from social studies falsehood London: Routledge. topic.
reality. e. Thinking and
9. Teachers learning skills in K-12 DEPED Araling Panlipunan curriculum guide (2016). Retrieved from: Examination:
https://deped.gov.ph
Distinguish truth pedagogical social studies. Semi-Final
from falsehood. knowledge: f. Process of Examination
understanding the historical inquiry.
Explain the process of
process of historical inquiry
historical inquiry.
Discuss primary 10. Understanding Classroom discussion Brophy, J. (2018). Powerful social studies: for elementary students. Assignment: 9 Hours
geography. primary geography on the following: Discuss
a. Primary geography Catling, S. (2018). Understanding and teaching primary geography (2nd primary
Explain 11. Exploring b. Geography ed.). New York. Routledge. geography.
geography geography teaching Catling, S. and Willy, T. (2018). Understanding and teaching primary
teaching. teaching and c. Geography geography (2nd ed.). Washington D.C.: Sage Publishing. Quiz:
curriculum curriculum Copper, H. (2018) History 5-11: A guide for teachers (3rd ed.). London:
Multiple Choice
Discuss the Routledge Questions quiz
geography regarding the
curriculum. London: Routledge. topic.
Examination:
TEACHING-
LEARNING INDICATIVE
OUTCOMES HOURS
(TLA)
K-12 DEPED Araling Panlipunan curriculum guide (2016). Retrieved Final
Examination
FINAL EXAMINATION

PART C
COURSE REQUIREMENTS
GRADING CRITERIA:
Final Grades of the students will be based from knowledge and understanding of the course which will constitute fifty percent (50%) of the final grade. The other fifty percent
will be based from the Assessment Result (Evaluation of the course outcomes)
Knowledge and understanding will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
5. Including the laboratory experiments, and laboratory report if the course has a laboratory component.
The final course grade will be computed according to the following formula:
1. [(Knowledge and Understanding Result) x 0.50] + [Assessment Result] x 0.50,
2. The passing standard shall be the grade of 75% but the student must have attended at least eighty percent (80%) of the total number of required meeting of
the course, and must have a rating of “Competent” in all the Assessment Result.
3. The table below shows a sample of the range of percentage marks and their corresponding equivalents.
PERCENTAGE LETTER FIVE POINT

DESCRIPTIVE RATING REMARKS
GRADE GRADE GRADING
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all material
covered during any absence and assignments must be completed by the due date for credit. The absence of more than twenty percent (<20%) of the required number

of meetings in lectures and/or laboratory will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for any make-up
consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell phone to discuss how you will keep up
with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and formulae of the assigned chapter.
During the discussion, a quiz about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems
each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s words
or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste material from another document or from the internet, to accept help on a test
or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the instructor
believes that a student has failed to maintain academic honesty, he or she may be given an “FAILED” grade, either for the assignment, lab report, quiz, examination,
or the course depending upon the severity of the offense.

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PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

NAME OF PROGRAM : Bachelor of Elementary Education (BEEd)

ESSC1/PHILCST/ Revision Number: 03-2020/25 March 2020 2/8

ESSC1/PHILCST/ Revision Number: 03-2020/25 March 2020 3/8

ESSC1/PHILCST/ Revision Number: 03-2020/25 March 2020 4/8

ESSC1/PHILCST/ Revision Number: 03-2020/25 March 2020 6/8

PERCENTAGE LETTER FIVE POINT

ESSC1/PHILCST/ Revision Number: 03-2020/25 March 2020 7/8

ESSC1/PHILCST/ Revision Number: 03-2020/25 March 2020 8/8

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