UNIT 1: THE ELEMENTARY SOCIAL STUDIES CURRICULUM

LESSON 1: WHAT IS SOCIAL STUDIES?

Objectives:
 Analyze the concept of social studies
 Distinguish the features of the Philippine social studies
 Trace the development of social studies
 Examine the challenges of the Philippine social studies.

Introduction
Have you ever noticed the rapid changes around you? It might probably be in
aggregate forms such as technological breakthroughs, institutional reformation, process
modification or even in vital details of everyday experiences for instance, an abrupt
decision made by one of your family members of living overseas or even by you shifting
college courses due to some circumstances.
These things could indeed be overwhelming. How do you do then deal with these
experiences.

Think
As societies around the world struggle to keep pace with the progress of
technology and globalization, increasing individualization and diversity, expanding economic
and cultural uniformity, degradation of ecosystem services, and greater vulnerability and
exposure to natural and technological hazards (UNESCO, 2017), education as a mechanism
of support should likewise evolve if it is to sustain its relevance.
The law clearly stipulated this in Section II which states that:
… every graduate of basic education shall be an empowered individual who has
learned, through a program that is rooted on sound educational principles and geared
towards excellence, the foundations for learning throughout life, the competence to
engage in work and be productive, the ability to coexist in fruitful harmony with local and
global communities, the capability to engage in autonomous, creative, and critical thinking,
and the capacity and willingness to transform others and one’s self. (Section II par.2)
In order to actualize this, the State shall;
(a) Give every student an opportunity to receive quality education that is globally
competitive based on a pedagogically sound curriculum that is at par with
international standards;
(b) Broaden the goals of high school education for college preparation, vocational and
technical career opportunities as well as creative arts, sports and entrepreneurial
employment in a rapidly changing and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities
through the appropriate of teaching and learning, including mother tongue as a
learning resource. (section II)
Social Studies: Meanings, Concepts, and Purpose
Social studies is an integrative learning program intended to develop civic
competence among students. Civic competence is defined as the ability to engage
effectively with others in the public domain, and to display solidarity and interest in
solving problems affecting the local and wider community.
The national Council for Social Studies (NCSS) defines social studies as: “the
integrated study of social sciences and humanities to promote civic competence. It
provides coordinated, systematic study drawing upon such disciplines as anthropology,
economic, geography, history, law, philosophy, political science, psychology, religion, and
sociology, as well as appropriate content from the humanities, mathematics and natural
sciences.
Literally, Social Studies is composed of two words, social and studies. According to
Arthur Dunn as articulated by David Saxe, “… the purpose of social studies was in the
term’s meaning as a verb—as in, good citizenship—not in its meaning as a noun—as in,
studying the content of particular social science or history subjects.”
As one of the learning areas in the Philippine K to 12 Basic Education Curriculum,
Araling Panlipunan (Social Studies) intends to develop among learners critical
understanding on historical, geographical, socio-political and economic issues of the
Philippines, taking into account the international and global contexts, allowing them to
become productive citizens of the country and of the world.
Primarily, K to 12 Araling Panlipunan (Social Studies) intends to develop critical,
reflective, responsible, productive, nature-loving, nationalist, and humane citizens rooted
in his/her identity as Filipino yet manifests the values and skills of a global citizen.

The lessons and topic from Grade 1 to 12 are anchored in the seven themes that
include:
 People, environment and Society
 Time, continuity and Change
 Culture, Responsibility and Nationhood
 Rights, Responsibilities and Citizenship
 Power, Authority and Governance
 Production, Distribution and Consumption
 Regional and Global Connections

Conceptualizing Social Studies: A brief history of Social Studies in School Curricula

It is essential to examine as early as now how social studies as a subject evolved.
Subsequent paragraphs were heavily borrowed from the paper written by David Warren
Saxe titled Framing a Theory for Social Studies Foundation published in 1992.
The “scarcity of theoretical” foundations can be rooted in the myths (as used by
Saxe) on the origin of Social studies which widely spread among educators and
practitioners. He clearly pointed this out when he said that, “where teachers,
administrators, and even social studies theorists continued the litany and rituals of the
field, there was a little understanding of its original purpose and even less understanding
of a continuing dialogue for examining collective aims. A case in point is the much
publicized America 2000 (U.S Dept. of Education,1991), which has dropped social studies
as a core curricular area in favor of an undefined application of history and geography, as
if social studies has nothing to do with history and geography.”
Upon reviewing well-regarded educational histories by Cremin (1961, 1988), Meyer
(1957), Spring (1990), Welter (1962), Karier (1986), Krug (1964), Tyack and Hansot (1982),
Tanner and Tanner (1990), Peterson (1985), Ravitch (1983), and Kliebard (1986), he argued
that only Krug and Kliebard treated seriously the beginnings of social studies. “Krug (1964)
presents a fair accounting of the role of the 1916 Committee on the Social Studies of the
National Education Association as the first major organization to advocate social studies,
but he presents a little of the actions or thinking that precipitated the Committee’s work.
Kliebard (1986) briefly mentions the 1916 Committee on the Social Studies.”

Myth on the Origin of Social Studies

Based on the literature survey conducted by Saxe, he was able to identify three myths
surrounding the emergence of social studies. These include Continuous Existence Theory,
Big Bang Theory 1916, and History Foundation Theory.
 Continuous Spontaneous Existence (CSE) Theory
Social studies exists without any antecedents. It holds the idea that social studies’
part is not relevant.
Saxe summarized, “in brief, although these texts focus on the teaching of social
studies, the 18 texts did not offer any explanation as to why or how social studies
came to be part of school curricula, (see Armstrong, 1980; Banks, 1990; Chapin &
Messick, 18989; Dobkin, Fisher, Ludwig, & Koblinger, 1985; Ellis, 1991; Evans &
Brueckner, 1990; Fraenkel, 1985; Hennings, Hennings & Banich, 1989; Jarolimek,
1990; Kaltsounis, 1987; Michaelis, 1988; Michaelis & Rushdoony, 1987; Naylor &
Diem, 1987; Savage & Armstrong, 1992; Schuncke, 1988; Van Cleaf, 1991; Welton &
Mallan, 1987; Zevin, 1992).
 Big Bang Theory of 1916
This is centered on the idea that social studies suddenly appeared in the year 1916.
One of the classic examples of this theory is found in the International Journal of
Social Education in a special titled “Social Studies as a discipline.”
In true big bang form, this writer cites a secondary source as proof positive of the
1916 assertion. The secondary source (Atwood, 1982) is checked, however, more
errors are found. In a special issue of journal of thought, ironically devoted to
social studies foundations, Editor Virginia Atwood claims, ‘with earle Rugg serving as
midwife, social studies was ‘born’ 1916 (1982).
“more than any other contemporary researcher, ironically, it is Lybarger that has
added depth to the pre-1916 history of social studies.
 History Foundation Theory
It is an extension or deeper interpretation of the big bang theory. There are many
scholars who believed in this idea like Oliver Keels (1988), Alberta Dougan (1988),
Hazel Hertzberg (1981, 1989), Rolla Tryon (1935), Edgar Bruce Wesley (1937), N.
Ray Hiner (1972, 1973) James Barth (Barr et al., 1977), and Samuel Shermis (Barr
et al., 1977)
 Demystifying the Myths: Origin of Social Studies Explained
Data revealed that as early as 1883, the term social studies was already in
circulation among social welfare advocates. Sarah Bolton (1883), Heber Newton
(1886)(, and Lady Wilde (1893) already used social studies in their book titles. It
was Caroll D. Wright, the first US Commissioner of labor and a member of Allied
Social Sciences Association, who emphasized the link between Social Science
instruction and good citizenship.
“As social science moved from an area of study to discrete fields of
research in the 1980s, the term social education was introduced as the means of
activate social welfare in public school.”-Saxe
At the turn of the 20 th century, social education was redefined and
narrowed to identify a special area of school curricula to be devoted expressly to
social science and citizenship concerns.
Edmund James, president of the American Academy of Political and Social
Sciences, was the first to use social studies as an element of school curricula in
1897.
The social studies conceptualization as argued by Saxe, “was rooted in the
efforts of the American Social Science Association (ASSA) as a means to further
the cause of social improvement (social welfare).
Kingslley suggested six major areas of study that included
o English
o Social Science
o Natural Science
o Physical Training
o Mathematics
o Foreign Language

The social studies that we have at present is a product of an evolution. The dynamic
transformation of its meaning could be summarized into three things.
o A meaningful integration of history, geography, civics, and the various social
sciences used to promote the learning/practice of civic competence;
o A program that emphasized direct/active student participation; and
o A preparation of two interdisciplinary courses, “Community Civics” and
“Problems of American Democracy”.
In the Philippines, however there is a continuous marginalization of this discipline in the
form of insufficient budget, shorter time allocation, and scarcity of teacher-training
development compared to other programs such as science, technology, engineering, and
mathematics (STEM) where funding and support like scholarships, international and
training events, and the like are numerous.

This is not to mention the dwindling number of pre-service teachers taking up social
studies/ science specialization. This perennial dilemma of the Department of Education
where significant number of elementary teachers handling social studies subjects are non-
majors. Consequently, this would impact the quality of instruction delivered to Filipino
learners relative to the achievement of necessary knowledge, skills, and attitude as
articulated in the curriculum standards.

Summative Test:
( In your yellow pad paper answer the following questions and to be submitted on our next
meeting September 13,2021)

1. What do you think are the reasons for such dismal state of Social Studies
education in the country?
2. How can the Commission on Higher Education (CHED) assist the Department of
Education (DepEd) in solving the identified challenges?
3. Suggest at least two interventions or programs that would address the challenges
enumerated above.
4. What was the most useful or the most meaningful thing you learned in Lesson I?
Expound on your answer?
LESSON 2: SOCIAL STUDIES AS INTEGRATED CURRICULUM

Objectives:
 Define integrated curriculum
 Differentiate integrated from interdisciplinary curriculum
 Describe social studies as integrated curriculum
 Analyze the importance of an integrated curriculum

Introduction

Many students/learners considered Social Studies a boring and irrelevant subject. This
presumptions or assumptions is usually associated in history where memorization of facts
and dates is prevalent. The said dismal practice has always been criticized and thus,
needed an immediate response.
However, one need not forget that the answer in this challenge is mainly found in the basic
attributes of Social Studies. The integrative capacity of this program offers various
opportunities both to learners and teachers as they make sense on its content and
processes relative to other disciplines and their experiences.

Think
Timothy Lintner pointed out that educators and teachers have the tendency to
misconstrue the idea between interdisciplinary and integrated curriculum. This was
expounded when he said that, “terms such as integrated, interdisciplinary, and
multidisciplinary are often confusing, resulting in teachers viewing them as
interchangeable” (adler & Flihan, 1997; Drake 1998).
He continued it by borrowing ideas from Relan and Kimpston (1993) that
“regardless of semantics and purpose, any integrative curricular model, knowledge and
skills are intermingled across discipline fields.

Integrated vs. Interdisciplinary Curriculum

Integrated curriculum, as defined by Shoemaker (1989), is education that is
organized in such a way that it cuts across subject-matter lines, bringing together various
aspects of the curriculum into meaningful association to focus upon broad areas of study.
This is what Beanne is trying to point out when he said that integrated curriculum is
concerned with enhancing the possibilities for personal and social integration through the
organization of curriculum around significant problems and issues, collaboratively
identified by educators and young people. He posited that there are four core tenets to an
integrated curriculum. These include
 Integrated experiences;
 Social integration;
  Integration of knowledge; and
 Integration as a curricular model
An integrated curriculum may manifest in various forms like project-based units,
correlated units-wherein two separate subjects are taught in parallel-or a problem-
based unit that serves to solve the problem rather than differentiating the
subjects (Applebee, Adler & Flihan, 2007)

Interdisciplinary curriculum,, is a curricular model that uses multiple disciplines or

learning areas in examining a given theme, problem, topic or issue. As linther clarifies, “it is
purposely subject-centered and usually structured around a single objective (lesson plan)
and developed and delivered by a single teacher in his/her classroom” (Nesn & Lounsburry,
1999; Shriner, Schlee and Libler, 2010).
Both integrated and interdisciplinary curriculum are similar in the use of theme. As
argued by Linther (2013), “in interdisciplinary curriculum the theme is more teacher-
determined. Interdisciplinary planning is less time0consuming than integration (Morris,
2003), thus providing more cross-disciplinary opportunities.
The purpose of which is not to eliminate the individual discipline but to use them in
combination (Park, 2005)

Social Studies as an Integrated Curriculum

Social Studies programs help students construct a knowledge base and attitudes
drawn from academic disciplines as specialized ways of viewing reality.
History uses the perspective of time to explore the causes and effects of events in
the past. Political sciences, uses the perspective of political institutions to explore
structure and processes of governing.
Araling Panlipunan (Social Studies) in the Philippines uses the expanding
environment model. This model offers rich, integrative opportunities for both teachers
and learners as they examine themselves and the society where they belong.
The seven themes of Araling Panlipunan include:
 People, environment and society;
 Time, continuity and change;
 Culture, identity, and nationhood;
 Rights, responsibilities and citizenship;
 Power, authority, and governance;
 Production, distribution and consumption and
 Regional and global connections.
Let us take IDENTITY as an example:

As early as Grade I:
Children are exposed to learning opportunities relative to their identity and
personal characteristics vis-à-vis their fellow human beings called KAPUWA.
Using basic ideas from psychology and economics like personal needs and wants,
Geography like location or address,
History like date of birth ,
Anatomy like physical characteristics will help learners understand and make sense of
their identity.

As they advance to Grade 2, they will explore identity in light of sociology when they see
themselves as members of the basic institutions called the family and school.

As learners proceed to Grade 3, they will be taught ideas related to CULTURAL

IDENTITY as they discover and appreciate the origin and development of their
community by highlighting its local history, economy, and culture , thereby strengthening
their cultural identity and pride.

NATIONAL IDENTITY will be realized as learners advance to Grade 4,5, and 6 where
national history, society, geography, economy, politics will comprehensively be examined.

Moreover, Filipinos as members of bigger community called ASEAN (Association of South

East Asian Nations) Region is given premium in Grade 7 as learners identity themselves not
only as Filipinos but also as Asians, thereby cultivating their ASIAN IDENTITY.

This is essential before they immerse themselves in the study of world history in Grade 8
where MULTIPLE HISTORIES and CULTURAL IDENTITIES appear.

Grade 9 social studies, on the other hand, under scores Philippine Economic Identity as
students explore Philippine economic history and development, including challenges.

Finally Grade 10 social studies as a culminating phase of elementary and junior high school
social studies, ponders and reflects on IDENTITY ISSUES like culture and gender.
Summative Test:

Explain the how the following topics are articulated from Grade 1 to Grade 10.

A.

1. Citizenship
2. Consumption
3. Nationalism
4. Rights and responsibilities
5. Diversity

B. Compare and contrast integrated curriculum from interdisciplinary curriculum.

C. Enumerate and explain the importance of an integrated curriculum.

LESSON 3: ELEMENTARY SOCIAL STUDIES CURRICULUM
Objectives:
 Describe the features of the elementary Araling Panlipunan Curriculum
 Enumerate and explain the themes in the Araling panlipunan Curriculum
 Critique the elementary Araling Panlipunan Curriculum

Introduction

This lesson is a continuation of the preceding topic focusing on the nature, intention, and
scope of the elementary Social Studies Curriculum. It is hoped that after this lesson,
significant insights will be acquired by education students as they face the challenges of
teaching elementary students.

Think

Following the expanding environment model, concepts and ideas are explained in the
context of physical, socio-cultural, and political dynamics, taking into account the age-
appropriateness of the learners.

Seven Themes Explained

For purposes of clarity and precision, however, each theme should be explained so as not
to cause any confusion and misperception.
 People, environment and Society – Human interaction with his environment is one of
the fundamental concepts in Social Studies.
 Time, continuity and change – essential in the understanding of cultural and national
identity is the evolution and development of a given society.
 Culture, identity and nationhood- identity is anchored on culture which pertains to
the complex whole that includes belief system, values, tradition, language and arts
of a group of people in a given society.
 Rights, responsibilities and citizenship- civic competence is grounded on how
citizens understand and value their role as members of society and how they
acknowledge their rights, roles and responsibilities as citizens.
 Power, authority and governance- central in citizenship education is understanding
the concept of the use of power in advocating the common good and the importance
of democratic processes in realizing good governance.
 Production, distribution and consumption- this theme provides experiences that
allow students understand economic concepts such as choice, opportunity costs,
expenditure, inflation, deficit, sound economic decision, savings, investment, and
financial literacy among others.
 Regional and global connections- this theme affords learners to appreciate how the
country influences the rest of the world and how it was influenced in return in
 terms of the mobility of ideas, people and products.

Key Stage 1 Standard

Filipino learners in key stage 1 are expected to demonstrate basic understanding
and values of self, family, school, and community including fundamental concepts on
continuity, change, distance, and direction, employing significant and related skills toward
the attainment of an in-depth understanding of one’s self in the context of his/her
physical and socio-cultural environment while being a member of a community and a bigger
society.
In order for learners to attain the desired goal, students in Grade 1 learn
experiences and opportunities designed for them to communicate basic personal
information such as name, parents, birthday, age, address, school, and, other relevant data.
Leaning content includes;
 Understanding myself
 The story of myself
 Valuing oneself
 Knowing the members of my family
 The story of my family
 Valuing my family
 Knowing my school
 The story of my school
 Valuing my school
 Me and my home
 Me and school
 Valuing the environment

Grade 2 social studies intends learners to demonstrate awareness, understanding, and

appreciation toward the community’s history using relevant concepts on continuity and
change, power and authority, leadership and responsibility, needs and wants, identity,
geography, primary historical resources like oral traditions, artifacts and relics.
This grade level standard is seen in the learning content that includes:
 Knowing my community
 The story of my community
 The culture of my community
 The livelihood of my community
 Leadership and services in my community
 My responsibilities in my community
Grade 3 learners are expected to demonstrate broad understanding of Philippine
communities as part of provinces and regions based on its bio-geographical features, socio-
cultural attributes, livelihood, and political instritutions using concepts of continuity and
change, and human-environmental interactions.
 This standard is manifested in the ff. content-focus:
 The location of my province
 Geographical basis and instruments
 The stories of my region
 Valuing the heroes, historical places, and symbols of my region
 The rich culture of my province
 Valuing the cultural identity of my region
 The economies of the provinces of my region

Key Stage 2 standard

The key stage 2 standards highlight learners’ productivity in being a member of
Philippine society. This stage intends learners to demonstrate knowledge and skills as a
productive, responsible, and patriotic Filipino, employing skills such as critical thinking,
sound decision-making, creativity, sustainable use of resources, and effective
communication, among others, toward national development.
The grade 4 standards envisions learners to develop national pride in being a Filipino
who values cultural diversities and national goals. This could be achieved using the ff.
content:
 Knowing the Philippines
 The Philippine Location
 The Philippine Geographical features
 The Philippine Natural Resources and Its Industries
 Philippine Cultural Identities
 The Philippine National Government
 The Government and its Social Services
 Rights and responsibilities of Filipino Citizens

Grade 5 Araling Panlipunan requires learners to manifest understanding and

appreciation of the formation of the Philippine archipelago, including the development
of Philippine civilization until 19th century. Its content examines the ff.:
 Emergence of Philippine Civilization
 Ancient Philippine Culture and society
 Spanish colonization
 Policies and impacts of Spanish colonization
 The transformation of Philippine Society
 The development of Filipino Nationalism

Grade 6 intends that Filipino learners demonstrate understanding and appreciation of

the nation’s history from the 20 th century until the contemporary period toward the
development of Filipino identity and nationhood. The ff. content-focus ensures the
development of the said standard:
 Propaganda and independence movement
  The emergence and struggles of the Philippine Republic
 The Filipino-American War
 American Colonization
 American Policies and their impact
 The commonwealth period
 The Japanese occupation
 The Philippine Independence
 The Philippine After world war II
 The third republic
 The Declaration of Martial Law
 EDSA People Power
 The fifth Republic

ACTIVITY:

Using the curriculum guide, assess if the learning competencies from grade 1 to 6 support
the grade level standards. Use the template below

Sample at least 2
competencies which do not
Grade Level Analysis/ recommendation
support the grade level
standard
1
2
3
4
5
6