LESSON 1: What is Social Studies?

Objectives:
 Analyze the concepts 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, and 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 then deal with these experiences?

As a future Social Studies educator, it is a must for you to thoroughly understand how institutional changes
affect the minute details of individual lives. This is vital as you effectively educate learners the dynamism of
social interactions, an essential nomenclature in Social Studies curriculum.

SOCIAL STUDIES: Meaning, 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 is to
display solidarity and interest in solving problems affecting local and wider community. This involves critical
and creative reflection and constructive participation in community activities as well as decision-making at all
levels, from local to national and even in international arena. It includes demonstrating a sense of responsibility,
as well as showing understanding of and respect for the shared values that are necessary to ensure community
cohesion, such as respect for democratic principles (European Parliament and of the Council, 2006).

The National Council for Social Studies (NCSS) defines social studies as:
“the integrated study of the social sciences and humanities to promote civic competence. It provides
coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics,
geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as
appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social
studies is to help young people make informed and reasoned decisions for the public good as citizens of a
culturally diverse, democratic society in an interdependent world.”
Though civic competence is not exclusive in this field, it is more central to social studies than any other
subject area in the schools. The NCSS has long advocated civic competence as the primary goal of social
studies. It recognized the significance of developing among learners the ideals and values of a democratic
republic.

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.” Meaning, social
studies was conceived as something one does---studying or examining social science topics which include civic
competence, history, governance, society, and culture, among other things.

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. It likewise seeks to engender
among Filipino learners historical mindedness, critical thinking, civic competence, cultural tolerance, and
respect for diversity. This contributes to the overarching intention of the K to 12 Program, which is to develop a
holistic citizen with 21st century skills.

CONCEPTULAIZING 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
Foundations published in 1992. Though it’s almost three decades old, it provides valuable insights on how
social studies as a learning area/subject emerged.
The author argued that many social studies educators, practitioners, and specialists have little knowledge or
background on the identity of social studies. Thus, they fell short in the delivery of a comprehensive and
relevant social studies curriculum. He explicitly stated this when he said that,

“I argue that practitioners and theorists are prevented from articulating viable perceptions of social studies’
purpose, theory, and practice because they lack basic understandings of the original historical underpinnings of
social studies.”

This “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 little understanding of its original purpose and even less understanding of a continuing dialogue of
examining collective aims.”

Simply put, social studies became entrenched in schools as a tradition of habit. With its original experimental
nature detached from practice, it is a little wonder that educational leaders since the 1940s have either given up
on social studies or perhaps simply, in not understanding the purpose for social studies --- decided to try
something else. A case in point is the much publicizes 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.”

Myths 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 of 1916, and
History Foundation Theory.
 Continuous Spontaneous Existence (CSE) Theory
According to this theory, social studies exists without any antecedents. It holds the idea that social studies’ past
is not relevant. Various writers and scholars did not include a comprehensive study on how social studies
became part of the subjects being taught in basic education. For many, the subject arose simultaneously with
other learning program/areas.

As 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 be part of school curricula (see Armstrong, 1980; Banks, 1990; Chapin &
Messick, 1989; Dobkin, Fisher, Ludwig, & Koblinger, 1985; Ellis, 1991; Evans & Brueckner, 1990; Fraenkel,
1985; Hennings, Henning, & Banich, 1989, Jarolimek, 1990; Kaltsounis, 1987, Michaelis, 1988; Michaelis &
Rushdoony, 1987; Naylor &Diem, 1987; Savage & Armstrong, 1992, Schunkle, 1988; Van Cleaf, 1991;Welton
& Mallan, 1987, Zevin, 1992). For whatever reasons, the authors decided to ignore the notion of origins or
historical orientation altogether. To the presentist authors --- using an inventive ahistorical mentality --- each
preservice social studies teacher is charged to activate social studies in his or her own image without historical
antecedents to bother with or ponder.”

 Big Bang Theory of 1916

As the title suggests, this is centered on the idea that social studies suddenly appeared in the year 1916, thanks
to the Committee on the Social Studies under the sponsorship of the National Education Association (NEA;
Dunn, 1916). There are literature that espoused this idea. One of the classic examples of this theory is found in
the International Journal of Social Education in a special issue titled “Social Studies as a Discipline”
  History Foundation Theory
The history foundation theory is an extension or deeper interpretation of the big bang theory. Here, conventional
wisdom holds that, since history education existed before 1916, obviously history was the seedbed or
promulgator of social studies. There are many scholars who believed in this idea like OliverKeels (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).
Among these intellectuals, it was Keels who “captures the essence of the history foundation origin of social
studies by connecting the domination of historians and history curricula pre-1916 to the production of the 1916
social studies report. Hertzberg (1981), too, reaches a similar conclusion by highlighting connections between
the 1916 social studies report and earlier reports issued between 1893 and 1911 by various history
organizations.”

Demystifying the Myths: Origin of Social Studies Explained

The myths as enumerated in previous pages are considered as such. For these could not provide data and
relevant facts that would substantiate its claim. This brings us to the question, “Why really is the origin of social
studies?”
Even before the deliberation of the 1916 Social Studies Committee, the term social studies was widely used in
research literature, and its meaning was common to many. In fact, 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. The said books were related to
the social welfare movement that underscored the use of social science data. It was Carroll 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.
Saxe further explained that, “As social science moved from an area of study to discrete fields of research in
the 1880’s, the term social education was introduced as the means to activate social welfare in public schools. In
this context, social education was used as a generic term for socially centered school curricula.”
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 citizen concerns. This important shift --- from the
generic and all-encompassing term of social education for all school curricula to a specific course of social
education among other educational programs ---- marks a symbolic beginning for social studies in schools.

Name:

Course&Year:

Exercise 1: THE MUDDIEST POINT

    In this particular lesson, what was not clear to you? What do you think are the reasons
for such? Write your answer in the space provided.
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Exercise 2: Five-Minute Paper

    What was the most useful or the most meaningful thing you learned in Lesson 1?
Expound your answer.
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Challenge Acivity!!

    Compose an essay on the experience that you had in your social studies class during
your elementary and high school days.

Harness Time!

 Visit the nearest elementary school in your place. Ask permission from the school
head/principal if you could observe a social studies class. Take note on how social
studies is being taught in two to three classes.

 Prepare a reflection paper on the observation that you had.

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 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 dismissal 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 make sense on its content and processes relative to other disciplines and their experiences.

Think
If there’s on future that would make social studies stand out among other learning areas in the basic education
curriculum, it is its integrative nature.
In his book, Integrative Opportunities in the Social Studies Classroom, Timothy Lintner pointed out that
educators and teachers have the tendency to misconstrue the idea between interdisciplinary and integrated
curriculum. This is due to the fact that the various literature offer conflicting ideas. 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 connected 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. The
type of intermingling and its purpose will vary.” But what really constitutes an integrated curriculum?

INTEGRATED vs. INTERDISCIPLINARY CURRICULUM

Integrated 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. It intends to create meaningful learning experiences by allowing learners to
establish connections between and among learning areas, thus making sense of the social phenomena being
examined.

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. This include:
o Integrated experiences;
o Social integration;
o Integration of knowledge; and
o Integration of curricular model.
In integrated experiences, the learners take an active role in educational process by linking experiences with
the information shared by the teachers. They reflect on their “lived experiences” while connecting it to the
curriculum content. Meanwhile, social integration encourage learners to examine the content from “positions
of power (powerlessness) and action.” It presents rich opportunities for learners to become socially aware and
engaged. On the other hand, integration of knowledge happens when learners solve problems using eclectic
approaches acquired from various personal and classroom-based experiences.

Finally, integration as a curricular model is achieved when the curriculum mirrors the realities and issues
relevant to learners, when the process takes precedence over product, and when there’s a concerted emphasis on
“project based learning with direct application to addressing real-world issues.”

An integrated curriculum may manifest in various forms like project-based units, correlated units ---- wherein
two separate subjects are taught parallel ---- or a problem-based unit that serves to solve the problem rather than
differentiating the subjects (Applebee, Adler & Flihan, 2007).

Interdisciplinary Curriculum
Interdisciplinary curriculum, on the other hand, is a curricular model that uses multiple disciplines or learning
areas in examining a given theme, problem, topic, or issue. As Lintner clarified, “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 the integrated and interdisciplinary curriculum are similar in the use of theme. However, as argued by
Lintner (2013), “in interdisciplinary curriculum the theme is more teacher-determined. S/he culls the requisite
cross-disciplinary information and plans, administers, and assesses the information presented.” This is where
integrated curriculum differs, where both teacher and learners drive the inquiry, presentation, and assessment
process. Interdisciplinary planning is less time-consuming than integration (Morris, 2003), thus providing more
cross-disciplinary opportunities.

Regardless of varying differences in terms of theory and application between an interdisciplinary and
integrated curriculum, both draw together knowledge, perspectives, and methods of inquiry from more than one
discipline to develop a more powerful understanding of a central idea, issue, person or event. The purpose of
which is not to eliminate the individual disciplines but to use them in combination (Parker, 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. Each discipline begins from a specific perspective and
applies unique processes for knowing to the study of reality.

History, for instance, uses the perspective of time to explore the causes and effects of events in the past.
Political science, on the other hand, uses the perspective of political institutions to explore structures and
processes of governing.
Though it is important for students in social studies programs to begin to understand, appreciate, and apply the
knowledge, processes, and attitudes from academic disciplines, it is more enriching and rewarding to
understand social realities using an integrative approach.

The advocacy for schools to offer an integrated curriculum is not new. In fact, as early as the 1900s,
progressive educators already advocated this approach, believing that segregation of learning based on the
subject areas counters the education’s holistic nature.
In the context of social studies, the knowledge, skills, and attitudes within and across disciplines are integrated
though the amount and form of integration vary depending on the grade levels and other pedagogical
considerations.

As mentioned in the previous lesson, 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.

These recur Grades 1 to 10. These are examined using the concepts, theories, and studies culled from the
social science disciplines like history, sociology, political science, anthropology, economics, and political
science. These are employed in order for learners to see and appreciate the holistic nature of a human being.
Let’s take identity as an example.

As early as Grade 1, 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, and
anatomy like physical characteristics will help learners understand and make sense of their identity. As they
 to Grade 2, they will explore identity in light of sociology when they see themselves as members of the
basic institutions called family and school. Political science comes in as learners study rights and
responsibilities and the role they play to maintain social cohesion and unity. 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 Grades 4, 5 and 6, where national history,
society, geography, economy, and politics will comprehensively be examined. Detailed analysis of the
significant events that formed part of the nation’s collective memory is critically examined, thereby
allowing students to deeply appreciate the dynamism of the national history.

Moreover, Filipinos as a members of a bigger community called the ASEAN (Association of Southeast
Asian Nations) Region is given premium in Grade 7 as learners identify 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, underscores 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.

More often than not, students learn social studies through learning opportunities that are highly integrated
across several disciplines. These often take the forms of units constructed around themes. As students
proceed to middle and higher levels, social studies programs may continue to be highly integrated and, in
some cases, planned y interdisciplinary teams of teachers. Alternatively, programs may be planned as
interdisciplinary courses or more exclusively linked to specific disciplines.

Name:

Course&Year:

Exercise 1: THINKING VENN

    Compare and contrast integrated curriculum from interdisciplinary curriculum by

accomplishing the thinking venn below.
Exercise 2: THE
MUDDIEST POINT

    In this particular lesson, what was not clear to you? What do you think are the reasons
for such? Write your answer in the space provided.
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Challenge Acivity!!

    Answer the following questions. Substantiate your point by providing relevant

facts/data.

 Enumerate and explain the importance of an integrated curriculum.

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 Prove that Araling Panlipunan is an integrated subject. Cite at least three pieces of
evidence.

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 Discuss the challenges and their corresponding solutions in implementing an

integrated and interdisciplinary curriculum.

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Harness Time!

 Research about the three models/ approaches in integration.

 Explain how this can be of use of elementary teachers.

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
The previous lesson highlights Social Studies as an interdisciplinary and integrative discipline. It provides
significant input on the nature and importance of Social Studies’ integrative character which enriches its
contents and processes allowing the intended learners to become proficient on the essential standards and
competencies required of them to manifest.

Seven Themes Explained

The previous lesson already enumerated the seven themes of the Araling Panlipunan (Social Studies)
Curriculum as one of its essential features. For purposes of clarify and precision, however, each theme should
explained so as not to cause any confusion and misperception.
o People, Environment & Society
o Time, Continuity, & Change
o Culture, Identity & Nationhood
o Rights, Responsibilities & Citizenship
o Power, Authority & Governance
o Production, Distribution & Consumption
o Regional & Global Connections

These themes recur in several grade levels in which the degree of examination is dependent on the content
and skill focus.
The Elementary Social Studies Curriculum in the Philippine Basic Education is divided into two key stages,
namely the Key Stage 1 (Araling Panlipunan 1-Araling Panlipunan 3) and Key Stage (Araling Panlipunan 4-
Araling Panlipunan 6). Each key stage has a corresponding standard addressing vital competencies needed to be
achieved.

K-3

Naipapamalas ang panimulang pag-unawa at pagpapahalaga sa sarili, pamilya, paaralan, at komunidad, at

sa mga batayang konsepto ng pagpapatuloy at pagbabago, distansya, at direksyon gamit ang mga
kasanayan tungo sa malalim na pag-unawa tungkol sa sarili at kapaligirang pisikal at sosyo-kultural,
bilang kasapi ng sariling komunidad at ng mas malawak na lipunan.

As you will notice, the standard is articulated in the vernacular since the medium of instruction used in
teaching Araling Panlipunan is Filipino. Experts and educators believe that the use of Filipino is imperative if
one is to examine and eventually understand the historical narrative and cultural identity of an evolving nation.
It is clearly stipulated that Filipino learners in key stage 1 are expected to demonstrate basic understanding
and values of self, family, school, & community including fundamental concepts on continuity, change,
distance, and direction, employing significant & 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.

This standard is simplified in the Grade Level Standards, as seen below:

K – Naipamamalas ang panimulang pag-unawa sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon

sa paglinang ng kamalayan sa kapaligirang sosyal.

As early as Kindergarten, learners are expected to demonstrate a basic understanding of one’s self and of
others being the foundation of social consciousness’ development.
On the other hand, Grade 1 students are required to demonstrate an understanding of self as a member of the
family and the school who values physical environment, employing concepts on continuity, change, distance,
and direction in establishing personal and cultural identity.

BAITANG 1 – Naipapamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at kasapi ng pamilya at
paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng pagpapatuloy at pagbabago,
interaksyon, distansya tungo sa pagkakakilanlan bilang indibidwal at kasapi ng komunidad.
In order for learners to attain 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. Moreover, learning content includes:

 Understanding Myself
 The Story of Myself
 Valuing Oneself
 Knowing the Members of the Family
 The Story of My Family
 Responsibilities in 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

Baitang 2 – Naipapamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng

kinabibilangang komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon,
pagkakasunod-sunod ng pangyayari, mga simpleng konseptong heyograpikal tulad ng lokasyon at
pinagkukunang yaman at bukal ng yamang lahi, at konsepto ng mga saksi ng kasaysayan tulad ng
tradisyong oral at mga bakas ng kasaysayan.
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, and 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 in My Community
 Leadership and Services in My Community
 My Responsibilities in My Community

BAITANG 3 – Naipapamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng

Pilipinas bilang bahagi ng mga lalawigana t rehiyon ng bansa batay sa (a) katangiang pisikal (b) kultura;
(c) kabuhayan; at (d) pulitikal, gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon ng tao at
kapaligirang pisikal at sosyal.

In the same vein, 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 institutions using concepts of continuity and change, and human-environmental
interactions.

This standard is manifested in the following 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 in My Region

46

Naipapamalas ang mga kakayahan bilang batang produktibo, mapanagutan at makabansang

mamamayang Pilipino gamit ang kasanayan sa pagsasaliksik, pagsisiyasat, mapanuring pag-iisip,
matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng pinagkukunang-
yaman at pakikipagtalastasan at pag-unawa sa mga batayang konsepto ng heograpiya, kasaysayan,
ekonomiya, pamamahala, sibika at kultura tungo sa pagpapanday ng maunlad na kinabukasan para sa
bansa.

The Key Stage 2 standard highlights learners’ productivity in being a member of Philippine society.
Specifically, this stage intends learners to demonstrate knowledge and skills as a productive, responsible,a nd
patriotic Filipino, employing skills such as critical thinking, sound decision-making, creativity, sustainable use
of resources, and effective communication, among others, toward national development.

This standard is unpacked in each grade level where specific skills and content-focus are specified.

BAITANG 4 – Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may pagpapahalaga sa

pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga kasanayan sa heograpiya, pag-
unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga sa mga mithiin ng bansang
Pilipinas.

As you can see, the Grade 4 standard envisions learners to develop national pride in being a Filipino who
values cultural diversities and national goals. This could be achieved using the following 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

BAITANG 5 – Naipapamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan

ng Pilipinas at mga sinaunang lipunan hanggang sa mga malalaking pagbabagong pang-
ekonomiya at ang implikasyon nito sa lipunan sa simula at ika-labing siyam na siglo, gamit
ang batayang konsepto katulad ng kahalagahang pangkasaysayan (historical significance),
pagpapatuloy at pagbabago, ugnayang sanhi at epekto tungo sa paglinang ng isang batang
mamamayang mapanuri, mapagmuni, responsible, produktibo, makakalikasan, makatao at
makabansa at may pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan
tungo sa pagpanday ng maunlad na kinabukasan para sa bansa.

Moreover, Grade 5 Araling Panlipunan requires learners to manifest understanding and appreciation of the
formation of the Philippines archipelago, including the development of Philippine civilization until the 19th
century. It content examines the following:
  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

BAITANG 6 – Naipapamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas

mula sa ika-20 siglo hanggang sa kasalukuyan, tungo sa pagbuo ng tiyak na pagkakakilanlan bilang
Pilipino at mamamayan ng Pilipinas.

Finally, Araling Panlipunan Grade 6 intends that Filipino learners demonstrate understanding and
appreciation of the nation’s history from the 20th century until the contemporary period toward the development
of Filipino identity and nationhood. The following 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 Philippines After World War II
 The Third Republic
 The Declaration of Martial Law
 EDSA People Power
 The Fifth Republic

This curriculum content of elementary social studies expert’s learners to develop the desired learning
attributes of a civic competent and nationalist citizens of the country.

Name:

Course&Year:

Exercise 1: THINKING VENN

    Using the curriculum guide, compare and contrast the elementary from the secondary
social studies curriculum.
Challenge Acivity!!

    Answer the following questions. Substantiate your point by providing relevant

facts/data.

1. Are the themes in Araling Panlipunan relevant to the context of the Philippine
society?

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2. Is the expanding environment model appropriate for the elementary social studies
curriculum? Prove your answer.

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3. Suggest ways on how to make the elementary social studies curriculum more
relevant for 21st century Filipino learners.

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