MODULE NO.

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NORTH CENTRAL MINDANAO COLLEGE
Maranding, Lala, Lanao del Norte

Topic

WHAT IS SOCIAL STUDIES?

Rationale
As a future Social Studies educator, it is 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.
Intended Learning Outcomes

ILO 1: Analyze the concept of social studies

ILO 2: Distinguish the features of the Philippine social studies
ILO 3: Trace the development of social studies
ILO 4. Examine the challenges of the Philippine social studies
Activity/Activities

Lecture, Online Quiz

Discussion

The K to 12 Basic Education Program implemented in 2012 is a response to some global

trends through the passage of Republic Act 10533 or the Enhanced Basic Education Act of
2013. It expands and improves the delivery of basic education by producing Filipino
learners who are equipped with the necessary skills and competence and are at par with
their international counterparts.
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 languages of teaching and learning, including
mother tongue as a learning resource.
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Figure 1. K to 12 Basic Education Framework

As gleaned from the K to 12 Basic Education Curriculum Framework above, every

learner who completes the K to 12 basic education program will have been nurtured and
developed to become Filipino with 21st century skills. This objective is founded on the
recognition of the nature, contexts, and needs of learners. The graduates of the K to 12
Program will have the necessary physical, cognitive, socio-emotional, and moral
preparation so they can determine their own purposes for learning in consideration of
present and emerging needs of their immediate, local, national, and global communities.
Vital in this educational reform is a clear articulation of curricular content relative to
the promise of developing Filipinos with the “ability to coexist in fruitful harmony with local
and global communities.” Thus, Araling Panlipunan (Social Studies) as a learning
area/program is an essential component of the Philippine K to 12 Curriculum.

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. This involves critical and creative
reflection and constructive participation in community activities as well as decision-making

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at all levels, from local to national and even in the international arena. It includes
demonstrating a sense of responsibility, as well as showing understanding of and respect for
the shared values are necessary to ensure community cohesion, such as respect for
democratic principles.

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 the 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 the 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
sciences 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.

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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 said overarching goal is expected to be achieved by employing sound learning

theories, which include constructivism (which will be further discussed in the subsequent
lessons ) collaborative learning, experiential, and contextual learning. Alongside this is the
use of relevant approaches and strategies such as thematic-chronological and
conceptual approach, discovery approach, integrative, interdisciplinary, and
multidisciplinary approach.

The lessons and topics from Grade 1 to 12 are anchored in the seven themes that
include:

People, Environment and Society

Time, Continuity, and Change

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Culture, Responsibility and Nationhood

Rights, Responsibilities and Citizenship

Power, Authority and Governance

Production, Distribution and Consumption

Regional and Global Connections

Moreover, the disciplinal skills in social studies such as critical thinking, creativity,
sound decision-making,investigative and research skills, and historical thinking are likewise
developed using an expanding approach.

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
Saxed 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.

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:

1. 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 aros simultaneously with other learning programs/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 to be part of school curricula. 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.”

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2. 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 is literature that espouses 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.” As Saxe
empathetically puts it,

3. 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 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).

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 1983 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, “What 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
Associations (A member of American Social Science Association (ASSA), 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 1880s, the term social education was introduced as the

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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 20th 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. 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.

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. He
defined it as a general term for sociologically-based citizenship education. He then
suggested to pull together the social science for use in the lower schools under the
umbrella of “social study.”

The social studies conceptualization as argued by Saxe,

“was rooted in the efforts of the American Social Science Association (AASA) as a
means to further the cause of social improvement (social welfare). The AASA explicitly
chose to apply a collective social science as the basis of social welfare activities, not the
discrete subject matters of sociology, anthropology, political science, psychology, history,
or geography. To the social welfare activists, social science was conceived of as a general
area of inquiry drawn from these discrete subjects to help solve societal problems . This
general or holistic approach to treating social issues and problems surfaced in educational
circles, first under the rubric social education and then, finally, as social studies. What is
critical to identify here is that no single methodology or field of study was to dominate and
that every social science (including history and geography) could be used to facilitate
social improvement through citizenship education.”

Though there were calls at that time to make this generalist approach be replaced
by specialist approach, public school leaders opted to continue with the notion of a
general field approach toward citizenship education. At the height of this, Clarence D.
Kingsley (1913) launched his commission on the Reorganization of Secondary School
Subjects. He presented his idea of education reform in a modern social light to the National
Education Association in 1910 and was eventually formalized as the Committee on the
Articulation of High School and College (NEA, 1911, 1912). In the first report of this
organization, Kingsley suggested six major areas of study that included:

● English
● Social Science
● Natural Science
● Physical Training
● Mathematics
● Foreign Language

The Committee title shifted from social science to social studies and thus became
Committee on Social Studies. This committee advocated a program of active participation
that included two major interdisciplinary courses (Community Civics and Problems of

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American Democracy). It rejected the traditional history program as grossly unsuitable and
inappropriate for American students at that period.

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. These include:

● a meaningful integration of history, geography, civics, and the various social

sciences used to promote the learning/practice of civic competence;
● a program that emphasized direct/active student participation; and
● a representation of two interdisciplinary courses, “Community Civics” and
“Problems of American Democracy. ”

It is safe to assume that social studies as a learning area/program is always

considered as the culmination of all academic programs in the basic education curriculum.

Interestingly, highly developed countries (e.g., Singapore. South Korea, the USA,
Germany, and others) put much premium on history, civics, and culture by placing it at the
fore of its curriculum while continuously adjusting the language, mathematics, science, and
technical-vocational programs in support of the latter.

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 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 is a perennial dilemma of the Department of Education
where a 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.

Araling Panlipunan’s relegation to the border of instructional priorities poses

long-term fatal effects on the national identity and consciousness. This is evident as
historical revisionism, production and propagation of fake news, rise of authoritarianism,
cultural bigotry, and weakening democratic institutions dominate the current landscape of
Philippine politics.

Exercise

EXERCISE I: The Muddiest Point

In this particular module, 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 II: Five-Minute Paper

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

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________.

EXERCISE III: Thesis-Proof Statement

Try to complete the matrix below.

Topic Thesis (Argument) Proof (At least 2) Conclusion

Social Studies
Definition

Myths on the Origin

of Social Studies

Challenges of
Social Studies
Education in the
Country

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

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ESSAY RUBRIC

Resources

Teaching Social Studies in the Elementary Grades (Philippine History and Government)
(2020). REX Book Store 856 Nicanor Reyes, Sr. St.

Additional resources

Prepared By

RONIEL B. ESMAR, LPT

COE Faculty

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 MODULE NO.2
NORTH CENTRAL MINDANAO COLLEGE
Maranding, Lala, Lanao del Norte

Topic

SOCIAL STUDIES AS INTEGRATED CURRICULUM

Rationale
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 as they make sense of its content and
processes relative to other disciplines and their experiences.
Intended Learning Outcomes

ILO 1: Define integrated curriculum

ILO 2: Differentiate integrated from interdisciplinary curriculum
ILO 3: Describe social studies as integrated curriculum
ILO 4: Analyze the importance of an integrated curriculum
Activity/Activities

Lecture, Online Quiz

Discussion

THINK

If there’s one feature that would make social studies stand 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 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).

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He continued it by borrowing ideas from Relan and Kimston (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, 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 posted 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.

In integrated experiences, the learners take an active role in the 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 encourages 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 the 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 in parallel–or a problem-based
unit that serves to solve the problem rather than differentiating the subjects (Applebee,
Adler & Flihan, 2007)

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Figure 1. Visual model of an integrated curriculum adapted from the Integrative Opportunities in the
Social Studies Classroom.

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.

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Figure 2. Visual model of interdisciplinary curriculum adapted from the Integrative Opportunities in
the Social Studies Classroom

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 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 a unique process 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 perspectives 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,

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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 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 from 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 human beings. 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-a-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
advance to Grade 2, they will explore identity in light of sociology when they themselves as
members of the basic institutions called the family and school. Political science comes in as
learners study rights and responsibilities and the roles 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, hereby allowing students to deeply appreciate
the dynamism of the national history.
Moreover, Filipinos as members of a bigger community called ASEAN (Association
of Southeast Asian Nations) Region is given a 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.

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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
highschool 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 form of units
constructed around themes. As students proceed to middle and higher levels, social studies
programs may continue to betere highly integrated and, in some cases, planned by
interdisciplinary teams of teachers. Alternatively, programs may be planned as
interdisciplinary courses or more exclusively linked to specific disciplines.

EXPERIENCE

Using the Araling Panlipunan Curriculum Guide, explain the following themes/topics
are articulated from Grade 1 to Grade 10.
● Citizenship
● Consumption
● Nationalism
● Rights and responsibilities
● Diversity

Exercise

Exercise I. Thinking Venn

Compare and contrast integrated curriculum from interdisciplinary curriculum by
accomplishing the thinking venn below.

Exercise II. 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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Assessment

Part I. LHS Matrix

Complete the matrix below

Topic What I learned How did I learn And So What

Integrated
Curriculum

Interdisciplinary
Curriculum

Part II. Challenge

Answer the following questions. Substantiate your point by providing relevant
facts/data.

1. Enumerate and explain the importance of an Integrated curriculum.

2. Prove that Araling Panlipunan is an integrated subject. Cite at least three pieces of
evidence.
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3. Discuss the challenges and their corresponding solutions in implementing an

integrated and interdisciplinary curriculum.

Additional Activity
1. Research about the three models/ approaches in integration. Explain how this can
be of use to elementary teachers.

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Resources

Teaching Social Studies in the Elementary Grades (Philippine History and Government)
(2020). REX Book Store 856 Nicanor Reyes, Sr. St.

Additional resources
Integrated Curriculum
https://www.youtube.com/watch?v=D28qv50XhRg
Interdisciplinary Curriculum
https://www.youtube.com/watch?v=6_wjSXHzczg

Prepared By

RONIEL B. ESMAR, LPT

COE Faculty

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 MODULE NO.3

NORTH CENTRAL MINDANAO COLLEGE

Maranding, Lala, Lanao del Norte

Topic

ELEMENTARY SOCIAL STUDIES CURRICULUM

Rationale
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.
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.
Intended Learning Outcomes

ILO 1: Describe the features of the elementary Araling Panlipunan Curriculum

ILO 2: Enumerate and explain the themes in the Araling Panlipunan Curriculum

ILO 3. Critique the Elementary Araling Panlipunan Curriculum

Activity/Activities

Lecture, Online Quiz

Discussion

THINK
The K to 12 Araling Panlipunan (Social Studies) as mentioned in Lesson 1 intends to
develop a critical , reflective, responsible, productive, nature-loving, nationalist, and
 MODULE NO.3

humane ctizens rooted in his/her identity as a Filipino yet manifests the values and skills of
global citizen.
The said aspiration manifets in the standards prescribe in the curriculum. Basic ideas
and concepts relative to the development of civic competence, cultural identity,
nationalism, and citizenship, among others are introduced and explained in the Elementary
Social Studies. Though the Secondary Social Studies Curriculum is but a continuation of the
Elementary Curriculum and, up to a certain extent, inseparaple from the latter, there are
significant differences nontheless. This is evident in the complexity and difficulty of the
standards (i.e., content, performance, and learning compentencies) and the content focus
of each grade level.
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

The previous lesson already enumerated the seven themes of the Araling Panlipunan
(Social Studies) Curriculum as one of its essential features. For purposes of clarity and
precision, however, each theme should be explained so as not to cause any confusion and
misperception.

1. People, Environment and Society- human interaction with his environment is one of
the fundamental concepts in Social Studies. This theme puts premium on how
humans interacts not only to his environment but also to a bigger society thus
providing learners to locate him/herself in his immediate environment, understand
the impact of human decisions to the environment and vice versa, examine the
dynamism of human mobility, and realize his/her roles and responsibilities as a
member of a society and stewards of the natural resources among others.
2. Time, Continuity and Change- Essential in the understanding of cultural and national
identity is the evolution and development of a given society. Central in this study is
the concept of time that serves as the contextual basis and foundation in the
analysis of social dynamics. Chronological thinking allows learners to distinguish past
from present, examine the changing belief systems, social structures and institutions,
and understand the concept of historical significance.
3. 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. This theme provides learners the
opportunities to develop their identity as an individual, as youth and as a Filipino. This
identity is the basis of national pride which is essential in understanding and
participating in the international and global arena.
4. Rights, Responsibilities and Citizenship- civic competence is grounded on how
citizens understand and value their role as members of society and how they
 MODULE NO.3

acknowledge their rights, roles and responsibilities as citizens. This is vital as they fully
and meaningfully engage in their respective community, country and even in the
community of nations.
5. 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. This theme
includes the examination of the Philippine Constitution, highlighting the serious
responsibilities of government in various levels of governance.
6. Production, Distribution and Consumption- This theme provides learning experiences
that allow students to understand economic concepts such as choice, opportunity
costs, expenditure, inflation, deficit, sound economic decision, savings, investments,
and financial literacy among others. These technical concepts are learned in the
context of history and socio-cultural experience of Filipinos.
7. Regional and Global Connections- The Philippines is a member of a bigger
community called global village. 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.

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 2 (Araling Panlipunan 4- Araling Panlipunan 6). Each Key
Stage has a corresponding standard addressing vital competencies needed to be
achieved.

KEY STAGE 1 STANDARD

K-3

Naipamamalas and 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
The above image is the key stage standard for Kindergarten to Grade 3. As you will
notice, the standard is articulated in the vernacular since the medium of instruction used in
 MODULE NO.3

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, 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.

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

Baitang Pamantayan sa Pagkatuto

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

bilang pundasyon sa paglinang ng kamalayan sa kaligirang 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 school who values physical environment, employing
concepts on continuity, change, distance, and direction in establishing personal and
cultural identity.

BAITANG 1
Pamantayang Pagkatuto: Naipamamalas 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 at direksyon tungo sa pagkakakilanlan
bilang indibidwal at kasapi ng komunidad.

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 . Moreover,
learning content involves:
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● Understanding Myself
● The Story of Myself
● Valuing Oneself
● Knowing the Members of My 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
Pamantayang Pagkatuto: Naipamamalas 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
konsepto ng heograpikal 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.

As seen in the image, 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 standards 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
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BAITANG 3
Pamantayang Pagkatuto: Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng
mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at
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

KEY STAGE 2 STANDARD

4-6

Naipamamalas 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 highlights productivity in being a member of Philippine Society.
Specifically, this stage intends learners to demonstrate knowledge and skills as a
productive, responsible, and patriotic Filipino, employing skills such as critical thinking, sound
 MODULE NO.3

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
Pamantayan sa Pagkatuto: 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 the 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
Pamantayan sa Pagkatuto: Naipamamalas ang pag-unawa at pagpapahalaga sa pagkabuo
ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa
malalaking pagbabagong pang-ekonomiya at mga implikasyon nito
sa lipunan sa simula ng ikalabing 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, responsable, 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.
 MODULE NO.3

Moreover, 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 the 19th century. Its 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
Pamantayan sa Pagkatuto: Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa
kasaysayan ng Pilipinas mula sa ika-20 siglo hanggang sa
kasalukuyan, tugo sa pagbuo ng tiyak na pagkakakilanlan bilang
Pilipino at mamamayan ng Pilipinas. Naipamamalas ang malalim na
pag-unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng
mga piling primaryang sangguniang nakasulat, pasalita,
adyo-biswal at kumbinasyon ng mga ito, mula sa iba't-ibang
panahon, tungo sa pagbuo ng makabansang kaisipan na siyang
nagsisilbing basehan ng mas malawak na pananaw tungkol sa
mundo.

Finally, Araling Panlipunan Grade 6 intends 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
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● The Fifth Republic

This curriculum content of elementary social studies expects learners to develop the
desired learning attributes of a civic competent and nationalist citizen of the country.

Exercise
Direction: Using the curriculum guide, assess if the learning competencies from Grade
1-6 support the grade level standards. Use the template below.

Grade Sample (at least three) competencies which do Analysis/ Recommendation

Level not support the grade level standard

6
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Assessment
Part 1: Thesis- Proof Statement

Complete the matrix below.

Topic Thesis (Argument) Proof (At least 2) Conclusion

Key Stage 1 and 2

Standards

Seven Themes of
Araling Panlipunan

PART II. Thinking Venn

Direction: Using the curriculum guide, compare and contrast the elementary from the
secondary social studies curriculum.
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ESSAY RUBRIC

Additional Activity

Challenge
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?

2. Is the expanding environment model appropriate for the elementary social studies
curriculum? Prove your answer.
 MODULE NO.3

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

Resources

Teaching Social Studies in the Elementary Grades (Philippine History and Government)
(2020). REX Book Store 856 Nicanor Reyes, Sr. St.

Additional resources

Prepared By

RONIEL B. ESMAR, LPT

COE Faculty