TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES

(PHILIPPINE HISTORY & GOVERNMENT)

NAME: ROVIC JAMES A. DUYAN

SECTION: BEED II – A
INSTRUCTOR: MRS. ROIDA P. TABLIT

LESSON 3
EXPERIENCE

GRADE LEVEL SAMPLE (AT LEAST ANALYSIS/

THREE) COMPETENCIES RECOMMENDATION
WHICH DO NOT SUPPORT
THE GRADE LEVEL
STANDARD
1 Responsibilities in family,  Educate them with
valuing school, and the story of family bonding.
their school.  Let them feel the
importance of their
school.
 Tell them about their
school origin.
2 Responsibilities in community,  Educate them about
the culture of their community, working in the
leadership and services in their community.
community.  Encourage them to learn
things about their
community culture.
 Teach them how to be
good leaders and
motivate them to serve.
3 Geographical basis and  Have them familiarize
instruments, the economies of the features of diverse
the provinces in their region, environments.
and valuing the cultural identity  Teach them popular
of their region. products that are certain
to such regions.
 Educate them about
importance of oneself
belonging in their
various regions.
4 The Government and its social  Start educating them
service, Philippine national about the government
government, and the Philippine and its movement.
geographical features.  Provide a wider sense of

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 teaching them about the
Philippine geographical
features.
5 The transformation of Philippine  Provide them pictures
society, ancient Philippine about how changes are
culture and society, and Policies prone to Philippines.
and impacts of Spanish  Lecture them about the
colonization. history of the
Philippines
 Teach them about
policies of how
colonizers back then
had influenced the
Filipinos.
6 The commonwealth period, the  Keep them on track
fifth republic, and the about the America’s
emergence and struggles of the great contributions.
Philippine Republic.  Teach them about the
changing face of French
politics.
 Seek out different
sufferings of the
Philippine Republic and
keep students into
familiarizing them on
how they are risen.

ASSESS
EXERCISE 1: THESIS-PROOF STATEMENT

TOPIC THESIS PROOF CONCLUSION

(ARGUMENT) (AT LEAST 2)
KEY STAGE 1 AND 2  Experts and  It promotes Key stage 1 and 2
STANDARDS educators Filipino standards are both
believe that the identity and essential to the
use of Filipino sense of “Pinoy specifications about
is imperative. Pride” and it is how each grade level
 Does the focus the heart of our be put into
of specific heritage. consideration
skills and  It highlights pertaining capabilities
content in each learner’s and mass learning to
grade level of knowledge and provide on for teaching.
key 2 standards skills as a It bridge out different
are specified? productive, views of each level and
responsible, are specified.
employing
skills such as
critical
thinking and

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 etc.
SEVEN THEMES OF  Experts says  Through social The seven themes of
ARALING themes of studies students Araling Panlipunan not
PANLIPUNAN araling will become only help shape the
panlipunan better citizens. country but all the
pertinent to the  Promotes people living on it. It
framework of social code of serve as a foundation
the conduct thus especially to teaching
Philippines? making that will later help
children aware students become more
of their roles capable of becoming a
and better person of their
responsibilities. desired to be.

EXERCISE 2: THINKING VENN

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

Primary Curriculum Secondary Curriculum

Social studies in the The secondary social

primary program examines It encompasses studies course of study is
people in society as they the studies of designed to develop the
interact with each other history thereby knowledge and skills of
and with their many learning from history, geography, civics,
environments: physical, about what and economics that will
cultural, political, and happens back enable students to put
socio-economic. ... then and how into perspective people,
Relevant art, music, dance, important they places, ideas, and events
drama, wood working, and are today in our that have shaped our
games are incorporated in lives. state, our nation, and our
social studies. world.

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 CHALLENGE

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

- Yes, the seven themes of Araling Panlipunan is very important to the Philippine context because
FIRST: It tackles social science disciplines like history which is very important aspect upon
knowing background details especially about our country or eve the emergence of things that
used to have a promising view in our society. SECOND: It encourage every Filipino to become a
better citizen and understand and articulate the impact of diversity on individuals, groups, and
societies which is very in need in the Philippine context.

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

- The expanding environment model is indeed appropriate for the elementary social studies
curriculum because typically, the student learns about history through looking at his or her
personal past, or topics that are classroom-bound, before expanding to the community, the
state, the country, and finally the world. This pattern of consistently expanding “horizons” to
explore historical content is a good way to implore and a must to be executed in the elementary
curriculum.

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

- Social studies connect students with the real world. In today’s interconnected world, students
must be prepared to interact with people of all cultures and communities, and social studies
prepares them for this. Here are some of the ways I can suggest to make the elementary social
studies curriculum more relevant for 21st century: * Better Reading And Learning * Citizen
Responsibilities And Values * Cultural Understanding * Economic Education * Critical Thinking *
Real-World Understanding

HARNESS
 Are the standards (performance, content, and learning competencies) clearly articulated? If not
can you please elaborate your response.
- As a social studies teacher, I think the standards are clearly articulated because they provide
details that gives us teacher a sense of making a good connection for ourselves upon
implementing them.

 Are the prescribed standards achievable? Why or why not?

- For some reasons yes they are achievable but there are some instances that it cannot because
some standards that doesn’t met the required level for it to be executed on.
 Can you suggest ways on how to improve the said standards?
- I think the best thing I can suggest is self improvement, standards are perfectly fit to some
circumstances its just the teacher executing it.
LESSON 4

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 ASSESS
EXERCISE 1: THESIS-PROOF STATEMENT
TOPIC THESIS
(ARGUMENT)
CONSTRUCTIVIST Constructivist
PEDAGOGY pedagogy is very
essential in the teaching
science and health.
Thus this can be opt to
be a good way in using
as a bridge to advance
students skills.
SOCIAL Many says that Social
CONSTRUCTIVISM Constructivism focuses
on an individuals
learning that takes
place because of his or
her interactions on a
group.
RADICAL It was said to be that in
CONSTRUCTIVISM radical constructivism
students are encourage
to construct knowledge
and build on a
conceptual
understanding.
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PROOF
(AT LEAST 2)
Constructivist views
encourage students
skills advancement
which are very useful
to help students'
learning, they are used
to make lessons
relevant, activate
students' prior
knowledge, help
elaborate and organize
information, and
encourage questioning
which can be a good
way in science and
health teaching matter.
Social Constructivism
indeed focus on the
interaction with other
children, adults and
the physical world
which is a very
important in
developing a child's
thinking abilities.
Social constructivism
encourages the learner
to arrive at his or her
version of the truth
influenced by their
culture.
Radical constructivism
does not deny an
objective reality, but
simply states that we
have no way of
knowing what that
reality might be.
Mental constructs,
constructed from past
experience, help to
impose order on one's
CONCLUSION
Constructivist
pedagogy transforms
the student from a
passive recipient of
information to an active
participant in the
learning process.
Always guided by the
teacher, students
construct their
knowledge actively
rather than just
mechanically ingesting
knowledge from the
teacher or the textbook.
Social constructivism is
based on specific
assumptions about
reality, knowledge, and
learning. So to
understand and apply
models of instruction
that are rooted in the
perspectives of social
constructivists, it is
important to know the
premises that underlie
them.
radical constructivism
posits that all
knowledge is
constructed by the
individual learner for
the purpose of gaining
understanding and
control of their
experiential world.
 flow of continuing
experience. This
process of
construction of
knowledge by an
individual is deeply
associated to
metaphorical thinking.

EXERCISE 2: FIVE-MINUTE PAPER

 What was the most useful or the most meaningful thing you learned in lesson 1? Expound your
answer.
- The most useful and meaningful I have learned in lesson 1 is about the myths on the origin of
social studies. Knowing the root of social studies brings a greater understanding about it
existence, it creates a wider view on how it occurs to be so important to us especially to this
generations and I think maybe in the future.

CHALLENGE
Answer the following questions. Substantiate your point by providing relevant facts/data.
1. Enumerate and explain the basic tenets of constructivism as an educational philosophy.

- Knowledge is not passively accumulated, but rather, is the result of active cognizing by the
individual - knowledge cannot be simply given by a teacher standing in front of the class to
learners at their desks. knowledge is constructed by learners through an active, mental process of
development; learners are the builders and creators of meaning and knowledge. learning, in an
important way, depends on what learners already know new ideas occur as learners adapt and
change their old ideas learning involves inventing ideas rather than mechanically accumulating
facts.
- Cognition is an adaptive process that functions to make an individual's behavior more
viable given a particular environment - Cognition organizes and makes sense of one's
experience, and is not a process to render an accurate representation of reality.

2. What are the implications of constructivism to social studies class?

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 HARNESS
 Observe an elementary Araling Panlipunan classroom. Observe how teachers implement
constructivist learning principles. Clarify the enabling and hindering factors in the realization of
constructivism as a learning philosophy.

ENABLING FACTORS HINDERING FACTORS

LESSON 5

EXPERIENCE

Interview a social studies teacher. Ask him/her the following questions:

1. In your school, are you required to do curriculum mapping, unit planning, and lesson
planning? Why and why not?
2. What are the benefits of instructional planning?
3. What are the challenges of instructional planning?
4. If instructional planning is not required in your school, will you still do it? Why or why
not?

ASSESS
True of False. Write T if the statement is true and F if the statement is false.
______1. Instructional planning is an ongoing process.
______2. Teachers need to be informed decision makers and reflective practitioners in planning
instruction.
______3. Curriculum planning is usually done before the start of the unit.
______4. A unit last for one day to one week.
______5. In the Philippines, all teachers are required to construct a daily Detailed Lesson Plan.
II. Answer the following questions.
1. What is instructional planning?
2. Describe the three types of instructional planning?
3. Why is instructional planning important?

CHALLENGE

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 1. Compare and contrast long-range, unit, and lesson planning through a Venn diagram.
2. Many teachers in the Philippines view instructional as a major burden. Why do you this
perception exists? What could be done to address it?

HARNESS
Read the K to Curriculum Guide for Social Studies and choose one quarter or unit from grade 1
to 6. Come up with a unit plan by using the elements given by Beal and Bolick (2013) as a guide.
1. Unit Title:
2. Time Requirement:
3. List of Topics:
4. Target Students
5. Rationale:
6. Goals:
7. Objectives:
8. Teaching Strategies:
9. Resources
10. Evaluation Procedures:

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