Republic of the Philippines

SORSOGON STATE UNIVERSITY

Teacher-Education and Accountancy Department
Sorsogon City

WEEK 2&3; LESSON 2: CONVENTIONAL LEARNING MODULE IN TEACHING

SOCIAL STUDIES IN THE INTERMEDIATE GRADES

I. MODULE TITLE:

• THE SOCIAL STUDIES PROGRAM IN THE K-12 CURRICULUM (GRADES 4-6)

• THE INTENDED OUTCOMES
• KEY STAGE STANDARDS
• GRADE LEVEL STANDARDS
• TUNGUHIN TEMA NG AP
• SCOPE AND SEQUENCE (SAKLAW AT DALOY NG KURIKULUM SA ARALING
PANLIPUNAN BAITANG 4-6)
•
II. OVERVIEW/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 in 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.

III. LEARNING OUTCOMES

1. Describe the K-12 Araling Panlipunan in Grades 4-6.

2. Prepare creative expressions through visual illustrations/graphic organizers to describe the
K-12 AP Curriculum (Grades 4-6).
3. Prepare a Curriculum Map for the K-12 AP for Grades 4-6.
4. Show the alignment of intended outcomes, grade level standards and scope of Araling
Panlipunan in the Intermediate Grades.

IV. LEARNING EXPERIENCES AND SELF-ASSESSMENT ACTIVITIES (SAA)

❖ 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.

People, Environment and Society

• Human interaction with his environment is one of the fundamental concepts in Social
Studies. This theme puts premium on how human interacts not only with his
environment but also to a bigger society thus providing learners the opportunities 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 the society and
stewards of the natural resources among others.

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 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.

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 individual,
as youth and as a Filipino. This identity is the basis of national pride which is essential
in understanding and participating in international and global arena.

Rights, Responsibilities and Citizenship

• Civic competence is grounded on how citizens understand and value their role as
members of society and how they acknowledge their rights, roles and responsibilities
as citizens. This is vital as they fully and meaningfully engage in their respective
community, country and even in the community of nations.

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 leaders in various levels of
governance.

Production, Distribution and Consumption

• This theme provides learning experiences that allow students 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 experiences
of Filipinos.

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.

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 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 Natural Resources and Its Industries
❖ Philippine Cultural Identities
❖ The Philippine National Government

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 ❖ The Government and Its Social Services
❖ Rights and Responsibilities of Filipino Citizens

BAITANG 5

PAMANTAYAN SA PAGKATUTO: Naipamamalas 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 ng 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 information of the Philippine archipelago, including the developmentof
Philippine civilization until the 19th century. Its content examines the following:

❖ Emergence of the 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, tungo
sa pagbuo ng tiyak na pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas. Naipamamalas
ang malalim nap ag-unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng mga piling
primaryang sangguniang nakasulat, pasalita, awdyo-biswal at kumbinasyon ng mga ito, mula sa
iba-ibang panahon, tungo sa pagbuo ng makabansang kaisipan na siyang magsisilbing basehan ng
mas malawak na pananaw tungkol sa mundo.

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 expects learners to develop the desired
learning attributes of a civic competent and nationalist citizens of the country.

V. SUMMARY/KEY POINTS:

▪ The Social Studies Program (Grades 4-6)

▪ Intended Outcomes, Key Stage Standards, Grade Level Standards
▪ Saklaw at Daloy ng Kurikulum sa Araling Panlipunan Baitang 4-6

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VI. SAA:

ACTIVITY: (30 pts.)

GRADE Sample (at least three) competencies

LEVEL which do not support the grade level ANALYSIS/RECOMMENDATION
standard
4
5
6

VII. END OF MODULE ASSESSMENT (EMA)

QUIZ: Answer the following questions. Substantiate your point by providing relevant facts/data
(10 pts.)

1. Are the themes in Araling Panlipunan relevant to the context of the Philippine Society?
2. Suggest ways on how to make the elementary social studies curriculum more relevant
21st century Filipino learners.

VIII. SAA ANSWER KEY:

IX. LOOKING AHEAD:

Recall the previous lessons on Guiding Principles in Teaching Araling Panlipunan

X. REFERENCES:

▪ Teaching Social Studies in the Intermediate Grades (CG)

▪ Teaching Social Studies in the Elementary Grades by: Andres Y. Benson et.al
▪ Suggested list of references in our course syllabi (TSSIG)
▪ Internet

Prepared by:

JOSE RIYEL B. DAGNALAN

Subject Prof.

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