LESSON 

2 SOCIAL STUDIES AS INTEGRATED CURRICULUM
The integrave capacity of this program oers various opportunies both to the teachers and learners asthey make
sense on its content and process relave to other disciplines and their experiences.If there’s one feature that would
make social studies stand out among other learning areas in the basiceducaon curriculum, it is its
integrave nature.
Integrated vs. Interdisciplinary Curriculum
Integrated Curriculum
 – as dened by Shoemaker (1989) - is educaon that is organized in such a way that itcuts across subject-maer
line bringing together various aspect of the curriculum into meaningful associaon tofocus upon broad areas of
study. It intends to create meaningful learning, experiences by allowing learners toestablish connecons between
and among learning areas, thus making sense of the social phenomena beingexamined.
Four core tenets to an integrated curriculum:

Integrated experiences

Social integraon

Integraon of knowledge

Integraon as a curriculum
Interdisciplinary Curriculum
 - is a curricular model that uses mulple disciplines or learning areas in examininga giving theme, problem, topic,
or issue. As linter claried, “ it is purposely subject-centered and usuallystructured around a single objecve (lesson
plan) and developed and delivered by a single teacher in his/herclassroom.
Social Studies As An Integrated Curriculum
Social studies programs help students construct a knowledge base and atudes drawn from academicdisciplines
as specialized ways of viewing reality.History, for instance, uses the perspecve of me to explore the causes and
eects of event in the past.Polical science on other hand, uses the perspecve of polical instuons to explore
structures and processesof governing.The seven themes of
 Araling Panlipunan
 include:
People, Environment and Society
 

Time, Connuity and Change

 

Culture, Responsibility and Naonhood

 

Rights, Responsibilies and Cizenship

 

Power, Authority and Governance

 

Producon, Distribuon, and Consumpon

 

Regional and global connecons

These recur from grades 1-10. These are examined using the concepts, theories, and studies
culled from thesocial science disciplines like history, sociology, anthropology, economics,
and polical science. These areemployed in order for learners to see and appreciate the holisc nature of a
human being. Let’s take identy asexample.Grade 1 –
identy
Grade 6 –
Naonal identy
Grade 2 –
identy
Grade 7 –
Asian identy
Grade 3 –
cultural identy
 Grade 8 –
mulple history and cultural idenes
Grade 4 –
Naonal identy
Grade 9 –
Phil. Economic identy
Grade 5 –
Naonal identy
Grade 10 –
identy issues