Foundations of Social Studies
1ST SEM
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LESSON 1: OBJECTIVES OF
LEARNING SOCIAL STUDIES
INTRODUCTION
Social studies are an interdisciplinary field
that combines concepts from social sciences and
humanities to facilitate problem-solving and decision-
making skills while fostering the development of critical
citizenship abilities.
This educational discipline aims to equip
individuals with the knowledge, skills, and attitudes
needed to comprehend both their physical and human
surroundings, enabling them to act as responsible and
engaged members of society.
Social studies involves the acquisition of
competencies and insights pertaining to one's
environment, encompassing both the natural and human
aspects, and is essential for cultivating traits that
characterize responsible citizenship within a democratic
society. It focuses on the study of various human
relationships, including interactions among individuals,
interactions with institutions, interactions with the physical
environment, and interactions with value systems.
Consequently, social studies promotes an understanding
of the dynamics of coexistence, the utilization of the
environment to fulfill basic human needs, the significance
of customs, institutions, values, cultural heritage, and their
evolving characteristics. Furthermore, social studies serves
as a tool for empowering young individuals with the
necessary skills to address personal and community-
related challenges.
In the context of the Philippines, social
studies plays a vital role in shaping the nation's future by
educating its youth about their physical and social
environment. The Filipino education system incorporates
social studies to equip students with the essential tools for
addressing both personal and community issues. It instills
in them the knowledge, skills, and values necessary to
participate actively in society and contribute to the
country's progress. Through a comprehensive
understanding of their cultural heritage, institutions, and
human interactions, Filipino students are prepared to
become responsible citizens who can effectively address
the challenges facing their nation, fostering a sense of
unity and civic engagement.
K-12 SOCIAL STUDIES (2013) CURRICULUM
CONCEPTUAL FRAMEWORK:
Its primary objective is to foster 21st century skills among
learners to produce “functionally literate and developed
Filipino”.
The curriculum gears toward the formation of a citizen
that is “critical, reflective, responsible, productive,
environmental, national, and poet with national and
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international perspective and appreciation of historical
and social discourse” (DepEd, 2013).
It is anchored in following theories:
• constructivism,
• collaborative learning,
• experiential,
• and contextual learning.
It employs teaching methods that are thematic or
conceptual, investigative, integrative, interdisciplinary,
and multidisciplinary.
The curriculum considers the Pillars of Learning, namely
Learning to Know, Learning to Be, Learning to Do, and
Learning to Live Together (NCRFW, 2010). It does not call
to memorize certain facts or concepts but rather
understand and make sense of it thus contextualizing the
learning being accumulated in the subject and apply it in
real life.
DEFINITION, SCOPE, AND SEQUENCE:
The K-12 Araling Panlipunan Curriculum Guide defines the
Social Studies, as follows:
“study of people and groups, communities and societies,
how they lived and live, their relationship and interaction
with the environment and each other, their beliefs and
culture, to form an identity as a Filipino, person and
member of society and the world and understand one's
own society and the world, using the skills of research,
investigation, critical and creative thinking, intelligent
decision making, sustainable use of resources and
effective communication” (DepEd, 2013).
Objectives:
The Social Studies Curriculum general objective, as stated in
the K-12 Araling Panlipunan Curriculum Guide, is as follows:
“To cultivate youth with a specific identity and role as
Filipinos who participate in the life of society, the country
and the world. Along with the cultivation of identity and
civic competence is the understanding of the past and
present and the relationship within society, between
society and nature, and the world, how they have
changed and are changing, in order to shape an
individual and collective future.
To achieve these goals, it is important to emphasize interrelated skills in
Social Studies:
(1) investigation;
(2) analysis and interpretation of information;
(3) research;
(4) communication, especially essay writing; and
(5) meeting ethical standards” (DepEd, 2013).
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THEMES:
The K-12 Araling Panlipunan Curriculum has the following
themes:
(1) Man, Society and Environment;
(2) Time, Continuity and Change;
(3) Culture, Identity and Nationality;
(4) Rights, Responsibilities and Citizenship;
(5) Power, Authority and Governance;
(6) Production, Distribution and Consumption; and
(7) Regional and Global Relations” (DepEd, 2013).
SKILLS:
It has been stressed out that the K-12 Araling Panlipunan
Curriculum will not only be contentbased but rather
competence-based. The competencies in Social Studies
Learning Area are interconnected.
It is also intended to be developmental to fit the grade or
year level of student starting from the most basic
competencies going to the more complex one, as
follows:
(1) investigation;
(2) analysis and interpretation of information;
(3) research;
(4) communication, especially essay writing; and
(5) meeting ethical standards” (DepEd, 2013).
TOPICS FOR EACH GRADE LEVEL:
Grade One: Ako, ang Aking Pamilya at Paaralan.
Social Studies Curriculum, or Araling Panlipunan 1,
basically, focuses on the construction of the student of
his/ her idea about him/herself with respect to the
immediate social institution, where he/ she belongs, the
family, and the school.
It covers discussion about knowing oneself and identity,
getting to know more about his/her family, the rules and
values that his/ her family has at home. It was followed by
discussion about the school and the values it teaches
him/her. The course also includes care for the
environment.
Grade Two: Ang Aking Komunidad Noon at Ngayon.
Social Studies Curriculum, or Araling Panlipunan 2, offers
discussion and activities about the community. It includes
getting to know what an ideal community is and
contextualizing the community where the learners live.
Political, economic, and socio-cultural aspects are also
being discussed in this part however in a more simple
manner that would fit the grade level of the students.
There are discourses about culture, governance, and
livelihood in the community. Aside from taking into
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account the origin of his/her community, right and duties
of a responsible citizen is also part of the course.
Grade Three: Ang mga Lalawigan sa Aking Rehiyon.
Social Studies Curriculum, or Araling Panlipunan 3, covers
discussion about basic geography. It includes discussion
about regionalization of the country taking into the
consideration the physical geography of the place or
region.
Its unique culture means of livelihood and political affairs.
It also gives emphasis on the interaction of men and
women with his/her environment.
Grade Four: Ang Bansang Pilipinas.
Social Studies Curriculum, or Araling Panlipunan 4,
focused in getting to know more about the Philippines
and the student’s identity as a Filipino.
It includes knowledge about basic Philippine geography,
Filipino cultural heritage and entrepreneurship,
participation in promoting good governance, and
dreaming goals for the country.
Grade Five: Pagbuo ng Pilipinas Bilang Nasyon.
Social Studies Curriculum, or Araling Panlipunan 5,
focuses on Philippine History.
It highlights the experiences of the Filipino people under
the colonial rule and the continuing struggle for nation
building and development.
Grade Six: Mga Hamon at Tugon sa Pagkabansa.
Social Studies Curriculum, or Araling Panlipunan 6, is the
continuation of the discussion of the Philippine history
from grade five although the difference is that this course
incorporates the use of primary and secondary sources in
analyzing the past.
Grade Seven: Araling Asyano.
Social Studies Curriculum, or Araling Panlipunan 7,
primarily focuses in Asian Studies. It includes discussion
about the geography, history, culture, society, politics
and the economy of different Asian nation. Courses are
also intended to conceptualize Asian identity and to
build good relationships among Asian countries.
Grade Eight: Kasaysayan ng Daigdig.
Social Studies Curriculum, or Araling Panlipunan 8, is all
about World History.
It includes discussion about the history, politics, economy,
culture, and society of the countries in the world from the
ancient time up to the contemporary period.
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Grade Nine: Ekonomiks.
Social Studies Curriculum, or Araling Panlipunan 9, is all
about Economics focusing in the Philippine context.
It includes contemporary issues, and some applications of
the economic principles to pursue economic
development for the country.
Grade Ten: Mga Kontemporaryong Isyu.
Social Studies Curriculum, or Araling Panlipunan 10, is
central to different contemporary issues.
It covers environmental, socio-cultural, political and
economic issues. As well as discussion about human
rights, civic rights and responsibilities and the challenges
that beset the Philippine society at present.
LESSON 2: BASIC CONCEPTS IN
SOCIAL STUDIES
THE NATURE AND DEFINITION OF CONCEPTS
Concept is a broad idea, an abstract word or phrase that
needs developing by discussing and identifying its
attributes. A concept is a big idea. Concepts are the
categories we use to cluster information. Concepts
organize specific information under one label. They are
building blocks and links between facts and
generalizations.
• Fraenkel (1973) defined concepts as mental
construction invented by human actors to
describe the characteristics that are common to
a number of experiences.
• Mehlinger (1981) also defines a concept as
the term used to group objects, events and
processes which share essential characteristics. It
is also a category that makes a general case
from any special instances.
• ASESP (1994) further describes, concepts to
be complex and abstract images and ideas,
usually expressed as a single word, which
concentrates and symbolizes a large amount of
information and generalization considered to be
important in a given field of study.
Simply put, concepts are abstract words employed in the
categorization of group of subjects, ideas, peoples, or
events. Concepts can be classificatory or connotative.
Classificatory concepts are those that refer to certain sets
of characteristics which works on the premise that certain
object, events, and individuals have some attributes in
common.
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THE NATURE AND DEFINITION OF GENERALIZATIONS
Generalizations organize and summarize information
obtained from the analysis of facts. These are statements
expressing relationship between two or more concepts.
They provide ample opportunities for learners to
understand and articulate better the relationship between
two or more concepts and learner’s experiences.
They help to promote better chances of information,
servicing application of interpretation and syntheses of
information needed by learners for understanding and
providing rational solution to the daily problem of survival.
Furthermore, the term generalization is closely
related to concept. However, unlike concept which is
usually represented by a single word or expression,
generalizations are expressed in declarative statements.
They are statements of general principles, including
models, systems and theories, which describe trends,
tendencies and relationships that are important to the
subject under study.
Generalizations are also statements indicating
relationships between two or more concepts. They can
take many forms. They appear as descriptions,
interpretations, rules, hypotheses and predictions. The
fact that the Social Studies teacher needs to develop
and impart knowledge implies that he/she needs some
content. It is the relevant concepts and generalizations
identified and formulated respectively that will facilitate
the transmission of such content.
Hence, he/she must be ready to develop these
generalizations outside the learners’ experience and
make sure that the concepts constituting such
generalizations are well understood in terms of the
relationship being expressed. It is only when this has been
properly grasped that the Social Studies teacher can
begin to think of using such content to map out learning
activities that will encourage the acquisition and
development of relevant positive values and attitudes in
the learners.
THE CONCEPT OF GROWTH
The Free dictionary (2010) defines growth in
different but related forms. It defines it as a progression
from simpler to more complex forms; and a process in
which something passes by degrees to a different stage
(especially a more advanced or mature stage). Growth is
also seen as a process of becoming larger or more
important.
www.thinkexist.com (2010) describes growth as
the gradual increase of an animal or a vegetable body;
the development from a seed, germ, or root, to full size or
maturity; increase in size, number, frequency, strength,
etc.; augmentation; advancement; production;
prevalence or influence; as, the growth of trade; and the
growth of power.
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THE CONCEPT OF DEVELOPMENT
Shanker (1996) remarks that the idea
development evolved from Wolff’s 1959 understanding of
transformation towards the appropriate form and to
Darwin’s 1859 concept of transformation towards the ever
more perfect form. He further observes that during this
period, evolution and development began to be used as
interchangeable terms. Since then the concept of
development has become a multifarious/numerous
concept characterized sometimes by ambivalent and
wildering array of meanings.
While quoting Sahlin (1994) Shanker also describes
the concept of development from two major
perspectives.
Concept of development | two major perspective
Firstly, development is seen as a process of economic
growth, a swift and sustained increase of production,
productivity, and income per head.
Secondly, it is seen as a process that enhances the
effective freedom of the people involved, to pursue
whatever they have reason to value. This perception of
development is a culturally conditioned view of
economic and social processes.
Development is empowerment: it is about local people
taking control of their own lives, expressing their own
demands and finding their own solutions to their
problems.
Development means “improvement in a country's
economic and social conditions”. More specifically, it
refers to improvements in ways of managing an area’s
natural and human resources in order to create wealth
and improve people's lives. This definition is based on the
more obvious distinctions in living standards between
developed and less developed countries. It is therefore,
not going to be out of place to view the concept of
development as an ideologically loaded concept which
means different things to different people at different
times.
MEANING OF SELF-RELIANCE
Self-reliance is a straightforward concept
encourages individuals to take ownership of their various
needs—physical, emotional, spiritual, social, and
economic. It entails placing trust in one's own abilities,
judgment, and resources, emphasizing independence
and freedom from external control or influence. Self-
reliance embodies personal independence, self-
direction, self-sufficiency, and autonomy.
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Another perspective on self-reliance
underscores the belief in one's capability to effectively
of navigate life's challenges by relying on one's inner
guidance rather than external sources. In essence, it
signifies taking personal responsibility for one's life
decisions and actions, recognizing that one must take the
initiative to achieve their goals.
THE CONCEPT OF PEACE
Saint Augustine describe the term "peace" as
"tranquility of order," wherein order refers to the allocation
of things to their rightful places, whether equal or
unequal. In this context, peace is not merely the absence
of hostilities but rather the presence of order and
tranquility, encompassing a spectrum from absolute to
relative peace.
Lawal and Raufu, citing Onah, emphasize that
peace constitutes the entirety of well-being and the
fulfillment of life, both in the present and the future. Peace
serves as a prerequisite for progress, as moral, social, and
cosmic disorder hinders genuine progress. It is crucial to
conceive of peace not solely in the context of conflict
and war but also in terms of maintaining order, harmony,
and equilibrium.
• Peace can be succinctly/brief described as a
sense of security, serenity, and restfulness.
• While peace is often considered a global
concern, it is essential to recognize that global
peace can only be achieved when individual
countries are internally stable and at peace.
The peace and contentment of each nation hinge on
the inner peace of its citizens. Consequently, a country
can achieve peace and prosperity when its people
coexist harmoniously. The desire for peace extends to
personal well-being, and societal peace is threatened
when interpersonal conflicts disrupt this tranquility. Such
disruptions can lead to a chain of violent actions. The
absence of peace erodes a nation's identity and diverts
the mental and creative energies of its citizens away from
constructive pursuits. Therefore, it is imperative to instill in
the younger generation an awareness of peace and the
importance of conflict resolution.
THE CONCEPT OF CONFLICT
that Conflict is an inherent facet of human interaction, an
inescapable byproduct of choices and decisions.
• It derives from the fundamental reality of human
interdependence, where individuals rely on the
active participation of others to fulfill their basic
needs.
• Essentially, conflict denotes a clash between
individuals or groups over limited resources,
ranging from physical force to legal action or
intimidation through the threat of physical harm
or warfare.
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The primary objective in conflict is to emerge
victorious at any cost, often arising from incompatible
behaviors between parties whose interests seem at odds.
Consequently, conflict is rooted in social relationships.
Conflicting human goals and aspirations are
a constant occurrence, making it unrealistic to envision a
world devoid of conflict. Conflict is bound to arise
wherever there are multiple individuals or groups,
manifesting at various levels, from domestic disputes
between spouses to labor-management conflicts in
factories, or even broader conflicts involving classes,
religious communities, gender groups, or the state and
society at large. Such conflicts can take on different
forms, including personal, interpersonal, and communal
conflicts.
Conflicts disrupt not only individual roles but also
the overall functioning of the system, often leading to
dysfunction. If war originates in the minds of individuals, it
is due to conflict. Conflicts can take diverse forms, such
as personal, interpersonal, or communal conflicts.
Conflict resolution can be defined as the process
of analyzing a problem and devising a solution to
reconcile differences between two discordant parties. It
encompasses the methods employed to address disputes
between individuals, communities, or even nations, with
the ultimate goal of reaching an agreement among the
involved parties.
Youth play a crucial role in peace and
conflict resolution efforts, as they can be
manipulated into engaging in violence, hooliganism, and
conflict initiation. This vulnerability is exploited in countries
where terrorism prevails, and power-hungry politicians
incite youth to create turmoil for their selfish political
gains. The youth's susceptibility to such influences often
stems from a lack of proper education.
Two approaches to conflict resolution
1. melioristic approach, grounded in the belief that
organizational conflicts can be resolved through rational
processes like problem-solving and persuasion.
• Advocates of this approach maintain that a well-
organized system, led by enlightened managers
and a dedicated and rational staff, can address
differences through open and constructive
discussions for the mutual benefit of all.
• They contend that sanctions and strikes by
workers or staff are generally unjustified, except
in cases where administrators and boards are
extremely unreasonable and uncooperative.
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2. adversary approach, which acknowledges that conflict
is an inherent aspect of organizations where various
groups possess differing self-interests.
• It argues for the institutionalization of mechanisms
to reconcile these differences.
• Supporters of the adversary view assert that
conflict is both necessary and beneficial for
maintaining a viable organization.
THE MEANING OF SOCIAL PROBLEM
Social problem refers to a condition perceived as
undesirable by some members of a community,
particularly concerning human relationships, posing a
significant threat to society itself.
According to Horton and Gerald, it involves a
situation affecting a considerable portion of the
population in ways deemed unfavorable, with the belief
that collective social efforts can address it.
The determination of a social problem is influenced by the
prevailing belief systems and values within a given
society, as emphasized by NTI. Consequently, the
definition of a social problem is inherently subjective and
dynamic. What constitutes a social problem in one
community may not hold the same status in another,
depending on the values and perspectives of its
members.
To classify a problem as having a social dimension, two
essential elements must be present:
• a defined social standard and a substantial
disparity between this standard and the actual
social reality, i.e., what is happening in practice.
• While certain social problems, such as murders
and road accidents, enjoy consensus as
problematic issues, others are subject to varying
perceptions among different groups.
o For instance, teenagers playing loud
music in a public park may not consider
it problematic, but some individuals may
view it as an undesirable social
condition.
o Additionally, some non-smokers may
regard smoking in public buildings as
undesirable and advocate for its
restriction or prohibition. Media outlets
regularly report on various undesirable
social conditions, including but not
limited to crime, violence, drug abuse,
and environmental issues, which can
manifest at the local, state, national, or
international levels.
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