Social Studies as Integrated

Curriculum
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 dismal 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 on its content and
processes relative to other disciplines
and their experiences.
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 posited that there are
four core tenets to an integrated
curriculum.
Four Core Tenets
These include:
 integrated experiences;
social integration;
integration of knowledge; and
integration as a curricular model.
Integrated experiences

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
Social integration

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.
Integration of knowledge

On the other hand, integration of

knowledge happens when learners solve
problems using eclectic approaches
acquired from various personal and
classroom-based experiences.
Integration as a curricular model
Finally, integration as a curricular model is
achieved where the curriculum mirrors the
realities and issues relevant to 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 subject
Interdisciplinary
curriculum
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.
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 more 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 unique processes 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

perspective 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, it is more enriching and rewarding to
understand social realities using an integrative
approach.
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 a human being.
Let's take identity as an example
Grade 1

children are exposed to learning opportunities

relative to their identity and personal
characteristics vis-à-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
Grade 2

they will explore identity in light of sociology

when they see themselves as members of the
basic institutions called the family and school.
Political science comes in as learners study rights
and responsibilities and the role they play to
maintain social cohesion and unity.
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.
Grades 4, 5, and 6

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, thereby allowing students to
deeply appreciate the dynamism of the
national history.
Grade 7 and 8

Moreover, Filipinos as members of a bigger

community called the ASEAN (Association of
Southeast Asian Nations) Region is given 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.
Grade 9

Grade 9 social studies, on the other hand,

underscores Philippine economic identity
as students explore Philippine economic
history and development, including
challenges.
Grade 10

Grade 10 social studies as a culminating

phase of elementary and junior high
school 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 be 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.