Teaching Social Studies in Elementary

Grades (Philippine History and

Government)

Jeiel F. Ibañez
Josephine Calisay Bermudez

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 Table of Contents

Module 5: Constructivist Teaching

Introduction 49
Learning Objectives 49
Lesson 1. Problem Based learning and Project-based 49
learning in the 21st Century
Assessment Tasks 59
Summary 60
References 61

Module 6: The Goals and Scope of the Teaching and Learning of Araling
Panlipunan
Introduction 62
Learning Objectives 62
Lesson 1. The Goals and Scope of Teaching A.P. 63
Lesson 2. Guiding Principles in the Teaching of 64
Araling Panlipunan
Lesson 3. Guiding Principles in the Teaching of A.P. 67
Assessment Tasks 71
Summary 72
References 73

Module 7: G u id i ng P ri n c ip l e s i n T e a c h i ng S oc i al St u d ie s
(Philippine History and Government)
Introduction 75
Learning Objectives 75
Lesson 1. Why Teach the Social Sciences 75
Lesson 2. Techniques in Teaching Social Studies (History and
Government) 78
Lesson 3. A Brief Glance on Philippine History and Government 79
Assessment Tasks 82
Summary 83
References 83

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 MODULE 5
CONSTRUCTIVIST TEACHING

Introduction
It was said that the indirect and inductive methods are more constructivist than the direct
and deductive methods of teaching. What is constructivist teaching? In this module we will discuss
the constructivist teaching.

Learning Outcomes

At the end of this module, the students will be able to:

1. enumerate the following characteristic of constructivist teaching;

2. identify the features of Constructivist Teaching;

3. differentiate Interdisciplinary teaching from Transdisciplinary teaching.

Lesson 1. Features of Constructivist Teaching (Corpuz &Salandanan 2015)

Constructivist teaching is based on the belief that learning occurs when learners are
actively involved in a process of meaning and knowledge construction as opposed to passively
receivinginformation. Learners are the makers of meaning and knowledge. The following are the
characteristics of constructivist teaching culled from related conceptual literature:

1. Authentic activities and real-world environments

a. Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and
represent the natural complexities of the 'real world'.
b. Primary sources of data are used in order to ensure authenticity and real-world complexity.
c. Assessment is authentic and interwoven with teaching.
d. Learners are provided with the opportunity for apprenticeship learning in which there is an
increasing complexity of tasks, skills and knowledge acquisition.

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2. Multiple Perspectives
Learning environment "should support multiple perspectives or interpretations of reality,
knowledge construction, and context-rich, experience-based activities" Jonassen (1995) as
citedby Corpuz and Salandanan (2015). Activities, opportunities, tools and environments are
provided to encourage metacognition, self- analysis, regulation, reflection and awareness.
3. Wholistic, integrative
Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and
interdisciplinary learning
4. Self-directed learners
a) The students plays a central role in mediating and controlling learning.
b) Goals and objectives are derived by the student or in negotiation with the teacher or system
c) Exploration is a favored approach in order to encourage students to seek knowledge
independently and to manage the pursuit of their goals.
d) Scaffolding is facilitated to help students perform just beyond the limits of their ability.
5. Meaningful Learning
a) Knowledge construction and not reproduction is emphasized.
b) The leaners' previous knowledge constructions, beliefs and attitudes are considered in the
knowledge construction process.
c) Errors provide the opportunity for insight into students previous knowledge constructions.

Let's look at how two teachers teach.

Joes sixth grade students were to complete a worksheet that "covered" the concept of
friction. After the students completed the worksheet, Joe went over the answers so the students
could have the correct answers for the test later in the week. Like Joe, Ruben taught students
about friction. Included in Ruben's lessons were activities to get students involved. Students
rubbed their hands together with and without a lubricant so that they could see the purpose of
motor oil in engines. The students conducted experiments with bricks to learn about different types
of friction, and even watched The Flintstones in class to point out friction and what would really
happen (i.e., Fred would burn his feet stopping his car, etc.). John spent two weeks teaching his
unit on friction. His students were given opportunities to make sense of the concept of friction by
using their personal experiences. Typically, in his high school classes, Ruben introduced students
to different science topics with short lectures, textbook readings, and confirmatory laboratories.
After the introduction, Ruben would ask students what interested them about that topic and
encouraged them to pursue and test these ideas. Students usually divided themselves into groups

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and then conducted library research, formulated questions/problems, and procedures to test the
questions problems. In other words, the students were acting as scientists in the classroom.
Obviously, Ruben’s class is constructivist in contrast to Joe’s class which is traditional. Ruben’s
class is definitely more interesting and exciting than that of Joe.

Constructivist teaching is interactive, collaborative, integrative and inquiry based.

Constructivist theory in Teaching Social Study (Andres et. al., 2020)

Constructivism has become the parlance of educators, teachers, education policy-makers,
and curriculum specialists for the last three decades.
It changed the landscape of classroom instruction. It presented multiple challenges in
developing learning standards, designing instructional models, deciding appropriate pedagogical
approaches, and determining assessment tools and process.
Constructivism is a theory of learning that has roots in both philosophy and psychology.
The essential core of constructivism is that learners actively construct their own knowledge and
meaning from their experiences (Fosnot, 1996; Steffe & Gale, 1995).

Types of Constructivism
A. Cognitive Constructivism
❖ Associated with information processing and relies heavily on the component processes of
cognition.
❖ To acquire knowledge, an individual has an active role in cognizing any stimuli that formed part
of his/her experiences.
❖ Adoptive process is essential in this kind of knowledge creation.
❖ Internalization of process and structures corresponds to the process and structures that exist
in the real world.
❖ Internalization, construction, and reconstruction are what we call learning.
B. Radical Constructivism
❖ Believes that the acquisition of knowledge is an adaptive process that could be attributed from
the active cognition of an individual translating experientially baessd mind.
❖ Maintains that there is an internal nature of knowledge.
❖ Recognizes the existence of an external reality that is unknowable to the individual (Von
Glasersfeld, 1990, 1996).
❖ Knowledge is not objective truth, rather a viable model of experience (Von Glasersfeld, 1995).

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 ❖ Created within an individual and influnced by varius context.
C. Social Constructivism
❖ A school of thoughts lies between the transmission of the knowable reality of the cognitive
constructivists and the construction of a personal reality of the radical constructivists.
❖ Upholds the social nature of knowledge and that knowledge is the result of social interaction
and language usage and shared rather than an individual experience (Prawatt & Floden, 1994).
❖ Social Interaction occurs within a socio-cultural context, resulting in knowledge that bound to a
specific time and place (Gergen, 1995; Vygotky, 1978).

Interactive Teaching (Corpuz & Salandanan 2015)

The word interactive reminds us of people with whom the learner interacts in order to learn.
In the classroom, first, we have the teachers; second, are the other learners in class. Beyond the
classroom are the school head and the non-teaching staff. The interaction can be collaborative
and so we have collaborative teaching and learning.
This interaction can also be between the learner and learning material like a module, a film,
a video clip, a poem, a map, a model of the digestive system. These learning materials are products
of experts. Interacting with instructional materials is also interacting with people. Today we speak
of interactive viewing.
Why do we promote interactive teaching? For many reasons: 1) Learning is an active
process. Only the student can do the learning for himself. The more intense the involvement, the
better the learning. 2) Learning is also a social process. Vygotsky's (1998) as cited by Corpuz and
Salandanan (2015), social learning theory states that we learn from others. No one has the
monopoly of the truth. Then it must be good to listen to others' perspectives in our search for
answers, in our search for truth. If there are fifty students in class, that which being studied is seen
from fifty (50) perspectives. In the process of interaction, other perspectives may come into being,
so the fifty becomes fifty-one or fifty-two. The discussion gets very much enriched all because
there is interaction. 3) Another reason why we encourage interactive teaching is related to the
second. Every student can serve as a resource person. Every student has so much to share. Just
ask the right questions. Many times students have the appropriate answers but it seems some
teachers don't ask the questions or if they do, they ask the wrong questions, so what should
teachers do to promote lively interaction in class?

Teacher's Tasks in Interactive Teaching-Learning (Corpuz & Salandanan, 2015)

Teacher:

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1. must ask specific, non-intimidating feedback questions and HOTS questions. "Do you have any
questions?" is quite general. Find out if they understood the lesson by asking them questions
like "Why did Edgar Dale describe direct experiences at the bottom of his cone purposeful? Will
it make any difference in the cone if the word? purposeful is deleted?" "Who did not
understand?"is specific but intimidating for those who would not want to be singled out for
his/her ignorance. Ask HOTS questions. Don't get fixated at low-level of questioning "What is
the definition of drug addiction?" is simply restating memorized definition and does not stimulate
discussion. "Why do some people go to drugs?" is more thought provoking and can spur a lively
interaction.
2. must make the focus of interaction clear. Of course, the learning outcomes are the bases of
interaction. The questions that guide the interaction are based on your intended learning targets
or outcomes. Whether the interaction is meant to be between teacher and students or between
student/s and student/s or between student and a learning material or among student, teacher
and learning material, the beginning of interaction is a well-formulated question or questions.
3. must create the climate favorable for genuine interaction. No sarcastic remarks. Take time to
genuinely listen to students' responses. You ask for their responses so listen to them. Give
sufficient wait time for students to think of and organize their responses. So you must feel
comfortable when there is a brief period of silence while students organize their thoughts. You
must not mistake their silence for ignorance or for lack of interest.
4. must do less talk so students talk more. Learn to "decrease" so students "increase." The more
"dumb" the teacher, the better for the student. Avoid being a non-stop talker. What is worst is
posing questions and answering them yourselves. An effective class interaction paves the way
to collaboration. Interaction is the beginning of collaboration, "Coming together is the beginning;
keeping together is progress, working together is success," says American pioneer of the
assembly line production method, Henry Ford. Collaboration goes beyond interaction, When
students collaborate for learning, they do not just interact, they work together and help one
another for a common goal. This is peer-to-peer learning. In collaborative learning each one is
his "brother's/ sister's keeper". It takes on many forms: 1) twinning or partnering or forming dyad
(collaboration of two); 2) triad; 3) tetrad (the musical quartet) and 4) small group (beyond four
but less than ten). A perfect example is cooperative learning which you learned in Principles of
Teaching 1. For collaborative learning to work, what must teachers do?

Teacher's Tasks in Collaborative Learning (Corpuz & Salandanan 2015)

Teacher must:

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1. begin with the conviction that every student can share something in the attainment of a goal.
Collaborative learning operates on respect and trust. Respect is basic for any relationship to
prosper. It is being convinced of the basic goodness of every person in the group. There can be
no mutual trust if there is no respect. Trust is being convinced that every member of the group
will help in the realization of the common goal The contribution of every member to the
attainment of the goal and the assistance or help a member receives may vary depending on
one's capacities. Karl Marx's slogan "from each according to his ability, to each according to his
need"if applied in collaborative learning ensures attainment of group goal. Make students realize
that those who have been blessed with more are expected to contribute more and that the more
they help, the more developed they become. Just think that the more you teach a subject the
more you master it. That is the abundance mentality.
Structure tasks in such a way that the group goal cannot be realized without the
members collaborating. For instance, when group discussion takes place insist that everyone
is in the discussion circle and that they see each other face to face (In some group discussions,
some group members sit outside the circle. Their position alone tells they are there to just get
by, not really interested to be a part. Or a required paper may not be completed without each
one coming together as a group for finalization and for affixing their signature.
Remind the group that what is important is that everyone works with all the others in the
group for the attainment of the goal, or else it is not collaborative learning at all. It is a matter of
"sink-or-swim" together. Motivate them to take part in the collaborative process by reminding
them of the time-tested principle that states learning is an active process". The more one gets
involved in the collaborative process, the more he/she learns. Or the principle of balance "input
= output" applies. The amount of capital (such as effort) that one exerts in a learning activity
determines the dividends that he/she harvests. make the goal clear to all. What is the dyad,
tryad, tetrad or small group supposed to deliver at the end of the collaborative process? This
must be understoodby the group

2. Ensure that guidelines on procedures are clear especially on how their performance is
assessed. For instance, learning is a collaborative process but each student is accountable for
his/her learning. This means that the group will do everything it can to help every group member
learn but the individual student is ultimately responsible and accountable for his/her learning.
Therefore, summative assessment of learning will be individual. There is no such thing as
cooperative test or assessment. The group is successful if and only if all the members of the

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 group attain the intended outcome. So, if you intend to ask each one to evaluate individual
member's participation in the collaborative activity by means of a scoring rubrics, tell them and
show them the scoring rubrics.

3. Must make clear that at the end of the activity, they have to reflect together. Another thing to
emphasize in cooperative learning is the fact that the task does not end with assessment. It
culminates in a group processing where they reflect and analyze what made or not made them
realize their group goal, make decisions on what need to be sustained or improved in future
collaborative process.

Integrative Teaching and Learning (Corpuz & Salandanan 2015)

Interdisciplinary teaching. Integrate comes from the Latin word integer which means to
make whole. Integrative teaching and learning means putting together separate disciplines to
make whole, this affirms the "boundarylessness" of disciplines. There are no demarcation lines
amongdisciplines taught. When you teach geography in science you are at the same time teaching
anyo ng lupa (land forms) and anyo ng tubig (water forms) in Araling Panlipunan. Or you may
teach content of Science in the language class or Health class or the Technology and Livelihood
Education (TLE) class particularly Home Economics. Art is used to teach Math, Math is taught in
Art. Integrative teaching and learning is interdisciplinary.
In the first place there is only one curriculum, i.e., life. For purposes of study, life is
separated into Math, Natural Science, Social Science, Language, Art, Physical Education and the
like. To breathe life into the subject matter or for meaningful teaching and learning, that subject
matter must bring together the various disciplines. This is integrative teaching. Transdisciplinary
teaching. Integrative teaching is also transdisciplinary This means connecting lifeless subject
matter to life itself. When the subject matter gets connected to real life, it becomes alive and
interesting. Remember "there are no dull textbooks, no dull subject matter, only dull teachers."
How can teachers connect subject matter to life?
Depart from teaching content for test purposes only. Learning is robbed of its joy and
excitement when the only reason why students have to master something is it will be covered in
the test.
Reach the application phase of lesson development. If you apply the 4As (Activity, Analysis,
Abstraction, Application) in the development of your lesson, your application comes after your
students have undergone an activity, analyzed the activity, and have come up with abstraction and

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generalization based on their analysis. This is an inductive teaching method. If you develop your
lesson deductively, your application may come after your lesson presentation and deepening.

A Sign that your lesson reaches the application phase is when you p this question to
yourself and your students: "so what if we now know the ozone layer or what lifestyle diseases are
(knowledge) or so what if we can now send email or conduct action research (skills)?" Another
question that you may ask is "What have this (content, skill) to do with us? What have this to do
with our life?"
Three-level teaching. Integrative teaching is also done when you integrate knowledge,
skills and values in a lesson. Corpuz and Salandanan described a three-level teaching approach
in the book, Principles of Teaching 1, 3rd edition 2013.

The highest in the pyramid is VALUES, next is CONCEPT and at the bottom is FACTS,

SKILLS
In the 3-level teaching approach, you teach as planned, either deductively or inductively, but
cap your teaching with value level teaching. Connect your cognitive or skill lesson with value
teaching. In fact, it 1s only when you give your lesson an affective or value dimension that your
lesson becomes meaningful because that is when we connect cold subject matter with warm-
blooded people. Lifeless subject matter becomes alive. Here is an example:

After learning about photosynthesis, a teacher presents a sticker with this question: "Have
you thanked a green plant today?" and explains that "the point behind the question is that green
plants give service to the whole of life. Their photosynthetic process forms the basis of all forms of
life on earth. Without them the energy from the sun will never be transformed into the chemical
energy in the food we eat." Then he/she poses a value question, "If the green plant serves the
whole of life by its photosynthetic process, what form of service can you also give to mankind?"
Students reflect on the question then share their thoughts Corpuz (1979) as cited by Corpuz and
Salandanan (2015).

The three-level teaching is teaching information for formation and transformation. Whatever
information a student learns must somehow form and transform his/her way of thinking, acting and
living. It is making teaching whole by integrating the cognitive, psychomotor and affective
dimensions of teaching and learning.

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 Multiple Intelligences-based and Learning Styles-based teaching. If integrative teaching is
makingthings whole, it also means putting together the multiple intelligences (MI) of the learner as
identified by Howard Gardner. It is also considering varied learning styles (LS). This does not
mean, however, that you will be overwhelmed with 9 different ways of teaching content at one time
by making use of a variety of teaching activities to cater to these MIs and LSs.

Teacher's Tasks in Integrative Teaching (Corpuz & Salandanan 2015)

1. To do integrative teaching, a teacher needs a broad background for him/her to see readily the
entry points for interdisciplinary integration. A multi-specialist teacher will definitely have an
advantage over that one with just one field of specialization.
2. To do integrative teaching by transdisciplinary and 3-level teaching mode, a teacher must be
able to connect subject matter to values and to life as a whole. This calls for a grounding in the
humanities.
3. To be able to integrate MI and LS, the teacher must be familiar with MIs and LSs and must
have a reservoir of teaching activities to be able to cater to students with diverse MIs and LSs.

Inquiry-Based Teaching (Corpuz & Salandanan 2015)

Constructivist teaching is also inquiry-based. As the name implies, this IS teaching that is
focused on inquiry or question. But effective inquiry is more than simply answering questions or
getting the right answer. It espouses investigation, exploration, search, quest, research, pursuit
and study. It is enhanced by involvement with a community of learners, catch learning from the
otherin social interaction Kuklthau, Maniotes & Caspari (2007) as cited by Corpuz and Salandanan
(2015). Thus problem-based learning which is a perfect example of inquiry-based teaching and
learning will be discussed in the next Chapter Why do we encourage inquiry-based teaching and
learning in a knowledge economy, knowing has shifted from being able to remember and repeat
information to being able to find and use it. The capital is intellectual-knowledge. Therefore,
students must be taught to nurture inquiring attitudes necessary to continue the generation and
examination of knowledge throughout their lives. The skills and the ability to continue learning
should be the most important outcomes of teaching and learning. Besides, with knowledge
explosion it is impossible to teach all the information we want to teach students. Teach them
instead how to look for and evaluate information.
Unfortunately, more often than not, schools overload students with isolated bits of

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information, information which may be true today but outdated tomorrow. The knowledge base for
disciplines is constantly expanding and changing. Somebody said, "If we are only teaching what
we know, our children can only do as bad as we are doing, and this is the challenge we are facing
we have to go beyond it" Pauli (2009) as cited by Corpuz and Salandanan (2015). One of the 16
Habits of Mind are questioning and posing problems. Effective problem solvers know how to ask
questions to fill in the gaps between what they know and what they don't know. Effective
questioners are inclined to ask a range of questions:
• What evidence do you have'?
• How do you know it’s true?
• How reliable is this date source?

They also pose questions about alternative points of view:

• From whose viewpoint are we seeing, reading or hearing?
• From what angle, what perspective, are we viewing this situation?

Effective questioners pose questions that make casual connections and relationships:
• How are these (people, events or situations) related to each other?
• What produced this connection?
Sometimes they pose hypothetical problems characterized by if questions:
• What do you think would happen if…?
• If that is true, then what might happen…?
Inquiries recognize discrepancies and phenomena in their environment, and they probe into their
causes:
• Why do cats purr?
• How high birds can fly?
• Why does the hair on my head grow so fast, while the hair on my arms and legs grow slowly?
• What would happen if we put salt water fish is fresh water aquarium? What are some
alternative solutions to international conflict, other than wars?

Teacher's Task in Inquiry-Based Teaching-Learning (Corpuz & Salandanan 2015)

When using inquiry-based lessons, teachers are responsible for:
1. starting the inquiry process;
2. promoting student dialog;
3. transitioning between small groups and classroom discussions

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 4. 1ntervening to clear misconceptions or develop students understanding of content material;
and
5. modeling scientific procedures and attitudes

Inquiry-Based Learning Activities (Corpuz & Salandanan 2015)

Some specific learning processes that people engage in during inquiry-learning include:
• Creating questions of their own
• Obtaining supporting evidence to answer the question(s)
• Explaining the evidence collected
• Connecting the explanation to the knowledge obtained from the investigate process. Anna
• J. Warner and Bryan E. Myers, implementing Inquiry-Based Methods)
Inquiry-based learning covers a range of activities to learning and teaching including:
• Field-work
• Case studies
• Investigations
• Individual and group projects
• Research project

Linking Constructivism to the Social Studies Curriculum (Andres et. al., 2020)
The nature of social studies as a learning program complements the ideas of constructivism
as a learning philosophy. The ethic of freedom, identities, and civic competence works well with
what constructivism is espousing. Combining both ensures the development of a holistic 21st
century Filipino learner

Assessment Task 5-1

A. Why is collaborative learning (like cooperative learning) a matter of sink-or-swim together?

B. What are interactive whiteboards? Why are they called interactive?
C. Can you also make the conventional chalkboard interactive? How?

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 D. Put a check on the items that apply to a constructivist classroom?

_______1. The teacher is not open to negotiation with students regarding the scope of subject.
_______2. There is so much teaching to-the-test.
_______3. Power sharing is felt by students.
_______4. Teaching involves negotiation
_______5. There is a feeling that there exists a barrier between the students and teacher.

Assessment Task 5-2

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

Assessment Task 5-3

Develop a project-based lesson plan for a specific subject, incorporating real-world
problems and student-centered learning.

Assessment Task 5-4

Compare and contrast traditional teaching methods with problem-based and
project-based learning approaches.

Assessment Task 5-5

Evaluate a case study of constructivist teaching in action and identify the strengths
and weaknesses of the approach.

Assessment Task 5-6

Design an assessment rubric for evaluating student performance in a problem
based or project-based learning activity.

Summary

A constructivist approach to teaching has the following features: authentic activities and
real world tasks, multiple perspectives, holistic and integrative, self-directed learners meaningful
learning, collaborative and interactive learning. These features are found in interactive and
collaborative, integrative and inquiry-based teaching-learning activities.
Types of Constructivism - Cognitive Constructivism, Radical Constructivism, and Social

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Constructivism.

References:

Corpuz, B., & Salandanan,G. (2015).Principles of Teaching 2 (with TLE), Lorimar Publishing
Inc. Cubao, Quezon City

Corpuz, B., & Salandanan,G. (2015).Principles of Teaching 1, 3rd edition, Lorimar Publishing
Inc. Cubao, Quezon City

Describing the Habits of Mind . (2020). Retrieved 26 November 2020, from

http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-
Mind.aspx

Myers, A. (2020). AEC395/WC076: Implementing Inquiry-Based Teaching Methods. Retrieved

26 November 2020, from https://edis.ifas.ufl.edu/wc076

Andres B. et. al. (2020). teaching Social Studies In the Elementary Grades (Philippine History
and Government). First Edition

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 MODULE 6
The Goals and Scope of the Teaching and
Learning of Araling Panlipunan (Social
Studies)

Introduction

With renewed emphasis on the basics and vocational efficiency for self-reliance the Social
Science subjects usually get the ax in curriculum reforms. If you compare the number of hours
spent for junior high school curriculum the 2013 Enhanced Basic Education more popularly known
as K to 12 Curriculum, Araling Panlipunan (AP) has 3 hours a week only compared to English,
Science, Math, Music, Arts, Physical Education and Health (MAPEH) and Technology and
Livelihood Education (TLE) which are all given four hours. With just 3 hours allotted for the teaching
of Araling Panlipunan and given the breadth of the course (Social Sciences is plural), you have to
devote every minute seriously teaching Araling Panlipunan. Effective teaching of Araling
Panlipunan begins with a clear understanding of the expected outcomes of the teaching of Araling
Panlipunan. It is but right and proper that we begin by focusing on the intended and expected
outcomes, in other words, the goal of teaching the course.

Learning Outcomes

At the end of this module, the students will be able to:

1. examine the alignment of the intended outcomes in Araling Panlipunan;
2. discuss the conceptual framework of the teaching of Araling Panlipunan; and
3. identify the appropriate methods and techniques in teaching AP.

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Lesson 1. Intended Outcomes of Araling Panlipunan as a Subject
( Corpuz & Salandanan, 2015)
The K to 12 Curriculum Guide for Araling Panlipunan developed by Department of
Education,states:
Tunguhin (goal) ng K to 12 Kurikulum ng Araling Panlipunan ang makahubog ng
mamamayang mapanuri (analytical), mapagmuni (creative), mapanagutan (responsible),
produktibo (productive), makakalikasan (cares for environment), makaban.sa (nationalistic) at
makatao (cares for humanity) na may pambansa at pandaigdigang pananaw (has national and
global awareness) at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan
(appreciation for current and social issues).
Layunin ng pagtuturo ng K to 12 Araling Panlipunan na malinang sa mag-aaral ang pag-
unawa sa mga pangunahing kaisipan at isyung pangkasaysayan, pangheograpiya, pampulitika,
ekonomiksat kaugnay na disiplinang panlipunan upang siya ay makaalam, makagawa, maging
ganap at makipamuhay (Pillars of Learning).
Nilalayon ng Araling Panlipunan kurikulum na makalinang ng kabataan na may tiyak na
pagkakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at daigdig.
Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at
kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan at kalikasan, at sa mundo
kung paano nagbago at nagbabago ang mga ito upang makahubog ng indibiduwal at
kolektibongkinabukasan.
The words "mapanagutan" (responsible), "produktibo" (productive) 'makakalikasan" (cares
forenvironment), "makabansa" (nationalistic) at "makatao" (cares for humanity) and phrases "na
may pambansa at paindigdigang pananaw" (has national and global awareness) "at
pagpapahalaga sa mga usaping pangkasaysayan at panlipunan" (appreciation for current and
social issues) imply a relationship with another either a person, a country, the world and
environment. Indeed, it is social studies. This means that whatever knowledge, skills and attitudes
that the Araling Panlipunan student acquires is redound to the improvement of his/her community
both local, national and global including natural environment. The development of his/her critical
and creative thinking skills applied in his/her analysis of current local and global issues and
concerns is not done for its own sake but for him/her to become more makatao, makabansa, at
makakalikasan. All forms of "learning to know", learning to do", "learning to be" must lead to a
community of people living together peacefully for that is the true essence of man as a social being
and as one meant to be social.

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Lesson 2. Guiding Principles in the Teaching of Araling Panlipunan (Social
Studies) (Corpuz & Salandanan, 2015)
Effective teaching of Araling Panlipunan is characterized as meaningful, integrative, value-
based, challenging and active. These are the key words in the guiding principles for Araling
Panlipunan teaching. Let us explain each at them.
Effective Araling Panlipunan teaching is meaningful. It is meaningful when students see
the relevance and connection of their lesson to their lives because it has real-world application.
Incorporating real-world examples makes lessons more meaningful to student because they will
be able to connect the learning to the bigger picture rather than just the classroom.
Teaching Araling Panlipunan is meaningful when new information in Araling Panlipunan
lesson is connected to prior experiences of students. Meaning must be made, and understanding
must be earned. Students are more likely to make meaning and gain understanding when they link
new information to prior knowledge, relate facts to "big ideas," explore essential questions, and
apply their learning in new contexts. Meaningful Araling Panlipunan teaching is more than covering
content, learning is more than merely taking in subject matter, and assessment is more than
accurate recall.
The common classroom scenario of just making students memorize isolated bits of
information such as names, dates and events then testing them on the same is far from meaningful.
Corpuz, (2013) gives a detailed description of this meaningless exercise: The meaningfulness and
relevance of what we teach is considerably reduced by our practice of 'teaching-to-the test. We
teach today, ask them to copy and memorize what we taught them.
The following day we test them on how much they have retained from what we taught
yesterday:period! We repeat the process day in and day out-deposit information into their heads
which are likened to empty receptacle then withdraw the same in the test. At the end of the term.
We withdraw everything in the final examinations and so when students go back for the next term
their minds are empty again.
The teaching of Araling Panlipunan becomes meaningful also when students are
challenged to use disciplined inquiry or use high order thinking skills to construct meaning. An
example is when students interpret, analyze or manipulate information in order for them to gain a
better understanding of the content The teaching of Araling Panlipunan is meaningful when
learning authentic. Authentic learning builds on the concept of "learning by doing to increase a
student's engagement. To succeed, this method needs to have meaning or value to the student,
embody in-depth learning in the subject and allow the student to use what he or she learned to

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produce something new and innovative Lemke & Coughlin (2009) as cited by Corpuz and
Salandanan (2015). Project-based learning will fit very much in here. To sum up, meaningful
teaching and learning in Araling Panlipunan means teaching in depth, avoiding the 'one-mile- inch-
deep teaching It is not Just memorizing isolated events, names and dates for the test. It is
connecting lessons to the real life of students. It is making them do real-life tasks themselves and
using high-order-thinking skills for mastery of content. It is telling yourself "after learning all these,
so what?" Darling Hammond (2006) as cited by Corpuz and Salandanan (2015), education
professor and author of education books, asserts that schools should be places where "the work
students are asked to do (is) work worth doing.

1. Effective Araling Panlipunan teaching is integrative. Araling Panlipunan as a subject is in

itself an integration of several interrelated disciplines - history, economics, geography, political
science, sociology, anthropology, archaeology and psychology. The multidisciplinary and
interdisciplinary nature of Araling Panlipunan as a subject demands that Araling Panlipunan
teaching should be integrative.

The curiculum for Araling Panlipunan integrates the totality of human experience over time
and space. Araling Panlipunan is connecting with the past, linking to the present and looking ahead
to the future. The Araling Panlipunan curmiculum also makes use of materials drawn from the arts,
sciences and humanities, from current events and from local, national and international examples.
Effective teaching of Araling Panlipunan is sensitive to and integrates multiple intelligences and
learning styles of students. Effective teaching of Araling Panlipunan integrates cognitive skills
required in other disciplines as it provides opportunities for students to conduct inquiry, develop
and display data, synthesize findings, and make judgments.
Effective Araling Panlipunan teaching also integrates effective use of technology,
communication and reading/writing skills that. Add important dimensions to students learning.

2. Effective teaching of Araling Panlipunan is value-based. The intended outcomes of Araling

Panlipunan as a course/subject are in the affective domain, the development of the mamamayang
mapanagutan, makakalikasan, makabansa at makatao. It is no wonder why a powerful Araling
Panlipunan teaching is value-driven. In fact, it is only when Araling Panlipunan teaching reaches
the value level that Araling Panlipunan teaching becomes truly meaningful, hence effective. It is in
the value level of teaching that facts and concepts get connected to real life of students (The 3-
level teaching strategy includes the teaching of facts (first level), concepts, (second level) and

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values (third level). This is discussed in Chapter 3). Teachers are convinced that students do not
become responsible, participating citizens automatically. The values embodied in a democratic
form of government its commitment to justice, equality rooted in the respect for human dignity and
freedom of thought and speech should be practiced in Araling Panlipunan classroom practice.
Students learn democracy by experiencing democracy right there in the classroom. Araling
Panlipunan lessons are replete with value-laden concerns and issues where students listen to
competing arguments, assess the merits of competing arguments and make informed and value-
based decisions.

In Araling Panlipunan classrooms, students engage in experiences that develop fair-

mindedness, respect for well-supported positions, sensitivity to cultural similarities and differences,
and a commitment to individual and social responsibility. Adding an emotional touch to Araling
Panlipunan teaching is also affective -based teaching. Corpuz and Salandanan (2013) wrote in
their book "Principles of Teaching 2": "Let us add an emotional touch to learning. Without the
emotional dimension, our subject matter will remain cold and lifeless." Verily, what we remember
most are those that have touched us one way or the other.

3. Effective Araling Panlipunan teaching is active. Araling Panlipunan teaching requires

students to process and think about what they are learning. There is a profound difference between
learning about the actions and conclusions of others and reasoning one's way toward those
conclusions. Active learning is "hands-on-minds-on-hearts-on." In active learning, students work
either individually or collaboratively, using rich and varied sources, to reach understandings, make
decisions, discuss issues and solve problems. In active Araling Panlipunan teaching, students
interact with teachers by asking and answering questions as teachers explain. They participate in
meaningful projects that call for critical thinking. In interactive Araling Panlipunan teaching, in
addition to teachers and students interacting with one another, students also interact with learning
Materials.
4. Effective Araling Panlipunan teaching is challenging. For Araling Panlipunan teaching and
learning to be challenging, learning task should neither be too easy to bore the students nor too
difficult to discourage them. Learning tasks must depart from the usual tasks; if they are the same
learning tasks again and again, they become so usual that they lose novelty and are no longer
challenging. Araling Panlipunan teachers know their students more than anybody else and so arein
the best position to determine when learning tasks are neither too easy nor too difficult. Striking
the golden mean between the extremely easy and the extremely difficult tasks will be beneficial to

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students and teachers as well.

Lesson 3. Methods and Techniques in Teaching Araling Panlipunan (Corpuz &

Salandanan, 2015)

Now that you have a clear picture of the intended outcome or reaction about Teaching of
Araling Panlipunan, let us find out how to go there. Let us learn effective and efficient ways of
arriving atour destination. The K to 12 Curriculum Guide describes the teaching approach in the
teaching of Araling Panlipunan as based on konstruktibismo (constructivism), magkatuwang na
pagkatuto (collaborative learning) pagkatutong pangkaranasan at pangkonteksto (experiential and
contextual learning), pamaraang tematiko (thematic approach), paksain/konseptual (conceptual
approach), pagsisiyasat (survey), integratibo (integrative), interdisiplinaryo (interdisciplinary)
andmultidisiplinaryo (multidisciplinary). They have been explained in Chapter 3. But they will be
explained here once more for emphasis.

1. Constructivist approach This approach is based on the assumption that the students come
to class with entry knowledge and skills. New lesson becomes meaningful when a connection is
established between their prior knowledge and the new learning activity. The students redirect on
this new learned knowledge, continue to make connections to other concepts learned and
construct new meanings.

2. Collaborative learning This is based on the assumption that students learn better when
they learn with others. Based on the principle of synergy, what a whole group of students can do
is more than the sum of what each student can do separately. It is also supported by the fact that
students learn better in a cooperative atmosphere than in a competitive atmosphere. Working with
a group is less threatening than working alone.

3. Experiential and contextualized learning as the name implies, it is learning beginning with
experience and ending in experience. Lessons begin with a discussion of concrete experience and
proceeds to an analysis and reflection of the concrete experience that eventually leads to
abstraction or generalization which is brought back to the realm of experience for application of
what is learned which is another set of experience which can be analyzed and reflected on and so
on. The cycle begins and ends with experience then starts again. Experiential learning is inductive,
learner-centered and activity oriented. Personalized reflection about an experience and the

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formulation of plans to apply learning to other contexts are critical factors in effective experiential
learning. The emphasis in experiential learning is on the process of learning and not on the product.
Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:
experiencing (an activity occurs); sharing or publishing (reactions and observations are shared),
analyzing or processing (patterns and dynamics are determined); inferring or generalizing
(principles are derived); and, applying (plans are made to use learning in new situations). This is
also called contextualized learning because learning is rooted in human experience; meaning, the
context of learning is experience itself. Araling Panlipunan as a subject develops the following
themes across the Grades: 1) tao, kapaligiran at lipunan; 2) panahon, pagtutuloy at pagbabago;
3) kultura, pananagutan at pagkabansa; 4) karapatan, pananagutan at pagkamamamayan, 5)
kapangyarihan, awtoridad at pamamahala; 6) produksyon, distribusyon at pagkonsumo and 7)
ugnayang pangrehiyon at pangmundo. This is an evidence of the use of the spiral progression
approach. To be truly spiral, these themes are discussed in every grade level treated in an
increasing complexity across the Grades.
4. Thematic method - As the name suggests, learning revolves around a theme. The K to 12
Curriculum Guide for Araling Panlipunan enumerates the following themes across the Grades: 1)
tao, kapaligiran at lipunan; 2) panahon, pagtutuloy at pagbabago; 3) kultura, pananagutan at
pagkabansa; 4) karapatan, pananagutan at pagkamamamayan; 5) kapangyarihan, awtoridad at
pamamahala; 6) produksyon, distribusyon at pagkonsumo and 7) ugnayang pangrehiyon at
pangmundo. Each theme should be accompanied by focus questions.

5. Conceptual approach It involves the process of concept formation. Concepts are "mental
constructions representing categories of information that contain defining attributes" Walker &
Advant (1988) as cited by Corpuz and Salandanan (2015).

The conceptual approach is a structured inquiry process where students figure out the
attributes of a group or category that has already been formed by the teacher. To do so, students
compare and contrast examples that contain the attributes of the examples with examples that do
not contain those attributes (non-examples). They then separate them into two groups.

The process of concept attainment, then, is the search or an identification of attributes that
can be used to distinguish examples of a given group or category from non-examples. To test it
study attained the correct concept, teacher asks them to give examples and non-examples.

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 The concept attainment process may proceed deductively (from rule/definition to
examples) or inductively (from examples rule/definition). Conceptual approach is higher than
content-focused teaching.

For interactive teaching the following variations of the conceptual approach may be
employed:
• Present all of the positive examples to the students at once and have them determine the
essential attributes.
• Present all of the positive and negative examples to the students without labeling them as
such. Have them group the examples into the two categories and determine the essential
attributes.
• Have the students define, identify the essential attributes of, and choose positive examples
for a concept already learned in class.

Integrative approach - This approach is anchored on the assumption that teaching and
learning are more meaningful and further enriched if lesson is connected to other disciplines
(interdisciplinary) and is connected to real life experiences (transdisciplinary). This approach
integrates students experiences so the experiential approach is in a sense an integrative approach.
The multidisciplinary and interdisciplinary approach are also integrative approach. Obviously, they
integrate other related disciplines in the lesson development.

For meaningful, active, value-based, integrative and challenging Araling Panlipunan

teaching, the following specific methods and techniques are suggested:
1. Tri-Question - This will enable the student to probe into events. Three questions are asked:
1) What happened? 2) Why did it happen? and 3) What are possible consequences? In the lesson,
you do not just ask what happened and that's the end. Digging into the *why" and asking how it
affects the student and you and all others is indeed meaningful.
2. Moral dilemma method - In a moral dilemma a person is torn between two actions. What
are the crucial features of a moral dilemma? 1) The person is required to do each of the two
actions; 2) The person can do each of the actions; 3) The person cannot do both of the actions. 4)
The person thus seems condemned to moral failure; no matter what she does, she will do
something wrong (or fail to do something that she ought to do). The famous Heinz example
illustrates moral dilemma.

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 A woman was near death from a special kind of cancer. There was one drug that the
doctors thought might save her. It was a form of radium that a druggist in the same town the
recently discovered. The drug was expensive lo make, but to druggist was charging ten times what
the drug cost him produce. He paid $200 for the radium and charged $2,000 a small dose of the
drug. The sick woman s husband, Hein. went to everyone he knew to borrow the money, but the
couple only get together about S1,000 which is half of what it cost. He told the druggist that his
wife was saying and asked him to sell it cheaper or let him pay later but the druggist said: "No
discovered the drug and I'm going to make money from it so Heinz got desperate and brokeinto
the man’s store to steal the drug for his wife.

Question: Should Heinz have broken into the laboratory to steal the drug for his wife? Why
or why not?

3. Lesson indigenization. Another way of making Araling Panlipunan teaching integrative and

meaningful to students is indigenizing and localizing the lessons. In indigenization, concepts are
explained using thought patterns, materials of indigenous communities. Abuso, et al cite the
following techniques of indigenizing:
1. Citing examples from the local culture related to the topic
2. Using indigenous knowledge - local songs, stories, poem
3. Using indigenous aids such as artifacts
4. Incorporating community resources in teaching - visit toscenic spots, inviting local people
as resource persons
5. Putting up learning resource centers where local artifacts are displayed
6. Discussing local problems and issues
7. Preserving local songs, dances and games
8. Using the local language in teaching
9. Participating in local celebrations

4. Service learning that involves community projects that occur during class time falls under
the category of multidisciplinary integration.
At Topa Topa Elementary School at Ojai, California, 5th and 6th grade students created
pamphlets on the pros and cons of pesticides to explain how crop pickers can protect themselves
against the substances. Students passed out the brochure, written in Spanish and English, to
workers and consumers throughout the Ojai Valley. Through the project, students fulfilled state-

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required standards for language arts, science, and social studies Ragland, (2002) as cited by
Corpuz and Salandanan (2015). This means that the teaching-learning of the standards for
subjects like language arts, science and social studies was intensified by their making of pamphlets
on the pros and cons of pesticides. The students learned their lessons and at the same time served
the community, an effective way of inculcating service-orientedness. It is service learning indeed.

Assessment Task 6-1

Go over the Araling Panlipunan Curriculum Guide. Identify a competency where you can use moral
dilemma as a teaching technique. Formulate an example of a moral dilemma which you can use
to teach that particular competency of your choice.

Assessment Task 6-2

Develop a presentation outlining the goals and scope of teaching Araling
Panlipunan and its significance in the K to 12 Curriculum.

Assessment Task 6-3

Create a concept map illustrating the guiding principles in the teaching of Araling
Panlipunan and their application in instructional practices.

Assessment Task 6-4

Pick a topic from Araling Panlipunan MELCS and create an interactive assessment
or activity ideas for classroom use that make Social Studies come alive come alive.

Assessment Task 6-5

Design a lesson plan for a specific Araling Panlipunan topic, incorporating the
SMART learner’s domains and aligning them with the K-12 Curriculum guide.

Assessment Task 6-6

Conduct a comparative analysis of the teaching hours allocated to Araling and
other subjects in the K to 12 Curriculum, and propose strategies to optimize the teaching

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 of Araling Panlipunan within the given time frame.

Summary

The guiding principles in the teaching of Araling Panlipunan, summarized in the acronym
MAVIC. M-eaningful, A-ctive, I-ntegrative and C-hallenging
1. M-eaningful -Lesson is meaningful when

⚫ It is relevant and connected to students' lives including prior experiences.

⚫ It is taught with depth not just memorizing isolated bits of information and superficialcontent
coverage for the test.
⚫ It challenges the student to employ life skills like critical and creative thinking skills
⚫ lesson is learned by doing.

2. A-ctive Learning is "hands-on, minds-on, hearts-on. Learning is active when:

⚫ Students discuss issues, solve problems make decisions themselves.
⚫ students interact with the teacher.
⚫ students interact with classmates.
⚫ students interact with learning materials.

V-alue-based - Lessons have both cognitive and affective dimensions. Lessons are
meant to develop students with a mind and a heart. Araling Panlipunan teaching is value-
based when:
⚫ Lessons make use of value-laden concerns and issues where students are expected to
come up with informed and value-based decisions.
⚫ AP lessons engage students in experiences that develop them to become good citizens of
a democratic form of government.
⚫ AP lessons balances the cerebral approach with an emotional touch.

3. I-ntegrative - Araling Panlipunan teaching is enriched by employing multidisciplinary approach. By

its very nature, Araling Panlipunan as a subject consists of a number of interrelated disciplines.
Araling Panlipunan teaching is integrative when:
⚫ lessons integrate other disciplines.

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 ⚫ lessons connect the past, the present and the future.
⚫ considers students' multiple intelligences and learning styles.
⚫ lessons make use of cognitive skills used in other disciplines such as interpreting data,
drawing conclusions.

4. C-hallenging- Araling Panipunan teaching is challenging when it requires real effort on the part of
students to learn. Araling Panlipunan lessons are challenging when:
⚫ they are not too easy to take for granted nor too difficult to turn off students.
⚫ they inject novelty into exercises so they are different from the usual and the familiar.

References
Corpuz, B., & Salandanan,G. (2015). Principles of Teaching 2 (with TLE), Lorimar Publishing
Inc. Cubao, Quezon City

Myers, A. (2020). AEC395/WC076: Implementing Inquiry-Based Teaching Methods. Retrieved

26 November 2020, from https://edis.ifas.ufl.edu/wc076

Almendral, J. (2020). Guiding principles in the selection and use of teaching strategies.
Retrieved 29 November 2020, from
https://www.academia.edu/16153829/Guiding/principles .

Lemke, C. (2020). Guiding Principles 2 Retrieved 29 November 2020, from

https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles2.pdf

Hammond, D. (2020). Implications for educational practice of the science of learning and
development.Applied Developmental Science. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791

Walker,A. (2020). Understanding the concept and the conceptual approach (2020). Retrieved
29 November 2020, from
https://www.google.com/search?q=Concepts+are+%22mental+constructions+representi
ng+categories+of+information+that+contain+defining+attributes%22+(Walker+%26+Adv

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ant,1988).&sxsrf=ALeKk00okYkIeT7cY1zMjjYIlTKVb07Q:1606652689876&tbm=isch&
source=iu&ictx=1&fir=yOl3VWM3fAWhjM%252C1rDrHo9MIYiSaM%252C_&vet=1&usg=

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 MODULE 7 GUIDING PRINCIPLES IN
T E A C H ING S O C I A L
S T U D I E S ( H i s t o r y and G o v e r n m e n t )

Introduction

As this course develops students understanding on thinking, reading, and writing

social studies and literacy goals can be integrated. It provides the opportunity to develop students’
critical thinking and literacy practices as well as their understanding about their role in the world
and the community around them. Its focus in Philippine history and Government which prepares
students to teach the duty of citizenship, inculcate the values of nationalism, patriotism and develop
the self-reliant, self-sufficient technically and vocationally equipped citizen.

Learning Outcomes

At the end of this module, the students will be able to:

1. identify the importance of teaching history; and
2. analyze effective techniques that can help maximize instructional time.

Social sciences include history as well as geography, economics, psychology, anthropology,

political science/civics and sociology.
We study Social Sciences to:
1. understand people and societies;
2. understand change and how the society we live in came to be;
3. understand the importance of history in our own lives;
Lesson 1. Why Teach the Social Sciences (Pormilli, Ganet, Wright,
Gaylord, 2015)
1. understand how history contributes to moral understanding;
2. provide identity-cultural literacy;
3. become responsible citizens;
4. develop essential skills
⚫ Critical thinking

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 ⚫ Questioning
⚫ Making connections
⚫ Adapting to new situations

Today the emphasis is on skills. However, content is just as necessary because it provides
context and perspective for new learning; it helps us reconcile time and space; it builds a framework
for skill development and skills without facts result in knowledge gaps.

Our focus is on essential questions. Essential questions are questions that get students to
think, do not have a “right” answer, can be debated, point to big ideas, and help students make
sense of difficult concepts. Example: “What does it mean to be a Filipino?”

According to Gomez F.W. (n.d.)., Social Studies is a process of inquiry that involves asking
questions, conducting investigations, analyzing texts (we use text broadly and include
photographs, films, internet resources, books, historical artifacts and document, etc.) developing
arguments or opinions, and communicating conclusions. Reading, writing, and thinking are
embedded in that inquiry process.

The overarching goal is to have students learn social studies in a way that reflects the
integrity of the disciplines and reflects students’ interests, experiences, etc. In the study you’ll
observed that:

Learn key concepts and ways of thinking to support social studies investigations.e.g.
inquiry and text-based reasoning; accounts and significance; hange, continuity, and chronological
thinking; perspective recognition; place and interaction between people and their environment;
spatial reasoning; value democracy; structure, function, and purposes of government; role of
citizens.
1. Elicit, listen, notice and respond to students’ thinking, particularly how students process written
and visual texts and think about social studies content. During the course of the discussion teacher
as a facilitator need to blend the “learning environment” according to the atmosphere and the
objectives of the topics. Teacher must always be guarded by the “Outcomes-Based Teaching
Learning Plan” to avoid wasting time and space.

2. Find, select and work with social studies resources to create representations of social studies

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content that reflect the integrity of the disciplines. Recognize the dominance of some narratives
and make choices to share silenced narratives to help students recognize multiple perspective as
well as their own perspective reflected in the social studies topics.

3. Form and ask questions in discussion that engage students in the process of inquiry; make their
thinking visible and extend their thinking as much as possible within the limits of their experience.

4. Model key literacy and thinking practices for students so that the practices and the thinking are
visible to students learning them. Modeling practices can help established a repetitive action.
Doing these actions scholastically established “habit”. As creating the habit this will be the highway
towards building a culture.

5. Use backward design to plan investigations (a lesson and a sequence of lessons) that give
students the opportunity to engage in inquiry and the support to develop their social studies
thinking, reading, and writing practices (including defining goals, instructional sequencing,
assessment, differentiation based on learners’ needs and background). A short, medium and long
range plan must be made without overruling the previous topics. Lesson plans always consider
feed backing, recall and drill on the previous topics to develop mastery and familiarity.

6. Enact and rehearse investigative lesson to support a specific learning goal and reflect on how
they might be improved.

The study of social and physical environment activities is known as social science. In
essence, it is the scientific study of human society or the study of human connections. It focuses
on people and their interactions, behavior, growth, and use of resources. It also covers the various
institutions that people must interact with on a daily basis, including as the government, business,
family, and school. It is significant because studying it aids in our understanding of the culture we
inhabit. Social sciences typically concentrate on the interactions between people in a community.
It is a conglomeration of numerous disciplines, including sociology, political science, geography,
history, economics, and social psychology. "The social sciences subjects are those subjects which
describe and examine the humans" is the basic definition of social science. The main goal of social
studies is to help students develop the ability to make wise judgments. Social science is the study
of society. Students' social consciousness rises as a result (Kajal, 2020).
Social science educates pupils about historical events and our surrounding environment.

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The development of a worldwide perspective is important. It is also crucial for society's moral
advancement. It aids in shaping a man's social character. Learning social science improves our
ability to function as effective members of a democracy and aids in problem-solving in day-to-day
living. For companies and communities, it is crucial. Understanding the management, structure,
and governance of various societies is also beneficial to the pupils (Kajal, 2020).

Lesson 2. Techniques in Teaching Social Studies (History and Government)

(Gomez, F.W. 2016)

Teaching social studies in the elementary grade is a challenging task to a classroom

teacher. A teacher must be articulate enough to visualize and materialize what is in the mind to
make the learner become active and motivated participant in the classroom learning encounter.
Teach what the learners want to learn about because a child is curious about the world around
them and love to discover and explore why things are the way they are. Think and act loud to your
experience and connect to the experience of the learner.

A Social Studies teacher often asked, What would YOU do? – Have the learner close their
eyes and imagine … your voice and the rising and falling tone has the driving point on the idea of
incident that the piece you wanted to deliver or use photos and other artifacts to tell about the
political climate or cultural environment of the time. Likewise, the A-Z Vocabulary, Social Studies
Word Wall or Word Bank and art history is history, show children paintings and sculptures from
your chosen time period and have learners make inferences about the culture. Come-up a picture
analysis. Employ strategy on visual discovery, word power portfolio, flip and flap books, pictogram
and the reenactment of the events. However, if the learning environment of the child can support
more visual, it is advised to visit the museums, parks, and other places which have historical
values. Word, letter, number, parts puzzle games has something to highly motivated the learner.
Postcards activity is of great help. Have the students create postcards from the culture of time
period they are studying. The postcard should be written as if the child actually lived at that time
and is explaining daily life to a faraway friend. You can provide a photocopied postcard outline and
picture or have students create their own. With some concept development and modeling
beforehand, it can be a great synthesis activity and provides a unique opportunity for writing
practice.

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 The Paper bag history or portfolio is a great culminating activity. Have students collect or
create “artifacts” to represent a time period or historical person/event. Children must put a set
number of items in a paper bag and pull them out one at a time, in a predetermined order, for the
class to predict what event is being represented. Likewise, the artifact discovery is also of great
help. Choose items from a specific time period or culture (books, blueprints, photos, musical
scores, paintings, etc.) Have students explore the artifacts and discover the time period through
them. Sequential questioning – No explanation is given, but students can ask as many questions
as they want. This works especially well for items for which student have little background
information because they must actively construct knowledge. After the questioning session, ask
“When did the session become interesting to you? Which questions brought the most information?”

A teacher as person, teacher and professional are always continuously pushed to enhance
prepare students for high critical thinking. Engage on the art of questioning that will bring the
learner to a higher level of teaching learning encounter. Teacher must be innovative, reinventive,
and a bender to incorporate meaningful social studies curriculum in elementary grade level. The
integration of content areas is an effective way to gain time and help learners make powerful
connections. Using project-based, collaborative, cooperative learning as an instructional method
to drive content integration are effective ways to help learner how to think.

Lesson 3. A Brief Glance on the Philippine History and Government

(kids.kiddle.co/Philippines)

The Philippines is an Island country in Southeast Asia in the Pacific Ocean. It has about
7,600 islands. Spain (1521-1898) and the United States (1898-1946), colonized (controlled) the
country. The capital city of the Philippines is Manila. The Philippines and East Timor are the only
nations in East Asia where most people practice Christianity. The Philippines achieved
independence after the United States left in 1946.

The Philippine Islands are surrounded on the east by the Philippine Sea, on the west by
the South China Sea, and on the south by the Celebes Sea. Borneo island is a few hundred
kilometers to the southwest, Vietnam is to the west, and Taiwan is directly north. On the eastern
side of the Philippine Sea is Palau.

History

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 Human fossils were found proving that many people settled in the Philippines for thousands
of years. The Negritos crossed prehistoric land or ice to settle in the islands' land. Many groups of
Austronesian people began to come to the Philippines in the first millennium, pushing the aboriginal
population into the interior or perhaps absorbing them through intermarriage.
Chinese merchants arrived in the 8th century. The rise of powerful Buddhist kingdoms
enabled trade with the Indonesian archipelago, India, Japan and Southeast Asia. Factional fighting
among the kingdoms of Southeast Asia weakened their strength. In the meantime, the spread of
Islam through commerce and proselytism, much like Christianity, brought traders and missionaries
into the region; Arabs set foot in Mindanao in the 14th century. When the first Europeans arrived,
led by Ferdinand Magellan in 1521, there were rajahs as far north as Manila, who historically were
tributaries of the kingdoms of Southeast Asia. However, the islands were essentially self-sufficient
and self-ruling.
The Spanish led by Conquistador Miguel Lopez de Legazpi claimed and colonized the
islands in the 16th century and named it Filipinas after King Philip II of Spain. Roman Catholicism
was immediately introduced. The Philippines was ruled from New Spain (Mexico) and a trade
began in the 18th century using galleons across the Pacific Ocean. Some rebellions and violence
started in the towns near the ocean and during the next three centuries because of some
unfairness of the government.
In 1781, Governor José Basco y Vargas founded the Economic Society of Friends of the
Country to make the Philippines independent of New Spain.
The country opened up during the 19th century. The rise of an ambitious, more nationalistic
Filipino middle class and the Chinese mestizo community, signaled the end of Spanish colonialism
in the islands. Enlightened by the Propaganda Movement to the injustices of the Spanish colonial
government, they asked for independence. Jose Rizal, the most famous propagandist, was
arrested and put to death in 1896 for acts of subversion. Soon after, the Philippine Revolution
broke out, led by the Katipunan, a secret revolutionary society founded by Andres Bonifacio and
later led by Emilio Aguinaldo. The revolution nearly succeeded in ousting the Spanish by 1898.

That same year Spain and the United States fought the Spanish-American War, after which
Spain gave up the Philippines to the United States for US$20 million. The Filipinos had declared
independence by that time and the assertion of American control led to the Philippine-American
War that officially ended in 1901, but fighting continued well into 1913. Between 1899 and 1913
the American-Philippines war waged, about one million Philippines and well over 5500 American
soldiers (including missionaries& private contractors, military families) lost their lives, tens of

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thousands more were wounded. Most of the Philippine's casualties came from starvation, injuries,
diseases, lack of clean living. Hostilities continued until 1914 when Philippines was promised future
independence.
President William McKinley was killed by anarchist Leon Czolgosz because Czolgosz
believed president McKinley was against good working people, he considered McKinley
responsible for falsifying the reasons for the war, and approving and waging an illegal, devastating
Philippines war.
The American regime imposed the English language as the lingua franca in the islands
through free public education. The status of the country was turned into that of a US
commonwealth in 1935, which provided for more self-governance.

Independence was finally given in 1946, after the World War II. The years right after that
had many post-war problems. People were also not happy during the unpopular dictatorship of
Ferdinand Marcos, who was made to leave the presidency in 1986. Later, the continuing problem
of communist insurgency and Moro separatism.

Politics
The government of the Philippines is similar to the Government of the United States of
America. The President of the Philippines works as the head of state, the head of government,
and the commander in chief of the Military of the Philippines and the armed forces. The president
is elected by voting just as in America. He stays as the president for 6 years. He is the leader of
the cabinet.
The bicameral Philippine legislature, the Congress of the Philippines, consists of the
Senate of the Philippines and the House of Representatives of the Philippines; members of both
are elected by popular vote. There are 24 senators serving 6 years in the Senate while the House
of Representatives consists of no more than 250 congressmen each serving 3-year terms.

The judiciary branch of the government is headed by the Supreme Court of the Philippines,
which has a Chief Justice as its head and 14 Associate Justices, all appointed by the president.

The Philippines is a founding and prominent member of the Association of Southeast Asian
Nations (ASEAN). It is also an active participant of the Asia-Pacific Economic Cooperation (APEC),
a member of the Group of 24 and one of the 51 founding members of the United Nations on
October 24, 1945.

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 Local Government. The parts of Philippines are "local government units" (LGUs). The
province is the top unit. There are 79 provinces in the country (2002). In the provinces there
are cities and municipalities (towns). In these municipalities there are smaller barangays (villages).
The barangay is the smallest local government unit.

All provinces are in 17 regions for administration (organisation). Most government offices
have regional offices for the provinces. The regions do not have a separate local government,
except for the Muslim Mindanao and Cordillera regions, which have their own power (autonomous
government).

Assessment Task 7-1

A. Make at least three postcards of any picture from any of the topic in the Philippine History and
write something as if you actually lived at that time.
B. Reflect on the importance of studying history.

Assessment Task 7-2

Develop a lesson plan integrating effective techniques for teaching Philippine history and
government in the context of social studies.
Assessment Task 7-3
Create a visual presentation highlighting the importance of teaching history and
government in fostering national values and citizenship.
Assessment Task 7-4
Analyze a case study of a social studies lesson on Philippine history and government and
propose assessment tasks to evaluate students' understanding and appreciation of the topics.

Assessment Task 7-5

Design a role-playing activity to simulate historical events and government processes,
emphasizing their relevance to students' roles as citizens.

Assessment Task 7-6

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 Conduct a research project on the impact of teaching Philippine history and government
on students' awareness of national and global issues, and present the findings in a comprehensive
report.

Summary

We study Social Sciences to: understand people and societies; understand change and
how the society we live in came to be; understand the importance of history in our own lives;
understand how history contributes to moral understanding; provide identity-cultural literacy;
become responsible citizens; and develop essential skills.

Social Studies is a process of inquiry that involves asking questions, conducting

investigations, analyzing texts (we use text broadly and include photographs, films, internet
resources, books, historical artifacts and document, etc.) developing arguments or opinions, and
communicating conclusions. Reading, writing, and thinking are embedded in that inquiry process.

References
• Corpuz,B., & Salandanan,G. (2015). Principles of Teaching I, Lorimar Publishing Inc. Cubao,
Quezon City
• Gomez F.W. (2016). Teaching Social Studies in the Elementary Grade Level: Focus in
Philippine History and Government.academia.edu
• Bette, S.C. 2013). Community Building in Social Justice Work: A Critical Approach Educational
Studies
• Cintang, N., Setyowati, D.L., 7 Handayani, S. (2018). The obstical and strategy of project
based-learning implementation in elementary school. Journal of Education and Learning
• Lo, J. (2018). PBL in Social Studies Classrooms: Teaching High Quality and Engaging
Projects.
• Philippines Facts for Kids. Kiddle Encyclopedia.(2022). https://kids.kiddle.co/Philippines
• Philippine Governance & the New Constitution.
https://www.scribd.com/document/296468131/PoliticalScience-100
• Pormillii, N., Ganet, G., Wright, T., Gaylord, C. 2015.Social Studies: What We Teach Why We
Teach.
• https://www.slideshare.net/rossman1516/200811-social-studies

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• Gomez F.W (n.d.).Teaching Social Studies in the Elementary Grade Level: Focus in Philippine
History and Government.
https://www.academia.edu/41874470/Teaching_Social_Studies_in_the_Elementary_Gra
d e_Level_focus_in_Philippines_history_and_government_COMPANION
• Kajal. (2020). Importance of Social Science. The Asian School.
https://www.theasianschool.net/blog/importance-of-social-science/

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