LYCEUM-NORTHWESTERN UNIVERSITY

Tapuac District, Dagupan City

INSTITUTE OF GRADUATE AND PROFESSIONAL STUDIES

A final Output
Presented to

DR. VALERIANO D. DAGUROS JR.

In Partial Fulfillment
Of the Course Requirements in

LEARNING CURRICULUM AND

INSTRUCTIONS IN SOCIAL STUDIES

BASIC EDUCATION CURRICULUM AND ITS IMPACT TO YOUNG LEARNERS

[REPUBLIC ACT NO. 10533]

PRINCESS ANN D. OBAÑA

DECEMBER 2023
MED SOCIAL STUDIES
 REPUBLIC ACT NO. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR
BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

1. Introduction

Republic Act No. 10533, commonly known as the Enhanced Basic Education Act of

2013, is a law in the Philippines that aims to enhance the country's basic education

system. It was signed into law on May 15, 2013, by then-President Benigno Aquino III.

The main objective of RA 10533 is to align the Philippine education system with

international standards and provide students with a quality education that is relevant to

their needs. The law extends the basic education cycle in the Philippines from ten years

to twelve years, comprising six years of elementary education (grades 1 to 6), four

years of junior high school (grades 7 to 10), and two years of senior high school

(grades 11 to 12). The implementation of senior high school is one of the significant

features of RA 10533. Senior high school is designed to provide students with additional

skills and knowledge that will prepare them for higher education, employment, or

entrepreneurship. It offers various specialized tracks or strands that students can

choose from based on their interests and career goals, such as Academic, Technical-

Vocational-Livelihood, Sports, and Arts and Design. RA 10533 also emphasizes the use

of the mother tongue-based multilingual education (MTB-MLE) approach in the early

years of schooling. This means that the language used as a medium of instruction in

the classroom is the student's first language or mother tongue, which helps facilitate

better understanding and learning. The law also promotes the use of the K to 12

curriculum framework, which focuses on a learner-centered approach, competency-

based learning, and the development of 21st-century skills such as critical thinking,

creativity, communication, and collaboration. Furthermore, RA 10533 seeks to address

the shortage of classrooms, teachers, and educational resources by providing additional

funding and resources for education. It also includes

provisions for the training and professional development of teachers to ensure the

effective implementation of the enhanced education system. Overall, Republic Act

10533, or the Enhanced Basic Education Act of 2013, aims to improve the quality of

education in the Philippines by extending the basic education cycle, introducing senior

high school, promoting multilingual education, and implementing a learner-centered

curriculum.

Some lead characters involved and my inspiration of this research

A.) Administrator / School Heads

As I reflect upon my educational journey, I cannot help but express my deepest

gratitude for the profound impact you have had on my life your unwavering dedication

and inspirational leadership have been instrumental in shaping me into the person I am

today. Your innovative approach to education transformed the school into a hub of

creativity and intellectual growth. You fostered an environment that celebrated diversity

and encouraged open-mindedness. Your unwavering belief in my potential continues to

inspire me to dream big and pursue my passions relentlessly. I am forever grateful for

the impact you have had on my life and the lives of countless others.

Thank you, Sir Albert M. Bertudez, for being an exceptional leader, mentor, and a role

model. Your legacy will forever remain etched in the hearts of those whose lives you

have touched.

B.) Teachers
These are the teachers from Cabalaoangan Elementary School who are involved and

truly inspires me to make this research study. I would like to express my utmost

appreciation and admiration for their invaluable contribution to my study on RA

10533. Your involvement and dedication to this research endeavor have been truly

inspiring, and I am grateful for the oppurtunity to work with such passionate and

knowledgeable educators like yourselves.

Your expertise and insights into the implementation and impact of RA 10533 have

been instrumental in shaping the findings and recommendations of this study. First

hand experiences and deep understanding of the educational landscape have

provided invaluable context and perspectives, allowing for a more comprehensive

analysis of the law’s effects on teaching and learning.

Your participation in this study is not only contributing to the advancement of

knowledge but also to the improvement of education as a whole. I am honored to

have you as part of this research study. Thank you teachers for your unwavering

dedication, you willingness to share your expertise, and commitment to shaping the

future of education in our country.

C.) Students

These are the students from Cabalaoangan Elementary School. I am honored to

have them as part of my research endeavor. Their involvement as a young learners

are truly inspiring. Their unique perspective and insights as kindergartens students

provide a valuable lens through which we can better understand the impact of RA

10533 on early childhood education. I thank all the kindergarten students for being

courageous, curious and willing to share their thoughts and experiences. Their
 involvement in this study gives me hope and reassurance that the education system

will continue to evolve and improve for the betterment of all children.

D.) Parents

The first two photo they are my parents and they are both teachers in the same school.

I would like to take this opportunity to thank them. From the very beginning of my

educational journey, they instilled in me a love for learning and a belief in the power of

education. Their continuous guidance, encouragement, and sacrifices have shaped the

person I am today, and I am forever grateful for the values and principles they have

instilled in me. Your involvement in this study goes beyond just being my parents; it’s

demonstrates your unwavering commitment to my growth and development. Your

willingness to participate, share your insights, and engage meaningful discussions about

the RA 10533 have provided me with valuable perspectives and a deeper understanding

of the educational landscape.

From the third photo they are my co-parents that are involved in my research study of

RA 10533. Their involvement in this study is a testament to dedicate their child’s

education and overall well-being. By participating, they have not only contributed to

expanding our understanding of the educational landscape but also advocated for the

importance of parental engagement and practices. I want you to know that your

involvement is deeply appreciated and highly valued. Your dedication as parents is truly

commendable and serves as a shinning example to other parents.

E.) Other Stakeholders

These stakeholders are working in our San Quintin Municipal. Their roles as leaders

and stakeholders carry significant responsibilities, and your involvement in this study

showcases your unwavering commitment to fulfilling those responsibilities. Thank

you for your visionary leadership, your dedication, and your commitment to the

betterment of our community.

 2. Objectives

A. The law aims to improve the quality of education in the Philippines by aligning it

with international standards. It seeks to provide students with a relevant and

high-quality education that equips them with the necessary knowledge, skills,

and competencies.

B. RA 10533 extends the basic education cycle from ten years to twelve years. By

adding two years of senior high school, it aims to give students more time to

develop academically, socially, and emotionally, and to prepare them for higher

education, employment, or entrepreneurship.

C. The law introduces senior high school as a distinct level of education. It offers

various specialized tracks or strands that students can choose from based on

their interests and career goals. These tracks include Academic, Technical-

Vocational-Livelihood, Sports, and Arts and Design, allowing students to pursue

their passions and develop skills in their chosen fields.

D. RA 10533 emphasizes the use of the mother tongue as the medium of

instruction in the early years of schooling. This approach recognizes the

importance of using the student's first language or mother tongue to facilitate

better understanding and learning. It also aims to preserve and promote local

languages and cultures.

E. The law encourages the development of 21st-century skills such as critical

thinking, creativity, communication, and collaboration. The curriculum is

designed to equip students with the skills needed to thrive in the modern world,

where adaptability, problem-solving, and innovation are highly valued.

F. Address resource gaps in education: RA 10533 seeks to address the shortage of

classrooms, teachers, and educational resources in the country. It provides

additional funding and resources to improve infrastructure, hire more qualified

teachers, and enhance the availability of educational materials and facilities.

 3. Educational Reforms / Programs

Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, introduced

several educational reforms and programs to enhance the Philippine education system.

Some of these reforms and programs include K to 12 curriculum framework, which

emphasizes a learner-centered approach and the development of 21st-century skills.

The curriculum focuses on competency-based learning, critical thinking, creativity,

communication, and collaboration. One of the significant reforms under RA 10533 is the

addition of two years of senior high school. Senior high school provides students with

specialized tracks or strands that they can choose from based on their interests and

career goals. These tracks include Academic, Technical-Vocational-Livelihood, Sports,

and Arts and Design. The law promotes the use of the MTB-MLE approach in the early

years of schooling. It recognizes the importance of using the student's first language or

mother tongue as the medium of instruction to facilitate better understanding and

learning. This approach helps preserve and promote local languages and cultures.

RA 10533 aims to address resource gaps in education by providing additional learning

resources. It includes provisions for the development and distribution of textbooks,

instructional materials, and other educational resources to schools and students. The

law emphasizes the importance of teacher training and professional development. It

includes provisions for the training and development of teachers to ensure their

competence in delivering quality education. This includes programs for in-service

training, scholarships, and other forms of professional development opportunities. RA

10533 recognizes the need for improved infrastructure in schools. It provides funding

for the construction and repair of classrooms, laboratories, libraries, and other

educational facilities. The goal is to address the shortage of classrooms and provide a

conducive learning environment for students. The law also supports the implementation

of Alternative Learning Systems, which provide educational opportunities for out-of-

school youth and adults. ALS offers flexible learning options, such as modular and

distance learning, to cater to the diverse needs of learners who are unable to access

formal education. These educational reforms and programs under RA 10533 aim to

enhance the quality, relevance, and accessibility of basic education in the Philippines.

They focus on developing the skills and competencies needed by students to succeed in

various career pathways and prepare them for higher education, employment, or

entrepreneurship.

4. Advantages / Disadvantages

Advantages

1. Improved Quality of Education: RA 10533 aims to enhance the quality of education

in the Philippines by aligning it with international standards. It introduces a learner-

centered approach, emphasizes the development of 21st-century skills, and provides

specialized tracks in senior high school, allowing students to pursue their interests and

develop relevant skills.

2. Enhanced Global Competitiveness: The extension of the basic education cycle to

twelve years, including two years of senior high school, provides students with more

time to develop academically and acquire additional skills. This aims to better prepare

them for higher education, employment, or entrepreneurship, making them more

globally competitive.

3. Multilingual Education: RA 10533 promotes the use of the mother tongue-based

multilingual education (MTB-MLE) approach, which recognizes the value of using the

student's first language or mother tongue as the medium of instruction. This approach

helps facilitate better understanding and learning, preserves and promotes local
languages and cultures, and contributes to a more inclusive and culturally sensitive

educational system.

4. Addressing Resource Gaps: The law addresses resource gaps in education by

providing additional funding for infrastructure development, including classrooms and

educational facilities. It also allocates resources for the development and distribution of

textbooks, instructional materials, and other educational resources, helping to improve

access and quality of education.

Disadvantages

1. Transition Challenges: The implementation of RA 10533 brought about significant

changes to the education system, including the addition of senior high school. The

transition period posed challenges in terms of infrastructure, availability of qualified

teachers, and resources. Some schools struggled to meet the requirements and provide

a smooth transition for students.

2. Strain on Resources: The extension of the basic education cycle and the addition of

senior high school increased the demand for resources, such as classrooms, teachers,

and educational materials. In some areas, resource constraints and shortages have

been a challenge, impacting the quality and delivery of education.

3. Adaptation to New Curriculum: The K to 12 curriculum introduced under RA 10533

required teachers to adapt to new teaching methods and approaches. The successful

implementation of the curriculum depends on the adequate training and professional

development of teachers, which may pose challenges in terms of time, resources, and

support.

4. Impact on Higher Education: The addition of senior high school has led to changes in

the higher education landscape, as colleges and universities needed to adjust their

admission processes and program offerings to accommodate senior high school

graduates. This transition period has created some uncertainties and adjustments in the

higher education sector. It's important to note that while there are challenges and
disadvantages associated with the implementation of RA 10533, efforts are continuously

being made to address these issues and improve the education system. The long-term

impact of the law will depend on effective implementation, ongoing monitoring, and

adjustments based on feedback and evaluation.

5. Learning Areas / Subjects and its time allotment

Under the Enhanced Basic Education Act of 2013 (RA 10533), the curriculum in the

Philippines consists of several learning areas or subjects. The specific subjects and their

time allotments vary across grade levels and tracks. Here is a general overview of the

learning areas and their time allotments.

Grade 1 to Grade 6 (Elementary Level)

1. Mother Tongue: Varies depending on the region and the language used as the

medium of instruction.

2. Filipino: 40 minutes per day.

3. English: 40 minutes per day.

4. Mathematics: 40 minutes per day.

5. Science: 40 minutes per day.

6. Araling Panlipunan (Social Studies): 40 minutes per day.

7. Edukasyon sa Pagpapakatao (Values Education): 30 minutes per day.

8. Music, Arts, Physical Education, and Health (MAPEH): 60 minutes per day.
9. Edukasyong Pantahanan at Pangkabuhayan (Home Economics and Livelihood

Education): 40 minutes per week.

10. EsP (Edukasyon sa Pagpapakatao): 30 minutes per day.

Grade 7 to Grade 10 (Junior High School Level):

1. Filipino: 60 minutes per day.

2. English: 60 minutes per day.

3. Mathematics: 60 minutes per day.

4. Science: 60 minutes per day.

5. Araling Panlipunan (Social Studies): 60 minutes per day.

6. Edukasyon sa Pagpapakatao (Values Education): 30 minutes per day.

7. MAPEH (Music, Arts, Physical Education, and Health): 60 minutes per day.

8. Technology and Livelihood Education (TLE): 240 minutes per week.

9. EsP (Edukasyon sa Pagpapakatao): 30 minutes per day.

Grade 11 to Grade 12 (Senior High School Level)

The subjects and time allotments in senior high school vary based on the chosen track

or strand. Here are the common subjects across different tracks.

1. Core Subjects: These subjects are common to all tracks and include Oral

Communication, Reading and Writing Skills, Komunikasyon at Pananaliksik sa Wika at

Kulturang Pilipino, 21st Century Literature from the Philippines and the World,

Contemporary Philippine Arts from the Region, Media and Information Literacy, General

Mathematics, Statistics and Probability, Physical Education and Health, Personal

Development, and Work Immersion.

2. Applied and Specialized Subjects: These subjects vary depending on the chosen track

or strand. Examples include Applied Economics, Entrepreneurship, Disaster Readiness

and Risk Reduction, Physical Science, Earth and Life Science, Introduction to the

Philosophy of the Human Person, Empowerment Technologies, Research, and Technical

Writing, among others. The time allotments for specific subjects in senior high school

may vary depending on the track or strand chosen, as well as the school's specific

curriculum implementation. It's important to note that the above information provides a

general overview, and the specific time allotments for subjects may vary based on the

school, curriculum implementation, and any subsequent updates or revisions made to

the curriculum guidelines by the Department of Education.

Samples of:

5.1 Learning Competencies

Under the Republic Act 10533, also known as the Enhanced Basic Education Act

of 2013, the Department of Education (DepEd) in the Philippines has developed

learning competencies for each grade level and subject. These competencies

outline the knowledge, skills, and attitudes that students are expected to acquire

and demonstrate. The specific learning competencies may vary depending on the

grade level and subject. Here are some examples of learning competencies in

different subjects:

1. English (Grade 4):

 Identify the main idea and supporting details of a text.

 Use context clues to determine the meaning of unfamiliar words.

 Write a paragraph with a clear topic sentence and supporting details.

2.Mathematics (Grade 7): -

 Solve problems involving the four operations of rational numbers.

 Apply the Pythagorean Theorem to find the length of a missing side in a right

triangle.

 Construct a line graph to represent data and analyze trends.

3. Science (Grade 9):

 Explain the structure and functions of the different systems of the human body.

 Investigate the factors that affect the rate of photosynthesis in plants.

 Analyze the causes and effects of natural disasters such as earthquakes and

typhoons.

4.Araling Panlipunan (Grade 6)

 Describe the physical and cultural characteristics of a selected region in the

Philippines.

 Analyze the impact of colonialism on the Philippines, including the Spanish and

American periods.

 Evaluate the roles and responsibilities of citizens in promoting social change and

national development.

5. Music (Grade 8)

 Sing songs in different musical styles with correct pitch, rhythm, and expression.

 Identify and describe the elements of music, such as melody, harmony, and

dynamics.

 Perform a simple musical composition using traditional or indigenous instruments.

These are just a few examples of learning competencies in different subjects. The

DepEd develops and updates the specific learning competencies based on the

curriculum framework and standards set by the K to 12 program in the Philippines.

5.2 Lesson Plan

Lesson plan for a Grade 8 Social Studies class, aligned with the objectives of RA 10533

I. Objectives

1. To investigate the events leading to the People Power Revolution

2. To acknowledge the Filipinos involved during EDSA revolution

3. To perform a dram skit on EDSA revolution

II. Subject Matter

A.Topic: EDSA Power Revolution

B.Reference: Social Studies for Grade 7 book C.

Materials: Laptop, DLP, people power video, cartolina, pentel pen

III. Procedure

A. Preparatory Activity

1.Review the prior learning/past lesson

2.The students are expected to recall and recite

B. Lesson Proper

1.Motivation 1.1 The students will be playing “Pinoy Henyo”

1.2 The given topics are related on EDSA power

1.3 They will guess important persons and places

2.Pre-Activity

2.1 Let the learners recall the answers during the game
2.2 Present all the materials needed

2.3 The students will watch a documentary video about EDSA revolution

2.4 Learners are expected to listen and take down the important happenings.

3.Activities

3.1 After watching the video, the students will group into three groups

3.2 Activity 2: Important happenings during EDSA revolution

3.3 Each group records observation for exhibit and reporting

3.4 The learners are expected to list down the Filipinos involved on EDSA

4.Post-Activity

4.1 After the report, display the work in front of the classroom

4.2 The learners will look forward to analyze with the whole class each group result

4.3 Make agreements on the results, that lead to conceptualization.

5.Conceptualization

5.1 Throw the following questions of the class to elicit their formed concepts.

a. What is EDSA people power revolution?

b. Who is the president who reigned during the EDSA revolution?

c. When was Ninoy Aquino assassinated?

5.2 The learners are expected to answer the given questions

6.Application

6.1 The students will perform a short drama skit on EDSA revolution

6.2 15 minutes will be given to prepare a skit

6.3 After the given time, students will act and perform
IV. Assessment of Learning Outcomes Answer the following questions:

1.What is the significance of EDSA revolution in Philippine history?

2.List down some Filipinos who have risked their lives in order to fight for democracy?

3.As a student, how will you value the love for your country?

V. Assignment

1. Assignment will be posted in the board

1.1 Learners are expected to read and copy the homework. In short bond paper, make

a poster what emphasize nationalism, love of country, and explain it at the back of your

paper.

5.3 Test Questions

Here are 30 multiple choice sample test questions about the Edsa People Power

Revolution:

1. When did the Edsa People Power Revolution take place?

a) 1983

b) 1985

c) 1986

d) 1988

2. Who was the President of the Philippines during the Edsa People Power Revolution?

a) Ferdinand Marcos

b) Corazon Aquino

c) Benigno Aquino Jr.

d) Fidel Ramos
3. What event triggered the Edsa People Power Revolution?

a) Assassination of Ninoy Aquino

b) Declaration of Martial Law

c) Snap Elections

d) Impeachment of Ferdinand Marcos

4. Which religious group played a significant role in the Edsa People Power Revolution?

a) Iglesia ni Cristo b) Roman Catholic Church c) Islam d) Protestant Church

5. What was the main thoroughfare in Manila where the Edsa People Power Revolution

took place?

a) Roxas Boulevard

b) Taft Avenue

c) Edsa (Epifanio de los Santos Avenue)

d) Ayala Avenue

6. Who was the leader of the opposition during the Edsa People Power Revolution?

a) Ninoy Aquino b) Ferdinand Marcos c) Corazon Aquino d) Juan Ponce Enrile

7. What was the color associated with the Edsa People Power Revolution?

a) Blue b) Red c) Yellow d) Green

8. What was the main demand of the protesters during the Edsa People Power

Revolution?

a) Economic reforms

b) Restoration of democracy

c) Independence from foreign powers

d) Land redistribution
9. Which military figure supported the Edsa People Power Revolution and played a

crucial role in its success?

a) General Fabian Ver

b) General Ramon Montaño

c) General Fidel Ramos

d) General Juan Ponce Enrile

10. Who was the first female President of the Philippines, following the Edsa People

Power Revolution?

a) Imelda Marcos b) Gloria Macapagal-Arroyo c) Corazon Aquino d) Leni Robredo

11. What was the official name of the Edsa People Power Revolution?

a) Revolution of the Masses b) People Power Revolution c) Philippine Democracy

Movement d) Freedom Revolution

12. What was the outcome of the Edsa People Power Revolution?

a) Ferdinand Marcos remained in power

b) Corazon Aquino became President

c) The military took control of the government

d) The revolution led to a civil war

13. Which country provided support to the Edsa People Power Revolution?

a) United States b) China c) Japan d) Russia

14. What role did the media play during the Edsa People Power Revolution?

a) They suppressed information about the revolution

b) They provided live coverage of the events

c) They spread false propaganda against the revolution

d) They were neutral and did not report on the revolution

15. What was the significance of the Edsa People Power Revolution in Philippine

history?

a) It marked the end of Spanish colonization

b) It led to the establishment of a communist government

c) It restored democracy and ended the Marcos dictatorship

d) It resulted in the secession of Mindanao from the Philippines

16. What was the role of the youth in the Edsa People Power Revolution?

a) They organized the protests and led the movement

b) They provided medical assistance to the protesters

c) They supported the government and defended Marcos

d) They stayed neutral and did not participate in the revolution

17. Which international figure supported the Edsa People Power Revolution and

condemned the Marcos regime?

a) Nelson Mandela b) Margaret Thatcher c) Ronald Reagan d) Pope John Paul II

18. How long did the Edsa People Power Revolution last?

a) 1 day b) 3 days c) 7 days d) 14 days

19. What was the role of the military during the Edsa People Power Revolution?

a) They supported the government and defended Marcos

b) They remained neutral and did not take sides

c) They joined the protesters and withdrew support from Marcos

d) They launched a coup against the government

21. What was the slogan associated with the Edsa People Power Revolution?

a) "Power to the People"

b) "Freedom and Democracy"

c) "Tama Na, Sobra Na, Palitan Na"

d) "Justice for All"

22. Which international news outlet extensively covered the events of the Edsa People

Power Revolution?

a) BBC b) CNN c) Al Jazeera d) NHK

23. What was the role of Cardinal Jaime Sin during the Edsa People Power Revolution?

a) He led the military forces against the government.

b) He negotiated with Ferdinand Marcos for a peaceful transition of power.

c) He called for public support and encouraged people to join the protests.

d) He provided medical aid to the injured protesters.

24. What was the role of the United States during the Edsa People Power Revolution?

a) The United States supported Ferdinand Marcos and provided military assistance.

b) The United States remained neutral and did not interfere in the internal affairs of the

Philippines.

c) The United States condemned the Marcos regime and supported the opposition.

d) The United States mediated negotiations between the government and the

protesters.

25. What was the significance of the "Laban" hand gesture during the Edsa People

Power Revolution?

a) It symbolized unity and resistance against the Marcos regime.

b) It represented a call for peaceful negotiations between the government and the

opposition.

c) It was a sign of surrender by the military forces. d) It indicated support for Ferdinand

Marcos and his policies.

26. How did the Edsa People Power Revolution end?

a) Ferdinand Marcos resigned and went into exile.

b) The military forces successfully suppressed the protests.

c) Corazon Aquino was impeached and removed from office.

d) The revolution led to a civil war between different factions.

27. What was the role of the youth in the Edsa People Power Revolution?

a) They organized the protests and led the movement.

b) They provided medical assistance to the protesters.

c) They supported the government and defended Marcos.

d) They stayed neutral and did not participate in the revolution.

28. Which international figure supported the Edsa People Power Revolution and

condemned the Marcos regime?

a) Nelson Mandela

b) Margaret Thatcher

c) Ronald Reagan

d) Pope John Paul II

29. How did the Edsa People Power Revolution impact the Philippines' political

landscape?

a) It led to the establishment of a communist government.

b) It resulted in the secession of Mindanao from the Philippines.

c) It restored democracy and ended the Marcos dictatorship.

d) It led to the formation of a military junta.

30. What was the role of non-violence in the Edsa People Power Revolution?
a) The revolution was marked by violent clashes between protesters and the military.

b) Non-violent protests and civil disobedience played a significant role in the movement.

c) The military forces used non-violent tactics to suppress the protests.

d) Both the government and the protesters resorted to violent means to achieve their

goals.

5.4 Table of Specification

TABLE OF SPECIFICATION SOCIAL STUDIES FOR GRADE 7

( THE EDSA PEOPLE POWER REVOLUTION)

Specific No. of Domains of Knowledge Type of Test Item

 Objectives Items (e.g. Placement

Multiple

choice)

Analyze

important
6 Cognitive(Analysis) Multiple 1-6
questions of
choice
EDSA People

Power

Revolution as a

field of study.

Discuss those

Filipinos who
Cognitive(Comprehension Multiple 7-15
have risked
) choice
their lives in 9

order to fight Cognitive(Evaluation)

for democracy.

Explain the

Important
15 Cognitive(Evaluation) Multiple 15-30
happenings
choice
during EDSA

revolution

5.5 Instructional Materials

 Laptop

 DLP
 People power video

 Cartolina

 Pen