ELEMENTARY SOCIAL

STUDIES CURRICULUM
LESSON 2
Objectives:

1. Describe the features of the

elementary Araling Panlipunan
Curriculum
2. Enumerate and explain the themes in
the Araling Panlipunan Curriculum
3. Critique the elementary Araling
Panlipunan Curriculum
Introduction:
 The previous lesson highlights Social
Studies as an interdisciplinary and
integrative discipline. It provides significant
input on the nature and importance of
Social Studies integrative character which
enriches its contents and processes allowing
the intended learners to become proficient
on the essential standard and competencies
required of them to manifest.
This lesson is a continuation of the
preceding topic focusing on the
nature, intention, and scope of the
elementary Social Studies
Curriculum. It is hoped that after this
lesson, significant insights will be
acquired by education students as
they face the challenges of teaching
elementary students.
THINK

The K to 12 Araling Panlipunan (Social

Studies) as mentioned in Lesson 1 intends to
develop critical, reflective, responsible,
productive, nature-loving, nationalist, and
humane citizens rooted in his/her identity
as a Filipino yet the values and skills of a
global citizen.
The said aspiration manifests in the standard
prescribed in the curriculum. Basic ideas and
concepts relative to the development of civic
competence, cultural identity, nationalism, and
citizenship, among others, are introduced and
explained in the Elementary Social Studies.
Though the Secondary Social Studies Curriculum
is but a continuation of the Elementary Curriculum
and, up to a certain extent, inseparable from the
latter, there are significant differences
nonetheless. This is evident in the complexity and
difficulty of the standards (i.e., content,
performance, and learning competencies) and the
content focus of each grade level.
Following the expanding environment
model, concepts, and ideas are
explained in the context of physical
cultural, and political dynamics, taking
into account the age-appropriateness of
the learners.
SEVEN THEMES EXPLAINED
The previous lesson already enumerated
the seven themes of the Araling
Panlipunan (Social Studies) Curriculum
as one of its essential features. For
purposes of clarity and precision,
however, each theme should be explained
so as not to cause any confusion and
misperception.
1. People, Environment and Society

Human interaction with his environment is one of the

fundamental concepts in Social Studies.
 This theme puts premium a on how humans interact not
only with their environment but also with a bigger society
thus providing learners the opportunities to locate
him/herself in their immediate environment, understand
the impact of human decisions on the environment and
vice-versa, examine the dynamism of human mobility,
and realize his/her roles and responsibilities as a member
of society and stewards of the natural resources among
others,
 2. Time, Continuity and Change
Essential in the understanding of cultural and national
identity is the evolution and development of a given society.
Central in this study is the concept of time that serves as the
contextual basis and foundation in the analysis of social
dynamics.
Chronological thinking allows learners to
distinguish past from present, examine the
changing belief systems, social structure
and institutions, and understand the
concept of historical significance.
3. Culture, Identify and Nationhood
Identify is anchored on culture which pertains to
the complex whole that includes the belief system,
values, traditions, language, and arts of a group of
people in a given society.

This theme provides learners the

opportunities to develop their identity as
individuals, as youth and as Filipinos. This
identity is the basis of national pride which is
essential in understanding and participating in
international and global areas.
4. Rights, Responsibilities and Citizenship

Civic competence is grounded on how

citizens understand and value their role as
members of society and how they
acknowledge their rights, roles and
responsibilities as citizens.
This is vital as they fully and meaningfully
engage in their respective community,
country and even in the community of
nations.
5. Power, Authority and Governance
Central in citizenship education is
understanding the concept of the use of
power in advocating the common good and
the importance of democratic processes in
realizing good governance.
This theme includes the examination of the
Philippine Constitution, highlighting the
serious responsibilities of government leaders
at various levels of governance.
 6. Production, Distribution and Consumption
This theme provides learning experiences
that allow students to understand economic
concepts such as choice, opportunity costs,
expenditure, inflation, deficit, sound
economic decision, savings, investments, and
financial literacy among others.
These technical concepts are learned in the
context of the history and socio-cultural
experiences of Filipinos.
7.Regional and Global Connections

The Philippines is a member of a bigger

community called the global village.
This theme affords learners to appreciate
how the country influences the rest of the
world and how it was influenced in return in
terms of the mobility of ideas, people, and
products.
These themes recur in several
grade levels in which the degree of
examination is dependent on the
content and skills focus.
The Elementary Social Studies
Curriculum in Philippine Basic
Education is divided into two key
stages, namely the Key Stage 1 (Araling
Panlipunan 1 - Araling Panlipunan 3)
and Key Stage 2 (Araling Panlipunan 4
- Araling Panlipunan 6). Each key stage
has a corresponding standard addressing
vital competencies needed to be
achieved.
Key Stage 1 Standard
K– 3
Naipamamalas ang panimulang pag-unawa
at pagpapahalaga sa sarili, pamilya, paaralan, at
komunidad, at sa mga batayang kosepto ng
pagpapatuloy at pagbabago, distansya at direksyon
gamit ang mga kasanayan tungo sa malaim na
pag-unawa tungkol sa sarili at kapaligirang pisikal
at sosyo-kultural, bilang kasapi ng sarailing
lomunidad at ng mas malawak na lipunan.
The Elementary Social Studies
Curriculum in Philippine Basic
Education is divided into two key stages,
namely the Key Stage 1 (Araling
Panlipunan 1 - Araling Panlipunan 3)
and Key Stage 2 (Araling Panlipunan 4 -
Araling Panlipunan 6). Each key stage
has a corresponding standard
addressing vital competencies needed to
be achieved.
It is stipulated that Filipino learners in key stage
1 are expected to demonstrate a basic
understanding and values of self, family, school,
and community including fundamental concepts
on continuity, change, distance, and direction,
employing significant and related skills toward
the attainment of an in-depth understanding of
one's self in the context of his/her physical and
socio-cultural environment while being a
member of a community and a bigger society.
Baitang Pamantayan sa pagkatuto

K Naipapamalas ang panimulang pag-

unawa sa sarili at pakikipag-ugnayan sa
kapwa bilang pundasyon sa paglinang
ng kamalayan sa kapaligiran.
This standard is simplified in the Grade Level
Standards, as seen below:
As early as Kindergarten, learners are expected to
demonstrate a basic understanding of one's self
and of others being the foundation of social
development.
On the other hand, Grade 1 students are required
to demonstrate an understanding of self as a
member of the family and the school who values
the physical environment, employing concepts on
continuity, change, distance, and direction in
establishing personal and cultural.
Baitang Pamantayan sa Pagkatuto

1 Naipamamalas ang kamalayan, pag-

unawa sa sarili bilang Pilipino at kasapi
ng pamilya at paaralan at pagpapahalaga
sa kapaligirang pisikal gamit ang
konsepto ng pagpapatuloy at pagbabago,
interaksyon, distansya at direksyon tungo
sa pagkakakilanlan bilang indibidwal at
kasapi ng komunidad.
For learners to attain the desired goal, students in
Grade 1 learn experiences and opportunities
designed for them to communicate basic personal
information such as name, parents, birthday, age,
address, school, and other relevant data. Moreover,
learning content includes:
Understanding Valuing My Family
Myself Knowing My School
The Story of Myself The Story of My
Valuing Oneself School
Knowing the Valuing My School
Members of My Me and My Home
Family Me and School
The Story of My Valuing the
Family Environment
Responsibilities in
My Family
Baitang Pamantayan sa Pagkatuto

2 Naipamamalas ang kamalayan, pag-unawa

at pagpapahalaga sa kasalukuyan at
nakaraan ng kinabibilangang komunidad,
gamit ang konsepto ng pagpapatuloy at
pagbabago, interaksyon, pagkakasunod-
sunod ng pangyayari, mga simpleng
konseptong hepgrapikal tulad ng lokasyon
at pinagkukunang yaman at bukal ng
yamang lahi, at konsepto ng mga saksi ng
kasaysayan tulad ng tradisyong oral at mga
bakas ng kasaysayan.
As seen in the image from page 30, Grade 2
Social Studies intends learners to demonstrate
awareness, understanding, and appreciation
toward the community's history using relevant
concepts on continuity and change, power and
authority, leadership and responsibility, needs
and wants, identity, geography, and primary
historical resources like oral traditions,
artifacts, and relics.
This grade level standard is seen in the learning
content that includes:

Knowing My Community
The Story of My Community
The Culture of My Community
The Livelihood in My Community
Leadership and Services in My Community
My Responsibilities in My Community
Baitang Pamantayan sa Pagkatuto
3 Naipamamalas ang malawak na pag-
unawa at pagpapahalaga ng mga
komunidad ng Pilipinas bilang
bahagi ng mga lalawigan at rehiyon
ng bansa batay sa (a) katangiang
pisikal (b) kultura; (c) kabuhayan; at
(d) pulitikal, gamit ang konsepto ng
pagpapatuloy at pagbabago,
interaksyon ng tao at kapaligirang
pisikal at sosyal.
In the same vein, Grade 3 learners are
expected to demonstrate broad
understanding of Philippine
communities as part of provinces and
regions based on its bio-geographical
features, socio-cultural attributes,
livelihood, and political institutions
using concepts of continuity and
change, and human-environmental
interactions.
This standard is manifested in the following content-focus:

The Location of My Province

Geographical Basis and Instruments
The Stories of My Region
Valuing the Heroes, Historical Places, and Symbols of
My Region
The Rich Culture of My Province
Valuing the Cultural Identity of My Region
The Economies of the Provinces in My Region
KEY STAGE 2 STANDARD
GRADE 4- 6
Naipapamalas ang mga kakayahan bilang batang
produktibo, mapanagutan, at makabansang
mamamayang Pilipino gamit ang kasanayan sa
pananaliksik, pagsisiyasat, mapanuring pag-iisip,
matalinong pagpapasya, pagakamalikhain,
pakikipagkapwa, likas-kayang paggamit ng
pinagkukunang-yaman at pakikipagtalastastasan
at pag-unawa sa mga batayang kosepto ng
heograpiya, kasaysayan, ekonomiya, pamamahala,
sibika at kultura tungo sa pagpapanday ng
maunlad na kinabukasan para sa bansa.
The Key Stage 2 standard highlights learners'
productivity in being a member of Philippine society.
Specifically, this stage intends learners to demonstrate
knowledge and skills as a productive, responsible, and
patriotic Filipino, employing skills such as critical
thinking, sound decision-making, creativity,
sustainable use of resources, and effective
communication, among others, toward national
development.

This standard is unpacked in each grade level where

specific skills and content- focus are specified.
Baitang Pamantayan sa Pagkatuto

4 Naipagmamalaki ang pagka-Pilipino at ang

bansang Pilipinas na may pagpapahalaga sa
pagkakaiba-iba ng mga kulturang Pilipino
batay sa paggamit ng mga kasanayan sa
heograpiya, pag-unawa sa kultura at
kabuhayan, pakikilahok sa pamamahala at
pagpapahalaga sa mga mithiin ng bansang
Pilipinas.
As you can see, the Grade 4 standard
envisions learners to develop national
pride in being a Filipino who values
cultural diversities and national goals.
This could be achieved using the
following content:
Knowing the Philippines
The Philippine Location
The Philippine Geographical Features
The Philippine Natural Resources and Its
Industries
Philippine Cultural Identities
The Philippine National Government
The Government and Its Social Services
Rights and Responsibilities of Filipino Citizens
Baitang 5: Pamantayan sa Pagkatuto
Naipamamalas ang pag-unawa at pagpapahalaga sa
pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang
lipunan hanggang sa mga malalaking pagbabagong pang-
ekonomiya at ang implikasyon nito sa lipunan sa simula ng
ika-labing siyam na siglo, gamit ang batayang konsepto
katulad ng kahalagahang pangkasaysayan (historical
significance), pagpapatuloy at pagbabago, ugnayang sanhi at
epekto tungo sa paglinang ng isang batang mamamayang
mapanuri, mapagmuni, responsable, produktibo,
makakalikasan, makatao at makabansa at may pagpapahalaga
sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa
pagpanday ng maunlad na kinabukasan para sa bansa.
Moreover, Grade 5 Araling Panlipunan
requires learners to manifest
understanding and appreciation of the
formation of the Philippine
archipelago, including the
development of Philippine civilization
until the 19th century. Its content
examines the following:
Emergence of Philippine Civilization
Ancient Philippine Culture and Society
 Spanish Colonization
Policies and Impacts of Spanish
Colonization
The Transformation of Philippine Society
The Development of Filipino Nationalism
Baitang 6: Pamantayan sa Pagkatuto
Naipamamalas ang patuloy na pag-unawa at
pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-
20 siglo hanggang sa kasalukuyan, tungo sa pagbuo ng
tiyak na pagkakakilanlan bilang Pilipino at mamamayan
ng Pilipinas Naipamamalas ang malalim na pag-unawa
sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng
mga piling primaryang sangguniang nakasulat, pasalita,
awdyo-biswal at kumbinasyon ng mga ito, mula sa iba-
ibang panahon, tungo sa pagbuo ng makabansang
kaisipan na siyang magsisilbing basehan ng mas
malawak na pananaw tungkol sa mundo.
Finally, Araling Panlipunan Grade 6 intends
that Filipino learners demonstrate
understanding and appreciation of the
nation's history from the 20th century until
the contemporary period toward the
development of Filipino identity and
nationhood.
The following content-focus ensures the
development of the said standard:
Propaganda and Independence Movement
The Emergence and Struggles of the Philippine
Republic
 The Filipino-American War
 American Colonization
American Policies and Their Impact
The Commonwealth Period
The Japanese Occupation
The Philippine Independence
The Philippines After World War II
The Third Republic
The Declaration of Martial Law
EDSA People Power
The Fifth Republic
To conclude:
This curriculum content of elementary social studies
expects learners to develop the desired learning
attributes of a civic competent and nationalist citizens
of the country.
Araling Panlipunan focuses on the dynamic
interaction between individuals and the society they
belong to, including global society and democratic
institutions and structures that both support and
challenge their lives.
As an integrative, interdisciplinary,
and multidisciplinary subject, it
utilizes various lenses and disciplines
of Social Science such as geography,
history, sociology, political science,
economics, and anthropology to
broaden and deepen the examination
of social issues and the role of
individual in an expanding society.