EEd 113A COURSE PACK

EED 311A
TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES

(PHILIPPINE HISTORY AND GOVERNMENT)
MERIWAN R.
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EED 113A -TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES –
PHILIPPINE HISTORY AND GOVERNMENT
Welcome Message
Greetings future educators! And welcome to this Course Pack, EED 113A –
Teaching Social Studies in the Elementary Grades (History and Government)! A
lot of students say that the Social Studies subject is boring. Do you agree with it?
What if I tell you that it’s not because of the subject itself but the teacher? Yes.
The learning experiences of the students lie upon the planning and
implementation skills of the teachers. This course pack will help you how to teach
Social Studies to young learners in a fun and meaningful way! So get ready and
enjoy the journey!
Faculty Information:
Name:ROSENDO R. MERIWAN, Ph.D.

Email: rrmeriwan@usep.edu.ph
Contact Number: (084) 218-0998/ 507
Office: BECEd Office
Consultation Hours: 9-12:00nn (Friday)
Getting help:
For academic concerns (College/Adviser - Contact details)

For administrative concerns (College Dean - Contact details)
For UVE concerns (KMD - Contact details)
For health and wellness concerns (UAGC, HSD and OSAS - Contact details)
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THE COURSE OVERVIEW
COURSE TITLE : EED 113A- Teaching Social Studies in the Elementary

Grades (History and Government)
CREDIT : 3 Units
SEMESTER : Second
TIME FRAME : 12 Weeks
COURSE DESCRIPTION :
This course emphasizes the contents of Philippine History and Government

which are necessary for teaching at the elementary level. Further,
appropriate teaching strategies and assessment methods shall be
included to prepare students to become elementary grades
teachers.
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MODULE 1
ORIENTATION TO SOCIAL STUDIES EDUCATION
Social studies education has a central role in preparing our students for the
twenty-first century, both as active members of their local community and as
citizens of our territory and country. As the Social Studies for elementary grades
in the Philippines is evolving towards self-determination, education must become
a dynamic process that is refined continuously to support our vision for the future,
preparing our teachers to confront the issues that face them as participants in a
rapidly changing world is necessary. Thus, they must be helped to think critically
and creatively about social and political issues as well as the social and political
implications of our actions. They must be empowered to take action to influence
events.
For this to happen, schools must open their doors and both invite the
community in and send students into the community to explore public policy in
action and participate whenever appropriate. The Elementary Social Studies
Curriculum subscribes to the philosophy that learning will happen in a holistic
context, that schooling must be connected to the reality of the students, and
that it must address the intellectual, physical, social, emotional, and spiritual
needs of all students. Social studies provide the forum for students to develop the
characteristics which they will need to fulfill their roles and responsibilities as
citizens well prepared for the future.
Social studies is the integrated study of multiple fields of social science and
the humanities, including history, geography, and political science. The term was
first coined by American educators around the turn of the twentieth century as
a catch-all for these subjects, as well as others that did not fit into the traditional
models of lower education in the United States, such
as philosophy and psychology. One of the purposes of social studies, particularly
at the level of higher education, is to integrate several disciplines, with their
unique methodologies and special focuses of concentration, into a coherent
field of subject areas that communicate with each other by sharing different
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academic "tools" and perspectives for deeper analysis of social problems and
issues. Social studies aim to train students for informed, responsible participation
in a diverse democratic society. The content of social studies provides the
necessary background knowledge in order to develop values and reasoned
opinions, and the objective of the field is civic competence.
In elementary school, students take social studies every year, beginning

with the most basic elements of geography and history, and gradually
progressing to more specific and detailed subjects as the years go on. In middle
school, students take a specific social studies class each year, usually revolving
around world history and U.S. history, and in high school, classes are more
dedicated to completing a thorough study of a particular subject, like modern
American history.
A few of the different areas social studies covers are geography, history,
government, and current events.
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Lesson 1
Introduction to the Study of History
Objectives
Upon completion of this lesson, you shall be able to:
a. understand the meaning of history as an academic discipline and be familiar

with the underlying philosophy and methodology of the discipline;
b. examine and assess critically the value of historical evidence and sources;
and
c. appreciate the importance of history in the social and national life of the
Philippines.
.
Let’s Get Started!
Situation. Five years from now you will be working in the field as a teacher. One
of the subjects assigned to you is to teach History, how would you introduce
history in your class on the first day of school? Illustrate a sample activity that
would leave an impact and make your pupils love History.
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Let’s Think About It! Consider the questions that follow:
a. How did you find making the activity?

b. Did you encounter some difficulties? Cite an example/s.
c. Was the activity challenging? Why?
Let’s Explore!
What is History?
History has always been known
as the study of the past. Students of
general education often dread the
subject for its notoriety in requiring
them to memorize dates, places,
names and events from distant eras.
This low appreciation of the
discipline may be rooted from the
shallow understanding of history’s
relevance to their lives and to their
respective contexts.
While the popular definition of history as the study of the past is not wrong,
it does not give justice to the complexity of the subject and its importance to
human civilization. History was derived from the Greek word historia which
means “knowledge acquired through inquiry or investigation.” History as a
discipline existed for around 2,400 years and is old as mathematics and
philosophy. This term was then adapted to classical Latin where it acquired a
new definition. Historia became known as the account of the past of a person
or of a group of people through written documents and historical evidence.
That meaning stuck until the early parts of the twentieth century. History
became an important academic discipline. It became the historian’s duty to
write about the lives of important individuals like monarchs, heroes, saints, and
nobilities. History was also focused on writing about wars, revolutions, and other
important breakthroughs. It is thus important to ask: what counts as history?
Traditional historians lived with the mantra of “no documents, no history.” It
means that unless a written document can prove a certain historical event,
then it cannot be considered a historical fact.
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Questions and Issues in History
What is history? Why study history? And history for whom? These questions
can be answered by historiography. In simple terms, historiography is the history
of history. History and historiography should be confused with each other. The
former’s object of study is the past, the events that happened in the past, and
the causes of such events. The latter’s object of study, is history itself (i.e., How
was a certain historical text written? Who wrote it? What was the context of
publication? What particular historical method was employed? What were the
sources used?) Thus, historiography lets the students have a better understanding
of history. They do not only get to learn historical facts but they are also provided
with an understanding of the facts and the “historia” contexts. Historiography is
important for someone who studies history because it teaches the student to be
critical of the lessons of the history presented to him.
History plays various roles in the past. States use history to unite a nation. It
can be used as a tool to legitimize regimes and forge a sense of collective
identity through collective memory. Lessons from the can be used to make sense
of the present. Learning about past mistakes can help people not to repeat
them. Being reminded of a great past can inspire people to keep their good
practices to move forward.
History and Historian
If history is written with agenda or is heavily influenced by the historian, is it

possible to come up with absolute historical truth? Is history an objective
discipline? If it is not, is it still worthwhile to study history? These questions have
haunted historians for many generations. Indeed, an exact account of the past
is impossible for the very simple reason that we cannot go back to the past. We
cannot access the past directly as our subject matter. Historians only get to
access a representation of the past through historical sources and shreds of
evidence.
Therefore, it is the historian’s job not just to seek historical evidence and
facts but also to interpret these facts. “Facts cannot speak for themselves.” It is
the job of the historian to give meaning to these facts and organize them into a
timeline, establish causes, and write history. Meanwhile, the historian is not a
blank paper who mechanically interprets and analyzes present historical facts.
He is a person of his own who is influenced by his own context, environment,
ideology, education, and influences, among others. In that sense, his
interpretation of historical facts is affected by his context and circumstances. His
subjectivity will inevitably influence the process of his historical research: the
methodology that he will use, the facts that he shall select and deem relevant
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to his interpretation, and even the form of his writings. Thus, in one way or
another, history is always subjective.
Historical Sources
In general, historical sources can be classified between primary and

secondary sources. The classification of sources between these two categories
depends on the historical subject being studied. Primary sources are those
sources produced at the same time as the event, period, or subject being
studied. For example, if a historian wishes to study the Commonwealth
Constitution Convention of 1935, his primary sources can include the minutes of
the convention, newspaper clippings, Philippine Commission reports of the U.S.
Commissioners, records of the convention, the draft of the Constitution, and
even photographs of the event. Eyewitness accounts of convention delegates
and their memoirs can also be used as primary sources. The same goes with
other subjects of historical study. Archival documents, artifacts, memorabilia,
letters, census, and government records, among others are the most common
examples of primary sources.
On the other hand, secondary sources are those sources, which were
produced by an author who used primary sources to produce the material. In
other words, secondary sources are historical sources, which studied a certain
historical subject. For example, on the subject of the Philippine revolution of 1896,
students can read Teodoro Agoncillo’s Revolt of the Masses: The Story of
Bonifacio and the Katipunan published originally in 1956. The Philippine
Revolution happened in the last years of the nineteenth century while Agoncillo
published his work in 1956, which makes the Revolt of the Masses a secondary
source. More than this, in writing the book, Agoncillo used primary sources in his
research like documents of the Katipunan, interviews with the veterans of the
Revolution, and correspondence between and among Katipuneros.
However, a student should not be confused about what counts as a

primary or a secondary source. As mentioned above, the classification of
sources between primary and secondary depends not on the period when the
source was produced or the type of the source but on the subject of the
historical research. For example, a textbook is classified as a secondary source,
a tertiary source even. However, this classification is usual but not automatic. If
a historian chooses to write the history of education in the 1980s, he can utilize
textbooks used in that period as a primary source. If a historian wishes to study
the historiography of the Filipino-American War, for example, he can use works
of different authors on the topic as his primary source as well.
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Let’s Do It!
Task A: My Primary Source: Using the examples of a primary source in this lesson,
illustrate a primary source that can be used in the writing of your life history.
Discuss how it qualifies as a primary source.
Closure: Congratulations! Work well done.
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Lesson 2
The K-12 Framework of Social Studies Education
Now, you are prepared to take Lesson 2 of module 1. Good! This lesson
presents the importance of the Social Studies curriculum and its contribution to
the K-12 implementation
a. understand the importance of the Social Studies curriculum;

b. assess the seven themes in the K-12 curriculum; and
c. appreciate the curriculum and its contribution to the Philippine
educational system.

In a caricature form, show the different reactions of the Filipino people
toward the implementation of the K-12.
Let’s Think About It!

Consider the questions that follow:
a. In your own opinion what do you think are the pros and cons in
implementing K-12?
b. As a product of the K-12 curriculum, narrate or describe major advantages

you experience as a student.
Let’s Explore!
Tema ng AP Kurikulum
Upang tuhugin ang napakalawak at napakaraming mga paksa na

nakapaloob sa Araling Panlipunan, ito ang magkakaugnay na temang
gagabay sa buong AP kurikulum, na hango sa mga temang binuo ng National
Council for Social Studies. Hindi inaasahan na lahat ng tema ay gagamitin sa
bawat baitang ng edukasyon dahil ilan sa mga ito, katulad, halimbawa, ng ika-
anim na tema, Produksyon, Distribusyon at Pagkonsumo, ay mas angkop sa
partikular na kurso (Ekonomiks) kaysa sa iba, bagamat tatalakayin din ang ilang
mga konsepto nito sa kasaysayan ng Pilipinas, ng Asya at ng mundo. Iaangkop
ang bawat tema sa bawat baitang ngunit sa kabuuan, nasasakop ng kurikulum
ang lahat ng mga tema.
1. Tao, Lipunan at Kapaligiran. Ang ugnayan ng tao sa lipunan at kapaligiran

ay pundamental na konsepto sa Araling Panlipunan. Binibigyang diin ng
temang ito ang pagiging bahagi ng tao hindi lamang sa kanyang
kinabibilangang komunidad at kapaligiran kundi sa mas malawak na lipunan
at sa kalikasan. Sa ganitong paraan, mauunawaan ng mag-aaral ang mga
sumusunod:
1.1 ang mga batayang konsepto ng heograpiya, gamit ang mapa, atlas
at simpleng teknolohikal na instrumento, upang mailugar niya ang
kanyang sarili at ang kinabibilangan niyang komunidad;
1.2 ang impluwensiya ng pisikal na kapaligiran sa tao at lipunan at ang
epekto ng mga gawaing pantao sa kalikasan;
1.3 ang mobilidad (pag-usad) ng tao at populasyon, at mga dahilan at
epekto ng mobilidad na ito; at
1.4 ang pananagutan ng indibidwal bilang miyembro ng lipunan at taga-

pangalaga ng kapaligiran at tapagpanatili ng likas kayang pag-
unlad.
2. Panahon, Pagpapatuloy at Pagbabago. Mahalagang makita ng mag-aaral

ang pag-unlad ng lipunan mula sa sinaunang panahon hanggang sa
kasalukuyan upang lalo niyang maunawaan ang kanyang sarili at bansa at
sa ganoong paraan ay makapagbuo ng identidad (pagkakakilanlan) bilang
indibiduwal at miyembro ng lipunan, bansa at mundo. Sentral sa pag-aaral
ng tao, lipunan at kapaligiran ang konsepto ngpanahon (time), na
nagsisilbing batayang konteksto at pundasyon ng pag-uunawa ng mga
pagbabago sa buhay ng bawat isa, ng lipunang kanyang kinabibilangan,
at ng kanyang kapaligiran. Ang kaisipang kronolohikal ay hindi
nangangahulugan ng pagsasaulo ng mga petsa o pangalan ng tao at
lugar, bagamat mayroong mga mahahalagang historikal fact (katotohan/
impormasyon) na dapat matutunan ng mag-aaral, kundi ang pagkilala sa
pagkakaiba ng nakaraan sa kasalukuyan, ang pagpapatuloy ng mga
paniniwala, istruktura at iba pa sa paglipas ng panahon, ang pag-unawa ng
konsepto ng kahalagahang pangkasaysayan (historical significance),
pagpahalaga sa konstekto ng pangyayari sa nakaraan man o sa
kasalukuyan, at ang mga kaugnay na kakayahan upang maunawaan nang
buo ang naganap at nagaganap.
3. Kultura, Pagkakakilanlan at Pagkabansa. Kaugnay sa dalawang naunang

tema ang konsepto ng kultura, na tumutukoy sa kabuuan ng mga
paniniwala, pagpapahalaga, tradisyon, at paraan ng pamumuhay ng isang
grupo o lipunan, kasama ang mga produkto nito katulad ng wika, sining, at
iba pa. Nakaangkla sa kultura ang identidad ng grupo at ng mga miyembro
nito, na sa bansang Pilipinas at sa ibang bahagi ng mundo ay napakarami
at iba-iba. May mga aspeto ng kultura na nagbabago samantala ang iba
naman ay patuloy na umiiral sa kasalukuyan. Sa pag-aaral ng temang ito,
inaasahan na makabubuo ang mag-aaral ng sariing pagkakakilanlan bilang
kabataan, indibidwal at Pilipino, at maunawaan at mabigyang galang ang

iba’t ibang kultura sa Pilipinas. Ang pagkakakilanlan bilang Pilipino ay
magiging basehan ng makabansang pananaw, na siya namang tutulong
sapagbuo ng mas malawak na pananaw ukol sa mundo.
4. Karapatan, Pananagutan at Pagkamamamayan. Nakabatay ang

kakayahang pansibiko sa pag-unawa sa papel na ginagampanan ng
bawat isa bilang mamamayan at kasapi ng lipunan at sa pagkilala at
pagtupad ng mga karapatan at tungkulin bilang tao at mamamayan.
Pananagutan ng mamamayan na igalang ang karapatan ng iba, anuman
ang kanilang pananampalataya, paniniwalang pampulitika, kultural,
kasarian, etnisidad, kulay ng balat, pananamit at personal na pagpili.
Kasama rito ang paggalang sa opinyon ng iba kahit hindi ito sangayon o
katulad ng sariling pag-iisip, at respeto sa pagkatao ng sinuman sa bansa at
mundo. Ang pag-unawa sa karapatang pantao at ang pananagutang
kaakibat dito ay mahalagang bahagi ng AP kurikulum upang makalahok
ang magaaral nang ganap at sa makabuluhang paraan sa buhay ng
komunidad, bansa at mundo.
5. Kapangyarihan, Awtoridad at Pamamahala. Bahagi ng pagkamamamayan

ay ang pag-unawa sa konsepto ng kapangyarihan, ang paggamit nito sa
bansa at sa pang-araw-araw na buhay, ang kahulugan at kahalagahan ng
demokratikong pamamalakad, at ang uri ng pamahalaan sa Pilipinas. Sakop
din ng temang ito ang Saligang Batas, na nagsasaad ng mga karapatan at
pananagutan ng mamamayan at ng sambayanang Pilipino. Ang pag-
unawa sa konsepto ng awtoridad at liderato sa iba-ibang antas at aspeto
ng pamahalaan, kasama ang mabigat na tungkulin sa pagiging isang lider,
ay tatalakayin sa AP kurikulum. Ang karanasan din ng mga bansa sa Asya at
sa ibang bahagi ng daigidig ngayon at sa nakaraan ay pinagmulan ng
maraming halimbawa at aralin ukol sa temang ito.
6. Produksyon, Distribusyon at Pagkonsumo. Paano gagastusin ang sariling

allowance o kita ng magulang? Paano palalaguin ang naipong pondo ng
pamilya? Ang sagot sa mga simpleng tanong na ito ay may kinalaman sa
batayang konsepto ng pagpili (choice), pangangailangan, paggastos
(expenditure), halaga at pakinabang (cost and benefit) na sakop unang-
una ng Ekonomiks, ngunit ginagamit din sa pag-aaral ng kasaysayan ng
Pilipinas at mga lipunan sa rehiyon ng Asya at daigidig. Sa pag-aaral ng
temang Produksyon, Distribusyon at Pagkonsumo, magagamit ng mag-aaral
ang mga konseptong ito sa sariilng buhay at mauunawaan ang ibang
konsepto katulad ng inflation, GDP, deficit, na karaniwang nababasa sa
dyaryo o naririnig sa balita sa radyo. Mahalaga ring maunawaan ng mag-
aaral ang panlipunang epekto ng desisyon ng indibidwal na konsyumer at
ng mga kumpanya, katulad ng epekto ng kanilang pagpapasya sa presyo
ng bilihin o ang epekto ng patakaran ng pamahalaan sa pagdebelop ng
ekonomiya, gamit ang pamamaraang matematikal. (Consumer Ed.
Financial Literacy, Pag-iimpok)
7. Ugnayang Panrehiyon at Pangmundo. Sinusuportahan ng temang ito ang

layunin ng AP kurikulum na makabuo ang mag-aaral ng pambansa at
pandaigdigang pananaw at pagpapahalaga sa mga pangunahing usapin
sa lipunan at mundo.
Baitang 7 - Araling Asyano
Baitang 8 - Kasaysayan ng Daigdig
Baitang 9 - Ekonomiks
Baitang 10 - Mga Kontemporaryong Isyu
Makatutulong ang kaalaman tungkol sa ibang bansa sa pag-unawa ng

lugar at papel ng Pilipinas sa rehiyon at mundo, at kung paano maaaring kumilos
ang Pilipino at ang bansa sa paglutas ng mga suliranin bilang kasapi ng
pandaigdigang komunidad. Inaasahan na sa ika-11 at ika-12 na baitang ay
magkakaroon ng mga elektib na kursong tatalakay sa iba’t ibang isyu (lokal,
pambansa, panrehiyon, at pandaigidig) upang lumawak ang kaalaman ng
mga mag-aaral at malinang ang kanilang mga mapanuring kakayahan. Sa

ganitong paraan din ay lalong mahahasa ang pagkakadalubhasa ng bawat
AP na guro sa pagdisenyo ng nilalaman ng kurso at sa istratehiya ng pagturo
nito alinsunod sa pangkalahatang balangkas ng AP.
Ilang halimbawa ng mga paksa ng elektib na kurso ay:
a. mga panganib sa kapaligiran at kalikasan, ang pangangalaga nito at
mga hakbang na maaaring gawin ng mga mag-aaral at ng
komunidad upang matugunan ang mga panganib na ito;
b. ang layunin at pilosopiya ng isang batas o patakarang opisyal, ang
epekto nito sa tao at lipunan (at kalikasan), ang mga problema sa
implementasyon at posibleng solusyon sa problema;
c. ang ugnayan ng kultura sa pagsulong ng lipunan (komunidad, bansa)
at mga isyung kaugnay sa kaunlaran ng lipunan; at
d. mga pandaigdigang problema sa klima, kalamidad (natural at likha ng
tao), at ang paglutas ng mga suliraning ito ng impormasyon; (iii)
pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng sanaysay; at
(v) pagtupad sa mga pamantayang pang-etika.
IV – Let’s Do It!
Task A: Search for a Social Studies curriculum of other country. Cite similarities
or differences and give your insights on the said concern.
Closure: Congratulations! Work well done.
Lesson 3
Goals in Teaching Social Studies in Elementary Grades – Philippine
History and Government
In this lesson, you will demonstrate an understanding of the concepts of

Philippine History and Government and their influences that contributed to
shaping the Filipino culture.
Objectives: Upon completion of this lesson, you shall be able to:
a. discuss the goals in teaching Philippine History and Government,

b. explain the concepts on how to teach Social Studies in the
elementary grades; and
c. analyze the possible impact of the K-12 curriculum in relation to
teaching and learning processes in the elementary grades.
Let’s Get Started: Collage making: Are you aware of what is happening in our
country/world today? Look for major events which have had an impact
on your studies and your academic life over these past five years.
B II – Let’s Think About It! :
A. Based on your collage, list down the events and describe their impact
or effect on your life, society, or the world.
III – Let’s Explore!
Goals in Teaching Philippine History and Government
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng

“Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine
Basic Education Curriculum Framework. Layon ng mga ito na magkaroon ng
mga kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally
literate and developed Filipino.” Kaya naman, tiniyak na ang mga binuong
nilalaman, pamantayang pangnilalalaman at pamantayan sa pagganap sa
bawat baitang ay makapag-aambag sa pagtatamo ng nasabing mithiin. Sa
pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling
Panlipunan ang makahubog ng mamamayang mapanuri, mapagmuni,
mapanagutan, produktibo, makakalikasan, makabansa at makatao na may
pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping
pangkasaysayan at panlipunan. Katuwang sa pagkamit ng layuning ito ay ang
pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na
pagkatuto (collaborative learning), at pagkatutong pangkaranasan at
pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal at
paksain/ konseptuwal, pagsisiyat, intregratibo, interdesiplinaryo at
multisiplinaryo. Sa pagkamit ng nasabing adhikain, mithi ng kurikulum na
mahubog ang pag-iisip (thinking), perpekstibo at pagpapahalagang
pangkasaysayan at sa iba pang disiplina ng araling panlipunan ng mag-aaral
sa pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at
kasanayang pang-disiplina. Mula sa unang baitang hanggang ika-
labindalawang baitang, naka-angkla (anchor) ang mga paksain at
pamantayang pang-nilalaman at pamantayan sa pagganap ng bawat yunit
sa pitong tema:
I) tao, kapaligiran at lipunan;
2) panahon, pagpapatuloy at pagbabago;
3) kutlura, pananagutan at pagkabansa;
4) karapatan, pananagutan at pagkamamamayan;
5) kapangyarihan, awtoridad at pamamahala;
6) produksyon, distibusyon at pagkonsumo; at
7) ugnayang pangrehiyon at pangmundo.
Samantala, ang kasanayan sa iba’t ibang disiplina ng Araling Panlipunan

tulad pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya,
pagsasaliksik/ pagsisiyasat, kasanayang pangkasaysayan at Araling Panlipunan,
at pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw, ay
kasabay na nalilinang ayon sa kinakailangang pag-unawa at pagkatuto ng

mga mag-aaral sa paraang expanding. Sa ibang salita, layunin ng pagtuturo ng
K-12 Araling Panlipunan na malinang sa mag-aaral ang pag-unawa sa mga
pangunahing kaisipan at isyung pangkasaysayan, pangheograpiya,
pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay
makaalam, makagawa, maging ganap at makipamuhay (Pillars of Learning).
Binibigyang diin sa kurikulum ang pag-unawa at hindi pagsasaulo ng mga
konsepto at terminolohiya. Bilang pagpapatunay ng malalim na pag-unawa,
ang mag-aaral ay kinakailangang makabuo ng sariling kahulugan at
pagpapakahulugan sa bawat paksang pinag-aaralan at ang pagsasalin nito sa
ibang konteksto lalo na ang aplikasyon nito sa tunay na buhay na may
kabuluhan mismo sa kanya at sa lipunang kanyang ginagalawan.
Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto
pagkatapos ng pormal na pag-aaral (lifelong learning). Ang istratehiya sa
pagkamit ng mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa
pagkatuto na konstruktibismo, magkatuwang na pagkatuto (collaborative
learning), at pagkatutong pangkaranasan at pangkonteksto. Ang sakop at
daloy ng AP kurikulum ay nakabatay sa kahulugan nito: Ang Araling Panlipunan
ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung paano sila
namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa kapaligiran
at sa isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo ng
pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at
maunawaan ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa
pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong
pagpapasya, likaskayang paggamit ng pinagkukunang-yaman, at mabisang
komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang
mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makabansa,
at makatao, na may pambansa at pandaigdigang pananaw at
pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan, tungo
sa pagpanday ng kinabukasan. Layunin ng AP Kurikulum Nilalayon ng AP
kurikulum na makalinang ng kabataan na may tiyak na pagkakakilanlan 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 kolektibong
kinabukasan. Upang makamit ang mga layuning ito, mahalagang bigyang diin
ang mga magkakaugnay na kakayahan sa Araling Panlipunan: (i)pagsisiyasat;
(ii) pagsusuri at interpretasyon
IV - Let’s Do It! Journal Writing:
A. Reflective Writing: Based on your understanding of the

lesson and the articles shared, reflect and write your opinion on
the possible impact of K-12 curriculum goals on the Philippine
History and Government.
Closure: Congratulations! Work well done.! Thank you!
MODULE 2
PRINCIPLES AND METHODS IN TEACHING SOCIAL STUDIES
Lesson 1 – Principles in Teaching Social Studies

You are now about to study Lesson 1 of Module 2. Good! In this lesson, you
will gain a deeper understanding of the principles of teaching Social Studies.
Hope you will enjoy this lesson!
Objectives: Upon completion of this lesson, you shall be able to:
a. identify the principles in teaching Social Studies;

b. explain the impact and significance of each principle on the learning
outcomes; and
c. implement the principles in the Lesson Plan.
Let’s Get Started: Recall some unforgettable experiences you had in your
Araling Panlipunan class in the elementary grades. You may describe or
draw it.
Let’s Think About It!:
If you try to compare and reflect on your experience/s in your Araling

Panlipunan class before, do you think it is still applicable during this time when
children are digital literate?
Let’s Explore!
Guiding Principles in the Teaching of Araling Panlipunan
1. 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 make lessons more meaningful.
2. 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 it should be integrative.
3. 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 mamayang mapanagutan,
makakalikasan, makabansa at makatao. it is no wonder why a powerful

Araling Panlipunan teaching is value-driven.
The 3-level teaching strategy includes the teaching of facts (first level),
concepts (second level), and values (third level).
4. 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."
5. Effective Araling Panlipunan teaching is CHALLENGING.

For Araling Panlipunan teaching and learning to be challenging, learning
tasks should neither be too easy to bore 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.
IV – Let’s Do It!: Answer the following questions:
1. Search or create a classroom activity that shows any of the principles

mentioned above.
Closure : Wow!!!! Well-done! You did great for this lesson. Now, you are
ready to proceed with lesson 1, Module 3.
Lesson 2
Methods and Techniques in Teaching Social Studies
You are now about to study Lesson 2 of Module 2. Good! In this lesson, you
will gain a deeper understanding of the various approaches to teaching Social
Studies. Have fun!
Objectives
a. explain the different approaches in Social Studies; and

b. implement the different approaches in the designed Lesson Plan.
Let’s Get Started:

Which of the following is constructivist, experiential or collaborative?
II – Let’s Think About It!
From the choices, given which do you think fits you?

Explain your answer.
III – Let’s Explore! :

Approaches in Teaching Araling Panlipunan
Constructivist Approach
❖ students are expected to construct knowledge and meaning out of what

they are taught by teacher deposits knowledge into the “empty” minds
of students for students to commit to memory.
❖ students are perceived to be “empty receptacles” waiting to be filled.
❖ Facts that are deposited are withdrawn gradually every time quizzes/tests
are given until at the end of the term, everything is withdrawn in the final
examinations thus students’ minds are once more empty ready to be
filled in the next school year.
❖ 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 reflect on this new learned
knowledge, continue to make connections to other concepts learned
and construct meanings.
❖ One principle of learning that should guide teaching in the 21st century
emphasized by Linda Darling-Hammond (2008) and colleagues is that
“students come to the classroom with prior understandings and
experiences and to promote student learning, teachers must address
and build upon this prior knowledge.” (is anchored on this)
❖ Constructivists view learning as an active process that results from self-

constructed meanings. A meaningful connection is established between
prior knowledge and the present learning activity.
❖ This approach is anchored on the belief that every individual constructs

and reconstructs meanings depending on past experiences. They
continue reflecting and evaluating accumulated knowledge with an end
in view of constructing new meanings.
➢ Instructional Characteristics
❖ 1. Teaching is not considered as merely transmitting knowledge and

information such as facts, concepts and principles but rather as providing
students with relevant experiences from which they can construct their
own meaning.
❖ 2. Constructivism is anchored on the assumption that “the absorption or

assimilation of knowledge is somewhat personal and therefore no two
learners can build up the same meaning out of one situation.”
❖ 3. The teacher’s role is to facilitate learning by providing opportunities for

a stimulating dialogue so that meanings could evolve and be
constructed. She guides the students through skillful questioning and
appropriate cognition processing.
❖ 4. The instructional materials include learning activities and events rather

than fixed documents (laws, principles) that almost always are learned
unquestioned and simply recalled.
❖ 5. Lessons are activity-centered in order for them to experience or gain

personal knowledge through active involvement. Participation with
understanding enables them to “live through” a learning episode.
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.
❖ *The instructor abdicates his /her authority and empowers the small
groups.
❖ *Groups are often given more open-ended, complex tasks.
❖ *Is used for higher level, less foundational knowledge.
IV – Let’s Do It!:
This
Photo
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Closure: Congratulations! Work well done.! Thank you!
Calilung,F. (2014). Polgov : essentials of politics and government with the 1987
Philippine constitution. Mandaluyong City : Books atbp. Publishing.
Catling, S. (2018). Understanding and Teaching Primary Geography.

Washington D.
C.:Sage Publishing.
Copper, H. (2018) History 5-11 A guide for Teachers. New York: 711 Third Avenue.
Garcia, C. (2015) Philippine history and government for college students.

Mandaluyong
City: Books atbp. Publishing.
MacKinnon, D. (2019). An introduction to economic geography : globalization,

uneven
development and place. London: Routledge.
Penaflor, L. (2017). Politics and governance : with Philippine constitution for

senior high
school - Grade 12. Manila: Unlimited Books Library Services & Publishing.
Reynolds, S. (2018). Exploring physical geography. New York: McGraw-Hill

Education
Rogers, D. (2017). 100 ideas for secondary teachers : outstanding geography

lessons. London: Bloomsbury.
Solmerano, E. (2018). Readings in Philippine history. Manila; Fastbooks

Educational
Supply.
Torres, J. (2018). Batis : sources in Philippine history. Quezon City: C & E.
William R.B. III ( 2018). Essentials of Elementary Social Studies 5th Ed. London:
Routledge.
MODULE 3
LESSON PLANNING, PREPARATION OF INSTRUCTIONAL, AND

ASSESSMENTS IN SOCIAL STUDIES
Hello, good day! Welcome to Module 2. Teaching Social Studies does

not come single-handedly. It doesn’t mean you know the subject well you
can teach the lesson already. You need to have careful planning that will
surely take your learners to their destination successfully. Just like a traveler
with a compass to make sure he/she will not get lost, a teacher needs a lesson
plan as well. A lesson plan that is carefully planned towards reaching the
desired result.
For you to be able to deliver your lesson in Social Studies, you have to
adhere with the guiding principles a lesson plan can have. You may find this
module quite tiring, but this will serve as your basis in crafting a lesson later on.
Take your time to go over the lessons in this module for you to be well guided.
This module is divided into three lesson namely:
Lesson 1: Guiding Principles in the Formulation of Lesson Objectives
Lesson 2: Guiding Principles in the Selection and Organization of Content

Lesson 3: Key Components of a Successful Lesson Plan
Module Outcomes:
At the completion of this module, you will be able to:
a. discuss the principles in the formulation of lesson objectives;
b. identify the performance, the condition/s, and the criterion of acceptable

performance;
c. state the significance of a well-planned lesson plan;
d. discuss the guiding principle in the selection and organization of content;

e. describe the structure of subject matter; and
f. employ strategies for the teaching of conceptual understanding, and

thinking skills in the different levels and values.
Lesson 1
Guiding Principles in the Formulation of Lesson Objectives
Lesson Outcomes:
At the end of the lesson, you will be able to:
a. discuss the principles in the formulation of lesson objectives
b. identify the performance, the condition/s, and the criterion of acceptable

performance;
c. state the significance of a well-planned lesson plan.
Time Frame: Week 7-8
Hello! Welcome to your first lesson in Module 2! This is loaded with the
essentials in lesson planning for effective teaching of Social Studies.
“You Got Quote”. Give your thought on this statement.
1. How do you describe a good lesson plan?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Why should it be given importance?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Let’s Explore It!
LESSON PLANNING
Formulating good lesson objectives is crucial to good teaching.

Unfortunately, formulating SMART lesson objectives is one common problem
among teachers. Let us learn how to do it here. Just bear in mind that
objectives are outcomes rather than instructional processes Objectives are
measurable outcomes statements. If an outcome statement isn’t precise
enough to measure whether the outcome has been achieved, it isn’t an
objective. It is a goal.
Manger (1998) cites the following characteristics of objectives:
1) It describes student performance. It doesn’t say anything about what

the instructor will do or try to accomplish. It doesn’t describe the course
content or the textbook.
2) An objective is about to end rather than means. It describes a product
instruction rather than the process of instruction. It describes what the
students will be able to do when they are competent, rather than
describing how they will be made competent.
3) An objective describes the conditions under which the performance
occurs on the job; i.e., the tools, equipment, environment, and
circumstances that will influence the performance.
4) An objective describes the standard of acceptable performance; it
tells how well someone must perform before being considered
competent on that objective.
In short, an objective will describe a) what the student should be able

to do (performance), b) the conditions under which the doing will occur
(condition), and c) the criteria by which the performance will be judged
(acceptable performance).
Let’s Do It!
Here are other sample objectives for you to analyze. First, determine if the
statement is a lesson objective. If it is a lesson objective, identify the
performance, the condition/s and the criterion of acceptable performance.
1. Given any instructional objective, be able to identify the stated

performance, the conditions under which the performance will occur
and the criterion of acceptable performance.
2. In an hour and given a microscope, the teacher is able

demonstrate how to focus the microscope under the L.P.O and the H.P.O
3. At the end of the semester, the student is able to cover rules of
subject-verb agreement.
4. Given a Model XXX System, a standard tool kit and at least one
symptom of a common malfunction, return the system to normal
operation.
Closure:
Well done! You have just finished your 1st lesson in Module 2. Now you are ready
for the 2nd lesson which focuses in the content of your lesson plan.
LESSON 2
GUIDING PRINCIPLES IN THE

SELECTION AND ORGANIZATION OF CONTENT
Learning outcomes:
At the end of this lesson, you will be able to:
a. discuss key points in the guiding principle in the selection and

organization of content; and
b. describe the structure of subject matter.
Time Frame: Week 10
Welcome to lesson 2 of your second module. This is all about the guiding
principle in the selection and organization of content. This must be taken
into consideration every time you craft your lesson plan. You can never go
wrong once you adhere to these principles.
Give your insight on the passage below.
“There are dull teachers, dull

textbooks, dull films, but no dull
subjects.”
1. What makes a dull textbook? Film? Teacher?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How can this be avoided?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let’s Explore It!
What is worth teaching and learning? Leaders in basic education came up

with Most Essential Learning Competencies (MELC) to ensure that appropriate
contents will be taught accordingly. This means that we are not totally free to
choose what content to teach. Though they are accessible, your organization
and presentation of this lesson in the classroom highly depends on the
following guiding principles.
1. One guiding principle related to subject matter content is to observe the

following qualities in the selection and organization of content:
a) Validity – this means teaching the content that we ought to teach

according to national standards explicit in the K to 12 Basic
Education Curriculum; it also means teaching the content in order
to realize the goals and objectives of the course as laid down in

the basic education curriculum.
b) Significance – What we teach should respond to the needs and

interests of the learners, hence meaningful and significant.
c) Balance – Content includes not only facts but also concepts and
values. Balanced content is something that is not too easy to bore
the above-average student, nor not too difficult to turn off the
average. It is something that challenges the student. To observe
the principle of balance, no topic must be extensively discussed
at the expense of other topics.
d) Self-sufficiency – The content fully covered the essentials. Learning

content is not “mile-wide-and-inch-deep”. The essentials are
sufficiently covered and are treated in depth. This is a case of “less
is more.”
e) Interest – Teacher considers the interest of the learners, their

developmental stages and cultural and ethnic background.
f) Utility – Will this content be of use to the learners? It is not meant

only to be memorized for test and grade purposes. What is
learned has a function even after the examinations are over.
g) Feasibility – The content is feasible in the sense that the essential

content can be covered in the amount of time available for
instruction.
2. At the base of the structure of cognitive subject matter content is facts.

We can’t do away with facts but be sure to go beyond facts by constructing
an increasingly richer and more sophisticated knowledge base and by
working out a process of conceptual understanding.
Here are a few ways cited by cognitive psychologists (Ormrod, 2000) by

which you can help your students:
a) Providing opportunities for experimentations – Our so-called

experiments in the science classes are more of this sort-following a
cookbook recipe wherestudents are made to follow step-by-step
procedure to end up confirming a law that has already been
experimental on and discovered by great scientists ahead of us
instead of the students coming up with their own procedure and
end discovering something new. After teaching your students how
to cook a recipe following the procedures laid down in a
cookbook, aloe them to experiment with mix of ingredients.
b) Presenting the ideas of others – While it is beneficial for you to

encourage your students to discover principles for themselves, it will
not jeopardize your students if you present the ideas of others who
worked hard over the years to explain phenomena.
c) Emphasizing conceptual understanding – many a time, our teaching

is devoted only to memorization of isolated facts for purposes of
examination and grade. When we teach facts only, the tendency is
we are able to cover in your students to commit to memory and for
you to cover in a test but our teaching ends up skin-deep r
superficial, thus meaningless. If we emphasize conceptual
understanding, the emphasis goes beyond facts. We integrate and
correlate facts, concepts and values in a meaningful manner. The
many facts become integrated into a less number of concepts, yet
more meaningful and consequently easier to recall. When we stress
on conceptual teaching, we are occupied with less but we are able
to teach more substantially. It is a case of “less is more!” This is
precisely the emphasis of the K to 12 Basic Education Curriculum.
3. Subject matter content is an integration of cognitive, skill, and

effective elements- comes in three domains, these three domains
should not be treated as though there was a clear dividing line
among them. It is an integration of facts, concepts, principles,
hypotheses, theories, and laws, thinking skills, manipulative skills,

values and attitudes.
a.) The Structure of Subject Matter Content-subject matter content

includes cognitive, skill and affective components. The cognitive
component is concerned with facts, concepts, principles,
hypotheses, theories and laws. The skill component refers to thinking
skill as well as manipulative skills while the affective component is
the realm of values and attitudes.
Let’s Do It!
1. Point out some key points and discuss it using your own word.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Using a graphic organizer, describe the structure of Subject Matter
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Closure:
Congratulations! You have just accomplished lesson 2 in Module 2. Your most

awaited part is about to start in lesson 3. That is the 3 key component of a lesson
plan. In here you will be crafting lesson. So, what are you waiting for? Flip that
page and have a good start!
Lesson 3
The 3 Key Components of a Lesson Plan
Learning outcomes:
At the end of the lesson, you will be able to:
a. define what is lesson plan; and
b. outline a lesson plan using Robert Gagne’s events of instruction.
Time Frame: Week 11-12
Hey there! Welcome to lesson 3. This will be fun and exciting for you will be
crafting your own lesson plan. Social Studies teachers be like? Why not, that
would be great.
Coffeepot. Below is a short text where the target word is missing, and has been
replaced with the word ‘coffeepot’. Guess the correct word.
A coffeepot is the teacher’s road

map of what students need to learn
and how it will be done effectively
during the class time.
________________________________
Let’s
Think About It!
1. How do you describe a lesson plan?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What it is made of?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Let’s Explore It!
A lesson plan is the teacher’s road map of what students need to learn
and how it will be done effectively during class time. It is where teachers
carefully plan learning activities for a specific topic. Taking into consideration
all the guiding principles for a successful learning experience, the teacher
always sees to it that it will serve the learners best. A successful lesson plan
addresses and integrates three main components; learning objectives,
learning activities, and assessment to check student understanding. Listed
below are the six (6) steps for preparing your lesson plan.
1. Identify the learning objectives- it describes what the learner will
know or be able to do at the completion of the lesson. This will be
the basis in all of the learning activities and assessments in the entire
lesson.
2. Plan the specific learning activities- deciding on the type of
activity/activities the learners are about to engage in, in order to
achieve the lesson’s objective.
3. Plan to assess student understanding- conducting assessment in a
form of quiz, tests, oral recitation and the like to provide
opportunities for students to demonstrate and practice the
knowledge and skills articulated in the learning objectives, and for
teachers to offer targeted feedback that can guide further
learning.
4. Plan to sequence the lesson in an engaging and meaningful
manner Robert Gagne proposed a nine-step process called the
event of instruction which is useful for planning the sequence of
your lesson in conjunction with Bloom’s Revised Taxonomy od
Educational Objectives. They are sequenced as follows:
a. Gain Attention- obtain student’s attention so that they will watch
and listen while the teacher presents the learning content.
b. Inform learner of objective-allow learners to organize their
thoughts regarding what they are about to see, hear, or do.
c. Stimulate recall of prior knowledge- help students make sense

of new information by relating it to something they already
know or something they have already experienced.
d. Present new content- utilize a variety of methods including
lecture, readings, activities, projects, multimedia, and others.
e. Provide guidance- advise students of str5ategies to aid them in
learning content and of resources available.
f. Practice- allow students to apply knowledge and skills learned.
g. Provide feedback- provide immediate feedback of learner’s
performance to assess and facilitate learning.
h. Assess performance- to evaluate the effectiveness of the
instructional events, test to see if the expected outcomes have
been achieved.
i. Enhance retention and transfer- allow students to apply
information to personal contexts to increase retention by
personalizing information.
5. Create a realistic time- narrow down your list of key concepts,

ideas, or skills you want students to learn in the lesson.
6. Plan for closure- this provides an opportunity to solidify student
learning.
Let’s Do It!
A. Complete the table below to outline a lesson plan according to Robert

Gagne’s events of instruction.
Topic:
Gagne’s Event of Instruction Activity/how it is done
1.
2.
3.
4.
5.
6.
7.
8.
9.
B. Go over the Most Essential Learning Competencies (MELC) for Social

Studies at www.depEd.gov.ph. Select any competency from grades 1-6 and
make your lesson plan, Following the 4As format. A template is shown below
for your guide.
Banghay-Aralin sa Araling Panlipunan

I.
I. Layunin(Objective)
• Knowledge
• Affective
• Psychomotor
II. Paksang Aralin (Subject Matter)
A. Paksa (Topic)
B. Pamantayan(References)
C. Kagamitan(Materials)
III. Pamamaraan (Procedure)
A. Paunang Gawain (Preliminary Activity)
1. Pagsasanay (Drill)
2. Balik-aral (Review)
Note: you may add your opening prayer, and collecting of homework
here.
B. Panlinang na Gawain (Presentation of the Lesson)

1. Paunang Pagtataya/ACTIVITY
2. Pagsusuri/ANALYSIS
3. Pagtatalakay/ABSTRACTION
4. Paglalapat/ APPLICATION
IV. Pagtataya/EVALUATION
V. Takdang Aralin/Kasunduan (ASSIGNMENT/AGREEMENT)
Closure:
Well done! You’ve reached the end of this module with flying colors! Tedious it
might have been but it is worth it. Your learning experience in this module is very
useful in teaching Social Studies in the future. Now I will take you to a new pack
of learning experiences that features Social Studies content in culture and basic
geography. Have a great day ahead!
LESSON 4
Selection and Preparation of Instructional
Materials in Araling Panlipunan
Learning Outcomes:
At the end of the lesson you will be able to:
✔ identify Instructional Materials appropriate for a given objective in
teaching Social Studies
TIME FRAME: Week 5
Hello there! Are you excited to teach already? You’re getting there! I’m
excited to see you teaching Social Studies as well. But, before that, there
are guiding principles that need to be observed in selecting and preparing
your learning materials in delivering your lesson. It is in this lesson that you
can decide on what to use and how to use these materials to cater to the
needs of tour learners.
JAM (JUST-A-MINUTE). Instructions: Within one minute, write anything about

how your elementary teacher delivered his/her lesson
in Social Studies. What are the things he/she used
during your classes in Social Studies? Write your
answer in the bubble cloud
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
1. Did your teacher catch your attention with the things she did in her
Social Studies class?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Did it help you understand the lesson even more? In what way?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Let’s Explore It!
There are many instructional materials that can be used to enhance learning in
Social Studies; however, there are times when materials are not available. To
solve the problem, the teacher should know how to prepare authentic
materials appropriate to a given objective, The following criteria can serve as
a guide for the selection and preparation of instructional materials.
Guide for the Selection and Preparation of

Instructional Materials
Authenticity
- establishes
Cost genuine Appropriateness
Interest
information to - represents suitable or
- less expense of - able to arouse
develop proper point of views
money, time, student's skill of and sutain
about the lesson'ss
and effort critical learner's interest
objective
thinking and
critical analysis
Social Studies teachers are encouraged to use audio-visual and computer-

based instructional materials in presenting lessons. These materials make
learners more curious and explorative which enhances their active
participation. Apart from the teacher, they can readily present accurate
current local and global events and issues related to the lesson.
On the other hand, books, journals, periodicals, and other print materials
serve as references and reinforcement of the lesson. Aside from these, the
teacher should utilize varied instructional materials to give learners the
opportunity to broaden their acquired knowledge from textbooks.
As such, the following instructional aides can be used as auxiliary tools in
text, visual or audio media both in print and digital format
Maps
Globes
Models
Bulletin Boards
Charts
Posters
Slogans
White Boards
Graphics
Pamphlets
Guides
Cards
Photographs
The use of computer, PowerPoint presentations, projectors, videos and films are
also effective tools in teaching Social Studies.
Let’s Do It!
The table below contains sample AP lesson Objective taken from the K-12 AP
Curriculum guide. Complete the chart by providing appropriate multi-sensory
instructional materials for each objective.
Lesson Objective Appropriate Materials
1. Nailalarawan ang
lokasyon ng
Pilipinas sa mapa
(Gr.5)
2. Nasusuri ang pagkakapareho at

pagkakaiba ng kagawiang
panlipunan ng sinaunang Pilipino
sa kasalukuyan (Gr.5)
3. Nakabubuo ng pansariling
paninindigan sa
pinakapinaniwalaang teorya
ng
pinagmulan ng lahing Pilipino
batay
sa mga
ebidensya.(Gr.5)
4. Napahahalagahan ang
pamamahala ng mga naging
pangulo ng bansa mula 1946
hanggang 1972 (Gr.6)
5. Nailarawan ang mga gawaing

pangkabuhayan sa iba’t
ibang
lokasyon ng bansa
(Gr.4)
6. Nahihinuha ang epekto ng

kagalingang pansibiko sap pag
unlad ng bansa.(Gr.4)
7. Nasasabi kung sino ang
mamamayan ng
bansa.(Gr.4)
8. Natatalakay ang pagtatag at
paglaganap ng
Katipunan.(Gr.6)
9. Nasusuri ang pamahalaang
kolonyal ng mga
Amerikano.(Gr.6)
10. Natatalakay ang mga

mahahalagang pangyayari sa
pananakop ng mga
Hapones.(Gr.6)
Closure:
There you have it! Your Lesson 5 of Module 1 has just ended. Hope you will make
it a habit to read and study your previous lessons for it will be your springboard
to the next lesson.
Teaching Social Studies in Elementary Grades (Philippine History and Government )
Lesson 5
Assessment Technique as
Applied to Social Studies
Learning Outcome:
At the of the lesson, you will be able to:
✔ apply appropriate assessment techniques in teaching Araling
Panlipunan
TIME FRAME: Week 6
Welcome! This is your 3rd lesson in this Module. In here, you are going to navigate
your compass on the assessment techniques used in the teaching of Araling
Panlipunan. Earlier, you are exposed to the teaching approaches, techniques
and methods, as well as the guiding principles in the selection and preparation
of instructional materials. Assessment techniques, on the same hand is of greater
importance to be familiar with in reaching the intended outcome of teaching
Araling Panlipunan.
K-W-L-P MATRIX. Accomplish column K and column W about your background

knowledge on the word “Assessment”. Columns L and P, will be accomplished as
the Lesson ended.
What I Know? What I want to What I Learned? What I Plan To with

Know? what I Learned?
(K) (W) (L) (P)
MERIWAN R. 56 | P a g e
1. What column between K and W you write the most? What does it
indicate?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What do you think is the purpose of having an assessment in Teaching

Social Studies?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Can there be learning without assessment?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Let’s Explore It!
In teaching Social Studies, different assessment techniques can be applied

to gauge the learners’ comprehension and understanding of the lesson
presented. The following can be used.
Performance Assessment
•This requires learners to perform a task using their own resources,
creativity, and critical mind.
Authentic Assessment
• this aims to evaluate learners' abilities in a "real-world" context.
Graphic Organizer
these are visual symbols to express knowledge, concept or
ideas that demonstrate relationship between facts.
Journal Writing
• learners write their insights, reflection, and reactions to what
have been taken during the learning instruction.
Portfolio Assessment
• this contains samples of students' work and related materials
that depict their activities, accomplishments, and
achievements.
Rubrics
• is a tool that represents the performance expectations for
an assignment or a piece of work which also can be utilized
in the assessment of performance objective.
Let’s Do It!
Choose any topic in any intermediate grade level from the DepEd Curriculum
Guide and decide on the appropriate assessment technique to be applied in
each topic. Do this by completing the table below.
Social Studies Topics Assessment Techniques
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Closure:
Great job! Your journey in Module 1 has just ended. May you remain active in
practicing what you have learned in this module. Buckle up and step on the
gas! You have a long way to go. Module 2 has lot in store for you to enjoy
teaching Social Studies.
MODULE 4
PHILIPPINE HISTORY AND GOVERNANCE
Lesson 1
Brief History of the Philippines
The Early Philippines
The Philippines is named after King Philip II of Spain (1556-1598) and it was a
Spanish colony for over 300 years. Today the Philippines is an archipelago of 7,000
islands. However, it is believed that during the last ice age they were joined to
mainland Asia by a land bridge, enabling human beings to walk from there.
The first people in the Philippines were hunter-gatherers. However, between

3,000 BC and 2,000 BC, people learned to farm. They grew rice and domesticated
animals. From the 10th AD century Filipinos traded with China and by the 12th
Century AD Arab merchants reached the Philippines and they introduced Islam.
Then in 1521, Ferdinand Magellan sailed across the Pacific. He landed in

the Philippines and claimed them for Spain. Magellan baptized a chief called
Humabon and hoped to make him a puppet ruler on behalf of the Spanish crown.
Magellan demanded that other chiefs submit to Humabon but one chief named
Lapu Lapu refused. Magellan led a force to crush him. However, the Spanish
soldiers were scattered and Magellan was killed.
The Spaniards did not gain a foothold in the Philippines until 1565 when
Miguel Lopez de Legazpi led an expedition, which built a fort in Cebu. Later, in
1571 the Spaniards landed in Luzon. Here they built the city of Intramuros (later
called Manila), which became the capital of the Philippines. Spanish

conquistadors marched inland and conquered Luzon. They created a feudal
system. Spaniards owned vast estates worked by Filipinos.
Along with conquistadors went friars who converted the Filipinos to

Catholicism. The friars also built schools and universities. The Spanish colony in the
Philippines brought prosperity – for the upper class anyway! Each year the
Chinese exported goods such as silk, porcelain, and lacquer to the Philippines.
From there they were re-exported to Mexico.
The years passed uneventfully in the Philippines until in 1762 the British
captured Manila. They held it for two years but they handed it back in 1764 under
the terms of the Treaty of Paris, signed in 1763.
The Philippines in the 19th Century
In 1872 there was a rebellion in Cavite but it was quickly crushed. However
nationalist feelings continued to grow helped by a writer named Jose Rizal (1861-
1896). He wrote two novels Noli Me Tangere (Touch Me Not) and El Filibusterismo
(The Filibusterer) which stoked the fires of nationalism.
In 1892 Jose Rizal founded a movement called Liga Filipina, which called
for reform rather than revolution. As a result, Rizal was arrested and exiled to
Dapitan on Mindanao.
Meanwhile, Andres Bonifacio formed a more extreme organization called

the Katipunan. In August 1896 they began a revolution. Jose Rizal was accused
of supporting the revolution, although he did not and he was executed on 30
December 1896. Yet his execution merely inflamed Filipino opinion and the
revolution grew.
Then in 1898 came the war between the USA and Spain. On 30 April 1898,
the Americans defeated the Spanish fleet in Manila Bay. Meanwhile, Filipino
revolutionaries surrounded Manila. Their leader, Emilio Aguinaldo declared the
Philippines independent on 12 June. However, as part of the peace treaty, Spain
ceded the Philippines to the USA. The Americans planned to take over.
The war between American forces in Manila and the Filipinos began on 4
February 1899. The Filipino-American War lasted until 1902 when Aguinaldo was
captured.
The Philippines in the 20th Century
American rule in the Philippines was paternalistic. They called their policy
‘Benevolent Assimilation. They wanted to ‘Americanize’ the Filipinos but they
never quite succeeded. However, they did do some good. Many American
teachers were sent to the Philippines in a ship called the Thomas and they did
increase literacy.
In 1935 the Philippines were made a commonwealth and were semi-

independent. Manuel Quezon became president. The USA promised that the
Philippines would become completely independent in 1945.
However, in December 1941, Japan attacked the US fleet at Pearl Harbor.

On 10 December 1941 Japanese troops invaded the Philippines. They captured
Manila on 2 January 1941. By 6 May 1942, all of the Philippines were in Japanese
hands.
However American troops returned to the Philippines in October 1944. They

recaptured Manila in February 1945.
The Philippines became independent on 4 July 1946. Manuel Roxas was the
first president of the newly independent nation. n Ferdinand Marcos (1917-1989)
was elected president in 1965. He was re-elected in 1969. However, the Philippines
was dogged by poverty and inequality. In the 1960s a land reform program
began. However many peasants were frustrated by its slow progress and a
Communist insurgency began in the countryside.
On 21 September 1972 Marcos declared martial law. He imposed a curfew,

suspended Congress, and arrested opposition leaders.
The Marcos dictatorship was exceedingly corrupt and Marcos and his
cronies enriched themselves.
Then, in 1980 opposition leader Benigno Aquino went into exile in the USA.
When he returned on 21 August 1983 he was shot. Aquino became a martyr and
Filipinos were enraged by his murder.
In February 1986 Marcos called an election. The opposition united behind

Cory Aquino the widow of Benigno. Marcos claimed victory (a clear case of
electoral fraud). Cory Aquino also claimed victory and ordinary people took to
the streets to show their support for her. The followers of Marcos deserted him and
he bowed to the inevitable and went into exile.
Things did not go smoothly for Corazon Aquino. (She survived 7 coup
attempts). Furthermore, the American bases in the Philippines (Subic Bay Naval
Base and Clark Air Base) were unpopular with many Filipinos who felt they should
go. In 1992 Mount Pinatubo erupted and covered Clark in volcanic ash forcing
the Americans to leave. They left Subic Bay in 1993.
In 1992 Fidel Ramos became president. He improved the infrastructure in

the Philippines including the electricity supply. Industry was privatized and the
economy began to grow more rapidly.
However, at the end of the 1990s, the Philippine economy entered a crisis.
Meanwhile, in 1998 Joseph Estrada, known as Erap became president. Estrada
was accused of corruption and he was impeached in November 2000. Estrada
was not convicted. Nevertheless, people demonstrated against him and the
military withdrew its support. Estrada was forced to leave office and Vice-
president Gloria Macapagal-Arroyo replaced him. She was re-elected in 2004.
The Philippines in the 21st Century
Today the Philippines is still poor but things are changing. Since 2010 the
Philippine economy has grown at about 6% a year. Today there is reason to be
optimistic about the future. Meanwhile, In 2016 the Philippines launched its first
satellite. It was called Diwata-1. In 2020 the population of the Philippines was 106
million.
Lesson 2
Philippine Government
The Philippine state evolved in different various forms before it was granted
sovereignty given only to a state. The granting of independence has signaled the
beginning of the evolution of the country into a full member of the community of
nations. As a state, the Philippines has internal and external sovereignty over its
citizens, it has control over its borders and territorial domains; it has the power and
authority to use force if its existence is threatened by other states. However, as an
apolitical organization, it must create its own set of laws significant to its
development and well-being and its leaders must have a mandate of the people
to govern.
The term state is sometimes used synonymously when referring to a nation and
government. But these two are only under the authority of the state and are part
of the elements of the state. A state has inherent powers that can be used to
exercise it power and authority, these inherent powers are important for the
development and existence of the state. The citizens are governed under these
powers. As a political entity, the state has the right to use force to compel its
subjects to respect and follow the laws; it can curtail the freedom and civil liberties
of the people. The political ideology of the state is reflected on its government,
laws, and foreign relations. This module will discuss the theory of the origin of the
state, inherent powers and the meaning of nation, state and government.
What is a state?
A state is a community of nations more or less numerous permanently occupying
a definite portion of territory, having a government of their own to which the great
body of inhabitants render obedience and enjoying freedom from external
control (De Leon, Hector).
Elements of a state
States are created based on the elements mentioned below. If these
requirements are not followed or if there is a conflict or issue in one of the
elements, the legitimacy of the state is always challenged. It is important that a
state is recognized by the international community, because without recognition,
its existence, authority and power are always in doubt.
People – refers to the group of people living within the state.
Territory – it refers to the territorial domains over which the state exercises control
or sovereignty.
Government – it is an agency to which the political ideology of the state is

expressed and carried out.
Sovereignty – it is the power of the state to enforce the law over its subjects within
its jurisdiction and demand obedience from them
Two Types of Sovereignty

1. Internal sovereignty – the power of the state to command authority within
its jurisdiction.
2. External sovereignty – the power and freedom of the state to carry out its
activities without foreign domination or control.
Duties of the State

➢ Peace and order and national security
➢ Political harmony or good laws
➢ Social justice
➢ Economic development
➢ Individual and collective development of people
Theories of the origin of the state

Political scientists have postulated many theories as to the origin of the
creation of the state. Beginning from the history of ancient civilizations, the
concept of a state has already been practiced. The following theories will give us
an idea of the possibilities of how the origin of the state is created.
Divine right theory

This theory postulates that the state is of divine creation and the ruler is
ordained by God to govern the people2.
Force theory
This theory embarks on the belief that some powerful group of people or
great warriors imposed their will upon the weak3.
Paternalistic theory
This theory attributes the concept of a state to the enlargement of the
family4.
Social contract theory

Rests on the idea that people voluntarily submitted themselves and their
right to an organization for the purpose of establishing a society.
The Three inherent powers of the state

A state is a very powerful entity. Even from the earliest history, the state commands
supreme authority to enforce its will upon the people. These powers are inherent
in nature and the foundation of its existence. No state can exist without these
powers, because it through these powers that state derive its authority.
1. Eminent Domain
The power of the state or of those to whom the power isdelegated
to take or expropriate private property for public use upon payment of just
compensation
Conditions for or limitations of the exercise of eminent domain
➢ Existence of public use

➢ Payment of just compensation
➢ Observance of due process of law in the taking
2. Police Power
The power of the state to enact laws or regulations in relation to persons
and property
3. Power of taxation
The power of the state to impose charge or burden upon persons or
property or property rights for the use and support of the government.
What is a nation?
A nation is a group of people bound together by certain characteristics
and shares the same history, ancestry, culture, and language. Benedict Anderson
asserted that nations were “imagined communities” it is imagined because even
though people do not know each other or do not meet all the members, they
share the same common history, culture, language and tradition that are
practiced by every member. They have the same feelings of belongingness and
talk the same events that were part of their history even though they were miles
away from one another.
Government Defined
The government is an agency of the state to which its will and ideology is
expressed. A state cannot exist without a government as it is one of the elements
of the state. It is through the government that the state’s political ideology is
reflected.
The Philippine state has adopted various forms of government. However,
the provocative challenge to the Philippine governmental structure was
adopted during the rule of Ferdinand Marcos, when he fused together the
executive and legislative department
Branches of the Government
The Philippine government takes place in an organized framework of a

presidential, representative, and democratic republic whereby the president is
both the head of state and the head of government. This system revolves around
three separate and sovereign yet interdependent branches: the legislative
branch (the law-making body), the executive branch (the law-enforcing body),
and the judicial branch (the law-interpreting body). Executive power is exercised
by the government under the leadership of the president. Legislative power is
vested in both the government and the two-chamber congress—the Senate (the
upper chamber) and the House of Representatives (the lower chamber). Judicial
power is vested in the courts with the Supreme Court of the Philippines as the
highest judicial body.
Executive Branch
The executive branch is headed by the President who functions as both the head
of state and the head of government. The president is also the Commander-in-
Chief of the Armed Forces of the Philippines. The president is elected by popular
vote to a term of six years. The president, then, appoints (and may dismiss) his/her
cabinet members whom he/she presides over. The executive seat of government
is administered officially from Malacañang Palace—also the official residence of

the president—in Manila. The President may no longer run for re-election, unless
he/she becomes president through constitutional succession and has served for
no more than four years as president.
The second highest official, the vice-president is first in line to succession should
the president resign, be impeached or die in office. The vice-president usually,
though not always, may be a member of the president's cabinet. If there is a
vacancy in the position of Vice President, the President will appoint any member
of Congress (usually a party member) as the new Vice President. The appointment
will be validated by a three-fourths vote of Congress voting separately.
Legislative Branch
The remainder of the House seats is designated for sectoral representatives

elected at large through a complex "party list" system, hinging on the party
receiving at least 2% to 6% of the national vote total. The upper house is located
in Pasay City, while the lower house is located in Quezon City. The district and
sectoral representatives are elected for a term of three years. They can be
reelected but they are no longer eligible to run for a fourth consecutive term. The
senators are elected to a term of six years. They can be reelected but they are
no longer eligible to run for a third consecutive term. The House of Representatives
may opt to pass a resolution for a vacancy of a legislative seat that will pave way
for a special election. The winner of the special election will serve the unfinished
term of the previous district representative; this will be considered as one elective
term. The same rule applies in the Senate however it only applies if the seat is
vacated before a regular legislative election.
Judiciary Branch
The judiciary branch of the government is headed by the Supreme Court, which
has a Chief Justice as its head and 14 Associate Justices, all appointed by the
president on the recommendation of the Judicial and Bar Council. Other court
types of courts, of varying jurisdiction around the archipelago, are the:
Lower Collegiate Courts
• Court of Appeals
• Court of Tax Appeals
• Sandiganbayan
Regular Courts
• Regional Trial Courts

• Metropolitan Trial Courts
• Municipal Trial Courts
• Municipal Trial Courts in Cities
• Municipal Circuit Trial Courts
Muslim Courts
• Sharia District Courts

• Sharia Circuit Courts

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EED 311A

TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES

Name:ROSENDO R. MERIWAN, Ph.D.

For academic concerns (College/Adviser - Contact details)

THE COURSE OVERVIEW

COURSE TITLE : EED 113A- Teaching Social Studies in the Elementary

This course emphasizes the contents of Philippine History and Government

In elementary school, students take social studies every year, beginning

a. understand the meaning of history as an academic discipline and be familiar

Let’s Get Started!

Let’s Think About It! Consider the questions that follow:

a. How did you find making the activity?

Questions and Issues in History

History and Historian

If history is written with agenda or is heavily influenced by the historian, is it

In general, historical sources can be classified between primary and

However, a student should not be confused about what counts as a

Closure: Congratulations! Work well done.

Upon completion of this lesson, you shall be able to:

a. understand the importance of the Social Studies curriculum;

Let’s Get Started!

Let’s Think About It!

b. As a product of the K-12 curriculum, narrate or describe major advantages

Upang tuhugin ang napakalawak at napakaraming mga paksa na

1. Tao, Lipunan at Kapaligiran. Ang ugnayan ng tao sa lipunan at kapaligiran

1.4 ang pananagutan ng indibidwal bilang miyembro ng lipunan at taga-

2. Panahon, Pagpapatuloy at Pagbabago. Mahalagang makita ng mag-aaral

3. Kultura, Pagkakakilanlan at Pagkabansa. Kaugnay sa dalawang naunang

kabataan, indibidwal at Pilipino, at maunawaan at mabigyang galang ang

4. Karapatan, Pananagutan at Pagkamamamayan. Nakabatay ang

5. Kapangyarihan, Awtoridad at Pamamahala. Bahagi ng pagkamamamayan

6. Produksyon, Distribusyon at Pagkonsumo. Paano gagastusin ang sariling

7. Ugnayang Panrehiyon at Pangmundo. Sinusuportahan ng temang ito ang

Makatutulong ang kaalaman tungkol sa ibang bansa sa pag-unawa ng

mga mag-aaral at malinang ang kanilang mga mapanuring kakayahan. Sa

Closure: Congratulations! Work well done.

In this lesson, you will demonstrate an understanding of the concepts of

Objectives: Upon completion of this lesson, you shall be able to:

a. discuss the goals in teaching Philippine History and Government,

B II – Let’s Think About It! :

III – Let’s Explore!

Goals in Teaching Philippine History and Government

Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng

Samantala, ang kasanayan sa iba’t ibang disiplina ng Araling Panlipunan

kasabay na nalilinang ayon sa kinakailangang pag-unawa at pagkatuto ng

Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-

IV - Let’s Do It! Journal Writing:

A. Reflective Writing: Based on your understanding of the

Closure: Congratulations! Work well done.! Thank you!

Lesson 1 – Principles in Teaching Social Studies

Objectives: Upon completion of this lesson, you shall be able to:

a. identify the principles in teaching Social Studies;

Let’s Think About It!:

If you try to compare and reflect on your experience/s in your Araling

Guiding Principles in the Teaching of Araling Panlipunan

1. Effective Araling Panlipunan teaching is MEANINGFUL.

2. Effective Araling Panlipunan teaching is INTEGRATIVE.

3. Effective teaching of Araling Panlipunan is VALUE-BASED