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LESSON 3: ELEMENTARY SOCIAL STUDIES

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 essentials standards 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 elemntary students.

Learning Outcomes:

Upon completion of this lesson, you will be expected to:

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

Learning Content

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 manifiests
the values and skills of gobal citizen.

The said aspiration manifests in the standards prescribed in the curriculum.

Basic ideas and concepts relative to the development of civic competence, culutral
identity, nationalism, and citizenship, among others, are introduced and explained in
the Elementary Social Studies. Though the Secondary Social Studies Curriculum is

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but a continuation of the Elementary Curriculum and up to a certain extent,

inseparablefrom 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, socio-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 Araling

Panlipunan (Social Studies) Curriculum as one of its essential features. For purposes
of clairty and precision, however, each theme should be exlained so as no to cause
any confusion and misperception.

1. People, Environemnt and Society

 Human interaciton with his environment is one of the fundamental conepts in
Social Studies. This theme puts premium on how human interacts not only
with his environment but also to a bigger society thus providing learners the
opportunities to locate themselves in their immediate environment, understand
the impact of human decisions to the environment and vice-versa, examine
the dynamism of human mobiity, and realize their roles and responsibilities as
a member of the 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 structures and
institutions and understand the concept of historical significance.

3. Cutlure, Idnetity and Nationhood

 Identity is anchored on culture which pertains to the complex whole that
includes belief systems, values, tradition, language and arts of a group of

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people in a given society. This theme provides learners the opportunities to

develop their identity as individual, as youth and as Filipino. This identity is the
basis of national pride which is essential in understanding and participating in
internationl and global arena.

4. Rights, Responisibilities and Citizenships

 Civic competence is grounded on how citizens understand and value their role
as members of society and how the acknowledge their rights, roles and
responsibilities as citizens. This is vital as they fully and meaningfullly 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, highlithing the serious responsilibilities of
government leaders in various levels of governance.

6. Production, Distribution and Consumption

 This theme provides learning experiences that allow students 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
history and socio-cultural experiences of Filipinos.

7. Regional and Global Connections

 The Philippines is a member of bigger community called global village. This
theme affords learners to 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 the Philippine Basic Educaiton is divided
in 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

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key stage has 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 konsepto ng pagpapatuloy at
pagbabago, distansya at direksyon gamit ang mga kasanayan tungo sa malalim ng
pag-unawa tungkol sa sarili at kapaligirang pisikal at sosyo-kultural , bilang kasapi ng
sariling komunidad at ng mas malawak na lipunan

The above is the key stage standard for Kindergarten to Grade 3. As you will
notice, the standard is articulated in the vernacular since the medium of instruction
used in teaching Araling Panlipunan is Filipino. Experts and educators believe that
the use of Filipino is imperative if one is to examine and eventually understand the
historical narrative and cultural identity of an evolving nation.

It is clearly stipulated that Filipino learners in key stage 1 are expected to

demonstrate basic understanding and values of self, family, school and communitry
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 their physical and socio-cultural
environment while being a member of a community and a bigger society.

This standard is simplified in the Grade Level Standards, as seen below:

Baitang Pamantayan sa Pakatuto

K Naipamalas ang panimulang pag-unawa sa sarili at pakikipag-ugnayan
sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang
sosyal.

As early as kindergarten, learners are expected to demonstrate a basic undertanding

of one’s self and of others being the foundation of social consciousness’
development.

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On other hand, Grade 1 students are required to demonstrate an understanding of

self as a member of the family and the school who values physical environment,
employing concepts on community, change, distance, and direction in establishing
personal and culutral identity.

Baitang Pamantayan sa Pakatuto

Naipamalas ang kamalyan, pag-unawa sa sarili bilang Pilipino at kasapi
1 ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit
ang konspeto ng papapatuloy at pagbabago, interaksyo, distansya tungo
sa pagkakakilanlan bilang indibidual at kasapi ng komunidad.

In order 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 Myself
 The Story of Myself
 Valuing Oneself
 Knowing the Member of My Family
 The Story of My Life
 Responsibilities in My Family
 Valuing My Family
 Knowing My School
 Valuig My School
 Me and My Home
 Me and School
 Valuing the Environment

Baitang Pamantayan sa Pakatuto

Naipamalas ang kamalyan, pag-unawa at pagpapahalaga sa
2 kasalukuyan at nakaraan kinabibilangan komunidad, gamit ang konspeto
ng pagpapatuloy at pagbabago, kapangyarihan, pamumuno at

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pananagutan, pangangailangan at kagustuhan, pagkakilanlan, mga

simpleng konseptong heograpikal tulad ng lokasyon at pinagkukunang-
yaman at ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga
labi ng mga kasaysayan.

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 anmd 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 Pakatuto

Naipamalas ang kamalyan, pag-unawa at pagpapaunlad ng komunidad
3 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
malalim na kosnepto 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
ofg 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 grade level standard is seen in the learning content that includes:

 The Location of My Province

 Geographical Basis and Instruments

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 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 Economics of the Provinces in MY Region

Baitang Pamantayan sa Pakatuto

Naipamalas ang mga kakayahan bilang batang produktibo, mapanagutan
4-6 at makabansang mamayang Pilipino gamit ang kasanayan sa
pagsasaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong
pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng
pinagkukunang-yaman at pakikipagtalastasan at pag-unawa sa mga
batayang konspeto 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
resource, 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 Pakatuto

Naipagmalaki ang pagka-Pilipino at ang bansang Pilipinas na may
4 pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa
paggamit ng mga kasanayan sa heograpiya, pag-unawa sa kultura ata
kbauhyan, pagkikilahok at pagpapahalaga sa mga mithiin ng bansang
Pilipinas.

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As you can see, the Grade 4 standard envisions learners to develop national pride in
being a Filipino who values culutral 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 Industires
 Philippine Cultural Indetities
 The Philippine National Government
 The Government and Its Social Services
 Rights and Responsibilities of Filipino Citizens

Baitang Pamantayan sa Pakatuto

Naipamalas ang pag unawa at pagpapahalaga sa pagkakabuo ng
5 kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa mga
malalaking pagbabagong pang –ekonomiya at ang implikasyon nito sa
simula ng ika-labing siyam na siglo, gamit ang batayang konspeto katulad
ng kahalaganag pangkasaysayan (historical significance), pagpapatuloy
at pagbabago, ugnayang sanhi at epekto tungo sa paglinang ng isang
batang mamamayang mapanuri, mapagmuni, responsible, produktibo,
makakalikasan, makatao at makabansa at may pagpapahalaga sa mga
usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng
maunlad na kiabukasan para sa bansa.

Moreover, Grade 5 Araling Panlipunan requires learners to manifiest

understanding and appreciation of the information of the Philippine archepelago,
including the development of Philippine civilization until the 19 th 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

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 The Development of Filipino Nationalism

Baitang Pamantayan sa Pakatuto

Naipamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan
6 ng Pilipinas mula sa ika-20 siglo hanggang sa kasalukuyan, tungo sa
pagbuo ng tiyak na pagkakakilanlan bilang Pilipino at mamayan ng
Pilipinas. Naipamamalas ang malalim na pag-unawa sa kasaysayan ng
Pilipinas base sa pagsusuri ng sipi ng mga piling primaryang
sangguniang naksaulat, psalita, awdyo-biswal at akumbinasyon ng mga
ito, mula sa iba-ibang panahon, tungo sa pagbuo ng makabansang
kaisipan na siyang magsisilbing basehan ng mas malawak na pananaw
sa mundo.

Finally, Araling Panlipuna Grade 6 intends that Filipino learners demonstrate

understanding an appreciation of the nation’s history from the 20th century until the
contemporary period toward the development of Filipino indetity 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
 Amrican Colonization
 American Policies and Their Impact
 The Commonwealth Period
 The Japanese Occupation
 The Philippine Independence
 The Philippine After World War II
 The Third Republic
 The Declaration of Martial Law
 EDSA People Power
 The Fifth Republic

This curriculu, content of elementary social studies expects learners to develop

the desired learning attributes of a civic competent and nationalist citizens of the
country.

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Lecture note in Teaching Social Studies in Elementary Grade (SSC1)