Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: [email protected]

Comparative
Economic Planning
& Strategies
Module in SS 13
BSED Social Studies 3
A.Y. 2020 – 2021

Name:
Course, Year & Section:

Address (City/Municipality):

Instructor:

Contact Information:

Contact Number:

E-Mail Address:

FB Messenger:

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
 Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: [email protected]

COURSE GUIDE IN COMPARATIVE ECONOMIC PLANNING (SS 13)

I.COURSE TITLE: Comparative Economic Planning

COURSE CODE: SS 13
NO. OF UNITS: 3 Units

II. COURSE OVERVIEW

A. Course Description
The course explores the contemporary field of comparative economic planning that has evolved
from the traditional to modern economics, encompassing transition from a purely quantitative to mixed
and behavioral economics.

B. Program Outcomes
At the end of the course, students of Bachelor of Secondary Education in Social Studies will be
able to:

a. Utilize appropriate various sociocultural and historical materials in explaining current issues.
b. Organize communities towards self-reliance and self-sufficiency.
c. Demonstrate leadership skills that will help in teaching or training students who will empower
their communities.
d. Integrate local and global perspectives in teaching the principle of the common good.
e. Employ principles of sustainable development in teaching and learning.
f. Show scholarship in research and further learning.
g. Display the qualities of an innovative teacher who has mastery of the subject matter.

C. MODULE TOPICS
To ensure that you will demonstrate the cited program outcomes at the end of the semester, this
second term module is divided into the following:

MODULE 1: Definition of Important Terminologies and Presentation of Major Key Concepts in

Comparative Economic Planning

This module aims to unlock important terminologies relevant to Comparative Economic Planning,
Comparative Economic Systems and Types of Economic Plan. This module also presents preliminary
presentation of major key concepts that will help students in gaining deeper understanding in order to have
a full grasp of the essence of the subject. Knowledge learned can give them macro-overview of the overall
course content and its significance and practical application to daily living.

MODULE 2: History and Evolution of the different Economic Systems, Economic Functions,
Limitations, Interventions and Solutions

This module allows students to discuss the history and evolution of the different Economic Systems,
Economic Functions, Limitations, Interventions and Solutions of Traditional, Command, Market and Mixed
Economies.

MODULE 3: Economic Laws Passed In Philippine History and its Effect to Modern Philippine Society

This module presents the various (and selected) laws passed in Philippine History from the different
timeline, starting from the American Period up to the Contemporary times.

III. COURSE STUDY GUIDE

This module is designed for you learners of the 21st century, who are now experiencing the great shift of
learning modalities. This period of NEW NORMAL is a bigger challenge in the field of education. We do away
from the traditional approach of face-to-face learning since it is highly prohibited, thus, the success of this
module depends on your utmost cooperation and your industriousness to take it seriously. Take note, this is
not a spoon-feeding module if you expect it to be, this is entirely a student-centered approach where you
will be the one to hands-on and discover to learn. At the end of this, you will surely be equipped not only of
the content but more so of the skills of a responsible student.
To further lead you to this, below is a list of “House Rules” for you to follow. Be able to read it and
internalize each of this. It’s high time that you need to be independent. Focus and enjoy while you learn.
1. Schedule and manage your time to read and understand every part of the module. Read it over and
over until you understand the point.
2. Study how you can manage to do the activities of this module in consideration of your other modules
from other courses. Be very conscious with the study schedule. Post it on a noticeable place so that
you can always see. Do not ask about questions that are already answered in the guide.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage
all possible resources. You may ask other family members to help you. If this will not work again,
inform me first so that I can give you back for assistance.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do your work
on time. It will be you.
5. Before you start doing your task, read and understand the assessment tools provided. Do not settle
with the low standards; target the highest standards in doing your assigned tasks. I know you can.
6. If needed, do not hesitate to keep in touch with to any available means. Remember, if there is a will
there is a way.
7. In answering all the assessment and evaluation activities, write legibly. It will help if you will not write
your answer in the module if you are not yet sure of your answers. You must remember that all
activities in the module are academic activities which mean that the relevant academic conventions
apply. Think before you write.
a. Your answers should be composed of complete and grammatically correct sentences. Do
not use abbreviation and ACRONYMs unless these are introduced in the readings, and do
not write in text-speak.
b. In the self-process discussions, write appropriate and well-though arguments and
judgments. Avoid merely approving or disapproving with what is express in the material.
You need to support your inputs in the discussion from reliable information or from empirical
observation. Do not write informed opinions.
c. Do not write lengthy answers. Stick to the point. Be clear with your main point and express
it as concisely and possible. Do not let your discussion go astray. Make use of the spaces
in the module as your guide.
d. Quote your sources, if there are, in answering all the activities.
8. You are the learner; hence, you do the module on your own. Your family members and friends at
home will support you but the activities must be done by you.
9. Submission of the answers to your modules could be done electronically. You can directly send your
answer per module using my e-mail address given or in the Official Group Chat intended for
submission of outputs. You don’t need to personally go to the school to submit this. You are given two
weeks to accomplish each module and send your answer.
10. Lastly, in this time of pandemic, everything is at its new normal, thus learning is a self-challenge.
Motivate yourself as college students you need to act independently. In every task assigned to you
 always make documentation as a proof or to show evidence of your action. It will be part of your
Modular Learning Progress Report to be submitted at the end of the semester.

Evaluation. To pass this course, you must:

o Read and understand the given module and answer the pre-assessment and self-assessment
activities.
o Answer the print-based discussion activities.
o Submit all the required outputs of each module.
o Complete the Final Examination, assessment and evaluation.

Technological Tools:

In accomplishing the activities, you will need the following:

o MS Word, MS PowerPoint
o Internet Connection
o Scanner (for those who prefer to submit their module via online) – if applicable, you may install
a scanner app on your phone (Android or iOS), and submit your output.
o Personal G-mail account
- Google Classroom
- Google Meet for online meetings

Contact Information of the Instructor:

Angelica Marie A. Dote

Contact Number: 09163191205 (Globe); 09075325428 (TNT)
E-mail Address: [email protected]
FB Messenger: Dote Angelica

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
 Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: [email protected]

MODULES IN COMPARATIVE ECONOMIC PLANNING (SS 13)

3rd YEAR BSED SOCIAL STUDIES

MODULE 1: DEFINITION OF IMPORTANT TERMINOLOGIES AND PRESENTATION OF MAJOR KEY

CONCEPTS IN COMPARATIVE ECONOMIC PLANNING

INTRODUCTION: This module presents preliminary presentation of major key concepts that will help students
in gaining deeper understanding in order to have a full grasp of the essence of the subject. Knowledge learned
can give them macro-overview of the overall course content and its significance and practical application to
daily living.

INTENDED LEARNING OUTCOMES. At the end of the module, the student must have:

A. Created his/her personal meaning of Economy through Acrostics.

B. Compared and contrasted the three major economic systems using a Venn-Diagram.
C. Discussed the brief history and effects of each trade bloc to the global economy using a matrix.
D. Compared the selected superpower countries’ economic system to the Philippines’s using a
template.
E. Created a collage depicting the importance of Comparative Economic Planning to the fields of
Social Studies.

ACTIVITY 1: Acrostics. Fill out words/phrases/ a sentence that could be associated with History. (2 points
each letter x 7 = 14 points)
E – _______________________________________________________________________________
C – _______________________________________________________________________________
O – _______________________________________________________________________________
N – _______________________________________________________________________________
O – _______________________________________________________________________________
M – ______________________________________________________________________________
Y – _______________________________________________________________________________

ANALYSIS:

A. Compare and Contrast the following major economic system using a Venn-diagram on the next page:
 Capitalism

Socialism

Communism

CAPITALISM

SOCIALISM COMMUNISM

B. Discuss the brief history and effects of the following Trade Blocs in Global Economy:

TRADE HISTORY EFFECTS IN GLOBAL ECONOMY

BLOCS

European
Union (EU)

ASEAN
 Greater
Arab Free
Trade Area
(GAFTA)

ABSTRACTION:

o There are three (3) major economic systems namely: Capitalism, Socialism, and Communism.
o There are three (3) major Trade Blocs in the world namely: EU, ASEAN, and GAFTA.
o Superpower countries such as United States, Russia, Germany, China, Australia, United
Kingdom uses different economic systems.

APPLICATION:

Choose one (1) of six (6) superpower countries in the world and their economic system used. Compare
this to the current Philippine Economic System.

SELECTED SUPERPOWER COUNTRIES PHILIPPINES

ASSESSMENT: Make a collage depicting the importance of Comparative Economic Planning to the
following fields of Social Studies (choose two only). Be guided with the rubrics (to be sent via FB Group
and FB Group Chat).

1. Education
2. Sociology
3. Psychology
4. Anthropology
5. Other fields of Social Studies (specify, if possible)

Republic of the Philippines

 COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: [email protected]

MODULES IN COMPARATIVE ECONOMIC PLANNING (SS 13)

3rd YEAR BSED SOCIAL STUDIES

MODULE 2: HISTORY AND EVOLUTION OF THE DIFFERENT ECONOMIC SYSTEMS, ECONOMIC

FUNCTIONS, LIMITATIONS, INTERVENTIONS AND SOLUTIONS

INTRODUCTION: This module allows students to discuss the history and evolution of the different Economic
Systems, Economic Functions, Limitations, Interventions and Solutions of Traditional, Command, Market and
Mixed Economies.

INTENDED LEARNING OUTCOMES

At the end of the module, the student must have:
A. Created their personal meaning of Economic Planning through Word Association.
B. Discussed the history and evolution of the different Economic Systems, Economic Functions,
Limitations, Interventions and Solutions of Traditional, Command, Market and Mixed
Economies using a matrix.
C. Discussed the importance of an economic plan in in the society and in his/her daily living.
D. Created a self-made business plan through infographics.

ACTIVITY: Word Association. Fill in words/phrases/a sentence that can be associated with Economic
Planning. (2 points each x 5 = 10 points)

Economic
Planning

ANALYSIS:

Discuss briefly and concisely the history and evolution of the different Economic Systems and its
functions, Limitations/Disadvantages, Interventions and Solutions by completing the matrix below:

ECONOMIC History and Evolution of the Functions and Interventions and

SYSTEM Economic System Limitations/Disadvantages Solutions

Traditional
Economy

Further reading:
https://www.thebal
ance.com/tradition
al-economy-
definition-
examples-pros-
cons-
3305587#disadvan
tages

ECONOMIC History and Evolution of the Functions and Interventions and

SYSTEM Economic System Limitations/Disadvantages Solutions

Command
Economy

Further reading:
https://www.thebal
ance.com/comman
d-economy-
characteristics-
pros-cons-and-
examples-3305585

MARKET
ECONOMY

Further Reading:
https://www.thebal
ance.com/market-
economy-
characteristics-
examples-pros-
cons-3305586

MIXED
ECONOMY

Further reading:
https://www.thebal
ance.com/mixed-
economy-
definition-pros-
cons-examples-
3305594

ABSTRACTION:

In a traditional economy, goods and services are based and produced by traditions and customs.
These types of economies tend to consume most of what they produce (production mainly be hand) and sell or
trade the rest. This type of economy will often evolve into another type of economy once the nation or country
has developed.

In a command economy, the resources are owned and controlled by the government. The government
decides what and how goods are produced, distributed and shared. Personal economic freedom is limited
much like communism.
 In a market economy, the resources are owned and controlled by the people of the economy. The
individuals, producers, and consumers answer three basic questions: what will be produced, how will it be
produced, and how will the output society produces be distributed?

A mixed economy combines elements of command and market economies. There are various degrees
where government involvement exists. Typically, traditional economies will develop into this type of economy.

APPLICATION:

There are different types of Economic Plan. Choose one (1) listed below and discuss the importance of
this plan in your daily living and in society in general.
a. Perspective Plans
b. Five-Year Plans
c. Annual Plans

Selected Economic Plan My Response

ASSESSMENT:

Instruction: In starting a business, you must have a

Infographics Rubrics
plan. To integrate the lessons in this module, create Indicators 5 4 3 2 1
your own simplified business plan in a form of Relevance of the Graphics
infographic. Be guided with the sample format given Accuracy of Content
(to be forwarded in our FB Group/ FB Messenger Attractiveness
Chat). Send only the image/photo of your output via Total Score: 15 points
FB Group, and indicate your name and section.

Republic of the Philippines

 COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: (034) 4611-363 | Fax: (034) 4610-546 | E-mail: [email protected]

MODULES IN COMPARATIVE ECONOMIC PLANNING (SS 13)

3rd YEAR BSED SOCIAL STUDIES

MODULE 3: ECONOMIC LAWS PASSED IN PHILIPPINE HISTORY AND ITS EFFECT TO MODERN
PHILIPPINE SOCIETY

INTRODUCTION: This module presents the various (and selected) laws passed in Philippine History from the
different timeline, starting from the American Period up to the Contemporary times.

INTENDED LEARNING OUTCOMES

At the end of the module, the student must have:
A. Written the meaning of each key term of the lesson using a crossword puzzle and a template/table.
B. Discussed the objectives and salient features of each economic law and its effect/s to the lives of
Filipino people by completing the matrix.
C. Discussed how the economic law affected him/her, to his/her family, local and national community in
general through a short-answer essay.

I. ACTIVITY 1: Crossword Puzzle

In Table 3.1, find and encircle the words listed in first column of Table 3.2. Then, write the meaning
of each word in the second column of Table 3.2.

Table 3.1 Table 3.2

z T A X P B F Y S KEY
TERMS MEANING
B A S J T G H S L
Economy
Z R D B F R E M O

Tariff
Q I J V T R A C T

W F H S G O R U S Act

A F U N L B I L L
Congress
N I O L Y T N C D

Tax
E C O N O M Y K M

II. ANALYSIS:
Watch the YouTube videos below relating to the selected economic laws passed in Philippine
history:

1. Payne – Aldrich Act https://www.youtube.com/watch?v=CjhkXKMNkMo

2. TRAIN Law - https://www.youtube.com/watch?v=3JfVX6DMuls
https://www.youtube.com/watch?v=kz9biFMn9JQ

After watching these YouTube videos, discuss the objectives and salient features of each economic
law and its effect/s to the lives of Filipino people by completing the matrix on the next page:
 Selected OBJECTIVES & SALIENT FEATURES EFFECT to the lives of Filipino
Economic Laws people experiencing this law/act
1. Payne – Aldrich
Act

Further readings:
https://www.britanni
ca.com/topic/Payne-
Aldrich-Tariff-Act

https://www.globals
ecurity.org/military/
world/philippines/his
tory-usa-03.htm

2. TRAIN Law

Source:
https://www.lawphil.net/statute
s/repacts/ra2017/ra_10963_2
017.html

Further reading:
https://www.dof.gov.ph/ra-
10963-train-law-and-veto-
message-of-the-president/

ABSTRACTION:

In August 1909, Congress passed the Payne Aldrich Tariff Act, which provided for free entry to the
United States of all Philippine products except rice, sugar, and tobacco. Rice imports were subjected to regular
tariffs, and quotas were established for sugar and tobacco.

There were also different economic laws passed that continually affect the lives of every Filipino,
namely: Laurel-Langley Agreement, Underwood-Simmons Act, Payne-Aldrich Act, Emergency Employment
Act of 1962, R.A. No. 10667 (Philippine Competition Act) R.A. No. 11293 (Philippine Innovation Act), R.A. No.
11203 (Bulk of the Rice Competitiveness Enhancement Fund (RCEF), and the Republic Act No. 10173 (Data
Privacy Act of 2012).

APPLICATION: Short Answer Essay

Choose one (1) from among the economic laws passed. You may also select one law enumerated in
the Abstraction above. Discuss how this law has affected you, your family, local community and national
economy in general.
RUBRICS: 5 4 3 2 1

Worth of Ideas/ ideas

explained in 5-8 sentences
ASSESSMENT: Make a reflection by filling out the matrix
Grammar, Usage and
presented below. As a Comparative Economic Planning
Mechanics
student, the lessons that I have learned in this module are
TOTAL: 10 Points
as follows:

I Learned … I Unlearned … Relearned …

RUBRICS 5 4 3 2 1
Worth of Ideas/relevance and
cited at least 2 points from the
lesson module
Grammar, Usage and Mechanics
TOTAL: 10 Points