Republic of the Philippines

BACOLOD CITY COLLEGE

Taculing Road, Bacolod City, 6100, Email:[email protected]
Taculing Campus, (034)707-7469, Sum-ag Campus,(034) 704-5843,
Fortune Towne Campus,(034) 704-5844
Tel #: (034) 707-7469

TEACHER EDUCATION DEPARTMENT

First Semester/A.Y. 2020-2021

COURSE SYLLABUS
(First Module)
Week 1

I. Course Code: SS101 Instructor: Melito A. Samodio Jr, LPT, MEd RLL
Course Title: Teaching Social Studies in Elementary Grades (Philippine History and Government) Class: BEED 2-B
Course Description: The course emphasizes the contents of Philippine History and Government that
are necessary in teaching at the elementary level. Further, appropriate teaching strategies and
assessment methods shall be included to prepare students to become elementary grade teachers.

II. Overview:
This learning material was designed and developed to assist pre-service teachers and students taking up Bachelor in Elementary Education and help them achieve the specified standards
set by Commission on Higher Education for them to become competent elementary social studies teachers. This material aims to help students achieve all the competencies and standards at
their own pace and time.
Most of the content were just borrowed from different books, materials and websites. They were adapted and compiled for educational purposes and the author of this module doesn’t
claim ownership over them.

III. Topic: Social Studies in the Field of Education

General Objective: This module will provide information on the nature, evolution and goals of Social Studies as an essential program/learning area in the curriculum. Likewise, it
explores Social Studies in the context of the K to 12 Philippine Basic Education focusing on history in the elementary curriculum. Constructivist Theory will also be discussed in this
module. At the end of this module the students will be able to:
1. Analyze the curricular structure of social studies in basic education.
2. Evaluate the importance of social studies and its purpose in primary educational environments.
3. Use facts, concepts, generalization and thinking processes effectively in unfolding of lessons in social studies.
4. Promote the importance of proper civic responsibility.
IV. Discussion:
A. Social Studies: Meanings, Concepts, and Purpose
-- Republic Act 10533 otherwise known as Enhance Basic Education Act of 2013 aims to develop learners with 21 st century skills. Graduates of K to 12 program will have necessary
physical, cognitive, socio-emotional, and moral preparation so they can determine their own purposes of learning in consideration of present and emerging needs.
 -- Araling Panlipunan (Social Studies) is an essential learning component of K to 12 curriculum.
--Social Studies is an integrative learning program intended to develop civic competence among students.
-- Civic competence is defined as the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the local and
wider community.
-- The National Council for Social Studies (NCSS) defines social studies as:
1. The integrated study of the social sciences and humanities to promote civic competence.
2. It provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science,
psychology, religion, sociology, humanities, mathematics and natural sciences.
-- Araling Panlipunan (Social Studies) as one of learning areas in K to 12 Basic Education Curriculum intends to develop among learners critical understanding on historical,
geographical, socio-political, and economic issues of the Philippines.

Conceptualizing Social Studies: A Brief History of Social Studies in School Curricula

-- David Warren Saxe (1992) in his study Framing a Theory for Social Studies Foundations, he explained how social studies as a subject evolved. He argued that many social studies
educators have little knowledge on the identity of social studies. He suggested that the reasons behind the absence of historical information on social studies might be rooted in the
dearth of resources.
-- Krug (1964) presents a fair accounting of the role of the 1916 Committee on Social Studies of the National Education Association as the first major organization to advocate social
studies.
Myths on the Origin of Social Studies
-- Saxe identify the three myths surrounding the emergence of social studies. These include Continous Existence Theory, Big Bang Theory of 1916 and History Foundation Theory
1. Continous Spontaneous Existence(CSE) Theory
Social studies exist without any antecedents. It holds the idea that social studies’ past is not relevant.The subject arose simultaneously with other learning program or areas.
Social studies teacher is charged to activate social studies in his or her own image without historical antecedents to ponder.
2. Big Bang Theory
National Education Association (1916) suggest that social studies suddenly started in the year 1916
3. History Foundation Theory
The history foundation theory is an extension or deeper interpretation of the Big Bang theory. It believed that social studies started before 1916 since history education started
before 1916 and it is believed that history is the promulgator of social studies.

Demystifying the Myths: Origin of Social Studies Explained

-- Saxe introduced the term social education as means to activate social welfare in public schools.
-- It was in 20th century marks the symbolic beginning for social studies in curriculum.
-- Edmund James, president of the American Academy of Political and Social Sciences was the first to use social studies as an element of school curricula in 1897. He defined social
studies as a sociologically-based citizenship education.
-- Clarence Kingsley (1913) launched his Commission on the Reorganization of Secondary School Subjects and presented his idea to NEA in 1910. The first 6 major area of study
includes.
1. English 2. Social Science 3. Natural Science 4. Physical Training 5. Mathematics 6. Foreign Language
-- The committee shifted the term from social science to social studies. The social studies that we have at present can be summarized into three things;
1. Meaningful integration of history, geography, civics, and various social sciences used to promote learning/practice of civic competence.
2. Program that emphasized direct/active student participation
3. Presentation of two interdisciplinary courses “Community Civics” and “Problems of American Democracy
-- In the Philippines, there is still a continuous marginalization of the subject. Some of the reasons were;
 1. Fewer students taking up social studies as their specialization.
2. There is scarcity in teacher-training development in social studies.
3. Teachers in elementary handling social studies (Araling Panlipunan) are non-major of the said subject.
B. Social Studies as Integrated Curriculum
Integrated VS Interdisciplinary Curriculum

-- Shoemaker (1989) defined integrated curriculum as education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the
curriculum into meaningful associations. Allows learners to establish connections between and among learning areas.
-- Beanne posited that there are four core tenets to an integrated curriculum. These include integrated experiences, social integration, integration of knowledge, integration as a
curricular model.
-- In integrated curriculum, two separate subjects are taught in parallel rather than differentiating the subjects.
-- Interdisciplinary curriculum is a curricular model that uses multiple learning areas in examining a given theme, problem, issue or topic.
--Lintner (2013) argued that in interdisciplinary curriculum the theme is more teacher-determined. It is purposely subject-centered and structured on a single objective.

*Activities Math
Objective & Questioning
*Activities

*Activities
Objective & Questioning
Theme
*Activities Social Studies Art
Theme
Objective & Questioning
*Activities
*Activities

Science
Integrated Curriculum Model
Interdisciplinary Curriculum Model

Social Studies as an Integrated Curriculum

Araling Panlipunan (Social Studies) in the Philippines uses expanding environment model. It uses integrative opportunities for both teachers and learners. It integrates seven
themes of Araling Panlipunan:
a. People, environment and society
b. Time, continuity and change
c. Culture, identity and nationhood
d. Rights, responsibilities, and citizenship
e. Power, authority, and governance
f. Production, distribution and consumption
g. Regional and global connections

C. Elementary Social Studies Curriculum

 -- K to 12 Araling Panlipunan (Social Studies) intends to develop critical, reflective, responsible, productive, nature-loving, nationalist, and humane citizens rooted in his/her
identity as a Filipino yet manifests the values and skills of a global citizen.
--Basic ideas and concepts relative to the development of civic competence, cultural, identity, nationalism, and citizenship are introduced and explained in the Elementary Social
Studies curriculum.
-- The elementary social studies curriculum in the Philippine Basic Education is divided into two key stages, namely the Key Stage 1 (Kindergarten - Grade 3) and Key Stage 2
(Grade 4 - Grade 6).
-- The medium used in teaching Araling Panlipunan (Social Studies) in elementary is Filipino.
-- Key Satge 1 focuses on demonstrating basic skills in understanding the value of oneself, family, school and community in the context of his/her physical and socio-cultural
environment.
-- Key Stage 2 highlights learners’ productivity in being a member of Philippine society. The standard in this key stage area is unpacked in each grade level.
-- Grade 4 standard envisions learners to develop national pride in being a Filipino who values cultural diversities and national goals.
-- Grade 5 Araling Panlipunan requires learners to manifest understanding and appreciation of the formation of the Philippine archipelago, including the development of
Philippine civilization until the 19th century.
-- Araling Panlipunan Grade 6 intends that Filipino learners’ demonstrate understanding and appreciation of the nation’s history from the 20 th century until the contemporary period
toward the development of Filipino identity and nationhood.
-- Each grade level standard/competencies competencies can be found using the K to 12 Curriculum Guide for Araling Panlipunan.

D. Constructivist Theory in Teaching Social Studies

-- Constructivism is a theory of learning that has roots in both philosophy and psychology. The essential core of constructivism is that learners actively construct their own
knowledge and meaning from their experiences (Fosnot, 1996)
-- Basic tenets of Constructivism
1. Knowledge is not passively accumulated, but rather, is the result of active cognizing by the individual.
2. Cognition is an adaptive process that functions to make an individual’s behavior more viable given a particular environment.
3. Cognition organizes and make sense of one’s experience, and is not a process to render an accurate representation of reality.
4. Knowing has roots in both biological/neurological construction, and social, cultural, and language-based instructions.
Types of Constructivism
1. Cognitive Constructivism
This is typically associated with information processing and relies heavily on the component processes of cognition. Adaptive process is essential in this kind of
knowledge creation. Cognitive constructivist believes that knowledge is the result of accurate internalization, construction and reconstruction of external reality.
2. Radical Constructivism
Believes that the acquisition of knowledge is an adaptive process that could be attributed from the active cognition of an individual translating an experimentally based
mind. Staver (1995) precisely articulate that “knowledge is knowledge of the knower, not knowledge of the external world.” Knowledge is constructed from experience.
3. Social Constructivism
Is a combination of cognitive and radical constructivism. It upholds the social nature of knowledge and that knowledge is the result of social interaction and language
usage, and thus is shared, rather than an individual experience (Prawatt & Floden, 1994).
Constructivist Pedagogy
There were eight factors that are essential in constructivist pedagogy but there are not solely constructivist in nature.
1. Authentic and real-world environments are necessary for learning to take place.
2. Social negotiation and mediation should be taken into account in any form of learning.
3. Content and skills are made significant to the learners.
4. Learner’s prior knowledge is fundamental in the acquisition of content and skills.
 5. Formative assessment should be done to inform future learning experiences.
6. Constructivism encourages learners to become self-regulated, self-mediated, and self-aware.
7. Teachers should act as guides and facilitators of learning.
8. Teachers must employ multiple perspectives and representations of content.

V. Assessment/Self-check Test
Direction: Read each sentences carefully and choose the letter of the correct answer.

1. This school of thought explains that there is an internal nature of knowledge. It also recognizes the existence of an external reality that is unknowable to the individual.
a. Social Constructivism b. Radical Constructivism c. Cognitive Constructivism d. Cultural Constructivism
2. The construction of knowledge is considered primarily a technical process of creating mental structures. Which school of thought articulate this idea?
a. Social Constructivism b. Radical Constructivism c. Cognitive Constructivism d. Cultural Constructivism
3. Demonstrating awareness, understanding, and appreciation toward the community’s history using relevant concepts on continuity and change, power and authority, leadership and
responsibility, needs and wants, identity, geography, and primary historical resources like oral traditions, artifacts and relics was indicated in what grade level standard?
a. Grade 4 b. Grade 5 c. Grade 2 d. Grade 1
4. Which of the following content were included in Grade 4 Araling Panlipunan (Social Studies) curriculum?
a. Ancient Philippine Culture and Society b. Propaganda and Independence Movement c. The Philippine Geographical features d. The Culture of My Community
5. It intends to create meaningful learning experiences by allowing learners to establish connections between and among learning areas, thus making sense of the social phenomena being
examined.
a. Integrated Curriculum b. Interdisciplinary Curriculum c. K to 12 Basic Education Curriculum d. Combination of Integrated and Interdisciplinary Curriculum

Direction: Identify the Araling Panlipunan theme described in each sentences.

________ 6. This is vital as they fully and meaningfully engage in their respective community, country and even in the community of nations.
________ 7. This theme provides learning experiences that allow students understand economic concepts like opportunity cost, expenditure, inflation, financial literacy among others.
________ 8. Essential in the understanding of cultural and national identity is the evolution and development of a given society.
________ 9. This theme affords learners to appreciate how the country influences the rest of the world and how it was influenced in return in terms of the mobility of ideas, people and
products.
________ 10. Puts premium on how human interacts and understand the impact of human decisions to the environment and vice-versa, examine the dynamism of human mobility and realize
his/her roles and responsibilities.

VI.Enrichment Activities
Direction:Conduct an interview to 2 elementary social studies teachers regarding the challenges they are encountering in implementing the standards as prescribed in the curriculum.
Use the guide questions provided.
1. Are the standards (performance, content, and learning competencies) clearly articulated? If yes, cite evidences to prve your answer. If not, can you please elaborate your
response?
2. Are the prescribed standards achievable? Why or why not?
3. Can you suggest ways on how to improve the said standards?

VII. References
Andres, B., Esmeralda, E., & Padernal, R. (2020). A Course Module for Teaching Social Studies in Elementary Grades. Sampaloc, Manila. Rex Bookstore, Inc.
https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf
https://www.socialstudies.org/sites/default/files/publications/se/5907/590702.html