Lesson 1

What Is Social Studies?

Objectives
• Analyze the concept of social studies
•Distinguish the features of the Philippine social studies
• Trace the development of social studies
•Examine the challenges of the Philippine social studies

Introduction
Have you ever noticed the rapid changes around you? It might probably be
aggregate forms such as technological breakthroughs, institutional reformation
process modification or even in vital details of everyday experiences for instance an
abrupt decision made by one of your family members of living overseas or even by
you shifting college courses due to some circumstances. These things could indeed
be overwhelming. How do you then deal with these experiences?

As a future Social Studies educator, it is a must for you to thoroughly understand how
institutional changes affect the minute details of individual lives. This is vital as you
effectively educate learners the dynamism of social interactions, an essential
nomenclature in Social Studies curriculum,

Think

As societies around the world struggle to keep pace with the progress of technology
and globalization, increasing individualization and diversity, expanding economic and
cultural uniformity, degradation of ecosystem services, and greater vulnerability and
exposure to natural and technological hazards (UNESCO, 2017), education as a
mechanism of support should likewise evolve if it is to sustain its relevance.

The K to 12 Basic Education Program implemented in 2012 is a response to the

aforementioned global trends through the passage of Republic Act 10533 or the
Enhanced Basic Education Act of 2013, It expands and improves the delivery of
basic education by producing Filipino learners who are equipped with the necessary
skills and competence, and are at par with their international counterparts. The law
clearly stipulated this in Section II which states that.

...every graduate of basic education shall be an empowered individual who has

learned, through a program that is rooted on sound educational principles and
geared towards excellence, the foundations for learning throughout life, the
competence to engage in work and be productive, the ability to coexist in fruitful
harmony with local and global communities, the capability tou engage in autonomous,
creative, and critical thinking, and the capacity and willingness to transform others
and one's self. (Section II par.2)

In order to actualize this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally
competitive based on a pedagogically sound curriculum that is at par with
international standards;

(b) Broaden the goals of high school education for college preparation, vocational
and technical career opportunities as well as creative arts, sports and entrepreneurial
employment in a rapidly changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and
cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning, including
mother tongue as a learning resource. (Section II)

As gleaned from the K to 12 Basic Education Curriculum Framework below, every

learner who completes the K to12 basic education program will have been nurtured
and developed to become a Filipino with 21st century skills. This objective is founded
on the recognition of the nature, contexts, and needs of learners. The graduates of
the K to 12 Program will have the necessary physical, cognitive, socio-emotional, and
moral preparation so they can determine their own purposes for learning in
consideration of present and emerging needs of their immediate, local, national, and
global communities.

Vital in this educational reform is a clear articulation of curricular content relative to

the promise of developing Filipinos with the "ability to coexist in fruitful harmony with
local and global communities." Thus, Araling Panlipunan (Social Studies) as a
learning area/program is an essential component of the Philippine K to 12 Curriculum.

Social Studies: Meanings, Concepts, and Purpose

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. This involves critical and
creative reflection and constructive participation in community activities as well as
decision-making at all levels, from local to national and even in international arena. It
includes demonstrating a sense of responsibility, as well as showing understanding
of and respect for the shared values that are necessary to ensure community
cohesion, such as respect for democratic principles (European Parliament and of the
Council, 2006).

The National Council for Social Studies (NCSS) defines social studies as:

"the integrated study of the social sciences and humanities to promote civic
competence. It provides coordinated, systematic study drawing upon such disciplines
as anthropology, archaeology, economics, geography, history, law, philosophy,
political science, psychology, religion, and sociology, as well as appropriate content
from the humanities, mathematics, and natural sciences. The primary purpose of
social studies is to help young people make informed and reasoned decisions for the
public good as citizens of a culturally diverse, democratic society in an
interdependent world."

Though civic competence is not exclusive in this field, it is more central to social
studies than any other subject area in the schools. The NCSS has long advocated
civic competence as the primary goal of social studies. It recognized the significance
of developing among learners the ideals and values of a democratic republic.

Literally, Social Studies is composed of two words, social and studies. According to
Arthur Dunn as articulated by David Saxe,

"the purpose of social studies was in the term's meaning as a verb-as in, good
citizenship-not in its meaning as a noun-as in, studying the content of particular
social science or history subjects. Meaning, social studies was conceived as
something one does-studying or examining social science topics which include civic
competence, history, governance, society, and culture, among other things.
As one of the learning areas in the Philippine K to 12 Basic Education Curriculum,
Araling Panlipunan (Social Studies) intends to develop among learners critical
understanding on historical, geographical, socio-political, and economic issues of the
Philippines, taking into account the international and global contexts, allowing them
to become productive citizens of the country and of the world. It likewise seeks to
engender among Filipino learners historical mindedness, critical thinking, civic
competence, cultural tolerance, and respect for diversity. This contributes to the
overarching intention of the K to 12 Program, which is to develop a holistic citizen
with 21st century skills.

Primarily, 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 Filipino yet manifests the values and skills of a global
citizen.

The said overarching goal is expected to be achieved by employing sound learning

theories, which include constructivism (which will be further discussed in the
subsequent lessons) collaborative learning, experiential, and contextual learning.
Alongside this is the use of relevant approach and strategies such as thematic-
chronological and conceptual approach, discovery approach, integrative,
interdisciplinary, and multidisciplinary approach.

The lessons and topics from Grade 1 to 12 are anchored in the seven themes that
include:

-People, Environment and Society

-Time Continuity, and Change
-Culture, Responsibility and Nationhood
-Rights, Responsibilities and Citizenship
-Power Authority and Governance
-Production, Distribution and Consumption
-Regional and Global Connections

Moreover, the disciplinal skills in social studies such as critical thinking, creativity,
sound decision-making, investigative and research skills, and historical thinking are
likewise developed using an expanding approach.

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

It is essential to examine as early as now how social studies as a subject evolved.

Subsequent paragraphs were heavily borrowed from the paper written by David
Warren Saxe titled Framing a Theory for Social Studies Foundations published in
1992. Though it's almost three decades old, it provides valuable insights on how
social studies as a learning area/subject emerged.

The author argued that many social studies educators, practitioners, and specialists
have little knowledge or background on the identity of social studies. Thus, they fell
short in the delivery of a comprehensive and relevant social studies curriculum. He
explicitly stated this when he said that,

"I argue that practitioners and theorists are prevented from articulating viable
perceptions of social studies' purpose, theory, and practice because they lack basic
understandings of the original historical underpinnings of social studies."
This "scarcity of theoretical foundations can be rooted in the myths (as used by Saxe)
on the origin of social studies which widely spread among educators and
practitioners. He clearly pointed this out when he said that,

"Where teachers, administrators, and even social studies theorists continued the
litany and rituals of the field, there was little understanding of its original purpose and
even less understanding of a continuing dialogue for examining collective aims
Simply put, social studies became entrenched in schools as a tradition of habit With
its original experimental nature detached from practice, it is little wonder that
educational leaders since the 1940s have either given up on social studies or-
perhaps more simply, in not understanding the purpose for social studies-decided to
try something else. A case in point is the much publicized America 2000 (U.S. Dept.
of Education, 1991), which has dropped social studies as a core curricular area in
favor of an undefined application of history and geography, as if social studies has
nothing to do with history and geography."

As Saxe suggested, one of the reasons behind the absence of historical information
on social studies might be rooted in the dearth of resources. Upon reviewing well-
regarded educational histories by Cremin (1961, 1988), Meyer (1957), Spring (1990),
Welter (1962), Karier (1986), Krug (1964), Tyack and Hansot (1982), Tanner and
Tanner (1990), Peterson (1985), Ravitch (1983), and Kliebard (1986), he argued that
only Krug and Kliebard treated seriously the beginnings of social studies. He
explained that,

"Krug (1964) presents a fair accounting of the role of the 1916 Committee on the
Social Studies of the National Education Association as the first major organization to
advocate social studies, but he presents little of the actions or thinking that
precipitated the Committee's work. Kliebard (1986) briefly mentions the 1916
Committee on the Social Studies.

Myths on the Origin of Social Studies

Based on the literature survey conducted by Saxe, he was able to identify three
myths surrounding the emergence of social studies. These include Continuous
Existence Theory, Big Bang Theory of 1916, and History Foundation Theory.

• Continuous Spontaneous Existence (CSE) Theory

According to this theory, social studies exists without any antecedents. It holds the
idea that social studies past is not relevant. Various writers and scholars did not
Include a comprehensive study on how social studies became part of the subjects
being taught in basic education. For many, the subject arose simultaneously with
other learning programs/areas.

As Saxe summarized,

"In brief, although these texts focus on the teaching of social studies, the 18 texts did
not offer any explanation as to why or how social studies came to be part of school
curricula (see Armstrong, 1980; Banks, 1990; Chapin & Messick, 1989, Dobkin,
Fisher, Ludwig, & Koblinger, 1985; Ellis, 1991; Evans & Brueckner, 1990; Fraenkel,
1985; Hennings, Hennings, & Banich, 1989; Jarolimek, 1990; Kaltsounis, 1987;
Michaelis, 1988; Michaelis & Rushdoony, 1987; Naylor & Diem, 1987; Savage &
Armstrong, 1992; Schuncke, 1988; Van Cleaf, 1991; Welton & Mallan, 1987, Zevin,
1992), For whatever reasons, the authors decided to ignore the notion of origins or
historical orientation altogether. To the presentist authors-using an inventive
ahistorical mentality-each preservice social studies teacher is charged to activate
social studies in his or her own Image without historical antecedents to bother with
ponder."

•Big Bang Theory of 1916

As the title suggests, this is centered on the idea that social studies suddenly
appeared in the year 1916, thanks to the Committee on the Social Studies under the
sponsorship of the National Education Association (NEA, Dunn, 1916). There are
literature that espoused this idea. One of the classic examples of this theory is found
in the International Journal of Social Education in a special issue titled "Social
Studies as a Discipline." As Saxe emphatically puts it,

"In this issue, one writer confidently asserts that social studies 'was born in 1916'
(Larrabee, 1991, p. 51). In true big bang form, this writer cites a secondary source as
proof positive of the 1916 assertion. When the secondary source (Atwood, 1982) is
checked, however, more errors are found. In a special issue of Journal of Thought,
ironically devoted to social studies foundations, Editor Virginia Atwood claims, 'With
Earle Rugg serving as midwife, social studies was 'born' in 1916' (1982, p. 8. Not
only did Atwood use the big bang date of 1916 but she also erroneously cited Earle
Rugg as the originator of the field. Earle Rugg was not connected to the 1916 social
studies report in any fashion. However, he and his brother Harold Rugg later did
agitate for and help organize the National Council for the Social Studies in 1921
('National Council')."

But if there's one research work that influenced educators and other scholars to take
this view, it's Lybarger's historiography of social studies in the Handbook of Research
on Social Studies Teaching and Learning that could be considered as the main
culprit it is here that tybarger highlights 1916 as a birth date of social stud As Saxe
puts it,

"More than any other contemporary researcher, ironically, it is Lybarger that has
added depth to the pre-1916 history of social studies. For instance, Lybarger's 1981
dissertation has been a landmark for historical research in social studies foundations
Arguably, most, if not all, of the springboards for investigating the early years of so
studies can be found within this dissertation. Despite this early promise, for whatever
reason, the origins of social studies were badly muddled in the Handbook chapter
(Shaver, 1991).

•History Foundation Theory

The history foundation theory is an extension or deeper interpretation of the big bang
theory. Here, conventional wisdom holds that, since history education existed before
1916, obviously history was the seedbed or promulgator of social studies There are
many scholars who believed in this idea like Oliver Keels (1988), Alberta Dougan
(1988), Hazel Hertzberg (1981, 1989), Rolla Tryon (1935), Edgar Bruce Wesley
(1937), N. Ray Hiner (1972, 1973), James Barth (Barret al., 1977), and Samuel
Shermis (Barr et al., 1977).

Among these intellectuals, it was Keels who "captures the essence of the history
foundation origin of social studies by connecting the domination of historians and
history curricula pre-1916 to the production of the 1916 social studies report.
Hertzberg (1981), too, reaches a similar conclusion by highlighting connections
between the 1916 social studies report and earlier reports issued between 1893 and
1911 by various history organizations."
Demystifying the Myths: Origin of Social Studies Explained

The myths as enumerated in previous pages are considered as such, for these could
not provide data and relevant facts that would substantiate its claim. This brings us to
the question, "What really is the origin of social studies?"

Even before the deliberation of the 1916 Social Studies Committee, the term social
studies was widely used in research literature, and its meaning was common to many.
In fact, data revealed that as early as 1883, the term social studies was already in
circulation among social welfare advocates. Sarah Bolton (1883), Heber Newton
(1886), and Lady Wilde (1893) already used social studies in their book titles. The
said books were related to the social welfare movement that underscored the use of
social science data. It was Carroll D. Wright, the first US Commissioner of Labor and
a member of Allied Social Sciences Association (a member of American Social
Science Association (ASSA), who emphasized the link between Social Science
instruction and good citizenship.

Saxe further explained that, "As social science moved from an area of study to
discrete fields of research in the 1880s, the term social education was introduced as
the means to activate social welfare in public schools. In this context, social
education was used as a generic term for socially centered school curricula."

At the turn of the 20th century, social education was redefined and narrowed to

identify a special area of school curricula to be devoted expressly to social science

and

citizenship concerns. This important shift-from the generic and all-encompassing

term of social education for all school curricula to a specific course of social
education among other educational programs-marks a symbolic beginning for social
studies in schools. 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 it as a general term for sociologically-based citizenship
education. He then

suggested to pull together the social science for use in the lower schools under the

umbrella of "social study."

The social studies conceptualization as argued by Saxe,

"was rooted in the efforts of the American Social Science Association (ASSA) as a
means to further the cause of social improvement (social welfare). The ASSA
explicitly chose to apply a collective social science as the basis of social welfare
activities, not the discrete subject matters of sociology, anthropology, political science,
psychology, history, or geography. To the social welfare activists, social science was
conceived of as a general area of inquiry drawn from these discrete subjects to help
solve societal problems. This general or holistic approach to treating social issues
and problems surfaced in educational circles, first under the rubric social education
and then, finally, as social studies. What is critical to identify here is that no single
methodology or field of study was to dominate and that every social science
(including history and geography) could be used to facilitate social improvement
through citizenship education."
Though there were calls at that time to make this generalist approach be replaced by
specialist approach, public school leaders opted to continue with the notion of a
general field approach toward citizenship education. At the height of this, Clarence D.
Kingsley (1913) launched his Commission on the Reorganization of Secondary.
School Subjects. He presented his idea of education reform in a modern social ligh to
the National Education Association in 1910 and was eventually formalized as the
Committee on the Articulation of High School and College (NEA, 1911, 1912). In the
fir report of this organization, Kingsley suggested six major areas of study that
includes

• English
• Social Science
• Natural Science
• Physical Training
• Mathematics
•Foreign Language

The Committee title shifted from social science to social studies and thus became
Committee on Social Studies. This committee advocated a program of active
participation that included two major interdisciplinary courses (Community Civics and
Problems of American Democracy). It rejected the traditional history programas
grossly unsuitable and inappropriate for American students at that period.

The social studies that we have at present is a product of an evolution.

The dynamic transformation of its meaning could be summarized into three things
These include:
•a meaningful integration of history, geography, civics, and the various social
sciences used to promote the learning/practice of civic competence;
•a program that emphasized direct/active student participation; and
•a representation of two interdisciplinary courses, "Community Civics" and "Problems
of American Democracy."
Lesson 2

Social Studies as Integrated Curriculum

Objectives
•Define integrated curriculum
•Differentiate integrated from interdisciplinary curriculum
•Describe social studies as integrated curriculum
•Analyze the importance of an integrated curriculum

Introduction

Many learners considered Social Studies a boring and irrelevant subject. This
presumptions or assumptions is usually associated in history where memorization of
facts and dates is prevalent. The said dismal practice has always been criticized and
thus, needed an immediate response.

However, one need not forget that the answer in this challenge is mainly found in the
basic attributes of Social Studies. The integrative capacity of this program offers
various opportunities both to learners and teachers as they make sense on its
content and processes relative to other disciplines and their experiences.

Think

If there's one feature that would make social studies stand out among other learning
areas in the basic education curriculum, it is its integrative nature.

In his book, Integrative Opportunities in the Social Studies Classroom, Timothy

Lintner pointed out that educators and teachers have the tendency to misconstrue
the idea between interdisciplinary and integrated curriculum. This is due to the fact
that various literature offer conflicting Ideas. This was expounded when he said that,
"terms such as integrated, interdisciplinary, and multidisciplinary are often confusing,
resulting in teachers viewing them as interchangeable" (Adler & Flihan, 1997; Drake,
1998).

He continued it by borrowing ideas from Relan and Kimpston (1993) that "regardless
of semantics and purpose, any integrative curricular model, knowledge and skills are
intermingled across discipline fields. The type of intermingling and its purpose will
vary." But what really constitutes an integrated curriculum?

Integrated vs. Interdisciplinary Curriculum

Integrated curriculum, as defined by Shoemaker (1989), is education that is

organized in such a way that it cuts across subject-matter lines, bringing together
various aspects of the curriculum into meaningful association to focus upon broad
areas of study. 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.

This is what Beanne is trying to point out when he said that integrated curriculum is
concerned with enhancing the possibilities for personal and social integration through
the organization of curriculum around significant problems and issues, collaboratively
identified by educators and young people. He posited that there are four core tenets
to an integrated curriculum. These include:
•integrated experiences;
•social integration;
•integration of knowledge; and
•integration as a curricular model.

In integrated experiences, the learners take an active role in the educational process
by linking experiences with the information shared by the teachers. They reflect on
their "lived experiences" while connecting it to the curriculum content. Meanwhile,
social integration encourages learners to examine the content from "positions of
power (powerlessness) and action." It presents rich opportunities for learners to
become socially aware and engaged. On the other hand, integration of knowledge
happens when learners solve problems using eclectic approaches acquired from
various personal and classroom-based experiences. Finally, integration as a
curricular model is achieved where the curriculum mirrors the realities and issues
relevant to learners, when the process takes precedence over product, and when
there's a concerted emphasis on "project based learning with direct application to
addressing real-world issues."

An integrated curriculum may manifest in various forms like project-based unit

correlated units-wherein two separate subjects are taught in parallel-or a probler
based unit that serves to solve the problem rather than differentiating the subject
(Applebee, Adler & Flihan, 2007).

Interdisciplinary curriculum, on the other hand, is a curricular model that uses

multiple disciplines or learning areas in examining a given theme, problem, topic, or
issue. As Lintner clarified, "it is purposely subject-centered and usually structured
around a single objective (lesson plan) and developed and delivered by a single
teacher in his/her classroom" (Nesn & Lounsburry, 1999; Shriner, Schlee and Libler,
2010).

Both the integrated and interdisciplinary curriculum are similar in the use of theme.
However, as argued by Lintner (2013), "in interdisciplinary curriculum the theme is
more teacher-determined. S/He culls the requisite cross-disciplinary information and
plans, administers, and assesses the information presented." This is where
integrated curriculum differs, where both teacher and learners drive the inquiry,
presentation, and assessment process. Interdisciplinary planning is less time-
consuming than integration (Morris, 2003), thus providing more cross-disciplinary
opportunities.

Regardless of varying differences in terms of theory and application leten an

interdisciplinary and integrated curriculum, both draw together knowledge
perspectives, and methods of inquiry from more than one discipline to develop a
more powerful understanding of a central idea, issue, person, or event the purpose of
which is not to eliminate the individual disciplines but to use them in combination
(Parker, 2005).

Social Studies as an Integrated Curriculum

Social studies programs help students construct a knowledge base and attitudes
drawn from academic disciplines as specialized ways of viewing reality. Each
discipline begins from a specific perspective and applies unique processes for
knowing to the study of reality.

History, for instance, uses the perspective of time to explore the causes and effects
of events in the past. Political science, on the other hand, uses the perspective of
political Institutions to explore structures and processes of governing.

Though it is important for students in social studies programs to begin to understand,

appreciate, and apply the knowledge, processes, and attitudes from academic
disciplines, it is more enriching and rewarding to understand social realities using an
integrative approach.

The advocacy for schools to offer an integrated curriculum is not new. In fact, as
early as the 1900s, progressive educators already advocated this approach,
believing that segregation of learning based on subject areas counters the
education's holistic nature.

In the context of social studies, the knowledge, skills, and attitudes within and across
disciplines are integrated though the amount and form of integration vary depending
on the grade levels and other pedagogical considerations.

As mentioned in the previous lesson, Araling Panlipunan (Social Studies) in the

Philippines uses the expanding environment model. This model offers rich,
integrative opportunities for both teachers and learners as they examine themselves
and the society where they belong.

The seven themes of Araling Panlipunan include:

•people, environment and society.

•time, continuity and change:
•culture, identity, and nationhood;
•rights, responsibilities, and citizenship:
•power, authority, and governance:
• production, distribution, and consumption; and
•regional and global connections.

These recur from Grades 1 to 10. These are examined using the concepts, theories,
and studies culled from the social science disciplines like history, sociology, political
science. anthropology, economics, and political science. These are employed in
order for learners to see and appreciate the holistic nature of a human being. Let's
take identity as an example.

As early as Grade 1, children are exposed to learning opportunities relative to their

identity and personal characteristics vis-à-vis their fellow human beings called
kapuwa. Using basic ideas from psychology and economics like personal needs and
wants, geography like location or address, history like date of birth, and anatomy like
physical characteristics will help learners understand and make sense of their identity
As they advance to Grade 2, they will explore identity in light of sociology when they
see themselves as members of the basic institutions called the family and school
Political science comes in as learners study rights and responsibilities and the role
they play to maintain social cohesion and unity. As learners proceed to Grade 3, they
will be taught ideas related to cultural identity as they discover and appreciate the
origin and development of their community by highlighting its local history, economy,
and culture, thereby strengthening their cultural identity and pride. National identity
will be realized as learners advance to Grades 4, 5, and 6, where national history,
society, geography, economy, and politics will comprehensively be examined.
Detailed analysis of the significant events that formed part of the nation's collective
memory is critically examined, thereby allowing students to deeply

appreciate the dynamism of the national history.

Moreover, Filipinos as members of a bigger community called the ASEAN
(Association of Southeast Asian Nations) Region is given premium in Grade 7 as
learners Identify themselves not only as Filipinos but also as Asians, thereby
cultivating their Asian identity. This is essential before they immerse themselves in
the study of world history in Grade 8 where multiple histories and cultural identities
appear.

Grade 9 social studies, on the other hand, underscores Philippine economic identity
as students explore Philippine economic history and development, including
challenges. Finally, Grade 10 social studies as a culminating phase of elementary
and junior high school social studies, ponders and reflects on identity issues like
culture and gender.

More often than not, students learn social studies through learning opportunities that
are highly integrated across several disciplines. These often take the form of units
constructed around themes: As students proceed to middle and higher levels, social
studies programs may continue to be highly integrated and, in some cases, planned
by Interdisciplinary teams of teachers. Alternatively, programs may be planned as
interdisciplinary courses or more exclusively linked to specific disciplines.
Lesson 3

Elementary Social Studies Curriculum

Objectives

•Describe the features of the elementary Araling Panlipunan Curriculum

•Enumerate and explain the themes in the Araling Panlipunan Curriculum
• Critique the elementary Araling Panlipunan Curriculum

Introduction

The previous lesson highlights Social Studies as an interdisciplinary and integrative

discipline. It provides significant input on the nature and importance of Social Studies
integrative character which enriches its contents and processes allowing the intended
learners to become proficient on the essential 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 elementary students.

Think

The K to 12 Araling Panlipunan (Social Studies) as mentioned in Lesson 1 intends to

develop critical, reflective, responsible, productive, nature-loving, nationalist, and
humane citizens rooted in his/her identity as a Filipino yet manifests the values and
skills of a global citizen.

The said aspiration manifests in the standards prescribed in the curriculum. Basic
ideas and concepts relative to the development of civic competence, cultural identity,
nationalism, and citizenship, among others, are introduced and explained in the
Elementary Social Studies. Though the Secondary Social Studies Curriculum is but a
continuation of the Elementary Curriculum and, up to a certain extent, inseparable
from the latter, there are significant differences nonetheless. This is evident in the
complexity and difficulty of the standards (i.e., content, performance, and learning
competencies) and the content focus of each grade level.

Following the expanding environment model, concepts and ideas are explained in the
context of physical, 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 the Araling Panlipunan
(Social Studies) Curriculum as one of its essential features. For purposes of clarity
and precision, however, each theme should be explained so as not to cause any
confusion and misperception.

•People, Environment and Society

Human interaction with his environment is oneof the fundametal concepts 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 him/herself in his immediate environment, 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 as a member of the society and
stewards of the natural resources among others.

•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.

•Culture, identity, and Nationhood

identity is anchored on culture which pertains to the complex whole that includes
belief system, values, tradition, language, and arts of a group of people in a given
society. This theme provides learners the opportunities to develop their identity as
individual, as youth and as a Filipino. This identity is the basis of national pride which
is essential in understanding and participating in international and global arena.

•Rights, Responsibilities and citizenships

Civic competence is grounded on how citizens understand and value their role as
members of society and how they acknowledge their rights, roles and responsibilities
as citizens. This is vital as they fully and meaningfuly engage in their respective
community, country and even in the community of nations.

•Power, Authority and Governance

Central in citizenship education education is understanding the concept of the use of
power in advocating the common good and the importance of democratic processes
in realizing good governance. This theme includes the examination of the Philippine
Constitution, highlighting the serious responsibilities of government leaders in various
levels of governance.

•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.

•Regional and Global Connections

The Philippines is a member of a bigger community called global village. This theme
affords learners to appreciate how the country influences the rest of the world and
how it was influenced in return in terms of the mobility of ideas, people, and products.

GOODLUCKSS