MODULE 1 The Elementary Social Studies

Curriculum 1
Overview
The content of this module will focus on the first chapter of the course SC SCC 1 Teaching
Social Studies in Elementary Grades (Culture and Geography). In this chapter, you will learn
relevant information on the nature, evolution and goals of Social Studies as an essential
program/learning area in the curriculum. It traced back the roots of the discipline and how it
evolved through time taking into account the socio-political dynamics as its background.

Learning Outcomes
Based on the course outcomes you are able to:
 CO1 – Analyze the curricular structure of Social Studies in Basic Education;
 CO2 – Describe the features of the elementary Araling Panlipunan Curriculum; and
 CO3 – Demonstrate in-depth understanding of content, concepts, literacy practices, and
principles of teaching and learning Social Studies;

At the end of this module, you would be able to describe (Araling Panlipunan) Social Studies as
an integrated curriculum.

Content
Pre-Assessment

Direction: Answer this before you proceed. Link for the Pre-Assessment will be posted in
Google Classroom assigned in this Subject. Please reach out to me via my contact number or
email indicated at the front page, if you won’t be able to answer the Pre-Assessment due to lack
of Internet Connectivity of other difficulties. I will provide you an alternative way to answer this
Pre-Assessment.

Topics

Lesson 1: What is Social Studies?

Lesson 2: Social Studies as Integrated Curriculum
Lesson 3: Elementary Social Studies Curriculum (Grade 1 – 3)

Note: Refer to the PPT presentation to be distributed online for each lesson on this chapter.

Introduction

Have you ever noticed the rapid changes around you it might probably be in 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 deal with these
experiences?

As a future Social Studies educator, it is a must for you to thoroughly understand how
institutional change affects 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.

As many leaners considered Social Studies a boring and irrelevant subject. This
presumptions or assumptions are usually associated in every discipline of Social Studies. They
thought that this subject is only memorization of facts and dates. The said dismal practice has
always been criticized and thus, needed an immediate response.

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 However, one need to 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.

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 Lesson 1: What is Social Studies
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 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 whoa 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 to 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 and 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 rapidly changing and increasingly globalized environment; and
c) Make education learner-oriented and responsive to the needs, cognitive ad 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 (Figure 1), every
learner who completes the K to 12 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 merging
needs of their immediate, local, national, and global communities.

Figure 1.1. K to 12 Basic Education Framework.

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 Social Studies: Meanings, Concepts, and Purpose

Social Studies is an alternative 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.”

Through 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 democratic republic.

Literally, Social Studies is composed on 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 account
into 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.

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 Figure 1.2. Araling Panlipunan

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 topic form 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 and expanding approach.

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 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 provided valuable insights on how social studies as a leaning area/subject
emerged.

The author argued that many social studies educators, practitioners, and specialist 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
understanding of the original historical underpinnings of social studies.”

The “scarcity of theoretical” foundations can be rooted in the myths (as used by Saxe)
on the origin of socials 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 – 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 favour 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 explanations as to why or how social studies came to be part of school
curricula (see Armstrong, 1980; Banks, 1990, Chapin & Messick, 1989; Dobkin, Fisher,
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 Ludwig, & Hennings, & Banich, 1989; Jarolimek, 1990; Kaltsounis, 1987; Michaelis,
1988; Michaelis & Rushdonny, 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 and historical orientation
altogether. To the presentist authors- using an inventive ahistorical mentality- each pre-
service social studies teacher is charged to activate social studies in his or her own
image without historical antecedents to bother with or ponder.

 Big Band 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 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 write 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’ (19812, p. 8). Not only
did Atwood use the big band 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 Lybarger highlights 1916 as a birth date of social studies. 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 of historical research in social studies foundations.
Arguably, most, if not all, of the springboards for investigating the early years of social
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 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 (Barr et 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 1916 social
studies report and earlier reports issued between 1893 and 1911 by various history
organizations.”

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 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 claims. 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 1883, the term social studies was already in circulation among
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 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 school.

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 and 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 light 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 first report of this organization, Kingsley suggested six major
areas of study that included:

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

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 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 program as 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.”

Challenges in Social Studies

It is safe to assume that social studies as learning area/program is always considered as

culmination of all academic programs in basic education curriculum.

Interestingly, highly developed countries (e.g., Singapore, South Korea, the USA,
Germany, and others) put much premium on history, civics, and culture by placing it at the fore
of its curriculum while continuously adjusting the language, mathematics, science, and
technical-vocational programs in support of the latter.

In the Philippines, however, there is a continuous marginalization of this discipline in the

form of insufficient budget, shorter time allocation, and scarcity of teacher-training development
compared to other programs such as science, technology, engineering, and mathematics
(STEM) where funding and support like scholarships, international training events, and the like
are numerous.

This is not to mention the dwindling number of pre-service teachers taking up social
studies/science specialization. This is a perennial dilemma of the Department of Education
where a significant number of elementary teachers handling social studies subjects are non-
majors. Consequently, this would impact the quality of instruction delivered to Filipino learners
relative to the achievement of necessary knowledge, skills, and attitude as articulated in the
curriculum standards.

Araling Panlipunan’s relegation to the border of instructional priorities poses long-term

fatal effects on the national identity and consciousness. This is evident as historical revisionism,
production and propagation of fake news, rise of authoritarianism, cultural bigotry, and
weakening democratic institutions dominate the current landscape of Philippine politics.

Lesson 2: Social Studies as Integrated Curriculum

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 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 the 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 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 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
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 or
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 integration 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 “position 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 problem with eclectic
approaches acquired from various personal and classroom- based experiences. Finally,
integration as as a curricular model is achieved when 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 units, correlated
units- wherein two separate subjects are taught in parallel- or a problem- based unit that serves
to solve the problem rather than differentiating the subjects (Applebee, Adler & Flihan, 2007).

Objectives  Activities
andQuestions
Objectives and  Activities
Questions
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 Objectives  Activities
and  Activities
Questions

Objectives
and  Activities
THEME  Activities
Questions

Figure 2.1. Visual model of an integrated curriculum adapted from the Integrative Opportunities in the Social Studies
Classroom.

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.

Math

Social THEME Art

Studies

Science

Figure 2.2. Visual model of interdisciplinary curriculum adapted from the Integrative Opportunities in the Social
Studies Classroom.

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

interdisciplinary and integrated curriculum, both draw together knowledge, perspective 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 eliminate the individual
disciplines but to use them in combination (Parker, 2005).

Social Studies as an Integrated Curriculum

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 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 for 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 the 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 Grade 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 South East Asian Nations) Region is given premium in Grade 7 as learners identify
themselves not only Filipinos but also as Asians, thereby cultivating their Asian identity. This is

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 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, and 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 (Grade 1 – 3)

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
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 citizens rotted on his/her identity as a Filipino yet manifests the values and skills of global
citizen.

The said aspiration manifests in the standards prescribed in the curriculum. Basic ideas
and concept relative to the development of civic competence, cultural identity, nationalism, and
citizenship, among others, are introduced and explained in the Elementary Social Studies.
Though 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 one of the fundamental 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 natural resources among them.

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 andchored 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 Citizenship
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 meaningfully engage in their respective community, country ad
even in the community of nations.
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 Philippine Constitution, highlighting the
serious responsibilities of govenrment leaders in varius levels of governance.

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 Production, Distribution, and Consumption
This theme provides learning experiences that allow students understand the economic
concepts such as choice, opportunity costs, expenditure, inflation, deficit, sound economic
decision, savings, investments, and financial literacy among others. These technical
concepts 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.

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 Education is divided
into two key stages, namely Key Stage 1 (Araling Panlipunan 1 – Araling Panlipunan 3) and Key
Stage 2 (Araling Panlipunan 4 – Araling Panlipunan 6). Each key stage has a corresponding
standard addressing vital competencies needed to be achieved.

Note: We will only tackle Key Stage 1 for this course.

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, distanya at
direksyon gamit ang kasanayan tungo sa malalim na pag-unawa tungkol sa sarili at kapaligirang
pisikal at sosyo-kultural, bilang kasapi ng sariling komunidad at ng mas malawak na lipunan.

The above table is the key stage standard for Kindergarten to Grade 3. As you will
notice, the standard is articulated in 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 that Filipino learners in key stage 1 are expected to demonstrate basic
understanding and values self, family, school, and community 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 his/her 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 Pagkatuto

K Naipamamalas ang panimulang pag-unawa sa sarili at pakikipag-ugnayan sa

kapwa bilang pundasyon ng kamalayan sa kapaligirang sosyal.

As early as Kindergarten, learners are expected to demonstrate a basic understanding

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

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 On the 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 continuity, change, distance, and direction in establishing personal and cultural
identity.

Baitang Pamantayan sa Pagkatuto

Naipamamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at kasapi ng

1 pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang konsepto
ng pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa
pagkakakilanlan bilang indibidwal at kasapi ng komunidad.

In order for learners to attain the desired goal, students in Grade 1 learn experiences
and opportunities designed for the to communicate basic personal information such as name,
parents, birthday, age, address, school, and other relevant information. Moreover, learning
content includes:

 Understanding Myself
 The Story of Myself
 Valuing Oneself
 Knowing the Members of My Family
 The Story of My Family
 Responsibilities in My Family
 Valuing My Family
 Knowing My School
 The Story of My School
 Valuing My School
 Me and My Home
 Me and School
 Valuing the Environment

Baitang Pamantayan sa Pagkatuto

Naipamamalas ang.kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at

nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng pagpapatuloy at
2 pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, mga simpleng
konseptong heograpikal tulad ng lokasyon at pinagkukunang yaman at bukal ng
yamang lahi, at konsepto ng mga saksi ng kasaysayan tulad ng tradisyong oral at
mga bakas ng kasaysayan.

As seen in the table above, 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 and 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 includes:

 Knowing My Community
 The Story of My Community
 The Culture of My Community
 The Livelihood of My Community
 Leadership and Services in My Community
 My Responsibilities in My Community

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 Baitang Pamantayan sa Pagkatuto

Naipamamalas ang.malawak na pag-unawa at pagpapahalaga ng mga 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 konsepto 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 of
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 standard is manifested in the following content-focus:

 The Location of My Province

 Geographical Basis and Instruments
 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 Economies of the Provinces of My Region

The curriculum content of elementary social studies expects learners to develop the
desired learning attributes of a civic competent and nationalist citizen of the country.

Readings
Please read the following:
 Department of Education, Araling Panlipunan Curriculum Guide

Note: Refer to the PDF to be distributed online for each lesson on this chapter.

Activities
Direction: If possible, put your activity in a word document and send it to your instructor via
Google classroom. If it’s not possible, write your activity in a one whole sheet of paper and take
a picture of it and send it to your instructor via Google classroom or Facebook messenger.

Individual Activity 1

1. Compare and Contrast integrated curriculum from interdisciplinary curriculum by

accomplishing the Thinking Venn Diagram below.

Individual Activity 2
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 1. Using the curriculum guide, assess if the (pamantayan sa pagkatuto) learning
competencies from Araling Panlipunan Grades 1-3 support the grade level standards.
Use the template below.

Grade Sample (at least three) competencies which

Analysis/Recommendation
Level do not support the grade level standard
1

Assessment
Online Chapter Quiz 1 (OCQ1): Link for OCQ1 will be posted in Google Classroom assigned in
this Subject a day before the end of the 1 week duration for this module. Please reach out to
me via my contact number or email indicated at the front page, if you won’t be able to answer
the Pre-Assessment due to lack of Internet Connectivity of other difficulties. I will provide you an
alternative way to answer this Pre-Assessment.

Evaluation
The students will write an essay that answers the questions:

1. What do you think are the reasons for such dismal state of Social Studies education in
the country?

2. How can the Commission on Higher Education (CHED) assist the Department of
Education (DepEd) in solving the identified challenges?

3. Suggest three interventions or programs that would address the challenges in Social
Studies?

References


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