NOTRE DAME – SIENA COLLEGE OF POLOMOLOK

Brgy. Poblacion, Polomolok, South Cotabato

Tel No. (083) 500-8414
SERVICE EDUCATION DEPARTMENT
Passion for Truth and Compassion for Humanity

LEARNING MODULE IN TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES

First Semester, AY 2024-2025

LEARNING MODULE IN GEMC 102: TEACHING SOCIAL STUDIES IN ELEMENTARY GRADES

Module No. 1 Inclusive Dates August 30, 2024
References
Andres, Brenson Y., et al. (2020). A Course Module for Teaching Social Studies in the Elementary Grades (Philippine History and Government), First Edition, Rex Book Store, Inc. Agno, L.N. (1998). Edukasyong araling panlipunan (Praktikum sa
pagtuturo). Quezon City: JMC Press, Inc. Beal, C. & Bolick, C.M. (2013). Teaching social studies in middle and secondary schools (6th ed.). New Jersey: Pearson Education, Inc. Brophy, J., et al. (2013). Powerful social studies for elementary students
(3rd ed.). California: Wadsworth, Cengage Learning Cajigal, R.M. & Mantuano, ML. (2014). Assessment of Learning 2. Quezon City: Adriana Publishing Co., Inc. Chapin, J.R. (2013). Elementary social studies: A practical guide (8th ed.). New Jersey:
Pearson Education, Inc., Massachusetts: Pearson Education, Inc. Department of Education. (2016). K to 12 gabay pangkurikulum: Araling Panlipunan (Baitang 1-10). Retrieved April 28, 2019 from
http://www.deped.gov.ph/wp-content/uploads/2019/01/AP.CG.pdf
Department of Education. (2016, June 17). DO 42, s. 20164Policy guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Retrieved April 28, 2019 from
http://www.deped.gov.ph/sites/default/files/memo/2013/DM_2013_143.pdf
Module Content

SOCIAL STUDIES AS INTEGRATED CURRICULUM

Introduction

Many learners considered Social Studies a boring and irrelevant subject. The 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 main focused 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.

Integrated vs. Interdisciplinary Curriculum

Integrated curriculum 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 (Shoemaker, 1989). It intends to create meaningful learning experiences by allowing

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learners to establish connections between and among learning areas; thus, making sense of the social phenomena being examined. Beanne pointed out 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 4 core tenets to an integrated curriculum which 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 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
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).

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

Both the integrated and interdisciplinary curriculum are similar in the use of theme. However, Lintner (2013) argued that in interdisciplinary curriculum, the theme is
more teacher-determined. 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.

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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 Studies 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.
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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. Social Studies in the Philippines uses the expanding environment model, which offers rich,
integrative opportunities for both teachers and learners as they examine themselves and the society where they belong. The 7 themes of Araling Panlipunan are: 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 examine 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.

For 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 advanced 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 nation9s 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 immense themselves in the study of
world history in Grade 8 where multiple histories and cultural identities appear.

Grade 9 Social Studies 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.
Learning Outcomes

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At the end of the course, the student will learn about the following:

➢ Define integrated curriculum.

➢ Differentiate integrated from interdisciplinary curriculum.
➢ Describe Social Studies as integrated curriculum.
➢ Analyze the importance of an integrated curriculum.

Graduate Attributes
o Makabansa – appreciate social studies curriculum as part of being a Filipino that honor and love our country.
o Truth seeker – value independent and self-directed learning.

Teaching - Learning Activities Assessment Tools

Below is the rubrics for rating written outputs which will be used by the
TLA No. 1: Reading Activity. In order to fully comprehend the contents of the module, instructor:
do the KWL process - What I Know, What I Want to Know, and What I Learned (Ogle,
1986). Follow the steps below: CRITERIA VERY GOOD GOOD FAIR POOR
5 4 3 2
STEP 1: What I Know: Before reading the text, identify what you already know about Content The writing is The writing is The writing shows The writing lacks
the topic. You will write your list in the “K” column. insightful, fairly insightful, some evidence of evidence of
containing well- containing meaningful meaningful
STEP 2: What I Want to Know: Write the questions about what you want to learn from developed generally well- thought, but thought, and ideas
reading the contents of this module in the “W” column. thoughts and ideas developed several ideas are are hardly
thoughts and ideas not clearly developed
STEP 3: What I learned: As you read the contents, you should look for the answers to the developed.
questions listed in the “W” column and write these answers in the “L” column. (Write Mechanics and All ideas are Most ideas are Ideas are often not Ideas are hardly
Grammar connected and connected and connected or connected or
your answers on the Activity sheets) arranged clearly arranged clearly arranged clearly or arranged clearly
and effectively and effectively. effectively and effectively
The purpose is The purpose is The purpose is not The writing lacks
What I Know What I Want to Know What I Learned very clearly seen mostly seen in the easy to tell from clear purpose
K W L in the writing. The writing. The form the form of There are many
form of writing fits of writing fits and writing errors in grammar,
and achieves the achieves the There are several punctuation and
purpose purpose errors in grammar, spelling
completely. There adequately. punctuation and
are no errors in There are a few spelling
grammar, errors in grammar,
punctuation or punctuation or
spelling. spelling.

TLA No. 2: Writing Activity: This activity will give a venue for you to practice both
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your reading comprehension and writing skill. QUIZ:
Part I. Identify what is described in the following statements. Write
Instruction: only your answers.
1. Direction: Compare and contrast integrated curriculum from interdisciplinary
curriculum by accomplishing the thinking Venn below. 1. 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.
2. Learners reflect on their “lived experiences” while connecting it to
the curriculum content.
3. It encourages learners to examine the content from “positions of
power and action.” It presents rich opportunities for learners to
become socially aware and engaged.
4. It happens when learners solve problems using eclectic approaches
acquired from various personal and classroom-based experiences.
5. It 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.”
6. It is a curricular model that uses multiple disciplines or learning
areas in examining a given theme, problem, topic, or issue.
7. These programs help students construct a knowledge base and
attitudes drawn from academic disciplines as specialized ways of
viewing reality.
8. This comes in as learners study rights and responsibilities and the
2. Enumerate and explain the importance of an integrated curriculum. Support your role they play to maintain social cohesion and unity.
answer. 9. It will be realized as learners advance to Grades 4, 5 and 6 where
national history, society, geography, economy and politics will
3. Why do you think Araling Panlipunan is an integrated subject? Support your comprehensively be examined.
answer by writing at least 2 evidences. 10. This is essential before they immense themselves in the study of
world history in Grade 8 where multiple histories and cultural
TLA No. 3: Reflection: This activity will help you think about your learning process. identities appear.
This will help you realize for yourself what you are learning and how you are learning.
Ask yourself the following questions and write your answers in proper paragraph format
observing correct mechanics and grammar.
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 a. What is/are the part/s of the tasks I have accomplished without much
difficulty? Pinpoint specific topic/idea that you find simple or uncomplicated
to do.
b. What are the challenges I have encountered in the process of accomplishing Part II. Give what is asked.
the tasks? Pinpoint specific topic/idea that you find difficult or complicated to
do. 1-4 Give the 4 core tenets to an integrated curriculum pointed out by
c. How did I overcome these challenges? Mention a specific strategy or Beanne.
techniques that you used in order to solve your difficulties.
d. What do I intend to do with my learning? What are you planning to do with 5 Write in Full the acronym – ASEAN
the knowledge that you have acquired?Be specific.

TEACHING-LEARNING ACTIVITY ANSWER SHEET

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NAME: ______________________________________________________ COURSE & YEAR: _______________________
COURSE CODE: ______________________________________________ COURSE TITLE: _________________________
MODULE NUMBER: __________________________________________ DATE OF SUBMISSION: __________________

TLA No. 1: Reading Activity.

In order to fully comprehend the contents of the module, do the KWL process - What I Know, What I Want to Know, and What I Learned (Ogle, 1986). Follow the steps
below:
STEP 1: What I Know: Before reading the text, identify what you already know about the topic. You will write your list in the “K” column.
STEP 2: What I Want to Know: Write the questions about what you want to learn from reading the contents of this module in the “W” column.
STEP 3: What I learned: As you read the contents, you should look for the answers to the questions listed in the “W” column and write these answers in the “L” column.

What I Know What I Want to Know What I Learned

K W L

TLA No. 2: Writing Activity

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Answer the following items appropriately observing correct mechanics and grammar:

1. Direction: Compare and contrast integrated curriculum from interdisciplinary curriculum by accomplishing the thinking Venn below.

2. Enumerate and explain the importance of an integrated curriculum. Support your answer.
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________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

3. Why do you think Araling Panlipunan is an integrated subject? Support your answer by writing at least 2 evidences.

________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________

TLA No. 3: Reflection:

1. What is/are the part/s of the tasks I have accomplished without much difficulty? Pinpoint specific topic/idea that you find simple or uncomplicated to do.

2. What are the challenges I have encountered in the process of accomplishing the tasks? Pinpoint specific topic/idea that you find difficult or complicated to
do.
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 3. How did I overcome these challenges? Mention a specific strategy or techniques that you used in order to solve your difficulties.

4. What do I intend to do with my learning? What are you planning to do with the knowledge that you have acquired?Be specific.

QUIZ:

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Part I. Identify what is described in the following statements. Part II. Give what is asked.
Write your answers here.
1. ______________________________
1. ________________________________
2. ______________________________
2. ________________________________
3. ______________________________
3. ________________________________
4. ______________________________
4. ________________________________
5. ___________________________________________________________________
5. ________________________________
6. ________________________________
7. ________________________________
8. ________________________________
9. ________________________________
10. _______________________________

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