Commission on Higher Education

Region V – Bicol
CALABANGA COMMUNITY COLLEGE
San Isidro, Calabanga, Camarines Sur
 This module provides its readers 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. Moreover, the unit underscores the discipline's distinct
nature as it examines Social Studies' integrative feature putting much premium on its
interdisciplinary.

Likewise, it explores Social Studies in the context of the K to 12 Philippine Basic

Education focusing on the elementary curriculum. Finally, constructivism, as an educational
philosophy was re-examined in light of Social Studies' goals and processes as they both
facilitate in the development of a holistic Filipino learner with 21st Century skills.in the
development of a holistic Filipino learner with 21st Century skills.

BSED SOCIAL SCIENCES 3 SATURDAY 9:00AM – 12:00NN

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.

At the end of this section, the students are expected to:

 describe the features of the elementary Araling Panlipunan Curriculum,

 enumerate and explain the themes in the Araling Panlipunan, and
 critique the elementary Araling Panlipunan Curriculum.
“Let’s test your prior knowledge about our topic for today.”
INSTRUCTIONS: Using Venn diagram, compare and contrast the elementary from secondary
social studies curriculum.

Seven Themes of Araling Panlipunan

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 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 Citizenship
•Civic competence is grounded on how citizens understand and value their rote as members of
society they acknowledge their rights, roles and responsibilities as citizens. This is vita! as they
fully and engage in their respective community, country' and 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 good end the importance of democratic processes in realizing good governance.
This theme includes examination of the Philippine Constitution, highlighting the serious
responsibilities of government various levels of governance.

Production, Distribution and Consumption

•This theme provides learning experiences that allow students understand economic concepts
such as 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

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 the Key Stage 1 (Araling Pan/ipunan 1 —Araling Pan/ipunan 3) and
Key Stage 2 (Araling Pan/ipunan 4 —Araling Pan/ipunan 6). Each key stage has a corresponding
standard addressing vital competencies needed to be achieved.

Key Stage 1 Standard

K-3
Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarilit pamilya,
paaralan, at komunidad, at sa mga batayang konsepto ng pagpapatuloy at pagbabago,
distansya at direksyongamit ang mga kasanayan tungo sa malalím na tungkol sa sarili at
kapaligirang pisikal at sosyo-kultural bilang kasapi ng sarilíng komunidad at ng mas malawak
na lipunan

This is the key stage standard for Kindergarten to Grade 3. As you will notice, the
standard is articulated in the 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 stipulated that Filipino learners in key stage 1 are expected to demonstrate
basic understanding and values of 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 sa paglinang 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.

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 1
Naipapamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at kasapi ng pamilya
Pamantayan sa Pagkatuto at paaralan at pagpapahalaga sa kapaligiran pisikal gamit nag 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 I learn experiences and
opportunities designed for them to communicate basic personal information such as name,
parents, birthday, age, address, school, and other relevant data. 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 2
Naipapamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at
nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng pagpapatuloy at
Pamantayan sa Pagkatuto pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, mga simpleng
konseptong heograpikal tulad ng lokasyon at pinagkukunang yaman at bukal ng
yaman lahi. at konsepto ng mga saksi ng kasaysayan tulad ng tradisyon oral at mga
bakas ng kasaysayan.

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 that includes:

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

Baitang 3
Naipapamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng
Pamantayan sa Pagkatuto Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa (a) katangiang
pisikal (b) kultura; (c) kabuhayan; (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 in My Region

4-6
Naipamamaias ang mga kakayahan bilang batang produktibo. mapanagutan at makabansang
mamamayang Pilipino gamit ang kasanayan sa pagsasaliksik, pagsisiyasat, mapanuring pag-
iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, tikas-kayang paggamit ng
pinagkukunang-yaman at pakikipagtalastasan at sa mga batayang konsepto ng
heograpiya.,kasaysayan, ekonomiya, pamamahaia, sibika at kultura tungo sa pagpapanday ng
maunlad na kinabukasan para sa bansa.

The Key Stage 2 standard highlights learners' productivity in being a member of

Philippine society. Specifically, this stage intends learners to demonstrate knowledge and skills
as c productive, responsible, and patriotic Filipino, employing skills such as critical thinking,
sound decision-making, creativity, sustainable use of resources, and effective communication,
among others, toward national development.

This standard is unpacked in each grade level where specific skills and content focus are
specified.

Baitang 4
Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may pagpapahalaga
Pamantayan sa Pagkatuto sa pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga kasanayan sa
heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at
pagpapahalaga sa mga mithiin ng bansang Pilipinas.
 As you can see, the Grade 4 standard envisions learners to develop national pride n c
Filipino who values cultural diversities and national goals. This could achieve using the following
content:
 Knowing the Philippines
 The Philippine Location
 The Philippine Geographical Features
 The Philippine Natural Resources and Its Industries
 Philippine Cultural Identities
 The Philippine National Government
 The government and Its Social Services
 Rights and Responsibilities of Filipino Nationalism

Baitang 5
Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan ng
Pilipias at mga sinaunang lipunan hanggang sa mga malalaking pagbabagong pang-
ekonomiya at ang implikasyon nito sa lipunan sa simula ng ika –labing isyam na siglo,
Pamantayan sa Pagkatuto gamit ang batayang konsepto katulad ng kahalagahang pangkasaysayan (historical
significance),pagpapatuloy at pagbabago, ugnayang sanhi at epekto tungo sa
paglinang ng isang batang mamamayang mapanuri, mapagmuni, responsible,
produktibo, makakalikasan, makatao at makabansa at may pagpapahalaga sa mga
usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng maunlad na
kabihasnan para sa bansa.

Moreover, Grade 5 Araling Panlipunan requires learners to manifest understanding and

appreciation of the formation of the Philippine archipelago, including the development of
Philippine civilization until the 19th century. Its content examines the following:
 Emergence of Philippine Civilization
 Ancient Philippine Culture and Society
 Spanish Colonization
 Policies and Impacts of Spanish Colonization
 The Transformation of Philippine Society
 The Development of Filipino Nationalism

Baitang 6
Naipamamalas ang patuloy pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas
mula sa ika-20 siglo hanggang sa kasalukuyang, tungo sa pagbuo ng tiyak na
pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas. Naipamamalas ang
Pamantayan sa Pagkatuto malalim na pag-unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng mga
piling primaryang sanggunian nsakasulat, pasalita, awdyo-biswal at kumbinasyon ng
mga ito, mula sa ibaibang panahon, tungo sa pagbuo ng makabansang kaisipan na
siyang magsisilbing basehan ng mas malawak na pananaw tungkol sa mundo.

Finally, Araling Panlipunan Grade 6 intends that Filipino learners demonstrate

understanding and appreciation of the nation's history from the 20th century until the
contemporary period toward the development of Filipino identity and nationhood. The
following content-focus ensures the development of the said standard:
 Propaganda and Independence Movement
 The Emergence and Struggles of the Philippine Republic
 The Filipino-American War
 American Colonization
 American Policies and Their Impact
 The Commonwealth Period
 The Japanese Occupation
 The Philippine Independence
  The Philippines After World War Il
 The Third Republic
 The Declaration of Martial Law
 EDSA People Power
 The Fifth Republic

INSTRUCTIONS: Using the curriculum guide, assess if the learning competencies from Grades 1-
6 support the grad level standards. Use the template below.
Grade Sample (at least 3) competencies which do not Analysis/
Level support the grade level standard Recommendation

INSTRUCTIONS: Answer the following questions.

1. Are the themes in Araling Panlipunan relevant to the context of the Philippine society?
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 2. Suggest way on how to make the elementary social studies curriculum more relevant for
21st century Filipino learners.
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“After taking this module, give the most important learning you’ve gained.”
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Interview elementary social studies teachers (via virtual, video, facebook, messenger,
etc.) regarding the challenges they are encountering in implementing the standards as
prescribed in the curriculum. Use the guide questions provided.
Guide Questions:
1. Are the standards (performance, content, and learning competencies) clearly
articulated? If not, can you please elaborate your response?
2. Are the prescribed standards achievable? Why or why not?
3. Can you suggest ways on how to improve the said standards?

REFERENCE:
Teaching Social Studies in the Elementary Grades (Philippine History and Government)/ Andres,
B.Y., Esmeralda, E. L., Padernal, R. S. (2020).