Name: Jasmine Jed S.

Cardejon Course code:

SSC102A

Program: BEED-2

Self-Check: PRE-TEST

Test I. True or False

Directions: Write T if the statement is correct and F if it is wrong. Write

your answer on ½ sheet of pad paper.

___T__ 1. Araling Panlipunan (Social Studies) as a learning area/program is

an essential component of the Philippine K to 12 Curriculum.

___T__ 2. Araling Panlipunan (Social Studies) as a learning area/program is

an essential component of the Philippine K to 12 Curriculum.

___F__ 3. NCSS stand for National Commission for Social Studies.

___T__ 4. Integrated curriculum is education that is organized in such a way

that it cuts across subject-matter lines.

___F__ 5. In Integrated Curriculum the theme is more-determined than the

Interdisciplinary curriculum.

___F__6. Seven themes in Araling Panlipunan are not necessarily need in

studying/teaching in Elementary Social Studies Curriculum.

___T__7. It is important that early in kindergarten learners will demonstrate

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

___T__8. Key Standard 1 highlights learners’ productivity in being a

member of Philippine society.

___T__9. Generation z or post-millennial are called the digital natives.

___T__10. Constructivism is not a unitary theoretical position. it is a

continuum or spectrum.

D. Exercises/ Activities

Activity 1.

1. In this particular lesson, what was not clear to you? What do

you think are the reason for such? How do intend to
understand this unclear information/s?

Through reading and studying the certain lesson there are some parts
of the content that I don't really understand. Because the lesson was
cover a lot of definition about social study and it’s historical origins it
need a critical thinking and deeper understanding to each content and
 another lesson that I don't really understand is it's different theories it
can be challenging because it involves abstract ideas about
knowledge and education. And lastly there are someone unfamiliar
terminology like "historiography" and the "myth" but to gain a more
knowledge and to understand that two I intentionally use google as a
assistant to understand the meaning, definition and importance of
that terminology.

2. What was the most useful or the most meaningful thing you
learned in this lesson? Expound your answer.

For me the most meaningful thing that I learned in this lesson is the
way on how I understand the historical background of social studies
the First one is being aware of the history of social studies, it is
important because it helps us to comprehend its purpose and grows
into responsible citizens who has a care and can help with social
issues. Second is I observed that the social study is not a new subject,
but it is an evolutionary disciplines that has evolved to meet the needs
of the society. It is important to know and understand the values of
teaching social studies, because it involves more than just keeping up
current events it is also involves exposing new generation to the
realities of the world and their responsibilities.

E. Evaluation:

Test I

Complete the matrix below.

TOPIC THESIS PROOF (at CONCLUSION

(ARGUEMENT) least 2)

Social studies The goal of the Social studies is In order to

definition integrative the integrated create people
learning study of the who can actively
program social social sciences engage in and
studies is to help and humanities contribute to a
students become to promote civic democratic and
more civically competence interdependent
competent. (National environment,
Council for social studies is
Social Studies). crucial.

Civic
competence
involves
engaging
effectively with
others in the
public domain,
displaying
solidarity, and
solving problems
affecting the
 community
(European
Parliament and
of the council,
2006).

Myths on the Myths such as The ”Continuous Since social

origin of social the "Continuous Spontaneous studies has a
studies Spontaneous Existence” rich and
Existence" idea, theory suggests complicated
the "Big Bang that social history that goes
Theory of 1916," studies exists beyond these
and the "History without any myths, it is
Foundation historical crucial to
Theory" background or comprehend the
frequently antecedents. field's true
misrepresent the origins in order
beginnings of The “Big Bang to articulate its
social studies. Theory of 1916” goals, theories,
claims that social and practices.
studies emerged
suddenly in 1916
due to the efforts
of the Committee
on the Social
Studies.
The “History
Foundation
Theory” posits
that history was
the primary
foundation for
social studies,
overlooking the
broader social
science
influences.

Challenges of Time Social studies is These issues risk

social studies restrictions, a often the efficacy of
education in the lack of teacher marginalized in social studies
country preparation, and the curriculum instruction and
a lack of with insufficient may cause
resources are budget, shorter Filipino students'
only a few of the time allocation, civic
major issues and limited engagement,
facing social teacher training historical
studies compared to awareness, and
education in the other subjects critical thinking
Philippines. like STEM. abilities to
deteriorate.
The dwindling
number of pre-
service teachers
specializing in
social studies
and the
prevalence of
non-major
teachers in
 elementary
classrooms
impact the
quality of
instruction.

2. Compose a two-paragraph essay on the experiences that you had

in your social studies class during your elementary and high school
days.

My experience in social studies classes during my elementary and high

school days were both enriching and informative.

In my elementary days social studies classes is for introduction to the

broader world and immediate surroundings I remember that we tackled
about history of every heroes in the Philippines and on how they spread the
unity and peace in the Philippines, and through interactive activities that
my teacher made we learn more active and with that my elementary journey
is enjoyable and memorable.

During high school, social studies classes delved deeper into complex
historical events, political systems, and societal issues. It is more different
from elementary because social study in high school is not just focus on one
event, it indicate broad topics that need to aim and attain like studying
topics such as World Wars, the Civil Rights Movement, and global conflicts,
that need a critical thinking to understand.

Name: Jasmine Jed S. Cardejon

Course code: SSC102A

Program: BEED-2

D. Exercise/ Activities

Activity 1

Using the Araling Panlipunan Curriculum Guide, explain how the

following themes/topics are articulated from Grade 1 to Grade 10.

Here's how the Araling Panlipunan Curriculum Guide articulates the themes
of citizenship, consumption, nationalism, rights and responsibility, and
diversity from Grade 1 to Grade 10:

Citizenship
 Grades 1-3: Students are introduced to basic concepts of citizenship
through understanding their roles and responsibilities within their
immediate family and community. They learn about simple rules,
cooperation, and the importance of being a good neighbor.

Grades 4-6: The concept of citizenship expands to include a broader

understanding of the Philippine society. Students learn about the different
sectors of society, their contributions, and the rights and responsibilities of
citizens in a democratic society. They are introduced to local government
and its functions.

Grades 7-10: The focus shifts to a more critical understanding of citizenship,

exploring the rights, responsibilities, and duties of citizens in a democratic
state. Students learn about the Philippine Constitution, different forms of
governance, and the role of citizens in civic engagement and nation-
building.

Consumption

Grades 1-3: Students are introduced to basic concepts of consumption

through understanding the needs and wants of individuals and families.
They learn about different goods and services and the importance of
responsible spending.

Grades 4-6: The concept of consumption expands to include an

understanding of the economic system, including basic concepts of supply
and demand, and the role of consumers in the market. Students learn about
the impact of consumer choices on the environment and society.

Grades 7-10: Students delve deeper into economic concepts related to

consumption, including the impact of globalization, consumer rights and
protection, and the role of responsible consumption in sustainable
development.

Nationalism

Grades 1-3: Students are introduced to the concept of nationalism through

learning about their national identity, the Philippine flag, and national
symbols. They are encouraged to appreciate Philippine culture and
traditions.

Grades 4-6: The understanding of nationalism expands through learning

about Philippine history, significant historical events, and the contributions
of Filipino heroes. Students begin to appreciate the values and principles
that define Philippine identity.

Grades 7-10: The theme of nationalism deepens with a focus on the

Philippine Constitution, the principles of democracy, and the role of citizens
in nation-building. Students learn about the historical and cultural factors
that contribute to Philippine national identity and the challenges facing the
nation.

Rights and Responsibility

Grades 1-3: Students learn about basic rights and responsibilities within
their families and communities. They are taught about respect for others,
the importance of following rules, and the consequences of their actions.

Grades 4-6: The concept of rights and responsibilities expands to include a

broader understanding of human rights and the Philippine legal system.
Students learn about the Bill of Rights, the rights of children, and the
importance of fulfilling civic duties.

Grades 7-10: Students critically analyze the relationship between rights

and responsibilities, exploring the importance of balancing individual rights
with the common good. They learn about the role of the government in
protecting human rights and the responsibility of citizens to uphold the law
and participate in civic discourse.

Diversity

Grades 1-3: Students are introduced to the concept of diversity through

learning about different cultures, languages, and traditions within their
communities. They are encouraged to appreciate and respect the
differences among people.

Grades 4-6: The understanding of diversity expands to include a broader

understanding of the cultural diversity of the Philippines. Students learn
about the different ethnic groups, languages, and traditions that make up
the Filipino people. They are encouraged to appreciate the richness and
value of cultural diversity.

Grades 7-10: Students explore the complexities of diversity in the

Philippines, including the challenges and opportunities presented by a
diverse population. They learn about the importance of intercultural
understanding, tolerance, and respect for human rights in a diverse society.

Activity 2.

1. In this particular lesson, what was not clear to you? What do

you think are the reason for such? How do intend to
understand this unclear information/s?

I've finished reading the lesson's content, but I'm still not entirely sure
how "integrated curriculum" and "interdisciplinary curriculum" vary
from one another. The obvious differences are difficult to see. And I
should go over the portions again more thoroughly and take notes on
the main ideas of each one.

2. Compare and contrast integrated curriculum from

interdisciplinary curriculum by accomplishing the Venn
diagram below?
Both integrated and interdisciplinary curricula utilize multiple disciplines,
focus on themes, and aim for a deeper understanding of topics.

Interdisciplinary curriculum

- are use multiple disciples or learning areas in examining problems/ issues.

- Teacher-driven, less time-consuming planning, and focus on a single

objective within a lesson.

Integrated Curriculum

- Emphasizes active learner involvement, real-world problem-solving,

project-based learning, and connection to students’ experiences.

3. Complete the matrix below.

TOPIC WHAT I HOW DID I I REALIZED

LEARNED LEARN

Integrate I learned some I learned the I realized that

d importance of integrated making a
Curriculu connecting curriculum, relevant and
m learning in through making
real-world examples and experience can
issues, visual that create to the
fostering direct to real- lessons that
learner world issues. can engage in
engagement, real-world
and using situations and
diverse issues.
approaches to
problem-
solving.

Interdisci I learned the I learned about I realize that

plinary importance of the explanation when we use
Curriculu drawing on of the subject diverse
m multiple centered and perspective to
disciplines to teaching gain different
explore a single approaches knowledge
theme or through form the
topics. reading the complex issues
modules is valuable.
carefully.
 E. Evaluation:

Test I.

1. Enumerate and explain the importance of an integrated

curriculum.

The value of an integrated curriculum aids students in building a

knowledge foundation based on their disciplines and academic
mindset.

By utilizing a variety of disciplines, students are able to find links

between other subjects and cultivate a more comprehensive
viewpoint.

Students are also encouraged to solve problems, evaluate data, and

draw parallels to real-world situations.

2. Prove that Araling Panlipunan is an integrated subject. Cite at

least three pieces of evidence.

Araling Panlipunan or social studies is an integrated subjects,

because since the subject itself is linked into culture, civic and
geography, it means that the subjects is taught academically and
doesn't only guarantee into learnings and knowledge that gained from
school but rather applied and connected into real-life situation.

3. Discuss the challenges and their corresponding solutions in

implementing an integrated and interdisciplinary curriculum.

I think the main challenges of planning an integrated and

interdisciplinary curriculum are finding the commonality of
knowledge and skills of the participants, because the topics and
experiences can be shared during the implementation process but
having integrated and interdisciplinary curricula may seem a cheaper
option, as all the students learn together, but finding suitable
teaching staff may be a problem or issue. Solutions may be costly, as it
may be necessary to employ both generic and specialist teachers that
can implement the curriculum right and clear.

Name: Jasmine Jed S. Cardejon

Course code: SSC102A

Program: BEED-2
D. Activity/ Exercises

Activity 1. complete the matrix

Direction: using the curriculum guide, assess if the learning competencies

from grade 1-6 support the grade level standards. Use the template below.

Grade Sample (at least Analysis/

level two) competencies recommendation
which do not
support the grade
level standard.
3 Interaction For Garde 3
Decision-making students, it
needs to be
continuously
learned and
thought about.

4 Critical-thinking For Garde 4

Productivity students, it
needs to be
continuously
learned and
thought about.

5 Creativity Students in
Effective Grade 5 ought to
communication be thought it
repeatedly and
consistently.

6 Employing skills Students in

Sustainable Grade 6 should
be taught it
regularly and
over time.

Activity 2. Thinking Vein

Direction: using the curriculum guide, compare and contrast the elementary
from the social studies curriculum.

Elementary Social Studies Curriculum

- Focus on building foundational knowledge about self, family, community,

and the nation.

- Introduction to basic concepts in history, geography, civics, and culture.

-Use of simple language and age-appropriate learning activities.

Secondary Social Studies Curriculum

- Deeper exploration of Philippine and world history, government,

economics, and social issues.

- More complex concepts and analysis.

- Emphasis on developing civic competence and global awareness.

(Both Elementary and Secondary)

- Integrated curriculum, drawing on various disciplines to explore

social phenomena.
- Use of the expanding environment model, applying concepts to
different contexts.
- Focus on developing critical thinking, problem-solving, and
communication skills.
- Emphasis on promoting civic engagement and responsible citizenship.
- Aim to equip learners with knowledge and skills for active
participation in society.

Test I:

Direction: answer the following questions, substantiate your point by

providing relevant data.

1. Are the themes in Araling Panlipunan relevant to the context of

the Philippine society?

Yes, the themes in Araling Panlipunan (Social Studies) are highly

relevant to the context of Philippine society because it aims to
cultivate a reflective, and responsible citizens with a strong
understanding of their culture, history, and civic roles.

2. Suggest ways on how to make the elementary social studies

curriculum more relevant for 21st-century Filipino learners.

It can make more relevant in 21st century by using some

environmental issues, When learning about the pre-colonial
Philippines, discuss how traditional practices like sustainable farming
and resource management are relevant to current environmental
challenges like climate change and deforestation.

Test II:

Direction: Interview elementary social studies teachers regarding the

challenges they are encountering in implementing the standards as
prescribed in the curriculum. Use the guide question provided.

Guide Questions:
Answering the Guide Questions

1. Are the standards (performance, content, and learning

competencies) clearly articulated?

With the MATATAG curriculum some of the standards are not that
clear. As a teacher we must do our duty to understand & know those
standards so we can teach & deliver it clearly to our students.

2. Are the prescribed standards achievable? Why or why not?

Yes, if we put our passion and dedication into it.

3. Can you suggest ways on how to improve the said standards?

As a teacher we must study and understand the standards well and

give our hearts into teaching this so that our work would be bearable
to do.

Name of the Elementary teacher that I interview- Anna Mae C.

Vallejo, LPT.

1. As a future elementary teacher, what did you learn about this

interview? Explain comprehensively your answer.

As future elementary teacher the learning that I gained from this

interview is the need to ensure the effectiveness of teaching in
elementary students and provide the topics that can managed to the
diverse learner’s. and also to make it effective, I will create an
different teaching methods, strategies and clear instructions that can
help and engage my learners to have an effective learning outcomes.
Additionally, effective teaching is not just teaching it’s about teaching
with care and love to your fellow students because I believe that the
teacher is the one that has a big contribution to learning of every
young children.

Name: Jasmine Jed S. Cardejon Course code:

SSC102A

Program: BEED-2

D. activities/ Exercises

Activity 1.

Direction: try to complete the matrix

TOPIC THESIS PROOF ( at least Conclusion

(ARGUEMENT) 2)
Constructivist Constructivist Constructivism Constructivist
pedagogy pedagogy, by emphasizes pedagogy,
emphasizing active knowledge prioritizing
active learning construction active learning
 and student- through and critical
centered experience and thinking, fosters
approaches, interaction, deeper
fosters deeper contrasting with understanding
understanding, traditional and engagement,
enhanced critical passive learning better preparing
thinking skills, via lectures and students for the
and increased rote 21st century.
student memorization. Further research
engagement Constructivist is needed to
compared to methods like explore its
traditional, collaborative diverse
teacher-centered projects and applications.
methods. inquiry-based
learning promote
active
participation,
connecting new
information to
prior knowledge
for deeper
understanding
and better
knowledge
retention.

Social
interaction and
negotiation in
learning. It
states that
knowledge is
constructed
through social
interactions and
language usage.

Social Social Social

constructivism constructivist constructivism
pedagogy, by emphasizes that
emphasizing knowledge is a
collaborative shared
learning, social experience
interaction, and resulting from
shared social interaction
knowledge and language
construction, usage.
fosters not only
deeper Social
individual constructivist
understanding classrooms
but also crucial foster
social skills and communication,
a sense of negotiation, and
community vital cooperation,
for success in a developing
collaborative students'
world. teamwork,
conflict
resolution, and
 empathy skills.
This
collaborative
environment
builds
community and
emotional
intelligence,
preparing
students for a
complex world.

Radical Radical Radical Radical

constructivism constructivism, constructivism constructivism
by emphasizing recognizes the emphasizes
the subjective existence of an individually
and individually external reality constructed
constructed but emphasizes knowledge,
nature of that knowledge prioritizing
knowledge, is an internal personal
offers a powerful construction and meaning-making
framework for not an accurate and prior
understanding representation of experience for
learning that that reality. deeper,
prioritizes personalized
personal Knowledge learning.
meaning-making acquisition is Further research
and challenges seen as an should explore
the notion of adaptive process its implications
objective truth in that comes from for educational
education. the active practices.
cognition of an
individual,
translating their
experiences into
knowledge.

Evaluation:

Test

1. Enumerate and explain the basic tenets of constructivism as an

educational philosophy?

Constructivism, as an educational philosophy, it emphasizes that

learners actively construct their own knowledge through experiences,
rather than passively receiving information, and with that process of
learning it can create a social and personal process and progress.

Knowledge is Constructed, Not Absorbed

Learners don't simply absorb information they actively build their
understanding by connecting new knowledge to their existing
knowledge and experiences.
 Learning is an Active Process
Constructivism emphasizes that learning is an active process where
learners engage in activities, explore ideas, and reflect on their
experiences.

Learning is Social and Collaborative

Constructivists believe that learning often occurs through interaction
and collaboration with others, as learners share ideas, discuss
concepts, and learn from each other.

2. What are the implications of constructivism to social studies

class?

In order to generate interesting learning experiences, constructivism

suggests Some emphasizing practical exercises, projects, and real-
world problem-solving. It encourage students to investigate other
viewpoints and interpretations of social concerns and events.
Recognize pupils' past experiences and expertise as well. To support
social learning and knowledge production, encourage group projects,
conversations, debates, and work, and also indicate some real-world
experiences so that they can experience the scenario on that
particular event or topics.