THE NATIONAL TEACHERS COLLEGE

SYLLABUS

I. Subject Title: TRENDS AND ISSUES IN SOCIAL STUDIES

II. Subject Code: SS MAJOR 9

III. Number of Units: 3 UNITS

IV. Subject Description: Trends and Issues in Social Studies is a 3-unit course which
focuses on contemporary domestic and global issues concerning
social and environmental problems. This course is a study of
peace, global and environment issues, human rights, gender,
multicultural issues in the national and global contexts.

V. General Objectives: Upon successful completion of the course, the students should
be able to:
1. have a better understanding of the scope of conditions
currently considered to be social problems by
sociologists;
2. acquire knowledge on the different conceptual
approaches to the study of social problems; and
3. relate that the social problems are interconnected and that
every individual living in our society is in some way
implicated in current social problems.

VI. Scope and Sequence

Preliminary Period

Social problems are always equated to population problems which lead to social
disorganization. This period covers the discussion of the relationship of social problems to social
changes and disorganizations. Week 1 covers issues on population, determinants of demographic
trends up to the implications of rapid population growth. Week 2, on the other hand, covers the
issues on marriage and family. Third week tackles family disintegration from its forms up to the
effects on family of working abroad. Week 4 is about human sexuality, its sociological
perspectives, homosexuality and its causes, celibacy, prostitution, and AIDS. Week 5 discusses
social values and social conscience, and the re-examination of the Philippine Value System. And
the last week is all about human rights, its history, types and components, general forms,
promotion and protection up to the legal and peace documents presented in human rights.
 Objectives Subject Matter Strategies/ Indicators of
Techniques Learning
Week 1

At the end of the first

week, the students are I. Population and  Classroom  Critiquing the
expected to: Related Issues discussion performance of
 Panel group reporting
1. explain clearly the A. Determinants of discussion  Submission of
determinants of Demographic  Reporting written reports
demographic Trends  Semantic  Learners have
trends; B. Components of Webbing better
2. discuss the Population understanding of
components of Change the different
population change C. Population implications of
and structure; and Structure rapid population
3. identify the D. Population growth
different Distribution of
implications of the Philippines
rapid population E. Implications of
growth. Rapid
Population
Growth
Week 2

At the end of the second

week, the students are II. Marriage and the  Developing  Learners identify
expected to: Family graphic the nature of both
organizers marriage and the
1. expound the basic A. Nature of  Classroom family
functions of the Marriage discussion  Submission of
marriage and B. Nature of the written reports
 Concept
family; Family  Critiquing the
mapping
2. identify the rapid C. Basic Functions performance of
 Group
changes in the of the Family group reporting
reporting
family; and D. Changes in the
3. present the Family
different resulting E. Resulting
changes in the Changes in the
family due to rapid Family Due to
changes in the new Rapid Changes
millennium. in the New
Millennium
Week 3

At the end of the week, the III. Family  Venn  Critiquing the
students are expected to: Disorganization diagram performance of
 Classroom group reporting
1. internalize how A. Forms of Family discussion  Submission of
families are Disorganization  Role written reports
disorganized; B. Marital Conflict playing
2. discuss the C. Family Violence  Concept
different marital D. Alternate Family mapping
conflicts and Forms
family violence, E. Child Abuse
child abuse and F. Illegitimacy
illegitimacy; and G. OFWs and Their
3. explain how Effects on the
working abroad Family
has huge effects on
the families.

Week 4

At the end of the week, the IV. Human Sexuality  Venn  Learners can
students are expected to: diagram explain the
A. Sociological  Discussion sociological
1. explain the Perspectives Web perspectives of
sociological B. Sexual human sexuality
 Semantic
perspectives of Revolution  Critiquing the
Webbing
human sexuality C. Heterosexuality performance of
 Panel
and sexual D. Homosexuality group reporting
Discussion
revolution; E. Causes of
2. compare Homosexuality  Group
heterosexuality and F. Celibacy Dynamics
homosexuality; G. Prostitution
3. identify the H. AIDS
different causes of
homosexuality; and
4. identify the
different problems
in human sexuality
including
prostitution and
AIDS.
Week 5

At the end of the week, the V. Social Values and  Panel  Learners can
students are expected to: Social Conscience discussion identify the
 Seminar and importance of the
1. discuss the A. Meaning of forum study of values
importance of the Values  Concept  Critiquing the
study of values; B. Importance of mapping performance of
2. identify the the Study of  Group group reporting
different values Values reporting  Submission of
operative in a C. Classification of written reports
society; and Values
3. explain the D. Identification of
Philippine Value Values
System. Operative in a
Society
E. Re-examining
the Philippine
Value System

Week 6

At the end of the week, the VI. Human Rights  Reporting  Students can
students are expected to:  Group identify the types
A. History of Dynamics and components
1. identify the types Human Rights of human rights
 Classroom
and components of B. Human Rights  Critiquing the
Discussion
human rights; and Rights of performance of
 Concept
2. explain the history the Society group reporting
mapping
of human rights C. Types and  Submission of
and human rights Components of written reports
violations; and Human Rights
3. discuss the D. General Forms
importance human of Human
rights. Rights Violation
E. Promotion and
Practice of
Human Rights
F. Legal and Peace
Documents
Midterm Period

This term discusses the different concepts and theories of multiculturalism during the first
week. Second week talks about the nature of bureaucracy, graft and corruption, its history,
causes and effects, the different preventive measures up to the different prohibited acts and
transactions. Week 3 is all about agrarian reform in national development. Week 4 tackles the
cooperative movement, the concept of cooperatives, how it began, and how it works. Fifth week
deals with poverty, theories, effects and causes up to some probable solutions and the different
government programs to alleviate poverty during the present time. The last week is allotted to
the common forms of malnutrition affecting Filipinos.

Objectives Subject Matter Strategies/ Indicators of

Techniques Learning
Week 1

At the end of the week, I. Multiculturalism  Group  Learners can

the students are expected dynamics identify the
to: A. Concepts and  Group concepts and
Theories of Reporting theories of
1. identify the Multiculturalis  Diorama- multiculturalism
concepts and m making  Submission of
theories of B. Different  Venn written report
multiculturalism; Approaches in Diagram  Critiquing the
2. compare and Multiculturalis performance of
contrast the m group reporting
different C. Cross-cultural,
approaches in Inter-social, and
multiculturalism;a Multi-cultural
nd D. Similarities and
3. prepare Differences in
assessment and Multi-
evaluation tools culturalism
on the similarities
and differences in
multiculturalism.

Week 2

At the end of the week, II. Graft and  Concept  Students can
the students are expected Corruption Mapping explain the
to:  Classroom nature of
A. Nature of Discussion bureaucracy
1. explain the nature Bureaucracy  Critiquing the
 Brainstormin
of bureaucracy; B. Graft and performance of
g
 2. reflect on the Corruption in  Roundtable groups
history of graft and the Philippines Discussion  Submission of
corruption in the (Then and  Group the learners’
country and how Now) dynamics reflection on the
we still have the C. Effects of graft history of graft
same; and and Corruption and corruption in
3. identify the causes D. General Causes the country
and effects of graft of Graft and
and corruption and Corruption
how to prevent E. Preventive
them. Measures
F. Code of
Conduct and
Ethical
Standards
G. Prohibited Acts
and
Transactions

Week 3

At the end of the week, III. Agrarian Reform in  Learners can

the students are expected National Development  Concept explain how to
to: Mapping utilize the
A. Cropland  Classroom different
1. explain how to Utilization (Food Discussion croplands in the
utilize the different Crops,  Brainstormin country
croplands in the Commercial g  Critiquing the
country; Crops, Export  Roundtable performance of
2. evaluate the Crops, and Discussion group reporting
different Livestock
 Group
government Development)
dynamics
policies with B. Government
 Group
regard agrarian Policies
reporting
reform including C. The Agrarian
Comprehensive Reform Program
Agrarian Reform D. The Fundamental
Program; and Bases of Agrarian
3. give examples of Reform
the different issues E. Comprehensive
pertaining the Agrarian Reform
related issues on Law
agrarian reform. F. Comprehensive
Agrarian Reform
Program and
 Other Related
Issues

Week 4

At the end of the week, IV. The Cooperative  Students can

the students are expected Movement: on fully understand
to: National Development  Concept the significance
Mapping of cooperative
1. discuss the A. The  Classroom movement.
significance of Cooperative Discussion  Learners can
cooperative Movement  Brainstormin explain the
movement; B. The Beginning g concepts of
2. explain concepts of Cooperative  Roundtable cooperative
of cooperatives Movement in Discussion movement
and how the Philippines  Group  Critiquing the
cooperative work; C. The Concept of Dynamics performance of
and Cooperative group reporting
3. identify the D. How does
significance of Cooperative
Land Bank of the Work?
Philippines. E. The Land Bank
of the
Philippines

Week 5
V. Poverty in the  Learners can
At the end of the week, Philippines explain the
the students are expected theories as to
to: A. Definition and  Brainstormin how poverty
Theories of g began.
1. explain the Poverty  Preparing rubrics
 Classroom
theories as to how B. Effects of for the group’s
Discussion
poverty began; Poverty presentation.
 Venn
2. identify the C. Causes of
Diagram
different causes Poverty
and effects of D. Some  Group
poverty; and Correlates of presentation
3. assess the different Poverty
programs of the E. Solutions,
government to Programs, and
alleviate poverty. Projects Aimed
 to Minimize
Poverty
F. Government
Programs to
Alleviate
Poverty

Week 6
VI. Common Forms of  Learners can
At the end of the week, Malnutrition Afflicting identify the
the students are expected Filipinos common forms
to: of malnutrition
A. Nature of  Brainstormin  Preparing rubrics
1. identify the Malnutrition g for the group’s
common forms of B. Factors that  Classroom presentation.
malnutrition Influence Discussion  Submission of
affecting Filipinos; Malnutrition  Venn written reports
2. understand how C. Common Diagram
the different Forms of  Group
factors influence Malnutrition presentation
malnutrition; D. Causes of
3. explain the causes Malnutrition
and effects of E. Effects of
malnutrition; and Malnutrition
4. assess and evaluate F. Government
the government Nutritional
nutritional Programs and
programs and Policies
policies.

Final Period

The last term of the semester deals with the issues concerning the Philippine Health, its
problems and causes and effects of poor health condition, up to the health facilities and
manpower during the first week. Second week is concern about the concept and nature of
ecology which tackles the Philippine ecosystem up to environmental management and legal
issues. Week 3 is the continuation of environmental issues. Drug abuse, on the other hand, is
discussed on week 4, its causes and effects, and the different government programs on drug
abuse. Week 5 talks about peace and global issues while terrorism and the Abu Sayyaf Group is
in week 6.

Objectives Subject Matter Strategies/ Indicators of

 Techniques Learning
Week 1

At the end of the week, I. The Philippine Health  Group  Learners can
the students are expected Problem dynamics identify the
to:  Group indicators of
A. Indicators of Reporting health, its
1. identify the Health  Diorama- problems and
indicators of B. The Problem and making causes of poor
health, its Causes of Poor  Venn health
problem and Health Condition Diagram condition.
causes of poor C. The Effects of  Submission of
health condition; Health Condition written report
2. assess the health D. Health  Critiquing the
facilities and Expenditures performance of
manpower of the E. Health Facilities group reporting
country; and and Manpower
3. evaluate the F. Health Delivery
different health System
programs of the
government.

Week 2

At the end of the week, II. Concept and Nature of  Concept  Students can
the students are expected Ecology Mapping explain the
to:  Classroom principles and
A. Principles and Discussion meaning of
1. explain the Meaning of ecology
 Brainstorming
principles and Ecology  Critiquing the
 Roundtable
meaning of B. Components of performance of
Discussion
ecology; the Ecosystem groups
2. reflect on the C. Interaction of  Group
dynamics  Submission of
Philippine and Species in the the learners’
urban ecosystem; Ecosystem reflection on the
and D. The Philippine Philippine
3. assess and Ecosystem ecosystem
evaluate the E. The Urban
Philippine Ecosystem
environmental F. Philippine
management. Environmental
Management and
Legal Issues
Week 3

At the end of the week, III. Environmental Issues

the students are expected  Concept  Learners can
to: A. Global Concern Mapping explain the
Over the  Classroom global concerns
1. explain global Environment Discussion over the
concerns over the B. Price of  Brainstorming environment
environment; Prosperity  Roundtable  Critiquing the
2. discuss the effects C. Greenhouse Discussion performance of
of greenhouse Gases  Group group reporting
warming; D. Effects of dynamics  Submission of
3. identify the Greenhouse  Group written report
causes of El Niño Warming reporting
and La Niña E. El Niño and La
Phenomena; and Niña Phenomena
4. evaluate and F. UN Conference
assess the UN on Environment
Conference on
environment.

Week 4

At the end of the week, IV. Drug Abuse  Students can

 Concept
the students are expected fully understand
Mapping
to: A. General nature of drug
 Classroom
Orientation on dependence
Discussion
1. identify nature of Drugs
drug dependence; B. Nature of  Brainstorming  Submission of
 Roundtable written report
2. reflect on the Dependence  Critiquing the
Philippine Drug C. Dangerous Drugs Discussion
 Group performance of
Scenario; and D. Philippine Drug group reporting
3. evaluate and Scene Dynamics
assess the E. Causes of Drug
different Abuse and
government Dependency
programs on drug F. Alternatives for
abuse. Drug Use or
Abuse
G. Government
Programs on
 Drug Abuse
(Present)

Week 5

At the end of the week, V. Peace and Global  Brainstorming  Learners can
the students are expected Issues  Classroom differentiate the
to: Discussion different types
A. Peace from  Venn of conflicts
1. differentiate the Personal to Diagram  Preparing
different types of Global  Group rubrics for the
conflicts; B. Positive and presentation group’s
2. identify the Negative Aspects presentation.
different issues of Peace  Submission of
affecting peace; C. Types of Conflict written report.
3. discuss the D. Basic Issues
positive and Affecting Peace
negative aspects E. Socio-cultural
of peace; and Issues on
4. understand the Globalization
socio-cultural
issues on
globalization.

Week 6

At the end of the week, VI. Terrorism and the  Brainstorming  Learners can
the students are expected Abu Sayyaf group  Classroom identify the
to: Discussion nature of
A. Meaning of Bangsa Moro
 Venn
1. cognize the Terrorism Liberation
Diagram
radicalization of B. Radicalization of Organization,
 Group
Islam in the Islam in the Moro National
presentation
Philippines; Philippines Liberation
2. assess the Tripoli C. The Moro  Research
Front, and Moro
agreement; National Islamic
3. identify the nature Liberation Front Liberation front
and objectives of and the Moro  Preparing
Bangsa Moro Islamic rubrics for the
Liberation Liberation front group’s
Organization, D. The Tripoli presentation.
Moro Islamic Agreement  Submission of
Liberation Front, E. Bangsa Moro written reports
 and Moro Liberation and research
National Organization
Liberation Front; F. The Emergence
4. know the of Abu Sayyaf
chronology of the Group
Abu Sayyaf G. Chronology of
Group terrorism Abu Sayyaf
activities; and Group Terrorism
5. evaluate the Activities
different H. Government
government Programs on
programs on Terrorism
terrorism.

VII. Subject Requirement

 Quizzes and Long Tests

 Periodic Examinations
 Written reports
 Classroom-based Action Research
 Making of Graphic Organizers and Portfolio Assessment
 Case Study
 Museum Visits

VIII. References

 Salcedo, Lucila, et al., Curernt Issues (Third Edition), Katha Publishing Co., Inc., c2002
 Carter, Brenda, et al., (CQ Reporters) Global Issues, CQ Press, USA, c2009
 Hector S. de Leon, Textbook on Agrarian Reform and Taxation (with Cooperatives), Rex
Printing Co., Inc., c2005
 Philip B. Heymann, Terrorism, Freedom, and Security (Winning Without War), The MIT
Press, England, c2003
 Stephen H. Aby, Sociology: A Guide to reference and Information Sources, 3 rd ed.,
Littleton Co. Libraries Unlimited Inc., c2005
 John J. Macionis, Sociology (10th Edition), Prentice Hall, c2004
 Humanism and Theocentrism in Islamic and Western Thought (Collection of Speeches
and Lectures), UP Institute of Islamic Studies, Al-Hoda Publishing, c2008

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