Golden Gate Colleges

Batangas City
College of Graduate Studies

ALBANIA, JUBILIN L. JULY 26, 2020

ISSUES IN TEACHING SOCIAL STUDIES
ASSESSMENT TASK 1- MODULE 3

NARRATIVE STATEMENT
The theory of history has been discussed in a general way. It begins by inviting
us to think about various questions provoked by our investigation of history, and
explores the ways these questions have been answered in the past. Concepts such as
causation, interpretation, and periodization are introduced by means of concrete
examples of how historians work, giving the reader a sense of the excitement of
discovering not only the past, but also ourselves.
Study of history shows that people, both individual and as groups or nations,
repeatedly encounter the same kinds of problems. If we also understand the result s of
the past response, maybe we can develop a better response when the problem occurs
again. Whereas, history is useful to predict the results of a contemplated response to a
problem.
It is conventionally understood that history gives us sense of identity. For that
reason, schools commonly require that students be taught the local national history.
Personally, I wonder if teaching national history is a good idea. The content of the
national history textbooks seems to glorify the nation, and to explain why “we” are better
than anyone else, and to justify the why we should impose out religion, our system of
government and our values to other people in other parts of the world. In this sense,
national history is transformed, from an honest intellectual understanding of both good
and bad accomplishment into dogma and super patriotism. Once a nation believes that
they are better than anyone else, they have an excuse to invade their neighbours or to
smite anyone who irritates them.
 To conclude, I firmly believe that understanding the linkages between past and
present is absolutely basic for a good understanding of the condition of being human.
That, in a nutshell, is why History matters. It is not just 'useful', it is essential.

ASSESSMENT # 2
DATA RETRIEVAL CHART
PROVINCES CAPITAL POPULATION HISTORICAL MAJOR
LANDMARKS PRODUCTS
1. Benguet La Trinidad 454, 747 1. Philippine 1. Fresh
Military Strawberries
Academy 2. Walis Tambo
2. Burnham Park 3. Baguio Fresh
3. Strawberry Vegetables
Farm 4. Baguio Fresh
4. Session Road Flowers
5. Mines View 5. Strawberry
Park Jams and
6. Diplomat Preserves
Hotel
2. Kalinga Tabuk City 212, 680 1. Tinglayan 1. Coffee
Rice Terraces Greens -
2. Balbalasang Musang Coffee
National Park 2. Kalinga
3. Tongango Native Products
Caves 3. Rattan Fruit
4. Cadamayan
Falls
5. Palan-ah
Falls
3. Abra Bangued 241, 160 1. Tangadan 1. Muscovado
Tunnel Sugar
2. Tubo Tagpao 2. Bamboo
3. Viciosa Products
Kimkimay Lake 3. Wood Crafts
4. Tubo Rice 4. Woven
Terraces Materials
5. Tubo Mayabo,
Dacuag River

4. Ifugao Lagawe 205, 114 1. Banaue Rice 1. Rice

Terraces 2. Ifugao Kape
2. Tam-an Village 3. Ifugao Woven
3. Million Dollar Pasiking
 Hill
4. Batad Rice
Terraces
5. Bacung Spider
Web Rice
Terraces
5. Ilocos Norte Laoag City 593,081 1. Paoay Church 1. rice
2. Bangui 2. corn
Windmills 3. tobacco
3. Kapurpurawan 3. garlic,
Rock Formation 4.sugarcane
4. Malacañang of 5. cassava
the North
5. Sinking Bell
Tower

6. Ilocos Sur Vigan City 689,668 1. Abolition 1. Bagnet

of Tobacco 2. Sugar Cane
Monopoly 3. Handloom
2. Bahay ni Luna wooven
3.  Calle Products
Crisologo, 4. Smoked Meat
4. Bantay (Etag)
Church Bell
Tower
5. Pagburnayan
Jar Factory

7.Pangasinan Lingayen City 2,956,726 1. Minor Basilica 1. Bangus-

of Our Lady Of
Manaoag Milkfish
2. Cape Bolinao 2.
Liighthouse
3. Urduja House
4. Death Pool

8. Tarlac Tarlac City 342,493 1. Aquino Center 1. Rice

and Museum 2. Sugarcane
2. Capas
National Shrine
3. Aquino
Ancestral House
4. Sacred relic of
the True Cross
9. Pampanga San Fernando 2,198,110 1. Death March 1. rice
Marker, City of 2 corn
City
 San Fernando 3 sugarcane
2. Mount Arayat 4 tilapia
3. Pres Diosdado
Macapagal
Residence Library
and Museum
LUBAO
4. 100th kilometre
Bataan Death
March Marker,
Bacolor
5. Museo Ning
Angeles, Angeles
City
10. Cagayan Tuguegarrao  3,451,410 1.Sierra Caves 1. rice
(Penablanca)
City 2. corn
2. Cagayan
3. peanut
Provincial
Museum and
4. beans
Historical
Research Center
3. Horno or kiln
4. Buntun bridge
11. Zambales Iba 590,848 1. The Hellships Rice, corn,
Memorial vegetables, and
2. Ramon rootcrops
Magsaysay
Ancestral House
3. Fort Paynauen
4. Rasa Farms
12. Mountain Bontoc 154,590  1.  Hanging 1. Hand woven
Coffins products
Province 2. Sumaguing
Cave 2. ethnic wood
3.  Echo Valley carvings
4. Mt. Kiltepan
Viewpoint
5. Bomod-ok
Falls

13. Nueva Palayan City 2,151,461 1. Deathplace of 1. Rice

 Ecija Dona Aurora 2. Corn
3. Onion
Quezon
2. Paez House
3. Tabacalera de
San Isidro
14. Bataan Balanga City 760,650 1. Las Casas 1.Spanish Style
Filipinas De
Tuna
Acuzar
2. Hidden Coves 2. Rice Varieties
at Five Fingers
3. Arrowroot
3. Mt. Samat
Shrine of Valor Cookies
4. Pawikan
Conservation
Center
5. Corregidor
Island

15. Batanes Basco 17,246 1.Basco 1. Batanes

Lighthouse Baskets
2. Marlboro Hills 2. Vakul
3. Dipnaysupuan 3. Kanayi
Japanese Tunnel 4. Tubho( local
4. House of Dakay tea)
5. Chavayan
Village

ASSSESSMENT # 3

RESEARCH WORK # 1

I. TITLE OF THE STUDY

 Culture and Philippine Psychology: Progress and Prospects
Allan B. I. Bernardo

II. CONCLUSION

Culture became a salient construct in Philippine psychology because

Philippine psychologists wanted psychology to help us understand the Filipino
experience. But merely describing the experience of Filipinos does not lead
us to understand how culture defines the Filipinos’ diverse psychological
experiences. Doing research on Filipinos does not necessarily mean invoking
culture as a psychological construct. To better understand the cultural
dimensions of the Filipino psychological experiences, there is a need to
theorize about how psychological phenomena are related to cultural
variables. Theorizing about culture and Philippine psychology would require
that we clarify how we should engage the construct of culture in psychology
research, and define what cultural variables are psychological and what social
variables are cultural in a psychological sense. It would also require that
Philippine psychologists engage different levels of variables (cultural meaning
systems, construals of social situations, individual differences), including non-
psychological variables (social ecological variables). The engagement of
these variables should involved detailed analysis and synthesis, and not just
simplistic descriptions of social structures and of cultural practices and
meanings. More important, theorizing about culture and Philippine psychology
should involve understanding how cultural-level variables are shaped by
social ecological variables including its historical, political, and economic
dimensions, and also how cultural-level variables actually account for
psychological processes and outcomes. Such an approach is likely to reveal
diversity across the different Philippine communities, and thus help avoid
essentializing the Filipino psyche. Finally, as with all good psychological
science, these theories should be supported by strong data that are obtained
using a variety of meticulous and well executed methodologies.

III. RECOMMENDATION
As we consider prospects for building psychological research, it may worth our
while to consider the need to expand the range of psychological phenomena that are
studied by culturally-oriented psychology researchers in the Philippines. Reviews of
Philippine psychology research (Bernardo, 1997; 2002) indicate that Philippine
psychology research has thrived in studying social psychological phenomena. Sta.
Maria (2006) actually urges that Philippine psychology researchers should investigate
more applied social psychological problems as doing so locates psychological issues
within actual social contexts and domains. However, a complete study of the Filipino
experience should encompass the full range of psychological experiences. Thus,
perhaps Philippines psychologists should expand their vistas to include investigations
on culture and less studied psychological phenomena such as psychological wellness,
wellbeing, and distress (and other clinical psychological topics), and the cognitive and
affective dimensions of behavior in various Filipino communities.
Finally, as the critiques highlighted, studying culture and psychology requires that
Philippine psychologists be constantly critical about presumptions of their research
methods and analytic tools. In the past, the critical stance may have resulted in the
wholesale dismissal of methods and analysis associated with Western positivist
psychology. But the methodological approaches that were adopted as alternatives may
have been flawed, or perhaps, incomplete as they did not lend themselves to the kind of
theorizing that is required to do good and relevant psychology. The experience of
psychology researchers in other non- Western countries that developed very dynamic
psychologies grounded in their cultural experiences show that Philippine psychologists
should be willing to explore how the various methodologies of psychological sciences
can be brought to bear on our methods of inquiry about culture and the Filipino
experience. Although methods are always tied to epistemological and theoretical
presuppositions at some level, Philippine psychologists should always keep in mind that
good and relevant science is as dependent on powerful theorizing as it is on good data-
gathering and analysis.

IV. REFLECTION
To critically understand Filipinos today constitutes a challenge to confront the
constellations of meanings around bodily energies that intersect in various arenas
particularly when it comes to making sense of the Filipino nation and its predicament
in the twenty-first century. There are multiple levels or strata that need to be peeled
away not to come up with a common core or a central truth but to understand the
stratigraphic almost palimpsest-like layering of meaning and matter and the way they
“move” and circulate within and across borders. This special issue puts together
scholarship that centers the affective, emotional, and sensorial dimensions of how
Filipinos negotiate, perform, establish, and/or resist the multiple predicaments of
work, family, and nation.
Emotions and feelings do not just emanate or are produced by biological entities
called humans but can also be constituted by material objects and discourses. One
needs only to see how a newspaper account, an image on a laptop screen, a tune
from the latest pop song, or the smell of flowers can invoke and provoke multiple
movements of intensities that make up and conjure various atmospheres. Emotions,
 feelings, and the senses are the building blocks of social time and space. Therefore,
in order to adequately understand the spatial and temporal politics of Filipinos today,
one needs to be “attuned” to the moods and “weight” of places and events or how
our surroundings impinge on our bodies.

RESEARCH PAPER # 2

I. TITLE OF THE STUDY

Araling Panlipunan (Social Studies) in the Philippine Makabayan

Learning Area:
Problems and Prospects in Articulating Social Studies as a Discipline

II. CONCLUSION

With all the predicaments and discussion regarding the BEC 2002,
Makabayan learning area, and Social Studies under this scheme, this paper
concludes that the articulation of Social Studies is weak. There are two
supporting explanations for this claim. First, the curriculum integration under
the Makabayan scheme made a loose, or confused even, definition of Social
Studies. Competencies presented in the PELC and PSSLC were too
fragmented, disconnected, meaningless jigsaw puzzle of discipline-based
courses and lacks connection to its goals. It can be inferred that this
integrated Social Studies is a product of a prevailing hype during that time
where NCSS in 1994 urged high levels of curriculum integration, stating that
“social studies programs reflect the changing nature of knowledge, fostering
entirely new and highly integrated approaches to resolving issues of
significance to humanity” [16]. Otherwise, curriculum planners must have
taken into consideration that disciplines are powerful tools since they are
essential bodies of knowledge that provide the tools, vocabulary, and rigor
required for participation in modern life [16]. Social Studies must have cleared
its definition first before integrating it to Makabayan.

Secondly, this loose and confused definition is a result of a lack of

framework for the discipline of Social Studies, and its integration to
Makabayan learning area. Curriculum parameters have been set by the
Department of Education, but these parameters never showed any framework
for integration in Makabayan. With integration as a solution for giving more
time for all subjects (this is evidenced by an increase in weekly time allotment
compared to the predecessors of BEC 2002, the result would be described by
Schug [16] as “important areas of the curriculum are simply left out or
 underrepresented in the school day… Curriculum integration may result in a
narrowing of the curriculum and fewer opportunities for learning, rather than
more.” However, integration has promising results but the lack of framework
thereof resulted into the demise of the learning area and the disciplines under
it.

III. RECOMMENDATION

The Makabayan learning area lasted for ten years before the new
curriculum, the Kto12 Basic Education Curriculum, was implemented.
Makabayan was abolished as a learning area and the disciplines under it
regain its own identity. There was no official evaluation of the BEC 2002,
more so with the curriculum integration sought in the Makabayan learning
area. As such, with curriculum integration being a “thing” in the curriculum
development, Shug’s recommendation is a useful tool:
(1) Teach and assess academic content;
(2) Be sure that integration emerges from within the curriculum;
(3) Make meaningful connections and avoid triviality;
(4) Use projects when educationally sound; and
(5) Study, prepare, inquire, and plan. With these recommendations,
articulation of Social Studies under an integrated curriculum can be
implemented with minimal issues and/or problem

IV. REFLECTION

The Philippines emphasize Values Education, which had characterized

the Philippine Education after the new era of the Philippine Revolution in
1986. "Values," invisible and not easy to evaluate, has ever sustained
Filipinos' dignity and self-esteem as the democratic country in Asia. The 2002
Basic Education Curriculum (BEC), however, restructured the curriculum into
five learning areas, Filipino, English, Science, Mathematics and Makabayan.
Makabayan is the integrated learning subject composed of Philippine history
and political economic system, local cultures, crafts, arts, music and games.
Especially the secondary level Makabayan stresses Philippine history and
political-economic system, and International relations. Makabayan, meaning
love for the country, asks students to develop a healthy personal and
national self-identity that has been the aim of Philippines Values education.
Philippine Values education seems to succeed in combining the development
of personality and national identity. The strengthening of nationalism is
needed to encourage the people's motivation of the national Specifically
speaking, Makabayan is a "laboratory of life" or a practice environment for
holistic learning and may suggest the ideal way to develop humanity and
 nationalism, which would never turn into a narrow sectionalism, separatism
or chauvinism. Although the Philippines has opened the new possibility of
Values Education, its feature suggests that education would never be free
from the past and traditional values. The Philippine Values Education,
strengthening both the spiritual national unification and the practical human
development in a democratic society, might give us a suggestion to open up
the new trend of World education, or education for the Global Citizens.

RESEARCH PAPER # 3

I. TITLE OF THE STUDY

The Effectiveness of the Local Governance Performance

Management System (LGPMS) in Improving Governance in the
Municipality of San Rafael

II. CONCLUSION

The LGPMS is an effective performance measurement and

management tool in LGUs, specifically in the Municipality of San Rafael. It
is comprehensive in its performance indicators, taking into consideration
the elements of good governance in its criteria for rating. It can effectively
monitor and evaluate developments and point out the strengths and
weaknesses of a municipality. It also provides a clear picture on the
overall prevailing situation of a municipality that will help the government,
policy makers, government planners, and the LGU itself to plan and
implement developmental changes. With the system, one can effectively
compare the past and present performances and make preparations on
where to focus its effort in the future to achieve
developments/improvements.

On a national level, the LGPMS can provide information on which

LGUs deserve more urgent attention and intervention than others
depending upon the data of each municipality, province, city and the
whole nation. The system can also easily rank the performance of each
LGU and classify them according to high performers, low performers and
non-performs. The ratings and eventual ranking of LGUs help the
department in providing incentives and awards and performance grants to
high performing LGUs like the Gawad Pamana ng Lahi and the Seal of
 Good Housekeeping, which the Municipality of San Rafael is a recipient
and the newest award, the Seal of Good Local Governance.

Generally, results of the LGPMS may also be used in reclassifying

LGUs, evaluate the performance of high performers, replicate their
practices among low performing LGUs, and help the others reach the level
of performance that they have.

While LGPMS has successfully chronicled the performance and

development levels of LGUs, it still acknowledges that there are still many
continuing challenges in the country’s local governance system for
LGPMS to be content with its present usefulness. Hence, the LGPMS
should continuously undergo improvements and adapt itself to the ever
evolving concept of local governance in order to retain its effectiveness in
improving the local performance of the LGU.

III. RECOMMENDATION

It is recommended that a regular and timely rating may be

conducted for each LGU and posted to the DILG website promptly to
provide real-time data for researchers. A representative of each
stakeholder in the LGU be included in the team that gives rating to the
LGU to get the point of view of everyone involved and to avoid bias. A
comparative study on high performing LGUs be conducted as a follow-up
study. Find out their best practices and recommend that these practices
be adopted by low performing LGUs to improve their performance. A study
using data from LGPMS be conducted per municipality, province, region
and the whole nation to see the whole state of governance performance in
the whole country.

IV. REFLECTION

As more and more local governments become proficient at

collecting and reporting performance measures, the focus at the forefront
of the performance movement has shifted from the measuring of
performance to the use of performance data to influence decisions and
improve service delivery. Even as governments continue to refine their
measures, the emphasis of the movement’s leaders has turned from
performance measurement to performance management. The focus of
this model, has something to do with the dedication of the employee
involve, taking his actions responsibly not just because they are being
paid for. The welfare of the local government relies deeply on the good
governance exhibited by the people in charge. The merits or awards
received by the LGU’s should always commensurate with the best
performance that they can serve to their constituents.