Commission on Higher Education

Region V – Bicol
CALABANGA COMMUNITY COLLEGE
San Isidro, Calabanga, Camarines Sur

INTEGRATIVE
METHODS
IN TEACHING
SOCIAL STUDIES
DISCIPLINE
IN BASIC EDUCATION

Module 1
Lesson 1

Niño Jamin B. Azañes

Instructor
 MODULE 1 THE ELEMENTARY SOCIAL STUDIES CURRICULUM
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
interdisciplinarity.
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 SATURDAY 4:00PM – 7:00PM

SCHEDULE:

“
OVERVIEW:
Have you everLESSON 1 WHAT
noticed the IS SOCIAL
rapid changes aroundSTUDIES
you? It might probably be in
aggregate forms such as technological breakthroughs, institutional reformation, process
modification or even in vital details of everyday experiences for instance, an abrupt decision
made by one of your family members of living overseas or even by you shifting college
courses due to some circumstances. These things could indeed be overwhelming. How do you
then deal with these experiences? As a future Social Studies educator, it is a must for you to
thoroughly understand how institutional changes affect the minute details of individual lives.
This is vital as you effectively educate learners the dynamism of social interactions, an
essential nomenclature in Social Studies curriculum.

OBJECTIVES:
At the end of this section, the students are expected to:
● analyse the concept of social studies,
● distinguish the features of the Philippine social studies,
● trace the development of social studies, and
● examine the challenges of the Philippine social studies.

PRE-ASSESSMENT

“Let’s test your prior knowledge about our topic for today.”
INSTRUCTIONS: Answer the questions briefly.

1. What is Social Studies?

 Is the study of history, people or society. A course of study including

geography, history, government, and sociology.
LECTURE:

As societies around the world struggle to keep pace with the progress of technology and
globalization, increasing individualization and diversity, expanding economic and cultural
uniformity, degradation of ecosystem services, and greater vulnerability and exposure to
natural and technological hazards (UNESCO, 2017), education as a mechanism of support
should likewise evolve if it is to sustain its relevance.

The K to 12 Basic Education Program implemented in 2012 is a response to the

aforementioned global trends through the passage of Republic Act 10533 or the Enhanced Basic
Education Act of 2013. It expands and improves the delivery of basic education by producing
Filipino learners who are equipped with the necessary skills and competence, and are at par
with their international counterparts. The law clearly stipulated this in Section I l which states
that:

...every graduate of basic education shall be an empowered individual who has learned,
through a program that is rooted on sound educational principles and geared towards
excellence, the foundations for learning throughout life, the competence to engage in work and
be productive, the ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the capacity and
willingness to transform others and one's self. (Section Il par.2)

In order to actualize this, the State shall:

a. Give every student an opportunity to receive quality education that is globally

competitive based on a pedagogically sound curriculum that is at par with
international standards;

b. Broaden the goals of high school education for college preparation, vocational and
technical career opportunities as well as creative arts, sports and entrepreneurial
employment in a rapidly changing and increasingly globalized environment; and

c. Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities
through the appropriate languages of teaching and learning, including mother
tongue as a learning resource. (Section Il)

As gleaned from the K to 12 Basic Education Curriculum Framework below, every

learner who completes the K to 12 basic education program will have been nurtured and
developed to become a Filipino with 21st century skills. This objective is founded on the
recognition of the nature, contexts, and needs of learners. The graduates of the K to 12
Program will have the necessary physical, cognitive, socio-emotional, and moral preparation so
they can determine their own purposes for learning in consideration of present and emerging
needs of their immediate, local, national, and global communities.
Source: https://www.slideshare.net/RASBorja/k-12-framework

Vital in this educational reform is a clear articulation of curricular content relative to the
promise of developing Filipinos with the "ability to coexist in fruitful harmony with local and
global communities." Thus, Araling Panlipunan (Social Studies) as a learning area/program is an
essential component of the Philippine K to 12 Curriculum.

Social Studies: Meanings, Concepts, and Purpose

Social studies is an integrative learning program intended to develop civic competence

among students. Civic competence is defined as the ability to engage effectively with others in
the public domain, and to display solidarity and interest in solving problems affecting the local
and wider community. This involves critical and creative reflection and constructive
participation in community activities as well as decision-making at all levels, from local to
national and even in international arena. It includes demonstrating a sense of responsibility, as
well as showing understanding of and respect for the shared values that are necessary to
ensure community cohesion, such as respect for democratic principles (European Parliament
and of the Council, 2006).

The National Council for Social Studies (NCSS) defines social studies as:

"the integrated study of the social sciences and humanities to promote civic
competence. It provides coordinated, systematic study drawing upon such disciplines as
anthropology, archaeology, economics, geography, history, law, philosophy, political science,
psychology, religion, and sociology, as well as appropriate content from the humanities,
mathematics, and natural sciences. The primary purpose of social studies is to help young
people make informed and reasoned decisions for the public good as citizens of a culturally
diverse, democratic society in an interdependent world."
 Though civic competence is not exclusive in this field, it is more central to social studies
than any other subject area in the schools. The NCSS has long advocated civic competence as
the primary goal of social studies. It recognized the significance of developing among learners
the ideals and values of a democratic republic.

Literally, Social Studies is composed of two words, social and studies. According to
Arthur Dunn as articulated by David Saxe,

...the purpose of social studies was in the term's meaning as a verb—as in, good
citizenship—not in its meaning as a noun—as in, studying the content of particular social
science or history subjects." Meaning, social studies was conceived as something one does—
studying or examining social science topics which include civic competence, history,
governance, society, and culture, among other things.

As one of the learning areas in the Philippine K to 12 Basic Education Curriculum, Araling
Panlipunan (Social Studies) intends to develop among learners critical understanding on
historical, geographical, socio-political, and economic issues of the Philippines, taking into
account the international and global contexts, allowing them to become productive citizens of
the country and of the world. It likewise seeks to engender among Filipino learners historical
mindedness, critical thinking, civic competence, cultural tolerance, and respect for diversity.
This contributes to the overarching intention of the K to 12 Program, which is to develop a
holistic citizen with 21st century skills.

Source:https://www.slideshare.net/jaredram55/understanding-and-appreciating-the-
curriculum-framework-cur

K to 12 Araling Panlipunan (Social Studies) intends to develop critical t' responsible,

productive, nature-loving, nationalist, and humane in his/her identity as Filipino yet manifests the
values and skills of a global.
 The said overarching goal is expected to be achieved by employing sound learning theories,
which include constructivism (which will be further discussed in the subsequent lessons)
collaborative learning, experiential, and contextual learning. Alongside this is the use of relevant
approach and strategies such as thematic-chronological and conceptual approach, discovery
approach, integrative' interdisciplinary, and multidisciplinary approach.

The lessons and topics from Grade 1 to 12 are anchored in the seven themes that
include:
1. People, Environment and Society
2. Time, Continuity, and Change
3. Culture, Responsibility and Nationhood
4. Rights, Responsibilities and Citizenship
5. Power, Authority, and Governance
6. Production, Distribution and Consumption
7. Regional and Global Connections

Myths on the Origin of Social Studies

Based on the literature survey conducted by Saxe, he was able to identify three myths
surrounding the emergence of social studies. These include Continuous Existence Theory, Big
Bang Theory of 1916, and History Foundation Theory.

• Continuous Spontaneous Existence (CSE) Theory

According to this theory, social studies exist without any antecedents. It holds the idea
that social studies' past is not relevant. Various writers and scholars did not include a
comprehensive study on how social studies became part of the subjects being taught in basic
education. For many' the subject arose simultaneously with other learning programs/areas.

As Saxe summarized,

"In brief, although these texts focus on the teaching Of social studies, the 18 texts did
not offer any explanation as to why or how social studies came to be part of school curricula
(see Armstrong, 1980; Banks, 1990; Chapin & Messick, 1989; Dobkin, Fisher, Ludwig, &
Koblinger, 1985; Ellis, 1991; Evans & Brueckner, 1990; Fraenkel, 1985; Hennings, Hennings, &
Banich, 1989; Jarolimek, 1990; Kaltsounis, 1987; Michaelis, 1988; Michaelis & Rushdoony, 1987;
Naylor & Diem, 1987; Savage & Armstrong, 1992; Schuncke, 1988; Van Cleaf, 1991; Welton &
Malian, 1987; Zevin, 1992). For whatever reasons, the authors decided to ignore the notion of
origins or historical orientation altogether. To the presentist authors—using an inventive
ahistorical mentality—each preservice social studies teacher is charged to activate social
studies in his or her own image without historical antecedents to bother with or ponder."

● Big Bang Theory of 1916

As the title suggests, this is centered on the idea that social studies suddenly appeared
in the year 1916, thanks to the Committee on the Social Studies under the sponsorship of the
National Education Association (NEA; Dunn, 1916). There are literature that espoused this idea.
One of the classic examples of this theory is found in the International Journal of Social
Education in a special issue titled "Social Studies as a Discipline." As Saxe emphatically puts it,

"In this issue, one writer confidently asserts that social studies 'was born in 1916'
(Larrabee, 1991, p. 51). In true big bang form, this writer cites a secondary source as proof
positive of the 1916 assertion. When the secondary source (Atwood, 1982) is checked,
however, more errors are found. In a special issue of Journal of Thought, ironically devoted to
social studies foundations, Editor Virginia Atwood claims, 'With Earle Rugg serving as midwife,
 social studies was 'born' in 1916' (1982, p. 8). Not only did Atwood use the big bang date of
1916 but she also erroneously cited Earle Rugg as the originator of the field. Earle Rugg was not
connected to the 1916 social studies report in any fashion. However, he and his brother Harold
Rugg later did agitate for and help organize the National Council for the Social Studies in 1921
('National Council')."

But if there's one research work that influenced educators and other scholars to take
this view, it's Lybarger's historiography of social studies in the Handbook of Research on Social
Studies Teaching and Learning that could be considered as the main culprit. It is here that
Lybarger highlights 1916 as a birth date of social studies; As Saxe puts it,

"More than any other contemporary researcher, ironically, it is Lybarger that has added
depth to the pre-1916 history of social studies. For instance, Lybarger's 1981 dissertation has
been a landmark for historical research in social studies foundations, Arguably, most, if not all,
of the springboards for investigating the early years of social studies can be found within this
dissertation. Despite this early promise, for whatever reason, the origins of social studies were
badly muddled in the Handbook chapter'/ (Shaver, 1991)

EXERCISE 1

INSTRUCTIONS: Answer the questions briefly.

1. What do you think are the reasons for such dismal state of Social Studies education in
the country?

 The reasons are the quality of the instructional process that stake when
taught by out-of-field teachers. The problems met by such teachers who
teach across their specialization in the teaching of social studies. These Out-
of-field social studies teachers encounter several issues in the preparation
and administration of their lessons. Social studies teacher taught because
they build social understanding, encourage civic efficacy, and teach critical
thinking. Social studies also help students learn from the mistakes of their
country and other countries.

2. How can the Commission on Higher Education (CHED) assist the Department of
Education (DepEd) in solving the identified challenges?

 CHED is the key agency mandated to promote quality higher education and
to ensure accessibility to those who may not be able to afford it. CHED
ensures that the country's human capital stays competitive by upholding
academic freedom and fostering intellectual growth.

EXERCISE 2

Compose an essay on the experiences that you had in your Social Studies class during your
elementary and high school days.
 My elementary days, during our class in our subject in Sibika at Kultura, I feel excited
because this subject remind me the beautiful nature here in our country. My experience in my
High School days in Araling Panlipunan subject I learned that Social studies develop
environmental awareness and committed to conserve and utilize the natural resources and
economic wealth that God has given the Filipinos as a nation and foster an awareness of the
oral, political, economic and social problems of contemporary Filipino society. My teacher gave
us different activities in this subject I remembered she gave us a Broadcasting Activity regarding
the history and etc. all of us are participated in this memorable experiences.

POST ASSESSMENT AND FEEDBACK

“After taking this module, give the most important learning you’ve gained.”

 I learned in this module that no matter what that something is, they will
need to interact with others from different cultural and socioeconomic
backgrounds. As a student I must study how society works, and how people
work in a society. I learn that skills through social studies that help me
succeed in further education as well as life. And It traced back the roots of
the discipline and how it evolved through time taking into account the socio-
political dynamics as its background.

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