TEACHING SOCIAL STUDIES (Philippine History and Government) IN ELEMENTARY GRADES

SPCORS 3A

RUBEN O. RANARA
Instructor

UNIT I: THE ELEMENTARY SOCIAL STUDIES CURRICULUM

LESSON 2: Social Studies as Integrated Curriculum

Objectives

 Define integrated curriculum

 Differentiate integrated from interdisciplinary curriculum
 Describe social studies as integrated curriculum
 Analyze the importance of an integrated curriculum

Introduction
Many learners considered Social Studies a boring and irrelevant subject. This
presumptions or assumption is usually associated in history where memorization of facts and
dates is prevalent. The said dismal practice has always been criticized and thus, needed an
immediate response.
However, one need not forget that the answer in this challenge is mainly found in the
basic attributes of Social Studies. The integrative, capacity of this program offers various
opportunities both to learners and teachers as they make sense on its content and processes
relative to other disciplines, and their experiences.
Think
If there's one feature that would make social studies stand out among other learning
areas in the basic education curriculum, it is its integrative nature.
In his book, Integrative Opportunities in the Social Studies Classroom, Timothy Lintner
pointed out that educators and teachers have the tendency to misconstrue the idea between
interdisciplinary and integrated curriculum. This is due to the fact that various literature offers
conflicting ideas. This was expounded when he said that "terms such as integrated,
interdisciplinary, and multidisciplinary are often confusing, resulting in teachers viewing them
as interchangeable" (Adler & Flihan, 1997; Drake, 1998).
He continued it by borrowing ideas from Relan and Kimpston (1993) that “regardless of
semantics and purpose, any integrative curricular model, knowledge and skills are intermingled
across discipline fields. The type of intermingling and its purpose will vary.” But what really
constitutes an integrated curriculum?
Integrated vs. Interdisciplinary Curriculum
Integrated curriculum, as defined by Shoemaker (1989), is education that is organized in
such a way that it cuts across subject-matter lines, bringing together various aspects of the
curriculum into meaningful association to focus upon broad areas of study. It intends to create
meaningful' learning experiences by allowing learners to establish connections between and
among learning areas, thus making sense of the social phenomena being examined.
This is what Beanne is trying to point out when he said that integrated curriculum is
concerned with enhancing the possibilities for personal and social integration through the
organization of curriculum around significant problems and issues, collaboratively identified by
educators and young people. He posited that there are four core tenets to an integrated
curriculum. These include:

 integrated experiences;
 social integration;
 integration of knowledge; and
 integration as a curricular model.
In integrated experiences, the learners take an active role in the educational process by
linking experiences with the information shared by the teachers. They reflect on their "lived
experiences" while connecting it to the curriculum content. Meanwhile, social integration
encourages learners to examine the content from "positions of power (powerlessness) and
action." It presents rich opportunities for learners to become socially aware and engaged. On
the other hand, integration of knowledge happens when learners solve problems using eclectic
approaches acquired from various personal and classroom-based experiences. Finally,
integration as a curricular model is achieved when the curriculum mirrors the realities and
issues relevant to learners, when the process takes precedence over product, and when there's
a concerted emphasis on "project-based learning with direct application to addressing real-
world issues."
An integrated curriculum may manifest in various forms like project-based units,
correlated units—wherein two separate subjects are taught in parallel—or a problem-based
unit that serves to solve the problem rather than differentiating the subjects (Applebee, Adler &
Flihan, 2007).
 Activities
Objectives  Activities
and Questions

Objectives  Activities
THEME and Questions
 Activities

Objectives  Activities
and Questions
 Activities

Figure 1. Visual model of an integrated curriculum adapted from the Integrative Opportunities in the Social Studies Classroom.

Interdisciplinary curriculum, on the other hand, is a curricular model that uses multiple
disciplines or learning areas in examining a given theme, problem, topic, or issue. As Lintner
clarified, "it is purposely subject-centered and usually structured around a single objective
(lesson plan) and developed and delivered by a single teacher in his/her classroom" (Nesn &
Lounsburry, 1999; Shriner, Schlee and Libler, 2010).
Both the integrated and interdisciplinary curriculum are similar in the use of theme.
However, as argued by Lintner (2013), "in interdisciplinary curriculum the theme is more
teacher-determined. S/He culls the requisite cross-disciplinary information and plans,
administers, and assesses the information presented." This is where integrated curriculum
differs, where both teacher and learners drive ithe inquiry, presentation, and assessment
process. Interdisciplinary planning is less time-consuming than integration (Morris, 2003), thus
providing more cross-disciplinary opportunities.

Figure 2. Visual model of interdisciplinary curriculum adapted from the Integrative Opportunities in the Social Studies Classroom.

Regardless of varying differences in terms of theory and application between an interdisciplinary

and integrated curriculum, both draw together knowledge, perspectives, and methods of inquiry from
more than one discipline to develop a more powerful understånding of a central idea, issue, person, or
event. The purpose of which is not to eliminate the individual disciplines but to use them in combination
(Parker, 2005).

Social Studies as an Integrated Curriculum

Social studies programs help students construct a knowledge base and attitudes drawn from
academic disciplines as specialized ways of viewing reality. Each discipline begins from a specific
perspective and applies unique processes for knowing to the study of reality.

History, for instance, uses the perspective of time to explore the causes and effects of events
in the past. Political science, on the other hand, uses the perspective of political institutions to explore
structures and processes of governing.

Though it is important for students in social studies programs to begin to understand,

appreciate, and apply the knowledge, processes, and attitudes from academic disciplines, it is more
enriching and rewarding to understand social realities using an integrative approach.

The advocacy for schools to offer an integrated curriculum is not new. In fact, as early as
the 1900s, progressive educators already advocated this approach, believing that segregation of
learning based on subject areas counters the education's holistic nature.
In the context of social studies, the knowledge, skills, and attitudes within and across
disciplines are integrated though the amount and form of integration vary depending on the
grade levels and other pedagogical considerations.
As mentioned in the previous lesson, Araling Panlipunan (Social Studies) in the
Philippines uses the expanding environment model. This model offers rich, integrative
opportunities for both teachers and learners as they examine themselves and the society where
they belong.
The seven themes of Araling Panlipunan include:

 people, environment and society;

 time, continuity and change;
 culture, identity, and nationhood;
 rights, responsibilities, and citizenship;
 power, authority, and governance;
 production, distribution, and consumption; and
 regional and global connections.
These recur from Grades 1 to 10. These are examined using the concepts, theories, and
studies culled from the social science disciplines like history, sociology, political science,
anthropology, economics, and political science. These are employed in order for learners to see
and appreciate the holistic nature of a human being. Let's take identity as an example.
As early as Grade 1, children are exposed to learning opportunities relative to their
identity and personal characteristics vis-å-vis their fellow human beings called kapuwa. Using
basic ideas from psychology and economics like personal needs and wants, geography like
location or address, history like date of birth, and anatomy like physical characteristics will help
learners understand and make sense of their identity. As they advance to Grade 2, they will
explore identity in light of sociology when they see themselves as members of the basic
institutions called the family and school. Political science comes in as learners study rights and
responsibilities and the role they play to maintain social cohesion and unity. As learners
proceed to Grade 3, they will be taught ideas related to cultural identity as they discover and
appreciate the origin and development of their community by highlighting its local history,
economy, and culture, thereby strengthening their cultural identity and pride.
National identity will be realized as learners advance to Grades 4, 5, and 6, where
national history, society, geography, economy, and politics will comprehensively be examined.
Detailed analysis of the significant events that formed part of the nation's collective memory is
critically examined, thereby allowing students to deeply appreciate the dynamism of the
national history.
Moreover, Filipinos as members of a bigger community called the ASEAN (Association of
Southeast Asian Nations) Region is given premium in Grade 7 as learners identify themselves
not only as Filipinos but also as Asians, thereby cultivating their Asian identity. This is essential
before they immerse themselves in the study of world history in Grade 8 where multiple
histories and cultural identities appear
 Grade 9 social studies, on the other hand, underscores Philippine economic identity as
students explore Philippine economic history and development, including challenges. Finally,
Grade 10 social studies as a culminating phase of elementary and junior high school social
studies, ponders and reflects on identity issues like culture and gender.
More often than not, students learn social studies through learning opportunities that
are highly integrated across several disciplines. These often take the form of units constructed
around themes. As students proceed to middle and higher levels, social studies programs may
continue to be highly integrated and, in some cases, planned by interdisciplinary teams of
teachers. Alternatively, programs may be planned as interdisciplinary courses or more
exclusively linked to specific disciplines.
Assess

Exercise I: Thinking Venn

Compare and contrast integrated curriculum from interdisciplinary curriculum by accomplishing the
thinking Venn below.

Challenge

Answer the following questions. Substantiate your point by providing relevant facts/data.

1. Enumerate and explain the importance of an integrated curriculum.

2. Prove that Araling Panlipunan is an integrated subject. Cite at least three pieces of evidence.
3. Discuss the challenges and their corresponding solutions in implementing an integrated and
interdisciplinary curriculum.

Reference:

A Course Module for Teaching Social Studies in the Elementary Grades 9Philippine History and
Government)
Brenson Y. Andres, et. Al.
Rex Book Store, Manila Philippines