SSM101 REVIEWER | FINALS

LESSON 1: OBJECTIVES OF LEARNING SOCIAL STUDIES

INTRODUCTION

Social studies is an interdisciplinary field that combines concepts from social sciences and
humanities to facilitate problem-solving and decision-making skills while fostering the development of
critical citizenship abilities. This educational discipline aims to equip individuals with the knowledge, skills,
and attitudes needed to comprehend both their physical and human surroundings, enabling them to act
as responsible and engaged members of society. Social studies involves the acquisition of competencies
and insights pertaining to one's environment, encompassing both the natural and human aspects, and is
essential for cultivating traits that characterize responsible citizenship within a democratic society. It
focuses on the study of various human relationships, including interactions among individuals,
interactions with institutions, interactions with the physical environment, and interactions with value
systems. Consequently, social studies promotes an understanding of the dynamics of coexistence, the
utilization of the environment to fulfill basic human needs, the significance of customs, institutions, values,
cultural heritage, and their evolving characteristics. Furthermore, social studies serves as a tool for
empowering young individuals with the necessary skills to address personal and community-related
challenges.

In the context of the Philippines, social studies plays a vital role in shaping the nation's future by
educating its youth about their physical and social environment. The Filipino education system
incorporates social studies to equip students with the essential tools for addressing both personal and
community issues. It instills in them the knowledge, skills, and values necessary to participate actively in
society and contribute to the country's progress. Through a comprehensive understanding of their cultural
heritage, institutions, and human interactions, Filipino students are prepared to become responsible
citizens who can effectively address the challenges facing their nation, fostering a sense of unity and civic
engagement.

K-12 SOCIAL STUDIES (2013) CURRICULUM

CONCEPTUAL FRAMEWORK:

Its primary objective is to foster 21st century skills among learners to produce “functionally literate
and developed Filipino”. The curriculum gears toward the formation of a citizen that is “critical, reflective,
responsible, productive, environmental, national, and poet with national and international perspective and
appreciation of historical and social discourse” (DepEd, 2013).

It is anchored in following theories: constructivism, collaborative learning, experiential, and

contextual learning. It employs teaching methods that are thematic or conceptual, investigative,
integrative, interdisciplinary, and multidisciplinary.

The curriculum considers the Pillars of Learning, namely Learning to Know, Learning to Be,
Learning to Do, and Learning to Live Together (NCRFW, 2010). It does not call to memorize certain facts
or concepts but rather understand and make sense of it thus contextualizing the learning being
accumulated in the subject and apply it in real life.

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DEFINITION, SCOPE, AND SEQUENCE:

The K-12 Araling Panlipunan Curriculum Guide defines the Social Studies, as follows: “study of
people and groups, communities and societies, how they lived and live, their relationship and interaction
with the environment and each other, their beliefs and culture, to form an identity as a Filipino, person and
member of society and the world and understand one's own society and the world, using the skills of
research, investigation, critical and creative thinking, intelligent decision making, sustainable use of
resources and effective communication” (DepEd, 2013).

OBEJCTIVES:

The Social Studies Curriculum general objective, as stated in the K-12 Araling Panlipunan
Curriculum Guide, is as follows: “to cultivate youth with a specific identity and role as Filipinos who
participate in the life of society, the country and the world. Along with the cultivation of identity and civic
competence is the understanding of the past and present and the relationship within society, between
society and nature, and the world, how they have changed and are changing, in order to shape an
individual and collective future. To achieve these goals, it is important to emphasize interrelated skills in
Social Studies: (1) investigation; (2) analysis and interpretation of information; (3) research; (4)
communication, especially essay writing; and (5) meeting ethical standards” (DepEd, 2013).

THEMES:

The K-12 Araling Panlipunan Curriculum has the following themes: “(1) Man, Society and
Environment; (2) Time, Continuity and Change; (3) Culture, Identity and Nationality; (4) Rights,
Responsibilities and Citizenship; (5) Power, Authority and Governance; (6) Production, Distribution and
Consumption; and (7) Regional and Global Relations” (DepEd, 2013).

SKILLS:

It has been stressed out that the K-12 Araling Panlipunan Curriculum will not only be
contentbased but rather competence-based. The competencies in Social Studies Learning Area are
interconnected. It is also intended to be developmental to fi t the grade or year level of student starting
from the most basic competencies going to the more complex one, as follows: “(1) investigation; (2)
analysis and interpretation of information; (3) research; (4) communication, especially essay writing; and
(5) meeting ethical standards” (DepEd, 2013).

TOPICS FOR EACH GRADE LEVEL:

Grade One: Ako, ang Aking Pamilya at Paaralan.

Social Studies Curriculum, or Araling Panlipunan 1, basically, focuses on the construction

of the student of his/ her idea about him/herself with respect to the immediate social institution,
where he/ she belongs, the family, and the school. It covers discussion about knowing oneself
and identity, getting to know more about his/her family, the rules and values that his/ her family
has at home. It was followed by discussion about the school and the values it teaches him/her.
The course also includes care for the environment.

Grade Two: Ang Aking Komunidad Noon at Ngayon.

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 Social Studies Curriculum, or Araling Panlipunan 2, offers discussion and activities about
the community. It includes getting to know what an ideal community is and contextualizing the
community where the learners live. Political, economic, and socio-cultural aspects are also being
discussed in this part however in a more simple manner that would fi t the grade level of the
students. There are discourses about culture, governance, and livelihood in the community. Aside
from taking into account the origin of his/her community, right and duties of a responsible citizen
is also part of the course.

Grade Three: Ang mga Lalawigan sa Aking Rehiyon.

Social Studies Curriculum, or Araling Panlipunan 3, covers discussion about basic

geography. It includes discussion about regionalization of the country taking into the
consideration the physical geography of the place or region. Its unique culture, means of
livelihood and political affairs. It also gives emphasis on the interaction of men and women with
his/her environment.

Grade Four: Ang Bansang Pilipinas.

Social Studies Curriculum, or Araling Panlipunan 4, focused in getting to know more

about the Philippines and the student’s identity as a Filipino. It includes knowledge about basic
Philippine geography, Filipino cultural heritage and entrepreneurship, participation in promoting
good governance, and dreaming goals for the country.

Grade Five: Pagbuo ng Pilipinas Bilang Nasyon.

Social Studies Curriculum, or Araling Panlipunan 5, focuses on Philippine History. It

highlights the experiences of the Filipino people under the colonial rule and the continuing
struggle for nation building and development.

Grade Six: Mga Hamon at Tugon sa Pagkabansa.

Social Studies Curriculum, or Araling Panlipunan 6, is the continuation of the discussion

of the Philippine history from grade five although the difference is that this course incorporates
the use of primary and secondary sources in analyzing the past.

Grade Seven: Araling Asyano.

Social Studies Curriculum, or Araling Panlipunan 7, primarily focuses in Asian Studies. It

includes discussion about the geography, history, culture, society, politics and the economy of
different Asian nation. Courses are also intended to conceptualize Asian identity and to build
good relationships among Asian countries.

Grade Eight: Kasaysayan ng Daigdig.

Social Studies Curriculum, or Araling Panlipunan 8, is all about World History. It includes
discussion about the history, politics, economy, culture, and society of the countries in the world
from the ancient time up to the contemporary period.

Grade Nine: Ekonomiks.

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 Social Studies Curriculum, or Araling Panlipunan 9, is all about Economics focusing in
the Philippine context. It includes contemporary issues, and some applications of the economic
principles to pursue economic development for the country.

Grade Ten: Mga Kontemporaryong Isyu.

Social Studies Curriculum, or Araling Panlipunan 10, is central to different contemporary

issues. It covers environmental, socio-cultural, political and economic issues. As well as
discussion about human rights, civic rights and responsibilities and the challenges that beset the
Philippine society at present.

LESSON 2: BASIC CONCEPTS IN SOCIAL STUDIES

THE NATURE AND DEFINITION OF CONCEPTS

Fraenkel (1973) defined concepts as mental construction invented by human actors to describe
the characteristics that are common to a number of experiences. Concept is a broad idea, an abstract
word or phrase that needs developing by discussing and identifying its attributes. A concept is a big idea.
Concepts are the categories we use to cluster information. Concepts organize specific information under
one label. They are building blocks and links between facts and generalizations.

Mehlinger (1981) also defines a concept as the term used to group objects, events and processes
which share essential characteristics. It is also a category that makes a general case from any special
instances. ASESP (1994) further describes, concepts to be complex and abstract images and ideas,
usually expressed as a single word, which concentrates and symbolizes a large amount of information
and generalization considered to be important in a given field of study.

Simply put, concepts are abstract words employed in the categorization of group of subjects,
ideas, peoples, or events. Concepts can be classificatory or connotative. Classificatory concepts are
those that refer to certain sets of characteristics which works on the premise that certain object, events,
and individuals have some attributes in common.

THE NATURE AND DEFINITION OF GENERALIZATIONS

Generalizations organize and summarize information obtained from the analysis of facts. These
are statements expressing relationship between two or more concepts. They provide ample opportunities
for learners to understand and articulate better the relationship between two or more concepts and
learner’s experiences. They help to promote better chances of information, servicing application of
interpretation and syntheses of information needed by learners for understanding and providing rational
solution to the daily problem of survival.

Furthermore, the term generalization is closely related to concept. However, unlike concept which
is usually represented by a single word or expression, generalizations are expressed in declarative
statements. They are statements of general principles, including models, systems and theories, which
describe trends, tendencies and relationships that are important to the subject under study.

Generalizations are also statements indicating relationships between two or more concepts. They
can take many forms. They appear as descriptions, interpretations, rules, hypotheses and predictions.

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The fact that the Social Studies teacher needs to develop and impart knowledge implies that he/she
needs some content. It is the relevant concepts and generalizations identified and formulated respectively
that will facilitate the transmission of such content.

Hence, he/she must be ready to develop these generalizations outside the learners’ experience
and make sure that the concepts constituting such generalizations are well understood in terms of the
relationship being expressed. It is only when this has been properly grasped that the Social Studies
teacher can begin to think of using such content to map out learning activities that will encourage the
acquisition and development of relevant positive values and attitudes in the learners.

THE CONCEPT OF GROWTH

The Free dictionary (2010) defines growth in different but related forms. It defines it as a
progression from simpler to more complex forms; and a process in which something passes by degrees
to a different stage (especially a more advanced or mature stage). Growth is also seen as a process of
becoming larger or longer or more numerous or more important.

www.thinkexist.com (2010) describes growth as the gradual increase of an animal or a vegetable

body; the development from a seed, germ, or root, to full size or maturity; increase in size, number,
frequency, strength, etc.; augmentation; advancement; production; prevalence or influence; as, the growth
of trade; and the growth of power.

THE CONCEPT OF DEVELOPMENT

Shanker (1996) remarks that the idea of development evolved from Wolff’s 1959 understanding of
transformation towards the appropriate form and to Darwin’s 1859 concept of transformation towards the
ever more perfect form. He further observes that during this period, evolution and development began to
be used as interchangeable terms. Since then the concept of development has become a multifarious
concept characterized sometimes by ambivalent and wildering array of meanings.

While quoting Sahlin (1994) Shanker also describes the concept of development from two major
perspectives. Firstly, development is seen as a process of economic growth, a swift and sustained
increase of production, productivity, and income per head. Secondly, it is seen as a process that
enhances the effective freedom of the people involved, to pursue whatever they have reason to value.
This perception of development is a culturally conditioned view of economic and social processes.

Development is empowerment: it is about local people taking control of their own lives,
expressing their own demands and finding their own solutions to their problems. Development means
“improvement in a country's economic and social conditions”. More specifically, it refers to improvements
in ways of managing an area’s natural and human resources in order to create wealth and improve
people's lives. This definition is based on the more obvious distinctions in living standards between
developed and less developed countries. It is therefore, not going to be out of place to view the concept of
development as an ideologically loaded concept which means different things to different people at
different times.

MEANING OF SELF-RELIANCE

Self-reliance is a straightforward concept that encourages individuals to take ownership of their

various needs—physical, emotional, spiritual, social, and economic. It entails placing trust in one's own

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abilities, judgment, and resources, emphasizing independence and freedom from external control or
influence. Self-reliance embodies personal independence, self-direction, self-sufficiency, and autonomy.

Another perspective on self-reliance underscores the belief in one's capability to effectively

navigate life's challenges by relying on one's inner guidance rather than external sources. In essence, it
signifies taking personal responsibility for one's life decisions and actions, recognizing that one must take
the initiative to achieve their goals.

THE CONCEPT OF PEACE

The term "peace" has been described by Saint Augustine as "tranquility of order," wherein order
refers to the allocation of things to their rightful places, whether equal or unequal. In this context, peace is
not merely the absence of hostilities but rather the presence of order and tranquility, encompassing a
spectrum from absolute to relative peace.

Lawal and Raufu, citing Onah, emphasize that peace constitutes the entirety of well-being and
the fulfillment of life, both in the present and the future. Peace serves as a prerequisite for progress, as
moral, social, and cosmic disorder hinders genuine progress. It is crucial to conceive of peace not solely
in the context of conflict and war but also in terms of maintaining order, harmony, and equilibrium.

Peace can be succinctly described as a sense of security, serenity, and restfulness. While peace
is often considered a global concern, it is essential to recognize that global peace can only be achieved
when individual countries are internally stable and at peace. The peace and contentment of each nation
hinge on the inner peace of its citizens. Consequently, a country can achieve peace and prosperity when
its people coexist harmoniously. The desire for peace extends to personal well-being, and societal peace
is threatened when interpersonal conflicts disrupt this tranquility. Such disruptions can lead to a chain of
violent actions. The absence of peace erodes a nation's identity and diverts the mental and creative
energies of its citizens away from constructive pursuits. Therefore, it is imperative to instill in the younger
generation an awareness of peace and the importance of conflict resolution.

THE CONCEPT OF CONFLICT

Conflict is an inherent facet of human interaction, an inescapable byproduct of choices and

decisions. It derives from the fundamental reality of human interdependence, where individuals rely on the
active participation of others to fulfill their basic needs. Essentially, conflict denotes a clash between
individuals or groups over limited resources, ranging from physical force to legal action or intimidation
through the threat of physical harm or warfare. The primary objective in conflict is to emerge victorious at
any cost, often arising from incompatible behaviors between parties whose interests seem at odds.
Consequently, conflict is rooted in social relationships.

Conflicting human goals and aspirations are a constant occurrence, making it unrealistic to
envision a world devoid of conflict. Conflict is bound to arise wherever there are multiple individuals or
groups, manifesting at various levels, from domestic disputes between spouses to labor-management
conflicts in factories, or even broader conflicts involving classes, religious communities, gender groups, or
the state and society at large. Such conflicts can take on different forms, including personal,
interpersonal, and communal conflicts.

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 Conflicts disrupt not only individual roles but also the overall functioning of the system, often
leading to dysfunction. If war originates in the minds of individuals, it is due to conflict. Conflicts can take
diverse forms, such as personal, interpersonal, or communal conflicts.

Conflict resolution can be defined as the process of analyzing a problem and devising a solution
to reconcile differences between two discordant parties. It encompasses the methods employed to
address disputes between individuals, communities, or even nations, with the ultimate goal of reaching an
agreement among the involved parties.

Youth play a crucial role in peace and conflict resolution efforts, as they can be manipulated into
engaging in violence, hooliganism, and conflict initiation. This vulnerability is exploited in countries where
terrorism prevails, and power-hungry politicians incite youth to create turmoil for their selfish political
gains. The youth's susceptibility to such influences often stems from a lack of proper education.

Two approaches to conflict resolution are noteworthy. First is the melioristic approach, grounded
in the belief that organizational conflicts can be resolved through rational processes like problem-solving
and persuasion. Advocates of this approach maintain that a well-organized system, led by enlightened
managers and a dedicated and rational staff, can address differences through open and constructive
discussions for the mutual benefit of all. They contend that sanctions and strikes by workers or staff are
generally unjustified, except in cases where administrators and boards are extremely unreasonable and
uncooperative.

The second approach is the adversary approach, which acknowledges that conflict is an inherent
aspect of organizations where various groups possess differing self-interests. It argues for the
institutionalization of mechanisms to reconcile these differences. Supporters of the adversary view assert
that conflict is both necessary and beneficial for maintaining a viable organization.

THE MEANING OF SOCIAL PROBLEM

A social problem refers to a condition perceived as undesirable by some members of a

community, particularly concerning human relationships, posing a significant threat to society itself.
According to Horton and Gerald, it involves a situation affecting a considerable portion of the population in
ways deemed unfavorable, with the belief that collective social efforts can address it.

The determination of a social problem is influenced by the prevailing belief systems and values
within a given society, as emphasized by NTI. Consequently, the definition of a social problem is
inherently subjective and dynamic. What constitutes a social problem in one community may not hold the
same status in another, depending on the values and perspectives of its members.

To classify a problem as having a social dimension, two essential elements must be present: a
defined social standard and a substantial disparity between this standard and the actual social reality, i.e.,
what is happening in practice. While certain social problems, such as murders and road accidents, enjoy
consensus as problematic issues, others are subject to varying perceptions among different groups. For
instance, teenagers playing loud music in a public park may not consider it problematic, but some
individuals may view it as an undesirable social condition. Additionally, some non-smokers may regard
smoking in public buildings as undesirable and advocate for its restriction or prohibition. Media outlets
regularly report on various undesirable social conditions, including but not limited to crime, violence, drug
abuse, and environmental issues, which can manifest at the local, state, national, or international levels.