DAVAO CENTRAL COLLEGE, INC.

ACSCU-ACI ACCREDITED
Juan dela Cruz St., Toril, Davao City

Course Title: SSC 1- Teaching Social Studies in Elementary Education

The course aims to equip the students in the BEED program
a strong background in local history and culture. This
background serves as an avenue for further inquiry of the
available resources in the community for the localization and
contextualization of teaching of elementary subjects. Areas to
Course Description:
be studied include natural heritage of the locality, tangible
and intangible culture that are of great significance to the
socioeconomic and political activities of the people in the
place. In the end they are expected to come up with the
profiling of available cultural resources in the community.
Units / Credits
3 Units
Equivalent:
Pre-Requisite: None
CO1: Prepare selected instructional materials based on the
scope of Elementary Social Studies.
Course Outcomes:
CO2: Demonstrate selected lessons in Social Studies
Elementary Education.

Learning Outcomes:
LO1: Analyze the curricular structure of Social Studies in Basic Education
LO2: Appreciate the importance of local history in teaching social studies.
LO3: Develop lessons, individualize materials, appropriate assessment strategies
using the formats provided.

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 SSC 1- Teaching Social Studies in Elementary Education
STUDY GUIDE
Unit 2: DEPED K-12 Araling Panlipunan Curriculum
Lesson 1: Nature, Structure, Goals and Content of K -12
Araling Panlipunan as a Learning Area

Introduction

It is an umbrella term that relates to past events as well as the memory,

discovery, collection, organization, presentation, and interpretation of information about
these events.

1. For you, what is the meaning of Araling Panlipunan?

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Learning Objectives

LO2: Appreciate the importance of local history in teaching social studies.

Intended Learning Outcomes

Identify the Nature, Structure, Goals and Content of K-12 Araling Panlipunan as
Learning Area.

Key Concepts

Nature, Structure, Goals and Content of K -12 Araling Panlipunan as a Learning

Area

Batayan ng K to 12 Araling Panlipunan Kurikulum

Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng

“Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine Basic
Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang
kinakailangang sa siglo 21 upang makalinang ng “functionally literate and developed
Filipino.” Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto
pagkatapos ng pormal na pag-aaral (lifelong learning). Ang istratehiya sa pagkamit ng
mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa pagkatuto na
konstruktibismo, magkatuwang na pagkatuto (collaborative learning), at pagkatutong
pangkaranasan at pangkonteksto.

Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:

Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan,

kung paano sila namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa
kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo ng
pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at maunawaan
ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa pagsasaliksik,
pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong pagpapasya, likas-kayang
paggamit ng pinagkukunang-yaman, at mabisang komunikasyon. Layunin ng Araling
Panlipunan ang paghubog ng mamamayang mapanuri, mapagmuni, responsable,
produktibo, makakalikasan, makabansa, at makatao, na may pambansa at
pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at
kasalukuyan, tungo sa pagpanday ng kinabukasan.

Layunin ng AP Kurikulum

Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na

pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at
daigdig. Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa
sa nakaraan at kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan ng lipunan at
kalikasan, at sa mundo, kung paano nagbago at nagbabago ang mga ito, upang
makahubog ng indibiduwal at kolektibong kinabukasan. Upang makamit ang mga
layuning ito, mahalagang bigyang diin ang mga magkakaugnay na kakayahan sa Araling
Panlipunan: (i)pagsisiyasat; (ii) pagsusuri at interpretasyon ng impormasyon; (iii)
pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng sanaysay; at (v) pagtupad sa
mga pamantayang pang-etika.

TEMA NG AP KURIKULUM

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 Upang tuhugin ang napakalawak at napakaraming mga paksa na nakapaloob sa
Araling Panlipunan, ito ang magkakaugnay na temang gagabay sa buong AP kurikulum,
na hango sa mga temang binuo ng National Council for Social Studies (Estados
Unidos).Hindi inaasahan na lahat ng tema ay gagamitin sa bawat baitang ng edukasyon
dahil ilan sa mga ito, katulad, halimbawa, ng ika-anim na tema, Produksyon,
Distribusyon at Pagkonsumo, ay mas angkop sa partikular na kurso (Ekonomiks) kaysa
sa iba, bagamat tatalakayin din ang ilang mga konsepto nito sa kasaysayan ng Pilipinas,
ng Asya at ng mundo. Iaangkop ang bawat tema sa bawat baitang ngunit sa kabuuan,
nasasakop ng kurikulum ang lahat ng mga tema.

1. Tao, Lipunan at Kapaligiran

Ang ugnayan ng tao sa lipunan at kapaligiran ay pundamental na konsepto

sa Araling Panlipunan. Binibigyang diin ng temang ito ang pagiging bahagi ng tao
hindi lamang sa kanyang kinabibilangang komunidad at kapaligiran kundi sa mas
malawak na lipunan at sa kalikasan. Sa ganitong paraan, mauunawaan ng mag-aaral
ang mga sumusunod:
1.1 Ang mga batayang konsepto ng heograpiya, gamit ang mapa, atlas at simpleng
teknolohikal na instrumento, upang mailugar niya ang kanyang sarili at ang
kinabibilangan niyang komunidad;
1.2 Ang impluwensiya ng pisikal na kapaligiran sa tao at lipunan at ang epekto ng mga
gawaing pantao sa kalikasan;
1.3 Ang mobilidad (pag-usad) ng tao at populasyon, at mga dahilan at epekto ng
mobilidad na ito; at
1.4 Ang pananagutan ng indibidwal bilang miyembro ng lipunan at taga-pangalaga ng
kapaligiran at tapagpanatili ng likas kayang pag-unlad

2. Panahon, Pagpapatuloy at Pagbabago

Mahalagang makita ng mag-aaral ang pag-unlad ng lipunan mula sa

sinaunang panahon hanggang sa kasalukuyan upang lalo niyang maunawaan ang
kanyang sarili at bansa at sa ganoong paraan ay makapagbuo ng identidad
(pagkakakilanlan) bilang indibiduwal at miyembro ng lipunan, bansa at mundo. Sentral
sa pag-aaral ng tao, lipunan at kapaligiran ang konsepto ngpanahon (time), na
nagsisilbing batayang konteksto at pundasyon ng pag-uunawa ng mga pagbabago sa
buhay ng bawat isa, ng lipunang kanyang kinabibilangan, at ng kanyang kapaligiran.
Ang kaisipang kronolohikal ay hindi nangangahulugan ng pagsasaulo ng mga petsa o
pangalan ng tao at lugar, bagamat mayroong mga mahahalagang historikal fact
( katotohan/ impormasyon) na dapat matutunan ng mag-aaral, kundi ang pagkilala sa
pagkakaiba ng nakaraan sa kasalukuyan, ang pagpapatuloy ng mga paniniwala,
istruktura at iba pa sa paglipas ng panahon, ang pag-unawa ng konsepto ng
kahalagahang pangkasaysayan (historical significance), pagpahalaga sa konstekto ng
pangyayari sa nakaraan man o sa kasalukuyan, at ang mga kaugnay na kakayahan
upang maunawaan nang buo ang naganap at nagaganap.

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3. Kultura, Pagkakakilanlan at Pagkabansa

Kaugnay sa dalawang naunang tema ang konsepto ng kultura, na tumutukoy

sa kabuuan ng mga paniniwala, pagpapahalaga, tradisyon, at paraan ng pamumuhay
ng isang grupo o lipunan, kasama ang mga produkto nito katulad ng wika, sining, at
iba pa. Nakaangkla sa kultura ang identidad ng grupo at ng mga miyembro nito, na sa
bansang Pilipinas at sa ibang bahagi ng mundo ay napakarami at iba-iba. May mga
aspeto ng kultura na nagbabago samantala ang iba naman ay patuloy na umiiral sa
kasalukuyan. Sa pag-aaral ng temang ito, inaasahan na makabubuo ang mag-aaral
ng sariing pagkakakilanlan bilang kabataan, indibidwal at Pilipino, at maunawaan at
mabigyang galang ang iba’t ibang kultura sa Pilipinas. Ang pagkakakilanlan bilang
Pilipino ay magiging basehan ng makabansang pananaw, na siya namang tutulong
sapagbuo ng mas malawak na pananaw ukol sa mundo.

4. Karapatan, Pananagutan at Pagkamamamayan

Nakabatay ang kakayahang pansibiko sa pag-unawa sa papel na

ginagampanan ng bawat isa bilang mamamayan at kasapi ng lipunan at sa pagkilala
at pagtupad ng mga karapatan at tungkulin bilang tao at mamamayan. Pananagutan
ng mamamayan na igalang ang karapatan ng iba, anuman ang kanilang
pananampalataya, paniniwalang pampulitika, kultural, kasarian, etnisidad, kulay ng
balat, pananamit at personal na pagpili. Kasama rito ang paggalang sa opinyon ng iba
kahit hindi ito sang-ayon o katulad ng sariling pag-iisip, at respeto sa pagkatao ng
sinuman sa bansa at mundo. Ang pag-unawa sa karapatang pantao at ang
pananagutang kaakibat dito ay mahalagang bahagi ng AP kurikulum upang
makalahok ang magaaral nang ganap at sa makabuluhang paraan sa buhay ng
komunidad, bansa at mundo.

5. Kapangyarihan, Awtoridad at Pamamahala

Bahagi ng pagkamamamayan ay ang pag-unawa sa konsepto ng kapangyarihan, ang

paggamit nito sa bansa at sa pang-araw-araw na buhay, ang kahulugan at
kahalagahan ng demokratikong pamamalakad, at ang uri ng pamahalaan sa Pilipinas.
Sakop din ng temang ito ang Saligang Batas, na nagsasaad ng mga karapatan at
pananagutan ng mamamayan at ng sambayanang Pilipino. Ang pag-unawa sa
konsepto ng awtoridad at liderato sa iba-ibang antas at aspeto ng pamahalaan,
kasama ang mabigat na tungkulin sa pagiging isang lider, ay tatalakayin sa AP
kurikulum. Ang karanasan din ng mga bansa sa Asya at sa ibang bahagi ng daigidig
ngayon at sa nakaraan ay pinagmulan ng maraming halimbawa at aralin ukol sa
temang ito.

6. Produksyon, Distribusyon at Pagkonsumo

Paano gagastusin ang sariling allowance o kita ng magulang? Paano palalaguin ang
naipong pondo ng pamilya? Ang sagot sa mga simpleng tanong na ito ay may
kinalaman sa batayang konsepto ng pagpili (choice), pangangailangan, paggastos
(expenditure), halaga at pakinabang (cost and benefit) na sakop unang-una ng
Ekonomiks, ngunit ginagamit din sa pag-aaral ng kasaysayan ng Pilipinas at mga
lipunan sa rehiyon ng Asya at daigidig. Sa pag-aaral ng temang Produksyon,
Distribusyon at Pagkonsumo, magagamit ng mag-aaral ang mga konseptong ito sa
sariilng buhay at mauunawaan ang ibang konsepto katulad ng inflation, GDP, deficit,
na karaniwang nababasa sa dyaryo o naririnig sa balita sa radyo. Mahalaga ring
maunawaan ng mag-aaral ang panlipunang epekto ng desisyon ng indibidwal na
konsyumer at ng mga kumpanya, katulad ng epekto ng kanilang pagpapasya sa
presyo ng bilihin o ang epekto ng patakaran ng pamahalaan sa pagdebelop ng

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 ekonomiya, gamit ang pamamaraang matematikal. (Consumer Ed. Financial Literacy,
Pag-iimpok)

7. Ugnayang Panrehiyon at Pangmundo

Sinusuportahan ng temang ito ang layunin ng AP kurikulum na makabuo ang mag-

aaral ng pambansa at pandaigdigang pananaw at pagpapahalaga sa mga
pangunahing usapin sa lipunan at mundo. Araling Asyano sa baitang 7, Kasaysayan
ng Daigdig sa baitang 8, Ekonomiks sa baitang 9 at Mga Kontemporaryong Isyu sa
baitang 10. Makatutulong ang kaalaman tungkol sa ibang bansa sa pag-unawa ng
lugar at papel ng Pilipinas sa rehiyon at mundo, at kung paano maaaring kumilos ang
Pilipino at ang bansa sa paglutas ng mga suliranin bilang kasapi ng pandaigdigang
komunidad.
Inaasahan na sa ika-11 at ika-12 na baitang ay magkakaroon ng mga elektib na
kursong tatalakay sa iba’t ibang isyu (lokal, pambansa, panrehiyon, at pandaigidig)
upang lumawak ang kaalaman ng mga mag-aaral at malinang ang kanilang mga
mapanuring kakayahan. Sa ganitong paraan din ay lalong mahahasa ang
pagkakadalubhasa ng bawat AP na guro sa pagdisenyo ng nilalaman ng kurso at sa
istratehiya ng pagturo nito alinsunod sa pangkalahatang balangkas ng AP. Ilang
halimbawa ng mga paksa ng elektib na kurso ay:
1. Mga panganib sa kapaligiran at kalikasan, ang pangangalaga nito at mga hakbang
na maaaring gawin ng mga mag-aaral at ng komunidad upang matugunan ang mga
panganib na ito;
2. Ang layunin at pilosopiya ng isang batas o patakarang opisyal, ang epekto nito sa
tao at lipunan (at kalikasan), ang mga problema sa implementasyon at posibleng
solusyon sa problema
3. Ang ugnayan ng kultura sa pagsulong ng lipunan (komunidad, bansa) at mga
isyung kaugnay sa kaunlaran ng lipunan
4. Mga pandaigdigang problema sa klima, kalamidad (natural at likha ng tao), at ang
paglutas ng mga suliraning ito

Mga Kakayahan

Ang mga kakayahan ng bagong AP kurikulum ay nakaugat sa mga layunin ng

batayang edukasyon: ang kapaki- pakinabang (functional) na literasi ng lahat; ang
paglinang ng “functionally literate and developed Filipino;” at ang pangmatagalang
pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning). Makikita ang mga
pangkalahatang layuning ito sa mga partikular na kakayahan ng AP katulad halimbawa,
ng pagsisiyasat at pagsusuri. Samakatuwid, ang AP kurikulum ay di lamang base sa
nilalaman (content-based) kundi rin sa mga kakayahan (competence-based). Sadyang
inisa-isa ang mga kakayahan ng AP upang: (a) ipakita ang ugnayan nito sa mga layunin
ng batayang edukasyon, at (b) bigyang diin ang mga mapanuring kakayahan na hindi
malilinang sa pamamagitan ng pagsasaulo ng impormasyon.

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Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards):

K-3 4-6 7-10

Naipamamalas ang Naipamamalas ang mga Naipamamalas ang mga
panimulang pag-unawa at kakayahan bilang batang kakayahan bilang
pagpapahalaga sa sarili, produktibo, mapanagutan kabataang mamamayang
pamilya, paaralan, at at makabansang Pilipino na mapanuri,
komunidad, at sa mga mamamayang Pilipino mapagnilay, malikhain,
batayang konsepto ng gamit ang kasanayan sa may matalinong
pagpapatuloy at pagsasaliksik, pagpapasya at aktibong
pagbabago, distansya at pagsisiyasat, mapanuring pakikilahok,
direksyon gamit ang mga pag-iisip, matalinong makakalikasan,
kasanayan tungo sa pagpapasya, mapanagutan,produktibo,
malalim ng pag-unawa pagkamalikhain, makatao at makabansa, na
tungkol sa sarili at pakikipagkapwa, likas- may pandaigdigang
kapaligirang pisikal at kayang paggamit ng pananaw gamit ang mga
sosyo-kultural , bilang pinagkukunang-yaman at kasanayan sa
kasapi ng sariling pakikipagtalastasan at pagsisiyasat, pagsusuri ng
komunidad at ng mas pag-unawa sa mga datos at iba’t ibang
malawak na lipunan batayang konsepto ng sanggunian, pagsasaliksik,
heograpiya, kasaysayan, mabisang komunikasyon
ekonomiya, pamamahala, at pag-unawa sa mga
sibika at kultura tungo sa batayang konsepto ng
pagpapanday ng maunlad heograpiya, kasaysayan,
na kinabukasan para sa ekonomiya, politika at
bansa. kultura tungo sa
pagpapanday ng maunlad
na kinabukasan para sa
bansa.

Learning Resources

Primarily, Araling Panlipunan subject is dealing with history, economics and

politics and even of government, constitution and society. The contents of the subjective
are highly objective in nature that it should be taught in an exact and comprehensive
way.

Study Questions

1. What are the challenges of Elementary teachers in teaching Social Studies?

7
Learning Activities
This worksheet consists of two pages that you can use for your answers or your
WEEK 4 scribbles. Indicate the Titles of the Activity, Assessment, or Unit Requirement.

Course Title: SSC 1- Teaching Social Studies in

Elementary Education
Instructor: Alkhaser V. Sappayani, MAEd-CAR
Student Name:
Course:
Year:
Date Submitted:
ACTIVITY: Write your answers on this space. Divide and identify correctly if the
Activity or Activities have different parts.

Title: Task Card! (12 points)

Date of Submission:
Things to do:
 Read and understand the question/s below.
 The following tasks are objectives of social studies.
 Each card will have a task, you are going to give your ideas on why is it
important.
 One simple sentence will do.

TASK CARD

Task 1: Task 2: Task 3: Task 4:

PAGSISIYASAT PAGSUSURI PANANALIKSIK KOMUNIKASYON

8
 This worksheet consists of two pages that you can use for your answers or your
WEEK 4 scribbles. Indicate the Titles of the Activity, Assessment, or Unit Requirement.

Course Title: SSC 1- Teaching Social Studies in

Elementary Education
Instructor: Alkhaser V. Sappayani, MAEd-CAR
Student Name:
Course:
Year:
Date Submitted:
ASSESSMENT: Write your answers on this space. Divide and identify correctly if the
Activity or Activities have different parts.

Title: Concept Web (20 points)

Date of Submission:
Things to do:
 Read and understand the question/s below.
 Create a concept web on competency in social studies.

9
Summary

Araling Panlipunan is a learning discipline that is concerned with the study of

society. It develops the pupils' literate and effective participation as a citizen of the
country. Effective teaching of Araling Panlipunan is characterized with Meaningful
Integrative Value, that is, it is meaningful when students see the relevance and
connection of their lesson to their lives because it has real – world application.

References

Department of Education, (2016).Araling Panlipunan Curriculum Guide.

https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf

10
 SSC 1- Teaching Social Studies in Elementary Education
STUDY GUIDE
Unit 2: DEPED K-12 Araling Panlipunan Curriculum
Lesson 2: Araling Panlipunan Curriculum Framework

Introduction

The overall design of Grades 1 to 10 curriculum follows the spiral approach

across subjects by building on the same concepts developed in increasing complexity
and sophistication starting from grade school. Teachers are expected to use the
spiral/progression approach in teaching competencies.

1. What can you say about the spiral approach of Araling Panlipunan Curriculum? Is it
effective? Why or why not?

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Learning Objectives

LO2: Appreciate the importance of local history in teaching social studies.

Intended Learning Outcomes

Evaluate some of the Social Studies lessons that are part of the new curriculum.

Key Concepts

Araling Panlipunan Curriculum Framework

Teorya ng Pagkatuto

 Konstruktibismo
 Magkatuwang na Pagkatuto
 Pagkatuto ng karanasan at pangkonteksto
Mga Pamamaraan

 Pagsisiyasat
 Tematiko-Kronolohikal, paksain/konseptwal
 Integrasyon
Mga kasanayan

 Pagkamalikhain
 Mapanuring pag-iisip
 Matalinong pagpapasya
 Pagsasaliksik at Pagsisiyasat
 Kasanayang Pangkasaysayan
 Pakikipagtalastasan at pandaigdigang pananaw
Apat na haligi ng pagkatuto

 Makaalam
 Makagawa
 Makiganap
 Makipamumuhay

Subjects in Araling Panlipunan Elementary

G1- Ako at ang aking Kapwa

G2- Ako, ang aking pamilya at paaralan
G3- Ang aking komunidad, noon at Ngayon
G4- Ang bansang Pilipinas
G5- Pagbuo ng Pilipino bilang Nasyon
G6- Mga Hamon at Tugon Pagkabansa

Content Standard
-Defines what students are expected to know, do and understand.
-Answers “What students know and be able to do?”

Ex. Naipamamalas ng mag-aaral ang pag-unawa sa mga pangunahing konsepto ng

Ekonomiks bilang batayan ng matalino at maunlad na pang-araw-araw na
pamumuhay.

Performance Standard
-Defines what students should create, add, value to, and transfer.
-Answers ‘How well must students do their work?”

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Ex. Naisasabuhay ang pag-unawa sa mga pangunahing konsepto ng Ekonomiks
bilang ng matalino at maunlad na pang-araw-araw na pamumuhay.

Learning Competency
-Specifies statements of knowledge, process/skills and attitude that students are
expected to demonstrate to attain the content standard.

Ex. Nasusuri ang katangiang pisikal ng daigdig.

Ex. Napapahalagahan ang natatanging kultura ng mga rehiyon.

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Learning Resources

Study Guide Question

1. If you are going to add at least one standard in Araling Panlipunan, what would it
be?

2.

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Summary

Program implementation in public schools is being done in phases starting SY

2012–2013. Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the
program, and current 1st year Junior High School students (or Grade 7) are the first to
undergo the enhanced secondary education program. To facilitate the transition from the
existing 10-year basic education to 12 years, Department of Education is also
implementing the SHS and SHS Modeling.

References

Ababan, J. (2017). Teaching History lessons in Araling Panlipunan at selected DepEd

High School in Botolan District. Retrieved from
https://www.academia.edu/34450021/Chapter_1_INTRODUCTION_Background
Department of Education, (2016). K to12 Gabay Pangkurikulum: ARALING
PANLIPUNAN. Retrieved from https://www.deped.gov.ph/wp-
content/uploads/2019/01/AP-CG.pdf
Llego, M. A. (2012). Grades 1 to 10 of the K to 12 Basic Education Curriculum.
Retrieved from https://www.teacherph.com/basic-education-curriculum/
School Administrator, (2018). Teacher Reform. American Association of School
Administrators, vol. 75, no. 6, 2018, p. 41. Gale General OneFile. Retrieved from
https://go.gale.com/ps/retrieve.do?
tabID=T003&resultListType=RESULT_LIST&searchResultsType=SingleTab&hitCount=3
00&searchType=BasicSearchForm&currentPosition=7&docId=GALE
%7CA579803688&docType=Brief+article&sort=Relevance&contentSegment=ZGPP-
MOD1&prodId=ITOF&pageNum=1&contentSet=GALE
%7CA579803688&searchId=R2&userGroupName=dccph&inPS=true
Xiaochua1, (2014). Araling Panlipunan Curriculum. Retrieved from
https://historydlsu.files.wordpress.com/2014/10/02-w-reyes-k-12-araling-panlipunan-
curriculum.pdf

15
Learning Activities
This worksheet consists of two pages that you can use for your answers or your
WEEK 5 scribbles. Indicate the Titles of the Activity, Assessment, or Unit Requirement.

Course Title: SSC 1- Teaching Social Studies in

Elementary Education
Instructor: Alkhaser V. Sappayani, MAEd-CAR
Student Name:
Course:
Year:
Date Submitted:
ACTIVITY: Write your answers on this space. Divide and identify correctly if the
Activity or Activities have different parts.

Title: Let’s Remember (15 points)

Date of Submission:
Things to do:
 Read and understand the question/s below.
 Formulate an objective that will show the content standard,
performance standard, and learning competency.
 The topic is MAMAMAYANG PILIPINO.
 Fill in the templates below.

CONTENT STANDARD (5 points each)

PERFORMANCE STANDARD (5 points each)

LEARNING COMPETENCY (5 points each)

This worksheet consists of two pages that you can use for your answers or your
WEEK 5 scribbles. Indicate the Titles of the Activity, Assessment, or Unit Requirement.

Course Title: SSC 1- Teaching Social Studies in

Elementary Education

16
 Instructor: Alkhaser V. Sappayani, MAEd-CAR
Student Name:
Course:
Year:
Date Submitted:

ASSESSMENT: Write your answers on this space. Divide and identify correctly if the
Activity or Activities have different parts.

Title: Poster with a slogan (30 points)

Date of Submission:
Things to do:
 Read and understand the question/s below.
 Create a poster with a slogan about Araling panlipunan Curriculum
 Do it in a clean long coupon bond.

“Education is the most powerful weapon

which you can use to change the world.”

SAMPLE ONLY

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 SSC 1- Teaching Social Studies in Elementary Education
STUDY GUID
Unit 2: DEPED K-12 Araling Panlipunan Curriculum
Lesson 3: Walkthrough of the Araling Panlipunan Curriculum Documents

Introduction

Today's social studies programs are encouraging students to consider the

individual's position in society, as well as the duties and actions that lead to a just and
equitable society. Teaching about religion's impact on history and modern culture is
intertwined with multicultural and ethical education. Understanding, comparing, and
comparing religious ideas is an important part of growing tolerance and understanding of
one of the most important motivating elements in human affairs.

1. What are the difference between New Normal Education and Face-to-Face
Education? What is their advantages and disadvantages?

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Learning Objectives

LO2: Appreciate the importance of local history in teaching social studies.

Intended Learning Outcomes

Discuss trends/issues/related readings that have bearing in the introduction of

innovations in teaching Social Studies in Elementary grades

Key Concepts

Most Essential Learning Competencies

The current global health crisis poses a profound impact on the basic education
system as approximately 87% of the world’s student population, or about 1.5 billion
learners, have been affected by school closures. The Bureau of Curriculum
Development ensures that learning standards are relevant and flexible to address the
complex, disruptive, volatile, and ambiguous impact of Covid-19 in the Philippines
particularly in the basic education sector.

Working on the said premise, the Department hereby releases the Most
Essential Learning Competencies (MELCs) to be used nationwide by field implementer.
The release of the MELCs is not just response to addressing the challenges of the
current pandemic but is also part of the Departments’ long-term response to call of SDG
4 to develop resilient education systems, most especially during emergencies. Thus, it
can be used under certain circumstances as mechanism to ensure education continuity
through the curriculum dimension. Releasing the MELCs does not diminish the
standards set by the full K to 12 curriculum guides. Rather, these serve as one of the
guides for teachers as they address the instructional needs of learners while ensuring
that curriculum standards are maintained and achieved.

Characteristics of an Essential Learning Competency

1. It is aligned with national and/or local standards/framework (eg: “scientifically

literate Filipinos”).
2. It connects the content to higher concepts across content areas.
3. It is applicable to real-life situations.
4. If students leave school, it would still be important for them to have this
competency above many others.
5. It would not be expected for most students to learn this in settings other than
through formal education

These characteristics are based on a US-developed competency validation rubric, which

is intended to assure that learning competencies can reach the highest level of quality
and comparability across schools (New Hampshire Department of Education, 2012),
although adaptations were made for relevance in the Philippine context.

In determining the criteria for the selection of the most essential learning competencies,
the descriptor “ENDURANCE” was considered to be the primary determining factor. A
learning competency is considered enduring if it remains with learners long after a test or
unit of study is completed

Part of the process was deciding whether a learning competency is to be

RETAINED, MERGED, DROPPED, OR REPRASED. As a general rule, a learning
competency was retained if it satisfies the endurance criterion which greatly contributes
to life-long learning and is a pre-requisite skill to the next grade level. Two or more
learning competencies are, merged or clustered into one

Learning Resources

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 Field implementers and private schools are encouraged to contextualize the most
essential learning competencies in order to accommodate the varying contexts of
learners, teachers, learning environment and support structures considering both the
content and performance standards.

Study Guide Question

1. Are you in favor of removing some competencies, more than half of it in our
curriculum? Why or why not?

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Summary

The MELCs were provided by DepEd as the primary reference for all Schools,
Schools Division Offices (SD0s) and Regional Offices (R0s) in determining and
implementing learning delivery approaches that are suited to the local context and
diversity of learners, while adapting to the challenges posed by COVID-19.

References

Victorino, I. (2020). K-to-12-MELCS with CG Codes. Retrieved from

https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf
DepEd Commons, (n.d.). Most Essential Learning Competencies. Retrieved from
https://commons.deped.gov.ph/melc

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Learning Activities
This worksheet consists of two pages that you can use for your answers or your
WEEK 6 scribbles. Indicate the Titles of the Activity, Assessment, or Unit Requirement.

Course Title: SSC 1- Teaching Social Studies in

Elementary Education
Instructor: Alkhaser V. Sappayani, MAEd-CAR
Student Name:
Course:
Year:
Date Submitted:
ACTIVITY: Write your answers on this space. Divide and identify correctly if the
Activity or Activities have different parts.

Title: Task Card (20 points)

Date of Submission:
Things to do:
 Read and understand the question/s.
 Answer the following question/s.
 Just answer it in a word or a simple sentence.

What is the importance of Most Essential Learning

Competencies?

3. 4.

1. 2.

This worksheet consists of two pages that you can use for your answers or your
WEEK 6 scribbles. Indicate the Titles of the Activity, Assessment, or Unit Requirement.

Course Title: SSC 1- Teaching Social Studies in

Elementary Education

23
 Instructor: Alkhaser V. Sappayani, MAEd-CAR
Student Name:
Course:
Year:
Date Submitted:

ASSESSMENT: Write your answers on this space. Divide and identify correctly if the
Activity or Activities have different parts.

Title: Collage (30 points)

Date of Submission:
Things to do:
 Read and understand the question/s.
 Create a Venn diagram about K-12 Curriculum and the MELCs.

RUBRICS FOR VENN DIAGRAM

Strong Grasp Progressing Not in evidence
Criterion
5 points 4 points 3 points
Text support Few or none of the
All statements are Most statements are
of comparison statements are
supported by the text. supported by the text.
statements supported by the text.
All statements noting
similarities are placed Most statements are
Placement of in the center circle and placed in the correct Few statements are
statements within the all statements that note circle, but student placed in the correct
Venn diagram differences are placed mixed up a few circle.
in the correct outer statements.
circle.
Total Score

Adapted rubrics from IRA/NCTE, link:

https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson54/detectiverubric.pdf

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 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

This worksheet consists of two pages that you can use for your answers or your
UNIT 2 scribbles. Indicate the Titles of the Activity, Assessment, or Unit Requirement.

Course Title: SSC 1- Teaching Social Studies in

Elementary Education
Instructor: Alkhaser V. Sappayani, MAEd-CAR
Student Name:
Course:
Year:
Date Submitted:
UNIT REQUIREMENT: Write your answers on this space. Divide and identify correctly
if the Activity or Activities have different parts.

Title: Create a daily lesson plan in Social Studies Elementary Education.

Date of Submission:
Things to do:
1. Choose whatever topic you desire.
2. Use 4A’s format.
3. Copy and open this link for your reference in making lesson plan.
4. Use long clean coupon bond.

https://drive.google.com/file/d/1gOLGy7oaM87uZEnf9KFtpDYmXHAcjbI/
view?usp=sharing

Note: The sample daily lesson plan that I have shared with you is a Junior
High School LP. The format is the same, just elaborate more in LESSON PROPER
and add more questions on the analysis part since your students are from elementary.
You can browse the internet for more examples. Make sure your LP is Specific,
Measurable, Attainable, Result-oriented, and Time-bounded.

Additional reminder:

DO NOT SHARE MY SAMPLE LESSON PLAN WITHOUT MY

CONSENT(^__^)

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