Tuguegarao Archdiocesan Schools System

Saint Joseph’s College of Baggao, Inc.

Baggao, Cagayan, Philippines
Transforming Lives, Shaping the Future
Module No. 2-4

Course Title:Teaching Social Studies in the Course Code:ELED 202

Elementary Grades ( Culture and
Geography)
Instructor: Joy M. Tesoro Term & AY: 1st Sem, 2021-2022
Phone No. 0916-9159-047 Email [email protected]
address:

I. Overview

Araling Panlipunan (Makabayan, Social Studies) is the learning area that lays most stress on the development
of social awareness, empathy and firm commitment to our common goal as a nation. It entails the use of
integrated units, which enable the individual to personally process, assimilate and systematically practice wide
range of values and life skills including work ethic.

II. Intended Learning Outcomes (ILOs)

Upon completion of this module, the students should be able to:
A. Describe the k-12 curriculum Araling panlipunan in grades 1-3;
B. Identify the available resources found in community;
C. demonstrate understanding on the different Guiding Principles by citing examples;
and
D. reflect on the importance of guiding principles.
III. Learning Resources and References
https://guyanachronicle.com-importance-of-national-unity
https://www.authorstream.com/presentation/hark257649-2626936-teaching-araling-
panlipunan-principles/
Guiding Principles in Teaching Araling Panlipunan retrieved from
https://prezi.com/r2lq5z8crlrd/guiding-principles-in-the-teaching-of-aralimg-panlipunan-
so/
https://www.scribd.com/presentation/437454759/Goals-of-Araling-Panlipunan

IV. Lecture Content/Summary of Lesson

The Social Studies Program in the K to 12 Curriculum (Grades 1-3)

In the Elementary school, social studies deal with the study of the relationship of man to
society, government , and nature. In Grades 1-3, the emphasis is on civic and
culture(sibika at kultura).
The Minimum Learning Competencies (MLC’s) in civics and culture( Sibika at Kultura)
Grades 1-3 are divided into three major components of Filipinism.

The cluster of objectives is grouped under the following headings:

I. National Identity and Pride(Pambansang Pagkakakilanlan at Pagmamalaki)
II.National Unity( Pambansang Pagkakaisa)
III. National Loyalty( Pambansang Katapatan)
Objectives and suggestive content follow the hierarchical order to ensure a systematic
development of competencies and values for social living and awareness towards the
value of humanity and nationhood.

Strands: Kindergarten through 3rd Grade

1. History
2. Geography
3. Civics (Citizenship)

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Scope and Sequence for Kindergarten through 3 rd Grade

Grade Level Big Ideas

K Myself and My School

1st Families

2nd People

3rd Communities

Overview by Grade
Kindergarten – Myself and My School
Kindergartners will learn about family celebrations and holidays celebrated by
members of their classroom. Students will also learn and use vocabulary related to
chronology and time. They will begin the exploration of maps and globes by
constructing maps of the classroom and recognizing some basic land and water
features. Kindergarteners will be able to name some classroom and school rules. They
will also be able to describe the work that people in the community might do.
Grade 1 – Families
First graders will learn about the differences between how people lived in the past and
how they live today with a focus on families and daily life. Learners will begin to explore
maps by learning about continents and oceans, while also identifying basic landforms
and reading a map key. They will identify rules and laws that are created to keep
people safe.
Grade 2 – People
Grade 2 students will learn about the daily lives of native peoples around the world and
discuss some of the cultural contributions various native peoples have made to the
world. Learners will continue to learn more about the world in which they live by
exploring world maps, identifying landforms, and constructing simple maps of their own.
Second graders will also step into the world of economics by identifying natural
resource.
Grade 3 - Communities
Grade 3 students will learn about the different ways people live, work, and grow
together in communities around the world. They will learn about special people that
have contributed to communities in the past and present, with a focus on inventions in
transportation and communication. Geography skills include an introduction to the
concept of latitude and longitude and also how countries are divided into regions, etc.

Profiling of Available Community Resources

•What is Community Profiling?
-“Profiling describes the process of building a detailed picture of a target community
through involving local people and working in partnership with organizations and
individuals who plan and deliver services in the area.”
-a comprehensive description of the needs of a population that is defined, or defines
itself, as a community, carried out with the active involvement of the community itself
or other means of improving the quality of life in the community.
•What is the purpose of a CP?
-Useful to gather information may not be already recorded
-Highlight gaps in our understanding
-Encourage broader thinking
-determine who is likely to be affected
-means to develop relationships and build capacity.

•What are Community Resources?

The term community resources covers a wide range of things that potentially helping
the community . This could be anything as long as it provides assistance or a service to
the members of the local area. It Includes people, places, activities and things.

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Types of Community Resources
1. People (teacher, workers, farmers, etc.)
2. Places (bakery, place of worship, store, restaurant, gym)
3. Services (religious services, entertainment services etc.)
The list of types of community resources are also endless. There are of course more
established and more commonly known ones that anyone could name from the top of
their head . But as long as something is supporting a community, a smaller group of it
or even one single individual , that thing or person counts as part of community
resources.

The Main Principle in Teaching Araling Panlipunan( Makabayan) is to do

integration.

Integration is characterized by the following(Kovalik and Olsen, 1994)

√prefers questioning and problem solving to direct the process of acquiring
knowledge and skills
√reflects the interdependent real world
√involves the learner’s body, feelings, senses and intuition in learning experience
√bases its practices on the characteristics of the human learner and on the
interdependent nature of reality.
√provides holistic context for learning
√leads to a greater ability to make a number of connections and to solve problems

The Teaching of Araling Panlipunan is expected to:

1. Contribute to the development of wholistically developed citizen who is
aware and knowledgeable of
2. Critically analyses current social issues and concerns in the local and global
level

THE KEY STANDARDS

K-3 4-6 7-10
•Naipapamalas ang •Naipapamalas ang mga •Naipapamalas 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 gmit ang kasanayan sa may matalinong
pagpapatuloy at pagsasaliksik, pagpapasya at aktibong
pagbabago, distansya at pagsisiyasat, mapanuring pakikilahok,
direkyson, gamit ang mga pag-iisip, matalinong makakalikasan, makatao
kasanayan tungo sa pagpapasya, at makabansa, na may
malalim na pag-unawa pagkamalikhain, pandaigdig na pananaw
tungkol sa sarili at pakikipagkapwa at pag- gamit ang mga
kapaligirang pisikal at unawa sa mga batayang kasanayan sa
sosyo-kultural, bilang konsepto ng heograpiya, pagsisiyasat , pagsusuri
kasapi sa komunidad at kasaysayan, ekonomiya, ng mga datos at iba’t-
nang mas malawak na pamamahala, sibika at ibang sangunian,
lipunan. kultura tungo sa pagsasaliksik,
pagpapanday ng maunlad kasaysayan, ekonomiya,
na kinabukasan para sa politika at kultura tungo
bansa. sa pagpapanday ng
maunlad na kinabukasan
para sa bansa.

Saklaw at Daloy ng Kurikulum( Scope and Sequence of Curriculum)

Naipamamalas ang kamalayan bilang batang Pilipino sa Katangian at sa bahaging
ginagampanan ng tahanan, paaralan at pamayanan tungo sa paghubog ng isang
mamamayang mapanagutan, may pagmamahal sa bansa at pagmamalasakit sa
kapaligiran at kapwa.

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Guiding principles in the teaching of Araling Panlipunan
Guiding principles are broad philosophy that encompass your personal beliefs and
values and guide an organization throughout it’s life in all circumstances,
irrespective of changes in it’s goal, strategies or type of work. They can create a
company culture where everyone understands what’s important.

Effective teaching of Araling Panlipunan is characterized as:

a. meaningful
b. integrative
c. value-based
d. active
e. challenging

1.Effective Araling Panlipunan teaching is meaningful- it is meaningful when

students see the relevance and connection of their lesson to their lives because it
has real-world application. Incorporating real-lesson to their lives because it has
real-world application. Incorporating real-world examples makes the lesson more
meaningful to students because they will be able to connect the learning to the
bigger picture rather than just the classroom. It also becomes meaningful when
students are challenged to use high order thinking skills to construct meaning.
Araling Panlipunan teaching is meaningful when new information in Araling
Panlipunan lesson is connected to prior experience of student’s. Meaning must be
made, and understanding must be earned. Students are more likely to make
meaning and gain understanding when they link new information to prior knowledge
, relate facts to big ideas explore essential questions, and apply their learning in
new context. Meaningful Ap teaching is more that covering content, learning is
more than merely taking in subject matter, and assessment is more than accurate
recall. Ap teaching is authentic , authentic learning builds on the concept of learning
by doing to increase a student’s engagement . To succeed, this method needs to
have meaning or value to the student to use what he or she learned to produce new
and innovative.

2.Effective Araling Panlipunan Teaching is integrative- the subject itself is an

integration of several interrelated disciplines-history, economics, geography,
political science , sociology, anthropology, archaeology and psychology. It is
sensitive to and integrates multiple intelligences and learning styles of students. It
integrates cognitive skills required in other disciplines as it provides opportunities
for students to conduct inquiry, develop and display data, synthesize findings, and
make judgments.
The curriculum of AP integrates the totality of human experience over time and
space. AP is connecting with the past, linking to the present and looking ahead to
the future.

3.Effective Araling Panlipunan Teaching is Value-Based- a powerful and

effective AP teaching is value driven because its intended outcomes the
development of the mamayang mapanagutan, makakalikasan, makabansa, at
makatao. In fact, it is only when AP teaching reaches the value level that AP
teaching becomes truly meaningful, hence effective. Students learn democracy by
experiencing democracy right there in the classroom. It’s lessons are replete with
value –laden concerns and issues where students listen to competing arguments,
asses the merits of competing arguments and make informed and value- based
decisions.
In AP classrooms, students engage in experiences that develop fair-mindedness,
respect for well-supported positions, sensitivity to cultural similarities and
differences, and a commitment to individual and social responsibility.

4.Effective Araling Panlipunan Teaching is active- it requires students to

process and think about what they are learning .There is a profound difference
between learning about actions and conclusions of others and reasoning one’s way
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 toward those conclusion. Active learning is “hands-on-hearts-on”. In active learning
students work either individually or collaboratively, using rich and varied sources, to
reach understandings, make decisions, discuss issues and solve problems. Students
interact with teachers by asking and answering questions as teachers explain. They
participate in meaningful projects that call for critical thinking. Students also
interact with learning materials.

4.Effective Araling Panlipunan Teaching challenging- learning task should

neither be too easy to bore the students nor too difficult to discourage them. AP
teachers should know their students more than anything else and so are in the best
position to determine when the learning task are neither too easy nor too difficult.
Striking the golden mean between the extremely easy and the extremely difficult
task will be beneficial to students and teachers as well.Learning task must depart
from the usual task; if they are the same learning tasks again and again, they
become so usual that they lose novelty and are no longer challenging.

Nature of Araling Panlipunan

Ang Araling Panlipunan ay pagaaral ng mga tao at grupo , komunidad at lipunan,
kung paano sila namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa
kapaligiran at sa isat-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 daigdig, 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, responsible, produktibo, makakalikasan, makabansa, at
makatao na may pambansa at daigdigang pananaw at pagpapahalaga sa mga
usapin sa lipunan sa nakaraan at kasaluhuyan, tungo sa pagpanday sa
kinabukasan. Layunin ng AP kurikulum na makalinang ng kabataan na may tiayak
na pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan ,
bansa at daigdig. Kasabay sa paglinang nagbago at nagbabago ang mga ito, upang
makahubog ng indibiduwal at kolektibong kinabukasan. Upang makamit ang mga
layuning ito, mahalagang bigyang diin ang mga magkaugnay na kakayahan sa
Araling Panlipunan:pagsisiyasat, pagsusuri at interpretasyon in impormasyon ,
pananaliksik, komunikasyon lalo na ang pagsulat ng sanaysay at pagtupad sa mga
pamantayang pang-etika.

V. Learning Activities
1.What is all about the k-12 curriculum in araling panlupinan grades 1-3?
2.What are the other available resources found in your community? How are these
resources helps you as a member of the community?
3..How are you going to utilize the available resources found in your community the
fact that it is pandemic?
4.What are the different Guiding principles in teaching Araling Panlipunan?
5.Cite concrete examples on the different guiding principles.

VI. Supplemental Content

For community profiling, visit the link below
https://www.slideshare.net/curtistim/community-profiling-1
Guiding Principles in Araling Panlipunan(Makabayan Social Studies)
https://youtu.be/WtskCvIbha0

VII. Assessment
Complete the graphic organizer below.

Teaching Social Studies in the Elementary Grades (Culture of

• exploration and Geography)
maps and globes Page 5
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 KINDERGARTEN

Myself and
school

1st Grade
Families

2nd Grade
People

3rd Grade
Communities

VIII. Assignment
Have an advance reading on the Approaches and Methods in teaching Araling
Panlipunan in the Elementary Grades.

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