MODULE 1

UNIT 1: THE ELEMENTARY SOCIAL STUDIES CURRICULUM

Introduction

Unit I 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.

Learning Outcomes

Upon completion of this Module, you shall be able to:

1. Analyze the concept of social studies
2. Define Social Studies as integrated curriculum
3. Enumerate and Explain the themes in the Araling Panlipunan Curriculum
4. Examine the implications of Constructivism in the Social Studies Curriculum

Discussion

LESSON 1: WHAT IS SOCIAL STUDIES?

Have you ever noticed the rapid changes around 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.
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 II which states that:

“...every graduate of basic education shall be an empowered individual who hos

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 II par.2)

In order to actualize this, the State shall:

(a) Give every student on 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 II)

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

learner who completes the K to12 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.

Figure 1. K to 12 Basic Education 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.
Primarily, K to 12 Araling Panlipunan (Social Studies) intends to develop critical,
reflective, responsible, productive, nature-loving, nationalist, and humane citizens rooted
in his/her identity as Filipino yet manifests the values and skills of a global citizen.
 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:
 People, Environment and Society
 Time, Continuity, and Change
 Culture, Responsibility and Nationhood
 Rights, Responsibilities and Citizenship
 Power, Authority and Governance
 Production, Distribution and Consumption
 Regional and Global Connections

Moreover; the disciplinal skills in social studies such as critical thinking, creativity,
sound decision-making, investigative and research skills, and historical thinking are
likewise developed using an expanding approach.

Conceptualizing Social Studies: A Brief History of Social Studies in School Curricula

It is essential to examine as early as now how social studies as a subject evolved.

Subsequent paragraphs were heavily borrowed from the paper written by David Warren
Saxe titled Framing a Theory for Social Studies Foundations published in 1992. Though it's
almost three decades old, it provides valuable insights on how social studies as a learning
area/subject emerged.
The author argued that many social studies educators, practitioners, and specialists
have little knowledge or background on the identity of social studies. Thus, they fell short
in the delivery of a comprehensive and relevant social studies curriculum. He explicitly
stated this when he said that, "I argue that practitioners and theorists are prevented from
articulating viable perceptions of social studies' purpose, theory, and practice because they
lack basic understandings of the original historical underpinnings of social studies."
This "scarcity of theoretical” foundations can be rooted in the myths as used by
Saxe) on the origin of social studies which widely spread among educators ane
practitioners. He clearly pointed this out when he said that, "Where teachers,
administrators, and even social studies theorists continued the litany and rituals of the
field, there was little understanding of its original purpose and even less understanding of a
continuing dialogue for examining collective aims. Simply put, social studies became
entrenched in schools as a tradition of habit. With its original experimental nature
detached from practice, it is little wonder that educational leaders since the 1940s have
either given up on social studies or—perhaps more simply, in not understanding the
purpose for social studies—decided to try something else. A case in point is the much
publicized America 2000 (U.S. Dept. of Education, 1991), which has dropped social studies
as a core curricular area in favor of an undefined application of history and geography, as if
social studies has nothing to do with history and geography."
As Saxe suggested, one of the reasons behind the absence of historical information
on social studies might be rooted in the dearth of resources. Upon reviewing well-regarded
educational histories by Cremin (1961, 1988), Meyer (1957), Spring (1990), Welter (1962),
Karier (1986), Krug (1964), Tyack and Hansot (1982), Tanner and Tanner (1990), Peterson
(1985), Ravitch (1983), and Kliebard (1986), he argued that only Krug and Kliebard treated
seriously the beginnings of social studies. He explained that, "Krug (1964) presents a fair
accounting of the role of the 1916 Committee on the Social Studies of the National
Education Association as the first major organization to advocate social studies, but he
presents little of the actions or thinking that precipitated the Committee's work. Kliebard
(1986) briefly mentions the 1916 Committee on the Social Studies"

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 exists without any antecedents. It lit the idea
that social studies' past Is not relevant. Various writers and scholars di 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 & Arrnstrong, 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 1881 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).

• History Foundation Theory

The history foundation theory is an extension or deeper interpretation of the big

bang theory. Here, conventional wisdom holds that, since history education existed before
1916, obviously history was the seedbed or promulgator of social studies. There are many
scholars who believed in this idea like Oliver Keels (1988), Alberta Dougan (1988), Hazel
Hertzberg (1981, 1989), Rolla Tryon (1935), Edgar Bruce Wesley (1937), N. Ray Hiner
(1972,1973), James Barth (Barr et al., 1977), and Samuel Shermis (Barr et al., 1977).
Among these intellectuals, it was Keels who "captures the essence of the history
foundation origin of social studies by connecting the domination of historians and history
curricula pre-1916 to the production of the 1916 social studies report. Hertzberg (1981),
too, reaches a similar conclusion by highlighting connections between the 1916 social
studies report and earlier reports issued between 1893 and 1911 by various history
organizations."

Demystifying the Myths: Origin of Social Studies Explained

The myths as enumerated in previous pages are considered as such, for these could
not provide data and relevant facts that would substantiate its claim. This brings us to the
question, "What really is the origin of social studies?"
 Even before the deliberation of the 1916 Social Studies Committee, the term social
studies was widely used in research literature, and its meaning was common to many. In
fact, data revealed that as early as 1883, the term social studies was already in circulation
among social welfare advocates. Sarah Bolton (1883), Heber Newton (1886), and Lady
Wilde (1893) already used social studies in their book titles. The said books were related to
the social welfare movement that underscored the use of social science data. It was Carroll
D. Wright, the first US Commissioner of Labor and a member of Allied Social Sciences
Association (a member of American Social Science Association (ASSA), who emphasized the
link between Social Science instruction and good citizenship.
Saxe further explained that As social science moved from an area of study to
discrete fields of research in the 1880s, the term social education was introduced as the
means to activate social welfare in public schools. In this context, social education was used
as a generic term for socially centered school curricula."
At the turn of the 20th century, social education was redefined and narrowed to
identify a special area of school curricula to be devoted expressly to social science and
citizenship concerns. This important shift—from the generic and all-encompassing term of
social education for all school curricula to a specific course of social education among other
educational programs—marks a symbolic beginning for social studies in schools.
Edmund James, president of the American Academy of Political and Social Sciences,
was the first to use social studies as an element of school curricula in 1897. He defined it as
a general term for sociologically-based citizenship education. He then suggested to pull
together the social science for use in the lower schools under the umbrella of "social study."
The social studies conceptualization as argued by Saxe, "was rooted in the efforts of
the American Social Science Association (ASSA) as a means to further the cause of social
improvement (social welfare). The ASSA explicitly chose to apply a collective social science
as the basis of social welfare activities, not the discrete subject matters of sociology,
anthropology, political science, psychology, history, or geography. To the social welfare
activists, social science was conceived of as a general area of inquiry drawn from these
discrete subjects to help solve societal problems. This general or holistic approach to
treating soda) issues and problems surfaced in educational circles, first under the rubric
social education and then, finally, as social studies. What is critical to identify here is that
no single methodology or field of study was to dominate and that every social science
(including history and geography) could be used to facilitate social improvement through
citizenship education."
Though there were calls at that time to make this generalist approach be replaced
by specialist approach, public school leaders opted to continue with the notion of a general
field approach toward citizenship education. At the height of this, Clarence D. Kingsley
(1913) launched his Commission on the Reorganization of Secondary School Subjects. He
presented his idea of education reform in a modern social ligh, ( N E A olf9slt lu,d1,9t1h2
linn ct hi uedfiend t: to the National Education Association in 1910 and was eventually
forrnalized as Comrnittee on the Articulation of High School and College report of this
organization. Kingsley suggested six major areas that include
• English
 • Social Science
• Natural Science
• Physical Training
• Mathematics
• Foreign Language

The Committee title shifted from social science to social studies and thus became
Committee on Social Studies. This committee advocated a program of active participation
that included two major interdisciplinary courses (Community Civics and Problems of
American Dernocracy). It rejected the traditional history program as grossly unsuitable and
inappropriate for American students at that period.
The social studies that we have at present is a product of an evolution. The dynamic
transformation of its meaning could be summarized into three things. These include:
• a meaningful integration of history, geography, civics, and the various social
sciences used to promote the learning/practice of civic competence;
• a program that emphasized direct/active student participation; and
• a representation of two interdisciplinary courses, "Community Civics" and
"Problems of American Democracy."

It is safe to assume that social studies as a learning area/program is always

considered as the culmination of all academic programs in basic education curriculum.
Interestingly, highly developed countries (e.g., Singapore, South Korea, the USA, Germany,
and others) put much premium on history, civics, and culture by placing it at the fore of its
curriculum while continuously adjusting the language, mathematics, science, and technical-
vocational programs in support of the latter.
In the Philippines, however, there is a continuous marginalization of this discipline
in the form of insufficient budget, shorter time allocation, and scarcity of teacher-training
development compared to other programs such as science, technology, engineering, and
mathematics (STEM) where funding and support like scholarships, international training
events, and the like are numerous.
This is not to mention the dwindling number of pre-service teachers taking up social
studies/science specialization. This is a perennial dilemma of the Department of Education
where a significant number of elementary teachers handling social studies subjects are
non-majors. Consequently, this would impact the quality of instruction delivered to Filipino
learners relative to the achievement of necessary knowledge, skills, and attitude as
articulated in the curriculum standards.
Araling Panlipunan's relegation to the border of instructional priorities poses long-
term fatal effects on the national identity and consciousness. This is evident as historical
revisionism, production and propagation of fake news, rise of authoritarianism, cultural
bigotry, and weakening democratic institutions dominate the current landscape of
Philippine politics.
 LESSON 2: SOCIAL STUDIES AS INTEGRATED CURRICULUM

Many learners considered Social Studies a boring and irrelevant subject. This
presumptions or assumptions 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.
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 offer 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 (1909), 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 Beaune 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).
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 the inquiry, presentation, and assessment
process. Interdisciplinary planning is less time-consuming than integration (Morris, 2003),
thus providing more cross-disciplinary opportunities.
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
understanding 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, Aroling Ponlipunon (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; • power, authority, and governance;
• time, continuity and change; • production, distribution, and
• culture, identity, and nationhood; consumption; and
• rights, responsibilities, and • regional and global connections.
citizenship;
 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-a-vis their fellow human beings called kopuwo
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.

LESSON 3:
ELEMENTARY SOCIAL STUDIES CURRICULUM

The previous lesson highlights Social Studies as an interdisciplinary and integrative

discipline. It provides significant input on the nature and importance of Social Studies'
integrative character which enriches its contents and processes allowing the intended
learners to become proficient on the essential standards and competencies required of
them to manifest.
This lesson is a continuation of the preceding topic focusing on the nature, intention,
and scope of the elementary Social Studies Curriculum. It is hoped that after this lesson,
 significant insights will be acquired by education students as they face the challenges of
teaching elementary students.
The K to 12 Araling Panlipunan (Social Studies) as mentioned in Lesson 1 intends to
develop critical, reflective, responsible, productive, nature-loving, nationalist, and
humane citizens rooted in his/her identity as a Filipino yet manifests the values and skills
of a global citizen. The said aspiration manifests in the standards prescribed in the
curriculum. Basic ideas and concepts relative to the development of civic competence,
cultural identity, nationalism, and citizenship, among others, are introduced and
explained in the Elementary Social Studies. Though the Secondary Social Studies
Curriculum is but I a continuation of the Elementary Curriculum and, up to a certain
extent, inseparable from the latter, there are significant differences nonetheless This is
evident in the complexity and difficulty of the standards (i.e., content, performance, and
learning competencies) and the content focus of each grade level.
Following the expanding environment model, concepts and ideas are explained in
the context of physical, socio-cultural, and political dynamics, taking into account the age-
appropriateness of the learners.

Seven Themes Explained

The previous lesson already enumerated the seven themes of the Araling
Panlipunan (Social Studies) Curriculum as one of its essential features. For purposes of
clarity and precision, however, each theme should be explained so as not to cause any
confusion and misperception

1. People, Environment and Society

Human interaction with his environment is one of the fundamental concepts
in Social Studies. This theme puts premium on how human interacts not only
with his environment but also to a bigger society thus providing learners the
opportunities to locate him/herself in his immediate environment, understand
the impact of human decisions to the environment and vice-versa, examine the
dynamism of human mobility, and realize his/her roles and responsibilities as a
member of the society and stewards of the natural resources among others.
2. Time, continuity, and Change
Essential in the understanding of cultural and national identity is the
evolution and development of a given society. Central in this study is the concept
of time that serves as the contextual basis and foundation in the analysis of
social dynamics. Chronological thinking allows learners to distinguish past from
present, examine the changing belief systems, social structures and institutions,
and understand the concept of historical significance.
3. Culture, Identity and Nationhood
Identity is anchored on culture which pertains to the complex whole that
includes belief system, values, tradition, language, and arts of a group of people
in a given society. This theme provides learners the opportunities to develop
their identity as individual, as youth and as a Filipino. This identity is the basis of
national pride which is essential in understanding and participating in
international and global arena.
4. Rights, Responsibilities and Citizenship
Civic competence is grounded on how citizens understand and value their role as
members of society and how they acknowledge their rights, roles, and
 responsibilities as citizens. This is vital as they fully and meaningfully engage in
their respective community, country and even in the community of nations.
5. Power, Authority and Governance
Central in citizenship education is understanding the concept of the use of
power in advocating the common good and the importance of democratic
processes in realizing good governance This theme includes the examination of
the Philippine Constitution, highlighting the serious responsibilities of
government leaders in various levels of governance.
6. Production, Distribution and Consumption
This theme provides learning experiences that allow students understand
economic concepts such as choice, opportunity costs, expenditure, inflation,
deficit, sound economic decision, savings, investments, and financial literacy
among others. These technical concepts are learned in the context of history and
sociocultural experiences of Filipinos.
7. Regional and Global Connections
The Philippines is a member of a bigger community called global village. This
theme affords learners to appreciate how the country influences the rest of the
world and how it was influenced in return in terms of the mobility of ideas,
people, and products.

These themes recur in several grade levels in which the degree of examination is
dependent on the content and skills focus. The Elementary Social Studies Curriculum in the
Philippine Basic Education is divided into two key stages, namely the Key Stage 1 (Araling
Panlipunan 1 — Araling Panlipunan 3) and Key Stage 2 (Araling Panlipunan 4 — Araling
Panlipunan 6). Each key stage has corresponding standard addressing vital competencies
needed to be achieved.

Key Stage 1 Standard

K—3
Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarili, pamilya, paaralan, at
komunidad, at sa mga batayang konsepto ng pagpapatuloy at pagbabago, distansya at direksyon gamit
ang mga kasanayan tungo sa malalim na pag-unawa tungkol sa sarili at kapaligirang pisikal at sosyo-
kultural, bilang kasapi ng sariling komunidad at ng mas malawak na lipunan

The above image is the key stage standard for Kindergarten to Grade 3. As you will
notice, the standard is articulated in the vernacular since the medium of instruction used in
teaching Araling Panlipunan is Filipino. Experts and educators believe that the use of
Filipino is imperative if one is to examine and eventually understand the historical
narrative and cultural identity of an evolving nation.
It is clearly stipulated that Filipino learners in key stage 1 are expected to
demonstrate basic understanding and values of self, family, school, and community
including fundamental concepts on continuity, change, distance, and direction, employing
significant and related skills toward the attainment of an in-depth understanding of one's
self in the context of his/her physical and socio-cultural environment while being a
member of a community and a bigger society.
 This standard is simplified in the Grade Level Standards, as seen below:

As early as Kindergarten, learners are expected to demonstrate a basic

understanding of one's self and of others being the foundation of social consciousness'
development.

On the other hand, Grade 1 students are required to demonstrate an understanding

of self as a member of the family and the school who values physical environment employing
concepts on continuity, change, distance, and direction in establishing personal and cultural
identity.

In order for learners to attain the desired goal, students in Grade I le, experiences
and opportunities designed for them to communicate bask persona, information such as
name, parents, birthday, age, address, school, and other relevant data. Moreover, learning
content includes:
• Understanding Myself • Valuing My Family
• The Story of Myself • Knowing My School
• Valuing Oneself • The Story of My School
• Knowing the Members of My • Valuing My School
Family • Me and My Home
• The Story of My Family • Me and School
• Responsibilities in My Family • Valuing the Environment

As seen in the image above, Grade 2 Social Studies intends learners to demonstrate
awareness, understanding, and appreciation toward the community's history using relevant
concepts on continuity and change, power and authority, leadership and responsibility,
needs and wants, identity, geography, and primary historical resources like oral traditions,
artifacts, and relics.
This grade level standard is seen in the learning content that includes:
• Knowing My Community • Leadership and Services in My
• The Story of My Community Community
• The Culture of My Community • My Responsibilities in My Community
• The Livelihood in My Community
 In the same vein, Grade 3 learners are expected to demonstrate broad understanding
of Philippine communities as port of provinces and regions based on its bio-geographical
features, socio-cultural attributes, livelihood, and political institutions using concepts of
continuity and change, and human-environmental interactions.
This standard is manifested in the following content-focus:
• The Location of My Province • The Rich Culture of My Province
• Geographical Basis and • Valuing the Cultural Identity of My
Instruments Region
• The Stories of My Region • The Economies of the Provinces in My
• Valuing the Heroes, Historical Region
Places, and Symbols of My Region

Key Stage 2 Standard

The Key Stage 2 standard highlights learners' productivity in being a member of

Philippine society. Specifically, this stage intends learners to demonstrate knowledge and
skills as a productive, responsible, and patriotic Filipino, employing skills such as critical
thinking, sound decision-making, creativity, sustainable use of resources, and effective
communication, among others, toward national development.
This standard is unpacked in each grade level where specific skills and content-focus are
specified.

As you can see, the Grade 4 standard envisions learners to develop notional pride in
being a Filipino who values cultural diversities and national goals. This could be achieved
using the following content:
• Knowing the Philippines • Philippine Cultural Identities
• The Philippine Location • The Philippine National Government
• The Philippine Geographical Features • The Government and its Social Services
• The Philippine Natural Resources and • Rights and Responsibilities of Filipino
Its Industries Citizens
 Moreover, Grade 5 Araling Panlipunan requires learners to manifest
understanding and appreciation of the formation of the Philippine archipelago, including
the development of Philippine civilization until the 19th century Its content examines the
following:
• Emergence of Philippine • Policies and Impacts of Spanish
Civilization Colonization
• Ancient Philippine Culture and • The Transformation of Philippine
Society Society
• Spanish Colonization • The Development of Filipino
Nationalism

Finally, Araling Panlipunan Grade 6 intends that Filipino learners demonstrate

understanding and appreciation of the nation's history from the 20th century until the
contemporary period toward the development of Filipino identity and nationhood. The
following content-focus ensures the development of the said standard:
• Propaganda and Independence • The Filipino-American War
Movement • American Colonization
• The Emergence and Struggles of the
Philippine Republic
• American Policies and Their Impact • The Third Republic
• The Commonwealth Period • The Declaration of Martial Law
• The Japanese Occupation • EDSA People Power
• The Philippine Independence • The Fifth Republic
• The Philippines after World War II

The Curriculum content of elementary social studies expects learners to develop

the desired learning attributes of a civic competent and nationalist citizens of the
country.

LESSON 4: CONSTRUCTIVIST THEORY IN TEACHING SOCIAL STUDIES

Generation Z or post-millennial comprise a significant number of Filipino

learners. The said generation was born and grew up with technology thus, they are called
the digital natives. This context poses a challenge to educators around the world more
specifically on their effectiveness and efficiency in engaging learners to acquire the
necessary knowledge, skills and attitude of Social Studies curriculum.
 This brings us to the discussion of constructivism as an essential educational
philosophy and its role in the effective delivery of any discipline or learning area, in this
case, the Social Studies program.
Constructivism has become the parlance of educators, teachers, education policy-
makers, and curriculum specialists for the last three decades. Much has been said about
this educational philosophy, including the impact of its implementation on the lives of both
teachers and the learners.
For one, constructivism changed the landscape of classroom instruction. It
presented multiple challenges in developing learning standards, designing instructional
models, deciding appropriate pedagogical approaches, and determining assessment tools
and processes.
Interestingly, however, constructivism was so prominent that many practitioners
overused and misused it. Various misinterpretations regarding its classroom application
surfaced. As such, it is good to be clear on the basic ideas that it espouses.
Constructivism is a theory of learning that has roots in both philosophy and
psychology. The essential core of constructivism is that learners actively construct their
own knowledge and meaning from their experiences (Fosnot, 1996; Steffe & Gale, 1995).
This core has roots that extend back to many years and many philosophe including
Dewey (1938), Hegel (1807/1949), Kant (1781/1946), and Vico (1725/1968).
Philosophically, this essence relies on an epistemology that stresses subjectivism and
relativism, the concept that while reality may exist separate from experience, it can be
known through experience, resulting in a personally unique reality. Von Glasersjoo (1984,
1990) proposed three essential epistemological tenets of constructivism to which a fourth
has been added in light of recent writings.

The Basic Tenets of Constructivism

• Knowledge is not passively accumulated, but rather, is the result of active cognizing by
the individual;
• Cognition is an adaptive process that functions to make an individual's behavior more
viable given a particular environment;
• Cognition organizes and makes sense of one's experience, and is not a process to render
an accurate representation of reality; and
• Knowing has roots in both biological/neurological construction, and social cultural, and
language-based interactions (Dewey, 1916/1980; Garrison, 1997: 1998; Gergen, 1995;
Maturana & Varela, 1992).

The above tenets acknowledge the learner's active role in the personal creation of
knowledge, the importance of experience (both individual and social) in this knowledge
creation process, and the realization that the knowledge created will vary in its degree of
validity as an accurate representation of reality. These four fundamental tenets provide the
foundation for the basic principles of the teaching, learning, and knowing process as
described by constructivism. As will be seen, however, these tenets may be emphasized
differently, resulting in various "degrees" or "types" of constructivism.
As mentioned earlier, the concept of constructivism is not new. In fact, its basic
premises are somehow articulated by various thinkers and authors though differently
fashioned. For one, Giambattista Vico, in his treatise titled "De antiquissima ltalorum
sapienna" (1710), explored its essence when he coined the phrase "verum est ipsum
factum." He reiterated the idea that, in order to know something, one must know the parts
and how they have been fit together.
 In the modern period, more specifically in the field of psychology, the idea of
cognitive construction was first fashioned into a comprehensive theory by James Mark
Baldwin (1861-1934) and Jean Piaget (1896-1980). They were able to map the procedures
and operations on the constructions of a "stable experiential world," having access only to
sensation and to the operations of the mind.

For us to better understand the concepts of constructivism, let u; exa various

schools of thought under this paradigm.

Types of Constructivism

It is essential to point out that constructivism is not a unitary theoretical position;

rather, it is a continuum or spectrum. The assumptions behind this continuum vary along
several dimensions and have resulted in the definition and support for multiple types of
constructivism. Typically, this continuum is divided into three broad categories which
include Cognitive Constructivism, Social Constructivism, and Radical Constructivism.

A. Cognitive Constructivism

This is typically associated with information processing and relies heavily on the
component processes of cognition. It emphasizes that in order to acquire knowledge, an
individual has an active role in cognizing any stimuli that formed part of his/ her
experiences. Adaptive process is essential in this kind of knowledge creation. It maintains
the idea that an independent yet knowable reality exists. This differentiates cognitive
constructivism from radical and social constructivism.
Thus, knowledge is the result of accurate internalization, construction, and
reconstruction of external reality by any individual capable of doing so. The
internalization of process and structures corresponds to the processes and structures
that exist in the real world. These internalization, construction, and reconstruction are
what we call learning; learning that creates accurate internal models or representations
that reflect external structures that exist in the "real" world.
This perspective on learning focuses on:
(a) the processes of learning;
(b) how "experiences" are represented or symbolized in the mind; and
(c) how representations are organized within the mind.
Overall, the construction of knowledge is considered primarily a technical process of
creating mental structures but has little bearing on the nature of the subjective
knowledge within the mind.
Cognitive constructivism contributed significantly to empirical findings regarding
learning, memory, and cognition, including schema theory, working memory models,
computational models of learning and memory, and neurological models of brain
function. Likewise, this theoretical development has led to successful instructional
applications such as the use of advanced organizers, concept maps, teaching for transfer,
elaborative practice, teaching for automaticity, and the use of reading strategies (e.g.,
SQ3R; Survey, Question, Read, Recite, Review) and problem-solving strategies (e.g.,
IDEAL; Identify problems, Define goals, Explore strategies, Act, Learn).
 B. Radical Constructivism

Radical constructivism, on the other hand, believes that the acquisition of

knowledge (e.g., ideas, concepts, processes, insights, etc). is an adaptive process that
could be attributed from the active cognition of an individual translating an experientially
based mind. It maintains that there is an internal nature of knowledge. Also, it recognizes
the existence of an external reality that is unknowable to the individual (von Glasersfeld,
1990, 1996) since our experience with external forms is mediated by our senses, and the
latter is not adept at interpreting an exact representation of these external forms (e.g.,
objects, social interactions).
Thus, while knowledge is constructed from experience, the way it is constructed is
not an accurate representation of the external world or reality (von Glasersfeld, 1990,
1995). It means that knowledge is not objective truth, rather a viable model of experience
(von Glasersfeld, 1995). These models are created within an individual and influenced by
various contexts. Stayer (1995) precisely articulately this idea when he said that
"knowledge is knowledge of the knower, not knowledge of the external world; improving
knowledge means improving its viability or fit in, but not match with, an external world"
(p. 1,126).

C. Social Constructivism

Social constructivism as a school of thought lies between the transmission of the

knowable reality of the cognitive constructivists and the construction of a personal
reality of the radical constructivists. Social constructivism "upholds the social nature of
knowledge and that knowledge is the result of social interaction and language usage, and
thus is a shared, rather than an individual, experience" (Prawatt & Floden, 1994).
Moreover, social interaction occurs within a socio-cultural context, resulting in
knowledge that is bound to a specific time and place (Gergen, 1995; Vygotsky, 1978).
Bakhtin (1984) explained this position by saying that "truth is not to be found inside the
head of an individual person; it is born between people collectively searching for truth, in
the process of their dialogic interaction".
Thus, truth is considered not an objective reality as espoused by cognitive
constructivists nor the experiential reality as argued by radical constructivists but rather
is a socially constructed truth which evolved from co-participation in cultural practices
(Cobb & Yackel, 1996, p. 37).

Constructivist Pedagogy

Due to the breadth of constructivism's theoretical underpinnings, pedagogies vary

among practitioners. Among these differences, however, there were identified eight
factors that are essential in constructivist's pedagogy (Brooks & Brooks, 1993; Larochelle,
Bednarz, & Garrison, 1998, Steffe & Gale, 1995).
Before we begin enumerating and explaining these principles, it is best to clarify
that these are not solely constructivist in nature.
1. Authentic and real-world environments are necessary for learning to take
place. Authentic environments are essential in realizing "learning experiences" for it
provides actual learning contexts. It provides the activity upon which the mind operates.
Also, knowledge construction is enhanced , when the experience is authentic.
2. Social negotiation and mediation should be taken into account in any form
of learning. Social interaction is a vital element of learning for it provides socially
relevant skills and knowledge. In the age of globalization and cultural heterogeneity,
learners should be exposed to various opportunities of interaction in order for them to
develop the necessary knowledge, skills, and values such as tolerance, social adaptation,
flexibility, peaceful co-existence, and collaboration, among others. Language is an integral
part of social mediation since it is the medium through which knowledge and
understanding are constructed in social situations (Spivey, 1997).
3. Content and skills are made significant to the learners. Regardless of types,
constructivism emphasizes the importance of knowledge since it serves an adaptive
function. Knowledge could enhance one's adaptation and functioning; thus, it is necessary
to the individual's current condition and even goals.
4. Learner's prior knowledge is fundamental in the acquisition of content and
skills. All learning begins within an individual's schema or prior knowledge. This simple
yet profound statement can unravel learning possibilities for it allows us to examine the
personal history (i.e., experiences, trauma, interests, contexts) of each learner. Only by
attempting to understand a student's prior knowledge will the teacher be able to create
effective experiences, resulting in optimum learning.
5. Formative assessment should be done to inform future learning
experiences. Constructivism asserts that knowledge acquisition and understanding is an
active and ongoing process that is heavily impacted by the student’s prior knowledge and
experiences. Sadly, knowledge and understandings are not directly visible, but rather
must be inferred from action. Thus, in order to account a learner's level of understanding
in this ongoing teaching and learning process, a teacher must continually assess the
individual’s knowledge. This type of assessment is needed to accurately design the
appropriate series of experiences and activities for students. Formative assessment here
functions as "assessment for learning."
6. Constructivism encourages learners to become self-regulated, self-
mediated, and self-aware. One of the basic tenets of constructivism is the idea that
individuals (learners) are active in knowledge and meaning construction, deconstruction,
and reconstruction. This cognitive exercise requires individuals to manipulate and
organize experiences, regulate own cognitive functions, integrate new meanings from
existing ones, and form awareness of current knowledge structures. As Brown &
Palincsar (1987) espoused, "Metacognition is considered an essential aspect of learning
and consists of (1) knowledge of cognition (i.e., knowing what one knows, knowing what
one is capable of doing, and knowing what to do and when to do it) and (2) regulation of
cognition (i.e., the ongoing task of planning, monitoring, and evaluating one's own
learning and cognition)."
7. Teachers should act as guides and facilitators of learning. The teacher's role
plays a major part in students' learning. In the cognitive constructivist perspective,
teachers create experiences where students participate, leading them to knowledge
processing and acquisition. Thus, teachers are seen as the "guide on the side" instead of
the "sage on the stage." On the other hand, social and radical constructivism supports the
idea that the teacher is to guide students to an awareness of their experiences and
socially agreed-upon meanings. This metaphor indicates that the teacher is to motivate,
provide examples, discuss, facilitate, support, and challenge learners in order to realize
optimum learning.
8. Teachers must employ multiple perspectives and representations of
content. If learners are provided multiple perspectives or lenses' in examining a
particular phenomenon or event, he/she can have the raw materials necessary to create
and develop varied representations. This, in turn, allows him/her various routes from
which to retrieve knowledge which in the long run develops his/her capacity to use more
 complex schemas relevant to the experience. These perspectives provide the student with
a greater opportunity to develop a more viable model of their experiences and social
interactions, thus making their existence more meaningful.

Linking Constructivism to the Social Studies Curriculum

The nature of social studies as alearning program ccomplements the ideas of

constructivism as a learning philosophy. The ethic freedom, identities, and civic
competence works well with what constructivism is espousing. Combining both ensures
the development of a holistic 21st century Filipino learner

Assessment

I. Answer the following questions directly and briefly. For questions 2 and 3, refer to
your Araling Panlipunan curriculum guide for the list of competencies.

1. Compare the origin of social studies according to myths and the real facts using
the table below. (write in bullet form)
Myths on the Origin of Social Studies Demystifying the Myths

2. Give the characteristics and features of Social Studies which makes it an

integrated curriculum. (Write in bullet form)

3. Enumerate the 7 themes of Social Studies/ Araling Panlipunan and give one
competency in ANY grade (Grade 1 to 6 only) which supports the themes. Use
the table as your guide.

Themes Competency

3
 4

Reference:
Contents of this module was lifted from Andres B., Esmeralda, E., Padernal, R. (2020). A Course Module for Teaching
Social Studies in the Elementary Grades (Philippine History and Government). Rex Bookstore pp 2-39.

*END OF MODULE*