UNIT 2: What the “New” Social Studies want to Achieve?

NATIONAL OBJECTIVES OF EDUCATION (SECONDARY LEVEL)

The national objectives of Education, specifically in the Secondary level are as follows:
·Develops and inquiring mind.
·Is well informed and useful.
·Participates in the solution of social, economic and political problems.
·Has a strong moral and spiritual value.
·Respects the dignity and worth of an individual’s race, religion and socio-economic status.
·Understands the value of independence of all people and the international cooperation in behalf of world peace.

What are the Implications of National Objectives of Education? (Secondary Level)

1.) To develop critical thinking skills: -The national objectives of Education in the social sciences at the Secondary
level aims to develop critical thinking skills among students.
2.) To promote civic and social responsibility: - Education in social sciences at the Secondary level plays a crucial
role in preparing students to become active and responsible citizens.
3.) To foster multicultural awareness and understanding: - The national objectives of Education in the social sciences
at the secondary level is to promote multicultural awareness and understanding among students.
4.) To impart knowledge of political systems and governance: -Education in the social sciences at the secondary level
aims to provide students with a solid understanding of political systems, governance and processes.
5.) To develop economic literacy: - Another important national objective of education in the social sciences on the
secondary level it to develop economic literacy among students.
6.) To promote cultural and historical appreciation: - Education in the social sciences at the Secondary level aims to
promote historical and cultural appreciation among students.
7.) To develop research and analytical skills: - The national objective of education in the social sciences at the
secondary level also includes developing research and analytical skills among students.
National Objectives of Education in the Philippines
1.Holistic Development: The National Objectives of Education emphasize the development of students' critical thinking,
creativity, and problem-solving skills, as well as their social and personal development. In the social sciences, these
objectives contribute to students' ability to analyze, interpret, and understand various social phenomena, events, and
issues.
Evidence: The EBPALP project conducted by the University of the Philippines (UP) collaborated with the Philippine
National Police to promote evidence-based policing through a series of training programs for police officers. The project
showcases the application of social science research methodologies to improve policing practices and enhance public
safety.
2. Citizenship Education: The National Objectives of Education also aim to develop responsible and active citizenship
among students. This objective encourages students to understand their rights, responsibilities, and roles as citizens, and to
participate in societal affairs.
Evidence: The Electoral and Civic Education Program implemented by the Department of Education (DepEd) in
partnership with various organizations and institutions is an example of efforts to promote responsible citizenship among
secondary school students. The program includes activities and initiatives that educate students about the electoral
process, democratic principles, and human rights, fostering their understanding of social science concepts such as
governance, politics, and civil society.
3. Cultural Appreciation and Respect: The National Objectives of Education highlight the importance of cultural
appreciation and respect in fostering understanding and harmony among individuals from diverse backgrounds. Social
sciences provide students with opportunities to explore and understand different cultures, traditions, and belief systems.
Evidence: The "Shared Histories for a Shared Future" project implemented by the Southeast Asian Ministers of Education
Organization (SEAMEO) focuses on cultivating cultural understanding among students. The project promotes the
teaching of Southeast Asian history and culture to enhance regional identity and unity.

Goals and Objectives of Education

Based on the Philippine Constitution of 1987, all associate shall aim to:
1. Strengthen ethical and spiritual values
2. Develop moral character and personal discipline
3. Encourage critical and creative thinking
4. Broaden scientific and technological knowledge and promote vocational efficiency..
Aims of Elementary Education (Education Act of 1982) in the elementary level, schools through their curricula should
aim to:
1. Provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living in
and contributing to developing and changing society, provide learning experiences which increase a child’s awareness of
and responsiveness to the changes in the society;
2. Promote and intensify knowledge, identification with and love for nation and the people to which he belongs;
3. Promote experiences which develop orientation to the world of work and prepare the learner to engage in honest and
gainful work.
Aims of Secondary Education in high school or secondary level, educational curricula aims to:
1. Continue to promote the objectives
2. Discover and enhance the different aptitudes and interest of students in order to equip them with skills for productive
endeavor and or to prepare for tertiary schooling
Presidential Decree No.6-A
Former President Ferdinand E. Marcos Sr. Declared (The Educational Decree of 1972)
Goal
1. Achieve economic development and social progress
2. Participation of all people attainment of such growth
3. Promote desirable Cultural values and Nationalism
Objectives
1. Provide a broad general education
2. Train the nation's manpower in the middle level skill
3. Develop the high-level profession
4. Educational planning and evaluation
5.Improvement of curricular programs
6. Upgrading physical faculties
7. Upgrading academic standard
8. Access to educational opportunities
9. Skills training for out of school youth
10. Educational programs for illiterate adults
11. Educational financing for elementary and secondary education from the local government
12. Improvement of secondary schools
13. Improvement of technical institute and skills training centers
14. Development including mathematics and science teaching
15. Expansion of agricultural programs
16. Utilization of instructional technology
17. Production of textbooks
18. Working arrangements
19. Authority to borrow
20. Tax exemption

Social Studies Instruction

What is Instruction?
·the act of teaching someone how to do something
·written advice and information about how to do or use something
What is Social Studies Instruction?
Social studies instruction is a branch of education that focuses on teaching students about various aspects of society,
including anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology,
religion, and sociology.
Social Studies instruction, like any other discipline, is always ignited and essentially optimized with the use of
instructional materials to attain the teaching-learning objectives in transmitting knowledge, ideas, skills, and attitude, such
that resourcefulness and creativity of available materials are greatly called upon. (Masvaure, 2019)
(Ajoke ,2017) described in his paper, the use of instructional materials in Social Science ensures clarity of instruction to
the learners
Here are some common types of instructional materials used in social studies:
Traditional - Boards, maps, tables, illustrations, and graphs
New - Power point presentations, audio-visual, use of internet, and online guidance

Matatag Curriculum
The Department of Education (DepEd) has recently unveiled its revised curriculum for Kindergarten to Grade 10, known
as the MATATAG K to 10 curriculum. This initiative is part of the broader K to 12 Program and aims to address the
evolving needs of the Filipino student population.
The term "MATATAG" is an acronym that stands for:
- MA: Makabagong kurikulum na napapanahon (Modern and timely curriculum)
- TA: Talino na mula sa isip at puso (Intelligence from the mind and heart)
- TA: Tapang na humarap sa ano man ang hamon sa buhay (Courage to face any life challenges)
- G: Galing ng Pilipino, nangingibabaw sa mundo (Excellence of Filipinos, standing out in the world)
Taxonomy
Dr. Benjamin Bloom
An American educational psychologist.
In 1956, he created a framework known as Bloom's Taxonomy.
What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a system of hierarchical models used to categorize learning objectives into varying levels of
complexity (Bloom, 1956).
Bloom identified 3 domains, or categories of educational activities:
Cognitive - knowledge / mental skills
Affective - attitudes / feelings
Psychomotor - actions / physical skills
A. THE COGNITIVE DOMAIN
Bloom's Taxonomy 1956
·Knowledge - Recall of information
·Comprehension - Understanding of meaning
·Application - Use of concept
·Analysis - Deconstruction of concept
·Synthesis - Combination of information to create meaning
·Evaluation - Judgment of concept
A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment
specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning and
Assessment.
Anderson and Krathwohl's Taxonomy 2001
·Remembering
·Understanding
·Applying
·Analyzing
·Evaluating
·Creating
B. THE AFFECTIVE DOMAIN
Affective domain describe learning objectives that emphasize a feeling, tone, and emotion, or a degree of acceptance or
rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent
qualities of character and conscience. We found a large number of such objectives in the literature, expressed as interests,
attitudes, appreciations, values and emotional sets or biases. [from Krathwohl et al, 1964]

1. Receiving - It refers to a student’s willingness to attend to particular phenomona of stimuli and being willing to tolerate
them.
2. Responding - It refers to active participation on the part of the student.
3.Valuing - is concerned with the worth or value a student attaches to a particular subject, phenomenon, or behavior.
4.Organization - It is concerned with bringing together different values, resolving conflicts between them all, and
beginning the building of an internally consistent value system.
5.Characterization: by value or value set
to act consistently in accordance with the values he/she has internalized.

C. THE PSYCHOMOTOR DOMAIN

Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. This
also refers to natural, autonomic responses or reflexes.

This domain includes seven categories:

1.Perception: the ability to apply sensory information to motor activity.
Ex. Detects non-verbal communication cues.
2.Set: the readiness to act or the "mindset".
Ex. Knows and acts upon a sequence of steps in a manufacturing process.
3.Guided Response: the ability to imitate a displayed behavior or to utilize trial or error.
Ex. A person follows the manual in operating a machine.
4.Mechanism: the ability to convert learned responses into habitual actions with proficiency and confidence.
Ex. To be able to cook a delicious meal after practicing how to cook it.
5.Complex Overt Response: the ability to skillfully perform complex patterns of actions.
Ex. Operates a computer quickly and accurately.
6.Adaptation: the ability to modify learned skills to meet special events.
Ex. Modifies instruction to meet the needs of learners.
A designer uses plastic bottles to create a dress.
7.Origination: creating new movement patterns for a specific situation.
Ex. A student creates a new dance routine.

Behavioral Objectives in the Social Sciences

What is Behavioral Objectives?
-they ensure coherence and a clear focus, differentiating themselves from vague educational goals by generating precise,
measurable outcomes of academic progress (Sewagegn, 2020).
A behavioral objective is a clear, specific, and measurable statement of what a learner is expected to achieve at the
end of a unit of work.
What is Behavioral Objectives?
1.Provide a clear focus for instruction
2.Help learners understand what is expected of them
3.Create benchmarks
Components of behavioral Objectives
The ABCD approach. By using this formula, you will be able to create clear and effective objectives. It consists of four
key elements:
A.Audience
B.Behavior
C.Condition
D.Degree

The SMART goals framework is a template for students to help them define behavioral objectives related to their
educational or career goals.
S – Specific
They need to provide you with clarity and a concise aim as to where you are going with your objective.
M – Measurable
Giving yourself a metric to work alongside makes achieving your goals easier. You can create a timeline and benchmark
your progress along it to see if you are meeting your goals in time or not.

A – Achievable
Make your goals big enough to push yourself when trying to achieve them. But don’t make them unachievable.
R – Relevant
Every goal should have a reason behind it. Smaller goals should link to the larger picture and most should align to team,
departmental or organizational objectives.
T – Timely
It is harder to achieve timely goals without one. You may want to extend this to have a timeline of deadlines. Breaking
down your superordinate goal into smaller ones so you can track your progress along the way.
E – Evaluate
Evaluating your goals will help you stay focused all the way along the process. It also means evaluating your performance
at the end of the process so that you can learn from your mistakes and optimize your next goal setting process.
R – Readjust
Re-adjusting doesn’t mean throw away the goals and get new ones, it’s a means to an end, a way of getting around your
problems.
How To Write Behavioral Objectives
1. Use Verbs From Bloom’s Taxonomy

EXAMPLE
“After studying the Civil War unit, students will write a 1500-word essay comparing the major causes of conflict between
the North and South, using at least five primary sources.”
u“Students will identify key components of an effective rehabilitation program for juvenile offenders in a group
presentation.”
2. Use Biggs’ SOLO Taxonomy
A core limitation of Bloom’s Taxonomy is that it sometimes doesn’t describe observable behaviors but rather skills. The
SOLO Taxonomy by John Biggs addresses this concern.

Examples
Example:
1.Analyze social situations, anticipating potential challenges and selecting appropriate coping strategies to navigate social
interactions and maintain positive peer relationships (Analyzing/Relational).
2.Collaborate with peers in group projects or cooperative learning activities, practicing turn-taking, sharing, and effective
communication to contribute positively to the group dynamic (Creating/Extended Abstract).
UNIT 3: WHAT IS "NEW" SOCIAL STUDIES?
A.
INNOVATIONS IN CONTENT
1. THE CONCEPTUAL APPROACH
1a. WHY THE CONCEPTUAL APPROACH
WHY IS IT IMPORTANT FOR TEACHERS TO CONSIDER THE CONTENT?
THE CONTENT IS THE WAY EDUCATORS COMMUNICATE WITH STUDENTS.
CONCEPTUAL APPROACH
 Choosing and defining the content of a certain discipline to be taught through the use of pervasive ideas.
 A concept is an abstraction, which pulls together a number of facts. Concepts group certain facts together and help
organize them and make sense of them by revealing patterns of similarity and difference. To be understood,
concepts need to be constructed by the learner under the guidance of the teacher.
WHY CONCEPTUAL APPROACH

1b. STRUCTURE OF THE CONTENT

STRUCTURE OF THE CONTENT
Facts
 Simple Statement of Truth
Concepts
 Synthesis or Constellation or related facts
Generalization
 General statement relating two or more Concepts
2. APPROACH TO CONTENT
2a. SELECTION OF MULTIDISCIPLINARY AND INTERDISCIPLINARY
MULTIDISCIPLINARY APPROACH
 Places a strong emphasis on the
various disciplines and the variety of viewpoints they bring on a subject.
MULTIDISCIPLINARY APPROACH
 Examines the same subject from different perspectives. Uses knowledge from different disciplines.
SKILLS GAINED THROUGH MULTIDISCIPLINARY APPROACH
CRITICAL THINKING - Compare and contrast
SELF MANAGEMENT - Priorities and study choices.
ADAPTABILITY - Switching to appropriate lenses and adapting to different context.
ANALYSIS AND PROBLEM SOLVING - Deeper skills of evaluation.
COMMUNICATION AND LITERACY - Reversion to appropriate communication style.
APPLICATION OF INFORMATION TECHNOLOGY - Presenting information in a range of ways.
SYNTHESIS OF IDEAS - Combining ideas and considering alternative way of acquiring knowledge.

DISADVANTAGES OF MULTIDISCIPLINARY APPROACH

DISTRACTIONS - Students may feel lost.
NO MASTER-ONLY JACK - ‘‘ Jack of all trades, master of none.’’
CONFUSION - Different subjects may create confusion.
Interdisciplinary Approach
 Interdisciplinary refers to combination/ integration of two or more academic disciplines into one.
 Interaction between two or more disciplines is called an interdisciplinary approach.
Characteristics
 Integration of two or more disciplines
 Unification of knowledge through the meaningful correlation of disciplines
 Makes learning easier, interesting, natural & significant to real life.
 Combines the expertise of two or more disciplines
 Contents of education is the result of interdisciplinary approach.
 OBJECTIVES OF INTER-DISCIPLINARY APPROACH
 be able to occupy and understand different disciplinary perspectives; or be able to critically evaluate knowledge
from a broad range of disciplines;
 be able to engage in interdisciplinary inquiry and problem-solving, employing multiple ways of knowing;
 to have a meta-disciplinary understanding of the nature of knowledge and the disciplines; -be able to integrate,
synthesise, balance and accommodate knowledge from multiple disciplines in order to produce something greater
than would be possible from any one disciplinary perspective.
NEED OF INTERDISCIPLINARY APPROACH
 Need of the hour
 Need to see World as a whole
 Copping with transformation of the world

B. The Secondary Education Development Program (SEDP): Its salient Features

Rationale for the SEDP
"The 1989 Secondary Education Curriculum"
"Basic intellectual skills and learning tools to continue learning and the values for successfully living lives in the
society"
Why the need to change the 1973 Revised Secondary Education Program
On the basis of the findings revealed by a series of institutional survey, a number of problems cropped up among
which were:
1. The multi-disciplinary and inter-disciplinary approaches.
2. The desire to develop among students’ good work attitudes fell of expectations;
3. The conceptual approach to problem solving in the social sciences proved ineffective for learning the content of
social science subject, etc.
LEGAL AND OTHER BASES OF THE 1989 SEDP
The 1987 Constitution
Article XIV Sec. 1 states that "The State shall protect and promote the right of all citizens to quality education at
all levels and shall take appropriate steps to make such education accessible to all."
Article XV Sec. 1 which were cited in the previous chapters expressly stated education related constitutional
requirements serving as the primary legal bases of the 1989 SEDP.
6-A and Batas Pambansa Blg. 232 otherwise known as Education Act of 1982 clearly spells the need for the kind
of education that will continue general education started in the elementary grades; prepare learners for college and
prepare learner for the world of work.

The 1989 SEDP aims to improve:

 Quality of education and covers curriculum development
 Staff development
 Physical facilities development.
SEDP will focus on the following strategies
 Curriculum reform
 Provision of quality textbooks/teachers’ manuals on a 1:1 basis
 Provision of science and work education equipment
 Staff development (short and long term)
 Assistance to private education
 Research studies on NCEE, barangay high schools career guidance, etc.
The effect efficiency in the system, the SEDP will also focus on:
 Research studies on school location and distribution, financing schemes, teachers’ salaries and benefits, etc.
 Training of administrators
 Strengthening of management and evaluation system
Objectives of the New Secondary Curriculum
1. Develop an enlightened commitment to the national ideals by cherishing, preserving, and developing moral,
spiritual and socio-cultural values, as well as other desirable aspect of the Filipino heritage;
2. Obtain knowledge and form desirable attitudes for understanding the nature and purpose of man and therefore,
of one’s self, one’ s own people, and other races, places and times, thereby, promoting a keen sense of self, of
family and of national and international communities;
3. Develop skills in higher intellectual operations and more complex comprehension and expression activities and
in thinking, intelligently and critically and creatively in life situation;
4. Acquiring works skills, knowledge and information and work ethic essential for making an intelligent choice of
an occupation or career, and for specialized training in specific occupation;
5. Broaden and heighten their abilities in and appreciation for the arts, science, and technology as a means for
maximizing their potentials for self-fulfillment and for promoting the welfare of others.
The 1989 Secondary Education Development Program (SEDP) is a response to the following needs:
 Continue
 Improve
 Expand
 The eight subject areas in the NSEC are:
1. English
2. Filipino
3. Mathematics
4. Araling Panlipunan
5. Science and Technology
6. Edukasyong Pangkalusugan, Pangkatawan at Musika
(Physical Education, Health and Music)
7. Technology and Home Economics
8. Values Education

C. THE BASIC EDUCATION CURRICULUM ON “MAKABAYAN”

Basic Education Curriculum (BEC), this is a form of tool which will stand as one point of learning areas
as adequate for the development of competencies starting from Basic education up to the second level of
which is renounced as High School.
The Department or Education (DepEd) in the Philippines has undertaken in initiatives to restructure the
curriculum for secondary schools as part of its ongoing effort to improve the quality of learning.
The Basic Education Curriculum (BEC) aims to produce more functionally literate students by
empowering them with life skills and promote more ideal teachers that will perform collaborative teaching
and transcending knowledge in a non-authoritative way of instructing.
2002 Three Key Reform Themes
 the articulation of more complex and higher-level learning goals
 the streamlining and integration of learning areas in the curriculum
 the use of creative and innovative teaching approaches to improve student learning.
BEC focus on Makabayan
The 2002 Basic Education Curriculum (BEC), however, restructured the curriculum into five learning areas,
Filipino, English, Science, Mathematics and Makabayan.
BEC reform as a case of an official educational reform that aims to improve student learning by focusing on the
emergent learning area in the curriculum that is referred to as Makabayan.
Makabayan intends to develop personal and national identity through adequate knowledge of Philippine history
and its politico-economic system, local cultures, crafts, arts, music and games.
Makabayan uses integrated units of learning to enable the learner to process, assimilate, and systematically
practice a wide range of values and life skills, including work skills and a work ethic.
MAKABAYAN as the “laboratory of life”

D. THE K-12 CURRICULUM

WHAT IS K TO 12?
 The K to 12 curriculum in the Philippines covers Kindergarten and 12 years of basic education. The program aims
to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and entrepreneurship.
WHAT IS SOCIAL STUDIES?
 Social studies can also be referred to as social sciences. It’s a field which deals with human behavior,
relationships, resources, and institutions.
 "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.”
WHAT DOES ARALING PANLIPUNAN OR SOCIAL STUDIES IN THE K 12 CURRICULUM ENTAIL?
 Through Araling Panlipunan, students develop their understanding of the world. They learn about other people
and their values in different times, places and conditions. They also develop the perspective of their environment
and the process of its advancement.

Salient Feature of K-12 Basic Education

1. Strengthening Early Childhood Education
(Universal Kindergarten)
2. Making the Curriculum relevant to learners
(Contextualization and Enhancement)
3. Building Proficiency through language
(Mother Tongue-Based Multilingual Education)
4. Ensuring Integrated and Seamless Learning
(Spiral Progression)
5. Gearing up for the future
(Senior High School)
6. Nurturing the holistically developed Filipino
(College and livelihood readiness, 21st Century skills)
K-12 BROAD GOALS FOR SOCIAL STUDIES EDUCATION
 Students will demonstrate a thorough understanding of the fundamental principles, organization, and operation of
government.
 Students will demonstrate a through understanding of economic concepts.
 Students will demonstrate a through knowledge of the history of their community and examine the evidence of
the past.
 Students will demonstrate a thorough understanding and appreciation for the heritage of our nation.
 Students will be use the knowledge to understand and address the contemporary problems and issues.
 Students will be examine and analyze the cause and effect of the problem in order to understand the past and
present and prepare for the future
 Students will demonstrate an awareness of and concern for the ways that worlds people, resources and
environments.