ISBN 0115-1160
THE PSSC SOCIAL SCIENCE INFORMATION
The PSSC Social Science Information is published twice a year by the Philippine Social Science
Council (PSSC), with offices at PSSCenter, Commonwealth Avenue, Diliman, Quezon City; D.P.
Post Office Box 205, Diliman, Quezon City 1101, Philippines.
In line with the mandate of the PSSC; the fSSC Social Science Information seeks to promote the
dissemination of social science knowledge and research findings and their use in public policymaking.
The views expressed by the authors do not necessarily reflect those of PSSC or the authors'
institutions.
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Cover Design
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~
Social Science Information
Vol. 29 No.1
January-June 2001
A DRAFT SOCIAL STUDIES
CURRICULUM FOR BASIC EDUCATION
m
Foreword
I.
II.
III.
Introduction
1
The Role of Social Studies in the Basic
Education Curriculum
8
The Social Studies Curriculum in
Elementary School
III.A.
13
Proposed Content Outlines of Social Studies
Subjects for Each Grade Level from Grades 1 to 6
III.B.
Accompanying List of Learning Competencies
III.C.
for Each Grade Level from Grades 1 to 6
Suggested Methodology for the Implementation
of Proposed Social Studies Curriculum from
Grades 1 to 6
IV.
The Social Studies Curriculum in High School
IVA
23
Proposed Content Outlines of Social Studies
Subjects in High School by Year Level
IV.B.
Accompanying List of Learning Competencies
for High School Social Studies Subjects by
Year Level
Annex I:
Annex 2:
Suggested Development of Social Studies
(Geography, History, Society and Civics)
Textbook Units for Grade 1-6
Suggested Outline in Filipino of Social Studies
Subjects from Grades 1 to 10
31
54
,
I
Foreword
"
rr
e modern Philippine basic education established under American rule a century ago was a very
mixed heritage of ambivalent discourses whose narratives of the good life were heterotopical. On
the one hand it was pragmatistic and individualistic in the manner of John Dewey and the demands
of the" American way." It was reconstructivistic, too, because of the grim official American view that
Filipinos needed to be "civilized" even at that late period of human history. Filipinos were to become
cosmopolites as Americanism imagined it.
But on the other hand, Filipinos, as indicated by an assertive independentialist nationalism among
leaders, were to be engaged in the project of defining the nation-state. The leadership was obsessed with a
discourse of identity and difference which involved accommodation of familistic and ethnic sentiments;
and because of a growing need to control the distribution of resources and opportunities, socialism was
getting assertive and thickened the plot of the social and political narrative, and consequently the educational
discourse as well.
The outcome of this ambiguity was a split citizen cognitively cosmopolite thinking and imagining in
English, while inhabiting parochial and familial space and horizons with traditional clan priorities conceived
and articulated in an archipelago of vernacular ethnic languages.
After World War II, education was reconstructionist in a new but stark post-war and post-colonial
environment of moral, social and economic prostration. This time, the national project was reversed. It
was, ironically, independent but could not stand on its own. It needed America symbolically and
economically.In this new national space, it was imagined that the good life was attainable through nationalist
patriotism with such mottos as "Filipino first," and economic self-reliance and productivity which could
be achieved, it was imagined, through (ambivalent) programs of social justice and dependence on the
benevolence of foreign investments and loans. Education, then, became even more vulnerable to alienation
by being a pawn to the discourses of financial lending institutions and the interests of a fast developing
transnationalism, and, as it turned out, globalization.
For two decades, Ferdinand Marcos tried to reconstruct the country into what he said was a "new
society." The energies of the then Ministry of Education, Culture and Sports were directed toward the
inculcation in the educational system of what he called "an ideology for Filipinos." It was at this time that
major revision of textbook and curriculum content was undertaken-all calculated to achieve New Society
goals within the purview of fundable (by foreign loans) concepts. By the time his regime ended, it was in
process of transformation beyond recognition; but the swiftness with which regimes and new directions
were shaping, both curriculum-construction and textbook-making were patchwork of new wineskins on
old ones. And teachers were being re-trained every few years to implement new and unfamiliar goals and
programs-to their (quiet) consternation and in large measure they suffered a kind of confusion of means
and ends, aggravated by the dire insufficiency of basic textbooks. And although quality-control devices
such as national achievement examinations have been in place all along, the general condition of the country
economically, socially, intellectually and behaviorally argue to the contrary against any substantive claim
to educational success.
The speed of change was too fast for local adaptation. By the time a new adaptive local education
program was getting in place external globalizing developments made them obsolete. It was a matter of
perpetual replanning and never catching up-a thing quite apparent in the ever-changing new programs
by each new Secretary of Education for the whole of the second half of the twentieth century-a function
of the instability of the limitations of national leadership all the way to the top from where departmental
agenda originates.
Two things appear to have hegemonized the imagination of national educational planning: nationbuilding, and economic development. The first is interpreted, the textbooks indicate, to mean an inculcation
of artifactual and behavioral identifiers which sometimes smack of atavism and ethnocentricism. This is
why the books are filled with facts or imagined facts which might define a nation at some past moment in
time, but not historically adaptive.
The second as a basis for a philosophy of national education imagines the Filipino learner to be chiefly
a future asset to economic productivity-an instrumentalization of the educand without a satisfactory
countervailing component in the program to prepare him/her to enjoy the fruits of the hoped-for economic
prosperity. Even the so-called "values education program" is not free of the instrumentalistic bias. Its
subtext is "good behavior is good for the economy /national reputation." (The simulacrum is important! It
is the same subtext in current appeal for peace and order-peace and order to attract investments and
tourists.) The Filipino as person is not the priority reason. Not what s/he is but what s/he has that matters
more.
In the face of this deficiency of the national educational horizon, and in view of the perceived need for
the Philippines' attaining an honorable niche in the globalizing community of nations, and the Filipino's
need for a balanced adjustment to and satisfactory participation in his/her local and global world today
and tomorrow, Philippine basic education, especially in the territory of social studies, culture, and civics
calls for curricular and technical enrichment by an enhanced humanizing content and integrative approach.
Today's progressively complexifying world, says the Delors' Report of UNESCO, calls for education
that is aimed at what is called the "pillars of education": (l) learning how to learn, (2) learning how to be,
(3) learning how to do, and (4) learning how to live together in harmony. Philippine basic education has
put much stress on certain aspects of the first through its "reading, writing, and arithmetic" programs
(achieving for the nation a comparatively high literacy rate but with very low achievement in numeracy),
and on some aspects of the third through its work-education programs (with so far very dubitable results).
I
A\world of work remains to be done regarding pursuing the four pillars and more so the second and
the fourth if the country is ever to be emancipated from a democracy of mere numbers and fractious
"people powers" to a democracy of a free and intelligent people who understand when and how to agree
or disagree without discord, when and how the citizen and the state mutually constitute and enhance each
other. Then the Philippines may breed statespersons in our schools rather than mere politicians, citizens
rather than national liabilities.
The preponderant theme and challenge for all Philippine governments after 1946 has ever been the
attainment of human and social justice for all. This is rooted in a truly satisfactory and holistic education.
Through this proposal, we wish to make a tentative contribution in a segment of national basic education.
FLORENTINO H. HORNEDO
Project Chair
July 2001
A Draft Social Studies Curriculum
for Basic Education'
I. Introduction
T
his report on a draft social studies curriculum for basic education builds on the
findings of an earlier review of Philippine elementary and secondary school textbooks
undertaken by the Social and Human Sciences Committee of the UNESCO National
Commission of the Philippines (UNACOM) and the Philippine Social Science Council (PSSC).\
The review of specific textbooks used in different grades and subjects revealed common
limitations in the presentation and treatment of subject matter content of textbooks.
Pedagogically, it was found that many textbooks present their material and are worded
in a manner not appropriate to the ages/development stages of students at various grade
levels. Content-wise, textbooks appear overloaded with facts, data and a variety of
information which are neither systematically analyzed nor pooled together to present a
coherent view of the topics or lessons at hand. Textbooks too, have not been rid of longstanding class-, urban-, gender-, ethnic- and other biases and stereotypes that perpetuate
falsehoods and exclusionary or discriminatory practices. These are in addition to other
inaccuracies in subject matter content and grammatical and typographical errors contained
in the textbooks.
'Prepared by the UNACOM-PSSC Project Team on Textbook Reviews and Curriculum Revisions
composed of Florentino H. Hornedo, Felice P. Sta. Maria, Virginia A. Miralao, Manuel P. Diaz, Henry
S. Totanes and Ma. Luisa T. Camagay. An earlier version of this report was presented at a special
roundtable discussion held on 31 March 2001 at the Philippine Social Science Center, Commonwealth
Avenue, Diliman, Quezon City. This final report incorporates some of the comments given at the
roundtable.
1
In brief, the review findings support the many criticisms and complaints expressed
by parents, journalists, scholars and scientists and the concerned public on the poor state
of the country's textbooks. There is general agreement that these do little to awaken student
interest in learning and to develop the students' thinking processes and related analytical
faculties.
Since textbooks in the country are developed through guidelines and lists of learning
competencies prepared in line with existing curriculum goals and structures, the poor
state of textbooks can be attributed to weaknesses in the school curriculum itself. Hence,
improvements/revisions made on textbooks would also entail some changes in the
curriculum. However, it is recognized that reforming the curriculum requires far more
fundamental and wide-ranging changes than revising textbooks. This also calls for a more
systematic process of introducing and carrying out changes in the educational system.
This follow-up activity to the UNACOM-PSSC textbook review was initially meant to
propose certain improvements in the content and quality of textbooks, specifically those used
in, social studies from grades 1 to 10. Even with this modest aim however, it became apparent
that it is not possible to introduce meaningful reforms or changes in the textbooks without
suggesting changes in certain aspects of the basic education curriculum. Consequently,
this report on a draft social studies curriculum presents alternative guidelines for developing
the content of social studies subjects and textbooks, and at the same time, calls for a shift
in the orientation and goals of the existing curriculum for primary/elementary and
secondary schools.
The Rationale for Revising the Social Studies Curriculum. It is generally acknowledged
that a curriculum needs to be updated regularly not only to incorporate new knowledge but
to adopt this to changing social contexts. The findings of the UNACOM-PSSC textbook review
project and other major studies on the state of the country's educational system underscore
the need for curricular reforms in the country. These studies include the 2000 Philippine
Human Development Report! (focus on Education), which reveals that our educational
problems have more to do with the quality and relevance of our education than with (the
citizenry's) educational access and participation.' In turn, most analysts agree that problems
of education quality and relevance are better addressed by substantive changes in the school
curriculum than by increases in school facilities and resources per se.
Following earlier constructions of the goals ana aims of education, the present curricula
in grade school and high school are heavily, and somewhat narrowly and mechanically, oriented
towards the economic ("improving the economy"), and sociopolitical ("nation-building")
functions of education. These traditional functions of education are increasingly losing their
relevance in today's fast-changing and globalizing world where learners, and the youth in
general, are in search of a new meaning and an anchor in their lives. Hence, it is important to
2
return to education's fundamental role which is that of providing student-learners with
a broad-based (general) education and developing their mental and social capabilities to
allow them to intelligently cope with and adjust to the changing economic and sociopolitical
contexts.
On balance, it should be mentioned that some changes and adjustments are made
periodically on the school curriculum. However, more thoroughgoing reforms such as revision
of educational goals, objectives, contents, processes, pedagogies, and structures have yet to
take place. This is especially true in the area of social studies where the curriculum has not
undergone a systematic review in the last two decades. For the most part, updates in social
studies have simplistically reinforced the traditional notion of education as a means to improve
the economy and further the goals of nation-building.
With regard to education's nation-building goal, one notes that since the martial law
in the 1970s, the educational system has been used as a mouthpiece of government's
political views and programs. With the state goal of building a New Society, curriculum
and textbook content through the 1970s and 1980s were designed to foster a nationalistic
fervor (along with a strong anti-colonialism bent) and support government development
plans and programs (e.g., agrarian reform, family planning and population education, etc.).
New concerns and issues were added in the curriculum and in textbooks by succeeding
government administrations since the mid-1980s, with each administration promoting its own
political views (e.g., anti-dictatorship and pro-democracy) and preferred development and/
or educational programs (e.g., human rights education, entrepreneurship, etc.). In addition,
various advocacy groups have successfully lobbied for the inclusion of their social causes/
concerns (e.g., gender equality, environmental sustainability, HIV-AIDS education and
prevention, etc.) into the school curriculum.
Changes in the leadership of the Department of Education, Culture and Sports (DECS)
moreover, are known to cause other kinds of emphasis in the curriculum (e.g., values
education, agricultural development). Given the multifarious political pressures and civil
society demands exerted on the curriculum, it is not surprising that today's textbooks are
overloaded with facts and a variety of information that do not cohere. Also, many of the
views and perspectives appearing in the textbooks (e.g., the strong anti-colonial/ foreign
bent of lessons on nationalism) may strike readers as anachronistic and "out of sync" in
today's rapidly globalizing world.
Similar simplistic approaches seem to have been adopted to fulfill the educational
goal of "contributing to and improving the economy." Over the years, curriculum updates
and adjustments have focused on enhancing worker employability through such measures
as the promotion of entrepreneurship, skills development in Information and
Communications Technology OCT), and increasing emphasis on the factors that contribute
3
to the so-called "global competitiveness" of individuals, firms and countries. While these.
updates suggest attempts to make the school curriculum current and relevant, DECS officials
and curriculum development planners and specialists have not seriously taken into account
findings showing weak linkages between education, employment and the economy. Studies
reveal no strong correspondence between educational attainments, employment levels and
wage rates, suggesting a continuing mismatch between the country's graduates and labor
market needs. From a macro standpoint, some have also pointed out that the country's high
literacy and enrolment rates have not translated into higher and sustained rates of growth for
the national economy.'
In sum, while education will always have an economic rationale and a state-building
function, the real challenge lies in effectively improving the quality and relevance of education through new curricula, better textbooks and teaching-learning materials to adapt the
educational system to the changing sociopolitical and economic environments. The indications
are that such adjustments in curricula and the educational system have not been effectively
achieved in the Philippines, even as national conditions today are not only widely different
from what they were 20 years ago, but are in fact in the throes of even more rapid and complex
social changes.
The Directions of Curriculum Revisions. Precisely because change is ever-present, the
curriculum in the elementary and secondary grades must be directed towards affording
student-learners a sense of roots or moorings to give them the stability and ability to deal
with change and continue playing their social roles in life (be this in their family, community,
the workplace, the nation or the world at large). This view draws away somewhat from the
focus placed on the macro-social and economic functions of education, but is otherwise
consistent with the notion of providing today's young learners with "a sound basic education."
A sound basic education is expected to introduce pupils/students to the world of learning and arouse their curiosity to know more about themselves, their physical and social
surroundings, and about the universe and life. It also introduces them to many forms of
knowledge and teaches them how to use these forms of knowledge to improve their lives,
build relationships, and continue growing intellectually, socially, emotionally and spiritually.
Among others, one with a sound educational foundation will seek ways to enrich himself!
herself and others by learning more, by experimenting, creating or trying out new ways of
doing things, by working at a particular trade/s, or by otherwise effectively playing his/her
various roles in (and throughout) life.
A sound basic education therefore draws us back to the fundamental role of education
as a catalyst for developing in each person his/her innate abilities, talents and potentials.
This makes formal schooling in grade school and high school particularly important since
these provide the earliest opportunities for personal development. It is through this focus
on the personal development of student-learners that education also plays a fundamental
role in human progress and social development.
This call to a return to the fundamental role of education as the catalyst for fully
tapping individual talents and developing the human personality is best articulated in Learning:
The Treasure Within 5, otherwise known as the Delors Report which was prepared for the
UNESCO International Commission on Education for the Twenty-first Century. The Report
does not exactly provide us with new insights but reminds us of a kind of wisdom that has
dimmed through time. The Delors Report anchors education on four learning principles
which can guide the planning and reform of curriculum directions and contents. Briefly,
these Four Pillars of Learning are:
.:.
learning to be: learning about one's self, and what one is and can be and taking
personal responsibility for one's thoughts, feelings and actions;
.:.
learning to know: learning to learn, to ask and to discover, and mastering such
instrumen ts/Iacul ties of know ledge as memory, curiosity, reasoning,
imagination, critical thinking and problem-solving;
.:.
learning to do: learning to do a task/job or to apply in practice what one has
learned, and acquiring the competence to work with others and deal with a
variety of situations; and
.:.
learning to live together: learning about the diversity of the human race,
appreciating others and their history and traditions, managing and resolving
conflicts and working towards common goals arid objectives.
The learning guideposts from the Delors Report invite us to "return to the basics" and
streamline the curriculum to rid it of additional goals, objectives, thrusts and coverage
accumulated through the years, many of which are no longer applicable. Streamlining the
curriculum along a few core principles provides clear directions and helps address our current
problems of curriculum overload. Moreover, the Delors Report's Four Pillars of Learning draw
from observations of educational trends and practices worldwide and are offered as an
anchor for meeting the educational challenges of this new century. Amidst the accelerated
pace of social transformations in the 2}S1 century, education is called upon to help produce
citizens who are not caught by the flurry and tensions caused by change, but citizens who
are able to "manage" themselves in the course of change and who know how to use for
their own and society's benefit, the unfolding opportunities presented by globalization,
science and technology advances and other innovations.
Organization of the Report. The draft social studies curriculum presented in the next
sections of this report adheres to the Delors Report's four pillars of learning in an attempt to
address some of the confusion and weaknesses of the existing school curriculum. Section II of
5
the report expounds on the role and aims of social studies education and calls attention
to the "niche" of social studies in elementary and secondary schooling. Sections III and IV
present the proposals for the content outlines and learning competencies of social studies
subjects in elementary school and in high school respectively. The proposals here seek to
simplify subject matter content and learning competencies/objectives by focusing these
on what are basic and essential.
It is hoped that this initial work of the UNACOM-PSSC project team will help redirect
the orientation of the school curriculum and improve the content of social studies subjects
and their overall quality and relevance. It should be pointed out that with its focus on subject
matter content and orientation, the draft social studies curriculum calls for no major changes
in the existing curriculum structure for basic education. Thus, the social studies subjects
in the draft curriculum will have the same number of units and use up the same amount
of time per grade level as allocated in the existing curriculum (see Chart 1 below and Chart
2 in the succeeding page).
Chart 1. Structure of the Philippine Elementary School Curriculum (as of SY 1999-2000)
Weekly time allotment (minutes)
Learning Areas
Class I
Character-building
activities
100-150
Filipino
300
English
300
Mathematics
200
Civics and culture
200
History/ geography/
civics
Science and health
Arts and physical education,
home economics and
livelihood education
Optional
Minutes per
week
1,000- 1,150
Minutes per day
220-230
Class II
100-150
300
300
200
200
Class III
Class V
Class VI
100
300
300
200
100
300
300
200
100
300
300
200
200
200
200
200
200
200
200
200
200
200
300
200
300
1,500
300
1,700
340
1,800
360
1,800
360
100
300
300
200
200
200
1,000-1,150
220-230
Class IV
Source: Table 2, Philippine Curriculum Development by Bella Marinas and Maria Pelagia Ditapat. In
Globalization and Living Together: The Challenges for Educational Content in Asia. International
Bureau of Education and Central Board of Secondary Education, India. Paris: UNESCO Publishing,
2000.
6
Only in Grade 10 or fourth year high school does the draft propose a new course on
Philippine Contemporary Society to replace the current 4th year subject in Economics. Our
review of the 4th year Economics textbooks reveals a treatment that is too disciplinal and a
course content that is too similar with the Introductory Economics offered in 151_ 2nd year
college. For high school graduates who do not proceed to college, the 4 th year Economics
subject is too academic and somewhat redundant for those proceeding to college. In
addition, it should be mentioned that many secondary school teachers do not have the
necessary training and background to teach a course on Economics effectively and
competently.
Finally, the report includes an annex which provides some suggestions regarding the
development of the sequences/units of social studies textbooks for grades 1 to 6. This
annex illustrates how the proposed contents of social studies subjects, as shown in the
draft curriculum, can be organized into chapters and the standard 4-unit structure of
elementary school textbooks.
The second annex attached to this report provides the Filipino translation of the
proposed content outline of the social studies subjects in both the elementary grades and
in high school.
7
II. The Role
of Social Studies in the Basic Education Curriculum
Social studies subjects in the elementary grades and in high school focus on people and
their interactions/relationships with one another, and hence, on the bigger social groups that
they form at various periods in time and in different settings and places. Social studies therefore provide about the only subject offerings in the school curriculum which deal with the
nature of human behavior, relationships and events as well as with their probable causes
and consequences.
Using knowledge drawn from the different social sciences (and including the traditional
disciplines of geography, history, anthropology, sociology, psychology, economics and
political science), social studies offer students opportunities for learning about the nature of
human societies within given spatial and temporal contexts. From the notion of physical
space, students are introduced to space defined as neighborhoods and communities to
towns, cities and countries and to larger territories as the world's regions and continents and
to the world itself. In the process of knowing their expanding world, students also come to
learn about how people respond to, and shape their environments in both the latter's physical
and social contexts.
Social studies, too, deal with the dynamics of change over time, and in particular with
how the human condition has changed and continues to change through time. Social studies
thus help students locate themselves in the time- (and space-) continuum of human existence
while gaining a better understanding of the different dimensions of human societies, e.g., as
the, areas of culture and the arts, religion and spirituality, science and technology, and
economics and governance.
In brief, by helping students recognize and appreciate their place in human history, social
studies subjects enhance the students' sense of self and their sensitivity to their own (and
other people's) ability and potentials to improve their own lives and that of society in
general. It is through this principally, that social studies imbue students with a sense of civic
awareness and responsibility. Compared to other subject areas moreover, social studies subjects
help students realize the importance of language, science, math (the other core subjects
in the curriculum and culture, religion, economics and politics in the conduct of human affairs
and in the functioning of societies. The foregoing are the unique contributions of social
studies to education's end-goal of developing as fully as possible the human person so
that each person can then live a satisfying and productive life and contribute to the wellbeing of society.
The Aims of Social Studies Education. As with the other subject areas in elementary
school and high school, the goals of social studies education include categories of
8
knowledge, skills, values and participation. It is acknowledged that these categories are
not mutually exclusive and that in fact these are reinforcing and complementary.
In terms of knowledge, social studies aim to impart "know ledges" from the social
sciences and seek to enhance the student-learners' awareness of the diversity of human
cultures and societies and their understanding of social processes and the various dimensions/
aspects of social life.
In terms of skills, social studies share with science, math and language subjects the
same goals of developing the students' observational, analytical, reasoning and assessment
skills and their ability to use knowledge to solve problems and to inform their decisions
and actions. Social studies direct student-learners' attention to "social facts" or to what are
observably true in the social world (as opposed to the purely physical/material world)
and to analyzing patterns and possible cause and effect relationships in these. Here, it is
important to note that the development of scientific abilities is not the sole purview of science
and math subjects and that social studies and language subjects adhere as much to scientific
and humanistic logic, methods and analysis. In fact, the two latter subject areas allow for a
broader view of science beyond the narrow connotation of "scientific skills and competence"
to one denoting a scientific and humanistic mind, outlook and spirit. The "value-added" benefit
of social studies in skills development therefore lies not in enhancing student literacy and
numeracy, but in equipping learners with the necessary understanding as well as social
and life-skills to cope with and adapt flexibly to the rapidly changing circumstances of
today's world.
The nature of its subject matter tOO, makes social studies especially suited as channels
for values-formation and education. This is particularly so in the area of enhancing student
awareness of themselves as social actors shaping/creating their future and being
responsible for their own actions and destiny. Social studies also help promote in students
a concern for others and an appreciation and respect for individual differences and
sociocultural diversity. Relative to the other core subjects in the basic education curriculum,
social studies provide many more possibilities for developing in students notions of ethics
and morals as well as affective, humanistic and spiritual values.
Finally, by developing the students' sense of self, and their understanding of social
dynamics and processes and the organizational imperatives/requirements of orderly, caring
and harmonious societies, social studies predispose students to function effectively in society
and contribute in various ways (socially, economically, politically or culturally) to the
improvement of social life. What needs to be underscored in this area is that social studies
help students develop informed civic/public participation (vs, simply following existing laws
and customary rules and regulations). The content of social studies quite naturally lends
itself to intelligent discussions of such matters as why societies have rules and why these
9
sometimes need to change, what individuals and the public have to gain from keeping
one's immediate surroundings and the bigger environment clean, why the state collects
taxes and why individuals must pay taxes, etc. By drawing examples from Philippine
communities and history and by focusing analysis on various aspects of Philippine national
life, social studies hold much potential as vehicles for citizenship education and
enhancement of the students' sense of national identity and pride.
The foregoing goals of social studies education can alternatively be expressed or translated
in terms of the development of certain cognitive, affective, evaluative and behavioral skills
among student-learners or in terms of the Delors Report's Four Pillars of Learning. Consistent
with these alternative perspectives for looking at educational goals, the chief goal and specific
aims of social studies education in the elementary and secondary grades may be broadly stated
as follows:
Main Goal:
To bring about civic-spiritedness among students so that they can be contributors to the
improvement of the quality of life and increased understanding within families, communities,
our nation and the world.
Specific Aims:
1. To foster the development in students, of a sense of personhood or an awareness of
self as interacting with fellow human beings in different groups and settings;
2. To develop the learners' sense of place and space and appreciation of the expanse
and diversity of the world's socio-physical environment and of people's
relationship with the environment;
3. To develop the learners' sense of time and appreciation of social evolution and
human development as constructed in myths as well as in socio-historical terms,
and of human societies as constantly undergoing processes of transformation,
growth and change;
4. To promote in students keen observation and rational understanding of the world,
its inhabitants and milieus;
5. To develop the students' interest and ability to analyze unfolding social issues,
events and problems using scientific and humanistic methods and perspectives;
6. To raise student awareness and understanding of social processes and of the factors
that promote social order, cohesion and harmony;
7. To develop the ability of students to express their thoughts, ideas, and feelings in
words (verbal/written), action, play and creative work;
, ".
10
8. To make learners aware of their own capacities and responsibilities to
contribute to the well-being of their families, communities and country, and to
the world and the bigger human family;
9. To enliven within young learners the sense of being in community with others,
beginning with their family and community to other communities across the
world; and
10. To nurture the students' desire to continue learning and developing themselves
and their innate potentials.
Approaches in Teaching-Learning Social Studies. As with the other subject areas in'
the core curriculum, teaching-learning approaches in social studies must suit the studentlearners' stage of mental development and social and psychological maturity. Hence, an
"expanding environment approach" (e.g., from self, family, community, to town, city, country
to the rest of the world) should guide the content and focus of social studies through grade
school and high school. Likewise, the language used in textbooks and reading materials and
in actual instruction must be comprehensible within the age level of students, while subject
matter discussions must be within the realm of the students' experience.
Additionally, teaching and learning in social studies must aim for as much interdisciplinarity and integration as possible. Ideally, this calls for integrating the teaching and
learning of the natural/physical sciences, the social sciences and arts and the humanities
since all fields of knowledge and learning are focused on the same truth and reality, albeit on
different aspects of this. At present these main fields/branches of knowledge are in the process
of eliminating disciplinal boundaries within their respective study areas, and more time is
needed to attain a smooth and fuller integration of disciplinal content and teaching-learning
approaches. In social studies and within the social sciences, moves towards integration and
interdisciplinarity must be supported and further promoted. Hence, subject matter content or
topics must not be introduced and discussed solely or primarily from a single discipline's
perspective (i.e., geography, history, anthropology, etc.) but from as many relevant social
science disciplines. Attempts should likewise be made to chart the topics and lessons in social
studies to make these complementary with the lessons of other subjects (language and science
and math) in the curriculum. An interdisciplinary and integrated approach to teaching and
learning allow students to appreciate the interconnectedness in life and the universe while
giving them a "general education" and a sense of "specialized education."
Social studies subjects too, must demonstrate how knowledge, perspectives and methods
in the social and human sciences are used to analyze (and hence, to better understand) real life
situations, events, issues and challenges confronting one's self or the family, community
and society at large. The emphasis of teaching and learning approaches thus should be
less on concepts, ideas and abstractions as such but on the uses and applications of these
11
in one's own and the community's life. It is to be noted that by emphasizing real life
applications; social studies aim to be constructivist - that is, the field hopes to engage
students in constructing/formulating informed and reasoned opinions about aspects of
national/social life and arriving at their own truths regarding these. This constructivist
approach is meant to counter the tendency of simply passing on "stocks" of knowledge
and information to students and which in turn is known to encourage rote memorization.
Finally, social studies subjects must be designed to ensure that teaching and learning
their requirements are rewarding and joyful experiences for both students and teachers.
Social studies teaching must be planned to awaken the desire and/or eagerness of students
to l~arn about specific things and about various aspects of life. Social studies therefore, should
build on the natural curiosity of individuals to know/learn more and to enjoy the experience
of digging up new bits of information and arriving at new explanations and/or perspectives
for viewing social and natural phenomena. By so doing, social studies can help students
realize that learning opportunities abound throughout life. Thus, learning can and does
extend beyond school and the classroom.
While the above-mentioned teaching-learning approaches were kept in mind in the
preparation of the draft social studies curriculum, additional work is needed to further
streamline the content of social studies subjects and make the treatment of these more holistic.
Attempts were made to reduce the subject matter content for each grade level and attain greater
inter-disciplinarity than what is contained in the existing curriculum. However, continuing
work is needed to identify the more useful concepts and themes around which to organize
social studies subjects in a way that promotes complementation and integration, not only
within social studies but across the core subjects of the curriculum.
u
r
III. The Social Studies Curriculum in Elementary School
Section lILA presents the detailed content outline of social studies subjects for each
grade level while III.B provides an accompanying list of basic learning competencies also
for each grade in elementary school. This is followed by Section III.C which discusses
some possible teaching-learning methodologies for implementing the proposed social
studies curriculum from grades 1 to 6. Throughout, it should be noted that the treatment
of social studies in grade school veers away from the traditional disciplinal treatment of
subject matter towards a more interdisciplinary, holistic and integrated approach in the
teaching and learning of social studies.
As earlier mentioned, this draft social studies curriculum for the elementary grades adopts
an "expanding environment approach" to help students explore and learn more about
themselves as members of bigger social groups beginning with their families to their country
and the world. The content and focus of social studies subjects from grades 1 to 6 thus will
expand progressively as follows:
IILA. Proposed Content Outlines ofSocial Studies Subjects for Each
Grade level from Grades 1/06
Grade 1: The Self and the Family
Unit 1. The Family as the Basic Unit of Society
Father and Mother
Being Filipino as Inherited from Filipino Parents
Our Siblings: Brother and Sister, the Eldest and the Youngest
Grandfather and Grandmother
Uncle, Auntie, Cousin, and Nephews and Nieces
Our Family Tree
Names and Surnames
Unit 11. Our Environment
Our Home, Its Location, Number, Street, Barangay, City, and
Province (Origin of the name of our street, city or province
and some simple directions)
Things that Can Be Seen Outside Our Home
Maintaining Cleanliness and Orderliness in our House
13
Unit III. Portrait of Families
The First Family of the Philippines
The Family of National Hero Jose Rizal
Our Own Family
Portrait of Foreign Families
Unit IV. Focus on Our Own Family
Activities and Special Occasions where the Family Gets
Together
Our Role in the Family as a Child
Things that are Valued by Our Family
Showing Respect to Family Members
Grade 2: Our Community
Unit I.
Our Community
Our Family as Part of Our Community
What Consists Our Community: the Family, School,
Government, Church or Place of Worship, and the Public
Market
The Government: the Barangay Hall, Barangay Officials
The School: The Teachers and Students
The Church or Place of Worship: the Priests/ Imam/
Ministers/Religious Workers
Different Groups of Professionals and Workers in the
Community
The Public Market
Unit II.
Landmarks in the Community
Learning Directions: North, South, East, West, Down, Up,
Straight, Left, Right
Distance of the Public Market, School, Barangay Hall, and
Passenger Loading Terminals from Our House
Historical or Special Places in Our Community
Unit III. History of Our Community
Map of Our Community
Early Philippine Communities: Pre-Spanish Philippine
Communities; Communities during the Spanish, American
and Japanese Periods
Contemporary Philippine Communities: the Barangays
Brief History of Our Community
Unit IV. Symbols and Important Occasions in the Community
Celebrations and Cooperations in the Community
Importance of these Rituals and Celebrations to the
Community
Grade 3: CitieslTowns and Provinces
Unit I.
Comparing Communities in the Cities and Provinces in the
Philippines based on:
Population
Livelihood
Geographical Characteristics
Facilities and Infrastructures
Government Houses
Traditions and Values
Unit II.
Different Cities and Municipalities in the Province
Manila as the Capital of the Philippines and as a Metropolis:
Some Characteristics
Other Leading Philippine Cities and Metropolis: Metro
Davao, Metro Cebu, Iloilo, and Baguio
Comparing Philippine Cities with Foreign Cities
Unit III. History and Characteristics of the Provinces of the Cultural
Groups
Lumad and Muslim Provinces
Cordillera Provinces
Ethnic Minority Groups in Other Provinces
Unit IV. Cities and Provinces in the Country's Other Island Groups
Luzon
Visayas
Mindanao
Grade 4: The Philippines
Unit I.
The Philippines and its Different Regions
Regions in Luzon: Northern Luzon, Cordillera, Ilocos,
Central Luzon, Tagalog Region and Bicol Region
Regions in the Visayas: Panay and Negros, Cebu and Bohol,
and Leyte and Samar
Regions in Mindanao: Northern Mindanao, Caraga,
Muslim Provinces in Central Mindanao, Davao and South
Mindanao, Zamboanga and Southwest Mindanao, and the
Islands of Sulu
15
I
Unit II.
Early Philippine History and the Arrival of the Spaniards
Origin of the Philippines and the Early Philippine
Inhabitants
First Period of Spanish Colonization (1565-1762)
Second Period of Spanish Colonization (1765-1896)
Philippine Revolution and the Establishment of the Philippine
Republic (1896-1902)
Unit Ill. Interruptions to Our Freedom
American Colonization
Japanese Occupation and the Second World War
~
1
1
!
Unit IV. The Establishment of the Third Republic
Post World War II Philippine Governments
The Reign of Marcos and the Declaration of Martial Law
The Assasination of Ninoy Aquino and the Triumph of
"People Power" at EDSA
Re-establishment of Democracy: the Administrations of
Aquino, Ramos, Estrada, and Macapagal-Arroyo
Grade 5: The Asian Region
Unit 1.
The Greater Asian Region
The Philippines as Part of Asia and Southeast Asia
Countries in East Asia: Japan, China, and Korea
Countries in South Asia: India, Pakistan, Bangladesh, Sri Lanka
Unit 11.
Other Asian Countries
Countries in West Asia: Iran, Iraq, Saudi Arabia, Yemen,
Turkey, Israel, Lebanon, Afghanistan, Syria and Jordan
• Source of Oil/Petroleum
• Destination of Overseas Filipino Workers (OFWs)
Countries and Island-Countries in Southeast Asia
In the Greater Asian Region: Thailand, Burma, Vietnam,
Laos and Cambodia
Island-Countries: Indonesia, Malaysia, Singapore
and Brunei
Unit 1Il. Asian Cultures and Way of Life
Major Religions in Asia: Buddhism, Islam, Hinduism,
Confucianism, Shintoism, Roman Catholicism, and Other
Forms of Christianity
16
The Major Language Groups: Chinese-Japanese, MalayoPolynesian
Elements in Philippine Culture Borrowed from the
Asian Neighbor Countries
Unit IV. Asian Region in the Twenty-first Century
Exchange of Ideas and Talents
Exchange of Visitors/Tourists
Exchange of Products and Services
Southeast Asian/ Asia Pacific Organizations: Association of
Southeast Asian Nations (ASEAN) and Asia-Pacific
Economic Cooperation (APEC)
Grade 6: The World
Unit 1.
Regions and Continents in the World
Asia and the Philippines as Part of the World
Europe: Origin of Early Civilization
Australia, New Zealand and Oceania
North and South America: United States and Latin Countries
Arctic and Antarctica
Unit 11.
Early History of the World
Early Stage of World History
The Meeting of the East and the West During the 15th
Century (Colonization)
Spread of Civilization from Europe in the 16th and 17th
Centuries
The Philippines as Part of Spain's Colonial Expansion
French and American Revolution in the l S" Century
Unit 1Il. World History in the 19th and zo: Centuries
Division of Asia and Southeast Asia by the Western
Countries
The World Wars: The First World War in Europe and the
Second World War in Europe and Asia
The United Nations: World Organization after the World War
Unit IV. Issues and Trends of Globalization
World Trade and Free Trade
Environmental Security and Sustainability
World Peace
The Rise of Information Technology
17
lILa. Accompanying list oflearning Competencies for Each Grade level
from Grades lto 6
Gradel
.:.
Appreciate the need for and the value of having common rules (e.g., the do's
and don'ts) in family and group life;
.:.
Explore the geographic relationships of home, school, and community and
understand related spatial terms and concepts (e.g., near-far, here-there, northsouth and east-west directions);
.:.
Understand differences in the social roles played by family members (parents,
siblings, children);
.:.
Identify themselves as unique individuals who interact with other family
members, playmates, schoolmates and teachers and other people in their
communities/neighborhoods;
.:.
Identify events that are important to them and to their families;
.:.
Learn to appreciate the value of caring relationships within their families and
among their schoolmates and the nurturance provided by family and school to
children;
.:.
Acquiant them to families in foreign countries.
Grade 2
18
.:.
Appreciate the need for and the value of rules in school settings and the
neighborhood / community in general;
.:.
Identify the different, changing, and expanding environments around them,
including the school and neighborhood;
.:.
Learn of the different tasks, roles and occupations performed by adults or by
different groups of people in school (teachers, principal, classmates) and the
wider community;
.:.
Recognize similarities and differences among individuals (medical personnel/
health workers, barangay captain, priest/ imam/pastor, storekeeper, etc.) and
among groups of people in the community;
.:.
Identify themselves as unique individuals interacting with many other
individuals and with many groups beginning with the family and moving on
to the school, the neighborhood and the community at large;
.:.
Identify events during the year which are important to them, their families,
their school and their community;
.:.
Recognize the value of cooperation in group life and understand that the
performance of simple civic duties (i.e. observe simple rules like do not litter,
ask permission to borrow and return what is borrowed, observe simple traffic
rules and regulations, not to engage in fights with classmates and other
children, etc.) contribute much to the maintenance of social order and peaceful
communities.
Crade3
.:.
Explain simply but logically why groups and communities have rules and laws;
.:.
Understand and appreciate their fundamental rights (i.e., right to life, right to
pursue their own happiness - included here are right to education, right to
play, etc. - right to privacy and personal belongings, etc.) and their
corresponding responsibilities (e.g., respect for others' rights, responsibility to
study, respect the rules and regulations of society) as individuals;
.:.
Identify some physical and social changes going on in their community;
.:.
Show how their neighborhood is geographically related to other neighborhoods
in their locality (barangay, municipality, town or city, and own province);
.:.
Recognize basic differences between urban (cities) and rural places;
.:.
Describe the flow or exchange of goods and services between cities and rural
communities;
.:.
Show how current and/ or national events affect the lives of people in local
areas.
Crade4
.:.
Describe the Philippines' geographical/physical characteristics;
.:.
Describe the country's broad historical development and identify some of the
key events/landmarks in Philippine history;
.:.
Identify the country's administrative regions and describe their geographical
locations, major environmental/natural resources and the major languages,
dialects and ethnic groups in their areas;
.:.
Identify and describe some of the arts, rituals, traditions and other cultural
forms associated with the country's different provinces and regions;
.:.
Describe some of the contributions of specific regions to Philippine national life;
.:.
Describe broadly the nature and structure of the Philippine government and the
country's basic political system and processes;
.:.
Discuss how national events can affect the lives of people in the provinces and
the regions and vice-versa;
.:.
Develop the pupils' /learners' sense of "Filipino-ness" and feelings of
belongingness and identity with fellow Filipinos.
19
GradeS
.:.
Identify the Philippines' neighboring countries and the other nation-states in
Asia;
.:.
Describe the geographical locations, physical features and natural resource
endowments of countries in the Asian region;
.:.
Appreciate differences in the historical backgrounds, ethno-linguistic
compositions, and religious and cultural traditions of Asian countries;
.:.
Describe broadly the influence of geographical, historical and cultural factors
on the economic development of some countries in Southeast Asia or in the
Asian region;
.:.
Discuss some of the ongoing trade, cultural and economic exchanges among
Asian countries;
.:.
Appreciate the formation and functions of Asian regional organizations as
ASEAN and APEC;
.:.
Appreciate one's Asian heritage and relationships with other Asian peoples and
countries.
Grade 6'
20
.:.
Locate the Philippines in the world map;
.:.
Identify the world's major regions and continents and their geographical
locations;
.:.
Describe the distinguishing physical characteristics and natural resource
endowments of each of the world's regions;
.:.
Describe the broad historical backgrounds, racial-ethnic compositions, and
religious and cultural traditions of the world's regions;
.:.
Demonstrate the influence of geographical, cultural and historical factors on the
economic development of the world's regions;
.:.
Identify the major wars and other significant political, racial-ethnic and
religious conflicts in recent world history and their causes as well as impact on
peoples and countries;
.:.
Identify and describe differences in the political structures and systems across
countries in the world's regions;
.:.
Appreciate the diversity in the world's countries, cultures, religions and
economic and political systems and the challenges that these diversities pose to
world peace and human development;
.:.
Appreciate the formation and functions of the United Nations as a world body;
.:.
Appreciate one's own and the Philippines' role in the community of nations;
.:.
Be able to discuss current issues and trends on globalization and their effects in
the Philippines.
III. C Suggested Methodology for the Implementation ofProposed Social
Studies Curriculum from Grades 1 to 6
In implementing the Social Studies curriculum for grades 1 to 6 outlined in the previous
pages, it is suggested that a complete set of textbooks from grades 1 to 6, with an expanding
scope for each grade level be written. The textbooks can be written in a storytelling format and
can revolve around two major characters who can represent the typical male and female Filipino
student. The stories therefore, revolve around the experiences of the two characters as they
encounter and discover various aspects of their family, community, society, cities/province,
their country the Philippines, the Asian region, and the rest of the world. Through the two
characters, the students can learn to discover the society to which they belong and will be
encouraged to become active citizens.
Through each story, the various concepts, values and information that are suggested as
learning competencies can be introduced. Though not directly explaining and describing these
concepts in prose, the stories can introduce the concepts to the student/reader and elicit
reactions from him/her which can be useful during the classroom discussion of the said stories.
It is also recommended therefore that the story-textbooks for grades 1 to 6 be published
separately from the manuals/workbooks that accompany them. Since the stories form one
coherent whole, students belonging to one family can have one set of the story-textbooks and
simply purchase the individual manual/workbooks for each child/student on a year to year
basis. But the story-textbooks themselves serve as a common reading material or in effect, a
"common memory" for all students going through the social studies curriculum in the
elementary grades.
It is hoped that the story-textbooks can be read by the students as part of their homework,
while the exercises in the manuals/workbooks can be done with teacher supervision during
the class hours. It is imperative, therefore, that the story-textbooks be written in an engaging
and attractive manner, suitable to the age level of the students, so that they will be encouraged
to read on their own, with minimal supervision from the teacher. Difficulties in understanding
and unclear concepts can all be threshed out during the classroom discussion.
Recommendation for the Textbook Writers. The story-textbooks can be written in a manner
which revolves around the experiences of two characters, e.g., Paolo (Filipino) and Anna
(Filipina). Paolo and Anna's experiences can be drawn from the experiences of the students
reading the texts, thus, are appropriate for their age level. The changing scope of their
experiences is determined by the grade level to which they belong.
In crafting the stories, the textbook writer is encouraged to draw from the possible common
experiences of Filipino students belonging to each grade level. Though it is fairly easy for
grades 1 to 4, it becomes problematic in grades 5 to 6, when Paolo and Anna have to deal with
21
--------------------------
Asia, Southeast Asia and the rest of the world. On these levels, the characters need not visit
the places described, but can be introduced to them vicariously, e.g., a Japanese visitor in
school or an American soldier. Through these other characters, the students can be introduced
to places and regions in the textbooks even though they have never been to these places.
The challenge lies in the textbook writer being able to creatively narrate in a story format
a possible typical experience of the student reader. In that story, the critical concepts, values
and other information, which ordinarily are delivered in prose by existing textbooks, are
introduced in a creative manner, one which will hopefully attract the interest of the student
and make it easier for him/her to identify with, since he/she can see him/herself in the main
characters, Paolo and Anna.
The threshing out of these concepts, values and information and the exercises/activities
related to them can all be contained in the separate manual/workbook.
22
IV. The Social Studies Curriculum in High School
The social studies curriculum being proposed in the secondary level continues the
expanding environment approach started at the elementary grades. In the elementary level,
students study in order, self, home, families, neighborhoods and communities. The concept of
community is studied using perspectives drawn from the various social science disciplines.
Students in first year shall study the community defined as the Philippines focusing. on the
Philippines variously as a geographical, historical, cultural, socioeconomic and political unit.
Asia and the World are the environments studied at the second and third years, respectively.
Again these two environments are reckoned as geographical units, historical units, and as
sociocultural entities. After establishing that we belong to an expanding environment i.e.,
Philippines, Asia and the World, students in fourth year are directed once more to take a
closer look at Philippine society and related national and global concerns.
The proposed Fourth Year Course on Philippine Contemporary Society explores issues,
problems and challenges in our society today. Social issues and current events shall be the
content of the course. An interdisciplinary use of the social sciences is again employed to
allow students to inquire and discuss issues of interest to them and the country. It is
contemplated that the students shall imbibe the skills of critical thinking and enlightened
decision making as they get involved in the analysis and discussion of actual community /
national issues. Lessons may assume a practical air with students participating in concrete
projects related to some societal concern of their choice.
IJt:A. Proposed Content Outlines ofSocial Studies Subjects
in High School by Year level
Subject
Philippine History and Government
First Year High School
Unit 1. The Geographical Characteristics of the Philippines as Part of Asia
A. Basic Geographical Characteristics and Natural Resource
Endowments
B. The Philippines as Part of Southeast Asia and the Greater Asian
Region
C. The Origin of the Philippines and Its Early Inhabitants
2.3
Unit II. The Philippines as a Colony of Spain
A.
B.
C.
D.
E.
Spanish Colonization
The Spread of Christian Faith and Spanish Government
Response of the Filipinos: Cooperation and Rebellion
The Nationalist Movement: From Propaganda to Revolution
The Revolutionary Movement at the End of the 19th Century
Unit III. The Philippines in the Twentieth Century
A.
B.
C.
D.
E.
F.
G.
The American Colonization
The Philippine Experience in the Second World War
The Establishment of an Independent Philippine Republic
Martial Law and the Marcos Regime
The Triumph and the Result of the EDSA People Power
The Governments of Aquino, Ramos and Estrada
The Triumph of the Second "People Power" at EDSA
Unit IV. The Philippine Government and Society
A.
B.
C.
D.
The 1987 Philippine Constitution
The Structure of the Philippine Government
The Cultural Characteristics of Philippine Society
Synthesis: The Philippines in the 21'1 Century
Subject
History of Asia
Second Year High School
Unit I. Geography of Asia
A. Principal Landforms
B. Principal River Systems
C Climate- Temperate and Tropical
Unit II. History of Asia
A. Asia as Site of Early Civilizations
B. Asia's Colonial Experience
C. Asia's Response to Colonialism
Unit III. Asia's Cultural Heritage
A. The Chinese Influences in Southeast Asia
B. The Indian Influences in Southeast Asia
C.
Culture in Contemporary Southeast Asia (Focus on Festivals)
1.
2.
Island Southeast Asia - Philippines, Indonesia, Singapore
and Brunei
Mainland Southeast Asia - Burma, Thailand, Vietnam,
Cambodia, Malaysia and Laos
Unit IV. Contemporary Asia
A.
B.
C.
D.
Philippine
Philippine
Philippine
Philippine
Ties
Ties
Ties
Ties
with
with
with
with
East Asia
South Asia
West Asia
Fellow Southeast Asian Countries
Subject
World History
Third Year High School
Unit I. Europe
A. Geography
B. Brief History
C. Culture
D. Contemporary Philippine Relationship with Europe
Unit 11. North America
A. Geography
B. Brief History
C. Culture
0: Contemporary Philippine Relationship with North America
Unit III. Africa
A. Geography
B. Brief History
C. Culture
D. Contemporary Philippine Relationship with Africa
Unit IV. Latin America
A. Geography
B. Brief History
C. Culture
D. Contemporary Philippine Relationship with Latin America
25
Subject
Philippine Contemporary Society
Fourth Year High School
Unit I. The Growth and Characteristics of the Population
1. Philippine Population Growth Since the Spanish Period
2. The Contributions of Changing Marriage, Birth, Death, and
Migration Rates and Patterns to Population Growth
3. Population Composition and Distribution by Place (Regions
and Rural-Urban Areas) and by Basic Demographic
Characteristics (Age, Sex, Civil Status and Education)
4. Philippine Urbanization Trends and Processes
5. The Socioeconomic Causes and Consequences of Population
Growth and Changes
Unit II. Elements of Philippine Culture
1.
2.
3.
4.
5.
Philippine Languages and Ethnolinguistic Groups
Indigenous Faith, Beliefs and Organized Religions
Changes and Continuities in Filipino Values and the Family
The Media and the Arts
Culture and National Integration
Unit lll. Economy and Society
1.
Introductory Concepts:
a.
Economics as study of scarcity and choice
b. Goals of the national economy: economic growth, price stability,
high employment, equity
2. Philippine Industries and their Local, National, and International
Linkages
3. Employment, Prices, Wages and Productivity
4. Poverty and Inequality
5. Elements of Growth and Development: human resources, natural
resources, capital formation, technological change and innovation,
political factors
Unit IV. Issues and Challenges for the Tl" Century
1.
2.
3.
4.
5.
26
Achieving Social Cohesion, Peace and National Unity
Sustaining Economic Growth and Addressing Poverty
Balancing Democracy and Effective Governance
Lifestyle Changes and Safeguarding the Environment
Imaging Social Transformations in the Philippines through 2025.
Terms and concepts to be introduced and used in lectures, discussions, assignments and
exercises for each unit of the Philippine Contemporary Society subject:
Unit I:
population censuses; household and other social surveys; population
growth; age-sex structure of the population; population distribution by
region and rural-urban places; urbanization and primate cities; population
movements and migrations; emigration and immigration; the push and pull
factors of migration; population distribution by educational status and civil
status; marriage rates, average age at first marriage; fertility intentions and
desired family size; actual family size and number of children ever born;
birth/ fertility rates; leading illnesses and morbidity rates; average life
span/life expectancy; death/mortality rates; leading causes of death;
demographic transitions and the long-term and proximate causes of falling
death rates and falling birth rates; responsible parenthood.
Unit II:
dialects, languages and multilingual societies; ethnicity and multiethnic/
multiracial/multicultural societies; indigenous faiths, institutional
religions and ecumenism; minority and majority relations in multicultural
societies; stereotypes, prejudice, discrimination and ethnic conflicts;
accommodation, acculturation and amalgamation; the role of shared
(community) values and family ties in promoting social cohesion; the
contribution of the arts and the national cultural heritage in defining
national identity; the role of the media in national integration; nationalism
and nation-states in a globalizing world.
Unit III:
resources and resource allocation, land, labor, capital; production
possibility frontier, efficiency; major classification of industries (agriculture, industry, services and their sub sectors - e.g. crops,
manufacturing, finance); economic growth (GNP, GOP, and per capita
GNP or GOP), production, consumption and distribution; capital-intensive
and labor-intensive industries; trade, exports and imports; formal and
informal economy; labor force, employment and unemployment; inflation
and deflation, consumer price index; wages and incomes; productivity and
productivity growth, productivity growth as it relates to wage increases
and economic growth; dimensions and measures of poverty; capitalist and
socialist economies; population growth/ explosion, human capital, health
and nutrition, education, entrepreneurship, training and skills development, migrant labor; arable land; technology and innovation; trade and
financial liberalization; information technology and knowledge economies.
Unit IV:
social cohesion; sustainable human development; nation and national
identities; state-government-governance; liberal (and other variants of)
democracies; environmental issues and problems; social change and
transformations over time.
27
IV.o. Accompanying list oflearning Competencies for High School Social
Studies Subjects by Year level
First Year: Philippine History and Government
.:.
Describe the geographical characteristics of the Philippines, its major physical
features, climate and natural resources.
•:.
Describe the Philippines geographically in relation to the rest of the Asian
region and the entire world .
•:.
Describe the impact of Spanish colonization on various aspects of the country:
politics and governance, social and cultural life, the economy, education,
health, physical infrastructures, etc .
•:.
Appreciate the factors that gave rise to the Philippine revolution and nationalist
and popular responses to Spanish colonization.
•:.
Discuss the circumstances that led to the American colonization of the
Philippines and also the impact of this on the different aspects of national life
(politically, economically, culturally, etc.) .
•:.
Understand the causes of World War II and the Philippines' involvement in
this .
•:.
Exhibit knowledge on the establishment of the Philippine Republic and salient
developmen.ts in the country in the post World War II period and up to the
recent period (People Power I & 11).
•:.
Describe and discuss the structure of the Philippine government and its
instrumentalities.
•:.
Understand and discuss the basic characteristics of the Philippine economy and
the state's role in the Philippine economic life.
•:.
Discuss and describe the main features of Philippine culture and how these
features may be affecting the country's socioeconomic and political
development.
Second Year: History ofAsia
28
.:.
Describe the geographical divisions of Asia, its physical features, climate and
natural resources.
•:.
Appreciate the region's rich historical backgrounds, and its role as the cradle of
the world's early civilizations and as home of major world religions.
•:.
Identify and discuss the factors that brought about Western colonialism in the
region, and the subsequent colonial experiences of several Asian countries,
including the lessons that can be gleaned from their responses and experiences.
.:.
Recognize the similarities and contrasts in the colonial experiences of other
Asian countries with that of the Philippines.
•:.
Appreciate the richness and uniqueness of Asian cultures and of Asian
responses in the face of globalization.
Third Year: World History
.:.
Appreciate Europe's diversity in terms of its geography, history and culture.
•:.
Understand why the Modern Period in history is the Age of Europe.
•:.
Understand how specific European countries politically, economically and
culturally dominated the continent at certain points in history .
•:.
Appreciate differences in England's Industrial Revolution and French's Social
Revolution.
•:.
Identify the major trends and influences on European arts and culture in the 16th
to the 19th Centuries.
•:.
Enumerate the causes of World War I & II and explain the legacies of global
wars to mankind .
•:.
Understand Europe's goal of "one Europe" in the face of its diversity.
Fourth Year: Philippine Contemporary Society
.:.
Learn the use of some of the basic terms, concepts and statistics commonly
employed in newspaper accounts, media forums and public discourses on
Philippine society and national and global developments.
•:.
Appreciate the interrelatedness of social phenomena, and recognize that the
contexts of social events and their causes and consequences are often
multifaceted and multifactorial.
.:.
Understand the tensions and conflicts arising from/ accompanying the process
of social change, and the different options for dealing with social change,
conflicts, and problems.
•:.
Learn and become conversant about the different aspects of Philippine society
and national life.
•:.
Analyze topics of human interest as drawn from their own lives, families,
communities and society at large, and share and discuss their analysis and
insights with friends, teachers and classmates.
•:.
Form and defend their own opinions and arrive at independent judgements
regarding social issues, national concerns and current-day developments.
•:.
Recognize the value of individual, social, political, religious and cultural
differences in the development of human societies and recognize the
underlying similarities among peoples and human societies across time and
space.
29
Notes
'See The Social and Human Sciences in Philippine Basic Education: A Review of Elementary and High
School Textbooks. Florentino H. Hornedo, Virginia A. Miralao and Felice P. Sta. Maria (eds.), Quezon
City: Philippine Social Science Council, 2000.
.
.
2Philippine Human Development Report 2000. Human Development Network (HDN) and United
.
Nations Develoment Programme (UNDP), 2000.
30 utside of the developed world, the Philippines ranks among the countries with the highest literacy
and primary and secondary school enrolment rates, the more common measure~. of educational access
and participation.
.
4See Philippine Human Development Report 2000, above.
sLearning: The Treasure Within by Jacques Delors, et al. Report to UNESCO of the International
Commission on Education for the Twenty-First Century. Paris: UNESCO Publishing, 1996.
30
Annex 1:' Suggested Development of Social Studies
(Geography, .History, Society and Civics)
Textbook Units for Grade 1-6
T
he following chart traces a recommended development sequence for social studies
designed by UNESCO National Commission of the Philippines through its Social.
and Human Sciences Committee. The sequence advances interdisciplinarity amongst
the social and human sciences. It promotes UNESCO conventions to which the Philippines is
party, particularly those expounded by the World Commission on Culture and Development
(in its Report published as Our Creative Diversity in 1995) and the International Commission
on Education for the Twenty-first Century (in its Report published as Learning: The Treasure
Within in 1998). In addition, the sequence includes ideas from UNESCO's programs to promote
world peace through tourism for young travelers.
The chart sustains the textbook structure currently in use: four units containing three to
four and sometimes five chapters per unit written in Filipino. It adds as a standard feature to
every textbook an introduction, conclusion and short glossary written for the learner. The
introduction summarizes last year's social studies message and relates it to the current year's
general content parameter.
A special feature is the Civic Action points-to-ponder that are included for every unit.
The points-to-ponder stimulate questioning toward attitudinal formation, emotional
maturation, international understanding and building the skills of dialogue and rationalized
discourse for social and human sciences. While some of the questions here may seem more
appropriate for secondary level than elementary school, they are here to help textbook writers
grasp the application of content into attitude development and actual civic behavior. The
final questions would have to be written for children, with appropriate suggestions for
amplification in teacher's manuals. It is important that textbook writers do not forget why
basic social science theories are being explained in simple terms.
31
While the charting may seem complex, the idea is to use child-friendly writing style, word
choice, text length and text clustering in addition to appropriate maps, pictures, charts and
other visualizations. The pedagogic method must be simple, enjoyable and appropriate for
children aged 6 to 12 years old. Storytelling by teachers and students is recommended as one
pedagogic approach to consider. So is storytelling expanded into acting and simulation.
Children need to develop skills in discussion and dialogue to express their opinions and how
they fathom their world. Games too can all add interest to the subject matter. 'In addition.fhe
dominant approach recommended here is inductive rather than deductive, or from particular
to general, from fa~iliar to ~nfamiliiu or new, from the small environment to the expanded
global environment. One of the reasons for the approach is to develop a sense of place among
students - sense of place becoming pride of place - a requisite for civic stewardship.
•
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 year-
(7-8 yearelders)
(8-9 yearelders)
(9-10 yearolders)
(10-11 yearolders)
Summarizes
previous year's
focus on self and
family. Notes
that each family
is part of a
community the focus of the
new grade.
Emphasizes that
people need
strong communities to lead
satisfying lives,
and that each
individual is responsible for the
well-being that a
community can
generate.
Summarizes
previous year's
focus on community. Notes
that each community is part of
a town or city
that is part of a
province - the
focuses of the
new grade.
Summarizes
previous year's
focus on town
and province.
Notes that
provinces are
clustered into
regions and that
the regions make
up the whole
country - the
focus of the new
grade.
Summarizes the
previous year's
focus on the
Philippines as a
country.
Explains that the
Philippines lies
in the southeast
part of Asia.
Emphasizes
Asian regional
in terdependence
as a factor in
community wellbeing. Expands
multiculturalism
and pluralism.
olders)·
Textbook
Introduction
Summarizes that
each person is an
important and
valuable part of a
family - the
focus of the first
grade's study. It
mentions that
every family is
part of the
Filipino nation
and the world's
family of many
different nations
(as one will learn
throughout elementary school).
Introduces:
family (pamilya)
Introduces: pook,
barangay, village,
subdivision, barrio, pamayanan
Notes that provinces make up
Luzon, Visayas
and Mindanao.
Tell meanings of
the words Luzon
(lusong), Visayas
(from saya),
Mindanao
(danaw).
Introduces:
municipality,
city, province
(lungsod,
probinsya)
Note: Approach
to this year is
historical chronology with
traditional
emphasis on
political history
and some
men tion of other
histories. (This
is the grade
when other
subject areas
need to help
Introduces:
rehiyon,
continent, Asia,
tolerance.
Emphasis is on
geography, peace
education, caring
for humanity and
especially the
less fortunate.
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearelders)
Summarizes the
previous year's
focus on Asia.
Introduces Asia
as part of the
world or Planet
Earth. Introduces
idea of global
interdependence
for human
development.
Reminds learners
that they contribute individually
and collectively
to the world's
health, peace,
beauty and wellbeing.
Emphasis is on
geography and
human development as a process
but in ways
children of about
10 to 12 years old
can comprehend.
New
Developmental
Framework
ForSibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
MyFamily
Grade2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for MyTown
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for MyAsian
Region
(6-7 year-
(7-8 year-
(8-9 year-
(9-10 year-
(10-11 year-
elders)
olders)
elders)
elders)
elders)
flesh out the
different other
histories of the
nation - visual
arts including
home arts and
fashion, musical
arts, dance arts,
architecture,
literary arts,
scientific history,
martial arts
history, etc.)
Introduces:
bansa; history;
democracy;
consti tu tion;
written or
documentary
evidence; oral
history - why
checking
evidence is
important before
making
conclusions; how
checking entails
'Yf
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearolders)
Introduces:
daigdig, war,
human development.
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring. for My Asian
Region
(6-7 yearelders)
(7-8 year-
(8-9 year-
(9-10 year-
(10-11 year-
elders)
olders)
elders)
elders)
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 year-
olders)
transdisciplinary
approaches
(knowing the
problem and the
solution and the
history from
many
viewpoints).
Unit One
.:. Indicates ideas
for a unit
chapter. Current
textbooks have
three to four
chapters per unit
- sometimes
five chapters.
Chapters are
determined by
the number of
elassroom weeks
available and the
complexity or
35
My Family
(Unit focusSocio-cultural
elements)
':'Members
ineluding
animals
.:. Names and
Meanings
(Family Tree)
Other Nationalities,
Ethnicities &
Indigenous
Peoples in Our
Family
The People of My
Community
(Unit focus Socio-cultural
elements)
.:.M y neighbors
':'People
providing
services
(barangay office,
police, fire dept.,
hospital,
veterinarian,
church, etc.)
.:. People providing goods
(market, phar-
My Town, Province and Their
Neighboring
Towns and
Provinces
(Showing Full
Map of One's
Province)
':'Characteristics
of My Town ineluding meaning
of town's name.
Begin with sociocultural
characteristics
such as
languages,
Ancient Times
(Unit focuschronological
period, mostly prehistoric, definitiely
prewestern
colonization)
':'Geographic
history
.:. Early settlers
(how the archipelago was
peopled and the
plants, animals,
tools, etc. they
brought with
them and later
Asia's Lands and
Waters
(Unit focusgeography)
Mapping Planet
Earth
(Unit focusgeography)
.:. Identifying the
Philippines' Next
Door Neighbors
(Taiwan, China,
etc.)
':'Southeast
Asian Countries:
on the peninsula;
island nations
':'The Rest of
Asia: North Asia
(Japan, China,
Korea); Eastern
':'One of Asia's
Neighbors:
Europe
.:. Another of
Asia's
Neighbors:
Australia, New
Zealand, Oceania
.:. Another of
Asia's
Neighbors:
North, Central
and South
New
Developmental
Framework
For Sibika
at Kultura
difficulty of a
unit's content.
The Civic Action
section for every
unit consists of
questions that
are points to
ponder considera tions
that affect one's
actions as a
citizen of a
community
(city), nation and
the world.
,36
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearelders)
(7-8 yearelders)
(8-9 yearolders)
(9-10 yearelders)
nO-II year-
ethnicities, religions. Then
move on to
geographical,
politicalhistorical and
finally economic
(includes resources and types of
labor) characteristics.
·:·Characteristics
of My Province
including
meaning of
province's name.
Begin with
sociocultural
characteristics.
Then move on to
geographical,
politicalhistorical and
finally economic
characteristics.
·:·What are the
towns next to my
town?
adapted to suit
the local
environment)
.:. Earl y traders
and ancient.
names for major
trading areas in
the archipelago
such as Mai
<Includes
Chinese
Emperor's ships
and the Filipino
chieftains' visit
to China)
.:. Islamic
Sultanate
Expansion
(Chiefs of the
archipelago's
communities like
Maynilad become
relatives of the
Sultan of Borneo,
or Subcontinental
Asia <India,
Pakistan,
Bangladesh, Sri
Lanka); Middle
East (Note the
area as source of
oil)
Civic Action
·:·Why and how
can I care for my
family? The
people I live with
who may not be
my parents but
who are my caregivers?
macy, baker,
bookstore,
farmlands, etc.)
.:. People
providing
information &
skills building
(school, library,
museum, radio
station, etc.)
Civic Action
·:·What can I do
to lighten the
load of people in
my community?
What would I
like to offer my
community when
I grow up?
etc.)
Handling is not
only chronology.
The arts, sports
olders)
Includes basic
information
about political
boundaries,
climate,
geological connections, flora
and fauna
connections.
Civic Action
·:·What do our
neighboring
countries share
with the Philippines? (Oceans
and their lifeforms, weather
challenges,
undersea
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
n 1-12 yearelders)
Americas
.:. Africa
·:·The Poles:
Arctic and
Antarctica
Civic Action
·:·What do the'
Philippines and
Asia share with
other countries
of the world?
(Weather, water,
etc.)
·:·What happens
when there is an
accident in one
part of the
world's
environment?
·:·Why should we
in the
Philippines be
aware of what's
happening to the
natural and
people-made
(cultural)
environment in
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearelders)
(7-8 yearelders)
(8-9 yearelders)
(9-10 yearolders)
00-11 yearelders)
':'What are the
other towns in
my province?
':'What provinces
are beside my
province? (Focus
on these provinces will be in
Unit 4.)
and language
subjects should
augment the
sociocul tural
character of the
ancient eras by
showing tangible and intangible properties.
.:. Wha t similarities do the
towns in my
province and
their people
share?
':'What is the
capital of my
province?
Civic Action
':'Which
provinces and
settlements today
show many of
our ancient customs? (CAR,
ARMM, scattered
lumad
communities)
':'What are some
of our ancient
ways that I like?
':'How can I
show my respect
for ancient ways?
Why should I?
.:.If I could travel
around the
connections,
water currents,
air, etc.)
':'What can the
Philippines do to
help the region
stay healthy,
productive,
beautiful,
peaceful? In what
ways can my
community help?
':'What can I do
to help bring
harmony to the
region's environment.
.:. Do you have
family members
who live, work
or have lived or
worked in any of
the Asian countries being studied? What do
they say about
the place and
peoples - the
good and the
Include
questions such
as: Where (community, town,
province) were
you born? Your
parents? Your
grandparents?
Were you all
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearelders)
other parts of the
world?
New
Developmental
Framework
For Sibika
at Kultura
Grade1
Appreciating &
Caring for Myself &
My Family
Grade2
Appreciating &
Caring for My
Community
Grade3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearolders)
(8-9 year-
(9-10 year-
(10-11 year-
elders)
olders)
olders)
Philippines, what
areas with
remains of the
ancient past
would I like to
see?
·:·How can
reading make me
enjoy my travels
better?
bad? What do
they not
understand about
the place and
peoples? What
do you think
about people
having different
ways of life? Is
it good or bad to
be different?
originally from
this town or
another town?
This province or
another province?
What makes
people move?
(Water, food,
war, disaster,
work, infrastructure/ etc.)
Civic Action
.:. What can my
town share with
its neighbors?
.:. My province
with its
neighbors?
.:.What can I do
to keep my town
a nice place to
live, work and
study in?
38
Grade6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearelders)
New
Developmental
Framework
For Sibika
at Kultura
Unit Two
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caringfor My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 year-
(8-9 yearelders)
(9-10 year-
00-11 year-
olders)
olders)
My Home
Knowing where I
live and not
getting lost.
(Unit focusGeographical
Elements)
Mapping My
Community
(Where Things and
People Are)
(Unit focusGeographical
elements)
-:.Address (&
Meanings of
street, barangay,
field, mountain,
water names)
·:·How my house
looks, feels,
sounds, tastes
.:.How areas
outside my house
look, feel, sound,
taste
Students can
make their own
maps or a class
map. They need
to be oriented
toward north and
the other
directions.
Civic Action
·:·Why and how
can I care for my
home?
39
olders)
.:.Infrastructure
& Cultural
(Human-made)
Structures
(Beginning with
the child's house
and school so
that the starting
point is familiar.
If a group or
class map is the
project over
Manila, the
Nation's Capital,
and Metro Manila
·:·What makes
Manila unique
because it is the
country's
capital? Begin
with the
geographical
character of
Manila. (Be sure
to point out culturallandmarks,
institutions for
learning like
museums and
libraries not just
universities and
special high
schools.)
·:·What are the
towns/cities that
make up MetroManila?
What are the
shared character-
Filipinas Is Born
·:·The Christian
Spanish Empire's
settlement and
colonializa tion,
1565-1762 (This
is when the geographical boundaries of what
becomes
Filipinas are set.)
·:·Spanish settlement and colonization 1764-1896
(British Occupation and sacking
of coffers leaves
Filipinas bankrupt. How the
economy is revived. How Filipinos want to
rise to the top
and cannot
because they are
colonial
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearolders)
Asia's Many Ways
of Life
(Unit focusSociocultural
elements)
Patterns of World
Civilizations
(Unit focusSociocultural
elements)
.:.Asia's
Religions:
Buddhism, Islam,
Hinduism,
Confucianism,
Shintoism,
Roman
Catholicism, and
other forms of
Christianity
.:.Asia's Languages:ChineseJapanese; MalayPolynesian
·:·Some elements
from other Asian
countries found
in Philippine
culture
.:. Homes of the
Earliest Homo
Sapiens (Notes
commonalities in
the environments
where earlier of
the species
started)
·:·Stages in Civilization Around
the World :..- can
include China,
India, Europe
(Explains how
peoples all over
the world
develop from
nomads to
settlers; how
they seek food,
potable water,
safety; how there
:~
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearelders)
(7-8 yearolders)
(8-9 yearolders)
(9-10 yearelders)
(10-11 yearelders)
istics, similarities
and interdependencies of the
Metro Manila
towns and its
people?
subjects.)
.:. Establishing
the independent
Philippine
Republic 18961902 (What's
important to
stress is that
Filipinos wanted
to decide for
themselves what
to do with their
future because
they knew better
than the
foreigners. So it
is a matter of
selfresponsibility,
not just freedom.
Also Filipinos
wanted to set up
their own rules
- the constitution - of how
to govern their.
lives.)
NOTE: Because
time for this
subject is limited,
it is vital tha t
PEHM and other
subjects offer
material about
the region.
several weeks
then the school
can be the
starting point
and children
indicate where
they live in
relation to the
school.)
-Where I live
and other
buildings big and
small
-Statues, monumerits, flag poles,
outdoor art
-Cemeteries
-Dams, waterwells, canals,
irrigation
channels
-Bridges, communication
satellites, etc.
-Highways,
roads and
footpaths
Civic Action
.:. Do you have a
religion? Do you
know anyone
with a religion
different from
yours? Does
your having
different
religions ever get
in the way of
your friendship?
(Ex: Food taboos,
days of religious
observance, dress
taboos or
customs, etc.)
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearolders)
is always some
form of
organization to
manage the
society; etc. This
deals with the
concurrent existence of preindustrial,
industrial and
post-industrial
ways of life.)
·:·How the
World's People
Mix & Migrate
Civic Action
.:.Where did the
earliest settlers
in the Philippine
area come from?
Why do you
think did they
come to the
Philippines from
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearolders)
(8-9 yearolders)
(9-10 yearelders)
00-11 yearelders)
·:·Natural Areas
(Text and teacher
can note that
what people
build came
AFTER what
nature made.
Although
sometimes nature
changes things
even when
buildings are
already therevolcanic
eruption,
accretion, etc.)
-Waterspace fresh, brackish,
saltwater
-Greenspacefields, parks,
riverbanks,
jungles, forests,
orchards
-Beaches & sand
dunes
BEGIN WITH
geography then
move into sociocultural,
politicalhistorical and
finally, economic
characteristics of
Manila and then
Metro Manila.
·:·Why did
Manila become
the center of the
nation? Note the
advantages of
Manila Bay,
Pasig River,
mountains
behind, etc.
Some questions if
students do not
live in Manila:
Who among us
has been to
Manila? What
did we see there?
Civic Action
.:.Are there any
remains of
Spanish-era
culture in your
community or
town? What do
you like or
dislike about
them?
(Answer should
include plants,
animals,
surnames, first
names, words
buildings,
calendar,
possibly one's
religion if
Catholic, town
fiesta, plaza
complex,
electricity, piped
in water,
university, etc.)
Should it? If it
does how can
you keep it from
getting in the
way so as not to
destroy your
friendship?
.:. Do you know
anyone who
speaks another
Asian language?
If you could
speak another
Asian language
besides F.ilipino,
what would it be
and why?
.:.Do you have
anything at home
that is from
another Asian
country? What
are they?
·:·What do you
like about Asia?
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearolders)
their original
home?
·:·What are the
essential needs of
people? (Use
Human
Development
Resource Index
as guide.) Are
there many
people in the
Philippines, in
Asia, in the rest
of the world who
do not have the
most essential of
their needs?
Why? What can
be done to help
them?
.:.Are there
people in the
world who are
nomads? Are
there people in
the world who
can only produce
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearolders)
(8-9 yearolders)
(9-10 yearelders)
(10-11 yearelders)
.:. Have you met
any Spanish
people? What do
you know about
Spain before and
now? Do you
think Spanish
people are nice
to meet? Would
you like to see
Spain?
.:. Do you know
other countries
that once were
like the
Philippines,
colonies of
Spain? Do you
think people
from those
countries are
nice? Would you
like to visit their
countries?
·:·What would
you share of
Philippine life
with other
Asians?
.:. Do you think it
is correct when
food establishments try to fool
foreigners or
Filipinos by lying
about their products or teasing
people because
they have different eating
customs? (Ex:
Passing off pork
as not pork to
Muslims, or
saying that food
was never
cooked with pork
when it was. Or
claiming that
beef is not beef
to Hindus? Or
calling
-Cliffs, ridges,
mountains, hills,
low zones
If you go what
do you want to
see?
':'Special Spots
-The oldests,
onlys, rarests,
and endangered
in my community
and where they
are located
Religious sites
-Historical sites
-Exceptionally
beautiful sites
-Sites valuable to
science
-Sites valuable to
the economy
including
tourism
If students live in
Metro Manila,
they would have
taken up much of
this in the first
section. In which
case this section
allows an expansion of knowledge about
Metro Manila
because the time
frame doubles.
The geography of
the area can be
expanded
particularly
because of the
stress that
population and
industry make on
the land.Students
can be asked if
they have been to
Civic Action
.:.How can I keep
my community's
spaces beautiful,
neat, clean,
healthy, and a
: lf2
I
.:.If they came to
the Philippines,
what would you
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearolders)
the amount of
food they need,
or barely that
amount? Are
they poor? What
does poor mean?
Are their
essential needs
satisfied?
':'Can one person
help others who
are less fortunate? How? Can
a poor person
help another
person? How?
Can a poor
community be
useful? How?
.:. Is poverty a
problem in your
community?
What is being
done to help the
poor people
improve their
lives?
a
New
Developmental
Framework
For Sibika
at Kultura
•
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearelders)
(8-9 yearolders)
(9-10 yearolders)
00-11 yearolders)
source of community pride?
areas outside of
Metro Manila why those
places? What
were their
experiences?
How did life
there compare
with Metro
Manila life?
Civic Action
-:-Is more
expected from
the country's
capital? Why or
why not? How
does your opinion affect what
you expect of the
the cleanliness,
services, etc.
provided by the
capitol?
-:-If you live in
Manila, what can
you do to help it
live up to its
show them?
Anything from
the Spanish
heritage?
vegetarians
silly?)
--Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearelders)
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
-Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating-&
Caring for My Asian
Region
(6-7 yearelders)
(7-8 yearolders)
(8-9 yearolders)
(9-10 yearolders)
00-11 yearolders)
An Interruption to
Our Independence
Asian Associations
(Unit focus political)
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearelders)
name and your
expecta tions?
.:.If you are a
visitor / tourist to
Manila, what can
you do to keep
the nation's
capital clean,
neat, beautiful,
etc. ?
Unit Three
Family Histories
(Unit focus Politicalhistorical
elements)
·:·The Country's
First Family
·:·Jose Rizal's
Family
·:·My Family's
History
Civic Action
.:.Why and how
A Brief History of
My Community
(Some True
Stories About
How My
Community Has
Grown)
(Unit focusPoliticalhistorical
elements)
Students can
make pictures
about what
Lumad and Islamic
Towns and
Provinces
Introduces idea
of lumad and
Islamic minority
communities that
follow their own
religious rites
and ideas very
strictly, etc.
This is part of
tolerance and
multicultural
education.
.:.American
colonialization notes end of FilAmerican War
that started in
1899.
.:.World War II
and the Japanese
Occupation includes the
guerrillero wars
against an un-
·:·ASEAN
·:·APEC
Civic Action
.:. Do you think it
is important to
have an
organization
where people can
come together?
·:·What is the
difference between debate and
7
Old World Finds
New World
(Unit focus politicalhistorical
.:.Explorations in
the 15 th Century
(and their effect
on the PhiIippines)
·:·Competition
for Overseas
Income & Assets
in the 16 th & 17 th
._~-
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearelders)
(7-8 yearolders)
(8-9 yearolders)
(9-10 yearolders)
00-11 yearolders)
can I care for my
family's history,
talents,
heirlooms and
mementos?
(References to
families in other
parts of the
world can be
mentioned here if
needed.)
lf5
happens to them
daily to help
them see that
today is tomorrow's history.
The stories can
be very simple,
what 8-year-olds
can make. Then
the students can
tell their stories
in class with the
.pictures helping
them out.
.:. During ancient
times through
the expansion of
Islamic
sultanates
.:. During Spanish
colonial times
through setting
up of the
Philippine
Republic
·:·During
American
colonial &
.:.Why are the
two areas
special? What
makes them
unique and
different from
the country's
other regions?
The answer
would be one of
ethno-linguis tic
uniqueness and
religious
uniquenessdominance or
concentration of
population features different
from other
regions.
The treatment for
these areas
begins with the
politicalhistorical story.
Then it continues
to describe for
wanted
occupation.
Civic Action
·:·What remains
from the
American
colonial period?
(Names, public
school system
and some
Gabaldon school
houses, some
English words in
the National
Language, airconditioning,
airplane, etc.)
.:.Are there any
buildings in the
area that were
made during the
American era?
Do they differ
from the ones
made during the
Spanish era?
dialogue? Can
either or both be
useful in settling
issues among
Asian nations?
·:·What do you
think are some of
the concerns
Asian countries
bring to ASEAN
and APEC?
What solutions
and joint efforts
do you think
ASEAN and
APEC have
offered?
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearolders)
Centuries (and
its effect on the
Philippines)includes mention
of slave trade
and its
inhumanity
.:. Development
of the Modern
Republic in the
18 th century (USA
& France)
·:·Competition to
increase horneland income from
industry in the
19 th century (and
its effect on the
Philippines)
Civic Action
.:.Are science
and art
important to
human development? How do
they help a country's income? A
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearelders)
(8-9 yearolders)
(9-10 yearolders)
00-11 yearelders)
Japanese
occupation times
·:·From reinstallation of
the Philippine
Republic in 1946
through today
children the
sociocultural,
geographical and
economic characteristcs of iridigenous peoples
and Islamic
groups.
Civic Action
.:. When was my
community founded? By whom?
What does its
name mean?
·:·Why should I
value my communitys history?
·:·How can I
show that I value
my community's
history?
·:·What do I add
to my
community's
history?
ilf6
,
If students live in
ARMMorCAR:
What makes out
towns different
from the usual
others? If students are from
either of the two
areas they would
have taken some
of this section in
Part 1 of this
grade's araling
panlipunan that
emphasizes the
sociocul tural
aspects. This
additional period
allows some
Grade 6
Appreciating &
Caring for Myself,
. My World & Its
Universe
01-12 yearelders)
From ancient
times?
country's
eiwironment?
·:·What remains
from the
Japanese
Occupation?
(Some areas have
factory
buildings, houses
for the factory
workers, etc. Davao for
instance. Some
have Japanese
lineage. Soy
sauce, shaved ice
machine, halohalo, mongo con
hielo were also
brought in by the
Japanese but
before World
War II.)
·:·What are some
applications of
science and art
that have
changed the
world today?
.:. Have you met
any Americans or
Japanese? Do
you think their
·:·What are some
of the new
inventions and
ideas that you
think the world
needs to improve
the quality of life
for peoples?
.:. Are there some
things people
thought alright
in the past that
have turned out
to be bad? Like
slavery? Racial
prejudice?
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caringfor My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caringfor MyAsian
Region
(6-7 yearolders)
(7-8 yearolders)
(8-9 yearolders)
(9-10 yearelders)
00-11 yearolders)
expansion into
the politicalhistorical stories
of their town.
countries are
different now
than when they
were involved
with managing
the Philippines?
Or when they
were at war with
the Philippines?
In what way?
Civic Action
.:.Knowing that
each area is
unique, and
ARMM, CAR and
lumad settlements
have some very
special characteristics, what
can I do to better
understand how
people of ARMM
and CAR live? If
I live in ARMM
or CAR, what can
I do to better
understand the
people of other
regions?
Difference is no
reason for
dissent and
war- that is part
·:·Could you
make friends
with an
American or
Japanese student
of your age?
·:·What things
today are
associated with
Spain, former
Spanish colonies,
America, Japan?
Are they useful?
.:. Are there
celebrities from
any of those
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearelders)
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearelders)
(8-9 yearolders)
(9-10 yearolders)
(10-11 yearelders)
of the message.
Unit Four
My Family's Day
(Unit focus Economic
elements)
':'Our Work
':'Our Play
':'Our Learning
Civic Action
.:.Why and how
can I care for
what affects that
which is nice in
my family's day?
How can I
I
\
.lf8 .
Events in My
Community
(My
Community's
Yearly Calendar)
(Unit focus Economic
elements)
':'Seasons &
Work Cycles
(including school
calendar)
':'Community
celebrations
The Towns of
Other Provinces
(Showing the
Full Philippine
Map)
Note: Most
students would
fall under this
category than
Manila, CAR,
ARMM.
Introduction:
Begin with the
economic
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearelders)
countries? Do
you like them?
Would you like
to meet them?
What from the
Philippines
would you give
them or let them
experience?
The Philippine
Republic Reemerges Independent
.:. Rebuilding
Democracy
(1946-1971)
.:.The Marcos
Regime and
Military Rule
(1972-1985) includes nonviolent opposition, and the
Asia in the 21"
Century
.:. An Exchange of
Talents & Ideas
.:. An Exchange
of Visitors
.:.An Exchange
of Products &
Services'
Civic Action
.:. Have other
Asian countries
helped you, your
Building World
Peace Amidst
Change
(U nit focusSocio-economicpolitical)
.:.The Two World
Wars (and their
effects on the
Philippines)
':'The United
Nations (and
Philippine
participation)
New
Dellelopmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearelders)
(7-8 yearelders)
(8-9 yearelders)
(9-10 yearelders)
00-11 yearolders)
improve my
family's day?
·:·Can I sing the
National Anthem
with the rest of
my family during
national holidays
and school
events?
·:·00 I know
what to do when
the flag passes or
is raised?
(Special or
unique to the
community)
·:·Nationwide
celebrations of
which my community is a part
Note: Students
will make their
own community
calendar of
events as part of
the activities.
characteristics of
the nationtying them up
with those of the
particular
students'
province.
Civic Action
·:·How can I
contribute to my
community's
seasons, work
cycles and
celebra tions?
.:. Do I know how
to properly care
for the Philippine
flag? Why
should I follow
all the rules and
Move on to
economics of
other provinces
not yet taken up.
Note similarities
and differences
with the
students' region.
Now take up the
sociocultural,
geographical and
historical characteristics of each
province (other
than those in
CAR, ARMM,
Metro-Manila
and that of the
students).
assassination of
Ninoy Aquino,
importance of a
free press, and
the value of
knowing how to
develop an
opinion and
express it
.:. Re-establishing
Democracy
through People
Power 09862001)-includes
People Power
1986 -Aquino,
Ramos, Estrada
terms -People
Power 2001
Civic Action
.:. Do you think it
is nice to be a
Filipino? Who
are Filipino
citizens? Are
family, your
community, your
province or the
country? How?
.:. Are there any
Asian people
you'd like to
meet and bring
to the
Philippines?
What would you
tell them about
the country?
What would you
show them? Are
there any special
steps you'd have
to take because
their ways are
different?
.:. Are there any
Asian countries
you'd like to
visit? Why?
Would you have
to behave
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearelders)
.:. Understanding
21 51- ce n tury
Globalization
(and its effects
positive and
negative on the
Philippines)
Civic Action
·:·What have you
seen in the
movies and on
TV, or read about
war? Can there
be progress
while a war is
going on? What
happens to
people when
there is a war?
·:·What would
you want to see
spared from
among your
belongings, your
community's
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 year-
(7-8 year-
(8-9 year-
(9-10 year-
(10-11 year-
olders)
elders)
olders)
oldersj)
elders)
there people of
other citizenship
who have
Filipino lineage/
ancestry?
differently in
those countries?
Why? Would
you mind acting
differently while
in a foreign
country?
etiquette just for
a flag?
·:·What is the
story of the
Philippine flag?
Does it have a
brave story to
tell? Is it a good
story for me to
know and tell
others?
This can be done
by having large
maps showing
economic assets;
sociocultural
landmarks and
ethnolinguistic
groups
(including
highways and
waterways that
connect
provinces);
geographical
boundaries and
characteristics;
historical landmarks and sites;
and provincial
capitals.
Civic Action
·:·What can I do
to appreciate
what my
country's towns
and provinces
·50
.:. What is a
democracy? Is it
important to be
able to have
ideas.and
opinions even if
they are different
from those of
others? What
about being able
to share one's
opinion? Is that
important even if
the opinion is
different?
·:·What happens
when people
disagree? If they
fight physically?
Is it legal to fight
and physically
Grade 6
Appreciating &
Caring for Myself,
My World & Its
- Universe
(11-12 yearolders)
environment if
war were to
break out?
·:·What do you
think causes
war? What can
maintain peace?
Can there be
progress when
there is peace?
.:. Is Philippine
culture
important to the
world's culture?
What does the
Philippines give
to the world?
What do
Filipinos give to
the world?
':'What are common concerns of
people all over
the world? How
do they affect
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciatrng &
Caring for My Asian
Region
(6-7 year-
(7-8 year-
(8-9 year-
(9-10 year-
olders)
olders)
elders)
(10-11 year-
offer?
·:·What makes
them special?
·:·What makes
them different or
similar to where
I live?
·:·How can I
show people
from other towns
and regions that
I respect them
even if they come
from a place with
customs different
from my own?
·:·What are some
of the things
people from all
provinces do?
(Sing the
National
Anthem; eat;
study; etc.)
51
elders) .
injure someone
who has a
different
opinion?
.:.Wha t gets
destroyed when
there is war or
any fighting?
Can there be
progress when
there is war? Do
you like war?
·:·Is it important
to know how to
talk to one
another even if
you are mad at
each other's
opinons? Is
disliking someone's opinion the
same as disliking
that person?
olders)
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearelders)
your family and
your future?
What are your
opinions on
those concerns?
New
Developmental
Framework
For Sibika
at Kultura
Textbook
Conclusion
Every book
summarizes the
scope of content
taken for the
year and
reiterates key
developmental
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearolders)
(8-9 yearelders)
(9-10 yearolders)
(10-11 yearolders)
·:·What are some
symbols of the
country? Are
they found in all
the provinces?
In my
community?
Why have they
become symbols
of the country?
What are
symbols? What
are the symbols
of my province
and town?
.:. How can you
share your
opinion on an
idea or issue?
·:·What is People
Power? Did any
of your family
members
participate in
People Power?
·:·What does
People Power
mean to you?
Appreciating &
Caring for Myself
and My Family:
.:.My Family
·:·My Home
·:·Family
Histories
·:·My Family's
Day
Appreciating and
Caring for My
Community
·:·The People of
my Community
.:. Mapping My
Community
(Where Things &
People Are)
Appreciating and
Caring for My
Town and
Province
·:·My Town,
Province & Their
Neighboring
Towns and Provinces
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
(11-12 yearelders)
How does it
affect your role
in community
building? In
nation building?
Appreciating and
Caring for My
Country (Nation)
.:. Ancient Times
.:. Filipinas is
Born
Appreciating and
Caring for My
Asian Region
.:. Asia's Lands
and Waters
.:. Asia's Many
Ways of Life
·:·Asian
Appreciating and
Caring for Myself,
My World & Its
Universe
·:·Mapping
Planet Earth
.:. Patterns of
World
\52
'de
ri
•
New
Developmental
Framework
For Sibika
at Kultura
Grade 1
Appreciating &
Caring for Myself &
My Family
Grade 2
Appreciating &
Caring for My
Community
Grade 3
Appreciating &
Caring for My Town
& Province
Grade 4
Appreciating &
Caring for My
Country (Nation)
Grade 5
Appreciating &
Caring for My Asian
Region
(6-7 yearolders)
(7-8 yearelders)
(8-9 yearolders)
(9-10 yearolders)
(10-11 yearelders)
learning
messages that
include civic
education ideas.
.:.A Brief History
of My
Community
(Some True
Stories About
How My
Community has
Grown Up)
.:. Manila, the
Nation's Capital
& Metro Manila
·:·Lumad &
Islamic Towns &
Provinces
·:·The Towns of
Other Provinces
.:.An Interruption to Our
Independence
Associations
.:. Asia in the
21st century
·:·The Philippine
Republic Reemerges
Independent
Grade 6
Appreciating &
Caring for Myself,
My World & Its
Universe
01-12 yearolders)
Civilization
e-oia World
Finds New
World
·:·Building World
Peace Amidst
Change
.:. Events in My
Community (My
Community's
Yearly Calendar)
Glossary
Every book
starting in Grade
1 has an end
glossary that
defines
important words
used throughout
the text.
lndibidual
Pamilya
Barangay
Mapa
Pamahalaan
Pamayanan
Plaza
Pook
ARMM
CAR
Kapitolyo
Kristianismo
Lumad
Bansa
Bayan
Demokrasya
Mamamayan
Republika
Asya
Asyano
Earth
Mundo
Malacanang
Palace
Metro Manila
Islam
Social Studies currently does not benefit from a lO-year content framework that charts and prioritizes all the major-social science
theories to be covered in the subject area.
53
Annex 2: Suggested Outlines in Filipino of Social Studies
Subjects from Grades 1 to 10
Elementary (mula Grade 1 hanggang Grade 6)
Grade 1: Ang Sarili at Pamilya
Yunit I. Ang Pamilya Bilang Pinakapayak na Yunit ng Lipunan
Ang Tatay at Nanay
Ang Pagka-Pilipino Nagmula kay Tatay at Nanay
(lineage)
Ang mga Kapatid: Si Kuya at Ate, Panganay at Bunso
Ang Lolo at Lola
Ang Tiyo, Tiya, Pins an at Pamangkin
Ang Aming Family Tree
Mga Pangalan at Apelyido
Yunit II. Ang Ating Kapaligiran
Ang Aming Tirahan, Numero, Kalye, Barangay, Lungsod,
at Lalawigan (Pinagmulan ng pangalan, simpleng mga
direksyon)
Ang mga Bagay na Makikita sa Labas ng aming Tahanan
Pagpapanatili ng Kaayusan at Kalinisan sa Aming Tahanan
Yunit III. Laratoan ng mga Pamilya
Ang Unang Pamilya ng Pilipinas
Ang Pamilya ni Jose Rizal
Ang Aming Pamilya (Paghahambing sa mga hinalimbawang
pamilya)
Mga Pamilya sa Ibang Bansa
Yunit IV: Pagpokus sa Sariling Pamilya
Mga Aktibidad at Importanteng Okasyon na
Nagkakasamasama ang Pamilya
Papel sa Loob ng Pamilya Bilang Bata
Mga Pinahahalagahan ng Pamilya
Pagbibigay-galang sa mga Miyembro ng Pamilya
Grade 2: Ang Aming Pamayanan
Yunii I. Ang Aming Pamayanan .
Ang Pamilya Bilang Bahagi ng Pamayanan
Mga Bumubuo ng Pamayanan: Pamilya, Paaralan,
Pamahalaan, Simbahan/Mosque/Templo, Pamilihang Bayan
Ang Pamahalaan: barangay hall, mga opisyal
Ang Paaralan: Mga Guro at Kamag-aral
Ang Simbaharr/Mosque/Templo: mga pari/imam/pastor/
manggagawang pangrelihiyon
Iba't-ibang Grupo ng mga Propesyunal at Manggagawa sa
Pamayanan
Ang Pamilihang Bayan
Yunii II. Mga Palaiandaan sa Pamaqanan
Mga Direksyon: Hilaga, Timog, Kanluran, Silangan, ibaba,
itaas, diretso, kaliwa, kanan,
Layo ng Pamilihang Bayan, Paaralan, Bahay Pamahalaan,
at Sakayan Mula sa Sariling Bahay
Mga Makasaysayan 0 Espesyal na Pook sa Pamayanan
Yunit III. Kasaysayan ng Aming Pamaqanan
Ang Mapa ng Aming Pamayanan
Mga Sinaunang Pamayanan: Katutubong pamayanan,
pamayanan sa panahon ng mga Kastila, Amerikano,
at Hapon
Kasalukuyang mga Pamayanang Pilipino: Mga Barangay
Maikling Kasaysayan ng Sariling Pamayanan
55
Yunit IV. Mga Tanda at Mahahalagang Okasyon sa Pamayanan
Mga Pagdiriwang at Pagtutulungan sa Pamayanan
Kahalagahan ng mga Ritwal at Pagdiriwang na ito sa
Pamayanan
Grade 3: Ang mga Lungsod at Lalawigan
Yunit I. Paghahambing ng Kaiangian ng mga Pamayanan sa Lungsod
at Lalauiigan sa Pilipinas base sa:
Populasyon
Kabuhayan
Katangiang Geograpikal
Mga Pasilidad at Imprustruktura
Mga Bahay Pamahalaan
Kaugalian at Tradisyon
Yunit II. Mga lba'i-ibang Lungsod sa Pilipinas
Ang Manila bilang Kapital na Lungsod ng Pilipinas
at Isang Metropolis: Mga Katangian
Iba pang mga Pangunahing Lungsod at Metropolis:
Metro Davao, Metro Cebu, Iloilo, Baguio
Paghahambing ng mga Lungsod sa Pilipinas
sa mga Lungsod sa ibang Bansa
Yunit III.. Kasaysayan at Katangian ng mga Lalaungan ng mga Grupong Kultural
Mga Probinsiyang Lumad at Muslim
Mga Probinsya sa Cordillera
Mga Grupong Etniko sa Iba Pang Probinsya
Yunit IV. Ang iba pang mga Lungsod at Lalawigan sa Pilipinas
Sa Luzon
Sa Visayas
Sa Mindanao
Grade 4: Ang Bansang Pilipinas
Yunit I. Ang Pilipinas at ang Kanyang lba't-ibang Rehiyon
Mga Rehiyon sa Luzon: Hilagang Luzon, Cordillera, Ilokos,
Gitnang Luzon, Katagalugan, Kabikolan
Mga Rehiyon sa Visayas: Panay at Negros, Cebu at Bohol,
Leyte at Samar
Mga Rehiyon sa Mindanao: Hilagang Mindanao, Caraga,
Mga Lalawigang Muslim sa Gitnang Mindanao, Davao at
Timog Mindanao, Zamboanga at Timog-Kanlurang
Mindanao, ang Kapuluan ng Sulu
56
Unit II: Sinaunang Kasaysayan ng Pilipinas at ang Pagdating ng mga
Kastila
Pinagmulan ng Pilipinas at ang mga Sinaunang Pilipino
Pagdating ng mga Kastila at Unang Yugto ng Kanilang
Pananakop (1565-1762)
Ikalawang Yugto ng Kanilang Pananakop (1765-1896)
Himagsikang Pilipino at Pagbubuo ng Bansa (1896-1902)
Unit llJ: Mga Interapsyon sa Ating Kalayaan
Kolonisasyon ng mga Amerikano
Ang Pananakop ng mga Hapon at ang Ikalawang Digmaang
Pandaigdig
Unit IV: Ang Pagbubuo ng Ikatlong Republika
Mga Pamahalaan Pagkatapos ng Ikalawang Digmaang
Pandaigdig
Ang Panunungkulan ni Marcos at ang Batas Militar
Ang Pagpaslang kay Ninoy Aquino at ang Tagumpay ng
"People Power" sa EDSA
Pagpapanumbalik ng Demokrasya: Ang Pamahalaang Aquino,
Ramos, Estrada, at Macapagal-Arroyo
Grade 5: Ang Rehiyon ng Asya
Unit I: Ang Kalakhang Lupalop ng Asya
Ang Pilipinas Bilang Bahagi ng Asya at Timog Silangang Asya
Mga Bansa sa Silangang Asya: Hapon, Tsina, at Korea
Mga Bansa sa Timog Asya: India, Pakistan, Bangladesh, Sri
Lanka
Unit II: Iba pang Bansa sa Asya: Kanlurang Asya at Timog-Silangang Asya
Mga Bansa sa Kanlurang Asya: Iran, Iraq, Saudi Arabia,
Yemen, Turkey, Israel, Lebanon, Afghanistan, Syria, at
Jordan
• Pinagmumulan ng Langis
• Patunguhan ng mga Overseas Filipino Workers (OFWs)
Mga Bansa at Isla sa Timog-Silangang Asya
Sa Lupalop ng Asya: Thailand, Burma, Vietnam, Laos,
Cambodia
Mga Bansang Isla sa Timog Silangang Asya: Indonesia,
Malaysia, Singapore, Brunei
51
Yunit III. Mga Kuliura't Pamumuhay sa Asya
Mga Relihiyon sa Asya: Buddhism, Islam, Hinduism,
Confucianism, Shintoism, Roman Catholicism at Iba
pang Porma ng Kristiyanismo
Mga Lenggwahe: Chinese-Japanese, Malayo-Polynesian
Mga Elemento sa Kulturang Pilipino na Hiram mula sa
mga Kalapit-bansa sa Asya
Yunit IV. Ang Rehiyon ng Asya sa Ika-21 Siglo
Pagpapalitan ng mga Ideya at Talento
Pagpapalitan ng mga Bisita/Turista
Pagpapalitan ng mga Produkto at Serbisyo
Mga Sarnahang Timog-Silangang Asyal Asya -Pasipiko: ASEAN
at APEC
Grade 6: Ang Ating Daigdig
Yunit I. Mga Rehiyon at Kontinente ng Daigdig
Asya at ang Pilipinas bilang Bahagi ng Daigdig
Europa: Pinagmulan ng Sibilisasyon
Australia, New Zealand at Oceania
Ang Hilaga at Timog Amerika: Estados Unidos at mga
Bansang Latino
Ang Artika at Antartika
Yunit II. Ang Sinaunang Kasaysayan ng Daigdig
Maagang Panahon ng Sibilisasyon sa Tsina, India at Europa
Ang Tagpuan ng Kanluran at Silangan sa Ika-15 Siglo
(Colonization)
Ang Paglaganap ng Sibilisasyon mula sa Europa sa Ika-16 at
Ika-17Siglo
Ang Pilipinas Bilang Bahagi ng Pagpapalawak ng Espanya
Rebolusyong Pranses at Amerikano sa Ika-18 Siglo
Yunit III. Kasaysayan sa Ika-19 at Ika-20 Siglo
Ang Paghahati-hati ng Asya at Timog-Silangang Asya sa mga
Kanluraning Bansa
Ang mga Digmaang Pandaigdigan: Unang Digmaang
Pandaigdig sa Europa at Ikalawang Digmaang Pandaigdig
sa Europa at Asya
Ang United Nations: Samahang Pandaigdigan Pagkatapos ng
Digmaan
58
Yunit IV. Mga Isyu At Trends ng Globalisasyon
Pandaigdigan at Malayang Kalakalan
Environmental Security at Sustainability
Pandaigdigang Kapayapaan
Pag-usbong ng Information Technology
High School (mula First Year hanggang Fourth Year)
Subject
Kasaysayan ng Pilipinas at ang Pamahalaan
First Year High School
Yunit I. Ang Geograpikal na Katangian ng Pilipinas Bilang Bahagi ng Asya
A. Mga Pangunahing Geograpikal na Katangian at Mga
Likas na Yaman ng Bansa
B. Ang Pilipinas Bilang Bahagi ng Asya at Timog-Silangang Asya
C. Ang Pinagmulan ng Pilipinas at ng Sinaunang mga Pilipino
Yunit II. Ang Pilipinas Bilang Kolonya ng Espanya
A. Ang Pananakop at Pagpapasailalim sa Espanya ng Kapuluan
ng Pilipinas
B. Ang Pagpapalaganap ng Pananampalatayang Kristiyano at
Pamahalaang Kastila
C. Ang Tugon ng mga Pilipino: Pakikipagtulungan at
Paghihimagsik
D. Ang Kilusang Makabayan: Mula Propaganda Hanggang
Rebolusyon
E. Ang Kilusang Rebolusyonaryo sa Wakas ng Ika-19 Sigle
Yunit III. Ang Pilipinas sa Ika-20 Siglo
A. Ang Pamamahala ng Estados Unidos sa Pilipinas Bilang
B.
C.
D.
E.
F.
G.
Kolonya
Ang Karanasang Pilipino sa Ikalawang Digmaang
Pandaigdigan
Ang Pagbubuo ng Malayang Republika ng Pilipinas
Ang Batas Militar at Rehimeng Marcos
Ang Tagumpay at Bunga ng "People Power" sa EDSA
Ang Pamahalaang Aquino, Ramos at Estrada
Ang Tagumpay ng Ikalawang "People Power" sa EDSA
59
Yunit IV. Ang Pamahalaan ng Pilipinas at Lipunang Pilipino
A.
B.
C.
D.
E.
Ang Saligang-Batas ng 1987
Ang Istruktura ng Pamahalaan ng Pilipinas
Ang Ekonomiya at Kalakalan ng Bansa
Mga Katangiang Kultural sa Lipunang Pilipino
Paglagom: Ang Pilipinas sa Bukana ng Ika-21 Siglo
Subject
Kasaysayan ng Asya
Second Year High School
Yunii 1. Heograpiya ng Asya
A. Pangunahing Porma ng Lupa
B. Pangunahing River System
C. Klima - Katamtaman (Temperate at Tropikal)
Yunit II. Kasaysayan ng Asya
A. Ang Asya Bilang Lugar ng Sinaunang Sibilisasyon
B. Karanasang Kolonyal ng Asya
C. Tugon ng Asya sa Kolonyalismo
Yunii 111. Pamanang Kultural ng Asya
A. Ang mga Impluwensiyang Tsino sa Timog-Silangang Asya
B. Ang mga Impluwensiya ng mga Indian sa Timog-Silangang
Asya
C. Kultura sa Kontemporaryong Timog-Silangang Asya (Tutok sa
mga Festivals)
1. Mga Bansang Isla sa Timog-Silangang Asya - Pilipinas,
Indonesia, Singapore at Brunei
2. Mainland na Timog-Silangang Asya - Burma, Thailand,
Vietnam, Cambodia, Malaysia at Laos
Yunit IV. Kontemporaryong Asya
A.
B.
C.
D.
60
Ugnayan ng Pilipinas sa Silangang Asya
Ugnayan ng Pilipinas sa Timog Asya
Ugnayan ng Pilipinas sa Kanlurang Asya
Ugnayan ng Pilipinas sa mga Kapwa Bansa sa Timog-Silangang
Asya
Subject
Ang Kasaysayan ng Daigdig
Third Year High School
.YunitI.
Ang Europa
A.
B.
C.
D.
Heograpiya
Maikling Kasaysayan ng Europa
Kultura ng Europa
Kasalukuyang Ugnayan ng Pilipinas at Europa
Yunit II. Ang Hilagang Amerika
A.
B.
C.
D.
Heograpiya
Maikling Kasaysayan ng Hilagang Amerika
Kultura ng Hilagang Amerika
Kasalukuyang Ugnayan ng Pilipinas at Hilagang Amerika
Yunit III. Ang Aprika
A.
B.
C.
D.
Heograpiya
Maikling Kasaysayan ng Aprika
Kultura ng Aprika
Kasalukuyang Ugnayan ng Pilipinas at Aprika
Yunit IV. Ang Amerika Latin
A.
B.
C.
D.
Heograpiya
Maikling Kasaysayan ng Amerika Latin
Kultura ng Amerika Latin
Kasalukuyang Ugnayan ng Pilipinas at Amerika Latin
Subject
Kontemporaryong Lipunang Pilipino
Fourth Year High School
Yunit I. Ang Paglago at Mga Katangian ng Ating Populasyon
A. Ang Paglago ng Populasyon ng Pilipinas Mula Panahon ng
mga Kastila
B. Mga Kontribusyon ng Pagbabago sa Bilang at Katangian ng
Pag-aasawa, Panganganak, Kamatayan, at Pandarayuhan sa
Paglago ng Populasyon
C. Komposisyon at Distribusyon ng Populasyon Batay sa Lunan
(Rehiyon at Urban 0 Rural na Lugar) at Ayon sa Mga Saligang
Katangiang Pangdemograpiya (Edad, Kasarian, Kalagayang
Sibil at Edukasyon)
61
)
D. Mga Proseso at Tunguhin ng Urbanisasyon sa Pilipinas
E. Ang mga Pangsosyo-ekonomikong Dahilan at Resulta ng Pagunlad at Paglago ng Populasyon
Yunii II. Mga Elemento ng Kuliurang Pilipino.
A. Ang mga Wikang Pilipino at mga Etno-linguistikong Grupo
B. Mga Katutubong Pananampalataya, Paniniwala, at
Organisadong Relihiyon
C. Mga Pagbabago at Pagpapatuloy sa Mga Kaugaliang Pilipino
at sa Pamilya
D. Ang Media at ang Sining
E. Ang Kultura at Pambansang Integrasyon
Yunit III.Ang Ekonomiya at ang Pamayanan
A. Mga Panimulang Konsepto
1. Ang Ekonomiks BHang Pag-aaral sa Kakulangan at Pagpili
B.
C.
D.
E.
2. Mga Layunin ng Pambansang Ekonomiya: Paglago ng
Ekonomiya, Matatag na Presyo, Mataas na Empleyo,
Patas na Pag-unlad
Mga Industriyang Pilipino at ang Kanilang Mga Lokal,
Pambansa, at Pandaigdigang Ugnay
Empleyo, Presyo, Sahod at Produktibidad
Kahirapan at Di Pagkakapantay-pantay
Mga Elemento ng Paglago at Pag-unlad: Lakas Paggawa, Likas
na Yaman, Pormasyon ng Kapital, Pagbabago at Inobasyong
Teknolohikal, Pulitikal na Salik
Yunit IV. Mga Isyu at Hamon Sa Ika-Dalauiampu'i Isang Siglo
A. Pagkamit ng Panlipunang Pagkakabuklod-buklod,
Kapayapaan, at Pambansang Pagkakaisa
B. Pagpapatuloy sa Ekomiyang Pag-unlad at Pagsagot sa
Kahirapan
C. Pagbabalanse sa Demokrasya at Epektibong Pamamahala
D. Mga Pagbabago sa Paraan ng Pamumuhay at Pangangalaga sa
Kapaligiran
E. Pagbubuo ng Imahe ng mga Panlipunang Pagbabago
Hanggang Taong 2025.
62
UNESCO National Commission of the Philippines
2000-2001
HON. TEoFlSTO T. GUINGONA, JR.
ChairmlU1
UNDERSECRETARY RoSARIO G. MANALO
SecretarrOeneral
Social and Human Sciences
FEUCE P. STA. MARlA (Chair)
President
Arocha Alternatives, Ltd.
FLORENTINO H. HORNEOO
Professor, Ateneo de Manila
University
JOSE DAVID LApuz
Facultyof Arts and Letters
University of Sto, Tomas
VIRGlNlA A. MmALAO
Executive Director
Philippine Social Science Council
AMELOU B. REYES
Chairman, NCRFW
Science and Technology
DELFIN GANAPIN, Ja. (Chair)
Coordinator, Philippine Federation
for Environmental Concerns
MIGUEL D. FORTES
Professor
Marine Science Institute
Univ. of the Philippines
FR. BIENVENIDO F. NEBRES, SJ
President, Ateneo de Manila Univ.
EsTER B. OGENA
Director, Science Educ, Inst, DOST
LrnCIA MORAN-ZERDA
Executive Director
Phil. Foundation for Science
& Technology
Education
MONA VAUSNO (Chair)
Senior Commissioner
CHED
ADRIAN ARCELO
President, Arcelo Lacson
Gillada Associate Research &
Development Corp.
HON. TERESA AQUlNo-ORETA
Education Committee Senate
ERUNDA PEFlANCO
Executive Director SEAMEO·
INNOTECH
PRECiOSA SOUVEN
President & Managing Director
OB Montessori Center Philippines
Communication
FLORANGEL R. BRAID (Chair)
President, Asian Institute
of Journalism & Com.
VIRGIUO ALMAIuo
Executive Director
Children's Communication Center
ERIC CANOY
President
Radio Mindanao Network
ADRIAN CRISTOBAL
Writer
Philippine Daily Inquirer
CECILIA LAzARo
President
PROBE Productions, Inc.
GIL H.A. SANTOS
Director
Spears Linkages, Inc.
Culture
JAIME LAYA (Chair)
Chairman, NCCA
CoRAZON S. ALVINA
President
Metropolitan Museum
GLORIA ANGARA
Chairman, CCP
FELIPE M. DE LEON, JR.
Head, Commmitte on
Southern Cultural Communities,
NCCA
FRANCISCO F. FEUClANO
Dean, Col. of Music
Phil. Women's University
ANA MARlA L. HARPER
Founder Member
Phil. Heritage Society
ANTON JUAN, JR.
Col. of Arts & Letters
Univ. of the Philippines
RoSARIO A. LIMCAOCO
President, International
Org. of Folk Art Phils.
VICTORINO M. MANALO
President, Tahanan Shop &
Asst. Corporate Secretary,
METROBANK Found.
VIRGlNlA MORENO
Poet
Playwright & Filmmaker
PHYUTA JOY G. VlRATA
Vice-Presidentfor Audience Dev.,
Repertory Phils, Foundation, Inc.
AUGUSTO VILLALON
President, ICOMOS Philip-pine
Committee
PSSC Governing Council
2001-2002
ALEX B. BRILLANTES, JR.
Chairperson
(Public Administration)
MA;
CYNTHIA ROSE B. BAUTISTA
Vice-Chairperson
(Sociology)
Carmelita N. Ericta
Treasurer
(Statistics)
LEONARDO P. ESTACIO, JR.
RONALD
D. HOLMES
(Anthropology)
(Political Science)
REYNALDO V. GUIOGUIO
MARy Lou U. ONGLATCO
(Communication)
(Psychology)
MARILOU P. COSTELLO
DOLORES B. LIWAG
(Demography)
(Social Work)
RUPERTO P. ALONZO
(Economics)
DARLENE O. GUTIERREZ
(Geography)
BERNARDITA R. CHURCHILL
(History)
ANGELA P. SARILE
(Linguistics)
FERNANDO
T. ALDABA
(Associate Members)
Angelito G. Manalili
(Associate Members)
CAYETANO
W.
PADERANGA, JR.
(Ex-officio)
VIRGINIA A. MIRALAO
.Secretary
Contributors
FLORENTINO H. HORNEDO, Ph.D. teaches Filipino at the Ateneo de Manila University and
Anthropology at the University of Sto. Tomas. He has written and published numerous studies,
particularly on Ivatan culture (Taming theWind: Ethno-Cultural History on theIva tan of the Batanes
Isles and The Glitter of Gold in Batanes Cultural Heritage, among others). He is a Commissioner
of the Social and Human Sciences Committee of the UNESCO National Commission of the
Philippines (UNACOM).
FELICE
P.
STA. MARIA is Chairperson of the Social and Human Sciences Committee of
UNACOM. She has authored several books arid articles on Filipino culture and the arts and
was formerly President of the Metropolitan Museum of Manila.
VIRGINIA
A.
MIRALAO, Ph.D. is Executive Director of the Philippine Social Scienge
. . Council
(PSSC) and Commissioner of the Social and Human Sciences Committee of UNACOM.
MANUEL
P.
DIAZ, Ph.D. is professor of Anthropology at the Ateneo de Manila University
and a reader and reviewer of social science manuscripts for various publishers and publications
including the Philippine Sociological Review and the Ateneo de Manila University Press.
HENRY S. TOTANES, Ph.D. is professor of History at the Ateneo de Manila University and the
Ateneo de Naga University. He also gives lectures on the teaching of history to elementary
and high school teachers.
MA. LUISA T. CAMAGAY, Ph.D. is professor of History at the University of the Philippines-
Diliman. She was former Chair of UP's History Department and is currently Director of the
Publication Office of UP's College of Social Sciences and Philosophy.
Other PSSC-UNESCO Publications
THE SOCIAL AND HUMAN SCIENCES IN PHILIPPINE BASIC EDUCATION:
A REVIEW OF ELEMENTARY AND HIGH SCHOOL TEXTBOOKS
Edited by Florentino H. Hornedo, Virginia A. Miralao and Felice P. Sta. Maria
Contents:
Frameworks and Contents of Philippine Basic Education Textbooks: A Synthesis and Exposition
Allan B.l. Bemardo
A Review of Selected Textbooks and Other Instructional Media for Sibika at Kultura
in Elementary Schools .
Manuel P. Diaz
A Reviewof the DECS Textbooks for Social Studies/Science in Philippine Secondary Schools
Florentino H. Homedo
A Re~ew of DECS-Recommended Textbooks in Physical Education, Health and Music (PEHM)
for Secondary Level
Felice Prudente Sta, Maria
Reviewing Elementary Textbooks in Technology and Home Economics
Lucita S. Lazo
A Review of the Technology and Home Economics Textbooks and Curriculum in Secondary Schools
Virginia A. Miralao
f.
A Review of the Social and. Human Sciences Framework and Content of Elementary and Secondary
Textbooks and Teacher's Manuals in English and Filipino
Maria Clara V. Ravina
A Review of the Mathematics and Science Textbooks in Elementary and Secondary-Schools
Queena N. Lee-Chua
INTERNATIONAL POLITICS AND PHILIPPINE FOREIGN POLICY
THE INTERTWINING OF THE 19TH AND 20TH CENTURIES
Special Panel Papers Presented at the 6th International Philippine Studies Conference
Contents:
The Katipu~an: Reconstituting Foreign Relations to Push Forward the Revolutionary Tradition
VivencioR. Jose
Felipe Agoncillo and the Diplomatic Case for the Malolos Congress
Jose David Lapuz
Th~ Treaty of Paris of 10 December 1898: History and Morality in Intemational Law
Merlin M. Magallona
Philippine Diplomacy at the Tum of the Century
Lauro L. Baja, Jr.
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Address:
_
Annual Rates (Two issues):
by postal money order.
Local: P250.00
*
Foreign: US$20.00. Provincial subscriptions must be paid
Send subscription form to:
PSSC Central Subscription Service
Philippine Social Science Council
PSSCenter, Commonwealth Avenue
Diliman, Quezon City
Tel. Nos.: 929-2671/922-9627 * FAX: (632) 924-4178 / 929-2602