EEM 105 Teaching Social Studies in Intermediate Grades (Philippines) PDF

EEM 105 Teaching Social Studies in Intermediate Grades (Philippine History and Government) Dr. Rosemarie D. Obispo  Course Description This course shall equip the preservice teachers with the technological, pedagogical, and content knowledge (TPCK) necessary for the...

EEM 105 Teaching Social Studies in Intermediate Grades (Philippine History and Government) Dr. Rosemarie D. Obispo  Course Description This course shall equip the preservice teachers with the technological, pedagogical, and content knowledge (TPCK) necessary for them to effectively teach Social Studies to diverse learners in the intermediate grades. In this course, the curriculum content of Araling Panlipunan in Grades IV to VI (Philippine Geography, History and Government, the appropriate teaching strategies and assessment methods will be given emphasis to prepare students to become elementary grades teachers. Facilitating discussion, reflecting, finding, and utilizing appropriate social studies resources, planning, and teaching a lesson to an entire class in the intermediate grades shall form part of the authentic and experiential activities of the course. Course Requirements Class Policies Class Attendance Policies Grading System Objectives At the end of the unit, the pre-service teacher (PST) should be able to: a. Discuss DepEd Matatag Curriculum b. Explain the meaning and importance of Teaching Social Studies in Elemntary Grades Legal Basis of Araling Panlipunan In the Philippines, the legal basis for teaching Araling Panlipunan (Social Studies) is primarily established in the Department of Education's K to 12 Curriculum. Araling Panlipunan is mandated as a core subject in both elementary and secondary education levels. Additionally, Republic Act No. 10533 , or the Enhanced Basic Education Act of 2013 , emphasizes the importance of a holistic education, including social studies, to develop well-rounded citizens. Consequently, these legal frameworks ensure that students gain knowledge about history, culture, society, government, and current events, fostering critical  Itinuturing ang kurikulum bilang “blueprint” ng mga naisin na maisakatuparan ng isang lipunan. Sinasaklaw nito ang malaking bahagi ng sistemang pang-edukasyon maging ang mga mekanismong kaakibat nito tulad ng suporta ng pamilya at pamahalaan. Makikita ang mga katangiang ito sa Araling Panlipunan bilang isang pangunahing asignatura sa K to 12 Kurikulum. Sa mga nagdaang reporma at pagbabago sa edukasyong pang-elementarya at sekondarya, mahalaga ang bahaging ginagampanan ng Araling Panlipunan bilang haligi ng pagsasakatuparan ng pambansang pagkakakilanlan sa sarili (national self- identity). Mula sa MAKABAYAN ng 2002 Basic Education Curriculum ang mga katawagang Sibika at Kultura (SK), Heograpiya, Kasaysayan at Sibika (HEKASI), at Araling Panlipunan (AP) hanggang sa kasalukuyan nitong pangalan, higit na binigyang-diin ng kasalukuyang kurikulum ng AP ang kahusayang pansibiko (civic competence)  On July 23, 2024, the Department of Education (DepEd) issued DepEd Order (DO) No. 010, s. 2024 (Policy Guidelines on the Implementation of the MATATAG The MATATAG Curriculum aims to reduce the number of Curriculum). competencies and to focus more on the development of foundational skills ¾ literacy, numeracy, and socio-emotional skills of Kindergarten to Grade 3 learners, thus, decongesting the present K to 12 curriculums  Background In recent years, there were claims that Filipino learners have displayed notably weak performance in various assessments, highlighting concerns regarding the effectiveness of the K to 12 program. Background Identified issues include an overloaded curriculum, excessive teaching demands within constrained timeframes, and an overwhelming academic load for educators and students, which hindered the mastery of fundamental skills like reading and simple math. Background In response, the MATATAG Curriculum, also known as "Bansang Makabata, Batang Makabansa," was introduced on January 30, 2023, under the leadership of Vice President and former Education Secretary Sara Z. Duterte. Aiming to address educational challenges, this initiative seeks to prioritize the mastery of literacy and numeracy skills among learners. It was initially rolled out in 35 schools across seven regions: Ilocos, Cagayan Valley, Central Visayas, Soccsksargen, CAR, Caraga, and NCR.  Social Studies Teaching Social Studies, especially Philippine History and Government, fosters national identity, civic responsibility, and ethical awareness. It equips students with critical thinking skills, a deeper understanding of governance, and respect for diversity. This knowledge empowers them to address societal challenges and actively contribute to the nation’s growth and development.  Importance of Teaching Social Studies (Philippine History and Government) National Identity and Pride Teaching Philippine History fosters a sense of identity and pride by highlighting the country’s rich heritage, culture, and historical achievements. Civic Responsibility Understanding government functions encourages active participation in civic duties, promoting responsible citizenship and democratic values. Critical Thinking Skills Analyzing historical events and government policies enhances students’ ability to think critically, solve problems, and make informed decisions. Ethical Awareness Social Studies instill respect for diversity, social justice, and moral responsibility in addressing societal issues. Active Nation-Building Knowledge of history and governance empowers students to contribute meaningfully to national progress and sustainable development. References