TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES

Lesson 1 What is Social Studies?

Social Studies: Meanings, Concepts and Purpose

Social Studies is the study of individuals, communities, systems, and their interactions across
time and place that prepares students for local, national, and global civic life.
Social Studies is an integrative learning program intended to develop civic competence among
students.
Civic competencies defined as the ability to engage effectively with others in the public domain,
and to display solidarity and interest in solving problems affecting the local and wider community. This
involves critical and creative reflection and constructive participation in community activities as well as
decision making at all levels, from local to national and even in international arena.
The National Council for Social Studies (NCSS) defines Social Studies as: the integrated study
of the social sciences and humanities to promote civic competence, adding that its primary purpose
is to help young people develop the ability to make informed and reasoned decisions for the public
good as citizens of a culturally diverse, democratic society in an interdependent world. It provides
coordinate, systematic study drawing upon such disciplines as anthropology, archaeology, economics,
geography, history, law, philosophy, political science, psychology, religion and sociology, as well as
humanities, mathematics, and natural sciences.
Literally, Social Studies is composed of 2 words namely Social and Studies. According to
Arthur Dunn as articulated by David Saxe, <the purpose of Social Studies was in the terms meaning as
a verb as in, good citizenship not in its meaning as a noun as in, studying the content of
particular social science or history subjects.= Meaning, Social Studies was conceived as something
one does4studying or examining social science topics which include civic competence, history,
governance, society and culture. As one of the learning areas in the Philippine K to 12 Basic
Education Curriculum, Araling Panlipunan (Social Studies) intends to develop among learners
critical understanding on historical, geographical, socio-political, and economic issues of the
Philippines, taking into account the international and global contexts, allowing them to become
productive citizens of the country and of the world.
Concepts:
 Culture: Shared beliefs, values, customs, and practices of a group of people.
 Power: The ability to influence or control others.
 Identity: An individual’s sense of self, including their social, cultural, and personal
characteristics.
 Diversity: The existence of different cultures, perspectives, and experiences within a society.
 Interdependence: Reliance on others for mutual benefit.
Purpose:
Using an inquiry-based approach, social studies helps students examine vast human
experiences through the generations of questions, collection and analysis of evidence from credible
sources, consideration of multiple perspectives, and the application of social studies knowledge and
disciplinary skills. As a result of examining the past, participating in the present, and learning how to
shape the future, social studies prepares learners for a lifelong practice of civil discourse and civic
engagement in their communities. Social studies centers knowledge of human rights and local, national
and global responsibilities so that learners can work together to create a just world which they want to
live.

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

Curricula

It is essential to examine as early as now how Social Studies as a subject evolved. The
author argued that many Social Studies educators, practitioners, and specialists have little
knowledge or background on the identify of Social Studies. Thus, they fell short in the delivery of a
comprehensive and relevant Social Studies curriculum. He explicitly stated that he argued that
practitioners and theorists are prevented from articulating viable perceptions of Social Studies9
purpose, theory and practice because theylack understandings of the original historical underpinnings
of Social Studies.

The “scarcity of theoretical” foundations can be rooted in the myths (as used by Saxe) on the
origin of Social Studies which widely spread among educators and practitioners. He clearly pointed
out that where teachers, administrators, and even Social Studies theorists continued the litany and
rituals of the field, there was little understanding of its original purpose and even less understanding of
a continuing dialogue for examining collective aims. Simply put, Social Studies became entrenched
in schools as a tradition of habit. With its original experimental nature detached from practice, it
is little wonder that educational leaders since the 1940s have either given up on Social Studies
or4perhaps more simply, in not understanding the purpose for Social Studies4decided to try something
else. A case in point is the much-publicized America 2000 (U.S. Department of Education, 1991),
which has dropped Social Studies as a core curricular area in favor of an undefined application of
history and geography, as if Social Studies has nothing to do with history and geography. Krug (1964)
presents a fair accounting of the role of the 1916 Committee on the Social Studies of the National
Education Association as the first major organization to advocate Social Studies, but he
presents little of the actions or thinking that precipitated the Committee9s work.

Myths on the Origin of Social Studies

Based on the literature survey conducted by Saxe, he was able to identify three (3)
myths surrounding the emergence of Social Studies, and the following are included:

❖ Continuous Spontaneous Existence (CSE) Theory

According to this theory, social studies exists without any antecedents. It holds the idea that
social studies’ past is not relevant. Various writers and scholars did not include a comprehensive study
on how social studies became part of the subjects being taught in basic education. For many, the
subjects arose simultaneously with other learning programs/areas.
As Saxe summarized, “In brief, although these texts focus on the teaching of social studies, the
18 texts did not offer any explanation as to why or how social studies came to be part of school
curricula (see Armstrong, 1980; Banks, 1990; Chapin & Messick, 1989; Dob; Welton & Mallan, 1987;
Zevin, 1992). For whatever reasons, the authors decided to ignore the notion of origins or historical
orientation altogether. To the presentist authors-using an inventive ahistorical mentality-each preserve
social studies teacher is charged to activate social studies in his or her own image without historical
antecedents to bother with or ponder.

❖ Big Bang Theory of 1916

 As the title suggests, this is centered on the idea that social studies suddenly appeared in the
year 1916, thanks to the Committee on the Social Studies under the sponsorship of the National
Education Association (NEA; Dunn, 1916). There are literature that espoused this idea. One of the
classic examples of this theory found in the International Journal of Social Education in a special issue
titled “Social Studies as a Discipline”. As Saxe emphatically puts it. This is centered on the idea that
Social Studies suddenly appeared in the year 1916. There are literature that espoused this idea. One
of the classic examples of this theory is found in the International Journal of Social Education in a
special issue titled <Social Studies as a Discipline. In this issue, one writer confidently asserts that
Social Studies was 8was born in 19169 (Larabee, 1991). In a true big bang form, this writer cites a
secondary source as proof positive of the 1916 assertion. When the secondary source (Atwood,
1982) is checked, however, more errors are found. Not only did Atwood use the big bang date of
1916 but she also erroneously cited Earle Rugg as the originator of the field.

But if there9s one research work that influenced educators and other scholars to take this view,
its Lybarger9s historiography of Social Studies in the Handbook of Research on Social Studies
Teaching and Learning that could be considered as the main culprits. Here, he highlights 1916
as a birth date of Social Studies.

❖ History Foundation Theory

The history foundation theory is an extension or deeper interpretation of the big bang
theory. Here conventional wisdom holds that, since history education existed before 1916, obviously
history was the seedbed or promulgator of Social Studies. There are many scholars who believed this
idea like Oliver Keels, Alberta Dougan, Hazel Hertzberg, Rolla Tryon, Edgar Bruce Wesley, N. Ray
Hiner, James Barth, and Samuel Shermis. Among these intellectuals, it was Keels who captures the
essence of the history foundation origin of Social Studies by connecting the domination of historians
and history curricula pre-1916 to the production of the 1916 Social Studies report. Hertzberg (1981)
reached a similar conclusion by highlighting connections between the 1916 Social Studies report
and earlier reports issued between 1893 and 1911 by various history organizations.

Demystifying the Myths: Origin of Social Studies Explained

Even before the deliberation of the 1916 Social Studies Committee, the term Social Studies was
widely used in research literature, and its meaning was common to many. In fact, data revealed that as
early as 1883, the term Social Studies was already in circulation among social welfare advocates.
Sarah Bolton (1883), Heber Newton (1886), and Lady Wilde (1893) already used Social Studies in their
book titles. The said books were related to the social welfare movement that underscored the use of
social science data. It was Carroll D. Wright, the first US Commissioner of Labor and a member of
Allied Social Sciences Association, emphasized the link between Social Science instruction and good
citizenship.
Saxe further explained that as Social Science moved from an area of study to discrete fields of
research in the 1880s, the term social education was introduced as the means to activate social welfare
in public schools. In this context, social education was used as a generic term for socially centered
school curricula.
At the turn of the 20th century, social education was redefined expressly to social
science and citizenship concerns. This important shift4from the generic and ell-encompassing
term of social education for all school curricula to a specific course of social education among
other educational programs4marks a symbolic beginning for social studies in schools.
 Edmund James, president of the American Academy of Political and Social Sciences, was the
first to use Social Studies as an element of school curricular in 1897. He defined it as a
general term for sociologically-based citizenship education. He then suggested to pull together the
social science for use in the lower schools under the umbrella of “social study”.
The Social Studies conceptualization as argued by Saxe was rooted in the efforts of the
American Social Science Association (ASSA) as a means to further the cause of social improvement.
The ASSA explicitly chose to apply a collective social science as the basis of social welfare activities,
not the discrete subject matters of sociology, anthropology, political science, psychology, history or
geography. To the social welfare activists, social science was conceived of as a general area of
inquiry drawn from these discrete subjects to help solve societal problems.
Though there were calls at that time to make this generalist approach be replaced by
specialist approach, public school leaders opted to continue with the notion of a general field
approach toward citizenship education. Then Clarence D. Kingsley (1913) launched his Commission
on the Reorganization of Secondary School Subjects. He presented his idea of education reform in a
modern social light to the National Education Association in 1910 and was eventually formalized
as the Committee on the Articulation of High School and College (NEA, 1911, 1912). And he
suggested 6 major areas of study that included English, Social Science, Natural Science, Physical
Training, Mathematics and Foreign Language.
The committee title shifted from social science to Social Studies and thus became Committee
on Social Studies. This committee advocated a program of active participation that included 2
major interdisciplinary courses: Community Civics and Problems of American Democracy. It
rejected the traditional history program as grossly unsuitable and inappropriate for American students
at that period.
The Social Studies that we have a present is a product of an evolution. The dynamic
transformation of its meaning could be summarized into 3 things: 1. a meaningful integration of
history, geography, civics and the various social sciences used to promote the learning/practice of civic
competence 2. a program that emphasized direct/active student participation 3. a representation of 2
interdisciplinary courses: Community Civics and Problems of American Democracy
SCOPE AND SIGNIFICANCE OF SOCIAL STUDIES
SCOPE:
 Social Studies is concerned with how people interact with each other and their physical and
social environments.
 It covers a wide range of topics, including culture, government, production, consumption, and
global interdependence.
 Social Studies prepares students to be responsible citizens and to participate in civic life.
SIGNIFICANCE:
 Social Studies helps students understand the world around them and their place in it.
 It helps students develop critical thinking and analytical skills.
 It helps students learn to make informed decisions and understand global issues.
 It helps students learn about their rights and responsibilities.
 It helps students understand how the government and economy work.
 It helps students learn about justice, equality and respect for diversity.
 It can help students prepare for careers in education, law, public policy, international relations,
social work and journalism.
Activities
1. Direction: Make a short essay on the experiences that you had in your Social Studies classes
during your elementary or high school days. Add a reflection on how Social Studies is being taught
in your class.
2. Comment on the challenges of Social Studies Education in our country. Support your answer.

Social Studies as Integrated Curriculum

Lesson 2

Objectives:
Learn about the following:
➢ Define integrated curriculum.
➢ Differentiate integrated from interdisciplinary curriculum.
➢ Describe Social Studies as integrated curriculum.
➢ Analyze the importance of an integrated curriculum.

Introduction

Many learners considered Social Studies a boring and irrelevant subject. The
presumptions or assumptions is usually associated in history where memorization of facts and dates is
prevalent. The said dismal practice has always been criticized and thus, needed an immediate
response. However, one need not forget that the answer in this challenge is main focused in the basic
attributes of Social Studies. The integrative capacity of this program offers various opportunities both to
learners and teachers as they make sense on its content and processes relative to other disciplines
and their experiences.

Integrated vs. Interdisciplinary Curriculum

Integrated curriculum is education that is organized in such a way that it cuts across subject
matter lines, bringing together various aspects of the curriculum into meaningful association to focus
upon broad areas of study (Shoemaker, 1989). It intends to create meaningful learning experiences by
allowing learners to establish connections between and among learning areas; thus, making
sense of the social phenomena being examined.
Beanne pointed out that integrated curriculum is concerned with enhancing the possibilities for
personal and social integration through the organization of curriculum around significant problems
and issues, collaboratively identified by educators and young people. He posited that there are 4 core
tenets to an integrated curriculum which include integrated experiences, social integration,
integration of knowledge, and integration as a curricular model.
In integrated experiences, the learners take an active role in the educational process by
linking experiences with the information shared by the teachers. They reflect on their <lived
experiences= while connecting it to the curriculum content. Meanwhile, social integration encourages
learners to examine the content from <positions of power and action.= It presents rich opportunities for
learners to become socially aware and engaged. On the other hand, integration of knowledge happens
when learners solve problems using eclectic approaches acquired from various personal and
classroom-based experiences. Finally, integration as a curricular model is achieved when the
 curriculum mirrors the realities and issues relevant to learners, when the process takes precedence
over product, and when there9s a concerted emphasis on "project-based learning with direct
application to addressing real-world issues."
An integrated curriculum may manifest in various forms like project-based units, correlated
units4 wherein two separate subjects are taught in parallel4or a problem-based unit that serves to solve
the problem rather than differentiating the subjects (Applebee, Adler & Flihan, 2007).
Interdisciplinary curriculum is a curricular model that uses multiple disciplines or learning areas
in examining a given theme, problem, topic, or issue. Linter clarified that it is purposely subject-
centered and usually structured around a single objective (lesson plan) and developed and delivered by
a single teacher in his classroom (Nesn & Lounsburry, 1999; Shriner, Schlee and Libler, 2010).
Both the integrated and interdisciplinary curriculum are similar in the use of theme. However,
Linter (2013) argued that in interdisciplinary curriculum, the theme is more teacher-determined. He culls
the requisite cross-disciplinary information and plans, administers, and assesses the information
presented. This is where integrated curriculum differs, where both teacher and learners drive the
inquiry, presentation, and assessment process. Interdisciplinary planning is less time consuming than
integration (Morris, 2003), thus providing more cross-disciplinary opportunities.

Lesson 3 Elementary Social Studies Curriculum

Objectives:
Learn about the following:
 Describe the features of the elementary Araling Panlipunan Curriculum.
 Enumerate and exolain the themes in me Araning ran ounn curriculum.
 Critique the elementary Araling Panlipunan Curriculum

Introduction

This lesson is a continuation of the preceding topic focusing on the nature, intention, and scope
of the elementary Social Studies Curriculum. It is hoped that significant insights will be acquired by
education students as they face the challenges of teaching elementary students.

Seven (7) Themes Explained

The Elementary Social Studies Curriculum in the Philippine Basic Education is divided into 2
key stages. namely the Key Stage 1 (Araling Panlipunan 14Araling Panlipunan 3) and Key Stage 2
(Araling Panipunan 44Araling Panipunan 6). Bach Key stage has a corresponding standard addressing
vital competencies needed to be achieved.

Key Stage 1 Standard

K- 3
Naipamamalas dis panimulang pag-unawa at pagpapahalaga sa sarili, pamilya,
paaralan, at komunidad, sa mga batayang konsepto ng pagpapatuloy at pagbabago, distansya at
direksyon gamit ang mga kasanayan tungo sa malalim na pag-unawa tungkol sa sarili at
kapaligirang pisikal at sosyo-kultural, bilang kasapi ng sariling komunidad at ng mas malawak na
lipunan.
 The above image is the key stage standard for Kindergarten to Grade 3. Here, the standard is
articulated in the vernacular since the medium of instruction used in teaching Araling Panlipunan is
Filipino. Experts and educators believe that the use of Filipino is imperative it one is to examine and
eventually understand the historical narratve and cultural idently or an evolving madon. It is clearly stini
afed that Ailinino learners in key staoe are exnected to demonstrate basic understanding and vales of
self, family, school and community including fundamental concepts on continuity, change, distance,
and direction. embloving significant and related skils toward the attainment of an in-depth
understanding of oneys selt in the context of his Dhvsical and socio-cultural environment while being a
member of a community and a bigger society.
This standard is simplitied in the Grade Level Standards. as shown below:

Baitang Pamantayan sa Pagkatuto

K Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarli at pakikipag
ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang sosyal

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

self and of others being the foundation of social consciousness development. On the other hand, Grade
I pupils are required to demonstrate an understanding of self as a member of the family and the school
who values physical environment, employing concepts on continuity, change, distance and direction in
establishing personal and cultural identity.

BAITANG 1
Pamantayang Pagkatuto: Naipamamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at
kasapi ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng
pagpapatuloy at pagbabago, interakson, distansya at direksyon tungo sa pagkakakilanlan bilang
indibidwal at kasapi ng komunidad.

In order for learners to attain the desired goal, students in Grade 1 learn experiences and
opportunities designed for them to communicate basic personal information such as name, parents;
birthday, age, address, school and other relevant data. Moreover, learning content includes:
Understanding Myself, The Story of Myself, Valuing Oneself, Knowing the Members of My Family, The
Story of My Family, Responsibilities in My Family, Valuing My Family, Knowing My School, The Story of
My School, Valuing My School, Me and My Home, Me and School, and Valuing the Environment.

BAITANG 2
Pamantayang Pagkatuto: Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa
kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng pagpapatuloy at
pagbabago; interaksyon, pagkakasuno-sunod ng pangyayari, m ga simpleng konseptong heograpikal
tulad ng, lokasyon at pinagkukunang yaman at bukal ng yamang lahi, at konsepto ng mga saksi ng.
kasaysayan tulad ng tradisyong oral at mga bakas ng kasaysayan.

The image above shows that Grade 2 Social Studies intends learners to demonstrate
awareness understanding and appreciation toward the community9s history using relevant concepts on
continuity an change, power and authority, leadership and responsibility, needs and wants, identity,
geography, an primary historical resources like oral traditions, artifacts, and relics. This grade level
standard is seen in the learning content that includes: Knowing My Community, The Story of My
Community, The Culture of My Community. The Livelihood in My Community, Leadership and Services
in My Community, and My Responsibility in My Community.
 BAITANG 3

Pamantayang Pagkatuto: Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga

komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa (a) katangiang
pisikal, (b) kultura, (c) kabuhayan, at (d) pulitikal, gamit ang konsepto ng pagpapatuloy at
pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal.

In the same vein, Grade 3 learners are expected to demonstrate broad understanding of
Philippine communities as part of provinces and regions based on its bio-geographical features, socio-
cultural attributes, livelihood, and political institutions using concepts of continuity and change, and
human-environmental interactions.

This standard is manifested in the following content-focus: The Location of My Province,

Geographical Basis and Instruments. The Stories of My Region, Valuing the Heroes, Historical Places,
and Symbols of My Region, The Rich Culture of My Province, Valuing the Cultural Identity of My
Region, and The Economies of the Provinces in My Region.

4-6

Naipamamalas ang mga kakayahan bilang batang produktibo, mapanagutan at

makabansang mamamayang Pilipino gamit ang kasanayan sa pagsasaliksik, pagsisiyasat,
mapanuring pag-lisip, matalinong pagpapasya, pagkamalikhain. pakikipagkapwa, likas-
kayang paggamit ng pinagkukunang-yaman at pakikipagtalastasan at pag-unawa sa mga
batayang konsepto ng heograpiya, kasaysayan, ekonomiya, pamamahala, sibika at kultura
tungo sa pagpapanday ng maunlad ng kinabukasan para sa bansa.

The Key Stage 2 standard highlights learners productivity in being a member of Philippine
society.Specifically, this stage intends learners to demonstrate knowledge and skills as a productive,
responsible, and patriotic Filipino, employing skills such as critical thinking, sound decision-making,
creativity, sustainable use of resources, and effective communication, among others, toward national
development.
This standard is unpacked in each grade level where specific skills and content-focus are
specified:

BAITANG 4
Pamantayang Pagkatuto: Naipamamalaki ang pagka-Pilipino at ang bansang Pilipinas na may
pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga® kasanayan
sa heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga
sa mga inihain ng bansang Pilipinas.

As gleaned above, the Grade 4 standard envisions learners to develop national pride in being a
Filipino who values cultural diversities and national goals. This could be achieved using the following
contents: Knowing the Philippines, The Philippine Location, The Philippine Geographical Features, The
Philippine Natural Resources and Its Industries, Philippine Cultural Identities, The Philippine
National.Government, The Government and Its Social Services, and Rights and Responsibilities of
Filipino Citizens.

BAITANG 5
 Pamantayang Pagkatuto: Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng
kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa malalaking pagbabagong pang-
ekonomiya at ang implikasyon nito sa lipunan sa simula ng ika-labing siyam na siglo, gamit ang
batayang konsepto tulad ng kahalagahang pangkasaysayan (historical significance), pagpapatuloy at
pagbabago, ugnayang sarili at epekto tungo sa paglinang ng isang batang mamamayang mapanuri,
mapagmuni, responsible, produktibo, makakalikasan, makatao at makabansa at may pagpapahalaga
sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa paganday ng maunlad na
kinabukasan para sa bansa.

Moreover, Grade 5 Araling Panlipunan requires learners to manifest understanding and

appreciation of the formation of the Philippine archipelago, including the development of Philippine
civilization until the 19th century.
Its content examines the following: Emergence of Philippine Civilization, Ancient Philippiné
Culture and Society, Spanish Colonization, Policies and Impacts of Spanish Colonization, The
Transformation of Philippine Society, and The Development of Filipino Nationalism.

BAITANG 6

Pamantayang Pagkatuto: Naipamamalas ang patuloy na pag-unawa pagpapahalaga sa kasanayan

ng Pilipinas mula sa ika-20 siglo hanggang sa kasalukuyan, tungo sa pagbuo ng tiyak na
pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas. Naipamamalas ang malalim na pag-
unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng mga pining primarying sangguniang
nakasulat, pasalita, awdo-biswal at kumbinasyon ng mga ito, mula sa iba-ibang panahon, tungo sa
pagbuo ng makabansang kaisipan na siyang magsilbing basehan ng mas malawak na pananaw
tungkol sa mundo.

Finally, Araling Panlipunan Grade 6 intends that Filipino learners demonstrate understanding
and appreciation of the nations history from the 20 century until the contemporary period toward the
development of Filipino identity and nationhood. The following content-focus ensures the development
of the said standard: Propaganda and Independence Movement, The Emergence and Struggles of the
Philippine Republic, The Filipino-American War, American Colonization, American Policies and Their
Impact, The Commonwealth Period, The Japanese Occupation, The Philippine Independence, The
Philippines After World War II, The Third Republic, The Declaration of Martial Law, EDS People Power,
and The Fifth Republic.
This curriculum content of elementary Social Studies expects learners to develop the desired
learning attributes of a civic competent and nationalist citizens of the country.

Concept of Culture and its Importance in teaching of Elementary grades

Overview
Elementary learners may be curious of why do they have patterns of behaviors by which they adapt
from their family and the community they live in.
Upon this module, you will learn the concept of Culture particularly its definition and the importance of
teaching culture in the elementary grades.
Learning outcomes:
By the end of this module, students are expected to:
1. Define Culture
2. Analyze the importance of teaching culture in the elementary grades
3. Evaluate the significance of teaching culture in every individual as a responsible and critical citizens
LEARNING CONTENT
What is Culture?
Culture is a lot more than a list of holidays or food preferences or the language someone speaks.
Culture is the framework around which we build our identity. It influences how we engage with the world, the
perspectives we take, and the expectations we have. Every one of us has a culture, and most of us have
identities built from multiple cultures.
The classic definition of culture is forwarded by an eminent English anthropologist and scholar Edward
B. Taylor who defined it as "that complex whole which includes knowledge, beliefs, arts, morals, laws, customs
and any other capabilities and habits acquired by man as a member of society" (Hunt, 1998).
Culture is the patterns of learned and shared behavior and beliefs of a particular social ethnic, or age
group. It can also be described as the complex whole of collective human beliefs with a structured stage of
civilization that can be specific to a nation or time period. Humans in turn use culture to adapt and transform
the world they live in.

Why is it important to teach culture in the classroom?

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom
and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to
various cultural and social groups, preparing students to become better citizens in their communities. These
culturally responsive teaching strategies will help you to promote diversity in the classroom With these
culturally responsive teaching strategies in mind, it's important to remind ourselves why diversity and cultural
awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.
Students Become More Empathetic
Promoting awareness and creating a personal connection with diverse cultures in the classroom can
prevent students from developing prejudices later in life. It allows them to empathize with people different from
themselves since they’re more aware of the experiences someone ot a different race or cultural group may
face.

Students Gain a Better Understanding of Lessons and People

 When working and learning with people from a variety of backgrounds and cultures present in the
classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students
how to use their own strengths and points of view to contribute in a diverse working environment.
Students Become More Open-Minded
Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds,
you re encouraging them to be more open-minded later in life. This will make them open to new ideas and be
able to attain a greater comprehension on a topic by taking in different points of view.
Students Feel More Confident and Safe
Students who learn about different cultures during their education feel more comfortable and safe with
these differences later in life. This allows them to interact in a wider range of social groups and feel more
confident in themselves as well as in their interactions with others.

Direction: Answer the following questions comprehensively.

1. In your own understanding, define culture.
2. As a student and as a future teacher, why is it important to teach culture in the elementary grades?
3. Justify the statement "A reflection on the educational and cultural aspects of information could result in
a better qualified society made up of responsible and critical citizens."

Concept of Geography and its Importance in teaching of elementary grades

Overview
Students at young age are in exploration and wandering stage, they may wonder about the earth. the
physical features of one place to another and the interaction of people to environment. Upon this module, you
will learn the concept of Geography particularly its definition and the importance of teaching geography in the
elementary grades.
Learning outcomes:
By the end of this module, students are expected to:
1. Define Geography
2. Analyze the importance of teaching geography in the elementary grades
3. Evaluate the eradication of ignorance of geography in the elementary learners
4. Compare and contrast Culture and Geography in the teaching of elementary grades

Learning Content
What is Geography?
Geography is the study of places and the relationships between people and their environments.
Geographers explore both the physical properties of Earth's surface and the human societies spread across it.
They also examine how human culture interacts with the natural environment and the way those locations and
places can have an impact on people. Geography seeks to understand where things are found, why they are
there, and how they develop and change over time.
 WHY SHOULD GEOGRAPHY BE TAUGHT IN THE ELEMENTARY SCHOOL?
Geography helps one understand the physical and cultural characteristics of the world. Geographic
education provides the values, knowledge, concepts, and skills to better understand ourselves, our relationship
to the earth, and our interdependence with other peoples of the world. The locational organization scheme of
geography provides a framework for learning the physical, social, and historical phenomena studied in both
elementary and secondary schools.
Formal instruction in the primary and elementary grades is effective in increasing geographic
knowledge and skills (Buggey & Kracht 1986). Elementary students have the abilities to learn geographic skills
in observation, classification, organization, and map reading and interpretation. Elementary school students
also have measurable attitudes concerning people in other nations and are interested in and able to learn
about people in other areas of the world (Mitsakos 1976; Pike & Barrows 1976). These attitudes often develop,
however, without accurate knowledge of the locations and characteristics of places and the people who live in
them. There is a great need to increase the quantity and quality of geographic education in elementary schools
to overcome ignorance of geography.
Importance of Teaching Children Geography
Geography helps one understand the physical and cultural characteristics of the world. Geographic
education provides the values, knowledge, concepts, and skills to better understand ourselves, our relationship
to the earth, and our interdependence with other peoples of the world. There is a great need to increase the
quantity and quality of geographic education in elementary schools to overcome ignorance of geography.
Place names and locations are stressed in elementary geography, as are map and globe skills and the
recognition of physical landforms appearing on maps. Teachers promote the study of geography through one
or more teaching strategies: personal experiences, textbooks and printed media, and interactive computer
software.
Fundamentally, just as it is necessary to know the alphabet for reading, or multiplication tables for
arithmetic. it is also necessary to learn geography to Know where places are, and also some facts about those
places so you can tell why they are different.
Geography, History, and Civics are seldom taught in classrooms today, which a major concern is
considering the increasing focus on globalization and the world economy.
Future leaders who are oblivious of geographical knowledge will have a hard time analysing world
events and making rational decisions, let alone understanding basic physical systems of everyday life, like
implications of the solar system on climate, water cycles, ocean currents, etc.
Geography Helps You Understand Your Own Country
Studying geography gives you knowledge about different places on earth and how they relate with each
other. Usually, you start by learning about your home community, region, country, continent. and so on as vou
gain more experience.
When it comes to your country, you can expect to learn about:
Citizenship
Geography knowledge makes you become a better citizen. Learning geography allows you to identity
and appreciate important events and national and international policies; make better and informed decisions
regarding the best use of national resources; and ask relevant questions about policies that optimize the
landscape and land use. A more informed citizen makes for a better leader.
Economics
There is a close relation between economics and geography with regard to the level of industrialization
or energy production; transportation networks and the applications of technology; the location of natural
resources; and many other factors that influence trade patterns and the economy of the country and region.
History
Learning geography allows you to identify and appreciate important clues of your nation's history,
including the influence of landforms and climate on land use, the rise and fall of civilizations, and migration
patterns, among other things. Knowing the history of the landscape helps you understand the transformation
processes that have taken place.
The Environment
Geography also covers the relationship between human beings and the environment, and how natural systems
work. Geographers conduct research to identify the role of environmental factors on population behaviour, and
ways in which social processes such as population growth and technological advances affect the environment.
These matters are critical for formulating environmental policies for global conservation.
Geography Helps You Understand The World
Geography also gives you the tools to gain an understanding of international matters, multicultural
concerns, and environmental matters. You learn to read maps, interpret local and global information, and
understand international networks for trade and other things.
All this information allows you to integrate multiple concepts from humanities, social science, and
science, and apply critical thinking to dealing with current issues at the local, national, and international level.
But it starts with allocating some hours or days per week for the study of different geographical aspects in the
education system.

APPROACHES/ STRATEGIES/TECHNIQUES AND METHODOLOGIES

TEACHING APPROACH
It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the
classroom.
TEACHING METHOD
The systematic way of doing something. It implies an orderly logical arrangement of steps. It is more
procedural.
TEACHING TECHNIQUE
Teaching technique are such steps we follow when we teach. It is the teacher’s style or tricks to
accomplish an immediate objects.
TEACHING STRATEGY
Are methods of approaching a problem or task, modes of operation for achieving a particular end, or
planned design for controlling and manipulating certain information.

TEACHING APPROACHES IN K TO 12 CURRICULUM

1. Learner-centered
Instruction focuses on skills and practices that enable lifelong learning and independent
problem-solving for the learner.
2. Inclusive
Education is for every child, for all students regardless of origin, social, status, gender, ability
and nationality.
3. Developmentally appropriate
The task required are within their developmental stages. For example, the competencies in
Grade 1 are simpler compared to the competencies in Grade 7.
4. Responsive and relevant
This means that your teaching is meaningful, and it becomes meaningful if you relate your
lessons to your students’ daily experiences.
5. Culture sensitive
This means that your teaching approach should show respect for cultural, religious and social
differences.
6. Contextualized and global
This means exerting effort to extend beyond the classroom into relevant context in the real
world.
7. Research-based
The teaching and learning are anchored on research findings.
8. Constructivist
This approach believes that students learn by building upon their prior knowledge, and they
connect the present lesson with their prior knowledge or experiences.
9. Inquiry-based
The core of this learning process is eliciting student- generated questions.
10. Reflective teaching
This means thinking over your teaching. In this case you may ask: was your teaching method
and strategy effective? What needs to be improved? The purpose is for improvement.
11. Collaborative
A group of students and teachers working together to learn together. Such manner welcomes
group work, partnerships and group discussion.
12. Mother tongue based bilingual education
This means that teaching is done in more than one language beginning with the mother tongue.
13. Spiral progression
The development of same concept from one grade to the next in increasing complexity.

students. Civic
Refer to them .

competencies defined as the

ability to engage effectively
 with others in the public
domain,
and to display solidarity and
interest in solving problems
affecting the local and wider
community. This
involves critical and creative
reflection and constructive
participation in community
activities as well as
decision making at all levels,
from local to national and even
in international arena.
The National Council for Social
Studies (NCSS) defines Social
Studies as: <the integrated
study
of the social sciences and
humanities to promote civic
competence. It provides
coordinate, systematic
study drawing upon such
disciplines as anthropology,
archaeology, economics,
geography, history, law,
philosophy, political scienc psychology,
religion and sociology, as well as humanities, mathematics, and natural sciences.