CONCEPTS IN ANTHROPOLOGY

•Anthropology - came from the Greek word “anthropos” which means man and
Latin word "logos" which means to study.

• It is the study of human societies and cultures and their development.

Father of Anthropology
•Franz Boas- he was the both inventor of modern
anthropology and the father of American Anthropology
are known to be Franz Boas. It was Boas who brought his
systematic empirical approach to modern anthropology,
patterned after natural sciences, and it was Boas who
developed as learned habits the notion of "history." It was
Boas who brought his systematic empirical approach to
modern anthropology, patterned after natural sciences,
and it was Boas who developed as learned habits the
notion of "history."

Branches of Anthropology
•Biological Anthropology - Study on the non-
cultural dimensions of human beings and near-
human beings.

•Cultural Anthropology- it is about on the

cultural elements of human cultures.

• Linguistic Anthropology- it is the study of

human communication process.

• Archeology Anthropology- it is concerned with the study of the extinct cultures.

Man, long before the creation of a written document, the fundamental character of
anthropology existed.
TYPES OF CULTURES
•Cultures- It is the dynamics of a collective
demographic, racial, or age group's observed
and common actions and beliefs. It can also
be defined as the dynamic whole of an
organized stage of society of common human
values that can be unique to a country or time
period.

Two Types of Culture

•Material- it is tangible or composed of physical objects.

e.g. Cars, Books, Building etc.

•Non-material- it does not include objects or artifacts or it is non- physical object

that is created overtime and shared.

e.g. Ethics, Beliefs, Ideas, Values etc.

Components of Cultures
•Social Norms- unwritten regulations are about how to act. In a certain social
community or society, they give us an anticipated sense of how to act.

•Folkways- the rules of conduct that are generally recognized but not legally
important are often referred to as "conventions" or "customs."

•Mores- it refers to the expectations developed by society, primarily for conduct

and appearance. Social deviants are also called people who do not follow social
mores.

•Laws- regulations that govern conduct are written and implemented. They are
more of a system of laws that certain agencies, such as the police or the legislature,
impose.

•Collective Behavior- these are the kinds of behaviors that broad yet poorly
coordinated communities of individuals participate in.
Characteristics of Culture
1) Culture is shared
2) Culture is learned
3) Culture is symbolic
4) Culture is adaptive and
manipulative
5) Culture is generally integrated
6) Culture is dynamic

OTHER TERMS RELATED TO CULTURE

•Cultural relativism- it means not judging a society according to our own
expectations of what is right or wrong, weird or natural.

•Culture Shock- the sense of disorientation generated by someone who is

unexpectedly exposed to a society, way of life, or collection of behaviors that are
foreign.

•Cultural Lag- it is used to define the situation in which technical developments

or improvements in society arise more rapidly than the improvements in culture's
norms and practices that follow such developments or changes.

•Ethnocentrism- assessment of other cultures according to preconceptions derived

from the norms and behaviors of one's own culture.

•Predujice- it is an unjustified or wrong stance (usually negative) towards an

person centered solely on the position of the individual in a social group.

•Bias- a process where we tend to judge other phenomena based on our own
cultural preferences, or by the norms of particular culture.

•Xenophobia- it is a wide word that can be extended to the fear of someone that is
different from us is the fear of outsiders.

•Xenocentrism- refers to the urge to participate more than one's own in the aspects
of the society of another. Types, concepts and brands from those with xenocentrist
views may all be objects of choice.
•Subculture- it is a group of individuals within a society that differentiates itself
from the parent community to which it belongs, always preserving some of its
founding beliefs.

IMPORTANCE OF ANTHROPOLOGY
•It is foremost to study the Concept of Anthropology because it makes us aware
and conscious on the things that we don’t know. Also, it helps us to understand the
people’s lives of the past and up to this present. Furthermore, anthropology plays a
significant role in the humankind because of this we are able to study the human
history in order for us to recognize our diversity and appreciate it.
 CONCEPTS IN SOCIOLOGY

•Sociology- is a specialty dealing with the research and interpretation of personal

and societal social interactions. It is the empirical study of culture and human
behaviour is sociology.

Father of Sociology
•Auguste Comte (1798-1857)

-often called the “father of sociology”—

first used the term “sociology” in 1838 to
refer to the scientific study of society. He
believed that through the following stages,
all societies evolve and progress: religious,
metaphysical, and scientific. Comte argued
that society requires empirical science, not
intuition and superstition, which define the
religious and philosophical phases of
social growth, based on facts and
evidence, to solve its problems. The
science of sociology was considered by
Comte to consist of two branches:
dynamics, or the study of the processes by which societies change; and statics, or
the study of the processes by which societies survive. He also imagined that
sociologists would gradually build a scientific social knowledge base that would
lead society in positive directions. He also imagined that sociologists would
gradually build a scientific social knowledge base that would lead society in
positive directions.

IMPORTANCE OF SOCIOLOGY
•Sociology studies society in a scientific way- there
was no formal or empirical effort to research human
nature and all its nuances until the advent of
sociology. In a systematic context, sociology has made it possible to research
culture. In order to achieve advancement in different fields, this scientific
information about human culture is required.

•Sociology throws more light on the social nature of man- Sociology delves
deep into man's social existence. It shows us that man is a social species that he
lives in a society, in families and in cultures. It explores the interaction between
individuals and culture, the influence of culture on people, and other concerns.

•Sociology increases the power of social action- An individual is enabled by the

science of society to understand himself, his skills, strengths and shortcomings. It
encourages him to respond to the world himself. We are enabled to lead a
productive social life through knowledge of culture, social classes, social
organizations, organizations, their roles, etc.

•Sociology studies role of the institutions in the development of the

individuals- It is through sociology that the great social institutions and the
relationship of the person to each one are scientifically studied. There are
organizations in which society functions: home and families, school and education,
church and faith, state and government, business and employment, culture and
organization. Sociology studies these organizations and their role in social growth
and recommends effective steps to improve them with a view to enabling them to
best represent the client.

•Sociology is useful as a teaching subject- Sociology is a profession in which its

own rewards are brought by technical competence. In business, economy,
manufacturing, the social sector, telecommunications and many other fields of
urban life, sociologists who are educated in research processes participate. Now,
sociology has been realistic enough to be studied prominently at the city, regional,
national and international levels in other fields.

SOCIALIZATION
•The social mechanism by which our identities
and human capacity are formed and we learn
about our environment and community. The
process by which individuals acquire
knowledge, language, social skills, and value
in order to comply with the norms and roles required for group or community
integration.

Forms of Socialization
•Primary Socialization- In the initial or
early years of his childhood, primary
socialization applies to the infant's
socialization. It is a mechanism by which
the child develops language and
cognitive ability, and internalizes
expectations and beliefs.

1) Gender Socialization- Learning the physical and social features connected

with the sex of a human.
2) Race Socialization- The mechanism by which children acquire the beliefs,
beliefs, and activities associated with ethnic categories.
3) Class Socialization- It teaches the rules, beliefs, and attitudes that you
develop depending on the social status in which you are. It teaches the rules,
beliefs , and attitudes that you develop depending on the social status in
which you are.

•Secondary Socialization- The mechanism can be seen at work outside the

extended family, in the ‘peer group’. The increasing child learns very valuable
lessons about social behavior from his peers. He also conducts school classes.
Therefore, outside and beyond the family framework, socialization persists.

•Social Groups- A social community is a set of individuals who communicate

with each other and share common traits and a sense of solidarity.

1) Social Aggregates- A collection of people that happen to be in the same

location at the same time.
2) Social Categories- They're collections of individuals that share identical
features.

Types of Social Groups

•Primary Groups- Small and closely knit, bound by a very powerful sense of
belonging i.e., family and friends.

1) Family Groups- The first group in which a person

communicates is the family group. This community
 provides the member with the fundamental principles that will characterize
his life. It is also in this category where the sense of belonging arises for the
first time. It is also in this category where the sense of belonging arises for
the first time.
2) Friendship Groups- The group of friends is the second group in which
relationships are formed by an
individual. The sense of identity
within the family community applies
to all people who have common
interests.

•Secondary Groups- Wide and impersonal

communities, the participants of which are largely linked by a common purpose or
operation.

1) Political Parties- Political parties are alliances that are carried out to support
a group's proposals and services planning to reach a position in a state's
legislature.
2) Sports Club- Sports clubs are free and private associations, formed by
persons who have an interest in a single sport's participation and promotion.
3) Religious Group- Faith organizations are religious institutions organized
around a philosophy that aims to address the individual's most basic
questions (such as the nature of the cosmos and life on planet Earth).
4) Working Group- The groups of works are those that are formed within the
labor spaces. These are in principle forced associations because the
individual is not in the ability to decide with whom he shares the work.
5) Study Group- The study groups are free organizations formed for the
purpose of achieving a shared goal: to perform successful analysis, to carry
out group work, to exchange information before, among others, an assessed
task.
6) Reference Group- Primary and secondary groups will serve both as our
reference groups and as groups that set a pattern for directing our own
actions and attitudes.

Social Institutions
•In a society that makes society function,
social institutions are the establishment.
They function as a culture's backbone.
•Social structures are formed with a collection of values and subsystems that
enable the existence of each culture.

•Social structures are social order systems or trends based on fulfilling societal
needs.

Functions of Social Institutions

•Replacement of Society Members

•New member induction and instruction

•Making, disbursing and using products

•Preservation

•Consciousness and the development of a sense of mission

Primary Institutions

•In determining Kinship;

•in providing for the legitimate use of power;

•in regulating the distribution of goods and services;

•in transmitting knowledge from one generation to the next;

•in regulating our relation to the supernatural.

Secondary Institutions
Major Types of Social Institutions

Social Change
•Change

-Law of nature

-Alteration, difference or modifications through time

•Social Change

-society= dynamic entity

-changes in human interaction or interrelation

-change in systems of social relationships

-alterations in structure and functions of the society

Types of Social Change

•Evolutionary Social Change-
Developmental shifts arise steadily and
steadily and through evolutionary mechanisms
over a long period of time.
•Revolutionary Social Change- that is the reverse of change in evolution. As
changes unexpectedly, radically and adequately arise in various areas of our social
structure to distinguish it from incremental, sluggish transition, it is called
transformative social reform.

Nature and Characteristics of Social Change

•Social change is continuous

•Social change is temporal

•Social change is environmental

•Social change is human change

•Social change results from interaction of a number

of factors

•Social change may create chain reactions

•Social change involves tempo and direction of

change

•Social change may be planned or unplanned

•Short versus long run changes

•Social change is an objective term

Cause of Social Change

•Technology

•Social Institutions

•Population

•Environment
Social Problems
•A condition or a situation considered
undesirable by a group of people in the
community is called a social problem.

•A genetic term applicable to a variety of

circumstances and activities that are
symptoms of social disorganization is the
Social Issue.

Elements of Social Problems

•Objective- The goal is based on the action

or illness that may be a social concern for a
significant amount of individuals, with
negative effects.

•Subjective- For it to be called a social

concern, there must be a belief that a
disorder or behavior needs to be handled.
 CONCEPT IN PSYCHOLOGY

•Psychology- from the Greek words psyche which means “mind“ and logos
meaning “study”

-Help to explain the importance of mental functions in human and

social actions, while also investigating the cognitive functions and activities that
underlie physiological and biological processes.

Father of Psychology

•Wilhelm Wundt- In 1879, the

University of Leipzig in Germany opened
the Institute for Experimental Psychology.
This was the first dedicated psychology
laboratory, and its launch is generally
considered the beginning of modern
psychology. Indeed, Wundt is often
considered the founder of psychology.
Indeed, Wundt is often considered the
founder of psychology.

Goals of Psychology

•To describe behavior- The first goal is to

observe actions and explain what has been
observed as accurately as possible, frequently in
minute detail.

•To explain behavior- Although explanations

come from empirical knowledge, psychologists
need to go beyond what is visible to describe their
conclusions. Why did the topic, in other words, do
what he or she did?
•To predict behavior- When we know what is going to happen and why it's going
to happen, we will start speculating to what's going to happen in the future. There
is an old saying which quite often holds true: "past behavior is the greatest
indicator of future behavior."

•To control behavior- We will exert power over it if we know what is happening,
why it is happening, and what is going to happen in the future. In other words, if
we know that you are choosing abusive partners because your father has been
abusive, we will presume that you are choosing another abusive partner, so that
you can intervene and alter this destructive behavior.

•To improve behavior-Psychologists not only want to regulate actions, they strive
to do it profoundly, and they want to change the life of a person, not make it worse.
This isn't always the case, however the goal should always be.

Key Concept of Psychology

•Brain and behavior- Human behavior is
unpredictable. By studying thought, perception,
memory, cognitive performance, and emotion,
psychology seeks to unpack the complexity of mental
processes in life.

•Individual differences- In their personality,

inspiration and intellect, people differ.

•Personality- The word 'personality' refers to the specific behavioral and cognitive
characteristics of an individual.

•Hereditary- An individual's personality is a combination of both genetic and

environmental influences, but heredity plays a larger role in deciding certain
features that influence our behavior and vision.

•Motivation- In large part, it is about ideals and incentives. Theories of motivation

appear to believe that the product of any inspiration is a learned reaction.

•Intelligence- The willingness to produce or provide a service that is appreciated

in a community to create a successful product. A selection of abilities that make it
possible for a person in life to solve problems.
•Group behavior- Humans are social creatures and in group circumstances our
behavior varies.

Importance of Psychology
•It makes a person well conscious of the
fact that no two people are exactly alike.

•It helps a person realize that a lot of

factors depend on the way the world is
perceived.

•It encourages one to obtain in-depth

perspectives into the nature of certain
facets of human needs.

•It makes an individual grow into a person

who is well integrated and happy.

Developmental and Psychological Dimensions

Jerome Bruner- Cognitive Learning Theory

Modes of Thinking

•Enactive Level- By simple manipulation of objects

and resources, learning takes place.

•Iconic Level- Visual pictures represent objects and are

remembered by what they represent.

•Symbolic Level- Using diagrams, artifacts and mental

pictures, learning will take place.

Jean Piaget- Stages of Development

•Sensory- motor- understands through basic senses

•Intuitive/ Pre-operational- begin to play a part in learning, capable of more
creativity

•Concrete Operational- can go beyond the basic information given

•Formal Operational- abstract reasoning becomes increasingly possible

Lev Vygotsky- Constructivist Learning

•Role of Social Interaction- Vygotsky believes that

language was the most important tool that human could
utilize. He believed that there are 3 forms of language
which are social speech, private speech, and the silent
inner speech.

•More Knowledgeable Other (MKO) - is any person

who has a higher level of ability or understanding than
the learner in certain topic.

•Zone of Proximal Development - is the area of learning

that a more knowledgeable other assists the student in developing a higher level of
learning.

•Scaffolding - role of teachers and others in supporting the learner’s development

and providing support structures to get to that best stage or level.

Carl Rogers-Theory of Personality

•Self-concept- is influenced by childhood experiences and the

evaluation of others

1. Self-Worth - is influenced by the

interactions with our parents

2. Self-image - includes the influence of our

body image on our inner personality

3. Ideal Self – consists of our goals and

ambitions in life
Howard Gardner- Theory of Multiple Intelligence

•Linguistic-prefer using words, both in speech and

writing.

•Musical- prefers using sound and music.

•Logical Mathematical- prefer using logic, reasoning and

systems.

•Spatial- prefer using pictures, images, and spatial

understanding.

•Bodily Kinesthetic-prefer using your body, hands and sense of touch.

•Personal

1) Interpersonal- prefer to learn in groups or with other people.

2) Intrapersonal- prefer to work alone and use self-study.

Sigmund Freud- Psychoanalytic Theory

•Three Fundamental Structures:

1) Id-instant gratification
2) Ego- pragmatic part of our personality
3) Super ego- social rules and morals
 CONCEPT IN HISTORY

•History- came from the Greek work “historia” which means information or
inquiry designed to elicit truth.

-It is the analysis and interpretation of the human past enabling us to

study continuity and changes that are taking place over time.

Father of History

•Herodotus- An entertaining narrator with a

strong curiosity in the traditions of the people
he portrayed, he remained the primary source
of original historical knowledge not only for
Greece between 550 and 479 BCE, but at that
time for most of Western Asia and Egypt as
well. He was dubbed the "father of history."

Why do we study History?

• To know more about the roots of our current culture

• To learn historical facts

• To learn about how different factors shape society

• To learn about human nature in general

Importance of History

•It allows one to gain a deeper awareness of the planet. Without knowing how
things function in the universe, you can't construct a foundation on which to base
your life. History gives us a thorough view of how culture, technology, and
government function back in time in order to better understand how it works today.
Some Famous Historians
•William Hardy Mcneill- (October 31, 1917 - July 8, 2016)

His Notable Works:

• The Rise of the West (1963)

• Greek Dilemma: War and Aftermath (1947)
• Plagues and Peoples (1976)

•Michael King- (December 15 1945 - March

30 2004)

His Notable Works:

• The Penguin History of New Zealand

(July 2003)

• Moriori (1989)

• Being Pākehā (1985)

7 Concepts of Historical Understanding
•Perspectives- A point of view - the position from which people see and
understand events going on in the world around them.

•Continuity and Change- Recognition of some things that stay the same and
some things that changed over time.

•Empathy-Understanding the impact of past events on particular individuals or

groups. It is the ability to “walk in someone else’s shoes.

•Significance- Relates to the importance assigned to aspects of past. This

includes people, events, developments, discoveries, movements and historical
sites.

•Cause and Effects- This concept is used by historians to identify chains of events
and developments, both in the short term and in the long term.

•Contestability- This concept relates to explanations or interpretations of past

events that are open to debate. There is often no right answer, and historians are
always seeking a more complete understanding of the past.

•Evidence- This concept is essential part of historical inquiry. Evidence is the

information gathered from historical sources and has two types.

1) Primary Source- Anything that gives you direct evidence about the people,
events, or phenomena that you are researching.

2) Secondary Source- Sources that were created by someone who did not
experience first-hand or participate in the events or conditions you're
researching.
 CONCEPTS IN GEOGRAPHY
•Geography- two Greek words “geo” which means the earth and second is
“graph” which means to write.

•It is the analysis of locations and the connections between persons and their
surroundings. Geographers investigate the physical features of the planet of the
Earth and the human cultures that extend through it.

Father of Geography

•Eratosthenes- The old Greek scholar is referred to as the

"father of geography." He was the first to use the word
geography, and he also had a notion of the globe on a small
scale that helped him determine the earth's diameter. Who
made the first measurement of the size of Earth for which any
details are known.

Importance of Geography

•Geography helps us understand basic physical systems that affect everyday

life- Geography describes everything about how water flows and ocean waves
work. In order to better minimize the effects of disasters, these are critical systems
to track and forecast. Around the same time, it is possible to track these networks
for essential information to tap into.

•To learn the location of places and the physical and cultural characteristics of
those places in order to function more effectively in our increasingly
interdependent world- It is important to provide an understanding of where
countries and cultures are situated relative to each other, considering how
competitive our current world is.

•To understand the geography of past times and how geography has played
important roles in the evolution of people, their ideas, places and
environments- Geographical awareness intersects with other topics such as
biology and history and through these topics can help to get a deeper view of the
'big picture'.

•To understand the spatial organization of society and see order in what often
appears to be random scattering of people and places- Why is it that we live in
the towns and areas we do? Studying Geography gives one a clear understanding
of why towns and cities were founded in some areas and why some have
succeeded more than others.

•To be able to make sensible judgments about matters involving relationships

between the physical environment and society- Related to the last question, why
are we not staying in those places? Knowledge of geography helps one to consider
which areas are not suitable for development, as well as how best to build or
improve cities and towns.

•To appreciate Earth as the homeland of humankind and provide insight for
wise management decisions about how the planet’s resources should be used-
Resources on Earth are scarce and need to be handled in a responsible manner.
Geography tells us about how to manage the existing capital sustainably and aims
to boost the condition of those at risk of running out.

•To understand global interdependence and to become a better global citizen-

Finally, geography will enable us to be more aware of the world around us. Being a
decent environmental citizen means better understanding people and understanding
the Earth's limits, all of which are helping to make our world a more livable one.

Concepts of Geography

•Landforms- On the earth's atmosphere, a particular geomorphic trait, ranging

from large-scale characteristics such as plains, plateaus, and mountains to smaller
features such as peaks, valleys, and alluvial fans.

1) Terrain- an area of land which may include flat

plains, mountains, forests.
2) Mountain- It is a broad landform that, in a restricted
area, usually in the form of a hill, rises above the
surrounding land. Generally, a peak is known to be
steeper than a plateau. By tectonic forces or
volcanism, mountains are created. Such forces will
lift the surface of the earth locally.

3) Valley- An elongated depression,

especially one following the path of a
stream, between uplands, hills, or
mountains. A vast area drained by a wide
river system, more or less level, and
comparatively low. Each hollow or
depression that resembles a valley.

4) Plain- It is a flat, sweeping landmass that

does not change much in elevation in
general. Plains occur throughout valleys
as lowlands or on the mountain doorsteps,
as coastal plains, and as plateaus or
uplands.

5) Plateau- A plateau is a high, raised

landform that on at least one side rises
sharply above the surrounding area. In any
continent, plateaus exist and eat up a third
of the land on Earth. They are, along with
rivers, plains, and valleys, one of the four
main landforms.

6) Hills- A hill is a landform that rises above

the landscape around it. It also has a
separate summit, but a hill can refer to the
 same portion of flat terrain without a major summit in areas of scarp or dip
topography.

7) Canyon- A canyon or gorge is a deep cleft

between escarpments or cliffs arising from
weathering over geological time scales and
the erosive action of a river. When sediments
are extracted downstream, rivers have a
normal propensity to break into geological
surfaces, gradually wearing away rock layers.

8) Island- An island or isle is any piece of

water-surrounded subcontinental land. Quite
small islands can be called islets, skerries,
cays or keys, such as new land features on
atolls. An eyot or ait may be considered an
island in a river or a lake island, and a small
island off the sea may be considered a holm.

9) Desert- A desert is a dry region of landscape

where no precipitation exists and living
conditions for plant and animal life are thus
hostile. The absence of foliage opens the
ground's unprotected soil to denudation
processes.

•Water Forms- Every large deposition of water,

typically on the surface of the earth.

1) Ocean- An ocean is a body of water containing

part of the hydrosphere of a planet. One of the
main traditional branches of the Planet Ocean is
the ocean on Earth. These are the Pacific,
Atlantic, Indian, Southern, and Arctic Oceans, in
descending order by region.
2) Coast- The coast, also known as the coast or
seashore, is defined as the region where the sea
or ocean meets the ground, or as a line that forms
the border between the ocean or lake and the
ground. There are nearly 620,000 kilometers of
coastline on Earth.

3) Tributary- A stream or river that flows

into a greater stream or main stem river or a
lake is a tributary or affluent. A tributary
does not explicitly run into the ocean or the
sea. The adjacent drainage area with its
surface water and groundwater is drained
by tributaries and the main stem channel,
leading the water into the ocean.

4) River- A river is a natural flowing watercourse,

usually freshwater, flowing towards an ocean,
sea, lake or another river. In some cases a river
flows into the ground and becomes dry at the
end of its course without reaching another body
of water.

5) Lake- It is a body of water surrounded by

vegetation. The planet has millions of lakes.
They are present in mountains and deserts, on
plains, and along seashores on every
continent and in every kind of climate.

6) Waterfall- A waterfall is a place where, in the

path of a stream or river, water falls over a vertical
fall or a sequence of steep drops. Waterfalls often
occur when the tip of a tabular iceberg or ice shelf
drops over melt water.
•Asia is the largest continent on Earth. It covers 9% of the Earth's total surface area (or 30% of its land
area), and has the longest coastline, at 62,800 kilometres (39,022 mi). Asia is generally defined as
comprising the eastern four-fifths of Eurasia. Regions-
A zone is an area of land that has
similar features. A area may be characterized by natural or artificial features. A
area may be defined by language, government, or religion, as well as trees,
wildlife, or environment. The basic units of geography are areas, large or small.

Three Types of Region:

1) Formal, defined by related, measurable characteristics such as climate,

vegetation, or religion (ex. North America, Sahara desert)
2) Functional, organized around a central place and its connections (ex.
Dallas/Fort Worth Metroplex, Alamo Area Council of Governments, Texas
Education Agency Education Service Center regions) or defined by
interactions among places.
3) Perceptual, defined by people's perceptions or attitudes (ex. the baseball map
above)

•Continents- A continent is one of the

seven major land divisions of the World.
The continents are Asia, Africa, North
America , South America, Antarctica,
Europe , and Australia, from the biggest
to the smallest. When geographers define
a continent, all the islands affiliated with
it typically comprise them.

1) Asia- Asia is the largest continent

on Earth. It covers 9% of the
Earth's total surface area (or 30%
of its land area), and has the
longest coastline, at 62,800
kilometres (39,022 mi). Asia is generally defined as comprising the eastern
four-fifths of Eurasia.
2) Africa- Africa is the world's second-largest and second-most populous
continent, after Asia in both cases. At about 30.3 million km² including
adjacent islands, it covers 6% of Earth's total surface area and 20% of its
land area. With 1.3 billion people as of 2018, it accounts for about 16% of
the world's human population.
3) Australia and Oceania- Australia, formally recognized as Australia's
Commonwealth, is a independent nation containing the Australian
continent's mainland, the island of Tasmania, and several smaller islands.

It is the largest nation in Oceania and the sixth largest by total region in the
world.

4) Europe- Europe is a continent located entirely in the Northern Hemisphere

and mostly in the Eastern Hemisphere. It comprises the westernmost part of
Eurasia and is bordered by the Arctic Ocean to the north, the Atlantic Ocean
to the west, the Mediterranean Sea to the south, and Asia to the east.
5) North America- Within the Northern Hemisphere and nearly half of the
Western Hemisphere, North America is a continent entirely. In models that
use less than seven continents, it can also be represented as the northern
subcontinent of the Americas, or America.
6) South America- In the Western Hemisphere, South America is a continent,
predominantly in the Southern Hemisphere, with a comparatively small part
in the Northern Hemisphere. It may also be called a subcontinent of the
Americas or America, which is how it is viewed in parts of the Americas
that speak Spanish and Portuguese.
7) Antarctica- A nearly uninhabited, ice-covered landmass is Antarctica, the
southernmost continent and the location of the South Pole. Some of the
continent's cruises explore the Antarctic Peninsula, which extends into South
America. It is known for the striking, iceberg-flanked passageways of the
Lemaire Channel and Paradise Harbor, and Port Lockroy, a former British
research station turned museum. The insulated terrain of the peninsula often
shelters rich species, including several penguins.
 CONCEPTS IN POLITICAL SCIENCE

•Political Science-is the systematic study of the state and the government. Also, is
a social science regarding the practice and theory of politics, the analysis of
political systems, and the study of political behavior.

•ETYMOLOGICAL DEFINITION

Greek- derived from the Greek word POLIS which means city-state.

Latin- Latin word SCIRE which means science or to know.

Father of Political Science

•He was a great Greek philosopher.

•He was the first one to give a working definition of

political science.

•He believed that political science was a powerful and

dynamic branch of science.

Importance and Function of Political Science

•To discover the principles that should be adhered to in

public affairs and to study the operations of the
government.

•Its finding can be used in seeking resolutions to immediate situations.

•To be able to deal with social and economic problems and other matters of public
and private concerns.

Goals
•Education for citizenship- The primary objective of the political science
curriculum is to equip students to discharge the obligations of democratic
citizenship.

•Essential parts of liberal education- Intelligent, responsible citizenship can save

democracy; ignorance and negligence can lose it.

•Knowledge and understanding of government- The “good” citizen knows how

his government operates, what his rights and obligations are, who his elected
representatives are, and what they stand for.

Types of Authority
•Legal-rational Authority- political order is maintained by a regard of legality in
the eyes of the population.

•Traditional Authority- political order is maintained by the constant reference to

customs, traditions and convention.

•Charismatic Authority- political order is maintained by the force of a leader’s

personality.

Concept of State and Nation

•State-A coalition is a structured democratic group that functions under a coalition.
If they are not dependent on, or subject to, any other force or entity, states can be
listed as sovereign. States, where their absolute authority rests in another entity, are
deemed to be subject to external supremacy, or hegemony.

Elements of State

•People- mass of population living within the state.

•Territory- fixed portion of the surface of the earth inhabited by the people of the
state.

•Government- agency through which the will of the state is formulated expressed
and carried out.

•Sovereignty- the supreme power of the state to command and enforce obedience.
•Nation-A country is made up of a different community of individuals tied
together by a shared culture, background, and tradition that is traditionally
clustered within a particular geographic area.

Political Culture
Gabriel Almond and Sidney Verba outline three types of political culture

•Parochial- people who don’t care about politics

•Participant- people are active citizens and closely watch politics

•Subject- people who are passive

•Political Socialization- process of shaping one’s ideas and attitude about

government.

Agents/ factors that affect political view

Family Peers

School Media

Government Ethnic background

Religion

•Political Participation- is any activity which is designed to influence public

opinion or decision.

Types of political participation

• Conventional- includes voting, letter writing, contact with representative,

campaign, joining groups

• Unconventional: boycott, demonstration, industrial strike

•Citizenship- It is the status of an individual acknowledged as a part of or

belonging to the state under the rule or statute of a sovereign state. Each state is
free to decide the conditions under which it will accept individuals as its citizens
and the conditions under which it will revoke that status.

•Rights and Duties

Rights- right is anything which is owed or due and it is the moral power, bound to
be respected by others.
Kinds of Rights

•Natural Rights-based on the natural law.

•Human Rights- based on human positive laws, either those enacted by the state or
by religion.

•Alienable and Inalienable Rights

1) Alienable rights- are those which could be surrendered, renounced or

removed.
2) Inalienable rights- are those which cannot be surrendered, renounced or
removed.

•Juridical and Non-Juridical Rights

1) Juridical rights- are those based on the law. These rights are to be
respected, permitted, and fulfilled as a matter of justice.
2) Non-Juridical rights- are those based on virtue rather than strict justice.

•Right of Jurisdiction- is the power of a lawful authority to govern and make laws
for his constituent or dependents.

Kinds of Duties
•Natural- imposed by natural law.

•Positive- imposed by a human positive law.

•Constitution- A body of fundamental rules and regulations which spells out the
powers and functions of the organs and agencies of the government including the
fundamental human rights of citizens.

Sources of constitution are;

• Custom/conventions

• Past historical experience

• Judicial precedents, international treaties, constitutional

conference and intellectual works.

•Types of constitution

Written Unitary
Unwritten Federal

Rigid Confederal

Flexible

•Constitutionalism- is the principle that governmental powers should be limited

and controlled by enforceable rules of law as contained the constitution. It is
constitutional government exist where a country is governed in accordance with
the laws of the constitution.

•Election

- Is a formal decision making process by which a population chooses an

individual to hold public office.
- Democratic process where citizens aged 18 and over elect political
candidates to represent them and either interests locally, nationally or
internationally.
- The process is determined by a voting system, where citizens vote for one
candidate.
- The candidate with the majority of votes is elected.
- Anyone who is enrolled in the Electoral Register is able to vote.

Types of Election
•General Election- are those held for the purpose of electing national and local
officials simultaneously.

•National Elections- are those conducted to elect the President, Vice President and
members of Congress.

•Local Elections- those held for purpose of selecting officials in the region,
provinces, cities and municipalities.

•Special Elections- held on a date different from that of regular elections.

•Voters

-Republic Act 8189 “Voters Registration Act of 1996”

 -A citizen, in order to be qualified to exercise his right to vote, in addition to
the minimum requirements act by fundamental charter is obliged by law to register.

•Qualifications

- Every citizen 18 years old or above on Election Day.

- A resident of the Philippines for at least a year and for at least 6 months on
the place he is registering.
- Not otherwise disqualified by law, may vote
- In order to actually vote, a citizen has to register
- The COMELEC has a registration period for several months prior to
election.

•Process

- Once a registered voter finds his/her name on the voters list and locates the
correct precinct he may queue for the distribution of the ballot.
- Voters have shade the oval beside the names of the candidates next to the
positions in which they are running.
- COMELEC approved nicknames maybe used by the voters in writing the
names. After the polling period ends, the Board of Election Inspectors
counts the ballots by hand.
- The election returns will now be sent to the city or municipal Board of
Canvassers, political parties and other group.

•Philippines’ Electoral System

- The Philippine is a functioning democracy, though popular protests have

forced out two presidents in almost more than 20 years: first, Ferdinand
Marcos in 1986 for alleged electoral manipulation. And second, Joseph
Estrada in 2001 for allegedly plundering the economy.
- The country’s politics have continued to be characterized by volatility.
- The Philippines is still grappling with Muslim separatists, predominantly
those of the island of Mindanao.
- In addition, Gloria Macapagal Arroyo, won a contentious election in 2004
and is now facing an electoral scandal, after a phone call between her and
an election official, taped before the election had concluded, turned up.
Arroyo has denied she made any attempt to influence the vote.
 CONCEPTS IN ECONOMICS

•Economics

- It is derived from two Greek words

“OIKOS” which means a house and
“NEMEIN” which means to manage.
- Economics is a social science in which the
production, delivery and usage of products
and services are involved. It investigates
how citizens, corporations, states, and
nations make decisions on how to distribute
capital.

Father of Economics

•Adam Smith-Adam Smith was an 18th-century Scottish

economist, philosopher, and author, and is considered the
father of modern economics. Smith is most famous for his
1776 book, "The Wealth of Nations."

Economics Science of Scarcity

•Consumption- It is a major term in economics, defined as

expenditure for utility acquisition, and is also studied in
many other social sciences. Unlike saving, which is investment for the acquisition
of potential sales, this is shown. Consumption is described differently by numerous
schools of economics.

•Production- In order to produce something for use, the combination of different

material inputs and immaterial inputs is a process. It is the act of generating a
production, a good or service that has meaning and contributes to individual
usefulness.

•Exchange- It is a markets for the exchanging of shares, products, futures and

other financial instruments. The central role of an exchange is to ensure fair and
orderly trade on all products trade on that exchange and the effective dissemination
of market information.

•Distribution- In economics, distribution is the manner in which overall output,

profits or capital is distributed among individuals or among production factors.
Each unit of production refers to a unit of income in general theory and the
national income and commodity accounts.

•Public Finance- The analysis of government functions, which may include

expenditure, deficits, and taxes, may be described. Public finances aims are to
consider where, how and why the government should interfere in the existing
economy, as well as to identify the future consequences of market shifts.

Importance of Economics

•To understand the Society

•To understand Global Affairs

•To improve the living conditions of people in their everyday lives

•Business- It is an area of applied economics that studies corporations' economical,

operational, market-related, and environmental problems. Company economics
covers subjects such as the notion of inflation, commodity variables, supply, and
use.

•Households- It consists of one or more persons who live and eat meals in the
same home. It can also consist of a single family or a separate group of individuals.
In several social, micro-economic and government models, the household is the
basic unit of study and is important for economics and inheritance.
•Government- Governments set basic laws known as legislation, raise revenue,
and expend money when it comes to the market. The premise is that public
finances are used to deliver facilities to which each and everyone can have fair
access and set the rules of the game for all else, i.e. To be achieved in a decent
manner by private services.

The Economics is divided into two parts: Microeconomics and

Macroeconomics

•Microeconomics-it is the study of the actions of people, families and businesses

in decision-making and resource allocation. In general, it refers to the goods and
services sector and discusses consumer and economic problems.

•Macroeconomics- that is the economics section that analyses the conduct and
efficiency of an economy as a whole. It reflects on economic composite
adjustments such as unemployment, rate of growth, gross domestic product and
inflation.

Law of Supply and Demand

•The supply and demand law is a philosophy that describes

the relationship between a resource's sellers and the
resource's buyers. The theory describes the influence of the
relationship between the price of the product on people's
desire to purchase or sell the product. Generally, individuals
are able to supply more and sell less when price increases,
and vice versa as the market falls.

Key Takeaways

•The law of demand says that at higher prices, buyers will demand less of an
economic good.

•The law of supply says that at higher prices, sellers will supply more of an
economic good.

•The law of supply says that at higher prices, sellers will supply more of an
economic good.
•Several independent factors can affect the shape of market supply and demand,
influencing both the prices and quantities that we observe in markets.

Factors of Production

•Land- In economics, both natural resources as well as geographical assets

constitute assets. Relevant geographic areas, mineral deposits, woods, water
populations, air consistency, geostationary orbits, and electromagnetic spectrum
parts are examples. The availability of such assets is fixed.

•Capital- Cash or financial assets are usually retained or purchased for spending.
The concept can be extended in financial economics to include the capital assets of
a corporation.

•Labor- It aims to explain the workings and complexities of wage-labor

economies. Labor is a product that laborers produce in return for a salary paid by
requesting businesses. In the association between employees and employers, labor
markets or employment markets run.

•Entrepreneurs- It is a person who starts a new venture, who bears much of the
risks and receives most of the benefits. The businessman is also seen as an
innovator, a supplier of fresh ideas, products, services, and business or processes.

Economic Principles

•Scarcity Forces Trade-Off- limited resources force people to make choice

and trade-offs when they choose.

•Cost versus Benefits- describes the act of a person picking an option when the
benefits are greater than the cost, after the weighed out both options.

•Thinking at the Margin- is the principle that describes the adding or subtracting
a “unit” to of what we already have.

•Incentives Matter- principle describes the act of looking for motivation in

making a certain decision or doing an action.

•Trade makes people better off- principle tells us that we must not to try
everything for ourselves, but instead to focus on our talents and what we do well.
Then we trade with others, to create more opportunities and options.

•Markets Coordinate Trade- principle tells us that markets are where business
between buyers and sellers happen the best. It is successful and organized.
•Future consequences count- principle helps us remember that everything we do
or say has a specific consequence. We must keep that in mind before we do things
and make decisions.

•Economics Assumptions- There is predictions regarding the general business

climate created by a corporation. Specifically, over the time of its financial
strategy, the climate in which it expects to work. In terms of the future state of the
economy, i.e., the marketplace, businesses make economic decisions. Businesses
attempt to anticipate what the business climate will be like and how their ability to
produce income will be impacted.

WHAT IS CIVIC?

•Civic

- Is the study of the theoretical, political and practical aspects of citizenship,

as well as its rights and duties.
- It includes the study of civil law and civil code, and the study of
government with attention to the role of citizens as opposed to external
factors in the operation and oversight of government.

Father of Civic
•Benjamin Franklin- He's referred to as the Father of Civics.
One of the Founding Fathers of the United States of America
was Benjamin Franklin. He was a well-known polymath and a
leading writer, a publisher, a political thinker, a politician, a
postmaster, a chemist, an engineer, a civic leader, a statesman
and a diplomat.

Goals of Civic Education

•Informed and Thoughtful- having or showing knowledge of a particular subject
or situation and absorbed in or involving thought.

•Participate in the community- as the involvement of people in a community in

project to solve their own problems.
•Act politically- action designed to attain a purpose by the use of political power
or by activity in political channels.

•Possess civic and moral virtues- Civic virtue helps people understand their ties
to the community and their responsibilities within it.

Importance of Civic Education

•Civic education is not limited to participation in politics and society, it also
encompasses participation in classrooms, neighbourhoods, groups and
organizations.

•In civics, students learn to contribute to public processes and discussions of real
issues.

•Students can also learn civic practices such as voting, volunteering, jury service,
and joining with others to improve society. Civics enables students not only to
study how others participate, but also to practice participating and taking informed
action themselves.

Different Approaches to Civic Education

•Citizenship Transmission- the transmission of knowledge

•Social Science/History- provide integrated analysis across disciplines

•Reflective Inquiry - self reflect

•Social Action/Justice- justice as fairness

•Child-Centered- encourage children to take learning

Civic Engagement
•Is any individual or group activity addressing issues of public concern.

•Citizens, acting alone or together to protect public values or make a change or

difference in the community are common types of civic engagement.
•Civic engagement includes communities working together in both political and
non-political actions.

•The goal of civic engagement is to address public concerns and promote the
quality of the community.

Civic Democracy
•Democracy is an inclusive political system in which all groups can participate and
all voices are heard.

•It is where transparent and accountable politicians work together in the interests of
their citizens.

•Democracy gives people a real say; it means they are included in the important
decisions in their country or communities, and can make their voices heard.

Four Concepts of Civic Education

•Political Knowledge- Political knowledge may be comprised of facts about the
state, facts about the country's citizens and its political institutions.

•Normative Values- This aspect of civic education is based on the assumption that
for the sake of the existence of society citizens must possess certain values,
aptitudes and dispositions.

•Individualistic Civic Behavior- The assumption of this aspect of civic education

is that society is composed of individuals, and thus civic education should cultivate
the role that the individual takes in the public sphere.

•Communal Civic Behavior- At the basis of this aspect of civic education stands
the fundamental question why are individuals willing to give up some elements of
their personal freedom as part of their life in a larger community.

Citizenship Education Curriculum

 SOCIAL STUDIES IN ELEMENTARY
EDUCATION

Four Major Subgoals of Social Studies

•To acquire knowledge from history the social
sciences and related areas.

•To develop skills to think and to process

information.

•To develop appropriate democratic values, beliefs,

and dispositions.

•To have opportunities for civic participation.

Definition of Social Studies

•Social studies is the integrated study of the social sciences and humanities to
promote civic competence within the school program social studies provides
coordinated systematic study drawing upon such discipline as anthropology,
archeology, economics, geography, history, law and sociology.

Ten (10) themes that are based on the major concepts of history and the
social sciences
1. Culture (anthropology)

2. Time, continuity and change (history)

3. People, Places, and Environment (geography)

4. Individuals Development and Identity (psychology)

5. Individuals Groups and Institutions (sociology)

6. Power, authority and governance (political)

7. Production, distribution and consumption (economics)

8. Science, technology, and Society- the study of the relationship among

science, technology and society.

9. Global connections- the study of global connections and interdependence.

10 . Civic Ideals and Practices – the study of the ideals, principles and practices
of citizenship in a democratic republic.

Key Stage Standards

•Kinder to Grade 3- Demonstrate basic understanding and self-esteem, family,
school, and community, and on the basic concepts of continuity and change,
distance and direction using skills towards in the deep understanding of self and
physical and socio-cultural environment, as a member of own community and of
the wider society.

•Grade 1- Demonstrate self-awareness and self-understanding as a family and

school member and appreciation of the physical environment using the concept of
continuity and change, interaction, distance and direction towards identity as an
individual and a member of a social group, community.

•Grade 2- Demonstrate awareness, understanding and appreciation of the present

and past of the community involved, using the concept of continuity and change,
power, leadership and responsibility, needs and wants, identity, simple concepts
geographical such as location and resources and historical witnesses such as oral
tradition and historical relics.

•Grade 3- Demonstrated a broad understanding and appreciation of Philippine

communities as part of the country's provinces and regions based on (a) physical
characteristics (b) culture; (c) livelihood; and (d) political, using the deep concept
of continuity and change, human interaction and physical and social environment.

•Grade 4- We are proud of being Filipino and the Philippine nation with an
appreciation of the diversity of Filipino cultures based on the use of geography
skills, understanding of culture and livelihood, participation in governance and
appreciation of the goals of the Philippines.

•Grade 5- Demonstrated understanding and appreciation of the formation of the

Philippine archipelago and ancient societies up to large economic change and its
social implications at the beginning of the nineteenth century, using basic concepts
such as historical significance, continuity and change, cause and effect relationship
towards the development of a child citizens who are critical, reflective,
responsible, productive, environmentally friendly, humane and nationalistic and
have an appreciation of social issues in past and present towards forging a
prosperous future for the country.

•Grade 6- Demonstrates an ongoing understanding and appreciation of Philippine

history from the 20th century to the present, towards development of a definite
identity as a Filipino and a citizen of the Philippines Demonstrates a deep
understanding of Philippine history based on review of excerpts of selected
primary sources written, oral, audio-visual and their combinations, from different
eras, towards the development of a nationalist mentality that will serve as the basis
for a broader view of the world.
Social Studies in Junior High School
Curriculum
Deskripsyon
•Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng
“Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine
Basic Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga
kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate
and developed Filipino.” Kaya naman, tiniyak na ang mga binuong nilalaman,
pamantayang pangnilalalaman at pamantayan sa pagganap sa bawat baitang ay
makapag-aambag sa pagtatamo ng nasabing mithiin. Sa pag-abot ng nasabing
mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang
makahubog ng mamamayang mapanuri, mapagmuni, mapanagutan, produktibo,
makakalikasan, makabansa at makatao na may pambansa at pandaigdigang
pananaw at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan.

•Katuwang sa pagkamit ng layuning ito ay ang pagsunod sa teorya sa pagkatuto na

kontruktibismo, magkatuwang na pagkatuto (collaborative learning), at
pagkatutong pangkaranasan at pangkonteksto at ang paggamit ng mga pamaraang
tematiko-kronolohikal at paksain/ konseptuwal, pagsisiyat, intregratibo,
interdesiplinaryo at multisiplinaryo. Sa pagkamit ng nasabing adhikain, mithi ng
kurikulum na mahubog ang pag-iisip (thinking), perpekstibo at pagpapahalagang
pangkasaysayan at sa iba pang disiplina ng araling panlipunan ng mag-aaral sa
pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at kasanayang
pang-disiplina.

•Mula sa unang baitang hanggang ika-labindalawang baitang, naka-angkla (anchor)

ang mga paksain at pamantayang pang-nilalaman at pamantayan sa pagganap ng
bawat yunit sa pitong tema: I) tao, kapaligiran at lipunan 2)panahon, pagpapatuloy
at pagbabago, 3) kutlura, pananagutan at pagkabansa, 4) karapatan, pananagutan at
pagkamamamayan 5) kapangyarihan, awtoridad at pamamahala, 6)produksyon,
distibusyon at pagkonsumo 7) at ungnayang pangrehiyon at pangmundo
Samantala, ang kasanayan sa iba’t-ibang disiplina ng araling panlipunan tulad
pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya , pagsasaliksik/
pagsisiyasat, kasanayang pangkasaysayan at Araling Panlipunan, at
pakikipagtalastasan at pagpapalawak ng pandaigdigan pananaw, ay kasabay na
nalilinang ayon sa kinakailangang pag-unawa at pagkatuto ng mag-aaral sa
paraang expanding.

•Sa ibang salita, layunin ng pagtuturo ng K-12 Araling Panlipunan na malinang sa

mag-aaral ang pag-unawa sa mga pangunahing kaisipan at isyung pangkasaysayan,
pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan
upang siya ay makaalam, makagawa, maging ganap at makipamuhay (Pillars of
Learning). Binibigyang diin sa kurikulum ang pag-unawa at hindi pagsasaulo ng
mga konsepto at terminolohiya. Bilang pagpapatunay ng malalim na pag-unawa,
ang mag-aaral ay kinakailangang makabuo ng sariling kahulugan at
pagpapakahulugan sa bawat paksang pinag-aaralan at ang pagsasalin nito sa ibang
konteksto lalo na ang aplikasyon nito sa tunay na buhay na may kabuluhan mismo
sa kanya at sa lipunang kanyang ginagalawan.

Batayan ng K to 12 Araling Panlipunan Kurikulum

•Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng

“Edukasyon para sa Lahat 2015” (Education for All 2015) at ang K-12 Philippine
Basic Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga
kakayahang kinakailangang sa siglo 21 upang makalinang ng “functionally literate
and developed Filipino.” Nilalayon din ng batayang edukasyon ang
pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning).
Ang istratehiya sa pagkamit ng mga pangkalahatang layuning ito ay alinsunod sa
ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto
(collaborative learning), at pagkatutong pangkaranasan at pangkonteksto.

Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:

•Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan,

kung paano sila namuhay at namumuhay, ang kanilang ugnayan at interaksyon sa
kapaligiran at sa isa’t isa, ang kanilang mga paniniwala at kultura, upang makabuo
ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at mundo at
maunawaan ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa
pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong
pagpapasya, likaskayang paggamit ng pinagkukunang-yaman, at mabisang
komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang
mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makabansa, at
makatao, na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga
usapin sa lipunan sa nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.

Layunin ng AP Kurikulum

•Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na

pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa
at daigdig. Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang
pag-unawa sa nakaraan at kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan
ng lipunan at kalikasan, at sa mundo, kung paano nagbago at nagbabago ang mga
ito, upang makahubog ng indibiduwal at kolektibong kinabukasan. Upang makamit
ang mga layuning ito, mahalagang bigyang diin ang mga magkakaugnay na
kakayahan sa Araling Panlipunan: (i)pagsisiyasat; (ii) pagsusuri at interpretasyon
ng impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng
sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.

Tema ng AP Kurikulum

•Upang tuhugin ang napakalawak at napakaraming mga paksa na nakapaloob sa

Araling Panlipunan, ito ang magkakaugnay na temang gagabay sa buong AP
kurikulum, na hango sa mga temang binuo ng National Council for Social Studies
(Estados Unidos).1 Hindi inaasahan na lahat ng tema ay gagamitin sa bawat
baitang ng edukasyon dahil ilan sa mga ito, katulad, halimbawa, ng ika-anim na
tema, Produksyon, Distribusyon at Pagkonsumo, ay mas angkop sa partikular na
kurso (Ekonomiks) kaysa sa iba, bagamat tatalakayin din ang ilang mga konsepto
nito sa kasaysayan ng Pilipinas, ng Asya at ng mundo. Iaangkop ang bawat tema sa
bawat baitang ngunit sa kabuuan, nasasakop ng kurikulum ang lahat ng mga tema.

1. Tao, Lipunan at Kapaligiran

-Ang ugnayan ng tao sa lipunan at kapaligiran ay pundamental na konsepto
sa Araling Panlipunan. Binibigyang diin ng temang ito ang pagiging bahagi
ng tao hindi lamang sa kanyang kinabibilangang komunidad at kapaligiran
kundi sa mas malawak na lipunan at sa kalikasan. Sa ganitong paraan,
mauunawaan ng mag-aaral ang mga sumusunod:
 1.1Ang mga batayang konsepto ng heograpiya, gamit ang mapa, atlas at
simpleng teknolohikal na instrumento, upang mailugar niya ang kanyang
sarili at ang kinabibilangan niyang komunidad;
1.2Ang impluwensiya ng pisikal na kapaligiran sa tao at lipunan at ang
epekto ng mga gawaing pantao sa kalikasan;
1.3Ang mobilidad (pag-usad) ng tao at populasyon, at mga dahilan at epekto
ng mobilidad na ito; at
1.4Ang pananagutan ng indibidwal bilang miyembro ng lipunan at taga-
pangalaga ng kapaligiran at tapagpanatili ng likas kayang pag-unlad

2. Panahon, Pagpapatuloy at Pagbabago

-Mahalagang makita ng mag-aaral ang pag-unlad ng lipunan mula sa
sinaunang panahon hanggang sa kasalukuyan upang lalo niyang maunawaan
ang kanyang sarili at bansa at sa ganoong paraan ay makapagbuo ng
identidad (pagkakakilanlan) bilang indibiduwal at miyembro ng lipunan,
bansa at mundo. Sentral sa pag-aaral ng tao, lipunan at kapaligiran ang
konsepto ngpanahon (time), na nagsisilbing batayang konteksto at
pundasyon ng pag-uunawa ng mga pagbabago sa buhay ng bawat isa, ng
lipunang kanyang kinabibilangan, at ng kanyang kapaligiran. Ang kaisipang
kronolohikal ay hindi nangangahulugan ng pagsasaulo ng mga petsa o
pangalan ng tao at lugar, bagamat mayroong mga mahahalagang historikal
fact ( katotohan/ impormasyon) na dapat matutunan ng mag-aaral, kundi ang
pagkilala sa pagkakaiba ng nakaraan sa kasalukuyan, ang pagpapatuloy ng
mga paniniwala, istruktura at iba pa sa paglipas ng panahon, ang pag-unawa
ng konsepto ng kahalagahang pangkasaysayan (historical significance),
pagpahalaga sa konstekto ng pangyayari sa nakaraan man o sa kasalukuyan,
at ang mga kaugnay na kakayahan upang maunawaan nang buo ang naganap
at nagaganap.

3. Kultura, Pagkakakilanlan at Pagkabansa

-Kaugnay sa dalawang naunang tema ang konsepto ng kultura, na tumutukoy
sa kabuuan ng mga paniniwala, pagpapahalaga, tradisyon, at paraan ng
pamumuhay ng isang grupo o lipunan, kasama ang mga produkto nito
katulad ng wika, sining, at iba pa. Nakaangkla sa kultura ang identidad ng
grupo at ng mga miyembro nito, na sa bansang Pilipinas at sa ibang bahagi
ng mundo ay napakarami at iba-iba. May mga aspeto ng kultura na
nagbabago samantala ang iba naman ay patuloy na umiiral sa kasalukuyan.
 Sa pag-aaral ng temang ito, inaasahan na makabubuo ang mag-aaral ng
sariing pagkakakilanlan bilang kabataan, indibidwal at Pilipino, at
maunawaan at mabigyang galang ang iba’t ibang kultura sa Pilipinas. Ang
pagkakakilanlan bilang Pilipino ay magiging basehan ng makabansang
pananaw, na siya namang tutulong sapagbuo ng mas malawak na pananaw
ukol sa mundo.

4. Karapatan, Pananagutan at Pagkamamamayan

-Nakabatay ang kakayahang pansibiko sa pag-unawa sa papel na
ginagampanan ng bawat isa bilang mamamayan at kasapi ng lipunan at sa
pagkilala at pagtupad ng mga karapatan at tungkulin bilang tao at
mamamayan. Pananagutan ng mamamayan na igalang ang karapatan ng iba,
anuman ang kanilang pananampalataya, paniniwalang pampulitika, kultural,
kasarian, etnisidad, kulay ng balat, pananamit at personal na pagpili. Kasama
rito ang paggalang sa opinyon ng iba kahit hindi ito sangayon o katulad ng
sariling pag-iisip, at respeto sa pagkatao ng sinuman sa bansa at mundo. Ang
pag-unawa sa karapatang pantao at ang pananagutang kaakibat dito ay
mahalagang bahagi ng AP kurikulum upang makalahok ang magaaral nang
ganap at sa makabuluhang paraan sa buhay ng komunidad, bansa at mundo.

5. Kapangyarihan, Awtoridad at Pamamahala

-Bahagi ng pagkamamamayan ay ang pag-unawa sa konsepto ng
kapangyarihan, ang paggamit nito sa bansa at sa pang-araw-araw na buhay,
ang kahulugan at kahalagahan ng demokratikong pamamalakad, at ang uri
ng pamahalaan sa Pilipinas. Sakop din ng temang ito ang Saligang Batas, na
nagsasaad ng mga karapatan at pananagutan ng mamamayan at ng
sambayanang Pilipino. Ang pag-unawa sa konsepto ng awtoridad at liderato
sa iba-ibang antas at aspeto ng pamahalaan, kasama ang mabigat na
tungkulin sa pagiging isang lider, ay tatalakayin sa AP kurikulum. Ang
karanasan din ng mga bansa sa Asya at sa ibang bahagi ng daigidig ngayon
at sa nakaraan ay pinagmulan ng maraming halimbawa at aralin ukol sa
temang ito.

6. Produksyon, Distribusyon at Pagkonsumo

-Paano gagastusin ang sariling allowance o kita ng magulang? Paano
palalaguin ang naipong pondo ng pamilya? Ang sagot sa mga simpleng
tanong na ito ay may kinalaman sa batayang konsepto ng pagpili (choice),
pangangailangan, paggastos (expenditure), halaga at pakinabang (cost and
benefit) na sakop unang-una ng Ekonomiks, ngunit ginagamit din sa pag-
 aaral ng kasaysayan ng Pilipinas at mga lipunan sa rehiyon ng Asya at
daigidig. Sa pag-aaral ng temang Produksyon, Distribusyon at Pagkonsumo,
magagamit ng mag-aaral ang mga konseptong ito sa sariilng buhay at
mauunawaan ang ibang konsepto katulad ng inflation, GDP, deficit, na
karaniwang nababasa sa dyaryo o naririnig sa balita sa radyo. Mahalaga ring
maunawaan ng mag-aaral ang panlipunang epekto ng desisyon ng indibidwal
na konsyumer at ng mga kumpanya, katulad ng epekto ng kanilang
pagpapasya sa presyo ng bilihin o ang epekto ng patakaran ng pamahalaan
sa pagdebelop ng ekonomiya, gamit ang pamamaraang matematikal.
(Consumer Ed. Financial Literacy, Pag-iimpok)

7. Ugnayang Panrehiyon at Pangmundo

-Sinusuportahan ng temang ito ang layunin ng AP kurikulum na makabuo
ang mag-aaral ng pambansa at pandaigdigang pananaw at pagpapahalaga sa
mga pangunahing usapin sa lipunan at mundo. Araling Asyano sa baitang 7,
Kasaysayan ng Daigdig sa baitang 8, Ekonomiks sa baitang 9 at Mga
Kontemporaryong Isyu sa baitang 10. Makatutulong ang kaalaman tungkol
sa ibang bansa sa pag-unawa ng lugar at papel ng Pilipinas sa rehiyon at
mundo, at kung paano maaaring kumilos ang Pilipino at ang bansa sa
paglutas ng mga suliranin bilang kasapi ng pandaigdigang komunidad.

Inaasahan na sa ika-11 at ika-12 na baitang ay magkakaroon ng mga elektib

na kursong tatalakay sa iba’t ibang isyu (lokal, pambansa, panrehiyon, at
pandaigidig) upang lumawak ang kaalaman ng mga mag-aaral at malinang
ang kanilang mga mapanuring kakayahan. Sa ganitong paraan din ay lalong
mahahasa ang pagkakadalubhasa ng bawat AP na guro sa pagdisenyo ng
nilalaman ng kurso at sa istratehiya ng pagturo nito alinsunod sa
pangkalahatang balangkas ng AP. Ilang halimbawa ng mga paksa ng elektib
na kurso ay:

1. Mga panganib sa kapaligiran at kalikasan, ang pangangalaga nito at

mga hakbang na maaaring gawin ng mga mag-aaral at ng komunidad
upang matugunan ang mga panganib na ito;
2. Ang layunin at pilosopiya ng isang batas o patakarang opisyal, ang
epekto nito sa tao at lipunan (at kalikasan), ang mga problema sa
implementasyon at posibleng solusyon sa problema 3. Ang ugnayan
ng kultura sa pagsulong ng lipunan (komunidad, bansa) at mga isyung
kaugnay sa kaunlaran ng lipunan
3. Mga pandaigdigang problema sa klima, kalamidad (natural at likha ng
tao), at ang paglutas ng mga suliraning ito
4. Mga pandaigdigang problema sa klima, kalamidad (natural at likha ng
tao), at ang paglutas ng mga suliraning ito