De La Salle Santiago Zobel School

High School Social Studies Unit

AY 2014-2015
CURRICULUM MAP

Enduring
Understanding
Essential
Question

Lasallian
Guiding
Principles

Transfer Goal

Assessments
(Evaluations)
FOR (Formative)
SUM (Summative)

Activities/Strategies
Best Practices

Resources

Performance Task

Term 2

Skills

Performance
Standards

Competencies

Content
Standards
Unit Topic and
Content

Month

Term
Number

SUBJECT: World Economics: Early Civilizations to the Rise of Capitalism

GRADE LEVEL: Grade 9
TEACHERS: Mr. Reynaldo D. Belen, Jr. and Ms. Nina Belle P. Gavan
STRAND: Term 2: Role of Economy to the Building of Social Classes

Role of Economy to
the Building of
Social Classes

CS1:
The students
show
understanding
A. Development of
on how
Fiefs and Serfdom
classical
events and the
B. Analysis of Demand transitional
period

EU:
Students will
understand
that ... the
contributions
brought about by
events of the
classical and
transitional

At the Level of
Knowledge:

Textbook:
FOR Pretest

A.1. Enumerate in
writing the factors
that caused the
emergence of the

A.1. FOR PosterMaking

(Evaluation: Teacher
Made Rubric)

A.1. Fact Storming Web

(Evaluation: Teachers
Feedback)

A.
Soriano, C. et. al.
Kayamanan:
Batayang

( 14 weeks)September - December 2014

and Supply

influenced the
emergence of
European
countries.
CS2:
The students
show
understanding
of the
relationship
between
demand and
supply as
basis for
making wise
economic
decisions.
PS1:
The students
support an
advocacy that
promotes the
contributions
of the classical
and
transitional
periods, which
have
influenced the
life of the
people at

periods and the

relationship
between demand
and supply
influenced people
in making wise
economic
decisions.
EQ: Students will
find the answer to
the question
How did the
contributions of
classical events,
the transitional
period and the
relationship
between demand
and supply
influence people
in making wise
economic
decisions?
TG: Students will
independently
use their learning
to engage in
advocacies that
influence people
in making wise
economic

Middle Ages
A.2. Explain orally
how feudalism and
manorialism
spread in Europe
A.3. Narrate orally
the process of
performing the
oath of fealty
A.4. Enumerate in
writing the good
qualities of knights
that should be
imitated
B.1. Define orally
demand and
supply

A.2. FOR Group

Report
(Evaluation: 5-point
rubric)
A.3. SUM Role
Playing
(Evaluation: 6 points
Rubric)
A.4. FOR Role
Playing
(Evaluation: 6 points
Rubric)
B.1. FOR
Collaborative Writing
(Evaluation:
Teachers
Feedback)

B.2. SUM
Construction of
B.2. Construct in
Demand and Supply
writing the demand Curve
and supply curve
(Evaluation: 2 points
and orally discuss per item)
its characteristics
B.3. SUM
Drawing/Illustration
B.3. Name through (Evaluation: 5 points
writing the factors
rubric)

A.2. Buzz Session

(Evaluation: Teachers
Feedback)
A.3. K-W-L Group
Activity
(Evaluation: Teachers
Feedback)
A.4. Bubble Map
Group Activity
(Evaluation: Students
Feedback)
B.1. Cubing Group
Activity
(Evaluation: Teachers
Feedback)

B.2. Draw It! Individual

Activity
(Evaluation: Teachers
Feedback)
B.3. Determining Cause
and Effect Individual

Kagamitang
Pampagtuturo.
Quezon City: Rex
Printing Company,
Inc., K-12 Ed. 2014.
Perry, M. A History
of the World.
Houghton Mifflin
Harcourt. 1989.
Revised Ed. Cacho
Hermanos, Inc.
Panganiban, E.
World History:
Creative
Responses
Through the Ages.
Quezon City,
Philippines. 2008.
Sibs Publishing
House, Inc.
Agno, L. et. .al. A
Teaching and
Learning Guide
Based on UbD.
Quezon City
Philippines. 2010.
Vibal Publishing
House, Inc.

present.
PS2:
The students
perform a
critical
analysis of the
relationship
between
demand and
supply in
making wise
economic
decisions.
LGPs
1) Challenge
learners to
realize
their full
potential by
promoting
critical and
creative
thinking,
selfknowledge
and selfmastery
2) Impel
learners to
translate
their

decisions.

affecting demand
and supply

B.4. Specify orally

examples of
substitute goods
and
complementary
goods
B.5. Cite orally
factors that govern
the price elasticity
of demand and
supply.

Activity
(Evaluation: Teachers
and Students Feedback)
B.4. FOR Gallery
Walk
(Evaluation:
Teachers
Feedback)

B.4. Free Writing

Individual Activity
(Evaluation: Teachers
Feedback)

B.5. FOR Frayer

Model
(Evaluation:
Teachers
Feedback)

B.5. Inference
Individual Activity
(Evaluation: Teachers
Feedback)

At the Level of
Process:
A.1. Analyze
through writing the
economic life in
Europe during the
Middle Ages:
Feudalism,
Manorialism and
the emergence of

A.1. and A.2. FOR

321 Analysis
(Evaluation:
Teachers
Feedback)

A.1. Story Chain

(Evaluation: Teachers
Feedback)

B.
Tullao, T.
Understanding
Economics in the
Philippine Setting.
Quezon City,
Philippines. 2010.
Phoenix Publishing
House, Inc.
Economics
Department, Ateneo
de Manila
University.
Introductory
Econmics: A
Manual for
Teachers. Quezon
City, Philippines.
1999. Ateneo de
Manila.

knowledge
into actual
practice for
the
betterment
of society

new towns and

cities.
A.2. Analyze orally
the important
events in Europe
that led to the
spread of
Feudalism and
Manorialism

A.2. FOR
Connecting Ideas
(Evaluation:
Teachers
Feedback)

A.2. Triad
(A to read, B to listen
and C to ask question)
(Evaluation: Teachers
Feedback)

A.3. Compare and

contrast through
writing feudalism
and manorialism

A.3. SUM Venn

Diagram
(Evaluation: 6 points
rubric)

A.3. Topic Talk Pair

Activity
(Evaluation: Teachers
Feedback)

A.4. Explain orally

the kind of life of a
peasant

A.4. FOR Free

Writing Activity
(Evaluation:
Teachers
Feedback)

A.4. Think-Pair-Share
(Evaluation: Teachers
Feedback)

B.1. Analyse orally

the factors that
affects demand
and supply

B.1. FOR Hierarchal

Summaries
(Evaluation:
Teachers
Feedback)

B.1. Travelogue (Market)

(Evaluation: Teachers
Feedback)

B.2. Graphing and

illustration the
interaction of
demand and
supply to the

B.2. SUM Graphing

and Interpretation
(Evaluation: 5-point
rubric)

B.2. Thinking Hat

(Evaluation: 5-point
rubric)

situation of goods
and services
B.3. Relate
elasticity of
demand and
supply to price of
goods and
services

B.3. SUM
Computation
Elasticity of Demand
(Evaluation: 5 points
per item)

B.3 Three-Minute Pause

Activity
(Evaluation: Teachers
Feedback)

B.4. Derive and

analyze in writing
demand and
supply curves

B.4. FOR Interactive

Notebook
(Evaluation:
Teachers
Feedback)

B.4 Quick Write Activity

(Evaluation: Teachers
Feedback)

B.5. Identify
applications of
Demand and
Supply and use
them in analysis

B.5 FOR KWL Chart

(Evaluation:
Teachers
Feedback)

B.5 Sixty-Second
Debate
(Evaluation: 4-point
rubric)

A.1. SUM
Determining Cause
and Effect
(Evaluation: 9 point

A.1. Concept Definition

Map
(Evaluation: Teachers
Feedback)

At the Level of
Understanding:
A.1. Evaluate
through writing the
effect and
contributions of

important events in Rubric)

Europe in the
spread of global
awareness
A.2. Analyse
through writing the
difference of the
life of people
during the Middle
Ages and the life
at present

A.2 FOR Venn

Diagram
(Evaluation: 6 point
Rubric)

A.2 Scenario Building

(Evaluation: Teachers
Feedback)

B.1. Apply the

meaning of
demand and
supply to everyday
life of the family
through writing

B.1 FOR Decision

Making
(Evaluation:
Teachers
Feedback)

B.1 Rotational Learning

Centers
(Evaluation: Teachers
Feedback)

B.2. Make a wise

decision through
writing in response
to changes caused
by the factors that
affect demand and
supply

B.2. SUM Openended Statements /

Decision-making
(Evaluation: 9 point
Rubric)

B.2. Role-Playing
Evaluation: point rubric

At the Level of
Product or
Performance:
Produce a 30second
advertisement that
promote Filipino
products made out
of recyclable
materials

Directed Prompt:
Headline critiquing
that will show
change in demand
and supply
(Evaluation: rubric)
Open Prompt:
Video Analysis:
Reflection on the
Philippine handicraft
industry
(Evaluation: rubric)
Guided Transfer:
Basic Case
Analysis:
Analysis of the
current condition
and problems of
selected local
industries.
(Evaluation: rubric)

Performance Task:
Product
Advertisement
(Evaluation: rubric)
GRASPS Narrative:
Ignorance and lack
of support of locals
on the role played
by indigenous
products in the
performance of the
economy could led
to bigger economic
problem. You are
the head of a
marketing team of a
prestige advertising
company and was
tapped by the
Department of Trade
and Industry to
make a 30-second
video
advertisement. Your
advertisement will
be used as a
promotional tool of
the company
promoting Filipino

products made from

recyclable materials.
It will be assessed
using the following
criteria: Creativity,
Need for Product,
Visual Aids, and
Timeframe.