A PROPOSAL FOR THE

ADOPTION OF PHILIPPINE
NATIONAL STANDARDS for
HISTORY and GEOGRAPHY
EDUCATION
Submitted by

Froilan A. Celestial

Submitted to

Dr. Ma. Floriña Orillos-Juan, Ph. D

University of the Philippines Open University

For partial fulfillment of requirements in SSE 202 (The Study of History

and Geography)

December 1, 2019
I. Introduction

The Fourth Industrial Revolution (4IR), being widely discussed in venues such as World
Economic Forum, (gives emphasis to the introduction of advanced digital innovations (i.e,
artificial intelligence, robotics) that aims the students to get advanced training in different
information systems and technologies which can be applied in the fields of health sciences,
environmental management, and complex data sciences such as cryptography. (Penprase, 2018).
Bryan Penprase cited in his work The Fourth Industrial Revolution and Higher Education
about the “tipping points” which the WEF set to widespread 4IR towards massive societal change.
Some of the targets include 80% of people with digital presence globally and 90% using
smartphones by 2023, and 90% of world population having internet access by 2024.
In the Philippines, despite the rise of artificial intelligence and other technologies bought
by Fourth Industrial Revolution, the Department of Education (DepEd) secretary Leonor Briones
that the manpower in education sector (teachers and education administrators) will still remain
vital in upholding the drive for quality education in the country. On the other hand, she cited the
internet and artificial intelligence as useful sources of information, given that in the past, we only
have books providing knowledge and research reference for students and learning professionals.
(Hernando-Malipot, 2019). This year, it is reported that 27% of Philippine schools are connected
to the internet, and the DepEd will have to double their efforts to integrate the utilization of
Information and Communications Technology (ICT) across the country (De Leon, 2019).

II. Overview of History and Geography Education in the Philippines

In most countries around the world, History and Geography are included as areas of study
in the basic education curriculum. Each of these countries have their own systems, approaches
and focuses in teaching the two disciplines.
History and Geography have come a long way as part of Philippine education curriculum.
These two areas is currently integrated with other disciplines including Cultural Studies,
Economics and Politics in Social Studies subject. However, during the American period when the
public school system started in the country, Geography was given much importance that it was
taught as a separate subject under the primary, secondary and tertiary curricula (Mendoza and
Nakayama, 2003). Rizalyn Mendoza and Shuichi Nakayama cited in their work Makabayan
Curriculum for Secondary Schools in the Philippines: The Development of Citizenship that due to
various experimentations and revisions in the education system, it was removed as a stand-alone
discipline and integrated with History other learning areas such as Civics, GMRC and Filipino
Customs and Traditions.
In the 1982 New Elementary School Curriculum (NESC), the importance in the mastery of
learning which is evident in a fewer areas of study was given emphasis. It aims aims to allot more
time in the development of 3R skills (reading, writing, and arithmetic) especially in the lower
grades. (http://wenn-angnescatteepcurriculum.blogspot.com, 2011). In this program, the Sibika
at Kultura was part of Grades I to III curriculum, while the Geography, History and Civics was of
Grades IV to VI (DO 26, s. 1986 – Arrangement of Different New Elementary School Curriculum
Learning Areas in School Forms, Department of Education, 1986).
 In the 1989 Secondary School Curriculum, the Social Studies area was concentrated in the
study of Philippine History (for First Year level), Asian History (for Second Year), World History
(for Third Year) and Economics (for Fourth Year). Geography, on the other hand, was just
embodied in these areas. (Mendoza and Nakayama, 2003).
The mentioned Social Studies curricular system was continued over in the Basic Education
Curriculum (BEC) implemented in 2002. It gave way to a new discipline called Makabayan, which
is an integration of subjects comprising Social Studies (or Araling Panlipunan), Music, Arts,
Physical Education and Health (MAPEH), Technology and Livelihood Education (TLE), and Values
Education. The aim of Makabayan, according to the BEC document, declares that the learning
area will be the most experiential, interactive, interdisciplinary, and value-laden (Bernardo and
Mendoza, 2006). However, some issues in the implementation of Makabayan in the Social
Studies learning area were encountered, such as lack of framework despite the presence of
parameters provided by Department of Education, and lesser opportunities for learning due to
narrowing of curriculum. (Serafico-Reyes, Sjamsuddin, Wiriaatmadja and Hasan, 2018).
On the other side, the turn of K to 12 Basic Education Curriculum made gradual changes.
Makabayan curriculum has been abolished, which enables the subjects under it to be stand-alone
learning areas. The early grades (Kindergarten, Grades I and II), is focus on the child learner´s
connection to his/her fellowmen, family, school and community. The study of Philippine regions
and its political, cultural, societal and economical characteristics is being tackled in Grade III,
while in Grades IV to VI, are giving emphasis in the Philippine history, culture and society as well
as contemporary issues and challenges towards strong nationhood. In regards with the secondary
Social Studies curriculum, the Philippine History and Government that is used to be studied in
the First Year level (now Grade 7) is discarded. Currently, Grade 7 Social Studies is focused in
Asian Studies (history, geography, culture, society, governance and economy), while Grade 8 is
having the same scope of study except that it is in the World perspective instead. Grade 9, on the
other hand, is now focused in Economics which was previously in the Fourth Year level (now
Grade 10). And in the Grade 10, the Social Studies area is focused in Contemporary Issues which
covers modern-day concerns in environment, human rights, civil responsibilities, as well as
economic and political challenges. (Department of Education Curriculum Guide for Araling
Panlipunan, released 2016).

TABLE I. SCOPE AND FLOW OF CURRICULUM FOR SOCIAL STUDIES IN THE K TO 12 CURRICULUM

Daloy ng
Grado Deskripsyon Tema
Paksa
Ako at ang
Pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa
K Aking 1-2
paglinang ng kamalayan sa kapaligirang sosyal
kapwa
Ako, ang Ang sarili bilang kabahagi ng pamilya at paaralan tungo sa
Aking pagkakakilanlan bilang indibidwal at kasapi ng komunidad, gamit ang
1 1-3
Pamilya at konsepto ng pagpapatuloy at pagbabago, interaksyon distansya at
Paaralan direksyon at ang pagpapahalaga sa kapaligirang pisikal at paaralan
 Pag-unawa sa kasalukuyan at nakaraan ng kinabibilangang komunidad,
Ang Aking gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon,
Komundad, pagkakasunod-sunod ng pangyayari, mga simpleng konseptong
2 1-5
Ngayon at heograpikal tulad ng lokasyon at pinagkukunang yaman, at konsepto ng
Noon mga saksi ng kasaysayan tulad ng tradisyon oral at mga labi ng
kasaysayan
Ang Mga Pag-unawa sa pinagmulan at pag-unlad ng sariling lalawigan at rehiyon
Lalawigan kasama ang aspektong pangkultura, pampulitika, panlipunan at
3 1-6
sa Aking pangkabuhayan gamit ang malalim na konsepto ng pagapapatuloy at
Rehiyon pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal
Pagpapahalaga sa pambansang pagkakakilanlan at ang mga
Ang kontribosyon ng bawat rehiyon sa paghubog ng kulturang Pilipino at
4 Bansang pambansang pag-unlad gamit ng mga kasanayan sa heograpiya, pag- 1-6
Pilipinas unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at
pagpapahalaga sa mga mithiin ng bansang Pilipinas.

Pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan

Pagbuo ng
hanggang sa simula ng ika-20 siglo gamit ang batayang konseptong
5 Pilipinas 1-6
katulad ng kahalagahang pangkasaysayan (historical significance),
bilang
pagbabago, pag-unlad at pagpapatuloy.
Nasyon

Mga Ang Pilipinas sa harap ng mga hamon at tugon ng ika-20 siglo hanggang
6 Hamon at sa kasalukuyan tungo sa pagbuo ng tiyak na pagkakakilanlang Pilipino at 1-6
Tugon sa matatag na pagkabansa (strong nationhood)
Pagkabansa
Pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan,
Araling kultura, lipunan, pamahalaan at ekonomiya ng mga bansa sa rehiyon
7 1-7
Asyano tungo sa pagbubuo ng pagkakakilanlang Asyano at magkakatuwang na
pag-unlad at pagharap sa mga hamon ng Asya

Pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon

sa mga pandaigdigang hamon sa sangkatauhan sa kabila ng malawak
Kasaysayan ng 1-
8 na pagkakaiba-iba ng heograpiya, kasaysayan, kultura, lipunan,
Daigdig 7
pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa,
maunlad at matatag na kinabukasan.
Pag-unawa sa mga pangunahing kaisipan at napapanahong isyu sa
ekonomiks gamit ang mga kasanayan at pagpapahalaga ng mga
1-
9 Ekonomiks disiplinang panlipunan tungo sa paghubog ng mamamayang mapanuri
7
, mapagnilay, mapanagutan, makakalikasan, produktibo,
makatarungan, at makataong mamamayan ng bansa at daigdig
 Pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at
hamong pang-ekonomiya, pangkalikasan, pampolitika, karapatang
Mga pantao, pang-edukasyon at pananagutang sibiko at
1-
10 Kontemporaryong pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang
7
Isyu panahon gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng datos
at iba’t ibang sanggunian, pagsasaliksik, mapanuring pag-iisip,
mabisang komunikasyon at matalinong pagpapasya
K to 12 Araling Panlipunan Gabay Pangkurikulum Mayo 2016 Pahina 11ng 240 Learning Materials
are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been
delivered to schools

III. Observations / Proposal

Upon the researcher´s observation in the new Social Studies curriculum, some points that
makes it better than the previously implemented Makabayan curriculum from the 2002 BEC are
the ff; first, the step-by-step study of the Philippines in geographical, historical, cultural and
economic has been clearly emphasized in the Grades III – VI. Second, is the Araling Asyano,
Kasaysayan ng Daigdig and Ekonomiks being tackled in lower grade. In the researcher´s point-of-
view, the study of Philippine History and Government, which is studied in the previously First
Year level seems so redundant since it is being studied in the long elementary years. Lastly, is the
inclusion of Contemporary Issues in the last grade level. Given the several issues that surrounds
inside and outside the country, students must be given perspective about it and let them
participate in providing solutions. Though on the other hand, it would also be good if the study
of Philippine Constitution was proposed instead, since the said course was removed as a General
subject in tertiary level, and is not part as well of the Senior high school core curriculum subjects.
The importance of Geography, on the other hand, must be given emphasis. The
researcher would like to include it as a separate subject in the primary and secondary curriculum,
however, the congestion of learning area in such is undeniable. Therefore, the researcher
suggests that it could be included in the Senior High School core curriculum. However, the study
of Earth processes are being studied in the subject Earth Science/Earth and Life Sciences. So here
in this proposed syllabus, we are just going to discuss the nature of Geography as a discipline,
world continents and their respective geographical features, the tools used in Geography. Please
see below table.

TABLE II. SUGGESTED SYLLABUS FOR GEOGRAPHY AS A CORE CURRICULUM SUBJECT IN THE
SENIOR HIGH SCHOOL

TABLE OF CONTENTS SUGGESTED

HOURS
A. Geography as a Discipline
1. Geography: An Overview
2. The Origins of Geography
 3. Branches of Geography 10
4. Geography and Other Disciplines
5. The Significance of Geography in Modern World
B. The Continents of the World
1. Asia
2. Africa and Middle East 30
3. Europe
4. North America
5. South America
6. Australia/Oceania/Antarctica
C. Tools / Applications / Methods in Geography
1. Globes and Maps
1.1 An Overview on Using Globes
1.2 The Grids and Lines in the Earth´s Surface 40
1.3 Types/Parts of a Map
1.4 Projection of Maps
2. The Use of Compass and Other Traditional Navigation Tools
3. Geographical Methodologies
3.1 Field Observation
3.2 Remote Sensing
3.3 Sampling
3.4 Geographic Information System
3.5 Statistical Methods
TOTAL NUMBER OF HOURS 80

Fourth industrial revolution is the age when the “science-fiction worthy” technologies
have been or will be introduced. However, how can we integrate this worldwide framework that
is focused primarily in advancement of Natural Sciences and business economic growth, to Social
Sciences such as History and Geography? One thing that the researcher can suggest is the
introduction of a mobile app that can give supplementary information which includes
journals/newspaper articles and films/documentaries which they can read/watch offline to save
data connection cost. The app would also contain a soft copy of the book being used in the
academe, where the author/publisher/educational leaders can make updates. This would also be
an alternative if the school runs out of book supply.

IV. References

Penprase, Bryan. The Fourth Industrial Revolution and Higher Education. Higher Education in the
Era of Fourth Industrial Revolution, pp. 207-229., 2018.
Hernando-Malipot, M. (2019, October 9). Rise up to challenges of digital advances; teachers,
education leaders told. Manila Bulletin. Retrieved from
https://news.mb.com.ph/2019/10/09/rise-up-to-challenges-of-digital-advances-teachers-
education-leaders-told/

De Leon, T.J. (2019, March 25). Forging education system in the digital age. Business Mirror.
Retrieved from https://businessmirror.com.ph/2019/03/25/forging-education-system-in-the-
digital-age/.

Mendoza, Rizalyn and Nakayama, Shuichi. Makabayan Curriculum for Secondary Schools in the
Philippines: The Development of Citizenship. Educational Research for Policy and Practice 2. pp.
13-26, 2003. Available at https://link.springer.com/article/10.1023/A:1024459602954

Ang NESC at TEEP Curriculum. Available at http://wenn-angnescatteepcurriculum.blogspot.com

DO 26, s. 1986 – Arrangement of Different New Elementary School Curriculum Learning Areas in
School Forms. Department of Education, Philippines, 1986. Available at
https://www.deped.gov.ph/1986/07/18/do-26-s-1986-arrangement-of-different-new-
elementary-school-curriculum-learning-areas-in-school-forms/

Bernardo, Allan and Mendoza, Rizalyn. Makabayan in the Philippine Basic Education Curriculum:
Problems and Prospect for Reforming Student Learning in the Philippines. Reforming Learning pp
181-197, 2006.

Serafico-Reyes, Nikolee Marie, Sjamsuddin, Helius, Wiriaatmadja, Rochiati and Hasan, Said
Hamid. Araling Panlipunan (Social Studies) in the Philippine Makabayan Learning Area: Problems
and prospects in articulating social studies as a discipline. Proceedings of the 3rd Asian Education
Symposium (AES 2018), 2018. Retrieved from https://www.atlantis-press.com/proceedings/aes-
18/55917326

Department of Education Curriculum Guide for Araling Panlipunan. Available at

https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf