i
V CIVICS AND CULTURE SERIES One Country, One People 3 Teachers Manual Fourth Edition 2009 ISBN 978-971-07-2558-8 Copyright © 2009 by Vibal Publishing House, Inc. and Estelita B. Capiña. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system without permission in writing from the publisher and authors. Published and printed by Vibal Publishing House, Inc. Main Office: 1253 Gregorio Araneta Avenue, Quezon City, Philippines Regional Offices: Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave. Cebu City Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City Unit 6 144 M. H. del Pilar St., Molo, Iloilo City Bldg. A Unit 4, Pride Rock Business Park, Gusa, Cagayan de Oro City Member: Philippine Educational Publishers’ Association; Book Development Association; Association of South East Asian Publishers; Graphic Arts Technical Foundation
ii
Preface The Goal-Oriented Instructional Model (GOIM) is the design followed in the preparation of the Teacher’s Manual that accompanies the fourth edition of One Country, One People (OCOP) textbook series. This model is adapted from the paper presented by Dr. Minda C. Sutaria at the UNESCO Institute for Education. If objectives are not The Model:
The instructional design of the model serves as the “melting pot” of the total instructional system. It is here where materials appropriate for the lesson, be it print or non-print, are utilized to make learning picturesque and the text matter easier to understand. Materials are organized in a logical presentation of topics. Methodologies provide a background information, systematic reviews, and check-up activities.
achieved, adjust
Specification of objectives
PreAssessment
Instruction
Motivational strategies such as advance organizers, puzzles, music, dance springboard, and games are used to the maximum. High level of questioning leads to the development of concepts and challenges the learner to develop higher order thinking skills (HOTS), including creativity, solving problems, and analytical/critical decision-making skills.
Evaluation
Activities and exercises are varied and instructions are suitable for different ability levels or individual differences such as remediatics (slow), reinforcement (average), and enrichment (fast). Provision for assessment for pupils’ readiness for ongoing lessons is an ongoing evaluation. It will gauge the pupils’ attainment of essential learnings starting when the child is at the beginning of the total essential expectations up to what he or she should be.
If objectives are achieved, augment
In this fourth edition of OCOP, the objectives and skills listed in the Philippine Elementary Learning Competencies (PELC) of the latest Basic Education Curriculum (BEC) issued by the Department of Education (DepEd) were faithfully adhered to by VPHI. The content/subject matter of Social Studies emphasizes universality of concepts and ideas, adaptability, and relevance to the changing times. Furthermore, values pertinent to Social Studies highlights love of and pride in our country as demonstrated by the great Filipinos worth emulating by our young citizens. It is still within the Social Studies area of responsibility to uphold and respect the Constitution and other laws related to it; to respect the cultural diversity of the different ethnic communities, the differentlyabled and the old population of the country. The basic needs of the Filipino family is part of the content that should be understood and addressed. They comprise the population of the community which makes up the nation. Social content is extracted from the sap of our own culture that makes One Country, One People truly a handiwork of Filipino authors.
The evaluation and assessment parts of the instructional design provide appropriate measures and instruments for evaluation of the pupils’ performance on the three domain of objectives: cognitive, affective, and psychomotor. Features of the Teacher’s Manual The Teacher’s Manual that accompanies a textbook as OCOP series is just like two peas in a pod, each is useful as enhanced by the other. The OCOP textbook and Teacher’s Manual are interrelated so that skills, knowledge, and activities stated in the textbook can be effectively taught with the use of the manual that targets the development of the total child. iii
One Country, One People, in its fourth edition, still carries on the basic tenets of modalities in forging lessons close to reality. Social studies, better known as life itself, is therefore taught the way life should be lived, the way people should manage a living style towards a better life. After all, social studies is about people. The components of the Teacher’s Manual spelled out in every unit and chapter, are as follows: I.
II.
General Objectives for the unit Specific Objectives for the chapter • Cognitive — for knowledge, facts, and skills • Affective — highlights national values to intensify love of country, appreciation of Filipino culture, history, and the arts • Psychomotor — application of all essential learning developed
Sample main menu for Filipinism CD-ROM 1
Filipinism CD-ROM
Topics Content provided by the major concept for the unit and specific to the chapter
The fourth edition of OCOP series has a complementary Filipinism Interactive CD-ROM for each level. This CD-ROM is designed as a supplemental tool in the pupils’ mastery of the lessons in Civics and Culture. The CD-ROMs will automatically run on Windows 98 PC. Each CD-ROM has the following features: 1. The content is presented in two languages – English and Filipino. 2. Unit titles comprise of topics which correspond to those in the textbooks. By clicking the title, the user can directly go to the presentations. 3. Units are presented in slide show and/or video format. Clickable icons guide the user in switching from one slide or video to the next.
III. Materials Print and non-print and what is most recent in the information technology IV.
Methods For the development of the lesson with adequate preparatory activities and application of skills with pertinent exercises
V.
Evaluation Feedback exercise for non-graded formative evaluation and at the end of the unit, a final test that will determine entry behavior to the next unit
VI.
— clicking this icon will lead to slide shows of the subtopics under each unit
Enrichment Searching for further knowledge seems endless. This part calls for a breath and depth of all sorts of multimedia materials within the reachable environment of the learning child. This brings us to a wide spectrum of rainbow-hued modern techniques in our changing world.
— this icon will enable the user to read the text of the slide presentation — located at the upper right-hand corner of the slide, this icon opens to the additional relevant or trivia information in each slide iv
Table of Contents
— these icons will show the enrichment activities integrating Values, Music, Arts, P.E., and Health (MAPEH) — this icon links to the video presentation of topics in each unit — this icon links to interactive quizzes and exercises that provide fun while assessing the pupils’ level of learning 4. Other navigation keys and control keys are readily accessible when exploring specific features thus making the interactive CD-ROMs user friendly. Each CD-ROM is best used in the school computer laboratory or through a personal computer (PC) at home. With teacher’s assistance and/or parents’ guidance, the pupils can easily follow the instructions under the Things to Learn on My Computer in selected lessons in the textbook. Some of the activities in the CD-ROMs are also published online at www.vibalpublishing.com. Embedded supplementary web links may also be conveniently accessed through this website. The pupils can directly access the OCOP e-learning supplements through i-learn. vibalpublishing. com (see photo at left). The Author Sample interface of OCOP Grade 1 at i-learn.vibalpublishing.com.
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Unit
I
PROUD TO BE FILIPINOS..................................................
2
Lesson
1 Filipinos Then and Now ……………………………
2
Lesson
2 Filipino Traits …………………………………………
5
Lesson
3 Model Filipinos ………………………………………
9
Lesson
4 Young Filipino Achievers ……………………………
12
Unit
II
Lesson
5 The Philippine Archipelago …………………………
18
Lesson
6 Physical Characteristics of the Philippines ………
20
Lesson
7 Directions and Maps …………………………………
24
Lesson
8 The Climate of the Philippines ……………………
27
Lesson
9 Environment and Livelihood of Filipinos …………
29
Unit
III GOALS OF A PROGRESSIVE FILIPINO ................................ 36
Lesson
10 Goals in Life of Filipinos ……………………………
36
Lesson
11 Improving Oneself ……………………………………
39
Lesson
12 Attitudes and Values at Work ………………………
42
Unit
IV FILIPINOS AND THEIR ENVIRONMENT............................... 48
Lesson
13 Services of the Government …………………………
48
Lesson
14 Funds of the Government ……………………………
51
Lesson
15 Laws that Promote Development …………………
54
Lesson
16 Responsibilities of Filipinos …………………………
57
THE PHILIPPINES: A SPECIAL COUNTRY ........................... 18
Scope and Sequence Objectives/Skills I.
NATIONAL IDENTITY Proud of the physical characteristics of the Philippines and the things that recognize the Filipinos A. Students accept with satisfaction and understanding the different features of the Filipinos 1. Recognize the ancestors of the Filipinos 2. Describe the physical features of the Filipinos 3. Identify some events in the history of our country that explain why the Filipinos have different physical features 4. States with satisfaction our being a Filipino no matter what our physical features may be B. Students analyze the Filipino traits that help in the progress of one’s livelihood 1. Describe the natural desirable traits of the early Filipinos 2. Identify the desirable traits learned from the foreigners 3. Recognize the desirable traits that recoognize us for being Filipinos
Lesson Number
1
Page in the Book
3-8
1
4-8
1
3-6
1
4-10
1
C. Students analyze the physical characteristics of our country and appreciate the advantages they give to us 1. States that the Philippines is an archipelago 1.1 Tell what an island is 1.2 Identify the islands that make up the Philippines 1.3 Explain what an archipelago is 1.4 Describe an island and archipelago 2. Discuss the advantage of being an archipelago 3. Give the advantages of the different landforms 4. Give the advantages of the different bodies of water
3-8
2
18-26
2
27-28
2
4. Explain how Filipino traits can be favorable or hindrance to the progress of one’s livelihood and recognize us for being Filipinos 5. Follow the example of people who showed desirable traits and attitude
D. Students describe our country through the use of a map 1. Identify the primary and secondary directions 2. Use the primary and secondary directions in telling the location of the big and small islands of our country on the map
19-26
vi
2
19-26; 29-30
2,3,4
21-22; 39-47; 55-63
5
70-72
5
74-75
6
80-86
6
87-91
7
97
7
98-99
3. Compare and contrast the big islands according to location or direction, size and shape
7
99
4. Recognize the physical map of the Philippines
7
101
4.1 Give the meaning of the symbols on the map that stand for the different landforms and bodies of water
7
101,104
4.2 Point on the map the important landforms and bodies of water of our country
7
4.3 Make a simple sketch of the map of the community showing the important landforms and bodies of water
7
5. Identify the climate of our country
8
114-115
5.1 Compare and contrast the climate of the different parts of the country through the use of a climate map
8
116
5.2 Explain the reason why there are differences and similaritis of climate in the different parts of our country
8
5.3 Identify the climate of one’s own community
8
116-117
5.4 Enumerate the factors that has something to do with climate
8
117
6. Form a conclusion regarding the climate of our country
8
114-118
1. Recognize the basic occupation of the Filipinos
9
123-127
101
2. Relate the topic of basic occupation to the physical characteristic of our country
9
123-127
101-106
3. Explain how the people adapt themselves to the type of their environment
9
129-130
4. Tell the ways how to take care of the source of our livelihood
9
131-132
5. Show how to value our environment
9
131-132
E. Have the students value or give the importance on how the citizens adapt their occupation to the physical characteristic of our country
5.1 Show by means of drawing/ painting and singing the ways of taking care of our environment
116-117
5.2 Create design of things coming from the environment
vii
•
collage of different texture
•
drawing designs through the use of leaves/flowers and other things in the environment
II. NATIONAL UNITY Joining any activity that has something to do with a progressing livelihood
10
5. Give evidence that cooperation is important to be able to realize the dreams for the school and community Example: In school • group work in creative art • group art related to their desire
144-150
A. Students will value or appreciate the development of one’s potential contributory to attaining the basic needs which is the aim or desire of the Filipinos 1. State that a progressive life is the aim and desire of the Filipinos
10
1.1 Tell that the aim of the Filipinos is to meet the basic needs
10
144-146; 147-150
In community • Cooperation/voluntary group work • Program on “Clean and Green” • Waste Management • Keeping watch on environment use 6. Participate actively in the different activities based on one’s capability to be able to achieve one’s objective
145-146
1.2 Discuss the things that can help or hinder the attainment of the Filipino people’s aim for a better life such as — big population — attitude towards work — custom and tradition of the Filipinos 2. Recognize that the Filipinos have rights and responsibilities to develop one’s potential and the potentials of others to help attain their aims and desires
11
3. Use one’s talent towards a progressive way of life by having confidence in one’s talent and capability
11
155-158
4. Discuss the opportunities in the community and country that will help develop one’s potential
11
159-160
B. Student will give importance to the attitude and values for work that will help attain one’s objective 1. Analyze the relationship of desirable attitude and values for work in attaining one’s objective 2. Explain how desirable attitude and values on whatever type of work are directly related to a progressing livelihood 3. Describe what might happen to one’s livelihoood if wok related attitude and values are not satisfactorily shown or demonstrated
154-160
viii
11
157-160
11
157
11
157-160
12
164-169
12
164-169
12
164-169
4. Discuss ways and means that will show how proper attitudes and values can help in the progress of one’s livelihood
12
164-169
4. Explain the effect of a fast growing population in the government’s efforts to provide even for just enough public services
14
196-197
5. Show in one’s behavior and habits the effect of desirable attitude and values related to whatever type of work the person is engaged in
12
164-169
5. Give importance to the services people receive from the government
13,14
182-187; 197
6. Show pride for any noble and respectable type of work or job
12
1. Identify the laws that help in having a progressive livelihood.
15
201-205
2. Recognize the responsibilities of the citizens to have a peaceful way of life
16
210-218
3. Identify the responsibilities of the citizens in taking care of the environment
16
213-214
4. Tell the responsibillity of the citizen’s in helping develop a progressive livelihood
16
215-218
III. NATIONAL LOYALTY Give importance to the rights and responsibilities of each of the citizens to develop a progressive livelihood
13
B. Student knows that the citizens have responsibilities they should do to the government to help in developing a progressive livelihood.
164-169
182-189
A. Student knows that he or she has the right to receive government services that should be valued 1. Recognize the services received from the government
13
183-187
2. Identify the benefits from government services for one’s progress in life
13
183-187
3. Explain how the government meet the needs of the citizens
14
3.1 Explain that the tax paid by the citizens is the primary source of government income
14
193
5. Discuss what might happen if the responsibility to obey laws will be ignored
15
206
3.2 Tell the other source of government income needed to meet the needs of the citizens
14
194-195
6. Demonstrate performing one’s responsibility as a citizen
16
211-218
Example: 193-194
ix
•
Paying taxes
•
Developing personal potential
BUDGET OF WORK Unit
Page in the Book
Page in the Teachers Manual
PROUD TO BE FILIPINOS
2-69
2-
1
Filipinos Then and Now
3-17
2-5
15
2
Filipino Traits
18-37
5-9
12
3
Model Filipinos
38-53
9-12
15
4
Young Filipino Achievers
54-69
12-15
10
70-143
18
Lesson
I
II
Lesson Title
THE PHILIPPINES: A SPECIAL COUNTRY
Number of Days
52
54
5
The Philippine Archipelago
71-79
18-20
8
6
Physical Characteristics of the Philippines
80-95
20-23
10
7
Directions and Maps
96-113
24-26
8
8
The Climate of the Philippines
114-121
27-29
14
9
Environment and Livelihood of Filipinos
122-143
29-32
14
GOALS OF A PROGRESSIVE FILIPINO
144-181
36
10
Goals in Life of Filipinos
145-153
36-38
13
11
Improving Oneself
154-163
39-42
13
12
Attitudes and Values at Work
164-181
42-44
13
FILIPINOS AND THEIR GOVERNMENT
182-225
48
13
Services of the Government
183-191
48-51
14
14
Funds of the Government
192-199
51-53
15
15
Laws that Promote Development
200-209
54-56
12
16
Responsibilities of Filipinos
210-225
57-59
15-18
III
IV
x
Total
39
56-59
8. Which trait is shown by praying before and after meals? a. honesty c. spirituality* b. cooperation d. resourcefulness
PRETEST/POSTTEST I.
Multiple Choice. Choose and encircle the letter of the correct answer.
9. Which of the following situations shows lack of discipline? a. studying for a test b. recycling old newspapers c. being close to family members d. ignoring a “keep off the grass� sign in the park* 10. Which is not an elevated landform? a. hill c. mountain b. valley* d. mountain ranges
1. What body of water lies west of the Philippines? a. Celebes Sea c. Pacific Ocean b. Indian Ocean d. South China Sea* 2. Which part of the country is frequently visited by typhoons? a. eastern part* c. northern part b. western part d. southern part 3. What is the biggest island in the Philippines? a. Luzon* c. Visayas b. Palawan d. Mindanao
11.
What makes the Philippines an archipelago? a. It is found in the tropics. b. It has big bodies of water. c. It is surrounded by water. d. It is composed of several islands.*
12.
Why is it important to attract tourists in our country? a. They are rich people. b. They make our beaches beautiful. c. They can provide income to most Filipinos. d. They will harness the energy resources of our country.
13.
Which volcano is located within a lake? a. Taal* c. Hibok-hibok b. Mayon d. Mount Pinatubo
14.
Which is the longest mountain range in the Philippines? a. Diwata c. Cordillera b. Caraballo d. Sierra Madre*
15.
Which is the largest island in the Visayas? a. Leyte c. Negros b. Panay d. Samar*
4. Which province is not included in Southern Luzon? a. Batangas c. Laguna b. Bataan* d. Cavite 5. What kind of industry is commonly found in places near rivers, lakes, and sea? a. mining c. farming b. fishing* d. weaving 6. Why do Negritos transfer from place to place? a. They like to wander in the forests. b. Their enemies drive them away. c. They are looking for food to eat.* d. They are natural wanderers. 7. Why should we not believe in superstitions? a. because they are funny b. because they are not true* c. because they are very old d. because they are prohibited by religion xi
II. Identification. Write the letter of the correct answer. Find the word in the box. a. b. c. d. e. f. g. h.
Negritos “po” and “opo” Chinese superstition Peter Bellwood Spaniards TESDA DOLE
i. j. k. l. m. n. o. p.
_____ h 13. The agency responsible for the protection of the rights of the workers _____ g 14. The agency that trains Filipinos to develop technical and vocational skills _____ p 15. The government agency that ensures peaceful and orderly Philippines
Robert Fox Islam Tabon Man Americans DOH Homo erectus philippinensis NHA DND
III. Matching Type. Choose from column B the kind of map being described in column A. Write on the blank the letter of the correct answer. A _____ 1. Shows the different lande forms and bodies of water _____ 2. S h o w s t h e b o u n d a r i e s b between places like towns, cities, or provinces
_____ 1. The scientist who explained the idea of Austronesian e migration _____ 2. Direct proof that there were already people who lived k in the Philippines thousands of years ago _____ 3. Introduced the public education system l _____ 4. Among the foreigners who first arrived in the Philippines c were traders known to be hardworkers, disciplined, and honest _____ 5. Leader of the team who discovered the remains of the i Tabon Man _____ 6. The direct ancestors of Dumagats, Agtas, Aetas, and a Itas _____ 7. Name given by archaeologists to prehistoric Filipinos n who they believed inhabited Cagayan Valley _____ 8. The religion that the Muslim traders brought to the j Philippines _____ 9. Words used to show respect b _____ d 10. A belief that has no basis _____ o 11. Government agency that aims to solve the housing needs of the Filipinos _____ m 12. Government agency that takes care of the health needs of the Filipinos
a. ethnic map b. political map c.
economic map
_____ 3. Guides the traveler to the d right direction
d. road map
_____ 4. Shows where the different a groups of people in the country live
e.
physical map
f.
climate map
_____ 5. Shows the type of weather f in a particular place
g. Mindanao
_____ 6. Shows the different products c and industries in the different provinces or regions
h. Central Luzon i.
compass
_____ 7. Place where most of the g Muslims live
j.
thrift
_____ 8. Introduces projects for the k youth
k. civic organization
_____ 9. Used in pointing out the i direction _____ j 10. Trait from the Chinese towards livelihood
xii
B
II. Decision-making. Write T if the statement is true and F if it is false. __T__ 1. Experts believe that the original people who lived in the Philippines were the Negritos. __T__ 2. Austronesians introduced pottery-making and metallurgy to the early Filipinos. __T__ 3. Because Austronesians were maritime travelers, they established their communities near the seas and rivers. __T__ 4. Prehistoric people used stone to cut meat and chop wood. __F__ 5. According to Robert Fox, Negritos used boats to travel across oceans and seas. __F__ 6. Filipinos started trading with the Chinese only after the arrival of the Spaniards. __T__ 7. The Negritos and the Austronesians are believed to be the ancestors of the Filipinos. __T__ 8. The Austronesian is the biggest family of language in the world. __T__ 9. Filipino mestizos resulted from the marriage of Filipinos to foreigners who settled in the Philippines. __F__ 10. Americans colonized the Philippines for 50 years after the colonial rule of the Spaniards ended.
c. because it helps develop everyone d. because it creates disorder in the community 4. How will you sing “Lupang Hinirang?� a. laughing c. respectfully* b. standing d. in a disorderly manner 5. What will you do to become a good citizen? a. I will play everyday. b. I will sleep everyday. c. I will speak ill of my country. d. I will make my assignments everyday.* 6. What trait did our Ifugao forefathers show when they made the rice terraces? a. respectful b. being understanding c. patience and industriousness* d. knowing how to show gratitude 7. If you have natural talent in music, what organization will you join in school? a. a choral group* c. a dance group b. a drama club d. an art club
V. Evaluation. Choose and encircle the correct answer. 1. How will you take care of yourself as a valuable resource of thecountry? a. I will not eat. b. I will eat junk food. c. I will drink plenty of softdrinks. d. I will eat fresh fruits and vegetables.* 2. Why is education important? a. It improves our lives.* b. We lose hope in life because of this. c. We become conceited because of this. d. It adds more problems to the country. 3. Why is unity among the citizens important in a community? a. because it unites the people* b. because it makes the people sad
8. Which of the following shows the hospitality of Filipinos? a. showing the skills of children b. serving the food they do not like c. asking the guest to help clean the house d. making sure that guests are comfortable* 9. What trait is associated with the bayanihan spirit? a. honesty c. hardworking b. cooperation* d. resourcefulness 10. What trait is shown by using paper to make bags? a. creativity* c. spirituality b. cooperation d. hardworking xiii
o m h g p j
e g f a
a. b. c. d. e.
DSWD DOLE NHA DND PAG-ASA
f. g. h. i. j.
Phivolcs NDCC DOH TESDA DepEd
xiv
xv