i
V CIVICS AND CULTURE SERIES One Country, One People 2 Teachers Manual Fourth Edition 2009 ISBN 978-971-07-2557-1 Copyright Š 2009 by Vibal Publishing House, Inc. and Teresita T. Battad. 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
PEOPLE AND COMMUNITIES ............................................
2
Lesson
1 Ethnic Groups in the Philippine ……………………
2
Lesson
2 Characteristics of Filipinos …………………………
4
Lesson
3 The Filipino Communities …………………………
7
Lesson
4 Community Maps ……………………………………
10
Unit
II
Lesson
5 Landforms in the Philippines ………………………
14
Lesson
6 Bodies of Water in the Philippines …………………
16
Lesson
7 The Natural Resources of the Philippines…………
19
Lesson
8 The Historical Places in the Philippines …………
23
Unit
III STRENGTH IN UNITY ........................................................ 28
Lesson
9 The Filipinos: The Country’s Treasure ……………
28
Lesson
10 People Who Help in the Community ………………
30
Lesson
11 National Symbols ……………………………………
32
Lesson
12 The Filipino Traditions ………………………………
37
Unit
IV BE PROUD OF THE FILIPINOS ........................................... 42
Lesson
13 Rights and Duties of Children ………………………
42
Lesson
14 Developing One’s Talent ……………………………
45
Lesson
15 Outstanding Filipinos of the Past …………………
47
Lesson
16 Outstanding Filipinos Today ………………………
49
THE BEAUTIFUL SPOTS IN THE PHILIPPINES .................... 14
Scope and Sequence Objectives/Skills
Lesson Number
4.3 Identify bodies of water that make the country beautiful 4.4 Compare and contrast the different bodies of water Cooperate in taking care of natural resources of the country 5.1 Discuss ways and means of taking care of land resources 5.2 Discuss ways of taking care of water resources Identify historical places of the country Tells the important events that happened in some of these historical places Shows respect and care for historical places
6
Students will discuss human resource of the country and appreciate what the government is doing in taking care of them 1. Explain the importance of the human resource of our country 1.1 Identify our country’s human resource 1.2 Enumerate the group that make up the population according to age 1.3 Enumerate the population that are dependent and those being depended upon 1.4 Compare and contrast working from non-working population 1.5 Compare and contrast population that gives product from population that gives services 2. Discuss government’s efforts in taking care of our country’s human resources
9
Page in the Book 5.
I.
NATIONAL IDENTITY Know the characteristics that identify the Filipino people and country A. The student feels proud of the characteristics that recognize the Filipino people 1. Identifies the desirable attitudes that introduce the Filipino people 2. Shows the chracteristics that identify the Filipino Example: • helping others • respect for elders 3. Recognize the Filipino people that make up the community B.
The student feels proud of one’s own country and its natural resources and cooperates in taking care of them 1. State that the Philippines is made up of different communities 2. Describes the environment of one’s community and other Filipino communities 3. Form conclusion that Filipino communities have different environments 4. Describe the beauty and rich resources of the country 4.1 Identify landforms that make the country beautiful 4.2 Compare and contrast landforms of the country
2
17-25
2
17-25
6.
2
17-25
7.
8. 3
C.
33-38
3,7
33-38 33-38
33-38 5,6,7 5
67-75
vi
83-87
7 96 98 8
109-116
8
109-116
8
116
9 123-126 124-126 124-126
124-126 10
135-142
9
127-129
D. Students can show the skill of using the map in identifying the Philippines as part of the world 1. Recognize the four primary directions: North, South, East, and West 2. Use the primary directions in pointing to the location of places in the community 3. Use the legend on the map in recognizing things or places 4. Use simple map in recognizing and locating things and places
4
E.
11
Students feel proud of the symbols that recognize our country 1. Gives meaning to the colors of our flag 2. Gives meaning to the sun and stars of our flag 3. Shows respect to our national flag and anthem 4. States the importance of our national language as a symbol of our country 5. Identifies Jose Rizal as our national hero 6. Describes the national costume 7. Describes the national flower 8. Gives the characteristics of the carabao as our national symbol 9. States the reason why narra was chosen as the national tree 10. States the importance of the country’s national symbols 11. Shows awareness of the national symbols by means of • showing proper respect for the flag
• • 49 • 50-53
singing “Lupang Hinirang”, our national anthem, with feeling doing the basic steps of Cariñosa dance drawing and painting other national symbols
II. NATIONAL UNITY Recognize the activities and civic and religious celebrations towards unity of the Filipinos
54-55 54-55
A.
149 149 149-151 152 153 155 155 157 155 149-157 149
B.
vii
151 156
12
Student appreciates the activities that unite or bind the Filipinos to be able to meet their needs 1. States the importance of cooperation in meeting one’s needs 1.1 Recognize other needs of the community other than the basic needs 1.2 Identifies the activities in the community that help meet the needs of the family in the community 1.3 States the relationship of population size of the community in meeting its needs 2. Describes the activities in the community that shows unity of the people in times of calamities 3. Describes the tradition that has something to do with the people’s unity such as bayanihan or palusong 4. Describe how the people in the community solve their problems
10,12
Students recognize with interest religious celebration that unites or binds the Filipinos 1. Enumerate the religious celebrations that unites the Filipinos
12
140-142
2
19
2
19
2
19
163-168
2.
3. 4.
Describes the traditions that are related to religious celebrations 2.1 Sings popular community songs related to religion 2.2 Draws the symbols/activities related to religious celebrations Explains how these celebrations contribute to the unity of the Filipinos Shows how joining religious activities can unify the Filipinos
C. The student participates with interest civic celebrations that unites or binds the Filipinos 1. Enumerates the civic organizations that binds the Filipinos Example: Independence Day and Labor Day 2. Describes the habits related to these celebrations 2.1 Sings songs related to civic celebrations 2.2 Draws the symbols or activities related to these celebrations 2.3 Performs the activities that are related to these celebrations Example: Marching 3. Gives the importance of civic celebrations 4. States how these celebrations unify or bind the Filipinos 5. Shows how joining civic activities bind the Filipinos by • making posters • participates in drawing, singing and dancing contests
163-166
III. NATIONAL LOYALTY Explains the importance of the rights and responsibilities of a Filipino
163
A.
164-165 163-165 163-165 12
169-173
169-173
169-173 169-173
B.
169-173
viii
Student can say that each child has rights that he or she must enjoy and responsibilities that they should do with interest 1. Recognize the rights of the child to be given other needs 2. Explains the importance of attaining one’s rights and other needs 3. States what might happen if one will not perform his or her responsibilities 4. Explains that for every right, there is a corresponding responsibility 4.1 Recognize the responsibilities of the child — at home — in school — in church — in the community 4.2 Discuss what might happen if the child won’t attain his or her rights 5. Performs one’s responsibilities — at home — in school — in church — in the community
13
The student gives importance to his or her special potential and what the government is doing to develop such potential/talent Students appreciate their special potentials and be aware of the government’s responsibility to develop these potentials/ talents
14
182-189 181 181 181
184 186 189 190 191
198-203
1.
2.
3.
States that each child has his or her own special talent 1.1 Enumerate the activities that a child can do 1.2 Describes the child’s own potential and what the child can do by himself or herself 1.3 Compare and contrast the special potential of each child States the projects of the government or other organizations in developing the child’s potential 2.1 Enumerate the ways that will help the child his or her talent 2.2 Identify the projects the child can join to further develop his or her potential Shows the way of thanking the government and other agencies that gave opportunities to the child to develop his or her talent/potential
4.
198
203
14
200-202
ix
Explains how the child can emulate great Filipinos in the past and at present in developing one’s talent/ potential 4.1 Recognize some heroes and great Filipinos in the past 4.2 States the special talent of each one of them 4.3 Discuss the ways of how our heroes and great Filipinos in the past developed their potentials/talents 4.4 Recognize some great Filipinos at present that show special talents in different fields of work 4.5 Compare and contrast the different ways our great Filipinos did in the past and at present times in developing their own talents 4.6 Choose the most effective way that the child can choose and emulate in developing one’s own potential/ talent
15-16
209-222
15
209-211 212
16
217-222
217-222
BUDGET OF WORK Unit
Page in the Book
Page in the Teachers Manual
PEOPLE AND COMMUNITIES
2-65
2-13
1
Ethnic Groups in the Philippines
3-15
2-4
10
2
Characteristics of Filipinos
16-31
4-7
14
3
The Filipino Communities
32-47
7-9
12
4
Community Maps
48-65
10-12
15
Lesson
I
II
Lesson Title
THE BEAUTIFUL SPOTS IN THE PHILIPPINES
Number of Days
51
66-121
14-27
5
Landforms in the Philippines
67-81
14-16
15
6
Bodies of Water in the Philippines
82-93
16-19
15
7
The Natural Resources of the Philippines
94-107
19-22
15
8
The Historical Places in the Philippines
108-121
23-25
13
STRENGTH IN UNITY
122-179
28-41
9
The Filipinos: The Country’s Treasure
123-133
28-30
14
10
People Who Help in the Community
134-147
30-32
15
11
National Symbols
148-161
32-37
15
12
The Filipino Traditions
162-179
37-40
15
BE PROUD OF THE FILIPINOS
180-226
42-52
13
Rights and Duties of Children
181-197
42-45
15
14
Developing One’s Talent
198-207
45-47
15
15
Outstanding Filipinos of the Past
208-215
47-49
15
16
Outstanding Filipinos Today
216-226
49-51
15
III
IV
x
Total
58
59
60
G. Ethnic groups in Zamboanga 1. Ilocanos 2. Subanons* 3. Magahats 4. Mandayas 5. Badjaos*
PRETEST/POSTTEST I.
Find out who are the Filipinos living in Luzon, Visayas, and Mindanao. Encircle the number of the correct answers. A. Ethnic groups in Northern Luzon 1. Ifugaos* 7. 2. Chinese 8. 3. Ilocanos* 9. 4. Pangasinenses* 10. 5. Visayans* 11. 6. Kalingas* 12. B. Ethnic groups in Central Luzon 1. Bulakeños* 2. Pampangos* 3. Ilocanos 4. Zambaleños*
5. 6. 7. 8.
Tinguians* Koreans Taiwanese Gaddangs* Bicolanos* Ibanags*
Batanguenos* Mangyans* Tagbanuas*
D. Ethnic groups in Western Visayas 1. Warays 5. 2. Ilonggos* 6. 3. Hiligaynons 7. 4. Aklanons* 8.
Caviteños Capiznons* Subanons Antiquenos*
E. Ethnic groups in Central Visayas? 1. Warays 4. 2. Tirurays 5. 3. Cebuanos* 6.
Boholanos* Eskaya* Mandayas
F. Ethnic groups in Eastern Visayas 1. Warays* 4. 2. Ilonggos 5. 3. Cebuanos 6.
Samareños* Ibanags Ifugaos
Maguindanaos* Aetas Samals* Jama Mapuns*
3. 4.
Aetas* Tagkaolos*
Ethnic groups in Cotabato 1. Tirurays* 2. Tasadays 3. Manobos*
4. 5. 6.
Bagobos* Bikolanos T'boli
J. Ethnic groups in Maguindanao 1. Iranuns* 2. Maranaos
3. 4.
Bilaans Itnegs
K. Ethnic groups in Lanao del Sur 1. Maranaos* 2. Bintoks
3. 4
Warays Kankanays
H. Ethnic groups Davao 1. Mandayas* 2. Visayans I.
Aetas* Tausugs Tarlakeños* Cebuanos
C. Ethnic groups in Southern Luzon 1. Vietnamese 4. 2. Caviteños* 5. 3. Indians 6.
6. 7. 8. 9.
II. Place a check mark (✓) on the two sentences which are correct in each number. 1. Which sentences show that the Filipino is religious? a. Riza prays at the mosque every Friday.* b. Pedro attends mass with his family every Sunday.* c. Lita believes it is not her duty to help other people. 2. Which sentences show the Filipino is hospitable? a. When a person is not welcome at home, the maid tells the visitors that the bosses are not at home. b. Ramon always greets visitors with a cheerful, “Good morning!” or “Good afternoon!”* c. Guests are always offered something to eat or drink.* xi
9. Which sentences show the Filipino is courageous? a. Our Filipino heroes gave up their lives in order to gain freedom.* b. Danilo saw a crime happen but did not report it to the police because of fear. c. Chrisanta, a four year old girl, saved her brother and sister from their burning house.*
3. Which sentences show the Filipino is helpful? a. Children help their parents at home.* b. Parents have maids to do the household chores. c. Members of a community work together to help their community clean and beautiful.* 4. Which sentences show the Filipino is respectful? a. John calls his father by his first name. b. Rica calls her grandmother, Lola and grandfather, Lolo.* c. Children call their parents, Nanay, Tatay, Itay, Inay, or Mommy and Daddy.* 5. Which sentences show the Filipino is cheerful? a. Cynthia becomes angry right away if she does not get what she wants. b. Jenny always has a smile on her face even if she has been working the whole day.* c. Joel thanks the Lord everyday even if he has to walk one kilometer to reach his school.* 6. Which sentences show the Filipino is close to his family? a. The birthday of the member of the family is a time to have a celebration.* b. Letty who studies in the city always calls up her mother to tell her she is okay.* c. The Ramos family considers special events like birthdays and anniversaries a waste of money. 7. Which sentences show the Filipino is creative? a. The Filipinos' hand embroidered jusi and pi単a cloth are famous all over the world.* b. The Filipinos are noted for being good composers of music, good singers and dancers.* c. Filipinos are good imitators of foreign goods. 8. Which sentences show the Filipino is hardworking? a. Mario is a farmer who goes to the farm very early in the morning and goes home at sunset.* b. Jose loves his work and sees to it that he produces quality work.* c. Jane works only when she is told to do so.
III. Find out what you know about the community you live in. Encircle the letter of the item which does not belong to the group. 1. Agricultural community a. farmers b. rice fields
c. fishing boat* d. carabao
2. Fishing community a. sea b. fishing net
c. dried fish d. plowing tools*
3. Mining community a. miners b. vegetables*
c. mountain d. gold
4. Rural community a. few people b. people engage in fishing, farming c. children go to school d. big factories* 5. Urban community a. people know one another* b. tall buildings c. wide roads d. schools, hospitals, supermarkets
xii
6. Industrial community a. many factories b. pollution
c. schools* d. housing is a problem
7. Commercial community a. supermarkets b. movie theaters
c. department stores d. subdivision*
IV. Symbols are guides in reading maps. Connect the symbols at left with their meanings at right. Symbols 1. N 2. S 3. E 4. W
4. Mountain range a. Sierra Madre b. Arayat* 5. Plain a. Central Luzon b. Iloilo lowlands 6. Valley a. Cagayan b. Cotabato 7. Island a. Luzon b. Visayas 8. Inland Sea a. Celebes Sea* b. Visayas Sea 9. Gulf a. Lingayen b. Camotes* 10. River a. Pampanga b. Cagayan 11. Bay a. Subic b. Lanao* 12. Lake a. Laguna de Bay b. Pasig* 13. Waterfall a. Los Banos* b. Pagsanjan 14. Strait a. San Juanico b. Davao* 15. Ocean a. Indian b. South China*
Meanings a. park b. school c.
north
d. house 5. 6.
e.
south
f.
police station
g. east 7. 8. 9.
h. hospital i.
west
j.
supermarket
k. church
10. V. Which does not belong to the group? Encircle the correcct answer. 1. Plateau a. Baguio c. Bukidnon b. Tagaytay d. Davao* 2. Mountain a. Arayat c. Central Plain* b. Banahaw d. Makiling 3. Volcano a. Mayon c. Chocolate Hills* b. Kanlaon d. Pinatubo xiii
c. Cordillera d. Caraballo c. Cotabato plains d. Hundred Islands* c. Cagayan de Oro* d. Compostela c. Mindanao d. Palawan* c. Bohol Sea d. Sulu Sea c. Ragay d. Davao c. Rio Grande de Mindanao d. Taal* c. Iligan d. Manila c. Lanao d. Taal c. Maria Cristina d. Aliwagwag c. Sarangani d. Ta単on c. Pacific Ocean d. Atlantic