Integrated unit in social studies.pdf

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Part of Philippine Educator

extracted text: 19. tolerance 19. tech-ni-cal 20. trusteeship 20. ter-ri-to-ries 21. universal 21 . or-gan-i-za-tion III. A-The Red Cross is the symbol of services. Through the years of its existence it has worked for peace and security. It· takes care of refugees and helps families of prisoners of war to find where they are and get packages. It inspects prison camps to "' see that they meet certain standards. In peacetime it helps to fight epidemics and famine and comes to the assistance of people who are homeless or hurt because of floods, earthquakes and other disasters. In \vartime it is a source of relief and comfort to unfortunate human beings wherever they are. There is almost no limit to the services the Red Cross performs. B. The United Nations is an organization of nation::; for the maintenance of world peace. The name \Vas clevised by the late President Roosevelt. It was first usecl in the Declaration by United Nations of January 1, 1942, when representatives of 26 nations pleclged their government to continue fighting against the Axis. IV. A. established victims purposes programs Europe B. 1. October 2. Flushing Latin territories countries Mediterranean control Meadow '" contributions " . 11. representatives 6. 7. 8. 9. 5. friendly 10. diseases tuberculosis welfare midwives nurses business agencies knowledge epidemics polar V. A. I am War. Wherever I am fought, there is suffering, destruction and death. I have fought for many reasons: for loot, to gain more territory, to ac-. quire land and raw materials. Have I not worked for Peace? After a War there follows some sort of Peace-until I am around again. B. Wait! Do not leave in despair. Look! They have applauded you. What doe~ that mean? That means they recognize an important work you have done, League of Nations. VI. 1. The Security Cotmcil is composed of five permanent me:rpbers. 2. The Trusteeship system encourages respect of human rights and recognition of the interdependence of the peoples of the world. 3. The judges of the International Court of Justice cannot engage in any other occupation during their term of office. 4. The present Secretary-General of the United Nations is Dag Hammarskjold. 5. The United Nations gives freely and without ·· thought of retur~s. 6. The rights of man are for all without distinction. 7. Everyone has the right of the freedom of religion. 8. The General Assembly is the town meeting of the world. 9. The United Nations is an international organization. 10. The World Health Organization helps improve the teaching of health. VII. 1. was 6. much 2. is 7. ·members 3. is 8. serve 4. helping 9. report 5. work 10. many Integrated Unit in Social Studies UNIT: Our Changing Ways of Life and Customs About Courtship, Marriage, Burial and Health I. Objectives A. Knowledge and Information: 1. To know who the early inhabitants 1of the Philippines were - their characteristics, ways of living, PAGE 32 By Rosario I:· Cruz (dress, shelter, food), and customs about courtship, marriage burial and health. 2. To learn how other countries like China, India, Spain and the United States have influenced our ways of life and customs (as mentioned in No. 1). B. Attitudes and Appreciations: 1. To appreciate the early culture of our ancestors. THE PHILIPPINE EDUCATOR 2. To realize ho'A' much changes brought about by China, India, Spain and the United States have affected our ways of living and customs about courtship, marriage, burial and health. 3. To be interested in the historical background - of our great, great ancestors. C'. Habits and Skills: 1. To further form the habit of a. using reference materials. careful1y and accurately as much as possible in getting the n,ecessary information that will lead in the solution of their problems of s,tudy ; b. organizing one's report in an orderly se-, quence; and c. neatness in all kinds of work whether writing out reports, making projects, etc. 2. To work cooperatively with one's group or other members of the class in all activities concerning the unit. "3. To try to be a good listener or to give one's report clearly and accurately. II. Suggested Contents A. Early inhabitants 1. Who were they and their characteristics a. Aetas b. Indonesians c. Malays - primitive, semi-civilized, civilized 2. Locating on the map where the early inha)Jitants settled. B. Ways of living of the early Filipinos 1. How they lived 2. What foods they ate and how they obtained their food 3. How they dressed 4: Other ways to distinguish one wave of immigrants from the other. Example: industries C. Customs of the early Filipinos 1. Courtship 2. Marriage 8. Burial 4-. Health D. The influence of other countries on our ways of !if e and customs 1. Countries - China, India, Spain, United States 2. Evolution. of the Filipino custom - men and women E. Other present customs as compared to the old ' ones OCTOBER, 1957 1. Which should be preserved 2. Which should be discouraged III. Suggested Activities A. Initiation of the unit l. Displaying pictures in the classroom (a week or so) as preparatory step in having the children get an idea of the unit they will undertake. (Before actual class period begins, children may go around to lobk at the pictures.) 2. Story-telling by the teacher (How The Early Inhabitants Came to the Philippines) NOTE: The Story was taken from the Philippine Saga by Prof. H. Otley Beyer and simplified by the writer of this plan to suit the understanding of her pupils. B. Raising problems 1. How do we compare with our ancestors as to: a. dress b. food c. shelter d. customs on cour·tship, marriage, burial, health. 2. How did other countries influence our ways of living and the above named customs? C. Suggested Activities concerning: 1. Research a. Looking in textbook in history, magazines, newspapers, encyclopedias or other available supplementary texts the answers to the problems raised. b. Asking elders some of our old-time customs. 2. Reports a. Members of different groups will report on what they have researched on problems in which they are interested in. 3. Discussion a. Who were the early inhabitants of the Philippines? b. How do they differ from one another in characteristics? Ways of Ii ving? c. What are some of the things we see around us now that show some of the early inhabitants of th~ Philippines are advanced in their ways of living? d. Tell us some of our customs that can be traced from China, India, Spain, and the United States. e. How did these countries affect our ways of livin~? 4. Construction and Creative activities a. Dressing little dolls to trace the evolution of the Filipino costume. PAGE 33 b. Dramatizing informally some of the old and new customs. c. Collecting pictures to show traces of influence of the different countries on our ways of cl. :rvTaking scrapbooks . on each of these cusliving. .. toms: Courtship, Marriage, Burial and· Health. D. Culminating Acti\'jty 1. Exhibits of things made by the children. 2. A mo\'ie based on the unit (pictures for the film to be drawn by children and short commentaries written by them, too, for each picture). The show box will be used. E. Evaluation 1. Test on whole unit. 2. Children should by the time the unit is finished show signs of: , a. appreciation for the culture of the early Filipinos. b. interest in his own report or piece of work and that of his co-members of the group. c. furtheT developments of the habit of coopera- · ti on and willingness to work; starting work on time; having a clean piece of work; and of listening with understanding. IV. A. References for Teachers and Pupils 1. Agorilla, Am~do. Stories of Our Country. Manila: Manlapaz Publishing Co., c 1951 2. Alip, Eufronio. PhiliJh1ine History (Political Social, Eco11omic). Manila: Alip. and Brion Pub!Ications, Inc., c 1940 .. ~ 3. Benitez, Conrado. Philippi11c History In Stories. 4. Beyer, H. Otley.· The Philippine Saga. Manila; Evening News Publications, c 1947 5. Fernandez, Leandro. A Brief History of the Philippi11cs. Boston: Ginn and Company, c 1917 G. Galang, Zoilo M. Eucyclopedfo of the Philip' p111es. Vol111i1e X. Manila: P. Vera and Sons Co., c 1936 B. Additional Materials 1\'Iagazines and newspapers for pictorial collections:· Sunda? Times, ·women's Magazine, Evening News, Daily Mirror, Filipino Komiks, Tagalog Klasiks, Li\Yay;vay. (Story ~s sim}Jlified by the writer) Nearly 250,000 years ago, to be exact, in the last glhcial period, the waters of the ocean surrounding the Philippines dropped at least 150 feet below present levels. Vast, wide bc1dies of land formerly under w·ater were exposed. These bodies of land connected our island~ with the mainland of Southeast Asia. Even as far back to that time; men were always looking for better life. They \Yere not contented in staying in the place where they lived. So when these vast bodies of land rose, these men used them as bridges to go from the mainland of Southeast Asia to the Philippines. These land bridges later became known as the "highway of history." (The shaded areas sho\yn on the map were dry land in that period of man's first migration.) The first wave of immigrants. was followed by another wave who came about 25,000 to 30,000 years ago. Gradually, as time went on, the ice melted over the world. Little by little the land bridges were submerged and water was all aroun'd the Philippines again but npt until Restless Man had found his way to our country. Then about 5,000 to 6,000 years ago, a· third wave of immigrants came to the Philippines from the North. The land bridges were already water, but these brave people sailed through the great seas to reach our shores. Very much, much later, people from neighboring and faraway countries like China, India, Spain, and the United States came to our country either to visit, to trade, or make their homes. Our Struggle for Independence, Grade·VI UNIT: The Philippine Struggle for Independence PROBLEM: How did the Filipinos eventually gain their independence? I. SPECIFIC OBJECTIVES A. Knowledge and Understanding PAGE 34 By William A. Faculo 1. To know that even the early Filipinos desired to be free. 2. To understand the general causes of the different revolts in the Philippines during the Spanish time. 3. To understand wh~' the revolts failed. 4. To know what is nationalism, THE PHILIPPINE EDUCATOR
Date: 1957
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