A) The integrated study of social sciences and humanities to promote civic competence B) The analysis of economic systems and trade C) The study of past events only D) The study of maps, locations, and landforms
A) It remains unchanged over time B) It is limited to history and geography alone C) It focuses only on dates and names D) It is interdisciplinary, integrative, dynamic, and value-laden
A) To train students to become historians B) To prepare students for business careers C) To help students memorize laws and regulations D) To develop civic competence for effective citizenship
A) Affective (Values and Attitudes) B) Psychomotor (Skills) C) Technical-Vocational (Work skills) D) Cognitive (Knowledge)
A) To develop national identity, unity, and love for country B) To separate history from other social sciences C) To encourage students to migrate abroad D) To focus only on global issues
A) Someone who knows many dates and names B) Someone who understands issues, evaluates information, and makes sound decisions C) Someone who can recite laws perfectly D) Someone who agrees with everything the government says
A) Ignore the problems of society B) Only demand rights without fulfilling duties C) Act on knowledge for the common good and respect laws D) Avoid participating in community activities
A) It combines disciplines to focus on citizenship and practical understanding B) It covers fewer topics C) It is more difficult to teach D) It does not include values and attitudes
A) Avoiding contact with other nations B) Blind loyalty to leaders C) Love of country, appreciation of heritage, and commitment to its progress D) Preferring local products over imported ones without reason
A) To train future politicians and government officials B) To produce students with high examination scores C) To preserve only the history of the past D) To produce informed, responsible, and patriotic citizens
A) Constructivism B) Idealism C) Pragmatism D) Realism
A) To develop moral character, values, and understanding of universal truths B) To let students create their own facts and interpretations C) To solve immediate community problems D) To focus only on dates, facts, and statistics
A) Constructivism B) Pragmatism C) Idealism D) Realism
A) Constructivism B) Realism C) Idealism D) Progressivism
A) Knowledge is only gained through meditation and reflection B) Truth is fixed and never changes. C) Facts are more important than application D) Reality is constantly changing; truth is determined by what works and is useful in experience
A) Reading textbooks without discussion B) Recitation of moral principles only C) Lecture and memorization of facts D) Field trips, community projects, debates, and problem-solving activities
A) Based only on absolute rules and laws B) The same for every person regardless of background C) Actively built by the learner through connecting new information with prior experience and reflection D) Passively received from the teacher or textbook
A) Person who decides what truth is for everyone B) Facilitator and guide who helps students explore, analyze, and interpret information C) Sole authority and source of all answers D) Strict examiner who only gives objective tests
A) Only Realism B) Only Pragmatism C) A mix of all four: Idealism for values, Realism for facts, Pragmatism for application, and Constructivism for understanding D) Only Idealism
A) To make informed decisions about curriculum, instruction, and assessment aligned with educational goals B) Sole authority and source of all answers C) To focus only on theories and ignore real classroom needs D) To teach exactly the same way in every situation
A) An integrated study of current issues B) Scientific experiments and research C) Separate disciplines: history, geography, and religion with focus on facts and obedience D) Practical skills for trade and industry
A) 1946 B) 1935 C) 1898 D) 1916
A) Essentialism B) Progressivism C) Traditionalism D) Perennialism
A) Multidisciplinary keeps subject boundaries; interdisciplinary combines concepts and methods to solve problems B) There is no significant difference C) Multidisciplinary is for elementary; interdisciplinary is for college D) Multidisciplinary uses only history; interdisciplinary uses only geography
A) Only Philippine history and culture B) Separate subjects: History, Geography, and Civics C) Fully integrated themes D) Purely economic and financial topics
A) 2002 Basic Education Curriculum B) 1973 Revised Secondary Education Program C) 1935 D) 1946
A) Focusing only on world history B) Removing history from the curriculum C) Separating all subjects again D) Adopting the official integrated approach to teaching social studies
A) Social Sciences B) Citizenship Education C) Araling Panlipunan D) National Studies
A) Preparing students only for college entrance exams B) Producing professional historians C) Memorizing dates and names D) Developing informed, active, and responsible citizens
A) It requires well‑trained teachers and appropriate instructional materials B) It is too easy for students C) It repeats too much content D) It ignores real‑world problemses
A) Article VI, Legislative Department B) Article III, Bill of Rights C) Article XIV, Section 3(2) D) Article VII, Executive Department
A) Governance of Basic Education Act B) Enhanced Basic Education Act of 2013 C) Flag and Heraldic Code of the Philippines D) Kindergarten Education Act
A) RA 8491 B) RA 9155 C) RA 10533 D) RA 10157
A) Removed Philippine history from the curriculum B) Abolished Araling Panlipunan as a separate subject C) First adopted the K‑12 structure and shifted to competency‑based learning D) Ordered the use of only English in Social Studies
A) DepEd Order No. 20, s. 2014 B) DepEd Order No. 31, s. 2012DepEd Order No. 31, s. 2012 C) DepEd Order No. 13, s. 2019 D) DepEd Order No. 47, s. 2016
A) What students should be able to demonstrate or perform B) The grading system and passing rate C) Specific activities for the class D) What students should know and understand
A) Content Standard B) General Objective C) Policy Statement D) Learning Competency
A) Globalization B) Localization C) Standardization D) Nationalization
A) Contemporary World Issues B) Philippine History C) Economics D) Asian History
A) Ensure all students pass standardized tests B) Develop informed, responsible, and patriotic Filipino citizens C) Produce professional historians only D) Prepare students for international employment
A) Following rules and instructions strictly B) Scoring high in written examinations C) Integration of knowledge, skills, values, and attitudes applied in real situations D) Memorizing facts and dates accurately
A) Political Science B) Geography C) History D) Economics
A) Analysis, interpretation, critical thinking, and synthesis B) Cleaning, organizing, constructing C) Drawing, singing, acting D) Cooperating, sharing, leading
A) Knowledge B) Values and Attitudes C) Skills D) Participation
A) Maka‑Diyos B) Makabayan C) Makakompetensya D) Makatao
A) The specific tasks they must perform B) The grading system and passing marks C) What learners should know and understand D) Activities and strategies for teaching
A) Skills can be learned without knowledge B) They are separate and unrelated C) Knowledge provides the foundation, skills allow application, and values guide responsible use D) Values are more important than knowledge and skills
A) Local → National → Global; Simple → Complex B) Theory → Values → Practice C) Abstract → Concrete → Complex D) Global → Local → National
A) Drawing a political map of Asia B) Explaining the law of supply and demand C) Identifying the branches of government D) Respecting the rights and opinions of others
A) To prepare students for college entrance exams only B) Theory → Values → Practice C) To form informed, active, and responsible citizens D) Global → Local → National
A) Teacher‑centered uses books; learner‑centered does not B) Teacher‑centered is for elementary; learner‑centered is for high school C) Teacher‑centered focuses on transmitting knowledge; learner‑centered focuses on constructing knowledge D) Teacher‑centered is expensive; learner‑centered is free
A) Essentialism B) Humanism C) Progressivism D) Constructivism
A) To design their own activities B) To lead discussions and set goals C) To evaluate the teacher’s performance D) To listen, take notes, and recall information
A) Debate, group work, and inquiry B) Lecture, recitation, demonstration, and drill C) Role‑play, simulation, and research D) Project‑based learning and field trips
A) Traditionalism B) Behaviorism C) Perennialism D) Progressivism
A) The sole source of all answers B) Observer with no active role C) Strict authority and disciplinarian D) Facilitator, guide, and resource provider
A) Students investigating the causes of a historical event and presenting their findings B) Copying notes from the board C) Memorizing a list of dates and names D) Teacher reading the textbook aloud
A) Develops critical thinking easily B) Encourages creativity and self‑expression C) Adapts automatically to all learning styles D) Covers large amounts of content efficiently in limited time
A) It reduces student motivation B) It requires more preparation time and is harder to manage in large classes C) It makes learning irrelevant to students D) It cannot develop higher‑order thinking skills
A) Covers large amounts of content efficiently in limited time B) Develops critical thinking easily C) Encourages creativity and self‑expression D) Adapts automatically to all learning styles
A) Learning happens only through repetition and memorization B) All students learn the same way regardless of background C) Learners actively build understanding by connecting new information to prior knowledge and experience D) Knowledge is transferred directly from teacher to student
A) John Dewey B) Jean Piaget C) Jerome Bruner D) Lev Vygotsky
A) Assimilation B) Internalization C) Equilibration D) Accommodation
A) Judge answers as right or wrong immediately B) Ensure students memorize every detail C) Facilitate learning, ask guiding questions, and provide resources D) Deliver all information clearly and quickly
A) Students analyzing primary sources and discussing different perspectives of an event B) Students listening to a lecture without interaction C) Students copying notes from the board D) Students memorizing a list of presidents and their terms
A) Social interaction improves understanding B) New learning depends on previous experience C) Knowledge is fixed and does not change D) Learning is an active process
A) Isolated learning without collaboration B) Discovery learning, where learners find patterns and concepts on their own C) Strict teacher control over content D) Rote memorization of facts
A) To reduce the need for teaching new concepts B) To test how much students already know for grading C) To save time during the discussion D) It provides the foundation upon which new ideas can be built
A) It requires more time, careful planning, and flexible classroom management B) It discourages critical thinking C) It cannot be used in Social Studies D) It makes learning less meaningful
A) It simplifies all issues into simple answers B) It reduces the need for students to participate C) It develops critical thinking, values, and the ability to understand complex social realities D) It focuses only on dates and names
A) Behaviorism B) Essentialism C) Perennialism D) Constructivism
A) Learners retain and understand concepts better when they discover them themselves B) Rote memorization is less effective than active exploration C) Knowledge must be transmitted directly and systematically D) Teachers should provide all answers to avoid confusion
A) A relevant, open‑ended question or problem B) A list of facts and definitions C) A lecture outline D) A textbook chapter
A) Explain → demonstrate → practice → evaluate B) Investigate → conclude → question → plan C) Read → memorize → recite → test D) Pose question → plan → gather data → analyze → conclude → communicate
A) Exploring materials, observing, comparing, and identifying patterns B) Listening to detailed explanations C) Following strict step‑by‑step instructions D) Copying notes from the board
A) Inquiry is used only in science; discovery only in social studies B) Inquiry is teacher‑centered; discovery is learner‑centered C) Inquiry follows a research‑like process to answer a question; discovery focuses on exploring to find concepts or patterns D) There is no meaningful difference
A) Ensure students memorize only the names of leaders B) Let students work without any guidance C) Guide students to find and analyze sources, ask probing questions, and draw evidence‑based conclusions D) Give the final answer immediately to save time
A) Develops critical thinking, research skills, and meaningful understanding B) Reduces the need for lesson planning C) Makes assessment easier and faster D) Covers more content in less time
A) They produce unreliable results B) Students lose interest easily C) They cannot be used in large classes D) They require more time, preparation, and classroom management effort
A) Students are given a question, suggested sources, and a worksheet to help them organize their findings B) Students are left to study any topic they choose without direction C) Students copy definitions of terms from the board D) Teacher reads the lesson and students answer questions from the book |