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