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