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