OCOP 4 TM_FM.indd - Vibal Publishing

Transcription

VGEOGRAPHY, HISTORY, and CULTURE
FOURTH EDITION
4
An Instructional Plan
Based on UbD
One COUNTRY
One PEOPLE
Evelina M. Viloria, Ed.D.
Grace Estela C. Mateo, Ph.D.
Author-Editor
i
This Teacher's Manual is intended only for teachers who use a Vibal CTLP.
© Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.
Consultant
V CIVICS AND CULTURE SERIES
One Country, One People 4
An Instructional Plan Based on UBD
Fourth Edition 2010
ISBN 978-971-07-2690-5
Copyright © 2010 by Vibal Publishing House, Inc. and Evelina M. Viloria, Ed.D.
All rights reserved. No part of this book may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording or any information storage and retrieval system without permission in
writing from the publisher and authors.
Published and printed by Vibal Publishing House, Inc.
Main Office:
1253 Gregorio Araneta Avenue, Quezon City, Philippines
Regional Offices:
Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave.
Cebu City
Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City
Unit 6 144 M. H. del Pilar St., Molo, Iloilo City
Bldg. A Unit 4, Pride Rock Business Park, Gusa, Cagayan de Oro City
Member: Philippine Educational Publishers’ Association; Book Development
Association; Association of South East Asian Publishers; Graphic Arts
Technical Foundation
ii
Preface
Teaching Geography, History and Civics is no easy task. This subject
area aims to mold students into nationalist young citizens who value
our history and culture and possess a clear vision of their future role as
tomorrow’s leaders. It is therefore imperative that we teachers should be
armed with the necessary knowledge and skills so that we could equip
the students with the necessary learning.
essential questions serve as motivation for the students to think and seek
the essential understanding.
Assessment serves as proof and yardstick for the students’ learning.
This instructional plan, replete as it is with different kinds of traditional
assessment, is made even more relevant by the inclusion of different
authentic tasks that students should do to show proof of their understanding of the lessons. These authentic tasks are accompanied by rubrics (see Appendix) which indicate performance criteria and indicators.
Authentic assessment serves as a valuable tool for you to ensure that
your students achieve higher order thinking skills or HOTS. In adherence to UbD, this manual also takes into consideration the six facets of
understanding which measure and show evidence that the students have
acquired the essential knowledge.
In light of the above, we offer you, Geography, History and Civics
teachers, this Instructional Plan Based on UbD. This learning plan
is organized based on the teaching-learning framework known as
Understanding by Design (UbD) introduced by Grant Wiggins and
Jay McTighe.
This Instructional Plan Based on UbD is designed to help you
better to teach – and your students to better understand – the lessons
contained in Vibal Publishing House’s Social Studies textbook series
One Country, One People (OCOP). It is aligned with the three stages
in UbD, namely:
•
Stage I: Identifying Desired Results or Outcomes;
•
Stage II: Assessment; and
•
Stage III: Instructional Plan or Learning Plan.
This instructional plan is organized in accordance with the aims of
the 2010 Secondary Education Curriculum (2010 SEC) of the Department
of Education. Each lesson or series of related lessons has a corresponding instructional plan. Each plan aims to discover, firm up and deepen
the students’ knowledge and skills, after which these are applied in or
transferred to other contexts.
Aside from being in accordance with UbD, another essential feature
of this instructional plan is the use of the Filipinism/Makabayan CDROM and weblinks as teaching aids to make learning more enjoyable
for your students. This instructional plan identifies lessons contained in
the Filipinism/Makabayan CD-ROM which you could use to impart additional knowledge to your students. This instructional plan also identifies appropriate weblinks which your students could access through the
Internet for them to gain additional information about the lessons. It is
imperative that you provide the necessary guidance to your students as
they use these teaching aids.
The first two stages are subsumed under each unit’s instructional
plan. The four instructional plans in this manual correspond to the four
units of OCOP or the four grading periods. Meanwhile, the third stage
will serve as your guide in your day-to-day teaching so that your students
could realize the desired outcomes or results.
Identifying Desired Results or Outcomes is centered on identifying
knowledge (big ideas, concepts, principles and issues) and skills that the
students should acquire at the end of the unit. These content and performance standards are clearly spelled out in the first stage. This stage
also identifies the essential understanding or the enduring ideas that the
students should be able to learn. Such knowledge will be arrived at with
the help of the essential questions, also identified in this stage. These
To sum up, this instructional plan aims to identify essential knowledge
and skills which you should be able to effectively teach, and your students
should be able to have enduring understanding of. This will serve as our
foundation in molding nationalistic Filipino students.
iii
About the Filipinism CD-ROM
— located at the upper right-hand corner of the slide, this
icon opens to the additional relevant or trivia information in each slide
— these icons will show the enrichment
activities integrating Values, Music, Arts,
and P.E. (MAPE)
Sample main menu for
Filipinism CD-ROM 1
— this icon links to the video presentation of topics in
each unit
— this icon links to interactive quizzes and exercises
that provide fun while assessing the pupils’ level of
learning
4. Other navigation keys and control keys are readily accessible when
exploring specific features thus making the interactive CD-ROMs
user friendly.
Each CD-ROM is best used in the school computer laboratory
or through a personal computer (PC) at home. With teacher’s
assistance and/or parents’ guidance, the pupils can easily follow
the instructions under the Things to Learn on My Computer in
selected lessons in the textbook.
Some of the activities in the CD-ROMs are also published
online at www.vibalpublishing.com. Embedded supplementary
web links may also be conveniently accessed through this website.
The pupils can directly access the OCOP e-learning supplements
through i-learn.vibalpublishing.com. Guide your students in accessing the book support site for the OCOP textbook series at
i-learn.vibalpublishing.com.
The fourth edition of OCOP series has a complementary Filipinism Interactive CD-ROM for each level. This CD-ROM is designed as a
supplemental tool in the students’ mastery of the lessons in Geography,
History and Civics.
The CD-ROMs will automatically run on Windows 98 PC. Each
CD-ROM has the following features:
1. The content is presented in two languages – English and Filipino.
2. Unit titles comprise of topics which correspond to those in the
textbooks. By clicking the title, the user can directly go to the
presentations.
3. Units are presented in slide show and/or video format. Clickable icons
guide the user in switching from one slide or video to the next.
I-learn
— clicking this icon will lead to slide shows of the subtopics
under each unit
1. Log-on to i-learn.vibalpublishing.com and then click
SOCIAL STUDIES from
subject tabs.
— this icon will enable the user to view the slide presentation with audio
— this icon will enable the user to read the text of the slide
presentation
iv
Table of Contents
Unit
THE PHILIPPINES AS PART OF THE WORLD .......................
2
Chapter
1 Globe as Model of the Earth ………………………………
4
Chapter
2 The Importance of Maps ……………………………………
4
I-teach
Chapter
3 The Earth’s Movements ……………………………………
4
Teachers should log on to i-teach.vibalpublishing.com
for easy access of the book sites.
Chapter
4 The Location and Climate of the Philippines ……………
7
Chapter
5 The Plant and Animal Life in the Philippines …………
9
UNITY FOR PROGRESS ..............................................................
12
2. Choose the textbook.
3. Choose UNIT then click
LESSON.
Unit
1. Log-on to i-teach.vibalpublishing.com and then click
SOCIAL STUDIES from
subject tabs.
3. Choose UNIT then click
LESSON.
6 The Regions of the Philippines: Northern Luzon ……… 14
Chapter
7 Central Luzon and National Capital Region …………… 15
Chapter
8 Southern Luzon Regions …………………………………… 17
Chapter
9 Visayas and Its Regions …………………………………… 19
Chapter
10 Mindanao and Its Regions ………………………………… 20
Chapter
11 Interdependence Among Regions ………………………… 21
The Authors
III
THE FILIPINO CULTURE.............................................................
26
Chapter
12 The Early Filipinos ………………………………………… 27
Chapter
13 Ancient Filipino Heritage ………………………………… 28
Chapter
14 Early Contacts with Other Asians ………………………… 30
Chapter
15 Filipino Culture During the Spanish Period …………… 32
Chapter
16 Filipino Culture During the American
and Japanese Periods ……………………………………… 33
Unit
2. Choose textbook.
II
Chapter
Unit
4. Access the PDF of the instructional plan/Teacher’s
Manual here.
I
IV
THE DEVELOPMENT OF THE FILIPINO CULTURE .........................
38
Chapter
17 The Government’s Role in Cultural Development ……… 40
Chapter
18 Citizens’ Role in Cultural Development ………………… 42
Chapter
19 Filipinos in Cultural Development ……………………… 44
Appendix ……………………………………………………… 49
v
Scope and Sequence
Objectives/Skills
I.
4.1 State the importance of the special
lines of longitude
Chapter
Number
Page in
the Book
A. Students value knowledge about the globe
and the map to be able to know the location
of the Philippines in this world
Prime Meridian
1
8
•
International Date Line
1
8
4.2 Identify the different time in the
different parts of the world by
means of the International Date
Line
1
8
5.
Explain the meaning of grid
1
10
6.
Make use of the grid in locating a place
on the globe or map
1
10
7.
Tell that the distance of a place in this
world can be measured in degrees
1
10
1
7
1
9
1.
Students identify the parts of the
globe
1
6-11
2.
Identify the equator, Prime Meridian, and International Date Line and
hemisphere as imaginary lines on the
globe
1
6-9
7.1 Recognize the use of the degrees of
latitude measuring the distance of
a place in going north and in going
south from the equator
State the characteristics of the lines
of latitude (parallels) side by side with
the equator.
1
6-7
7.2 Recognize the degrees of longitude
to measure the distance of a place
in going east and in going west
from the Prime Meridian
3.1 Identify the special lines of latitude side by side of the equator
like Tropic of Cancer and Tropic of
Capricorn, Arctic Circle, Antarctic
Circle
1
3.
11
3.2 State the importance of the
special lines of latitude
4.
State the characteristics of the lines
of longitude (meridians)
1
8-9
vi
8
•
LOCATION AND PHYSICAL
CHARACTERISTICS
OF THE PHILIPPINES
Proud of the unusual location and physical
characteristics of the Philippines
1
8.
Make use of North Arrow, compass rose
in telling the direction
9.
Making use of the globe and map
in identifying the accurate location
of the Philippines
4
43
9.1 Making use of the degree of
latitude and degree of longitude in
identifying the accurate location of
the Philippines
4
43
9.2 Making use of the primary and
secondary direction in telling
the relative location of the
Philippines
4
43
10.
B.
Use map scale in telling the measurement
and distance of a place compared with
other places
2
25-26
2.3 Discuss why different parts of the
Earth receives different sun rays
while revolving around the sun
3
35-36
10.1 Recognize that big things can be
represented by smaller things
2
25
3
36-37
10.2 Recognize that the scale is used as
standard measure in the relation of
map against land measures
2
26
2.4 Compare and contrast the weather
in different latitude based on the
position of the Earth while revolving
around the sun
Relate the climate to the location of the
Philippines
4
44-46
10.3 Recognize the different ways of using
scale for measuring things
2
26
3.1 Describe the climate of the Philippines based on its location on Earth
4
44
10.4 Use map scale in measuring the
distance of a certain place
2
26
3.2 Recognize that the Philippines is a
tropical country
4
44
Analyze the effect of other factors
(temperature, rainfall) that has something to do or related to the climate of
the Philippines
4
45-46
4.1 Describe climate map in describing
the climate in the different parts of
the country with the aid of a climate
map
4
45-46
4.2 Categorize the climate in the different parts of the country based on the
amount of rainfall
4
45-46
Students recognize the relationship of
climate to the kind of plants and animals
in the Philippines
5
50-58
1.
Enumerate the kinds of plants and
animals in the country
5
51-55
2.
Relate the kinds of plants and animals to
the climate of the country
5
50
3.
Explain the relationship of climate to the
kinds of plants in the country
5
51-53
3.
4.
Students value the relation of location and
other geographical factors in the climate of a
certain place
1.
2.
Explain how the rotation of the Earth in
its own axis causes day and night
3
33-34
1.1 State that the Earth rotates in its
own axis once in 24 hours
3
33
1.2 State the cause of the difference in
day and night temperature
3
33
Explain how the Earth’s revolution
around the sun can cause the difference
in weather and climate in the different
parts of the Earth
3
35-37
2.1 Recognize that the Earth revolves
around the sun in 365 1/4 days
3
35
2.2 State that the Earth is tilted at an
angle of 23 1/2º as it revolves around
the sun
3
35
C.
vii
2.
II. NATIONAL UNITY
Appreciate the persistent effort of each region to attain a progressive country
A.
Discuss the influence of regional geography
and the valuable contribution of each region
to attain a progressive country
Explain how imporving regional
products helps in attaining regional
progress
11
128-134
2.1 Tell the celebration of each province/region as related to its main
product
11
130-132
11
131-132
Example:
1.
Explain what a region is
6
63-64
2.
Recognize the 17 regions and their provinces using the map of the Philippines
6
63
3.
Describe the geographical characteristics of each region
6-10
65-71
4.
Compare and contrast the regions based
on their physical characteristics
6-10
76-84
4.1 Use the legend of the map in
describing the physical characteristics of the regions
6-10
88-95
4.2 Draw the sketch of one’s region
showing the provinces that make
up the region
6-10
100-106
Identify the natural and human
resources of each region
6-10
Relate the basic industry, products,
and occupation to the physical characteristics of the region
6-10
5.
6.
B.
Lanzones Festival — Camiguin
Bangus Festival — Pangasinan
Pilipinyahan — Cavite
Tinapahan — Lemery, Batangas
2.2 Explain how celebrations help in
pushing forward regional unity
and interdependence
III. NATIONAL PRIDE
Appreciate the culture that identifies the
Filipino people
110-124
A
65-71
Students value the cooperation of each
region for the country’s progress
1.
Identify the ways and means of regional
interdependence
11
128-134
viii
Students feel proud of the rich culture of our
forefathers or early Filipino
1.
Discuss the material and non-material
culture of the early Filipinos
13
152-164
2.
Describe the type of settlement of the
early Filipinos
12
143-147
3.
State the relationship of settlement and
the way of life of early Filipinos
12
143-147
B.
4.
Justify the adjustment made by the early
Filipinos to their environment
12
141-147
5.
Recognize the first foreigners who had
relationship with our country
14
170-176
6.
Identify on the map of Asia the countries
that had first or early relationship with
the Philippines
14
173
1.
Identify the laws and programs of the
government in maintaining and further
developing our own culture
17
209-212
7.
Explain the trading system of the early
Filipinos with the foreigners
14
168-169
2.
Discuss the rights of the citizens in
maintaining and improving of the
Filipino culture
18
224-226
7.1 Identify the products and merchandize of early Filipinos
14
168-169
3.
18
227-230
7.2 Describe the trading system of the
early Filipinos
14
168-169
Discuss the duties and responsibilities of
the citizen in maintaining and developing our own culture
4.
Deduces what might happen to the
country’s culture if the government and
the citizens will not perform their duties
and responsibilities
18
231
5.
Do or perform within one’s ability the
duties and responsibilities in maintaining and devloping our country’s culture
IV. NATIONAL LOYALTY
A. Appreciate the way of maintaning and
developing our own culture that will help in
the progress of our country
Students analyze the changes in the Filipino
culture brought about by the culture of our
conquerors
1.
Describe the contribution of foreigners to
the native culture of the Filipinos
2.
Analyze the changes in the Filipino
culture brought about by our relationship
with the Spaniards
15
182-187
3.
Explain why Christianity did not spread
extensively in Cordillera and Mindanao
15
183
4.
Analyze the changes in Filipino culture
during the American period
16
194-197
Identify the effect of the Japanese period
to our Filipino culture
16
Apply the desirable things we learned
from our country’s history to improve and
support our present culture
16
5.
6.
B.
Students are proud of the Filipinos who have
helped and further developing the Filipino
culture
1.
Discuss the great Filipinos who have
helped develop and still continuously
developing our culture
19
234-242
2.
Identify what they have accomplished
for developing our own culture
19
234-242
3.
Appreciate the Filipinos who have
helped develop and still developing our
own culture
4.
Perform what one can do in maintaining
and developing our own culture
198-201
201-202
ix
BUDGET OF WORK
Unit
Chapter
I
Chapter Title
Page in the
Book
Page in the
Teacher’s
Manual
2-61
3-17
18-31
32-41
42-49
50-59
2-7
4-7
4-7
4-7
7-9
9-10
Number
of Days
45
1
2
3
4
5
THE PHILIPPINES AS PART OF THE WORLD
Globe as Model of the Earth
The Importance of Maps
The Earth’s Movements
The Location and Climate of the Philippines
The Plant and Animal Life in the Philippines
6
7
8
9
10
11
UNITY FOR PROGRESS
The Regions of the Philippines: Northern Luzon
Central Luzon and National Capital Region
Southern Luzon Regions
Visayas and Its Regions
Mindanao and Its Regions
Interdependence Among Regions
62-139
63-75
76-87
88-99
100-109
110-127
128-137
12-22
14-15
15-17
17-19
19-20
20-21
21-22
7
8
8
15
11
8
12
13
14
15
16
THE FILIPINO CULTURE
The Early Filipinos
Ancient Filipino Heritage
Early Contacts With Other Asians
Filipino Culture During the Spanish Period
Filipino Culture During the American and Japanese Periods
140-207
141-151
152-167
168-179
180-191
192-206
26-34
27-28
28-30
30-32
32-33
33-34
8
10
10
15
14
17
18
19
THE DEVELOPMENT OF THE FILIPINO CULTURE
The Government’s Role in Cultural Development
Citizens’ Role in Cultural Development
Filipinos in Cultural Development
208-250
209-223
224-233
234-248
38-44
40-41
42-43
43-44
II
III
IV
x
Total
3
7
9
12
14
57
57
45
15
15
15
II. Multiple Choice. Choose the letter of the correct answer.
PRETEST/POST TEST
I.
1. The line that divides the globe into Northern and Southern Hemispheres is called ________.
Decision-making. Write True if the statement is correct and False if
it is incorrect.
(True)
_________
1. The Philippines is part of the world.
(True)
_________
2. The UNESCO declared the Tubbataha Reef Marine
Park as a World Heritage Site.
(True)
_________
3. Early Filipinos built communities near rivers.
(True)
_________
4.
There is only one type of house that early Filipinos
have built.
(False) 6.
_________
The provinces of Cavite, Laguna, Batangas, Rizal and
Quezon compose Region III.
(False) 7.
_________
The regionalization of the Philippines was established
in order to create more jobs in the government.
(True)
_________
8.
The foreigners who first came to the Philippine went
here to trade.
(False) 9.
_________
The Americans arrived and colonized the Philippines
after the Japanese period.
c.
Tropic of Cancer
b. Prime Meridian
d. International Date Line
2. The following can be found in the Cagayan Valley except for
________.
a. typhoons*
Typhoons that frequently hit the Philippines commonly
and frequently enter from the western or the Pacific
side.
(False) 5.
_________
a. equator*
b. fertile soil
c.
abundant mineral resources
d. quality and forest products
3. The ancient Filipino priest who officiated in various rites is known
as ________.
a. umalohokan
c.
katalona
b. babaylan*
d. pastor
4. Caagayan River, the largest river in the Philippines is found in
________.
a. Region II*
c.
b. Region IV
d. Region XII
Region VIII
(False) 10.
_________
Only the government has the right and duty to develop
and preserve Filipino culture.
(False) 11.
_________
The arrow in the compass rose always points to the
south.
(True) 12.
_________
Each region has its own distinct topography and natural resources.
(False) 13.
_________
The first group of people who inhabited the Philippines
came from Australia.
(False) 14.
_________
The revolution of the Earth on its orbit is equivalent
to one day.
b. Republic Heritage Award
(True) 15.
_________
Indonesia is one of the countries found in the continent
of Asia.
d. National Artist of the Philippines*
5. These are mountain ranges found in the Philippines except for
________.
a. Caraballo
c.
Sumagaya*
b. Cordillera
d. Sierra Madre
6. The highest award given by the Philippine government to a Filipino
who has contributed to the development of Filipino culture is the
________.
a. Star Awards
c.
xi
Gawad Manlilikha ng Bayan
7. Metro Manila is called a “cosmopolitan region” because
__________.
7. The early Filipinos who painted their bodies with tattoos were
called by the Spaniards by this name. (pintados)
a. it is an urban area
8. The festival celebrated by the people of Lucban, Quezon every
May 15. (pahiyas)
b. it is a highly populated region
c.
9. It is the act of dividing the country into different regions.
(regionalization)
it has modern and sophisticated way of living
d. its residents came from different parts of the country as well
as abroad*
10. It refers to the rules, principles, or standards that the government
implements and enforces on its people. (law)
8. In prehispanic Filipino community, slavery was imposed by the
datu to people who commit ________.
a. lies
c.
b. theft
d. impersonation
11. It refers to aspects of culture or things that can be touched or seen.
(tangible culture)
laziness*
12. The collarless, sleevelss and buttonless jacket worn by ancient
Filipino men (kangan)
9. A person who announces the laws of a barangay to the people is
known as ________.
a. umalohokan*
c.
b. babaylan
d. pastor
IV. Knowledge of Places. Identify the place where the following events
occurred. Write the correct answer on the blank.
katalona
1. Where the Kadayawan Festival is celebrated every August. (Davao
City)
10. The study of the Earth’s surface and its people, flora and fauna is
called ________.
a. history
c.
b. biology
d. anthropology
2. Where the site of the Blood Compact between Rajah Sikatuna and
Miguel Lopez de Legazpi was held. (Bohol)
geography*
3. Where the largest plain in the Philippines is located. (Central
Plain or Region III)
III. Knowledge of Terminology. Name the concept being described in each
number. Write the correct answer on the blank.
4. It is the seat of the national government. (National Capital
Region)
1. It is an exact model or representation of the Earth. (globe)
5. The Hundred Islands National Park is located in this province.
(Pangasinan)
2. It is a big land of mass. (continent)
3. It is the movement of the Earth around the sun. (revolution)
6. It is known as the City of Seven Lakes. (San Pablo City, Laguna)
4. It refers to the number of people living in a particular area per
square kilometer. (population density)
7. It is the largest province in the Philippines in terms of land area.
(Palawan)
5. The theory popularized by Charles Darwin that explains how
species of life evolved from a primitive form by way of adaptation
and natural selection. (Theory of Evolution)
8. It is known for its volcano with an almost perfect-cone shape.
(Albay or Bicol Region)
9. It is the region that tops in sugar production in the Philippines.
(Western Visayas)
6. The scientific name of a prehistoric man who can stand straight.
(Homo erectus)
xii
4. The world-renown aquatic animals found in the Philippines
10. It used to be known as the City of Flowers but later renamed as
Asia’s Latin City. (Zamboanga City)
11-12. Mount Apo straddles these two provinces in Mindanao. (Davao
and Cotabato)
c.
butanding
b. pawikan
d. dugong
5. The movements of the Earth
13. The province where the T’bolis reside (South Cotabato)
a. revolution
14. It is known as the Abaca Region of the Philippines. (Bicol
Region)
b. rotation
6. The circles of the Earth
15. It is known as the surfing capital of the Philippines. (Surigao del
Norte)
16. It is the only autonomous region in the Philippines. (ARMM)
a. Tropic of Cancer
c.
Arctic Circle
b. Tropic of Capricorn
d. Antarctic Circle
7. Asian people with whom early Filipinos had early contacts, mainly
through trade
17. It is known as the Queen City of the South. (Cebu City)
18. It has been called the Land of Promise because of its vast area of
fertile land and rich natural resources. (Mindanao)
19-20. Two provinces that are home to wide plantation of pineapple.
(Bukidnon and South Cotabato)
a. Chinese
c.
Arabs
b. Indian
d. Japanese
8. The clothes worn by early Filipinos
E. Enumeration. List down the items being asked for in each item.
1. The four hemisphers of the globe.
a. kangan
e.
patadyong
b. bahag
f.
sya
c.
g.
tapis
putong
d. baro
a. Northern Hemisphere
9. Food festivals in the Philippines
b. Southern Hemisphere
c.
a. sinarapan
a. Bangus Festival in Dagupan
Eastern Hemisphere
b. Pahiyas in Lucban
d. Western Hemisphere
c.
2. The four seasons of the temperate zone
a. winter
c.
b. spring
d. fall
Manggahan Festival in Guimaras
d. Lanzones Festival in Camiguin
summer
10. Tourist attractions in Davao Region
a. Mount Apo
3. Rare animals found in the Philippines
b. Philippine Eagle Center
a. tamaraw
c.
b. mouse deer
d. Kadayawan Festival
c.
e.
tarsier
xiii
1
Pearl Farm Beach Resort
Eden Nature Park are some of the answers
UNIT
I.
2
I
THE PHILIPPINES AS PART OF THE WORLD
II. STAGE II : ASSESSMENT
Evidence at the Level of Understanding
Number of days: 45 days
STAGE I : DESIRED RESULTS/OUTCOMES
Content Standard
Performance Standard
The student comprehends
the importance of geography
and the uses of geographic tools
such as the globe and map in the
study of the earth and its movements and uses this knowledge in
learning the location and physical
characteristics of the Philippines,
its plant and animal life.
1. The student utilizes the globe and
map in the location of places and in
the description of beautiful places in
the Philippines through the writing of
a journal.
2. The student reads and interprets a
climate map through the preparation
of a climate map of the Philippines.
3. The student explains one’s understanding of the climate zones, types
of climate, factors affecting climate
and the plant and animal life found in
the Philippines through the presentation of a report.
4. The student demonstrates skill in
reading a map and locating places
through the preparation of a community map where one lives.
Essential Understanding
Essential Question
The student realizes that
geography and the use of geographic tools like globe and map
facilitate understanding of the
earth and its movements; location
of countries, cities and provinces;
effects of climatic zones and types
of climate Filipinos live; and in the
type of plant and animal life found
in the Philippines.
Why is geography and geographic
tools like the globe and map important
in understanding the earth and its
movements and in analyzing the location, physical characteristics, climate
and the plant and animal life in the
Philippines?
A. Explanation
1. Explain the meaning of geographic terms discussed in the
chapter.
2. Show how the earth’s movements have affected the climate,
physical characteristics and nature of plant and animal life
in the Philippines.
B. Interpretation
1. Define the geographic terms in one’s own words.
2. Relate the type of climate with the type of industries being
developed in the different regions of the country.
3. Find causes for the decrease or extinction of certain plant and
animal life in the Philippines.
C. Application
1. Determine the exact location of the Philippines, its cities and
provinces, given their latitudes and longitudes.
2. Prepare a community map.
3. Participate in the activities of a Plant and Animal Conservation Club engaged in conserving endangered plant and animal
species.
4. Plan activities related to the type of climate found in one’s
community.
D. Perspective
Suggest ways by which plant and animal life can be conserved.
E. Empathy
1. Help in the conservation of plant and animal life by personally
giving special care to plants and animals.
2. Provide assistance to people who are victims of floods, landslides, earthquake, typhoons, forest fires, and tidal waves.
F. Self-knowledge
Learn to adapt to the type of climate where one is living in
order to survive
Evidence at the Level of Performance (Performance Task)
☛ Authentic Assessment
1. Writing of a journal to illustrate the student’s skills in locating
places and in describing beautiful places in the Philippines
2. Preparation of a community map to apply the student’s skills in
map reading and reading directions
3. Preparation of a climate map of the Philippines to demonstrate
the student’s knowledge of reading a climate map
4. Presentation of a report to evaluate student’s skills in research,
writing a report, and delivering a report
______________ 9. The climatic zone characterized by warm
weather and two seasons. (low latitude)
______________ 10. The climatic zone where the climate is temperate and the countries experience cold or
temperate weather. (middle latitude)
C. Classification. Which does not belong to the group? Write the letter
of the correct answer.
(c)
______
1. a. Asia
c. Russia
b. Africa
(b)
______
2. a. plateau
☛ Traditional Assessment
b. ocean
A. Have the students answer Things I Learned on pp. 12-13, 27-28,
38-39, 47-48 and 56-58 of the textbook. Let them read Summary-A
and let them do the exercise under Summary-B on pp.60-61.
Guide the students in doing the exercises.
B. Knowledge of Terminology. Identify the terms being defined.
______________ 1. It is the exact model or representation of the
earth. (globe)
______________ 2. It is the study of the earth’s surface.
(geography)
______________ 3. It is the outermost part of the earth’s surface.
(atmosphere)
______________ 4. Imaginary lines running around the globe
from north to south that meet at the poles.
(lines of longitude)
______________ 5. It is the horizontal line around the middle of
the globe. (equator)
______________ 6. A flat representation or picture of the surface
of the earth. (map)
______________ 7. The movement of the earth on its axis.
(rotation)
______________ 8. The movement of the earth around the sun.
(revolution)
(b)
______
3. a. Luzon
b. Taiwan
(d)
______
4. a. Pacific Ocean
b. Indian Ocean
(b)
______
5. a. sea
b. valley
(c)
______
6. a. equator
b. meridian
(d)
______
7. a. polar region
b. Tropic of Cancer
(d)
______
8. a. North America
b. South America
d. Europe
c.
plain
d. mountains
c.
Visayas
d. Mindanao
c.
Atlantic Ocean
d. Mount Everest
c.
lake
d. gulf
c.
pole
d. parallel
c.
Tropic of Capricorn
d. Central America
c.
Central America
d. Africa
(d)
______
9. a. Western Hemisphere
b. Eastern Hemisphere
c.
Northern Hemisphere
d. International Dateline
(b) 10. a. Europe
______
b. Asia
c.
Antarctica
d. North America
3
D. Knowledge of Comprehension. Write True if the sentence is true
and write the correct word if the underlined word in the sentence
is wrong.
______________ 1. The earth rotates on its axis. (True)
______________ 2. The earth revolves around the sun. (True)
______________ 3. It takes 12 hours for the earth to complete
one rotation. (24)
______________ 4. The world is divided into 24 standard time
zones. (True)
______________ 5. Rotation of the earth causes day and night.
(True)
______________ 6. It takes 364 days for the earth to complete
one revolution around the sun. (365 1/4)
______________ 7. There are five seasons of the year. (Four)
______________ 8. The earth is divided into four climatic zones.
(Five)
______________ 9. The Philippines is located in the North Middle
Latitude. (Low Latitude)
______________ 10. The climate in the Low Latitude is temperate
or cold. (Warm or tropical)
E. Map reading. Identify what the following map symbols
stand for.
4
1.
= _____________
8.
= _____________
2.
= _____________
9.
= _____________
3.
= _____________
10.
= _____________
4.
= _____________
11.
= _____________
5.
= _____________
12.
= _____________
6.
= _____________
13.
= _____________
7.
= _____________
III. STAGE 3: INSTRUCTIONAL PLAN
Chapter 1 The Globe as Model of the Earth
Chapter 2 The Importance of Maps
Chapter 3 The Earth’s Movements
✏ Activities and Strategies
A. Explore
1. Arrange the classroom with pictures of different kinds of views
from all over the world, examples of landforms and bodies of
water.
2. Put up different kinds of maps in the classroom for the students’ reference.
3. Display in the classroom a replica of the solar system, diagrams
of the 24 standard time zones, climatic zones and pictures of
places located in the different climatic zones.
4. Play the music,“Can You Read My Mind?” and tell the students
to imagine that they are like Superman flying around the earth
and looking down at the physical features of the earth.
B. Firm Up
1. Have the students imagine they are in a time tunnel and would
like to know world events which happened in the 1400s, the
period of exploration. Have the students share information
over what the Europeans then knew about the world, the seas
and the environment around them.
2. Ask the students how geography became a formal study and
let them define its meaning in their own words.
3. Locating geography terms in a word puzzle. Let the students
become acquainted with the different landforms found on the
earth’s surface with the use of a word puzzle. Encircle the term
inside the word puzzle. There are 20 terms inside the puzzle.
Then have the students define the terms.
4. After the landforms have been defined, let the students pick
out the appropriate pictures from the ones on display
corresponding to the different landforms.
The terms found in the puzzle are bank, canyon, cliff, cape,
coast, continent, delta, dune, flood plain, hill, island, isthmus,
mountain, peak, peninsula, plain, plateau, range, mountain
range, geography.
A
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5. Using pictures of bodies of water, have the students identify
the different bodies of water and be able to define each one of
them.
6. Have the students draw examples of the bad effects of the
absence of atmosphere on earth. Discuss the drawings made
by the students.
6. Using an outline of a globe, have the students identify the
different imaginary lines found on the globe.
7. Have the students examine different kinds of maps. Divide the
class into five groups. Give each group one kind of map (physical, political, climate, population, and economic map) and have
each group study the contents of the map. Afterwards, have
each group give a short report of their findings to the class.
Based on the reports of the students, have the class define
what a map is.
8. Enlarge the drawings of map symbols and connect these by
strings to posted photographs. This will give the students an
idea of what map symbols are.
9. Show a drawing of the compass rose to the class. Have the
class locate it on a world map, map of Asia, and map of the
Philippines. Ask the following questions:
a. Why is the compass rose always present on the map?
b. What information is given by the compass rose?
c. Using the compass rose, find out where north is on the
Philippine map, south, east and west.
d. Give an example of a province and body of water that is
north of the Philippines, east of the Philippines, west of
the Philippines and south of the Philippines.
10. Let the students have the personal experience of finding the
directions. Have members of the class face north. Their back
will be toward the south, their right hand will be east and
their left hand will be west.
11. Have the students name the secondary directions given in the
compass rose. Give examples of provinces and bodies of water
found in the secondary directions.
12. To illustrate relative location, have the students cite the location of the Philippines in relation to the bodies of water and
countries near the Philippines.
13. Have the students study the legend of different maps. Find
out the scale given in each map.
14. With the use of a globe and a light bulb, one can show how
day changes into night. Only half of the surface of the globe
on earth is exposed to the sun. As the portion of the globe
moves farther away from the light, it becomes dark and night
appears. After 12 hours of darkness, the dark side will again
be exposed to the light.
15. Using the globe or a world map, locate the 24 time zones from
the Prime Meridian or 0 degree up to 180 degrees. Each zone
covers 15 degrees longitude. This makes the time in the Eastern Hemisphere always ahead than the Western Hemisphere.
The time difference from one zone to another is one hour.
5
As one goes east from the Prime Meridian, the time is
one hour later in each zone. As one goes west from the Prime
Meridian, the time is one hour earlier in each zone.
16.
Using the improvised solar system, illustrate the revolution of
the earth to complete one revolution around the sun. It takes
365 1/4 days for the earth to complete one revolution around
the sun.
As the earth revolves around the sun, the rays of the sun
strike parts of the earth differently at different times. This
results in different places experiencing different climatic
conditions and seasons.
17.
Have the students locate the different climatic zones on a globe.
Assign five groups to discuss each of the five climatic zones.
After the reports, have the students complete the following
tabulation:
Climatic Zones
Location
Characteristics
Examples
of Countries
Found in Each
Climatic Zone
1. Low Latitude
2. North Middle
Latitude
3. South Middle
Latitude
4. Arctic Zone
5. Antarctic Zone
C. Deepen
1. Write the terms related to landforms and bodies of water on
flashcards. As each flashcard is shown to the students, have
them define the terms in their own words.
6
2. Using a map of Asia, have the students indicate the latitude
and longitude of the following cities:
Latitude
Longitude
a. Manila
b. Jakarta
c. Hong Kong
d. Bangkok
3. Find pictures that are depicted in the symbols on a map. Paste
them on a bond paper. Draw the symbols corresponding to
these pictures, then cut each one of them. Instruct the students
to pair the picture with the right symbol.
4. Have the students produce a map using simple symbols. Then
have each student describe the trip he might make along each
route.
5. Distribute worksheets with lines that form a grid and ask the
students to locate their desks and objects in the classroom.
6. Play a game called “What Direction Am I Going?” Prepare
sentences where one mentions directions. After stating the
sentence, ask: What direction am I going?
a. I am walking towards the rising sun. What direction am
I going?
b. I am walking toward the setting sun.
c. I am walking north and turned left.
d. I am walking north and turned right.
e. I am flying from Manila to Los Angeles.
f. I am flying from Manila to Hong Kong
g. I am flying from Tokyo to Manila.
7. Paste several newspaper articles with dates from a number of
cities around the world in a bond paper. Above the article, write
the latitude and longitude of the city mentioned in the article.
Have the students use a world map to locate the place.
8. Have the students make a drawing of one of the four seasons,
then describe the drawing to one’s seat mate.
9. Have the students draw pictures or collect pictures showing
wet and dry season in the Philippines. Have some students
describe their works before their classmates.
D. Transfer
1. Have the students prepare an outline of a globe and to label
all the parts of the globe.
2. Assign the students to write a short journal narrating one’s experience during a trip to a scenic spot in the
Philippines.
3. Ask the students to make a community map of the place where
they live. Tell them to give directions as to how to find their
place of residence.
4. Using a map of the Philippines, tell briefly how to go to Baguio
City by bus. As the bus travels from Manila to Baguio City,
answer the following questions:
a. What direction from Manila is Baguio City?
b. Approximately how many kilometers is Baguio City from
Manila?
c. What provinces will the bus pass through?
d. What cities will the bus stop for passengers?
e. What regions will the bus pass through before reaching
Baguio City?
5. Knowing the kind of weather during wet and dry seasons,
have the students write down some guidelines to observe or
precautions to remember during these two seasons.
6. Have the students write a short composition about one’s
experience during the Christmas or summer vacation.
E. Valuing
1. Have the students write insights on what they have learned.
Complete the following:
After this lesson, I have learned that _____.
2. Ask the students to show how they can practice the bayanihan spirit or helping one another in times of disasters such
as during typhoons, floods, landslides, forest fires, drought.
✏ Resources/Materials
Textbook; world map; map of Asia; pictures or postcards of landforms and bodies of water; scenic spots in the Philippines; map of the
Philippines; diagram of 24 standard time zones, climatic zones, solar
system, pictures of the four seasons; Filipinism CD-ROM 4
Chapter 4 The Location and Climate of the Philippines
A. Explore
1. Arrange the room with pictures of provinces which experience
any of the four types of climate.
2. Post on the bulletin board news articles and photos of the
effects of strong typhoons in the Philippines.
3. Post pictures of the effects of El Niño in the Philippines.
4. Use the Filipinism CD-ROM 4 in doing this activity. Have the
class watch a video about the topography and climate of the
Philippines. Let them click the video icon then the heading,
The Physical Characteristics of the Philippines. Refer to page
49 of the textbook.
5. Ask the following questions about climate:
a. How does latitude or distance from the equator influence
climate?
b. How does nearness to water affect climate?
c.
How does altitude or distance above sea level determine
climate?
d. How do winds and mountains determine climate?
B. Firm Up
1. Group the class into four and have each group tackle the questions under Explore, number 5.
2. Give the groups time to research on their topics and then
present a report in class.
7
3. Process the knowledge learned from the reports by posing the
following questions:
a. Which place or country has a hot climate: the one closer
to the equator or farther from the equator? Why?
b. Which has a cooler climate, a place near or away from the
sea? Why?
c. Does elevation or height of land above sea level affect the
climate of a place?
d. How do winds and mountains affect the climate of a
place?
4. Using the tabulation below, have the class fill out each
column with the characteristics of each type of climate in the
Philippines. With such type of climate, list down the industries
people engage in.
CLIMATE IN THE PHILIPPINES
Characteristics
Industries
Type 1
Type 2
c.
List at least five places that have a cool climate because
of its nearness to the sea.
3. Identify the type of climate in the following places.
Type 1 a. Manila
Type 3
b. Cebu
Type 4
c.
Type 1
d. Baguio
Type 1
e.
Laoag
Type 2
f.
Quezon City
Type 1
g.
Batangas
Type 2
h. Legazpi
Type 3
i.
Cagayan de Oro
Type 1
j.
Boracay
Type 3
k. Zamboanga
Type 4
l.
Type 4
m. Batanes
Davao
Iloilo
4. To know more about the climate of the Philippines, let the
class access the weblink at i-learn.vibalpublishing.com.
Type 3
Type 4
C. Deepen
1. Using a map of Asia, find out which countries have a similar
climate like the Philippines.
2. To reinforce the students’ comprehension of the lesson, have
the class do the following exercises using a Philippine map:
a. List at least five places that have a cool climate as a result
of its altitude.
b. List at least five places that have a cool climate because
of the presence of mountains.
8
D. Transfer
1. Have the class summarize the lesson using a graphic
organizer.
2. Have the class state a generalization about the climate in the
Philippines such as:
a. The Philippines has a warm tropical climate due to its
location.
b. The types of climate in the Philippines affect the type
of industries suited for a particular place.
c. Filipinos have adjusted their way of life to the type of
climate in their locality.
3. Have the class submit a climate map of the Philippines.
E. Valuing
What lessons have you learned from the occurrences of
natural disasters such as typhoons, floods, landslides, earthquakes,
El Niño, tidal waves, volcanic eruptions and cyclones?
Textbook; pictures of beaches, mountains, ricefields, Baguio City
and Tagaytay; activities people engage in during summer; map of Asia;
world map; Philippine map; pictures of the aftermath of typhoons
which have hit the Philippines; effects of El Niño
Chapter 5 The Plant and Animal Life in the Philippines
A. Explore
1. Put up a mini-garden inside the classroom. Students may
bring real plants or pictures of different plants, flowers and
trees and put on display inside the room.
2. Put up a mini zoo inside the room. Display pictures of animals
and birds found in the Philippines.
3. Put up an aquarium inside the room. Place some colorful fishes
inside the aquarium. Display pictures of different kinds of
fishes found in Philippine waters.
4. Using a map of the Philippines, have the class identify the
type of climate found in the following provinces. Then locate
the province on the map and tack the number 1, 2, 3 or 4 over
the province.
a. Batanes
Western Palawan
d. Davao
e.
Isabela
Philippine Plant and Animal Life
Flowers
Trees
Fruits
Mangrove
Grasslands
Fish
b. South Cotabato
c.
B. Firm Up
1. Divide the class into seven groups. These groups are:
a. Flower group
b. Tree group
c. Fruit group
d. Mangrove and grassland group
e. Fish group
f. Bird group
g. Wild and domestic group
2. Have each group discuss their assigned topics in any of the
following strategies:
a. Travelogue
b. Pictorial presentation
c. Play
d. Quiz show
e. Personification
3. Process the group presentations by asking the class to fill
out the following chart with as many information as they can
remember from the reports given by each group.
Birds
Wild Animals
Domestic Animals
9
UNIT TEST
C. Deepen
1. Have students draw or collect pictures of their favorite flowers,
birds, trees fishes or animals.
2. Have the class choose a rare plant, tree, bird, fish or animal to
research on. Be ready to give a short report about it in class.
3. Play the game, Give Me a _____. Divide the class into four
groups. Give each group pictures of plants, flowers, fruits,
trees, and animals. The group who will be first in bringing
the correct item the teacher asks for, wins a point. The group
with the highest number of points is the winner.
4. Use the Filipinism CD-ROM 4 in doing the following activities:
Have the class view the slideshow of the Philippines’ flora
and fauna. Click the video icon under Physical Characteristics
of the Philippines and go to the topic, Flora and Fauna. Refer
to page 59 of the textbook.
To know more about dugong or sea cow, assign your students to access the weblink at i-learn.vibalpublishing.com.
D. Transfer
Have the class observe how people treat plants and animals.
Share these observations in class. Organize a Plant and Animal
Conservation Club in class. Consider as a priority project ways by
which schoolchildren can lead in conserving the plant and animal
life in the Philippines.
E. Valuing
Conduct a one-person campaign on how one can conserve
the plants, flowers, trees, birds, animals and fishes which nature
has generously given to the Philippines.
Textbook, Filipinism CD-ROM 4, pictures of plants, birds, tress,
fruits, flowers, fishes and animals, real plants, fruits, flowers, fishes,
small trees, map of the Philippines
10
A. Knowledge of Specific Facts. Encircle the letter of the correct
answer.
1. The Philippines is part of _________.
a. South Asia
c. Central Asia
b. Southeast Asia*
d. East Asia
2. The Philippines has _________.
a. 5,000 islands
c. 7,100 island*
b. 6,300 islands
d. 7,500 island
3. The total land area of the Philippines is _________.
a. 343,282 sq.km*
c. 12,4331,1 sq km
b. 14,896.3 sq.km
d. 15,506.5 sq.km
4. The absolute location of the Philippines is _________
a 4 23 and 21 25 N latitude and 116 and 127 E longitude*
b. 3 N and 101 E
c. 1 N and 103 E
d. 3 N and 101 E
5. Rare orchid found in the forests of Mindanao is _________.
a. sanggumay
c. butterfly
b. waling-waling*
d. vanda
6. The world’s smallest commercial fish found only in Lake Buhi,
Camarines Sur is the _________.
a. dilis
c. sinarapan*
b. tawilis
d. kanduli
7. The whale shark found in Donsol, Sorsogon is locally called
_________.
a. pawikan
c. dugong*
b. butanding
d. sea cow
8. The Philippine eagle is also known as _________.
a. haribon*
c. heron
b. maya
d. cuckatoo
9. The rare buffalo found in Mindoro is called _________.
a. carabao
c. tarsier
b. tamaraw*
d. pilandok
10. The Philippine spotted deer is found in _________.
a. Panay
c. Mindoro
b. Palawan*
d. Mindanao
B. Knowledge of Cause and Effect. Write the letter of the correct
answer.
1. The climate in the Philippines is hot because of _________.
a. location*
b. denuded forestd
c. too much pollution
d. presence of too many people
2. Because of the high altitude of Baguio City, its climate is
_________.
a. warm
c. mild*
b. hot
d. freezing
3. High temperature and presence of bodies of water in the
country has resulted in _________.
a. low humidity
c. mild humidity
b. high humidity*
d. minimum humidity
4. Rainfall varies from one region to another because of
_________.
a. moisture brought about by winds and location of mountain
ranges*
b. nearness to bodies of water
c. mountainous terrain
d. lush vegetation
5. Temperature along the coasts is lower because of _________.
a. sea breezes*
c. presence of mangrove
b. low density of population
d. frequent rainfall
C. Read and understand each item. Blacken the circle of the letter
a b
a b
a b
c d
c d
c d
a b c d
1. A flat representation of all or part of the surface
of the Earth and is the most convenient aid for
geography.
a. map*
c.
compass
b. globe
d. astrolabe
2. They meet anywhere on the globe. These are
horizontal lines that circle the globe.
a. altitudes
c.
attitudes
b. longitudes
d. latitudes*
3. When meridians and latitudes meet or intersect and
form a box, they are called
a. axis
c.
equilibrium
b. grid*
d. intersection
4. Which of the following statements is not true of a
globe?
a. sphere
b. model of the Earth
c.
it has maps
d. shows infrastructure*
a b
c d
5. The continents of Europe, Asia and North America
are included in the
a. equator
b. Southern Hemisphere
c.
Northern Hemisphere*
d. Prime Meridian
11
UNIT
II UNITY FOR PROGRESS
I.
Content Standard
The student comprehends
the reasons for the regionalization
of the country into 17 regions and
appreciates the efforts of each
region to develop its natural resources, improve its products and
industries, enhance its tourism
potentials towards the attainment
of unity and overall development
of the whole country and for the
improvement of the quality of life
of the Filipinos.
The student demonstrates
appreciation and concern for the
conservation of the country’s historical, geographical and cultural
heritage through the preparation of
a scrapbook featuring the physical
features, products and industries,
historical and scenic places, food
and religious festivals, and cultures
of the 17 regions.
Essential Question
1. The Philippines was divided
into 17 regions based on location, culture, language and
physical features in an effort
to make the administration of
all provinces easier and more
effective.
1. Why was the Philippines divided
into 17 regions?
2. In spite of the country’s diversity
in terms of culture, language,
customs and traditions, interdependence is being observed
among the 17 regions, with different regions supplying each
other’s needs.
12
2. How can the Philippines attain
unity in the midst of diversity?
A. Explanation
1. Explain the reasons for the regionalization of the Philippines
into 17 regions.
2. Discuss how the 17 regions have contributed to the development of the country.
3. Describe how the establishment of different types of industries
have provided employment to the people and spurred growth
and development in every region.
4. Show how the development of the tourism potentials in every
region has resulted in a greater appreciation of the beauty of
the Philippines.
B. Interpretation
Interpret the meaning of food and religious festivals being
observed in the different regions of the country.
C. Application
Point out and emulate some of the best practices being observed in the 17 regions in the areas of environmental management, conservation of natural resources, development of industries
and preservation of culture.
D. Perspective
Share one’s ideas in support of programs towards the
preservation of the cultural heritage of different ethnic groups
in the country.
E. Empathy
Contribute one’s share towards the conservation and preservation of the country’s national treasures through active advocacy,
support of various cultural programs and appreciation of the
cultures of different ethnic groups.
F. Self-knowledge
1. Realize how fortunate Filipinos are for being blessed with a
beautiful country which is rich in natural resources.
2. Recognize that everyone has a responsibility in the conservation and preservation of the country’s beautiful topography,
natural resources and cultural heritage.
Preparation of a scrapbook featuring the geographical features,
products and industries, tourist attractions and historical places of
the 17 regions of the Philippines.
A. Let the students answer Things I Learned on pp. 72-74, 85-86,
96-97, 107-109, 125-127 and 135-136. Let the students read
Summary-A and let them answwer Summary-B. Guide the students in doing the exercises or let them do these at home with the
help of their parents.
B. Knowledge of Specific Facts. Write the letter of the correct
answer.
1. It is the other name for Central Luzon.
a. Region I
c.
b. Region II
d. MIMAROPA
4. Dambana ng Kagitingan is a war memorial for Filipino and
American soldiers and is located in _______.
a. Mount Arayat
c. Mount Samat*
b. Mount Pinatubo
d. Mount Matib
5. The number of cities in NCR is _______.
a. 15
c. 17
b. 16*
d. 18
6. Region VI is _______.
a. Bicol Region
c. Eastern Visayas
b. Western Visayas*
d. Central Visayas
7. Western Visayas is the top producer of _______.
a. palay
c. mango
b. sugar*
d. abaca
8. A cloth made from pineapple fibers is _______.
a. hablon
c. jusi
b. piña*
d. sinamay
9. It is the “Queen City of the South” _______.
a. Iloilo
c. Cebu*
b. Tagbilaran
d. Dumaguete
10. A famous landform in Bohol is _______.
a. Rolling Hills
c. rice terraces
b. Chocolate Hills*
d. Tagaytay ridge
Region III*
2. The geographic feature which makes Central Luzon famous
is its being a_______.
a. mountains
c.
volcanoes
b. large plain*
d. hills
3. The province which has the highest production of rice is
a. Nueva Ecija*
c.
South Cotabato
b. Isabela
d. Panay
II. Knowledge of Classification. Which does not belong to the group?
Write the letter of the correct answer.
1. a. Occidental Mindoro
b. Oriental Mindoro
2. a. Zamboanga del Norte
b. Zamboanga del Sur
3. a. Davao durian
b. Del Monte pineapple
c.
Catanduanes*
d. Palawan
c.
Zamboanga Sibugay
d. Dapitan*
c.
Camiguin lanzones
d. Zambales mango*
13
4. a. Ati-Atihan*
b. Kadayawan Festival
c.
Kaamulan Festival
d. Sharif Kabungsuan Festival
5. a. City of Flowers
c.
b. Asia’s Latin City
Science City*
d. Zamboanga City
III. Enumeration. Answer the following questions:
1. Give three provinces belonging to Region IV-A
(Cavite, Laguna, Batangas, Romblon)
2. Give three provinces belonging to Region I
(Ilocos Norte, Ilocos Sur, Isabela, Pangasinan)
3. Give three provinces belonging to Region VI
(Iloilo, Aklan, Negros Occidental, Negros Oriental)
4. Give three provinces belonging to ARMM
(Lanao del Sur, Maguindanao, Butuan City, Tawi-Tawi,)
Chapter 6 The Regions of the Philippines: Northern Luzon
A. Explore
1. Put up three booths in the classroom featuring exhibits for
Region I, Region II and CAR. Each booth shows handicrafts,
pictures of historical and scenic places, physical features,
products and industries, native costumes, native delicacies,
map of the regions, folk dances, folk songs, heroes, festivals,
ethnic groups, statistics on each region, government officials
and historical events.
14
2. Have the students view the exhibits and have them take note
of the interesting things they liked about the exhibits.
3. Have the students view information about the regions of the
Philippines by accessing the link at i-learn.vibalpublishing.
com.
4. Assign the students to view a video on the following topics by
using the Filipinism CD-ROM 4. Ask them to click the video
icon of The Regions and Industries of the Philippines. Refer
to page 75 of the textbook.
• Industries of the Philippines:
— Agriculture
— Fishing
— Livestock and Poultry
— Logging
5. Have the students outline the lesson using a graphic
organizer.
B. Firm Up
1. Have the class walk through the map of the Philippines. Introduce the 17 regions starting in Region I. Ask the class the
reasons for dividing the country into regions.
2. Divide the class into six groups. Groups I and II will present
a report on Region I, Groups III and IV will report on Region
II and Groups V and VI will report on CAR.
3. Groups I and II will use a travelogue as its strategy for discussion. This will be a Visita Iglesia to the different Catholic
churches located in Region I. As the group travels from one
province to another, the group will also mention facts about
geography, products and industries and the tourist attractions
located in the region. The following churches are noteworthy
to mention:
— Ilocos Norte: Laoag, Bacarra Sarrat, Piddig, Batac, Badoc, Paoay, San Nicolas, Dingias, Tagudin, Santa Lucia,
Candon, Santa Maria, Nawacan and Bantay churches
— Ilocos Sur: Vigan, Magsingal, Cabugao, Sinait, San Vicente,
Santiago and San Esteban
— La Union: Barang, San Fernando, Bacuotan, Luna,
Balaoan, Bangar
— Pangasinan: Dagupan, Manaoag, Calasiao
4. Groups III and IV may present their discussion by focusing on
reports in Region II - spelunking (hobby of exploring caves),
hiking, trekking, mountain climbing, kayaking, boating and
bat watching. As the group explores the caves and climbs
the mountains and hills of Isabela, Nueva Vizcaya, Quirino,
Cagayan and Batanes, they will also discuss the important
features of the provinces they pass through. Two famous caves
are the Capisaan Caves of Nueva Vizcaya and Callao Caves
of Cagayan.
5. Groups V and VI will discuss CAR through the presentations
of ethnic festivals celebrated in the region such as the Panagbenga or Flower Festival in Baguio City, Cañao Festival,
Rice Harvest Festival and war dance of the Ifugaos and the
Grand Cordillera Festival. The group will integrate in their
presentations the other data about the region – geography,
products and industries, and tourist attractions.
6. After the group presentations, have the class ask questions to
the reporters for further clarification.
C. Deepen
1. Have the students make a tabulation of all the information
they have gathered about the three regions.
Region I
Region II
CAR
1. Provinces
2. Capital
3. Ethnic Groups
4. Geography Features
5. Industries
6. Tourist Attractions
D. Transfer
1. Have the students draw the regional map of Region I, II, and
CAR.
2. Encourage the students to make a scrapbook for three regions.
E. Valuing
Have the students write an essay on the following topics:
1. The Things I Like Best About Region I, Region II and CAR.
2. The Good Qualities of the Ilocanos, Cordillerans and the
Different Ethnic Groups in Cagayan Valley.
Textbook; political map of the Philippines; physical map of the
Philippines; economic map of the Philippines; samples of handicrafts
from Regions I, II and CAR; native costumes; postcards of scenic views
from Regions I, II and CAR; pictures of ethnic festivals
Chapter 7 Central Luzon and National Capital Region
A. Explore
1. Display on the bulletin board pictures of the physical features
of Central Luzon and NCR, tourist attractions, products and
industries, historical places, educational institutions, government offices, cultural centers, commercial centers, pictures
of government officials, regional map of Central Luzon and
NCR.
2. Drill. Identify the terms being defined or described. Use the
following crypto-code in identifying the terms.
a = e, b = f, c= g, d = h, e = i, f = j, g = k, h = l, i = m, j = n,
k = o, l = p, m = q, n = r, o = s, p = t, q = u, r = v, s = w, t = x,
u = g, v = z, w = a, x = b, y = c, z = d
7. Historical Places
8. Languages Spoken
2. Have the students formulate a generalization based on the
data presented in the tabulation.
a. The act of dividing the country into different regions
nikmsrepmdexmsr
15
b. Biggest group of islands in the Philippines
pzdsr
B. Firm Up
1. View a slideshow about Region 3 – Central Luzon and NCR
using Filipinism CD-ROM 4. Click the Regions and Industries
of the Philippines. Click the camera icon and then look for the
following slides: Region 3 – Central Luzon and the National
Capital Region (NCR). Refer to page 87 of the textbook.
3. Salad bowl of the Philippines
xvmrmheh zeppc
4. Summer capital of the Philippines
Fekyms
2. Using a regional map of Central Luzon, have the class identify
and locate:
5. Flower Festival
Terekfirka
6. Tobacco land of the Philippines
GekecerZeppie
rnme
nt
Cent
er
Plac
Histo
rical
Gove
es
nter
Cent
of Ed er
ucat
ion
and
Cultu
re
leng
Chal
g Ce
ucts
and
Indu
strie
s
Provinces composing the region and their capitals
•
Regional capitals
•
Regional boundaries
3. Have the students pretend there is a regional agricultural
and trade fair. Have each pupil choose a province and bring
products coming from said province and sell at the fair.
4. Conduct a historical tour of Central Luzon. From the regional
fair, take the class to a historical tour of the region. As one goes
through one province to another, post a miniature Philippine
flag in each province.
5. Using a regional map of NCR, have the class identify and
locate the following:
•
Cities and municipality composing NCR
•
Regional boundaries
6. Have the students take an imaginary train ride using the
LRT, MRT, purple line to have an overview of NCR. As the
train passes over each city, make a stop and discuss the
distinguishing characteristics of each city or municipality.
National Capital
Region
in
Trad
Region III
Central Region
Prod
er
Cent
ic
onom
of Ec
ities
Activ
hical
grap
Geo
ures
Feat
es
7. Jars made in Ilocos
fyvrec
3. Review
Ask the students: How do the regions in Northern Luzon
contributed to the development of the country?
4. Outline the lesson on the board with the use of a graphic
organizer.
•
C. Deepen
1. Divide the class into three groups and give each group map
puzzles of the two regions. Given a time limit, have them rearrange the puzzles to form the two regions.
2. Using flashcards with concepts written on them, call on
students to quickly define or describe the concepts.
16
D. Transfer
1. Make a comparison between the provinces of Central Luzon
and the National Capital Region in terms of:
•
Products and Industries
•
Education and Culture
•
Impact on the Development of the Country
2. Have the students prepare a picture dictionary or a scrapbook
on the provinces of Central Luzon and the cities and municipality of NCR.
3. Administer the written test covering the two regions.
4. Pair the students by twos. Have each pair check each other’s
answers to the questions given on pp. 84-86 of the
textbook.
E. Valuing
Have the students write down the good qualities they have
noted about ethnic groups living in Luzon.
Textbook; physical and economic map of the Philippines; regional
maps of Region III and NCR; pictures of the physical features of Region
III and NCR; tourist attractions; products and industries; government
centers; cultural centers; business establishments and pictures of
government officials
Chapter 8 Southern Luzon Regions
A. Explore
1. Structure the room with the regional maps of Region IV-A,
Region IV-B and the Bicol Region, pictures of beautiful views,
and historical spots in the three regions including products and
industries and recent news items about the three regions.
2. View a slideshow about the regions in Southern Luzon.
Click the Region and Industries of the Philippines.
Click the camera icon and then look for the following slides:
Region IV-A – CALABARZON, Region IV-B – MIMAROPA
and Region 5 – Bicol. Refer to page 99 of the textbook.
3. Recall the climate in the three regions. What natural calamities happened in these areas? Post pictures of the provinces
hardest hit by typhoons in CALABARZON, MIMAROPA
and volcanic eruptions in the Bicol region. How did the
people cope with these calamities?
4. Drill
Matching Places and Symbols. Connect the province or city
in column A with its appropriate attraction in column B.
B
A
a. Rice terraces
1. Vigan, Ilocos Sur
b. Hanging coffins
2. Ilocos Norte
c. Heritage Village
3. Cape Bojeador, Ilocos Norte
d. Paoay Church
4. Baguio City
e. Callao Caves
5. Sagada, Mountain Province
f. Hundred islands
6. La Trinidad Valley, Benguet
g. Lighthouse
7. Ifugao
h. beaches
8. Cagayan
i. vegetables
9. Pangasinan
j. Panagbenga Festival
10. La Union
k. stone houses
11. Kabayan, Benguet
l. Magat Dam
12. Isabela
m. mummified corpse
13. Nueva Vizcaya
n. Dalton Pass
14. Batanes
o. Pagsanjan Falls
5. Review. How has the physical features of the Ilocos Region
influenced the work attitude of the Ilocanos?
6. Pose the following question:
How do the three regions of Southern Luzon contribute to
the development of the country?
17
B. Firm Up
1. Using the K-W-L technique, find out what the students know
about CALABARZON. Divide the board into three columns.
Have the students write in one column things they know about
CALABARZON.
2. Have the students write questions in the next column they
want answered about calabarzon.
3. Divide the class into three groups and give one of the following
topics to the groups to research on and report in class:
a. Geographical features
b. Products and industries
c. Tourist attractions
4. After the three groups have reported on their assigned topics,
find out whether the questions the students wanted answered
were discussed in the reports.
5. Have the students write a short summary of the things they
have learned about CALABARZON in the third column.
6. Find out what the class knows about Region IV-B or MIMAROPA. Have them list what they know about MIMAROPA on
the board.
7. Find out what the class wants to know about MIMAROPA.
List the questions on the board.
8. Divide the class into three groups and assign one of the following topics to each group: (a) geographical features, (b) products
and industries, and (c) tourist attractions. Each group is tasked
to conduct a research on the topic and to report it in class.
9. After all the reports have been presented, go over the questions
on the board and find out if all of them were answered. Questions left unanswered are to be given to the class as special
assignment.
10. Mystery Box. Prepare questions about Region IV-B and place
them in a box. Call on a student to pick out a question and
have it answered before the class.
11. Find out what the class knows about Bicol Region. Have them
write their answers on the board or on a whole sheet of manila
paper.
12. Have the class write questions they want answered about the
Bicol region.
18
13.
Divide the class into three groups and assign to each group one
of the following topics to research on and report in class:
a. geographical features;
b. products and industries; and
c. tourist attractions.
14. After all reports have been given, check the list of questions
given by the students and find out if they have all been
answered.
15. Have the students write on one important item they have
found interesting, useful or novel about the Bicol region.
C. Deepen
1. Have the students prepare a concept map on Southern Luzon.
Have them fill the map with important facts they have learned
from the reports.
Southern Luzon
Region IV-A
Region IV-B
Bicol Region
Geographical
Features
Geographical
Features
Geographical
Features
Products/
Industries
Products/
Industries
Products/
Industries
Tourist
Attractions
Tourist
Attractions
Tourist
Attractions
2. Have the class take an interactive quiz on the regions of the
Philippines located in Luzon. Using the Filipinism CD-ROM
4, have them click the quiz icon and the topic, Regions of the
Philippines then look for Luzon.
D. Transfer
1. Learn from the experiences of the Bicolanos on how to weather
natural disasters such as volcanic eruptions and typhoons. List
down some guidelines to follow on disaster preparedness.
2. Have the students imagine they are ambassadors of goodwill.
Have them prepare a speech discussing the beauty of Southern
Luzon.
3. Have the students prepare a scrapbook featuring the historical
and scenic spots in Southern Luzon.
E. Valuing
Have the students note down the good qualities of the Tagalogs
of Southern Luzon and the Bicolanos. Which among the qualities
they have given do they possess or would like to possess?
Textbook; regional maps of Region IV-A, Region IV-B and Region
V; pictures of the physical features of Region IV-A, IV-B and the Bicol
region; products and industries and tourist attractions; map of the
Philippines; pictures of food festivals and Filipinism CD-ROM 4
Chapter 9 Visayas and Its Regions
A. Explore
1. Display pictures of physical features, products and industries,
tourist attractions, food festivals and dances from the three
regions in the Visayas.
2. Display the regional maps of Region VI, VII and VIII.
3. Put up news articles about provinces in the Visayas.
4. Drill. Where are the following tourist attractions located?
Point their location on a Philippine map and state what they
are noted for.
5. Outline the lesson on the board. Have the class fill in the
blanks.
Topic
A. Region _____
1.
2.
3.
6. View a slideshow about the regions in the Visayas using
Filipinism CD-ROM 4. Click The Regions and Industries
of the Philippines. Click the camera icon and then look for
the following slides: Region VI — Western Visayas; Region
VII — Central Visayas and Region VIII - Eastern Visayas.
Have the students note down interesting facts from the slideshow.
7. After viewing the slide, group the class into twos and have
them share their reactions on what they have viewed from
the slideshow.
B. Firm Up
1. Prepare three columns on the board and place the following
headings: Eastern Visayas or Region VIII, Western Visayas or
Region VI, and Central Visayas or Region VII.
2. Have the students write concepts related to the three topics.
3. Divide the class into three groups and assign one region to
one group. The groups may pretend to be tourists traveling by
three different kinds of transportation. One group may travel
by ship or board Negros Navigation or Super Ferry and travel
to Western Visayas, another group may fly on board Cebu
Pacific or Philippine Airlines to Central Visayas and the third
group travel on land by RORO in going to Eastern Visayas.
C. Deepen
Have the pupils prepare a summary of the chapter. Fill up the
chart with the needed information.
Region VI
Region VII
Region VIII
1. Provinces
2. Capitals
B. Region _____
1.
2.
3.
C. Region
1.
2.
3.
3. Products and Industries
4. Tourist Attractions
19
D. Transfer
1. Have the class formulate a generalization about the Visayan
regions.
2. Have the pupils list down three challenges facing the Visayan
regions and suggest three solutions to meet these challenges.
3. Conduct a summative evaluation of the chapter.
4. Have the pupils prepare a scrapbook featuring the historical
and scenic spots found in the Visayan regions.
E. Valuing
Enumerate the good qualities you have discovered about the
Ilongos, Warays, Hiligaynons, Cebuanos, Boholanos, and other
ethnic groups living in the Visayas. Which of these qualities would
you like to emulate?
Textbook; political, economic, and physical maps of the Philippines; regional maps of Regions VI, VII and VIII; historical and scenic
spots in the Visayan regions; pictures of products and industries and
Filipinism CD-ROM 4
Chapter 10 Mindanao and Its Regions
A. Explore
1. Display pictures of scenic and historical places found in the
six regions of Mindanao; products and industries, exotic fruits,
plants, flowers, fishes, animals, arts and crafts and samples of
native delicacies.
2. Drill. Have the students identify and describe the pictures. Let
them state the province and region where these pictures are
located, then let them point the location on the Philippine map.
3. Review. How do the scenic places, historical events and cultural
activities contribute to an increased appreciation of Filipino
culture and heritage?
20
4. Outline the lesson for discussion.
5. Pose the following questions:
a. Why is Mindanao called the “Land of Promise”?
b. Why are the regions of Mindanao important in the
development of the country?
B. Firm Up
1. Post six sheets of manila paper on the board and label each
one with the different regions of Mindanao. Ask the class to
write down on the sheets what they want to know about any
of the regions in Mindanao.
2. Divide the class into six groups and assign one region each to
the six groups.
3. Have the groups conduct a research on their assigned topic
and present a report to the class.
4. After each group presentation, have the class submit a summary of the report.
C. Deepen
1. Have the class compare and contrast the six regions as to
their geographical features, products and industries, cultural
activities, tourist attractions and challenges.
2. Have the class formulate generalization about the ideas they
have learned from the reports.
For example: The six regions in Mindanao have varied
natural resources which can greatly help in the development
of the country.
3. Give a check-up test to determine how much has been learned
by the class.
D. Transfer
1. Have the class explain how knowing more about the people and
culture in Mindanao will promote peace, unity and harmony
in the island as well as with the other regions in the Visayas
and Luzon.
2. Hold a Kadayawan festival in class to have a feeling of unity
with the ethnic groups living in the Davao region.
3. Have the class prepare a scrapbook about the beautiful scenic spots, historical places, products and industries and geographical features of the six regions in Mindanao.
E. Valuing
1. Have the students continue discovering the good qualities
of the Filipinos. List down the good qualities of the Zamboangueños, Lumads, Davaoeños, Northern Mindanaoans and
Muslims.
2. Have the students write a short paragraph on the following
topic:
How can unity be achieved in the country?
1
2
3
5
4
6
8
7
9
10
11
12
13
14
15
16
17
18
19
20
21
Textbook; map of the Philippines; regional map of Mindanao;
pictures of historical places; scenic spots, products and industries, arts
and crafts; physical features of the six regions of Mindanao
Chapter 11 Interdependence Among Regions
A. Explore
1. Structure the room with pictures of activities from the five
“super regions.”
2. Post news articles from the five “super regions” regarding
development activities happening in these regions.
3. Drill. Crossword Puzzle
Have the students review what they have learned about
Chapter 10 by answering the puzzle.
Across
1. Town in Sarangani famous for centuries-old houses
2. Beautiful beach resort located in Dapitan City
4. Second largest group of islands
23
22
5.
6.
9
12
14
15
17
18
19
21
22
23
Highest mountain in the country
Tuna capital of the Philippines
Term for indigenous groups living in SOCCSKSARGEN
Cave in Mt. Maitum where anthropomorphic jars were
discovered
Product of Sulu
Original inhabitants of Zamboanga
Famous for surfing
Fruit grown in Davao
Only city in ARMM
Inhabitants of Davao
Mountain in Bukidnon
Another ethnic group living in Davao
Down
1 Mineral mined in Davao
2 Pineapple plantation in Bukidnon
3 Pineapple plantation in Palomolok, South Cotabato
21
4
7
8
10
11
13
14
16
18
20
Majority of inhabitants in ARMM
Lake in South Cotabato
Ethnic group living in Zamboanga
Region XIII
Fruit product in Camiguin
Place where Dr. Jose Rizal was exiled
Material for making mat
Third largest river in the country
City where Kadayawan Festival is celebrated
The only autonomous region in the country
Answer to Crossword Puzzle
Down
Across
1 Gold
1 Glan
2 Dakak
2 Del Monte
4 Mindanao
3 Dole
5 Mt. Apo
4 Muslims
6 General Santos
7 Sebu
9 Lumads
8 Samals
12 Ayub
10 CARAGA
14 Pearl
11 lanzones
15 Subanons
13 Dapitan
17 Siargao
14 Pandan
18 durian
16 Agusan
19 Marawi
18 Davao
21 Bagobos
20 ARMM
22 Kitanglad
23 Mandaya
4. Review. Ask the class the following question:
How do the six regions of Mindanao contribute to the
development of the country?
5. Outline the lesson for discussion.
6. Study the picture on page 128 of the textbook. What message
do the pictures convey?
22
B. Firm Up
1. Sing the song, “No Man is an Island.” What is the message of
the song? Connect the message of the song with the need of
the provinces to depend on other provinces for some of their
needs.
2. Divide the class into six groups. Give one topic to each group
to conduct a research and report on the topic. Provide activity
cards to each group suggesting activities on how to present
the topics to the class.
• Topic 1 — Super Regions
Pretend to be the governor of a province or a mayor
of a city and think of ways of enticing investors to invest
in your province or city.
•
Topic 2 — Trade and Industry
Pretend to be the Secretary of Trade and Industry
talking before a group of local government officials and
businessmen encouraging them to develop their local
industries and to actively engage in marketing their
products with one another.
•
Topic 3 — Philippine Food Festivals
Pretend to be the Secretary of the Department of
Tourism describing before a group of foreign travel agents
the interesting, colorful and lively Philippine festivals.
Have the class view a slideshow on food festivals by
letting them visit http://en.wikipilipinas.org and search
for Tuna Festival to access an article about this annual
week-long festival celebrated in General Santos City.
Describe one or two festivals and have an actual
celebration in class.
Conduct a travelogue highlighting festivals starting
from January to December.
•
Topic 4 — Employment Opportunities
Conduct a mock Job Fair dramatizing some of the
activities a job seeker undergoes to get a job.
•
Topic 5 — Educational Opportunities
a. Conduct a counselling session between a guidance
counselor and a student regarding career counselling.
b. Conduct a mock interview with the Chairman of the
Commission on Higher Education regarding the right
courses to study after high school and the best schools
to enroll in.
•
Topic 6 — Medical Services
Conduct a TV interview with the Secretary of Health
on how to keep oneself healthy and where one can avail
of the best facilities in medical services.
3. Have each group present their topics one after another.
4. After each presentation, require the class to submit a written
reaction of what has been presented. Have one or two pupils
read their reactions in class.
5. Have the class formulate a generalization regarding interdependence such as:
Interdependence between and among regions is important
in the development of the whole country.
No region in the country is self-sufficient. It needs the
assistance of other regions.
6. Have the class submit a short narrative of an experience in
attending, observing or participating in a festival.
E. Valuing
Develop among the students the quality of kindness to
others. Have them list down some examples of how they have
shown kindness to others. Have them cite situations wherein such
kindness was shown.
Circumstances/Situations
Acts of Kindness Done
C. Deepen
1. Pair the class into twos and let them share with each other the
most important points they have learned about each topic.
2. Have the students share with each other the answers they have
written on the review portion of the chapter, pages 135-139.
D. Transfer
1. Prepare a personal time and activity schedule for a month
regarding activities related to participation in trade and
industry, festivals, educational opportunities, employment
opportunities and medical services.
2. Plan a trip to a town, city or province celebrating a particular
festival.
3. Have the students plan as early as now what they would like
to be when they grow up. Guide them in planning for their
future.
4. Show one’s love for country by encouraging students to
patronize one’s own products.
Textbooks; political and economic map of the Philippines, pictures
of food festivals, activities in trade and industry, educational, medical
institutions and business establishments
23
UNIT TEST
a b
c d
A. Identify the term, place, person or event being described.
1. The island with a large nickel deposit (Nonoc)
2. The longest river in Mindanao (Rio Grande de Mindanao)
a b c d
a. Mindanao
c.
b. Visayas
d. Spratlys
Luzon*
3. This city in the Ilocos Region is famous for its cobblestoned streets and Spanish-style colonial houses
3. The highest peak in the Philippines (Mount Apo)
a. Pagudpud
c.
4. The place where Dr. Jose Rizal was exiled (Dapitan)
b. Vigan*
d. Dagupan
5. The source of electricity for Mindanao (Maria Cristina Falls)
a b
c d
6. The surfing capital of the Philippines (Siargao)
Laoag
4. Outstanding record in coconut and log production
helps in the progress of
a. National Capital Region
7. The only autonomous region in the country (ARMM)
b. Visayas Region
8. The marble capital of the Philippines (Romblon)
c.
9. A World Heritage Site noted for its rich marine life (Tubbataha
Reef Marine Park)
d. Southern Tagalog Region*
a b
c d
Ilocos Region
5. The CALABARZON played important role in the
history as the following happened except
10.
The town where the proclamation of Philippine independence took
place (Kawit, Cavite)
11.
The largest lake in the country (Laguna Lake)
b. Birth of Jose Rizal
12.
A Catholic Church in Ilocos Norte which is included in the UNESCO World Heritage List (Paoay Church)
c.
13.
A Spanish-era community which is included in the UNESCO World
Heritage List (Vigan’s Heritage Village)
d. Birthplace of Apolinario Mabini
14.
Considered as the eighth wonder of the world, believed to be over
2,000 years old (Banaue Rice Terraces)
a. Metro Manila*
15.
A town where there are hanging coffins in cliffs (Sagada, Mountain
Province)
c.
B. Read and understand each item. Blacken the circle of the letter
a b
24
2. The island with the most number of regions is
c d
1. One of these is not a basis for regionalization
a. location
c.
physical features
b. culture
d. population*
a. Proclamation of Philippine Independence
a b
c d
Blood Compact between Legazpi and
Sikatuna*
6. Degree of Urbanization is highest in
b. Bicol Region
Cordillera Autonomous Region
d. Autonomous Region of Muslim Mindanao
a b
c d
7. Pina cloth is abundant in regions where pineapple
is the main product. This cloth is made from mixed
raw silk and pineapple fibers.
a. jusi
c.
b. Ramie
d. Rayon
jute
a b c d
a b
c d
a b c d
a b c d
a b c d
a b
a b
c d
c d
8. If Cebu is known as the “Queen City of the South,”
this place is known as the “Tuna Capital of the
Philippines.”
a. Bohol
c. General Santos City*
b. Zamboanga
d. Iloilo City
9. San Juanico Bridge is the longest bridge in the
Philippines. It is vey beneficial to Samar and Leyte
because
a. typhoons in the region could be prevented
b. products could easily be transported to other
places*
c. more vehicles will ply the route
d. the bridge is another tourist attraction
10. Haciendas and sacadas are familiar to the region of
a. Central Visayas
c. Northern Luzon
b. Central Luzon
d. Central Visayas*
11. Executive Order no. 36 provides for the reorganization of administrative regions in Mindanao. Three
regions have new names except
a. Zamboanga Peninsula
b. CARAGA*
c. Northern Mindanao
d. Davao Region
12. If Baguio City is the “City of Flowers” of Luzon, then
where is the “City of Flowers” in Mindanao?
a. Davao City
c. Zamboanga City*
b. Bukidnon
d. Iligan City
13. Davao is inhabited by indigenous people except
a. Pintados*
c. Manobos
b. Bagobos
d. B’laans
14. The indigenous peoples or those who are neither
Muslims nor Christians are referred to as
a. nomads
c. lumad*
b. Aetas
d. Tinggians
a b c d 15. Maria Cristina falls is a beautiful tourist attraction
in Lanao del Norte. What other benefit does it give
to Mindanao
a. source of water
b. source of aquaculture
c.
source of electricity*
d. waterways to transport goods
a b
c d
a b c d
a b c d
16. Lake Sebu is found in
a. Cebu
c.
North Cotabato
b. South Cotabato*
d. Davao
17. SOCCSKSARGEN is an acronym that stands for
the region’s provinces and which city?
a. South Cotabato
c.
Sultan Kudarat
b. Cotabato
d. General Santos*
18. Underground rivers of Palawan, the Tubbataha Reef
and the Banaue Rice Terraces are considered by the
UNESCO a places with outstanding importance to
the common heritage of humankind known as
a. heritage sites*
c.
theme parks
b. national shrines
d. national heritage
a b c d 19. Super Regions are created to carry out the different
themes which are mostly centered on
a. manufacturing
b. information technology
c.
agribusiness*
d. urbanization
a b c d
20. Regions of the country are not entirely sufficient
in products and services. They need one another
to satisfy the many needs that they have. This is
known as
a. interdependence*
c.
b. buy and sell
d. barter
trading
25
UNIT
III THE FILIPINO CULTURE
B. Interpretation
1. Interpret the meaning of Filipino sayings.
I.
2. Translate from the vernacular Filipino epics, myths and
legends.
C. Application
Content Standard
The student recognizes the
existence of a native Filipino culture which had been enriched by
Asian and western cultures making Filipino culture international
in nature.
1. The student demonstrates knowledge
and appreciation for the international
nature of Filipino culture through
participation in dancing native dances
and singing Filipino songs.
2. The student demonstrates skills in
communication and research through
individual and group presentations.
The Filipinos had their own
native culture which had been
enriched by Asian and western
cultures as a result of contacts
through trade and colonization.
Essential Question
What is the nature of Filipino
culture?
D. Perspective
Express one’s opinion with regard to the attitude of some
Filipinos who prefer to buy imported goods instead of Philippine
made goods.
E. Empathy
1. Appreciate the native culture possessed by the early Filipinos
and their work towards its preservation.
2. Appreciate the Filipinos who have given up their lives in
defense of the country’s freedom.
F. Self-knowledge
1. Realize that the early Filipinos had their own culture before
the coming of the Spaniards.
2. Be proud of the native culture Filipinos possess.
A. Explanation
1. Explain the origin of the Philippines and the early Filipinos.
2. Describe the kind of civilization possessed by the early
Filipinos.
3. Enumerate Asian, Spanish and American influences on
Filipino culture.
26
Analyze the various changes which had taken place during
the different periods in Philippine history.
1. The student demonstrates his knowledge and appreciation of
Filipino culture by dancing a Filipino folkdance, singing a Filipino
song or reciting a poem written by a Filipino poet.
2. The student demonstrates skills in communication and research
through participation in individual and group presentations.
A. Have the students answer Things I Learned on pp. 148-150, 165166, 177-178, 188-191 and 203-206. They may do these activities
at home and tell them to ask help from their parents. Let them
read Summary-A then do the exercises under Summary-B on page
207.
B. Knowledge of Terminology. Write the term being defined
or described.
_________ 1. It is a way of life of a group of people or a community. It includes beliefs, ideas, arts , laws, morals,
values, customs, and traditions. (culture)
_________ 2. Remains or traces of an animal or plant of a past
geological age that has been preserved in the
earth’s crust. (fossil)
_________ 3. A simple object such as a tool or ornament made
by man. (artifact)
_________ 4. The usual manner of doing things. (custom)
_________ 5. Trust, confidence or reliance is placed in some
person or thing. (belief)
_________ 6. The process of handing down information, opinion, beliefs, and customs by word of mouth or by
example. (tradition)
_________ 7. The act of moving from one country, region, or place
to settle in another. (migration)
_________ 8. A strip of land connecting two landmasses as a
continent or an island. (land bridge)
_________ 9. The process of continuous change from a lower, simpler or worse condition to a higher, more complex
or better state. (evolution)
_________ 10. Old Stone Age (Paleolithic Age)
C. Knowledge of Theories and Principles. State the theory being
formulated in the following sentences:
_________ 1. The theory which states that several groups or
“waves” of people reached and settled in the Philippines from the Asian mainland (wave migration)
_________ 2. The early Filipinos were a product of evolution and
movements of people (Jocano theory)
_________ 3. This theory explains that species of life evolved
from a primitive form by way of adaptation and
natural selection. For a species to survive, it has
to adjust biologically and cope with the changing
environmental conditions (evolution)
_________ 4. This theory states that the Austronesians who
originated from southern China moved and
migrated to the Philippines and in the other islands
in Southeast Asia and the Pacific (Austronesian)
D. Knowledge of Specific Facts. Write the specific fact being
asked for.
1. It is the belief that the Philippines was once a part of (Asian
mainland)
2. During the (Pleistocene) period, some parts of the world turned
into ice
3. A (land bridge) connected Borneo and Palawan, Taiwan and
Northern Philippines
4. The Philippine archipelago was formed when a climate change
melted the (ice)
5. An example of the Homo sapiens is the (Tabon Man)
Chapter 12 The Early Filipinos
A. Explore
1. Structure the room with the following displays:
— Darwin’s theory on the evolution of man
— F. Landa Jocano’s theory of evolution and movement
27
— Map of Asia showing routes of migration of early peoples
to the Philippines
— Illustrations of the culture of the early Filipinos
2. Have students move around to view the displays
3. How did people come to the Philippines?
4. How did the early peoples look like?
5. What kind of culture did the early peoples bring to the
Philippines?
B. Firm Up
1. Have the class define Prehistoric Period.
2. Have the students describe the environment of prehistoric
Philippines with the use of a time line. Write the following
dates on the board and have the students describe the events
which took place during these periods.
D. Transfer
1. Have the students evaluate the different theories presented
and choose one which they consider as the most acceptable.
Have each student write a short paragraph in defense of his/
her choice.
2. Have the students write a description of the theories in a
creative way. Select few students to present their work in
class.
Prehistoric Period
a.
Pleistocene Period
b.
8,000 years ago
Time Line
3. Divide the class into four. Assign one theory on the origin of
the Filipinos to each of the four groups and have each group
defend the theory with scientific evidences.
4. Have each group make use of a world map, map of Asia, and
a Philippine map to locate the places of origin of these early
peoples, the routes taken to reach the Philippines and the
places where they settled in the country.
5. Have each group present examples of the kind of culture
brought to the Philippines by the early peoples.
6. Encourage the students to ask questions after each group has
presented their report.
C. Deepen
Process the students’ understanding of the lesson by asking
the following questions:
1. How did the Philippines look like during the prehistoric
period?
2. How was the Philippine archipelago formed?
28
E. Valuing
Ask the students the following question:
What good values did the early Filipinos possess? Explain
your answer.
Textbook; Philippine map; map of Asia; map of the world; globe;
pictures of the physical features of the early Filipinos; pictures of the
culture of the early Filipinos
Chapter 13 Ancient Filipino Heritage
A. Explore
1. Display in the classroom examples of ancient Filipino culture:
bahay kubo, ancient Filipino costumes, ornaments, food, stone
tools, weapons and baskets.
2. Display in mural form scenes from ancient barangay life:
— A family at work at home and in the fields
— Different social classes
— Ancient Filipino women portraying various roles
— A datu performing various duties in the barangay
—
—
—
—
Religious rituals
Education for the young boys and girls
Baybayin system of writing
Economic activities like farming, fishing, logging, weaving,
poultry raising, tanning, wine making, blacksmithing, boat
building
— Dances like binaylan, kinnoton, uyauy, tadek, kandingan
— Games like cockfighting and spinning top
— Statues of anitos, tattoos, samples of designs on weapons
and shields
— Banaue Rice Terraces
— Courtship and marriage customs like bigay-kaya and
paninilbihan
— Burial customs
— Superstitious beliefs
3. Have the class walk through the room to view the various
displays.
4. Have the class view information on material and non-material
culture of the Philippines by using the Filipinism CD-ROM
4. Ask them to click the video icon of The Cultural Heritage
of the Philippines and the topic, Material and Non-Material
Culture. Refer to page 167 of the textbook.
5. Drill. Scattered around are words that describe some features
about the life of the early Filipinos. Match one of these terms
to each of the descriptions.
B
A
a. Tabon Man
1. A way of life of a group of
people or community
b. Peking Man
2. Remains or traces of an
animal or plant of a past
c. Negritos
geological age
d. custom
3. A landform believed to
have connected Borneo
e. tradition
and Palawan, Taiwan and
northern Philippines
4. The first group of people
in the Philippines
5. Belief that this group of
people were the ancestors
of the Filipinos
6. The skull of this Homo
Sapiens was discovered in this place in
Palawan
f.
land bridge
g.
fossil
h. Austronesians
6. Pose the following question for discussion:
Did the early Filipinos possess a culture of their own?
B. Firm Up
1. Divide the class into five groups. Assign one of the following
topics about ancient Filipino life to each group: social organization, political organization, economic activities, family life,
and culture.
2. Have the groups present their topics in various ways: skit,
oral presentation, demonstration, interview and panel discussion.
C. Deepen
1. After the group presentations, process the lesson by asking
the following questions:
a. Describe the ancient form of government during the ancient period.
b. Describe the ancient Filipino house and give reasons for
the choice of the Filipinos for such a dwelling.
c. Describe family life during the ancient period.
d. Which social class in the ancient period would you like to
be a member of?
e. How were women treated during the ancient period?
f. Describe the kind of religion the early Filipinos
practiced.
29
g.
Were the ancient Filipinos educated? Prove your
answer.
h. Give your opinion as to the description of the following
qualities of early Filipinos:
• Hardworking
• Artistic
• Musically-minded
• Sociable
• Scientifically-minded
• Religious
• Respectful
• Superstitious
• Concern for family
• Innovative
2. Ask the students to comment on a video presentation about
the kulintang by accessing the link at i-learn.vibalpublishing.
com.
D. Transfer
Ask the class:
1. What aspects of early Filipino culture are still being practiced today?
2. Formulate a generalization about the civilization of the
early Filipinos.
E. Valuing
Ask the students the following question:
Of the various aspects of ancient Filipino culture, what
areas do you think should be further strengthened and improved?
Why?
Chapter 14 Early Contacts with Other Asians
A. Explore
1. Using a map of Asia, have the class point to the location of the
following countries:
China, India, Saudi Arabia, Malaysia, Indonesia, Japan
2. Ask the class some business practices being observed by
Chinese, Hindu, Japanese and Arab businessmen.
3. Find out from the class what particular products from the
above businessmen do they like to buy.
4. Drill: Match the ancient Filipino terms in column A with their
meanings in column B. Write the letters only.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
A
bahay kubo
kangan
patadyong
palayok
tuba
kris
maginoo
datu
anito
baybayin
kaingin
kundiman
bigay-kaya
paninilbihan
anting-anting
Textbook; examples of ancient Filipino arts and crafts;
pictures of dances, musical instruments, games and economic activities;
Filipinism CD ROM 4
30
B
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
love potion
amulet
coconut wine
alphabet
nipa hut
jacket for men
earthen pot
piece of cloth wrapped
around the waist
song of love
dowry
nature spirit
method of planting rice
service of groom to his
‘bride-to-be’
sword
highest social class
head of barangay
5. Pose the following question to the class:
Did the early Filipinos establish trade contacts with other
Asian peoples?
B. Firm Up
1. Divide the class into four groups. Assign the groups each of
the following topics: trade with the Chinese, trade with the
Hindus, Indonesians, Malaysians, trade with the Japanese
and trade with the Arabs.
2. Have the class conduct a research on their assigned topics and
to prepare a report on their assigned topics in class.
3. Have the class dramatize how the Filipinos traded with the
four groups of foreigners.
4. Have the class make a tabulation of the different products
being sold by the Asian countries to the Philippines.
Asian Countries
Products Sold to the Philippines
1. China
2. Japan
3. India
4. Indonesia/Malaya
5. Arabia
5. Make a listing of Asian influences on Philippine life and culture. Have the class classify it as to Chinese, Hindu, Japanese,
or Arab influence.
C. Deepen
1. Have the class divide themselves into six groups and act out
the following situations during the ancient period:
— Pretend to be a member of a trade mission from Pangasinan invited to go to China
— Pretend to be a Filipino trader doing business with the
Chinese
— Pretend to be an Arab trader trading in Sulu
— Pretend to be a Japanese trader doing business in
Manila
2. Have the students know more about Islam by accessing the
link at i-learn.vibalpublishing.com.
D. Transfer
1. Have the class make a report as to the extent of trade relations
between the Philippines and other Asian countries at present.
Have them find out which of these Asians have increased trade
relations with the Philippines.
2. Clip news articles about trade between the Philippines and
other Asian countries. Let the students note down what products at present are being exported by other Asian countries to
the Philippines.
E. Valuing
Have the class place a checkmark (✓) on those influences which
are Asian in nature:
_____ 1. Practice of bigay-kaya
_____ 2. Belief in Bathala
_____ 3. Use of ate, kuya, ditche, diko
_____ 4. Use of arabesque design
_____ 5. Use of such words as maharlika, diwata, mukha
_____ 6. Use of porcelain, umbrella, silk
_____ 7. Earthen jars for cooking food
_____ 8. Drinking tuba
_____ 9. Raising of ducks
_____10. Syllabic way of writing
_____11. Belief in Islam
_____12. Playing of sungka
_____13. Fondness for pancit, siopao
_____14. Wearing of sarong and putong
_____15. Use of slippers
31
Textbook; map of Asia; map of the Philippines; pictures about
ancient economic activities; pictures of Asian influences on Filipino
culture and Filipinism CD-ROM 4
Chapter 15 Filipino Culture During the Spanish Period
A. Explore
1. Structure the room like a town during the Spanish period.
Put up the façade of a Catholic church, Spanish houses,
a plaza, etc.
2. Have the students wear Spanish costumes, play Spanish music and serve Spanish delicacies during the duration of this
lesson.
3. Display pictures of Catholic churches, the Heritage Village,
the town of Taal, Batangas, San Miguel, Bulacan, Calamba
City where there are many examples of Spanish houses.
4. Drill. Let the students review the past lesson by recalling
important terms learned in Chapter 14. Match the clues in
the right column with the terms in the word bank in the right
column.
Word Bank
Clues
a. kuya
1. A method of trade consisting of exchanging goods
b. pancit
2. A place in Mindanao which
became a trading partner of
c. kandingan
China in 1011
3. An outfit for men which is
d. Sanskrit
of Chinese origin
4. A title of respect for an elder
e. katana
brother
f. barter
5. A Chinese dish that is made
of noodles
32
6. He introduced Islam in Sulu
in the late 13th century
7. Form of government established in Sulu
8. A Tausug wedding dance
9. The word “maharlika” comes
from this old Indian language
10. A word that is Arabic in origin and which means “Thank
You”
11. Japanese sword
g.
Butuan
h. camisa de chino
i.
Tuan Masha’ika
j.
sultanate
k. salamat
5. Pose the following question:
How did the Spaniards govern the Philippines?
B. Firm Up
1. Using a map of the world, have the class locate Spain on the
map. Introduce the country of Spain to the class by showing
some postcards of scenic views of the country, pictures of
Queen Isabella and King Ferdinand, Spanish explorers like
Ferdinand Magellan and Miguel Lopez de Legazpi and by
serving the class some Spanish delicacies.
2. Divide the class into six groups. Assign any of the following
topics to each of the six groups:
— Spanish colonization of the Philippines
— Political changes introduced by Spain
— Social changes introduced by Spain
— Family life, social classes, status of women
— Economic changes introduced by Spain
— Cultural changes introduced by Spain
— Religion, settlement, architecture
— Education, language, food, manner of dressing, festivals,
amusements
3. Have each group prepare a montage covering all the information about their assigned topic and then have the group use
the montage as a device in presenting their report.
C. Deepen
1. Prepare a listing of all the important concepts to be learned
under the Spanish period. Have the class briefly explain each
of these concepts.
2. Have the class fill up a tabulation summarizing the influences
of Spain on the filipino way of life in the following aspects:
• Social
• Political
• Cultural
• Economic
D. Transfer
Based on the listing of Spanish influences on the various
aspects of the Filipino way of life, have the class underline those
influences which are still being observed at present
E. Valuing
Have the class place a checkmark (✓) on the following practices
or habits acquired from the Spaniards which have been helpful to
them and have them give one reason for their choices
_____ 1. Siesta
_____ 2. Mañana habit
_____ 3. Señorito habit
_____ 4. Praying during the angelus
_____ 5. Celebrating the fiesta
_____ 6. Horse racing
_____ 7. Betting in lotteries
_____ 8. Playing cara y cruz
_____ 9. Cockfighting
_____10. Drinking chocolate
Textbook; map of the world; pictures of the scenic views in Spain,
Heritage Village in Vigan, Catholic churches, Spanish dances, Spanish
costumes and Spanish dishes
Chapter 16 Filipino Culture During the American and Japanese
Periods
A. Explore
1. Structure the room with pictures of American and Japanese
influences in the Philippines and historical events during
these periods.
2. Play American and Japanese music and encourage the class
to sing some songs belonging to these periods.
3. Drill.
Acrostic. Have the students think of terms which start
with any of the letters of the word SPAIN and then have them
define the terms
S — (sanduguan}
P — (principalia)
A — (alcaldia)
I — (Islam)
N — (Noli Me Tangere)
How did the Americans and Japanese influence the Filipino way of life?
B. Firm Up
1. Take the class on a historical date. Have them identify the
significance of the following dates:
— May 1, 1898
— June 12, 1898
— December 10, 1898
— January 23, 1899
— February 4, 1899
— March 23, 1901
— July 4, 1946
33
2. Have the class trace the development of the structure of
Philippine government from the pre-Spanish period up to the
Japanese period.
3. Have the class enumerate the social changes that have taken
place in the Filipino way of life from the pre-Spanish period
up to the Japanese period.
4. Have the class discuss the economic changes that have taken
place during the American and Japanese periods.
5. Discuss the Japanese period by posting anecdotes of Filipino
survivors during the Japanese period, pictures of the Bataan
March, Corregidor, the destruction of Manila and other parts
of the country. Through these pictorial presentations and narratives, the class will be able to get the conditions obtaining
in the country during the Japanese period.
C. Deepen
1. Remembering American and Japanese Periods Data Retrieval
Chart.
Make a data retrieval chart with six columns. Have as
headings the following:
• Important Personalities
• Political Changes
• Social Changes
• Economic Changes
• Religious Changes
• Cultural Changes
Have the students fill out under each heading, concepts
and ideas that they remember during the American and
Japanese periods.
D. Transfer
Ask the students to choose one influence or change introduced
by the Americans and Japanese which had greatly improved the
Filipino way of life and another one which had a negative or bad
effect on the Filipinos
34
E. Valuing
Have the class make an evaluation of the impact of the
colonization of the Philippines by the Spaniards, Americans and
Japanese. Has the Filipino become a better person as a result of
the coming of the Spaniards, Americans and Japanese?
Textbook; map of the world and of the Philippines; pictures of
American and Japanese influences; pictures of Manila during the
American and Japanese periods
UNIT TEST
A. Knowledge of Specific Facts. Write the specific fact being
asked for.
1. The skull of the Tabon Man was found in the (Tabon) Cave in
Palawan.
2. The Tabon Man lived during the (Paleolithic) or Old
Stone Age.
3. The first group of people in the Philippines were the
(Negritos).
4. It is believed that the ancestors of the Filipinos were the
(Austronesians).
5. The Austronesians belonged to the (Mongoloid) race.
B. Write the letter of the correct answer.
1. One product Filipinos traded with foreigners was ______.
a. silk
c. gold*
b. cotton
d. porcelain
2. Filipinos bought this item from foreigners ______.
a. rice
c. copra
b. sugar
d. silk*
3. A province which became an important trade center was
______.
a. Cebu*
c. Tarlac
b. Baguio
d. Nueva Ecija
4. The common dwelling of early Filipinos was the ______.
a. lean to
c. boat house
b. tree house
d. nipa hut*
5. The place which serves as a cage for chickens, pigs and goats
______.
a. batalan
c. kusina
b. silong*
d. papag
6. The jacket worn by men ______.
a. kangan*
c. saya
b. baro
d. patadyong
7. The island where the first mass was celebrated was ______.
a. Homonhon
c. Cebu
b. Limasawa*
d. Bohol
8. The Spanish explorer who gave the name Las Islas
Filipinas to the country was ______.
a. Magellan
c. Villalobos*
b. Legazpi
d. Saavedra
9. The Filipino chieftain who killed Magellan in the battle of
Mactan was ______.
a. Lapu-Lapu*
c. Sikatuna
b. Humabon
d. Rajah Soliman
10. The novel written by Dr. Jose Rizal which exposed the abuses
of the Spaniards was ______.
a. Caiigat Cayo
c. Florante at Laura
b. Noli Me Tangere*
d. Doctrina Christiana
C. Knowledge of Chronology. Rearrange the following events according to their date of occurrence. Write A for the first event, B for
the second event, C for the third event, D for the fourth event and
E for the fifth event.
__(A)_ 1. Battle of Manila
__(D)_ 2. Treaty of Paris
__(E)_ 3. Beginning of the Filipino-American War
__(B)_ 4. Proclamation of Philippine Independence
__(C)_ 5. First Philippine Republic
D. Read and understand each item. Blacken the circle of the letter
a b c d
a b c d
1. It refers to the way of life of a group of people, their
beliefs, customs and traditions, arts, etc. which is a
major factor in building one’s national identity.
a. civilization
c.
institution
b. history
d. culture*
2. Filipinos have their own culture before the coming
of the foreigners as proven by
a. Banaue Rice Terraces*
b. Christianity
c.
missionaries
d. English language
a b
c d
3. Archeology is a lot of guesswork. This statement is
proven by all of the following except
a. remains of elephants, rhinoceros, ang plant
fossils across the archipelago were excavated
b. Homo Sapiens intermarried with other Homo
Sapiens*
c.
shells, fish bones and other marine fossils were
found on coastal areas of the country
d. writings on caves
a b c d
4. It is believed that the Philippines was once connected
to mainland Asia by
a. land bridges*
c.
b. hanging bridges
d. underground rivers
underground caves
35
a b c d
a b c d
a b
a b
a b
a b
a b
36
c d
c d
c d
c d
c d
5. One of the theories on the origin of the Filipinos was
not accepted due to lack of evidence.
a. Theory of Evolution
b. Theory of Austronesian Migration
c. F. Landa Jocano Theory
d. Waves Migration Theory*
b. A sign of bravery and tribal seniority of men*
c.
d. a sign of identity
a b c d
8. There is no pure culture. This statement is proven
by the following except
a. Filipinos used silk, porcelains and umbrellas
b. barter system
c. alibata alphabet*
d. phonetic alphabet
9. The prehistoric men were the forerunners of
civilizations for they saw the beginnings of all of
the following except
a. tools
c. beginning of farming
b. fire
d. loom weaving*
10. Which of the following is not an example of intangible
culture
a. body ornament*
c. respect for parents
b. bayanihan spirit
d. belief in anitos
11. Early Filipinos put tattoos on their body as
a. A sign that they have been jailed or imprisoned
12. Early Filipinos’ knowledge of engineering is
shown in
a. bahay kubo
6. The Tabon Man, whose remains were found in
Palawan is an example of
a. Hominids
c. Homo Erectus
b. Cro Magnon
d. early Homo Sapiens*
7. Early humans are all of these except
a. food gatherer
d. cave dwellers
b. hunters
c. farmers*
as symbol of an alipin
b. land bridges
c.
Balangay boat
d. Banaue Rice terraces*
a b c d
13. The early Filipinos believed in the afterlife. Which
is the best proof for this?
a. belief in anitos and diwatas
b. burying dead relatives near the house
c.
embalming of dead relatives
d. Manunggul jar in Palawan*
a b c d
14. Which of the following statements is not true about
early contacts with other Asians?
a. junk ship used by Chinese brought porcelains
b. Islam was introduced by the Arabs
c.
Japanese brought paper lanterns
d. Hindus came bringing with them curry, chili,
and caste system*
a b c d 15. Miguel Lopez de Legazpi headed the only successful
expedition to the country. This is proven by
a. a mass held in Limasawa
b. the sanduguan with Raja Sikatuna
c.
the Philippines became a colony of Spain*
d. establishment of the first Spanish settlement
in Cebu
a b c d
16. Religion dominated the Filipino way of life during
the Spanish period. This is proven by all of the
following except:
a. Filipinos hear mass everyday
b. Filipinos practiced the different Catholic
sacraments
c. Dagohoy’s brother was buried in a Catholic
cemetery*
d. literature was mostly religious and moral in
character
a b c d
17. Filipinos were converted to Christianity except the
a. people of Cordillera and the Muslims of
Mindanao*
b. Cagayanos and Pangasinense
c. Cebuanos and Boholanos
d. Tagalogs and Ilocanos
a b c d
18. To facilitate the spread of Christianity and monitor
the activities of the Filipinos this policy was implemented. It is known as
a. cross and sword affair
b. reduccion*
c. divide and conquer policy
d. plaza complex affair
a b c d
a b c d
19. Which of the following is not the reason why the US
colonized the Philippines?
a. rich natural resources of the Philippines
b. a big market for US products
c. strategic location for fueling
d. destined to help and civilize the Filipinos*
20. This event put an end to the Spanish regime
and signalled the start of American rule in the
Philippines.
a. sinking of the USS Maine in Cuba
b. Signing of the Treaty of Paris
c. Battle of Manila Bay*
d. Shooting of four Filipinos in Sta. Mesa, Manila
a b c d
21. The Americans used education as an instrument in
colonizing the Filipinos as proven by
a. controlling the content of Philippine textbooks*
b. teaching the Filipinos the English language
c. instilling colonial mentality
d. writing our history in English
a b
c d
22. American influences in architecture is shown in the
following buildings except
a. Manila Post Office
b. Malacañang Palace*
c. National Museum
d. University of the Philippines
a b
c d
23. The result of materialism which we acquired from
the Americans is
a. colonial mentality* c. graft and corruption
b. greediness
d. favoritism
a b c d
24. A Filipino with a bayong mask and tasked by the
Japanese government to pinpoint active guerilla
member is known as
a. HUK
c. MAKAPILI*
b. KALIBAPI
d. puppet
a b
25. Manila was declared an Open City during the Japanese occupation to
a. facilitate the entry of the Japanese government
in the city
b. welcome warmly the Japanese to the city
c. establish the seat of the government in the
city
d. minimize the destruction and protect the city*
c d
37
UNIT
IV THE DEVELOPMENT OF THE FILIPINO CULTURE
I.
3. Demonstrate skill in singing Filipino folksongs and the kundiman, or dancing Filipino folk dances.
Content Standard
The student comprehends how the government
and citizens have contributed to the development of Filipino culture and how the Filipino
people can further promote and
preserve Filipino culture.
The student demonstrates
knowledge, comprehension and
appreciation for the various aspects
of Filipino culture by singing a Filipino
folk song or kundiman, dancing a folkdance, playing a role in a Filipino play
or reciting a poem written by a Filipino
poet.
Essential Question
The government has contributed to the development of
Filipino culture by passing laws for
the development, promotion, and
preservation of Filipino culture
while the citizens have created
outstanding works which have
enriched Filipino culture and have
continued to create masterpieces
to produce a Filipino culture that
rivals those of other countries.
How have the government and its
citizens contributed to the development
of Filipino culture and how can they
further promote and preserve it?
B. Interpretation
1. Share the main ideas given in the novels, plays and essays
written by Filipinos in the different periods of Philippine
history.
2. Compare one’s choices of role models with those of other classmates.
3. Make a conclusion as to the roles played by the government
and citizens in the promotion and development of Filipino
culture.
C. Application
Analyze the strategies used by outstanding Filipinos in the
creation of their masterpieces and applying them in the development of one’s skill in the visual arts, music, dance and theater.
D. Perspective
Share one’s opinion as to how to encourage more Filipinos to
develop their innate talents in the arts.
E. Empathy
Show appreciation for the accomplishments of outstanding Filipinos by supporting them in their artistic endeavors,
patronizing Philippine-made products and watching locally-made
films.
A. Explanation
1. Explain the laws passed by the government designed to
promote, protect and preserve Filipino culture.
38
2. Describe the quality of the outstanding works created by
Filipino artists, writers, fashion designers and people from
the movie industry.
F. Self-Knowledge
Realize that the Filipinos have a rich culture and it is the
duty of everyone to contribute to its development, promotion and
preservation.
Demonstration of a skill through the performance of a Filipino
folkdance, singing a Filipino folk song or kundiman, painting, or the
recitation of a poem written by a Filipino poet.
A. Have the students do the activities under Things I Learned on
pp. 221-222, 232 and 245-247 of the textbook. Have them do the
activities at home with the help of their parents. Then let them
read Summary-A then proceed with Summary-B on pp.249-250.
B. Knowledge of Terminology. Write the term being defined or
described.
_______ 1. It refers to the rules, principles or standards that the
government implements and enforces on its people.
(law)
_______ 2. It refers to antiques, artifacts, documents, buildings
or any object with historical or cultural significance
to the country. (cultural property)
_______ 3. Unique objects that possess outstanding historical,
cultural, artistic and/or scientific value to the country.
(national cultural treasures)
_______ 4. Sites or objects honored for their historical significance.
(national shrine)
_______ 5. Objects, structures or sites dedicated to memorialize
or give reverence to a specific historic personage or
event. (national monument)
_______ 6. Places, either natural or cultural, with outstanding
importance to the common heritage of humankind.
(World Heritage Site)
_______ 7. It pertains to the ability of an individual to read and
write, perform simple mathematical operations and
have the necessary skills to perform simple work.
(functional literacy)
_______ 8. It refers to love of country. (nationalism)
_______ 9. It is the way of life of a people. (culture)
_______10. The right of a person to ideas which he or she formed
that cannot be borrowed nor copied without his or her
permission. (intellectual property)
C. Matching Type. Match the cultural agency in column A with one
of its main functions in column B. Write the letters only.
A
(c)
______
1. Cultural Center of
the Philippines
(e)
______
2. National Commission for Culture
(a)
______
3. National Library
(b)
______
4. National Museum
(d)
______
5. National Historical
Institute
(g)
______
6. Komisyon sa Wikang
Pilipino
(h)
______
7. National Archives
B
a. Repository of printed
and recorded materials
by Filipino and foreign
authors
b. Repository of the country’s natural and cultural heritage
c. Houses several venues
for the performing arts
d. Undertakes the celebration of significant events
and personages in Philippine history
e. Promotes cultural and
artistic development
f. Creates designs for new
products
g. Promotes researches for
the development, propagation, and preservation
of Filipino and other
Philippine languages
h. Conducts archival researches and facilitates
the publication and dissemination of archival
information
39
D. Match the artist in column A with his/her work in column B. Write
only the letters of the correct answers.
A
B
(i)
______
1.
(k)
______
2.
(a)
______
3.
(c)
______
4.
(b)
______
5.
(j)
______ 6.
(d)
______
7.
(e)
______ 8.
(f)
______
9.
(g)
______ 10.
(h) 11.
______
(o) 12.
______
(n) 13.
______
(m) 14.
______
(l) 15.
______
Huseng Sisiw
Francisco Baltazar
Jose Rizal
Andres Bonifacio
Carlos P. Romulo
Amado V. Hernandez
Nick Joaquin
Juan Luna
Guillermo Tolentino
Leandro Locsin
Julian Felipe
Lea Salonga
Ramon Valera
Tony Velasquez
Lamberto Avellana
a. Noli Me Tangere
b. Pulitzer prize for journalism
c. Pag-ibig sa Tinubuang
Bayan
d. The Woman Who Had
Two Navels
e. Spoliarium
f. Monument of Andres
Bonifacio
g. CCP
h. Marcha Nacional
i. Reina Encantada
j. Isang Dipang Langit
k. Florante at Laura
l. Anak Dalita
m. Kenkoy
n. Filipino Ternos for First
Ladies
o. Miss Saigon
p. National Press Club
E. Knowledge of Classification. Which does not belong to the group?
Write the letter of the correct answer on the space provided for
1. a. Ballet Philippines*
b. Philharmonic Orchestra
c. Bayanihan Dance Company
d. Filipiniana Dance Company
2. a. dance
c. theater
b. music
d. carpentry*
40
3. a. Church of the Holy Sacrifice*
b. San Agustin Church in Paoay, Ilocos Norte
c.
San Agustin Church in Intramuros
d. Church of Sto. Tomas De Villanueva
4. a. Department of Education
b. Department of Budget and Management*
c.
National Commission for Culture and the Arts
d. Cultural Center of the Philippines
5. a. Lucrecia Kasilag
b. Lily Monteverde*
c.
Nicanor Abelardo
d. Fernando Abelardo
Chapter 17 The Government’s Role in Cultural Development
A. Explore
1. Put up pictures or postcards on the bulletin board of the different cultural agencies, national monuments, and historical
sites, World Heritage Sites, national artists, historical celebrations, Filipino folkdances, Filipino works of art and cultural
festivals.
2. Play Filipino folk songs and compositions by Filipino
composers.
3. Encourage the students to view the pictorial display. Ask the
following questions:
a. What adjectives can you give to describe Filipino culture?
b. Are you proud of our culture? Why? Why not?
c. What areas of Filipino culture do you appreciate most?
Why?
d. Has the government done much in promoting, preserving
and enriching Filipino culture?
B. Firm Up
E. Valuing
1. Divide the class into three groups. Assign the first group to
present a panel discussion to discuss the following topics:
•
Laws passed by Congress in support of cultural development
•
Government cultural agencies
•
Programs on the development of culture
2. Assign the second group to present a travelogue describing the
country’s national historical sites and World Heritage Sites
3. Assign the third group to present a cultural festival featuring a presentation of Filipino music, Filipino folkdances and
cultural festivals in honor of important Filipino personalities,
historical events and religious celebrations.
Put a checkmark (✓)on those activities which promote, preserve, and propagate Filipino culture.
_____ 1.
The government is tasked by the Constitution to conserve, promote, and popularize the nation’ s historical
and cultural heritage.
_____ 2.
Listening and dancing to rock and roll music
_____ 3.
Promoting and supporting concerts of foreign performing artists
_____ 4.
Throwing thrash or littering near or inside a national shrine such as the Rizal Shrine and Bonifacio
Shrine
_____ 5.
Watching performances of the Ballet Philippines and
Bayanihan Philippine Folk Dance Company at the
Cultural Center of the Philippines
_____ 6.
Folding pages, making drawings or writing on the
pages of books borrowed from a public library
_____ 7.
Staying in a mall during national holidays like
Independence Day, National Heroes Day or Rizal
Day
_____ 8.
Standing at attention, facing the flag, and putting the
right hand over the left side of the chest during the
singing of the National Anthem
_____ 9.
Presenting Filipino folkdances during school programs
and activities
_____ 10.
Speaking in Filipino during meetings, programs and
conferences
C. Deepen
1. Have the class complete the word puzzle that has been started
below. Have the pupils give terms they have studied in the
lesson and give one or two sentences about it.
FILIPINO CULTURE
N
E
S
C
O
2. To know more about the Gawad sa Manlilikha ng Bayan
Awards or GAMABA and its awardees, visit www.ncaa.gov.
ph and click the link for GAMABA.
D. Transfer
Have the class make a survey in their own community if there
are any places which have been declared a World Heritage Site
or a national cultural treasure. Take a picture of it and write the
inscription about it. Have a sharing of information in class.
Textbook; pictures of World Heritage Sites, national cultural
treasures, national artists, historical celebrations, Filipino folkdances,
Filipino works of art and cultural festivals
41
Chapter 18 Citizens’ Role in Cultural Development
f.
Defines the meaning of cultural property and provides
for the maintenance, protection and preservation of
cultural properties
g.
D e cl a r e d Fe b r u a r y a s
National Arts Month
A. Explore
1. Structure the room with pictures showing the exercise of
different kinds of rights and duties which citizens need to
perform.
2. Post on the bulletin board articles from newspapers and magazines regarding the exercise of rights and the performance of
duties.
3. Ask the students to give examples of activities which they do
freely everyday without being prohibited by their parents,
teachers or other people.
4. Drill
Matching Type. Pair the laws in the left column with
their description in the right column. Write the letters of the
correct answers.
A
Phil. Constitution
Rep. Act No. 7356
Rep. Act No. 8492
Pres. Decree No.
1505
(g) 5. Rep. Act 4846 and
______
P.D. 374
(f)
______
6. Proc. No. 683 of
1991
(c)
______
(d)
______
(e)
______
(b)
______
42
1.
2.
3.
4.
B
a. Identifies the country’s
national cultural treasures
b. Calls for the preservation of historical designs
or structures in national
shrines
c. Provides for the promotion and development of
Filipino culture
d. Created the National
Commission for Culture
and the Arts
e. Established a National
Museum System and
provided for its permanent home
What is the citizens’ role in cultural development?
B. Firm Up
1. Ask the students to give examples of words that go together or
are used in pairs such as bread and butter, rice and fish, milk
and honey, coffee and cream. In this lesson, the topic concerns
rights and duties, two concepts which should be discussed
together.
2. Write the words RIGHTS and DUTIES on the board. Have
the class define the two words.
3. Divide the board into two columns. Label the left column,
RIGHTS and the right column, DUTIES. Have the students list
in the RIGHTS column the rights enjoyed by citizens which are
related to cultural development. Call on a student to explain
one right and another student to explain the corresponding
duty attached to it.
C. Deepen
Prepare a checklist and ask the class if they agree or disagree
with the statements given in the list
_____ 1. It is one’s right to attend school from the elementary to the secondary level.
_____ 2. It is alright for a child to fail in any grade level for
education is free.
_____ 3. A child may take a vocational course being offered
by TESDA.
_____ 4. One’s time should be used profitably instead
of playing computer games or engaging in
gambling.
_____ 17. Taking out any item from a museum or an exhibit
is not considered a crime by the proper authorities.
_____ 5. It is the duty of a person skilled in playing a
musical instrument to share his or her talent to
others.
_____ 18. It is the right of a person to spend his/her time in
developing a useful hobby.
_____ 19. It is a nationalistic duty if one shows his/her love
of country by singing the national anthem in a
solemn manner.
_____ 6. As a student, it is one’s duty to study hard.
_____ 7. It is the duty of media to present both sides of an
issue.
_____ 8. The citizens have the right to know the true facts
or the correct information of news they read in the
newspapers.
_____ 9. A citizen should not be punished or imprisoned
for expressing his or her opinion on an issue.
_____ 10. A person can do as he pleases when using his/her
own computer.
_____ 11. One is not violating any law when one uses the
ideas or works of other people.
_____ 12. A writer, artist or inventor should carefully protect
his works from others.
_____ 13. Any citizen is allowed to buy a copy of a piece of
music or film, whether an original or a pirated
one.
_____ 14. When using a film, song, or piece of literature
written by another, the proper thing to do is to
acknowledge such person for his work.
_____ 15. The use of “po” and “opo” and pagmamano are
customs and practices which are no longer important at present.
_____ 16. Throwing plastic bottles or wrappers in a national
shrine such as Rizal Park is an act that is not
allowed.
_____ 20. Emulating the good qualities of heroes, great men
and women is one way of one’s love of country.
D. Transfer
1. Have the class scrutinize the rights being enjoyed by the
people. Tell them to find out which rights are often overlooked,
neglected or abused.
2. Of the many duties being performed by the people, have the
class make a listing of those which are not often observed.
E. Valuing
Below is a listing of historical sites. Have the students
choose one and state why citizens should show respect and help
preserve it
1. Rizal Monument
2. Bonifacio Shrine
3. Quezon Memorial Circle
4. Tomb of the Unknown Soldier
5. Mabini Shrine
6. Libingan ng mga Bayani
7. Dambana ng Kagitingan
8. Corregidor
9. Aguinaldo’s Mansion
10. Barasoain Church
Textbook; pictures of rights and duties; pictures of historical
sites
43
Chapter 19 Filipinos in Cultural Development
How can the present generation of Filipinos promote,
preserve and enrich Filipino culture?
A. Explore
1. Structure the classroom with pictures of outstanding Filipinos
in different fields and display some of their works.
2. Make a list of museums and art galleries which the students
may visit with their parents.
1. Have the class study outstanding Filipino writers by periods,
by theme and by language. Present a listing of the writers and
have the pupils describe each one of them.
3. Display pictures of monuments, buildings, dances, scenes
from movies, Filipino gowns and costumes, comic books which
are the works of Filipino artists, filmmakers, cartoonists and
designers.
2. Present a listing of outstanding works in sculpture and architecture and have the students identify who is the sculptor or
architect who made it.
4. Drill
3. Play some Filipino music and have the pupils identify who
composed the music.
Pairing Game. Pair the rights listed in column A with the
corresponding duties in column B. Write the letters only.
A
______ 1. Right to an education
______ 2. Right to be informed
______ 3. Right to enjoy cultural properties
______ 4. Right to form and
join an organization
______ 5. Right to recreation
44
B. Firm Up
B
a. Duty to express one’s
opinion
b. Duty to gain a vocational
skill
c. Duty to improve oneself
as a member of an organization
d. Duty to preserve customs
and traditions such as
respecting elders and
addressing them as kuya,
ate, lolo and lola
e. Duty to use one’s leisure
time wisely
f. Duty to spend one’s earnings in buying things
even when these are not
very important
4. Show pictures of Filipino folkdance troupes and have the
students identify the names of these groups.
5. Have a pictorial fashion show of beautiful Filipino costumes.
Have the students name the fashion designers who design
these gowns.
6. Present sketches of Filipino characters created by Filipino
cartoonists. Find out from the class why these characters appeal to the Filipino readers.
7. Have the students name their favorite actors, actresses, directors and movies. Find out the reasons for their choices.
8. Have the students know more about Tony Velasquez and the
comic character Kenkoy by accessing the link at i-learn.vibalpublishing.com
C. Deepen
Have the students choose one outstanding Filipino from
every field of specialization studied in this chapter. Pair the
students and have them take turns in sharing their choices to
each other.
D. Transfer
Compare the Filipino achievers in various fields of endeavor
with Asian and American achievers.
E. Valuing
Ask the pupils what good qualities they have developed after
one year of study of Philippine history, geography and civics.
a b
a b
c d
c d
4. The statement that national shrines, monuments,
and/or landmarks are part of the country’s cultural
treasures is
a. opinion
c.
false
b. hypothesis
d. true*
5. Which is not a natural cultural treasure?
a. Orchidarium in Manila*
b. Banaue Rice Terraces
Textbook; pictures of outstanding Filipinos; records of Filipino
songs; pictures of historical sites and Filipinism CD-ROM 4
c.
Underground rivers in Palawan
d. Tubbataha Coral Reef
UNIT TEST
a b
c d
Read and understand each item. Blacken the circle of the letter
a b
c d
a b c d
a b c d
1. Antiques, artifacts, documents, or anything with
historical or cultural significance to the country is
known as
a. Cultural Property*
c.
b. patent
d. National heritage
a b c d
Cultural treasures
c.
foreign investment*
b. Filipino citizens*
d. NCCA
3. In Article XIV Section 14 to 18 the Constitution
states that the government shall promote and
develop
a. Dakilang Gawad
c.
b. National Heroes
d. Best Artist
7. It is the national center for the performing arts such
as music, dance, and theater
b. Folk Arts Theater
c.
National Film Center
d. Aliw Theater
a b
c d
8. This agency represents the cultural and intellectual
heritage being the premiere repository of printed and
recorded materials
a. National Museum
b. National Archives
a. Filipino history
a. Philippine festivals
c.
b. Filipino culture*
c.
d. National Library*
Filipino language
National Artist*
a. Cultural Center of the Philippines*
2. The following play an important role in the preservation, promotion, and development of the Filipino
except
a. government
6. Proclamation No. 1001 gives the highest honor to our
artists. The award given is
National Book Store
45
a b c d
9. This agency is tasked with the preservation, conservation, and protection of fossils, artifacts, historical
buildings and other movable and immovable cultural
properties
c.
d. National Commission for Culture and Arts*
a b
c d
a. National Library
b. performers and musicians going to Japan
National Archives
c.
d. National Historical Institute
a b
c d
10. This agency promotes Filipino culture through
history
a. National Museum
a b c d
National Historical Institute*
c d
a b c d
c.
b. Dance Troupe
d. Glee Club*
Literary Club
close family ties
d. arrogance
a b
c d
16. The UNESCO World Heritage single out one masterpiece of oral and intangible heritage of humanity
in the Philippines
a. Noli Me Tangere of Jose Rizal
b. Hudhud of the Ifugaos*
a. Commission on the Filipino language*
c.
b. Commission on Higher Education
d. Laarni, a dream of the Maranaos
Institute of National Language
d. Philippine Commission for languages
46
c.
12. This agency is tasked with the development,
propagation, and preservation of Filipino and other
Philippine languages
c.
a b c d
b. respect and courtesy*
10. Which organization in your school is worth joining
because you have a talent for singing?
a. History Club
15. Traditions like pagmamano, saying po at opo,
addressing elders as kuya, ate, etc. are signs of
a. traditional practices
d. Philippine Historical Association
a b
providing income and employment to artists
and cultural workers in various culture
industries*
d. the dollars that entered the country
b. National Library
c.
14. Culture and the arts boost the economy. This
statement is proven by
a. the programs and projects of NCCA
b. National Museum*
c.
Philippine Culture and Arts
13. All agencies and institutions which promote, propagate, develop, and preserve the Filipino culture are
under the supervision of the
a b
c d
Mga kwento ni Lola Basyang
17. Twenty six colonial curches in the country were
declared as cultural treasures by the UNESCO. The
reason is
a. their bell towers are leaning
b. their walls are made of shells and pebbles
a. Office of the President of the Philippines
c.
b. Cultural Center of the Philippines
d. their significant and distinct architecture*
they are all miraculous
a b c d
18. The only burial and sacred site in UNESCO heritage
list is the
a b
c d
a. Underground caves in Laguna
b. San Agustin Church in Intramuros
a. Decree
c.
c.
b. Law*
d. statues
Kabayan mummies in Benguet
d. Manunggul burial jars
a b c d
a b
c d
19. All these awards are given to Filipinos who helped
in the promotion and enrichment of the Filipino
culture except
c.
Alab ng Haraya Award
c d
20. A condition wherein Filipino professionals and
skilled workers leave the country in search of better
job opportunities is
a. brain and brawn drain*
c. crab mentality
b. colonial mentality
d. piracy
a b c d
b. F idel V. Ramos
c.
a. Republic Act No.7104 of 1991
d. Republic Act No.4368 of 1965
a b
c d
22. It is tasked with conducting archival researches
and facilitating the publication and dissemination
of valuable archival information.
Joseph E. Estrada
d. G loria Macapagal-Arroyo
b. Republic Act No.7355 of 1992
Proclamation No.683 of 1991*
25. The Philippine president who signed Executive Order No.118 creating the Presidential Commission
on Culture and the Arts (PCCA).
a. Corazon C. Aquino*
21. It declared February as National Arts Month
c.
National cultural treasures*
d. artifacts
d. Artistic Excellence Award*
a b
24. They are unique objects that possess outstanding
historical, cultural, artistic and/or scientific value
to the country.
b. National objects
b. National Living Treasure Award
c.
Republic Acts
a. Cultural properties
a. National Artist Award
a b c d
23. It refers to the rules, principles , or standards that
the government implements and enforces on its
people.
a b
c d
26. The following are duties of the government to
preserve Filipino culture, except for one.
a. Foster the preservation, enrichment and
evolution of a Filipino national culture.
a. National Historical Institute
b. Conserve, promote and popularize the nation’s
historical and cultural treasures
b. National Archives of the Philippines*
c.
c.
National Museum
d. National Library
Selling of artifacts and objects to foreign
countries*
d. Protect the cultural treasures of the nation
47
a b c d
c.
27. They are sites or objects honored for their historical
significance
a. National shrines*
b. National monuments
c.
d. Republic Act No.7104 of 1991
a b
c d
National treasures
c d
b. Church of San Agustin in Intramuros, Manila
28. They are objects, structures, or sites dedicated to
memorialize specific historic personage or event
c.
a. National shrines
b. National monuments*
c.
National treasures
a b c d
b. National monuments
c.
a. National Historical Commission
a b
c d
d. Department of Tourism*
a b
c d
30. The Philippine president who approved and signed
Republic Act No.8492 or the National Museum Act
of 1998.
b. Eduardo Mutuc
c.
d. Gloria Macapagal-Arroyo
a b c d
48
31. It established the National Historial Commission
which was later renamed as National Historical
Institute (NHI)
Nicanor Abelardo*
d. Haja Amina Appi
b. Fidel V. Ramos*
Joseph E. Estrada
34. The following are 2005 GAMABA awardees who
contributed to the development of their traditional
culture, except for one
a. Darhata Sawabi
a. Corazon C. Aquino
c.
Heritage sites*
d. National parks
b. National Historical Institute
Department of Natural Resources
33. They refer to places, either natural or cultural, with
outstanding importance to the common heritage of
humankind.
a. Old churches
29. Presidential Decree Nos.260 and 375 identified the
country’s national cultural treasures which are being
supervised by the National Museum and
c.
La Imaculada Concepcion in Intramuros, Manila
d. Sto. Domingo Church in Quezon City*
d. Cultural treasures
a b c d
32. The following are listed in the World Heritage Sites
except
a. Church of San Agustin in Paoay, Ilocos Norte
d. Cultural treasures
a b
Presidential Decree No. 208 of 1973
a b
c d
35. It refers to the totality of creations of a cultural and
social identity or transmitted orally by imitation or
by other means.
a. Oral and intangible heritage*
b. Cultural heritage
a. Executive Order No.30 of 1966
c.
Tangible heritage
b. Republic Act No.4368 of 1965*
d. Customs and traditions
a b
c d
APPENDIX
36. Which of the following acts of developing culture is
most commonly practiced in the community?
a. Participating in cultural programs and
competitions
Rubric for the making of a Community Map
b. Patronizing Filipino music
c.
Quality
Praying together
Criteria
d. Bayanihan*
a b c d 37. It pertains to the ability of an individual to read and
write with understanding, perform mathematical
calculations and acquire skills for everyday work
Accuracy
a. Brain and brawn drain
Intelligence quotient
d. Functional literacy *
a b c d
a b c d
a b
c d
c.
b. Labor
d. Positive thinking
Recreation*
39. Popular comics contain mostly funny storylines with
moral lessons. Among these are the following except
for one
a. Buhay Pilipino
c.
Asyong Aksaya
b. Kalabog en Bosyo
d. Captain Barbel*
40. Independent filmmakers of the 21st century focused
mostly on digital films. Among these are the following except for one
a. Ang Pagdadalaga ni Maximo Oliveros
b. Brutal*
c.
Kubrador
Poor
M a p i n d i c a t e s Map indicates a few
about 50% of the landmarks only
landmarks in the
community
Map contains a Map indicates only Map does not have
legend as a guide a few symbols in a legend
in reading the map the legend
38. One has the right to take a rest, take a break from
school or work and enjoy life. Which of the following
terms defines the statement?
a. Nationalism
Average
M a p s h o w s t h e Map shows some M a p h a r d l y r e r e p l i c a o f t h e m i s s i n g a r e a s sembles the comin the map
munity
community
Map shows few
important landmarks landmarks
found in in the
community
b. colonial mentality
c.
Good
Workmanship
Map contains directions on how
to reach important
places
Directions given in Lacks directions to
the map are not make the map an
c o m p r e h e n s i v e informative guide
enough
Very neatly done
Map shows some Map has too many
erasures
erasures
Symbols clear and Some symbols are Symbols are not
carefully drawn
vaguely drawn
drawn to guide the
reader
Attractively pre- Map needs touches M a p i s p o o r l y
sented
of artistry
done
Map uses different Map uses a few
colors to differen- colors to enliven
tiate the symbols its appearance
and make the map
look clear
Lacks colors to
make the map attractive and presentable
d. Endo
49
Rubric for the Drawing of Climate Map
Quality
Criteria
Good
Accuracy
Average
Poor
Shows clearly the Four types of cli- Four types of clifour types of climate are not clearly mate cannot be
determined
mate
indicated
Divisions of prov- Divisions of prov- Legend lacks some
inces are clearly inces are not very symbols
shown
clear
Contains a legend N o d i v i s i o n s o f Lacks a legend to
guide the reader
as guide in reading provinces
the map
Workmanship
Very neatly done
Symbols clear and Uses different colcarefully drawn
ors to make the
map attractive
Rubric for Paragraph Writing
Quality
Map has some era- Some symbols are Uses one or two
colors to make the
not clear
sures
map attractive
Map has too many Symbols are not Does not use colors to make the
indicated
erasures
map attractive
Criteria
Good
Unity
Average
Poor
Shows one main Shows some ideas Too many conflicts
idea
are in conflict with with one another
one another
Adequate Develop- Shows clear expla- Main idea needs Difficult to determent
nation of the main adequate explana- mine what the main
idea is
idea
tion
Details or examples Few details are Sentences do not
make the main idea used to support the support one main
idea
main idea
very clear
Coherence
50
Sentences are
arranged in a sequential and logical
manner
Some sentences
are not arranged
sequentially and in
a logical manner
Sentences are not
arranged in a sequential and logical
manner
Rubric on Writing a Journal
Quality
Criteria
Good
Average
Poor
Organization of I d e a s a r e w e l l Most of the ideas P r e s e n t a t i o n o f
Ideas
organized
are written logi- ideas is not well
cally
done causing
confusion to the
reader
Use of Descriptive Words used are Descriptive words
Words
aptly selected and are used sparingly
vividly describe activities and experiences
Mechanics Capital- Proper capitalizaization Punctuation tion and punctuaMarks
tion marks used in
every sentence
Some sentences
have wrong punctuations and words
are not properly
capitalized
Lacks descriptive
words to make
the composition
interesting
Rubric for the Presentation of a Filipino Folksong
Quality
The paragraph
lacks punctuation
marks and words
which need to be
capitalized were
overlooked
Criteria
Good
Stage Presence
Average
Well-poised and Shows a little nerexudes self-confi- vousness, uneasidence
ness and lack of
self-confidence
Poor
Shows too much
nervousness and
lack of self-confidence
Uses appropriate Makes use of lim- U s e s t o o m u c h
gestures
ited gestures
gestures or none
at all
Establishes eye Looks at the au- Does not have any
contact with the dience once in a eye contact with
the audience
while
audience
Delivery
Portrays proper Voice sometimes Pitch is either too
high or too low
expression of the gets out of tune
song
S i n g s t h e s o n g S i n g s t h e s o n g The song is out of
beautifully
in a monotonous tune
manner
51
Rubric for Paragraph Writing
Rubric for Evaluating a Scrapbook
Quality
Quality
Criteria
Good
Costumes
Movement
Average
Costumes are attractive and appropriate for the type
of dance
Costumes chosen Costumes are not
not properly ap- appropriate for the
propriate for the dance
dance
Execution of move- Movements some- Slow and awkward
ments are perfect t i m e s s l o w a n d movements
and very graceful
awkward
Facial and body
movements clearly
express the message of the dance
Facial and body
movements sometimes fail to convey
the message of the
dance
Criteria
Poor
Facial expression
is absent and body
movements do not
convey the message of the dance
Good
Very attractive cover
Clear, well-chosen pictures
All pictures have captions
Pictures are properly mounted
Tables and charts are up-to-date
Pictures arranged around a theme
Maps have been included
Cover is presentable
Some pictures are small and not well
mounted
Statistical data are incomplete
Lacks some maps, tables and charts
Some pictures do not have any captions
Plain cover
Pictures are not well-chosen
Pictures are not presented in a wellorganized manner
Pictures lack captions
Lacks statistical data
Lacks maps, charts, and tables
52
Average
Poor

OCOP 4 TM_FM.indd - Vibal Publishing

Transcription

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