LET Review

Social Science Majorship

Focus: Trends and Issues in Social Sciences/Studies
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Competencies:
1. Comprehend basic concepts about right to life, human dignity, physical
integrity, extent and limits of state authority, good name and honor of human
person, etc.
2. Manifest knowledge of varied perspectives as a member society whose rights
and duties affect him/her in the family, in civil, professional and religious
society and international relations.
3. Identify global trends and realities and analyze if they facilitate peaceful, just
and sustainable world order.
4. Become familiar with key concepts, skills and values in peace and global
education.
PART I: CONTENT UPDATE

To address present critical issues, there is a need to revise our teacher education
curriculum to make it truly integrated and holistic in content and approach. To do so, we
need to identify 3 important areas of concerns:

 Peace Education - This area affirms personal and global responsibilities for the
promotion of peace, cooperation, disarmament, justice and non-violent resolution of
conflict.

 Human Rights Education - promotes understanding of Human Rights concepts and

values to enable learners to comprehend and transform conditions which give rise to
human rights violation.

 Global Education - involves learning about those problems and issues which cut across
national boundaries and about the interconnectedness of systems - cultural, ecological,
economic, political, and technological. It also includes citizenship education.
DEFINING PEACE

PEACE

NEGATIVE PEACE POSITIVE PEACE

Absence of direct/physical violence Presence of conditions of
(both macro and micro) well-being and just
relationships: social, economic,
political, ecological

Direct Violence Structure Violence

e.g. war, torture, child and e.g. poverty, hunger
woman abuse

Socio-cultural violence
e.g. racism, sexism, religious,
intolerance

Ecological Violence
e.g. pollution,
overconsumption

VIOLENCE

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 Levels of Peace

Peace between Humans and the Earth

& Beyond

Global Peace
Intergroup / National/Social Peace

Interpersonal Peace

Personal Peace
Self-respect
Inner resources:
Love, hope

Respect for other persons

Justice, tolerance, cooperation

Respect for other groups within nation

Justice, tolerance, cooperation

Respect for other nations

Concern for human community

Respect for the environment

Sustainable living
Simple lifestyles

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 FORMS OF VIOLENCE

(adapted from the matrices formulated by Toh Swee-hin

and Virginia Cawagas, and Ake Bjersted)

Level Interpersonal /
Personal National Global
Form of Community
Violence

Direct/Physical Suicide Domestic Civil war Conventional

Drug abuse violence Violent crimes war
Violent crimes Human rights Nuclear war
abuses Human rights
abuses

Structural/ Powerlessness Local National Global

Economic, inequalities inequalities inequalities
Political Poverty, Hunger Poverty , hunger Poverty, Hunger

Socio-cultural/ Alienation Prejudice/ Prejudice/ Prejudice/

Psychological Low self-esteem enemy images enemy images enemy
Anxiety Cultural Cultural images
domination domination Cultural
Racism Racism domination
Sexism Sexism Racism
Religious Religious Sexism
intolerance intolerance Religious
intolerance

Ecological Over- Over- Over- Over-

consumption consumption consumption consumption
Pollution Pollution Pollution
Chemical and Chemical and
Biological Biological
warfare warfare
Nuclear Power Nuclear Power
radiation radiation

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A. PEACE EDUCATION

Objectives of Peace Education

1. Knowledge
a. Peace - students should investigate different concepts and examples of peace
on a variety of levels from personal to global.
b. Conflict and Violence - students should study the problems of violence.
c. Some Peaceful Alternatives
 disarmament
 non-violent conflict resolution
 development based on justice
 human rights respect
 human solidarity
 environmental care

d. Ethical and Practical Rationale - students should study the ethical and
practical basis for the above-cited peaceful alternatives in order to provide
added motivation for learning.

2. Attitudes/Values
a. Self-respect f. Cooperation
b. Respect for others g. Openness/Tolerance
c. Respect for human h. Social Responsibility
life/nonviolence i. Positive Vision
d. Global concern
e. Ecological concern

3 Skills
a. Reflection e. Communication
b. Critical Thinking f. Conflict Resolution
c. Decision-Making g. Group Building
d. Imagination
(Source: Article of Dr. Loreta Castro, President of Miriam College)

Six Paths to Peace According to the Office of the Presidential Adviser

on Peace Process

Path 1: Reforms to address the root causes of the armed conflicts and social
unrest. The first path calls for the vigorous implementation of various
socio-economic and political reforms aimed at addressing the root
causes of internal armed conflicts and social unrest.
Path 2: Consensus-building and empowerment for peace. The second path
includes continuing consultations on both national and local levels to
build consensus for the peace and development agenda, and the
mobilization and facilitation of people’s participation in the peace
progress.
Path 3: Peace negotiations with rebel groups. The third path refers to the
conduct of face-to-face negotiations to reach peaceful settlement with
the various rebel groups.

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 Path 4: Reconciliation, reintegration and rehabilitation . The fourth path
includes programs to address the legal status and security of former
rebels, as well as community-based assistance programs to address the
economic, social and psychological rehabilitation needs of former rebels,
demobilized combatants, and civilian victims or armed conflicts.

Path 5: Conflict management and protection of civilians caught in armed

conflict. The fifth path to peace involves the strict implementation of
laws and policy guidelines, and the institution of programs to ensure the
protection of non-combatants and reduce the impact of the armed
conflict on the affected communities.

Path 6: Creating a positive climate for peace. The sixth path includes peace
education and advocacy programs, and the implementation of various
confidence-building measures.

(Source: 1996 Year-End Report, Office of the Presidential Adviser on the Peace Process,
OPAPP)

Some Principles and Concepts about PEACE

"Since wars begin in the minds of men and women, it is in the minds
of women and men that the defenses of peace must be constructed"
(UNESCO Preamble)

 LOVE
- self-worth/self-esteem - trust and respect
- positive self-criticism - openness
- deep sense of responsibility - concern for others
- fidelity/loyalty - sense of sacrifice
- sense of reconciliation - courage
- gentleness - endurance

 COMPASSION
- kindness - moral strength/fortitude
- sensitivity to others' needs - goodwill
- nurturing - supportiveness

 HARMONY
- mutual trust and - sense of belongingness/cultural
understanding worth
- co-operation/collaboration - effective communication
- concern for common good - sense of reconciliation

 TOLERANCE
- mutual respect
- respect for personal and cultural differences (unity in diversity)
- genuine acceptance and accommodation
- peaceful conflict resolution
- acceptance and appreciation of diversity of cultures
- respect for minority groups and foreigners
- sense of humour, courtesy/cordiality, open-mindedness

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  CARING AND SHARING
- love
- concern
- generosity

 INTERDEPENDENCE
- sense of interconnectedness with others and with creation
- globalization/nationalism and internationalism
- sense of subsidiarity
- non-violence
- active participation
- global understanding/mutual respect among nations
- creative and collective responsibility and cooperation
- transformational leadership
- commitment to the future

 EMPATHY
- appreciation of the other
- awareness
- concern

 SPIRITUALITY
- inner peace
- belief in one's material and spiritual development
- reverence and respect for life
- commitment to genuine human development
- confidence in human spirit
- freedom of thought, conscience and belief

(Source: UNESCO-APNIEVE Sourcebook - Learning to Live Together in Peace and

Harmony, 1998.)

B. HUMAN RIGHTS EDUCATION

Human rights is defined as the supreme, inherent and alienable right to life, dignity,
and self-development. It is concerned with issues on both areas of civil and political rights
and economic, social and cultural rights founded on internationally accepted human rights
obligations to which the Philippine government is a state party (Educator's Human Rights
Handbook, Commission on Human Rights).

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Classification of Rights: Rights can be classified according to the following:

1. According to Source:

a) Natural Rights - are God-given rights which are acknowledged by

everybody to be morally good. Examples are right to life, right to
dignity, and right to self-development.
b) Constitutional Rights - are those rights which are conferred and
protected by the constitution and which cannot be modified or taken
away by the law-making body.
c) Statutory Rights - are those rights which are provided by law,
promulgated by the law making body and, consequently, may be
abolished by the same body.

2. According to recipient

a) Individual rights - are those rights being accorded to individuals

b) Collective rights - are those of the society, those that can be enjoyed
only in company with others.

3. According to aspect of life

a) Civil Rights - are those rights which the law will enforce at the instance of
private individuals for the purpose of securing to them the enjoyment
of their means of happiness. Examples are: constitutional rights of
the accused, rights against involuntary servitude or liberty of abode.
b) Political Rights - are those rights which enable us to participate in
running the affairs of the government either directly or indirectly.
Examples are the right to vote, right to information on matters of
public concern and the right of initiative.
c) Economic and Social Rights - are those which the law confers by law
upon the people to enable them to achieve social and economic
development, thereby ensuring them their well being happiness and
financial security. Examples are the right to property, education, and
promotion of social justice.
d) Cultural Rights - are those rights that ensure the well being of the
individual and foster the preservation, enrichment and dynamic
evolution of national culture based on the principle of unity in
diversity in a climate of free artistic and intellectual expression.

Some Concepts and Principles about Human Rights

 TRUTH
- right to exist
- freedom of speech, expression, belief and worship

 EQUALITY AND JUSTICE

- Everyone irrespective of race, sex, caste, religion, ethnicity, language,
etc. is recognized equal by law
- Responsibility

 RESPECT FOR HUMAN DIGNITY

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 - respect for self and others
- respect for the basic rights of every person
- self-esteem
- love and care

 INTEGRITY
- moral uprightness
- ethnical behavior

 ACCOUNTABILITY AND HONESTY

- personal responsibility
- acceptance of the consequences of one's action
- consistency of word and action

 ACCEPTANCE/APPRECIATION OF DIVERSITY
- respect for the belief and culture of different communities and
sovereignty of other nations
- respect for the culture of other countries
- respect for the rights of minority and disadvantaged groups

 FREEDOM AND RESPONSIBILITY

- freedom of speech
- freedom of worship
- freedom from fear, ignorance and hunger
- responsibility to others

(Source: UNESCO-APNIEVE Sourcebook - Learning to Live Together in Peace and

Harmony, 1998.)

C. GLOBAL EDUCATION

Five aims of Educating with Global Perspective

a. System of Consciousness
Students should:
 acquire the ability to think
 acquire an understanding of the systematic nature of the world
 acquire a holistic conception of their capabilities and potential

b. Perspective Consciousness
Students should:
 recognize that they have a world view that is not universally shared
 develop receptability to other perspectives

c. Health of Planet Awareness

Students should:
 acquire an awareness and understanding of the global condition and of
global developments and trends
 develop an informed understanding of the concepts of justice, human rights
and responsibilities and be able to apply that understanding to the global
condition and global development and trends
 develop a future orientation in their reflection upon the health of the planet
d. Involvement Consciousness and Preparedness
Students should:

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  become aware that the choices they make and the actions they take
individually and collectively have repercussions for the global present and
the global future.
 develop the social and political action skills necessary for becoming effective
participants in democratic decision-making at a variety of levels, grassroots
to global

e. Process Mindedness
Students should:
 learn that learning and personal development are continuous journeys with
no fixed or final destination
 learn that new ways of seeing the world are revitalizing but risky

Some Concepts and Principles Related to Global Education

The Four Pillars of Education for the 21st Century

1. Learning to know - bearing in mind the rapid changes brought about by

scientific progress and new forms of economic and social activity, there is a need
to combine a broad general education with the possibility of working in depth on
a selected number of subjects.

2. Learning to do - in addition to learning to practice a profession or trade, people

need to develop the ability to face a variety of situations and to work in teams, a
feature of education that does not receive enough attention at present.

3. Learning to be - was the theme of the Adgar Faure Report published under
UNESCO's auspices in 1972. The Report's recommendations are still extremely
relevant, for the 21st century would necessitate everyone the need to exercise
greater independence and judgment combined with a stronger sense of personal
responsibility for the attainment of common goals.

4. Learning to live together - is a dynamic, holistic and lifelong process through

which mutual respect, understanding, caring and sharing, compassion, social
responsibility, solidarity, acceptance and tolerance of diversity among
individuals and groups are internalized and practiced together to solve problems
and to work towards a just and free, peaceful, and democratic society.

(Source: Learning: The Treasure Within. The International Commission on

Education for the 21st Century chaired by Jacques Delors, UNESCO, 1996)

PART II: EXERCISES

1. The United Nations has declared the Decade 2001-2010 as

A. International Decade for Human Rights Education

B. International Decade for a Culture of Peace and Nonviolence for the Children
of the World
C. International Decade for Peace and Tolerance
D. International Decade for the Rights of Indigenous Peoples

2. Which of the following best describes the concept of peace?

A. It is the absence of physical/direct and indirect (structural, social, ecological)
violence

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 B. Peace is the absence of war
C. Peace is the absence of war and terrorism
D. Peace is the absence of social injustice and discrimination

3. The following are generally accepted principles in peace education EXCEPT

A. tolerance C. economic inequities
B. nonviolence D. respect for life

4. To be relevant and effective, schools in the 21 st century need to cope to the

challenges and opportunities of a complex and rapidly changing world. Which of the
following characteristics is urgently needed?
A. global perspective C. interdisciplinary approach
B. future oriented D. all of the above

5. The United Nations has declared every February 21 of the

A. International Mother Language Day
B. International Women’s Day
C. International Day for Tolerance
D. International Teacher’s Day

6. In the light of continuous internal and external conflicts in the world, which among
the “pillars of education” for the 21st century has emerged as crucial?
A. Learning to know C. Learning to live together
B. Learning to do D. Learning to be

7. The following sites in the Philippines EXCEPT one have been declared as UNESCO
World Heritage Sites?
A. Tubbataha Reef C. Vigan
B. Four Baroque Churches D. Batanes Islands

8. The present secretary general of the United Nations is

A. Federico Mayor C. Boutrous-Boutrous Gali
B. Kofi Annan D. Ban Ki-Moon

9. According to the Delor’s Report on Education for the 21 st Century, which of the
following is relevant in the pillar “learning to live together”
A. tolerance
B. stereotyping
C. regionalism
D. extreme nationalism and patriotism

10. The following EXCEPT one are characteristics of human rights

A. universal C. alienable
B. interdependent D. inherent

11. Which of the following are concepts/principles relevant to environmental

education?
A. balance of nature and interdependence
B. use of inorganic fertilizers
C. rapid urbanization
D. infiniteness of resources

12. War, torture, genocide, murder and homicide are examples of

A. structural violence C. physical violence
B. ecological violence D. socio-cultural violence

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13. The following are accepted principles in promoting gender equality EXCEPT
A. discrimination in education
B. equality before the law
C. equal employment opportunities
D. freedom from violence

14. To effectively promote the rights of women in the Philippines, which of the following
legislations/measures addresses physical violence against women?
A. The Anti-Sexual Harassment Law
B. Declaring March 8 as a National Women’s Day
C. Establishment of Day Care Centers in every Barangay
D. Representation of Women in Social Security System

15. Discrimination, poverty, social injustice and powerlessness are examples of

A. physical violence C. ecological violence
B. structural violence D. direct violence

16. It refers to the removal of power from the government over the control and/or
authority of an industry
A. liberalization C. privatization
B. deregulation D. globalization

17. Among the 8 Millennium Development Goals, which one addresses the issues of
water and air pollution?
A. Goal 1 – eradicate extreme poverty and hunger
B. Goal 5 – improve maternal health
C. Goal 6 – combat HIV/AIDS and other diseases
D. Goal 7 – ensure environmental sustainability

18. Which of the following Millennium Development Goals of the Philippines has
emerged as a top priority of our government from the late 1980s according to its
Progress Report in 2003?
A. Poverty eradication
B. Achieving universal primary education
C. Promoting gender equality
D. Reducing child mortality

19. Sustainable development has a number of dimensions. In the Philippine context,

which dimension plays a very important role affecting other areas of Philippine
Development?
A. environmental dimension C. cultural and spiritual dimension
B. institutional dimension D. economic dimension

20. It refers to the Filipino translation of sustainable development

A. likas-kayang pag-unlad C. tuloy-tuloy na pag-unlad
B. patuloy na pag-unlad D. likas na pag-unlad

21. The World Summit for Sustainable Development in 2002, was held in –
A. Bangkok, Thailand C. Kuala Lumpur, Malaysia
B. New York, USA D. Johannesburg, South Africa

22. What important world celebration is being held every June 5?

A. International Women’s Day C. Earth Day
B. World Environment Day. D. World Teachers’ Day

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23. The Human Development Index (HDI) measures the
A. poverty incidence of nations
B. longevity rate, educational attainment and per capita income
C. educational attainment, per capita income and poverty incidence
D. gender participation, longevity rate and poverty incidence

24. Globalization was formally used to popularize the neoliberal thought which
flourished during the Reagan – Thatcher administration in the United States and
Great Britain. It has 3 elements such as:
A. equity, liberalization, stability
B. deregulation, privatization, efficiency
C. liberalization, privatization, deregulation
D. liberalization, privatization, modernization

25. When planning her lessons and units, Mrs. Jones is careful to include books and
resources from a variety of cultures and ethnic groups. What kind of education is this?
A. Multilingual education.
B. Transformative education.
C. Multicultural education.
D. Gender free education.

26. What educational approach/ perspective recognizes the knowledge and experience of
women, racial groups and ethnic groups as being just as valid and relevant as the
knowledge of dominant groups in mainstream academic discourse?
A. Transformative Education
B. Multicultural Education
C. Inclusive Education
D. Global Education

27. How does the notion of cultural relativity and variability affect the teaching-learning
processes in school?
A. The students’ varied cultural background will in no way affect the way they will
learn the lessons in school.
B. The students can readily adjust to the way the teacher initiates learning in school
because children are adaptable beings now matter what culture they come from.
C. The child’s cultural background influences the children’s way of interpreting and
viewing the world, hence teachers must consider the children’s world view when
teaching.
D. The teacher should be wary of differing cultural points of view and must make
sure that students will see things the same way.

28. Which among the following is the focus of Civic Education?

A. Promote understanding of human rights concepts and values to enable learners
to comprehend and transform conditions which give rise to human rights
violations.
B. Learning for effective participation in democratic and development processes at
both local and national levels
C. Foster a vision of education for sustainable development and care for the
environment
D. Empower people with the skills, attitudes, and knowledge to build a peaceful
world based on justice and human rights
29. Which of the following initiatives would NOT help a school address diversity?
A. Using ability grouping.
B. Using cooperative learning.
C. Working with neighborhood groups.

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 D. Using culturally relevant teaching methods

30. If the teacher is emphasizing the development of the learner’s competency to transform
knowledge into innovations and job-creation, what Pillar of Education does s/he is actually
promoting?
A. Learning to Know
B. Learning to Do
C. Learning to Live Together
D. Learning to Be
31. A class is composed of students coming from several ethnic communities including
Muslims and lumads. They seem to have difficulty understanding each others’ behavior and
points of view. What should the teacher do?
A. Introduce multiculturalism in the class and provide activities for practice.
B. Threaten the students that if there are students who do not behave and tolerant
of their classmates, s/he will be dropped from class.
C. Inform students that they will all be learning new ways of thinking and behaving
in this class, so they might as well leave their cultural idiosyncrasies at home.
D. Assign bright students to monitor and control behavior of poor students.

32. Which of the following statements about Gender is correct?

a. Gender is biologically determined
b. Gender is socially and culturally constructed
c. Gender roles are the same in all societies
d. Gender is an ascribed status in society

33. UNICEF and UNESCO are two key UN agencies which are particularly active advocates of
education for peace. Which of the following is not supported by UNESCO in promoting
peace in the schools?
A. Uphold children’s basic rights as outlines in the Convention on the Rights of the
Child (CRC)
B. Develop a climate that models peaceful and respectful behavior among all
members of the learning community
C. Demonstrate the principles of equality and non-discrimination in administrative
policies
D. Enable the teachers to put peace-making in the social studies classroom only
where it is relevant.

34. The impact of conflict on children whether as victims of war or child soldiers, has been
brought to world attention through the media, international organizations and eye witness
accounts. What is best thing to do to help children affected by conflict?
A. Employ education to regain parts of a lost childhood and to facilitate the
experiences that support healthy social, emotional and intellectual growth and
development
B. Provide employment opportunity for them as well as their parents to attain
financial independence
C. Offer them to migrate in neighboring country as foreign refugees
D. Secure their safety by imposing strict curfew hours

35. Why is it that educational environments are very crucial for peace education?
A. the social, cultural, economic, and political contexts in which educators work
shape the specific content and methods they choose for peace education

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 B. the variety of different educational settings from rural to urban, school-based to
community and within formal curricula or non-formal popular education
projects are relevant to peace education
C. Many teachers infuse peace education into traditional academic subjects such as
literature, math, science, history, language, civics, and the arts
D. All of the above

36. What is celebrated every December 10?

A. Mother Language Day
B. Human Rights Day
C. Earth’s Day
D. International Day of Tolerance

37. Which pillar of education of J. Delors (UNESCO) focuses on the voc-tech relevant to people-
centered human development?
A. Learning to Know
B. Learning to Do
C. Learning to Live Together
D. Learning to Be

38. What United Nation Decade are we celebrating for 2005-2014?

A. Educating for Culture of Peace
B. Educating for International Understanding
C. Educating for Sustainable Development
D. Promoting the Rights of the Elderly

39. What current trend in education focuses on the study of the basic concepts, beliefs and
values underlying our democratic political community and constitutional order?
A. Civic Education
B. Development Education
C. Peace Education
D. Multi-cultural Education

40. Which among the following statement about Human Rights Education (HRE) is CORRECT?
A. HRE is more of the responsibilities of the state to implement human rights law
rather than protection of the rights holders
B. HRE should focus more on rights based on “law in books,” rather than on “law in
real-life”.
C. HRE needs to focus on the values, principles, and standards of human rights and
how they can be translated into day-to-day actions
D. Human Rights Standards vary from society to society and HRE therefore should
also vary in terms of approaches and methods

41. Which of the following skills correspond to the Fourth Pillar of Learning, “Learning to
live together”?
A. Empathy and cooperative social behavior
B. Personal commitment and sense of responsibility
C. Adaptability to change in the world of work
D. Reasoning and problem solving skills

42. Which of the following is NOT characteristic of Multicultural Education?

A. Personally empowering
B. Socially transformative
C. Pedagogically humanistic
D. Culturally discriminating

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43. What is the character of education that manifests democratization of access and
inclusivity?
A. Relevance
B. Sustainability
C. Quality
D. Equity

44. What is the kind of education that emphasizes human-earth relationships and fosters a
vision of education for sustainable development to build a global culture of ecological
responsibility?
A. Human Rights Education
B. Development Education
C. Environmental Education
D. Global Education

45. Which of the following is NOT one of the benefits of mass media?
A. mass media decreases prejudice and discrimination
B. mass media enriches the educational programs
C. mass media increases student’s exposure to diversity
D. mass media helps provoke discussion of current issues

46. Which among the following rights manifest rule of law and good governance?
A. Right to education
B. Right to environment protection
C. Right of participation
D. Right to work

47. Which among the following is NOT a core principle of human rights?
A. Human Dignity
B. Non-discrimination
C. Universality
D. Independency

48. Which of the following could be a reason to justify peace education as a series of
"teaching encounters" or teaching-learning process?
A. Desire for peace
B. Nonviolent alternatives for managing conflict
C. Skills for critical analysis of structural arrangements that produce and legitimize
injustice and inequality
D. All of the above

49. Which of the following is accurate in regard to working with parents in diverse
classrooms?
A. The parent’s culture is important, but should not influence their children’s
education.
B. Teachers should demonstrate their “expertise” to parents to show they know best.
C. Teachers should strive to use a variety of ways to keep parents informed,
including parents who cannot speak English or Filipino.
D. The importance of the family’s influence on children’s education has diminished
over the past few years.

50. Which of the following is NOT a guiding statement of peace education?

A. Peace education teaches students what to think rather than how to think
B. Peace education employs holistic and participatory approach
C. Peace education aims not to reproduce but transform
D. Peace education builds bridges of support among key participants

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