St.

Paul College, Pasig

High School Department
School Year 2014-2015

ACADEMIC GUIDE
Subject: Social Science IX World History
FIRST TERM

I.

II.

III.

Content Standards
Ang mga mag-aaral ay naipapamalas ang pag-unawa sa interaksiyon ng tao sa kanyang kapaligiran na nagbigay-daan sa pag-usbong ng mga sinaunang kabihasnan na
nagkaloob ng mga pamanang humubog sa pamumuhay ng kasalukuyang henerasyon.
The students will be able to show understanding towards the interaction of people with their environment, which gave way to the development of ancient civilizations and the
modern generation.
Performance Standards
Ang mga mag-aaral ay nakabubuo ng panukalang proyektong nagsusulong sa pangagalaga at preserbasyon ng mga pamana ng mga sinaunang kabihasnan sa Daigdig para sa
kasalukuyan at susunod na henerasyon.
The students will be able to come-up with a project proposal that promotes conservation and preservation of what the people from the ancient period contributed for the
present and future generations.
Topic Guide
Unit Title

Dawn of History, Ancient and Classical Civilizations

Topics

A.
B.
C.
D.
E.
F.
G.

Periods of Western History

Mesopotamia
Ancient Egypt
Near Eastern Peoples
Ancient Greece and Classical Greece
Roman Civilization
Mesoamerica

References/ On-line sources

Duiker, W. J., & Spielvogel, J. J. (2011). The Essential
World History 6th Edtion. Boston: Wadsworth Cengage
Learning (textbook), Unit 1: The first civilizations and
the rise of empires, Unit 2: New Patterns of Civilization
Ellis, E.G., & Esler, A. (2005). World History Connections
to today. New Jersey: Pearson Education, Inc.
Marvin, P. (1989). A History of the World. Boston:
Houghton Mifflin Company.
Turning points in history: Mesopotamia
(http://www.youtube.com/watch?v=c-EPqobSsD8)

Remarks

The Mummification process

(http://www.youtube.com/watch?v=-MQ5dL9cQX0)

IV.

Major Requirements
Output

Date of Submission

Other Subjects Involved

Build your own civilization!

The students will come-up with a sustainable
community proposal applying the elements of
civilization and deriving their plan based on the
patterns of civilizations that were discussed within the
term. The students will produce a map showing the
community/civilization that they have designed and
will be supported by a PowerPoint presentation to
discuss the salient features of their proposal.

August 13 15, 2014

English (Poetry and Expository Essay) For the

integration in English, the students will write an
expository essay and poem that describes the story
of the people in their civilization.
Health (Recycled Products) For Health, the
students will come-up with a recycling proposal that
will be aligned to their sustainable community
proposal so aside from the known elements of
civilization, a recycling facility is also required for
each group to present in their map and PowerPoint
presentation.

SECOND TERM
I.

Content Standards
Ang mga mag-aaral ay naipapamalas ang pag-unawa sa kontribusyon ng mga pangyayari sa Klasiko at Transisyunal na Panahon sa pagbubuo at pagkahubog ng
pagkakakilanlan ng mga bansa at rehiyon sa daigdig.
Ang mga mag-aaral ay naipapamalas ng mag-aaral ang pag-unawa sa nagging transpormasyon tungo sa makabagong panahon ng mga bansa at rehiyon sa daigdig bunsod ng
paglaganap ng mga kaisipan sa agham, politika, at ekonomiya tungo sa pagbuo ng pandaigdigang kamalayan.
The students will be able to understand the events that took place during the classical and transitional periods that lead to the development of the identities of nations and
regions in the world.
The students will be able to understand the transformation that took place towards the modern period of countries and regions in the world initiated by the rapid spread of
ideas in science, politics and economics toward the development of their national consciousness.

II.

Performance Standards
Ang mga mag-aaral ay nakakabuo ng adbokasiya na nagsusulong ng pangangalaga at pagpapahalaga sa mga natatanging kontribusyon ng Klasiko at Transisyunal na
Panahon na nagkaroon ng malaking impluwensya sa pamumuhay ng tao sa kasalukuyan.
Ang mga mag-aaral ay kritikal na nakapagsusuri sa nagging implikasyon sa kaniyang bansa, komunidad, at sarili ng mga pangyayari sa panahon ng transpormasyon tungo sa
makabagong panahon.
The students will be able to formulate an advocacy that promotes conservation and preservation of the unique contributions of the classical and transitional periods that made
a huge influence to the lives of people at present.
The students will be able to analyze critically the implications of the events during the transitional period to the communities and countries towards the modern period.

III.

Topic Guide
Unit Title

Recovery: Renaissance and emergence of new

world patterns

Topics

A.
B.
C.
D.
E.
F.
G.

Early Middle Ages

High Middle Ages
Renaissance and Reformation
European Explorations and Expansion
Enlightenment and Scientific Revolution
13 Colonies and the American Revolution
French Revolution and Napoleon

References/ On-line sources

Duiker, W. J., & Spielvogel, J. J. (2011). The Essential
World History 6th Edtion. Boston: Wadsworth Cengage
Learning (textbook), Unit 2: New Patterns of
Civilization, Unit 3: The Emergence of New World
Patterns
Ellis, E.G., & Esler, A. (2005). World History Connections
to today. New Jersey: Pearson Education, Inc.
Marvin, P. (1989). A History of the World. Boston:
Houghton Mifflin Company.
Middle Ages Video
(http://www.youtube.com/watch?v=6EAMqKUimr8)
The French Revolution in a nutshell
(http://www.youtube.com/watch?v=VEZqarUnVpo)

Remarks

IV.

Major Requirements
Output

Gallery
The students will come-up with a gallery/exhibit
showcasing the aspects of culture (practices,
literature, fashion, cuisine [if applicable], and visual
arts) that were introduced and caused significant
changes in Europe starting from the Medieval Age up
to the 19th century.

Date of Submission

Other Subjects Involved

November 12 - 14, 2014

N/A

THIRD TERM
I.

Content Standards
Ang mga mag-aaral ay naipapamalas ng mag-aaral ang pag-unawa sa kahalagahan ng pakikipag-ugnayan at sama-samang pagkilos sa kontemporaryong daigdig tungo sa
pandaigdigang kapayapaan, pagkakaisa, pagtutulungan, at kaunlaran.
Ang mga mag-aaral ay may pag-unawa sa sanhi at implikasyon ng mga lokal at pandaigdigang isyung pang-ekonomiya tungo sa pagkamit ng pambansang kaunlaran
The students will be able to show understanding on the significance of human relationships and collective action in the contemporary period towards world peace, unity,
cooperation and development.
The students will be able to understand the causes and implications of local and international economic issues towards the attainment of national development.

II.

Performance Standards
Ang mga mag-aaral ay aktibong nakikilahok sa mga gawain, programa, proyekto sa antas ng komunidad at bansa na nagsusulong ng rehiyonal at pandaigdigang kapayapaan,
pagkakaisa, pagtutulungan, at kaunlaran.
Ang mga mag-aaral ay nakabubuo ng programang pangkabuhayan (livelihood project) batay sa mga pinagkukunang yaman na matatagpuan sa pamayanan upang
makatulong sa paglutas sa mga suliraning pangkabuhayan na kinakaharap ng mga mamamayan
The students will be able to participate actively on the works, programs and projects of the community and country that promotes regional and global peace, unity,
cooperation and development.
The students will be able to formulate livelihood projects based on the sources of income to help address the problems faced by the community.

III.

Topic Guide
Unit Title

Topics

Modern Age: War and Conflict and contemporary

issues

IV.

A.
B.
C.
D.
E.

Industrial Revolution
World War I and II
Cold War
Society and Culture in the Western World
Environmental Problems (Disaster Risk Mitigation,
Climate Change, Environmental Issues [Waste
Management, Mining, Quarrying, Deforestation,
Flashflood]
F. Economic Problems (Unemployment, Globalization,
Sustainable Development)

Duiker, W. J., & Spielvogel, J. J. (2011). The Essential

World History 6th Edtion. Boston: Wadsworth Cengage
Learning (textbook), Unit 4: Modern Patterns of World
Civilization
Ellis, E.G., & Esler, A. (2005). World History Connections
to today. New Jersey: Pearson Education, Inc.
Marvin, P. (1989). A History of the World. Boston:
Houghton Mifflin Company.

Major Requirements
Output

References/ On-line sources

Advocacy blog
The students will make a photo blog that shows a clear
link about the causes of past events (political, social or
economic events from the 1850s to 2000s) and its
effects at present.

Date of Submission

Other Subjects Involved

March 4 6, 2015

N/A

Mr. Essam Kenji Gonzales

Ms. Diana Lyn Sarenas

Mr. Alexis Macapanpan

Sister Teresita Agana, spc

Subject Teacher

Subject Team Leader

Assistant Principal for Academics

High School Principal

Remarks