1. TEACHER Laguna State Polytechnic University
Carie San Pablo City Campus
San Pablo City
Portfolio
In Partial Fulfillment for the Degree
Bachelor of Secondary Education
Major in Social Studies
EDUC. 100
Carie Justine P. Estrellado
BSEd, 4 – T
Prof. Cecilia B. Diva
Supervisor
A.Y. 2011 – 2012
BRIEF DESCRIPTION OF THE

2. Rights of Practice Teaching
Practice teaching occupies a key position in the programme of teacher education. It is a
culminating experience in teacher preparation. It provides opportunity to beginning teachers to
become socialized into the profession (Furlong et.al, 1988). Performance during practice
teaching provides some basis for predicting the future success of the teacher. Outgoing
popularity and centrality of practice teaching is an important contributing factor towards the
quality of teacher education programme. During practice teaching working with students in
schools provides a high degree of emotional involvement of a mostly positive nature. Student
teachers feel themselves grow through experience and they begin to link to a culture of
teaching. During practice teaching, they feel engaged, challenged and even empowered.
Definitions of Practice Teaching
A number of terms such as the practice teaching, student teaching, teaching practice,
field studies, infield experience, school based experience or internship are used to refer to this
activity (Taneja, 2000). The term practice teaching embraces all the learning experiences
of student teachers in schools (Ashraf, 1999). The term practice teaching has three major
connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole
range of experiences that students go through in schools; and the practical aspects of the
course as distinct from theoretical studies (Stones and morris, 1977).
Practice teaching is the name of the preparation of student teachers for teaching by
practical training. It is the practical use of teaching methods, teaching strategies, teaching
principles, teaching techniques and practical training and practice / exercise of different
activities of daily school life.
Objectives of Practice Teaching
According to Akbar (2002) Following are the objectives of practice teaching:
• To provide the prospective teachers with an opportunity of establishing an
appropriate teacher pupil relationship.
• To provide an opportunity for evaluating the student potential as a teacher and
suitability for the teaching profession.

3. • To develop personal relationship with others: administrators, teachers, parents and
students.
• To provide the future teacher with practical experience in school to overcome the
problems of discipline and enable him / her to develop method of control.
• To provide with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implication for learning.
• To enable the student teachers effectively to plan and prepare lessons.
• To develop skill in the use of fundamental procedures, techniques and methods of
teaching.
• To develop desirable professional interests, attitudes and ideas relative to teaching
profession.
• To enable student teachers to acquire desirable characteristics / traits of a teacher
and to display appropriate behaviour.
• To provide student teachers with an opportunity to have teaching evaluated and to
gain from the benefits of constructive criticism.
• To provide an opportunity for self evaluation and to discover own strengths and
weaknesses.
• To develop skills in future teachers related to teaching like fluent speaking, meaningful
reading, using blackboard and other teaching material.
• To provide an opportunity to liaise with school environment, its functioning and with
community and its resources.

4. • To provide for the exchange of ideas and methods between practicing school and
teacher training institution, by teacher training institutions' staff and students,
perceiving new ideas material and equipment in use in practicing schools and introducing
new ideas, material and equipments into the school.
Stages in Practice teaching
Following are the stages in practice teaching
Primary Stage
It is necessary to make a trip of student teachers to that particular school, where they are going
for practice teaching. The main aim of this tour is to see the concerned head teacher, class
teachers and school staff in order to acquire information about school and its
environment. Student teachers must observe the teaching methods of school, methods of
concerned class teacher, copies or notebooks of the students and their usual routine. On
return from the tour student teachers must have the details about scheme of studies, age of the
students, strength of the class, abilities and specific problems of the students, timing of the
school, textbooks and teaching aids.
Preparation of Lesson
For the preparation of lesson student teachers must know the subject, the relevant books and
audio visual aids. Which he / she is going to teach. Because already prepared lessons give
confidence to the teacher. Student teachers and supervisor can reform the teaching learning
process after its evaluation.
Qualities of a Good Lesson
A good lesson has the following qualities:
i) Lesson planning should be in complete detail.
ii) Lesson should be interesting.
iii) Effective and timely use of teaching methods and teaching aids.
iv) Student should be ready for learning.
v) Students should be involved practically in teaching learning process.
vi) Lesson should be taught in professional and friendly environment.

5. vii) All students should be given same attention by keeping in view their individual
differences.
Teaching in Classroom
The stage of teaching in the classroom is known as practice teaching. Student
teachers while teaching in the classroom passes through different steps of his / her teaching
(Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses /
observes his / her lesson.
Evaluation of Teaching Practice
In order to evaluate the teaching practice supervisor observe the student teacher while
teaching in the classroom.Supervisor evaluates / observes the punctuality, lesson planning,
teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress,
start and end of lesson, interest of the students, discipline of class, use of black /white board,
students' notebooks and objectives of the lesson.
Participation in Other routine Works of School
Teaching in the classroom is not only the objective of teaching practice, but also to
provide training in all activities / work which student teachers are going to perform in future
during their job. For this purpose they have to spend whole day in school as teacher. They
have to participate in all the activities of school e.g preparation of timetable, preparation and
maintenance of different registers, evaluation of class work and home work, arrangement of
tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess,
duty as day master, duty before and after school timing, decoration of classroom, preparation
and maintenance of attendance board, news board, information board, look after and
arrangements of A V aids room, home economics room, science laboratories and library.
How to deal with students' parents, officers of the school, school employees and guests
are also the part of teaching practice. Duties as invigilators, preparation of question papers for
examinations, evaluation of answer scripts and compilation of results is also part of teaching
practice.
Role of Supervisor in Teaching Practice
Supervisor has an important role in practice teaching as:
i) A resource person

6. ii) An adviser
iii) A general moral booster
iv) An interpreter of feedback
v) An assessor
Supervisor's duty is not only to evaluate the lessons of teaching practice, but by using
his / her all the abilities to make this experience (All the stages of teaching practice) result
oriented. He / she should has all the planning before hand. He / she should have meeting and
conversion with teacher educators, experienced teachers of the institution, educationists,
concerned school head teachers and other teachers.
Introductory lectures should be arranged before the departure of student teachers to
the practicing schools in order to aware the student teachers about the preparation of lesson
plans and other assigned activities. During teaching practice it is the duty of supervisors to
supervise their lessons, other assigned activities, guidance and counseling as well as provide
thestudent teachers with feed back and to enable them so that they can criticize and reform
themselves. During the teaching practice student teachers should not be criticized in front of
the practicing school staff and students. If there is a need then all the student teachers should
be gathered and should be scolded and warned without nominating and asking the name.
Supervisors' role is to prepare teachers for future, therefore he / she should act as a
facilitator.
Suggestions to Improve Teaching Practice in PHILIPPINES
Here are some suggestions to improve the teaching practice in
LAGUNA STATE POLYTECHNIC UNIVERSITY
a) In teacher training institutions teaching methods were not only teach but also practically
demonstrated by the teacher educators.
b) The duration of teaching practice should be increased up to 12 weeks at least, so that
practical training should be given for a quarter of the year.
c) Teaching practice should not be consisted of classroom teaching only. Other aspects like
attendance of students, collection of fee, calculation of fee, preparation of registers,
conduct of morning assembly, conduct of co-curricular activities, preparation of question

7. papers, solution of students' problems and meetings with students' parents should be
included.
d) Microteaching should be adopted in teacher training institutions and model lessons
should be given before student teachers by experts as well as by video films.
e) Student teachers are not given marks only for model lessons and all the aspects of
teaching practice should be included in evaluation.
f) In order to make the evaluation of teaching practice more effective, appropriateness of
lesson, teaching methods, teaching aids, practical organization of lesson, and interest of
students and teachers and students' answers should be included in evaluation.
g) It should be encouraged that student teachers make audio visual aids by them selves and
student teachers should be given & provided guidance after every lesson.
h) In order to make teaching practice more effective, it is also proposed that student teachers
should watch the lessons of experienced teachers for one week and write evaluation report
about them and supervisors should provide guidelines to student teachers in the light of
this evaluation report.
i) It should be ensured that student teachers keep the sequence of lessons in such a way, so
that they can teach all types of lessons and use different teaching methods.
j) Prior to teaching practice student teachers should practice in their fellows in order to
build more confidence in them.
k) During teaching practice student teachers should be given projects, which cover all the
aspects of teaching practice i.e. (preparation of teaching kit, planning for decoration of
classrooms, betterment of environment and provision of facilities).
l) During practice teaching prospective teachers should be made habitual of preparing daily
lesson plan.
m) Practice teaching should be more realistic and suited to the actual class room situations.
My Conclusion
Teaching practice is an activity, which can play an important role in the preparation of
teachers. Its effectiveness is necessary for the nation. It is a milestone for professional
adolescence. It is a combination of personality, professional skills, knowledge and training,
which is fuel for an endless journey. Now it is the duty / responsibility of teacher educators and
teachers of practicing schools to make this fuel / expenditure endless.

8. Personal Educational Philosophy
“Never look for mistakes or makes the possible allowance for
ignorance”
- Carie Justine P. Estrellado
Education of the Filipino is quite submissive; the former
regards man as both means and end of development. So…
I believe the children are our future...
I believe each and every child has the potential to bring something unique
and special to the world. I will help children to develo p their potential by
believing in them as capable individuals. I will assist
children in discovering who they are, so they can express their
own opinions and nurture their own ideas. I have a vision of a world
where people learn to respect, accept, and embrace the
differences between us, as the core of what makes life so fascinating.
Teach them well and let them lead the way...
Every classroom presents a unique community of learners that varies
not only in abilities, but also in learning styles. My role as a
teacher is to give children the tools with which to cultivate their
own gardens of knowledge. To
accomplish this goal, I will teach to the
needs of each child so that all learners can
feel capable and successful. I will
present curriculum that involves the interests of the children and
makes learning relevant to life. I will incorporate themes, integrated units, projects, group work,
individual work, and hands-on learning in order to make children active learners. Finally, I will tie
learning into the world community to help children become caring and active members of society.
Show them all the beauty they possess inside. Give them a sense of pride...
My classroom will be a caring, safe, and equitable environment where each child can blossom and
grow. I will allow children to become responsible members of our classroom community by using
strategies such as class meetings, positive discipline, and democratic principles. In showing

9. children how to become responsible for themselves as well as their own learning, I am giving
them the tools to become successful in life, to believe in themselves, and to love themselves.
Let the children's laughter remind us how we used to be...
Teaching is a lifelong learning process of learning
about new philosophies and new
strategies, learning from the
parents and community, learning
from colleagues, and especially
learning from the children. Children
have taught me to open my mind and my
heart to the joys, the innocen ce, and
the diversity of ideas in the world.
Because of this, I will never forget how to
smile with the new, cherish the old, and laugh with the
children.
NEVER to WALK in anyone shadow…
Teaching is one’s fruit of commitment, intensification of values education emphasizing love of
God and country, and pride in the Filipino cultural heritage. And I prospectively students are
expected to create aims, directions leading a prosper independent in different social climate.
Sustain the needs and necessity, projecting their innate minds to stand concomitant in every laws
of nature.

10. SAINT CLAIRE SCIENCE SCHOOL
Saint Claire Science School Inc. is located at L. Cosico
Avenue, Sambat nearby Puregold and Saint Joseph School,North
East of City Proper . This private institution at present, is an
interdependent school that continuously give the youth of San
Pablo City and the nearby barangays an integrated and upgraded
system of education under the leadership and management of its
newly Principal – in – charge, Ms. Rodelyn C. Panganiban and
supported by Mrs. Lina Alimario Buencillo as directress and
currently the Non – formal Education Supervisor of San Pablo City.
The School is akin to a dwelling house not a common school to be
called, however the officials and its members are making sky –
scraping endeavor amid to their rationales.
Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY

11. San Pablo City Campus
Del Remedio, San Pablo City
COLLEGE OF TEACHER EDUCATION
Masusing Banghay ng Pagtuturo sa Araling Panlipunan IV
I. Layunin
Pagkatapos ng aralin, ang mga mag – aaral ay inaasahang:
1. naipapaliwanag ang kahulugan at saklaw ng industriya;
2. naihahayag ang mga kahalagahan ng industriya; at
3. naipapakita ang partisipasyon sa aralin.
II. Nilalaman
Paksa: Ang Bahaging Ginampanan ng Industriya
Batayang Kaisipan: Sektor ng Industriya
Kayamanan IV
Imperial et.al. pp. 344 – 346
Ekonomiks FNB Educ., Inc.
Lucila – Perez – de Guzman pp. 285 – 288
Kasangkapan: Cartolina, manila paper, panyo, glue, pins, tape, marker, felt paper.
Pagdulog: ‘Constructivism’, ‘Semantism’, at direktibong instruksyon
III. Pamamaraan
Gawaing Guro Gawaing Mag – aaral
A. Paghahanda
1. Pambungad na panalangin Magandang Umaga po Sir
2. Pagbati
3. Pagtatala ng mga mag – aaral na liban sa
klase
B. Pagbabalik – aral
Kahapon ay tinalakay natin ang sektor ng
Agrikultura na mahalaga rin sa pagsukat ng
Gross National Product o GNP.
Ito ay nagmula sa Latin na ‘ager cultura’ na
Kung malinaw sa inyo ang naging talakayan nangangahulugang ‘kultibasyon ng bukirin’
maari ninyo bang ibigay ang kahulugan ng
agrikultura?
Tama! 1. sa agrikultura nagmula ang pagkain ng mga
tao sa mga lugar na rural at urban.
Sunod ay ang 4 na nabanggit kahapon na 2. nagsisilbing basahan ng sektor ng industriya.
kahalagahan ng agrikultura. 3. pinatataas ng agrikultura ang kita ng mga
tao sa probinsya.
4. tumataas ang halaga ng piso at dolyar
Kung gayon may katanungan pa ba kayo? Wala na po
C. Pagganyak

12. Bago tayo tumungo sa bagong talakayan
magkakaroon tayo muna ng aktibidad
Kailangan ninyong bumuo ng dalawang grupo Ang mag – aaral ay bubuo ng 2 grupo at pipili
Makinig kayo sa aking direksyon. Ang tawag ng kanilang lider
dito ay ‘Finding the red apples’ kailangan
nyong pumili ng isang lider na magsisilbing
naka – ‘blindfold’ o nakapiring tapos at yung
mga ka – grupo niyo ay kailangan ng
kooperasyon dahil kayo ang aalalay sa inyong
lider para mahanap kung nasaan ang mga
sumusunod:
konstruksyon,
serbisyo, Hahanapin ng lider ang isa sa dalawang
pagyari, at pagmimina. mekanismo ng industriya
at pag – naghudyat ako ng TIGIL lahat kayo ay
hindi kikilos maliban sa nakapiring. ang unang
makakuha ng 2 mansanas ay siyang
tatanghaling nagwagi sa aktibidad.
D. Paglalahad
Koneksyon sa ‘ting aktibidad kung napansin
ninyo ang mga salitang ginamit natin na
konstruksyon, serbisyo, pagyari, at pagmimina.
Sa tingin ninyo ano kaya ang sunod na paksa
natin? INDUSTRIYA
Tama!
Sa inyong ideya ano ang ibig – sabihin ng
Idustriya? - kumakatawan sa sector na tagagawa
- sector ng bansang nakatuon sa paglikha
ng mga yaring produkto
Mahusay ang inyong sagot!
Kanina binigyan natin ng depinisyon ang 4 na
Gawain na Industriya. Ngayon bibigyan natin
ito ng linaw.
Konstruksyon
Tumutukoy sa pagtatayo ng iba’t – ibang mga
gusali, pabrika at iba pang istruktura.
Serbisyo
Paglikha at pagbebenta ng mga pangunahing
kalakal tulad ng elektrisidad, tubig, at gas
Pagyari
Pagproseso ng mga hilaw na sangkap upang
maging isang yaring produkto
Pagmimina
Pagkuha ng mga mamahaling metal at mineral
Dahil sa 4 na mekanismo ng industriya, malaki
ang naitutulong nito sa atin.
Dahil diyan bibigyan natin ng kahalagahan ang
industriya.

13. Tulad ng agrikultura – malaki ang papel na
ginagampanan ng industriya sa pag – unald ng
isang bansa.
Batay sa mga lawaran… - nagsisilbing daan upang mapakiabangan
ang mga yaring kalakal na nagmula sa mga
hilaw na sangkap.
- nagbibigay ng pangangailangan sa
agrikultura
- pinanggagalingan ng dolyar
- nagbibigay hanapbuhay sa mamamayan
Mahusay ang iyong sagot!
E. Pagpapahalaga
Pagpapakita ng larawan at pagsasaayos ayon Ilalagay ang larawan sa tamang kinabibilangan
sa tamang mekanismo ng industriya: nito
konsruksyon, pagyari, pagmimina at serbisyo.
F. Paglalahat
Upang bigyan ng linaw ang ating tinalakay
Ano ang kahulugan ng Industriya? Kunakatawan sa sector ng bansang nakatuon
sa paglikha ng mga yaring produkto.
Saklaw ng Industriya ay __________. Konstruksyon
Pagyari
Pagmimina
Serbisyo
Malinaw na ba sa inyo ang lahat? Opo!
IV. Pagtataya
Asosasyon: Suriin ang sumusunod na sitwasyon at batay sa wastong kinabibilangan nito ay
isulat ang inisyal sa patlang.
K – Konstruksyon S – Serbisyo P – Pagyari Pm –
Pagmimina
K__________________________1. Gusali ng St. Claire Science School.
Pm________________________2. Paghuhukay ng Ginto.
S__________________________3. Pagbebenta ng Kalakal.
S__________________________4. Pagtuturo bilang guro.
P__________________________5. Pagluluto ng mga sangkap para gawing kendi.
P__________________________6. Paghahabi ng lubid.
K & S______________________7. Pagpapatayo ng Mall.
P__________________________8. Sardinas tungo sa de lata dahil tulong ng makinarya.
S__________________________9. Pagbebenta ng ginawang kendi.
Pm________________________10. Metal at di – metal.
V. Takdang Aralin

14. - Ano ang mga suliraning kinakaharap ng sector ng industriya? magbigay ng 3
Inihanda ni: Iwinasto ni:
Carie Justine P. Estrellado Mrs. Rosalie Gonzales
Binigyang pansin ni:
Ms. Rodelyn C. Panganiban
Punong Guro
Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
San Pablo City
COLLEGE OF TEACHER EDUCATION
Masusing Banghay ng Pagtuturo sa Araling Panlipunan III
I. Layunin
Pagkatapos ng aralin, ang mga mag – aaral ay inaasahang:
1. naipapaliwanag ang mga katangian ng kabihasnang Babylonian;
2. nailalarawan ang mga kronolohikal na pangyayari;
3. nailalahad ang opinion ukol sa aralin; at
4. naibibigay ang kahalagahan ng bawat isa.
II. Nilalaman
Paksa: Kabihasnang Babylonian
Batayang kaisispan: Pag – asa sa kabila ng kaguluhan
Sangguniang aklat: Kasaysayan ng Daigdig
Vivar, Teofista et.al., pp. 65 – 69
Kasangkapan: cartolina, manila paper, pins, larawan, tape, pen
III. Pamamaraan
Gawaing guro Gawaing mag – aaral
A. Paghahanda
1. pambungad na panalangin
2. pagbati
Magandang umaga sa inyo! Magandang umaga din po sir!
3. pagtatala ng mga mag – aaral na liban
sa klase

15. B. Pagbabalik – aral
• kahapon ay tinalakay natin ang Sir, ang kabihasnang Sumerian ay mayaman sa
kabihasnang Sumerian. kultura. Ang kanilang lipunan ay binubuo ng
Sinong makakapagbigay ng buod ukol tatlong bahagi: Maharlika, artisan at
ditto? mangangalakal at magsasaka at alipin.
“Polytheism” ang kanilang istruktura ng
relihiyon, sila ang nag – ambag ng gulong,
karwahe, paghabi ng lana at mga panukat.
Mahusay ang iyong sagot!
K. Pagganyak
• alam ba ninyo ba ang kasabihang Opo
“mata sa mata at ngipin sa ngipin?”
• kung gayon, sino ang nakakaalam kung Kay Haring Hammurabi po
kanino nagmula iyon?
• Tama.
D. Paglalahad ng Aralin
• ang aralin natin ngayon ay tungkol sa
kabihasnang Babylonian. Gaya nga ng
nabanggit kanina si Haring Hammurabi
ay isa sa magiting na lider ng Babylonia
siya ang bumuo ng 283 kalipunan ng
mga batas. At tulad ng mga Sumerian,
binubuorin ng 3 pangkat ang lipunan
ng Babylonian. Anu – ano ang mga
nasabing pangkat? Sir, ang 3 pangkat na bumuo sa lipunan ng
Babylonian ay ang maginoo, malayang tao at
alipin.
Tama! sino naman si Marduk? Si Marduk po ay itinuturing diyos ng mga
Babylonian.
Magaling! ano naman ang hanapbuhay ng mga Pangangalakal
Babylonian?
Tama! gaya ng ibang kabihasnan may sanhi Bumagsak po sila dahil sa paglusob ng pangkat
kung bakit sila umunlad at ito nga ay maayos ng Indo – Europe (Kassite)
na pamumuno ng pamahalaan. Ngunit bakit sa
kabila ng lahat ay bumagsak pa rin sila?
Tama! kahit na natalo sila ng mga Kassite ay di
ito nangangahulugan sila mahina. Dahil sa
kabila nito ay marami silang nagging ambag
tulad ng Kodigo ni Hammurabi kontratang
pangkalakalan.

16. E. Pagpapahalaga
• sino ang kilalang hari ng Babylonian? Hammurabi
• tama! sino naman ang kanilang Diyos? Marduk
• magaling! ano ang dahilan ng kanilang Dahil po sa kanilang pag – unlad ay bunsod ng
pag – unlad at pagganyak? maayos na pamumuno
Tama! nagayon, magbigay naman kayo ng Kodigo ni Hammurabi
kanilang nagging ambag sa kasaysayan
Magaling!
Handa na ba kayo sa inyong pagsusulit? Opo!
IV. Pagtataya
Tukuyin ang sumusunod:
1. hari ng Babylonia 1. Hammurabi
2. 2. Maginoo
3. Pangkat ng Babylonian 3. Malayang Tao
4. 4. Alipin
5. sanhi ng pagbasak ng Babylonian. 5. Kassite
V. Takdang Aralin
1. sino ang mga Pharaoh sa kahariang Ehipto?
2. ano ang kinahinatnan ng mga mamamayan
ng Ehipto sa panahon ng emperyong Khufu?
Inihanda ni:
Estrellado, Carie Justine P.
BSEd, IV – T
Binigyang Pansin ni:
Ms. Rodelyn C. Panganiban
Principal

17. Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
San Pablo City
COLLEGE OF TEACHER EDUCATION
DETAILED LESSON PLAN IN SOCIAL STUDIES II
I. Objectives
1. narrate the beginnings of Japan;
2. note sequence of important periods of Japan;
3. explain the rise of the shogunate; and
4. participate actively in class discussion.
II. Subject matter
General Topic: Civilization of Early Japan
Topic: Beginnings of Japan
References: Turning Points II
Samson et.al., pp. 213 – 215
Materials: Cartolina, tape, pins, manila paper, map of Asia, pens, chalkboard
III. Procedure
Teacher’s Activity Student’s Activity
A. Preparatory Activity
- Prayer Call some student to lead the prayer
- Greeting to the class Good Morning Sir!
- checking of attendance Nobody is absent Sir
B. Review of the past lesson
Muslims influence in India
What do you remember in our yesterday’s Although there was limited distinction
lesson? between the Hindus and Muslims in India, the
Hindus were able to adopt some of the Muslim
way of life. As mentioned before, the suttee
came from the Muslims. They also adopted
Okay, what more? pudah, the seclusion of women, a practice
wherein women were not allowed to go out or
meet with any man outside.

18. They also left and introduced new styles of
architecture that mixed the Indian and Islamic
Very good! features. One of the most famous of this
Islamic feature are minarets.
C, Motivation
Presenting an Asian Map and flag of Japan for
3 minutes
What countries are nearest to Japan?
- Korea
Based on Japan’s proximity to Korea and - China
mainland China, shoud it be possible for Japan - Taiwan
to have borrowed something from these
civilizations?
Does the sea of Japan serve as a protection for Yes!
this country? why?
D. Presentation
So in relation to our next topic - Japan
Japan’s location and picturesque topography
have shaped its people and its history. Its
distance from other Asian countries prevents
invasion. At the same time, it is actually near
enough to be able to borrow from other
country’s civilization. Its picturesque scenery,
on the other hand, has helped develop
Japanese appreciation for nature as reflected
in all aspects of their culture.
In your reference the original inhabitants of Ainus
Japan were?
Very good!
Means “human”
What else… The Ainus later on succeeded by immigrants
from the Asian mainland. Modern Japan is now
a mixture of Mongols, Chinese, Malays, and
Ainus.
Until the 4th century B.C.E., the Japanese had
no written language. Eventually, Kojiki, the
records of Japan’s ancient History, and
Nihongi, “ the chronicles of Japan”.
According to tradition, Jimmu who founded “Tenno” (son of heaven)
the Yamato ascendend the throne in 660
B.C.E. in time, the emperor of Japan was given
the title ____

19. For the Chinese written language was introduced
Nara Period… through Wani
A Confucian scholar who tutored the Japanese
How about Prince Shotoku? crown prince.
Prince in ancient Japan. Real name was
“Umayato” – “door of stable” & drew up a
written plan of government known as “17
article constitution. first code of laws in Japan.
How about the city of Nara? City of Nara as the first capital in Japanese
history.
Well done!
Heian Period
What are the important events happened? - the capital was transferred from Nara to
Heian – Kyo. the present Kyoto.
- native language for women is Kana
- Lady Murasaki Shikibu was the leading
writer of this time. “the tale of Genji”
- Minamoto Ypritomo, became the first
Shougun of Japan. the Shogun was the
only chief military officer of the central
government.
Rise of the Shogunate Yoritomo, founder of Japan’s military
government known as “shogunate” or
Bakufu.
Under the shogunate…
The Feudal System Feudal age. the latin word “feudal”. the
following were considered to be the great
shogunate of J apan. others were short
lived.
- kawamura
Yes! the key to the power and strength of the - ashikaga
shogunate was the moral tie between the - tokugawa
landlord and samurai. During this age,
Yoritomo divided the land to the Greater Lords
called Daimyos or “great names”
E. Appllication
Classify the following elements of culture if
legitimately Chinese or Japanese. Write C for
Chinese and J for Japanese.
1. kana J
2. samurais J
3. medical knowledge C
4. Confucian ideas C

20. 5. Harakiri J
F. Generalization
Who can give the summary of our lesson? Jjapan developed a unique civilization
- according to tradition, Jimmu Tenno
founded the Yamayo – the first state of
Japan
- Japan reached its golden era during the
Heian age
- eventually the shogunate rose to power.
This started the feudal system in Japan
until the time of the Kamakura Shogunate.
Very good!
Any Question? None, sir
Our you ready for your test? Yes, sir!
IV. Evaluation
Knowledge of Specific Facts: Identify what is referred to. Choose your answer from the list in the
box below.
______________1. the original inhabitants of Japan. (ainu)
______________2. the record of Japan’s ancient history. (kojiki)
______________3. the chronicles of Japan. (nihongi)
______________4. the first human emperor of Japan. ( kimmu tenno)
______________5. the Korean Scholar who became the tutor of the Japanese crown prince in 405.
______________6. the father of the Japanese culture. (yoritomo)
______________7. the first written code of laws of Japan. (17 articles)
______________8. the first capital in Japanese history. (nara)
______________9. the golden Era of Japan (heian)
______________10. the native written language of Japan. (kana)
Ainu Kojiki Shogunate Bakufu Nara Jimmu Tenno Bushido Nihonji
Tale of Genji Heian Sei – I – tai shogun wani Kana Seventeen Articles Yoritomo
V. Assignment
1. what are the causes of the decline of the Kamakura shogunate?
2. who are the people of South East Asia?
Prepared by:
Carie Justine P. Estrellado

21. Checked and Approved by:
Rodelyn C. Panganiban
Principal
Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
San Pablo City
COLLEGE OF TEACHER EDUCATION
MASUSING BANGHAY NG PAGTUTURO SA ARALING PANLIPUNAN III
I. Layunin
Pagkatapos ng talakayan, inaasahang ang mag – aaral ay:
1. nailalahad ang mahahalagang kaganapan sa daigdig na nagbigay – daan sa Cold War; at
2. nasusuri ang epekto ng Cold War sa kalagayang panseguridad ng daigdig.
II. Nilalaman
A. Yunit – Ang Daigdig Ngayon at sa Hinaharap
B. Konsepto
- Kapayapaan
- Demokrasya
- Komunismo
C. Paglalahat – ang Cold War ay tunggalian ng demokrasya at komunismo.
D. Kagamitan – mapa, mga larawan
III. Pamamaraan
Gawaing Guro Gawaing Mag - aaral
A. Paghahanda
- Pagdadasal Magandang Umaga po Sir!
- Pagbati
- Pagtatala ng liban sa klase
Demokrasya
B. Pagbabalik – aral Pasismo
Nasismo
Anu – ano ang mga idelohiyang Komunismo
sumiklab pagkatapos ng digmaang
pandaidig?
Mahusay!
C. Pagganyak
Opo ! dahil matapos ang ikalawang pandaigdig

22. Pabigyang – kahulugan ang larawan na itinatag ang UN bilang isang kasangkapan ng
nasa p. 441. kapayapaan. Isang bagong uri ng labanan ang
lumitaw sa mundo…
Itanong: may kaugnayan ba ito sa
paksang tatalakayin?
D. Dahil diyan anu ang pagkakaunawa Ginagamit ang larawan sa pagitan ng US at ng
ninyo sa ‘Cold War’? USSR. Ito ay labanan na hindi gingamitan ng
dahas kundi sa pamamagitan ng diplomasya,
propaganda, at pangkabuhayang pwersa.
Tama! Para mas mabilis nating
maunwaan igugrupo ko kayo sa tatlo 1….2….3….
Ang unang grupo ay
Marshall plan Unang grupo
Ang pangalawa ay
Apat na Puntos Pangalawang grupo
At ang panghuli ay
Truman Doctrine Pangngatlong grupo
Ang mga paksang iyan ay kailangan
ninyong bigyan ng kahulugan at mga
mahahalagang gampanin nito sa
panahon ng cold war, bibigyan ko lang
kayo ng 10 minuto para isulat sa
pisara ang inyong nalalaman.
MARSHALL PLAN - Iminungkahi niya sa mga bansa sa
Europe na magkaisa
- Iminungkahi pa rin niya na
maglaan ang United States ng
pondo upang makaahon ang mga
bansa sa Europe sa mga kasariaang
dulot ng digmaan at mapatatag
ang kanilang ekonomiya.
- Tinatawag din itong European
Recovery Program
APAT NA PUNTOS - Iminungkahi ni Pangulong Truman
noong 1949 na bigyan sila ng mga
payo at tulong teknikal
- Inirakomenda rin niya na maglagak
ng puhunan ang mga Americano
sa mga pook na ito.
- Tinuruan ang mga magsasaka sa
paggamit ng siyentipikong paraan
sa pagsasaka. Nagbigay rin ito ng
payo sa larangan ng industriya,
edukasyon, at medisina.
- Ang ganitong ulong para sa timog –
silangang asya ay napailalim sa
Colombo Plan.

23. Truman’s Doctrine - Natakot ang Us na kapag nagging
komunista ang Turkey at Greece,
mahahawakan at mapipigilan ng
Soviet Union ang Silangang
Mediterranean.
- Kayat ang kongreso ng US sa
rekomendasyon ni Pangulong
Truman ay nagkaloob ng 400,00,00
dollars bilang tulong pang –
ekonomiya at pangmilitar para sa
Turkey at Greece
Mahusay! May katanungan pa ba
kayo?
- Wala na po!.
IV. Pagtataya
Iayos ang ginulong mga letra upang makuha ang wastong salita.
1. Labanan na ginagamitan ng diplomasya (DOLC RAW)
2. Bansang namuno sa Free World (DUTINE SETSAT)
3. Ang bansang namuno sa komunistang mga bansa (NGOYNU VETISO)
4. Isang ideolohya na ang namumuno sa bansa ay isang partido pulitikal (SIMOMUNOK)
5. Isang tulong upang labanan ang kahirapan na ipinagkaloob ng United States (LALHMARS
LANP)
6. Ang pangulo ng United States na nagpanukala sa pagbibigay tulong teknikal sa mga
bansang nangangailangan (NATMUR)
7. Ang tulong para sa timog – silangang Asia upang mapabuti ang kanilang industriya at
edukasyon na ipinagkaloob ng U.S. (MOBOLCO)
8. Ang bansang tinulungan ng Albania, Bulgaria, at Yugoslavia upang mapasakamay nila ang
Mediterranean (REEGCE)
9. Ang tugon ng Russia sa tulong pangkabuhayan ng America (VOMOTOL PALN)
10. Ang bansang pinagmulan ni Ho – Cho Minh (DNIOHINAC)
V. Takdang Aralin
Suriin ang mga pahayag/tanong at ipaliwanag.
A. Bakit tinawag na balisa ang kapayapaan pagkaraan ng Ikalawang Digmaang
Pandaigdig?
B. Bakit mahigpit na magkaribal ang U.S. at Russia?
C. Paano nakaapekto ang mga alyansya sa kapayapaan ng mundo?
D. Dapat bang tumanggap ng tulong ang mahihirap ng bansa sa mamamayang bansa?
Bakit?