Trends and Issues Flashcards
Students who are interested in basketball may be encouraged to research on the history of
that game to further understand how it is being played. Students will learn how to collect data
and evaluate historical evidence. Which of the following best captures the above-mentioned
situation?
A. Students are interested to know more their ethnic backgrounds.
B. Students view history as an important in identifying landmarks
around the world, especially if they are on a travel.
C. Students also view history to further cover their areas of interest.
D. Students tend to view history helpful school and at home.
C. Students also view history to further cover their areas of interest.
Teacher Ana observed that her students became interested in learning their lessons in history
after playing the quiz game called Jeopardy, which features questions that are from their history
lessons. Which of the following rationales in learning history best captures the abovementioned situation?
A. Students view history as a form of entertainment.
B. Students tend to view history as a subject that could help them learn everything that
happened in the past and even in our present times.
C. Students also view history to further discover their areas of interest.
D. Students tend to view History as a subject that could help people avoid mistakes in the past.
A. Students view history as a form of entertainment.
Which of the following does NOT belong to the group?
A. History
B. Geography
C. (Social Studies)-Options A, B, and D are Social Science disciplines while Option C
(Social Studies) is a subject in basic education that draws its content from Social
Science disciplines
D. Economics
C. (Social Studies)-Options A, B, and D are Social Science disciplines while Option C
(Social Studies) is a subject in basic education that draws its content from Social
Science disciplines
Head Teacher A observed that the focus of Teacher C is on the lesson itself or the content
while the focus of Teacher D is on the development of more sophisticated understanding
through the use of procedural concepts in history. Which of the following generalizations best
captures the situation?
A. Having mastery of the subject matter is needed.
B. Teachers should help students on how they will understand history through the help of
procedural concepts like causation or continuity, evidence, and change.
C. Historians can serve as a benchmark in relationship to which we can understand what the
less sophistical historical thinkers do.
D. The difference between a novice from an expert history educator is evident.
D. The difference between a novice from an expert history educator is evident.
Master Teacher F learned that her colleagues in the Araling Panlipunan department tend to
have doubts on the capacity of their high school students in doing historical thinking. What will
Master Teacher F do?
A. Advise her colleagues that teachers need to integrate activities in their lessons that will help
learners think like a historian.
B. Advise her colleagues to include source work in their activities that involves identification,
attribution, and judging perspective of historical sources as well as reliability assessment or
corroboration among peers
C. Share a famous saying to her colleagues, which says: “The past is a foreign country and thus
difficult to understand”.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
Students and even adults who were not taught how to think historically were said to approach
sources as decontextualized, disembodied, authorless forms of neutral information that appear
to fall out of the sky ready made. What does this statement mean regarding historical thinking?
A. Students who did not learn how to think historically tend to conclude that the past is either
given or inaccessible or both.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
C. Teachers can guide the students to become aware of the fact that historical accounts may be
viewed using a variety of perspectives and that differences in views may be affected by biases
and ideologies of the people.
D. Learners can think historically if teachers can formulate activities that will make them think
like historians.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
Teacher M encourages his students to use a truth-lie dichotomy in assessing the reliability of
historical accounts. What is the effect of truth-lie dichotomy among students in history?
A. Students will have a set of criteria that can be used in order to corroborate pieces of evidence
as historians do.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
C. Learners will be able to make sense of the past by using sources that can provide valid and
reliable pieces of evidence like primary sources which are usually eyewitness accounts.
D. Students can take different historical perspectives.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
In relation to history education, which of the following is the most accurate mission of Social
Studies in basic education?
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
B. The mission of Social Studies is to develop historical thinking among learners, which can be
instrumental in the development of citizens who are critical thinkers and can help in nation
building.
C. The mission of Social Studies is to make learners think like historians through historical
interpretations that aim to provide learners with tools that they can use to systematically
compare and evaluate claims about the past
D. The mission of Social Studies is to hone students to become professional historians who can
make their assumptions, concepts and methods explicit, so that they can be critically assessed
by an academic community of practice, and to present arguments for interpretive decisions that
they make.
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
Recent research in history education claims that the most important resource in any
classroom remains the teacher. Which of the following recommendations is the most consistent
with this research finding?
A. Teachers should employ different activities like small group discussions where students can
take different perspectives.
B. Teacher education programs should make ways in order to address the needs of teachers for
knowledge and skills development.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
D. Teachers need to have persistence in guiding the learners to develop historical thinking.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
Teacher Z is still using a 35-year-old history textbook instead of a very recently published text
because he believes that there is nothing since this has discussed historical events out so
clearly. Which of the following best explains this situation?
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
B. If teachers are committed to cultivating historical thinking in their students, they must push
hard against constraints, particularly those that retard genuine historical understanding.
C. There is a need for teachers to change their traditional practices in history like the
transmission-based approach where students were assumed to be empty vessels to be filled
with knowledge from the textbooks.
D. In determining the criteria for selecting history textbooks, teachers need to determine the
position, purposes, values, and views of the author as well as the historical background and
setting of the source.
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
Teacher N wants his students to understand the progression of human life from the past up
to the present times. Which of the following is the most appropriate strategy that Teacher N can
use?
A. The teacher should employ inquiries that invite judgment so that students will be able to
tease out patterns, trends and exceptions and so reach their own characterization of the degree
or extent of change.
B. The teacher can make use of popular stories in order to develop historical continuity and
change among students so that a working knowledge of the story will be formed from the
memory of the students.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to speculate how people made meaning of that experience through their own temporal
lenses.
D. The teacher should make use of questions that start with when, questions about beginnings
and endings, questions about labelling or periods, and questions about speed or nature of
change.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to speculate how people made meaning of that experience through their own temporal
lenses.
Teacher P learned from a Continuing Professional Development (CPD) seminar that causal
explanation, when taught to the students in the proper way, can definitely help the learners in
grasping the content of the lesson. Which of the following strategies can Teacher P use to teach
causal explanation to her students?
A. Students will be asked “what i f^ prime prime questions in order to consider how events might
have turned out differently.
B. Use counterfactual analysis by asking students to consider, create or speculate about events
which did not happen.
C. Use games and analogies to help students understand the causes of various historical
events.
D. Teachers need to employ questions that will guide the learners in discovering the
consequences of a particular historical event.
C. Use games and analogies to help students understand the causes of various historical
events.
History is an infinitely tangled web of cause and effect, or reinforcement and negation,
reflection and refraction, acceleration and hindrance. What does this statement mean?
A. For students to have a correct chronology, they need to understand the causes of these
historical events.
B. A historical event may have multiple causes.
C. Teachers need to employ questions that will guide the learners on discovering the
consequences of a particular historical event.
D. Counterfactual analysis may also be employed by teachers to help the students understand
their lesson as it can lead to fresh insight into how and why a particular event or process was
caused and into how important particular causes were.
B. A historical event may have multiple causes
The shift to online learning due to the Covil-19 pandemic was coupled with problems and
issues like the rampant spread of fake and biased news and information through social med.
What should be done in terms of history education to address these problems and issues?
A. Teachers should ensure that students will develop essential knowledge, skills, and values
that will help them in searching for reliable and valid information.
B. Enable students to distinguish a judicious and well-informed opinion as opposed to a silly,
ignorant and prejudiced one.
C. Develop among students the skills of historian.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
The existence of different historical accounts is said to be a consequence of historians not
having access to all the bits and inventing things to fill in the gaps. Which of the following
statements best describes learning history?
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
B. Learning history is like a jigsaw puzzle which tends to limit the understanding of historical
evidence to a single conclusion.
C. Learning history involves the use of sources or “raw materials” that should be scrutinized and
in turn yield evidence.
D. Learning history involves the use of historical sources based on face-value, which in turn
lead to the conclusion that particular sources should be rejected for their bias and unreliability.
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
Research on history education claims that students tend to believe that primary sources are
better than secondary sources and historians are seen as providing second-rate knowledge
because their accounts are second-hand. However, some educators contend that primary
sources or eyewitness accounts are difficult to interpret while a secondary source or a textbook
written by a historian is easier to interpret. This proves that complex understandings can be
developed from limited starting points. Which of the following recommendations can be adopted
by history teachers?
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
B. Teachers should recognize the conceptual complexity of the challenge their students face
and the misconceptions that they have in order to provide appropriate learning experiences for
their students.
C. Sources should not be taken as authority or accepted without question.
D. There is a need to consider the significance of events, people, and developments in their
historical contexts and in the present day.
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
Which of the following does NOT belong to the group?
A. Notion that the significance of an event is uncontested
B. Belief in presentism or seeing history through a present-day lens too much
C. Dependence on the result or consequence of an event
D. Challenging or supporting others’ judgements about significance
Options A, B, and C are the three common distractions when asking students regarding
historical significance while Option D is a way on how students can determine historical
significance
D. Challenging or supporting others’ judgements about significance.
Recent research claims that teachers of history education should consider the place of
moral learning within their subject and to engage in careful reflection as to the ways in which
pupils encounter values within their classrooms. Which of the following statements best
describe the benefit of moral learning in history?
A. The importance of pupils’ moral engagements within history is generally unacknowledged
and, as a result, unanalyzed.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
C. No one can effectively study history without some form of moral deliberation or judgement.
D. The teacher should be neutral, impartial, and has respect for the moral autonomy of students
in order for them to “develop their own perspectives.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
One of the challenges in moral learning in history is on which values are to be explored and
promoted as there is no particular list of values that are given to history teachers. How should
history teachers address this challenge?
A. History teachers should engage students with moral questions concerning their decisions and
actions.
B. History teachers should explore controversial and sensitive issues in the society.
C. History teachers must carefully consider the ethical suitability in selecting topics from which
to develop moral learning.
D. History teachers should select approaches to moral learning within history education based
on character
B. History teachers should explore controversial and sensitive issues in the society.
Research claims that there is currently a scarcity of resources available which explicitly seek
to help history teachers to carry out moral learning in their lessons. Which of the following
statements best describes moral reasoning as an approach of moral learning in history?
A. It is built on the notion that pupils’ moral education should take the form of clarifying the
content of their own personal values.
B. It focuses on the teaching of virtue to students.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
D. It produces not just good historians but also good people.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
Which of the following is included under historical literacy?
A. memorization of facts
B. isolated bits of information like names of people, significant events, famous landmarks, and
popular dates
C. discourse analysis
D. written record of the past
C. discourse analysis
Research indicates that it seems history textbooks are not instructional materials after all, as
they are not serving their purpose to aid in the understanding of students about the lesson.
Which of the following attributes of textbooks are said to be the reason for this?
A. complex vocabulary
B. voiceless and dispassionate
C. matches the needs and inclinations of the students
D. integrate pedagogical principles as well as the cognitive abilities of the students
B. voiceless and dispassionate
Teacher V always enters her class with a Philippine history textbook authored by her favorite
historian. Which of the following statements best describes this situation? .
A. Use of a combination of primary and secondary sources as the foundation of history
instruction.
B. Teachers do not have enough resources like eyewitness accounts in history as acquiring
such could be costly and not practical.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
D. Instructional materials given to history teachers in basic education are mostly textbooks and
not primary sources.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
Which of the following does not belong to the group?
A. author visibility
B. personal narrative
C. personal agency
D. deep historical knowledge
D. deep historical knowledge
- Options A, B, and C are other terms for narrative voice in writing history textbooks while Option
D (deep historical knowledge) is the outcome if history textbooks possess a narrative voice
Master Teacher F learned that her colleagues in the Araling Panlipunan department tend to
have doubts on the capacity of their high school students in doing historical thinking. What will
Master Teacher F do?
A. Advise her colleagues that teachers need to integrate activities in their lessons that will help
learners think like a historian.
B. Advise her colleagues to include source work in their activities that involves identification,
attribution, and judging perspective of historical sources as well as reliability assessment or
corroboration among peers.
C. Share a famous saying to her colleagues, which says: “The past is a foreign country and thus
difficult to understand”.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
Students and even adults who were not taught how to think historically were said to
approach sources as decontextualized, disembodied, authorless forms of neutral information
that appear to fall out of the sky ready made. What does this statement mean regarding
historical thinking?
A. Students who did not learn how to think historically tend to conclude that the past is either
given or inaccessible or both.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
C. Teachers can guide the students to become aware of the fact that historical accounts may be
viewed using a variety of perspectives and that differences in views may be affected by biases
and ideologies of the people.
D. Learners can think historically if teachers can formulate activities that will make them think
like historians.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
Teacher M encourages his students to use a truth-lie dichotomy in assessing the reliability of
historical accounts. What is the effect of truth-lie dichotomy among students in history?
A. Students will have a set of criteria that can be used in order to corroborate pieces of evidence
as historians do.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
C. Learners will be able to make sense of the past by using sources that can provide valid and
reliable pieces of evidence like primary sources which are usually eyewitness accounts.
D. Students can take different historical perspectives.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
Teacher Z is still using a 35-year-old history textbook instead of a very recently published
text because he believes that there is nothing since this has discussed historical events out so
clearly. Which of the following best explains this situation?
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
B. If teachers are committed to cultivating historical thinking in their students, they must push
hard against constraints, particularly those that retard genuine historical understanding.
D. In determining the criteria for selecting history textbooks, teachers need to determine the
position, purposes, values, and views of the author as well as the historical background and
setting of the source.
C. There is a need for teachers to change their traditional practices in history like the
transmission-based approach where students were assumed to be empty vessels to be filled
with knowledge from the textbooks.
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
Recent research in history education claims that the most important resource in any
classroom remains the teacher. Which of the following recommendations is the most consistent
with this research finding?
A. Teachers should employ different activities like small group discussions where students can
take different perspectives.
B. Teacher education programs should make ways in order to address the needs of teachers for
knowledge and skills development.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
D. Teachers need to have persistence in guiding the learners to develop historical thinking.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
In relation to history education, which of the following is the most accurate mission of Social
Studies in basic education?
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
B. The mission of Social Studies is to develop historical thinking among learners, which can be
instrumental in the development of citizens who are critical thinkers and can help in nation
building.
C. The mission of Social Studies is to make learners think like historians through historical
interpretations that aim to provide learners with tools that they can use to systematically
compare and evaluate claims about the past.
D. The mission of Social Studies is to hone students to become professional historians who can
make their assumptions, concepts and methods explicit, so that they can be critically assessed
by an academic community of practice, and to present arguments for interpretive decisions that
they make.
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
Teacher N wants his students to understand the progression of human life from the past up
to the present times. Which of the following is the most appropriate strategy that Teacher N can
use?
A. The teacher should employ inquiries that invite judgment so that students will be able to
tease out patterns, trends and exceptions and so reach their own characterization of the degree
or extent of change.
B. The teacher can make use of popular stories in order to develop historical continuity and
change among students so that a working knowledge of the story will be formed from the
memory of the students.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to
speculate how people made meaning of that experience through their own temporal
lenses.
D. The teacher should make use of questions that start with when, questions about beginnings
and endings, questions about labelling or periods, and questions about speed or nature of
change.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to
speculate how people made meaning of that experience through their own temporal
lenses.
History is an infinitely tangled web of cause and effect, or reinforcement and negation,
reflection and refraction, acceleration and hindrance. What does this statement mean?
A. For students to have a correct chronology, they need to understand the causes of these
historical events.
B. A historical event may have multiple causes.
C. Teachers need to employ questions that will guide the learners on discovering the
consequences of a particular historical event.
D. Counterfactual analysis may also be employed by teachers to help the students understand
their lesson as it can lead to fresh insight into how and why a particular event or process was
caused and into how important particular causes were.
B. A historical event may have multiple causes.
Teacher P learned from a Continuing Professional Development (CPD) seminar that causal
explanation, when taught to the students in the proper way, can definitely help the learners in
grasping the content of the lesson. Which of the following strategies can Teacher P use to teach
causal explanation to her students?
A. Students will be asked “what if?” questions in order to consider how events might have
turned out differently.
B. Use counterfactual analysis by asking students to consider, create or speculate about events
which did not happen.
C. Use games and analogies to help students understand the causes of various historical
events.
D. Teachers need to employ questions that will guide the learners in discovering the
consequences of a particular historical event.
C. Use games and analogies to help students understand the causes of various historical
events.
The shift to online learning due to the Covid-19 pandemic was coupled with problems and
issues like the rampant spread of fake and biased news and information through social media.
What should be done in terms of history education to address these problems and issues?
A. Teachers should ensure that students will develop essential knowledge, skills, and values
that will help them in searching for reliable and valid information.
B. Enable students to distinguish a judicious and well-informed opinion as opposed to a silly,
ignorant, and prejudiced one.
C. Develop among students the skills of a historian.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
The existence of different historical accounts is said to be a consequence of historians not
having access to all the bits and inventing things to fill in the gaps. Which of the following
statements best describes learning history?
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
B. Learning history is like a jigsaw puzzle which tends to limit the understanding of historical
evidence to a single conclusion.
C. Learning history involves the use of sources or “raw materials” that
should be scrutinized and in turn yield evidence.
D. Learning history involves the use of historical sources based on face-value, which in turn
lead to the conclusion that particular sources should be rejected for their bias and unreliability.
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
Which of the following does NOT belong to the group?
A. Notion that the significance of an event is uncontested
B. Belief in presentism or seeing history through a present-day len too much
C. Dependence on the result or consequence of an event
D. Challenging or supporting others’ judgements about significance.
D. Challenging or supporting others’ judgements about significance
Options A, B, and C are the three common distractions when asking students regarding
historical significance while Option D is a way on how students can determine historical
significance.
Research on history education claims that students tend to believe that primary sources are
better than secondary sources and historians are seen as providing second-rate knowledge
because their accounts are second-hand. However, some educators contend that primary
sources or eyewitness accounts are difficult to interpret while a secondary source or a textbook
written by a historian is easier to interpret. This proves that complex understandings can be
developed from limited starting points. Which of the following recommendations can be adopted
by history teachers?
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
B. Teachers should recognize the conceptual complexity of the challenge their students face
and the misconceptions that they have in order to provide appropriate learning experiences for
their students.
C. Sources should not be taken as authority or accepted without question.
D. There is a need to consider the significance of events, people, and developments in their
historical contexts and in the present day.
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
Recent research claims that teachers of history education should consider the place of
moral learning within their subject and to engage in careful reflection as to the ways in which
pupils encounter values within their classrooms. Which of the following statements best
describe the benefit of moral learning in history?
A. The importance of pupils’ moral engagements within history is generally unacknowledged
and, as a result, unanalyzed.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
C. No one can effectively study history without some form of moral deliberation or judgement.
D. The teacher should be neutral, impartial, and has respect for the moral autonomy of students
in order for them to “develop their own perspectives.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
One of the challenges in moral learning in history is on which values are to be explored and
promoted as there is no particular list of values that are given to history teachers. How should
history teachers address this challenge?
A. History teachers should engage students with moral questions concerning their decisions and
actions.
B. History teachers should explore controversial and sensitive issues in the society.
C. History teachers must carefully consider the ethical suitability in
selecting topics from which to develop moral learning.
D. History teachers should select approaches to moral learning within history education based
on character
B. History teachers should explore controversial and sensitive issues in the society
Research claims that there is currently a scarcity of resources available which explicitly seek
to help history teachers to carry out moral learning in their lessons. Which of the following
statements best describes moral reasoning as an approach of moral learning in history?
A. It is built on the notion that pupils’ moral education should take the form of clarifying the
content of their own personal values.
B. It focuses on the teaching of virtue to students.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
D. It produces not just good historians but also good people.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
Which of the following is included under historical literacy?
A. memorization of facts
B. isolated bits of information like names of people, significant events, famous landmarks, and
popular dates
C. discourse analysis
D. written record of the past
C. discourse analysis
Research indicates that it seems history textbooks are not instructional materials after all, as
they are not serving their purpose to aid in the understanding of students about the lesson.
Which of the following attributes of textbooks are said to be the reason for this?
A. complex vocabulary
B. voiceless and dispassionate
C. matches the needs and inclinations of the students
D. integrate pedagogical principles as well as the cognitive abilities of the students.
B. voiceless and dispassionate
Which of the following features of history textbooks are said to be foundational aspects of
true historical writing? biographical descriptions
I. Short of the authors, along with introductory chapters describing the area of their research
II. Struggles during the data collection and writing process
III. Footnotes, endnotes, parenthetical comments IV. Techniques designed I to lay bare the fact-finding process.
A. I, II, IV
B. I, III, IV
C. II, II, IV
D. I, II, II, IV
D. I, II, II, IV
Which of the following does not belong to the group?
A. author visibility
B. personal narrative
C. personal agency
D. deep historical knowledge.
D. deep historical knowledge
Options A, B, and C are other terms for narrative voice in writing - history textbooks while Option
D (deep historical knowledge) is the outcome if history textbooks possess a narrative voice.
Teacher V always enters her class with a Philippine history textbook
authored by her favorite historian. Which of the following statements best describes this
situation?
A. Use of a combination of primary and secondary sources as the foundation of history
instruction.
B. Teachers do not have enough resources like eyewitness accounts in history as acquiring
such could be costly and not practical.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
D. Instructional materials given to history teachers in basic education are mostly textbooks and
not primary sources.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
Teacher A checks first the author of a textbook before he will use it in his lesson. Which of
the following practices is close to this situation?
A. reconstruct an author’s beliefs, assumptions, purposes, goals, and worldviews
B. incorporate rhetorical facts
C. employ sourcing heuristics
D. rarely question the trustworthiness of their textbooks, nor do they question author’s intent or
search for possible bias
C. employ sourcing heuristics
History textbooks are said to be dull and lifeless, erroneous, with overly broad coverage,
and difficult to understand. Thus, there were several suggestions in order to make history
textbooks better. Which of the following suggestions was not approved due to politics on the
ideas that should be transmitted to students like patriotism and democracy?
A. Just teach history as a discipline and deviate from using textbooks
B. To have a first-person approach to history like using “I” in narrating the events
C. The use of good, lively writing, and a critical approach to history
D. To have an anonymous authoritative author that uses a third-person voice and discourages
questioning by the reader
A. Just teach history as a discipline and deviate from using textbooks
Which of the following describes metadiscourse as a feature of history textbooks?
I. The reader is just a receiver of information.
II. The author can express views and opinions and guide the reader on how to analyze the ideas
in the text.
III. The readers can determine the perspective of the author which will eventually guide them in
understanding the text.
IV. The way an author intrudes into the primary, informational discourse of a text to give opinions
or direct the reader.
A. I, II, III
B. I, II, IV
C. II, III, IV
D. III, IV
C. II, III, IV
Which of the following statements best describes “less considerate texts” in history?
A. Facilitate understanding, learning, and remembering by avoiding text constructions that may
cause comprehension and learning difficulties
B. Easy to understand and make students, especially those with low comprehension level to be
confident in their answers
C. High-knowledge readers or students with high levels of comprehension are benefited
as they are challenged to fill in gaps and make their own inferences regarding the text
D. Systematic process of gathering, ordering, and evaluating materials from the past.
C. High-knowledge readers or students with high levels of comprehension are benefited
as they are challenged to fill in gaps and make their own inferences regarding the text.
Options A and B refer to “considerate texts” in history while Option D refers to an approach to
the study of history.
Research suggests that students trust the content of history textbooks even if they do not
know the authors. However, this is detrimental to the students as they may not develop critical
thinking skills due to its impersonal approach that often leads to memorization of facts. Which of
the following recommendations can address this issue?
A. Textbooks should have a visible author so that students will have an idea who is the
source of the information in the textbook and will make them understand why one
historical account is in contrary to the other account.
B. Students should know how to write narratives based on conflicting accounts of historical
events so that students can create their own
accounts of the past with the use of historical evidence.
C. Writers must incorporate dialogue in their history textbooks as it is essential in order for
students to understand conflicting historical accounts.
D. Deep historical knowledge should be developed so that learners can move away from the
mindless memorization of discrete facts, dates, and events to a mindful understanding of history
as integrated and interpreted webs of meaning woven from facts and evidence.
A. Textbooks should have a visible author so that students will have an idea who is the
source of the information in the textbook and will make them understand why one
historical account is in contrary to the other account.
Since textbooks are the most common sources of teaching history in schools, it gives them
an “authoritative edge” in the classroom, particularly when compared with the primary sources.
Which of the following statements describes the effect of this situation?
A. History textbooks reveal the author’s voice or make evident the historian’s methods of inquiry.
B. The teaching of history using textbooks tend to be a “dry presentation of facts” which greatly
affects the appreciation of students about the lesson.
C. Students tend to be more exposed to textbooks and in turn they just accept their
contents as historical truths.
D. Teacher education institutions and professional development initiatives do not focus on the
effective use of history textbooks
C. Students tend to be more exposed to textbooks and in turn they just accept their
contents as historical truths.
Students tend to view History as a subject that consist of indisputable stories told about the
past, packaged with clear lessons and unfettered by considerations of evidence. This shows the
authoritative tone and stance that history textbooks and even teachers portray inside the
classroom. Which of the following practices tend to make history textbooks authoritative?
I. Requiring students to take good care of their textbooks by covering them and by not writing on
their pages
II. Authors of textbooks tend to fill them with a lot of information that they already look like
encyclopedias in terms of thickness and weight
III. Authors of textbooks often present the facts in a omniscient, and objective tone
IV. History textbooks writers need to establish the connection between the students and the
textbooks’ content, tone, and rhetoric
A. I, II, III
B. I, III, IV
C. III, IV
D. II, III, IV
A. I, II, III
Research suggests that history textbooks tend to use terms and events that were not
explicated nor elaborated. Which of the following “historiographic shortcomings” in a History
textbook best describes this situation?
A. Textbook’s reliance on insufficient, misleading or inaccurate facts
B. Treated events in isolation
C. Lack of supporting documentation
D. Absence of the human story
A. Textbook’s reliance on insufficient, misleading or inaccurate facts
Research indicates that history textbooks fail to have mechanisms like footnotes and
endnotes that will guide the learners and provide them with better understanding about the
lesson. Which of the following “historiographic shortcomings” in a History textbook best
describes this situation?
A. Textbook’s reliance on insufficient, misleading or inaccurate facts
B. Treated events in isolation
C. Lack of supporting documentation
D. Absence of the human story
C. Lack of supporting documentation
Teacher F noticed that most of the historical accounts regarding the Magellan expedition in
the Philippine history textbook are from Spanish explorers. Which of the following
“historiographic shortcomings” in a History textbook is being described in this situation?
A. Treated events in isolation
B. Absence of the human story
C. The textbook is Eurocentric
D. Lack of supporting documentation
C. The textbook is Eurocentric
Master Teacher A was asked to join a group of history teachers to write a textbook in
Philippine history. He suggested that the history textbook that they will write should have author
visibility wherein the students will feel that the author or writer is like a storyteller who is talking
or discussing with them. Which of the following “historiographic shortcomings” in a History
textbook is being addressed in this situation?
A. Eurocentric orientation of content
B. Absence of the human story
C. Treated events in isolation
D. Lack of supporting documentation
B. Absence of the human story
How should teachers plan their lessons to help students counter the authoritative nature of a
history textbook and its shortcomings?
A. Teachers need to decide what to include in their history lesson and how much attention to
give an event.
B. Teachers can create classroom accounts in history by manipulating the sources that will be
given to the students, thereby creating a favorable or biased historical account..
C. Teachers should review first sources of evidence like primary sources in order to
understand various concepts about the lesson.
D. Teachers can manipulate the content of the lessons as well as the instructional materials,
learning activities and assessments that the students will use in the classroom.
C. Teachers should review first sources of evidence like primary sources in order to
understand various concepts about the lesson.
Teacher M designed her lessons in Philippine history such that students can create webs of
meaning woven from facts and evidence. Which of the following “historiographic shortcomings”
in a History textbook is being addressed in this situation?
A. Textbook’s reliance on insufficient, misleading or inaccurate facts
B. Treated events in isolation
C. Lack of supporting documentation
D. Absence of the human story
B. Treated events in isolation
In a lesson on the works of famous Filipino sculptors during the American period, Teacher D
had mistakenly put the picture of the monument of Ramon Magsaysay instead of the Bonifacio
monument on his slide presentation. However, no reactions were heard from the students.
Which of the following best explains this situation?
A. Students are just absorbing the lessons that their teachers are teach them.
B. Students are more interested in topics that enable them to know more about their ethnic
backgrounds and in understanding the lives of people in their own communities
C. History textbooks are still the main sources of teaching history in schools.
D. Teachers need to have valid and reliable reference materials in order to relay accurate
information to students.
A. Students are just absorbing the lessons that their teachers are teach them.
In a lesson about the effects of trading with America and the Philippines, Teacher C asked a
student to read a portion of her textbook in front of the class. Then, Teacher C asked the
students questions regarding the topic. Which of the following is the effect of this practice?
A. Students tend to answer questions that require simple recall easily rather than those that
require explanations
B. Students are prone to insufficient, misleading, or inaccurate facts as readers of the
textbook
C. Students were just guessing as they do not really know the answer.
D. Students keep quiet and listen to their classmate who was reading
B. Students are prone to insufficient, misleading, or inaccurate facts as readers of the
textbook
Which of the following best describes the inconclusive nature of historical inquiry?
A. There seems no full consensus among historians in spite of the existence of a ruling from
authorities that hold an interpretive license.
B. Inquirers might reinterpret history from time to time in light of new evidence or
different historical positions assumed by inquirers.
C. Rules for deciding what evidence to accept as more or less trustworthy are also challenged
by members of the history community.
D. Interpretation is understood to correspond to the reality that it represents by sticking as close
as possible to the evidence at hand.
B. Inquirers might reinterpret history from time to time in light of new evidence or
different historical positions assumed by inquirers
History texts are presumed to faithfully and directly correspond to the past. This may give
students the idea that the “real truth” could be had as long as we could get to the “right
evidence” that conveyed it. What view concerning historical knowledge is depicted in this
situation?
A. Interpretive epistemological stance
B. Fundamentalist epistemological stance
C. Referential illusion
D. Interpretive paradox
B. Fundamentalist epistemological stance
Which of the following historical views make students develop a naive trust in history texts?
A. Referential illusion
B. Fundamentalist epistemological stance
C. Interpretive paradox
D. Interpretive epistemological stance
A. Referential illusion
Conflicting interpretations of the available sources are not uncommon results in the practice
of history. Differences in historical interpretations are said to be a consequence of historians not
having access to all the bits and inventing things to fill in the gaps. This had produced a jigsaw
image of the past that concerned itself in finding the missing bits of a jigsaw puzzle. It was noted
that attempts to construct a history of events operate on an inextricable connection between a
reality past and interpretations of the reality, a connection that is denied. Which of the following
views reflect this required-but-denied connection between reality and interpretation?
A. Fundamentalist epistemological stance
B. Interpretive epistemological stance
C. Interpretive paradox
D. Referential illusion
C. Interpretive paradox
Teacher E helps his students understand that the perspectives contained in primary sources
are analyzed through their historical context and that the way people recollect and write down
their memories is colored by their historical positions. Which of the following views best
describes the action of Teacher E?
A. Fundamentalist epistemological stance
B. Interpretive epistemological stance
C. Interpretive paradox
D. Referential illusion
B. Interpretive epistemological stance
Students who will encounter opposing historical interpretations may think that much of the
evidence simply could not be trusted because people regularly and intentionally distort the truth.
Which of the following views result to having an overgeneralized suspicion among students?
A. Fundamentalist epistemological stance
B. Referential illusion
C. Interpretive epistemological stance
D. Interpretive paradox
D. Interpretive paradox
Research suggests that students tend to think that any source is potentially biased and as a
result they either treat all sources equally or throw sources out altogether and base their
conclusions on what they “kinda know”. Which of the following views is the reason for this
situation?
A. Interpretive epistemological stance
B. Referential illusion
C. Interpretive paradox
D. Fundamentalist epistemological stance
C. Interpretive paradox
With pedagogical dilemma in history in mind, complete the following analogy:
An overgeneralized suspicion among students: Interpretive epistemology Students’ naive trust
towards history texts:
A. Intellectual sleepwalking
B. Interpretive paradox
C. Referential illusion
D. Fundamentalist epistemological stance
D. Fundamentalist epistemological stance
Which of the following refers to the deductive approach that requires students to question
the past, propose a hypothesis, check the available sources, and analyze sources with respect
to their reliability in order to offer a response to the initial question?
A. Historical Method
B. Historical Perspective
C. Historical Account
D. Historical Position
A. Historical Method
With historical thinking and understanding in mind. Complete the following analogy:
Historical understanding: Contextualized and Evidence-based Interpretation Historical thinking:
A. Sourcing
B. Corroboration
C. Historical Position
D. Historical Perspective
D. Historical Perspective
Teacher S planned that her objective for their lesson is to help students on the sequencing
of historical events. Which of the following teaching approaches should Teacher N use?
A. Conceptual
B. Chronological-thematic
C. Inquiry
D. Integrative
B. Chronological-thematic
Teacher B designed a learning task for her students in Philippine History where they will use
a central theme to explain a historical event. Which of the following teaching approaches
matches this instructional task?
A. Integrative
B. Multidisciplinary
C. Interdisciplinary
D. Conceptual
C. Interdisciplinary
Teacher F decided to ask her students to incorporate trends, issues, and current events in
their Philippine history class project. Which of the following historical thinking skills is being
developed in this activity?
A. Understanding the ethical dimensions of historical interpretations
B. Taking historical perspectives
C. Establishing historical significance
D. Identifying continuity and change
C. Establishing historical significance
Complete the following analogy:
Multidisciplinary: Take historical perspectives
Chronological-thematic:
A. Analyze cause and consequence
B. Use primary sources
C. Identify continuity and change
D. Establish historical significance
A. Analyze cause and consequence
Teacher C wants his students to apply the steps of the scientific method, i.e. from asking
questions to forming conclusions in their activity in Philippine History. Which of the following
teaching approach matches this instructional task?
A. Conceptual
B. Inquiry
C. Chronological-thematic
D. Integrative
B. Inquiry
Recent research claims that teachers in history tend to confine their lessons on a single
perspective and fail to shift from one perspective to another. Which of the following teaching
approaches should teachers employ to enable students to shift from one perspective to
another?
A. Interdisciplinary
B. Multidisciplinary
C. Integrative
D. Conceptual
B. Multidisciplinary
Teacher D engages her Philippine history students in moral thinking and judgment. Which of
the following historical thinking skill can her students develop?
A. Take historical perspectives
B. Establish historical significance
C. Analyze cause and consequence
D. Understand the ethical dimensions of historical interpretations
D. Understand the ethical dimensions of historical interpretations
Teacher L assigned her history students to investigate the progression of human life. Which
of the following historical thinking skills will students most likely develop?
A. Analyze cause and consequence
B. Establish historical significance
C. Identify continuity and change
D. Take historical perspectives
C. Identify continuity and change
Teacher N asked her students to use concepts from different Social Science disciplines like
History, Geography, and Economics to discuss a historical event. Which of the following
teaching approach did Teacher N used?
A. Inquiry
B. Integrative
C. Multidisciplinary
D. Interdisciplinary
C. Multidisciplinary
Which of the following is/are considered as the central theme of
geography?
A. Places and landscapes
B. Human-environment interaction
C. Planet Earth
D. Natural and human resources
B. Human-environment interaction
How can teachers manage the pedagogical dilemma in history and help students
understand the “always-interpretive nature of historical inquiry”?
A. History teachers need to help students realize that historical knowledge does not fall from the
sky ready-made.
B. History teachers should familiarize their students on how the history community maintains,
constructs, and reconstructs rules on interpretation.
C. History teachers can engage students to inquire and arbitrate the limits of historical
interpretation.
D. History teachers should enable students to develop historical thinking and
understanding rather than a naive trust and an overgeneralized suspicion to evidence.
D. History teachers should enable students to develop historical thinking and
understanding rather than a naive trust and an overgeneralized suspicion to evidence.
Teacher B taught his geography students that the archipelagic nature of the country is the
reason for having regionalism, which hampers unity among people. Which of the following views
in geography does Teacher B adhere to?
A. Anthropocene
B. Human-environment interaction
C. Political ecology
D. Environmental determinism
D. Environmental determinism
Student A noticed that their Social Studies textbook states that the tropical climate in the
Philippines makes Filipinos indolent. Which of the following views in geography serves as
context of the given statement?
A. Human-environment interaction
B. Environmental determinism
C. Anthropocene
D. Political ecology
B. Environmental determinism
Teacher D told his geography class that decisions and actions of people are regarded as the
reasons for the ecological problems and changes in the environment. Which of the following
views in geography does Teacher D adhere to?
A. Human-environment interaction
B. Political ecology
C. Anthropocene
D. Environmental determinism
B. Political ecology
Teacher C discussed in her geography class that humans should be the ones to regulate
nature in order to conserve Earth’s resources. Which of the following views in geography does
Teacher C adhere to?
A. Human-environment interaction
B. Political ecology
C. Anthropocene
D. Environmental determinism
B. Political ecology
Which of the following defines how the development of cultures through time has affected
the environment?
A. Environmental determinism
B. Empiricism
C. Historicism
D. Positivism
C. Historicism
Humans are regarded as the greatest contributors to climate change so they should take
initiatives like adaptation approaches in order to minimize the effects of it. Which of the following
best explains this situation?
A. Political ecology
B. Human ecology
C. Cultural ecology
D. Environmental ecology
C. Cultural ecology
People need to be mindful and careful of their actions and decisions in order to maintain a
sustainable environment for everyone. Which of the following is explained by the statement?
A. Historical materialism
B. Feminism
C. Posthumanism
D. Environmental determinism
C. Posthumanism
Nature was seen as a one-way force that determined cultural development. Which of the
following is explained by the statement?
A. Political ecology
B. Environmental determinism
C. Cultural ecology
D. Historical materialism
B. Environmental determinism
Which of the following is concerned with how humans relate with non-human objects in the
environment, but it also considers the incompatible relationship of nature and society
A. Historical materialism
B. Environmental determinism
C. Political ecology
D. Cultural ecology
C. Political ecology
Complete the following analogy: describes the condition of the environment: realist
epistemology explains that environmental condition through a political lens:
Complete the following ANALOGY: describes the condition of the environment: realist
epistemology
Explains that environmental condition through a political lens:
A. constructivist epistemological stance
B. interpretive epistemological stance
C. fundamentalist epistemological stance
D. positivist epistemological stance
A. constructivist epistemological stance
Which of the following statements is NOT true?
A. Geography has a realist epistemology.
B. Cultural ecology has a positivist approach.
C. Environmental Education has a realist epistemology.
D. Political Ecology has a constructivist epistemology.
D. Political Ecology has a constructivist epistemology.
Political Ecology takes into account a realist epistemology and a constructivist epistemological
stance regarding nature-society relations.
Which of the following is/are part of geographical literacy?
I. Geographic knowledge
II. Geographic skills
III. Geographic perspectives
IV. Geographic concepts
A. I, II, III
B. II, III, IV
C. I, II
D. I, II, IV
A. I, II, III
Which of the following can help students answer questions on why a lowland community is
prone to floods and how relocations affect the livelihood of people in that community?
A. Geographic perspectives
B. Geographic knowledge
C. Geographic concepts
D. Geographic skills
A. Geographic perspectives
The teaching of climate change as a controversial issue in geography must be done
through an inquiry approach. Which of the following characteristics best describes this inquiry
approach to teaching climate change as a controversial issue in geography?
I. Deliberative
II. Open-ended III. Differentiated
III. Individualistic
IV. Pluralistic
A. I, II
B. I, II, III
C. I, II, IV
D. III, IV
C. I, II, IV
Which of the following approaches to teaching geography can be students see things
differently and understand issues regarding people environment interactions through cultural
and critical lenses?
A. Differentiated approach
B. Issues-based approach
C. Constructivist approach
D. Integrative approach
B. Issues-based approach
Teacher A asked his students to CREATE THEIR OWN MAPS first before analyzing them.
Which of the following statements best explains this practice?
A. This way of teaching students enables them to experience how to become a cartographer.
B. This practice will make students easily relate to the maps that they will create and
analyze due to their familiarity of the place.
C. Students could have a better understanding on how maps are created.
D. Geography instruction requires the utilization of materials like maps so that students will
easily grasp the lessons.
B. This practice will make students easily relate to the maps that they will create and
analyze due to their familiarity of the place.
Which of the following comprise geographic perspectives can students use as framework
in understanding human-environment interactions?
I. spatial perspectives
II. ecological perspectives
III. human perspectives
IV. environmental perspectives
A. I, II
B. III, IV
C. II, III, IV
D. I, II, III, IV
A. I, II
Which of the following abhors the idea that changes in nature occur independently?
A. Human ecology
B. Cultural ecology
C. Political ecology
D. Environmental ecology
C. Political ecology
Which of the following is characterized by narratives of justice and injustice, which portray
the ill effects of human actions to marginalized sectors of the society?
A. Environmental determinism
B. Political ecology
C. Historical materialism
D. Human ecology
B. Political ecology
According to research, which of the following is the best measure to teaching effectiveness
in economics education?
A. Quality of knowledge that students have gained
B. Quantity of information that they have obtained
C. Authentic assessments like portfolio and performance-based tests
D. Traditional paper and pencil tests like multiple-choice tests
A. Quality of knowledge that students have gained
Teacher B uses active methods or experience-based instruction like simulations androleplays in her economics class in order to motivate students in learning about the economy.
Which of the following pedagogical framework in teaching secondary school Economics does
Teacher B subscribe to?
A. Pragmatism
B. Constructivism
C. Realism
D. Essentialism
B. Constructivism
Teacher E plans to use active learning strategies to have an effective interdisciplinary
lesson in Economics. Which of the following strategies should Teacher E use?
A. Whole-class discussion
B. Lecture-discussion
C. Panel discussion
D. Roundtable discussion
A. Whole-class discussion
Which of the following can be developed if economics teachers relate students’ prior
knowledge with their lesson?
A. Pedagogical content knowledge
B. Horizon content knowledge
C. Specialized content knowledge
D. Content knowledge
B. Horizon content knowledge
Which of the following can be developed if Economics teachers clarify students’
misconceptions about the lesson?
A. Content knowledge
B. Pedagogical content knowledge
C. Specialized content knowledge
D. Horizon content knowledge
C. Specialized content knowledge
Which of the following can be improved by developing economic reasoning skills?
A. Specialized content knowledge
B. Content knowledge
C. Horizon content knowledge
D. Pedagogical content knowledge
B. Content knowledge
Complete the following analogy:
Lessons in Economics: declarative knowledge
Application of lessons in Economics to real-life situations:
A. substantive knowledge
B. procedural knowledge
C. practical knowledge
D. specialized knowledge
B. procedural knowledge
Which of the following should be developed among students to have citizens who can
respond to economic problems in the time of Covid-19 and beyond?
A. creativity
B. collaboration
C. economic literacy
D. responsible economic citizenship
D. responsible economic citizenship
Based on research, who are the most qualified to write textbooks in Economics?
A. Social Studies teachers
B. Professional economists
C. Subject matter experts
D. Practitioners
B. Professional economists
Teacher D plans to develop economic literacy among her students. Which of the following is
a good way of teaching economic literacy to students?
A. Doing long lectures regarding complex economic concepts
B. Determine the relationship among Average Fixed Cost (AFC), Marginal Cost (MC), and
Average Variable Cost (AVC)
C. Performance tasks regarding marginal costs and marginal benefits
D. Explain the law of supply and demand
C. Performance tasks regarding marginal costs and marginal benefits
What can be integrated into the economics curriculum to have economically literate and
responsible citizens?
A. Human rights education
B. Peace education
C. Citizenship education
D. Environmental education
C. Citizenship education
Which of the following is considered as the foundation of all 21” century skills that
Economics teachers need to hone among their students?
A. communication skills
B. collaboration skills
C. critical thinking
D. creativity
C. critical thinking
Which of the following outcomes in economics are geared toward citizenship?
I. Decision making
II. Ideological skepticism to become wise consumers
III. Affective socialization
IV. Workforce preparations
A. I, II
B. I, III
C. I, III, IV
D. I, II, III, IV
D. I, II, III, IV
Which of the following approaches to economics and citizenship education is essential in
honing active and financially literate citizens in the time of Covid-19 where people need to learn
how to manage and allocate their resources wisely?
A. Multidisciplinary
B. Integrative
C. Interdisciplinary
D. Conceptual
B. Integrative
Which of the following is said to promote a world that is anti-democratic and unjust as it
supports the status quo of inequality, patriarchy, and neoliberalism?
A. Neoclassical economics
B. Feminist economics
C. Marxism
D. Fascism
A. Neoclassical economics
Teacher L emphasizes supply-and-demand analysis as the central way of understanding
the real world, scarcity and choice, and general equilibrium. Which of the following schools of
thought in economics does Teacher L subscribe to?
A. Feminist economics
B. Neoclassical economics
C. Keynesian economics
D. Schumpeterian economics
B. Neoclassical economics
Teacher M adopts an individualist-collectivist approach to citizenship education in her
economics class. Which of the following describe this postmodern approach?
I. Eclectic
II. Less reliant on a single essentialist perspective
III. Pragmatic
IV. Diverse
A. I, III
B. I, II, IV
C. II, III, IV
D. I, II, III, IV
D. I, II, III, IV
Which of the following helps students and teachers to explore the world in a variety of ways
by exposing the ignored and marginalized?
A. Microeconomics
B. Neoclassical economics
C. Macroeconomics
D. Feminist economics
D. Feminist economics
Which of the following has the primary purpose to help young people develop the ability to
make informed and reasoned decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world?
A. History
B. Geography
C. Economics
D. Social Studies
D. Social Studies
