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SSC 1 Pre-test

Total questions: 50

Worksheet time: 50mins

Name
Class
Date
1.

Ms. Dela Cruz notices her Grade 4 students struggle to connect lessons on local history to their own experiences. To strengthen relevance, she decides to use community stories from Barangay archives. Which curriculum principle is she applying?

a)

Spiraling progression

b)

Contextualization

c)

Constructivism

d)

Authentic assessment

2.

Mr. Ybañez wants to align his lessons with the MATATAG curriculum. Which action best reflects this?

a)

Using only lecture-based instruction

b)

Designing activities anchored on reduced, focused competencies

c)

Removing all performance tasks

d)

Allowing students to choose their own topics

3.

A Grade 6 teacher integrates budget planning into Araling Panlipunan lessons. Which SS theme is emphasized?

a)

Culture, accountability, and nationality

b)

Time, continuity, and change

c)

Production, distribution, and consumption

d)

Rights, responsibilities, and citizenship

4.

Students compare past and present modes of transportation to understand social change. What theme guides the lesson?

a)

Regional and global cooperation

b)

Culture and identity

c)

Time, continuity, and change

d)

Governance and authority

5.

A teacher includes a community leader as guest speaker to explain barangay justice. This links to which theme?

a)

Rights and responsibilities

b)

Power, authority, and governance

c)

People, environment, and society

d)

Global cooperation

6.

Ms. Santos teaches typhoon preparedness using examples of how humans adapt to their environment. Theme?

a)

Culture and nationality

b)

People, environment, and society

c)

Economic distribution

d)

Governance

7.

A teacher sequences lessons according to historical periods to show cause-and-effect. Approach?

a)

Thematic

b)

Chronological

c)

Integrative

d)

Experiential

8.

A teacher activates students’ prior knowledge on Martial Law before the lesson. This applies:

a)

Learning through reinforcement

b)

Building on existing schema

c)

Passive knowledge transfer

d)

Memorization

9.

Students debate whether Magellan “discovered” the Philippines. This shows:

a)

Social constructivism

b)

Experiential learning

c)

Technical rationalism

d)

Direct instruction

10.

Providing manipulatives and maps instead of definitions supports:

a)

Cognitive constructivism

b)

Behaviorism

c)

Mastery learning

d)

Transmission model

11.

Students analyze primary sources to form interpretations. This aligns with:

a)

Constructivist pedagogy

b)

Chronological approach

c)

Integrative method

d)

Lecture method

12.

A teacher challenges misconceptions using conflicting viewpoints. This fosters:

a)

Equilibration

b)

Punishment

c)

Rote learning

d)

Drill and practice

13.

A student concludes that sources must be evaluated for bias. This reflects:

a)

Surface-level recall

b)

Negotiated meaning

c)

Overgeneralization

d)

Fragmented learning

14.

Students role-play historical actors negotiating peace. This is:

a)

Behaviorist drill

b)

Collaborative learning

c)

Summative assessment

d)

Independent learning

15.

“Think-Pair-Share” demonstrates:

a)

Competitive learning

b)

Isolation

c)

Peer collaboration

d)

Teacher-centered delivery

16.

Which is experiential learning?

a)

Reading a chapter

b)

Watching a documentary

c)

Creating a mini-museum of local artifacts

d)

Answering recall questions

17.

Assigned group roles (leader, recorder, presenter) demonstrate:

a)

Random grouping

b)

Distributed participation

c)

Individual rewards

d)

Teacher dominance

18.

A museum field trip with tasks is:

a)

Constructivist only

b)

Experiential learning

c)

Chronological

d)

Direct instruction

19.

Groups analyze a community issue and propose a solution. This shows:

a)

Passive listening

b)

First-hand engagement

c)

Memorizing definitions

d)

Reward and punishment

20.

Students evaluate each group member’s contribution. This supports:

a)

Accountability

b)

Competition

c)

Rote assessment

d)

Isolation

21.

Collaborative debates in AP develop:

a)

Rehearsal

b)

Critical thinking

c)

Seatwork completion

d)

Copying text

22.

Asking “Why do we have different interpretations of heroes?” is:

a)

Data display

b)

Problem posing

c)

Product creation

d)

Summative evaluation

23.

Students gather information from primary sources. Inquiry stage?

a)

Reflecting

b)

Evidence collection

c)

Hypothesis rejection

d)

Application

24.

Students create their own guiding questions. This develops:

a)

Conceptual understanding

b)

Drill mastery

c)

Dictation skills

d)

Memorization

25.

Students evaluate fairness of a law. This is:

a)

Closed inquiry

b)

Evaluative thinking

c)

Avoidance

d)

Memorization

26.

“How did colonial taxes affect Filipino farmers?” is a:

a)

Factual question

b)

Transformational inquiry

c)

Yes-no question

d)

Recall inquiry

27.

Comparing two conflicting accounts develops:

a)

Bias detection

b)

Drill repetition

c)

Passive listening

d)

Unquestioned acceptance

28.

Predicting consequences of a new policy targets:

a)

Remembering

b)

Applying

c)

Predicting/Creating

d)

Memorizing

29.

Interpreting population graphs in AP using math concepts is:

a)

Multidisciplinary

b)

Chronological

c)

Constructivist

d)

Thematic

30.

Connecting environmental changes to economic activities is:

a)

Single-discipline

b)

Interdisciplinary

c)

Behaviorist

d)

Chronological

31.

Combining science, history, and geography to study climate patterns is:

a)

Isolated competencies

b)

Multidisciplinary learning

c)

Pure thematic

d)

Unstructured

32.

Using economics and AP to evaluate a government program is:

a)

Interdisciplinary analysis

b)

Memorization

c)

Chronological sequencing

d)

Drill

33.

Connecting local issues to national policies is:

a)

Textbook-only

b)

Integrative teaching

c)

Memorization

d)

Worksheets

34.

Using STEM concepts to explain agricultural problems is:

a)

Interdisciplinary application

b)

Drill practice

c)

Chronological sequencing

d)

Memorization

35.

Designing a project using history, math, and civics to solve traffic issues is:

a)

Integrative and interdisciplinary

b)

Rote learning

c)

Behaviorist

d)

Thematic only

36.

Grouping lessons by themes like "Culture" and "Governance" is:

a)

Chronological

b)

Thematic

c)

Integrative

d)

Inquiry

37.

Creating a timeline of presidents uses:

a)

Experiential

b)

Chronological

c)

Thematic

d)

Interdisciplinary

38.

Comparing presidents’ leadership styles across time reflects:

a)

Chronological only

b)

Thematic

c)

Constructivist

d)

Isolated instruction

39.

Using "revolution" as a concept across periods is:

a)

Interdisciplinary

b)

Thematic

c)

Rote recall

d)

Behaviorism

40.

Analyzing how regions handled Spanish rule using a "governance" theme demonstrates:

a)

Chronological

b)

Fragmented learning

c)

Thematic integration

d)

Repetition

41.

Breaking a broad competency into specific, teachable objectives is:

a)

Spiraling

b)

Unpacking

c)

Evaluation

d)

Integration

42.

Objectives derived from competencies must be:

a)

Misaligned

b)

Observable and measurable

c)

Broad

d)

Content-only

43.

Verbs like "analyze" and "explain" in competencies indicate:

a)

Content standard

b)

Cognitive demand

c)

Performance standard

d)

Time allotment

44.

An activity that does not align with the objective results in:

a)

Coherence

b)

Misalignment

c)

Effective facilitation

d)

Optimal learning

45.

Teacher models analysis first, then gradually reduces support. This is:

a)

Unguided inquiry

b)

Gradual Release of Responsibility

c)

Reinforcement

d)

Memorization

46.

Sentence starters for interpreting a source are:

a)

Removing supports

b)

Linguistic support

c)

Peer punishment

d)

Independence

47.

Which best represents GRASPS?

a)

Copying a timeline

b)

Writing a speech as youth leaders addressing a historical issue

c)

True/false test

d)

Coloring a map

48.

Removing supports after mastery is called:

a)

Over-scaffolding

b)

Fade-out

c)

Reinforcement

d)

Compression

49.

Ensuring activities directly support objectives is:

a)

Alignment

b)

Expansion

c)

Flexibility

d)

Divergence

50.

The “Application” part of the DepEd lesson plan is for:

a)

Introducing new concepts

b)

Real-life use of learning

c)

Homework

d)

Teacher-centered lectures

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