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This study is a content analysis of the Philippines Department of Education K to 12 World History teaching guides, focusing on teaching approaches geared towards the development of historical thinking skills among Grade 8 students. Learning activities purposively chosen by the researcher were categorized and coded using ATLAS.ti, a qualitative data analysis software. Then, themes that emerged were validated by three historians. Results showed more emphasis on the inquiry approach while there is lesser emphasis on the multidisciplinary approach. This means that students could easily identify continuity and change as teaching guides are heavily oriented on the inquiry approach, but they could hardly take historical perspectives due to limited activities based on multidisciplinary approach. It is recommended that instructional material writers should give equal emphasis on teaching approaches indicated in the curriculum. This is to provide equity and equality for the development of various historical thinking skills.

This study describes the integration of citizenship education into the K to 12 Junior High School Economics curriculum in the Philippines. Content analysis of the 2016 Curriculum Guide Learning Competencies (CGLCs) and 2020 Most Essential Learning Competencies (MELCs) for Social Studies was conducted to determine the alignment of the Economics curriculum with liberal individualist and civic republican conceptions of citizenship. Gaps that need to be addressed in the alignment of Economics learning competencies with citizenship education were explicated. Results of the study show that the Junior High School Economics curriculum integrates liberal individualist and civic republican conceptions of citizenship. However, civic-oriented outcomes like wastong pagbabayad ng buwis (correct payment of taxes) and bayanihan spirit (communal unity) need to be explicitly stated to ensure that these essential outcomes will not be missed out in the unpacking of the learning competencies.