Lesson Plan

Astra Academy of Southern Luzon, Inc.
nd
2 Floor, DJNM Building, Barangay Isabang, Maharlika Hiway
Tayabas City, Province of Quezon
Email: astraacademyof southernluzon@gmail.com Hotline No. +63938-254-2855
A Final requirement submitted to the Faculty of
ASTRA Academy of Southern Luzon, Inc.

In partial fulfillment of the requirements in
Principles of Teaching
Submitted by:
MELLY GALVE-REY
Submitted to:
PATERNO D. AGUILA
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COURSE SYLLABUS
Subject Teacher : Melly G. Rey

Course Title : Understanding Culture, Society and Politics
Course Code :
Prerequisite :
Course Credit :
Course Description:
Understanding Culture, Society and Politics. This course uses insights from
Anthropology, Political Science, and Sociology to develop students' awareness
of cultural, social and political dynamics, and sensitivity to cultural diversity; provide
them with an understanding of how culture, human agency, society and politics work;
and engage them in the examination of the country’s current human development
goals. At the end of the course, students should acquire ideas about human cultures,
human agency, society and politics; recognize cultural relativism and social
inclusiveness to overcome prejudices; and develop social and cultural competence to
guide their interactions with groups, communities, networks, and institutions.
Course Competences
At the end of the session, learners are expected to:
1. Identify the subjects of inquiry and goals of Anthropology, Political Science, and
Sociology;
2. Recognize the common concerns or intersections of anthropology, sociology, and
political science with respect to the phenomenon of change;
3. Value the social and cultural backgrounds of students as acting subjects or social
actors;
4. Acknowledge social, cultural and political identities;

3. Demonstrate curiosity and an openness to explore the origins and dynamics of
culture and society, and political identities;
4. Analyze social, cultural and political changes.
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Course Outline
Part I - Understanding Culture, Society and Politics: Some Key Observations
Part II - The Social Sciences: Sociology, Anthropology, and Political Science
Part II - The Interpretive Dynamics of Society
Part III : Aspects of Culture
Part IV: Biological and Cultural Evaluation: From Australopithecus to Homo sapiens
Part V : Sociocultural and Political Evolution: The development of Societies from the
Hunting and Gathering to the Agricultural, Industrial, and Post-Industrial
Stages
Part VI: Enculturation and Socialization
Part VII: Conformity and Deviance
Part VIII: Social Groups
Part IX: Cultural, Social, and Political Institutions:Kinship, Marriage, and the
Household
Part X: Political and Leadership Structures
Part X: Economic Institutions
Part: Non-state Institutions and Organizations
Part XII: Education
Part XIII: Religion and Belief Systems
Part XIV: Health Systems
Part XV: Social and Political Stratification
Part XVI: Sources of Change and New Challenges to Human Adaptation
Part XVII: Responding to Social, Political, and Cultural Change

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Grading System and Requirements
Prelim Component:
Project (Poem & debate) 30%

Quizzes 10%
Quarterly Assessment 30%
Attendance 10%
Written Work 20%
100%
Midterm Component:

Quizzes 10%
Attendance 10%
Written Work 20%
100%
Final Component:

Quizzes 10%
Attendance 10%
Written Work 20%
100%
Final grade for the course = PT+ MT+FT

________________
3
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Date: June 15-19, 2019 Wee 1 Quarter First

k: :
Understanding Culture, Society
Subject: Grade 11 Semester: First
and Politics :
I. OBJECTIVES
II. CONTE NT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Articulate observations on human cultural
variation, social differences, social change, and political identities.
III. LEARNING RESOURCES

A. References
1. Curriculum Guide-Core Subject
2. Understanding Culture, Society and Politics 2016 by Phoenix
Publishing House, Inc. pp. 7-10
B. Materials
1. Projector
2. Laptop
3. Regular teaching tools
IV. PROCEDURES
A. Preparatory Activities:
Prayer / Greetings /Checking of Attendance / Review of Previous Lesson
Development of the Lesson
1. Motivation:
The teacher will facilitate an energizer called “ Do this, Do that”.
2. Presentation:
This lesson provides cultural, social, and political concepts that exist in the
realm of ideas and thoughts. As such, they cannot be seen or touched and yet
nd
they influence the way we see and experience our individual and collective
lives as social beings.
The teacher will introduce the meaning of culture, society and

politics and will give meaning of concept and or phenomena.
Teacher will describe students as acting agents and social actors.

3. Activity:
The students will be grouped according to their ethnic group
and will think of a song based from their dialect. They will also think
of unique characteristics that their group possess.
4. Application:
The teacher will present some situations that students

personally encounter different ways of doing things, behaving, and
making sense of events. Students will think of more situations that
they personally encounter.
B. Evaluation
Answer the following questions.
1. Why understanding culture, society and politics is important?

2. Explain their observation on the behavior and phenomenon as social
realities.
3. How can we improve our awareness on the social, cultural and
political changes using the activity?
C. Assignment
1. Students will be asked to visit a mall or a public market and

observe how people inside the place to conduct themselves
individually and collectively. The following questions serve as
observation guide:
● What sort of people go to malls/ public market?
● What sort of things do they buy?
● What sort of interaction takes place
between people at different categories ( e.g.
gender and age)?
V. REMARKS
nd
….…
VI. REFLECTION
nd
Date :
Subject : Understanding Culture, Society and Politics
Week No. :2
Grade : 11
Quarter : First
Semester : First
I. OBJECTIVES
1. Demonstrate curiosity and an openness to explore the origins and dynamics of
culture, society and political identities.
2. Observe social, political, and cultural behavior and phenomena.
3.Accept social, cultural, and political change.
II. CONTENT
A. Topic: Understanding Culture, Society, and Politics: Some Key Observations
B. Learning Competency: Demonstrate curiosity and an openness to explore the
origins and dynamics of culture and society, and political identities.

A.References
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House,
Inc. pp. 7-10
B. Materials
• Projector
• Laptop
• Regular teaching tools
IV. PROCEDURES
> Prayer
> Greetings
> Checking of Attendance
nd
> Review of Previous Lesson

B. Development of the Lesson
1.Motivation:
The teacher will ask to answer rebus puzzle from the power point
presentation about the topic.
The teacher will present a picture of food that is a cultural icon among
Filipinos and the students will share their opinion about the picture.
2. Presentation:
This lesson is a continuation of the previous lesson but it focuses more on the
origins and dynamics of culture, society and political identities.
3. Activity:
The teacher will present a picture of Selfie.
A selfie is a self photograph, habitually taken with camera phone held in the
hand or recently supported by a selfie stick.
In the photo presented, the students will offer a critical insight on how selfie can
be read as an image of the social by listing down 15 words that best describe the photo
and try to connect the words and compose 5 sentence paragraph revolving around the
attributes to selfie (or selfieing).
4. Application:
The teacher will call 5 volunteers to present their activity in class.
C. Evaluation
1. Why knowing Values and Beliefs are important?

2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political changes?
D. Assignment
1. Write a short essay on what constitutes our society as human beings?

2. Complete the Compartmentalized Life Matrix about the things they can do and
the things they cannot do.
V. REMARKS
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VI. Reflection
Date: July 29-Aug. 02, 2019 Wee 3 Quarter First

k: :
Understanding Culture,
Subjec Gra 11 Semest First
t: Society de: er:
and Politics
I. OBJECTIVES
1. Demonstrate knowledge on social, political, and cultural changes.
2.Portray their observations in the group activity.
3.Reflect on the social, cultural, and political change.
II. CONTENT
A. Topic: Social Dynamics: Social, Political and Cultural Change
B. Learning Competencies: Demonstrate curiosity and an openness to explore the
origins and dynamics of culture and society, and political identities.
Analyze social, political, and cultural change.

A. References
nd
Inc. pp. 11-13
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
>Prayer
>Greetings
>Checking of Attendance
>Review of Previous Lesson
B. Development of the
Lesson 1.Motivation:
The teacher will present a kokology game.
2. Presentation:
The teacher will explain what cultural, social, and political change. The students
will also share their observations on what they observe in their community.
3. Activity:
The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped version of
“kuhasasarili” by A. Contresas (2015)
selfie is a self photograph, habitually taken with camera phone held in the hand
or recently supported by a selfie stick.
In the photo presented, the students will offer a critical insight on how selfie can
be read as an image of the social by listing down 15 words that best describe the photo
and try to connect the words and compose 5 sentence paragraph revolving around the
attributes to selfie (or selfieing).
4. Application:
The teacher will call 5 volunteers to present their work in class.
C. Evaluation
1. What is common among the scenarios discussed that they may be considered as
manifestations of cultural and political changes.
2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political changes?
nd
D. Assignment
Complete the Compartmentalized Life Matrix about the things they can do and the
things they cannot do.
V. REMARKS
VI. REFLECTION
nd
Date: Aug. 05-09, 2019 Week: 4 Quarter: First

and Politics :
I. OBJECTIVES
1. Define sociology, anthropology, and political science.
2. Plan an awareness campaign about a relevant issue in their respective
community.
3. Value the role of social diversity in promoting social understanding and cultural
tolerance.
II. CONTENT
A. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
B. Learning Competency: Recognize the common concerns or intersections of
anthropology, sociology, and political science with respect of the phenomenon of
change.

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
>Prayer
>Greetings Checking of Attendance
nd
Lesson
1.Motivation:
The teacher will present a kokology test about their most charming attitude they
see in themselves and would like to express it for everyone to see.
2. Presentation:
Based from the motivation, the teacher will introduce the meaning, brief history
and common concerns of sociology, anthropology and political science with respect of
the phenomenon of change.
3. Activity:
The students will be grouped into 4, the teacher will give the students 10
minutes to answer this question:As a Senior High School student, what do you think are
the necessary steps that you need to do in order to start or create change if you want to
see change in your community.
4. Application:
The teacher will call the speaker for each group to present their answers.
C. Evaluation
Explain the importance of social sciences in studying culture, society and politics.
D. Assignment
Plan an awareness campaign about a relevant issue in their respective

community.
V.REMARKS
nd
VI.REFLECTION
.
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Date: Aug. 12-16, 2019 Week: 5 Quarter: Second

and Politics :
I. OBJECTIVES
1. Explain cultural idiosyncrasies and social diversities.
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and
the production of social identities (in particular).
3. Value the advantages of social change in the promotion of cultures and
development of society.
II. CONTENT
change.(UCSP11/12SPU-1b-4)

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
Prayer
Greetings
Checking of Attendance
Checking of Assignments
nd
nd
The teacher and the students will sing “alert, alive awake” song with action.
2. Presentation:
The teacher will continue the discussion on the history and goals of
anthropology, sociology and political science.
3. Activity:Me and My Social Map

The students will be asked to bring one whole sheet of paper and the students
follow the instruction below:
Starting with your present situation as a student, list down 5 important factors
that you think are responsible for the kind of person you are right now. Start with what
is unique in you as a social person (not necessarily focusing on your biophysical traits).
Link each feature with societal, cultural, or political force. Then evaluate each in terms
of opportunities and constraints it provides in pursuing your present and future plans.
Use the table below as a template for your assessment.
My unique features as a Types of social forces Assessment of effects

social person responsible for these (does it provide opportunities
(may include but are not features or serve as constraints?)
limited to (is it societal/cultural/political?)
sex/religion/residence)
4. Application:
The teacher will ask 5 volunteers to share their work.
C. Evaluation
Answer the following questions:
1. How do social factors influence the life chances of the members of society?
2. What are the other advantages of social change in the promotion of cultures
and the development of society.
D. Assignment
Write a short essay with the theme “Change is coming!”
V. REMARKS
nd
VI. REFLECTION
.
nd

and Politics :
I. OBJECTIVES
1. Explain cultural idiosyncrasies and social diversities .
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and
the production of social identities (in particular).
II. CONTENT
change.

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
>Prayer
>Greetings
>Checking of Assignments
nd
nd
The teacher and the students will dance following the music video that will be
played.
2. Presentation:
3. Activity: Me and My Social Map

The students will continue their activity and will write it on manila paper or
cartolina.
4. Application:
The teacher will ask 5 volunteers to share their work.
C. Evaluation
1. How do social factors influence the life chances of the members of society?
2. What are the other advantages of social change in the promotion of cultures
and the development of society.
D. Assignment
Review previous discussions.
REMARKS
REFLECTION
nd

and Politics :
I. OBJECTIVES
1. Recognize the common concerns or intersections of anthropology, sociology and
political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
science.
II. CONTENT
B. Learning Competencies: Recognize the common concerns or intersections of
change.
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
>Prayer
>Greetings
nd
nd
The teacher and the students will present a kokology game.
2. Presentation:
3.Activity:Group Research
The teacher will divide the class into three groups who will conduct a research anchored
on the topics that will be presented.
4.Application:
After the conducted group research on the assigned topics, students will present
their findings through variety show, panel discussion or newscasting.
C. Evaluation
Explain the benefits of recognizing the operation of social forces when using the sociological,
anthropological, and political imagination.
D. Assignment
Short Essay
If you want to see change in your community, what do you think are the necessary
steps that you need to do in order to start or create change.
V. REMARKS
VI. REFLECTION
nd
Date: Sept. 2-6, 2019 Week: 8 Quarter: Second

and Politics :
I. OBJECTIVES
1. Recognize the common concerns or intersections of anthropology, sociology and
political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political
science.
II. CONTENT
B. Learning Competencies: Recognize the common concerns or intersections of
change.(UCSP11/12SPU-1b-4)
Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology.(UCSP11/12SPU-1b-5)

A. References
Inc. pp. 15-26
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
nd
>Prayer
>Greetings
The teacher and the students will present a kokology game.
2. Presentation:
3. Activity: Group Research

The teacher will divide the class into three groups who will conduct a research anchored
on the topics that will be presented.
4. Application:
After the conducted group research on the assigned topics, students will present
their findings through variety show, panel discussion or newscasting.
C. Evaluation
Explain the benefits of recognizing the operation of social forces when using the sociological,
anthropological, and political imagination.
D. Assignment
Short Essay
If you want to see change in your community, what do you think are the necessary
steps that you need to do in order to start or create change.
V. REMARKS
nd
VI. REFLECTION

and Politics :
I. OBJECTIVES
1. Recall the common concerns or intersections of anthropology, sociology and
political science.
2. Write their answer in their quiz.
3. Reflect on how do social forces influence the life chances of the members of
society.
II. CONTENT
B. Learning Competency: Identify the subjects of inquiry and goals of Anthropology,
Political Science and Sociology.

A. References
Inc. pp. 15-29
B. Materials
1. Projector
nd
2. Laptop
IV. PROCEDURES
>Prayer
>Greetings
The teacher willplay video clips of Juana Change.
2. Presentation:
anthropology, sociology and political science. After the discussion, the students will
have their short quiz.
3. Activity:Panel Discussion
The teacher will divide the class into three groups. Based on the played videos,
a panel discussion shall be made to process gained knowledge and insights.
4. Application:
The teacher will ask 3 volunteers for each group to share their insights on the
played videos.
C. Evaluation
What are the advantages of social change in the promotion of cultures and development
of society?
D. Assignment
How can the concepts of society and culture be made useful in constructing a
community of responsive and responsible social actors?
V. REMARKS
nd
VI. REFLECTION
nd

and Politics :
I. OBJECTIVES
1. Explain anthropological and sociological perspectives on culture and society.
2. Define culture and society from the perspectives of anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives of
anthropology and sociology.
II. CONTENT
A. Topic: Defining Culture and Society from the perspectives of anthropology and
sociology
B. Learning Competency: Explain the anthropological and sociological perspectives on
culture and society.

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
3. Manila Paper
4. Marker
IV. PROCEDURES
nd
>Prayer
>Greetings
Lesson 1.Motivation:Filling in
the Circle
The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on
screen.
2. Presentation:
Based on the motivational activity, the teacher will introduce the lesson on the
definition of culture and society from the perspectives of anthropology and sociology.
3. Activity:Essay
In a two-paragraph essay, describe your feelings toward a specific nationality
(e.g., Koreans, Japanese, Americans.) State why you like or dislike them.
4. Application:
The teacher will ask 3 volunteers for each group to share their insights on the
played videos.
C. Evaluation
What makes society possible?
D. Assignment
Observation Exercise
For an hour, sit down in a canteen and observe how people conduct themselves that
place. Take note of the unwritten rules of decorum and propriety. Avoid being observed by
those you are observing, otherwise you might not get the data you are looking for. Write down
your observations notes.
V. REMARKS
nd
VI. REFLECTION
. Date: Sept. 23-27, 2019 Week: 11 Quarter: Second

and Politics :
I. OBJECTIVES
1. Explain anthropological and sociological perspectives on culture and society.
2. Define culture and society from the perspectives of anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives of
anthropology and sociology.
II. CONTENT
A. Topic: Defining Culture and Society from the perspectives of anthropology and
sociology
B. Learning Competency: Explain the anthropological and sociological perspectives on

A. References
Inc. pp. 31-46
B. Materials
nd
1. Projector
2. Laptop
3. Manila Paper
4. Marker
IV. PROCEDURES
>Prayer
>Greetings
Lesson 1.Motivation:Filling in
the Circle
The teacher will distribute manila paper and marker for each group. Students
will be asked to fill in the circles with the appropriate words that will be posted on
screen.
2. Presentation:
Based on the motivational activity, the teacher will introduce the lesson on the
definition of culture and society from the perspectives of anthropology and sociology.
3. Activity: Essay
In a two-paragraph essay, describe your feelings toward a specific nationality
(e.g., Koreans, Japanese, Americans.) State why you like or dislike them.
4. Application:
The teacher will ask the speaker from each group to present their answers in the
motivational activity.
C. Evaluation
What makes society possible?
D. Assignment
Short Essay
How can the concepts of society and culture be made useful in constructing a
community of responsive and responsible social actors?
nd
V. REMARKS
VI. REFLECTION
Date: Week: 12 Quarter: Second

and Politics :
I. OBJECTIVES
1. Describe culture and society as a complex whole.
2. Demonstrate a holistic understanding of culture and society.
3. Appreciate the nature of culture and society from the perspectives of anthropology
and sociology.
nd
II. CONTENT
A. Topic: Culture and Society: the Perspectives of Anthropology and Sociology
B. Learning Competencies: Describe a society and culture as a complex hole.
Identify Aspects of culture and society.

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
IV.PROCEDURES
>Prayer
>Greetings
The teacher will present a kokology game..
2. Presentation:
Teacher will discuss culture and society as a complex whole. Aspects,
definitions, characteristics, and functions will also be discussed.
3. Activity:Anatomy of my Culture.
In column A, identify any of your behaviors as a Filipino teenager. Then in
column B, explain how you came to imbibe them. In column C, offer an explanation
why its performance (if a behavior) seem to be natural to you or why you belive it (if
it is a belief).
nd
A B C
The WHAT The HOW The WHY
Refers to the contents of Refers to the process of Refers to the mechanisms
culture transmission and circulation that promote compliance
and performance
4. Application:
The teacher will ask 5 volunteers to share their work in class.
C. Evaluation
Explain the anthropological and sociological perspectives on culture and society.
D. Assignment
Explain the statement.

Culture is a “mechanism for the normative regulation of behavior.
IV. REMARKS
V. REFLECTION
nd
Date: Oct. 7-11, 2019 Week: 13 Quarter: Second

and Politics :
I. OBJECTIVES
1. Identify aspects of culture and society.
2. Distinguish key features of the three major approaches to the study of culture,
society and politics.
3. Value the characteristics of culture.
II. CONTENT
● Aspects of Culture
B. Learning Competencies: Describe a society and culture as a complex hole.
Identify Aspects of culture and society.

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
IV. PROCEDURES
>Prayer
nd
>Greetings
Teacher will facilitate an activity called “Double this, Double that”
2. Presentation:
Teacher will discuss the aspects of culture, its characteristics and functions.
3. Activity:Role-playing a Religious Feast

The class will be divided into 4 groups. Each group will choose their leader and
a documenter. Students will prepare a short skit depicting people involved in the preparation
and celebration of a religious feast.
4. Application:
Each group will be given 5 minutes to perform in class.
C. Evaluation
1. What activities are involved in carrying out a religious feast?

2. How do they know that a religious feast requires these activities?
3. Why do they celebrate religious feast?
D. Assignment
Poster Making
Students will make an illustrative interpretation of the theme, “ Society and culture as
a complex whole”.
V. REMARKS
nd
VI. REFLECTION
Date: Oct. 14-18, 2019 Week: 14 Quarter: Second

and Politics :
I. OBJECTIVES
1. Raise questions toward a holistic appreciation of cultures and societies.
2. Respond critically to the questions that will be raised in the group activity.
3. Increase awareness in culture and society.
II. CONTENT
B. Learning Competency: Raise questions toward a holistic appreciation of cultures and societies.

A. References
Inc. pp. 31-46
B. Materials
1. Projector
2. Laptop
nd
3. Manila papers
4. Markers
IV. PROCEDURES
>Prayer
>Greetings
Lesson
1.Motivation:Pictionary
Teacher will ask 3 volunteers to present and share their assignment (poster
making) in class.
2. Presentation:
The teacher will prepare a freedom wall for students to write their questions on
3. Activity:Freedom Wall
Students will be grouped and will write all their questions on manila paper.
Their questions will be posted on the board.
4. Application:
Teacher will divide the class into 2 groups and will ask them to make the first
group the inner circle and the second group the outer circle. The teacher will choose
questions from freedom wall whereas the inner circle members will answer the questions
and the outside circle members will functions as observers. After 10 minutes, the two
groups will take role turns.
C. Evaluation
What did you feel when you are able to raise all your questions with regards to our
society and culture.
D. Assignment
Define the following:

1. Ethnocentrism
2. Cultural Relativism
nd
V. REMARKS
VI. REFLECTION
Date: Oct. 21-25, 2019 Week: 15 Quarter: Third

and Politics :
I. OBJECTIVES
1. Become aware of why and how cultural relativism mitigates ethnocentrism.
2. Identify forms of tangible and intangible heritage and the threats to these.
3. Value cultural heritage and express pride of place without being ethnocentric.
II. CONTENT
A. Topic: Aspects of Culture
● Ethnocentrism and Cultural Relativism
B. Learning Competency: Become aware of why and how cultural relativism mitigates
ethnocentrism.
C.
nd
Identify forms of tangible and intangible heritage and threats to these. .

A. References
Inc. pp. 57-61
3. Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed.D. and
Agnes M. Macaraeg, Ed.D.
4. UCSP Teaching Guide
B. Other Learning Resources

1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:Detecting Ethnocentrism and Promoting Respect for Other
Cultures
Teacher will present some pictures of food that is usually prepared in their
community or their region. The students will be asked to comment on the food on the
picture.
2. Presentation:
The teacher will discuss ethnocentrism, cultural relativism and cultural heritage.
3. Activity: Lights Camera Action!

The class will be grouped into two. The first group will be assigned to do a short
nd
skit on ethnocentrism while the other will do a short skit on cultural relativism.
4. Application:
After each presentation, the students will be asked to write a reflection paper on
what they have learned/realized after watching the performance of each group.
C. Evaluation
The students will answer the following questions:
1. Is it right to pass judgment on cultures not our own as inferior, threatening, or

disturbing?
2. Should we expect societies around the world to practice the same set of
cultural values and traits?
3. How is it possible to recognize the uniqueness of each society’s cultural traits
and not from the standpoint of one’s own society?
D. Assignment
Review and be prepared for quiz next meeting.
V. REMARK
VI.
nd
VI.REFLECTION
Date: Oct. 28-31, 2019 Week: 16 Quarter: Third

and Politics :
I. OBJECTIVES
1. Recall what have been discussed on the culture and society as anthropological
and sociological concepts.
2. Write intelligently the answers for their quiz.
II. CONTENT
A. Topic: Culture and Society: The Perspectives of Anthropology and Sociology
● The Interpretative Dynamics of Society
● Aspects of Culture
B. Learning Competency: Become aware of why and how cultural relativism mitigates
ethnocentrism. (UCSP11/12DCS-Id-10).
Identify forms of tangible and intangible heritage and threats to these.
(UCSP11/12DCS-Ie-11).

A. References
Inc. pp. 37-61
nd
B. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
The teacher will introduce breathing exercise to keep students calm and relieve
from before they will take their quiz.
2. Presentation:
The teacher will continue the discussion if the lesson has not been finished. Then
the students will be having their formative assessment through a form of quiz.
3. Activity:
Complete the unfinished sentences to summarize the lesson.
1. The chapter was about……
2. One key idea was…..
3. This is important because…..
4. This matters because…..
4. Application:
The teacher will ask some students to complete each sentences.
C. Evaluation
Questions from their quiz will be asked here.
D. Assignment
My Culture, My Heritage
Identify two Philippine cultural heritage under threat-one tangible and one intangible.
For both identify the threats and sources, and then come up with a plan of action on how to
deal with these threats. Write your output on the table.
nd
Heritage Threats Plan of Action
V. REMARKS
VI.REFLECTION
VI. REFLECTION
Date: Nov. 4-8, 2019 Week: 17 Quarter: Third

Subject: Grade 11 Semester: Second
and Politics :
I. OBJECTIVES
1. Identify forms of tangible and intangible heritage and their threats.
2. Write an essay on the threats to the tangible heritage based on their experience in
visiting a museum.
3. Value culture as heritage.
II. CONTENT
A. Topic: Aspects of Culture
● Culture as Heritage
B. Learning Competency: Identify forms of tangible and intangible heritage and threats to
these.
nd

A. References
Inc. pp. 57-61

1. www.youtube.com
2. www.google.com
C. Materials
1. Manila paper
2. Marker
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
Teacher will facilitate a simple exercise.
2. Presentation:
The teacher will ask the students to review the tangible and tangible culture that
they have inherited.
3. Activity:
The class will be grouped into four. Each group will be given a sheet of manila
paper and a marker, students will write the tangible and intangible heritage in our
culture.
4. Application:
nd
Each group will be given 3 minutes to present.
C. Evaluation
Students will be asked to write one tangible and one intangible cultural heritage
under threat. Identify the threats and their possible sources, and come up with a plan on
how to deals with these threats.
D. Assignment
Bring magazines, newspapers, glue, scissors and any other materials that they can use
for their activity tomorrow.
V. REMARKS
VI. REFLECTION
nd

Subject: Grade 11 Semester: Second
and Politics :
I. OBJECTIVES
1. Trace the biological and cultural evolution of early to modern humans.
2. Demonstrate prior knowledge of human evolution by analyzing and interpreting the
picture that will be presented.
3. Increase understanding human evolution and its implication on the transformation of
cultures across time periods.
II. CONTENT
A. Topic: Biological and Cultural Evolution of Modern Humans
B. Learning Competency:Trace the biological and cultural evolution of early to modern
humans. (UCSP11/12DCS-Ie-12).

A. References
nd

Inc. pp. 70-74

1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
Teacher will facilitate in the dance exercise. (Monkey dance)
2. Presentation:
Teacher will present a picture about the lesson. Students will analyze and
answer the following questions:
● What do you see in the picture? Describe their appearance and expressions.
● What questions does this photograph raise in your mind?
● Where could you find the answers to them?
The teacher will introduce biological and cultural evolution of human.
3. Activity: Imagining yourself

The class will be grouped into four. Each group will choose three things among
the boxes which they think it would help them live in the ancient time.
4. Application:
Each speaker from the group will present and explain their work.
C. Evaluation
nd
Students will answer the following:

1. How would you differentiate biological and cultural evolution?
2. Who studies human and cultural evolution?
3. Explain Charles Darwin theory of evolution.
D. Assignment
Research on the characteristics of biological and cultural human evolution: from
Hominids to Homo sapiens sapiens.
V. REMARKS
nd
VI. REFLECTION

Subject: Understanding Culture, Society and Grad 11 Semester Second
Politics e: :
I. OBJECTIVES
1. Explain how hominids evolved into modern humans.
2. Discuss how modern humans develop culture.
3. Value how modern humans evolved.
II. CONTENT
A. Topic: Biological and Cultural Evolution of Modern Humans
● From Hominids to Homo Sapiens Sapiens
B. Learning Competency: Trace the biological and cultural evolution of early to modern humans.
C. Code: UCSP11/12DCS-Ie-12

A. References
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 74-80
1. www.youtube.com
nd
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
nd
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
The teacher will facilitate a simple exercise.
2. Presentation:
Teacher will discuss how early humans evolved into modern human and how
early humans develop culture.
3. Activity:
Discuss the important biological and cultural developments of the hominids and
Homo sapiens.
4. Application:
Students will complete the chart below.
Species Biological Developments/Physical Cultural
Developments Development
s
1. Hominids
2. Homo habilis
3. Homo erectus
4. Cro-Magnon
C. Evaluation
Students will identify the following through a short quiz.
1. Biological evolution 4. Australopithecus
2. Cultural evolution 5. Fossils
3. Bipedalism 6. Artifacts
D. Assignment
Make a diorama of human evolution using recyclable materials.
V.REMARKS
VI.REFLECTION
nd

Politics e: :
I. OBJECTIVES

1. Explore the significance of fossils and artifacts in interpreting cultural, social,
and economic processes.
2. Explain the importance of artifacts and fossils in understanding the social,
cultural, political, and economic processes of modern humans.
3. Simulate the work of anthropologists and archeologists.
II. CONTENT
A. Topic: Human Biocultural and Social Evolution

B. Learning Competency: Explore the significance of human remains and artefactual
evidence in interpreting cultural and social, including political and economic
processes.
C. Code: UCSP11/12DCS-If-13
A. References
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 81-83

1. www.youtube.com
2. www.google.com
C. Materials
nd
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
V. Preparatory Activities:
>Prayer
>Greetings
A. Development of the Lesson
1. Motivation: Exhibit
Teacher will conduct an exhibit of the constructed diorama.
2. Presentation:
Teacher will discuss the study and concept of evolution.
3. Activity: Photo Essay

Teacher will ask the students to find their partner. Each pair will make a
photo essay of the significance of human material remains and artefactual
evidence.Application:Presentation of the Photo Essay.
B. Evaluation
Answer the following:

1. Why is it important to study fossil remains to know how humans and the
environment on which they live evolve?
2. In what way can fossil remains be found and studied.
C. Assignment
Conduct a research on 15 national and local museums and heritage sites in the Philippines.
VI. REMARKS
VI.REFLECTION
nd
Date: Dec. 1-6, 2019 Week: 21 Quarter: Third

Subject: Understanding Culture, Society and Grade: 11 Semester Second
Politics :
I. OBJECTIVES
1. Recognize national and local and specialized museums, and heritage sites in the Philippines.
2. Understand the role of museums as venues for the appreciation of the complexities of
biocultural and social evolution.
3. Appreciate and reflect on the complexities of biocultural and social evolution as
part of being and becoming human.
II. CONTENT
● Museums as Venues for the Appreciation of the Complexities of
Biocultural and Social Evolution
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Film showing
2. Presentation:
Teacher will introduce museums as venues for the appreciation of the
nd
complexities of biocultural and social evolution.

3. Activity: Poster Making
Create a poster for the National Museum of the Philippines advertising why
people should go to the museum to appreciate our biological, cultural, and social
evolution.
4. Application:
Presentation of the Posters.
C. Evaluation
Write an editorial that assesses the important role of museums in educating the public
about the human species’ biocultural and social evolution.
D. Assignment
Based on the conducted research on the national and local museums and historical
sites. Students will make a scrap book by getting a brief background for each museum
and heritage sites.
V.REMARKS
VI.REFLECTION

Politics e: :
I. OBJECTIVES
nd
1. Explain the different types of societies.

2. Produce an illustrated timeline that clearly shows the major developments and
changes that happened in human society.
3. Appreciate the significant social developments that happen as societies and their culture evolve.
II. CONTENT
● Sociocultural and Political Evolution: The Development of Societies from the
Hunting and Gathering to the Agricultural, Industrial, and Post-Industrial
Stages
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Students will be asked this question “ How did societies transform through time?”
2. Presentation:
Based on the motivational question, teacher will introduce sociocultural and
political
evolution.
3. Activity: Data Retrieval Chart Completion
Write major characteristics and developments of the different stages of societies?
4. Application:
Students will fill up the chart that will be presented by the teacher.
C. Evaluation
Explain the processes of cultural and sociopolitical evolution.
D. Assignment
No assignment since it is Friday.
V. REMARKS
VI.REFLECTION
nd

Politics e: :
I. OBJECTIVES
1. Explain the development of the self as a product of socialization and enculturation.
2. Identify the context, content, processes and consequences of enculturation and socialization.
3. Value the roles of groups and institutions as agents of social control.
II. CONTENT
A. Topic: Becoming a Member of
Society
● Enculturation and Socialization
B. Learning Competencies:
1. Explain the development of the self as a product of socialization and enculturation.
2. Identify the context, content, processes and consequences of enculturation and socialization.

A. References
2. Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 105-
117
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation: The World and I
Teacher will ask students to look back on their childhood.
nd
2. Presentation:
Based on the motivational activity, teacher will introduce and discuss the
new lesson on becoming a member of society.
3. Activity:
Teacher will group the class into four and ask them to answer the table below.
Socialization Enculturation
Context
Content
Processes
Consequences
4. Application:
Students will discuss their work in class.
C. Evaluation
Teacher will ask the students to identify what is being described through the form of a short
quiz.
D. Assignment
Enumerate some of the values your family holds dear, in what ways do these values
affect your lifestyle as a teenager.
V.REMARKS.
VI.REFLECTION.
Dat We 24 Quarte Third

e: ek: r:
Politics e: :
I. OBJECTIVES
nd

1. Analyze the role of groups and institutions as agents of social control.
2. Identify norms and values to be observed in interacting with others in society and the
consequences in ignoring the rules.
3. Recognize the value of human rights and promote the common good.
II. CONTENT
A. Topic: Becoming a Member of Society
● Conformity and Deviance
● Human Dignity, Rights, and the Common Good
B. Learning Competencies:
1. Identifies the social goals and the socially acceptable means of achieving these goals.
2. Advocate inclusive citizenship.
3. Promote protection of human dignity, rights, and the common good.

C. References
125
D. Other Learning Resources
1. www.youtube.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation: Quiz Bee
Teacher will review and prepare the students for their Midterm Examination.
2. Presentation:
The teacher will continue the discussion on becoming a member of society.
3. Activity: Jingle
Teacher will group the class into four and students will develop or make a jingle
on human dignity, rights, and the common good.
4. Application:
Students present their jingle in class.
C. Evaluation
Teacher will continue reviewing the students through the form of a quiz bee.
D. Assignment
Review and review and review for the Midterm Examination.
V.REMARKS
nd
VI. REFLECTION
Date: Week: 25 Quarter: Fourth

Politics e: :
I. OBJECTIVE
To administer Midterm Examination
II. CONTENT
A. Topic: Midterm Examination
A. References
2. Learning Materials
B. Materials
1. Test Papers
IV. PROCEDURES
>Prayer
>Greetings
Development of the Lesson

nd
1. Motivation:
Teacher will introduce a breathing exercise to prepare students for their examination.
2. Presentation:
The teacher will distribute test papers to students and will give directions
and other guidelines.
3. Activity:
Actual test taking (1 hour)
4. Application:
Submission of test papers
V.REMARKS.
VI.REFLECTION

Politics e: :
I. OBJECTIVE
To check test papers, item analysis and record results.

nd
II. CONTENT
A. Topic: Checking and Recording of Test Papers
A. References
2. Learning Materials
B. Materials
1. Test Papers
2. Pen
3. Chalk
IV. PROCEDURES
nd
>Prayer
>Greetings
1. Motivation:
Students and the teacher will check test papers to know the scores and what
items made the test hard for them.
2. Presentation:
The teacher will distribute test papers to students and will give directions
and other guidelines.
3. Activity:
Checking of test papers and item analysis
4. Application:
Processing Questions
What items in the test did you find easy?
What items in the test did you find difficult and challenging?
C. Evaluation
Students will submit test papers for recording
V.REMARKS
nd
VI.REFLECTION

Politics e: :
I. OBJECTIVES
1. Identify groups within society and their functions
2. Differentiate primary groups from secondary groups
3. Recognize in-groups and out-groups as forms of reference groups
II. CONTENT
A. Topic: How Society is Organized
● Social Groups
B. Learning Competency: Traces kinship and social networks
C. Code: UCSP11/12HSO-Iii-20

A. References
nd

143
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Lesson Pretest
2. Presentation:
Based from the motivational activity, teacher will introduce the new lesson
3. Activity:
Write the words that will be given by the teacher in their appropriate categories
4. Application:
Enumerate five reasons wherein you can call a person “kabarkada” or “ka-tropa”?
C. Evaluation
Define the following terms:
1. Network
2. Social group
3. In-group and out-group
D. Assignment
Think of three groups you belong to. Describe your feeling towards each of the group
and describe how your membership affects you behavior in relation to election issues.
nd
V.REMARKS
VI.REFLECTION

Politics e: :
I. OBJECTIVES
1. Define kinship, marriage and household
nd
2. Write an essay that explains how the different types of families and forms of kinship are
present in the Filipino family today
3. Value the Filipino concept of kinship
II. CONTENT
● Cultural, Social, and Political Institutions: Kinship, Marriage and Household

A. References
157
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Short activity
2. Presentation:
3. Activity:
Make a graphic organizer explaining the process of social relationship or
nd
kinship with a another person or a group

4. Application:
Teacher will choose 3 volunteers to share their work in class
C. Evaluation
● Family
● Household
● Nuclear family
● Extended family
D. Assignment
Write an essay or a magazine article that explains how the different types of families
are present in the Filipino family today.
V.REMARKS
V. REFLECTION
nd
Date: Week: 29 Quarter: Fouth

Politics e: :
I. OBJECTIVES
II. CONTENT
C. Code: UCSP11/12HSO-Iii-20

A. References
157
1. www.quipper.com
2. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
nd
1. Motivation:
Short activity
2. Presentation:
3. Activity:
Make a graphic organizer explaining the process of social relationship or
kinship with a another person or a group
4. Application:
Teacher will choose 3 volunteers to share their work in class
C. Evaluation
D. Define the following terms:
● Family
● Household
● Nuclear family
● Extended family
E. Assignment
V.REMARKS
VI. REFLECTION
nd
Date: Week: 30 Quarter:

Subject: Understanding Culture, Society and Grad 11 Semester
Politics e: :
I. OBJECTIVES
nd
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Review of previous activity
2. Presentation:
Since the teacher was not able to meet the students for 4 days, the teacher will
start the discussion by reviewing the activity and lecture given by them during the
teacher’s leave of absence.
3. Activity:
The teacher will ask the students to think of other social groups that the school has
4. Application:
Teacher will choose 3 volunteers to share their answers
C. Evaluation
● Primary group
● Secondary group
● Reference group
● In-group
● Out- group
D. Assignment
V.REMARKS
VI.REFLECTION
nd

Politics e: :
I. OBJECTIVES
1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
3. Trace one’s own ancestry by blood up to the third degree.
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Simple exercise
2. Presentation:
Teacher will introduce the new lesson
3. Activity:
Teacher will ask the students to trace their own ancestry by blood using symbols and
shapes
4. Application:
Teacher will ask volunteer students to share their work
C. Evaluation
Identify the following:
1. Kinship
2. Descent
3. Matrilineal
4. Patrilineal
5. Bilateral
D. Assignment
Read and review lecture for a graded recitation for the next meeting
V.REMARKS
nd
V. REFLECTION

Subject: Understanding Culture, Society and Grade: 11 Semester
Politics :
I. OBJECTIVES
1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
3. Trace one’s own ancestry by blood up to the third degree.
II. CONTENT
III. .LEARNING RESOURCES

A. References
157
1. www.google.com
C. Materials
1. Projector
2. Laptop
3. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Simple exercise
nd
2. Presentation:
Teacher will continue the discussion on kinship
3. Activity:
Teacher will ask the students to trace their own ancestry by blood using symbols and
shapes
4. Application:
C. Evaluation
Identify the following:
1. Kinship
2. Descent
3. Matrilineal
4. Patrilineal
5. Bilateral
D. Assignment
How can you be sure that blood relates you to your ancestors?
V.REMARKS.
VI.REFLECTION
Dat We 34 Quarte
e: ek: r:
Subject: Understanding Culture, Society and Grade: 11 Semester
Politics :
I. OBJECTIVES
1. Define and explain the different concepts of marriage
nd
2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other culture’s concept of marriage
II. CONTENT
B. Learning Competency: Describe the organized nature of social life and rules governing
behavior

A. References
157
1. www.google.com
>Prayer
>Greetings

1. Motivation:
Teacher will introduce a simple energizer
2. Presentation:
3. Activity:
•What types of networks are formed through marriage?
•What are the different kinds of marriages and what causes their formation?
•What factors are to be considered for the residency of newlyweds?
4. Application:
C. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice
for
you?
D. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using
the table below and the ideas acquired from your interview, write the common
problems and possible solutions of a married life.
nd
V. REMARKS
VI.REFLECTION

Subject: Understanding Culture, Society and Grad 11 Semester First
Politics e: :
I. OBJECTIVES
1. explain the different concepts of kinship by ritual
2. discuss how relationship by ritual works as a social network
3. recognize the importance of ritual kinship in society
II. CONTENT
B. Learning Competency: Describe the organized nature of social life and rules governing
behavior

A. References
157
1. www.google.com
C. Materials
2. Board
3. Chalk
IV. PROCEDURES
nd
>Prayer
>Greetings
1. Motivation:
Teacher will introduce a simple energizer
2. Presentation:
3. Activity:
Give three examples of ritual kinship. Identify them according to type. Provide a
brief description of each.
4. Application:
What makes kinship by ritual necessary in society?
Will society remain functional without the existence of ritual kinship?
C. Evaluation
What advantages does ritual kinship give to society?
What goals of society are achieved through the realization of targets of a ritual relationship?
D. Assignment
Which is more important or necessary in the society: kinship by marriage or kinship by ritual?
V.REMARKS
VI.REFLECTION
Dat We 38 Quarte
e: ek: r:
Politics e: :
nd
I. OBJECTIVES
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families
II. CONTENT
A. Topic: Cultural, Social and Political Institutions
● Family and Household, Politics of Kinship
B. Learning Competency: Compare different social forms of social organization
according to their manifest and latent functions

A. References
157
1. .www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
V. Preparatory Activities:
>Prayer
>Greetings
A. Development of the Lesson
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated
below: debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group
(pakikisama) competition for greater status
(palakasan)
4. Application:
Students will share their work in class
B. Evaluation
Define the following in one to two sentences:
● Family
● Household
● Nuclear family
nd
● Extended family
● Political dynasty
● Reconstituted family
C. Assignment
Is it possible for Philippine society to eliminate bad politics created by kinship?
V.REMARKS
VI. REFLECTION
Date: Week: 39 Quarter: .

Politics e: :
I. OBJECTIVES
1. trace kinship ties within the concept of family and household
2. differentiate and identify one’s type of family and household
3. value the different types of families
II. CONTENT
nd
● Family and Household, Politics of Kinship

.
A. References
157
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
nd
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
Teacher will introduce a simple exercise
2. Presentation:
Teacher will discuss family and household and the politics of kinship
3. Activity:
Give at least one example for each Filipino value enumerated
below: debt of gratitude (utang na loob)
shame (hiya)
the act of yielding to the majority of the kin group
(pakikisama) competition for greater status
(palakasan)
4. Application:
C. Evaluation
Define the following in one to two sentences:
● Family
● Household
● Nuclear family
● Extended family
● Political dynasty
● Reconstituted family
D. Assignment
Try and trace your family kinship ties through proper agencies or online research. See
how far you can trace your family's roots.
V. REMARKS
VI.REFLECTION
nd

Politics e: :
I. OBJECTIVES
1. Identify the different forms of social and political organizations
2. Recognize the differences among different types of political organizations
3. Value how political organizations operate as an entity which maintains societal functions
II. CONTENT
● Political and Leadership Structures: Political organization
C. Code: UCSP11/12HSO-IIj-22

A. References
167
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
nd
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance < Review of Previous Lesson
1. Motivation:
Students will answer the following questions based on their prior knowledge:
● Based on what you know, what is a band? a tribe? a chiefdom? Do you
have an idea of their differences?
● Is nation the same as state?
2. Presentation:
Based form the motivational questions, teacher will introduce the lesson about
political organizations.
3. Activity:
● In a classroom setting, what are the functions of the elected class officers?
● Do you believe that their existence is needed for the maintenance of order in the
class?
4. Application:
C. Evaluation: (Essay)
● Imagine the world without political organizations. What do you see?
● What can we expect from people or from a society which works and
operates without the supervision of a political organization?
D. Assignment
Give at least three political organizations. Write their objectives and projects in society.
REMARKS
REFLECTION
Dat Wee 41 Quarte

e: k: r:
Subject: Understanding Culture, Society and Grade 11 Semester
Politics : :
I. OBJECTIVES
nd

1. enumerate and explain the three types of authority,
2. discuss how power, authority, and legitimacy work as essential components of a
social and political structure
3. analyze social and political structures
II. CONTENT
● Political and Leadership Structures: Authority and Legitimacy
B. Learning Competency: Analyze social and political structures

A. References
167
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
nd
IV. PROCEDURES
1. Motivation:
Students will answer the following questions based on their prior knowledge:
● Are power and authority the same? Are authority and legitimacy different?
● How do these components work together in a social and political structure?
2. Presentation:
Based form the motivational questions, teacher will continue the discussion on
political and leadership structures
3. Activity:
● In your opinion, which type of authority or legitimated rule is more
applicable and valid in modern times?
● Give two evident examples (government, religious order, or scenario) for
each type of authority or legitimate rule.
i. traditional
ii. charismatic
iii. rational
4. Application:
Why are authority and legitimacy vital components in acquiring and maintaining
peace and order in society?
D. Assignment
One of the leaders of a country is the president of the Philippines. Conduct a
thorough research on the performance of the current president. Look at his leadership
and how he exercises his authority in times of crisis.
V.REMARKS
VI. REFLECTION
nd

Politics e: :
I. OBJECTIVES
II. CONTENT

A. References
167
C. Other Learning Resources
nd
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being
asked by the teacher
D. Assignment
Finish their research work to be submitted next week
V.REMARKS
VI. REFLECTION

Politics e: :
I. OBJECTIVES
nd

II. CONTENT

A. References
167
nd
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will share some some inspirational/ motivational quotations to students
2. Presentation:
Teacher will continue the discussion, if not yet done
3. Activity:
Students will be asked to sum up what has been dicussed
4. Application:
Students will answer the teacher’s questions
C. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being
asked by the teacher
D. Assignment
Finish their research work to be submitted next week
V.REMARKS
VI.REFLECTION

Politics e: :
I. OBJECTIVES
1. define and explain the functions of economic institutions,
2. discuss the concepts of reciprocity in line with sociology and economics,
3. relate the practical application of reciprocity to one’s daily life.
II. CONTENT
nd
A. Topic: Economic Institutions

● Reciprocity
B. Learning Competency: Analyze economic organization and its impacts on the lives of
people in the society
C. Code: UCSP11/12HSO-IIa-24

A. References
170
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
nd
IV. PROCEDURES
1. Motivation:
Students will be asked this question; “If you have been given something, is it
expected for you to return the favor? Why or why not?”
2. Presentation:
Teacher will discuss economic institutions specifically reciprocity
3. Activity:
Think of at least three scenarios or situations where generalized reciprocity can be
applied.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Compare and contrast generalized from balanced reciprocity. Give examples for each.
D. Assignment
How does negative reciprocity affect the activities of different economic institutions?
What do you think will be the impact of these on the global community?
V.REMARKS
VI.REFLECTION

Politics e: :
I. OBJECTIVES
1. explain the concepts of transfer or transfer payment concerning economics
nd
2. analyze the level of activities of different economic institutions concerning transfer and
the impacts on the global economy
3. become aware of the different kinds of goods and services that private and
government sectors provide for the people
II. CONTENT
● Transfers

A. References
170
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
nd
2. Chalk
IV. PROCEDURES
1. Motivation:
Teacher will ask the students the following questions:
•Are you aware of the different kinds of goods and services that private and
government sectors provide for the people?
•Does the present government provide more goods and services than it did in the past?
•How does the government redistribute more income?
2. Presentation:
Teacher will discuss what transfer is
3. Activity:
If you become a wealthy individual who is willing to share part of your fortune
to others, which among the basic needs (food, housing, education, health) will be your
priority? Justify your answer.
4. Application:
Teacher will call some students to share their answers
C. Evaluation:
Students will be asked to identify what the teacher is asking through the form of a short quiz
D. Assignment
Why are there many Filipino families who still do not have access to essential goods
and services to support their everyday living?
REMARKS
REFLECTION

Politics e: :
I. OBJECTIVES
nd

1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning
redistribution and the impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
● Redistribution

A. References
170
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
nd
1. Motivation:
• What do you expect the government will do with the taxes they collect from the people?
•In your church, in what programs or projects do you think they spend the
donations coming from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can occur in
the community.
4. Application:
Teacher will ask some students to share their answers
C. Evaluation:
How does redistribution contribute to the development of society?
D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?
V.REMARKS
VI.REFLECTION

Politics e: :
I. OBJECTIVES
1. explain the concepts of redistribution in relation to sociology, economics, and politics;
2. analyze the level of activities of different economic institutions concerning
redistribution and the impacts on global community; and
3. recognize the various forms of redistribution in own community
II. CONTENT
nd

● Redistribution

A. References
170
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
nd

1. Motivation:
• What do you expect the government will do with the taxes they collect from the people?
•In your church, in what programs or projects do you think they spend the
donations coming from the members?
2. Presentation:
Teacher will discuss redistribution
3. Activity:
Get a partner. Think of at least three situations where small-scale redistribution can occur in
the community.
4. Application:
C. Evaluation:
How does redistribution contribute to the development of society?
D. Assignment
• What is a market?
• What is a market transaction?
• How do markets and market transactions affect the lives of people in a society?
V.REMARKS
VI. REFLECTION

Politics e: :
I. OBJECTIVES
1. define market, market transactions, and market equilibrium,
nd
2. determine the dividing line between markets and states,

3. value economic organization and its impacts on the lives of people in society.
II. CONTENT
● Market transactions and Market and state

A. References
170
1. www.quipper.com
2. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
>Prayer
>Greetings
Checking of Attendance
Review of Previous Lesson
nd

1. Motivation:
How does the continuous decrease of the price of petroleum in the world market
affect the producer and seller of the product? Does it affect the world's economy as
whole? How?
2. Presentation:
Teacher will discuss market transaction and market and state
3. Activity:
Make a simple business plan for a unique product to be sold in a
monopolistic market.community.
4. Application:
•Why do many countries remain poor while others are rich?
• In our country, the rich become richer and the poor become poorer. Is there any
explanation for this?
• Who will take the lead to solve these problems?
D. Assignment
Based on this lesson, make a travelogue showing what countries you will be visiting
based on economic status or model.
V.REMARKS
VI. REFLECTION
Date: Week: 49 Quarter: Second

Subject: Understanding Culture, Society and Grad 11 Semester Fourth
Politics e: :
nd
I. OBJECTIVES
II. CONTENT
A. References
170

1. .www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
>Prayer
>Greetings
nd
1. Motivation:
whole? How?
2. Presentation:
3. Activity:
4. Application:
D. Assignment
V.REMARKS
VI. REFLECTION
Date: October 06-07, 2016 Week: 50 Quarter: Second

Politics e: :
I. OBJECTIVES
nd

II. CONTENT
A. References
170

1. www.google.com
C. Materials
1. Board
2. Chalk
IV. PROCEDURES
>Prayer
>Greetings
1. Motivation:
nd

whole? How?
2. Presentation:
3. Activity:
4. Application:
D. Assignment
V.REMARKS
VI. REFLECTION

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Astra Academy of Southern Luzon, Inc.

A Final requirement submitted to the Faculty of

ASTRA Academy of Southern Luzon, Inc.

Subject Teacher : Melly G. Rey

At the end of the session, learners are expected to:

4. Acknowledge social, cultural and political identities;

Part I - Understanding Culture, Society and Politics: Some Key Observations

Part II - The Social Sciences: Sociology, Anthropology, and Political Science

Part II - The Interpretive Dynamics of Society

Part III : Aspects of Culture

Part VI: Enculturation and Socialization

Part VII: Conformity and Deviance

Part VIII: Social Groups

Part X: Political and Leadership Structures

Part X: Economic Institutions

Part: Non-state Institutions and Organizations

Part XII: Education

Part XIII: Religion and Belief Systems

Part XIV: Health Systems

Part XV: Social and Political Stratification

Part XVI: Sources of Change and New Challenges to Human Adaptation

Part XVII: Responding to Social, Political, and Cultural Change

Grading System and Requirements

Project (Poem & debate) 30%

Project (Poem & debate) 30%

Project (Poem & debate) 30%

Final grade for the course = PT+ MT+FT

Date: June 15-19, 2019 Wee 1 Quarter First

III. LEARNING RESOURCES

The teacher will introduce the meaning of culture, society and

Teacher will describe students as acting agents and social actors.

The teacher will present some situations that students

Answer the following questions.

1. Why understanding culture, society and politics is important?

1. Students will be asked to visit a mall or a public market and

2. Observe social, political, and cultural behavior and phenomena.

3.Accept social, cultural, and political change.

III. LEARNING RESOURCES

> Review of Previous Lesson

Answer the following questions.

1. Why knowing Values and Beliefs are important?

1. Write a short essay on what constitutes our society as human beings?

Date: July 29-Aug. 02, 2019 Wee 3 Quarter First

III. LEARNING RESOURCES

Inc. pp. 11-13

Answer the following questions.

Date: Aug. 05-09, 2019 Week: 4 Quarter: First

III. LEARNING RESOURCES

Plan an awareness campaign about a relevant issue in their respective

Date: Aug. 12-16, 2019 Week: 5 Quarter: Second

III. LEARNING RESOURCES

3. Activity:Me and My Social Map

My unique features as a Types of social forces Assessment of effects

Answer the following questions:

Write a short essay with the theme “Change is coming!”

Date: Aug. 19-23, 2019 Week: 6 Quarter: Second

III. LEARNING RESOURCES

3. Activity: Me and My Social Map

Answer the following questions:

Review previous discussions.

Date: Aug. 27-30, 2019 Week: 7 Quarter: Second

III. LEARNING RESOURCES

Date: Sept. 2-6, 2019 Week: 8 Quarter: Second