MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

aDepartment of Education
Bureau of Learning Delivery
Teaching and Learning Division

Supplementary
Learning Module for
Senior High School
Learners
Grade Levels: Grades 11 and 12
Core Subject: Understanding Culture, Society,
and Politics
Semester: First

Learning Competency:
UCSP11/12DCSIe-11
Identify forms of tangible and intangible
heritage and the threats to these

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

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LESSON 4
Ethnocentrism and Cultural Relativism as orientations in viewing other cultures

Begin!
Senior High School is the last key stage of Philippine basic education system and a
preparation for the tertiary level, as you go along in this journey, you will encounter
various core subjects that will awaken your curiosity, enhance your thinking skills and
sharpen your cognitive capabilities as it equipped you with the necessary skills and
competencies for tertiary level, one of those core subjects focuses on culture, politics
and

society, under this core subject you will encounter topics and articles that discuss on how
culture, human dynamics, society and politics work.

As a Senior High School student, part of your responsibility is to increase your knowledge,
widen your awareness, and deepen your understanding about your own cultural heritage.

In this module you will learn about:

1. Tangible and intangible heritage

2. Forms of tangible and intangible heritage
3. Possible threats to them.

Your Targets

At the end of the module, you should be able to:

1. Differentiate tangible and intangible heritage.

2. Identify the forms of tangible and intangible heritage.
3. Enumerate possible threats to tangible and intangible heritage.
4. Promote the conservation of tangible and intangible cultural heritage by writing an
action plan.

UNLOCKING OF DIFFICULTIES
Something that can be felt through sense of touch.
1. Tangible
Can be considered as material output.
Implying a conceptual quality or characteristic.
2. Intangible
A Non-material output.
An organized design of human wisdom, faith, and norms that depends upon
3. Culture the ability to acquire, understand and transfer the knowledge from one
generation to another.
Custom, accomplishments, norms that are segment of the annals of
4. Heritage
society.

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5. Generation Batch of people born, active and functioning at the same time.

Try This! Page 2 of 20

Task: Make the Best Choice. (Individual Work)

Read and analyze each statement and identify what is asked or described in item. Encircle
the letter of the correct answer.

1. It is define as material artifacts created, produced and transferred from one generation to
another within a society.
A. Culture C. Intangible Heritage
B. Heritage D. Tangible Heritage

2. It refers to the ways, manifestation, articulation, wisdom, and craft that consociated with
the society and groups and in certain cases, a single person identifies those as part of their
cultural heritage.
A. Culture C. Intangible Heritage
B. Heritage D. Tangible Heritage

3. Tangible Cultural Heritage includes:

A. Art Craft/Creative Pieces C. Buildings
B. Built Heritage/Constructed D. All of the above

4. Read and analyze the choices below, choose the best example of intangible heritage.
A. Artifacts C. Chant/Prayers
B. Fossils D. Painting

5. Streets of Vigan City located in the Region of Ilocos Sur, Philippines is one good
example of Tangible Heritage, based on its characteristics, description, geographical traits,
and over-all aspect, identify on the given choices the tangible heritage.
A. Chanting C. San Agustin Church
B. Rituals D. Traditional Games

6. What is the biggest threat to intangible cultural heritage?

A. Academic Performance C. Behavior
B. Attitude D. Lack of interest

7. Identify the intangible cultural heritage on the given examples.

A. Clay Tablets C. Machu Pichu
B. Darangen D. San Agustin Church

8. Which among the given examples is not an intangible cultural heritage?

A. Body Modification C. Tugging Rituals/Games
B. Darangen D. Weave Clothing

9. These very prone to destruction by natural phenomenon, through negligence and human
intervention in their natural characteristics and traits.
A. Culture C. Intangible Cultural Heritage
B. Heritage D. Tangible Cultural Heritage

10. Identify the tangible cultural heritage on the given examples.

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A. Body Modification C. Darangen

B. Clay Tablets D. Tugging Rituals/Games

Do This! Page 3 of 20

Task: Give it to me Baby! (Individual)

Directions: Observe and analyze the pictures below and give the appropriate characteristics of the
shown image in the picture based on your observation. Choose the appropriate characteristics on
the box.
-Artifacts created -Produced and transferred from one generation to another
-Structure -Ways or norms of a group -traditions
-Artistic performance -Wisdom within the community and traditional expertise.
Picture A Picture B

Characteristics: Characteristics:
1. 5.
2. 6.
3. 7.
4.

Task: Read and analyze the story below.

A TOUR: TANGIBLE AND INTANGIBLE CULTURAL HERITAGE

Albert Joseph G. Ceniza

Infinity Faith’s dream is to become a flight stewardess. She wants to go various places
around the country and the globe while doing her passion as flight stewardess.

Every day she thinks of her dream, one night as she starts to gaze in the stars with so
much excitement she fell asleep. Moments after, she woke up in a plane and wondered how and
why she came up in that situation until she saw the answer in her hands, a round trip ticket tour in
the Philippines for a month all-expense paid.

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MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Immediately she looked at the window, seeing the clouds made her realized that this is not
a dream. While on her flight she wears her headset and listen to her favorite epic song, The
Darangen, an ancient epic song that includes the rich wisdom of Maranao people located in Lake
Lanao region in Mindanao. Darangen consists of 17 cycles with a total of 72, 000 lines. The
purpose of Darangen is to celebrate episodes from the Maranao History and the suffering of their
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legendary heroes.

After the song, she heard Captain Lucas announcing that 20 minutes from the current time
they will arrive at Laoag International Airport, Her first stop will be in Vigan to visit Calle Crisologo.
Vigan City is located in Ilocos Sur, Ilocos Region. Where heritage buildings and structures are still
up. Calle Crisologo was declared as one of the UNESCO World Heritage Site in the Philippines.
While looking on the historic structure in the streets of Vigan, Infinity Faith noticed degradation in
some houses due to weather and over population. Tourist influx can cause shortage of hotel
rooms, parking spaces and increased solid wastes volume.

People in Ilocos region are very accommodating, hospitable, and respectful. She observed
this while staying in the house of her Auntie. Late in the afternoon while taking her merienda she
suddenly noticed her Auntie went to an isolated room and heard her Auntie praying/chanting.
Right after it, Infinity Faith asked her Auntie what was that all about, her Auntie answered it is a
3:00 o’ clock prayer. A practice passed on from generation to generation but unfortunately,
children nowadays have no time and interest for this kind of practice and tradition.

Days after, Infinity Faith went to the Province of Ifugao where she can find the Banaue Rice
Terraces built 2000 years ago maintained and preserved with its astonishing look and aesthetic
beauty. As she went farther to the Rice Terraces she observed that few of its paddies are
damaged due to various factors like worms and local migration which resulted to the decline of
rural population. As the population of worms increased it will worsen the condition of the rice
paddies. As of today, no rice paddies are without worms and the young generation of farmers in
Banaue Rice Terraces intend to work in the city rather than cultivating their soil and improve the
condition of Banaue Rice Terraces due to poverty.

It was late in the afternoon, Infinity Faith decided to go to her hotel and while on her way to
the hotel, she witnessed a Hudhud being performed in some of the rice paddies, Hudhud is a
narrative chant performed by Ifugao community during rice sowing season, harvesting, mourning
rites and rituals. Right there and then she felt sadness and disappointment as she realized that
there is a big possibility that Hudhud will be diminished or will be forgotten since the younger
generation in Ifugao has no interest in farming in the Banaue Rice Terraces.

Tomorrow will be the last day of her journey; her destination will be in Manila where she can
visit the Church of the Immaculate Conception of San Agustin (Manila) inside the historic walled of
Intramuros. The Church of the Immaculate Conception of San Agustin (Manila) is one good
example of Baroque architecture completed during the Spanish Era in the Philippines. She found it
amazing how this big infrastructure lasts from 1600 up to the present times and the European
inspired Baroque design brings out the traditional aspects and appreciation of the people during
that time. In a closer look she spotted some deterioration due to weather and climate change, she
also noticed the large number of tourist arriving in the Church of the Immaculate Conception of
San Agustin that might result to shortage of hotel rooms and parking spaces, increased solid
waste volume and, high risks structural integrity due to too much exposure to tourists.

As her journey ends, she started to hear the voice of her mamay waking her up and
immediately she realized that it was only a dream. While eating her breakfast she concluded that
heritage buildings and structures, material artifacts, fossils, creative pieces, tradition, practices,
acquired skills, wisdoms and all other tangible and intangible cultural heritage can be damaged

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

due to natural causes and/or human intervention. If these can be preserved and protected by
spreading awareness of the importance of cultural heritage.

Explore! Page 5 of 20

Task: Pick, Pick, Pick-DATA RETRIEVAL CHART (Individual)

After reading the story, complete the data retrieval chart below by identifying all Tangible and
Intangible Cultural Heritage stipulated in the story, their description, location, characteristics, age
(if applicable) and answer the guide questions below

TANGIBLE CULTURAL HERITAGE

Name Location Description Characteristics Age
1.
2.
3.

INTANGIBLE CULTURAL HERITAGE

Name Location Description Characteristics Purpose
1.
2.

Guide questions:

1. What is the story all about?

2. What did you feel after reading the text?
3. Based on the data retrieval chart, compare and contrast tangible cultural heritage to
intangible cultural heritage.
4. What conclusion can you make using the information on the data retrieval chart?

Keep this in Mind

Task: Read, read, read!
Read and analyze the text below and accomplish the following activities.

TANGIBLE AND INTANGIBLE CULTURAL HERITAGE

Tangible Cultural Heritage defines as material artifacts created, produced and transferred
from one generation to another within a society. Examples of tangible cultural heritage are
structure, gravestone/headstone, and other material or tangible output of human
imagination.

Intangible Cultural Heritage refers to the ways, manifestation, articulation, wisdom, and craft
that consociated with the society and groups and in certain cases; a single person identifies
those as part of their cultural heritage such as spoken traditions, artistic performance,
wisdom within the community and traditional expertise.

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Tangible are very prone to destruction by natural phenomenon, negligence and human
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intervention these are the possible threats that might affect the structural integrity of tangible
cultural heritage and in its astonishing look and aesthetic beauty of tangible cultural
heritage.

Moreover, lack of interest and modern way of living of young generation nowadays are the
biggest threats to our intangible cultural heritage, hence, it may cause the non-observance
of intangible cultural heritage.

Maintaining and protecting both Tangible and Intangible Cultural Heritage need distinctive
ways so that it can be passed on from one generation to another generation.

Some examples of Intangible Cultural Heritage are:

1. Hudhud (Chanting) Philippines
2. Tugging War (Games) Philippines
3. Body Modification (Tradition) Africa/Global
4. Darangen (Epic Song) Philippines
5. Cloth Weaving (Tradition) Philippines

Some examples of Tangible Cultural Heritage are:

1. Street in Vigan City Philippines
2. Baroques Churches Philippines
3. Banaue Rice Terraces Philippines
4. Machu Picchu Peru
5. Artifacts and Fossils Global

Now that you have read and understood the meaning and forms of tangible and intangible cultural heritage
as well as the possible threat to them, show your learning through the following activities. You may do it
individually, or with your classmates or even with your group mates.

Task: Let it Flow, Let it Flow, Let it Flow! (Individual)

Go back to the story entitled A TOUR: TANGIBLE AND INTANGIBLE CULTURAL HERITAGE
and choose 1 Tangible and 1 Intangible Cultural Heritage cited in the story and enumerate
possible threats to them, the effects of those threats and possible solution or prevention to it.
Complete the flow chart below by providing all the necessary information and present it to the
class.

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

TANGIBLE CULTURAL HERITAGE

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Name:
POSSIBLE
POSSIBLE
EFFECT/S SOLUTION/
THREAT/S PREVENTION

INTANGIBLE CULTURAL HERITAGE

Name:
POSSIBLE
POSSIBLE
EFFECT/S SOLUTION/
THREAT/S PREVENTION

Guide questions:

1. What can you say about the work or presentation of your classmate?
2. Do you agree or disagree on the effect/s given by your classmate? Justify you answer.
3. Based on the possible threat and its effect, do you agree or disagree on the possible
solution/prevention formulated by your classmates? Justify you answer

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Apply what you have learned Page 8 of 20

Task: Compare and Contrast (Individual)

Study and analyze the pictures below. Elaborate your observation through writing the differences
and similarities of two pictures using the chart provided and using your gathered data, answer the
following guide questions:

Group 1: Banaue Rice Terraces

PICTURE A PICTURE B

PICTURE A PICTURE B

SIMILARITY

My comment/s:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

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Group 2: Darangen Epic Song and Modern Song

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PICTURE A PICTURE B

PICTURE A PICTURE B

SIMILARITY

My comment/s:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

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Group 3: Calle Crisologo, Street of Vigan City Page 10 of 20

PICTURE A PICTURE B

PICTURE A

DIFFERENCE

SIMILARITY
PICTURE B

My comment/s:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

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Group 4: Traditional Weave Clothing and Modern clothing Page 11 of 20

PICTURE A PICTURE B

SIMILARIT
PICTURE A PICTURE B
Y

My comment/s:
______________________________________________________________________________

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

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______________________________________________________________________________
______________________________________________________________________________
____________________________________

Group 5: Church of the Immaculate Conception of San Agustin (Manila) Page 12 of 20

PICTURE A PICTURE B

PICTURE A PICTURE B

SIMILARITY

My comment/s:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

Guide Questions:

1. What are your major observations in your output?

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

2. Based on your observation, is there a big threat to the given cultural heritage? if yes, kindly
enumerate and explain your answer?
3. As a Senior High School student, how can you use your observation to promote the
preservation of our tangible and intangible cultural heritage?
4. As a student and one of the recipients of this tangible and intangible cultural heritage, how
can you help our leaders in preserving, maintaining and protecting out tangible and
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intangible cultural heritage? Elaborate your answers

Reflect!
Task: You Complete Me! (Individual)
Now that you are in this phase, go back to the previous
activities Pick, Pick, Pick, Read, Read, Read and Flow Chart
then complete the sentences below.

Tangible Cultural Heritage are ____________________________________.

Examples of Tangible Cultural Heritage are ________________________.
Intangible Cultural Heritage are ____________________________________.
Examples of Intangible Cultural Heritage are ________________________.

The possible threats to our tangible and intangible cultural heritage are
______________________________________________ and the possible solutions to
those threats are ___________________________________________.

EXIT VISA YOUR REALIZATION

Task: 3-2-1 chart (Individual) Task: Share it to us!
(Individual)
Have you learned so much from this
module? Let us check the level of your Congratulations for finishing this
understanding through 3-2-1 chart. module and thank you for
accomplishing all the task given.

You had an amazing learning experience

3 best things I learned today
1. ____________________________
2. ____________________________
3. ____________________________
in finishing this module and for sure you
will answer all the given tasks on the
other module with great interest and
passion for learning.

2 things that caught my interest Kindly share to us your learning by

1. _____________________________
2. _____________________________
1 thing that I wanted to learn more about
1. _____________________________
completing the sentences below:
I have learned that _______________
I have realized that _______________
I will use my learning to __________

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Assess what you have learned
Task 1a: True or False. Write T if the statement is true and F if the statement is false.

_____1. Tangible Heritage includes constructed/built heritage, Buildings and creative pieces/art
craft.
_____2. Lack of interest and modern way of living of young generation nowadays are the
biggest threats to our tangible cultural heritage.
_____3. Intangible cultural heritage refers to the ways, manifestation, articulation, wisdom, and
craft that consociated with the society and groups and in certain cases, a single person
identifies those as part of their cultural heritage.
_____4. Darangen is an example of Intangible cultural heritage.
_____5. Intangible are very prone to destruction by natural phenomenon, through negligence and
human intervention in their natural characteristics and traits.

Task 1b: My, oh My, Let us Classify! (Individual)

Analyze each picture and classify them according to the forms of cultural heritage. Write TH if it is
TANGIBLE HERITAGE and IH if it is INTANGIBLE HERITAGE.
___1. Banaue Rice Terraces ___2. Machu Picchu

___3. San Agustin Church ___4. Streets of Vigan City

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

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___5. Chanting/Praying ___6. Ancient Epic Songs

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___7. Body Modification ___8. Traditional Cloth Weaving

___9. Tugging Rituals and Games ___10. Artifacts and Fossils

Note: All images are subject to editing of illustrator.

Task 2: Give All to Us! (Pair/Group Work)

Make an interview within your community; choose at least 1 person whom you think could
appropriately answer all your queries and could provide the necessary information on the chart
below. Kindly ask your respondents to name 1 tangible and 1 intangible cultural heritage that are
located in your area/province/region/country and ask them to give a brief description about them,

FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE

Remember: State the purpose of your interview and discuss briefly the
MODULE 1 UNDERSTANDING CULTURE, SOCIETY AND POLITICS

its condition before, its condition today and possible threat to them. You may use the following
guide questions below in conducting your interview:

Basic Information
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Name (optional) ________________________________________________________
Address: ________________________________________________________
Age: ________

TANGIBLE CULTURAL HERITAGE

Condition Condition Possible
Name Description
Before Today Threats
1.

INTANGIBLE CULTURAL HERITAGE

Condition Condition Possible
Name Description
Before Today Threats
1.

Guide questions for the respondent:

1. Do you know any building, creative masterpiece, artifacts or fossils that can be found in
your area/province/region/country?
2. If yes, can you give a short description about it?
3. What is the status/condition of the said tangible cultural heritage before and today? Is there
any possible threat to it? Kindly elaborate your answer.

LET US FEEL YOU!

Task: Share, Share (Individual Work)

After your interview, let your classmates know:

1. What did you feel towards your tangible and intangible cultural heritage?
2. Using the data gathered and in your own simple way, how can you help the community
or your leaders in preserving and protecting your tangible and intangible cultural heritage?
Elaborate your answer.

Task 3: Plan, Set, Action! (Individual)

Major Project

Choose 1 tangible or 1 intangible cultural heritage that can be found in your area and make
an action plan on how you can preserve and protect it using the given format below.

NAME OF THE PROJECT:

Name of Cultural
Heritage Person/s Funds
Objective/s Strategy Timeline
(indicate if its tangible or Involved (if necessary)
intangible)
1.

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Glossary

AESTHETIC -of, relating to, or dealing with aesthetics or the beautiful.

-a usually simple object (such as a tool or ornament) showing human
ARTIFACT workmanship or modification as distinguished from a natural object
-especially : an object remaining from a particular period
GRAVESTONE -a burial monument
-: something that manifests or is manifest
MANIFESTATION
-: a perceptible, outward, or visible expression
-an object or aspect known through the senses rather than by thought or
PHENOMENON
intuition

Answer Key

Task: Make the Best Choice. Task: Compare and Contrast (Pair/Group
(Individual Work) Work)
1. D Learner/s’ answers may vary
2. C
3. D Task: You Complete Me!
4. C (Individual Work)
5. C Learner/s’ answers may vary
6. D Task: 3-2-1 chart
7. B (Individual Work)
8. D Learner/s’ answers may vary
9. D
Task: Share it to us!
10. B
(Individual Work)
Learner/s’ answers may vary
Task: Give it to me Baby! (Individual/Pair
Work) Task 1a: True or False.
1. Ways or norms of a group (Individual Work)
2. Traditions 1. T
3. Artistic Performance 2. F
4. Wisdom within the community and 3. T
traditional expertise 4. T
5. Artifacts created 5. F
6. Structure Task 1b: My, oh My, Let us Classify!
7. Produced and transferred from one (Individual Work)
generation to another. 1. TH
2. TH
Task: DATA RETRIEVAL CHART 3. TH
(Individual/Pair/Group Work) 4. TH
Learner/s’ answers may vary 5. IH
6. IH
Task: Let it Flow, Let it Flow, Let it Flow! 7. IH
(Individual/Pair/Group Work) 8. IH
Learner/s’ answers may vary 9. IH
10. TH

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Task 2: Give All to Us!

(Pair/Group Work)
Learner/s’ answers may vary
Task: Share, Share
(Individual Work)
Learner/s’ answers may vary
Task 3: Plan, Set, Action!
(Individual/Pair/Group)
Major Project
Learner/s’ answers may vary

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Rubrics: Task: DATA RETRIEVAL CHART (Individual/Pair/Group Work)

Task: Let it Flow, Let it Flow, Let it Flow! (Individual/Pair/Group Work)
Task: You Complete Me! (Individual Work)
Task: 3-2-1 chart (Individual Work)
Task: Share it to us! (Individual Work)
Task 2: Give All to Us! (Pair/Group Work)
Task: Share, Share (Individual Work)

(for pair/group)
Correctness of the information provided on the chart 3
Justification of the answers on the guide questions 3
and its connection to the topic
Cooperation within the pair/group 2
Presentation (clarity and loudness of voice) 2
Total 10

(for individual)
Correctness of the information provided on the chart 3
Justification of the answers on the guide questions 3
and its connection to the topic
Timeliness 2
Presentation (clarity and loudness of voice) 2
Total 10

Rubrics: Task: Compare and Contrast (Pair/Group Work)

(for pair/group)
1. Comparison are solely based on the pictures 3
2. Justification of the answer 3
3. Cooperation 2
4. Following the format and presentation 2
Total 10

Rubrics: Task 3: Plan, Set, Action! (Individual/Pair/Group)

(for pair/group)
Realistic action plan 35
Appropriateness of the strategy to materialized the 45
Project
Presentation to the class 10
Cooperation 10
Total 100
(for individual)
Realistic action plan 40
Appropriateness of the strategy to materialized the 50
Project
Presentation to the class 10
Total 100

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References

(n.d.). Tangible and intangible Cultural Heritage. Retrieved from https://resources.riches-

project.eu/glossary/tangible-and-intangible-cultural-heritage/

(n.d.). Dictionary by Merriam-Webster: America's most-trusted online dictionary. Retrieved from

https://www.merriam-webster.com/dictionary

Prepared by:

ALBERT JOSEPH G. CENIZA

Teacher
Kasiglahan Village National High School
Division of Rizal
Region IV-A (CALABARZON)

Checked by:

ERNANI OFRENEO JAIME

Supervising Education Program Specialist
Bureau of Learning Delivery
Teaching and Learning Division
DepEd Central Office

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FORMS OF TANGIBLE AND INTANGIBLE HERITAGE AND THE THREATS TO THESE