Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS- VALENZUELA
Pio St., Marulas, Valenzuela City

Philippine Politics
And
Governance
Subject Area: Philippine Politics and Governance
Grade Level: Grade 12
Quarter: First
Week: 4

To the Parents/Guardians:
Learners may require your guidance in following the directions and answering the
questions in all the activities and formative assessment provided in this learning
packet. Please make sure that they answer each part of the activities and formative
assessment.
To the Learner:
This Learning packet contains activities and formative assessment about all the
lesson/topics for the subject “Introduction to the Philosophy of the Human Person”
for the first week of the second grading period (Final-terms). You may answer
directly to this activity sheets and make sure to follow the directions stated in each
part of the activity. Answer all questions the best that you can and please write
eligibly.
Content Standard:
Demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization
Performance Standard:
Clearly identify a specific political phenomenon and how it can be studied
Most Essential Competencies:
Analyze the nature, dimensions/types, and consequences of power
Day/Lesson
Number/Topi Objectives Materials Activities Assessment
c
Lesson 1  Define power  Learning Activity 1  Pre
 identify the nature, Packets A GLIMPSE Assessment
Topic: types, and  Ball pen BACK  Post
Nature, consequences of  Referenc  Activity 2 Assessment
Forms, and power e book ANALYSIS
Consequence  explain e nature, GUIDE
s of Power types, and  Activity 3
consequences of SKILL
power WORKOUT
 explain how power is  Activity 4
exercised in different
KNOWLEDGE
situations
CHECKER

1
Lesson 1: Nature, Forms, and Consequences of Power Day: 1

Pre-Assessment:
Directions: Determine the situations where there is a clear use of power as defined
in political science. Check those statements that present a clear use of power and
put an X mark on those that do not present a clear use of power.

______1. Your mother asks you to buy flour in the bakery.

______2. Agnes tries to escape a building on fire by breaking the windows using her
ukulele.
______3. The teacher asks the class to return immediately the classroom globe to its
proper
place.
______4. Protesters on the streets forced the police to direct traffic into an alternate
route.
______5. The President made sure that his constituents were happy by giving away
cash
gifts and other goods during Christmas.
______6. The stage director decided to kick the lead actor out of the play after 72
retakes.
______7. The 1986 EDSA People Power Revolution displayed unity of the people in
ousting
a tyrant.
______8. You got into a heated argument after someone accidentally spilled coffee
on your
pants while you were on a cafe.

Activity 1: A GLIMPSE BACK

Answer the following:
1. What political ideology in your society (or in general) do you like most?
______________________________________________________________
______________________________________________________________
__________
______________________________________________________________
_____
______________________________________________________________
_____

2. In one sentence, describe that ideology.

______________________________________________________________
_____
______________________________________________________________
______________________________________________________________
__________
______________________________________________________________
_____

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 3. Why do you like this certain ideology?
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____

4. What political ideology in your society (or in general) do you dislike?

______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____

5. Why do you not like this certain ideology? What aspect of this ideology you
dislike?

______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____

Lesson 1: Nature, Forms, and Consequences of Power Day: 2

.

CONCEPT NOTES
 Power in the natural sciences can be easily established through a single equation which
signifies the quantifiable nature of physical power.
 Power in society, and by extension, the social sciences, on the other hand, is more
complicated because it is continuously being molded by the dynamic nature of society and
the objective and subjective capacity of man.
 Dahl (1950) defined power in society as the ability of person A or institution A to make person
B or institution B do something that person B or institution B, on his/her/its own, would not do.
 From the said definition, power in society spans a broad spectrum of meaning that includes
force, authority, influence, and most of the time, coercion.
 In addition, in society, there are different forms of power-from authoritative power to economic
power.
 There are also many ways in which power can be expressed by individuals or institutions.
 Likewise, expressing power may range from the simplest of human interaction, such as when
parents tell their children what they should3and should not do, to the grandest, such as when
the government imposes policies for the welfare of its constituents.
 The extent of the consequences of power is dependent upon the different ways, degree, and
the aims by which power is expressed in society. For instance, political power in a state is
exercised by the government. Through this power, the government is able to create and enact
In their attempt to classify and better understand power, Barnett and Duvall (Pallaver
2011) created the taxonomy of power with four major types:
TAXONOMY OF POWER DESCRIPTIONS
Compulsory power  the direct control of one actor of the conditions
and actions of another.
Institutional power  the indirect ways in which an actor affects
another.
 An example is the use of rules or the law to
impose order.
Structural power  basically looks at the position and the roles of
various actors in relation to each other.
 Examples are coach to player, boss to worker,
or captain to crew relationships wherein the
position of each player toward another
provides them roles and responsibilities that
they play even without one coercing the other.
Productive power  similar to structural power that looks into the
relative position of the actors, the social
production of their roles, and how the roles
affect the actors' perceptions and actions.
 However, productive power focuses
not on the direct structures provided and
accepted by each actor, but on the discourse
between the actors in which power is
negotiated.
 According to Aristotle in his Poltics, there are situations where power in of these
egoistic goals, individuals pursue laws and intervene with social services to achieve
personal rather than communal gains.
 This is true throughout the history of man wherein various individuals identified by
Thomas Carlyle (1841) as "Great Men" of history, such as dictators and despots like
Pol Pot and Adolf Hitler who used the power vested on them by their respective
governments to pursue personal ambitions over the welfare of their people.
government is corrupted by the personal and selfish goals of individuals.
 In studying politics, we must be aware and accept the fact that power, as a central
concept, is dynamic and has different forms, depending on who is imposing power,
and how that power is expressed.

Lesson 1: Nature, Forms, and Consequences of Power Day: 3

4
Activity 2: ANALYSIS GUIDE
Answer the following:
1. If you were to quantify power in political science, what would your equation
look like? Explain your answer.
______________________________________________________________
______________________________________________________________
__________
______________________________________________________________
_____
______________________________________________________________
_____

2. How will you use the different types of power to affect the behavior of other
people (e.g., your classmates or group mates during debates, group projects,
school programs)?
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____

3. Power can corrupt an individual. How can a person avoid being corrupted by
power or abuse of power given to him/her?
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____
______________________________________________________________
_____

Activity 3: SKILL WORKOUT

The following are further classifications of power. Research on the definition of each
type. Cut and Paste pictures portraying each type of power.
TYPE DESCRIPTION PICTURE
COERCIVE POWER

EXPERT POWER

5
POWER OF REWARD

REFERENT POWER

LEGITIMATE POWER

PURCHASING
POWER

Activity 4: KNOWLEDGE CHECKER

I. Give five instances where each of the types of power as discussed in the Skills
Workout is expressed.
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
4. _____________________________________________________________________
_____________________________________________________________________
5. _____________________________________________________________________
_____________________________________________________________________

II. In box 1 identify a person who has power over you; in box 2, a person whom you
have power over. Describe what would happen if one does not respect power or
misuses it. Write your answer on the lines beside the boxes.

YOU
 Lesson 1: Nature, Forms, and Consequences of Power Day: 4

Post Assessment:
Directions: Summarize what you have learned in this lesson in three to five
sentences. Provide additional two to three sentences for your reflection or opinion on
the use of power.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

WEEKLY HOME LEARNING TASK

7
 Grade 12
Week: ____4_____ Quarter:___First_____

Learning Area: Philippine Politics and Governance

Day and Time Learning Competency Learning Task
Analyze the nature, a. Personality Check
dimensions/types, and b. Beyond the Wall
consequences of power c. Picto-Mean

Activity 1: PERSONALITY CHECK

Cite three things that made him a notable person in history and politics.

Activity 2: BEYOND THE WALL

Make a proposal for a simple method of controlling or checking the power of the
government to stop corruption.
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
Activity 3: PICTO-MEAN
Explain the picture below in relation to power.

 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________

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Reference/s:
Book/s
 Pawilen, R.A. & R. Philippine Politics and Governance, Rex Book Publishing
house, Quezon City, 2017, pp 16-21

Image/s
 Kumar, Pawan. 21 Mahatma Gandhi Quotes From My Quotebook That Will
Inspire You!, https://artplusmarketing.com/21-mahatma-gandhi-quotes-from-my-
quotebook-that-will-inspire-you-18ac9c114130
 https://www.vectorstock.com/royalty-free-vector/commander-and-soldier-salute-
each-other-vector-14282694

Prepared by:
JEFRREY ANTHONY F. REYES
Master Teacher I
Valenzuela National High School
Senior High School Department