Understanding Culture Society and Politics q2 Las 1

11
Understanding Culture,
Society, and Politics
Second Quarter
LEARNING ACTIVITY SHEET
COPYRIGHT PAGE
Learning Activity Sheet

Understanding Culture, Society and Politics
Grade 11
Copyright @ 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
i
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attributed. No work may be derived from the material for commercial purposes and profit.
Consultants:
Regional Director ESTELA L. CARIŇO, EdD, CESO IV
Assistant Regional Director RHODA T. RAZON, EdD, CESO V
Schools Division Superintendent MADELYN L. MACALLING, PhD, CESO VI
Assist. Schools Division Supt. EDNA P. ABUAN, PhD
DANTE J. MARCEL, PhD, CESO VI
Chief Educ. Supervisor, CLMD OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID RODRIGO V. PASCUA, EdD
Development Team
Writers : Leriza S. De Guzman, Ronald B. Lopez, Bambi D. Divina, Cherrylyne A. Bercasio,
Krisha Dyane M. Hoggang, Michelle Abad, Renibel D. Roldan, Rhoda Reyno,
Jovencio C. Carig Jr.
Content Editors : Richard C. Esguerra, Merlyn Manango, Novalyn Cuaresma, Rubylin M. Orina,
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Language Editor : Andrea Ramos, Myline J. Respicio, Roberto Español, Ferdinand D. Masiddo
Layout Artist : Jovencio C. Carig Jr.
Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela

Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Miraflor D. Mariano, Regional EPS Araling Panlipunan
Rizalino G Caronan, Regional EPS LRMS
Printed by DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Table of Contents
Learning Competency Page
Explain the forms and functions of state and non-state institutions 1
Examine the functions and importance of education in the society 14
ii
Examine the concept, characteristics and forms of stratification system
using sociological perspective 22
Explain government programs and initiatives in addressing social

Inequalities 30
Suggest ways to address social inequalities in the local, national, and

global level 42
Examine human responses to emerging challenges in contemporary

societies 55
iii
UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
FORMS AND FUNCTIONS OF STATE AND NON-STATE INSTITUTIONS
BACKGROUND INFORMATION FOR LEARNERS
Institution is a mechanism which governs the behavior of a set of individuals within a

given community. The state is the institution whose functions are carried out by the
government. It is supported in whole or in part by general fund moneys. Its role is to
make a positive legislative environment and policy framework that enables various
arms of the state to explore and achieve their potential while maintaining a high
standard of operation to protect public interest. Its primary functions are maintenance
of peace and order and the regulation and control of the lives of the people as well as
addressing the needs of the citizenry of a certain degree of social order. Therefore,
its major scopes are political and economic institutions. Political Institution is
universal in all the societies of the world. This is the system of power and authority
which is used to maintain social order. Political Institution is a complex of social
norms and rules that serve to maintain social order to exercise power to compel
conformity to the existing system of authority and to provide the means for changes
in the legal or administrative. System Economic Institutions refer to two things: a)
Specific agencies or foundations, both government and private, devoted to collecting
or studying economic data, or commissioned with the job of supplying a good or
service that is important to the economy of a country. The Bureau of Internal
Revenues (the government tax-collection agency), the Bangko Sentral ng Pilipinas
(the government producer of money), the National Bureau of Economic Research (a
private research agency) are all examples of economic institutions. B)
Wellestablished arrangements and structures that are part of the culture or society,
e.g., competitive markets, the banking system, kids’ allowances, customary tipping,
and a system of property rights are examples of economic institutions.
The main functions of economic institutions are:
1. Reciprocity is defined as the system of exchange in which goods or

services passed from one individual or group to another as a gifts without the need
for explicit contracting for specific payments.
A. General Reciprocity- This happens when there is no expectation of
immediate exchange for the given gifts. People are motivated by the sense of
obligations towards the welfare of the others like when parents of a simple family
provide goods and services to the children even though children may not
Note: Practice Personal Hygiene Protocols at all times 1

reciprocate in kind. For example, if you are shopping with a friend and you buy
him a cup of coffee, you may expect him to buy you one in return at some time in
the future.
B. Balance Reciprocity- This happens between persons who lack a sense
of kinship or obligation to help one another with no expectation of return,
but who each has something that the other would like to have. Balanced
reciprocity is likely to occur when a return gift is expected within a relatively short
time. Simple barter or supermarket purchases involve this understanding. If you
walk out of a store without paying for the goods that you have taken, you very
likely will be stopped by the store employees and possibly arrested because you
failed to immediately reciprocate with the appropriate amount of money.
C. Negative Reciprocity- This happens when an individual or group in
reciprocal exchange system attempts to get more than what it gives. Negative
Reciprocity may take place through deceit in bargaining or outright theft because
the profit motive precedes over generosity. For instance, your neighbor may be
offered a new job in a distant city starting in two days. She desperately needs to
sell her car before she leaves. It is nearly new and it costs her P500,000. You
offer her P250,000 which she reluctantly accepts because there is no other
choice. Your taking advantage of her situation resulted in negative reciprocity.
2. Redistribution is when members of an organized group contribute money

into a common pol of fund. A central authority usually has the privilege and
responsibility to make decisions about the goods or money later will be allocated
among the group as a whole. Example of this is the taxes that are collected from
individuals dependent on their personal income and then that money is distributed to
other members of society through various government programs.
3. Market Transactions is when goods are sold for money, which in turn is
used to purchase other goods, with the ultimate goal of acquiring more money and
accumulating more goods. Markets may be represented by physical locations where
transactions are made. These include retail stores and other similar businesses that
sell individual items to wholesale markets selling goods to other distributors. Stores
may also be virtual. Internet-based stores and auction sites such as Amazon and
eBay are examples of markets where transactions can take place entirely online and
the parties involved never connect physically.
Non-state institutions on the other hand, are groups and organizations which
operate outside the support of any state or government. They are referred to be
‘stateless’ since they are considered to be independent of any state, although, they
usually collaborate with the government in implementing projects. Non-state
institutions assume different functions and focus on a specific objective. In general,
they develop certain services needed by members of the society for their progress.
Examples of which are:
1. Bank- This is a financial institution licensed to receive deposits and make
loans. Banks may also provide financial services such as wealth management,
currency exchange, and safe deposit boxes. There are several different kinds of
banks including retail banks, commercial or corporate banks, and investment banks.
In most countries, banks are regulated by the national government or central bank.
BDO, UnionBank, Chinabank and others are examples of banks in the Philippines.
2. Corporation- This is a legal entity that is separate and distinct from its
owners. Corporations enjoy most of the rights and responsibilities that individuals
possess: they can enter contracts, loan and borrow money, sue and be sued, hire
employees, own assets, and pay taxes. Some refer to it as a "legal person. San
Miguel Corporation, ABS-CBN and GMA Network are some examples of companies
in the Philippines.
3. Cooperatives- are people-centered enterprises owned, controlled and
run by and for their members to realize their common economic, social, and cultural
needs and aspirations. Multipurpose Cooperative is an example.
4. Trade Unions- are organizations made up of members (a membership-
based organization) and its membership must be made up mainly of workers. One of
a trade union's main aims is to protect and advance the interests of its members in
the workplace. Example of these are Federation of Free Workers (FFW), Kilusang
Mayo Uno (KMU), Sentro ng mga Nagkakaisa at Progresibong Manggagawa
(SENTRO), and the Trade Union Congress of the Philippines (TUCP).
5. Transnational Advocacy- Transnational advocacy organizations (TAOs)
are defined as “self-organized advocacy groups undertaking voluntary actions across
state borders in pursuit of what they deem the wider public interest.” Advocacy
organizations are known by different names: non-state actors, NGOs, transnational
advocacy networks. Example of this is the Greenpeace, an independent global
campaigning organization that acts to change attitudes and behavior, to protect and
conserve the environment, and to promote peace.
6. Development Agencies- Its main duty is to discover regional potential
and develop cooperation between the public sector, private sector and civil society.
United States Agency for International Development (USAID) the Inter-American
Foundation (IAF), and the Millennium Challenge Corporation (MCC)
African Development Foundation (ADF) are some examples.
7. International Organization- An international organization
(intergovernmental organization) is an organization established by a treaty or other
instrument governed by international law and possessing its own international legal
personality, such as the United Nations, the World Health Organization and NATO.
LEARNING COMPETENCY
Explain the forms and functions of state and non-state institutions. (Quarter 2,
Week 7)
DIRECTIONS
Let’s Start!
Hello learner, read and analyze the instruction in each activity. Write your
answers on the space provided. There will be a corresponding point for every correct
answer. Answer thoroughly and write legibly.

LEARNING ACTIVITY 1: KNOW YOUR WORD (Crossword Puzzle)
Look and write words that correspond to the definition below.
A A P I R A E X H E L
N P B A E F A M M Z E
B C O I D L N Z A U N
H A D N I O L U O G E
I L E S S C E G N G S
L E B T T T D E M E N
I B R I R D A E A D O
P A I T I O R T F I I
P S E U B R I D E G T
I I L T U A Z I R R A
N P R I T N N B C E R
E S E O I L A K U C O
S C I N O E F M S I P
A U G S N E E I D P R
R A N G O H R S E R O
E V I T A R E P O O C
S Y A N R D D T B C I
I N T Y O N I E A I M
Y U A L M A R K E T B
H A R E D A N R E Y S
Hints:
1. This refers to mechanisms which govern the behavior of a set of individuals within
a given community.
2. They provide safe deposit locker facilities and safe custody services to the
customers.
3. Its structure allows for the protection of the owners’ individual assets from that of
the company.
4. These are people-centered enterprises owned, controlled and run by and for
their members to realize their common economic, social, and cultural needs and
aspirations.
5. This is a place where two parties can gather to facilitate the exchange of goods
and services.
6. The system of exchange in which goods or services passed from one individual
or group to another as a gift without the need for explicit contracting for specific
payments.
7. A central authority who has the privilege and responsibility to make decisions on
the goods or money allocated among the group as a whole.
8. This is a political organization of society, a political body or institutions of
government.

9. These are groups and organizations which operate outside the support of any
state or government.
10. Any non-profit, voluntary citizens' group which is organized on a local, national or
international level.
LEARNING ACTIVITY 2: #RECIPROCATE #REDISTRIBUTE

#MARKET
The following are some scenarios, places and events. Analyze if each
scenario is an example of reciprocity, redistribution or market transaction. Write
#Reciprocate, #Redistribute, or #Market in the space provided before the number.
___________________1. Borrowing and lending of material goods other than money.
___________________2. Taxes collected from individuals.
___________________3. Exchange gifts during Christmas season
___________________4. A robber being sentenced into prison for a certain period
of time.
___________________5. The Pantawid Pamilyang Pilipino Program (4Ps) of the
Philippine Government
___________________6. Gambling
___________________7. Home shopping in this time of pandemic
___________________8. Donations from Sagip Kapamilya
___________________9. Shopee, Lazada and other online stores
___________________10. SM, Robinson’s and Xentro Malls trying to sell their
products even with the threat of pandemic
___________________11. If you see a friend in Robinson’s mall and buy him a
Macau Milk tea, you may expect him to buy you one in return at some time in the
future.
___________________12. The Social Amelioration Program (SAP) in this time of
COVID 19.
___________________13. The Land Reform Program by the government to give
lands to the landless.
___________________14. Pasabuy, Grabfood, Lalalove and other food hailing
stores
___________________15. A teacher who makes an Activity Sheets that can be
useful for his/her students.
LEARNING ACTIVITY 3: DO YOU KNOW ME?

Match the Non-government institutions in Column A to its example in
Column B and its function in Column C. Write your answer on the
space provided in column A.

CORPORATIONS A. Its structure allows for
the protection of the
owners’ individual
________ assets from that of the
company, as it is an
entity separate and
distinct from that of the
shareholders, whose
liability in a corporation
is limited to the amount
https://www.google.com/search?q=banks+in 1 of their share capital.
A.
TRADE UNIONS B. They accept deposits
from the public for the
purpose of lending loans
________ to the public and invest
the amount in securities.
They provide safe
deposit locker facilities
and safe custody
services to the
customers.
https://www.google.com/search?q=ISU+coop 1
B.
DEVELOPMENT C. Its main function is to
AGENCIES provide a significant
contribution in the
objectives of creating a)
________ rapid, inclusive and
sustained economic
growth, b) financial
https://www.google.com/search?q=abs+cbn& 1 inclusion, and c)
C. reduction of poverty.

INTERNATIONAL D. It can secure better
ORGANIZATION pay and higher benefits
and incentives from
employers. Also, it can
________ influence the crafting
and implementation of
socio-economic policies
https://www.google.com/search?q=jica+phi 1
that would result in
D. longterm economic
benefits for workers and
their families.
TRANSNATIONAL E. Its goal is to connect

ADVOCACY civil society actors with
states and international
organizations multiplying
________ channels of access for
such actors to the
international system.
One of his main
exercises is to conduct
exchanges of strategic
information in order to
place the issues into
categories that may
persuade, press and
https://www.google.com/search?q=who+phil 1 influence actors in
E. decision making.
BANKS F. Its main duty is to
discover regional
potential and develop
________ cooperation between the
public sector, private
sector and civil society.
https://www.google.com/search?q=KMP+TUCP
1 F.

COOPERATIVES G. It helps to set the
international agenda,
mediating political
________ bargaining, providing a
place for political
initiatives and acting as
catalysts for the
coalition- formation.
https://www.google.com/search?q=habitat+ 1 G.
They facilitate
cooperation and
coordination among
member nations.
LEARNING ACTIVITY 4: Make it N GO for it!

With the knowledge of state and non-state institutions in the Philippines,
you are required to come up with an action plan of putting up a simple
service-oriented program/organization in your community by answering
the following:
Background of the Problem Possible Partners: Possible Solutions:
.
• Who are you trying to • What local, national or • What is your
help? international NGOs are proposed solution to this
• What is the problem you already doing to address problem? • How will your
are trying to address? • this problem? solution work?
On what community are • Whom do you
you focusing? need help from in order to
implement your solution?
• What will the
situation look like after
you have implemented
your decision?
ACTION PLAN
I. Background of the Problem:
II. Possible Partners

III. Possible Solutions
RUBRIC FOR SCORING
Category Very poor Poor (2) Fair (3) Good (4) Very good (5)
(1)
Backgroun No There are Describes ⚫ Describes ⚫ Describ es
d of the descriptio some the the the problem
Problem n of the descriptio problem problem and clearly
problem ns of the and and understan ds
problem, clearly clearly what the
but understan understan ds problem is
unclear if what the ⚫ Cites facts
ds what
the problem is /
the
problem ⚫ Cites facts statistics
problem is
is / statistics ⚫ Describ es
understoo how many
d people the
problem
impacts and
why it
continues
to be a
problem
Programs, Opinions Very Describes ⚫ Describes ⚫ Describ

projects or vague & some existing es existing
initiatives general programs governme governme
from but fails to nt nt
Possible describe programs programs and
Partners others (For ⚫ Describes initiatives
example, existing in detail
describes UN ⚫ Describ
governme programs es existing
nt and UN ⚫ Describes UN programs
programs, existing
but not NGOs and

NGO their in detail
programs) programs ⚫ Cites
existing
NGOs and
describes their
programs
in detail
Possible Opinions Very Some ⚫ New ⚫ Solution s

Solutions vague & specific solutions that are
general ideas based on working
old ⚫ New
solutions solutions
that are based on old
not strategies
working that are not
⚫ A wish list working ⚫ A
to improve wish
or address list to
the improve or
problem address the
problem
REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________
• I want to learn more _____________________________________________

______________________________________________________________
REFERENCES:

WEBSITES:
https://en.wikipedia.org/wiki/Institution. Last accessed June 3, 2020.

https://www.ica.coop/en/cooperatives/what-is-a-cooperative. Last accessed June 3,
2020.
https://www.britannica.com/topic/state-sovereign-political-entity. Last accessed June
3, 2020. http://www.ngo.org/ngoinfo/define.html. Last accessed June 3, 2020.
https://www.cda.gov.ph/transparency/name-of-officials/board-of-
administrators/admeulogio-t-castillo-ph-d/755-cooperatives-in-the-socio-economic-
development-of-thephilippines. Last accessed June 3, 2020.
https://www.gmka.gov.tr/en/what-is-development-agency-what-are-its-responsibilities
https://www.tripleiconsulting.com/corporation/. Last accessed June 3, 2020.
Montebugnoli, Mariana de Freitas. Changing World and the Growing Importance of
the Transnational Advocacy Network on Global Governance. Last accessed June 3,
2020.
http://web.isanet.org/Web/Conferences/FLACSO-
ISA%20BuenosAires%202014/Archive/6228ae78-1118-469e-ba56a7fae26fce66.pdf.
Last accessed June 3, 2020.
Example of How to Write an NGO Action Plan. http://montessori-
mun.org/wpcontent/uploads/2013/09/Action-Plan-NGO-2015-1.pdf. Last accessed
June 3, 2020.
https://prezi.com/yt3n8qno-xax/ucsp/. Last accessed June 3, 2020.
https://www.slideshare.net/angelitamontilla/module-2-lesson-4-the-
nonstateinstitutions. Last accessed June 3, 2020.
https://sklthebest.home.blog/2018/10/01/ucsp-module-4-non-state-institutions/. Last
accessed June 3, 2020.
ANSWER KEY:
Activity 1
1. Institution
2. Bank
3. Corporation
4. Cooperative
5. Market
6. Reciprocity
7. Redistribution
8. State
9. Non-State

10. NGO
Activity 2
1. #Reciprocate
2. #Redistribute
3. #Reciprocate
4. #Reciprocate
5. #Redistribute
6. #Reciprocate
7. #Market
8. #Redistribute
9. #Market
10. #Market
11. #Reciprocate
12. #Redistribute
13. #Redistribute
14. #Market
15. #Reciprocate
Activity 3
1. CORPORATION- C- A
2. TRADE UNION- F- D
3. DEVELOPMENT AGENCIES- D-F
4. INTERNATIONAL ORGANIZATION- E-G
5. TRANSNATIONAL ADVOCACY- G-E
6. BANKS- A- B
7. COOPERATIVES- B- C
Activity 4
Answer of the learners may vary
Prepared by:
LERIZA S. DE GUZMAN
Writer

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
FUNCTIONS OF EDUCATION IN SOCIETY
The primary concern of education is helping individuals become productive

citizens in society. However, it is important to note that productivity encompasses
many meanings in the context of education and learning.
Being productive citizens in society means more than patriotic duties. It also
includes being financial contributors to the tax system, assisting others when they
need help, and knowing enough about the society. It is also important to note that
every citizen must function to be an informed and trustworthy person, and an
intellectual contributor to the government. You cannot be a productive citizen if you
are not informed about the society,
Education is the most crucial aspect of society which should be given great
attention for it to become the powerful tool to make every individual become the
catalyst of change. Changes are rampant in the society, but all of those are needed
to make the society progressive and functional. Society and every individual should
work hand in hand so that no one would be set aside and become outdated knowing
that we are now living in a highly modernized society. In order to achieve that,
everyone should be aware on the functions of education in the society.
Education is essential for every society and individual. It is life itself, not a
preparation for life. Man has various qualities. These qualities of the individual should
be developed for the improvement of the country. So education plays a
complementary role for overall individual, social and national development. It enables
an individual to realize his highest self and goal. The key functions and roles of
education towards individual, society and country are listed below.
Functions of education towards individual:
(1) Development of inborn potentialities- Education helps the child to develop the
inborn potentialities of child providing opportunities to develop.
(2) Modifying behavior- Education helps to modify the past behavior through
learning and through different agencies of education.
(3) All-round development- Education aims at the all-round development of
childphysical, mental, social, emotional, and spiritual.

(4) Preparing for the future- After completion of education the child can land on a
good job and earn a living. To achieve this, education should be imparted according
to the own interest of the child.
(5) Developing personality- The whole personality of the child is developed

physically, intellectually, morally, socially, aesthetically and spiritually. He is
recognized in the society.
(6) Helping for adjustability- Man differs from beast. Man has reasoning and
thinking power. Man tries his best to adjust with his own environment through
education.
Functions of education towards society:
(1) Social change and control:
The society is never stationary. It is progressive and dynamic. The child lives in
society. It is the social environment where the personality of the child can be
developed. The old traditions and customs are preserved and transmitted with the
situations, which are ever changing. We should not think or believe in the blind
beliefs, which are hindrances towards our development. Education helps to walk with
the development of science and technology.
(2) Reconstruction of experiences:
Education is life-long process. Life is education and education is life. Life is full of
experiences. One cannot live with his past experiences alone. He should be able to
adjust in the society. So education helps the individual to reconstruct the experience
and adjust with the environment.
(3) Development of social and moral value:
Society is always in tension with narrowism. There is no social or moral value. In this
case, man is behaves like an animal. Animality can be changed with moral education.
Education teaches the moral value and social value like co-operation, tolerance,
sympathy, fellow feelings, love affection, respect towards elder, helping the poor and
needy persons.
(4) Providing opportunity or equality:
Indian Constitution has introduced the term ‘equality’ because we are not getting
equal opportunities in all aspects. Education teaches us to give equal opportunities in
all aspects irrespective of caste, creed, color, sex and religion.
Functions of education towards nation:
(1) Inculcation of civic and social responsibility- Education helps to make rising
generation to understand its rights and duties as citizens of a democratic country.
(2) Training for leadership- The leadership quality of the individual is developed
when he participates in all spheres of social, political, religious and educational
activities.

(3) National integration- We are living in one country having diversities in respect of
color, caste, language, diet, dress, habits and physical environment.
Educational integration leads to emotional integration. Education trains people for

unity, not for locality, for democracy and not for dictatorship.
Education serves the most important end of educating man.
(4) Total national development- Education helps in bringing about total national
development by developing all its aspects i.e. social, economic, cultural, spiritual,
moral, educational, etc.
Therefore, education is an essential ingredient for all ages and stages of the
life of an individual, society, as well as the nation. Education can be a real panacea
for all social evils.
Education is a social institution through which a society’s children are taught

basic academic knowledge, learning skills, and cultural norms. Every nation in the
world is equipped with some forms of educational systems, though those systems
vary greatly. Education can be formal or informal.
Formal education is described as the learning of academic facts and

concepts through a formal curriculum, arising from the tutelage of ancient Greek
thinkers, centuries of scholars have examined.
In contrary, informal education is learning about cultural values, norms, and

expected behaviours by participating in a society. Through informal education, we
learn how to dress for different occasions, how to perform regular life routines like
shopping for and preparing food, and how to keep our bodies clean.
EDUCATION AS HUMAN RIGHT
Education as human right began in 1995 through UNESCO Associated

Schools Program. According to UNESCO, education human right as it promotes
individual freedom, empowerment, and yields important development benefits.
As stated in Youth For Human Rights, “education shall be directed to the full
development of human personality and to the strengthening of respect for human
rights and fundamental freedom”.
Since it is highly emphasized how important education is in the formation and

development of a society, the act of providing basic necessities to ensure a child’s
education must be in the forefront of a government’s ideologies and goals.
LEARNING COMPETENCY

Examine the functions and importance of education in the society (Quarter 2,
Week 8).
LEARNING ACTIVITY 1:
Directions. Answer the following questions by filling-out the following concept map:
Why is education important?
2. Draw the following logo inside the box and/or cloud.

X- If this answer is your own response.
Y- If this answer is something you heard from your family members.
Z- If this answer is something you heard from society either from your
teachers, media, politicians, religious leaders, etc.
3. Answer the following questions.

a. Which of your answers have two or more logos? Why do you think it is so?
b. Which of your answers have only one logo? Why do you think this response
is not shared by others?
LEARNING ACTIVITY 2: SELF TEST

Direction. Encircle the letter of the correct answer for each item.

1. Which of the following is the social institution through which a society’s
children are taught basic academic knowledge, learning skills, and cultural
norms?
a. UNESCO
b. Church
c. Education
d. Society
2. ______ stated that “education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and
fundamental freedoms”.
a. UNESCO
b. Abraham Maslow
c. Theory of Human Needs
d. Youth for Human Rights
3. It is learning of academic facts and concepts through a formal curriculum.
a. Formal Education
b. Informal Education
c. Alternative Learning System (ALS)
d. Traditional Education
4. Which of the following statements do not describe informal education?
a. we learn how to dress for different occasions.
b. Informal education describes learning about cultural values and norms.
c. Informal education uses academic facts and concepts through a formal
curriculum.
d. Informal education teaches us how to keep our bodies clean.
5. Which of the following is said to be the “Key to Success”?
a. Power
b. Education
c. Influence
d. Money
6. They are individuals who focus on concerns outside of themselves; they
appreciate the world around them with a sense of awe and wonder.
a. Educated person
b. Self-actualizing person
c. Introvert person
d. Extrovert person
7. According to _____________, education is a fundamental human right as it
promotes individual freedom, empowerment, and yields important
development benefits.
a. Theory of Human Needs
b. Abraham Maslow
c. UNESCO
d. Youth for Human Rights
8. Which of the following is not an example of self-actualization needs?
a. The satisfaction of the human body.
b. Realization of a person’s potential
c. The desire of a person’s expression of creativity
d. Strong desire of becoming an ideal parent.
LEARNING ACTIVITY 3: SELF TEST.

Directions. In 3-4 sentences, write in the box the insight/s you have gained
about the role of educational institution in the lives of the people in society.
LEARNING ACTIVITY 4: ICT INTEGRATION. SLOGAN MAKING:

Directions. Make a personal commitment to the educational institution.
Create a slogan suggesting the importance of education in the lives of the
people in society. Use the application canva to accomplish this task. The
digital output shall be posted in the following social media platform. If you
have no access to the internet use bond paper for your output.
• Facebook
CANVA
• Instagram
• Google Chrome
RUBRIC FOR SCORING
Criteria
Relevance 30 %
Originality 30 %
Creativity 25 %
Impact and Presentation 15 %
Total Score 100 %

REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
REFERENCES:
• Importance of Education in society (Article)

http://merseamusic.blogspot.com/2012/02/ Importance of Education in
Society.html.
• What is college for? The Manifest and Latent Functions of College (Article).
http://www.sociology infocus.com 2013/10/21/
• RSA Animate – changing Education Paradigms
(Video)https://www.youtube.com/watch? V=zDZFcDGpL4U.
WEBSITES:
https://www.wix.com/kplustwelve2012
https://www.istockphoto.com
https://www.mlovethispic.com
https://www.shutterstock.com
https://www.gettyimages.com https://www.alamy.com
ANSWER KEY:
Activity 1 :
1. Answers may vary 2.
Answers may vary
3. Answers may vary
Activity 2:

1.C
2.D
3.A
4.C
5.B
6.B
7.C
8.A
Activity 3:
1. Answers may vary
Activity 4:
1. Answers may vary
Prepared by:
RONALD B. LOPEZ, DPA

Writer

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
SOCIAL STRATIFICATION
Are you aware with the differences of people around you? As you notice
people vary in the clothes they wear, the cars they drive, the house they live in, the
friends they associate with and the job they do. They also vary in wealth, prestige,

popularity and many others. The layering of these social categories into higher and
lower position of prestige or respect is called Social stratification.
Social Stratification is used to describe the system of social standing. It is
used to describe society into different categories, ranks or classes during the early
times hence, this division led to social inequality and opportunity. Now a day’s
stratified society is all about classification of persons into groups based on shared
socioeconomic conditions. It describes the way in which different groups of people
are placed within society.
In modern Western societies, social stratification is typically defined in terms
of three social classes: the upper class, the middle class, and the lower class. In
turn, each class can be subdivided into the upper-stratum, the middle-stratum, and
the lower stratum. Moreover, a social stratum can be formed upon the bases of
kinship, clan, tribe, or caste, or all four.
Social stratification is a particular form of social inequality. All societies
arrange their members in terms of superiority, inferiority and equality. Stratification is
a process of interaction or differentiation whereby some people come to rank higher
than others. In one word, when individuals and groups are ranked, according to
some commonly accepted basis of valuation in a hierarchy of status levels based
upon the inequality of social positions, social stratification occurs. Social stratification
means division of society into different strata or layers. It involves a hierarchy of
social groups. Members of a particular layer have a common identity. They have a
similar life style.
Types of Social Stratification:
Caste is a hereditary endogamous social group in which a person’s rank and

its accompanying rights and obligations are ascribed on the basis of his birth into a
particular group. For example-Brahmins, Kshyatryas, Vaishyas and Sudra Caste.
Class-Stratification on the basis of class is dominant in modern society. In this,
a person’s position depends to a very great extent upon achievement and his ability
to use to advantage the inborn characteristics and wealth that he may possess.
Estate system of medieval Europe provides another system of stratification

which gave much emphasis to birth as well as to wealth and possessions. Each
estate had a state.
Slavery had economic basis. In slavery, every slave had his master to whom
he was subjected. The master’s power over the slave was unlimited.
Endogamy is the practice of marrying within a specific social group, caste, or

ethnic group, rejecting those from others as unsuitable for marriage or other close
personal relationship.
Exogamy is the social norm of marrying outside one's social group. The group
defines the scope and extent of exogamy, and the rules and enforcement
mechanisms that ensure its continuity

Meritocracy is a political system in which economic goods and/or political
power are vested in individual people on the basis of talent, effort, and achievement,
rather than wealth or social class.
Social mobility is the movement of individuals, families, households, or other

categories of people within or between social strata in a society. It is a change in
social status relative to one's current social location within a given society.
LEARNING COMPETENCY
Examine the concept, characteristics and forms of stratification system using
sociological perspective. (Quarter 2, Week 9)

LEARNING ACTIVITY 1: FLOWER CONCEPT MAP
Directions: Using the Flower Concept Map give 4 characteristics of social

stratification and explain your answers.
Characteristics
of
Social stratification

LEARNING ACTIVITY 2: SEARCHING TIME
Search up, down and diagonal to find the important words related in our
lesson. Use the hints to locate the correct answer.
Hints
1. It is the arrangement or classification of something into different groups.

2. It is a custom that for a long time has been an important feature of some
group or society.
3. It is a form of discrimination. It occurs when people are wholly or partially
excluded from participating in the economic, social and political life of their
community, based on their belonging to a certain social class, category or
group.
4. It is a class structure that is determined by birth. Loosely, it means that in
some societies, if your parents are poor, you're going to be poor, too. ...
America prides itself on not having a caste system, because people can “pull
themselves up by their bootstraps,” and janitors can go to Harvard.
5. It is universal phenomenon denoting a category or group of persons having a
definite status in society which permanently determines their relation to other
groups.
6. It is the custom of marrying outside a community, clan, or tribe.
7. It is the practice of marrying within a specific social group, caste, or ethnic
group, rejecting those from others as unsuitable for marriage or other close
personal relationships.
8. It is government or the holding of power by people selected on the basis of
their ability.

9. It is the movement of individuals, families, households, or other categories of
people within or between social strata in a society.
10. It is a kind of vertical mobility which refers to mobility that is brought about by
changes in stratification hierarchy itself.
LEARNING ACTIVITY 3: COMPARING IDEAS

Compare the three social classes in social stratification using the Venn
diagram and answer the question below.
LOWER CLASS MIDDLE CLASS UPPER CLASS
Questions:
1. What is the importance of learning the stratification flow and chart in our society?
2. How is social class different from each other?

LEARNING ACTIVITY 4: IT’S TIME TO WRITE (Reflective Essay)
In a minimum of 250 words, write an essay by answering the following
question: How do social stratification differences affect your life as a
Senior High School student?

RUBRIC FOR SCORING
Features 4 3 2 1
Expert Accomplished Capable Beginner
Quality of • Piece was • Piece • Piece had a • Piece had
Writing written in an was little style or no style or
extraordinary written in an voice voice
style and Interesting • Give some • Gives no
voice style and new new
• Very voice information information
informative • Somewhat but poorly- and very
and well informative organized poorly
organized and well- organized
organized
Grammar, • Virtually no • few spelling • A number of • So many
Usage & spelling, and spelling, spelling,
Mechanics punctuation punctuations punctuation punctuation
or errors, minor or and
grammatical grammatical grammatical grammatical
errors errors errors errors that it
interferes
the
meaning
REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________

REFERENCES:
BOOK:
Understanding Culture, Society and Politics for Senior High School (Ederlina D.
Baleña, Dolore M. Lucero,Arnel M. Peralta: Consultant, Adelina A. Sebastian)
WEBSITES:
http://www.slideshare.net/nels09/social-stratification-26982456
May 28, 2020 Date Accessed
http://www.slideshare.net/mohammadayazkhan969/chapter-3-social-stratification
May 28, 2020 Date Accessed
ANSWER KEY:
Activity 1 (Answer may vary)
Activity 2
1. Stratification
2. Institution
3. Social exclusion
4. Caste system
5. Class system
6. Exogamous
7. Endogamous
8. Meritocracy
9. Social mobility
10. Structural mobility
Activity 3 (Answers may vary)

Activity 4 (Answers may vary)
Prepared by:
BAMBI D. DIVINA CHERRYLYNE A. BERCASIO

Writers

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
SOCIAL INEQUALITY
Social inequality is a state characterized by the existence of unequal

opportunities and rewards for different social positions or statuses within a group or
society. It is a condition that contains structured and recurrent patterns of uneven
distributions of goods, wealth and resources. Social inequality results from a society
organized by hierarchies of class, race, and gender that unequally distributes access
to resources and rights.
Without equal opportunities, systemic patterns of discrimination and exclusion
prevent the poor and disadvantaged groups from accessing economic, political and
social resources, resulting in inequality traps — and the persistence of inequality
across generations. Hence, social inequality is a complex problem. However, it can
be addressed by various programs and initiatives of the government with the help of
nongovernmental organizations working together to ensure that opportunities are
more readily available for the nation's poorest people.
Executive Order No. 5, s. 2016 (EO 5) adopted the national long-term vision
or AmBisyon Natin 2040 as a guide for development planning. EO 5 further states
that all development plans until 2040 will be anchored on the long-term vision and
that these will emphasize the centrality of the Filipino people and their aspirations in
the planning, design, and implementation of government interventions for a matatag,
maginhawa, at panatag na buhay para sa lahat (strongly-rooted, comfortable, and
secure life for all). The following are government programs to address social
inequality based on the government’s long-term vision:
On Peace and Order
Mamamayang Ayaw sa Anomalya, Mamamayang Ayaw sa Iligal na Droga
(MASA-MASID)
This project of the Department of the Interior and Local
Government aims to heighten community involvement by mobilizing
the support of local stakeholders, volunteers, civic organizations,
faithbased organizations, and the private sectors in the fight against
illegal drugs, corruption, criminality and violent extremism. Thus,
helping in the realization of the mandate to promote peace and order,
ensure public safety and in upholding good governance.

On Infrastructure Development Build,
Build, Build (BBB Program)
In a report of Japan International Cooperation Agency (JICA), it
found that traffic congestion in Manila, caused mainly by poor
infrastructure, led to losses of about P2.4 billion in 2012, and that could
triple by 2030. Hence, Philippines suffers from unemployment and
poverty because of poor infrastructure.
This project aims to improve and accelerate infrastructure
spending and develop industries that will yield robust growth, create
jobs and improve the lives of Filipinos.
The key infrastructure projects under the BBB Program include:
(a) the Subic-Clark Railway; (b) the North-South railway projects
connecting Los Baños, Laguna to Tutuban, Manila and Clark Freeport
in Pampanga; (c) a 1,500-hectare industrial park in Clark, Pampanga;
and (d) an expanded Clark International Airport also in Pampanga.
Other projects are: (a) four energy facilities; (b) 10 water resource
projects and irrigation systems; (c) five flood control facilities; and (d)
three redevelopment programs.
On Social Protection Programs

The Pantawid Pamilyang Pilipino Program (4Ps)
This program is a human development measure of the
national government that provides conditional cash grants to the
poorest of the poor, to improve the health, nutrition, and the
education of children. Its aim is to alleviate poverty through social
assistance, and social development.
Modified Conditional Cash Transfer (MCCT) Program

To complement 4Ps, this program was designed to reach out
to families who are definitely poor and more vulnerable and
disadvantaged. It aims to provide social protection services fit to the
needs of IPs, Homeless Street Families (HSF), and Families in Need
of Special Protection (FNSP).
Universal Access to Quality Tertiary Education Act

This is a law in the Philippines that institutionalizes free tuition
and exemption from other fees in state universities and colleges
(SUCs), local universities and colleges (LUCs). This law is a
significant step towards improving the lives of underprivileged and
marginalized Filipinos.
On Rehabilitation and Development Plan

Bangon Marawi Comprehensive Rehabilitation and Recovery Program
(BMCRRP)
It shall bear the build back better principle in its rehabilitation
and recovery efforts, steering a culture of peace in Marawi
communities and the rest of Mindanao. These include programs and
projects in land resource management, social services, physical
infrastructure, livelihood and business development implemented by
the National Government or is in support of Local
Governmentimplemented projects.
On Science, Technology, and the Creative Arts

Stepping Up the Value Chain Program
This program is led by the Department of Science and
Technology. It aims to develop and promote the higher value and more
complex ITBPM services such as information technology, healthcare
information management, software engineering and development,
animation, and games development through capacity building and
trainings, international trade missions and exhibits. These will redound
to more jobs generated within ICT-related industries and non-ICT
related industries.
Next Wave Cities Program

The program focuses on the creation and development of ICT
hubs which will serve as business and innovation centers and
investment destinations outside Metro Manila thus creating economic
opportunities in these areas. As a collaborative project with the
Information Technology and Business Process Association of the
Philippines (IBPAP), the program aims to promote inclusive growth and
development around the country.
On Macroeconomic Policies
Livelihood Seeding Program (LSP)
This program of the Department of Trade and Industry aims
for the recovery and rehabilitation need of micro and small
entrepreneurs considered as the most vulnerable economic group
during disasters and calamities and can even address poverty
incidence by providing livelihood activities to relocated families. The
objective is to provide starter kit packages to micro and small
entrepreneurs severely affected by disasters to enable them to
restart their businesses.
Rural Agro-Industrial Partnership for Inclusive Development and

Growth (RAPID Growth)
The RAPID Growth Project is an enterprise development
initiative that intends to propel micro and small businesses in high-
growth sectors to become innovative, productive and competitive to
meet the challenges of the global market. The project will provide a
package of sector-focused, firm-level, value chain-based and climate
smart assistance and financing program to agriculture-based

processing enterprises and entrepreneurial communities, supported by
enabling sectoral and trade policies designed to provide enhanced
access to institutional, regional and world markets.
Now, let us check how well you have learned. Different activities are given to
gauge your understanding on the topic through answering series of tasks.
Enjoy performing the different activities. If you have question/s feel free to text
or message the teacher via Facebook.
LEARNING COMPETENCY
Explain government programs and initiatives in addressing social inequalities.

(Quarter 2, Week 10).
LEARNING ACTIVITY 1: IT’S THROWBACK TIME

Revisit or recall your personal experiences and answer the following
questions:
1. When was the last time you experienced “hunger” due to lack of provisions
(e.g., money, resources) to buy food?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What actions did you take to satisfy your hunger?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Did you ask for help from anyone (e.g., family members, close friends,
government organization, non-government organizations) to address the concern?
Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Did anyone extend help?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What is the action of the government to solve the problem on hunger?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
LEARNING ACTIVITY 2: BRIDGING THE GAP BOX

Write at least ten scenarios that depict inequality in your community.
Then determine government programs and initiatives to address the
said problem.
Example:
Social Inequality Government Program
Poverty in the grassroot level Pantawid Pamilyang Pilipino Program
(4Ps)
Social Inequality Government Program

LEARNING ACTIVITY 3: PHOTO-VOICE PRESENTATION
Choose one government program in addressing social inequality. Tell a
story or convey a message about the said government program using
series of pictures to produce a 3-minute photo-voice presentation.
For students who do not have gadget, draw or cut out pictures to depict a
government program in addressing social inequality. Do it in your
activity notebook.
LEARNING ACTIVITY 4: SOCIO-AUTOBIOGRAPHY

Think deeply about your own story of social class and inequality. In this

task, you will have the opportunity to tell your own story in 200 words. In your own
socio- autobiography, make sure to link your experiences to unequal opportunity,
class privilege or deprivation. Finally, reflect in your story the impact of government
programs and initiatives to address inequality in your life.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

RUBRIC FOR SCORING
Activity 1
Written Exemplary 4pts. Proficient 3 Emerging Developing

Poetry pts. 2 pts. 1 pt.
Ideas/ Main The main idea or a The main idea can The main idea can More than one of
Points thesis statement is be identified. be identified. the following
clearly defined. The writer shares The writer shares problems may be
There may be more relevant some information, evident: The main
than one key point. information, facts facts and idea is not
and experiences. experiences, but identifiable.
may show
problems going
from general
observations to
specifics.
Organization Logical progression Logical Organization is No
of ideas with a clear progression of clear. Transitions discernabl
structure that ideas. are present. e organization.
enhances the Transitions are Transitions are
thesis. present equally not present.
throughout essay.
Style The paper is honest Writer's voice is Writer's voice Writing is
and enthusiastic. consistent and may emerge confusing, hard to
The language is strong. The strongly on follow. Language
natural yet writer is aware of occasion, then is vague.
thoughtprovoking. It an audience. The retreat behind
brings the topic to reader is general, vague,
life. tentative, or
informed and
abstract language.
remains
engaged.
Mechanics Punctuation, Punctuation, A few errors in Distracting errors
spelling, spelling, punctuation, in punctuation,
capitalization are capitalization are spelling, spelling,
correct. No errors. generally correct, capitalization. capitalization.
with few errors.
Activity 3
Exemplary 4pts. Proficient 3 Emerging Developing

pts.
2 pts. 1 pt.

Creativity Provides unique and Some unique Interesting No evidence of
interesting approach to aspects evident elements support unique or
subject in the which add to story the story interesting
photography, writing message. message, but are elements that
and story message. not unique. connect to the story.
Storytelling All story elements relate Most of the story While some Few elements
compelling story elements evident elements of story present which do
(setting, character, plot, which still provide a evident, they do not support a
exposition, conflict, compelling story. not support a coherent,
climax, resolution) compelling story. compelling story.
Writing Proper structure, Technically well Writing has Multiple technical

grammar, punctuation written with some technical problems with
used to not only link problems, but narrative which
images and story, but detracts from
also enhance overall interest to support overall message overall story and
message. the story. is supported. message.
Photography/ Lighting, angles, Variety of images. Either quality of Neither photo

Drawing composition, cropping Lighting, angles, photos are not quality or story
and content in all composition, consistent or they support is evident in
photos support story. cropping and do not support the images provided.
content in all photos story.
support story.
Activity 4
Exemplary 4pts. Proficient 3 Emerging Developing

pts.
2 pts. 1 pt.
Reflective The reflection explains The reflection The reflection The reflection does
Thinking the student’s own explains the attempts to not address the
thinking and learning student’s thinking demonstrate student’s thinking.
processes, as well as about his/her own thinking about
implications for future learning processes. learning but is
learning. vague and/or
unclear about the
personal learning
process.

Analysis The reflection is an . The reflection is an The reflection The reflection does
indepth analysis of the analysis of the attempts to not move beyond a
learning experience, learning experience analyze the description of the
the value of the derived and the value of the learning learning
learning to self or derived learning to experience but experience.
others, and the self or others. the value of the
enhancement of the learning to the
student’s appreciation student or others
for the discipline. is vague and/or
unclear.
Making The reflection The reflection The reflection The reflection does
Connections articulates multiple articulates attempts to not articulate any
connections between connections articulate connection to other
this learning between this connections learning or
experience and content learning experience between this experiences
from other courses, and content from learning
past learning, life other courses, past experience and
experiences and/or learning content from
future goals. experiences, and/or other courses,
future goals. past learning
experiences, or
personal goals,
but the
connection is
vague and/or
unclear.
REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
REFERENCES:
BOOK:

Balena, Ederlina D., Lucero, Dolores M., and Peralta, Arnel M., Understanding
Culture, Society and Politics for Senior High School, Educational Resources
Corporation, 11-B Sunshine Drive, Barangay Bagong Lipunan ng Crame,
Cubao, Quezon City: 2016
WEBSITES:
https://www.thoughtco.com/sociology-of-social-inequality-3026287/Retrieved
August01,2020
https://www.undp.org/content/dam/undp/library/Poverty%20Reduction/Inclusive%20d
evelopment/Humanity%20Divided/HumanityDivided_Ch7_low.pdf/Retrieved
August01,2020 http://www.neda.gov.ph/wp-content/uploads/2018/02/PDP-
Brochure.pdf/Retrieved August01,2020
https://www.apa.org/pi/ses/resources/publications/photo-voice-garriott.pdf/Retrieved
August01,2020
https://www.cfiec.jp/en-m/2018/0283-1087/Retrieved August01,2020
https://business.inquirer.net/254682/understanding-build-build-
buildprogram/Retrieved November24,2020 by Sara Mae D. Mawis
https://socialprotection.org/discover/publications/pantawid-pamilyang-
pilipinoprogram-mcct-modified-conditional-cash-transfer/Retrieved
November24,2020
https://www.neda.gov.ph/wp-content/uploads/2019/05/Chapter-9-ExpandingEconomic-
Opportunities-in-Industry-and-Services-through-Trabaho-atNegosyo.pdf/Retrieved
November24,2020
ANSWER KEY:
Activity 1- It’s Throwback Time –Answers may vary

Activity 2- Bridging the Gap Box –Answers may vary
Activity 3- Photo-Voice Presentation –Answers may vary
Activity 4- Socio- Autobiography –Answers may vary
Prepared by:

KRISHA DYANE M. HOGGANG MICHELLE ABAD
Writers

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
ADDRESSING SOCIAL INEQUALITY

Previously, you have learned about the different programs that the
government implements to address social inequalities. Some of which are the
universal health care law, 4Ps and free tuition fee in State Universities and Colleges.
What is social inequality again? Social inequality occurs when resources in a
given society are distributed unevenly, typically through norms of allocation, that
engender specific patterns along lines of socially defined categories of persons. It is
the differentiation preference of access of social goods in the society brought about
by power, religion, kinship, prestige, race, ethnicity, gender, age, sexual orientation,
and class. Social inequality usually implies to the lack of equality of outcome, but
may alternatively be conceptualized in terms of the lack of equality of access to
opportunity (Caves, 2004).
Major examples of social inequality are gender inequality, racial or ethnic inequality
and health care inequality.

The emphasis on gender inequality is born out of the deepening division in
the roles assigned to men and women, particularly in the economic, political and
educational spheres. Women are underrepresented in political activities and decision
making processes in most states in both the Global North and Global South (UN,
2003). Before 1937, women are not allowed to vote in the Philippines and so are not
given positions in the government.
Moreover, Henrard (2000) stated that racial or ethnic inequality is the result
of hierarchical social distinctions between racial and ethnic categories within a
society and often established based on characteristics such as skin color and other
physical characteristics or an individual's place of origin or culture. In USA, in the
1950s and before, African Americans experienced institutional discrimination. In
some instances, African Americans are not allowed to enter establishments for the
Whites.
Ethnic and gender inequality are manifestations of what is called glass ceiling.
It is an unofficial but real impediment to somebody's advancement into upper-level
management positions because of discrimination based on the person's gender, age,
race, ethnicity, or sexual preference.
In addition, health inequalities are also barriers to equality. The United
Nations Glossary of Terms defined it as differences in health status or in the
distribution of health determinants between different population groups. Health
inequalities are in many cases related to access to health care. In industrialized
nations, health inequalities are most prevalent in countries that have not
implemented a universal health care system (Wright & Perry, 2010).
Social inequalities are present in all kinds of community whether in the local,
national or global level. As a Filipino citizen, there are a lot of ways you can do to
address social inequalities. For instance, you can start by promoting equality in the
classroom simply by acknowledging and respecting the ideas of your classmates
whether they are of different gender or ethnicity.
LEARNING COMPETENCY
Suggest ways to address social inequalities in the local, national, and global
level (Quarter 2, Week 11)
LEARNING ACTIVITY 1 – VocabulaRISE

Arrange the jumbled letters in Column A then match it with the correct
definition in Column B. Write your answer in the space provided before
the number.
Column A Column B
a. unequal opportunity or treatment

____1. acliso-____________ based on social, ethnic, racial, or
economic disparity

b. ethnic affiliation or distinctiveness
____2. dgrene-___________
c. relating to, situated in, or providing

a service for a particular area,
____3. allco-_____________
especially the area near home or
work
d. relating to the way in which people
____4. auntilyieq- ________ in groups behave and interact
e. personal traits and social positions

____5. nythetcii- _________ that a society attaches to being
female and male
LEARNING ACTIVITY 2 – GrammaRISE
Arrange the following jumbled words to form a correct sentence. Write

your answer in the space provided.
1. and ethnic categories result of hierarchical place of origin between racial

Ethnic inequality based on skin color or an individual's is the social distinctions
often
______________________________________________________________
_____________________________________________________________.
2. alternatively be conceptualized equality of access the lack of to opportunity

Social inequality equality of outcome, implies to the lack of but may in terms of
______________________________________________________________
_____________________________________________________________.
3. some races is the belief that of people better than others Racism are
_____________________________________________________________.
4. the society differentiation preference Social inequality of access of is the

social goods in
______________________________________________________________
_____________________________________________________________.
5. upper-level management because of discrimination Glass-ceiling is but real
impediment an unofficial to somebody's advancement into positions
______________________________________________________________
____________________________________________________________.

LEARNING ACTIVITY 3 – TWEET ME
Identify the type of social inequality shown in the succeeding photos.
After which, improve the statements given.
Image 3.1
The photo at the left shows

___________________________.
___________________________
Source:open.edu
If you were to improve the statement of the person, what would you say?
Write your answer in the callout.

Image 3.1 Improved version
The photo at the left shows

________________________
________________________
Image 3.2
Source: cartoonstock.com-ethnicity photo

If you were to improve the statement of the person, what would you say?
Write your answer in the callout.
The photo above shows

________________________
________________________
If you were to improve the statement of the person, what would you say? Write your
answer in the callout.

_________________________________
_________________________________
_________________________________
LEARNING ACTIVITY 4 – COMMENT HERE!

Encircle your reaction in each of the photos uploaded in the Facebook.
In relation to our lesson, give your comment about the photo.
Afterwards, answer the process questions.

Process questions:
1. What does each picture portray?
2. Is gender, ethnic and health care equality present in your community?

Provide instances to justify your answer.
LEARNING ACTIVITY 5 – SHARE-A-PLAN!

Make a project proposal to address social inequalities in the
community. The proposal should promote equality in the school, your
barangay, municipality, or in the country. Use the format below to
complete the activity. Be guided by the rubric given. Your proposal may be given to
proper authorities for their reference.
Program/Project Title: (Give a unique but simple name for your program or project)
Social Inequality/Problem: (Identify the social inequality you have witnessed or
experienced in your community)
Rationale: (Describe and explain the problem (background of the problem))
Objectives: (Indicate your goal in this program or project)
Proposed Solutions: (Identify and describe your solutions to the problem) Action
Plan (Format is indicated below)
PROJECT PROPOSAL
Project Title: _________________________________________________
Social Inequality Problem: ___________________________________________
Rationale:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Objectives:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Proposed Solutions

1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
Action Plan
Activity/ies Persons Time Frame Resources Success

Involved Indicators
Indicate the
activity/ies to
achieve the
objective
RUBRIC FOR SCORING
4 3 2 1
Specific Objective is Objective is Objective is clear Objective is unclear
clearly stated clearly stated but does not
and and addresses address social
addresses social inequality inequality
social but not in the
inequality in immediate
the community
community
Measurable Goal can be Goal can be Slim chance of Goal cannot be
achieved achieved but achieving the achieved
using clear some activities goal with unclear
set of are not parallel set of activities
activities
presented

Attainable Set of Set of activities Set of activities Activity/ies cannot be
activities presented can can be limited executed due to
presented can be executed but due to lack of limitation of
be requires resources resources
realistically maximum use of
executed resources
within the
resources of
the school or
community
Relevant Problem Proposed Proposed Does not address a
addressed is solution is solution has little problem
very timely useful but significance
and problem
proposed addressed is not
solution is timely
useful in the
school or
community
Time bound The activities The activities Time frame set No time frame
can be can be attained does not achieve present
attained with but time frame the
realistically set is unrealistic goal/objective
clear time in meeting the
frame that goal
meets the
goal
Reflection
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
REFERENCES:
BOOKS
Palispis, E. S. (2007) Introduction to Sociology and Anthropology. Manila. Rex Book
Store Inc.

E-BOOKS
Caves, R. W. (2004). Encyclopedia of the City. Routledge. ISBN 9780415252256
Encarta Dictionaries, Microsoft Encarta 2009. 1993-2008 Microsoft Corporation
Henrard, K. (2000). Devising an Adequate System of Minority Protection: Individual
Human Rights, Minority Rights and the Right to Self-Determination. New York:
Springer. ISBN 978-9041113597.
Struening, K. (2002). New Family Values: Liberty, Equality, Diversity. New York:
Rowman & Littlefield. ISBN 978-0-7425-1231-3.
WEBSITES
About UN Women retrieved from

https://www.un.org/womenwatch/daw/daw/index.html on July 2020
Social inequality retrieved from
https://www.sciencedaily.com/terms/social_inequality.html on July 2020
United Nations Glossary of Terms retrieved from https://www.who.int/ on July 2020

Wright, E. R., and Perry, B. L. (2010). "Medical Sociology and Health Services
Research: Past Accomplishments and Future Policy Challenges". Journal of
Health and Social Behavior. 51 Suppl: 107–119.
doi:10.1177/0022146510383504
Photos
Anonymous, A. (2018). “Read with A Teacher”.
Galut, I. D. (2020, February 20). “Operation Timbang”.
Galut, I. D. (2020, April 18). “Vitamin Supplementation”.
Sagadan, W. (2018). Film Viewing.
Sagadan, W. (2018). Reading Together
ANSWER KEY
Activity 1
1. Social -d
2. Gender- -e
3. Local -c
4. Inequality -a
5. Ethnicity -b

Activity 2
1. Ethnic inequality is the result of hierarchical social distinctions between racial
and ethnic categories often based on skin color or an individual's place of
origin or culture
2. Social inequality implies to the lack of equality of outcome, but may
alternatively be conceptualized in terms of the lack of equality of access to
opportunity
3. Racism is the belief that some races of people are better than others
4. Social inequality is the differentiation preference of access of social goods in
the society
5. Glass-ceiling is an unofficial but real impediment to somebody's advancement
into upper-level management positions because of discrimination Activity 3-5
Answers vary
Prepared by:
RENIBEL D. ROLDAN
Writer

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
NEW CHALLENGES TO HUMAN ADAPTATION AND SOCIAL CHANGE

In modern times, new challenges have been faced by society that require
members to strive for social change for the purpose of adaptation and development.
Any changes that would take place in the human environment greatly affect human
adaptation and survival. There are three major challenges being faced by various
countries and societies nowadays: climate change, transnational migration, and
pandemic diseases.
Climate change refers to the rise in average temperatures of the earth’s

surface. The primary cause of climate change is burning of fossil fuels which emits
greenhouse gases into the atmosphere-primarily carbon dioxide. It has been
observed that global climate change has ill effects to the environment. The rising of
temperature that causes heatstroke and skin diseases, glaciers have shrunk, ice on
rivers and lakes is breaking up earlier, and the loss of biodiversity due to limited
adaptability and adaptability speed of flora (plants) and fauna (animal life).
Transnational migration is the process by which individuals from one country

migrate to another country for economic, political and social reasons. One of the best
examples of transnational migration is the condition of OFW across different
geographical locations. The root causes of this large number of migration cases
among Filipinos are their families and issues on development.
Responding to Social, Political and Cultural Change
Every societal change entails certain reactions, responses and adaptations.

Individuals have several kinds of responses (positive and negative) to these growing
numbers of societal changes. Some easily adapt with the new changes being
imposed, but others reject systemic changes, causing them to establish social
movements to defeat or transform what has been already changed.
1. Inclusive citizenship and participatory governance. In a democratic society,

citizen participation in politics is encouraged. One of the leading organizations
espousing the goal of having more governments allowing intensive citizen
interaction in policy-making is the United Nations.
2. New forms of Media and Social Networking. Media has already undergone a
series of technological innovation and development. As society experienced
modernization, several forms of media-particularly social media-arose, resulting
in modernized development of communication.
3. Social Movements. Social movement is a process that involves three elements:
the individual, the group, and the society. Individuals are aware of their personal
qualities, characteristics, and values, enabling them to act according to what
they practice or believe in. When they experience any form of change in the
society where they belong to, reactions and responses follow. As a result, there
is a series of social interactions between the individual and the group, allowing
them to collaborate with same goals and objectives. This process paves the way
to the formation of social movements among different societies.
4. Creation of sustainable solutions. If this pandemic taught us anything, it is that
our life (as it used to be) is not sustainable for our planet. Human had to
experiment with digital solutions, be it virtual meetings for work, digital education
for students and virtual events instead of in person conferences. These proved
not only to be effective but also an environmentally-friendly way to operate in a
connected world.
5. Brand-new habits. The awareness for personal and public hygiene measures
saw a surge thanks to the contagion. Health authorities are advocating for
regular hand washing with soap, social distancing and people are getting used to
wearing facemasks for grocery shopping. These new-formed habits could linger
way after lockdowns are lifted, leading to overall better hygiene.
Let’s check your understanding on the topic through answering series of activities.
Enjoy performing the different activities. If you have question/s feel free to text or
message, the teacher via Facebook.
LEARNING COMPETENCY
Examine human responses to emerging challenges in contemporary societies.

(Quarter 2, Week 12)
LEARNING ACTIVITY 1.1 - SCAVENGER HUNT

(NOTE: This activity is intended for students with internet access.)
This is a great activity for families get outdoors during this pandemic.
Go outside of your house for a walk and find these items. Take a
picture with them and post it on Facebook or send to the messenger of
your teacher with the following hashtags (#NatureLover
#ClimateChange)

LEARNING ACTIVITY 1.2 – POSTER MAKING
(Note: This activity is intended for students without internet access.)
Typhoon Ulysses (International name “Vamco”), the Philippines’ 21st tropical cyclone
for 2020, hit Luzon hardest from November 11 to 12. The typhoon unleashed
powerful winds and torrential rain that killed dozens of people, destroyed thousands
of homes, and left swatches of the island region flooded. This is just the latest
reminder of lessons that the natural environment seems to be “teaching” us with
every passing event in its unceasing transformation.
From the news and facebook post that you have watch and read, make a poster
about the damage caused by typhoon Ulysses. You will be graded using the rubric
for scoring below.
Process questions:
1. Is climate change caused by humans?
2. What are the main threats of climate change?
3. How is climate change affecting people?
LEARNING ACTIVITY 2 – PUSH AND PULL!

International and internal migration may be forced or voluntary. Often

the causes of migration can involve both push and pull factors. Put the
phrases below in their correct headings.
- Better climate - Better Housing
- Wars causing refugees - Poverty on poor farmland
- Racial discrimination - Employment with higher wages
- Better healthcare and - Starvation education

- Improved prospects - Cleaner, safer environment
- To be with friends and - Lack of basic amenities
relatives
- Unemployment - Better lifestyle
- Forced labour (Slavery) - Religious/political persecution
- Natural Disasters - Overpopulation
- Entertainment -
Push Factors (forced migration) Pull Factors (voluntary

migration)
LEARNING ACTIVITY 3 – I PROMISE!

Create a slogan to showcase your support or response to emerging
challenges (climate change and international migration, etc.) in
contemporary societies.

LEARNING ACTIVITY 4 – CASE STUDY
The coronavirus or COVID-19 pandemic is the defining global health
crisis of our time and the greatest challenge we have faced since
World
War Two. The world has experienced a prolonged period of uncertainty and
unrest caused by COVID-19 pandemic. To date, it has already affected the
lives of people in almost 200 countries (and still counting) globally. The human
cost is rapidly being matched by huge economic costs. It is an economic,
social and human crisis.
In this activity, you are tasked to make a case study on the extent of the
effects of COVID-19 pandemic in your own community or a community within your
barangay. It is encouraged to use social media platforms in gathering information
from residents and other vital sources. However, you may opt to gather information
through face to face interview depending on the situation of your area and with the
permission from the local government unit. Please observe proper health protocols in
conducting the study.
I. Brief introduction (information such as location and population of the
community, leadership and governance structures in the community,
availability of public services)
II. Presentation and analysis of the problem and its possible solutions
III. Conclusion

IV. Insights/Realizations
I.
Introduction

II.
Presentation and analysis of the problem and its possible solutions

Conclusion
III.
IV.
Insights/Realizations

CATEGORY 4 3 2 1
Photography - All of the images -Most images -Some -Images are
skills/composition are in focus and are in focus - images are unfocused. -
have a focal point Most images in fous. Images do not
-All images are have good -Some have a good
taken in good angle/shot images have angle/shot.
angle/shot a good good
angle/shot
Concept Each scavenger Each Most of the Few photos have
hunt object is well scavenger photos have a scavenger hunt
represented in a hunt object is a scavenger object as a
creative way, as the subject of hunt object subject. The
the subject of each image. as a subject. subject is not the
each image. focal point.
Craftsmanship All of the images Most of the Some of the Images
are posted in images are images are demonstrate poor
facebook posted in the posted in the overall
perfectly facebook facebook craftsmanship.
neatly. neatly.
Photo Etiquette All photos were Most of the Some of the Few of the photos
taken during the photos were photos were were taken during
time period of the taken during taken during the time period of
activity. the time period the time the activity.
of the activity. period of the
activity.
RUBRIC FOR SCORING
ACTIVITY 1.2
ACTIVITY 1.1
CATEGORY 4 3 2 1
Required The poster includes All required All but 1 of the Several
Elements all required elements elements are required elements required
as well as additional included on the are included on the elements were
information. poster. poster. missing.
Labels All items of Almost all items of Many items of Labels are too small
importance on the importance on the importance on the to view OR no
poster are clearly poster are clearly poster are clearly important items
labeled with labels labeled with labels labeled with labels were labeled.
that can be read that can be read that can be read
from at least 3 feet from at least 3 feet from at least 3 feet
away. away. away.
Graphics - All graphics are All graphics are All graphics relate to Graphics do not
Relevance related to the topic related to the topic the topic. One or relate to the topic
and make it easier to and most make it two borrowed OR several borrowed
understand. All easier to understand. graphics have a graphics do not have
borrowed graphics Some borrowed source citation. a source citation.
have a source graphics have a
citation. source citation.

Attractiven The poster is The poster is The poster is The poster is
ess exceptionally attractive in terms of acceptably attractive distractingly messy or
attractive in terms of design, layout, and though it may be a very poorly designed.
design, layout, and neatness. bit messy. It is not attractive.
neatness.
Grammar There are no There are 1-2 There are 3-4 There are more than
grammatical/mecha grammatical/mecha grammatical/mecha 4
nical mistakes on the nical mistakes on the nical mistakes on the grammatical/mecha
poster. poster. poster. nical mistakes on the
poster.
ACTIVITY 3
1. Creativity and presentation – 5points

2. Originality – 5points
3. Relevance to the theme – 5points
Total – 15points
ACTIVITY 4
4 3 2 1
Identification of Strongly identifies Moderately Slightly Poor
the Main Issue/ & understands the identifies and identifies and identification
Problem main issue in the understands understands and
case study the main issue some of the understandi
in the case issues in the ng of the
study case study issues in
case study
Insightful and Thorough Superficial
Analysis of the thorough analysis analysis of the analysis of Incomplete
Issues of the issue issue the issue in analysis of
the case the issue
Well documented, Appropriate,

Little or no
well thought Superficial

Comments on reasoned and out comments and/or action
pedagogically about inappropriate suggested,
effective solutions, or solutions to
appropriate and/or
solutions/stra
comments on proposals for the issue in inappropriate
tegies solutions of the the case
solutions, or solutions to
proposals for case study
all of the
solution to the issues in the
case
case study
Reflection
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
REFERENCES:
BOOK:
DIWA Senior High School Series, Understanding Culture , Society and Politics Book,
4th Floor SEDCCO 1 Bldg., Thailand corner Legazpi Streets, legaspi Village,
Makati City, Phils. 1229
WEBSITES:
www.climatechangeconnection.org
(A project of MakeWay, Copyright 2020, April 23,2019)
www.rappler.com (November 23, 2020)
ANSWER KEY:

Activity 1: (Answers may vary) Activity
2:
Push Factors (forced Pull Factors (voluntary
migration) migration)
Racial discrimination Better climate
Wars causing refugees Better healthcare and
Racial discrimination education
Unemployment Improved prospects To
Forced labour (Slavery) be with friends and
Natural Disasters relatives
Poverty on poor farmland Entertainment
Starvation Better Housing
Religious/political Employment with higher
persecution wages
Overpopulation Cleaner, safer environment
Lack of basic amenities Better lifestyle
Activity 3: (Answers may vary)

Activity 4: (Answers may vary)
Prepared by:
RHODA REYNO JHOVEN CARIG

Writers

Understanding Culture Society and Politics q2 Las 1

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11

Learning Activity Sheet

Layout Artist : Jovencio C. Carig Jr.

Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela

Printed by DepEd Regional Office No. 02

Explain the forms and functions of state and non-state institutions 1

Examine the functions and importance of education in the society 14

Explain government programs and initiatives in addressing social

Suggest ways to address social inequalities in the local, national, and

Examine human responses to emerging challenges in contemporary

LEARNING ACTIVITY SHEET

FORMS AND FUNCTIONS OF STATE AND NON-STATE INSTITUTIONS

BACKGROUND INFORMATION FOR LEARNERS

Institution is a mechanism which governs the behavior of a set of individuals within a

The main functions of economic institutions are:

1. Reciprocity is defined as the system of exchange in which goods or

Note: Practice Personal Hygiene Protocols at all times 1

2. Redistribution is when members of an organized group contribute money

Note: Practice Personal Hygiene Protocols at all times 3

Note: Practice Personal Hygiene Protocols at all times 4

LEARNING ACTIVITY 2: #RECIPROCATE #REDISTRIBUTE

LEARNING ACTIVITY 3: DO YOU KNOW ME?

Note: Practice Personal Hygiene Protocols at all times 5

Note: Practice Personal Hygiene Protocols at all times 6

TRANSNATIONAL E. Its goal is to connect

Note: Practice Personal Hygiene Protocols at all times 7

LEARNING ACTIVITY 4: Make it N GO for it!

II. Possible Partners

Note: Practice Personal Hygiene Protocols at all times 8

RUBRIC FOR SCORING

Programs, Opinions Very Describes ⚫ Describes ⚫ Describ

Note: Practice Personal Hygiene Protocols at all times 9

Possible Opinions Very Some ⚫ New ⚫ Solution s

• I learned that ___________________________________________________

• I enjoyed most on _______________________________________________

• I want to learn more _____________________________________________

Note: Practice Personal Hygiene Protocols at all times 10

https://en.wikipedia.org/wiki/Institution. Last accessed June 3, 2020.

Note: Practice Personal Hygiene Protocols at all times 11

Note: Practice Personal Hygiene Protocols at all times 12

LEARNING ACTIVITY SHEET

FUNCTIONS OF EDUCATION IN SOCIETY

BACKGROUND INFORMATION FOR LEARNERS

The primary concern of education is helping individuals become productive

Functions of education towards individual:

Note: Practice Personal Hygiene Protocols at all times 13

(5) Developing personality- The whole personality of the child is developed

Functions of education towards society:

(1) Social change and control:

(2) Reconstruction of experiences:

(3) Development of social and moral value:

(4) Providing opportunity or equality:

Functions of education towards nation:

Note: Practice Personal Hygiene Protocols at all times 14

Educational integration leads to emotional integration. Education trains people for

Education serves the most important end of educating man.

Education is a social institution through which a society’s children are taught

Formal education is described as the learning of academic facts and

In contrary, informal education is learning about cultural values, norms, and

EDUCATION AS HUMAN RIGHT

Education as human right began in 1995 through UNESCO Associated

Since it is highly emphasized how important education is in the formation and

Note: Practice Personal Hygiene Protocols at all times 15