Learning Area Understanding Culture Society Grade Level 11

W1 and Politics
Quarter Fourth Quarter (4th QTR) Date Week 1

I. LESSON TITLE FORMS AND FUNCTIONS OF STATE AND NON-STATE INSTITUTIONS

II. MOST ESSENTIAL LEARNING Explain the forms and functions of state and non-state
COMPETENCIES (MELCs)
institutions

III. CONTENT/CORE CONTENT The learners demonstrate an understanding on cultural, social, and
political institutions as sets of norms and patterns of behavior that relate to major
social interests

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

A. Introduction 60 minutes
Good morning! In our week 1 lesson, we are going to focus on the following
objectives:
At the end of the lesson, you are expected to:
a. Define what is state;
b. Define non-state institutions and its functions;
c. Identify the four elements of state; and
d. Classify the different political theories concerning the function of the state in
society.

Let us now proceed with our first activity.

Activity 1. Definition of Terms

Directions: Analyze the question. Write your answers in your activity sheet.

1. What comes to your mind when you hear the words state and non-state
institutions based on your previous knowledge in Junior High School?

Answer:
B. Development 60 minutes
Before you proceed in the next activity it is important to understand the
following.

What is a State?
State, a political organization of society, the body politic, the institutions of
government. The country is a form of human association distinguished from
other social groups by its purpose, the establishment of order and security; its
methods, the laws and their enforcement; its territory, the area of jurisdiction or
geographic boundaries; and its sovereignty. The state consists, of the
agreement of the individuals on the means whereby disputes are settled in the
form of laws. In such countries as the United States, Australia, Nigeria, Mexico,
and Brazil, the term state (or a cognate) also refers to political units, not
sovereign themselves, but subject to the authority of the more significant state
or federal union.

What are non-state institutions?

A group of people or any organizations which are not affiliated with the
national government. Sometimes called a non-state entity. For instance, these
non- state institutions are private banks, private corporations, cooperatives,
non- governmental organizations (NGO) and Trade Unions. These institutions
have several functions and roles in our society as part of the nation-building.

Theories of the State

Most political theories of the state can roughly be classified into two categories.
The first, which includes liberal or conservative theories, treats capitalism as a
given, and concentrates on the function of states in a capitalist society.
Theories of this variety views the state as a neutral entity distinct from both
society and the economy.

Marxist Theory
Marxist theory, emphasizes the relationship between economic power and
political power. Marxists view the state as the organizing committee of the
ruling class. It is the instrument through which the ruling class coordinates and
exercises its rule of the other classes, and thereby maintains its status as the
ruling class. For Marxist theorists, the role of the non-socialist state is determined
by its function in the global capitalist order. Marx’s early writings portrayed the
country as “parasitic,” built upon the superstructure of the economy and
working against the public interest.

Anarchism
The term anarchism is derived from the negation of the Greek term arché,
which means first principle, foundation, or ruling power. It is a political
philosophy that considers states immoral and instead promotes a stateless
society – anarchy. Anarchists believe that the state is inherently an instrument
of domination and repression, no matter who is in control of it. They also believe
that the state apparatus should be completely dismantled and an alternative
set of social relations created, which would be unrelated to state power.

Pluralism
Pluralists view society as a collection of individuals and groups competing for
political power. An example of pluralism is a society where people with
different cultural backgrounds keep their tradition. They view the state as a
neutral body that enacts the will of whichever group dominates the electoral
process. Within the pluralist tradition, Robert Dahl developed the theory of the
state as a neutral arena for contending interests. He also viewed governmental
agencies as merely another set of competing interest groups. The pluralist
approach suggests that the modern democratic state acts in response to
pressures that are applied by a variety of related interests. Dahl called this kind
of state a polyarchy(Krouse 1982).
 Activity No. 2: Non -State Institutions: Directions: List the non-state institutions
that are found in your community. Copy the table below and write your
answer in your notebook.

Name of Non-State Functions

Institutions
Example: Bank of the Philippine A bank is a financial institution
Island (BPI) which is involved in borrowing
and lending money. Banks take
customer deposits in return for
paying customers an annual
interest payment.

Private Bank:

Private Corporations:

Cooperatives:

NGO:

Trade Unions:

C. Engagement
Activity No. 3 : KWL Chart

Using the KWL Chart, write down on your activity sheet what you know
about the topic in the What I Know column. Then, in the form of a question
write the things that you want to know in the What I Want To Know column.
Lastly, in the What I Learned column, write what has been added to your
knowledge in the FORMS AND FUNCTIONS OF STATE AND NON-STATE
INSTITUTIONS.

What I Know What I Want to What I Learned

Know
D. Assimilation 30 minutes Activity 4: GENERALIZATION

Directions: Complete the sentence stem below. Write your answers on a

sheet of paper.

1. A state is a political community that occupies a definite

2. Sovereignty is important because

V. ASSESSMENT 30 minutes
TRUE OR FALSE. Directions: Write T if the statement is correct and F if it is wrong.
Write your answer in your activity sheet.

_1. A sovereign state is a political organization with a centralized

government that has supreme independent authority over a
geographic area.
_2. People cannot constitute a state unless they inhabit in a
definite territory.
_3. The four essential elements of the state are the following:
Population, territory, government, and sovereignty.
_4. A community of persons does not form a state unless a stable
government organizes it.
_5. Liberal and conservative theories of the state tend to see the
state as a neutral entity separated from society and the economy.
_6. Robert Dahl developed the theory of the state as a neutral
arena for contending interests.

_7. A group of people or any organizations are not affiliated with

the national government.
_8. One of the obligations of every state is to respect coequal
states by not meddling in the other’s internal affairs.
_9. An example of pluralism is a society where people with
different cultural backgrounds keep their tradition.
_10. Marxists view the state is the organizing committee of the ruling
class.

VI. REFLECTION 30 minutes Directions: Write a reflection learned from the discussion. In writing your
reflection, you have to complete the sentence below on activity sheet.

I understand
that_________________________________________________________________
__________________________________________________________
I realized
that_________________________________________________________________
__________________________________________________________
If given a
chance_____________________________________________________________
______________________________________________________________

Prepared by: Checked by:

Jay G. Fabellon Marvin P. Hernandez
Subject Teacher Department Head
 Learning Area Understanding Culture Society Grade Level 11
W2 and Politics
Quarter Fourth Quarter (4th QTR) Date Week 2

I. LESSON TITLE FUNCTIONS AND IMPORTANCE OF EDUCATION IN THE SOCIETY

II. MOST ESSENTIAL LEARNING Examine the functions and importance of

COMPETENCIES (MELCs)
education in the society

III. CONTENT/CORE CONTENT The learners demonstrate an understanding on cultural, social, and
political institutions as sets of norms and patterns of behavior that relate to major
social interests

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

A. Introduction 60 minutes
Good morning! In our week 1 lesson, we are going to focus on the following
objectives:
At the end of the lesson, you are expected to:
a. List the major functions of education; and
b. Appreciate the value and importance of education in our community.

Let us now proceed with our first activity.

Activity 1. Bubble Map Directions: Complete the bubble map by writing

words associated with the middle phrase – function of education in society
and explain. Write your answers in your activity sheet.
B. Development 60 minutes
Before you proceed in the next activity it is important to understand the
following.

The Functions of Education

Functional theory stresses that education serves in fulfilling a society’s various

needs and feasibly the most important function of education is socialization.
The French sociologist Émile Durkheim (1858–1917), established the academic
discipline of sociology, characterized schools as “socialization agencies that
teach children how to get along with others and prepare them for adult
economic roles”. Indeed, it seems that schools have taken on this responsibility
in full. If children are to learn the norms, values, and skills they need to function
in society, then education is a primary vehicle for such learning. Schools teach
the three Rs (reading, ‘riting, ’rithmetic), as we all know, but they also teach
many of the society’s norms and values.

A second function of education is social integration. For a society to work,

functionalists say, people must subscribe to a common set of beliefs and
values. As this development was a goal of the system of free, compulsory
education that developed in the nineteenth century.

A third function of education is social placement. Beginning in grade school,

students are identified by teachers and other school officials either as bright
and motivated or as less bright and even educationally challenged.
Depending on how they are identified, children are taught at the level that is
thought to suit them best. In this way, they are presumably prepared for their
later stations in life. Whether this process works as well as it should, is an
important issue, and we explore it further when we discuss school tracking later
in this chapter.

Social and cultural innovation is a fourth function of education. Our scientists

cannot make important scientific discoveries, artists and thinkers cannot come
up with great works of art unless they have been educated in the many
subjects they need to know for their chosen path.

Schools ideally perform many important functions in modern society. These

includes socialization, social integration, social placement, and social – cultural
innovation. Functionalists view education as an important social institution that
contributes both manifest and latent functions. Education also involves several
latent functions, like by-products of going to school and receiving an
education rather than a direct effect of the education itself. One of these is
child care: Once a child starts kindergarten and then first grade, for several
hours a day the child is taken care of for free. The establishment of peer
relationships is another latent function of schooling. Most of us met many of our
friends while we were in school and some of those friendships endure the rest of
our lives. For education to serve its many functions, various kinds of reforms are
needed to make our schools and the process of education as effective as
possible.
 Importance of Education

Educational institutions are important in reproducing the existing belief

system and practices of a particular society. It accomplishes this goal by
allotting to the individual learners the roles they need to fulfill as adult
members of society.

Horace Mann, an American educational reformer, proposed that

education could cure ills. He believed that education is the great equalizer
by giving the people the knowledge and technical skills to participate in
national development. Education is one of the most pervasive institutions
that determines one’s future status. Hence, many people believe in
education-based meritocracy or the belief that education is the great
equalizer and the key to succeed. Filipinos, for example, believe in value of
education that they are willing to sacrifice everything just to finish college
(Lanuza and Raymundo 2016, p.81).

Activity No. 2: Column Note Directions: Fill-up the given column below about
the function of education in society and answer in your activity sheet.

Word or Phrases Definition Real-Life

Education is socialization Example
Education is social integration
Education is social placement
Social and cultural innovation

C. Engagement
Activity No. 3 : KWL Chart

Using the KWL Chart, write down on your activity sheet what you know
about the topic in the What I Know column. Then, in the form of a question
write the things that you want to know in the What I Want To Know column.
Lastly, in the What I Learned column, write what has been added to your
knowledge in the FUNCTIONS AND IMPORTANCE OF EDUCATION IN THE
SOCIETY.

What I Know What I Want to What I Learned

Know
D. Assimilation 30 minutes Activity 4: ESSAY

Directions: How does education important for social development? Write

your answers on your activity sheet.

How does education important for social development?

Answer:

V. ASSESSMENT 30 minutes
TRUE OR FALSE. Directions: Write T if the statement is correct and F if it is wrong.
Write your answer in your activity sheet.

_1. A second function of education is social integration.

_2. Functionalists view education as one of the more important
social institutions in a society.
_3. This socialization also involves learning the rules and norms of
the society as a whole. In the early days of compulsory education,
students learned the dominant culture.
_4. A third function of education is social placement. Beginning in
grade school, students are identified by teachers and other school
officials both as bright and motivated or as less bright and even
educationally challenged.
_5. Education promotes social inequality through the use of
tracking and standardized testing and the impact of its “hidden
curriculum.” Schools differ widely in their funding and learning
conditions, and this type of inequality leads to learning disparities that
reinforce social inequality.
_6. Horace Mann, an American educational reformer,
proposed that education could cure ills
_7. Functionalists view education as an important social institution
that contributes both manifest and latent functions.
_8. This socialization also involves learning the rules and norms of
the society as a whole. In the early days of compulsory education,
students learned the dominant culture.
_9. Functionalists believe that education equips people to perform
different functional roles in society.
_10. Education is one of the most pervasive institutions that
determines one’s future status.

VI. REFLECTION 30 minutes Directions: Write a reflection learned from the discussion. In writing your
reflection, you have to complete the sentence below on activity sheet.

I understand
that_________________________________________________________________
__________________________________________________________
I realized
that_________________________________________________________________
__________________________________________________________
If given a
chance_____________________________________________________________
______________________________________________________________

Prepared by: Checked by:

Jay G. Fabellon Marvin P. Hernandez
Subject Teacher Department Head
 Learning Area Understanding Culture Society Grade Level 11
W3 and Politics
Quarter Fourth Quarter (4th QTR) Date Week 3

I. LESSON TITLE
CHARACTERISTICS AND FORMS OF STRATIFICATION SYSTEMS

II. MOST ESSENTIAL LEARNING Examine the concept, characteristics and forms of stratification systems using
COMPETENCIES (MELCs)
sociological perspectives

III. CONTENT/CORE CONTENT The learners demonstrate an understanding on social and political
inequalities as features of societies and the global community.

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

A. Introduction 60 minutes
Good day, dear learner!

Using this learning resource, you are ought to examine the concept,
characteristics and forms of stratification systems using sociological perspectives
as reflected in the K- 12 Most Essential Learning Competencies.
Specifically, at the end of this module, you are expected to achieve the
following objectives:

K: Identify the different forms of stratification systems;

S: Analyze the concept, characteristics and forms of stratification systems; and
A: Develop the value of equality in dealing with all types of people.

Let us now proceed with our first activity.

Activity 1.

Directions: Write your answer in your activity notebook.

1. Identify five (5) traits that you posses and state which of these
you inherited from your parents. Which of these you can change as you
grow up?

2. Compare yourself with your best friend. Describe how different

or similar you are from them?
B. Development 60 minutes
Before you proceed in the next activity it is important to understand the
following.

Sociologists use the term social stratification to describe the system of social
standing. Social stratification refers to a society’s categorization of its people
into rankings of socioeconomic tiers based on factors like wealth, income,
race, education, and power.

Types of Social Class in the Philippines

Three primary social classes exist in the Philippines: the low-income class, the
middle-income class, and the high-income class.

The latest Family Income and Expenditure Survey by the Philippine Statistics
Authority (PSA) shows that majority (58.4%) of Filipinos belong to the low-income
class, while the middle class comprises around 40% of the population. Only 1.4%
fall in the high-income class.

The Philippine Institute for Development Studies (PIDS), the government’s socio-
economic policy think tank, notes that the low-income class has a bigger share
of the population because they tend to have larger families than other social
classes.

The middle class is further classified into lower, middle, and upper middle-
income classes. In between the poor and the middle class is another social
class called the low- income class—they’re not middle class but not considered
poor. And then there’s the upper- income class in between the middle class
and the rich. Although people in this social class make six-digit figures monthly,
they’re not considered among the elite group of the wealthiest in the
Philippines.

For policy-making and public service purposes, the Philippine government looks
at the per capita income (in relation to the poverty threshold) to classify the
income level of its citizens and to assess their standard of living.

The current official poverty threshold in the Philippines is PHP 10,481, which is the
minimum amount a family of five needs in a month to buy their basic food and
non-food items. If your family income is higher than the poverty threshold, the
government doesn’t consider you poor. Wondering what social class you’re in?
Your guess might not match the government’s definition of social classes.
Income Cluster Per Capita Income Monthly Income (for a family
of 5)

Poor Less than the official poverty Less than PHP

threshold 10,481
Low-income class Between the poverty line and Between PHP 10,481 and
(but not poor) twice the PHP 20,962
Between two and poverty line the
four times Between PHP 20,962 and
Lower middle-
income class poverty line PHP 41,924
Middle middle- Between four and seven times the Between PHP 41,924 and
income class poverty line PHP 73,367
Upper middle- Between seven and 12 times the Between PHP 73,367 and
income class poverty line PHP 125,772
Upper-income class Between 12 and 20 times the Between PHP 125,772 and
(but not rich) poverty line PHP 209,620

Rich At least 20 times the poverty line PHP 209,620 and

above

The government defines the middle class as those earning incomes

between two to 12 times the poverty line. This means if your family income is
between around PHP 21,000 and PHP 125,000, you fall in the middle-income class.

A 2018 PIDS study provides deeper insights into the middle class in the
Philippines. Here are some important and interesting facts to know about the
country’s middle class vis-à- vis their poor and low-income counterparts:
 Facts about the Middle Class in the Philippines

Middle-income households have significantly greater access to education,

health, and other services (not necessarily from the government). Most of them live in
urban areas, especially in Metro Manila and nearby areas.

Three in every four middle-income households live in a space that they own,
while 23% rent. A small percentage (3%) of the middle class live in the slums, but they
make up a large chunk of informal settlers in the country (42%).

This is attributed to the lack of affordable housing in the cities. Middle-class

workers have stable jobs (mostly salaried) in wholesale and retail trade, transportation,
communication, and government sectors. These include sari-sari store owners, tricycle
and jeep drivers, bus conductors, call center agents, public school teachers, clerks,
private-sector employees, and government workers. They have higher educational
attainment, which is why more of them have better-quality jobs. Their families are
smaller with fewer children. Middle- class families spend more on their children’s
education, sending them to private schools and getting them tutoring services. In
Metro Manila and other traffic-congested cities, most cars are owned by the middle
class.

Middle-class households are less dependent on the government, shifting

away from using public services and leaning towards private ones. This is especially true
in the case of transportation, healthcare, and education.

Activity No. 2: Directions: Write T if the statement is true and F if it is false.

Write your answers in your activity sheet.
1. Middle-class families spend more on their children’s education
2. High-income class has a bigger share of the population
3. Middle-class households are less dependent on the government.
4. Middle middle-income class has less than the official poverty
threshold.
5. Middle-class workers have stable jobs
6. The current official poverty threshold in the Philippines is PHP 10,481
7. A small percentage (3%) of the middle class live in the slums.
8. Most cars are owned by the middle class.
9. Social stratification refers to a society’s categorization of its people.
10. Middle-income households have significantly greater access to
education.

C. Engagement
Activity No. 3 : KWL Chart

Using the KWL Chart, write down on your activity sheet what you know about
the topic in the What I Know column. Then, in the form of a question write the
things that you want to know in the What I Want To Know column. Lastly, in
the What I Learned column, write what has been added to your knowledge
in the CHARACTERISTICS AND FORMS OF STRATIFICATION SYSTEMS .

What I Know What I Want to What I Learned

Know
D. Assimilation 30 minutes Activity 4: Directions: Based on the lesson, create a diagram which shows
the hierarchy of social classes that exist in the Philippines. Write it in a short
bond paper.

Rubrics:
Creativity/Concept 10pts
Organization 5pts
Neatness 5pts.
Total: 20pts
V. ASSESSMENT 30 minutes Directions: Answer the following questions. Choose the letter of the correct
answer. Write your answer on your activity notebook.
1. It describes the socioeconomic level of society as “layers” with the
wealthiest and most powerful citizen being at the top.
a. functionalism theory c. social stratification
b. conflict theory d. political stratification
2. It is he system of stratification that impose the rigid boundaries between
social groups.
a. caste system b. closed system c. open system d. class system
3. People who are born into this system of society to accept their standing
for the rest of their lives.
a. class system b. closed system c. caste system d. open system
4. People are free to move from one social class to another and achieve
higher status in life. What system of stratification do they belong?
a. class system b. open system c. closed system d. caste system
5. A system that is based on achievement and better interaction.
a. closed system b. open system c. class system d. caste system
6. This theory is influenced by economic forces and relationship in the
society
a. Conflict theory c. Symbolic Interactionism
b. Functionalism theory d. Theory of Evolution
7. What social role has a functional purpose and greater reward?
a. Conflict theory c. Symbolic Interactionism
b. Functionalism theory d. Theory of Evolution
8. Workers experience alienation and isolation due to powerless status.
a. Conflict theory c. Symbolic Interactionism
b. Functionalism theory d. Theory of Evolution
9. This perspective explains how people’s social standing affects their
everyday interactions.
a. Conflict theory c. Symbolic Interactionism
b. Functionalism theory d. Theory of Evolution
10. This is seen by peoples appearance and social standing
a. conflict theory c. Symbolic Interactionism
b. Functionalism theory d. Theory of Evolution

VI. REFLECTION 30 minutes Directions: Write a reflection learned from the discussion. In writing your
reflection, you have to complete the sentence below on activity sheet.

I understand
that_________________________________________________________________
Prepared by: Checked by:
__________________________________________________________
Jay G. Fabellon I realized Marvin P. Hernandez
Subject Teacher that_________________________________________________________________
Department Head
__________________________________________________________
If given a
chance_____________________________________________________________
______________________________________________________________

Learning Area Understanding Culture Society Grade Level 11

W4 to 5 and Politics
Quarter Fourth Quarter (4th QTR) Date Week 4 to 5
I. LESSON TITLE Government Programs and Initiative on Local, National and Global In
Addressing Social Inequalities

II. MOST ESSENTIAL LEARNING Explain government programs and initiatives in addressing
COMPETENCIES (MELCs)
social inequalities e.g. local, national, global.

III. CONTENT/CORE CONTENT The learners demonstrate an understanding on social and political
inequalities as features of societies and the global community.

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

A. Introduction 60 minutes
Good morning! In our week 1 lesson, we are going to focus on the following
objectives:
At the end of the module, you should be able to:

K: Define social inequality and global inequality S: Determine the effects of

social inequalities
A: Show importance on the different programs initiated by the government
to address social inequality.
Let us now proceed with our first activity.

Activity 1.

Create a unique title for the following pictures. Write your answers in your
notebook.

1 2
. .
B. Development 60 minutes Social inequality is the existence of unequal opportunities and rewards for different social status or
positions within a group or society social. A similar situation is faced by the lesbian, gay, bisexual,
transgender and queer community (LGBTQ), who are often discriminated and ridiculed by society
which considered them aberrations or forms of deviancy. Members of the LGBTQ community is
struggling to win recognition for their civil rights, such as the right for same-sex marriage that have
already been granted in other countries.

Human rights are rights inherent to all human beings. No matter what our nationality is, what color our
skin is, what status we have in the society, etc., we are all equal. These rights are all interrelated,
interdependent and indivisible.

Ethnic minorities are also discriminated. They are often discriminated by the people who do not
understand their cultures and traditions.

There are policies crafted by the legislators to address this social inequality. Some of which are:
Indigenous People’s Rights Act that protects the rights of cultural communities; the law that protect
the rights of the person with disabilities (PWD). RA 10754 – An Act Expanding the Benefits and Privileges
of Persons with Disability (PWD); and the like. Why discrimination still exist? RA 7277 – An Act Providing
For The Rehabilitation, Self-Development And Self- Reliance Of Disabled Person And Their Integration
Into The Mainstream Of Society And For Other Purposes.

GLOBAL INEQUALITY

Inequality does not exist only in localities and states but also among states. There are states that are
influential, wealthy and powerful. This leads to a situation of global inequality; where poor has less
power and rich is powerful.

Global inequality (also sometimes referred to as international inequality) can be defined as the
unequal distribution of material resources and income across countries. Apart from economic figures,
global inequality may also refer to the access to medical care and also to education. According to
the global wealth report of Global Suisse, half of the worldwide wealth is owned by the richest 1% of
people. This also implies huge international inequality which has many adverse consequences. The
international financial institutions (IFIs), including the International Monetary Fund (IMF), the World
Bank, and regional and specialized multilateral development banks, are mobilizing unprecedented
levels of financial resources to support countries responding to the health and economic
consequences of the COVID-19 pandemic.

The following are the causes for global Inequality:

1. Political goals 8. Tax avoidance

2. Exploitation of poor countries 9. Lack of education
3. Lack of innovation 10. Gender inequality
4. Insecurity regarding property rights 11. Low living quality
5. Low investment incentives firms 12. Regional factors
6. Conflicts, Famine
.Consumption behaviour and natural disasters

The effects of global inequality are:

1. Health effects 6. Poverty

2. Social tensions 7. Starvation
3. Increased probability for conflicts 8. Lack of access to education
4. Frustration 9. Bad working conditions
5. Drug use 10. Radical movements
11. Migration

Solutions for Global Inequality:

1. Better access to education

2. Financial subsidies
3. Create incentives for firms to locate to poor areas
4. Increase incentives for innovation
5. Worldwide support

6. Global wealth tax

7. Improve worker’s rights
8. Establish minimum wages
9. Convince others
10. Increase national stability levels
11. Improve trade policies
12. Change consumption behavior

Global inequality is a big problem that has many severe adverse effects for poor countries and the
people living in those regions. Global inequality can be either caused by human actions or also by
natural circumstances.

In order to fight international inequality, it is crucial that countries all over the world work together and
share their newest research findings with each other.

Moreover, rich countries are in charge to provide financial subsidies for poor countries in order to
enable poor countries to progress. You can also contribute to a reduction in inequality in your daily life
by changing your consumption behavior.

All these actions can lead to a state where global inequality is reduced significantly and people all
over the world will benefit from the positive related effects.
 Activity No. 2: In your notebook, copy the tasks and answer each in two
sentences.

1. What is Human Rights?

2. Why do people need to have human rights?

C. Engagement
Activity No. 3 : KWL Chart

Using the KWL Chart, write down on your activity sheet what you know
about the topic in the What I Know column. Then, in the form of a question
write the things that you want to know in the What I Want To Know column.
Lastly, in the What I Learned column, write what has been added to your
knowledge in the Government Programs and Initiative on Local, National
and Global In Addressing Social Inequalities

What I Know What I Want to What I Learned

Know
D. Assimilation 30 minutes Activity 4

QUOTE ANALYSIS. Based on the quote below, list down at least 5 situations
in life which relates to this quote. Write your answers in your activity sheet.

“LIFE IS UNFAIR”

V. ASSESSMENT 30 minutes
Read each item carefully and write the letter of the correct answer on your notebook.

1. These financial institutions are also positioned to have enormous influence in the
policy directions of the countries that are indebted to them since they can
dictate economic policies to comply with their conditions for loans.
a. The Philippine National bank
b. The World Bank, the International Monetary Fund, and Asian Development
Bank(ADB)
c. The Philippine Stock Exchange
d. The Rural Banking Corporation
2. Which of the following are solutions for Global Inequality:
a. better access to education, Financial subsidies and Create incentives for firms to
locate to poor areas
b. Socialization plays no part in personality formation in individuals
c. Education, church and convention
d. Laws, government, bilateral and transnational
3. Which of the following statements is true?
a. Socialization plays no part in personality formation in individuals.
b. Large-scale complex societies that are not culturally homogenous usually have
unanimous agreement about what should be the shared norms.
c. Successful socialization can result in uniformity within a society.
d. b and c
4. This is also referred to as the declaration of rights or a charter of rights. It is a list of
the most important rights of the citizens of a country.
a. bill of rights b. bill of lading c. bill of divorce d. bill on electricity
5. Global inequality can be either caused by
a. lack of education c. society with no wealth.
b. poor races d. poor government
6. What is inherent to all human beings?
a. mobile phone b. human rights c. power and fame d. money and
fortune
7. Unequal distribution of material resources and income across countries.
a. Gender Inequality b. Racial discrimination c. Global Inequality d. National
poverty
8. Which of the following is a cause of global inequality?
a. Poverty b. Social tensions c. Starvation d. Conflict
9. Which of the following is an effect of global inequality?
a. Political goals b. Tax avoidance c. Regional factors d. Social
tensions
10. Who are often discriminated by the people who do not understand their cultures
and traditions?
a. Bourgeois b. ethnic minorities c. elites d. celebrities

VI. REFLECTION 30 minutes Directions: Write a reflection learned from the discussion. In writing your reflection, you have
to complete the sentence below on activity sheet.

I understand
that_____________________________________________________________________________________
______________________________________
I realized
that_____________________________________________________________________________________
______________________________________
If given a
chance_________________________________________________________________________________
__________________________________________

Prepared by: Checked by:

Jay G. Fabellon Marvin P. Hernandez
Subject Teacher Department Head
 Learning Area Understanding Culture Society Grade Level 11
W6 and Politics
Quarter Fourth Quarter (4th QTR) Date Week 6

I. LESSON TITLE
Social Inequalities

II. MOST ESSENTIAL LEARNING Suggest ways to address social inequalities (local, national and global)
COMPETENCIES (MELCs)

III. CONTENT/CORE CONTENT The learners demonstrate an understanding on social and political
inequalities as features of societies and the global community.

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

A. Introduction 60 minutes
Good day, dear learner!

Using this learning resource, you are ought to examine the concept,
characteristics and forms of stratification systems using sociological perspectives
as reflected in the K- 12 Most Essential Learning Competencies.
Specifically, at the end of this module, you are expected to achieve the
following objectives:

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

1. To define and understand better what is Social Inequality;

2. Identify and enumerate the forms of Social Inequality; at
3. Show the value of some equality and fairness in order to address this issue.

Let us now proceed with our first activity.

Activity 1: Fill in the box with any information or description you know about
any of these Social inequality. Write your answer in your notebook.

Gender Inequality

Economic Inequality

Class Stratification

Health Inequality
B. Development 60 minutes
Social Inequality is the existence of unequal opportunities and rewards for different
social positions or statuses within a group or society. Two approaches exist to explain why
poverty exists. One explanation is to blame the poor; the other is to blame society.
According to Neckerrman and Torche, 2007, Social Inequality is one of the dimensions of
stratification that concerns the gap between the rich and the poor.

Social Inequality is visible in many other social institution affecting other social
aspects such as:

1. Gender (e.g. Violence against women and children, Gender

discrimination among LGBTQI,)
2. Capital (e.g.Economic, symbolic and cultural)
3. Social exclusion (ethnic inequalities, Persons with disabilities)
4. Social Stratification (e.g.Income, position and resources)
5. Human Dignity, Rights and the Common Good (e.g. quality education,
basic needs-food, clean water and shelter)
6. Health Care –some individuals receive better and more professional care
compared to others.
Different Forms of Social Inequality:

Gender Inequality –acknowledges that men and women are not equal and that
gender affects an individual’s living experience. These differences arise from distinctions in
biology, psychology, and cultural norms.
Economic Inequality – generally refers to the disparity of wealth or income
between different groups or within a society. This is often characterized by Aphorism “The
rich become richer while the poor get poorer,” the phrase often refers more specifically to
the gap in income and asset between the poorest and riches segments of an individual
nation. (by:Nicolas Birdsong)
Class Stratification – is a form of social stratification in which a society is separated
into parties whose member have different access to natural resources and power. An
economic, religious, interest and ideal rift usually exist between different classes.
Health Inequality – are unfair and avoidable differences in health across the
population and between different groups within the society. Health inequality arise because
of the condition in which we are born, grow, live, work and age.

Factors that contribute to Social Inequality between Individuals and group of

People:
1. Educational Attainment
2. Wealth
3. Poverty
4. Occupation
5. Power
Social Inequality becomes a problem because of it’s apparent effect on health
and social problem is “status anxiety.” This suggests that income inequality is harmful
because it places people in a hierarchy that increases the status competition and causes
stress, which leads to poor health and other negative outcomes.

Strategies to reduce Inequality:

1. Pro-poor fiscal policy – Income redistribution is achieved by fiscal policy

mainly.
2. Better targeting of social programmes – targeting helps to reduce income
inequality and inequalities related to education and health.
3. Participatory decision-making – this strategy focuses on increasing the
voice of the poor.
4. Revision of Legislative frameworks that foster inequality. – this strategy can
help to identify discrimatory laws or laws that generates inequalities among people or
regions.
5. Promotive action – Media campaigns and advocacy efforts, which
identify this kind of discrimination and promote the participation of these sectors.
6. Addressing regional inequality- Improving access to roads,
communications and markets can have a great impact on reducing poverty and opening
opportunities for marginalized groups.
7. Differentiated poverty reduction policies –Different policies are need to
address each case of poverty: a temporary employment programme might work for
transient poverty or addressing poverty experienced by refugees.

8. Measuring other inequalities rather than just income inequality – An

example of this kind of inequalities can be seen in more tie spent on non-paid activities by
women; higher poverty levels of indigenous groups and etc.
9. Program Monitoring and Evaluation – Design performance and impact
evaluation can also increase public support for social programmes by demonstrating they
are effective.
 PROS CONS

Trickle down Effect Unfair -Inherited

Rewards hard work Unfair-Monopoly

Rewards risk Homeless

and

Creates incentives Can lead to

poverty

Activity 2:

As a student, what are the possible ways that you can do to help
reduce social inequality? Write your answer in your activity sheet.

C. Engagement
Activity No. 3 : KWL Chart

Using the KWL Chart, write down on your activity sheet what you know about
the topic in the What I Know column. Then, in the form of a question write the
things that you want to know in the What I Want To Know column. Lastly, in
the What I Learned column, write what has been added to your knowledge
in SOCIAL INEQUALITIES.

What I Know What I Want to What I Learned

Know
D. Assimilation 30 minutes Activity 4: Direction: To wrap up the discussion, can you give one possible way
of reducing social inequality in your community and explain it briefly and
concisely? Write your answersin the box. Do this in your activity sheet.

V. ASSESSMENT 30 minutes Direction: Read each item carefully and use your notebook to write your answers.

1. This is the existence of unequal opportunities and rewards for different social
positions or statuses with in a group or society.
c. Income Inequality b. Social Inequality
d. Pay Inequality d. Wealth Inequality

2. Is the extent to which income is distributed unevenly in a group of people

a. Income Inequality b. Social Inequality
d. Pay Inequality d. Wealth Inequality

3. This is measured using distribution of income and wealth

a. Economic Inequality b. Social Inequality
e. Pay Inequality d. Wealth Inequality

4. An unfair and avoidable differences in health across the population, and

between different groups within society.
a. Economic Inequality c. Social Inequality
b. .Health care Inequality d. Wealth Inequality

5. Acknowledges that men and women are not equal and that gender affects an
individual’s living experience.
a. Economic Inequality c. Social Inequality
b. .Health care Inequality d. Gender Inequality
6 .Way to decrease inequality is for the government agencies, LGU and other private
agencies to .
a. give Financial support /aid c. decrease the taxes
b. Give food for the less fortunate d. increase security & social services
7. Ethnic inequalities and Persons with disabilities are examples of
a. Social exclusion c. gender inequality
b. Social Stratification d. none of these
8. Social Inequality becomes a problem because of it’s apparent effect on health
and social problem which is known as:
a. Status symbol b. stress c. “status anxiety” d. depression
9. Being Homeless is one of the negative outcome of social inequality.
a. True b. False c. partly true d. None of these
10. Promotive action is one of the strategies to reduce social inequality.
a. True b. False c. partly true d. None of these

VI. REFLECTION 30 minutes Directions: Write a reflection learned from the discussion. In writing your
reflection, you have to complete the sentence below on activity sheet.

I understand
that_________________________________________________________________
Prepared by: Checked by:
__________________________________________________________
Jay G. Fabellon I realized Marvin P. Hernandez
Subject Teacher that_________________________________________________________________
Department Head
__________________________________________________________
If given a
chance_____________________________________________________________
______________________________________________________________

Learning Area Understanding Culture Society Grade Level 11

W7 to 8 and Politics
Quarter Fourth Quarter (4th QTR) Date Week 7 to 8
I. LESSON TITLE Challenges in Contemporary Societies

II. MOST ESSENTIAL LEARNING Examine human responses to emerging challenges in

COMPETENCIES (MELCs)
contemporary societies*

III. CONTENT/CORE CONTENT The learners demonstrate an understanding on the agents/

institutions, processes, and outcomes of cultural, political, and social change

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

A. Introduction 60 minutes
Good morning! In our week 1 lesson, we are going to focus on the following
objectives:
At the end of the module, you should be able to:

1. Discuss the different changes/ challenges faced by man in a

contemporary society.
2. Identify and recognize the advantages and disadvantages of these
changes/challenges.
3. Recognize personal experience to connect and examine the importance
of community participation.
4. Analyze community needs and their personal role in addressing those
needs for a better change in their particular locality.

Activity 1.
Task 1: Search for pictures of the different new media available in the market.
Paste them in the boxes below and give few descriptions about the picture. Do
this in your activity notebook.
B 60 minutes
Before you proceed in the next activity it is important to understand the
following.

Contemporary Emerging Changes/Challenges

1. Media - it is the plural form of the word medium, refers to the collective
or different communication tools used to store and deliver variety of
information and data.

Most media are associate with communications media such as print media, the
press, photography, advertising, creative arts, movies,
broadcasting,

entertainment, industry and publishing. In short, media refers to all print digital
and electronic means of communication.

New Form of Media

From media to mass media, to electronic media to and now to the so- called
new media.
Ex. Facebook, Instagram, blogging, twitter

New media is a generic term for many different form of electronic

communication that are made possible.(new media includes: website, audio,
and video streaming, chat rooms, emails, online communities, web advertising,
DVD, and CD-ROM media, virtual reality environments, integration of digital
data with the telephone, such as internet, telephony, digicams, mobile
computing and the likes).
Social Networking

Is a more casual form of social media (e.g. facebook- purpose of socializing

with friends, classmates and to meet new people. Social networking is just one
of the different forms or types of social media.

TYPES OF SOCIAL MEDIA

Forum a video game website or favourable hobby website.
Microblogging considered as the cousin of texting.

Bookmarking this is like saving in one place the URL address and information,
data and resources so one can access it anytime needed.
Video Sites where you can watch different types of video (e.g. You Tube)
Search Engines a lesser known type of social media where you can type what
you want top so to search and several matching will appear.

Media comes in different form it might be written or it might be from the net or
even televise. Their purpose is it to provide information. As a person receiving
information from this media it is up to us either to accept or deny.

2. SOCIAL, CULTURAL and POLITICAL CHANGE

SOCIAL CHANGE – refers to any significant alteration over time in behaviour

patterns and cultural values and norms.
CULTURAL CHANGE – is a term used in public policy making that emphasizes
the influence of cultural capital on individual and community behaviour

POLITICAL CHANGE - occurs when the rulers in a country lose power or the type
of governance in the country changes.

Sources of Social, cultural and Political Change

Innovation Refers to the use of new techniques to achieve desired ends.

Diffusion Refers to the transmission of cultural characteristics or traits from

the common society to all other societies.

Acculturation Is the process of systematic cultural change of a particular

society carried out by a new or another dominant society.

Assimilation The individual culture becomes integrated with the standard

culture.
Social Contradictions and tensions Describe qualities specific to social
and interest groups, social classes, and human social structure.

Globalization It describes the way countries and people of the world interact
and integrate. Many things have become globalized as people come into
contact. Economic globalization is how countries are coming together as one
big global economy , making international trade easier.

3. Ethnic Conflict and theories of Ethnic Conflict

Ethnic Conflict – is an armed conflict between different ethnic group. Conflict is

usually not about ethnic differences but over political, economic, social,
cultural or territorial matters.

Theories of Ethnic Conflict

Primordialist This theory relies on a concept of kinship between members of

an ethnic group and that kinship makes it possible for ethnic groups to think in
terms of family resemblances.

Instrumentalist This theory tries to explain such persistence in what was

supposed to have as effective melting pot.

Constructivist This view stresses the importance of the socially constructed

nature the ethnic group.

4. Armed Conflict - It is an open armed clash between two or more parties

that pursue different issues. (Philippine government against the rebel groups)

5. SOCIAL MOVEMENTS

Social Movements –is a loosely organized effort by a large group of people to

achieved a particular goal typically a social or political one.

3 Major Elements of Social Movements

Campaigns a sustained, organized public effort making collective claims of

target authorities.

Repertoire Employment combinations from among the following forms of

political actions; creation of special purpose associations and coalitions, public
meeting, solemn processions, vigils, rallies, demonstrations, petition, drives,
statements and in public media and pamphleteering.

WUNC displays Participants concerted in public representation of worthiness

unity, number and communities on the part of themselves and/or their
constituencies

In response to these challenges, the Philippine government has passed the

Indigenous Peoples’ Rights Act(IPRA) of 1997, which affirms Indigenous Peoples’
rights to ancestral domains, self-governance and empowerment, social justice
and human rights and rights to cultural identity.

Environmentalism - Is a social movement whose advocacies are in line with

concerns for the environment its protection and improvement and promotes
lawful preservation restoration and improvement of the natural environment.

Feminism - It is a simple term for the women’s liberation movement, which is a

series of political campaigns to push for reforms on issues involving women such
as reproductive rights, domestic violence, fair labor practices, political suffrage
and sexual harassment.
6. TRANSMIGRATION

Is define as the process of geographic mobility of the change of residence of

the person from one community to another with the intention of settling
temporarily or permanently.

THREE TYPES OF MIGRATION

International migration Is the permanent transfer of residence from one
country to another.
Internal migration Refers to a change of residence with national
boundaries, such as between states, provinces, cities or municipalities.
Circulation migration Is a temporary movement of a person. The change of
residence is temporary due to work or study. But the migrant will definitely
return in his home community

Transnational Migration – are people who have migrated from one nation state
to another, live their life across borders, participating simultaneously in social
relations that embed them in more than one nation- state.

Overseas Filipino Workers - Filipino origin who works and lives outside of the
Philippines means Filipino who are abroad indefinitely as citizens or as
permanent residents of a different country and those who are abroad for a
limited,
Definite period as workers or student.

Effects on family Migrants:

1. OFW are temporary workers it means not a steady income for the family
2. Trade off, emotional loss for material gain.

7. GLOBAL WARMING

Gradual increase in the average temperature the earth atmosphere and its
oceans that is believed to be permanently changing the Earth’s climate and
causes greenhouse effect.

Green House Effect

It is the process wherein radiation from the earth’s atmosphere warms it’s
surface to a temperature above what it would be in the absence of it’s
atmosphere.
Examples of Greenhouse effect:
1. Burning foils
2. Faming – animals produce large amount of methane. Some fertilizers
also releases nitrous oxide which is another greenhouse gas.
3. Improper waste disposal

As the Earth temperature rises everything or environment suffers. Effects would

be rise of sea levels, loss of habitat and extreme climate change, and ocean
acidification.

Steps to adapt and change global warming

a. Recycle- help minimize waste

b. Using less air conditioning – helps lessen the amount of CO2
c. Drive less – help lessen carbon footprint
d. Use the off switch – save electricity
e. Plant a tree – helps absorb carbon dioxide

8. INCLUSIVE CITIZENSHIP AND PARTICIPATORY GOVERNANCE

Citizenship – status of being a citizen of a particular place, qualities that a

person is expected to have as a responsible member of a community.

It is also a status of a person recognized under the law as a member of a

country. And as a citizen you
must have: fair justice, recognition, self-determination and solidarity.

Inclusive Citizenship – It is a governing policy focused at giving all citizens a

Strong sense that they are members of the overall society. It’s policies
include laws that provide non-isolated access to all citizens, regardless of
gender, race, religious belief and socio-economic status. Effect of inclusive
citizenship will be:
1. Citizen are more inclined to voice their grievance.
2. Motivate the citizens to participate in the government

Participatory Governance –It is the kind of governance theory which puts

emphasis on democratic engagement through deliberate practices.
Governance – pertains to the processes and institution that contribute to
public decision making.

Three Categories of Public Governance

1. Civic and Political – are those that deal with issues related to human
rights.
2. Developmental Governance – concerns about planning, budgeting,
monitoring and accountability of social and economic development
policies and programs.

Participation- The fundamental goal of most government institution. The

right to participate in society’s decision- making processes has been
accepted by the world community as a basic human right. Participation
can help: deepen democracy, strengthen social capital, facilitate
efficiency, sustain growth, promote programs for the poor.

RESPOND TO SOCIAL, POLITICAL and CULTURAL CHANGE

Inclusive Citizenship, and Participatory governance, New forms of Media
and Social Networking, Social Movements (e.g. environmentalism,
feminism)

Action Plan

• It is a document that list what steps must be taken to achieve a

specific goal.
• The purpose of an action plan is to clarify what resources are
required.
• To reach the goal, formulate a timeline for when specific task need to
be completed and determine what resources are required.

It is important that you are able to process, affirm, and validate the
authenticity of the merit of your work using the Socratic method, thereby
you are able to stablish the genuineness of the product you have made.

Activity 2: Show and explain the causes of social change and give example
of each using a cluster map.
 C. Engagement 30 minutes
Activity No. 3 : KWL Chart

Using the KWL Chart, write down on your activity sheet what you know about
the topic in the What I Know column. Then, in the form of a question write the
things that you want to know in the What I Want To Know column. Lastly, in
the What I Learned column, write what has been added to your knowledge
in the Challenges in Contemporary Societies.

What I Know What I Want to What I Learned

Know

D. Assimilation 30 minutes
Activity 6: ACTION PLAN MAKING. Create an action plan which
focuses on the positive changes that you want to happen in your
life.

Title:

Time Perso Monet Expec

Activity Objectives Frame ns ary ted
Invol Budge Results
ved t
V. ASSESSMENT 30 minutes
Direction: Read each item carefully and use your notebook to write
your answers.

1. refers to a collective or different communication tools use to

store and deliver variety of information and data.
2. it is a video game website or a favorable hobby website.
3. the example of this is YouTube where you can watch different
types of video.
4. It refers to new techniques to achieve the desired end.
5. It refers to the transmission of cultural characteristics or traits
from the common society to all other society.
6. It is a systematic cultural change of a particular society carried
out by a new or dominant society.
7. It’s a form of conflict in which the objectives of at least one
party are defined in ethnic terms.
8. It is an open, armed clash between two or more parties that
pursue different issues.
9. This will happen to the animals if the ice melts?
10. It is a kind of weather we will have if the temperature of the
sea / ocean increases?
11. This will happen when the Co2 melt in the sea water?
12. It is defined as the status of being a citizen of a particular
place.
13. t is the kind of governance theory which puts emphasis on
democratic engagement through deliberate practices.
14. The fundamental goal of most government institution.
15. define as the status of being a citizen of a particular place.

VI. REFLECTION 30 minutes Directions: Write a reflection learned from the discussion. In writing your
reflection, you have to complete the sentence below on activity sheet.

I understand
that_________________________________________________________________
__________________________________________________________
I realized
that_________________________________________________________________
__________________________________________________________
If given a
chance_____________________________________________________________
______________________________________________________________

Prepared by: Checked by:

Jay G. Fabellon Marvin P. Hernandez
Subject Teacher Department Head