Ucsp Q2 Week 5

Module Code: PASAY-UCSP-Q2-W5-D1
Name: ____________________________________________________ Track/Strand: _______________

Teacher: ___________________________________________________ Grade Level: _______________
DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOL DIVISION OF PASAY CITY
Understanding Culture, Society and Politics
Quarter 2 / Week 5 / Day 1
MELC: Suggests ways to Address Social Inequalities
ESSENTIAL LEARNING OBJECTIVE: Discuss the Social Inequalities on gender

perspective.
TODAY’S LESSON
SOCIAL INEQUALITY ON GENDER
WHAT I NEED TO KNOW
Gender is an important dimension of social stratification. Gender is the

meaning a culture attaches to being female or male. Gender stratification is the
unequal distribution of wealth, power, and privilege between men and women.
Gender Inequality is a process by which men and women are not treated as
equals. The treatment may arise from distinctions regarding biology psychology,
or cultural norms. Some of these distinctions are empirically-grounded while
others appear to be socially constructed.
Gender inequality also affects non-binary people. Studies show the

different lived experiences of genders across many domains including
education, life expectancy, personality, interests, family life, careers, and
political affiliations. Gender inequality is experienced differently across
different cultures
WHAT I KNOW
Critical thinking: Measure your ability to comprehend without further
knowledge
Directions: Arrange the scrambled letters that refers to gender inequality.
Gender issues Scrambled letters Corrected word
Death between the ages Infant ilfe exctpenatyc

of one and five was 75
Page 1 of 20

percent higher for girls

than for boys.
There are approximately racyllite
123 million illiterate
youths and 61 percent
of them are girls
it limits women’s Dldic rriagema
opportunities and their
ability to reach their full
individual potential.
The highest-paying Pronalffesio obscleat
fields are still dominated
by men, and on average,
women earn just 77
percent of what men
earn for the same
amount of work
In countries like Egypt Ckla fo mobityli
and Bahrain, husbands
have the right to stop
their wives from leaving
the country while other
countries require
written permission from
a husband to travel.
WHAT IS IT
Despite massive progress, women’s rights remain a critical issue throughout

the world, especially in regions like North Africa and the Middle East. Women
are confronted with a systematic denial of rights where legal discrimination
leaves them inferior to their male counterparts. Consequently, women globally
lack a full realization of their fundamental human rights. Learning about this
problem reveals that gender equality is central to sustainable progress. These
are examples of gender inequality existing in the world today.
INFANT LIFE EXPECTANCY

In India and China, the two most populous nations in the world, there is
significant data that shows a survival disadvantage for girls under five
years of age. In China, girls have a seven percent higher infant mortality
rate than boys, and in India, a study conducted in the first decade of the
Page 2 of 20

2000s found that the risk of death between the ages of one and five was
75 percent higher for girls than for boys.
ILLITERACY
There are approximately 774 million illiterate adults in the world and two-
thirds of them are women. There are approximately 123 million illiterate
youths and 61 percent of them are girls. Women’s share in the illiterate
population has not budged in 20 years. These facts not only affect women
but their children as well. A child born to a mother with the ability to read
is 50 percent more likely to survive past age five.
VIOLENCE AGAINST WOWEN, SEXUAL ASSAULT AND RAPE

The mental health effects of sexual assault and rape can have jarring
results on women’s stability and livelihoods. Women who have experienced
sexual or physical abuse at the hands of their partners are twice as likely
to have an abortion, almost twice as likely to have depression and, in some
regions, 1.5 times more likely to acquire HIV compared with women who
have not experienced partner violence.
CHILD MARRIAGE
Globally, almost 750 million women and girls alive today married before their
eighteenth birthday. Those who suffer from child marriage often experience early
pregnancy which is a key factor in the premature end of education. As mothers
and wives, girls become socially isolated and are at an increased risk for domestic
violence. Child marriage is one the most devastating examples of gender
inequality, as it limits women’s opportunities and their ability to reach their full
individual potential.
HUMAN TRAFFICKING
Adult women and girls account for 71 percent of all human trafficking victims
detected globally. Girls alone represent nearly three out of every four children
trafficked. Women and girls are clearly the disproportionate victims of human
trafficking with 75 percent trafficked for the purpose of sexual exploitation.
CITIZENSHIP
With the exception of Israel, Iran, Tunisia, and parts of Egypt, women in the
Middle East do not have the right to pass citizenship on to their children while
men have the ability to not only pass it to their children, but also to their non-
national wives.
PROFESSIONAL OBSTACLE
Even in developed countries, women are at a disadvantage when it comes to

earnings. The highest-paying fields are still dominated by men, and on average,
Page 3 of 20

women earn just 77 percent of what men earn for the same amount of work. At
this rate, it could take a full 45 years before this gender inequality disappears.
CUSTODY RIGHTS
In some countries, the courts automatically grant custody rights to the father,
and women are left without any means of financial support. For example, in
Bahrain, family laws are not systematized, enabling judges to deny mothers
custody of their children.
LACK OF MOBILITY
Women are forbidden to drive in Saudi Arabia, despite numerous protests, and
must rely on their fathers or husbands to get from place to place. In countries
like Egypt and Bahrain, husbands have the right to stop their wives from leaving
the country while other countries require written permission from a husband to
travel.
WHAT I CAN DO
Creativity & Critical-Thinking learning skills: Responding critically to the question and
independently designing a concept. - 50 points
What is your honest insight in the child marriage in Rizal, Palawan, where
there is a tribe that practices
child marriage for young girl in
marrying man three times older
than her age? (100 words)
Page 4 of 20

ASSESSMENT
DIRECTIONS: Discuss any gender inequality situation you have seen or

experienced within your community and action have you taken to help the
victim. Explain extensively - 30 points
Gender inequality Situation:
Action you have taken:
Jonathan F. Batac- Pasay City East High School

References
https://en.wikipedia.org/wiki/Gender_inequality
https://www.borgenmagazine.com/10-examples-gender-inequality-world/
https://borgenproject.org/examples-of-gender-inequality/
Photos:
https://images.app.goo.gl/8twTFXMWCqHJAVQH8
UNDERSTANDING CULTURE, SOCIETY AND POLITICS, REX BOOKSTOR
BY: GERRY M. LANUZA; SARAH JANE S. RAYMUNDO
Page 5 of 20



ESSENTIAL LEARNING OBJECTIVE: Exemplifies social inequality on Ethnic

minorities perspective.
TODAY’S LESSON
SOCIAL INEQUALITY ON ETHNIC MINORITIES
WHAT I NEED TO KNOW
An ethnic minority is a group of people who differ in race or color or in national,

religious, or cultural origin from the dominant group — often the majority
population — of the country in which they live. The different identity of an ethnic
minority may be displayed in any number of ways, ranging from distinctive
customs, lifestyles, language or accent, dress, and food preferences to particular
attitudes, moral values, and economic or political beliefs espoused by members
of the group
When wealth and poverty are clearly associated with distinct ethnic groups,
the resulting ethnic inequality hampers development by generating hatred, social
immobility, envy, sense of unfairness, and conflict, which create obstacles to the
smooth functioning on the polity and of the economic system.
Page 6 of 20

WHAT I KNOW
knowledge
DIRECTIONS: Write your ideas in the box about on ethnicity social inequality.
Education Health Occupation
WHAT IS IT
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. Ethnic minorities have experienced social inequalities
in education, healthcare services, occupation, socio-economic status and
EDUCATION
These communities tend to be historically

disadvantaged and oppressed. More times than not,
individuals belonging to these marginalized groups
are also denied access to the schools with abundant resources. Inequality leads
to major differences in the educational success or efficiency of these individuals
and ultimately suppresses social and economic mobility.
In addition to socioeconomic realities that may deprive students of valuable
resources, high-achieving African American students may be exposed to less
rigorous curriculums, attend schools with fewer resources, and have teachers
who expect less of them academically than they expect of similarly situated
Caucasian students (Azzam, 2008).
Page 7 of 20

HEALTH CARE SERVICES
Institutional discrimination creates barriers to health

care access. Even when stigmatized groups can
access care, cultural racism reduces the quality of
care they receive (Williams & Mohammed, 2013).
Compared with whites, members of racial and ethnic minorities are less likely to
receive preventive health services and often receive lower-quality care. They also
have worse health outcomes for certain condition
OCCUPATIONAL INEQUALITY
Whites are more likely to be employed than

blacks or Hispanics, and whites are more
likely to hold managerial or professional jobs.
Moreover, ethnic minorities are sometimes
turned down due to looks and education.
DISCRIMINATION & MARGINALIZATION
Discrimination and marginalization can serve as a

hindrance to upward mobility for ethnic and racial
minorities seeking to escape poverty. Minority racial
groups are more likely to experience
multidimensional poverty than their White
counterparts (Reeves, Rodrigue, & Kneebone, 2016).
In the United States, 39 percent of African-American children
and adolescents and 33 percent of Latino children and adolescents
are living in poverty, which is more than double the 14 percent
poverty rate for non-Latino, White, and Asian children and
adolescents (Kids Count Data Center, Children in Poverty 2014).
Page 8 of 20

WHAT I CAN DO
Creativity & Critical-Thinking learning skills: Responding critically to the question

and independently designing a concept. - 50 points
Advocacy Campaign Task: Create a campaign awareness through paintings

that shows awareness to call the government attention to support the ethnic
minorities. The paintings must show your advocacies in education and health.
ASSESSMENT
DIRECTIONS: Exemplify an example of social inequality on ethnic minorities.
EDUCATION - 20 points
Page 9 of 20

OCCUPATION - 20 points
Jonathan F. Batac- Pasay City East High School

References
https://en.wikipedia.org/wiki/Educational_inequality
https://www.apa.org/pi/ses/resources/publications/minorities
Photos:
https://images.app.goo.gl/CXU3ngjckxT8Kkf7A
https://images.app.goo.gl/pVYjasynrXT8thzi6
https://images.app.goo.gl/swFpm1D1PBRex5b87
https://images.app.goo.gl/pdyzfwVzRS2niZTk8
https://images.app.goo.gl/yNXNbRLNxg6PcQS7A
Page 10 of 20


ESSENTIAL LEARNING OBJECTIVE: Demonstrates inequality on differently able

person.
TODAY’S LESSON
Inequality on Differently Able Person
WHAT I NEED TO KNOW

Inequalities do not only exist for people with different ethnicity but as well
as with differently abled people. You might wonder what does differently abled
people mean? Is it similar with what we all know as disabled people? The term
disabled is often associated with people diagnosed to have different kinds of
mental and physical conditions than the known normal ones and by these
conditions are described to be often restricting normal functioning in social
situations. You should ask right now whether we are right in calling them
disabled. It is said that people with far from normal mental or physical
conditions should be called ‘differently abled’ because they just possess a
unique set of abilities and perspectives than the rest of us and not completely
disabled from having a complete normal life. Everybody has ability and
everybody matters, it's all about acknowledging it. 'Differently abled' doesn't
hide the fact that your loved one has been diagnosed with a condition, but
continues to empower them despite it. Oftentimes, differently abled people see
what we can't, hear what we can't and think what we can't. This makes their
Page 11 of 20

WHAT I KNOW
knowledge
DIRECTIONS: Write your ideas in the box about inequality among differently
abled people.
WHAT IS IT
The first thing that comes to mind when labelling someone as 'disabled' is
the action itself. People aren't and shouldn't be labelled as anything, least of all
disabled. When someone is diagnosed with a condition (like autism), they aren't
autistic, they HAVE autism. Who they are as a person is not impacted by a
medical condition and it surely doesn't contribute to their identity. While the
labelling aspect is important to some, it isn't to most others.
(https://www.apd-india.org/blog/i-am-differently-abled-not-disabled)
EDUCATION
In any educational context, there is a wide range of interests as well as

learning strengths and areas of difficulty. A specific learning disability can
stand in the way of a student’s positive experience of school and learning. And,
if the student does not receive necessary support, it can hamper academic
achievement. Moreover, even when learning disabilities are diagnosed and
children receive help; these students may face discrimination by teachers and
their peers due to underlying assumptions regarding the meaning of
intelligence and their lack of awareness of these differently abled people.
Page 12 of 20

HEALTH CARE SERVICES
Although there is an act providing for the rehabilitation, self-development

and self-reliance of disabled person, we cannot deny that Philippines is a
country where its citizens are still not aware of different physical and mental
conditions of people that should be understood and given a chance to take part
in a normal world without any discrimination.
OCCUPATIONAL INEQUALITY
Even if there are several local and international decrees on the acceptance
of differently abled people in common employment, discrimination still exist
and experienced by quite a lot of Filipino PWD’s as they are considered as a
minority, hence, the treatment they receive results from the unequal treatment
that the employers show toward them.
A survey was conducted in 2011 among 210 employers from various

industries in the three regions in Northern Luzon and Central Luzon. The
research sought to find factors influencing employment opportunities for
PWDs. Results show that employers’ perception of what PWDs can (or cannot)
do for the company greatly determines hiring decisions.
The perception of Filipino employers toward PWDs in the workplace can be

classified into four categories:
“Negative Stereotype” (low productivity, frequent absenteeism and turnover),

“Added Business Value” (image as having positive work ethics, morale booster,
company prestige), “Added Cost and Efforts at Management” (additional safety
measures, needs closer training and supervision) and “Social Cost” (negative
reactions from customers and co-workers).
Statistical analysis showed that the factor “Added Business Value” proved to
be the best predictor for hiring PWDs. The primary and often only
Page 13 of 20

consideration of Philippine employers is the positive company image that

decisions to hire PWDs will bring to the company.
By: Ederlyn Marie Gatchalian Cortes - @inquirerdotnet
Read more: https://business.inquirer.net/104615/filipino-employers-attitudes-toward-persons-with-
disabilities#ixzz6iZ8Dtdky
WHAT I CAN DO
Creativity & Critical-Thinking learning skills: Responding critically to the

question and independently designing a concept.
Advocacy Campaign Task: Create a campaign awareness through

SLOGANS that shows awareness to differently abled people. The slogan must
show your advocacies in education and health. - 30 points
ASSESSMENT
DIRECTIONS: Exemplify an example of social inequality on differently abled

people.
EDUCATION - 20 points
Healthcare Sector - 20 points
Page 14 of 20

OCCUPATION - 20 points
Donna Marie B. Daya- Pasay City East High School

References
https://en.wikipedia.org/wiki/Educational_inequality
https://www.apd-india.org/blog/i-am-differently-abled-not-disabled
https://www.adb.org/sites/default/files/publication/28390/economics-wp171.pdf
https://www.tolerance.org/classroom-resources/tolerance-lessons/what-is-
differently-abled
https://business.inquirer.net/104615/filipino-employers-attitudes-toward-persons-
with-disabilities
Photos:
https://www.sunstar.com.ph/article/1820221/Davao/Feature/Giving-hope-to-
differently-abled-persons
https://www.spot.ph/newsfeatures/newsfeatures-peopleparties/63919/10-inspiring-
handicapable-filipinos
https://www.ncda.gov.ph/category/sub-committees/advocacy/
https://www.rappler.com/brandrap/detours/not-disabled-but-differently-abled
References for Further Enhancement:
Page 15 of 20


ESSENTIAL LEARNING OBJECTIVE: Suggest ways on how to lessen inequality.
TODAY’S LESSON
Crafting Action Plan To Address Social Inequality
WHAT I NEED TO KNOW

Aside from poverty, which is known to affect 17.7 million Filipinos in
2018, economic and social inequality is also in the line of problems that makes
most of Filipino families’ survival difficult. In Southeast Asia, Philippines has
the highest rate of economic and social inequality according to the ASEAN
Trade Union Council.
Same with other parts of the world, it is often seen that the indigenous
population suffers the most. In the Philippines, the approximately 1.7 million
people belonging to the nation's 100 ethnic groups remain the most
disadvantaged, with discrimination and a lack of opportunities creating serious
barriers. Edwin Lacierda, former spokesman for the president of the
Philippines, said in a news briefing in Manila, way back in 2013, "The key to
reducing inequality is better education, better healthcare, social safety nets
and higher and broader economic growth, especially in agriculture,".
Our government is working to expand access to health care, education

and land ownership among the country's poorest families, but the road to
recovery and improved equality is long as his dilemma exists decades ago
specially in the Philippines where colonial mentality from our long captivity in
the hands of conquerors has brought this ideas of superiority among those we
look at as weak such as people who are different than us, people whom our
Page 16 of 20

ancestors taught us to be peculiar from their standards until it was pass

generations to generations until these people whom ancestors were victim of
these inequality became a victim as well.
WHAT I KNOW
knowledge.
DIRECTIONS: Write your ideas in the box on what should be done to halt the
inequality among people experienced in each category. Explain extensively. - 30 points
Page 17 of 20

WHAT IS IT
In order to address these social inequalities, you must know first the
meaning its meaning. How does this manifest among us?
Social inequality refers to disparities in the distribution of economic

assets and income as well as between the overall quality and luxury of each
person's existence within a society. This happens when a society organized by
hierarchies of class, race, and gender unequally distributes access to resources
and rights. Social inequality is characterized by the existence of unequal
opportunities and rewards for different social positions or statuses within a
group or society. It contains structured and recurrent patterns of unequal
distributions of goods, wealth, opportunities, rewards, and punishments.
Even it exists long time ago until in our present time, this doesn’t mean
that we will just accept it and do nothing to stop passing it in future
generations. That is why in this module, as a youth and heralded by our
national hero as “pag-asa ng bayan”. As young generation, you are encouraged
to do good and be an advocates of equality for all.
WHAT I CAN DO
Creativity & Critical-Thinking learning skills: Responding critically to the

question and independently designing a concept.
Advocacy Campaign Task: Create a campaign awareness through slogan.

that encourage understanding of social inequalities. The slogan must
show your advocacy in education, health and occupation category. Choose
only 2 categories.
1.
Page 18 of 20

2.
ASSESSMENT
DIRECTIONS: Read each example situations carefully and identify if it is
an example of social inequality or not. Write UNFAIR if it exemplifies
social inequality and FAIR if not. - 2 points each
1. Students who do not have internet access receive lower grade in an online
class.
2. Every citizen in each barangay received help from their local government
unit during quarantine due to COVID-19 pandemic.
3. People that is considered living in ‘middle class’ is not included in food relief
packs from the government during COVID-19 lockdowns as they are working
unlike the beneficiaries who have nothing at all.
4. Liberal party supporters are considered as foolish by Laban party list
supporters.
Page 19 of 20

5. Officials who are caught violating quarantine protocols are not sanctioned
immediately by authorities while jeepney drivers who demonstrate at the side
of the road to ask for food reliefs are imprisoned.
6. All people are required to wear facemasks when going out.
7. COVID-19 affects all people and only a selected group will be given
protection.
8. Filipinos are complaining about requiring face shields to all.
9. People in quarantine feels depressed due to lack of socializing.
10. After being quarantine inside our homes, people miss their friends, family.
and the outside world.
Donna Marie B. Daya- Pasay City East High School

References
https://www.childfund.org/Content/NewsDetail/2147489041/#:~:text=In%20the%20
Philippines%2C%20where%20more,gap%20will%20continue%20to%20widen.
Page 20 of 20

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Module Code: PASAY-UCSP-Q2-W5-D1

Name: ____________________________________________________ Track/Strand: _______________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

MELC: Suggests ways to Address Social Inequalities

ESSENTIAL LEARNING OBJECTIVE: Discuss the Social Inequalities on gender

SOCIAL INEQUALITY ON GENDER

WHAT I NEED TO KNOW

Gender is an important dimension of social stratification. Gender is the

Gender inequality also affects non-binary people. Studies show the

Directions: Arrange the scrambled letters that refers to gender inequality.

Gender issues Scrambled letters Corrected word

Death between the ages Infant ilfe exctpenatyc

Name: ____________________________________________________ Track/Strand: _______________

percent higher for girls

Despite massive progress, women’s rights remain a critical issue throughout

INFANT LIFE EXPECTANCY

Name: ____________________________________________________ Track/Strand: _______________

VIOLENCE AGAINST WOWEN, SEXUAL ASSAULT AND RAPE

Even in developed countries, women are at a disadvantage when it comes to

Name: ____________________________________________________ Track/Strand: _______________

Name: ____________________________________________________ Track/Strand: _______________

DIRECTIONS: Discuss any gender inequality situation you have seen or

Gender inequality Situation:

Action you have taken:

Jonathan F. Batac- Pasay City East High School

UNDERSTANDING CULTURE, SOCIETY AND POLITICS, REX BOOKSTOR

BY: GERRY M. LANUZA; SARAH JANE S. RAYMUNDO

Name: ____________________________________________________ Track/Strand: _______________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

Understanding Culture, Society and Politics

MELC: Suggests ways to Address Social Inequalities

ESSENTIAL LEARNING OBJECTIVE: Exemplifies social inequality on Ethnic

SOCIAL INEQUALITY ON ETHNIC MINORITIES

WHAT I NEED TO KNOW

An ethnic minority is a group of people who differ in race or color or in national,

Name: ____________________________________________________ Track/Strand: _______________

Education Health Occupation

Racial or ethnic inequality is the result of hierarchical social distinctions between

These communities tend to be historically

Name: ____________________________________________________ Track/Strand: _______________

HEALTH CARE SERVICES

Institutional discrimination creates barriers to health

Whites are more likely to be employed than

DISCRIMINATION & MARGINALIZATION

Discrimination and marginalization can serve as a

Name: ____________________________________________________ Track/Strand: _______________

Creativity & Critical-Thinking learning skills: Responding critically to the question

Advocacy Campaign Task: Create a campaign awareness through paintings

DIRECTIONS: Exemplify an example of social inequality on ethnic minorities.

Name: ____________________________________________________ Track/Strand: _______________

Jonathan F. Batac- Pasay City East High School

UNDERSTANDING CULTURE, SOCIETY AND POLITICS, REX BOOKSTOR

BY: GERRY M. LANUZA; SARAH JANE S. RAYMUNDO

Name: ____________________________________________________ Track/Strand: _______________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

MELC: Suggests ways to Address Social Inequalities

ESSENTIAL LEARNING OBJECTIVE: Demonstrates inequality on differently able

Inequality on Differently Able Person

WHAT I NEED TO KNOW

disabled is often associated with people diagnosed to have different kinds of

conditions are described to be often restricting normal functioning in social

conditions should be called ‘differently abled’ because they just possess a

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _

Name: ______________________________________ Track/Strand: _