Department of Education

Diocese of Bayombong Educational System

SAINT JEROME’S ACADEMY OF BAGABAG INC.
San Geronimo, Bagabag, Nueva Vizcaya 3711
SENIOR HIGH SCHOOL

OBE-CURRICULUM MAP
S.Y. 2023-2024
SUBJECT : UNDERSTANDING CULTURE, SOCIETY AND POLITICS
GRADE LEVEL : 11

I. SCHOOL’S VISION-MISSION AND GRADUATE ATTRIBUTES:

VISION: A premier Catholic learning institution for a globally competitive education towards the development of a socially and environmentally responsible and Gospel value -laden
individual

MISSION: As a premier Catholic learning institution , we commit to build a culture of excellence and discipline through relevant and updated learner-centered curriculum ,enhance
educational proficiency and spirituality, strengthen partnership with stakeholders foe the service of God ,Family and Country.
GRADUATE ATTRIBUTES. Graduates of _____________________ are expected to have the following:
1. Gospel value laden individuals
2. Compassionate Disciples of Christ
3. Globally Competent leaders
4. Socially and environmentally responsible
5. Morally and Ethically committed stewards

II. Approval and Revision History

Name Designation Signature Date Name Designation Signature Date

Last updated by Ms. Ephraim Joy B. Sta. Faculty Verified by Coordinator
Ana, LPT
Ms. Mary Jeldsen N.
Ordoño, LPT
Mrs.Elvira Amelia
S.Suarez ,LPT
Reviewed by Dept. Head 1 Approved by Principal
III. Alignment of Performance Standards, Performance Indicators and Evaluation Standard/s

The table below shows how the alignment of the performance standards (PS) to the desired attributes of graduates, the expected course learning outcomes (CLOs),
assessment and evaluation methods to be used, and standards to measure attainment of the PS.

School’s Graduate Attributes Performance Assessment/

PS code Performance Standard (PS) (Core Values) Indicators Evaluation Evaluation Standard(s)
A1 A2 A3 A4 A5 (PIs) Method(s)
Q4
Mini tasks:
1. Analyze aspects of social / / / 90% of the learners Making of flowcharts or
organization were able to analyze diagrams. This activity
the different aspects shall require the
of social organization students to make a Analytic Rubric
through the graphic graphic organizer on the
organizers. aspects of social
organization.

2. Identify one’s role in social
groups and institutions
Mini tasks:
/ / / / / 90% of the learners Learners will choose
were able to identify their pair and discuss
their roles in social their chosen career for
groups and the future which
institutions through eventually be shared in
peer-sharing on their class. This activity shall
career choice. require the learners to
identify one’s role in
social groups and
institutions

/ / / / Analytic Rubric
3. Recognize other forms of 90% of the learners PT 1: Outreach program
economic transaction such as were able to This activity shall
sharing, gift exchange, and recognize other forms require the learners to
redistribution in his/her own of economic immerse themselves in
society. transaction
2 such as their community in
 sharing, gift order to recognize
exchange, and forms of economic
redistribution in transaction such as
his/her own sharing, gift exchange,
society. and
redistribution in his/her
own
society.

4. Evaluates factors causing Mini tasks: Analytic Rubric

social, political, and cultural / / / 90% of the learners Learners will craft their
change. were able to position paper to discuss
evaluate factors and evaluate the factors
causing social, causing social, political
political, and and cultural change.
cultural change
through position
paper.

5. Advocate how human
societies should adapt to such
changes
Analytic Rubric
PT 2: Learners will create
/ / / 90% of the learners their 3-5 minutes
will be able to advocacy through the use
advocate how of their chosen social
human societies media platform (facebook
adapt to such blog/vlog, or Youtube or
changes. Tiktok Vlog).They can
pick a topic any of the 17
SDGs of UN. This
activity shall require the
learners to be an advocate
on how human societies
should adapt to such
changes.

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IV. Alignment Matrix of Content Standards (CS); Performance Standards (PS); and Course Learning Outcomes (CLOs).

Performance Standards (PS)

CS (Note: add column if necessary)
Course Learning Outcomes (CLOs) Content Standards (CS)
CODE PS 1 PS 2 PS 3 PS 4
Q4 Week 1 1. Cultural, social, and political institutions as sets of norms
1. Traces kinship ties and social networks and patterns of behavior that relate to major social interests

Week 2 2. Social stratification as the ranking of individuals according / / /

1. Describe the organized nature of social life and rules to wealth, power, and prestige
governing behavior.
2. Compare different social forms of social organization 3. Social and political inequalities as features of societies and
according to their manifest and latent functions the global community
Week 3
1. Analyze social and political structures
Week 4
1. Evaluate how functions of education affect the lives of people
in society.
2. Promote primary education as a human right.
Week 5
1. Conduct participant observation (e.g., attend, describe, and
reflect on a religious ritual of a different group; observe
elections practices)
Week 6
1. Recognize the practice of medical pluralism in light of
cultural diversity and relativism
Week 7
1. Examine stratification from the functionalist and conflict
perspectives. 1. the agents/ institutions, processes, and outcomes of cultural,
2. Identify characteristics of the systems of stratification. political, and social change
3. Suggest ways to address global inequalities.
Week 8 / /
1. Identify new challenges faced by human populations in
contemporary societies.
2. Describe how human societies adapt to new challenges in the
physical, social, and cultural environment.
3. Develop a plan of action for community-based response to
change

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V. Course Learning Plan and Time Frame
A. FINAL QUARTER
ASSESSMENT Methodology/
Week No. and Course Learning Outcomes Resources
UNIT TOPIC/ TRANSFER Teaching &
No. of (CLOs)/ AMT LEARNING MEANING- (References and
CONTENT ACQUISITION OF Learning
sessions/hrs GOALS MAKING Materials)
LEARNING Activities
FORMS AND FORMATIVE: PT 1:
Week 1 FUNCTIONS Drills/ Exercises: Reflective Outreach
Thinking: program  Lecture-  Learning
OF SOCIAL This activity discussion/
Essay Activity
ORGANIZAT shall require Power point
the learners presentation Sheets
ION LAS (Please see
appendix 1 B) to immerse  Collaborative
1. Describe the organized themselves learning  Visual Aids
Session 1-2 nature of social life and in their
Activity 1. Word Puzzle  Seatwork and
(Lecture and rules governing behavior community Exercises
Arrange the following words in  Q3/week 7
exercises) in order to  Graphic
2. Compare different social proper order to get the correct Learning
recognize Organizer
forms of social phrase/sentence which describes the forms of Module
 Visual Aids
organization according to picture above. economic
Session 3 their manifest and latent transaction
(Recap, functions such as
Guide Questions:
lecture, sharing, gift
a. What message can you infer from
exchange,
exercises) the saying? and
b. Do you agree with the message redistributio
Session 4 of the saying? Why or why not? n in his/her
(Formative own
Activity 2: GRAPHIC society.
Assessment
ORGANIZER
and This activity shall require the SUMMATIVE
Summative students to make a graphic LAS (please
Assessment) organizer on the aspects of social see appendix 1
organization. A)
LAS (Please
5 see appendix
 1 C)
Methodology/
Week No. and Course Learning Outcomes TRANSFER Resources
UNIT TOPIC/ MEANING- Teaching &
No. of (CLOs)/ AMT LEARNING ACQUISITION OF (References and
CONTENT MAKING Learning
sessions/hrs GOALS LEARNING Materials)
Activities
FORMATIVE:
Drills/ Exercises:
Week 2 KINSHIP Mini Task: Mini Task:  Lecture- Learning
 Reflection  Family discussion/ Activity Sheets
Paper Power point
Tree presentation
This activity  Collaborative  Visual Aids
(Please see shall require
Session 1-2 1. Traces kinship ties learning/ Group
and social appendix 2 B) work  Q4/week 1
(Lecture and the learners to
networks. Activity 1. PICTURE trace their  Seatwork and Learning
exercises) Exercises
ANALYSIS: family ties and Module
 What have you observed about lineages.  Visual Aids
the picture above?
Session 3  How many family members SUMMATIVE
(Recap, living in your home? Can you :
lecture, name them one by one? (Please see
exercises)  If the right time comes, do you appendix 2 A)
want to build your own family?
Session 4 If yes, would you like to live
(Recap, with your parents or to separate
lecture, with them? Why?
Formative and
Activity 2. THINK- PAIR-
summative
SHARE:
Assessment)
 What are the differences
between a patrilineal and a
matrilineal descent?
 How are clans created?

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 Methodology/
Week No. and Course Learning Outcomes TRANSFER Resources
UNIT TOPIC/ MEANING- Teaching &
No. of (CLOs)/ AMT LEARNING ACQUISITION OF (References and
CONTENT MAKING Learning
sessions/hrs GOALS LEARNING Materials)
Activities
FORMATIVE:
Drills/ Exercises:  Lecture- Learning
Week 3 POLITICAL Mini Task: SUMMATIVE discussion/ Activity Sheets
AND Activity 1. DECODING : Power point
LEADERSHIP Decode the following numbers to Be the best! I’m LAS (please presentation  Visual Aids
STRUCTURES form the correct base from the the best! see appendix 3  Collaborative
given description. A) learning  Q4/week 2
a. 16-15-12-9-20-9-3-19 (Please see  Seatwork and Learning
Session 1-2 -the way that countries are appendix 3B) Exercises Module
(Lecture and 1. Analyze social and governed, and to the ways that  Graphic
exercises) political structures governments make rules and laws Organizer
to manage the human society  Visual Aids
properly.
Session 3 b. 1-21-20-8-15-18-9-20
(Recap, -the power or right to give orders,
Lecture , make decisions, and enforce
obedience.
exercises)
c. 2-9-12-12 15-6 18-9-7-8-20-19
-are based on the idea that all
Session 4
people have certain fundamental
(Recap,
rights that government are
lecture,
created to protect the people.
Formative and
summative Activity 2. VENN DIAGRAM
Assessment) Differentiate Natural and Legal
Rights using a Venn Diagram and
put their similarities.

Natural
Legal Rights
Rights

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 Methodology/
Week No. and Course Learning Outcomes TRANSFER Resources
UNIT TOPIC/ MEANING- Teaching &
No. of (CLOs)/ AMT LEARNING ACQUISITION OF (References and
CONTENT MAKING Learning
sessions/hrs GOALS LEARNING Materials)
Activities

FORMATIVE:
Drills/ Exercises: Reflective Mini Task:  Lecture- Learning
Thinking Edu-aksyon! discussion/ Activity Sheets
Week 4 EDUCATION Activity 1. Brainstorming Power point
 This
Write your idea in the visual aids Am I contented? presentation  Visual Aids
activity
provided by the teacher about the  Collaborative
shall
word EDUCATION in order to (Please see learning  Q4/week 3
require the
Session 1-2 create a definition. apppendix 4 B)  Seatwork and Learning
1. Evaluate how functions learners to
(Lecture and of education affect the lives utilize Exercises Module
exercises) Activity 2. Think-Talk!  Graphic
of people in society. Guess the situation being described social
Organizer
by the teacher and identify whether media
2. Promote primary it is; Formal learning, Non-formal platforms,
Session 3 education as a human right learning and Informal learning of by
(Recap, education. creating a
lecture, public
exercises) post
containing
Session 4 the
(Recap, importanc
lecture, e of
Formative and primary
summative education
Assessment) as a basic
human
right.

SUMMATIVE
:
LAS
(please see
appendix 4
A)
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 Methodology/
Week No. and Course Learning Outcomes TRANSFER Resources
UNIT TOPIC/ MEANING- Teaching &
No. of (CLOs)/ AMT LEARNING ACQUISITION OF (References and
CONTENT MAKING Learning
sessions/hrs GOALS LEARNING Materials)
Activities

FORMATIVE:
Week 5 RELIGION Drills/ Exercises: Reflective Mini Tasks:  Lecture- Learning
AND BELIEF Thinking discussion/ Activity Sheets
SYSTEM Activity 1. Symbol Quiz This activity Power point
Opinion
Give the definite religion based shall require presentation  Visual Aids
from the logos shown in the picture.
Matters!
the learners to  Collaborative
Session 1-2 1. Conduct participant conduct an learning  Q4/week 5
(Please see
(Lecture and interview at  Seatwork and Learning
observation (e.g., attend, appendix 5 B)
exercises) least 3 Exercises Module
describe, and reflect on a
religious ritual of a  Graphic
Christian
different group; observe Organizer
sects in their
Session 3 elections practices) community.
(Recap, Guide Questions:
a. What do you think is the largest
lecture, SUMMATIVE
religion in the world?
exercises) b. Is religion part of culture in the LAS
Philippines? How? (please see
Session 4 c. What is the predominant religion appendix 5
(Recap, of the Philippines? A)
lecture,
Formative and
summative
Assessment)

Week No. and UNIT TOPIC/ Course Learning Outcomes ACQUISITION 9 MEANING- TRANSFER Methodology/ Resources
 Teaching &
No. of (CLOs)/ AMT LEARNING OF (References and
sessions/hrs
CONTENT MAKING Learning
GOALS LEARNING Materials)
Activities
FORMATIVE:
Drills/ Exercises: Reflective Mini Task:  Lecture- Learning
Thinking Health is a discussion/ Activity Sheets
Week 6 HEALTH Activity 1. Fill me in! Health is Wealth Human Power point
Fill in the blank spaces any words presentation  Visual Aids
(Please see Right
related to Health in order to form its  Collaborative
appendix 6 B) This activity
definition. learning  Q4/week 6
1. Recognize the practice of shall require
Session 1-2 medical pluralism in light . the learners to  Seatwork and Learning
(Lecture and of cultural diversity and . draw out their Exercises Module
exercises) relativism thoughts in  Graphic
Health as a Organizer
HEALTH
fundamental
Session 3 Human Right
(Recap, in order for
group them to
recognize the
reporting)
practice of
Activity 2. Group Reporting
medical
Session 4 Two groups will be given different
pluralism in
(Recap, topics to discuss in 5 minutes.
light of cultural
lecture, Afterwards, their classmates will be
diversity and
the one to ask them some questions
Formative and relativism.
and clarifications if there’s any.
summative
Assessment) Topics:
a. Traditional medicine and SUMMATIVE
traditional healers. :
LAS
b. Western medicine (please see
appendix 6
A)

Week No. and UNIT TOPIC/ Course Learning Outcomes ACQUISITION 10 MEANING- TRANSFER Methodology/ Resources
 Teaching &
No. of (CLOs)/ AMT LEARNING OF (References and
sessions/hrs
CONTENT MAKING Learning
GOALS LEARNING Materials)
Activities
FORMATIVE:
Drills/ Exercises: a. Mini Taask: a. Mini Tasks:  Lecture-
Week 7 SOCIAL AND Activity 1. Enumeration Letter Writing. Drama discussion/ Learning
POLITICAL 1. Examine stratification 1. Enumerate your personal top five This activity Power point Activity Sheets
STRATIFICA from the functionalist and desired qualities in every society. (Please see shall require presentation
TION conflict perspectives Activity 2. 4pics 1WORD appendix 7 B. the learners to  Collaborative  Visual Aids
Session 1-2 Work out what the words are, from create a learning  Q4/week 3
(Lecture and 2. Identify characteristics a set of letters given below the b. Mini tasks: drama  Seatwork and Learning
exercises) of the systems of pictures. Position Paper addressing Exercises Module
stratification the growing  Graphic
(Please see Organizer
issue on
3. Suggest ways to address appendix 7 C)
Session 3 global inequalities
social
(Recap, inequalities in
group the
reporting) Philippines.

Session 4 (Please see

(Recap, appendix 4 D)
lecture,
Formative and
Guide
summative SUMMATIVE
Questions:
Assessment) a. How power, wealth and prestige :
interrelated as social desirables? LAS (please
see appendix 7
b. In your personal opinion, which A)
is the most important and least
important? Why?

Activity 3. Group Reporting

Learners will be divided into three
and be given three topics under
Social Inequality which they are
given 5 minutes to report in class.

Week No. and UNIT TOPIC/ Course Learning Outcomes 11

ACQUISITION MEANING- TRANSFER Methodology/ Resources
 No. of OF Teaching & (References and
CONTENT (CLOs)/ AMT LEARNING MAKING
sessions/hrs
Learning
GOALS LEARNING Materials)
Activities
FORMATIVE:
Week 8 Drills/ Exercises: PT 2:
1. Identify new challenges Activity 1. What’s new? Reflective Advocacy  Lecture- Learning
SOCIAL faced by human Compare and contrast the pictures Thinking Making discussion/ Activity Sheets
CHANGE populations in shown by the teacher. What can I do? This activity Power point
contemporary societies (Please see shall require presentation  Visual Aids
Session 1-2 appendix 8 B) the learners to  Collaborative
(Lecture and 2. Describe how human be an advocate learning  Q4/week 7
exercices) societies adapt to new and provide  Seatwork and Learning
challenges in the physical, A. solutions from Exercises Module
social, and cultural the major  Graphic
environment challenges Organizer
Session 3 listed in United
(Recap,lecture 
3. develop a plan of action Nation’s 17
group for community-based SDGs which
reporting) response to change B they can pick
one topic. And
Session 4 provide
(Recap, awareness on
lecture, how human
Formative and societies
should adapt to
summative C. such changes.
Assessment)
LAS (please
see appendix 8
C)

D. SUMMATIVE
:
Guide Questions: LAS (please
1. What have you observed from see appendix 8
the pictures shown? A)
2. Do you agree on the given
situations? Why? Final
3. How will you embrace change Examination
despite of cultural, social and (Please see
political differences? appendix 9)
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 Activity 2. Think Deeper
Using the graphic organizer, list
down the effects of two major
challenges being faced by various
societies and countries.

References:

A. Required Readings and other Sources:

B. Suggested Readings/ Resources
C. Online Sources:

Subject Teacher Department Head School Coordinator School Principal

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