1

12
Understanding Culture,
Society and Politics
Quarter 4, LAS 1:
Social Stratification

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Understanding Culture, Society and Politics– Grade 12 Quarter 4 – LAS 1: Social Stratification

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government
of the Philippines. However, prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Development Team of the Module

Writer : REYMAR B. NARES, TII

Editor : ANNIE MARMOL-DADO, SSP-I /CYNTHIA A. ZABALA, T-III

Reviewer : DARCY GUY Y. MAŃEBO, EPS

Illustrator : REYMAR B. NARES, TII

Layout Artist: REYMAR B. NARES, TII

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LEARNING ACTIVITY SHEET 1

Name of Student: ____________________________________________________________

Learning Area – Grade Level: Understanding Culture, Society and Politics – Grade 12
Date: ______________________________________________________________________

I. INTRODUCTORY CONCEPT

Social stratification refers to the ranking of members of a society in groups on the basis
of their status. This ranking may be on the basis of occupation, power, economic resources,
prestige, caste and education. It is structured inequality between groups. Social structure holds
certain groups in ranked order and where it is difficult, if not impossible, to change that order.
Where people rank in stratification system influences every part of their lives in profound ways.
In modern Western Societies, social stratification is typically defined in three social
classes: the upper class, the middle class and the lower class; in turn, each class can be
subdivided into the upper-stratum, the middle stratum and, the lower stratum. Moreover, a social
stratum can be formed upon the bases of kinship, clan, tribe, or caste or all for.

Types of Social Classes

Upper Class in modern societies, is the social class composed of people who hold the
highest social status, usually are the wealthiest members of class societies.
Middle Class are the “sandwich” class. These white-collar workers have more money
than those below them on the “social ladder,” but less than those above them. They divided into
two levels according to wealth, education, and prestige. The lower middle class is often made
up of less educated people with lower incomes, such as managers, small business owners,
teachers, and secretaries. The upper middle class is often made up of highly educated
business and professional people with high incomes, such as doctors, lawyers, stockbrokers,
and CEOs.
Lower Class is typified by poverty, homeless and unemployment. People of this class,
few of whom have finished high school, suffer from lack of medical care, adequate housing and
food, decent clothing, safety, and vocational training.

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Systems of Stratification

Slavery – the most closed system or the ownership of people, which has been quite common in
human history (Ennals, 207).

Estate Systems – characterized by control of land. In these systems, two major estates existed:
the landed gentry or nobility and the peasantry or serfs. The landed gentry owned huge
expanses of land on which serfs toiled. The serfs had more freedom than slaves had but typically
lived in poverty and were subject to arbitrary control by the nobility (Kerbo, 2009).

Caste Systems – in this system, people are born into unequal groups based on their parents’
status and remain in these groups for the rest of their lives.

Class Systems – in this system of stratification, a person is born into a social ranking but can
move up or down from it much more easily than in caste systems or slave societies. It includes
three dimensions of stratification: class (wealth), power, and prestige.

Endogamy is the practice of marrying within a specific social group, caste, or ethnic group,
rejecting those from others as unsuitable for marriage or other close personal relationship.

Exogamy is the social norm of marrying outside one's social group. The group defines the scope
and extent of exogamy, and the rules and enforcement mechanisms that ensure its continuity.

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

Social mobility is the movement of individuals, families, households, or other categories of

people within or between social strata in a society. It is a change in social status relative to one's
current social location within a given society.

II. LEARNING SKILLS FROM THE MELCs

Examine the concept, characteristics and forms of stratification systems using
sociological perspectives. (UCSP11/12HSOI—Iic-30)

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III. ACTIVITIES
Activity I. Concept Map
Directions: Using the Balloon Concept Map, give 4 characteristics of social stratification.

Characteristics of Social Stratification

Activity II. Let’s Compare.

Directions: Using the illustration below, write the differences among the three social classes in
stratification.

Lower class Upper class

Middle class

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IV. EVALUATION
Essay. How do systems of stratification affect your life and your community as a whole?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

V. RUBRIC FOR SCORING

Needs
Outstanding Satisfactory
Category Improvement Unsatisfactory (1)
(4) (3)
(2)
- Content is - Content is - Content is not - Content is
complete, accurate and complete and incomplete.
accurate, and persuasive. /or persuasive. - Major points are
persuasive. - Major points - Major points not clear.
Content & - Major points are stated. are addressed,
Development are stated - Content is but not well
clearly and are clear. supported.
well supported.
- Content is
clear.
-Structure of - Structure is - Structure of - Organization and
the essay is mostly clear the essay is not structure detracts
clear and easy and easy to easy to follow. from the message.
to follow. follow. - Transitions - Writing lacks
Organization - Transitions - Transitions need transition of
& Structure are logical and are present. improvement. thoughts.
maintain the
flow of thought
throughout the
paper.

VI. ANSWER KEY

Activity I. Answers may vary Activity II. Answers may vary
Evaluation. Answers may vary

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VII. REFERENCES
https://www.slideshare.net/mohammadayazkhan969/chapter-3-social-stratification
https://en.wikipedia.org/wiki/Social_stratification#:~:text=Social%20stratification%20refers%20to%20a,p
ower%20(social%20and%20political).
cliffnotes.com
open.lib.umn.edu

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 1

12
Understanding Culture,
Society and Politics
Quarter 4, LAS 2:
Social Inequality

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 2

Understanding Culture, Society and Politics– Grade 12 Quarter 4 – LAS 2: Social Inequality

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government
of the Philippines. However, prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Development Team of the Module

Writer : REYMAR B. NARES

Editor : ANNIE MARMOL-DADO, SSP-I/CYNTHIA A. ZABALA, T-III

Reviewer : DARCY GUY Y. MAŃEBO, EPS

Illustrator : REYMAR B. NARES

Layout Artist: REYMAR B. NARES

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LEARNING ACTIVITY SHEET 2

Name of Student: ____________________________________________________________

Learning Area – Grade Level: Understanding Culture, Society and Politics – Grade 12
Date: ______________________________________________________________________

I. INTRODUCTORY CONCEPT
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. It can also be seen in the quality of family and neighborhood life, occupation, job
satisfaction, and access to credit.
Social inequality can emerge through a society’s understanding of appropriate gender
roles, or through the prevalence of social stereotyping. It can also be established through
discriminatory legislation. Social inequalities exist between ethnic or religious groups, classes
and countries making the concept of social inequality a global phenomenon.
Social inequality is indeed a major problem in almost all countries in the world. However,
this problem can be resolved or at least alleviate by various programs or interventions that the
government will implement. Below are examples of programs that the Philippine government is
currently implementing to address social inequality:
Pantawid Pamilyang Pilipino Program (4P’s)
This program is a human development measure of the national government that provides
conditional cash grants to the poorest of the poor, to improve the health, nutrition, and the
education of children aged 0-18. These cash grants are distributed to the household-
beneficiaries through the Land Bank of the Philippines or, if not feasible, through alternate
payment schemes such as Globe G-Cash remittance and rural bank transactions.
Build, Build, Build (BBB Program)
This is the centerpiece program of the Duterte administration that aims to usher the
“Golden age of infrastructure” in the Philippines. The BBB program seeks to accelerate public
infrastructure expenditure from an average of 2.9 percent of gross domestic product (GDP) to
about 7.3 percent. This will cost around P8 trillion to P9 trillion from 2016 to 2022 to address the
huge infrastructure backlog in the country.

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Universal Health Care Law (UHC)

With UHC, all Filipinos are guaranteed equitable access to quality and affordable health
care goods and services, and protected against financial risk. The UHC helps ensure every
Filipino is healthy, protected from health hazards and risks, and has access to affordable health
service that is suitable to their needs.
Livelihood Seeding Program (LSP)

This program of the Department of Trade and Industry aims for the recovery and
rehabilitation need of micro and small entrepreneurs considered as the most vulnerable
economic group during disasters and calamities and can even address poverty incidence by
providing livelihood activities to relocated families. The objective is to provide starter kit
packages to micro and small entrepreneurs severely affected by disasters to enable them to
restart their businesses.

Bangon Marawi Comprehensive Rehabilitation and Recovery Program (BMCRRP)

It shall bear the build back better principle in its rehabilitation and recovery efforts, steering
a culture of peace in Marawi communities and the rest of Mindanao. These include programs
and projects in land resource management, social services, physical infrastructure, livelihood
and business development implemented by the National Government or is in support of Local
Government implemented projects.

II. LEARNING SKILLS FROM THE MELCs

Explain government programs and initiatives in addressing social inequalities e.g. local,
national, global. (UCSP11/12HSO-IIe-32)

III. ACTIVITIES
Activity I.
Multiple Choice. Encircle the letter of the correct answer.
1. This program ensures the advancement of health system in our country.
A. Pantawid Pamilyang Pilipino Program (4P’s)
B. Build,Build,Build (BBB)
C. Universal Health Care Law (UHC)
D. Livelihood Seeding Program (LSP)
2. It exists between ethnic or religious groups, classes and countries.
A. Social Media C. Social Studies
B. Social Inequality D. Social Classes

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3. It provides conditional cash grants to the poorest of the poor.

A. Pantawid Pamilyang Pilipino Program (4P’s)
B. Build,Build,Build (BBB)
C. Universal Health Care Law (UHC)
D. Livelihood Seeding Program (LSP)
4. This program aims to usher the “Golden age of infrastructure” in the Philippines.
A. Pantawid Pamilyang Pilipino Program (4P’s)
B. Build,Build,Build (BBB)
C. Universal Health Care Law (UHC)
D. Livelihood Seeding Program (LSP)
5. It helps the micro and small entrepreneurs in the country.
A. Pantawid Pamilyang Pilipino Program (4P’s)
B. Build,Build,Build (BBB)
C. Universal Health Care Law (UHC)
D. Livelihood Seeding Program (LSP)
Activity II.
Identify five scenarios that depict inequality in your community and determine
government programs and initiatives to address the said problem.

Social Inequality Government Program

Example: Poverty Pantawid Pamilyang Pilipino
Program (4P’s)

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IV. EVALUATION
Research for other programs and initiatives of the current administration. Discuss the kind
of social inequality that addresses by such program or initiative.

Programs/Initiatives: ____________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

V. RUBRIC FOR SCORING

Needs
Outstanding Satisfactory
Category Improvement Unsatisfactory (1)
(4) (3)
(2)
- Content is - Content is - Content is not - Content is
complete, accurate and complete and incomplete.
accurate, and persuasive. /or persuasive. - Major points are
persuasive. - Major points - Major points not clear.
Content & - Major points are stated. are addressed,
Development are stated - Content is but not well
clearly and are clear. supported.
well supported.
- Content is
clear.
-Structure of - Structure is - Structure of - Organization and
the essay is mostly clear the essay is not structure detracts
clear and easy and easy to easy to follow. from the message.
to follow. follow. - Transitions - Writing lacks
Organization - Transitions - Transitions need transition of
& Structure are logical and are present. improvement. thoughts.
maintain the
flow of thought
throughout the
paper.

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VI. ANSWER KEY

Activity I.
1.C
2.B
3.A
4.B
5.D
Activity II. Answers may vary
Evaluation. Answers may vary

VII. REFERENCES
https://www.thoughtco.com/sociology-of-social-inequality-3026287
sciencedaily.com
www.officialgazette.gov.ph
scad.gov.ph
doh.gov.ph

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12
Understanding Culture,
Society and Politics
Quarter 4, LAS 3:
Addressing Social Inequality

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Understanding Culture, Society and Politics– Grade 12 Quarter 4 – LAS 3: Addressing Social
Inequality

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government
of the Philippines. However, prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Development Team of the Module

Writer : REYMAR B. NARES, T-II

Editor : ANNIE MARMOL-DADO, SSP-I/CYNTHIA A. ZABALA, T-III

Reviewer : DARCY GUY Y. MAŃEBO, EPS

Illustrator : REYMAR B. NARES, T-II

Layout Artist: REYMAR B. NARES, T-II

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LEARNING ACTIVITY SHEET 3

Name of Student: ____________________________________________________________

Learning Area – Grade Level: Understanding Culture, Society and Politics – Grade 12
Date: ______________________________________________________________________

I. INTRODUCTORY CONCEPT
In our previous lesson, we learn about various programs and initiatives of the government
to address social inequality. Some of which are the Build, Build,Build Program, Pantawid
Pamilyang Pilipino Program, Universal Health Care Law, Livelihood Seeding Program and
Bangon Marawi Comprehensive Rehabilitation and Recovery Program.
Social inequality results from a society organized by hierarchies of class, race, and
gender that unequally distributes access to resources and rights. It can manifest in a variety of
ways, like income and wealth inequality, unequal access to education and cultural resources,
and differential treatment by the police and judicial system, among others. Social inequality goes
hand in hand with social stratification.

There are two main ways to measure social inequality:

• Inequality of conditions
• Inequality of opportunities

Inequality of conditions refers to the unequal distribution of income, wealth, and material
goods. For example, at the level of whole communities, where some are poor, unstable, and
plagued by violence, while others are invested in by businesses and government so that they
thrive and provide safe, secure, and happy conditions for their inhabitants.

Inequality of opportunities refers to the unequal distribution of life chances across

individuals. This is reflected in measures such as level of education, health status, and treatment
by the criminal justice system.

In the Philippines, where more than a quarter of the country's population of 92.3 million
lives below the poverty line, economic and social inequality is a major problem. The
Philippines has one of the highest rates of income inequality in the world, and unless action is
taken, the gap will continue to widen.

According to the ASEAN Trade Union Council, the Philippines has the third highest rate
of economic and social inequality in Southeast Asia. This problem is not limited to personal

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wealth. Land distribution, educational and vocational opportunities and basic welfare programs
are also affected by the growing disparity between the Philippines' richest and poorest citizens.

As economic inequality has become more pronounced in the past decade, geographical
disparity has grown in the Philippines. In Mindanao, the southernmost and second largest of the
Philippines' islands, six of the 10 regions are among the top 10 nationally in terms of poverty
rates, with between 25 and 40 percent of families living in abject poverty. Nationwide, the 30
most deprived provinces are home to more than one-third of the Philippines' poorest families,
resulting in generational poverty that is incredibly difficult to escape.
As in many other parts of the world, it is often the indigenous population that 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.
Social inequality is a complex problem, but they can be addressed by governments and aid
organizations working together to ensure that opportunities are more readily available for the
nation’s poorest people.

II. LEARNING SKILLS FROM THE MELCs

Suggest ways to address social inequalities (local, national and global). (UCSP11/12
HSO-IIe-32)
III. ACTIVITIES
Activity I.
Share at least three (3) social inequalities that you have seen, observed, and
experienced in your community. Write your answers inside the box.

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Activity II. Let’s Draw it!

From your answers in Activity I, draw your thoughts on how to address these social
inequalities. Refer to the rubrics for scoring. You may also use short bond paper.

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IV. EVALUATION
Make a project proposal to address social inequalities in your community. Use the
format below to complete your activity. Be guided by the rubric.
Project/Program Title: (Name of your proposed program or project)
Social Inequality Problem: (Identify social inequality that you have witnessed or experienced)
Rationale: (Describe and explain the problem)
Objectives: (Write your goals in this program or project)
Proposed Solutions: (State your solutions to the problem)
Action Plan: (See the format below)

PROJECT PROPOSAL
Project Title: ________________________________________________________________
Social Inequality Problem: ____________________________________________________
Rationale:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Objectives:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
Proposed Solutions:
1. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Action Plan:
Activity Persons Time Frame Resources Success
Involved Indicators
Indicate the
activities to
achieve the
objectives

V. RUBRIC FOR SCORING

Rubric for Poster Making

4 3 2 1
Required The poster includes All required All but 1 of the Several required
Elements all required lements elements are required elements elements were
as well as additional included on the are included on the missing.
information. poster. poster.
Graphics - All graphics are All graphics are All graphics relate Graphics do not
Relevance related to the topic related to the topic to relate to the topic
and make it easier and most make it the topic. One or OR several
to understand. All easier to two borrowed borrowed
borrowed graphics understand. graphics have a graphics do not
have a source Some borrowed source citation. have
citation. graphics have a a source citation.
source citation.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in terms acceptably distractingly messy
attractive in terms of attractive or very poorly
of design, layout, design, layout, and though it may be a designed. It is not
and neatness. neatness. bit messy. attractive.

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Rubric for Project Proposal

4 3 2 1
Specific Objective is Objective is clearly Objective is Objective is unclear
clearly stated stated and clear but does
and addresses addresses social not address
social inequality in inequality but not in social inequality
the community the immediate
community
Measurable Goal can be Goal can be Slim chance of Goal cannot be
achieved using achieved but achieving the achieved
clear set of some activities goal with unclear
activities presented are not parallel set of activities
Attainable Set of activities Set of activities Set of activities Activity/ies cannot
presented can be presented can can be limited be executed due to
realistically be executed due to lack of limitation of
executed within the but requires resources resources
resources of the maximum use
school or of resources
community
Relevant Problem addressed Proposed Proposed Does not address a
is very timely and solution is solution has little problem
Proposed solution useful but significance
is useful in the problem
school or addressed is
community not timely
Time Bound The activities can The activities can Time frame set No time frame
be attained with be attained but time does not achieve present
realistically clear frame set is the
time frame that unrealistic goal/objective
meets the goal in meeting the goal

VI. ANSWER KEY

Activity I. Answers may vary
Activity II. Answers may vary
Evaluation. Answers may vary

VII. REFERENCES
https://www.thoughtco.com/sociology-of-social-inequality-
3026287#:~:text=Social%20inequality%20is%20characterized%20by,opportunities%2C%20rewards%2
C%20and%20punishments.
https://www.childfund.org/Content/NewsDetail/2147489041/#:~:text=In%20the%20Philippines%2C%20
where%20more,gap%20will%20continue%20to%20widen.

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12
Understanding Culture,
Society and Politics
Quarter 4, LAS 4:
Challenges in Contemporary Societies

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Understanding Culture, Society and Politics– Grade 12 Quarter 4 – LAS 4: Challenges in

Contemporary Societies

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government
of the Philippines. However, prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Development Team of the Module

Writer : REYMAR B. NARES, T-II

Editor : ANNIE MARMOL-DADO, SSP-I/CYNTHIA A. ZABALA, T-III

Reviewer : DARCY GUY Y. MAŃEBO, EPS

Illustrator : REYMAR B. NARES, T-II

Layout Artist: REYMAR B. NARES, T-II

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LEARNING ACTIVITY SHEET 4

Name of Student: ____________________________________________________________

Learning Area – Grade Level: Understanding Culture, Society and Politics – Grade 12
Date: ______________________________________________________________________

I. INTRODUCTORY CONCEPT
Social change refers to the transformation of culture, behavior, social institutions, and
social structure over time. It is any significant alteration over time in behavior patterns and
cultural values and norms. By “significant” alteration, sociologists mean changes
yielding profound social consequences. It may be brought about by cultural, religious, economic,
scientific, or technological forces. Any change of what we perceived as a normal thing in our
lives, may it be intentional or not, may lead to social change. One best example is the wearing
of face mask in public places brought about by the Covid19 pandemic.
Cultural change is a concept that denotes some internal and external factors leading to
change in the cultural pattern of societies. It can be material as well as non-material in nature.
Cultural change may come from many sources but most of them comes through contact with
other culture, inventions and internal adjustment of culture.
Political change occurs when the rulers in a country lose power or the type of
governance in the country changes. It is a normal function of internal and external politics. Rulers
will be voted out, retire, or die while in power, and the new leader will make changes. The more
powerful countries will anticipate political change and make the process clear and smooth.
Causes of Social, Cultural and Political Change
Modernization refers to the process and impact of becoming more modern. It implies
that progress has been made and is continuing to be made. Advancement in technology leads
to significant changes in the lives of people in a society.
Sometimes members of a society are often confronted by customs that differ from those
which they have learnt to accept. In such a situation, they adopt some of the new customs, reject
others, and follow modified versions of still others. New customs and practices are likely to be
more readily adopted under two conditions (Dressiers,Carns). Examples are the KPOP and
KDrama, Filipino millennials begin to speak and dress like their Korean idols.
The integration of world markets and technological advances of the last decades have allowed
for greater exchange between cultures through the processes of globalization and
diffusion. Globalization refers to the integration of international trade and finance markets. Alongside
the process of globalization is diffusion, or the spread of material and nonmaterial culture.

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Changes in the natural environment can also lead to changes in a society itself. We see
the clearest evidence of this when a major typhoon, an earthquake, or another natural disaster
strikes. The Covid19 pandemic that started last 2020, is making significant changes in the lives
of many people around the world it also affects not just the physical, but the mental, emotional
and spiritual aspects of a person.
Change also results from social conflict, including wars, ethnic conflict, efforts by
social movements to change society, and efforts by their opponents to maintain the status quo.
The immediate impact that wars have on societies is obvious, as the deaths of countless
numbers of soldiers and civilians over the ages have affected not only the lives of their loved
ones but also the course of whole nations.

II. LEARNING SKILLS FROM THE MELCs

Examine human responses to emerging challenges in contemporary. (UCSP11/12CSC-
IIh-33)

III. ACTIVITIES
Activity I. Past and Present
Identify things that changed over time brought by technology that makes the lives of
human easier. Write the old things or old invention inside the box labeled as “PAST” and the
new invention inside the “PRESENT” box.

PAST PRESENT
Ex. Typewriter Ex. Computer

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Activity II.
Briefly describe the changes you observed in your community since the start of Covid19
pandemic last 2020 in terms of Social, Cultural and Political and how people responds to these
changes. Write your answers inside the boxes.

Social Changes Cultural Changes Political Changes

IV. EVALUATION
As a student, how are you going to respond to the “new-normal” brought about by Covid19
pandemic? Briefly explain your answer.
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SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

Eco Athletic Field, F. Pimentel Ave., Daet, Camarines Norte 4600
[email protected]
DepEd Camarines Norte
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V. RUBRIC FOR SCORING

Indicators 4 3 2 1
Completion Fully completed Partially Barely Did not
the task completed the completed the complete the
task task task
Content Content is Content is Content is not Content is
comprehensive, accurate and comprehensive incomplete
accurate, and persuasive and/or
persuasive. persuasive
Organization Transitions are Transitions are Transitions need Writing is
logical and present improvement disjointed and
maintain the lacks transition
flow of thought of thoughts

VI. ANSWER KEY

Activity I. Answers may vary
Activity II. Answers may vary
Evaluation. Answers may vary

VII. REFERENCES
https://www.cliffsnotes.com/study-guides/sociology/social-change-and-movements/social-
change-
defined#:~:text=Social%20change%20refers%20to%20any,changes%20yielding%20profound%2
0social%20consequences.

https://open.lib.umn.edu/sociology/chapter/20-1-understanding-social-change/
https://www.yourarticlelibrary.com/culture/cultural-change-main-factors-and-causes-of-cultural-
change/23392
https://courses.lumenlearning.com/alamo-sociology/chapter/cultural-change/

SCHOOLS DIVISION OFFICE OF CAMARINES NORTE

Eco Athletic Field, F. Pimentel Ave., Daet, Camarines Norte 4600
[email protected]
DepEd Camarines Norte