SENIOR HIGH SCHOOL CORE SUBJECT

Inquiries, Investigation, and Immersion

TOPIC / LESSON NAME Finding Results through Data Collection
The learner describes adequately research design (either qualitative or quantitative) sample, instrument used in quantitative
CONTENT STANDARDS
research, data collection, and analysis procedures.
The learner should be able to:
1. Collect data using appropriate instruments.
PERFORMANCE STANDARDS
2. Present and interpret data in tabular and graphical forms.
3. Use statistical techniques to analyse data – study of differences and relationships limited for bivariate analysis.
1.1 Apply the proper procedure in collecting data.
1.2 Identify the methods in data processing.
LEARNING COMPETENCIES 1.3 Making data diagrams.
1.4 Execute the steps for data interpretation.
1.5 Use common statistical tools to analyse data.
TIME ALLOTMENT & DATE 10 days, November 14- November 23, 2018

LESSON OUTLINE:
1. MOTIVATION/INTRODUCTION : Review and update of what the group has accomplished.
2. INSTRUCTION/DELIVERY : Teacher and Student Discussion and Reflections
3. PRACTICE : Group Sharing
4. ENRICHMENT : Dyadic Discussion

MATERIALS Power Point Presentation

https://guides.lib.vt.edu/researchmethods/design-method, https://www.scribbr.com/dissertation-writing-
RESOURCES roadmap/create-research-design/, https://www.djsresearch.co.uk/glossary/item/Target-Population,
https://www.statpac.com/surveys/sampling.htm, https://en.wikipedia.org/wiki/Research_design .

5. EVALUATION : Spontaneous Collaboration

I. INTRODUCTION/MOTIVATION

The teacher will group the students according to their group in PR2. (This groupings will be consistent up to the end of the course/semester because the final
output or written research report will be submitted by group.) In every group, the teacher will ask one (1) representative to report the accomplished part/task in their
research paper. As expected, everybody will be proceeding to the next part of the research paper.

II. INSTRUCTION / DELIVERY

The topic will be guided by the following questions and topics:
I. What is a research design?
It is a plan to answer your research question. It describes how you will approach the investigation for your dissertation. It constitutes part of your
research proposal.
a. How to create a research design?
Before you can create a research design, you first need to accomplish:
1. Problem Statement
2. Main Research Questions and Sub-questions
b. What are the types of research design?
1. Descriptive (case study, naturalistic observation, survey)
2. Correlational (case-control study, observational study)
3. Semi-experimental (field experiment, quasi-experiment)
4. Experimental (random assignment)
5. Review (literature review, systematic review)
6. Meta-analytic/Meta-analysis
c. What are the four modes of survey data collection?
1. Face-to-face Survey
2. Telephone Survey
3. Self-administered paper and pencil surveys (SAQ)
4. Self-administered computer surveys
II. What is a research method?
A research method is a strategy/instrument used to implement that plan (research design). It also constitutes part of your research proposal.
a. The types of Research Method can be broadly divided into two categories:
1. Quantitative Research - “describes, infers, and resolves problems using numbers. Emphasis is placed on the collection of numerical
data, the summary of those data and the drawing of inferences from the data”.
2. Qualitative Research – “on the other hand, is based on words, feelings, emotions, sounds and other non-numerical and unquantifiable
elements. It has been noted that “information is considered qualitative in nature if it cannot be analysed by means of mathematical
techniques. This characteristic may also mean that an incident does not take place often enough to allow reliable data to be collected”.
b. Which research method should I choose?
1. Observation/Participant Observation
2. Surveys
 3. Interviews
4. Focus Groups
5. Experiments
6. Secondary Data Analysis/Archival Study
7. Mixed Methods (combination of some of the above)
III. Population and Sample Data
a. Population Data- is the data that are from every individual of interest.
b. Sample Data- is the data that are from only some of the individual of interest
IV. Sampling Plan
 Slovin’s Formula
- is used to calculate the sample size (n) given the population size (N) and a margin of error (e).
- it's a random sampling technique formula to estimate sampling size
-It is computed as n = N / (1+Ne)2.
whereas:
n = no. of samples
N = total population
e = error margin / margin of error
V. Sampling Methods
1. Simple Random Sample (SRS) - A simple random sample of n measurements from a population is a subset of the population selected in such a
manner that every sample of size n from the population has an equal chance of being selected.

 How to draw a Random Sample?

1. Number all members of population sequentially.
2. Use table, calculator, or computer to select random numbers from the numbers assigned to the population members.
3. Create the sample by using population members with numbers corresponding to those randomly selected.
2. Stratified Sampling- Divide the entire population into distinct subgroups called strata. The strata are based on specific characteristics such as age,
income, education level, and so on. All members of the stratum share the specific characteristic. Draw random samples from each stratum
3. Systematic Sampling- Number all members of the population sequentially. Then, from a starting point selected at random, include every kth
member of the population in the sample.

4. Cluster Sampling- Divide the entire population into pre-existing segments or clusters. The clusters are often geographic. Make a random selection
of clusters. Include every member of each selected cluster in sample.

5. Multistage Sampling- Use a variety of sampling methods to create successively smaller groups at each stage. The final sample consists of clusters.
 6. Convenient Sampling- Create a sample by using data from population members that are readily available.

III. PRACTICE

Make a (1) research design, (2) methodology, (3) sampling plan out of the topic given below. You can choose a sampling method to be used in your plan.

Topic: English or Filipino: The Most Preferred Medium of Instruction by the Students in Malipong National High School.
Population Data: 2567 students in MNHS
Gender: M (1284) F (1283)
Grade Level: G11 (1500) G12 (1067)
 IV. ENRICHMENT

Make a plan within you group of what is the appropriate design and method that will be used in your research paper. Make and submit your own written
research design and methodology of your research paper. Write it in a one whole sheet of paper.

V. EVALUATION

Accomplish the following by group:

1. Final written research design
2. Final written research method
3. Final Sampling Plan
4. Final written research instrument

Marginal Note(s):
*Allotted time may vary depending on the interventions such as holidays, students’ ability to absorb the information, school affairs, duration of their final
output/evaluation, etc. Thus, it is understood that the timeframe may be extended.

Prepared by:

CAMILLE MONIQUE C. ZAFRA, LPT

 SENIOR HIGH SCHOOL CORE SUBJECT
Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
The learner will be able to recognize human cultural variation, social differences, social change,
CONTENT STANDARDS
and political identities
The learner will be able to acknowledge human cultural variation, social differences, social
PERFORMANCE STANDARDS change, and political identities

1. Articulate observations on human cultural variation, social differences, social change, and
LEARNING COMPETENCIES
political identities on Socioeconomic Classes.
SPECIFIC LEARNING At the end of this lesson, the learners will be able to:
OUTCOMES 1. Define and discuss the different socioeconomic classes that exist in Philippine society.
TIME ALLOTMENT 3 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : “Egg-Chicken-Dinosaur-Prince/Princess-King/Queen Game”
3. INSTRUCTION/DELIVERY : Discussion with picture and video presentations
4. PRACTICE : Organizational Chart of the Socioeconomic Class in Different Periods
5. ENRICHMENT : Group Presentation: Tableau
6. EVALUATION : Identification

MATERIALS Power Point Presentation, Pictures and Handouts

RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

I. INTRODUCTION

Articulate the learning objective which will be the agreement of the class.

1. Define and discuss the different socioeconomic classes that exist in Philippine society.

II. MOTIVATION
Let the class play a game entitled, “Egg, chicken, dinosaur, prince/princess, and king/queen”. Count the students first and let them choose their partner.
Read the mechanics of the game for them to know on what to do. The mechanics are the following:
1. The participants will be playing paper, rock, and scissors with their pair for just one round. Before the game starts everybody will start their role as an
egg. The player who wins the first round will evolve into a chicken and the player who loses will remain as an egg.
2. After the first round, the player who is now a chicken will find another pair with the same role while the egg will find another egg for the next round.
3. When the chicken wins again into the second time, he/she will evolve into a dinosaur while the other who loses will go back into an egg. Same routine
will follow when the game started.
4. Here is the order of the evolution: egg-chicken-dinosaur-prince (male) and princess (female)-king and queen.
Note: The game will be done by everybody at the same time.
5. If the player reaches the role of being a king or queen, he/she will go to the front and reigns.
6. The game will end when the remaining players do not have pairs for the game.

After the game, let the class go back to their proper seats and ask them the following questions:
1. What is our game all about?
2. What lesson have you learned from the game?
3. Why is there a need of evolution? What do we call them (egg-chicken-dinosaur-prince/princess-king/queen)?
- social roles/status in the game or society in general.

III. INSTRUCTION / DELIVERY

People in the society can be categorized into different socioeconomic classes. During prehistoric times in the Philippines, our ancestors developed a
society where people were assigned with different social functions. However, as society changed, differences in societal functions became wider and
more diverse.

1. What are the different socioeconomic classes in the Philippines?

2. How did these socioeconomic classes change through time?

Socioeconomic Classes during the Pre-Colonial Period
Prior to the coming of the Spaniards, the community was called a barangay. It was headed by a datu or rajah. Our ancestors were divided into three
different groups−maharlika, timawa, and alipin.
Maharlika (Leaders and Royals)

 first social class

 composed of community leaders (datu) and their families
 also called the group of the maginoo, raha, or gat

Timawa (Freemen)

 second or “middle” social class

 composed of all freemen living in the barangay
 consisted of workers, warriors, merchants, and others who were not under debt bondage
 had their own properties such as houses and pieces of land to cultivate

Alipin (Slaves)

 third class
 served another person or family as payment for debt
 became slaves when their families lost to a war with another
 were not bound to their masters for life
 could go back to their previous status as soon as they pay off their debts, or if they marry a maharlika, who will then pay for their debt
 had two kinds−aliping saguiguilid and aliping namamahay

Aliping Namamahay

 had their own properties such as houses or pieces of land

 often from the timawa class and became slaves because of debt or as punishment for a wrongdoing
 could go back to being part of the timawa class once they pay off their debt

Aliping saguiguilid

 did not have the right to own any property

 often came from a family of slaves or were captives in war
 could also be sold or exchanged for goods or other slaves
Socioeconomic Classes during the Spanish Colonial Period
Upon the coming of the Spaniards, Philippine society changed and a new set of socioeconomic classes was created. During this period, the people were
divided based on their ancestry—peninsulares, insulares, mestizo, and indio.

Peninsulares
  Spaniards in the Philippines who were born in Spain
 came from the word “peninsula,” which was in direct reference to the Spanish peninsula

Insulares

 Spaniards who were of Spanish descent but were born in the Philippines
 came from the word “insular,” which means "from the islands"

Mestizos

 those of mixed ancestry

 usually children of Spanish and Chinese couples or of Spanish and indio couples
 had economic and political power because of their mixed heritage

Indios

 consisted of the natives

 the lowest class in society
 were stripped of their rights and freedom
 were forced to bow down to Spanish colonizers
This kind of system lasted for hundreds of years, until the time when some insulares and mestizos were able to gain some form of power. In the 19th
century, the so-called “middle class” emerged—the principalia and the ilustrados.

Principalia

 consisted of native leaders in the government and their families

 were often educated and served as gobernadorcillo (town mayor) or cabeza de barangay (barangay leader)

Ilustrados

 the children of the principalia who usually studied in Europe

 consisted mostly of the popular artists and scholars of the period, including Jose Rizal
Modern Socioeconomic Classes
Socioeconomic classes changed when the Philippines gained independence from Spain. The Americans introduced democracy and did not impose any
form of socioeconomic class in the country.
At present, a person’s position in society is based mainly on his or her family’s economic status. Social stratification or the division of society based on
occupation, income, wealth, or power is simpler at present than in the past.
In 1987, the National Statistical Coordination Board (NSCB) divided the population into high-income, middle-income, and low-income classes.
 High-income Class

 people earning an average of PhP 200,000 per month

 the “rich” class that accounts for merely one percent of the country’s total population
Middle-income Class

 people earning an average of PhP 36,000 per month

 consists of professionals and small-scale entrepreneurs
Low-income Class

 people earning less than PhP 10,000 per month

 consists of laborers and minimum wage earners

Social Mobility
Unlike in other societies where persons born into a specific class have no choice but to die as part of the same class, people in the Philippines usually have
the opportunity to transfer from a lower socioeconomic class to a higher one.
This process, called social mobility, is:

 the movement of people or families within or between different levels in society, and
 the opportunity to transfer from a lower socioeconomic class to a higher one possibly through education or marriage.
Social Mobility
Unlike in other societies where persons born into a specific class have no choice but to die as part of the same class, people in the Philippines usually have
the opportunity to transfer from a lower socioeconomic class to a higher one.
This process, called social mobility, is:

 the movement of people or families within or between different levels in society, and
 the opportunity to transfer from a lower socioeconomic class to a higher one possibly through education or marriage.

IV. PRACTICE
Let the students group into five and make an organizational chart based on the sample below showing the hierarchy of socioeconomic status according to
different eras/periods. The group will be having a draw lots of their assigned era/period. let them choose representative/(s) to present and discuss their chart.
Sample 1.1 – The Socioeconomic Classes of the Philippines during ____________ Era/Period
V. ENRICHMENT
In the same group, the students will show the different socioeconomic class by means of a tableau in their assigned period/era. One from the group will
explain and give details about their presentation.

VI. EVALUATION
Identify the socioeconomic class being described by the following.

1. They were the Spaniards who came from Spanish descent and who were born in Spain but stayed in the Philippines.
2. All freemen in Pre-Spanish Colonial Period who had their own properties and land to cultivate.
3. They were the insulares and mestizos who were the native leaders in the government and in their families.
4. They were the third social class in the Pre-colonial era and who served other people in the payment of their debts.
5. The children of principalia who usually studied in Europe.
6. They are those of mixed ancestry who are children of Spanish-Chinese couples or Spanish-Indio couples.
7. They are the first social class who are composed of datus and rahas.
8. These are the people earning a maximum rate of PhP 36,000 per month.
9. They do not have their own rights and properties and they usually came from the family of slaves.
10. They were came from Spanish descent but born in the Philippines.

Prepared by:

CAMILLE MONIQUE C. ZAFRA

 SENIOR HIGH SCHOOL CORE SUBJECT
Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
The learner will be able to recognize human cultural variation, social differences, social change,
CONTENT STANDARDS
and political identities
The learner will be able to acknowledge human cultural variation, social differences, social
PERFORMANCE STANDARDS change, and political identities

1. Articulate observations on human cultural variation, social differences, social change, and
LEARNING COMPETENCIES
political identities on Ethnicity and Race.
At the end of this lesson, the learners will be able to:
SPECIFIC LEARNING 1. Define and discuss different concepts and issues regarding ethnicity and ethnic groups in
OUTCOMES the Philippines.
2. Formulate solutions that address the discrimination and issues of ethnicity.
TIME ALLOTMENT 3 hours

LESSON OUTLINE:
7. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
8. MOTIVATION : “Group Categories”
9. INSTRUCTION/DELIVERY : Discussion with pictures
10. PRACTICE : Role-Playing
11. ENRICHMENT : identifying through Pictures
12. EVALUATION : Matching Type

MATERIALS Power Point Presentation, Pictures and Handouts

RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

I. INTRODUCTION
The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Define and discuss different concepts and issues regarding ethnicity and ethnic groups in the Philippines.

II. MOTIVATION

Let the class play a game entitled, “Group Categories”. The teacher will be giving categories according to their traits and characteristics and they will find
their groups with the same traits of their own.

1. Same color of the hair.

2. Same age
3. Same height
4 Same weight
5. Same shape of the body
6. Same color of the skin
 After the game, let the class go back to their proper seats and ask them the following questions:
1. What is our game all about?
2. Why are you grouped according to your same categories?

III. INSTRUCTION / DELIVERY

Every society consists of people from different families, ethnic groups, and races. This makes society very diverse and unique.

1. What is ethnicity?
2. What is race and how is it related to ethnicity?
3. What are the issues regarding ethnicity?
4. What are the ethnic groups in the Philippines?

Ethnicity and Race

1.) Ethnicity refers to a group of people, also called the ethnic group, who have a common or shared culture, language, history, religion, and
tradition.

Here, people are divided into groups based on different social factors.

Examples: Filipinos, Malays, Anglo-Saxons, and Muslims.

2.) Race refers to a group of people that shares the same physical attributes, such as skin color, height, and facial features.

People are grouped into different races based on their physical appearance. Human beings are classified into three major races:
Caucasoid, Mongoloid, and Negroid. These classifications are based on the color of the skin, the shape of the face and eyes, texture of the hair, and
other prominent physical features.

Race
Physical Features
Caucasoid Mongoloid Negroid
Skin color fair yellowish Dark
Light colored; straight or
Hair Straight: black Curly;black
wavy
Eyes round Almond-shape Large-round
Others High-nose bridge Low to medium-nose bridge Low-nose bridge
origin Americas and Europe Asia Africa
 3.) Ethnolinguistic Groups in the Philippines

There are more than 180 ethnic or ethnolinguistic groups in the Philippines, which are based on the language each group uses. There are eight
major ethnolinguistic groups in the country:

1. Ilokano,
2. Kapampangan, 8. Waray
3. Pangasinense,
4. Tagalog,
5. Bikolano,
6. Ilonggo,
7. Cebuano

Other smaller ethnolinguistic groups are the Ibanag, Ivatan, Sambal, Subanon, Maguindanaoan, and Zamboangueño.

Issues About Race and Ethnicity

Ethnicity and race are categories that divide people based on their social affinities or physical similarities. However, differences in ethnicity and race make
some people believe that one ethnic group is superior than others. This belief creates discrimination and prejudice against people from minorities who are
perceived to be of “inferior” ethnicity or race.

Types of Discrimination according to ethnicity

a. Racism is discrimination or prejudice based on one’s race. In the 1970s, white Americans (Caucasoids) discriminated black Americans (Negroids)
who were descendants of immigrants from African countries.

b. Ethnocentrism is discrimination or prejudice based on one’s culture.

Recently, Muslim extremists discriminate Christians and non-Muslims in Muslim countries because of their religion.

In the Philippines, Muslims experience prejudice and discrimination in Christian-dominated regions like Metro Manila. Because of the ongoing conflict
in Mindanao between the government and Islamic militants, Christians tend to think that all Muslims are terrorists. On the other hand, some
Christians and ethnic groups are discriminated and prejudiced against in Muslim-dominated areas.
 Solving Discrimination in the Country

1. Genocide is the elimination of a group of people from the same race, ethnic group, religion, or nation. It is an extreme action against people from
another ethnicity or race. The Holocaust during the World War II, executed by the Nazis of Germany led by Adolf Hitler, killed millions of Jews all over
Europe.

2. Ethnic cleansing is the harassment, rape, or forced migration of an ethnic group to banish them from a certain area or territory. This happens in
certain areas in Africa.

IV. APPLICATION

Group the students into five and give a specific situation per group that shows a particular type of discrimination according to ethnicity. The groups will
formulate a solution to a particular problem given. Each group will be showing their formulated solutions by means of a role-playing.

V. ENRICHMENT

Show pictures of different races and let them identify what particular ethnicity is being described by the picture.

VI. EVALUATION

Match the questions from column A to the answers from column B. Write the letter only.

COLUMN A COLUMN B
1. It is the discrimination or prejudice based one one’s culture. a. ethnic cleansing

2. This refers to a group of people who have a common or

shared culture language, history, religion, and traditions.
b. genocide
3. It is the elimination of a group of people from the same race,
ethnic group, religion, or nation. c. ethnocentrism

4. It is the harassment, rape or forced migration of an ethnic d. race

group to banish them from a certain area or territory.
e. racism
5. This refers to a group of people that shares the same
physical attributes, such as skin, color, height , and facial f. ethnicity
features.
 VII. ASSIGNMENT

Research a particular country in which discrimination of ethnicity occurs and how do they address that certain problem. Make a report out of it and write it in
a one whole sheet of paper.

Prepared by:

CAMILLE MONIQUE C. ZAFRA

SENIOR HIGH SCHOOL CORE SUBJECT

Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
The learner will be able to recognize human cultural variation, social differences, social change,
CONTENT STANDARDS
and political identities
The learner will be able to acknowledge human cultural variation, social differences, social
PERFORMANCE STANDARDS change, and political identities.

1. Articulate observations on human cultural variation, social differences, social change, and
LEARNING COMPETENCIES
political identities on Religion.
At the end of this lesson, the learners will be able to:
SPECIFIC LEARNING 1. Explain religion as a form of cultural variation.
OUTCOMES 2. Describe the diversity of religions in the world and in the Philippines.
3. Analyze issues regarding religion in the world and in the Philippines.
TIME ALLOTMENT 3 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : Identifying through Pictures.
3. INSTRUCTION/DELIVERY : Discussion
4. PRACTICE : Filling the table of the religions in the Philippines and their own observations.
5. ENRICHMENT : Group Discussion
6. EVALUATION : Matching Type

MATERIALS Power Point Presentation, Pictures and Handouts

RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

I. INTRODUCTION
The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Explain religion as a form of cultural variation.

2. Describe the diversity of religions in the world and in the Philippines.
3. Analyze issues regarding religion in the world and in the Philippines.

II. MOTIVATION

Show pictures of different religions and practices in the Philippines. Let them identify the religions that they see in the pictures.

IV. INSTRUCTION / DELIVERY

 Religion as a Cultural Variation
1. We live in a world with a varying and diverse cultures. Culture Variation or differences take many forms within and among societies, one of which is
religion.
2. Religion is defined as a set of practices and behaviors that relate to a group of people’s belief in a god or group of gods. Sociologists studying religion
consider it a part of society’s culture. In most cases, religion not only affects a person’s belief, but one’s way of life.

Variety of Religion
Each of these religions has its own set of beliefs and practices that must be followed by the believers.
1. Christianity – A religion that based on the life, teachings, and example of Jesus Christ.
2. Islam – A monotheistic religion based on the word of Allah as revealed to Muhammad during the 17 th century.
3. Hinduism – a major religion and religious tradition of South Asia, the oldest worldwide religion, characterized by a belief in reincarnation and a large
pantheon of gods and goddesses.
4. Taoism – a popular Chinese religion that seeks harmony and long life through the philosophy of Taoism combined with pantheism and magical
practices.
5. Buddhism – a world religion or philosophy based on the teaching of the Buddha.
Religion in the Philippines

1. The Philippines is a secular country, which means that the government does not prescribe a specific set of activities or laws based on religion. A citizen's
right to choose his or her own religion is protected by the Philippine Constitution.

2. In the Philippines, the majority of the population are Christians, with a certain portion of the population practicing Islam, particularly in the southern part of
the country. Buddhism, Taoism, and Hinduism are also practiced by a small number of inhabitants in the archipelago.

Understanding Cultural Variation in the Form of Religion

Cultural variations do exist as exemplified through different religions in the world, more so in Philippine society.
For example, Christians and Muslims believe in one God, Hindus believe in many gods, and Buddhists do not.
The sets of practices and beliefs of a particular religion influence the behavior of its followers and their interaction with other members of society.

Issues Surrounding Differences in Religion

Because people have different religions, issues and conflicts between religious groups or denominations cannot be prevented.

IV. APPLICATION
 Group the class into three and let them fill up the table below by showing the different religions in the Philippines. Let them also write down their
observations about the religions that they know. Ask them to choose one representative to discuss their work in front of the class.

Religion Observations

V. ENRICHMENT

COLUMN A COLUMN B Discuss the issues

1. The majority of the population in the Philippines are ________. a. Religion that that our country faces
2. A world religion or philosophy based on the teaching of the when it comes to religion.
Buddha. b. Christians Discuss these by group
3. A religion that based on the life, teachings, and example of and show alternative
c. Buddhism solutions in order to solve
Jesus Christ.
these issues.
4. It is a popular Chinese religion that seeks harmony and long d. Taoism
life through the philosophy of Taoism combined with pantheism VI. EVALUATION
and magical practices. e. Hinduism
5. It is a major religion and religious tradition of South Asia, the Match the questions
oldest worldwide religion, characterized by a belief in f. Islam from column A to the
reincarnation and a large pantheon of gods and goddesses. answers from column B.
g. Christianity Write the letter only.
6. A monotheistic religion based on the word of Allah as revealed
to Muhammad during the 17th century. h. Philippine Constitution
7. It is a set of practices and behaviors that relate to a group of
people’s belief in a god or group of gods. i. Secular Country
8. They study religion as part of society’s culture. Prepared by:
9. The citizen’s right to choose his or her own religion is protected j. Sociologists
by __________.
10. They also believe in Jesus Christ but they do not share the k. Protestants
common practices as Catholicism
 CAMILLE MONIQUE C. ZAFRA

SENIOR HIGH SCHOOL CORE SUBJECT

Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
The learner will be able to recognize human cultural variation, social differences, social change,
CONTENT STANDARDS
and political identities
The learner will be able to acknowledge human cultural variation, social differences, social
PERFORMANCE STANDARDS change, and political identities.

1. Articulate observations on human cultural variation, social differences, social change, and
LEARNING COMPETENCIES
political identities on Exceptionality and Non-Exceptionality.
At the end of this lesson, the learners will be able to:
1. Describe exceptionality and non-exceptionality as a form of social category or one’s source
of identity,
SPECIFIC LEARNING
2. Explain the characteristics that make a person “exceptional,”
OUTCOMES
3. Discuss the challenges and problems affecting exceptional people, and suggest solutions
to the problems.

TIME ALLOTMENT 3 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : Picture Category
3. INSTRUCTION/DELIVERY : Discussion
4. PRACTICE : Group Discussion and Role-playing
5. ENRICHMENT : Completing the Table
6. EVALUATION : Fill in the blank

MATERIALS Power Point Presentation, Pictures and Handouts

 RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

I. INTRODUCTION
The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Describe exceptionality and non-exceptionality as a form of social category or one’s source of identity,
2. Explain the characteristics that make a person “exceptional,”
3. Discuss the challenges and problems affecting exceptional people, and suggest solutions to the problems.

II. MOTIVATION

Show pictures of people with different characteristics and categories based on his lifestyle, physical features, needs, desires, and challenges.

1. What makes them different?

2. What do you call to those person with disabilities in the society?

III. INSTRUCTION / DELIVERY

1. What makes a person exceptional?

2. How similar/different are they from “non-exceptional” people?

Exceptionality and the Exceptional People

People have different characteristics, needs, desires, lifestyles, and challenges. However, there are people who, from one reason or another, are
described or categorized by the society as exceptional.

1. What do the words "gifted," "disabled," "challenged," or "different" mean to you? How does society influence your knowledge and attitudes toward
people with such labels and differences?
 A. Exceptionality - A quality or a characteristic of a person that makes him or her different from an established norm in a society. These are various
physical and mental interference or problems that affect a person and which makes it difficult for him or her to function properly in society.

B. Exceptional People – they differ from the societal and community standards of normalcy. They have learning or behavioural problems and physical and
sensory disabilities and sometimes are intellectually gifted. The characteristics that make a person exceptional may have been acquired from birth, through a
medical condition, or through an accident.

Existing Categories of Exceptionality

Behavioral Communicative Intellectual Physical Multiple Exceptionalities
Excessive fears or
Autism Giftedness Physical disability
anxieties
Tendency for
Deafness Intellectual disability Orthopedic Impairment A combination of one or
compulsive reaction
more disabilities or
Inability to build and
Language impairment Health impairment impairments
retain satisfactory
Developmental disability
interpersonal
Speech impairment Blind and low vision
relationships

Exceptional People: Challenges and Problems

Exceptional people, the disabled, or the intellectually gifted, encounter challenges and issues in dealing with other members of the society.

Here are some common problems and challenges that exceptional people experience
 Overcoming Challenges and Problems
In the Philippines, despite the passage of Republic Act 7277 or the Magna Carta for People with Disabilities (PWDs) in 1991, there are still significant
barriers that keep exceptional people from fully participating in society−including the stigma surrounding disability and society’s poor understanding of the
abilities and aspirations of exceptional people. However, the government, private sectors, media, and some concerned groups have been working together
to solve these existing problems.

Here are some ways on how both private and public sectors have been helping them.

Employment Health Education Public Accommodations Other Auxiliary Services

All public schools are
All public
The government issued required by the
The law prohibits accommodations and
identification cards for government to provide
companies from services, such as buses,
PWDs that entitle them special education
discriminating against trains, movie houses,
to a discount of 20% on classes for
the employees with and hotels are required
medicines and health underprivileged children
disabilities. to have special areas for All broadcasting
services with developmental or
PWDs. networks are required to
physical disabilities.
provide sign language
All establishments,
Some companies or translation to all news
including schools are
businesses provide broadcasts of national
required to provide
employment solely for Public accommodations importance, including
The government has ramps, for students with
exceptional people. also have an obligation messages from the
also started giving out disabilities.
to provide special President.
The government free prosthetic (artificial)
Some foundations and discounts for all sales
provides training and limbs to qualified
concerned individuals and purchases made by
livelihood programs for beneficiaries.
provide scholarships for PWDs.
persons with disabilities
students suffering from
(PWD) in case of
disabilities.
unemployment

The picture below shows the International Symbol of Access (ISA). It is found in locations or spots that are designated for all
persons with disabilities.
IV. APPLICATION

Aside from those already mentioned and discussed earlier, what are other rights and privileges do PWDs enjoy? Discuss this in their group and choose one
representative to discuss their work.

Let the class have a short role-playing of different exceptional people and how they should be treated in the society. Show an example of private or public
sector that gives priority to the PWDs.

V. ENRICHMENT

Complete the table below by supplying the answer in the box. Answer this by group.

Existing Categories of Exceptionality

Behavioral Communicative Intellectual Physical Multiple Exceptionalities
__________
Autism ____________ _________ disability VI. EVALUATION

Fill in the blanks of the given statements below.

Tendency for
____________ _______________ Orthopedic Impairment A combination of
compulsive reaction
_________________
1. _________ refers to a characteristics of a person that makes him or her different from the established norms in society.
Inability to build and
________ impairment __________ impairment
retain satisfactory
Developmental
2. They are the individuals who differ from societal and disability of normalcy. They are _________.
community standards
interpersonal
________ impairment ___________ vision
relationships
3-5. Some of the problems and challenges that the exceptional people experience are ______________, _______________,
 and ________________.

6. Philippines Republic Act _______ gives special rights and privileges to persons with disabilities (PWDs).

7. The _________________________ or ISA is placed in all areas that are reserved for PWDs, regardless of their disabilities.

8. By law, all public schools in the Philippines are mandated to offer _________________ classes for all students with physical or learning disabilities.

VII. ASSIGNMENT

Research on some notable persons with disabilities who made a difference in the world. What do you think made their achievements unique? What do their
accomplishments say about a person’s “disability”?

Prepared by:

CAMILLE MONIQUE C. ZAFRA

 SENIOR HIGH SCHOOL CORE SUBJECT
Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
The learner will be able to recognize human cultural variation, social differences, social change,
CONTENT STANDARDS
and political identities
The learner will be able to acknowledge human cultural variation, social differences, social
PERFORMANCE STANDARDS change, and political identities.

1. Articulate observations on human cultural variation, social differences, social change, and
LEARNING COMPETENCIES
political identities on Nationality.
At the end of this lesson, the learners will be able to:
1. Define nationality as a concept in cultural variation and social differences,
SPECIFIC LEARNING
2. Explain different concepts regarding nationality, and
OUTCOMES
3. Discuss issues regarding nationality and statelessness.

TIME ALLOTMENT 3 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : “Scrambled Words”
3. INSTRUCTION/DELIVERY : Discussion with picture
4. PRACTICE : Charades
5. ENRICHMENT : Group Discussion “Case Study in Sabah”
6. EVALUATION : Essay

MATERIALS Power Point Presentation, Pictures and Handouts

RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

 I. INTRODUCTION
The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Define nationality as a concept in cultural variation and social differences,

2. Explain different concepts regarding nationality, and
3. Discuss issues regarding nationality and statelessness.

II. MOTIVATION

Arrange the scrambled words and define the following terms from their own understading,

1. Nation
2. Nationality
3. Citizenship
4. State
5. Country
6. Statelessness

III. INSTRUCTION / DELIVERY

Nation, Nationality, and Citizenship

Nation is a large aggregate of people united by common descent, history, culture, language, and economic life through inhabiting a particular country or
territory.

Example: The United Kingdom is a country inhabited mainly by people of four nations: English, Irish, Scottish, and Welsh.

1. Nation emphasizes a particular group of people

2. Country emphasizes the physical dimensions and boundaries of a geographical area.
3. State is a self-governing legal and political entity.

Nationality is a person’s instinctive membership to a specific nation or country. It can be acquired by an individual from the country where he or she
was born (jus soli). It can be acquired by an individual through his or her parents (jus sanguinis).
1. An individual is a national of a particular country by birth. Nationality is acquired through inheritance from his or her parents.

2. People with the same nationality often share the same language, culture, territory, and in some cases, ancestry. They share the same rights and are
protected by the same laws.

Citizenship is a person’s legal and political status in a city or state, which means that an individual has been registered with the government in some
country. An individual becomes a citizen of a country only when he or she is accepted into that country’s political framework through legal terms.

Examples:

1. An individual born in the Philippines has a Filipino nationality. He may, however, apply for citizenship in another country, should he wish to (e.g. a
Filipino national applying for citizenship in Mexico).
2. Some people from European Union member countries may have European citizenships that are different from their nationalities (e.g. an Italian national
who is registered as a German citizen).
3. No one will be able to change his nationality, but one can have a different citizenship.

Issues Regarding Nationality and Statelessness

Right to Nationality

1. The Philippine Nationality Law is based on the principles of jus sanguinis or "right of blood." Therefore, anyone with a parent who is a citizen or national
of the Republic of the Philippines can acquire Philippine citizenship. This is the primary method of acquiring citizenship.

2. For people born in the Philippines to non-Filipino parents, the Administrative Naturalization Law of 2000 (R.A. 9139) provides an avenue for
administrative naturalization.

3. Every person has a right to a nationality.

- The right to a nationality is a fundamental human right. It is an individual’s right to acquire, change, or retain his or her nationality. Thus, a country’s
law cannot deprive a person the right to gain a nationality, in case he or she loses it.

Statelessness
 People who do not have a nationality are considered as stateless people.

According to Article 1 of the 1954 Convention relating to the Status of Stateless Persons of the United Nations High Commissioner for Refugees (UNHCR),
"a stateless person is someone who is not considered as a national by any State under the operation of its law."

Most stateless people are considered "refugees," while others lose their nationalities due to war or conflict, or if their country is annexed by another country
and loses its sovereignty.

Example: Case Study: Statelessness in Sabah

The United Nations High Commissioner for Refugees (UNHCR) handles all issues regarding refugees and stateless people. The role of UNHCR is to
identify stateless people and protect their rights, as well as prevent statelessness from happening all over the world. They also aid stateless people in acquiring
new citizenship in other countries.

IV. APPLICATION
Group the class into two and let the group choose as many representatives that they want to be actors for the charades. Let the group guess what
nationality is being acted by the other group. The group with many correct answers will be given points.

V. ENRICHMENT
Discuss the Case study in Sabah and provide solutions within the group on how to solve the unrecognized nationality of the people living in Sabah.
Present the solutions formulated in front of the class.

VI. EVALUATION
Think of a particular country that faces issues regarding the nationality and citizenship of the people. If you were the President of a particular country,
how will you solve this kind of issue? Make a speech regarding this issue to be delivered to the people.

VII. ASSIGNMENT
Do some research on the number of stateless people in the world, and list the reasons why they are considered stateless. How do you think can other
countries, like the Philippines, help them in their plight?

Prepared by:

CAMILLE MONIQUE C. ZAFRA

 SENIOR HIGH SCHOOL CORE SUBJECT
Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
CONTENT STANDARDS The learner will be able to understand the significance of studying culture, society, and politics
The learner will be able to adopt an open and critical attitude toward different social, political, and
PERFORMANCE STANDARDS cultural phenomena through observation and reflection

1. Demonstrate curiosity and an openness to explore the origins and dynamics of culture and
LEARNING COMPETENCIES
society, and political identities
At the end of this lesson, the learners will be able to:
1. Recognize behavior and phenomena in society which are socially, politically, and culturally
SPECIFIC LEARNING significant.
OUTCOMES 2. Demonstrate curiosity and open-mindedness to explore the origins and dynamics of
society, culture, and politics.

TIME ALLOTMENT 3 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : “Family Feud Game”
3. INSTRUCTION/DELIVERY : Discussion
4. PRACTICE : Role-Playing
5. ENRICHMENT : Fill in the table
6. EVALUATION : Identification

MATERIALS Power Point Presentation, Pictures and Handouts

RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

I. INTRODUCTION
The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Recognize behavior and phenomena in society which are socially, politically, and culturally significant, and
2. Demonstrate curiosity and open-mindedness to explore the origins and dynamics of society, culture, and politics.

II. MOTIVATION

Divide the class into two and let them play a game entitled, “Family Feud”. The group will be selecting seven members in every round to answer the
given survey questions. The highest group in every round will be the winner.

Questions:

1. What are the favourite foods of the Pinoy?

2. What are those celebrations that most of the Filipinos celebrate?
3. What are the most activities that young Filipinos do?
4. Who are the famous politicians in the Philippines?

III. INSTRUCTION / DELIVERY

1. Behavior – it is a way in which a person, organism, or group responds to a specific set of conditions.
2. Phenomenon- something that is out of ordinary and excites people’s interest and curiosity. It is a fact or occurrence that can be observed.

Social Behavior and Phenomena

These are broad and complicated sociological concepts. These involve every event between at least two individuals and include all knowledge and
experiences a person acquires in the entirety of his or her lifetime.

Social Phenomena are the individual, external, and social constructions that influence a person’s life and development.

The table below shows some examples of Social Behavior and Phenomena.
Political Behavior and Phenomena

In sociology, political behavior and phenomena include events through which authority, governance, and public opinion are put into practice.

A political behavior of a person or a group may be influenced by their political views, ideologies, and levels of political participation. An example of
an act of political behavior is the act of voting.

Political phenomena are not only limited to public offices as these also include how institutions like schools, churches, or companies are ran and
governed

The table below shows some examples of political behavior and phenomena.
Cultural Behavior and Phenomena
Also known as the bandwagon effect, a cultural behavior is an event where certain individuals behave a certain way merely because other
persons do as well.

A cultural phenomenon happens when something or someone gains widespread popularity. However, it is noteworthy that it is not the subject that
is the cultural phenomenon but rather the process of becoming famous.

The table below shows some examples of cultural behavior and phenomena.
 Interactions within Society
Social, political, and cultural behaviors and phenomena in the society are results of interactions within society. People talk and share stories. People
share ways of living among other things. People do things together and work for the attainment of the common good and social order. These
behaviors, be they usual or not, are natural responses to changes and ideologies developing within society as a result of constant interactions
between its members.

IV. APPLICATION

Group the class into three and let them have a role-playing that show the different phenomenon and behaviours of the assigned factor.

V. ENRICHMENT

Aside from what was mentioned in this lesson, identify other events and classify them as either social, cultural, or political phenomena. Write at least
two for each.
 VI. EVALUATION

Identify whether the following is an example of social, political, or cultural behaviour and phenomenon. Write SB if it is social behaviour, PB if it is
political behaviour, and CB if it is cultural behaviour.

1. Food Taboo –

2. Wedding Ceremonies –

3. Campaign –

4. Facebook Fan Page –

5. Election –

6. Istambay –

7. Fashion Trend –

8. Socia Media Sensations –

9. Fasting and Abstaining

10. Presidential Debates

Prepared by:

CAMILLE MONIQUE C. ZAFRA

 SENIOR HIGH SCHOOL CORE SUBJECT
Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
CONTENT STANDARDS The learner will be able to understand the significance of studying culture, society, and politics.
The learner will be able to acknowledge human cultural variation, social differences, social
PERFORMANCE STANDARDS change, and political identities.

LEARNING COMPETENCIES 1. Analyze social, political, and cultural change.

At the end of this lesson, the learners will be able to:
1. Define and explain social, cultural, and political changes,
SPECIFIC LEARNING 2. Recognize common concerns or events within society on the phenomenon of change,
OUTCOMES 3. Explain the concept of social and cultural change and highlight the mechanisms, and
4. Analyze social, political, and cultural change within society.

TIME ALLOTMENT 3 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : Venn Diagram
3. INSTRUCTION/DELIVERY : Discussion
4. PRACTICE : Group Activities
5. ENRICHMENT : Essay
6. EVALUATION : Enumeration and explanation

MATERIALS Power Point Presentation

 RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

II. INTRODUCTION
The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Define and explain social, cultural, and political changes,

2. Recognize common concerns or events within society on the phenomenon of change,
3. Explain the concept of social and cultural change and highlight the mechanisms, and
4. Analyze social, political, and cultural change within society.

II. MOTIVATION

Divide the class into three groups. Each group will be assigned to make a Venn diagram in which they will show the similarities and differences of social,
political, and cultural in the Philippines before and after. Each group will be assigned to only one factor. Let the group discuss their work after 3 minutes.

Social Factor Cultural Factor

Political Factor
III. INSTRUCTION / DELIVERY

1. What do you call that occurrence in our country that is different from before and now?

2. What is a social change? Political change? Cultural change?

Change is said to be constant. It is inevitable. It is expected to happen. The big question, however, is what makes it happen? Of course, there are many
factors—social, political, or cultural.

Change- becoming or making differences. Transformation from old to new.

Social Change- is the transformation of social institutions over time.
Examples: Communication, Telecommunication, Technology, Families, etc.
Cultural Change- it is the transformation of culture or the way how people live.
Examples: Communication, Technology, People’s Habits, Families, etc.
Political Change- happens when the rulers of a country lose power or when the type of governance in the country changes.
Governance is the kind of system or ideology used to express authority in a country. It may be a democracy, monarchy, oligarchy, and others.
Examples: Local Public Services (are provided by the government to people living within its jurisdiction, either directly [through the public sector] or by
financing the provision of services.), and Youth Volunteerism (the involvement of youth volunteer or free labor in community services)

Mechanism of Changes
There are different mechanisms or tools involved in social, political, and cultural change.

1. Diffusion- is the process through which the cultural traits of one society are borrowed, transmitted, and adopted by another and considered as its own.
 Examples: Migration and Globalization

2. Invention- is the process where new cultural elements are created to solve social and cultural problems.

Examples: Internet

3. Discovery- is the process where people recognize or gain a better understanding of already existing elements present in the environment.

Example: Scientific research

Changes within the Society

Along with time, persons, environments, and ideologies change. People move in and move out. People live and die. People's stories and experiences
change. People make discoveries and innovations.

The environment changes as well—nature, water, earth, minerals, climate, seasons, sources of raw materials, and energy.

New knowledge replaces old ones. Slavery has been banned. Civil rights were granted to those who were once deprived of them. Same-sex marriage is
on its way to worldwide recognition. Nothing is permanent but change, so they say.

All these contribute significantly to changes people experience socially, politically, and culturally.

IV. APPLICATION

In the same group, let them choose one activity or task on the social, political, and cultural change.
a. Make a poster about the changes that occurred in the Philippines showing the examples of social, political, and cultural changes. Let the group
discuss their work afterwards.
b. Make a persuasive speech about the changes in the Philippines according to its social, political, and cultural factors. State the positive and adverse
effects of each example. Give a concluding statement on how will the people adopt to the following changes. Choose one representative to do the honor
to read the made speech.
c. Show one example of social, political, and cultural changes through a role-playing.

V. ENRICHMENT

How should a person react to the changes within the society? Is it with acceptance or with reservation? Cite a real situation or example that you have
observed that supports your answer. Explain your answer.
VI. EVALUATION

Identify the answer from the given statement.

1. It is the transformation from old to new; on becoming or making a difference of a particular thing.
2. A process wherein the cultural traits are borrowed, transmitted, and adopted by another and consider it as its own.
3. It is a transformation of social institutions over time.
4. It is a kind of system or ideology that is used to express authority in the country.
5. A transformation of culture or the way people live.
6. It happens when the type of governance in the country changes.
7. The process where people recognize or gain a better understanding of already existing elements present in the environment.
8. It is the involvement of youth volunteer or free labor in community services.
9. These are provided by the government to people living within its jurisdiction, either directly [through the public sector] or by financing the provision of
services.
10. The process where new cultural elements are created to solve social and cultural problems.

Prepared by:

CAMILLE MONIQUE C. ZAFRA

 SENIOR HIGH SCHOOL CORE SUBJECT
Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
The learner will be able to understand the rationale for studying anthropology, political science,
CONTENT STANDARDS
and sociology.
The learner will be able to appreciates the value of disciplines of Anthropology, Sociology, and
PERFORMANCE STANDARDS Political Science as social sciences
LEARNING COMPETENCIES 1. Identify the subjects of inquiry and goals of Anthropology, Political Science, and Sociology
At the end of this lesson, the learners will be able to:
SPECIFIC LEARNING
1. Recognize the importance of the study of culture, society, and politics, and
OUTCOMES
2. Identify the subjects of inquiry and goals of anthropology, political science, and sociology.

TIME ALLOTMENT 2 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : Picture Out
3. INSTRUCTION/DELIVERY : Discussion
4. PRACTICE : Group Activity and Discussion
5. ENRICHMENT : Reflection Paper
6. EVALUATION : Enumeration and explanation

MATERIALS Power Point Presentation

 RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

I. INTRODUCTION

The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Recognize the importance of the study of culture, society, and politics, and
2. Identify the subjects of inquiry and goals of anthropology, political science, and sociology.

II. MOTIVATION

Shows pictures about the involvement of the society, society’s culture, and politics in the Philippines. Let the class identify and give insights of what they
have seen in the picture.

III. INSTRUCTION/DELIVERY

Culture is the focus of anthropology, society is for sociology, while politics is for political science. These are disciplines of the social sciences.

The goal of having these disciplines is to prepare people for active and responsible civic engagement through the development of critical thought. Exposure
to these areas of discipline exposes its learners to the following:

 social diversity and inequality,

 self-reflective knowledge and practice,
 appreciation of complexity, and
 advocacy for social change and order.
Anthropology is the study of humans and their society in the past and present. Dealing with what makes us human, anthropology delves into objects and
materials we have created, our interconnectedness and adaptability with environment, our lifestyle, our modes of communication, and our understanding of
the world around us.

Goals of Anthropology

 to describe and analyze the biological evolution of mankind

 to describe and assess the cultural development of our species
 to explain and analyze present-day human cultural similarities and differences
 to describe and explain human biological diversity today

Political science is a social science discipline that deals with systems of government and the analysis of political activities and political behavior. Primarily,
it helps people gain an understanding of “who gets what, when they get it, and how they get it.”

Political science helps us understand politics, political institutions and behavior, public policy, and philosophical concepts, such as justice, equality, fairness,
and liberty, and how the said subject matters affect economy, public and private life, law, and public services .
Goals of Political Science

 for people to be immersed in current affairs

 to build an understanding of local, national, and international politics
 to assist people in learning how political activities are organized in and out of our country
 to provide substantially critical and scientific contribution to government and society

Sociology is the study of human social relationships and institutions. This discipline mainly focuses on society—its functions, its members, and its diversity.

Specifically, sociology tackles the basic unit of the society—the family, the functionality and relevance of state as an important human institution, social
issues on religion, crime, race, social class, and the stability and instability of societies.
 Goals of Sociology

 to guide in understanding intrapersonal factors

 to build a better understanding of mankind
 to aid in decision-making in the micro and macro level
 to gather systematic information from which to make a decision, provide insights into what is going on in a situation, and present alternatives

IV. APPLICATION

Group the class into five and let them cite three practical situations where knowledge of anthropology, political science, and sociology can be applied by
using a table below. After 5 minutes, let the group discuss their work in the class.

Anthropology Political Science Sociology

1.

2.

3.

V. ENRICHMENT
 In a one whole sheet of paper, let the students make a reflection paper based on the discussion. The following questions below will be their guide in
making their reflection paper.

1. Why is it important to study culture, society, and politics?

2. Why should it be included in the school curriculum?
3. Which among three social science disciplines is most relevant to your life?

VI. EVALUATION

A. Match the situation from column A to column B. Write your answer on the blank before the number.

_____1. It is the study of human social relationships and institutions. A. Family

_____2. It is the basic unit of the society. B. Anthropology
_____3. It helps us understood politics, political institutions, and behaviour. C. Sociology
_____4. It describe the biological constitutions of the mankind. D. Political Science
_____5. It is the main focus of Anthropology E. Culture

B. Identify whether the following objectives below is under the scope of Anthropology, Sociology, or Political Science. Write your answer on the
space provided before the number.

1. To describe and assess the cultural development of our species.

2. To explain and analyse present-day human cultural similarities and differences.
3. To provide substantially critical and scientific contribution to government and society.
4. To guide an understanding in intrapersonal factors.
5. To gather systematic information from which to make a decision, provide insights into what is going on in situation, and present alternatives.
6. To assist people in learning how political activities are organized in and out of our country.
7. To describe and analyse the biological evolution of mankind.
8. To build understanding on local, national, and international politics.
9. To aid in decision-making in the micro and macro level.
10. For the people to be immersed in current affairs.

Prepared by:

CAMILLE MONIQUE C. ZAFRA

 SENIOR HIGH SCHOOL CORE SUBJECT
Understanding Culture, Society, and Politics
TOPIC / LESSON NAME Understanding Culture, Society, and Politics
The learners will be able to understand the culture and society as anthropological and sociological
CONTENT STANDARDS
concepts
The learners will be able to appreciate the nature of culture and society from the perspectives of
PERFORMANCE STANDARDS anthropology and sociology.
1. Explain anthropological and sociological perspectives on culture and society.
LEARNING COMPETENCIES
2. Describe society and culture as a complex whole.
 At the end of this lesson, the learners will be able to:
SPECIFIC LEARNING 1. Explain anthropological and sociological perspectives on culture and society.
OUTCOMES 2. Describe society and culture as a complex whole.

TIME ALLOTMENT 2 hours

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives
2. MOTIVATION : Categorize in Table
3. INSTRUCTION/DELIVERY : Discussion
4. PRACTICE : Citing through Examples
5. ENRICHMENT : Question and Answer
6. EVALUATION : Identification through Essay Questions

MATERIALS Power Point Presentation

RESOURCES Understanding Culture, Society, and Politics. www.quipper.com/MNCHS

I. INTRODUCTION

The teacher reminds the students of the routinary activities.

Articulate the learning objective which will be the agreement of the class.

1. Explain anthropological and sociological perspectives on culture and society, and

2. Describe society and culture as a complex whole.
II. MOTIVATION

Let the class complete the table below by listing down the following words from the box that belongs to Culture or Society. Ask the students to justify their
answers.

Culture Society

Language Family Native People Foods/Specialties

III. INSTRUCTION/ Beliefs Attitudes Traditions Religion

DELIVERY
Social class and groups State Anthropology Sociology
Anthropology and
Values Norms and Laws Community knowledge
Sociology
Church Government Art Technologies
Humans are
interesting subjects to study. The human story has a lot to say from their way of living to the associations they form. The two interrelated scientific
studies of society colloquially known as the twin social sciences are anthropology and sociology.

1. Anthropology is the study of people throughout the world, their evolutionary history, how they behave, adapt to different environments, communicate,
and socialize with one another.

Anthropology provides us with a big picture of what it means to be human. The study of anthropology is concerned with the biological features that make
us human (such as physiology, genetic makeup, nutritional history, and evolution) and their social aspects (such as language, culture, politics, family,
and religion).

2. Sociology is the study of human institutions and their relationships. This discipline examines how human actions in modern societies are shaped by
social groups and by wider social, economic, and political pressures.
 Sociology’s subject matter is diverse, ranging from crime to religion, from the family to the state, from the divisions of race and social class to the shared
beliefs of a common culture, and from social stability to radical change in whole societies.

Anthropological and Sociological Perspectives on Culture and Society

In sociology, society is the leading concept while culture is subordinate. In anthropology, on the other hand, culture comes first as a subject matter
followed by society.

1. What makes a culture and a society?

When talking about culture, we are mostly talking about tangible factors which include language, technology, and institutions like our churches, schools,
or houses. However, culture also has intangible aspects such as our values and behaviors. It also includes norms, the standards or rules of acceptable
behavior.

Culture is what makes society a collective whole. It gives the community its form, shape, and identity.

A society, in terms of sociology, is a group of people living and interacting with one another to create a culture. Its population is bound by a shared
culture - beliefs, attitudes, languages, and institutions.

Society and Culture as a Complex Whole

Edward B. Tylor defined culture as "that complex whole which includes knowledge, art, belief, law, morals, custom, and any other capabilities and
habits acquired by man as a member of society."

 With this premise, it can be said that culture is a product of society. These two exist dependently on each other.
 Culture, just like every person in society, is susceptible to change or death.
 Society is not constant. Its members change from time to time. As a result, culture changes along. New trends exist. New technologies are invented
and new means of interaction have been created.
 People evolve over time as a result of their exposure to renewed or changed laws, values, and standards of society.

IV. APPLICATION

Let the students answer the question.

1. Cite examples of the manifestations of culture within the society. Justify, why they always get related to each other.
V. ENRICHMENT

1. Think about the different factors involved in shaping society and culture. How do they affect continuous societal and cultural changes?

2. What is the dividing line between anthropology and sociology? Culture and society?

VI. EVALUATION

Answer the following questions below.

1. What is society according to sociological perspective?

2. Why is culture described as “the complex whole”?
3. Why does culture and society are interrelated to one another?

Prepared by:

CAMILLE MONIQUE C. ZAFRA