Original L.P

574 Delos Reyes St.
San Vicente, Gapan City
UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

DAY 1
I. Objectives:
At the end of the lesson the student should be able to:
a. acknowledge the human cultural variation, social differences, social change, and
political identities ;
b. participate in the class with in-depth understanding about the lesson;
c. arrange the words to get the answer.
II. Subject Matter
A. Focus: Sharing of social and cultural backgrounds of students as acting subjects or
social actors, agents, persons
B. Reference: Understanding Culture, Society, and Politics
C. Instructional Materials: PowerPoint presentation
III. Teaching Strategies
A. Pre Activity
1. Motivational Activity
Charade
1. Art 3. Candle
2. Festival
B. Activity Proper
1. The teacher will give the meaning of Human Cultural Variation, Social
Differences, Social Change, and Political identities
2. Let the student read the meaning of human cultural variation, social differences,
social change, and political identities
3. Let the student give examples of human cultural variation, social differences,
social change, and political identities
4. Let the student familiarize themselves in human cultural variation, social
differences, social change, and political identities.
C. Post Activity
Group work jumbled words
IV. Evaluation
The student will answer the quiz no. 1 in module
V. Assignment
Gather data and information about the EDSA People Power last February 1986.
Prepared by:
Ms. Wyndy Grace M. Mariano
Approved by:
574 Delos Reyes St.
UNDERSTANDING CULTURE, SOCIETY, AND POLITICS DAY 2
I. Objectives:
a. adopt an open and critical attitude toward the social realities and social dynamincs;
b. share their sympathy about the changes in behavior, culture,society and the politics;
c. draw a picture of public transportation in Philippines in 19th, 20th, and 21st century.
II. Subject Matter
A. Focus: Observation about social, political and cultural behavior and phenomena and
cultural change
A. Pre Activity
1. Review
What is human cultural variation?
What is Social Differences?
What is Social Change?
What is Political Identities?
2. Motivation Question
Situation Analysis: (EDSA people Power Revolution in 1986 that change the
course of history)
Why this historic event is very important to the Filipinos?
What makes it meaningful?
B. Activity Proper
1. The teacher will discuss the observations about social, political, and Cultural
Behavior and Phenomena
2. Let the student Familiarize themselves in the social, political, and Cultural
Behavior and Phenomena
C. Post Activity
“A minute to make or Break it”
IV. Evaluation
Draw a picture of public transportation means in Philippine society across different eras
to depict the technological, cultural, social and political change in every society.
V. Assignment
What is anthropology, political science and sociology?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. define the anthropology, political science, and sociology;
b. listen to others’ opinion and idea about the topic;
c. work as a team.
II. Subject Matter
A. Focus: Definition of anthropology, political science, and sociology
A. Pre Activity
Picture filling: the student will going to guess if the picture is belong to
anthropology, political science or sociology
Anthropology Political Science Sociology
B. Activity Proper
1. Give the definition of anthropology, political science, and sociology
2. Let the students to share their understanding and idea about culture, society, and
politics
3. Let the student familiarize themselves in anthropology, political science and
sociology
C. Post Activity
The teacher will divide the class into three groups who will conduct a research
anchored on the listed topic below:
Group 1: Philippine communication
Group 2: Philippine Transportation
Group 3: Philippine Dances
IV. Evaluation
The students will going to answer the quiz no. 3 in module
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. understand the nature of culture and society and society from the perspectives of
anthropology and sociology;
b. appreciate one’s idea about the topic;
c. demonstrate how to share one culture to other culture;
II. Subject Matter
A. Focus: Society as a group of people sharing a common culture
C. Instructional Materials: whiteboard, PowerPoint presentation
A. Pre Activity
1. Motivational Question
As a member of society how can you share your culture to other culture?
B. Activity Proper
The teacher will discuss the following:
1. Society as a Concept
2. Society as a Facticity
C. Post Activity
The student will going to perform a society as a group of people sharing a common
culture
IV. Evaluation
Students will going to construct an essay about why culture is important in our society.
V. Assignment
What are the elements of Culture?
Explain why culture is a complex whole?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. describe society and culture as a complex whole;
b. show how culture is become part of their lives;
c. create a poster.
II. Subject Matter
A. Focus: Society and culture as a complex whole
C. Instructional Materials: whiteboard marker, PowerPoint presentation
A. Pre Activity
Why do you think culture is the mirror of life?
B. Activity Proper
1. Culture according to E.B Taylor
2. Kinds of Culture
3. Elements of Culture
4. Types of Norms
C. Post Activity
Poster Making “Society and culture as a complex whole”
IV. Evaluation
Students will going to answer the quiz no. 4 in module
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. identify aspects of culture as a dynamic, flexible and adaptive;
b. increase measured proficiency in aspect of culture;
c. work as a team.
II. Subject Matter
A. Focus: Aspect of Culture: Dynamic, flexible and adaptive as a aspect of culture
A. Pre Activity
1. Review
Why culture called a complex whole?
Give the seven definition of culture.
Concept mapping: Culture as a dynamic, flexible, and adaptive?
Dynamic, flexible,
adaptive
B. Activity Proper
1. Let the student describe the dynamic, flexible and adaptive as aspect of culture
2. Let the student familiarize themselves why cultures become a dynamic, flexible,
and adaptive.
C. Post Activity
Group work: the students will divide into three groups and do a jingle song describing
a dynamic, flexible, and adaptive culture.
Group 1: Dynamic culture
Group 2: Flexible culture
Group 3: Adaptive culture
IV. Evaluation
True or False questions
V. Assignment
Culture as shared and contested
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. identify aspect of culture in shared and contested;
b. accept others opinion about the topic;
c. perform a short play that shows culture as a shared and contested.
II. Subject Matter

B. Focus: Aspect of Culture: Shared and Contested
C. Reference: Understanding Culture, Society and Politics
D. Instructional Materials: whiteboard marker, PowerPoint presentation

A. Pre Activity
Being a member of society how can you share your culture to other member of society
B. Activity Proper
1. Give the meaning of Shared and contested as the aspect of Culture
2. Let the student read the meaning of shared and contested as the aspect of culture
3. Let the student familiarize themselves in the aspect of culture in shared and contest
ed.
C. Post Activity
Perform a short play that show that culture is shared and contested
IV. Evaluation
Essay: why do we need to share our culture and contested to other culture?
V. Assignment
Culture is learned through socialization and enculturation
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. identify aspect of culture in learned through socialization or enculturation;
b. familiarize themselves how culture is learned through socialization or enculturation;
c. perform a short play that culture as a learned through socialization or enculturation.
II. Subject Matter
A. Focus: Aspect of Culture: Learned through socialization or enculturation

A. Pre Activity
Brainstorming: what is socialization and enculturation?
B. Activity Proper
1. Give the meaning of Learned through socialization or enculturation.
2. Let the student read the meaning of learned through socialization or enculturation as a
aspect of culture.
3. Let the student familiarize themselves in aspect of culture as a learned through
socialization or enculturation.
C. Post Activity
Perform a short play that show culture as a learned through socialization or
enculturation.
IV. Evaluation
Essay: why culture learned from socialization or enculturation?
V. Assignment
Culture as a patterned of interaction.
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. identify aspect of culture in Patterned social interactions;
b. accept others’ opinion about the topic;
c. perform a short play that portrait culture has a patterned of interactions.
II. Subject Matter
A. Focus: Aspect of Culture: Patterned social interactions
A. Pre Activity
1. Review
What is learned through socialization or enculturation?
Being a student how do you interact with other people?
B. Activity Proper
1. Give the meaning of culture as a patterned of social interaction
2. Let the student describe why culture is a patterned social interactions
3. Let the students familiarize themselves in culture as a patterned of social
interaction.
C. Post Activity
Perform a short play that show culture is a patterned of interactions.
IV. Evaluation
Essay: why culture become a patterned of interaction?
V. Assignment
Culture as integrated and at times unstable.
Prepared by:
Approved by:
574 Delos Reyes St.
UNDERSTANDING CULTURE, SOCIETY, AND POLITICS D A Y 10
I. Objectives
a. identify aspect of culture in Integrated and at times unstable
b. Participate in the class by appreciate the opinion of others;
c. perform a short role play that portrait culture has an integrated and at times unstable.
II. Subject Matter
A. Focus: Aspect of Culture: Integrated and at times unstable
A. Pre Activity
1. Review
What is the patterned of social interactions?
How do you integrate your life in the culture you belong
B. Activity Proper
1. Let the student describe why culture is integrated and at times unstable.
2. Let the student familiarize themselves in aspect of culture as integrated and at
times unstable.
C. Post Activity
Perform a short play that show culture is an integrated and at times unstable.
IV. Evaluation
Essay: why do you think culture is unstable and integrated?
V. Assignment
Culture transmitted through socialization.
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. identify culture as aspect of culture that transmitted through socialization;
b. accept others’ opinion about the topic;
c. perform a short play about how culture is transmitted through socialization.
II. Subject Matter
A. Focus: Aspect of Culture: Transmitted through socialization
B. Reference: Understanding Culture, Society and Politics
A. Pre Activity
1. Review
How culture integrate and became times unstable?
Brainstroming about transmitted through socialization
B. Activity Proper
1. Let the student describe why culture is transmitted through socialization
2. Let the student familiarize themselves on how culture is transmitted through
socialization
B. Post Activity
Perform a short play that show how culture transmitted through socialization
IV. Evaluation
Essay: being a student how can you transmit your culture to other culture?
V. Assignment
Aspect of Culture: Requires language and other forms of communication
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. identify aspect of culture in requires language and other forms of communication;
b. accept others opinion about the topic;
c. perform a short play about culture requires language and other forms of
communication.
II. Subject Matter
A. Focus: Aspect of Culture: Requires language and other forms of communication
A. Pre Activity
1. Review
How culture became transmitted through socialization?
Short Movie presentation about the tower of babel
B. Activity Proper
1. Let the student describe the culture that requires language and other forms of
communication.
2. Let the student familiarize themselves in culture that requires language and other
forms of communication
C. Post Activity
Perform a short play that show how culture is required to have language and other
forms of communication.
IV. Evaluation
Essay: what will happen if there is no language?
V. Assignment
What are the characteristic and function of culture?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. discuss the characteristics and functions of culture;

b. share their perspective about the topic;
c. enumerate the characteristics of culture.
II. Subject Matter
A. Focus: Characteristics of Culture and Functions of Culture

A. Pre Activity
1. Review
What are the aspects of Culture?
Charade
1. Si malakas at si maganda
2. muslim
3. witch
A. Activity Proper
1. Give the characteristic and function of culture
2. Let the student read the characteristic and function of culture
3. Let the student discuss the characteristic and function of culture
4. Let the student familiarize themselves in characteristic and function of culture
C. Post Activity
Choose one function and characteristic of culture and describe their similarities and
differences.
IV. Evaluation
Enumerate the Characteristics and function of Culture.
V. Assignment
What is ethnocentrism?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
At the end of the lesson the student should be able:
a. define the meaning of ethnocentrism;
b. debate the question on freedom wall;
c. builds a carousel brainstroming and work as a team.
II. Subject Matter
A. Focus: Ethnocentrism
A. Pre Activity
1. Review
What are the Characteristic and function of culture?
Arranging words based on the characteristic describe by the teacher
1. Being superior from other
2. It refers to a people, nation, or cultural group
3. It describe center
B. Activity Proper
1. Give the meaning of ethnocentrism
2. Let the student read the meaning of ethnocentrism
3. Let the student familiarize themselves how ethnocentrism happened in our
society
C. Post Activity
Freedom Wall
The teacher will prepare a freedom wall for the students to write their questions on
culture and society
Carousel Brainstorming
The teacher will divide the class into two groups and ask them to make the first group
the inner circle and the second group the outer circle. The teacher will choose
questions from the freedom wall whereas the inner circle members will answer the
questions and the outer circle members shall functions as observers. After 10
questions, the two groups will take role turns.
Prepared by:
Approved by:
574 Delos Reyes St.
IV. Evaluation
Definition of Terms
V. Assignment
1. What is Cultural Relativism
2. Xenocentrism
3. Xenophobia
Prepared by:
Approved by:
574 Delos Reyes St.

D A Y 15
I. Objectives:
a. define the meaning of Cultural Relativism
b. share their ideas, opinion about the topic;
c. work as a team.
II. Subject Matter
A. Focus: Cultural Relativism
A. Pre Activity
1. Review
What is Ethnocentrism?
What are the functions of Ethnocentrism?
Arranging words based on the characteristic describe by the teacher
1. equality and similarity is not necessity
2. it is a good way to rehearse the norms and values of society
3. it is relative to its cultural setting
B. Activity Proper
1. Give the meaning of cultural relativism
2. Give the meaning of Xenocentrism and xenophobia
3. Let the student read and analyze the meaning of cultural relativism and
Xenocentrism
4. Let the student familiarize themselves in cultural relativism and Xenocentrism
and how xenophobia will happen.
C. Post Activity
Sharing of Ideas
The teacher will ask the class to form one big circle and explain the sequence of the
research sharing activity. Each student will share his/her own research about cultural
relativism
Group Discussion
Prepared by:
Approved by:
574 Delos Reyes St.
The teacher will group the class into 4 and allow them to discuss among the
themselves the advantage and disadvantage of cultural relativism.
IV. Evaluation
Definition of Terms
Xenocentrism Xenophobia
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. distinguish the characteristics of early humans;
b. describe the biological and cultural characteristics of early humans;
c. work as a team in answering questions.
II. Subject Matter
A. Focus: Biological and Cultural Evolution
A. Pre Activity
1. Review
What is Ethnocentrism?
What is Cultural Relativism?
Photo Analysis: the teacher will show the picture of human evolution and ask the
student what are their observation about the picture and the changes they observe.
B. Activity Proper
1. Let the student analyze the photo presented.
2. Understand the biological and cultural evolution of early people
3. Let the student familiarize themselves in the biological and cultural evolution
of man
C. Post Activity
Group activity: Class divided into four groups and named them Goku, Eugene, Recca,
and Naruto. And the student will write down their answer in the small blackboard
provided by the teacher, after they write down the answer the student should need to
raise their chalkboard.
IV. Evaluation
Fill-up the table with correct information: student will going to pick the cut out
characteristic in the box and put it in the table chart that describe the homo.
V. Assignment
Students will divide into four groups and they will going to create a Diorama of human
evolution
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. recognize the different types of societies;
b. accepting the changes happened in human lives;
c. construct a timeline showing development and changes happened to human society.
II. Subject Matter
A. Focus: Cultural and Socio-political evolution: the Neolithic Revolution
A. Pre Activity
1. Review
What is biological and cultural evolution?
Filling pictures: student needs to put the pictures in the right category
Homo erectus Homo sapiens
B. Activity Proper
1. Give the different types of societies.
2. Let the students recognize the different types of societies
3. Let the students familiarize themselves in the different societies of early
humans
C. Post Activity
Make an illustrated line that clearly shows the major developments and changes that
happened to human society from the hunting and gathering stage to the post-industrial
stage.
IV. Evaluation
Man’s Cultural Evolution: Fill-up the table with correct information
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. recognize the political development of early civilization;
b. commend people ideas and contributions;
c. construct an expanded Venn diagram.
II. Subject Matter
A. Focus: Cultural and Socio-political evolution: Early Civilization and the rise of the
state
C. Instructional Materials: whiteboard marker, PowerPoint presentation, pictures
A. Pre Activity
1. Review
What are the different types of societies?
What is the Man’s Cultural Evolution?
River picture table.
Nile River Indus River Euphrates River Shang River
B. Activity Proper
1. Give the meaning of political developments of early civilizations
2. Let the students read the political developments of early civilizations
3. Let the students familiarize themselves in political development of early
civilization
C. Post Activity
How would you explain the political developments in the early civilizations of Shang,
Indus Valley, Egypt, and Sumer?
IV. Evaluation
Expanded Venn diagram of four early civilizations.
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. recall the past experiences of Filipino people in dictatorial regime up to democratic
regime;
b. Participate in the class while appreciating the contribution of different regime that
Filipino people experience;
c. sketch the effect of democratization in the Philippines.
II. Subject Matter
A. Focus: Cultural and Socio-political evolution: Democratization
A. Pre Activity
1. Review
What is the earliest civilization of earliest humans?
What are the Characteristics of four civilizations?
Being a Filipino who experienced a dictatorial regime from our late president
Ferdinand Marcos and now a democracy regime what do you think is much better
the authoritative/ dictatorial regime or a democracy regime?
B. Activity Proper
1. Give the meaning of Democratization
2. Let the student read the meaning of democratization
3. Let the students familiarize themselves in democratization
C. Post Activity
Sketch the effect of Democratization in the Philippines
IV. Evaluation
Describe Democratization in your own words.
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. list the identity formation of society;
b. share their identity formation;
c. create a Johari window.
II. Subject Matter
A. Focus: Enculturation/Socialization: Identity formation
A. Pre Activity
1. Review
What is Democratization?
Concept Mapping: Identity formation
Identity
Formation
B. Activity Proper
1. Give the meaning of socialization/enculturation and the identity formation.
2. Let the students read the meaning of socialization/enculturation and the types of
identity formation
3. Let the students familiarize themselves in the types of identity formation of society.
C. Post Activity
Johari Window: the teacher will ask the students to fill-in related information inside
the four quadrants
Know to self and know to Unknow to self and unknown
others to others
Know to self and know to Unknown to self and known to

others others
Prepared by:
Approved by:
574 Delos Reyes St.
After accomplishing the four quadrants, the students will explain their Johari
Window output
One self Blind self
Hidden self Unknown self
IV. Evaluation
Sharing of Johari Window: the teacher will ask the students to find a partner and instruct
them to share their window entries through and in-class presentation.
V. Assignment
What is norms and values?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. list the norms and values of society;
b. share their practice values in the family;
c. give examples of norms and values.
II. Subject Matter
A. Focus: Enculturation/Socialization: Norms and Values
A. Pre Activity
1. Review
What are the different forms of Identity Formation?
What is Socialization? What is Enculturation?
Charade
1. Suspect 2. Cellphone
3. Table
B. Activity Proper
1. Give the meaning of norms and values
2. Let the students read the meaning of norms and values
3. Student will able to give examples of norms and values that they practice at
home.
4. Let the students familiarize themselves in the different norms and values of
society.
C. Post Activity
Enumerate the norms and values of your family and make a short essay on how those
norms and values affect your lifestyle as a teenager.
IV. Evaluation
Student will going to share their works.
V. Assignment
What is statuses and roles?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
At the end of the lesson the student should be able to :
a. identify the Statuses and Roles;
b. distinguish the social statuses;
c. perform a role play that show the statuses and roles of the member of society.
II. Subject Matter
D. Focus: Enculturation/Socialization: Statuses and Roles
A. Pre Activity
1. Review
What is Norms?
What is Values?
Concept mapping: the statuses and roles
Statuses and
Roles
B. Activity Proper
1. Give the meaning of statuses and roles
2. Discuss the difference between statuses and roles
3. Discuss the Social Statuses
4. Let the students analyze the meaning of statuses and roles
5. Let the students familiarize themselves about the statuses and roles in the society
C. Post Activity
Role Playing: students will conduct a role playing that show the statuses and roles of
the society.
IV. .Evaluation
Students will answer the quiz no. 8
V. Assignment
List down the different types of Conformity
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. identify the different types of Conformity ;
b. Familiarize themselves in four types of conformity;
c. Perform a short play about the four types of conformity
II. Subject Matter
A. Focus: Conformity and Deviance: Different types of Conformity
A. Pre Activity
1. Review
What is the statutes and roles?
What is ascribed?
What is achieved?
Fishbone- conformity
B. Activity Proper
1. Give the meaning of conformity
2. Give the types of conformity
3. Let the students read the meaning of conformity
4. Let the students analyze the types of conformity
5. Let the students familiarize themselves in the types of conformity
C. Post Activity
Students will divide into four groups and perform a short play that show the different
types of conformity
IV. Evaluation
List down the positive and negative effect of four types of conformity
V. Assignment
What is deviance?
What are the social controls here in the Philippines?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. knows the social control and forms of deviance in the society;
b. familiarize themselves in the social control and forms of deviance in the society;
c. construct an essay about social control.
II. Subject Matter
A. Focus: Conformity and Deviance: Social Control and Forms of Deviance
B. Reference: Understanding Culture Society and Politics
A. Pre Activity
1. Review
What are the different types of conformity?
Fishbone: Deviance
B. Activity Proper
1. Give the meaning of Deviance.
2. Give the forms of Deviance
3. Let the students read the meaning of deviance
4. Let the students analyze the form of deviance.
5. Let the students familiarize themselves in the deviance and forms of deviance.
C. Post Activity
In today’s modern society, what form of social control is applicable or effective in
resolving criminality?
IV. Evaluation
Students will going to answer the quiz no.9 in module.
V. Assignment
What are the human dignity, rights and the common good of society?
Prepared by:
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574 Delos Reyes St.
I. Objectives
a. discuss the UDHR preamble up to article 30;
b. give their ideas, opinion about their responsibility being a citizen of this country;
c. construct an essay about human rights and its importance to our country.
II. Subject Matter
D. Focus: Human Dignity, Rights and the Common Good
E. Reference: Understanding Culture, Society, and Politics
F. Instructional Materials: whiteboard marker, PowerPoint presentation
A. Pre Activity
Guest the picture and arranged the words: the teacher will show the picture of
human rights or violation. The students will going to guess the picture by
arranging the pieces of papers to get the answer.
B. Activity Proper
1. Let the students discuss the United Nations Universal Declaration of Human
Rights (UDHR) from preamble up to Article 30
C. Post Activity
Choose one of the 30 Article in UDHR and explain it in your own words and support
an example.
IV. Evaluation
How do we protect our human rights? What are the important responsibilities that we
need to perform to contribute in the development of our country?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. explain the groups within the society;
b. familiarize themselves in the different groups in the society;
c. debate the in-group and out-group.
II. Subject Matter
A. Focus: How is Society is Organized
A. Pre Activity
Situation filling: the students will guess the answer using the situation.
B. Activity Proper
1. Discuss the Group within society, In-groups, Out-groups, Reference group,
Networks
2. Let the student give examples on each groups
3. Let the students familiarize themselves to the different groups in the society.
C. Post Activity
Debate the in-groups and out groups: if you were belong between the two groups how
can you defense your group?
IV. Evaluation
The students will answer the quiz no. 11 in the module
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Approved by:
574 Delos Reyes St.
I. Objectives:
a. know the kinship by blood;
b. participate in class with appreciation on the types of kinship by blood in the family;
c. perform the different types of kinship by blood.
II. Subject Matter
A. Focus: Kinship, marriage, and the household: Kinship by blood
A. Pre Activity
1. Review
What are the Groups in Society is Organized?
What is Primary group? What is reference group? What is in-group?
What is Secondary Group? What is networks? What is out- group?
Picture analysis: the teacher will show picture about family
B. Activity Proper
1. Give the meaning of Descent and Marriage
2. Give the types of kinship by blood
3. Let the student read the meaning of Descent and Marriage
4. Let the student familiarize themselves in the types of kinship by blood within the
family.
C. Post Activity
students will divide into four groups and they will perform the different types of
kinship by blood
IV. Evaluation
Student will going to list the advantages and disadvantages of different types of kinship
by blood
V. Assignment
What is Kinship by marriage?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. know the kinship by marriage;
b. participate in the class with appreciation on others’ perspective about the topic;
c. debate the kinship by marriage.
II. Subject Matter
A. Focus: Kinship, marriage, and the household: Kinship by marriage
A. Pre Activity
1. Review
What is Descent? What is Patrilineal?
What is Marriage? What is Bilineal?
What is Unilineal? What is Matrilineal?
Picture analysis about the Kinship by marriage
B. Activity Proper
1. Give the Kinship by Marriage
2. Let the student discuss the Marriage across Culture with example.
3. Let the student discuss the endogamy and exogamy with example.
4. Let the students understand the different form of kinship by marriage.
C. Post Activity
Debate what is more appropriate the Endogamy or Exogamy
IV. Evaluation
Being a Filipino how do you describe the endogamy and exogamy?
V. Assignment
What are the forms of marriage?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. list down the Form of Marriage;
b. accept the perspectives of others about the topic;
c. perform a short play that describe the characteristic of monogamy and polygamy.
II. Subject Matter
A. Focus: Kinship, marriage, and the household: Forms of Marriage
A. Pre Activity
1. Review
What is Endogamy Marriage?
What is Exogamy Marriage?
B. Activity Proper
1. Let the students list down the Forms of Marriage
2. Let the student discuss the Forms of Marriage
C. Post Activity
Student will going to perform a short play that describe or show the characteristics of
monogamy and polygamy.
IV. Evaluation
Contrast the Monogamy and Polygamy
Contrast the Post-martial residency Rules and Referred Marriage
V. Assignment
What are the ritual in kinship?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. Explain the marriage by ritual;
b. give their own understanding about the topic;
c. Construct an essay
II. Subject Matter
D. Focus: Kinship, marriage, and the household: Kinship by ritual
A. Reference: Understanding Culture, Society, and Politics
B. Instructional Materials: whiteboard marker, PowerPoint presentation
A. Pre Activity
1. Review
What is monogamy?
What is polygamy?
2. Motivational activity
Concept mapping: What is kinship by ritual
B. Activity Proper
1. Give the meaning of kinship by ritual
2. Let the students discuss their own understanding about kinship by ritual
3. Let the student give example of kinship by ritual
C. Post Activity
Students will going to perform a short play that describe the kinship by ritual
IV. Evaluation
Enumerate the kinship by ritual in your family.
V. Assignment
Conduct a short research about Family and the Household
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Approved by:
574 Delos Reyes St.
I. Objectives
a. Identify the Family and the household in your group and the politics of kinship;
b. Show appreciation by giving your own perspective about the family and the
household;
c. Debate the nuclear and extended family.
II. Subject Matter
A. Focus: Kinship, marriage, and the household: Family and the Household and politics
of kinship
A. Pre Activity
1. Review
What is kinship by ritual?
Being one of the member of the family what are your roles?
B. Activity Proper
1. Give the meaning of Family and the household and types of family structures and
the politics of kinship
2. Let the students familiarize in the family structures.
C. Post Activity
Students will able to debate the nuclear and extended family
IV. Evaluation
The students will answer the quiz no. 11 in the module
Prepared by:
Approved by:
574 Delos Reyes St.
UNDERSTANDING CULTURE, SOCIETY, AND POLITICS DAY32
REVIEW
I. Objectives
a. Recall the previous lesson to answer the oral recitation
II. Subject Matter
A. Focus: Graded Recitation
C. Instructional Materials: module, PowerPoint presentation
A. Pre Activity
Students will going to review their previous lesson
B. Activity Proper
Coverage:
1. Sharing of Social and Cultural Backgrounds of students as acting subjects
2. Observation about social, political and cultural behavior and phenomena and cultu
ral change
3. Definition of anthropology, political science and sociology
4. Society as a group of people sharing a common culture
5. Society and culture as a complex whole
6. Aspects of Culture
7. Characteristics of Culture
8. Function of Culture
9. Ethnocentrism and Cultural Relativism
10. Biological and Cultural Evolution
11. Cultural and Socio-political Evolution
12. Enculturation/Socialization
13. Conformity and Deviance
14. Human Dignity, Rights and The Common Good
15. How is Society is Organized
16. Kinship, marriage and the household
IV. Evaluation
The teacher will play a music and turn in the ball inside the class who ever hold the bal
l when the music stop his the one who going to answer the question that the teacher aske
d.
Prepared by:
Approved by:
574 Delos Reyes St.
UNDERSTANDING CULTURE, SOCIETY, AND POLITICS D A Y 3 3-34
PERIODICAL
I. Objectives
a. Students will display effective understanding of the subject covered throughout the
unit;
b. Students will going to answer the exam clearly and honesty.
II. Subject Matter

A. Focus: Periodical Test
C. Instructional Materials: Test paper
A. Pre Activity
1. Review
The students will recall the lesson that the teacher discuss to them.
B. Activity Proper
Coverage:
17. Sharing of Social and Cultural Backgrounds of students as acting subjects
18. Observation about social, political and cultural behavior and phenomena and cultu
ral change
19. Definition of anthropology, political science and sociology
20. Society as a group of people sharing a common culture
21. Society and culture as a complex whole
22. Aspects of Culture
23. Characteristics of Culture
24. Function of Culture
25. Ethnocentrism and Cultural Relativism
26. Biological and Cultural Evolution
27. Cultural and Socio-political Evolution
28. Enculturation/Socialization
29. Conformity and Deviance
30. Human Dignity, Rights and The Common Good
31. How is Society is Organized
Kinship, marriage and the household
IV. Evaluation
The students will going to check their test paper.
Prepared by:
Approved by:
574 Delos Reyes St.
UNDERSTANDING CULTURE, SOCIETY, AND POLITICS DAY35
I. Objectives:
a. Discuss the political and leadership structures;
b. Share their understanding about the lesson;
c. Perform the types political and leadership structures.
II. Subject Matter
A. Focus: Political and Leadership Structures: Political organization
B. Reference: Understanding, Culture, Society and Politics
A. Pre Activity
Arranging words: Student will arrange the following words using the clues
that a teacher give to them.
Politics Groups Nations
B. Activity Proper
1. Let the students familiarize themselves in the Political and Leadership
Structures.
2. Let the students give example of political and leadership structure here in
philippines
C. Post Activity
Perform a short play that show the four political and leadership structures
IV. Evaluation
Students will going to answer the quiz no. 12 in module.
V. Assignment
What is authority and legitimacy?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. discuss the authority and legitimacy;
b. share their ideas about the lesson;
c. differentiate the authority to legitimacy.
II. Subject Matter
A. Focus: Authority and Legitimacy
A. Pre Activity
1. Review
What are the political and leadership structures?
Short movie presentation about Martial Law at the time of Ferdinand Marcos.
B. Activity Proper
1. State the authority types and legitimacy
2. Let the students give the examples of authority and legitimacy
C. Post Activity
What is authority? How is it similar to or different from legitimacy?
IV. Evaluation
A list of the Powerful: Identify somebody in your community that possesses the
following types of authority. Try to offer an explanation for each case.
V. Assignment
What are the Economic Institutions here in Philippines?
Prepared by:
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574 Delos Reyes St.
I. Objectives:
a. analyze economic organization and its impacts on the lives of people in the society;
b. commend people contribution to the development of our country;
c. work as a team by answering the questionnaires.
II. Subject Matter
A. Focus: Economic Institutions
A. Pre Activity
1. Review
What is Authority?
What is Legitimacy?
What are the types of Authority?
What are the types of Legitimacy?
The teacher will ask the students about their observation in the economic
development of our country.
B. Activity Proper
1. Give the concept of Economic Institutions
2. Let the student read the economic institutions
3. Let the students familiarize to the economic institutions.
C. Post Activity
Group work: students will going to divide into four groups and name them superman,
batman, joker, and ironman
IV. Evaluation
V. Assignment
Conduct a short background about the function of banks and corporations.
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D A Y 38
I. Objectives:
a. describe the importance of banks and corporation;
b. participate in the class;
c. create a hierarchy of importance and function of banks and corporation.
II. Subject Matter
A. Focus: Non-state Institutions: Banks and Corporations
A. Pre Activity
1. Review
What are the concepts of Economic Institutions?
Picture analysis: students can able to differentiate the difference between
banks and corporation using some pictures
B. Activity Proper
1. Give the meaning of Banks and Corporation
2. Let the student read the meaning of Banks and Corporation
3. Let the student give the importance of Banks and Corporation
C. Post Activity
Group work: create a hierarchy of importance or function of Banks and Corporation
IV. Evaluation
Essay: Discuss the pros and cons of free trade.
V. Assignment
What are the purpose of cooperatives in the lives of employee?
How trade union help our economy?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. define the meaning of cooperatives and trade unions;
b. differentiate the cooperatives and trade unions;
c. construct an essay about cooperatives and trade unions.
II. Subject Matter
A. Focus: Non-State Institutions: Cooperatives and Trade Unions
A. Pre Activity
1. Review
What is Bank?
What are the importance or function of banks?
What is corporations?
What are the importance or function of corporations?
Show a sample cooperatives and trade unions
B. Activity Proper
1. Give the meaning of Cooperatives and Trade Unions
2. Let the student read the meaning of Cooperatives and Trade unions
3. Let the students familiarize themselves to cooperatives and trade unions
C. Post Activity
Venn diagram of cooperatives and trade unions
IV. Evaluation
Essay about cooperatives and trade unions
V. Assignment
What are the transnational advocacy groups?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. recognize the importance of transnational advocacy groups;
b. appreciate the opinion of others;
c. list the importance of the major participants of transnational advocacy groups.
II. Subject Matter
A. Focus: Reference: Non-state institutions: Transnational Advocacy Groups
A. Pre Activity
1. Review
What are cooperatives?
Give the example of cooperatives.
Key reason of cooperatives.
What is a trade union?
Give the example of trade unions
Show a sample of Transnational Advocacy Groups
B. Activity Proper
1. Give the meaning of transnational advocacy groups
2. Give the importance of transnational advocacy groups
3. Let the students enumerate the major participants of transnational advocacy
groups
4. Let the students familiarize themselves on transnational advocacy groups
C. Post Activity
Give the functions of the major participants of transnational advocacy groups
IV. Evaluation
The students will do a reflection about the transnational advocacy groups
V. Assignment
What are the development agencies here in Philippines?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. understand the development agencies;
b. familiarize themselves to the development agencies;
c. create a Venn diagram about the similarities and difference of two categories of
development agencies.
II. Subject Matter
A. Focus: Non-state Institutions: Development Agencies
D. Pre Activity
1. Review
What is a Transnational Advocacy Groups?
Who are the major participants of transnational advocacy groups?
What are the importance of Transnational Advocacy Groups?
Show sample of development agencies here in Philippines
E. Activity Proper
1. Give the meaning of Development agencies
2. Let the students read the meaning of development agencies
3. Let the students familiarize themselves to the two categories of development
agencies
F. Post Activity
Venn diagram of two categories of Development Agencies
IV. Evaluation
Student will going to answer the quiz no. 14 in module
V. Assignment
What is international organizations?
List down the different international organizations.
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. understand the international organization;
b. familiarize to the two main types of international organization;
c. describe and give sample of two main types of international organization.
II. Subject Matter
A. Focus: Non-state institutions: International organizations
A. Pre Activity
1. Review
What is Development agencies?
What is the two categories of Development agencies?
Brainstorming: what is international organization?
B. Activity Proper
1. Give the meaning of international organization.
2. Let the student read the meaning of international organization.
3. Let the students familiarize themselves to the two main types of international
organization.
C. Post Activity
Students can able to describe and give samples of two main types of international
organizations
IV. Evaluation
List down situations that the two main types of international organization is being used in
our country.
V. Assignment
What is education?
What are the functions of Education in society?
What is formal and non-formal education?
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D A Y 43
I. Objectives
a. explain the functions of education in a society;
b. appreciate the opinion of other people;
c. choose between diagram and quote.
II. Subject Matter
A. Focus: Education
A. Pre Activity
1. Review
What is international organization?
What are the two main type of international organization?
Concept Mapping: Why is Education important?
B. Activity Proper
1. Give the meaning of education
2. Give the functions of education in a society
3. Let the students familiarize themselves to the education.
C. Post Activity
Diploma Mill
IV. Evaluation
Choose between the diagram or the quote based on our previous discussion.
V. Assignment
What is Animism?
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574 Delos Reyes St.
I. Objectives:
a. explain the animism;
b. familiarize to the Filipino superstitions;
c. perform a short play about Filipino belief in animism.
II. Subject Matter
A. Focus: Religion and Belief: Animism
A. Pre Activity
1. Review
What is Education?
What are the Function of Education in the society?
Concept Mapping: What is Animism?
B. Activity Proper
1. Give the meaning of Animism based on the Concept Map
2. Let the students read the meaning of Animism
3. Let the students familiarize themselves to the animism that early Filipinos
practices.
C. Post Activity
A short role playing that show the belief of early Filipinos in of Animism
IV. Evaluation
Student will list down the Filipinos superstitions about the animism.
V. Assignment
What is Polytheism?
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D A Y 45
I. Objectives
a. understand the polytheism;
b. respect others opinion about the topic;
c. conduct a debate about the belief in polytheism.
II. Subject Matter
A. Focus: Religion and Belief: Polytheism
A. Pre Activity
1. Review
What is Animism?
Students will guess the pictures and arrange the pieces of paper to get the
answer.
B. Activity Proper
1. Give the meaning of Polytheism.
2. Let the students read the meaning of polytheism.
3. Let the students familiarize themselves to the polytheism belief.
C. Post Activity
Debate about polytheism
IV. Evaluation
Write an essay about the advantage and disadvantage of polytheism.
V. Assignment
What is monotheism?
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574 Delos Reyes St.

D A Y 46
I. Objectives
a. Explain the monotheism;
b. respect others people opinion about the topic;
c. conduct a debate about the belief in monotheism
II. Subject Matter

A. Focus: Religion and Belief: Monotheism
A. Pre Activity
1. Review
What is polytheism?
Concept Mapping: what is Monotheism?
B. Activity Proper
1. Give the meaning of Monotheism
2. Let the student read the meaning of Monotheism
3. Let the students familiarize themselves to monotheism.
C. Post Activity
Debate the monotheism.
IV. Evaluation
Essay: what is the most effective the monotheism or the polytheism?
V. Assignment
What are the institutionalized religions here in Philippines?
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574 Delos Reyes St.
I. Objectives:
a. list the five subscribe religion in the world and their lessons;
b. familiarize themselves in the institutionalized religions of the world;
c. perform a short play that show the practice and importance of the five religion in the
world.
II. Subject Matter
A. Focus: Religion and Belief: Institutionalized Religions
A. Pre Activity
1. Review
What is monotheism?
Fishbone: monotheism
B. Activity Proper
1. Give the meaning of religion
2. Give the most of the world subscribes religion
3. Let the students read the meaning and most subscribes religion
4. Let the students familiarize themselves to the institutionalized religions.
C. Post Activity
Group work: Students will going to divide into five groups and perform a short play
that show the practices and importance of the five most subscribes religion in the
world.
IV. Evaluation
Students will enumerate the five pillars of Islamic faith and noble truths of Buddha.
V. Assignment
Search the reason why there is separation of church and state.
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. explain the 1987 Constitution of the Philippines about the separation of State and
Church;
b. differentiate the power of State and Church;
c. perform short role play that show the power of State and Church.
II. Subject Matter
A. Focus: Religion and Belief: Separation of Church and State
A. Pre Activity
1. Review
What are the world subscribe religion?
What are the five pillars of Islam?
What are the five noble truth of Buddha?
B. Activity Proper
1. Give the 1987 Constitution of the Philippine declare the separation of Church and
State
2. Let the students familiarize themselves to the 1987 Constitution of the Philippines
about the separation of Church and State.
C. Post Activity
Role play show the power of State and Church
IV. Evaluation
Essay: agree or disagree that there is a separation of power in state and church?
V. Assignment
Search about Health: Culture Specific Syndromes
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. discover culture-specific syndromes that Filipino people experience;
b. appreciate others opinion and idea;
c. follow the different remedies in illness/diseases.
II. Subject Matter
A. Focus: Health: Culture-specific syndromes and illnesses
A. Pre Activity
1. Review
What article in the 1987 Constitution that declare the separation of Church and
State
B. Activity Proper
1. Give the different culture-specific syndromes that Filipino people experience.
2. Let the students read the culture-specific syndromes
3. Let the students familiarize themselves to culture-specific syndromes
IV. Evaluation
Enumerate several illnesses diseases and place them under the appropriate type of healer.
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. explain the different Systems of Diagnosis, Prevention and Healing;
b. familiarize themselves about the systems of diagnosis, prevention and healing;
c. work as a team.
II. Subject Matter
A. Focus: Health: Systems of Diagnosis, Prevention and Healing
A. Pre Activity
1. Review
What are the culture-specific syndromes and illnesses?
Video clip
B. Activity Proper
1. Discuss the System of Diagnosis, Prevention and Healing
2. Let the students read the Different System of Diagnosis, Prevention and
Healing
3. Let the students familiarize to the different System of Diagnosis, Prevention
and Healing.
C. Post Activity
Group work: Picture Guess and explanation
IV. Evaluation
Essay: Based on the given Systems of Diagnosis, Prevention and Healing which among
them is the most effective?
V. Assignment
What our human rights in health?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. explain the key types of health as Human Right;
b. familiarize themselves in the Health as Human Right;
c. work as a team.
II. Subject Matter
D. Focus: Health: Health as Human Right
E. Reference: Understanding Culture, Society and Politics
F. Instructional Materials: whiteboard marker, PowerPoint presentation
A. Pre Activity
1. Review
What are the different types of Systems of Diagnosis, Prevention and
Healing?
B. Activity Proper
1. Give the meaning of Health as a human Right
2. Let the students read the key human rights standards.
3. Let the students familiarize in Health as Human Right
C. Post Activity
Choose one of the Health as Human Right and have a more in-depth explanation
corresponding your example.
IV. Evaluation
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Approved by:
574 Delos Reyes St.

D A Y 52
I. Objectives
a. Answer question distribute by the teacher;
b. Answer the question clearly and honesty;
II. Subject Matter

A. Focus: Long Quiz
C. Materials: Test Question

A. Pre Activity
1. Prayer
B. Activity Proper
1. The teacher will distribute the test paper.
2. Let the students answer the question clearly and honesty.
IV. Evaluation
I. Identification (28)
II. Multiple Choice (50)
III. Analogy (10)
IV. Enumeration (62)
=Total:150
V. Assignment
What are Social desirables?
What are social mobility system?
What are social inequality?
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UNDERSTANDING CULTURE, SOCIETY, AND POLITICS Day 53
I. Objectives:
a. explain the social desirables;
b. familiarize themselves to the social desirables;
c. differentiate the ascribed and achieved
II. Subject Matter
A. Focus: Social and Political Stratification: Social Desirables
A. Pre Activity
1. Review
What are the key human rights standards?
Concept Mapping: Social Desirables
B. Activity Proper
1. Give the meaning of Social Desirables
2. Give the three social classes
3. Let the students read the meaning of Social Desirables
4. Let the students differentiate the Ascribed and Achieved Statuses
IV. Evaluation
Differentiate the Ascribed and Achieved Statuses
V. Assignment
What is social mobility System?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. generalize the social mobility system here in Philippines;
b. familiarize themselves in social mobility system;
c. perform a short role playing about caste system.
II. Subject Matter
A. Focus: Social and Political Stratification: Social Mobility System
A. Pre Activity
1. Review
What are social desirables?
What are the social classes?
Brainstorming about Social mobility system
B. Activity Proper
1. Give the meaning of Social mobility system
2. Give the types of Social Mobility
3. Let the students read the meaning of Social mobility
4. Let the students familiarize themselves in the types of Social Mobility.
C. Post Activity
students will do a role play that show the caste system of early people.
IV. Evaluation
The students will do a reflection about social mobility system
V. Assignment
What is Social inequality?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. explain the social inequality;
b. familiarize themselves about the social inequality;
c. Perform a play that shows the social inequality.
II. Subject Matter
A. Focus: Social and Political Stratification: Social Inequality
A. Pre Activity
1. Review
What is the social mobility system?
Concept Mapping: What is Social Inequality?
B. Activity Proper
1. Give the different types of Social Inequality
2. Let the students read the different types of Social Inequality
3. Let the students familiarize themselves to the different social inequality
C. Post Activity
Role play of different types of social inequality
IV. Evaluation
Students will going to answer the quiz no. 18
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
c. Answer question distribute by the teacher;
d. Answer the question clearly and honesty;
II. Subject Matter

A. Focus: Long Quiz

A. Pre Activity
2. Prayer
C. Activity Proper
IV. Evaluation
II. Jumble words (20)
III. Enumeration (7)
IV. Essay (20)
=Total: 76
V. Assignment
What is innovation?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. explain the Innovation;
b. familiarize themselves in innovation;
c. draw or sketch a symbol that may symbolize the effect of innovation.
II. Subject Matter
A. Focus: Cultural, Social and Political Change: Innovation
B. Pre Activity
1. Review
What is social inequality?
Compare the North and South Korea.
D. Activity Proper
1. Give the meaning of innovation
2. Let the students give the example of Innovation
3. Let the students familiarize themselves in innovation
IV. Evaluation
Draw or sketch anything that symbolize the effect of innovation
V. Assignment
What is Diffusion?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives:
a. explain the diffusion;
b. familiarize themselves about the diffusion;
c. work as a team.
II. Subject Matter
A. Focus: Cultural, Social and Political Change: Diffusion

A. Pre Activity
1. Review
What is Innovation?
What are the characteristic of your culture that you think is came from the other
culture?
B. Activity Proper
1. Give the meaning of the Diffusion
2. Let the student read the diffusion
3. Let the students familiarize themselves about the Diffusion
C. Post Activity
Group work: The teacher will prepare pictures of country flags that colonized the
Philippines. Cut outs containing characteristics of these countries are written. The
students are grouped into three. They will pose on the board the characteristics
that corresponds each country and identify which are acquired in our country.
IV. Evaluation
Being a student, do you think diffusion is reasonable to our society? Why or why
not?
V. Assignment
What is acculturation and Assimilation?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. distinguishes the Acculturation and Assimilation;
b. differentiate the acculturation and Assimilation;
c. construct an essay about the acculturation and assimilation.
II. Subject Matter
A. Focus: Cultural, Social and Political Change: Acculturation and Assimilation

A. Pre Activity
1. Review
What is Diffusion?
Brainstorming: what is acculturation and assimilation?
B. Activity Proper
1. Give the meaning of Acculturation and Assimilation.
2. Let the students read the meaning of Acculturation and Assimilation
3. Let the students familiarize themselves to the importance and uses of survey.
C. Post Activity
Table Filling: Students will pick the cut out paper that contains the description of
acculturation and assimilation.
IV. Evaluation
Being a student what do you think is the most appropriate the acculturation or
assimilation?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. Explain the social contradiction and tension;
b. Familiarize themselves about the social contradiction and tension;
c. Work as a team.
II. Subject Matter
A. Focus: Cultural, Social and Political Change: Social Contradictions and tensions
A. Pre Activity
1. Review
What is Acculturation?
What is Assimilation?
B. Activity Proper
1. Give the meaning of Social Contradiction and Tension
2. Give the Antagonist Stage of Contradictions
3. Give the theories of Ethnic Conflict
4. Let the students read the meaning of Social Contradiction and Tension
5. Let the students familiarize themselves to the Social Contradiction and Tension
C. Post Activity
Group work: the students will divide into four groups and answer the question with
the use of chalkboard.
IV. Evaluation
Give an example of the following and explain your answers on the graphic organizer for
your answer.
V. Assignment
What is Global warming and Climate Change?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. Answer question distribute by the teacher;
b. Answer the question clearly and honesty;
II. Subject Matter
A. Focus: Long Quiz
A. Pre Activity
3. Prayer
B. Activity Proper
IV. Evaluation
II. Essay (10)
VI. Assignment
What is Global Warming?
What is Climate Change?
Who are OFW?
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574 Delos Reyes St.

DAY 62
I. Objectives:
a. distinguish the different between Global warming and Climate Change;
b. familiarize themselves about the effect of Global Warming and Climate Change;
c. draw or sketch the cause and effect of Global Warming and Climate Change.
II. Subject Matter
A. Focus: Responding to Social, Political, and Cultural Change: Global Warming and
Climate Change

A. Pre Activity
1. Review
What is social contradiction and tensions?
Video clip about Global Warming and Climate Change
B. Activity Proper
1. Give the meaning of Global Warming and Climate Change
2. Let the students read the meaning of Global Warming and Climate Change
3. Let the students familiarize themselves about the Global warming and Climate
Change
C. Post Activity
Draw or sketch the Cause and Effect of Global warming and Climate Change
corresponding the explanation of your works.
IV. Evaluation
Enumerate the effects of Global warming and Climate Change
V. Assignment
What is Transnational Migration?
Who are the OFW?
Prepared by:
Approved by:
574 Delos Reyes St.
I. Objectives
a. describe the transnational migration and Overseas Filipino Workers;
b. support the Filipino workers who sacrifice themselves for the good of their family
and country;
c. perform a short play that show the life of Filipino workers outside the country.
II. Subject Matter
A. Focus: Responding to Social, Political, and Cultural Change: Transnational
Migration and Overseas Filipino Workers

A. Pre Activity
1. Review
What is Global Warming?
What is Climate Change?
Video clip about Transnational Migration and Overseas Filipino Workers
B. Activity Proper
1. Give the meaning of Transnational Migration and Overseas Filipino Workers
2. Let the students read the meaning of Transnational Migration and Overseas
Filipino Workers
3. Let the students familiarize themselves in transnational Migration and Overseas
Filipino Workers
C. Post Activity
Group work: short play that show the life of the Filipino Overseas Workers
IV. Evaluation
Essay: “The Hardship of being a Filipino Worker”
V. Assignment
What is inclusive citizenship and participatory governance?
What are new forms of media and social networking?
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D A Y 64
I. Objectives
a. answer question distribute by the teacher;
b. answer the question clearly and honesty;
II. Subject Matter

A. Focus: Quiz

A. Pre Activity
4. Prayer
B. Activity Proper
IV. Evaluation
I. Fill in the Blanks (20)
II. Essay (10)
VII. Assignment
What is inclusive citizenship?
What are new forms of media?
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D A Y 65
I. Objectives
a. discover the social, political and cultural change;
b. balance the right use of media that help you to become a good citizen of your country;
c. create a video film that show the social, political, and cultural change.
Subject Matter
A. Focus: Responding to Social, Political, and Cultural Change: Responding to social,
political, and cultural change
II. Teaching Strategies

A. Pre Activity
1. Review
What is Transnational Migration?
Who are Overseas Filipino Workers?
Brainstorming: what is media?
A. Activity Proper
1. Give the meaning of inclusive citizenship
2. Give the meaning of New forms of Media
3. Give the meaning of Social Movements
4. Let the students read the Meaning of Inclusive Citizenship, New Forms of
Media, and Social Movements
5. Let the students familiarize themselves about the responding to social, political
and Cultural change.
B. Post Activity
Film Video
III. Evaluation
Essay: Aside from women, who are the other members of the community that have been
denied of their rights and privileges as citizen of a country?
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REVIEW
I. Objectives
a. Recall the previous lesson to answer the oral recitation
II. Subject Matter
A. Focus: Graded Recitation
C. Materials: music, ball, questionnaire

A. Pre Activity
1. Review
A. Activity Proper
Coverage
1. Political and leadership structures
2. Authority and Legitimacy
3. Economic Institutions
4. Non-state Institutions
5. Non-State Institutions
6. Education
7. Religion and Belief
8. Health
9. Social and Political Stratification
10. Cultural, Social and Political Change
11. Responding to Social, Political and Cultural Change
II. Evaluation
The teacher will going to play music and turn in the ball inside the class who ever hold t
he ball when the music stop his the one who going to answer the question that the teacher
asked.
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UNDERSTANDING CULTURE, SOCIETY, AND POLITICS D A Y 67-68
PERIODICAL
I. Objectives
a. Students will display effective understanding of the subject covered throughout the
unit
II. Subject Matter
D. Focus: Periodical Test
E. Reference: Understanding Culture, Society, and Politics
F. Instructional Materials: Test paper
A. Pre Activity
1. Review
The students will recall the lesson that the teacher discuss to them.
B. Activity Proper
Coverage:
12. Political and leadership structures
13. Authority and Legitimacy
14. Economic Institutions
15. Non-state Institutions
16. Non-State Institutions
17. Education
18. Religion and Belief
19. Health
20. Social and Political Stratification
21. Cultural, Social and Political Change
22. Responding to Social, Political and Cultural Change
IV. Evaluation
The students will going to check their test paper.
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Approved by:

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UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

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III. Teaching Strategies

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a. discuss the characteristics and functions of culture;

II. Subject Matter

A. Focus: Characteristics of Culture and Functions of Culture

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Know to self and know to Unknown to self and known to

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

One self Blind self

Hidden self Unknown self

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II. Subject Matter

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II. Subject Matter

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