ST.

BRIDGET SCHOOL

Buhi, Camarines Sur

S/Y 2019-2020

GRADE LEVEL : 11(GAS) CREDIT UNITS : 3 UNITS

SEMESTER : 2nd NO. OF HOURS : 80 hours (20 weeks)

COURSE SUBJECT TITLE : Understanding Culture, Society and Politics

CORE SUBJECT DESCRIPTION:

This course uses insights from Anthropology, Political Science, and Sociology to develop students’ awareness of cultural, social and political dynamics, and sensitivity to cultural diversity; provide
them with an understanding of how culture, human agency, society and politics work; and engage them in the examination of the country’s current human development goals. At the end of the
course, students should acquire ideas about human cultures, human agency, society and politics; recognize cultural relativism and social inclusiveness to overcome prejudices; and develop
social and cultural competence to guide their interactions with groups, communities, networks, and institutions.

CONTENT STANDARD:

 The learners demonstrate an understanding of human cultural variation, social differences, social change, and political identities.
 The learners determine the significance of studying culture, society, and politics.
 The learners identify the importance of studying anthropology, political science, and sociology.
 The learners understands the culture and society as anthropological and sociological concepts.
 The learners identify the perspectives approaches to the study of culture and society (i.e., comparative, historical, structural- functional, interpretive, and critical).

PERFORMANCE STANDARD:

 The learners is able to acknowledge human cultural variation, social differences, social change, and political identities
 The learners adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
 The learners appreciates the value of disciplines of Anthropology, Sociology, and Political Science as social sciences

CULMINATING PERFORMANCE STANDARD:

The learner should be able to understand and appreciate the nature of culture and society from the perspectives of anthropology and sociology.

FORMATION STANDARD

The learners should understand the meaning and evaluates factors causing social, political, and cultural change.

The learners must appreciate the cultures and its values in making our environment vibrant.

The learners should understand that gender equality exist in our society.
 CONTENT Learning Activities Date Remarks Checked by:
Objectives
1. Starting points for 1.1 ACTIVITY 1. Pinpoint! “EXPLORE”
the understanding Demonstrate Using the picture above identify the concepts that you can associate with culture, society, and
of culture, society, curiosity and politics. Write your answers in the graphic organizer.
and politics an openness to
explore the
origins and
dynamics of
culture and
society, and
political
identities

1.2 Definition ACTIVITY 2. Define me!

of The activity aims to give students a clear understanding of the basic concepts of anthropology
anthropology, and its relation to culture.
political
science, and
sociology

2. Defining Culture 2.1 explain ACTIVITY 1. Role-playing a Religious Feast

and Society from anthropological
the perspectives of and Divide the class into groups. Instruct each group to elect their leader and a documenter. Ask
anthropology and sociological the class to prepare a short skit depicting people involved in the preparation and celebration of
sociology perspectives a religious feast.
on culture and
society
 Process Questions:
1. What activities are involved in carrying out a religious feast?
2. How do they know that a religious feast requires these activities?
3. Why do they celebrate religious feasts?

2.2 describe ACTIVITY 2 My Political Thought

society and
culture as a Tasks: In small groups, students will prepare a 5-minute skit/presentation that demonstrates
complex whole how politics is defined by the following personalities.

Each group shall choose one personality. Aside from the text, encourage the groups to do
independent research using the library and other sources of information to prepare for the
activity.

 Niccolo Machiavelli
 Aristotle
 Hannah Arendt
 St. Thomas Aquinas
 Plato
 David Hume
 John Locke
 Karl Marx
 St. Augustine of Hippo
 Jean-Jacques Rousseau

Process Questions:
1. How similar/ different are their ideas about politics?
2. What factors do you think helped shape their ideas and thoughts?

3. If you were to ‘define’ politics based on your experience, what would it be?
4. Is it possible to study politics more scientifically? How?
 2.3 become ACTIVITY 3. Detecting Ethnocentrism and Promoting Respect for Other Cultures
aware of why Find pictures of food usually prepared and not usually prepared in your community or region.
and how Ask the students to comment on the food in the picture and compare them to the food from
cultural the students’ place.
relativism Kinds Strange
Bad Good Best Reasons
mitigates of Food
Food Food Food
ethnocentrism Food
Food 1
Food 2
Food 3
Food 4
Food 5

3. Looking back at 3.1 trace the ACTIVITY 1. Imagining Yourself

Human Biocultural biological and Let your students imagine themselves as archeologists or anthropologists. Read them the
and Social cultural paragraph below:
Evolution evolution of
early to “The earth contains many buried objects from the prehistoric past. Finding and interpreting
modern these objects require training. Assume that you are an archeologist or an anthropologist
humans looking for evidence of material remains of the prehistoric past as well as other evidence of
human activity”.

Answer these questions:

1. What specific evidence will you look for?
2. What material evidence will you be interested to know and learn about?
3. What technology will you use?
3.2 explore the ACTIVITY 2. Analysis Chart
significance of In this activity, the learners identify the biological characteristics and the capacity for culture of
human selected species of hominin in the process of human biocultural evolution. Cite the biological
material characteristics and cultural adaptation of the selected hominins necessary in the evolution
remains and process.
artefactual Significant Biological Cultural Means of
evidence in Hominin or Hominid
Characteristics Adaptation
interpreting
Australopithecus
cultural and
anamensis
social,
Australopithecus afarensis
including
political and Australopithecus boisei
economic, Homo habilis
processes Homo erectus
Homo sapiens
Neanderthalensis

Process Questions
1. What is the role of cultural adaptation in human evolution?
2. How did early humans adapt to their environment?
3. How is cultural adaptation of early hominins relevant to modern humans?
4. Becoming a 4.1 explain the ACTIVITY 1 DOs and DON’Ts
member of society development In this activity, let the students revisit their past experiences and research on the norms and
of one’s self values of their family, community, municipality, and country. Answers should be limited to the
and others as a DOs and DON’Ts of their age.
product of
socialization
and
enculturation

Process Questions:
1. Did you have any difficulty in answering the activity? If yes, why? If
no, why not?
2. Are there similarities between your experiences and observations and
those of your classmates?
3. In your family, who gives guidance on proper decorum and other
“family traditions”?
4. In your community or neighborhood, who defines standards
of what is acceptable or not?
5. In your municipality/city and the country, who determines what is
moral and immoral, and what is legal and illegal?
6. Was there an instance when you did what you shouldn’t as
prescribed by “authorities”? How did they react?

4.2 identify the ACTIVITY 2. Footprints of a Good Citizen

context, Tell the students to list down the ways with which one can become a good citizen of the nation
 content, and then ask them to elaborate on how they themselves would do these.
processes, and
consequences
of
enculturation
and
socialization

Process Questions
1. How will the country benefit from what you have listed?
2. How will you influence other people to become good and active citizens?

5. How society is 5.1 traces ACTIVITY 1. My Social Groups

organized kinship ties and Directions: Identify the groups that you are a part of and assign this on the drawing below
social networks according closeness.

Process Questions
1. Who/ what group(s) is/are the closest to you?
2. Who/ what group(s) is/are farthest from you?
 3. Are some group(s) that are connected with each other? What are they?
4. What are the factors that you consider when identifying a group’s
proximity to you?

6. Cultural, social and 6.1 describe ACTIVITY 1. Matching

political institutions the organized
Directions: Draw a line to match the phrase that best represents the concepts.
nature of social
life and rules
governing
behavior

Process Questions:
1. What are the different kinds of institutions?
2. How do these institutions affect how we think and behave?

7. Social and political 7.1 examine ACTIVITY 1 Throwback Time

stratification stratification
As the name of the activity suggests, this activity will allow students to revisit personal
from the
experiences by answering the following questions:
functionalist
and conflict 1. When was the last time you experienced “hunger” due to lack
perspectives of provisions (e.g.,money, resources) to buy food?
2. What actions did you take to satisfy your hunger?
3. Did you ask for help from anyone (e.g., family members, close
friends) toaddress the concern? Why or why not?
4.  Did anyone extend help?
5.  Is there anyone to blame for the difficult situation you experienced?
8. Cultural, Social, and 8.1 identify ACTIVITY 1 My Amazing Life
Political Change Sources new challenges
This activity will allow the students to realize that change starts within them. Ask the students
of social, cultural, and faced by
to fill out the organizer below with information about them and the big changes in their lives.
political change human
populations in
contemporary
societies

Process Questions:
1. What is the most significant event in your life? Why is
this most important to you?
2. How do you relate to this quotation “Nothing is
permanent in this world except change?" Give
concrete examples.
3. Why do some people oppose or resist change?

9. New challenges to 9.1 describe ACTIVITY 1 Character Reference

human adaptation and how human
This activity intends to summarize the circumstances experienced by Filipino migrant workers.
social change societies adapt
to new Using the article by Landa Jocano, provide information that corresponds to the situation of
OFWs.
challenges in
the physical,
social, and
cultural
 environment

Process Question:
1. What is culture shock?
2. Why do OFW’s suffer from culture shock?
3. Why is the Filipino woman often the victim of culture shock?
4. What are the government programs that deal with
problems of Filipino domestic helpers?

10. Responding to social, 10.1 develop a ACTIVITY 1 Lesson Summary Closure

political, and cultural plan of action
This activity will allow the students to reflect on what they have learned from the lesson. Let
change for community-
the student complete the unfinished sentences to summarize the chapter.
based response
to change
Valuing:

 The learner demonstrate active participation in society who appreciates cultures.

 The learner becomes an effective and active citizen in the society who is responsible in all works.
 The learner show an attitude of looking at cultural change, social change and political identities in atomistic approach.

REFERENCE:

Santarita, Joefe B. Madrid, Randy M. Understanding Culture, Society and Politics. Manila Philippines: Vibal Inc., 2019.

PREPARED BY:

Mr. AXIEL M. ENGRACIAL

Subject Teacher