Professional Documents
Culture Documents
Ucsp LP
Ucsp LP
BRIDGET SCHOOL
S/Y 2019-2020
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
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
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
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?
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?
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?
Process Questions:
1. What are the different kinds of institutions?
2. How do these institutions affect how we think and behave?
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?
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?
REFERENCE:
Santarita, Joefe B. Madrid, Randy M. Understanding Culture, Society and Politics. Manila Philippines: Vibal Inc., 2019.
PREPARED BY:
Subject Teacher