Lesson Plan - Humms

Understanding Culture, Society and Politics
 Lesson 1
I. OBJECTIVES
At the end of the session, learners are expected to:
1. Articulate observations on human cultural variation, social differences, social change and political identities.
2. Acknowledged social cultural and political identities.
3. Value the social and cultural backgrounds of students and acting subjects or social actors.
II. CONTENT
1. Topic: understanding culture Society and Politics, Some key Observations

2. Learning Competency: articulate observations on human cultural variation, social differences social change and
political identities. (UCSP11/12SPUIa-1)
III. LEARNING RESOURCES
 References
 Curriculum guide-Core Subject
 Understanding Culture, Society and Politics 2016 by Phoenix Publishing House , In. pp7-10
 Materials
 Projector
 Laptop
 Regular Teaching tools
IV. PROCEDURES
1|Page
1. Preparatory activities
Prayer< Greetings< Checking Attendance< Review of Previous lesson<
2. Development of the lesson

Motivation:
The teacher will facilitate an energizer called “ Double this, Double that”
Presentation:
This lesson provides cultural, social and political concepts that exists in the realm of ideas and
thoughts. As such, they cannot be seen or touched and yet they influence the way we see and experience
our individual and collective lives as social beings.
The teacher will introduce the meaning of culture, society and politics and will give meaning of
concepts and or phenomena
Teacher will describe students as acting agents and social actors.
Activity:
The students will be grouped according to their ethnic group and will think of a song based from their
dialect. They will also think of unique characteristics that their group possess.
Application:
The teacher will present some situations that students personally encounter different ways of doing
things, behaving and making sense of events. Students will think of more situations that they
personally encounter.
3. Evaluation
Answer the following questions.
-Why understanding culture, society, and politics is important?
-Explain their observation on the behaviour and phenomenon as social realities.
-How can we improve our awareness on the social, cultural and political changes using the
activity?
2|Page
4. Assignment
1. Students will be asked to visit a mall or a public market and observe how people inside the place to
conduct themselves individually and collectively. The following questions serve as observation
guide:
 What sort of people go to malls/public market?
 What sort of things do they buy?
 What sort of interaction takes place between people at different categories (e.g., gender and age)?
V. REMARKS
VI. REFLECTION
3|Page
 Lesson 2
I. OBJECTIVES

1. Demonstrate curiosity and an openness to explore the origins and dynamics of culture, society and political
identities.
2. Observe social, political and cultural behavior and phenomena.
3. Accept social, cultural and political change.
II. CONTENT
2. Topic: Understanding Culture, Society, and Politics: Some key Observations

3. Learning Competency: Demonstrate curiosity and an openness to explore the origins and
dynamics of culture and society, and political identities. (UCSP11/12SPUIa-2)
 References
- Curriculum Guide-Core Subject
- Understanding culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 7-10
 Materials
- Projector
- Laptop
- Regular teaching tools
IV. PROCEDURES
1. Preparatory Activities:
4|Page
Prayer< Greetings< Checking of attendance< Review of previous Lesson
2. Development of the Lesson
Motivation:
The teacher will ask to answer rebus puzzle from the power point presentation abot the topic.
The teacher will present a picture of food that is cultural icon among Filipinos and the students
will share their opinion about the picture.
Presentation:
This lesson is a contribution of the previous lesson but it focuses more on the origins and dynamics of culture,
society and political identities.
Activity:
The teacherwill present a picture of Kuha’rlli (a.k.a Selfie)- a clipped version of kuhasasarlli” by A
Contreras (2015)
A selfie a self-photograph habitually taken with camera phone held in the hand or recently supported by a
selfie stick.
In the photo presented, the students will offer a critical insight on how selfie can be read as an image of
the social by listing down 15 words that best describe the photo and try to connect the words and compose
5 sentence paragraphs revolving around the attributes to selfie (or selfieng)
Application:
The teacher will call 5 volunteers to present their activity in class.
5|Page
3. Evaluation:
Answer the following questions.
1. Why knowing Values and beliefs are important?
2. Explain social dynamics as social, political and cultural change.
3. How can we improve our awareness on the social, cultural and political changes?
4. Assignment
1. Write a short on what constitutes our sociality as human beings?
2. Complete the compartmentalized Life Matrix about the things they can so and the things they
cannot do.
V. REMARKS
VI. REFLECTION
6|Page
 Lesson 3
I. OBJECTIVES

1. Demonstrate knowledge on social, political, and cultural changes.
2. Portray their observations in the group activity.
3. Reflect on the social, cultural, and political change.
II. CONTENT
1. Topic: Social Dynamics: social, Political and cultural Change
2. Learning Competencies: Demonstrate curiosity and an openness to explore the origins and dynamics of culture
and society, and political identities. (UCSP!!/12SPUIa-2)
Analyze social, political and cultural change. (UCSP11/12SPUIb-3)
3. LEARNING RESOURCES
 References
- Curriculum Guide- core Subject
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc pp.11-13
 Materials
- Projector
- Laptop
4. PROCEDURES
7|Page
1. Preparatory activities:
Prayer< Greetings< checking of Attendance< Review of Previous Lesson
Motivation:
The teacher will present a kokology game.
Presentation:
The teacher will explain what cultural, social, and political change. The students will also share their
observations on what they observe in their community.
Activity:
The teacher will present a picture of Kuha’rlli (a.k.a Selfie)-a clipped version of
“kiuhasasarili” by A. Contreras (2015)
A selfie is a self-photograph, habitually taken with camera phone held in the hand or
recently supported by a selfie stick.
In the photo presented, the students will offer a critical insight on how selfie can be read
as an image of the social by listing down 15 words that best describe the photo and try to
connect the words and compose 5 sentense paragraph revolving around the attributes to selfie
(or selfeing)
Application:
The teacher will call 5 volunteers to present their work in class.
3. Evaluation
Answer the following questions
1. What is common among the scenarios discussed that they may be considered as
manifestations of cultural and political changes.
8|Page
2. Explain social dynamics as social, political, and cultural change.
3. How can we improve our awareness on the social, cultural and political changes?
4. Assignment
Complete the Compartmentalized Life Matrix about the things they can do and the things they
cannot do.
5. REMARKS
6. REFLECTION
Date: Week: 5 1st Quarter

Subject: Understanding culture, Society and Politics Grade: 11 1st Semester
9|Page
I. OBJECTIVES
At the end of the session, learners, are expected to:

1. Define sociology, anthropology, and political science.
2. Plan an awareness campaign about a relevant issue in their respective community
3. Value the role of social diversity in promoting social understanding and cultural tolerance.
II. CONTENT
5. Topic: the social Sciences: Sociology, Anthropology, and Political Science.
6. Learning Competency: Recognize the common concerns or interactions of anthropology, sociology, and political
science with respect of the phenomenon of change (UCSP11/12SPU-1b-4)
 References
- Understanding Culture, Society and Politics 2016 by hoenix Publishing House Inc. pp. 15-26
 Materials
- Projector
- Laptop
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance< Review of Previous Lesson
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Motivation:
The teacher will present a kokology test about their most charming attitude they see in
themselves and would like to express it for everyone to see.
Presentation:
Based from the motivation, the teacher will introduce the meaning, brief history and
common concerns of sociology, anthropology and political science with respect of the
phenomenon of change.
Activity:
The students will be grouped into 4, the teacher will give the students 10 minutes to
answer this question. As a senior High School Student, what do you think are the necessary
steps that you need to do in order to start or create change if you want to see change in your
community?
Application:
The teacher will call the speaker for each group to present their answers.
3. Evaluation
Explain the importance of social sciences in studying culture, society and politics.
4. Assignment
Plan an awareness campaign about a relevant issue in their respective community.
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V. REMARKS
VI. REFLECTION

Subject: Understanding Culture, Society and Politics Grade: 11 1st Semester
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I. OBJECTIVES

1. Explain cultural idiosyncrasies and social diversities.
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and the production of social
identities (in particular)
3. Value the advantages of social change in the promotion of cultures and development of society.
II. CONTENT
1. Topic: The social Sciences sociology, anthropology and Political Science
2. Learning Competency: Recognize the common concerns or intersections of anthropology, sociology, and political science
with respect of the phenomenon of change (UCSP11/12SPU-1b-4)

References
- Curriculum Guide-Core subject
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 15-26
 Materials
- Projector
- Laptop
4. PROCEDURES
Prayer< Greetings< Checking of Attendance< Checking of Assignments
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Motivation: The teacher and the students will sing “alert, alive awake” song with action.
Presentation: The teacher will continue the discussion on the history and goals of anthropology,
sociology and political science.
Activity: Me and My Social Map

The students will be asked to bring one whole sheet of paper and the students follow the
instruction below:
Starting with your present situation as a student, list down 5 important factors that you
think are responsible for the kind of person you are right now. Start with what is unique in you
as a social person ( not necessarily focusing on your biophysical traits). Link each feature with
societal, cultural, or political force. Then evaluate each in terms of opportunities and constraints
it provides in pursuing your present and future plans. Use the table below as a template for
your assessment.
My unique features as a social Types of social forces Assessment of effects (does it

person (may include but are not responsible for these features provide opportunities or serve as
(is it societal/cultural/political) constraints?)
limited to sex/religion/residence )
Application:
The teacher will ask 5 volunteers to share their work.
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3. Evaluation
Answer the ff questions:
1. How do social factors influence the life chances of the members of society?
2. What are the other advantages of social change in the promotion of cultures and the development of
society.
4. Assignment
Write a short essay with the theme “Change is coming”!
5. REMARKS
6. REFLECTION
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Date: Week: 5 Quarter: first
Subject:Understanding Culture,Society and politics Grade: 11 Semester: first
I. OBJECTIVES
1. Explain cultural idiosyncrasies and social diversities.
2. State the role of culture in the formation of cultural idiosyncrasies (in general) and the production of social identities (in
particular).
II. CONTENT
1. Topic: The Social Sciences: Sociology, Anthropology, and Political Science
2. Learning Competency: Recognize the common concerns or intersections of anthropology, sociology, and political science
with respect of the phenomenon of change. (UCSP11/12SPU-1b-4
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, inc.pp. 15-26
 Materials
- Projector
- Laptop
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IV. PROCEDURES
Prayer<Greetings<Checking of Attendance <Checking of Assignments
Motivation: The teacher and the students will dance following the music video that will be played
Presentation: The teacher will continue the discussion on the history and goals of anthropology, sociology and
political science
Activity: Me and My Social Map: The students will continue their activity and will write on manila paper or
Cartolina.
Application
The teacher will ask 5 volunteers to share their works.
3. Evaluation
Answer the following questions:
1. How do social factors influence the life chances of the members of society?
2. What are the other advantages of social change in the promotion of cultures and the development of
society?
4. Assignment
Review previous discussions.
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V. REMARKS
VI.REFLECTION
Date: Week: 6 1st quarter

Subject: Understanding culture, Society and Grade: 11 1st semester
Politics
I. OBJECTIVES

1. Recognize the common concerns or intersections of anthropology, sociology and political science.
2. Identify the subjects of inquiry and goals of anthropology, sociology and political science.
II. CONTENT
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1. Topic: The social Sciences: Sociology, Anthropology, and Political Science
2. Learning Competencies: Recognize the common concerns or interactions of anthropology, sociology, and
political science with respect of the phenomenon of change. (UCSP11/12SPU-1b-4)
Identify the subjects of inquiry and goals of Anthropology, Political Science and Sociology. ( UCSP11/12SPU-
1b-5
III. PROCEDURES
Prayer< greetings< Checking of Attendance< Checking of Assignments
2. Development of the Lesson:
Motivation: The teacher will continue the discussion on the history and goals of anthropology,
Activity: Group Research

The teacher will divide the class into three groups who will conduct a research anchored
on the topics that will be presented.
 Application: After the conducted group research on the assigned topics, students will present their
findings through variety show, panel discussion or newscasting.
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3. Evaluation
Explain the benefits of recognizing the operation of social forces when using the sociological, anthropological
and political imagination.
4. Assignment
Short essay
If you want to see change in your community, what do you think are the necessary steps that you need to do in
order to start or create change.
V. REMARKS
VI. REFLECTION
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Subject: Understanding Culture, Society and Politics Grade: 11 1st Quarter
I. OBJECTIVES
1. Recognize the common concerns or interactions of anthropology, sociology and political science.
II. CONTENT
1. Topic: The social Sciences: Sociology, Anthropology, and Political Science.
2. Learning Competencies: Recognize the common concerns or intersections of anthropology, sociology, and political
science with respect of the phenomenon of change. (UCSP11/12SPU-1b-4)
Identify the subjects of inquiry and goals of anthropology, Political Science and Sociology. ( UCSP11/12SPU-1b-5)
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House Inc. pp. 15-
26
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 Materials
- Projector
- Laptop
IV. PROCEDURES
Prayer<Greetings<Checking of Attendance< Checking of Assignments
Motivation: The teacher and the students will present a kokology game.
Activity: Group research

The teacher will divide ythe class into three groups who will conduct a research
anchored on the topics that will be presented.
3. Evaluation
Explain the benefits of recognizing the operation of social forces when using the sociological, anthropological,
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4. Assignment
Short essay
V. REMARKS
VI. REFLECTION

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I. OBJECTIVES

1. Recognize the common concerns or intersections of anthropology, sociology and political science.
II. CONTENT
1. Topic: The social Sciences: Sociology, Anthropology, and Political Science
2. Learning Competencies: Recognize the common concerns or intersections of anthropology, sociology and political
science with respect of the phenomenon of change. (UCSP11/12SPU-b-5)
 References
- Curriculum Guide- Core Subject
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 15-
26
 Materials
- Projector
- Laptop
IV. PROCEDURES
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Motivation: The teacher and the students will present a kokology game.
Presentation: The teacher will continue the discussion on the history and goals of anthropology sociology and
political science.
Activity: Group research
The teacher will divide the class into three groups who will conduct a research anchored on the
topics that will be presented.
Application: After the conducted group research on the assigned topics, students will present their
findings through variety show, panel discussion or newscasting.
3. Evaluation
Explain the benefits of recognizing the operation of social forces when using the sociological, anthropological,
4. Assignment
Short Essay
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V. REMARKS
VI. REFLECTION

I. OBJECTIVES

1. Recall the common concerns or intersections of anthropology, sociology and political science.
2. Write their answer in their quiz
3. Reflect on how do social forces influence the life chances of the members of society.
II. CONTENT
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1. Topic: the social Sciences: Sociology, Anthropology and Political Science
2. Learning Competency: Identify the subjects of inquiry and goas of Anthropology, Political Science and Sociology.
(UCSP11/12SPU -1b-5)
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp 15-29
 Materials
- Projector
- Laptop
4. PROCEDURES
Motivation: The teacher will play video clips of Juana Change.
Presentation: The teacher will continue the discussion on the history and goals of anthropology, sociology and
political science. After jthe discussion, the students will have their short quiz.
Activity: Panel Discussion
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The teacher will divide the class into three groups. Based on the played videos, a panel discussion shall
be made to process gained knowledge and insights.
Application: The teacher will ask 3 volunteers for each group to share their insights on the played videos.
3. Evaluation
What are the advantages of social change in the promotion of cultures and development of society?
4. Assignment
How can the concepts of society and culture be made useful in constructing a community of responsive and
responsible social actors?
5. REMARKS
6. REFLECTION
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Subject: Understanding Culture, Society and Politics Grade: 11 1st semester
I. OBJECTIVES

1. Explain anthropological and sociological perspectives on culture and society.
2. Define culture and society from the perspectives and anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives of anthropology and sociology.
II. CONTENT
Topic: Defining culture and Society from the perspectives of anthropology and sociology
Learning Competency: Explain the anthropological and sociological perspectives on culture and society
(UCSP11/12SPU-1c-6)
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc pp. 31-46
 Materials
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- Projector
- Laptop
- Manila Paper
- Marker
IV. PROCEDURES
Motivation: Filling in the Circle

The teacher will distribute manila paper and marker for each group. Students will be
asked to fill in the circles with the appropriate words that will be posted on screen.
Presentation: Based on the motivational activity, the teacher will introduce the lesson on the
definition of culture and society from the perspectives of anthropology and sociology.
Activity: Essay
In a two-paragraph essay, describe your feelings toward a specific nationality (e.g.

Koreans, Japanese, Americans) state why you like or dislike them)
Application: The teacher will ask 3 volunteers for each group to share their insights on the played
videos.
3. Evaluation
What makes society possible?
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4. Assignment
Observation Exercise
For an hour, sit down in a canteen and observe how people conduct themselves that place. Take note of the
unwritten rules of decorum and propriety. Avoid being observed by those you are observing, otherwise you
might not get the data you are looking for. Write down your observations notes.
V. REMARKS
VI. REFLECTION
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Subject: Understanding culture, society and Politics Grade: 11 1st Semester
I. OBJECTIVES
1. Explain anthropological and sociological perspectives on culture and society.

2. Define culture and society from the perspectives of anthropology and sociology.
3. Appreciate the nature of culture and society from the perspectives of anthropology and sociology.
II. CONTENT
1. Topic: Defining Culture and society from the perspectives of anthropology and sociology.
2. Learning competency: explain the anthropological and sociological perspectives on culture and society.
(UCSP11/12SPU-1c-6)
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 References
- Understanding Culture, society and Politics 2016 by Phoenix Publishing House, Inc. pp. 31-46
 Materials
- Projector
- Laptop
- Manila Paper
- Marker
IV. PROCEDURES
Motivation: filling in the Circle

The teacher will distribute Manila paper and marker for each group. Students will be
asked to fill in the circles with the appropriate words that will be posted on screen.
Presentation: Based on the motivational activity, the teacher will introduce the lesson on the
definition of culture and society from the perspectives of anthropology and sociology
Activity: Essay
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In a two-paragraph essay, describe your feelings toward a specific nationality (e.g.
Koreans, Japanese, Americans) state why you like or dislike them)
Application: The teacher will ask the speaker from each grop to present their answers in the
motivational activity.
3. Evaluation
What makes society possible?
4. Assignment
Short essay
How can the concepts of society and culture be made useful in constructing a community of responsiveness
and responsible social actors?
V. REMARKS
VI. REFLECTION
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Subject: understanding culture, society and Grade: 11 1st semester
Politics
I. OBJECTIVES

1. Describe culture and society as a complex whole.
2. Demonstrate a holistic understanding of culture and society.
3. Appreciate the nature not culture and society from the perspectives of anthropology and sociology.
II. CONTENT
1. Topic: Culture and society the Perspectives of Anthropology and Sociology.
2. Learning Competencies: Describe a society and culture as a complex hole. ( UCSP11/12SPU-1c-7)

Identify Aspects of culture and society. (UCSP11/12SPU-1c-8
 References
- Understanding Culture, society and Politics 2016 by Phoenix Publishing House, Inc pp. 31-46
 Materials
- Projector
- Laptop
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IV. PROCEDURES
Motivation: The teacher will present a kokology game
Presentation: Teacher will discuss culture and society as a complex whole. Aspects, definitions,
characteristics, and functions will also be discussed.
Activity: Anatomy of my Culture.
In column A, identify any of your behaviors as a Filipino teenager. Then in column B, explain how you came to imbibe them, In
column C, offer an explanation why its performance ( if a behavior) seem to be natural to you or why you believe it. (if it is a belief)
A B C
The WHAT The HOW The WHY
Refers to the contents of Refers to the process of Refers to the mechanisms that promote
culture transmission and circulation compliance and performance
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Application: The teacher will ask 5 volunteers to share their work in class.
3. Evaluation
Explain the anthropological and sociological perspectives on culture and society.
4. Assignment
Explain the statement.
Culture is a “mechanism for the normative regulation of behavior.
V. REMARKS
VI. REFLECTION
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Subject: Understanding Culture, Society and politics Grade: 11 1st Semester
I. OBJECTIVES
1. Identify aspects of culture and society

2. Distinguish key features or the three major appropriates to the study of culture, society and politics.
3. Value the characteristics of culture.
II. CONTENT
1. Topic: Culture and society: The Perspectives of Antthropology and Sociology Aspects of culture
2. Learning Competencies: Describe a society and Culture as a complex hole. (UCSP11/12SPU-1c-7)
Identify Aspects of culture and society (UCSP11/12SPU-1c-8)
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp. 31-46
 Materials
- Projector
- Laptop
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IV. PROCEDURES
Motivation: Teacher will facilitate an activity called “ Double this, Double that”
Presentation: Teacher will discuss the aspects of culture, its characteristics and functions.
Activity: Role-playing a Religious Feast
The class will be divided into 4 groups. Each group will choose their leader and a documenter.
Students will prepare a short skit depicting people involved in the preparation and celebration
of a religious feast.
Application: each group will be given 5 minutes to perform in class.

3. Evaluation
Answer the following 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 feast?
4. Assignment
Poster Making
Students will make an illustrate interpretation of the theme, “Society and culture as a complex whole”.
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V. REMARKS
VI. REFLECTION

I. OBJE CTIVES

1. Raise questions toward a holistic appreciation of cultures and societies.
2. Respond critically to the questions that will be raised in the group activity.
3. Increase awareness in culture and society.
II. CONTENT
1. Topic: culture and society: The Perspectives of anthropology and Sociology
2. Learning Competency: raise questions toward a holistic appreciation of cultures and societies, ( UCSP11/12DCS-1d-
9)
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 References
- Understanding Culture, society and Politics 2016 by Phoenix Publishing House, Inc. pp. 31-46

Materials
- Projector
- Laptop
- Manila Papers
- Markers
IV. PROCEDURES
Motivation: Pictionary
Teacher will ask 3 volunteers to present and share their assignment (poster making) in
class.
Presentation: The teacher will prepare a freedom wall for students to write their questions on culture
and society.
Activity: Freedom Wall
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Students will be grouped and will write all their questions on Manila paper. Their questions
will be posted on the board.
Application: Teacher will divide the class into 2 groups and will ask them to make the first group
the inner circle and the second group the outer circle. The teacher will choose questions from
freedom wall whereas the inner circle members will answer the questions and the outside circle
members will functions as observers. After 10 minutes, the two groups will take role turns.
3. Evaluation
What did you feel when you are able to raise all your questions with regards to our society and culture?
4. Assignment
Define the following:
1.Ethnocentrism
2. Cultural Relativism
V.REMARKS
VI. REFLECTION

I. OBJECTIVES
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1. Become aware of why and how cultural relativism mitigates ethnocentrism

2. Identify forms of tangible and intangible heritage and the threats to these
3. Value cultural heritage and express pride of place without being ethnocentric.
II. CONTENT
1. Topic: Aspects of Culture
Ethnocentrism and Cultural Relativism
2. Learning Competency: become aware of why and how cultural relativism mitigates ethnocentrism. (UCSP11/12DS-
1d-10).
Identify forms of tangible and intangible heritage and threats to these (UCSP11/12DCS-le-11.)
 References
- Understanding Culture, society and Politics 2016 by Phoenix Publishing House, Inc. pp. 57-
61
- Sociology (Exploring Society and culture) by maria Elena D. David, Ed D. and Agnes M.
Macaraeg, Ed. D.
- UCSP teaching Guide
 Other Learning Resources
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- www.youtucbe.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
4. PROCEDURES
Motivation: Detecting Ethnocentrism and Promoting Respect for Other Cultures
Presentation: The teacher will discuss ethnocentrism, cultural relativism and cultural heritage.
Activity: Lights Camera Action!
The class will be grouped into two. The first group will be assigned to do a short skirt on
ethnocentrism while the other will do a short skirt on cultural relativism.
Application:
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After each presentation, the students will be asked to write a reflection paper on what
they have learned/realized after watching the performance of each group.
3. Evaluation
The students will answer the following questions:

1. Is it right to pass judgement on cultures not our own as inferior, threatening, or disturbing?
2. Should we expect societies around the world to practice the same set of cultural values and traits?
3. How is it possible to recognize the uniqueness of each society’s cultural traits and not from the standpoint
of one’s own society?
4. Assignment
Review and be prepared for quiz next meeting.
5. REMARKS
6. REFLECTION
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Subject: Understanding culture, Society and Politics Grade: 11 1st Semester
I. OBJECTIVES
1. Recall what have been discussed on the culture and society as anthropological and sociological concepts.
2. Write intelligently the answers for their quiz.
II. CONTENT
1. Topic: culture and Society: The Perspectives of Anthropology and sociology

The Interpretative Dynamics of Society
Aspects of culture
2. Learning Competency: Become Aware of why and how cultural relativism mitigates ethnocentrism.
(UCSP11/12DCS-Id-10)
Identify forms of intangible and intangible heritage and threats to these. (UCSP11/12DCS-le-11)
 References
61
- Sociology (Exploring Society and Culture) by Maria Elena D. David, Ed. D. and Agnes M.
Macaraeg, Ed. D.
- UCSP Teaching Guide
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 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: The teacher will introduce breathing exercise to keep students calm and relieve
from before they will take their quiz.
Presentation: the teacher will continue the discussion if the lesson has not been finished.
Then the students will be having their formative assessment through a form of quiz
Activity: Complete the unfinished sentences to summarize the lesson.
1. The chapter was about….

2. One key idea was…...
3. This is important because…
4. This matter because….
Application: the teacher will ask some students to complete each sentence.
3. Evaluation
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Questions from their quiz will be asked here.
4. Assignment
My culture, My Heritage
Identify two Philippine cultural heritage under threat-one tangible and one intangible. For both identify the threats and sources, and
then come up with a plan of action on how to deal with these threats. Write your output on the table
Heritage Threats Plan of action
V. REMARKS
VI.REFLECTION
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Date: Week 8 1st Quarter
Subject: Understanding culture, Society and Politics Grade 11 1st Semester
I. OBJECTIVES

1. Identify forms of tangible and intangible heritage and their threats.
2. Write an essay on the threats to the tangible heritage based on their experience in visiting a museum.
3. Value culture as heritage.
II. CONTENT
1. Topic: Aspects of Culture

Culture as Heritage
2. Learning competency: Identify forms of tangible and intangible heritage and threats to these. (UCSP11/12DCS-le-
11.)
 References
61
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- Sociology (Exploring society and culture) by Maria Elena D. David, Ed. D. and Agnes M.
Macaraeg, ed. D.

- www.youtube.com
- www.google.com
 Materials
- Manila paper
- Marker
- Chalk
-
IV. PROCEDURES
Motivation: Teacher will facilitate a simple exercise
Presentation: The teacher will ask the students to review the tangible and intangible culture
that they have inherited.
Activity: The class will be grouped in to for. Each group will be given a sheet of manila
paper and a marker, students will write the tangible and intangible heritage in our culture.
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Application: Each group will be given 3 minutes to present.
3. Evaluation
Students will be asked to write one tangible and one intangible cultural heritage under threat. Identify the
threats and their possible sources, and come up with a plan on how to deals with these threats.
4. Assignment
Bring Magazines, newspaper, glue, scissors and any other materials that they can use for their activity
tomorrow
V. REMARKS
VI. REFLECTION

Subject: Understanding Culture, Society and Politics Grade 11 1st Semester
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I. OBJECTIVES

1. Trace the biological and cultural evolution of early to modern humans
2. Demonstrate prior knowledge of human evolution by analyzing and interpreting the picture that will be presented.
3. Increase understanding human evolution and its implication on the transformation of cultures across time periods.
II. CONTENT
1. Topic: Biological and Cultural evolution of early to modern humans
2. Learning Competency: Trace the biological and cultural evolution of early to modern humans (UCSP11/12DCS-
le-12)
 References
- Understanding Culture, Society and Politics 2016 Phoenix Publishing House, Inc pp. 70-74

- www. youtube.com
- www.google.com
IV. PROCEDURES
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Motivation: Teacher will facilitate in the dance exercise. (Monkey dance)
Presentation: Teacher will present a picture about the lesson. Students will analyze and answer the
following questions:
- What do you see in the picture? Describe their appearance and expressions.
- What questions does this photograph raise in your mind?
- Where could you find the answers to them?
- The teacher will introduce biological and cultural evolution of human.
 Activity: Imagining yourself

The class will be grouped into four. Each group will choose three things among the
boxes which they think it would help them in the ancient time.
 Application:
Each speaker from the group will present and explain their work.
3. Evaluation
Students will answer the following:

1. How would you differentiate biological and cultural evolution?
2. Who studies human and cultural evolution?
3. Explain Charles Darwin theory of evolution.
4. Assignment
Research on the characteristics of biological and cultural human evolution: from Hominids to Homo sapiens
V. REMARKS
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VI. REFLECTION

Subject: Understanding Culture, society and Politics Grade 11 1st semester
I. OBJECTIVES

1. Explain how hominids evolved into modern humans.
2. Discuss how modern humans develop culture.
3. Value how modern humans develop culture.
II. CONTENT
1. Topic: Biological and cultural Evolutions of Modern Humans from Hominids to Homo Sapiens
2. Learning Competency: Trace the biological and cultural evolution of early to modern humans
3. Code: UCSP11//12DCS-Ie-12
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 References
- Understanding Culture, Society and Politics 2016 by phoenix Publishing House, Inc. pp. 74-
80
 Other Learning materials
- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: the teacher will facilitate a simple exercise.
Presentation: Teacher will discuss how early humans evolved into modern and how early human
develop culture
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Activity: discuss the important biological and cultural developments of the hominids and homo
sapiens.
Application: Students will complete the chart below.
Species Biological Developments/ Cultural Developments

Physical Developments
Hominids
Homo habilis
Homo erectus
Cro-Magnon
3. Evaluation
Students will identify the following through a short quiz.
1. Biological evolution 4. Australopithecus
2. Cultural evolution 5. Fossils
3. Bipedalism 6. Artifacts
4. Assignment
Make a diorama of human evolution using recyclable materials
V. REMARKS
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VI. REFLECTION

Subject: Understanding Culture, Society and Politics Grade 11 1st semester
I. OBJECTIVES

1. Explore the significance of fossils and artifacts in interpreting cultural, social and economic processes.
2. Explain the importance of artifacts and fossils in understanding the social cultural political and economic processes of
modern humans.
3. Simulate the work of anthropologist and archeologists.
II. CONTENT
1. Topic: human Biocultural and Social Evolution
2. Learning Competency: Explore the significance of human remains and artefactual evidence in interpreting cultural
and social, including political ang economic processes
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3. Code: UCSP11/12DCS-If-13
 References
- Understanding Culture, Society and Politics by Phoenix Publishing House, Inc pp. 81-83
- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Exhibit
Teacher will conduct an exhibit of the constructed diorama
Presentation: Teacher will discuss the study and concept of evolution
Activity: Photo essay
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Teacher will ask the students to find their partner. Each pair will make a photo essay of the
significance of human material remains and artefactual evidence.
Application: Presentation of the Photo Essay
3. Evaluation
Answer the following:
1. Why is it important to study fossil remains to know how humans and the environment on which they live
evolve?
2. In what way can fossil remains be found and studied.
4. Assignment
Conduct research on 15 national and local museums and heritage sites in the Philippines.
V. REMARKS
VI. REFLECTION
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Subject: understanding Culture, Society and Politics Grade 11 1st Semester
I. OBJECTIVES

1. Recognize national and local and specialized museums, And heritage sites in the Philippines
2. Understand the role of museums as venues for the appreciation of the complexities of biocultural and social evolution.
3. Appreciate and reflect on the complexities of biocultural and social evolution as part of being and becoming human.
II. CONTENT
1. Topic: : Human Biocultural and Social Evolution

Museums as Venues for the appreciation of the complexities of Biocultural and social evolution
2. Learning Competency: Recognize national, local and specialized museums and archeological and historical
sites as venues to appreciate and reflect on the complexities of biocultural and social evolution as part of
being and becoming human.
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3. UCSP11/12DCS-If-14
 References
- Curriculum Guide-CXore Subject
- Understanding Culture, Society and Politics 2016 Phoenix Publishing House, Inc pp. 81-83
- UCSP teaching Guide

- www.youtube.com
- www.googlhe.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Film showing
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Presentation: teacher will introduce museums as venues for the appreciation of the
complexities of biocultural and social evolution.
Activity: Poster making
Create a poster for the National Museum of the Philippines advertising why
people should go to the museum to appreciate our biological, cultural and social
evolution
Application: Presentation of the Posters

3. Evaluation
Write an editorial that assess the important role of museums in educating the public about the human species
biocultural and social evolution
4. Assignment
Based on the conducted research on the national and local museums and historical sites. Students will make a
scrap book by getting a brief background for each museum and heritage sites.
V. REMARKS
VI. REFLECTION
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Subject Understanding Culture, Society and Politics Grade 11 1st semester
I. OBJECTIVES

1. Explain in the different types of societies.
2. Produce an illustrated timeline that clearly shows the major developments and changes that happened in human
society.
3. Appreciate the significant social developments that happen as societies and their culture evolve
II. CONTENT
1. Topic: Human Biocultural and Social Evolution

Sociocultural and political Evolution: The Development of Societies from the Hunting and
Gathering to the agricultural industrial and Post-Industrial Stages.
2. Learning Competency: Recognize national, local and specialized museums, and archeological and
historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution as
part of being and becoming human.
3. Code: UCSP11/12DCS-If-14
 References
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- Understanding Culture Society and Politics 2016 by Publishing house, Inc pp.81-83

- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Students will be asked this question “How did societies transform through
time?”
Presentation: Based on the motivational question, teacher will introduce sociocultural and
political evolution.
Activity: Data Retrieval Chart Completion

Write major characteristics and developments of the different stages of societies?
Application: Students will fill up the chart that will be presented by the teacher.
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3. Evaluation
Explain the process of cultural and sociopolitical evolution.
4. Assignment
V. REMARKS
VI. REFLECTION

Subject: Understanding Culture, society and Politics Grade: 11 1st semester
I. OBJECTIVES
1. Explain the development of the self as a product of socialization and enculturation.
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2. Identify the context processes and consequences of enculturation and socialization.
3. Value the roles of groups and institutions as agents of social control.
II. CONTENT
1. Topic: Becoming a Member of society

Enculturation and Socialization
2. Learning Competencies:
 Explain the development of the self as a product of socialization and enculturation.
 Identify the context, content, processes and consequences of enculturation and socialization.
3. Codes
 UCSP11/12DCS-Ig-15
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc. pp 105-
117

- www.youtube.com
- www,google.com
 Materials
- Projector
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- Laptop
- Chalk
IV. PROCEDURES
Motivation: The world and I

Teacher will ask students to look back on their Childhood
Presentation: Based on the motivational activity teacher will introduce and discuss the new
lesson on becoming a member of society.
Activity: Teacher will group the class into four and ask them to answer the table below.
Socialization Enculturation
Context
Content
Processes
Consequences
Application: students will discuss their work in class
3. Evaluation
Teacher will ask the students to identify what is being described through the form of a short quiz,
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4. Assignment
Enumerate some of the values your family holds dear, in what ways do these values affect your lifestyles as a
teenager.
V. REMARKS
VI. REFLECTION

Subject: Understanding Culture, society and Politics Grade: 11 1st Semester
I. OBJECTIVES
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1. Analyze the role of groups and institutions as agents of social control.
2. Identify norms and values to be observed in interacting with others in society and the consequences in ignoring the
rules.
3. Recognize the value of human rights and promote the common good.
II. CONTENT
1. Topic: Becoming a Member of Society

Conformity and Deviance
Human Dignity, Rights and the common Good
2. Learning Competencies:
 Identifies the social goals and the socially acceptable means of achieving these goals
 Advocate inclusive citizenship
 Promote protection of human dignity rights and the common good.
3. Codes
III. LEARNING COMPETENCIES:
 References
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- Curriculum Guide-core Subject
- Understanding Culture So-ciety and Phoenix Publishing House, Inc pp.

- www.youtube.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Quiz Bee

Teacher will group the class into four and students will develop or make a jingle
on human dignity, rights and the common good.
Presentation: the teacher will continue the discussion on becoming a member of society.
Activity: Jingle
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Teacher will group the class into four and students will develop or make a jingle
on human dignity, rights and the common good.
Application: students present their jingle in class.
3. Evaluation
Teacher will continue reviewing the students through the form of a quiz bee.
4. Assignment
Review and review for the examination
V. REMARKS
VI. REFLECTION
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Subject: understanding Culture Society and Politics Grade 11 1st Semester
I. OBJECTIVES
To administer Midterm Examination
II. CONTENT
1. Topic: Midterm Examinations
 References
- Learning Materials
 Materials
- Test Papers
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance
Motivation: Teacher will introduce a breathing exercise to prepare students for their
examination.
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Presentation: The teacher will distribute test papers to students and will give directions and
other guidelines.
Activity: actual test taking ( 1hour)
Application: Submission of test papers
V. REMARKS
VI. REFLECTION

Subject: Understanding Culture Society and Politics Grade: 11 1st Semester
I. OBJECTIVES
To check test paper, item analysis and record results
II. CONTENT
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1. Topic: Checking and recording of Test Papers
 References
- Learning Materials
 Materials
- Test paper
- Pen
- Chalk
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance
Motivation: Students and the teacher will check test papers to know the scores and what items
made the test hard for them.
Presentation: The teacher will distribute test papers to students and will give directions and other
guidelines.
Activity: Checking of test papers and item analysis.
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Application: Processing Questions
What items in the test di you find easy?
What items in the test did you find difficult and challenging?
3. Evaluation
Students will submit test papers for recording
V. REMARKS
VI. REFLECTION
Date: Week: 11 Quarter: Second

Subject: understanding Culture, society and Politics Grade: 11 Semester: First
I. OBJECTIVES

1. Identify groups within society and their functions
2. Differentiate primary groups from secondary groups
3. Recognize in-groups and out groups as forms of reference groups
II. CONTENT
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1. Topic: How society is Organized
Social Groups
2. Learning Competency: Traces kinship and social networks
3. Code: UCSP11/12HSO-III-20
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc pp. 138-
143

-www.quipper.com
-www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
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Motivation: Lesson Pretest
Presentation: based from the motivational activity,teacher will introduce the new lesson
Activity: Write the words that will be given by the teacher in their appropriate categories
Application: Enumerate five reasons wherein you can call a person”kabarkada” or ka-tropa”?
3. Evaluation
Define the following terms:
1. Network
2. Social group
3. In-group and out group
4. Assignment
Think of three groups you belong to. Describe your feeling towards each of the group and describe how your membership affects
your behavior in relation to election issues.
V. REMARKS
VI. REFLECTION
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Date: Week: 12 2nd quarter
Subject; understanding Culture, Society and Politics Grade: 11 1st Semester
I. OBJECTIVES
At the end of the session, learners are expected:

1. Define kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in the Filipino family
today
3. Value the Filipino concept of kinship
II. CONTENT
1. Topic: How Society is Organized

Cultural, Social and Political Institutions, Kinship Marriage and Household
 References
- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House, Inc pp 146-
157
78 | P a g e
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Prayer< Greetings< Checking of Attendance< Review of previous Lesson
Motivation: short Activity
Presentation: Based from the motivational activity, teacher will introduce the new lesson
Activity: Make a graphic organizer explaining the process of social relationship or kinship with
another person or a group
Application: Teacher will choose 3 volunteers to share their work in class
3. Evaluation
Define the following terms
- Family
- House hold
- Nuclear family
- Extended family
4. Assignment
Write an essay or a magazine article that explains how the different types of families are present in the Filipino
family today
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V. REMARKS
VI. REFLECTION
Date: Week: 12 Second Quarter

I. OBJECTIVES

1. Define Kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in the Filipino family
today
3. Value the Filipino concept of kinship
II. CONTTENT
1. Topic: How Society is Organized

Cultural. Social and Political Institutions: Kinship, Marriage, and Household
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 References
- Understanding Culture, society and Politics 2016 by Phoenix Publishing House, Inc pp. 146-
157
- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: Short activity
Presentation: Based from the motivational activity, teacher will introduce the new lesson
Activity: Make a graphic organizer explaining the process of social relationship or kinship with another
person or a group
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Application: Teacher will choose 3 volunteers to share their work in class
3. Evaluation
- Family
- Household
- Nuclear family
- Extended family
4. Assignment
Write an essay or a magazine article that explains how different types of families are present in the Filipino
family today
V. REMARKS
VI. REFLECTION
Date: Week:12 2nd Quarter

Subject: Understanding Culture, Society and Grade: 11 1st Semester
Politics
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I. OBJECTIVES

1. Define kinship, marriage and household
2. Write an essay that explains how the different types of families and forms of kinship are present in the Filipino
family today
3. Value the Filipino concept of Kinship
II. CONTENT
1. Topic: How society is Organized Cultural, Social and Political Institutions: kinship Marriage and Households
 References
157
- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
83 | P a g e
IV. PROCEDURES
Prayer< greetings< Checking of attendance< Review of Previous Lesson
Motivation: Review of Previous activity

Presentation; since the teacher was not able to meet the students for 4 days, the teacher will start the discussion
by reviewing the activity and lecture given by them during the teacher leave of absence
Activity: the teacher will ask the students to think of other social groups that the school has
Application: teacher will choose 3 volunteers to share their answers
3. Evaluation
- Primary group
- Secondary group
- Reference group
- In group
- Out- group
4. Assignment
Write an essay or a magazine article that explains how the different types of families are present in the Filipino
family today
V. REMARKS
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VI. REFLECTION

Understanding Culture Society and Politics Grade: 11 1st semester
I. OBJECTIVES
1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
3. Trace one’s own ancestry by blood up to the third degree
II. CONTENT
1. Topic: how Society is Organized Cultural Social and Political Institutions: Kinship marriage and
Household
 References
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- Understanding Culture, Society and Politics 2016 by Phoenix Publishing House Inc. pp 146-
157
 Other learning resources
- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Motivation: simple exercise
Presentation: Teacher will introduce the new lesson
Activity: Teacher will introduce the new lesson
Activity: Teacher will ask the students to trace their own ancestry by blood using symbols and
shapes
Application: Teacher will ask volunteer students to share their work
3. Evaluation
Identify the following
- Kinship
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- Descent
- Matrilineal
- Patrilineal
- Bilateral
4. Assignment
Read and review lecture for a graded recitation for the nect meeting
V. REMARKS
VI. REFLECTION

I. OBJECTIVES

1. Define kinship and social network
2. Discuss the concepts surrounding kinship by blood and descent
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3. Trace one’s own ancestry by blood up to third degree
II. CONTENT
1. Topic: How society is Organized Cultural, Social and Political Institutions Kinship Marriage and
Household
2. Learning competency: Traces Kinship and Social Networks

3. Code: UCSP 11/ 12HSO-III-20
 References
- Understanding Culture Society and Politics 2016 by Phoenix Publishing House, Inc pp 146-
157

- www.quipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
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IV. PROCEDURES
Prayer< Greetings< checking of attendance< Review of Previous Lesson
1. Motivation: Simple Exercise

2. Presentation: Teacher will continue the discussion on kinship
3. Activity: Teacher will ask the students to trace their own ancestry by blood using symbols and shapes
4. Application: Teacher will ask volunteer students to share their work
3. Evaluation
Identify the ff:
-Kinship
-Descent
- Matrilineal
- Paetrilineal
-Bilateral
4. Assignment
How can you be sure that blood relates you to your ancestors?
V.REMARKS
VI REFLECTION
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Date: Week: 13 2nd Quarter
I OBJECTIVES
At the end of the session, learners re expected to:
1. Define and explain the different concepts of marriage

2. Discuss how marriage becomes the formation of kinship ties and social networks
3. Respect other cultures concept of marriage
II. CONTENT
1. Topic:
How Society is Organized, Cultural, Social and Political Institutions Kinship Marriage a Household
2. Learning Competency: Describe the organized nature of social life and rules governing behavior
 References
- Understanding Culture, Society and politics 2016 by Phoenix Publishing house, Inc pp 146-
157
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- www.qquipper.com
- www.google.com
 Materials
- Projector
- Laptop
- Chalk
IV. PROCEDURES
Prayer< Greetings < Checking of Attendance< Review of Previous Lesson
Motivation: Teacher will introduce a simple energizer
Presentation: Teacher will continue the discussion on kinship
Activity: - What types of networks are formed through marriage?
-what are the different kinds of marriages and what causes their formation?
- What factors are to be considered for the residency of newlyweds?
Application: Teacher will ask volunteer students to share their work
3. Evaluation
Which type of marriage is culturally significant or accepted in our society?
In your observations, which type of residency is usually practiced? Which is a practical choice for you?
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4. Assignment
Find a newly-wed couple and ask them a few questions based on the lesson. Using the table below and the
ideas acquired from your interview, write the common problems and possible solutions of married life.
Problem Solution
1 1
2 2
3 3
V. REMARKS
VI. REFLECTION

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I. OBJECTIVES

1.trace kinship ties within the concept of family and Household
2. differentiate and identify one’s type of family and household
3. Value the different types of families
II. CONTENT
1. Topic: Cultural, Social and Political Institutions Family and Household, Politics of Kinship
2. Learning Competency: Compare different social forms of social organization according to their manifest and latent
functions
3. Code: UCSP11/HSO-III-22
II. LEARNING RESOURCES
 References
157

- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
III. PROCEDURES
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Prayer< Greetings< Checking of Attendance < Review of Previous Lesson
Motivation: Teacher will introduce a simple exercise
Presentation: Teacher will discuss family and household and the politics of kinship
Activity: Give at least one example for each Filipino value enumerated below: -
-debt of gratitude (utang na loob)
- shame(hiya)
- the act of yielding to the majority of the kin group( pakikisama) completion for greater
status ( palakasan)
Application: students will share their work in class
3. Evaluation
Define the ff:
- Family
- Household
- Nuclear family
- Extended family
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- Political dynasty
- Reconstituted family
4. Assignment
Is it possible for Philippine society to eliminate bad politics created by kinship?
V. REMARKS
VI. REFLECTION
Date: Week : 15 2nd Quarter

I. OBJECTIVES

1.trace kinship ties within the concept of family and Household
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2. differentiate and identify one’s type of family and household
3. Value the different types of families
II. CONTENT
1. Topic: Cultural, Social and Political Institutions Family and Household, Politics of Kinship
functions
3. Code: UCSP11/HSO-III-22
III.LEARNING RESOURCES
 References
157

- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
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Prayer< Greetings< Checking of Attendance < Review of Previous Lesson
Motivation: Teacher will introduce a simple exercise
Presentation: Teacher will discuss family and household and the politics of kinship
Activity: Give at least one example for each Filipino value enumerated below: -
-debt of gratitude (utang na loob)
- shame(hiya)
- the act of yielding to the majority of the kin group( pakikisama) completion for greater
status ( palakasan)

3. Evaluation
Define the ff:
- Family
- Household
- Nuclear family
- Extended family
- Political dynasty
- Reconstituted family
4. Assignment
Try and trace your family kinship ties through proper agencies or online research. See how far you can trace
your family’s roots.
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V. REMARKS
VI. REFLECTION

Subject: Understanding Culture, Society and Politics Garde: 11 First Semester
I. OBJECTIVES

1. Identify the different forms of social and political organizations
2. Recognize the differences among different types of political organizations
3. Value how political organizations operate as an entity which maintains societal functions.
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II. CONTENT
1. Topic: Cultural, Social and Political Institutions Political and Leadership Structures: political Organizations
functions
 References
- Understanding Culture, society and Politics 2016 by Phoenix Publishing house Inc. pp 160-
167

- www.quipper.com
- www.google.com
 MATERIALS
- Board
- Chalk
IV. PROCEDURES
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Motivation: Students will answer the following questions based on their prior knowledge.
Based on what you know, what is a band? A tribe? A chiefdom? Do you have an idea of
their differences? Is nation the same as state?
Presentation: Based from the motivational questions, teacher will introduce the lesson about
political organizations
Activity: In a classroom setting, what are the function of the elected class officers? Do you
believe that their existence is needed for the maintenance of order in the class?
3. Evaluation: (Essay)
Imagine the world without political organizations. What do you see? What can we expect from people
or from a society which works and operates without the supervision of a political organization?
4. Assignment
Give at least three political organizations. Write their objectives and projects in society.
V. REMARKS
VI. REFLECTION

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I. OBJECTIVES

1. Enumerate and explain the three types of authority
2. Discuss how power authority, and legitimacy work as essential components of a social and political structure
3. Analyze social and political structures
II. CONTENT
1. Topic: Cultural, Social and Political Institutions Political and Leadrership Structures: Authority and Legitimacy
2. Learning Competency: Analyze social and political structures
 References
- Understanding Culture, Society and politics 2016 by Phoenix Publishing House, Inc pp. 160-
167

- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
101 | P a g e
IV. PROCEDURES
Motivation: Students will answer the following questions based on their prior knowledge: Are
power and authority the same? Are authority and Legitimacy different? How do these components
work together in social and political structure?
Presentation: based from the motivational questions, teacher will continue the discussion on
political and leadership structures
Activity: In your own opinion, which type of authority /or legitimated rule is more applicable and
valid in modern times?
Give two evident examples (government, religious order, or scenario) for each type of authority or
legitimate rule.
- Traditional
- Charismatic
- Rational
Application: Students will share their work in class
3. Evaluation (Essay)
Why are authority and legitimacy vital components in acquiring and maintaining peace and order in society?
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4. Assignment
One of the leaders of country is the president of the Philippines. Conduct a thorough research on the
performance of the current president. Look at his leadership and how he exercises his authority in times of
crisis
V. REMARKS
VI. REFLECTION

I. OBJECTIVES

1. Enumerate and explain the three types of authority
2. Discuss how power authority and legitimacy work as essential components of a social and political structure
3. Analyze social and Political structures
II. CONTENT
103 | P a g e
1. Topic: Cultural, Social and Political Institutions Political and leadership Structures: authority and
Legitimacy
2. Learning competency: Analyze social and political structures
 References
167

- www.quippr.com
- www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
1. Preparatory Activities
Prayer< Greetings< Checking of attendance< Review of Previous Lesson
104 | P a g e
Motivation: teacher will share some inspirational/ motivational quotations to students
Presentation: Teacher will continue the discussion, if not yet done
Activity: Students will be asked to sum up what has been discussed
Application: Students will answer the teacher’s questions
3. Evaluation: (Quiz)
Students will identify and write their answers on a sheet of paper what is being asked by the teacher
4. Assignment
Finish their research work to be submitted next week.
V. REMARKS
VI. REFLECTION
105 | P a g e
Subject: understanding Culture, society and Grade 11 1st Semester
Politics
I. OBJECTIVES

1. Define and explain the functions of economic institutions.
2. Discuss the concepts of reciprocity in line with sociology and economics
3. Relate the practical application of reciprocity to one’s daily life.
II. CONTENT
1. Topic: economic Institutions Reciprocity
2. Learning Competency: Analyze economic, organization and its impacts on the lives of people in the society
 References
- Curriculum Guide- Core subject
- Understanding Culture society and Politics 2016 by Phoenix Publishing House, Inc pp. 167-
170
106 | P a g e
www.quipper .com
www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
Motivation: students will be asked this question, If you have been given something, is it
expected for you to return the favor? Why or why not?
Presentation: Teacher will discuss economic institutions specifically reciprocity
Activity: think of at least three scenarious or situation where generalized reciprocity can be
applied.
Application: Teacher will call some students to share their answers
3. Evaluation
compare and contrast generalized from balanced reciprocity. Give examples for each.
4. Assignment
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How does negative reciprocity affect the activities of different economic institutions? What do you think will
be the impact of these on the global community?
V. REMARKS
VI. REFLECTION

I. OBJECTIVES
At the end of the session, learners are expected:

1. Explain the concepts of transfer or transfer payment concerning economics
2. Analyze the level activities of different economic institutions concerning transfer and the impacts on global economy
108 | P a g e
3. Become aware of the different kinds of goods and services that private and government sectors provide for the people
II. CONTENT
1. Topic: Economic Institutions Transfers

2. Learning Competency: Analyze economic organization and its impacts on the lives of people in the society
 References
- Curriculum guide-Core Subject
- Understanding Culture, Society and Politics 2016 Phoenix House, Inc pp. 167-170

- www. quipper.com
- www. google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
109 | P a g e
Motivation: Teacher will ask the students the following questions:
- Are you aware of the different kinds of goods and services that private and government
sectors provide for the people?
- Does the present government provide more goods and services than it did in the past? How
does the government redistribute more income?
Presentation: Teacher will discuss what transfer is
Activity: if you become a wealthy individual who is willing to share part of your fortune to others,
which among the basic needs (food, housing, education, health) will be your priority? Justify your
answer.
Application: Teacher will call some students to share their answers

3. Evaluation
Students will be asked to identify what the teacher is asking through the form of a short quiz
4. Assignment
Why are there many Filipino families who still do not have access to essential goods and services to support
their everyday living?
V. REMARKS
110 | P a g e
VI. REFLECTION

Subject: understanding Culture Society and Politics Grade: 11 1st Semester
I. OBJECTIVES

1. Explain the concepts of redistribution in relation to sociology, economics and politics,
2. Analyze the level of activities of different economic institutions concerning redistribution and the impacts on global
community and
3. Recognize the various forms of redistribution in own community
II. CONTENT
1. Topic: economic Institution Redistribution
2. Learning Competency: Analyze economic organization and impacts on the lives of people in the society
3. Code: UCSP11/12HSOIII-24
 References
- Understanding Culture, society and Politics 2016 by Phoenix Publishing House, Inc pp. 167-
170
111 | P a g e
 Other Learning resources
- www.quipper.com
- www.google.com
 Materials
- Board
- Chalk
-
IV. PROCEDURES
1. Preparatory activities

- What do you expect the government will do with the taxes they collect from the people?
- In your church, in what programs or projects do you think they spend the donations coming
from the members?
Presentation: Teacher will discuss redistribution
Activity: Get a partner. Think of least three situations where small-scale redistribution can occur in the
community
Application: teacher will ask some students to share their answers
3. Evaluation:
How does redistribution contribute to the development of society?
4. Assignment
112 | P a g e
- What is a market?
- What is a market transaction?
- How do markets and market transactions affect the lives of people in a society?
V. REMARKS
VI. REFLECTION

Subject understanding Culture society and Politics Grade: 11 1st Semester
I. OBJECTIVES

1. Explain the concepts of redistribution in relation to sociology, economics and politics.
2. Analyze the level of activities of different economic institutions concerning redistribution and the impacts on global
community, and
3. Recognize the various forms of redistribution in own community
II. CONTENT
1. Topic: economic institutions Redistribution
113 | P a g e
2. Learning competency: Analyze economic organization and its impact on the lives of people in the society
 References
- Curriculum guide-Core Subject
- Understanding Culture, society and Politics 2016 by Phoenix Publishing House, Inc. pp. 167-
170

- www. quipper.com
- www.google.com
 Materials
- Board
- Chalk
IV. PROCEDURES
Prayer< greetings< checking of Attendance < Review of Previous Lesson
Motivation: teacher will ask the students the following questions:

- What do you expect the expect the government will do with the taxes they collect from the
people?
- In your church, in what programs or projects do you think they spend the donations coming
from the members?
114 | P a g e
Presentation: teacher will discuss redistribution
Activity: Get a partner. Think of at least three situations where small-scale redistribution can
occur in the community
Application: Teacher will ask some students to share their answers
3. Evaluation:
How does redistribution contribute to the development of society?
4. Assignment
What is a market
What is a market transaction?
How do markets and market transactions affect the lives of people in a society?
V. REMARKS
VI. REFLECTION

Subject: understanding culture, society and politics Grade: 11 1st semester
115 | P a g e
I. OBJECTIVES

1. Define market, market transactions, and market equilibrium
2. Determine the dividing line between markets and states
3. Value economic organization and its impacts on the lives of people in society.
II. CONTENT
1. Topic: economic Institutions Market transactions and Market and State
2. Learning competency: Analyze economic organization and its impacts on the lives of people in the society.
3. Code: UCSP11/12HSO-IIa-24
 References
- Understanding Culture, society and Politics 2016 Phoenix Publishing House, inc pp. 167-170

- www.quipper.com
- www.google.com
 Materials
- Board
- Chalk
116 | P a g e
IV. PROCEDURES
Prayer< Greetings< Checking of attendance< Review of Previous Lesson

- How does the continuous decrease of the price of petroleum in the world market affect the
procedure and seller of the product? Does it affect the worlds economy as whole? How?
Presentation: teacher will discuss market transaction and Market and state
Activity: make a simple business plan for a unique product to be sold in a monopolistic market
community
Application: teacher will ask some students to share their answers
3. Evaluation: Essay
- Why do many countries remain poor while others are rich?

- In our country, the rich become richer and the poor become poorer. Is there any explanation
for this?
- Who will take the lead to solve these problems?
4. Assignment:
Based on this lesson, make a travelogue showing what countries you will be visiting based on economic status
or model.
117 | P a g e
V. REMARKS
VI. REFLECTION
118 | P a g e

Lesson Plan - Humms

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Understanding Culture, Society and Politics

At the end of the session, learners are expected to:

1. Topic: understanding culture Society and Politics, Some key Observations

III. LEARNING RESOURCES

2. Development of the lesson

At the end of the session, learners are expected to:

2. Topic: Understanding Culture, Society, and Politics: Some key Observations

III. LEARNING RESOURCES

2. Development of the Lesson

At the end of the session, learners are expected to:

1. Topic: Social Dynamics: social, Political and cultural Change

2. Development of the Lesson

Date: Week: 5 1st Quarter

At the end of the session, learners, are expected to:

III. LEARNING RESOURCES

Date: Week: 5 1st Quarter

At the end of the session, learners are expected to:

1. Topic: The social Sciences sociology, anthropology and Political Science

Prayer< Greetings< Checking of Attendance< Checking of Assignments

Activity: Me and My Social Map

My unique features as a social Types of social forces Assessment of effects (does it

Answer the ff questions:

Write a short essay with the theme “Change is coming”!

At the end of the session, learners are expected to:

1. Explain cultural idiosyncrasies and social diversities.

1. Topic: The Social Sciences: Sociology, Anthropology, and Political Science

III. LEARNING RESOURCES

Prayer<Greetings<Checking of Attendance <Checking of Assignments

2. Development of the Lesson

The teacher will ask 5 volunteers to share their works.

Answer the following questions:

Review previous discussions.

Date: Week: 6 1st quarter

At the end of the session, learners are expected to:

2. Development of the Lesson:

Activity: Group Research

At the end of the session, learners are expected to:

1. Topic: The social Sciences: Sociology, Anthropology, and Political Science.

III. LEARNING RESOURCES

2. Development of the Lesson:

Activity: Group research

Date: Week: 6 1st Quarter

At the end of the session, learners are expected to:

1. Topic: The social Sciences: Sociology, Anthropology, and Political Science

III. LEARNING RESOURCES

2. Development of the Lesson:

Activity: Group research

Date: Week: 6 1st Quarter

At the end of the session, learners are expected to:

2. Development of the Lesson:

Motivation: The teacher will play video clips of Juana Change.

Activity: Panel Discussion

At the end of the session, learners are expected to:

III. LEARNING RESOURCES

2. Development of the Lesson:

Motivation: Filling in the Circle

In a two-paragraph essay, describe your feelings toward a specific nationality (e.g.

What makes society possible?

At the end of the session, learners are expected to:

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

2. Development of the Lesson:

Motivation: filling in the Circle