11
Understanding Culture,
Society, and Politics
Second Quarter
LEARNING ACTIVITY SHEET
i
COPYRIGHT PAGE
Learning Activity Sheet
Understanding Culture, Society and Politics
Grade 11
Copyright @ 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this materials shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of the K to 12 Curriculum through
the Curriculum and Learning Management Division (CLMD). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement of supplementary work are
permitted provided all original works are acknowledged and the copyright is attributed. No
work may be derived from the material for commercial purposes and profit.
Consultants:
Regional Director
Assistant Regional Director
Schools Division Superintendent
Assist. Schools Division Supt.
Chief Educ. Supervisor, CLMD
Chief Education Supervisor, CID
ESTELA L. CARIŇO, EdD, CESO IV
RHODA T. RAZON, EdD, CESO V
MADELYN L. MACALLING, PhD, CESO VI
EDNA P. ABUAN, PhD
DANTE J. MARCEL, PhD, CESO VI
OCTAVIO V. CABASAG, PhD
RODRIGO V. PASCUA, EdD
Development Team
Writers : Leriza S. De Guzman, Ronald B. Lopez, Bambi D. Divina, Cherrylyne A. Bercasio,
Krisha Dyane M. Hoggang, Michelle Abad, Renibel D. Roldan, Rhoda Reyno,
Jovencio C. Carig Jr.
Content Editors : Richard C. Esguerra, Merlyn Manango, Novalyn Cuaresma, Rubylin M. Orina,
Ferdinand D. Masiddo, Jasmin I. Lappay, Editha F. Muñoz
Language Editor : Andrea Ramos, Myline J. Respicio, Roberto Español, Ferdinand D. Masiddo
Layout Artist : Jovencio C. Carig Jr.
Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela
Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Miraflor D. Mariano, Regional EPS Araling Panlipunan
Rizalino G Caronan, Regional EPS LRMS
Printed by DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City
ii
Table of Contents
Learning Competency
Page
Explain the forms and functions of state and non-state institutions
1
Examine the functions and importance of education in the society
14
Examine the concept, characteristics and forms of stratification system
using sociological perspective
22
Explain government programs and initiatives in addressing social
Inequalities
30
Suggest ways to address social inequalities in the local, national, and
global level
42
Examine human responses to emerging challenges in contemporary
societies
55
iii
UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
FORMS AND FUNCTIONS OF STATE AND NON-STATE INSTITUTIONS
BACKGROUND INFORMATION FOR LEARNERS
Institution is a mechanism which governs the behavior of a set
of individuals within a given community. The state is the institution whose functions
are carried out by the government. It is supported in whole or in part by general fund
moneys. Its role is to make a positive legislative environment and policy framework
that enables various arms of the state to explore and achieve their potential while
maintaining a high standard of operation to protect public interest. Its primary functions
are maintenance of peace and order and the regulation and control of the lives of the
people as well as addressing the needs of the citizenry of a certain degree of social
order. Therefore, its major scopes are political and economic institutions. Political
Institution is universal in all the societies of the world. This is the system of power and
authority which is used to maintain social order. Political Institution is a complex of
social norms and rules that serve to maintain social order to exercise power to compel
conformity to the existing system of authority and to provide the means for changes in
the legal or administrative System. Economic Institutions refer to two things: a)
Specific agencies or foundations, both government and private, devoted to collecting
or studying economic data, or commissioned with the job of supplying a good or
service that is important to the economy of a country. The Bureau of Internal Revenues
(the government tax-collection agency), the Bangko Sentral ng Pilipinas (the
government producer of money), the National Bureau of Economic Research (a
private research agency) are all examples of economic institutions. B) Wellestablished arrangements and structures that are part of the culture or society, e.g.,
competitive markets, the banking system, kids’ allowances, customary tipping, and a
system of property rights are examples of economic institutions.
The main functions of economic institutions are:
1. Reciprocity is defined as the system of exchange in which goods or services
passed from one individual or group to another as a gifts without the need for explicit
contracting for specific payments.
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A. General Reciprocity- This happens when there is no expectation of
immediate exchange for the given gifts. People are motivated by the sense of
obligations towards the welfare of the others like when parents of a simple family
provide goods and services to the children even though children may not
reciprocate in kind. For example, if you are shopping with a friend and you buy him
a cup of coffee, you may expect him to buy you one in return at some time in the
future.
B. Balance Reciprocity- This happens between persons who lack a sense of
kinship or obligation to help one another with no expectation of return, but who
each has something that the other would like to have. Balanced reciprocity is likely
to occur when a return gift is expected within a relatively short time. Simple barter
or supermarket purchases involve this understanding. If you walk out of a store
without paying for the goods that you have taken, you very likely will be stopped
by the store employees and possibly arrested because you failed to immediately
reciprocate with the appropriate amount of money.
C. Negative Reciprocity- This happens when an individual or group in
reciprocal exchange system attempts to get more than what it gives. Negative
Reciprocity may take place through deceit in bargaining or outright theft because
the profit motive precedes over generosity. For instance, your neighbor may be
offered a new job in a distant city starting in two days. She desperately needs to
sell her car before she leaves. It is nearly new and it costs her P500,000. You
offer her P250,000 which she reluctantly accepts because there is no other
choice. Your taking advantage of her situation resulted in negative reciprocity.
2. Redistribution is when members of an organized group contribute money into a
common pol of fund. A central authority usually has the privilege and responsibility to
make decisions about the goods or money later will be allocated among the group as
a whole. Example of this is the taxes that are collected from individuals dependent on
their personal income and then that money is distributed to other members of society
through various government programs.
3. Market Transactions is when goods are sold for money, which in turn is used to
purchase other goods, with the ultimate goal of acquiring more money and
accumulating more goods. Markets may be represented by physical locations
where transactions are made. These include retail stores and other similar businesses
that sell individual items to wholesale markets selling goods to other distributors.
Stores may also be virtual. Internet-based stores and auction sites such
as Amazon and eBay are examples of markets where transactions can take place
entirely online and the parties involved never connect physically.
Non-state institutions on the other hand, are groups and organizations which
operate outside the support of any state or government. They are referred to be
‘stateless’ since they are considered to be independent of any state, although, they
usually collaborate with the government in implementing projects. Non-state
institutions assume different functions and focus on a specific objective. In general,
they develop certain services needed by members of the society for their progress.
Examples of which are:
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1. Bank- This is a financial institution licensed to receive deposits and make loans.
Banks may also provide financial services such as wealth management, currency
exchange, and safe deposit boxes. There are several different kinds of banks including
retail banks, commercial or corporate banks, and investment banks. In most countries,
banks are regulated by the national government or central bank. BDO, UnionBank,
Chinabank and others are examples of banks in the Philippines.
2. Corporation- This is a legal entity that is separate and distinct from its owners.
Corporations enjoy most of the rights and responsibilities that individuals
possess: they can enter contracts, loan and borrow money, sue and be sued, hire
employees, own assets, and pay taxes. Some refer to it as a "legal person. San Miguel
Corporation, ABS-CBN and GMA Network are some examples of companies in the
Philippines.
3. Cooperatives- are people-centered enterprises owned, controlled and run by
and for their members to realize their common economic, social, and cultural needs
and aspirations. Multipurpose Cooperative is an example.
4. Trade Unions- are organizations made up of members (a membership-based
organization) and its membership must be made up mainly of workers. One of a trade
union's main aims is to protect and advance the interests of its members in the
workplace. Example of these are Federation of Free Workers (FFW), Kilusang Mayo
Uno (KMU), Sentro ng mga Nagkakaisa at Progresibong Manggagawa (SENTRO),
and the Trade Union Congress of the Philippines (TUCP).
5. Transnational Advocacy- Transnational advocacy organizations (TAOs) are
defined as “self-organized advocacy groups undertaking voluntary actions across
state borders in pursuit of what they deem the wider public interest.” Advocacy
organizations are known by different names: non-state actors, NGOs, transnational
advocacy networks. Example of this is the Greenpeace, an independent global
campaigning organization that acts to change attitudes and behavior, to protect and
conserve the environment, and to promote peace.
6. Development Agencies- Its main duty is to discover regional potential and
develop cooperation between the public sector, private sector and civil society. United
States Agency for International Development (USAID) the Inter-American Foundation
(IAF),
and
the
Millennium
Challenge
Corporation
(MCC)
African Development Foundation (ADF) are some examples.
7. International Organization- An international organization (intergovernmental
organization) is an organization established by a treaty or other instrument governed
by international law and possessing its own international legal personality, such as the
United Nations, the World Health Organization and NATO.
LEARNING COMPETENCY
Explain the forms and functions of state and non-state institutions. (Quarter 2,
Week 7)
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DIRECTIONS
Let’s Start!
Hello learner, read and analyze the instruction in each activity. Write your
answers on the space provided. There will be a corresponding point for every correct
answer. Answer thoroughly and write legibly.
LEARNING ACTIVITY 1: KNOW YOUR WORD (Crossword Puzzle)
Look and write words that correspond to the definition below.
A
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Hints:
1. This refers to mechanisms which govern the behavior of a set of individuals within
a given community.
2. They provide safe deposit locker facilities and safe custody services to the
customers.
3. Its structure allows for the protection of the owners’ individual assets from that of
the company.
4. These are people-centered enterprises owned, controlled and run by and for their
members to realize their common economic, social, and cultural needs and
aspirations.
5. This is a place where two parties can gather to facilitate the exchange of goods and
services.
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6. The system of exchange in which goods or services passed from one individual or
group to another as a gift without the need for explicit contracting for specific
payments.
7. A central authority who has the privilege and responsibility to make decisions on the
goods or money allocated among the group as a whole.
8. This is a political organization of society, a political body or institutions
of government.
9. These are groups and organizations which operate outside the support of any state
or government.
10. Any non-profit, voluntary citizens' group which is organized on a local, national or
international level.
LEARNING ACTIVITY 2: #RECIPROCATE #REDISTRIBUTE #MARKET
The following are some scenarios, places and events. Analyze if each
scenario is an example of reciprocity, redistribution or market
transaction. Write #Reciprocate, #Redistribute, or #Market in the space
provided before the number.
___________________1. Borrowing and lending of material goods other than
money.
___________________2. Taxes collected from individuals.
___________________3. Exchange gifts during Christmas season
___________________4. A robber being sentenced into prison for a certain period
of time.
___________________5. The Pantawid Pamilyang Pilipino Program (4Ps) of the
Philippine Government
___________________6. Gambling
___________________7. Home shopping in this time of pandemic
___________________8. Donations from Sagip Kapamilya
___________________9. Shopee, Lazada and other online stores
___________________10. SM, Robinson’s and Xentro Malls trying to sell their
products even with the threat of pandemic
___________________11. If you see a friend in Robinson’s mall and buy him a
Macau Milk tea, you may expect him to buy you one in return at some time in the
future.
___________________12. The Social Amelioration Program (SAP) in this time of
COVID 19.
___________________13. The Land Reform Program by the government to give
lands to the landless.
___________________14. Pasabuy, Grabfood, Lalalove and other food hailing
stores
___________________15. A teacher who makes an Activity Sheets that can be
useful for his/her students.
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LEARNING ACTIVITY 3: DO YOU KNOW ME?
Match the Non-government institutions in Column A to its example in
Column B and its function in Column C. Write your answer on the
space provided in column A.
CORPORATIONS
________
https://www.google.com/search?q=banks+in 1
A.
TRADE UNIONS
________
https://www.google.com/search?q=ISU+coop 1
A. Its structure allows for
the protection of the
owners’ individual
assets from that of the
company, as it is an
entity separate and
distinct from that of the
shareholders, whose
liability in a corporation
is limited to the amount
of their share capital.
B. They accept deposits
from the public for the
purpose of lending loans
to the public and invest
the amount in securities.
They provide safe
deposit locker facilities
and safe custody
services to the
customers.
B.
DEVELOPMENT
AGENCIES
________
https://www.google.com/search?q=abs+cbn& 1
C.
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C. Its main function is to
provide a significant
contribution in the
objectives of creating a)
rapid, inclusive and
sustained economic
growth, b) financial
inclusion, and c)
reduction of poverty.
INTERNATIONAL
ORGANIZATION
D. It can secure better
pay and
higher benefits and
incentives from
employers. Also, it can
influence the crafting
and implementation of
socio-economic policies
that would result in longterm
economic benefits for
workers and their
families.
E. Its goal is to connect
civil society actors with
states and international
organizations multiplying
channels of access for
such actors to the
international system.
One of his main
exercises is to conduct
exchanges of strategic
information in order to
place the issues into
categories that may
persuade, press and
influence actors in
decision making.
F. Its main duty is to
discover regional
potential and develop
cooperation between the
public sector, private
sector and civil society.
________
https://www.google.com/search?q=jica+phi 1
D.
TRANSNATIONAL
ADVOCACY
________
https://www.google.com/search?q=who+phil 1
E.
BANKS
________
https://www.google.com/search?q=KMP+TUCP
1
F.
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COOPERATIVES
G. It helps to set
the international agenda,
mediating political
bargaining, providing a
place for political
initiatives and acting as
catalysts for the
coalition- formation.
They facilitate
cooperation and
coordination among
member nations.
________
https://www.google.com/search?q=habitat+ 1
G.
LEARNING ACTIVITY 4: Make it N GO for it!
With the knowledge of state and non-state institutions in the Philippines,
you are required to come up with an action plan of putting up a simple
service-oriented program/organization in your community by answering the
following:
Background of the Problem
Possible Partners:
.
•
What
local,
national or
• Who are you trying to
international NGOs are
help?
• What is the problem you already doing to address
this problem?
are trying to address?
• On what community are
you focusing?
Possible Solutions:
• What is your proposed
solution to this problem?
• How will your solution
work?
• Whom do you need help
from in order to implement
your solution?
• What will the situation
look like after you have
implemented
your
decision?
ACTION PLAN
I. Background of the Problem:
II. Possible Partners
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III. Possible Solutions
RUBRIC FOR SCORING
Category
Very poor
(1)
Backgroun No
d of the
descriptio
Problem
n of the
problem
Programs,
projects or
initiatives
from
Possible
Partners
Opinions
Poor (2)
Fair (3)
Good (4)
There are
some
descriptio
ns of the
problem,
but
unclear if
the
problem is
understoo
d
Describes
the
problem
and clearly
understan
ds what
the
problem is
Very
vague &
general
Describes ⚫
some
programs
but fails to
describe
others (For ⚫
example,
describes
governme
nt and UN ⚫
programs,
but not
⚫
⚫
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Describes
the
problem
and
clearly
understan
ds what
the
problem is
Cites facts
/ statistics
Describes
existing
governme
nt
programs
Describes
existing
UN
programs
Describes
existing
NGOs and
9
Very good (5)
⚫ Describ
es the
problem
and clearly
understan
ds what
the
problem is
⚫ Cites
facts /
statistics
⚫ Describ
es how
many
people the
problem
impacts
and why it
continues
to be a
problem
⚫ Describ
es existing
governme
nt
programs
and
initiatives
in detail
⚫ Describ
es existing
UN
programs
NGO
programs)
Possible
Solutions
Opinions
Very
vague &
general
Some
specific
ideas
⚫
⚫
their
programs
in detail
⚫ Cites
existing
NGOs and
describes
their
programs
in detail
New
solutions
based on
old
solutions
that are
not
working
A wish list
to improve
or address
the
problem
⚫ Solution
s that are
working
⚫ New
solutions
based on
old
strategies
that are
not
working
⚫ A wish
list to
improve or
address
the
problem
REFLECTION
•
I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
•
I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
•
I want to learn more _____________________________________________
______________________________________________________________
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REFERENCES:
WEBSITES:
https://en.wikipedia.org/wiki/Institution. Last accessed June 3, 2020.
https://www.ica.coop/en/cooperatives/what-is-a-cooperative. Last accessed June 3,
2020.
https://www.britannica.com/topic/state-sovereign-political-entity. Last accessed June
3, 2020.
http://www.ngo.org/ngoinfo/define.html. Last accessed June 3, 2020.
https://www.cda.gov.ph/transparency/name-of-officials/board-of-administrators/admeulogio-t-castillo-ph-d/755-cooperatives-in-the-socio-economic-development-of-thephilippines. Last accessed June 3, 2020.
https://www.gmka.gov.tr/en/what-is-development-agency-what-are-its-responsibilities
https://www.tripleiconsulting.com/corporation/. Last accessed June 3, 2020.
Montebugnoli, Mariana de Freitas. Changing World and the Growing Importance of
the Transnational Advocacy Network on Global Governance. Last accessed June 3,
2020.
http://web.isanet.org/Web/Conferences/FLACSOISA%20BuenosAires%202014/Archive/6228ae78-1118-469e-ba56a7fae26fce66.pdf. Last accessed June 3, 2020.
Example of How to Write an NGO Action Plan. http://montessori-mun.org/wpcontent/uploads/2013/09/Action-Plan-NGO-2015-1.pdf. Last accessed June 3, 2020.
https://prezi.com/yt3n8qno-xax/ucsp/. Last accessed June 3, 2020.
https://www.slideshare.net/angelitamontilla/module-2-lesson-4-the-nonstateinstitutions. Last accessed June 3, 2020.
https://sklthebest.home.blog/2018/10/01/ucsp-module-4-non-state-institutions/. Last
accessed June 3, 2020.
ANSWER KEY:
Activity 1
1. Institution
2. Bank
3. Corporation
4. Cooperative
5. Market
6. Reciprocity
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7. Redistribution
8. State
9. Non-State
10. NGO
Activity 2
1. #Reciprocate
2. #Redistribute
3. #Reciprocate
4. #Reciprocate
5. #Redistribute
6. #Reciprocate
7. #Market
8. #Redistribute
9. #Market
10. #Market
11. #Reciprocate
12. #Redistribute
13. #Redistribute
14. #Market
15. #Reciprocate
Activity 3
1. CORPORATION- C- A
2. TRADE UNION- F- D
3. DEVELOPMENT AGENCIES- D-F
4. INTERNATIONAL ORGANIZATION- E-G
5. TRANSNATIONAL ADVOCACY- G-E
6. BANKS- A- B
7. COOPERATIVES- B- C
Activity 4
Answer of the learners may vary
Prepared by:
LERIZA S. DE GUZMAN
Writer
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UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
FUNCTIONS OF EDUCATION IN SOCIETY
BACKGROUND INFORMATION FOR LEARNERS
The primary concern of education is helping individuals become productive
citizens in society. However, it is important to note that productivity encompasses
many meanings in the context of education and learning.
Being productive citizens in society means more than patriotic duties. It also
includes being financial contributors to the tax system, assisting others when they
need help, and knowing enough about the society. It is also important to note that
every citizen must function to be an informed and trustworthy person, and an
intellectual contributor to the government. You cannot be a productive citizen if you
are not informed about the society,
Education is the most crucial aspect of society which should be given great
attention for it to become the powerful tool to make every individual become the
catalyst of change. Changes are rampant in the society, but all of those are needed to
make the society progressive and functional. Society and every individual should work
hand in hand so that no one would be set aside and become outdated knowing that
we are now living in a highly modernized society. In order to achieve that, everyone
should be aware on the functions of education in the society.
Education is essential for every society and individual. It is life itself, not a preparation
for life. Man has various qualities. These qualities of the individual should be
developed for the improvement of the country. So education plays a complementary
role for overall individual, social and national development. It enables an individual to
realize his highest self and goal. The key functions and roles of education towards
individual, society and country are listed below.
Functions of education towards individual:
(1) Development of inborn potentialities- Education helps the child to develop the
inborn potentialities of child providing opportunities to develop.
(2) Modifying behavior- Education helps to modify the past behavior through learning
and through different agencies of education.
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(3) All-round development- Education aims at the all-round development of childphysical, mental, social, emotional, and spiritual.
(4) Preparing for the future- After completion of education the child can land on a good
job and earn a living. To achieve this, education should be imparted according to the
own interest of the child.
(5) Developing personality- The whole personality of the child is developed physically,
intellectually, morally, socially, aesthetically and spiritually. He is recognized in the
society.
(6) Helping for adjustability- Man differs from beast. Man has reasoning and thinking
power. Man tries his best to adjust with his own environment through education.
Functions of education towards society:
(1) Social change and control:
The society is never stationary. It is progressive and dynamic. The child lives in
society. It is the social environment where the personality of the child can be
developed. The old traditions and customs are preserved and transmitted with the
situations, which are ever changing. We should not think or believe in the blind beliefs,
which are hindrances towards our development. Education helps to walk with the
development of science and technology.
(2) Reconstruction of experiences:
Education is life-long process. Life is education and education is life. Life is full of
experiences. One cannot live with his past experiences alone. He should be able to
adjust in the society. So education helps the individual to reconstruct the experience
and adjust with the environment.
(3) Development of social and moral value:
Society is always in tension with narrowism. There is no social or moral value. In this
case, man is behaves like an animal. Animality can be changed with moral education.
Education teaches the moral value and social value like co-operation, tolerance,
sympathy, fellow feelings, love affection, respect towards elder, helping the poor and
needy persons.
(4) Providing opportunity or equality:
Indian Constitution has introduced the term ‘equality’ because we are not getting equal
opportunities in all aspects. Education teaches us to give equal opportunities in all
aspects irrespective of caste, creed, color, sex and religion.
Functions of education towards nation:
(1) Inculcation of civic and social responsibility- Education helps to make rising
generation to understand its rights and duties as citizens of a democratic country.
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14
(2) Training for leadership- The leadership quality of the individual is developed when
he participates in all spheres of social, political, religious and educational activities.
(3) National integration- We are living in one country having diversities in respect of
color, caste, language, diet, dress, habits and physical environment.
Educational integration leads to emotional integration. Education trains people for
unity, not for locality, for democracy and not for dictatorship.
Education serves the most important end of educating man.
(4) Total national development- Education helps in bringing about total national
development by developing all its aspects i.e. social, economic, cultural, spiritual,
moral, educational, etc.
Therefore, education is an essential ingredient for all ages and stages of the
life of an individual, society, as well as the nation. Education can be a real panacea
for all social evils.
Education is a social institution through which a society’s children are taught
basic academic knowledge, learning skills, and cultural norms. Every nation in the
world is equipped with some forms of educational systems, though those systems vary
greatly. Education can be formal or informal.
Formal education is described as the learning of academic facts and concepts
through a formal curriculum, arising from the tutelage of ancient Greek thinkers,
centuries of scholars have examined.
In contrary, informal education is learning about cultural values, norms, and
expected behaviours by participating in a society. Through informal education, we
learn how to dress for different occasions, how to perform regular life routines like
shopping for and preparing food, and how to keep our bodies clean.
EDUCATION AS HUMAN RIGHT
Education as human right began in 1995 through UNESCO Associated Schools
Program. According to UNESCO, education human right as it promotes individual
freedom, empowerment, and yields important development benefits.
As stated in Youth For Human Rights, “education shall be directed to the full
development of human personality and to the strengthening of respect for human
rights and fundamental freedom”.
Since it is highly emphasized how important education is in the formation and
development of a society, the act of providing basic necessities to ensure a child’s
education must be in the forefront of a government’s ideologies and goals.
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15
LEARNING COMPETENCY
Examine the functions and importance of education in the society (Quarter 2,
Week 8).
LEARNING ACTIVITY 1:
Directions. Answer the following questions by filling-out the following concept map:
Why is education important?
2. Draw the following logo inside the box and/or cloud.
X- If this answer is your own response.
Y- If this answer is something you heard from your family members.
Z- If this answer is something you heard from society either from your teachers,
media, politicians, religious leaders, etc.
3. Answer the following questions.
a. Which of your answers have two or more logos? Why do you think it is so?
b. Which of your answers have only one logo? Why do you think this response is
not shared by others?
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16
LEARNING ACTIVITY 2: SELF TEST
Direction. Encircle the letter of the correct answer for each item.
1. Which of the following is the social institution through which a society’s children
are taught basic academic knowledge, learning skills, and cultural norms?
a. UNESCO
b. Church
c. Education
d. Society
2. ______ stated that “education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and
fundamental freedoms”.
a. UNESCO
b. Abraham Maslow
c. Theory of Human Needs
d. Youth for Human Rights
3. It is learning of academic facts and concepts through a formal curriculum.
a. Formal Education
b. Informal Education
c. Alternative Learning System (ALS)
d. Traditional Education
4. Which of the following statements do not describe informal education?
a. we learn how to dress for different occasions.
b. Informal education describes learning about cultural values and norms.
c. Informal education uses academic facts and concepts through a formal
curriculum.
d. Informal education teaches us how to keep our bodies clean.
5. Which of the following is said to be the “Key to Success”?
a. Power
b. Education
c. Influence
d. Money
6. They are individuals who focus on concerns outside of themselves; they
appreciate the world around them with a sense of awe and wonder.
a. Educated person
b. Self-actualizing person
c. Introvert person
d. Extrovert person
7. According to _____________, education is a fundamental human right as it
promotes individual freedom, empowerment, and yields important development
benefits.
a. Theory of Human Needs
b. Abraham Maslow
c. UNESCO
d. Youth for Human Rights
8. Which of the following is not an example of self-actualization needs?
a. The satisfaction of the human body.
b. Realization of a person’s potential
c. The desire of a person’s expression of creativity
d. Strong desire of becoming an ideal parent.
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17
LEARNING ACTIVITY 3: SELF TEST.
Directions. In 3-4 sentences, write in the box the insight/s you have gained
about the role of educational institution in the lives of the people in society.
LEARNING ACTIVITY 4: ICT INTEGRATION. SLOGAN MAKING:
Directions. Make a personal commitment to the educational
institution.
Create a slogan suggesting the importance of education in the
lives of the people in society. Use the application canva to accomplish this task.
The digital output shall be posted in the following social media platform. If you
have no access to the internet use bond paper for your output.
CANVA
•
•
•
Facebook
Instagram
Google Chrome
RUBRIC FOR SCORING
Criteria
Relevance
30 %
Originality
30 %
Creativity
25 %
Impact and Presentation
15 %
Total Score
100 %
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REFLECTION
•
I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
•
I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
•
I want to learn more _____________________________________________
______________________________________________________________
REFERENCES:
•
•
•
Importance of Education in society (Article)
http://merseamusic.blogspot.com/2012/02/ Importance of Education in
Society.html.
What is college for? The Manifest and Latent Functions of College (Article).
http://www.sociology infocus.com 2013/10/21/
RSA Animate – changing Education Paradigms (Video)https://www.youtube.com/watch? V=zDZFcDGpL4U.
WEBSITES:
https://www.wix.com/kplustwelve2012
https://www.istockphoto.com
https://www.mlovethispic.com
https://www.shutterstock.com
https://www.gettyimages.com
https://www.alamy.com
ANSWER KEY:
Activity 1 :
1. Answers may vary
2. Answers may vary
3. Answers may vary
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19
Activity 2:
1.C
2.D
3.A
4.C
5.B
6.B
7.C
8.A
Activity 3:
1. Answers may vary
Activity 4:
1. Answers may vary
Prepared by:
RONALD B. LOPEZ, DPA
Writer
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20
UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
SOCIAL STRATIFICATION
BACKGROUND INFORMATION FOR LEARNERS
Are you aware with the differences of people around you? As you notice people
vary in the clothes they wear, the cars they drive, the house they live in, the friends
they associate with and the job they do. They also vary in wealth, prestige, popularity
and many others. The layering of these social categories into higher and lower position
of prestige or respect is called Social stratification.
Social Stratification is used to describe the system of social standing. It is
used to describe society into different categories, ranks or classes during the early
times hence, this division led to social inequality and opportunity. Now a day’s stratified
society is all about classification of persons into groups based on shared socioeconomic conditions. It describes the way in which different groups of people are
placed within society.
In modern Western societies, social stratification is typically defined in terms of
three social classes: the upper class, the middle class, and the lower class. In
turn, each class can be subdivided into the upper-stratum, the middle-stratum, and the
lower stratum. Moreover, a social stratum can be formed upon the bases
of kinship, clan, tribe, or caste, or all four.
Social stratification is a particular form of social inequality. All societies arrange
their members in terms of superiority, inferiority and equality. Stratification is a process
of interaction or differentiation whereby some people come to rank higher than others.
In one word, when individuals and groups are ranked, according to some commonly
accepted basis of valuation in a hierarchy of status levels based upon the inequality
of social positions, social stratification occurs. Social stratification means division of
society into different strata or layers. It involves a hierarchy of social groups. Members
of a particular layer have a common identity. They have a similar life style.
Types of Social Stratification:
Caste is a hereditary endogamous social group in which a person’s rank and
its accompanying rights and obligations are ascribed on the basis of his birth into a
particular group. For example-Brahmins, Kshyatryas, Vaishyas and Sudra Caste.
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21
Class-Stratification on the basis of class is dominant in modern society. In this,
a person’s position depends to a very great extent upon achievement and his ability
to use to advantage the inborn characteristics and wealth that he may possess.
Estate system of medieval Europe provides another system of stratification
which gave much emphasis to birth as well as to wealth and possessions. Each estate
had a state.
Slavery had economic basis. In slavery, every slave had his master to whom
he was subjected. The master’s power over the slave was unlimited.
Endogamy is the practice of marrying within a specific social group, caste,
or ethnic group, rejecting those from others as unsuitable for marriage or other close
personal relationship.
Exogamy is the social norm of marrying outside one's social group. The group
defines the scope and extent of exogamy, and the rules and enforcement mechanisms
that ensure its continuity
Meritocracy is a political system in which economic goods and/or political power
are vested in individual people on the basis of talent, effort, and achievement, rather
than wealth or social class.
Social mobility is the movement of individuals, families, households, or other
categories of people within or between social strata in a society. It is a change in social
status relative to one's current social location within a given society.
LEARNING COMPETENCY
Examine the concept, characteristics and forms of stratification system using
sociological perspective. (Quarter 2, Week 9)
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22
LEARNING ACTIVITY 1: FLOWER CONCEPT MAP
Directions: Using the Flower Concept Map give 4 characteristics of social
stratification and explain your answers.
Characteristics
of
Social stratification
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23
LEARNING ACTIVITY 2: SEARCHING TIME
Search up, down and diagonal to find the important words related in our
lesson. Use the hints to locate the correct answer.
Hints
1. It is the arrangement or classification of something into different groups.
2. It is a custom that for a long time has been an important feature of some group
or society.
3. It is a form of discrimination. It occurs when people are wholly or partially
excluded from participating in the economic, social and political life of their
community, based on their belonging to a certain social class, category or
group.
4. It is a class structure that is determined by birth. Loosely, it means that in some
societies, if your parents are poor, you're going to be poor, too. ... America
prides itself on not having a caste system, because people can “pull themselves
up by their bootstraps,” and janitors can go to Harvard.
5. It is universal phenomenon denoting a category or group of persons having a
definite status in society which permanently determines their relation to other
groups.
6. It is the custom of marrying outside a community, clan, or tribe.
7. It is the practice of marrying within a specific social group, caste, or ethnic
group, rejecting those from others as unsuitable for marriage or other close
personal relationships.
8. It is government or the holding of power by people selected on the basis of their
ability.
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24
9. It is the movement of individuals, families, households, or other categories of
people within or between social strata in a society.
10. It is a kind of vertical mobility which refers to mobility that is brought about by
changes in stratification hierarchy itself.
LEARNING ACTIVITY 3: COMPARING IDEAS
Compare the three social classes in social stratification using the Venn
diagram and answer the question below.
LOWER CLASS
MIDDLE CLASS
UPPER CLASS
Questions:
1. What is the importance of learning the stratification flow and chart in our society?
2. How is social class different from each other?
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25
LEARNING ACTIVITY 4: IT’S TIME TO WRITE (Reflective Essay)
In a minimum of 250 words, write an essay by answering the following
question: How do social stratification differences affect your life as a
Senior High School student?
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26
RUBRIC FOR SCORING
Features
4
Expert
Quality of • Piece
was
Writing
written in an
extraordinary
style
and
voice
• Very
informative
and
well
organized
Grammar, • Virtually no
Usage
&
spelling,
Mechanics
punctuation
or
grammatical
errors
3
Accomplished
• Piece was
written in an
Interesting
style
and
voice
• Somewhat
informative
and
wellorganized
• few spelling
and
punctuations
errors, minor
grammatical
errors
2
Capable
• Piece had a
little style or
voice
• Give some
new
information
but poorlyorganized
•
1
Beginner
• Piece had
no style or
voice
• Gives
no
new
information
and
very
poorly
organized
A number of • So
many
spelling,
spelling,
punctuation
punctuation
or
and
grammatical
grammatical
errors
errors that it
interferes
the meaning
REFLECTION
•
I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
•
I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
•
I want to learn more _____________________________________________
______________________________________________________________
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27
REFERENCES:
BOOK:
Understanding Culture, Society and Politics for Senior High School (Ederlina D. Baleña,
Dolore M. Lucero,Arnel M. Peralta: Consultant, Adelina A. Sebastian)
WEBSITES:
http://www.slideshare.net/nels09/social-stratification-26982456
May 28, 2020 Date Accessed
http://www.slideshare.net/mohammadayazkhan969/chapter-3-social-stratification
May 28, 2020 Date Accessed
ANSWER KEY:
Activity 1 (Answer may vary)
Activity 2
1. Stratification
2. Institution
3. Social exclusion
4. Caste system
5. Class system
6. Exogamous
7. Endogamous
8. Meritocracy
9. Social mobility
10. Structural mobility
Activity 3 (Answers may vary)
Activity 4 (Answers may vary)
Prepared by:
BAMBI D. DIVINA
CHERRYLYNE A. BERCASIO
Writers
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28
UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
SOCIAL INEQUALITY
BACKGROUND INFORMATION FOR LEARNERS
Social inequality is a state characterized by the existence of unequal
opportunities and rewards for different social positions or statuses within a group or
society. It is a condition that contains structured and recurrent patterns of uneven
distributions of goods, wealth and resources. Social inequality results from a society
organized by hierarchies of class, race, and gender that unequally distributes access
to resources and rights.
Without equal opportunities, systemic patterns of discrimination and exclusion
prevent the poor and disadvantaged groups from accessing economic, political and
social resources, resulting in inequality traps — and the persistence of inequality
across generations. Hence, social inequality is a complex problem. However, it can be
addressed by various programs and initiatives of the government with the help of nongovernmental organizations working together to ensure that opportunities are more
readily available for the nation's poorest people.
Executive Order No. 5, s. 2016 (EO 5) adopted the national long-term vision or
AmBisyon Natin 2040 as a guide for development planning. EO 5 further states that
all development plans until 2040 will be anchored on the long-term vision and that
these will emphasize the centrality of the Filipino people and their aspirations in the
planning, design, and implementation of government interventions for a matatag,
maginhawa, at panatag na buhay para sa lahat (strongly-rooted, comfortable, and
secure life for all). The following are government programs to address social inequality
based on the government’s long-term vision:
On Peace and Order
Mamamayang Ayaw sa Anomalya, Mamamayang Ayaw sa Iligal na
Droga (MASA-MASID)
This project of the Department of the Interior and Local
Government aims to heighten community involvement by mobilizing
the support of local stakeholders, volunteers, civic organizations, faithbased organizations, and the private sectors in the fight against illegal
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29
drugs, corruption, criminality and violent extremism. Thus, helping in
the realization of the mandate to promote peace and order, ensure
public safety and in upholding good governance.
On Infrastructure Development
Build, Build, Build (BBB Program)
In a report of Japan International Cooperation Agency (JICA), it
found that traffic congestion in Manila, caused mainly by poor
infrastructure, led to losses of about P2.4 billion in 2012, and that could
triple by 2030. Hence, Philippines suffers from unemployment and
poverty because of poor infrastructure.
This project aims to improve and accelerate infrastructure
spending and develop industries that will yield robust growth, create jobs
and improve the lives of Filipinos.
The key infrastructure projects under the BBB Program include:
(a) the Subic-Clark Railway; (b) the North-South railway projects
connecting Los Baños, Laguna to Tutuban, Manila and Clark Freeport
in Pampanga; (c) a 1,500-hectare industrial park in Clark, Pampanga;
and (d) an expanded Clark International Airport also in Pampanga. Other
projects are: (a) four energy facilities; (b) 10 water resource projects and
irrigation systems; (c) five flood control facilities; and (d) three
redevelopment programs.
On Social Protection Programs
The Pantawid Pamilyang Pilipino Program (4Ps)
This program is a human development measure of the national
government that provides conditional cash grants to the poorest of the
poor, to improve the health, nutrition, and the education of children. Its
aim is to alleviate poverty through social assistance, and social
development.
Modified Conditional Cash Transfer (MCCT) Program
To complement 4Ps, this program was designed to reach out to
families who are definitely poor and more vulnerable and
disadvantaged. It aims to provide social protection services fit to the
needs of IPs, Homeless Street Families (HSF), and Families in Need
of Special Protection (FNSP).
Universal Access to Quality Tertiary Education Act
This is a law in the Philippines that institutionalizes free tuition
and exemption from other fees in state universities and colleges
(SUCs), local universities and colleges (LUCs). This law is a significant
step towards improving the lives of underprivileged and marginalized
Filipinos.
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30
On Rehabilitation and Development Plan
Bangon Marawi Comprehensive Rehabilitation and Recovery
Program (BMCRRP)
It shall bear the build back better principle in its rehabilitation
and recovery efforts, steering a culture of peace in Marawi
communities and the rest of Mindanao. These include programs and
projects in land resource management, social services, physical
infrastructure, livelihood and business development implemented by
the National Government or is in support of Local Governmentimplemented projects.
On Science, Technology, and the Creative Arts
Stepping Up the Value Chain Program
This program is led by the Department of Science and Technology.
It aims to develop and promote the higher value and more complex ITBPM services such as information technology, healthcare information
management, software engineering and development, animation, and
games development through capacity building and trainings,
international trade missions and exhibits. These will redound to more
jobs generated within ICT-related industries and non-ICT related
industries.
Next Wave Cities Program
The program focuses on the creation and development of ICT
hubs which will serve as business and innovation centers and investment
destinations outside Metro Manila thus creating economic opportunities
in these areas. As a collaborative project with the Information Technology
and Business Process Association of the Philippines (IBPAP), the
program aims to promote inclusive growth and development around the
country.
On Macroeconomic Policies
Livelihood Seeding Program (LSP)
This program of the Department of Trade and Industry aims for
the recovery and rehabilitation need of micro and small entrepreneurs
considered as the most vulnerable economic group during disasters
and calamities and can even address poverty incidence by providing
livelihood activities to relocated families. The objective is to provide
starter kit packages to micro and small entrepreneurs severely
affected by disasters to enable them to restart their businesses.
Rural Agro-Industrial Partnership for Inclusive Development and
Growth (RAPID Growth)
The RAPID Growth Project is an enterprise development
initiative that intends to propel micro and small businesses in high-growth
sectors to become innovative, productive and competitive to meet the
challenges of the global market. The project will provide a package of
sector-focused, firm-level, value chain-based and climate smart
assistance and financing program to agriculture-based processing
enterprises and entrepreneurial communities, supported by enabling
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31
sectoral and trade policies designed to provide enhanced access to
institutional, regional and world markets.
Now, let us check how well you have learned. Different activities are given to
gauge your understanding on the topic through answering series of tasks.
Enjoy performing the different activities. If you have question/s feel free to text
or message the teacher via Facebook.
LEARNING COMPETENCY
Explain government programs and initiatives in addressing social inequalities.
(Quarter 2, Week 10).
LEARNING ACTIVITY 1: IT’S THROWBACK TIME
Revisit or recall your personal experiences and answer the following
questions:
1. When was the last time you experienced “hunger” due to lack 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, government
organization, non-government organizations) to address the concern? Why or why
not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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32
4. Did anyone extend help?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What is the action of the government to solve the problem on hunger?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
LEARNING ACTIVITY 2: BRIDGING THE GAP BOX
Write at least ten scenarios that depict inequality in your community.
Then determine government programs and initiatives to address the said
problem.
Example:
Social Inequality
Poverty in the grassroot level
Government Program
Pantawid Pamilyang Pilipino Program
(4Ps)
Social Inequality
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Government Program
33
LEARNING ACTIVITY 3: PHOTO-VOICE PRESENTATION
Choose one government program in addressing social inequality. Tell a
story or convey a message about the said government program using
series of pictures to produce a 3-minute photo-voice presentation.
For students who do not have gadget, draw or cut out pictures to depict
a government program in addressing social inequality. Do it in your
activity notebook.
LEARNING ACTIVITY 4: SOCIO-AUTOBIOGRAPHY
Think deeply about your own story of social class and inequality. In this
task, you will have the opportunity to tell your own story in 200 words. In
your own socio- autobiography, make sure to link your experiences to
unequal opportunity, class privilege or deprivation. Finally, reflect in your
Note: Practice Personal Hygiene Protocols at all times
34
story the impact of government programs and initiatives to address
inequality in your life.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
RUBRIC
FOR SCORING
_____________________________
Activity 1
Written
Poetry
Ideas/ Main
Points
Exemplary
4pts.
Proficient
3 pts.
Emerging
2 pts.
Developing
1 pt.
The main idea or a The main idea The main idea More than one of
thesis statement is can be identified. can be identified. the
following
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35
clearly
defined. The writer shares
There may be more relevant
than one key point. information, facts
and experiences.
Organization Logical progression
of ideas with a clear
structure
that
enhances
the
thesis.
Style
The paper is honest
and
enthusiastic.
The language is
natural yet thoughtprovoking. It brings
the topic to life.
Mechanics
Punctuation,
spelling,
capitalization are
correct. No errors.
The writer shares
some information,
facts
and
experiences, but
may
show
problems going
from
general
observations to
specifics.
Logical
Organization
is
progression
of clear. Transitions
ideas.
are present.
Transitions
are
present equally
throughout essay.
Writer's voice is Writer's
voice
consistent
and may
emerge
strong. The writer strongly
on
is aware of an occasion,
then
audience.
The retreat
behind
reader is informed general, vague,
and
remains tentative,
or
engaged.
abstract
language.
Punctuation,
A few errors in
spelling,
punctuation,
capitalization are
spelling,
generally correct,
capitalization.
with few errors.
problems may be
evident: The main
idea
is
not
identifiable.
No
discernable
organization.
Transitions
are
not present.
Writing
is
confusing, hard to
follow. Language
is vague.
Distracting errors
in punctuation,
spelling,
capitalization.
Activity 3
Exemplary
Proficient
Emerging
Developing
4pts.
3 pts.
2 pts.
1 pt.
Creativity
Provides unique and
interesting approach to
subject in the
photography, writing
and story message.
Some unique
aspects evident
which add to story
message.
Interesting
elements support
the story
message, but are
not unique.
No evidence of
unique or
interesting
elements that
connect to the
story.
Storytelling
All story elements
relate compelling story
(setting, character, plot,
exposition, conflict,
climax, resolution)
Most of the story
elements evident
which still provide a
compelling story.
While some
elements of story
evident, they do
not support a
compelling story.
Few elements
present which do
not support a
coherent,
compelling story.
Proper structure,
grammar, punctuation
used to not only link
images and story, but
Technically well
written with some
Writing has
technical
problems, but
Multiple technical
problems with
narrative which
detracts from
Writing
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36
also enhance overall
message.
interest to support
the story.
overall message
is supported.
overall story and
message.
Lighting, angles,
composition, cropping
and content in all
photos support story.
Variety of images.
Lighting, angles,
composition,
cropping and
content in all photos
support story.
Either quality of
photos are not
consistent or they
do not support
the story.
Neither photo
quality or story
support is evident
in images provided.
Exemplary
Proficient
Emerging
Developing
4pts.
3 pts.
2 pts.
1 pt.
Reflective
Thinking
The reflection explains
the student’s own
thinking and learning
processes, as well as
implications for future
learning.
The reflection
explains the
student’s thinking
about his/her own
learning processes.
The reflection
attempts to
demonstrate
thinking about
learning but is
vague and/or
unclear about the
personal learning
process.
The reflection does
not address the
student’s thinking.
Analysis
The reflection is an indepth analysis of the
learning experience,
the value of the derived
learning to self or
others, and the
enhancement of the
student’s appreciation
for the discipline.
. The reflection is an
analysis of the
learning experience
and the value of the
derived learning to
self or others.
The reflection
attempts to
analyze the
learning
experience but
the value of the
learning to the
student or others
is vague and/or
unclear.
The reflection does
not move beyond a
description of the
learning
experience.
Making
Connections
The reflection
articulates multiple
connections between
this learning
experience and content
from other courses,
past learning, life
experiences and/or
future goals.
The reflection
articulates
connections
between this
learning experience
and content from
other courses, past
learning
experiences, and/or
future goals.
The reflection
attempts to
articulate
connections
between this
learning
experience and
content from
other courses,
past learning
experiences, or
personal goals,
The reflection does
not articulate any
connection to other
learning or
experiences
Photography/
Drawing
Activity 4
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37
but the
connection is
vague and/or
unclear.
REFLECTION
•
I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
•
I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
•
I want to learn more _____________________________________________
______________________________________________________________
REFERENCES:
BOOK:
Balena, Ederlina D., Lucero, Dolores M., and Peralta, Arnel M., Understanding
Culture, Society and Politics for Senior High School, Educational Resources
Corporation, 11-B Sunshine Drive, Barangay Bagong Lipunan ng Crame,
Cubao, Quezon City: 2016
WEBSITES:
https://www.thoughtco.com/sociology-of-social-inequality-3026287/Retrieved
August01,2020
https://www.undp.org/content/dam/undp/library/Poverty%20Reduction/Inclusive%20d
evelopment/Humanity%20Divided/HumanityDivided_Ch7_low.pdf/Retrieved
August01,2020
http://www.neda.gov.ph/wp-content/uploads/2018/02/PDP-Brochure.pdf/Retrieved
August01,2020
https://www.apa.org/pi/ses/resources/publications/photo-voice-garriott.pdf/Retrieved
August01,2020
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38
https://www.cfiec.jp/en-m/2018/0283-1087/Retrieved August01,2020
https://business.inquirer.net/254682/understanding-build-build-buildprogram/Retrieved November24,2020 by Sara Mae D. Mawis
https://socialprotection.org/discover/publications/pantawid-pamilyang-pilipinoprogram-mcct-modified-conditional-cash-transfer/Retrieved
November24,2020
https://www.neda.gov.ph/wp-content/uploads/2019/05/Chapter-9-ExpandingEconomic-Opportunities-in-Industry-and-Services-through-Trabaho-atNegosyo.pdf/Retrieved November24,2020
ANSWER KEY:
Activity 1- It’s Throwback Time –Answers may vary
Activity 2- Bridging the Gap Box –Answers may vary
Activity 3- Photo-Voice Presentation –Answers may vary
Activity 4- Socio- Autobiography –Answers may vary
Prepared by:
KRISHA DYANE M. HOGGANG
MICHELLE ABAD
Writers
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39
UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
ADDRESSING SOCIAL INEQUALITY
BACKGROUND INFORMATION FOR LEARNERS
Previously, you have learned about the different programs that the government
implements to address social inequalities. Some of which are the universal health care
law, 4Ps and free tuition fee in State Universities and Colleges.
What is social inequality again? Social inequality occurs when resources in a
given society are distributed unevenly, typically through norms of allocation, that
engender specific patterns along lines of socially defined categories of persons. It is
the differentiation preference of access of social goods in the society brought about by
power, religion, kinship, prestige, race, ethnicity, gender, age, sexual orientation, and
class. Social inequality usually implies to the lack of equality of outcome, but may
alternatively be conceptualized in terms of the lack of equality of access to opportunity
(Caves, 2004).
Major examples of social inequality are gender inequality, racial or ethnic
inequality and health care inequality.
The emphasis on gender inequality is born out of the deepening division in
the roles assigned to men and women, particularly in the economic, political and
educational spheres. Women are underrepresented in political activities and decision
making processes in most states in both the Global North and Global South (UN,
2003). Before 1937, women are not allowed to vote in the Philippines and so are not
given positions in the government.
Moreover, Henrard (2000) stated that racial or ethnic inequality is the result
of hierarchical social distinctions between racial and ethnic categories within a society
and often established based on characteristics such as skin color and other physical
characteristics or an individual's place of origin or culture. In USA, in the 1950s and
before, African Americans experienced institutional discrimination. In some instances,
African Americans are not allowed to enter establishments for the Whites.
Ethnic and gender inequality are manifestations of what is called glass ceiling.
It is an unofficial but real impediment to somebody's advancement into upper-level
Note: Practice Personal Hygiene Protocols at all times
40
management positions because of discrimination based on the person's gender, age,
race, ethnicity, or sexual preference.
In addition, health inequalities are also barriers to equality. The United Nations
Glossary of Terms defined it as differences in health status or in the distribution of
health determinants between different population groups. Health inequalities are in
many cases related to access to health care. In industrialized nations, health
inequalities are most prevalent in countries that have not implemented a universal
health care system (Wright & Perry, 2010).
Social inequalities are present in all kinds of community whether in the local,
national or global level. As a Filipino citizen, there are a lot of ways you can do to
address social inequalities. For instance, you can start by promoting equality in the
classroom simply by acknowledging and respecting the ideas of your classmates
whether they are of different gender or ethnicity.
LEARNING COMPETENCY
Suggest ways to address social inequalities in the local, national, and global
level (Quarter 2, Week 11)
LEARNING ACTIVITY 1 – VocabulaRISE
Arrange the jumbled letters in Column A then match it with the correct
definition in Column B. Write your answer in the space provided before
the number.
Column A
____1.
acliso-____________
____2.
dgrene-___________
____3.
allco-_____________
____4.
auntilyieq- ________
____5.
nythetcii- _________
Column B
a. unequal opportunity or treatment
based on social, ethnic, racial, or
economic disparity
b. ethnic affiliation or distinctiveness
c. relating to, situated in, or
providing a service for a
particular area, especially the
area near home or work
d. relating to the way in which
people in groups behave and
interact
e. personal traits and social
positions that a society attaches
to being female and male
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41
LEARNING ACTIVITY 2 – GrammaRISE
Arrange the following jumbled words to form a correct sentence. Write
your answer in the space provided.
1. and ethnic categories result of hierarchical place of origin between racial
Ethnic inequality based on skin color or an individual's is the social distinctions
often
______________________________________________________________
_____________________________________________________________.
2. alternatively be conceptualized equality of access the lack of to opportunity
Social inequality equality of outcome, implies to the lack of but may in terms of
______________________________________________________________
_____________________________________________________________.
3. some races is the belief that of people better than others Racism are
_____________________________________________________________.
4. the society differentiation preference Social inequality of access of is the
social goods in
______________________________________________________________
_____________________________________________________________.
5. upper-level management because of discrimination Glass-ceiling is but real
impediment an unofficial to somebody's advancement into positions
______________________________________________________________
____________________________________________________________.
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42
LEARNING ACTIVITY 3 – TWEET ME
Identify the type of social inequality shown in the succeeding photos. After
which, improve the statements given.
Image 3.1
The photo at the left shows
___________________________.
___________________________
Source:open.edu
If you were to improve the statement of the person, what would you say?
Write your answer in the callout.
Image 3.1 Improved version
The photo at the left shows
________________________
________________________
Image 3.2
Source: cartoonstock.com-ethnicity photo
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43
If you were to improve the statement of the person, what would you say?
Write your answer in the callout.
Image 3.2 Improved version
The photo above shows
________________________
________________________
If you were to improve the statement of the person, what would you say? Write your
answer in the callout.
Note: Practice Personal Hygiene Protocols at all times
44
Image 3.3 Improved version
_________________________________
_________________________________
_________________________________
_________________________________
________________________________
LEARNING ACTIVITY 4 – COMMENT HERE!
Encircle your reaction in each of the photos uploaded in the Facebook. In
relation to our lesson, give your comment about the photo. Afterwards,
answer the process questions.
Note: Practice Personal Hygiene Protocols at all times
45
Note: Practice Personal Hygiene Protocols at all times
46
Note: Practice Personal Hygiene Protocols at all times
47
Process questions:
1. What does each picture portray?
2. Is gender, ethnic and health care equality present in your community?
Provide instances to justify your answer.
LEARNING ACTIVITY 5 – SHARE-A-PLAN!
Make a project proposal to address social inequalities in the community.
The proposal should promote equality in the school, your barangay,
municipality, or in the country. Use the format below to complete the
activity. Be guided by the rubric given. Your proposal may be given to
proper authorities for their reference.
Program/Project Title: (Give a unique but simple name for your program or project)
Social Inequality/Problem: (Identify the social inequality you have witnessed or
experienced in your community)
Rationale: (Describe and explain the problem (background of the problem))
Objectives: (Indicate your goal in this program or project)
Proposed Solutions: (Identify and describe your solutions to the problem)
Action Plan (Format is indicated below)
PROJECT PROPOSAL
Project Title:
_________________________________________________
Social Inequality Problem: ___________________________________________
Rationale:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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48
Objectives:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Proposed Solutions
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
Action Plan
Activity/ies
Persons
Involved
Time Frame
Resources
Success
Indicators
Indicate the
activity/ies to
achieve the
objective
RUBRIC FOR SCORING
Specific
Measurable
4
Objective is
clearly stated
and
addresses
social
inequality in
the
community
Goal can be
achieved
using clear
set of
3
Objective is
clearly stated
and addresses
social inequality
but not in the
immediate
community
2
Objective is
clear but does
not address
social inequality
1
Objective is unclear
Goal can be
achieved but
some activities
are not parallel
Slim chance of
achieving the
goal with unclear
set of activities
Goal cannot be
achieved
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49
activities
presented
Attainable
Relevant
Time bound
Set of
activities
presented
can be
realistically
executed
within the
resources of
the school or
community
Problem
addressed is
very timely
and
proposed
solution is
useful in the
school or
community
The activities
can be
attained with
realistically
clear time
frame that
meets the
goal
Set of activities
presented can
be executed
but requires
maximum use
of resources
Set of activities
can be limited
due to lack of
resources
Activity/ies cannot
be executed due to
limitation of
resources
Proposed
solution is
useful but
problem
addressed is
not timely
Proposed
solution has little
significance
Does not address a
problem
The activities
can be attained
but time frame
set is unrealistic
in meeting the
goal
Time frame set
No time frame
does not achieve present
the
goal/objective
Reflection
•
I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
•
I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
•
I want to learn more _____________________________________________
______________________________________________________________
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50
REFERENCES:
BOOKS
Palispis, E. S. (2007) Introduction to Sociology and Anthropology. Manila. Rex Book
Store Inc.
E-BOOKS
Caves, R. W. (2004). Encyclopedia of the City. Routledge. ISBN 9780415252256
Encarta Dictionaries, Microsoft Encarta 2009. 1993-2008 Microsoft Corporation
Henrard, K. (2000). Devising an Adequate System of Minority Protection: Individual
Human Rights, Minority Rights and the Right to Self-Determination. New York:
Springer. ISBN 978-9041113597.
Struening, K. (2002). New Family Values: Liberty, Equality, Diversity. New York:
Rowman
& Littlefield. ISBN 978-0-7425-1231-3.
WEBSITES
About UN Women retrieved from
https://www.un.org/womenwatch/daw/daw/index.html on July 2020
Social inequality retrieved from
https://www.sciencedaily.com/terms/social_inequality.html on July 2020
United Nations Glossary of Terms retrieved from https://www.who.int/ on July 2020
Wright, E. R., and Perry, B. L. (2010). "Medical Sociology and Health Services
Research: Past Accomplishments and Future Policy Challenges". Journal of
Health and Social Behavior. 51 Suppl: 107–119.
doi:10.1177/0022146510383504
Photos
Anonymous, A. (2018). “Read with A Teacher”.
Galut, I. D. (2020, February 20). “Operation Timbang”.
Galut, I. D. (2020, April 18). “Vitamin Supplementation”.
Sagadan, W. (2018). Film Viewing.
Sagadan, W. (2018). Reading Together
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51
ANSWER KEY
Activity 1
1.
2.
3.
4.
5.
Social
GenderLocal
Inequality
Ethnicity
-d
-e
-c
-a
-b
Activity 2
1. Ethnic inequality is the result of hierarchical social distinctions between racial
2.
3.
4.
5.
and ethnic categories often based on skin color or an individual's place of
origin or culture
Social inequality implies to the lack of equality of outcome, but may
alternatively be conceptualized in terms of the lack of equality of access to
opportunity
Racism is the belief that some races of people are better than others
Social inequality is the differentiation preference of access of social goods in
the society
Glass-ceiling is an unofficial but real impediment to somebody's advancement
into upper-level management positions because of discrimination
Activity 3-5 Answers vary
Prepared by:
RENIBEL D. ROLDAN
Writer
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52
UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________
Grade Level: __________
Section: ___________________________
Date: ________________
LEARNING ACTIVITY SHEET
NEW CHALLENGES TO HUMAN ADAPTATION AND SOCIAL CHANGE
BACKGROUND INFORMATION FOR LEARNERS
In modern times, new challenges have been faced by society that require
members to strive for social change for the purpose of adaptation and development.
Any changes that would take place in the human environment greatly affect human
adaptation and survival. There are three major challenges being faced by various
countries and societies nowadays: climate change, transnational migration, and
pandemic diseases.
Climate change refers to the rise in average temperatures of the earth’s
surface. The primary cause of climate change is burning of fossil fuels which emits
greenhouse gases into the atmosphere-primarily carbon dioxide. It has been observed
that global climate change has ill effects to the environment. The rising of temperature
that causes heatstroke and skin diseases, glaciers have shrunk, ice on rivers and lakes
is breaking up earlier, and the loss of biodiversity due to limited adaptability and
adaptability speed of flora (plants) and fauna (animal life).
Transnational migration is the process by which individuals from one country
migrate to another country for economic, political and social reasons. One of the best
examples of transnational migration is the condition of OFW across different
geographical locations. The root causes of this large number of migration cases
among Filipinos are their families and issues on development.
Responding to Social, Political and Cultural Change
Every societal change entails certain reactions, responses and adaptations.
Individuals have several kinds of responses (positive and negative) to these growing
numbers of societal changes. Some easily adapt with the new changes being
imposed, but others reject systemic changes, causing them to establish social
movements to defeat or transform what has been already changed.
1. Inclusive citizenship and participatory governance. In a democratic society,
citizen participation in politics is encouraged. One of the leading organizations
Note: Practice Personal Hygiene Protocols at all times
53
2.
3.
4.
5.
espousing the goal of having more governments allowing intensive citizen
interaction in policy-making is the United Nations.
New forms of Media and Social Networking. Media has already undergone a
series of technological innovation and development. As society experienced
modernization, several forms of media-particularly social media-arose, resulting
in modernized development of communication.
Social Movements. Social movement is a process that involves three elements:
the individual, the group, and the society. Individuals are aware of their personal
qualities, characteristics, and values, enabling them to act according to what they
practice or believe in. When they experience any form of change in the society
where they belong to, reactions and responses follow. As a result, there is a series
of social interactions between the individual and the group, allowing them to
collaborate with same goals and objectives. This process paves the way to the
formation of social movements among different societies.
Creation of sustainable solutions. If this pandemic taught us anything, it is that
our life (as it used to be) is not sustainable for our planet. Human had to
experiment with digital solutions, be it virtual meetings for work, digital education
for students and virtual events instead of in person conferences. These proved
not only to be effective but also an environmentally-friendly way to operate in a
connected world.
Brand-new habits. The awareness for personal and public hygiene measures
saw a surge thanks to the contagion. Health authorities are advocating for regular
hand washing with soap, social distancing and people are getting used to wearing
facemasks for grocery shopping. These new-formed habits could linger way after
lockdowns are lifted, leading to overall better hygiene.
Let’s check your understanding on the topic through answering series of activities.
Enjoy performing the different activities. If you have question/s feel free to text or
message, the teacher via Facebook.
LEARNING COMPETENCY
Examine human responses to emerging challenges in contemporary societies.
(Quarter 2, Week 12)
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54
LEARNING ACTIVITY 1.1 - SCAVENGER HUNT
(NOTE: This activity is intended for students with internet access.)
This is a great activity for families get outdoors during this pandemic.
Go outside of your house for a walk and find these items. Take a
picture with them and post it on Facebook or send to the messenger of
your teacher with the following hashtags (#NatureLover
#ClimateChange)
LEARNING ACTIVITY 1.2 – POSTER MAKING
(Note: This activity is intended for students without internet access.)
Typhoon Ulysses (International name “Vamco”), the Philippines’ 21st tropical cyclone
for 2020, hit Luzon hardest from November 11 to 12. The typhoon unleashed powerful
winds and torrential rain that killed dozens of people, destroyed thousands of homes,
and left swatches of the island region flooded. This is just the latest reminder of lessons
that the natural environment seems to be “teaching” us with every passing event in its
unceasing transformation.
From the news and facebook post that you have watch and read, make a poster about
the damage caused by typhoon Ulysses. You will be graded using the rubric for scoring
below.
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55
Process questions:
1. Is climate change caused by humans?
2. What are the main threats of climate change?
3. How is climate change affecting people?
LEARNING ACTIVITY 2 – PUSH AND PULL!
International and internal migration may be forced or voluntary. Often the
causes of migration can involve both push and pull factors. Put the
phrases below in their correct headings.
-
Better climate
Wars causing refugees
-
Better Housing
Poverty on poor farmland
-
Racial discrimination
-
Employment with higher wages
-
Better healthcare and
education
Improved prospects
To be with friends
relatives
Unemployment
Forced labour (Slavery)
Natural Disasters
Entertainment
-
Starvation
-
Cleaner, safer environment
Lack of basic amenities
-
Better lifestyle
Religious/political persecution
Overpopulation
-
-
Push Factors (forced
migration)
and
Pull Factors (voluntary
migration)
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56
LEARNING ACTIVITY 3 – I PROMISE!
Create a slogan to showcase your support or response to emerging
challenges (climate change and international migration, etc.) in
contemporary societies.
LEARNING ACTIVITY 4 – CASE STUDY
The coronavirus or COVID-19 pandemic is the defining global health
crisis of our time and the greatest challenge we have faced since World
War Two. The world has experienced a prolonged period of uncertainty
and unrest caused by COVID-19 pandemic. To date, it has already affected the
lives of people in almost 200 countries (and still counting) globally. The human
cost is rapidly being matched by huge economic costs. It is an economic, social
and human crisis.
In this activity, you are tasked to make a case study on the extent of the
effects of COVID-19 pandemic in your own community or a community within your
barangay. It is encouraged to use social media platforms in gathering information
from residents and other vital sources. However, you may opt to gather information
through face to face interview depending on the situation of your area and with the
permission from the local government unit. Please observe proper health protocols in
conducting the study.
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57
I.
Brief introduction (information such as location and population of
the community, leadership and governance structures in the
community, availability of public services)
Presentation and analysis of the problem and its possible solutions
Conclusion
Insights/Realizations
II.
III.
IV.
I.
Introduction
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58
II.
Presentation and analysis of the problem and its possible solutions
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59
III.
Conclusion
IV.
Insights/Realizations
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60
RUBRIC FOR SCORING
ACTIVITY 1.1
CATEGORY
Photography
skills/composition
Concept
Craftsmanship
Photo Etiquette
4
- All of the images
are in focus and
have a focal point
-All images are
taken in good
angle/shot
3
-Most images
are in focus
-Most images
have good
angle/shot
Each scavenger
hunt object is well
represented in a
creative way, as
the subject of
each image.
All of the images
are posted in
facebook
perfectly
Each
scavenger
hunt object is
the subject of
each image.
All photos were
taken during the
time period of the
activity.
Most of the
images are
posted in the
facebook
neatly.
Most of the
photos were
taken during
the time period
of the activity.
2
-Some
images are
in fous.
-Some
images have
a good good
angle/shot
Most of the
photos have
a scavenger
hunt object
as a subject.
Some of the
images are
posted in the
facebook
neatly.
Some of the
photos were
taken during
the time
period of the
activity.
1
-Images are
unfocused.
-Images do not
have a good
angle/shot.
Few photos have
a scavenger hunt
object as a
subject. The
subject is not the
focal point.
Images
demonstrate poor
overall
craftsmanship.
Few of the photos
were taken during
the time period of
the activity.
ACTIVITY 1.2
CATEGORY
Required
Elements
Labels
4
3
2
1
The poster includes
all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
All items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 feet
away.
Almost all items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 feet
away.
Many items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 feet
away.
Labels are too small
to view OR no
important items
were labeled.
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61
Graphics Relevance
All graphics are
related to the topic
and make it easier to
understand. All
borrowed graphics
have a source
citation.
All graphics are
related to the topic
and most make it
easier to understand.
Some borrowed
graphics have a
source citation.
All graphics relate to
the topic. One or
two borrowed
graphics have a
source citation.
Graphics do not
relate to the topic
OR several borrowed
graphics do not have
a source citation.
Attractiven
ess
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout, and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Grammar
There are no
grammatical/mecha
nical mistakes on the
poster.
There are 1-2
grammatical/mecha
nical mistakes on the
poster.
There are 3-4
grammatical/mecha
nical mistakes on the
poster.
There are more than
4
grammatical/mecha
nical mistakes on the
poster.
ACTIVITY 3
1. Creativity and presentation – 5points
2. Originality – 5points
3. Relevance to the theme – 5points
Total – 15points
ACTIVITY 4
4
3
Identification of
the Main Issue/
Problem
Strongly identifies
& understands the
main issue in the
case study
Moderately
identifies and
understands
the main issue
in the case
study
Analysis of the
Issues
Insightful and
thorough analysis
of the issue
Thorough
analysis of
the issue
Well
documented,
Appropriate,
well thought
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2
Slightly
identifies and
understands
some of the
issues in the
case study
Superficial
analysis of
the issue in
the
case
Superficial
62
1
Poor
identification
and
understandi
ng of the
issues in
case study
Incomplete
analysis of
the issue
Little or no
Comments on
effective
solutions/stra
tegies
reasoned and
pedagogically
appropriate
comments on
solutions, or
proposals for
solution to the
case
out comments
about
solutions, or
proposals for
solutions of the
case
and/or
inappropriate
solutions to
the
issue in the
case study
action
suggested,
and/or
inappropriate
solutions to
all of the
issues in the
case study
Reflection
•
I learned that ___________________________________________________
______________________________________________________________
______________________________________________________________
•
I enjoyed most on _______________________________________________
______________________________________________________________
______________________________________________________________
•
I want to learn more _____________________________________________
______________________________________________________________
REFERENCES:
BOOK:
DIWA Senior High School Series, Understanding Culture , Society and Politics Book,
4th Floor SEDCCO 1 Bldg., Thailand corner Legazpi Streets, legaspi Village,
Makati City, Phils. 1229
WEBSITES:
www.climatechangeconnection.org
(A project of MakeWay, Copyright 2020, April 23,2019)
www.rappler.com (November 23, 2020)
ANSWER KEY:
Activity 1: (Answers may vary)
Activity 2:
Note: Practice Personal Hygiene Protocols at all times
63
Push Factors (forced
migration)
Racial discrimination
Wars causing refugees
Racial discrimination
Unemployment
Forced labour (Slavery)
Natural Disasters
Poverty on poor farmland
Starvation
Religious/political
persecution
Overpopulation
Lack of basic amenities
Pull Factors (voluntary
migration)
Better climate
Better healthcare and
education
Improved prospects
To be with friends and
relatives
Entertainment
Better Housing
Employment with higher
wages
Cleaner, safer environment
Better lifestyle
Activity 3: (Answers may vary)
Activity 4: (Answers may vary)
Prepared by:
RHODA REYNO
JHOVEN CARIG
Writers
Note: Practice Personal Hygiene Protocols at all times
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