FELLOWSHIP BAPTIST COLLEGE
SPECIAL CLASS
ACTIVITY SHEETS
I. Articulate observations on human cultural variation, social differences, social
change and political identities through an introspective learning activity
ACTIVITY 1
Directions:
1. Get one whole sheet of paper.
2. Write your name inside the circle.
3. Draw figure 1 on the sheet of paper.
Figure 1
4. Write the following information of yourself in the 4 spaces:
a. gender
b. socio-economic class
c. ethnicity
d. religion
ACTIVITY 2
Directions: Fill in the boxes below on what you have learned about Sociology.
Gender Socio-Economic Ethnicity Religion
Class
ACTIVITY 3
Directions: Based on the output from the previous activity, discuss your
observations based on the following questions:
1. What are the similarities and differences of every individual?
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2. Do these similarities and differences affect the life of the whole
community? Why?
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ACTIVITY 4: Concept Mapping
Directions: The teacher will distribute worksheets containg sun diagrams which the
students shall accomplish in 10 minutes.
Cultural
Variation
Social
Difference
II. Demonstrate curiosity and an openness to explore the origins and dynamics of
culture and society and political identities
ACTIVITY 1
Directions: Identify the cultural elements of the Philippines and the USA
then select a partner and share your answers with each other.
Culture Philippines USA
Language
Religion
Food
Musical Instrument
Dance
Song
Holiday and Ceremony
Costume
Sport
Tradition
ACTIVITY 2
Directions: Write the causes and consequences of social change with special
focus on the premise of political scenario creates economic scenario and vice
versa.
SOCIAL CHANGE
CAUSES CONSEQUENCES
ACTIVITY 3
Directions: Complete the table by writing the significant contributions of the
specified administrations to the different sectors of the country.
Sector Estrada Arroyo Aquino
Administration Administration Administration
Education
Health
Agriculture
Finance
Environment
Labor and
Employment
Justice
Science and
Technology
Tourism
Transportation
III.Analyze social, political and cultural change
ACTIVITY 1
Directions: Draw a picture of public tranportation means in Philippine
society accross different eras to depict the techonological, cultural, social
and political change in every society.
19th Century 20th Century 21st Century
ACTIVITY 2: Picture Perfect
Directions: Prepare an illustrations on the following community guided by
the details below:
Group 1: Urban community
Group 2: Rural community
Group 3: IP community
After the group presentations, the teacher will draw an expanded venn
diagram to compare the three communities discussed:
Urban
Rural IP
IV. Recognize the common concerns or intersections of anthropology, sociology
and political science with respect to the phenomenon of change
ACTIVITY 1: Research
Directions: Conduct a research anchored on the listed topics below:
Group 1: Philippine Communication
Group 2: Philippine Transportation
Group 3: Philippine Dances
Period Anthropology Sociology Political Science
Pre-Spanish
Spanish
American
Modern Society
ACTIVITY 2: Group Presentation
Directions: After the conducted group research on the assigned topics,
students will present their findings through variety show, panel discussion or
newscasting.
V. Identify the subjects of inquiry and goals of Anthropology, Political Science and
Sociology
ACTIVITY 1: Individual Research
Directions: The teacher will let the students conduct an individual research on
the basic concepts and goals of Sociology, Anthropology and Political Science.
ACTIVITY 2: Learning Station
Directions: Write your ideas on the written concepts in a two minute time
frame per learning station.
Sociology Anthropology Political Science
ACTIVITY 3: Panel Discussion
Directions: The teacher shall play video clips on sociology, anthropology and
political science. After the viewing activity, a panel discussion shall be made
to process gained knowledge and insights.
Defining Culture and Society from the perspectives of anthropology and sociology
VI: Explain anthropological and sociological perspectives on
culture and society
ACTIVITY 1: Think..Think… Think…
Directions: The teacher will ask the class to think of a familiar country to
them and fill-in the needed information on the specified areas below:
Anthropological Perspective Area of Study Sociological Perspective
Culture
Socialization
Deviance
Inequality
Health and Illness
Family Pattern
Social Change
Race
Ethnic Group
VII :Describe society and culture as a complex whole.
ACTIVITY 1: Poster Making
Directions: The teacher will ask the students to make an illustrative
interpretation of the theme, “Society and culture as a complex whole”.
ACTIVITY 2: Exhibit
Directions: The teacher will conduct a one-day exhibit on the student
learning outputs about society and culture which will be evaluated by 3
judges.
VII: Raise questions toward a holistic appreciation of cultures and societies
ACTIVITY 1: Think, Create and Write!
Directions: Let the students to write questions on culture and society.
1.______________________________________________________________
2.______________________________________________________________
3.______________________________________________________________
4.______________________________________________________________
5.______________________________________________________________
VIII: Become aware of why and how cultural relativism mitigates ethnocentrism
ACTIVITY 1: Individual Research
Directions: The teacher will instruct the students to conduct a research on the
sample situation regarding cultural relativism and ethnocentrism.
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ACTIVITY 2: Sharing of Ideas
Directions: The teacher will ask the class to form one big circle and explain the
sequence of the research sharing activity. Each student will share his/her own
research about cultural relativism and ethnocentrism.
ACTIVITY 3: Discussion
Directions: Discuss the advantages and disadvantages of cultural relativism
and ethnocentrism.
Advantages Disadvantages
Cultural relativism
Etnocentrism
12
IX: Identify forms of tangible and intangible heritage and their threats
ACTIVITY 1: Essay Writing
Directions: The teacher will ask the student to write an essay on the threats
to the tangible and intangible heritage based on their field trip experience.
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X: Explore significance of human material remains and artifactual evidence in
interpreting cultural and social including political and economic processes
ACTIVITY 1: Photo Essay
Directions: The teacher will ask the students to find their partners. Each pair
will make a photo essay of the significance of human material remains and
artifactual evidence.
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XI. Recognize museums, archaeological and historical sites as venues to
appreciate and reflect on the complexities of bio-cultural and social evolution as
part of being and becoming human
ACTIVITY 1:
The teacher will ask the students to conduct a research on 5 different
national and local museums and historical sites . The students shall get a brief
background of the museum and heritage sites then compile everything in a
scrap book for submission.
1.___________________________________________________________________
2.___________________________________________________________________
3.___________________________________________________________________
4.___________________________________________________________________
5.___________________________________________________________________
XII: Explain the development of one’s self and others as a product of socialization
and enculturation
ACTIVITY 1: Johari Window
Directions: The teacher will ask the students to fill-in related information
inside the four quadrants below.
Unknown to self and known
to others
Known to self and know to
Others
Known to self and unknown Unknown to self and
to others unknown to others
After accomplishing the four quadrants, the students will explain their Johari
Window output
Open Self Blind self
Hidden Self Unknown Self
XIII: Identify the context, content, processes and consequences or enculturation
and socialization
Directions : The teacher will group the class into two and ask them to answer the
table below.
Socialization Enculturation
Context
Content
Processes
Consequences
XIV:Identify the social goals and the socially acceptable means of achieving these
goals
Activity 1:
Directions: Answer the table shown below:
Age Social Goals How to achieve these
goals
0-5
6-12
13-18
18-21
22-above
XV: Advocate inclusive citizenship
ACTIVITY 1: Individual Research
Directions: The teacher will ask the students to conduct an individual
research on individual citizenship rules of 5 countries
1._____________________________________________________________
2._____________________________________________________________
3._____________________________________________________________
4._____________________________________________________________
5._____________________________________________________________
XVI: Promote protection of human dignity, rights and the common good
ACTIVITY 1: Development of Advocacy Materials
Directions: Develop materials on human dignity, rights and the common
good guided by the task distribution below:
Group 1: Slogan
Group 2: Jingle
Group 3: poster
