SUAREZ NATIONAL HIGH SCHOOL
SUAREZ, ILIGAN CITY
Activity Sheets
for
Understanding Culture,
Society, & Politics
(1ST Quarter )
A. STARTING POINTS FOR THE UNDERSTANDING OF CULTURE,
SOCIETY, AND POLITICS
LC 1 : Articulate observations on human cultural variation, social differences,
social change and political identities through an introspective learning
activity
Code : UCSP11/12SPU-Ia-1
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.
4. Write the following information of yourself in the 4 spaces:
a. gender
b. socio-economic class
c. ethnicity
d. religion
ACTIVITY 2
Directions: The class will be divided into four groups. Each group will choose a leader
and a secretary to consolidate your answers on a table similar to what is shown below.
Gender Socio-Economic Ethnicity Religion
Class
ACTIVITY 3
Directions: Based on the output from the previous activity, discuss with group
your observations based on the following questions:
1. What are the similarties and differences of every individual?
2. Do these similarities and differences affect the life of the whole communiyy?
Why?
Each group will be given 5 minutes to present their answers group outputs.
ACTIVITY 4: Concept Mapping
Directions: Write what is asked in each concept map. You have to accomplish it
in 10 minutes.
Cultural
Variation
LC 2 : Demonstrate curiosity and an openness to explore the origins and
dynamics of culture and society and political identities
Code : UCSP11/12SPU-Ia-2
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.
Estrada Arroyo Aquino
Sector Administration Administration Administration
Education
Health
Agriculture
Finance
Environment
Labor and
Employment
Justice
Science and
Technology
Tourism
Transportation
LC 3 : Analyze social, political and cultural change
Code : UCSP11/12SPU-Ib-3
ACTIVITY 1
Directions: Draw a picture of public transportation means in Philippine society across
different eras to depict the technological, cultural, social and political change in every society.
19th Century 20th Century 21st Century
ACTIVITY 2: Picture Perfect
Directions: The class will be divided into three groups. Each group is given 3 minutes
to prepare illustrations for their assigned community guided by the details below:
Group 1: Urban community
Group 2: Rural community
Group 3: IP community
After the group presentations, usng the Venn diagram below, compare the three communities
discussed:
URBAN
IP
RURAL
LC 4 : Recognize the common concerns or intersections of anthropology,
sociology and political science with respect to the phenomenon of change
Code : UCSP11/12SPU-Ib-4
ACTIVITY 1: Group Research
Directions: The class will be divided into three groups . Each group will 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.
LC 5 : Identify the subjects of inquiry and goals of Anthropology, Political
Science and Sociology
Code : UCSP11/12SPU-Ib-5
ACTIVITY 1: Research
Directions: The teacher will let the students find some research which are published
online. Their chosen research should have the basic concepts and goals of Sociology,
Anthropology and Political Science.
ACTIVITY 2: Learning Station
Directions: The teacher will divide the class into three groups and assign specific learning
stations for each. Each learning station shall have one manila paper where the students shall
write their 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.
A. DEFINING CULTURE AND SOCIETY FROM THE PERSPECTIVES OF
ANTHROPOLOGY AND SOCIOLOGY
LC 1 : Explain anthropological and sociological perspectives on culture and society
Code : UCSPC11DCS-Ic-6
ACTIVITY 1: Think, Pair and Share
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 . After 20 minutes, the learners will be
ask to find a partner and share his/her work. The teacher will choose few pairs to
report their works.
LC 2 :Describe society and culture as a complex whole.
Code : UCSPC11/12DCS-Ic-7
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.
LC 3 : Identify aspects of culture and society
Code : UCSP11/12DCS-Ic-8
ACTIVITY 1: Pictionary
Directions: The class will be group into two. The first group will be assigned to act-out specific
words written on a sheet of paper while the second group will guess what is being tried to
act-out by the actors and actresses.
Concepts or Words:
Culture Society
Knowledge Social interaction
Belief Social class
Art Social grouping
Morals Social relation
law Social stratification
ACTIVITY 2: Open Discussion
Directions: The teacher will lead the interactive discussion from the previous guessed word
and shall choose one student who will pick a word to expound based on previous
discussions. The student who discussed the word will choose another student for the next
word and so on.
LC 4: Raise questions toward a holistic appreciation of cultures and societies
Code: UCSP11/12DCS-Id-9
ACTIVITY 1: Freedom Wall
Directions: The teacher will prepare a freedom wall for the students to write their questions
on culture and society.
ACTIVITY 2: Carousel Brainstorming
Directions: The class will be divided into two groups. The first group will be the inner circle
and the second group the outer circle. The teacher will choose questions from the freedom
wall whereas the inner circle members will answer the questions and the outer circle
members shall functions as observers. After 10 questions, the two groups will take role turns.
LC 5: Become aware of why and how cultural relativism mitigates ethnocentrism
Code: UCSP11/12DCS-Id-10
ACTIVITY 1: Individual Research
Directions: The teacher will instruct the students to conduct a research on cultural relativism
and ethnocentrism with corresponding examples.
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: Group Discussion
Directions: The teacher will group the class into 4 and allow them to discuss among the
themselves the advantages and disadvantages of cultural relativism and ethnocentrism.
Advantages Disadvantages
Cultural relativism
Etnocentrism
LC 6 : Identify forms of tangible and intangible heritage and their threats
Code : UCSP11/12DCS-Ie-11
ACTIVITY 1: Field Trip and Album
Directions: The teacher will accompany the students in a one-day field trip to the museum.
The students will identify the tangible and intangible heritage samples that they can see and
take photos of them. After the field trip, the students will prepare a narrative report with
pictures fo submission to the teacher.
ACTIVITY 2: 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.
B. LOOKING BACK AT HUMAN BIOCULTURAL AND SOCIAL
EVOLUTION
LC 1: Trace the biological and cultural evolution of early to modern humans
Code: UCSP11/12HBS-Ie-12
ACTIVITY 1: Diorama of human evolution
Directions: The teacher will divide the class into five groups. Each group will make a diorama
of human evolution using recyclable materials.
ACTIVITY 2: Exhibit
Directions: The teacher will conduct a one-day exhibit of the constructed dioramas.
LC 2: Explore significance of human material remains and artifactual evidence in interpreting
cultural and social including political and economic processes
Code: UCSP11/12HBS-If-13
ACTIVITY 1: Photo Essay
Directions: The teacher will ask the students to find their partners. Each pair will make a
photo essay through powerpoint presentation of the significance of human material remains
and artifactual evidence.
ACTIVITY 2: Presentation of the Photo Essay
Directions: The teacher will ask each pair to present their photo essay which will be
evaluated by 3 judges.
LC 3: Recognize museums, archaelogical and historical sites as venues to appreciate and
reflect on the complexities of biocultural and social evolution as part of being and becoming
human
Code: UCSP11/12HBS-If-14
ACTIVITY 1: Museum Visit at the Iligan City Culture & Arts Office
The students shall get a brief background of the museum thru a tour. Students shall take
notes of at least 10 artefacts they can see in the museum and make a reflection of their visit.
Artifact Description/ History
C. BECOMING A MEMBER OF SOCIETY
LC 1: Explain the development of one’s self and others as a product of socialization and
enculturation
Code: UCSP11/12BMS-Ig-15
ACTIVITY 1: Johari Window
Directions: The teacher will ask the students to fill-in related information inside the four
quadrants below.
Known to self & know to others Unknown to self & known to others
Known to self & unknown to others Unknown to self & unknown to others
After accomplishing the four quadrants, the students will explain their Johari Window output
Open Self Blind self
Hidden Self Unknown Self
ACTIVITY 2: Sharing of Johari Window
Directions: The teacher will ask the students to find a partner and instruct them to share their
Johari window entries through and in-class presentation.
LC 2 : Identify the context, content, processes and consequences or enculturation
and socialization
Code : UCSP11/12BMS-Ig-16
ACTIVITY 1
Directions : The teacher will group the class into two and ask them to answer the table below.
Socialization Enculturation
Context
Content
Processes
Consequences
ACTIVITY 2: Role-Playing
Directions: The teacher will divide the class into four groups. Two groups will role-play
sample of socialization and the other two groups will role-play sample situations of
enculturation
LC 3 : Identify the social goals and the socially acceptable means of achieving
these goals
Code : UCSP11/12BMS-Ih-17
Activity 1: Group Work
Directions: The teacher will group the class into three and ask them to answer the table
shown below:
Age Social Goals How to achieve these
goals
0-5
6-12
13-18
18-21
22-above
The group will choose a leader and documentor. Each group will report their answers in
class.
LC 4: Advocate inclusive citizenship
Code: UCSP11/12BMS-Ih-18
ACTIVITY 1: Individual Research
Directions: The teacher will ask the students to conduct a simple individual research on
individual citizenship rules of 5 countries
ACTIVITY 2: Sharing of Ideas
Directions: The teacher will ask the students to share their research in the class and
encourage them to share ideas through an in-class presentation.
LC 5: Promote protection of human dignity, rights and the common good
Code: UCSP11/12BMS-Ih-19
ACTIVITY 1: Development of Advocacy Materials
Directions: The teacher will group the class into three and assign them to 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
ACTIVITY 2: Presentation of Advocacy materials
Directions: Each group will present their advocacy materials to the class.
