Understanding
Culture,
Society, and
Politics
Activity
Sheets
(First
Quarter)
Department of
Education June 2016
UNDERSTANDING CULTURE, SOCIETY AND Quarter 1
POLITICS ACTIVITY SHEETS
Wee
k
TABLE OFNo.
CONTENTS
Objectives Pages
4 Human Cultural Variation, Social
Differences,
Social Change, and Political Identities ....................................................................
1-3
4 Origins and Dynamics of Culture,
Society and Political Identities ..............................................................................
4-6
5 Social, Political and Cultural Change ........................................................................... 7-8
5 Intersections of Anthropology, Sociology and Political Science .................................. 9
5 Subjects of Inquiry and Goals of 1
Anthropology, 0
Sociology and Political
6 Anthropological and Sociological
Science ..............................................................................
Perspectives
on Culture and Society .......................................................................................... 11
6 Society and Culture as a Complex Whole ..................................................................... 12
6 Aspects of Culture and Society ..................................................................................... 12-
13
7 Holistic Appreciation of Cultures and Societies............................................................ 13
7 Cultural Relativism and Ethnocentrism ........................................................................ 13-
14
9 Tangible and Intangible Heritage ................................................................................. 14
9 Biological and Cultural Evolution of Humans ................................................................ 15
10 Significance of Human Material Remains and Artifactual Evidence ............................ 15
10 Museums,Archaeological and Historical Sites .............................................................. 15
11 Socialization and Enculturation .................................................................................... 16-
17
12 Social Goals ...................................................................................................................
18
12 Inclusive Citizenship ......................................................................................................
18
12 Human Dignity, Rights and the Common Good ............................................................ 19
ii
Core Subject Title: Understanding Culture, Society and Politics
Quarter: 1st Content: Starting points for the understanding of culture,
society and politics
Learning Competency 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
Direction
s:
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: The teacher will group the students into 4. Each group will
choose a leader and a secretary to consolidate their answers on a table
similar to what is shown below.
Gender Socio-Economic ACTIVITY
Clas 3
s
Ethnicity Religion
Directions: Based on the output from the previous activity, the teacher will
ask the students to discuss their 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
community?
Why
?
The teacher will give each group a time frame of 2 minutes to present their
answers group outputs. Processing of asnwers shall follow.
ACTIVITY 4: Concept Mapping Directions: The teacher will distribute
worksheets containg sun diagrams which the students shall accomplish in 10
minutes.
Cultural
Cultural
Variatio
n
Variatio
n
Social
Differenc
e
Learning Competency 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
Religio
n
Foo
d
Musical
Instrument
Danc
e
Son
g
Holiday and
Ceremony
Costum
e
Spor
t
Traditio
n
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
5
ACTIVITY
3
Directions: Complete the table by writing the significant contributions of
the specified administrations to the different sectors of the country.
Sector Estrada t
Administratio
Labor and
n
Employmen
Arroyo
t
Administrati
on
Justic
Aquino
e
Administrati
on
Science
Aquino
and
Administrati
Technolog
on
y
Aquino
Administrati Touris
on m
Educatio Transportatio
n n
Healt
h
Agricultur
e
Financ
e
Environmen
Learning Competency 3: Analyze social, political and cultural
change
Code: UCSP11/12SPU-
Ib-3
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
7
ACTIVITY 2: Picture
Perfect
Directions: The teacher will divide the students into 3 groups and each
group is given 2 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, the teacher will draw an expanded venn
diagram to compare the three communities discussed:
Urba
n
IP Rural
8
Learning Competency 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 teacher will divide the class into three groups who will
conduct a research anchored on the listed topics below:
Group 1: Philippine
Communication Group 2:
Philippine Transportation Group
3: Philippine Dances
Anthropology Sociology Political Science
Period
Pre-
Spanish
Spanis
h
America
n
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.
Learning Competency 5: Identify the subjects of inquiry and goals of
Anthropology, Political Science and Sociology
Code: UCSP11/12SPU-
Ib-5
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: 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
The last station of the group will be their assigned topic and one member
shall report the consolidated answers.
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.
1
0
Content:Defining Culture and Society from the perspectives of
anthropology and
sociology Learning Competency 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:
Anthropological Perspective Area of Study Sociological Perspective
Cultur
e
Socializatio
n
Devianc
e
Inequalit
y
Health and
Illness
Family
Pattern
Social
Change
Rac
e
Ethnic
Group
After twenty minutes, the teacher will ask the class to find a partner and share
his/her work. The teacher will choose few pairs to report their works.
1
1
Learning Competency 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.
Learning Competency 3: Identify aspects of culture and
society Code: UCSP11/12DCS-Ic-8
ACTIVITY 1:
Pictionary
Directions: The teacher will group the class 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
Custo
m
Habit
s
1
2
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.
Learning Competency 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 teacher will divide the class into two groups and ask them
to make the first group 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 fuctions as observers. After 10 questions, the two groups
will take role turns.
Learning Competency 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.
1
3
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
culural relativism and ethnocentrism.
Advantages Disadvantages
Cultural
relativism
Etnocentris
m
Learning Competency 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.
1
4
Content: Looking back at human biocultural and social
evolution
Learning Competency 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.
Learning Competency 2: Explore sinificance 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 artefactual 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.
1
5
Learning Competency 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:
The teacher will ask the students to conduct a research on 15 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.
Content: Becoming a member of
society
Learning Competency 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 and unknown to others
know to others Unknown to self
Unknown to self and and unknown to
known to others others
Known to self and
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.
Learning Competency 2: Identify the context, content, processes and
consequences or enculturation and socialization
Code: UCSP11/12BMS-
Ig-16
Directions : The teacher will group the class into two and ask them to
answer the table below.
Socialization Enculturation
Conte
xt
Conten
t
Process
es
Consequenc
es
1
7
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
Learning Competency 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
goal
s
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.
1
8
Learning Competency 4: Advocate inclusive
citizenship
Code: UCSP11/12BMS-
Ih-18
ACTIVITY 1: Individual
Research
Directions: The teacher will ask the students to conduct an 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.
Learning Competency 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.
1
9
