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La Consolacion College of Rinconada – Iriga City Campus

San Francisco, Iriga City


Tel. No. : 299 – 2340 Fax No. 299 – 7077 Email : lcci_2004@yahoo.com

OUTCOME – BASED EDUCATION SYLLABUS


Core Subject: Understanding Culture, Society and Politics
Grade 12 / 1st Semester
Number of Hours: 80
I. Vision : Community of friends with God and others.
I. Mission : As Marian-Augustinian Community, we commit ourselves to provide holistic and transformative education towards globally competent graduates.
II. Core Values :
 Christ centered
 Compassion-consolation
 Community of friends
 Excellence
 Humility
 Integrity
 Solidarity with the Poor
 Stewardship

III. Senior High School Program Outcomes – Based on Dep. Ed. Senior High School Guide
 To achieve more employment opportunities to the real world of work (Employment)
 To achieve a high level of entrepreneurial expertise in running a small-scale business activities or even in starting their own business (Entrepreneurship)
 Acquire the standard knowledge, skills, and competencies needed for higher education relevant to their chosen course (Higher Education)
 Achieve good job knowledge in their chosen specialization ((Middle-Level Skills)

IV. Specific Program Learning Outcomes (STEM) – Specific Program Objectives

 To develop highly proficient learners that possess advance knowledge, skills and values in Science, Technology, Engineering and Mathematics by providing
firsthand experiences and competent curriculum based instruction. (STEM)

V. Subject Description: This course uses insights from Anthropology, Political Science, and Sociology to develop students’ awareness of cultural, social and political
dynamics, and sensitivity to cultural diversity; provide them with an understanding of how culture, human agency, society and politics work; and engage them in
the examination of the country’s current human development goals. At the end of the course, students should acquire ideas about human cultures, human
agency, society and politics; recognize cultural relativism and social inclusiveness to overcome prejudices; and develop social and cultural competence to guide
their interactions with groups, communities, networks, and institutions.
Learning Competencies Content / Topic Resource Teaching – Learning Activities Assessment
Materials

Week 1 (4 hrs.)
The learners..

1. Articulate observations on A. Understanding Culture, Society,  Projector - Discuss the subjects of inquiry Short quiz
human cultural variation, and Politics: Some Key  Powerpoint and goals of Anthropology,
social differences, social Observations presentation Political Science, and Reaction paper on the
change, and political  Handouts sociology; deviances observed within
identities. B. Social Dynamics: Social, Political  Textbook - Demonstrate curiosity and an
the school community
and Cultural Behavior and on
2. Acknowledge social, cultural openness to explore the origins
Phenomena Understandi
and political identities. and dynamics of culture,
ng Culture, society, and political identity.
3. Value the social and cultural Society and
Politics by - Engage the students in a small
backgrounds of students as group discussion wherein they
acting subjects or social Antonio
Contreras can share their own cultural
actors. orientation to the class.
4. Demonstrate knowledge on
social, political, and cultural - The students will be grouped
changes. into 4, the teacher will give the
5. Portray their observations in students 10 minutes to answer
the group activity. this question:As a Senior High
School student, what do you
6. Reflect on the social, cultural, think are the necessary steps
and political change. that you need to do in order to
start or create change if you
want to see change in your
community.

Week 3-5 (12 hrs.)


The learners..
B. Defining Culture and Society from the
perspectives of anthropology and sociology
1. Explain anthropological and  Projector - Discuss how society and culture Quiz
1. Society as a group of people sharing a
sociological perspectives on common culture.  Powerpoint is being seen by sociologists,
culture and society. presentation political scientists, and Output on Social
2. Describe society and culture as a 2. Culture as a “that complex whole which  Handouts anthropologists. Observation within the
complex whole. encompasses beliefs, practices, values,  Textbook school community
attitudes, laws, norms, artifacts, symbols, on - Engage the students into a
3. Identify aspects of culture and knowledge, and everything that a person
Understandi brainstorming activity for them
society. learns and shares as a member of society.” to identify the different social
(E.B. Tylor 1920 [1871]). ng Culture,
Society and and intellectual forces that
4. Raise questions toward a holistic
3. Aspects of Culture Politics by shaped the way we see society.
appreciation of cultures and
societies. b) Dynamic, Flexible, & Adaptive Antonio
c) Shared & Contested (given the reality of Contreras
5. Become aware of why and how social differentiation)
d) Learned through socialization or
cultural relativism mitigates
enculturation
ethnocentrism. e) Patterned social interactions e.
Integrated and at times unstable
6. Identify forms of tangible and f) Transmitted through
intangible heritage and the socialization/enculturation
threats to these. g) Requires language and other forms of
communication
h) 4. Ethnocentrism and Cultural
Relativism as orientations in viewing
other cultures

Week 6-7 (8 hrs.)


The learners..
C. Looking back at Human Bio cultural
and Social Evolution
1. Trace the biological and cultural - Students will trace the Evaluation on the idea that
evolution of early to modern 1. Biological and cultural evolution: from  Projector biological and cultural man is a part of the animal
humans. Homo habilis (or earlier) to Homo  Powerpoint evolution of man. kingdom and therefore an
sapiens sapiens in the fossil record. presentation animal.
2. Explore the significance of  Handouts - Discuss the different traits and
human material remains and 2. Cultural and sociopolitical evolution:  Textbook social skill of the primitive Short quiz
artefactual evidence in from hunting and gathering to the on man.
interpreting cultural and social, agricultural, industrial, and post- Understandi
including political and economic, industrial revolutions. ng Culture,
processes. Society and
a. The Neolithic Revolution
3. Recognize national, local, and b. Early civilization and the rise of the Politics by
specialized museums, and state Antonio
archaeological and historical sites c. c. Democratization Contreras
as venues to appreciate and
reflect on the complexities of
biocultural and social evolution
as part of being and becoming
human.

Week 8-10 (12 hrs.)


The learners..
D. Becoming a member of society

1. Explain the development of one’s 1. Enculturation/Socialization  Projector - Discuss the different theories of Slogan (advocating the
self and others as a product of  Powerpoint personality. protection of human dignity,
socialization and enculturation. a. Identity formation (identities, presentation - Student will work on a case of human rights and the
2. Assess the rules of social
disciplines, and aspirations)  Handouts isolation and reflect on its effect common good.)
interaction to maintain stability
b. Norms and values c. Statuses and  Textbook through a case a analysis.
roles (e.g. age, gender) on
of
Understandi
everyday life and the role of 3. Conformity and deviance ng Culture,
innovation in response to Society and
problems and challenges. a. Social control (gossip, social Politics by
ostracism, laws and punishments) Antonio
3. Identifies the social goals and the b. Forms of deviance (ritualism, Contreras
socially acceptable means of retreatism, rebellion, and innovation)
achieving these goal.
4. Advocate inclusive citizenship. 3. Human dignity, rights, and the common
good
5. Promote protection of human
dignity, rights, and the common
good
Week 11-13 (12 hrs.)
The learners..
E. How society is organized
1. Compare different social forms 1. Groups within society: Primary and  Projector - Students will trace their kinship Output on the evaluation of
of social organization according Secondary  Powerpoint and social networks. the student’s own
to their manifest and latent 2. In-groups and out-groups presentation personality.
functions. 3. Reference groups  Handouts - Teacher will explain how
4. Networks  Textbook individuals socially construct Personal Scrapbook
2. Analyze social and political on reality.
structure. F. Cultural, social and political Understandi
institutions ng Culture, - Students will reflect on the
3. Analyze economic organization Society and growing number of single
and its impacts on the lives of 1. Kinship, marriage, and the household Politics by parents in the Philippines.
people in the society. 2. Political and leadership structures Antonio
3. Economic Institutions Contreras - Teacher will discuss how the
4. Differentiate functions of 4. Nonstate institutions concept of Government, Politics
nonstate institutions in society. 5. Education and Law relate to each other.
6. Religion and belief systems
5. Evaluate how functions of - Students will evaluate how
education affect the lives of 7. Health a. Culture-specific syndromes functions of education affect the
people in society. and illnesses lives of people in the society.
6. Promote primary education as a
human right.

7. Evaluate how functions of - Teacher will discuss how the


education affect the lives of different religious organizations
people in society. influence social life.

8. Describe, and reflect on a


religious ritual of a different - In a small group discussion,
group; observe elections students will discuss how
practices. culture affects the health beliefs
of a society.
9. Conduct participant observation
(e.g., attend, describe, and reflect
on a religious ritual of a different
group; observe elections
practices.)

10. Recognize the practice of


medical pluralism in light of
cultural diversity and relativism.

The learners.. Week 14-15 (8hrs)  Projector


 Powerpoint
G. Social and political stratification presentation
1. Examine stratification from  Handouts - The teacher will discuss the Short Quiz
the functionalist and conflict a. Social desirables (wealth, power,  Textbook meaning of stratification, why it
perspective. prestige) on is important and how social Recitation
Understandi mobility happen.
2. Identify characteristics of the ng Culture,
systems of stratification. b. Social mobility system Society and - Students will identify the
Politics by different social inequalities that
3. Suggest ways to address Antonio they observe in the Philippines.
global inequalities c. Social inequality Contreras

Week 16-17 (8 hrs.)  Projector


The learners..  Powerpoint
H. Cultural, Social, and Political Change presentation
Sources of social, cultural, and political  Handouts
1. Identify the new challenges faced change  Textbook - Students identify a social Output on the plan of action
by human populations in on problem faced by the Philippine for societal problems.
contemporary societies. Week 19-20 (12 hrs.) Understandi society and formulate their own
ng Culture, plan of action that is going to be Recitation
2. Describe how human societies I. New challenges to human adaptation Society and responsive to the said problem.
adapt to new challenges in the and social change Politics by Quiz
physical, social, and cultural Antonio - Teacher show a video clip
environment. J. Responding to social, political, and Contreras entitled “Biyaheng Sikmura”
cultural change “edukasyon”, “gutom” which
3. Develop a plan of action for will show the different
community-based response to sociological problems that we
change. have in the Philippines.

Prepared by:

GWEN MIGUELLE G. DAVID


Subject Teacher
Noted by:

DR. ONYCA O. JASMIN


Senior High School Coordinator

RECHILDA L. HUGO
Principal
Approved by:

SR. ANGELITA M. BARAERO, OSA


President