ASIAN LEARNING CENTER

Sangi Road, Pajo, Lapu - Lapu City

DepEd/Government Recognition No. 1, s. 2003
School ID: 404539 Tel. Nos. 340 - 1774

TEACHING GUIDE
Trends, Networks and Critical Thinking Skills

GRADE LEVEL: Grade 12

TEACHING DATES AND TIME: Week 5 MWTHF (Wednesday)
QUARTER: 2nd
CONTENT: Assessing Political and Social Institutions
CONTENT STANDARDS: The learner understands the meaning and dimensions of democracy.

PERFORMANCE STANDARDS: Using any form of oral presentation, the learner explains creatively the ill effects of undemocratic practices relate to factors such as gender, biases,
poverty, political marginalization, racial inequality, cultural domination, crisis of representation and politics of recognition

BEYOND LEARNING COMPETENCIES:

OBJECTIVES/COMPETENCIES: Generate the criteria to assess prevailing political and social institutions.
Define political and social institutions
ESSENTIAL UNDERSTANDING: Developing students understanding on “ethics of care”, interconnections between their neural and social realities to become the best 21st century
learner.

ESSENTIAL QUESTIONS: 1. Why is it important to understand the “ethics of care”?

2. How can we apply neural connections in this 21st century?
3. Why do we need to know social realities?
VALUES INTEGRATION: Self- Reliance, Accountability

BEYOND MINIMUM LEARNING COMPETENCIES:

CULMINATING PERFORMANCE:
POWER STANDARDS:
MATERIALS: Laptop and projector for PowerPoint presentation
REFERENCES: Internet

PROCEDURE
A. INTRODUCTORY Activity
ACTIVITIES/PRESENTATION OF
OBJECTIVES/MOTIVATION Picture Analysis

Show pictures showing democratic and autocratic institutions.

Examples:

-bayanihan
-prescribed haircut
-people power
-autocratic supreme leader (Nokor)
-free media
-state sponsored media;
-state propaganda

Process Questions:

1. What do you notice with the pictures? How are they different with one another?
2. In your opinion, what are the characteristics of a country where you would want to live in?

B. INSTRUCTION DELIVERY Using a semantic web, analyze students’ answers from the previous activity.

Expected Answers:

- Consider the general welfare of the citizenry

-Responsive to the needs of the people
-Direct Responsibility out of volunteerism; not out of fear
-Transparency
-Cooperation

E. PRACTICE Group Activity: (10 minutes)

 The students will be grouped into seven. They will draw lots in selecting a topic. Out of the prior answers given by the students, they will assess how the
Philippines addresses each of the enumerated factors and provide concrete instances (government agencies programs, etc.) to support their answers.

1. Poverty
2. General biases
3. Political Marginalization
4. Racial Inequality
5. Cultural Domination
6. Crisis of Representation
7. Politics of Recognition
D. ENRICHMENT Give specific ways on how we can improve the standards of our current political and social institutions.

Possible Answers:
- develop inclusive grassroots programs to better reach marginalized sectors
-provides incentives to promote greater participation among the community.
E. EVALUATION Suppose you are a social media manager of a government agency, create a campaign with a catchy hash tag in order to promote the program and increase
participation among the citizenry.
F. ASSIGNMENT The teacher will ask the student to read in advance the next topic.

ASIAN LEARNING CENTER

Sangi Road, Pajo, Lapu - Lapu City
DepEd/Government Recognition No. 1, s. 2003
School ID: 404539 Tel. Nos. 340 - 1774
 TEACHING GUIDE
COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

GRADE LEVEL: Grade 12

TEACHING DATES AND TIME: Week 6 TTH (Thursday)
QUARTER: 1st
CONTENT: B. COMMUNITY ACTION
1. Overview
a. Community engagement
b. Solidarity
c. Citizenship
CONTENT STANDARDS: The learners demonstrate an understanding of integration of social science perspective and community action.
PERFORMANCE STANDARDS: The learners shall be able to synthesize the integrative experience of implementing community action initiatives applying social sciences’ ideas and
methods.

BEYOND LEARNING COMPETENCIES:

OBJECTIVES/COMPETENCIES: Recognize the value of undertaking community action modalities
ESSENTIAL UNDERSTANDING: Enhances students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community. It enables students to
integrate applied social sciences into community –action initiatives.

ESSENTIAL QUESTIONS: 1. How does community works in the society?

2. As a student, what is your role in your community?
3. Is it important to know what type of community do you belong?

VALUES INTEGRATION: Commitment, Accountability, Reverence, Excellence, Self-Reliance

BEYOND MINIMUM LEARNING COMPETENCIES:

CULMINATING PERFORMANCE:
POWER STANDARDS:
MATERIALS: Pictures
 Laptop and projector for PowerPoint presentation
REFERENCES: 1. Introduction to Sociology and Anthropology, elements and functions of society, Dr. Epitascio Palispis
2. https://www.youtube.com/watch?v+xVO0cWlbCOc

PROCEDURE
A. INTRODUCTORY Group activity:
ACTIVITIES/PRESENTATION OF Balloon Frenzy
OBJECTIVES/MOTIVATION

B. INSTRUCTION DELIVERY Skill Practice: Collaboration

Processing the Experience

C. PRACTICE/APPLICATION
D. ENRICHMENT
E. EVALUATION Reflection writing
F. ASSIGNMENT