GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

UNIVERSITY OF LA SALETTE, INCOPORATED

HIGH SCHOOL
GRADE 12 HUMSS Syllabus – TRENDS, NETWORKS AND
CRITICAL THINKING IN THE 21st CENTURY
School Year 2020-2021

Prepared by: Checked by: Submitted to:

MR. DARWIN B. RONQUILLO MR. MARK D. BANAYAT PRISCILA O. ILAGAN, PH.D.

HUMSS Teacher RVE-HUMSS Coordinator Principal

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GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

UNIVERSITY OF LA SALETTE, INCOPORATED

HUMSS 12 SYLLABUS – TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21ST
CENTURY
School Year 2020-2021

COURSE DESCRIPTION
The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and
creative thinking skills-- essential tools for decision making and understanding “ethics of care”. Global trends in the 21st century are examined and
are either accepted or rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1)
formulate their stances on issues or concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the
interconnections between their neural connections and social realities.

Pre-requisite: Introduction to the philosophy of the Human Person

Understanding Culture, Society and Politics

References:

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GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

Trends, Networks and Critical Thinking in the 21st Century.Elizabeth T. Urgel.Makati:Diwa Learning Systems Inc.2017
Trends, Networks and Critical Thinking in the 21st Century.Gladys P. Mangiduyos.Manila:Rex Bookstore.2017
Society as Symbolic Interactions.Blumer, Herbert.ed.Arnold Rose.Boston:Houghton Mifflin.1962
Introduction to Globalization.Deirks, Rosa Gomez.Chicago:Burnham Inc. Publishers.2001
Global Transformations.Held, David et al.Cambridge:Polity Press.1999
Gerry Mackie.Democracy Defended.Cambridge:Cambridge University Press.2003
Giddens, Anthony. The Consequences of Modernity.Cambridge:Polity Press.1991

SUPPLEMENTARY LESSONS
 Cultural Anthropology

REQUIREMENTS
 Notebook
 Culminating activities
 Yellow paper
 Reflection Papers
 Speeches and Panel discussions
 Textbook
 Passion to study

Salettinian Graduate Attributes
Passion for Excellence
Core Values/Enabling Values Desired Learning Results: By the end of the course, the
students will be able to:
Innovative  Work with accuracy and/or precision, thus aspiring to
Creative achieve excellence in all his/her works.
Consistent performance beyond minimum standards

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

Responsible Life-long Learner
Communion with others
God-Centered life
Selflessness
Virtuous
Responsible  Understand people of different cultures, of different races,
Sense of owning dialects and languages.
Concern for self and others  Recognize the importance of being in service for humanity
Respect for God’s creation even in the most extreme part of life.
Responsible use of resources
Respect for dignity of life  Show unity amidst diversity, that is, by distinguishing
Co-responsibility individual differences.
Sense of belongingness  Solve simple and even complex problems in life, thereby
Sense of unity and harmony with God’s creation making them grow continuously and/or infinitely and in
Sharing time, talent and treasure communion to himself and to others.
Lived faith  Learn that small things when put together forms bigger
Self-knowledge thing, thus recognizing his/her role small or big in building a
Recognition of God’s presence better world.
Renewal of relationships
Wholehearted response to serve

1ST/3RD Quarter: Trends and Networks in the 21st Century

Chapter 1: Definition of a Trend

Content Standard Performance Standard

 The learner will be able to derive an idea from instances and present this idea
 The learner understands the emergence of trends and patterns
through a 100-word essay, artwork, and other graphic representations

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

INSTRUCTIONAL LEARNING LEARNING EVALUATION TIMEFRAME/ INSTRUCTIONAL

CORE VALUES REFERENCE(s)
OBJECTIVES CONTENT ACTIVITIES STRATEGIES ALLOCATION MATERIALS

1. Define a Trend Topic: Discussion Recitation Music Speaker

Definition of a Excellence
2. Explain the process Trend -students Activities
Brainstorming LCD Pojector
on how to spot a pinpoint the
Quiz Trends,
Trend Sub-topics: elements of a Round table Printed Hand-outs
Networks, and
3. Differentiate a trend and and Pictures
discussion Task 1: A 100-word Critical Thinking
Trend from a Fad  The differentiate a essay or artwork or in the 21st
process trend from a fad. other graphic Century by: Manila Paper and
4. Point out the of representation on the Cartolina
elements that make identifyi Solidarity derived ideas or a role Gladys P.
up a Trend ng a -being one with play (see DIWA SHS Mangiduyos,pp. Board Marker and
Trend a trend that is Series p.114) 87-116 Eraser
5. Describe the beneficial to
 Different society. Elizabeth T.
different Urgel,pp. 2-23
characteristics of a iating a
Trend Trend Prayer, Penance
from a and Zeal
6. Identify parts of a Fad -rejects non-
whole religious trends
 Element or any trend that
7. Identify emerging s of a is destructive to
patterns Trend one’s religiosity
and spirituality at
 The present and in
8. See, discover and Charact the future.
differentiate eristics
relationships of a
between causes Trend
and consequences

9. Present the derived

ideas through a
100 word essay or

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

other graphic
representation

Chapter II: Understanding Local Networks

Content Standard Performance Standard

 The learner draws a color-coded map of the networks of power relations

 The learner understands strategic analysis and intuitive thinking
(political, economic, cultural, and kinship ties) within a particular community

LEARNING LEARNING CORE VALUES LEARNING EVALUATION TIMEFRAME/ INSTRUCTIONAL

REFERENCE(s)
OBJECTIVES CONTENT ACTIVITIES STRATEGIES ALLOCATION MATERIALS

1. Define Strategic Topic: Question-

Analysis and Understanding Excellence Discussion Trends,
Intuitive Thinking Local Networks -Students can Networks, and
Critical Thinking Music Speaker
2. Explain Strategic perform Think/Pair/ in the 21st LCD Projector
Analysis and Sub-topics: Strategic Share Century by: Printed Hand-
Intuitive Thinking analysis and
Recitations outs and
3. Attain Facility in Intuitive thinking. Gladys P.
Strategic Analysis  Strategi Question-
Activities Mangiduyos,pp. Pictures
4. Use intuitive c Stewardship Discussion 25-84
thinking in dealing Analysi -through Quiz Manila Paper
with varied s strategic Elizabeth T.
Urgel,pp. 24-54 and Cartolina
activities analysis and Task 2: Color-coded
5. Differentiate key  Intuitive intuitive thinking, map of the networks of Board Marker
components in Thinking one can take power relations within a and Eraser
strategic analysis care of beneficial particular community
and intuitive local networks.
thinking
6. Examine how the

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

map of social
networks can be
used to introduce
creative solutions
to a particular
problem in a
community using
intuitive thinking

Chapter III: Global Networks

Content Standard Performance Standard
 The learner locates on a map the different geographical origins of the various
components/elements of an industrial/technological/agricultural product and writes a reflection
 The learner understands the components, operations, effects, and networks of essay on the insights gathered from the exercise
globalization in his/her daily life
 The learner locates on a map the workplaces of the OFWs in their community and writes a
reflection paper on the effects of labor migration to their community

LEARNING LEARNING CORE VALUES LEARNING EVALUATION TIMEFRAME/ INSTRUCTIONAL

REFERENCE(s)
OBJECTIVES CONTENT ACTIVITIES STRATEGIES ALLOCATION MATERIALS

1. Give examples of Topic: Global Excellence Recitations Music Speaker

various activities in Networks -Student’s Pictograph Trends,
LCD Projector
one’s daily life that understanding Activities Networks, and
Critical Thinking Printed Hand-
show the concrete and reflection Question and Quiz in the 21st outs and
effects of about Answer Pairs Century by: Pictures
globalization Globalization. Task 3: Write reflection
Subtopics: Manila Paper
Charting essays on the insights Gladys P.
2. Explain the Solidarity generated from the Mangiduyos,pp. and Cartolina
comprehensive -Globalization is maps (or think of other 171-200
in itself a
Think/Pair/Share
effects of alternative task see Board Marker and
globalization  Labor solidarity to the DIWA SHS Series Elizabeth T. Eraser
world. p.115 and 116). Urgel,pp. 55-89
3. Show the  Migrati
interconnectedness on
of peoples and
nations

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

4. Explain and
demonstrate the
benefits of
collaboration and
cooperation

5. Identify and discuss

the different
contributions of the
parts to a whole

6. Stress the
important role of
the creative
imagination in
putting together the
various parts of a
whole

7. Create a map to
show the origins of
the different
component s of a
gadget, business
enterprise,
industrial/technolog
ical/agricultural
product, etc.

8. Write a reflection
essay on the
insights generated
from the map.
Chapter IV: Planetary Networks; Climate Change

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

Content Standard Performance Standard

 The learner
1) analyzes how production and consumption habits contribute to the problem of climate change
 The learner understands the consequences of personal and local action to
and explain why
global and planetary climate change 2) writes a resolution that you can share with your friends about how you can personally
contribute towards solving the problem of climate change

LEARNING LEARNING CORE VALUES LEARNING EVALUATION TIMEFRAME/ INSTRUCTIONAL

REFERENCE(s)
OBJECTIVES CONTENT ACTIVITIES STRATEGIES ALLOCATION MATERIALS

Topic:
1. List activities that Planetary
exemplify care for Networks:
the environment Climate Change
2. Explain the effects Two Column Recitations
Method Trends, Music Speaker
of consumption and Sub-topics: Networks, and
production patterns Excellence Activities
Student Summary Critical Thinking
that contribute to  The -understands the in the 21st LCD Projector
Quiz
the problem of effects reason for the Century by:
climate change of emergence of Printed Hand-outs
Task 4: Panel
3. Explain and Consum environmental Gladys P. and Pictures
discussion or video Mangiduyos,pp.
illustrate personal ption care.
presentation on 216-258
contributions that and Manila Paper and
specific production Cartolina
can actually solve Producti
and consumption Elizabeth T.
the problem of on Stewardship
issue (no groups Urgel,pp. 90-119 Board Marker and
climate change patterns -Can serve as
should have same Eraser
4. Make a stand on to caretaker and
issue) that
how the Climate preserver of the
contributes to the
consequences of Change environment.
problem of climate
one’s action affect Move to do
change and propose
the lives of others  The something for
in the panel
and the effects the environment.
discussion or video
environment of
presentation a
Climate
resolution of your
Change Solidarity
group.
-Being in
 Steps to communion with
Culminating Activity:

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

address the Environment. (group video but

the Treats the each speaks
problem environment as personally) Discuss
s of an end and with demonstrate and
Climate Dignity. examine the
Change relationship between
network and trends
and how it affects
you or see DIWA
SHS Series p.118.

2ND/4TH Quarter: Critical Thinking in the 21st Century

Chapter V: Democratic Interventions

Content Standard Performance Standard

 using any form of oral presentation, The learner explains creatively the ill effects of undemocratic
 The learner understands the meaning and dimensions of democracy. practices related to factors such as gender biases, poverty, political marginalization, racial inequality,
cultural domination, crisis of representation and politics of recognition.
INSTRUCTIO
LEARNING LEARNING CORE LEARNING EVALUATION STRATEGIES TIMEFRAME/
REFERENCE(s) NAL
OBJECTIVES CONTENT VALUES
ACTIVITIES ALLOCATION
MATERIALS
1. Identify Topic: Democratic Brainstorming
preferred Interventions Trends, Networks, Music
Democratic Interactive and Critical
Recitations Thinking in the 21st Speaker
practices Excellence Discussion
2. Explain and -understands Century by:
Activities LCD Projector
analyze the the need to
Gladys P.
reason for democratic Quiz
Question and Mangiduyos,pp.
their interventions Printed Hand-
answer Pairs 202-214
preferences outs and
Task 5: Oral presentation on
3. Illustrate the Pictures
their Photo essay contest Elizabeth T.
benefits of Stewardship (see DIWA SHS Series Urgel,pp. 125-158
Manila Paper
democratic -To be p.212) and Cartolina
participation stewards of
4. Explain the democracy Board Marker

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

importance and Eraser

of
participation Solidarity
in -In solidarity
democracy with others’
5. Distinguish/ situation
differentiate through
participatory democratic
from interventions
representati
ve
democracy
6. Generate
the criteria
to assess
prevailing
political and
social
institutions
7. Conceptuali
ze
/formulate
what can be
a viable
alternative
to
undemocrati
c practices.
Chapter VI: Information Communication Technology

Content Standard Performance Standard

 The learner understands how ICT enslaves, emancipates, and  The learner organizes and mobilizes an event that deals with a significant global issue,
empowers individuals using ICT

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

INSTRUCTIO
LEARNING LEARNING CORE LEARNING EVALUATION STRATEGIES TIMEFRAME/
REFERENCE(s) NAL
OBJECTIVES CONTENT VALUES
ACTIVITIES ALLOCATION
MATERIALS
1. Identify Topic: Information Music
dimensions Communication Video Analysis Speaker
of Technology Trends, Networks,
technology Excellence Recitations and Critical
Discussion Thinking in the 21st LCD Projector
that are -understands
Activities Century by:
enabling the right way of Pictograph
and not using ICT. Printed Hand-
Quiz Gladys P. outs and
inhibiting Mangiduyos,pp. Pictures
2. Discuss the Task 6: Youtube Posting 158-168
benefits of Solidarity Manila Paper
technology -solidarity is Elizabeth T. and Cartolina
3. Utilize attained Urgel,pp. 159-179
technology through ICT Board Marker
effectively where long and Eraser
rather than distance and
be enslaved longer time no
by it longer exist.
4. Identify the
weakest link
in a system Stewardship
using -be stewards to
strategic technology, not
and intuitive vice versa
thinking
5. Explain how
information
communicat
ion
technology
can facilitate
social
relationship
s and
political

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

movements
(occupy
movements)
6. Make or
propose a
creative
intervention
to improve
human life

Chapter VII: Neural and Social Networks

Content Standard Performance Standard

 The learner creates a social map that traces the various roles that students play in the
 The learner understands the parallelism between neural and social
networks
community (family members, community leader, etc.) and rank the significance of the
roles played within the community
INSTRUCTIO
LEARNING LEARNING CORE LEARNING EVALUATION STRATEGIES TIMEFRAME/
REFERENCE(s) NAL
OBJECTIVES CONTENT VALUES
ACTIVITIES ALLOCATION
MATERIALS
1. Identify Topic: Neural and Brainstorming Music
connections Social Networks Trends, Networks,
Speaker
, Recitations and Critical
Interactive Thinking in the 21st
relationship, Discussion Activities Century by: LCD Projector
and Sub-topics:
networks Quiz Gladys P.
2. Illustrate  Connection Printed Hand-
Mangiduyos,pp. outs and
how the s, Task 7: Social map of student’s 118-156 Pictures
brain or Relationshi Excellence role in community and the
neural ps and -Understands rankings according to Elizabeth T. Manila Paper
network Networks himself and significance Urgel,pp. 180-214 and Cartolina
works others
3. Compare  The Neural Board Marker
the neural and Social and Eraser
networks Networks Stewardship

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 GRADE 12 HUMSS Syllabus-TRENDS, NETWORKS AND CRITICAL THINKING IN THE 21 ST CENTURY

with social
networks
4. Establish
linkage
between
self and the
social
network one
belongs to
5. Demonstrat
e how
thinking
processes
are shaped
-Takes care
by social
and preserve
relationship
good Culminating activity: Make a
s
relationships Magazine featuring the
6. Identify the
trends, networks and critical
significant thinking of the 21st century
social roles (All classes in this subject)
Solidarity
students
-relates with
play within
others nicely
the
community
by creating
a social
map of their
relationship
s
7. Rank the
roles in the
community
in terms of
significance
and explain
why

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