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DAILY LESSON LOG Teacher HUMSS CLASS D GROUP Learning Area Philippine Politics and
1
Governance
Teaching Dates and WEEK 1 (DAY 1- Quarter 1 st or 4 th Quarter
4)
Time
WEEK 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.
B. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.
C. Learning Articulate the definition Explore the connection between Recognize the Students differentiate government
Competencies/Objectives of politics. the phenomenon (politics) and value of politics. from governance.
Write the LC code for each and the method of inquiry (Political HUMSS_PG12-Ia-4 HUMSS_PG12-Ia-5
Differentiate the various Science)
views on politics.
HUMSS_PG12-Ia1 HUMSS_PG12-Ia-3
HUMSS_PG12-Ia2
1.1 The meaning of politics.
II. CONTENT 1.1 The connection between 1.1 The value of Politics. 1.1 The difference between
1.2 Various views on Politics and Political Science. governance and government.
politics
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Philippines Politics and Philippines Politics and Philippines Politics and Governance by:
Governance by: Rhene Governance by: Rhene Tabajen and Rhene Tabajen and Erlinda Pulma pp. 4-
Tabajen and Erlinda Pulma, Erlinda Pulma, pp: 3 5
pp: 1-3
https://www.youtube.com/watch?v=j http://youtube/ukqBly7AZSc
QK0Xbfel-M
IV. PROCEDURES
Answer: DEBATE
Answer: POLITICS
picture?
2. What does the picture
depict?
.
C. Presenting (5 minutes) (10 minutes) ( 5 minutes ) (10 minutes)
examples/instances of the Semantic Web Map Present a video clip that discusses A WORLD WITHOUT GRAFFITI .Each group will be asked to
new lesson Ask the students to give political science POLITICS: write significant words that will describe
words associated to the word “ The student will engage the video they saw on the cut-out paper
Politics”. Ask: themselves with an analysis of and stick it to the wall.
Why do you think we study politics? different scenario in different
What are the differences and the type of organization where in the
connection between politics and student can see the value of
Political Science? politics.
1. Barangay
2. Classroom
3. Family
4. Work Colleagues
5. Peer (Barkadahan)
- relative (varying)
- everyone is involved
VI. REFLECTION
The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and
A. Content Standards globalization
B. Performance The learners shall be able to clearly identify a specific political phenomenon and how it can be studied
Standards
1. Learning Competencies/ Identify the basic tenets of major political ideologies (i.e., Differentiate the political ideologies
Objectives liberalism, socialism, conservatism, etc.)
HUMSS_PG12-Ib-c-6 HUMSS_PG12-Ib-c-6
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning https://m.youtube.com/watch?v=vz- http”//www.people-
Resources szuwRgAE press.org/quiz/political-
typology/
Politics Without Borders” by Politics Without Borders” by Mendoza
Politics Without Borders” by Politics Without Borders” and Melegrito, pages 24- 36
Mendoza and Melegrito, pages 24- by Mendoza and Mendoza and Melegrito, pages 24-
36 Melegrito, pages 24- 36 36
IV. PROCEDURES
G. Finding practical Ask : Ask: (5 minutes) Write a short biography to share with
applications of How would each The teacher will enumerate the class that addresses this guiding
concepts and skills in 1. Compare the ideologies of ideology answer a different known organizations and question:
daily living your mother and father. question the students will identify on what
2. 2. Given such experience political ideology/ ideologies they 1. Why is this individual a great
from your parents, who “Political ideology Is the belong. leader?
among them are you in state a means to an end, 2. How is his/her political belief
favor? Why? or is the state the end in Example: linked to the Philippine
itself?” 1. National Democratic Front (NDF) politics?
-1973
2. Malayang Kilusan ng Bagong
Kababaihan (MAKIBAKA)-
Socialism
3. Opus Dei (Work of God)-
conservatism Rodrigo Duterte
4. Philosophical Association of the
Philippines- liberalism
Ask: Which political ideology best
I. Evaluating learning Fill in the blanks: Answer the following: Think about it! Answer the following:
1. ______________ is a 1. It is a systematic 1. Sees the state as the neutral
political philosophy that body of “Ideologies gives us the picture of arbiter – liberalism
tends to support the status concepts the existing reality, answering “what 2. Has contrasting views of the
quo and advocates change especially about is wrong, what went wrong and state – socialism
only in moderation. human life or why” 3. Rejects the state outright –
2. ______________ is an culture? anarchism
economic, social, and Ideology Students will write their answer in 4. Has contrasting view of the
political system seeking 2. Set of related ½ sheet of yellow paper. state – socialism
government ownership of beliefs about 5. Sees the state as the supreme
the means production and political theory ethical ideal - fascism
services directed by a and policy
process of scientific Political ideology
administration and 3. In your own
universal assent. understanding
3. ___________ is derived what is the
from the italian word fasces importance of
which means a bundle of political
rods with an axe blade ideology?
protruding that signified the
authority of magistrates in
imperial Rome.
4. _____________ is derived
from the latin word femina
meaning women or female.
5. _____________ is an
economic and political
doctrine advocating
governmental ownership
and direction of production
and services.
J. Additional activities Assignment: Assignment:
for application or
remediation Group Dynamics: Role- Group Dynamics: Interview
playing Interview a politician in your
Group the students into community regarding their advocacy
two, decide a scenario and belief. Based on his/her advocacy
and let them pick one and belief, identify the kind of ideology
political ideology and be that he/she believes in.
the basis for a role play.
V. REMARKS
VI. REFLECTION
A. Content Standards The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.
B. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can be
studied.
2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism,
conservatism, etc.)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Politics without Borders (Phoenix Publishing House) by Mendoza and Melegrito pages 24- 36
Philippine Politics and Governance by Renan Ramos pages 16-35
IV. PROCEDURES
H. Making generalizations and The political ideology Political ideologies There are ideas that Political ideologies affect
abstractions about the lesson and the configuration of mirror the configurations have a direct impact on our daily lives as Filipino
a political community of a political how we try to manage citizens.
are related. organization/community. ourselves as a political
community.
I. Evaluating learning (5mins.) The dramatization and (25 mins.) (40 mins.)
the reflection paper
ESSAY QUESTION: serves as the WRITTEN TASK PERFORMANCE TASK
1. Choose one political assessment of learning Facilitation of a test with Poster Making: The
group in the country and for the day. at least 25 points. students will be grouped
discuss how their (Definition of Terms, according to the
ideology influences their Modified True or False, ideologies. Their task is
actions or advocacies. Essay). to create a poster in a
1/4 illustration board
Rationalizations will be showing the assigned
discussed right after. ideology impacts our
present society if
followed. Outputs will be
presented and explained
right after and will be
evaluated by their peers
and teacher with the use
of a rubric.
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Unit Test No.1
Second Semester SY 2017-2018
I.Fill in the blanks with the correct answer. Choose the letter of your answers from the box. All answers should be in capital letters. No erasures.
__________ 1. Is the exercise of power, the science of government, the making of collective decisions, the allocations of scarce resources and the practice of
deception and manipulation.
__________ 2. This term was conceived in 1796 by French Philosopher Destutt de Tracy to refer to new science that endeavored to uncover origins of conscious
thought and ideas.
__________ 3. It is the belief in the supreme importance of the individual over any social group or collective body.
__________ 4. Is a movement that stands for outmoded, repressive social and political conditions rejecting democracy, repudiates constitutionalism and stresses
that all values arise from the state against which individual has no rights.
__________ 5. Is an ideology focusing on the idea that environment is endangered and must be preserved through regulation and lifestyle changes.
__________ 6. Is the term generally used to describe the formal institutions through which a group of people is ruled or governed.
__________ 7. It refers to those whom the state is obliged to protect and provide services.
__________ 8. An ideology that is based on the belief that government and laws are not necessary.
__________ 9. A central tenet of socialism that is the belief in the capacity of human beings for collective action.
__________ 10. An ideology that stands in opposition to capitalism and proposes an alternative which is more humane and equitable.
III . Classify the following Ideologies with their Perspectives stated on each item by writing A for Anarchism, S for Socialism, L for Liberalism, C for
Conservatism and F for Fascism.
__________ 11. As the state is inherently evil and oppressive, all states have the same essential character.
__________ 12. This ideology has contrasting views of the state.
__________ 13. It rejects the state outright, believing it to an unnecessary evil.
__________ 14. Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order.
__________ 15. Links the state to the need to provide authority and discipline ad to protect society from chaos and disorder, hence their traditional preference
for a strong state.
__________ 16. An ideology that sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of the national community, hence their belief
in totalitarianism.
__________ 17. This kind of ideology links the state to the need to provide authority and discipline and to protect society from chaos and disorder.
__________ 18. An ideology that saw the state more as a vessel that contains, or tool that serves, the race or nation.
__________ 19. Regard the state as an embodiment of the common good and thus approve of interventionism in either its social-democratic or state
collectivist form.
__________ 20. This ideology stressed the link between the state and the class system, seeing it either as an instrument of class rule or as a means of
ameliorating class tensions.
20-25 – How does political ideology shape the condition of the political community? Is the current state of the Philippines reflective of the role of political ideology in
shaping the way of life of Filipinos? Explain your answers?
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 2 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 4 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DATE DAY 1 DAY 2 DAY 3 DAY 4
PARTS
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and competencies.
I. OBJECTIVES
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of…
politics and political science, governance, political ideologies, power, states, nations, and globalization
B. Performance Standards The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
C. Learning Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
define power recognize the nature, dimensions, types, analyze the nature, dimensions, types, assess how power is exercised in different
Competencies/Objectives
and consequences of power. and consequences of power. situations
Write the LC code for each HUMSS_PG12-Id-11 HUMSS_PG12-Id-12 HUMSS_PG12-Id-13 HUMSS_PG12-Id-14
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Power: Nature, Dimensions, Types and Consequences
List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Book: Book: Book: Book:
Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B. Pulma, pp. Rhene C. Tabajen and Erlinda B. Pulma, Rhene C. Tabajen and Erlinda B.Pulma, Rhene C. Tabajen and Erlinda B. Pulma,
23-30. pp. 23-30. pp. 23-30. pp. 23-30.
B. Other Learning Resources Video Clips: Video Clip: Video Clip:
The teachers shows pictures of prominent Ask students about the significant details Ask students to present the pictures of Procedure: Two students will represent of
world leaders. learned from the previous topics. different powerful personalities. their group. One of them will ask a
B. Establishing a purpose for question according to the topic that has
Ask: What do these have in common? How been discussed about power. If the student
the lesson
they differ from this commonality? Why?
(A ball shall be passed while the music answered incorrect, his/her group will sing
theme for the movie Power Rangers is three lines of Nationalistic song with action.
Group Work: Jumbled Letters (Power) played. When the music stops, the If the answer is correct they will receive a
students who holds the ball shall give his Hep, Hep, Hurray Clap.
Divide students into 3 groups. Each group insights from the previous topics.)
will choose 5 representatives to rearrange
the jumbled letters in 1 minute.
(10 minutes) (5 minutes) (10 minutes) (5 minutes)
Group Work: Concept Group Work: 4 Pics One Word Class Activity: Class Activity: Video Clip Analysis
Mapping
Concept to map: What is power? Present activity about the nature, Discuss on the power of the personalities Present an actual footage or a video clip
(Based from the processing of the group dimensions, types, and consequences of discussed by the students. If possible, downloaded from the social website
powers encourage the class to give comments to (YouTube) which portrays the application
concept maps of ‘power’, the KWL chart will ensure student-to-student interaction. of power in leading and influencing people
C. Presenting be filled initially.) (People Power 1986)
examples/instances of the new Know Want Learn Encourage the students to evaluate the
lesson video clip.
concept of POWER?
Page 2 of 5
(15 minutes) (15 minutes) (10 minutes) (10 minutes)
Group Work: Making Sense Group Work: Small Group Discussion Class Activity: Filtering Group Work: VideoChikahan
The students will brainstorm on a definition Discuss the nature, dimensions, types Present a digested political article about Let the students discuss by themselves the
of POWER. and consequences of power by giving the nature, dimensions, types, and video clip, which portrays the application of
reading text to each group. Guide consequences of power power in leading and influencing people.
Guide Questions: questions must be provided. Let the students criticize the article After group discussion, the leader of each
• Is power always positive? Each group will be given time to present presented and gather their ideas or group will sum up their discussion in front
D. Discussing new concepts negative? both? opinions. of the class.
and practicing new skills #1 • What is the purpose of power? their work. Encourage them to filter the substance of
power based on the article. Guide questions:
• What is the main content of the
video?
• What do you think is the most
significant part in the video?
• What power projected in the video
clip?
• How can power exercise in
different situations?
(5 minutes) (5 minutes) (10 minutes) (10 minutes)
Group Work: Likes and dislikes Group Work: Affirming Class Activity: Group Work:
Ask the students to define power according Three Dimensions of Power: Let the class perform an analytical and Have the class identify situations in their
to their own understanding. The channels of power are the way in critical discussion about the nature, locality where officials have applied their
which power is enacted. They can dimensions, types, and consequences of power. Let them evaluate the use of their
E. Discussing new concepts (Critique of the definition of each group perhaps more readily be remembered as power based on the articles, which are to power. Each of the group will present their
should follow after every group has 'head, hands and heart'. be utilized. work.
and practicing new skills #2 presented. If possible each group will have a • Physical power
group to critique) • Informational power
• Emotional power
Types of Power:
• Coercive Power
• Reward Power
• Legitimate Power
• Expert Power
Page 3 of 5
(10 minutes) (5 minutes) (5 minutes) (10 minutes)
Group Work: Hugot/ Pick-up Lines Group Work: After the Image Individual Work: Short Essay Group Work: Slogan Writing
Have each group arrive at a ‘hugot line’ or Present images of different leaders in the Ask: Create a short essay presenting and Let the students create a short slogan
F. Developing mastery (leads to ‘pick up line’ about the concept of POWER. society. Let the students recognize the discussing the facts and their critical about the use of power.
Formative Assessment 3 They should present these in front. dimension and types of power from the analysis on the nature, dimensions,
images presented. types, and consequences of power.
• Supreme Student Government
• Teacher
• Bato dela Rosa
• Rodrigo Duterte
(3 minutes) (10 minutes) (2 minutes) (5 minutes)
Class Activity: If given the chance Group Work: Group students and make Class Activity Class Activity
H. Making generalizations and Ask: We have many different definition of Create a one-liner statement which will Ask: In every decision we make there is Let the students draw an image or an
abstractions about the lesson sum up the significant facts of the lesson
power. Based on the given definition what is always a negative and positive effect. We illustration representing application of
the best definition of power for you? Why? (5 minutes) have to think wisely before we come up power in leading and influencing people in
to our decision. his/her community and in a broader sense,
nation.
(5 minutes) (5 minutes) (5 minutes) (3 minutes)
Individual Work:3-2-1 Individual Work: FBpost Individual Work: Hugot Line Individual Work: Short Quiz
I. Evaluating learning Let the students fill the 3-2-1 chart: Make a statement or a saying regarding Ask: What do you think is the most Give a 10-item quiz about the week’s topic
3 things learned the types and consequences of power significant lesson you get from our
2 most important facts still in mind which you can post in your Facebook discussion?
1 question remains in mind wall. Cite one HUGOT LINE to describe your
learning.
Page 4 of 5
J. Additional activities for Assignment: Research
Bring pictures of different powerful
application or remediation personalities.
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them
VI. REFLECTION relevant questions.
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Page 5 of 5
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 2 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 5 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DATE DAY 1 DAY 2 DAY 3 DAY 4
PARTS
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and competencies.
I. OBJECTIVES
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of…
politics and political science, governance, political ideologies, power, states, nations, and globalization
B. Performance Standards The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
C. Learning Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
define nation and state differentiate nation from state explain meanings of globalization evaluate how globalization influences
Competencies/Objectives
nation-states
Write the LC code for each HUMSS_PG12-Ie-15 HUMSS_PG12-Ie-16 HUMSS_PG12-Ie-17 HUMSS_PG12-Ie-18
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT States, Nations, and Globalization States, Nations, and Globalization
• The State as Different from the Nation as a Political Concept • Globalization as a Context of Relations Among Nation-States
List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
III. LEARNING RESOURCES
A. References
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Book: Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 39-
39 40
Difference Versus Nation and State: What is Globalization?
B. Other Learning Resources https://www.youtube.com/watch?v=hyt_oM6cLtA https://www.youtube.com/watch?v=xPD477FuqtY
Nations, States, and Nation States Is Globalization Good or Bad?
https://www.youtube.com/watch?v=sa-41DBGHfw&t=3s https://www.youtube.com/watch?v=8sSNyXEShqI
State vs. Nation Globalization Pros and Cons:
https://www.youtube.com/watch?v=rPwf3qOFV7w https://www.youtube.com/watch?v=cVPwmpu3HAE
Elements of A State: The Cost of Globalization:
Page 1 of
9
https://www.youtube.com/watch?v=_lT0Tkpq6Kk&t=15s https://www.youtube.com/watch?v=v0CdoXp8x44
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
(5 minutes) (3 minutes) (5 minutes) (2 minutes)
Review: Ask the following. Review: Ask the following. Review: SONA (State or Nation, Review: Making Sense
(Catapult from these responses that a things they have, particularly looking at
the labels and listing the countries where
country is a meaningful entity)
those things were made.
Ask the following:
Page 2 of 9
• How do you find the discovery
of the things being used by your
pair? Speak your thoughts. No
holds barred. Do you find
him/her nationalistic or not? DO
you find him/her out of fad or
not? etc.
• How do we usually call the
things we buy in our country?
How do you understood it?
Why?
• How about those people buying
imported products? How do we
regard them? Why?
(7 minutes) (5 minutes) (5 minutes) (5 minutes)
Class Activity: WordHUNT/WordSMITH Class Activity: Making Class Activity: LaraONE Class Activity: Video Analysis
Sense/Initializing…
Have the class coin the terms NATION and Have the students find the oneness Play a short video about globalization.
STATE to which the term ‘country’ is Ask the following processing questions between the images below. (Make sure that such video will show pros
seemingly synonymous. regarding the students’ acrostics. and cons about it.)
• What are the noticeable Processing:
(It could be thru jumbled letters or in the form differences mentioned in the
of a game where letters are to be provided to acrostics? • What is the video about?
students grouped into two and race towards • How is nation different from • What does it try to tell us?
coining the terms in a given time limit) state?
C. Presenting • How is nation related with state?
examples/instances of the new (The teacher accepts answers and writes
lesson
them under the “Know” column of the
KWL chart.)
Ask: What questions about the difference
between a nation and a state you have in (By this time, the students could already
mind? (Put their responses in the “Want” easily grasp the next point of the lesson,
column. which is to coin the word
GLOBALIZATION from jumbled letters.)
Know Want Learn
Ask the students now; what concepts
they can associate with the term
Globalization . (They should organize the
Page 3 of 9
responses in a concept map)
Definitions Video: Nation versus State Distribute copies of meanings of (The teacher ensures that the presentation
Display the definitions of the terms STATE globalization to each group. They will is able to clarify to the learners that
and NATION. Guide Questions: brainstorm on the meaning and highlight globalization has its pros and cons
• What are the underlying its keywords/s. (The teacher should because these will serve as springboards
Lead the class in identifying the key characteristics distinguishing ensure that such highlighted keyword be in identifying its influences to a nation-state
concepts underlying these definitions. state from nation? Write key written on the board or in meta-cards such as the Philippines)
D. Discussing new concepts (Discuss this key concepts) concepts (significant terms). posted on the board so that synthesis of
• Can nation be state, vice versa? the given meanings interpreted by each Have the students Identify current issues in
and practicing new skills #1 Guide Question group will be facilitated smoothly.) the country, which has reached global
• Which do you think between a attention. For example, the war on drugs.
nation and a state is cultural? The students write these on meta-cards
political? functional? legal? and classify them by posting on the board
psychological? Why? on the appropriate column.
(The teacher should have pictures to serve POLITICAL ECONOMIC RELIGIOUS SOCIO-
CULTURAL
as buffer in the activity particularly on the
following concepts: cultural, political,
functional, legal, and psychological.)
E. Discussing new concepts Give the students meta-cards where they Ask the following: After brainstorming, have the students
and practicing new skills #2
will write concepts from the video clips • What is common among the complete the following graphic organizer.
regarding the differences and similarities given meanings? Why?
of a nation and a state. Organize the • How would you define
Page 4 of 9
concepts in a w-diagram. globalization based on the
following concepts?
ISSUE GLOBALIZATION
(The teacher guides the class in arriving INFLUENCE
Boon Bane
at the following synthesizing definition of (Pros) (Cons)
globalization) Group 1. Political
Globalization is a process of forging Group 2. Economic
international political, economic, Group 3. Religious
religious, and socio-cultural Group 4. Socio-Cultural
Processing Questions: interconnections.
• What makes a nation different
from a state?
• How do these two
concepts relate?
(Students have to identify concepts related (At this point, the teacher guides the
to state and nation. They will have to give students in distinguishing between a
their own definition of the concepts and later nation and a state. Discuss the elements
be associated with the definition of of a state that distinguishes it from a
authorities as already discussed.) nation.)
Video: Elements of a State
pictures shown to them. as a nation and as a state using the T- globalization works in Philippine context Ask the following:
diagram. in terms of:
THE PHILIPPINES • Political • Which of the issues influenced by
F. Developing mastery (leads to as a Nation as a State • Economic globalization strike you the most?
Formative Assessment 3 • Religious; and Why?
• Socio-cultural interconnections • How would you describe
globalization’s influences to the
Take note: Students can be provided with country in general?
newspapers and consider articles related
to the mentioned aspects. Relate this to
S O V E R E I G N T Y the class for simple discussion.)
Page 5 of 9
P E O P L E
G O V E R N M E N T
T E R R I T O R Y
Page 6 of 9
I N T E R N A T I O N A L
R E C O G N I T I O N
(After the activity, the teacher will point out
the definition of nation and state contribute in Members shall discuss and come up with Have the students write a group #GoLocal?
your well-being as a student?
what benefits do people get for being statement of going global. Let them post
members of a nation/ a state. their work on the board for the whole Have the students contemplate on their
G. Finding practical applications class to see. Give each student a like previous statement about going global and
of concepts and skills in daily and a dislike icon and post it to the present them the concept of going local?
living statements of their choice. Let them rewrite their work on the board
Processing Question: and post likes and dislikes icon.
Ask: What significant learning have you Class Activity: Interpret the Group Work: ContraDICTIONARY Ask the following:
had about the lesson? following image/diagram. • How can we benefit from
Each group conceives a consensual globalization?
H. Making generalizations and Ask: What does the following diagram tell
Possible Statements: definition of globalization based on their • How can we be harmed by
abstractions about the lesson
• State and Nation are about our topic? understanding. Have these written on globalization?
concepts pertaining to a manila papers and posted on the board.
country. Possible Statements:
• State is political while nation (Each group gives its approval and • We can benefit from
is cultural. disapproval of another group’s globalization through trade.
definition.)
Page 7 of
9
• Globalization can cause cultural
Possible Statements: transformation.
• Globalization is the
interconnection of nation-states.
• Globalization is concerned with
the relationships of countries of
the world.
Possible Statements:
• State and Nation are two
distinct terms but interrelated
concept.s
• The concept of state
encompasses the concept
of nation.
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
Individual Work: Give a short quiz (5-item Class Activity: Have the class go back Individual Work: Explain the concept of Individual Work. Evaluate the influences
True or False) about the concepts to the KWL Chart and complete the globalization. of globalization to the Philippines. (The
discussed. “Learn” column. students can focus on one issue.)
• A nation is political in nature.
• A nation is a community of people. Know Want Learn
• A state is cultural in nature.
• A state relates with the concept of
government.
• A nation is bounded by a common Ask: What makes a state? How is nation
interest.
different or related with the concept of
I. Evaluating learning Answer Key: state?
• False Rubric
• True
• False
• True
• True
Page 8 of 9
Agreed Group Work: Word Play Optional Research Work: Identify Optional Individual Work: Can I live Optional Individual Work: “Wordle”
countries, which are not yet recognized without China? (Doodle with Word/s)
The class is divided into 5 groups. Each as “states”. Learn about their status
group will prepare acrostics of the terms: specifically on how it affects the lives of Challenge the learners to answer the Agree with the students in making a
nation and state. their people. following question: Can I live without ‘wordle’ about globalization.
China?
J. Additional activities for • 1st 2 groups- NATION The students have to list all things made
application or remediation • 2nd 2 2 groups-STATE
• Last group-NATION-STATE in China in their house and be able to
refrain from using them for a week. The
(The teacher reminds the students that the students have to journal their
acrostics should connect to the concepts of experiences and be able to write a final
Nation and a State.) reaction about their experience.
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them
VI. REFLECTION relevant questions.
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Page 9 of 9
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 6 (Day 1-Day 4) Quarter 1st or 3rd Quarter
A. References
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Politics and Governance by Costales et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jhengrayn/political_development_of_the_philippine_government
B. Other Learning Resources https://m.youtube.com/watch?v=kadHPMr3_FK
https://youtu.be/FWYQJbhzwiMww.casebriefs.com/bog/law/constitutional-law/outline-constitutional-law-/separation-of-powers
http://www.slideshare.net/mobile/jhonilbajado/the-phil-government-in-transiton2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
B. Establishing a purpose for The teacher will show pictures of the following? The students will be shown a video clip about Government to the Present Government.
Spanish Colonization and would be asked 1. Pre-colonial government
the lesson
1. Picture of a Datu their reactions about the video 2. Spanish Government
2. Trial by Ordeal 3. American Government
3. Gavel 4. Present System
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
C. Presenting The students will now tell something about the When the Spaniards colonized us, what What is the difference between the Spanish Hugot Lines/ (Pick-up or hugot lines) about
pictures they saw. changes did they introduce in our political form of government to our present how the government evolved
examples/instances of the new
system? government?
lesson
D. Discussing new concepts BACKGROUND OF PHILIPPINE Spanish Colonization (Note : this is a two day lesson)
DEMOCRATIC
POLITICS
and practicing new skills #1
1. Barangay Government
Page 2 of 5
E. Discussing new concepts
and practicing new skills #2
similarities/difference of our present barangay to government is still applicable in our present grouped and they will assign among significant changes have you
G. Finding practical applications the pre-colonial barangays? form of government themselves a leader and a presenter. observed?
of concepts and skills in daily “What were the effects of Spanish
living Colonization to our present form of
government”
abstractions about the lesson Philippines? change from the pre-colonial government to government into what it is right now
The government of the Philippines gradually the Spanish Colonial Government?
Page 3 of 5
evolved from the pre-colonial form (barangay) to When the Spaniards colonized the country in
our present form of government 1565, they re-organized the barangays into
tows and municipalities for easy
administration and management
1. The form of government in the pre-colonial Colonization in our present form of asked to write their comment/reaction to the The students will be asked to draw a historical
period (barangay) government? statement/s below
2. The ruler of the barangay (datu) timeline stating forth the significant events
Rubrics : 1. What were the changes that you which transpired from the Pre-Colonial Era to
I. Evaluating learning 3– 5 State the roles/powers of the Datu 1. Content = 4 pts. observed from the Spanish Colonial the present form of government.
Government to our present
3. Chief Executive 2. Organization of Thought = 4 pts. government?
3. Grammar and Presentation = 2 pts.
4. Chief Legislator Rubrics :
Rubrics :
1. Accuracy = 5 pts.
5. Chief Judge
1. Content = 4 pts 2. Organization = 5 pts.
2. Organization of thought = 4 pts. 3. Presentation = 5pts.
3. Grammar and Presentation = 2 pts.
J. Additional activities for The teacher will give an assignment on
Government During the Spanish Colonization
application or remediation
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them
VI. REFLECTION relevant questions.
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
Page 4 of 5
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Page 5 of 5
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 7 (Day 1-Day 4) Quarter 1st or 3rd Quarter
A. References
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Politics and Governance by Costale et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
B. Other Learning Resources http://www.slideshare.net/mobile/jherarayn/political_development_of_the_philippine_government
http://www.slideshare.net/mobile/jhonubajado/The_phil_government_in_transition2
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
The students will be asked to write down what
A. Reviewing previous lesson or they remember from the previous lessons:
presenting the new lesson 1. Barangay
2. Datu
Page 1 of 4
3. Guardia Civil
4. Governor-General
(10 minutes)
Game Ka Na Ba? The students will be grouped
Page 2 of 4
E. Discussing new concepts
and practicing new skills #2
( 5 minutes) (5 minutes)
What are the effects of the Spanish What made the Filipinos revolt against
Page 3 of 4
Government. (governor-general) Revolutionary Government and the other
governments
I. Evaluating learning Concept Mapping : The students will be writing governments to our present government? corresponding to the different stages of the
Philippine Government
a concept map illustrating the various effects of
Spanish Colonization
A. References
1. Teacher's Guide pages
3. Textbook pages
presenting the new lesson teacher will be asking some students to have a 1. Appointing Power The students will be shown a timeline of
short recap of the previous lesson and at the
same time, ask their idea of the Presidential form 2. Borrowing Power Contemporary Presidents from Joseph
Page 1 of 5
of government 3. Control Power Estrada down to Rodrigo Roa Duterte.
4. Military Power
5. Veto Power
(The teacher will ask the students if they have an (Powers of the President)
existing idea about the roles and power of the The students will be shown “taglines” and the
President)
students will tell during whose tenure as
President the tagline corresponds to.
B. Establishing a purpose for 1. “ERAP Para sa Mahirap” (Joseph
the lesson Estrada)
To K W L 2. “ Strong Republic”(Gloria Macapagal-
pic Arroyo)
3. “Daang Matuwid” (Benigno Aquino III)
4. “Oplan Tokhang” (Rodrigo Duterte)
the teacher will asked the students to answer will determine what power of the President is your own opinion, did the following presidents
what power of the President is being exercised. being shown) exercise their powers effectively or not?”
C. Presenting
examples/instances of the new
lesson
Page 2 of 5
( 15 minutes) ( 15 minutes)
Powerpoint Presentation on the : Powerpoint Presentation/Lecture-Discussion :
D. Discussing new concepts Roles and Powers of the Philippine President Programs of the ff. Presidents :
and practicing new skills #1 1. Joseph Estrada
2. Gloria Macapagal – Arroyo
3. Benigno Aquino III
4. Rodrigo Roa Duterte
Page 3 of 5
(10 minutes) (10 minutes) (10 minutes)
Dramatization Present a scene depicting a Informal Debate : Granting Emergency Data Retrieval Sheet.
power of the President Powers to the President. The student will be asked to fill-in a DRS
Write an essay on how the president can properly utilize the power given to him.( 5 minutes) Journal Entry/Reflective Essay Debate:
The students will be asked to reflect on “The Effectiveness of Dutere as a President”
Page 4 of 5
2. Organization of Thought = 4 pts. 3. Presentation = 5 pts.
3. Grammar and Presentation = 2 pts.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them
VI. REFLECTION relevant questions.
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Page 5 of 5
Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON Teacher HUMSS Class D Group 6 Learning Area Philippine Politics and Governance
LOG
Teaching Dates and Time Week 7 (day 1-4) Quarter 2nd or 4th Quarter
I. OBJECTIVES
The learners demonstrate an understanding of citizenship
A. Content
Standards
B. Performance The learners shall be able to propose a project on political engagement and youth empowerment.
Standards
C. Learning Identify issue related to Determine programs that address Asses an existing program that addresses an issue related to political engagement and youth
Competencies/ political engagement and the issues related to political empowerment .
Objectives youth empowerment. engagement and youth
Write the LC empowerment.
code for each
HUMSS_PG12-IIe-f-16 HUMSS_PG12-IIe-f-17 HUMSS_PG12-IIe-f-18
II. CONTENT 13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
III. LEARNIN
G
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials
from Learning
Resource (LR)
portal
B. Other Learning Editorial Cartoon, Data Video 1: Issues of Youth Interview questionnaire, Interview Video
Resources Retrieval https://www.youtube.com/watch?v
=UdIa9nXd6X4
Video 2: Teen-ager-:A Very Good
Short Film for Teen-agers.
https://www.youtube.com/watch?v
=hai_Vic3n9M
IV. PROCEDURES
Youth PROGRAM
Empowerment
Parish YFC
Involvement
DSWD Sagip Tambay at
Rugby Boy
Smoke Free Balanga City,
Tobacco Free
Violence Against PREDA
Women and
Children
Political PROGRAM
Engagement
School SSG
Barangay S.K.
about this.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
QUESTIONS TO BE ANSWERED:
Broken Families
The problems begin at home. Since the 1950s, the number of single parent homes has consistently increased to the point of catastrophe. Today, 14 million single parents
are responsible for 28 million children. Raising a child is difficult enough in a two parent home, especially in tough economic conditions. The situation is even direr when
there is only one parent. Economically, a single parent is likely to bring less income home. This equates to fewer opportunities for such vital necessities as education.
Trying to make ends meet also takes time – time that is spent away from children who need a parent’s guiding/influence. Absent a parent’s diligent guidance, children
become subject to higher dropout rates, higher risk of dangerous sexual behaviors and pregnancies, higher chances of drug and alcohol abuse –etc. It truly takes a village
to raise a child.
Drug/Alcohol Abuse
There was a time in cinematic history where virtually every actor/actress was portrayed on screen with a cigarette in hand. Smoking, it was implied, was cool. As a result
everyone was doing it, including kids. Well, as awareness to the danger of smoking increased, “cool” images of smoking disappeared. Unfortunately, the same can’t be
said about drugs and alcohol. These vices are staples in everyday media. Simply, drinking and using drugs is shown as being cool. The numbers bear the tale. 21% of
high school seniors say they get high and 41% of the same group report drinking alcohol. Our kids are literally moving around in an intoxicated daze. Immature behavior
is then amplified due to being under the influence. Drunk driving, poor grades and attendance, anti-social and violent behavior and the list goes on.
Violence
A child’s education is the foundation from which he or she will be able to go forth out into the world and build a life. Schools play a major role in this endeavor, and
therefore it is reasonable to expect that these places of learning would be safe havens for the children while they are preparing for adulthood. Unfortunately, this is
not always the case. In many instances, especially in low income, urban settings, schools can be a war zone. We are not talking about minor bullying, but rather
serious violence. Consider that in the last decade 284 kids were murdered due to school violence – these were shootings, stabbings, fighting and suicides. Growing up
is tough enough without having to be worried about being killed while going to math class.
Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON Teacher Learning Area
HUMSS Class D Group 6 Philippine Politics and Governance
LOG
Teaching Dates and Time Week 8 (Day 1-4) Quarter 2nd or 4th Quarter
The learners shall be able to propose a project on political engagement and youth empowerment.
B. Performance
Standards
C. Learning Conduct a research for a draft proposal on political engagement and youth empowerment
Competencies/ HUMSS _PG12-IIe-g-20
Objectives
Write the LC
code for each
13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Editorial Cartoon, Data Retrieval Video 1: Daily Routine of the Filipino High
Resources School Student
https:www.youtube.com/watch?v=50oZFfnM
EMw&feature=share
IV. PROCEDURES
(5 Mins.) (5 minutes.) (5 minutes)
A. Reviewing
previous lesson "GENIUS HAT": The students will “TELL ME…SHARE”. The students will write Recall the process and types of research
or presenting sing "TATLONG BIBE" while about his/her ‘DAILY ROUTINES’
the new lesson passing the genius hat and when
the teacher tapped the table the
song will be stopped and the one
who is wearing the genius hat will
give one word about research. (e.g.
information)
E. Discussing new
concepts and
practicing new
skills #2
F. Developing (10 mins.) (10 Minutes) (30 minutes)
mastery (leads "CONTEXTUALIZATION" “SHARE IT “ Presentation of the output
to Formative According to the group created Let the group share their chosen draft a. A Draft proposal research per group.
Assessment 3) earlier, each group will identify and proposal research about the given topic and
share issues related to research. explain it to the class.
G. Finding practical
applications of
concepts and
skills in daily
living
J. Additional ( 2 minutes)
activities for Assignment:
application or If you’re an athlete or an artist, do
remediation you still need to conduct research?
Why or why not?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
RESEARCH
➢ Is a systematic application of the scientific inquiry in order to find solutions to problems and contribute to knowledge.
IMPORTANCE RESEARCH
Characteristics of research
1. Empirical
2. Analytical
3. Systematic
4. Cyclical
5. Original
PROCESS OFRESEARCH
B. Performance The learners shall be able to explain the roles of different political institutions
Standards
C. Learning Discuss the roles and responsibilities of the Assess the performance of the Philippine Appraise the impact of Congress’s performance Articulate a position or advocacy to a Philippine
Competencies/Obje Philippine Senate and the House of Congress on Philippine development legislator through a formal correspondence
ctives Representatives HUMSS_PG12-Ii-28 HUMSS_PG12-Ii-29 HUMSS_PG12-Ii-30
Write the LC code HUMSS_PG12-Ii-27
for each
II. CONTENT The roles and responsibilities of the Philippine Senate and the House of Representatives.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
IV. PROCEDURES
Authorize limited
emergency powers for
Authorize limited emergency powers for
the president.
the president.
Appointment of public
officials.
Undertake the
projects under
the CDF
Propose,
review, and
adopt bills for
enactment into
law
Overturn a
Presidential
veto
The group will report on their work.
https://www.youtube.com/watch?v=9k
R9WOeZuZg
respectively.
24
3. The senate is composed of senators.
200
4. The Lower House is composed of ____
district representatives.
5. Approve the government _____.
6. Undertake projects under CDF.
7. Propose, review, and adopt bills forbudget
enactment into law .
8. Overturn a presidential veto with respect
to proposed legislation.
9. Allow for ______referenda.
10. Propose amendments to the
constitution.
VI. REFLECTION
B. Performance Standards The learners shall be able to explain the roles of the different political institutions.
C. Learning Competencies/Objectives Identify the role and responsibilities of the Philippine Discuss how the Judiciary exercises political Evaluate the performance of the To assess students’
Write the LC code for each Judiciary neutrality and fairness Philippine Judiciary as a dispenser performance covering
HUMSS_PG12-Ij-31 HUMSS_PG12-Ij-32 of justice and protector of competencies acquired in
constitutional safeguard to the 1st quarter.
freedom.
HUMSS_PG12-Ij-33
guide questions.
The class will be split into two
Executive groups and will be having a debate
on the following issue:
With the current campaign of
Philippine President Duterte’s War on Drugs,
Goverment
are you in favor or against the said
Judiciary Legislative
campaign? Do you think this
Campaign reflects the true nature
of justice?
What is the relationship of the 3 branches of the
President Rodrigo Duterte, Senator Leila De Lima and The students will give examples of injustices that
Chief Justice Maria Lourdes Sereno. they have experience or seen firsthand in their own
community.
What are the issues or cases that are attributed to the
personalities in the pictures shown? How do you feel about the people that have been
deprived of justice?
D. Discussing new concepts and ( 5 min ) ( 10 min )
practicing new skills #1 Lecture Discussion aided by Cornell Note-Taking Meaning of Political Neutrality
The student will be divided into 5 group with 3 members contribute to the problem of slow administration of
each. They are task to write on the manila paper their justice in the country?
ideas about the 3 scopes of judicial power following the
format given below. Expound your answer with a minimum sentence of 3
to 5 sentences.
Adjudicatory
Judicial Review
Incidental
virtue justice in your day today life? Cite at least 2-3 classroom relationships (e.g. class behavioral
example. environment like bullying, rapport, etc.). The
following issues that arise from the forum shall be
addressed by a class resolution which will be agreed
( rubrics for essay ) and approved by everyone in the class. Taking into
consideration the value of justice and neutrality while
creating the resolution.
H. Making generalizations and How does the judiciary check the other branches of the In your opinion what changes in the legal system
abstractions about the lesson government? must be initiated to improve the effectiveness and
The Judiciary settles disputes and has the power to efficiency of our judicial system.
mediate conflicts between the other branches of the One of the changes in the legal system that must be
government. initiated to improve the effectiveness and efficiency
of our judicial system is to declutter the file cases
( 5 min) that every court has, or fast track some cases that
needs to be address immediately like those pending
cases involving senior citizen.
( 5 min )
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help
me solve?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?
Prepared by:
Allan D. Salvador – Pampanga Medelyn T. Valiente – Nueva Ecija Sharon P. Alvarez - Zambales
Conrado V. Ayunon Jr. – Bulacan Nelly M. Alejandro – Nueva Ecija
Franchesca S. Valenzuela – Bulacan Pilita J. Garcia – Angeles City
Jeremy S. Patillano – Bulacan Rechelle V. Guilas – Tarlac Province
APPENDI X A
Political Typology Quiz
Title: Are You Liberal or Conservative or Somewhere in Between?
Instruction: Take the quiz below to find out at which point in the political spectrum are you more oriented to. Give yourself a score of one (1)
point if you agree, and a score of zero (0) point if you disagree with each of the statements. If you are uncertain with your answer, then choose
what comes closest to your view.
The quiz was adopted from the “Political Typology Quiz” by the Pew Research Centre but was modified to apply to the Philippine socio-
political context. The full Political Typology Quiz can be accessed online through the link http”//www.people-press.org/quiz/political-typology/. The
interpretation of scores for the quiz is not based on any known or used scale.
Score
The government must regulate business to protect public interest.
Government regulation causes more harm than good.
Most people can succeed if they work hard.
Hardwork does not guarantee success in life.
This country should do whatever it takes to protect the environment.
This country has neglected the environment.
The use of military force is the best way to defeat terrorism.
Reliance on the use of military force to defeat terrorism causes hatred that leads to more terrorism
Discrimination against women leads to injustice in society.
Women are to be blamed for their situation in society.
Business corporations in the country make too much profit.
Most business corporations in the country make a fair and reasonable amount of profit.
The government provides sufficient social services.
The government is inadequate in providing social services.
Government must intervene for population control.
Government must let couples decide on how many children they want.
The government is always underrated for its performance.
Too much power is in the hands of a few elites/oligarchy.
Power in society must be distributed fairly.
The best way to ensure peace is through military strength.
Good diplomacy is the best way to ensure peace.
One must have a religion to be moral and have good values.
Filipinos are naturally independent and hardworking.
Filipinos need government support to succeed in life.
Homosexuality should be accepted by society.
Homosexuality should be discouraged by society.
Filipinos must give up their privacy and freedom to be protected from terrorism.
Filipinos should not give up their privacy and freedom to be protected from terrorism.
Government aid to the poor does more harm than good, by making people too dependent on government assistance.
Government aid to the poor does more good than harm, because people can’t get out of poverty until their basic needs are met.
Stricter environmental laws and regulations cost too many jobs and leads to lost economic opportunities.
Stricter environmental laws and regulations are worth the cost.
Our country has made the changes needed to promote and protect the rights of members of the LGBT (lesbian, gay, bisexual, and
transsexual) community.
Our country needs to do more to promote and protect LGBT rights.
Intermarriages between Filipinos and other races are good for the society.
Intermarriages between Filipinos and other races are not good for the society.
For the purpose of the quiz, the higher your score, the more conservative you are; the lower your score, the more liberal you are. TOTAL
APPENDIX B
Working with Does more than others; is highly Does part of the work; is Could have done more of Seldom cooperative;
others/ productive; assumes leadership role cooperative; the work – has difficulty; rarely offers useful ideas;
Cooperation as necessary; and works extremely works well with others; and requires structure; directions and is disruptive
well with others. rarely argues and leadership; sometimes
argues
Focus on task Tries to keep people working Does not cause problems in Sometimes not a good team Did not do any work –
/commitment together; almost always focused on the group; focuses on the member; sometimes does not contribute; does
the task and what needs to be done; task and what needs to be focuses on the task and not work well with others;
is very self-directed; and done most of the time; what needs to be done; usually argues with
participated in all group meetings participated in most group must be prodded and teammates
meetings; and provides reminded to keep on task;
leadership when asked and participated in some
group meetings.
Communication/ Always listens to, shares with, and Usually listens to, shares Often listens to, shares with, Provided no leadership;
listening supports the efforts of others; with, and supports the and supports the efforts of often is not a good team
Information sharing provides effective feedback to other efforts of others; sometimes others; usually does most of member; does not focus
members; and relays a great deal of talks too much; provides the talking – rarely listens to on the task and what
related information. some effective feedback to others; provides little needs to be done; lets
others; and relays some feedback to others; and others do the work; and
basic related information. relays very little related participated in few or no
information group meetings
APPENDIX E
Rubric for Individual Work
Exemplary Sufficient Minimal Beginning
4 points 3 points 2 points 1 point
Self-disclosure / Student demonstrates an in-depth Student demonstrates a Student demonstrates a Student demonstrates a
Depth of reflection reflection on, and personalization of general reflection on, and minimal reflection on, and lack of reflection on, or
the theories, concepts, and/or personalization of, the personalization of, the personalization of, the
strategies presented in the course theories, concepts, and/or theories, concepts, and/or theories, concepts,
materials. Viewpoints and strategies presented in the strategies presented in the and/or strategies
interpretations are insightful and course materials. course materials. presented in the course
well supported. Clear, detailed Viewpoints and Viewpoints and materials. Viewpoints
examples from personal interpretations are interpretations are and interpretations are
experiences are provided, as supported. Appropriate unsupported or supported missing, inappropriate,
applicable. examples are provided from with flawed arguments. and/or unsupported.
personal experiences, as Examples are not provided Examples are not
applicable. or are irrelevant to the provided.
assignment.
Connection to Student makes in-depth synthesis Student goes into some Student goes into little detail Student merely identifies
outside experiences of thoughtfully selected aspects of detail explaining some explaining some specific some general ideas or
experiences related to the topic specific ideas or issues from ideas or issues from outside issues from outside
and makes clear connections outside experiences related experiences related to the experiences related to
between what is learned from to the topic and makes topic and m very few the topic.
outside experiences and the topic. general connections connections between what
between what is learned is learned from outside
from outside experiences experiences and the topic.
and the topic.
Connection to Student makes in-depth synthesis Student goes into more Student goes into little detail Student identifies some
readings of thoughtfully selected aspects of detail explaining some explaining some specific general ideas or issues
readings related to the topic and specific ideas or issues from ideas or issues from from readings related to
makes clear connections between readings related to the topic readings related to the topic the topic. Readings are
what is learned from readings and and makes general and makes general
the topic. Includes reference to at connections between what connections between what only those assigned for
least two readings other than those is learned from readings is learned from readings the topic.
assigned for class. and the topic. Includes and the topic.
reference to at least one
reading other than those
assigned for class.
Connection to class Student synthesizes, analyzes and Student synthesizes clearly Student attempts to Student has difficulty
discussions evaluates thoughtfully selected some directly appropriate synthesize some directly restating some general
aspects of ideas or issues from the ideas or issues from the appropriate ideas or issues ideas or issues from the
class discussion as they relate to class discussion as they from the class discussion as class discussion as they
this topic. relate to this topic. they relate to this topic. relate to this topic.
APPENDIX F
Rubric in Slogan Making
4 3 2 1
Craftsmanship The slogan is exceptionally The slogan is attractive in The slogan is acceptably The slogan is distractingly
attractive in terms of terms of neatness. Good attractive though it may be messy.
neatness. Well constructed construction and not very a bit messy.
and not messy. messy.
Creativity The slogan is exceptionally The slogan is creative and The slogan is creative and The slogan does not
creative. A lot of thought a good amount of thought some thought was put into reflect any degree of
and effort was used to was put into decorating it. decorating it. creativity.
make the banner.
Originality Exceptional use of new Good use of new ideas Average use of new ideas No use of new ideas and
ideas and originality to and originality to create and originality to create originality to create the
create slogan. slogan. slogan. slogan.
APPENDIX
POWER
The Meaning of Power
Sources of Power
1. Organizational Power is a power derived from a person’s position in an
organization and from control over valuable resources afforded by that
position.
➢
Reward power. It is the extent to which a leader can use extrinsic and
intrinsic rewards to control the influence other people.
➢
Coercive power. It is the degree to which a leader can deny desired
rewards or administer punishments to control other people and let
them follow his wants.
➢
Legitimate power. It is the extent to a leader can use subordinates ‘
internalized values or beliefs that the boss has a right of command
to control his subordinates’ behavior. That id legitimacy is lost,
authority will not be accepted by subordinates. It is otherwise
known as formal hierarchical authority.
➢
Information power. The leader has the access to and control of
information.This complements legitimate hierarchical power.This
could be granted to specialists and managers in the middle of the
information system. The people may protest information in order
to increase their power,
➢
Process power. The leader has full control over the methods of
production and analysis. Thereby, placing an individual in the
position of influencing how inputs are transformed int outputs as
well as managing the analytical process used to make choices.
➢
Representative power. The legal right conferred to speak by the
firm as a representative of a potentially significant group composed
of individuals from departments or outside the firm. Helps complex
organizations deal with a variety of constituents.
2. Individual Power or personal power is a power derived from personal
characteristics that are of value to the organization.
➢
Expert power
The ability to control another person’s behavior through the
possession of knowledge , experience, or judgement that
the other person needs but not have.
Is relative, not absolute.
➢
Rational persuasion
The ability to control another person’s behavior by
convincing the ther person of a desirability of a goal and a
reasonable way of achieving it.
Much of a supervisor’s daily activity involves rational persuasion.
➢
Referent power
The ability to control another behavior because the persons
wants to identify with the power source.
Can be enhanced by linking to morality and ethics and long term
vision.
Symbols of Power
A. Kanter’s Symbols of Power
The primary characteristic of Kanter’s seven symbols of power
is that they provide an ability to aid or assist another person. .Her
symbols are active and other-directed. The symbols are:
➢
Ways to expand power (Shermerhorn, 2003)
Clearly define roles and responsibilities
Provide opportunities for creative problem solving coupled with the
discretion to act.
Emphasize different ways of exercising influence
Provide support to individuals to they become comfortable with developing
their power.
Expand inducements for thinking and acting, not just obeying.
Concept of a State
State taken from the Latin stare (to stand) a state is a political community that occupies
a definite territory; having an organized government with the authority to make and
enforce laws without the consent of a higher authority. It is also defined as a self-
governing political entity.
Elements of a State
1 People - also known as population or inhabitants.
2. Territory - refers to the portion of the earth which composed of aerial (air space
above), fluvial (waters around and connecting the islands of the archipelago) and the
terrestrial (landmass) domains.
Maritime terms:
a. Territorial Sea - coastal states have sovereignty, including exclusive fishing
rights (12 nautical miles)
b. Contiguous zone- coastal state can enforce its customs, immigration, and
sanitation laws and exercise “hot pursuit” out of its territorial waters (24
nautical miles) .
c. Exclusive Economic Zone - state has recognized rights to explore, exploit,
conserve, and manage the natural resources (200 nautical miles).
d. Continental Shelf - countries have exclusive rights to natural resources up to
350 nm.
e. High Seas - beyond EEZ - “common heritage of humankind.”
3. Sovereignty - refers to supreme and absolute power within its territorial boundaries.
Types of Sovereignty
1. internal is the power of the state to rule within its territory
2. External is the freedom of the state to carry out its activities without
subjection to or control by other states.
Characteristics of Sovereignty
1. Sovereignty is absolute from the legal point of view.
2. Sovereignty is permanent
3. Sovereignty of the state is universal
4. Sovereignty is inalienable
5. Sovereignty cannot be divided between or shared by a plurality
6. Sovereignty is exclusive
4. Government – refers to the institution or agency or instrumentalities through which
the state maintains social order, provide public services, and enforces binding decisions.
International recognition, e.g. by the UN
Forms of Government
1. Distribution of Power
a. Unitary government power is held by one central authority. Example:
Philippines, Denmark, Italy, Finland Peru.
b. Confederation it is a voluntary association of independent states that often
only delegate a few powers to the central government. Weak or loose
organization of states agrees to follow a powerful central government.
Examples: The Commonwealth of Independent States (CIS) formerly known
as the Soviet Union, Switzerland’s canton system.
c. Federal government power is divided between one central and several
regional authorities. Example: Malaysia, USA, Nigeria, Australia
2. Citizen Participation
a. Autocracy. Form of government wherein one person possesses unlimited
power. The citizen has limited, if any, role in government. The leader is from a
family or from a social class or from a strong party. In addition, Monarchy is a
government in which a supreme power is lodged in the hands of a monarch
who reigns over a state or territory, usually for life and by hereditary right;
the monarch may be wither a sole absolute ruler or a sovereign – such a king,
queen, or prince – with constitutionally limited authority.
Note: Autocracy and oligarchy sometimes claim they rule for the people
but in reality, the people have very little say in both types of
government. They may hold elections which only one candidate or
control the results in various ways. Moreover, even when the
government have a legislature or national assembly, they often only
approve decisions made by the leaders.
1. Evolution Theory – States evolved from family units. The families grew into a
large extended family that heads of the family served as a government.
Eventually evolved into tribal councils with a hierarchy of authority.
2. Force Theory - Governments, emerged when people were brought under the
control of some power. States emerged from the conquest of other families or
tribes.
3. Divine Right - Belief that kings are chosen to rule the Ancient state by a deity
examples include Egyptians and Aztecs.
th
4. Social Contract - It existed during the 17 Century and the Age of Enlightenment.
People begin to challenge the monarchy and the idea of Divine Right.
Concept of Nation
➢
Nation (Anderson 1991, Poggi 2008) is the social construction of a collective
identity. It is an imagined political community that is imagined as both inherently
limited and sovereign.
➢
It is also defined as a group of people who share the same territory, geography,
language, customs and sometimes religion.
Distinction between the State and Nation (Murali, et.al. 2005)
State Nation
Exited not only at present but also in the Modern phenomenon.
ancient period.
It is legal political. It is racial cultural.
People organized for law within a definite People psychologically joined together with
territory. common will to live together.
A state must be sovereign. People continue as a nation even if they do
not remain sovereign.
Inhabited by heterogeneous groups of Inhabited by homogenous groups of people.
people
Concept of Globalization
a. maharlika c. datu
b. timawa d. umaklolohan
2. He was appointed by the King of Spain as his official representative in the colony.
9. The actor Robin Padilla, upon the order of the president was released from prison. What power of the
President was exercised?
a. Appointing power c. Pardoning Power
b. Removal power d. Veto Power
10. Former president Joseph Estrada was subject to Impeachment trial on the following grounds
except__
a. bribery c. graft and corruption
b. betrayal of public trust d. treason
12. All of the following are powers of the President, except for ?
a. Pardoning Power c. Referent Power
b. Borrowing Power d. Appointing Power
13. The Katipunan was a secret society that precipitated our glorious revolution on August 26, 1896 and
it was organized by
a. Emilio Jacinto c. Apolinario Mabini
b. Andres Bonifacio d. Antonio Luna
14.He is the longest serving President of the Philippines who declared Martial Law.