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Time Frame Content Teaching Learning Activities Performance Standards Assessment Tools
(Per Week)
1st Week  Orientation to Mission, Vision, and  Index card  To apply the concept of  Rubrics
Core Values of PCCr  Activity (conflict management) camaraderie and
 Course Orientation - The will make a group three member, internalized the value
 Rules and Regulations of the school - Each group will get a 25 cent of education.
 K12 Background - The aim of every group is to divide the 25 cents
into three parts into the same value.

2nd Week  Rationale for the study of  Activity  Demonstrate curiosity  Analytical
anthropology, sociology, and political - Get one whole sheet of paper and mindedness to Rubrics/
science. - Write their name inside the circle. explore dynamics of Quizzes
- Branches of social science - Write the information about them cultural, social and
- Anthropology  Gender political identities.
- Sociology  Ethnicity
- Political science  Religion
 Socio-economic Class
- The teacher will group the class into four
groups, each group will choose a leader to
consolidate their answers and discuss it in
3rd Week  Culture  Activity  To exhibit the different  Rubrics
- Characteristic of culture Filipino kung ako ay…. and important values of  Role playing
- Types of culture - The student will get a one whole sheet of a Filipino.  Quiz
- They will list down the values, beliefs,
behavior or any other things that a Filipino
4th Week  Society (5 aspects of society)  Activity (Reenactment)  To generalize the value  Quiz
- The teacher will divide the class into three of those institutions
Family groups
Religion - Each group will find a TV program or
Education advertisement regarding some issues about
Government society
Social Media - The will reenact the program or advertisement
in front of the class
 Theoretical Perspective - The leader of the group will explain why they
- Structural Functionalism chose that program or advertisement
- Symbolic Interaction
- Social Conflict
5th Week  Human Evolution  Activity  To value those Filipino  Drawing/Quiz
(Theory of the existence of man) - The class will be divided into 4 groups, cultures that exhibit the  Rubrics
- Biblical theory - Each group will think a scenario that will existence of man.
- Legend theory explain the man exist.
- Naturalistic theory
6th Week  Cultural Evolution  Activity  To apply the  Multi-media
- Pastoralism - Every students will get a one whole sheet of collaborative process of presentation
- Horti-pastoralism paper cultural evolution in  Role play
- Agriculture - Every students will draw how the early their daily life.  Quiz
- Industrialization human or civilization survives
- Globalization
7th Week  Social roles  Activity  To apply the value of  Case study
- - The student will list down all their role in a social responsibility  Rubrics
one whole sheet of paper, and social awareness.  Quiz

Role as a,
- Student
- Member of their family
- Member of the society
- And as an individual
8th Week  Conformity & Deviance with Human  Activity  To appreciate and  Social
rights - The class will be divided into two groups internalized the experiment
- Each group will choose a leader different rights that we  Rubrics
- The leader will represent the group to are experiencing.  Quiz
complete the given puzzle  Case study
- The first group that will complete the given
puzzle will be the winner.

9th & 10th  Family  Activity (Role play)  To appreciate the value  Family tree
Week - Types of family - The class will be divided into 4 groups of close family ties and  Quiz
- Kinship - Each group will be given a scenario that they the important of our  Case study
- Marriage need to resolve family as an individual
- Issues regarding family - They will be given 10 minutes to discuss the
problem in the group members
- The group will perform the given task in front
12th Week  Political and leadership structures  Activity (TOWER MAKING)  To analyze aspects of  Role play
a. Political organization - The class will be divided into 3 groups social organization  Quiz
1. Bands - Each leader will be the representative of the  Rubrics
2. Tribes team  To identify one’s role
3. Chiefdoms - Each leader will be given a specific leadership in social groups and
4. States and nations approach by the teacher institutions
b. Authority and legitimacy - The group that can make the highest tower
1. Traditional using their things inside their bags will be the  To recognize other
2. Charismatic winner forms of economic
3. Rational  The aim of the activity is to know which transaction such as
leadership approach will be effective. sharing, gift exchange,
13th Week  Economic Institutions  Activity (Secret Service) and redistribution in  Quiz
a. Reciprocity - The teacher will make a list of names of the his/her own society  Rubrics
b. Transfers whole class and put it inside the fish bowl or
c. Redistribution box’s
d. Market transactions - Each student will pick a piece of paper with
e. Markets and state the name of their classmate
- The aim of the activity is they need to make
the person that happy, without knowing of
that person that they are the one who’s being
14th Week  Education  Activity (Magic Paper)  Case Study
a. Functions of education in society - All the class need to bring pieces of paper  Rubrics
(formal and nonformal) - The most beautiful paper for them.  Quiz
1. Productive citizenry - The aim of the magic paper activity is to
2. Self-actualization know the value of education
3. Primary education as a human right
15th Week  Religion and belief systems  Activity (Documentary)  Social
a. Animism - The class will be divide into 4 groups Experiment
b. Polytheism - Each will be assign to a specific sect,  Interview
c. Monotheism - they need to make an interview about INC,  Rubrics
d. Institutionalized religions Jehovah witnesses, Dating Daan, and Born-  Quiz
e. Separation of church and state Again Christian.
- The aim of the activity is to know the
background of those specific religious groups
16th Week  Health  Activity (Out- reach Programs)  Rubrics
a. Culture-specific syndromes and - The class will find a specific barangay or any  Case study
illnesses (e.g., “bughat”, community that they think needs help  Interview
”usog”/”buyag”) - The student will conduct a survey on what
b. Systems of diagnosis, prevention kind of problems need to asses regarding
and healing (e.g., traditional, western, health concern
alternative healing systems) - The student will conduct a mini seminar on
c. Health as a human right how to resolve the problems.
17th Week  Social and political stratification  Activity (Nanay, Tatay)  Rubrics
a. Social desirables (wealth, power,  Quiz
prestige) - The class will be divide into 4 groups  Role play
b. Social mobility system - Every group need to make a budget list for 10
1. Open (Class) persons with a budget of 500 pesos within the
2. Closed (Caste) day
c. Social inequality 1. Access to - The group will present their budget list in
social, political, and symbolic capital front
2. Gender inequality 3. Ethnic
minorities 4. Other minorities (e.g.,
persons with disabilities)
5. Global Inequality (relationships
between states and nonstate actors in
the global community)
18th & 19th  Cultural, Social, and Political Change  Activity (Action Plan)  To evaluates factors 
Week Sources of social, cultural, and - Every student will think a societal problem causing social,
political change that need to resolve political, and cultural
1. Innovation - They will make an action plan regarding to change
2. Diffusion that problem which also include the time
3. Acculturation and assimilation frame.  To advocate how
4. Social contradictions and tensions The student will present their own action plan in human societies should
(e.g., Inter-ethnic conflicts, class front of the class adapt to such changes
struggle, armed conflict, terrorism,
protests, gender issues)

 New challenges to human adaptation

and social change
1. Global warming and climate
change 2. Transnational migration
and Overseas Filipino Workers

 Responding to social, political, and

cultural change
1. Inclusive Citizenship and
participatory governance
2. New forms of media and social
3. Social movements (e.g.,
environmentalism, feminism)
20th Week


Subject Teacher Subject Area Coordinator, HUMSS




Vice President for Academic Affairs
SCHOOL YEAR 2018-2019



This subject uses insights from anthropology, political science, and sociology to develop student’s awareness of cultural, social and political
dynamics and sensitivity to cultural diversity; provide them with an understanding of how culture, human agency, society and political works; and
engage them in the examination of the country’s current human development goals. At the end of this subject, the student should acquire ideas about
human cultures, human agency, society and politics; recognize culture relativism and social inclusiveness to overcome prejudices; and develop social
and cultural competence to guide their interactions with groups communities, networks, and institution.