UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Prepared by: Monique Philips B. Totanes

S.Y. 2017-2018
TOPIC/LESSON NAME Starting points for the understanding of
culture, society and politics

CONTENT STANDARD The learners demonstrate an understanding of:

1.human cultural variation, social differences,
social change and political identities
2.the significance of studying culture, society and
politics
3. the rationale for studying Anthropology,
Political Science and Sociology

PERFORMANCE STANDARD The learners:

1.acknowledge human cultural variation, social

LEARNING COMPETENCIES
differences, social change and political identities
2. adopt an open and critical attitude toward
different social, political and cultural phenomena
through observation and reflection
1. Articulate observations on human cultural
variation, social differences, social change and
political identities.
2. Demonstrate curiosity and an openness to
explore the origins and dynamics of culture, and
society and political identities.

SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners are able to:

Identify and understand human cultural variation,

social differences, social change and political
identities through understanding and applying the
disciplines of anthropology, sociology and political
science
TIME ALLOTMENT 2 hours/120 minutes
SOURCES Contreras, Antonio et.al. Understanding Culture,
Society and Politics (2016)
MATERIALS Marker, Laptop, Book.

LESSON OUTLINE:
INTRODUCTION (10 MINUTES): Introduce learning objectives
MOTIVATION (20 MINUTES): Activity: Think, Pair and Share
INSTRUCTION AND DELIVERY (20 MINUTES): Interactive Lecture and Group
Dynamics
PRACTICE (20 MINUTES): Concept Mapping
ENRICHMENT (20 MINUTES): Reflection and Group Discussion
EVALUATION (30 MINUTES): Essay Writing
INTRODUCTION:
Present the specific learning outcomes to the students:
At the end of the lesson, the learners are able to:
Identify and understand human cultural variation, social differences, social change and
political identities through understanding and applying the disciplines of anthropology,
sociology and political science

MOTIVATION:
Activity: Think, Pair and Share
Instruction: Learners will look for a pair to discuss a certain topic. The teacher then
describes the purpose of the strategy and provides guidelines for discussions. As with
all strategy instruction, teachers should model the procedure to ensure that students
understand how to use the strategy. Teachers should monitor and support students as
they work.

1. T : (Think) Teachers begin by asking a specific question about the text. Students
"think" about what they know or have learned about the topic.
2. P : (Pair) Each student should be paired with another student or a small group.
3. S : (Share) Students share their thinking with their partner. Teachers expand the
"share" into a whole-class discussion.

INSTRUCTION/DELIVERY:
The creation of the global society puts humans into one plot where almost everything is
interlinked and where change in one aspect will affect the other.
However, despite the emergence of the idea “one global society” there remains visible
manifestations of human variations in society. This is because of cultural diversity,
social differences and political identities.
Cultural Diversity
It refers to “that complex whole which encompasses beliefs, practices, values, attitudes,
laws, norms, artifacts, symbols, knowledge and everything that a person learns and
shares as a member of society.” (E.B. Tylor 192(1871)).
Social Differences
In sociology, social differences is usually equated with social stratification, this describes
the relative social position of persons in a given social group, category, geographical
region, or other social unit.
Political Identities
People define their political identity as they relate themselves to the political beliefs and
stance of other people of the other world from other country.
Identity politics is when people of a particular race, ethnicity, gender, or religion
form alliances and organize politically to defend their group's interests. The feminist
movement, the civil rights movement, and the gay liberation movement are all
examples of this kind of political organizing.

 Learners will be given a task to list their characteristic on the following

information provided to them.
 They need to write their name inside the circle
 Write the following information of yourself in the 4 spaces:
a. gender
b. socio-economic class
c. ethnicity
d. religion
 After every situation, let the students explain why they did that act. This will let
the students explore how that behavior or situation works.
 After the activity, assess the interpretations of the learners.

Human behavior, identity, values and ideas are influenced by culture, society and
politics. This makes one person unique from the other. However, individual differences
also changes overtime. This is because of social change, cultural change and political
change that occurs around us.

Directions: The teacher will group the students into 4. Each group will choose
a leader and a secretary to consolidate their answers on a table similar to what is
shown below. Examples:

Gender Socio-Economic Ethnicity Religion

Class

Directions: Based on the output from the previous activity, the teacher will ask the
students to discuss their observations based on the following questions:

1. What are the similarities and differences of every individual?

2. Do these similarities and differences affect the life of the whole community? Why?

*The teacher will give each group a time frame of 2 minutes to present their answers
group outputs. Processing of answers shall follow.
PRACTICE:

Concept Mapping

Directions: The teacher will distribute worksheets contains sun diagrams

which the students shall accomplish in 10 minutes.
ENRICHMENT:
Instruction: Students will go back to their Respective group to brainstorm and discuss
about what they have accumulated and learned in the discussion.

Guide Questions:
1. What is happening in our society today?
2. How do people react on it?
3. Does this happening affect our culture/s?
4. How did our government handle the situation?

EVALUATION:
Instruction: The learners will create an Essay on the status quo of the society today and
how do people interact and respond to it. They should gather facts and include their
arguments on their chosen topic.
Guide Questions:
5. What is happening in our society today?
6. How do people react on it?
7. Does this happening affect our culture/s?
8. How did our government handle the situation?