GON-MAE-ANN.docx

Presented to the Faculty of
Maruing National High School
Maruing, Lapuyan, Zamboangadel Sur
In Partial Fulfillment
of the Requirements for the Strand
HUMANITIES AND SOCIAL SCIENCES
(Culminating Activity)
Mae Ann C. Gon

My HUMMS Portfolio Rubric
Category 4
Exceeds
Standard
3
Meets
Standards
2
Approaching
Standards
1
Below
Standards
Sco
re
Comprehensiv
eness (25%)
All required
elements are
present in the
portfolio. The
portfolio
contains more
than one best
work for each of
the eight
HUMSS
learning areas.
All required
elements are
present in the
portfolio. The
portfolio
contains one
of the best
work for each
of the eight
HUMSS
learning areas.
All required
elements are
present in the
portfolio. The
portfolio
contains one
of the best
work for five to
seven HUMSS
learning areas.
All required
elements
are present
in the
portfolio.
The portfolio
contains
one of the
best work
for less than
five HUMSS
learning
areas.
1
6.25
/25
Appropriatene
ss (25%)
All artifacts were
placed in
appropriate
learning area.
Academic
concepts and
principles
learned by the
student in each
artifact are
clearly
identified. The
student’s own
explanation of
each academic
concept or
principle is
included.
All artifacts
were placed in
the appropriate
learning area.
Academic
concepts and
principles
learned by the
students in
each artifact
are clearly
identified.
All artifacts
were placed in
the appropriate
learning area.
Academic
concepts and
principles
learned by the
student were
identified and
most of the
artifacts were
included.
All artifacts
were placed
in the
appropriate
learning
area.
2
12.5
/25
Credibility of
Facts (20%)
Background
information and
supporting
evidences are
included to
prove that all
artifacts were
made by the
student.
Background
information is
included to
prove that all
artifacts were
made by the
student.
Background
information is
included to
prove that
most of the
artifacts were
made by the
student.
No
background
information
is provided
for the
artifacts.
3
15/2
0
Depth of
Reflections
(20%)
Response
demonstrates
are in-depth
reflection on,
and
Response
demonstrates
a general
reflection on,
and
Response
demonstrates
a minimal
reflection on,
and
Response
demonstrate
s a lack on,
or
personalizat
1
5/20

personalization
of, the theories,
concepts,
and/or
strategies
presented in the
HUMSS
learning areas.
personalization
of, the
theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning area.
personalization
of, the
theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning areas.
ion of, the
theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning
areas.
Visual Appeal
(5%)
All elements
work together to
visually
enhance and
clearly
communicate
the message.
Most elements
work together
to
communicate
the message.
Some
elements work
together to
communicate
the message;
others seem
misplaced
Elements
seem
minimally
consistent;
message
blurred by
the
elements.
2
2.5/
5
Grammar and
Spelling (5%)
The portfolio
has no errors in
grammar or
spelling that
distracts the
reader from the
content.
The portfolio
has one to two
errors in
grammar or
spelling that
distracts the
readers from
the content.
The portfolio
has three to
four errors in
grammar or
spelling that
distracts the
reader from
the content.
The portfolio
has more
than four
errors in
grammar or
spelling that
distracts the
reader from
the content.
3
3.75
TOTAL 45/1
00
Comments/Recommendations:
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ACKNOWLEDGEMENT
In the present world of competition there is a race of existence in which
those are having will to come forward success. Project is like a bridge
between theoretical and practical working. With this willing I joined this
particular project. First of all, I would like to thank the supreme power the
Almighty God who is obviously the one has always guided me to work on the
one has always guided me to work on the right path of life. Without his
grace this project could not become reality. Next to him are my parent,
whom I am greatly indebted for me brought up with love and
encouragement to this stage. And I would like to express my special thanks
of my gratitude to my teacher Miss Lenita Limpong for their able guidance
and support in completing my project. At last but not the least I am thankful
to all my teachers and friends who have been always helping and
encouraging me though on the year. I have no valuable words to express my
thanks, but my heart is still full of the favors received from every person.

DEDICATION
I dedicate this compilation to my parents, grandparents, and teacher, who
taught us to think, understanding and express. We earnestly feel that
without their inspiration, able guidance and dedication, we would not be able
to pass through the tiring process of this activities.
Above all, we dedicate to our Almighty Father who is continuously
extending our life, countless blessing, unconditional love, strength, courage,
and which we intimately needed into the completion of this activities

INTRO
This work concept paper is carefully organized into eight subjects with a variety of lesson
and additional information each. Each lesson includes an extensive selection of profound
topics and activities to develop the skill of the learner. This work text will surely respond to
the need of learners to have brief background of each subjects, to meet their demands for
the enhancement and nurturing of the knowledge to gain.
Introduction to World Religion and Belief System discuss and tackle about the different
religion and belief system.
Discipline and Ideas in the Applied Social Sciences and Discipline Ideas in Social
Sciences discuss the various aspect to a better understanding society.
Creative Writing and Creative Nonfiction tackle about the different between the two
concepts.
Philippines Politics and Governance discuss the different laws and how to governed a
country.
Trends, Network, and Critical Thinking in the 21st Century tackle the trends and fads that
would affect the globalization and climate change

Table of contents
PAGE
TITLE PAGE i
ACKNOLEDGEMENT ii
DEDICATION iii
INTRODUCTION iv
TABLE OF CONTENTS v
PRESENTATION OF SELECTED WORK
Introduction to World Religions and Beliefs System
Creative Writing
Creative Nonfiction
Discipline and Ideas in the Social Sciences
Megatrends and Critical Thinking in the 21st
Century Culture
Community Engagement, Solidarity, and Citizenship
Philippines Politics and Governance
Discipline and ideas in the Applied Social Sciences
PERSONAL VISION & GOALS FOR FUTURE

The course explores the main tents and practices of
major world religions. It aims to help learners
understand the historical contexts of nine religions,
appreciate their uniqueness and similarities and
promote mutual understanding among believes of
different faiths.

Date:02-20-20
Maruing National High School Section:Einstein
MY REACTION PAPER OF ABRAHAM'S LIFE
Abraham and Sarah, we getting old, but he didn't have any children they pray hard to god give him a child.
And finally, God heard the prayer and God said you are good man Abraham don’t worry you have a child and
many descendance as well. And God promise, Abraham and Sarah so bless with the beautiful baby boy both of them
so very joy and name the baby Isaac. Abraham and wife Sarah watch with son enjoy and her grow up to an
obedience them loving son. One day, God tested Abraham's faith, and God said take your son Isaac, whom you love
very much. And go to the land of Moriah, and offer him as a burn offering sacrifice on one of the mountains that I
will show you.
In the next morning Abraham, Isaac and the two servants began the journey to the land God had told him
about. On the third day, Abraham could see the place in the distance. And said to his servant wait here with the
donkey. And Isaac will go a bit further, and Abraham place the wood for the burnt offering on Isaac back and
Abraham carried the knife and the fire. When they had gone a little way, Isaac said to his father we have the wood
and the fire but where is the sheep? And Abraham said God will provide the sheep. When they arrived at the place
where God had told him to go, And Abraham tied his son Isaac and laid him on the wood. When he raised the knife,
to sacrifice his son, and God said "STOP ABRAHAM”. And Angel said God is very happy to you to obey his order
you willing to sacrifice your son. And you have proven that you love for God is above everything and everybody but
now you don’t sacrifice your son. Abraham and Isaac hug for each other.
I learn that don’t losing hope, and believe in God be faithful him and don’t give up.
Like says in John 14-15 If you love me then keep my commandments.
Description: In this lesson it talks about Abraham’s cycle of
life and how it flaws. On how he’s life started and how it ends.

Concept Paper
HUMANITIES AND SOCIAL SCIENCES: KEY CONCEPTS
The knowledge and understanding of the Humanities and Social Sciences identifies
key concepts that are the high-level ideas involved in teaching students to think in the
Humanities and Social Sciences. The concepts from Discipline and Ideas in the Social
Sciences, Discipline and Ideas in Applied Social Sciences, Introduction to World Religion and
Belief System, Creative Writing, Creative Non-fiction, Community Engagement, Solidarity
and Leadership, Philippine Politics and Governance and Trends, Network and Critical
Thinking in the 21st Century, are introduced across the appropriate phases of schooling and
continue to build through to Year 10 to develop students’ understanding of the Humanities
and Social Sciences.
INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEM
Subject Description: The course explores the main tenets and practices of major world
religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana
Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the
historical contexts of nine religions, appreciate their uniqueness and similarities and
promote mutual understanding among believers of different faiths. They are expected to
demonstrate understanding and appreciation of one’s faith and that of others.
Elements of religion, belief
system, and spirituality
The concepts are the following:
 Prepare character sketches of a person who is
spiritual but not religious and a person who is
religious but not spiritual
 Religion is the pursuit of transformation guided by a
sacred belief system.

How World Religious Began The concepts are the following:
 Explain how geography influences religion and
religion affects culture
Positive and Negative Effect
of Religious
 Identify the positive and negative effects of
religions
 Justify that religion can have positive or negative
effects on society
Judaism, Christianity, Islam The concepts are the following:
 Justify: The core teaching of Judaism is the
covenant of one God with a chosen people vs.
other people with many gods.
 Explain: The core teaching of Christianity is the
message that a loving God sent His Begotten Son
in order to redeem humankind from eternal

damnation.
 Conduct a panel discussion on Muslim beliefs
and practices (when possible invite a Muslim)
Conduct a group research on the doctrines of each of the
three religions and compare them in the aspects of origin,
 morality, purpose, destiny, and views on women
Hinduism, Theravada
Buddhism, Mahayana
Buddhism
 Explain: The core teaching of Hinduism is the
attainment of liberation in the identification of Atman
and Brahman through the Four Yogas.
 Explain: The core teaching of Theravada
Buddhism is that life is suffering; suffering is due
to craving; there is a way to overcome craving;
and the way to overcome craving is the Eight-
fold Path, the Middle Way (between pleasure
and mortification).
 State the three levels of perfection of Mahayana
Buddhism (moral discipline, cultivation of virtue,
and altruistic conduct)
Justify that Hinduism, Theravada
 Buddhism and Mahayana Buddhism, as Vedic
religions, have largely influenced the world
today.
Confucianism, Taoism,
Shintoism
 Explain: The core teaching of Confucianism is to
be a “gentleman” by following the moral way
consisting of the virtues of love, righteousness,
wisdom, propriety and loyalty in order to
promote harmony in society.
 Give examples of acts showing love and respect
of nature and the environment
 Explain why is it important for Japanese people
to worship gods
 Justify that Confucianism, Taoism and Shintoism
as East Asian religions/philosophies have largely
influenced the world today.

Creative Writing
The course aims to develop practical and creative skill in
reading and writing: introduce student to the fundamental
techniques of writing fiction, poetry, and drama; and discuss
the use of such techniques by well-known authors in a variety of
genres.

Artifacts
Description
Reflection

Concept Paper
CREATIVE WRITING
Subject Description: The course aims to develop practical and creative skills in reading
and writing; introduce students to the fundamental techniques of writing fiction, poetry, and
drama; and discuss the use of such techniques by well-known authors in a variety of
genres. Each class will be devoted to the examination of techniques and to the workshop of
students’ drafts toward the enrichment of their manuscripts. Students learn how to combine
inspiration and revision, and to develop a sense of form.
Creative Writing The concepts are the following:
 use imagery, diction, figures of speech, and
specific experiences

Reading & Writing Poetry The concepts are the following:
 write a short poem applying the various
elements, techniques, and literary devices
 identify the various elements, techniques, and
literary devices in poetry
Reading & Writing Fiction The concepts are the following:
 write journal entries and other short exercises
exploring key elements of fiction
 write a short scene applying the various
elements, techniques, and literary devices

Reading & Writing Drama The concepts are the following:
 conceptualize a character/setting/plot for a one
act play
 write short exercises involving character,
dialogue, plot, and other elements of drama
 write at least one scene for one-act play applying
the various elements, techniques, and literary
devices

The creative work in literary
and /or socio-political context
 demonstrate awareness of and sensitivity to the
different orientations of creative writing
 create a group blog for poetry and/or fiction
applying ICT skills/any appropriate multimedia
forms

CREATIVE NONFICTION
Creative Nonfiction is like a jazz- it’s a rich mix of
flavors, ideas, techniques, some of which are newly invented
and others as old as writing itself.
Creative Nonfiction can be essay, a journal article, a
research paper, a memoir, or a poem; it can be personal or
not.

Artifacts
Description
Reflections

Concept Paper
CREATIVE NON-FICTION
Subject Description: Focusing on formal elements and writing techniques, including
autobiography and blogging, among others, the subject introduces the students to the
reading and writing of Creative Nonfiction as a literary form. The subject develops in
students skills in reading, and thinking critically and creatively, that will help them to be
imaginative readers and writers.
Literary Genres The concepts are the following:
. Write a draft of a short piece using any of the literary
conventions of genre following these pointers: a.
Choosing a topic
 Formulating a thesis statement
 Organizing and developing ideas
 Using any literary conventions of a genre
 Ensuring that theme and technique are
effectively developed
Peer-edit each other’s draft based on
 clarity of idea
 appropriate choice of literary element

 appropriate use of the element
 effective combination of the idea and the chosen
literary element
Principles, Elements,
Techniques, and Devices of
Creative Non-fiction
Write a draft of a short piece using multiple elements
conventionally identified with the literary genres
following these pointers: a. Choosing a topic
 Formulating a thesis statement
 Organizing and developing ideas
 Using multiple literary conventions of a genre
 Ensuring that theme and technique are
effectively developed
Forms and Types of Creative
Non-fiction
 Deliver an artistic presentation summarizing,
analyzing, and commenting on a chosen creative
nonfictional text representing a particular type or
form
Reading and Writing Creative
Non-fiction
 Write a mini critique of a peer’s work based on
coherence and organization of paragraphs,
development of literary elements uses of factual
information, and other qualities concerning form
and content

Discipline the ideas in the social science
The course introduces student to basic
concepts, subjects, and methods of inquiry in
the disciplines that comprise the Social
Sciences. It then discusses influential thinkers
and ideas in these disciplines, and relates these
ideas to the Philippines setting and current
global trend.

Description:
Reflection:
Concept Paper
DISCIPLINE AND IDEAS IN SOCIAL SCIENCES

Subject Description: The course introduces students to basic concepts, subjects, and methods of
inquiry in the disciplines that comprise the Social Sciences. It then discusses influential thinkers and ideas in
these disciplines, and relates these ideas to the Philippine setting and current global trends.
Emergence of Social
Sciences
 Social Sciences as the study of society;
 Social and Natural Sciences and
Humanities;
 The various Social Science disciplines
and their fields, main areas of inquiry,
and methods;
 The historical foundations and social
contexts that led to the development of
each discipline
Dominant Approaches and
Ideas
 Structural-Functionalism
 Marxism
 Symbolic Interactions
 Psychoanalysis
 Rational Choice
 Institutionalism
 Feminist Theory
 Hermeneutical Phenomenology
 Human-Environment Systems
Indigenizing The Social
Sciences
 Social Sciences of Filipino thinkers
starting from Isabelo de Los Reyes, Jose
Rizal, and other Filipino intellectuals
 Role of interpersonal relations in
Philippine culture
 Person’s personality using the core
values of Sikolohiyang Pilipino
 Significance of using a particular
language for discourse
 Approaches using Filipino Perspective
Social Sciences in the Real
World
 How Social Science can be used to
address social concerns
 Multi-disciplinarily and/or interdisciplinary
as an approach to looking at society
 An analysis of a social phenomenon
using at least two approaches from the
Social Sciences

TREND’S NETWORKS, AND
CRITICL THINKING IN THE 21ST
CENTURY

This course provides opportunities for students
to discover patterns and extract meaning from
emerging trends. It aids in developing their
critical and creative thinking skills-essential
tools for decision making and understanding
“ethics of care”.

Artifacts
Descriptions
Reflections

Concept Paper
TRENDS NETWORK AND CRITICAL THINKINGIN THE 21ST CENTURY
Subject Description: The course provides opportunities for students to discover patterns
and extract meanings from emerging trends. It aids in developing their critical and creative
thinking skills-- essential tools for decision making and understanding “ethics of care”.
Global trends in the 21st century are examined and are either accepted or rejected on a
sound set of criteria. Students will be asked to create and analyze scenarios that will
challenge them to (1) formulate their stances on issues or concerns; (2) propose
interventions and; (3) formulate alternative futures. The students will realize the
interconnections between their neural connections and social realities.
Emergence of Trends and
Patterns
Understanding Local
Networks
Global Networks The concepts are the following:
Planetary Networks: Climate
Change
Democratic Interventions The concepts are the following:
Information Communication
Technology
Neural and Social Networks The concepts are the following:

This course focus on the application of ideas
and methods of the social sciences to
understand, investigate, and examine
challenges of contemporary community.

Concept Paper
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Subject Description: This course focuses on the application of ideas and methods of the
social sciences to understand, investigate, and examine challenges of contemporary
community life. It focuses on community-action initiatives such as community engagement,
solidarity, and citizenship as guided by the core values of human rights, social justice,
empowerment and advocacy, gender equality, and participatory development. It aims at
enhancing students’ sense of shared identity and willingness to contribute to the pursuit of
the common good of the community. It enables students to integrate applied social
sciences into community-action initiatives.
Concepts and Perspective of
Community
 compare and contrast typologies of communities
 recognize diversities in communities
Community Action The concepts are the following:
 recognize the importance of solidarity in
sociopolitical processes in promoting national
and global community development
 appraise the value of social equity and gender
equality in the context of participatory
development
 analyze strategies of empowerment and
advocacy through community action
Community-action initiatives: Field practicum
 Partnership with local communities and organizations
 Preparation of community action plan
 Experiences in community engagement,
 solidarity, and citizenship building
Core Values and Principles of
Community-action Initiatives
 Human rights
 Social justice

 Empowerment & advocacy
 Participatory development
 Gender equality

Methodologies and
Approaches of Community
actions and involvements
across disciplines
 Partnership building with local groups
 Community profiling
 Needs assessment
 Working with a core group of leader’s/
leadership development Participatory action
planning
 Resource mobilization
 Social action
 Evaluation
Community-action initiatives:
field Practicum
 Partnership with local communities and organizations
 Preparation of community action plan
 Experiences in community engagement,
 solidarity, and citizenship building

PHILIPPINES POLITICS AND
GOVERNANCE
This course introduces the student to the basic
concept and vital elements of politics and
governance from a historical-institutional
perspective.

Concept Paper
PHILIPPINE POLITICS AND GOVERNANCE
Subject Description: This course introduces the students to the basic concepts and vital
elements of politics and governance from a historical-institutional perspective. In particular,
it attempts to explain how the important features of our country’s political
structures/institutions, processes, and relationships developed across time. In the process,
the course helps the learners gain a better appreciation of their rights and responsibilities
as individuals and as members of the larger socio-political community to strengthen their
civic competence.
The concepts of Politics and
Governance
Philippine Democratic Politics The concepts are the following:
State Society Interactions The concepts are the following:
Citizenships-in-practice The concepts are the following:

DISCIPLINE AND IDEAS IN THE APPLIED
SOCIAL SCIENCES
This course provides opportunity for students to
discover pattern and extract meaning from
emerging trends. It aids in developing their
critical and creative thinking skills essential
tools for decision making and understanding
“ethics of care”. Global trends in the 21st
century is either accepted or rejected on a
sound of critical. Students will be asked to
create and sceneries that will challenge them to
(1) formulation their stances on issues or
concerns;
(2) propose intervention and,
(3) formulate alternative futures. The students will
realize the interconnection between their neutral
connection and social realities.

Concept Paper
DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES
Subject Description: This course introduces some Applied Social Sciences, namely,
Counseling, Social Work, and Communication, which draw their foundation from the
theories and principles of Psychology, Sociology, Anthropology, and other Social Sciences.
The course highlights the seamless interconnectivity of the different applied social science
disciplines while focusing on the processes and applications of these applied disciplines in
critical development areas.
At the end of the course, students shall demonstrate competencies in interacting and
relating with other individuals, groups, and communities; apply social sciences principles,
practices, and tools in addressing the development areas identified by the class; and
analyze how processes in these applied disciplines work in specific life situations.
Counseling The concepts are the following:
Social Work The concepts are the following:
Communication The concepts are the following:
Importance of Social
Sciences

Personal Vision & goals for the future

CURRICULUM VITAE
A. PERSONAL DATA
Name : Mae Ann Corbo Gon
Home Address : Maruing Lapuyan Zamboanga del Sur
Email Address:
Date of Birth : May 07, 2003
Place of Birth : Maruing Lapuyan Zamboanga del Sur
Nationality : Filipino
Religion : Roman Catholic
Mother’s Name : Lucita Corbo Gon
Occupation : OFW
B. ACADEMIC BACKGROUND
ELEMENTARY : Maruing Elementary School

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