This document contains a daily lesson log and plan for teaching social science disciplines at the secondary level. The plan outlines performance and learning standards related to understanding social science concepts and applying them to daily life. It then provides a detailed lesson plan on comparing social science, natural science, and humanities disciplines. The plan includes objectives, topics, learning resources, teaching procedures such as class discussions and activities, assessment, and reflections. It aims to help students differentiate between the fields, understand their distinct characteristics and methods, and recognize their interconnectedness in addressing real-world issues.
Sociological perspectives focus on understanding social groups and society. There are three main perspectives: structural functionalism looks at how social institutions work together to maintain stability; conflict theory sees society as groups competing for limited resources which leads to inequality; symbolic interactionism examines how people interact and attach meaning to symbols through communication and interpretation during social interactions.
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Similar to ang kultura buhay asyano SUMMARY MODYUL 3
This document contains a daily lesson log and plan for teaching social science disciplines at the secondary level. The plan outlines performance and learning standards related to understanding social science concepts and applying them to daily life. It then provides a detailed lesson plan on comparing social science, natural science, and humanities disciplines. The plan includes objectives, topics, learning resources, teaching procedures such as class discussions and activities, assessment, and reflections. It aims to help students differentiate between the fields, understand their distinct characteristics and methods, and recognize their interconnectedness in addressing real-world issues.
Sociological perspectives focus on understanding social groups and society. There are three main perspectives: structural functionalism looks at how social institutions work together to maintain stability; conflict theory sees society as groups competing for limited resources which leads to inequality; symbolic interactionism examines how people interact and attach meaning to symbols through communication and interpretation during social interactions.
Socialization involves context, content/process, and results. Context refers to the social and cultural environment one is raised in, including class, gender roles, and race. Content/process is how parents socialize children, such as assigning chores differently or advising on interacting with police. Schools also play a role through rules, schedules, and rewarding/punishing behavior. The results are how people behave and view themselves after socialization, such as controlling impulses, following rules, and conforming to gender and social norms.
The document discusses how humans belong to one species but have developed diverse cultural patterns based on different environmental conditions and experiences over time. It explains that early humans formed social groups for survival and within these communities common behaviors and habits emerged. As groups encountered varying environments, cultural variations developed. The key idea is that while cultural practices differ significantly between groups, all cultures share some common elements, like the family unit. Cultural diversity occurs both between societies in different countries and within societies.
This document discusses several key concepts relating to culture. It begins by explaining that while humans share many biological similarities, we exhibit significant cultural variations in behaviors, languages, customs and environments between different groups. It then explores how cultures form and diversify over time based on environmental and social factors. The document outlines some universal cultural traits shared by all societies, such as family units, as well as variations within and between cultures including subcultures, countercultures, high culture and popular culture. It also examines perspectives like ethnocentrism, cultural relativism and causes of cultural change over time.
Man has developed various architectural styles using megaliths and standing stones, such as Stonehenge from 4000 BC. Ancient Egyptians built pyramids and mastabas for pharaohs. Greek temples had columns in Doric, Ionic, or Corinthian orders. Byzantine architecture advanced the dome design. Romanesque architecture featured rounded arches, vaults, and grand portals while Gothic introduced pointed arches and vaulting. Famous examples include Notre Dame Cathedral.
This document provides information about various periods and developments in theater history from the Renaissance period to modern times. It discusses the origins and characteristics of Renaissance theater including the development of public theaters and prominent playwrights like William Shakespeare. It also summarizes Romantic theater developments like melodrama and opera. Specific plays are discussed like Carmen and notable playwrights across different eras are mentioned like Sophocles, Victor Hugo, and Filipino playwrights Francisco Balagtas and Severino Reyes. Key theatrical elements of different periods are also outlined.
This document provides an overview of the history and evolution of Western classical plays and opera from ancient times to the medieval period. It discusses the origins of theater in ancient Greek and Roman cultures, including important playwrights and theatrical forms such as tragedy, comedy, and satyr plays performed in Greek open-air theaters. Roman theater was influenced by Greek traditions. During the medieval era, minstrels performed in public spaces while churches began staging biblical plays that were later moved outside due to depictions of evil. The document traces the development of Western theatrical traditions over time.
During the Renaissance period from 1400-1600, art focused on realistic and humanistic depictions of anatomy, perspective, and landscapes. Sculptures and paintings featured naturalistic portraits. Architecture was characterized by symmetry and balance. Famous Renaissance artists included Michelangelo, known for sculptures like Pieta and David, and Leonardo da Vinci, known for paintings like Mona Lisa and The Last Supper. The Baroque period from 1600-1800 featured exaggerated motion, drama, and grandeur in art illustrating Catholic themes. Famous Baroque artists included Caravaggio, known for religious works like Conversion of St. Paul, and Bernini, known for sculptures like Ecstasy of St. Therese and architectural designs
During the Renaissance period from 1400-1600, art focused on realistic and humanistic depictions of the human form and natural world. Renaissance paintings depicted real people and sculptures created naturalistic portraits, influenced by a revival of interest in ancient Greek and Roman artistic traditions and philosophy. Architecture was characterized by symmetry and balance. The Baroque period that followed continued experimenting with artistic techniques and styles that emphasized movement, drama, and emotion.
This document outlines an activity to teach students about first aid. It divides students into groups and assigns each group a medical emergency situation to respond to, such as a cut, fall, burn, or choking. It then discusses what first aid is, its roles and objectives in providing immediate temporary care to injured or ill people. The document lists characteristics of good first aiders as gentle, observant, resourceful, tactful and sympathetic. It provides dos and don'ts of first aid along with principles and assessment questions to evaluate first aid responses.
This document lists several influential economists and their works: Plato's Republic, Aristotle, Adam Smith, Francois Quesnay, John Stuart Mill, Thomas Robert Malthus, John Maynard Keynes, and Ama ng Makroekonomiks. It appears to be highlighting some of the foundational texts and thinkers in economics from ancient times through modern macroeconomics.
The document summarizes the history of civilization in China from around 1700 BCE to the early 1900s CE. It describes the nine major dynasties that ruled China over around 4,000 years and highlights some of their key contributions, including the development of irrigation systems, use of bronze and iron, establishment of the scholar-official system, and advances in art, literature, science, and technology. The dynasties include the Shang, Zhou, Qin, Han, Tang, Song, Yuan, Ming, and Qing dynasties. Major figures that influenced Chinese philosophy like Confucius, Laozi, and Mencius are also mentioned.
2. Kultura
- tumutukoy sa pamamaraan ng pamumuhay ng isang
pangkat kung saan ang mga kasapi ay nasa isang
teritoryo at may pagkakakilanlan
- humuhubog kung paano mamumuhay ang tao sa
mundo at mabibigyan ito ng kahulugan
3. A. Kulturang Pangkabuhayan o Pang-ekonomiya ng Tao
a. Pagtitipon at paghahanap
• Hanggang 10, 000 taon, lahat ng kultura, kasama na ang
Asya ay namuhay sa pamamagitan ng pagtitipon at
paghahanap.
b. Nomadic Pastoralism
• isang mahalagang paraan ng pamumuhay, kung saan isang
mabisang paggamit ng ilang kapaligiran
4. A. Kulturang Pangkabuhayan o Pang-ekonomiya ng Tao
c. Pag-unlad ng Agrikultura
• natuto ang tao na magbungkal, mag-araro at magpatubig ng
lupa na nagbigay sa kanya ng maaasahang pantustos ng
pagkain
• ang mga kalabisang pagkain ay nagbigay daan para sa
pakikipagkalakal at pagtatayo ng mga pang-imbak na
kagamitan
• nalinang ang isang sistema ng pagtatala at pagbibilang
upang mapangalagaan ang pag-aari
5. B. Mga Kaugalian, Paniniwala at Pagpapahalaga
ng Pamilyang Asyano
• Ang sakramento ng kasal ang simula ng buhay-pamilyang Asyano.
Uri ng Kasal:
1. Monogamy – kasal sa isang asawa lamang
halimbawa: ito ay kultura ng mga Kristiyano at Buddhista
2. Polygamy – pagkakaroon ng higit sa isang asawa
halimbawa: tulad ng harem sa India at mga Muslim
a. polygyny – pagkakaroon ng higit sa isang asawang babae
b. polyandry – pagkakaroon ng higit sa isang asawang lalaki
6. B. Mga Kaugalian, Paniniwala at Pagpapahalaga
ng Pamilyang Asyano
• Tsina, India at Israel – maliit pa ang mga bata ay
pinagkakasundo na ng mga magulang at ang diborsyo ay
pinapayagan
• Mga Muslim – ang hindi pagsipot ng lalaki sa loob ng
dalawang tao ay maaaring maging batayan ng diborsyo
7. C. Sistemang Pulitikal sa Asya
Uri ng Pamahalaan:
a. Imperyo - pinamunuan at nakasentro ang kapangyarihan
sa isang emperador na umusbong sa Kanluran at Timog
Asya.
b. Dinastiya - pamumuno ng isang angkan sa isang
imperyo o kaharian sa loob ng mahabang panahon na
umusbong sa Silangan at Hilagang Asya.
c. Kaharian - pinamumunuan ng isang hari na umusbong sa
bahagi ng Timog- Silangang Asya.
8. D. Edukasyon sa Asya
a. Impormal – uri ng edukasyon noong panahon, kung
saan ginagampanan ng pamilya, mga gawaing
pambahay, mga kasanayan sa paghahanapbuhay, mga
kaugalian at mga gawi
b. Pormal – nagsimula nang maimbento ang pagbasa at
pagsulat gayundin ang paglimbag na nagpasimula ng
paggawa ng mga aklat
9. E. Wika
• isang mahalagang sangkap ng isang pangkat
• gamit ito ng mga tao sa pagpapahayag ng kanilang kaisipan,
karanasan, mithiin, paniniwala, kaugalian at pagpapahalaga
• isa sa mga kontribusyon ng Tsina sa kabihasnan kung saan
walang alpabeto, walang bahagi ng pananalita, at walang
pagbabaybay
• wika ng taga-Timog-Silangang Asya ay binubuo ng mga
salitang may isang pantig, magkakatunog at walang alpebeto
kaya’t gumagamit ng iab’t-ibang karakter sa bawat salita
10. F. Panitikan
• Ilan sa mga nagawang panitikan sa Asya:
1. Mga sinulat ni Confucious
2. Panitikang Vedic ng India
3. Nobelang Gengi Monogorati ng Hapon
• Ramayana at Mahabharata – isang kuwentong naging
huwaran na impluwensiya ng panitikang Indian na makikita sa
Timog-Silangang Asya
• laganap sa mga bansang dinayo o karatig ng mga bansang
Arabe ang mga kwento mula sa panitikang Arabik
11. F. Panitikan
• Nakilala ang dalawang tanyag na makata sa panahon ng
Imperyong T’ang:
1. Li Po – sumulat ng mga tula tungkol sa pag-ibig, pag-iisa,
pagdaan ng panahon, at ligaya ng kalikasan
2. Tu Fu – sumulat tungkol sa pakikidigma
• panitikang India ay nasusulat sa dalawampung pangunahing
wika ng India, ngunit ang klasikong panitikan ay nakasulat sa
klasikong wika nito ang Sanskrit
12. G. Musika
• binuo sa pamamagitan ng sama-samang ideya ng
pangkalawakan, pilosopiya at agham
H. Sining
• umiinog sa relihiyon, sapagkat hindi ito nakatuon sa
makatotohanang larawan ng mga bagay o makamundong
daigdig kundi sa ispiritwal na daigdig
13. I. Arkitektura
a. Arkitekturang Tsina – maraming ginawang gusali ngunit
ang pinakamaganda ay ang mga Buddhistang
templo at ang mga pagoda
b. Arkitekturang Indian – makikita sa Myanmar, Indonesia,
Cambodia, Nepal, Pakistan, Sri Lanka at Thailand
– mga stupa ng mga templong
Buddhista na gawa sa laryo o bato na may mga bilugang
umbok na may tulis ng tore o payong, kung saan dito
inilalagay ang mga sagrado at panrelihiyong relikya
14. I. Arkitektura
c. Arkitekturang Islamik – tinatawag ding arkitekturang Muslim
na makikita sa mga bansa sa Timog-Kanluran at Timog Asya
– masjid o moske, naglalarawan ng
mga istrukturang may minbar o pulpit at mihrab o nitso na may
madetalyeng disenyo at nagtuturo sa direksiyon ng Mecca
15. J. Agham at Teknolohiya
• Tsina – nagbigay sa daigdig ng unang papel, brutsa,
tinta, kompas, pulbura, kanyon at kaalaman sa
paglilimbag
• magnetic compass – natuklasan noong ikatlong dantaon
na ginagamit ngayon sa mga sasakyang pandagat
• pulbura – giganamit sa Tsina noong 200 BC bilang
paputok tuwing pista at pamuksa sa mga kaaway sa
digmaan
16. J. Agham at Teknolohiya
• Algebra at Chemistry – mga ebidensya ng mga
impluwensiyang Islam sa larangan ng agham at isinanib
ang kaalamang algebra sa geometry ng Griyego upang
mabuo ang agham ng trigonometry
• Sa pagkatuklas ng mga Muslim ng agham ng chemistry,
natuklasan ang paggawa ng alcohol at sulfuric acid
