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.
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.
6. 3. mga armas, kasangkapan o
mga kagamitang(artifacts) katabi
ng mga buto
Karamihan sa mga artifacts na
nahukay ay gawa sa bato kung
kaya’t ang yugto ng pag-unlad ay
tinawag na Panahon ng Bato o
Stone Age
7.
8.
9.
10.
11.
12. *ginamit ng mga Paleolithic
ang mga tinipak at
magaspang na mga
kagamitan at sandata
*natutuhan ang paggamit ng
apoy
*nabuhay sila sa pangangaso at
pangingisda
13.
14.
15. *may kaalaman sa pag-uukit,
paglililok, at pagpipinta
*may kaalaman sa paggawa ng
sibat,kutsilyo at iba pang kagamitang
yari sa bato, sungay at garing(ivory)
*may kaisipan din sila sa
relihiyon(pag-aalay ng sakripisyo,
pagkain at mga palamuti sapatay)
16. Panahon ng gitnang bato (
Mesolithic)
-ang panahon sa pagitan ng
lumang bato at bagong bato
*nabuo ang mga microlith( maliit
at hugis geometric na bato na
nakalagay sa mga kahoy o buto)
17.
18.
19.
20.
21. *nakagawa ng espesyal na
kasangkapan sa tulong ng mga
bagong materyales
*natutuhang manirahan sa
iisang lugar
-dulot ng pag-unlad ng
pagsasaka at pag-aalaga ng
hayop
