The document provides a Flexible Instruction Delivery Plan (FIDP) for an 11th grade course on Understanding Culture, Society and Politics. Over the course of 80 hours and one semester, students will learn about human cultures, societies, and politics through topics like anthropology, sociology, and political science. They will develop an understanding of cultural variation, social differences, social change, and political identities. Assessment will include acrostic poems, Venn diagrams, analyzing pictures, and a final portfolio project where students explore different cultures in their community and present their findings.

1. Flexible Instruction Delivery Plan (FIDP)
Grade: Grade 11 Semester: First Semester
Core Subject Title: Understanding Culture, Society and Politics No. of Hours/Semester:80 hours
Prerequisites (If needed): None
Core Subject Description:At the end of the course, students should acquire ideas about human cultures, human agency, society, and politics; recognize cultural relativism and
social inclusiveness to overcome prejudices; and develop social and cultural competence to guide their interactions with groups, communities, networks, and institutions.
Culminating Performance Standard:
As citizens, the learners may understand and use their knowledge of culture, society, and politics in their country and community.
Content
Content
Standards
Most
Essential
Topics
Performan
ce
Standard
s
Learning Competencies
Highest Thinking Skills to
Assess
Highest Enabling Strategy to Use
in Developing the Highest Thinking
Skill to Assess
Complete
KUD
Classificati
on
Most
Essential
KUD
Classificatio
n
RBT Level
Flexible
Assessment
Activities
(FAA)
Enabling
General
Strategy
Flexible Learning
Strategies (FLS)
Performance
Check(s)
1 Quarter
The learner
demonstrat
ees
understandi
ng of
human
cultural
variation,
social
differences,
social
change,
and
political
identities
Anthropol
ogy
Sociology
Political
Science
The learner
is able to
acknowled
ge human
cultural
variation,
social
differences
, social
change,
and
political
identities
1.)
Demonstrate
curiosity and an
openness to
explore the
origins and
dynamics of
culture and
society, and
political identities
Doing 1.-2.
Articulate
observations
on human
cultural
variation,
social
differences,
social
change, and
political
identities
Doing Doing Explain
Anthropology,
Sociology,
and Political
Science
through
Acrostic poem
of its word
Representation
and Discussion
Face to Face
(Traditional
classroom set-up)
Constructive
approach
A.
Starting
points for
the
understan
ding of
culture,
society,
and
politics 2.)
Analyze social,
political, and
cultural change

2. B. Defining
Culture
and
Society
from the
perspective
s of
anthropolo
gy y and
sociology
1. The learner
demonstrate
es
understand
ing of culture
and society
as
anthropologic
al and
sociological
concepts
Society
Culture
Society &
Culture
The learner is
able to
appreciate the
nature of culture
and society from
the perspectives
of anthropology
and sociology
1.)
Explain
anthropologi
cal and
sociological
perspectives
on culture
and society
Knowing 1.)
Deriving
anthropologi
c al and
sociological
perspectives
on culture
and society
Understanding Evaluating Ask students
to define culture
and society
form their own
perspective
Reasoning and
Representation Reflect setting
exercise
C. Looking
back at
Human Bio
cultural
and Social
Evolution
1. The learner
demonstrates
es
understand
ing of the
human
origins and
the capacity
for culture
Hominiza
tion
Humaniza
tion
The learner is
able to analyze
key features of
interrelations
hips of
biological,
cultural and
socio-political
processes in
human evolution
that can still be
used and
developed
1.)
Trace the
biological
and cultural
evolution of
early to
modern
humans
Knowing
1.)
Describe the
biological and
cultural
evolution of
early to
modern
humans
Doing Creating Using Venn
Diagram
compare and
contrast the
biological and
cultural
evolution of
early to modern
humans
Critical
thinking.
Representation
Face to Face
Presentation
Venn Diagram
D.
Becoming
a member
of society
1. The learner
demonstrate
understandin
g of
individuals
learn culture
and become
competent
members of
society
Identify and
Personality
Formation
Social
Processes
Social
Control
Control
Conformity
and
Deviance
The learners is
able to identify
norms and
values to be
observed in
interacting with
others in
society, and the
consequences
of ignoring these
rules
1.)
Explain the
development
of one’s self
and others
as a product
of
socialization
and
enculturation
1.)
Understanding List down 10
norms and
values you
observe in the
community and
when
interacting with
others in society
Knowing Deriving the
development
of one’s self
and others
as a product
of
socialization
and
enculturation
Understanding Reasoning and
prof
Discovery approach

3. Knowing
Justify the
organized
nature of
social life and
rules
governing
behavior
Understanding Evaluation
Analyze the
picture.
The teacher will
show a picture
of the
organization of
the society. The
students will
analyze the
picture to see
how society is
organized.
Representation Analytical approach
Groups
Groups
Variation
s
E. How
society
is
organiz
ed
1.The
learners
demonstra
te the
cultural,
social,and
political
institutions
as sets of
norms and
patterns of
behavior
that relate
to major
social
interests
The learner
is able to
analyze
aspects of
social
organization
. 1.
Traces
kinship
ties and
social
networks

4. PERFORMANCE TASK
Goal: The goal of studying principles from Anthropology, is to have a comprehensive understanding of culture and the society.
Role: A researcher will look for distinct cultures in the Dinalupihan, Bataan community.
Audience: Teacher
Situation: Senior High School students will explore the various cultures around Dinalupihan Bataan. The students will delve deeper into the culture they observed and chose.
Product: The desired outcome of the performance task is a portfolio containing all the information gathered during exploring different cultures in Dinalupihan Bataan.
Standard: The product performance with be evaluated according to the following criteria. (a) Unsatisfactory, (b) Adequate work, (c) Good work, (d) Exemplary work
Criteria Level 1
6 points
Unsatisfactory
Work is inadequate and poor
of quality.
Level 2
8 points
Adequate work
Lacking in some areas
Level 3
9 points
Good Work
Meets all criteria
Level 4
10 points
Exemplary work
Highest Level of Ability
Selection of materials that
meet the purpose of the
Portfolio
Very few materials have met
the purpose of the portfolio
Some materials have met the
purpose of the portfolio
Most materials have met the
purpose of the portfolio
All materials have met the
purpose of the portfolio
Organization of the Portfolio Structure of Portfolio is not
organized. Needs lot of
improvements
Structure of Portfolio is not
organized but needs lot of
some improvements
Structure of Portfolio is fairly
well organized
Structure of Portfolio is fairly
well.
Students/Artist Statement Portfolio does not include
statement
Portfolios include statement Portfolios include thoughtful
statement
Portfolio include a well written
and thoughtful statement
Use of Time and effort Little or no effort to create
portfolio.
Portfolio shows little
imagination or creativity
Portfolio shows more
imagination or creativity
Portfolio shows ingenuity
imagination or creativity