Ucsp dll

1. TOPIC/ LESSON NAME Defining Culture, Society and Politics
CONTENT STANDARDS The learners demonstrate understanding of:
1. Culture and society as anthropological and sociological concepts
2. Perspectives in/approaches to the study of culture, society, and politics (i.e., comparative, historical, structural-
functional, interpretative, critical)
PERFORMANCE STANDARDS The learners:
1. Appreciate the nature of culture and society from the perspectives of anthropology and society;
2. Demonstrate holistic understanding of culture and society; and society
3. Values cultural heritage and express pride of place without being ethnocentric
LEARNING COMPETENCIES The students will be able to:
1. explain anthropological and sociological perspectives on culture and society;
2. describe society and culture as a complex whole; and
3. identify aspects of culture and society
SPECIFIC LEARNING OUTCOMES The students will be able to:
1. articulate how to understand concepts of culture and society using anthropological and sociological
perspectives;
2. appreciate the essence of studying culture, society and politics through a meaningful and interactive lecture;
and
3. actively participate in all discussions and activities
TIME ALLOTMENT 1hr & 30 minutes for MWF classes
THIS TG IS PREPARED BY
LESSON OUTLINE
1. Introduction/Review: Review of the previous lesson and assessing the learner’s readiness to acquire a new lesson based on prior knowledge
2. Motivation: Video Clip viewing; Think-Pair-Share
3. Instruction Delivery: Photo Analysis
4. Practice: Carousel Talk
5. Enrichment: Concept Map
6. Evaluation: Collage making

2. MATERIALS LCD projector, Laptop, video clips, cartolina, coloring materials
 Resources  K to 12 Senior High School Core Curriculum- Understanding Culture, Society and
Politics December 2013
 www.sociologyguide.com
 www.newworldencyclopedia.com
 https://www.reference.com/world-review/
 https://home.earthlink.net/-youngturck/Chapter8.htm
 San Juan, Wilfredo,et Al. Sociology and culture and family planning. Unlad
Publishing House, 200 C-INSILAY, Pasig City.2011
 Macionis, John (2002). Sociology. Prentice Hall, Inc. New Jersey
PROCEDURE Teacher Tips
INTODUCTION (10 MINUTES)
3-2-1 (Communication)
3 Facts I learned from the previous lesson
a.
b.
c.
2 Questions I still have
a.
b.
1 Thing I thought was the most interesting
a.
As a way of assessing their readiness, students will be asked to
complete the 3-2-1 Chart
From the previous sessions, students learned the various prevailing cultural, social and political
behavioral patterns observed and experienced as members of their respective societies. They
have identified issues prevalent in the society at present. Also, they have recognized their
interconnectedness of sociology, anthropology and political science. These disciplines are vital
to better understand mechanisms to be employed in effectively responding social issues.

3. 5 Students will be randomly slected to share their responses.
Teacher will process the responses of students, especially the
questions that they still have.
MOTIVATION (20 MINUTES)
Video Clip viewing (Critical Thinking)
Video showing roles and conflict of family members
Four Sisters and a Wedding
https://www.youtube.com/watch?v=pl042jUa0E
After viewing the video clip, the teacher will ask the following
students:
How do the characters in the video interact with each other?
What causes the conflict among the family members shown in
the video clip?
What do you think is the importance of knowing and
understanding the underlying perspectives on how people
interact in a society?
Think-Pair-Share (Communication)
Students will answer the guide questions through Think-Pair-
Share
Teacher will call 5 students to share their responses.
Teacher will highlight the importance of knowing and
understanding various perspectives about culture and society in
the promotion of respect and appreciation of other cultures.
Teacher tips:
Culture and society can be defined in different perspectives. These perspectives explain the
manner of interaction of members of the society.
1. The Historical perspective- Current and future human and forest landscape conditions are
influenced by the cumulative, unfolding history of social-ecological interactions. Examining
past system responses, especially unintended consequences, can reveal valuable insights that
promote learning and adaptation.
2. Structural-Functional Perspective- Members share sets of rules and values and maintains a
balance harmonious system. It also recognizes that our lives are guided by social structures.
3. Social- Conflict Perspective- This is a framework for building theory that envisions society
as an arena of inequality that generates conflict and change.
The approach views class conflicts and class exploitation as the prime moving force in
mankind’s history, and that the struggle for power and wealth as a continuous process between
and among categories of people.
4. Symbolic- Interaction Perspective- This paradigm is a theoretical framework that envisions
society as the product of the everyday interactions of individuals.
The symbolic-interactions paradigm includes such other approaches as dramaturgy, ethno
methodology and social exchange.

4. INSTRUCTION/DELIVERY (30 MINUTES)
Society operate not in random, it has patterns, structures that
allows it to function. Culture serves as society’s engine.
Show to the class graphic organizer below:
Let Students define culture using the graphic organizer. Students
will be given two minutes to share their definition. The teacher
will synthesize all definitions.
Other Definitions of Culture:
Culture is the customary ways in which humans live. For
example: diet, family forms and processes, social organizations
and religions.
Relate culture in framing the definition of society…
Society
A layman would say that a society is composed of group of
people living together in a certain geographical location
sharing similar culture. But in a deeper context, society
includes the sum total of existing relationships between its
Teacher tips:
The image synthesizes the definition of Tylor (1920):
“Culture is 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.”
In synthesizing the definition of culture, use other definitions provided.
Emphasize the two types of culture which are tangible and intangible.
Discuss the following characteristics in class and relate these to students’ response in the
Picture Analysis.
The Characteristics/Aspects of Culture
a. Dynamic, Flexible & Dynamic
Culture is diverse and plural
This simply means that cultures interact and change, because most cultures are in contact with
other cultures, they exchange ideas and symbols. All cultures change, otherwise they would
have problems adapting to changing environments. And because cultures are integrated, if one
component in the system changes, it is likely that the entire system must adjust.
b. Shared and Congested (Given the reality of social differentiation)
Early anthropologist, including Emile Durkheim, a French sociologist.
Disagreeing about the definition of cult6ure, agree that culture is not a property or possession

5. people. The term society is haped by attributes such as likeness
and differentiation; cooperation and conflict; and
interdependence. As a quotation says “no man is an island”.
Photo Analysis (Communication and critical Analysis)
Each image represent/s an aspect of culture. Let the students
identify the aspects of culture through the picture analysis.
Discussion will follow.
of one person, it entails that no one is born with a fully developed culture apparatus in his or
her head.
c. Learned through socialization/ enculturation/Transmitted through socialization/
enculturation
Mental structures or schemas are created in the individual as a result of the process of
enculturation. People who share a culture have common experiences, which lead them to
develop similar mental schema.
Mental maps or schema serves as maps that enable people to recognize and interpret the object
and events they encounter in
d. Patterned social interaction
It is not a matter of race
It is learned, not carried in our genes.
e. Integrated and at times unstable
This is known as holism, or the various parts of culture being interconnected. All aspects of
culture are related to one another and to truly understand culture, one must learn about all of
its parts, not only a few.
f. Requires language and other forms of Communication
therefore, members of the society learn their culture through symbolic gesture and language

6. PRACTICE (15 minutes) Critical Thinking
Divide the class into 6 groups, an aspect of culture will be
assigned to each group. They will list down examples for aspects
of culture assigned to them which can be seen in their respective
family, school or community
Aspects of Culture Example
Dynamic, Flexible &
Adaptive
Shared &Contested (given
the reality of social
differentiation)
Learned through
socialization or
enculturation/Transmitted
through
socialization/enculturation
Patterned social
interactions
Requires language and
other forms of
Communication
Sharing of output is done through the Carousel Talk. The group
will go from one group to another to discuss their answers and
to take note of the answers of the other groups.
The teacher will process the group’s responses
Teacher Tips:
In a carousel, students work in small groups and move from station, discussing each tasks as
they go. Carousel is a great way to incorporate kinesthetic learning into your teaching, and give
students a much needed break from sitting in their chairs. It is also a great way to encourage
group.

7. Prepared by: _________________________________________________________
ENRICHMENT (15 MINUTES)
As a group, students will create a concept map showing the
definition and aspects of culture.
The concept maps will be posted on the walls of the classroom. A representative of the group
will explain their output.
EVALUATION/ASSIGNMENT
The class will be divided into groups of 4-5 members. They will
create a collage of the profile of their community based on the
aspects of culture discussed in class