Malate Catholic School, Inc.

1030 A. Mabini cor. San Andres Sts. Malate, Manila

SENIOR HIGH SCHOOL DEPARTMENT
School Year 2020 – 2021

SYLLABUS IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Subject Title: UCSP Time Frame: Name/s of Teachers: Armelle F. Clemente

DepEd VMO, Core Values MaPSA Core Values: School’s Core Values
- Maka-Tao - Integral Formation - Faith
- Maka-Diyos - Alliance and Leadership - Excellence
- Maka-Kalikasan - Service - Service
- Maka-Bansa

Nature of Students: Grade 2- (refer to the data from the guidance office , provided by their advisers and parents) information sheets about their home situation,
household chores, environmental conditions)
- Learner has its own intellect and free will -Learner has a body and spirit - Learner can construct its own meaning

Philosophical and Legal Bases for Teaching the Subject (Catholic church doctrines, encyclicals of the Pope, Laws of the Philippines, DepEd Orders, DOH orders, etc)
 Catholic Church Doctrines Catechism of the Catholic Church #2402
1. Pope’s Encyclicals
 Pope Francis’ Encyclical on Laudato Si #158
2. Laws of the Philippines
- Ecological Solid Waste Management Act of 2000 (RA 9003) - The Indigenous Peoples Right Act of 1997 (RA 8371- Philippine Environmental Code (PD No. 1152
3. DepEd Orders
 Strengthening Environmental Education in Public and Private Schools (DO 52, s. 2011)
 Inclusive Education as Strategy for Increasing Participation Rate of Children (DO 72, s.

Theories and Principles espoused by / in the Lesson: Learning Delivery Modalities to be used:
- Theory of Constructivism - Reflective Learning  Online
- Collaborative Learning - Learning with Understanding
Core Subject Title: Understanding Culture, Society and Politics
Course Description:
This course uses insights from Anthropology, Political Science, and Sociology to develop students’ awareness of cultural, social and political dynamics, and sensitivityto cultural diversity;
provide them with an understanding of how culture, human agency, society and politics work; and engage them in the examination of the country’s current human development goals. 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.

SYLLABUS IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

SEMESTER: FIRST QUARTER NO. OF HOURS:
Intended Learning Outcome Learning Competencies Strategies Assessment Performance Task
the transformation you want to see (from DepEd MELC) (Planned learning Activities that will be (Journal writing output, Project (Projects to be created and
in students because of what he used in the unit to help students gain Implementation evaluation, implemented by the students)
has learned in the subject) understanding, skills and values to Knowledge and Skills Intended Learning Outcome
achieve the ILO.) assessment tests, etc)

Intended Learning Outcome Learning Competencies Performance Task

Knowledge Acquisition: Formative Assessment (Movie application)
The learners: 1. Discuss the nature, goals and  Online Pre-test
1. acknowledge human cultural perspectives in/of anthropology,  Online Survey (Students Social and  Online teacher made quiz/ Goal: Present a particular group
variation, social differences, sociology and political science Cultural background) activity like role playing about the
e-book prepared test
social change, and political Week 1  Online Video Discussion difference between the Philippine
 KWL Chart society in the past and in the
identities  Video clips (SAP)
 Ask open ended question present (using the aspects stated
 Online Teacher made PowerPoint
2. adopt an open and critical  Concept Mapping in Lesson Recap for Lesson 2)
presentations
attitude toward different  Individual Research  Chart Completion
social, political, and cultural Role: Actors, Scriptwriters
 Learning Station  Guided Learning Log Audience: Senior High School
phenomena through
 Concept Definition Mapping Students from the HUMMS tract
observation and reflection  Journal Reflection
 Focused Listing Strategy Situation: Case Study conference
3. appreciates the value of Product: Live Presentation of
Synchronous Learning Online
disciplines of Anthropology,
Asynchronous Learning Standards: See rubrics about Role
Sociology, and Political
FLIPPED Classroom –play or any group activity
Science as social sciences
The learners: Knowledge Acquisition: Formative Assessment Performance Task
2. Analyze the concept, aspects
1. appreciate the nature of and changes in/of culture and  Online Video Discussion  Online teacher made quiz/ You work as a researcher at
culture and society from the society Week 2  Video clips e-book prepared test (Kahoot) the NCAA. You are part of the
perspectives of anthropology  Online Teacher made PowerPoint  Open discussion /Flipgrid team who will survey the
and sociology presentations  Comprehension Menu threatened tangible cultural
 Google Forms  3-2-1 Card heritage sites and forgotten
2. demonstrate a holistic  Pictionary  Opinion –Proof Chart intangible heritage in the country.
understanding of culture and  Mind Mapping (Conceptboard)
society  Focused Listing Strategy Summative Assessment Goal: Your task is to submit a
 Meme making report to the chief of NCAA which
 Concept Definition Mapping
will be presented to the Secretary
of Department of Tourism for the
3. values cultural heritage and Knowledge Acquisition Formative Assessment preservation efforts.
express pride of place without 3. Explain the importance of
being ethnocentric cultural relativism in attaining  Online test  Anticipation Reaction Guide Product: Make a Powerpoint
cultural understanding Week 3  Online Teacher made PowerPoint  Online Quiz Learning Log presentation showing the
presentations  Opinion –Proof Chart threatened heritage sites( as well
 Movie review as the forgotten)which pictures of
 Sharing of Ideas/ Peer \
its destruction and suggest ways
 Concept Definition Mapping instruction
or projects that will aim for the
 Focused Listing Strategy  Learning Log
preservation or reconservation of
 Individual Research  Analogy Promp our Philippine treasures.
Synchronous Learning Summative Assessment
Asynchronous Learning  Poster making with a tagline
FLIPPED Classroom
4. analyze key features of
interrelationships of biological,
cultural and sociopolitical 4. Analyze the significance of Knowledge Acquisition: Formative Assessment
processes in human evolution that cultural, social, political and
can still be used and economic symbols and practices  Online Video Presentation  Online Quizzes/ e-book
developed Week 4  Online Teacher made PowerPoint prepared test
Presentations  Wordables/Kahoot
 Misconception check
  Movie Analysis  Data Retrieval chart
 Heritage Cycle Diagram  Journal writing
 Concept Definition Mapping  Exit slip
 Focused Listing Strategy
 Mind Mapping Activities Summative Assessment
 Individual Research  Compare and contrast

The learners: Knowledge Acquisition: Formative Assessment Performance

5. Explain the context, content,
1. identify norms and values to processes, and consequences of  Online Video Presentation Online teacher made Goal:Watch a current teen movie
be observed in interacting with socialization  Online Teacher made PowerPoint quizzes/ ebook prepared test
others in society, and the Week 5 Presentations  Ask Open-ended Question Product: make a movie review
consequences of ignoring  Word Analysis Diagram  Circle the questions about it. Relate the content of the
these rules  Johari Window  Johari Window Output movie with any of the theories on
 Mind Mapping Activities  Learning Log the concept of self as discussed
 Research activities  Think- pair and share in this lesson. Be ready to share
your movie rev iew and clip from
 Concept Definition Mapping  Exit slips
the movie in class.
 Focused Listing Strategy  Compare and contrast

Summative Assessment
 Generalization using Frayer
Model
2. assess the rules of social 6. Analyze the forms and
interaction to maintain Formative Assessment
functions of social organizations Knowledge Acquisition
stability of everyday life and Week 6 Online teacher made
the role of innovation in
 Online Teacher made PowerPoint quizzes/ ebook prepared test
response to problems and
Presentation  Ask Open-ended Question
challenges
 Online Video Presentation  Circle the questions
 Video Clip  Learning Log
 Word Analysis Diagram  Think- pair and share
  Mind Mapping Activities  Exit slips
 Research activities  Compare and contrast
 Concept Definition Mapping
 Focused Listing Strategy Summative Assessment
 Long Test (Teacher made)

SEMESTER: SECOND QUARTER NO. OF HOURS:

The learners:
7. Explain the forms and Knowledge Acquisition: Formative Assessment
1. analyze aspects of social functions of state and non-state
Organization institutions  Online Teacher made PowerPoint Online teacher made
Week 7 Presentation quizzes/ ebook prepared test
 Online Video Presentation  Think- pair and share
 Video Clip  Response cards
 Mind Mapping Activities  data retrieval Chart
 Google Docs  Journal reflection
 Individual Research  Exit slips
 Concept Definition Mapping
 Focused Listing Strategy Summative Assessment
 Concept mapping

8. Examine the functions and

importance of education in the Knowledge Aquisition Formative Assessment
2. identify one’s role in social society Week 8  Virtual Classroom Online Learning  Think- pair and share
groups and institutions  Online Teacher made PowerPoint  Response cards
Presentation  Chart completion
 Mind Mapping Activities  Journal reflection
 Google Docs  Exit slips
 Research activities
 Concept Definition Mapping Summative Assessment
  Focused Listing Strategy
 Mind Mapping
 Long Test (Teacher made)

3. recognize other forms of

economic transaction such as
sharing, gift exchange, and
redistribution in his/her own Knowledge Acquisition Formative Assessment
society 9. Examine the concept,
characteristics and forms of  Online Teacher made PowerPoint  Online teacher made test/
stratification systems using Presentation Quizzes/ e-book test
sociological perspectives  Online Video Presentation  Opinion –Proof Chart
Week 9
 Concept Mapping  Open-ended Question
 Flow Chart, System Map  Learning Log
 Focused Listing Strategy  3-2-1 Card
 Show and Tell
 Mind Mapping Summative Assessment
 Research Activities  Vlog Making
 Long Test (Teacher/E-book)

10. Explain government Knowledge Acquisition: Formative Assessment

programs and initiatives
in addressing social inequalities  Flipped Classroom  Online Quizzes/ e-book
e.g. local, national, global  Online Video Presentation prepared test
Week 10  Video Clip Review  Open-ended Question
 Concept Definition Mapping  Movie Analysis
 Focused Listing Strategy  Opinion –Proof Chart
 Mind Mapping Activities  Exit Card
 Research Activities
Summative Assessment
  Compare and contrast (Venn
Diagram)
 Long Test (Teacher/E-book)

Knowledge Acquisition: Formative Assessment

11. Suggest ways to address  Online Video clips  Online teacher made quiz/
social inequalities  Online Teacher made PowerPoint e-book prepared test
(local, national and global) presentations  Comprehension Menu
Week 11  Mind Mapping  Sentence Completion
 Focused Listing Strategy  3-2-1 Card
 Google Docs  Opinion –Proof Chart
 Research Activities Summative Assessment
 Compare and contrast
 Long Test (Teacher/E-book)

The learners: 12. Examine human responses Knowledge Acquisition: Formative Assessment
to emerging challenges in
1. evaluates factors causing contemporary societies  Online Video Discussion  Online teacher made quiz
social, political, and cultural Week 12  Video clips  e-book prepared test
change  Online Teacher made PowerPoint  Comprehension Menu
presentations  3-2-1 Card
 Mind Mapping  Opinion –Proof Chart
 Focused Listing Strategy
 Concept Definition Mapping Summative Assessment
2. advocate how human  Poster/Making
societies should adapt to such Slogan Chanting
changes
Skills /Competencies Acquisition
● Sharing of Insights through Video
Conferencing
 ● Teacher-made online worksheets
● Integrated e-book/textbook tasks
● Mind Mapping
● Map Making
● Online Sharing of Reflection
● Gathering Data/Survey
● Research Work
● Journal writing
● Movie review/Analysis

Values Integration;
CORE Values:
Faith ,Excellent and Service
 Related values:
 Sensitivity
 Openness,
 Stewardship
 Receptiveness
 Communion
 Passion for Quality
 Fairness and Just
 Charity
 Compassion
 Making a Difference
 Companionship/Rapport
 Justice
 Unity
 Discipline
 Accountability

Technologies/Apps Integrated Technologies/Apps Integrated

 Microsoft PowerPoint Presentation  Microsoft PPP

 Google Map  Google Map
  Google Docs  Google Docs
 Youtube/Facebook/Messenger  Youtube
 Kahoot  Kahoot
 Keynote presentation  Keynote presentation
 Google Classroom  Google Classroom
 Edmodo  Edmodo
 Pic Collage  Pic Collage
 iMovie  iMovie
 Popplet
 Website

References:URL:

Alejandra-Gonzalez. (2016) Understanding

Culture, Society, and Politics, Makati City
Antonio P. Contreras,(2016) Understanding
Culture, Society, and Politics, Quezon City

Prepared by: Checked by; Approved by;

_____________________ ___________________ _________________
Mrs. Armelle F. Clemente Kenjie G. Eneran Mr. Noel A. Hermano
Teacher Social Studies Coordinator School Principal