11 SENIOR HIGH SCHOOL

Philippine Politics
and Governance
Quarter 1 – Module 4:
Power
Subject Name: Philippine Politics and Governance - Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: Power
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Maricon G. Rosales
Editors: Joevan W. Alcala
Reviewers: Gemma F. Depositario,Ed.D.
Illustrator: Typesetter
Layout Artist: Henry T. Dayot, James B. Caramonte
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar, Ed.D. Elmar L. Cabrera
Nilita L. Ragay, Ed.D.
Carmelita A. Alcala, Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 11

Philippine
Politics and
Governance
Quarter 1 – Module 4:
Power
Introductory Message
For the facilitator:

Welcome to the Philippine Politics and Governance – Grade 11 Alternative

Delivery Mode (ADM) Module on Power !

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Philippine Politics and Governance - Grade 11 Alternative

Delivery Mode (ADM) Module on Power !

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be engaged in the different activities that are found in this learning
resource which in turn helps you become an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies.
Remove all worries because you can do it!

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 What I Need to Know

“Knowledge will give you power, but character respect.” – Bruce Lee
One of the central concepts and issues of political science is power: Who
wields it? How it is shared, checked, or monopolized? How can power and its
consequences be controlled to gain benefits?
You may not know it but we may be affected by the play of power, in its
political sense, in our everyday life. In the same way, each of us wields power
on other people, things, or situations.

LEARNING COMPETENCY:

Analyze the nature, dimensions/types, and consequences of power.

(HUMSS-PG12-Id-11)

At the end of the module, you should be able to:

1. Define and explain the meaning of power and source of power in relation
to politics;

2. Map/sketch the difference between organizational power and personal

power exercised by the people with positions in the civil society; and

3. Display power through looping or free writing activity.

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 What I Know

Direction: Determine the situations, check (√) those statements that present a clear
use of power and put X mark on those that do not present a clear use of power. Use
your notebook to write your answers.

______1. Your mother asks you to buy flour in the bakery

______ 2. Agnes tries to escape a building on fire by breaking the windows using her
ukulele.
______ 3. The teacher asks the class to return immediately the classroom globe to its
proper place.
______ 4. Protesters on the streets forced the police to direct traffic into alternate route.
______ 5. The President made sure that his constituents were happy by giving away cash
gifts and other goods during Christmas.
______ 6. The stage director decided to kick the lead actor out of the play after 72 retakes
______ 7. The 1986 EDSA People Power Revolution displayed unity of the people in
ousting a tyrant.
______ 8. You got into a heated argument after someone accidentally spilled coffee on your
pants while you were on café.

What’s In

In the previous lesson you learned about the different political ideologies which
were used to establish a government that exercises control over the actions of the
members, citizens, or inhabitants of communities, societies, and states. These are
essential in creating a ruling body which is able innovate laws aimed to maintain peace
and order as well as promote the good welfare of its citizens particularly in exhibiting
authority over its jurisdiction. To make this possible, there must be a proper use of
government power especially in creating important decisions that can affect the lives
of all people within the country.
In this part of the module, the lesson is centered on the nature,
dimensions/types, and consequences of power which are very vital to any form of
government.
Draw five symbols which you think best represents the concept of political power.
Provide a one sentence explanation for this. Draw these on your notebook.

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 What’s New

Direction: Read the given quote carefully and answer the guide questions in your
notebook.

ACTIVITY I. Truth Statement

“The only way to predict the future is to have the power to shape the future.”
-------- Eric Hoffer-------

Based on the quotation, what can you infer? How do you define power?

What is It

Power in the natural sciences can be easily established through a single equation,
which signifies the quantifiable nature of physical power. Power in society, and by
extension in the social sciences, on the other hand, is more complicated because it is
continuously being molded by the dynamic nature of society and the objective and
subjective capacity of man.
Sources of Power:
1. Organizational Power

1.1 Reward Power is defined as the use of rewards to get an employee to follow an
instruction or order, with power coming from one's ability to withhold there ward for
noncompliance. Unlike personal power, reward power comes from one's formal
authority to issue rewards. Examples of rewards include: Bonus.
1.2 Coercive Power is the ability of a manager to force an employee to follow an
order by threatening the employee with punishment if the employee does not comply
with the order. The most important concept to understand about coercive power is that
it uses the application of force.
1.3 Legitimate Power is power you derive from your formal position or office held in
the organization's hierarchy of authority. For example, the president of a corporation
has certain powers because of the office he holds in the corporation.

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 1.4 Information Power is the most transient form of Power. Information power
doesn't last. Give away a piece of information and you give your power away. On the
other hand, knowledge and know-how is more enduring than informational power, but
it's limited to the area of expertise.
1.5 Process Power. Politics is common phenomenon in organization. It is used by
people or group to gain power. Miles described that organizational politics is the
process whereby individual or groups use whatever power they can accumulate to
influence organizational decisions in the direction of their own interests.
1.6 Representative Power. Powers of representatives. Representatives are elected
by the public, as in national elections for the national legislature. Elected
representatives may hold the power to select other representatives, presidents, or
other officers of the government or of the legislature, as the Prime Minister in the latter
case.
2. Individual Power/ Personal Power
2.1 Expert Power is power based upon employees' perception that a manager or
some other member of an organization has a high level of knowledge or a specialized
set of skills that other employees or members of the organization do not possess.
2.2 Rational Persuasion. This power usually comes from someone who is an expert
in their field and is based on using logic and evidence to influence others. A great
example of this is a doctor.
2.3 Referent Power. Nationalism, patriotism, celebrities, mass leaders and widely-
respected people are examples of referent power in effect. Definition: Referent power
refers to the ability of a leader to influence a follower because of the follower's loyalty,
respect, friendship, admiration, affection, or a desire to gain approval.

What’s More

Task 1. GRAPHIC ORGANIZER

Describe the role of the member and the head. How does the member and head vary
in terms of power and authority?

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Task 2:
Direction: Read each item carefully and write the answers in your notebook.

1. In your respective homes, if your parents demanded you to do the something

immediately, what power do they exercise? Why? Do you like how they exercise
their power?

2. As a member of the family, what can you suggest to have a common ground in
exercising power?

3. If you were a person in authority, how should power be properly exercised? Why?

What I Have Learned

Looping/ Free Writing Activity

Write a reflection on one of the sources of power which is “ORGANIZATIONAL

POWER” using the template below without worrying about language mechanics such
as grammar and punctuation.

If I were a man in authority, I should have been exercising the power on

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________.

What I Can Do

Task 3:
Direction: Read each questions carefully and write your answers in your notebook.

1. How do political ideologies constitute impact on the society?

2. Why should political ideologies be given importance in our lives?
3. Do these help in improving the status of our life? In what way?

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 Assessment

Direction: Determine the situations, check (√) those statements that present a clear
use of power and put X mark on those that do not present a clear use of power. Use
your notebook to write your answers.

______1. Your mother asks you to buy flour in the bakery

______ 2. Agnes tries to escape a building on fire by breaking the windows using her
ukulele.
______ 3. The teacher asks the class to return immediately the classroom globe to its
proper place.
______ 4. Protesters on the streets forced the police to direct traffic into alternate route.
______ 5. The President made sure that his constituents were happy by giving away cash
gifts and other goods during Christmas.
______ 6. The stage director decided to kick the lead actor out of the play after 72 retakes
______ 7. The 1986 EDSA People Power Revolution displayed unity of the people in
ousting a tyrant.
______ 8. You got into a heated argument after someone accidentally spilled coffee on your
pants while you were on café.

Additional Activities

A.

With the crisis that we are currently facing today, create a short editorial article
expressing your opinions as to how the government should exercise its political
powers in order to help alleviate the problems brought about by this Covid 19
pandemic. Limit only to four major arguments on areas where the government should
carefully exercise its power and authority to address the needs of people during this
crisis.
Use the rubrics below.
Rubrics:
Ideas------------------ 10
Organization----------10
Choice of words-----10
Total --------------------30

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B.

Direction: Supply the missing information based on the given advance organizer.

 Write the type of sources of power in the blanks provided.

 Define each of these using key words or phrases.

_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Answer Key

Try This!
x 8.
√ 7.
√ 6.
√ 5.
√ 4.
√ 3.
x 2.
√ 1.

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 5 - Point Writing Rubric
5
Ideas: Outstanding content, full of intriguing details, clear, focused
Organization: Compelling and seamless organization, easy to follow
Voice: Extremely expressive, explodes with energy, hard to put down
Word Choice: Consistent use of vivid verbs, words paint a picture, precise
Conventions: Outstanding grasp of conventions–revised, edited, and correct

4
Ideas: Strong content, clear, focused
Organization: Purposeful organization, easy to follow
Voice: Expressive, sincere, engaging–often brings subject to life
Word Choice: Frequent use of vivid verbs, often precise
Conventions: Strong grasp of conventions, very few errors

3
Ideas: Adequate content, usually clear, focused
Organization: Predictable organization, generally easy to follow
Voice: Expressive, sincere, functional voice
Word Choice: Predominant use of functional words–needs more imagery
Conventions: Good grasp of conventions, readable with few errors

2
Ideas: Limited content, somewhat unclear but has a discernable focus
Organization: Weak and inconsistent organization, hard to follow
Voice: Limited expression, rarely brings the subject to life
Word Choice: Words are rarely vivid, clear, or precise
Conventions: Frequent errors in writing conventions, affect readability

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1
Ideas: Very limited content, unclear, topic not defined
Organization: Awkward, disjointed, very hard to follow–no flow
Voice: Impersonal, no apparent voice to bring the subject the subject to
life
Word Choice: Words lack clarity and are ineffective or overdone
Conventions: Frequent errors in writing conventions, seriously affects
readability

Task 1: Essay. Answers may vary.

ACTIVITY I. Truth Statement (Essay. Answers may vary )

Task 1. GRAPHIC ORGANIZER (Essay. Answers may vary )

Looping/Free Writing Activity. Essay. Answers may vary.

Task 2: Essay. Answers may vary.

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References
Book:
Andaya, Janice A., Loida B. Austial, Gina E. Calibo, Allan T. Coronado, and
Monalisa A. Olmoguis. Philippine Politics and Governance Instructional Plans and
Teacher’s Guide for Senior High School.
Pawilen, R. A., and Reidan M. Pawilen. Philippine Politics and Governance

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net