11/1
CATCH-UP FRIDAYS
Lesson Script in
Understanding Culture,
Society, and Politics
Quarter 1 Week 4
Catch-Up Fridays
Lesson Script in Understanding Culture, Society, and Politics
Quarter 1: Week 4
SY 2024-2025
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It aims to assist in delivering the curriculum content, standards, and lesson competencies.
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Published by the Department of Education
Development Team
Writer: Eduard C. Broqueza
Content Validators: Marites B. Directo Aaron S. Enano
Wilbert G. Balboa Joel L. Salivio
Language Validators: Krislene C. Dela Cruz Jennivive R. Maca
Lavie Claire A. Tado
Illustrator: Jade C. Magos
Layout: Junior S. Lim Dorothy Grace I. Reyes
Management Team
JOCELYN DR ANDAYA CESO IV, Director IV
CRISTITO A. ECO CESO III, Assistant Regional Director
MICAH G. PACHECO, EPS, OIC-CLMD Chief
ANDREW E. TAN, Regional Education Program Supervisor
MARITES B. DIRECTO, Education Program Supervisor
AARON S. ENANO, Education Program Supervisor
WILBERT G, BALBOA, Education Program Supervisor
JOEL L. SALIVIO, Public Schools District Supervisor
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
RUBY E. BANIQUED, LR Education Program Supervisor
Week 4 Day 5 Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate an understanding of:
1. culture and society as anthropological and sociological
concepts;
2. perspectives in/approaches to the study of culture and society
A. Content
(i.e., comparative, historical, structural, functional, interpretive,
Standards
critical);
3. the human origins and the capacity for culture;
4. the role of culture in human adaptation; and,
5. processes of cultural and sociopolitical evolution.
The learners
1. appreciate the nature of culture and society from the
perspectives of anthropology and sociology;
B. Performance
2. demonstrate a holistic understanding of culture and society;
Standards
and,
3. values cultural heritage and express pride of place without
being ethnocentric.
C. Learning
Explain the importance of cultural relativism in attaining cultural
Competenci
understanding.
es
At the end of the lesson, the students should be able to:
1. differentiate ethnocentrism and culture relativism; and
2. appreciate the diversity of cultural perspectives by
D. Learning
understanding the differences between ethnocentrism and
Objectives
cultural relativism.
3. Illustrate concept map and t-chart to organize the ideas of
culture relativism and ethnocentrism.
II. CONTENT
Subject Matter Cultural Relativism
Area for Integration Reading
Theme -
Key Concept for
Comparison and Contrast
Integration
III. LEARNING RESOURCES
Culture and Psychology. Ethnocentrism and Cultural Relativism.
A. References https://open.maricopa.edu/culturepsychology/chapter/ethnocentrism-
and-cultural-relativism/
B. Other
https://app.magicschool.ai/tools/rubric-generator?slug=rubric-
Learning
generator&thread=24200772
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Concept Map
Knowledge
(5 minutes) Teacher: Good day, class! Welcome to our UCSP session for today.
Let’s begin by brainstorming your ideas about ethnocentrism and
cultural relativism. Get one whole bond paper and draw two big
circles. Write ethnocentrism and culture relativism at the center of it.
Draw lines to related subtopics around it. Connect and label subtopic
to show relationship.
You are given 3 minutes to finish your activity.
(After 3 minutes, ask some students to share their ideas with the
group.)
Teacher: Before we proceed with the next parts of the lesson, here
are the learning objectives for today:
1. Differentiate ethnocentrism and culture relativism.
2. Appreciate the diversity of cultural perspectives by
Lesson understanding the differences between ethnocentrism and
Purpose/Intention cultural relativism.
(5 minutes)
(Note to the teacher: In this lesson part, the teacher provides learners
with what they should know, understand, and be able to do in the
lesson.)
Lesson Language VOCABULARY DEVELOPMENT
Practice
(5 minutes) Teacher: Today, we will read an article titled ethnocentrism and
cultural relativism. Here are some important words that would help
you understand the article.
Teacher: Let us start with the word is “genocide.” What is your idea
about genocide?
Learner 1: Intentional mass killing of a group, especially an ethnic or
national group.
Teacher: Very good! The planned and systematic extermination of a
significant portion of a population, especially targeting specific ethnic,
racial, or national groups. Our second word is “famahidana.” What is
your idea about famahidana?
Leaner 2: Malagasy tradition of rewrapping and celebrating
ancestors' remains.
Teacher: Well done! Malagasy tradition of exhuming, rewrapping,
and celebrating ancestors' remains with music, dancing, and
community gatherings. For our last word is “circumcision.” What is
circumcision?
Learner 3: Surgical removal of the foreskin from the male genitalia
for cultural or medical reasons.
Teacher: That’s correct!
During/Lesson Proper
Reading the Key Teacher: For today’s session, we will read about ethnocentrism and
Idea/Stem cultural relativism. For us to better understand the text, I would like
(10 minutes) you to be guided by the following questions:
1. How is ethnocentrism defined in the article?
2. What does the article say about cultural relativism?
3. How were the concepts of ethnocentrism and cultural relativism
differentiated in the article?
4. What example of ethnocentrism does the article provide?
5. What example of cultural relativism does the article provide?
Ethnocentrism and Cultural Relativism
(https://open.maricopa.edu/culturepsychology/chapter/ethnocentrism-
and-cultural-relativism/)
Ethnocentrism is the tendency to look at the world primarily from the
perspective of one’s own culture. Part of ethnocentrism is the belief
that one’s own race, ethnic or cultural group is the most important or
that some or all aspects of its culture are superior to those of other
groups. Some people will simply call it cultural ignorance.
Ethnocentrism often leads to incorrect assumptions about others’
behavior based on your own norms, values, and beliefs. In extreme
cases, a group of individuals may see another culture as wrong or
immoral and because of this may try to convert, sometimes forcibly,
the group to their own ways of living. War and genocide could be the
devastating result if a group is unwilling to change their ways of living
or cultural practices.
Ethnocentrism may not, in some circumstances, be avoidable. We
often have involuntary reactions toward another person or culture’s
practices or beliefs, but these reactions do not have to result in
horrible events such as genocide or war. In order to avoid conflict over
culture practices and beliefs, we must all try to be more culturally
relative.
Cultural relativism is the principle of regarding and valuing the
practices of a culture from the point of view of that culture and to
avoid making hasty judgments. Cultural relativism tries to counter
ethnocentrism by promoting the understanding of cultural practices
that are unfamiliar to other cultures such as eating insects, genocides,
or genital cutting. Take for example, the common practice of same-
sex friends in India walking in public while holding hands. This is a
common behavior and a sign of connectedness between two people.
In England, by contrast, holding hands is largely limited to
romantically involved couples, and often suggests a sexual
relationship. These are simply two different ways of understanding the
meaning of holding hands. Someone who does not take a relativistic
view might be tempted to see their own understanding of this
behavior as superior and, perhaps, the foreign practice as being
immoral.
Despite the fact that cultural relativism promotes the appreciation for
cultural differences, it can also be problematic. At its most extreme,
cultural relativism leaves no room for criticism of other cultures, even
if certain cultural practices are horrific or harmful. Many practices
have drawn criticism over the years. In Madagascar, for example, the
famahidana funeral tradition includes bringing bodies out from tombs
once every seven years, wrapping them in cloth, and dancing with
them. Some people view this practice disrespectful to the body of the
deceased person. Today, a debate rages about the ritual cutting of
genitals of girls in several Middle Eastern and African cultures. To a
lesser extent, this same debate arises around the circumcision of baby
boys in Western hospitals. When considering harmful cultural
traditions, it can be patronizing to use cultural relativism as an excuse
for avoiding debate. To assume that people from other cultures are
neither mature enough nor responsible enough to consider criticism
from the outside is demeaning.
The concept of cross-cultural relationship is the idea that people from
different cultures can have relationships that acknowledge, respect,
and begin to understand each other’s diverse lives. People with
different backgrounds can help each other see possibilities that they
never thought were there because of limitations, or cultural
proscriptions, posed by their own traditions. Becoming aware of these
new possibilities will ultimately change the people who are exposed to
the new ideas. This cross-cultural relationship provides hope that new
opportunities will be discovered, but at the same time it is
threatening. The threat is that once the relationship occurs, one can
no longer claim that any single culture is the absolute truth.
Developing Teacher: Let's discuss the article about ethnocentrism and cultural
Understanding of relativism. Let’s begin by defining ethnocentrism. Anyone who would
the Key Idea/Stem like to answer?
(5 minutes)
Learner 1: Ethnocentrism is judging other cultures by your own
culture's standards.
Teacher: That is correct! Now for our second question, what does the
article say about cultural relativism?
Learner 2: Cultural relativism means understanding cultures based
on their own values and beliefs.
Teacher: Correct! Cultural relativism means understanding and
judging a culture by its own values, not comparing it to others. Next,
how were the concepts of ethnocentrism and cultural relativism
differentiated in the text?
Learner 3: The article says ethnocentrism judges’ others’ cultures,
while cultural relativism understands cultures on their own terms.
Teacher: Ethnocentrism judges’ other cultures by one's own
standards, while cultural relativism respects cultures on their own
terms. Now for the fourth question, what example of ethnocentrism
does the article provide?
Learner 4: The article cites ethnocentrism when people believe their
way of life is superior to others.
Teacher: Well done! The article cites that tourists think their customs
are better than local customs as an example of ethnocentrism.
For our last question, what example of cultural relativism does the
article provide?
Learner 5: The article shows cultural relativism by respecting
different cultural practices without judgment or comparison.
Teacher: Good observation! The article demonstrates cultural
relativism by accepting and respecting diverse cultural practices
without judging them against one's own standards.
Deepening Teacher: For our next activity, you will make an individual T- Chart.
Understanding of First, draw a vertical line down the center of your paper to create two
the Key Idea/Stem columns. Then, write ethnocentrism in the left column and cultural
(10 minutes) relativism in the right column. Finally, list the characteristics,
attributes, or points under each column header to compare the
subjects or ideas effectively, and I will call someone to present his/her
work.
Teacher: I will give you ten minutes for this activity.
Note to the teacher: After the presentation of each group. The teacher
will use the following questions to process the previous activity:
1. How does ethnocentrism judge other cultures compared to
cultural relativism?
2. What are the attitudes of ethnocentrism and cultural relativism
towards cultural diversity?
3. How do ethnocentrism and cultural relativism affect
understanding between different cultures?
After/Post-Lesson Proper
Reflective Action Plan
Teacher: To wrap up our lesson today, how does cultural relativism
help us respect different cultural practices without judgment?
Learner 1: Cultural relativism helps us respect different cultures by
Making
understanding practices according to their own values, without
Generalizations
imposing our own judgments.
and Abstractions
(5 minutes)
Teacher: Very good!
Teacher: At this point, in your own words, define ethnocentrism and
culture relativism.
(Call some volunteers to share their ideas.)
Teacher: To see how well you have understood our lesson today, I
want you to get your ballpen and ½ crosswise sheet of paper. Write an
Evaluating essay comparing and contrasting ethnocentrism and cultural
Learning relativism. Discuss the advantages and disadvantages of each in our
(5 minutes) interconnected world today.
(Note to the teacher: See Annex for the rubrics)
Additional
Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection
ANNEX
Comparing and Contrasting Ethnocentrism and Cultural Relativism
2 - Needs 1-
Criteria 5 - Excellent 4 - Good 3 - Average
Improvement Unacceptable
Understandin Demonstrates a Clearly Provides a Shows a limited Fails to
g of thorough and explains basic understanding of adequately
Ethnocentrism nuanced ethnocentrism understanding the concepts, with explain
and Cultural understanding and cultural of inaccuracies or ethnocentrism
Relativism of relativism, ethnocentrism oversimplifications. and cultural
ethnocentrism including their and cultural relativism or
and cultural main features relativism, with confuses the
relativism, and how they some gaps in two concepts.
including their influence knowledge.
key worldviews.
characteristics,
origins, and how
they shape
perspectives.
Comparison Thoughtfully Effectively Attempts to Comparisons and Fails to
and Contrast compares and compares and compare and contrasts are meaningfully
contrasts contrasts the contrast superficial or compare and
ethnocentrism two concepts, ethnocentrism contain contrast the
and cultural demonstrating and cultural inaccuracies. two concepts or
relativism, a clear relativism, but does so in a
highlighting understanding the analysis is way that is
their similarities, of their uneven or lacks confusing or
differences, and relationship. depth. irrelevant.
nuances in a
cohesive and
insightful
manner.
Advantages Provides a Discusses the Addresses Oversimplifies or Fails to
and comprehensive advantages some of the misrepresents the adequately
Disadvantage and well- and advantages advantages and discuss the
s reasoned disadvantages and disadvantages of advantages and
analysis of the of disadvantages ethnocentrism and disadvantages
advantages and ethnocentrism of the cultural relativism. of the concepts
disadvantages and cultural concepts, but or does so in a
of both relativism, the analysis is way that is
ethnocentrism demonstrating incomplete or irrelevant or
and cultural a solid lacks depth. incoherent.
relativism in the understanding
context of an of their
interconnected implications.
world.
Organization The essay is The essay is The essay is The organization of The essay lacks
and Clarity exceptionally well-organized, reasonably the essay is unclear a clear
well-organized, with a coherent organized, but or disjointed, organizational
with a clear and structure that the structure making the structure,
logical flow that supports the could be comparison and making the
guides the comparison improved to analysis difficult to comparison and
reader through and analysis. enhance the follow. Writing analysis
the comparison Writing is flow of the contains multiple confusing and
and analysis. generally clear comparison errors that impede difficult to
Writing is clear, and free of and analysis. understanding. follow. Writing
concise, and significant Some minor is riddled with
free of errors. errors. writing errors errors that
may be severely
present. undermine the
overall quality.
Use of Skillfully Uses Includes some Provides limited or Fails to
Evidence and incorporates appropriate examples and irrelevant examples incorporate
Examples relevant and examples and evidence, but and evidence to examples or
well-chosen evidence to they may not support the evidence to
examples and support the always be comparison and support the
evidence to comparison relevant or analysis. comparison and
support the and analysis of well-integrated analysis, or the
comparison and the concepts. into the examples and
analysis of analysis. evidence used
ethnocentrism are
and cultural inappropriate or
relativism. inaccurate.
