UCSP DLL Week 2

 

TOPIC/ LESSON NAME

Defining Culture, Society and Politics  

CONTENT STANDARDS

The learners demonstrate understanding of: 1. Culture and society as anthropological and sociological concepts

PERFORMANCE STANDARDS

LEARNING COMPETENCIES

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT

2. Perspectives in/approaches to the study of culture, society, and politics (i.e., comparative, historical, structuralstructuralfunctional, interpretative, critical) The learners: 1. Appreciate the nature of culture and society from the perspectiv perspectives es of anthropology 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 The students will be able to: 1. explain anthropological 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 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 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 pri or 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

 

MATERIALS  

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LCD projector, Laptop, video clips, cartolina, coloring materials  

Resources

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PROCEDURE

INTODUCTION (10 MINUTES)

K to 12 Senior High School Core Curriculum- Understanding Culture, Society and Politics December 2013 www.sociologyguide.com  www.sociologyguide.com  www.newworldencyclopedia.com  www.newworldencyclopedia.com  https://www.reference.com/world-review/ https://www.reference.com/world-review/   https://home.earthlink.net/-youngturck/Chapter8.htm  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

Teacher Tips

From the previous s essions, students learned the various prevailing cultural cultural,, social and political

 behavioral patterns patterns observed and experienced as members of their respective societ societies. ies. They 3-2-1 (Communication) have identified issues prevalent in the society at present. Also, they have recognized their As a way of assessing their readiness, students will be asked to interconnectedness of sociology, anthropology and political science. These disciplines are vital to better understand mechanisms to be employed in effectively responding social issues. complete the 3-2-1 Chart 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.

 

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)

Teacher tips:

Video Clip viewing (Critical Thinking)

Culture and society can be defined in different perspectives. These perspectives explain the manner of interaction of members of the society.

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

1. The Historical perspec perspectivetive- Current and future human and forest landscape conditions are influenced by the cumulative, unfolding history of social-ecological interactions. Examining

students:  past system responses, especially unintended consequences, consequences, can reveal valuable insights that  promote learning learning and adaptation. adaptation. How do the characters in the video interact with each other? What causes the conflict among the family members shown in 2. Structural-Functional Perspective- Members share sets of rules and values and maintains a the video clip?  balance harmonious harmonious system. system. It also recog recognizes nizes that ou ourr lives are guided guided by socia sociall structures. What do you think is the importance of knowing and understanding the underlying perspectives on how people 3. Social- Conflict Perspective- This is a framework for building theory that envisions society as an arena of inequality that generates conflict and change. interact in a society? Think-Pair-Share (Communication) Students will answer the guide questions through Think-PairShare

Teacher will call 5 students to share their responses.

The approach views class conflicts and class exploitation as the prime moving force in mankind’s history, 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. individuals. The symbolic-interactions paradigm includes such other approaches as dramaturgy, ethno methodology and social exchange.

Teacher will highlight the importance of knowing and understanding various perspectives about culture and society in the promotion of respect and appreciation appreciation of other cultures.

 

INSTRUCTION/DELIVERY (30 MINUTES) Society operate not in random, it has patterns, structures that allows it to function. Culture serves se rves as society’s engine.  engine. 

Show to the class graphic organizer below:

Teacher tips: The image synthesizes the definition of Tylor (1920): “Culture is complex whole which encompasses beliefs, beliefs, practices, values, attitudes, laws, norms, artifacts, symbols, knowledge and everything that a person learns and shares as a member of society.”  society.” 

In synthesizing the definition of culture, use other definitions provided.

Emphasize the two types of culture which are tangible and intangible.

Let Students define culture using the graphic organizer. Students will be given two minutes to share their definition. The teacher will synthesize all definitions.

Discuss the following characteristics in class and relate these to students’ response in the Picture Analysis.

Other Definitions of Culture:

The Characteristics/Aspects 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…   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

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

 

 people. The term society society is haped by attributes such as like likeness ness and differentiation; cooperation and conflict; and interdependence. As a quotation says “no man is an island”.  island”.  

of one person, it entails that no one is born with a fully developed culture apparatus in his or her head.

Photo Analysis (Communication and critical Analysis)

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 Each image represent/s an aspect of culture. Let the students identify the aspects of culture through the picture analysis. Discussion will follow.

 

PRACTICE (15 minutes) Critical Thinking

Teacher Tips:

Divide the class into 6 groups, an aspect of culture will be assigned to each group. They will list down examples for aspects

In a carousel, students work in small groups and move from s tation, discussing each tasks as they go. Carousel is a great way to incorporate kinesthetic learning into your teaching, and give

of culture assigned to them which can be seen in their respective family, school or communit community y

students a much needed break from sitting in their chairs. It is also a great way to encourage group.

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  responses 

 

ENRICHMENT (15 MINUTES) 

As a group, students will create a concept map showing the definition and aspects of culture.

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

   _______________________________________________________ __________________________________  __   Prepared by:  _______________________

The concept maps will be posted on the walls of the classroom. A representative of the group will explain their output.