SUBJECT TITLE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

GRADE: 12 SY: 2020-2021

Prepared by: Aiza M. Ramirez

I. AUP PHILOSOPHY:
The work of education and the work of redemption are one, to restore in humanity the lost image
of God through the harmonious development of the physical, social, ad spiritual faculties.

II. AUPA MISSION:

The AUP academy is committed to provide quality Bible – based secondary education nurturing
students for academy excellence, Christian character and exemplary service

III. AUPA VISION:

To be leading secondary Adventist educational institution in the country by 2022

IV. SUBJECT DESCRIPTION:

This course uses insights from Anthropology, Political Science, and Sociology to develop students
awareness of cultural, social and political dynamics, and sensitivity to cultural diversity; provide them
with an understanding of how culture, human agency, society and politics work; and engage them in the
acquire ideas about human cultures with the emphasis of God as the creator of human being, 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.

V. GENERAL OBJECTIVES:
At the end of the semester, the learner is expected to have developed his/her skills in:

1. Acquire ideas about human culture, human agency, society, and politics.
2. Recognize cultural relativism and social inclusiveness to overcome prejudices.
3. Develop social and cultural competence to guide interactions with groups, communities networks
and institutions.
 School AUP Academy Grade Level
Teacher/Instructo Aiza M. Ramires Learning Area
r
Class Grading
DLP: schedule/week Period/Semester A. 1st Grading
Daily Lesson Plan

ASSESSMEN Week/No
T/ . of Days
LEARNING
ETERNAL VALUES: LESSON/CONTENT EVALUATIO REFERENCE/
COMPETENCY: LIFE SKILLS:
(IFVL) TITLE: N MATERIALS:
(LC)
STRATEGIES
:
Set personal 2 Chronicles 15:7 1.Orientation Pen and Education by
goals in relations Be ye strong Course description Paper Ellen G, White
to the course therefore and let not and overview, assessment p.1 Week 1
requirements your hands be Course goals, 2meetin
and target final week; for your work expectation, Student g
grade shall be rewarded policies, Handbook p.
requirements and 5
grade computation
1. Identify the Despite of Proverbs 18:2 Chapter 1
subjects of changes and A fool hath no Starting points for Week 2
inquiry and goals differences, delight in understanding 4meetin
of Anthropology, everyone understanding, but society, culture, Reflection Retrieved gs
Political Science, should follow that his heart may and politics Writing form
and Sociology Christ law discover itself 1 . Observation on http:/www.sl
2. Analyze social, and the social, political, and ideshare.net/
political, and Government. 1 Corinthians 11:1-2 cultural change morgancatalc
cultural change 2. Definition of Reflection o/the-
Be ye followers of anthropology, Writing sociological-
me, even as I also political science, and imagination-
am of Christ sociology Presentatio 15664438
Now I praise you, n
brethren, that ye
remember me in all Picture
things, and keep the Analysis
ordinance, as I
delivered them to
you
3 Descride To 1 Thessalonians Chapter 2 UCSP by
society and understand 5:16-17 Defining Culture Gerry M. Week 3
culture as a other’s Be joyful always, and Society from Lanuza & 4
complex whole culture, ours pray continually. the perspectives of Photo Sarah S. meetings
should be Give thanks in all anthropology and analysis Raymundo
4 Explain first circumstances, for Sociology pp. 184 – 208
anthropological understood that is God’s will for 1 Society as a group https//www.
perspective on you in Christ Jesus. of people sharing a everyculture.
culture and common culture com/
society
4 Trace the God Genesis 1:27 Chapter 3 Looking CSP Maria
biological and emphasized So God created man back at human Timeline Virginia G. Week 4
cultural in the Bible in his own image, in Biocultural and Aguilar et.al. 4
evolution of that health is the image of God cultural Evolution pp. 37-39 meetings
early to modern very created he him; 1 Biological and
humans important male and female cultural evolution:
 when He says fro Homo habilis (or
“Our body is a erlier) to Home
temple of sapiens in fossil
God” record
To conform is Romans 13:2 Chapter 4 CSP Maria
5. Explain the better if the Whosoever Becoming a Virginia G.
development of law is right therefore resisteth member of Society Aguilar et.al. Week 5
one’s self and and the power, resisteth 1 Enculturation/ pp. 31-51 4
others as a reasonable the ordinance of Socialization meeting
product of than to God: and they that a. Identify formation
socialization and exercise resist shall receive b. Norms and values
enculturation deviance for to themselves c. Statues and roles
6. Identify the self – motives damnation
context, content, and benefits
processes, and
consequences of
elculturation
and socialization
1 Peter 2:13 – 17 Chapter 5 CSP by Maria Week 6
7. Traces kinship How Society is Carinnes P. and 7
ties and social Honor all people. organized Alejandria- 7
networks Love the 1. Groups within Gonzales pp. meeting
brotherhood. Fear society: Primary and 42-49
God. Honor the Secondary Definition of
king. Submit 2. In – groups and kinship.
yourselves for the out – groups (2015).
Lord’s sake to every 3. Reference groups Chegg.
human institutions 4. Networks Retrieved
from
http://www.c
hegg.com/ho
mework-
help/definitio
ns/kinship-
and-family-
51

Status
TEACHING PROCEDURES: Indicator:
(check &
Lesson 1: Starting Points for Understanding Society, date done)
Culture, and Politics
I. Specific OBJECTIVES:
1. The students will Identify the Anthropology, sociology, and Political Science in the presentation
2. Define the anthropology, sociology and political science
3. Analyze social, political and cultural change
4. Identify the subject matter and goals for the specific discipline
*Essential Question/ or Day 1 video
Specific skill/Concept Why study anthropology, sociology and political science? conferencing
(S)
A. Reviewing previous lesson or
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the the students will answer the essential question
lesson
C. Presenting examples/instances 1 Corinthians 11:1-2
of the new lesson/IFVL
D. Discussing new concepts and 1. Identifying anthropology, sociology and political Science in
practicing skills #1 the picture
2. Defining the anthropology, sociology and political science
E. Discussing new concepts and The students will analyze the social behavior, political and
practicing new skills #2 cultural change in the given place based on the subject matter
per discipline
F. Developing Mastery (Leads to Group presentation through representation
formative assessment)

G. Finding Practical Applications of Despite of changes and differences, everyone should follow
concepts and skills in daily Christ law and the Government.
living/IFVL
H. Making Generalizations and The UCSP is a multidisciplinary course that deal with the study
abstractions about the lesson of people within the context of their social; relationship within
institutions and natural environment, political systems and
cultures.
I. Evaluating Learning Reflection Writing
J. Additional Activities for Research and reporting of anthropology, sociology and political
application or remediation science for the students who missed this lesson.

II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up
by Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment

B. No of learners who require

additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
 No of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?

Checked by:

_______________________
Date:

Status
TEACHING PROCEDURES: Indicator:
 (check &
Lesson 2: Defining Culture and Society from the date done)
perspectives of anthropology and Sociology
I. Specific OBJECTIVES:
1. Articulate how to understand concept of culture and society using anthropological and
sociological perspective
2. Appreciate the essence of studying culture, society and politics through a meaningful and
interactive lecture
*Essential Question/ or 1. What is the difference between culture and society
Specific skill/Concept 2. What is the relationship between culture and society?
3. What makes up the society?
A. Reviewing previous lesson or Question and answer about the past lesson
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the Video clip viewing (critical thinking) Video showing roles and
lesson conflict of family members
C. Presenting examples/instances 1 Thessalonians 5:16-17
of the new lesson/IFVL Be joyful always, pray continually. Give thanks in all
circumstances, for that is God’s will for you in Christ Jesus.
D. Discussing new concepts and Discuss the characteristics of culture by using photo analysis
practicing skills #1
E. Discussing new concepts and Practice: Critical thinking
practicing new skills #2 Divide the class into 6 groups, an aspect of culture will be
assigned to each group. They will list down examples for aspects
of cultural assigned to them which can be seen in their
respective family, school or community.
F. Developing Mastery (Leads to Students will create s concept map showing the definition and
formative assessment) aspects of culture(by group)

G. Finding Practical Applications of To understand other’s culture, ours should be first understood
concepts and skills in daily
living/IFVL
H. Making Generalizations and Answer the essential question
abstractions about the lesson
I. Evaluating Learning Quiz
J. Additional Activities for Students who failed or missed this topic will be given research
application or remediation paper about culture and society and should be presented in class

II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up
by Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment

B. No of learners who require

additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No of learners who have caught up
 with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?

Checked by:

_______________________
Date:

TEACHING PROCEDURES: Status

Indicator:
Lesson 3: Looking back at human Biocultural and cultural (check &
Evolution date done)
 II. Specific OBJECTIVES:
1. Trace the biological evolution in terms of health
2. Identify the connection between biological evolution, cultural and sociopolitical evolution
3. Accepts that in part of evolution is decay and destruction

*Essential Question/ or Why do humans in terms of health, cultures and societies

Specific skill/Concept evolve? What are the forces that drives evolution?
A. Reviewing previous lesson or Connect the previous lesson to the present one
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the What is biological and cultural evolution?
lesson
C. Presenting examples/instances Genesis 1:27
of the new lesson/IFVL So God created man in his own image, in the image of God
created he him; male and female

D. Discussing new concepts and Discussion of cultural and sociopolitical evolution by using the
practicing skills #1 timeline
E. Discussing new concepts and Activity: Timeline
practicing new skills #2
F. Developing Mastery (Leads to Group presentation
formative assessment)

G. Finding Practical Applications of God emphasized in the Bible that health is very important when
concepts and skills in daily He says “Our body is a temple of God”
living/IFVL
H. Making Generalizations and Answer the essential questions
abstractions about the lesson
I. Evaluating Learning Quiz
J. Additional Activities for Research and present the human evolution according to Charles
application or remediation Darwin and explain the difference to Adventist perspective.

II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up
by Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment

B. No of learners who require

additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
 F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?

Checked by:

_______________________
Date:

Status
TEACHING PROCEDURES: Indicator:
Lesson 4: Becoming a member of Society (check &
date done)
 I. Specific OBJECTIVES:
1. Recall what happened in the past through life stages
2. Analyze the significant mark of who you are today
3. Analyze how social interaction proceeds through the operation of norms, values, statues and role
4. Explain the conformity and deviance
5. Demonstrate the human dignity, rights and the common good
*Essential Question/ or
How do we become kapwa to others?
Specific skill/Concept
A. Reviewing previous lesson or Framing our prior understanding through the activity entitled
presenting new lesson (indicate “The Gift”
mode of lesson delivery)
B. Establishing a purpose for the Explain the significant mark of who you are today
lesson
C. Presenting examples/instances Train up a child in the way he should go and when he is old he
of the new lesson/IFVL will not depart from it”

D. Discussing new concepts and 1. How enculturation and acculturation work on identity
practicing skills #1 formation, norms and values, and statuses ang roles?
E. Discussing new concepts and Discuss the conformity and deviance through reporting by
practicing new skills #2 specific group
F. Developing Mastery (Leads to Discussion about human dignity, right and the common good
formative assessment)

G. Finding Practical Applications of To conform is better if the law is right and reasonable than to
concepts and skills in daily exercise deviance for self – motives and benefits
living/IFVL
H. Making Generalizations and Answer the essential questions
abstractions about the lesson
I. Evaluating Learning Quiz
J. Additional Activities for Present the forms of deviance through video clip for students
application or remediation who need remediation.

II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up
by Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment

B. No of learners who require

additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
 E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?

Checked by:

_______________________
Date:

Status
TEACHING PROCEDURES: Indicator:
 (check &
Lesson 5: How Society is Organized date done)

I. Specific OBJECTIVES:
1. Build a city through drawing
2. Explain the difference of varied types of groups through giving of concrete
examples and illustrations
3. Discuss the varied roles each member of a group as to perform
4. Suggest way by which group conflicts can be resolved
5.

*Essential Question/ or
Why do we need to organize? Why do people stick together
Specific skill/Concept
A. Reviewing previous lesson or Reflective sharing activity after building a city
presenting new lesson (indicate
mode of lesson delivery)
B. Establishing a purpose for the Asks students to share brief experiences about acceptance and
lesson belongingness in social groups
C. Presenting examples/instances “No man is an island” Everyone needs to be belonged.
of the new lesson/IFVL Belonging means acceptance as a member or part. A sence of
belonging is a human need, just like a need for food and shelter.
Feeling that you belong is most important in seeing value in life
and in coping with intensely painfil emotions

D. Discussing new concepts and

practicing skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
formative assessment)

G. Finding Practical Applications of

concepts and skills in daily
living/IFVL
H. Making Generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional Activities for
application or remediation

II. Teacher’s
REMARKS/Justification:
III. REFLECTION (To be filled up
by Teachers after
A. No. of learners who earned
80% + in the
evaluation/assessment

B. No of learners who require

additional activities for remediation
 who scored below 80%
C. Did the remedial lessons work?
No of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover, which
I wish to share with other teachers?

Checked by:

_______________________
Date: