School Grade Level 12

Teacher Learning Area Understanding Culture, Society

and Politics
Teaching Dates & Time Quarter III
DAILY LESSON
LOG

Monday Tuesday Wednesday Thursday Friday

1. Culture and society as anthropological and sociological concepts.
A. Content Standards 2. Perspectives in/approaches to the study of culture and society (i.e., comparative, historical, structural-functional, interpretive, critical)

1. Appreciate the nature of culture and society from the perspectives of anthropology and sociology.
B. Performance Standards 2. Demonstrate a holistic understanding of culture and society.
3. Values cultural heritage and express pride of place without being ethnocentric.
C. Learning Competencies Analyze the concept, Explain the importance of cultural relativism in attaining cultural understanding. (UCSP11/12DCSId-10)
aspects and changes of
culture and society
(UCSP11/12DCSIc-8 )

I. OBJECTIVES 1. Analyze the factors that 1. define cultural relativism, ethnocentrism, and multiculturalism.
make an individual a unique 2. differentiate cultural relativism from ethnocentrism.
At the end of the period, social being. 3. explain the importance of cultural relativism in attaining cultural understanding.
students are expected to: 2. identify the 4. identify real-life situation showing cultural relativist and ethnocentric perspectives.
roles/responsibilities of
an individual in bringing
about social change.
3. Appreciate the
individual’s task/role in
achieving sustainable and
inclusive development in
a society.
II. CONTENT The Role of an Individual The Importance of Cultural Relativism in Attaining Cultural Understanding the Importance of Cultural
in Social Change and Relativism in Attaining Cultural Understanding
Inclusive Sustainable
Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
 4. Additional Materials Visual aids Activity Sheets Visual Aids, Activity Sheets Activity Sheets Short bond paper
B. Other Learning Resources Senior High School: Understanding Culture, Society and Politics Alternative Delivery Mode
Understanding Culture, Quarter 1 – Module 3: Explain the Importance of Cultural Relativism in Attaining Cultural Understanding
Society and Politics First Edition, 2020
Quarter 1 Module 2 Pages 1 - 12
Region V-Bicol
Pages 6 - 10

IV. PROCEDURES

A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management

B. Motivation/Recall What makes up a You have learned about Let us first your activity yesterday. What have you learned
person’s personality? the aspects of culture. yesterday?
That activity let you recall about the
Now, you will know about aspects of culture since it will help us Let us recall our lessons by
(It includes temperament, the cultural relativism. to easily understand the cultural answering this activity:
attitude, thought, beliefs, Have you already relativism which is our topic today.
behavior and character. Our wondered if knowing the Directions: Read the situations,
personality is unique, thus aspects of culture will help state if it is showing
this difference makes it you easily understand what
possible to us to make is cultural relativism? Try
contributions to the welfare this activity by doing this
of others, and to develop in your notebook.
anything that could be enthocentrism or cultural
called society.) Identify what aspects of relativism
Today, we are going to culture (material or non- From that, what is cultural
identify the role of material culture) are being relativism, ethnocentrism and
individual in social change described by the following multiculturalism. Differentiate it.
and inclusive sustainable statements. Then, write
development. down at the right side
boxes “CR” if it should be
Let us first define the respected and “EC” if not.
following:
1. Sustainable development
2. Inclusive development
3. Role
C. Lesson Proper

1. Activities “Man is a Social Animal” ‘SCENARIO ANALYSIS’

Direction: Reflect with this idea
and explain it.
Let us also try this activity.
DIRECTIONS : Read the
following short scenario then
answer the
corresponding questions.
(This will be a group
activities)

Guide Questions:
1. Which part did Zoe got
disrespected by her
classmates?
2. Why did Zoe manage to get
some new friends despite the
differences that they have?
3. Is it important that Zoe’s
 classmate know first the whole
story in his being odd before
they respect her? Explain your
answer.
4. Why do you think his
classmates laugh at her the
first time they saw her with
her traditional clothes on over
their uniform?
5. If you are Zoe, will you
laugh at your classmates too
because they have a fashion
style that is different from you
knew since you are born?
2. Analysis 1. Why is it that man is 1. What does the scenario
considered as a social animal? reflecting?
2. Are you agree that an
2. Did you also observe this
individual is a product of
society? Why or why not? kind of scenario in your
3. How important society for us school or community? Tell
individual? something about what you
4. When society is built, what observe?
is our basic responsibilities as 3. What are you going to do to
individual as part of the
avoid this kind of scenario
society?
since we all know that we
have the so-called Cultural
differences?

Cultural differences are

dominant than cultural
universal, despite how much
individuals have similarity.
Cultural Universals are traits
that are parts of every known
culture. These include bodily
adornment, courtship,
dancing, education, food
taboos, funeral rite, etc.
Cultural Universals give rise
to Ethnocentrism and Cultural
Relativity/Relativism.
3. Abstraction 1. What is inclusive 1. What is cultural relativism?
development? sustainable 2. The logic of cultural
development? relativism is at the basis of
2. What are the individual's contemporary policies of
 task/roles in achieving multiculturalism, what is
inclusive sustainable multiculturalism?
development to society? 3. What is ethnocentrism?
3. In September 2015, the 4. What is the difference
General Assembly adopted between cultural relativism
the 2030 Agenda for and ethnocentrism?
Sustainable Development
that includes 17 Sustainable
Development Goals
(SDGs), what are those?
4. As a member of society,
how can you help promote
inclusive sustainable
development?
4. Applications ‘Relate and Appreciate!’ What I Can Do? To see whether you’ve learned
Directions: Give your DIRECTIONS: Read the from our discussions yesterday try
to perform this activity by relating
opinions on the following statements carefully and it your daily life experience through
situation. How are you identify if it implies a role play.
going to show appreciation ethnocentrism or cultural
for the things in society relativism. Answer and Show Me!
DIRECTIONS: Make your answer
where you live in? appropriate to the flow of
1. As a SHS student, how conversation. Write your own line
can you be of help in based on the character that is asked
bringing inclusive in the activity.
sustainable development in
Group 1:
your: home, school and Maria is strolling at the mall
barangay? when she saw some beautiful
2. What makes you a unique dresses at a Korean store and an ad
individual? How do you inside with a beautiful skinny
model with a tag line “Korean
differ from other members Skinny Jeans for stylish and
of the group you belong? beautiful you!” Maria go inside
without minding the displayed add
and greeted by its staff.
Staff: Anneoyong Haseyo! May I
help you madam?
Maria: Yes. I like the designs of
your dresses but the displays are all
small. Do you have extra-large
size?
Staff: (Ethnocentric Response):__
Maria: Why? (Cultural Relativist
response)_____________

Group 2:
Maria goes out the store without
a paper bag. Then, while walking
out of the mall, she saw some
 American brand clothing store. She
walk inside the store she is warmly
welcomed by its staff.
Sales staff: Good Morning Ma’am?
How may I help you?
Maria: I am looking for the
displayed dress at the front of your
store; do you have bigger size than
that?
Sales staff: (Cultural Relativist
response)____________

Group 3:
Maria got out the store with a
smile on her face and the dress that
she wanted. While waiting for a
cab, she saw a Filipino street food
in a stall. She walk towards it and
ask the vendor.
Maria: Isaw is 20 pesos per stick?
(Ethnocentric reaction) ________
Vendor: (Cultural relativist
response ___________

After that day, Maria went home

with a full stomach and a smile in
her face. -End

D. Evaluating learning ‘FACT or BLUFF’ ‘Match It’ Performance Task:

Directions: Write FACT if DIRECTIONS: Connect the DIRECTIONS: Using the
the statement is true and following sentences from twitter board, write down
BLUFF if it is not. column A to column B that the significance of
1. Man is a social being. will make sense about Cultural cultural relativism in
2. Through social contract Relativism. attaining cultural
man was able to establish understanding using 140
relationship with others in characters. (140 words)
the society.
3. SDGs were adopted by
all UN members as a call to
action to end poverty,
protect the planet and
ensure that all people enjoy
peace and prosperity.
4. Gender equality is not
one of the goals of UN’s
SDGs.
5. Inclusive means engaging Rubrics:
in the marginalized people
 in the society’s activities Relevant to the topic - 25
Originality - 15
Grammar, Usage
and Mechanics - 10
Timeliness -5
Total - 50
E. Assignment/ Additional Define and give sample Bring short bond paper. Prepare for a long quiz
activities for application or situation/scenario showing on Monday about the
remediation the following: following:
1. Cultural Relativism 1. The concept, aspects
2. Ethnocentrism and changes of culture
3. Multiculturalism and society.
4. Xenocentrism 2. The Role of an
Individual in Social
Change and Inclusive
Sustainable Development.
3. Cultural Relativism in
attaining Cultural
Understanding.
V. REMARKS Every Tuesday is the
schedule for
Independent
Cooperative Learning
(ICL) for this subject.
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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?

Prepared by: Noted by:

Subject Teacher Principal II