College of Subic Montessori Subic Bay Campus

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GRADE 12-ABM/TVL-A&B/HUMSS/STEM
Detailed Teaching Syllabus

2nd Semester , Course Code/Number: Course Title: Day/Time: Hours per week: Prerequisite
Academic Year: Understanding Culture, M-T-W-TH-F
2019-2020 UCSP11/12SPU Society, and Politics (12-HUMSS/ABM/TVL-A) 4.5 None
M-W- 8:00-9:30 am
F- 8:00-9:00 am
(12-TVL-B)
T-TH - 10:30-12:30 pm
(12-STEM)
T-TH - 1:30-3:30 pm

COURSE OUTCOME:
At the end of the semester the Grade 12 Learners are expected to:
1.Adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
2. Demonstrate a holistic understanding of culture and society
3. Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human evolution that can still be used and developed
4.Identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules
5. Recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society
6. Evaluates factors causing social, political, and cultural change
7. Advocate how human societies should adapt to such changes

GENERAL COURSE 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
examination of the country’s current human development goals. At the end of the course, students should acquire ideas about human cultures, 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.
COURSE CALENDAR
UNITS/TOPICS/SUBJECT MATTER No. of Hours Nov. Week Dec. Week Jan. Week Feb. Week March Week

A. STARTING POINTS FOR THE UNDERSTANDING OF Lec. Lab Total 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

CULTURE, SOCIETY, AND POLITICS

1. Sharing of social and cultural backgrounds of students as 4.5 4.5 X X

acting subjects or social actors, agents, persons; (examples:
gender, socioeconomic class, ethnicity, religion,
exceptionality/non-exceptionality, nationality)
2. Observations about social, political, and cultural behavior and
phenomena (examples: food taboos, istambay, political dynasties,
elections)
3. Observations on social, political, and cultural change
(examples: texting, transnational families, local public services,
youth volunteerism)
4. Definition of anthropology, political science, and sociology
B. DEFINING CULTURE AND SOCIETY FROM THE
PERSPECTIVES OF ANTHROPOLOGY AND SOCIOLOGY
4.5 4.5 X X
1. Society as a group of people sharing a common culture
2. Culture as a “‘that complex whole which encompasses beliefs,
practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learns and shares as a
member of society.” (E.B. Tylor 1920 [1871]).
3. Aspects of Culture a. Dynamic, Flexible, & Adaptive b. Shared
& Contested (given the reality of social differentiation) c. Learned
through socialization or enculturation d. Patterned social
interactions e. Integrated and at times unstable f. Transmitted
through socialization/enculturation g. Requires language and
other forms of communication
4. Ethnocentrism and Cultural Relativism as orientations in
viewing other cultures

C. LOOKING BACK AT HUMAN BIOCULTURAL AND

SOCIAL EVOLUTION
 4.5 4.5 X X X
1. Biological and cultural evolution: from Homo habilis (or
earlier) to Homo sapiens sapiens in the fossil record

2.Cultural and sociopolitical evolution: from hunting and

gathering to the agricultural, industrial , and post-industrial
revolutions a. The Neolithic Revolution b. Early civilization and
the rise of the state c. Democratization

D. BECOMING A MEMBER OF SOCIETY

1. Enculturation/Socialization a. Identity formation (identities,

disciplines, and aspirations) b. Norms and values c. Statuses and
roles (e.g. age, gender)

2. Conformity and deviance a. Social control (gossip, social

ostracism, laws and punishments) b. Forms of deviance
(ritualism, retreatism, rebellion, and innovation)

1. Human dignity, rights, and the common good

E. HOW SOCIETY IS ORGANIZED

1. Groups within society: Primary and Secondary

2. In-groups and out-groups
3. Reference groups
4. Networks

F. CULTURAL, SOCIAL AND POLITICAL INSTITUTIONS

1. Kinship, marriage, and the household 4.5 4.5 X X X

a. Kinship by blood Descent and marriage (unilineal, matrilineal,
patrilineal, bilateral)
b. Kinship by marriage rules cross-culturally (monogamy vs.
polygamy, post-marital residency rules, referred marriage
partners)
c. Kinship by ritual (Compadrazgo)
d. Family and the household Nuclear, extended, and reconstituted
families (separated, transnational) e. Politics of kinship (political
dynasty, alliances)

2. Political and leadership structures

a. Political organization i. Bands ii. Tribe’s iii. Chiefdoms iv.
States and nations
b. Authority and legitimacy i. Traditional ii. Charismatic iii.
Rational

3. Economic Institutions
a. Reciprocity
b. Transfers
c. Redistribution
d. Market transactions
e. Markets and state
4. Nonstate institutions
a. Banks and corporations
b. Cooperatives and trade unions
c. Transnational advocacy groups
d. Development agencies 4.5 4.5 X X X
e. International organizations

5. Education
a. Functions of education in society (formal and nonformal)
i. Productive citizenry
ii. Self-actualization
iii. Primary education as a human right

6. Religion and belief systems

a. Animism
b. Polytheism
c. Monotheism
d. Institutionalized religions
e. Separation of church and state
7. Health
a. Culture-specific syndromes and illnesses (e.g., “bughat”,
”usog”/”buyag”)
b. Systems of diagnosis, prevention and healing (e.g., traditional,
western, alternative healing systems)
c. Health as a human right
G. Social and political stratification
a. Social desirables (wealth, power, prestige)
b. Social mobility system i. Open (Class) ii. Closed (Caste)
c. Social inequality 4.5 4.5 X X X
i. Access to social, political, and symbolic capital
ii. Gender inequality
iii. Ethnic minorities
iv. Other minorities (e.g., persons with disabilities)
v. Global Inequality (relationships between states and nonstate
actors in the global community)
H. CULTURAL, SOCIAL, AND POLITICAL CHANGE
SOURCES OF SOCIAL, CULTURAL, AND POLITICAL
CHANGE
1. Innovation 4.5 4.5
2. Diffusion X X
3. Acculturation and assimilation
4. Social contradictions and tensions (e.g., Inter-ethnic conflicts,
class struggle, armed conflict, terrorism, protests, gender issues)
I.NEW CHALLENGES TO HUMAN ADAPTATION AND
SOCIAL CHANGE

1. Global warming and climate change

2. Transnational migration and Overseas Filipino Workers
(OFWs) J. Responding to social, political, and cultural change 1.
Inclusive Citizenship and participatory governance 2. New forms
of media and social networking
3. Social movements (e.g., environmentalism, feminism)

Total 31.5 31.5

 INTENDED LEARNING
Week/Inclu TOPICS OUTCOME (ILO) TEACHING-LEARNING ASSESSMENT TIME REFERENCE REMARKS
sive Date (Knowledge, ACTIVITIES TASK FRAME S/TEACHING
Understanding, DEVICES
Proficiency)

A. STARTING POINTS The facilitator will group the Activity 1

FOR THE 1. articulate observations on class into four; each group will Let’s chart it! R1
Week 1&2 UNDERSTANDING OF human cultural variation, accomplish a chart according to R2
CULTURE, SOCIETY, social differences, social their assign topic and present it in 2 Weeks R3
AND POLITICS change, and political the class.
identities Group 1: Social classes and
1. Sharing of social and Government
cultural backgrounds of 2. demonstrate curiosity Group 2: Education, Science, and
students as acting and an openness to explore Technology
subjects or social actors, the origins and dynamics of Group 3: Religion, Music, Dance,
agents, persons; culture and society, and an Literature
(examples: gender, political identities Group 4: Family Customs
socioeconomic class,
ethnicity, religion, 3. analyze social, political,
exceptionality/non- and Using the same group; each will
exceptionality, cultural change, show the differences between Activity 3
nationality) Science, and Sociology then and now about Courtship Spot the
2. Observations about Practices, Local Government, difference!
social, political, and Means of Communication, Status
cultural behavior and of Women, and Filipino Family
phenomena (examples: through role playing.
food taboos, istambay,
political dynasties, The facilitator will group the
elections) class into trios; each trios will Activity 4
3. Observations on social, make their own rendition/cover of Cover Me
political, and cultural an existing song in the Reflection
 change (examples: Activity (provided by the teacher)
texting, transnational
families, local public The facilitator now will ask the
services, youth same group to cosplay some
volunteerism) historical characters (eg.: Lapu-
4. Definition of lapu, Raja Humabon) during pre- Activity 2
anthropology, political colonial Philippines. Highlight Class Cosplay
science, and sociology the richness of Philippine culture
through their costumes.

B. DEFINING
CULTURE AND 1. explain anthropological Each Student will complete the Quiz 1
SOCIETY FROM THE and sociological information in the chart in a one What is Culture?
PERSPECTIVES OF perspectives on culture and whole sheet of paper. They will
ANTHROPOLOGY society give the definition,
Week 3&4 AND SOCIOLOGY 2. describe society and Characteristics, and Functions of
culture as a complex whole Culture.
1. Society as a group of 3. identify aspects of 2 Weeks
people sharing a culture
common culture and society After that the class will be Activity 6
2. Culture as a “‘that 4. raise questions toward a divided into 2 groups; the first What is Culture? R1
complex whole which holistic appreciation of group will make a jingle about the Part 2 R2
encompasses beliefs, cultures and societies Characteristics of Culture and R3
practices, values, 5. become aware of why Speech Choir for the second
attitudes, laws, norms, and how cultural relativism group about the Functions of
artifacts, symbols, mitigates ethnocentrism Culture.
knowledge, and 6. identify forms of tangible
everything that a person and intangible heritage and The class will be divided into 2
learns and shares as a the threats to these groups; the groups will be name Activity 7
member of society.” as column A and B. It is like a Human Matching
(E.B. Tylor 1920 [1871]). human matching type, each Type
members of the column A will
3. Aspects of Culture a. hold a card containing the
Dynamic, Flexible, & definition of each card that
Adaptive b. Shared & column B holds. Each members
Contested (given the of the column will move to find
 reality of social their match. The distracters must
differentiation) c. left out and the match must be
Learned through correct for the whole class to win.
socialization or
enculturation d.
Patterned social
interactions e. Integrated
and at times unstable f.
Transmitted through
socialization/enculturatio
n g. Requires language
and other forms of
communication

4. Ethnocentrism and
Cultural Relativism as
orientations in viewing
other cultures

C. LOOKING BACK
AT HUMAN Each student will choose two Quiz 2
BIOCULTURAL AND early human species then Early Human
SOCIAL EVOLUTION 1.Analyze key features of compare and contrast their Species
interrelationships of characteristics on a Venn
1. Biological and cultural biological, cultural and Diagram. Be ready to present
Week 5, 6 & evolution: from Homo sociopolitical processes in your answer.
7 habilis (or earlier) to human evolution that can
Homo sapiens sapiens in still be used and developed
the fossil record Each student will make their own Activity 8 R1
Family Facebook Page on a ¼ Family Facebook 3 Weeks R2
2.Cultural and illustration board. Create a Page R3
sociopolitical evolution: facebook posts for each family
from hunting and member and describe them, write
gathering to the a memento that your family was
agricultural, industrial , able to preserve (e.g. pictures,
and post-industrial medals, and awards etc.) write
revolutions a. The also the traditions and common
Neolithic Revolution b. culture that your family/clan is
Early civilization and the mostly known for. Be ready for
rise of the state c. the show and tell presentation in
Democratization our class.

D. BECOMING A The facilitator will be divided Activity 9

MEMBER OF into five groups; each group My Tool
SOCIETY makes an improvised everyday
tool (use by modern people) using
1.Enculturation/Socializa stones only. How will you design
tion a. Identity formation it? Make a prototype and
(identities, disciplines, demonstrate its uses in front of
and aspirations) b. the class.
Norms and values c.
Statuses and roles (e.g.
age, gender)

2. Conformity and
deviance a. Social control
(gossip, social ostracism,
laws and punishments) b.
Forms of deviance
(ritualism, retreatism,
rebellion, and
innovation)

3.Human dignity, rights,

and the common good

E. HOW SOCIETY IS
ORGANIZED

1. Groups within society:

Primary and Secondary
2. In-groups and out-
 groups
3. Reference groups
4. Networks
F. CULTURAL, The class will be divided into five Activity 10
SOCIAL AND 1. identify norms and groups; each group will make a Data Retrieval
POLITICAL values to Data Retrieval Chart about the Chart
Week 8, 9 & INSTITUTIONS be observed in interacting following topics (assigned per
10 with others in society, and group). This will be followed by a 3 Weeks R1
1. Kinship, marriage, the consequences of group presentation class. R2
and the household ignoring Group 1: Kinship Systems and R3
a. Kinship by blood these rules Technologies
Descent and marriage 2. assess the rules of social Group 2: Kinship Organizations
(unilineal, matrilineal, interaction to maintain (by Blood and by Marriage)
patrilineal, bilateral) stability of everyday life Group 3: Kinship Organizations
b. Kinship by marriage and the role of innovation (by Residence and by family
Marriage rules cross- in response to problems and Size)
culturally (monogamy vs. challenges Group 4: Kinship Organization
polygamy, post-marital 3. recognize the value of (by Ritual-instead of Data
residency rules, referred human rights and promote Retrieval Chart, a concept map is
marriage partners) the common good a much preferred format)
c. Kinship by ritual Group 5: Classification of
(Compadrazgo) Families (Nuclear, Extended,
d. Family and the Single-Parent, and Reconstituted)
household Nuclear,
extended, and
reconstituted families Each student will have
(separated, collaboration with his/her
transnational) e. Politics seatmate and discuss the different
of kinship (political roles that you play in your
dynasty, alliances) community. Enumerate the things
you do and the image that you Activity 11
2. Political and portray to the persons involved in Let me be
leadership structures each role. Write what you have involved!
a. Political organization discussed in the concept map
i. Bands ii. Tribe’s iii. provided and identify the form of
Chiefdoms iv. States and socialization and the agent/s of
nations socialization involved in each
b. Authority and role.
legitimacy i. Traditional
ii. Charismatic iii. Each student will lists down as
Rational many actions that benefit the
common good that the
3. Economic Institutions government does to maintain a
a. Reciprocity peaceful society and write the
b. Transfers human rights related to it by Quiz 3
c. Redistribution indicating its article number in Human Rights
d. Market transactions the Universal Declaration of
e. Markets and state Human Rights.

After that the class will be

divided into five groups. Each Activity 12
group is given a question to Creative
answer. To explain their stand on Presention
the argument, each group is
expected to present a creative
presentation for each question.
(5-10 minutes).
Group 1: How does the social self
arise?
Group 2: Why do people
conform?
Group 3: Why do we deviant
acts?
Group 4: How do we achieve the
common good?
Group 5: How do we preserve
human dignity?

4. Non-State institutions 1. analyze aspects of social

a. Banks and Organization Each of the students will choose Quiz 4
corporations one example of a non-state Non-State
Week 11, 12 b. Cooperatives and 2. identify one’s role in institution (e.g. banks, Institutions R1
& 13 trade unions social groups and cooperatives, labor unions, etc.) 3 Weeks R2
c. Transnational institutions and make your own concept map R3
advocacy groups to summarize the topic. You are
d. Development agencies free to choose among the different
e. International templates presented.
organizations
The facilitator will checked if the
5. Education students are on the right track or
a. Functions of education correct.
in society (formal and
nonformal) The facilitator now will group the
i. Productive citizenry class into two (2); each group will Activity 13
ii. Self-actualization create their own freedom wall in a EDUCATION
iii. Primary education as illustration board and write their
a human right opinions about these two
questions:
6. Religion and belief 1. Why education is
systems considered a basic human
a. Animism right?
b. Polytheism 2. How can education be an
c. Monotheism instrument of change in
d. Institutionalized the society?
religions
e. Separation of church The class will be divided into
and state three groups; each group will
make a commercial jingle about Activity 14
7. Health Polanyi’s types of exchanges and Commercial Jingle
a. Culture-specific show how it is done. It’s possible
syndromes and illnesses effects on people (advantages and
(e.g., “bughat”, disadvantages)
”usog”/”buyag”) Group 1: Reciprocity
b. Systems of diagnosis, Group 2: Redistribution
prevention and healing Group 3: Market Exchange
(e.g., traditional,
western, alternative
 healing systems)
c. Health as a human
right

G. SOCIAL AND
POLITICAL
STRATIFICATION The facilitator will group the
Week 14, 15 1. Identifies the class into three (3); each group Activity 15
& 16 a. Social desirables different social will wear costumes of their Systems of 3 Weeks R1
(wealth, power, prestige) classes in the assigned types of Stratification Stratification R2
b. Social mobility system society Systems and explain their R3
i. Open (Class) ii. Closed 2. Recognize the differences.
(Caste) equality rights in Group 1: Caste System (Close
c. Social inequality the society System)
i. Access to social, Group 2: Medieval Feudalism
political, and symbolic Group 3: Corporate Feudalism
capital
ii. Gender inequality
iii. Ethnic minorities
iv. Other minorities (e.g.,
persons with disabilities)
v. Global Inequality
(relationships between
states and nonstate
actors in the global
community)
H. CULTURAL,
SOCIAL, AND 1. Discover how The class will be divided into four
POLITICAL CHANGE society has change groups; each group will make a 6-
SOURCES OF SOCIAL, through the years 8 panel comic strip about how Activity 16
CULTURAL, AND 2. Distinguish the conflicts within social group can Comic Strip R1
Week POLITICAL CHANGE different cause societal problems. Focus on 2 Weeks R2
17&18 conflicts/changes in your assigned social group R3
1. Innovation the society typology.
2. Diffusion
3. Acculturation and
assimilation The class will be divided into five Activity 17
4. Social contradictions groups; each group will make a Share it!
and tensions (e.g., Inter- creative presentation about
ethnic conflicts, class valuing your family, friends, and
struggle, armed conflict, co-workers. Include a conflict and
terrorism, protests, how it can be resolved through an
gender issues) open communication.

I.NEW CHALLENGES
TO HUMAN Activity 18
ADAPTATION AND Using the same group, each group Talk, Share,
SOCIAL CHANGE will pretend that they have a TV Advice
program/radio program which
1. Global warming and aims to give advice to some of the
climate change common concerns of Filipino
2. Transnational families. Based on the earlier
migration and Overseas discussions, give an advice to the
Filipino Workers letter sender regarding his or her
(OFWs) J. Responding to problem. (Example; MMK,
social, political, and Magpakailanman, Dj Cha Cha
cultural change 1. love advice, etc.)
Inclusive Citizenship and
participatory governance
2. New forms of media
and social networking
 3. Social
movements (e.g.,
environmentalis
m, feminism)
COURSE REFERENCES:

R1 Everlida Diala-Jimenez. 2017 #iNTROSPECT Understanding Culture, Society, and Politics

Makati City: SalesianaBooks by DON BOSCO PRESS, INC

R2 Juanito Philip V. Bernard, JR. 2016 UNDERSTANDING CULTURE, SOCIETY, POLITICS

Pasay City: JFS PUBLISHING SERVICES

R3 Curriculum Guide

COURSE REQUIREMENTS: BASES OF GRADING:

A- Class Participation A- Class Participation 50%
 Attendance  Attendance-10%
 Exercises/Quizzes  Exercise/Quizzes-20%
 Oral recitation  Oral recitation/Assignment-20%
 Assignment B- Major Exam 50%
B- Major Exams  Preliminary Examination
 Preliminary Examination  Midterm Examination
 Midterm Examination  Semi-Final Examination
 Semi-Final Examination  Final Examination
 Final Examination C- Total 100%
PREPARED BY: REVIEWED BY: APPROVED BY:

MICHELLE ANN T. GARBIN

Signature over printed of faculty JOSEFINA J. DOMINADO, LPT, Ed. D. ROMEO G. MANINGDING, JR
Signature Over Printed Name of Faculty Chief Operations Officer

JAMES M. CABIGAYAN
Signature over printed of faculty

MARIA VICTORIA SHIENA D. SORIANO, LPT

Signature over printed of faculty

DANNA INFANTE
Signature over printed of faculty

DATE: DATE: DATE: