Diocese of San Jose De Nueva Ecija

APO JOSE CATHOLIC EDUCATIONAL SYSTEM

OUR LADY OF THE SACRED HEART COLLEGE OF GUIMBA, INC.
Guimba, Nueva Ecija

Website www.olshco.edu.ph+ E-mail; olshco1947@yahoo.com

Tel.Nos. (044) 943-0553 ; 611-0026

UNDERSTANDING BY DESIGN UNIT PLAN FOR ENGLISH 11

ENGLISH 11
UNIT 1: UNDERSTANDING CULTURE, TIME FRAME
. SOCIETY, AND POLITICS
Lesson 1: The Birth and Growth of the Social
Sciences
Lesson 2: Doing Research in the Social Sciences
UNIT 11: THE SOCIETY IN THE
UNDERSTANDING CULTURE, SOCIETY, INDIVIDUAL
AND POLITICS Lesson 1: Society as an Objective Reality
Lesson 2: The Family Today; Declining or
changing?
Lesson 3: Religion and the Search for Ultimate
Meaning
Lesson 4: Education and Reproduction of
Inequality
Lesson 5: Economy, Society and Culture Change
Lesson 6: The Mass Media and Society
Lesson 7: Politics, Power, and Society
UNIT III: THE INDIVIDUAL IN SOCIETY
Lesson 1: Socialization Process and self- Making
Lesson 2: Socialization and Assertion of Agency

STANDARDS
Content Standard
The learners demonstrate an
understanding of:
1. human cultural variation,
social differences, social
change, and political identities
2. the significance of studying
culture, society, and politics
3. the rationale for studying
anthropology, political science,
and sociology
4. culture and society as
Anthropological and
sociological concepts
5. perspectives in/approaches to
the study of culture and
society (i.e., comparative,
historical, structural functional,
interpretive, critical)
6. the human origins and the
capacity for culture
7. the role of culture in
Human adaptation
8. processes of cultural and
UNIT IV: CULTURE AND SOCIETY
Lesson 1: The Dynamics of Culture and Human
Lesson 2: Culture and Society in the Globalizing
World
STAGE I DESIRED RESULTS
TRANSFER
Learners, on their own, will be able to
develop 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 countrys current human development goals. To 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.
MEANING MAKING
Enduring Understanding (EU) Essential Questions (EQ)
Students will understand that.. The learners will keep considering
1.Culture reflects the inner workings of an 1. Why is culture so important to society?
individual society. For example culture helps to
define social situations so people understand how to
behave based on that society's cultural norms. For
example when an individual goes to a dinner party
in the United States, it is customary to bring a host
or hostess gift. Culture also defines values,
influences personality development and influences
career choices. If culture didn't define values, or
what is considered right and wrong within the
society, then there would be social discord and the
society would fail. Society could not function
without cultural norms that assist in governing
Sociopolitical evolution
9. how individuals learn culture
and become competent
members of society
10. how individuals should
behave as part of a political
community
11. cultural, social, and political
institutions as sets of norms
and patterns of behavior that
relate to major social interests
12. social stratification as the
ranking of individuals
according to wealth, power, and
prestige
13. social and political
inequalities as features of
societies and the global
community
* the agents/
institutions,
processes, and
outcomes of cultural,
political, and social
change
Performance Standard
The learners:
1. acknowledge human cultural
variation, social differences,
social change, and political
identities
2. adopt an open and critical
attitude toward different
behavior and values, and culture could not exist
without societal influences to create it. They must
coexist in order for humans to exist in an organized
manner. It is important to note that culture can, and
does, change over time as societal norms change, but
the members of that society govern that change so
the individual members of the society have a level of
control over the culture.
ACQUISITION
Knowledge (K)
Learners will know...
A. Starting points for the understanding of
culture, society, and politics
1. Sharing of social and cultural backgrounds
of students as 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: txting,
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
1. Society as a group of people sharing a
Technical Skills (S)
The learners will be skilled at
1. articulating observations on human cultural variation,
social differences, social change, and political identities
2. demonstrating curiosity and an openness to explore
the origins and dynamics of culture and society, and
political identities
3. demonstrating curiosity and an openness to explore
the origins and dynamics of culture and society, and
political identities
4. recognizing the common concerns or intersections of
anthropology, sociology, and political science with
respect to the phenomenon of change
5. identifying the subjects of inquiry and goals of
Anthropology, Political Science, and Sociology
6. explaining anthropological and sociological
perspectives on culture and society
7. describing society and culture as a complex whole
8. identifying aspects of culture and society
9. raising questions toward a holistic appreciation of
cultures and societies
10. becoming aware of why and how cultural relativism
mitigates ethnocentrism
social, political, and cultural
phenomena through
observation and reflection
3. appreciates the value of
disciplines of Anthropology,
Sociology, and Political
Science as social sciences
4. appreciate the nature of
culture and society from the
perspectives of anthropology
and sociology
5. demonstrate a holistic
understanding of culture and
society
6. values cultural heritage and
express pride of place without
being ethnocentric Analyze key
features of interrelationships of
biological, cultural and
sociopolitical processes in
human evolution that can still
be used and developed
7. identify norms and values to
be observed in interacting with
others in society, and the
consequences of ignoring these
rules
8. assess the rules of social
interaction to maintain
stability of everyday life and
the role of innovation in
response to problems and
challenges
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
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
11. identifying forms of tangible and intangible heritage
and the threats to these
12. tracing the biological and cultural evolution of early
to modern humans
13. exploring the significance of human material remains
and artefactual evidence in interpreting cultural and
social, including political and economic, processes
14. recognizing national, local, and specialized museums,
and archaeological and historical sites as venues to
appreciate and reflect on the complexities of bio
cultural and social evolution as part of being and
becoming human
15. explaining the development of ones self and others as
a product of socialization and enculturation
16. identifying the context, content, processes, and
consequences of enculturation and socialization
17. Identifying the social goals and the socially
acceptable means of achieving these goals
18. advocating inclusive citizenship
19. promoting protection of human dignity, rights, and the
common good
20. tracing kinship ties and social networks
21. describing the organized nature of social life and rules
governing behavior
22. comparing different social forms of social
organization according to their manifest and latent
functions
23. analyzing social and political structures analyze
economic
24. organizationing and its impacts on the lives of people
in the society
25. differentiating functions of nonstate institutions in
society
9. recognize the value of human
rights and promote the
common good
10. analyze aspects of social
organization
11. identify ones role in social
groups and institutions
12. recognize other forms of
economic transaction such as
sharing, gift exchange, and
redistribution in his/her own
society
13. evaluates factors causing
social, political, and cultural
change
14. advocate how human
societies should adapt to such
changes
Formation Standard
The learners will become...
Appreciative on how social
scientists study the nature of
society, culture, and politics by
knowing the methods and
procedures they use.
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)
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, social and political institutions
1. Kinship, marriage, and the household
a. Kinship by blood
Descent and marriage
(unilineal, matrilineal, patrilineal, bilateral)
b. Kinship by marriage
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
26. evaluating how functions of education affect the lives
of people in society
27. promoting primary education as a human right
28. conducting participant observation (e.g., attend,
describe, and reflect on a religious ritual of a different
group; observe elections practices)
29. recognizing the practice of medical pluralism in light
of cultural diversity and relativism
30. examining stratification from the functionalist and
conflict perspectives
31. identifying characteristics of the systems of
stratification
32. suggesting ways to address global inequalities
33. identifying new challenges faced by human
populations in contemporary societies
34. describing how human societies adapt to new
challenges in the physical, social, and cultural
environment
35. developing a plan of action for community-based
response to change
families (separated, transnational)
e. Politics of kinship (political dynasty,
alliances)
2. Political and leadership structures
a. Political organization
i. Bands
ii. Tribes
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
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
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 non-state
actors in the global community)
H. Cultural, Social, and Political Change
Sources of social, cultural, and political
change
1. Innovation
 2. Diffusion
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)
STAGE II-EVIDENCES OF LEARNING
EVALUATIVE CRITERIA ASSESSMENT EVIDENCES

Evidence at the level of Transfer or Performance Task (T)

performance
Performance assessment by Engaging Scenario:
performing a dance with
different cultures. You are the USCP MOVES in the Philippines, in a year 2017 the USA have a contest called THE WORLD GOT
Content MOVES 2017. As a representative of our country you are going to perform UNDERSTANDING OFCULTURE,
Collaboration SOCIETY AND POLITICS through interpretative dance of the song one tribe by black eyed peas.
Mechanics

Evidence at the Level of

Understanding
Learners will be able to Your performance will be evaluated through concept (4), message (4), and costume and props (4).
demonstrate and understand
by... G - GOAL - TO PERFORM UNDERSTANDING OF S.C. AND P. THROUGH INTERPRETATIVE DANCE OF
defining culture, society and THE SONG ONE TRIBE BY BLACK EYED PEAS
politics. R - ROLE - USCP MOVES
A -AUDIENCE - PROFESSIONAL DANCERS OF DIFFERENT COUNTRIES
S - WORLD GOT MOVES 2017
P- PERFORMANCE STANDARD - CONCEPT (4), MESSAGE (4), AND COSTUME AND PROPS (4)

PERFORMANCE TASK RUBRICS

Exceeds Fully Meets Meets Not Yet Within
Expectations Expectations Expectations(mi Expectations
Criteria Rating
(4) (3) nimal level) ( 2 ) (1)

CONTENT Presentation Presentation Presentation Presentation

demonstrates demonstrates demonstrates demonstrates
much some original limited little creativity
original thinking in original with very
thinking in terms of topic thinking in limited
terms of or the way it is terms of topic original
topic and presented. and relies on thinking on the
method of traditional topic.
presentation. presentational
techniques.
MESSAGE . The message The message is The message There is no
is very clear to clear to is not clear to message and it
everybody and everybody and everybody is not clear to
demonstrates demonstrates and did not the audience
effectively to effectively to the demonstrate
the audience audience what effectively to
what the the message all the audience
message all about is. what the
about is. message all
 about is.
COSTUMES Has a very Have a creative Have a little Without
AND PROPS creative and lots costumes and costumes and costumes and
of costumes and props. props. props.
props.

Other Evidences of Learning (OE)

Formative:
Question and Answer
Participation in group or class learning activities
Exercises/ Seatworks
Assignments
Quizzes
Notebooks
Spelling

Note: Please see attachments for the formative assessments.

Summative:
Project
Quarterly test

SCAFFOLD FOR TRANSFER

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
DIRECTED PROMPT
The learners will be given first bits
of information about understanding
culture, society and politics.
Levels of Assessment What will I assess?
Knowledge (15%)
OPEN PROMPT GUIDED PROMPT
You are the USCP MOVES dancer
from OLSHCO. In a year 2017, the
Philippines will be having a contest
called MOVERS IN THE
PHILIPPINES. Your audience are
the professional dancers of
different places here in the
Philippines. As a representative of
our country you are going to
perform UNDERSTANDING
OFCULTURE, SOCIETY AND
POLITICS through interpretative
dance of the song one tribe by
black eyed peas
QUARTERLY TEST
MC ITEM PLACEMENT CORRECT ANSWER
AND EXPLANATION
INDEPENDENT PROMPT
You are the USCP MOVES in the
Philippines, in a year 2017 the USA
will be having a contest called THE
WORLD GOT MOVES 2017. As a
representative of our country you
are going to perform
UNDERSTANDING
OFCULTURE, SOCIETY AND
POLITICS through interpretative
dance of the song one tribe by
black eyed peas. Your audience are
the professional dancers of
different countries.
Your performance will be evaluated
through concept (4), message (4),
and costume and props (4).
RELATED
ACTIVITIES
 Process/Skills (25%)

Understanding (30%)

See attached Assessment

STAGE III LEARNING PLAN

Week
Dates:
Time Allotment:
Topic/s: THE BIRTH AND GROWTH OF THE SOCIAL SCIENCES

13,Meetings: First /
EXPLORE

The teacher will get clippings from newspaper about the current social problems of the country or in a local
community, for examples, over population, AIDS, climate change, human right violations, etc.
The teacher will ask some questions to the students.
What did you notice in this newspaper?
What do you think can social sciences contribute in solving these specific problems?
Why do you think it is necessary to employ the knowledge from the social sciences to solve this problem?
FIRM UP
The teacher will introduce the lesson through showing the objectives of the students.
At the end of the lesson, I will be able to;
1. Explain anthropological and sociological perspectives on culture and society and politics.
2. Acquire basic knowledge about origin, growth and development of the social sciences during the modern period.
3. Explore the significant personalities that contributed to the development of the social sciences.
4. Demonstrate curiosity and openness to explore the significance of the social sciences, namely, anthropology, and political
science to human life.
5. Recognize the western and colonial original of third world social sciences and knowledge production.
6. Debate the need to decolonize the local sciences from Western biases.
7. Demonstrate curiosity and openness to explore the influence of globalization on the development of the social sciences.
Discussion
The Historical Background of the Growth of Social Sciences
The development and progress of human knowledge. Social Sciences can be traced back to Greek Civilization
Socrates
Plato
Aristotle
Before the birth of modern social sciences in the West,the study of society, culture and politics were based on social and
political philosophy .In return, social and political philosophies were informed by theological reasoning grounded in
Revelation based on the holy bible.
Philosophy is district from Science. Science would have not development if it remained under the wings of philosophy and
theology.
Philosophy is based on Analytic understanding of the nature of truth asserted about specific topics of issues.
The development of the Social Sciences during the modern period was made possible by several large scale social
upheavals and pivotal events. They can be summarized below:
 Science Social Sciences Humanities
Pure Science Law Visual Arts
Applied Science Linguistics Performing Arts
History Religion
The Unprecedented Growth of Science
The scientific revolution which begun with Nicolaus Copernicus refers to historical changes in thought and belief.
In Europe roughly between 1550 and 1700 with the works of Sir Isaac Newton,which prosed universal laws of
motion and mechanical model of the Universe .Sir Francis Bacon ,who established the supremacy of reason over
imagination.
Scientific Revolution Era
Nicolaus Copernicus
Sir Isaac Newton
Sir Francis Bacon
Rene Descartes
The Secularization of Learning & Education
The modern period marked the growing triumph of scientific method over religious dogma and theological
thinking .The Protestant movement led by Martin Luther eroded the power of the Roman Catholic Church.
Enlightenment
European intellectual movement of the late 17th and 18th centuries emphasizing reason and individualism rather
than tradition. It was heavily influenced by 17th-century philosophers such as Descartes, Locke, and Newton, and its
prominent exponents include Kant, Goethe, Voltaire, Rousseau, and Adam Smith.
Medieval Period
During the Medieval Period, universities relied mainly on religious tradition and the bible to explain the nature of the
universe and the place of human being in the grand scheme of things, the modern universities started to rely on
science and its method to interpret the world. Max Weber, one of the leading figures in modern sociology, described
this process as rationalization.
 Rationalization
Rationalization or rationalisation (also known as making excuses) is a defense mechanism in which controversial
behaviors or feelings are justified and explained in a seemingly rational or logical manner to avoid the true
explanation, and are made consciously tolerable or even admirable and superior by plausible means
The rise of Universities
As students at a university, you are part of a great tradition. Consider the words you use: campus, tuition, classes,
courses, lectures, faculty, students, administration, chancellor, dean, professor, sophomore, junior, senior, fees,
assignments, laboratory, dormitory, requirements, prerequisites, examinations, texts, grades, convocation, graduation,
commencement, procession, diploma, alumni association, donations, and so forth. These are the language of the
university, and they are all derived from Latin, almost unchanged from their medieval origins. The organization of
this university, its activities and its traditions, are continuations of a barroom brawl that took place in Paris almost
800 years ago.
The Dissolution of Feudal Social Relations
With the intensification of commerce and trade in the 17th century ,many medieval guilds or workers cooperative
were dissolved and absorbed into the emerging factory system.
The factory system and the unprecedented growth in the urban centers due to trade and commerce,attracted a lot of
agricultural workers and mass of rural population to migrate to urban centers.
Trade and Commerce
For many centuries the Great Silk Road connected a complex network of trade routes from Europe with Asia. It was
a way to establish contact with the great civilizations of China, India, the Near East and Europe. Trade caravans,
diplomatic missions, merchants representatives of religious circles, dervishes, warriors millions people have
passed on this road through time with nothing frightening these brave travelers, neither the difficult roads, nor the
waterless deserts.
The Rise of Individualism
The intensification of commerce and trade gradually replaced barter with the production of money and banking
system. Soon banking system provided merchants and capitalists the leverage to extend credit and transactions.
 GEORGE SIMMEL
Simmel studied philosophy and history at the University of Berlin. In 1881 he received his doctorate for his thesis
on Kant's philosophy of matter, a part of which was subsequently published as "The Nature of Matter According to
Kant's Physical Monadology"
The birth of Social Sciences as a Response to the Social Turmoil of the MODERN PERIOD
Sociology is a branch of the social sciences that deals with the scientific study of human interactions ,social groups
and institutions ,whole societies and the human world as such. Of course Sociology also addresses the problem of
the constitution of the self and the individual, but it only does so in relation larger social structures and processes
Auguste Comte
better known as Auguste Comte was a French philosopher. He was a founder of the discipline of sociology and of
the doctrine of positivism. He is sometimes regarded as the first philosopher of science in the modern sense of the
term
Harriet Martineau
Harriet Martineau, one of the earliest Western sociologists, was born in 1802 in Norwich, England. Martineau was a
self-taught expert in political economic theory, and wrote prolifically about the relations between politics,
economics, morals, and social life throughout her career. Her intellectual work was centered by a staunchly moral
perspective that stemmed from her Unitarian faith. She was fiercely critical of the inequality and injustice faced by
girls and women, slaves, wage slaves, and the working poor.
Karl Marx
The philosopher, social scientist, historian and revolutionary, Karl Marx, is without a doubt the most influential
socialist thinker to emerge in the 19th century. Although he was largely ignored by scholars in his own lifetime, his
social, economic and political ideas gained rapid acceptance in the socialist movement after his death in 1883. Until
quite recently almost half the population of the world lived under regimes that claim to be Marxist. This very
success, however, has meant that the original ideas of Marx have often been modified and his meanings adapted to a
great variety of political circumstances. In addition, the fact that Marx delayed publication of many of his writings
meant that is been only recently that scholars had the opportunity to appreciate Marx's intellectual stature.
 Emile Durkleim
David mile Durkheim (French: [emil dykm] or [dykajm];[1] April 15, 1858 November 15, 1917) was a
French sociologist, social psychologist and philosopher. He formally established the academic discipline and with
Karl Marx and Max Weberis commonly cited as the principal architect of modern social science and father of
sociology
Max Weber
Karl Emil Maximilian "Max" Weber was a German sociologist, philosopher, jurist, and political economist whose
ideas profoundly influenced social theory and social research. Weber is often cited, with mile Durkheim and Karl
Marx, as among the three founders of sociology
Anthropology
Anthropology is the study of humans, past and present. To understand the full sweep and complexity of cultures
across all of human history, anthropology draws and builds upon knowledge from the social and biological sciences
as well as the humanities and physical sciences.
Franz Boas
Franz Uri Boas was a German- American anthropologist and a pioneer of modern anthropology who has been called
the "Father of American Anthropology His work is associated with the movement of anthropological historicism
Bronislaw Kasper Malinowski
was a Polish anthropologist, one of the most important 20th-century anthropologists. He has also been referred to as
a sociologist and ethnographer.
Alfred Reginald Radcliffe -Brown
was an English social anthropologist who developed the theory of structural functionalism and coadaptation.
Political Science
Political science is a social science discipline that deals with systems of government, and the analysis of political
activity and political behavior. It deals extensively with the theory and practice ofpolitics which is commonly
thought of as determining of the distribution of power and resources
Walter Lippmann
 was an American writer, reporter, and political commentator famous for being among the first to introduce the
concept of Cold War, coining the term "stereotype" in the modern psychological meaning, and critiquing media and
democracy in his newspaper column and several books
The Colonial Origin of the Social Sciences
The Clamor for Decolonization of Social Sciences
As discussed above,the image created by the Social Scientists around the 18th century carried a very European view
of non Western world.Social Sciences spread from the center to the peripheries of the of the world .Most of their
observations ,mainly from anthropology were clothed in the cultural beliefs and attitudes of the Fair European.
Indigenization of Social Sciences in the Philippines
In the Philippines,social sciences after World War II simply perpetuated colonial knowledge production from
American social sciences.Many Filipino social scientists such as Virgilio Enriquez,a psychologist Zeus Salazar,a
historian and Prospero Covar,an anthropologist advocated for the indigenization of social sciences.
Antonio de Morga
Social Sciences in the Era of Globalization
Science may take on completely different forms in various cultural and historical contexts, but all of these forms of
the human acquisition of knowledge share a general nature that lies in their exploration of the potential for
innovation embodied in a given material culture. This exploration, focusing on means rather than ends, occurs in a
certain autonomy from the specific applications also given with this culture, through its tradition and concentrating
on certain goals. Against the background of such a historical definition of science, the remarkable dual character it
possesses, its durability and its fragility, becomes more understandable
Knowledge is globalized when it is in principle globally available and accessible. The globalization of knowledge today has
reached a new stage: it has transformed the economy of knowledge radically, in ways that are comparable to the
transformation in recent years of a monetary economy to a system in which local and global developments are coupled by
almost instantaneous interactions. New potentials for the globalization of knowledge have emerged, such as the global
system of science and the World Wide Web, offering immediate worldwide access to the knowledge produced within this
system. Due to the increased mobility of people and things, research hubs and the human resources of science have become
 global assets. Themigration of scientific knowledge is no longer characterized by the trajectories of individuals or by the
dynamics of fellow traveling, but rather by global social patterns
Feminist Anthropology
that seeks to transform research findings, anthropological hiring practices, and the scholarly production of
knowledge, using insights from feminist theory. Simultaneously, feminist anthropology challenges essentialist
feminist theories developed in Europe and America. While feminists practiced cultural anthropology since its
inception (see Margaret Mead and Hortense Powdermaker), it was not until the 1970s that feminist anthropology
was formally[citation needed] recognized as a subdiscipline of anthropology. Since then, it has developed its own
subsection of the American Anthropological Association the Association for Feminist Anthropology and its own
publication,
Summary
The social Sciences namely, sociology, anthropology and political science, developed as result of the development of
modern society. The rise and rapid growth of the natural sciences influenced the direction of the social sciences.

DEEPEN
The teacher will test the knowledge of the students through giving a quiz to them.

ACTIVITY 1
Direction: Identify what is being asked in the following questions. Write your answers in the blank provided.
1.______________ is distinct from science.
2. ______________ advocated the use of rigorous philosophical analysis to arrive at truths rather than basing
them on dogmas.
3. ______________ means that social life is more and more subjected to calculation and prediction.
 4. ______________ is the single most important factor in the rise of social sciences.
5. Tonnies classic book ______________ and _____________ showed how modern way of life had drastically
changed the way people relate to one another.
6. ______________ is a part of the social sciences that deals with the study of politics, power, and government.
7. ______________ is borne out of this move to indigenize social sciences in the Philippines.
8. ______________ is often considered as the father of modern American anthropology.
9. According to Allan Barnard (2004), _________________ emerged as a distinct branch of scholarship
around the middle of the nineteenth century, when public interest in human evolution took hold.
10. Another anthropologist who contributed to the development of modern anthropology is
______________________________.

ACTIVITY 2
This activity called TAKE A PICTURE, the teacher will group the class into 10 groups and each group must do
a research on the contributions of the women to the development of the social sciences in the early eighteen
century. Then students will make a TABLEAU of these women that show a contribution to the development of
the social sciences and one of the group mates will tell about the contribution of that women. The teacher will
give 20 mins. to research and 5 mins. To have a tableau and explain.

WEEK
Dates:
Time Allotment:
Topic/s: DOING RESEARCH IN THE SOCIAL SCIENCES

EXPLORE
 The teacher will ask the students to distinguish common sense way of knowing from scientific way of knowing. The
teacher will ask the students what makes superstitious beliefs different from science. Then let the students write their
answer on the board by making two columns; one for scientific research and one for common sense. After the
activity, the teacher will ask the following questions.
Do you believe in superstitions?
Why most of you believe in superstitions?
How you get to know superstitions?
How superstitions explained scientifically?

FIRM UP
The teacher will introduce the lesson through showing their objectives.
At the end of the lesson, I will be able to;
Identify the subjects of inquiry and goals of Anthropology, Political Science and Sociology.
Explain the nature of social research and its importance of the society.
Distinguish scientific method from common sense.
Discuss some of the major methods used in social sciences.
Explore the political and ethical issues in social research.
Discussion
SCIENCE AND COMMON SENSE
COMMON SENSE
is a prone to overgeneralization, inaccurate observation, and illogical reasoning.
is considered to be the bedrock of science.

SCIENCE
starts with common sense.
but it is goes beyond common sense.
 THE EMANCIPATORY POTENTIAL OF SOCIAL SCIENCES
As clearly shown in the preceding section, by using scientific method, the social science can contribute
greatly to the elimination of prejudices against certain groups of people such as racism, sexism, and culture
ethnocentrism. It can enable people to become open minded and welcoming of other beliefs and practices no
matter how foreign or alien. They can also help predict future events that would allow people to mitigate
dangers, risk, and casualties.
In this sense, social sciences like the natural sciences are revolutionary.
THE OPEN SYSTEM OF THE SOCIAL SCIENCES
unlike the natural sciences, social sciences are confronted with an open system that applies to society,
politics, culture and the world.
open syste, unlike the close system of the natural world such as laboratory or acquarium, cannot be totally
controlled ( bhaskar, 1979).
TWO BASIC METHODS IN SOCIAL SCIENCES
QUANTITATIVE METHOD
acc. to JEANETE GARWOOD, it refers to research involving the collection of data in numerical form
for quantitative analysis. The numerical data can be durations, scores, counts, of incidents, ratings, or
scales.
quantitative research allows the researcher to familiarize herself with the problem or concept to be
studied perhaps generate hypotheses to be tested.
QUALITATIVE METHOD
According to Maggie Sumner, qualitative research method refers to research that investigates aspects
of social life which are not amenable to quantitative measurement.
Qualitative research uses a range of methods to focus on the meanings and interpretation of social
phenomena and social processes in the particular contexts in which they occur.
The goals of qualitative research are to understand processes, experiences and meanings people assign
 to things.
Qualitative methods are often used to study meanings embedded in a certain organization or practices
occurring in a community.
ETHICS AND POLITICS OF SOCIAL SCIENCE RESEARCH
IN THE PAST, SOCIAL SCIENTISTS HAVE DEBATED AMONG THEMSELVES AND EVEN OUTSIDE
THEIR DISCIPLINES THE QUESTION OF POLITICAL NATURE OF DOING RESEARCH. THEY
ASKED CONTROVERSIAL QUESTIONS LIKE, Can science be free of values and prejudices? Should
social research be politically neutral? Traditionally the answers to these questions were provided by those
who work within the positivist tradition in social sciences.
A sociologist, for instance, should only describe accurately the culture of the poor families in slums but
should not use her research for criticizing the larger inequality in society.
In 1932 the US Public Health Service carried out an experiment to investigate the long- term effects of
untreated syphilis in 399 semi- literate black men in Macon Country, Alabama until 1972. Although these
men were diagnosed as having syphilis, treatment for the disease was deliberately withheld so that the
researchers could observe its natural course.
Today, many social scientists, especially those who belong to the humanistic tradition and those who advocate
qualitative methodologies, advocate reflexivity. Reflexivity is the conscious effort of the social researcher to
be aware of the social conflicts and power struggle that underlie ones subject of research, say, fraternity
violence, social movements, or body tattooing, and to situate ones self in that field of power relations.

DEEPEN

ACTIVITY 1
This activity called VENN DIAGRAM, the teacher will ask the students to bring 1 whole sheet of paper and the
teacher will tell that they are going to compare and contrast science to common sense and also Quantitative method
and Qualitative method. The teacher will give the students 20 mins. To do that.
Activity 2
The teacher will group the students into 5 groups and they are going to look for a newspaper. Based on the headlines
of that newspaper the students choose what particular social issue they think is worth researching using the methods
of the social sciences. The students will write a one page presentation of the issue that is worth studying using the
following format and outline:
Topic or Issue (TITLE)
Background of the study (WHY DID THEY CHOOSE THE TOPIC)
Method (TECHNIQUES AND PROCESSES THAT WILL BE USED TO GATHER DATA, WHETHER SURVEY
OR NOT, QUALITATIVE OR QUANTITATIVE, THE SAMPLE SIZE, RESPONDENTS, ETC.)
Analysis ( HOW TO INTERPRET AND ANALYSE THE DATA: STATISTICS, QUALITATIVE ANALYSIS, ETC.)
Ethical considerations (WHAT ARE THE ETHICAL PROBLEMS THAT WILL IMPACT ON THE SUGGESTED
RESEARCH TOPIC)

WEEK
Dates:
Time Allotment:
Topic/s:SOCIETY AS AN OBJECTIVE REALITY

EXPLORE
The teacher will ask the following questions:
Did you already tried to ride a jeep or a bus?
Do you pay even if the driver does not ask about your fare?
Do you pay even if the driver does not notice you have not paid?
 What does it feel when you deliberately do not pay your fare in a jeep or a bus?
Why do you think people pay their fare even if they can pretend to have paid already?
How do people react to a person who does not pay his/ her fare?
What values in our society influence the way we deal with these situations?
What institutions do you think are responsible for making us feel the way we do?

FIRM UP
The teacher will introduce the lesson through showing their objectives.
At the end of the lesson, I will be able to;
1. Explain how society and institutions shape individuals.
2. Demonstrate curiosity about the basic social institutions and be able to explain their respective roles in socialization.
3. Compare different social forms of social organization according to their manifest and latent functions.
4. Explain the logic of reproduction of social institutions.
5. Discuss the relative independence of society and its institutions from individuals consciousness.
Discussion
THE CONCEPT OF SOCIETY AS AN OBJECTIVE REALITY
The term society came from the latin word societas, which in turn was derived from the noun socius
(comrade, friend, ally) used to describe a bond or interaction between parties that are friendly, or at least
civil. according to the greek philosopher Aristotle human beings are zoo politikon or political animals. that is,
human beings are creatures whose nature is for them to live in a society or group. According to JOHN
HOLMWOOD (2006).
The term society is used to describe a level of organization of groups that is relatively self- contained.
Society may also refer to the persistent interactions among members of a particular group like kinship group
and other institutions.
In the early 19th century, when sociology as a science was still in its infancy, many social scientists subscribes
to methodological individualism.
Emile Durkheim the founding father of French sociology argued strongly against this position. His theory is
 called sociological realism. According to him, society is reality sui generis and cannot be reduced to
individual aggregates or parts.
SOCIAL REPRODUCTION, OR HOW SOCIETIES PERSIST
If one defines society as organization of groups that is relatively self- contained, then the next question is
how societies manage to exist and persist across time and space. The problem of explaining how societies
manage to exist over a long period of time is called reproduction by the French philosopher and sociologist,
Louis Althusser. No society can endure over time if it does not support its very own reproduction. To do this,
all societies require the creation of institutions to perpetuate the existence of society. There are two types of
institutions that reproduce the condition of social life, namely, the ideological state apparatuses and
repressive state apparatuses.
IDEOLOGICAL STATE APPARATUSES
functions by violence
function massively and predominantly by ideology, but they also function secondarily by repression,
even if ultimately.
Are institutions that are created and used by society to mold its members to share the same values and
beliefs that a typical member of that society possesses.
REPRESSIVE STATE APPARATUSES
On the other hand , refers to those coercive institutions that are use physical force to make the
members conform to the laws and norms of society like courts, police, and prisons.

DEEPEN

ACTIVITY 1
The teacher will tell to the students to bring out their play moneys. The teacher will tell to the students, try to
buy from their classmate a certain things during the break like paper, snacks and etc. The students are going
to observe and record how their classmates react and explain it using the concepts learned in this lesson the
 reactions of their classmates.

WEEK
Dates:
Time Allotment:
Topic/s:THE FAMILY TODAY: DECLINING OR CHANGES?

EXPLORE
The teacher will ask the students to draw a picture or make a sketch about what is your own idea of a
family. The students will specify the members and the gender of the parents and they are going to
compare it with their classmates.
FIRM UP
The teacher will introduce the lesson through showing their objectives.
At the end of the lesson, I will be able to;
Explain the functions of the family.
Discuss and appraise why the definition of the family is crucial to society.
Summarize recent changes in the family as an institution.
Describe the various alternative family arrangements in contemporary societies.
 Discussion

DEEPEN

ACTIVITY 1