DEPARTMENT: SOCIAL STUDIES

UNIT: HIGH SCHOOL

ACADEMIC YEAR: 2015 - 2016
LASALLIAN NxGEN BLENDED LEARNING MODULE
TEACHER: MS. LITA MAY O. LUBUGUIN

GRADE/YEAR LEVEL: GRADE 10

SUBJECT: SOCIAL STUDIES

TERM: SECOND

UNIT TOPIC: ISSUES CONFRONTING

MICROECONOMIC CONSTRUCTS

TIME FRAME: 10 WEEKS

CONTENT STANDARDS

PERFORMANCE STANDARDS

The students will... understand that in order to address the social issues
experienced today, society must uphold every individuals human dignity
Based on equality and respect.

The students will... create a movie trailer that will promote human respect,
equality and social justice in addressing the various social issues faced at
present times.

LASALLIAN GUIDING PRINCIPLES

Lasallian educational experiences are dynamic processes that:

Check applicable LGPs

LGP 1: Challenge learners to realize their full potential.

LGP 4: Ensure that learners translate knowledge into something useful in

actual practice for the betterment of society.

LGP 2: Bring Christian perspectives to bear on human

understanding, skills and values of the learners.

LGP 5: Prepare learners to participate responsibly in the world of work, family,

community, nation, and church.

LGP 3:Are dynamic and encourage differentiation, diversity and

synergy amongst learners that are friendly, caring and respectful.

STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:
Students will independently use their learning to engage in tasks that will promote human respect, equality and social justice.
ENDURING UNDERSTANDING:
Students will understand that the social issues faced today can be achieved through respect, equality and justice.

ESSENTIAL QUESTIONS:
Students will find the answers to the question:
In what concrete ways can we address the issues faced by our society today?
ACQUISITION:
Knowledge:
1. Define and explain in writing the basic rights and responsibilities of consumers
2. Define verbally and in writing human rights
3 Cite examples verbally and in writing forms of violations against human rights
4. Identify in writing basic concepts on gender issues
5. Identify in writing basic concepts on religious issues
6. Identify and define in writing basic concepts on migration and territorial and border conflicts
Process:
1. Explain in writing the importance of knowing ones rights and responsibilities
2. Explain verbally and in writing the universal human rights of man
3. Explain digitally the forms of violations against human rights
4. Explain in writing the effects of violations of human rights.
5. Enumerate and explain in writing and digitally the various forms of violation against women and children
6. Enumerate and explain digitally the factors that lead to gender discrimination
7. Relate in writing the importance of analyzing the controversial issues on religion
8. Explain verbally and in writing the factors affecting migration
9. Explain in writing the factors affecting border and territorial conflicts

Understanding:
1. Analyze in writing sample cases of consumer rights violation
2. Analyze in writing and digitally cases or situations that show violations of human rights
3. Suggest methods or strategies on how to protect and uphold human rights in given situations
4. Analyze in writing and digitally cases or situations that show violations against women and children
5. Compare verbally and digitally the status of women and LGBT in various countries
6. Evaluate and explain the importance of gender roles in the various institution of society (work, education, family, government and religion)
7. Express verbally and in writing ones point of view on some controversial issues faced by the church today.
8. Analyze in writing and digitally cases or situations on some controversial religious issues
9. Analyze in writing the causes and effect of migration to the economy
10. Analyze in writing the causes and effect of territorial and border conflicts

11. Suggest methods and strategies on how to settle or resolve border and territorial conflicts.

STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

GRASPS NARRATIVE OF TRANSFER TASK

A local theater company was invited by DLSZ to present their play on Jose Rizals El Filibusterismo. As part of the media team, your group was tasked to come
up with a one-minute trailer that shows the social issues faced by the characters of El Filibusterismo. The one-minute trailer will be examined and critiqued by
the producer and director of the play. Their approval will be based on the content, organization and relevance to the theme.

ASSESSMENT TOOLS (Unit Assessment Map)

TYPE

KNOWLEDGE

PROCESS

UNDERSTANDING

PRODUCT/
PERFORMANCE

Graphic Organizer
Concept Map
Mind Map
Keynote Presentation /
PowerPoint Presentation
Picture Analysis
Semantic Web

Primary Source Analysis

Keynote Presentation /
Powerpoint Presentation
News Headline Analysis
Video Presentation

Collaborative Case Analysis

Oral Presentation
Cause and Effect Chart

Pre-Assessment/ Diagnostic
Formative

Summative
5-item Multiple Choice (LA)
10-item Data Analysis (LA)
10-item sentence completion (LA)

Reflection Essay

One-minute Movie Trailer

Self-Assessment
5-point Essay

Reflection Essay

SCAFFOLD FOR TRANSFER

LEVEL 1
Directed Prompt

LEVEL 2
Open Prompt

LEVEL 3
Guided Transfer

LEVEL 4
Independent Transfer

News Report Presentation and Analysis

Reflection Essay

Story-board making

One-minute Movie Trailer making

RELATED FACETS OF UNDERSTANDING

BLENDED ACTIVITIES/TOOLS
ENVIRONMENT
ATTRIBUTES

FACE-TO-FACE

E-LEARNING

ACTIVE

Class Discussion

News Headline Analysis

COLLABORATIVE

Word Map
Concept Map
Graphic Organizer

Keynote Presentation
Word Map
Concept Map
Collaborative Case Analysis

CONSTRUCTIVE

Semantic Web

Cause and Effect Chart

Reflection Essay

Reflection Essay

Story-board

One-minute Movie Trailer

AUTHENTIC
GOAL-DIRECTED

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER
I.

INTRODUCTION

WEEK 1: Sept. 7 - 11
Objectives: By the end of the lesson, the students will be able to:
1. Familiarize themselves with the following:
a. unit topic
b. subject requirements
c. course outline for Term 2
d. guidelines for News Reporting Activity
2. Reflect initially on the Essential Questions and Enduring Understanding for the for unit topic
ENDURING UNDERSTANDING: The social issues faced today can be achieved through respect, equality and justice.
ESSENTIAL QUESTION: In what concrete ways can we address the issues faced by our society today?

II.

INTERACTION

WEEK 2-10: Sept. 14 Dec. 4

Objectives: By the end of the lesson, the students will be able to:
1. Inform others on what is currently happening in politics, society and economy inside and outside the Philippines.
2. Express their personal opinion on the events that happened based on their news report.
3. Suggest strategies and/or solutions on how to address the matter.
Task 1: News Reporting
BLENDED: Active (Class Discussion) ; E-Learning (News Headline Analysis)
Mechanics:
1. There will be one news reporter each meeting.
2. The schedule for the reporter has been uploaded at the Notes and Homework and EDMODO site.
3. A reporter can choose either a national or regional news article however it must be related to the topic of discussion for the week.
4. The news reporter shall provide a brief summary of the article presentation in slides related to the chosen article as well as their brief
reflection.
5. After the presentation of the reporter, the class shall write their own personal reflection regarding the reports presented by their
classmate.

Task 2: Introduction to Rights

BLENDED: Active: F2F (Group Presentation)
Collaborative: E-Learning (Concept Map)
Objectives: By the end of the lesson, the students will be able to:
1. Define the meaning of rights.
2. Explain the fundamental principle of rights.
3. Explain the importance of knowing ones rights.
Mechanics:
1. The class will be grouped into 6.
2. Each group will be asked to do the following:
a. create a concept map of the word Rights. (Apps: Graphic Organizer/Inspiration map/Kidspiration Map or any other Presentation app)
b. based on the words on the concept map, construct a clear definition of Rights.
c. list down some of the rights that they have.
3. After the allotted time, the teacher calls each group to present their work to the class.
4. Class discussion follows afterwards.
Guide Questions:
1. Based on your concept map, what are Rights?
2. What are some of the rights that you know you possess?
3. How did these rights came to be?
4. How do these rights enable you to function as a human being?
5. Do all people possess the same rights? Why? Why not?
6. What will happen if these rights are violated?
7. How would society be if the rights of the people are suppressed or violated?
8. Why is it important to know ones rights?
9. How can we help in protecting and promoting these rights?

Task 3: Consumer Rights and Responsibilities

BLENDED: Active: F2F (Reflection Log / Group Presentation)
Constructive: E-Learning (Video Presentation / Article Analysis)
Collaborative : E-Learning (Graphic Organizer)
Objectives: By the end of the lesson, the students will be able to:
1. Define and explain the basic rights and responsibilities of consumers.
2. Explain the importance of knowing ones rights and responsibilities as consumers.
3. Analyze sample cases of consumer rights violation.
4. Suggest strategies / solutions on how to address violations of consumer rights?
Activity A: Video Presentation & Reflection Log
Mechanics:
1. The class will watch a 2-minute video entitled, Matalinong Knosyumer.
2. After watching the presentation, the students will be asked to do the following:
a. list down the basic rights and responsibilities of consumers
b. briefly explain why it is important to know ones rights and responsibilities as consumers.
Activity B: Graphic Organizer
Mechanics:
1. The class will be divided into 8 groups.
2. Each group will have an assigned Consumer Right that they have to explain using a graphic organizer.
3. Through the concept map, each group will explain their assigned Consumer Right through a sample scenario.
4. Each group will be given 5 mins to brainstorm and 5 minutes to present.
5. Class discussion shall follow afterwards.

Activity C: Reflection Essay

Mechanics:
1. The students will have the following options:
a. based on their personal experience
b. based on an online article on consumer rights violation
2. The students will be asked to analyze the given situation based on the rights violated and what are the steps to take in order to address
properly the violation made.
3. After the allotted time, there will be volunteers who will be called to share their thoughts.
4. Class discussion shall follow afterwards.
Guide Questions:
1. Based on the video presentation, what are some of your rights and responsibilities as a consumer?
2. How these rights protect the consumers?
3. Why is it important to know ones rights and responsibilities?
4. How do being a wise consumer help the economy?
Task 4: Human Rights in the Philippines
BLENDED: Active: F2F (Class Discussion / Checklist)
: E-Learning (Video Presentation)
Collaborative: E-Learning (Collaborative Case Analysis
Objectives: By the end of the lesson, the students will be able to:
1. Define human rights.
2. Enumerate the common rights found the universal rights of man according to the United Nations Declaration of Human Rights and Article III
Bill of Rights of the Philippine Constitution
3. Explain the forms of violations against human rights.
4. Explain the effects of violations of human rights

5. Analyze cases or situations that show violations of human rights.

6. Suggest methods / solutions on how to uphold human rights in given situations.
Activity A-C: Concept Map / Checklist / Collaborative Case Analysis
Mechanics:
1. The class will watch a video presentation entitled The Story of Human Rights
2. After the presentation, the students will be asked to for groups of 8 for the following tasks:
a. create a concept map that defines Human Rights
b. create a checklist of rights that are found in the UN Declaration of Human Rights and Article III of the Phil. Constitution.
c. Present a specific case that show a violation of human rights.
3. Group presentation and class discussion shall follow afterwards.
Guide Questions:
1. What are human rights?
2. How did these human rights came to be?
3. What were some of the important historical events that led to the creation of Human Rights?
4. Which part of the video struck you the most? Why?
5. Based on your initial checklist, what are some of the rights included in the Declaration of Human Rights?
6. Which human right/s was violated in your chosen case?
7. In what way was it violated?
8. Why are these violations prevalent in our society at present times?
4. What plans or course of action is our government doing to put a stop to these violations of rights?
5. What concrete actions can you contribute to a stop to these violations?

Activity D: Reflective Essay

Mechanics:
1. After the presentation of each group, the students will be asked to write a reflection essay on the issue of human rights in the Philippines.
Included in the essay are some of their suggestions on how to protect the rights on a individual and to uphold his/her dignity as a human
person.
2. After the allotted time, volunteers will be asked to share their thoughts.
3. A brief class discussion shall follow before the teacher wraps up the lesson.
Task 5: Gender Issues in the Philippines
BLENDED: Active: F2F (Group Discussion and Presentation)
Collaborative: E-Learning (Collaborative Case Analysis)
Objectives: At the end of the lesson, the students are able to:
1. Identify basic concepts on gender and sexuality.
2. Enumerate and explain the factors that lead to gender discrimination.
3. Enumerate and explain the various forms of violations against women and homosexuals.
4. Analyze cases or situations that show violations against women and homosexuals.
5. Compare the status of women and homosexuals in various cultures and countries.
6. Evaluate and explain the importance of gender roles in various institutions of society.
Activity A: Picture Analysis
Mechanics:
1. The teacher will show pictures of famous women and homosexual individuals in Philippine Society.
2. The students will identify the names of the given personalities as well as some of their achievements.
3. Then the teacher will flash the words Gender and Sex on the board and ask the students to list down words that the students can associate
with the given by through the use of a concept map.

4. The class will then define gender and sexuality based on their concept map.
5. Class discussion shall follow.
Activity B: Collaborative Presentation and Case Analysis Activity:
1. The students will then be asked to their respective groups for the following tasks:
a. enumerate the factors that lead to gender discrimination.
b. create a graphic organizer that will show the status of women and homosexuals in various cultures or countries.
c. Present specific cases or situation of discrimination against women and homosexuals.
Activity C: Reflection Essay:
Mechanics:
1. After the presentation of each group. The students will individually search for articles that show the importance of women and homosexuals
in various institutions of society.
2. The students will write a reflection essay on the important contributions of women and homosexuals in the various institutions of society.
3. Include ways on how to present gender stereotyping and discrimination to women and homosexuals.
4. A brief sharing of thoughts will be done before the teacher wraps up the lesson.
Guide Questions:
1. Who were the personalities shown on the board?
2. Why are they famous?
3. How have they become an inspiration to LGBT community of our society?
4. How is gender and sex differ from each other?
5. How are we assigned with our gender roles?
6. With the current trend now, do you think it is acceptable to have switched gender roles? Why? Why not?

Task 6: Religious Issues in the Philippines

BLENDED: Active: F2F (Group Discussion and Presentation)
Collaborative: E-Learning (Collaborative Case Analysis)
Objectives: At the end of the lesson, the students will be able to:
1. Identify the current issues on religion.
2. Explain the salient points on some of the religious issues prevailing in the Philippine society.
3. Analyze the stand of both the church and the state in the following issues:
a. divorce
b. same-sex marriage
c. abortion
d. euthanasia
e. reproductive health
f. separation of the church and the state
4. Express ones personal point of view on some of the controversial religious issues of todays society.
5. Explain the importance of understanding and respect in promoting peace in society.
Activity A: Video Presentation
Mechanics:
1. The class will watch a video presentation entitled, Religious Issues.
2. After the presentation, the teacher will ask the students to identify the issues presented in the video.
3. The class will have a brief discussion on the issues presented.

Activity B: Keynote / PowerPoint Presentation

C: Collaborative Case Analysis
Activity: Collaborative Case Analysis
Mechanics:
1. After the presentation, the class will be divided into 6 groups. Each group will have an assigned topic:
a. divorce
b. same-sex marriage
c. abortion
d. euthanasia
e. reproductive health
f. separation of the church and the state
2. Each group will be given the following tasks:
a. Enumerate the salient points of their assigned issue
b. Present the sides of both the church and the state.
c. cite case situations about the assigned topic
3. Class discussion shall follow afterwards.
Activity D: Reflection Essay
Mechanics:
1. After the presentation of each group, the members of each group, the members will then be asked to write their individual reflection essay
on their personal point of view regarding the assigned topic.
2. Included in the essay is their view on why it is important to understand and respect other peoples point of view on certain religious issues.

Guide Questions:
1. What issues were presented to the class?
2. Why are they controversial?
3. What is the stand of the church regarding these issues?
4. How has society reacted to these issues?
5. How can we foster respect on religious perceptions and ideas to others?
Task 7: Political-Economic Issues in the Philippines
BLENDED: Active: F2F (Group Discussion and Presentation)
Collaborative: E-Learning (Collaborative Case Analysis)
Objectives: At the end of the lesson, the students will be to:
1. Identify the basic concepts on migration, territorial border conflicts.
2. Explain the factors affecting migration and territorial conflicts.
3. Analyze the cause and effect of migration and territorial conflicts to the economy.
4. Suggest methods or strategies on how to resolve territorial conflicts.
Activity A: Picture Analysis
Mechanics:
1. The teacher will present photos of migrations as well as news headline of territorial disputes and conflicts in the Philippines.
2. The students will be asked to a graphic organizer on some of the factors that affect migrations and territorial disputes
3. After the allotted time, the teacher will call out volunteers to share their ideas to the class.
4. Class discussion shall follow afterwards.

Activity B: Collaborative Case Analysis

Mechanics:
1. The class will be divided into 8 groups for the following tasks:
a. create a graphic organizer that will show the factors that lead to migration and territorial conflicts.
b. present the effects of migration and territorial conflict to the economic development of the country.
c. cite specific cases about migration and territorial conflicts.
2. After the allotted time, the teacher will call out volunteers to share their thoughts.
3. Class discussion shall follow afterwards.
Guide Questions:
1. What are the various factors that lead to migration?
2. Why do people migrate?
3. How do these affect the society and economy of a country?
4. What factors contribute to territorial disputes and border conflicts?
5. What solutions and strategies are being used in order to address these conflicts?
5. How can we foster peace and order to address these conflicts?

III.

INTEGRATION

Task 11: Performance Task (One-minute Movie Trailer)

BLENDED: Active: F2F (Class Discussion)
Goal Directed: F2F (Story-board making)
E-Learning (One-minute Movie Trailer)

PERFORMANCE TASK G.R.A.S.P:

A local theater company was invited by DLSZ to present their play on Jose Rizals El Filibusterismo. As part of the media team, your group was
tasked to come up with a one-minute trailer that promote respect, equality and social justice shows the social issues faced by the characters of El
Filibusterismo. The one-minute trailer will be examined and critiqued by the producer and director of the play. Their approval will be based on the
content, organization and relevance to the theme.