Department of Education

Division of Palawan

School: Barotuan National High School Week: 4 Quarter: 3rd

Subject: Understanding Culture, Society, and Politics Date:Dec. 10 - 14, 2019 Semester: 2nd
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Topic: How individuals learn culture and How individuals learn culture and How individuals learn culture and How individuals learn culture and
become competent members of become competent members of society. become competent members of society. become competent members of society.
society.
Learning  Explain the development of one’s  Explain the development of one’s self  Identify the context, content,  Identify the context, content,
Competency: self and others as a product of and others as a product of socialization processes, and consequences of processes, and consequences of
socialization and enculturation. and enculturation. enculturation and socialization enculturation and socialization
 UCSP11/12BMS- Ig-15  UCSP11/12BMS- Ig-15  UCSP11/12BMS- Ig-16  UCSP11/12BMS- Ig-16
Objective: 1, Define and explain the different 1.
concepts regarding enculturation and
socialization,

2. Discuss the development of one’s

self and others as a product of
enculturation and socialization, and

2. Prove that identity, disciplines, and

aspirations are necessary for the
development of personal and cultural
identity.

Materials: Regular teaching tools, Laptop, Regular teaching tools , Laptop, chalk Regular teaching tools Laptop, chalk Regular teaching tools ,Laptop
References: .Curriculum Guide-Core Subject .Curriculum Guide-Core Subject .Curriculum Guide-Core Subject .Curriculum Guide-Core Subject
https://link.quipper.com/en/ https://link.quipper.com/en/ https://link.quipper.com/en/ https://link.quipper.com/en/

Procedures: Activity 1. DOs and DON’Ts Activity: Review: Review:

A. Preparatory In this activity, let the students revisit
Activities their past experiences and research on
the norms and values of their family,
community, municipality, and country.
Answers should be limited to the DOs
and DON’Ts of their age. Class
discussions include norms on
overspending for a fiesta beginnings?
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Students imagine themselves as
archeologists or anthropologists.
Paragraph will be read.
The earth contains many buried objects
from prehistoric past. Finding and
interpreting these objects require
training. Assume that you are an
ACROSTIC: Let the students give Everyone up— all the students will stand
characteristics of evolution based from up; they get to sit down when they can
the letters of the word E-V-O-L-U-T-I-O- share one fact, idea, or new vocabulary
N word related to the lesson:
Example
E - xplains
V-
O-

B. Development 1. Motivation:
of the Lesson Activity: Visual Memory Chart
In this activity, the students will identify
the picture that represents important
cultural development during the Upper
Paleolithic. They will include words
related to the visual and provide their
own conclusion regarding these
important cultural milestones. Learners
should be instructed to identify the
cultural advancements of AMHs during
the Upper Paleolithic and provide their
own conclusion
Presentation:
Activity:
2. Activities:
Agriculture considerably expanded
throughout the Neolithic revolution.
Because of this era, domestication and
pastoralism were discovered as
sustainable ways of living. Systems
and tools were also developed. As
such, civilization was formed.
In your perspective, what could have
been the implication if the early
humans did not discover the method of
domestication and farming?
3. Practice:
Using a video clip, watch videos that
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archeologist or an anthropologist looking
for for evidence of material remains of
the prehistoric past as well as other
evidence of human activity. Answer
these questions:
1. What specific evidence will you look
for?
2. What material evidence will you be
interested to know and learn about?
3. What technology will you use?
1. Motivation:
4 Pics 1 Word:
Four pictures will be shown to students
at a time. The students shall find the
connection of the pictures. A word that
connects the pictures will be guessed by
the students.
( Pictures of Human Evolution)
Process Questions
1. How did human and cultural evolution
takes place?
2. In what ways were human and cultural
evolution studied?
3. Who studies human and cultural
evolution?
4. Why is it important to know how
humans evolved biologically and
culturally?
2.Presentation:
Present a video clip that discusses
human and cultural evolution.
2. Activities:
Firm Up
1. What is evolution?
2. What does creationism say about the
characteristics of human life?
3. Why is it important to study fossil
remains to know humans and the
environment on which they live evolve?
4. In what way can fossils remains be
found and studied?
L -
U-
T-
I-
O-
N. -
1. Motivation: 1. Motivation:
Activity: Colored Paper Grouping: The teacher will introduce breathing
Colored papers will be provided by the exercise to keep students calm and
teacher and each student will pick one relieve before they will take their quiz.
color that represents the implications of 2. Presentation
the Neolithic Revolution in sociopolitical,
The teacher will continue the discussion
economic, and human development.
if the lesson has not been finished. Then
Yellow - sociopolitical
the students will be having their
Pink - economic
formative assessment through a form of
Green -human development.
quiz.
2. Presentation:
3. Activities:
3. Activities:
4. Practice:
Reflective Paper
What do you think?
4. Practice:
“Without document or proof, there is no
history.” Agree or disagree? Complete the unfinished sentences to
summarize the lesson.
1. The chapter was about……
2. One key idea was…..
3. This is important because…..
4. This matters because…
 detail the Neolithic Revolution and its
significance in the development of 3. Practice:
societies. Try to note the significant
Make a table of the three periods of
implications and contributions of the
stone age and compare the different
Neolithic Revolution to the present
contributions of each stage. Why do you
community and survival practices.
think these periods are important in the
study of the evolution of human culture?

C. Evaluation What do you think? What do you think? Essay Individual Work: Short Quiz
Following the timeline of the cultural Give a 15-item quiz about the week’s
Essay Why is the Neolithic period called
evolution from the Paleolithic period up a revolution? topic
Why is the Neolithic period called to the Neolithic period, what do you think
a revolution? would be the next step of human
development?

D. Assignment Review and be prepared for quiz next

meeting.
Remarks
Reflection

Emily M. Palay DR. AMSIE A. ANIASCO

Subject Teacher Principal II, BNHS

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