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SHS Understanding Culture,

Society and Politics CG
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K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL CORE SUBJECT
–

Grade: 11 or 12
Core Subject Title: Understanding Culture, Society and Politics No. of hours/semester: 80 hours

Course Description:
This course uses insights from Anthropology, Political Science, and Sociology to develop students’ aw areness 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.

CONTENT
CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY CODE
STANDARD
A. Starting points for the understanding of The learners The learners: The learners:
culture, society, and politics demonstrate an
understanding of:

1. Sharing of social and cultural backgrounds 1. human cultural 1. acknowledge human cultural 1. articulate observations on UCSP11/12SPU-
of students as acting subjects or social variation, social variation, social differences, human cultural variation, Ia-1
actors, agents, persons; (examples: differences, social change, and political social differences, social
gender, socioeconomic class, et hnicity, social change, identities change, and political
religion, exceptionality/non-exceptionality, and political identities
nationality) identities 2. adopt an open and critical
attitude toward different
2. Observations about social, political, and 2. the significance social, political, and cultural 2. demonstrate curiosity and an
cultural behavior and phenomena of studying phenomena through openness to explore the
UCSP11/12SPU-
(examples: food taboos, istambay, political culture, society, observation and reflection origins and dynamics of
Ia-2
dynasties, elections) and politics 3. appreciates the value of culture and society, and
disciplines of Anthropology, political identities
3. Observations on social, political,and 3. the rationale for Sociology, and Political
cultural change (examples: txting, studying Science as social sciences
transnational families, local public anthropology,
services, youth volunteerism) political science,
and sociology UCSP11/12SPU-
3. analyze social, political, and
4. Definition of anthropology, political Ib-3
cultural change
science, and sociology

K to 12 Senior High School Core Curriculum – Understanding Culture, Society and Politics December 2013 Page 1 of 8

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K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL CORE SUBJECT
–

CONTENT
CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY CODE
STANDARD
4. recognize the common
concerns or intersections of
anthropology, sociology, and UCSP11/12SPU-
political science with respect Ib-4

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Lesson 1 Human InstructionalaPlan
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DLL UCSP 2017
to the phenomenon of
change
5. identify the subjects of

Cultural… for Understandi…

inquiry and goals of UCSP11/12SPU-
Anthropology, Political Ib-5

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Science, and Sociology

Variations, Social Culture, Society,

B. Defining Culture and Society from the 1. culture and 1. appreciate the nature of
–
1. explain anthropological and UCSPC11DCS-Ic-
perspectives of anthropology and sociology society as culture and society from the sociological perspectives on 6
1. Society as a group of people sharing a anthropological perspectives of anthropology culture and society

documents. Your first 30 days are free!

and K to 12 BASIC EDUCATION CURRICULUM

Differences,Social and Politics

common culture sociological and sociology
2. Culture as a “‘that complex whole which SENIOR HIGH SCHOOL CORE SUBJECT
concepts 2. describe society and culture UCSPC11/12DCS-
encompasses beliefs, practices, values, CONTENT 2. demonstrate a holistic as a complex whole Ic-7
CONTENT
attitudes, laws, norms, artifacts, symbols, 2. perspectives PERFORMANCE
understanding ofSTANDARD
culture and LEARNING COMPETENCY CODE
STANDARD

Change andknowledge, and everything that a person

learns and shares as a member of
society.” (E.B. Tylor 1920 [1871]).
in/approaches to
the study of
culture and
society

3. values cultural heritage and

4. recognize the common
3. identify
concernsaspects
and
of cultureof
or intersections
society , sociology, and
UCSP11/12DCS-
Ic-8

Political Identities
3. Aspects of Culture society (i.e., express pride of place without anthropology UCSP11/12SPU-
a. Dynamic, Flexible, & Adaptive comparative, being ethnocentric political science with respect Ib-4
b. Shared & Contested (given the reality historical, to thequestions
4. raise phenomenon of a
toward UCSP11/12DCS-

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of social differentiation) structural- change appreciation of
holistic Id-9
c. Learned through socialization or functional, 5. cultures andsubjects
identify the societiesof
enculturation interpretive, inquiry and goals of UCSP11/12SPU-
d. Patterned social interactions critical) 5. Anthropology
become aware , Political
of why and Ib-5
e. Integrated and at times unstable Science, and relativism
Sociology UCSP11/12DCS-
how cultural
f. Transmitted through Id-10
B. Definingsocialization/enculturation
Culture and Society from the 1. culture and 1. appreciate the nature of 1. mitigates ethnocentrismand
explain anthropological UCSPC11DCS-Ic-
perspectives of anthropology
g. Requires language and and sociology
other forms of society as culture and society from the sociological perspectives on 6
1. Society as a group of people sharing a anthropological perspectives of anthropology culture and society
communication 6. identify forms of tangible
4. common culture
Ethnocentrism and Cultural Relativism as and sociological and sociology UCSP11/12DCS-
2. Culture as a in
“‘that complex and intangible heritage and
orientations viewing otherwhole which
cultures concepts 2. the
describe society
threats and culture
to these
Ie-11
UCSPC11/12DCS-
encompasses beliefs, practices, values, 2. demonstrate a holistic as a complex whole Ic-7
attitudes, laws, norms, artifacts, symbols, 2. perspectives understanding of culture and
K to 12 Senior High School
knowledge, and everything that –aUnderstanding
Core Curriculum person Culture, Society to
in/approaches and Politics December 2013
society Page 2 of 8
learns and shares as a member of the study of
3. identify aspects of culture UCSP11/12DCS-
society.” (E.B. Tylor 1920 [1871]). culture and 3. values cultural heritage and
and society Ic-8
3. Aspects of Culture society (i.e., express pride of place without
a. Dynamic, Flexible, & Adaptive comparative, being ethnocentric
b. Shared & Contested (given the reality historical, 4. raise questions toward a UCSP11/12DCS-
of social differentiation) structural- holistic appreciation of Id-9
c. Learned through socialization or functional, cultures and societies
enculturation interpretive,
d. Patterned social interactions critical) 5. become aware of why and
e. Integrated and at times unstable UCSP11/12DCS-
how cultural relativism
f. Transmitted through Id-10
mitigates ethnocentrism
socialization/enculturation K to 12 BASIC EDUCATION CURRICULUM
g. Requires language and other forms of SENIOR HIGH SCHOOL CORE SUBJECT
–

communication CONTENT 6. LEARNING

identify forms of tangible
CONTENT PERFORMANCE STANDARD COMPETENCY CODE
UCSP11/12DCS-
4. Ethnocentrism and Cultural Relativism as STANDARD 2 8
and intangible heritage and
orientations in viewing other cultures Ie-11
C. Looking back at Human Biocultural and Social 1. the human Analyze key features of the threats
1. trace to theseand
the biological
K to Evolution
12 Senior High School Core Curriculum Understanding Culture, Society and Politics December 2013 UCSP11/12HBS-
Page of
– origins and the interrelationships of biological, cultural evolution of early to
Ie-12
1. Biological and cultural evolution: from Homo capacity for cultural and sociopolitical modern humans
habilis (or earlier) to Homo sapiens sapiens culture processes in human evolution that

You're Reading a Preview

in the fossil record 2. the role of can still be used and developed 2. explore the significance of
2. Cultural and sociopolitical evolution: from culture in human material remains and
hunting and gathering to the agricultural, human artefactual evidence in UCSP11/12HBS-
industrial , and post-industrial revolutions adaptation interpreting cultural and If-13
a. The Neolithic Revolution 3. processes of social, including political and
b. Early civilization and the rise of cultural and economic, processes

Scribd members can read and download full

the state sociopolitical
c. Democratization evolution 3. recognize national, local, and
specialized museums, and
–

archaeological and historical

sites as venues to appreciate

documents. Your first 30 days are free!

K to 12 BASIC EDUCATION CURRICULUM UCSP11/12HBS-
SENIOR HIGH SCHOOL CORE SUBJECT and reflect on the
If-14
complexities of biocultural
CONTENT
CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY
and social evolution as part CODE
STANDARD
of being and becoming
C. Looking back at Human Biocultural and Social 1. the human Analyze key features of 1. trace
human the biological and
UCSP11/12HBS-
Evolution origins and the interrelationships of biological, cultural evolution of early to
D. Becoming a member of society 1. how individuals 1. identify norms and values to Ie-12
1. Biological and cultural evolution: from Homo capacity for cultural and sociopolitical modern humans
1. Enculturation/Socialization learn culture and be observed in interacting 1. explain the development of
habilis (or earlier) to Homo sapiens sapiens culture processes in human evolution that
a. Identity formation (identities, become with others in society, and the 2. one’s self an d others as
explore the significance of a UCSP11/12BMS-
in the fossil record 2. the role of can still be used and developed
disciplines, and aspirations) competent consequences of ignoring productmaterial
of socialization
remainsand Ig-15

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2. Cultural and sociopolitical evolution: from culture in human and
b. Norms and values members of these rules enculturation
artefactual evidence in UCSP11/12HBS-
hunting and gathering to the agricultural, human
c. Statuses and roles (e.g. age, gender) society interpreting cultural and If-13
industrial , and post-industrial revolutions adaptation
2. Conformity and deviance social, including political and
a. The Neolithic Revolution 3. processes of 2. assess the rules of social
a. Social control (gossip, social
b. Early civilization and the rise of cultural and interaction to maintain 2. economic,
identify theprocesses
context, content,
ostracism, laws and punishments)
the state sociopolitical stability of everyday life and processes, and
b. Forms of deviance (ritualism, 3. consequences
recognize national, UCSP11/12BMS-
c. Democratization evolution the role of innovation in of local, and
retreatism, rebellion, and innovation) specialized museums, and Ig-16
response to problems and enculturation and
3. Human dignity, rights, and the common archaeological
challenges socialization and historical
good sites as venues to appreciate
UCSP11/12HBS-
and reflect on the
If-14
complexities of biocultural
and social evolution as part
K to 12 Senior High School Core Curriculum – Understanding Culture, Society and Politics December 2013 of being and becoming Page 3 of 8
human
D. Becoming a member of society 1. how individuals 1. identify norms and values to
1. Enculturation/Socialization learn culture and be observed in interacting 1. explain the development of
a. Identity formation (identities, become with others in society, and the one’s self and others as a UCSP11/12BMS-
disciplines, and aspirations) competent consequences of ignoring product of socialization and Ig-15
b. Norms and values members of these rules enculturation
c. Statuses and roles (e.g. age, gender) society
2. Conformity and deviance
2. assess the rules of social
a. Social control (gossip, social
interaction to maintain 2. identify the context, content,
ostracism, laws and punishments)
stability of everyday life and processes, and
b. Forms of deviance (ritualism, UCSP11/12BMS-
the role of innovation
K to 12 BASIC EDUCATION CURRICULUM in consequences of
retreatism, rebellion, and innovation) Ig-16
response to
SENIOR HIGH SCHOOL problems
CORE
–
SUBJECTand enculturation and
3. Human dignity, rights, and the common
CONTENT challenges socialization
good CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY CODE
STANDARD 3 8

2. how individuals 3. recognize the value of human 3. Identifies the social goals
K to 12 Senior High School Core Curriculum Understanding Culture,
should Society
behaveand Politics December
rights 2013
and promote the Page of
– and the socially acceptable UCSP11/12BMS-
as part of a common good means of achieving these Ih-17
political goals

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community

UCSP11/12BMS-
4. advocate inclusive citizenship
Ih-18

Scribd members can read and download full –

5. promote protection of
human dignity, rights, and
UCSP11/12BMS-
Ih-19
the common good

documents. Your first 30 days are free!

K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL CORE SUBJECT
E. How society is organized 1. cultural,
CONTENT social, 1. analyze aspects of social
1. Groups withinCONTENT
society: Primary and and political PERFORMANCE
organization STANDARD LEARNING COMPETENCY CODE
STANDARD
Secondary institutions as
2. In-groups and out-groups 2. how
sets individuals
of norms 3. identify
2. recognize the role
one’s valueinof human
social 1. traces kinship ties and social
3. Identifies the social goals UCSP11/12HSO-
3. Reference groups should behaveof
and patterns rights and
groups andpromote the
institutions networks
and the socially acceptable UCSP11/12BMS-
IIi-20
4. Networks as part ofthat
behavior a common good means of achieving these Ih-17
political
relate to major 3. recognize other forms of goals
F. Cultural, social and political institutions community
social interests economic transaction such as

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1. Kinship, marriage, and the household sharing, gift exchange, and
a. Kinship by blood 2. social redistribution in his/her own
UCSP11/12BMS-
Descent and marriage stratification as society 4. advocate inclusive citizenship
Ih-18
(unilineal, matrilineal, patrilineal, bilateral) the ranking of 2. describe the organized
b. Kinship by marriage individuals UCSP11/12HSO-
nature of social life and rules
Marriage rules cross-culturally according to IIi-21
governing behavior
(monogamy vs. polygamy, post-marital wealth, power, 5. promote protection of
residency rules, referred marriage and prestige UCSP11/12BMS-
human dignity, rights, and
Ih-19
the common good

E. How society is organized 1. cultural, social, 1. analyze aspects of social

1. Groups within society: Primary and and political organization
K to 12 Senior High School Core Curriculum – Understanding Culture,
Secondary institutions as and Politics December 2013
Society Page 4 of 8
2. In-groups and out-groups sets of norms 2. identify one’s role in social 1. traces kinship ties and social
UCSP11/12HSO-
3. Reference groups and patterns of groups and institutions networks
IIi-20
4. Networks behavior that
relate to major 3. recognize other forms of
F. Cultural, social and political institutions social interests economic transaction such as
1. Kinship, marriage, and the household sharing, gift exchange, and
a. Kinship by blood 2. social redistribution in his/her own
Descent and marriage stratification as society
(unilineal, matrilineal, patrilineal, bilateral) the ranking of 2. describe the organized
b. Kinship by marriage individuals UCSP11/12HSO-
nature of social life and rules
Marriage rules cross-culturally according to IIi-21
governing behavior
(monogamy vs. polygamy, post-marital wealth, power,
residency rules, referred marriage and prestige

4 8

K to 12 Senior High School Core Curriculum

–
Understanding Culture, Society and Politics December 2013 Page of K to 12
SENIO
You're Reading
CONTENT a Preview
CONTEN
STANDAR
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partners) can read and download full
c. Kinship by ritual (Compadrazgo) 3. social and
documents. Your first 30
d. Family and the household days are free! political
Nuclear, extended, and reconstituted inequalitie
families (separated, transnational) features of
e. Politics of kinship (political dynasty, societies a
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alliances) global
community
2. Political and leadership structures
a. Political organization
i. Bands
ii. Tribes
iii. Chiefdoms
iv. States and nations
b. Authority and legitimacy K to 12
i. Traditional SENIO
ii. Charismatic CONTEN
iii. RationalCONTENT STANDAR
K to 12
partners)Institutions
3. Economic SENIO
c. Kinship You're Reading a Preview
by ritual (Compadrazgo)
a. Reciprocity CONTENT
CONTEN
3. social and
d. Family and the household
b. Transfers STANDAR
political
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c. i.Redistribution
Productive and download fullinequalitie
and reconstituted
citizenry
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d.ii.Market (separated,
transactions transnational) features of
Self-actualization
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state
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dynasty,are free! societies a
as a human
alliances) global
4. Nonstate right institutions
community
a. Banks and corporations
2.6. Political
Religion andand belief
leadership systems
structures
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b. Cooperatives and trade unions
a. Animism
a. Political organization
c.
b. Transnational advocacy groups
Polytheism
i. Bands
d. Development agencies
ii.c. Monotheism
Tribes
e. International organizations
iii.d. Institutionalized
Chiefdoms religions
5. iv.e. Separation
EducationStates andofnationschurch and state
b. Authority
a. Functions andof legitimacy
education in society
7. Health
i. (formal
Traditional and nonformal)
a. Culture-specific syndromes and
ii. illnesses
Charismatic (e.g., “bughat”,
iii. Rational K to 12
”usog”/”buyag”)
K to 12 Senior High School Core Curriculum – Understanding Culture, Soci
b. Systems
3. Economic of diagnosis, prevention and
Institutions SENIO
a. healing
Reciprocity(e.g., traditional, western,
CONTENT
CONTEN
b. Transfers healing systems)
alternative STANDAR
c.c. Health as a human right
i.Redistribution
Productive citizenry
G. Social d.ii.and
Market transactions
political stratification
Self-actualization
e. Markets
a.iii.SocialPrimary and
desirablesstate(we alth,
education aspower,
a human
prestige)right
4. Nonstate institutions
b. Social mobility system
6. a. Religion Banks
i. and
Open
and corporations
belief
(Class) systems
b. Cooperatives and trade unions
a. Animism
c. ii.TranClosed
snational (Caste)
advocacy groups
b.
c. Polytheism
Social inequality
d. Development agencies
c. Monotheism
e. i.International
Access toorganizations
social, political, and
d. Institutionalized
symbolic capital religions
e.
5. Education Separation of church
ii. Gender inequality and state
7. Healtha.iii.Functions
Ethnicof education in society
minorities
a. iv. (formal and nonformal)
Other minorities
Culture-specific (e.g., and
syndromes persons
K to 12 Senior illnesseswith
High Schooldisabilities)
(e.g.,Core
“bughat”,
Curriculum Understanding Culture, Soci
v. Global Inequality (relationships
”usog”/”buyag”) –
b. Systems between states and
of diagnosis, nonstateand
prevention
healing actors in traditional,
(e.g., the global community)
western,
alternative healing systems)
K to 12 Senior
c. Health High School Core Curriculum
as a human right – Understanding Culture, Soci

G. Social and political stratification

a. Social desirables (we alth, 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 nonstate
actors in the global community)
K to 12 Senior High School Core Curriculum Understanding Culture, Soci
–

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