School JAMINDAN NATIONAL HIGH SCHOOL Grade Level 11-DE ZUNIGA

GRADE 11 to 12 Teacher AIRA JANE V. VILLA Learning Area UNDERSTANDING CULTURE, SOCIETY AND POLITICS
DAILY LESSON LOG Teaching Dates and MARCH 19, 2021 Quarter 1ST QUARTER
Time

INTERVENTION
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. culture and society as anthropological and sociological concepts
2. perspectives in/approaches to the study of culture and society (i.e., comparative, historical, structural functional, interpretive,
critical)
B. Performance Standard The learners
1. appreciate the nature of culture and society from the perspectives of anthropology and sociology
2. demonstrate a holistic understanding of culture and society
3. values cultural heritage and express pride of place without being ethnocentric
C. Learning Competency /Objectives UCSP 11/12SPU-1c-5
Write the LC code for each. UCSP 11/12SPU-1c-6
UCSP 11/12SPU-1c-7
Explain the importance of cultural relativism in attaining cultural
understanding.
II. CONTENT Importance of Cultural relativism in Attaining Cultural Understanding
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Understanding Culture, Society and Politics authored by: MARIANO M.
ARIOLA, LL.B.;Ed.D. Copyright2016 pages 91-93
4. Additional Materials from http://www.differencebetween.net/miscellaneous/culture
Learning Resource (LR)portal miscellaneous/difference-between-cultural-relativism-and-ethnocentrism/
https://www.studocu.com/ph/document/pontifical-and-royal-university-of-
santo-tomas-the-catholic-university-of-the-philippines/the-contemporary-
world/lecture-notes/final-ucsp-module-very-good/5432381/view
www.differencebetween.net/miscellaneous/culture-
miscellaneous/difference-between-cultural-relativism-and-ethnocentrism/

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 https://m.youtube.com/watch?v=vK41upGBi90

http://m.youtube.com/watch?v=XWgE6D7ejtg
B. Other Learning Resource MELCs, Curriculum guide, PowerPoint, Pictures, Youtube Video, Table, TV
monitor, ICT
IV. PROCEDURES

Preliminaries Start the class with an opening prayer. After that, greet them a “Good
morning” and check the attendance.
A. Reviewing previous lesson or Review the discussion yesterday about Culture and Society.
presenting the new lesson Ask the students about their experiences in our society in this time of
pandemic and how are they adjusting to it?
B. Establishing a purpose for the Present pictures to the students. Let them analyze the pictures and create (Ind#1: Applies knowledge of content within and across
lesson ideas and concepts about the pictures using a graphic organizer. curriculum teaching areas.)
ENG8WC-Ia-1.1.6.1: Present ideas using a variety of graphic
organizers.

(Ind#3: Select, develop, organize, and use appropriate

teaching and learning resources, including ICT, to address
learning goals.)

C. Presenting examples/Instances Introduce the lesson by asking the following questions:

of the new lesson
1. What are the differences between the two pictures?
2. What are your thoughts about the people from the first picture? How
about the second picture?
3. If you’re given a chance to meet and talk to one of them, how would
you react? Will you be friends with them despite of your differences?

D. D. Discussing new concepts and Discuss the lesson using a Powerpoint presentation and a TV monitor. (Ind#3: Select, develop, organize, and use appropriate
practicing new skills # 1 Define important terminologies. teaching and learning resources, including ICT, to address
 ETHNOCENTRISM is perspective that promotes an individual’s culture learning goals.)

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 as the most efficient and superior hence the individual who exhibit
ethnocentrism feels that his or her culture is the most appropriate as
compared to other cultures. (Ind#1: Applies knowledge of content within and across
 CULTURAL RELATIVISM promotes the perspective that cultures must curriculum teaching areas.)
be understood in the context of their locality. Using this perspective AP10IKP-IIId-7. Nasusuri ang iba’t-ibang salik na nagiging
makes you tolerant of the differing attitudes and practices of others. dahilan ng pagkakaroon ng diskriminasyon sa kasarian.
After defining the ethnocentrism and cultural relativism, let the students EsP7PT-IIg-8.1. Nakikilala na may dignidad ang bawat tao
share their thoughts and experiences about the causes of discrimination in anoman ang kanyang kalagayang panlipunan, kulay, lahi,
terms of gender (Homosexual, Heterosexual, Gay, Lesbian, Bisexual, Asexual, edukasyon, relihiyon at iba pa.
Polysexual, Asexual).
Afterwards, let the students brainstorm about the rights that these people
have.
E. Discussing new concepts and
practicing new skills # 2 CULTURAL RELATIVISM

 This Concept was first formulated by William Graham Summer in his

book “folkways”
 He said there are no universal moral standards of right and wrong and
good and bad for evaluating cultural phenomena.
 This means that what is right in one place maybe wrong in another
place or vice versa.
 Standards are relative to the culture in which they appear.
 Customs can only be judged by how ell or how poorly they fit in with
the standards of certain society.
 For example; having several wives (polygyny) functions of society
where women are needed to work in the fields.

ETHNOCENTRISM

 Ethnocentrism is judging another culture solely by the values and

standards of one’s own culture.
 Ethnocentric individuals judge other groups or relative to their own (Ind#3: Select, develop, organize, and use appropriate
ethnic group or culture, especially with the concern for language, teaching and learning resources, including ICT, to address
behavior, customs and these ethnic distinctions and subdivisions serve learning goals.)
to define each ethnicity’s unique cultural identity.
 Ethnocentrism is a major reason for divisions amongst members of

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 different ethnicities, races, and religious groups in society.
 Ethnocentrism a belief of superiority in one’s personal ethnic group,
but it can also develop from racial or religious differences.
 Ethnocentric individuals believe that they are better than other
individuals
(Ind#1: Applies knowledge of content within and across
After the discussion, let the students watch a youtube video about curriculum teaching areas.)
discrimination. F10PD-IIIf-g-78. Naibibigay ang sariling reaksiyon sa
https://m.youtube.com/watch?v=vK41upGBi90 pinanood na video na hinango sa youtube.

Afterwards, ask the students to give their reaction about the video presented
to them. Let the students emphasize the importance of cultural relativism.
F. Developing mastery Conduct a question and answer quiz about the lesson.
leads to Formative Assessment 3 1. Why is cultural relativism different from ethnocentrism?
2. What are the benefits of cultural relativism? Name at least three (3)
benefits.
3. As a student, how will you promote cultural relativism to gain cultural
understanding with other people?
G. Finding practical application of The students will have an activity. They will only choose one activity. (Ind#2: Plan and deliver teaching strategies that are
concepts and skills in daily responsive to the special education needs of the learners in
living  Make a 3-minute video clip that shows the importance of cultural difficult circumstances, including: geographic isolation;
relativism in attaining cultural understanding. (Students will be doing chronic illness; displacement due to armed conflict, urban

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 this individually but parents, siblings, or relatives are allowed to resettlement or disasters; child abuse and child labor
participate. In doing this activity, students must observe proper health practices.)
protocols.)
 Create a speech about the importance of cultural relativism and take a
video of yourself delivering that speech.
 Make an 4-stanza poem about understanding and appreciating the
culture of your community. (This will be the activity of those students
without cellphones and internet access.)
All activities will be rated with rubrics.
H. Making generalizations and To sum up the lesson, ask the students the following question:
abstractions about the lesson  Why is it important to have a cultural relativism perspective in
attaining cultural understanding?
I. Evaluating learning Let the students watch another video. (Ind#3: Select, develop, organize, and use appropriate
http://m.youtube.com/watch?v=XWgE6D7ejtg teaching and learning resources, including ICT, to address
learning goals.)

(Ind#2: Plan and deliver teaching strategies that are

responsive to the special education needs of the learners in
difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor
practices.)

In cases the students don’t own cellphones or their homes don’t have
internet connection, they will be provided of hard copies with the content of
the video.

(Ind#1: Applies knowledge of content within and across

curriculum teaching areas.)
F10PD-IIIa-74. Nabibigyang-puna ang napanood na video
clip.
EN8WC-IIa-2.8: Compose effective paragraphs.

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 Our differences are what set us apart as humans,
But is the cause of hatred amongst us.
There are white people… black people.
Girls… Boys… Gay people… Straight people.
Fat people… Skinny people… Rich people… Poor people.
People with different beliefs,
But underneath, we are all the same.
No matter who you are, your blood is red just like mine.
So why any of us be treated differently?

The students will be tasked to give their opinion about the video in a form of
paragraphs.
They will link their opinion with the importance of cultural relativism in
attaining cultural understanding.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to

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 require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Observed by:

AIRA JANE V. VILLA MARILOU O. ARROYO

Teacher II AP Coordinator/ Teacher III