School Grade Level 11/12

DAILY LESSON LOG UNDERSTANDING CULTURE, SOCIETY,

Department of Education Teacher Learning Area
AND POLITICS
Teaching Dates and Time WEEK 3-4 Quarter QUARTER 1
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learners demonstrate an understanding of:
1. Culture and society as anthropological and sociological concepts.
A. Content Standards
2. Perspectives in/approaches to the study of culture and society (i.e., comparative, historical, structural, functional, interpretive, critical).

The learners…
B. Performance Standards 1. appreciate the nature of culture and society from the perspectives of anthropology and sociology.
2. demonstrate a holistic understanding of culture and society.
Explain the importance of cultural relativism in attaining cultural understanding*
C. Learning a. Define cultural relativism.
Competencies/Objectives b. Demonstrate a holistic understanding of culture and society.
c. Value culture and express pride of place without being ethnocentric.

II. CONTENT SOCIAL, POLITICAL AND CULTURAL CHANGE

III. LEARNING RESOURCES

A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson or ● Begin by reviewing the ● Review the previous lesson on the The teacher will review the previous Review the previous lessons.
presenting the new lesson lesson on culture and society, or
previous lesson on culture. definitions of culture and society.
present the new lesson on
● Ask students to define culture ● Ask students to share some examples of ethnocentrism and cultural relativism.
and identify some of the key cultural and social elements in their own
elements of culture. lives.
● Introduce the concept of ● Introduce the new lesson on the holistic
cultural relativism. understanding of culture and society.
 ● Explain that cultural relativism
● Explain that a holistic understanding of
is the view that all cultures are
culture and society means being able to
equally valid and should be
see how the different elements of culture
judged by their own
and society are interconnected and how
standards, rather than by the
they influence each other.
standards of another culture.
● State the objective of the
lesson: to define cultural ● Tell students that the purpose of the lesson The teacher will tell the students that
relativism.
is to help them develop a holistic the purpose of the lesson is to learn
2. Establishing the purpose of ● Explain that understanding Tell the students that they will be
understanding of culture and society. how to value their own culture and
the lesson having a quiz.
cultural relativism is important ● Explain that this will help them to be more express pride of place without being
for developing respect and ethnocentric.
informed and engaged citizens.
understanding for other
cultures.
3. Presenting ● Provide students with some ● Provide students with some examples of The teacher will present examples of Let students give instances or
examples/instances of the ethnocentrism and cultural relativism examples regarding the topics
examples of cultural relativism. how the different elements of culture and
new lesson in everyday life. For example, the that were discussed.
● For example, you could society are interconnected and how they
teacher might talk about how it is
influence each other.
mention the following: ethnocentric to believe that one's
o In some cultures, it is ● For example, you could talk about how own culture is the best culture in the
considered polite to religious beliefs can influence social world. The teacher might also talk
eat with your hands, norms, or how economic conditions can about how cultural relativism means
while in other cultures it influence political systems. understanding and respecting other
is considered rude. cultures, even if they are different
o In some cultures, it is from our own.
considered
appropriate to show
public displays of
affection, while in
other cultures it is
considered taboo.
o In some cultures, it is
considered important
to be punctual, while
in other cultures it is
more important to be
 flexible with time.
● Ask students to think of other
examples of cultural relativism.
● Lead a class discussion on ● Lead a class discussion on the examples
cultural relativism. you provided.
● Ask students the following ● Ask students to share their own thoughts The teacher will lead a discussion on
questions: and ideas on how the different elements the difference between
of culture and society are ethnocentrism and cultural relativism.
4. Discussing new concepts ● What does it mean to judge a Allow students to review their
interconnected. The teacher will also ask the students
and practicing new skills #1 culture by its own standards? notes before giving the quiz.
to share examples of ethnocentrism
● Have students work in small groups to
● Why is it important to and cultural relativism that they have
create a diagram or mind map that
understand cultural relativism? seen or experienced.
shows the different elements of culture
● What are some challenges of and society and how they are
practicing cultural relativism? interconnected.
● Divide students into small
groups.
● Give each group a handout
● Have students choose a
on cultural relativism
specific cultural or social issue
(optional).
that they are interested in.
● Ask students to read the The teacher will lead a discussion on how to
● Ask students to research this
handout and discuss the value one's own culture and express pride of
issue and write a short paper place without being ethnocentric. The teacher
following questions with their
5. Discussing new concepts explaining how the different might talk about the importance of learning
group members:
and practicing new skills #2 elements of culture and about one's own culture and traditions. The
o What are some of the
society are interconnected teacher might also talk about the importance of
benefits of practicing
and how they influence this respecting other cultures, even if they are
cultural relativism?
issue. different from one's own.
o What are some of the
challenges of ● Have students share their
practicing cultural papers with the class and lead
relativism? a discussion on their findings.
o How can we promote
cultural relativism in our
own lives?
6. Developing Mastery Role-playing: ● Have students create a video The teacher will have the students complete an
 ● Give students a scenario that
involves two people from
different cultures.
● Ask students to role-play the
scenario, keeping in mind the or presentation that explains
principles of cultural relativism. the holistic understanding of
activity in which they identify and challenge
● For example, you could give culture and society.
ethnocentric thinking. For example, the teacher
students the following ● Students can use examples might give the students a list of statements and
scenario: from their own lives or from ask them to identify the ones that are
● A person from a culture where current events to illustrate their ethnocentric. The teacher might also ask the
it is considered polite to eat points. students to write a short essay about how they
with your hands is visiting a ● Encourage students to be can value their own culture and express pride of
friend from a culture where it is place without being ethnocentric.
creative and to use their own
considered rude to eat with unique perspectives.
your hands.

● Ask students to discuss how

they would handle the
situation, keeping in mind the
principles of cultural relativism.
● Ask students to think about

● Ask students to think about how their understanding of

The teacher will ask the students to think about
culture and society can help
how they can apply the how they can apply the concepts of
them to be more informed
principles of cultural relativism ethnocentrism and cultural relativism in their own
and engaged citizens.
7. Finding practical in their own lives. lives. For example, the teacher might ask the
applications of concepts ● For example, students could students to think about how they can interact
● For example, students could
and skills in daily living talk about how their more respectfully with people from different
think about how they can be
understanding of culture and cultures. The teacher might also ask the students
more respectful of the cultural
society can help them to vote to think about how they can promote cultural
practices of their classmates,
for candidates who share their understanding in their communities.
friends, and neighbors.
values, or to advocate for
social change.
8. Generalizing and ● Ask students to summarize the Lead a class discussion on the The teacher will ask the students to summarize
 following questions:
● What are the benefits of
main points of the lesson on having a holistic
cultural relativism. the main points of the lesson. The teacher might
understanding of culture
abstractions about the also ask the students to reflect on what they
● Ask students to discuss the and society?
lesson have learned and how they can apply it to their
importance of cultural ● How can we use our own lives.
relativism in the modern world. understanding of culture
and society to make the
world a better place?
Collect students' papers and
presentations and assess them on
their understanding of the
● Ask students to write a short following concepts:
paragraph explaining what ● What is a holistic
cultural relativism is and why it understanding of culture The teacher will administer a quiz
The teacher will assess the students' learning by
is important. and society? to assess the learnings of the
having them complete a quiz or short essay on
9. Evaluating Learning ● Ask students to identify some students. Make sure that the quiz
● How are the different the concepts of ethnocentrism and cultural
covers all the topics that were
of the challenges of practicing elements of culture and relativism.
discussed throughout the week.
cultural relativism and discuss society interconnected?
how to overcome those
● How can we use our
challenges.
understanding of culture
and society to make the
world a better place?
10. Additional Activities for ● Have students research a ● Have students create a poster The teacher could have the students create a
Application or Remediation presentation or poster about a particular culture.
specific culture and create a or infographic that explains
The teacher could have the students write a
presentation on the cultural the holistic understanding of
story or poem about a time when they
practices of that culture. culture and society.
experienced cultural relativism.
● Ask students to write a story or ● Have students write a blog The teacher could have the students research
poem from the perspective of post or article about a cultural and write a report on a current event that relates
someone from a different or social issue that they are to ethnocentrism or cultural relativism.
culture. interested in, and explain how
● Have students create a public the different elements of
culture and society are
service announcement that
interconnected and how they
promotes cultural relativism.
 influence this issue.
● Have students participate in a
community service project
that is related to a cultural or
social issue that they are
interested in.

V. REFLECTION

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 require
remediation.
E. Which of my teaching
strategies worked well? Why
did this 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?