St.

John the Baptist Catholic School

Poblacion, Calumpit Bulacan
S.Y 2024 - 2025

ADAPTIVE TEACHING GUIDE IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Most Essential Topic #1: The Nature and Goals of Anthropology, Sociology, and Political Science

Lesson 1: The Starting Point for Better Understanding Culture, Society, and Politics

Pre-requisite Content Knowledge: N/A

Prerequisite Assessment: Answer the following questions:

1. De ne Anthropology, Sociology and Political Science
2. How are you going to relate Anthropology, Sociology and Political Science?

Pre-lesson Remediation Activity:

For Students with Insu cient Level on Prerequisite Content-knowledge and/or Skill(s): De ne Anthropology, Sociology and Political Science
For Students with Fairly Su cient Level on Pre-requisite Content-knowledge and/or Skill(s): Search for an Anthropologist and Sociologist and list down their contribution in the society.

Introduction:
Time frame a student is expected to nish in learning the lesson (and where to contact the teacher when concerns arise)
The students will be given 2 weeks to nish this lesson. The teachers can be contacted through email, facebook and at school.

The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● Discuss the nature, goals and perspective in/of anthropology, sociology and political sciences.
● Know the goals of Anthropology, Sociology and Political Science

Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)

● Collaboration and Communication

Overview of the Lesson

Here are things to learn about the nature and goals of Anthropology, Sociology and Political Science. The nature of culture refers to a theoretical foundation of contemporary anthropology. It
has been observed that the terms “nature” and “culture” that can not necessarily be translated into non-western languages. Anthropology relates to sociology, it always describes human,
human behavior and human societies around the world. It is a comparative science that examines all societies. The term anthropology means scienti c study of man or human beings.
Sociology is the study of human social relationships and institutions. Sociology’s subject matter is diverse, ranging from crime to religion, from the family to the state, from the divisions of
race and social class to the shared beliefs of a common culture, and from social stability to radical change in whole societies. The purpose of sociology is to understand how human action
and consciousness both shape and are shaped by surrounding cultural and social structures. Political Science is a social science that deals with humans and their interactions. It is a
branch of sociology; it essentially deals with the large-scale actions of humans, and group mentality. The study of Man and its various aspects is known as Anthropology. It may be a subject
of science and arts. It is a branch of sociology. It describes human, human behavior and human societies and it examines all societies around the world. It also describes the ancestors
through time and space in relation to its environmental, social relations, and culture.
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Student’s Experiential Learning:
Chunk 1: Essay
Formative Question: List down activities that exemplify the nature and goals of Anthropology, Sociology and Political Science. Write your answers in your paper.

Chunk 2: True or False

Formative Question: .Culture is de ned as how people relate to nature and their physical environment.
• The term “Politics” means scienti c study of man or human beings.
• Theoretical perspective is used to analyse and explain objects of social study, and facilitate organizing sociological knowledge.
• Anthropology always describes human, human behaviour and human societies around the world.
• Beliefs refer to the state or habit of mind in which trust or con dence is placed in some person or thing.

Synthesis: Learners will understand the:

• The nature and Goals of Anthropology, Sociology and Political Science
• Know the goals of Anthropology, Sociology and Political Science

RUA of a Student’s Learning:

• Discuss the nature, goals and perspective in/of anthropology, sociology and political sciences.
• Know the goals of Anthropology, Sociology and Political Science

Post-lesson Remediation Activity: Performance Task

Answer the question: Using various materials like pictures in magazines, newspapers and brochures. Create a collage that re ects your understanding of anthropology, sociology and
political science. Use illustration board 1/8 in size.

Prepared by: Checked by: Approved by:

MR. RHOWEL O. DE JESUS MRS. JAMIE UNGCO - MORENO MRS. MAY ANNE A. CERIOLA
Subject Teacher Subject Supervisor SHS Coordinator
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 ADAPTIVE TEACHING GUIDE IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Most Essential Topic # 2: Analyze the Concept, Aspects and Changes in/of Culture Society

Lesson 2: Analyze the Concept, Aspects and Changes in/of Culture Society

Pre-requisite Content Knowledge: N/A

Prerequisite Assessment: Answer the following questions:

1. List down observation about the given picture in the module/ learning material.
2. What is Culture?

Pre-lesson Remediation Activity:

For Students with Insu cient Level on Prerequisite Content-knowledge and/or Skill(s): List down observation about the given picture in the module/ learning material
For Students with Fairly Su cient Level on Pre-requisite Content-knowledge and/or Skill(s): What is Culture?

Introduction:
Time frame a student is expected to nish in learning the lesson (and where to contact the teacher when concerns arise)
The students will be given 2 weeks to nish this lesson. The teachers can be contacted through email, facebook and at school.

The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● Analyze the concept of culture and society
● Determine the aspects and changes of culture and society

Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)

● Collaboration and Communication

Overview of the Lesson

Culture refers to a group or community which shares common experiences that shape the way its members understand the world. It includes groups that we are born into, such as race,
national origin, gender, class, or religion. It can also include a group we join or become part of. Culture is a strong part of people's lives. It in uences their views, values, humor, hopes,
loyalties, worries and fears. It helps to have some perspective and understanding of their cultures. Culture and society de ned, culture consists of the beliefs, behaviors, objects, and other
characteristics common to the members of a particular group or society. Through culture, people and groups de ne themselves, conform to society's shared values, and contribute to
society. The major elements of culture are symbols, language, norms, values, and artifacts. A symbol is anything that is used to stand for something else. People who share a culture often
attach a speci c meaning to an object, gesture, sound, or image. For example, a cross is a signi cant symbol to Christians. It is not simply two pieces of wood attached to each other, nor is
it just an old object of torture and execution. To Christians, it represents the basis of their entire religion, and they have great reverence for the symbol. 2. Language is a system of words and
symbols used to communicate with other people. This includes full languages as we usually think of them, such as English, Spanish, French, etc. but, it also includes body language, slang,
and common phrases that are unique to certain groups of people. 3. Systems of values are culturally de ned standards for what is good or desirable. Members of the culture use the shared
system of values to decide what is good and what is bad.
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Student’s Experiential Learning:
Chunk 1: Complete the table
Formative Question: STOP and REFLECT! Create a table that shows a summary of what you have learned from the discussion above. Write your answer in your paper.

Chunk 2: Essay
Formative Question: Make a re ection paper about the documentary “Here comes the Child” Bride by Atom Araullo in the program I-Witness.

RUA of a Student’s Learning:

• Analyze the concept of culture and society
• Determine the aspects and changes of culture and society

Post-lesson Remediation Activity: Performance Task

Directions: Create a slogan on your personal opinion or insights on the concepts, aspects and changes of culture and society. Illustrate your slogan in a ¼ size of illustration board
with your explanation.

Prepared by: Checked by: Approved by:

MR. RHOWEL O. DE JESUS MRS. JAMIE UNGCO - MORENO MRS. MAY ANNE A. CERIOLA
Subject Teacher Subject Supervisor SHS Coordinator
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 ADAPTIVE TEACHING GUIDE IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Most Essential Topic #3: The Agents of Socialization

Lesson3: Becoming a Member of Society

Pre-requisite Content Knowledge: N/A

Prerequisite Assessment: Answer the following questions:

1. What do mean by the quotation “ No man is an island”?
2. What do you do as a member of society?

Pre-lesson Remediation Activity:

For Students with Insu cient Level on Prerequisite Content-knowledge and/or Skill(s): De ne Society
For Students with Fairly Su cient Level on Pre-requisite Content-knowledge and/or Skill(s): What do you do as a member of society?

Introduction:
Time frame a student is expected to nish in learning the lesson (and where to contact the teacher when concerns arise)
The students will be given 2 weeks to nish this lesson. The teachers can be contacted through email, facebook and at school.

The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● Analyze the social and political resources
● Understand the impact of economic institutions in our society
● Learn about di erent kinds of authority and legitimacy practiced in politics

Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)

● Collaboration and Communication

Overview of the Lesson

Socialization is a continuing process of social interaction through which people acquired their identities and skills in society. It is learning from people to other people. It exposes
the person to the culture of society and acquires them. An important part of socialization and enculturation processes are the social groups which are called agents of socialization: he
results of socialization are great because they established our identity. We are guided how to act in a socially acceptable ways and because of socialization we acquire culture that may
improve us individuals. Socialization is also a form of social control. It may be in the form of coercion: like punishment, economy. It may also be in the form of language which was used as
cultural symbols.
To be a full member of a society, an individual has to acquire and learn all the necessary social roles and skills required of a component member of the society. The process of
learning these skills and social roles is called socialization. Socialization is traditionally seen as a one-way process in which society molds the individual to conform to established social
norms and rules.
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Student’s Experiential Learning:
Chunk 1: Essay
Formative Question: Family has a greatest in uence on how we think and behave.
Chunk 2: Enumeration
Formative Question: Think of the possible in uence of the following agents of socialization on your behavior.
• Church
• School
• Peer groups
• Government

RUA of a Student’s Learning:

• Analyze the social and political resources
• Understand the impact of economic institutions in our society
• Learn about di erent kinds of authority and legitimacy practiced in politics

Post-lesson Remediation Activity: Performance Task

Directions: Cut out or print local news related to Human Rights. In the news article identify Human rights featured and critically explain how human rights exercised, violated,
trespassed or denied.

Prepared by: Checked by: Approved by:

MR. RHOWEL O. DE JESUS MRS. JAMIE UNGCO - MORENO MRS. MAY ANNE A. CERIOLA
Subject Teacher Subject Supervisor SHS Coordinator
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 ADAPTIVE TEACHING GUIDE IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Most Essential Topic #4: Cultural Adaptation

Lesson 4: The Cultural Evolution

Pre-requisite Content Knowledge: N/A

Prerequisite Assessment: Answer the following questions:

Identify the correct order of the cultural evolution of man by writing numbers 1 to 7 before each letter.
__a. Discovery of agriculture and domestication of animals.
__b. Rise of early civilizations.
__c. Using of stone tools.
__d. Permanent settlement.
__e. Nomadic way of life
__f. Development of villages and cities.
__g. Discovery of re
Pre-lesson Remediation Activity:
For Students with Insu cient Level on Prerequisite Content-knowledge and/or Skill(s): What is cultural evolution?
For Students with Fairly Su cient Level on Pre-requisite Content-knowledge and/or Skill(s): How do culture evolve?

Introduction:
Time frame a student is expected to nish in learning the lesson (and where to contact the teacher when concerns arise)
The students will be given 2 weeks to nish this lesson. The teachers can be contacted through email, facebook and at school.

The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● Trace the cultural evolution of early to modern humans.
● Apply the concept to current trends and think critically about cultural adaptation.

Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)

● Collaboration and Communication

Overview of the Lesson

Cultural evolution refers to the process by which human culture changes and develops over time. It involves the transmission, variation, and selection of ideas, beliefs, practices,
languages, technologies, and social norms across generations, much like biological evolution does with genes. However, instead of genetic inheritance, cultural traits are passed through
learning, imitation, teaching, and communication. Cultural evolution helps explain the vast diversity of human cultures and how they in uence everything from moral values and belief
systems to economic practices and political structures. It also shows how ideas and behaviors can be selected for their usefulness or popularity, shaping societies in ways that can lead to
progress or con ict. By understanding cultural evolution, we gain insight into the forces that drive social change, human innovation, and the development of civilizations.
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 Student’s Experiential Learning:
Chunk 1: Short Explanation Task
Formative Question: Why do you think some traditions or ideas survive for many generations while others disappear quickly?
Chunk 2: Class Poll
Formative Question: Which of the following cultural traits do you think is more likely to be “selected” in the future, and why?
• Online learning
• Traditional classroom learning
• Hybrid learning

RUA of a Student’s Learning:

• Trace the cultural evolution of early to modern humans.
• Apply the concept to current trends and think critically about cultural adaptation.

Post-lesson Remediation Activity: Performance Task

Directions: Each group will create a mini awareness campaign (poster, video idea, social media strategy, etc.) to promote the continued selection and survival of their cultural trait.
They must include:
• A slogan or tagline
• Key bene ts of the cultural trait
• A plan for how to keep it relevant to younger generations

Prepared by: Checked by: Approved by:

MR. RHOWEL O. DE JESUS MRS. JAMIE UNGCO - MORENO MRS. MAY ANNE A. CERIOLA
Subject Teacher Subject Supervisor SHS Coordinator
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 ADAPTIVE TEACHING GUIDE IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Most Essential Topic #5: The 3 Major Sociological Theories

Lesson 5: The Major Theories in Sociology

Pre-requisite Content Knowledge: N/A

Prerequisite Assessment: Answer the following questions: Opinion-based Survey

State wether you AGREE or DISAGREE to the following statements.
1. Society works best when everyone follows the rules.
2. Con ict between groups is a natural and necessary part of social change.
3. People create and change society through their everyday interactions.
4. The wealthy and powerful shape the rules to bene t themselves.
5. Social institutions (like schools and families) help keep society stable.
6. The meaning of things depends on how people interpret them.

Pre-lesson Remediation Activity:

For Students with Insu cient Level on Prerequisite Content-knowledge and/or Skill(s): Who makes the rules in society? Who follows them? What happens when people disagree?
For Students with Fairly Su cient Level on Pre-requisite Content-knowledge and/or Skill(s): Which sociological theory focuses on power and inequality in society?

Introduction:
Time frame a student is expected to nish in learning the lesson (and where to contact the teacher when concerns arise)
The students will be given 1 and 1/2 week to nish this lesson. The teachers can be contacted through email, facebook and at school.

The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● De ne each of the three major sociological theories: Structural Functionalism, Con ict Theory, and Symbolic Interactionism.
● Compare and contrast the main di erences between Structural Functionalism, Con ict Theory, and Symbolic Interactionism.
● Apply each theory to explain how di erent social structures operate in society.

Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)

● Collaboration and Communication

Overview of the Lesson

The three major sociological theories—Structural Functionalism, Con ict Theory, and Symbolic Interactionism—o er di erent views on society. Structural Functionalism sees society as
a system of interrelated parts that work together to maintain stability. Con ict Theory, rooted in Karl Marx's ideas, focuses on power struggles and inequalities between di erent groups in
society. Symbolic Interactionism examines how individuals create society through everyday interactions, emphasizing the role of symbols and meanings in shaping behavior. Each theory
provides a unique perspective on how society functions and changes.
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 Student’s Experiential Learning:
Chunk 1: Short Explanation Task
Formative Question: What does Structural Functionalism suggest about the role of institutions in society?
Chunk 2: Short Explanation Task
Formative Question: How would Symbolic Interactionism interpret the way people behave in a classroom setting?

RUA of a Student’s Learning:

• De ne each of the three major sociological theories: Structural Functionalism, Con ict Theory, and Symbolic Interactionism.
• Compare and contrast the main di erences between Structural Functionalism, Con ict Theory, and Symbolic Interactionism.
• Apply each theory to explain how di erent social structures. Operate in society.

Post-lesson Remediation Activity: Performance Task

Directions: Each team will argue their theory's perspective on their chosen issue (e.g., climate change, racial inequality, healthcare).
• Functionalism: How does the issue a ect societal stability and order?
• Con ict Theory: What are the power struggles and inequalities involved in the issue?
• Symbolic Interactionism: How do individuals or groups interpret and react to this issue?

Prepared by: Checked by: Approved by:

MR. RHOWEL O. DE JESUS MRS. JAMIE UNGCO - MORENO MRS. MAY ANNE A. CERIOLA
Subject Teacher Subject Supervisor SHS Coordinator
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 ADAPTIVE TEACHING GUIDE IN UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Most Essential Topic #6: The Role of Social Norms and Social Control

Lesson 6: Conformity and Deviance

Pre-requisite Content Knowledge: N/A

Prerequisite Assessment: Classify whether the following situations falls under Conformity or Deviance.
1. A student wears their school uniform properly every day.
2. Someone eats spaghetti with their hands at a restaurant.
3. A person refuses to stand during the national anthem.
4. A teen follows a TikTok trend because all their friends are doing it.
5. An artist creates controversial paintings that challenge political leaders.
6. A man drives at 90 km/h in a 60 km/h zone.

Pre-lesson Remediation Activity:

For Students with Insu cient Level on Prerequisite Content-knowledge and/or Skill(s): What are the norms in our society? What will happen if you break these norms?
For Students with Fairly Su cient Level on Pre-requisite Content-knowledge and/or Skill(s): Is compliance opposite of deviance? Why? Why not?

Introduction:
Time frame a student is expected to nish in learning the lesson (and where to contact the teacher when concerns arise)
The students will be given 1 week to nish this lesson. The teachers can be contacted through email, facebook and at school.

The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● De ne key terms related to conformity and deviance, such as norms, social control, conformity, and deviance.
● Explain the di erence between conformity and deviance, and describe how social norms in uence behavior.
● Demonstrate how peer pressure can in uence an individual's decision to conform or deviate.

Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)

● Collaboration and Communication

Overview of the Lesson

Conformity and deviance are key concepts in understanding how individuals behave within society. Conformity refers to the act of aligning one’s behavior, attitudes, or beliefs with
the norms or expectations of a group or society. People conform for various reasons, such as to t in, gain approval, or avoid punishment. In contrast, deviance is behavior that violates
social norms. It can range from minor rule-breaking, like dressing unusually, to serious violations such as criminal acts. Importantly, deviance is not always negative—it can also be positive
or neutral, depending on the context. For example, someone challenging an unfair law may be seen as deviant but can also spark positive social change. Sociologists study these behaviors
through di erent perspectives.
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Student’s Experiential Learning:
Chunk 1: Think-Pair-Share
Formative Question: Describe a time when you saw someone conform or deviate. What happened, and why do you think they acted that way?"
Chunk 2: True or False
Formative Question: Identify whether the following is TRUE or FALSE.
• Conformity means going against the norms of society.
• Deviant behavior is always considered criminal.
• People may conform to avoid being judged or excluded.
• Wearing the same clothes as your peers to t in is an example of conformity.
• All acts of deviance are harmful to society.

RUA of a Student’s Learning:

Students become aware of the role conformity plays in maintaining order and stability in society, as well as the pressures to t in with peer groups or societal expectations.
Students explore what constitutes deviance—behavior that breaks societal norms—and understand that deviance is not inherently negative.
Students learn about the role of peer pressure and other social forces in shaping their choices, helping them make more informed decisions in the future.

Post-lesson Remediation Activity: Performance Task

Activity: Case Study Analysis
Directions: Present students with a real-life or ctional case of deviant behavior (e.g., civil disobedience, cultural nonconformity, or crime).
• Identify the norm being violated
• Analyze the reasons behind the behavior
• Discuss societal reactions and consequences

Prepared by: Checked by: Approved by:

MR. RHOWEL O. DE JESUS MRS. JAMIE UNGCO - MORENO MRS. MAY ANNE A. CERIOLA
Subject Teacher Subject Supervisor SHS Coordinator
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ADAPTIVE TEACHING GUIDE IN
UNDERSTANDING CULTURE,
SOCIETY, AND POLITICS