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Grades 1 to 12 School SHS REGION 3 MTOT Grade Level Grade 12

DAILY LESSON LOG Teacher HUMSS CLASS D GROUP Learning Area Philippine Politics and
1
Governance
Teaching Dates and WEEK 1 (DAY 1- Quarter 1 st or 4 th Quarter
4)
Time
WEEK 1

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.
B. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.

C. Learning Articulate the definition Explore the connection between Recognize the Students differentiate government
Competencies/Objectives of politics. the phenomenon (politics) and value of politics. from governance.
Write the LC code for each and the method of inquiry (Political HUMSS_PG12-Ia-4 HUMSS_PG12-Ia-5
Differentiate the various Science)
views on politics.
HUMSS_PG12-Ia1 HUMSS_PG12-Ia-3

HUMSS_PG12-Ia2
1.1 The meaning of politics.
II. CONTENT 1.1 The connection between 1.1 The value of Politics. 1.1 The difference between
1.2 Various views on Politics and Political Science. governance and government.
politics
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages

4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Philippines Politics and Philippines Politics and Philippines Politics and Governance by:
Governance by: Rhene Governance by: Rhene Tabajen and Rhene Tabajen and Erlinda Pulma pp. 4-
Tabajen and Erlinda Pulma, Erlinda Pulma, pp: 3 5
pp: 1-3
https://www.youtube.com/watch?v=j http://youtube/ukqBly7AZSc
QK0Xbfel-M
IV. PROCEDURES

A. Reviewing previous lesson (5 minutes) (2 minutes) (3 minutes) (5 minutes)
or presenting the new Teacher welcomes the class 4 Pics 1 Word: Four pictures will be
lesson and introduces himself/herself. shown to students at a time. The Think-Pair-Share “KAW NA” . Name of the student will be
Initializing… students shall find the connection of Each student should take a flashed and will be asked questions to
Teacher tells the students: the pictures. A word that connects partner wherein partner A review previous lessons.
“I am the teacher and I am the the pictures will be guessed by the reviews information with partner
boss in this class, so you will students. B for 1 minute and vice versa.
have to follow me…” They have to discuss what they
think about the phenomenon
Pair and Share (politics) and the method of
Ask the students to pair with inquiry (Political Science)
their seatmate and share what
they felt after hearing the
teacher’s remark..
Answer: NATION

Answer: DEBATE

Answer: POLITICS

B. Establishing a purpose for (5 minutes) (10 minutes) ( 5 minutes) (4 minutes)
the lesson Video Clip Viewing Role Group the class into four A short video clip will be shown to
Before teacher plays a 5- groups and ask them to identify an Picture Analysis present about government and
minute video clip, he poses article from the newspaper about governance.
the following questions: politics based on the lesson taken The teacher http://youtube/ukqBly7AZSc
a. how did the speaker define yesterday. From their chosen article,
politics? a representative from each group presents a picture to the class.
b. what are the concepts cited will have to share awareness our The learners answers the
to explain what politics is? present politics. following guide questions:
1. What can be seen in the

picture?
2. What does the picture
depict?
.
C. Presenting (5 minutes) (10 minutes) ( 5 minutes ) (10 minutes)
examples/instances of the Semantic Web Map Present a video clip that discusses A WORLD WITHOUT GRAFFITI .Each group will be asked to
new lesson Ask the students to give political science POLITICS: write significant words that will describe
words associated to the word “ The student will engage the video they saw on the cut-out paper
Politics”. Ask: themselves with an analysis of and stick it to the wall.
Why do you think we study politics? different scenario in different
What are the differences and the type of organization where in the
connection between politics and student can see the value of
Political Science? politics.
1. Barangay
2. Classroom
3. Family
4. Work Colleagues
5. Peer (Barkadahan)

D. Discussing new concepts (30 minutes) (8 minutes) (20 minutes) . (5 minutes)
and practicing new skills #1 Based on the Semantic Group Mo, Post Mo: Group the With the aid of a power point PICK MO ‘TO. Two representative from
Web Map you have class to three teams. Concepts that presentation the teacher will each group will have to pick and identify
conceptualized, define define politics and Political Science discuss the following one significant word which refers to
politics in relation with the are jumbled. Those concepts are government and another to governance.
terms provided by the written separately in pieces of bond The values of politics.
students. paper which will be given to each 1. Politics helps you to
Discussion: group. Each student is given the know your rights
chance to post the concepts where 2. Politics clarifies what
The meaning of politics they belong, whether to politics or you yourself believe.
• Politics is the study of Political Science. A time limit is set 3 .Politics is a living,
(who gets what, when and on this game. breathing subject.
how) as Harold Laswell 4. Politics helps you to
states. POLITICS understand our nation’s parties.
• Politics is the exercise - the actual process of how 5. Politics prepares you for
of power, the science of humans interact in groups adult life.
government, the making of - constitute man’s activities in
collective decisions, the the real world
allocation of scarce - the practices of elective
resources and the practice and non-elective political
of deception and systems
manipulation. - the process by which
Characteristics of politics people try to influence
the government
( Shieveley, 2013) - the process by which the
1. Politics always involves government decides which
policies will be enacted
the making of collective - the practice of state
decisions for group of and government
people. - issues, problems, and
2. Those decisions are activities taking place
made by some members in society
of the group, exercising - day-to-day actual activities
power over other of the government
members of the group - relative (varying)
- everyone is involved

POLITICAL SCIENCE

- the scientific study of
politics
- study of politics, political
systems, and governments
- focuses on the theory and
practice of government
- theory of state and
government
- seeks to study the origin,
nature and functions of the
state, government and its all
organs
- universal
studied by few
E. Discussing new concepts (5 minutes) . ( 7 minutes)
and practicing new skills #2 Pass the Mic: The teacher will
show in detail the different The teacher will discuss with the aid of a
definitions of politics and Political power point presentation about the
Science. Each student will be asked concept of governance which is defined
to read the concept one-by-one as the process of decision-making and
while passing the mic. the process by which decisions are
implemented. While government is
defined as the group of people with the
authority to govern a country or state; a
particular ministry in office. (Oxford
Dictionary)
Characteristics of good governance:

( UNESCO for Asia and the Pacific)
1. Participation
2. Rule of Law
3. Transparency
4. Responsiveness
5.Consensus Oriented
6. Effectiveness and efficiency
7. Accountability

Developing mastery (leads (7 minutes) (10 minutes) ( 5 minute ) (5 minutes) to Formative Assessment 3) Read and recite. Peer (Barkadahan) place? 4. AQUINO. How is politics practiced in to be lawyers to take Political in each organization assigned to MACAPAGAL-ARROYO . if they got a smiley Politikanta answer the question in a manila with different scenarios and they face then they WON and needs to The class is divided into four paper. b. of a line from a Tagalog song Ask: “Explain the connection or depicting political statement. representative would present Science. will determine if it show the value answer the question on their paper. .Content 5 pts – Creativity 5 pts – Showmanship 20 pts TOTAL H. what do you think might be needed? RUBRICS 10 pts . DUTERTE) and the kind of governance it practiced in the Philippines. IT BULAGA! The Group Work: May Konek: The students will be (GAME) Like or Unlike student will have to answer the question grouped to 6 teams.” and explain to the class what is political about the song’s lyrics that they have chosen. If not. Family GUIDE QUESTIONS: 2.F. groups. what it is? Does it work? How 5. G. If so. The student where each group will have to discuss relationships with your family Why do you think that it is will be divided into 4 groups and the government assigned to them ( and friends? necessary for students who aspire will present how politics is valued MARCOS. Classroom/ School 1. Making generalizations and 2 minutes (5 minutes) (4 minutes) ( 5 minutes) abstractions about the The teacher will facilitate Ask the students: What is the difference lesson Ask the students: “Minute Papers” will allow an of government and governance? . Is there a governance structure in 3. Each group shall think of politics or not. Finding practical (5 minutes) (5 minutes) ((20 minutes) (10 minutes) applications of concepts and THE WORLD WITH POLITICS The teacher will facilitate a SYMPOSIUM skills in daily living a. Each team will The students will be presented stick under their table. How would you use the Ask the students: concepts in politics to improve ROLE PLAYING. Work Place does it work? How it can be improved? (colleagues) 3. A relation of politics and Political I. 1. AQUINO & getting what you want? Science? them. B.RAMOS. C. Barangay 2.

False 3. and administrative and conflict. 2.Relevance to the Topic points) always the same. I. 5 pts – Creativity Grammar . True . Political science seeks to political view about the music study the origin. Political Science is the can be applied in our daily life.20% (4 taking place in the society.. setting and what is your 3. RUBRICS for the SLOGAN Content . Students will analyze by process by which people try SLOGAN shall be displayed in answering the question. *(and other social political science is the study of the authority to manage a nation’s affairs. Song Analysis process of how humans Create a SLOGAN that will the students will have to illustrate a interact in groups. Politics involve issues. It is how humans politics and of Political Science? the students write briefly to GOVERNMENT is merely an instrument behave differently when answer the questions: “What did for the purpose of governance while dealing with others when there Politics is the actual process of how you learn today?”” And What GOVERNANCE is the exercise of is cooperation.60% (12 4. weeks.good and bad ----. 20% (4 5. competition humans interact in groups while questions do you still have?” political. nature and The activity will be scored with video?” functions of the State. True 4. points) ANSWERS 100% 20 points 1. governance.)In a ½ cross-wise paper. 5 pts – Neatness points) problems. Evaluating learning (10 mins) (5 minutes) ( 7 min) ( 6 minutes) QUIZ (True of False) Slogan Making Essay: 1. Politics is about human What is your own definition of end-of-class reflection in which relationships. “How to influence their the classroom for at least 2 is politics defined in Philippine government.the societies use to distribute power and manage public resources and problems. False 5. True 2. interactions fromer. economic. established how the good politics VENN DIAGRAM of government and A music video will be played. Politics is the actual ( 5 groups) QUIZ(10 PTS. Governance embraces all of the methods--. and activities 20 pts TOTAL Clarity . Politics is universal and is 10 pts . the following rubrics: Government and its all Criteria for Grading organs.

of learners who have caught up with the lesson D. No. Did the remedial lessons work? No. ASSIGNMENT: Ask the student to bring a picture of a known political leader may it be local. V. J. REMARKS VI. What innovation or localized materials did I use/discover which I wish to share with other teachers? . of learners who require additional activities for remediation C. No. of learners who continue to require remediation E. REFLECTION A. What difficulties did I encounter which my principal or supervisor can help me solve? G. of learners who earned 80% in the evaluation B. No. Additional activities for Assignment: Bring any old Assignment: Review the lesson (3 minutes) application or remediation newspaper for tomorrow’s activity. Which of my teaching strategies worked well? Why did these work? F.

Political Ideologies 2. Teacher’s Guide pages 2. Learning Competencies/ Identify the basic tenets of major political ideologies (i.. liberalism. Performance The learners shall be able to clearly identify a specific political phenomenon and how it can be studied Standards 1. Additional Materials from Learning . Learner’s Materials pages 3.) A.1 The basic tenets of the major political ideologies (i.) HUMSS_PG12-Ib-c-6 HUMSS_PG12-Ib-c-6 1. conservatism. Identify the different political ideologies and characteristics of ideology its functions II. Grades 1 to 12 School Grade Level 11 or 12 DAILY LESSON Teacher Learning Area Philippine Politics and Governance PLAN Covered Date Week 2 Semester First Day 1 Day 2 Day 3 Day 4 I. References 1. states.. Content Standards globalization B. and A. etc. etc.e. OBJECTIVES The learners demonstrate an understanding of politics and political science. conservatism. nations. power. governance. CONTENT 2. socialism. Define ideology and political ideologies Identify the different Differentiate the political ideologies 2. Textbook pages 4. socialism.e. Differentiate the political ideologies Objectives liberalism. political ideologies.

36 36 IV. letters of the word I-D-E. now for 30 seconds L. I.youtube. and 1 concept or partner A and the other is partner B.eared towards unity times for 15 seconds each to sum Y.org/quiz/political- typology/ Politics Without Borders” by Politics Without Borders” by Mendoza Politics Without Borders” by Politics Without Borders” and Melegrito.evelops projects 2. Other Learning https://m. Fascism stopping.ead people 3. Establishing a (15 minutes) (10 minutes) (5 minutes) (5 minutes) purpose for the Group Activity: “Kwentong. Pick a partner.com/watch?v=vz.people- Resources szuwRgAE press. Let the students take the Activity: 4 pics-1 word: Activity: Colored Paper Grouping: lesson bahay” “Political Typology Quiz” Pictures that represent the different Colored papers will be provided by . with partner B for one minute. Example: Partner A must talk for the entire Example: one minute.rganize programs 4. PROCEDURES A. Anarchism partner B reviews information with and projects Partner A for one minute without D. Reviewing previous (5 minutes) (5 minutes) (10 minutes) (5 minutes) lesson or presenting Activity: “5 Minute Review”: Review Activity: Activity: Pick-tell: Activity: Three-Two-One (3-2-1) the new lesson Engage students as partners to ACROSTIC: Let the Jumbled pictures will be available Writing Activity where students write: 3 discuss and review material.outh working together 4. http”//www. Conservatism B. 2 ideas they would like to 1. O. 2. E.36 Mendoza and Melegrito. pages 24. One person is ideology based from the pick one and give them time to learn more about. Partner A reviews information O-L-O-G-Y. After one minute.ffer solutions two more times. Partners now switch two more G. by Mendoza and Mendoza and Melegrito. pages 24- 36 Melegrito. students give at the teacher’s table and each key terms from what they have just Procedure: characteristics of group will select a representative to learned. Partners continue to switch jobs O. ideologies and political ideologies. Socialism each. collaborate their ideas in relation to skill they think they have mastered.evolution of 3. Resource (LR) portal B.initiates improvements 1. 5. pages 24. Liberalism up the lessons. pages 24.

press. All students with Conservative or Blue. and a score of zero (0) point if you disagree with each of the statements. his/ her number.org/quiz/political- typology/. The full Political Typology Quiz can be accessed online through the link http”//www. socio-political context. Ask the Somewhere in Between? Yellow-Socialism students: How do your parents Instruction: Take the Pink-Liberalism manage your household? What are Green-Conservatism the things you wish to change the quiz below to find out at Black. Have each Centre Example: pick one color that represents his/her student go to their group that has Title: Are You Liberal or own perspective of political ideology. 5. If you are 2.Divide the class by giving numbers by the Pew Research political ideologies: the teacher and each student will to each student 1 to 5. The quiz was 3. (Please see you more oriented to. etc.Fascism way your household is managed? which point in the Select a volunteer to share their political spectrum are collaborated efforts. uncertain with your answer. attached rubric: Give yourself a score of 1. The interpretation of scores for the quiz is not based .people. Appendix D) one (1) point if you agree. adopted from the “Political Typology Quiz” by the Pew Research Centre but was modified to apply to the Philippine 4.Anarchism number 1 go to 1. then choose what comes closest to your view.

Presenting (10 minutes) (10 minutes) (5 minutes) (5 minutes) examples/instances Present a video clip about After taking the quiz.youtube. Discussing new (15 minutes) (5 minutes) (20 minutes) (20 minutes) concepts and From the four (4) groups.com/watch?v=vz. Select a szuwRgAE). MMUCONISM 3. (Please see Appendix A) C. LIERALISMB 3. (Please see Appendix F for the rubric) A. or culture c : the integrated assertions.1. classthat based from it. Ask the students. IDEOLOGY (Please see Appendix C) a : a systematic body of concepts especially about human life or culture b : a manner or the content of thinking characteristic of an individual. following and the students will try to types of ideologies? with a handouts. CISOALISM by these beliefs? 5.2. ideologies and their perspectives of Let each group create their own slogan #1 The teacher will provide phrases 1. FMEMINIS beliefs? 3. group. post where these definitions belong. Remind the students conservative or liberal correct answers to the questions representative from the group to before the video be presented in based on their scores below: present their insights. conduct Guide Questions: Present the different political Slogan-making: practicing new skills the activity entitled “Mix and Match”. What are the different presentation. answer the from the Political following questions: Typology Quiz. assessed if they are Rearrange the words to find the them justify their choice. ENNTVIROANMELISM D. What is ideology? the state through a power point based on political ideology they based from the definitions of the 2. on any known or used scale. students will be papers of the same color and make (https://m. How people will be affected 4. Jumble Words Group themselves according to the of the new lesson ideologies. theories and aims that constitute a socio-political program . How do we acquire political 2. Provide the students belong. 1.

societies by providing Purpose: Introduce the futuristic visions. (b) advance a model of a desired future.how to get from A to B. group of individuals or a particular social class • political ideologies form the basis of how they view the world around them and the proper role of government in the world. Discussing new (10 minutes) (15 minutes) concepts and Discuss through a power point Activity: Jumbled Letters practicing new skills presentation the different Students will be given #2 characteristics of ideologies. (Heywood 2003. a vision of the ‘good society’. 12) E. whether this is intended to preserve. usually in the form of a ‘world-view’. • (a)offer an account of the existing order. Political Ideologies • is a set of related beliefs about political theory and policy held by an individual. d : is a more or less coherent set of ideas that provides the basis for organized political action. different political . B. modify or overthrow the existing system of power. and (c) explain how political change can and should be brought about. set of jumbled letters • Ideologies provide an and they will try to explanation for problems compose the different that confronts modern ideologies from it.

Determine significant summary sentence that answers “( pattern or trend among (Please see attached Rubric. Contrast doing “one. Conservatism 5. Fascism After introducing the different political ideologies. ideologies such as: • Ideologies mobilize a large 1. or is Why: For me. means to an end. What is the role to the about political ideologies’. 2. ideology? (based from their assignment) the objects and generate a list of Students are asked to write a single 2. Can you see any differences. Developing mastery (5 minutes) (5 minutes) (15 minutes) (10 minutes) (leads to Formative Activity: “One-sentence Ask the students: “Compare and Contrast” Assessment 3) summary” Oral Recitation Presentation of ‘Role Playing Have students describe different Summarize the definition of 1. Anarchism number of people. Compare and ideology and political ideologies by state by each political generate list of similarities. likenesses and differences of political what and why ” questions about the the five types of Appendix F) ideologies. • Ideology is action-oriented. ideology is the ideology answer a thinking characteristic of an question: Is the state a individual. Socialism 3. please see Appendix B for the discussion of the functions of Political Ideologies) F.sentence summary”. or culture. topic. Liberalism 4. political ideologies. ideologies regarding the role of the state? Political similarities differences Possible answers: Ask: How would each ideologies What: For me. group. Ideologies are the state the end in important because it provides an itself? explanation for problems that confronts modern societies by providing futuristic visions. .

Why is this individual a great from your parents. 2.liberalism Ask: Which political ideology best describes the nature of democracy in the Philippines. and why? Benigno Aquino III Gloria Macapagal Arroyo . National Democratic Front (NDF) politics? -1973 2. leader? among them are you in state a means to an end. Opus Dei (Work of God)- conservatism Rodrigo Duterte 4. Given such experience political ideology/ ideologies they 1. question the students will identify on what 2. Finding practical Ask : Ask: (5 minutes) Write a short biography to share with applications of How would each The teacher will enumerate the class that addresses this guiding concepts and skills in 1. (Please see attached Rubric for Individual Work. Appendix E) G. Compare the ideologies of ideology answer a different known organizations and question: daily living your mother and father. How is his/her political belief favor? Why? or is the state the end in Example: linked to the Philippine itself?” 1. Malayang Kilusan ng Bagong Kababaihan (MAKIBAKA)- Socialism 3. 2. who “Political ideology Is the belong. Philosophical Association of the Philippines.

” – Martin to review their notes. ________________. Appendix D) basis in reality. concepts of different political they understand with these the three functions of 2. Allow students two minutes in which to jot down any facts they can recall from their notes 3. Each student can add to his or her list any information gained in this sharing time. “To be clear: ideology is a belief activity entitled “Boggle”. identify the major key the lesson a partner and share what the students summarize _____________________. in two minutes in which reality. . Allow students belief system with no basis. Amis. system with an inadequate Instructions: (Please see attached Rubric. Allow teams to share in large group with the teacher for two minutes. religion is a 1. Today I have learned that Using a chart. Ask the students to choose End the lesson by letting 1.) 5. Students will be words: political ideology thru an to me is/are grouped into 5. Allow one student from each group to move to another group for two minutes in order to compare information. Allow students two minutes to share information in their group. Record a point for every item your team shares with another group. 4. Making (5 minutes) (10 minutes) (5 Minutes) (15 minutes) generalizations and Activity: DYAD Activity: BOGGLE Sum It Up! Activity: KEY CHART abstractions about 1. The topic that is NOT clear ideologies.H. whatever. 2. (Teams who accumulate the most points may be rewarded.

It is a systematic 1. and Ideology Students will write their answer in 4. ______________ is an culture? anarchism economic. Set of related ½ sheet of yellow paper. Rejects the state outright – 2. . answering “what 2.fascism services directed by a and policy process of scientific Political ideology administration and 3. 5. In your own universal assent. Evaluating learning Fill in the blanks: Answer the following: Think about it! Answer the following: 1. ______________ is a 1. understanding 3. what went wrong and state – socialism only in moderation. Sees the state as the supreme the means production and political theory ethical ideal . _____________ is an economic and political doctrine advocating governmental ownership and direction of production and services. Sees the state as the neutral political philosophy that body of “Ideologies gives us the picture of arbiter – liberalism tends to support the status concepts the existing reality. Has contrasting views of the quo and advocates change especially about is wrong. ___________ is derived what is the from the italian word fasces importance of which means a bundle of political rods with an axe blade ideology? protruding that signified the authority of magistrates in imperial Rome. Has contrasting view of the political system seeking 2. social. (Please see attached rubric. 4. state – socialism government ownership of beliefs about 5. _____________ is derived from the latin word femina meaning women or female. Appendix C) I. human life or why” 3.

decide a scenario and belief. J. What difficulties did I encounter which my . No. of learners who require additional activities for remediation C. Which of my teaching strategies worked well? Why did these work? F. Group Dynamics: Interview playing Interview a politician in your Group the students into community regarding their advocacy two. Based on his/her advocacy and let them pick one and belief. V. identify the kind of ideology political ideology and be that he/she believes in. REFLECTION A. No. the basis for a role play. Additional activities Assignment: Assignment: for application or remediation Group Dynamics: Role. No. of learners who have caught up with the lesson D. of learners who continue to require remediation E. of learners who earned 80% in the evaluation B. Did the remedial lessons work? No. REMARKS VI.

What innovation or localized materials did I use/discover which I wish to share with other teachers? . principal or supervisor can help me solve? G.

states. Textbook pages 4. CONTENT 2.1 The basic tenets of the major political ideologies (i. B. political ideologies.e. Teacher’s Guide pages 2. LEARNING RESOURCES A.. etc. Learner’s Materials pages 3. 1. nations. OBJECTIVES A. conservatism. liberalism. References 1. Other Learning Resources Politics without Borders (Phoenix Publishing House) by Mendoza and Melegrito pages 24. Learning Competencies/ Objectives Write the LC code for each examine the relationship between political critique ideas that have analyse how political ideologies and configurations of political a direct impact on how ideologies impact on the communities we try to manage social and political life of HUMSS_PG12Ib-c-8 ourselves as a political Filipino community HUMSS_PG12Ib-c-10 HUMSS_PG12Ib-c-9 3 II. Content Standards The learners demonstrate an understanding of politics and political science. socialism. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.36 Philippine Politics and Governance by Renan Ramos pages 16-35 . Additional Materials from Learning Resource (LR) portal B. Political Ideologies 2. and globalization. power. Grades 1 to 12 School Grade Level 12 DAILY LESSON Teacher Learning Area Philippine Politics and PLAN Governance Covered Date Week 3 Day 1 –Day 4 Semester First Day 1 Day 2 Day 3 Day 4 I.) III. governance.

PROCEDURES A.) (5 mins. we have by stating political wherein the students will established the practices/events of the Ask: Why is it important be asked to compare relationship of political Philippines.) (2 mins.) (5 mins.) presenting the new lesson Teacher reviews the Quiz Bee Connect the previous past lesson through oral As a review. political ideologies and manage ourselves as a we are going to go configurations of political political community deeper by looking into communities?.) the new lesson .IV. For today.” C.) (5 mins.) (3 mins. Often conducted as a game 1.) (5mins. They will show Cooperative Review” for the lesson set for the their knowledge by wherein the students will day. Establishing a purpose for the (3 mins.) (7 mins. the discussion with the new recitation. to examine and study and contrast differences ideologies and political the relationship between on how we try to communities. Process the factors that influence the answers of the how we behave students. Identify each and explain B. politically in our community and how we manage our political community. Reviewing previous lesson or (5 mins. Presenting examples/instances of (10 mins.) lesson The teacher facilitates a Brainstorming Session The teacher will facilitate Say: “In our last FACT or BLUFF game on the following: “ Noon at Ngayon” discussions. What are the major where points are political ideologies? awarded. questions.The teacher will divide the one by conducting a assignment may be class with 5 members game entitled “ used as a “springboard” each. answering the questions be grouped to take turns in boards they have to asking other groups raise.

Discuss have led to such political the knowledge of the the relationship between activity in reference to students and by giving political ideologies and Filipino traits. Liberalism organizer. values. has made an impact in 1. Socialism about these pictures? Can you give other political activities that people usually take part into? D. Conservatism Ask: “What is common 6. using a graphic 4. Ideas will be presented 3. Crossword puzzle Picture Puzzle and The teacher presents A group of six the Jumbled Word pictures of historical students will create their Activities political events reflecting own crossword puzzle Volunteer students will a specific ideology in the with the corresponding be asked to form the Philippines. The definition below. 5. Absolutism political organizations). Art of questioning must take place to get good answers from students. Anarchism meetings. Discussing new concepts and (20 mins.) (5 mins. peace talks. they think such event be in the puzzle: rallies. . it with a set of jumbled share their knowledge of words that they have to the said event and how List of words that should form.) practicing new skills #1 Discussion through a Process the question by The teacher processes PowerPoint asking the factors that the activity by bridging presentation. law enforcement. concrete examples to configurations of political and culture. pictures out of the students will be asked to they will answer the pieces and must match brainstorm in groups to work of the other group. 2. Then. discussion. (example: election. Criticizing of emphasize that each communities the ideas will take place ideology has an impact in this part of the on the lives of Filipinos. Political Ideologies political assemblies and the lives of Filipinos.) (10 mins.

) Formative Assessment 3) Ask: Reflection Paper: My 1. Discussing new concepts and (10 mins. The teacher organize ideas/concepts -pageant presents current and about the discussion -role play timely national issues -news casting that are political in . G.) (5mins. In the previous week. The trio chooses commercial/advertiseme one issue and are nt tasked to determine and to critic the factors that Presentation of each have led to such issue. The copy of a Semantic performances) class will be divided in Web where they can -talk show Trios. nature. Which political Understanding of what ideology is most Political ideologies and skeptical about configurations of political democracy and its communities processes? 2.E.) (3 mins.) practicing new skills #2 Students can be given a Draw lots (different NEWS ANALYSIS. F. Discuss how the organization is influenced because of the ideology they follow.) (15 min. Finding practical applications of (2mins.) (30 mins. Developing mastery (leads to (5 mins. group that showcases the relationship of political ideologies and configurations of political communities.) (15 mins.) concepts and skills in daily living Ask: “What do you think Give one reference Ask: How does political is the best ideology to . we have identified organizations for each ideology.

) The dramatization and (25 mins. ideologies. Conservatism H. Outputs will be presented and explained right after and will be evaluated by their peers and teacher with the use of a rubric. Evaluating learning (5mins. according to the ideology influences their Modified True or False. students will be grouped discuss how their (Definition of Terms. organization/community. at least 25 points. I. ideology impacts our present society if followed.) the reflection paper ESSAY QUESTION: serves as the WRITTEN TASK PERFORMANCE TASK 1. Socialism political communities? 3. Choose one political assessment of learning Facilitation of a test with Poster Making: The group in the country and for the day. Additional activities for application ASSIGNMENT/ ASSIGNMENT: ASSIGNMENT: or remediation AGREEMENT: Interview a government The students will be The teacher can ask the official asked to bring materials students to prepare for (barangay/municipality/ that are to be used for the activity for the next city official and ask the activity on the next day. him/her about her day. Their task is actions or advocacies. Making generalizations and The political ideology Political ideologies There are ideas that Political ideologies affect abstractions about the lesson and the configuration of mirror the configurations have a direct impact on our daily lives as Filipino a political community of a political how we try to manage citizens. Essay). J. the students . advocacies. group of the following: ideologies and be applied in the 1. are related. to create a poster in a 1/4 illustration board Rationalizations will be showing the assigned discussed right after. Liberalism configurations affect our Philippine set-up?” 2. From the responses.) (40 mins. ourselves as a political community.

Did the remedial lessons work? No. of learners who require additional activities for remediation C. REMARKS VI. will determine the ideology that the official adheres to. No. of learners who continue to require remediation E. No. No. V. REFLECTION A. Which of my teaching strategies worked well? Why did these work? F. of learners who have caught up with the lesson D. 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? . of learners who earned 80% in the evaluation B.

Inputs K. It is the belief in the supreme importance of the individual over any social group or collective body. Is a movement that stands for outmoded. A. This ideology has contrasting views of the state. __________ 6. It rejects the state outright. __________ 5. Environmentalism D. Is the exercise of power. __________ 7. the science of government. This term was conceived in 1796 by French Philosopher Destutt de Tracy to refer to new science that endeavored to uncover origins of conscious thought and ideas. People I. believing it to an unnecessary evil. __________ 8. the allocations of scarce resources and the practice of deception and manipulation. Government E. repudiates constitutionalism and stresses that all values arise from the state against which individual has no rights. III . It refers to those whom the state is obliged to protect and provide services. __________ 4. Liberalism C. Is the term generally used to describe the formal institutions through which a group of people is ruled or governed. __________ 13. No erasures. Individualism G. Collectivism B. Anarchism __________ 1. . Choose the letter of your answers from the box. A central tenet of socialism that is the belief in the capacity of human beings for collective action. Unit Test No. Fascism L. C for Conservatism and F for Fascism. An ideology that stands in opposition to capitalism and proposes an alternative which is more humane and equitable. Globalization J. __________ 2. __________ 12. __________ 3.1 Second Semester SY 2017-2018 Name: __________________________________________ Date: ________________________ Section: _________________________________________Teacher:______________________ I. As the state is inherently evil and oppressive. An ideology that is based on the belief that government and laws are not necessary. All answers should be in capital letters. S for Socialism. Politics F. __________ 9. L for Liberalism. Classify the following Ideologies with their Perspectives stated on each item by writing A for Anarchism. repressive social and political conditions rejecting democracy. Is an ideology focusing on the idea that environment is endangered and must be preserved through regulation and lifestyle changes. Ideology H. the making of collective decisions. __________ 11. __________ 10. all states have the same essential character.Fill in the blanks with the correct answer.

(5 points) 20-25 – How does political ideology shape the condition of the political community? Is the current state of the Philippines reflective of the role of political ideology in shaping the way of life of Filipinos? Explain your answers? . __________ 16. Regard the state as an embodiment of the common good and thus approve of interventionism in either its social-democratic or state collectivist form. seeing it either as an instrument of class rule or as a means of ameliorating class tensions. III. Links the state to the need to provide authority and discipline ad to protect society from chaos and disorder. Essay: Explain and elaborate your answers. This kind of ideology links the state to the need to provide authority and discipline and to protect society from chaos and disorder. hence their belief in totalitarianism. or tool that serves. reflecting the undifferentiated interests of the national community. An ideology that sees the state as a supreme ethical ideal. __________ 18. Sees the state as a neutral arbiter among competing interests and groups in society. the race or nation. __________ 15. __________ 19. a vital guarantee of social order. This ideology stressed the link between the state and the class system. An ideology that saw the state more as a vessel that contains.__________ 14. hence their traditional preference for a strong state. __________ 20. __________ 17.

pp. Tabajen and Erlinda B. B.Pulma. To meet the objectives. 23-30. exercises and remedial activities.com/type s-of-power. Textbook pages 4.com/article/philippi https://www. assess how power is exercised in different Competencies/Objectives and consequences of power. dimensions. Varied sources of materials sustain children's interest in the lesson and in learning. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. A. Other Learning Resources Video Clips: Video Clip: Video Clip: http://ed. political ideologies. types. Learner's Materials pages 3. In the CG. 23-30. 23-30. power.com/lessons https://www. A3u4fc -dimensions-of-power/ popular-fascist/ https://managementstudyguide.htm Page 1 of 5 . situations Write the LC code for each HUMSS_PG12-Id-11 HUMSS_PG12-Id-12 HUMSS_PG12-Id-13 HUMSS_PG12-Id-14 Content is what the lesson is all about. LEARNING RESOURCES A. pp. 23-30. I. Learning Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to: define power recognize the nature. and consequences of power. School SHS Region 3 MTOT Grade Level 12 Teacher HUMSS Class D Group 2 Learning Area Philippine Politics and Governance Teaching Dates and Time Week 4 (Day 1-Day 4) Quarter 1st or 3rd Quarter DATE DAY 1 DAY 2 DAY 3 DAY 4 PARTS Objectives must be met over a week and connected to the curriculum standards. pp. types. Types and Consequences List all materials to be used in different days. additional lessons. analyze the nature. CONTENT Power: Nature. Additional Materials from Learning Resource (LR) Portal Book: Book: Book: Book: Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by Rhene C. the content can be tackled in a week or two. Rhene C.youtube. and globalization B. Content Standards The learners demonstrate an understanding of… politics and political science. Hands-on learning promotes concept development.thenation. necessary procedures must be followed and if needed. Weekly objectives shall be derived from the curriculum guides. Tabajen and Erlinda B. Pulma. Pulma. Tabajen and Erlinda B.ted. Teacher's Guide pages 2. Pulma. Rhene C. pp. Rhene C. dimensions. II. Tabajen and Erlinda B. states. OBJECTIVES These are assessed using Formative Assessment strategies. governance. Dimensions.iapss.com/watch?v=EE4mj http://www. Performance Standards The learners shall be able to… clearly identify a specific political phenomenon and how it can be studied C. May be done for developing content knowledge and competencies. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. nations. It pertains to the subject matter that the teacher aims to teach. III. References 1.org/wp/2014/09/28/three ne-president-rodrigo-duterte-is-a-wildly.

Group Work: Jumbled Letters (Power) played. question their learning processes. and consequences of discussed by the students. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. One of them will ask a B. different powerful personalities. important facts in consonance to power. Spread out the activities appropriately so that students will learn well. his/her group will sing theme for the movie Power Rangers is three lines of Nationalistic song with action. (10 minutes) (5 minutes) (10 minutes) (5 minutes) Group Work: Concept Group Work: 4 Pics One Word Class Activity: Class Activity: Video Clip Analysis Mapping Concept to map: What is power? Present activity about the nature. and consequences (7 minutes) (5 minutes) (10 minutes) (7 minutes) Class Activity: PICTOpinion Class Activity: PasaDeBola Class Activity: Class Activity: Truth or Consequences The teachers shows pictures of prominent Ask students about the significant details Ask students to present the pictures of Procedure: Two students will represent of world leaders. practice their learning. types. Reviewing previous lesson or (3 minutes) (5 minutes) (5 minutes) (3 minutes) Ask students about their understanding Ask: What is power? Review of the past lesson. dimensions. Presenting be filled initially. If possible. PROCEDURES students with multiple ways to learn new things. These steps should be done across the week. and draw conclusions about what they learned in relation to their life experiences and previous knowledge.) will choose 5 representatives to rearrange the jumbled letters in 1 minute. their group. Divide students into 3 groups. Indicate the time allotment. Discuss on the power of the personalities Present an actual footage or a video clip (Based from the processing of the group dimensions. Sustain learning systematically by providing IV. Establishing a purpose for question according to the topic that has Ask: What do these have in common? How been discussed about power. Hep. Ask students who can deliberate all presenting the new lesson about political ideologies.) (People Power 1986) examples/instances of the new Know Want Learn Encourage the students to evaluate the lesson video clip. downloaded from the social website powers encourage the class to give comments to (YouTube) which portrays the application concept maps of ‘power’. the If the answer is correct they will receive a students who holds the ball shall give his Hep. When the music stops. A. If the student the lesson they differ from this commonality? Why? (A ball shall be passed while the music answered incorrect. Ask: What more you want to know about the concept of POWER? Page 2 of 5 . the KWL chart will ensure student-to-student interaction. learned from the previous topics. of power in leading and influencing people C. Each group insights from the previous topics. Hurray Clap. types.

(15 minutes) (15 minutes) (10 minutes) (10 minutes) Group Work: Making Sense Group Work: Small Group Discussion Class Activity: Filtering Group Work: VideoChikahan The students will brainstorm on a definition Discuss the nature. which are to power. dimensions. work. hands and heart'. The channels of power are the way in critical discussion about the nature. locality where officials have applied their which power is enacted. and practicing new skills #1 • What is the purpose of power? their work. Discussing new concepts (Critique of the definition of each group perhaps more readily be remembered as power based on the articles. types. They can dimensions. types. Each of the group will present their should follow after every group has 'head. and video clip. and practicing new skills #2 presented. Let the students criticize the article After group discussion. types Present a digested political article about Let the students discuss by themselves the of POWER. and consequences of power. of the class. If possible each group will have a • Physical power group to critique) • Informational power • Emotional power Types of Power: • Coercive Power • Reward Power • Legitimate Power • Expert Power Page 3 of 5 . Guide consequences of power power in leading and influencing people. Let them evaluate the use of their E. which portrays the application of reading text to each group. the leader of each • Is power always positive? Each group will be given time to present presented and gather their ideas or group will sum up their discussion in front D. Discussing new concepts negative? both? opinions. Encourage them to filter the substance of power based on the article. Guide questions: • What is the main content of the video? • What do you think is the most significant part in the video? • What power projected in the video clip? • How can power exercise in different situations? (5 minutes) (5 minutes) (10 minutes) (10 minutes) Group Work: Likes and dislikes Group Work: Affirming Class Activity: Group Work: Ask the students to define power according Three Dimensions of Power: Let the class perform an analytical and Have the class identify situations in their to their own understanding. dimensions. and consequences of power by giving the nature. be utilized. Guide Questions: questions must be provided.

Evaluating learning Let the students fill the 3-2-1 chart: Make a statement or a saying regarding Ask: What do you think is the most Give a 10-item quiz about the week’s topic 3 things learned the types and consequences of power significant lesson you get from our 2 most important facts still in mind which you can post in your Facebook discussion? 1 question remains in mind wall. images presented. Cite one HUGOT LINE to describe your learning. Based on the given definition what is always a negative and positive effect. nation. (5 minutes) (5 minutes) (5 minutes) (3 minutes) Individual Work:3-2-1 Individual Work: FBpost Individual Work: Hugot Line Individual Work: Short Quiz I. what would it be? How here in our country how would you • How does the overuse and living are you going to exercise the power vested describe the power of our leaders? misuse of power affects to the in you? people? • What do you think are the consequences of overuse and misuse of power? (2 minutes) (5 minutes) (3 minutes) (7 minutes) Class Activity: The Best Ka Class Activity: One-Liner Class Activity Group Work: ArtThrob. types. Pusuan Mo Bes! H. society. (10 minutes) (5 minutes) (5 minutes) (10 minutes) Group Work: Hugot/ Pick-up Lines Group Work: After the Image Individual Work: Short Essay Group Work: Slogan Writing Have each group arrive at a ‘hugot line’ or Present images of different leaders in the Ask: Create a short essay presenting and Let the students create a short slogan F. Making generalizations and Ask: We have many different definition of Create a one-liner statement which will Ask: In every decision we make there is Let the students draw an image or an abstractions about the lesson sum up the significant facts of the lesson power. dimensions. Formative Assessment 3 They should present these in front. We illustration representing application of the best definition of power for you? Why? (5 minutes) have to think wisely before we come up power in leading and influencing people in to our decision. Ask: Considering the present situation. and consequences of power. • Supreme Student Government • Teacher • Bato dela Rosa • Rodrigo Duterte (3 minutes) (10 minutes) (2 minutes) (5 minutes) Class Activity: If given the chance Group Work: Group students and make Class Activity Class Activity them discuss by themselves on how to G. dimension and types of power from the analysis on the nature. Page 4 of 5 . Developing mastery (leads to ‘pick up line’ about the concept of POWER. Finding practical applications Ask: If given a chance to assume recognize the dimension of power. his/her community and in a broader sense. Let the students recognize the discussing the facts and their critical about the use of power. Ask the following: of concepts and skills in daily government position.

Which of my teaching strategies worked well? Why did these work? F. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. of learners who continue to require remediation E. A. REFLECTION relevant questions. Additional activities for Assignment: Research Bring pictures of different powerful application or remediation personalities. Did the remedial lessons work? No. of learners who have caught up with the lesson D. REMARKS Reflect on your teaching and assess yourself as a teacher. What innovation or localized materials did I use/discover which I wish to share with other teachers? Page 5 of 5 . V. you can ask them VI. C. No. of Learners who earned 80% on the formative assessment B. Think about your students' progress this week. No. Encourage them to make their journals personalized and creative. The students will have to reflect about their learnings daily by putting these in their journal. What difficulties did I encounter which my principal or supervisor can help me solve? G. No. of learners who require additional activities for remediation.J.

youtube. Nation Globalization Pros and Cons: https://www. III. A. Philippine Politics and Governance by Rhene C. OBJECTIVES These are assessed using Formative Assessment strategies.youtube. Other Learning Resources https://www. Pulma. May be done for developing content knowledge and competencies.com/watch?v=xPD477FuqtY Nations. Tabajen and Erlinda B. Weekly objectives shall be derived from the curriculum guides. Content Standards The learners demonstrate an understanding of… politics and political science. exercises and remedial activities. governance. necessary procedures must be followed and if needed.youtube. References 1. the content can be tackled in a week or two. Nations. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. School SHS Region 3 MTOT Grade Level 12 Teacher HUMSS Class D Group 2 Learning Area Philippine Politics and Governance Teaching Dates and Time Week 5 (Day 1-Day 4) Quarter 1st or 3rd Quarter DATE DAY 1 DAY 2 DAY 3 DAY 4 PARTS Objectives must be met over a week and connected to the curriculum standards. Tabajen and Erlinda B. States. political ideologies. pp. Learner's Materials pages 3. Learning Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to: define nation and state differentiate nation from state explain meanings of globalization evaluate how globalization influences Competencies/Objectives nation-states Write the LC code for each HUMSS_PG12-Ie-15 HUMSS_PG12-Ie-16 HUMSS_PG12-Ie-17 HUMSS_PG12-Ie-18 Content is what the lesson is all about. additional lessons. Performance Standards The learners shall be able to… clearly identify a specific political phenomenon and how it can be studied C. Additional Materials from Learning Resource (LR) Portal Book: Book: Philippine Politics and Governance by Rhene C.com/watch?v=rPwf3qOFV7w https://www.com/watch?v=8sSNyXEShqI State vs. It pertains to the subject matter that the teacher aims to teach. power. and Globalization States. 39- 39 40 Difference Versus Nation and State: What is Globalization? B. LEARNING RESOURCES A. I. Textbook pages 4. II. pp. Varied sources of materials sustain children's interest in the lesson and in learning. In the CG.com/watch?v=hyt_oM6cLtA https://www.youtube. nations. Nations.youtube. 31. Pulma. and globalization B. Teacher's Guide pages 2. states. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.com/watch?v=cVPwmpu3HAE Elements of A State: The Cost of Globalization: Page 1 of 9 . To meet the objectives. and Globalization • The State as Different from the Nation as a Political Concept • Globalization as a Context of Relations Among Nation-States List all materials to be used in different days.youtube.com/watch?v=sa-41DBGHfw&t=3s https://www. and Nation States Is Globalization Good or Bad? https://www. CONTENT States.

considering a state which is international Example: recognition. Review: Making Sense • • What is a nation? Arrange! Ask: What is globalization? What is power? • What is a state? Let the students categorize each concept • How should one exercise his/her • What is a nation-state? power? written in meta-cards if it falls under the A. https://www. Reviewing previous lesson or • Who have powers in the country? concept of nation or state. practice their learning. Government • What is the difference between a nation and state? (Students (Such responses are important springboards may give words/phrases as to connect the concept of power to the next answers. country? minutes to present.youtube. Indicate the time allotment. (5 minutes) (3 minutes) (5 minutes) (2 minutes) Review: Ask the following.) • Filipinos Dyad: SHOPares Ask: How do these relate with the concept • Land • Sea Have the students go through with the of globalization? (Catapult from these responses that a things they have. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. • How are these two concepts related? (8 minutes) (15 minutes) (5 minutes) (6 minutes) Class Activity: ‘Made’ of the Philippines Group Work: Word Play (The teacher ensures the connection Class Activity: PictoQuiz between the review and this portion of Let the students present their acrostics. Establishing a purpose for • Territory country’s immersion in the global arena • People such as the essence of the activity the lesson • Leaders below. Ask the following: presenting the new lesson Most Possible Responses: People. which somehow be made Most Possible responses: later as an entry concept about every B. These can be topic on the definition of state and nation) organized in a Venn diagram on the board). Sustain learning systematically by providing IV. the lesson. Review: Ask the following. PROCEDURES students with multiple ways to learn new things.com/watch?v=v0CdoXp8x44 These steps should be done across the week.youtube. Spread out the activities appropriately so that students will learn well. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. question their learning processes. particularly looking at the labels and listing the countries where country is a meaningful entity) those things were made. For example the teacher may Have the class identify images to which Ask: What makes up the Philippines as a Each of the 5 groups will be given 3 find relating one of the criteria in they refer.com/watch?v=_lT0Tkpq6Kk&t=15s https://www. Review: SONA (State or Nation. Ask the following: Page 2 of 9 .

STATE to which the term ‘country’ is Ask the following processing questions between the images below.) Ask: What questions about the difference between a nation and a state you have in (By this time. • How do you find the discovery of the things being used by your pair? Speak your thoughts. (They should organize the Page 3 of 9 . which is to coin the word GLOBALIZATION from jumbled letters. Do you find him/her nationalistic or not? DO you find him/her out of fad or not? etc. • How do we usually call the things we buy in our country? How do you understood it? Why? • How about those people buying imported products? How do we regard them? Why? (7 minutes) (5 minutes) (5 minutes) (5 minutes) Class Activity: WordHUNT/WordSMITH Class Activity: Making Class Activity: LaraONE Class Activity: Video Analysis Sense/Initializing… Have the class coin the terms NATION and Have the students find the oneness Play a short video about globalization. what concepts they can associate with the term Globalization . No holds barred.) • What are the noticeable Processing: (It could be thru jumbled letters or in the form differences mentioned in the of a game where letters are to be provided to acrostics? • What is the video about? students grouped into two and race towards • How is nation different from • What does it try to tell us? coining the terms in a given time limit) state? C. and cons about it. column. Presenting • How is nation related with state? examples/instances of the new (The teacher accepts answers and writes lesson them under the “Know” column of the KWL chart. the students could already mind? (Put their responses in the “Want” easily grasp the next point of the lesson. (Make sure that such video will show pros seemingly synonymous.) Know Want Learn Ask the students now. regarding the students’ acrostics.

which has reached global • Which do you think between a attention. Making Sense Group Work: Boon or Bane? E. and psychological. functional. have the students and practicing new skills #2 will write concepts from the video clips • What is common among the complete the following graphic organizer. regarding the differences and similarities given meanings? Why? of a nation and a state. Discussing new concepts (Discuss this key concepts) concepts (significant terms). For example. KaWHOLEgan Group Work: Definitions Video: Nation versus State Distribute copies of meanings of (The teacher ensures that the presentation Display the definitions of the terms STATE globalization to each group. Guide Questions: brainstorm on the meaning and highlight globalization has its pros and cons • What are the underlying its keywords/s. responses in a concept map) (10 minutes) (7 minutes) (10 minutes) (5 minutes) Group Work: Making Sense of the Class Activity: Video Clip Viewing Group Work. political. They will is able to clarify to the learners that and NATION. vice versa? the given meanings interpreted by each Have the students Identify current issues in and practicing new skills #1 Guide Question group will be facilitated smoothly. the war on drugs. (The teacher should have pictures to serve POLITICAL ECONOMIC RELIGIOUS SOCIO- CULTURAL as buffer in the activity particularly on the following concepts: cultural.) (10 minutes) (5 minutes) (6 minutes) (15 minutes) Group Work: Definition Map Group Work: W-Diagram Processing. state from nation? Write key written on the board or in meta-cards such as the Philippines) D.) the country. posted on the board so that synthesis of • Can nation be state. Discussing new concepts Give the students meta-cards where they Ask the following: After brainstorming. legal. Organize the • How would you define Page 4 of 9 . (The teacher should because these will serve as springboards Lead the class in identifying the key characteristics distinguishing ensure that such highlighted keyword be in identifying its influences to a nation-state concepts underlying these definitions. nation and a state is cultural? The students write these on meta-cards political? functional? legal? and classify them by posting on the board psychological? Why? on the appropriate column.

the teacher guides the to state and nation. Group 3. Group Work: PERS time (The students present their group work.) nation. Religious religious.) Diagram Students will guess each term based on 3 Have each group justify the Philippines Illustrate or identify scenarios how Processing: Making Sense pictures shown to them. globalization based on the following concepts? ISSUE GLOBALIZATION (The teacher guides the class in arriving INFLUENCE Boon Bane at the following synthesizing definition of (Pros) (Cons) globalization) Group 1. in terms of: THE PHILIPPINES • Political • Which of the issues influenced by F. and Why? • Socio-cultural interconnections • How would you describe globalization’s influences to the Take note: Students can be provided with country in general? newspapers and consider articles related to the mentioned aspects. • What makes a nation different from a state? • How do these two concepts relate? (Students have to identify concepts related (At this point. Economic international political. They will have to give students in distinguishing between a their own definition of the concepts and later nation and a state.) Page 5 of 9 . Discuss the elements be associated with the definition of of a state that distinguishes it from a authorities as already discussed. globalization works in Philippine context Ask the following: diagram. as a nation and as a state using the T. Political Globalization is a process of forging Group 2. Developing mastery (leads to as a Nation as a State • Economic globalization strike you the most? Formative Assessment 3 • Religious.) Video: Elements of a State (5 minutes) (10 minutes) (10 minutes) (10 minutes) Class Activity: 3 in 1 Group Work: T. Socio-Cultural Processing Questions: interconnections. concepts in a w-diagram. and socio-cultural Group 4. economic. Relate this to S O V E R E I G N T Y the class for simple discussion.

P E O P L E G O V E R N M E N T T E R R I T O R Y Page 6 of 9 .

• How can we benefit from Each group conceives a consensual globalization? H. Making generalizations and Ask: What does the following diagram tell Possible Statements: definition of globalization based on their • How can we be harmed by abstractions about the lesson • State and Nation are about our topic? understanding. disapproval of another group’s globalization through trade. Give each student a like previous statement about going global and of concepts and skills in daily and a dislike icon and post it to the present them the concept of going local? living statements of their choice. Finding practical applications class to see. Let them post members of a nation/ a state. Have these written on globalization? concepts pertaining to a manila papers and posted on the board. Let them rewrite their work on the board Processing Question: and post likes and dislikes icon. I N T E R N A T I O N A L R E C O G N I T I O N (After the activity. • Which garnered the most likes? Processing Question: dislikes? • Which garnered the most likes? • Why it garnered the most likes? dislikes? dislikes? • Why it garnered the most likes? dislikes?. definition. the teacher will point out that these play part in understanding about a nation and a state. country. but does not necessarily expound since a topic regarding this will be discussed next day) Ask: Which between nation and state is related to the following concepts? Why? (5 minutes) (8 minutes) (7 minutes) (7 minutes) Class Activity: What does learning about Group Work: Isip-Daluyong! Group Work: #GoGlobal Group Work: What Now? #GoGLobal or the definition of nation and state contribute in Members shall discuss and come up with Have the students write a group #GoLocal? your well-being as a student? what benefits do people get for being statement of going global. their work on the board for the whole Have the students contemplate on their G. (5 minutes) (5 minutes) (7 minutes) (5 minutes) Ask: What significant learning have you Class Activity: Interpret the Group Work: ContraDICTIONARY Ask the following: had about the lesson? following image/diagram. Possible Statements: • State is political while nation (Each group gives its approval and • We can benefit from is cultural.) Page 7 of 9 .

) • A nation is political in nature. • A nation is bounded by a common Ask: What makes a state? How is nation interest. students can focus on one issue. • A nation is a community of people. Possible Statements: • State and Nation are two distinct terms but interrelated concept. different or related with the concept of I. Know Want Learn • A state is cultural in nature. (The discussed. (5 minutes) (5 minutes) (5 minutes) (5 minutes) Individual Work: Give a short quiz (5-item Class Activity: Have the class go back Individual Work: Explain the concept of Individual Work. Evaluating learning Answer Key: state? • False Rubric • True • False • True • True Page 8 of 9 . • Globalization is concerned with the relationships of countries of the world.s • The concept of state encompasses the concept of nation. • A state relates with the concept of government. • Globalization is the interconnection of nation-states. “Learn” column. • Globalization can cause cultural Possible Statements: transformation. Evaluate the influences True or False) about the concepts to the KWL Chart and complete the globalization. of globalization to the Philippines.

Encourage them to make their journals personalized and creative. you can ask them VI. What difficulties did I encounter which my principal or supervisor can help me solve? G. their people.) reaction about their experience. Additional activities for • 1st 2 groups. Which of my teaching strategies worked well? Why did these work? F.NATION The students have to list all things made application or remediation • 2nd 2 2 groups-STATE • Last group-NATION-STATE in China in their house and be able to refrain from using them for a week. of learners who require additional activities for remediation. REFLECTION relevant questions. Agreed Group Work: Word Play Optional Research Work: Identify Optional Individual Work: Can I live Optional Individual Work: “Wordle” countries. What innovation or localized materials did I use/discover which I wish to share with other teachers? Page 9 of 9 . A. China? J. Think about your students' progress this week. of learners who have caught up with the lesson D. Each as “states”. No. which are not yet recognized without China? (Doodle with Word/s) The class is divided into 5 groups. following question: Can I live without ‘wordle’ about globalization. C. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. No. of learners who continue to require remediation E. No. The (The teacher reminds the students that the students have to journal their acrostics should connect to the concepts of experiences and be able to write a final Nation and a State. The students will have to reflect about their learnings daily by putting these in their journal. REMARKS Reflect on your teaching and assess yourself as a teacher. Learn about their status group will prepare acrostics of the terms: specifically on how it affects the lives of Challenge the learners to answer the Agree with the students in making a nation and state. Did the remedial lessons work? No. V. of Learners who earned 80% on the formative assessment B.

It pertains to the subject matter that the teacher aims to teach.1. CONTENT Philippine democratic politics 5. C. References 1. II. PROCEDURES students with multiple ways to learn new things. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Indicate the time allotment. necessary procedures must be followed and if needed. B. the content can be tackled in a week or two. exercises and remedial activities. School SHS Region 3 MTOT Grade Level 12 Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance Teaching Dates and Time Week 6 (Day 1-Day 4) Quarter 1st or 3rd Quarter DATE DAY 1 DAY 2 DAY 3 DAY 4 PARTS Objectives must be met over a week and connected to the curriculum standards. Content Standards The learners demonstrate an understanding of… the historical background of Philippine democratic politics. Parico et. III. Teacher's Guide pages 2. A. question their learning processes. what Recall/review of previous topics presenting the new lesson governance.com/watch?v=kadHPMr3_FK https://youtu. A. Hands-on learning promotes concept development. the judiciary. describe the different stages in the evolution of the Philippine politics and governance Competencies/Objectives Write the LC code for each HUMSS_PG12-If-g-19 HUMSS_PG12-If-g-20 Content is what the lesson is all about. Weekly objectives shall be derived from the curriculum guides. In the CG. the executive.casebriefs. and decentralization and local governance. Other Learning Resources https://m.com/bog/law/constitutional-law/outline-constitutional-law-/separation-of-powers http://www. Spread out the activities appropriately so that students will learn well. The learners will be asked to fill in significant changes happened in the Spanish Page 1 of 5 . OBJECTIVES These are assessed using Formative Assessment strategies.net/mobile/jhengrayn/political_development_of_the_philippine_government B. Learner's Materials pages 3. Learning Learners are expected to: Learners are expected to: relate the evolution of Philippine politics and governance. LEARNING RESOURCES List all materials to be used in different days. May be done for developing content knowledge and competencies. Additional Materials from Learning Resource (LR) Portal Politics and Governance by Costales et. government. practice their learning. To meet the objectives. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. additional lessons. The evolution of Philippine politics. Philippine History and Governance by O. and governance. Performance Standards The learners shall be able to… explain the roles of different political institutions.be/FWYQJbhzwiMww.slideshare.al (2011) http://www. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Sustain learning systematically by providing IV. Textbook pages 4. I.youtube. (2000). Varied sources of materials sustain children's interest in the lesson and in learning. Historical background of Philippine democratic politics 5. A.al.net/mobile/jhonilbajado/the-phil-government-in-transiton2 These steps should be done across the week. Reviewing previous lesson or (10 minutes) ( 5 minutes) ( 5 minutes) (5 minutes) KW Chart: Evolution of Philippine politics and What was our form of government before the From the barangay form of government.slideshare.

Discussing new concepts BACKGROUND OF PHILIPPINE Spanish Colonization (Note : this is a two day lesson) DEMOCRATIC POLITICS and practicing new skills #1 1. Event Chain: Transition from the Spanish Mannequin Challenge B. Things they want to know about know about Philippine politics and governance Topic K W (5minutes) (5 minutes) (5 minutes) (10 minutes) Picture perfect Video clips: Spanish Colonial Government. Barangay Government Page 2 of 5 . Presenting The students will now tell something about the When the Spaniards colonized us. Present System (5 minutes) (5 minutes) (5 minutes) (5 minutes) C. Establishing a purpose for The teacher will show pictures of the following? The students will be shown a video clip about Government to the Present Government. Pre-colonial government the lesson 1. Spanish Colonization and would be asked 1. what What is the difference between the Spanish Hugot Lines/ (Pick-up or hugot lines) about pictures they saw. American Government 3. Spanish Government 2. Trial by Ordeal 3. Things they know about the Philippine Government) politics and governance 2. Picture of a Datu their reactions about the video 2. changes did they introduce in our political form of government to our present how the government evolved examples/instances of the new system? government? lesson (15 minutes) . the chart with the following : coming of the Spaniards? (barangay) Era? (from barangay to the Central 1. Gavel 4.(15 minutes) (15 minutes) (10 minutes) PowerPoint Presentation: HISTORICAL Discussion on Government During the PowerPoint Presentation: Post-colonial Governments D.

observed? of concepts and skills in daily “What were the effects of Spanish living Colonization to our present form of government” H. Developing mastery (leads to 1. 1. Accuracy = 5 pts. what similarities/difference of our present barangay to government is still applicable in our present grouped and they will assign among significant changes have you G. The students will be In our present form of government. Finding practical applications the pre-colonial barangays? form of government themselves a leader and a presenter. Students will scenario based on the barangay form of government or the present government? colonial Government to the Present be asked to write their family tree based on government Rubrics : Government. Organization of Thought = 5 pts Rubrics to be attached. F. 3. Discussing new concepts and practicing new skills #2 (5 minutes) (15 minutes) (10 minutes) (10 minutes) Jigsaw puzzle: each group will be given a Debate: Which is better. the early forms of Role Play: Significant event/s from the Pre. Formative Assessment 3 Rubrics : 2. 2. their relatives who revolted against the Spaniards or Japanese. Clarity of Arguments = 5 pts. Making generalizations and (10minutes) (5 minutes) (10 minutes) (5 minutes) How did politics and governance evolve in the Ask: How did the pre-colonial government Our present form of government have passed through several stages which molded our abstractions about the lesson Philippines? change from the pre-colonial government to government into what it is right now The government of the Philippines gradually the Spanish Colonial Government? Page 3 of 5 . Organization = 5 pts. Presentation = 5 pts. 3. Presentation = 5pts. (5minutes) (5 minutes) (5 minutes) (5 minutes) The teacher asks the students about the What practices in the pre-colonial Think-Pair-Share. Family Resistance History Tree.E.

Which of my teaching strategies worked well? Why did these work? Page 4 of 5 . C. Grammar and Presentation = 2 pts. Grammar and Presentation = 2 pts. J. Government to our present 3. Presentation = 5pts. Organization of thought = 4 pts. Essay : “What were the effects of Spanish One-Minute Paper : The students will be Historical Timeline 1. What were the changes that you which transpired from the Pre-Colonial Era to I. No. Evaluating learning 3– 5 State the roles/powers of the Datu 1. 4. No. 2. of learners who have caught up with the lesson D. The ruler of the barangay (datu) timeline stating forth the significant events Rubrics : 1. of learners who require additional activities for remediation. Organization of Thought = 4 pts. REMARKS Reflect on your teaching and assess yourself as a teacher. Accuracy = 5 pts. Content = 4 pts. they re-organized the barangays into tows and municipalities for easy administration and management (5 minutes) ( 5 minutes) (5 minutes) (10 minutes) 5-item formative assessment. Chief Executive 2. you can ask them VI. Content = 4 pts 2. Did the remedial lessons work? No. Encourage them to make their journals personalized and creative. observed from the Spanish Colonial the present form of government. Organization = 5 pts. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. Chief Legislator Rubrics : Rubrics : 1. evolved from the pre-colonial form (barangay) to When the Spaniards colonized the country in our present form of government 1565. No. The form of government in the pre-colonial Colonization in our present form of asked to write their comment/reaction to the The students will be asked to draw a historical period (barangay) government? statement/s below 2. 3. of learners who continue to require remediation E. 3. government? 3. Think about your students' progress this week. 5. V. A. Additional activities for The teacher will give an assignment on Government During the Spanish Colonization application or remediation The students will have to reflect about their learnings daily by putting these in their journal. of Learners who earned 80% on the formative assessment B. Chief Judge 1. REFLECTION relevant questions.

What difficulties did I encounter which my principal or supervisor can help me solve? G. F. What innovation or localized materials did I use/discover which I wish to share with other teachers? Page 5 of 5 .

Indicate the time allotment. the executive. In the CG.al (2011) B. References 1. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. practice their learning. and decentralization and local governance. Learner's Materials pages 3. III. A. Sustain learning systematically by providing IV. Learning Learners are expected to: Learners are expected to: Learners are expected to: analyze the evolution of Philippine politics and governance. Datu Page 1 of 4 . necessary procedures must be followed and if needed. It pertains to the subject matter that the teacher aims to teach. Additional Materials from Learning Resource (LR) Portal Politics and Governance by Costale et. Content Standards The learners demonstrate an understanding of… the historical background of Philippine democratic politics. Parico et. PROCEDURES students with multiple ways to learn new things.al.slideshare. Reviewing previous lesson or they remember from the previous lessons: presenting the new lesson 1. Philippine History and Governance by O. Teacher's Guide pages 2. B. government. Textbook pages 4.1. exercises and remedial activities. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Write the LC code for each HUMSS_PG12-If-g-21 HUMSS_PG12-If-g-22 HUMSS_PG12-If-g-23 Content is what the lesson is all about. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. additional lessons. the content can be tackled in a week or two. The students will be asked to write down what A. May be done for developing content knowledge and competencies. To meet the objectives. and governance. Varied sources of materials sustain children's interest in the lesson and in learning. C. CONTENT Philippine democratic politics 5. (2000).net/mobile/jherarayn/political_development_of_the_philippine_government http://www. LEARNING RESOURCES List all materials to be used in different days. Hands-on learning promotes concept development.slideshare. OBJECTIVES These are assessed using Formative Assessment strategies. II. the judiciary. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. The evolution of Philippine politics. Weekly objectives shall be derived from the curriculum guides. School SHS Region 3 MTOT Grade Level 12 Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance Teaching Dates and Time Week 7 (Day 1-Day 4) Quarter 1st or 3rd Quarter DATE DAY 1 DAY 2 DAY 3 DAY 4 PARTS Objectives must be met over a week and connected to the curriculum standards. A. Barangay 2. Other Learning Resources http://www. I.net/mobile/jhonubajado/The_phil_government_in_transition2 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. question their learning processes. Performance Standards The learners shall be able to… explain the roles of different political institutions. assess the effects of the colonial appraise the influence of prior stages of Competencies/Objectives experience on Philippine politics and Philippine political developments of governance contemporary Philippine politics. Historical background of Philippine democratic politics 5.

Who ruled the Philippines during the Spanish Colonization (gobernador- heneral. 3. They will be given illustration boards to write their answers. (15 minutes) (15 minutes) D. What was the government before the B. Clarity of Arguments = 5 pts. The form of government of Spain (monarchy) (10 minutes) (5 minutes) Debate : Positive and Negative Effects of Picture Analysis Spanish Colonization The teacher will give pictures to the students prior to their knowledge on political evolution C. When did the Spaniards officially conquer the Philippines (1565) 4. Presenting Rubrics : in the Philippines. 3. Who rules the barangay before (datu) the lesson 3. Organization of Thought = 5 pts 2. 1. Governor-General (10 minutes) Game Ka Na Ba? The students will be grouped into groups of five or six members. Discussing new concepts Powerpoint Presentation : Effects of Spanish Powerpoint Presentation : Governments after Colonization the Spanish Colonization and practicing new skills #1 Page 2 of 4 . Establishing a purpose for Spaniards came? (barangay) 2. Presentation = 5 pts. examples/instances of the new lesson 1. governor-general) 5. Guardia Civil 4.

Developing mastery (leads to Events Chain (Transition from the pre-colonial Semantic Maps: Characteristics of the post- government to the Spanish Colonial Government colonial governments. Discussing new concepts and practicing new skills #2 (10 minutes) (10 minutes) F. This brought about the birth of the Page 3 of 4 . Finding practical applications Spanish Government) Rubrics : of concepts and skills in daily 1. living 2. Making generalizations and Colonization? Spain? abstractions about the lesson The Spanish Colonization brought about The Filipinos revolted against Spain because significant changes particularly from the of the oppressive leaders and corrupt barangay government to the Spanish Colonial officials. Paano Kayo Ngayon Essay: “What will be your contributions to the (comparison of the pre-colonial society and the present form of government” G. Organization of Thought = 4 pts Grammar and Presentation = 2 pts (5 minutes) ( 5 minutes) (5 minutes) What are the effects of the Spanish What made the Filipinos revolt against H. Formative Assessment 3 (10 minutes) (5 minutes) Ganito Kami Noon. Content = 4 pts.E.

Think about your students' progress this week. REFLECTION relevant questions. What difficulties did I encounter which my principal or supervisor can help me solve? G. Which of my teaching strategies worked well? Why did these work? F. No. The students will be grouped I. of learners who require additional activities for remediation. (governor-general) Revolutionary Government and the other governments (5 minutes) ( 5 minutes) (30 minutes) Summative Test Ask: What are the effects of the previous Talk Show . C. Encourage them to make their journals personalized and creative. REMARKS Reflect on your teaching and assess yourself as a teacher. of learners who continue to require remediation E. Additional activities for according to their presentation the following day application or remediation The students will have to reflect about their learnings daily by putting these in their journal. Evaluating learning Concept Mapping : The students will be writing governments to our present government? corresponding to the different stages of the Philippine Government a concept map illustrating the various effects of Spanish Colonization Brainstorming . Government. No. Did the remedial lessons work? No. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. of Learners who earned 80% on the formative assessment B. of learners who have caught up with the lesson D. V. A. No. The students will be grouped J. What innovation or localized materials did I use/discover which I wish to share with other teachers? Page 4 of 4 . you can ask them VI.

al. Textbook pages 4. analyze how contemporary Philippine critique the Philippine presidents’ exercise Competencies/Objectives presidents exercised their powers power Write the LC code for each HUMSS_PG12-Ih-24 HUMSS_PG12-Ih-25 HUMSS_PG12-Ih-26 Content is what the lesson is all about. References 1. In the CG. the content can be tackled in a week or two. Hands-on learning promotes concept development. Learning Learners are expected to: Learners are expected to: Learners are expected to: explain the roles and powers of the Philippine president. al (2011) https://m. CONTENT The Executive 7. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Parico et. Spread out the activities appropriately so that students will learn well. B. and decentralization and local governance. and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Appointing Power The students will be shown a timeline of short recap of the previous lesson and at the same time. I. III. Indicate the time allotment. exercises and remedial activities. practice their learning. the judiciary. OBJECTIVES These are assessed using Formative Assessment strategies. A. Borrowing Power Contemporary Presidents from Joseph Page 1 of 5 . Learner's Materials pages 3. PROCEDURES students with multiple ways to learn new things. Teacher's Guide pages 2. LEARNING RESOURCES List all materials to be used in different days. (2010) B. necessary procedures must be followed and if needed. Performance Standards The learners shall be able to… explain the roles of different political institutions. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. additional lessons. To meet the objectives. Reviewing previous lesson or Presidential Form of Government. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.1 The role of the Philippine President in relation to his/her powers. question their learning processes. ( 5 minutes) ( 5 minutes) (5 minutes) A. The Powers of the President Timeline of Former Philippine Presidents. School SHS Region 3 MTOT Grade Level 12 Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance Teaching Dates and Time Week 8 (Day 1-Day 4) Quarter 1st or 3rd Quarter DATE DAY 1 DAY 2 DAY 3 DAY 4 PARTS Objectives must be met over a week and connected to the curriculum standards.youtube. presenting the new lesson teacher will be asking some students to have a 1. Sustain learning systematically by providing IV. et. A. ask their idea of the Presidential form 2. Additional Materials from Learning Resource (LR) Portal Politics and Governance by Costales. II. C. Varied sources of materials sustain children's interest in the lesson and in learning. May be done for developing content knowledge and competencies.be/dsBTCfuCrMc These steps should be done across the week. Content Standards The learners demonstrate an understanding of… the historical background of Philippine democratic politics. the executive.com/watch7v=kadHPMr3EK https://youtu. Other Learning Resources Philippine History and Governance by O. It pertains to the subject matter that the teacher aims to teach. Weekly objectives shall be derived from the curriculum guides.

“Daang Matuwid” (Benigno Aquino III) 4. B. Establishing a purpose for 1. Control Power Estrada down to Rodrigo Roa Duterte. of government 3. Presenting examples/instances of the new lesson Page 2 of 5 . “ERAP Para sa Mahirap” (Joseph the lesson Estrada) To K W L 2. Military Power 5. “Oplan Tokhang” (Rodrigo Duterte) (10 minutes) (10 minutes) (10 minutes) Headline Analysis Picture Perfect “Think-Pair-Share” The students will be shown some headlines and (The students will be shown pictures and they The students will be asked the question “In the teacher will asked the students to answer will determine what power of the President is your own opinion. Veto Power (5 minutes) ( 5 minutes) (5-10 minutes) KWL Chart Concept Map Mix and Match (The teacher will ask the students if they have an (Powers of the President) existing idea about the roles and power of the The students will be shown “taglines” and the President) students will tell during whose tenure as President the tagline corresponds to. “ Strong Republic”(Gloria Macapagal- pic Arroyo) 3. did the following presidents what power of the President is being exercised. 4. being shown) exercise their powers effectively or not?” C.

Rodrigo Roa Duterte E. Joseph Estrada 2. Gloria Macapagal – Arroyo 3. ( 15 minutes) ( 15 minutes) Powerpoint Presentation on the : Powerpoint Presentation/Lecture-Discussion : D. Discussing new concepts and practicing new skills #2 Page 3 of 5 . Benigno Aquino III 4. Discussing new concepts Roles and Powers of the Philippine President Programs of the ff. Presidents : and practicing new skills #1 1.

implement. Presentation = 5 pts. Clarity of Arguments = 5 pts. Believability of role =5pts. The student will be asked to fill-in a DRS Rubric: Rubrics : which illustrates the Programs and Issues 1. Clarity of Arguments = 5 pts. the students will be asked What is Executive Power? Executive exercising their powers. 3. Page 4 of 5 . which among the The students will be asked “What are their life as a student? Cite examples given powers will you prioritize? views on Oplan Tokhang?” The students will of concepts and skills in daily be writing their answers on a ¼ sheet of living paper. Finding practical applications How do the powers of the president affects your 1. President Program Issues and Formative Assessment 3 3. Developing mastery (leads to 2. 2. Content = 4 pts. power of the President Powers to the President. and execute the laws enacted by the Legislature. If you were the President. F. Organization of Thought = 5 pts and Controversies during the incumbency of the said president. 2. Making generalizations and Power is the power to administer. H. (10 minutes) (10 minutes) (10 minutes) Dramatization Present a scene depicting a Informal Debate : Granting Emergency Data Retrieval Sheet. Evaluating learning power effectively. It abstractions about the lesson is vested by the Constitution on the President of the Philippines Write an essay on how the president can properly utilize the power given to him. ( 5 minutes) Different presidents have their own ways of From the question in the activity. Organization of Thought = 5 pts 1. Cooperation =5 pts. Rubrics : Rubrics : 1. 1.( 5 minutes) Journal Entry/Reflective Essay Debate: The students will be asked to reflect on “The Effectiveness of Dutere as a President” whether our current president is executing his I. Controversies Joseph Estrada Gloria Macapagal Arroyo Benigno Aquino III Rodrigo Roa Duterte ( 5 minutes) ( 5 minutes) (5 minutes) G. Understanding of topic =5 pts.

No. of learners who continue to require remediation E. REMARKS Reflect on your teaching and assess yourself as a teacher. Did the remedial lessons work? No. A. of learners who require additional activities for remediation. of Learners who earned 80% on the formative assessment B. Think about your students' progress this week. What difficulties did I encounter which my principal or supervisor can help me solve? G. Grammar and Presentation = 2 pts. C. of learners who have caught up with the lesson D. Additional activities for application or remediation The topic will be taught for two days V. 2. What innovation or localized materials did I use/discover which I wish to share with other teachers? Page 5 of 5 . Which of my teaching strategies worked well? Why did these work? F. No. J. Presentation = 5 pts. you can ask them VI. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. 3. No. Organization of Thought = 4 pts. 3. REFLECTION relevant questions.

Learning Identify issue related to Determine programs that address Asses an existing program that addresses an issue related to political engagement and youth Competencies/ political engagement and the issues related to political empowerment .1 How the concepts/ideas learned in a class can be utilized in actual experiences. Textbook pages 4. Standards C. code for each HUMSS_PG12-IIe-f-16 HUMSS_PG12-IIe-f-17 HUMSS_PG12-IIe-f-18 II. References 1. CONTENT 13. engagement and youth Write the LC empowerment. Content Standards B. OBJECTIVES The learners demonstrate an understanding of citizenship A. Learner’s Materials pages 3. LEARNIN G RESOURCES A. Performance The learners shall be able to propose a project on political engagement and youth empowerment. Teacher’s Guide pages 2. Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12 DAILY LESSON Teacher HUMSS Class D Group 6 Learning Area Philippine Politics and Governance LOG Teaching Dates and Time Week 7 (day 1-4) Quarter 2nd or 4th Quarter Day 1 Day 2 Day 3 Day 4 I. Additional Materials from Learning .INTEGRATION-13. Objectives youth empowerment. III.

Nilagang Addiction Group 3: Saguing)-Health What are Violence Group 4: Poverty the 3 most visible/active Group 5: Election Group clubs for the students in our . “Issues of the youth” will be Guess the assessment of your fellow Each group will be given presented students about the following an editorial cartoon about empowerment and political issues related to political engagement of the youth in our engagement and youth school. tapped the table the song will be stopped and the Column A Column B one who is wearing the YFC A.g. Interview Video Resources Retrieval https://www.youtube. Parish CITIZENSHIP. Reviewing (5 Mins.) (5mins.com/watch?v =UdIa9nXd6X4 Video 2: Teen-ager-:A Very Good Short Film for Teen-agers.com/watch?v =hai_Vic3n9M IV. What are the 3 delicious or some of their observations healthy food in the canteen? within their group.-Group 2.) ( 3 minutes) (15 mins) purpose for the "PICTELL" The class will A video presentation regarding “Family Feud” lesson be divided into six groups.. SK B. (e. Data Video 1: Issues of Youth Interview questionnaire. and when the teacher in the Column B. Lugaw. https://www. empowerment wherein these groups will identify Example: According to 50 surveyed the editorial cartoon students: assigned to them and give 1.) previous lesson "GENIUS HAT": The What are the different issues "Finding Dory" Help Dory to find Identify the Needed Information or presenting students will sing related to political engagement its way home. PROCEDURES A. Other Learning Editorial Cartoon.) (2mins.youtube. Political genius hat will give the Involve definitions in their own ment words/understanding about citizenship.) ment C.) (5mins. JUS SOLI. (Possible Answers: Banana 1: Broken Family Group 2: Que. Establishing a (3mins. Match the different Example: the new lesson "TATLONG BIBE" while and youth empowerment present programs in Column A which is -Name some of the institutions that promotes passing the genius hat in your community? being addressed by the statements empowerment and political engagement of the youth. Resource (LR) portal B. JUS Involve SANGUINIS.

) examples/instan "THINKING OUT LOUD" Questions after the Video “Data Retrieval Chart” The ces of the new Based on the activity done Presentation students will fill up the concept map lesson earlier each group will be 1. Sports Club)-Youth Empowerment 3. 6: Social Media school? Ex. What are three most loved activities that were initiated by SSG? (PROMENADE. Presenting (7mins. (Possible Answers: Glee Club. Gift Giving during Christmas)-Political Engagement D. political engagement based on their observation to the what would you do or your last yesterday’s discussion. resort? Youth PROGRAM Empowerment Parish YFC Involvement DSWD Sagip Tambay at Rugby Boy Smoke Free Balanga City. Tobacco Free Violence Against PREDA .) (5minutes) (15mins. Science Club.If you were in the shoes of the about youth empowerment and given a minute to share youth in the video presentation. Teachers’ Day Celebration. whole class.

and assessing WHAT I LEARNED COLUMN. Discussing new (20mins.“K-W-L CHART” Reading Material with refer to the Issues presented W-L CHART” about the programs in According to the groups in the class. skills #1 Each group will be given a that could help save the youth ( the students must complete the “K. Women and Children Political PROGRAM Engagement School SSG Barangay S. “Civic organizations a.) (10minutes) (10mins.) concepts and "DISCUSSION & Group the class into 5 and let a. Principal’s Let recorded video be shown as a basis for answering Approval and Proper Brgy. a. the students must guide questions.Parish Involvement and other church related .“K-W-L CHART” Presentation of the interview conducted. Discussing new (10Minutes) concepts and Presentation of outputs practicing new Sample Programs skills #2 . E.) (10Mins. practicing new REPORT" them brainstorm on the programs According to the groups in the class.K. guide questions and share Organizations and Programs that WHAT I KNOW WHAT I WANT Example: their ideas about political address different issues TO KNOW K W LEARNED engagement and youth PARISH IS IT POSSIBLE PARISH IS IT (the students empowerment that were INVOLVEMENT FOR EVERY INVOLVE POSSIBL Will provide the identified earlier YOUTH TO JOIN MENT E FOR Possible IN THE PARISH EVERY Answers) ORGANIZATION? YOUTH TO JOIN (ASK THEM TO ANSWER THE K IN THE AND W COLUMNS ONLY) PARISH ORGANI (Teachers will provide a template for ZATION? Parental Consent. complete the “K-W-L CHART” about the programs in students will answer the come up with different Example: the data retrieval chart done earlier. (See attached Questionnaires and Rubric) F.1. Communications) Assign the groups accordingly. The yesterday) Ask and guide them to the data retrieval chart done earlier.

share issues related to (ex.”AnneBisyosa” community. were discussed earlier and its characteristics. School organizations such as SSG and the like. each group Assessment 3) created earlier. Violence against women and children. (See attached Rubric) H. Making (5mins) (5 minutes) (5MINS. of the existing program. Name some of the existing programs that “Open-Ended Statement” and abstractions Identify issues related to emotionally and sexually abuse. political engagement and Drug Dependence. of the issue and their action Students Presentation of the output. Bullying and youth empowerment in etc.) their locality or what program should be in charge B. each regarding political involvement will make a music video that shows the best practices group will identify and and issues about youth of today. I. .) (5mins.Youth Organizations such as S.”MusiKabataan” to Formative " According to the group Let the group pick one issue Base on their assessment of the interview. 3.Other related Group for Youth Empowerment a. the best practice in those is based on the lesson *Ask assistance to government _______________________________ discussed. Complete the statement: about the lesson political engagement and whom you will ask for help and “There are many programs for the empowerment and political youth empowerment how will you cope up? engagement of the youth but for me. Organizations. c. DSWD c. PREDA G.) (10 Minutes) (20 Mins. The Video should last for 3mins. Developing (10 mins. b. d.) mastery (leads "CONTEXTUALIZATION “Paint a Picture “ A.) Ask them to paint a picture (10Mins.Adopt-a-child program b.) applications of "WHAT'S ON YOUR concepts and MIND" The students will skills in daily post a groupie with hash living tag about their issue assigned to their group. Sagip tambay at rugby boy Program. and nongovernment agencies because________________________________.K. e. giving them time to move –act and freeze after the count of ten. Finding practical (5mins.” such as the DSWD and PREDA .) generalizations "Tell Us Quickly" In case that you were physically. Purok Youth Organizations and the Like.

groupie with hashtag the you were in the Lead Character’s Write your reflection about the students should gather Shoes.) application or B. Rubric: Rubric: Creativity of the Photo-5 Comprehensiveness of Ideas . Our role is to make a difference in a positive way.) learning "MOST LIKED GROUP" A short film is to be watched “Reflection” "MOST WATCHED GROUP" Based on the posted entitled “Teen-Ager” Ask them “ If Upload the Video on YOUTUBE. Evaluating (5MINS. to whom will you run and government program giving condom likes.) (5mins. 5 answer the WHAT I LEARNED Clearness of audio and video 5 Column. ______5___ 20 It must recorded through a video as (to be checked the following day a basis for the conduct of interview which has a theme of the program assigned to each group. faces. V.) (15 Minutes) (5Mins.5 Correct format of writing. *** accept that we are different individuals with different opportunities. 5_ 15 Total 15 K. hearts and happy be comforted? to high school students.Now I’ve Seen Everything "MOST WATCHED GROUP" remediation Ask the student to conduct an interview to their respective Within a day the most watched video with comments communities or school about existing will get the highest points. and other counselling agencies. The program will be assessed. “I would like to commend the _____________________ ** The duty of the youth is to open because _____________________________. Additional Agreement Assignment activities for (2mins. J.” up with the parents and make daily conversation. Let the student plan and share ideas about this. 5 Group Cooperation. programs about empowerment and Creativity of the Video -5 political engagement of the youth to Most liked Video. 5 Discussion of the ideas. REMARKS . 5 Most liked Photo.) (2mins. Group Cooperation.

Did the remedial lessons work? No. No. No. of learners who continue to require remediation E. 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? . No. Which of my teaching strategies worked well? Why did these work? F. REFLECTION A. of learners who require additional activities for remediation C.VI. of learners who earned 80% in the evaluation B. of learners who have caught up with the lesson D.

Immature behavior is then amplified due to being under the influence. including kids. children become subject to higher dropout rates. . Share the idea/s in your reading material with the class. anti-social and violent behavior and the list goes on. especially in low income. Simply. especially in tough economic conditions. Smoking. higher risk of dangerous sexual behaviors and pregnancies.QUESTIONS TO BE ANSWERED: 1. urban settings. Consider that in the last decade 284 kids were murdered due to school violence – these were shootings. 14 million single parents are responsible for 28 million children. We are not talking about minor bullying. Violence A child’s education is the foundation from which he or she will be able to go forth out into the world and build a life. It truly takes a village to raise a child. Unfortunately. higher chances of drug and alcohol abuse –etc. The numbers bear the tale. was cool. Economically. These vices are staples in everyday media. Growing up is tough enough without having to be worried about being killed while going to math class. Absent a parent’s diligent guidance. Trying to make ends meet also takes time – time that is spent away from children who need a parent’s guiding/influence. poor grades and attendance. Well. Today. Raising a child is difficult enough in a two parent home. 3. Schools play a major role in this endeavor. the same can’t be said about drugs and alcohol. and therefore it is reasonable to expect that these places of learning would be safe havens for the children while they are preparing for adulthood. This equates to fewer opportunities for such vital necessities as education. Since the 1950s. schools can be a war zone. Unfortunately. but rather serious violence. the number of single parent homes has consistently increased to the point of catastrophe. “cool” images of smoking disappeared. it was implied. In many instances. What is the main issue in your reading material? 2. As a result everyone was doing it. fighting and suicides. this is not always the case. as awareness to the danger of smoking increased. stabbings. 21% of high school seniors say they get high and 41% of the same group report drinking alcohol. The situation is even direr when there is only one parent. Our kids are literally moving around in an intoxicated daze. drinking and using drugs is shown as being cool. Drug/Alcohol Abuse There was a time in cinematic history where virtually every actor/actress was portrayed on screen with a cigarette in hand. What could be the ways to change the perspective of the youth if he is experiencing a problem like this? Broken Families The problems begin at home. Drunk driving. a single parent is likely to bring less income home.

.

References 1. II. OBJECTIVES The learners demonstrate an understanding of citizenship A. Content Standards The learners shall be able to propose a project on political engagement and youth empowerment. CONTENT III.youtube. Data Retrieval Video 1: Daily Routine of the Filipino High Resources School Student https:www.1 How the concepts/ideas learned in a class can be utilized in actual experiences. LEARNING RESOURCES A.com/watch?v=50oZFfnM .INTEGRATION-13. Additional Materials from Learning Resource (LR) portal B. Textbook pages 4. B. Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12 DAILY LESSON Teacher Learning Area HUMSS Class D Group 6 Philippine Politics and Governance LOG Teaching Dates and Time Week 8 (Day 1-4) Quarter 2nd or 4th Quarter Day 1 Day 2 Day 3 Day 4 I. Teacher’s Guide pages 2. Learning Conduct a research for a draft proposal on political engagement and youth empowerment Competencies/ HUMSS _PG12-IIe-g-20 Objectives Write the LC code for each 13. Performance Standards C. Other Learning Editorial Cartoon. Learner’s Materials pages 3.

cartoon about issues that can be used in research wherein these Example: According to 50 surveyed students: groups will identify the editorial What are three most loved activities that were initiated by SSG? cartoon assigned to them and give (PROMENADE. Gift Giving during some of their observations within Christmas)-Political Engagement their group. What can you say about the video? lesson will be given a minute to share their 2. PROCEDURES (5 Mins.g.) (5minutes) examples/instan "THINKING OUT LOUD" Based on Questions after the Video Presentation ces of the new the activity done earlier each group 1. Establishing a (3mins.) observation to the whole class. Each activities” will be presented.) (5 minutes) A.) (5 minutes. Reviewing previous lesson "GENIUS HAT": The students will “TELL ME…SHARE”. Why? “Data Retrieval Chart” The students will fill up the concept map about research. Do you have the same routine? (15mins.) ( 3 minutes) (10 minutes) purpose for the "PICTELL" The class will be A video presentation regarding “Routine “Family Feud” lesson divided into three groups. Teachers’ Day Celebration. The students will write Recall the process and types of research or presenting sing "TATLONG BIBE" while about his/her ‘DAILY ROUTINES’ the new lesson passing the genius hat and when the teacher tapped the table the song will be stopped and the one who is wearing the genius hat will give one word about research.- Group 1: Study Habits Group 2: Political Leaders Group3: Violence C. EMw&feature=share IV. Presenting (10mins. information) B. . Guess the assessment of your fellow students about the following group will be given an editorial empowerment and political engagement of the youth in our school. (e.

explain it to the class. research. . Finding practical applications of concepts and skills in daily living H. Think your own title about the following topics: about nature . Political engagement characteristics of research. Making (5mins) (5 minutes) (15 MINS. A Draft proposal research per group.) (20minutes) concepts and "DISCUSSION & REPORT" ‘DISCUSSION ” practicing new Each group will be given a Reading “Process and Type of Research” (20Minutes) skills #1 Material with guide questions. Youth PROGRAM Empowerment Parish YFC Involvement DSWD Sagip Tambay at Rugby Boy Smoke Free Tobacco Free Violence Against PREDA Women and Children Political PROGRAM Engagement School SSG Barangay S. b. Discussing new (20mins. Political engagement a. Assessment 3) earlier. about the lesson based on the lesson discussed.) (10 Minutes) (30 minutes) mastery (leads "CONTEXTUALIZATION" “SHARE IT “ Presentation of the output to Formative According to the group created Let the group share their chosen draft a. importance and a.) generalizations "Tell Us Quickly" Tell Us Quickly" Tell Us Quickly" and abstractions Identify issues related to research Identify the different process and types of Enumerate the different title for each strand based on the topic given. D. Developing (10 mins. Discussing new concepts and practicing new skills #2 F. G. The Each class will be divided into three groups Presentation of outputs students will answer the guide and present a draft proposal research about GROUP WORK: questions and share their ideas the following topics: Form a group of three.K. Youth empowerment E. Youth empowerment b. each group will identify and proposal research about the given topic and share issues related to research.

Which of my teaching strategies worked well? . Additional ( 2 minutes) activities for Assignment: application or If you’re an athlete or an artist. Did the remedial lessons work? No.) (5 Minutes) (15Mins. 10 Discussion of the ideas. What practical benefits can research study. Evaluating (5MINS. 10 Correct format of writing. REMARKS VI. No. No. No. of learners who require additional activities for remediation C. REFLECTION A. conducted. do remediation you still need to conduct research? Why or why not? V. Why is there a need to This means that you need to follow a step by conduct a research? step process to successfully conduct a Write your reflection about the result of the research that you have 2. of learners who have caught up with the lesson D. you get from research? Rubric: Comprehensiveness of Ideas .) learning Questions: “ Research is a systematically & cyclical”. of learners who continue to require remediation E. of learners who earned 80% in the evaluation B. I. “Reflection” 1. 10_ Total 30 J.

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? .

Personal and professional development Characteristics of research 1. DEFINE YOUR TOPIC 2. Empirical 2. IMPORTANCE RESEARCH 1. WRITE AND REVISE YOUR PAPER 7. EVALUATE YOUR SOURCES 6. Original PROCESS OFRESEARCH 1. Understand history 3. MAKE AN OUTLINE 4. Improve quality of life 4. Cyclical 5.RESEARCH ➢ Is a systematic application of the scientific inquiry in order to find solutions to problems and contribute to knowledge. Analytical 3. Systematic 4. DEVELOP A RESEARCH STRATEGY 5. DOCUMENT YOUR SOURCES . Gather relevant information 2. WRITE THE PROBLEM STATEMENT 3.

Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12 DAILY LESSON LOG Teacher HUMSS Class D Group 4 Learning Area Philippine Politics and Governance Teaching Dates and Time Week 9 (Day 1-4) Quarter 1st or 2nd Quarter Day 1 Day 2 Day 3 Day 4 I. the executive. the judiciary. Content Standards the legislative. References 1. CONTENT The roles and responsibilities of the Philippine Senate and the House of Representatives. Textbook pages 4.org/node/1366/resource Philippine Politics Democratic Ideals And http://www. LEARNING RESOURCES A. and decentralization and local governance B. Learning Discuss the roles and responsibilities of the Assess the performance of the Philippine Appraise the impact of Congress’s performance Articulate a position or advocacy to a Philippine Competencies/Obje Philippine Senate and the House of Congress on Philippine development legislator through a formal correspondence ctives Representatives HUMSS_PG12-Ii-28 HUMSS_PG12-Ii-29 HUMSS_PG12-Ii-30 Write the LC code HUMSS_PG12-Ii-27 for each II. III.icivs.slideshare.philstar. Learner’s Materials pages 3. 137 240/belmonte-cites-accomplishments-outgoing- Resource (LR) Diana J. Teacher’s Guide pages 2. Additional Materials http://www. Performance The learners shall be able to explain the roles of different political institutions Standards C.net Realities. Mendoza congress Ateneo De Manila University Press . Chapter 3. A. p.com/headlines/2016/06/1550 from Learning www. OBJECTIVES The learners demonstrate an understanding of the historical background of Philippine democratic politics.

of an articulated advocacy or position through #1 pictures. representative/ congressman (woman) in their in their barangays. the group assess the responsibilities of the use of PowerPoint. Presenting (7min) (2min) (5min) examples/instances Using a graphic organizer. Discussing new (10min) (15min) (10min) (5 min) concepts and Activity: PicTell Provide news clips (current) pertaining on the Discuss the accomplishments of the Philippine Present sample and discuss the characteristics practicing new skills Divide the class into 8 groups and distribute the roles of the Congress.icivs. give 5 names of Ask the students to identify the current Ask students to present examples of ordinances of the new lesson senators and 2 congressmen that they know. House of Representatives www. •Upper •Lower House House D.congress. PROCEDURES A.ph/download/16th/perfreport Responsibilities of the Put a ✓ if . (Senate and the House of Representatives ) implemented by the Yes-O Organization? C.gov/files/documents Appointment of public officials Undertake the projects /Franken_Record_of_Accomplishment. pictures assigned to them.congress. portal Copyright 2010 http://www. Based on those news Congress through PowerPoint.ph/wp- content/uploads/2014/01/LEDAC-2011- Accomplishment-Report. immense impact on their daily lives.slideshare.neda.net B. congress.senate. the Congress using the checklist below.16th. Establishing a (3min) (3min) (3min) purpose for the Does the president have the sole power to rule What are the impacts of Zero Waste Show pictures of the current situation of your lesson the country? If no. Other Learning Resources IV. Let the students identify these roles.firstregression Congress performed Senate Approve the government budget https://www. Reviewing previous (2min) (3min) (3min) (3min) lesson or presenting Recitation: Review: Match Me Up What are the roles and responsibilities of the Cite some accomplishments of the Philippine the new lesson Identify the roles of the president.org/node/1366/resource www.gov.gov.pdf under the CDF http://ledac. Present pictures that depict the roles of the Philippine Senate and the House of congress.franken. Each group is tasked to describe the clips. who rules with the president? Management Program in our school that is barangay that need immediate solution. Representatives? (Use the same pictures yesterday) B. which they think create district.pdf .

review. Allow for referenda Overturn a Presidential veto . the president. Appointment of public officials. Sample news clips: Approve the government budget Undertake the projects under the CDF Propose. Authorize limited emergency powers for Authorize limited emergency powers for the president. and adopt bills for enactment into law Propose amendments to the constitution. Propose amendments to the constitution.

Developing mastery Group Activity: Find My Partner (20min) (10min) (leads to Formative Divide the class into 2 groups. E. Each group will Each group shall create a program that is Each group shall develop an advocacy or in daily living responsibilities of the congress? construct a letter addressed to their respective beneficial to the school. and disadvantages to Philippine development. VhOEehUyIA • Senate https://www.com/watch?v=Y and how a bill becomes a law. Each student will find the role the Congress’ program and their advantages that matches the picture.com/watch?v=9k R9WOeZuZg F. . Finding practical (3min) (10min) (5min) (5min) applications of Ask: Open Letter: Group dynamics: Group activity: concepts and skills Why do we need to know the roles and Group students by three’s. A representative of each group shall present their graphic organizer. position that is advantageous to the community. Distribute the Walk through the assessments done by the Group activity: Assessment 3) sets of pictures to one group and listed roles to students in the previous activity.youtube. Make a graphic organizer or diagram showing the other group. Discussing new (20min) (4min) concepts and The teacher will discuss the following through Video presentation on Congress’ practicing new skills powerpoint presentation: accomplishments: #2 1. The roles and responsibilities of the congress https://www. Congressman to air a particular concern. G. The group will report on their work.youtube. The basic structure of the Legislative branch. • House of Representatives 2.

8. 24 3. REMARKS VI. Approve the government _____. Overturn a presidential veto with respect to proposed legislation. J. The congress is composed of the Upper and the Lower house which is also known Senate and House of Representatives as the _____ respectively. REFLECTION A. The Philippine’s legislative department is also known as the Phil. The senate is composed of senators. 6. Making (5min) (5min) (3min) (5min) generalizations and Ask: Ask: What can you say about the Congress’s Group dynamics: abstractions about What is the main role or function of the Why do we need to assess the performance of performance on Philippine Development Each group shall present their advocacy or the lesson Congress? the congress? position stressing its benefits to the community. H.) I. Propose. and adopt bills forbudget enactment into law . Additional activities Assignment: for application or Research on the complete list of current remediation senators of the country and district representatives in their respective provinces. V. Congress. review. 5=highest) the over-all development of our country. Fill in the blanks: (1 = lowest. representative using the following scale: Evaluate the importance of the K-12 program to branch of the Philippine government. 2. 1. 10. The Lower House is composed of ____ district representatives. 5. countryman. 7. of learners who earned 80% in the evaluation B. (The main function of the Congress is to ( Assessment on the performance of the Statement: make laws. Allow for ______referenda. 9. 200 4. of learners who require additional activities for . Undertake projects under CDF. No. Evaluating learning (10min) (5min) (7min) (10min) Formative assessment: Rate the performance of our district Essay: Summative test (10 items) on the legislative 10 item quiz. No.) congress is needed to determine whether The initiated program of our Congress’s they really rendered an effective service evidently improved the lives of the people in our to our country. Propose amendments to the constitution.

remediation .

Did the remedial lessons work? No. No. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by: Allan D. Patillano – Bulacan Rechelle V. Which of my teaching strategies worked well? Why did these work? F. Alejandro – Nueva Ecija Franchesca S. Garcia – Angeles City Jeremy S. of learners who continue to require remediation E. Valenzuela – Bulacan Pilita J. Valiente – Nueva Ecija Sharon P. Salvador – Pampanga Medelyn T. What difficulties did I encounter which my principal or supervisor can help me solve? G. of learners who have caught up with the lesson D.Zambales Conrado V. Guilas – Tarlac Province . Ayunon Jr. – Bulacan Nelly M.C. Alvarez .

Performance Standards The learners shall be able to explain the roles of the different political institutions. Learning Competencies/Objectives Identify the role and responsibilities of the Philippine Discuss how the Judiciary exercises political Evaluate the performance of the To assess students’ Write the LC code for each Judiciary neutrality and fairness Philippine Judiciary as a dispenser performance covering HUMSS_PG12-Ij-31 HUMSS_PG12-Ij-32 of justice and protector of competencies acquired in constitutional safeguard to the 1st quarter. Additional Materials from Learning Resource (LR) portal B. OBJECTIVES The learners demonstrate an understanding of the historical background of the Philippine democratic. Content Standards governance B. Rhene C. References 1. the executive. freedom. CONTENT 8. Other Learning Resources Politics and Governance with 1987 Philippine Constitution. politics. Reviewing previous lesson or ( 3 min ) ( 5 min ) presenting the new lesson Oral Recitation Human Chain Reaction Game Identify the fundamental roles of the Executive and As a form of review the students shall participate in a .1 The role and responsibilities of the Philippine Judiciary ( Quarterly Exam) III. C. LEARNING RESOURCES A. Teacher’s Guide pages 2. page 181-188 Philippine Politics and Governance. Tabajen and Erlinda B. the legislative the judiciary and decentralization and local A. Pulma. HUMSS_PG12-Ij-33 The Judiciary Summative Assessment II. Textbook pages 4. page 81-87 IV. Learner’s Materials pages 3. PROCEDURES A. Mendoza et al. Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12 DAILY LESSON LOG Teacher HUMSS Class D Group 4 Learning Area Philippine Politics and Governance st nd Teaching Dates and Time Week 10 (Day 1-4) Quarter 1 or 2 Quarter DAY 1 DAY 2 DAY 3 DAY 4 I. Josielyn M.

) What are the symbolisms that are evident in the sculpture? What do they represent? 2. and so on and so forth to complete the concept of the previous lesson. Establishing a purpose for the lesson ( 5 min ) ( 3 min ) Graphic Organizer Interpretation Picture Analysis Performance Task: The student will interpret the graphic organizer. B. Presenting examples/instances of the ( 5 min ) ( 5 min ) new lesson Picture Analysis Concept Map The student will be presented with the picture of “Injustice in my society” President Rodrigo Duterte. Senator Leila De Lima and The students will give examples of injustices that Chief Justice Maria Lourdes Sereno. Goverment are you in favor or against the said Judiciary Legislative campaign? Do you think this Campaign reflects the true nature of justice? What is the relationship of the 3 branches of the Philippine Government as shown in the graphic organizer? 1. Legislative Branches of the Philippine Government. What are the issues or cases that are attributed to the personalities in the pictures shown? How do you feel about the people that have been deprived of justice? . game. The teacher will start discussing the first part of the lesson then he/she will select one student to give additional concept from the lesson.) How do these symbols illustrate the meaning of “equal justice and law”? C. The student will interpret the picture with the aid of DEBATE: guide questions. The student will call on another student. The class will be split into two Executive groups and will be having a debate on the following issue: With the current campaign of Philippine President Duterte’s War on Drugs. they have experience or seen firsthand in their own community.

Discussing new concepts and ( 15 min ) ( 10 min ) practicing new skills #2 (Discussion with the Aid of PPT) Discussion using a VENN DIAGRAM about Equality Roles and Responsibilities of the Philippine Judiciary and Fairness Scope of judicial powers (1) Adjudicatory (2) Power of Judicial Review EQUALITY FAIRNESS (3) Incidental Power Discussion of the Organizational Structure of the Judiciary Branch of the Philippine and their particular function. F.com/watch?v=NzKf3m-OGV8 Meaning of Judicial Power E.youtube.Fill in the BOX . They are task to write on the manila paper their justice in the country? ideas about the 3 scopes of judicial power following the format given below. What do you think are the major factors that The student will be divided into 5 group with 3 members contribute to the problem of slow administration of each. Expound your answer with a minimum sentence of 3 to 5 sentences. . Developing mastery (leads to ( 7 min ) ( 5 min ) Formative Assessment 3) Collaborative Activity Reflective Paper .D. Discussing new concepts and ( 5 min ) ( 10 min ) practicing new skills #1 Lecture Discussion aided by Cornell Note-Taking Meaning of Political Neutrality Method Video Presentation The Philippine Judiciary https://www.

Adjudicatory

Judicial Review

Incidental

They will be posting the output on board and the
class will critic the work of their classmates.
G. Finding practical applications of ( 5 min ) ( 10 min )
concepts and skills in daily living Essay Classroom Relationship Management
As a SHS Student how can you show that you value The class will be having a forum with regards to their

virtue justice in your day today life? Cite at least 2-3 classroom relationships (e.g. class behavioral
example. environment like bullying, rapport, etc.). The
following issues that arise from the forum shall be
addressed by a class resolution which will be agreed
( rubrics for essay ) and approved by everyone in the class. Taking into
consideration the value of justice and neutrality while
creating the resolution.
H. Making generalizations and How does the judiciary check the other branches of the In your opinion what changes in the legal system
abstractions about the lesson government? must be initiated to improve the effectiveness and
The Judiciary settles disputes and has the power to efficiency of our judicial system.

mediate conflicts between the other branches of the One of the changes in the legal system that must be
government. initiated to improve the effectiveness and efficiency
of our judicial system is to declutter the file cases
( 5 min) that every court has, or fast track some cases that
needs to be address immediately like those pending
cases involving senior citizen.
( 5 min )

I. Evaluating learning ( 10 min ) ( 7 min)
Pen and Paper Slogan Making
( 5 groups)

Fill out the graphic organizer with the role and Create a SLOGAN that will established how the
responsibilities of the Supreme Court. judiciary system exercise political neutrality and
fairness.
SUPREME SLOGAN together with the written RESOLUTION
COURT created shall be displayed in the classroom as a
reminder of the resolution they have done in relation
with the previous activity.
The activity will be scored with the following rubrics:

RUBRICS for the SLOGAN

10 pts - Relevance to the Topic
5 pts – Creativity
5 pts – Neatness
20 pts TOTAL
J. Additional activities for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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 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:
Allan D. Salvador – Pampanga Medelyn T. Valiente – Nueva Ecija Sharon P. Alvarez - Zambales
Conrado V. Ayunon Jr. – Bulacan Nelly M. Alejandro – Nueva Ecija

Franchesca S. Valenzuela – Bulacan Pilita J. Garcia – Angeles City
Jeremy S. Patillano – Bulacan Rechelle V. Guilas – Tarlac Province

Reliance on the use of military force to defeat terrorism causes hatred that leads to more terrorism Discrimination against women leads to injustice in society. Women are to be blamed for their situation in society. Government must intervene for population control. Power in society must be distributed fairly.org/quiz/political-typology/. Business corporations in the country make too much profit. Government regulation causes more harm than good. The interpretation of scores for the quiz is not based on any known or used scale. The use of military force is the best way to defeat terrorism. The government provides sufficient social services. Most people can succeed if they work hard. then choose what comes closest to your view.people-press. The government is inadequate in providing social services. The quiz was adopted from the “Political Typology Quiz” by the Pew Research Centre but was modified to apply to the Philippine socio- political context. Score The government must regulate business to protect public interest. The government is always underrated for its performance. Give yourself a score of one (1) point if you agree. The full Political Typology Quiz can be accessed online through the link http”//www. APPENDI X A Political Typology Quiz Title: Are You Liberal or Conservative or Somewhere in Between? Instruction: Take the quiz below to find out at which point in the political spectrum are you more oriented to. . Hardwork does not guarantee success in life. If you are uncertain with your answer. Too much power is in the hands of a few elites/oligarchy. This country has neglected the environment. Government must let couples decide on how many children they want. This country should do whatever it takes to protect the environment. and a score of zero (0) point if you disagree with each of the statements. Most business corporations in the country make a fair and reasonable amount of profit.

gay. Filipinos need government support to succeed in life. Filipinos are naturally independent and hardworking. Intermarriages between Filipinos and other races are not good for the society. Our country has made the changes needed to promote and protect the rights of members of the LGBT (lesbian. the more liberal you are. bisexual. and transsexual) community.The best way to ensure peace is through military strength. Our country needs to do more to promote and protect LGBT rights. because people can’t get out of poverty until their basic needs are met. Homosexuality should be discouraged by society. the higher your score. the more conservative you are. Filipinos must give up their privacy and freedom to be protected from terrorism. Intermarriages between Filipinos and other races are good for the society. the lower your score. Good diplomacy is the best way to ensure peace. Homosexuality should be accepted by society. Government aid to the poor does more good than harm. Stricter environmental laws and regulations cost too many jobs and leads to lost economic opportunities. Stricter environmental laws and regulations are worth the cost. For the purpose of the quiz. by making people too dependent on government assistance. Filipinos should not give up their privacy and freedom to be protected from terrorism. TOTAL . One must have a religion to be moral and have good values. Government aid to the poor does more harm than good.

3. APPENDIX B Functions of Political Ideologies: 1. It specifies the means by which the preferred or desired social order can be achieved . It evaluates alternatives to the status quo and prescribes a preferred or desired social order. 2. It offers an analysis of the status quo by examining what works and what does not work as well as other various issues and problems that the state and the broader society are confronted with.

all states have the same essential character • Endorses direct democracy and call for continuous popular participation and radical decentralization • Electoral or representative democracy is merely a façade that attempts to conceal elite domination and reconcile the masses to their oppression. dismissing liberal democracy as simply capitalist democracy • Nevertheless. neoliberals have called for the state to be “rolled back” as it threatens economic prosperity and is driven. bureaucratic self-interest . Socialism • Has contrasting views of the state • Marxists have stressed the link between the state and the class system. democracy being equated with regular and competitive elections • While democracy constrains abuses of power. APPENDIX C Different Ideologies and their Perspectives of the State Political Ideologies Perspectives on the State Anarchism • Rejects the state outright. regard the state as an embodiment of the common good and thus approve of interventionism in either its social. Liberalism • Sees the state as a neutral arbiter among competing interests and groups in society. believing it to be an unnecessary evil • The sovereign. hence. • Traditionally endorses a form of radical democracy based on popular participation and the desire to bring economic life under public control. seeing it either as an instrument of class rule or as a means of ameliorating class tensions.democratic or state-collectivist form. and coercive authority of the state is seen as a nothing less than legalized oppression operating in the interests of the powerful. • Other socialists. • Understands democracy in individual terms as consent expressed through the ballot box. their traditional preference for a strong state • However. it must always be conducted within a constitutional framework in order to prevent majoritarian tyranny Conservatism • Links the state to the need to provide authority and discipline and to protect society from chaos and disorder. whereas traditional conservatives support a pragmatic balance between the state and civil society. a vital guarantee of social order • While classical liberals treat the state as a necessary evil and extol the virtues of a minimal or nightwatchman state. and privileged • As the state is inherently evil and oppressive. modern social democrats are now firmly committed to liberal-democratic structures. compulsory. however. propertied. essentially by. modern liberals recognize the state’s positive role in widening freedom and promoting equal opportunities.

reflecting the undifferentiated interests of the national community. however. A 2003. sees the state as a supreme ethical ideal. saw the state more as a vessel that contains.government and economic stagnation Fascism • Particularly in the Italian tradition. or tool that serves. has linked electoral democracy to the problems -f over. adapted from Heywood. p 192 and p 46. hence their belief in totalitarianism • The Nazis. holding that a genuine democracy is an absolute dictatorship as the leader monopolizes ideological wisdom and is alone able to articulate the true interests of the people. New York. the race or nation. • Party and electoral competition are thus corrupt and degenerate • Source. • Embraces the ideas of totalitarian democracy. palgrave Macmillan. • Endorses liberal-democratic rule but with qualifications about the need to protect property and traditional institutions from the untutored will of “the many” • The new right. however. . Political Ideologies.

leadership when asked and participated in some group meetings. directions and is disruptive well with others. Cooperative. and supports the and supports the efforts of often is not a good team Information sharing provides effective feedback to other efforts of others. Communication/ Always listens to. and relays a great deal of talks too much. shares with. and provides reminded to keep on task. others/ productive. usually does most of member. usually offers Sometimes cooperative. Cooperation as necessary. rarely offers useful ideas. is very self-directed. the work – has difficulty. with. and others do the work. relays very little related participated in few or no information group meetings . does not focus members. participation routinely offered useful ideas. almost always focused on the group. shares Often listens to. sometimes argues Focus on task Tries to keep people working Does not cause problems in Sometimes not a good team Did not do any work – /commitment together. and Usually listens to. provides the talking – rarely listens to on the task and what related information. and requires structure. and generally sometimes offers useful rarely offers useful ideas. and useful ideas. task and what needs to be focuses on the task and not work well with others. shares with. what needs to be done. usually argues with participated in all group meetings participated in most group must be prodded and teammates meetings. focuses on the member. does the task and what needs to be done. sometimes others. and done most of the time. lets others. provides little needs to be done. is highly Does part of the work. and relays some feedback to others. Seldom cooperative. is Could have done more of Seldom cooperative. listening supports the efforts of others. rarely argues and leadership. and rarely displays and is disruptive positive attitude Working with Does more than others. some effective feedback to others. APPENDIX D RUBRIC FOR GROUP WORK (Group Discussions. assumes leadership role cooperative. Role Play. Provided no leadership. and basic related information. and works extremely works well with others. Attitude always displays positive attitude displays positive attitude ideas. sometimes does not contribute. etc) Advanced Competent Progressing Beginning 4 points 3 points 2 points 1 point Contributions/ Always willing to help and do more.

concepts. and/or theories. concepts. Readings are what is learned from readings and and makes general and makes general . or are irrelevant to the provided. materials. detailed Viewpoints and Viewpoints and materials. the personalization of. Appropriate unsupported or supported missing. as Examples are not provided Examples are not applicable. and/or unsupported. assignment. Connection to Student makes in-depth synthesis Student goes into more Student goes into little detail Student identifies some readings of thoughtfully selected aspects of detail explaining some explaining some specific general ideas or issues readings related to the topic and specific ideas or issues from ideas or issues from from readings related to makes clear connections between readings related to the topic readings related to the topic the topic. and/or theories. and/or personalization of. general connections connections between what between what is learned is learned from outside from outside experiences experiences and the topic. personal experiences. Clear. Viewpoints examples from personal interpretations are interpretations are and interpretations are experiences are provided. examples are provided from with flawed arguments. the personalization of. concepts. applicable. and minimal reflection on. or the theories. as supported. course materials. the strategies presented in the course theories. Viewpoints and strategies presented in the strategies presented in the and/or strategies interpretations are insightful and course materials. Connection to Student makes in-depth synthesis Student goes into some Student goes into little detail Student merely identifies outside experiences of thoughtfully selected aspects of detail explaining some explaining some specific some general ideas or experiences related to the topic specific ideas or issues from ideas or issues from outside issues from outside and makes clear connections outside experiences related experiences related to the experiences related to between what is learned from to the topic and makes topic and m very few the topic. presented in the course well supported. outside experiences and the topic. concepts. APPENDIX E Rubric for Individual Work Exemplary Sufficient Minimal Beginning 4 points 3 points 2 points 1 point Self-disclosure / Student demonstrates an in-depth Student demonstrates a Student demonstrates a Student demonstrates a Depth of reflection reflection on. inappropriate. and the topic. and lack of reflection on. and personalization of general reflection on.

Includes and the topic. . analyzes and Student synthesizes clearly Student attempts to Student has difficulty discussions evaluates thoughtfully selected some directly appropriate synthesize some directly restating some general aspects of ideas or issues from the ideas or issues from the appropriate ideas or issues ideas or issues from the class discussion as they relate to class discussion as they from the class discussion as class discussion as they this topic. assigned for class. Includes reference to at connections between what connections between what only those assigned for least two readings other than those is learned from readings is learned from readings the topic. relate to this topic. reference to at least one reading other than those assigned for class. Connection to class Student synthesizes. relate to this topic. the topic. and the topic. they relate to this topic.

Well constructed construction and not very a bit messy. Originality Exceptional use of new Good use of new ideas Average use of new ideas No use of new ideas and ideas and originality to and originality to create and originality to create originality to create the create slogan. slogan. slogan. Good attractive though it may be messy. Creativity The slogan is exceptionally The slogan is creative and The slogan is creative and The slogan does not creative. slogan. creativity. A lot of thought a good amount of thought some thought was put into reflect any degree of and effort was used to was put into decorating it. APPENDIX F Rubric in Slogan Making 4 3 2 1 Craftsmanship The slogan is exceptionally The slogan is attractive in The slogan is acceptably The slogan is distractingly attractive in terms of terms of neatness. and not messy. messy. . make the banner. neatness. decorating it.

. . ➢ Reward power. ➢ Legitimate power. It is the extent to which a leader can use extrinsic and intrinsic rewards to control the influence other people. In having such ability. ➢ Representative power. ➢ Influence is the process by which a person’s affects the behavior and feeling of another person. APPENDIX POWER The Meaning of Power • Politics always involves the exercise of power by one person or persons to another person or persons (Shively. It is the degree to which a leader can deny desired rewards or administer punishments to control other people and let them follow his wants. The leader has full control over the methods of production and analysis. It is otherwise known as formal hierarchical authority. That id legitimacy is lost. ➢ Information power. The leader has the access to and control of information. Thereby. placing an individual in the position of influencing how inputs are transformed int outputs as well as managing the analytical process used to make choices. Power is a well prime ingredient of politics (Roskin et.This could be granted to specialists and managers in the middle of the information system. Helps complex organizations deal with a variety of constituents.2012). authority will not be accepted by subordinates. It is the extent to a leader can use subordinates ‘ internalized values or beliefs that the boss has a right of command to control his subordinates’ behavior. The people may protest information in order to increase their power. ➢ In order to influence a person there must an authority which is the right to change another person. ➢ Process power.This complements legitimate hierarchical power. Sources of Power 1.al. along with the exercise of power is an influence. ➢ Coercive power. 2012) • Power is the ability to get someone to do something he/she wants to accomplish thus making things happen in the way he/she wants. Organizational Power is a power derived from a person’s position in an organization and from control over valuable resources afforded by that position. The legal right conferred to speak by the firm as a representative of a potentially significant group composed of individuals from departments or outside the firm.

2. Karda’s Symbols of Power Korda’s symbol of power are easy to determine. ➢ Expert power  The ability to control another person’s behavior through the possession of knowledge . Kanter’s Symbols of Powerlessness Powerlessness is a lack of power. . ➢ Rational persuasion  The ability to control another person’s behavior by convincing the ther person of a desirability of a goal and a reasonable way of achieving it. time power and standing by.Her symbols are active and other-directed. which may have different symptoms in managers at various levels of the organization. experience.  Is relative. Ability to intercede for someone in trouble. Procuring above-average raises for employees 5. Access to recent information 7. Individual Power or personal power is a power derived from personal characteristics that are of value to the organization. Kanter’s Symbols of Power The primary characteristic of Kanter’s seven symbols of power is that they provide an ability to aid or assist another person. C. ➢ Referent power  The ability to control another behavior because the persons wants to identify with the power source. Ability to get placements for favored employees 3. and they include office furnishings. Symbols of Power A. Exceeding budget limitations 4. ➢ Ways to expand power (Shermerhorn. Getting items on the agenda at meetings 6. or judgement that the other person needs but not have. 2.  Can be enhanced by linking to morality and ethics and long term vision. The symbols are: 1. 2003)  Clearly define roles and responsibilities .  Much of a supervisor’s daily activity involves rational persuasion. not absolute. Having top managers seek out one’s program B.

2. People obey the leader or executive because they accept his or her power under the law. Rational-Legal Authority. 3.  Expand inducements for thinking and acting. Charismatic Authority. 1.  Emphasize different ways of exercising influence  Provide support to individuals to they become comfortable with developing their power. Personal power is use for personal gain and involves the in a win-lose approach. They have the capacity to gain respect and even adulation to the point of moving followers to make great sacrifices. 2004) 1. Social control involves the use of power to create motivation or to accomplish group goals.  Provide opportunities for creative problem solving coupled with the discretion to act. The power to use force such as police or military force to demand obedience from the subordinate. 4. It is a leadership based on established law. The leadership is based on from the culture that is people often give allegiance to the one who occupy the institutional positions. not just obeying. It is an influence possessed by person by virtue of their personal magnetism. Two Faces of Power Mccelland takes a stand for the use of authority in a right or wrong fashion. Traditional Authority. Coercive Authority. It flows not from the legal basis of one’s power but an individual. 2. . Types of Authority (Weber in Ethridge & Handelman.

and enforces binding decisions. Elements of a State 1 People . having an organized government with the authority to make and enforce laws without the consent of a higher authority. Sovereignty . Types of Sovereignty 1. Exclusive Economic Zone . and sanitation laws and exercise “hot pursuit” out of its territorial waters (24 nautical miles) . . conserve. 2. Continental Shelf . High Seas . Italy. External is the freedom of the state to carry out its activities without subjection to or control by other states. c.coastal state can enforce its customs. b. Weak or loose organization of states agrees to follow a powerful central government. Denmark. provide public services. immigration. Territory .state has recognized rights to explore. Sovereignty of the state is universal 4. Characteristics of Sovereignty 1. International recognition. Maritime terms: a. Finland Peru. Sovereignty is exclusive 4.“common heritage of humankind.countries have exclusive rights to natural resources up to 350 nm. Contiguous zone. e.beyond EEZ . Government – refers to the institution or agency or instrumentalities through which the state maintains social order. Confederation it is a voluntary association of independent states that often only delegate a few powers to the central government. internal is the power of the state to rule within its territory 2. 2.” 3.refers to the portion of the earth which composed of aerial (air space above).also known as population or inhabitants. e. and manage the natural resources (200 nautical miles). including exclusive fishing rights (12 nautical miles) b. Sovereignty is inalienable 5. exploit. Example: Philippines. APPENDIX States Nations and Globalization Concept of a State State taken from the Latin stare (to stand) a state is a political community that occupies a definite territory. Distribution of Power a. Sovereignty is permanent 3.g.refers to supreme and absolute power within its territorial boundaries. by the UN Forms of Government 1. Sovereignty cannot be divided between or shared by a plurality 6. It is also defined as a self- governing political entity. Sovereignty is absolute from the legal point of view. fluvial (waters around and connecting the islands of the archipelago) and the terrestrial (landmass) domains. Unitary government power is held by one central authority. Territorial Sea . d.coastal states have sovereignty.

Absolute Monarchy. wealth. if any. Thus. In addition. The counterpart of absolute monarchy is limited monarchy wherein the ruler has a limited power as mandated by the constitution. role in government. the monarch may be wither a sole absolute ruler or a sovereign – such a king. Nigeria. or prince – with constitutionally limited authority. Australia 2. especially for corrupt and selfish purposes. or emperor exercises the supreme and unlimited powers of government wherein the position is usually inherited. Citizen Participation a. thud. Federal government power is divided between one central and several regional authorities. The ideas of a single leader glorified. c. Moreover. Citizens have freedom to criticize their leaders because they are the one who elected them in the position. b. the citizen has a very limited role. Benito Mussolini. Example: Malaysia. Joseph Stalin. Autocracy. USA. Leaders in the party and armed forces control government. They may hold elections which only one candidate or control the results in various ways. even when the government have a legislature or national assembly. political opposition is usually suppressed-sometimes violently. Democracy. Form of Autocratic Government 1. Examples: The Commonwealth of Independent States (CIS) formerly known as the Soviet Union. Switzerland’s canton system. religion or a combination. Examples: Adolf Hitler. Note: Autocracy and oligarchy sometimes claim they rule for the people but in reality. Democracy has two forms: Indirect democracy or representative democracy is a form of democratic government wherein the people directly elect their leaders who will govern them and perform governmental functions. Monarchy is a government in which a supreme power is lodged in the hands of a monarch who reigns over a state or territory. they often only approve decisions made by the leaders. Oligarchy. Absolute monarch rules by divine right are rare today but from the 1400s to the 1700s they rule most of Western Europe. the people have very little say in both types of government. Moreover. Government tries to control all aspects of social and economic life. People have high a degree of participation in every government processes. It is the government by the few. The leader is from a family or from a social class or from a strong party. Form of government wherein one person possesses unlimited power. The king. Example: King of Saudi Arabia. queen. usually for life and by hereditary right. Example: Communist countries such as China. Sometimes a small group exercises control. Thus. The citizen has limited. the people lack the power to limit their rulers. the government is not responsible to the people. 2. they hold the highest political authority. In here. social power. and Direct democracy is a form of government wherein the people will convene in a mass assembly and directly formulate an expressed the will of the state . c. The people are the sovereign. Absolute or Totalitarian Dictatorship. It is a government based on the consent of the governed. The group gets its power from military power. queen.

It existed during the 17 Century and the Age of Enlightenment. ➢ It is also defined as a group of people who share the same territory. ➢ Has people who live there on an ongoing basis. Evolution Theory – States evolved from family units. Therefore.Belief that kings are chosen to rule the Ancient state by a deity examples include Egyptians and Aztecs. Eventually evolved into tribal councils with a hierarchy of authority. It is a form of government wherein it has the peoples support and possess constitutional mandate. Concept of Nation ➢ Nation (Anderson 1991. Force Theory . b. b. Divine Right . It is an imagined political community that is imagined as both inherently limited and sovereign. . The families grew into a large extended family that heads of the family served as a government. ➢ Has economic activity and an organized economy. 3. Social Contract . it is a legitimate government. A country regulates foreign trade and domestic trade and issues money. ➢ Has sovereignty. People begin to challenge the monarchy and the idea of Divine Right. Origins of the State 1. Legitimacy a. th 4. Presidential – a form of government in which executive branch exists separately from the legislature. De facto.Governments. A country has been “voted into the club” by other countries. 3. No other state should have the power over the country’s territory. ➢ Has the power of social engineering. and are directly responsible to it) An Independent State ➢ Has space or territory which has internationally recognized boundaries. Parliamentary – a form of government in which members of an executive branch (the cabinet and its leader . emerged when people were brought under the control of some power.a prime minister are nominated to their positions by a legislature or parliament. De jure. ➢ Has a government which provided public services and police power. Poggi 2008) is the social construction of a collective identity. such as education ➢ Has a transportation system for moving goods or services. The president is constitutionally independent from the legislature because they are elected directly by the people. language. States emerged from the conquest of other families or tribes. geography. 2. Executive and Legislative Relationship a. ➢ Has external recognition. customs and sometimes religion. It is a form of government supported by the people but no constitutional mandate or legal support.

Distinction between the State and Nation (Murali. religious. ancient period. It is legal political. Inhabited by heterogeneous groups of Inhabited by homogenous groups of people. and socio-cultural interconnections. people Concept of Globalization Globalization also known as global industrialism is a process of forging international political. et. It is racial cultural. People organized for law within a definite People psychologically joined together with territory. The concept of sovereign nation-states is increasingly being challenged by globalization. People continue as a nation even if they do not remain sovereign. . 2005) State Nation Exited not only at present but also in the Modern phenomenon.al. common will to live together. economic. A state must be sovereign.

What power of the President was exercised? a. the authority under the Constitution to make laws and subsequently. the power to administer. legislator and judge in his barangay. Declaration of Martial Law d. 1.2. The actor Robin Padilla.SUMMATIVE ASSESSMENT 1. c. Appointing power c. to contests or disputes concerning legally recognized rights or duties. Snap election and first EDSA revolution 5. Schurman Commission d. Revolutionary Government 2. the power to apply the laws. Diosdado Macapagal c. 4. maharlika c. alcalde mayor c.3.2. Aguinaldo first established a dictatorial government wherein the chief of state was called the Dictator. He is the shortest serving President of the Philippines. b. a. 3.2. c. implement. b. The treaty of Paris states that the Spain will turn over the Philippines to the US for the sum of $20. He was appointed by the King of Spain as his official representative in the colony. governor-general d. Assassination of Senator Benigno Aquino c. umaklolohan 2. Arrange into chronological sequence of event 1. He serves as chieftain.1.4 7. and declare state of war. b. 1. It serves as a transitional government preparatory to the resumption of the Philippine Independence. d. Commonwealth Government c. upon the order of the president was released from prison.3. Malolos Constitution b. What significant event happens on 1986? a. d. the power to ratify treaties. Civil Government a. Malolos Republic 4. Pardoning Power b.cabeza 3. Acta de Tejeros contained a resolution nullifying the result of the Tejeros convention. Sergio Osmeña 9. a. and execute the laws enacted by the legislature. Joseph Estrada b. datu b.3. Removal power d. gobernadorillo b. 2.4 d.000. Which of the following statement is false? a. Biak na Bato Republic 3.000. Executive Power is defined as _________________ a.1. 8. Philippine Constitution was drafted and ratified by the people through plebiscite. a. a. Constitutional Convention 6. Through the Philippine Assembly. timawa d. Ferdinand Marcos d. when the need arise to alter and repeal them. Filipinos were able to participate in the making of laws for the country. Veto Power .4 c.4 b.

Apolinario Mabini b. Emilio Jacinto c. Diosdado Macapagal c. Andres Bonifacio d. Referent Power b. Malolos Constitution b. Ferdinand Marcos d. Benigno Aquino Jr. Borrowing Power d. Fidel Ramos d. Commonwealth Government c. a. bribery c. representative and responsible. a. treason 11. Sergio Osmeña 15. 12. Appointing Power 13. Corazon Aquino c. Pardoning Power c. The president known for his Philippines 2000 policy. except for ? a. Joseph Estrada b. Former president Joseph Estrada was subject to Impeachment trial on the following grounds except__ a. graft and corruption b. Schurman Commission d. Antonio Luna 14. The Katipunan was a secret society that precipitated our glorious revolution on August 26. Constitutional Convention .He is the longest serving President of the Philippines who declared Martial Law. All of the following are powers of the President. a. Gloria Macapagal-Arroyo b.It established a government intended to be popular. 1896 and it was organized by a.10. betrayal of public trust d.