K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – ACADEMIC TRACK

Grade:12 Semester:2nd
Subject Title: Trends, Networks, and Critical Thinking in the 21st Century No. of Hours/ Semester: 80 hours/ semester
Pre-requisite: Pilosopiya Ng Tao
Understanding Culture, Society, and Politics

Subject Description: The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and
creative thinking skills-- essential tools for decision making and understanding “ethics of care”. Global trends in the 21st century are examined and are either accepted or
rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on issues or concerns; (2)
propose interventions and; (3) formulate alternative futures. The students will realize the interconnections between their neural connections and social realities.

CONTENT
CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY CODE
STANDARD
QUARTER 1
1. Definition of a trend The learner The learner will be able to derive an HUMSS_MCT12-
1. Define a trend
1.1 The process of identifying a understands idea from instances and present this Ia-b-1
trend the emergence of idea through a 100-word essay, 2. Explain the process on how to spot a HUMSS_MCT12-
1.2 Differentiating a trend from a trends and patterns. artwork, and other graphic trend Ia-b-2
fad representations. HUMSS_MCT12-
3. Differentiate a trend from a fad
1.3 Elements of a trend Ia-b-3
1.4 The characteristics of a trend 4. Point out the elements that make up a HUMSS_MCT12-
trend Ia-b-4
5. Describe the different characteristics HUMSS_MCT12-
of a trend Ia-b-5
HUMSS_MCT12-
6. Identify parts of a whole.
Ia-b-6
HUMSS_MCT12-
7. Identify emerging patterns
Ia-b-7
8. See, discover and differentiate
HUMSS_MCT12-
relationships between causes and
Ia-b-8
consequences
9. Present the derived ideas through a
HUMSS_MCT12-
100-word essay or other graphic
Ia-b-9
representation
2. Understanding Local Networks The learner The learner draws a color-coded map 1. Define strategic analysis and intuitive HUMSS_MCT12-
2.1 Strategic analysis understands strategic of the networks of power relations thinking Ic-e-1
2.2 Intuitive thinking analysis and intuitive (political, economic, cultural, and 2. Explain strategic analysis and intuitive HUMSS_MCT12-
thinking. kinship ties) within a particular thinking Ic-e-2
community. HUMSS_MCT12-
3. Attain facility in strategic analysis
Ic-e-3
K to 12 Senior High School Humanities and Social Sciences Strand – Trends, Networks, and Critical Thinking in the 21st Century February 2014 Page 1 of 5
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT
CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY CODE
STANDARD
4. Use intuitive thinking in dealing with HUMSS_MCT12-
varied activities Ic-e-4
5. Differentiate key components in HUMSS_MCT12-
strategic analysis and intuitive thinking Ic-e-5
6. Examine how the map of social
networks can be used to introduce
HUMSS_MCT12-
creative solutions to a particular
Ic-e-6
problem in a community using intuitive
thinking
3. Global Networks The learner The learner locates on a map the 1. Give examples of various activities in
HUMSS_MCT12-
3.1 Labor understands the different geographical origins of the one’s daily life that show the concrete
If-g-1
3.2 Migration components, various components/elements of an effects of globalization
operations, effects, industrial/technological/agricultural 2. Explain the comprehensive effects of HUMSS_MCT12-
and networks of product and writes a reflection essay globalization If-g-2
globalization in on the insights gathered from the
3. Show the interconnectedness of HUMSS_MCT12-
his/her daily life. exercise.
peoples and nations If-g-3
4. Explain and demonstrate the benefits HUMSS_MCT12-
The learner locates on a map the
of collaboration and cooperation If-g-4
workplaces of the OFWs in their
5. Identify and discuss the different HUMSS_MCT12-
community and writes a reflection
contributions of the parts to a whole If-g-5
paper on the effects of labor migration
6. Stress the important role of the
to their community. HUMSS_MCT12-
creative imagination in putting
If-g-6
together the various parts of a whole
7. Create a map to show the origins of
the different component s of a gadget,
HUMSS_MCT12-
business enterprise,
If-g-7
industrial/technological/agricultural
product, etc.
8. Write a reflection essay on the insights HUMSS_MCT12-
generated from the map. If-g-8
4. Planetary Networks: Climate The learner The learner 1. List activities that exemplify care for HUMSS_MCT12-
Change understands the the environment Ih-i-1
4.1 The effects of consumption consequences of 1) analyzes how production and 2. Explain the effects of consumption and
HUMSS_MCT12-
and production patterns to personal and local consumption habits contribute to the production patterns that contribute to
Ih-i-2
climate change action to global and problem of climate change and explain the problem of climate change

K to 12 Senior High School Humanities and Social Sciences Strand – Trends, Networks, and Critical Thinking in the 21st Century February 2014 Page 2 of 5
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT
CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY CODE
STANDARD
4.2 The effects of climate change planetary climate why.
4.3 Steps to address the problems change. 3. Explain and illustrate personal
HUMSS_MCT12-
of climate change 2) writes a resolution that you can contributions that can actually solve
Ih-i-3
share with your friends about how you the problem of climate change
can personally contribute towards
solving the problem of climate change. 4. Make a stand on how the
consequences of one’s action affect HUMSS_MCT12-
the lives of others and the Ih-i-4
environment
Culminating Activity or Exam – 1 week
Discuss demonstrate and examine the relationship between network and trends and how it affects you.

QUARTER 2
HUMSS_MCT12-
1. Identify preferred democratic practices
5. Democratic Interventions IIa-c-1
The learner using any form of oral presentation 2. Explain and analyze the reason for HUMSS_MCT12-
understands the The learner explains creatively the ill their preferences IIa-c-2
meaning and effects of undemocratic practices 3. Illustrate the benefits of democratic HUMSS_MCT12-
dimensions of related to factors such as gender participation IIa-c-3
democracy. biases, poverty, political 4. Explain the importance of participation HUMSS_MCT12-
marginalization, racial inequality, in democracy IIa-c-4
cultural domination, crisis of 5. Distinguish/differentiate participatory HUMSS_MCT12-
representation and politics of from representative democracy IIa-c-5
recognition.
6. Generate the criteria to assess
HUMSS_MCT12-
prevailing political and social
IIa-c-6
institutions
7. Conceptualize /formulate what can be
HUMSS_MCT12-
a viable alternative to undemocratic
IIa-c-7
practices.
6. Information Communication The learner The learner organizes and mobilizes 1. Identify dimensions of technology that HUMSS_MCT12-
Technology (ICT) understands how ICT an event that deals with a significant are enabling and not inhibiting IId-f-1
enslaves, global issue, using ICT. HUMSS_MCT12-
2. Discuss the benefits of technology
emancipates, and IId-f-2
empowers individuals. 3. Utilize technology effectively rather
than be enslaved by it HUMSS_MCT12-
IId-f-3

K to 12 Senior High School Humanities and Social Sciences Strand – Trends, Networks, and Critical Thinking in the 21st Century February 2014 Page 3 of 5
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
CONTENT
CONTENT PERFORMANCE STANDARD LEARNING COMPETENCY CODE
STANDARD
4. Identify the weakest link in a system HUMSS_MCT12-
using strategic and intuitive thinking IId-f-4
5. Explain how information
communication technology can
HUMSS_MCT12-
facilitate social relationships and
IId-f-5
political movements (occupy
movements)
6. Make or propose a creative HUMSS_MCT12-
intervention to improve human life IId-f-6
7. Neural and Social Networks 1. Identify connections, relationship, and HUMSS_MCT12-
7.1 Connections, Relationships, The learner The learner creates a social map that networks IIg-i-1
and Networks understands the traces the various roles that students 2. Illustrate how the brain or neural HUMSS_MCT12-
7.2 The Neural and Social parallelism between play in the community (family network works IIg-i-2
Networks neural and social members, community leader, etc.) and
networks. rank the significance of the roles 3. Compare the neural networks with HUMSS_MCT12-
played within the community. social networks IIg-i-3
4. Establish linkage between self and the HUMSS_MCT12-
social network one belongs to IIg-i-4
5. Demonstrate how thinking processes HUMSS_MCT12-
are shaped by social relationships IIg-i-5
6. Identify the significant social roles
students play within the community by HUMSS_MCT12-
creating a social map of their IIg-i-6
relationships
7. Rank the roles in the community in HUMSS_MCT12-
terms of significance and explain why IIg-i-7
Culminating Activity or Exam – 1 week
On the basis of the different outputs per quarter, propose the kind of future you want, explain why you want that future, and illustrate how will you get
there.

K to 12 Senior High School Humanities and Social Sciences Strand – Trends, Networks, and Critical Thinking in the 21st Century February 2014 Page 4 of 5
 K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK

CODE BOOK LEGEND

SAMPLE CODE: HUMSS_MCT12-Ia-b-2

LEGEND SAMPLE

Humanities and Social Sciences

Track/ Strand HUMSS
Strand

underscore_

First Entry Trends, Networks and Critical Thinking

Track/Strand Subject MCT
in the 21st Century

Grade Level 12 12

-
Roman Numeral
*Zero if no specific quarter
Quarter 1 I
Lowercase Letter
*Put a hyphen (-) in between letters to indicate Week 2 weeks a-b
more than a specific week
-

Explain the process on how to spot a

Arabic Number Competency trend. 2

K to 12 Senior High School Humanities and Social Sciences Strand – Trends, Networks, and Critical Thinking in the 21st Century February 2014 Page 5 of 5