SENIOR HIGH SCHOOL

QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES

LESSON 1: Structural Functionalism
TOPIC / LESSON NAME
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
UNIT 2 DOMINANT APPROACHES PART 1
Dominant Approaches
The learner demonstrates an understanding of the key concepts and approaches in the Social
Sciences
The learner shall be able to interpret personal and social experiences using relevant
approaches in the Social Sciences
The learner shall be able to evaluate the strengths and weaknesses of the approach
Structural-Functionalism
1.1. Structuralism
1.2. determine manifest and latent functions and dysfunctions of socio-cultural
phenomena
At the end of this lesson, the learners will be able to:
1. Define and discuss structural functionalism as an approach, paradigm, and
theoretical framework using text or organizers
2. Collect, summarize and present a written report on Structural Functionalist
approach and thinkers
3. Evaluate an institution /group applying system analysis format
4 hours

LESSON OUTLINE:

1. Introduction/Motivation: teacher guided discussion/ lecture (1 hour)

2. Instruction/Delivery: lecture-discussion/information research/group reporting (1 hour)
3. Application/Enrichment/Evaluation: Survey/ Presentation of survey results (2 hrs)

MATERIALS Graphic organizers, worksheets, illustrations, video clips, projector

RESOURCES Books, references, learning resources/related literature, articles, internet

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
I. INTRODUCTION/MOTIVATION: Tableau (1 hr)
1. The teacher divides the class into two groups
2. The groups will be instructed to perform a tableau depicting 5 scenes e.g. same sex wedding, delivery room,
plane crash, burial, drug buy-bust operation
3. Before students are instructed to proceed, the scoring rubric should be given and agreed upon:
 Each element correctly identified and placed is given one point
 The group with the highest point wins
4. After the activity, the teacher provides a lecture with emphasis on functionalism, latent and manifest
functions and dysfunctions
 (using the tableau experience)
 Why did the winning group win? What are the factors that led to their winning?
 As a member of your group, what was your most important function?
5. The teacher provides the grouping and instruction for information research and group reporting for the next
session
II. INSTRUCTION/DELIVERY: lecture-discussion/power point presentation (3 hours)
Teacher Tip
1. The class will be divided into at least two groups based on the following
The teacher may opt
thinkers:
to have more
 Emil Durkheim
number of groupings
 Robert Merton
as appropriate.
 Talcott Parsons
 Herbert Spencer
The teacher should
2. Each group is given guide questions to research information on the assigned
discuss the rubrics
thinkers
for presentations
 Short biography of the thinker
included in the
 Main ideas and concepts
instructions.
3. The groups are then given time for group discussion, planning and preparation
of presentation using various media: songs, poem, role play, power point and
others.
4. The groups are given time in the third meeting for presentation (e.g. 4 groups at 12 minutes each).

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES

III. APPLICATION/PRACTICE: In campus field work (2 hrs)

Teacher Tip
1. The class is divided into groups and assigned particular organization/ groups to The teacher may
study using the following guide questions: construct a
 What is the organizational structure of the group? template containing
 What are parts and their descriptive functions? (It can be also described in the questions to be
terms of the approaches of the reported thinkers answered and
 What are functional and dysfunctional about the group? expected relevant
 What are the latent and manifest functions? information to
observe.
2. The groups are given time to collect and saturate the data after group
discussion of the specific procedures or steps to implement/ follow.
3. The teacher may introduce the importance of creating committees in each group.

IV. ENRICHMENT: (1 hour)

Through a group discussion and class meeting, the class will consolidate their data which will be presented in a
conference or class symposium. The class officers are tasked to plan a program, organize and prepare all
logistics for the presentation with the possibility of inviting possible audience and evaluators.

* The teacher may present and agree with the class of the rubrics to use – peer, teacher, or audience evaluation.

V. EVALUATION: Presentation/ conference/ symposium (1 hour)

Teacher Tip
1. Ask the learners to prepare for their presentation as previously planned. The teacher shall
2. Distribute the evaluation to concerned evaluators and its mechanics. sufficiently inform all
3. The entire class goes about the presentation. participants of the
objectives of the activity
and its expected output.

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
Suggested Rubrics

Criteria 100 Peer Teacher Audience

Organization: The group clearly follows a plan and each member 20
is performing their roles and functions in a coordinated
sequence.
Communication: The group has command of their language and 15
able to communicate clearly their output information to the target
audiences
Content and Relevance: The amount and quality of the 40
information and data collected, analyzed and presented.
Logistics: The amount and use of technology, materials, and 15
effects to make the presentation sensible.
Plus Factor: Celebration, Value added, Art and appreciation that 10
goes beyond of what was expected

Prepared by: ROY S. ONIL JR.


QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
LESSON 1: Marxism
TOPIC / LESSON NAME
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
SENIOR HIGH SCHOOL
UNIT 2 DOMINANT APPROACHES PART 1
Dominant Approaches Part 1
The learner demonstrates an understanding of the key concepts and approaches in the Social
Sciences
The learner shall be able to interpret personal and social experiences using relevant
approaches in the Social Sciences
The learner shall be able to evaluate the strengths and weaknesses of the approach
Marxism
1. analyze social inequalities in terms of class conflict
At the end of this lesson, the learners will be able to:
1. Summarize and synthesize the historical development, elements, and theoretical
framework of Marxism using varied graphic organizers
2. Analyze social inequalities in terms of class conflict in a productive argumentation
3. Simulate and analyze a situation the locality using the conflict paradigm
4 hours

LESSON OUTLINE:
1. Introduction/Motivation: teacher guided discussion/ modified debate (1 hour)
2. Instruction/Delivery: lecture/ information research (1 hour)
3. Application/Enrichment/Evaluation: Simulation/ group dynamics (2 hrs)
4.
MATERIALS Graphic organizers, worksheets, illustrations, video clips, projector
RESOURCES Books, references, learning resources/related literature, articles, internet

VI. INTRODUCTION/MOTIVATION: Teachers presentation/ modified debate (1 hr)

1. The teacher provides a brief introduction of Marxism, its philosophy and paradigm (power point or
traditional lecture, including the competencies and standards)
2. The teacher will divide the class into three groups, two groups to debate on a topic while the third group as
judge thereafter rotating terns until three different topics is debated upon in not more than 15 minutes
each.

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
3. Suggested topics may be culled out from the following:
Teacher Tip
 Gender inequality
The teacher may opt
 Social Pension Program
to construct a
 Mining
formative
 Unemployment assessment template
4. The teacher shall provide for the remaining time to process and consolidate for the informal
the results of the informal debate. debate.
5. The teacher may assign additional/ further readings for the students

Suggested reading: The Rise of China and its Implications, Fred Engst, Institute of Political Economy Journal,
2011
VII. INSTRUCTION/DELIVERY: lecture-discussion/power point presentation/ small
group discussion (1 hour) Teacher Tip
1. The teacher shall provide lecture/ class discussion on Marxism in its paradigm The example of a
as used in social science (sociology, political science & economics): movie given here is
 Conflict paradigm in various fields a full movie, a
 Globalization longer time may be
 Neo – Liberalism/ Neo-capitalism allotted for its full
 Education/ Mis-education viewing.
2. Option 1: The teacher divide the class into small groups and assigned them
specific topics from the previous presentation to discuss and answer some
guide questions like – What is the conflict all about?
- Who are the opposing powers?
- What are its syntheses or issues?
*the groups may be asked to present their discussion summary
3. Option 2. Watch a movie clip then answer several guide questions
Example – Capitalism: A love story by Michael Moore
4. The teacher in option 2 may ask for a movie review following a more detailed guide questions.

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
VIII. APPLICATION/PRACTICE: Simulation (2 hrs)

1. The class is divided into groups and assigned particular social conflict scenario, particularly those that are
observed in the locality that may include (but not limited to) the following:
 Government agencies offices with the private sector groups
 Between competing private sector groups
 Traditional vs. modern groups, young vs. old
 Technology vs. Tradition
 Gender Differences
 Family issues
2. The groups are assigned with conflict resolutions schemes to follow in order to simulate the event as well as
step by step guide to be observed.
3. The groups are given enough time to organize and rehearse the simulation after the rubrics for assessment
should have been discussed and agreed upon with the teacher

IX. ENRICHMENT: (20 minutes)

1. The teacher will remind the class of the components of the plan, the agreements and rubrics.
2. The teacher may ask the groups to design their own self evaluation tool aligned with the agreed rubric (it
may be given a particular weight on the performance score)
3. The teacher can also device a checklist of expected behaviors and skill to be observe in the presentation or
simulation

X. EVALUATION: Presentation/ Simulation (50 minutes) Teacher Tip

The teacher shall
1. Ask the learners to prepare for their presentation as previously planned. sufficiently inform all
2. Distribute the evaluation to concerned evaluators and its mechanics. participants of the
3. The entire class goes about the presentation with each group assigned a documenter/ objectives of the activity
or they themselves taking turns.
and its expected output.

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
Suggested Rubrics

Criteria 100 Peer Teacher Audience

Organization: The group clearly follows a plan and each member 20
is performing their roles and functions in a coordinated
sequence.
Communication: The group has command of their language and 15
able to communicate clearly their output information to the target
audiences
Content and Relevance: The amount and quality of the 40
information and data collected, analyzed and presented.
Logistics: The amount and use of technology, materials, and 15
effects to make the presentation sensible.
Plus Factor: Celebration, Value added, Art and appreciation that 10
goes beyond of what was expected

Prepared by: ROY S. ONIL JR.


QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
LESSON 1: Symbolic Interactionism
TOPIC / LESSON NAME
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING OUTCOMES
TIME ALLOTMENT
SENIOR HIGH SCHOOL
UNIT 2 DOMINANT APPROACHES PART 1
Dominant Approaches Part 1
The learner demonstrates an understanding of the key concepts and approaches in the Social
Sciences
The learner shall be able to interpret personal and social experiences using relevant
approaches in the Social Sciences
The learner shall be able to evaluate the strengths and weaknesses of the approach
Symbolic Interactionism
appraise the meanings that people attach to everyday forms of interaction in order to explain
social behavior
At the end of this lesson, the learners will be able to:
1. Outline and summarize the major thinkers and their concepts on symbolic
interactionism particular in the perspective of sociology
2. Analyze and reflect upon own meaning-making and social behavior’s interplay
3. Conduct a simple case analysis/ case study on a particular behavior or observed
phenomena
4 hours

LESSON OUTLINE:
1. Introduction/Motivation: teacher guided discussion/ information research (1 hour)
2. Instruction/Delivery: art work/ values catalogue/ appraisal (1 hour)
3. Application/Enrichment/Evaluation: Case Study/ Interview/ Observation/ FGD (2 hrs)

MATERIALS Graphic organizers, worksheets, illustrations, video clips, projector

RESOURCES Books, references, learning resources/related literature, articles, internet

XI. INTRODUCTION/MOTIVATION: Teachers presentation/ reading/ summarizing (1 hr)

1. The teacher provides a brief introduction of Symbolic Interactionism, its philosophy and paradigm (power
point or traditional lecture, including the competencies and standards)
2. The teacher will divide the class into groups to read on a material (one to two pages article), the group
discusses and outline is written on an assigned space on the board – in block, list, matrix or other organizers.

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
3. Suggested readings may be out from the following: Teacher Tip
 The Looking Glass Self – C.H. Cooley The teacher may opt
 Social Self theory - George Herbert Mead to construct a
 Symbolic Interactionism – Herbert Blumer formative
 Presentation of self in everyday life – Erving Goffman assessment template
4. The teacher shall guide the students in filtering notes to be written on the for the board work.
board.
5. The teacher may assign additional/ further readings for the students

Suggested reading: https://archive.org>socialorganizat00cool

XII. INSTRUCTION/DELIVERY: Art work/ art production (1 hour)

Teacher Tip
1. The teacher shall provide lecture/ class discussion/ summary on Symbolic The teacher may
Interactionism perspective as used in social science (sociology, political sciencealso present some
& economics) movie clips about SI
2. Option 1: The teacher may ask the learners to portray/ draw their life’s perspective that
meaning using symbols and let them provide sufficient explanation for such may be taken from
symbolism the you tube.
3. Option 2. The teacher may have the learners conduct pair-share interview or
discussion to list/ catalogue each other’s attached meanings to things like color,
clothes, people, name, etc.
4. The teacher may ask / encourage sharing in class and analyses of these sharing are patterned over symbolic
interactionism paradigm.

XIII. APPLICATION/PRACTICE: Interview/ Case Study (2 hrs)

1. The teacher shall first discuss about observation and interviewing procedures with human subjects including
its implication to ethics.

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES
2. The class is divided into at least five groups to be assigned to conduct interview and observation to
particular person or group:
 Known LGBT QIA
 Senior Citizen
 Businessman
 Politician
 Typical adolescent
 Single parent
 Teacher
3. The groups are assigned are to interview and observe their subject only in the following context:
 What does money mean to them?
 What thing, animal, plant, color or element do they equate themselves with? Why:
 What do their names mean?
 What do they consider as three top most important/ valuable things in life?
 What is a mirror for them?
4. The groups are given enough time also to discuss the results of their data collection and be able to organize
and format it in various media (mass media, ICT)

XIV. ENRICHMENT: (20 minutes)

1. The teacher will remind the class of the components of the output, the agreements and rubrics.
2. The teacher shall give time for the students to package their output for presentation and critiquing with the
whole class
Teacher Tip
The teacher should
XV. EVALUATION: Presentation/ Critiquing (40 minutes)
synthesize all outputs and
remind all students in
1. Ask the learners to prepare for their presentation as previously planned.
using and handling
2. Distribute the evaluation to concerned evaluators and its mechanics.
information specially those
3. The entire class goes about the presentation with each group assigned
time of not more than 8 -10 minutes and a 5 minutes open forum with the class that may harm the
reputation of respondents

Prepared by: ROY S. ONIL JR.

 SENIOR HIGH SCHOOL
QUARTER ONE – DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES

Suggested Rubrics

Criteria 100 Peer Teacher Audience

Organization: The group clearly follows a plan and each member 20
is performing their roles and functions in a coordinated
sequence.
Communication: The group has command of their language and 15
able to communicate clearly their output information to the target
audiences
Content and Relevance: The amount and quality of the 40
information and data collected, analyzed and presented.
Logistics: The amount and use of technology, materials, and 15
effects to make the presentation sensible.
Plus Factor: Celebration, Value added, Art and appreciation that 10
goes beyond of what was expected

Criteria 100 Peer Teacher Audience

Organization: The group clearly follows a plan and each member 20
is performing their roles and functions in a coordinated
sequence.
Communication: The group has command of their language and 15
able to communicate clearly their output information to the target
audiences
Content and Relevance: The amount and quality of the 40
information and data collected, analyzed and presented.
Logistics: The amount and use of technology, materials, and 15
effects to make the presentation sensible.
Plus Factor: Celebration, Value added, Art and appreciation that 10
goes beyond of what was expected

Prepared by: ROY S. ONIL JR.