Detailed Lesson Plan (DLP)

DLP No: Learning Area: Understanding Culture, Society and Grade Level: 11 Quarter: 1 Duration: 1 hour
Politics
Learning Competency/ies: Become aware of why and how cultural relativism Code:
mitigates ethnocentrism UCSP11/12DCS-Id-10
Key Concepts/Understandings to Culture and society as anthropological and sociological concepts
be Developed
I. Objectives:
1. Knowledge – Recognize own ethnocentricity through their own experiences;

2. Skills – Discover own ethnocentricity by answering the given checklist;

3. Attitude – Respect other culture by understanding their uniqueness and differences;

4. Values – Concern for human rights especially the minorities;

II. Content: Ethnocentrism and cultural relativism as orientations in viewing other cultures
III. Learning Resources:
Materials:
 Handout
 Table format
 Video Presentation
 Concept Web
 Video
 Handouts
 Video Clips
 LCD Projector
 Laptop
 Manila Paper
 pictures
References:
Books on sociology, anthropology and political science
IV. Procedures:
4.1 Introductory Activity (5 minutes) “Don’t Judge The Book!”
The students are asked to write down one judgment or opinion of a cultural behavior or belief that is
practiced by another person who is different than him or her. They have to write their opinion on the board.
They are only given 2 minutes to do it. After which, they are going to answer the guide questions for 3
minutes only.

Example: I think Jehovah Witnesses are crazy to refuse blood transfusions when they are in an accident.

Guide Questions:
1. What made you say that?
2. What is your basis?
3. Do you have the right to say that? Why?
4. Do you have practices which are also different from others? What is that?

Transition Statement: Now that you have shared your own experiences and opinions, kindly answer this checklist.
 4.2 Activity (5 minutes) “Culture Check!”
The class is asked to answer the given checklist for 5 minutes.

Directions: Quietly, without discussion, place a check by the lifestyle or belief that you prefer
1. People should eat: Meat Vegetarian style Mostly fish

Individual
2. People should seek: Harmony and respect within their community
fulfillment

3. People should believe

One religion More than one religion
in:

4. People should eat with: Silverware Chopsticks Hand

5. People should make

Voting Consensus
group decisions by:

Loosely defined
6. Gender roles should be:
Clearly defined

Attention and
7. Direct eye contact infers: Disrespect and/or defiance
respect

8. People who commit

Be put in prison Shamed by community but possibly not imprisoned
crimes should:

9. One’s future is controlled Behaviors and

Destiny
by: actions

10. People should be paid for

Skills Only Skills, age, number of children
a job according to:

11. Schools should emphasis One’s own

studying: One’s own language language and Other countries’ languages as well as one’s own
and country country

More
12. Time means: opportunities to More opportunities for human interaction
make money

Transition Statement: Now that you have answered the checklist. Kindly answer the guide questions.

4.3 Analysis (10 minutes) “Let Me Ask You!”

The students are asked to answer the guide questions in relation to the previous activity.
 Guide Questions:
1. Why did most of you prefer the same thing?
2. Did you recognize your own ethnocentric beliefs and attitudes?
3. What is your idea about ethnocentrism?
4. Does ethnocentrism speaks about superiority of one’s culture?
5. What about accepting practices of others? What do you call that one?
6. Do people within the same culture always share the same attitudes and beliefs? If yes, why? If no,
why?
7. Is there any culture really better than another?

Transition Statement: Thank you so much for your brilliant ideas about ethnocentrism and cultural relativism, now I
would like to ask everyone to watch the video.

4.4 Abstraction (13 minutes) “Ethnocentrism vs. Relativism!”

The students are asked to watch the video about cultural relativism and ethnocentrism and they are
required to take down notes and answer the following guide questions.
http://m.youtube.com/watch?v=antnSXwrBnM

Guide Questions:
1. What is the video all about?
2. What is ethnocentrism and cultural relativism?
3. How does cultural relativism unites the human race?
4. How does cultural relativism mitigates ethnocentrism?
5. Are there any dangers to ethnocentric attitudes in a world that is becoming more diverse? If yes,
what are the dangers?
6. How can ethnocentric beliefs and attitudes become more culturally relative?
7. What are things you can do in your life today to become more culturally relative?
8. Do you think your family and friends might resist your becoming more culturally relative, if yes, why?
If no, why?
9. How does ethnocentrism develop?

Transition Statement: Now that you have given your own idea. I will group the class into 6.

4.5 Application ( 20 minutes) “SHS Cares!”

The class is divided into 6 groups. Each group is going to create an annual project and program that
promotes, preserves, and uphold the Filipino culture and values. Each group will be given specific group
of people for the project proposal. They are going to write their output in a manila paper.
Group no. 1 - Badjao
Group no. 2- Mangyan
Group no. 3- Igorot
Group no. 4- Aeta
Group no. 5- Manobo
Group no. 6- Lumads

Transition Statement: After doing the task, let me ask everyone to explain the saying in your journal notebook.
 4.6 Assessment (3 minutes) “Let Me Explain!”
The students are asked to explain the saying at least 2 paragraphs by writing it in their journal notebook.
A rubric is provided.
“Let’s stop believing that our differences make us superior or inferior to one another.”

Transition Statement: Now that you are done answering, please get your notebook and copy your assignment.

4.7 Assignment (1 minute) “Bring Me a Picture!”

The students are asked to find or cut out pictures in relation to ethnocentrism and cultural relativism.
Their output must be placed in a short bond paper. The picture must contain a caption.

Transition Statement: Before we call it a day. Let’s watch this video first.

4.8 Concluding Activity (3 minutes) “Playing For Change!”

The class will end by watching the video. https://m.youtube.com/watch?v=bvFLKyAGzzl

V. Remarks

VI. Reflections

Prepared by:

Name: Leah Lourdes P. Gultiano School: Jagobiao National High School

Position/Designation: T3 Division:Mandaue
Contact Number: 09328434025 Email Address:bekindtoleah@yahoo.com