Understanding Culture, Society, and Politics: Second Quarter

11
Understanding Culture,
Society, and Politics
Second Quarter
LEARNING ACTIVITY SHEET
i
COPYRIGHT PAGE
Learning Activity Sheet

Understanding Culture, Society and Politics
Grade 11
Copyright @ 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this materials shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of the K to 12 Curriculum through
the Curriculum and Learning Management Division (CLMD). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement of supplementary work are
permitted provided all original works are acknowledged and the copyright is attributed. No
work may be derived from the material for commercial purposes and profit.
Consultants:
Regional Director ESTELA L. CARIŇO, EdD, CESO IV
Assistant Regional Director RHODA T. RAZON, EdD, CESO V
Schools Division Superintendent MADELYN L. MACALLING, PhD, CESO VI
Assist. Schools Division Supt. EDNA P. ABUAN, PhD
DANTE J. MARCEL, PhD, CESO VI
Chief Educ. Supervisor, CLMD OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID RODRIGO V. PASCUA, EdD
Development Team
Writers : Leriza S. De Guzman, Ronald B. Lopez, Bambi D. Divina, Cherrylyne A. Bercasio,
Krisha Dyane M. Hoggang, Michelle Abad, Renibel D. Roldan, Rhoda Reyno,
Jovencio C. Carig Jr.
Content Editors : Richard C. Esguerra, Merlyn Manango, Novalyn Cuaresma, Rubylin M. Orina,
Ferdinand D. Masiddo, Jasmin I. Lappay, Editha F. Muñoz
Language Editor : Andrea Ramos, Myline J. Respicio, Roberto Español, Ferdinand D. Masiddo
Layout Artist : Jovencio C. Carig Jr.
Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela

Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Miraflor D. Mariano, Regional EPS Araling Panlipunan
Rizalino G Caronan, Regional EPS LRMS
Printed by DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
ii
Table of Contents
Learning Competency Page
Explain the forms and functions of state and non-state institutions 1
Examine the functions and importance of education in the society 14
Examine the concept, characteristics and forms of stratification system

using sociological perspective 22
Explain government programs and initiatives in addressing social

Inequalities 30
Suggest ways to address social inequalities in the local, national, and

global level 42
Examine human responses to emerging challenges in contemporary

societies 55
iii
UNDERSTANDING CULTURE, SOCIETY
AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
FORMS AND FUNCTIONS OF STATE AND NON-STATE INSTITUTIONS
BACKGROUND INFORMATION FOR LEARNERS
Institution is a mechanism which governs the behavior of a set

of individuals within a given community. The state is the institution whose functions
are carried out by the government. It is supported in whole or in part by general fund
moneys. Its role is to make a positive legislative environment and policy framework
that enables various arms of the state to explore and achieve their potential while
maintaining a high standard of operation to protect public interest. Its primary functions
are maintenance of peace and order and the regulation and control of the lives of the
people as well as addressing the needs of the citizenry of a certain degree of social
order. Therefore, its major scopes are political and economic institutions. Political
Institution is universal in all the societies of the world. This is the system of power and
authority which is used to maintain social order. Political Institution is a complex of
social norms and rules that serve to maintain social order to exercise power to compel
conformity to the existing system of authority and to provide the means for changes in
the legal or administrative System. Economic Institutions refer to two things: a)
Specific agencies or foundations, both government and private, devoted to collecting
or studying economic data, or commissioned with the job of supplying a good or
service that is important to the economy of a country. The Bureau of Internal Revenues
(the government tax-collection agency), the Bangko Sentral ng Pilipinas (the
government producer of money), the National Bureau of Economic Research (a
private research agency) are all examples of economic institutions. B) Well-
established arrangements and structures that are part of the culture or society, e.g.,
competitive markets, the banking system, kids’ allowances, customary tipping, and a
system of property rights are examples of economic institutions.
The main functions of economic institutions are:
1. Reciprocity is defined as the system of exchange in which goods or services

passed from one individual or group to another as a gifts without the need for explicit
contracting for specific payments.
Note: Practice Personal Hygiene Protocols at all times 1

A. General Reciprocity- This happens when there is no expectation of
immediate exchange for the given gifts. People are motivated by the sense of
obligations towards the welfare of the others like when parents of a simple family
provide goods and services to the children even though children may not
reciprocate in kind. For example, if you are shopping with a friend and you buy him
a cup of coffee, you may expect him to buy you one in return at some time in the
future.
B. Balance Reciprocity- This happens between persons who lack a sense of
kinship or obligation to help one another with no expectation of return, but who
each has something that the other would like to have. Balanced reciprocity is likely
to occur when a return gift is expected within a relatively short time. Simple barter
or supermarket purchases involve this understanding. If you walk out of a store
without paying for the goods that you have taken, you very likely will be stopped
by the store employees and possibly arrested because you failed to immediately
reciprocate with the appropriate amount of money.
C. Negative Reciprocity- This happens when an individual or group in
reciprocal exchange system attempts to get more than what it gives. Negative
Reciprocity may take place through deceit in bargaining or outright theft because
the profit motive precedes over generosity. For instance, your neighbor may be
offered a new job in a distant city starting in two days. She desperately needs to
sell her car before she leaves. It is nearly new and it costs her P500,000. You
offer her P250,000 which she reluctantly accepts because there is no other
choice. Your taking advantage of her situation resulted in negative reciprocity.
2. Redistribution is when members of an organized group contribute money into a

common pol of fund. A central authority usually has the privilege and responsibility to
make decisions about the goods or money later will be allocated among the group as
a whole. Example of this is the taxes that are collected from individuals dependent on
their personal income and then that money is distributed to other members of society
through various government programs.
3. Market Transactions is when goods are sold for money, which in turn is used to
purchase other goods, with the ultimate goal of acquiring more money and
accumulating more goods. Markets may be represented by physical locations
where transactions are made. These include retail stores and other similar businesses
that sell individual items to wholesale markets selling goods to other distributors.
Stores may also be virtual. Internet-based stores and auction sites such
as Amazon and eBay are examples of markets where transactions can take place
entirely online and the parties involved never connect physically.
Non-state institutions on the other hand, are groups and organizations which
operate outside the support of any state or government. They are referred to be
‘stateless’ since they are considered to be independent of any state, although, they
usually collaborate with the government in implementing projects. Non-state
institutions assume different functions and focus on a specific objective. In general,
they develop certain services needed by members of the society for their progress.
Examples of which are:

1. Bank- This is a financial institution licensed to receive deposits and make loans.
Banks may also provide financial services such as wealth management, currency
exchange, and safe deposit boxes. There are several different kinds of banks including
retail banks, commercial or corporate banks, and investment banks. In most countries,
banks are regulated by the national government or central bank. BDO, UnionBank,
Chinabank and others are examples of banks in the Philippines.
2. Corporation- This is a legal entity that is separate and distinct from its owners.
Corporations enjoy most of the rights and responsibilities that individuals
possess: they can enter contracts, loan and borrow money, sue and be sued, hire
employees, own assets, and pay taxes. Some refer to it as a "legal person. San Miguel
Corporation, ABS-CBN and GMA Network are some examples of companies in the
Philippines.
3. Cooperatives- are people-centered enterprises owned, controlled and run by
and for their members to realize their common economic, social, and cultural needs
and aspirations. Multipurpose Cooperative is an example.
4. Trade Unions- are organizations made up of members (a membership-based
organization) and its membership must be made up mainly of workers. One of a trade
union's main aims is to protect and advance the interests of its members in the
workplace. Example of these are Federation of Free Workers (FFW), Kilusang Mayo
Uno (KMU), Sentro ng mga Nagkakaisa at Progresibong Manggagawa (SENTRO),
and the Trade Union Congress of the Philippines (TUCP).
5. Transnational Advocacy- Transnational advocacy organizations (TAOs) are
defined as “self-organized advocacy groups undertaking voluntary actions across
state borders in pursuit of what they deem the wider public interest.” Advocacy
organizations are known by different names: non-state actors, NGOs, transnational
advocacy networks. Example of this is the Greenpeace, an independent global
campaigning organization that acts to change attitudes and behavior, to protect and
conserve the environment, and to promote peace.
6. Development Agencies- Its main duty is to discover regional potential and
develop cooperation between the public sector, private sector and civil society. United
States Agency for International Development (USAID) the Inter-American Foundation
(IAF), and the Millennium Challenge Corporation (MCC)
African Development Foundation (ADF) are some examples.
7. International Organization- An international organization (intergovernmental
organization) is an organization established by a treaty or other instrument governed
by international law and possessing its own international legal personality, such as the
United Nations, the World Health Organization and NATO.
LEARNING COMPETENCY
Explain the forms and functions of state and non-state institutions. (Quarter 2,
Week 7)

DIRECTIONS
Let’s Start!
Hello learner, read and analyze the instruction in each activity. Write your
answers on the space provided. There will be a corresponding point for every correct
answer. Answer thoroughly and write legibly.
LEARNING ACTIVITY 1: KNOW YOUR WORD (Crossword Puzzle)
Look and write words that correspond to the definition below.
A A P I R A E X H E L
N P B A E F A M M Z E
B C O I D L N Z A U N
H A D N I O L U O G E
I L E S S C E G N G S
L E B T T T D E M E N
I B R I R D A E A D O
P A I T I O R T F I I
P S E U B R I D E G T
I I L T U A Z I R R A
N P R I T N N B C E R
E S E O I L A K U C O
S C I N O E F M S I P
A U G S N E E I D P R
R A N G O H R S E R O
E V I T A R E P O O C
S Y A N R D D T B C I
I N T Y O N I E A I M
Y U A L M A R K E T B
H A R E D A N R E Y S
Hints:
1. This refers to mechanisms which govern the behavior of a set of individuals within
a given community.
2. They provide safe deposit locker facilities and safe custody services to the
customers.
3. Its structure allows for the protection of the owners’ individual assets from that of
the company.
4. These are people-centered enterprises owned, controlled and run by and for their
members to realize their common economic, social, and cultural needs and
aspirations.
5. This is a place where two parties can gather to facilitate the exchange of goods and
services.

6. The system of exchange in which goods or services passed from one individual or
group to another as a gift without the need for explicit contracting for specific
payments.
7. A central authority who has the privilege and responsibility to make decisions on the
goods or money allocated among the group as a whole.
8. This is a political organization of society, a political body or institutions
of government.
9. These are groups and organizations which operate outside the support of any state
or government.
10. Any non-profit, voluntary citizens' group which is organized on a local, national or
international level.
LEARNING ACTIVITY 2: #RECIPROCATE #REDISTRIBUTE #MARKET

The following are some scenarios, places and events. Analyze if each
scenario is an example of reciprocity, redistribution or market
transaction. Write #Reciprocate, #Redistribute, or #Market in the space
provided before the number.
___________________1. Borrowing and lending of material goods other than
money.
___________________2. Taxes collected from individuals.
___________________3. Exchange gifts during Christmas season
___________________4. A robber being sentenced into prison for a certain period
of time.
___________________5. The Pantawid Pamilyang Pilipino Program (4Ps) of the
Philippine Government
___________________6. Gambling
___________________7. Home shopping in this time of pandemic
___________________8. Donations from Sagip Kapamilya
___________________9. Shopee, Lazada and other online stores
___________________10. SM, Robinson’s and Xentro Malls trying to sell their
products even with the threat of pandemic
___________________11. If you see a friend in Robinson’s mall and buy him a
Macau Milk tea, you may expect him to buy you one in return at some time in the
future.
___________________12. The Social Amelioration Program (SAP) in this time of
COVID 19.
___________________13. The Land Reform Program by the government to give
lands to the landless.
___________________14. Pasabuy, Grabfood, Lalalove and other food hailing
stores
___________________15. A teacher who makes an Activity Sheets that can be
useful for his/her students.

LEARNING ACTIVITY 3: DO YOU KNOW ME?
Match the Non-government institutions in Column A to its example in
Column B and its function in Column C. Write your answer on the
space provided in column A.
CORPORATIONS A. Its structure allows for

the protection of the
owners’ individual
________ assets from that of the
company, as it is an
entity separate and
distinct from that of the
shareholders, whose
https://www.google.com/search?q=banks+in 1
liability in a corporation
A.
is limited to the amount
of their share capital.
TRADE UNIONS B. They accept deposits

from the public for the
purpose of lending loans
________ to the public and invest
the amount in securities.
They provide safe
deposit locker facilities
and safe custody
services to the
https://www.google.com/search?q=ISU+coop 1 customers.
B.
DEVELOPMENT C. Its main function is to

AGENCIES provide a significant
contribution in the
objectives of creating a)
________ rapid, inclusive and
sustained economic
growth, b) financial
inclusion, and c)
https://www.google.com/search?q=abs+cbn& 1 reduction of poverty.
C.

INTERNATIONAL D. It can secure better
ORGANIZATION pay and
higher benefits and
incentives from
________ employers. Also, it can
influence the crafting
and implementation of
socio-economic policies
that would result in long-
https://www.google.com/search?q=jica+phi 1 term
D. economic benefits for
workers and their
families.
TRANSNATIONAL E. Its goal is to connect
ADVOCACY civil society actors with
states and international
organizations multiplying
________ channels of access for
such actors to the
international system.
One of his main
exercises is to conduct
exchanges of strategic
information in order to
place the issues into
https://www.google.com/search?q=who+phil 1 categories that may
E. persuade, press and
influence actors in
decision making.
BANKS F. Its main duty is to
discover regional
potential and develop
________ cooperation between the
public sector, private
sector and civil society.
https://www.google.com/search?q=KMP+TUCP
1
F.

COOPERATIVES G. It helps to set
the international agenda,
mediating political
________ bargaining, providing a
place for political
initiatives and acting as
catalysts for the
coalition- formation.
https://www.google.com/search?q=habitat+ 1
They facilitate
G. cooperation and
coordination among
member nations.
LEARNING ACTIVITY 4: Make it N GO for it!

With the knowledge of state and non-state institutions in the Philippines,
you are required to come up with an action plan of putting up a simple
service-oriented program/organization in your community by answering the
following:
Background of the Problem Possible Partners: Possible Solutions:
.
• Who are you trying to • What local, national or • What is your proposed
help? international NGOs are solution to this problem?
• What is the problem you already doing to address • How will your solution
are trying to address? this problem? work?
• On what community are • Whom do you need help
you focusing? from in order to implement
your solution?
• What will the situation
look like after you have
implemented your
decision?
ACTION PLAN
I. Background of the Problem:
II. Possible Partners

III. Possible Solutions
RUBRIC FOR SCORING
Category Very poor Poor (2) Fair (3) Good (4) Very good (5)
(1)
Backgroun No There are Describes ⚫ Describes ⚫ Describ
d of the descriptio some the the es the
Problem n of the descriptio problem problem problem
problem ns of the and clearly and and clearly
problem, understan clearly understan
but ds what understan ds what
unclear if the ds what the
the problem is the problem is
problem is problem is ⚫ Cites
understoo ⚫ Cites facts facts /
d / statistics statistics
⚫ Describ
es how
many
people the
problem
impacts
and why it
continues
to be a
problem
Programs, Opinions Very Describes ⚫ Describes ⚫ Describ
projects or vague & some existing es existing
initiatives general programs governme governme
from but fails to nt nt
Possible describe programs programs
Partners others (For ⚫ Describes and
example, existing initiatives
describes UN in detail
governme programs ⚫ Describ
nt and UN ⚫ Describes es existing
programs, existing UN
but not NGOs and programs

NGO their in detail
programs) programs ⚫ Cites
existing
NGOs and
describes
their
programs
in detail
Possible Opinions Very Some ⚫ New ⚫ Solution

Solutions vague & specific solutions s that are
general ideas based on working
old ⚫ New
solutions solutions
that are based on
not old
working strategies
⚫ A wish list that are
to improve not
or address working
the ⚫ A wish
problem list to
improve or
address
the
problem
REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________
• I want to learn more _____________________________________________

______________________________________________________________

REFERENCES:
WEBSITES:
https://en.wikipedia.org/wiki/Institution. Last accessed June 3, 2020.

https://www.ica.coop/en/cooperatives/what-is-a-cooperative. Last accessed June 3,
2020.
https://www.britannica.com/topic/state-sovereign-political-entity. Last accessed June
3, 2020.
http://www.ngo.org/ngoinfo/define.html. Last accessed June 3, 2020.
https://www.cda.gov.ph/transparency/name-of-officials/board-of-administrators/adm-
eulogio-t-castillo-ph-d/755-cooperatives-in-the-socio-economic-development-of-the-
philippines. Last accessed June 3, 2020.
https://www.gmka.gov.tr/en/what-is-development-agency-what-are-its-responsibilities
https://www.tripleiconsulting.com/corporation/. Last accessed June 3, 2020.
Montebugnoli, Mariana de Freitas. Changing World and the Growing Importance of
the Transnational Advocacy Network on Global Governance. Last accessed June 3,
2020.
http://web.isanet.org/Web/Conferences/FLACSO-
ISA%20BuenosAires%202014/Archive/6228ae78-1118-469e-ba56-
a7fae26fce66.pdf. Last accessed June 3, 2020.
Example of How to Write an NGO Action Plan. http://montessori-mun.org/wp-
content/uploads/2013/09/Action-Plan-NGO-2015-1.pdf. Last accessed June 3, 2020.
https://prezi.com/yt3n8qno-xax/ucsp/. Last accessed June 3, 2020.
https://www.slideshare.net/angelitamontilla/module-2-lesson-4-the-nonstate-
institutions. Last accessed June 3, 2020.
https://sklthebest.home.blog/2018/10/01/ucsp-module-4-non-state-institutions/. Last
accessed June 3, 2020.
ANSWER KEY:
Activity 1
1. Institution
2. Bank
3. Corporation
4. Cooperative
5. Market
6. Reciprocity

7. Redistribution
8. State
9. Non-State
10. NGO
Activity 2
1. #Reciprocate
2. #Redistribute
3. #Reciprocate
4. #Reciprocate
5. #Redistribute
6. #Reciprocate
7. #Market
8. #Redistribute
9. #Market
10. #Market
11. #Reciprocate
12. #Redistribute
13. #Redistribute
14. #Market
15. #Reciprocate
Activity 3
1. CORPORATION- C- A
2. TRADE UNION- F- D
3. DEVELOPMENT AGENCIES- D-F
4. INTERNATIONAL ORGANIZATION- E-G
5. TRANSNATIONAL ADVOCACY- G-E
6. BANKS- A- B
7. COOPERATIVES- B- C
Activity 4
Answer of the learners may vary
Prepared by:
LERIZA S. DE GUZMAN
Writer

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
FUNCTIONS OF EDUCATION IN SOCIETY
The primary concern of education is helping individuals become productive

citizens in society. However, it is important to note that productivity encompasses
many meanings in the context of education and learning.
Being productive citizens in society means more than patriotic duties. It also
includes being financial contributors to the tax system, assisting others when they
need help, and knowing enough about the society. It is also important to note that
every citizen must function to be an informed and trustworthy person, and an
intellectual contributor to the government. You cannot be a productive citizen if you
are not informed about the society,
Education is the most crucial aspect of society which should be given great
attention for it to become the powerful tool to make every individual become the
catalyst of change. Changes are rampant in the society, but all of those are needed to
make the society progressive and functional. Society and every individual should work
hand in hand so that no one would be set aside and become outdated knowing that
we are now living in a highly modernized society. In order to achieve that, everyone
should be aware on the functions of education in the society.
Education is essential for every society and individual. It is life itself, not a preparation
for life. Man has various qualities. These qualities of the individual should be
developed for the improvement of the country. So education plays a complementary
role for overall individual, social and national development. It enables an individual to
realize his highest self and goal. The key functions and roles of education towards
individual, society and country are listed below.
Functions of education towards individual:
(1) Development of inborn potentialities- Education helps the child to develop the
inborn potentialities of child providing opportunities to develop.
(2) Modifying behavior- Education helps to modify the past behavior through learning
and through different agencies of education.

(3) All-round development- Education aims at the all-round development of child-
physical, mental, social, emotional, and spiritual.
(4) Preparing for the future- After completion of education the child can land on a good
job and earn a living. To achieve this, education should be imparted according to the
own interest of the child.
(5) Developing personality- The whole personality of the child is developed physically,
intellectually, morally, socially, aesthetically and spiritually. He is recognized in the
society.
(6) Helping for adjustability- Man differs from beast. Man has reasoning and thinking
power. Man tries his best to adjust with his own environment through education.
Functions of education towards society:
(1) Social change and control:
The society is never stationary. It is progressive and dynamic. The child lives in
society. It is the social environment where the personality of the child can be
developed. The old traditions and customs are preserved and transmitted with the
situations, which are ever changing. We should not think or believe in the blind beliefs,
which are hindrances towards our development. Education helps to walk with the
development of science and technology.
(2) Reconstruction of experiences:
Education is life-long process. Life is education and education is life. Life is full of
experiences. One cannot live with his past experiences alone. He should be able to
adjust in the society. So education helps the individual to reconstruct the experience
and adjust with the environment.
(3) Development of social and moral value:
Society is always in tension with narrowism. There is no social or moral value. In this
case, man is behaves like an animal. Animality can be changed with moral education.
Education teaches the moral value and social value like co-operation, tolerance,
sympathy, fellow feelings, love affection, respect towards elder, helping the poor and
needy persons.
(4) Providing opportunity or equality:
Indian Constitution has introduced the term ‘equality’ because we are not getting equal
opportunities in all aspects. Education teaches us to give equal opportunities in all
aspects irrespective of caste, creed, color, sex and religion.
Functions of education towards nation:
(1) Inculcation of civic and social responsibility- Education helps to make rising
generation to understand its rights and duties as citizens of a democratic country.

(2) Training for leadership- The leadership quality of the individual is developed when
he participates in all spheres of social, political, religious and educational activities.
(3) National integration- We are living in one country having diversities in respect of
color, caste, language, diet, dress, habits and physical environment.
Educational integration leads to emotional integration. Education trains people for

unity, not for locality, for democracy and not for dictatorship.
Education serves the most important end of educating man.
(4) Total national development- Education helps in bringing about total national
development by developing all its aspects i.e. social, economic, cultural, spiritual,
moral, educational, etc.
Therefore, education is an essential ingredient for all ages and stages of the
life of an individual, society, as well as the nation. Education can be a real panacea
for all social evils.
Education is a social institution through which a society’s children are taught

basic academic knowledge, learning skills, and cultural norms. Every nation in the
world is equipped with some forms of educational systems, though those systems vary
greatly. Education can be formal or informal.
Formal education is described as the learning of academic facts and concepts

through a formal curriculum, arising from the tutelage of ancient Greek thinkers,
centuries of scholars have examined.
In contrary, informal education is learning about cultural values, norms, and

expected behaviours by participating in a society. Through informal education, we
learn how to dress for different occasions, how to perform regular life routines like
shopping for and preparing food, and how to keep our bodies clean.
EDUCATION AS HUMAN RIGHT
Education as human right began in 1995 through UNESCO Associated Schools

Program. According to UNESCO, education human right as it promotes individual
freedom, empowerment, and yields important development benefits.
As stated in Youth For Human Rights, “education shall be directed to the full
development of human personality and to the strengthening of respect for human
rights and fundamental freedom”.
Since it is highly emphasized how important education is in the formation and

development of a society, the act of providing basic necessities to ensure a child’s
education must be in the forefront of a government’s ideologies and goals.

LEARNING COMPETENCY
Examine the functions and importance of education in the society (Quarter 2,

Week 8).
LEARNING ACTIVITY 1:
Directions. Answer the following questions by filling-out the following concept map:
Why is education important?
2. Draw the following logo inside the box and/or cloud.

X- If this answer is your own response.
Y- If this answer is something you heard from your family members.
Z- If this answer is something you heard from society either from your teachers,
media, politicians, religious leaders, etc.
3. Answer the following questions.

a. Which of your answers have two or more logos? Why do you think it is so?
b. Which of your answers have only one logo? Why do you think this response is
not shared by others?

LEARNING ACTIVITY 2: SELF TEST
Direction. Encircle the letter of the correct answer for each item.
1. Which of the following is the social institution through which a society’s children
are taught basic academic knowledge, learning skills, and cultural norms?
a. UNESCO
b. Church
c. Education
d. Society
2. ______ stated that “education shall be directed to the full development of the
human personality and to the strengthening of respect for human rights and
fundamental freedoms”.
a. UNESCO
b. Abraham Maslow
c. Theory of Human Needs
d. Youth for Human Rights
3. It is learning of academic facts and concepts through a formal curriculum.
a. Formal Education
b. Informal Education
c. Alternative Learning System (ALS)
d. Traditional Education
4. Which of the following statements do not describe informal education?
a. we learn how to dress for different occasions.
b. Informal education describes learning about cultural values and norms.
c. Informal education uses academic facts and concepts through a formal
curriculum.
d. Informal education teaches us how to keep our bodies clean.
5. Which of the following is said to be the “Key to Success”?
a. Power
b. Education
c. Influence
d. Money
6. They are individuals who focus on concerns outside of themselves; they
appreciate the world around them with a sense of awe and wonder.
a. Educated person
b. Self-actualizing person
c. Introvert person
d. Extrovert person
7. According to _____________, education is a fundamental human right as it
promotes individual freedom, empowerment, and yields important development
benefits.
a. Theory of Human Needs
b. Abraham Maslow
c. UNESCO
d. Youth for Human Rights
8. Which of the following is not an example of self-actualization needs?
a. The satisfaction of the human body.
b. Realization of a person’s potential
c. The desire of a person’s expression of creativity
d. Strong desire of becoming an ideal parent.

LEARNING ACTIVITY 3: SELF TEST.
Directions. In 3-4 sentences, write in the box the insight/s you have gained
about the role of educational institution in the lives of the people in society.
LEARNING ACTIVITY 4: ICT INTEGRATION. SLOGAN MAKING:

Directions. Make a personal commitment to the educational
institution. Create a slogan suggesting the importance of education in the
lives of the people in society. Use the application canva to accomplish this task.
The digital output shall be posted in the following social media platform. If you
have no access to the internet use bond paper for your output.
• Facebook
CANVA
• Instagram
• Google Chrome
RUBRIC FOR SCORING
Criteria
Relevance 30 %
Originality 30 %
Creativity 25 %
Impact and Presentation 15 %
Total Score 100 %

REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
REFERENCES:
• Importance of Education in society (Article)

http://merseamusic.blogspot.com/2012/02/ Importance of Education in
Society.html.
• What is college for? The Manifest and Latent Functions of College (Article).
http://www.sociology infocus.com 2013/10/21/
• RSA Animate – changing Education Paradigms (Video)-
https://www.youtube.com/watch? V=zDZFcDGpL4U.
WEBSITES:
https://www.wix.com/kplustwelve2012
https://www.istockphoto.com
https://www.mlovethispic.com
https://www.shutterstock.com
https://www.gettyimages.com
https://www.alamy.com
ANSWER KEY:
Activity 1 :
1. Answers may vary
2. Answers may vary
3. Answers may vary

Activity 2:
1.C
2.D
3.A
4.C
5.B
6.B
7.C
8.A
Activity 3:
1. Answers may vary
Activity 4:
1. Answers may vary
Prepared by:
RONALD B. LOPEZ, DPA

Writer

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
SOCIAL STRATIFICATION
Are you aware with the differences of people around you? As you notice people
vary in the clothes they wear, the cars they drive, the house they live in, the friends
they associate with and the job they do. They also vary in wealth, prestige, popularity
and many others. The layering of these social categories into higher and lower position
of prestige or respect is called Social stratification.
Social Stratification is used to describe the system of social standing. It is
used to describe society into different categories, ranks or classes during the early
times hence, this division led to social inequality and opportunity. Now a day’s stratified
society is all about classification of persons into groups based on shared socio-
economic conditions. It describes the way in which different groups of people are
placed within society.
In modern Western societies, social stratification is typically defined in terms of
three social classes: the upper class, the middle class, and the lower class. In
turn, each class can be subdivided into the upper-stratum, the middle-stratum, and the
lower stratum. Moreover, a social stratum can be formed upon the bases
of kinship, clan, tribe, or caste, or all four.
Social stratification is a particular form of social inequality. All societies arrange
their members in terms of superiority, inferiority and equality. Stratification is a process
of interaction or differentiation whereby some people come to rank higher than others.
In one word, when individuals and groups are ranked, according to some commonly
accepted basis of valuation in a hierarchy of status levels based upon the inequality
of social positions, social stratification occurs. Social stratification means division of
society into different strata or layers. It involves a hierarchy of social groups. Members
of a particular layer have a common identity. They have a similar life style.
Types of Social Stratification:
Caste is a hereditary endogamous social group in which a person’s rank and

its accompanying rights and obligations are ascribed on the basis of his birth into a
particular group. For example-Brahmins, Kshyatryas, Vaishyas and Sudra Caste.

Class-Stratification on the basis of class is dominant in modern society. In this,
a person’s position depends to a very great extent upon achievement and his ability
to use to advantage the inborn characteristics and wealth that he may possess.
Estate system of medieval Europe provides another system of stratification

which gave much emphasis to birth as well as to wealth and possessions. Each estate
had a state.
Slavery had economic basis. In slavery, every slave had his master to whom
he was subjected. The master’s power over the slave was unlimited.
Endogamy is the practice of marrying within a specific social group, caste,

or ethnic group, rejecting those from others as unsuitable for marriage or other close
personal relationship.
Exogamy is the social norm of marrying outside one's social group. The group
defines the scope and extent of exogamy, and the rules and enforcement mechanisms
that ensure its continuity
Meritocracy is a political system in which economic goods and/or political power

are vested in individual people on the basis of talent, effort, and achievement, rather
than wealth or social class.
Social mobility is the movement of individuals, families, households, or other

categories of people within or between social strata in a society. It is a change in social
status relative to one's current social location within a given society.
LEARNING COMPETENCY
Examine the concept, characteristics and forms of stratification system using
sociological perspective. (Quarter 2, Week 9)

LEARNING ACTIVITY 1: FLOWER CONCEPT MAP
Directions: Using the Flower Concept Map give 4 characteristics of social

stratification and explain your answers.
Characteristics
of
Social stratification

LEARNING ACTIVITY 2: SEARCHING TIME
Search up, down and diagonal to find the important words related in our
lesson. Use the hints to locate the correct answer.
Hints
1. It is the arrangement or classification of something into different groups.

2. It is a custom that for a long time has been an important feature of some group
or society.
3. It is a form of discrimination. It occurs when people are wholly or partially
excluded from participating in the economic, social and political life of their
community, based on their belonging to a certain social class, category or
group.
4. It is a class structure that is determined by birth. Loosely, it means that in some
societies, if your parents are poor, you're going to be poor, too. ... America
prides itself on not having a caste system, because people can “pull themselves
up by their bootstraps,” and janitors can go to Harvard.
5. It is universal phenomenon denoting a category or group of persons having a
definite status in society which permanently determines their relation to other
groups.
6. It is the custom of marrying outside a community, clan, or tribe.
7. It is the practice of marrying within a specific social group, caste, or ethnic
group, rejecting those from others as unsuitable for marriage or other close
personal relationships.
8. It is government or the holding of power by people selected on the basis of their
ability.

9. It is the movement of individuals, families, households, or other categories of
people within or between social strata in a society.
10. It is a kind of vertical mobility which refers to mobility that is brought about by
changes in stratification hierarchy itself.
LEARNING ACTIVITY 3: COMPARING IDEAS

Compare the three social classes in social stratification using the Venn
diagram and answer the question below.
LOWER CLASS MIDDLE CLASS UPPER CLASS
Questions:
1. What is the importance of learning the stratification flow and chart in our society?
2. How is social class different from each other?

LEARNING ACTIVITY 4: IT’S TIME TO WRITE (Reflective Essay)
In a minimum of 250 words, write an essay by answering the following
question: How do social stratification differences affect your life as a
Senior High School student?

RUBRIC FOR SCORING
Features 4 3 2 1
Expert Accomplished Capable Beginner
Quality of • Piece was • Piece was • Piece had a • Piece had
Writing written in an written in an little style or no style or
extraordinary Interesting voice voice
style and style and • Give some • Gives no
voice voice new new
• Very • Somewhat information information
informative informative but poorly- and very
and well and well- organized poorly
organized organized organized
Grammar, • Virtually no • few spelling • A number of • So many
Usage & spelling, and spelling, spelling,
Mechanics punctuation punctuations punctuation punctuation
or errors, minor or and
grammatical grammatical grammatical grammatical
errors errors errors errors that it
interferes
the meaning
REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________

REFERENCES:
BOOK:
Understanding Culture, Society and Politics for Senior High School (Ederlina D. Baleña,
Dolore M. Lucero,Arnel M. Peralta: Consultant, Adelina A. Sebastian)
WEBSITES:
http://www.slideshare.net/nels09/social-stratification-26982456
May 28, 2020 Date Accessed
http://www.slideshare.net/mohammadayazkhan969/chapter-3-social-stratification
May 28, 2020 Date Accessed
ANSWER KEY:
Activity 1 (Answer may vary)
Activity 2
1. Stratification
2. Institution
3. Social exclusion
4. Caste system
5. Class system
6. Exogamous
7. Endogamous
8. Meritocracy
9. Social mobility
10. Structural mobility
Activity 3 (Answers may vary)

Activity 4 (Answers may vary)
Prepared by:
BAMBI D. DIVINA
CHERRYLYNE A. BERCASIO
Writers

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
SOCIAL INEQUALITY
Social inequality is a state characterized by the existence of unequal

opportunities and rewards for different social positions or statuses within a group or
society. It is a condition that contains structured and recurrent patterns of uneven
distributions of goods, wealth and resources. Social inequality results from a society
organized by hierarchies of class, race, and gender that unequally distributes access
to resources and rights.
Without equal opportunities, systemic patterns of discrimination and exclusion
prevent the poor and disadvantaged groups from accessing economic, political and
social resources, resulting in inequality traps — and the persistence of inequality
across generations. Hence, social inequality is a complex problem. However, it can be
addressed by various programs and initiatives of the government with the help of non-
governmental organizations working together to ensure that opportunities are more
readily available for the nation's poorest people.
Executive Order No. 5, s. 2016 (EO 5) adopted the national long-term vision or
AmBisyon Natin 2040 as a guide for development planning. EO 5 further states that
all development plans until 2040 will be anchored on the long-term vision and that
these will emphasize the centrality of the Filipino people and their aspirations in the
planning, design, and implementation of government interventions for a matatag,
maginhawa, at panatag na buhay para sa lahat (strongly-rooted, comfortable, and
secure life for all). The following are government programs to address social inequality
based on the government’s long-term vision:
On Peace and Order
Mamamayang Ayaw sa Anomalya, Mamamayang Ayaw sa Iligal na
Droga (MASA-MASID)
This project of the Department of the Interior and Local
Government aims to heighten community involvement by mobilizing
the support of local stakeholders, volunteers, civic organizations, faith-
based organizations, and the private sectors in the fight against illegal

drugs, corruption, criminality and violent extremism. Thus, helping in
the realization of the mandate to promote peace and order, ensure
public safety and in upholding good governance.
On Infrastructure Development
Build, Build, Build (BBB Program)
In a report of Japan International Cooperation Agency (JICA), it
found that traffic congestion in Manila, caused mainly by poor
infrastructure, led to losses of about P2.4 billion in 2012, and that could
triple by 2030. Hence, Philippines suffers from unemployment and
poverty because of poor infrastructure.
This project aims to improve and accelerate infrastructure
spending and develop industries that will yield robust growth, create jobs
and improve the lives of Filipinos.
The key infrastructure projects under the BBB Program include:
(a) the Subic-Clark Railway; (b) the North-South railway projects
connecting Los Baños, Laguna to Tutuban, Manila and Clark Freeport
in Pampanga; (c) a 1,500-hectare industrial park in Clark, Pampanga;
and (d) an expanded Clark International Airport also in Pampanga. Other
projects are: (a) four energy facilities; (b) 10 water resource projects and
irrigation systems; (c) five flood control facilities; and (d) three
redevelopment programs.
On Social Protection Programs

The Pantawid Pamilyang Pilipino Program (4Ps)
This program is a human development measure of the national
government that provides conditional cash grants to the poorest of the
poor, to improve the health, nutrition, and the education of children. Its
aim is to alleviate poverty through social assistance, and social
development.
Modified Conditional Cash Transfer (MCCT) Program

To complement 4Ps, this program was designed to reach out to
families who are definitely poor and more vulnerable and
disadvantaged. It aims to provide social protection services fit to the
needs of IPs, Homeless Street Families (HSF), and Families in Need
of Special Protection (FNSP).
Universal Access to Quality Tertiary Education Act

This is a law in the Philippines that institutionalizes free tuition
and exemption from other fees in state universities and colleges
(SUCs), local universities and colleges (LUCs). This law is a significant
step towards improving the lives of underprivileged and marginalized
Filipinos.

On Rehabilitation and Development Plan
Bangon Marawi Comprehensive Rehabilitation and Recovery
Program (BMCRRP)
It shall bear the build back better principle in its rehabilitation
and recovery efforts, steering a culture of peace in Marawi
communities and the rest of Mindanao. These include programs and
projects in land resource management, social services, physical
infrastructure, livelihood and business development implemented by
the National Government or is in support of Local Government-
implemented projects.
On Science, Technology, and the Creative Arts

Stepping Up the Value Chain Program
This program is led by the Department of Science and Technology.
It aims to develop and promote the higher value and more complex IT-
BPM services such as information technology, healthcare information
management, software engineering and development, animation, and
games development through capacity building and trainings,
international trade missions and exhibits. These will redound to more
jobs generated within ICT-related industries and non-ICT related
industries.
Next Wave Cities Program

The program focuses on the creation and development of ICT
hubs which will serve as business and innovation centers and investment
destinations outside Metro Manila thus creating economic opportunities
in these areas. As a collaborative project with the Information Technology
and Business Process Association of the Philippines (IBPAP), the
program aims to promote inclusive growth and development around the
country.
On Macroeconomic Policies
Livelihood Seeding Program (LSP)
This program of the Department of Trade and Industry aims for
the recovery and rehabilitation need of micro and small entrepreneurs
considered as the most vulnerable economic group during disasters
and calamities and can even address poverty incidence by providing
livelihood activities to relocated families. The objective is to provide
starter kit packages to micro and small entrepreneurs severely
affected by disasters to enable them to restart their businesses.
Rural Agro-Industrial Partnership for Inclusive Development and

Growth (RAPID Growth)
The RAPID Growth Project is an enterprise development
initiative that intends to propel micro and small businesses in high-growth
sectors to become innovative, productive and competitive to meet the
challenges of the global market. The project will provide a package of
sector-focused, firm-level, value chain-based and climate smart
assistance and financing program to agriculture-based processing
enterprises and entrepreneurial communities, supported by enabling

sectoral and trade policies designed to provide enhanced access to
institutional, regional and world markets.
Now, let us check how well you have learned. Different activities are given to
gauge your understanding on the topic through answering series of tasks.
Enjoy performing the different activities. If you have question/s feel free to text
or message the teacher via Facebook.
LEARNING COMPETENCY
Explain government programs and initiatives in addressing social inequalities.

(Quarter 2, Week 10).
LEARNING ACTIVITY 1: IT’S THROWBACK TIME

Revisit or recall your personal experiences and answer the following
questions:
1. When was the last time you experienced “hunger” due to lack of provisions
(e.g., money, resources) to buy food?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What actions did you take to satisfy your hunger?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Did you ask for help from anyone (e.g., family members, close friends, government
organization, non-government organizations) to address the concern? Why or why
not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Did anyone extend help?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What is the action of the government to solve the problem on hunger?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
LEARNING ACTIVITY 2: BRIDGING THE GAP BOX

Write at least ten scenarios that depict inequality in your community.
Then determine government programs and initiatives to address the said
problem.
Example:
Social Inequality Government Program
Poverty in the grassroot level Pantawid Pamilyang Pilipino Program
(4Ps)
Social Inequality Government Program

LEARNING ACTIVITY 3: PHOTO-VOICE PRESENTATION
Choose one government program in addressing social inequality. Tell a
story or convey a message about the said government program using
series of pictures to produce a 3-minute photo-voice presentation.
For students who do not have gadget, draw or cut out pictures to depict
a government program in addressing social inequality. Do it in your
activity notebook.
LEARNING ACTIVITY 4: SOCIO-AUTOBIOGRAPHY

Think deeply about your own story of social class and inequality. In this
task, you will have the opportunity to tell your own story in 200 words. In
your own socio- autobiography, make sure to link your experiences to
unequal opportunity, class privilege or deprivation. Finally, reflect in your

story the impact of government programs and initiatives to address
inequality in your life.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
RUBRIC FOR SCORING
_____________________________
Activity 1
Written Exemplary Proficient Emerging Developing

Poetry 4pts. 3 pts. 2 pts. 1 pt.
Ideas/ Main The main idea or a The main idea The main idea More than one of
Points thesis statement is can be identified. can be identified. the following

clearly defined. The writer shares The writer shares problems may be
There may be more relevant some information, evident: The main
than one key point. information, facts facts and idea is not
and experiences. experiences, but identifiable.
may show
problems going
from general
observations to
specifics.
Organization Logical progression Logical Organization is No discernable
of ideas with a clear progression of clear. Transitions organization.
structure that ideas. are present. Transitions are
enhances the Transitions are not present.
thesis. present equally
throughout essay.
Style The paper is honest Writer's voice is Writer's voice Writing is
and enthusiastic. consistent and may emerge confusing, hard to
The language is strong. The writer strongly on follow. Language
natural yet thought- is aware of an occasion, then is vague.
provoking. It brings audience. The retreat behind
the topic to life. reader is informed general, vague,
and remains tentative, or
engaged. abstract
language.
Mechanics Punctuation, Punctuation, A few errors in Distracting errors
spelling, spelling, punctuation, in punctuation,
capitalization are capitalization are spelling, spelling,
correct. No errors. generally correct, capitalization. capitalization.
with few errors.
Activity 3
Exemplary Proficient Emerging Developing

4pts. 3 pts. 2 pts. 1 pt.
Creativity Provides unique and Some unique Interesting No evidence of

interesting approach to aspects evident elements support unique or
subject in the which add to story the story interesting
photography, writing message. message, but are elements that
and story message. not unique. connect to the
story.
Storytelling All story elements Most of the story While some Few elements
relate compelling story elements evident elements of story present which do
(setting, character, plot, which still provide a evident, they do not support a
exposition, conflict, compelling story. not support a coherent,
climax, resolution) compelling story. compelling story.
Writing Proper structure, Technically well Writing has Multiple technical

grammar, punctuation written with some technical problems with
used to not only link problems, but narrative which
images and story, but detracts from

also enhance overall interest to support overall message overall story and
message. the story. is supported. message.
Photography/ Lighting, angles, Variety of images. Either quality of Neither photo

Drawing composition, cropping Lighting, angles, photos are not quality or story
and content in all composition, consistent or they support is evident
photos support story. cropping and do not support in images provided.
content in all photos the story.
support story.
Activity 4
Exemplary Proficient Emerging Developing

4pts. 3 pts. 2 pts. 1 pt.
Reflective The reflection explains The reflection The reflection The reflection does
Thinking the student’s own explains the attempts to not address the
thinking and learning student’s thinking demonstrate student’s thinking.
processes, as well as about his/her own thinking about
implications for future learning processes. learning but is
learning. vague and/or
unclear about the
personal learning
process.
Analysis The reflection is an in- . The reflection is an The reflection The reflection does
depth analysis of the analysis of the attempts to not move beyond a
learning experience, learning experience analyze the description of the
the value of the derived and the value of the learning learning
learning to self or derived learning to experience but experience.
others, and the self or others. the value of the
enhancement of the learning to the
student’s appreciation student or others
for the discipline. is vague and/or
unclear.
Making The reflection The reflection The reflection The reflection does
Connections articulates multiple articulates attempts to not articulate any
connections between connections articulate connection to other
this learning between this connections learning or
experience and content learning experience between this experiences
from other courses, and content from learning
past learning, life other courses, past experience and
experiences and/or learning content from
future goals. experiences, and/or other courses,
future goals. past learning
experiences, or
personal goals,

but the
connection is
vague and/or
unclear.
REFLECTION
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
REFERENCES:
BOOK:
Balena, Ederlina D., Lucero, Dolores M., and Peralta, Arnel M., Understanding
Culture, Society and Politics for Senior High School, Educational Resources
Corporation, 11-B Sunshine Drive, Barangay Bagong Lipunan ng Crame,
Cubao, Quezon City: 2016
WEBSITES:
https://www.thoughtco.com/sociology-of-social-inequality-3026287/Retrieved
August01,2020
https://www.undp.org/content/dam/undp/library/Poverty%20Reduction/Inclusive%20d
evelopment/Humanity%20Divided/HumanityDivided_Ch7_low.pdf/Retrieved
August01,2020
http://www.neda.gov.ph/wp-content/uploads/2018/02/PDP-Brochure.pdf/Retrieved
August01,2020
https://www.apa.org/pi/ses/resources/publications/photo-voice-garriott.pdf/Retrieved
August01,2020

https://www.cfiec.jp/en-m/2018/0283-1087/Retrieved August01,2020
https://business.inquirer.net/254682/understanding-build-build-build-
program/Retrieved November24,2020 by Sara Mae D. Mawis
https://socialprotection.org/discover/publications/pantawid-pamilyang-pilipino-
program-mcct-modified-conditional-cash-transfer/Retrieved
November24,2020
https://www.neda.gov.ph/wp-content/uploads/2019/05/Chapter-9-Expanding-
Economic-Opportunities-in-Industry-and-Services-through-Trabaho-at-
Negosyo.pdf/Retrieved November24,2020
ANSWER KEY:
Activity 1- It’s Throwback Time –Answers may vary

Activity 2- Bridging the Gap Box –Answers may vary
Activity 3- Photo-Voice Presentation –Answers may vary
Activity 4- Socio- Autobiography –Answers may vary
Prepared by:
KRISHA DYANE M. HOGGANG

MICHELLE ABAD
Writers

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
ADDRESSING SOCIAL INEQUALITY
Previously, you have learned about the different programs that the government
implements to address social inequalities. Some of which are the universal health care
law, 4Ps and free tuition fee in State Universities and Colleges.
What is social inequality again? Social inequality occurs when resources in a
given society are distributed unevenly, typically through norms of allocation, that
engender specific patterns along lines of socially defined categories of persons. It is
the differentiation preference of access of social goods in the society brought about by
power, religion, kinship, prestige, race, ethnicity, gender, age, sexual orientation, and
class. Social inequality usually implies to the lack of equality of outcome, but may
alternatively be conceptualized in terms of the lack of equality of access to opportunity
(Caves, 2004).
Major examples of social inequality are gender inequality, racial or ethnic
inequality and health care inequality.
The emphasis on gender inequality is born out of the deepening division in
the roles assigned to men and women, particularly in the economic, political and
educational spheres. Women are underrepresented in political activities and decision
making processes in most states in both the Global North and Global South (UN,
2003). Before 1937, women are not allowed to vote in the Philippines and so are not
given positions in the government.
Moreover, Henrard (2000) stated that racial or ethnic inequality is the result
of hierarchical social distinctions between racial and ethnic categories within a society
and often established based on characteristics such as skin color and other physical
characteristics or an individual's place of origin or culture. In USA, in the 1950s and
before, African Americans experienced institutional discrimination. In some instances,
African Americans are not allowed to enter establishments for the Whites.
Ethnic and gender inequality are manifestations of what is called glass ceiling.
It is an unofficial but real impediment to somebody's advancement into upper-level

management positions because of discrimination based on the person's gender, age,
race, ethnicity, or sexual preference.
In addition, health inequalities are also barriers to equality. The United Nations
Glossary of Terms defined it as differences in health status or in the distribution of
health determinants between different population groups. Health inequalities are in
many cases related to access to health care. In industrialized nations, health
inequalities are most prevalent in countries that have not implemented a universal
health care system (Wright & Perry, 2010).
Social inequalities are present in all kinds of community whether in the local,
national or global level. As a Filipino citizen, there are a lot of ways you can do to
address social inequalities. For instance, you can start by promoting equality in the
classroom simply by acknowledging and respecting the ideas of your classmates
whether they are of different gender or ethnicity.
LEARNING COMPETENCY
Suggest ways to address social inequalities in the local, national, and global
level (Quarter 2, Week 11)
LEARNING ACTIVITY 1 – VocabulaRISE

Arrange the jumbled letters in Column A then match it with the correct
definition in Column B. Write your answer in the space provided before
the number.
Column A Column B
a. unequal opportunity or treatment

____1. acliso-____________ based on social, ethnic, racial, or
economic disparity
b. ethnic affiliation or distinctiveness

____2. dgrene-___________
c. relating to, situated in, or

providing a service for a
____3. allco-_____________
particular area, especially the
area near home or work
d. relating to the way in which
____4. auntilyieq- ________ people in groups behave and
interact
e. personal traits and social
____5. nythetcii- _________ positions that a society attaches
to being female and male

LEARNING ACTIVITY 2 – GrammaRISE
Arrange the following jumbled words to form a correct sentence. Write

your answer in the space provided.
1. and ethnic categories result of hierarchical place of origin between racial

Ethnic inequality based on skin color or an individual's is the social distinctions
often
______________________________________________________________
_____________________________________________________________.
2. alternatively be conceptualized equality of access the lack of to opportunity

Social inequality equality of outcome, implies to the lack of but may in terms of
______________________________________________________________
_____________________________________________________________.
3. some races is the belief that of people better than others Racism are
_____________________________________________________________.
4. the society differentiation preference Social inequality of access of is the

social goods in
______________________________________________________________
_____________________________________________________________.
5. upper-level management because of discrimination Glass-ceiling is but real
impediment an unofficial to somebody's advancement into positions
______________________________________________________________
____________________________________________________________.

LEARNING ACTIVITY 3 – TWEET ME
Identify the type of social inequality shown in the succeeding photos. After
which, improve the statements given.
Image 3.1
The photo at the left shows

___________________________.
___________________________
Source:open.edu
If you were to improve the statement of the person, what would you say?
Write your answer in the callout.
Image 3.1 Improved version
The photo at the left shows

________________________
________________________
Image 3.2
Source: cartoonstock.com-ethnicity photo

If you were to improve the statement of the person, what would you say?
Write your answer in the callout.
The photo above shows

________________________
________________________
If you were to improve the statement of the person, what would you say? Write your
answer in the callout.

_________________________________
_________________________________
_________________________________
_________________________________
________________________________
LEARNING ACTIVITY 4 – COMMENT HERE!

Encircle your reaction in each of the photos uploaded in the Facebook. In
relation to our lesson, give your comment about the photo. Afterwards,
answer the process questions.

Process questions:
1. What does each picture portray?
2. Is gender, ethnic and health care equality present in your community?
Provide instances to justify your answer.
LEARNING ACTIVITY 5 – SHARE-A-PLAN!

Make a project proposal to address social inequalities in the community.
The proposal should promote equality in the school, your barangay,
municipality, or in the country. Use the format below to complete the
activity. Be guided by the rubric given. Your proposal may be given to
proper authorities for their reference.
Program/Project Title: (Give a unique but simple name for your program or project)
Social Inequality/Problem: (Identify the social inequality you have witnessed or
experienced in your community)
Rationale: (Describe and explain the problem (background of the problem))
Objectives: (Indicate your goal in this program or project)
Proposed Solutions: (Identify and describe your solutions to the problem)
Action Plan (Format is indicated below)
PROJECT PROPOSAL
Project Title: _________________________________________________
Social Inequality Problem: ___________________________________________
Rationale:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Objectives:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Proposed Solutions
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
Action Plan
Activity/ies Persons Time Frame Resources Success

Involved Indicators
Indicate the
activity/ies to
achieve the
objective
RUBRIC FOR SCORING
4 3 2 1
Specific Objective is Objective is Objective is Objective is unclear
clearly stated clearly stated clear but does
and and addresses not address
addresses social inequality social inequality
social but not in the
inequality in immediate
the community
community
Measurable Goal can be Goal can be Slim chance of Goal cannot be
achieved achieved but achieving the achieved
using clear some activities goal with unclear
set of are not parallel set of activities

activities
presented
Attainable Set of Set of activities Set of activities Activity/ies cannot

activities presented can can be limited be executed due to
presented be executed due to lack of limitation of
can be but requires resources resources
realistically maximum use
executed of resources
within the
resources of
the school or
community
Relevant Problem Proposed Proposed Does not address a
addressed is solution is solution has little problem
very timely useful but significance
and problem
proposed addressed is
solution is not timely
useful in the
school or
community
Time bound The activities The activities Time frame set No time frame
can be can be attained does not achieve present
attained with but time frame the
realistically set is unrealistic goal/objective
clear time in meeting the
frame that goal
meets the
goal
Reflection
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________

REFERENCES:
BOOKS
Palispis, E. S. (2007) Introduction to Sociology and Anthropology. Manila. Rex Book
Store Inc.
E-BOOKS
Caves, R. W. (2004). Encyclopedia of the City. Routledge. ISBN 9780415252256
Encarta Dictionaries, Microsoft Encarta 2009. 1993-2008 Microsoft Corporation
Henrard, K. (2000). Devising an Adequate System of Minority Protection: Individual
Human Rights, Minority Rights and the Right to Self-Determination. New York:
Springer. ISBN 978-9041113597.
Struening, K. (2002). New Family Values: Liberty, Equality, Diversity. New York:
Rowman & Littlefield. ISBN 978-0-7425-1231-3.
WEBSITES
About UN Women retrieved from

https://www.un.org/womenwatch/daw/daw/index.html on July 2020
Social inequality retrieved from
https://www.sciencedaily.com/terms/social_inequality.html on July 2020
United Nations Glossary of Terms retrieved from https://www.who.int/ on July 2020

Wright, E. R., and Perry, B. L. (2010). "Medical Sociology and Health Services
Research: Past Accomplishments and Future Policy Challenges". Journal of
Health and Social Behavior. 51 Suppl: 107–119.
doi:10.1177/0022146510383504
Photos
Anonymous, A. (2018). “Read with A Teacher”.
Galut, I. D. (2020, February 20). “Operation Timbang”.
Galut, I. D. (2020, April 18). “Vitamin Supplementation”.
Sagadan, W. (2018). Film Viewing.
Sagadan, W. (2018). Reading Together

ANSWER KEY
Activity 1
1. Social -d
2. Gender- -e
3. Local -c
4. Inequality -a
5. Ethnicity -b
Activity 2
1. Ethnic inequality is the result of hierarchical social distinctions between racial
and ethnic categories often based on skin color or an individual's place of
origin or culture
2. Social inequality implies to the lack of equality of outcome, but may
alternatively be conceptualized in terms of the lack of equality of access to
opportunity
3. Racism is the belief that some races of people are better than others
4. Social inequality is the differentiation preference of access of social goods in
the society
5. Glass-ceiling is an unofficial but real impediment to somebody's advancement
into upper-level management positions because of discrimination
Activity 3-5 Answers vary
Prepared by:
RENIBEL D. ROLDAN
Writer

AND POLITICS
Name: ____________________________ Grade Level: __________
Section: ___________________________ Date: ________________
NEW CHALLENGES TO HUMAN ADAPTATION AND SOCIAL CHANGE
In modern times, new challenges have been faced by society that require
members to strive for social change for the purpose of adaptation and development.
Any changes that would take place in the human environment greatly affect human
adaptation and survival. There are three major challenges being faced by various
countries and societies nowadays: climate change, transnational migration, and
pandemic diseases.
Climate change refers to the rise in average temperatures of the earth’s

surface. The primary cause of climate change is burning of fossil fuels which emits
greenhouse gases into the atmosphere-primarily carbon dioxide. It has been observed
that global climate change has ill effects to the environment. The rising of temperature
that causes heatstroke and skin diseases, glaciers have shrunk, ice on rivers and lakes
is breaking up earlier, and the loss of biodiversity due to limited adaptability and
adaptability speed of flora (plants) and fauna (animal life).
Transnational migration is the process by which individuals from one country

migrate to another country for economic, political and social reasons. One of the best
examples of transnational migration is the condition of OFW across different
geographical locations. The root causes of this large number of migration cases
among Filipinos are their families and issues on development.
Responding to Social, Political and Cultural Change
Every societal change entails certain reactions, responses and adaptations.

Individuals have several kinds of responses (positive and negative) to these growing
numbers of societal changes. Some easily adapt with the new changes being
imposed, but others reject systemic changes, causing them to establish social
movements to defeat or transform what has been already changed.
1. Inclusive citizenship and participatory governance. In a democratic society,

citizen participation in politics is encouraged. One of the leading organizations

espousing the goal of having more governments allowing intensive citizen
interaction in policy-making is the United Nations.
2. New forms of Media and Social Networking. Media has already undergone a
series of technological innovation and development. As society experienced
modernization, several forms of media-particularly social media-arose, resulting
in modernized development of communication.
3. Social Movements. Social movement is a process that involves three elements:
the individual, the group, and the society. Individuals are aware of their personal
qualities, characteristics, and values, enabling them to act according to what they
practice or believe in. When they experience any form of change in the society
where they belong to, reactions and responses follow. As a result, there is a series
of social interactions between the individual and the group, allowing them to
collaborate with same goals and objectives. This process paves the way to the
formation of social movements among different societies.
4. Creation of sustainable solutions. If this pandemic taught us anything, it is that
our life (as it used to be) is not sustainable for our planet. Human had to
experiment with digital solutions, be it virtual meetings for work, digital education
for students and virtual events instead of in person conferences. These proved
not only to be effective but also an environmentally-friendly way to operate in a
connected world.
5. Brand-new habits. The awareness for personal and public hygiene measures
saw a surge thanks to the contagion. Health authorities are advocating for regular
hand washing with soap, social distancing and people are getting used to wearing
facemasks for grocery shopping. These new-formed habits could linger way after
lockdowns are lifted, leading to overall better hygiene.
Let’s check your understanding on the topic through answering series of activities.
Enjoy performing the different activities. If you have question/s feel free to text or
message, the teacher via Facebook.
LEARNING COMPETENCY
Examine human responses to emerging challenges in contemporary societies.

(Quarter 2, Week 12)

LEARNING ACTIVITY 1.1 - SCAVENGER HUNT
(NOTE: This activity is intended for students with internet access.)
This is a great activity for families get outdoors during this pandemic.
Go outside of your house for a walk and find these items. Take a
picture with them and post it on Facebook or send to the messenger of
your teacher with the following hashtags (#NatureLover
#ClimateChange)
LEARNING ACTIVITY 1.2 – POSTER MAKING

(Note: This activity is intended for students without internet access.)
Typhoon Ulysses (International name “Vamco”), the Philippines’ 21st tropical cyclone
for 2020, hit Luzon hardest from November 11 to 12. The typhoon unleashed powerful
winds and torrential rain that killed dozens of people, destroyed thousands of homes,
and left swatches of the island region flooded. This is just the latest reminder of lessons
that the natural environment seems to be “teaching” us with every passing event in its
unceasing transformation.
From the news and facebook post that you have watch and read, make a poster about
the damage caused by typhoon Ulysses. You will be graded using the rubric for scoring
below.

Process questions:
1. Is climate change caused by humans?
2. What are the main threats of climate change?
3. How is climate change affecting people?
LEARNING ACTIVITY 2 – PUSH AND PULL!

International and internal migration may be forced or voluntary. Often the
causes of migration can involve both push and pull factors. Put the
phrases below in their correct headings.
- Better climate - Better Housing
- Wars causing refugees - Poverty on poor farmland
- Racial discrimination - Employment with higher wages
- Better healthcare and - Starvation

education
- Improved prospects - Cleaner, safer environment
- To be with friends and - Lack of basic amenities
relatives
- Unemployment - Better lifestyle
- Forced labour (Slavery) - Religious/political persecution
- Natural Disasters - Overpopulation
- Entertainment -
Push Factors (forced Pull Factors (voluntary

migration) migration)

LEARNING ACTIVITY 3 – I PROMISE!
Create a slogan to showcase your support or response to emerging
challenges (climate change and international migration, etc.) in
contemporary societies.
LEARNING ACTIVITY 4 – CASE STUDY

The coronavirus or COVID-19 pandemic is the defining global health
crisis of our time and the greatest challenge we have faced since World
War Two. The world has experienced a prolonged period of uncertainty
and unrest caused by COVID-19 pandemic. To date, it has already affected the
lives of people in almost 200 countries (and still counting) globally. The human
cost is rapidly being matched by huge economic costs. It is an economic, social
and human crisis.
In this activity, you are tasked to make a case study on the extent of the
effects of COVID-19 pandemic in your own community or a community within your
barangay. It is encouraged to use social media platforms in gathering information
from residents and other vital sources. However, you may opt to gather information
through face to face interview depending on the situation of your area and with the
permission from the local government unit. Please observe proper health protocols in
conducting the study.

I. Brief introduction (information such as location and population of
the community, leadership and governance structures in the
community, availability of public services)
II. Presentation and analysis of the problem and its possible solutions
III. Conclusion
IV. Insights/Realizations
I. Introduction

II. Presentation and analysis of the problem and its possible solutions

III. Conclusion
IV. Insights/Realizations

RUBRIC FOR SCORING
ACTIVITY 1.1
CATEGORY 4 3 2 1
Photography - All of the images -Most images -Some -Images are
skills/composition are in focus and are in focus images are unfocused.
have a focal point -Most images in fous. -Images do not
-All images are have good -Some have a good
taken in good angle/shot images have angle/shot.
angle/shot a good good
angle/shot
Concept Each scavenger Each Most of the Few photos have
hunt object is well scavenger photos have a scavenger hunt
represented in a hunt object is a scavenger object as a
creative way, as the subject of hunt object subject. The
the subject of each image. as a subject. subject is not the
each image. focal point.
Craftsmanship All of the images Most of the Some of the Images
are posted in images are images are demonstrate poor
facebook posted in the posted in the overall
perfectly facebook facebook craftsmanship.
neatly. neatly.
Photo Etiquette All photos were Most of the Some of the Few of the photos
taken during the photos were photos were were taken during
time period of the taken during taken during the time period of
activity. the time period the time the activity.
of the activity. period of the
activity.
ACTIVITY 1.2
CATEGORY 4 3 2 1
Required The poster includes All required All but 1 of the Several required
Elements all required elements elements are required elements elements were
as well as additional included on the are included on the missing.
information. poster. poster.
Labels All items of Almost all items of Many items of Labels are too small
importance on the importance on the importance on the to view OR no
poster are clearly poster are clearly poster are clearly important items
labeled with labels labeled with labels labeled with labels were labeled.
that can be read that can be read that can be read
from at least 3 feet from at least 3 feet from at least 3 feet
away. away. away.

Graphics - All graphics are All graphics are All graphics relate to Graphics do not
Relevance related to the topic related to the topic the topic. One or relate to the topic
and make it easier to and most make it two borrowed OR several borrowed
understand. All easier to understand. graphics have a graphics do not have
borrowed graphics Some borrowed source citation. a source citation.
have a source graphics have a
citation. source citation.
Attractiven The poster is The poster is The poster is The poster is

ess exceptionally attractive in terms of acceptably attractive distractingly messy
attractive in terms of design, layout, and though it may be a or very poorly
design, layout, and neatness. bit messy. designed. It is not
neatness. attractive.
Grammar There are no There are 1-2 There are 3-4 There are more than
grammatical/mecha grammatical/mecha grammatical/mecha 4
nical mistakes on the nical mistakes on the nical mistakes on the grammatical/mecha
poster. poster. poster. nical mistakes on the
poster.
ACTIVITY 3
1. Creativity and presentation – 5points

2. Originality – 5points
3. Relevance to the theme – 5points
Total – 15points
ACTIVITY 4
4 3 2 1
Strongly identifies Moderately Slightly Poor
Identification of
& understands the identifies and identifies and identification
the Main Issue/
main issue in the understands understands and
Problem
case study the main issue some of the understandi
in the case issues in the ng of the
study case study issues in
case study
Superficial
Insightful and Thorough
Analysis of the analysis of Incomplete
thorough analysis analysis of
Issues the issue in analysis of
of the issue the issue
the the issue
case
Well Appropriate,
Little or no
documented, well thought Superficial

reasoned and out comments and/or action
Comments on
pedagogically about inappropriate suggested,
effective
appropriate solutions, or solutions to and/or
solutions/stra
comments on proposals for the inappropriate
tegies
solutions, or solutions of the issue in the solutions to
proposals for case case study all of the
solution to the issues in the
case case study
Reflection
• I learned that ___________________________________________________

______________________________________________________________
______________________________________________________________
• I enjoyed most on _______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
REFERENCES:
BOOK:
DIWA Senior High School Series, Understanding Culture , Society and Politics Book,
4th Floor SEDCCO 1 Bldg., Thailand corner Legazpi Streets, legaspi Village,
Makati City, Phils. 1229
WEBSITES:
www.climatechangeconnection.org
(A project of MakeWay, Copyright 2020, April 23,2019)
www.rappler.com (November 23, 2020)
ANSWER KEY:
Activity 1: (Answers may vary)

Activity 2:
Push Factors (forced Pull Factors (voluntary
migration) migration)
Racial discrimination Better climate
Wars causing refugees Better healthcare and
Racial discrimination education
Unemployment Improved prospects
Forced labour (Slavery) To be with friends and
Natural Disasters relatives
Poverty on poor farmland Entertainment
Starvation Better Housing
Religious/political Employment with higher
persecution wages
Overpopulation Cleaner, safer environment
Lack of basic amenities Better lifestyle

Prepared by:
RHODA REYNO
JHOVEN CARIG
Writers

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11

LEARNING ACTIVITY SHEET

Learning Activity Sheet

Layout Artist : Jovencio C. Carig Jr.

Focal Persons : Emilia A. Estudillo, EdD, EPS AP, SDO Isabela

Printed by DepEd Regional Office No. 02

Explain the forms and functions of state and non-state institutions 1

Examine the functions and importance of education in the society 14

Examine the concept, characteristics and forms of stratification system

Explain government programs and initiatives in addressing social

Suggest ways to address social inequalities in the local, national, and

Examine human responses to emerging challenges in contemporary

LEARNING ACTIVITY SHEET

FORMS AND FUNCTIONS OF STATE AND NON-STATE INSTITUTIONS

BACKGROUND INFORMATION FOR LEARNERS

Institution is a mechanism which governs the behavior of a set

The main functions of economic institutions are:

1. Reciprocity is defined as the system of exchange in which goods or services

Note: Practice Personal Hygiene Protocols at all times 1

2. Redistribution is when members of an organized group contribute money into a

Note: Practice Personal Hygiene Protocols at all times 2

Note: Practice Personal Hygiene Protocols at all times 3

Note: Practice Personal Hygiene Protocols at all times 4

LEARNING ACTIVITY 2: #RECIPROCATE #REDISTRIBUTE #MARKET

Note: Practice Personal Hygiene Protocols at all times 5

CORPORATIONS A. Its structure allows for

TRADE UNIONS B. They accept deposits

DEVELOPMENT C. Its main function is to

Note: Practice Personal Hygiene Protocols at all times 6

Note: Practice Personal Hygiene Protocols at all times 7

LEARNING ACTIVITY 4: Make it N GO for it!

II. Possible Partners

Note: Practice Personal Hygiene Protocols at all times 8

RUBRIC FOR SCORING

Note: Practice Personal Hygiene Protocols at all times 9

Possible Opinions Very Some ⚫ New ⚫ Solution

• I learned that ___________________________________________________

• I enjoyed most on _______________________________________________

• I want to learn more _____________________________________________

Note: Practice Personal Hygiene Protocols at all times 10

https://en.wikipedia.org/wiki/Institution. Last accessed June 3, 2020.

Note: Practice Personal Hygiene Protocols at all times 11

Note: Practice Personal Hygiene Protocols at all times 12

LEARNING ACTIVITY SHEET

FUNCTIONS OF EDUCATION IN SOCIETY

BACKGROUND INFORMATION FOR LEARNERS

The primary concern of education is helping individuals become productive

Functions of education towards individual:

Note: Practice Personal Hygiene Protocols at all times 13

Functions of education towards society:

(1) Social change and control:

(2) Reconstruction of experiences:

(3) Development of social and moral value:

(4) Providing opportunity or equality:

Functions of education towards nation:

Note: Practice Personal Hygiene Protocols at all times 14

Educational integration leads to emotional integration. Education trains people for

Education serves the most important end of educating man.

Education is a social institution through which a society’s children are taught

Formal education is described as the learning of academic facts and concepts

In contrary, informal education is learning about cultural values, norms, and

EDUCATION AS HUMAN RIGHT

Education as human right began in 1995 through UNESCO Associated Schools