Quarter 2 UCSP

Understanding Culture
Society and Politics

Quarter 2 – Module 1:
State and Non-State
Institutions
Understanding Culture Society and Politics
Alternative Delivery Mode
Quarter 2 – Module 1: State and Non-State Institutions
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Alfredo Q. Jaso Jr.
Jaylar R. Borda
Editors: Alfred James A. Ellar
James Angelo T. Año
Reviewers: Leonardo C. Cargullo
Ricardo P. Makabenta
Asher H. Pasco
Jesusa L. Partosa
Alfonso V. Mabuting
Johncent Roy C. Tibordo
Illustrator: Maria Babylyn B. Nevalga
Shiela Mae L. Ortiz
Elleden Grace Denosta
Layout Artist: Maria Cristina F. Lim
Allan Gilbert M. Jain
Joseverino B. Laxamana
Management Team: Regional Director: Wilfredo E. Cabral
CLMD Chief: Job S. Zape Jr.
Regional ADM Coordinator: Elaine T. Balaogan
School Division Superintendent: Lourdes T. Bermudez
Asst. School Division Superintendent: Bernadette T. Luna
CID Chief: Violeta L. Francisco
Division EPS In Charge of LRMS: Marissa O. Aguirre
Name of Division ADM Coordinator: Ednel A. Almoradie
Printed in the Philippines by ________________________
Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro
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State and Non-State
Institution
Introductory Message
For the facilitator:
Welcome to the UNDERSTANDING CULTURE, SOCIETY AND POLITICS for Grade 11

Alternative Delivery Mode (ADM) Module on State and Non-State Institutions (MELC
7)
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
ii
For the learner:
Welcome to the Understanding Culture Society and Politics Alternative Delivery Mode
(ADM) Module on State and Non-State Institution.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
iii
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the nature of understanding culture society and politics. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is about the forms and functions of state and non-state institutions.
After going through this module, you are expected to:

1. describe the different forms of state and non-state institutions.
2. differentiate the functions of state and non-state institutions.
3. appraise the state and non-state institutions in relation to personal
development and societal progress.
1
What I Know
Use separate sheet for your answers.
A. Instruction: Read the following questions carefully. Choose the letter of the
correct answer.
1. The state works like a family; it creates agencies to provide for the welfare of its
members. Meanwhile, non-state institutions work as _________________ to lessen the
burden of the state.
A. parents
B. brothers and sisters
C. tito and tita
D. lolo and lola
2. Backed up by the government itself, this institution has less tendency to be

bankrupt. In relation, this non-state institution can also be a state institution. Which
one is it?
A. Banks
B. Cooperatives
C. Corporations
D. Trade unions
3. Helen is maltreated by her employer in Saudi Arabia where she works as a

domestic helper. Which Philippine government agency must she seek help?
A. Department of Health
B. Department of Interior and Local Government
C. Overseas Workers Welfare Administration
D. Department of Education
4. Non-state agencies like JICA, CIDA, and USAID provide financial assistance to
particular projects of a country like building bridges or roads that are essential for
development. Which non-state institution provides this kind of aid?
A. Banks
B. Corporation
C. Civil organization
D. Development agencies
5. Former United States of America vice president Al Gore went to the country last
2017 to speak about the impacts of climate change. This kind of advocacy is the duty
provided by a non-state agency known as ____________________________.
A. Bank
B. Corporation
2
6. There are various kinds of institutions in any society. Some are state-owned while
some are not. Which of the following can be an example of a non-state institution?
A. Armed Forces of the Philippines (AFP)
B. Banks
C. Local government
D. Philippine executive government
7. Non-state institutions are not directly connected to the government, but still play
a significant role in performing state functions. Which of the following is LEAST likely
to be a classification of non-state institutions?
A. Civil
B. Market
C. Political
D. Transnational
8. Non-state institutions from other countries can also have a big impact to the
Philippines. What is the MOST expected function of these non-state institutions?
A. Development
B. Investigations
C. Investments, finances
D. Reforms on economic and political practices
9. Non-state institutions function just like the government. In relation to government

functions, what term BEST describes the function of non-state institutions?
A. Band-aid
B. Gap-filling
C. Long term
D. Replacement
10. Non-state institutions are often seen as doing what the government also does. To
set it apart from the government, which of the following terms BEST describes non-
state institutions?
A. Involuntary
B. Locally-based
C. Non-governmental
D. Publicly and privately owned
11. Non-state institutions play a very important role in people’s daily lives. Which
non-state institution helps people acquire money or property in order to start a
business?
A. Banks
B. Cooperatives
C. Corporations
D. Trade unions
12. Which non-state institution raises awareness on certain issues, such as Amnesty
International for human rights violations?
A. Advocacy groups
B. Civil organizations, e.g. religion
C. Civil organizations, e.g. research
D. Transnational development agencies
3
13. If workers want to convince the government to end contractualization but the
government is not listening, which non-state institution will be able to gather workers
and force dialogue with the government?
A. Cooperative
B. Labor unions
C. Rural and farmers’ banks
D. Workers who are members of corporations
14. Civil organizations come in many form. Which one is MOST expected to show the
realities of the daily living of ordinary members of society?
A. Law firms
B. Mass media
C. Overseas research team
D. People’s organizations in communities
15. Which of the following is NOT TRUE about non-state institutions?

A. Some are for profit while some are not.
B. Some are foreign while some are local.
C. They contribute a lot to the economy.
D. They do not influence what the government does.
4
What’s In
Any state in the world formulates its own government agency to achieve the
needs of its people. However, in most democratic society, the state government allows
business individuals, corporations, and non-profit organizations to deliver goods and
services for the citizens (De Leon 2008).
A country can be associated with how a family functions; there are
authoritarian parents who determine the future of their children. Meanwhile, there
are lenient parents who allow their children to grow with minimum restrictions. In
general, parents must do necessary actions to feed the family, provide proper
clothing, send children to school, give a decent shelter, give medicine in times of
sickness, and save some budget or resources in case of emergency. Yet, no matter
how parents work to make both ends meet, there are always some issues left undone
(“The Philippines”).
On the contrary, family remains as a family no matter how imperfect they are.
They must help one another as a unit or an entity to avoid problems as much as
possible. They must utilize all resources to make possibilities to happen. Meanwhile,
children play a vital role in the family by being responsible and sensitive individuals
who do their own share, like turning off the lights or other appliances when not in
use, do some households chores, or apply for scholarship, for an instance, to ease
the burden of tuition fees, and the likes (Halili-Jao 2018).
The government is at its best in providing the necessity of its people by
allocating all its resources to meet the demands of its citizenry. However, like an
ordinary family, no matter how the government work to make both ends meet, there
is always some issues that needs to be worked upon (Panopio 1995).
On the other hand, non-state institutions are created to back up the
government in filling in the gap between the state and its people. In order to achieve
their mission, non-state institutions produce results that uplift the condition of the
people in general. Banks, corporations, trade unions, cooperatives, development
agencies, civil organizations and transnational advocacy group are created to lift the
condition of all sectors of the society (Baleña 2016).
5
What’s New
MACHING TYPE
Direction: Match Column A with Column B, Write the letter of the correct answer
before the number.
COLUMN A COLUMN B
_____`1. An agency of the government that protects its A. Department of

territories and boundaries Education (DepEd)
_____2. A state agency that looks after municipalities B. Department of Labor

and barangays and Employment (DOLE)
_____3. An agency of the government that ensures C. Overseas Workers

quality education Welfare Administration
(OWWA)
_____4. A state agency that creates public
infrastructure like school buildings, roads, and D. Armed Forces of the
bridges Philippines (AFP)
_____5. An agency of the government that looks after E. Department of Health

the welfare of Filipinos working overseas (DOH)
F. Department of Interior
and Local Government
(DILG)
G. Department of Public
Works and Highways
(DPWH)
6
MAGIC LETTERS, MAGIC PICTURES
Directions: Look at the images below. Pay attention to the boxes with magic letters
attached to them. Then, follow instructions on the next parts of the activity.
Write all eight magic letters here (in any order):
___________________________________________________________
7
Arrange the magic letters below to form a word that describes the institutions inside
the bubbles where your magic letters are attached. Four letters of the word are
already given:
MAGIC WORD N N T T
Example 1. 1 0 1 0 1 0
Example 2. 1 3 1 1 1 0
Example 3. 2 1 1 1 1 1
Example 4. 0 2 1 1 1 1
Example 5. 2 1 1 1 1 5
Example 6. 2 2 1 1 2 0
Example 7. 2 2 2 3 5 1
Found the magic word? If yes, then use the numbers below each magic letter to
complete the puzzle on the next page. The numbers tell the number of times the
magic letter will be used to form each example of a non-state institution. Some letters
are already given below. Note: Red boxes correspond to spaces.
8
Based on the words formed in the previous puzzle, name the pictures seen earlier in
this activity. Meanwhile, make sure to examine and connect the pictures below by
writing the answers on the spaces provided.
1.____________________ 2.___________________ 3.___________________
4.___________________ 5.__________________
7.___________________
9
What is It
(BACKGROUND) INSTITUTIONS
There are different models of social institutions used in different countries
nowadays, most of which are inspired by the long history of their country while others
are influenced by other nations. There are two major types of state or social
institutions: the communist, based on command economy; and the democracy,
based on capitalist economy (Panopio 1995).
Most communist countries, like the former Union of Soviet Socialist Republic
(USSR), and North Korea, are governed by their respective governments alone. They
do not allow private companies or individuals to do business in their land; thus, the
people have no opportunity to choose because the government decide what is best
for their own citizens (Panopio 1995).
However, democracy is a kind of government based on capitalism where the

government provides the major industries but allows private entities or individuals
to produce goods and services for the people; thus, citizens are given much freedom
to choose for themselves (Panopio 1995).
POLITICAL INSTITUTIONS, STATE INSTITUTIONS

Certain organizations help keep these basic institutions in place. Politically,
the Armed Forces of the Philippines (AFP) helps the government maintain peace and
order throughout its territory. The Local Government Units (LGU) is created to cater
the needs of the local barangays or communities. The Department of Education
(DepEd) ensures the quality of education based on the needs and norms the society.
The different branches of the government create, implement, and interpret the laws
we use as guide for our conduct. These organized, political bodies are called state
institutions. Government-controlled state institutions fulfil the wishes of the
Philippine State: public service and public control. For example, the government may
declare martial law in a troubled area, and the AFP makes sure that this is strictly
followed, whether the people like it or not (De Leon 2008).
NON-STATE INSTITUTIONS
Ideally, in a democratic country, major industries must be under the control
of the state, like banks, petroleum, transportation, and communication because they
are vital in the economy of the country. However, in the recent years, the said
industries are being sold to private entities to carry away the burden from its
operation and maintenance. Today, private corporations headed by executives
controls the major industries in the country with very minimum government
supervision, most of these are petroleum (Shell, Caltex and Petron),
telecommunication (Smart, Globe and PLDT), transportation (Cebu Pacific and
Philippine Air Lines), etc. These entities significantly affect the lives of the people
either directly or indirectly (Baleña 2016).
10
Meanwhile, corporations based on profit (ABS-CBN, GMA 7 and PTV 5)
manage most television networks in the country. They are duty bound to serve the
public by giving current news and information but more so entertainment to attract
viewers. The more viewers a station has, the more product advertisements coming
in, and thus the profit comes along. This is why television networks in the country
are becoming antagonistic as shown in their publicity ratings.
Moreover, if you wish to have a car but do not have the enough money to buy,
one can find a bank that offers car loan arrangements. If one wishes to own a
business but hesitant to fail, he or she may consider the stock market and be a
shareholder in a corporation. If a worker wants a better compensation, he or she may
join and be part of a trade union. These are just some examples of non-state
institutions: non-governmental organizations operating to satisfy many of our
short-term and long-term, small-scale and large-scale, and tangible and intangible
demands (De Leon 2008).
Non-state institutions include the following: banks, corporations, trade

unions, cooperatives, development agencies, civil organizations, and transnational
advocacy groups.
1. Banks help us keep our money, avail different kinds of loan, and exchange
currencies. The accumulated money of the bank is invested to some projects
to gain profit; this is how banks pay their workers and depositors’ interest
depending on the agreed terms.
Moreover, banks help the country by providing financial assistance to those

entrepreneurs who wanted to create or expand their business. By doing so,
they also provide job opportunities among local citizens.
Although there are state and non-state banks in the country, both types serve
their respective purposes. Yet, most depositors choose state banks because
the government itself backs it up, thus the possibility of bankruptcy is very
small. On the other hand, corporations or group of individuals manages non-
state banks. Although ensured by the government through the Bangko Sentral
ng Pilipinas, it is but only to a minimum extent. Like in the case of certain
banks, when a bank declares bankruptcy, each depositor could only receive
only a portion of their deposit (Contreras et al. 2016). Examples of banks
include the Bank of the Philippine Islands, Metrobank, and Rizal Commercial
Banking Corporation (RCBC).
2. A corporation is owned by a group of people, but has a separate legal identity

(the owners of a corporation are not responsible for its own debts).
Corporations offer stocks (determines level of ownership), as well as bonds
(allows one to earn interest). These generate large amounts of capital, which
is needed for growth (Contreras et al. 2016). Some well-known corporations
are San Miguel Corporation, Accenture, and Shell.
Since a corporation is associated with various industries, it needs a huge work

force to run and operate. This provides job opportunities to number of workers
in the country and thus lessen the problem of poverty.
3. Trade unions. There are some entrepreneurs who are only after for profit,
and they tend to maximize working hours and minimize wages as much as
possible. This is where the trade union steps in. They look after the well-being
11
of the workers. Collectively, they raise issues such as low salary, lack of
compensation, etc. to the management that sometimes ends up with work
“stoppage” or strike until the demands of both sides are met. (Contreras et al.
2016).
Trade unions are created to protect the labor force of the country. Workers are
essential to the creation of goods and services for the citizenry. In the
Philippines, the Trade Union Congress of the Philippines has the largest
membership.
4. Cooperatives are made up of people with common interest who agreed to work
together for easy, safe, and affordable access to commodities, loans, and other
services. They are created to help and empower one another with a minimum
help from the government (Contreras et al. 2016). Farmers’ cooperatives and
teachers’ cooperatives are common examples.
5. Development agencies promote progress by engaging in projects, policy-

making, and dialogue (Contreras et al. 2016). Some countries with active
agencies in the Philippines are Japan (JICA), Canada (CIDA), and U.S.A.
(USAID). Those providing financial assistance include the Asian Development
Bank (ADB).
Development agencies works as a bank that provides financial assistance to

important projects. The creation of bridge that connects one province to
another, or road construction that helps ordinary farmers transport their
products may be put into reality through the help of these agencies.
6. Civil organizations include academic institutions, research teams, mass

media, religious organizations, and people’s organizations. They provide facts
about the life’s various realities to influence policy-making (Contreras et al.
2016).
These organizations are created to expose the conditions of the marginalized

sector of the society by using mass media as its platform as they raise critical
issues to the government.
7. Transnational advocacy groups influence the government to take action on

matters commonly neglected. A group maybe a national or an international
organization that promotes and advocates progress and development related
to particular issues of the society. (Contreras, et al., 2016). Greenpeace and
Human Rights Watch are some examples.
12
What’s More
Directions: Based on the previous activity, answer the following questions.
1. Examine the pictures on the previous page. What is the importance of each non-
state institution to our country? Answer this question by completing the unfinished
statements below.
a. Banks allow us to _____________________________________________________________

__________________________________________________________________________________
b. Corporations give us the chance to ___________________________________________

__________________________________________________________________________________
c. Trade unions help workers to _________________________________________________

__________________________________________________________________________________
d. Cooperatives can make cheaper goods and services for us to __________________

__________________________________________________________________________________
e. Development agencies transform our _________________________________________

__________________________________________________________________________________
f. Civil Organizations can be useful in __________________________________________

__________________________________________________________________________________
g. Transnational advocacy groups raise awareness about ______________________

__________________________________________________________________________________
2. Are these non-state institutions connected to the government? If yes, how? If no,
why not?
__________________________________________________________________________________
__________________________________________________________________________________
3. What are the functions of the government in relation to its people?

__________________________________________________________________________________
__________________________________________________________________________________
4. How do non-state institutions help the government in performing its functions?

__________________________________________________________________________________
__________________________________________________________________________________
5. What do you think will happen if we do not have non-state institutions?

__________________________________________________________________________________
__________________________________________________________________________________
13
What I Have Learned
Directions: After learning about non-state institutions and their contributions to an

individual’s development and the community in general, write something about
yourself and your community by completing the phrases below.
What are the duties and responsibilities of the state to its people?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Because of non-state institutions, I am able to

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Because of non-state institutions, my community is now

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
14
What I Can Do
Directions: Read and analyze the quotation together with its hashtags. Afterwards,
explain what you understand about the statement by completing the phrase below.
Based on the quotation, I learned that ____________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
15
Assessment
Direction: Read the following items carefully. Shade the circle that corresponds to
the letter of your answer.
1. Backed up by the government itself, this institution has less tendency to be

bankrupt. In relation, this non-state institution can also be a state institution. Which
one is it?
A. Banks
B. Cooperatives
C. Corporations
D. Trade unions
2. Non-state agencies like JICA, CIDA, and USAID provide financial assistance to
particular projects of a country like building bridges or roads that are essential for
development. Which non-state institution provides this kind of aid?
A. Banks
B. Corporation
3. There are various kinds of institutions in any society. Some are state-owned while
some are not. Which of the following can be an example of a non-state institution?
A. Armed Forces of the Philippines (AFP)
B. Banks
C. Local government
D. Philippine executive government
4. Non-state institutions from other countries can also have a big impact to the
Philippines. What is the MOST expected function of these non-state institutions?
A. Development
B. Investigations
C. Investments, finances
D. Reforms on economic and political practices
5. Non-state institutions are often seen as doing what the government also does. To
set it apart from the government, which of the following terms BEST describes non-
state institutions?
A. Involuntary
B. Locally-based
C. Non-governmental
D. Publicly and privately owned
16
6. Which non-state institution raises awareness on certain issues, such as Amnesty
International for human rights violations?
A. Advocacy groups
B. Civil organizations, e.g. religion
C. Civil organizations, e.g. research
D. Transnational development agencies
7. Civil organizations come in many form. Which one is MOST expected to show the
realities of the daily living of ordinary members of society?
A. Law firms
B. Mass media
C. Overseas research team
D. People’s organizations in communities
8. The state works as a family, it creates agencies to provide for the welfare of its
members. Meanwhile, non-state institutions work as _______________ to lessen the
burden of the state-government.
A. parents
B. brothers and sisters
C. tito and tita
D. lolo and lola
9. Helen is maltreated by her employer in Saudi Arabia where she works as a

domestic helper. What government agency must she seek help?
A. Department of Health
B. Department of Interior and Local Government
C. Overseas Workers Welfare Administration
D. Department of Education
10. Former United States of America vice president Al Gore went to the country last
2017 to speak about the impacts of climate change. This kind of advocacy is the duty
provided by a non-state agency known as ____.
A. Bank
B. Corporation
11. Which of the following is NOT TRUE about non-state institutions?

A. Some are for profit while some are not.
B. Some are foreign while some are local.
C. They contribute a lot to the economy.
D. They do not influence what the government does.
12. Non-state institutions are not directly connected to the government, but still play
a significant role in performing state functions. Which of the following is LEAST likely
to be a classification of non-state institutions?
A. Civil
B. Market
C. Political
D. Transnational
17
13. Non-state institutions function just like the government. In relation to
government functions, what term BEST describes the function of non-state
institutions?
A. Band-aid
B. Gap-filling
C. Long-term
D. Replacement
14. Non-state institutions play a very important role in people’s daily lives. Which
non-state institution helps people acquire money or property in order to start a
business?
A. Banks
B. Cooperatives
C. Corporations
D. Trade unions
15. If workers want to convince the government to end contractualization but the
government is not listening, which non-state institution will be able to gather workers
and force dialogue with the government?
A. Cooperative
B. Labor unions
C. Rural and farmers’ banks
D. Workers who are members of corporations
18
Additional Activities
Direction: Match each problem with the non-state institution that could solve the
issue. Write the letters of your choice on the blanks.
_____A. Medicines are very expensive in your local drugstores.

_____B. The sea is running out of fish because of dynamite fishing.
_____C. You want to buy a house but will never have enough money for it.
_____D. You work for 18 hours a day and you cannot take it any longer.
_____E. Your community is always flooded and building a dam is needed.
F G H I J
Advocacy Bank Cooperative Development Trade
Group Agency Union
19
20
WHAT I KNOW ASSESMENT WHAT’S NEW
1. B 1. A MATCHING TYPE
2. A. 2. D 1. D
3. C. 3. B 2. F
4. D. 4. A 3. A
5. C 5. C 4. G
6. B 6. A 5. C
7. C 7. D
8. A 8. B (word) NON-STATE
9. B 9. C 1. Banks
10. C 10. C 2. Corporations
11. A 11. D 3. Trade Unions
12. A 12. C 4. Cooperatives
13. B 13. B 5. Development agencies
14. D 14. A 6. Civil organization
15. D 15. B 7. Transnational advocates
ADDITIONAL ACTIVITY
A. H
B. F
C. G
D. J
E. I
Answer Key
References
“The Philippines”. Accessed June 9, 2020. www.family.jrank.org/ pages/1277/

philippines.html.
Baleña Edrlina D., Dolores M. Lucero and Arnel M. Peralta. 2016. Understanding Culture
Society and Politics. Quezon City: Educational Resource Corporation.
Contreras, Antonio P., Areleigh Ross D. Dela Cruz, Dennis S. Erasaga and Cecile C. Fadrigon.
2016. Understanding Culture, Society and Politics. Quezon City: Phoenix Publishing
House Inc.
De Leon, Hector S. 2008. Philippine Constitution. Manila: Rex Book Store, Inc.
Halili-Jao, Nina . 2018 “The evolving Filipino family value system”. Philstar.com. Accessed
June 9, 2020. www.philstar.com/lifestyle/allure/2018/07/29/1837596/evolving-
filipino-family-value-sytem.
Panopio, Isabel S., Felicidad V. Cordero-MacDonald and Adelisa A. Raymundo. 1995.
Sociology Focus on the Philippines. Quezon City, Rex Publishing House Inc.
21
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

Functions and Importance
of Education
Quarter 2 – Module 2: Functions and Importance of Education
First Edition, 2020
over them.


Writer: Mary Grace Feleo-Alano
Lily Beth V. Galang
Emily R. Quintos
Asher H. Pasco
Jesusa L. Partosa
Alfonso V. Mabuting
Illustrators: Shiela Mae L. Ortiz
Maria Babylyn B. Nevalga
Layout Artists: Allan Gilbert M. Jain
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Ellenden Grace Denosta
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Bryan L. Inductivo
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Learning Area EPS: Emily R. Quintos

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Telefax: 02-8682-5773/8684-4914/8647-7487
Functions and Importance
of Education
Welcome to the Understanding Culture, Society, and Politics (Subject with Grade
Level) Alternative Delivery Mode (ADM) Module on Functions and Importance of
Education
the module:

ii
For the learner:
(ADM) Module on Functions and Importance of Education
module.

module.







competency.
iii
learned concepts.

module.

this module.
not alone.
iv
What I Need to Know
The module is about the functions and importance of education in the society. (MELC
8)
Examine the functions and importance of education in the society (MELC 8)

1. define the meaning of education and its functions in the society
2. explain the types of system of education in the Philippine context
3. determine the similarities and differences of formal and nonformal education;
4. value the functions and significance of education in providing productive
citizens based on the existing provisions of law.
1
What I Know
Choose the letter of the best answer. Circle the letter that corresponds your
answer.
1. Alvin Toffler, an American writer and futurist, popularly quoted for

having said “The illiterate of the twenty-first century will not be those
who cannot read and write, but those who cannot learn, unlearn and
relearn”. What is his point of view in saying those?
A. Illiteracy is being knowledgeable.
B. It is the concept of being a good learner.
C. It is the manner of pursuing your dreams.
D. The long journey that has taken place in the field of education.
2. Social institution is a group of people who have come together for a

common goal. Which a social institution taught basic academic
knowledge, learning skills, and cultural norms?
A. Education
B. Formal education
C. Informal education
D. Nonformal education
3. This type of education is usually based in the classroom and the learners
are provided by trained and professional teaching and nonteaching
personnel. What type of education is this?
A. Homeschooling
B. Formal education
4. Nonformal education focuses on skills. Which of the following is an

example of a nonformal education?
A. Martheena attends her class every day at school.
B. Grace passed the National Certificate on driving.
C. Maggie stays at home and her lesson is conducted by an online
teacher.
D. Allan attends night classes at the nearby university because he
is working during daytime.
2
5. Livie is already 45 years old but she just completed grade nine level of
basic education. She wanted to go back to school to learn dressmaking.
Which type of education is suited for her?
A. Homeschooling
B. Formal education
6. Which of the following bests define education?

A. It is a social institution that improve social status
B. It is a social institution that helps people think, feel, and
behave in a way that contributes to their success.
C. It is a social institution through which a society’s children are
taught basic academic knowledge, learning skills, and cultural
norms.
D. All the above
7. There are two types of education in the Philippines. Which of these bests
describes a nonformal education?
A. An educational activity about work skills.
B. An educational program for out of school children.
C. An educational movement for social development.
D. All of the above
8. Formal and nonformal education has differences. Which of the following

statements determine the difference between the two?
A. The formal education allows the transmission of culture while
the nonformal education does not.
B. The formal education is a classroom based while nonformal
education is a community based.
C. The nonformal education is progressive while the formal
education is regressive.
D. The nonformal education is hierarchically structure while the
formal education does not require any structure.
9. Which among the following statement is a function of education?

A. Education is for all
B. Education is reinforced by state or religion.
C. Provides new experiences, offers alternatives.
D. Education transmits culture and provides socialization.
3
10. One way to appreciate education is to look at its goals. Which of the
following are the two most important goals of education for an individual
and for the society?
A. Communication and patriotism
B. Social and cultural innovations
C. Self-actualization and productive citizenry
D. Upgrading social standing and becoming famous
11. Education has immense and complex social institution which prepares
citizens for various needs of society, what does this statement imply?
A. Education is the primary institution in the society.
B. The main goal of the society is to educate the citizen.
C. Education is a primary need for economic development.
D. Education performs several functions for people and the
community they belong.
12. Education has a formal and nonformal form. Which of the following does
not belong to a formal education?
A. Computer Literacy Program
B. Primary Education
C. Secondary Education
D. Tertiary Education
13. Which of the following is an example of a compulsory formal education?

A. Welding
B. College Education
C. Elementary Education
D. Alternative Learning System
14. Which of the following does not describe the importance of the right to
education?
A. It stimulates independence.
B. It provides productive citizens.
C. It divests work related opportunities.
D. It produces important development benefits.
15. To which function of education does this statement implies: “Education

prepares us for the later station of our lives, and, to buy the necessities
of life.”
A. Socialization
B. Social Integration
C. Social Needs
D. Social Placement
4
What’s In
Education may have a different connotation depending on how individuals

look at it. For example, a teacher and a student may have a different view on
education. In the flower chart below, write your own ideas or concepts about
education.
5
What’s New
What’s the Difference?

Write down the distinction between the formal and nonformal education.
Process Question:
1. How formal and nonformal education differ?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Which type of education are you in, the formal or the nonformal? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Give example/s of formal and nonformal education.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Why do you think they are important in the society?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6
What is It
In this part of your journey, we provide something for you to read to deepen
your understanding about the topic.
Please do it with comprehension to discover knowledge that will help you out
in dealing with the next phase of your quest.
The Meaning of Education, Types, Functions

and its Importance
The Meaning of Education
Education {ej-oo-key-shuhn], the act or process of imparting or acquiring

general knowledge, developing the powers of reasoning and judgment, and generally
of preparing oneself or others intellectually for mature life
(https://www.dictionary.com/browse/education). However, education, as a social
institution has a different meaning. Dr. William Little (2014) held that education is
a social institution through which a society’s children are taught basic academic
knowledge, learning skills, and cultural norms.
Furthermore, the word education is derived from the Latin word “educare”
which means “to train”, “to rear or bring-up (a child)”. Hence, it plays a significant
role in transferring culture and social norms among members of society, in the
process of training and various modalities of educating. It enables individual to
flourish their personality to withstand the culture and social systems. It will always
remain as an essential support pillar in our society.
Hence, Alvin Toffler, an American writer and futurist, is popularly quoted for
having said “The illiterate of the twenty-first century will not be those who cannot
read and write, but those who cannot learn, unlearn and relearn.” This marks the
highlights of the extensive journey that occurs in the field of education.
The System of Education in the Philippines
There are two types of education in the Philippines: the formal and the
nonformal. Formal education refers to the standardized method of hierarchically
structured and progressive schooling that corresponds to the general notion of
elementary and secondary and tertiary level of education. Yet, only the primary and
secondary level is compulsory to the students.
In the educational system of the Philippines, the elementary and secondary

level is administered and supervised by the Department of Education. Elementary
level is composed of kindergarten and six (6) years of primary education. Whereas,
the secondary contains four (4) years of junior high school and two (2) years of senior
7
high school. Furthermore, the tertiary level is administered and supervised by the
Commission on Higher Education. The actual years spent in this level depends on
the curriculum of each course.
Nonetheless, the nonformal education refers to an educational activity carried

outside the structure of a formal education. According to UNESCO, non-formal
education can cover programmes contributing to adult and youth literacy and
education for out-of-school children, as well as programmes on life skills, work skills,
and social or cultural development. Thus, this type of education is basically flexible,
learner-centered, contextualized and requires learners to participate in every activity.
Also, the age of learners in this category is not a necessity. One example is the
Alternative Learning System or ALS overseen by the Department of Education. ALS
Non-formal Education happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall, libraries or
at home, managed by ALS learning facilitators, such as mobile teachers, district ALS
Coordinators, instructional managers at an agreed schedule and venue between the
learners and facilitators. (https://www.deped.gov.ph/k-to-12/inclusive-education/about-
alternative-learning-system/)
The Functions of Education and its Importance
Whether formal or nonformal, education addresses various needs of this

society. Education also provides a “productive citizenry”, and makes the “self-
actualization” possible. Productive citizens are necessary for the improvement of the
community. However, self-actualization refers to the desire for self-fulfilment or the
tendency of human to become actualized in what he is potentially. Again, education
takes a vital part to achieve the self-actualization.
Education has different functions. This consists of socialization, transmission

of culture, social integration social placement, and social and cultural innovation
and/or preservation.
a) Socialization. Socialization is an essential ingredient in creating a society.

Since school is an agent of socialization, thus, education helps transform human in
becoming literate and recognize its function in the society. Through education as a
means of socialization, we also learn social norms, values and culture that are
fortified by our teachers, our textbooks, and our classmates as well.
b) Transmission of Culture. Through socialization in school (teachers to
learners, and learner to learner), the transmission of culture is at the highest
possible. Through education, human learn the values, beliefs, and social norms of
their culture.
c) Social Integration. As the saying goes “nations are built because of
education”, this is because education portrays an important role to unify individuals
by teaching the common values and social norms.
d) Social Placement. It could be a cliché that “all other professions rooted
from teachers” though, it is indeed the reality. Education provides a social placement
for everyone. It prepares us for the later station of our lives, and, to buy the
necessities of life. Now, this makes sense to “productive citizenry” and “self-
actualization”
8
Nonetheless, it is not a secret that education can change one’s life. “Having
education in an area helps people think, feel, and behave in a way that contributes
to their success, and improves not only their personal satisfaction but also their
community” (cited from Al-Shuaibi, Abdulghani, The Importance of Education, 2014).
Legal Provisions of Education: Education as a Human Right
It is stated in the Universal Declaration of Human Rights of the UN website:

Article 26:
(1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be
compulsory. Technical and professional education shall be made generally
available and higher education shall be equally accessible to all on the basis of
merit.
(2) Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms.
It shall promote understanding, tolerance and friendship among all nations,
racial or religious groups, and shall further the activities of the United Nations
for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given
to their children.
In the 1987 Philippine Constitution, Article 14:
Section 1: The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such education
accessible to all.
Section 2, Paragraph 2: The state shall establish and maintain a system of

free public education in the elementary and high school levels. Without limiting
the natural right of parents to rear their children, elementary education is
compulsory for all children of school age;
The right to education is fundamental. It is non-discriminatory. Everyone has
the right to education regardless of race, ethnicity, social origin, gender, political
preferences or disability. It is also a vital human right in exercising all the other
human rights.
Furthermore, it stimulates independence and concession to produce
significant development benefits for the country. It is a powerful instrument for
economically and socially marginalized individuals away from poverty to become
productive citizen of the country. Since education is a human right, every individual
has an equal opportunity to participate in an education system.
9
What’s More
Activity 1: Concept Mapping

Direction: Through concept mapping, give the functions of education. Create your
concept map on the space provided.
Activity 2: Word Journal

Directions: On your journal below, write a single word which express the importance
of education in the society. Then, use a paragraph to explain your word choice.
10
What I Have Learned
Harvesting:
Directions: Try to reflect on “what” you have learned, “so what” (why is it important
and what are the implications), and “now what” (how to apply it or do things
differently). Write your answers on the space provided.
_______________ _______________ _______________

WHAT
SO WHAT
NOW WHAT
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
Venn Diagram:
Directions: Study the Venn diagram below. Indicate the similarities and differences
of formal and nonformal education. Write your answer in a separate sheet of paper.
11
What I Can Do
Write your pledge of commitment on how you can become a productive

citizen.
PLEDGE OF COMMITMENT
I, ________________________ (your name),

commit myself to ______________________
_________________________________________
________________________________________,
so that,_________________________________
_________________________________________
________________________________________.
12
Assessment
Directions: Read the following items carefully. Circle the letter that
corresponds to the letter of your answer.
1. Education is a social institution that has its own definition. Which of the
following bests define education?
A. It is a social institution that improve social status
B. It is a social institution that helps people think, feel, and behave in
a way that contributes to their success.
C. It is a social institution through which a society’s children are taught
basic academic knowledge, learning skills, and cultural norms.
D. All the above
2. The educational system in the Philippines has two forms: the formal and
the nonformal. Which of the following belongs to a nonformal education?
A. An educational activity about work skills.
B. An educational program for out of school children.
C. An educational movement for social development.
D. All of the above
3. Both formal and nonformal education has its own distinct characteristics.
Which of the following statements determine the distinctions of the two?
A. The formal education allows the transmission of culture while the
nonformal education does not.
B. The formal education is a classroom based while nonformal
education is a community based.
C. The nonformal education is progressive while the formal education
is regressive.
D. The nonformal education is hierarchically structure while the formal
education does not require any structure.
4. Education has several functions to people and society. Which of these

statements tells the function of education?
A. Education is for all
B. Education is reinforced by state or religion.
C. Provides new experiences, offers alternatives.
D. Education transmits culture and provides socialization.
5. Education will be more appreciated through its goals. Which of these are
the two most important goals of education?
A. Communication and patriotism
B. Social and cultural innovations
13
C. Self-actualization and productive citizenry
D. Upgrading social standing and becoming famous
6. The education has a huge and multifaceted social institution that prepares
citizens for innumerable needs of society. What does this statement infer?
A. Education is the primary institution in the society.
B. The main goal of the society is to educate the citizen.
C. Education is a primary need for economic development.
D. Education performs several functions for people and the
community they belong.
7. The following is a nonformal education except for?

A. Computer Literacy Program
B. Primary Education
C. Secondary Education
D. Tertiary Education
8. Which among the following belongs to a compulsory formal education?

A. Welding
B. College education
C. Elementary education
D. Alternative Learning System
9. Whether formal or nonformal education, both exerts significance in the

society. Hence, everyone is entitled to a free education of at least a primary
education. Which of the following does not show the significance of the right
to education?
A. It stimulates independence.
B. It provides productive citizens.
C. It divests work related opportunities.
D. It produces important development benefits.
10. “Education prepares us for the later station of our lives, and to buy the
necessities of life.” Which statement does it implies?
A. Socialization
B. Social Integration
C. Social Needs
D. Social Placement
11. “The illiterate of the twenty-first century will not be those who cannot read
and write, but those who cannot learn, unlearn and relearn”. This
statement was from the American writer and futurist Alvin Toffler. What is
does he wants to high lights in saying this?
A. Illiteracy is being knowledgeable.
B. It is the concept of being a good learner.
C. It is the manner of pursuing your dreams.
D. The long journey that has taken place in the field of education.
14
12. Which is a social institution that taught basic academic knowledge,
learning skills, and cultural norms?
A. Education
B. Formal education
13. Which type of education is usually based in the classroom and the learners
are provided by trained and professional teaching and nonteaching
personnel?
A. Homeschooling
B. Formal education
14. The education that focuses more on skills, more of participatory approach
and is out of a formal structure is nonformal. Which shows scenario of a
nonformal education??
A. Martheena attends her class every day at school.
B. Grace passed the National Certificate on driving.
C. Maggie stays at home and her lesson is conducted by an online
teacher.
D. Allan attends night classes at the nearby university because he is
working during daytime.
15. Livie is already 45 years old but she just completed grade nine level of basic
education. She wanted to go back to school to learn dressmaking. Which
type of education is best for her?
A. Homeschooling
B. Formal education
15
Today’s Top Story:

Directions: Study the headline written on the newspaper. Create a news
story about it.
16
17
Assessment What I Know
1. C 1. D
2. D 2. A
3. B 3. B
4. D 4. B
5. C 5. D
6. D 6. C
7. A 7. D
8. C 8. B
9. C 9. D
10.D 10.C
11.D 11.D
12.A 12.A
13.B 13.C
14.B 14.C
15.D 15.D
Answer Key
References
Al-Shuaibi, Abdulghani. (2014). The Importance of Education. Retrieved from

https://www.researchgate.net/publication/260075970_The_Importance_of_
Education
Article 14, 1987 Philippine Constitution
Department of Education. Inclusive education. Retrieved from

https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-
learning-system/
Education. Retrieved from https://www.dictionary.com/browse/education.
Little, W., & McGivern R. (2014). Introduction to Sociology -1st Canadian Edition.
Canada: BC Campus. Retrieved from
https://opentextbc.ca/introductiontosociology/
Pianfetti E.S., Reese G.C. (2011). Transforming Education. In: Barak M., Hacker M.
(eds) Fostering Human Development Through Engineering and Technology
Education. International Technology Education Studies, vol 6. Sense
Publishers. https://doi.org/10.1007/978-94-6091-549-9_15
18

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Concept, Characteristics and
Forms of Stratification Systems
Quarter 2 – Module 3: Concept, Characteristics and Forms of Stratification Systems
First Edition, 2020
over them.


Writer: Ferd Francis P. Alamag
Emily R. Quintos
Asher H. Pasco
Jesusa L. Partosa
Alfonso V. Mabuting
Armando D. Ison
Regional Librarian: Fe M. Ong-ongowan
Assistant Schools Division Superintendent: Elias A. Alicaya, Jr. & Ivan Bryan
L. Inductivo

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Concept, Characteristics and
Forms of Stratification Systems
Welcome to the Understanding Culture, Society and Politics for Grade 11 & 12
Alternative Delivery Mode (ADM) Module on on Concept, Characteristics and Forms
of Stratification Systems.
the module:

ii
For the learner:
(ADM) Module on Concept, Characteristics and Forms of Stratification Systems
(MELC 9).
module.

module.







competency.

iii
learned concepts.

module.

not alone.
iv
What I Need to Know
the nature of Understanding Culture Society and Politics. The scope of this module
The module is about the concept, characteristics and forms of stratification systems
using sociological perspectives (MELC Week 9).

1. identify the concept of stratification using a pyramid of social classes;
2. compare and contrast the characteristics of two forms of stratification systems
using a Venn diagram;
3. identify social mobility and social inequality in understanding stratification
systems in sociological perspectives; and
4. view stratification systems as a way for social mobility and a reason of social
inequality in the society.
1
What I Know
Multiple Choice. Read each item carefully and encircle the letter that
corresponds to the correct answer.
1. Does social stratification persist across generations?
a. No, because everyone believes he or she belongs to a social class
already.
b. Yes, stratification serves to categorize and rank members of society across
generations resulting in different life chances
c. Yes, because it shows up in every society in the world but how exactly
it looks like vary from society to society
d. No, it does not affect any generation in any parts of the world
2. How do you describe a caste system?

a. It is an open system of stratification requiring the element of meritocracy for
social mobility.
b. It is a close system of stratification in which an individual is restricted to his
or her social class only.
c. It is an open system of stratification with a combination of achieved and
ascribed status.
d. Caste system is universal in every society in the world.
3. What important factor is highlighted in class system for some social mobility?
a. Race
b. Power
c. Meritocracy
d. Wealth
4. Which of the following groups belong to the upper class during the Philippine
pre-colonial social stratification?
a. The Maharlika
b. The Alipin
c. The Timawa
d. The Maginoo
5. Which of the following groups belong to the lower class during the Philippine
a. The Maharlika
b. The Alipin
c. The Timawa
d. The Maginoo
6. In class system, is social mobility possible?

a. Yes, because class system has element of meritocracy based on personal
achievements and talents of a person.
b. No, because a man, in any chances, can’t change his or her own social class.
c. No, because of social control restriction based on a set of strong cultural
and religious beliefs.
2
d. No, because class system has no element of meritocracy resulting in an
immense social inequality.
7. Why could social stratification be considered as a form of social belief?

a. Beliefs are universal in every society in the world.
b. Everyone believes that he or she belongs to a social class.
c. Beliefs about social stratification that inform people what it means to
deserve wealth, success or power.
d. It continues from generation to generation in every society.
8. Which of the following is not considered as a social class?

a. Castaways
b. Lower class
c. Middle class
d. Higher class
9. In caste system, is social mobility possible?

a. Yes, because caste system has element of meritocracy that is based on
personal achievements and talents of a person.
b. Yes, because a man, in any chances, can change his or her own social
class.
d. Yes, because anyone can achieve greatness as long as he or she works hard
for it.
10. How does social stratification started in the society?

a. As societies evolved and became more complex, it began to elevate some
members of the society through land acquisition and gaining social status.
b. It started when people think that they can afford to invest into material
things.
c. It started when a person can buy a lot of foods and drinks for his family.
d. The elements of meritocracy that is based on personal merit and
achievement of a person.
11. Which of the following choices best define the concept of social stratification?
a. It refers to people living in immense poverty.
b. It pertains to people in elite category
c. It refers to grouping of social classes base on the factors such as power,
wealth, and prestige.
d. It is the study of indigenous people.
12. Which of these choices gives a broader differentiation between the upper class
and lower class?
a. The upper class are those who have fancy cars while the lower class are
those who are less fortunate individuals.
b. The upper class are those elite group of people while the lower class are
those underprivileged who struggled to make ends meet on a daily basis.
c. The lower class are those who seek financial help and support from the
government while the upper class are those business owners.
d. The lower class are those with nothing to invest from while the upper class
are those who can travel the world without worrying for financial stability.
3
13. Why is social stratification be considered as universal but variable?
a. Because everyone is entitled to be part of a social class
b. Because a man, in any chances, can change his/her own social class
c. Because social stratification is based on the factors such as power, wealth
and prestige
d. Because it shows up in every society in the world but how exactly it
looks like vary from society to society
14. Which type of status is earned by an individual?

a. Single status
b. Ascribed status
c. Achieved status
d. In a relationship status
15. Which of the following describes the upper class?

a. A person who can afford to buy clothes and shoes
b. A person who do not have enough money to make ends meet
c. A person who owned businesses, and is an investor
d. A person who can buy a lot of foods and drinks for his family
4
What’s In
THE PREVIOUS LESSON
INSTRUCTION. Read the given text below. Then, answer each question properly on
the space provided.
A Filipino child, at five years old, can start going to
school under the Universal Kindergarten of Basic Education
program. With this, a child can learn alphabet, numbers,
shapes, colors, and parts of the body in their mother tongue
and can learn how to socialize with their peer through dances,
songs, games, and storytelling until a child reaches junior to
senior high school wherein a student can learn complex
concepts and theories.
QUESTION 1: Which Philippine educational system agency is

being referred by the given text? Explain the goals of this
institution in achieving quality education on basic education
level.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
After a child graduates from Grade 12, he/she has to

choose whether he/she will pursue higher education where
professionals are being built and molded. This level holds both
the tertiary level, such as any bachelor degree and graduate
levels, such as masters or doctoral degree. This is an avenue for
learning different professions such as doctors, lawyers, IT
professionals, educators, engineers, biologists, etc.
QUESTION 2: Which Philippine educational system agency is

being referred by the given text? Explain the goals of this
institution in achieving quality education on tertiary and
graduate levels.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5
Every Filipino should not be left behind in terms of education. That is why in
the Philippine educational system, the State provides an avenue for learning and
discovery for every citizen who is not able to go to elementary, high school, or even
college. It is through learning and gaining new skills and knowledge, and being able
to complete a set of different lessons, with national certification, related to masonry,
baking, cooking, carpentry, midwifery, etc.
QUESTION: Which Philippine educational system agency is being referred by the

given text? Explain the goals of this institution in helping Filipinos achieve their full
potential in acquiring skills and competencies.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
.
CONNECTING THE PREVIOUS LESSON TO NEW LESSON
What do you think is the effect of online learning to different social classes if this
type of learning opportunity becomes standard in Philippine education during the
time of COVID-19 pandemic? Write your insights on the space provided.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
6
What’s New
ACTIVITY: The Pyramid of Social Classes
INSTRUCTION: In the pyramid of social classes shown below, fill in the boxes to
indicate the social class that is supposed to be placed in each level. Write in the box
the corresponding social class based on the pyramid of social classes.
ACTIVITY: The Classes They Belong
INSTRUCTION: After placing each category in the pyramid, it is your turn to

categorize the given personas based on their wealth, power, socio-economic
capability, prestige and achievements. Write your answer on the space provided.
PEOPLE DESCRIPTION SOCIAL CLASS

Henry Sy is a man
with a “rags turn into
riches” kind of tale.
He enrolled himself to
school and was able to
graduate in college
with a degree in ______________
Commerce from Far
Eastern University. He
established a small
shoe store in Quiapo,
Manila in 1958 named
HENRY SY, SR.
“Shoe Mart” that
eventually marked the
establishment of SM
7
Prime Holdings. Now,
he holds three of the
most valuable
companies in the
Philippines: SM
Investments
Corp. and SM Prime
Holdings Inc., valued at
over Php 1 trillion
each, and BDO
Unibank, valued at
around Php 635
million.
Lucio C. Tan, Sr. is a

Chinese-Filipino
businessman and
educator with interests
in banking, airline,
liquor, tobacco, real
estate industries, and
education. In 2013,
Forbes magazine listed
LUCIO C. TAN, SR. him as the second
richest billionaire in
the Philippines with a
net worth of $7.5
billion.
These are individuals
or group of people
whose income or salary
can meet their needs
and wants, and enjoy
the privilege in
ENGINEER DOCTOR investing to education
and eventually use it to ______________
their advantage. These
people are
professionals whose
status in the society is
called achieved status.
LAWYER
These are individuals
or group of people who ______________
COMMONER have just enough
income to have a
8
normal lifestyle.
Mostly, they earn daily
minimum wage and
receive regular
benefits.
ANALYSIS: Something to think about
INSTRUCTION. Answer the given set of questions based on the previous two
activities. Write your answer on the space provided.
WHAT. What makes an individual or group of people belong to upper, middle, or

lower class? Explain the basis for your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
.
HOW. How could education be a way for social mobility and eventually change one’s
current social class?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
.
WHY. Do you think inequality may arise in a society because people don’t have the
same social status in life? Why or why not?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
.
What is It
In this part of your journey, we provided something for you to read to deepen
your understanding about the topic.
Please read with comprehension to discover knowledge that will help you out
in dealing with the next phase of your quest.
9
CONCEPT OF SOCIAL STRATIFICATION
Have you ever wondered why people don’t have the same status in life when
they were born? Why are there rich and poor people in the society? Have you ever
thought this idea wondering what if you were born rich? On the other hand, what if
you were born poor? What if the society is some kind of Utopia where everything is
just perfect and equal?
Yet, whatever social class one belongs to in a society, it is hope that one may
find reasons to still be grateful, and live a life that is full of opportunities.
The idea of rich and the poor may be too familiar to everyone. It can be seen
in Pinoy teleseryes or Korean dramas that you watched back then, and it can be seen
in reality just like in the society where you are belong. The activities that you
encountered a while ago introduced you to the new lesson which is about categorizing
individuals or group of people based on factors such as power, wealth and prestige.
This is called Social Classes and the layering of these social classes from higher to
lower class is called Social Stratification. Social stratification is defined as the
hierarchical arrangement and establishment of social categories that may evolve into
social groups together with statuses and their corresponding roles in the society
(Cordero-McDonald, et al., 1995, 380). Let’s take a look on the pyramid of social
classes shown below:
UPPER CLASS
MIDDLE CLASS
LOWER CLASS
Figure 1. Pyramid of Social Classes or Social Stratification
Social stratification is divided into three social classes. At the top of the
pyramid is where the Upper Class. This class in the society is described by the
sociologists as elite individuals or group of people that are most prolific and
successful in their respective areas. These people may be stockholders and
investors in very huge well-known companies from different industries here and
abroad. In the second activity earlier, Henry Sy, Sr. and Lucio Tan, Sr. are both
considered elite who belong to the upper class of social stratification. According to
the “List of 50 richest Filipinos in 2014” of Pinoy Money Talk website (as cited by
Lanuza and Raymundo 2016, 109), Henry Sy, Sr. and his family had a net worth of
$12.7 billion, while Lucio Tan, Sr. and his family had a net worth of $6.1 billion.
These people may own big companies and huge mansions here and abroad, mingle
with the same class, own fancy cars, and value wealthy heritage.
Dividing the upper class and lower class is the Middle Class. Middle class are
mostly professional individuals or groups of people like lawyers, doctors, managers,
owners of small businesses in the locality, and executives who work in the
corporate world, etc. They are able to meet both their needs and wants without even
worrying about their finances because of the job and salary they have. They live in
spacious houses and situated in best suburbs. Their income can afford them a
10
comfortable lifestyle. They value education the most since education to them is the
most important measure of social status.
Last but not the least, the lowest part of the pyramid of social classes is where
the Lower Class situated. These are the skilled and unskilled artisan, farm
employees, underemployed, and indigent families. Because of the given status in life,
these people lack revenue or income and educational training or background.
Without the proper education, some of them are jobless or have difficulty to find a
job in order to make ends meet. They also lack support network that could lift them
up.
How did stratification system started? Remember the lesson about the earliest
form of human societies. According to the sociologists and anthropologists, in earliest
societies, people shared a common social standing; there was no social class back
then.
Figure 2. Example of Stratification during Earliest Civilization
As societies evolved and became more complex, it began to elevate some

members of the society through land acquisition and social status or social
entitlement. In the earliest civilization, there were kings and priests as the upper
class, scribes, merchants and artisans as the middle class, and slaves as the lower
class.
CHARACTERISTICS OF STRATIFICATION SYSTEMS
Imagine two extremely wealthy people. One of them inherited their money,
acquiring it through the luck that comes with being born to parents or owners of
immense amounts of property and wealth, while the other person worked for what
he/she had. That person started at the bottom, and through years of hard work and
strategic dealing in life was able to build a business empire of their own.
Now, which one would you say deserves the wealth? Sociologically, the
interesting aspect isn’t your answer to the question; it’s the fact that different
societies, in different times and places, have different answers because the question
of what it means to deserve wealth, success, or power, is a matter of social
stratification.
Let’s take a look at the different characteristics of social stratification. Social

stratification is:
1. Universal but variable. Social stratification is what we are talking about when we
talk about social inequality and social mobility. Society categorizes people and ranks
them in a hierarchy. Everything, from social status, prestige, to the kind of job one
holds, or to the chances of living in poverty, is affected by social stratification.
11
Stratification is universal but variable because it shows up in every society in the
world, but how exactly it looks like, how it divides and categorizes people, and what
the advantages or disadvantages are that come with that division - vary from society
to society.
2. Not a matter of individual differences. People are obviously different from each
other, so we might assume that stratification is just a kind of natural outcome of
differences, but in reality, it is not. We know we can see the effects of social
stratification on people regardless of their personal choices or traits. For example,
children of wealthy families are more likely to live longer and be healthier, to attend
college, and to excel in school as compared to children born into poverty. Moreover,
they are more likely to be wealthy themselves when they grow up.
3. Persists across generations. Stratification serves to categorize and rank

members of society across generations, resulting in different life chances. Yet
generally, society allows some degree of social mobility, or changes in the position
within the social hierarchy. People sometimes move upward or downward in social
class, which is the basic concept of social mobility.
4. A social beliefs. A society’s cultural beliefs tell us how to categorize people, and
they define inequalities of a stratification system as being normal, or even fair. If
people don’t believe that the system is right, it won’t last. Beliefs are what make
systems of social stratification work and it is through these beliefs about social
stratification that inform what it means to deserve wealth, success, or power.
FORMS OF STRATIFICATION SYSTEMS
1. CLOSE SYSTEM OF STRATIFICATION

India’s Caste System is probably one of the best-known forms of close system
of stratification. While it is a social system of decreasing importance, it still holds in
parts of rural India, and has a strong legacy across the country. The traditional caste
system contains four large divisions called Varnas. It consists of Brahmin, or priests
and academics in their native language, as placed at the top of the hierarchy; followed
by Khsatriya or the rulers (kings), warriors, and administrators; then Vaishya or
merchants and landowners; and last is the Shudra or the commoners, peasants and
servants.
Figure 3. Ancient India’s Caste System
12
The system required endogamy - marriage within your own caste category. In
everyday life, the caste system determines whom one could interact with, and how,
with systems of social control, contact between lower and higher castes is restricted.
This whole system is based on a set of strong cultural and religious beliefs that living
within your own category is a moral and spiritual duty - the reason why gods are on
the top of the pyramid because caste system is governed by religious beliefs of
Hinduism.
2. OPEN SYSTEM OF STRATIFICATION
Class System is one of the best examples of open system of stratification and
is not based solely on ascribed status at birth alone. Instead, it combines ascribed
status and personal achievement or achieved status in a way that allows some social
mobility. Statuses are not the same. We get different statuses in different ways and
chances. Some are ascribed statuses, which are assigned or given by the society or
group based on some fixed category, without regard to a person’s abilities or
performance. Examples of ascribed status are sex, family background, race, and
ethnic heritage or wealth. A person did nothing to earn these statuses, nor has
control over these characteristics and had no opportunity or chance to choose family,
sex, and race. On the other hand, achieved statuses are earned by the individual.
The following scenarios serve as examples.
A poor teenager becomes an actress-singer after winning in a television

contest. A college graduate lands a good job because the quality of his or her
performance satisfied his or her employer. With achieved statuses, one establishes
which statuses he or she wants. Frequently, a person struggles and exerts more effort
on others to get hold of them. Class is the system of stratification we have in
Philippine society. The main difference between caste and class systems is that class
systems are open, and social mobility is not legally restricted to certain people. It is
possible that through hard work and perseverance, a citizen can move up the social
hierarchy, and achieve a higher-class standing. Instead of ancestry, lineage, or race
being the key to social division, the Philippine system of stratification has elements
of meritocracy: a system in which social mobility is based on personal merit and
individual talents. Every Filipino’s dream is that anyone, no matter how poor, can
“pull himself/herself up” and become upwardly class mobile through hard work and
perseverance.
SOCIAL STRATIFICATION IN SOCIOLOGICAL PERSPECTIVES
1. FUNCTIONALISM. At the beginning, we may think of social stratification as

merely only creating social inequality among groups of people. In some aspects of
social life, it is true. But social inequality brought by social stratification base from
wealth, prestige, and power of social groups, is indeed functional in the society
according to Functionalist Theory.
Every social class has its purpose or role to play a part in the society. We can’t expect
the owner of a certain business empire to do a construction works; but instead, he
will hire someone to do it for himself. The upper class, although they are getting
richer because they have the capacity to exploit natural and man-made resources
simply because they have the money. Their role in the society could create job
opportunities for other social classes below them. In fact, there are jobs not requiring
a college degree. In this sense, those who are not able to finish their studies can still
13
be hired. Those with college degree can be employed with a higher paid salary and
good position in a company.
2. CONFLICT THEORY. This sociological perspective is the opposite of the latter.

Karl Marx viewed social stratification as creation of inequality between the rich and
the poor, or the powerful versus the powerless. Let’s say for example: The bourgeois
capitalists owning high-producing businesses or factories and hire people who work
for them. They can enjoy the luxury of life because they earn billions of money.
However, proletariats are the working class earned skimpy wages and experiencing
isolation to the society. The very essence of life is to enjoy it with loved ones. However,
working class did not experience this joy because they are isolated to do the labor for
long hours each day to earn money at the end of the month. Marx argued that
proletariats were oppressed by the money-hungry bourgeois.
3. SYMBOLIC INTERACTIONISM. Symbolic interactionism view social stratification

on a micro level where individuals affect others whom they have interacted because
of their social class status. In most societies, people can only interact only to those
with the same social class status. For an instance, it is rare for a royal prince or
princess to marry a commoner because the commoner don’t have the same class
status as to royal prince or princess. But now, there are royal marriages already
break this tradition.
What’s More
CASTE SYSTEM VERSUS CLASS SYSTEM
INSTRUCTION. The caste system in ancient India and the class system in the
modern-day Philippines both created an unequal balance of power in their respective
society. Specific qualities or traits separate people into groups, which results in
certain groups having more power than others. However, there are some major
differences between the caste system and class system. Identify three (3) major
differences and similarities between the caste system in ancient India and the class
system in modern-day Philippine society. Fill in these differences and similarities in
the Venn diagram below. Afterwards, explain on the space provided these differences
and similarities in order to fully understand stratification system.
14
1. _______________ 1. _______________
1. ________ _
2. _______________ 2. ________
3. ________ 2. _______________
3. _______________ _
3. _______________
_
CASTE SYSTEM: SIMILARITIES CLASS SYSTEM:

Your explanation: Your explanation: Your explanation:
1.______________________ 1._____________________ 1.___________________
________________________ _______________________ _____________________
________________________ _______________________ _____________________
________________________ _______________________ _____________________
________________________ _______________________ 2.___________________
2.______________________ 2._____________________ _____________________
________________________ ______________________ _____________________
________________________ _______________________ _____________________
________________________ _______________________ _____________________
________________________ _______________________ _____________________
3.______________________ 3.______________________ 3.___________________
________________________ _______________________ _____________________
________________________ _______________________ _____________________
________________________ _______________________ _____________________
What I Have Learned
PROFILE PICTURE
Did you know that a fairy tale happy ending can happen in real life too? This
fairy tale story of Prince Harry and Meghan Markle started when they got married on
May 19, 2018 at St. George's Chapel on Windsor Castle in the United Kingdom.
15
Prince Harry, Duke of Sussex, is the youngest son of Charles, Prince of Wales, and
Diana, Princess of Wales, and is sixth in the line of succession to the British throne.
Before marrying the love of her life, Meghan Markle meanwhile was a
freelance calligrapher and taught bookbinding to support herself apart from her
acting jobs back then. She also took on several contract acting and modeling jobs,
including a stint as a "briefcase girl" in the US game show Deal or No Deal.
INSTRUCTION: Answer each question by completing the sentences.
QUESTION 1. As individuals before they got married, who do you think belongs to
the upper class, middle class or lower class? Explain.
I think Prince Harry’s social class belongs to ___________________ while
Meghan Markle’s before marrying Prince Harry, her social class
belongs to ________because __________________________________.
QUESTION 2. Do you think Prince Harry’s social status is considered as ascribed

status or achieved status? Why do you say so?
I think Prince Harry’s social status is called ________________ because
____________________________________________________________________
____________________________________________________________________
QUESTION 3. What form of stratification systems do you think these two

personalities belong to, caste system or class system? Why do you say
so? I think in contemporary days they both belong to
___________________ because ________________________________________
____________________________________________________________________
____________________________________________________________________
What I Can Do
MY JOURNEY TO SOCIAL MOBILITY REGARDLESS OF

SOCIAL CLASS I BELONG TO
INSTRUCTION. Making it as your own motivation to reach dreams and goals in life,
set out the journey in the social class by relating your personal answers in the
conditions set in each station. Write down your responses on the space provided.
The Starting Point asks you to write your social class whether you belong to upper,
middle, or lower class based on the factors such as power, wealth and prestige. There
is nothing to be ashamed of being honest here.
The First Station is for you to identify your dream profession that you wanted to be
in the future.
The Second Station is for you to state the reason whether your family can or cannot
afford to support your dream profession.
The Third Station is for you to write what are the other obstacles you may think you
will encounter in achieving your dream profession.
16
The Fourth Station is for you to write other ways to help yourself in supporting your
finances as you achieve your dream profession.
The Milestone Station is where you finally achieve your dream profession. On the
box provided write your own motto in life that is connected in achieving your goals
or dreams in life.
Assessment
Multiple Choice. Read each items carefully and shade the circle that corresponds
to the correct answer.
1. Which of the following is not considered as a social class?

a. Castaways
b. Lower class
c. Middle class
d. Lower class
2. What important factor is highlighted in class system for some social mobility?
a. Race
b. Meritocracy
c. Power
d. Wealth
17
3. Which of the following groups belong to the lower class during the Philippine
a. The Maharlika
b. The Alipin
c. The Timawa
d. The Maginoo
4. Which of the following groups belong to the upper class during the Philippine
pre-colonial social
stratification?
a. The Maharlika
b. The Alipin
c. The Timawa
d. The Maginoo
5. Which of the following choices best define the concept of social stratification?
a. It refers to people living in immense poverty
b. It refers to people in elite category
c. It refers to grouping of social classes base on the factors such as power,
wealth, and prestige
d. It is the study of indigenous people
6. Which of these choices gives a broader differentiation between upper class and
lower class?
a. The upper class are those who have fancy cars while the lower class are those
who are less fortunate individuals.
b. The upper class are those elite group of people while the lower class are those
underprivileged who struggled to make ends meet on a daily basis.
c. The lower class are those who seek financial help and support from the
government while the upper class are those business owners.
d. The lower class are those with nothing to invest from while the upper class
are those who can travel the world without worrying for financial stability.
7. Which type of status is earned by an individual?

a. Single status
b. Ascribed status
c. Achieved status
d. In a relationship status
8. Why is social stratification be considered as universal but variable?

a. Everyone is entitled to be part of a social class.
b. A man, in any chances, can change his/her own social class.
c. Social stratification is based on the factors of power, wealth, and prestige.
d. It shows up in every society in the world but how exactly it looks like vary
from society to society.
9. Which of the following describes the upper class?

a. A person who can afford to buy clothes and shoes.
b. A person who do not have enough money to make ends meet.
c. A person who owned businesses, is an investor.
d. A person who can buy a lot of foods and drinks for his family.
18
10. In class system, is social mobility possible?
a. Yes, because class system has element of meritocracy based on personal
achievements and talents of a person.
b. No, because a man, in any chances, can’t change his or her own social class.
d. No, because class system has no element of meritocracy resulting in an
immense social inequality.
11. Why could social stratification be considered as a form of social belief?

a. Beliefs are universal in every society in the world.
b. Everyone believes that he or she belongs to a social class.
c. Beliefs about social stratification that inform people what it means to
deserve wealth, success or power.
d. It continues from generation to generation in every society.
12. Does social stratification persist across generations?

a. No, because everyone believes he or she belongs to a social class already
b. Yes, stratification serves to categorize and rank members of society.
across generations resulting in different life chances.
c. Yes, because it shows up in every society in the world but how exactly it
looks like vary from society to society.
d. No, it does not affect any generation in any parts of the world.
13. How do you describe a caste system?

a. It is an open system of stratification requiring the element of meritocracy for
social mobility.
b. It is a close system of stratification in which an individual is restricted to his
or her social class only.
c. It is an open system of stratification with a combination of achieved and
ascribed status.
d. Caste system is universal in every society in the world.
14. In caste system, is social mobility possible?

a. Yes, because caste system has element of meritocracy that is based on
personal achievements and talents of a person.
b. Yes, because a man, in any chances, can change his or her own social
class.
d. Yes, because anyone can achieve greatness as long as he or she works hard
for it.
15. How does social stratification started in the society?

a. As societies evolved and became more complex, it began to elevate some
members of the society through land acquisition and gaining social status.
b. It started when people think that they can afford to invest into material
things.
c. It started when a person can buy a lot of foods and drinks for his family.
d. The elements of meritocracy that is based on personal merit and
achievement of a person.
19
THE PHILIPPINE PRE-COLONIAL SOCIAL STRATIFICATION
Over the course of this lesson, you have informed about the concept,
characteristics, and forms of stratification systems. Did you know that before the
Philippines were colonized by the Spaniards, Americans, and Japanese, the
Philippine pre-colonial society was already establishing social stratification through
factors such as wealth, power, rights, privileges, entitlement and achievements? Meet
these groups of people one by one once again by reading the given description.
Afterwards, answer the activity below.
The TIMAWA. They were the majority of the barangay community. They were free.
They could acquire property, have any job they wanted, pick their own
wives, and acquire an alipin. They were expected to support the datu
and pay their taxes; hence, their importance in the community was
evident.
The MAGINOO. They were the ruling class, the educated class, the royal class, and
the privileged class. It was from this class which the datu came from.
The datu was the head of the community called a barangay. He is
synonymous to a monarch, rajah, sultan, and king to other countries.
The ALIPIN. They had the least rights. They served their master who belonged to
one of the classes that is above them. The Alipin was likely his or her
servant at home such as doing the household chores and cooking, or
aided the timawa with their duties at work.
The MAHARLIKA. They were well respected if not revered by the barangay. Unlike
the timawa, they were not expected to pay taxes. They would provide
protection to the barangay and were responsible for providing and
preparing the weapons at their own expense.
ACTIVITY
INSTRUCTION. Using the names of the groups of people mentioned earlier, arrange
them using a pyramid of social stratification through these factors such as wealth,
power, rights, privileges, entitlement, and achievements in the society. Beside each
social class, draw a symbol that represents them.
20
Answer Key
21
References
Books:
Cordero-MacDonald, Felicidad V., Adelisa A. Raymundo, and Isabel S.
Panopio. General Sociology: Focus on the Philippines. Quezon City:
Ken,Inc.,1995.
Baleña, Ederlina D., Dolores M. Lucero, and Arnel M. Peralta. Understanding

Culture, Society and Politics for Senior High School. Quezon City:
Educational Resource Corporation, 2016.
Gerry M. Lanuza and Sarah S. Raymundo. Understanding Culture, Society,

and Politics. Recto, Manila: REX Book Store, 2016
Websites:
Morrow, Paul. Maharlika and the Ancient Class System, January 16,
2009, http://www.pilipino-express.com/history-a-culture/in-other-
words/251-maharlika-and-the-ancient-class-system.html
Moffitt, Kimberly. Social Stratification: Definition, Theories & Examples.

Study.com. January 25, 2015.
https://study.com/academy/lesson/social-stratification-definition-
theories-examples.html.
22

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Gvornment Programs and
Suggestions in addressing Social
Inequalities
Quarter 1 – Module 10: Government Programs and Suggestions in addressing Social
Inequalities (MELC 10&11).
First Edition, 2020
over them.

Writer: Rich Dela Rosa Baltazar
Ricardo P. Makabenta
Asher H. Pasco
Jesusa L. Partosa
Alfonso V. Mabuting
Illustrator: Maria Babylyn B. Nevalga
Shiela Mae L. Ortiz
Melvin Jan Guarin
Richmond Causaren
Layout Artist: Maria Cristina F. Lim
Allan Gilbert M. Jain
Joseverino B. Laxamana
School Division Superintendent: Lourdes T. Bermudez
Asst. School Division Superintendent: Bernadette T. Luna
CID Chief: Violeta L. Francisco
Division EPS In Charge of LRMS: Marissa O. Aguirre
Name of Division ADM Coordinator: Ednel A. Almoradie

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
Gvornment Programs and
Suggestions in addressing Social
Inequalities
Welcome to the Understanding Culture, Society and Politics for Grade 11 Alternative
Delivery Mode (ADM) Module on Government Programs and Suggestions in
addressing Social Inequalities (MELC 10&11).
the module:

1
For the learner:
Welcome to the Understanding Culture, Society and Politics for Grade 11 Alternative
Delivery Mode (ADM) Module on Government Programs and Suggestions in
addressing Social Inequalities (MELC 10 & 11).
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
module.

module.





2

competency.

learned concepts.

module.

this module.
not alone.
3
What I Need to Know
This module was designed and written with you in mind. It is here to help you
discover yourself better through the lens of the people who contribute so much in
your well-being. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module is about the Government Programs and Suggestions in addressing
Social Inequalities.
1. explain government programs and initiative in addressing social

inequalities;
2. discuss social inequality, problems it may create and things that we can
do to lessen the impact of social inequality.
3. suggest ways that could address social inequalities that you can
identify within your group or community by creating your own social
class autobiography.
4
What I Know
Direction: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1 It is any small group in society that is different from the rest because of their race,
religion, or political beliefs, or a person who belongs to such a group.
A. Minority
B. majority
C. community
D. mob
2. It is the process of improving the terms for individuals and groups to take part in
society” and “the process of improving the ability, opportunity, and dignity of people,
disadvantaged on the basis of their identity, to take part in society.
A. social justice
B. social inclusion
C. social exclusion
D. social sciences
3. It is the apparent disparity of the distribution of wealth and an uneven

dissemination of opportunity in the realm of politics, job opportunities, and in other
areas of life.
A. equity
B. equality
C. inequality
D. inclusion
4. It 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 aged 0-18.
A. Education for All (EFA)

B. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang
Pilipino Program (4Ps)
C. Service Delivery Network (SDN)
D. Comprehensive Agrarian Reform Program (CARP)
5. The developmental program provides for the disposal of public alienable and
disposable (A&D) lands with the intent to open up frontier lands while the
redistributive program involves the redistribution of property or rights on private
agricultural lands and the abolition of agricultural (or share) tenancy.

5
6. Under this set-up, every family in a local health system is designated to a health
service provider or health facility within the network to ensure sustained access to
quality healthcare across political, geographical and administrative boundaries.

7. Its thrusts included Early Childhood Development, Universalization of Quality

Primary Education, and Alternative Learning Systems.

8. It is the agency which headed the The Philippines’ Conditional Cash Transfer
Program: Pantawid Pamilyang Pilipino Program (4Ps).
A. Department of Social Welfare and Development (DSWD)

B. Department of Education (DEPED)
C. Department of Agrarian Reform (DAR)
D. Department of Health (DOH)
9. It is the agency which headed the Service Delivery Network (SDN).

B. Department of Agrarian Reform (DAR)
C. Department of Health (DOH)
D. Department of Education (DEPED)
10. It is the agency which headed the Comprehensive Agrarian Reform Program
(CARP).
11. It is the agency which headed the Education for All (EFA).
6
12. Social inequality is present in almost all kind of society.
A. true
B. false
C. perhaps
D. most of the time
13. The government does not have any capacity to address social inequality.
A. true
B. false
C. perhaps
D. most of the time
14. According to former President Obama, social inequality is the “defining challenge
of our time”.
A. true
B. false
C. perhaps
D. most of the time
15. Pervasive inequalities might be; it could still be addressed.

A. true
B. false
C. perhaps
D. most of the time
7
What’s In
In the previous lessons, we have learned that inequality, in the context of social
sciences, is the apparent disparity of the distribution of wealth and an uneven
areas of life. This division among resources bring about issues among the classes
which may lead to bigger problems. Some groups in our society enjoy greater status,
power, and wealth than other group which resulted from social stratification
This module is designed to facilitate learners’ insights into one’s journey throughout
the course of understanding culture, society, and politics. At the end of the module,
learners will be able to identify and explain government’s efforts to addressing
pressing social inequality issues.
Since inequalities in the society are critical and sensitive topics,

make sure that you guide the learners in understanding the
general accounts that would be presented in this module.
8
What’s New
Listen to the song “The World Isn’t Fair” by Randy Newman, a singer songwriter
behind the scores for some of Hollywood’s most memorable movies at
https://www.youtube.com/watch?v=FV9dXEFP-Hk. Answer the questions that
follow.
The World Isn’t Fair

by Randy Newman
When Karl Marx was a boy If Marx were living today queens
He took a hard look around He'd be rolling around in his And they'd come there with
He saw people were grave men much like me
starving all over the place And if I had him here in my Froggish men, unpleasant to
While others were painting mansion on the hill see
the town. The public I'd tell him a story t'would Were you to kiss one, Karl
give his old heart a chill Nary a prince would there
spirited boy
be
Became a public spirited It's something that
man happened to me Oh Karl the world isn't fair
So he worked very hard and I'd say, Karl I recently It isn't and never will be
he read everything stumbled They tried out your plan
Until he came up with a plan Into a new family It brought misery instead
With two little children in If you'd seen how they
There'll be no exploitation school worked it
Of the worker or his kin Where all little children You'd be glad you were
No discrimination 'cause of should be dead
the color of your skin I went to the orientation Just like I'm glad I'm living in
No more private property All the young mommies the land of the free
It would not be allowed were there Where the rich just get
No one could rise too high Karl, you never have seen richer
No one could sink too low such a glorious sight And the poor you don't ever
Or go under completely like As these beautiful women have to see
some we all know arrayed for the night It would depress us, Karl
Just like countesses, Because we care
empresses, movie stars and That the world still isn't fair.
1. What did the young Karl Marx notice with the people around him?
_____________________________________________________________________
_____________________________________________________________________
2. List down all the things that Karl Marx would have wanted to end with
his plan.
_____________________________________________________________________
_____________________________________________________________________
3. Do you agree with the songwriter that the world is not fair?
_____________________________________________________________________
_____________________________________________________________________
9
What is It
THE GOVERNMENT AND SOCIAL INEQUALITIES

The prevalence of social
inequality in any society cannot be
dismissed. In fact, President Obama
(2013) said inequality is “the defining
challenge of our time.” It has been
part of us and is ever growing and
expanding as time goes by.
Social inequality can be
describes as a state of social affairs in
which there is difference in
opportunity, status and treatment
among the member of a given society.
As Lee and Rawls (2010) assert it, it is more than just a case of geographic
difference. While persons from economically advantaged backgrounds have always
gone to college at higher rates than their less-privileged peers, these gaps have
expanded since the 1980s.
However pervasive these inequalities might be, though, it could still be
addressed. The government, having identified these inequalities, tries to formulate
viable projects and initiatives to support research on programs, policies, and
practices that reduce inequality in different sectors of the society. It extends to many
areas like youth development, reflecting disparities in arenas beyond education such
as mental health, criminal justice, and workforce development (Alegria, Vallas, and
Pumariega 2010; Fader, Kurlychek, and Morgan 2014; Schwartz, Ferguson, and
Symonds 2010).
The cry of the minority (any small group in society that is different from the
rest because of their race, religion, or political beliefs, or a person who belongs to
such a group) roots from the desire to achieve social inclusion. Social inclusion is a
fundamental principle of social justice. It is the process of improving the terms for
individuals and groups to take part in society” and “the process of improving the
ability, opportunity, and dignity of people, disadvantaged on the basis of their
identity, to take part in society” (World Bank, 2013, pp. 3-4).
In the Philippines, for instance, the gap between rich and poor regions widens
even more. To address this, the National Economic and Development Authority calls
for higher spending on infrastructure and social services.
In 2019, Socioeconomic Planning Undersecretary Adoracion Navarro said the
inequality in gross regional domestic product (GRDP) per capita, or the average
2
income of people in a region, has widened from 2009 to 2018, according to data from
the Philippine Statistics Authority.
The richest among all regions is the National Capital Region (NCR), where the
GRDP per capita as of 2018 stood at P253,893, a 40% jump from the P181,748 in
2009.
The poorest is the Autonomous Region in Muslim Mindanao (ARMM), with its
GRDP per capita barely improving from P14,052 in 2009 to P14,657 in 2018.
This is just one of the many social inequalities identified by the government
which are either already addressed with existing programs or are still being studied
for possible formulation of viable projects.
GOVERNMENT INITIATED PROGRAMS

The following table shows some of the programs the government has developed
to help alleviate social inequalities in the country.
Institutional
Program Description Agency
Project/Initiative
The Philippines’ It is a human development Department of
Conditional Cash measure of the national Social Welfare and
Transfer Program: government that provides Development
Pantawid Pamilyang conditional cash grants to the (DSWD)
Pilipino Program poorest of the poor, to improve
(4Ps) the health, nutrition, and the
education of children aged 0-
18. It is patterned after the
conditional cash transfer (CCT)
schemes in Latin American
and African countries, which
have lifted millions of people
around the world from poverty.
Education For All It articulated the country’s Department of
(EFA) national goals, objectives, Education
policies and strategies, as well
as the regional programs
for implementation for the first
decade of the EFA movement.
Its thrusts included Early
Childhood Development,
Universalization of Quality
Primary Education, and
Alternative Learning Systems.
Service Delivery Under this set-up, every family Department of
Network (SDN) in a local health system is Health
designated to a health service
provider or health facility
within the network to ensure
sustained access to quality
3
healthcare across political,
geographical and
administrative
boundaries.
Comprehensive The developmental program Department of
Agrarian Reform provides for the disposal of Agrarian Reform
Program (CARP) public alienable and
disposable (A&D) lands with
the intent to open up frontier
lands while the
redistributive program involves
the redistribution of property
or rights on private
agricultural lands and
the abolition of agricultural (or
share) tenancy.
Despite these, although people recognize that no single program or project

could actually lead to major changes, the government should still assure that the
measures it is taking are toward approaches, programs, policies, and practices that
work to reduce prevailing inequality in the country.
4
What’s More
If I were a lawmaker
Direction: Pretend to be a lawmaker and read the following situations below. Identify
whether or not social inequality is present in each. If it does, suggest ways on how
to address it. If it does not, justify the claim for equality.
1. The COVID-19 pandemic has affected almost all aspects of human life. In the
early period of the pandemic in the Philippines, there were some reported
incidences that some wealthy and influential people have immediate and
instant access in COVID-19 testing services under government affiliated
agencies. However, the rest of the general public have difficulty to have access
in such kind of health services. As a lawmaker, what can be done to avoid
social inequality in this scenario?
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. The number of men who contract prostate cancer is about the same as the
number of women getting breast cancer. The disparity in annual government
research funding between the two cancers is striking and discriminatory
(though), illustrating yet again the institutionalized misandry existing in
Western societies. (Ray Blumhorst, National Coalition for Men)
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5
3. In Mindanao, the southernmost and second largest of the Philippines' islands,
six of the 10 regions are among the top 10 nationally in terms of poverty rates,
with between 25 and 40 percent of families living in utter poverty. Nationwide,
the 30 most deprived provinces are home to more than one-third of the
Philippines' poorest families, resulting in generational poverty that is
incredibly difficult to emerge from. (Child Fund International)
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6
What I Have Learned
Today, I have learned that the government’s programs, projects, and initiatives are
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
7
What I Can Do
Direction: Read the additional notes from the teacher and do the activity.
#my_socio_class-autobiography at the end of the lecture notes.
TEACHER’s NOTE
What is Social Inequality?
- The best description of what social inequality is the uneven distribution of

wealth in our country, where few rich people had more, and the less fortunate
people have less in life.
- We often structure society by the way we divide people through different social
classes. Labeling the society as the upper class, middle class and the lower or
working class. These classes were often made on the basis of their jobs and
income. One thing that we know is that as they go up in a social ladder, they
often have better access to education, healthcare, and other services such as
housing, electricity, technology, clean water, and good nutrition.
- One of the best examples of social inequality brought about by this structured
are felt by our minority group of people. They tend to have greater degree of
inequality experienced as manifested by their lower income, lower education
opportunities, reduce access to healthcare
- Aside from our minorities, very poor people also experience greater social
disadvantages.
- Social inequality was also very evident in gender to, we know that being female
carries with them certain disadvantages to social equality and that female
always experience differences in terms of pay from their work, and were not
given equal opportunities to be promoted to higher positions in a private
company or public institutions
What will happen when we have high rates of social inequality?

People might feel that they are socially excluded and politically disempowered.
This feeling may potentially create a combination of things which can lead to civil
unrest and may tempt people to do criminal activities.
8
What can we do about social inequality?
The government has the main duty to wind down if they cannot make it even
all these forms of social inequalities. It is one of the most important functions they
carried out. Their scope of power involves the exercise of authority in the production,
distribution, and use of resources. This describes who gets what and under what
circumstances.
Variety of government schemes to allow financial support or social support

like such as food stamps for individuals facing considerable hardships. They can try
and identify and remove barriers to healthcare and education for people facing
hardships. They can carry out further research into these vulnerable populations to
help understand their needs and try to figure out suitable interventions where they
can make a difference into lives of these people and allow them to integrate better to
our and become productive members of society.
Addressing social inequality was not the role of the government at all. Other
people and organizations may take initiative to come together to push for the
advancement of their common interests by means of collective actions. These
organizations known as the civil society organizations and non-governmental
organizations are consider as non-state, nonprofit, and voluntary organizations play
an important role in addressing problems of inequality. They were considered as the
third sector of the society who work side by side with government and business
sectors. One example are the private and business foundations and independent
NGO’s of Bill and Melinda Gates Foundation helping the poor in the developing and
undeveloped countries. Red Cross Philippines provides emergency relief, health
needs and basic needs assistance of those who are in need. Trade Union of the
Philippines which provides help and legal assistance to our working class who
experiences injustices and maltreatment in the workplace.
Social inequality remains a problem and should be everybody’s concern.
Global peace will not be possible for as long as problems arising from this inequality
persisted. As what Nelson Mandela of South Africa said and I quoted; “As long as
poverty, injustice and gross inequality persist in our world none of us can truly rest.”
So make your move and do you share.
Activity #my_socio_class-autobiography
After reading the additional teacher notes, you are tasked to make your own
Social Class Autobiography. In this activity you are given a chance to tell described
the social class where you currently belong to (upper, middle, lower). What made
you think that it is where that you belong to? In your own social class autobiography,
make sure to link your experiences to different class privileges or social inequality
that you might think you had encountered. Connect it to ideas that we have
discussed in this module like issues on poverty, education, healthcare, food, water,
etc. You might also include your dreams and aspirations in life and things that you
want to be and how you can reach that goals and objectives.
Your autobiography should contain an introduction and a conclusion, and it
should address the following questions.:
9
1. Cite at least two events from your life that you experienced social inequality.
Describe how these occurred.
2. From these experienced, take time to analyze these experiences and how does
each event tell in relation to poverty, wealth, inequality, or privilege.
3. Reflect on what you have learned from examining your social class in your life.
4. Suggest solutions to the experience you shared and how it can be avoided.
5. Is there something that the government can do to help you with the problems
you and your social class are now facing especially during this time of
pandemic?
10
Assessment
Direction. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1, It is the apparent disparity of the distribution of wealth and an uneven
areas of life.
A. equity
B. equality
C. inequality
D. inclusion
2. It is the process of improving the terms for individuals and groups to take part in
society” and “the process of improving the ability, opportunity, and dignity of people,
disadvantaged on the basis of their identity, to take part in society.
A. social justice
B. social inclusion
C. social exclusion
D. social sciences
3. It is any small group in society that is different from the rest because of their race,
religion, or political beliefs, or a person who belongs to such a group.
A. minority
B. majority
C. community
D. mob
4. It 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 aged 0-18.
5. The developmental program provides for the disposal of public alienable and
disposable (A&D) lands with the intent to open up frontier lands while the
redistributive program involves the redistribution of property or rights on private
agricultural lands and the abolition of agricultural (or share) tenancy.

11
6. Under this set-up, every family in a local health system is designated to a health
service provider or health facility within the network to ensure sustained access to
quality healthcare across political, geographical and administrative boundaries.

7. Its thrusts included Early Childhood Development, Universalization of Quality

Primary Education, and Alternative Learning Systems.

8. It is the agency which headed the Comprehensive Agrarian Reform Program

(CARP).

9. It is the agency which headed the Service Delivery Network (SDN).

10 It is the agency which headed the The Philippines’ Conditional Cash

Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps).

B. Department of Education (DEPED)
C. Department of Agrarian Reform (DAR)
D. Department of Health (DOH)
11. It is the agency which headed the Education for All (EFA).

12
12. However pervasive inequalities might be; it could still be addressed.
A. True
B. false
C. perhaps
D. most of the time
13. The government does not have any capacity to address social inequality.
A. true
B. false
C. perhaps
D. most of the time
14. According to former President Obama, social inequality is the “defining challenge
of our time”.
A. true
B. false
C. perhaps
D. most of the time
15. Social inequality is a present is almost all kind of society.
A. true
B. false
C. perhaps
D. most of the time
13
Evaluating my Current Progress

Direction: Formulate and suggest an advocacy programs that would address social
inequalities in the following situations.
a. gender inequality in the workplace

b. inequality in healthcare
c. inequality in education
Title of suggested advocacy program: ____________________________
Beneficiaries: ___________________________________________________
Program Description: ___________________________________________

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
14
15
What I Know Assessment
1. B 1. c
2. C 2. b
3. A 3. a
4. D 4. b
5. A 5. d
6. C 6. c
7. D 7. a
8. A 8. b
9. D 9. c
10.B 10.a
11.C 11.d
12.D 12.a
13.C 13.b
14.A 14.a
15.D 15.a
Answer Key
References
Alegria, M., Vallas, M., & Pumariega, A. (2010). Racial and ethnic disparities in
pediatric mental health. Child and Adolescent Psychiatric Clinics of North
America, 19, 759-774.
“Closing the Social Inequality Gap in the Philippines.” ChildFund, 2019.

https://www.childfund.org/Content/NewsDetail/2147489041/.
Katatrepsis, Katatrepsis. “Why Does Breast Cancer Research Receive More Research
Funding than Prostate Cancer?” Katatrepsis, October 30, 2012.
https://katatrepsis.com/2012/10/30/why-does-breast-cancer-research-
receive-more-research-funding-than-prostate-cancer/.
Lee, Jr., J. M., & Rawls, A. (2010). The College completion agenda: 2010 progress
report. New York: College Board. Available at:
http://completionagenda.collegeboard.org/reports.
Obama, B. (2013, December 4). Remarks by the President on economic mobility.

Washington, DC: The White House. Available at:
http://www.whitehouse.gov/the-pressoffice/2013/12/04/remarks-president-
economic-mobility
“Programs and Policies: GOVPH.” Official Gazette of the Republic of the Philippines,
2020. https://www.officialgazette.gov.ph/programs/.
Rivas, Ralf. “IN CHARTS: Rich Philippine Regions Get Richer, Poor Ones Barely
Improve.” Rappler, 2019. https://www.rappler.com/business/231871-charts-
regions-get-richer-poor-ones-barely-improve-philippines.
Gamoran, Adam. “Inequality Is the Problem: Prioritizing Research on Reducing

Inequality .” Rep. Inequality Is the Problem: Prioritizing Research on Reducing
Inequality . California, USA: William T. Grant Foundation , 2013.
VM;, Fiorati RC;Elui. “Social Determinants of Health, Inequality and Social Inclusion
Among People With Disabilities.” Revista latino-americana de enfermagem. U.S.
National Library of Medicine, 2015.
https://pubmed.ncbi.nlm.nih.gov/26039305/.
16

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Telefax: (632) 8634-1072; 8634-1054; 8631-4985

New Challenges in
Contemporary Societies
Quarter 2 – Module 6: New Challenges in Contemporary Societies
First Edition, 2020
over them.

Writer: Emelyn Leaban-Cruz
Camille Grace T. Singkac
Emily R. Quintos
Asher H. Pasco
Jesusa L. Partosa
Alfonso V. Mabuting
Assistant Schools Division Superintendent: Elias A. Alicaya, Jr. & Ivan
Bryan L. Inductivo
Division ADM Coordinator:

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
New Challenges in
Contemporary Societies
Welcome to the UNDERSTANDING CULTURE, SOCIETY AND POLITICS for Grade 11

Alternative Delivery Mode (ADM) Module on New Challenges in Contemporary
Societies (MELC 12)
the module:

ii
For the learner:
(ADM) Module on New Challenges to Human Adaptation and Social Change
module.

module.







competency.

iii
learned concepts.

module.

this module.
not alone.
iv
What I Need to Know
The module is about the new challenges in contemporary societies.

1. describe how human societies adapt to new challenges in the physical, social
and cultural environment.
2. analyze how human societies adapt to new challenges in global warming and
climate change.
3. identify the concepts of transnational migration and Overseas Filipino
Workers (OFWs) across the world.
4. value the importance of adaptation in the physical, social and cultural
environment.
1
What I Know
Use separate sheet for your answers.
A. Instruction: Read the following questions carefully. Choose the letter of the
correct answer.
1. Which of the following change denotes alterations in the governmental aspect of a

society, such as changes in the administrative, executive, legislative, judicial, and
constitutional processes, systems, and structures?
A. Social change
B. Cultural change
C. Physical change
D. Political change
2. What is the term used to describe a gradual increase in the average temperature
the Earth’s atmosphere and its oceans, a change that is believed to be permanently
changing the Earth’s climate?
A. Globalization
B. Global Warming
C. Greenhouse Effect
D. Weather Condition
3. Which of the following aims to reduce greenhouse gases emissions and can help
avoid, reduce or delay impacts, and should be implemented in order to ensure that
adaptation capacity is not exceeded?
A. Mitigation
B. Assimilation
C. Current Adaption
D. Vulnerability of populations
4. What is the term often used to refer to Filipino migrant workers, people with
Filipino citizenship who reside in another country for a limited period of employment?
A. Filipino Migrants
B. Filipino Workers Abroad
C. Filipino Domestic Helper
D. Overseas Filipino Workers
5. How does our OFW’s help the economy?

A. Through their remittances
B. Through love for their family
C. Through their participation in national issue
D. Through their subscription in online communities such as OFW
Facebook
2
B. Instruction: Write TRUE if the statements suggest effect of global warming
and FALSE if not.
1. ______ Rainfall Patterns

2. ______ Surface Temperature and Cyclones
3. ______ Coastline Changes
4. ______ Water level changes
5. ______ Food productivity
6. ______ Forest Cover
7. ______ Desertification of Lands
8. ______ Plantation
9. ______ Hurricane
10. ______ Earthquake
3
What’s In
Before we proceed, let us go back with some of the important concepts about society
on social stratification and inequality which relate our discussion.
According to Marxist Theory, social stratification is created by the differing

economic capacities among people and their relationships to the means or the factors
of production. In a society, two distinct classes can be created which feature those
who own the factors or means of production and those who sell their labor in the
production chain to those who own the means. This basically creates the employer-
employee relation in most societies. Apart from these two distinct groups, Karl Marx
also recognized two other groups that do not belong to either but are somehow related
to the two large groups:
 The Petite Bourgeoisie- those who own some of the means of productions but
their profit earning power is not enough to earn them a position among the
bourgeoisie
 The Underclass- includes those who have no social status
Social Stratification is a form of inequality that occurs due to the inherent

differences between human beings and can be determined by race, gender, age, and
economic capacity among other distinguishing features. The differentiation is done
to mark one group as superior over another which leads to social classes arranged
as hierarchies.
Let’s have a drill!
Where do the following items belong? Is it (A) Bourgeoisie or (B) Underclass?
1. ___Craftsmen 6. ___Merchants
2. ___Artisans 7. ___Landlords
3. ___Wage earners 8. ___Car buyers
4. ___Employer 9. ___Company owners
5. ___Beggars 10. ___Employee
4
What’s New
Let’s read the situations and answer the questions below.
1. You are about to go home from school. You decide to buy snacks just before
you ride a bus. You sit near the doorway where you find your convenience of
eating your snacks. When you finished your snacks and about to throw plastic
container of your milk tea, you noticed there was no trash bin inside the bus.
When the bus suddenly stops to unload passengers, you saw huge trash bins
at the unloading station. You are about to stand up to take an opportunity of
throwing your trash but then the bus moves to leave.
Guide Question: As a citizen, how can you protect, conserve, and restore our
environment?
Answer:___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Your parents found an opportunity to work abroad. They work hard to earn
money for your family. They even save money for your studies to continue
education. There are times they feel homesick as they miss celebrating
occasions like birthdays, Christmas and family reunions. The only way for
them to communicate with you is through Facebook but then they have
limited time to catch even 30 minutes as their boss employer is strict when it
comes to work schedule.
Guide Question: How can you make your OFW feel that they are special and
valuable?
Answer:___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5
What is It
In this part of your journey, we provide something for you to read to deepen
your understanding about the topic. Please do it with comprehension to discover
knowledge that will help you out in dealing with the next phase of your quest.
New Challenges Contemporary Societies:

Human Adaptation and Social Change
“As human beings we do change, grow, adapt,

perhaps even learn and become wiser.”
- Wendy Carlos
A progressive society requires social change. However, there are challenges

which we must overcome in order to ensure this. With the society’s development
comes a new challenge that everyone must face. Everyone must realize that
responding to social, political, and cultural change has a great impact to the society.
Many of the changes that people have experienced throughout the history
come with numerous challenges which must overcome. It is for this reason that
people devised various ways of dealing with social, political, and cultural change
through involvement and collective action. These actions are what we need in order
to respond to the social, political, and cultural changes that are happening.
Social change, in anthropology and sociology, refers to the modification of

mechanisms, means methods, or systems within the social structure, characterized
by alterations in social relationships, social order social symbols, social
organizations, value system, or rules of behaviour. Examples of social change include
the industrial revolution, the abolition of slavery, the civil rights movement and the
women's suffrage movement, etc.
Cultural change could be seen in the practices, institutions, technology,

societal laws, ethos or mores (moral norms), manners, value systems, customs,
traditions, habits, beliefs, arts, music, and literatures. Some of the examples are
changes in the manner of choosing a spouse and adopting a new lifestyle.
Political Change, on the other hand, denotes alterations in the governmental

aspect of a society, such as changes in the administrative, executive, legislative,
judicial, and constitutional processes, systems, and structures. Examples are
constitutional amendments and the shift from presidential to parliamentary form of
government.
6
Global Warming and Climate Change
Global warming is generally described as a
gradual increase in the average temperature of the
Earth’s atmosphere and its oceans. It is mainly caused
heat being trapped in the earth known as greenhouse
effect. This environmental change is irreversible, and
later would permanently change the earth’s climate.
As such, climate change becomes a global concern to
every nation, especially to those highly industrialized
countries.
Greenhouse Gases and Greenhouse Effect

Greenhouse Effect is the process wherein radiation from the earth’s
atmosphere warms its surface to a temperature above what it would be in the
absence of its atmosphere. It is caused by greenhouse gases.
Effects of Climate Change
1. Rainfall patterns
2. Surface temperature and
cyclones
3. Coastline Changes
4. Water level changes
5. Food productivity
6. Forest cover
7. Desertification of lands
Ways to Address Global Warming

1. Current adaptation strategies
Humans have to strategize in order to adapt to the impacts of climate change.
We can adapt through minimizing our carbon emission and adopt a more
environmental-friendly methods of living such as electric-based transportation.
However, adaptation alone is not expected to be able to cope with environmental
effects of climate change since some of the effects of global warming are irreversible
already.
2. Vulnerability of populations to climate change
Human population is vulnerable to climate change caused by different factors
such as pollution, conflicts, or epidemics. We can engage on sustainable development
activities, such as reforestation, recycling and the use of renewable resources to help
human societies reduce their vulnerability to climate change.
3. Mitigation and adaptation

Mitigation measures to reduce greenhouse gases emission can help to avoid,
reduce or delay impacts of climate change to ensure that the adaptation capacity of
people is maximize in its full efficiency.
7
International Agreements
is an
international environmental
treaty adopted on 9 May
1992 and opened for
signature at the Earth
Summit in Rio de
Janeiro from 3 to 14 June
1992
The UNFCCC objective is to "stabilize greenhouse

gas concentrations in the atmosphere at a level that would prevent
dangerous anthropogenic interference with the climate system"
In 2015 the Paris

In 1997, the Kyoto Agreement was
The parties to the Protocol was adopted, governing
convention have met concluded and emission reductions
annually from 1995 established legally from 2020 on through
in Conferences of the binding obligations commitments of
Parties (COP) to for developed countries in
assess progress in countries to reduce Nationally
dealing with climate their greenhouse gas Determined
change. emissions in the Contributions,
period 2008–2012. lowering the target to
1.5 °C.
8
Although the climate problem will not be solved without government
responses, various private sectors such as business corporations, advocacy groups,
and other non-governmental institutions are actively engaging to reduce the cause
of climate problem specifically global warming.
Accordingly, the private sectors are particularly important because climate

policy is shared responsibility between the public and private sectors of the society.
The private sector responses also called as private climate governance can be
collaborated with government responses.
Transnational Migration: Overseas Filipino Workers (OFWs)

Since the late 20th century, the rise of globalization has changed the concept
of migration. Improvements in transportation, communication, and financial
systems have made it easier for people to migrate to work in another country but still
provide for their families in their home countries by sending their earning home.
Transnational Migration is a global phenomenon that is mounting scope,

complexity and impact. Migration is both a cause and effect of broader development
processes and an intrinsic feature of our globalizing world.
Overseas Filipino Workers (OFWs)

Filipinos often have the mindset that when they work abroad, they would be
able to support and sustain the needs of the families away from poverty.
Overseas Filipino Workers is a term often used to refer to Filipino migrant

workers, people with Filipino citizenship who reside in another country for a limited
period of employment. OFW Immigrants go to other countries because of poverty.
These people migrate for economic purposes. Their primary goal is to earn much
larger amount of salary to support their families in their home country.
The sacrifices of overseas Filipino workers (OFWs) make just to provide a
better life for their families earned them the
title of the nation’s bagong bayani (new
heroes).In recent years, the improvement of
the economy often attributed to their
remittances further cemented their mark in
the Philippines. According to the Philippine
Overseas Employment Administration
(POEA), there were a total of 1,844,406 OFWs
in 2015 – 1,437,875 land-based and 406,531
sea-based.
Empowering OFWs
Overseas Filipino Workers’ (OFWs) face a lot of challenges as they seek a better
opportunity abroad. Because of difference in social and cultural structures of other
countries, OFWs are prone to violence manifested through labor exploitation, abuse
of employers, leading to some legal issues. Despite the difficulties faced by the OFWs,
9
they are persistently pursuing to work abroad to lift their families from poverty. Other
OFWs have chosen to work abroad for better salary, which the local employers could
not provide them. Still, there are OFWs who are forced to work abroad due to
underemployment caused by job mismatch in work opportunity and workers’ skills
in the country. Nonetheless, there are few non-governmental organizations that
continuously provide support system to OFWs to protect their rights, and assist them
to fulfil their employment goals while working abroad.
10
What’s More
Activity 1: Explore Your Analytical Mind

Direction: Answer the questions based on what you just read.
1. What are the advantages and disadvantages of having greenhouse gases in

the atmosphere?
Answer:
___________________________________________________________________________
__________________________________________________________________________
2. How does global warming and climate change affect human and environment?
Answer:
___________________________________________________________________________
__________________________________________________________________________
3. How do OFWs help to improve the economic status of the Philippines?
Answer:
___________________________________________________________________________
__________________________________________________________________________
4. What are the pros and cons of being an OFW in relation to social stratification
and inequality?
Answer:
___________________________________________________________________________
__________________________________________________________________________
11
Activity 2: Test your Creativity
Direction: Make a creative piece of work for the following themes. It could be in the
form of poster, slogan, song, or a poem. Write your work in a sheet provided.
1. Saving the earth: Cooling Down Our World!

2. Pinoy Abroad: Economic Heroes of Our Country
CRITERIA FOR GRADING A CREATIVE PRESENTATION
CRITERIA DESCRIPTION POINTS POINTS

OBTAINED
Piece of Work Achieves precision and 10
clarity in presenting
compelling and fully
developed ideas.
Creativity Original, unique, and 5
cogent ideas, phrasing,
and products.
Organization Organization is convincing 5
and well structured.
Total 20
12
What I Have Learned
Gains for Brains
Direction: Fill in the blanks with the appropriate words or phrases to complete the
sentences/ paragraphs.
In this module, the topic was on __________________________________________.

This discusses about ____________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
To describe how human in society adapt to new challenges in the physical,

social and cultural environment, I was taught about ______________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________. Adapting to new challenges in
global warming and climate change can be analyzed through _____________________
__________________________________________________________________________________
_________________________________________________________________________________.
I learned about concepts of transnational migration and Overseas Filipino

Workers (OFWs) across the world which talk about ______________________________
__________________________________________________________________________________
_________________________________________________________________________________.
I also learned that it matters to value the importance of human adaptation to

new challenges and change in our society and the world as a whole. Valuing its
importance can really be realized in this module because _________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
13
What I Can Do
COVID-19
The coronavirus disease 2019 (COVID-19) is an infectious disease caused by

severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), a new strain of virus
first detected in Wuhan, China in 2019. COVID-19 is known to target a person’s
respiratory system. Infected patients may exhibit symptoms such as fever, cough,
shortness of breath, and in some cases, muscle pain and sore throat. Some patients
may also be asymptomatic. On March 11, 2020, the World Health Organization (WHO)
has characterized COVID-19 as a pandemic due to the exponential increase of the
number of cases in more than 100 countries. On March16, 2020, President Rodrigo
Roa Duterte placed the entire Philippines under a State of Calamity amid the threats
posed by COVID-19.
Activity 1: S-P-E-C Analysis

Direction: Explain how the statement above affects the social, political,
environmental and cultural settings of the Philippines. Express also your views on
how you going to response to these changes
How COVID-
Explanation: Your Response:
19 affects:
Social Change:
Political
Change:
Environmental
Change:
Cultural
Change:
14
Activity 2: Challenge Accepted!
Direction: Put a check mark ()on each item if you honestly do the following:
___1. wearing face mask at home and outside the house

___2. washing hands for 20 seconds
___3. drinking a glass of water every 15 minutes of the day
___4. eating fruits and vegetables each day
___5. doing simple body exercise at home
Activity 3: Mind Mapping

Direction: Create a mind map about the Distance Learning that we have in the
educational system. Consider its significance to the so- called “new normal” life amid
COVID- 19 pandemic. Share your thoughts and feelings to the class.
DISTANCE
LEARNING
15
Assessment
Direction: Choose one social issue from the ones listed below and write your own
personal and social experience or knowledge based on the lesson. Write your
reflection on a separate sheet of paper.
A. 2018 fourth warmest year in continued warming trend according to NASA,

NOAA
B. Climate change a ‘day-to-day problem’: Duterte
(Dharel Placido, ABS-CBN News)
C. OFW in Riyadh cries for help after employer ‘tried’ to kiss her
(Raymon Dullana, Rappler News)
Chosen Topic: _________________________________________________________
CRITERIA FOR GRADING A REFLECTION PAPER

OBTAINED
The student was able to

choose one scenario and
Content was able to interpret 10
personal and social
experiences using
concepts discussed in this
lesson.
Analysis was clear and

concise based on the data
Analysis presented. 6
The paper was well-written

with ideas easily conveyed
Organization to readers. 4
Total: 20
16
Let’s make a re-search!
Undertake a research concerning the following topics and present your findings.
Make sure to highlight the importance of addressing issues about global warming
and the OFWs. Attach to this module your research project.
1. Government strategies to fight climate change.
2. Effects of global warming to the economic growth of the Philippines for the
last decade.
3. Effective plans to bring OFWs back home.
CRITERIA FOR GRADING A RESEARCH PAPER

OBTAINED
Sufficiency The research paper 15
provides sufficient
information.
Accuracy The research paper 10
provides accurate
information.
Organization The research paper 5
exhibits clear and
organized presentation of
thought
Total: 30
17
18
What's In What I Know
1. A 1. D
2. A 2. B
3. B 3. A
4. A 4. D
5. B 5. A
6. A
7. A 1. TRUE
8. A 2. TRUE
9. A 3. TRUE
10. B 4. TRUE
5. TRUE
6. TRUE
7. TRUE
8. FALSE
9. FALSE
10. FALSE
Answer Key
References
Adedeji, O. et al. (2014). “Global Climate Change”. In Journal of Geoscience and

Environment Protection, 2 (2), pp. 114-122. Retrieved from DOI:
10.4236/gep.2014.22016
Ducanes, G. & Abella, M. (2008). Overseas Filipino Workers and Their Impact on
Household Poverty. ILO Asian Regional Programme on Governance of Labour
Migration. Bangkok, Thailand: International Labour Organization. Retrieved
from https://www.ilo.org/wcmsp5/groups/public/---asia/---ro-
bangkok/documents/publication/wcms_160330.pdf
Junior, E.C & Clarissa Brandão, C. (2008). “Global Contemporary Challenges:

Convergences Scenario in International Law”. In Revista Direito GV, São Paulo,
5 (2), pp. 93-108. Retrieved from
https://www.scielo.br/pdf/rdgv/v5n2/en_09.pdf
Overseas Filipino Workers. http://www.poea.gov.ph/
United Nations. (1994), United Nations Framework Convention on Climate Change.

Retrieved from https://unfccc.int/process-and-meetings/the-
convention/what-is-the-united-nations-framework-convention-on-climate-
change
19

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Understanding Culture

Society and Politics

Published by the Department of Education

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Welcome to the UNDERSTANDING CULTURE, SOCIETY AND POLITICS for Grade 11

Notes to the Teacher

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

After going through this module, you are expected to:

Use separate sheet for your answers.

2. Backed up by the government itself, this institution has less tendency to be

3. Helen is maltreated by her employer in Saudi Arabia where she works as a

9. Non-state institutions function just like the government. In relation to government

15. Which of the following is NOT TRUE about non-state institutions?

_____`1. An agency of the government that protects its A. Department of

_____2. A state agency that looks after municipalities B. Department of Labor

_____3. An agency of the government that ensures C. Overseas Workers

_____5. An agency of the government that looks after E. Department of Health

Write all eight magic letters here (in any order):

1.____________________ 2.___________________ 3.___________________

However, democracy is a kind of government based on capitalism where the

POLITICAL INSTITUTIONS, STATE INSTITUTIONS

Non-state institutions include the following: banks, corporations, trade

Moreover, banks help the country by providing financial assistance to those

2. A corporation is owned by a group of people, but has a separate legal identity

Since a corporation is associated with various industries, it needs a huge work

5. Development agencies promote progress by engaging in projects, policy-

Development agencies works as a bank that provides financial assistance to

6. Civil organizations include academic institutions, research teams, mass

These organizations are created to expose the conditions of the marginalized

7. Transnational advocacy groups influence the government to take action on

Directions: Based on the previous activity, answer the following questions.

a. Banks allow us to _____________________________________________________________

b. Corporations give us the chance to ___________________________________________

c. Trade unions help workers to _________________________________________________

d. Cooperatives can make cheaper goods and services for us to __________________

e. Development agencies transform our _________________________________________

f. Civil Organizations can be useful in __________________________________________

g. Transnational advocacy groups raise awareness about ______________________

3. What are the functions of the government in relation to its people?

4. How do non-state institutions help the government in performing its functions?

5. What do you think will happen if we do not have non-state institutions?

Directions: After learning about non-state institutions and their contributions to an

Because of non-state institutions, I am able to

Because of non-state institutions, my community is now

Based on the quotation, I learned that ____________________________________

1. Backed up by the government itself, this institution has less tendency to be

9. Helen is maltreated by her employer in Saudi Arabia where she works as a

11. Which of the following is NOT TRUE about non-state institutions?

_____A. Medicines are very expensive in your local drugstores.

“The Philippines”. Accessed June 9, 2020. www.family.jrank.org/ pages/1277/

1.__________ 2._ 3.___________

_______ _ _________