Republic of the Philippines

Department of Education
Region V (Bicol)
Division of Albay
TIWI AGRO-INDUSTRIAL SCHOOL
Tiwi, Albay

LESSON PLAN #7

Date: ________________

Lesson Plan in Teaching Understanding Culture, Society and Politics

Learning Competency:

Become aware of why and how cultural relativism mitigates ethnocentrism

I. Learning Objectives: At the end of the lesson, 80 % of the students are able to…
 Examine the concepts of ethnocentrism and cultural relativism in relation to your own
and other cultures in society
 Appreciate the nature of cultural relativism through respect and tolerance in mitigating
ethnocentrism

II. Learning Content: Ethnocentrism and Cultural Relativism as orientation in viewing

other cultures (CODE: UCSP11/12DCS-Id-10)

A. Reference:
 Understanding Culture, Society, and Politics by Gerry M. Lanuza & Sarah S. Raymundo
 https://www.boundless.com/sociology/textbook/boundless-sociology-textbook/culture-
3/cultureandsociety
 http://savageminds.org/2006/05/04/an-exercise-in-recognizing-cultural-assumption/
B. Materials:
 Hand-outs, Manila Paper, Marker, Pen, Laptop, Projector
C. Strategies
 Dyad Activity
 Collaborative Learning
D. Values Integration:

E. Subject Integration: Personality Development, Social Studies, Contemporary Arts, DISS,

DIAS,
F. Values Integration: Cultural relativism states “people should not judge the behavior of
others using the standards of their own culture, and that each culture must be analyzed on its own
terms.”

III. Learning Activities/Procedures

A. Preliminary Activity
 Prayer
 Arrangement of Seats/ Setting of Ground Rules
 Checking of Attendance
 Energizer
B. Review of the Past Lesson

C. Lesson Proper

1. (Motivation)
 The teacher will post a chart on the board. The chart is divided into three columns.
Instruction: Find a pair and try to answer the second and third column. After answering,
have a sharing with your partner and afterwards there will be a presentation of concepts
in the class.

Polygamy of Muslims Cutting of fingers in

Indonessia

Cutting of fingers in
Indonessia

Beautification in Africa Marrying a tree in India

Gut reactions about these (Emotions) How would

practices (What do you
think about these people?)
Four cultural practices/beliefs
you feel if you were
transported and left them
there to live with them in
one year to witness the
kind of practices they
have?
  Polygamy of the Muslims
(engage to two or more
partners)
 Cutting off Fingers in
Indonesia
 Beautification in Africa
(scarification)
 Marrying a tree in India

The teacher will then call some students to share their reactions and feelings towards the
belief and practices of other group of people. This all leads to discussing the idea of
ethnocentrism with the basis that exercise has forced them to admit that they, like
everyone, are ethnocentric.

2. DISCUSSION: The teacher then will discuss the concept of ethnocentrism and
later on move to the idea that culture is relative.

Key points:
 Ethnocentrism- often entails the belief that one’s own race or ethnic group is the
most important or that some or all aspects of its culture are superior to those of
other groups.
 - the tendency to look at the world primarily from the perspective of one’s culture.
 Within this concept, individuals tend to have judgment towards other groups in
relation to their own particular ethnic group or culture, especially with concern to
language, behavior, customs, and religion.

During the discussion of ethnocentrism, the teacher will give emphasis on the
reactions and comments of the student based on the first activity. Then proceed to
the discussion about CULTURE RELATIVISM.

 Culture relativism- is the belief that the concepts and values of a culture cannot
be fully understood in, other languages; that a specific cultural artifact (e.g.,
ritual) has to be understood in terms of the larger symbolic system of which it is a
part.
 According Franz Boas 1887, “Civilization is not something absolute, but… is
relative, and… our ideas and conceptions are true only so far as our
civilization goes.”
(The teacher will gather ideas from the students regarding the statement given by
Franz Boas.)

Then during the discussion, insert the values of respect and tolerance with
regard to the concept of culture relativism. Ask them How and Why
questions.

3. Developmental Activity
The teacher will group the class into 4 and instruct them to put into play the situation in
column 3 practicing the value of respect and tolerance with regard to culture relativism
mitigating ethnocentrism. (5 minute presentation)
Group 1: Polygamy of the Muslims
Group 2: Human Sacrifice of the Ghanian
Group 3: Beautification in India
Group 4: Marrying a tree in India.

Role Play rubrics

CRITERIA 4 3 2 1
Teamwork All the members Most of the Some of the None of the
 were members were members were members participate
participative participative participative
Relevance and The concept of The concept of Less visibility of There was no
Substance respect and respect and the concept of concept of respect
(applying the tolerance was tolerance was respect and and tolerance shown
value of respect very visible in noticeable in tolerance in the in the play.
and tolerance) the whole play. some parts of the play.
play.

Creativity The members The members The members There was no

were very were creative show less creativity at all.
creative with enough with creativity in
regard to the regard to the presenting the
props in props in play
presenting the presenting the
play play

5. Synthesis/Generalization:

The teacher will gather ideas from the students as to the questions:

1. How culture relativity mitigates or reduces ethnocentrism?

2. Why is there a need for us to respect the culture practices of other groups?

Then present this big idea to the class.

Cultural relativism states “people should not judge the behavior of others using the standards of
their own culture, and that each culture must be analyzed on its own terms”`

IV. Evaluation

Essay writing

Instruction: Write a 4-paragraph statement regarding why and how the concept culture
relativism change your own views in relation to the cultural practices and beliefs of your
community and other group of people

ESSAY RUBRICS

Criteria 4 3 2 1
Content Be able to Present the Present the big No content at all
present the big big concepts concepts
concepts very clear enough ambiguously
clear and direct
to the point
Mechanics The grammars Some of the The grammars All the sentences
were excellent grammars were were a bit were
good enough inappropriate grammatically
wrong

Coherence The ideas Some ideas Few of the ideas No coherence at

presented were presented were were in unity. all.
in unity in unity

V. Assignment
1. Have an advance reading about SOCIAL STRATIFICATION.

REFLECTION:

A. No. of learners who earned 80% in the evaluation. _______________________

B. No. of learners who require additional activities for remediation who scored below 80%.
______________________________________________

C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
______________________________________________

D. No. of learners who continue to require the remediation. _________________

E. Which of my teaching strategies worked well? Why did these work?

________________________________________________________________________________

NOTE:

 Reteach the lesson due to re-schedule of classes in preparation for the upcoming WTD
Celebration.

Prepared by:

MYLA R. AGUADO
Subject Teacher

Noted by:

JESUS C. CILLAN JR.

SHS- Coordinator