Learning Area Philippine Politics And Governance

Learning Modality Face to Face

School Sta. Clara Integrated National High School Grade Level 11
Teacher Jeza B. Magalang Learning Area Philippine Politics and
Governance
Teaching Date(s) September 8-9, 2022 Quarter First
Teaching Time 9:30 a.m. – 11:30 a.m. No. of Days 2

I. OBJECTIVES At the end of the lesson, learners are expected to:

Differentiate the political ideologies
A. Content Standards The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.
B. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can be
studied
C. Most Essential Learning Critique ideas that have a direct impact on how we try to manage ourselves as a political community
Competencies (MELC) HUMSS_PG12Ib-c-9
Analyze how political ideologies impact on the social and political life of Filipino HUMSS_PG12Ib-c-10 3
D. Enabling Competencies
II. CONTENT Political Ideologies
The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.)
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Philippine Politics and Governance by Renan Ramos pages 16-35
b. Learners’ Materials pages Philippine Politics and Governance by Renan Ramos pages 16-35
c. Textbook pages Politics without Borders (Phoenix Publishing House) by Mendoza and Melegrito pages 24- 36
Philippine Politics and Governance by Renan Ramos pages 16-35
d. Additional Materials from https://m.youtube.com/watch?v=vzszuwRgAE
Learning Resources http”//www.peoplepress.org/quiz/politicaltypology/
B. List of Learning Resources for Tuckness, A. (2016, January 11). Locke's Political Philosophy. Retrieved July 09,2020,
Development and Engagement from https://plato.stanford.edu/entries/locke-political/
Activities
IV. PROCEDURES
A. Introduction What I need to know?
The content of the lesson will be presented.
Learning objectives will also be introduced to guide the learners on the learning targets
B. Development What’s new?
The teacher presents pictures of historical political events reflecting a specific ideology in the
Philippines. The students will be asked to brainstorm in groups to share their knowledge of the said
event and how they think such event has made an impact in the lives of Filipinos. Ideas will be
presented using a graphic organizer.
What is it? (Approach: Direct Strategy: Discussion Method)
Between the First (1914-1919) and the Second (1939-1945) World Wars, Fascism, an ideology of
far-right, authoritarian ultra-nationalism characterized by dictatorial power, forcible suppression of
opposition, and a strong regimentation of society and the economy, emerged dramatically in Europe
particularly in Germany and Italy (David and Lynch, 2002, pp. 1-5). Benito Mussolini (1883-1945) of
Italy, Adolf Hitler (1889-1945) of Germany and Hideki Tojo (1884-1948) of Japan are names that
always come to mind whenever we hear the word Fascism. Both men came into power in the 1920s
and led their respective countries to war until they were defeated by the Allies in 1945.
Fascism is essentially an ideology that rejects rationalism (logical thinking) and relies instead on its
emotional appeal. The idea that life is a constant struggle and only the strongest survives (based on
Darwin’s concept of ‘natural selection’) is a central theme of this ideology (Heywood, 2017, p. 272).
Thus, Fascists do not believe in equality, asserting that some people are born to lead. This strong
faith in elitism extends beyond their own societies, incorporating a belief that certain nations are
superior to others demonstrated by their extreme embrace of nationalism. There is no place for
liberal democracy in Fascism and an authoritarian or dictatorial government capable of bringing
national unity is needed to achieve economic and political stability. Violence, war, and imperialism
are not necessarily considered unacceptable if they are a means to achieve national rejuvenation
(Griffin and Feldman, 2004, p.185). Much too often, governments who do not tolerate any form of
criticism or opposition, who insist on unity or solidarity as an indispensable means to national
survival, who condone the use of force by the military or the police to stay in power, and who rely on
the fanatical support of the masses are labeled as Fascists. After the end of the Second World War,
only a few political parties openly declare themselves as Fascist, as the term acquired a negative
connotation. Nonetheless, a number of countries today are led by governments who demonstrate
fascistic tendencies but deny being such.
 Communism
The idea that mankind is ultimately destined to create a society where there are no social classes,
no states, nor money, and where there is a common ownership of the means of production is the
fundamental principle of the ideology called Communism. Etymologically speaking, the word
“Communism” is derived from the French commun which means “common” (Merriam-Webster,
2020, para 11). In the beginning, Communism was used synonymously as Socialism until 1840
when it came to be distinguished from the latter. But it was only in 1917, the year of the Bolshevik
Revolution in Russia, that Communism formally became distinct from Socialism (Steele, 1992,
pp.44-45). Communism is an ideological response to the harmful consequences on the working
class of industrial capitalism that became the most dominant economic system in 18th century
Europe. Like the Socialists, Communists openly criticized social and economic inequality and
advocated for a classless society where there is no hierarchy or authority; but for this to happen, it is
necessary that the means of production must be held in common, i.e. owned by everyone.
In many ways, Socialism and Communism have a lot in common which is the reason why they are
often confused with one another (Heywood, 2017, p.143-144). In fact, for Marx, Socialism is an
intermediate stage between capitalism and communism. However, unlike the Socialists who simply
insist upon socializing the means of production, communists aim to socialize both production and
consumption (Steele, 1992). Primarily, this economic and social program was derived from the
ideas of Karl Marx (1818-1883) and Friedrich Engels (1820-1895) in their pamphlet, “The
Communist Manifesto” published in 1848. Both Marx and Engels identified that the conflict between
the proletariat (working class) and the bourgeoisie (capitalist class) is the root of all social problems
(Marx and Engels, 1969). The only way for this conflict to end is through a social revolution where
the working class will seize power and then establish social ownership of the means of production,
an essential step in transforming society towards Communism. As such, Communism considers
Capitalism as its enemy. In the former Soviet Union (1922-1991) for example, all property was
placed under the control of the state. All businesses were considered public and no individual was
allowed to own land, businesses or any resources. Everything that people needed was supplied by
the state under a highly centralized economic system. In this manner, the country was able to
establish a society that somehow came close to being “classless”. Throughout the world today,
communist parties are generally recognized as legitimate political parties legally allowed to
participate in national elections. However, in the Philippines, the CPP (Communist Party of the
Philippines) is outlawed. Countries currently under the control of communist parties include the
People’s Republic of China (PROC), North Korea, Vietnam and Cuba.
What I can do?
C. Engagement Activity 2: PERFORMANCE TASK
Poster Making: The students will be grouped according to the ideologies. Their task is to create a
poster in a 1/4 illustration board showing the assigned ideology impacts our present society if
followed. Outputs will be presented and explained right after
D. Assimilation What I have learned?
Activity 3
Choose one (1) question and answer it by writing a short essay made up of at least two (2)
paragraphs.
1. Why do people have different opinions about political issues?
2. In your point of view, which ideology provides the best recommendation for us to create a “good
society”? Why?
3. Are ideologies necessary for a society to work properly? Why?
E. Evaluation Directions: Choose the letter of the best answer. Write your answer on a separate sheet of paper.
1. Which among the following is a basic element of Conservatism?
A. Tolerance B. Equality C. Rationalism D. Hierarchy
2. If a society is to become communist, which of the following must be removed? A. Economy B.
Social Classes C. Government D. State
3. From the standpoint of Capitalism, society will become stable and prosperous if the following
policies will be implemented except:
A. Free market policy C. Trade Liberalization Policy B. Privatization policy D. Centralized economic
planning policy
4. Which of the following characteristics best represents Fascism?
A. Ultra-nationalism C. Individualism B. Communalism D. Traditionalism
5. Elmer believes that it is the duty of any government to ensure that every person’s right to live, to
own property, and to enjoy freedom within the bounds of the law. This makes Elmer an advocate of
which ideology?
A. Communism C. Liberalism B. Conservatism D. Fascism
F. Reflection
1. No. of learners who earned 80% in
the evaluation
2. No. of learners who require
additional activities for remediation
 3. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
4. No. of learners who continue to
require remediation
5. Which of my teaching strategies
worked well? Why did these works?
6. What difficulties did I encounter
which my principal or supervisor can
help me solve?
7. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Noted by:

Jeza B. Magalang Raymundo F. Hermo

Teacher I Principal II