Grades 1 to 12 School MATIN-AW NATIONAL HIGH SCHOOL Grade Level 12

DAILY LESSON Teacher RICKY C. AROT Learning Area Philippine Politics

PLAN and Governance
Covered Date Week 5, OCTOBER 17-21-, 2022 Semester First

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
The learners demonstrate an understanding of politics and political science, governance, political ideologies,
A. Content Standards power, states, nations, and globalization.

The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.
B. Performance Standards

1. Learning Competencies/ Objectives Learners are expected to:

Write the LC code for each Analyze the relationship among nations and states in the context of globalization

States, Nations, and Globalization

II. CONTENT The State as Different from the Nation as a Political Concept
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Book:
Philippine Politics and Governance by Rhene C. Tabajen and
Erlinda B. Pulma, pp. 31- 39

4. Additional Materials from Learning

Resource (LR) portal
 B. Other Learning Resources Difference Versus Nation and State: https://www.youtube.com/watch?v=hyt_oM6cLtA
Nations, States, and Nation States https://www.youtube.com/watch?v=sa-41DBGHfw&t=3s
State vs. Nation https://www.youtube.com/watch?v=rPwf3qOFV7w

IV. PROCEDURES
A. Reviewing previous lesson or presenting (5 minutes)
the new lesson
Review: Ask the following.
 What is power?
 How should one
exercise his/her
power?
 Who have powers in the
country?
Most Possible Responses:
People,
Government
(Such responses are
important springboards to
connect the concept of
power to the next topic on
the definition of state and
nation)
(3 minutes) (5 minutes)
Review: Ask the following. Review: SONA (State
 What is a nation? or Nation, Arrange!
 What is a state?
What is a nation-state? Let the students categorize each
concept written in meta-cards if it
falls under the concept of nation or
state.
Ask the following:
 What is the difference
between a nation and
state? (Students may give
words/phrases as answers.
These can be organized in
a Venn diagram on the
board).
How are these two concepts
related?
B. Establishing a purpose for the (8 minutes) (15 minutes) (5 minutes)
lesson
Class Activity: „Made‟ of the Group Work: Word Play (The teacher ensures the
Philippines connection between the review
Let the students present their and this portion of the lesson.
acrostics. Each of the 5 groups will For example the teacher may
Ask: What makes up the Philippines be given 3 minutes to present. find relating one of the criteria in
as a country? considering a state which is
international recognition, which
Most Possible responses: somehow be made later as an
 Territory entry concept about every
 People country’s immersion in the
 Leaders global arena such as the
 Filipinos essence of the activity below.)
 Land
 Sea Dyad: SHOPares

Have the students go through

(Catapult from these responses
with the things they have,
that a country is a meaningful
particularly looking at the labels
entity)
and listing the countries where
those things were made.

Ask the following:

C. Presenting examples/instances of the (7 minutes)
new lesson
Class Activity:
WordHUNT/WordSMITH
Have the class coin the terms
NATION and STATE to which the
term „country‟ is seemingly
synonymous.
(It could be thru jumbled letters or
in the form of a game where letters
are to be provided to students
grouped into two and race towards
coining the terms in a given time
limit)
(5 minutes) (5 minutes)
Class Activity: Making Class Activity: LaraONE
Sense/Initializing…
Have the students find the oneness
Ask the following processing between the images below.
questions regarding the students‟
acrostics.
 What are the
noticeable differences
mentioned in the
acrostics?
 How is nation
different from state?
 How is nation related with
state?

(The teacher accepts answers

D. Discussing new concepts and practicing
new skills #1
and writes them under the
“Know” column of the KWL
chart.)
Ask: What questions about the
difference between a nation and a state GLOBALIZATION from jumbled
you have in mind? (Put their responses letters.)
in the “Want” column.
(10 minutes) (7 minutes)
Group Work: Making Sense of Class Activity: Video Clip
the Definitions
Viewing Video: Nation versus
Display the definitions of the terms
STATE and NATION. State
Lead the class in identifying the Guide Questions:
(By this time, the students
could already easily grasp the
next point of the lesson, which
is to coin the word
Ask the students now; what
concepts they can associate
with the term
Globalization. (They should
organize the
(10 minutes)
Group Work. KaWHOLEgan
Distribute copies of meanings of
globalization to each group. They will
brainstorm on the meaning and
highlight its keywords/s. (The
teacher should ensure that such
key concepts underlying these  What are the highlighted keyword be written on
definitions. (Discuss this key underlying the board or in meta-cards posted
concepts) characteristics on the board so that synthesis of
distinguishing state the given meanings interpreted by
Guide Question from nation? Write each group will be facilitated
 Which do you think key concepts smoothly.)
between a nation (significant terms).
and a state is Can nation be state, vice versa?
cultural? political?
functional? legal?
psychological?
Why?

(The teacher should have

pictures to serve as buffer in the
activity particularly on the
following concepts: cultural,
political, functional, legal, and
psychological.)
E. Discussing new concepts and practicing (10 minutes) (5 minutes) (6 minutes)
new skills #2
Group Work: Definition Map Group Work: W-Diagram Processing. Making Sense

Give the students meta-cards where Ask the following:

they will write concepts from the  What is common
video clips regarding the differences among the given
and similarities of a nation and a meanings? Why?
state. Organize the How would you define

F. Developing mastery (leads to (5 minutes) (10 minutes) (10 minutes)

Formative Assessment 3)
Class Activity: 3 in 1 Group Work: T-Diagram Group Work: PERS time

Students will guess each term based Have each group justify the Illustrate or identify scenarios how
on 3 pictures shown to them. Philippines as a nation and as a globalization works in Philippine
state using the T- diagram. context in terms of:
THE PHILIPPINES  Political
 Economic
 Religious; and
 Socio-cultural
interconnections

Take note: Students can be

provided with newspapers and
S O V E R E consider articles related to the
I G N T Y mentioned aspects. Relate this to
the class for simple discussion.)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Class Activity: What does
learning about the definition of
nation and state contribute in your
well-being as a student?
(5 minutes)
Ask: What significant learning Class Activity: Interpret the
have you had about the lesson? following image/diagram.
Possible Statements:
 State and Nation
are concepts
pertaining to a
country.
State is political while nation is
cultural.
Group Work: Isip-Daluyong!
Members shall discuss and come
up with what benefits do people get
for being members of a nation/ a
state.
(5 minutes)
Ask: What does the following
diagram tell about our topic?
Group Work: #GoGlobal
Have the students write a group
statement of going global. Let them
post their work on the board for the
whole class to see. Give each
student a like and a dislike icon and
post it to the statements of their
choice.
(7 minutes)
Group Work:
ContraDICTIONARY
Each group conceives a consensual
definition of globalization based on
their understanding. Have these
written on manila papers and posted
on the board.
(Each group gives its approval
and disapproval of another
group’s definition.)
I. Evaluating learning (5 minutes) (5 minutes) (5 minutes)

Individual Work: Give a short Class Activity: Have the class Individual Work: Explain the
quiz (5-item True or False) about go back to the KWL Chart and concept of globalization.
the concepts discussed. complete the
 A nation is political in “Learn” column.
nature.
 A nation is a community of
people.
 A state is cultural in nature.
 A state relates with the
concept of Ask: What makes a state? How is
government. nation different or related with the
 A nation is bounded by concept of state?
a common interest.

Answer Key:
 False
 True
 False
 True
True
 J. Additional activities for application Agreed Group Work: Word Play Optional Research Work: Identify Optional Individual Work: Can I
or remediation countries, which are not yet live without China?
The class is divided into 5 groups. recognized as “states”. Learn about
Each group will prepare acrostics their status specifically on how it Challenge the learners to answer the
of the terms: nation and state. affects the lives of their people. following question: Can I live
without China?
 1st 2 groups- NATION
 2nd 2 2 groups-STATE The students have to list all things
 Last group-NATION- made in China in their house and
STATE be able to refrain from using them
for a week. The students have to
(The teacher reminds the journal their experiences and be
students that the acrostics able to write a final reaction about
should connect to the concepts their experience.
of Nation and a State.)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized materials
did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by:

RICKY C. AROT ALFREDO G. GABOR JR.

SHS Teacher School Head
 Unit Test No.1
Second Semester SY 2017-2018

Name: Date:
Section: Teacher:

I.Fill in the blanks with the correct answer. Choose the letter of your answers from the box. All answers should be in capital letters. No erasures.

A. Politics F. Inputs K. Collectivism

B. Individualism G. Fascism L. Liberalism
C. Ideology H. Environmentalism
D. People I. Government
E. Globalization J. Anarchism

1. Is the exercise of power, the science of government, the making of collective decisions, the allocations of scarce resources and the practice of
deception and manipulation.
2. This term was conceived in 1796 by French Philosopher Destutt de Tracy to refer to new science that endeavored to uncover origins of conscious
thought and ideas.
3. It is the belief in the supreme importance of the individual over any social group or collective body.
4. Is a movement that stands for outmoded, repressive social and political conditions rejecting democracy, repudiates constitutionalism and stresses
that all values arise from the state against which individual has no rights.
5. Is an ideology focusing on the idea that environment is endangered and must be preserved through regulation and lifestyle changes.
6. Is the term generally used to describe the formal institutions through which a group of people is ruled or governed.
7. It refers to those whom the state is obliged to protect and provide services.
 8. An ideology that is based on the belief that government and laws are not necessary.
9. A central tenet of socialism that is the belief in the capacity of human beings for collective action.
10. An ideology that stands in opposition to capitalism and proposes an alternative which is more humane and equitable.

III . Classify the following Ideologies with their Perspectives stated on each item by writing A for Anarchism, S for Socialism, L for Liberalism, C for
Conservatism and F for Fascism.

11. As the state is inherently evil and oppressive, all states have the same essential character.
12. This ideology has contrasting views of the state.
13. It rejects the state outright, believing it to an unnecessary evil.
14. Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order.
15. Links the state to the need to provide authority and discipline ad to protect society from chaos and disorder, hence their traditional preference
for a strong state.
16. An ideology that sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of the national community, hence their belief
in totalitarianism.
17. This kind of ideology links the state to the need to provide authority and discipline and to protect society from chaos and disorder.
18. An ideology that saw the state more as a vessel that contains, or tool that serves, the race or nation.
19. Regard the state as an embodiment of the common good and thus approve of interventionism in either its social-democratic or state
collectivist form.
20. This ideology stressed the link between the state and the class system, seeing it either as an instrument of class rule or as a means of
ameliorating class tensions.

III. Essay: Explain and elaborate your answers. (5 points)

20-25 – How does political ideology shape the condition of the political community? Is the current state of the Philippines reflective of the role of
political ideology in shaping the way of life of Filipinos? Explain your answers?