Republic of the Philippines
Department of Education
School Culaba National Vocational School
Teacher Ofelia J. Repalda
Time 7:30-9:30 AM (Wisdom)9:30-11:30AM (Prudence)
Date
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource portal
B. Other Learning Resources
IV. PROCEDURES
Introductory Activity
 Prayer
 Checking of Attendance
 Review of the previous
lesson
Region VIII-EASTERN VISAYAS
SCHOOLS DIVISION OF BILIRAN
CULABA NATIONAL VOCATIONAL SCHOOL
Senior High School Department
Virginia, Culaba, Biliran
School I.D.: 303324
Daily Lesson Plan
Grade Level 11
Learning Area DISS
Quarter 3
School Year 2022-2023
The learners demonstrate an understanding of keys
concepts and approaches in the Social Sciences
The learners shall be able to…
a. interpret personal and social experiences using
relevant approaches in the Social Sciences
b. evaluate the strengths and weaknesses of the
approach
Marxism
The learners analyze social inequalities in terms of
class conflict (HUMMS_DIS11-IIIIIIg-2)
Dominant Approaches and Ideas Part 1
37-41
55-73
https://www.history.com/topics/Europeans/karl-
marx#:~:text=Karl%20Marx%20%281818-1883%29%20was%20a
%20German%20philosopher%20and,social%20revolutionary%20as
%20co-author%20of%20"The%20Communist%20Manifesto
https://www.thoughtco.com/karl-marx-biography-3026494
http://www.filmsforaction.org/watch/marxism-101-how-
capitalism-is-killing-itself-with-dr-richard-wolff/
http://www.creativeblog.com/design/10-steps-creating-
perfect-infographic-3145672
Ask the students about the previous topic. What are their
insights and important concepts they had learned.
Structural-Functionalism:
 Structure
 is an arrangement and organization of parts,
elements, or constituents in something that is built,
constructed, or put together.
 can have different types, such as a hierarchy, a
network, or a lattice, depending on the connections
between the components
 Functionalism
 focuses on the role or function of something
rather than its internal structure or composition
 can be applied to explain how the mind adapts
Structural-Functionalism as a Macro-Social Perspective
 Focuses on the institutions and structures that
 exist in a society as a whole
 Function
 Different parts of the society work together in an
orderly fashion to attain social stability,
progress, development, integration
 There is social equilibrium, consensus and not
conflict among the social structures
 Is an approach to social sciences that views societies
as social and complex systems that has a social
structure and evolve to have specialized parts that each
serve a function towards common goals such as stability,
harmony, growth to achieve social equilibrium
 Evolutionary change
 Change is orderly, gradual and evolutionary (not
revolutionary; not cataclysmic; not abrupt)
 Herbert Spencer
 English philosopher
 Social Institutions--patterns of beliefs and
behaviors focused on meeting social needs, such as
government, education, family, healthcare,
religion, and the economy
 In human society, the social institutions have
specific defined functions in society, all of them
are needed to achieve social order or equilibrium
in society to survive
 Pillars of society:
--family, government, education, science, religion,
economy
 Emile Durkheim
 French Social Scientist
 Believes that individuals may make up society, but
in order to study society, sociologists have to
look beyond individuals to social facts
 Social Facts
--Are the laws, morals, values, religious beliefs,
customs, fashions, rituals, and all of the
cultural rules that govern social life
 Robert King Merton (Meyer Robert Schkolnick)
 American Sociologist
 Pointed out that social processes often have many
functions. Social processes that have undesirable
consequences for the operation of society are
called dysfunctions (negative consequences)
 Manifest function--refers to the intended function
of social policies, processes, or actions that are
consciously and deliberately designed to be
beneficial in their effect on society (intended)
 Latent function--one that is not consciously
intended, but that, nonetheless, has a beneficial
effect on society.
 Dysfunction--a type of unintended outcome that is
harmful in nature.

 Talcott Parsons
 an American sociologist of the classical tradition
 best known for his action theory--established
action theory to integrate the study of social
action and social order with the aspects of macro
and micro factors. In other words, he was trying
to maintain the scientific rigor of positivism,
while acknowledging the necessity of the
"subjective dimension" of human action
incorporated in hermeneutic types of sociological
theorizing
 Assumption of Order in Society
o Systems have the property of order and
interdependence of parts
o Systems tends toward self-maintaining
order, or equilibrium
  Basic Examples of Structural-Functionalism
a. Organic analogy
b. Social evolution
c. Systems theory
d. Coherent and Cohesive
e. Social classes
f. Common goals
g. Adaptation
h. Social dysfunction
i. Evolutionary pressure
j. Differentiation and specialization
k. Individuals
Ways:
a. Conformity—the individuals tries to do what is expected of
them
b. Innovation—the individuals works towards the accepted goals
of society but does not so in a new way
c. Ritualism—the individual follows the old ways of society but
fails to conform to new adaptations
d. Retreatism—the individual rejects the goals and ways of a
society and retreats from it
e. Rebellion—the individual rejects the goals and ways of a
society and works to overthrow it
 Principles behind Structural-Functionalism
 Societies should be examined holistically in an
interrelated system framework.
 Social systems are generally in a state of
equilibrium.
 The functionalists are less interested in the history
of a society, but more concerned with social
interaction.
 Strengths of Structural-Functionalism
 Reminds of the need for order and stability
 Each institution serves a function
 Reminds us people have roles to play in society
 Order and stability are important for society
 Tells us how to create order and stability
 Weaknesses of Structural-Functionalism
 It fails to addressed big changes in society.
 Does not recognize the differences in society
among power
 Not everyone agrees with order and stability of
society (minorities)
 Major Criticisms of Structural-Functionalism
 Does not deal adequately with history-that is
inherently ahistorical
 Unable to deal effectively with the process of
social change
 Do not address the issue of social change
(developmental rather than revolutionary)
 Unable to deal with conflict
The whole structure of society is interconnected and
accountable for maintaining equilibrium and steadiness in
society.
Activity/Strategy DEBATE:
The class will be divided into four groups. Each member
should collaborate and give their insights and arguments
about: DOES INEQUALITY IN TERMS OF SOCIO-ECONOMIC STATUS
IN OUR COUNTRY BEING FELT AND VISIBLE? DEFEND YOUR IDEAS
AND VIEWS.

Analysis Based from the activity, let each group have a

representative to sum up their perspevtive.
Abstraction Discuss and elaborate the following:
 Karl Marx—is a German philosopher who was born during
the Industrial Revolution who criticize the injustice
inherent in European capitalist system of economics
 Marxism--is an intellectual process which tries to
 unify scientific analysis and emancipator social
movements for the purpose of revolutionizing human
society
 Dialectics--Reality is a process of change
Uneven development as a universal law of human history
Is an emphasis upon relationships rather than
individuals there could be no husbands, rulers and
capitalists if there no wives, subjects and workers
Contradiction refers to the idea that social
relationships contain opposing or incompatible forces
 Historical Materialism--Theory of history—human history
is basically determined by the material conditions
The process of material production is the foundation of
all human societies
 Forces of Production--Include all those things which
determine the technical efficiency of the production
processes (human skill, tools, knowledge, energy, land)
 Relations of Production—the social relation which
govern the use of labor in production and the
disposition of the economic product
 Base (production), superstructure (law, politics,
religion, family structure
 Capitalism—socio-economic based on private ownership
 Socialism—the means of production are socially owned
and democratically controlled
 Communism—classless and utopian society
Application The students will watch a video on the interview of
Professor Wolff that gives an introduction suited for
both beginners and seasoned Marxists, with comprehensive
explanations of key tenets of Marxism including dialectal
and historical materialism, surplus value, crises of
overproduction, capitalism’s internal contradictions, and
among others.
Title: Marxism 101: How Capitalism is Killing itself with
Dr. Richard Wolff
Source: http://www.filmsforaction.org/watch/marxism-101-
how-capitalism-is-killing-itself-with-dr-richard-wolff/
The students will answer the following questions:
1. List major points or ideas described in the
interview that impressed you.
2. Did any of the reasoning given in support of the
position advocated by the interviewee seem to be
weak or misleading? If so, describe the concept put
forward in the interview and why you the reasoning
as flawed.
3. Did the interview change your mind about any aspect
of Marxism that it presents? What information,
argument or persuasive technique caused you to
change your mind?
Assessment With your background information about Marxism, make a
creative INFO/IDEAgraphics about capitalism and
communism. After creating it, share it to your class or
you may upload it in your social networking sites
(facebook). You may visit this website to get an idea
regarding the steps in making infographics.
http://www.creativeblog.com/design/10-steps-creating-
perfect-infographic-3145672
Rubric:
Category 50 30 20 Point
s
Content At least accurate Three accurate One or two
facts are facts are accurate facts
displayed on the displayed on the are displayed
 infographic. infographic. on the
infographic.
Lay-out Make excellent use Make good use of Makes little
of font, color, font, color, use of font,
graphics, etc. to graphics, etc. color,
enhance the to enhance the graphics, etc.
presentation. presentation. to enhance the
presentation.
Creativity Images capture Images capture Images capture
subject matter in subject matter subject matter
an interesting and in an with very
powerful way. interesting and little attempt
powerful way. to do in an
interesting and
powerful way.
Persuasi Demonstrate clear, Demonstrate Writer
ve logical clear, demonstrate s
capabili thinking/argument, thinking/argumen no clear,
making the reader t, making the thinking/argume
ty
think and get reader think and nt, with little
involved while get involved support in the
relating specific while relating way of
and convincing mostly clear and anecdotes,
anecdotes, convincing statics.
statistics as anecdotes,
evidence. statistics as
evidence.
Assignment The students will continue their activity in the
Assessment.

Prepared by: Approved:

OFELIA J. REPALDA RANULFO C. ROSTATA

Teacher I Principal II