11

Understanding Culture,
Society, and Politics
Activity Sheet
Quarter 1 – MELC 6
How Society is Organized

REGION VI - WESTERN VISAYAS

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 Understanding Culture, Society, and Politics 11
Learning Activity Sheet (LAS) 6
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 - Western Visayas
Duran St., Iloilo City

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary to
exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

This Learning Activity Sheet (LAS) is developed by DepEd Region 6 -

Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Understanding Culture, Society, and Politics 11 LAS

Writer: Ronaldo H. Lamit

Illustrator: Hilda S. Salvilla

Editors: Liberty P. Lego, Eric G. Buenafe, Lerma J. Oscares

Layout Artist: Jefferson B. Magbanua

Schools Division Quality Assurance Team: Arlo L. Villalva, Leila G. Valencia,

Jezereel Grace G. Tiron, Bernie P. Alcedo

Division of Iloilo City Management Team:

Ma. Luz
Printed in the Philippines M. de los Reyes, CESO V
by _______________________________.
Ernesto F. Servillon, Jr., CESO VI
Arlo L. Villalva
Leila G. Valencia
Liberty P. Lego

Regional Management Team:

Ma. Gemma M. Ledesma, CESO V
Josilyn S. Solana, CESO V
Elena P. Gonzaga
Donald T. Genine
Mary Hazel Vivien P. Pineda

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Introductory Message

Welcome to Understanding Culture, Society, and Politics 11!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Iloilo City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic
Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using
the contextualized resources in the community. This will also assist the learners
in acquiring the lifelong learning skills, knowledge and attitudes for productivity
and employment.

For learning facilitator:

The Understanding Culture, Society, and Politics 11 Activity Sheet will

help you facilitate the teaching-learning activities specified in each Most
Essential Learning Competency (MELC) with minimal or no face-to-face
encounter between you and learner. This will be made available to the learners
with the references/links to ease the independent learning.

For the learner:

The Understanding Culture, Society, and Politics 11 Activity Sheet is

developed to help you continue learning even if you are not in school. This
learning material provides you with meaningful and engaging activities for
independent learning. Being an active learner, carefully read and understand the
instructions then perform the activities and answer the assessments. This will be
returned to your facilitator on the agreed schedule.

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 Quarter 1, Week 6

Learning Activity Sheet (LAS) No. 6

Name of Learner: ________________________ Grade and Section: __________

Date: ______________

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS ACTIVITY SHEET

How Society is Organized

I. Learning Competency
1. Analyze the forms and functions of social organizations.

II. Background Information for Learners

This lesson explores our membership in social groups, and brings us to the topic
of social structure, or the organized aspects of social life. At a smaller level, social
structure refers to the interrelationships between particular social groups in a society
such as kinship and barkada. In the broader sense, it refers to the interrelationships of
the social institutions of a society.

Understanding how society is organized helps us probe how social interactions

influence the role we play and the power we wield as an individual, a group, and a
nation.

Social Group is a unit of people who interact with some regularity, and who
identify themselves as one unit. It is a collection of people interacting together in an
orderly way based on shared expectations about another’s behavior.

1. Primary groups- those which are small but intimate, direct access and
interaction with each other, emotional bond (i.e. close friends and family).
2. Secondary groups- formed to perform a specific purpose, members
interact for the accomplishment of purpose, usually formal and impersonal
(i.e. becoming friends with one’s seatmate in a Math class).
3. In-groups- those groups in which one belongs and those which elicit a
sense of loyalty from the individual (i.e. being part of the women’s
basketball team allows one bond with teammates and join pep rallies to
support the team).
4. Out-groups- those groups in which one does not belong and those which
elicit sense of antagonism from the individual (i.e. being part of the
women’s basketball team gives one a sense of antagonism toward the
men’s basketball team as the latter gets more funding despite a bad
performance during the last season).
5. Reference groups- are those that provide an individual with a set of
standards to check against and to know if one is doing well or where he or
she needs improvement (i.e. neophyte scientist considers his superiors as
reference groups).

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 Social institutions – “consists of all the structural components of a society
through which the main concerns and activities are organized, and social needs are
met”. Some examples of social institutions are the following:

1. Family is a social institution found in all societies that unites people in

cooperative group to care for one another including any children.
2. Economy is the social institutions that organizes a society’s production,
distribution, and consumption of goods and services”.
3. Education is the “acquisition of knowledge, skills, values and beliefs”.
4. Civil society is the population of groups formed for collective purpose
primarily outside of the State and marketplace.
5. Religion is a set of symbols that invoke feelings of reverence or awe,
which are linked to rituals practiced by the community of believers.

III. Accompanying DepEd Textbook and Educational Sites

DepEd-Bureau of Learning Resources, Understanding Culture Society and Politics,

First Edition 2016.

IV. Activity Proper

Activity 1. Group Matrix

Directions: Fill out the table below by giving examples of the different kinds of groups
and discuss the functions.

Groups Example Functions

Primary Group
Secondary Group
In-Group
Out-Group
Reference Group
Networks

Guide Questions:
1. What are the different social groups in your barangay? Name them.
2. How do these groups affect how we think and behave?

Activity 2. Survey-Checklist

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Directions: Answer the following survey questions by writing YES or NO on a separate
sheet of paper.

Questions Yes No
1 Have you been treated at a health center or hospital in the last six
months?
2 Do you have a brother or sister enrolled in elementary school?
3 Do you have a copy of your birth certificate at home or school?
4 Do you live with your parents or grandparents or relatives?
5 Do you have a religious item at home?
6 Have you already met a local government official?
7 Have you shared a food item with your neighbor?
8 Are you a member of community-based youth organization?
9 Have you bought anything form a sari-sari store?

Based on the survey, complete the table below by answering the guide questions.
1. What kinds of institutions were represented in the survey?
2. How do these institutions affect your life?

Institutions Roles

Activity 3. Poster-Slogan
Directions: Make a poster-slogan about the importance of family. You may use a short-
sized bond paper for this activity.

(Poster-Slogan)

Rubric for Rating a Poster-Slogan

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 CATEGORY 4 3 2 1
Content At least 7 accurate 5-6 accurate facts 3-4 accurate Less than 3
Accuracy  facts are are displayed on facts are accurate facts
displayed on the the poster-slogan. displayed on are displayed on
poster-slogan. the poster- the poster-
slogan.  slogan. 
Graphics - All graphics are All graphics are All graphics Graphics do not
Relevance  related to the topic related to the relate to the relate to the
and make it easier topic and most topic. Most topic or several
to understand. All make it easier to borrowed borrowed
borrowed graphics understand. All graphics have a graphics do not
have a source borrowed source citation.  have a source
citation.  graphics have a citation. 
source citation. 
Attractiveness  The poster-slogan The poster-slogan The poster- The poster-
is exceptionally is attractive in slogan is slogan is
attractive in terms terms of design, acceptably distractingly
of design, layout, layout and attractive messy or very
and neatness.  neatness.  though it may poorly designed.
be a bit messy.  It is not
attractive. 
Grammar  There are no There is 1 There are 2 There are more
grammatical grammatical grammatical than 2
mistakes on the mistake on the mistakes on the grammatical
poster-slogan.  poster-slogan. poster-slogan.  mistakes on the
poster. 
Required The poster All required All but 1 of the Several required
Elements  includes all elements are required elements were
required elements included on the elements are missing. 
as well as poster.  included on the
additional poster. 
information. 

Rubrics for Rating Essays

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RATING FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS
SCALE The single The presence The order The choice, Grammar,
controlling of ideas developed and use and mechanics,
point developed sustained within arrangement spelling, usage
made with through and across of words and and sentence
an facts, paragraphs sentence formation.
awareness examples, using structures that
of task anecdotes, transitional create tone
about a details, devices and and voice.
specific opinions, including
topic. statistics, introduction and
reasons conclusion.
and/or
explanations.
4 Sharp, Substantial, Sophisticated Precise, Evident control
distinct specific or arrangement of illustrative use of grammar,
controlling illustrative content with of a variety of mechanics,
point made content evident and/or words and spelling, usage
about a demonstrating subtle transitions sentence and sentence
single topic strong structures to formation
with evident development create
of and consistent
awareness sophisticated writer’s voice
of task. ideas and tone
appropriate to
the audience/
reader.
3 Apparent Sufficiently Functional Generic use of Sufficient control
point made developed arrangement of a variety of of grammar,
about a content with content that words and mechanics,
single topic adequate sustains a logical sentence spelling, usage
with elaboration or order with some structures that and sentence
sufficient explanation evidence of may or may not formation
awareness transitions create writer’s
of task. voice and tone
appropriate to
the audience
2 No Limited Confused or Limited word Limited control
apparent content with inconsistent choice and of grammar,
point but inadequate arrangement of control of mechanics,
evidence of elaboration or content with or sentence spelling, usage
a specific explanation without attempts structures that and sentence
topic of transition inhibit voice formation
and tone
1 Minimal Superficial Minimal control of Minimal variety Minimal control
evidence of and/or content in word choice of grammar,
a topic minimal arrangement and minimal mechanics,
content control of spelling, usage
sentence and sentence
structures formation
Remember

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  A human society is a group of people involved in persistent social interaction or a
large social grouping having the same geographical or social territory, typically
subject to the same political authority and dominant cultural expectations. Human
societies are characterized by patterns of relationships (social relations) between
individuals who share a distinct culture and institutions. A given society may be
described as the sum of such relationships among its constituent members.
 Society is made up of social groups. A social group consists of two or more people
who identify and interact with another people. People who make up a group share
experiences, loyalties and interests (i.e. couples, families, barkada, clubs,
businesses, neighborhoods, etc.)
 There are two main types of social groups. The primary group is a small social group
whose members share personal and lasting relationships. The secondary group is a
large and impersonal social group whose members pursue a specific goal or activity.
 Living in a society implies that we are governed by a set of rules. Some rules may
be imposed while others are negotiated.
 Institutions evolve over time as a result of the changing relationship among groups
in a society.

V. Reflection
Directions: Supply the appropriate words to complete the thought of each phrase below.
Write your answers on a separate paper.

I have learned that_________________________________________________

I have realized that ________________________________________________
I will apply _______________________________________________________

VI. Answer Key

* Activity 1. Group Matrix

Answers may vary.

* Activity 2. Survey Checklist

Answers may vary.

* Activity 3. Poster Making

Answers may vary.

* Reflection
Answers may vary.

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