GRADE 1 TO 12 School CNHS-Senior High
DAILY LESSON LOG Teacher Cherson C. Bariuan
Teaching Dates and Time August 22-26, 2022
SESSION 1
I. OBJECTIVES
A. Content Standards 1. students get oriented on the
school rules and policies.
2. students participate to
activities such as ‘getting to
know’ as a jumpstart in learning
the subject; and
3. students prepare themselves
for the subject
B. Performance Standards 1. display obedience and
adherence to school rules and
policies
2. participate in classroom
activities as a jumpstart in
learning the subject; and
3. assess themselves on their
attitude in learning the subject
C. Learning At the end of the lesson, the
Competencies/ Objectives learners are expected to:
1. obey the school rules
and policies at all times;
2. participate actively in
the activities set by the
teacher; and
3. become aware of their
attitude in learning the
concepts of subject.
II. CONTENT School and Classroom
Orientation/ Mood Setting
III. LEARNING RESOURCES
A. References
SESSION 2
The learners demonstrate an
understanding of the rationale
for studying anthropology,
political science, and sociology.
The learners appreciate the
value of disciplines of
Anthropology, Sociology, and
Political Science as social
sciences.
At the end of the lesson, the
learners are expected to:
1. analyze social, political,
and cultural change.
UCSP11/12SPUIb-3
Concepts of Anthropology,
Sociology and Political Science
Grade Level Grades 11-12
Learning Area UCSP
Quarter First
SESSION 3
The learners demonstrate an
understanding of the rationale
for studying anthropology,
political science, and sociology.
The learners appreciate the
value of disciplines of
Anthropology, Sociology, and
Political Science as social
sciences.
At the end of the lesson, the
learners are expected to:
1. recognize the common
concerns or
intersections of
anthropology,
sociology, and political
science with respect to
the phenomenon of
change.
UCSP11/12SPUIb-4
Concepts of Anthropology,
Sociology and Political Science
SESSION 4
The learners demonstrate an
understanding of the rationale
for studying anthropology,
political science, and sociology.
The learners appreciate the
value of disciplines of
Anthropology, Sociology, and
Political Science as social
sciences.
At the end of the lesson, the
learners are expected to:
1. identify the subjects of
inquiry and goals of
Anthropology, Political
Science, and Sociology.
UCSP11/12SPUIb-5
Concepts of Anthropology,
Sociology and Political Science
 1. Teacher’s Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials UCSP Learning Activity Sheet UCSP Learning Activity Sheet UCSP Learning Activity Sheet
from Learning pp. 1-13 pp. 1-13 pp. 1-13
Resources (LR)
portal SHS UCSP Q1 Ep1: Concepts of SHS UCSP Q1 Ep1: Concepts of SHS UCSP Q1 Ep1: Concepts of
Anthropology, Sociology, and Anthropology, Sociology, and Anthropology, Sociology, and
Political Science (Part1) by Political Science (Part1) by Political Science (Part1) by
DepEd TV Official on YouTube DepEd TV Official on YouTube DepEd TV Official on YouTube
B. Other Learning Resources Laptop, Internet Laptop, Internet Laptop, Internet Laptop, Internet
IV. PPROCEDURE
A. Engagement The teacher introduces himself CHANGE Picture Analysis The teacher refreshes the
and welcomes the learners to The word ‘change’ is posted on students with the concepts
CNHS-Senior High. Then, he the board. The learners then tell discussed in the past meetings.
refreshes the learners regarding anything in mind upon seeing
the school rules and policies as the word.
well as in the classroom.
The teacher processes the
answers of the learners.

The learners are asked to study

the pictures above. Then they

B. Exploration #KwentongFacetoFace
The learners are asked to share
their ‘Back to School’ moments
in the class before they
introduce themselves.
C. Explanation The teacher sets the attitude of
the learners towards the subject
through an orientation.
D. Elaboration The teacher asks the learners
about their expectations about
the subject.
E. Evaluation The teacher answers the
question of the learners and
asks the learners to assess
themselves regarding their
attitude toward the subject.
F. Assignment The teacher reiterates the
things transpired during the
orientation and tells them to be
obedient all the time. He also
reminds them to keep posted in
write their insights on any sheet
of paper. After, some
volunteers are asked to share
their insights in the class.
#WalangForever As the learners explore, they The teacher asks the learners
The teacher uses the answers of are going to gain insights from regarding their most significant
the learners as they explore the the sharing and the processing learning, the topic they enjoyed
concept of CHANGE in of answers. the most on, and the things
connection to the discussion. they want to learn more about.
Points for discussion The teacher discusses the three The teacher processes the
considering change: key concepts: answers of the learners.
1. Way of Life 1. Anthropology
2. View of the World 2. Sociology
3. Priorities in Life 3. Political Science
4. Relationships with
Others
Teacher elaborates some of the The teacher elaborates the The teacher gives a wrap up of
social changes mentioned by discussion by presenting the the key takeaways of the
asking the learners more life natures, goals, and perspectives learners and asks them to
situations. of the three key points. prepare for a short quiz.
Before During Using the area below, the The learners take a short quiz to
COVID COVID learners write their insights on wrap up the basic definitions
Way of the common concern/s of the and concepts discussed for the
Life topics based on the interactive whole week. (See UCSP
View of discussions initiated by the Learning Activity Sheets p.7,
the teacher. Learning Act. 5 – Think, Fill and
World Share!
Priorities
in Life
Relation-
ships
with
Others
Look for the definition of Review the different concepts Observe the community and
Anthropology, Sociology, and discussed. take note of the changes that
Political Science. take place.
 the group chat.
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this 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 and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II
 GRADE 1 TO 12 School CNHS-Senior High Grade Level Grades 11-12
DAILY LESSON LOG Teacher Cherson C. Bariuan Learning Area UCSP
Teaching Dates and Time August 29-September 02, 2022 Quarter First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of the rationale
for studying anthropology,
political science, and sociology.
B. Performance Standards The learners appreciate the
value of disciplines of
Anthropology, Sociology, and
Political Science as social
sciences.
C. Learning At the end of the lesson, the
Competencies/ Objectives learners are expected to:
1. recognize the common
concerns or
intersections of
anthropology,
sociology, and political
science with respect to
the phenomenon of
change.
UCSP11/12SPUIb-4
II. CONTENT HOLIDAY – NATIONAL HEROES Concepts of Anthropology,
DAY Sociology and Political Science
III. LEARNING RESOURCES
A. References
5. Teacher’s Guide UCSP Curriculum Guide
Pages
6. Learner’s Materials
Pages
7. Textbook Pages
8. Additional Materials UCSP Learning Activity Sheet
from Learning pp. 1-13
The learners demonstrate an
understanding of the rationale
for studying anthropology,
political science, and sociology.
The learners appreciate the
value of disciplines of
Anthropology, Sociology, and
Political Science as social
sciences.
At the end of the lesson, the
learners are expected to:
1. recognize the common
concerns or
intersections of
anthropology,
sociology, and political
science with respect to
the phenomenon of
change.
UCSP11/12SPUIb-4
Concepts of Anthropology,
Sociology and Political Science
UCSP Curriculum Guide
UCSP Learning Activity Sheet
pp. 1-13
The learners demonstrate an
understanding of the rationale
for studying anthropology,
political science, and sociology.
The learners appreciate the
nature of culture and society
from the perspectives of
anthropology and sociology
At the end of the lesson, the
learners are expected to:
1. explain anthropological
and sociological
perspectives on culture
and society.
UCSPC11DCS-Ic6
Concepts of Anthropology,
Sociology and Political Science
UCSP Curriculum Guide
UCSP Learning Activity Sheet
pp. 1-13
 Resources (LR)
portal SHS UCSP Q1 Ep1: Concepts of
Anthropology, Sociology, and
Political Science (Part1) by
DepEd TV Official on YouTube
B. Other Learning Resources Laptop, Internet
IV. PPROCEDURE
A. Engagement Picture Analysis
The learners are asked to study
the pictures above. Then they
write their insights on any sheet
of paper. After, some
volunteers are asked to share
their insights in the class.
B. Exploration As the learners explore, they
are going to gain insights from
SHS UCSP Q1 Ep1: Concepts of
Anthropology, Sociology, and
Political Science (Part1) by
DepEd TV Official on YouTube
Laptop, Internet
The teacher refreshes the
students with the concepts
discussed in the past meetings.
The teacher asks the learners
regarding their most significant
SHS UCSP Q1 Ep1: Concepts of
Anthropology, Sociology, and
Political Science (Part1) by
DepEd TV Official on YouTube
Laptop, Internet
Concept Map
The learners are asked to
incorporate words/phrases to
the following terms:
Culture
Society
Politics
The teacher asks the learners
how the words/phrases given
 the sharing and the processing
of answers.
C. Explanation The teacher discusses the three
key concepts:
1. Anthropology
2. Sociology
3. Political Science
D. Elaboration The teacher elaborates the
discussion by presenting the
natures, goals, and perspectives
of the three key points.
E. Evaluation Using the area below, the
learners write their insights on
the common concern/s of the
topics based on the interactive
discussions initiated by the
teacher.
F. Assignment Review the different concepts
discussed.
learning, the topic they enjoyed
the most on, and the things
they want to learn more about.
The teacher processes the
answers of the learners.
The teacher gives a wrap up of
the key takeaways of the
learners and asks them to
prepare for a short quiz.
The learners take a short quiz to
wrap up the basic definitions
and concepts discussed for the
whole week. (See UCSP
Learning Activity Sheets p.7,
Learning Act. 5 – Think, Fill and
Share!
Observe the community and
take note of the changes that
are associated with the key
terms above.
The teacher discusses and
elaborates points of the
following concepts through
student cooperation and
participation:
Culture
Society
Politics
Cultural Variations
Social Change
The teacher brings the learners
to different Philippine
destinations through virtual
tours to give concepts of the
lesson for further and better
understanding.
The teacher also answers
questions of the learners.
TML
The teacher asks the leaners to
present their TML regarding the
concepts discussed.
T = The TOPIC was about…
M = It MATTERS because…
L = I have learned that…
The teacher processes the
answers of the learners through
follow up questions and
encapsulation.
 take place.
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this 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 and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II

GRADE 1 TO 12 School CNHS-Senior High Grade Level Grades 11-12

 DAILY LESSON LOG Teacher Cherson C. Bariuan Learning Area UCSP
Teaching Dates and Time September 05-09, 2022 Quarter First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of culture and understanding of perspectives understanding of perspectives understanding of perspectives
society as anthropological and in/approaches to the study of in/approaches to the study of in/approaches to the study of
sociological concepts. culture and society (i.e., culture and society (i.e., culture and society (i.e.,
comparative, historical, comparative, historical, comparative, historical,
structural-functional, structural-functional, structural-functional,
interpretive, critical). interpretive, critical). interpretive, critical).
B. Performance Standards The learners appreciate the The learners demonstrate a The learners demonstrate a The learners demonstrate a
nature of culture and society holistic understanding of culture holistic understanding of culture holistic understanding of culture
from the perspectives of and society. and society. and society.
anthropology and sociology.
C. Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Competencies/ Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
1. explain anthropological 1. describe society and 1. identify aspects of 1. raise questions toward
and sociological culture as a complex culture and society. a holistic appreciation
perspectives on culture whole. UCSP11/12DCS-Ic-8 of cultures and societies
and society. UCSPC11/12DCS-Ic-7 UCSP11/12DCS-Id-9
UCSPC11DCS-Ic-6
II. CONTENT Types and Elements of Culture Culture as a Complex Whole Aspects of Culture Concepts and Aspects of
Culture and Society
III. LEARNING RESOURCES
A. References
9. Teacher’s Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide UCSP Curriculum Guide
Pages
10. Learner’s Materials
Pages
11. Textbook Pages
12. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning Resources Laptop, Internet Laptop, Internet Laptop, Internet Laptop, Internet
IV. PPROCEDURE
A. Engagement #OnlyinCNHSSH
The learners tell common
practices among the people of
the school community. It
basically answers the question:
What’s unique in CNHS-SH?
The teacher processes the
activity.
B. Exploration #OnlyinTuguegaraoCity
The teacher then moves the
setting to the macro level. The
learners now tell common
practices among the people of
Tuguegarao City. It basically
answers the question:
What are the common values,
beliefs, and practices we share
here in the city of Tuguegarao?
The teacher again processes the
sharing of answers.
C. Explanation The teacher refreshes the
learners from the previous
meeting’s discussion about
culture – its definition and
concept.
#ItsMoreFunInThePhilippines
The teacher presents a video
clip for learners to watch. It
basically shows how students
can enjoy the many things our
country has to offer – its very
rich wonders, cultures, foods,
etc.
The teacher elicits reaction from
the learners based on the video
watched. Travel experiences
and adventures shall also be
asked from learners to share in
class.
Thereafter, the teacher posts
the question:
What makes you proud of being
a Filipino?
The learners share their
answers.
As the learners explore, they
are going to gain insights from
the sharing and the processing
of answers.
The teacher opens the
discussion on the concept of
culture as a ‘complex whole’.
Edward Tylor, one of the
founders of modern
How do you see the Filipino
culture 10-20 years from now?
Do you think changes shall
occur or will it remain
unmarred?
The teacher processes the
sharing of answers.
The learners shall be asked to
recall understanding on the
concept culture as a ‘complex
whole’ as discussed last
meeting.
The teacher processes the
sharing of ideas.
Characteristics of Culture
1. Culture is social because
it is the product of
behavior.
2. Culture varies from
society to society.
Comprehension Check
The learners are asked to
answer a 15-item quiz covering
the concepts discussed for the
whole week.
The teacher facilitates the
activity.
After the given time, the
learners are asked to exchange
answer sheets.
Checking of answer sheets shall
be done.
The teacher, together with the
learners, processes the
questions and the answers.
The learners give back the
checked answer sheets to the
owners.
Based on the quiz, the teacher
asks the scores of the learners
 The teacher then introduces
and discusses the two types of
culture.
The two basic types of culture
are material culture, physical
things produced by a society,
and nonmaterial culture,
intangible things produced by a
society.
D. Elaboration To give elaboration of the topic,
the teacher asks the learners
some examples of the types of
culture based on the concepts
discussed.
The teacher then processes the
answers of the learners.
For further understanding, the
teacher introduces the different
major elements of culture:
symbols, language, norms,
values, and artifacts.
E. Evaluation The learners are asked to
answer the following questions
for comprehension check:
Which of the 2 types of culture
is more superior/inferior? Is
there such thing as inferior and
superior culture?
anthropology, characterize
culture as a “complex whole”
which encompasses beliefs,
practices, traits, values,
attitudes, laws, norms, artifacts,
symbols, knowledge, and
everything that a person learns
and shares as a member of the
society.
The teacher discusses more
about its concept in relation to
society.
Based on the discussion, the
learners are asked to present
their understanding of the
concept of culture as a ‘complex
whole’.
Examples shall also be asked
from the learners for further
understanding.
The teacher processes the
sharing of ideas.
Considering the concept of
culture as a ‘complex whole’,
the learners, the learners are
asked to discuss the similarities
and distinctions of culture and
society using Venn Diagram.
3. Culture is shared.
4. Culture is learned.
5. Culture is transmitted
among members of
society.
6. Culture is continuous
and cumulative.
7. Culture is gratifying and
idealistic.
The teacher asks experiences of
the learners based on each of
the characteristics of culture
discussed.
#SKChairman
As the SK Chairman, you are
tasked to be the coordinator in
the upcoming Barangay Fiesta.
How would you strengthen and
empower your culture in your
plan of activities? Write down
your plans and major
directions to make the
for comprehension check.
Once done, the teacher asks the
learners to bring out their
research and cut outs of
pictures as instructed last
meeting.
The teacher introduces the
Performance Task to the
learners.
Also, the teacher explains the
instructions and criteria for
further understanding about
the activity.
Criteria:
Content – 15
Artistry/Creativity – 10
Overall – 5
Total – 30 Points
#AfiFestival
You are the city’s tourism
officer. After two years of
holding activities due to
lockdowns, your city’s Afi
Festival shall be back to its
normal celebration.
You are tasked to make a
 program/s organized and well- creative and colorful yet
coordinated. informative pamphlet about the
festival using concepts of the
different characteristics of
culture.
F. Assignment Research on the concept of Do research on the different Research on the significant and
culture as a ‘complex whole’. characteristics of culture. Write relevant information about the
them on your UCSP notebook. city’s Afi Festival. Cut-out of
pictures of the said festival shall
also be asked from the learners
next meeting.
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this 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 and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II
 GRADE 1 TO 12 School CNHS-Senior High Grade Level Grades 11-12
DAILY LESSON LOG Teacher Cherson C. Bariuan Learning Area UCSP
Teaching Dates and Time September 12-16, 2022 Quarter First

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of perspectives
in/approaches to the study of
culture and society (i.e.,
comparative, historical,
structural-functional,
interpretive, critical).
B. Performance Standards The learners value cultural
heritage and express pride of
place without being
ethnocentric
C. Learning At the end of the lesson, the
Competencies/ Objectives learners are expected to:
1. become aware of why
and how cultural
relativism mitigates
ethnocentrism.
UCSP11/12DCS-Id-1
II. CONTENT Introduction to Cultural
Relativism and Ethnocentrism
III. LEARNING RESOURCES
A. References
13. Teacher’s Guide UCSP Curriculum Guide
Pages
14. Learner’s Materials
Pages
15. Textbook Pages
16. Additional Materials
from Learning
Resources (LR)
portal
The learners demonstrate an
understanding of perspectives
in/approaches to the study of
culture and society (i.e.,
comparative, historical,
structural-functional,
interpretive, critical).
The learners value cultural
heritage and express pride of
place without being
ethnocentric
At the end of the lesson, the
learners are expected to:
1 become aware of why
and how cultural
relativism mitigates
ethnocentrism.
UCSP11/12DCS-Id-1
Ethnocentrism
UCSP Curriculum Guide
The learners demonstrate an
understanding of perspectives
in/approaches to the study of
culture and society (i.e.,
comparative, historical,
structural-functional,
interpretive, critical).
The learners value cultural
heritage and express pride of
place without being
ethnocentric
At the end of the lesson, the
learners are expected to:
1. become aware of why
and how cultural
relativism mitigates
ethnocentrism.
UCSP11/12DCS-Id-1
Cultural Relativism
UCSP Curriculum Guide
The learners demonstrate an
understanding of perspectives
in/approaches to the study of
culture and society (i.e.,
comparative, historical,
structural-functional,
interpretive, critical).
The learners value cultural
heritage and express pride of
place without being
ethnocentric
At the end of the lesson, the
learners are expected to:
1. become aware of why
and how cultural
relativism mitigates
ethnocentrism.
UCSP11/12DCS-Id-1
How Cultural Relativism
mitigates Ethnocentrism
UCSP Curriculum Guide
B. Other Learning Resources Laptop, Internet
IV. PPROCEDURE
A. Engagement #ProblemSolutionMatch
The learners shall be grouped
according to sex.
The male learners write any
problem they know while the
female learners write a solution
they know that could solve a
particular problem. They are
going to use a scratch paper for
the activity and a minute shall
be given to facilitate the time.
The teacher facilitates the
activity.
B. Exploration The teacher collects the pieces
of paper separately.
After, the teacher picks 1 from
the problems and then 1 from
the solutions randomly.
The learners are going to
evaluate if the solution matches
with the problem picked.
The teacher facilitates the
activity.
Laptop, Internet Laptop, Internet Laptop, Internet
The American society sees The learners are asked to The teacher gives a 15-item quiz
themselves as a world leader. provide reaction/opinion about on the concepts discussed
As a result, they interfere in the the conversation of two people during the previous meetings.
political affairs of other as shown in the picture below:
countries and try to control The teacher facilitates the quiz.
them, leading to
misunderstanding and
miscommunication amongst
nations which sometimes result
to war.
The teacher asks the
reaction/opinion of the learners
based on the statement above.
The teacher facilitates the
sharing of ideas.
European countries go beyond The teacher processes the The teacher, together with the
their ethnocentric biases and answers of the learners. learners, processes the answers
saw non-European cultures as based on the quiz given.
uncivilized and Considering the lines of the
underdeveloped countries of woman. What is your idea of The learners take the chance to
savages and barbarians. They the concept of Cultural master the concepts in the
used this perspective to justify Relativism? processing activity.
colonialism and imperialism.
The teacher elicits ideas from
To go further on the concept of the learners on the concept of
the lesson, the teacher asks the Cultural Relativism.
learners to give their
reaction/opinion based on the Once done, the teacher
statement above. introduces Cultural Relativism in
the class discussion.
This time, the teacher calls for
the learners who have not
presented their opinions/ideas
yet.
C. Explanation The teacher lets the learners
watch some video clips on the
most bizarre culture and
traditions around the world.
The teacher observes the
reaction of the learners.
D. Elaboration The learners are asked to
answer the following questions:
1. What can you say about
the culture of these
people?
2. Are their respective
cultures the same as
your own culture? In
what ways are they
The teacher goes back to the
statements above and presents
them as examples of
Ethnocentrism.
What is Ethnocentrism?
Ethnocentrism is a belief that
one’s own culture is better than
others. They tend to compare,
evaluate, and even judge other
people’s ways based on the
values and standards set in
one’s own culture. Their
worldview is based on the
beliefs, assumptions,
expectations, and values shaped
by one’s language, behavior,
customs, values, religions and
other aspects.
Due to ethnocentric beliefs,
many people are blinded from
seeing things in another
perspective. Ethnocentric
people tend to dislike or make
false judgment on other
cultures. They tend becoming
biased and judge another
culture as bad and wrong
Cultural relativism is a belief I Distinguish!
that cultures are equally Determine the distinctions
complex. There is no such thing between cultural relativism and
as superior or inferior culture. ethnocentrism. Complete the
Venn diagram below by writing
Cultural relativism is very the differences between
important in studying the cultural relativism and
culture of other people. It is a ethnocentrism and write the
way of viewing the beliefs, similarity in the overlapping
values, and practices of a parts of the two circles
culture from its own viewpoint.
Another way to say this is that
others should understand an
individual’s beliefs and activities
in terms of that person’s own
culture.
• Cultural relativism promotes
greater appreciation of the
cultures that an individual might
encounter along the way.
• Cultural relativism is a good
way to rehearse the norms and
values of a society –-- a
requirement that one must
subscribe to, regardless of
his/her cultural origin.
• It means that the function and
meaning of a trait are relative to
its cultural setting.
How do you respond to the I Commit!
following statements
considering the concepts of As a responsible student and
Cultural Relativism: citizen you can do something in
mitigating ethnocentrism in
One society can call another your own simple ways. Make a
society as evil such as those commitment in mitigating
nations where terrorist live. ethnocentrism.
These places are also called an
 similar and in what
ways do they differ?
3. Do you think that the
cultures of these groups
are bad? Why or why
not?
4. Can we consider some
of their cultural
practices as right or
wrong? Explain
5. If one culture behaves
in a particular act, does
it mean that all cultures
can behave the same
way?
E. Evaluation Through jumbled letters, the
learners get to unveil the words
Cultural Relativism and
Ethnocentrism as they provide
their opinions on the questions
above.
The teacher assesses the
answers of the learners and
facilitates the sharing of
answers.
The teacher then provides more
examples of being ethnocentric.
Once the concept of the topic is
well-taken, the learners are now
asked to give their own
examples based on their
experience/s.
The learners are asked to give
their opinion/reaction on the
picture:
“axis of evil”.
Western culture is superior and
opposite of non-Western
culture.
The Mangyan tribe of Mindoro
are backwards people because
they are uneducated.
State your reason why you beg Create a slogan that promotes
to disagree to the given respect and tolerance towards
statements below. You have to other cultures all over the
remember that you are a world. A slogan that will make
CULTURAL RELATIVIST; you people aware of the ill effects of
have to place yourself in the ethnocentrism such as cultural
shoes of these people in order misrepresentation, perception
to understand them better. bias, bullying, discrimination,
Culture is not good or bad, intolerance, war, genocide, and
neither it is right or wrong, but others.
instead it is relative.
We have to avoid going to
places like Siquijor and Capiz
because monsters called
Aswang infest these places.
Ilocanos are thrifty because
they are poor.
Eating Dalagang Bukid,
Salagubang, Palakang Bukid and
other organisms are not
 healthy.
F. Assignment What is cultural relativism and
ethnocentrism?
V. REMARKS

VI. REFLECTION
a. Number of learners
who earned 80% in the
evaluation
b. Number of learners
who require additional
activities for remediation
c. Did the remedial
lessons work? Number of
learners who have caught up
with the lesson
d. Number of learners
who continue to require
remediation
e. Which of my teaching
strategies worked well? Why
did this 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 and noted by:

CHERSON C. BARIUAN VINCENT S. STO. TOMAS

Subject Teacher Assistant Principal II