Philippine Politics and Governance DLP

] School BALASAN NAT’L HIGH SCHOOL Grade Level Grade 12
Grades 1 to 12 Teacher ZALDY C. HAUTEA, JR. Learning Area Philippine Politics and
DAILY LESSON LOG
Governance
Teaching Dates and WEEK 1 (DAY 1-4) Quarter 1st Quarter
Time
WEEK 1
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
The learners demonstrate an understanding of politics and political science, governance, political
A. Content Standards ideologies, 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
C. Learning Articulate the definition Explore the connection Recognize the Students differentiate government
Competencies/Objectives of politics. between value of politics. from governance.
Write the LC code for and the phenomenon (politics)
each Differentiate the and the method of inquiry HUMSS_PG12-Ia-4 HUMSS_PG12-Ia-5
various views on (Political Science)
politics.
HUMSS_PG12-Ia1 HUMSS_PG12-Ia-
1.1 The meaning of politics. 3
II. CONTENT 1.1 The connection between 1.1 The value of Politics. 1.1 The difference between
1.2 Various views Politics and Political governance and
on politics Science. government.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources Philippines Politics and Philippines Politics and Philippines Politics and Governance by:
Governance by: Rhene Governance by: Rhene Tabajen Rhene Tabajen and Erlinda Pulma pp.
Tabajen and Erlinda and Erlinda Pulma, pp: 3 4- 5
Pulma, pp: 1-3
https://www.youtube.com/watch? http://
v=j QK0Xbfel-M youtube/ukqBly7AZSc
IV. PROCEDURES
A. Reviewing previous (5 minutes) (2 minutes) (3 minutes) (5 minutes)

lesson or presenting the Teacher welcomes the class 4 Pics 1 Word: Four pictures will be
new lesson and introduces shown to students at a time. The Think-Pair-Share Each “KAW NA” . Name of the student will be
himself/herself. Initializing… students shall find the connection student should take a flashed and will be asked questions to
Teacher tells the students: of the pictures. A word that partner wherein partner A review previous lessons.
“I am the teacher and I am connects the pictures will be reviews information with
the boss in this class, so you guessed by the students. partner B for 1 minute and vice
will have to follow me…” versa. They have to discuss
what they think about the
Pair and Share phenomenon (politics) and the
Ask the students to pair with method of inquiry (Political
their seatmate and share Science)
what
they felt after hearing the
teacher’s remark..
Answer: NATION
Answer: DEBATE
Answer: POLITICS
B. Establishing a purpose (5 minutes) (10 minutes) (4 minutes)
for the lesson Video Clip Viewing Before Role Group the class into four ( 5 minutes) A short video clip will be shown
teacher plays a 5- minute groups and ask them to identify an to present about government and
video clip, he poses the article from the newspaper about Picture Analysis governance.
following questions: politics based on the lesson taken http://youtube/ukqBly7AZSc
a. how did the speaker yesterday. From their chosen The teacher
define politics? article, a representative from each presents a picture to the
b. what are the concepts group will have to share awareness class. The learners answers
cited to explain what politics our present politics. the following guide questions:
is?
1. What can be seen in
the picture?
2. What does the
picture depict?
.
C. Presenting (10 minutes) ( 5 minutes ) (10 minutes)
examples/instances of (5 minutes) Present a video clip that A WORLD WITHOUT GRAFFITI .Each group will be asked to
the new lesson Semantic Web Map Ask discusses political science POLITICS: write significant words that will describe
the students to give The student will engage the video they saw on the cut-out
words associated to the word Ask: themselves with an analysis paper and stick it to the wall.
“ Politics”. Why do you think we study of
politics? What are the differences different scenario in different
and the connection between type of organization where in
politics and Political Science? the
student can see the value of
politics.
1. Barangay
2. Classroom
3. Family
4. Work Colleagues
5. Peer (Barkadahan)
D. Discussing new concepts (30 minutes) (8 minutes) activities of the (20 minutes)
and practicing new skills Based on the Semantic Group Mo, Post Mo: Group the government With the aid of a power point
#1 Web Map you have class to three teams. Concepts - relative (varying) presentation the teacher will discuss
conceptualized, define that define politics and Political - everyone is involved the following
politics in relation with Science are jumbled. Those
the terms provided by the concepts are written separately in The values of politics.
students. pieces of bond paper which will be 1. Politics helps you to know your
given to each group. Each student rights
Discussion: is given the chance to post the 2. Politics clarifies what you yourself
The meaning of politics concepts where they belong, believe.
• Politics is the study of whether to politics or Political 3 .Politics is a living, breathing subject.
(who gets what, when Science. A time limit is set on this 4. Politics helps you to
and how) as Harold game. understand our nation’s parties.
Laswell states. 5. Politics prepares you for adult life.
• Politics is the exercise POLITICS
of power, the science of - the actual process of how
government, the making humans interact in
of collective decisions, the groups
allocation of scarce - constitute man’s activities
resources and the in
practice of deception and the real world
manipulation. - the practices of elective
and non-elective political
Characteristics of systems
politics ( Shieveley, - the process by which
2013) people try to influence
the government
1. Politics always - the process by which the
involves the making of government decides
collective decisions for which policies will be
group of people. enacted
2. Those decisions are - the practice of state
made by some and government
members of the group, - issues, problems, and
exercising power over activities taking place
other members of the in society
group - day-to-day actual
. (5 minutes)
PICK MO ‘TO. Two
representative from each
group will have to pick and
identify one significant word
which refers to government
and another to governance.
POLITICAL SCIENCE
- the scientific study
of politics
- study of politics, political
systems, and
governments
- focuses on the theory
and practice of
government
- theory of state
and government
- seeks to study the origin,
nature and functions of the
state, government and its
all organs
E. Discussing new concepts - universa . ( 7 minutes)
and practicing new skills l studied by few
#2 (5 minutes) The teacher will discuss with the aid of
Pass the Mic: The teacher will a power point presentation about the
show in detail the different concept of governance which is defined
definitions of politics and Political as the process of decision-making and
Science. Each student will be the process by which decisions are
asked to read the concept one-by- implemented. While government is
one while passing the mic. defined as the group of people with the
authority to govern a country or state; a
particular ministry in office. (Oxford
Dictionary)
Characteristics of good governance:

( UNESCO for Asia and the Pacific)
1. Participation
2. Rule of Law
3. Transparency
4. Responsiveness
5.Consensus
Oriented
6. Effectiveness and efficiency
7. Accountability
F. Developing mastery (leads (7 minutes) (10 minutes) ( 5 minute ) (5 minutes)
to Formative Assessment Read and recite. IT BULAGA! The
3) Group May Konek: The students will be (GAME) Like or Unlike student will have to answer the question
grouped to 6 teams. Each team will The students will be presented stick under their table, if they got a
Work: answer the question in a manila with different scenarios and they smiley face then they WON and needs to
paper. will determine if it show the answer the question on their paper.
Politikanta value of politics or not.
The class is divided into four Ask: “Explain the connection or
groups. Each group shall think relation of politics and Political I.
of a line from a Tagalog song Science.”
depicting political statement.
A representative would
present and explain to the
class what is political about
the song’s lyrics that they
have chosen.
G. Finding practical (5 minutes) (5 ((20 minutes) TOTAL

applications of concepts
and skills in daily living a. How would you use the minutes) Ask the THE WORLD WITH POLITICS
concepts in politics to ROLE PLAYING. The student
improve relationships with students: will be divided into 4 groups and
your family and friends? will present how politics is
b. How is politics practiced Why do you think that it is valued in each organization
in getting what you want? necessary for students who assigned to them.
aspire to be lawyers to take
Political Science? 1. Family
2. Classroom/ School
3. Peer (Barkadahan)
4. Barangay
5. Work Place
(colleagues
)
RUBRICS
10 pts - Content
5 pts –
Creativity
5 pts –
Showmanship 20 pts
(10 minutes) group will have to discuss MACAPAGAL-ARROYO , B. Philippines. work? How does it work? How it can
the government assigned to AQUINO & GUIDE QUESTIONS: be improved?
The teacher will facilitate a them ( MARCOS, C. DUTERTE) and the kind of 1. Is there a governance 3. If not, what do you think might
SYMPOSIUM where each AQUINO, ,RAMOS, governance it practiced in the structure in place? be needed?
2. If so, what it is? Does it
H. Making generalizations 2 minutes (5 (4 minutes) ( 5 minutes)

and abstractions about the minutes) The teacher will facilitate Ask the students: What is the
lesson “Minute Papers” will allow an difference of government and
Ask the students: governance?
Politics is about human What is your own definition of 5. True end-of-class reflection in which the
relationships. It is how politics and of Political students write briefly to answer the
humans behave differently Science? questions: “What did you learn today?””
when dealing with others And What questions do you still have?”
when there is cooperation, Politics is the actual process of
competition and conflict. *(and how humans interact in groups
other social interactions while political science is the study
of the fromer.
( 7 min)
I. Evaluating learning (10 Slogan Making ( 5
(5 groups)
mins) minutes) QUIZ (True of Create a SLOGAN that will established
False) how the good politics can be applied in
Essay: 1. Politics is the actual our daily life. SLOGAN shall be displayed
Song Analysis process of how in the classroom for at least 2 weeks.
humans interact in
A music video will be played. groups. The activity will be scored with the
Students will analyze by 2. Political Science is the following rubrics:
answering the question; “How process by which people
is politics defined in try RUBRICS for the SLOGAN 10 pts -
Philippine setting and what is to influence Relevance to the Topic 5 pts –
your political view about the their Creativity
music video?” government. 5 pts – Neatness 20 pts
3. Political science seeks to TOTAL
Criteria for Grading study the origin, nature
Content - 60% and functions of the State,
(12 points) Government and its all
Grammar - 20% organs.
(4 points) 4. Politics is universal and is
Clarity - 20% always the same.
(4 points) 5. Politics involve issues,
100% 20 points problems, and activities
taking place in the
society.
ANSWERS
1. True
2. False
3. True
4. False
GOVERNMENT is merely an instrument for the purpose of
governance while GOVERNANCE is the exercise of political,
economic, and administrative authority to manage a nation’s
affairs.. Governance embraces all of the methods--- good and
bad ----- the societies use to distribute power and manage public
resources and problems.
( 6 minutes)
QUIZ(10 PTS.)In a ½ cross-wise paper, the students will have

to illustrate a VENN DIAGRAM of government and governance.
J. Additional activities for Assignment: Bring any Assignment: Review the lesson (3 minutes)
application or old newspaper for
remediation tomorrow’s activity. ASSIGNMENT:
Ask the student to bring a picture of
a known political leader may it be
local.
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?
Grades 1 to 12 School Grade Level 11 or 12
DAILY LESSON
Teacher Learning Area Philippine Politics and Governance
PLAN
Covered Date Week 2 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, power, states, nations,
A. Content and globalization
Standards
B. Performanc The learners shall be able to clearly identify a specific political phenomenon and how it can be studied
e Standards
1. Learning Identify the basic tenets of major political ideologies Differentiate the political
Competencies/ (i.e., liberalism, socialism, conservatism, etc.)
Objectives HUMSS_PG12-Ib-c-6 ideologies HUMSS_PG12-Ib-c-6
1. Define ideology and

political Identify the different Differentiate the political ideologies
ideologies political ideologies
2. Identify the different and its functions
characteristics of ideology
2. Political Ideologies
II. CONTEN 2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.)
T
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning
B. Other Learning https://m.youtube.com/watch?v=vz- http”//www.people-
Resources szuwRgAE press.org/quiz/political-
typology/
Politics Without Borders” by Mendoza
Politics Without Borders” by Politics Without Politics Without Borders” by and Melegrito, pages 24- 36
Mendoza and Melegrito, pages 24- Borders” by Mendoza Mendoza and Melegrito, pages
36 and Melegrito, pages 24- 36
24- 36
IV. PROCEDURES
A. Reviewing previous (5 minutes) (5 minutes) (10 minutes) (5 minutes)

lesson or Activity: “5 Minute Review”: Engage Review Activity: Activity: Pick-tell: Activity: Three-Two-One (3-2-1)
presenting the new students as partners to discuss and ACROSTIC: Let the Jumbled pictures will be available Writing Activity where students write:
lesson review material. Procedure: students give at the teacher’s table and each 3 key terms from what they have just
1. Pick a partner. One person is characteristics of group will select a representative to learned, 2 ideas they would like to
partner A and the other is partner ideology based from the pick one and give them time to learn more about, and 1 concept or
B. letters of the word I-D-E- collaborate their ideas in relation skill they think they have mastered.
2. Partner A reviews information O-L-O-G-Y. to ideologies and political
with partner B for one minute. ideologies. Example:
Partner A must talk for the Example:
entire I- initiates 1. Anarchism
one minute. After one minute, improvements and
partner B reviews information with projects
Partner A for one minute without D- evelops 2. Fascism
stopping. projects E-
3. Partners continue to switch jobs evolution of
3. Socialism
two more times, now for 30 O- ffer
seconds each. solutions L-
4. Partners now switch two more ead people 4. Liberalism
times for 15 seconds each to O- rganize programs
sum up the lessons. G- eared towards
unity 5. Conservatism
B. Establishing a (15 minutes) Y- outh
(10 working together
minutes) (5 minutes) (5 minutes)
purpose for Group Activity: “Kwentong- bahay” Let the students take the Activity: 4 pics-1 word: Activity: Colored Paper Grouping:
the lesson “Political Typology Quiz” Pictures that represent the different Colored papers will be provided
Divide the class by giving numbers by the Pew Research political ideologies: the teacher and each student will pick
to each student 1 to 5. Have each Centre Example: one color that represents his/her
student go to their group that has Title: Are You Liberal or own perspective of political ideology.
his/ her number. All students with Conservative or Blue- Anarchism
number 1 go to 1, etc. Ask the Somewhere in Yellow-Socialism
students: How do your parents Between? Pink-Liberalism
manage your household? What Green-
are the things you wish to change Instruction: Take the Conservatism Black-
the way your household is quiz below to find out at Fascism
managed? Select a volunteer to which point in the
share their collaborated efforts. political spectrum are
(Please see attached you more oriented to.
rubric: Appendix D) Give yourself a score of
one (1) point if you 1.
agree, and a score of
zero (0) point if you
disagree with each of 2.
the statements. If you
are uncertain with your
answer, then choose
what comes closest to
your view. 3.
The quiz was
adopted from the
“Political Typology Quiz”
by the Pew Research
Centre but was modified
to apply to the
Philippine socio-political
context. The full Political 4.
Typology Quiz can be
accessed online through
the link
http”//www.people-
press.org/quiz/political-
typology/. The 5.
interpretation of scores
for the quiz is not based
on any known or
used scale. (Please
see Appendix A)
C. Presenting (10 minutes) (10 minutes) (5 minutes) (5 minutes)

examples/instance Present a video clip about After taking the quiz, Jumble Group themselves according to the
s of the new lesson ideologies. students will be Words papers of the same color and
(https://m.youtube.com/watch? assessed if they are make them justify their choice.
v=vz- szuwRgAE). Remind the conservative or Rearrange the words to find the Select a representative from the
students before the video be liberal based on their correct answers to the questions group to present their insights.
presented in classthat based from scores from the below:
it, answer the following questions: Political Typology
3.1. How do we acquire Quiz. 1. LIERALISMB
political beliefs? 2. FMEMINIS
3.2. How people will be affected 3. MMUCONISM
by these beliefs? 4. CISOALISM
5. ENNTVIROANMELISM
D. Discussing new (15 minutes) (5 minutes) (20 minutes) (20 minutes)

concepts and From the four (4) groups, conduct Guide Present the different political Slogan-making:
practicing new skills the activity entitled “Mix and Questions: Ask ideologies and their perspectives Let each group create their own
#1 Match”. The teacher will provide the students, of the state through a power point slogan based on political ideology they
phrases based from the definitions 1. What is ideology? presentation. Provide the students belong.
of the following and the students 2. What are the with a handouts.
will try to post where these different types of
definitions belong. ideologies? (Please see Appendix F for the rubric)
(Please see Appendix C)
A. IDEOLOGY
a : a systematic body of
concepts especially about human
life or culture
b : a manner or the content
of thinking characteristic of an
individual, group, or culture
c : the integrated assertions,
theories and aims that constitute
a socio-political program
d : is a more or less coherent set of
ideas that provides the basis for
organized political action, whether
this is intended to preserve,
modify or overthrow the existing
system of power.
B. Political Ideologies
• is a set of related beliefs about
political theory and policy held
by an individual, group of
individuals or a particular
social class
• political ideologies form the
basis of how they view the
world around them and the
proper role of government in
the world.
• (a)offer an account of the
existing order, usually in the
form of a ‘world-view’, (b)
advance a model of a desired
future, a vision of the ‘good
society’, and (c) explain how
political change can and
should be brought about- how
to get from A to B. (Heywood
E. Discussing new 2003, 12)
(10 minutes) (15 minutes)
concepts and Discuss through a power Activity: Jumbled
practicing new skills point presentation the Letters Students will be
#2 different characteristics of given set of jumbled
ideologies. letters and they will try
• Ideologies provide an to compose the different
explanation for ideologies from it.
problems Purpose: Introduce the
that confronts modern different political
• Ideology is action-oriented. ideologies such as:
• Ideologies mobilize a 1. Anarchism
large number of people. 2. Socialism
3. Liberalism
4. Conservatism
5. Fascism
After introducing the
different political
ideologies, please
see Appendix B for
the discussion of the
functions of Political
Ideologies)
F. Developing (5 minutes) (5 minutes) (15 minutes) (10 minutes)
mastery (leads to Activity: “One-sentence Ask the students: “Compare and Contrast”
Formative summary” Oral Recitation Presentation of ‘Role Playing Have students describe different
Assessment 3) Summarize the definition of 1. What is the role to the about political ideologies’. political ideologies. Compare and
ideology and political ideologies by state by each political generate list of similarities. Contrast
doing “one- sentence summary”. ideology? (based from their the objects and generate a list of
Students are asked to write a 2. Can you see any differences. Determine significant
single summary sentence that pattern or trend among assignment) (Please see likenesses and differences of political
answers “( what and why ” the five types of ideologies.
questions about the topic. ideologies regarding attached Rubric,
the role of the state? Appendix F) Political similarities differences
Possible answers: Ask: How would each ideologie
What: For me, ideology is the ideology answer a
thinking characteristic of an question: Is the state a
individual, group, or culture. means to an end, or is
Why: For me, Ideologies are the state the end in
important because it provides itself?
an explanation for problems that
confronts modern societies by
providing futuristic visions.
(Please see attached Rubric for Individual Work, Appendix
E)
G. Finding practical Ask : Ask: (5 minutes) Write a short biography to share

applications of How would each The teacher will enumerate with the class that addresses this
concepts and skills 1. Compare the ideologies ideology answer different known organizations guiding question:
in daily living of your mother and father. a question and the students will identify on
2. 2. Given such what political ideology/ ideologies 1. Why is this individual a great
experience from your “Political ideology Is the they belong. leader?
parents, who among state a means to an 2. How is his/her political
them are you in favor? end, or is the state the Example: belief linked to the
Why? end in itself?” 1. National Democratic Front (NDF) Philippine politics?
-1973
2. Malayang Kilusan ng
Bagong Kababaihan
(MAKIBAKA)- Socialism
3. Opus Dei (Work of God)-
conservatism
4. Philosophical Association of Rodrigo Duterte
the Philippines- liberalism
Ask: Which political ideology best

describes the nature of
democracy in the Philippines, and
why?
Benigno Aquino III
Gloria Macapagal Arroyo

H. Making (5 minutes) (10 minutes) (5 (15 minutes)
generalizations Activity: Activity: Minutes) Activity: KEY CHART
and abstractions DYAD BOGGLE Sum It Up! Using a chart, identify the major key
about 1. Ask the students to End the lesson by 1. Today I have learned
choose letting that
the a partner and share the students summarize _. concepts of different political
lesson what
they understand with the three functions of 2. The topic that is NOT ideologies. Students will be grouped
these words: political ideology thru clear to me is/are into 5.
an
“To be clear: ideology is a activity entitled “Boggle”. _. 5. Allow
belief system with an Instructions: teams to
inadequate basis in reality; 1. Allow students two share in large
religion is a belief system with minutes in which to group with
no basis, in reality, whatever.” – review their notes. the teacher
Martin 2. Allow students two for two
Amis. minutes in which to minutes.
jot
down any facts they can
recall from their notes
3. Allow students two
minutes to share
information in their
group. Each student
can add to his or her list
any
information gained in
this sharing time.
4. Allow one student
from each group to
move to another group
for two minutes in order
to compare information.
Record a point for every
item your team shares
with another group.
(Teams who accumulate
the most points may be
rewarded.)
(Please see attached Rubric, Appendix D)
(Please see
attached rubric,
Appendix C)
I. Evaluating learning Fill in the blanks: Answer the following: Think about it! Answer the following:
1. is a 1. It is a 1. Sees the state as the
political philosophy that systematic body “Ideologies gives us the picture of neutral arbiter – liberalism
tends to support the of concepts the existing reality, answering 2. Has contrasting views of
status quo and advocates especially about “what is wrong, what went wrong the state – socialism
change only in moderation. human life or and why” 3. Rejects the state outright –
2. is an culture? anarchism
economic, social, and Ideology Students will write their answer in 4. Has contrasting view of
political system seeking 2. Set of related ½ sheet of yellow paper. the state – socialism
government ownership of beliefs about 5. Sees the state as the
the means production political theory supreme ethical ideal -
and services directed by and policy fascism
a process of scientific Political ideology
administration and 3. In your own
universal assent. understandin
3. is derived g
from the italian word what is the
fasces which means a importance
bundle of rods with an axe of political
blade protruding that ideology?
signified the authority of
magistrates in imperial
Rome.
4. _ is derived
from the latin word femina
meaning women or
female.
5. _ is an
economic and political
doctrine advocating
governmental ownership
and direction of
production and services.
J. Additional activities Assignment: Assignment:
for application
or remediation Group Dynamics: Role- Group Dynamics: Interview
playing Interview a politician in your
Group the students into community regarding their
two, decide a scenario advocacy
and let them pick one and belief. Based on his/her
political ideology and advocacy and belief, identify the kind
be the basis for a role of ideology that he/she believes in.
play.
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% in
the evaluation
require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who have
caught up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
principal or
supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
Grades 1 to School Grade Level 12
12 DAILY
Teacher Learning Area Philippine Politics and
LESSON PLAN
Governance
Covered Date Week 3 Day 1 –Day 4 Semester First

I. OBJECTIVES
The learners demonstrate an understanding of politics and political science, governance,
A. Content Standards political ideologies, power, states, nations, and globalization.
The learners shall be able to clearly identify a specific political phenomenon and how it can
B. Performance
be studied.
Standards
1. Learning Competencies/
Objectives Write the LC code for
each
examine the relationship between critique ideas that analyse how political
political ideologies and configurations of have a direct impact ideologies impact on
political communities on how we try to the social and political
HUMSS_PG12Ib-c-8 manage ourselves as life of Filipino
a political community HUMSS_PG12Ib-c-10
HUMSS_PG12Ib-c-9
3
II. CONTENT 2. Political Ideologies

2.1 The basic tenets of the major political ideologies (i.e., liberalism,
socialism, conservatism, etc.)
A. References
3. Textbook pages
4. Additional Materials from Learning
B. Other Learning Resources Politics without Borders (Phoenix Publishing House) by Mendoza and Melegrito pages 24- 36
Philippine Politics and Governance by Renan Ramos pages 16-35
IV. PROCEDURES
A. Reviewing previous lesson (5 mins.) (5 mins.) (5 mins.)
or presenting the new lesson
Teacher reviews the
Quiz Bee Connect the previous past lesson through
As a review, the discussion with the new oral recitation.The
teacher will divide the one by conducting a assignment may be
class with 5 members game entitled “ used as a “springboard”
each. They will show Cooperative Review” for the lesson set for the
their knowledge by wherein the students day.
answering the will be grouped to take
questions in boards turns asking other
they have to raise. groups questions. Often
conducted as a game
1. What are the where points are
major political awarded.
ideologies? Identify
each and explain
B. Establishing a purpose for the (3 mins.) (5mins.) (2 mins.) (5 mins.)

lesson
The teacher facilitates
Brainstorming The teacher will Say: “In our last a FACT or BLUFF
Session facilitate “ Noon at discussions, we have game by stating
on the following: Ngayon” wherein the established the political
students will be asked to relationship of political practices/events of the
Ask: Why is it important compare and contrast ideologies and political Philippines.
to examine and study differences on how we communities. For today,
the relationship between try to manage ourselves we are going to go
political ideologies and as a political community deeper by looking into
configurations of the factors that
political communities?. influence how we
Process the answers of behave politically in our
the students. community and how we
manage our political
community.”
C. Presenting examples/instances (10 mins.) (3 mins.) (7 mins.)
of the new lesson
Crossword puzzle Picture Puzzle The teacher presents
A group of six the and Jumbled pictures of historical
students will create their Word Activities political events reflecting
own crossword puzzle Volunteer students will a specific ideology in
with the corresponding be asked to form the the Philippines. The
definition below. Then, pictures out of the students will be asked to
they will answer the pieces and must match brainstorm in groups to
work of the other group. it with a set of jumbled share their knowledge
words that they have to of the said event and
List of words that form. (example: how they think such
should be in the puzzle: election, rallies, law event has made an
1. Political Ideologies enforcement, political impact in the lives of
2. Anarchism assemblies and Filipinos. Ideas will be
3. Absolutism meetings, peace talks, presented using a
4. Liberalism political organizations). graphic organizer.
5. Conservatism
6. Socialism Ask: “What is common
about these pictures?
Can you give other
political activities that
people usually take
part into?
D. Discussing new concepts (20 mins.) (10 mins.) (5 mins.)

and practicing new skills #1
Discussion through a Process the question by The teacher processes
PowerPoint asking the factors that the activity by bridging
presentation. Discuss have led to such political the knowledge of the
the relationship between activity in reference to students and by giving
political ideologies and Filipino traits, values, concrete examples to
configurations of and culture. Criticizing emphasize that each
political communities of the ideas will take ideology has an impact
place in this part of the on the lives of
discussion. Art of Filipinos.
questioning must take
place to get good
answers from students.
E. Discussing new concepts (10 mins.) (30 (15 min.)
mins.)
Students can be given a NEWS ANALYSIS. The
copy of a Semantic Draw lots (different class will be divided in
Web where they can performances) Trios. The teacher
organize -talk show presents current and
ideas/concepts about - timely national issues
the discussion pageant that are political in
-role nature. The trio
play chooses one issue and
-news are tasked to determine
casting and to critic the factors
- that have led to such
commercial/ issue.
advertiseme nt
Presentation of each
group that showcases
the relationship of
political ideologies and
configurations of
political communities.
F. Developing mastery (leads to concepts and skills in daily (5 mins.) (2mins.)

Formative Assessment 3) living
Ask: Give one reference
1. Which political
ideology is most
skeptical about
democracy and its
processes?
2. In the previous week,
we have identified
organizations for each
ideology. Discuss how
the organization is
influenced because of
the ideology they follow.
G. Finding practical applications of
(15 mins.)
Reflection Paper: My
Understanding of what
Political ideologies and
configurations of political
communities
(5mins.) (3 mins.)
Ask: “What do you
Ask: How does political think is the best
ideology to
group of the ideologies and be applied in the
following: configurations affect Philippine set-
1. Liberalism our political up?”
2. Socialism communities?
3. Conservatism
H. Making generalizations and The political ideology Political ideologies There are ideas that Political ideologies
abstractions about the
and the configuration mirror the configurations have a direct impact affect our daily lives as
lesson
of a political community of a political on how we try to Filipino citizens.
are related. organization/community manage ourselves as
. a political community.
I. Evaluating learning (5mins.) The dramatization and (25 mins.) (40 mins.)
the reflection paper
ESSAY QUESTION: serves as the WRITTEN TASK PERFORMANCE TASK
1. Choose one political assessment of Facilitation of a test Poster Making: The
group in the country learning for the day. with at least 25 points. students will be grouped
and discuss how their (Definition of Terms, according to the
ideology influences their Modified True or False, ideologies. Their task is
actions or advocacies. Essay). to create a poster in a
1/4 illustration board
Rationalizations will showing the assigned
be discussed right ideology impacts our
after. present society if
followed. Outputs will be
presented and
explained right after and
will be evaluated by
their peers and teacher
with the use of a rubric.
J. Additional activities for application ASSIGNMENT ASSIGNMENT: students

or remediation
/ Interview a government
AGREEMENT: official
The teacher can ask (barangay/municipality/
the students to prepare city official and ask
for the activity for the him/her about her
next day. advocacies. From the
responses, the
ASSIGNMENT: f
T o
h r
e
st t
u h
d e
e
nt a
s c
w t
ill i
b v
e i
a t
s y
k
e o
d n
to
br t
in h
g e
m
at n
er e
ia x
ls t
th
at d
ar a
e y
to .
b
e
u
s
e
d
will determine the
ideology that the
official adheres to.
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
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?
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 2 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 4 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DATE DAY 1 DAY 2 DAY 3 DAY 4

PARTS
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and competencies.
I. OBJECTIVES These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of…
A. Content Standards
politics and political science, governance, political ideologies, power, states, nations, and globalization
The learners shall be able to…
clearly identify a specific political phenomenon and how it can be studied
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
C. Learning
Competencies/Objectives define power recognize the nature, dimensions, analyze the nature, dimensions, types, assess how power is exercised in different
types, and consequences of power. and consequences of power. situations
Write the LC code for each HUMSS_PG12-Id-11 HUMSS_PG12-Id-12 HUMSS_PG12-Id-13 HUMSS_PG12-Id-14
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT Power: Nature, Dimensions, Types and Consequences
III. LEARNING RESOURCES List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
Page 1 of
Book: Book: Book: Book:
Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by Philippine Politics and Governance by
Rhene C. Tabajen and Erlinda B. Pulma, Rhene C. Tabajen and Erlinda B. Rhene C. Tabajen and Erlinda B.Pulma, Rhene C. Tabajen and Erlinda B.
pp. 23-30. Pulma, pp. 23-30. pp. 23-30. Pulma, pp. 23-30.
B. Other Learning Resources Video Clips: Video Clip: Video Clip:

http://ed.ted.com/lessons https://www.thenation.com/article/philippi https://www.youtube.com/watch?v=EE4mj
http://www.iapss.org/wp/2014/09/28/three ne-president-rodrigo-duterte-is-a-wildly- A3u4fc
-dimensions-of-power/ popular-fascist/
https://managementstudyguide.com/type
s-of-power.htm
Page 2 of
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
(3 minutes) (5 minutes) (5 minutes) (3 minutes)
A. Reviewing previous lesson
Ask students about their understanding Ask: What is power? Review of the past lesson. Ask students who can deliberate all
or presenting the new lesson
about political ideologies. important facts in consonance to
power, dimensions, types, and
(7 minutes) (5 minutes) (10 minutes) consequences
(7 minutes)
Class Activity: PICTOpinion Class Activity: PasaDeBola Class Activity: Class Activity: Truth or Consequences
The teachers shows pictures of prominent Ask students about the significant Ask students to present the pictures Procedure: Two students will represent of
world leaders. details learned from the previous topics. of different powerful personalities. their group. One of them will ask a
question according to the topic that has
B. Establishing a purpose for
Ask: What do these have in common? How been discussed about power. If the student
the lesson (A ball shall be passed while the music
they differ from this commonality? Why? answered incorrect, his/her group will sing
theme for the movie Power Rangers is three lines of Nationalistic song with
Group Work: Jumbled Letters (Power) played. When the music stops, the action. If the answer is correct they will
students who holds the ball shall give receive a Hep, Hep, Hurray Clap.
Divide students into 3 groups. Each his insights from the previous topics.)
group will choose 5 representatives to
rearrange the jumbled letters in 1 minute.
Group Work: Concept Mapping Concept Group Work: 4 Pics One Word Class Activity: Class Activity: Video Clip Analysis
to map: What is power? (Based from Present activity about the nature, Discuss on the power of the Present an actual footage or a video clip
dimensions, types, and consequences personalities discussed by the students. downloaded from the social website
the processing of the group of powers If possible, encourage the class to give (YouTube) which portrays the application
concept maps of ‘power’, the KWL chart will comments to ensure student-to-student of power in leading and influencing people
be filled initially.) interaction. (People Power 1986)
C. Presenting
examples/instances of the new
Know Want Learn Encourage the students to evaluate the
lesson
video clip.
Ask: What more you want to know about the

concept of POWER?
Page 3 of
Group Work: Making Sense Group Work: Small Group Discussion Class Activity: Filtering Group Work: VideoChikahan
The students will brainstorm on a Discuss the nature, dimensions, types Present a digested political article Let the students discuss by themselves the
definition of POWER. and consequences of power by giving about the nature, dimensions, types, video clip, which portrays the application of
reading text to each group. Guide and consequences of power power in leading and influencing people.
Guide Questions: questions must be provided. Let the students criticize the article After group discussion, the leader of each
• Is power always presented and gather their ideas group will sum up their discussion in front
D. Discussing new concepts positive? negative? Each group will be given time to or opinions. of the class.
and practicing new skills #1 both? present their work. Encourage them to filter the substance of
• What is the purpose of power? power based on the article. Guide questions:
• What is the main content of the
video?
• What do you think is the most
significant part in the video?
• What power projected in the video
clip?
• How can power exercise in
different situations?
Group Work: Likes and dislikes Group Work: Affirming Class Activity: Group Work:
Ask the students to define power according Three Dimensions of Power: Let the class perform an analytical and Have the class identify situations in their
to their own understanding. The channels of power are the way in critical discussion about the nature, locality where officials have applied their
which power is enacted. They can dimensions, types, and consequences of power. Let them evaluate the use of their
(Critique of the definition of each group perhaps more readily be remembered as power based on the articles, which are to power. Each of the group will present
E. Discussing new concepts should follow after every group has 'head, hands and heart'. be utilized. their work.
and practicing new skills #2 presented. If possible each group will have • Physical power
a group to critique) • Informational power
• Emotional power
Types of Power:
• Coercive Power
• Reward Power
• Legitimate Power
• Expert Power
Page 4 of
Group Work: Hugot/ Pick-up Lines Group Work: After the Image Individual Work: Short Essay Group Work: Slogan Writing
Have each group arrive at a ‘hugot line’ or Present images of different leaders in Ask: Create a short essay presenting Let the students create a short
F. Developing mastery (leads to ‘pick up line’ about the concept of POWER. the society. Let the students recognize and discussing the facts and their critical slogan about the use of power.
Formative Assessment 3 They should present these in front. the dimension and types of power from analysis on the nature, dimensions,
the images presented. types, and consequences of power.
• Supreme Student Government
• Teacher
• Bato dela Rosa
• Rodrigo Duterte
Class Activity: If given the chance Ask: If Group Work: Group students and make Class Activity Class Activity
them discuss by themselves on how to
G. Finding practical applications given a chance to assume recognize the dimension of power. Ask: Considering the present Ask the following:
of concepts and skills in daily government position, what would it be? How situation, here in our country how • How does the overuse and
living are you going to exercise the power vested would you describe the power of our misuse of power affects to
in you? leaders? the people?
• What do you think are the
consequences of overuse and
misuse of power?
Class Activity: The Best Ka Class Activity: One-Liner Class Activity Group Work: ArtThrob, Pusuan Mo Bes!
H. Making generalizations and
Ask: We have many different definition of Create a one-liner statement which will Ask: In every decision we make there is Let the students draw an image or an
abstractions about the lesson
power. Based on the given definition what is sum up the significant facts of the always a negative and positive effect. illustration representing application of
the best definition of power for you? Why? lesson (5 minutes) We have to think wisely before we come power in leading and influencing people in
up to our decision. his/her community and in a broader sense,
nation.
Individual Work:3-2-1 Individual Work: FBpost Individual Work: Hugot Line Individual Work: Short Quiz
I. Evaluating learning Let the students fill the 3-2-1 chart: Make a statement or a saying Ask: What do you think is the Give a 10-item quiz about the week’s topic
3 things learned regarding the types and consequences most significant lesson you get
2 most important facts still in mind of power which you can post in your from our discussion?
1 question remains in mind Facebook wall. Cite one HUGOT LINE to describe your
learning.
Page 5 of
Assignment: Research
J. Additional activities for Bring pictures of different powerful
application or remediation
personalities.
The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them
VI. REFLECTION relevant questions.
A. No. of Learners who earned
80% on the formative
assessment
additional activities for
remediation.
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue
to require remediation
strategies worked well? Why did
these work?
encounter which my principal or
materials did I use/discover
which I wish to share with other
teachers?
Page 6 of

PARTS

politics and political science, governance, political ideologies, power, states, nations, and globalization
B. Performance Standards clearly identify a specific political phenomenon and how it can be studied
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
C. Learning
Competencies/Objectives define nation and state differentiate nation from state explain meanings of globalization evaluate how globalization influences
nation-states
Write the LC code for each HUMSS_PG12-Ie-15 HUMSS_PG12-Ie-16 HUMSS_PG12-Ie-17 HUMSS_PG12-Ie-18
II. CONTENT States, Nations, and Globalization States, Nations, and Globalization
• The State as Different from the Nation as a Political Concept • Globalization as a Context of Relations Among Nation-States
A. References
3. Textbook pages
Page 1 of
Book: Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp.
31- 39 39- 40
Difference Versus Nation and State: What is Globalization?
https://www.youtube.com/watch? https://www.youtube.com/watch?
B. Other Learning Resources
v=hyt_oM6cLtA Nations, States, and Nation v=xPD477FuqtY Is Globalization Good or Bad?
States https://www.youtube.com/watch?v=8sSNyXEShqI
https://www.youtube.com/watch?v=sa- Globalization Pros and Cons:
41DBGHfw&t=3s State vs. Nation https://www.youtube.com/watch?
https://www.youtube.com/watch?v=rPwf3qOFV7w v=cVPwmpu3HAE The Cost of Globalization:
Elements of A State:
Page 2 of
https://www.youtube.com/watch?v=_lT0Tkpq6Kk&t=15s https://www.youtube.com/watch?v=v0CdoXp8x44
Review: Ask the following. Review: Ask the following. Review: SONA (State or Nation, Arrange! Review: Making Sense
• What is a nation?
• What is power? • What is a state? Let the students categorize each Ask: What is globalization?
• How should one exercise • What is a nation-state? concept written in meta-cards if it falls
his/her power? under the concept of nation or state.
• Who have powers in the country?
A. Reviewing previous lesson or Ask the following:
presenting the new lesson Most Possible Responses: People, • What is the difference between
Government a nation and state? (Students
may give words/phrases as
(Such responses are important answers. These can be
springboards to connect the concept of organized in a Venn diagram on
power to the next topic on the definition of the board).
state and nation) • How are these two
concepts related?
Class Activity: ‘Made’ of the Philippines Group Work: Word Play (The teacher ensures the connection Class Activity: PictoQuiz
between the review and this portion of
Let the students present their acrostics. the lesson. For example the teacher Have the class identify images to which
Ask: What makes up the Philippines as a Each of the 5 groups will be given 3 may find relating one of the criteria in they refer.
country? minutes to present. considering a state which is international Example:
recognition, which somehow be made
Most Possible responses: later as an entry concept about every
• Territory country’s immersion in the global arena
B. Establishing a purpose for
• People such as the essence of the activity
the lesson
• Leaders below.)
• Filipinos
• Land Dyad: SHOPares Ask: How do these relate with the concept
• Sea of globalization?
Have the students go through with the
things they have, particularly looking at
(Catapult from these responses that
a country is a meaningful entity) the labels and listing the countries
where those things were made.
Ask the following:

Page 3 of
• How do you find the discovery
of the things being used by
your pair? Speak your
thoughts. No holds barred. Do
you find him/her nationalistic or
not? DO you find him/her out of
fad or not? etc.
• How do we usually call the
things we buy in our country?
How do you understood it?
Why?
• How about those people buying
imported products? How do we
regard them? Why?
Class Activity: WordHUNT/WordSMITH Class Activity: Making Class Activity: LaraONE Class Activity: Video Analysis
Sense/Initializing…
Have the class coin the terms NATION Have the students find the Play a short video about globalization.
and STATE to which the term ‘country’ is Ask the following processing questions oneness between the images (Make sure that such video will show pros
seemingly synonymous. regarding the students’ acrostics. below. and cons about it.)
• What are the noticeable
(It could be thru jumbled letters or in the form differences mentioned in the Processing:
of a game where letters are to be provided to acrostics? • What is the video about?
students grouped into two and race towards • How is nation different from • What does it try to tell us?
coining the terms in a given time limit) state?
C. Presenting • How is nation related with state?
lesson (The teacher accepts answers and
writes them under the “Know” column of
the KWL chart.)
Ask: What questions about the

difference between a nation and a state
you have in mind? (Put their responses (By this time, the students could
in the “Want” column. already easily grasp the next point of
the lesson, which is to coin the word
Know Want Learn GLOBALIZATION from jumbled letters.)
Ask the students now; what concepts

they can associate with the term
Globalization. (They should organize the Page 4 of
responses in a concept map)
Group Work: Making Sense of the Definitions Class Activity: Video Clip Viewing Group Work. KaWHOLEgan Group Work:
Display the definitions of the terms Video: Nation versus State Distribute copies of meanings of (The teacher ensures that the presentation
STATE and NATION. globalization to each group. They will is able to clarify to the learners that
Guide Questions: brainstorm on the meaning and highlight globalization has its pros and cons
Lead the class in identifying the key • What are the underlying its keywords/s. (The teacher should because these will serve as springboards
concepts underlying these definitions. characteristics ensure that such highlighted keyword be in identifying its influences to a nation-
(Discuss this key concepts) distinguishing written on the board or in meta-cards state such as the Philippines)
state from nation? Write key posted on the board so that synthesis of
D. Discussing new concepts concepts (significant the given meanings interpreted by each Have the students Identify current issues
Guide Question
and practicing new skills #1 terms). group will be facilitated smoothly.) in the country, which has reached global
• Which do you think between
a nation and a state is • Can nation be state, vice versa? attention. For example, the war on drugs.
cultural? political? functional? The students write these on meta-cards
legal? psychological? Why? and classify them by posting on the board
on the appropriate column.
(The teacher should have pictures to serve
as buffer in the activity particularly on the POLITICAL ECONOMIC RELIGIOUS SOCIO-
CULTURAL
following concepts: cultural, political,
functional, legal, and psychological.)
Group Work: Definition Map Group Work: W-Diagram Processing. Making Sense Group Work: Boon or Bane?
E. Discussing new concepts
and practicing new skills #2 Give the students meta-cards where Ask the following: After brainstorming, have the students
they will write concepts from the video • What is common among complete the following graphic organizer.
clips regarding the differences and the given meanings? Why?
similarities of a nation and a state. • How would you define
Organize the
Page 5 of
concepts in a w-diagram. globalization based on the
following concepts?
ISSUE GLOBALIZATION
(The teacher guides the class in INFLUENCE
Boon Bane
arriving at the following synthesizing (Pros) (Cons)
definition of globalization) Group 1. Political
Globalization is a process of forging Group 2. Economic
international political, economic, Group 3. Religious
religious, and socio-cultural Group 4. Socio-Cultural
Processing Questions: interconnections.
• What makes a nation
different from a state?
• How do these two concepts
relate?
(Students have to identify concepts related (At this point, the teacher guides the
to state and nation. They will have to give students in distinguishing between a
their own definition of the concepts and nation and a state. Discuss the elements
later be associated with the definition of of a state that distinguishes it from a
authorities as already discussed.) nation.)
Video: Elements of a State

Class Activity: 3 in 1 Group Work: T-Diagram Group Work: PERS time (The students present their group work.)
Students will guess each term based on 3 Have each group justify the Philippines Illustrate or identify scenarios how Processing: Making Sense
pictures shown to them. as a nation and as a state using the T- globalization works in Philippine context
diagram. in terms of: Ask the following:
THE PHILIPPINES • Political • Which of the issues influenced
F. Developing mastery (leads to as a Nation as a State • Economic by globalization strike you the
Formative Assessment 3 • Religious; and most? Why?
• Socio-cultural interconnections • How would you describe
globalization’s influences to the
Take note: Students can be provided with country in general?
newspapers and consider articles related
to the mentioned aspects. Relate this to
S O V E R E I G N T Y the class for simple discussion.)
Page 6 of
P E O P L E
G O V E R N M E N T
T E R R I T O R Y
Page 7 of
I N T E R N A T I O N A L
R E C O G N I T I O N
(After the activity, the teacher will point out

that these play part in understanding about
a nation and a state; but does not
necessarily expound since a topic regarding
this will be discussed next day)
Ask: Which between nation and state is

related to the following concepts? Why?
Class Activity: What does learning about the Group Work: Isip-Daluyong! Group Work: #GoGlobal Group Work: What Now? #GoGLobal or
definition of nation and state contribute in #GoLocal?
your well-being as a student? Members shall discuss and come up with Have the students write a group
what benefits do people get for being statement of going global. Let them post
members of a nation/ a state. their work on the board for the whole Have the students contemplate on their
G. Finding practical applications class to see. Give each student a like previous statement about going global
of concepts and skills in daily and a dislike icon and post it to the and present them the concept of going
living statements of their choice. local? Let them rewrite their work on the
board and post likes and dislikes icon.
Processing Question:
• Which garnered the most Processing Question:
likes? dislikes? • Which garnered the most
• Why it garnered the most likes? dislikes?
likes? dislikes? • Why it garnered the most
likes? dislikes?.
Ask: What significant learning have you had Class Activity: Interpret the following Group Work: ContraDICTIONARY Ask the following:
about the lesson? image/diagram. • How can we benefit
Each group conceives a consensual from globalization?
H. Making generalizations and definition of globalization based on their
Possible Statements: Ask: What does the following diagram tell • How can we be harmed
abstractions about the lesson understanding. Have these written on
• State and Nation are about our topic? by globalization?
concepts pertaining to a manila papers and posted on the board.
country. Possible Statements:
• State is political while nation (Each group gives its approval and • We can benefit from
is cultural. disapproval of another group’s definition.) globalization through trade.
Page 8 of
• Globalization can cause cultural
Possible Statements: transformation.
• Globalization is the
interconnection of nation-
states.
• Globalization is concerned with
the relationships of countries of
Possible Statements: the world.
• State and Nation are two
distinct terms but interrelated
concept.s
• The concept of state
encompasses the concept
Individual Work: Give a short quiz (5-item Class Activity: Have the class go back to Individual Work: Explain the concept of Individual Work. Evaluate the influences of
True or False) about the concepts the KWL Chart and complete the “Learn” globalization. globalization to the Philippines. (The
discussed. column. students can focus on one issue.)
• A nation is political in nature.
• A nation is a community of people. Know Want Learn
• A state is cultural in nature.
• A state relates with the concept
of government.
• A nation is bounded by a common
interest. Ask: What makes a state? How is nation
different or related with the concept of
I. Evaluating learning Answer Key: state?
• False Rubric
• True
• False
• True
• True
Page 9 of
Agreed Group Work: Word Play Optional Research Work: Identify Optional Individual Work: Can I live Optional Individual Work: “Wordle”
countries, which are not yet recognized without China? (Doodle with Word/s)
The class is divided into 5 groups. Each as “states”. Learn about their status
group will prepare acrostics of the specifically on how it affects the lives of Challenge the learners to answer the Agree with the students in making a
terms: nation and state. their people. following question: Can I live without ‘wordle’ about globalization.
China?
J. Additional activities for • 1st 2 groups- NATION
application or remediation • 2nd 2 2 groups-STATE The students have to list all things made
• Last group-NATION-STATE in China in their house and be able to
refrain from using them for a week. The
(The teacher reminds the students that the students have to journal their
acrostics should connect to the concepts experiences and be able to write a final
of Nation and a State.) reaction about their experience.
V. REMARKS
assessment
remediation.
work? No. of learners who have
caught up with the lesson
these work?
teachers?
Page 10

PARTS
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
explain the roles of different political institutions.
C. Learning Learners are expected to: Learners are expected to:
Competencies/Objectives relate the evolution of Philippine politics and governance. describe the different stages in the evolution of the Philippine politics and governance
Write the LC code for each HUMSS_PG12-If-g-19 HUMSS_PG12-If-g-20
Philippine democratic politics
II. CONTENT 5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
A. References
3. Textbook pages
Politics and Governance by Costales et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jhengrayn/
B. Other Learning Resources political_development_of_the_philippine_government https://m.youtube.com/watch?
v=kadHPMr3_FK
https://youtu.be/FWYQJbhzwiMww.casebriefs.com/bog/law/constitutional-law/outline-constitutional-law-/separation-of-
(10 minutes) ( 5 minutes) ( 5 minutes) (5 minutes)
A. Reviewing previous lesson or
presenting the new lesson KW Chart: Evolution of Philippine politics and What was our form of government before the From the barangay form of government, what Recall/review of previous topics
governance. The learners will be asked to fill significant changes happened in the Spanish
in
Page 1 of
the chart with the following : coming of the Spaniards? (barangay) Era? (from barangay to the Central
Government)
1. Things they know about the Philippine
politics and governance
2. Things they want to know about
know about Philippine politics and
governance
Topic K W
(5minutes) (5 minutes) (5 minutes) (10 minutes)
Picture perfect Video clips: Spanish Colonial Government. Event Chain: Transition from the Spanish Mannequin Challenge
B. Establishing a purpose for The students will be shown a video clip about Government to the Present Government.
The teacher will show pictures of the following? Spanish Colonization and would be asked 1. Pre-colonial government
the lesson
1. Picture of a Datu their reactions about the video 2. Spanish Government
2. Trial by Ordeal 3. American Government
3. Gavel 4. Present System
C. Presenting The students will now tell something about the When the Spaniards colonized us, what What is the difference between the Spanish Hugot Lines/ (Pick-up or hugot lines) about
examples/instances of the new pictures they saw. changes did they introduce in our political form of government to our present how the government evolved
lesson system? government?
(15 minutes) .(15 minutes) (15 minutes) (10 minutes)
PowerPoint Presentation: HISTORICAL Discussion on Government During the PowerPoint Presentation: Post-colonial
D. Discussing new concepts BACKGROUND OF PHILIPPINE DEMOCRATIC Spanish Colonization
POLITICS Governments (Note : this is a two day lesson)
1. Barangay Government
Page 2 of
Jigsaw puzzle: each group will be given a Debate: Which is better, the early forms of Role Play: Significant event/s from the Pre- Family Resistance History Tree. Students will
scenario based on the barangay form of government or the present government? colonial Government to the Present be asked to write their family tree based on
government Government. their relatives who revolted against the
Rubrics : Spaniards or Japanese.
F. Developing mastery (leads to Rubrics to be attached.
Formative Assessment 3 1. Organization of Thought = 5 pts Rubrics :
2. Clarity of Arguments = 5 pts. 1. Accuracy = 5 pts.
3. Presentation = 5 pts. 2. Organization = 5 pts.
3. Presentation = 5pts.
The teacher asks the students about the What practices in the pre-colonial Think-Pair-Share. The students will be In our present form of government, what
similarities/difference of our present barangay to government is still applicable in our present grouped and they will assign among significant changes have you
G. Finding practical applications the pre-colonial barangays? form of government themselves a leader and a presenter. observed?
of concepts and skills in daily
“What were the effects of Spanish
living Colonization to our present form
of government”
H. Making generalizations and How did politics and governance evolve in the Ask: How did the pre-colonial government Our present form of government have passed through several stages which molded
abstractions about the lesson Philippines? change from the pre-colonial government our government into what it is right now
to the Spanish Colonial Government?
The government of the Philippines gradually
Page 3 of
evolved from the pre-colonial form (barangay) to When the Spaniards colonized the country in
our present form of government 1565, they re-organized the barangays into
tows and municipalities for easy
administration and management
(5 minutes) ( 5 minutes) (5 minutes) (10 minutes)
5-item formative assessment. Essay : “What were the effects of Spanish One-Minute Paper : The students will be Historical Timeline
1. The form of government in the pre- Colonization in our present form of asked to write their comment/reaction to the
colonial period (barangay) government? statement/s below The students will be asked to draw a
historical timeline stating forth the significant
2. The ruler of the barangay (datu) Rubrics : 1. What were the changes that you events which transpired from the Pre-Colonial
observed from the Spanish Era to the present form of government.
I. Evaluating learning 3– 5 State the roles/powers of the Datu 1. Content = 4 pts. Colonial Government to our
2. Organization of Thought = 4 pts. present government?
3. Chief Executive 3. Grammar and Presentation = 2 pts.
Rubrics :
4. Chief Legislator
Rubrics :
1. Accuracy = 5 pts.
5. Chief Judge 2. Organization = 5 pts.
1. Content = 4 pts
2. Organization of thought = 4 pts. 3. Presentation = 5pts.
3. Grammar and Presentation = 2 pts.
The teacher will give an assignment on
J. Additional activities for Government During the Spanish Colonization
application or
remediation The students will have to reflect about their learnings daily by putting these in their journal. Encourage them to make their journals personalized and creative.
V. REMARKS
80% on the
formative
remediation.
these work?
Page 4 of
encounter which my principal
or supervisor can help me
solve?
teachers?
Page 5 of

PARTS
Learners are expected to: Learners are expected to: Learners are expected to:
C. Learning analyze the evolution of Philippine politics and governance. assess the effects of the colonial appraise the influence of prior stages of
Competencies/Objectives experience on Philippine politics and Philippine political developments of
governance contemporary Philippine politics.
Write the LC code for each HUMSS_PG12-If-g-21 HUMSS_PG12-If-g-22 HUMSS_PG12-If-g-23
Philippine democratic politics
II. CONTENT 5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
A. References
3. Textbook pages
Politics and Governance by Costale et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
B. Other Learning Resources http://www.slideshare.net/mobile/jherarayn/
political_development_of_the_philippine_government
The students will be asked to write down what
A. Reviewing previous lesson or they remember from the previous lessons:
presenting the new lesson 1. Barangay
2. Datu
Page 1 of
3. Guardia Civil
4. Governor-General
(10 minutes)
Game Ka Na Ba? The students will be grouped

into groups of five or six members. They will
be given illustration boards to write their
answers.
1. What was the government before

B. Establishing a purpose for the Spaniards came? (barangay)
the lesson 2. Who rules the barangay before (datu)
3. When did the Spaniards
officially conquer the Philippines
(1565)
4. Who ruled the Philippines during the
Spanish Colonization (gobernador-
heneral, governor-general)
5. The form of government of Spain
(monarchy)
(10 minutes) (5
minutes)
Debate : Positive and Negative Effects of
Spanish Colonization Picture Analysis
The teacher will give pictures to the

C. Presenting students prior to their knowledge on political
Rubrics : evolution in the Philippines.
lesson 1. Organization of Thought = 5 pts
2. Clarity of Arguments = 5 pts.
3. Presentation = 5 pts.
D. Discussing new concepts Powerpoint Presentation : Effects of Spanish Powerpoint Presentation : Governments after
and practicing new skills #1 Colonization the Spanish Colonization
Page 2 of
Events Chain (Transition from the pre-colonial Semantic Maps: Characteristics of the post-
F. Developing mastery (leads to government to the Spanish Colonial colonial governments.
Formative Assessment 3 Government
Ganito Kami Noon, Paano Kayo Ngayon Essay: “What will be your contributions to the
(comparison of the pre-colonial society and present form of government”
the Spanish Government)
G. Finding practical applications Rubrics :
of concepts and skills in daily 1. Content = 4 pts.
living 2. Organization of Thought = 4
pts Grammar and Presentation = 2 pts (5
minutes)
( 5 minutes) (5 minutes)
What are the effects of the What made the Filipinos revolt against
Spanish Colonization? Spain?
H. Making generalizations and
abstractions about the lesson
The Spanish Colonization brought about The Filipinos revolted against Spain
significant changes particularly from the because of the oppressive leaders and
barangay government to the Spanish corrupt officials. This brought about the birth
Colonial of the
Page 3 of
Government. (governor-general) Revolutionary Government and the other
governments
(5 minutes) ( 5 minutes) (30 minutes) Summative Test
Ask: What are the effects of the previous Talk Show . The students will be grouped
I. Evaluating learning governments to our present government? corresponding to the different stages of the
Concept Mapping : The students will be writing Philippine Government
a concept map illustrating the various effects of
Spanish Colonization
Brainstorming . The students will be grouped

according to their presentation the following
J. Additional activities for
day
application or remediation
V. REMARKS
assessment
remediation.
work? No. of learners who have
caught up with the lesson
these work?
teachers?
Page 4 of

PARTS
Learners are expected to: Learners are expected to: Learners are expected to:
C. Learning
Competencies/Objectives explain the roles and powers of the Philippine president. analyze how contemporary Philippine critique the Philippine presidents’ exercise
presidents exercised their powers power
Write the LC code for each HUMSS_PG12-Ih-24 HUMSS_PG12-Ih-25 HUMSS_PG12-Ih-26
II. CONTENT The Executive

7.1 The role of the Philippine President in relation to his/her powers.
A. References
3. Textbook pages
Politics and Governance by Costales, et. al. (2010)
Philippine History and Governance by O. Parico et. al
B. Other Learning Resources
(2011) https://m.youtube.com/watch7v=kadHPMr3EK
https://youtu.be/dsBTCfuCrMc
( 5 minutes) ( 5 minutes) (5 minutes)
A. Reviewing previous lesson or Presidential Form of Government. The teacher Powers of the President Timeline of Former Philippine Presidents.
presenting the new lesson will be asking some students to have a short
recap of the previous lesson and at the same 1. Appointing Power The students will be shown a timeline of
2. Borrowing Power Contemporary Presidents from Joseph
time, ask their idea of the Presidential form
Page 1 of
of government 3. Control Power Estrada down to Rodrigo Roa Duterte.
4. Military Power
5. Veto Power
(5 minutes) ( 5 minutes) (5-10 minutes)
KWL Chart Concept Map Mix and Match
(The teacher will ask the students if they have an (Powers of the President)
existing idea about the roles and power of the
President) The students will be shown “taglines” and
the students will tell during whose tenure as
President the tagline corresponds to.
B. Establishing a purpose
1. “ERAP Para sa Mahirap” (Joseph
for the lesson
Estrada)
To K W L 2. “ Strong Republic”(Gloria
pic Macapagal- Arroyo)
3. “Daang Matuwid” (Benigno Aquino III)
4. “Oplan Tokhang” (Rodrigo Duterte)
(10 minutes) (10 minutes) (10 minutes)
Headline Analysis Picture Perfect “Think-Pair-Share”
The students will be shown some headlines and (The students will be shown pictures and they The students will be asked the question “In
the teacher will asked the students to answer will determine what power of the President is your own opinion, did the following presidents
what power of the President is being exercised. being shown) exercise their powers effectively or not?”
C. Presenting
lesson
Page 2 of
( 15 minutes) ( 15 minutes)
Powerpoint Presentation on the : Powerpoint Presentation/Lecture-Discussion :

D. Discussing new concepts Programs of the ff. Presidents :
Roles and Powers of the Philippine President
and practicing new skills #1 1. Joseph Estrada
2. Gloria Macapagal – Arroyo
3. Benigno Aquino III
4. Rodrigo Roa Duterte

Page 3 of
(10 minutes) (10 minutes) (10 minutes)
Dramatization Present a scene depicting a Informal Debate : Granting Emergency Data Retrieval Sheet.
power of the President Powers to the President.
The student will be asked to fill-in a DRS
Rubric: Rubrics : which illustrates the Programs and Issues
and Controversies during the incumbency of
1. Understanding of topic =5 pts. 1. Organization of Thought = 5 pts the said president.
F. Developing mastery (leads to 2. Believability of role =5pts. 2. Clarity of Arguments = 5 pts. President Program Issues and
Formative Assessment 3 Controversies
3. Cooperation =5 pts. 3. Presentation = 5 pts. Joseph
Estrada
Gloria
Macapagal
Arroyo
Benigno
Aquino III
Rodrigo
Roa
Duterte
( 5 minutes) ( 5 minutes) (5 minutes)
How do the powers of the president affects your 1. If you were the President, which among the The students will be asked “What are their
G. Finding practical applications life as a student? Cite examples given powers will you prioritize? views on Oplan Tokhang?” The students will
of concepts and skills in daily be writing their answers on a ¼ sheet of
living paper.
( 5 minutes) Different presidents have their own ways of

exercising their powers.
From the question in the activity, the students will be asked What is Executive Power? Executive
H. Making generalizations and Power is the power to administer, implement, and execute the laws enacted by the Legislature. It
abstractions about the lesson is vested by the Constitution on the President of the Philippines
Write an essay on how the president can properly utilize the power given to him.( 5 minutes) Journal Entry/Reflective Essay Debate:
The students will be asked to reflect on “The Effectiveness of Dutere as a President”

whether our current president is executing his
power effectively.
I. Evaluating learning
Rubrics :
Rubrics : 1. Organization of Thought = 5 pts
1. Content = 4 pts. 2. Clarity of Arguments = 5 pts.
Page 4 of
2. Organization of Thought = 4 3. Presentation = 5 pts.
pts.
3. Grammar and Presentation = 2
pts.
J. Additional activities for

application or remediation The topic will be taught for two days
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask
VI. REFLECTION them relevant questions.
A. No. of Learners who
earned 80% on the formative
assessment
require additional activities for
remediation.
continue to require remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
use/discover which I wish to
share with other teachers?
Page 5 of
Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY
LESSON LOG Teacher HUMSS Class D Group 6 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 7 (day 1-4) Quarter 2nd or 4th Quarter
Day 1 Day 2 Day 3 Day

4
I. OBJECTIVES
The learners demonstrate an understanding of citizenship

A. Content
Standards
The learners shall be able to propose a project on political engagement and youth empowerment.
B. Performance
Standards
C. Learning Identify issue related to Determine programs that address Asses an existing program that addresses an issue related to political engagement and
Competencies/ political engagement and the issues related to political youth empowerment .
Objectives youth empowerment. engagement and youth
Write the LC empowerment.
code for each
HUMSS_PG12-IIe-f-16 HUMSS_PG12-IIe-f-18
HUMSS_PG12-IIe-f-17
13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other Editorial Cartoon, Video 1: Issues of Youth Interview questionnaire, Interview Video
Learning Data Retrieval https://www.youtube.com/watch?
Resources v
=UdIa9nXd6X4
Video 2: Teen-ager-:A Very
Good Short Film for Teen-agers.
https://www.youtube.com/watch?
v
=hai_Vic3n9M
IV. PROCEDURES
A. Reviewing (5 Mins.) (2mins.) (5mins.) (5mins.)

previous "GENIUS HAT": The What are the different issues "Finding Dory" Help Dory to find Identify the Needed Information
lesson or students will sing related to political engagement its way home. Match the different Example:
presenting the "TATLONG BIBE" while and youth empowerment programs in Column A which is -Name some of the institutions that promotes
new lesson passing the genius hat present in your community? being addressed by the empowerment and political engagement of the
and when the teacher statements in the Column B. youth.
tapped the table the song
will be stopped and the Column A Column B
one who is wearing YFC A. Political
the genius hat will give Involve
the ment
definitions in their own
words/understanding SK B. Parish
about citizenship. (e.g. Involv
CITIZENSHIP, JUS e ment
SANGUINIS, JUS
SOLI.,)
C. Establishing a (3mins.) Family Group 2: ( 3 minutes)

purpose for "PICTELL" The class will Addiction Group 3: Violence A video presentation regarding “Issues of the youth” will be presented
the lesson be divided into six groups. Group 4: Poverty Group 5:
Each group will be given Election Group
an editorial cartoon about
issues related to political
engagement and youth
empowerment wherein
these groups will identify
the editorial cartoon
assigned to them and give
some of their
observations within their
group.-Group 1: Broken
( y r our school.
1 o m
5 u e Example: According to 50 surveyed
r n students:
m t 1. What are the 3 delicious or
i f healthy food in the
n e a canteen?
s l n 2. (Possible Answers:
) l d Banana Que, Lugaw,
o Nilagang
“ w p Saguing)-Health What
F o are the 3 most
a s l visible/active
m t i clubs for the students in our
i u t
l d i
y e c
n a
F t l
e s
u e
d a n
” b g
G o a
u u g
e t e
s m
s t e
h n
t e t
h
e f o
o f
a l
s l t
s o h
e w e
s i
s n y
m g o
e u
n e t
t m h
p
o o i
f w n
e
6: Social school?
Media Ex. (Possible Answers: Glee
Club, Science Club, Sports
Club)-Youth Empowerment
3. What are three most loved
activities that were initiated
by SSG?
(PROMENADE, Teachers’ Day
Celebration, Gift Giving during
Christmas)-Political Engagement
D. Presenting (7mins.) (5minutes) (15mins.)

examples/instan "THINKING OUT LOUD" Questions after the Video “Data Retrieval Chart” The
ces of the new Based on the activity done Presentation students will fill up the concept map
lesson earlier each group will be 1.If you were in the shoes of the about youth empowerment and
given a minute to share youth in the video presentation, political engagement based on
their observation to the what would you do or your last yesterday’s discussion.
whole class. resort?
Youth PROGRAM
Empowerment
Parish YFC
Involvement
DSWD Sagip Tambay
at Rugby Boy
Smoke Free Balanga City,
Tobacco Free
Violence Against PREDA
Women
and
Political PROGRAM
Engagement
School SSG
Barangay S.K.
E. Discussing new (20mins.) (10minutes) (10mins.) (10Mins.)

concepts and "DISCUSSION & Group the class into 5 and let a.“K-W-L CHART” Presentation of the interview conducted.
practicing new REPORT" them brainstorm on the programs According to the groups in the class,
skills #1 Each group will be given a that could help save the youth ( the students must complete the “K- a.“K-W-L CHART”
Reading Material with refer to the Issues presented W-L CHART” about the programs in According to the groups in the class, the students must
guide questions. The yesterday) Ask and guide them the data retrieval chart done earlier. complete the “K-W-L CHART” about the programs in
students will answer the to come up with different Example: the data retrieval chart done earlier.
guide questions and share Organizations and Programs that WHAT I KNOW WHAT I WANT Example:
their ideas about political address different issues TO KNOW K W LEARNED
engagement and youth PARISH IS IT POSSIBLE PARISH IS IT (the students
empowerment that were INVOLVEMENT FOR EVERY INVOLVE POSSIBL Will provide
identified earlier YOUTH TO JOIN MENT E FOR the Possible
IN THE PARISH EVERY Answers)
ORGANIZATION? YOUTH
TO JOIN
(ASK THEM TO ANSWER THE K IN THE
AND W COLUMNS ONLY) PARISH
ORGANI
(Teachers will provide a template for ZATION?
Parental Consent, Principal’s Let recorded video be shown as a basis for
Approval and Proper Brgy. answering and assessing WHAT I LEARNED
Communications) COLUMN.
Assign the groups accordingly.

(See attached Questionnaires
and Rubric)
F. Discussing new (10Minutes)

concepts and Presentation of outputs
practicing new Sample Programs
skills #2 .1. “Civic organizations
a.Parish Involvement and
other church related
Organizations.
b.Youth Organizations such as
S.K. , Purok Youth Organizations
and the Like.
c. School organizations such as
SSG and the like.
3.Other related Group for Youth
Empowerment
a.Adopt-a-child program
b. DSWD
c. Sagip tambay at rugby
boy Program.
d. Violence against women and
children.
e. PREDA
G. Developing (10 mins.) (10 Minutes) (20 Mins.)

mastery (leads "CONTEXTUALIZATION “Paint a Picture “ A.”MusiKabataan”
to Formative " According to the group Let the group pick one issue Base on their assessment of the interview, each
Assessment 3) created earlier, each regarding political group will make a music video that shows the best
group will identify and involvement practices of the existing program.
share issues related to and issues about youth of today. The Video should last for 3mins.
political engagement and (ex.
youth empowerment in Drug Dependence, Bullying and (10Mins.)
their locality or etc.) Ask them to paint a picture B.”AnneBisyosa”
community. what program should be in charge Students Presentation of the output.
of the issue and their action
giving them time to move –act (See attached Rubric)
and freeze after the count of ten.
H. Finding practical (5mins.)
applications of "WHAT'S ON YOUR
concepts and MIND" The students will
skills in daily post a groupie with hash
living tag about their issue
assigned to their group.
I. Making (5mins) (5 minutes) (5MINS.) (5mins.)

generalizations "Tell Us Quickly" In case that you were physically, Name some of the existing programs that “Open-Ended Statement”
and abstractions Identify issues related to emotionally and sexually abuse, were discussed earlier and its Complete the statement:
about the lesson political engagement and whom you will ask for help and characteristics. “There are many programs for the empowerment and political
youth empowerment how will you cope up? engagement of the youth but for me, the best practice in those is
based on the lesson *Ask assistance to government
discussed. and nongovernment agencies because .”
such as the DSWD and PREDA
and other counselling agencies. “I would like to commend the
** The duty of the youth is to because .”
open up with the parents and
make
daily conversation.
*** accept that we are
different individuals with
different
J. Evaluatin (5MINS.) opportunities. Our role is to make (5Mins.) (5mins.)
g learning "MOST LIKED a difference in a positive way. “Reflection "MOST WATCHED GROUP"
GROUP" (15 Minutes) ” Upload the Video on YOUTUBE.
Based on the posted A short film is to be watched
groupie with hashtag the entitled “Teen-Ager” Ask them “ Write your reflection about the
students should gather If you were in the Lead government program giving
likes, hearts and happy Character’s Shoes, to whom will condom to high school students.
faces. you run and be comforted?
Rubric: Rubric:
Creativity of the Photo-5 Comprehensiveness of Ideas - 5
Most liked Photo- 5 Discussion of the ideas- 5
Group Cooperation- 5 Correct format of writing-
15 5_
Total 15
K. Additional Agreemen Assignmen

activities t (2mins.) t (2mins.)
B.Now I’ve Seen "MOST WATCHED GROUP"
for Everything Ask the student
application or to conduct an interview to Within a day the most watched video with
remediation their respective comments will get the highest points.
communities or school about Creativity of the Video -5
existing Most liked Video- 5
programs about empowerment and Clearness of audio and video 5
political engagement of the youth
to answer the WHAT I LEARNED
Column. Group Cooperation- 5
20
It must recorded through a video (to be checked the following day
as a basis for the conduct of
interview which has a theme of the
program assigned to each group.
The program will be assessed.
Let the student plan and share

ideas about this.
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?
QUESTIONS TO BE ANSWERED:
1. What is the main issue in your reading material?

2. Share the idea/s in your reading material with the class.
3. What could be the ways to change the perspective of the youth if he is experiencing a problem like this?
Broken Families
The problems begin at home. Since the 1950s, the number of single parent homes has consistently increased to the point of catastrophe. Today, 14 million single parents
are responsible for 28 million children. Raising a child is difficult enough in a two parent home, especially in tough economic conditions. The situation is even direr when
there is only one parent. Economically, a single parent is likely to bring less income home. This equates to fewer opportunities for such vital necessities as education.
Trying to make ends meet also takes time – time that is spent away from children who need a parent’s guiding/influence. Absent a parent’s diligent guidance, children
become subject to higher dropout rates, higher risk of dangerous sexual behaviors and pregnancies, higher chances of drug and alcohol abuse –etc. It truly takes a
village to raise a child.
Drug/Alcohol Abuse
There was a time in cinematic history where virtually every actor/actress was portrayed on screen with a cigarette in hand. Smoking, it was implied, was cool. As a
result everyone was doing it, including kids. Well, as awareness to the danger of smoking increased, “cool” images of smoking disappeared. Unfortunately, the same
can’t be said about drugs and alcohol. These vices are staples in everyday media. Simply, drinking and using drugs is shown as being cool. The numbers bear the tale.
21% of high school seniors say they get high and 41% of the same group report drinking alcohol. Our kids are literally moving around in an intoxicated daze. Immature
behavior is then amplified due to being under the influence. Drunk driving, poor grades and attendance, anti-social and violent behavior and the list goes on.
Violence
A child’s education is the foundation from which he or she will be able to go forth out into the world and build a life. Schools play a major role in this endeavor,
therefore it is reasonable to expect that these places of learning would be safe havens for the children while they are preparing for adulthood. Unfortunately, this is
always the case. In many instances, especially in low income, urban settings, schools can be a war zone. We are not talking about minor bullying, but rather
serious
violence. Consider that in the last decade 284 kids were murdered due to school violence – these were shootings, stabbings, fighting and suicides. Growing up is
enough without having to be worried about being killed while going to math
DAILY
LESSON LOG Teacher HUMSS Class D Group 6 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 8 (Day 1-4) Quarter 2nd or 4th Quarter
Day 1 Day 2 Day 3 Day

4
I. OBJECTIVES
The learners demonstrate an understanding of citizenship

A. Content
Standards
The learners shall be able to propose a project on political engagement and youth empowerment.
B. Performanc
e Standards
C. Learning Conduct a research for a draft proposal on political engagement and youth
Competencies empowerment HUMSS _PG12-IIe-g-20
/ Objectives
Write the LC
code for each
13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.
II. ONTENT
III. LEARNIN
G
RESOURCES
A. References Resources
1. Teacher’s
Guide pages
2. Learner’
s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other
Learning
Editorial Cartoon, Data
Retrieval
Video 1: Daily Routine

of the Filipino High
S
S
https:ww
u
w
v
EMw&feature=share
IV. PROCEDURES
A. Reviewing (5 Mins.) (5 minutes.) (5 minutes)

previous "GENIUS HAT": The students will “TELL ME…SHARE”. The students will Recall the process and types of research
lesson or sing "TATLONG BIBE" while write about his/her ‘DAILY ROUTINES’
presenting the passing the genius hat and when
new lesson the teacher tapped the table the
song will be stopped and the one
who is wearing the genius hat will
give one word about research.
(e.g. information)
B. Establishing a (3mins.) ( 3 minutes) (10 minutes)

purpose for "PICTELL" The class will be A video presentation regarding “Family Feud”
the lesson divided into three groups. Each “Routine activities” will be presented. Guess the assessment of your fellow students about the following
group will be given an editorial empowerment and political engagement of the youth in our
cartoon about issues that can be school.
used in research wherein these
groups will identify the editorial Example: According to 50 surveyed students:
cartoon assigned to them and What are three most loved activities that were initiated by
give some of their observations SSG? (PROMENADE, Teachers’ Day Celebration, Gift Giving
within their group.- during Christmas)-Political Engagement
Group 1: Study Habits
Group 2: Political
Leaders Group3: Violence
C. Presenting (10mins. (5minutes)

examples/insta ) Questions after the Video Presentation
n ces of the "THINKING OUT LOUD" Based 1. What can you say about the
new lesson on video? (15mins.)
the activity done earlier each group 2. Do you have the same routine? “Data Retrieval Chart” The students will fill up the concept map about
will be given a minute to share Why? research.
their observation to the whole
class.
Youth PROGRAM
Empowermen
t
YFC
Parish
Involvemen
t
DSWD Sagip Tambay
at Rugby Boy
Smoke Free Tobacco Free
Violence PREDA
Against Women
and Children
Political PROGRAM
Engagement
School SSG
Barangay S.K.
D. Discussing (20mins.) (20minutes)

new concepts "DISCUSSION & REPORT" ‘DISCUSSION ”
and practicing Each group will be given a “Process and Type of Research” (20Minutes)
new skills #1 Reading Material with guide Each class will be divided into three groups Presentation of
questions. The students will and present a draft proposal research outputs GROUP
answer the guide questions and about WORK:
share their ideas about nature , the following topics: Form a group of three. Think your own title about the following topics:
importance and characteristics of a. Political engagement a. Political engagement
research. b. Youth empowerment b. Youth empowerment
E. Discussing
new concepts
and practicing
new skills #2
F. Developing (10 mins.) (10 Minutes) (30 minutes)
mastery (leads "CONTEXTUALIZATION “SHARE IT “ Presentation of the output
to Formative " Let the group share their chosen draft a. A Draft proposal research per group.
Assessment According to the group created proposal research about the given topic
3) earlier, each group will identify and
and share issues related to explain it to the class.
research.
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making (5mins) (5 minutes) (15 MINS.)
generalizations "Tell Us Quickly" Tell Us Quickly" Tell Us Quickly"
and Identify issues related to Identify the different process and types Enumerate the different title for each strand based on the topic given.
abstractions research based on the lesson of research.
about the lesson discussed.
I. Evaluatin (5MINS.) (5 Minutes) (15Mins.)
g learning Questions: “ Research is a systematically & cyclical”. “Reflection”
1. Why is there a need This means that you need to follow a step
to conduct a by step process to successfully conduct a Write your reflection about the result of the research that you have
research? research study. conducted.
2. What practical benefits
can Rubric:
you get from research? Comprehensiveness of Ideas - 10
Discussion of the ideas- 10
Correct format of writing- 10_
Total 30
J. Additional ( 2 minutes)
activities Assignment:
If you’re an athlete or an artist, do
for you still need to conduct research?
application or Why or why not?
remediation
V. REMARKS
VI. EFLECTION
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?
RESEARCH
➢ Is a systematic application of the scientific inquiry in order to find solutions to problems and contribute to
knowledge. IMPORTANCE RESEARCH
1. Gather relevant information

2. Understand history
3. Improve quality of life
4. Personal and professional
development Characteristics of research
1. Empirical
2. Analytical
3. Systematic
4. Cyclical
5. Original
PROCESS
OFRESEARCH
1. DEFINE YOUR TOPIC

2. WRITE THE PROBLEM STATEMENT
3. MAKE AN OUTLINE
4. DEVELOP A RESEARCH STRATEGY
5. EVALUATE YOUR SOURCES
6. WRITE AND REVISE YOUR PAPER
7. DOCUMENT YOUR SOURCES
DAILY LESSON
LOG
Teaching Dates and Time Week 9 (Day 1-4) Quarter 1st or 2nd Quarter

I. OBJECTIVES
The learners demonstrate an understanding of the historical background of Philippine democratic politics, the
A. Content executive, the legislative, the judiciary, and decentralization and local governance
Standards
The learners shall be able to explain the roles of different political institutions
B. Performance
Standards
C. Learning Discuss the roles and responsibilities of Assess the performance of the Appraise the impact of Congress’s Articulate a position or advocacy to a
Competencies/Obje the Philippine Senate and the House of Philippine Congress performance Philippine legislator through a formal
ctives Representatives HUMSS_PG12-Ii-28 on Philippine development correspondence HUMSS_PG12-Ii-30
Write the LC code HUMSS_PG12-Ii-27 HUMSS_PG12-Ii-29
for each
The roles and responsibilities of the Philippine Senate and the House of Representatives.
II. CONTEN
T
III. LEARNIN
G
RESOURCES
A. References
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Learning Resource (LR) http://www.icivs.org/node/1366/resource Philippine Politics Democratic Ideals And Realities; Chapter 3, p. 137
Materials from www.slideshare.net Diana J. Mendoza
Ateneo De Manila h 0 ss
University Press t /
t b
p e
: l
/ m
/ o
w n
w t
w e
. -
p c
h i
i t
l e
s s
t -
a a
r c
. c
c o
o m
m p
/ l
h i
e s
a h
d m
l e
i n
n t
e s
s -
/ o
2 u
0 t
1 g
6 o
/ i
0 n
6 g
/ -
1
5 c
5 o
0 n
g
2 r
4 e
portal Copyright 2010
http://www.icivs.org/node/1366/resourc
e www.slideshare.net
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous (2min) (3min) (3min) (3min)

lesson or presenting Recitation Review: Match Me Up What are the roles and responsibilities of the Cite some accomplishments of the Philippine
the new lesson : Present pictures that depict the roles of the Philippine Senate and the House of congress.
Identify the roles of the president. congress. Let the students identify these Representatives?
roles.
(Use the same pictures yesterday)
B. Establishing a (3min) (3min) (3min)
purpose for the Does the president have the sole power to rule What are the impacts of Zero Waste Show pictures of the current situation of
lesson the country? If no, who rules with the president? Management Program in our school that your barangay that need immediate
(Senate and the House of Representatives) is implemented by the Yes-O solution.
Organization?
C. Presenting (7min) (2min) (5min)
examples/instances Using a graphic organizer, give 5 names of Ask the students to identify the current Ask students to present examples of
of the new lesson senators and 2 congressmen that they representative/ congressman (woman) in their ordinances in their barangays, which they think
know. district. create
immense impact on their daily lives.
•Upper •Lower
House House
D. Discussing new (10min) (15min) (10min) (5 min)

concepts and Activity: PicTell Provide news clips (current) pertaining on the Discuss the accomplishments of the Present sample and discuss the characteristics
practicing new skills Divide the class into 8 groups and distribute the roles of the Congress. Based on those news Philippine Congress through PowerPoint. of an articulated advocacy or position through
#1 pictures. Each group is tasked to describe the clips, the group assess the responsibilities of the use of PowerPoint.
pictures assigned to them. the Congress using the checklist below. House of Representatives
www.congress.gov.ph/download/16th/perfreport
Responsibilities of the Put a ✓ if .16th.congress.firstregression
Congress performed
Approve the Senate
government budget https://www.franken.senate.gov/files/documents
Appointment of public officials Undertake the projects /Franken_Record_of_Accomplishment.pdf
under the CDF http://ledac.neda.gov.ph/wp-
content/uploads/2014/01/LEDAC-2011-
Accomplishment-Report.pdf
Propose
amendments to the
constitution.
Authorize limited
emergency powers
Authorize limited emergency powers for the for the president.
president. Appointment of public
officials.
Sample news clips:
Approve the government budget
Undertake the
projects under
the CDF
Propose,
review, and
adopt bills for
enactment into
Propose amendments to the constitution.
Allow for referenda
Overturn a
Presidential
veto
The group will report on their work.
E. Discussing new (20min) (4min)

concepts and The teacher will discuss the following Video presentation on Congress’
practicing new skills through powerpoint presentation: accomplishments:
#2 1. The basic structure of the Legislative branch. • House of Representatives
2. The roles and responsibilities of the https://www.youtube.com/watch?
congress and how a bill becomes a law. v=Y VhOEehUyIA
• Senate
https://www.youtube.com/watch?
v=9k R9WOeZuZg
F. Developing mastery Group Activity: Find My Partner (20min) (10min)

(leads to Formative Divide the class into 2 groups. Distribute the Walk through the assessments done by the Group activity:
Assessment 3) sets of pictures to one group and listed roles to students in the previous activity. Make a graphic organizer or diagram showing
the other group. Each student will find the role the Congress’ program and their advantages
that matches the picture. and disadvantages to Philippine development.
A representative of each group shall present

their graphic organizer.
G. Finding practical (3min) (10min) (5min) (5min)

applications of Ask: Open Letter: Group dynamics: Group activity:
concepts and skills Why do we need to know the roles and Group students by three’s. Each group will Each group shall create a program that Each group shall develop an advocacy or
in daily living responsibilities of the congress? construct a letter addressed to their is beneficial to the school. position that is advantageous to the community.
respective Congressman to air a particular
concern.
H. Making (5min (5min (3min) (5min)
generalizations and ) Ask: ) Ask: What can you say about the Congress’s Group dynamics:
abstractions about What is the main role or function of the Why do we need to assess the performance performance on Philippine Development Each group shall present their advocacy or
the lesson Congress? of position stressing its benefits to the
(The main function of the Congress is to the congress? Statement: community.
make laws.) (Assessment on the performance of the The initiated program of our Congress’s
congress is needed to determine whether evidently improved the lives of the people in
they really rendered an effective service to our country.
our countryman.)
I. Evaluating learning (10min) (5min) (7min) (10min)
Formative assessment: Rate the performance of our district Essay: Summative test (10 items) on the
10 item quiz. representative using the following Evaluate the importance of the K-12 program legislative branch of the Philippine
Fill in the blanks: scale: to the over-all development of our country. government.
1. The Philippine’s legislative department is (1 = lowest; 5=highest)
also known as the Phil. C. ongress
2. The congress is composed of the Upper
and the Lower house which is also
known
as the Senate and House of Representatives
respectively.
3. The senate is composed 24 senators.
of
4. The Lower House is composed 200
of district representatives.
5. Approve the budg.et
government
6. Undertake projects under CDF.
7. Propose, review, and adopt bills
for enactment into law .
8. Overturn a presidential veto with respect
to proposed legislation.
9. Allow for refere.nda
10. Propose amendments to the
constitution.
J. Additional activities Assignment:

for application or Research on the complete list of
remediation current senators of the country and
district
V. REMARKS representatives in their respective provinces.
VI. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor
can help me solve?
use/discover which I
wish to share with
other teachers?
Prepared by:
Allan D. Salvador – Pampanga Medelyn T. Valiente – Nueva Ecija Sharon P. Alvarez - Zambales
Conrado V. Ayunon Jr. – Bulacan Nelly M. Alejandro – Nueva Ecija
Franchesca S. Valenzuela – Bulacan Pilita J. Garcia – Angeles City
Jeremy S. Patillano – Bulacan Rechelle V. Guilas – Tarlac Province
DAILY LESSON
LOG
Teaching Dates and Time Week 10 (Day 1-4) Quarter 1st or 2nd Quarter
DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
The learners demonstrate an understanding of the historical background of the Philippine democratic, politics, the executive, the legislative the judiciary and decentralization and
A. Content Standards local governance
The learners shall be able to explain the roles of the different political institutions.
C. Learning Competencies/Objectives Identify the role and responsibilities of the Discuss how the Judiciary exercises Evaluate the performance of the To assess students’
Write the LC code for each Philippine Judiciary political neutrality and fairness Philippine Judiciary as a performance covering
dispenser of justice and protector competencies acquired in
HUMSS_PG12-Ij-31 HUMSS_PG12-Ij-32 of constitutional safeguard to the 1st quarter.
freedom.
HUMSS_PG12-Ij-33
The Judiciary Summative Assessment

II. CONTENT 8.1 The role and responsibilities of the Philippine ( Quarterly Exam)
Judiciary

A. References
3. Textbook pages
Learning Resource (LR) portal
B. Other Learning Resources Politics and Governance with 1987 Philippine Constitution,
Josielyn M. Mendoza et al. page 181-188
Philippine Politics and Governance, Identify the fundamental roles of the Executive and
Rhene C. Tabajen and Erlinda B. Pulma, page 81-
87
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson ( 3 min )
Oral Recitation
( 5 min )
Human Chain Reaction Game
As a form of review the students shall

participate in a
Legislative Branches of the Philippine Government. game.
The teacher will start discussing the first part of the

lesson then he/she will select one student to give
additional concept from the lesson. The student
will call on another student, and so on and so forth
to complete the concept of the previous lesson.
B. Establishing a purpose for the lesson ( 5 min ) ( 3 min )

Graphic Organizer Interpretation Picture Analysis Performance Task:
The student will interpret the graphic The student will interpret the picture with the aid DEBATE:
organizer. of guide questions.
The class will be split into two
groups and will be having a
Executive
debate on the following issue:
With the current campaign of

Philippine
Govermen
President Duterte’s War on Drugs,
t are you in favor or against the
Judiciary Legislative
said campaign? Do you think this
Campaign reflects the true nature
of justice?
What is the relationship of the 3 branches of

the Philippine Government as shown in the
graphic organizer?
1.) What are the symbolisms that are evident

in the sculpture? What do they
represent?
2.) How do these symbols illustrate the
meaning of “equal justice and law”?
C. Presenting examples/instances of ( 5 min ) ( 5 min )

the new lesson Picture Analysis Concept Map
“Injustice in my society”
The student will be presented with the picture of
President Rodrigo Duterte, Senator Leila De Lima The students will give examples of injustices that
and Chief Justice Maria Lourdes Sereno. they have experience or seen firsthand in their
own community.
What are the issues or cases that are attributed to
the personalities in the pictures shown? How do you feel about the people that have
been deprived of justice?
D. Discussing new concepts ( 5 min ) ( 10 min )
Lecture Discussion aided by Cornell Note-Taking Meaning of Political Neutrality
Method
Video Presentation
The Philippine Judiciary https://www.youtube.com/watch?v=NzKf3m-OGV8
Meaning of Judicial Power
E. Discussing new concepts ( 15 min ) ( 10 min )

(Discussion with the Aid of PPT) Discussion using a VENN DIAGRAM about
Roles and Responsibilities of the Philippine Equality and Fairness
Judiciary Scope of judicial powers
(1) Adjudicatory
(2) Power of Judicial Review
EQUALITY FAIRNESS
(3) Incidental Power
Discussion of the Organizational Structure of the
Judiciary Branch of the Philippine and their
particular
function.
F. Developing mastery (leads ( 7 min ) ( 5 min )

to Formative Assessment 3) Collaborative Activity Reflective Paper
- Fill in the BOX -
What do you think are the major factors that
The student will be divided into 5 group with 3 contribute to the problem of slow administration of
members each. They are task to write on the manila justice in the country?
paper their ideas about the 3 scopes of judicial power
following the format given below. Expound your answer with a minimum sentence of
3 to 5 sentences.
Adjudicatory
Judicial
Review
Incidental
G. Finding practical applications of ( 5 min ( 10 min )
concepts and skills in daily living ) Classroom Relationship Management
Essay
The class will be having a forum with regards to
As a SHS Student how can you show that you their classroom relationships (e.g. class behavioral
value virtue justice in your day today life? Cite at environment like bullying, rapport, etc.). The
least 2-3 example. following issues that arise from the forum shall be
addressed by a class resolution which will be
agreed and approved by everyone in the class.
( rubrics for Taking into consideration the value of justice and
essay ) neutrality while creating the resolution.
H. Making generalizations and How does the judiciary check the other branches of the In your opinion what changes in the legal system
abstractions about the lesson government? must be initiated to improve the effectiveness
and efficiency of our judicial system.
The Judiciary settles disputes and has the power to
mediate conflicts between the other branches of One of the changes in the legal system that must
the government. be initiated to improve the effectiveness and
efficiency of our judicial system is to declutter the
( 5 file cases that every court has, or fast track some
min) cases that needs to be address immediately like
those pending cases involving senior citizen.
( 5 min )
I. Evaluating learning ( 10 min ) ( 7 min)

Pen and Paper Slogan Making
( 5 groups)
Fill out the graphic organizer with the role and Create a SLOGAN that will established how
responsibilities of the Supreme Court. the judiciary system exercise political neutrality
and fairness.
SUPREME SLOGAN together with the written RESOLUTION
COURT created shall be displayed in the classroom as a
reminder of the resolution they have done in relation
with the previous activity.
The activity will be scored with the following rubrics:
RUBRICS for the SLOGAN 10

pts - Relevance to the Topic 5
pts – Creativity
5 pts – Neatness
20 pts TOTAL
J. Additional activities for application or
remediation
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:
Allan D. Salvador – Pampanga Medelyn T. Valiente – Nueva Ecija Sharon P. Alvarez - Zambales
Conrado V. Ayunon Jr. – Bulacan Nelly M. Alejandro – Nueva Ecija
Franchesca S. Valenzuela – Bulacan Pilita J. Garcia – Angeles City
Jeremy S. Patillano – Bulacan Rechelle V. Guilas – Tarlac Province
APPENDIX A
Political Typology Quiz
Title: Are You Liberal or Conservative or Somewhere in Between?
Instruction: Take the quiz below to find out at which point in the political spectrum are you more oriented to. Give yourself a score of one (1)
point if you agree, and a score of zero (0) point if you disagree with each of the statements. If you are uncertain with your answer, then
choose what comes closest to your view.
The quiz was adopted from the “Political Typology Quiz” by the Pew Research Centre but was modified to apply to the Philippine socio-
political context. The full Political Typology Quiz can be accessed online through the link http”//www.people-press.org/quiz/political-typology/.
The interpretation of scores for the quiz is not based on any known or used scale.
Score
The government must regulate business to protect public interest.
Government regulation causes more harm than good.
Most people can succeed if they work hard.
Hardwork does not guarantee success in life.
This country should do whatever it takes to protect the environment.
This country has neglected the environment.
The use of military force is the best way to defeat terrorism.
Reliance on the use of military force to defeat terrorism causes hatred that leads to more terrorism
Discrimination against women leads to injustice in society.
Women are to be blamed for their situation in society.
Business corporations in the country make too much profit.
Most business corporations in the country make a fair and reasonable amount of profit.
The government provides sufficient social services.
The government is inadequate in providing social services.
Government must intervene for population control.
Government must let couples decide on how many children they want.
The government is always underrated for its performance.
Too much power is in the hands of a few elites/oligarchy.
Power in society must be distributed fairly.
The best way to ensure peace is through military strength.
Good diplomacy is the best way to ensure peace.
One must have a religion to be moral and have good values.
Filipinos are naturally independent and hardworking.
Filipinos need government support to succeed in life.
Homosexuality should be accepted by society.
Homosexuality should be discouraged by society.
Filipinos must give up their privacy and freedom to be protected from terrorism.
Filipinos should not give up their privacy and freedom to be protected from terrorism.
Government aid to the poor does more harm than good, by making people too dependent on government assistance.
Government aid to the poor does more good than harm, because people can’t get out of poverty until their basic needs are met.
Stricter environmental laws and regulations cost too many jobs and leads to lost economic opportunities.
Stricter environmental laws and regulations are worth the cost.
Our country has made the changes needed to promote and protect the rights of members of the LGBT (lesbian, gay, bisexual, and
transsexual) community.
Our country needs to do more to promote and protect LGBT rights.
Intermarriages between Filipinos and other races are good for the society.
Intermarriages between Filipinos and other races are not good for the society.
For the purpose of the quiz, the higher your score, the more conservative you are; the lower your score, the more liberal you are. TOTAL
APPENDIX B
Functions of Political Ideologies:

1. It offers an analysis of the status quo by examining what works and what does not work as well as other various issues and problems that
the state and the broader society are confronted with.
2. It evaluates alternatives to the status quo and prescribes a preferred or desired social order.
3. It specifies the means by which the preferred or desired social order can be achieved
APPENDIX C
Different Ideologies and their Perspectives of the State
Political Ideologies Perspectives on the State
Anarchism • Rejects the state outright, believing it to be an unnecessary evil
• The sovereign, compulsory, and coercive authority of the state is seen as a nothing less than legalized
oppression operating in the interests of the powerful, propertied, and privileged
• As the state is inherently evil and oppressive, all states have the same essential character
• Endorses direct democracy and call for continuous popular participation and radical decentralization
• Electoral or representative democracy is merely a façade that attempts to conceal elite domination and reconcile
the masses to their oppression.
Socialism • Has contrasting views of the state
• Marxists have 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.
• Other socialists, however, regard the state as an embodiment of the common good and thus approve of interventionism
in either its social- democratic or state-collectivist form.
• Traditionally endorses a form of radical democracy based on popular participation and the desire to bring economic
life under public control, dismissing liberal democracy as simply capitalist democracy
• Nevertheless, modern social democrats are now firmly committed to liberal-democratic structures.
Liberalism • Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order
• While classical liberals treat the state as a necessary evil and extol the virtues of a minimal or nightwatchman state,
modern liberals recognize the state’s positive role in widening freedom and promoting equal opportunities.
• Understands democracy in individual terms as consent expressed through the ballot box, democracy being equated
with regular and competitive elections
• While democracy constrains abuses of power, it must always be conducted within a constitutional framework in order
to prevent majoritarian tyranny
Conservatism • Links the state to the need to provide authority and discipline and to protect society from chaos and disorder,
hence, their traditional preference for a strong state
• However, whereas traditional conservatives support a pragmatic balance between the state and civil society, neoliberals
have called for the state to be “rolled back” as it threatens economic prosperity and is driven, essentially by,
bureaucratic self-interest
• Endorses liberal-democratic rule but with qualifications about the need to protect property and traditional institutions from
the untutored will of “the many”
• The new right, however, has linked electoral democracy to the problems -f over- government and economic stagnation
Fascism • Particularly in the Italian tradition, sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of
the national community, hence their belief in totalitarianism
• The Nazis, however, saw the state more as a vessel that contains, or tool that serves, the race or nation.
• Embraces the ideas of totalitarian democracy, holding that a genuine democracy is an absolute dictatorship as
the leader monopolizes ideological wisdom and is alone able to articulate the true interests of the people.
• Party and electoral competition are thus corrupt and degenerate
• Source; adapted from Heywood, A 2003, Political Ideologies, New York, palgrave Macmillan, p 192 and p 46.
APPENDIX D
RUBRIC FOR GROUP WORK (Group Discussions, Role Play, etc)

Advanced Competent Progressing Beginning
4 points 3 points 2 points 1 point
Contributions/ Always willing to help and do more; Cooperative; usually offers Sometimes cooperative; Seldom cooperative;
participation Attitude routinely offered useful ideas; useful ideas; and sometimes offers useful rarely offers useful ideas;
and always displays positive generally displays positive ideas; and rarely and is disruptive
attitude attitude displays positive attitude
Working with Does more than others; is highly Does part of the work; is Could have done more of Seldom cooperative;
others/ productive; assumes leadership cooperative; the work – has difficulty; rarely offers useful ideas;
Cooperation role as necessary; and works works well with others; requires structure; directions and is disruptive
extremely well with others. and rarely argues and leadership; sometimes
argues
Focus on task Tries to keep people working Does not cause problems in Sometimes not a good team Did not do any work –
/commitment together; almost always focused on the group; focuses on the member; sometimes does not contribute;
the task and what needs to be task and what needs to be focuses on the task and does not work well with
done; is very self-directed; and done most of the time; what needs to be done; others; usually argues
participated in all group meetings participated in most group must be prodded and with teammates
meetings; and provides reminded to keep on
leadership when asked task; and participated in
some group meetings.
Communication/ Always listens to, shares with, and Usually listens to, shares Often listens to, shares with, Provided no leadership;
listening Information supports the efforts of others; with, and supports the and supports the efforts of often is not a good
sharing provides effective feedback to other efforts of others; others; usually does most of team member; does not
members; and relays a great deal sometimes talks too much; the talking – rarely listens to focus on the task and
of related information. provides some effective others; provides little what needs to be done;
feedback to others; and feedback to others; and lets others do the work;
relays some basic related relays very little related and participated in few
information. information or no group meetings
APPENDIX E
Rubric for Individual Work
Exemplary Sufficient Minimal Beginning
4 points 3 points 2 points 1 point
Self-disclosure / Student demonstrates an in-depth Student demonstrates a Student demonstrates a Student demonstrates a
Depth of reflection reflection on, and personalization general reflection on, and minimal reflection on, and lack of reflection on, or
of the theories, concepts, and/or personalization of, the personalization of, the personalization of, the
strategies presented in the course theories, concepts, and/or theories, concepts, and/or theories, concepts,
materials. Viewpoints and strategies presented in the strategies presented in the and/or strategies
interpretations are insightful and course materials. course materials. presented in the
well supported. Clear, detailed Viewpoints and Viewpoints and course materials.
examples from personal interpretations are interpretations are Viewpoints and
experiences are provided, as supported. Appropriate unsupported or supported interpretations are
applicable. examples are provided with flawed arguments. missing, inappropriate,
from personal experiences, Examples are not provided and/or unsupported.
as applicable. or are irrelevant to the Examples are not
assignment. provided.
Connection to Student makes in-depth synthesis Student goes into Student goes into little detail Student merely identifies
outside experiences of thoughtfully selected aspects of some detail explaining explaining some specific some general ideas or
experiences related to the topic some ideas or issues from outside issues from outside
and makes clear connections specific ideas or issues from experiences related to the experiences related
between what is learned from outside experiences related topic and m very few to the topic.
outside experiences and the to the topic and makes connections between what
topic. general connections is learned from outside
between what is learned experiences and the topic.
from outside experiences
Connection to Student makes in-depth synthesis and the topic.
Student goes into Student goes into little detail Student identifies some
readings of thoughtfully selected aspects of more detail explaining explaining some specific general ideas or issues
readings related to the topic and some ideas or issues from from readings related to
makes clear connections specific ideas or issues from readings related to the the topic. Readings are
between what is learned from readings related to the topic and makes general
readings and
the topic. Includes reference to at connections between what connections between what only those assigned for
least two readings other than is learned from readings is learned from readings the topic.
those assigned for class. and the topic. Includes and the topic.
reference to at least one
reading other than those
assigned for class.
Connection to class Student synthesizes, analyzes and Student synthesizes clearly Student attempts to Student has difficulty
discussions evaluates thoughtfully selected some directly synthesize some directly restating some general
aspects of ideas or issues from appropriate ideas or appropriate ideas or issues ideas or issues from the
the class discussion as they relate issues from the class from the class discussion class discussion as
to this topic. discussion as they relate as they relate to this topic. they relate to this topic.
to this topic.
APPENDIX F
Rubric in Slogan Making
4 3 2 1
Craftsmanship The slogan is exceptionally The slogan is attractive in The slogan is acceptably The slogan is distractingly
attractive in terms of terms of neatness. Good attractive though it may messy.
neatness. Well construction and not be a bit messy.
constructed and not very messy.
Creativity The sloganmessy.
is exceptionally The slogan is creative and The slogan is creative and The slogan does not
creative. A lot of a good amount of some thought was put reflect any degree
thought and effort was thought was put into into decorating it. of creativity.
used to make the decorating it.
Originality banner.
Exceptional use of new Good use of new ideas Average use of new ideas No use of new ideas and
ideas and originality and originality to and originality to originality to create
to create slogan. create slogan. create slogan. the slogan.
APPENDIX
POWER
The Meaning of
Power
• Politics always involves the exercise of power by one person or persons

to another person or persons (Shively, 2012)
• Power is the ability to get someone to do something he/she wants to
accomplish thus making things happen in the way he/she wants. In
having such ability, along with the exercise of power is an influence.
➢ Influence is the process by which a person’s affects the behavior
and feeling of another person.
➢ In order to influence a person there must an authority which is
the right to change another person.
 Power is a well prime ingredient of politics (Roskin et.al.,2012).
Sources of Power
1. Organizational Power is a power derived from a person’s position in an
organization and from control over valuable resources afforded by that
position.
➢ Reward power. It is the extent to which a leader can use extrinsic
and intrinsic rewards to control the influence other
people.
➢ Coercive power. It is the degree to which a leader can deny desired
rewards or administer punishments to control other people and let
them follow his wants.
➢ Legitimate power. It is the extent to a leader can use subordinates ‘
internalized values or beliefs that the boss has a right of command
to control his subordinates’ behavior. That id legitimacy is lost,
authority will not be accepted by subordinates. It is otherwise
known as formal hierarchical authority.
➢ Information power. The leader has the access to and control of
information.This complements legitimate hierarchical power.This
could be granted to specialists and managers in the middle of the
information system. The people may protest information in order
to increase their power,
➢ Process power. The leader has full control over the methods of
production and analysis. Thereby, placing an individual in the
position of influencing how inputs are transformed int outputs as
well as managing the analytical process used to make choices.
➢ Representative power. The legal right conferred to speak by the
firm
as a representative of a potentially significant group composed of
individuals from departments or outside the firm. Helps complex
organizations deal with a variety of constituents.
2. Individual Power or personal power is a power derived from personal
characteristics that are of value to the organization.
➢ Expert power
 The ability to control another person’s behavior through
the possession of knowledge , experience, or judgement
that the other person needs but not have.
 Is relative, not absolute.
➢ Rational persuasion
 The ability to control another person’s behavior by
convincing the ther person of a desirability of a goal and a
reasonable way of achieving it.
 Much of a supervisor’s daily activity involves rational
persuasion.
➢ Referent power
 The ability to control another behavior because the persons
wants to identify with the power source.
 Can be enhanced by linking to morality and ethics and long
term vision.
Symbols of Power
A. Kanter’s Symbols of Power
The primary characteristic of Kanter’s seven symbols of
power is that they provide an ability to aid or assist another
person. .Her symbols are active and other-directed.
The symbols are:
1. Ability to intercede for someone in trouble.
2. Ability to get placements for favored employees
3. Exceeding budget limitations
4. Procuring above-average raises for employees
5. Getting items on the agenda at meetings
6. Access to recent information
7. Having top managers seek out one’s program
B. Kanter’s Symbols of Powerlessness

Powerlessness is a lack of power, which may have different
symptoms in managers at various levels of the organization.
C. Karda’s Symbols of Power

Korda’s symbol of power are easy to determine, and they
include office furnishings, time power and standing by.
➢ Ways to expand power (Shermerhorn, 2003)

 Clearly define roles and responsibilities
 Provide opportunities for creative problem solving coupled with the
discretion to act.
 Emphasize different ways of exercising influence
 Provide support to individuals to they become comfortable with
developing their power.
 Expand inducements for thinking and acting, not just obeying.
Two Faces of Power

Mccelland takes a stand for the use of authority in a right or wrong fashion.
1. Personal power is use for personal gain and involves the in a win-lose
approach.
2. Social control involves the use of power to create motivation or to
accomplish group goals.
Types of Authority (Weber in Ethridge & Handelman, 2004)
1. Charismatic Authority. It is an influence possessed by person by virtue of

their personal magnetism. They have the capacity to gain respect and
even adulation to the point of moving followers to make great sacrifices.
It flows not from the legal basis of one’s power but an individual.
2. Rational-Legal Authority. It is a leadership based on established law.

People obey the leader or executive because they accept his or her
power under the law.
3. Traditional Authority. The leadership is based on from the culture that
is people often give allegiance to the one who occupy the
institutional positions.
4. Coercive Authority. The power to use force such as police or military
force
to demand obedience from the subordinate.
APPENDIX
States Nations and
Globalization Concept of a State

State taken from the Latin stare (to stand) a state is a political community that occupies
a definite territory; having an organized government with the authority to make and
enforce laws without the consent of a higher authority. It is also defined as a
self-governing political entity.
Elements of a State
1 People - also known as population or inhabitants.
2. Territory - refers to the portion of the earth which composed of aerial (air space
above), fluvial (waters around and connecting the islands of the archipelago) and the
terrestrial (landmass) domains.
Maritime terms:
a. Territorial Sea - coastal states have sovereignty, including exclusive fishing
rights (12 nautical miles)
b. Contiguous zone- coastal state can enforce its customs, immigration,
and sanitation laws and exercise “hot pursuit” out of its territorial waters
(24 nautical miles) .
c. Exclusive Economic Zone - state has recognized rights to explore,
exploit, conserve, and manage the natural resources (200 nautical miles).
d. Continental Shelf - countries have exclusive rights to natural resources up to
350 nm.
e. High Seas - beyond EEZ - “common heritage of humankind.”
3. Sovereignty - refers to supreme and absolute power within its territorial boundaries.
Types of Sovereignty
1. internal is the power of the state to rule within its territory
2. External is the freedom of the state to carry out its activities without
subjection to or control by other states.
Characteristics of Sovereignty
1. Sovereignty is absolute from the legal point of view.
2. Sovereignty is permanent
3. Sovereignty of the state is universal
4. Sovereignty is inalienable
5. Sovereignty cannot be divided between or shared by a plurality
6. Sovereignty is exclusive
4. Government – refers to the institution or agency or instrumentalities through which
the state maintains social order, provide public services, and enforces binding decisions.
International recognition, e.g. by the UN
Forms of Government
1. Distribution of Power
a. Unitary government power is held by one central authority. Example:
Philippines, Denmark, Italy, Finland Peru.
b. Confederation it is a voluntary association of independent states that often
only delegate a few powers to the central government. Weak or loose
organization of states agrees to follow a powerful central government.
Examples: The Commonwealth of Independent States (CIS) formerly known
as the Soviet Union, Switzerland’s canton system.
c. Federal government power is divided between one central and several
regional authorities. Example: Malaysia, USA, Nigeria, Australia
2. Citizen Participation
a. Autocracy. Form of government wherein one person possesses unlimited
power. The citizen has limited, if any, role in government. The leader is from
a family or from a social class or from a strong party. In addition, Monarchy
is a government in which a supreme power is lodged in the hands of a
monarch who reigns over a state or territory, usually for life and by
hereditary right; the monarch may be wither a sole absolute ruler or a
sovereign – such a king, queen, or prince – with constitutionally limited
authority.
Form of Autocratic
Government
1. Absolute or Totalitarian Dictatorship. The ideas of a single leader glorified.
Government tries to control all aspects of social and economic life.
Moreover, the government is not responsible to the people. Thus, the
people lack the power to limit their rulers. Examples: Adolf Hitler, Benito
Mussolini, Joseph Stalin.
2. Absolute Monarchy. The king, queen, or emperor exercises the supreme
and unlimited powers of government wherein the position is usually
inherited. Absolute monarch rules by divine right are rare today but from
the 1400s to the 1700s they rule most of Western Europe. Example: King
of Saudi Arabia. The counterpart of absolute monarchy is limited
monarchy wherein the ruler has a limited power as mandated by the
constitution.
b. Oligarchy. It is the government by the few. Sometimes a small group

exercises control, especially for corrupt and selfish purposes. The group gets
its power from military power, social power, wealth, religion or a
combination. In here, the citizen has a very limited role. Thus, political
opposition is usually suppressed-sometimes violently. Example: Communist
countries such as China, Leaders in the party and armed forces control
government.
Note: Autocracy and oligarchy sometimes claim they rule for the
people but in reality, the people have very little say in both types of
government. They may hold elections which only one candidate or
control the results in various ways. Moreover, even when the
government have a legislature or national assembly, they often only
approve decisions made by the leaders.
c. Democracy. It is a government based on the consent of the governed. The

people are the sovereign, thud, they hold the highest political authority.
Citizens have freedom to criticize their leaders because they are the one who
elected them in the position. People have high a degree of participation in
every government processes.
Democracy has two forms: Indirect democracy or representative

democracy is a form of democratic government wherein the people
directly elect their leaders who will govern them and perform governmental
functions; and Direct democracy is a form of government wherein the
people will convene in a mass assembly and directly formulate an expressed
the will of the state
3. Legitimacy
a. De jure. It is a form of government wherein it has the peoples support

and possess constitutional mandate. Therefore, it is a legitimate
government.
b. De facto. It is a form of government supported by the people but no

constitutional mandate or legal support.
Executive and Legislative Relationship

a. Presidential – a form of government in which executive branch exists separately
from the legislature. The president is constitutionally independent from the
legislature because they are elected directly by the people.
b. Parliamentary – a form of government in which members of an executive branch
(the cabinet and its leader - a prime minister are nominated to their positions by
a legislature or parliament, and are directly responsible to it)
An Independent State
➢ Has space or territory which has internationally recognized boundaries.
➢ Has people who live there on an ongoing basis.
➢ Has economic activity and an organized economy. A country regulates
foreign trade and domestic trade and issues money.
➢ Has the power of social engineering, such as education
➢ Has a transportation system for moving goods or services.
➢ Has a government which provided public services and police power.
➢ Has sovereignty. No other state should have the power over the country’s
territory.
➢ Has external recognition. A country has been “voted into the club” by other
countries.
Origins of the State
1. Evolution Theory – States evolved from family units. The families grew into a
large extended family that heads of the family served as a government.
Eventually evolved into tribal councils with a hierarchy of authority.
2. Force Theory - Governments, emerged when people were brought under the
control of some power. States emerged from the conquest of other families or
tribes.
3. Divine Right - Belief that kings are chosen to rule the Ancient state by a deity
examples include Egyptians and Aztecs.
4. Social Contract - It existed during the 17th Century and the Age of Enlightenment.
People begin to challenge the monarchy and the idea of Divine Right.
Concept of Nation
➢ Nation (Anderson 1991, Poggi 2008) is the social construction of a collective
identity. It is an imagined political community that is imagined as both
inherently limited and sovereign.
➢ It is also defined as a group of people who share the same territory, geography,
language, customs and sometimes religion.
Distinction between the State and Nation (Murali, et.al. 2005)
State Nation
Exited not only at present but also in the Modern phenomenon.
ancient period.
It is legal political. It is racial cultural.
People organized for law within a definite
People psychologically joined together with
territory. common will to live together.
A state must be sovereign. People continue as a nation even if they do
not remain sovereign.
Inhabited by heterogeneous groups of Inhabited by homogenous groups of people.
people
Concept of
Globalization
Globalization also known as global industrialism is a process of forging international

political, economic, religious, and socio-cultural interconnections. The concept of
sovereign nation-states is increasingly being challenged by globalization.
SUMMATIVE ASSESSMENT
1. He serves as chieftain, legislator and judge in his barangay.

a. maharlika c. datu
b. timawa d. umaklolohan
2. He was appointed by the King of Spain as his official representative in the colony.
a. alcalde mayor c. gobernadorillo
b. governor-general d.cabeza
3. Which of the following statement is false?

a. Acta de Tejeros contained a resolution nullifying the result of the Tejeros convention.
b. Aguinaldo first established a dictatorial government wherein the chief of state was called
the Dictator.
c. The treaty of Paris states that the Spain will turn over the Philippines to the US for the sum of
$20,000,000.
d. Through the Philippine Assembly, Filipinos were able to participate in the making of laws
for the country.
4. What significant event happens on 1986?

a. Philippine Constitution was drafted and ratified by the people through plebiscite.
b. Assassination of Senator Benigno Aquino
c. Declaration of Martial Law
d. Snap election and first EDSA revolution
5. It serves as a transitional government preparatory to the resumption of the Philippine Independence.

a. Commonwealth Government c. Malolos Constitution
b. Schurman Commission d. Constitutional Convention
6. Arrange into chronological sequence of event

1. Biak na Bato Republic 3. Revolutionary Government
2. Malolos Republic 4. Civil Government
a. 1,3,2,4 b. 3,2,1,4 c. 1,2,3,4 d. 2,1,3,4
7. Executive Power is defined as _ _ _

a. the authority under the Constitution to make laws and subsequently, when the need arise
to alter and repeal them.
b. the power to administer, implement, and execute the laws enacted by the legislature.
c. the power to ratify treaties, and declare state of war.
d. the power to apply the laws, to contests or disputes concerning legally recognized rights
or duties.
8. He is the shortest serving President of the Philippines.

a. Diosdado Macapagal c. Joseph Estrada
b. Ferdinand Marcos d. Sergio Osmeña
9. The actor Robin Padilla, upon the order of the president was released from prison. What power of
the President was exercised?
a. Appointing power c. Pardoning Power
b. Removal power d. Veto Power
10. Former president Joseph Estrada was subject to Impeachment trial on the following
grounds except
a. bribery c. graft and corruption
b. betrayal of public trust d. treason
11. The president known for his Philippines 2000 policy.

a. Corazon Aquino c. Gloria Macapagal-Arroyo
b. Fidel Ramos d. Benigno Aquino Jr.
12. All of the following are powers of the President, except for ?
a. Pardoning Power c. Referent Power
b. Borrowing Power d. Appointing Power
13. The Katipunan was a secret society that precipitated our glorious revolution on August 26, 1896
and it was organized by
a. Emilio Jacinto c. Apolinario Mabini
b. Andres Bonifacio d. Antonio Luna
14. He is the longest serving President of the Philippines who declared Martial Law.
a. Diosdado Macapagal c. Joseph Estrada
b. Ferdinand Marcos d. Sergio Osmeña
15. It established a government intended to be popular, representative and responsible.
a. Commonwealth Government c. Malolos Constitution
b. Schurman Commission d. Constitutional Convention

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] School BALASAN NAT’L HIGH SCHOOL Grade Level Grade 12

DAY 1 DAY 2 DAY 3 DAY 4

III. LEARNING RESOURCES

A. Reviewing previous (5 minutes) (2 minutes) (3 minutes) (5 minutes)

Characteristics of good governance:

G. Finding practical (5 minutes) (5 ((20 minutes) TOTAL

H. Making generalizations 2 minutes (5 (4 minutes) ( 5 minutes)

QUIZ(10 PTS.)In a ½ cross-wise paper, the students will have

A. No. of learners who

Day 1 Day 2 Day 3 Day 4

1. Define ideology and

A. Reviewing previous (5 minutes) (5 minutes) (10 minutes) (5 minutes)

C. Presenting (10 minutes) (10 minutes) (5 minutes) (5 minutes)

D. Discussing new (15 minutes) (5 minutes) (20 minutes) (20 minutes)

G. Finding practical Ask : Ask: (5 minutes) Write a short biography to share

Ask: Which political ideology best

Benigno Aquino III

Gloria Macapagal Arroyo

A. No. of learners who

Day 1 Day 2 Day 3 Day 4

II. CONTENT 2. Political Ideologies

B. Establishing a purpose for the (3 mins.) (5mins.) (2 mins.) (5 mins.)

D. Discussing new concepts (20 mins.) (10 mins.) (5 mins.)

F. Developing mastery (leads to concepts and skills in daily (5 mins.) (2mins.)

J. Additional activities for application ASSIGNMENT ASSIGNMENT: students

A. Politics F. Inputs K. Collectivism

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

DATE DAY 1 DAY 2 DAY 3 DAY 4

1. Teacher's Guide pages

2. Learner's Materials pages

B. Other Learning Resources Video Clips: Video Clip: Video Clip:

Ask: What more you want to know about the

DATE DAY 1 DAY 2 DAY 3 DAY 4

The learners demonstrate an understanding of…

1. Teacher's Guide pages

2. Learner's Materials pages

(8 minutes) (15 minutes) (5 minutes) (6 minutes)

Ask the following:

Ask: What questions about the

Ask the students now; what concepts

(10 minutes) (7 minutes) (10 minutes) (5 minutes)

(10 minutes) (5 minutes) (6 minutes) (15 minutes)

Video: Elements of a State

(After the activity, the teacher will point out

Ask: Which between nation and state is

(5 minutes) (5 minutes) (7 minutes) (5 minutes)

DATE DAY 1 DAY 2 DAY 3 DAY 4

1. Teacher's Guide pages

2. Learner's Materials pages

(5minutes) (5 minutes) (5 minutes) (10 minutes)

(15 minutes) .(15 minutes) (15 minutes) (10 minutes)

(5 minutes) (15 minutes) (10 minutes) (10 minutes)

(5minutes) (5 minutes) (5 minutes) (5 minutes)

(10minutes) (5 minutes) (10 minutes) (5 minutes)

(5 minutes) ( 5 minutes) (5 minutes) (10 minutes)

DATE DAY 1 DAY 2 DAY 3 DAY 4

1. Teacher's Guide pages

2. Learner's Materials pages

Game Ka Na Ba? The students will be grouped

1. What was the government before

The teacher will give pictures to the

2. Clarity of Arguments = 5 pts.

(15 minutes) (15 minutes)

(10 minutes) (10 minutes)