FIDP - DISS - FIDP for Disciplines and Ideas

International Human Rights Law (St. Mary's College of Tagum, Inc. )

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 ST. MARY’S ACADEMY OF STA. CRUZ, INC.
(Formerly Holy Cross Academy)
Sta. Cruz, Davao del Sur
S.Y. 2022-2023
FLEXIBLE INSTRUCTION DELIVERY PLAN

Grade: XI Semester: Second Semester

Core Subject Title: Discipline and Ideas in Social Sciences No. of Hours/Semester: 80 Hours
Prerequisites (If Needed): N/A

Core Subject Description: The course introduces students to basic concepts, subjects, and methods of inquiry in the disciplines that comprise the
Social Sciences. It then discusses influential thinkers and ideas in these disciplines, and relates these ideas to the Philippine setting and current global
trends.

Culminating Performance Standard: Make a Research Paper that shows different influences of social sciences thinker, in relation to the
Social Sciences and Social Problems in real world.
What to teach? Why teach? What to assess? What to teach?
Highest Enabling Strategy to
Use in Developing the Highest
Content Performance Thinking Skill to Assess
Highest Thinking Skill
Standards Standards Learning Competencies Flexible
to Assess Enabling
Learning
General
Most Strategies
Strategy (FLS)
Conte Essential
nt Topics KUD Classification Flexible

KUD Classification
The learners MINIMUM Assessment
demonstrate Complete Most Essential Activities
RBT
an The learners (FAA)
Level
understandin shall be able The learners… The learners… Performanc
g to… e Checks
of…
Prelim-MidTerm
The Introduci
emergence of ng the 1. conne 1. U 1. Differentiate U Analyzi Venn Reasoning Attribute Web
the disciplines ct define Social the nature and ng Diagram and Proof
Social within the Sciences as the functions of
Sciences Social disc study of society Social Science
and the Sciences ipli disciplines with
different nes 2. distinguish U the natural
disciplines (Week 1- with their Social and Natural sciences and

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 What to teach? Why teach? What to assess? What to teach?
Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)
MINIMUM Flexible
The learners

KUD Classification

KUD Classification
demonstrate Assessment
an The learners Complete Most Essential RBT Activities
understandin shall be able Level (FAA)
g to… The learners… The learners… Performanc
e Checks
key concepts 2) historical Sciences and humanities
and and Humanities.
approaches in social
the foundations 3.compare and U
Social contrast the
Sciences various Social
2. interpret Science disciplines K Undesta Think Pair Representa Tri-Venn
personal and their fields, 2.distinguish nding Share tion Diagram
and main areas of Social and
social inquiry, and Natural
experiences methods Sciences and
using Humanities
relevant 4. trace the U
approaches historical
in the foundations
Social and social
Sciences contexts that
led to the
development of
3. evaluate each discipline
the
strengths
and
weaknesses
of the
approach

1. interp 1. Structural- 1. Analyze K Underst Compare Representa Concept

1. key DOMINA ret Functionali the basic anding and tion Mapping

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Downloaded by June Del Perez (junedelhunyoperez04@gmail.com)
 What to teach? Why teach? What to assess? What to teach?
Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)
MINIMUM Flexible
The learners

KUD Classification

KUD Classification
demonstrate Assessment
an The learners Complete Most Essential RBT Activities
understandin shall be able Level (FAA)
g to… The learners… The learners… Performanc
e Checks
conc NT pers sm 1.1. U concepts Contrast
epts APPROA onal Structuralis and
and CHES and m 1.2. principle
appr AND soci determine s of the
oach IDEAS al manifest major
es in (Week 3- exp and latent social science
the 12) erie functions theories:
Socia nces and U a. Structural-
l usin dysfunction functionalism
Scien g s of b. Marxism
ces rele sociocultur c. Symbolic D Underst Triple Venn Reasoning Compare and
vant al Interactionism anding Diagram and Proof Contrast
appr phenomena U
oac 2. Apply the
hes 2. Marxism major social
in analyze science theories
the social and its
Soci inequalities importance in
al in terms of examining
Scie class socio-cultural,
nces conflict economic, and
political
3. Symbolic conditions.
2. evalu Interactionism a. Structural-
ate appraise the U functionalism
the meanings that b. Marxism
stre people attach c. Symbolic U Analyzi Essay Communic Brainstorming
ngth to everyday Interactionism ng Writing ation Web
s forms of (Guided

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Downloaded by June Del Perez (junedelhunyoperez04@gmail.com)
 What to teach? Why teach? What to assess? What to teach?
Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)
MINIMUM Flexible
The learners

KUD Classification

KUD Classification
demonstrate Assessment
an The learners Complete Most Essential RBT Activities
understandin shall be able Level (FAA)
g to… The learners… The learners… Performanc
e Checks
and interaction in 3. Analyze the Question)
wea order to explain basic concepts
kne social behavior and principles of
sses the major
of 4. Psychoanalysis social science
the analyze the ideas:
appr psycho dynamics of U a. Psycho-
oac the person’s analysis
h personality in b. Rational
terms of Id, Ego, Choice
and Superego c.Institu-
tionalism
5. Rational d. Feminist
Choice predict Theory
the social U e. Hermeneutical
consequences of Phenomenology
decision making f. Human-
based on scarcity Environment K Analyzi KWL Chart Reasoning Learning Map
Systems ng and Proof
6. Institutional
ism 4. Apply the
examine social science
the ideas and its
constitutive importance in
nature of examining
informal socio-cultural,
and formal U economic, and
institutions political D Analyzi Concept Communic Brainstorming

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 and their conditions. ng Map ation
actors and

What to teach? Why teach? What to assess? What to teach?

Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)
MINIMUM Flexible
The learners

KUD Classification

KUD Classification
demonstrate Assessment
an The learners Complete Most Essential RBT Activities
understandin shall be able Level (FAA)
g to… The learners… The learners… Performanc
e Checks
how it
constrains 5. Analyze the
social basic concepts
behavior and principles of
the major
7. Feminist social science
Theory U ideas:
determine a.
the Psychoanalysis
relationship b. Rational
between Choice
gender c.
ideology Institutionalism
and gender U d. Feminist
inequality Theory
e. Hermeneutical
8. Hermeneuti Phenomenology
cal f. Human-
Phenomeno Environment
logy Systems
analyze
significance
of data

9. Human-

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 Environme
nt Systems
9.1. distinguish
the ways by
What to teach? Why teach? What to assess? What to teach?
Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)
MINIMUM Flexible
The learners

KUD Classification

KUD Classification
demonstrate Assessment
an The learners Complete Most Essential RBT Activities
understandin shall be able Level (FAA)
g to… The learners… The learners… Performanc
e Checks
which human-
environment
interactions
shape cultural
and natural
landscapes
9.2. interpret
thematic and
mental maps to
understand
landscape
changes and an
individual’s
sense of place
9.3. explain
environmental
and social issues
through the
analysis of
spatial
distributions and
spatial processes
Semi-Finals to Finals

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 key concepts INDIGENI carry out an 1. examine the K 1. Examine U Creating Mind Map Reasoning Essay Writing
in ZING exploration social ideas of the key and Proof
the Social THE of Filipino thinkers concepts
Sciences SOCIAL personal starting from and
SCIENCE

What to teach? Why teach? What to assess? What to teach?

Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)
MINIMUM Flexible
The learners

KUD Classification

KUD Classification
demonstrate Assessment
an The learners Complete Most Essential RBT Activities
understandin shall be able Level (FAA)
g to… The learners… The learners… Performanc
e Checks

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 rooted in S and social Isabelo de los ideas of
Filipino (Week experiences Reyes, Jose Filipino
language/s 13-14) using Rizal, and other thinkers
and indigenous Filipino in the
experiences concepts intellectuals Social
Sciences
2. value the role of U rooted
interpersonal inFilipin
relations in o
Philippine language
culture /s and
D experiences:
3. evaluate the a. 19th Century
person’s (Isabelo delos
personality using Reyes, Jose
the core values of Rizal, others ) K Underst Lotus Reasoning Conceptual
Sikolohiyang b. 20th - 21st anding Diagram and Proof Map
Pilipino Century
U (Sikolohiyang
4. explain the Pilipino,
significance of Pantayong
using a particular Pananaw, others)
language for
discourse 2. Evaluate the
5. critique dominant D roles and
approaches using significance of
Filipino Filipinos’
perspectives indigenous
social ideas to
What to teach? Why teach? What to assess? What to teach?
Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)
MINIMUM Flexible
The learners
demonstrate Assessment
Complete Most Essential RBT Activities
KUD

KUD

an The learners
(FAA)

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 understandin Level Performanc

Classific

Classific
g shall be able The learners… The learners… e Checks

ation

ation
to…
national
development

the role of SOCIAL illustrate

Social SCIENCE situations 1. determine K 1. Analyze K Underst KWL Chart Reasoning Essay Writing
Science in S IN THE and how Social the anding and Proof
the real REAL contexts in Science can practical
world WORLD which be used to use of
(Week 15- Social address Social
16) Science can social Sciences
be applied concerns U in
addressi
2. recognize ng
multidiscipl social concerns
inarity and phenomenon
and/or
interdiscipli
narity as an
approach to
looking at U
society

3. generate an
analysis of
a social
phenomeno
n using at
least two
approaches

What to teach? Why teach? What to assess? What to teach?

Highest Enabling Strategy to
Use in Developing the
Content Performance Highest
Highest Thinking Skill Thinking Skill to Assess
Standards Standards Learning Competencies
to Assess Flexible
Most Enabling
Learning
Conte Essential General
Strategies
nt Topics Strategy (FLS)

Downloaded by June Del Perez (junedelhunyoperez04@gmail.com)

 MINIMUM Flexible

KUD Classification

KUD Classification
The learners Assessment
demonstrate Complete Most Essential RBT Activities
an The learners Level (FAA)
understandin shall be able The learners… The learners… Performanc
g to… e Checks
from the
Social
Sciences

Performance Task:
Rationale: Disciplines and Ideas in the Social Sciences discusses various concepts, theories, and principles in the social sciences to enable
students to analyze social problems and issues, propose solutions, and identify ways to take action in service of their community and country. Each
lesson includes discussion questions and performance tasks which challenge students to put their knowledge into practice and employ critical
thinking skills in understanding relevant issues and problems in Philippine society.

Research Paper: Different influences of social sciences thinker, in relation to the Social Sciences and Social Problems in real world.

Goal- Based on your understanding of what are our rights, you are tasked to make make a research paper that demonstrates the different
influences of social sciences thinker, in relation to the Social Sciences and Social Problems in real world.
Role- Environmentalist
Audience- The Faculty
Situation- there are lots of Social Problems that your Community is Facing, you are tasked to evaluate the strengths and weaknesses of social
science approaches in addressing social concern.
*Product- create a Research Paper
Standards- You will be graded based on the Rubric

Traits 4 3 2 1
Focus & There is one clear, well- There is one clear, well-focused There is one topic. Main ideas The topic and main ideas
Details focused topic. Main ideas are topic. Main ideas are clear but are are somewhat clear. are not clear.
clear and are well supported not well supported by detailed
by detailed and accurate information.

information.

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Organization The introduction is inviting,
states the main topic, and
provides an overview of the
paper. Information is relevant
and presented in a logical
order. The conclusion is
strong.
Sentence All sentences are well
Structure, constructed and have varied
Grammar, structure and length. The
Mechanics, & author makes no errors in
Spelling grammar, mechanics, and/or
spelling.
Word Choice The author uses vivid words
and phrases. The choice and
placement of words seems
accurate, natural, and not
forced.
The introduction states the main
topic and provides an overview of
the paper. A conclusion is
included
Most sentences are well
constructed and have varied
structure and length. The author
makes a few errors in grammar,
mechanics, and/or spelling, but
they do not interfere with
understanding.
The author uses vivid words and
phrases. The choice and
placement of words is inaccurate
at times and/or seems overdone.
The introduction states the main
topic. A conclusion is included.
Most sentences are well
constructed, but they have a
similar structure and/or length.
The author makes several errors
in grammar, mechanics, and/or
spelling that interfere with
understanding.
The author uses words that
communicate clearly, but the
writing lacks variety.
There is no clear
introduction, structure, or
conclusion.
Sentence’s sound awkward,
are distractingly repetitive,
or are difficult to
understand. The author
makes numerous errors in
grammar, mechanics,
and/or spelling that interfere
with
understanding.
The writer uses a limited
vocabulary. Jargon or
clichés may be present and
detract from the meaning.

Prepared by: Checked by:

ELAIZA B. LOFRANCO JOLLIBEE ALVIOLA, LPT

Teacher Subject Area in Charge

Approved by:

S. MA. YOLANDA D. CAPIÑA, RVM

School Principal

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