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MASS TRAINING OF

SENIOR HIGH
SCHOOL TEACHERS
FOR HUMMS

K TO 12 BASIC
EDUCATION
CURRICULUM SENIOR
HIGH SCHOOL –
ACADEMIC TRACK
HUMSS_Trends, Networks, and
Critical Thinking in the 21st
Century Culture

SAMPLE CODE: HUMSS_MCT12-Ia-b-2 Explain the process on how to spot a trend .

present this idea 1.4 The characteristics of word essay. CONTENT CONTENT PERFORMANCE STANDARD STANDARD 1. a trend artwork. . Definition of a trend The learner The learner will 1.1 The process of understands be able to derive identifying a trend the emergence an idea from 1.2 Differentiating a trend of trends and instances and from a fad patterns.3 Elements of a trend through a 100- 1. and other graphic representations.

Differentiate a trend from HUMSS_MCT12-Ia-b-3 a fad 4. Define a trend HUMSS_MCT12-Ia-b-1 2.LEARNING COMPETENCY CODE 1. Explain the process on HUMSS_MCT12-Ia-b-2 how to spot a trend 3. Point out the elements HUMSS_MCT12-Ia-b-4 that make up a trend 5. Describe the different HUMSS_MCT12-Ia-b-5 characteristics of a trend .

LEARNING COMPETENCY CODE 6. Identify parts of a whole. HUMSS_MCT12-Ia-b-6 7. Identify emerging patterns HUMSS_MCT12-Ia-b-7 8. Present the derived ideas through a 100-word essay or HUMSS_MCT12-Ia-b-9 other graphic representation . discover and HUMSS_MCT12-Ia-b-8 differentiate relationships between causes and consequences 9. See.

CONTENT CONTENT PERFORMANCE STANDARD STANDARD The learner The learner draws a 2. .1 Strategic and intuitive relations (political. 2. analysis thinking. Understanding understands color-coded map of Local Networks strategic analysis the networks of power 2.2 Intuitive and kinship ties) within thinking a particular community. cultural. economic.

Differentiate key HUMSS_MCT12-Ic-e-5 components in strategic analysis and intuitive thinking . LEARNING COMPETENCY CODE 1. Attain facility in strategic HUMSS_MCT12-Ic-e-3 analysis 4. Use intuitive thinking in HUMSS_MCT12-Ic-e-4 dealing with varied activities 5. Explain strategic analysis HUMSS_MCT12-Ic-e-2 and intuitive thinking 3. Define strategic analysis HUMSS_MCT12-Ic-e-1 and intuitive thinking 2.

Examine how the map HUMSS_MCT12-Ic-e-6 of social networks can be used to introduce creative solutions to a particular problem in a community using intuitive thinking . LEARNING COMPETENCY CODE 6.

technological / agricultural 3. . Global understands the different geographical origins of the various components / Networks components. The learner locates on a map the workplaces of the OFWs in their community and writes a reflection paper on the effects of labor migration to their community.2 Migration effects.1 Labor operations. CONTENT CONTENT PERFORMANCE STANDARD STANDARD The learner The learner locates on a map the 3. his/her daily life. and product and writes a reflection networks of essay on the insights gathered globalization in from the exercise. elements of an industrial / 3.

LEARNING COMPETENCY CODE 1. Give examples of various HUMSS_MCT12-If-g-1 activities in one’s daily life that show the concrete effects of globalization 2. Explain the comprehensive HUMSS_MCT12-If-g-2 effects of globalization 3. Show the interconnectedness of peoples HUMSS_MCT12-If-g-3 and nations 4. Explain and demonstrate HUMSS_MCT12-If-g-4 the benefits of collaboration and cooperation .

business enterprise. Write a reflection essay on the HUMSS_MCT12-If-g-8 insights generated from the map. Create a map to show the origins of the different component s of a HUMSS_MCT12-If-g-7 gadget. Stress the important role of the HUMSS_MCT12-If-g-6 creative imagination in putting together the various parts of a whole 7. 8. industrial / technological / agricultural product. etc. LEARNING COMPETENCY CODE 5. Identify and discuss the different HUMSS_MCT12-If-g-5 contributions of the parts to a whole 6. .

3 Steps to address the that you can share with problems of climate your friends about how change you can personally contribute towards solving the problem of climate change. CONTENT CONTENT PERFORMANCE STANDARD STANDARD 4.2 The effects of climate climate change. explain why. change 2) writes a resolution 4.1 The effects of consequences of production and consumption and personal and local consumption habits production patterns to action to global contribute to the problem climate change and planetary of climate change and 4. . Planetary Networks: The learner The learner Climate Change understands the 1) analyzes how 4.

LEARNING COMPETENCY CODE 1. List activities that exemplify care HUMSS_MCT12-Ih-i-1 for the environment 2. Make a stand on how the HUMSS_MCT12-Ih-i-4 consequences of one’s action affect the lives of others and the environment . Explain the effects of HUMSS_MCT12-Ih-i-2 consumption and production patterns that contribute to the problem of climate change 3. Explain and illustrate personal HUMSS_MCT12-Ih-i-3 contributions that can actually solve the problem of climate change 4.

cultural domination. crisis of representation and politics of recognition. political marginalization. racial inequality. poverty. related to factors such as gender biases. understands the presentation The learner Democratic meaning and explains creatively the ill effects Interventions dimensions of of undemocratic practices democracy. . CONTENT CONTENT PERFORMANCE STANDARD STANDARD The learner using any form of oral 5.

Explain and analyze the HUMSS_MCT12-IIa-c-2 reason for their preferences 3. Illustrate the benefits of HUMSS_MCT12-IIa-c-3 democratic participation HUMSS_MCT12-IIa-c-4 4. Identify preferred HUMSS_MCT12-IIa-c-1 democratic practices 2. Explain the importance of participation in democracy HUMSS_MCT12-IIa-c-5 5. Distinguish/differentiate participatory from representative democracy . LEARNING COMPETENCY CODE 1.

Conceptualize /formulate HUMSS_MCT12-IIa-c-7 what can be a viable alternative to undemocratic practices. Generate the criteria to HUMSS_MCT12-IIa-c-6 assess prevailing political and social institutions 7. . LEARNING COMPETENCY CODE 6.

and an event that (ICT) empowers individuals. using ICT. Information understands how ICT organizes Communication enslaves. . deals with a significant global issue. CONTENT CONTENT STANDARD PERFORMANCE STANDARD The learner The learner 6. and mobilizes Technology emancipates.

LEARNING COMPETENCY CODE 1. Utilize technology HUMSS_MCT12-IId-f-3 effectively rather than be enslaved by it 4. Identify the weakest link HUMSS_MCT12-IId-f-4 in a system using strategic and intuitive thinking . Discuss the benefits of HUMSS_MCT12-IId-f-2 technology 3. Identify dimensions of HUMSS_MCT12-IId-f-1 technology that are enabling and not inhibiting 2.

Make or propose a HUMSS_MCT12-IId-f-6 creative intervention to improve human life . LEARNING COMPETENCY CODE 5. Explain how information HUMSS_MCT12-IId-f-5 communication technology can facilitate social relationships and political movements (occupy movements) 6.

and Social etc.1 Connections. and social play in the Relationships. 7. Neural and understands the a social map that Social Networks parallelism traces the various between neural roles that students 7. CONTENT CONTENT PERFORMANCE STANDARD STANDARD The learner The learner creates 7. community (family Networks members.) and rank the Networks significance of the roles played within the community.2 The Neural community leader. . and networks.

Identify connections. HUMSS_MCT12-IIg-i-1 relationship. and networks 2. Compare the neural HUMSS_MCT12-IIg-i-3 networks with social networks 4. Illustrate how the brain HUMSS_MCT12-IIg-i-2 or neural network works 3. Establish linkage HUMSS_MCT12-IIg-i-4 between self and the social network one belongs to . LEARNING COMPETENCY CODE 1.

Rank the roles in the HUMSS_MCT12-IIg-i-7 community in terms of significance and explain why . LEARNING COMPETENCY CODE 5. Identify the significant social HUMSS_MCT12-IIg-i-6 roles students play within the community by creating a social map of their relationships 7. Demonstrate how thinking HUMSS_MCT12-IIg-i-5 processes are shaped by social relationships 6.