Grades 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
School SHS REGION 3 MTOT Grade Level Grade 12
Teacher HUMSS CLASS D GROUP Learning Area Philippine Politics and
1
Governance
Teaching Dates and WEEK 1 (DAY 1- Quarter 1 st or 4 th Quarter
4)
Time
WEEK 1
DAY 1 DAY 2 DAY 3 DAY 4
The learners demonstrate an understanding of 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.
Articulate the definition Explore the connection between Recognize the Students differentiate government
of politics. the phenomenon (politics) and value of politics. from governance.
and the method of inquiry (Political HUMSS_PG12-Ia-4 HUMSS_PG12-Ia-5
Differentiate the various Science)
views on politics.
HUMSS_PG12-Ia1 HUMSS_PG12-Ia-3
HUMSS_PG12-Ia2
1.1 The meaning of politics.
1.1 The connection between 1.1 The value of Politics. 1.1 The difference between
1.2 Various views on Politics and Political Science. governance and government.
politics
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Philippines Politics and
Governance by: Rhene
Tabajen and Erlinda Pulma,
pp: 1-3
IV. PROCEDURES
A. Reviewing previous lesson (5 minutes)
or presenting the new Teacher welcomes the class
lesson and introduces himself/herself.
Initializing…
Teacher tells the students:
“I am the teacher and I am the
boss in this class, so you will
have to follow me…”
Pair and Share
Ask the students to pair with
their seatmate and share what
they felt after hearing the
teacher’s remark..
Philippines Politics and
Governance by: Rhene Tabajen and
Erlinda Pulma, pp: 3
https://www.youtube.com/watch?v=j
QK0Xbfel-M
(2 minutes)
4 Pics 1 Word: Four pictures will be
shown to students at a time. The
students shall find the connection of
the pictures. A word that connects
the pictures will be guessed by the
students.
Answer: NATION
Answer: DEBATE
Philippines Politics and Governance by:
Rhene Tabajen and Erlinda Pulma pp. 4-
5
http://youtube/ukqBly7AZSc
(3 minutes) (5 minutes)
Think-Pair-Share “KAW NA” . Name of the student will be
Each student should take a flashed and will be asked questions to
partner wherein partner A review previous lessons.
reviews information with partner
B for 1 minute and vice versa.
They have to discuss what they
think about the phenomenon
(politics) and the method of
inquiry (Political Science)

B. Establishing a purpose for (5 minutes)
the lesson Video Clip Viewing
Before teacher plays a 5-
minute video clip, he poses
the following questions:
a. how did the speaker define
politics?
b. what are the concepts cited
to explain what politics is?
C. Presenting (5 minutes)
examples/instances of the Semantic Web Map
new lesson Ask the students to give
words associated to the word “
Politics”.
Answer: POLITICS
(10 minutes)
Role Group the class into four
groups and ask them to identify an
article from the newspaper about
politics based on the lesson taken
yesterday. From their chosen article,
a representative from each group
will have to share awareness our
present politics.
(10 minutes)
Present a video clip that discusses
political science
Ask:
Why do you think we study politics?
What are the differences and the
connection between politics and
Political Science?
( 5 minutes) (4 minutes)
A short video clip will be shown to
Picture Analysis present about government and
governance.
The teacher http://youtube/ukqBly7AZSc
presents a picture to the class.
The learners answers the
following guide questions:
1. What can be seen in the
picture?
2. What does the picture
depict?
.
( 5 minutes ) (10 minutes)
A WORLD WITHOUT GRAFFITI .Each group will be asked to
POLITICS: write significant words that will describe
The student will engage the video they saw on the cut-out paper
themselves with an analysis of and stick it to the wall.
different scenario in different
type of organization where in 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)
and practicing new skills #1 Based on the Semantic
Web Map you have
conceptualized, define
politics in relation with the
terms provided by the
students.
Discussion:
The meaning of politics
• Politics is the study of
(who gets what, when and
how) as Harold Laswell
states.
• Politics is the exercise
of power, the science of
government, the making of
collective decisions, the
allocation of scarce
resources and the practice
of deception and
manipulation.
Characteristics of politics
( Shieveley, 2013)
1. Politics always involves
the making of collective
decisions for group of
people.
2. Those decisions are
made by some members
of the group, exercising
power over other
members of the group
(8 minutes) (20 minutes) . (5 minutes)
Group Mo, Post Mo: Group the With the aid of a power point PICK MO ‘TO. Two representative from
class to three teams. Concepts that presentation the teacher will each group will have to pick and identify
define politics and Political Science discuss the following one significant word which refers to
are jumbled. Those concepts are government and another to governance.
written separately in pieces of bond The values of politics.
paper which will be given to each 1. Politics helps you to
group. Each student is given the know your rights
chance to post the concepts where 2. Politics clarifies what
they belong, whether to politics or you yourself believe.
Political Science. A time limit is set 3 .Politics is a living,
on this game. breathing subject.
4. Politics helps you to
POLITICS understand our nation’s parties.
- the actual process of how 5. Politics prepares you for
humans interact in groups adult life.
- constitute man’s activities in
the real world
- the practices of elective
and non-elective political
systems
- the process by which
people try to influence
the government
- the process by which the
government decides which
policies will be enacted
- the practice of state
and government
- issues, problems, and
activities taking place
in society
- day-to-day actual activities
of the government
- relative (varying)
- everyone is involved

E. Discussing new concepts
and practicing new skills #2
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
- universal
studied by few
(5 minutes) . ( 7 minutes)
Pass the Mic: The teacher will
show in detail the different The teacher will discuss with the aid of a
definitions of politics and Political power point presentation about the
Science. Each student will be asked concept of governance which is defined
to read the concept one-by-one as the process of decision-making and
while passing the mic. the process by which decisions are
implemented. While government is
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
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
(7 minutes)
Group Work:
Politikanta
The class is divided into four
groups. Each group shall think
of a line from a Tagalog song
depicting political statement. A
representative would present
and explain to the class what
is political about the song’s
lyrics that they have chosen.
(5 minutes)
a. How would you use the
concepts in politics to improve
relationships with your family
and friends?
b. How is politics practiced in
getting what you want?
2 minutes
(10 minutes)
May Konek: The students will be
grouped to 6 teams. Each team will
answer the question in a manila
paper.
Ask: “Explain the connection or
relation of politics and Political
Science.”
(5 minutes)
Ask the students:
Why do you think that it is
necessary for students who aspire
to be lawyers to take Political
Science?
(5 minutes)
Ask the students:
( 5 minute ) (5 minutes)
Read and recite. IT BULAGA! The
(GAME) Like or Unlike student will have to answer the question
The students will be presented stick under their table, if they got a smiley
with different scenarios and they face then they WON and needs to
will determine if it show the value answer the question on their paper.
of politics or not.
I.
((20 minutes) (10 minutes)
THE WORLD WITH POLITICS The teacher will facilitate a SYMPOSIUM
ROLE PLAYING. The student where each group will have to discuss
will be divided into 4 groups and the government assigned to them (
will present how politics is valued MARCOS, C. AQUINO, ,RAMOS,
in each organization assigned to MACAPAGAL-ARROYO , B. AQUINO &
them. DUTERTE) and the kind of governance it
practiced in the Philippines.
1. Family GUIDE QUESTIONS:
2. Classroom/ School 1. Is there a governance structure in
3. Peer (Barkadahan) place?
4. Barangay 2. If so, what it is? Does it work? How
5. Work Place does it work? How it can be improved?
(colleagues) 3. If not, what do you think might be
needed?
RUBRICS
10 pts - Content
5 pts – Creativity
5 pts – Showmanship
20 pts TOTAL
(4 minutes) ( 5 minutes)
The teacher will facilitate Ask the students: What is the difference
“Minute Papers” will allow an of government and governance?
 Politics is about human
relationships. It is how humans
behave differently when
dealing with others when there
is cooperation, competition
and conflict. *(and other social
interactions
I. Evaluating learning (10 mins)
Essay:
Song Analysis
A music video will be played.
Students will analyze by
answering the question; “How
is politics defined in Philippine
setting and what is your
political view about the music
video?”
Criteria for Grading
Content - 60% (12
points)
Grammar - 20% (4
points)
Clarity - 20% (4
points)
100% 20 points
What is your own definition of
politics and of Political Science?
Politics is the actual process of how
humans interact in groups while
political science is the study of the
fromer.
(5 minutes)
QUIZ (True of False)
1. Politics is the actual
process of how humans
interact in groups.
2. Political Science is the
process by which people try
to influence their
government.
3. Political science seeks to
study the origin, nature and
functions of the State,
Government and its all
organs.
4. Politics is universal and is
always the same.
5. Politics involve issues,
problems, and activities
taking place in the society.
ANSWERS
1. True
2. False
3. True
4. False
5. True
end-of-class reflection in which
the students write briefly to GOVERNMENT is merely an instrument
answer the questions: “What did for the purpose of governance while
you learn today?”” And What GOVERNANCE is the exercise of
questions do you still have?” 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.
( 7 min) ( 6 minutes)
Slogan Making
( 5 groups) QUIZ(10 PTS.)In a ½ cross-wise paper,
Create a SLOGAN that will the students will have to illustrate a
established how the good politics VENN DIAGRAM of government and
can be applied in our daily life. governance.
SLOGAN shall be displayed in
the classroom for at least 2
weeks.
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
Assignment: Bring any old Assignment: Review the lesson (3 minutes)
newspaper for tomorrow’s
activity. ASSIGNMENT:
Ask the student to bring a picture of a
known political leader may it be local.

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, and
A. Content Standards globalization

B. Performance The learners shall be able to clearly identify a specific political phenomenon and how it can be studied

Standards

1. Learning Competencies/ Identify the basic tenets of major political ideologies (i.e., Differentiate the political ideologies
Objectives liberalism, socialism, conservatism, etc.)
HUMSS_PG12-Ib-c-6 HUMSS_PG12-Ib-c-6

1. Define ideology and political

ideologies Identify the different Differentiate the political ideologies
2. Identify the different political ideologies and
characteristics of ideology its functions
II. CONTENT 2. Political Ideologies
2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.)

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 https://m.youtube.com/watch?v=vz- http”//www.people-
Resources szuwRgAE press.org/quiz/political-
typology/
Politics Without Borders” by Politics Without Borders” by Mendoza
Politics Without Borders” by Politics Without Borders” and Melegrito, pages 24- 36
Mendoza and Melegrito, pages 24- by Mendoza and Mendoza and Melegrito, pages 24-
36 Melegrito, pages 24- 36 36

IV. PROCEDURES

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

lesson or presenting Activity: “5 Minute Review”: Review Activity: Activity: Pick-tell: Activity: Three-Two-One (3-2-1)
the new lesson Engage students as partners to ACROSTIC: Let the Jumbled pictures will be available Writing Activity where students write: 3
discuss and review material. students give at the teacher’s table and each key terms from what they have just
Procedure: characteristics of group will select a representative to learned, 2 ideas they would like to
1. Pick a partner. One person is ideology based from the pick one and give them time to learn more about, and 1 concept or
partner A and the other is partner B. letters of the word I-D-E- collaborate their ideas in relation to skill they think they have mastered.
2. Partner A reviews information O-L-O-G-Y. ideologies and political ideologies.
with partner B for one minute. Example:
Partner A must talk for the entire Example:
one minute. After one minute, I- initiates improvements 1. Anarchism
partner B reviews information with and projects
Partner A for one minute without D- evelops projects 2. Fascism
stopping. E- evolution of
3. Partners continue to switch jobs O- ffer solutions
two more times, now for 30 seconds L- ead people 3. Socialism
each. O- rganize programs
4. Partners now switch two more G- eared towards unity
times for 15 seconds each to sum Y- outh working together 4. Liberalism
up the lessons.
5. Conservatism

B. Establishing a (15 minutes) (10 minutes) (5 minutes) (5 minutes)

purpose for the Group Activity: “Kwentong- Let the students take the Activity: 4 pics-1 word: Activity: Colored Paper Grouping:
lesson bahay” “Political Typology Quiz” Pictures that represent the different Colored papers will be provided by
Divide the class by giving numbers
to each student 1 to 5. Have each
student go to their group that has
his/ her number. All students with
number 1 go to 1, etc. Ask the
students: How do your parents
manage your household? What are
the things you wish to change the
way your household is managed?
Select a volunteer to share their
collaborated efforts. (Please see
attached rubric:
Appendix D)
by the Pew Research political ideologies: the teacher and each student will
Centre Example: pick one color that represents his/her
Title: Are You Liberal or own perspective of political ideology.
Conservative or Blue- Anarchism
Somewhere in Between? Yellow-Socialism
Instruction: Take the Pink-Liberalism
Green-Conservatism
quiz below to find out at Black- Fascism
which point in the
political spectrum are
you more oriented to.
Give yourself a score of 1.
one (1) point if you
agree, and a score of
zero (0) point if you
disagree with each of the
statements. If you are 2.
uncertain with your
answer, then choose
what comes closest to
your view.
The quiz was 3.
adopted from the
“Political Typology Quiz”
by the Pew Research
Centre but was modified
to apply to the Philippine 4.
socio-political context.
The full Political
Typology Quiz can be
accessed online through
the link
http”//www.people- 5.
press.org/quiz/political-
typology/. The
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/instances Present a video clip about After taking the quiz, Jumble Words Group themselves according to the
of the new lesson ideologies. students will be papers of the same color and make
(https://m.youtube.com/watch?v=vz- assessed if they are Rearrange the words to find the them justify their choice. Select a
szuwRgAE). Remind the students conservative or liberal correct answers to the questions representative from the group to
before the video be presented in based on their scores below: present their insights.
classthat based from it, answer the from the Political
following questions: Typology Quiz. 1. LIERALISMB
3.1. How do we acquire political 2. FMEMINIS
beliefs? 3. MMUCONISM
3.2. How people will be affected 4. CISOALISM
by these beliefs? 5. ENNTVIROANMELISM

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

concepts and From the four (4) groups, conduct
practicing new skills the activity entitled “Mix and Match”.
#1 The teacher will provide phrases
based from the definitions of the
following and the students will try to
post where these definitions belong.
Guide Questions: Present the different political Slogan-making:
Ask the students, ideologies and their perspectives of Let each group create their own slogan
1. What is ideology? the state through a power point based on political ideology they
2. What are the different presentation. Provide the students belong.
types of ideologies? with a handouts.
(Please see Appendix F for the rubric)

A. IDEOLOGY (Please see Appendix C)

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 2003,
12)
E. Discussing new (10 minutes) (15 minutes)
concepts and Discuss through a power point Activity: Jumbled Letters
practicing new skills presentation the different Students will be given
#2 characteristics of ideologies. set of jumbled letters
• Ideologies provide an and they will try to
explanation for problems compose the different
that confronts modern ideologies from it.
societies by providing Purpose: Introduce the
futuristic visions. different political
 • Ideology is action-oriented. ideologies such as:
• Ideologies mobilize a large 1. Anarchism
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 mastery (5 minutes) (5 minutes) (15 minutes) (10 minutes)
(leads to Formative Activity: “One-sentence Ask the students: “Compare and Contrast”
Assessment 3) summary” Oral Recitation Presentation of ‘Role Playing Have students describe different
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 assignment) the objects and generate a list of
Students are asked to write a single 2. Can you see any differences. Determine significant
summary sentence that answers “( pattern or trend among (Please see attached Rubric, likenesses and differences of political
what and why ” questions about the the five types of Appendix F) ideologies.
topic. ideologies regarding the
role of the state? Political similarities differences
Possible answers: Ask: How would each ideologies
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 an itself?
explanation for problems that
confronts modern societies by
providing futuristic visions.
 (Please see attached Rubric for
Individual Work, Appendix E)
G. Finding practical Ask :
applications of
concepts and skills in 1. Compare the ideologies of
daily living your mother and father.
2. 2. Given such experience
from your parents, who
among them are you in
favor? Why?
Ask: (5 minutes) Write a short biography to share with
How would each The teacher will enumerate the class that addresses this guiding
ideology answer a different known organizations and question:
question the students will identify on what
political ideology/ ideologies they 1. Why is this individual a great
“Political ideology Is the belong. leader?
state a means to an end, 2. How is his/her political belief
or is the state the end in Example: linked to the Philippine
itself?” 1. National Democratic Front (NDF) politics?
-1973
2. Malayang Kilusan ng Bagong
Kababaihan (MAKIBAKA)-
Socialism
3. Opus Dei (Work of God)-
conservatism Rodrigo Duterte
4. Philosophical Association of 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)
generalizations and Activity: DYAD
abstractions about 1. Ask the students to choose
the lesson a partner and share what
they understand with these
words:
“To be clear: ideology is a belief
system with an inadequate
basis in reality; religion is a
belief system with no basis, in
reality, whatever.” – Martin
Amis.
(10 minutes) (5 Minutes) (15 minutes)
Activity: BOGGLE Sum It Up! Activity: KEY CHART
End the lesson by letting 1. Today I have learned that Using a chart, identify the major key
the students summarize _____________________. concepts of different political
the three functions of 2. The topic that is NOT clear ideologies. Students will be
political ideology thru an to me is/are grouped into 5.
activity entitled “Boggle”. ________________.
Instructions: (Please see attached Rubric, Appendix D)
1. Allow students
two minutes in which
to review their notes.
2. Allow students two
minutes in which to 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.)
5. Allow teams to share
in large group with the
teacher for two minutes.

I. Evaluating learning Fill in the blanks:
1. ______________ is a
political philosophy that
tends to support the status
quo and advocates change
only in moderation.
2. ______________ is an
economic, social, and
political system seeking
government ownership of
the means production and
services directed by a
process of scientific
administration and
universal assent.
3. ___________ is derived
from the italian word fasces
which means a bundle of
rods with an axe blade
protruding that 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.
(Please see attached
rubric, Appendix C)
Answer the following: Think about it! Answer the following:
1. It is a systematic 1. Sees the state as the neutral
body of “Ideologies gives us the picture of arbiter – liberalism
concepts the existing reality, answering “what 2. Has contrasting views of the
especially about is wrong, what went wrong and state – socialism
human life or why” 3. Rejects the state outright –
culture? anarchism
Ideology Students will write their answer in 4. Has contrasting view of the
2. Set of related ½ sheet of yellow paper. state – socialism
beliefs about 5. Sees the state as the supreme
political theory ethical ideal - fascism
and policy
Political ideology
3. In your own
understanding
what is the
importance of
political
ideology?
 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 advocacy
two, decide a scenario and belief. Based on his/her advocacy
and let them pick one and belief, identify the kind of ideology
political ideology and be that he/she believes in.
the basis for a role play.

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 12
DAILY LESSON Teacher Learning Area Philippine Politics and
PLAN Governance
Covered Date Week 3 Day 1 –Day 4 Semester First

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of politics and political science, governance, political
ideologies, power, states, nations, and globalization.

B. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can be
studied.

1. Learning Competencies/ Objectives

Write the LC code for each
examine the relationship between political critique ideas that have analyse how political
ideologies and configurations of political a direct impact on how ideologies impact on the
communities we try to manage social and political life of
HUMSS_PG12Ib-c-8 ourselves as a political Filipino
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.)
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 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 or (5 mins.) (5 mins.) (5 mins.)

presenting the new lesson Teacher reviews the
Quiz Bee Connect the previous past lesson through oral
As a review, the discussion with the new 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 will day.
answering the questions be grouped to take turns
in boards they have to asking other groups
raise. questions. Often
conducted as a game
1. What are the major where points are
political ideologies? awarded.
Identify each and
explain

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

lesson The teacher facilitates a
Brainstorming Session The teacher will facilitate Say: “In our last FACT or BLUFF game
on the following: “ Noon at Ngayon” discussions, we have by stating political
wherein the students will established the practices/events of the
Ask: Why is it important be asked to compare relationship of political Philippines.
to examine and study and contrast differences ideologies and political
the relationship between on how we try to communities. For today,
political ideologies and manage ourselves as a we are going to go
configurations of political political community deeper by looking into
communities?. Process the factors that influence
the answers of the how we behave
students. politically in our
community and how we
manage our political
community.”
C. Presenting examples/instances of (10 mins.) (3 mins.) (7 mins.)
the new lesson

D. Discussing new concepts and
practicing new skills #1
Crossword puzzle
A group of six the
students will create their
own crossword puzzle
with the corresponding
definition below. Then,
they will answer the
work of the other group.
List of words that should
be in the puzzle:
1. Political Ideologies
2. Anarchism
3. Absolutism
4. Liberalism
5. Conservatism
6. Socialism
(20 mins.)
Discussion through a
PowerPoint
presentation. Discuss
the relationship between
political ideologies and
configurations of political
communities
Picture Puzzle and
Jumbled Word
Activities
Volunteer students will
be asked to form the
pictures out of the
pieces and must match
it with a set of jumbled
words that they have to
form. (example: election,
rallies, law enforcement,
political assemblies and
meetings, peace talks,
political organizations).
Ask: “What is common
about these pictures?
Can you give other
political activities that
people usually take part
into?
(10 mins.)
Process the question by
asking the factors that
have led to such political
activity in reference to
Filipino traits, values,
and culture. Criticizing of
the ideas will take place
in this part of the
discussion. Art of
questioning must take
place to get good
answers from students.
The teacher presents
pictures of historical
political events reflecting
a specific ideology in the
Philippines. The
students will be asked to
brainstorm in groups to
share their knowledge of
the said event and how
they think such event
has made an impact in
the lives of Filipinos.
Ideas will be presented
using a graphic
organizer.
(5 mins.)
The teacher processes
the activity by bridging
the knowledge of the
students and by giving
concrete examples to
emphasize that each
ideology has an impact
on the lives of Filipinos.
E. Discussing new concepts and (10 mins.) (30 mins.) (15 min.)
practicing new skills #2
Students can be given a Draw lots (different NEWS ANALYSIS. The
copy of a Semantic performances) class will be divided in
Web where they can -talk show Trios. The teacher
organize ideas/concepts -pageant presents current and
about the discussion -role play timely national issues
-news casting that are political in
- nature. The trio chooses
commercial/advertiseme one issue and are
nt tasked to determine and
to critic the factors that
Presentation of each have led to such issue.
group that showcases
the relationship of
political ideologies and
configurations of political
communities.

F. Developing mastery (leads to (5 mins.) (15 mins.)

Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Ask: Reflection Paper: My
1. Which political Understanding of what
ideology is most Political ideologies and
skeptical about configurations of political
democracy and its communities
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.
(2mins.) (5mins.) (3 mins.)
Ask: “What do you think
Give one reference Ask: How does political is the best ideology to
 group of the following: ideologies and be applied in the
1. Liberalism configurations affect our Philippine set-up?”
2. Socialism political communities?
3. Conservatism

H. Making generalizations and The political ideology Political ideologies There are ideas that Political ideologies affect
abstractions about the lesson and the configuration of mirror the configurations have a direct impact on our daily lives as Filipino
a political community of a political how we try to manage citizens.
are related. organization/community. 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 learning Facilitation of a test with Poster Making: The
group in the country and for the day. at least 25 points. students will be grouped
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 be showing the assigned
discussed right after. ideology impacts our
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: ASSIGNMENT:

or remediation AGREEMENT: Interview a government The students will be
The teacher can ask the official asked to bring materials
students to prepare for (barangay/municipality/ that are to be used for
the activity for the next city official and ask the activity on the next
day. him/her about her day.
advocacies. From the
responses, the students
 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 teachers?
 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?

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
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
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
DAY 1 DAY 2 DAY 3 DAY 4
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.
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…
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:
define power recognize the nature, dimensions, types, analyze the nature, dimensions, types, assess how power is exercised in different
and consequences of power. and consequences of power. situations
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.
Power: Nature, Dimensions, Types and Consequences
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.
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, pp. Rhene C. Tabajen and Erlinda B. Pulma, Rhene C. Tabajen and Erlinda B.Pulma, Rhene C. Tabajen and Erlinda B. Pulma,
23-30. pp. 23-30. pp. 23-30. pp. 23-30.
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 1 of
5
 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.

A. Reviewing previous lesson or (3 minutes) (5 minutes) (5 minutes) (3 minutes)

Ask students about their understanding Ask: What is power? Review of the past lesson. Ask students who can deliberate all
presenting the new lesson
about political ideologies. important facts in consonance to power,
dimensions, types, and consequences
(7 minutes) (5 minutes) (10 minutes) (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 details Ask students to present the pictures of Procedure: Two students will represent of

world leaders. learned from the previous topics. different powerful personalities. their group. One of them will ask a
B. Establishing a purpose for question according to the topic that has
Ask: What do these have in common? How been discussed about power. If the student
the lesson
they differ from this commonality? Why?
(A ball shall be passed while the music answered incorrect, his/her group will sing
theme for the movie Power Rangers is three lines of Nationalistic song with action.
Group Work: Jumbled Letters (Power) played. When the music stops, the If the answer is correct they will receive a
students who holds the ball shall give his Hep, Hep, Hurray Clap.
Divide students into 3 groups. Each group insights from the previous topics.)
will choose 5 representatives to rearrange
the jumbled letters in 1 minute.
(10 minutes) (5 minutes) (10 minutes) (5 minutes)
Group Work: Concept Group Work: 4 Pics One Word Class Activity: Class Activity: Video Clip Analysis
Mapping
Concept to map: What is power? Present activity about the nature, Discuss on the power of the personalities Present an actual footage or a video clip

(Based from the processing of the group dimensions, types, and consequences of discussed by the students. If possible, downloaded from the social website
powers encourage the class to give comments to (YouTube) which portrays the application
concept maps of ‘power’, the KWL chart will ensure student-to-student interaction. of power in leading and influencing people
C. Presenting be filled initially.) (People Power 1986)
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 2 of 5
 (15 minutes) (15 minutes) (10 minutes) (10 minutes)
Group Work: Making Sense Group Work: Small Group Discussion Class Activity: Filtering Group Work: VideoChikahan

The students will brainstorm on a definition Discuss the nature, dimensions, types Present a digested political article about Let the students discuss by themselves the

of POWER.
Guide Questions:
• Is power always positive?
D. Discussing new concepts negative? both?
and practicing new skills #1 • What is the purpose of power?
(5 minutes)
Group Work: Likes and dislikes
and consequences of power by giving
reading text to each group. Guide
questions must be provided.
Each group will be given time to present
their work.
(5 minutes)
Group Work: Affirming
the nature, dimensions, types, and
consequences of power
Let the students criticize the article
presented and gather their ideas or
opinions.
Encourage them to filter the substance of
power based on the article.
(10 minutes)
Class Activity:
video clip, which portrays the application of
power in leading and influencing people.
After group discussion, the leader of each
group will sum up their discussion in front
of the class.
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?
(10 minutes)
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

E. Discussing new concepts
and practicing new skills #2
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 their
should follow after every group has 'head, hands and heart'. be utilized. work.
presented. If possible each group will have a • Physical power
group to critique) • Informational power
• Emotional power
Types of Power:
• Coercive Power
• Reward Power
• Legitimate Power
• Expert Power

Page 3 of 5

F. Developing mastery (leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
(10 minutes)
Group Work: Hugot/ Pick-up Lines
Have each group arrive at a ‘hugot line’ or
‘pick up line’ about the concept of POWER.
They should present these in front.
(3 minutes)
Class Activity: If given the chance
Ask: If given a chance to assume
government position, what would it be? How
are you going to exercise the power vested
in you?
(2 minutes)
Class Activity: The Best Ka
Ask: We have many different definition of
power. Based on the given definition what is
the best definition of power for you? Why?
(5 minutes)
Individual Work:3-2-1
Let the students fill the 3-2-1 chart:
3 things learned
2 most important facts still in mind
1 question remains in mind
(5 minutes)
Group Work: After the Image
Present images of different leaders in the
society. Let the students recognize the
dimension and types of power from the
images presented.
• Supreme Student Government
• Teacher
• Bato dela Rosa
• Rodrigo Duterte
(10 minutes)
Group Work: Group students and make
them discuss by themselves on how to
recognize the dimension of power.
(5 minutes)
Class Activity: One-Liner
Create a one-liner statement which will
sum up the significant facts of the lesson
(5 minutes)
(5 minutes)
Individual Work: FBpost
Make a statement or a saying regarding
the types and consequences of power
which you can post in your Facebook
wall.
(5 minutes)
Individual Work: Short Essay
Ask: Create a short essay presenting and
discussing the facts and their critical
analysis on the nature, dimensions,
types, and consequences of power.
(2 minutes)
Class Activity
Ask: Considering the present situation,
here in our country how would you
describe the power of our leaders?
(3 minutes)
Class Activity
Ask: In every decision we make there is
always a negative and positive effect. We
have to think wisely before we come up
to our decision.
(5 minutes)
Individual Work: Hugot Line
Ask: What do you think is the most
significant lesson you get from our
discussion?
Cite one HUGOT LINE to describe your
learning.
(10 minutes)
Group Work: Slogan Writing
Let the students create a short slogan
about the use of power.
(5 minutes)
Class Activity
Ask the following:
• How does the overuse and
misuse of power affects to the
people?
• What do you think are the
consequences of overuse and
misuse of power?
(7 minutes)
Group Work: ArtThrob, Pusuan Mo Bes!
Let the students draw an image or an
illustration representing application of
power in leading and influencing people in
his/her community and in a broader sense,
nation.
(3 minutes)
Individual Work: Short Quiz
Give a 10-item quiz about the week’s topic
Page 4 of 5
J. Additional activities for Assignment: Research
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
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?

Page 5 of 5

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
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
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 5 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
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.
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…
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:
define nation and state differentiate nation from state explain meanings of globalization evaluate how globalization influences
nation-states
HUMSS_PG12-Ie-15 HUMSS_PG12-Ie-16 HUMSS_PG12-Ie-17 HUMSS_PG12-Ie-18
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.
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
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.
Book: Book:
Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 31- Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 39-
39 40
Difference Versus Nation and State: What is Globalization?
https://www.youtube.com/watch?v=hyt_oM6cLtA https://www.youtube.com/watch?v=xPD477FuqtY
Nations, States, and Nation States Is Globalization Good or Bad?
https://www.youtube.com/watch?v=sa-41DBGHfw&t=3s https://www.youtube.com/watch?v=8sSNyXEShqI
State vs. Nation Globalization Pros and Cons:
https://www.youtube.com/watch?v=rPwf3qOFV7w https://www.youtube.com/watch?v=cVPwmpu3HAE
Elements of A State: The Cost of Globalization:
Page 1 of
9

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
https://www.youtube.com/watch?v=_lT0Tkpq6Kk&t=15s https://www.youtube.com/watch?v=v0CdoXp8x44
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
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.
(5 minutes) (3 minutes) (5 minutes) (2 minutes)
Review: Ask the following. Review: Ask the following. Review: SONA (State or Nation, Review: Making Sense
• • What is a nation? Arrange! Ask: What is globalization?
What is power? • What is a state? Let the students categorize each concept
• How should one exercise his/her • What is a nation-state?
power? written in meta-cards if it falls under the
• Who have powers in the country? concept of nation or state.
Ask the following:
Most Possible Responses: People,
Government • What is the difference between
a nation and state? (Students
(Such responses are important springboards may give words/phrases as
to connect the concept of power to the next answers. These can be
topic on the definition of state and nation) organized in a Venn diagram on
the board).
• How are these two concepts
related?
(8 minutes) (15 minutes) (5 minutes) (6 minutes)
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 may Have the class identify images to which
Ask: What makes up the Philippines as a Each of the 5 groups will be given 3 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
• People such as the essence of the activity
• Leaders below.)
• Filipinos Dyad: SHOPares Ask: How do these relate with the concept
• Land
• Sea Have the students go through with the of globalization?
(Catapult from these responses that a things they have, particularly looking at
the labels and listing the countries where
country is a meaningful entity)
those things were made.
Ask the following:
Page 2 of 9

(7 minutes)
Class Activity: WordHUNT/WordSMITH
Have the class coin the terms NATION and
STATE to which the term ‘country’ is
seemingly synonymous.
(It could be thru jumbled letters or in the form
of a game where letters are to be provided to
students grouped into two and race towards
coining the terms in a given time limit)
C. Presenting
examples/instances of the new
lesson
(5 minutes)
Class Activity: Making
Sense/Initializing…
Ask the following processing questions
regarding the students’ acrostics.
• What are the noticeable
differences mentioned in the
acrostics?
• How is nation different from
state?
• How is nation related with state?
(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 in the “Want”
column.
Know Want Learn
• 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?
(5 minutes) (5 minutes)
Class Activity: LaraONE Class Activity: Video Analysis
Have the students find the oneness Play a short video about globalization.
between the images below. (Make sure that such video will show pros
and cons about it.)
Processing:
• What is the video about?
• What does it try to tell us?
(By this time, the students could already
easily grasp the next point of the lesson,
which is to coin the word
GLOBALIZATION from jumbled letters.)
Ask the students now; what concepts
they can associate with the term
Globalization . (They should organize the
Page 3 of 9

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
(10 minutes)
Group Work: Making Sense of the
Definitions
Display the definitions of the terms STATE
and NATION.
Lead the class in identifying the key
concepts underlying these definitions.
(Discuss this key concepts)
Guide Question
• Which do you think between a
nation and a state is cultural?
political? functional? legal?
psychological? Why?
(The teacher should have pictures to serve
as buffer in the activity particularly on the
following concepts: cultural, political,
functional, legal, and psychological.)
(10 minutes)
Group Work: Definition Map
(7 minutes)
Class Activity: Video Clip Viewing
Video: Nation versus State
Guide Questions:
• What are the underlying
characteristics distinguishing
state from nation? Write key
concepts (significant terms).
• Can nation be state, vice versa?
(5 minutes)
Group Work: W-Diagram
Give the students meta-cards where they
will write concepts from the video clips
regarding the differences and similarities
of a nation and a state. Organize the
responses in a concept map)
(10 minutes)
Group Work. KaWHOLEgan
Distribute copies of meanings of
globalization to each group. They will
brainstorm on the meaning and highlight
its keywords/s. (The teacher should
ensure that such highlighted keyword be
written on the board or in meta-cards
posted on the board so that synthesis of
the given meanings interpreted by each
group will be facilitated smoothly.)
(6 minutes)
Processing. Making Sense
Ask the following:
• What is common among the
given meanings? Why?
• How would you define
(5
minutes)
Group Work:
(The teacher ensures that the presentation
is able to clarify to the learners that
globalization has its pros and cons
because these will serve as springboards
in identifying its influences to a nation-state
such as the Philippines)
Have the students Identify current issues in
the country, which has reached global
attention. For example, the war on drugs.
The students write these on meta-cards
and classify them by posting on the board
on the appropriate column.
POLITICAL ECONOMIC RELIGIOUS SOCIO-
CULTURAL
(15 minutes)
Group Work: Boon or Bane?
After brainstorming, have the students
complete the following graphic organizer.
Page 4 of 9
 concepts in a w-diagram. globalization based on the
following concepts?
ISSUE GLOBALIZATION
(The teacher guides the class in arriving INFLUENCE
Boon Bane
at the following synthesizing definition of (Pros) (Cons)
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
to state and nation. They will have to give
their own definition of the concepts and later
be associated with the definition of
authorities as already discussed.)
(At this point, the teacher guides the
students in distinguishing between a
nation and a state. Discuss the elements
of a state that distinguishes it from a
nation.)
Video: Elements of a State

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

Class Activity: 3 in 1 Group Work: T- Group Work: PERS time (The students present their group work.)
Diagram
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 Ask the following:
diagram. in terms of:
THE PHILIPPINES • Political • Which of the issues influenced by
F. Developing mastery (leads to as a Nation as a State • Economic globalization strike you the most?
Formative Assessment 3 • Religious; and 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 5 of 9
 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 6 of 9
 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?

(5 minutes) (8 minutes) (7 minutes) (7 minutes)
Class Activity: What does learning about Group Work: Isip-Daluyong! Group Work: #GoGlobal Group Work: What Now? #GoGLobal or

the definition of nation and state contribute in Members shall discuss and come up with Have the students write a group #GoLocal?
your well-being as a student?
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 and
of concepts and skills in daily and a dislike icon and post it to the present them the concept of going local?
living statements of their choice. Let them rewrite their work on the board
Processing Question: and post likes and dislikes icon.

• Which garnered the most likes? Processing Question:

dislikes? • Which garnered the most likes?
• Why it garnered the most likes? dislikes?
dislikes? • Why it garnered the most likes?
dislikes?.

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

Ask: What significant learning have you Class Activity: Interpret the Group Work: ContraDICTIONARY Ask the following:
had about the lesson? following image/diagram. • How can we benefit from
Each group conceives a consensual globalization?
H. Making generalizations and Ask: What does the following diagram tell
Possible Statements: definition of globalization based on their • How can we be harmed by
abstractions about the lesson
• State and Nation are about our topic? understanding. Have these written on 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 globalization through trade.
definition.)
Page 7 of
9
 • Globalization can cause cultural
Possible Statements: transformation.
• Globalization is the
interconnection of nation-states.
• Globalization is concerned with
the relationships of countries of
the world.
Possible Statements:
• State and Nation are two
distinct terms but interrelated
concept.s
• The concept of state
encompasses the concept
of nation.
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
Individual Work: Give a short quiz (5-item Class Activity: Have the class go back Individual Work: Explain the concept of Individual Work. Evaluate the influences

True or False) about the concepts to the KWL Chart and complete the globalization. of globalization to the Philippines. (The
discussed. “Learn” 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 Ask: What makes a state? How is nation
interest.
different or related with the concept of
I. Evaluating learning Answer Key: state?
• False Rubric
• True
• False
• True
• True

Page 8 of 9
 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 terms: specifically on how it affects the lives of Challenge the learners to answer the Agree with the students in making a
nation and state. their people. following question: Can I live without ‘wordle’ about globalization.
China?
J. Additional activities for • 1st 2 groups- NATION The students have to list all things made
application or remediation • 2nd 2 2 groups-STATE
• 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 of experiences and be able to write a final
Nation and a State.) reaction about their experience.
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
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?

Page 9 of 9

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 6 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
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.
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…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to: Learners are expected to:
relate the evolution of Philippine politics and governance. describe the different stages in the evolution of the Philippine politics and governance
HUMSS_PG12-If-g-19 HUMSS_PG12-If-g-20
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.
Philippine democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
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.
Politics and Governance by Costales et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jhengrayn/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-powers
http://www.slideshare.net/mobile/jhonilbajado/the-phil-government-in-transiton2
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
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.
(10 minutes) ( 5 minutes) ( 5 minutes) (5 minutes)
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 in significant changes happened in the Spanish
Page 1 of 5

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
the chart with the following : coming of the Spaniards? (barangay) Era? (from barangay to the Central
1. Things they know about the Philippine Government)
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
The teacher will show pictures of the following? The students will be shown a video clip about Government to the Present Government.
Spanish Colonization and would be asked 1. Pre-colonial government
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
(5 minutes) (5 minutes) (5 minutes) (5 minutes)
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
pictures they saw. changes did they introduce in our political form of government to our present how the government evolved
system? government?
(15 minutes) .(15 minutes) (15 minutes) (10 minutes)
PowerPoint Presentation: HISTORICAL Discussion on Government During the PowerPoint Presentation: Post-colonial Governments
BACKGROUND OF PHILIPPINE Spanish Colonization (Note : this is a two day lesson)
DEMOCRATIC
POLITICS
1. Barangay Government
Page 2 of 5
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
(5 minutes)
Jigsaw puzzle: each group will be given a
scenario based on the barangay form of
government
(5minutes)
The teacher asks the students about the
similarities/difference of our present barangay to
the pre-colonial barangays?
(10minutes)
How did politics and governance evolve in the
Philippines?
The government of the Philippines gradually
(15 minutes) (10 minutes) (10 minutes)
Debate: Which is better, the early forms of Role Play: Significant event/s from the Pre- Family Resistance History Tree. Students will
government or the present government? colonial Government to the Present be asked to write their family tree based on
Rubrics : Government. their relatives who revolted against the
Spaniards or Japanese.
1. Organization of Thought = 5 pts Rubrics to be attached.
Rubrics :
2. Clarity of Arguments = 5 pts. 1. Accuracy = 5 pts.
3. Presentation = 5 pts. 2. Organization = 5 pts.
3. Presentation = 5pts.
(5 minutes) (5 minutes) (5 minutes)
What practices in the pre-colonial Think-Pair-Share. The students will be In our present form of government, what
government is still applicable in our present grouped and they will assign among significant changes have you
form of government themselves a leader and a presenter. observed?
“What were the effects of Spanish
Colonization to our present form of
government”
(5 minutes) (10 minutes) (5 minutes)
Ask: How did the pre-colonial government Our present form of government have passed through several stages which molded our
change from the pre-colonial government to government into what it is right now
the Spanish Colonial Government?
Page 3 of 5
 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-colonial Colonization in our present form of asked to write their comment/reaction to the The students will be asked to draw a historical
period (barangay) government? statement/s below
2. The ruler of the barangay (datu) timeline stating forth the significant events
Rubrics : 1. What were the changes that you which transpired from the Pre-Colonial Era to
I. Evaluating learning 3– 5 State the roles/powers of the Datu 1. Content = 4 pts. observed from the Spanish Colonial the present form of government.
Government to our present
3. Chief Executive 2. Organization of Thought = 4 pts. government?
3. Grammar and Presentation = 2 pts.
4. Chief Legislator Rubrics :
Rubrics :
1. Accuracy = 5 pts.
5. Chief Judge
1. Content = 4 pts 2. Organization = 5 pts.
2. Organization of thought = 4 pts. 3. Presentation = 5pts.
3. Grammar and Presentation = 2 pts.
J. Additional activities for The teacher will give an assignment on
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
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
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?
Page 4 of 5
 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?

Page 5 of 5

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 7 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
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.
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…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to: Learners are expected to: Learners are expected to:
analyze the evolution of Philippine politics and governance. assess the effects of the colonial appraise the influence of prior stages of
experience on Philippine politics and Philippine political developments of
governance contemporary Philippine politics.
HUMSS_PG12-If-g-21 HUMSS_PG12-If-g-22 HUMSS_PG12-If-g-23
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.
Philippine democratic politics
5. Historical background of Philippine democratic politics
5.1. The evolution of Philippine politics, government, and governance.
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.
Politics and Governance by Costale et.al. (2000); Philippine History and Governance by O. Parico et.al (2011)
http://www.slideshare.net/mobile/jherarayn/political_development_of_the_philippine_government
http://www.slideshare.net/mobile/jhonubajado/The_phil_government_in_transition2
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
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.
The students will be asked to write down what
they remember from the previous lessons:
1. Barangay
2. Datu
Page 1 of 4
 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 the

B. Establishing a purpose for Spaniards came? (barangay)

2. Who rules the barangay before (datu)
the lesson 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 Picture Analysis

Spanish Colonization The teacher will give pictures to the students

prior to their knowledge on political evolution

C. Presenting Rubrics : in the Philippines.
examples/instances of the new
lesson 1. Organization of Thought = 5 pts
2. Clarity of Arguments = 5 pts.
3. Presentation = 5 pts.

(15 minutes) (15 minutes)

D. Discussing new concepts Powerpoint Presentation : Effects of Spanish Powerpoint Presentation : Governments after

Colonization the Spanish Colonization

and practicing new skills #1

Page 2 of 4
E. Discussing new concepts
and practicing new skills #2

(10 minutes) (10 minutes)

F. Developing mastery (leads to Events Chain (Transition from the pre-colonial Semantic Maps: Characteristics of the post-
government to the Spanish Colonial Government colonial governments.
Formative Assessment 3

(10 minutes) (5 minutes)

Ganito Kami Noon, Paano Kayo Ngayon Essay: “What will be your contributions to the

(comparison of the pre-colonial society and the present form of government”

G. Finding practical applications Spanish Government) 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 Spanish What made the Filipinos revolt against

H. Making generalizations and Colonization? Spain?

abstractions about the lesson

The Spanish Colonization brought about The Filipinos revolted against Spain because
significant changes particularly from the of the oppressive leaders and corrupt
barangay government to the Spanish Colonial officials. This brought about the birth of the

Page 3 of 4
 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 Concept Mapping : The students will be writing governments to our present government? corresponding to the different stages of the
Philippine Government
a concept map illustrating the various effects of
Spanish Colonization

Brainstorming . The students will be grouped

J. Additional activities for according to their presentation the following
day
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
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
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?
Page 4 of 4

DATE
PARTS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School SHS Region 3 MTOT Grade Level 12
Teacher HUMSS Class D Group 3 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 8 (Day 1-Day 4) Quarter 1st or 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4
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.
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…
the historical background of Philippine democratic politics, the executive, the judiciary, and decentralization and local governance.
The learners shall be able to…
explain the roles of different political institutions.
Learners are expected to: Learners are expected to: Learners are expected to:
explain the roles and powers of the Philippine president. analyze how contemporary Philippine critique the Philippine presidents’ exercise
presidents exercised their powers power
HUMSS_PG12-Ih-24 HUMSS_PG12-Ih-25 HUMSS_PG12-Ih-26
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.
The Executive
7.1 The role of the Philippine President in relation to his/her powers.
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.
Politics and Governance by Costales, et. al. (2010)
Philippine History and Governance by O. Parico et. al (2011)
https://m.youtube.com/watch7v=kadHPMr3EK
https://youtu.be/dsBTCfuCrMc
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
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.
( 5 minutes) ( 5 minutes) (5 minutes)
Presidential Form of Government. The Powers of the President Timeline of Former Philippine Presidents.
teacher will be asking some students to have a 1. Appointing Power The students will be shown a timeline of
short recap of the previous lesson and at the
same time, ask their idea of the Presidential form 2. Borrowing Power Contemporary Presidents from Joseph
Page 1 of 5
 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 The students will be shown “taglines” and the
President)
students will tell during whose tenure as
President the tagline corresponds to.
B. Establishing a purpose for 1. “ERAP Para sa Mahirap” (Joseph
the lesson Estrada)
To K W L 2. “ Strong Republic”(Gloria Macapagal-
pic 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
examples/instances of the new
lesson

Page 2 of 5

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
( 15 minutes) ( 15 minutes)
Powerpoint Presentation on the : Powerpoint Presentation/Lecture-Discussion :
Roles and Powers of the Philippine President Programs of the ff. Presidents :
1. Joseph Estrada
2. Gloria Macapagal – Arroyo
3. Benigno Aquino III
4. Rodrigo Roa Duterte
Page 3 of 5
 (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

1. Understanding of topic =5 pts. 1. Organization of Thought = 5 pts and Controversies during the incumbency of
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 3. Cooperation =5 pts. 3. Presentation = 5 pts. Controversies
Joseph
Estrada
Gloria
Macapagal
Arroyo
Benigno
Aquino III
Rodrigo
Roa
Duterte
( 5 minutes) ( 5 minutes) (5 minutes)
G. Finding practical applications 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
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

From the question in the activity, the students will be asked What is Executive Power? Executive exercising their powers.
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

I. Evaluating learning power effectively.
Rubrics :
Rubrics : 1. Organization of Thought = 5 pts

1. Content = 4 pts. 2. Clarity of Arguments = 5 pts.

Page 4 of 5
 2. Organization of Thought = 4 pts. 3. Presentation = 5 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 them
VI. REFLECTION relevant questions.
A. No. of Learners who earned
80% on the formative
assessment
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?

Page 5 of 5
 Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON Teacher HUMSS Class D Group 6 Learning Area Philippine Politics and Governance
LOG
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

B. Performance The learners shall be able to propose a project on political engagement and youth empowerment.

Standards

C. Learning Identify issue related to Determine programs that address Asses an existing program that addresses an issue related to political engagement and youth
Competencies/ political engagement and the issues related to political empowerment .
Objectives youth empowerment. engagement and youth
Write the LC empowerment.
code for each
HUMSS_PG12-IIe-f-16 HUMSS_PG12-IIe-f-17 HUMSS_PG12-IIe-f-18

II. CONTENT 13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.

III. LEARNIN
G
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 Editorial Cartoon, Data
Resources Retrieval
IV. PROCEDURES
A. Reviewing (5 Mins.)
previous lesson "GENIUS HAT": The
or presenting students will sing
the new lesson "TATLONG BIBE" while
passing the genius hat
and when the teacher
tapped the table the song
will be stopped and the
one who is wearing the
genius hat will give the
definitions in their own
words/understanding
about citizenship. (e.g.
CITIZENSHIP, JUS
SANGUINIS, JUS SOLI.,)
C. Establishing a (3mins.)
purpose for the "PICTELL" The class will
lesson be divided into six groups.
Each group will be given
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 Family Group 2:
Addiction Group 3:
Violence Group 4: Poverty
Group 5: Election Group
Video 1: Issues of Youth
https://www.youtube.com/watch?v
=UdIa9nXd6X4
Video 2: Teen-ager-:A Very Good
Short Film for Teen-agers.
https://www.youtube.com/watch?v
=hai_Vic3n9M
(2mins.)
What are the different issues
related to political engagement
and youth empowerment present
in your community?
( 3 minutes)
A video presentation regarding
“Issues of the youth” will be
presented
Interview questionnaire, Interview Video
(5mins.) (5mins.)
"Finding Dory" Help Dory to find Identify the Needed Information
its way home. Match the different Example:
programs in Column A which is -Name some of the institutions that promotes
being addressed by the statements empowerment and political engagement of the youth.
in the Column B.
Column A Column B
YFC A. Political
Involve
ment
SK B. Parish
Involve
ment
(15 mins)
“Family Feud”
Guess the assessment of your fellow
students about the following
empowerment and political
engagement of the youth in our
school.
Example: According to 50 surveyed
students:
1. What are the 3 delicious or
healthy food in the canteen?
2. (Possible Answers: Banana
Que, Lugaw, Nilagang
Saguing)-Health What are
the 3 most visible/active
clubs for the students in our
 6: Social Media school?
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
Children
Political PROGRAM
Engagement
School SSG
Barangay S.K.

E. Discussing new (20mins.) (10minutes) (10mins.) (10Mins.)

concepts and "DISCUSSION &
practicing new REPORT"
skills #1 Each group will be given a
Reading Material with
guide questions. The
students will answer the
guide questions and share
their ideas about political
engagement and youth
empowerment that were
identified earlier
Group the class into 5 and let a.“K-W-L CHART” Presentation of the interview conducted.
them brainstorm on the programs According to the groups in the class,
that could help save the youth ( the students must complete the “K- a.“K-W-L CHART”
refer to the Issues presented W-L CHART” about the programs in According to the groups in the class, the students must
yesterday) Ask and guide them to the data retrieval chart done earlier. complete the “K-W-L CHART” about the programs in
come up with different Example: the data retrieval chart done earlier.
Organizations and Programs that WHAT I KNOW WHAT I WANT Example:
address different issues TO KNOW K W LEARNED
PARISH IS IT POSSIBLE PARISH IS IT (the students
INVOLVEMENT FOR EVERY INVOLVE POSSIBL Will provide the
YOUTH TO JOIN MENT E FOR 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 answering
Approval and Proper Brgy. and assessing WHAT I LEARNED COLUMN.
Communications)
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 group
Assessment 3) created earlier, each regarding political involvement will make a music video that shows the best practices
group will identify and and issues about youth of today. of the existing program.
share issues related to (ex. The Video should last for 3mins.
political engagement and Drug Dependence, Bullying and
youth empowerment in etc.) Ask them to paint a picture (10Mins.)
their locality or what program should be in charge B.”AnneBisyosa”
community. of the issue and their action Students Presentation of the output.
giving them time to move –act and
freeze after the count of ten. (See attached Rubric)

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 characteristics. Complete the statement:
about the lesson political engagement and whom you will ask for help and “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 open because _____________________________.”
up with the parents and make
daily conversation.
*** accept that we are different
individuals with different
opportunities. Our role is to make
a difference in a positive way.
J. Evaluating (5MINS.) (15 Minutes) (5Mins.) (5mins.)
learning "MOST LIKED GROUP" A short film is to be watched “Reflection” "MOST WATCHED GROUP"
Based on the posted entitled “Teen-Ager” Ask them “ If Upload the Video on YOUTUBE.
groupie with hashtag the you were in the Lead Character’s Write your reflection about the
students should gather Shoes, to whom will you run and government program giving condom
likes, hearts and happy be comforted? to high school students.
faces. 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- 5_
15 Total 15

K. Additional Agreement Assignment

activities for (2mins.) (2mins.)
application or B.Now I’ve Seen Everything "MOST WATCHED GROUP"
remediation Ask the student to conduct an
interview to their respective Within a day the most watched video with comments
communities or school about existing will get the highest points.
programs about empowerment and Creativity of the Video -5
political engagement of the youth to Most liked Video- 5
answer the WHAT I LEARNED Clearness of audio and video 5
Column. Group Cooperation- ______5___
20
It must recorded through a video as (to be checked the following day
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, and
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
not 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 tough enough without having to be worried about being killed while going to math class.
 Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON Teacher Learning Area
HUMSS Class D Group 6 Philippine Politics and Governance
LOG
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. Performance
Standards

C. Learning Conduct a research for a draft proposal on political engagement and youth empowerment
Competencies/ 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. CONTENT

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 Editorial Cartoon, Data Retrieval Video 1: Daily Routine of the Filipino High
Resources School Student
https:www.youtube.com/watch?v=50oZFfnM
 EMw&feature=share

IV. PROCEDURES
(5 Mins.) (5 minutes.) (5 minutes)
A. Reviewing
previous lesson "GENIUS HAT": The students will “TELL ME…SHARE”. The students will write Recall the process and types of research
or presenting sing "TATLONG BIBE" while about his/her ‘DAILY ROUTINES’
the new lesson passing the genius hat and when
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 the "PICTELL" The class will be A video presentation regarding “Routine “Family Feud”
lesson divided into three groups. Each 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 school.
cartoon about issues that can be
used in research wherein these Example: According to 50 surveyed students:
groups will identify the editorial What are three most loved activities that were initiated by SSG?
cartoon assigned to them and give (PROMENADE, Teachers’ Day Celebration, Gift Giving during
some of their observations within Christmas)-Political Engagement
their group.-
Group 1: Study Habits
Group 2: Political Leaders
Group3: Violence

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

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

D. Discussing new (20mins.) (20minutes)

concepts and "DISCUSSION & REPORT"
practicing new Each group will be given a Reading
skills #1 Material with guide questions. The
students will answer the guide
questions and share their ideas
about nature , importance and
characteristics of research.
‘DISCUSSION ”
“Process and Type of Research” (20Minutes)
Each class will be divided into three groups Presentation of outputs
and present a draft proposal research about GROUP WORK:
the following topics: Form a group of three. Think your own title about the following topics:
a. Political engagement a. Political engagement
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 According to the group created Let the group share their chosen draft a. A Draft proposal research per group.
Assessment 3) earlier, each group will identify and proposal research about the given topic and
share issues related to research. explain it to the class.

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 abstractions Identify issues related to research Identify the different process and types of Enumerate the different title for each strand based on the topic given.
about the lesson based on the lesson discussed. research.
 I. Evaluating (5MINS.) (5 Minutes) (15Mins.)
learning Questions: “ Research is a systematically & cyclical”. “Reflection”
1. Why is there a need to This means that you need to follow a step by
conduct a research? step process to successfully conduct a Write your reflection about the result of the research that you have
2. What practical benefits can research study. conducted.
you get from research?
Rubric:
Comprehensiveness of Ideas - 10
Discussion of the ideas- 10
Correct format of writing- 10_
Total 30

J. Additional ( 2 minutes)
activities for Assignment:
application or If you’re an athlete or an artist, do
remediation you still need to conduct research?
Why or why not?
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?
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
 Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON LOG Teacher HUMSS Class D Group 4 Learning Area Philippine Politics and Governance
Teaching Dates and Time Week 9 (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 Philippine democratic politics, the executive,
A. Content Standards the legislative, the judiciary, and decentralization and local governance

B. Performance The learners shall be able to explain the roles of different political institutions

Standards

C. Learning Discuss the roles and responsibilities of the Assess the performance of the Philippine Appraise the impact of Congress’s performance Articulate a position or advocacy to a Philippine
Competencies/Obje Philippine Senate and the House of Congress on Philippine development legislator through a formal correspondence
ctives Representatives HUMSS_PG12-Ii-28 HUMSS_PG12-Ii-29 HUMSS_PG12-Ii-30
Write the LC code HUMSS_PG12-Ii-27
for each
II. CONTENT The roles and responsibilities of the Philippine Senate and the House of Representatives.

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials http://www.icivs.org/node/1366/resource Philippine Politics Democratic Ideals And http://www.philstar.com/headlines/2016/06/1550

from Learning www.slideshare.net Realities; Chapter 3, p. 137 240/belmonte-cites-accomplishments-outgoing-
Resource (LR) Diana J. Mendoza congress
Ateneo De Manila University Press
 portal Copyright 2010
http://www.icivs.org/node/1366/resource
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 Identify the roles of the president. Present pictures that depict the roles of the Philippine Senate and the House of congress.
congress. Let the students identify these roles. Representatives?
(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 your
lesson the country? If no, who rules with the president? Management Program in our school that is barangay that need immediate solution.
(Senate and the House of Representatives ) implemented by the Yes-O 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 ordinances
of the new lesson senators and 2 congressmen that they know. representative/ congressman (woman) in their in their barangays, which they think create
district. 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 Philippine 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 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 Senate
Approve the
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 for
Authorize limited emergency powers for
the president.
the 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
law

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 through Video presentation on Congress’
practicing new skills powerpoint presentation: accomplishments:
#2 1. The basic structure of the Legislative branch. • House of Representatives
2. The roles and responsibilities of the congress https://www.youtube.com/watch?v=Y
and how a bill becomes a law. 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
Assessment 3) sets of pictures to one group and listed roles to
the other group. Each student will find the role
that matches the picture.
Walk through the assessments done by the
students in the previous activity.
Group activity:
Make a graphic organizer or diagram showing
the Congress’ program and their advantages
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 is Each group shall develop an advocacy or
in daily living responsibilities of the congress? construct a letter addressed to their respective beneficial to the school. position that is advantageous to the community.
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 of performance on Philippine Development Each group shall present their advocacy or
the lesson Congress? the congress? position stressing its benefits to the community.
(The main function of the Congress is to ( Assessment on the performance of the Statement:
make laws.) congress is needed to determine whether The initiated program of our Congress’s
they really rendered an effective service evidently improved the lives of the people in our
to
our country.
countryman.)
I. Evaluating learning (10min) (5min) (7min) (10min)
Formative assessment: Rate the performance of our district Essay: Summative test (10 items) on the legislative
10 item quiz. representative using the following scale: Evaluate the importance of the K-12 program to branch of the Philippine government.
Fill in the blanks: (1 = lowest; 5=highest) the over-all development of our country.
1. The Philippine’s legislative department is
also known as the Phil. Congress.
2. The congress is composed of the Upper
and the Lower house which is also known
Senate and House of Representatives
as the _____

respectively.
24
3. The senate is composed of senators.
200
4. The Lower House is composed of ____

district representatives.
5. Approve the government _____.
6. Undertake projects under CDF.
7. Propose, review, and adopt bills forbudget
enactment into law .
8. Overturn a presidential veto with respect
to proposed legislation.
9. Allow for ______referenda.
10. Propose amendments to the
constitution.

J. Additional activities Assignment:

for application or Research on the complete list of current
remediation senators of the country and district
representatives in their respective provinces.
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
 Grades 1 to 12 School SHS Region 3 MTOT Grade Level 12
DAILY LESSON LOG Teacher HUMSS Class D Group 4 Learning Area Philippine Politics and Governance
st nd
Teaching Dates and Time Week 10 (Day 1-4) Quarter 1 or 2 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 local
A. Content Standards governance

B. Performance Standards The learners shall be able to explain the roles of the different political institutions.

C. Learning Competencies/Objectives
Write the LC code for each
Identify the role and responsibilities of the Philippine Discuss how the Judiciary exercises political Evaluate the performance of the To assess students’
Judiciary neutrality and fairness Philippine Judiciary as a dispenser performance covering
HUMSS_PG12-Ij-31 HUMSS_PG12-Ij-32 of justice and protector of competencies acquired in
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 Judiciary ( Quarterly Exam)

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 Politics and Governance with 1987 Philippine Constitution,
Josielyn M. Mendoza et al. page 181-188
Philippine Politics and Governance,

Rhene C. Tabajen and Erlinda B. Pulma, page 81-87

IV. PROCEDURES
A. Reviewing previous lesson or ( 3 min ) ( 5 min )
presenting the new lesson Oral Recitation Human Chain Reaction Game
Identify the fundamental roles of the Executive and As a form of review the students shall participate in a

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
Legislative Branches of the Philippine Government.
( 5 min )
Graphic Organizer Interpretation
The student will interpret the graphic organizer.
Executive
Philippine
Goverment
Judiciary Legislative
What is the relationship of the 3 branches of the
Philippine Government as shown in the graphic
organizer?
( 5 min )
Picture Analysis
The student will be presented with the picture of
President Rodrigo Duterte, Senator Leila De Lima and
Chief Justice Maria Lourdes Sereno.
What are the issues or cases that are attributed to the
personalities in the pictures shown?
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.
( 3 min )
Picture Analysis Performance Task:
The student will interpret the picture with the aid of DEBATE:
guide questions.
The class will be split into two
groups and will be having a debate
on the following issue:
With the current campaign of
President Duterte’s War on Drugs,
are you in favor or against the said
campaign? Do you think this
Campaign reflects the true nature
of justice?
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”?
( 5 min )
Concept Map
“Injustice in my society”
The students will give examples of injustices that
they have experience or seen firsthand in their own
community.
How do you feel about the people that have been
deprived of justice?
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
( 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
( 15 min ) ( 10 min )
(Discussion with the Aid of PPT) Discussion using a VENN DIAGRAM about Equality
Roles and Responsibilities of the Philippine Judiciary and Fairness
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.
( 7 min ) ( 5 min )
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 members contribute to the problem of slow administration of
each. They are task to write on the manila paper their justice in the country?
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

They will be posting the output on board and the

class will critic the work of their classmates.
G. Finding practical applications of ( 5 min ) ( 10 min )
concepts and skills in daily living Essay Classroom Relationship Management
As a SHS Student how can you show that you value The class will be having a forum with regards to their

H. Making generalizations and
abstractions about the lesson
virtue justice in your day today life? Cite at least 2-3
example.
( rubrics for essay )
How does the judiciary check the other branches of the
government?
The Judiciary settles disputes and has the power to
classroom relationships (e.g. class behavioral
environment like bullying, rapport, etc.). The
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. Taking into
consideration the value of justice and neutrality while
creating the resolution.
In your opinion what changes in the legal system
must be initiated to improve the effectiveness and
efficiency of our judicial system.

mediate conflicts between the other branches of the One of the changes in the legal system that must be
government. initiated to improve the effectiveness and efficiency
of our judicial system is to declutter the file cases
( 5 min) that every court has, or fast track some 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 the
responsibilities of the Supreme Court. 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
 APPENDI X 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.

RUBRIC FOR GROUP WORK (Group Discussions, Role Play, etc)
Advanced
4 points
Contributions/ Always willing to help and do more;
participation routinely offered useful ideas; and
Attitude always displays positive attitude
Working with Does more than others; is highly
others/ productive; assumes leadership role
Cooperation as necessary; and works extremely
well with others.
Focus on task Tries to keep people working
/commitment together; almost always focused on
the task and what needs to be done;
is very self-directed; and
participated in all group meetings
Communication/ Always listens to, shares with, and
listening supports the efforts of others;
Information sharing provides effective feedback to other
members; and relays a great deal of
related information.
APPENDIX D
Competent
3 points
Cooperative; usually offers
useful ideas; and generally
displays positive attitude
Does part of the work; is
cooperative;
works well with others; and
rarely argues
Does not cause problems in
the group; focuses on the
task and what needs to be
done most of the time;
participated in most group
meetings; and provides
leadership when asked
Usually listens to, shares
with, and supports the
efforts of others; sometimes
talks too much; provides
some effective feedback to
others; and relays some
basic related information.
Progressing
2 points
Sometimes cooperative;
sometimes offers useful
ideas; and rarely displays
positive attitude
Could have done more of
the work – has difficulty;
requires structure; directions
and leadership; sometimes
argues
Sometimes not a good team
member; sometimes
focuses on the task and
what needs to be done;
must be prodded and
reminded to keep on task;
and participated in some
group meetings.
Often listens to, shares with,
and supports the efforts of
others; usually does most of
the talking – rarely listens to
others; provides little
feedback to others; and
relays very little related
information
Beginning
1 point
Seldom cooperative;
rarely offers useful ideas;
and is disruptive
Seldom cooperative;
rarely offers useful ideas;
and is disruptive
Did not do any work –
does not contribute; does
not work well with others;
usually argues with
teammates
Provided no leadership;
often is not a good team
member; does not focus
on the task and what
needs to be done; lets
others do the work; and
participated in few or no
group meetings

Exemplary
4 points
Self-disclosure / Student demonstrates an in-depth
Depth of reflection reflection on, and personalization of
the theories, concepts, and/or
strategies presented in the course
materials. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples from personal
experiences are provided, as
applicable.
Connection to Student makes in-depth synthesis
outside experiences of thoughtfully selected aspects of
experiences related to the topic
and makes clear connections
between what is learned from
outside experiences and the topic.
Connection to Student makes in-depth synthesis
readings of thoughtfully selected aspects of
readings related to the topic and
makes clear connections between
what is learned from readings and
APPENDIX E
Rubric for Individual Work
Sufficient Minimal Beginning
3 points 2 points 1 point
Student demonstrates a Student demonstrates a Student demonstrates a
general reflection on, and minimal reflection on, and lack of reflection on, or
personalization of, the personalization of, the personalization of, the
theories, concepts, and/or theories, concepts, and/or theories, concepts,
strategies presented in the strategies presented in the and/or strategies
course materials. course materials. presented in the course
Viewpoints and Viewpoints and materials. Viewpoints
interpretations are interpretations are and interpretations are
supported. Appropriate unsupported or supported missing, inappropriate,
examples are provided from with flawed arguments. and/or unsupported.
personal experiences, as Examples are not provided Examples are not
applicable. or are irrelevant to the provided.
assignment.
Student goes into some Student goes into little detail Student merely identifies
detail explaining some explaining some specific some general ideas or
specific ideas or issues from ideas or issues from outside issues from outside
outside experiences related experiences related to the experiences related to
to the topic and makes topic and m very few the topic.
general connections connections between what
between what is learned is learned from outside
from outside experiences experiences and the topic.
and the topic.
Student goes into more Student goes into little detail Student identifies some
detail explaining some explaining some specific general ideas or issues
specific ideas or issues from ideas or issues from from readings related to
readings related to the topic readings related to the topic the topic. Readings are
and makes general and makes general
 the topic. Includes reference to at
least two readings other than those
assigned for class.
Connection to class Student synthesizes, analyzes and
discussions evaluates thoughtfully selected
aspects of ideas or issues from the
class discussion as they relate to
this topic.
connections between what
is learned from readings
and the topic. Includes
reference to at least one
reading other than those
assigned for class.
Student synthesizes clearly
some directly appropriate
ideas or issues from the
class discussion as they
relate to this topic.
connections between what
is learned from readings
and the topic.
Student attempts to
synthesize some directly
appropriate ideas or issues
from the class discussion as
they relate to this topic.
only those assigned for
the topic.
Student has difficulty
restating some general
ideas or issues from the
class discussion as they
relate 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 be messy.
neatness. Well constructed construction and not very a bit messy.
and not messy. messy.
Creativity The slogan is exceptionally The slogan is creative and The slogan is creative and The slogan does not
creative. A lot of thought a good amount of thought some thought was put into reflect any degree of
and effort was used to was put into decorating it. decorating it. creativity.
make the banner.
Originality Exceptional use of new Good use of new ideas Average use of new ideas No use of new ideas and
ideas and originality to and originality to create and originality to create originality to create the
create slogan. slogan. slogan. 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.
th
4. Social Contract - It existed during the 17 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