Philippine Politics and Governance DLP

Grades 1 to 12 DAILY LESSON LOG

School SHS REGION 3 MTOT Teacher HUMSS CLASS D GROUP 1 Teaching Dates and Time

WEEK 1 (DAY 1-4)

Grade Level Grade 12 Learning Area Philippine Politics and Governance st or Quarter 1 4th Quarter

WEEK 1 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. The learners shall be able to clearly identify a specific political phenomenon and how it can be studied.

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

Articulate the definition

Explore the connection between

Recognize the

Students differentiate government

of politics. and Differentiate the various views on politics.

the phenomenon (politics) and the method of inquiry (Political Science)

value of politics. HUMSS_PG12-Ia-4

from governance. HUMSS_PG12-Ia-5

HUMSS_PG12-Ia1 HUMSS_PG12-Ia-3 HUMSS_PG12-Ia2 1.1 The meaning of politics. 1.1 The connection between 1.2 Various views on Politics and Political Science. politics

1.1 The value of Politics.

1.1 The difference between governance and government.

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

Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma, pp: 3

Philippines Politics and Governance by: Rhene Tabajen and Erlinda Pulma pp. 45

https://www.youtube.com/watch?v=j QK0Xbfel-M

http://youtube/ukqBly7AZSc

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

(5 minutes) Teacher welcomes the class 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…”

(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.

Pairthe andstudents Share to pair with Ask their seatmate and share what they felt after hearing the teacher’s remark..

(3 minutes) Think-Pair-Share Each student should take a partner wherein partner A 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 inquiry (Political Science)of

Answer: NATION

Answer: DEBATE

(5 minutes) “KAW NA” .Name

of the student will be flashed and will be asked questions to review previous lessons.

B. Establishing a purpose for the lesson

(5 minutes) Video Clip Viewing Before teacher plays a 5minute video clip, he poses the following questions: a. how did t he speaker define politics? b. what are the concepts cited to explain what politics is?

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.

( 5 minutes) Picture Analysis

(4 minutes) A short video clip will be shown to present about government and governance. http://youtube/ukqBly7AZSc

The teacher 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? .

C. Presenting examples/instances of the new lesson

(5 minutes) (10 minutes) Present a video clip that discusses Semantic Web Map Ask the students to give political science words associated to the word “ Politics”. Ask: Why do you think we study politics? What are the differences and the connection between politics and Political Science?

( 5 minutes ) A WORLD WITHOUT POLITICS: The student will engage themselves with an analysis of 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)

(10 minutes) GRAFFITI.Each group will be asked to write significant words that will describe the video they saw on the cut-out paper and stick it to the wall.

D. Discussing new concepts and practicing new skills #1

(30 minutes) Based on the Semantic Web Map you have conceptualized, define politics in relation with the terms provided by the students.

(8 minutes) Group Mo, Post Mo:Group the class to three teams. Concepts that define politics and Political Science are jumbled. Those concepts are written separately in pieces of bond paper which will be given to each group. Each student is given the Discussion: chance to post the concepts where The meaning of politics they belong, whether to politics or • Politics is the study of Political Science. A time limit is set (who gets what, when and on this game. how) as Harold Laswell states. POLITICS • Politics is the exercise - the actual process of how of power, the science of humans interact in groups government, t he making of - constitute man’s activities in collective decisions, the the real world allocation of scarce - the practices of elective and resources and the practice non-elective political of deception and systems manipulation. - the process by which people try to influence the Characteristics of politics government ( Shieveley, 2013) - the process by which the government decides which 1. Politics always involves policies will be enacted the making of collective - the practice of state and decisions for group of government people. - issues, problems, and 2. Those decisions are activities taking place in made by some members society of the group, exercising - day-to-day actual activities power over other of the government members of the group - relative (varying) - everyone is involved

(20 minutes) With the aid of a power point presentation the teacher will discuss the following The values of politics. 1. Politics helps you to know your rights 2. Politics clarifies what you yourself believe. 3 .Politics is a living, breathing subject. 4. Politics helps you to understand our nation’s parties. 5. Politics prepares you for adult life.

. (5 minutes) representative from each group will have to pick and identify one significant word which refers to government and another to governance. PICK MO ‘TO.Two

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 srcin, nature and functions of the state, government and its all organs - universal studied by few (5 minutes) Pass the Mic:The teacher will show in detail the different definitions of politics and Political Science. Each student will be asked to read the concept while passing the mic.one-by-one

. ( 7 minutes) The teacher will discuss with the aid of a power point presentation about the concept of governance which is defined as the process of decision-making the process by which decisions areand 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)

(7 minutes)

(10 minutes)

( 5 minute )

Group Work:

May Konek:The students will be grouped to 6 teams. Each team will answer the question in a manila paper.

(GAME) Like or Unlike The students will be presented with different scenarios and they will determine if it show the value of politics or not.

Politikanta The class is divided into four groups. Each group shall think of a line from a Tagalog song Ask: “Explain the connection or depicting political statement. A relation of politics and Political I. representative would present Science.” and explain to the class what is political about the song’s lyrics that they have chosen. G. Finding practical (5 minutes) applications of concepts and skills in daily living 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?

(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) Read and recite. IT BULAGA! The student will have to answer the question stick under their table, if they got a smiley face then they WON and needs to answer the question on their paper.

((20 minutes)

(10 minutes)

THE WORLD WITH POLITICS ROLE PLAYING. The student will be divided into 4 groups and will present how politics is valued in each organization assigned to

The teacher will facilitate a SYMPOSIUM where each group will have to discuss the government assigned to them ( MARCOS, C. AQUINO, ,RAMOS, MACAPAGAL-ARROYO , B. AQUINO &

them. 1. 2. 3. 4. 5.

DUTERTE) andPhilippines. the kind of governance it practiced in the GUIDE QUESTIONS: 1. Is t here a governance structure in place? 2. If so, what it is? Does it work? How does it work? How it can be improved? 3. If not, what do you think might be needed?

Family Classroom/ School Peer (Barkadahan) Barangay Work Place (colleagues)

RUBRICS 10 pts - Content 5 pts – Creativity 5 pts – Showmanship 20 pts TOTAL H. Making generalizations and abstractions about the lesson

2 minutes

(5 minutes) Ask the students:

(4 minutes) The teacher will facilitate “Minute Papers” will allow an

( 5 minutes) Ask the students: What is the difference 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

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.

(10 mins)

end-of-class reflection in which the students write briefly to answer the questions: “What did you learn today?”” And What questions do you still have?”

(5 minutes) QUIZ (True of False) 1. Politics is the actual Song Analysis process of how humans interact in groups. A music video will be played. 2. Political Science is the Students will analyze by process by which people try answering the question; “How to influence their is politics defined in Philippine government. setting and what is your 3. Political science seeks to political view about the music study the srcin, nature and

( 7 min) Slogan Making ( 5 groups) Create a SLOGAN that will established how the good politics can be applied in our daily life. SLOGAN shall be displayed in the classroom for at least 2 weeks.

video?” Criteria for Grading Content - 60% (12 points) Grammar - 20% (4 points) Clarity - 20% (4 points) 100% 20 points

the following rubrics: RUBRICS for the SLOGAN 10 pts - Relevance to the Topic 5 pts – Creativity 5 pts – Neatness 20 pts TOTAL

Essay:

functions of the Government andState, 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

The activity will be scored with

GOVERNMENT is merely an instrument for the purpose of governance while GOVERNANCE is the exercise of political, economic, and administrative authority to manage a nation’s affairs.. Governance embraces all of the methods--- good and bad ----- the societies use to distribute power and manage public resources and problems. ( 6 minutes) QUIZ(10 PTS.)In a ½ cross-wise paper, the students will have to illustrate a VENN DIAGRAM of government and governance.

J. Additional activities for 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?

Assignment: Bring any old newspaper for tomorrow’s activity.

Assignment: Review the lesson

(3 minutes) ASSIGNMENT: Ask the student to bring a picture of a known political leader may it be local.

Grades 1 to 12 DAILY LESSON PLAN

School Teacher Covered Date Week 2 Day 1

Grade Level11 or 12 Learning AreaPhilippine Politics and Governance Semester First Day 2

Day 3

Day 4

I. OBJECTIVES


B. Performance Standards

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

1. Learning Competencies/ Identify the basic tenets of major political ideologies (i.e., Objectives

II. CONTENT

A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning

liberalism, socialism, conservatism, etc.) HUMSS_PG12-Ib-c-6 1. Define ideology and political ideologies 2. Identify the different characteristics of ideology 2. Political Ideologies 2.1 The basic tenets of the major

Identify the different political ideologies and its functions

Differentiate the political ideologies HUMSS_PG12-Ib-c-6

Differentiate the political ideologies

political ideologies (i.e., liberalism, socialism, conservatism, etc.)

Resource (LR) portal B. Other Learning Resources

https://m.youtube.com/watch?v=vz- http”//www.peopleszuwRgAE press.org/quiz/politicaltypology/ Politics Without Borders” by Mendoza and Melegrito, pages 2436

Politics Without Borders” by Mendoza Politics Without Borders” Politics Without Borders” by and Melegrito, pages 24- 36 Mendoza and Melegrito, pages 24by Mendoza and Melegrito, pages 24- 36 36

(5 minutes) Activity: 5“ Minute Review ”: Engage students as partners to discuss and review material. Procedure: 1. Pick a partner. One person is

(5 minutes) Review Activity: ACROSTIC: Let the students give characteristics of ideology based from the

partner A and the other is partnerB. 2. Partner A reviews information with partner B for one minute. Partner A must talk for the entire one minute. After one minute, partner B reviews information with Partner A for one minute without stopping. 3. Partners continue to switch jobs two more times, now for 30 seconds each. 4. Partners now switch two more times for 15 seconds each to sum up the lessons.

letters of the word I-D-E- collaborate theirpolitical ideasin ideologies. relation to skill they think they have mastered. O-L-O-G-Y. ideologies and Example: Example: I- initiates improvements 1. Anarchism and projects D- evelops projects 2. Fascism E- evolution of O- ffer solutions L- ead people 3. Socialism O- rganize programs G- eared towards unity Y- outh working together 4. Liberalism

IV. PROCEDURES



(15 minutes) Group Activity: “Kwentong bahay”

(10 minutes) Activity: Pick-tell: Jumbled pictures will be available at the teacher’s table and each group will select a representative to pick one and give them time to

5. Conservatism (10 minutes) (5 minutes) Let the students take the Activity: 4 pics-1 word: “Political Typology Quiz” Pictures that represent the different

(5 minutes) Activity: Three-Two-One (3-2-1) Writing Activity where students write: 3 key terms from what they have just learned, 2 ideas they would like to learn more about, and 1 concept or

(5 minutes) Activity: Colored Paper Grouping: 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: Centre Example: 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 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.people5. press.org/quiz/politicaltypology/. The interpretation of scores for the quiz is not based

the teacher and each student will pick one color that represents his/her own perspective of political ideology. Blue- Anarchism Yellow-Socialism Pink-Liberalism Green-Conservatism Black- Fascism

on any known or used scale. (Please see Appendix A)



(10 minutes) Present a video clip about ideologies. (https://m.youtube.com/watch?v=vzszuwRgAE). Remind the students before the video be presented in classthat based from it, answer the following questions: 3.1. How do we acquire political beliefs? 3.2. How people will be affected by these beliefs?

(10 minutes) After taking the quiz, students will be assessed if they are conservative or liberal based on their scores from the Political Typology Quiz.

(5 minutes) Jumble Words

(15 minutes) From the four (4) groups, conduct the activity entitled “Mix and Match”. The teacher will provide phrases based from the definitions of the following and the students will try to post where these definitions belong.

(5 minutes) Guide Questions: Ask the students, 1. What is ideology? 2. What are the different types of ideologies?

(20 minutes) Present the different political ideologies and their perspectives of the state through a power point presentation. Provide the students with a handouts.

Rearrange the words to find the correct answers to the questions below: 1. 2. 3. 4. 5.

(5 minutes) Group themselves according to the papers of the same color and make them justify their choice. Select a representative from the group to present their insights.

LIERALISMB FMEMINIS MMUCONISM CISOALISM ENNTVIROANMELISM (20 minutes) Slogan-making: Let each group create their own slogan based on political ideology they belong.

(Please see Appendix F for the rubric) A. IDEOLOGY a : a systematic body ofconcepts 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

(Please see Appendix C)

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) (10 minutes) Discuss through a power point presentation the different characteristics of ideologies. Ideologies provide an explanation for problems that confronts modern societies by providing futuristic visions. •

•

•


•

(15 minutes) Activity: Jumbled Letters Students will be given set of jumbled letters and they will try to compose the different ideologies from it. Purpose: Introduce the 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) (5 minutes) (5 minutes) Activity: “One -sentence Ask the students: summary” Oral Recitation Summarize the definition of 1. What is the role to the ideology and political ideologies by state by each political doing “one- sentence summary”. ideology? • •


Students are asked to write a single summary sentence that answers (“ what and why ” questions about the topic. Possible answers: What: For me, ideology isthe thinking characteristic of an individual, group, or culture. Why: For me, Ideologies are important becauseit provides an explanation for problems that confronts modern societies by providing futuristic visions.

2. Can you see any pattern or trend among the five types of ideologies regarding the role of the state? Ask: How would each ideology answer a question: Is the state a means to an end, or is the state the end in itself?

(15 minutes)

(based from their assignment)

(10 minutes) “Compare and Contrast ” Have students describe different political ideologies. Compare and generate list of similarities. Contrast the objects and generate a list of

(Please see attached Rubric, Appendix F)

differences. Determine significant likenesses and differences of political ideologies.

Presentation of‘Role Playing about political ideologies’.

Political similarities differences ideologies

(Please see attached Rubric for Individual Work, Appendix E)

G. Finding practical applications of concepts and skills in daily living

Ask : 1. Compare the ideologies of your mother and father. 2. 2. Given such experience from your parents, who among them are you in favor? Why?

Ask: How would each ideology answer a question

(5 minutes) The teacher will enumerate different known organizations and the students will identify on what political ideology/ ideologies they belong.

Write a short biography to share with the class that addresses this guiding question:

4. Philosophical Association of the Philippines- liberalism

Rodrigo Duterte

“Political ideologyIs the state a means to an end, or is the state the end in Example: itself?” 1. National Democratic Front (NDF) -1973 2. Malayang Kilusan ng Bagong Kababaihan (MAKIBAKA)Socialism 3. Opus Dei (Work of God)conservatism

1. Why is this individual a great leader? 2. How is his/her political belief linked to the Philippine politics?

Ask: Which political ideology best describes the nature of democracy in the Philippines, and why?

Benigno Aquino III

Gloria Macapagal Arroyo

H. Making generalizations and abstractions about the lesson

(5 minutes) Activity: DYAD 1. Ask the students to choose 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) Activity: BOGGLE Sum It Up! End the lesson by letting 1. Today I have learned that the students summarize _____________________. the three functions of 2. The topic that is NOT clear political ideology thru an to me is/are activity entitled “Boggle”. ________________. Instructions: 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.

(15 minutes) Activity: KEY CHART Using a chart, identify the major key concepts of different political ideologies. Students will be grouped into 5. (Please see attached Rubric, Appendix D)

(Please see attached rubric, Appendix C) I.

Evaluating learning

Fill in the blanks: Answer the following: Think about it! Answer the following: 1. ______________ is a 1. It is a systematic 1. Sees the state as the neutral political philosophy that body of “Ideologies gives us the picture of arbiter – liberalism tends to support the status concepts the existing reality, answering “what 2. Has contrasting views of the quo and advocates change especially about is wrong, what went wrong and state – socialism only in moderation. human life or why” 3. Rejects the state outright– 2. ______________ is an culture? anarchism economic, social, and Ideology Students will write their answer in 4. Has contrasting view of the political system seeking 2. Set of related ½ sheet of yellow paper. state – socialism government ownership of beliefs about 5. Sees the state as the supreme the means production and political theory ethical ideal - fascism services directed by a and policy process of scientific Political ideology administration and 3. In your own universal assent. understanding 3. ___________ is derived what is the 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.

importance of political ideology?


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

Assignment:

Assignment:

Group Dynamics: Roleplaying Group the students into two, decide a scenario and let them pick one political ideology and be the basis for a role play.

Group Dynamics: Interview Interview a politician in your community regarding their advocacy and belief. Basedon his/her advocacy and belief, identify the kind of ideology that he/she believes in.

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 DAILY LESSON PLAN

School

Grade Level 12

Teacher

Learning Area Philippine Politics and Governance

Covered Date Week 3 Day 1 –Day 4

Day 1

Semester First

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 globalization.


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

II. CONTENT

examine the relationship between political ideologies and configurations of political

critique ideas that have a direct impact on how

communities HUMSS_PG12Ib-c-8

we try to manage ourselves as a political community HUMSS_PG12Ib-c-9

analyse how political ideologies impact on the social and political life of Filipino HUMSS_PG12Ib-c-10 3

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 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


(5 mins.)

(5 mins.)

Quiz Bee As a review, the teacher will divide the class with 5 members each. They will show their knowledge by answering the questions in boards they have to raise.

Connect the previous discussion with the new one by conducting a game entitled “ Cooperative Review ” wherein the students will be grouped to take turns asking other groups questions. Often conducted as a game where points are awarded.

1. What are the major political ideologies? Identify each and explain B. Establishing a purpose for the lesson

(3 mins.) Brainstorming Session on the following:

(5mins.)

The teacher will facilitate “ Noon at Ngayon” wherein the students will Ask: Why is it important be asked to compare to examine and study and contrast differences the relationship between on how we try to political ideologies and manage ourselves as a configurations of political political community communities?. Process the answers of the students.


(10 mins.)

(5 mins.) Teacher reviews the past lesson through oral recitation .The assignment may be used as a “springboard” for the lesson set for the day.

(2 mins.) Say: “In our last discussions, we have established the relationship of political ideologies and political communities. For today, we are going to go deeper by looking into the factors that influence how we behave politically in our community and how we manage our political community.” (3 mins.)

(5 mins.) The teacher facilitates a FACT or BLUFF game by stating political practices/events of the Philippines.

(7 mins.)

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

Picture Puzzle and Jumbled Word Ac ti vi ti es 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).

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.

Ask: “What is common about these pictures? Can you give other political activities that people usually take part into?


(20 mins.)

(10 mins.)

(5 mins.)

Discussion through a PowerPoint presentation. Discuss the relationship between political ideologies and configurations of political communities

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 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.




(10 mins.)

(30 mins.)

Students can be given a copy of a Semantic Web where they can organize ideas/concepts about the discussion

Draw lots (different performances ) -talk show -pageant -role play -news casting commercial/advertiseme nt

(5 mins.)

(15 mins.)

Ask: 1. Which political ideology is most skeptical about democracy and its processes? 2. In the previous week, we have identified organizations for each ideology. Discuss how the organization is influenced because of the ideology they follow. (2mins.)

Reflection Paper : My Understanding of what Political ideologies and configurations of political communities

Give one reference

Ask: How does political

(15 min.)

NEWS ANALYSIS . The class will be divided in Trios. The teacher presents current and timely national issues that are political in nature. The trio chooses one issue and are 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.

(5mins.)

(3 mins.) Ask: “What do you think is the best ideology to

group of the following: 1. Liberalism 2. Socialism 3. Conservatism

ideologies and configurations affect our political communities?


The political ideology and the configuration of a political community are related.

Political ideologies mirror the configurations of a political organization/community.

I.

(5mins.)

The dramatization and the reflection paper serves as the assessment of learning for the day.

Evaluating learning

ESSAY QUESTION: 1. Choose one political group in the country and discuss how their ideology influences their actions or advocacies.

be applied in the Philippine set-up?”

There are ideas that have a direct impact on how we try to manage ourselves as a political community. (25 mins.)

Political ideologies affect our daily lives as Filipino citizens.

WRITTEN TASK Facilitation of a test with at least 25 points. (Definition of Terms, Modified True or False, Essay).

PERFORMANCE TASK Poster Making: The students will be grouped according to the ideologies. Their task is to create a poster in a 1/4 illustration board showing the assigned 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.

Rationalizations will be discussed right after.

J.

Additional activities for application ASSIGNMENT/ or remediation AGREEMENT:

The teacher can ask the students to prepare for the activity for the next day.

ASSIGNMENT: Interview a government official (barangay/municipality/ city official and ask him/her about her advocacies. From the responses, the students

ASSIGNMENT: The students will be asked to bring materials that are to be used for the activity on the next day.

(40 mins.)

will determine the ideology that the official adheres to. V. REMARKS

VI. REFLECTION


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. B. C. D. E.

Politics Individualism Ideology People Globalization

F. Inputs G. Fascism H. Environmentalism I. Government J. Anarchism

K. Collectivism L. Liberalism

__________ 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 srcins 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 Conservatism and F for Fascism.

A

for Anarchism, S for Socialism, L for Liberalism,

__________ 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.

C

for

__________ 14. Sees the state as a neutral arbiter among competing interests and groups in society, a vital guarantee of social order. __________ 15. Links the state to the need to provide authority and discipline ad to protect society from chaos and disorder, hence their traditional preference for a strong state. __________ 16. An ideology that sees the state as a supreme ethical ideal, reflecting the undifferentiated interests of the national community, hence their belief in totalitarianism. __________ 17. This kind of ideology links the state to the need to provide authority and discipline and to protect society from chaos and disorder. __________ 18. An ideology that saw the state more as a vessel that contains, or tool that serves, the race or nation. __________ 19. Regard the state as an embodiment of the common good and thus approve of interventionism in either its social-democratic or state collectivist form. __________ 20. This ideology stressed the link between the state and the class system, seeing it either as an instrument of class rule or as a means of ameliorating class tensions. III. Essay: Explain and elaborate your answers. (5 points) 20-25 – How does political ideology shape the condition of the political community? Is the current state of the Philippines reflective of the role of political ideology in shaping the way of life of Filipinos? Explain your answers?

School SHS Region 3 MTOT Teacher HUMSS Class D Group 2 Teaching Dates and Time Week 4 (Day 1-Day 4) DATE

DAY 1

12 Philippine Politics and Governance 1st or 3rd Quarter

Grade Level Learning Area Quarter

DAY 2

DAY 3

DAY 4

PARTS I. OBJECTIVES A. Content Standards B. Performance Standards

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

C. Learning Competencies/Objectives

Learners are expected to: define power

Write the LC code for each

HUMSS_PG12-Id-11

Learners are expected to: recognize the nature, dimensions, types, and consequences of power. HUMSS_PG12-Id-12

Learners are expected to: analyze the nature, dimensions, types, and consequences of power. HUMSS_PG12-Id-13

Learners are expected to: assess how power is exercised in different situations HUMSS_PG12-Id-14

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT

Power: Nature, Dimensions, Types and Consequences


List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References 1. Teacher's Guide pages 2. Learner's Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) Portal Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 23-30. B. Other Learning Resources

Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 23-30.

Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B.Pulma, pp. 23-30.

Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 23-30.

Video Clips: http://ed.ted.com/lessons http://www.iapss.org/wp/2014/09/28/three -dimensions-of-power/ https://managementstudyguide.com/type s-of-power.htm

Video Clip: https://www.thenation.com/article/philippi ne-president-rodrigo-duterte-is-a-wildlypopular-fascist/

Video Clip: https://www.youtube.com/watch?v=EE4mj A3u4fc

Page 1 of 5

IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson


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.

(3 minutes)

(5 minutes)

(5 minutes)

(3 minutes)

Ask students about their understanding about political ideologies.

Ask: What is power?

Review of the past lesson.

(7 minutes)

(5 minutes)

(10 minutes)

Ask students who can deliberate all important facts in consonance to power, dimensions, types, and consequences (7 minutes)

Class Activity: PICTOpinion

Class Activity: PasaDeBola

Class Activity:

Class Activity: Truth or Consequences

The teachers shows pictures of prominent world leaders.

Ask students about the significant details learned from the previous topics.

Ask students to present the pictures of different powerful personalities.

Procedure: Two students will represent of their group. One of them will ask a question according to the topic that has been discussed about power. If the student answered incorrect, his/her group will sing three lines of Nationalistic song with action. If the answer is correct they will receive a Hep, Hep, Hurray Clap.

Ask: What do these have in common? How they differ from this commonality? Why? Group Work: Jumbled Letters (Power) Divide students into 3 groups. Each group will choose 5 representatives to rearrange the jumbled letters in 1 minute. (10 minutes)


(A ball shall be passed wh ile the music theme for the movie Power Rangers is played. When the music stops, the students who holds the ball shall give his insights from the previous topics.)

(5 minutes)

(10 minutes)

(5 minutes)

Group Work: Concept Mapping

Group Work: 4 Pics One Word

Class Activity:

Class Activity: Video Clip Analysis

Concept to map: What is power?

Present activity about the nature, dimensions, types, and consequences of powers

Discuss on the power of the personalities discussed by the students. If possible, encourage the class to give comments to ensure student-to-student interaction.

Present an actual footage or a video clip downloaded from the social website (YouTube) which portrays the application of power in leading and influencing people (People Power 1986)

(Based from the processing of the group concept maps of ‘power’, the KWL chart will be filled initially.) Know

Want

Learn

Encourage the students to evaluate the video clip.

Ask: What more you want to know about the concept of POWER?

Page 2 of 5

(15 minutes)

(15 minutes)

Group Work: Making Sense

Group Work: Small Group Discussion Class Activity: Filtering

Group Work: VideoChikahan

The students will brainstorm on a d efinition of POWER.

Discuss the nature, dimensions, types Present a digested political article about and consequences of power by giving the nature, dimensions, types, and reading text to each group. Guide consequences of power questions must be provided. Let the students criticize the article presented and gather their ideas or Each group will be given time to present opinions. their work. Encourage them to filter the substance of power based on the article.

Let the students discuss by themselves the video clip, which portrays the application of power in leading and influencing people. After group d iscussion, the leader of each group will sum up their discussion in front of the class.

Guide Questions: Is power always positive? negative? both? What is the purpose of power? •


•

(10 minutes)

(10 minutes)

(5 minutes)

(5 minutes)

(10 minutes)

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: Likes and dislikes

Group Work: Affirming

Class Activity:

Group Work:

Ask the students to define power according to their own understanding.

Three Dimensions of Power: The channels of power are the way in which power is enacted. They can perhaps more readily be remembered as 'head, hands and heart'. Physical power Informational power Emotional power Types of Power: Coercive Power Reward Power Legitimate Power Expert Power

Let the class perform an analytical and critical discussion about the nature, dimensions, types, and consequences of power based on the articles, which are to be utilized.

Have the class identify situations in their locality where officials have applied their power. Let them evaluate the use of their power. Each of the group will present their work.

•

•

•

•


(Critique of the definition of each group should follow after every group has presented. If possible each group will have a group to critique)

• • •

• • • •

Page 3 of 5

F. Developing mastery (leads to Formative Assessment 3

(10 minutes)

(5 minutes)

(5 minutes)

(10 minutes)

Group Work: Hugot/ Pick-up Lines

Group Work: After the Image

Individual Work: Short Essay

Group Work: Slogan Writing

Have each group arrive at a ‘hugot line’ or ‘pick up line’ about the concept of POWER. They should present these in front.

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)

Ask: Create a short essay presenting and discussing the facts and their critical analysis on the nature, dimensions, types, and consequences of power.

Let the students create a short slogan about the use of power.

(2 minutes)

(5 minutes)

Group Work:Group students and make them discuss by themselves on how to recognize the dimension of power.

Class Activity

Class Activity

Ask: Considering the present situation, here in our country how would you describe the power of our leaders?

• • • •

(3 minutes) Class Activity: If given the chance G. Finding practical applications of concepts and skills in daily living

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)

(5 minutes)

(3 minutes)

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)

Class Activity: The Best Ka

Class Activity: One-Liner

Class Activity

Group Work: ArtThrob, Pusuan Mo Bes!

Ask: We have many different definition of power. Based on the given definition what is the best definition of power for you? Why?

Create a one-liner statement which will sum up the significant facts of the lesson (5 minutes)

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)

(5 minutes)

(5 minutes)

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:3-2-1

Individual Work: FBpost

Individual Work: Hugot Line

Individual Work: Short Quiz

Let the students fill the 3-2-1 chart: 3 things learned 2 most important facts still in m ind 1 question remains in mind

Make a statement or a saying regarding the types and consequences of power which you can post in your Facebook wall.

Ask: What do you think is the most significant lesson you get from our discussion? Cite one HUGOT LINEto describe your learning.

Give a 10-item quiz about the week’s topic

•

•


I. Evaluating learning

Page 4 of 5

Assignment: Research J. Additional activities for application or remediation V. REMARKS VI. REFLECTION 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

Bring pictures of different powerful personalities. The students will have to reflect about their learnings daily by putting t hese in their journal. Encourage them to make their journals personalized and creative. 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 relevant questions.

encounter which myme principal supervisor can help solve?or G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Page 5 of 5

School SHS Region 3 MTOT Teacher HUMSS Class D Group 2 Teaching Dates and Time Week 5 (Day 1-Day 4) DAY 1

DATE



DAY 2

DAY 3

DAY 4

PARTS I. OBJECTIVES



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: define nation and state


HUMSS_PG12-Ie-15


Learners are expected to: differentiate nation from state HUMSS_PG12-Ie-16

Learners are expected to: explain meanings of globalization HUMSS_PG12-Ie-17

Learners are expected to: evaluate how globalization influences nation-states HUMSS_PG12-Ie-18


II. CONTENT

States, Nations, and Globalization The State as Different from the Nation as a Political Concept



•

States, Nations, and Globalization Globalization as a Context of Relations Among Nation-States •

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

Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 3139 Difference Versus Nation and State: https://www.youtube.com/watch?v=hyt_oM6cLtA Nations, States, and Nation States https://www.youtube.com/watch?v=sa-41DBGHfw&t=3s State vs. Nation https://www.youtube.com/watch?v=rPwf3qOFV7w Elements of A State:

Book: Philippine Politics and Governance by Rhene C. Tabajen and Erlinda B. Pulma, pp. 3940 What is Globalization? https://www.youtube.com/watch?v=xPD477FuqtY Is Globalization Good or Bad? https://www.youtube.com/watch?v=8sSNyXEShqI Globalization Pros and Cons: https://www.youtube.com/watch?v=cVPwmpu3HAE The Cost of Globalization: Page 1 of 9

https://www.youtube.com/watch?v=_lT0Tkpq6Kk&t=15s IV. PROCEDURES

(5 minutes)

(3 minutes)

(5 minutes)

(2 minutes)

Review:Ask the following.

Review:Ask the following. What is a nation? What is a state? What is a nation-state?

Review: SONA (State or Nation, Arrange!

Review: Making Sense

•

• •

•


https://www.youtube.com/watch?v=v0CdoXp8x44


What is power? How should one exercise his/her power? Who have powers in the country?

Ask: What is globalization?

• •

Most Possible Responses: People, Government

Let the students categorize each concept written in meta-cards if it falls un der the concept of nation or state. Ask the following: What is the difference between a nation and state? (Students may give words/phrases as answers. These can be organized in a Venn diagram on the board). How are these two concepts related? (5 minutes) •

(Such responses are important springboards to connect the concept of power to the next topic on the definition of state and nation)

•

(8 minutes)

(15 minutes)

Class Activity: ‘Made’ of the Philippines Group Work: Word Play Let the students present their acrostics. Ask: What makes up the Philippines as a Each of the 5 groups will be given 3 country? minutes to present.


Most Possible responses: Territory People Leaders Filipinos Land Sea • • • • • •

(Catapult from these responses that a country is a meaningful entity)

(6 minutes)

(The teacher ensures thethis connection between the review and portion of the lesson. For example the teacher may find relating one of the criteria in considering a state which is international recognition, which somehow be made later as an entry concept about every country’s immersion in the global arena such as the essence of the activity below.)

Class Activity: PictoQuiz Have the class identify images to which they refer. Example:

Dyad: SHOPares

Ask: How do these relate with the concept of globalization?

Have the students go through with the things they have, particularly looking at the labels and listing the countries where those things were made. Ask the following:

Page 2 of 9

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) •

•

•

(7 minutes)

(5 minutes)

Class Activity: WordHUNT/WordSMITH Class Activity: Making Class Activity: LaraONE Sense/Initializing… Have the students find the oneness Have the class coin the terms NATION and Ask the following processing questions between the images below. STATE to which the term ‘country’ is regarding the students’ acrostics. seemingly synonymous. What are the noticeable differences mentioned in the (It could be thru jumbled let ters or in the form acrostics? of a game where letters are to be provided to How is nation different from students grouped into two and race towards state? coining the terms in a given time limit) How is nation related with state?

(5 minutes) Class Activity: Video Analysis Play a short video about globalization. (Make sure that such video w ill show pros and cons about it.)

•

•


Processing: What is the video about? What does it try to tell us? • •

•

(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

(By this time, the students could already easily grasp the next point of the lesson, which is to coin the word GLOBALIZATIONfrom jumbled letters.)

Learn Ask the students now; what concepts they can associate with the term Globalization . (They should organize the Page 3 of 9

responses in a concept map)

(10 minutes)

(7 minutes)

(10 minutes)

(5 minutes)

Group Work: Making Sense of the Definitions

Class Activity: Video Clip Viewing

Group Work. KaWHOLEgan

Group Work:

Video: Nation versus State

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.)

(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)

Display the definitions of the terms STATE and NATION.

Guide Questions: What are the underlying characteristics distinguishing state from nation? Write key concepts (significant terms). Can nation be state, vice versa? •


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?

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

(The teacher should have pictures to serve as buffer in the activity particularly on the following concepts: cultural, political, functional, legal, and psychological.)


Have the students Identify current issues in the country, which has reached global

ECONOMIC

RELIGIOUS

SOCIOCULTURAL

(10 minutes)

(5 minutes)

(6 minutes)

(15 minutes)

Group Work: Definition Map

Group Work: W-Diagram

Processing. Making Sense

Group Work: B oon or Bane?

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

Ask the following: What is common among the given meanings? Why? How would you define

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

Processing Questions: What makes a nation different from a state? How do these two concepts relate?

(The teacher guides the class in a rriving at the following synthesizing definition of globalization) Globalization is a process of forging international political, economic, religious, and socio-cultural interconnections.

GLOBALIZATION INFLUENCE Boon Bane (Pros) (Cons)

Group 1. Political Group 2. Economic Group 3. Religious Group 4. Socio-Cultural

•

•

(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.)

(5 minutes)

Video: Elements of a State (10 minutes)

(10 minutes)

(10 minutes)

Class Activity: 3 in 1

Group Work: T-Diagram

Group Work: PERS time

(The students present their group work.)

Students will guess each term based on 3 pictures shown to them.

Have each group justify the Philippines Illustrate or identify scenarios how as a nation and as a state using the T- globalization works in Philippine context diagram. in terms of: Political T HE PHILIPPINES Economic as a Nation as a State Religious; and Socio-cultural interconnections

Ask the following: Which of the issues influenced by globalization strike you the most? Why? How would you describe globalization’s influences to the country in general? Take note: Students can be provided with newspapers and consider articles related to the mentioned aspects. Relate this to the class for simple discussion.) •


Processing: Making Sense

•

• • •

S

O V

E

R

E

I

G

N T

Y

•

Page 5 of 9

G

O

T

E

P

E

O

V

E

R N M E

R

R

P

I

L

T

E

O

N T

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)

Group Work: Isip-Daluyong! Class Activity:What does learning about the definition of nation and state contribute in Members shall discuss and come up with your well-being as a student? what benefits do people get for being members of a nation/ a state. G. Finding practical applications of concepts and skills in daily living

(7 minutes)

(7 minutes)

Group Work: #GoGlobal

Group Work: What Now? #GoGLobal or #GoLocal?

Have the students write a group statement of going global. Let them post their work on the board for the whole class to see. Give each student a like and a dislike icon and post it to the statements of their choice. Processing Question: Which garnered the most likes? dislikes? Why it garnered the most likes? dislikes? •

•


Have the students contemplate on their previous statement about going global and present them the concept of going local? Let them rewrite their work on the board and post likes and dislikes icon. Processing Question: Which garnered the most likes? dislikes? Why it garnered the most likes? dislikes?. •

•

(5 minutes)

(5 minutes)

(7 minutes)

(5 minutes)

Ask: What significant learning have you had about the lesson?

Class Activity:Interpret the following image/diagram.

Group Work: ContraDICTIONARY

Ask the following: How can we benefit from globalization? How can we be harmed by globalization?

Possible Statements: State and Nation are concepts pertaining to a country. State is political while nation is cultural. •

Ask: What does the following diagram tell about our topic?

•

Each group conceives a consensual definition of globalization based on their understanding. Have these written on manila papers and posted on the board.

•

(Each group gives its approval and disapproval of another group’s definition.)

•

Possible Statements: We can benefit from globalization through trade. •

Page 7 of 9

•

Possible Statements: Globalization is the interconnection of nation-states. Globalization is concerned with the relationships of countries of the world.

Globalization can cause cultural transformation.

•

•

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) Individual Work:Give a short quiz (5-item True or False) about the concepts discussed. A nation is political in nature. A nation is a community of people. A state is cultural in nature. A state relates with the concept of government. A nation is bounded by a common interest.

Class Activity:Have the class go back to the KWL Chart and complete the “Learn” column.

(5 minutes)

(5 minutes)

Individual Work:Explain the concept of globalization.

Individual Work.Evaluate the influences of globalization to the Philippines. (The students can focus on one issue.)

• •

Know

Want

Learn

• •

•


Answer Key: False True False True True •

Ask: What makes a state? How is nation different or related with the concept of state? Rubric

• • • •

Page 8 of 9

Agreed Group Work: Word Play The class is divided into 5 g roups. Each group will prepare acrostics of the terms: nation and state. J. Additional activities for application or remediation

• • •

1st 2 groups- NATION 2nd 2 2 groups-STATE Last group-NATION-STATE

Optional Research Work: Identify countries, which are not yet recognized as “states”. Learn about their status specifically on how it affects th e lives of their people.

Optional Individual Work: Can I live without China?

Optional Individual Work: “Wordle” (Doodle with Word/s)

Challenge the learners to answer the following question: Can I live without China?

Agree with the students in making a ‘wordle’ about globalization.

The students have to list all things made in China in their house and be able to refrain from using them for a week. The students have to journal their experiences and be able to write a final reaction about their experience.

(The teacher reminds the students that the acrostics should connect to the concepts of Nation and a State.) The students will have to reflect about their learnings daily by putting t hese in their journal. Encourage them to make their journals personalized and creative. V. REMARKS VI. REFLECTION A. No. of Learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation.

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 relevant questions.

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



DAY 2

DAY 3

DAY 4

PARTS I. OBJECTIVES A. Content Standards B. Performance Standards


The learners demonstrate an understanding of… the historical background of Philippine democratic politics, the executive, th e judiciary, and decentralization and local gov ernance. The learners shall be able to… explain the roles of different p olitical institutions.


Learners are expected to: relate the evolution of Philippine politics and governance.


HUMSS_PG12-If-g-19

Learners are expected to: describe the different stages in the evolution of the Philippine politics and governance HUMSS_PG12-If-g-20


II. CONTENT III. LEARNING RESOURCES

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.

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 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

IV. PROCEDURES



(10 minutes)

( 5 minutes)

( 5 minutes)

KW Chart: Evolution of Philippine politics and governance. The learners will be asked to fill in

What was our form of government before the

From the barangay form of government, what Recall/review of previous topics significant changes happened in the Spanish

(5 minutes)

Page 1 of 5

the chart with the following :

coming of the Spaniards? (barangay)

Era? (from barangay to the Central Government)

(5minutes)

(5 minutes)

(5 minutes)

Picture perfect

Video clips:Spanish Colonial Government. Event Chain : Transition from the Spanish The students will be shown a video clip about Government to the Present Government. Spanish Colonization and would be asked their reactions about the video

Mannequin Challenge

(5 minutes)

(5 minutes)

(5 minutes)

(5 minutes)

The students will now tell something about the pictures they saw.

When the Spaniards colonized us, what changes did they introduce in our political

What is the difference between the Spanish form of government to our present

Hugot Lines/(Pick-up or hugot lines) about how the government evolved

system?

government?

.(15 minutes)

(15 minutes)

1. 2.


The teacher will show pictures of the following? 1. 2. 3.

C. Presenting examples/instances of the new

Things they know about the Philippine politics and governance Things they want to know about know about Philippine politics and governance Topic K W

Picture of a Datu Trial by Ordeal Gavel

lesson (15 minutes)


PowerPoint Presentation:HISTORICAL Discussion on Government During the BACKGROUND OF PHILIPPINE DEMOCRATIC Spanish Colonization POLITICS 1.

(10 minutes)

1. 2. 3. 4.

Pre-colonial government Spanish Government American Government Present System

(10 minutes)

PowerPoint Presentation: Post-colonial Governments (Note : this is a two day lesson)

Barangay Government

Page 2 of 5


(5 minutes)

(15 minutes)

(10 minutes)

(10 minutes)

Jigsaw puzzle : each group will be given a scenario based on the barangay form of government

Debate:Which is better, the early forms of government or the present government?

Role Play: Significant event/s from the Precolonial Government to the Present Government.

Family Resistance History Tree. Students will be asked to write their family tree based on their relatives who revolted against the Spaniards or Japanese.


Rubrics : 1. Organization of Thought = 5 pts

Rubrics to be attached.

Rubrics :

2. Clarity of Arguments = 5 pts.

1. 2. 3.

3. Presentation = 5 pts.



Accuracy = 5 pts. Organization = 5 pts. Presentation = 5pts.

(5minutes)

(5 minutes)

(5 minutes)

(5 minutes)

The teacher asks the students about the similarities/difference of our present barangay to the pre-colonial barangays?

What practices in the pre-colonial government is still applicable in our present form of government

Think-Pair-Share. The students will be grouped and they will assign among themselves a leader and a presenter.

In our present form of government, what significant changes have you observed?

“What were the effects of Spanish Colonization to our present form of government”

(10minutes)

(5 minutes)

(10 minutes)

How did politics and governance evolve in the Philippines?

Ask: How did the pre-colonial government change from the pre-colonial government to the Spanish Colonial Government?

Our present form of government have passed through several stages which molded our government into what it is right now

The government of the Philippines gradually

(5 minutes)

Page 3 of 5


evolved from the pre-colonial form (barangay) to our present form of government

When the Spaniards colonized the country in 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. 1. The form of government in the pre-colonial period (barangay)

Essay : “What were the effects of Spanish Colonization in our present form of government?

One-Minute Paper : The students will be asked to write their comment/reaction to the statement/s below

Historical Timeline

2. The ruler of the barangay (datu)

Rubrics :

3– 5 State the roles/powers of the Datu 3. Chief Executive 4. Chief Legislator 5. Chief Judge

J. Additional activities for application or remediation V. REMARKS VI. REFLECTION 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?

1. 2. 3.

1. Content = 4 pts. Organization of Thought = 4 pts. Grammar and Presentation = 2 pts.

The students will be asked to draw a historical timeline stating forth the significant events What were the changes that you which transpired from the Pre-Colonial Era to observed from the Spanish Colonial the present form of government. Government to our present government? Rubrics :

Rubrics : 1. 2. 3.

Content = 4 pts Organization of thought = 4 pts. Grammar and Presentation = 2 pts.

1. 2. 3.

Accuracy = 5 pts. Organization = 5 pts. Presentation = 5pts.

The teacher will give an assignment on Government During the Spanish Colonization

The students will have to reflect about their learnings daily by putting t hese in their journal. Encourage them to make their journals personalized and creative. 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 relevant questions.

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



DAY 2

DAY 3

DAY 4

PARTS I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each


The learners demonstrate an understanding of… the historical background of Philippine democratic politics, the executive, th e judiciary, and decentralization and local gov ernance. The learners shall be able to… explain the roles of different p olitical institutions. Learners are expected to: analyze the evolution of Philippine politics and governance.

HUMSS_PG12-If-g-21

Learners are expected to: assess the effects of the colonial experience on Philippine politics and governance HUMSS_PG12-If-g-22

Learners are expected to: appraise the influence of prior stages of Philippine political developments of contemporary Philippine politics. HUMSS_PG12-If-g-23


II. CONTENT

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.

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 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

IV. PROCEDURES



The students will be asked to write down what they remember from the previous lessons: 1. 2.

Barangay 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.


2. 3. 4.

5.


What was the government before the Spaniards came? (barangay) Who rules the barangay before (datu) When did the Spaniards officially conquer the Philippines (1565) Who ruled the Philippines during the Spanish Colonization (gobernadorheneral, governor-general) The form of government of Spain (monarchy)

(10 minutes)

(5 minutes)

Debate: Positive and Negative Effects of Spanish Colonization

Picture Analysis

Rubrics :

in the Philippines.

The teacher will give pictures to the students prior to their knowledge on political evolution

1. Organization of Thought = 5 pts 2. Clarity of Arguments = 5 pts. 3. Presentation = 5 pts.


(15 minutes)

(15 minutes)

Powerpoint Presentation : Effects of Spanish Colonization

Powerpoint Presentation : Governments after the Spanish Colonization

Page 2 of 4


(10 minutes)


(10 minutes)

Events Chain(Transition from the pre-colonial Semantic Maps:Characteristics of the postgovernment to the Spanish Colonial Government colonial governments.

(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 Spanish Government)

present form of government”


Rubrics : 1. Content = 4 pts. 2. Organization of Thought = 4 pts Grammar and Presentation = 2 pts (5 minutes)

( 5 minutes)

(5 minutes)

What are the effects of the Spanish Colonization?

What made the Filipinos revolt against Spain?

The Spanish Colonization brought about significant changes particularly from the barangay government to the Spanish Colonial

The Filipinos revolted against Spain because of the oppressive leaders and corrupt 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)

Ask: What are the effects of the previous governments to our present government?

Talk Show The . students will be grouped corresponding to the different stages of the Philippine Government

Concept Mapping: The students will be writing a concept map illustrating the various effects of Spanish Colonization

Summative Test

Brainstorming . The students will be grouped according to their presentation the following day

The students will have to reflect about their learnings daily by putting t hese in their journal. Encourage them to make their journals personalized and creative. V. REMARKS VI. REFLECTION 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?

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 relevant questions.

Page 4 of 4


DATE



DAY 2

DAY 3

DAY 4

PARTS I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each


The learners demonstrate an understanding of… the historical background of Philippine democratic politics, the executive, th e judiciary, and decentralization and local gov ernance. The learners shall be able to… explain the roles of different p olitical institutions. Learners are expected to:

explain the roles and powers of the Philippine president. HUMSS_PG12-Ih-24

Learners are expected to: analyze how contemporary Philippine presidents exercised their powers

Learners are expected to: critique the Philippine presidents’ exercise power

HUMSS_PG12-Ih-25

HUMSS_PG12-Ih-26


II. CONTENT

The Executive 7.1 The role of the Philippine President in relation to his/her powers.



A. References 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 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

IV. PROCEDURES


( 5 minutes)


( 5 minutes)

Presidential Form of Government. The Powers of the President teacher will be asking some students to have a 1. Appointing Power short recap of the previous lesson and at the 2. Borrowing Power same time, ask their idea of the Presidential form

(5 minutes) Timeline of Former Philippine Presidents. The students will be shown a timeline of Contemporary Presidents from Joseph Page 1 of 5

of government

3. 4. 5.

Control Power Military Power Veto Power

Estrada down to Rodrigo Roa Duterte.

(5 minutes)

( 5 minutes)

(5-10 minutes)

KWL Chart

Concept Map

Mix and Match

(The teacher will ask the students if they have an (Powers of the President) existing idea about the roles and power of the President)


The students will be shown “taglines” and the students will tell during whose tenure as President the tagline corresponds to. 1.

To pic

K

W

L

2. 3. 4.

“ERAP Para sa Mahirap” (Joseph Estrada) “ Strong Republic”(Gloria MacapagalArroyo) “Daang Matuwid” (Benigno Aquino III) “Oplan Tokhang” (Rodrigo Duterte)

(10 minutes)

(10 minutes)

(10 minutes)

Headline Analysis

Picture Perfect

“Think-PairShare”

The students will be shown some headlines and the teacher will asked the students to answer what power of the President is being exercised.

(The students will be shown pictures and they The students will be asked the question “In will determine what power of the President is your own opinion, did the following presidents being shown) exercise their powers effectively or not?”


Page 2 of 5


( 15 minutes)

( 15 minutes)

Powerpoint Presentation on the :

Powerpoint Presentation/Lecture-Discussion : Programs of the ff. Presidents :

Roles and Powers of the Philippine President

1. 2. 3. 4.

JosephMacapagal Estrada – Arroyo Gloria Benigno Aquino III Rodrigo Roa Duterte


Page 3 of 5



(10 minutes)

(10 minutes)

(10 minutes)

Dramatization Present a scene depicting a power of the President

Informal Debate: Granting Emergency Powers to the President.

Data Retrieval Sheet.

Rubric:

Rubrics :

1. Understanding of topic =5 pts.

1. Organization of Thought =

5 pts

2. Believability of role =5pts.

2. Clarity of Arguments =

5 pts.

3. Cooperation =5 pts.

3. Presentation =

5 pts.

( 5 minutes)

( 5 minutes)

How do the powers of the president affects your life as a student? Cite examples

1. If you were the President, which among the The students will be asked“What are their given powers will you prioritize? views on Oplan Tokhang?”The students will be writing their answers on a ¼ sheet of paper.

( 5 minutes)


From the question in the activity, the students will be askedWhat is Executive Power? Executive Power is the power to administer, implement, and execute the laws enacted by the Legislature. It 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)


The student will be asked to fill-in a DRS which illustrates the Programs and Issues and Controversies during the incumbency of the said president. President

Program

Issues and Controversies

Joseph Estrada Gloria Macapagal Arroyo Benigno Aquino III Rodrigo Roa Duterte

(5 minutes)

Different presidents have their own ways of exercising their powers.

Journal Entry/Reflective Essay

Debate:

The students will be asked to reflect on “The Effectiveness of Dutere as a President” whether our current president is executing his power effectively. Rubrics : Rubrics : 1.

Content = 4 pts.

1. Organization of Thought =

5 pts

2. Clarity of Arguments =

5 pts. Page 4 of 5

2. 3.

J. Additional activities for application or remediation V. REMARKS VI. REFLECTION 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

Organization of Thought = 4 pts. Grammar and Presentation = 2 pts.

3. Presentation = 5 pts.

The topic will be taught for two days 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 relevant questions.

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


School Teacher Teaching Dates and Time

Day 1

SHS Region 3 MTOT HUMSS Class D Group 6


Week 7 (day 1-4)

Day 2

12 Philippine Politics and Governance 2nd or 4th Quarter

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 Competencies/ Objectives Write the LC code for each

Identify issue related to political engagement and youth empowerment.

Determine programs that address the issues related to political engagement and youth empowerment.

HUMSS_PG12-IIe-f-16

Asses an existing program that addresses an issue related to political engagement and youth empowerment .

HUMSS_PG12-IIe-f-18 HUMSS_PG12-IIe-f-17 13.INTEGRATION-13.1 How the concepts/ideas learned in a class can be utilized in actual experiences.

II. CONTENT


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

Editorial Cartoon, Data Retrieval

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

Interview questionnaire, Interview Video

(5 Mins.) "GENIUS HAT" : The students will sing "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.,)

(2mins.) What are the different issues related to political engagement and youth empowerment present in your community?

(5mins.) "Finding Dory" Help D ory to find its way home. Match the different programs in Column A which is being addressed by the statements in the Column B.

(3mins.) "PICTELL" The class will 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

( 3 minutes) A video presentation regarding “Issues of the youth” will be presented

IV. PROCEDURES


C. Establishing a purpose for the lesson

Column A YFC

SK

Column B A. Political Involve ment 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

(5mins.) Identify the Needed Information Example: -Name some of the institutions that promotes empowerment and political engagement of the youth.

6: Social Media Ex.

D. Presenting examples/instan ces of the new lesson

(7mins.) "THINKING OUT LOUD" Based on the activity done earlier each group will be given a minute to share their observation to the whole class.

school? (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

(5minutes) Questions after the Video Presentation 1.If you were in the shoes of the youth in the video presentation, what would you do or your last resort?

(15mins.) “Data Retrieval Chart ” The students will fill up the concept map about youth empowerment and political engagement based on yesterday’s discussion. Youth Empowerment Parish Involvement DSWD Smoke Free Violence Against

PROGRAM YFC Sagip Tambay at Rugby Boy Balanga City, Tobacco Free PREDA

Women and Children Political Engagement School Barangay


(20mins.) "DISCUSSION & REPORT" 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

(10minutes) Group the class into 5 and let them brainstorm on the programs that could help save the youth ( refer to the Issues presented yesterday) Ask and guide them to come up with different Organizations and Programs that address different issues

PROGRAM SSG S.K.

(10mins.) a.“K-W-L CHART” According to the groups in the class, the students must complete the “KW-L CHART” about the programs in the data retrieval chart done earlier. Example: WHAT I KNOW WHAT I WANT TO KNOW PARISH IS IT POSSIBLE INVOLVEMENT FOR EVERY YOUTH TO JOIN IN THE PARISH ORGANIZATION?

(10Mins.) Prese ntation of the i nterview conducted.

(ASK THEM TO ANSWER THE K AND W COLUMNS ONLY)

TOTHE JOIN IN PARISH ORGANI ZATION? Let recorded video be shown as a basis for answering and assessing WHAT I LEARNED COLUMN.

(Teachers will provide a template for Parental Consent, Principal’s Approval and Proper Brgy. Communications) Assign the groups accordingly. (See attached Questionnaires and Rubric) F. Discussing new concepts and practicing new skills #2

(10Minutes) Presentation of outputs Sample Programs .1. “Civic organizations a.Parish Involvement and other church related

a.“K-W-L CHART” According to the groups in the class, the students must complete the “K-W-L CHART” about the programs in the data retrieval chart done earlier. Example: LEARNED K W PARISH IS IT (the students INVOLVE POSSIBL Will provide the MENT E FOR Possible EVERY Answers) YOUTH

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 mastery (leads to Formative Assessment 3)

(10 mins.) "CONTEXTUALIZATION " According to the group created earlier, each group will identify and share issues related to political engagement and youth empowerment in their locality or community.

H. Finding practical applications of concepts and skills in daily living

(5mins.) "WHAT'S ON YOUR MIND" The students will post a groupie with hash tag about their issue assigned to their group.

I.

(5mins) "Tell Us Quickly" Identify issues related to political engagement and youth empowerment based on the lesson discussed.

Making generalizations and abstractions about the lesson

(10 Minutes) “Paint a Picture “ Let the group pick one issue regarding political involvement and issues about youth of today. (ex. Drug Dependence, Bullying and etc.) Ask them to paint a picture what program should be in charge of the issue and their action giving them time to move –act and freeze after the count of ten.

(5 minutes) In case that you were physically, emotionally and sexually abuse, whom you will ask for help and how will you cope up? *Ask assistance to government and nongovernment agencies such as the DSWD and PREDA

(20 Mins.) A.”MusiKabataan” Base on their assessment of the interview, each group will make a music video that shows the best practices of the existing program. The Video should last for 3mins. (10Mins.) B.”AnneBisyosa” Students Presentation of the output. (See attached Rubric)

(5MINS.) (5mins.) Name some of the existing programs that Open-Ended Statement ” were discussed earlier and its characteristics. Complete the statement: “There are many programs for the empowerment and political engagement of the youth but for me, the best practice in those is _______________________________ because________________________________.” “

(5MINS.) "MOST LIKED GROUP" Based on the posted groupie with hashtag the students should gather likes, hearts and happy faces. Rubric: Creativity of the Photo-5 Most liked Photo5 Group Cooperation- 5 15

J. Evaluating learning

K. Additional activities application remediation

for or

and other counselling agencies. ** The duty of the youth is to open 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. (15 Minutes) A short film is to be watched entitled “Teen-Ager” Ask them “ If you were in the Lead Character’s Shoes, to whom will you run and be comforted?

“I would like to commend the _____________________ because _____________________________.”

(5Mins.) “Reflection”

(5mins.) "MOST WATCHED GROUP" Upload the Video on YOUTUBE.

Write your reflection about the government program giving condom to high school students. Rubric: Comprehensiveness of Ideas Discussion of the ideasCorrect format of writingTotal

5 5 5_ 15

Agr eement (2mins.) B.Now I’ve Seen Everything Ask the student to conduct an interview to their respective communities or school about existing programs about empowerment and political engagement of the youth to answer the WHAT I LEARNED Column. It must recorded through a video as a basis for the conduct of interview which has a theme of the program assigned to each group. The program will be assessed. Let the student plan and share ideas about this.

V. REMARKS

Ass ig nmen t (2mins.) "MOST WATCHED GROUP" Within a day the most watched video with comments will get the highest points. Creativity of the Video -5 Most liked Video5 Clearness of audio and video 5 Group Cooperation- ______5___ 20 (to be checked the following day

VI. REFLECTION


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 c atastrophe. Today, 14 million single parents are responsible for 28 million children. Raising a child is diffi cult 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 suc h vital necessities as education. Trying to make ends meet also takes time – time that is spent away from children who need a paren t’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 t he 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 c ool. 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. Scho ols 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 preparin g 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.


School Teacher Teaching Dates and Time

Day 1

SHS Region 3 MTOT HUMSS Class D Group 6 Week 8 (Day 1-4)

Day 2


12 Philippine Politics and Governance 2nd or 4th Quarter

Day 3

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 Competencies/ Objectives Write the LC code for each

Conduct a research for a draft proposal on political engagement and youth empowerment HUMSS _PG12-IIe-g-20

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



Editorial Cartoon, Data Retrieval

Video 1: Daily Routine of the Filipino High School Student https:www.youtube.com/watch?v=50oZFfnM

Day 4

EMw&feature=share

IV. PROCEDURES


(5 Mins.) "GENIUS HAT" : The students will sing "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 one word about research. (e.g. information)

(5 minutes.) “TELL ME…SHARE”. The students will write about his/her ‘DAILY ROUTINES’


(3mins.) "PICTELL" The class will be divided into three groups. Each group will be given an editorial cartoon about issues that can be used in research wherein these groups will identify the editorial cartoon assigned to them and give some of their observations within their group.-

( 3 minutes) A video presentation regarding “Routine activities” will be presented.

(5 minutes) Recall the process and types of research

(10 minutes) “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: What are three most loved activities that were initiated by SSG? (PROMENADE, Teachers’ Day Celebration, Gift Giving during Christmas)-Political Engagement

Group 1: Habits Group 2: Study Political Leaders Group3: Violence

C. Presenting examples/instan ces of the new lesson

(10mins.) "THINKING OUT LOUD" Based on the activity done earlier each group will be given a minute to share their observation to the whole class.

(5minutes) Questions after the Video Presentation 1. What can you say about the video? 2. Do you have the same routine? Why?

(15mins.) “Data Retrieval Chart ” The students will fill up the concept map about research.

Youth Empowerment Parish Involvement DSWD Smoke Free Violence Against Women and Children Political Engagement School Barangay D. Discussing new concepts and practicing new skills #1

PROGRAM YFC Sagip Tambay at Rugby Boy Tobacco Free PREDA

PROGRAM SSG S.K.

(20mins.) "DISCUSSION & REPORT" Each group will be given a Reading Material with guide questions. The students will answer the guide questions and share their ideas about nature , importance and characteristics of research.

(20minutes) ‘DISCUSSION ” “Process and Type of Research” Each class will be divided into three groups and present a draft proposal research about the following topics: a. Political engagement b. Youth empowerment

(10 mins.) "CONTEXTUALIZATION" According to the group created earlier, each group will identify and share issues related to research.

(10 Minutes) “SHARE IT “ Let the group share their chosen draft proposal research about the given topic and explain it to the class.

(30 minutes) Presentation of the output a. A Draft proposal research per group.

(5mins) "Tell Us Quickly" Identify issues related to research based on the lesson discussed.

(5 minutes) Tell Us Q uickly" Identify the different process and types of research.

(15 MINS.) Tell Us Q uickly" Enumerate the different title for each strand based on the topic given.

(20Minutes) Presentation of outputs GROUP WORK: Form a group of three. Think your own title about the following topics: a. Political engagement b. Youth empowerment

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

I.

(5MINS.) Questions: 1. Why is there a need to conduct a research? 2. What practical benefits can you get from research?

Evaluating learning

(5 Minutes) “ Research is a systematically & cyclical”. This means that you need to follow a step by step process to successfully conduct a research study.

(15Mins.) “Reflection” Write your reflection about the result of the research that you have conducted. Rubric: Comprehensiveness of Ideas Discussion of the ideasCorrect format of writingTotal

J. Additional activities application remediation

for or

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?

( 2 minutes) Assignment: If you’re an athlete or an artist, do you still need to conduct research? Why or why not?

10 10 10_ 30

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 i nquiry in order to find solutions to problems and contribute to knowledge.

IMPORTANCE RESEARCH 1. 2. 3. 4.

Gather relevant information Understand history Improve quality of life Personal and professional development

Characteristics of research 1. 2. 3. 4. 5.

Empirical Analytical Systematic Cyclical Original

PROCESS OFRESEARCH 1. 2. 3. 4.

DEFINE YOUR TOPIC WRITE THE PROBLEM STATEMENT MAKE AN OUTLINE DEVELOP A RESEARCH STRATEGY

5. WRITE EVALUATE SOURCES 6. ANDYOUR REVISE YOUR PAPER 7. DOCUMENT YOUR SOURCES

Grade Level 12

School SHS Region 3 MTOT


Teacher HUMSS Class D Group 4

Learning Area Philippine Politics and Governance Quarter 1st or 2nd Quarter

Teaching Dates and Time Week 9 (Day 1-4)

Day 1

Day 2

Day 3

Day 4

I. OBJECTIVES A. Content Standards

B. Performance Standards C. Learning Competencies/Obje ctives Write the LC code for each

The learners demonstrate an understanding of the historical background of Philippine democratic politics, the executive, the legislative, the judiciary, and decentralization and local governance The learners shall be able to explain the roles of different political institutions

Discuss the roles and responsibilities of the Philippine Senate and the House of Representatives HUMSS_PG12-Ii-27

Assess the performance of the Philippine Congress HUMSS_PG12-Ii-28

Appraise the impact of Congress’s performance Articulate a position or advocacy to a Philippine on Philippine development legislator through a formal correspondence HUMSS_PG12-Ii-29 HUMSS_PG12-Ii-30

The roles and responsibilities of the Philippine Senate and the House of Representatives.

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)

http://www.icivs.org/node/1366/resource www.slideshare.net

Philippine Politics Democratic Ideals And Realities; Chapter 3, p. 137 Diana J. Mendoza Ateneo De Manila University Press

http://www.philstar.com/headlines/2016/06/1550 240/belmonte-cites-accomplishments-outgoingcongress

Copyright 2010 http://www.icivs.org/node/1366/resource www.slideshare.net

portal

B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

(2min) Recitation: Identify the roles of the president.


(3min) Does the president have the sole power to rule the country? If no, who rules with the president? (Senate and the House of Representatives )


(7min) Using a graphic organizer, give 5 names of senators and 2 congressmen that they know.

•


Upper House

•

(3min) Review: Match Me Up Present pictures that depict the roles of the congress. Let the students identify these roles. (Use the same pictures yesterday)

(3min) What are the roles and responsibilities of the Philippine Senate and the House of Representatives?

(3min) Cite some accomplishments of the Philippine congress.

(3min) What are the impacts of Zero Waste Management Program in our school that is implemented by the Yes-O Organization?

(3min) Show pictures of the current situation of your barangay that need immediate solution.

(2min) Ask the students to identify the current representative/ congressman (woman) in their district.

(5min) Ask students to present examples of ordinances in their barangays, which they think create immense impact on their daily lives.

(15min) Provide news clips (current) pertaining on the roles of the Congress. Based on those news clips, the group assess the responsibilities of the Congress using the checklist below.

(10min) Discuss the accomplishments of the Philippine Congress through PowerPoint.

Lower House

(10min) Activity: PicTell Divide the class into 8 groups and distribute the pictures. Each group is tasked to describe the pictures assigned to them.

Responsibilities of the Congress Approve the government budget Appointment of public officials

Undertake the projects under the CDF

Put a ✓ if performed

House of Representatives www.congress.gov.ph/download/16th/perfreport .16th.congress.firstregression Senate https://www.franken.senate.gov/files/documents /Franken_Record_of_Accomplishment.pdf http://ledac.neda.gov.ph/wpcontent/uploads/2014/01/LEDAC-2011Accomplishment-Report.pdf

(5 min) Present sample and discuss the characteristics of an articulated advocacy or position through the use of PowerPoint.

Propose amendments to the constitution.

Authorize limited emergency powers for the president.

Authorize limited emergency powers for 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

Propose amendments to the constitution.

Allow for referenda Overturn a Presidential veto

The group will report on their work.


(20min) The teacher will discuss the following through powerpoint presentation: 1. The basic structure of the Legislative branch. 2. The roles and responsibilities of the congress and how a bill becomes a law.

(4min) Video presentation on Congress’ accomplishments: House of Representatives https://www.youtube.com/watch?v=Y VhOEehUyIA •

•


Group Activity: Find My Partner Divide the class into 2 groups. Distribute the sets of pictures to one group and listed roles to the other group. Each student will find the role that matches the picture.

(20min) Walk through the assessments done by the students in the previous activity.

Senate https://www.youtube.com/watch?v=9k R9WOeZuZg

(10min) Group activity: Make a graphic organizer or diagram showing the Congress’ programand their advantages and disadvantages to Philippine development. A representative of each group shall present their graphic organizer.


(3min) Ask: Why do we need to know the roles and responsibilities of the congress?

(10min) Open Letter: Group students by three’s. Each group will construct a letter addressed to their respective Congressman to air a particular concern.

(5min) Group dynamics: Each group shall create a program that is beneficial to the school.

(5min) Group activity: Each group shall develop an advocacy or position that is advantageous to the community.


(5min) Ask: What is the main role or function of the Congress? (The main function of the Congress is to make laws.)

I.

Evaluating learning

(10min) Formative assessment: 10 item quiz. Fill in the blanks: 1. The Philippine’s legislative department is Phil. Congress also known as the ______. 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 senators. 3. The senate is composed of ____ 200 4. The Lower House is composed of ____ district representatives. budget 5. Approve the government _____. projects under CDF. 6. Undertake _____ 7. Propose, review, and adopt bills for enactment into ______. law 8. Overturn ____ a presidential veto with respect to proposed legislation. referenda 9. Allow for ______. 10. Propose _____ to the amendments constitution.

J.

Additional activities Assignment: for application or Research on the complete list of current senators of the country and district remediation

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

(5min) (3min) Ask: What can you say about the Congress’s Why do we need to assess the performance of performance on Philippine Development the congress? ( Assessment on the performance of the Statement: congress is needed to determine whether The initiated program of our Congress’s they really rendered an effective service to evidently improved the lives of the people in our our countryman.) country. (5min) (7min) Rate the performance of our district Essay: representative using the following scale: Evaluate the importance of the K-12 program to (1 = lowest; 5=highest) the over-all development of our country.

(5min) Group dynamics: Each group shall present their advocacy or position stressing its benefits to the community.

(10min) Summative test (10 items) on the legislative branch of the Philippine government.

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

Conrado V. Ayunon Jr. Bulacan –

Nelly M. Alejandro

– Nueva Ecija

Franchesca S. Valenzuela Bulacan – Jeremy S. Patillano Bulacan –

Pilita J. Garcia Rechelle V. Guilas

– Angeles City – Tarlac Province

Sharon P. Alvarez - Zambales

School SHS Region 3 MTOT


Grade Level 12

Teacher HUMSS Class D Group 4

Learning Area Philippine Politics and Governance Quarter 1st or 2nd Quarter

Teaching Dates and Time Week 10 (Day 1-4)

DAY 1

DAY 2

DAY 3

DAY 4

I. OBJECTIVES

A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC code for each

II. CONTENT

The learners demonstrate an understanding of the historical background of the Philippine democratic, politics, the executive, the legislative the judiciary and decentralization and local governance The learners shall be able to explain the roles of the different political institutions. Identify the role and responsibilities of the Philippine Judiciary

Discuss how the Judiciary exercises political neutrality and fairness

HUMSS_PG12-Ij-31

HUMSS_PG12-Ij-32

The Judiciary 8.1 The role and responsibilities of the Philippine Judiciary

Politics and Governance with 1987 Philippine Cons titution, Josielyn M. Mendoza et al. page 181-188 Philippine Politics and Governance, Rhene C. Tabajen and Erlinda B. Pulma, page 81-87

IV. PROCEDURES


To assess students’ performance covering competencies acquired in the 1st quarter.

Summative Assessment ( Quarterly Exam)



Evaluate the performance of the Philippine Judiciary as a dispenser of justice and protector of constitutional safeguard to freedom. HUMSS_PG12-Ij-33

( 3 min ) Oral Recitation

( 5 min ) Human Chain Reaction Game

Identify the fundamental roles of the Executive and

As a form of review the students shall participate in a

Legislative Branches of the Philippine Government.

game. The teacher will start discussing the first part of the lesson then he/she will select one student to give additional concept from the lesson. The student will call on another student, and so on and so forth to complete the concept of the previous lesson.


( 5 min ) Graphic Organizer Interpretation

( 3 min ) Picture Analysis

The student will interpret the graphic organizer.

The student will interpret the picture with the aid of guide questions.

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?

Philippine Goverment

Legislative

What is the relationship of the 3 branches of the Philippine Government as shown in the graphic organizer? 1.) What are the symbolisms that are evident in the sculpture? What do they represent? 2.) How do these symbols illustrate the meaning of “equal justice and law”?


DEBATE: The class will be split into two groups and will be having a debate on the following issue:

Executive

Judiciary

Performance Task:

( 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?

( 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?


( 5 min )


( 15 min )

( 10 min )

(Discussion with the Aid of PPT) Roles and Responsibilities of the Philippine Judiciary Scope of judicial powers (1) Adjudicatory (2) Power of Judicial Review (3) Incidental Power Discussion of the Organizational Structure of the Judiciary Branch of the Philippine and their particular function.

Discussion using a VENN DIAGRAM about Equality and Fairness

( 7 min ) Collaborative Activity - Fill in the BOX -

( 5 min ) Reflective Paper


( 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

The student will be divided into 5 group with 3 members each. They are task to write on the manila paper their ideas about the 3 scopes of judicial power following the format given below.

EQUALITY

FAIRNESS

What do you think are the major factors that contribute to the problem of slow administration of justice in the country? 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. ( 5 min ) Essay As a SHS Student how can you show that you value 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 mediate conflicts between the other branches of the government. ( 5 min)

( 10 min ) Classroom Relationship Management The class will be having a forum with regards to their 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. One of the changes in the legal system that must be initiated to improve the effectiveness and efficiency of our judicial system is to declutter the file cases 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 ) Pen and Paper

( 7 min) Slogan Making ( 5 groups)

Fill out the graphic organizer with the role and responsibilities of the Supreme Court.

SUPREME COURT

Create a SLOGAN that will established how the judiciary system exercise political neutrality and fairness. SLOGAN together with the written RESOLUTION 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 t o share with other teachers? Prepared by: Allan D. Salvador Pampanga –

Medelyn T. Valiente

Nueva – Ecija

Conrado V. Ayunon Jr. Bulacan –

Nelly M. Alejandro

– Nueva Ecija

Sharon P. Alvarez - Zambales

Franchesca S. Valenzuela Bulacan – Jeremy S. Patillano Bulacan –

Pilita J. Garcia Rechelle V. Guilas

– Angeles City – Tarlac Province

APPENDIX A Political Typology Quiz Title: Are You Liberal or Conservative or Somewhere in Between? Instruction: Take the quiz below to find out at which point in the political spectrum are you more oriented to. Give yourself a score of one (1) point if you agree, and a score of zero (0) point if you disagree with each of the statements. If you are uncertain with your answer, then choose what comes closest to your view. The quiz was adopted from the “Political Typology Quiz” by the Pew Research Centre but was modified to apply to the Philippin e sociopolitical 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. • •

• • •

• •

•

•

•

Liberalism

• •

•

•

Conservatism

Other socialists, however, regard the state as form. an embodiment of the common good and thus approve of interventionism in either its social- democratic or state-collectivist 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. 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 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 fromHeywood, A 2003, Political Ideologies, New York, palgrave Macmillan, p 192 and p 46. •

• •

• •

•

•

APPENDIX D

RUBRIC FOR GROUP WORK (Group Discussions, Role Play, etc) Advanced Competent 4 points 3 points Contributions/ Always willing to help and do more; Cooperative; usually offers participation routinely offered useful ideas; and useful ideas; and generally Attitude always displays positive attitude displays positive attitude

Working with others/ Cooperation

Does more than others; is highly productive; assumes leadership role as necessary; and works extremely well with others.

Does part of the work; is cooperative; works well with others; and rarely argues

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 Focus on task Tries to keep people working Does not cause problems in Sometimes not a good team /commitment together; almost always focused on the group; focuses on the member; sometimes the task and what needs to be done; task and what needs to be focuses on the task and is very self-directed; and done most of the time; what needs to be done; participated in all group meetings participated in most group must be prodded and meetings; and provides reminded to keep on task; leadership when asked and participated in some group meetings. Communication/ Always listens to, shares with, and Usually listens to, shares Often listens to, shares with, listening supports the efforts of others; with, and supports the and supports the efforts of Information sharing provides effective feedback to other efforts of others; sometimes others; usually does most of members; and relays a great deal of talks too much; provides the talking – rarely listens to related information. some effective feedback to others; provides little others; and relays some feedback to others; and basic related information. 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

APPENDIX E

Self-disclosure / Depth of reflection

Rubric for Individual Work Exemplary Sufficient 4 points 3 points Student demonstrates an in-depth Student demonstrates a reflection on, and personalization of general reflection on, and the theories, concepts, and/or personalization of, the strategies presented in the course theories, concepts, and/or materials. Viewpoints and strategies presented in the interpretations are insightful and course materials. well supported. Clear, detailed Viewpoints and examples from personal interpretations are experiences are provided, as supported. Appropriate applicable. examples are provided from personal experiences, 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 readings

Student makes in-depth synthesis of thoughtfully selected aspects of readings related to the topic and makes clear connections between what is learned from readings and

Minimal 2 points Student demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples are not provided or are irrelevant to the assignment. Student goes into some Student goes into little detail detail explaining some explaining some specific specific ideas or issues from ideas or issues from outside outside experiences related experiences related to the to the topic and makes topic and m very few 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 detail explaining some explaining some specific specific ideas or issues from ideas or issues from readings related to the topic readings related to the topic and makes general and makes general

Beginning 1 point Student demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples are not provided. Student merely identifies some general ideas or issues from outside experiences related to the topic.

Student identifies some general ideas or issues from readings related to the topic. Readings are

Connection to class discussions

the topic. Includes reference to at connections between what least two readings other than those is learned from readings assigned for class. and the topic. Includes reference to at least one reading other than those assigned for class. Student synthesizes, analyzes and Student synthesizes clearly evaluates thoughtfully selected some directly appropriate aspects of ideas or issues from the ideas or issues from the class discussion as they relate to class discussion as they this topic. relate to this topic.

connections between what is learned from readings and the topic.

only those assigned for the topic.

Student attempts to synthesize some directly appropriate ideas or issues from the class discussion as they relate to this 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

Craftsmanship

Creativity

Originality

4 The slogan is exceptionally attractive in terms of neatness. Well constructed and not messy. The slogan is exceptionally creative. A lot of thought and effort was used to make the banner. Exceptional use of new ideas and srcinality to create slogan.

3 2 1 The slogan is attractive in The slogan is acceptably The slogan is distractingly terms of neatness. Good attractive though it may be messy. construction and not very a bit messy. messy. The slogan is creative and The slogan is creative and The slogan does not a good amount of thought some thought was put into reflect any degree of was put into decorating it. decorating it. creativity. Good use of new ideas and srcinality to create slogan.

Average use of new ideas and srcinality to create slogan.

No use of new ideas and srcinality to create the slogan.

APPENDIX POWER The Meaning of Power •

•

Politics always involves the exercise of power by one person or persons to another person or persons (Shively, 2012) Power is the ability to get someone to do something he/she wants to

accomplish thus making things happen in the way he/she wants. In having such ability, along with the exercise of power is an influence. ➢ Influence is the process by which a person’s affect s 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 Latinstare (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 so vereign – 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 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) a.

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 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. 1.

Divine Right - Belief that kings are chosen to rule the Ancient state by a deity examples include Egyptians and Aztecs. 4. Social Contract - It existed during the 17th Century and the Age of Enlightenment. People begin to challenge the monarchy and the idea of Divine Right. 3.

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 territory.

People psychologically joined together with common will to live together.

A state must be sovereign.

People continue as a nation even if they do not remain sovereign.

Inhabited people

by

heterogeneous

groups

of

Inhabited by homogenous groups of 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

Philippine Politics and Governance DLP

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