Grades 1 to 12 School BAGACAY NHS (DARAM) Grade Level 11DAILY LESSON Teacher MA. ANGELICA C. OBREGON Learning Area Philippine Politics and Governance PLAN Covered Date Nov. 13 – 16 (Week 2) Semester First Day 1 Day 2 Day 3 Day 4 I. OBJECTIVES The learners demonstrate an understanding of politics and political science, governance, political ideologies, power, states, nations, and A. Content Standards globalization B. Performance The learners shall be able to clearly identify a specific political phenomenon and how it can be studied Standards 1. Learning Competencies/ Identify the basic tenets of major political ideologies (i.e., Differentiate the political ideologies Objectives liberalism, socialism, conservatism, etc.) HUMSS_PG12-Ib-c-6 HUMSS_PG12-Ib-c-6 1. Define ideology and political ideologies Identify the different Differentiate the political ideologies 2. Identify the different political ideologies and characteristics of ideology its functions 2. Political Ideologies II. CONTENT 2.1 The basic tenets of the major political ideologies (i.e., liberalism, socialism, conservatism, etc.) A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning https://m.youtube.com/watch?v=vz- http”//www.people- Resources szuwRgAE press.org/quiz/political- typology/ Politics Without Borders” by Mendoza Politics Without Borders” by Politics Without Borders” Politics Without Borders” by and Melegrito, pages 24- 36 Mendoza and Melegrito, pages 24- by Mendoza and Mendoza and Melegrito, pages 24- 36 Melegrito, pages 24- 36 36 IV. PROCEDURES A. Reviewing previous (5 minutes) (5 minutes) (10 minutes) (5 minutes) lesson or presenting Activity: “5 Minute Review”: Review Activity: Activity: Pick-tell: Activity: Three-Two-One (3-2-1) the new lesson Engage students as partners to ACROSTIC: Let the Jumbled pictures will be available Writing Activity where students write: 3 discuss and review material. students give at the teacher’s table and each key terms from what they have just Procedure: characteristics of group will select a representative to learned, 2 ideas they would like to 1. Pick a partner. One person is ideology based from the pick one and give them time to learn more about, and 1 concept or partner A and the other is partner B. letters of the word I-D-E- collaborate their ideas in relation to skill they think they have mastered. 2. Partner A reviews information O-L-O-G-Y. ideologies and political ideologies. with partner B for one minute. Example: Partner A must talk for the entire Example: one minute. After one minute, I- initiates improvements 1. Anarchism partner B reviews information with and projects Partner A for one minute without D- evelops projects stopping. E- evolution of 2. Fascism 3. Partners continue to switch jobs O- ffer solutions two more times, now for 30 seconds L- ead people 3. Socialism each. O- rganize programs 4. Partners now switch two more G- eared towards unity times for 15 seconds each to sum Y- outh working together 4. Liberalism up the lessons. 5. Conservatism B. Establishing a (15 minutes) (10 minutes) (5 minutes) (5 minutes) purpose for the Group Activity: “Kwentong- Let the students take the Activity: 4 pics-1 word: Activity: Colored Paper Grouping: lesson bahay” “Political Typology Quiz” Pictures that represent the different Colored papers will be provided by Divide the class by giving numbers by the Pew Research political ideologies: the teacher and each student will pick to each student 1 to 5. Have each Centre Example: one color that represents his/her own student go to their group that has Title: Are You Liberal or perspective of political ideology. his/ her number. All students with Conservative or Blue- Anarchism number 1 go to 1, etc. Ask the Somewhere in Between? Yellow-Socialism students: How do your parents Pink-Liberalism manage your household? What are Instruction: Take the Green-Conservatism the things you wish to change the quiz below to find out at Black- Fascism way your household is managed? which point in the Select a volunteer to share their political spectrum are collaborated efforts. you more oriented to. (Please see attached rubric: Give yourself a score of 1. Appendix D) one (1) point if you agree, and a score of zero (0) point if you disagree with each of the statements. If you are 2. uncertain with your answer, then choose what comes closest to your view. The quiz was 3. adopted from the “Political Typology Quiz” by the Pew Research Centre but was modified to apply to the Philippine 4. socio-political context. The full Political Typology Quiz can be accessed online through the link http”//www.people- 5. press.org/quiz/political- typology/. The interpretation of scores for the quiz is not based on any known or used scale. (Please see Appendix A) C. Presenting (10 minutes) (10 minutes) (5 minutes) (5 minutes) examples/instances Present a video clip about After taking the quiz, Jumble Words Group themselves according to the of the new lesson ideologies. students will be papers of the same color and make (https://m.youtube.com/watch?v=vz- assessed if they are Rearrange the words to find the them justify their choice. Select a szuwRgAE). Remind the students conservative or liberal correct answers to the questions representative from the group to before the video be presented in based on their scores below: present their insights. classthat based from it, answer the from the Political following questions: Typology Quiz. 1. LIERALISMB 3.1. How do we acquire political 2. FMEMINIS beliefs? 3. MMUCONISM 3.2. How people will be affected 4. CISOALISM by these beliefs? 5. ENNTVIROANMELISM D. Discussing new (15 minutes) (5 minutes) (20 minutes) (20 minutes) concepts and From the four (4) groups, conduct Guide Questions: Present the different political Slogan-making: practicing new skills the activity entitled “Mix and Match”. Ask the students, ideologies and their perspectives of Let each group create their own slogan #1 The teacher will provide phrases 1. What is ideology? the state through a power point based on political ideology they based from the definitions of the 2. What are the different presentation. Provide the students belong. following and the students will try to types of ideologies? with a handouts. post where these definitions belong. (Please see Appendix F for the rubric) A. IDEOLOGY a : a systematic body of concepts especially about human life or culture b : a manner or the content of thinking characteristic of an individual, group, or culture c : the integrated assertions, theories and aims that constitute a socio-political program d : is a more or less coherent set of ideas that provides the basis for organized political action, whether this is intended to preserve, modify or overthrow the existing system of power. B. Political Ideologies is a set of related beliefs about political theory and policy held by an individual, group of individuals or a particular social class political ideologies form the basis of how they view the world around them and the proper role of government in the world. (a)offer an account of the existing order, usually in the form of a ‘world-view’, (b) advance a model of a desired future, a vision of the ‘good society’, and (c) explain how political change can and should be brought about- how to get from A to B. (Heywood 2003, 12) E. Discussing new (10 minutes) (15 minutes) concepts and Discuss through a power point Activity: Jumbled Letters practicing new skills presentation the different Students will be given #2 characteristics of ideologies. set of jumbled letters • Ideologies provide an and they will try to explanation for problems compose the different that confronts modern ideologies from it. societies by providing Purpose: Introduce the futuristic visions. different political • Ideology is action-oriented. ideologies such as: • Ideologies mobilize a large 1. Anarchism number of people. 2. Socialism 3. Liberalism 4. Conservatism 5. Fascism After introducing the different political ideologies, please see Appendix B for the discussion of the functions of Political Ideologies) F. Developing mastery (5 minutes) (5 minutes) (15 minutes) (10 minutes) (leads to Formative Activity: “One-sentence Ask the students: “Compare and Contrast” Assessment 3) summary” Oral Recitation Presentation of ‘Role Playing Have students describe different Summarize the definition of 1. What is the role to the about political ideologies’. political ideologies. Compare and ideology and political ideologies by state by each political generate list of similarities. Contrast doing “one- sentence summary”. ideology? (based from their assignment) the objects and generate a list of Students are asked to write a single 2. Can you see any differences. Determine significant summary sentence that answers “( pattern or trend among likenesses and differences of political what and why ” questions about the the five types of ideologies. topic. ideologies regarding the role of the state? Political similarities differences Possible answers: Ask: How would each ideologies What: For me, ideology is the ideology answer a thinking characteristic of an question: Is the state a individual, group, or culture. means to an end, or is Why: For me, Ideologies are the state the end in important because it provides an itself? explanation for problems that confronts modern societies by providing futuristic visions. G. Finding practical Ask : Ask: (5 minutes) Write a short biography to share with applications of How would each The teacher will enumerate the class that addresses this guiding concepts and skills in 1. Compare the ideologies of ideology answer a different known organizations and question: daily living your mother and father. question the students will identify on what 2. 2. Given such experience political ideology/ ideologies they 1. Why is this individual a great from your parents, who “Political ideology Is the belong. leader? among them are you in state a means to an end, 2. How is his/her political belief favor? Why? or is the state the end in Example: linked to the Philippine itself?” 1. National Democratic Front (NDF) politics? -1973 2. Malayang Kilusan ng Bagong Kababaihan (MAKIBAKA)- Socialism 3. Opus Dei (Work of God)- conservatism Rodrigo Duterte 4. Philosophical Association of the Philippines- liberalism Ask: Which political ideology best describes the nature of democracy in the Philippines, and why? Benigno Aquino III Gloria Macapagal Arroyo H. Making (5 minutes) (10 minutes) (5 Minutes) (15 minutes) generalizations and Activity: DYAD Activity: BOGGLE Sum It Up! Activity: KEY CHART abstractions about 1. Ask the students to choose End the lesson by letting 1. Today I have learned that Using a chart, identify the major key the lesson a partner and share what the students summarize _____________________. concepts of different political they understand with these the three functions of 2. The topic that is NOT clear ideologies. Students will be grouped words: political ideology thru an to me is/are into 5. “To be clear: ideology is a belief activity entitled “Boggle”. ________________. system with an inadequate Instructions: (Please see attached Rubric, Appendix basis in reality; religion is a 1. Allow students two D) belief system with no basis, in minutes in which to reality, whatever.” – Martin review their notes. Amis. 2. Allow students two minutes in which to jot down any facts they can recall from their notes 3. Allow students two minutes to share information in their group. Each student can add to his or her list any information gained in this sharing time. 4. Allow one student from each group to move to another group for two minutes in order to compare information. Record a point for every item your team shares with another group. (Teams who accumulate the most points may be rewarded.) 5. Allow teams to share in large group with the teacher for two minutes. I. Evaluating learning Fill in the blanks: 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 importance of which means a bundle of political rods with an axe blade ideology? 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. J. Additional activities Assignment: Assignment: for application or Group Dynamics: Role- Group Dynamics: Interview remediation playing Interview a politician in your Group the students into community regarding their advocacy two, decide a scenario and belief. Based on his/her advocacy and let them pick one and belief, identify the kind of ideology political ideology and be that he/she believes in. the basis for a role play. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?