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    12LP Culture Society

    Uploaded by

    Myla Aguado
    This lesson plan aims to teach students about cultural relativism and how it mitigates ethnocentrism. It involves activities like having students examine their reactions to different cultural practices and role plays applying respect and tolerance. The lesson defines key concepts like ethnocentrism and cultural relativism. It emphasizes that cultures should be analyzed on their own terms rather than judged by other standards. An assessment asks students to write about how cultural relativism changes their views of other cultures. The teacher will provide remediation for students who do not meet the 80% learning target.

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    12LP Culture Society

    Uploaded by

    Myla Aguado
    63 views5 pages
    This lesson plan aims to teach students about cultural relativism and how it mitigates ethnocentrism. It involves activities like having students examine their reactions to different cultural practices and role plays applying respect and tolerance. The lesson defines key concepts like ethnocentrism and cultural relativism. It emphasizes that cultures should be analyzed on their own terms rather than judged by other standards. An assessment asks students to write about how cultural relativism changes their views of other cultures. The teacher will provide remediation for students who do not meet the 80% learning target.

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    Original Title

    12LP_CULTURE_SOCIETY

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    This lesson plan aims to teach students about cultural relativism and how it mitigates ethnocentrism. It involves activities like having students examine their reactions to different cultural practices and role plays applying respect and tolerance. The lesson defines key concepts like ethnocentrism and cultural relativism. It emphasizes that cultures should be analyzed on their own terms rather than judged by other standards. An assessment asks students to write about how cultural relativism changes their views of other cultures. The teacher will provide remediation for students who do not meet the 80% learning target.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    63 views5 pages

    12LP Culture Society

    Uploaded by

    Myla Aguado
    This lesson plan aims to teach students about cultural relativism and how it mitigates ethnocentrism. It involves activities like having students examine their reactions to different cultural practices and role plays applying respect and tolerance. The lesson defines key concepts like ethnocentrism and cultural relativism. It emphasizes that cultures should be analyzed on their own terms rather than judged by other standards. An assessment asks students to write about how cultural relativism changes their views of other cultures. The teacher will provide remediation for students who do not meet the 80% learning target.

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    Republic of the Philippines

    Department of Education
    Region V (Bicol)
    Division of Albay
    TIWI AGRO-INDUSTRIAL SCHOOL
    Tiwi, Albay

    Lesson Plan in Teaching Understanding Culture, Society and Politics

    Learning Competency:

    Become aware of why and how cultural relativism mitigates ethnocentrism

    I. Learning Objectives: At the end of the lesson, 80 % of the students are able to…
     Examine the concepts of ethnocentrism and cultural relativism in relation to your own
    and other cultures in society
     Appreciate the nature of cultural relativism through respect and tolerance in mitigating
    ethnocentrism

    II. Learning Content: Ethnocentrism and Cultural Relativism as orientation in viewing


    other cultures (CODE: UCSP11/12DCS-Id-10)

    A. Reference:
     Understanding Culture, Society, and Politics by Gerry M. Lanuza& Sarah S. Raymundo
     https://www.boundless.com/sociology/textbook/boundless-sociology-textbook/culture-
    3/cultureandsociety
     http://savageminds.org/2006/05/04/an-exercise-in-recognizing-cultural-assumption/
    B. Materials:
     Hand-outs, Manila Paper, white board Pen, Laptop, Projector
    C. Strategies
     Dyad Activity
     Collaborative Learning

    Integration in Personality Development

    III. Learning Activities/Procedures


    A. Preliminary Activity
     Prayer
     Arrangement of Seats
     Checking of Attendance
    B. Review of the Past Lesson

    C. Lesson Proper

    1. (Motivation)
     The teacher will post a chart on the board. The chart is divided into three columns.
    Instruction: Find a pair and try to answer the second and third column. After answering,
    have a sharing with your partner and afterwards there will be a presentation of concepts
    in the class.
    Polygamy of Muslims Cutting of fingers in
    Indonessia

    Polygamy of Muslims Cutting of fingers in


    Indonessia

    Beautification in Africa Marrying a tree in India

    Gut reactions about these (Emotions) How would


    practices (What do you you feel if you were
    think about these people?) transported and left them
    Four cultural practices/beliefs there to live with them in
    one year to witness the
    kind of practices they
    have?
     Polygamy of the muslims
    (engage to two or more
    partners)
     Cutting off Fingers in
    Indonesia
     Beautification in Africa
    (scarification)
     Marrying a tree in India

    The teacher will then call some students to share their reactions and feelings towards the
    belief and practices of other group of people. This all leads to discussing the idea of
    ethnocentrism with the basis that exercise has forced them to admit that they, like
    everyone, are ethnocentric.

    2. DISCUSSION: The teacher then will discuss the concept of ethnocentrism and
    later on move to the idea that culture is relative.

    Key points:
     Ethnocentrism- often entails the belief that one’s own race or ethnic group is the
    most important or that some or all aspects of its culture are superior to those of
    other groups.
     - the tendency to look at the world primarily from the perspective of one’s culture.
     Within this concept, individuals tend to have judgment towards other groups in
    relation to their own particular ethnic group or culture, especially with concern to
    language, behavior, customs, and religion.

    During the discussion of ethnocentrism, the teacher will give emphasis on the
    reactions and comments of the student based on the first activity. Then proceed to
    the discussion about CULTURE RELATIVISM.

     Culture relativism- is the belief that the concepts and values of a culture cannot
    be fully understood in, other languages; that a specific cultural artifact (e.g.,
    ritual) has to be understood in terms of the larger symbolic system of which it is a
    part.
     According Franz Boas 1887, “Civilization is not something absolute, but… is
    relative, and… our ideas and conceptions are true only so far as our
    civilization goes.”
    (The teacher will gather ideas from the students regarding the statement given by
    Franz Boas.)

    Then during the discussion, insert the values of respect and tolerance with
    regard to the concept of culture relativism. Ask them How and Why
    questions.

    3. Developmental Activity
    The teacher will group the class into 4 and instruct them to put into play the situation in
    column 3 practicing the value of respect and tolerance with regard to culture relativism
    mitigating ethnocentrism. (5 minute presentation)
    Group 1: Polygamy of the Muslims
    Group 2: Human Sacrifice of the Ghanian
    Group 3: Beautification in India
    Group 4: Marrying a tree in India.

    Role Play rubrics


    CRITERIA 4 3 2 1
    Teamwork All the members Most of the Some of the None of the
    were members were members were members participate
    participative participative participative
    Relevance and The concept of The concept of Less visibility of There was no
    Substance respect and respect and the concept of concept of respect
    (applying the tolerance was tolerance was respect and and tolerance shown
    value of respect very visible in noticeable in tolerance in the in the play.
    and tolerance) the whole play. some parts of the play.
    play.

    Creativity The members The members The members There was no


    were very were creative show less creativity at all.
    creative with enough with creativity in
    regard to the regard to the presenting the
    props in props in play
    presenting the presenting the
    play play

    5. Synthesis/Generalization:
    The teacher will gather ideas from the students as to the questions:

    1. How culture relativity mitigates or reduces ethnocentrism?

    2. Why is there a need for us to respect the culture practices of other groups?

    Then present this big idea to the class.

    Cultural relativism states “people should not judge the behavior of others using the standards of
    their own culture, and that each culture must be analyzed on its own terms”`

    IV. Evaluation

    Essay writing

    Instruction: Write a 4-paragraph statement regarding why and how the concept culture
    relativism change your own views in relation to the cultural practices and beliefs of your
    community and other group of people

    ESSAY RUBRICS

    Criteria 4 3 2 1
    Content Be able to Present the Present the big No content at all
    present the big big concepts concepts
    concepts very clear enough ambiguously
    clear and direct
    to the point
    Mechanics The grammars Some of the The grammars All the sentences
    were excellent grammars were were a bit were
    good enough inappropriate grammatically
    wrong

    Coherence The ideas Some ideas Few of the ideas No coherence at


    presented were presented were were in unity. all.
    in unity in unity

    V. Assignment

    1. Have an advance reading about SOCIAL STRATIFICATION.

    REFLECTION:

    A. No. of learners who earned 80% in the evaluation. _______________________

    B. No. of learners who require additional activities for remediation who scored below 80%.
    ______________________________________________

    C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
    ______________________________________________

    D. No. of learners who continue to require the remediation. _________________


    E. Which of my teaching strategies worked well? Why did these work?

    ________________________________________________________________________________

    Prepared by:

    MYLA R. AGUADO
    Subject Teacher

    Noted by:

    MARIA SALVE B. ROSAL


    OIC Asst. Principal II

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