BANTAYAN NHS-BARAS Grade

DAILY School: DIUTAY EXTENSION Level: 11

LESSON UNDERSTANDING
PLAN (DLP) DARYL SHAREN MAE D. Learning CULTURE, SOCIETY &
Teacher: SAUSE Area: POLITICS
Date/ August 27, 2024 / 1:00 –
Time: 2:00 Quarter: FIRST QUARTER

I. OBJECTIVES The learner can explore the significance of human material remains and artefactual evidence in
interpreting cultural and social processes, including political and economic processes.

II. SUBJECT
MATTER
A. TOPICS Looking back at Human Biocultural and Social Evolution
B. REFERENCES https://www.scribd.com/document/488337110/Module-15
C. CODE UCSP11/12HBS-Ie-13
D. VALUES

III. PROCEDURES
A. Reviewing Previous
Lesson or Presenting
the New Lesson
1. Establishing a Purpose  By the end of this topic students should have an understanding that human material
for the Lesson remains (tools, pottery, etc.) and artefactual records are central to debating issues like
cultural, social & political change in ancient societies.
 Implication: appreciating the importance of these remains aids us in piecing together past
events and discerning social rankings; additionally useful for investigating economics on
a larger scale, rendering more insight into human history.
2. Presenting  Comment 1: Complain about finding some old pots in a country village What do the style,
Examples/Instances of material, and craftsmanship talk about trade relations with society refuge work?
the Lesson  Case 2: Analyzing the remnants of a political structure like a city council office and
relaying to what extent it reflects an organization system in that society.
 Question 3: An ability to assess a hoard of rural tools whilst evaluating its value for
interpreting contemporary economic activities and technology.
3. Discussing New  Concepts:
Concepts and Practicing  Archaeological artefacts and the importance of them
New Skills #1  What artifacts can tell us about social hierarchies
 Material Evidence as Cultural Response to Economic and Political Processes
 Skills
 Find and classify artifacts
 Inferring Historical Processes from Artefactual Evidence
 Comparing artifacts across time -- the story of cultural evolution
4. Developing Mastery  Activity: Divide students into groups of nouns & give each group pictures or replicas of
(Leads to Formative artifacts (e.g., tools, pottery, coins) Have them analyze their artifacts in small groups and
Assessment 3) present to the class what news your group can speculate about from looking at those
items.
 Guided Practice: Conduct group discussions so students are deciphering their analysis in
the right and meaningful way.
5. Finding Practical  Application: Students inquire into local historical sites/museums
Applications of Accommodation/Modification (As needed): Help or extension from teacher Support using
Concepts and Skills in technology Visual representation of findings patency in questions which continue to
Daily Living expand on the WBC. Students will identify the artifacts discuss their analysis using skills
learned in class, and relate these findings to local history and cultural heritage.
 Project: Create a small exhibit or presentation on an artifact, site, etc. explaining why it is
important and what we can learn about local cultural/social/economic history from this
object/ place
6. Making Generalizations  Generalization: Material remains and artefactual evidence left in the wake of human
and Abstractions about activity is an important way to learn about the past. Such records provide a window into
the Lesson the quotidian world of these extinct cultures, as well as their respective political systems
and economic structures that all help to develop an image of our ancient past.
 Abstract: The techniques applied to analyze these remains were introduced that can be
used in different circumstances not only in present-day archaeology but also in other
current cultural practices and heritage preservation.
IV. EVALUATION Instruction: Choose the letter of the correct answer.

1. What is an artifact?
A) A natural rock formation
B) Historical Human Artifact
C) A type of plant fossil2
D) A natural mineral deposit

2. What is NOT a typical lesson learned from artefactual evidence?

A) Social hierarchies
B) Religious beliefs
C) Weather patterns
D) Economic activities

3. What Does Pottery Have to Do with Trade?

A) types of food eaten
B) Demonstrating how tools of the time were crafted
C) Identify the materials exchange between regions
D) By the making political framework of a society

4. What Structure Could He Uncover That Would Likely Shed Light on Political Processes?
A) A residential house
B) A marketplace
C) A council building
D) A farm

5. Which of the following is something that artefactual evidence comes in handy when trying to
reconstruct?
A) Modern city planning
B) the wonders of old tech
C) Future economic trends
D) Contemporary religious perspectives.
A. No. of learners
who earned 75%
in the evaluation.
(ML)
B. INSTRUCTIONAL
DECISION (ID)
3. ENRICHMENT  Extended Research: Students can research a specific archaeological site relevant to their
community or country. They will investigate the artifacts found there and analyze how
these artifacts contribute to our understanding of that society.

PREPARED BY:

DARYL SHAREN MAE D. SAUSE

MATHEMATICS TEACHER

CHECKED BY:

LEA S. ANTONIEGO
HEAD TEACHER I

DATE: ___________________