Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OF VIGAN CITY
ILOCOS SUR NATIONAL HIGH SCHOOL

ILAW Lesson Plan in Philippine Politics and Governance

(Grade 12 – First Term)
Lesson Title The 1987 Philippine Constitution as a Social Contract
Learning
Area Philippine Politics and Governance

Name of
Teacher CHRISTIAN S. ARCA

Grade Level
12- ROUSSEAU, LOCKE, BANDURA Days 5
and Section

No. of 7:30 – 9:00

5 Sessions (1 Hour and 30 Minutes per session) Time 9:10-10:40
Sessions
10:40-12:10
 Official Gazette of the Republic of the Philippines. (1987). The 1987
Constitution of the Republic of the Philippines.
[Link]
the-republic-of-the-philippines/
 Commission on Elections (COMELEC). (2022). Voter's Education Manual:
Understanding the Philippine Electoral System and the Constitution.
References Republic of the Philippines.
(books, websites,  Commission on Human Rights (CHR). (2020). Human Rights and the
toolkits, etc.) Philippine Constitution: A Guide for Educators. Retrieved from
[Link]
 Department of Education. (2023). MATATAG Curriculum Guide for Araling
Panlipunan and Senior High School Core Subjects. DepEd Central Office,
Pasig City.
 Department of Education. (2020). Philippine Politics and Governance:
Quarter 1, Modules 1-4 (Alternative Delivery Mode). DepEd Central Office.

This lesson plan was developed with the assistance of Artificial Intelligence
Declaration (AI) to enhance structural organization, generate localized situational
of AI use assessments, and integrate Universal Design for Learning (UDL) principles.
Cite how AI was used in the
formulation of the lesson plan.
The AI-generated content was thoroughly reviewed, contextualized, and
See DO 3 s.2026 Annex A.
validated by the educator to ensure strict alignment with the DepEd MATATAG
Curriculum, PPST Indicators, and Philippine educational standards
Meaningful learning experiences are anchored in how we frame them. Start
by deciding what you want learners to master by the end of the lesson – keep
Intentions it clear and simple. Remember: Understanding your learners’ evolving
context and designing around it ensure that your lessons connect with and
are relevant to them.

Learning CONTENT STANDARDS: The learners demonstrate an understanding of

Competency politics and political science, governance, political
and ideologies, power, and the nature and forms of
Curriculum
state and government.
Standards:
Write the
competency/ies PERFORMANCE The learners shall be able to clearly explain the
from the STANDARD:
curriculum that
structural interplay of politics, power, and
we are targeting, governance within the daily contexts of their
and the content or immediate community and the broader Philippine
performance
standards society.
LEARNING
applicable to the COMPETENCIES:
sessions.
Evaluate the 1987 Constitution as a social
 contract that defines the Philippines as a
constitutional democracy and ensures
governance, human rights, and the rule of law
based on the collective will of the Filipino people
By the end of the 5-day session, the Grade 12 learners should be able to:
Session 1: Historical Background of the Philippine Constitutions
 Trace the historical evolution of the Philippine Constitutions from
Malolos to 1987 and analyze the sociopolitical contexts (colonialism,
martial law, revolutions) that triggered each transition.
 Express profound appreciation for the democratic struggles of past
generations, particularly during the EDSA People Power Revolution, by
reflecting on the value of constitutional freedom.
 Construct a visually organized historical timeline mapping the key
features, transitional triggers, and democratic milestones of each
Philippine Constitution.
Session 2: The 1987 Constitution as a Social Contract
 Compare and contrast the philosophical concepts of the "Social
Contract" according to Thomas Hobbes, John Locke, and Jean-Jacques
Rousseau in the context of state formation.
 Internalize the value of civic responsibility by recognizing and
Learning accepting the reciprocal duties between the sovereign state and the
Objectives: empowered citizen.
Write the smaller  Execute a role-play simulation demonstrating the withdrawal or
knowledge, skills,
or tasks from the granting of the "consent of the governed" in modern, localized
competency that Philippine scenarios.
the learners will Session 3: Major Principles of the 1987 Constitution
work on and be  Analyze the major state principles and policies under Article II of the
able to show by
the end of the
1987 Constitution and evaluate their legal application to contemporary
sessions. national issues (e.g., territorial disputes, civilian supremacy).
 Defend the importance of social justice and human rights protection as
non-negotiable components of a democratic and republican state.
 Articulate and defend a constitutional position during an inquiry-based
station rotation and debate concerning real-world political
controversies.
Session 4: Importance of the Constitution in Daily Life
 Evaluate the direct impact of constitutional rights, duties, and the rule
of law on the daily lives of citizens, school governance, and local
barangay operations.
 Display a sense of public accountability and active citizenship by
proposing ethical, democratic solutions to localized governance case
studies.
 Draft a constitutionally sound community ordinance or student council
resolution addressing a specific local issue without violating the Bill of
Rights.
Session 5: Activity Day
The Grade 12 learners are highly digital natives with varying levels of reading
comprehension. They are politically aware, largely due to social media, but
often lack the critical framework to differentiate verified historical facts from
misinformation.
 Cognitive: They are in the formal operational stage, capable of
hypothetical and deductive reasoning, making them ready for Higher
Learner
Order Thinking Skills (HOTS) discussions on abstract concepts like
Context:
Write your observations of your "Sovereignty" and "Social Contract."
learners, and how they have
been performing or responding to
 Socio-Emotional: They value peer collaboration and are motivated by
learning experiences recently.
Include strengths, interests, and
issues affecting their immediate environment (school, barangay,
possible barriers to learning.
mental health, youth rights).
 Inclusion/UDL: The class includes visual, auditory, and kinesthetic
learners. Some students require scaffolding for complex legal jargon.
Differentiated instruction (visual aids, collaborative group work,
localized examples) will be utilized to ensure equitable access to the
curriculum.
Learning Learning experience is like a thoughtfully designed journey. Each activity and
interaction builds towards meaningful understanding and growth. Identify activities
Experienc and interactions to help learners gain knowledge, skills, or understanding in a
e purposeful way.
 Session 1: Political Mystery Box (Contextualizing History)
 Materials: A physical box (or a digital slide presentation for visual
learners) containing distinct historical artifacts/images: a quill pen
(Malolos), a Japanese flag (1943), a padlock/yellow ribbon (1973/Martial
Law & EDSA).
 Mechanics: The teacher calls on neurodivergent or kinesthetic learners
to draw an item from the box. The class collaborates to guess which
period in Philippine history the item represents.
 Teacher Processing: "What do these items tell us about the Philippines?
They tell us that our nation's laws were shaped by ink, by war, by
oppression, and by the power of the people."
Session 2: Fact or Bluff - Philosophy Edition (Activating Schema)
 Materials: Red "Bluff" and Green "Fact" flashcards for every student
(UDL: Multiple means of action and expression).
 Mechanics: The teacher flashes statements about human nature (e.g.,
"Humans are naturally selfish and need a dictator to survive" or "The
government only exists because the people allow it to"). Students raise
their cards.
Pre-Lesson:  Teacher Processing: The teacher does not reveal the correct answers
Describe how you immediately but validates differing opinions to create cognitive
will help the dissonance, prepping them for Hobbes, Locke, and Rousseau.
learners get ready Session 3: Picture Analysis - Current Events (Anchoring to Reality)
for the lesson.  Materials: A photo collage on the board (e.g., Philippine Coast Guard at
the West Philippine Sea, a church rally, military doing rescue
operations).
 Mechanics: Using the "See-Think-Wonder" routine, students observe the
images. They are asked to write one word on a sticky note describing
the connection between all photos and post it on the board.
 Teacher Processing: Cluster the sticky notes. "All these images
represent the 'State Principles' we will dissect today."
Session 4: Rights Bingo (Formative Gamification)
 Materials: Bingo cards populated with specific Constitutional Rights
(e.g., Due Process, Free Speech, Right to Travel).
 Mechanics: The teacher reads a quick community scenario (e.g., "The
mayor locked down your street without a warrant"). Students mark the
right that is being violated. The first to get a horizontal line wins.
Session 5: Constitution Puzzle (Collaborative Teambuilding)
 Materials: Enlarged, cut-up phrases of the 1987 Constitution Preamble
in envelopes.
 Mechanics: Group students into their Performance Task teams. They
must race to assemble the Preamble in the correct order on the board.

Flow: SESSION 1: Historical Background of the Philippine Constitutions

Describe the  Introduction: "Yesterday's events dictate today's laws. Today, we will trace
activities that you
can implement in how the Philippine Constitution evolved from the Malolos Republic to the
1 or more 1987 EDSA Revolution, and discover why laws must change when society
sessions to meet
the learning
bleeds."
objectives.  Learning Experience (Timeline Construction - Constructivism):
o UDL Strategy: Provide a graphic organizer (visual), a podcast clip of
Apply the
Learning Design Marcos declaring Martial Law (auditory), and physical chronological
Principles by cards (kinesthetic).
thinking about
how to: o Divide the class into four historical groups. They must populate a
● make the massive timeline on the board detailing the Trigger Event, Key
objectives clear
Feature, and Demise of their assigned constitution (Malolos, 1935,
for the learners
● guide learners 1973, 1987).
before letting  Detailed Discussion (HOTS & Inquiry-Based):
them try the
task on their o Teacher Question (Analysis): "Look at the 1973 Constitution under
own Martial Law. How did the consolidation of executive, legislative, and
● check the state
judicial powers in one man lead to the necessity of the 1987
of the learners’
well-being, Constitution?"
understanding, o Expected Student Response: "It led to abuse because there were no
and mastery
over the lesson checks and balances. The 1987 Constitution was created as a direct
● connect 'anti-dictatorship' document to prevent another Marcos era."
today's new
o Teacher Processing: "Exactly. The 1987 Constitution is heavily
 concepts to defensive. It is a product of national trauma."
past
competencies  Application (Differentiated Instruction):
● encourage o Visual/Spatial: Draw an editorial cartoon showing the transition from
collaboration 1973 to 1987.
among learners
● invite learners o Linguistic: Write a short open letter to the framers of the Malolos
to reflect on Constitution comparing their struggles to EDSA.
why these
matters to  Wrap-up: "A constitution is not just a piece of paper; it is the diary of a
them nation's struggle for freedom."
ensure inclusion
 Reflection: "If you were alive during the 1986 EDSA Revolution, would you
for learners’
varied abilities,
have marched? Why or why not?"
learning styles,  Transition: "Now that we know the 'when' and 'how' of our Constitution,
and contexts tomorrow we will dive into the 'why'—the philosophical Social Contract."
SESSION 2: The 1987 Constitution as a Social Contract
 Introduction: "If you buy a phone, you sign terms and conditions. The
Social Contract is the 'Terms and Conditions' between you and the
Philippine government."
 Learning Experience (Expert Jigsaw Method):
o Students group into three "Philosopher Camps" (Hobbes, Locke,
Rousseau).
o They read simplified, localized texts of their philosopher’s
theories.
o They regroup into "Mixed Camps" (one expert from each
philosopher) to teach each other.
 Detailed Discussion (Contextualization):
o Teacher Script: "Hobbes wanted strict order. Locke wanted
natural rights (Life, Liberty, Property). Rousseau believed in the
General Will of the people."
o Teacher Question (Evaluation): "Read the Preamble of the 1987
Constitution. Which of the three philosophers heavily influenced
our current constitution, and what is your proof?"
o Expected Student Response: "Locke and Rousseau, Sir/Ma'am.
Because the preamble says 'We, the sovereign Filipino people,'
meaning the power comes from us, not from a king or dictator."
 Application (Scenario Analysis):
o Present a local issue: A barangay captain is caught pocketing aid
funds. The citizens protest and demand his resignation.
o Task: Justify the citizens' actions using John Locke's "Right to
Revolution/Withdrawal of Consent."
 Wrap-up: "In a democracy, the government does not own the power;
they only borrow it from you."
 Reflection: "What happens to a society when the government breaks
its end of the social contract? What happens when the citizens break
theirs?"
 Transition: "Tomorrow, we look at exactly what the government
promised us in this contract under Article II."
SESSION 3: Major Principles of the 1987 Constitution
 Introduction: "Article II of the Constitution is the 'Declaration of
Principles and State Policies.' It is the North Star of Philippine
governance."
 Learning Experience (Inquiry-Based Station Rotation):
o Set up 4 stations with localized news clippings and a specific
constitutional provision.
o Station A: West PH Sea (Article I & Independent Foreign Policy).
o Station B: Military helping in typhoons (Civilian Supremacy).
o Station C: Religious endorsements in elections (Separation of
Church and State).
o Station D: IP rights and mining (Social Justice).
o Students rotate every 10 minutes, answering a guided inquiry
 sheet.
 Detailed Discussion (HOTS & Clarification):
o Teacher Processing Notes: Address the common misconception
about the Separation of Church and State.
o Teacher Script: "Many believe the separation means the Church
cannot speak about politics. Legally, it means the STATE cannot
establish a national religion or use tax money to fund a specific
church. The Church, as citizens, still has freedom of speech."
 Application (Mini-Debate):
o Resolution: "Should the military be given temporary supreme
authority over civilian mayors during catastrophic typhoons to
ensure order?"
o Evaluate students on their ability to cite the "Civilian
Supremacy" clause in their arguments.
 Wrap-up: "State principles are not suggestions; they are mandates that
direct national policy."
 Reflection: "Which state principle do you feel is most violated in our
country today? Support your answer with a recent event."
 Transition: "These high-level state principles filter down to your very
homes and schools. Let's apply this locally tomorrow."
SESSION 4: Importance of the Constitution in Daily Life
 Introduction: "Today, we bring the Supreme Law of the land down to
the streets of our barangay and the halls of this school."
 Learning Experience (I Do, We Do, You Do - Case Studies):
o I Do (Teacher Modeling): Analyze a case where a student's bag is
searched without cause. Cite Article III (Bill of Rights).
o We Do (Guided Practice): Analyze a case of a barangay imposing
an arbitrary curfew. Discuss "Due Process" as a class.
o You Do (Independent Practice): Students receive localized
scenarios involving social media libel, warrantless arrests, and
the right to form student unions.
 Detailed Discussion (Values Integration & Good Governance):
o Discuss "Constitutionalism"—the idea that no one, not even the
President, is above the law.
o Teacher Question (Creation): "If you were the Supreme Student
Government (SSG) President, how would you design your school
policies to ensure they do not violate the constitutional rights of
the students?"
 Application (Barangay Assembly Simulation):
o Students act as the Barangay Council. They must draft a
"Barangay Ordinance for Solid Waste Management."
o Catch: The teacher acts as the legal counsel, rejecting any
provision that violates human rights (e.g., "You cannot put
people in jail without a trial just for littering—that violates Due
Process!").
 Wrap-up: "The Constitution is your shield against abuse, and your
compass for good citizenship."
 Reflection: "In what ways have you personally benefited from the
rights guaranteed by the 1987 Constitution today?"
 Transition: "For our final day, you will transform from citizens into
framers of the law in our Constitutional Convention."
SESSION 5: Activity Day (Constitutional Convention Challenge)
 Introduction: "Welcome, Honorable Delegates, to the 2026
Constitutional Convention. The nation looks to you to fix the loopholes
in our Social Contract."
 Learning Experience (Performance Task Execution):
o Teacher Guide (Facilitation): The teacher acts as the "Convention
President," maintaining parliamentary procedure.
 o Students (grouped by sectors: Youth, Indigenous Peoples, Labor,
Health) finalize their proposed constitutional amendments.
o Inclusion Strategy: Ensure introverted students are assigned
crucial roles like Head Researcher or Lead Drafter, while
extroverted students take on the Plenary Speaker role.
 Detailed Discussion / Plenary Defense:
o Each sector has 3 minutes to present their proposed amendment
(e.g., Anti-Dynasty provision with teeth, stronger environmental
rights).
o HOTS Processing during Q&A: The teacher challenges the
presenters: "How does your amendment prevent the abuse of
power? Does it respect the Bill of Rights?"
 Application (Voting):
o The class votes on whether to adopt or reject the proposed
amendments based on their adherence to democratic principles.
 Wrap-up: "You have just exercised the highest form of critical thinking:
creating laws to better society. This is the essence of Political Science."
 Reflection: "How difficult is it to create a law that is fair to everyone?
What did this activity teach you about the burden of our lawmakers?"
 (Proceed to Summative Assessment as previously outlined).

 Bernas, J. G. (2011). The 1987 Philippine Constitution: A Comprehensive

Reviewer. Rex Bookstore.
 Commission on Human Rights (CHR). (2020). Human Rights and the
Philippine Constitution. Retrieved from [Link]
Learning   Department of Education. (2020). Philippine Politics and Governance:
Resources:
List down the learning resources Quarter 1 Modules. DepEd Central Office.
that will help you reach your
objectives. Ensure that they are
available and inclusive.
 Heywood, A. (2019). Politics (5th ed.). Palgrave Macmillan.
Include options and alternatives  Official Gazette of the Republic of the Philippines. (1987). The 1987
in case of emergencies.
Constitution of the Republic of the Philippines.
[Link]
the-republic-of-the-philippines/
 Santiago, M. D. (2002). Constitutional Law. Central Book Supply.
 Values Education (Makabansa): Instilling patriotism, respect for human
rights, and active citizenship.
 English & Communication: Public speaking through plenary debates
and defending legal positions.
Opportunitie  Media Literacy: Identifying fake news regarding constitutional
s for amendments (Charter Change/Cha-Cha) on social media.
integration:  History: Linking the Malolos, 1935, and 1973 Constitutions to the socio-
Write down any possibilities to
meaningfully another learning
area, special topic, or technology.
political climate of those eras.
Write N/A if none.  21st Century Skills: Problem-solving via the Constitutional Convention
Challenge.
 ICT: Use of digital tools for research and presentation during the
performance task.

Assessme Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with
information to guide your future instruction throughout the entire session.

nt
Formative A. 25-Item HOTS Multiple Choice (Sample format due to constraints,
Assessment: maintaining rigor)
1. (Analysis) The 1987 Constitution explicitly prohibits the existence of
Create a task, activity or
questions to evaluate learning
and provide feedback every now
and then. Include ways for
learners to ask for guidance or
private armies and political dynasties. However, political dynasties still
support throughout each session. exist. What does this indicate about the Constitution? a) It is legally
Remember to provide
appropriate accommodation so
flawed. b) It requires enabling laws from Congress to enforce certain
all learners can demonstrate
their understanding (e.g., varied
provisions. c) It is not a social contract. d) It prioritizes the executive
response formats, small group
options, visual or auditory
branch over the legislative branch.
supports) 2. (Evaluation) If Thomas Hobbes were to critique the 1987 Philippine
Constitution, what would be his main argument? a) It grants too much
freedom to the citizens, risking chaos. b) It does not separate the
Church and State effectively. c) It limits the power of the President too
 much. d) Both a and c.
3. (Application) During a pandemic, the government restricts the right
to travel. Is this a violation of the constitutional social contract? a) Yes,
because rights are absolute. b) No, because the state can invoke police
power for public health and safety. c) Yes, because it violates popular
sovereignty. d) No, because the military takes over during crises.
4. (Analysis) How does the 1987 Constitution reflect the trauma of the
Martial Law era? a) By abolishing the military. b) By establishing
checks and balances, and creating the Commission on Human Rights.
c) By allowing the President to declare martial law indefinitely. d) By
returning to the 1935 framework.
5. (Understanding) Which philosopher’s idea is most reflected in the
Preamble’s phrase "We, the sovereign Filipino people..."? a) Hobbes'
absolute monarch b) Rousseau's General Will c) Machiavelli's
pragmatism d) Karl Marx's class struggle (Generate remaining 20 items
focusing on Article II principles, checks and balances, civilian
supremacy, and historical comparisons...)
6. (Understanding) The Malolos Constitution is unique because: a) It
was written by Americans b) It established the first republic in Asia c) It
recognized Japanese rule d) It was never implemented.
7. (Remembering) Which Constitution transitioned the Philippines from
a presidential to a parliamentary system (in text)? a) 1935 b) 1973 c)
1987 d) Malolos.
8. (Application) A local mayor orders the police to enter homes without
warrants to search for drugs. This violates: a) Due Process b) Double
Jeopardy c) Eminent Domain d) Taxation.
9. (Analysis) Why is "Separation of Church and State" vital in a
democratic social contract? a) To ban religion b) To ensure laws are
based on secular reason and equal treatment, not religious dogma c)
To tax churches d) To silence religious leaders.
10.(Evaluating) The phrase "Civilian authority is, at all times, supreme
over the military" is best tested during: a) Elections b) Martial Law
declarations c) Peace talks d) Economic crises. (Items 11-25 follow
standard HOTS rigorous questioning on sovereignty, social justice, and
constitutionalism).
Answer Key & Brief Rationales (1-10):
1. B (Many constitutional provisions are not self-executing and need
legislation).
2. D (Hobbes favored absolute authority for order, contrasting the 1987
Constitution's checks).
3. B (Police power allows state limitation of rights for the common good).
4. B (Safeguards like the CHR were direct responses to Marcos-era
abuses).
5. B (Rousseau championed popular sovereignty).
6. B (Malolos established the First Philippine Republic).
7. B (1973 Constitution established a modified parliamentary system).
8. A (Unreasonable searches violate the Bill of Rights).
9. B (Prevents state favoritism toward any specific religion).
10.B (Ensures the military remains subordinate to elected civilian leaders
even in crisis).
B. 5 Situation Analysis Questions Instructions: Read the scenarios and
evaluate them using constitutional principles.
1. Scenario: The President signs a treaty giving a foreign nation
exclusive rights to fish in Philippine territorial waters to boost trade.
Question: Is this constitutionally valid? Why or why not?
2. Scenario: A barangay passes an ordinance requiring all residents to
attend a specific religious service every Sunday to promote "moral
recovery." Question: Which constitutional principle does this violate?
Explain.
3. Scenario: Students are arrested for peacefully assembling outside the
city hall to protest climate inaction. Question: How does the social
contract protect these students?
4. Scenario: Congress passes a law bypassing the Supreme Court’s
power to review presidential decrees. Question: Explain why this
violates the principle of Checks and Balances.
5. Scenario: A multinational mining company displaces indigenous
communities without their consent, backed by local politicians.
 Question: Evaluate this situation using the State Policy on Social Justice
and Indigenous Rights.
C. Essay Prompt: "The 1987 Constitution is often described as a living
document, yet some argue it is outdated and needs revision (Charter
Change). Based on your understanding of the social contract, how should the
Filipino people balance the need to preserve democratic safeguards from the
past with the need to adapt to modern global challenges? Limit your answer
to 3 paragraphs.

Ways Meaningful learning can also happen beyond the classroom – for both the learners and the teacher. Pause
and reflect on what happened today.
Forward
Extended Meaningful Home Activity: "Constitutional Audit"
learning  Task: Students will observe their barangay or local community over the
opportunities weekend. They must identify one local government program or action
: that successfully upholds a constitutional principle (e.g., a feeding
Suggest
experiences
other
outside
learning
the program upholding Social Justice) and one area needing improvement.
classroom/class hours
learners may want to access to
that
 Format: A 1-page photo essay or a 2-minute video blog.
reinforce what they have
learned, to spark their curiosities
 Objective: To practice assessing governance through a constitutional
further, or that may provide them
support in their areas of
lens outside the classroom.
difficulty.

 Content Knowledge (Indicator 1.1.2): Was I able to clearly distinguish

the nuances between Hobbes, Locke, and Rousseau without overwhelming
the students?
 Pedagogy (Indicator 1.5.2): Did the inquiry-based stations (Session 3)
Reflections: effectively engage the learners to discover the principles themselves,
Think about what you need to
change for the next session rather than relying on lecture?
based on what happened today.
Is there something the learners
are interested in exploring?
 Diversity of Learners (Indicator 3.1.2): How did the "Constitutional
Are there some things you would Convention Challenge" accommodate students with varying skills (e.g.,
like to share with your co-
teachers, parents, or school speakers taking the plenary, writers drafting the resolution)?
leaders about your classroom
experience? What would you like  Assessment (Indicator 5.1.2): Did the situational analysis questions
your instructional coach to help
you with? accurately measure the students' HOTS and their ability to apply
constitutional law to real life?
 Action for Next Lesson: (To be filled out after teaching) Note any
misconceptions regarding the legislative process to address in Week 5.

The learners’ output will be evaluated based on how well it demonstrates understanding and application of the lesson. The work should present accurate and relevant
information that clearly reflects the key concepts discussed during the session. Outputs are expected to be organized in a logical manner, making the ideas easy to follow
Rubrics and understand. The presentation should show effort in terms of clarity, creativity, and overall quality, whether through visual design, written explanation, or digital format.
The output must also directly respond to the given task and show meaningful connection to real-life situations or practical use of the concept. Participation and
engagement during the activity may also be considered, especially for collaborative tasks, as these reflect the learner’s involvement in the learning process.

For the Students

 Demystifies Grading Standards: Clarifies exactly how their creative
thinking, group collaboration, and analytical mappings are translated into
Purpose of marks before they begin working.
the Rubrics  Promotes Metacognitive Ownership: Empowers students to self-assess and
For Students
self-correct their logic in real-time during peer discussions (e.g., Think-
The rubric will guide students on Pair-Share or Issue Mapping).
what is expected in the activity. It
helps them understand that their  Fosters Deeper Civic Engagement: Shreads the misconception that
work should be accurate,
complete, and clearly presented. political science answers are purely "factual," encouraging them to focus
It also helps them focus on
applying the lesson correctly and on structural arguments, local impacts, and actionable solutions.
participating actively in the task . For the Teacher
 Mitigates Subjective Bias: Provides a standardized, objective framework
For the Teacher for grading open-ended, collaborative, or fast-paced oral and written
The rubric will guide the teacher
in evaluating students’ work in a activities.
 Formative Diagnostic Power: Allows the teacher to instantly pinpoint where
consistent and objective way. It
helps the teacher check if the
learning objectives are achieved,
identify students’ strengths and the class is struggling conceptually (e.g., distinguishing between a State
difficulties, and provide
appropriate feedback to improve
policy and a Nation's cultural identity) before the Session 5 summative
understanding.
exam.
 Streamlines Real-Time Feedback: Offers concrete, actionable criteria to
give students instantaneous verbal or written corrections during ongoing
sessions.

Prepared by: Noted by:

CHRISTIAN S. ARCA JANICE V. ALONZO

 Subject Teacher Subject Group Head, ASSH/SHW

Checked by: Approved by:

FERDINAND R. ESPEJO SALVADOR S. AVISA

Subject Coordinator, Social Science Assistant Principal II for Academics