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    Understanding Culture, Society and Politics: Name: Jessa Ma Grade Level: 12 Section: Francis Bacon Date

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    jessamae gundan
    The document discusses social inequality and outlines learning activities for students on the topic. It defines social inequality and provides examples such as unequal access to education, healthcare, and housing. Students are asked to recall personal experiences with hunger and lack of provisions, and to consider what government programs aim to solve issues like poverty, homelessness, and nutritional inequality. They are also tasked with describing scenarios of inequality in their community and matching them with relevant government initiatives, as well as telling their own story of experiences with social class and inequality through a socio-autobiography.

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    Understanding Culture, Society and Politics: Name: Jessa Ma Grade Level: 12 Section: Francis Bacon Date

    Uploaded by

    jessamae gundan
    6K views5 pages
    The document discusses social inequality and outlines learning activities for students on the topic. It defines social inequality and provides examples such as unequal access to education, healthcare, and housing. Students are asked to recall personal experiences with hunger and lack of provisions, and to consider what government programs aim to solve issues like poverty, homelessness, and nutritional inequality. They are also tasked with describing scenarios of inequality in their community and matching them with relevant government initiatives, as well as telling their own story of experiences with social class and inequality through a socio-autobiography.

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    UCSP WEEK 4.docx

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    The document discusses social inequality and outlines learning activities for students on the topic. It defines social inequality and provides examples such as unequal access to education, healthcare, and housing. Students are asked to recall personal experiences with hunger and lack of provisions, and to consider what government programs aim to solve issues like poverty, homelessness, and nutritional inequality. They are also tasked with describing scenarios of inequality in their community and matching them with relevant government initiatives, as well as telling their own story of experiences with social class and inequality through a socio-autobiography.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    6K views5 pages

    Understanding Culture, Society and Politics: Name: Jessa Ma Grade Level: 12 Section: Francis Bacon Date

    Uploaded by

    jessamae gundan
    The document discusses social inequality and outlines learning activities for students on the topic. It defines social inequality and provides examples such as unequal access to education, healthcare, and housing. Students are asked to recall personal experiences with hunger and lack of provisions, and to consider what government programs aim to solve issues like poverty, homelessness, and nutritional inequality. They are also tasked with describing scenarios of inequality in their community and matching them with relevant government initiatives, as well as telling their own story of experiences with social class and inequality through a socio-autobiography.

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    UNDERSTANDING CULTURE, SOCIETY AND POLITICS

    Name: Jessa ma Grade Level: 12


    Section: Francis Bacon Date: ________________

    LEARNING ACTIVITY SHEET


    SOCIAL INEQUALITY

    LEARNING ACTIVITY 1: IT’S THROWBACK TIME


    Revisit or recall your personal experiences and answer the following questions:

    1. When was the last time you experienced “hunger” due to lack of provisions (e.g.,
    money, resources) to buy food?
    - Last year (November 2020) was the last time I experienced hunger, when we ran
    out of stocks of food due to typhoon Ulysses and this pandemic cause of corona
    virus. Because of the typhoon and quarantine, the jobs of my parents were closed.
    That’s the only source of their income.

    2. What actions did you take to satisfy your hunger?


    - I went to my Aunt and asked for help. I told to her that we had nothing to eat so
    she gave me foods and money, and brought it to my family. My aunt also
    accompanied me to register with the assigned officer in our barangay so that we
    could also be given relief goods . In that way, we satisfied our hunger.

    3. Did you ask for help from anyone (e.g., family members, close friends,
    government organization, non-government organizations) to address the concern?
    Why or why not?
    - Yes, I asked for help from my Aunt to satisfy our hunger. Because if I did not
    asked for help from my aunt, my young nephews would starve to death.

    4. Did anyone extend help?


    - Yes, our other family members donated foods, money, and other needs to us. The
    officials also gave us relief goods.

    5. What is the action of the government to solve the problem on hunger?


    Here are the actions of the Government to achieve the zero hunger:
    - • Government should provide equal opportunities. Policies and investments aimed
    at reducing inequality, addressing the gender gap, ensuring everyone enjoys the
    same opportunities to fulfil their potential are key in defeating hunger and
    malnutrition. Zero Hunger requires laws that recognize farmers’ equal rights to land
    and resources, so they can maintain their livelihoods and continue to produce the
    world’s food.
    - • Governments should ensure effective citizen involvement, enhance coordination
    mechanisms, facilitate dialogue and create incentives for different sectors and
    stakeholders to work together.
    - • Governments can also spend public money on programs like farmer education or
    school meals, or invest in better roads and storage facilities. Another option is to
    grant people living in poverty food vouchers or cash to buy food, or to ensure
    everyone has a basic income that allows them to cover their fundamental
    spending. There’s a host of ways in which governments can make sure food prices
    allow producers to make a living and consumers to afford healthy meals.
    - • Empower Local Authorities. Local and sub-national authorities have direct access
    to the individuals, communities and businesses whose involvement is essential to
    achieving Zero Hunger. As such, governments should provide them with the tools
    and support they need to assist, work alongside and engage with these key
    stakeholders.
    - • Government should create an investment-friendly environment. The Zero Hunger
    goal requires investments by committed stakeholders. For this to occur,
    governments should provide clear regulatory frameworks and stable institutions
    that reward entrepreneurship, mitigate risks, prevent and solve disputes, create
    market opportunities and address uncertainties and failures.

    LEARNING ACTIVITY 2: BRIDGING THE GAP BOX


    Write at least ten scenarios that depict inequality in your community. Then determine
    government programs and initiatives to address the said problem.
    Example:
    Social Inequality Government Program
    Poverty in the grassroot level Pantawid Pamilyang Pilipino Program
    (4Ps)

    Social Inequality Government Program

    Homelessness/Housing Inequality Federal Housing Assistance/Program


    Poor Healthcare Children and Youth with Special
    Health Care Needs (CYSHCH)

    Unequal treatment issues among Gender Equality and Women’s


    women Empowerment (GEWE)

    Poor Nutritional/Nutritional Inequality World Food Program

    Action Against Hunger

    Farmers (who have lost their National Sustainable Agriculture


    livelihood) Coalition (NSAC)

    Department of Labor and Employment


    (DOLE)

    Women’s inequality in decision Women’s Empowerment and


    making Development Organization (WEDO)

    Unemployed workers (left out due to Federal Pandemic Unemployment


    pandemic) Compensation (FPUC)

    Abuse and problems suffered by Department of Labor and


    Overseas Filipino Workers (OFW) Employment (DOLE) programs and
    services
    Age inequality (Indigent senior Social Pension Program for Indigent
    citizen) Senior Citizens

    Bullying cases among students Anti-Bullying Program

    LEARNING ACTIVITY 3: PHOTO-VOICE PRESENTATION


    Choose one government program in addressing social inequality. Tell a story or convey
    a message about the said government program using series of pictures to produce a
    3-minute photo-voice presentation. For students who do not have gadget, draw or cut
    out pictures to depict a government program in addressing social inequality. Do it in
    your activity notebook.
    LEARNING ACTIVITY 4: SOCIO-AUTOBIOGRAPHY
    Think deeply about your own story of social class and inequality. In this task, you will
    have the opportunity to tell your own story in 200 words. In your own socio-
    autobiography, make sure to link your experiences to unequal opportunity, class
    privilege or deprivation. Finally, reflect in your story the impact of government programs
    and initiatives to address inequality in your life.

    REFLECTION:
    • I learned that Social inequality is characterized by the existence of unequal
    opportunities and rewards for different social positions or statuses within a group or
    society. It contains structured and recurrent patterns of unequal distributions of goods,
    wealth, opportunities, rewards, and punishments. Areas of social inequality include
    voting rights, freedom of speech and assembly, the extent of property rights and access
    to education, health care, quality housing, traveling, transportation, vacationing and
    other social goods and services. Apart from that it can also be seen in the quality of
    family and neighborhood life, occupation, job satisfaction, and access to credit. If these
    economic divisions harden, they can lead to social inequality. Inequality of opportunities
    refers to the unequal distribution of life chances across individuals. This is reflected in
    measures such as level of education, health status, and treatment by the criminal justice
    system. Discrimination of an individual, community, and institutional levels is a major
    part of the process of reproducing social inequalities of race, class, gender, and
    sexuality. For example, women are systematically paid less than men for doing the
    same work.
    • I enjoyed most on making a socio-autobiography about my experience of inequality in
    my previous school that was private. Because I learned a lot from that experience like, I
    must not compare myself to others. And I understand now why social inequality exist.
    • I want to learn more on why social inequality is good for society and economy.

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