Senior High School

Trends, Networks, and Critical

Thinking in the 21st Century
Module 8:
Democratic Interventions

AIRs - LM
LU_Trends, Networks and Critical Thinking in the 21st Century_Module8
HUMSS – TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21ST CENTURY
Module 8: Democratic Interventions
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Roselily A. Gamboa

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Nedel Joyce Christine C. Libunao
Language Reviewer: Anna Lissa R. Patacsil
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Paul Justine A. Posas

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Mario B. Paneda, EdD, EPS in Charge of Araling Panlipunan
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: [email protected]

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 Senior High School

Trends, Networks, and Critical

Thinking in the 21stCentury
Module 8:
Democratic Interventions

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 Target

In the previous lesson, you have mastered the concepts of participative and
representative democracy. In this module, let us continue to broaden your knowledge
about democracy. According to Webster, it is a form of government in which the
supreme power is vested in the people and exercised directly by them or by their
elected agents under a free electoral system, a state having such a form of
government. The students are given the chance to further their knowledge about
political and social institutions as well as undemocratic practices.

At the end of the lesson, it is expected that students have gained thorough
knowledge about the two most essential competencies to wit:
1. Assess democratic interventions prevailing in political and social
institutions (HUMSS_MCT12-II-a-c-6); and
2. Formulate a viable alternative to undemocratic practices (HUMSS_MCT12-
IIa-c-7)

Exercises are presented in the form of practical situations in order to

elaborate the concepts designed to enhance students critical thinking in the 21st
century.

Set your mind. Relax. Before you proceed to the main lesson, let us refresh
your mind and pour out that brilliant ideas you have as a critical thinker.
Enjoy reading. Have fun!

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 Jumpstart

To internalize the lesson well, relax, brainstorm and do the following

activities. Remember, every individual is gifted with the power to
exercise his intellectual ability. Have fun and good luck!

Activity 1. Great Freedom Brain Corner

Directions: Describe the social and political institutions in the Phil’s. Write your
answer in a separate sheet of paper.
Activity 2. Reveal the Word Wizard in You
Directions: Formulate two criteria in assessing political and social institutions.
Please be guided with the rubric below.

5 Point Rubric

5 A comprehensive essay, uses all documents, strong thesis, extensive outside

information
4 Well-written, includes some analysis, uses 6-8 documents, good thesis,
strong outside information
3 Well-written but lacks balance and analysis, uses 5-6 documents,
acceptable thesis, limited outside information
2 Weak essay, lacks organization, no analysis, uses at least 5 documents,
simple thesis, little outside information
1 Poorly written, barely addresses question, less than 5 documents, no
thesis, no outside information, factual errors

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 Discover

Let us proceed to the lesson proper. Read critically the

comprehensive discussion of today’s lesson. Relax and
internalize the new concepts as you start your journey in the
world of words guided with your critical and analytic thinking.

LESSON 1. POLITICAL AND SOCIAL INSTITUTIONS

Political institutions are the organizations in a government that create,
enforce, and apply laws. They often mediate conflict, make (governmental) policy on
the economy and social systems, and otherwise provide representation for the
population.

Political Institutions, in Brief

Political institutions and systems have a direct impact on the business
environment and activities of a country. For example, a political system that is
straightforward and evolving when it comes to the political participation of the people
and laser-focused on the well-being of its citizens contributes to positive economic
growth in its region.
Every society must have a type of political system so that it may allocate
resources and ongoing procedures appropriately. A political institution sets the rules
in which an orderly society obeys and ultimately decides and administers the laws
for those that do not obey.

Types of Political Systems

The political system consists of both politics and government and involves
the law, economy, culture, and other social concepts.
The most popular political systems that we know of around the world can be
reduced to a few simple core concepts. Many additional types of political systems are
similar in idea or root, but most tend to surround concepts of:
• Democracy. Government by the people; a form of government in which
the supreme power is vested in the people and exercised directly by them
or by their elected agents under a free electoral system.
• Republic. A form of government where the citizens have the supreme
power, and they exercise that power of voting and electing representatives
to make decisions and govern.

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 • Monarchy. A form of government in which one person reigns, typically a
king or a queen. The authority, also known as a crown, is typically
inherited.
• Communism. A system of government in which the state plans and
controls the economy. Often, an authoritarian party holds power and state
controls are imposed.
• Dictatorship. A form of government where one person makes the main
rules and decisions with absolute power, disregarding input from others.

The Function of a Political System

In 1960, Gabriel Abraham Almond and James Smoot Coleman gathered
three core functions of a political system, which include:
1. To maintain the integration of society by determining norms.
2. To adapt and change elements of social, economic, and religious systems
necessary for achieving collective (political) goals.
3. To protect the integrity of the political system from outside threats.

Social Institution
A social institution is a complex, integrated set of social norms organized
around the preservation of a basic societal value. Obviously, the sociologist does not
define institutions in the same way, as does the person on the street. Laypersons are
likely to use the term "institution" very loosely, for churches, hospitals, jails, and
many other things as institutions. According to Sumner and Keller, institution is a
vital interest or activity that is surrounded by a cluster of mores and folkways.
Sumner conceived of the institution not only of the concept, idea or interest, but of
an institution as well. By structure he meant an apparatus or a group of
functionaries. Lester F. Ward regarded an institution as the means for the control
and utilization of the social energy. L. Hobhouse described institution as the whole
or any part of the established and recognized apparatus of social life. Robert Malvern
regarded institution as established forms or conditions of procedure characteristic of
group activity.
Sociologists agree that institutions arise and persist because of a definite felt
need of the members of the society. While there is essential agreement on the general
origin of institutions, sociologists have differed about the specific motivating factors.
Sumner and Keller maintained that institutions come into existence to satisfy vital
interests of man. Ward believed that they arise because of social demand or social
necessity. Lewis H. Morgan ascribed the basis of every institution to what he called
a perpetual want.

In shorthand form, or as concepts, these five basic institutions are called the
family, government, economy, education, and religion.

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 The five primary institutions are found among all human groups. They are
not always as highly elaborated or as distinct from one another, but in rudimentary
form at last, they exist everywhere. Their universality indicates that they are deeply
rooted in human nature and that they are essential in the development and
maintenance of order.

5 Major Functions Performed by Social Institutions

Some of the major functions performed by institutions are as follows:
1. Emotional Needs. For satisfaction of needs like love, affection, hunger,
fear, self-preservation, self-gratification, and fear of the supernatural.
2. Economic Needs. Satisfies the material needs of people and for the
satisfaction of basic necessities of food, clothing and shelter.
3. Familial Needs. Establishes the institution of marriage and family for
the continuation of human species through structured means.
4. Religious Needs. Deals with man’s inherent fear of the supernatural. It
deals with his fear through religious prayers and offerings.
5. Political Needs. Deals with the basic necessity of governing large
group of people through formalized means of government and laws.

LESSON 2. UNDEMOCRATIC PRACTICE

A system, process, or decision that is undemocratic is one that is
controlled or made by one person or a small number of people, rather than by all the
people involved.

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

What is an undemocratic practice?
Undemocratic practice is a doctrine that is against or in disagreement with
democracy. Undemocratic practices include other political systems such as
monarchy, aristocracy, anarchy, etc.

Dahl’s Seven Undemocratic Elements

1. Slavery. In the initial writing of the Constitution, it is tolerated slavery as

a result of the three fifths comprise, and it took until the American Civil
War for this tolerance of slavery to be removed.
2. Voting Rights. Again, during the drafting of the Constitution the voting
rights of women and minorities were not protected by Constitutional law
and took many years to come to fruition.
3. Electoral College. Representation in the Electoral College is not
proportional due to the addition of two extra seats as a result of the
Senators for that State. Electors are appointed rather than take all
methods in results undermines the democratic one man vote element of
Presidential elections.
4. Representation in the Senate. Each state has two senators, regardless
of size, which, Dhal argues, is undemocratic as smaller states have an
increased prominence than they would otherwise have.
5. Election of Senators. When writing the Constitution, the Senate has to
be appointed by the states rather than elected. It wasn’t until the
Seventeenth Amendment that direct election was introduced.
6. Judicial Power. Judges can rule on the constitutionality of laws and
decreed, and combined with the life tenure and high barriers to removal
make them inherently undemocratic.
7. Limitations of Congressional Power. Judicial rulings limit
Congressional power, such as that in the area of income tax, it wasn’t until
the passing of the sixteenth amendment allowing federal income tax that
Congress could fully utilize the tax and spend clause that is present in the
Constitution.

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 Explore

Let us continue today’s lesson through various enrichment activities

for you to master the basic concepts you have learned.

Enrichment Activity 1. Wisdom Checker No.1

Instruction. Write P for political institution and S for Social Institution
Example: P Legislative Department

1. Judicial Department
2. Executive Department
3. School
4. House of Congress
5. Church

Assessment 1. Quantify Your Thought

Instruction. Answer the question briefly, but substantially. Please be guided with
the rubric below.
1. Given the preference, what type of political institution and social institution do
you like most? Why?
5 Point Writing Rubric

5 A comprehensive essay, uses all documents, strong thesis, extensive outside

information
4 Well-written, includes some analysis, uses 6-8 documents, good thesis,
strong outside information
3 Well-written but lacks balance and analysis, uses 5-6 documents,
acceptable thesis, limited outside information
2 Weak essay, lacks organization, no analysis, uses at least 5 documents,
simple thesis, little outside information
1 Poorly written, barely addresses question, less than 5 documents, no thesis,
no outside information, factual errors

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

Enrichment Activity 2. Wisdom Checker No.2
Instruction. Fill out the “Democratic Challenges Chart “below with the best
practices/democratic interventions.

Democratic Challenges Best Practices/ Democratic Interventions

1.Democracy
2.Gender Biases
3.Political Marginalization
4.Racial Inequality
5.Cultural Domination

Assessment 2. Premise Revealed

As a student, what democratic challenges have you experienced or

encountered? Why? Please be guided with the rubrics in Assessment 1.

Deepen

In this particular phase of the module, let us try to enhance your

writing skills, critical and analytic thinking skills by trying to
incorporate the concepts you have learned in real life situations.

Activity 1. Let me intervene with your line of thought

Please be guided with the rubrics in Assessment No. 1
1. Suggest two possible democratic interventions specifically designed for
political institutions.
Activity 2. Knowledge off-line portal
Reflect on what you have learned and answer the questions
comprehensively. Please be guided with the rubrics in Assessment No. 1
1. Formulate a viable alternative to undemocratic practices. Incorporate
timely situational examples

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

 Gauge

I. Directions: Read and analyze the following statements. Write the letter of the best
answer in your answer sheet.
1. A doctrine that is against or in disagreement with democracy.
A. Democracy
B. Democratic
C. Intervention
D. Undemocratic Intervention
2. Deals with the basic necessity of governing large group of people through
formalized means of government and laws.
A, Needs B. Politics C. Political D. Political Needs
3. Establishes the institution of marriage and family for the continuation of human
species through structured means.
A. Family B. Familial C. Needs D. Familial Needs
4. A complex, integrated set of social norms organized around the preservation of a
basic societal value.
A. Society B. Social C. Socialization D. Social Institution
5. The organizations in a government that create, enforce, and apply laws.
A. Barangay B. Barrio C. Political D Political Institution
6. Government by the people; a form of government in which the supreme power
is vested in the people and exercised directly by them or by their elected agents
under a free electoral system.
A. Democracy B. Federal C. Monarchy D. Oligarchy
7. A state in which supreme power is held by the people and their elected
representatives and that has an elected or nominated president rather than a
monarch.
A. Communism B. Federalism C, Monarchy D, Republic
8. A form of government where the citizens have the supreme power, and they
exercise that power by voting and electing representatives to make decisions and
govern.
A. Communism B. Democracy C. Monarchy D. Oligarchy
9. A system of government in which the state plans and controls the economy.
A. Community B. Communism C. Federalism D. Monarchy
10. A form of government where one person makes the main rules and decisions with
absolute power, disregarding input from others.
A. Anarchism B. Communism C. Dictatorship D. Federalism

LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

11. Each state has two senators, regardless of size, which Dahl argues, is
undemocratic as smaller states have an increased prominence than they would
otherwise have.
A. Congressman
B. Mayor
C. Governor
D. Representation in the State
12. Representation is not proportional due to the addition of two extra seats as a
result of the Senators for that state.
A. Election C. Referendum
B. Electoral College D. Totalitarianism
13. Judges can rule on the constitutionality of laws and decrees, and combined with
the life tenure and high barriers to removal make them inherently undemocratic.
A. Freedom B. Power C. Referendum D. Judicial Power
14. Judicial rulings limit Congressional power, such as that in the area of income
tax.
A. Limitations of Congressional Power
B. Limitations of Presidential Power
C. Limitations of Senators
D. Limitations of Teachers
15. The Senate has to be appointed by the states rather than elected.
A. Ceasefire
B. Election
C. Referendum
D. Election of Senators

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LU_Trends, Networks and Critical Thinking in the 21st Century_Module8
11
Jumpstart
Activity 1 and 2
Answers may vary
Explore
Enrichment Activity 1
1. P
2. P
3.S
4.P
5. S
Assessment 1
Answers may vary
Enrichment Activity 2
Answers may vary
Assessment 2
Answers may vary
Deepen
Activity 1
Answers may vary
Activity 2
Answers may vary
Gauge
1. D
2. D
3. D
4. D
5. D
6. A
Answer Key
References

Websites

https://ethicsvalues-sanaacosta.weebly.com/uploads/1/3/7/3/13737365/1c-

_3.6-undemocratic_practices.pdf

https://www.parliament.act.gov.au/__data/assets/pdf_file/0009/1474497/Works

heet1-democratic-or-undemocratic.pdf

https://www.sociologyguide.com/basic-concepts/Social-Institutions.php

https://www.sociologygroup.com/institutions-meaning-definition-characteristics-

types-functions

https://www.thoughtco.com/political-institutions-

https://www.tutor2u.net/politics/reference/dahls-seven-undemocratic-elements

https://www.yourarticlelibrary.com/sociology/5-major-functions-performed-by-a-
social-institutions/

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LU_Trends, Networks and Critical Thinking in the 21st Century_Module8

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Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
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