CITI GLOBAL COLLEGE – BAY

Grades School: CAMPUS Grade Level: ELEVEN

11 to 12 Philippine
MARK BRYAN A. DEL PILAR Learning Politics and
Lesson Teacher: Area: Governance
Exemplar Strand: HUMSS 1-5
Teaching Dates Week No 3 Semester: 1ST
and Time: Quarter: 1ST

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of politics and political science, governance,
political ideologies, power, states, nations, and globalization.
B. Performance Standards The learners shall be able to clearly identify a specific political phenomenon and how it can
be studied.

C. Learning Competencies 1. Define power HUMSS_PG12 Id-11

and LC Code 2. Recognize the nature, dimensions, types,
and consequences of power HUMSS_PG12 Id-12
3. Analyze the nature, dimensions, types, deployments, and consequences of power.
HUMSS_PG12 Id-13
4. Asess how power is exercised in different situations HUMSS_PG12 Id-14
D. Enabling Competencies

E. Specific Objectives At the end of the lesson, the learners should be able to:

1. Define the concept of Power

2. Describe the nature, dimensions, types, and consequences of Power
3. Examine the nature, dimensions, types, deployments, and consequences of Power
4. Perform the different types of power in different situations
II. CONTENT Doing Philosophy
• Concept of Power
• Nature, Dimensions, and Types of Power
• Consequences of Power
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Senior High School- Philippine Politics and Governance
2. Learner’s Materials Philippine Politics and Governance
Pages
3. Textbook Pages

4. Additional Materials Philippine Politics and Governance- Quarter 1 – Module 3: Power: Nature, Dimensions,
from Learning Types and Consequences
Resources
https://www.studocu.com/ph/document/university-of-caloocan-city/bachelor-of-science-in-
criminology/ppg-mod3-power-nature-dimensions-types-and-consequences-
converted/52600716

B. Other Learning PowerPoint presentation, Laptop, and TV.

Resources and Materials
for Development &
Engagement Activities
IV. PROCEDURES
Introduction Preliminary Activities (AVP)
a. Classroom Routines
b. Classroom Management

Presenting the lesson objectives

At the end of the lesson, the learners should be able to:

1. Define the concept of Power

2. Recognize the nature, dimensions, types, and consequences of Power
3. Analyze the nature, dimensions, types, deployments, and consequences of Power
4. Perform the different types of power in different situations

INQUIRY-BASED APPROACH
Activity 1: Zoom In, Zoom Out!
Direction: The zoomed in pictures will be presented and the students may guess the
superhero who is in the slide.
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 Guide Questions:
What do you think will be our topic all about?

Development INQUIRY-BASED APPROACH

Activity 2: I am Hero!

Direction: In this game, a teacher will play the song “superhero” by RocksTeddy and Thor’s
Hammer is given to the first person in a line of class and then pass it to other students.
Once the song stopped by the teacher, the student who happened to have Thor’s Hammer
will answer the question “What comes to your mind when you hear the word ‘power’?
Answers cannot be repeated.

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 CONSTRUCTIVISM APPROACH
Defining Power
Power in its broadest sense, as stated by Heywood (2007) is the ability to achieve a desired
outcome and is sometimes seen as the ‘power to’ do something. He further explained that in
the context of politics and governance, power is usually thought of as a relationship: the ability
to influence the behavior of others or having ‘power over’ people and the ability to punish or
reward.
Dimensions or Faces of Power
According to Heywood (2007), the following are the various ways how power is exercised by
members of society. These are called dimensions or faces of power: Power as Decision-
Making, Power as Agenda Setting and Power as Thought Control.
Power as Decision-Making
This face of power consists of conscious actions that in some way influence the content of
decisions. Identifying who has power is done by analyzing decisions in the light of the known
preferences of the actors involved. The powerful are able to get what they want and make
others behave the way they wanted them to.
Power as Agenda Setting
The second face of power as further discussed by Heywood (2007) is the ability to prevent
decisions being made: that is, in effect, ‘non-decision-making’. This according to him involves
the ability to set or control the political agenda, thereby preventing issues or proposals from
being aired in the first place.
Power as Thought Control
The third face of power, still according to Heywood (2007) is the ability to influence another
by shaping what he or she thinks, wants, or needs. This is power expressed as ideological
indoctrination or psychological control.

TYPES OF POWER

According to French and Raven (1959) as cited by Yukl (1989), there are different types of
power, namely: reward power, coercive power, legitimate power, expert power and referent
power

Power Taxonomy

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 1.Coercive Power comes from the ability to punish someone for noncompliance. It is based
upon the idea of coercion or to force someone to do something against their will. Coercive
power, in general, has negative consequences. It decreases morale and instils fear and
mistrust.
2. Reward Power comes from the ability to issue rewards it allows people to exert influence
by giving rewards. If a reward is expected there is a high possibility of a positive outcome but
when rewards don't have enough perceived value, the power weakens.
3. Legitimate Power stems from formal right to command because of their position. This type
of power depends on the position held by a person exercising it. Legitimate power may be
derived from prevailing cultural values that assign legitimate power. This type of power is
unpredictable and unstable because if the individual loses the title or position, legitimate
power instantly disappear since the origin of power is from the position and not from the
person.
4. Expert Power comes from experience or knowledge. Power is derived from the member's
assumptions that the leader possesses superior skills, knowledge, and abilities. However,
expertise is only a source of power if others are dependent upon the experts.
5. Referent Power comes from being trusted or respected. The power is based upon the
ability of an individual to attract others and to build loyalty within.
Referent power can be easily abused. If the individual who rises to power lacks
integrity and honesty, can use that power to hurt and alienate people and can also
use power to gain personal advantage.

Consequences of Power

There are three consequences of power according to Yukl (1989): compliance, commitment
and resistance. He further stressed that employing certain types of power in particular ways
may result into these consequences.

Compliance means readiness or act of agreeing to do something.

The two types of power most likely to cause compliance are legitimate or position power and
reward power.

➢ Compliance with the order may occur if it is perceived to be within the leader’s scope of
authority.

➢ Compliance is most likely to happen if the reward is something valued by the target person.

Commitment is an even more desirable outcome because of the trust and emotional pledge
that it causes. It is perceived as loyalty or a sense of dedication or devotion. Commitment is
most likely to be the consequence when the powers used are referent and expert.
➢ The common way to exercise referent power is merely to ask someone with
whom one has a friendship to do something.
➢ Expert power may result to commitment if the leader presents logical
arguments and supporting evidence for a particular proposal, order or policy.
It will depend on the leader’s credibility and persuasive communication skills
in addition to technical knowledge and logical or analytical ability.
➢ Commitment is a very unlikely consequence if coercive power is employed.

Resistance means to refuse or to oppose. It is the most likely outcome when coercive power
is used in a hostile or manipulative way. (Yukl 1989)

Engagement
COLLABORATIVE/INQUIRY-BASED APPROACH

Activity 3: Role it, Rock it!

Direction: The class will be divided into five groups and each team has their own assigned
types or power and how is it being exercised in different situations. Present and show it in the
class.

GROUP 1: Reward Power

GROUP 2: Coercive Power
GROUP 3: Legitimate Power
GROUP 4: Expert Power

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 Assimilation
TRUE OR FALSE. Write TRUE if the statement is correct and write FALSE if
otherwise.
1. Expert power may result to commitment if the leader presents logical arguments
and supporting evidence for a particular proposal, order or policy.
2. Commitment is a very likely consequence if coercive power is employed.
3. Compliance is most likely to happen if the reward is something valued by the
target person.
4. Coercive power is exercised by asking someone with whom one has a friendship
to do something.
5. It is best to use coercion power in preventing behavior that is harmful to the
society and well-being of the people such as illegal and violent activities.

MULTIPLE CHOICE. Read the following items carefully. Write the letter of the correct
answer on a separate sheet of paper.

6. It is the ability to achieve a desired outcome or ability to influence the

behavior of others.
a. Commitment
b. Compliance
c. Power
d. Resistance
7. This consequence of power refers to readiness or act of agreeing to do
something.
a. Commitment
b. Compliance
c. Referent Power
d. Resistance
8. What type of power is exercised if the target person complies because he or
she identifies with the agent and wants to gain the agent’s approval?
a. Coercive power
b. Legitimate power
c. Referent Power
d. Reward power
9. What face of power are we dealing with if we consider conscious actions that
in some way influence the content of decisions?
a. Power as decision-making
b. Power as thought control
c. Power as agenda setting
d. Power as necessity
10. This face of power is the ability to influence another by shaping what he or
she thinks, wants, or needs.
a. Power as decision-making
b. Power as thought control
c. Power as agenda setting
d. Power as necessity

ANSWER KEY
1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. C
7. B
8, C
9. A
10. B

V. REFLECTION The learners, in their notebook will write their personal insights about the lesson using the
prompts below.
I understand that _________________________________________
I realize that _____________________________________________
A. No. of learners who earned
75% on the formative
assessment
B. No. of Learners who require
additional activities for
remediation
C. No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation

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

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?

Prepared by: Checked by: Noted by:

MR. MARK BRYAN A. DEL PILAR MS. ROSE ANNE ATA MR. JOEREY BURAGA
Subject Teacher High School Coordinator Principal

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