PORTFOLIO.docx

Presented to the Faculty of
Maruing National High School
Maruing, Lapuyan, Zamboangadel Sur
In Partial Fulfillment
Of the Requirements for the Strand
HUMANITIES AND SOCIAL SCIENCES
(Culminating Activity)
Fritzy M. Embong
2021-2022

My HUMMS Portfolio Rubric
Category 4
Exceeds
Standard
3
Meets
Standards
1
Below
Standards
Sco
re
Comprehensiveness (25%) All required
elements are
present in the
portfolio. The
portfolio
contains more
than one best
work for each of
the eight
HUMSS
learning areas.
All required
elements are
present in the
portfolio. The
portfolio
contains one of
the best work
for each of the
eight HUMSS
learning areas.
All required
elements
are present
in the
portfolio.
The portfolio
contains
one of the
best work for
less than
five HUMSS
learning
areas.
Appropriateness (25%) All artifacts were
placed in
appropriate
learning area.
Academic
concepts and
principles
learned by the
student in each
artifact are
clearly
identified. The
student’s own
explanation of
each academic
concept or
principle is
included.
All artifacts
were placed in
the appropriate
learning area.
Academic
concepts and
principles
learned by the
students in
each artifact
are clearly
identified.
All artifacts
were placed in
the appropriate
learning area.
Academic
concepts and
principles
learned by the
student were
identified and
most of the
artifacts were
included.
Credibility of Facts (20%) Background
information and
supporting
evidences are
included to
prove that all
artifacts were
made by the
student.
Background
information is
included to
prove that all
artifacts were
made by the
student.
Background
information is
included to
prove that most
of the artifacts
were made by
the student.
2
Approachin
g
Standards

Depth of Reflections (20%) Response
demonstrates
are in-depth
reflection on,
and
personalization
of, the theories,
concepts, and/or
strategies
presented in the
HUMSS
learning areas.
Response
demonstrates
a general
reflection on,
and
personalization
of, the theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning area.
Response
demonstrates
a minimal
reflection on,
and
personalization
of, the theories,
concepts,
and/or
strategies
presented in
the HUMSS
learning areas.
All required
elements
are present
in the
portfolio.
The portfolio
contains
one of the
best work for
five to seven
HUMSS
learning
areas.
Visual Appeal (5%) All elements
work together to
visually enhance
and clearly
communicate
the message.
Most elements
work together
to
communicate
the message.
Some
elements work
together to
communicate
the message;
others seem
misplaced
Elements
seem
minimally
consistent;
message
blurred by
the
elements.
Grammar and Spelling (5%) The portfolio has
no errors in
grammar or
spelling that
distracts the
reader from the
content.
The portfolio
has one to two
errors in
grammar or
spelling that
distracts the
readers from
the content.
The portfolio
has three to
four errors in
grammar or
spelling that
distracts the
reader from the
content.
The portfolio
has more
than four
errors in
grammar or
spelling that
distracts the
reader from
the content.
TOTAL
Comments/Recommendations:
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ACKNOWLEDGEMENT
I would like to express my gratefulness and deepest appreciation to all
those who provided me the possibility to complete this portfolio.
To my Almighty God for the guidance, strength, support, knowledge,
courage, patience, and blessings provided. To him, this portfolio is highly
offered.
To my parents, for giving me inspirations, encouragement, knowledge,
love, and all the needed support whether financially, emotionally, and morally;
for all the sacrifices they had made in order to finish this portfolio.
To my teacher Ms. Lenita Sumalpong for helping hands, suggestions,
consideration and patience for the betterment and improvement of my portfolio.


This portfolio is wholeheartedly dedicated to these following persons who
have been my source of inspiration and gave me strength when I thought of
giving up, who continually provide their moral, spiritual, emotional, and
financial support:
 Almighty God;
 My father Leo B. Embong;
 My mother Valen M. Embong;
 My eldest brother Keymark M. Embong;
 My youngest brother Kelton Mark M. Embong.

As we move forward to the advancement of the real-time world, we adhere
to different perspectives and principles that relate to our dearest self. I am here
as a student to promote and embody the proper way of lifting others to the
pedestal and live with the statement “No one deserves to be left behind”.
I have aspirations to the local community which is to help those
unfortunate individuals engage in more adventurous and knowledgeable
experiences that could help to build and pull out the best personality they
possess inside. I am a HUMSS 12 student of Maruing National High School my
aim to survive with flying colors and start believing by oneself to help boost
confidence and have a stand and take up space in the society.
This portfolio serves as the treasure of all my hard works and masterpieces
which bridge me in becoming a responsible student in the academic year. The
importance of making this portfolio is to inspire other students who can lend a
time to read explore because as a student in times of pandemic we all deserve
encouragement and praise coming from other people to help ease the stress that
we all carry by moving forward. This will reminds me in the future that this
year has been hard for me but I still surpassed the challenge and have made the
best out of it.
This portfolio will give enlightenment to those students that no matter how
hard the obstacles that we are facing or the emotional wars that we battling, we
can still stand firm with our principles and stay focused on our own goals in
life.
Table OF COntents PAGE
TITLE PAGE i
ACKNOLEDGEMENT ii
DEDICATION iii
INTRODUCTION iv
TABLE OF CONTENTS v
PRESENTATION OF SELECTED WORK
Introduction to World Religions and Beliefs System
Creative Writing
Creative Nonfiction
Discipline and Ideas in the Social Sciences
Megatrends and Critical Thinking in the 21st
Century Culture
Community Engagement, Solidarity, and Citizenship
Philippines Politics and Governance
Discipline and ideas in the Applied Social Sciences
PERSONAL VISION & GOALS FOR FUTURE

The course explores the main tents and practices of major world religions. It
aims to help learners understand the historical contexts of nine religions,
appreciate their uniqueness and similarities and promote mutual
understanding among believes of different faiths.
ARTIFACTS

Concept Paper
The course explores the main tents and practices of major world religions. It
aims to help learners Understand the historical contexts of nine religions,
Appreciate their uniqueness and similarities and Promote mutual understanding
among believes of different faiths.
ARTIFACTS
I’ve learned that our country has different religions, how they
practice, beliefs and values and how they believe and trust in their
god and goddess. It also teaches us to be socialize.

Concept Paper
HUMANITIES AND SOCIAL SCIENCES: KEY CONCEPTS
The knowledge and understanding of the Humanities and Social
Sciences identifies key concepts that are the high-level ideas involved in teaching
students to think in the Humanities and Social Sciences. The concepts from
Discipline and Ideas in the Social Sciences, Discipline and Ideas in Applied Social
Sciences, Introduction to World Religion and Belief System, Creative Writing,
Creative Non-fiction, Community Engagement, Solidarity and Leadership,
Philippine Politics and Governance and Trends, Network and Critical Thinking
in the 21st Century, are introduced across the appropriate phases of schooling
and continue to build through to Year 10 to develop students’ understanding of
the Humanities and Social Sciences.
INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEM
Subject Description: The course explores the main tenets and practices of major world religions: Judaism,
Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism and
Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their
uniqueness and similarities and promote mutual understanding among believers of different faiths. They are
expected to demonstrate understanding and appreciation of one’s faith and that of others.
Elements of religion, belief system, and
spirituality
The concepts are the following:
 Prepare character sketches of a person who is
spiritual but not religious and a person who is
religious but not spiritual
 Religion is the pursuit of transformation guided by a
sacred belief system.

How World Religious Began The concepts are the following:
 Explain how geography influences religion and
religion affects culture
Positive and Negative Effect of Religious The concepts are the following:
 Identify the positive and negative effects of
religions

 Justify that religion can have positive or negative
effects on society
Judaism, Christianity, Islam The concepts are the following:
 Justify: The core teaching of Judaism is the
covenant of one God with a chosen people vs.
other people with many gods.
 Explain: The core teaching of Christianity is the
message that a loving God sent His Begotten Son
in order to redeem humankind from eternal
damnation.
 Conduct a panel discussion on Muslim beliefs and
practices (when possible invite a Muslim)
Conduct a group research on the doctrines of each of the
three religions and compare them in the aspects of origin,
 morality, purpose, destiny, and views on women
Hinduism, Theravada Buddhism, Mahayana
Buddhism
 Explain: The core teaching of Hinduism is the
attainment of liberation in the identification of Atman
and Brahman through the Four Yogas.
 Explain: The core teaching of Theravada
Buddhism is that life is suffering; suffering is due
to craving; there is a way to overcome craving;
and the way to overcome craving is the Eight-fold
Path, the Middle Way (between pleasure and
mortification).
 State the three levels of perfection of Mahayana
Buddhism (moral discipline, cultivation of virtue,
and altruistic conduct)
Justify that Hinduism, Theravada
 Buddhism and Mahayana Buddhism, as Vedic
religions, have largely influenced the world today.
Confucianism, Taoism, Shintoism The concepts are the following:
 Explain: The core teaching of Confucianism is to
be a “gentleman” by following the moral way
consisting of the virtues of love, righteousness,
wisdom, propriety and loyalty in order to promote
harmony in society.
 Give examples of acts showing love and respect of
nature and the environment
 Explain why is it important for Japanese people to
worship gods
 Justify that Confucianism, Taoism and Shintoism
as East Asian religions/philosophies have largely
influenced the world today.

The course aims to develop practical and creative skill in reading
and writing: introduce student to the fundamental techniques of writing
fiction, poetry, and drama; and discuss the use of such techniques by
well-known authors in a variety of genres.
ARTIFACTS

In creative writing, I’ve learned how to be a creative in writing poetry,
novels, essay, and short stories. This subject also develops our
creative thoughts, using our imaginations, suggest alternatives,
broaden our though process and problem-solving abilities. It also
allows us to show our opinions and develop our voice. It also
improves our logical skills. Always remember in this subject is the use
of the correct grammar, punctuation and pronunciation.

Concept Paper
CREATIVE WRITING
Subject Description: The course aims to develop practical and creative skills in reading and writing; introduce
students to the fundamental techniques of writing fiction, poetry, and drama; and discuss the use of such
techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of
techniques and to the workshop of students’ drafts toward the enrichment of their manuscripts. Students
learn how to combine inspiration and revision, and to develop a sense of form.
Creative Writing The concepts are the following:
 use imagery, diction, figures of speech, and
specific experiences

Reading & Writing Poetry The concepts are the following:
 write a short poem applying the various elements,
techniques, and literary devices
 identify the various elements, techniques, and
literary devices in poetry
Reading & Writing Fiction The concepts are the following:
 write journal entries and other short exercises
exploring key elements of fiction
 write a short scene applying the various elements,
techniques, and literary devices

Reading & Writing Drama The concepts are the following:
 conceptualize a character/setting/plot for a one
act play
 write short exercises involving character,
dialogue, plot, and other elements of drama

 write at least one scene for one-act play applying
the various elements, techniques, and literary
devices
The creative work in literary and /or socio-
political context
 demonstrate awareness of and sensitivity to the
different orientations of creative writing
 create a group blog for poetry and/or fiction
applying ICT skills/any appropriate multimedia
forms

CREATIVE NONFICTION
Creative Nonfiction is like a jazz- it’s a rich mix of flavors, ideas,
techniques, some of which are newly invented and others as old as
writing itself.
Creative Nonfiction can be essay, a journal article, a research paper,
a memoir, or a poem; it can be personal or not.

In creative Non-fiction teaches us on how to summarize ideas, finds
main problems and ideas and make it to critique topic, In this subject
we can also write essays, memoirs, autobiography and more.

Concept Paper
CREATIVE NON-FICTION
Subject Description: Focusing on formal elements and writing techniques, including autobiography and
blogging, among others, the subject introduces the students to the reading and writing of Creative
Nonfiction as a literary form. The subject develops in students skills in reading, and thinking critically and
creatively, that will help them to be imaginative readers and writers.
Literary Genres The concepts are the following:
. Write a draft of a short piece using any of the literary
conventions of genre following these pointers: a.
Choosing a topic
 Formulating a thesis statement
 Organizing and developing ideas
 Using any literary conventions of a genre
 Ensuring that theme and technique are effectively
developed
Peer-edit each other’s draft based on
 clarity of idea
 appropriate choice of literary element
 appropriate use of the element
 effective combination of the idea and the chosen
literary element
Principles, Elements, Techniques, and
Devices of Creative Non-fiction
Write a draft of a short piece using multiple elements
conventionally identified with the literary genres
following these pointers: a. Choosing a topic
 Formulating a thesis statement
 Organizing and developing ideas

 Using multiple literary conventions of a genre
 Ensuring that theme and technique are effectively
developed
Forms and Types of Creative Non-fiction The concepts are the following:
 Deliver an artistic presentation summarizing,
analyzing, and commenting on a chosen creative
nonfictional text representing a particular type or
form
Reading and Writing Creative Non-fiction The concepts are the following:
 Write a mini critique of a peer’s work based on
coherence and organization of paragraphs,
development of literary elements uses of factual
information, and other qualities concerning form
and content

Discipline the ideas in the social science
The course introduces student to basic concepts, subjects, and methods of
Inquiry in the disciplines that comprise the Social Sciences. It then discusses
influential thinker and ideas in these disciplines, and relates these ideas to
the Philippines setting and current global trend.

Concept Paper
DISCIPLINE AND IDEAS IN SOCIAL SCIENCES
Subject Description: The course introduces students to basic concepts, subjects, and methods of inquiry in the disciplines
that comprise the Social Sciences. It then discusses influential thinkers and ideas in these disciplines, and relates these ideas to
the Philippine setting and current global trends.
Emergence of Social Sciences The concepts are the following:
 Social Sciences as the study of society;
 Social and Natural Sciences and
Humanities;
 The various Social Science disciplines
and their fields, main areas of inquiry, and
methods;
 The historical foundations and social
contexts that led to the development of
each discipline
Dominant Approaches and Ideas The concepts are the following:
 Structural-Functionalism
 Marxism
 Symbolic Interactions
 Psychoanalysis
 Rational Choice
 Institutionalism
 Feminist Theory
 Hermeneutical Phenomenology
 Human-Environment Systems
Indigenizing The Social Sciences The concepts are the following:
 Social Sciences of Filipino thinkers
starting from Isabelo de Los Reyes, Jose
Rizal, and other Filipino intellectuals

 Role of interpersonal relations in
Philippine culture
 Person’s personality using the core values
of Sikolohiyang Pilipino
 Significance of using a particular
language for discourse
 Approaches using Filipino Perspective
Social Sciences in the Real World The concepts are the following:
 How Social Science can be used to
address social concerns
 Multi-disciplinarily and/or interdisciplinary
as an approach to looking at society
 An analysis of a social phenomenon using
at least two approaches from the Social
Sciences

TREND’S NETWORKS, AND CRITICAL
THINKING IN THE 21ST
CENTURY
This course provides opportunities for students to discover patterns and extract
meaning from emerging trends. It aids in developing their critical and creative
thinking skills-essential tools for decision making and understanding “ethics of
care”.

DESCRIPTION
It provides efficiency in learning and enables us to think critically and
wisely under pressure situations. It is important in making decisions.
Armed with knowledge and attitude of this subject molds an us
students to be competent and accurate part of society. These are the
subjects we face in the HUMSS strand.

Concept Paper
TRENDS NETWORK AND CRITICAL THINKINGIN THE 21ST CENTURY
Subject Description: The course provides opportunities for students to discover patterns and extract
meanings from emerging trends. It aids in developing their critical and creative thinking skills-- essential tools
for decision making and understanding “ethics of care”. Global trends in the 21st century are examined and
are either accepted or rejected on a sound set of criteria. Students will be asked to create and analyze
scenarios that will challenge them to (1) formulate their stances on issues or concerns; (2) propose
interventions and; (3) formulate alternative futures. The students will realize the interconnections between
their neural connections and social realities.
Emergence of Trends and Patterns The concepts are the following:
Understanding Local Networks The concepts are the following:
Global Networks The concepts are the following:
Planetary Networks: Climate Change The concepts are the following:
Democratic Interventions The concepts are the following:
Information Communication Technology The concepts are the following:
Neural and Social Networks The concepts are the following:

This course focus on the application of ideas and methods of the social sciences
to understand, investigate, and examine challenges of contemporary community.

I learned that it focuses on community –action initiatives such as
community engagement, solidarity and citizenship as guided by the
core values of human rights, social justice empowerment and
advocacy, gender equality and participatory development. It aims at
enhancing us students’ sense of shared identity and willingness to
contribute to pursuit of the common good of the community.
Enables us students to integrate applied social sciences into
community-action initiatives.

Concept Paper
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Subject Description: This course focuses on the application of ideas and methods of the social sciences to
understand, investigate, and examine challenges of contemporary community life. It focuses on community-
action initiatives such as community engagement, solidarity, and citizenship as guided by the core values of
human rights, social justice, empowerment and advocacy, gender equality, and participatory development. It
aims at enhancing students’ sense of shared identity and willingness to contribute to the pursuit of the
common good of the community. It enables students to integrate applied social sciences into community-
action initiatives.
Concepts and Perspective of Community The concepts are the following:
 compare and contrast typologies of communities
 recognize diversities in communities
Community Action The concepts are the following:
 recognize the importance of solidarity in
sociopolitical processes in promoting national and
global community development
 appraise the value of social equity and gender
equality in the context of participatory
development
 analyze strategies of empowerment and advocacy
through community action
Community-action initiatives: Field practicum
 Partnership with local communities and organizations
 Preparation of community action plan
 Experiences in community engagement,
 solidarity, and citizenship building

Core Values and Principles of Community-
action Initiatives
 Human rights
 Social justice
 Empowerment & advocacy
 Participatory development
 Gender equality

Methodologies and Approaches of
Community actions and involvements
across disciplines
 Partnership building with local groups
 Community profiling
 Needs assessment
 Working with a core group of leader’s/ leadership
development Participatory action planning
 Resource mobilization
 Social action
 Evaluation
Community-action initiatives: field Practicum The concepts are the following:
 Partnership with local communities and organizations
 Preparation of community action plan
 Experiences in community engagement,
 solidarity, and citizenship building

PHILIPPINE POLITICS AND GOVERNANCE
This course introduces the student to the basic concept and vital elements of
politics and governance from a historical-institutional perspective.

The study of the society we live in, and the relationships people have
within that society. This applied social science degree is built around
the core disciplines of psychology and sociology, providing the best
possible launching pad for a career in this fascinating areas. In this
subject I’ve learned about the principles, the role and function of the
leaders in our country, how our votes became important, how a bill
becomes a law, how a leader exercises their power in the country,
and how people deal with the law being enforced.

Concept Paper
PHILIPPINE POLITICS AND GOVERNANCE
Subject Description: This course introduces the students to the basic concepts and vital elements of politics
and governance from a historical-institutional perspective. In particular, it attempts to explain how the
important features of our country’s political structures/institutions, processes, and relationships developed
across time. In the process, the course helps the learners gain a better appreciation of their rights and
responsibilities as individuals and as members of the larger socio-political community to strengthen their civic
competence.
The concepts of Politics and Governance The concepts are the following:
Philippine Democratic Politics The concepts are the following:
State Society Interactions The concepts are the following:
Citizenships-in-practice The concepts are the following:

DISCIPLINE AND IDEAS IN THE APPLIED
SOCIAL SCIENCES
This course provides opportunity for students to discover pattern and extract
meaning from emerging trends. It aids in developing their critical and creative
thinking skills essential tools for decision making and understanding “ethics of
care”. Global trends in the 21st
century is either accepted or rejected on a sound of
critical. Students will be asked to create and sceneries that will challenge them to
1) Formulation their stances on issues or concerns;
(2) Propose intervention and,
(3) Formulate alternative futures. The students will realize the interconnection
between their neutral connection and social realities.

I learned that is focuses on the concrete application to everyday life
occurrences of the theories , methodologies, and principles acquired
from the social sciences , including sociology, anthropology,
psychology, and others.

Concept Paper
DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES
Subject Description: This course introduces some Applied Social Sciences, namely, Counseling, Social
Work, and Communication, which draw their foundation from the theories and principles of Psychology,
Sociology, Anthropology, and other Social Sciences. The course highlights the seamless interconnectivity of
the different applied social science disciplines while focusing on the processes and applications of these
applied disciplines in critical development areas.
At the end of the course, students shall demonstrate competencies in interacting and relating with other
individuals, groups, and communities; apply social sciences principles, practices, and tools in addressing the
development areas identified by the class; and analyze how processes in these applied disciplines work in
specific life situations.
Counseling The concepts are the following:
Social Work The concepts are the following:
Communication The concepts are the following:
Importance of Social Sciences The concepts are the following:

I am a simple girl, living a simple life but with a big dream and a set of goals.
I am ambitious that’s why I study hard to fulfill my wants and needs. My
parents work hard just to provide me financially. They sacrificed their lives
just to earn money for our daily living. Watching and witnessing their
sacrifices for our family made me realized that I need to be strong and be like
them that works hard so that I can give back to them someday. I am a Grade
12 student and trying my very best to get high grades so my parents will be
proud of me.
My dream is to become a successful teacher someday. In order to achieve that
goal. I have to study harder in college and set priorities. Ten years from now, I
am in a very deep sleep in a big comfy house with my parents and no worries
about the electric bills and daily expenses. As of now, I am writing this essay
and I will look back this ten years later. I will do anything to make my parents
proud. I will do anything just to achieve my dream which is to become a
teacher. I will set aside the parties that college student used to do because I
believe that I could party too someday. In this life, you’ll encounter different
challenges that will become barriers to your journey but trust the process and
never give up and you’ll get what you prayed for.
Nothing is impossible in life. If you want it, take it. When I’m finally
successful someday, I will be an inspiration to others that struggles too. My
story will be an eye-opener that no matter what happens, don’t let this playful
life knock you down. I am an aspiring teacher and I’ll do anything and
everything just to have that LPT and PhD after my name.

A. PERSONAL DATA
Name: Fritzy M. Embong
Home Address: Maruing, Lapuyan, Zamboanga Del Sur
Email Address: fritzyembong0@gmail.com
Date of Birth: May 06, 2004
Place of Birth: Maruing Lapuyan Zamboanga Del Sur
Nationality: Filipino
Religion: CAMACOP
Mother’s Name: Valen M. Embong
Father’s Name: Leo B. Embong
B. ACADEMIC BACKGROUND
ELEMENTARY: Maruing Elementary School

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