BVS COLLEGES

Km. 5, Pico, La Trinidad, Benguet

Contact No:(074)4992/09228166612/09178295238/09088665299
Email address: bvscolleges@rocketmail.com

UNDERSTANDING CULTURE, SOCIETY AND POLITICS

GRADE 12 - 4TH QUARTER

Topic Overview:
I. The Human Society
A. Human Dignity
B. Human Rights
C. Other Sources of Human Rights
II. Types of Groups
A. Primary
B. Secondary
C. Out-groups
D. In-groups
E. Reference
III. Kinship
A. Types of Kinship
B. Family
IV. Function of Education in the Society
A. Latent Function
B. Types of Education
C. Self-actualization
V. Religion and Belief System
A. Organized Religion
B. Separation of Religion and State

Objectives:
 Advocate inclusive citizenship and promote of human dignity, rights and
common good.
 Identify the social goals and the socially accepted inclusions of achieving
their goals.
 Analyze aspects of social organization.
 Trace kinship ties and social networks.
 Identify one’s role in social groups and institution.

References:
A. Books
Ariola, M. (2014). Understanding Culture, Society and Politics. 215 ICP BUilding,
Cabildo St., Intramuros, Manila: Unlimited Books Library Services &
Publishing Inc.
Ariola, M. (2009). Politics and Governance with New Constitution. A Worktext,
Dagupan City: Colegeo de Dagupan.
Greenleaf, R.(1997). Servant Leadership. New York, NY: Paulist Press.
Palispis, E. (2007). Sociology and Anthropology. Rex Bookstore Inc.

B. Online
https://infed.org/mobi/what-is-non-formal-education/
https://www.psychologytoday.com/us/blog/theory-and-psychopathology/201308/t
he-theory-self-actualization
https://socialsci.libretexts.org/Bookshelves/Sociology/Book%3A_Sociology_(Bou
ndless)/06%3A_Social_Groups_and_Organization/6.01%3A_Types_of_S
ocial_Groups/6.1D%3A_In-Groups_and_Out-Groups
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INSTRUCTION: Read and analyze the module and answer (individually) the following
activities. Kindly identify your name in submitting your module. Take a photo of your
answers then send it to me as one you may send your answer at
christine.uson29@gmail.com or you prepare your hard copy for submission.

I. The Human Society

A. Human Dignity
 The mercurial concept of human dignity features in ethical, legal, and political
discourse as a foundational commitment to human value or human status. The
source of that value, or the nature of that status, are contested. The normative
implications of the concept are also contested, and there are two partially, or even
wholly, different deontic conceptions of human dignity implying virtue-based
obligations on the one hand, and justice-based rights and principles on the other.
Added to this, the different practical and philosophical presuppositions of law, ethics,
and politics mean that definitive adjudication between different meanings is frustrated
by disciplinary incommensurability.

B. Human Rights
 In the Philippine Constitution sets forth the basic rights (constitution of liberty)
of a Filipino people. These rights are embodied in Article III (Bill of Rights) and Article
XIII (Social Justice and Human Rights).

C. Other Sources of Human Rights

Article 1 Right to Equality
Article 2 Freedom from Discrimination
Article 3 Right to Life, Liberty, Personal Security
Article 4 Freedom from Slavery
Article 5 Freedom from Torture and Degrading Treatment
Article 6 Right to Recognition as a Person before the Law
Article 7 Right to Equality before the Law
Article 8 Right to Remedy by Competent Tribunal
Article 9 Freedom from Arbitrary Arrest and Exile
Article 10 Right to Fair Public Hearing
Article 11 Right to be Considered Innocent until Proven Guilty
Article 12 Freedom from Interference with Privacy, Family, Home and
Correspondence
Article 13 Right to Free Movement in and out of the Country
Article 14 Right to Asylum in other Countries from Persecution
Article 15 Right to a Nationality and the Freedom to Change It
Article 16 Right to Marriage and Family
Article 17 Right to Own Property
Article 18 Freedom of Belief and Religion
Article 19 Freedom of Opinion and Information
Article 20 Right of Peaceful Assembly and Association

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 Article 21 Right to Participate in Government and in Free Elections

Article 22 Right to Social Security

Article 23 Right to Desirable Work and to Join Trade Unions
Article 24 Right to Rest and Leisure
Article 25 Right to Adequate Living Standard
Article 26 Right to Education
Article 27 Right to Participate in the Cultural Life of Community
Article 28 Right to a Social Order that Articulates this Document
Article 29 Community Duties Essential to Free and Full Development
Article 30 Freedom from State or Personal Interference in the above Rights

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 BVS COLLEGES
Km. 5, Pico, La Trinidad, Benguet
Email address: bvscolleges@rocketmail.com

Name:____________________________________ Date:__________________
Section: ___________________________________ Subject:________________

 Activity 1: Answer the following analytical questions using your critical

thinking skills. (20 points)

1. Why is dignity important to you? What if you lose your dignity, what will happen to you?

2. Why are human rights respected and safeguarded? Where do you get your human
rights?

3. What kind of right is the “right to be happy”? Give at least 5 examples/ situations of the
“right to be happy”.

a. ________________________________________________________________
__________________________________________________________________

b. ________________________________________________________________
__________________________________________________________________

c. _________________________________________________________________
__________________________________________________________________

d. ________________________________________________________________
__________________________________________________________________

e. ________________________________________________________________
__________________________________________________________________

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 BVS COLLEGES
Km. 5, Pico, La Trinidad, Benguet
Email address: bvscolleges@rocketmail.com

Name: ____________________________________ Date: __________________

Section: ___________________________________ Subject:________________

 Activity 2: Identify the controlling forces behind your life and decision-making.
(15 points)

Control
Who or what controls your life?

External External
- outside forces - outside forces

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II. Types of Groups

Defining a Group
 The term group is an amorphous one and can refer to a wide variety of
gatherings, from just two people (think about a “group project” in school when you
partner with another student), a club, a regular gathering of friends, or people who
work together or share a hobby. In short, the term refers to any collection of at
least two people who interact with some frequency and who share a sense that
their identity is somehow aligned with the group. Of course, every time people are
gathered it is not necessarily a group. A rally is usually a one-time event, for
instance, and belonging to a political party doesn’t imply interaction with others.
People who exist in the same place at the same time but who do not interact or
share a sense of identity—such as a bunch of people standing in line at
Starbucks—are considered an aggregate, or a crowd. Another example of a
nongroup is people who share similar characteristics but are not tied to one
another in any way. These people are considered a category, and as an example
all children born from approximately 1980–2000 are referred to as “Millennials.”
Why are Millennials a category and not a group? Because while some of them
may share a sense of identity, they do not, as a whole, interact frequently with
each other.

A. Primary
 Primary groups are small (small- scaled society) and characterized by close,
personal, and intimate relationships that last a long time, maybe a lifetime. These
relationships are deeply personal and loaded with emotion. The members
typically include family, childhood friends, romantic partners, and members of
religious groups who have regular face-to-face or verbal interaction and a shared
culture and frequently engage in activities together.

B. Secondary
 Secondary groups interact less on a personal level, comprise relatively
impersonal and temporary relationships that are goal- or task-oriented and are
often found in employment or educational settings. While the relationships within
primary groups are intimate, personal, and enduring, the relationships within
secondary groups are organized around narrow ranges of practical interests or
goals without which these groups would not exist. Secondary groups are
functional groups created to carry out a task or achieve a goal.

C. Out-group (Cladistics)
 An in-group is the group that an individual feels she belongs to, and she believes
it to be an integral part of who she is. An out-group, conversely, is a group
someone doesn’t belong to; often we may feel disdain or competition in
relationship to an out-group. Sports teams, unions, and sororities are examples of
in-groups and out-groups; people may belong to, or be an outsider to, any of
these. Primary groups consist of both in-groups and out-groups, as do secondary
groups. The polarity (direction) of character change can only be determined on a
rooted phylogeny, the choice of outgroup is essential for understanding the
evolution of traits along phylogeny.

D. In-group
 An ingroup is a social group to which a person psychologically identifies as being
a member. The significance of ingroup and outgroup categorization was identified
using a method called the minimal group paradigm. The terminology was made
popular by Henri Tajfel and colleagues during his work in formulating social
identity theory. Tajfel colleagues found that people can form self-preferencing
ingroups within a matter of minutes and that such groups can form on even basis
of seemingly.
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E. Reference
 A reference group is a group that people compare themselves to—it provides a
standard of measurement.Sociologists call any group that individuals use as a
standard for evaluating themselves and their own behavior a reference group.
Kids and adults pay attention to what their peers wear, what music they like, what
they do with their free time—and they compare themselves to what they see.

Summary:
 Groups largely define how we think of ourselves. There are two main types of
groups: primary and secondary. As the names suggest, the primary group is the
long-term, complex one. People use groups as standards of comparison to define
themselves—both who they are and who they are not. Sometimes groups can be
used to exclude people or as a tool that strengthens prejudice.

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 BVS COLLEGES
Km. 5, Pico, La Trinidad, Benguet
Email address: bvscolleges@rocketmail.com

Name: ____________________________________ Date:__________________

Section: ___________________________________ Subject:________________

 Activity 3: Answer the following: (25 points)

1. Is your “class” a primary group or secondary group? Support your answer.

2. Give at least 3 examples of in-group and out-group.

a. Examples of in-group
1.______________________________________________________________
2.______________________________________________________________
3.______________________________________________________________

b. Examples of out-group
1.______________________________________________________________
2.______________________________________________________________
3.______________________________________________________________

3. As a student, who is your reference group? Why do you consider it as a reference

group?

4. How does human group formed? Is it different from an aggregate of people?

5. What are the importance in knowing the different groups in sociology?

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III. Kinship

 Kinship is a "system of social organization based on real or putative family ties,".

But in sociology, kinship involves more than family ties, according to the
Sociology Group
 Kinship can involve a relationship between two people unrelated by lineage or
marriage.
 Kinship plays very important role in the social system. It establishes much of its
context of the family ties to the surrounding community.
 Connection between people that are traced by blood are known as consaguineal
relationships.
 Affinal relationship is the relationship based upon marriage or cohabitation
between collateral.

A. Types of Kinship

a) Kinship by Blood

1. Unilineal descent - establishes kin group membership exclusively through

the male or female line.
2. Matrilineality descent- descent traced exclusively through the female line
to establish group membership.
- Matrilineal descent group comprised of a women, her siblings, her own
children, her sister’s children, and her daughter’s children.
3. Patrilineal descent - found on all continents and a wide range of societies.
- Most common unilineal descent system.
- Descent traced exclusively through the male line to establish group
membership.
4. Bilateral descent- person related equally to mother’s and father’s side of
the family.
- Create links from both sides of the family but usually include only close kin
from a small number of generations.

b) Kinship by Marriage - families maybe either monogamy or polygamy.

1. Marital monogamy - refers to marriages of only two people.

2. Social monogamy - 2 partners living together, having sex with each other,
and cooperating in acquiring basic resources such as shelter, food and
money.
3. Sexual monogamy - 2 partners remaining sexually exclusive with each
other and having no outside sex partners.
4. Genetic monogamy - sexually monogamous relationships with genetic
evidence of paternity.
5. Serial Monogamy - series of relationship, only one partner at a time but due
to failures decides to move on and have a relationship with another individual
after severing ties with the first one.

The Evolution Of Family Forms

 The earliest attempts at the comparative study of kinship institutions were

undertaken by 19th-century theorists of cultural evolution. The most prominent of
these scholars combined legal studies with ethnology and included Henry Maine,
Johannes Bachofen, John Ferguson McLennan, and Lewis Henry Morgan. They
attempted to trace the historical evolution of family forms from the most “primitive”
to the most “modern” and “civilized.”

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 According to Maine’s theory, the earliest form of kin organization was a state of
“patriarchal despotism” in which society consisted of an aggregation of families, each
under the rule of the father. The evolution of society was characterized by Maine as a
movement from “status” to “contract” forms of relationship—in other words, a change
from relations ordered by ascribed positions in a familial system to one in which
relations were based on contractual obligations freely entered into by individuals.

 The evidence that these early theorists did use was partly derived from the
comparison of the legal institutions and kin terms found in different societies.
Collections and analyses of linguistic data by philologists, among others,
demonstrated that while some cultures differentiated “lineal kin” (those in a direct
parent-child relationship) from “collateral kin” (such as cousins, aunts, and uncles),
others did not. In some cultures, for example, father and father’s brother, or mother
and mother’s sister, were denoted by the same term. In such systems the terms for
cousins would be the same as those for siblings—in other words, father’s brother’s
son, father’s son, and brother are classed together, as are mother’s sister’s daughter,
mother’s daughter, and sister.

B. Family
 Basic social unit.
 According to sociology, family has the primary function of reproducing society -
biologically, socially or both.
a) Nuclear family - a married man and woman; their biological children also called
conjugal family.
b) Extended family - living arrangement in which spouses, children and other
relatives live together.
c) Reconstituted family - when two families join together after one or both partners
have divorced their previous partners. This family option can sometimes be
referred to as the blended family or step family.
d) Transnational family - families who live apart but who create and retain a 'sense
of collective welfare and unity, in short “familyhood,” even across national
borders'

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 BVS COLLEGES
Km. 5, Pico, La Trinidad, Benguet
Email address: bvscolleges@rocketmail.com

Name: ____________________________________ Date:______________

Section: ___________________________________ Subject:_______________

 Activity 4: Match the items in Column B with the items in Column A. (1 point
each)

Column A Column B

1. A form of relationship in which an individual has only one

A. Matrilineal
partner.

2. Two partners without outside relationship and remain

B. Bilateral
sexually exclusive with each other.

C. Social
3. The practice of multiple marriage.
monogamy

4. A system of determining descent groups in which one

D. Patrilineal
belongs to one’s father’s or mother’s line.

5. It is the male line or agnatic kinship. E. Polyandry

6. Refers to a woman having multiple husbands. F. Polygamy

7. The relatives on both father and mothers sides are G. Genetic

equally important. monogamy

8. Marriage between two people. H. Monogamy

9. Two partners that have offspring with one another. I. Unilineal

10. Each person is identified with their matriline - their J. Marital

mother’s lineage. monogamy

K. Sexual

Monogamy

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IV. Function of Education in the Society

Education is a social process. It can perform different functions in society. The

society designs education to play the following 5 functions

1. Development of personality of individuals.

2. Transmission of culture.
3. Preservation of culture.
4. Socialization of the young.
5. Creation of knowledge.

A. Latent Functions:
a. Conservative function
 Education and society are closely related and we cannot think of the one
without the other. Education is required to preserve a particular society – its
culture, value system, language, religion, faiths, beliefs and life-styles. These
are transmitted from one generation to another through ages.
 Therefore every society has its own pattern of life and mode of living. For
example, India’s secular and democratic education ideals and traditions are
maintained and fostered by her system. Pakistan’s and Iran’s Muslim
philosophy and spirit are perpetuated by their educational process. Similarly,
USSR and USA try to promote their socialistic and capitalistic models through
their education.
 Education is also called a product of the concerned society. Every society has
its own life with peculiar features. So education is grown from within as the
society grows. Such growth is slow, steady and natural. No specific change is
experienced so apparently. But the differences of education from that of other
societies become spectacular.

b. Progressive function
 It is a reaction to the traditional style of teaching. It's a pedagogical
movement that values experience over learning facts at the expense of
understanding what is being taught. When you examine the teaching styles
and curriculum of the 19th century, you understand why certain educators
decided that there had to be a better way.
 Many educational institutions have adopted progressive education, such as
The Independent Curriculum Group, a community of schools that says
education should include students' "needs, capacities, and voices" as the
heart of any program and that learning can be both an end unto itself and a
doorway to discovery and purpose.
 Parents choose where their kids attend, which forces schools to improve.
Those that don’t improve are closed. New schools open to attract new
students.
 The local government controls the school instead of the Federal.
 School doesn’t push a liberal agenda. Kids are given the facts, and allowed
to determine their own opinion. They are taught to debate and defend their
ideas with facts, instead of emotions and insults and simply regurgitating
talking points. They are taught that life is hard, they need to work hard to
succeed, and that not all ideas, cultures, and efforts are equal.

c. Instructional Function
 To deliver accumulated body of knowledge and experiences of olden times
to the present generation.

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 d. Research Function
 Doing studies and inquiries to enhance old ways of doing things and
discover potentials for progress.

B. Types of education:

Formal education:
 the hierarchically structured, chronologically graded ‘education system’, running
from primary school through the university and including, in addition to general
academic studies, a variety of specialized programs and institutions for full-time
technical and professional training.
Informal education:
 the truly lifelong process whereby every individual acquires attitudes, values,
skills and knowledge from daily experience and the educative influences and
resources in his or her environment – from family and neighbors, from work and
play, from the market place, the library and the mass media.
Non-formal education:
 any organized educational activity outside the established formal system –
whether operating separately or as an important feature of some broader activity
– that is intended to serve identifiable learning clienteles and learning objectives.

C. Self-actualization
 “Self-actualization” represents a concept derived from humanistic psychological
theory and, specifically, from the theory created by Abraham Maslow.
Self-actualization, according to Maslow, represents growth of an individual
toward fulfillment of the highest needs—those for meaning in life, in particular.
Carl Rogers also created a theory implicating a “growth potential” whose aim was
to integrate congruently the “real self” and the “ideal self” thereby cultivating the
emergence of the “fully functioning person." It was Maslow, however, who
created a psychological hierarchy of needs, the fulfillment of which theoretically
leads to a culmination of fulfillment of “being values," or the needs that are on the
highest level of this hierarchy, representing meaning.

 Maslow’s hierarchy is described as follows:

 Physiological needs, such as needs for food, sleep and air.
 Safety, or the needs for security and protection, especially those that
emerge from social or political instability.
 Belonging and love including, the needs of deficiency and selfish taking
instead of giving, and unselfish love that is based upon growth rather
than deficiency.
 Needs for self-esteem, self-respect, and healthy, positive feelings derived
from admiration.
 And “being” needs concerning creative self-growth, engendered from
fulfillment of potential and meaning in life.

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 BVS COLLEGES
Km. 5, Pico, La Trinidad, Benguet
Email address: bvscolleges@rocketmail.com

Name: ____________________________________ Date:__________________

Section: ___________________________________ Subject:________________

 Activity 5: Answer the following questions. (25 points)

1. Are there laws in our country that compel parents to send their children to school for
education? What are these? Suppose parents violate these laws, what punishment do
they receive?

2. Are these laws fully implemented? Support your answer.

3. Why is education a primary right?

4. What is the so-called “mother-Tongue Based Language” in our present educational

system? Are you in favor of these medium of teaching in primary grades? Justify your
answer.

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V. Religion and Belief

A. Religion
 An organized collection of beliefs, cultural system, and world views that relate
humanity to an order of existence. Many religions have narratives, symbols and
sacred histories that aim to explain the meaning of life, the origin of life, or the
Universe. The practice of a religion may include rituals, sermons,
commemoration or veneration (of deity, gods, or goddesses), sacrifices, festivals,
or other aspects of human culture. It may also contain mythology.
 The word “religion” is sometimes used interchangeably with “faith” or set of
“duties”; however religion differs from private belief in that it is “something
eminently social”.

B. Belief System
 The stories we tell ourselves to define our personal sense of “reality”. Every
human being has a belief system that he utilizes, and it is through this mechanism
that we individually, “make sense” of the world around us.
 There are two forms such belief systems can take; evidence-based and
faith-based. Science used evidence-based belief system, under the premise that
the world is ultimately understandable through observations, experiments and
predictions. The key element of science is recognition that human possess
individual belief, and of introducing bias in their interpretation of the world.
Faith-based belief systems are mental constructs the lack evidence. This isn’t to
disparage them or to diminish their value, but rather to define important
difference. In short, faith-based belief system is unequivocally based on the lack
of evidence or evidence which maybe impossible to collect.

C. Organized Religion
 Also known as institutional religion, is a religion as a social institution, in
which belief system and rituals are systematically arranged and formally
established. Organized religion is typically characterized by an official doctrine (or
dogma), a hierarchical or bureaucratic leadership structure, and a codification of
rules and practices.
 It is frequently used in the mass media to offer the world’s largest religious
groups, especially those known by name internationally.
 Organized religion is distinguished from the broader idea of religion
especially in anthropology, sociology and philosophy.
 It seems to have gained prevalence since the Neolithic era with the rise of
wide-scale civilization and agriculture. Organized religion may include a state’s
official religion.

D. Separation of Church and State

 It is a concept defining the distance in the relationship between organized
religion and the nation state. It may refer to creating a secular state, with or
without explicit reference to such separation, or to changing an existing
relationship of church involvement in a state (disestablishment).
 Degree of separation varies from total separation mandated by a
constitution as in India and Singapore, to an official religion with total prohibition
of the practice of any other religion, as in the Maldives.

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 BVS COLLEGES
Km. 5, Pico, La Trinidad, Benguet
Email address: bvscolleges@rocketmail.com

Name: ____________________________________ Date: __________________

Section: ___________________________________ Subject: ________________

 Activity 6: List 5 religions existing in the Philippines and their respective 3

major beliefs and practices. (30 points)

RELIGION MAJOR BELIEFS AND PRACTICES

1.

2.

3.

4.

5.

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 BVS COLLEGES
Km. 5, Pico, La Trinidad, Benguet
Email address: bvscolleges@rocketmail.com

Name: ____________________________________ Date:__________________

Section: ___________________________________ Subject: ________________

 Activity 7: ANSWER ALL YOU CAN!

Find out how much you learn about this module.

I. Identify the terms being referred to in the following statements. Use the terms
found inside the box as your answer guide. “(10 points)

affinity kinship secondary group

ingroup bond of kinship family relations

human society primary group reference group

outgroup outgroups marriage

_______________1. A large social grouping sharing the same geographical or social

territory.
_______________2. It is a society consisting of like-minded people governed by their
norms and values.
_______________3. Kinship relationship through marriage.
_______________4. It can be represented concretely by mother, father, grandfather, etc.
_______________5. It creates obligations between the related persons stronger than
those between strangers.
_______________6. Members share close, personal and enduring relationship.
_______________7. Interact on less personal level than in primary group.
_______________8. It is used as a point of comparison for the ingroup.
_______________9. It is social group to which a person psychologically identifies himself
as a being a member.
_______________10. It is a social group with which an individual does not identify
himself.

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II. Complete the statement to give meaning and sense of such by underlining the
word enclosed inside the parenthesis. (20 points)

1. A given society may be described as the sum total of relationships among its
(benevolent, constituent, sufficient) members.
2. Social ends of kinship include the socialization of children and the formation of
basic economic and (democratic, religious, socialistic) groups.
3. Human relations through (friendship, companionship, marriage) are called
affinity.
4. Degrees of relationships are not identical to (heirship, genetic, sibling) or legal
succession.
5. When applied to human relationships, kinship is close to (affinity, consanguinity,
solidarity).
6. The out-group is used as a point of comparison for the (reference group, social
group, ingroup) in human society.
7. References groups provide the (performance, benchmarks, appearance) and
contrast needed for comparison and evaluation.
8. Individuals (compare, adjust, situate) themselves with reference groups.

9. It is used as a standard for evaluating oneself and one’s behavior is known as

(ingroup, primary group, reference group).
10. The significance of ingroup and outgroup categorization was identified using a
method called the (minimal, maximal, sublimal) group paradigm.

III. Reflection Figure: Indicate the things you have learned in this unit (knowledge);
the things you have realized and appreciated (attitude) and the things you have
discovered and wanted to do more (skills). Place your answers on the figure
below. (15 points)

Things I have learned Things I have realized and appreciated

(knowledge) (attitudes)

The things I have discovered

and wanted to do more
(skills)

“Commit to the Lord whatever you do and your plans would succeed”
~>>Proverbs 16:3

______________________________The end_________________________________
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