Understanding

Culture,Society,
and Politics
Grade 11/12
Significance of Cultural Symbols
and Practices

Quarter 1 – Module 3.2

The Socio-Cultural Developments of
Human Civilization
Understanding Culture, Society and Politics-Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 3: The Significance of Cultural Symbols and Practices. Module 3.2
The Socio-Cultural Developments of Human Civilization

First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Angeline O Paguirigan, Master Teacher II
Editor: Amalia C. Solis, Education Program Supervisor
Reviewers: Raul F. Espinosa, Master Teacher II (Content)
Alvin V. Santos, Master Teacher II (Content)
Winnie Irish T. Sanqui, Teacher III (Content)
Susan T. Alabastro, Head Teacher VI (Retired, Language)
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
and ADM Coordinator
Maria Magdalena S. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS in Charge of LRMS
Name of Division ADM Coordinator

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 11/12
Understanding
Culture,Society,
and, Politics
The Significance of Cultural
Symbols and Practices

Quarter 1 – Module 3.2

The Socio-Cultural Developments of
Human Civilization

3
Introductory Message
For the facilitator:

Welcome to the Understanding Culture, Society and Politics-Grade 11/12

Alternative Delivery Mode (ADM) Module on Significance of Cultural Symbols and
Practices. Module 3.2 The Socio-Cultural Developments of Human Civilization!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Understanding Culture, Society and Politics-Grade 11/12

Alternative Delivery Mode (ADM) Module on Significance of Cultural Symbols and
Practices. Module 3.2 The Socio-Cultural Developments of Human Civilization!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner

4
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

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 Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module is written to help learners understand the different changes on

the stages of man’s biological, cultural, political evolution. The module is according
to the course design. Following the standard sequence, it will help students gain
knowledge.

The module is divided into two lessons, namely:

 Lesson 1 – The Socio-Cultural and Economic Development
 Lesson 2- The Socio-Political Development

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The Most Essential Learning Competency is to:

Analyze the significance of cultural, social, political, and economic symbols

and practices.

After going through this module, you are expected to:

1. explain the human, socio-cultural, and political evolution.
2. analyze the importance of prehistoric human achievements in enriching the
cultural, social, political, and economic life as a whole.
3. show appreciation to cultural, social, political, and economic symbols and
practices.

What I Know

Directions: Choose the letter of the best answer and write it on a separate sheet of
paper.

1. These are the two factors that most strongly influenced the shape of agrarian
hierarchies.
a. warfare and inequality
b. cultural status and inequality
c. population and cultural dynamics
d. food production and settlement patterns

2. This statement explains why the Agrarian Age was different from the Hunter-
gatherer Age.
a. Human societies across the world adopted agriculture.
b. Epidemic diseases were more virulent in the Agrarian Age than the
Hunter-gatherer Age.
c. Geography played a bigger role in shaping the society during the
Agrarian Age than the Hunter-gatherer Age.
d. Humans began to cultivate crops in order to sustain life in response to
the scarcity of food.

3. This refers to the kind of social change that resulted from the transformation
from hunting-gathering to food production.
a. People live in larger, more permanent villages.
b. People migrated from one place to another to get food.
c. Villages were less productive not only agriculturally but also creatively.
d. The surplus food that agricultural systems generate allowed
people to produce textiles and pottery.

4. Which of the following societies is an example of a pastoral society?

a. The Agas, an extended family of warriors served a single noble
family.

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 b. The Hung, the wandering group of nomads, specialized in
breeding and training horses
c. The Rosta tribe, a small community of farmers,lived in their
family lands for centuries.
e. The Deswan people, a small tribe of weavers, and based their economy
on the production and trade of textiles.

5. Which of the following statements is the results of increased productivity and

technology during the industrial society?
a. Workers flocked to factories for jobs, and the population of cities
became increasingly diverse.
b. Peasants were guaranteed a place to live and protection from outside
enemies.
c. Farmers learned to rotate the types of crops grown on their fields.
d. All of the above.

6. He popularized the idea, ‘man is born free, but he is everywhere in chains’

that challenged the traditional order of society.
a. John Locke c. Emile Durkheim
b. Thomas Hobbes d. Jean-Jacques Rousseau

7. Hobbes and Locke believed that without government, the “state of nature”
would leave humans_______________.
a. more choices c. in a state of happiness
b. in perpetual war d. with an abundance of resources

8. Which of the following best describes the government?

a. It is a system to protect the rights of its citizens.
b. It is a system by which the state is controlled.
c. It is a group of people who exercise executive power.
d. It is an extensive group of states under a single supreme authority.

9. Which of the following types of government would most likely hold free and
fair elections to choose its leader?
a. Democracy c. Oligarchy
b. Dictatorship d. Theocracy

10. It refers to the set of formal legal institutions that constitute a government or
state.
a. Political Party c. Legal institution
b. Political System d. Political Government

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 What’s In

Prehistoric Period
(Critical Thinking)
Directions: What discoveries are these prehistoric ages noted for? Match the
archeological period with the discovery made during that period as discussed in
Module1by writing only the letter of your answer. Answer on a separate sheet of
paper. Enjoy doing this activity!

a. Paleolithic Age d. Copper Age

b. Metal Age e. Bronze Age
c. Neolithic Age f. Iron Age

___________1. discovery of fire

___________2. creation of portable figurines
___________3. discovery of pottery
___________4. Use of round tools characterized by a polished ax or adz
___________5. Development of the technique or science of working or heating metals
to give them the desired shapes or properties

What’s New

Get familiar with the following essential words to help you understand the
lesson ahead.

Agricultural Stage Horticultural Stage Pastoral Stage

Chiefdom Industrial Stage State
Democratization Mercantilism Tribes

Examine the photo collage below. What society do you see? What are the
images that reflect socio-economic evolution? These are the questions you need to
reflect on as you dig deeper to understanding the socio-cultural and economic
development of your society.

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 Figure. 1. Agricultural Crops photo collage. (Courtesy of Istock
.https://www.istockphoto.com/photo/agricultural-crops-photo-collage-gm930075910-
255018036), July 26, 2020.

Lesson
SOCIO-CULTURAL AND
1 ECONOMIC DEVELOPMENT

What is It

Gerhard Lenski, an American sociologist, states that technological progress is

the most basic factor in the evolution of societies and cultures. Communication is
vital in the different stages of human development. Transfer of information is through
signs, symbols, or language.
Socio-cultural stage is about the stage of progression characterized by
technology advancements, innovations, and transmissions. The development of
society’s culture moves from simple to complex form. Factors of socio-cultural
change involves a shift from rural to urban areas, from agricultural to industrial
society that provides greater opportunities. By studying this, we will be able to track
the process of human development and social progress over time and realize that the
level of technology is critical for survival (Barnett, (2004).

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Hunting and Gathering Stage
This refers to the early nomads who transfer from
one place to another to get food for their survival.
This stage is the oldest and most basic way of living.

 Equality in duties between men and

women is seen. Men are tasked to hunt
animals available in their area. The women,
on the other hand, are responsible for
gathering vegetation.
 Because they depend on nature in terms of
food, they frequently transfer from one place
to another and do not have permanent
settlements. Figure 2. Pastoralism. (Courtesy
 Survival of people is through hunting animals of Wikipedia.
https://en.wikipedia.org/wiki/Pas
and gathering of edible plants. toralism), July 26, 2020).
 The primary institution is the family,
which decides how food is to be shared, how children are to be socialized, and
who provides for the protection of its members.
 Population size is few which is usually less than 50.
 They are nomadic because they need to transfer to where food is available.
 High level of interdependence is evident in the members of this society.
 Labor division is based on sex: men hunt, and women gather.

Pastoral Stage
Pastoral comes from the root word “pastor,” a Latin word which means
“shepherd.” This period is between 8500-6500 BC.

 One of principal livelihoods is animal

domestication. They are animal herders and
subsist in the resources provided by the animals.
 They have settlements but they don’t stay in one
place permanently. Pastoralists are merely farmers
who specialize in herding animals like sheep, goats,
cattle, or horses.
 Production is for more than meat and milk. Some
animals are used as beasts of burden, while others
are used for their fur. Animal products are for both
personal use and trade.
 Extensive land use is evident in this society in
which animals are moved to grasslands.
 To serve their duties in the society, the pastoralists
together with their extended families help each Figure 3. Hunting and
other in caring for and domesticating animals. Gathering Society. (Courtesy
of History.
 Division of labor is gender based.
https://www.history.com/to
 Most pastoralists are monotheistic (but not all of pics/pre-history/hunter-
them); usually the belief is tied closely to their gatherers), July 26, 2020.
animals.
 The concept of ownership is restricted to animals, . housing, and some
domestic goods. Land is communal.

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  Many pastoralists contend that they have travel
rights over lands because of centuries-old
migratory patterns that supersede modern land
ownership.
 Wealth is determined by herd size and, often,
by the number of wives and offspring a man has.
 Decisions about when to move are made
communally. Pastoralists are a combination of
sedentary and nomadic. They can’t stay in a
place for a long time because they need to look
for grasses for their animals to graze.

Horticultural Stage
Figure 4. Horticultural
Society. (Courtesy of
 Simple cultivation as a supplementary to Wikimedia Commons.
hunting and gathering. https://commons.wikimedia.
org/wiki/File:The_Dry_Garde
 Communities are formed in areas where rainfall
n_at_RHS_Garden_Hyde_Hall
and other conditions allow them to grow stable ,_Essex,_England_-
crops. _border_planting.jpg), July
 Cultivation of plants such as wheat and rice are 26, 2020
practiced.
 They used metal tools and weapons.
 Slash and burn technology is developed. They clear the area by burning the
trees, and plants they have cut down, raise crops for two to three years until
the soil is exhausted, and then move to another area to repeat the process.
 They use hand tools to cultivate plants.
 They us hoe to work the soil and digging stick to punch hole in the ground.
 They place more emphasis on providing for the needs of their family and
less on other members of society.
 Growing of plants is their means of survival.
 They establish permanent settlements.
 They can an create more elaborate cultural artifacts like house, thrones,
and large stone sculptures.
 They have some rare practices such as cannibalism, head hunting, and
human sacrifice.
 Head hunting is taken as an evidence of courage and skill as a warrior.
 Human sacrifice coincides with a change in their religious beliefs.
 They have a relatively more complex division of labor.
 They are a multi-community society.

Agricultural Stage
It began 5,000 years ago during the Neolithic Period when their population
increased into millions.

 They start to cultivate cereals such as wheat, barley, peas, rice, and millet.
 They begin farming and domesticating animals such as sheep, goats, and
pigs.

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  A more advanced cultivation tools are produced and farming skills that
can support and sustain a town with over a thousand population are
developed.
 They settle permanently and improve technology in farming.
 Money becomes a form of exchange replacing the barter system.
 The development in agriculture also leads to an increase in inequality
because most people in society act as serfs and slaves while few members
become elite and act as owners of lands and other resources.
 There is reliance on permanent tools for survival.
 Distinct social classes evolve.
 The emergence of more elaborate social institutions becomes evident.
 Court system providing justice also emerges.
 Relatively greater wealth is produced which is unequally shared by who
owns the land and who works for the land; onset of the feudal system.
 Irrigation is introduced combined with the use of plough resulting in
increased production and ability to renew soil.
 Population is up to million.
 Human settlements grow into towns and cities and bountiful regions
become center of trade and commerce.
 Farmers learn to rotate type of crops grown in their field and to reuse waste
products as fertilizers resulting to better harvest and bigger surpluses of
foods.
 New tools for harvesting are made of metals which are more effective and
longer lasting.

Industrial Stage
It started when the Industrial Revolution occurred in Europe during the 18th
century and half of the 19th century.

 Advanced form of technology leads to the invention of machineries.

 Agricultural society is transformed to production and manufacturing.
 Advanced form of energy is used to operate factory machineries.
 Creation of centralized workplaces, economic interdependence, formal
education, and complete social systems.
 People leave their farms and transfer in urban areas to work in
factories.
 This stage is associated with industrial revolution or industrialization.
 Production technology and new energy sources are made through the
application of scientific knowledge.
 Industry becomes concentrated into specialized, and often, large
establishments.
 Replacement of the domestic system in which individual workers used
hand tools or simple machinery to fabricate goods in their own homes or in
workshops attached to their homes.
 Waterpower and then steam engine were used to mechanize processes
such as cloth weaving in England in the second half of the 18 th century.
 At the end of the 18th century, interchangeable parts in the manufacture
of muskets and other types of goods were introduced.
 Mass production is introduced.

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  Workers are classified into two: (1) independent craftsmen, (2) workers under
the factory system. Independent craftsmen have their own tools and own
working hours while those working in factories have employers who own the
tools and manage their working hours.
 The factory system encouraged many workers to live in cities and towns to
earn their livelihood.

Post-Industrial Stage
 With the development of information technology and computers, many
societies become digital.
 Manufacturing shifts from manual labor to machineries.
 There is a significant increase in the number of professionals and technical
workers employed and a decline in the number of skilled and semi-skilled
workers.
 Education is the basis of social mobility.
 The strength of the society is identified through human capital.
 The focus is on communication infrastructure.
 Knowledge becomes a source of invention and innovation.
 The period is characterized by a service-based economy.
 Workers are mostly technical and professionals.
 Greater attention is paid to the theoretical and ethical implications of
new technologies which help society avoid some of the negative features of
introducing new technologies, such as environmental accidents and massive
widespread power outages.
 Newer scientific disciplines—such as those that involve new forms of
information technology, cybernetics, or artificial intelligence— are developed
to assess the theoretical and ethical implications of new technologies.
 A stronger emphasis on the university and polytechnic institutes which
produce graduates who create and guide the new technologies crucial to a
post-industrial society.

As we analyze the socio-cultural development of societies, there are many

factors that lead to their development from hunter-gatherers, which represents the
lowest form of human existence to the digital society. Advances in technology and
economic evolution are said to be the drivers of innovations. Nomadism is a
traditional form of society that allows the mobility and flexibility necessary for the
people during the early times. To hunt animals and gather plants and other
vegetation made the ancient people transfer from one place to another, a means of
survival for a small and simple society. This is an egalitarian society, which means
that all people are equal and deserve equal rights and opportunities.
As societies developed and grew larger, they became more unequal in terms
of gender and wealth, more competitive and even warlike with other societies. Pre-
industrial societies are characterized by limited production, a predominantly
agricultural economy, limited division of labor, and limited variation of social classes
consisting only of peasants and lords, which is said to be the birth of inequality.

The Agricultural Revolution resulted in different developments such as

increased in agricultural production, new technological advancements, and rural to
urban migration. From being nomadic to establishing permanent settlements, larger

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groups gave rise to new challenges and required more social administration. Complex
societies like agricultural village, cities, and city-states were developed. Human
communities started to function differently from the past. From hunting and
gathering, many societies created systems for producing food. The idea of ownership
was notable because of the new social order. The hunter-gatherer invested time and
energy in cultivating specific area of lands. In response to this, strong leaders and
codes of conduct evolved to avoid disputes. The surplus food that agriculture
generated allowed people to live in larger and more permanent villages. People
produced textiles, pottery, sculptures, and paintings in bigger villages. With the
growth in population of six million to about 120 million between 10,000 and 1000
BCE, the societies needed to change to become organized.

Lesson
THE SOCIO-POLITICAL
2 DEVELOPMENT

Politics is one of the pillars in every society. Along with economics and
morality, it plays an important role in promoting the welfare of the people as it is
universal and not static. It goes with the development of the society. Heraclitus, the
noted Greek philosopher, once said, “there is nothing permanent in the world.”
Everything changes – indeed, there is constant change as no one can cross the same
river twice. Politics has its own pacing and pattern change and development in
accordance with the needs of society.
This lesson will provide a deeper understanding on the evolution of politics
and introduce different theories about the forms of government, leadership styles,
and socio-political developments. It will widen your perspectives as it will lead you to
discover how gender sensitivity impacts on discussions about politics and
governance.

Theories on the Formation of States

For the last two million years of man’s existence, man lived in a band or village.
It was not until 5000 B.C. when political units were developed. Around 4000 B.C.,
the first state in history was formed. A state has its own territory, centralized
government, and system of collecting taxes. The formation of states is not a
circumstance that just happened by accident; it is the product of change that is
needed to adapt to every environment. A state is a necessity to attain public safety,
promote social progress and political welfare, and maintain law and order.

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The Divine Right Theory
Bishop Jacques-Bénigne Bossuet (1627–1704), one of the principal French
theorists of divine right, asserted that the king’s person and authority were sacred;
that his power was modelled on that of a father’s and was absolute, deriving from
God; and that he was governed by reason (i.e., custom and precedent) (Encyclopedia
Britannica, 2019).
It is the oldest theory formulated to explain the medieval form of governance.
The theory asserts that all the powers to rule come from God, who is divine, and all
who exercise it is ordained and elected by God to be His agent in this world. He is
chosen by God and to God alone he is accountable.
This theory was supported by St. Thomas Aquinas (1225-1274), Marsiglo of
Padua (1275-1342), Dante Alighieri (1265-1321), Bishop Bossuet (1627-1704) and
Sir Robert Fillmer (1588-1653).
In the olden times, this theory is called the “Divine Right of Kings”. This was
used by the Stuarts of England, the Bourbons of France, and by many other
monarchical states to justify their self-vested interest and despotic ruling.

The Social Contract Theory

This refers to the political philosophy or agreement between the government

and the people. This theory states that the moral and/or political obligations of all
persons are dependent upon a contract or agreement among them to form the society
in which they live. Through this contract, society and formal government were
established.
The classic social-contract theorists of the 17th and 18th centuries are: John
Locke (1632-1704) and Jean-Jacques Rousseau (1712-1778). Although they have
different interpretations of the theory, the underlying idea of their respective theories
is similar.
Thomas Hobbes (1588-1679) - People create a government in exchange for
law and order. Without a government, humans would fight, rob, and oppress one
another. Humans, by nature, are selfish and must be controlled. He published his
book Leviathan in 1651 where he favored absolute monarchy.

John Locke (1632-1704) - On human nature, people are born with natural
rights but have to give up some freedom to protect these rights. Humans are rational
by nature and can control themselves. For a government to work, the people must
give their consent to give up natural liberty, accept the bonds of civil society, and be
subject to the political power of another. Locke’s most important and influential
political writings are contained in his Two Treatises on Government where he argues
for a limited liberal, democratic form of government.
Jean-Jacques Rousseau (1712-1778) - The only good government is one
formed out of the free will by the people. To protect the people, he approves direct
democracy or a state guided by the general will. Humans are good and compassionate
by nature but can be corrupted by civilization. He published his book The Social
Contract Theory in 1762.

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The Force Theory
It is a theory where the state has its origin from force. It is believed that the
tribe acquired its territory and people through force, and the kingdom is transformed
into an empire with the use of force. Going into battle is a means to gain power and
control a certain territory.
Every state is doomed to disappear if it does not prepare for battle, train its
army, and fortify its defence. The stronger and more advanced state is most likely to
stand out and take dominance.
This theory was supported by David Hume (1711-1776), General Von Bernhardi
(1849-1930), Johann Caspar Bluntschli (1808-1881) and Mao Tse Tung (1893-1976).

The Evolution of Political System

Cultural evolution led to the transformation of different societies and political
systems which is called the socio-political development. This lesson will help you
analyze the development of political evolution from egalitarian authority to a more
complex and organized political system.

The family refers to the basic social institution and primary group in the
society. The types of family are categorized as follows:
On the basis of organization

Nuclear Family - refers to (1) a man and a woman united through

marriage and have biological or adopted children; or (2) partners of the same
sex, whose children may be the couple’s biological or adopted offspring. It is
considered to be the most basic and universal form of social organization. This
structure is found in all societies.
Extended Family - includes other members such as aunt, uncle,
grandparents, or cousins living under the same roof.
On the basis of Residence:
Patrilocal Family - from the Greek word which means “for the place of
the father,” it refers to a custom when the wife after marriage goes to live with
the husband’s family.

Matrilocal Family – from the Greek word “for the place of the mother,”
it refers to a social pattern when the couple after marriage moves to live with
the wife’s family. The husband has a secondary position in the wife’s family
where his children live.
Neolocal Residence – from the Greek word “for the new place,” it refers
to a marriage pattern when the couple after marriage moves to settle in an
independent residence which is neither attached to the bride’s family of origin
nor the bridegroom’s family of origin.

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 On the basis of descent
Patrilineal Family - when descent is traced through the father. The
inheritance and ancestry of property takes place along the male line of
descent.
Matrilineal Family - when descent is traced along the female line and
inheritance of property also takes place along the female line of descent.

On the basis of marriage

Monogamous Family - refers to a family which consists of one
husband and one wife at a given time. It is an ideal form of family prevalent
widely.
Polygamous Family - when one man marries several women or vice
versa at a given time.

On the basis of blood relationship

Consanguine Family - the word is derived from the Latin
consanguineus “of common blood,” which means that individuals have the
same father and thus share the right to his inheritance. It consists of blood
relatives together with their mates and children. This maintains the family’s
continuity through many generations by having common ancestors.
Conjugal Family – refers to a nuclear family that may consist of a
married couple and their children and relatives through marriage.

Bands - refer to a small association of family living together whose relationship

is due to marriage, descent, friendship, and common interest. Bands are nomadic;
they transfer from one place to another. It is an egalitarian society which means all
persons of the same age and gender are equal. There is little to no formal leadership
associated because of marriage, descent, friendship, and common interest.

Clan – is a non-corporate descent group whose members claim descent from

a common ancestor (real or mythical) but are unable to name the actual genealogical
connecting links back to the common ancestor. Membership is assigned at birth and
is established either through female (matriarchal) or male (patriarchal) line.
Membership is dispersed

Tribes - like bands are still essentially egalitarian in that no one family or
residential group is politically or economically superior to others. This is organized
around family ties and have larger populations, with shifting leadership. They are,
for the most part, self-sufficient in regard to food and other basic necessities. The
head of the chiefdom, a large unit of society, is chosen through hereditary means.

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During the tribal period, the human settlement is headed by a datu who wields tri-
fold power – executive, legislative and judicial. The society is called by many different
names such as tribal community, indigenous people’s community, cultural minority,
pamayanan or katutubo community. It is dominated mostly by men. Women have
no power to govern in the community, unless, she is appointed because of her
education or capacity. This is true in the Mangyan-Alangan pamayanan in Sitio
Sangelen, Dulangan III, Baco, Oriental Mindoro (Ecoben, 2011).

Chiefdom – refers to a regional society in which one or more local groups are
organized under a single ruling individual, called the chief, who is at the head of a
ranked hierarchy of people. The chief is the divine king, both in macrocosm and
microcosm societies. One’s status in society is determined by closeness to the chief.
The office of chief is often hereditary, passing to the son or to the sister’s son. It is
also based on talents and is often conceived as a semi-sacred position. The chief may
accumulate personal wealth to maintain power with a formal office. He performs
economic redistribution function in society as he redistributes resources like surplus
food and other commodities among his subjects. He has the right to collect taxes or
tribute and recruit labor for community projects such as constructing irrigation
system, temple, or palace. He can conscript in the military force. All recognized
hierarchy is linked to the chief but tends to be unstable; thus, he may form
confederacies. Examples are Iroquois League of Five Nations and the Algonquin
Confederacy

State - refers to the political organization of society distinguished from other

social groups by its objective which is to establishment order and security through
its laws that it enforces within its territory and by its sovereignty. It has four
absolutely essential elements as follows:

1. Population – State is a community of persons; without population there can

be no state. Population can be more or less but it has to be there. It is
determined through the size of the territory, available resources, the standard
of living and needs of defense, production of goods and supplies. The citizens
have rights and freedom but they have to perform several duties to the state,

2. Territory – Definite territory is an essential element of the state. The size can
be big or small but it has to be a definite, well-marked portion of the territory,
under sovereignty of the state. This includes the land, mountains or hills and
bodies of water.

3. Government – The organization, machinery, instrument through which the

sovereign power of state is used. This makes, implements, enforces and
adjudicates the laws of the state.

4. Sovereignty – This is the most exclusive element of the State as it refers to

the supreme power or authority of the State to govern itself. It is the basis on
which the state regulates all aspects of the life of the people living in its
territory.

19
 Each society needs the state because of the following reasons:
(1) It provides security against external aggressions and war; it is for this
reason the state maintains an army.
(2) It grants and guarantees the rights of the people.
(3) It issues and regulates currency and coinage.
(4) It ensures security against internal disturbances, disorders, and crimes;
thus, the state has to maintain its police force.
(5) It grants citizenship and protects the interests and rights of its citizens.

(6) It conducts foreign relations, foreign trade, and economic relations.

(7) It secures the goals of national interest in international relations.

What’s More

Remember This!
(Communication, Critical Thinking, Character)

This activity is to test your critical thinking ability. This will help make you
remember and analyze in a nutshell the main idea of each of the theories on the
rise of state.
You may do the following and answer on a separate sheet of paper.
1. Complete the concept map with the significant concepts you remember
from the Theories of State Formation.

STATE FORMATION THEORIES

20
Think about this!
1. Why do chiefdoms become states?
2. Why do some states collapse? Cite some examples.
3. What is the most important development in the rise of states?
4. In what way can you contribute to the development of your society?

We Are Family!
(Critical Thinking)

The family is the basic unit of a society. It is the backbone of a nation. In

this activity, you are expected to identify the type of the family described in each
item. Write the letter of the correct answer on a separate sheet of paper.

a. Extended f. Patrilineal
b. Matrilineal g. Patrilocal
c. Matrilocal h. Polygamous
d. Monogamous i. Polytheist
e. Nuclear j. Neolocal

1. When Jose and Maria got married, they decided to live together in Jose’s
ancestral house.
2. Jose and Maria together with their children moved in with Josefa, Maria’s
mother, in order to take care of the farm.
3. Gener dreams of building a home where his wife and kids will spend the rest
of their lives.
4. Justin is a product of a broken family. When he got married, he promised
that he would stay loyal and true to his marital vow to love his wife for the
rest of his life.
5. Certain societies allow men to marry more than one wife in order to preserve
their indigenous traditions.
6. Niel and Janice are millennial couples. They want to buy a house where they
can stay together with their children.
7. Matthew is the eldest son in the family. He inherited all properties from his
father.
8. Casper grew up living with his parents and grandparents.
9. Lolo Carding requested his son, Ericson, and his family to live with him
because he wanted to spend his time with his grandchildren.
10. Hashim, Akhamad’s son from his second wife, is a Muslim.

21
 What I Have Learned
(Critical Thinking, Character)

Directions: Read and analyze each question. Write your answers on a separate
sheet of paper.

1. Socio-cultural evolution theories are theories of society and culture on how

change takes place over time. How can your knowledge about this idea
helps you to adapt to present-day situation? Explain your answer.

2. Rousseau begins The Social Contract with the claim that "Man is born free,
and everywhere he is in chains." Is this still applicable today? Give
examples that will prove your answer.

3. The Neolithic Revolution marked the transition in human history from

small, nomadic bands of hunter-gatherers to larger, agricultural
settlements and early civilization. How important is agriculture or urban
gardening nowadays specially during this pandemic?

What I Can Do

News Video Analysis

(Critical Thinking, Creativity)

This activity will test your skills in writing, critical thinking, and creativity. It
will also provide you a better understanding of the lessons presented.
You may do the following:

1. Watch the video from this website:

1 million Metro Manila residents expected to join ‘Balik Probinsya’ program
https://www.youtube.com/watch?v=aWynSHexA9w
2. After reading the article, answer the following guide questions.
3. Write your answer on a separate sheet of paper.

Think About This!

1. What is the news about?
2. How does your knowledge and understanding of human evolution help
you to survive this two-month long quarantine period because of the
pandemic?
3. How do you think does the concept of adaptation operate in Philippine
society in modern times?

22
 Assessment
(Critical Thinking)

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. The teleserye “Ang Probinsyano” has a cast featuring powerful leaders – the
president of the country, the vice president, the secretary of the president and
other cabinet members. Besides, there is also the group of men-in-uniform
that includes some personnel from the NBI and the PNP notably Director
Renato Hipolito, General Delfin Borja, Cardo Dalisay, and his team. In what
type of political organization do they belong?
a. clan c. tribes
b. band d. state

2. Which is NOT a factor that contributed to the shift from hunting and
gathering to farming?
a. starvation c. increased in population
b. climate change d. lack of plants and animals

3. The following are the socio-economic impact of agriculture

EXCEPT____________________.
a. provides employment c. provides food security
b. provides low income d. prevents poverty and malnutrition

4. Why did cities lead to the creation of governments?

a. Cities were crowded so someone needed to be in control.
b. Cities were isolated so government helped create a sense of community.
c. Cities concentrated people and large groups of people naturally required
leaders.
d. Cities concentrated people and resources which created demand for methods
of protection and regulation.

5. The political structures that states provided were an important factor in the rise
of civilizations because_____________.
a. they made it possible to mobilize large amounts of resources and labor.
b. they did not find common ground and build mutual trust and respect.
c. they disintegrated larger communities by connecting them under a common
political system.
d. they failed to provide goods and services, and merchants who engaged in the
trade of these goods.

6. What development was most important in allowing some people to specialize in

activities other than food production?
a. writing c. agriculture
b. astronomy d. government

23
7. The Revolution that occurred from 1750 to 1850 where changes in agriculture,
manufacturing, mining, transportation, and technology had a profound effect on the
social, economic, and cultural conditions of the times.
a. Neolithic c. Paleolithic
b. Industrial d. Agricultural

8. From the point of view of Locke, how can people turn a resource from the natural
world into their own property?
a. by sharing it with somebody
b. by taking it from someone else
c. by working to obtain or improve it
d. by simply laying claim to it for themselves

9. Civilizations are referred to as complex societies which share unique features

including__________________.
a. a few population c. a centralized government
b. no social classes d. no shared communication

10. Early humans stopped from being nomadic and stayed in permanent settlements
because_______________
a. of survival
b. of population pressure
c. of increased competition for food
d. of their want to involve elders and children in food production

Additional Activities

Poetry Writing
(Communication, Creativity and Character)
Equipped with knowledge on socio-cultural and economic development, you
are now challenged to create a poem that will reflect your understanding of the
topic.

You may do the following and answer on a separate sheet of paper.

1. Create a free verse poem that would describe how the government and the
economy function in this time of pandemic.
2. The poem must consist of 2- 3 stanzas with 4 lines each.
Your output will be graded based on the following rubrics:

24
 Rubrics for Grading:

5 4 3 2
Ideas and rich details, Good details, Some basic Limited details,
Content creative and generally details, little creativity
original creative attempts to be or originality
creative
Free-Verse Line breaks Lines almost Stanza breaks Line breaks
Conventions enhance the always end with are always support the
sound, strong words effective, sound,
meaning, and (i.e. nouns or deliberate, and meaning, and
rhythm of the verbs). helpful to the rhythm of the
poem. reader. poem.
TOPIC Topic chosen in Topic concerns Topic concerns Topic does not
accordance an element of history not apply.
with directions. appreciation studied.
lightly touched
upon.
CREATIVITY Poem is Good creative Some attempt Little attempt to
AND excellently effort reflecting to create an create an
APPEARANCE presented creativity and a original poem original poem
reflecting lot of thought.
creativity and a
lot of thought.

25
 26
What I know We are Family Assessment
11. D 1. G 1. D
12. A 2. C 2. A
13. A 3. E 3. B
14. B 4. E 4. D
15. A 5. H 5. A
16. D 6. J 6. C
17. C 7. F 7. B
18. D 8. A 8. C
19. A 9. G 9. A
20. B 10. H 10. A
Answer Key
References

Books

Contreras, Antonio, Dela Cruz Arleigh Rose, Erasga, Dennis, Fadrigon, Cecil.Mactal
Ronaldo (2018). Understanding Culture Society and Politics. Phoenix Publishing
House Inc.
Christman, John (2018). Social and Political Philosophy: A Contemporary
Introduction. Routledge, London

Online Sources

Becker, Braden (2020). The 8 Most Common Leadership Styles & How to Find Your
Own. Retrieved from https://blog.hubspot.com/marketing/leadership-styles 5/14
2020.

Barnett, B. (2004). Introduction: The Life, Career, and Social Thought of Gerhard
Lenski: Scholar, Teacher, Mentor, Leader. Sociological Theory, Retrieved from
www.jstor.org/stable/3648940.

Weinstein, David, "Herbert Spencer”, Edward N. Zalta (2019). The Stanford

Encyclopedia of Philosophy. Retrieved
from<https://plato.stanford.edu/archives/fall2019/entries/spencer/>.

Stephen T. Hasiotis, Michael J. Everhart. (2007). The Trace-Fossil Record of

Vertebrates Retrieved from https://www.sciencedirect.com/topics/earth-and-
planetary-sciences/hominid.

Smithsonian Museum of National History. (2020). Sahelanthropus tchadensis

Retrieved from http://humanorigins.si.edu/evidence/human-
fossils/species/sahelanthropus-tchadensis,

National Museum Collections. (2014). Retrieved from

https://www.nationalmuseum.gov.ph/nationalmuseumbeta/Collections/Archaeo/
Skull.html.

Encyclopedia Britannica. (2019. Cultural Evolution. Retrieved from

https://www.britannica.com/topic/cultural-evolution

27
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph