S

Module 1

Subject: UNDERSTANDING CULTURE,
SOCIETY, AND POLITICS
Department: SOCIAL SCIENCES

Duration: 2 weeks





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 Understanding Culture, Society, and Politics

Module No. 1: The Foundations of Society

A 2-week packet

LESSONS OVERVIEW
Welcome to our first module!

In this module, you will take the following topics and you are expected to demonstrate the following
as evidence of learning:

Content Standards: The learners demonstrate an understanding of

1. human cultural variation, social differences, social change, and political identities
2. the significance of studying culture, society, and politics
3. the rationale for studying anthropology, political science, and sociology
4. culture and society as anthropological and sociological concepts
5. perspectives in/approaches to the study of culture and society

Performance Standards: The learners

1. acknowledge human cultural variation, social differences, social change, and political
identities
2. adopt an open and critical attitude towards different social, political, and cultural
phenomena through observation and reflection
3. appreciate the value of disciplines of Anthropology, Sociology, and Political Science as
social sciences
4. appreciate the nature of culture and society from the perspectives of Anthropology and
Sociology
5. demonstrate a holistic understanding of culture and society
6. value cultural heritage and express pride of place without being ethnocentric

Formation Standards: The learners will develop social and cultural competence essential to the promotion of
social responsibility and respect to human diversity.

Most Essential Learning Competencies:

1. Discuss the nature, goals, and perspectives in/of anthropology, sociology, and political
science
2. Analyze the concepts, aspects, and changes in/of culture and society
3. Explain the importance of cultural relativism in attaining cultural understanding
Essential Topics The Social Sciences

The Perspectives of Anthropology and Sociology

Ethnocentrism and Cultural Relativism

Learning Objectives 1. Explain the concepts of culture, society, and politics
2. Identify the perspectives of anthropology and sociology
3. Appreciate the interrelatedness of culture, society, and
politics
4. Value the practice of cultural relativism
5. Explore your neighborhood for examples of culture,
society, and politics
Evidence of Learning The students will be able to observe their
neighborhood/community (physical or virtual) and identify
problems evident in the aspects of culture, society, and politics.
Through this, they will be able to determine the causes and effects,
and formulate an ideal solution that will resolve the problem/s.

Self-regulated Strategies
● set up a productive space in your house
● create a schedule and allot time periods to accomplish
tasks, and stick to it
● don’t multitask and work at your own pace
● take note of concepts that are new to you
● don’t be afraid to ask for help!

References Contreras, Antonio P., et al. (2016). Understanding culture,

society, and politics. Phoenix Publishing House.

Macionis, J.J. (2014). Sociology (15th ed.). Pearson

Tylor, E. (2010). Primitive culture.

doi:10.1017/CB09780511705960

An Online Learner’s Guide to Successful Learning.

http://ateneosalt.org/abc04/

26 Time Management Hacks You Want to Know.

http://theultralinx.com/2014/01/26-time-management-hacks/
By the end of the quarter, you are expected to show the following as Performance
Task:

In the context of the learners being part of a research and advocacy team
(role), they were tasked by the municipality mayor to recognize the various socio-
cultural and political issues evident in their respective communities (situation).
They will choose one that needs immediate response and come up with a plan of
action that will increase awareness, consciousness, and provide recommendations
that will address the issue (goal). This plan will serve as the foundation for
seminars and advocacy campaigns, specifically a speech (product), for their
community (audience). Through an organized and SMART (specific, manageable,
achievable, realistic, and time-bound) plan of action (standard), the addressed
community will be able to respond to their issues effectively.

To manage your time well, observe the Learning Time below:

Lesson Activity No./ Task Target Date of Completion

Key Observations on Culture, Activity No. 1 Week 1-2

Society, and Politics
Activity No. 2

The Social Sciences: Activity No. 3 Week 2

Sociology, Anthropology, and
Political Science

The Perspectives of Activity No. 4 Week 3

Anthropology and Sociology

Ethnocentrism and Cultural Activity No. 5 Week 4

Relativism
Activity No. 6

Mini-Task 1 Week 4

Before you proceed, please fill out the information box below:

Name: _______________________________________________________________________

Grade and Section: ____________________________________________________________

Address: _____________________________________________________________________

E-mail Address: _______________________________________________________________

Contact Number: ____________________ Parents’ Contact Number: ___________________

MEET YOUR TEACHERS!

Rika Anne Warell R. Jarales

SOC 101 Subject Coordinator
rjarales@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City

Kizzy Jane C. Alonso

kalonso@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City

Dennise Edwina S. Gonzales

dgonzales@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City

Klent Gilbert Y. Jaraula

kjaraula@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City

Norinyl E. Jumalon
njumalon@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City
MEET YOUR TEACHERS!

Gabrelle Joy B. Lugay

glugay@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City

Keith Aldous Margarito G. Paasa

kpaasa@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City

Elpidio P. Requiz, Jr.

erequiz@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City

Sofia G. Tagud
stagud@xu.edu.ph
XUSHS Faculty, MS Teams
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City
 Course Outline
MTH/ TF

References:

Textbook: Understanding Culture, Society, and Politics by

Antonio P. Contreras, et al.

Learning Packet: Understanding Culture, Society, and

Politics

Grading System for Core Subject:

Semestral Grade = Midterm Grade (50%) Final Grade (50%)

Written Works 25% Written Works 25%
Performance Task 50% Performance Task 50%
Quarterly Assessment 25% Quarterly Assessment 25%

Written Works:
Written works constitute long tests, post-tests, quizzes, seatworks, assignments, or any written activity. These will be given
depending on the need and will be usually scheduled. Questions for quizzes are usually exercise questions or applications
to practice the concepts learned but will sometimes be “objective” type. They may be held before or after the lecture or
activity, so students are held responsible to study and be prepared. Assignments or homework are given with the intention
of encouraging self-study among students, not just to review their lecture notes but also to pursue skills development not
readily acquired during class hours or learning time.

Performance Tasks:
Performance tasks (PT) are given or announced to students at the start of the quarter. Ample time and appropriate scaffold
tasks are given so that students can prepare well.

Quarterly Assessment:
There are two major exams for quarterly assessment: Midterm and Final. Delayed exam will be given within one
week after the scheduled examination. There will be no removal examinations.

Non-regular Activity:
During the cautious return to on-campus learning and depending on the availability of facilities some class periods may
be spent in the Audio Visual Room for other instructional modes like video-showing, PowerPoint presentations or multi-
media activities.

Class Decorum:
For virtual classes, students are expected to observe netiquette. Taking down notes is an integrated function of every student
as well as studying and participating in class. For students who can’t join the virtual classes, they will have to do the tasks
on their own, following the prescribed Learning Time.

GENERAL OBJECTIVES:
The course aims for students to acquire knowledge of appropriate reading strategies for a better understanding of
academic texts and to comprehend and make various types of academic papers.
DURATION: 9 weeks (2nd Quarter)

WEEK ESSENTIAL Activities/ Tasks/ ONLINE MATERIALS OFFLINE MATERIALS

TOPICS Assessment
1 Key • Subject Reading Material: Understanding Culture,
Observations on Orientation • COVID-19 Social Society, and Politics Learning
September Culture, Society, • Pre-test Amelioration Issues Packet Module 1
21 - 25 and Politics • Observation https://www.bworldonline
.com/covid-19-social- Reading Material:
• Article Analysis
The Social amelioration-issues/ • COVID-19 Social
• Connecting
Sciences: Amelioration Issues
Concepts
Sociology, (PDF)
Video:
Anthopology,
• What is Sociology?
and Political
http://www.youtube.com/
Science
watch?v=YnCJU6PaClo

The Perspectives Videos:

of Anthropology • Major Sociological
and Sociology Paradigms
https://www.youtube.com
/watch?v=DbTt_ySTjaY
• Society
https://www.youtube.com
/watch?v=_5K34Vr8Xsk
• Culture
https://www.youtube.com/w
atch?v=q2Bj8OCmxb4

2 Characteristics of • Situational Video: Understanding Culture,

Culture Analysis • Ethnocentrism and Cultural Society, and Politics Learning
September • Mini-Task 1: Relativism Packet Module 1
28 – Ethnocentrism Problem-Solution https://www.youtube.com/w
October 2 and Cultural atch?v=HlXAeOnU520
Chart
Relativism

3 Sociocultural • Membership in Video: Understanding Culture,

Evolution Society • Evolutionism Society, and Politics Learning
https://www.youtube.com Packet Module 2
October 5 – • Essay
9 /watch?v=Yx4h40EN6z0
Enculturation
and Socialization

Conformity and
Deviance

4 Social • Identification Understanding Culture,

Organization • Genealogy Society, and Politics Learning
October 12 • Concept Map Packet Modules 2 and 3
– 16 Cultural, Social,
• Mini-Task 2:
and Political
Infographic Poster
Institutions:
1 Kinship,
Marriage, and
the Family
 2 Politics
3 Economics
5
Midterm Exams
October 19 -
23
6 Cultural, Social, Functions of Videos: Understanding Culture,
and Political Education • Non-state Institutions and Society, and Politics Learning
October 26 Institutions: Organizations Packet Module 3
– 30 4 Non-State https://youtu.be/VSEWI-
5 Education DoRB
6 Religion • Philippine Health Care
7 Health https://www.youtube.com
/watch?v=ocLQVBjFy58
• The Five Major World
Religions
https://www.youtube.com
/watch?v=m6dCxo7t_aE

7 Social Videos: Understanding Culture,

Stratification • Social change needs Society, and Politics Learning
November engaged communities, not Packet Module 3
3–6 Cultural, heroes
Social, and https://www.youtube.com
Political /watch?v=WdHBWL4LK8
Change 8
• How We Got Here
Response to https://www.youtube.com
Cultural, /watch?v=BsRSL3duSko
Social, and
Political
Change
8
Performance Task Making/Submission
November
9 - 13
9
Final Exams
November
16 - 20
PRE-TEST:
Let’s find out how much you already know about this module. Encircle the letter that you think best answers
the question. Please answer all items. Take note of the items that you had trouble answering, and discover the
right answers as you go through this module.

1. What refers to a person’s principles or standards of behavior?

A. Behaviors C. Politics
B. Beliefs D. Values
2. What do you call a variety of “ways of living” practiced and observed around the world?
A. Change C. Society
B. Culture D. Politics
3. This social science discipline highlights the external influences that guide human actions and
interactions.
A. Anthropology C. Sociology
B. Social Science D. Political Science
4. Who coined the term “Sociology”?
A. August Comte C. Karl Marx
B. Emile Durkheim D. Max Weber
5. Which social science discipline studies the “equal but different ways” of how people live in the
world?
A. Anthropology C. Sociology
B. Social Science D. Political Science
6. Which discipline of the social sciences deals with the theories and practice of government, public
administration, and rules and regulations?
A. Anthropology C. Sociology
B. Social Science D. Political Science
7. Which sociological perspective entails the concept of social order?
A. Conflict Theory C. Structural Functionalism
B. Marxism D. Symbolic Interactionism
8. Which term refers to putting one’s society as the center of everything?
A. Cultural Relativism C. Ethnic Cultures
B. Culture D. Ethnocentrism
9. What concept refers to the belief that customs and traditions are neither equally valuable nor
harmful?
A. Cultural Relativism C. Ethnic Cultures
B. Culture D. Ethnocentrism
10. This sociological theory explores the concepts of meaning-making.
A. Conflict Theory C. Structural Functionalism
B. Marxism D. Symbolic Interactionism
I. CONTEXT

https://designyoutrust.com/2019/09/artist- https://i.pinimg.com/originals/f8/f8/1b/f8f81b9a0b9137
highlights-the-problems-of-our-society-
bc631d660a43e2f74d.png
through-haunting-illustrations/

Society is a concept well-known to humans, as it involves all of us. But it is also more than that.
Society is binge-watching our favorite TV shows, eating our go-to food, and hanging out with our friends.
Society is finding the perfect career path, but it is also finding the means to get a job. We practice
traditions and customs, obey rules, and act in accordance with what we find normal. But why do we do
such things? Why do we have the urge to interact? To follow what has always been done?
These are questions and concepts that will be answered throughout the course. If it is exciting to
start something new, like making new friends, taking new classes, watching a new film, or listening to
new music releases, it is much more exciting to understand why we do so. The study of society allows us
to understand the world that we live in, and the people in it. Isn’t that great?

But before we begin with our lessons, let’s try to answer this activity.

Activity 1: The Society I Live In

Instructions: Look around your neighborhood/community (physical or virtual) for at least an hour.
Observe and note everything and anything that catches your attention using all of your senses--from
people’s interactions, use of space, and most especially, instances of cooperation and conflict.
Afterwards, select one that you are interested in and that can be considered as a problem. Write it below:
 Processing Questions:
What have you observed in your community?
What could have been the “cause” or reason for what you have observed?

Student’s responses:

In this lesson, you will learn to explain the concepts of culture, society, and politics, identify the
perspectives of anthropology and sociology, appreciate the interrelatedness of culture, society, and
politics, and explore your neighborhood for examples of culture, society, and politics and you are
expected to show the following as evidence of learning: observations of physical/virtual environment,
identified problems present in relation to culture, society, and politics, formulated ideal solution/s to
resolve the problems.

By the end of the lesson, you are expected to show the following scaffold to the Performance Task:

MINI-TASK 1: Problem-Solution Chart

Given your identified problem/s in your environment, determine the cause, effect, and an
ideal solution.

Before we proceed with the lesson proper, answer the first column. Fill it with your initial ideas about the topic.

What are your initial ideas about What ideas changed as you went What are your final ideas? How
the subject? along the lesson? are these applied or related
to real life?
 You have now given your initial ideas on the concepts of culture, society, and politics. Now let us try to see how
these ideas may be affirmed or revised as we go along this module!

II. EXPERIENCE
In this part, you will learn more about the topic through varied activities. Let’s start with the basic concepts that you will
be encountering throughout the entire quarter!

Culture, Society, and Politics

As common as these concepts may sound, they can still come off
as interchangeable and sometimes even misinterpreted. For instance, when
you think of the term culture, what would be the first thing that comes to
mind?
Did you think of cultural dances and traditional customs? Or were
you able to think of food? Religious habits? Modern practices? If so, that is
because culture is our “ways of living” (Contreras, 2016). Culture is how
we think, act, and even our material possessions that connect people to
https://www.instagram.com/p/Bm
form such ways of living. These ultimately allow people to form a society,
wherein people interact, most likely in one area, and share and learn
cultures. And on the verge of concretizing

these two concepts, various behaviors occur. Eventually, when conflict that went beyond the practiced
cultures arose, rules deemed to be the efficient solution to regulate the members of the society. This is
the concept of politics, wherein people rise into power to govern the rest of the society, to keep them in
order and cooperation and to avoid conflict.
However, all of our actions and interactions are prompted by certain motivations--why would
some people produce trouble when there is supposed to be a common practice? Why do other societies
have other cultures?
These motivations may be in the forms of values and beliefs. Values are principles or standards
of behavior that people consider when judging important matters in life. For instance, one common Filipino
value is hospitality. Beliefs, on the other hand, are notions that one considers true, regardless of evidence.
For example, Filipinos have a good set of beliefs, such as needing to say “buyag” when someone gives
a compliment, in order to counter bad luck, or dropping utensils means someone is coming to visit. These
are immaterial examples of culture that a society has adapted, and moreover, the boundaries of policies.
If you go back to the Pre-test you took, the answers would be the following:

1. D. Values. Values are considered as our principles, or standards of our behavior--they justify
the things we deem important in our lives and in our society.
2. B. Culture. Culture is a concept that deals with the practices, traditions, and other customs
that people do in their respective societies, which means that they are a society’s “ways of
living.”

Let’s try this.

Activity 2: Article Analysis

Description: Read the article below, then answer the questions that follow.

COVID-19 Social Amelioration Issues

By Filomeno S. Sta. Ana III

Flattening the COVID-19 curve requires having a lockdown. In the Philippines, the lockdown is euphemistically called
enhanced community quarantine (ECQ). The ECQ buys time until our system has conducted massive testing of all people with
symptoms; done intensive contact tracing; and expanded health facilities and recruited health workers to accommodate and treat
patients. Our ECQ is working. I quote a study submitted to the Inter-Agency Task Force (IATF) titled “Evaluating Potential
Consequences of Alternative Public Responses to the COVID-19 Epidemic in the Philippines,” Maria Elena Herrera et al (April 8): “If
ECQ had never been implemented, our models shows ~4.7 million Filipinos would be infected simultaneously on May 23, with
~1.4 million of them need hospitalization, a number far exceeding that of the 2018 authorized bed count of 29.5 thousand.” But
the study likewise cautions us that even upon the eventual lifting of the ECQ, “there can only be a gradual lifting of quarantine
measures, and social distancing, border controls, self-quarantine, and limitations on socializing and gatherings must continue to be
in place.”
The benefits from ECQ, especially on our people’s health, are tremendous, but economic costs are unavoidable. Economic and
productive activities are paralyzed. Most of the labor force is idled or displaced. The income and consumption of the
overwhelming majority of citizens plunge. The period after the ECQ lifting will still constrain production and commerce. Hence, the
government has put in place an emergency program to tide over the citizenry, especially the most vulnerable. The social
amelioration measures include:
A P205 billion subsidy program for 18 million poor and low-income families that belong to the informal sector;
A P35 billion wage subsidy for employees of small businesses affected by the ECQ;
An additional budget of P30 billion for local government units (LGUs) to support the vulnerable sectors;
A P10 billion emergency loan program from the Land Bank of the Philippines to LGUs;
Additional funding of P2.8 billion for the Department of Agriculture’s program of zero-interest loans of up to P25,000 for each
farmer or fisherman;
An additional budget of P16.5 billion for the rice programs towards increasing productivity and the buffer stock;
A cash assistance program of P2 billion for displaced workers and P1.5 billion for overseas Filipino workers;
A P1 billion loan program for micro-, small-, and medium-enterprises, plus P203 million for enterprise development training
and livelihood kits; and,
An amount of P1.2 billion for the Social Security System’s unemployment benefits
The list is longer. All in all, the estimated budget for the emergency support is P305 billion. The money is there. The government
has realigned the national budget and has borrowed money, with the Bangko Sentral ng Pilipinas purchasing government
securities amounting to P300 billion, and official donors or creditors providing additional financing.
Note that the biggest chunk of the budget is allocated for the low-income families that constitute the informal sector. And there
lies the challenge — quick and effective execution.
The Department of Social Welfare and Development (DSWD) has the main task of disbursing the cash transfers. Two-thirds of the
budget for the emergency program is allocated for the cash transfers. Sadly, the DSWD is institutionally and organizationally
weak.
The DSWD has already been beset with inefficiency, even before COVID-19 engulfed the country. In my column “What Explains
the Increase in Self-Rated Poverty in the Last Quarter of 2019?” (BusinessWorld, Feb. 23), I reported that in 2019, the completion
rate of cash grants to the poor households and indigent senior citizens was a dismal 42.85%.
In addition, the DSWD has yet to release an updated Listahanan (the National Household Targeting System for Poverty
Reduction), the information system that tells us who the poor are and where they are. Updating the Listahanan was conducted in
2019, but the DSWD is behind schedule in encoding the data.
It does not help either that the DSWD has gone through four leadership changes in this political administration. This has resulted
in changing policies and organizational rigmarole. The confusion and the disarray have demoralized the DSWD cadres.
Thus, in the war against COVID-19, the DSWD is slow, tentative and timid. In disbursing the cash grants to the LGUs, it is afraid
that any violation of how the LGUs use and liquidate the money will ultimately be the liability and accountability of the DSWD.
The DSWD is scared of the Commission on Audit (COA). That fear has prevented it from executing a bold and rapid strategy of
disbursement to the LGUs. The DSWD’s conservatism has translated into stiff rules. Documentary requirement demands
beneficiaries have government IDs. But those in the informal sector do not have IDs even as the Philippines has not put in place a
national ID system. The deadline for the liquidation of the expenses is tight. Without the liquidation, LGUs cannot receive the
next tranche of cash grants. The LGU officials also face the threat of criminal, civil, and administrative liabilities if it is reported
that the cash grants were given to unqualified beneficiaries.
The fear of the law has also made DSWD less transparent. The DSWD does not want to share the information it has with other
parties, other than the LGUs, for fear of violating the Data Privacy Act. This prevents audit or verification by an independent third
party.
The DWSD is but one side of the problem. The LGUs, a large number of them, also are weak. This partly explains the DSWD’s
fear or apprehension.
Many LGUs do not even have the community-based monitoring system (CBMS) in place, making them dependent on the DSWD
Listahanan . But then the DSWD has not encoded the updated Listahanan. An operational issue is how to neatly match the
targeted beneficiaries drawn from the 2015 Listahanan but adjusted to population growth and the actual number of beneficiaries
in a specific locality. Some mayors complain about pre-determined “slots” for beneficiaries that they see as inadequate. This
could have been the result of a misunderstanding of the distribution of the cash subsidies. The DSWD is Many LGUs do not even
have the community-based monitoring system (CBMS) in place, making them dependent on the DSWD Listahanan . But then the
DSWD has not encoded the updated Listahanan. An operational issue is how to neatly match the targeted beneficiaries drawn
from the 2015 Listahanan but adjusted to population growth and the actual number of beneficiaries in a specific locality. Some
mayors complain about pre-determined “slots” for beneficiaries that they see as inadequate. This could have been the result of a
misunderstanding of the distribution of the cash subsidies. The DSWD is responsible for distributing the cash transfers to the
Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries. The LGUs are responsible for the other low-income families in the
informal sector that are not covered by the 4Ps. The assistance for the minimum wage workers or the workers in the formal sector
is coursed through other agencies like the Department of Labor and Employment and the Social Security System. It is likely that
some LGUs lumped together all these segments. Worse, lest we forget, the patronage system is alive and kicking even in the time
of a pandemic. Sad to say, we have but pockets of local good governance. Thus, the majority of local executives will play
populist and satisfy all families, even those who technically belong to the upper class.
The problems nevertheless are surmountable. To illustrate, the interpretation of COA rules can be made malleable, if only COA
bureaucrats would show enlightenment. In this regard, the national leadership must flag both the DSWD and COA to adapt, do
things differently, and scrap rigidity. The documentary requirement on IDs should be relaxed by having a vouching system in the
community or barangay. The liquidation of the payout should not impede the release of forthcoming subsidies. And punishment
should only be applied to those who commit fraud. On transparency, the National Privacy Commission must likewise exercise
flexibility in interpreting the law on data privacy. In fact, the law is quite clear that data privacy does not apply to “information
relating to any discretionary benefit of a financial nature” and “information necessary in order to carry out the functions of public
authority.”
The possibility of actual beneficiaries exceeding the targeted number of beneficiaries, because of omission errors and, worse,
leakage due political patronage, is not a binding constraint. LGUs will have adequate resources. This is especially true for highly
urbanized LGUs most affected by the ECQ, which enjoy big internal revenue allotments (IRA). Apart from the cash transfers
amounting to P205 billion, the LGUs have a top-up of P30 billion that the Department of Budget and Management is releasing to
them in the fight against COVID-19. The LGUs should likewise use their available resources from, say, the Quick Response Fund
and the Local Development Fund. And if LGUs would like to have more funds, they could borrow from their future IRA.
To end, I quote the Roman emperor Marcus Aurelius, made famous by the movie Gladiator: “The impediment to action advances
action. What stands in the way becomes the way.”
Source: https://www.bworldonline.com/covid-19-social-amelioration-issues/
1. What are the effects of the pandemic towards the culture of the Philippine society?

2. How were the political affairs affected by the pandemic?

 Process Questions:
How do our interactions affect our culture?
Are our values and beliefs defined by our culture, society, and politics?

Student’s responses:

Now that you know the important ideas about this topic, let’s go deeper by moving on to the next section.

Anthropology, Sociology, and Political Science

“Inana man gyud na sila.” “I thought I was the only one who
thought of that!“ Opinions as such are what we partake in conversations or
read online, and these give us the idea that people in different places have
distinct characteristics, thoughts, feelings, and practices. That is what the
study of Anthropology resides on--the differences and similarities of
cultures all over the world, and how they developed over time. What was
the first recorded cultural practice like? What were the practices and tools
that allowed humans to survive the changes in the environment? These are
only some of the questions that anthropologists thrive to answer as they
study millions of years of hundreds of
https://peregrinacultural.wordpress.com/pa
ge/603/
sociocultural diversities. Moreover, the study of each culture is considered
valuable in the context of their own society, thus the principle of “equal but
different.”
 Sociology, on the other hand, is the study of people’s actions and interactions within society,
connecting people with the structure of society. It focuses on
groups, and their corresponding patterns of behavior. August Comte
was one of the pioneering sociologists who was recorded to have
coined the term sociology. Although many thinkers have considered
the study, their approach resided more on their ideal societies, unlike
Comte, who studied what society was and how it can be improved
(Macionis, 2014). You, too, can extend your
interest in the discipline, since it enables you to improve your https://pinoy-
culture.tumblr.com/post/95643919362/before-there-were-
photos-life-and-portraits-were
understanding of people and even of how you fit into this society and
the contributions you can add in it.

Lastly, the discipline of Political Science focuses on the study of political ideologies-- analyses
of political systems, behaviors, ethics, administration, and other dynamics. Most of all, it revolves around
the use of power that controls politics. When political scientists learn of people’s cultures and the kind
of society they live in, these should serve as a guide for them to formulate policies that will better the
society. Politicians, as well, should exercise their power in a way that promotes the welfare of both
culture and society. Food for thought: do you think the Philippine politicians make use of their power to
improve our society?
The three disciplines display importance in comprehending everyday aspects of life. For instance,
if we take interest in basketball, anthropology would study its traditional facet, such as the Mesoamerican
basketball game called pok-ta-pok (see image), which
was more than just a game, but a ritual. That is culture. Sociology, on the
other hand, would look into how basketball influences the character of
the viewers, or how the Mamba Mentality affects groups of young men
and women in achieving their aspirations. And that speaks a lot about
their behaviors. And for Political Science, although on a more economic
note, government funding for national basketball teams or local barangay
basketball leagues would be examples. This
shows how political scientists would assist the government to https://www.culturamaya.org/wp-
content/uploads/tradiciones-mayas.jpg

implement such funding.

If you go back to the Pre-test you took, the answers would be the following:

3. C. Sociology. The discipline of Sociology studies society, and the issues and concepts that
revolve around it, even the external forces that influence our actions and interactions in our
everyday lives.
4. A. August Comte. He was credited to have coined the term “Sociology” in 1838.
5. A. Anthropology. The discipline of Anthropology studies culture, which as aforementioned,
revolves around people’s “ways of living.” And as cultures would vary around the world, they
are accounted as “equal but different” ways of life.
6. D. Political Science. The discipline of Political Science is the systematic study of politics,
which began in ancient cultures.
Activity 3: Connecting Concepts
Description: Identify if the idea stated below is covered in the realms of Anthropology, Sociology, and/or
Political Science.

Statement/Scenario Discipline

Example: Effectiveness of medical practices of Answer: Anthropology

albularyos

Livelihood of tribal villages in India

People panic buying after the news on the global

pandemic

City ordinances on the disobedience of the use of

face masks

Loss of physical interaction among people

because of the pandemic

Shift in church-going practices

Process questions:
How are anthropology and sociology different and alike?
What is the importance of learning about the three social science disciplines?

Overall, what we are all trying to understand is society in general, as it is composed of both culture and politics. One
concept always influences another. But in order to have a clearer grasp of the dynamics in society, let’s try to
learn more about the different theoretical perspectives!

What Makes Society Possible

A society is incomplete without the interactions that are essential to its

members. Because of different cultural and political practices, ideas, and
opinions, there has to be certain explanations as to why people interact the way
they do. Many social scientists have come up with various theories that explored
and explained the everyday dynamics of people in societies.
These theories are what the social scientists perceived about the society
that they live and grew up in. Just like in the image on the left, try to figure out
what you can make out of it.
https://i.pinimg.com/originals/f1/c5/
b0/f1c5b05750bb268f0993632847
43283d.png
 Do you see a young lady turning away? Or an old woman looking down? Theoretical
perspectives are just the same--they are different ways of looking at one society. There are three major
perspectives that view society: Structural Functionalism, Conflict Theory, and Symbolic Interactionism.
Structural Functionalism is the perspective that looks at society as a system with functioning parts
and roles that members have in order to achieve order and solidarity. In this theory, society is possible
because of the cooperation that its members have, and the interdependence that their roles portray. One of
the major proponents of this theory was Emile Durkheim, who was concerned about the idea of social
cohesion or solidarity. For instance, before the pandemic, your roles were to go to school, mingle with
classmates, pay attention to teachers, hang out with friends, then go home--all of these things contribute
to the unity and cooperation of society, hence a social cohesion. Your teachers, in return, have their roles
to transfer learning to you. You parents, too, have the roles to give you your allowance, to drive you to
school, among other roles. Thus, structural functionalism follows a continuous pattern of everyday life.
However, these roles that members of society embody may often be disputed--some members would opt
not to portray their roles, which causes a disruption in the social order, such as thieves, rebelling children,
corrupted officials, and the like-- and these are called social dysfunctions.
The next perspective is Conflict Theory, which opposes social order, and sees society as “an arena
of inequality that generates conflict and change” (Macionis, 2014). This theory has a more economic
flavor to it, as it includes how social class, gender, race, ethnicity, and even language are connected with
society’s unequal allocation of resources--money, power, and education. Its main proponent, Karl Marx,
studied the causes and effects of class conflict between the rich and the poor, or the “haves” and the “have-
nots,” theorizing that conflict is created because of the unequal distribution of resources between the two
classes. The theory also looks into how a society with inequalities is actually beneficial to it, which means
it explains how the rich and the poor, the privileged and the oppressed, the hierarchy between men,
women, and other genders are all essential for a society to be possible.
Finally, the third perspective is Symbolic Interactionism. Unlike the previous theories, it does
not deal with social order or social conflict. Instead, it revolves around the meaning behind everyday
interactions among individuals. Max Weber was one of the major contributors to this perspective, as he
theorized that people would act and interact based on the meaning that they give towards people and their
surroundings. Members of society often attach meanings to symbols all around--from the gadgets that you
use to the messages that someone sends you. Thus, in this theory, society creates its own sense of reality
as we dictate how we think of ourselves and of others, and define our own materials and surroundings.
For instance, your response to the famous sinigang debate would define how Filipino you are, or your
ownership of the latest Apple product would determine how rich you are. Thus, meaning-making and
symbols would make society possible for this perspective.

If you go back to the Pre-test you took, the answers would be the following:

7. C. Structural Functionalism. This sociological perspective states that every member in the society
should have a corresponding function, hence the concept of social order.
10. D. Symbolic Interactionism. This sociological perspective looks into the meaning of the
“symbols” created when we interact with one another (e.g. holding hands, sharing food, gendering
items, etc.)
Activity 4: The Problem’s Perspective

Description: Based on the problem you identified in Activity No. 1, select one of the three perspectives.
What could have caused the problem based on your selected perspective?

Earlier on, we defined the concepts of culture, society, and politics. We have also discovered different
disciplines that study those concepts, as well as the perspectives that look into societies interactions. But let’s dig in
deeper with more concepts that connect everything together!

Characteristics of Culture
Before introducing more new concepts, let us identify how culture is characterized. Culture is
“that complex whole which includes knowledge, belief, art, morale, laws, customs, and any other
capabilities and habits as acquired by man as a member of society” (Taylor, 1871). And in this variety of
ways of life, it can be concluded that culture is a product of behavior, that of which exists once humans
interact with one another. Culture also varies from one society to another, and from one period of time
to another. It is also shared and learned, from the moment we were born, we are introduced to different
habits and customs. Thus, culture is transmitted among society’s members, passed on from one generation
to the next, making it a continuous process and a cumulative ground of prior customs--from our shared
attitudes, values, beliefs, legends, among others.

Ethnocentrism and Cultural Relativism

No culture in societies are universally alike. For instance, some children are used to growing up
in an innocent setting, free of worries awaiting in adulthood. However, some children in other countries
do not face the same simplicity of life, as many families in foreign countries rely on their children to earn
for them. Thus, what one society would normally practice would seem different and unjust, and even
immoral, for others. Various cultures raise people in their own ways, thus, we are all considered “equal”
and yet so different.
 Because we are so adapted to our own cultures, some societies
tend to think of themselves as the “better” culture or the “correct”
culture. This practice is called ethnocentrism, the tendency of one society
to consider their own culture as the center of everything or the superior
of all other cultures. In other words, ethnocentrism is a society’s bias of
its own culture, serving it as the basis of judging the “rightness” and
“wrongness” of other cultures. One of the most infamous examples of
ethnocentrism is the Nazi Germany and Adolf Hitler’s belief that only
their race is the acceptable one, and the rest, the Jews, should be
eradicated. https://tncandglobalisation.weebly.com/tncs-effects-
on-globalisation.html

On a lighter note, ethnocentrism is countered by the concept of cultural relativism, wherein

different cultures are perceived based on their own standards. This means that there is no inferior or superior
culture, but rather an appreciation of all cultures because it is what their societies have practiced for
centuries. However, it is difficult to adapt this practice if one is so immersed in his own culture. Openness
to new values, beliefs, and habits is important. However, although cultural relativism deems to be a better
practice, some cultures still involve danger and harmful patterns of behavior. Accepting the relativity
among cultures would mean accepting that some cultures practice harming others.

If you go back to the Pre-test you took, the answers are the following:

8. D. Ethnocentrism. This concept comes from the word ethno (Greek), which refers to people,
and centric (Latin), which means center. Hence, ethnocentrism tends to put one society (group
of people) as the center of or superior to everything.
9. A. Cultural Relativism. This concept entails that all cultures all over the world are considered
valid on the basis of their own cultural context.

Activity 5: Situational Analysis

Description: Think, analyze, and discuss your thoughts on the given below. Defend your answer by
applying the concepts of ethnocentrism and cultural relativism.

The issue on racism is known all over the world--a lot of groups and societies face it. African
Americans continually face it in on an international scale, with issues on slavery, bullying, discrimination,
and oppression in retrospect, just because of the color of their skin. In the middle of this year, Black lives
continue to be defended from racists.
Even on a more local scale, the Philippines has its share of a similar social issue. Indigenous groups
are often looked down upon and are perceived as inferiors by middle- to upper-class societies in the
country, because they have different habits, practices, and overall lifestyles than the modern Filipino
society.
What are your thoughts on these issues in the context of ethnocentrism and cultural relativism? In
your opinion, what are some of the things that should happen about them?
After doing all the assigned readings and tasks, write down your revised ideas about the topic under the second
column.
What are your initial ideas about What ideas changed as you went What are your final ideas? How are
the subject? along the lesson? these applied or related to
real life?
III. REFLECTION
How will the study of culture, society, and politics help you become more responsive and responsible
students?
REFLECTIVE LOG

Date

What were your expected goals for this module?

What went well? What needs to be improved on?

What will be my goals for the next module?

Let’s revisit your ideas earlier and finally complete the table chart.
What are your initial ideas about What ideas changed as you went What are your final ideas? How are
the subject? along the lesson? these applied or related to real life?
IV. ACTION

MINI-TASK 1: Problem-Solution Chart

Instruction: Given your identified problem/s in your environment, determine

the cause, effect, and an ideal solution. Use a long bond paper size (8’ x 13.5”)
and be as creative as you want with the format and design!

Processing Questions:

On a scale of 1-10, how interesting was the Mini-Task? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

On a scale of 1-10, how difficult was the Mini-Task? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

How did the lessons help you see the real-world use of the lessons?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Your work will be evaluated based on the rubric below:

CRITERIA Exemplary Proficient Satisfactory Inadequate

15 - 20 points 10 – 14 points 5 – 9 points 0 – 4 points

Content and Clearly presents Fairly presents Contains a Little to no effort
Organization and defines the and defines the concept of the in presenting the
problem, cause, problem, cause, problem, the problem, cause,
effect, and states effect, and states cause and effect, effect, and
a logical, a logical solution and a logical solution, and
workable, and to the problem, solution with without
best alternative with arguments minimal support arguments and
solution to the and sources from sources sources
problem, with
supporting
arguments and
sources
12 - 15 points 8 – 11 points 4 – 7 points 0 – 3 points
Unity and Contains unified Contains slightly Contains ideas Little to no ideas
Clarity ideas and clarity unified ideas and and content, but and content
of content, easily clear content, only slightly clear present
understandable understandable, and
and straight to slightly straight to understandable
the point the point
8 - 10 points 6 - 7 points 3 - 5 points 0 - 2 points
Punctuality All deadlines Most deadlines Many deadlines Deadlines were
were met were met, but had were not met, and regularly
minimal negative poorly impacted missed, and
impact on the the final task negatively
final task impacted the
final task
4 - 5 points 3 points 2 points 0 – 1 point
Follows the Follows the Follows the format Does not follow
Format and format, contains format with some with mistakes, the format, has
Reliability complete mistakes, contains contains minimal little to no
documentation documentation documentation documentation
and reliable and some reliable and reliable and sources
sources sources resources
TOTAL 50 points
Activity 6: Exit Ticket
Description: In order to share your key takeaways from the lessons in the
module, complete the statements below:

After this module, I learned that

I realized that

I am now challenged to

You are about to complete the module!

Answer the post-assessment on the next page to finish this.
V. EVALUATION
POST-TEST:
It’s now time to evaluate your learning. Encircle the letter of the answer that you think best answers the
question. Your score will be disclosed by your teacher during Consultation Periods.

1. Which of the following scenarios portray a person’s principles or standards of behavior?

A. Bong enjoys going to school because he likes acquiring new knowledge
B. Vincent hears mass every Sunday because he believes that it is a sin not to do so
C. Anne consistently arrives early to work in order to avoid traffic, since she lives far away
from her workplace
D. Tabita lends his friends some money and expects his kindness to be reciprocated because it is
their “utang na loob”

2. There are various “ways of living” around the world. Which statement below does NOT describe a
“way of living”?
A. turning on the lights when it’s dark
B. celebrating Sinulog festival in Cebu
C. spending Christmas time with family
D. preparing lechon during birthdays and other occasions

3. Which of the following BEST defines the discipline of Sociology?

A. Sociology is the study of society
B. Sociology is the study of governance and politics
C. Sociology is the study of customs, traditions, and other cultural practices
D. Sociology is the study of groups and their patterns of behavior, actions, and interactions

4. Who coined the term “Sociology”?

A. Karl Marx first used the term “Sociology” when he studied class conflict
B. August Comte was the first recorded social scientist who used the term “Sociology”
C. Emile Durkheim coined the term “Sociology” from his works on Structural Functionalism
D. Max Weber established the term “Sociology” as he developed his research on the subject

5. In what way does Anthropology study the “equal but different ways” of how people live in their
societies?
A. By looking at the society’s response to what culture is
B. By understanding why people practice their cultures in their own societies
C. By understanding that societies consist of different cultures, interactions, and political
ideologies
D. By looking into the realities that various cultures exist, yet have no universal form of culture
practiced by all societies

6. Which statement below best describes the study of theories and practices of government, public
administration, and rules and regulations?
A. Formally sending an email of inquiry to your boss
B. Falling in line during Communion and giving monetary offerings during the Offertory
C. Stopping at a red light and using a pedestrian lane when crossing the busy, traffic roads of
the city
D. Mandating ordinances to require Barangay Exit Passes when going out, to control activity
outside the house
7. How is social order achieved through the Structural Functionalist perspective?
A. Social order results from distinguishing between right and wrong doings
B. Social order happens through the cooperation of people in accomplishing their roles in
society
C. Social order occurs because of the existence of the privileged and the oppressed in the
society
D. Social order takes place when the members of the society understand the meaning behind
the concept

8. Which statement below describes ethnocentrism?

A. Giving money and food to beggars off the street
B. Distancing oneself from other groups because of the pandemic
C. Americans telling Mexicans who live in their state to “go back to your country!”
D. Indigenous groups in the Philippines promoting and exercising their rights to keep their
traditions and customs

9. In Turkey, non-Muslim women are required to wear simple head coverings when visiting mosques.
Other Muslim countries, however, do not require such, but welcomes those who do so. Moreover, many
Muslim women opt to either wear hijabs or not, depending on their cultural tradition. What concept does
this best describe?
A. Cultural Relativism C. Ethnicity
B. Culture D. Ethnocentrism

10. Which of the following scenarios involve the Symbolic Interactionist theory?
A. Augustus drives to work everyday
B. Max buys a Barbie doll for his sister’s daughter
C. Emily hides under her pillows when she watches horror movies
D. Karl thinks the government is not doing enough to fight the pandemic
SELF-ASSESSMENT
Before moving on to the next module, kindly complete the table below:

Lesson Activity Actual Date of Were you Reason/s:

No./ Completion able to
Task complete the
task on time?

Key Observations on 1
Culture, Society, and
Politics
2

The Social Sciences: 3

Sociology,
Anthropology, and
Political Science

The Perspectives of 4
Anthropology and
Sociology

Ethnocentrism and 5
Cultural Relativism

Mini-Task 1 MT 1

Closing Activity 6

You are now ready to

proceed to the next
module!