Quarter 1 - Module 3

Looking Back at
Human Biocultural
and Social Evolution
Prepared by: Robert Jay C. Caindoc
Introduction
According to Banaag, of 2012 evolution is a natural process of biological changes occurring in a population
across generations. It helps us identify and analyze man’s physiological development which is important in
his subsistence.

More so, the evolution of man became an important concern in the emergence of different societies. All of the
human’s social drives developed long before he developed intellectually. They therefore, instinctive. Such
instinct a mother-love, compassion, cooperation, curiosity, inventiveness and competitiveness are ancient
and embedded in the human. They were all necessary for the survival of the human and pre-human
(www.onelife.com). Hence, man’s progression and characteristics are essential in understanding the
capability for adaptation.

This module contains some activities that can help students recognize or trace the biological and cultural
evolution of early to modern humans. Explore the significance of human material remains and arte factual
evidence in interpreting including cultural and social including political and economic processes. Recognize
museum, archeological and historical sites as venues to appreciate and reflect on the complexities to bio-
cultural and social evolution as part of being and becoming human.

3
GENERAL OBJECTIVES

After going through this module, you are expected to:

1. Trace the evolution of early humans;
2. Identify the early tools used by early hominid;
3. Recognize museum, archeological and historical sites through research as
venues to appreciate and reflect on the complexities to bio-cultural and
social evolution:
4. Discuss how society sustain itself across generations
This module has two lessons:

• Lesson 1- Biological and cultural evolution: from homo habilis to

homo sapiens in the fossil record
• Lesson 2- Cultural and socio-political evolution from: hunting and
gathering to the agricultural, industrial, and post-industrial revolutions
GENERAL OBJECTIVES

1. After going through this module, you are expected to:

2. Trace the evolution of early humans;
3. Identify the early tools used by early hominids;
4. Recognize museum, archeological and historical sites through
research as venues to appreciate and reflect on the
complexities of bio-cultural and social evolution:
5. Discuss how society sustains itself across generations.
 Lesson 1

Biological and Cultural

Evolution: From homo habilis
to homo sapiens sapiens in the
fossil record
The Biological and Cultural
Evolution
BIOLOGICAL EVOLUTION

•It refers to the changes,

modifications, and variations in
the genetics and inherited traits
of biological populations from
one generation to another.
•Scientist study the changes in
the physical body of humans,
and the changes in the size of
their bones.
CULTURAL EVOLUTION

•It refers to the changes or

development in cultures from a
simple form to a more complex
for of human culture.
• Scientists study the cultural
evolution of humans by
analyzing the changes in the
latter’s way of life.
 CHARLES ROBERT DARWIN

It is not the strongest of

the species that
survives, nor the most
intelligent. It is the one
that is most adaptable
to change.
•The evolution of species happens through the
process of natural selection.

NATURAL SELECTION

•The reason for occurrences of evolution.

• The outcome processes that affect the frequencies
of traits in a particular environment. Traits that
enhance survival and reproductive success increase
over time.
 Natural Selection Three Principles
Variations

• Every species is made up of a variety of individuals wherein some are adapted to

their environments compared to other

Heritability

• Organisms produce progeny with different sets of traits that can be inherited

Differential reproductive success

• Organisms that have traits most suitable to their environment will survive and
transfer these variations to their offspring in subsequent generations
The Hominids

• The general term used to categorize the

group of early humans and other
humanlike creatures that can walk erect
during the prehistoric period.
• According to (Ember, 2002) that one of the
most controversial aspects of Darwin’s
theory, suggests that one species could
evolve into another species. It is one of
the earliest members of the primate family
hominid, containing humans, their
immediate ancestors, and close extinct
relatives.
Categories of Hominids
Categories of Hominids

Australopithecus

The first definite Hominid, their

teeth share basic hominid
characteristics of small canine, flat
and thickly enameled molars, and
a parabolic dental arch, and there
is ambiguous evidence that even
the earliest australopithecines
were bipedal. Bipedal refers to
using two feet in moving.
HOMO

•They are classified as humans and not humanlike

creatures because they had bigger brains and
were bipedal.
Categories of Hominids

The Homo Habilis

Is known from Tanzania, Kenya and South Africa. Species

with a brain broca’s area which is associated with speech in
modern humans and was the first to make stone tools. The
ability to make and use tools is a unique quality of humans
such that the species is recognized to be the first true
human. The specie names mean “Handy Man”. Lived about
2.4 to 1.4 million years ago scavenging for food.
Categories of Hominids

The Homo Erectus

The species names “Upright Man”

with body proportions similar to that
of modern humans. Lived 1.89 to
143,000 years ago; adapted to hot
climates and most spread in Africa
and Asia. They were the first hunters
with improvised tools such as axes
and knives and were the first to
produce fire.
Categories of Hominids

The Homo Sapiens

The species name means

“Wise Man” that appeared
form 200,000 years ago.
The present human race
belongs to this species.
Categories of Hominids

The Homo Sapiens Sapiens

Subspecies known as Cro-

Magnon are characterized to be
anatomically modern humans
and lived in the last Ice age of
Europe 40,000 to 10,000 years
ago. They were the first to
produce art in cave paintings
and craft decorated tools and
accessories.
SIMPLE DIFFERENTIATION
OF THE CULTURAL
EVOLUTION
PALEOLITHIC AGE
In the Paleolithic period (roughly 2.5 million years ago to 10,000 B.C.), early
humans lived in caves or simple huts or tepees and were hunters and
gatherers. They used basic stone and bone tools, as well as crude stone axes,
for hunting birds and wild animals.

• Unpolished stone implements

• Hunting and gathering
• Nomadic way of living
NEOLITHIC AGE

The Neolithic Era began when some

groups of humans gave up the nomadic,
hunter-gatherer lifestyle completely to
begin farming. It may have taken humans
hundreds or even thousands of years to
transition fully from a lifestyle of subsisting
on wild plants to keeping small gardens
and later tending large crop fields.

• Polished stone tools

• Domestication of plants and animals
• Living in permanent places
Early societies started to emerge as a result of
man interaction with his environment. Every
society is organized in such a way that there will
be rules of conduct, customs, traditions, folkways
and mores, and expectations that ensure
appropriate behavior among members (Palispis,
2007 p.254)
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 Lesson 2

Cultural and Socio-Political

Evolution: from Hunting to the
Agricultural, Industrial, and
Post-Industrial Revolutions
Learning objectives

• Explore the significance of human material remains and

artefactual evidence in interpreting cultural and social,
including political and economic, processes.
• Recognize national, local, archeological and historical
sites as venues to appreciate and reflect on the
complexities of bio-cultural and social evolution as part
of being and becoming human
The Neolithic Revolution

• According to V. Gordon Childe the term “Neolithic Revolution” is also

called “Agricultural Revolution”. It describes the origin and impact of
food production-plant cultivation and animal domestication.
• “Neolithic” which means “New Stone Age” which is refer to techniques
of grinding and polishing stone tools.
• More so, the main significance of the Neolithic was the new total
economy rather than just the tool-making techniques. And now
Neolithic refers to the first cultural period in a given region in which the
first signs of domestication are present. The economy based on food
production produced substantial changes in human lifestyle (Kottak,
2009).
1.Neolithic Stone Tools

The neolithic period began when the first human settled down and began
farming. They continued to make tools and weapons from flint and some
kinds of tools.
2.Fertile Crescent, a Cradle of
Civilization

The Fertile Crescent is the region in the

Middle East that curves, like a quarter-
moon shape, from the Persian Gulf,
through modern-day southern Iraq,
Syria, Lebanon, Jordan, Israel, and
Northern Egypt. It contains
comparatively moist and fertile land.
The region is often called the “cradled
of civilization” which saw the
development of some of the earliest
human civilizations.
Early Civilization and the Rise of
the State
1.The emergence of Civilization

Kottak (2009) states that most ancient civilizations have been

studied by archeologists rather than historians because those
civilizations evolved before the advent of writing. The earliest
Neolithic societies were egalitarian- people did not differ much
in wealth, prestige, or power.
2.The Cradles of Civilization
Is the term that refers to a civilization that emerged
independently. All of these civilizations developed around rivers,
which provided enough water for large-scale agriculture,
enabling people to abandon a hunter-gatherer lifestyle and
grow and store surplus food.
a. Tigris-Euphrates River Civilization of Mesopotamia- The most known
ancient civilization was in Mesopotamia, a region that lies in modern Iraq.
It is sometimes called the Fertile Crescent because it is a crescent-shaped
area between Tigris and Euphrates rivers.
B.The Nile Valley Civilization of Egypt. Egypt was known as the Gift of the
Nile because the annual flooding of the Nile made it possible for agriculture
on which Egyptian civilizations were based.
C. The Yellow River Civilization of China. In 3000 B.C. the Yellow River Valley was settled by
farmers. Chinese legends hold that Xi dynasty arose and flourished during the prehistoric
period
d. Indus Valley Civilization of India. The ancient civilization of the Indus Valley, located in
modern Pakistan, is unique because unlike the continuously existing civilization of
Mesopotamia, Egypt, and China rose and fell, leaving only mysterious ruins to testify to
its existence.

Ancient Indus Valley

Civilization in the
northwestern regions of
South Asia, lasting from
3300 BCE to 1300 BCE,
and in its mature form
from 2600 BCE to 1900
BCE
3. Features of Civilizations

Perry (1983) states that historians use the term civilization to

distinguish between pre-historic societies and the considerably
more advanced societies that developed later. The following are
features of civilization;

a. Cities
b. Writing
c. Specialization
d. Government
e. Religion
• Cities. Civilized societies were urban societies, for civilization developed in
cities. They were larger and more complex than villages. They had palaces,
temples, markets, workshops, and homes.

• Writing. Written language enabled people to preserve, organize and expand

their knowledge. It made it easier for government officials, priests, and
merchants to carry out their duties.

• Specialization. Civilized societies were specialist-artisan, merchants, priests,

record-keepers, government officials, and farmers. In exchange for the food
they got from the villages, city dwellers supplied farmers with goods
manufactured in the city. It encouraged trade, local and regional, and trade
encouraged the exchange of ideas.
Government. In civilized societies, the government became
more organized. There were rulers who issued laws and officials
to carry them out.

Religion. Civilized societies had organized religions with a

powerful, trained, and wealthy priesthood. From the priesthood,
people derived their values and attitudes toward life.
4.Democratization .

• According to (Shively of 2005) states that democracy is a state in which all fully qualified
citizens vote at regular intervals to choose, from among alternative candidates, the people
who will be in charge of setting the state’s policies. Democracy comes from the Greek word
demokratia: demos meaning “people” and kratia meaning “government”. Therefore,
democracy is “government of the people”

• At the present time the world democracy has rather magical connotation and somewhat
tranquilizing effect. Any citizen who persuaded that its own government system is a
democratic one is likely to accept the political power exercised by that system.
 Module 4

Becoming a Member
of Society
Society is composed of people who play different roles in order to attain
economic development as well as peace and stability. The role and
interaction of different agents of socialization are very important in the
holistic development of every individual.

This module contains some activities that can help students recognize on
various social processes of becoming a member of society and identify
social goals as well as the socially appropriate means to realize these
goals, campaign for inclusive citizenship, and embrace the protection of
human dignity, rights, and the common good.
This module has three lessons:

• Lesson 1- Socialization and Enculturation

• Lesson 2- Conformity and Deviance
• Lesson 3- Human Dignity, Rights, and the
Common Good
After studying this module, the learners will be able to:

1.Describe the development of one’s self and others as a product of

socialization and enculturation;
2.identify the social goals and the socially acceptable means of achieving these
goals;
3.advocate inclusive citizenship; and
4.promote the protection of human dignity, rights, and the common good.
 Lesson 1

Socialization and
Enculturation
Learning Competency:

1.Explain the development of one’s self and others as

a product of socialization and enculturation
WHAT IS ENCULTURATION?

Enculturation is the process by which individuals acquire the

knowledge, skills, attitudes, and values that enable them to
become functioning members of their societies.
WHAT IS SOCIALIZATION?

Socialization, on the other hand, is the process whereby the

individual‘s behavior is modified to conform to the expectation of
the group.
THREE LEVELS OF HUMAN DEVELOPMENT

1. The vegetative level refers to the embryo and early infancy. This is characterized
by preoccupation with food. The infant grabs things and brings them directly to
the mouth. The main thought of the infant is survival.

2. The animal level is characterized by desires for sex and reproduction. At this
stage, man is no different from animals in their need for food and sex. At this
stage, the socialization of man is incomplete.

3. The human level is considered the attainment of human of personality. This

implies the assimilation of behavior, attitudes, and values the society considers
necessary and important to the well-being of the group.
SOCIAL NORMS AND SOCIAL VALUES

Social norms are standards of behavior that tell whether an action is

right or wrong; appropriate or not. They represent standardized
generalizations concerning expected modes of behavior. Among the norms
observed by the society include folkways, mores, and laws.
SOCIAL NORMS AND SOCIAL VALUES

1.Folkways are customary ways of doing things that are fairly weak
forms of norms, whose violation is generally not considered serious
within a particular culture. They are the habits, customs, and repetitive
patterns of behavior.

Examples of folkways, Mano po, Po and Opo, Bayanihan, Harana,

Pamamanhikan.
SOCIAL NORMS AND SOCIAL VALUES

2.Mores are special folkways with moral and ethical values

which are strongly held and emphasized. These include
customs, values, and behaviors that are accepted by a particular
group, culture, etc.
3.Laws are formalized norms enacted by people vested with
authority. These laws reinforce the mores.
SOCIAL NORMS AND SOCIAL VALUES

4.Sanctions are penalties or other means of enforcement

used to provide incentives for obedience to the law, or to
rules and regulations. To ensure that individuals conform to the
norms or behave in ways prescribed within society, sanctions are
applied to attain the individual’s conformity and acceptance of its
norms.
SOCIAL NORMS AND SOCIAL VALUES

FORMS OF SANCTIONS

a. Informal sanctions come in unfavorable or favorable public opinion, giving or

withdrawing of support, or gossip.

a. Formal sanctions may be in the nature of getting high academic ratings, awards in
school, promotion or salary increase for employees, medals or plaques of honor,
certifications of merit or other citations fort achievement.
SOCIAL NORMS AND SOCIAL VALUES

APPLICATION OF SANCTIONS

a. Physical sanctions: bring physical pain or pleasure. Ex: Having it

brings pleasure, losing it brings pain.

a. Psychological sanctions: address the feelings and emotions of a

person. They can make one feel good or bad. Positive psychological
sanctions are found in compliments ribbons, badges and awards. Negative
psychological sanctions are found in insults and rejection.
Schaefer (2012) delineates cultural values as collective
conceptions of what is considered good, desirable, and proper-
or bad, undesirable, and improper. It reveals what preferences
people should pursue which are vital for their continued
existence. With the favorable norms and values in a society, all
people are expected to conform to, follow and practice them .
Statuses and Roles

A status is any position that an individual can occupy in society. It is not

a ranked position, but simply a label that implies certain roles that must
be performed (Newman, 2012). For example, one can be a student,
singer, or a computer genius. Though some statuses are generally
recognized as prestigious, prestige like beauty is certainly relative or
depends in the eye of the beholder (Santarita and Madrid, 2016). Social
Statuses can be classified into two:
Role, on the other hand, involves the pattern of expected behavior
in a social relationship with one or more persons occupying other
statuses. (Panopio, 1994). It is what the individual is expected to
do, given his status (Arcinas, M., 2016).
 Lesson 2

Conformity and
Deviance
Learning Competency

• Identify the social goals and the socially

acceptable means of achieving these
goals
SOCIAL CONTROL

Society makes various types of social control depending on the

situations.

TYPES OF SOCIAL CONTROL

1. Direct control is exercised by the primary groups like family, peer
group, who praise or condemn the behavior of an individual.
2. Indirect control is exercised by the secondary groups like
traditions, customs, institutions, etc.
SOCIAL CONTROL

Society makes various types of social control depending on the

situations.

POSITIVE AND NEGATIVE MEANS

1. Positive means of social control is through praise, prizes, fame,
respect and promotion.
2. Negative means include criticism, gossip, punishment and
ostracism.
SOCIAL CONTROL
Society makes various types of social control depending on
the situations.
FORMAL AND INFORMAL CONTROL
1. Formal control is designed and regulated by some
authority like the government which makes laws to
control order.
2. Informal control is the unwritten rules and regulation
characterized by informal authority like criticism, sociability,
and public opinion.
DEVIANCE

Deviance is defined as the recognized violation of cultural norms.

When most of us think of deviant behavior, we think of someone
who is breaking the law or acting out in a negative manner.
Deviancy, however, must not be construed in as always
negative. This may be tolerated, approved or disapproved.
DEVIANCE

MOST COMMON DEVIANCE

1. Homosexual 8. Perversion
2. Drug addiction 9. Politics
3. Alcoholism 10. Communism
4. Murder 11. Atheism
5. Prostitution 12. Political Extremism
6. Lesbianism 13. Ear Piercing
7. Mental Illness 14. Tattooing
MODE OF ADAPTATIONS

1. Conformist – is a person who accepts both the societal goals

and the approved means to reach them.

2. Innovator – is a person who seeks to achieve goals by means

that are not approved by the society.

3. Ritualist – is a person who follows the norms to the letter but

reject or abandon the hope of achieving societal goals.
MODE OF ADAPTATIONS

4. Retreatist – is a person who rejects both the societal goals

and institutionalized means to achieve them.

5. Rebel – is a person who rejects both the societal goals and

the means to achieve them; instead he substitutes them with
new goals and new means to achieve them
 Lesson 3

Human Dignity,
Rights, and the
Common Good
Learning Competency:

• Advocate inclusive citizenship

• Promote the protection of human dignity,
rights, and the common good.
Activity 3.1: Analyze this line below which is taken from Article 1 of the Universal
Declaration of Human Rights. Explain your own understanding of this briefly and
clearly. Write it in the spaces provided.
MAN AS A MEMBER OF A POLITICAL COMMUNITY

A member of a political community must be able to internalize the Preamble of the

Constitution by heart.

The Preamble of the 1987 Philippine Constitution states:

“We, the sovereign Filipino people, imploring the aid of Almighty God, in order
to build a just and humane society, and establish a Government that shall
embody our ideals and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves and our posterity, the
blessings of independence and democracy under the rule of law and a regime
of truth, justice, freedom, love, equality, and peace, do ordain and promulgate
this Constitution.”
• As citizens, we always think of the promotion of the common good or
general welfare.
• To become a responsible citizen, there is a need to promote the
common good such as obeying the law, volunteering in the
community, paying taxes honestly, informing himself about important
political issues, and respecting the rights of others.
• He or she is willing to sacrifice his individual interests for the
collective good of the nation.
• This is called inclusive citizenship wherein the government should
create a program that will provide all citizens a strong sense of
belonging to the society.
• Human rights are inalienable rights
that protect people’s dignity as
human beings.
• These give them the rights to
choose, to live, to love, to property, to
make their living, to practice one’s
profession, to vote, and to be voted,
among others. These assure people
the means to fulfill their basic needs.
By guaranteeing life, liberty, equality,
and security, human rights protect
people against abuse by those who
are more powerful.
• Human Dignity referred to an
individual or group's sense of
self-respect and self-worth,
physical and psychological
integrity, and empowerment It is
stated in the United Nations’
declaration of human rights is
the recognition of the inherent
dignity and of the equal and
inalienable rights of all members
of the society
• As cited by Saluba, Dennis J. et. al.
(2016), deviance is inevitable. Human
dignity, rights, and the common good
should be righteously extended to
deviants by society itself.
• Even if the person is a deviant and a
criminal, he or she should be respected
and treated justly as a human being.
Violating his or her rights means treating
him or her inhumanely.
• Accordingly, the common good is
espoused with human rights that provide
benefits to the society
• The principles of Human rights, human
dignity, and common good advocate the
belief in the inherent dignity and worth of
every human being.
CITIZENSHIP

Citizenship has been defined as “membership in a political community

which is personal and more or less permanent in character.” It is the
status or character of being a citizen. And a citizen of a given state or
country is one who owes it permanent allegiance and is entitled to its
protection on the basis of the legal and political conception of
citizenship. Thus, being a citizen necessarily entails assertion of
one’s rights and privileges and conversely an unwavering performance
of his duties and obligations to the government.
CITIZENSHIP

The Constitution recognizes the human rights of every citizen as enumerated in

the Bill of Rights. These include natural rights, civil rights, political rights,
economic rights as well as rights of the accused before, during and after
trial. Human rights are rights inherent to all human beings, whatever our
nationality, place of residence, sex, national or ethnic origin, color,
religion, language, or any other status. We are all equally entitled to
our human rights without discrimination. These rights are all
interrelated, interdependent and indivisible.
INCLUSIVE CITIZENSHIP

As citizens we always think of the promotion of the common good or general

welfare.

A responsible citizen promotes the common good by obeying the law,

paying taxes honestly, informing himself about important political issues,
volunteering in the community and respecting the rights and opinions of
others.
INCLUSIVE CITIZENSHIP

A responsible citizen is willing to sacrifice his individual interests for

the collective good of the nation. He remembers his civic duties and
serves his country despite any discomfort such a course might bring.
Responsible citizens obey the law. A harmonious society has order. Every
citizen implicitly consents to maintaining social order by upholding the law
even when he does not like it. If he believes that a law is unfair, he resorts
to the political process to change the law in the manner society prescribes.
INCLUSIVE CITIZENSHIP

Good citizens are familiar with politics and keep the government
accountable by staying on top of its latest proceedings. They wisely
exercise their right vote so that able, honest men are elected to seats in
government.
Responsible citizens volunteer in the community and when they see a
need, they do not idly wait for someone else (like the government) to
address it. They lend a hand, selflessly offering their time, effort and
resources.
INCLUSIVE CITIZENSHIP

Responsible citizens respect the rights and opinions of others and

do not use force or abuse government to silence people who have
different views because such actions subvert a free society.
Responsible citizens listen to others with sincerity and work with fellow
citizens to find the best solution to problems.
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