Professional Documents
Culture Documents
Detailed Lesson Plan Understanding Culture Society and Politics
Detailed Lesson Plan Understanding Culture Society and Politics
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation (15 minutes) “YOU HAVE CHANGED”
The students will be requested to find form their respective groups with 3 members per group. Each group should
choose their guesser of which to familiarize the physical appearance of the members. The guesser will then be asked to move
out of the room for a while to give time for the remaining members to change their appearance and for the guesser to share
their observations.
CHANGE-Affects social mobility such as migration, urbanization, transnationalism, and globalization. Refers to variations or
modifications in patterns of social organizations of the society.
Three causes:
Invention- A new combination or a new use of existing knowledge.
(Material Invention-Bow and Arrow, Mobile Phone, Internet/Computers, Airplane)
(Social Invention- Alphabet, Texting, Jejemon, Gay lingo)
Give an example that shows social change that is actually happening in the society?
CRITERIA:
Content/Script- (30%)
Relevance/Significance- (25%)
Mastery- (20%)
Delivery- (15%)
Impact- (10%)
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
MATERIALS: LCD Projector, Laptop, Costumes and Script for Role Playing, Rubrics
RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is the continuation of the previous discussion divided into two meetings.)
POLITICAL CHANGE- Change in the direction of open, participatory, and accountable politics.
- Youth awareness
CULTURAL CHANGE- All alterations affecting new traits to changes in a culture’s content and structure.
Caused by:
Physical environment
Population
War and conquest
Random events
Technology
Give an example that shows political and cultural changes that are actually happening in the society.
The students will be given the opportunity to perform the given task of Role Playing in the class. The teacher will use the given
rubrics as guide for grading:
CRITERIA:
Content/Script- (30%)
Relevance/Significance- (25%)
Mastery- (20%)
Delivery- (15%)
Impact- (10%)
After the portrayal of the students, the teacher will ask the following questions:
3. How were you able to gather information about social, cultural, and political change?
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is the continuation of the previous discussion divided into two meetings.)
4. Motivation: GROUP REPORTING (15-minutes)
Students are divided into groups. Each group is given an academic topic, concept, or operation and instructed to work
together to construct a brief interesting, interactive lesson to teach it. Groups are encouraged to use other visual aids as
appropriate to illustrate key point(s) of the lesson and to create group activities to demonstrate that their 'students' have
mastered the lesson content.
ANTHROPOLOGY- Produces knowledge about what makes people different from one another and what they share
in common.
POLITICAL SCIENCE- The body of knowledge relating to the study of the state and government.
- Focuses on the “power” that plays a crucial part in the struggle of individuals. (local,
regional, national and international)
What are some of the driving forces of culture change in the world today?
How are anthropology, political science, and sociology related to each other?
Students are divided into groups. Each group is given a specific discipline or study in Social Science which is either
Anthropology, Sociology or Political Science. Groups are encouraged to draw diagrams of words that they can immediately
relate to their assigned discipline. The groups are encouraged to let all the members report and cooperate in the activity. 30
points
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is the continuation of the previous discussion divided into two meetings.)
4. Motivation: GROUP DIAGRAM REPORTING (15-minutes)
Students are divided into groups. Each group is given a specific discipline or study in Social Science which is either
Anthropology, Sociology or Political Science. Groups are encouraged to draw diagrams of words that they can
immediately relate to their assigned discipline. The groups are encouraged to let all the members report and cooperate in
the activity. (30 points)
1. How were you able to come up with the words you organized in your diagram?
2. Based on your activity, what do you think are the goals of Anthropology, Political Science, and Sociology?
Application…
Anthropology
Can provide answers to origin and ethnicity and questions on nationality.
Application…Political Science
Political analysis of political parties of the country cannot be detached from their relationship to social classes.
GOALS OF ANTHROPOLOGY
1. Look at one’s own culture more objectively like an outsider.
2. Discover what makes people different from one another to understand and preserve diversity.
3. Discover what people have in common.
4. Produce new knowledge and new theories about humankind and human behavior.
GOALS OF SOCIOLOGY
1. Obtain theories and principles about the society and aspects of social life.
2. Study the nature of humanity which leads to examining our roles in the society.
3. Appreciate that all things are interdependent with each other.
4. Expose our minds on the perspectives in attaining the truth.
What are your additional inputs that portray the use of Anthropology, Political Science and Sociology in daily lifestyle in the
community?
Content- 10 points
Organization of Ideas- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: COMMUNICATION TINKER TOYS (15-minutes)
Divide students into groups of 3-5. With the previously assigned of bringing indigenous materials, let them create the ideal
student, school, class, teacher or whatever. When they have their creation finished, each group will explain theirs to others. (30
points)
1. Culture is both composed of heritage that can be seen and touched, and those that are abstracted.
Cite some examples of those you have used during the activity.
2. Does your creation provide ideas or artifacts?
3. How will you relate your creation to society and culture?
CULTURE- that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge and everything that a person learns as a member of a society.
Three components:
1. Ideas- thoughts, beliefs, feelings, and rules. (Aversion to incest, the Holy Spirit, and food-sharing among relatives.)
2. Activities- the dynamic components of culture.
-what people do as opposed to what they believe or feel.
Example: Act of punishing the incestuous behavior, sacrifice and religion, celebration of Christmas.
3. Artifacts- man-made products of the ideas and activities. (The knife that kills the incestuous pair, the altar for sacrifice, the
pot that contains the meat for the feast, and the meat for the feast.)
What are the behaviors that humans possess that other primates do not have?
What does culture and society from perspective of anthropology and sociology means?
Why does religion do sacrificial act during celebrations?
Share examples of actual experiences that culture is being handed down from older generation to the next generation wherein
culture is truly shared and there is a patterned being observed.
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
In your own opinion, do we really need to adapt to other cultures? Explain your answer.
List down the factors that affect the behaviors, culture and society. Relate it to real life situation based on the concept learned.
Delivery- 10 points
Concept- 10 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Define culture and society from perspective of anthropology and sociology.
2. Understand the different sociological perspectives of culture and society.
3. Identified the proponents of different perspectives and discuss their view about culture and society.
MATERIALS: LCD Projector, Laptop
RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is continuation of the previous lesson discussed divided into 2 meetings.)
ASPECTS OF CULTURE
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is the continuation of the previous discussion divided into three meetings.)
ASPECTS OF CULTURE
Creativity- 15 points
Relevance- 5 points
Explanation- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Compared and contrast the Ethnocentrism and Cultural Relativism.
2. Created a T-chart that shows the positive and negative side of ethnocentrism and cultural relativism.
3. Given the positive effect and negative effect of promoting solidarity and loyalty within the group.
MATERIALS: LCD Projector, Laptop
RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: MYSTERY STORIES (10 minutes)
Students love mysteries. Teachers can take advantage of this interest by creating short “detective-story”-like narratives that
pose a puzzle. To find the solution, students must recall important facts, concepts, and ideas covered in the course.
*Did you recall some important facts, concepts and ideas? What was your reference of gathering it?
COLLECTIVISM- develops cultural pride and identity, the most important in nation-building.
*Ethnocentrism in excess leads to conflict with groups considered inferior or, in a situation in which one group is more
powerful than the others, to oppression, and sometimes to genocide.
*Western imperialism in the past centuries provided the polarization of relations between the colonizers and colonized the first
world and third world countries, and the developed and developing countries’ economies.
*What are the two components of ethnocentrism that may lead to conflict?
*What are the positive effect and negative effect of promoting solidarity and loyalty within the group?
Construct a T-chart that shows the positive and negative side of ethnocentrism. 25 points
Relevance- 15 points
Explanation- 10 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is the continuation of the previous discussion divided into two meetings.)
CULTURAL RELATIVITY- culture must be viewed and analyzed on their own terms, in context of their own societal
setting.
*No culture should be better than the other.
*Different cultures should be accepted, tolerated and appreciated.
*One must suspend judgment on other people’s practices in order to best understand their cultural terms.
*Why is it cultural relativism believes that there are no universal forms of moral absolutes; in specific circumstances?
Construct a T-chart that shows the positive and negative side of cultural relativism. 25 points
Relevance- 15 points
Explanation- 10 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Explained the definition of tangible cultural heritage and intangible cultural heritage.
2. Evaluated the importance of tangible and intangible cultural heritage.
3. Illustrated the relationship of tangible and intangible societies, environment and resources.
MATERIALS: LCD Projector, Laptop
RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: COMMERCIAL AWARDS FOR EDUCATION/ SCHOLARLY TRAITS (20 minutes)
Group the class into 7 groups which is composed of 5 members each.
Assign each group a letter of the alphabet. For this letter, the group selects an advertising slogan or place that can be used to
teach an educational concept. Design a poster that best represents their award.
FORMS OF CULTURE:
1. Visible and Tangible
*Includes the material objects such as artifacts, buildings, landscapes, tools, furniture, bridges, and any physical substance used
by people.
2. Non-material or Intangible
*It consists of abstractions that includes knowledge, beliefs, values, rules for behavior, traditional skills and technologies,
religious ceremonies, performing arts and storytelling.
UNESCO (UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL ORGANIZATION)- these forms are
considered as “cultural heritage”.
*Cultural heritage does not end at sites, landmarks, monuments, and collection of objects but also with traditions or living
expressions inherited from our ancestors passed to the next generations.
*UNESCO emphasized the preservation of intangible cultural heritage.
*Why is there a need to study one’s culture relative to the same cultural behavior?
Illustrate the relationship of intangible and tangible among societies, environment and resources. Give a brief explanation on
how does it shows relationship in terms of diversity of culture.
Content- 10 points
Organization of thought- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Explained the definition of tangible cultural heritage and intangible cultural heritage.
2. Evaluated the importance of tangible and intangible cultural heritage.
3. Illustrated the relationship of tangible and intangible societies, environment and resources.
MATERIALS: LCD Projector, Laptop
RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is the continuation of the previous discussion divided into two meetings.)
Changes in these forms are brought about by globalization, technological revolution, and even cultural
homogenization.
Threats- lack of support, appreciation, and understanding
Preserving this heritage and passing it on the future generations strengthens and keeps it alive while simultaneously
allowing for it to evolve and adapt. In order to safeguard intangible cultural heritage, it must remain relevant to a
culture and be regularly practiced and learned within communities and between generations.
*How could we value cultural heritages and express pride of place with being ethnocentric?
*Why is there a need to study one’s culture relative to the same cultural behavior?
*To ensure the continuity of Philippine culture, how can you contribute in the preservation of intangible forms of culture?
In your own way as students, how can you be able to preserve your cultural heritage?
Content- 3 points
Organization of ideas- 2 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Discussed the human bio-cultural social evolution.
2. Traced the evolution of human since time immemorial.
3. Conducted participant observation (e.g. describes, demonstrates and performed the context of democratization.)
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: COMPETITIVE QUIZ TEAMS & RANDOM PRIZE POINTS
Divide the class into two or more teams. Allow students to choose names for their teams. Assign students to draft quiz
questions and answers as a review exercise and select the best of them for this activity.
This idea uses the elements of within-team cooperation, between-team competition, and random assignment of prize points to
motivate students. The teacher, as quizmaster, prepares review questions prior to the quiz. Each question should be based on
instructional information previously covered in class and have a brief, unambiguous answer. Cycle among the teams as you
read off the questions. When a question has been read to the team, the team has 15 seconds to huddle and decide as a group on
the answer. The team spokesperson announces the answer to the quizmaster and roles a die to determine the amount of the
team’s random prize points. The quizmaster then tells the team whether their answer is correct.
Australopithecus- bipedalism but had small brain size in proportion to their bodies.
Homo Habilis- smaller teeth and larger brains.
Homo Erectus- they make tools for survival.
a. Evolution
b. Survival of the Fittest
c. Homo Sapiens
d. Homo habilis
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Discussed the human bio-cultural social evolution.
2. Traced the evolution of human since time immemorial.
3. Conducted participant observation (e.g. describes, demonstrates and performed the context of democratization.)
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: LETTER TO SELF
Have each student address an envelope and write a letter reflecting on material remains and artifactural evidence on
interpreting cultural and social, including political and economic process and where do you hope to be in six weeks, six
months, or a year a place where there are artifactural evidence. Instructor should give the letters to the students at the end of
the agreed upon time.
*It was named because of the polished stone tools, as well as techniques that produces such tools.
*It was a revolution because of the advent of food production.
*Agriculture was initiated; human society could now control the reproduction of plants and animals.
*People started settling in specific areas called villages, lessening nomadic practices.
*Social roles start to develop.
*Changes in human attitude toward the natural development.
*The need for new technology and tools led to the demand of certain raw materials.
*What are the stages within the Paleolithic Age or Old stone age?
*What are the significant developments within the old stone age?
*What are the significant developments within the Neolithic or New Stone age?
*What are the tools that were used for food production in order for an ancient people to survive?
*What are the significance of human material remains and artefactural evidence in interpreting cultural and social, including
and political and economic process?
III. APPLICATION (10 minutes)
Describe the interaction between culture, society, and biological development of human beings.
Content- 10 points
Delivery- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Divide the class into 4 groups. Each group is given a geographical place to research.
Tour guide:
In this assignment, students prepare and present an entertaining ‘travelogue’ that will help the class to experience a region as if
they were tourists traveling through the locale. It can make potentially dull subjects vivid and interesting! Students are divided
into groups. Each group is given a country or geographical region to research on the internet. The presenters can spice up their
travelogue with maps, sound files, excerpts from explorers’ journals, or digital photos. They may wish to describe road
conditions, food eaten in the region, brief historical highlights, major cities—any information that will paint a three
dimensional portrait of the area.
Impact (Costumes/Presentation)- 10 points
Delivery of tour guiding- 10 points
Content (Destinations/Script)- 10 points
*As Neolithic villages grew into towns, the world’s cities developed:
Mesopotamia (modern day Iraq)
Egypt’s Nile Valley
Indus Valley (today’s Pakistan and India)
China
Eurasia and Africa
*In Catolhoyuk, people traversed the roofs of neighboring houses and dropped through a hole in the roof to get into their own
homes. While house walls were covered with all sorts of paintings and bas reliefs, the houses were structurally similar to one
another and no known public architecture existed.
Rise of Cities
1. Agricultural Innovation
*Changes in farming method from Neolithic villages. The ancient Sumerian built an extensive system like dikes, canals, and
reservoir to irrigate their farmlands. Irrigation was an important factor.
*Freedom from seasonal rain cycles allowed farmers to harvest more crops in one year. Increased crop yields resulted to
agricultural innovations, contributed to high population densities of ancient civilization.
*When farming becomes permanent, population in farming villages rose. Usually, areas near bodies of water become
agricultural lands.
2. Diversification of Labor
*In Neolithic village without irrigation or plowing farming, every family member participated in the raising of crops.
*Old Babylonian city of Lagash records lists or artisans, crafts-people and others paid from crop surpluses stored in temple
granaries. These lists included coppersmiths, silversmiths, sculptors, merchants, potters, tanners, engravers, butchers,
carpenters, spinners, barbers, cabinetmakers, bakers, clerks, and brewers.
*In Eurasia and Africa, civilization ushered during the Bronze Age, a period marked by the production of tools and ornament
made of this metal. Copper and tin were smelted to make plows, swords, axes and shields.
3. Social Stratification
*The emergence of social classes.
*In Mesopotamia, people ranked according to the kind of work they did or the family into which they were born.
*The graves of important persons contain not only various artifacts made from precious materials but sometimes in some
Egyptian burials, the remains of servants evidently killed to serve their masters in the afterlife.
*Age at death as well as presence of certain diseases can be determined from skeletal remains. Dominant groups usually lived
longer, ate better, and enjoyed an easier life than lower-ranking members of society.
*What are the changes in farming methods distinguished of early civilizations from Neolithic villages?
*How is past agricultural innovation different in our current agricultural innovation now-a-days?
III. APPLICATION (10 minutes)
Mapping. Ask the students to draw to draw the map of the world in a piece of paper. Subsequently, request the students to
identify the places where earliest civilizations are located.
Illustration- 10 points
Creativity- 5 points
Explanation/Delivery- 10 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: CHARADE OR ROLES
Divide the class into 3 groups. Assign each group a member who will mime/demonstrate a particular role to be guessed by
other members of the group. If they make it, they will get a point otherwise other groups could steal. The group that gives a
correct answer gets the point. At the end of the activity, the group that gets the highest point will be declared the winner.
Suggested roles: Farmer, Artisan, Weaver, Scribe, Trader, Priest, Warrior, etc.
4. Central Government
*Government of the past ensured that cities were safe from their enemies by constructing fortification and raising an army.
*They levied taxes and appointed tax collectors so that construction workers, the army, and other public expenses could be
paid.
DEMOCRATIZATION
*It is the building of political institutions, common interests, and new forms of legitimation.
*It is the highest human achievement in political development.
*The idea of democracy originated in ancient Greece. The land belongs to a few big landowners whilst the poor farmers
cultivated in called the “Hectemori” who were obliged to pay as rent 1/6 of their produce. The weak and poor offered their
services to the powerful in return for their protection. If the Hectemori could not pay their rent, they could lose their freedom.
*Political reforms: Assembly of the People (ecclesia)- acquired the right to elect the leaders (archons) and the deputies, the
right to scrutinize them which is a previously right of the Council of Elders or Areios Pagos.
*Higher offices of the city still remained to the elite, the right to vote was not still universal but only belonged to those enlisted
in some family group (genos) and Athenians did not belong to genos.
*After twenty or thirty years, election by lot was introduced.
*Another twenty years, Areios Pagos deprived of its privileges and transferred to the Assembly of the People, Council of the
Five Hundred, and jury courts
*Completion of democracy was with the era of Pericles after the completion of “polis” (set its own laws, self-judging, and
independent), city is free
*Magna Carta 1215-French and American Revolution where the idea of democracy became the ‘normal’ form of government
III. ABSTRACTION (5 minutes)
*How did democratization enhance the lives of mankind? Is democratization a good process?
Draw or sketch an example of non-agricultural activities done by an ancient people. Explain how important it is as a
contribution to us.
Illustration- 10 points
Explanation- 10 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: PAINT ME A PICTURE
Divide the class into four groups. Let them do the activity given.
a. Broken Family
b. A family socializing with friends or with other families.
c. A child who is influenced by their friends.
d. A family doing their corresponding household chores.
1. Do some member of the family were influenced to some behaviour of a friends? Give an example.
2. How can we say that a society is organized?
3. How does society maintain order so that it will persist for a long period of time?
*For a person to become a functional member of a society, it is required of interaction with the various social structures and
institutions.
SOCIALIZATION- most potent representation which is a form of interaction through which people acquire personality and
learn the way of life of their society.
-the essential link between the individual and the society.
NON-COMITANT/ NON-CONFORMIST-attitude or behavior pattern of an individual towards society that produces
deviance.
SOCIAL CONTROL- imposed as effective means of ensuring that people generally behave in expected and approved ways. It
all starts in socialization process.
ENCULTURATION/SOCIALIZATION
Learning- changes in behavior
Ivan Pavlov- Classical conditioning. Dogs salivate not only in the presence of food but also in the exposure to anything they
associated with feeding, such as dish and even the ringing of the bell.
John B. Watson- Human behavior and personality are completely flexible and can be molded in any direction.
Charles Horton Cooley’s Looking Glass Self Theory- views one’s self concept can be derived from a so-called “social mirror”
in which we can observe how others react to us, thus engages us to learn how to think and feel.
Enculturation- occurs when cultural knowledge is passed on to the next bearer who will perpetuate and ensure the
continuance of such asset.
Socialization- takes place when prospective culture bearers learn the body of knowledge and skills through
education/conscientization, training, exposure and experience.
Ascribed Status- given at birth or is assigned later in life. (Age, Sex, Ethnicity, Membership in a family, etc.)
Achieved Status- acquired wilfully and consciously through effort, talent, decisions, and accomplishments. (Being
someone’s girlfriend/boyfriend, being the top in one’s class, being a black belter in karate)
What are the challenges to the family that are brought about by globalization?
What are the non-concomitant and non-conformist attitude or behavior patterns of an individual towards society?
How does family cope with the dynamic changes in the world today?
How can you assess the rules of social interaction to maintain stability of everyday life?
How can we be a member of society?
On a one whole white bond paper, draw an illustration of yourself and enumerate your ascribed and achieved status.
Illustration- 5 points
Achieved status- 5 points
Ascribed status- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Identified the root causes of the different forms deviant behavior.
2. Evaluated the contributions of the different theories to understanding of deviant behavior.
3. Listed all the positive and negative consequences of deviance.
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: SELF IMAGE ACTIVITIES IALAC (I Am Loveable And Capable)
Make a sign with IALAC on it. As you go through a day’s activities, tell how your image gets torn up. Tear up the sign as you
do this. Then go back and restore the image, putting the sign back together again.
1. Labeling theory- states that as long as one is successfully labelled “deviant” by society, he or she remained as one.
-deviant people are usually dealt with negatively , treated with hate, mistrust and fear.
-limits the individual’s chances of earning socially acceptable roles and relations.
2. Gossip- because small-scale communities heavily rely on “getting along”, outbursts and confrontations are not ideal.
-talking behind someone’s back and spreading rumors about him or her.
Society is able to:
*Reinforce what norms should be followed.
*Punish the deviants by putting them on shame.
*Can be used to level the playing field.
3. Laws- are formal codes of conduct are met with negative sanctions (Punishment) when violated.
-provide clear definitions of relationships among individuals, along with expectations of behaviour.
-dictates to whom authority is given.
-may be revised or discarded along with the changing needs of society.
STRAIN THEORY (Robert Merton)- occurs when members of a society experienced a “strain”- when culture imposes the
desire to meet certain goals but the social environment makes it challenging for individuals to meet such goals through a
legitimate manner.
There are different ways in which members of society react to strains:
a. Conformity- individuals still accept cultural goals and try to achieve them through culturally approved methods.
b. Innovation- individuals still accept cultural goals but go about in achieving it in cultural disapproved way.
c. Ritualism- individuals still live in society, and according to its culturally approved ways, but no longer try to achieve
cultural goals.
d. Retreatism- individuals no longer desire to achieve cultural goals, and have abandoned the culturally approved ways
of achieving these goals.
e. Rebellion- individual challenge the existing culturally accepted goals by coming up with new ones, and the
prescribed means in achieving these goals.
How can we promote protection of human dignity, rights and common good?
In what ways is deviance relative? Give some examples based on people, place and subcultures.
What are some of the positive and negative consequences of deviance to groups and society? List down on your note and
discuss these with your classmates.
Identifying Deviance. Determine among the following activities can be considered deviant behavior. Write D if it is deviant
and N if it is norm.
OBJECTIVES: At the end of the session, the students should be able to:
1. Determined the different factors affecting group formation.
2. Performed an activity that shows an importance of group to an individual.
3. Related to the class and shared on how you became a member of your own group
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: CONSTELLATION OF PLANET
Group the class into four (4). The first group must be named MARTIANS, second group PLUTONICS, third group
EARTHLINGS, and fourth group MERCURIANS. The teacher then mentions a particular color and then either terms as
CONVERGE OR DIVERGE. If he mentions CONVERGE, all members of the group wearing the same color should group
together. Any member caught not belonging to the group will be automatically out. If he mentions DIVERGE, all the members
should group together ensuring that there are varieties of color existing in the group, otherwise, of more converging color in
existent, the whole group will be out. The group which survived the game will be declared winner.
Group- any unit of people who interact with some regularity, and who identify themselves as one unit.
-collection of people interacting together in an orderly way on the basis of shared expectations about another’s behavior.
-as a result of interaction, members develop a sense of “belongingness”.
-a group can be categorized based on number, common interest, purpose and level of interactions.
ACCORDING TO INFLUENCE
*Primary groups- those which are small but intimate, direct access and interaction with each other, emotional bond.
Examples: Close friends and family
* Secondary groups- formed to perform a specific purpose, members interact for the accomplishment of purpose, usually
formal and impersonal
-possible to form primary groups
Examples: Becoming friends with one’s seatmate in a Math class
ACCORDING TO MEMBERSHIP
*In-groups- those groups in which one belongs and those which elicit a sense of loyalty from the individual.
Example: Being part of the women’s basketball team allows one bond with teammates and join pep rallies to support the
team.
* Out-groups- those groups in which one does not belong and those which elicit sense of antagonism from the individual.
Example: Being part of the women’s basketball team gives one a sense of antagonism toward te men’s basketball team as
the latter gets more funding despite a bad performance during the last season.
ACCORDING TO NETWORKS
*The entirety of social connections an individual takes part in for whatever purpose and through whatever means.
Example: the politician’s link with civil society organizations and NGOs is a good example of network
Each one of us has a group. Relate to the class how you became a member of your own group.
Content(Being member of a group)- 5 points
Organization of ideas- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Distinguished the various forms of kinship.
2. Described their ideal family in terms of the following:
a. Composition
b. Marriage
c. Power
d.Residence
3.Created a creative diagram or tree house that traces all of your family members.
MATERIALS: LCD Projector, Laptop, One Whole Bond Paper, Drawing materials
RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: KNOWING EACH OTHER
Break the group into two-person teams (have them pick a partner that they know the least about). Have them interview each
other for about 10 minutes. They need to learn about what each other likes about their family, relatives, political affiliations.
After the interviews, reassemble the teams and have each team member introduce their partner to the entire group. This activity
will help them to learn about each other.
*During interview, what are the differences of your family towards others?
KINSHIP BY BLOOD
1. UNILINEAL DESCENT- this category is employed when a child is born, he or she is automatically assigned to either the
mother or father’s group.
- the child is assigned only to one of the two groups, never both. (patrilineal or matrilineal)
Patrilineal- children are made automatically made members of the father’s group.
Matrilineal- children are made automatically made members of the mother’s group.
2. DOUBLE LINEAL DESCENT- the child at birth is assigned to the mother’s group only for certain purposes and to the
father’s group only for other purposes.
-only a few recorded cases of this instance.
3. BILATERAL DESCENT- used to categorize those children that are made members of all ancestor’s groups- of both
parents’, all gradparents’, etc.
KINSHIP BY MARRIAGE
1. MONOGAMY- happens when both married partners only have one spouse.
2. POLYGAMY- when one individual mas multiple spouses. However, when it is allowed, not all individuals practice it as
there obligations to be met such as paying dowry, and supporting the spouse and children.
3. PLOYGYNY- when one man is married to more than one woman simultaneously. Usually practiced in societies where
women outnumber the men in the population, usually in societies with high incidence of war and violence.
4. POLYANDRY- when one woman is married to more than one man simultaneously. Practiced so that there may be enough
labor for the household that engages in farming, herding, and trading simultaneously.
-This happens when two men are socially recognized as sires and provides some investment to the same woman and her
child.
Examples: Eskimos in Alaska, Himalayan regions of Tibet, Nepal and India
5. OTHERS:
*Group Marriage- several men and women are married and have sexual access to each other.
*Fictive Marriage- happens by proxy to represent someone not physically present in order to establish a social status for
spouse and heirs, to control rights to property in the next generation.
*Marriages based on spouse preference- arranged marriages to preserve traditional values highly regarded by the family
of origin.
*Kinship is also possible through ritual or ceremonial in the Philippines of Latin America through “Compradrinazgo”, the
godparent complex.
Padrinazgo- ritual linkage between god parents and god children
Compadrazgo- ritual ties binding adults (god parents and natural parents)
III. ABSTRACTION (5 minutes)
Is monogamy the ideal practice of marriage relationship in the Philippines? Is polygamy or polyandry an immoral act
in the Southeast Asia?
Why do some men and women allow their self to become a polygamy or polyandry?
How do the Filipinos trace their ancestry? Do Filipinos have sole yardstick in determining their lineage?
Create a creative diagram or tree house that traces all of your family members.
Creativity of tree house- 5 points
Content and organization of tracing of family members- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Distinguished the various forms of kinship.
2. Described their ideal family in terms of the following:
a. Composition
b. Marriage
c. Power
d.Residence
3.Created a creative diagram or tree house that traces all of your family members.
MATERIALS: LCD Projector, Laptop, One Whole Bond Paper, Drawing materials
RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
(This is continuation of the previous meeting divided into two meetings.)
PATTERNS OF RESIDENCY
1. Patrilocal- when a married couple lives in the husband’s father’s place of residence.
2.Matrilocal- when a married couple lives in the wife’s mother’s place of residence.
3.Ambilocal- pattern in which a married couple may choose either patrilocal or matrilocal residence.
4. Neolocal- a married couple forms a household in a separate location.
CATEGORIES OF HOUSEHOLD
1. NUCLEAR- Smallest family unit consisting of one or two parents and offspring which may include a stepparent, step
siblings, and adopted children.
-people belong to two possible nuclear families
Family of Orientation-unit in which one was born and raised
Family of Pro-creation-unit that one forms when he or she takes a spouse and they have a child/children
2. EXTENDED-when three or more generations form a household.
Single-parent families – family units with one parent with one or more children
- consequence of divorce/separation, births to unmarried mothers, death of a spouse or desertion
Step families- one or both members have children from their previous relationship.
III. ABSTRACTION (5 minutes)
*What are the different types of families that are existing in the world today?
*Among the types of family, where do you think your family belongs?
Create an illustration or past a picture of your family and determine what category of families do you belong. Put a brief
explanation why you belong to that particular category.
Illustration- 5 points
Explanation- 5 points
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
OBJECTIVES: At the end of the session, the students should be able to:
1. Described the organized nature of social life and rules governing behavior.
2. Performed a debate: Should be abolish the death penalty?
3. Created a personal composition of congress and senate campaign.
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: DEBATE
Divide the class into two groups. First group is for positive side and the other is for the negative side. Each group should
defend their side constantly to determine what side we have to consider as winner for the debate. Winning team will have
corresponding grades for their performance.
CENTRALIZED POLITICAL SYSTEMS-authority and power were assigned to an individual (chief) or a body of
individuals (state).
EXAMPLES:
*Chiefdom- power and authority were handled by the chief who was considered the highest-ranking individual.
-The chief oversaw all economic activities in his area of responsibility. (Fair distribution of goods)
-The chief keeps his position for a long time as long as he lives, and then passed it to the next heir/ess.
*State- involved a large population, residing in a clearly bounded territory, stratified into different social classes.
-It had the right to distribute authority so that bureaucracies under it such as police, military, etc.
III. ABSTRACTION (5 minutes)
*What is the relationship between power, state and politics?
*What is a state?
*Why does politics bear negative connotation especially when used by well-known politicians, celebrities, and media
practitioners?
*What does politics mean?
*What are the possible ways in which politics and empowerment can mean something meaningful and fruitful for the
majority?
*Where does power lies? Who wields power?
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: COMMERCIAL AWARDS FOR EDUCATION/SCHOLARLY TRAITS
Assign each group a letter of the alphabet. For this letter, the group selects an advertising slogan or product that can be used to
teach an educational concept. Design a poster that represents their award. For example, THANKS TO COKE FOR
REMINDING US THAT EDUCATION IS THE REAL THING!
*Nowadays do parents have focus to send their child to school for learning?
*In your output do you emphasize how important education is? Can we be successful without it?
*What are the functions of education in the society beyond the pretext of human right and extension of the family?
Do a research on changing the academic calendar or moving the start of classes in our country. You may interview students
and teachers from schools that have changed their academic calendars. List all the advantages and disadvantages of adopting a
new academic. Among the advantages and disadvantages, which is the most convincing? Why?
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: LIST DOWN YOUR OBSERVATIONS
Divide the class into four groups with five members in each group. With the help and permission of your teacher, visit a
chapel, a mosque, or a church near your school. Request permission from the local priest or pastor that you will be allowed to
observe their religious services. Show respect and observe proper behavior when you attend a religious service. Record your
observations after the services. Compare the religious services in your church with the religious services you attended.
Explain the various religious groups. Cite some observations in each group.
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: GROUP ACTIVITY
Divide the class into five groups. Each group should have a representative to tell the information a particular photograph
conveys. The teacher prepares ten to twenty photographs of the five institutions we discussed earlier to be shown to the class.
If the representative cannot identify and explain the message of the picture, other groups can steal. The group which has a
number of photos identified and explained wins the activity.
ECONOMIC INSTITUTIONS
*Distribution and exchange of resources and services strongly affect the overall functioning of the society.
*Economic activity is vital part of human’s everyday existence.
*What are the three major sectors? And who are the persons involve in each sector?
*What are economic organization and its impact on the lives of people in the society?
Discussed the patterns of distribution and exchange of material goods. Cite a situational example that you have observed now a
days towards economic institutions.
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: TELL ME WHAT’S THE PICTURE
Allow the class to guess what a particular photograph conveys. The teacher prepares ten to twenty photographs of the health
diseases of illnesses to be shown to the class. If the learner appointed cannot identify the picture, other students can steal. The
learner which has a number of photos identified and explained wins the activity.
*What makes you easily identify a certain disease? Do you have prior knowledge about it?
*Among the pictures that are shown which disease is in critical? Why?
*Why do some citizens do not have enough health care? Do functionalist have done their part to those citizens who are
suffering from a disease?
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (10 minutes) INDIVIDUAL RECITATION ACTIVITY
The teacher would present into class different pictures which are relevant to the previous topics. The teacher would then ask
from the class a representative to tell the information or give their idea regarding what a particular photograph
conveys.
4. Motivation: (15 minutes) VIDEO PRESENTATION
The teacher will be presenting two (2) videos related to the topic to be discussed. Videos to be displayed are entitled “Rich vs
Poor Social Experiment: Humingi ng Pagkain” and “Would you stop if you saw this little girl on the street?”.
Sources: https://www.youtube.com/watch?v=MQcN5DtMT-0
https://www.youtube.com/watch?v=bTwbEptNS2c
SOCIAL DESIRABLES- They are defined as resources considered valuable by societies, which may be tangible or
intangible.
*According to Max Weber, a person’s status, or position within a stratified social system, is determined by their relative
power, prestige, and wealth.
a. Wealth- “encompasses all a person’s wealth material assets, including income, land, and other types of property.”
b. Power- “The capacity to influence or control the behaviour of persons and institutions, whether by persuasion, or
coercion.” It is considered “the ability to exercise one’s will over others”.
c. Prestige- “esteem, respect, or approval for culturally valued acts or qualities”.
1. It “encompasses all a person’s wealth material assets, including income, land, and other types of property.”
A. Power B. Wealth C. Prestige
2. They are defined as resources considered valuable by societies, which may be tangible or intangible.
A.Social Stratification B. Social Inequality C. Social Desriables
3. It involves “Esteem, respect, or approval for culturally valued acts or qualities”.
A.Power B. Wealth C. Prestige
4. The Social Scientist who asserted that a person’s status, or position within a stratified social system, is determined by
their relative power, prestige, and wealth.
A.Charles Cooley B. Max Weber C. Emile Durkheim
5. “The capacity to influence or control the behaviour of persons and institutions, whether by persuasion, or coercion.” It
is considered “the ability to exercise one’s will over others”.
A.Power B. Wealth C. Prestige
VI. ASSIGNMENT
In preparation for the next class, research ahead regarding INDIA’S CASTE SYSTEM.
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: GROUP ACTIVITY
Divide the class in five groups. Each person in your group should be wearing a name card placing him or her into a specific
Indian caste. You should treat the people in your group as if they are actually member of that caste.
THE BRAHMAN
THE KSHATRIYA
THE VAISYAS
THE SUDRAS
THE UNTOUCHABLES
II. ANALYSIS (20 minutes)
2. CLOSED- When the change or shift in social positions of social mobility are limited and perhaps prohibited in some
societies.
Example: Caste system
*Is social stratification still relevant in the present society? Why or why not?
*Do you think the Philippines’ contemporary society has a good model of social stratification? If not, what is the best model?
BRAHMANS
KSATRIYA
VAISYA
SUDRA
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: GROUP ACTIVITY
Get two identical dolls, dress one in blue and the other in pink. Write down 12 mixed up gender stereotypical feminine and
masculine words. Then get the students to assign 6 words to one of the dolls. You will find students will assign the words
based solely on the color of the doll cloths. Then you can talk about gender being assigned at birth by the color of the baby
grows given in the hospitals.
SOCIAL INEQUALITY
*Stereotypes, prejudice and discrimination result from social inequality and may be experienced through personal interactions
of through institutions.
a. Social inequality based on sex and gender.
*Members of society are socialized into being boys or girls, men or women.
*Sexism, on the other hand, also allowed for the presence of inequality in the society. Sexism is a system of beliefs, rooted in
the assertion that men and women are naturally different, that promotes the perceived superiority of one sex, and that which
allows for people to be discriminated based on their gender.
*Patriarchy, or male dominated societies are most common.
b. Social inequality based on race and ethnicity.
*Individuals are also categorized based on inborn biological features such as skin color, hair texture, or eye shape.
*Ethnicity- grouping of people whose common identity is determined according to their non-biological traits like language,
culture, history, etc.
*Racism- the belief that humans are subdivided into distinct groups so different in their social behavior and mental and
physical capacities that they can be ranked as superior or inferior.
III. ABSTRACTION (5 minutes)
*As a student, what do you think is your role or contribution in lessening if not eliminating inequalities in the society.
*Is racism still prevalent in the society? Are you a victim of discrimination or once expressed your discriminatory behavior
towards others? How will you end such behavior?
Create your own personal reactions toward social inequalities. How can we experience inequality then?
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: TELL ME YOUR STORY
Construct your own story highlighting how social change affects your life based on your own personal experience.
Emphasizing cultural change afterwards select a student who will share it to the class.
*What are the various sources of social, cultural and political change?
*Do responses to social change help mitigate the latter’s impact to society?
*Why change inevitable in a society? Can a particular society survive without undergoing change? How?
K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: PROJECT PROTEST
Divide the class into five groups. Each group should pick a subject of protest (e.g. tuition fee hike, oil price hike, corruption in
the government, and crime cases). Each group will present their object protest inside the classroom.
*Does your group able to arrive with an organize project protest? Justify your answer.
*Among the topic given have you encountered one? If yes, cite an example.
*Nowadays this few issues rampant how could we give solution to this?
Does changes to our social, political, and cultural change advantageous to us? Justify your answer.
Are all human societies moving towards a common destiny or in distinct patterns based on historical and cultural
experiences?
1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: REPORTING
Divide the class into three groups. Each group must choose a representative who will be discussing the new
challenges to human adaptation and social change. The class will be given 5 minutes to have brainstorming with
each member; afterwards the reporter will present their output and explain.
a. Global Warming and Climate Change- with greenhouse gas emission reaching alarming levels, people have begun
coming up with new policies and changing lifestyles to address the effects of global warming. Currently, glaciers are
melting at an increasing rate resulting to higher sea levels and altered ocean currents.
b. Transnationalism Migration- Social life takes place across borders, even as the political and cultural salience of
nation-state boundaries remains strong.
How did human societies adapt to new challenges in the physical, social, and cultural environment.
Are global warming and climate change as well as transnational migration a new challenge to us? Why?
Researched about some major innovations of mankind ever produced in the light of social change affecting lives of humanity.
Give its definition.