UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Significance of
Cultural, Social,
Political and
Economic
Symbols and
Practices
JOHN LLOYD C. CASOY
SHS Teacher, HUMSS Department
Antipolo City Senior High School
 01. MELCS
Analyze the
significance of
Objectives cultural, social,
political and
economic symbols
and practices.
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Ötzi the Iceman is a well-preserved mummified body of a man who lived around
5,300 years ago in the Alps. He was discovered in 1991 in the Otztal Alps, Italy, and
has since been the subject of numerous scientific studies. His frozen body has
provided valuable insights into the diet, lifestyle, and health of people living
during the Copper Age.
"human has no
contentment"
 METAL AGE

NEOLITHIC AGE

PALEOLITHIC AGE

ENVIRONMENT CULTURE

STAGES OF HUMAN CULTURAL EVOLUTION

 NEOLITHIC AGE

extremely cold and

lower ocean level
-respect is given to age
ICE AGE -individual strength and ability are
recognized
2.5 million years ago -NO LEADERS

John Lubbock (1865) -people were nomads

palaios (Greek) ‘old’ -simple tools and weapons from
lithos ‘stone’ unpolished stone
-caves
OLD STONE AGE -discovered FIRE

PALEOLITHIC AGE
 METAL AGE

-Cro Magnon
disappeared -sedentary type of society
-Modern Man -built villages and towns
appeared (Homo -continue discovering things for
Sapiens Sapiens convenience

10, 000 B.C -1st Agricultural Revolution

-from hunting and gathering to
John Lubbock (1865) agriculture and settlement society
neo (Greek) ‘new’ (domesticated plants and animals)
lithos ‘stone’ -population increased
-pottery and weaving
NEW STONE AGE -developed boat
ome

NEOLITHIC AGE
 CIVILIZATIONS

-Copper (for
ornaments)
-Eastern
-social, cultural, political and
Mediterranean
economic system were improved
People (mettalurgy)
-tribes, empires, state were
recognized
Egpyt, Mesopotamia, -the formation of CIVILIZATION
Persia, India & China
-agricultural tools from bronze
4000 BC-1500 BC -weapons (swords, spear, and shields)
-household utensils (jars, bowls, and
-Copper Age, Bronze Age, Iron Age cups)

METAL AGE
 EGYPTIAN CIVILIZATION

-Cuneiform (5000
years ago) DYNASTY
-end of prehistory
military commanders became
-mesopotamia (Greek)
‘land between two rivers’
monarch
(Tigris and Euphrates)
-1st evidence of
Mesopotamian Warrior-god (2,400-
agriculture
2,500 B.C.)

-4000 BCE-539 BCE

-Iraq and Kuwait -government, rules, warriors, patron
-Fertile Crescent God

MESOPOTAMIAN CIVILIZATION

CIVILIZATIONS
 Huang He (Yellow
River)

CHINESE CIVILIZATION

5,000 years ago pharaoh

along the River Nile (fertile land) , Hieroglyphics (pictorial symbols and
north-east of Africa logograms

EGYPTIAN CIVILIZATION
Beginning To Now. (2023, August 8). The ENTIRE History of Human
Civilizations | Ancient to Modern (4K Documentary) [Video]. YouTube.
https://www.youtube.com/watch?v=ha1NneZGm7A
Performance Task 3

Painting Analysis:
Unveiling Cultural,
Social, Political, and
Economic Symbols

THE WAY WE WERE

Ruben P. Perdiguerra
Acrylic on Canvas
"What do you notice in this painting?

How does it make you feel?

What do you think the artist is trying to

convey?"
The teacher will divide the class into four groups, namely:

A. Cultural symbols and practices (Group A)

Clothing:
-Look at the attire worn by the figures in the painting. Different cultures often have distinct clothing styles and
garments that can convey information about the characters' cultural backgrounds, social status, or historical time
period.
-Pay attention to details like colors, fabrics, and accessories, as they may hold cultural significance.

Traditions:
-Identify any customs, rituals, or traditions depicted in the painting. These could include ceremonies, celebrations, or
specific cultural practices that are central to the culture being portrayed.
-Consider the significance of these traditions within the context of the painting and how they contribute to the overall
narrative or message.

Rituals:
-Explore any religious or ceremonial rituals that may be taking place in the artwork. These rituals often involve specific
symbols, gestures, or actions that hold deep cultural or spiritual meaning.
-Analyze the role of rituals in the painting and how they connect to the broader cultural context.
Symbolism:
-Examine any symbols or iconography associated with the culture. Symbols can be both visual and abstract, and they
may represent concepts, beliefs, or values unique to the culture.
-Interpret the symbolism within the painting and consider how it contributes to the overall theme or message.

Cultural Context:
-Consider the historical and geographical context of the culture depicted. Understanding the time period and location
can provide valuable insights into the cultural practices and symbols featured in the artwork.
-Reflect on how the painting captures a particular moment in the culture's history or evolution.
B. Social symbols and practices (Group B)
Interactions Between Figures:
-Examine how the figures in the painting interact with each other. Pay attention to their gestures, body language, and
facial expressions.
-Identify any groupings or pairings of figures. Are they engaged in conversation, conflict, cooperation, or some other
form of interaction?
-Analyze the emotional tone of these interactions. Do they convey themes such as unity, division, hierarchy,
friendship, or alienation?

Class Distinctions:
-Look for visual cues that indicate social or class distinctions among the figures. These cues can include differences in
clothing, accessories, or positions within the composition.
-Consider how the painting portrays wealth, power, and social status. Are there symbols of affluence or indicators of
poverty and marginalization?
-Reflect on how class distinctions are depicted and whether they reflect the artist's commentary on social inequality or
hierarchy.

Social Settings:
-Take note of the physical setting or environment in which the figures are placed. Is it a domestic scene, a public
space, a workplace, or a specific social gathering?
-Analyze how the choice of setting contributes to the narrative of the painting and the social context it represents.
-Consider the role of the setting in shaping the social interactions and practices depicted.
Social Commentary:
-Explore whether the painting provides social commentary or criticism. This may involve the artist's perspective on
societal norms, values, or injustices.
-Analyze any symbolic elements or subtle details that convey messages about social issues or societal attitudes.

Historical Context:
-Investigate the historical context in which the painting was created.
-Consider how the social symbols and practices depicted may have been influenced by the time period, cultural norms,
or political events.
-Reflect on how changes in society over time are reflected in the painting and how these changes may have affected
social interactions.
C. Political symbols and practices (Group C)
Flags and Symbols of Power:
-Identify any flags, banners, or symbols of political authority within the painting. Flags, for example, can represent a
nation, a regime, or a political movement.
-Analyze the colors, designs, and placement of these symbols. Different colors and symbols can carry specific political
or ideological meanings.

Leaders and Figures of Authority:

-Look for depictions of political leaders or figures of authority in the painting. This may include rulers, politicians,
military commanders, or influential individuals.
-Consider how these figures are portrayed. Are they central to the composition, larger than life, or surrounded by
symbols of power? Do they exude confidence or vulnerability?

Political Gatherings and Events:

-Examine the scenes or events depicted in the painting. Are there political rallies, meetings, protests, or ceremonies
taking place?
-Analyze the participants' actions, expressions, and attire. Do they reflect political allegiance, dissent, or engagement
in the political process?
Symbols of Ideology:
-Look for symbols or imagery associated with a particular political ideology, party, or movement. These symbols can
include emblems, slogans, or visual representations of ideology.
-Consider how these symbols are integrated into the painting and whether they convey a specific political message or
stance.

Power Structures:
-Investigate the depiction of power structures within the painting. This may involve hierarchies, institutions, or
systems of governance.
-Reflect on how the composition of the painting reflects power dynamics and whether it highlights resistance to or
reinforcement of existing political structures.

Historical and Cultural Context:

-Explore the historical and cultural context in which the painting was created. Consider how political symbols and
practices depicted may relate to historical events, movements, or political ideologies of the time.
-Analyze how the painting reflects the artist's perspective on politics or societal changes.
D. Economic symbols and practices (Group D)
Trade and Commerce:
-Examine whether the painting depicts scenes of trade, commerce, or economic exchange. This can include markets,
businesses, trade routes, or transactions.
-Analyze the types of goods or commodities being exchanged and consider their significance in the economic context
of the painting.
-Look for signs of economic activity, such as merchants, traders, or individuals engaged in buying and selling.

Wealth Indicators:
-Identify indicators of wealth within the painting. These may include opulent clothing, luxurious possessions, grand
residences, or other symbols of affluence.
-Consider how the painting portrays disparities in wealth, such as the contrast between the rich and the poor.

Economic Settings:
-Examine the physical settings or environments related to economic activities. Is the scene set in an urban or rural
area? Are there factories, farms, banks, or marketplaces?
-Reflect on how the choice of setting contributes to the narrative of economic life and the economic context it
represents.
Labor and Work:
-Look at how the painting portrays labor and work. Are there depictions of workers, laborers, or individuals engaged in
various professions or trades?
-Consider the conditions and circumstances of labor depicted, such as manual labor, skilled craftsmanship, or
industrial work.

Currency and Financial Symbols:

-Investigate whether the painting includes representations of currency, coins, or financial instruments. These can
serve as economic symbols and indicators.
-Analyze how the use of currency or financial symbols relates to economic transactions or financial aspects of the
painting.

Economic Inequality:
-Explore how the painting may convey messages about economic inequality, social class, or economic disparities.
Consider the role of economic factors in shaping the interactions and relationships among the figures in the painting.
Criteria for Grading:

Content Analysis (40 points)

• Cultural Symbols and Practices (10 points): Did the student accurately identify and
analyze cultural symbols, clothing, traditions, rituals, and symbolism within the
painting?
• Social Symbols and Practices (10 points): Did the student effectively examine social
interactions, class distinctions, body language, and the portrayal of social
dynamics?
• Political Symbols and Practices (10 points): Did the student aptly recognize and
analyze political symbols, leaders, power structures, and political commentary in the
painting?
• Economic Symbols and Practices (10 points): Did the student successfully identify
and analyze economic elements, trade, wealth indicators, and economic context
within the painting?
Critical Thinking (40 points)
• Depth of Analysis (20 points): Did the student demonstrate a deep understanding of
the cultural, social, political, and economic aspects of the painting? Did they go
beyond surface observations?
• Integration of Concepts (20 points): Did the student effectively connect the symbols
and practices they identified to broader course concepts related to culture, society,
politics, and economics?

Creativity of Presentation (20 points)

• Innovative Approach (20 points): Did the student employ creative and innovative
methods or visuals to enhance their presentation and make it engaging?

Total = 100 points