g12 Ssc 121 - Understanding Culture, Socity and Politics

UNDERSTANDING
CULTURE, POLITICS AND SOCIETY
SITTI KHADIZA A. BULDIMAN

ROSENANI M. SADDAE
S.Y. 2020-2021
1st Edition
MIT-Senior High School

UNDERSTANDING CULTURE, SOCIETY AND POLITICS Page 1
TABLE OF CONTENTS
MIT Vision, Mission, Goals and Objectives …………………..………………………. ii
Overview………………………………………………………………………………. iii
Introduction……………………………………………………………………………. iv
Pre-Test Evaluation and Feedback…………………………….………………………. v-x
UNIT I – Development of Humans as Social Actors
MODULE 1. Human Variation……………………………………………………... 09-17
MODULE 2. Anthropology and the Study of Culture……...….………………..… 18-25
MODULE3.Human evolution and Culture ……...……………….……….……...… 26-38
MODULE4. Becoming competent member of the society……….……….……...… 39-41
MODULE 5. Social organization ………….………………..................………….. 42-56
UNIT TEST and QUATERLY EXAM……………………………...………..…..…59- 62

THE MIT VISION, MISSION, GOALS AND OBJECTIVES
MIT PHILOSOPHY
The founders of MIT affirm its strong adherence to the highest standards of performance
by its personnel who must be aware of their responsibilities as role models in human
development. As such it is committed to provide QUALITY and GOD-CENTERED education
through an excellent teaching-learning organization.
VISION
Mahardika Institute of Technology, Inc., an educational institution developing God-

Fearing men and women with balanced personality serving as a catalyst of change in bringing
about harmony and prosperity in the community, nation and humanity.
MISSION
Develop the potential of men and women in a comprehensive, wholesome and integrated
manner so that they become harmonious and balanced people in intellectual, spiritual, emotional
and physical aspect.
GOALS AND OBJECTIVES
In the context of the general mission, MIT, Inc. commits itself to develop;
INTELLECTUAL ASPECT: to develop critical thinking ability, knowledge and skills

in arts, science, and engineering and technology, problem solving skills, reasoning as well as
communication and interaction;
SPIRITUAL ASPECT: to strengthen belief in religion, faith in God, to be sensitive

towards values and norms of society, to form behaviour and personality based on inter-faith
values;
EMOTIONAL ASPECT: to understand personal emotions as well as emotions of

others, to strengthen the ability to be creative, to be able to think positively, to foster sense of
good citizenship; and
PHYSICAL ASPECT: to develop and nurture physical fitness and health, be ready and
be able to do practical works, to use leisure time in a useful manner, to obtain practical skills in
daily life.
The vision and mission is anchored on the verse of the Holy Qur-an, Sura Al-an’am (6:162)
Truly my prayer and my service and sacrifice, my life and my death are (all) for God, the
Cherisher of the Worlds

OVERVIEW
This course uses insights from anthropology, political science, and

sociology to develop student’s awareness of cultural, social and political
dynamics, and sensitivity to cultural diversity; provide them with
understanding of how culture, human agency, society and politics work; and
engage the in the examination of the country’s current human development
goals. At the end of the course, students should acquire ideas about human
cultures, human agency society and politics; recognize cultural relativism
and social inclusivism to overcome prejudices; and develop social and
cultural competence to guide their interaction with groups, community,
networks, and institution.

INTRODUCTION
This world is an increasing culturally plural environment. Globalization has
made territorial borders fluid and has allowed for the interaction of people coming from
various walks of life. Although abounding in beneficial impacts such as more liberal
economics and cultural exchanges, such interactions may also create tension among
individuals who subscribe to differing sets of morals and ideas. This textbook, Diwa
Senior High School Series and other sources such as internet and other textbooks:
Understanding Culture, Society, and Politics, will equip you with conceptual tools from
three social sciences disciplines to make change of today’s world. First, anthropology
will provide you with its lens of cultural relativism that would enable you to be
sensitive with the diversity of cultural practices and traditions of human beings.
Second, sociology will engage you in a scientific discourse of social of social dynamics
relating to human agency. Last, political science will equip you with models and
conceptual frameworks that you may use to appraise political events and behaviors.
The module will help you to respond to the challenges passed by the shifting
technologies, environments, and the ideas in the world by providing you with
information and activities that emphasize the k to 12 methods of collaboration,
reflection, integration, research and constructivism.
As a book that is engineered to meet the demand of the 21 st century learners, the
Diwa Senior High School Series and other sources such as internet and other
textbooks: Understanding Culture, Society, and Politics textbook is organized into
modules that also focus on the theme of differentiated instruction. This will hopefully
develop skills relevant to the current environment. The activities provided in the book
will engage you to revisit data sources and apply these in your potential career, which
may be in the fields of academic, technical-vocational, sports, and arts and design.
Following the pedagogy of research-based and outcome-based approach. Your
knowledge and understanding of the modules will be asses using tools such as
performance tasks, written works, and quarterly tests. There are also culminating
activities in each unit that would enhance your capacity to create new knowledge.
Understanding yourself within the framework of a greater society will lead to a

more productive and adaptive set of behavior that could empower you as you face the
challenges of a changing world. By understanding the humans as a product of their
history, environment, and culture, you will be more accepting of the variations of
people’s characteristics and practices. This would lead you to become a more socially
inclusive and global-ready individual.
Source from Diwa Senior High School Series
The Author

Pre-Test Evaluation and
Feedback
(Diagnostic Exam per Unit)
Name: Date:
Grade and Section: Score:
Test-I (Multiple Choice)
DIRECTIONS: choose the correct answer; encircle the letter of the correct
answer. Strictly no erasure/alteration of your answer.
1. It is the identity that is tied to being part of a nation or country, and it is a group of people
who shared the same history, traditions and language.
a. Nationality b. Ethnicity c. Society d. Citizenship
2. These are families whose members reside separately across territories is called?
a. Natalocal b. Matrifocal c. Ambilocal d. Transnational
3. This often creates an extended family, as several married children and married couples
may cohibit in one couple.
4. In this situation, all of the children reside with their mother who is part of her mother’s
household.
5. Their children are allowed to choose which household they would join. Should they
choose their father/s household, they will be integrated in a patrilineal descent.
6. Are a growing percentage of household classification in countries allowing divorce and

legal separations.
a. Reconstituted Family
b. Extended Family
c. Kinship of blood
d. Kinship By Marriage
7. refers to the socially constructed roles, behaviors, activities, and attributes that a given
society considers appropriate for men and women.
a. Sex b. Gender c. Gender Quality d. gender Inequality
8. Individuals who attracted to multiple types of gender is called?

b. Pansexual b. Polysexual c. Transsexual d. Asexual
9. The concept of socioeconomic class varies between societies as the ideas being poor or
rich differ based on the collective experiences of ____?
a. Family b. Friends c. Individual d. All of the Choices
10. As a social category refers to the set of attitudes and practices that an individual adheres
to in relation to the political system and actors with in his or her society.
a. Bill of Rights b. Government c. Power d. political identity
11. This also may manifest in a belief that one’s set of moral codes is better than those of
others, such that such one’s religion is accepted as a truer form of belief system.
a. Religion b. Tradition c. Culture d. Ethnocentrism

12. Was used as a form of human classification that was based on observable human traits
and characteristics.
a. Gender b. Cultural Variation c. Race d. Cultural Relativism
13. That complex whole which encompasses belief, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learns and shares as a member of society.
a. Tradition b. Culture c. Power d. Influence
14. What is the primary biological component of humans that allowed for culture to develop?
a. Thinking capacity
b. Speaking capacity
c. Gripping capacity
d. Walking capacity
15. This industry is known to have been used by HOMOhabilis.

a. Aurignacia Industry
b. Moudterian industry
c. Acheulian Industry
d. Oldowan Industry
16. This industry was mainly present in Europe and Southwest Asia from 45,000 to 35,000
years ago.
d. Oldowan Industry
17. It has provided the bases for the development of complex human groups through the
establishment of culture.
a. Neolithic b. Paleolithic c. Human evolution d. Human Existence
18. The Greek Philosopher Aristotle described humans as politic animal as it is in their nature
to indulge in politics.
a. Force theory b. Paternalistic theory c. Social contract d. Natural theory
19. This was observed among the Mayans, as conflict among the access to rivers resulted in
the subjugation of one group by another.
a. Force theory b. Paternalistic theory c. Social contract d. Natural theory
20. As a political ideology that aimed at dispersing power from the monopoly of the elites to
the masses.
a. Aristocracy b. Political Power c. Democracy d. Laws
21. According to the national geographic society, how many famous museums and with the
biggest collection of artifacts and fossils?
a. 7 b. 8 c. 9 d. 9
22. Humans studying humans is called?

a. Sociology b. Anthropology c. Philosophy d. Human life
23. Examines the remains of ancient and historical human populations to promote an
understanding of how humans have adapted to their environment and developed.
a. Linguistic b. Archeology c. Physical d. Cultural
24. This implies all of a person’s belief, system, set of behaviors and material possessions.
a. Culture is Everything
b. Culture is Learned
c. Culture is Maladaptive
d. None of the Above
25. The process of learning your own culture is called?
a. Enculturation b. Acculturation c. Deculturation d. Culture

26. Culture is a tool for survival that humans use in response to the pressures of their
environment.
a. Culture is Everything c. Culture is Maladaptive
b. Culture is Learned d. None of the Above
27. All societies change as a result of cultural borrowing from one another.
a. Cultural Evolution
b. Diffusionism
c. Functionalism
d. Materialism
28. All are branches of social sciences EXCEPT.
a. Psychology
b. b. Philosophy
c. c. Anthropology/Sociology
d. d. None of the Choices
29. Defined as a product of human interactions as humans subscribe to the rules of their
culture.
a. Sociology b. Race d. society d. All of the Choices
30. Society as the complex of organized associations and institutions with a community.
a. George Douglas Cole
b. August Comte
c. Talcott Parsons
d. Morris Ginsberg
31. Society is an exchange of gestures that involves the use of symbols.
a. George Douglas Cole
b. Talcott Parsons
c. George Herbert Mead
d. August Comte
32. This is a compilation of ways and means by which humans interact with each other
within the confines of society.
a. Social Interaction
b. Social Organization
c. Social Structure
d. Socialization
33. It involves at least two individuals who are in constant interaction based on their statuses
and roles.
a. Roles b. Status c. group d. Institution
34. Are established when roles, statuses, and groups are perpetuated within the content of
society.
a. Roles b. Status c. group d. Institution
35. This type of family has several married couples and their children living in one
household.
a. Reconstituted family
b. Extended Family
c. Transnational Family
d. Nuclear Family
36. Monogamous is also called?
a. Nuclear Family
b. Reconstituted family
c. Extended Family
d. Transnational Family
37. Other term for Kinship by Blood is?

a. Relativism b. Ego c. Blood Relatives d. All of the Choices
38. It is define as a social and economic unit that consists of one or more parents and their
children.
a. Kinship b. Society c. Family d. Community
39. It is the behavior of an individual that relates to following the prescribed norms of his or
her group due to pressure or influence that members of the group have on him or her.
a. Leadership b. Law c. Theories d. Conformity
40. It is united acceptance and practice of idea that is believed as a form of group loyalty.
a. Small Group b. Large Group c. Government d. Laws and Theories

My Learning Episodes
Unit 1: Development of Humans as Social Actors
Module 1: HUMAN VARIATION
Content Starting points for the understanding of culture, society, and

politics.
Content Standards The learners demonstrate an understanding of:

a. Human cultural variation, social differences, social
change, and political identities.
b. The significance of studying culture, society, and
politics
c. The rationale for studying anthropology, political
science, and sociology.
Performance Standards The learners shall be able to:
1. Acknowledge human cultural variation, social

differences, social change, and political identities.
2. Adopt an open and critical attitude toward different
social, political, and cultural phenomena through
observation and reflection.
3. Appreciates the value of disciplines of Anthropology,
Sociology, and Political Science as social sciences
Learning Competencies The learners…

a. Discuss the nature, goals and perspectives in/ of
anthropology, sociology and political science.
References
Bates, D. and E. Franklin. (2002). Cultural Anthropology.
Boston: Pearson. Beilharz, P. and T. Hogan. 2006. Sociology:
Place, Time and Division. Melbourne: Oxford University Press
Gezon, L. and C. Kottak. (2012). Culture. New York: McGraw
Hill. Heywood, A. (2013). Politics (4 th Edition). New York:
Palgrave Macmillan. Macionis, J. 2012. Sociology (14 th ed) .
TG, CG, DEPED COPY
DIWA Understanding Culture, Politics and Society
Time Allotment 3 hours/week
1 week
Topic: Human Variation
Specific Learning Outcomes: At the end of the lesson the students CAN:
a. Articulating observations on human cultural variation, social differences, social

change, and political identities.
b. Demonstrating curiosity and an openness to explore the origins and dynamics of
culture and society, and political identities.
c. Comparing and contrasting the differences and similarities of their own
cultures.
d. Explaining the rationale for studying anthropology, political science, and
sociology.

My Introduction
Activity1: Sharing culture!
Instructions: share your parent’s cultural background as asked below:
Your parents’ cultural Place of origin Unique cultures of your

background family
Ethnicity: barangay: 1.
language: municipality: 2.
dialects: province: 3.
nationality: country: 4.
In chat room activity!
Chose a partner to share your unique cultures and compare to see the differences
and alike. Use venn diagram below to articulate your ideas.
My unique culture my partner’s

Cultures:
Common
cultures:

RUBRICS FOR FOR ESSAY
CRITERIA DESCRIPTION POINTS POINTS
OBTAINED
CONTENT The content was well 10

filled up and answered
appropriately the
cultural background
asked in the activity
ORGANIZATION The paper was well- 10
written with ideas
easily conveyed to
readers.
ANALYSIS Analysis was clear, 10

concise, and based on
the data presented.
Total 30
My Learning Essentials
NATIONALITY
Is the identity that is tied to being part of the nation or country- “ group of people
who share the same history, traditions, and language” and who inhabits a
particular territory delineated by the political boarder and controlled by a
government .
Can be acquired by being born in a country or by the process of legal applications
called naturalization.
ETHNICITY
Within a nation are smaller cultural groups that share specific environments,
traditions, and histories that are not necessarily subscribed to by the mainstream
culture.
GENDER
According to the World Health Organization (2013), gender “refers to the social
constructed roles, behaviors, activities, and attributes that a given society
considers appropriate for men and women. Gender categories are more varied,
accommodating identities such as lesbian, gay, bisexual, transgender, queer, and
intersex (LGBTQ), among others. Unlike sex which refers to the biological
characteristic of humans such a male or female.
There are several types of gender based on a person’s orientation.

1. Homosexual- most common. A person with this gender is inclined to be sexually
attracted to a person of the opposite sex.
2. Homosexual- a person who is attracted to a person with the same sex.
3. Gay- a male who is romantically and sexually attracted to another male. In
popular culture.
4. Lesbian- a female who is romantically and sexually attracted with another female.
5. Bisexual- individuals who are attracted to both sexes.

6. Asexual- individuals who are totally incapable of being attracted to any sex.
7. Polysexual- individuals who are attracted to all types of gender
8. Pansexual- who accommodate all types of gender.
9. Transgender- whose identities do not much their biological identity as male or
female
10. Transgender- their sexual orientation is not related to the genitalia, which allows
them to identify with any other type of gender.
SOCIOECONOMIC CLASS
The concept of socioeconomic class varies between societies as the ideas
associated with being poor or rich differ based on the collective experiences of
individuals.
Global North – developed countries or industrialized nations.

Global South-developing countries.
Sociology is the systematic study of human society (Macionis 2012: 2)focusing

particularly on the dynamic interplay between individual and society.at the heart
sociology is social perspective, a special view point of sociology that sees
general patterns of society in the lives of people( Ibid).
One of the works that elaborate this special points of view is C. W. Mill’s
sociological imagination, a quality mind that enable the processor to link personal
with the social.
The sociological imagination helps us understand everyday events. According to
Mills, society – not people’s personal failings- is the main cause of poverty and
other social problems. By turning personal problems into public issues, the social
imagination also the key to bringing people together to create needed change”
(Macionis 2012;7).
The sociological imagination also requires a global perspective, a study of larger
world and our society’s place in it. (Macionis 2012: 6)
(sociology key concepts Adopted from the DEPED copy
POLITICAL IDENTITY
As social categories refers to the set of attitudes and practice that an individual
adheres to in relation to the political systems and actors within his or her society.
ANTHROPOLOGY
Is systematic study of humankind. It is from the word anthropos which means
man and logos which mean word/study. It deals with the scientific study of man,
his work, his body, his behavior and values in time and space. Anthropology is
the scientific study of physical, social, and cultural development and behavior of
human being since their appearance on earth. It studies man’s works, and
achievements in the arts, science, technology, literature, music, inventions,
architecture and sculpture. It is the biological foundations, physical similarities
and differences, evolution, his behavior in politics, religion, social life, and health
.
In many ways, sociology and anthropology are related to each other because both
study people. However, these two disciplines differ in some ways. Sociology focuses on
the study of society and social processes whereas the main concern of anthropology is to
understand man’s culture. Palispis (2007) specified their differences, they differ in their
origin. Anthropology started eith the study of primitive and non-literate group considered
exotic and queer by westerner. On the other hand, sociology started as the study of
westerner civilization and later, of advanced and contemporary societies. They also

differ in terms of their method of study. Sociology uses sampling whereas anthropology
make use of holistic approach and participant observation. Palispis (2007).
Similar to anthropology and sociology, political science has discipline-based concepts
that aid in the analysis of society.
Political science is the science of the state. According to French writer Paul Janet
political science is the branch of social science which treats the foundation of the state
and the principles of government.
Theorist Definition of politics

Alfred Boyer Politics is the interaction between
civil society and the government in
the activity of governance.
Max Werber Politics is the exercise of power
within a state.
David Eason Politics is the authoritative

allocation of scarce values
(sociology key concepts Adopted from the DEPED copy)
DIWA Understanding Culture, Politics and Society
My Learning Activities
A. Pinpoint!
Using the pictures above identify the concepts that you can associate with culture, society
and politics. Write your answer in the graphic organizer.
CULTURE
SOCIETY
POLITICS

PROCESS QUESTION
1. Why understanding culture, society and politics is important?
2. Explain your observation on the behavior and phenomenon as social

realities.
3. How can we improve our awareness on the social, cultural and political
changes using the activity?

OBTAINED
CONTENT The content was well- 10

thought of; guide
questions were
thoroughly answered.

written with ideas
easily conveyed to
readers.

the data presented.
Total 30

B. My Map
Trace the relationships
Each person interacts meaningfully with one another as a member of society.

Culture encompasses the meaningful processes and products of these social interactions.
People interact in society as individuals and as groups with duties and privileges. In the
exercise of duties and privileges, a person as a member of society engages in political
activities.
Use the diagram to show how a person experiences culture, society, and politics
in everyday life.
Guide question: How are culture, society, and politics interrelated with one another?
Through your personal experienced, how do you do as a person being part of society, in
politics and in your own culture. You may list your answers inside the venn diagram
given above.
society Politics
Person
culture
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 30

My Evaluation
A. Checking for Understanding
Write the correct answer on the blank provided. (STRICTLY NO

ERASURE)
1. Promotes the perspective that cultures must be understood

in the context of locality.
2. Defined as complex whole which compasses beliefs,
practices, values, attitude, laws, norms, artifact, symbol, knowledge, and
everything that person learns and shares as a member of society.
3. A perspective that promotes an individual’s one culture as
the most efficient and superior.
4. A term that describe a person’s sexual orientation.
5. A person with this gender is inclined to be sexually
attracted to a person of the opposite sex.
6. Refer to the socially constructed role, behaviors, activities,
and attributes that a given society considers appropriate male or female.
7. A person who is sexually attracted to a person of the
same sex.
8. An organization of the south East Asian countries.
9. an organized system of beliefs, ceremonies and rules used to worship a god
or group of gods.
10. refers to the political and economically advanced society
in the world.

B. Performance Task
Observation on political, social and cultural phenomena!
Instructions: In the matrix provided below, give your observation, your previous
experience/s, and reactions or suggestions on each subject you have observed in
your community.
TOPICS: Istambay Political

( tamabayers) dynasty Election Food taboo family
1. OBSERVATION
(What I have
observed in my
community. What
they usually do, how
they interact with the
society, or how they
create conflict?)
2. ROLE
(How do I interact to
these phenomena?
What I usually do,
how does it affect
me?)
3. Reactions
(My suggestions,
recommendation or
comments)
Rubrics for Observation on political, social and cultural phenomena!

RUBRICS FOR ESSAY
OBTAINED
CONTENT The observation was 10

thoroughly answered
and the content was
related to the given
topic.

written with ideas
easily conveyed to the
readers.

the data presented.
Total 30


Module 2: Anthropology and the Study of Culture
Content Defining culture and society from the perspectives of

anthropology and sociology.
Culture and Society as anthropological and sociological

concepts

a. Culture and society as anthropological and
sociological concepts.
b. Perspectives in/approaches to the study of culture
and society (i.e., comparative, historical, structural-
functional, interpretative critical)
1. Appreciate the nature of culture and society from

the perspectives of anthropology and sociology.
2. Demonstrate a holistic understanding of culture and
society.
3. Value cultural heritage and express the pride of
place without being ethnocentric.

b. Analyze the concept, aspects and changes in/of
culture and society
c. Explain anthropological and sociological
perspective on culture and society.
References
DIWA Understanding Culture, Society and Politics,
MELC, CG and TG
Time Allotment/duration 3 hours/ week
1 week
Topic: Anthropology and the Study of Culture
a. Identify the subject of inquiry and goals of anthropology.

b. Describe culture as complex whole and aspects of culture and society.
c. Raise questions towards holistic appreciation of cultures and societies.
d. Recognize the value of anthropology for the 21st century.
e. Compare and contrast across different eras to depict the technological, cultural,
social and political change in every society.

My Introduction
Activity 1.Experience in Picture!
You have always heard the word culture used in conversations. At times, it refers
to something ethnic, some people think of it as an all-encompassing term that separates
humans from the rest of animal kingdom, but what is it exactly?
http://www.migrationnavigator.org/connection-culture-society/
From the concepts of sociological and anthropological seen in the picture showed
above, describe society and culture as complex whole. Give a brief explanation on how
culture and society from anthropological and sociological viewpoint.
My viewpoint in
anthropological and
sociological perspectives
on culture and society...
_
____________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________

OBTAINED
CONTENT T The content was 10

well filled up and
answered
appropriately the
cultural background

written with ideas
easily conveyed to
readers.

the data presented.
Total 30
Culture is everything that a person learns as a member of a society. The three
Italicized words are important in understanding the concept of culture better.

Culture is everything. It is what a person has, does and thinks as part of society.
This implies all of a person’s belief system, set of behavior and material
possessions. As such, it can be said that culture is a powerful agent in shaping the
decisions and actions of human, given a situation. It consists of the material and
the nonmaterial.
Aspects of culture:
a. Culture affects biology.

b. Culture patterned social interactions
c. Culture is learned through socialization or enculturation.
d. Culture is shared and contested( given the reality if social differentiation)
e. Culture requires language and other forms of communications.
f. Culture is maladaptive.
g. Culture dynamic, flexible and adaptive
Culture is everything- it is what a person has, does, and thinks as a part of a society.
This implies all of a person’s belief system, set of behaviors, and material
possessions.
Material culture
 Includes all the tangible and visible parts of culture, which include clothes,
food, and even buildings.

Nonmaterial culture
 Includes all the intangible parts of culture, which consist of values, ideas, and
knowledge.
Enculturation- the process of learning your own culture.

Acculturation- constant interaction between societies, culture can be modified to
accommodate.
Deculturation- where the reason for the culture has been lost and even the
cultural trait itself is the process of being forgotten.
Theories on culture
Theories are perspectives that are essential in shaping an analysis an out
particular issue. In the field of anthropology, one of the key points of discussion
the concept of culture. The following table presents seven theoretical orientations
in anthropology and the ideas on culture that they expouse.
Table 3.1 comparison of the theories on culture.
THEORY Perspective on culture
All culture undergoes the same

Cultural evolutionism development stages in the same order. The
main classifications include savagery,
barbarism, and civilization.
Diffusionism All societies change as a result of cultural

borrowing from one another.
Historicism Each culture is unique and must be studied

in its own context.
Psychological anthropology Personality is largely seen to be the result
of learning culture
Functionalism Society is thought to be like a biological

organism with all of the parts
interconnected. Existing institutional
structures of any are thought to perform
indispensable functions, without which
society could not continue.
Neo- evolutionism Culture is said to be shaped by

environmental technological conditions.
Culture evolves when people are able to
increase the amount of energy under their
control.
Materialism Culture is the product of the material

conditions in which given community of
the people finds itself.
Adopted from DIWA Understanding Culture, Society and Politics, pg. 37

Instruction: You have heard your parent utter phrases that question your
behavior, in comparison to how they behaved when they were at your age. In a
table with four columns, provide the following.
An example of the Reason/s why Reason/s why Your reason/s

behavior that your your parents you think your for having such
parent questions thinks this parent believe behavior
you behavior is that this behavior
problematic is problematic
My
behavior
today
My parent’s
behavior
when at my
aged today
C. My Map
My Culture, My Heritage!
DIRECTION: Identify two Philippine cultural heritages under threat (one-tangible and
one-intangible). For both identify the threats and sources, and then come up with a plan
of action on how to deal with these threats. Write your output on the table.
Heritage Threats Plan of action
Vocabulary time!
Threat- the possibility
that something bad or
harmful could happen

D. My Reflections and Analysis
Directions: Draw/ find a picture of public transportation means in Philippine society

across different eras to depict the technological, cultural, social and political
change in every society and say something in each drawing/picture. Write your
answer below.
19TH CENTURY 20TH CENTURY 21ST CENTURY
RUBRIC FOR DRAWING/ PICTURE
CRITERIA Description Points Points Obtained
ORGANIZATION Well organized order 10

and structure of picture
or drawing compelling
and flows smoothly
CREATIVITY Enthusiastically used 10

materials and ideas for
enhanced
IDEAS Insightful and well 10

considered ideas
making multiple
connections
Total 30

My Evaluation
C. Checking for Understanding
DIRECTONS: Write TRUE if the statement is correct or correct the underlined

word if the statement is incorrect. Place your answer on the blank provided.
______________1. Culture is everything that a person learns as a member of a

society.
______________2. Materialism, Culture evolves when people are able to increase

the amount of energy under their control.
______________3. Enculturation is the process where you have forgotten your

own culture
______________4. Historicism, all societies change as a result of cultural

borrowing from one another.
______________5. The main classifications include savagery, modernization, and

civilization.
______________6. Material culture includes all the intangible and invisible parts
of culture, which include clothes, food, and even buildings.
______________7. Nonmaterial culture includes all the tangible parts of culture,

which consist of values, ideas, and knowledge.
______________8. Culture is dynamic, flexible and adaptive.
______________9. Culture requires gestures as a forms of communications.
______________10. Culture is said to be shaped by environmental technological

conditions.

D. Performance Task
READ and follow the instruction carefully!
Instruction: In your home, ask your parents/ elders, or your grandparents to help you
think of your unique cultures (tradition, costumes, and beliefs- customary ways of life).
Then make a 5-minute video clip presentation being presented by you that showcase your
cultural heritage and express pride of your place/group belonged without being
ethnocentric. The video clip presentation will be passed on/before 1st Friday of October,
2020.
Rubrics for video clip

Criterion YES NO
Plan
1. The output shows evidence of planning a few parts of the
production.
2. There is a complete script or storyboard, though not detailed
3. The output shows evidence of planning in all parts of the
production.
Content Objective
1. The video is a disconnected (or loosely connected) series of scenes
with no unifying story or structure.
2. The video tells a connected story or has a clear and complete
structure.
3. The video has a compelling structure and is express creatively.
Footage shoot
1. The sound effects used are unrelated
2. The music and sound effects are appropriate to the mood/pacing.
3. The background music and sound effects always balance well.
Editing
1. No transitions between clips are used too many different transitions
used without thought to purpose.
2. Basic transitions used (cut and fade) appropriately and other types
of transitions usually added as appropriate for the scene.
3. All transitions between clips are appropriate, suit mood content, and
smoothen the flow from one scene to the next.
Enhancement
1. Some of the graphics, animations, or effects seem unrelated to or
detract from the topic, theme, or mood.
2. Most of the graphics, animations, or effects seem related to and
enhance the topic, theme, mood, or message.
3. All of the graphics, animations, or effects seem related to and
enhance the topic, theme, mood, or message.
Creativity
1. There is little evidence of imagination, creativity, or thoughtfulness.
2. There is some evidence of imagination, creativity, or thoughtfulness.
3. There is thorough evidence of imagination, creativity, or
thoughtfulness.


Module 3: Human evolution and Culture
Content 1. Human biocultural and social evolution: from homo

habilis to homo sapiens, sapiens in the fossil record.
2. Cultural and sociopolitical evolution.
a. The Neolithic revolution
b. Early civilization of the rise of the state

d. The human origins and the capacity for culture.
e. The role of culture in human adaptation
f. processes of cultural and sociopolitical evolution

1. Analyze key features of interrelationships of
biological and sociopolitical processes in human
evolution that can still be used and developed.

d. Analyze the concept, aspects and changes in/of
culture and society
References
DIWA Understanding Culture, Society and Politics
DepEd copy
Topic: Bio-cultural and social evolution
a. Trace the biological and cultural evolution of early to modern humans.

b. Explore the significance of human material remains as pieces of
artificial evidence in interpreting cultural and social, political and
economic processes.
c. Sequence the events in the spread of modern humans in the Americas,
Australia, and the pacific.
d. Identify forms of tangible and intangible heritage.

My Introduction
Idea Wheel!
Instructions: Infer the meaning behind the drawings or pictures that suggest the human
attributes or markers of humanity in this activity. Identify the physical markers of
huminins as suggested in the illustration provided in the areas circle A. explain these
characteristics in circle
WHEEL A WHEEL B
RUBRICS FOR ESSAY

OBTAINED
CONTENT The content was well 10

filled up and answered
appropriately the
cultural background
written with ideas easily
conveyed to readers.

the data presented
Total 30

Cultural Beginnings
Culture is defined as “that complex whole which encompasses beliefs,

practices, values, attitudes, laws, norms, artifacts, symbols, knowledge, and
everything that a person learns and shares as a member of a society”.
(Tylor, 2010).
Biological capacity for culture
1. Our thinking capacity

The primary biological component of humans that allowed for culture is the
developed brain. It has the necessary parts for facilitating pertinent skills
such as speaking, touching, feeling, seeing, and smelling.
The Frontal lobe and the motor cortex - function for cognition and
motor abilities.
The Parietal lobe- allows for touch and taste abilities.
The Temporal lobe- allows for hearing skills
The Occipital lobe- allows for visual skills.
Source: Socratic.org
2. Our Speaking capacity

As the brain is the primary source of humans’ capacity to comprehend sound
and provide meaning to it, the vocal tract acts as the mechanism by which
sounds are produced and reproduced to transmit ideas and values.
Source: Howitworksdaily.co

3. Our Gripping capacity
The hands of a human have digits (fingers) that are straight, as compared
with the curved ones of the other primates. These characteristics of human
hand allowed for two types of grip:
1. Power grip- enabled human to wrap thumb and fingers on an object.

2. Precision grip- enabled human to hold and pick objects steady using
their fingers. This capacity was crucial for tool-making activities.
Source: Slideshare.net
4. Our Walking and Standing capacity

This is an important trait , as it gave humans more productivity with their
hands. Apart from this humans gained a more efficient form of locomotion
suitable for hunting and foraging.
Primates have two types of locomotion:

1. Bipedalism- is the capacity to walk and stand on two feet.
2. Quadropedalism- uses all four limbs.
Source: Slideshare.net

Timeline of Human Evolution
1. The Oldowan Industry

 A stone tool industry.
 Is characterized by the use of “hand water-worn creek cobbles” made out of
volcanic rock” (O’Neil, 2012). These raw materials were then made into tools
through percussion flaking, which is a process of involving the systematic
collision of a hammer with a core stone.
 Supporting the existence of this industry is the evidence found by Mary and
Louis Leakey at Olduvai Gorge, Tanzania, which was dated at 2.6 million
years ago.
 This industry is known to have been used by Homo Habilis.
 From Africa, this industry spread out to Europe and Asia during the migration
of Homo erectus.
Oldowan industry tools
Source: ucl.ac.uk
1. The Acheulian Industry

 Homo Erectus developed a more complex industry from what they
inherited from Homo Habilis.
 Created hand axes that were beneficial, shape in both sides, and with
straighter and sharper edges.
 Made other tools such as “choppers, cleavers, and hammers as well
as flakes used as knives and scrapers” (O’Neil, 2012).
 This industry was named after Saint Acheuli, a patron saint in
southwest France, as these artifacts was discovered in the area.
 Homo erectus invented this industry and brought it to Europe 500
000-900 000 years ago and to China 800 000 years ago.
Acheulian industry tools Homo erectus
Source: thoughtco.com Source; Humanorigin.si.edu

2. The Mousterian Industry
 This industry was developed by Homo Neatherthalensis

(Neandertals) in Europe and west Asia between 300 000 to 30 000
years ago.
 This industry was named after a site in France called Le Moustier,
were evidence was uncovered in 1860.
 The tools from this industry combined Acheulian industry
techniques with the Levalloisian technique, which involved the use
of a premade core tool and the extraction of a flake tool that has
sharpened edges.
Mousterian industry tools Homo Neatherthalensis
Bradshowfoundation.com DragonflyissuesinEvolution13.Wiki/fandom
3. The Aurignacian Industry

 This industry was mainly present in Europe and Southwest Asia
from 45 000 to 35 000 years ago.
 The term aurignacian was derived from Aurignac, an area in
France where the evidence for this industry was found.
 Users of this industry used raw materials such as flint, animal bones,
and antlers.
 Apart from a more advanced toolmaking industry, what made this
industry a cultural milestone for the modern humans in Europe is
their development of self-awareness.
Aurignacian Industry tools
Source: Researchgate.net

4. The Magdalenian Industry
 This industry saw the Paleolithic period as it transformed to the
Neolithic period.
 This industry was named after the La Madeleine site in Dordogne,
France.
 This industry, which is also a proto-culture used by the early
humans, was defined by several revolutionary advancements in
technology, such as the creation of microliths from flint, bone,
antler, and ivory.
 Another cultural milestone for the users of this industry was the
use of temporary man-made shelters such as tents made from
animal skin.
Magdalenian industry tools
Source: Researchgate.net
The Neolithic Revolution

 This period is characterized by a major shift in economic subsistence of the
early humans from foraging to agriculture.
Table 2.1 Characteristics of Paleolithic and Neolithic Societies.

Characteristics Paleolithic Neolithic
Small and handy for mobile Included wider array of small
Tools lifestyle and bigger tools to sedentary
lifestyle
Limited to personal Included structures (e.g.,
Personal properties accessories and small tools houses) decorative
that could easily be carried ornaments, large containers.
around
Characteristics Paleolithic Neolithic
Small and limited to Included the creation of

personal ornaments, bigger artworks that required a
Art artworks were done but not longer length of time and a
within a long time greater number of people
frame(e.g. cave paintings) (e.g. Stonehenge)
Subsistence Foraging Agriculture
Semirigid; based on
Leadership Not rigid; based on age and legitimacy (religious beliefs,
knowledge social status)
Social divisions None, communal lifestyle Elite vs. working class
Population size Slam (30-50 people) Large (in thousands)

Early civilization and the Rise of State
Four primary theories as to how states rose.
1. Devine Right Theory

- Rulers ascended to power convinced that their righto rule is based on their
filial relationship wit supernatural forces and entities.
2. Force theory
- A group forces members of another to to subject themselves to their rules.
3. Paternalistic Theory
- The father is essentially the leader of the first politic unit, which grew as
the number of the members of his family grew.
4. Social Contract
- The creation of a state was a mutual agreement between the ruler and the
ruled to ensure order and security from outside treats.
5. Natural Theory
- Humans have an innate need to be part of community. The Greek
philosopher Aristotle described humans as “political animals “as it is in
their nature to indulge in politics.
Instructions: Go to the link at the bottom to know more about ancient

civilizations. The site presents six themes that you could choose from trade,
religion, writing, cities, buildings, and technology. Upon the choosing a theme, you
will be directed to a page where questions that would lead you to understand the
events of that period are posed. Read the texts and write an essay that covers this
general question: what were the early civilizations like? Use the online guide
questions in drafting your essay.
http://www.ancientcivilizations.cp.uk/home_set.html ( accessed 11 July 2020)
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 30

E. My Map
Compare and Contrast Diagram
Compare and contrast the physical traits of Homo Habilis and homo Sapiens. How
was Homo Habilis different from Homo Sapiens. Explain the comparison using
the diagram below:
Homo Habilis Homo Sapiens
How alike?
How different?
With regard to
Thinking
capacity
Speaking
capacity
Bipedalism
Interpretation and Conclusion

C. My Reflections and Analysis
Processing Questions:
1. What is the observable trend in tool making during the Paleolithic period?
2. What advantages might have been given by an increase in brains size?
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 30

My Evaluation
Checking for Understanding
Complete the unfinished sentences to summarize the lesson.
1. The chapter was about….
2. One key idea was…
3. This is important because…
4. This matters because…
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 30

Performance Task
Instructions: Go to the link at the bottom to know more about ancient

civilizations. The site presents six themes that you could choose from trade,
religion, writing, cities, buildings, and technology. Upon the choosing a theme, you
will be directed to a page where questions that would lead you to understand the
events of that period are posed. Read the texts and write an essay that covers this
general question: what were the early civilizations like? Use the online guide
questions in drafting your essay.
http://www.ancientcivilizations.cp.uk/home_set.html ( accessed 11 July 2020)
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 30

Unit 1:
MODULE 4. BECOMING COMPETENT MEMBER OF SOCIETY
Content Becoming a member of society

1. Enculturation/Socialization
a. Identify formation (identities, disciplines, and
aspirations).
b. Norms and values
c. Statues and roles(e.g. age, gender)
2. Conformity and deviance
a. Social control (gossip, social ostracism, laws and
punishments).
b. Forms of deviance (ritualism, retreastism,
rebellion, and innovation).
3. Human dignity, rights, and the common good.

g. How individuals learn culture and become
competent members of society.
h. How individuals should behave as part of a political
community.

a. Identify norms and values to be observed in
interacting with others in society, and the
consequences of ignoring these rules.
b. Recognize the value of human rights and promote
the common good.
e. Explain the context, content, processes, and

consequences of socialization
References
2 Model of Consciousness: The I and me perspective
(Wilber 1997)
Fig. 6.2 Model of Consciousness: The I and me perspective
(Wilber 1997)
Time Allotment/duration 3 hours/ week

1 week
Topic: Enculturation and Socialization

a. Inculcate norms and values observed in interacting with others in society,

and the consequences of ignoring these rules.
b. Explain the development of one’s self and others as a product of socialization and
enculturation.

c. Identify the context, content, processes, and consequences of enculturation and
socialization
d. Recognize the social goals and the socially acceptable means of achieving these
goals.
e. Revisit their past experiences and research on the norms and values of their
family, community, municipality and country.
My Introduction
A. My Rights!
Direction: Give at least 5 rights as a Pilipino citizen living in the Philippines. Write your
answer briefly below:
1.
2.
3.
4.
5.
Sociology and the study of Society

 The compilation of values, attitudes and beliefs that individuals receive from
their family, peer, and community enables them to create a personal identity that
simultaneously separates them from the other members of the group and
incorporates them in its system. Such differentiation from the general social
template is called individualization.
Social Identity- is a person’s notion of who e or she is in society. This includes

the roles and statuses that he or she performs in accord to what the society
expects from him or her.
Two primary types of social identity that an individual takes on:
1. Primary identity
o Consists of the roles and statuses that an individual learns as a child. This
includes the core social identities that are often ascribed to an individual
such as sex, age, and ethnicity.

2. Secondary identity
o As a child gets enculturated and socialized with his or her society’s norm.
this includes roles and statuses that are achieved such as occupation,
educational background, economic status, ad gender.
This duality of identity produces the “me” and “I” dichotomy that humans have.
“I” “Me”
My being and my My behavior and
existing- the my activity- the
existential “I” doing “me”
My meaning-making My social roles

and
and my values- the public persons-
the
cultural “I” performing
Fig. 6.2 Model of Consciousness: The I and Me perspective (Wilber 1997)
This module presents a fourfold understanding of human society, which are

categorized as follows: the existential “I,” the doing “me,” the cultural “I.” and the
performing “me”. These categories promote a holinic concept of the self- the self is both
a whole and a part. The self in the context of the personal pertains to the wholeness of an
individual’s identity. This leads back to the uniqueness of every individual. The self in
the context of it being a part of a whole reflects on the ascribed roles that it plays within
the context of society.
Theories on Identity
1. The Role Learning Theory

- Promotes the arguments that individuals learn a repertoire of social roles from
their society. They the reproduce this repertoire in their behavior. Roles
constitute the social facts (e.g. gender role, family role, occupational role) that
inhibit, empower and influence and individual’s actions. Conformity to these
social facts is rewarded by acceptance from members of the society, whereas
nonconformity results ostracism.
2. The Theory on Symbolic Interactionism

- Which promotes the idea that individuals construct their notion of the self
through social interactions performed within a society. This implies that roles
and their performances are part of a creative process wherein the individual
sees the behavior of others and responds to it by creating a role that it can
play.

Norms and Values
The concept of cultural values refers to all those ideas held in society that are
considered good, acceptable, and right. Cultural values inform the types of
aspirations that members of society aspire for, and these are labeled as social
goals. Such goals are achieved through socially approved norms that constitute
beliefs, behaviors, and material possessions.
The norms are explicit and implicit rules and conventions, which are followed by
individuals in their social relations with others.
There are four categories of norms:
1. Folkways
Are the socially approved behaviors that have no moral underpinning. This
includes a variety of actions that constitute acceptable or expected behavior
drawn from customs and conventions.
For example, some societies (e.g., Americans) consider it rude for a visitor to
make slurping sounds when consuming soup, whereas others (e.g., Chinese)
encourage it.
2. Mores
Are the norms related to moral conventions. These include behaviors that are
considered acceptable in relation to religious practices.
For example, the use of artificial contraceptives, such as condoms and birth
control pills, is frowned upon in highly religious societies, whereas it is
accepted, and even encouraged, in others that do not strictly follow the
conventional dictates of religious doctrine. Some cultural prohibitions are
strictly implemented than the others, which make them taboo.
3. Taboos
Are behaviors that are absolutely forbidden in a specific culture.
Performances of taboos are met with stricter punishments.
For example, cannibalism and incest. It must be noted that the taboos are not
universal. Some societies do allow behaviors that considered repugnant in
others. Reinforcing the nonpractice of tabooed behaviors are the laws that are
enacted by the state.
4. Laws
Consists of the rules and regulations that are implemented by the state,
making them the prime source of social control. Violations of laws are met
with punishments, fines, ostracism, and imprisonment.
Statuses and Roles

Status
Refers to our social position in society at a given time. Social status
changes through the life courses of an individual.
Is an individual position in his or her society, which carries it a set of defined
rights and obligations. Your status as a student comes with obligations and
rights, which are defined as your roles.
Roles

Are the sets of expectation from people who occupy a particular status. The
behavior of an individual within a social space in accordance to his or her
status is called role performance. Sometimes, a status has multiple roles
attached to it. This multiplicity of roles within a given status called a role
set. Hence, your teacher’s role is not just to educate you. He or she also has
the role of being your guardian while you are away from your parents.
Are the duties and responsibilities expected to us to fulfill because of our
status. Status and roles can become stereotypes.
Status Roles
Good provider
Father
Mother Takes care of children
Siblings Study hard, help in

household chores
Policeman Protect citizen
Government official Serve the people
Adopted from of Understanding culture, Society, and Politics
Conformity and Deviance
Conformity
Is the act of following the roles and goals of one’s society. This behavior often met
with rewards and acceptance from other members of the society.
Deviance
Is the act of violating the prescribed social norms. Act of deviance are often
associated with stigma. A Stigma - is a strong sense of disapproval of
nonconforming behavior from members of a society.
There are several theories that explain the existence of deviants. (human/groups) and
deviance (acts). These are as follows:
Social control theory- deviance is a primarily caused by a lack of stronger social

bonds within a society. As an individual feels less attached to his or her society,
there is a higher chance for him or her to deviate from social norms.
Rational choice theory- the individual’s decision to follow or to go against social
norms is dependent on their perceived cost and benefit of such action. This implies
that human weigh the impact of following a norm. if following a norm would cost
them mo0re that what they could spare, such norm is set aside and they would
choose to perform a deviant act.
Differential association theory- conformity or deviance is learned by an individual
from those he or she associate with. Hence, then it is more likely that he or she
would conform to deviant behavior than that of what the general public may be
considers as a norm. Interestingly, what is deviant for the general public may be
considered as a norm among a group of deviant.

Labeling theory- actions are initially not considered a deviant until they are labeled
as such by members of a community. Based on this theory, there are two stages of
deviance: primary deviance is a type of act that does not end with the individual
being labeled as such. This is due to the age and intensity of the deviance
committed. Secondary deviance is the type of acts that results from being labeled
by society as a deviant.
Conflict theory- society consists of opposing groups of people whose access to
power is unequal. The group that has access to power determines which actions are
deviant based on their perceived advantage. Usually, the set of behaviors of the
elite is created and reproduced as the norm, and those of the powerless are
considered deviant.
Structural-functional theory- this theory proposes two perspectives in the
formation of deviant behavior. On the micro level, deviance is a product of the
breakdown of social norms which produces anomie or social disorganization. On
the microlevel, deviance is the product of the role strain that an individual
experiences due to lack of resources to cope with the demands of the social norms.
Based on this perspective Mertron (1957) created a model illustrating the type
of responses that individuals have toward social norms with regard to two
variables: cultural goals and instructional means. Cultural goals consist of the
values that are important to the society. Instructional means are the processes
that have been established through social structures such as the government,
school, church, and even family
Institutionalized Means
c accept reject
u
l CONFORMITY INNOVATION
t
u accept
r
a
l
RITUALISM RETREATISM
g
o reject
a
l New means
s
REBELLION
New goals
Fig. 6.3 Merton’s deviance typology (Merton, 1957)

Adopted from DIWA Understanding Culture, Society and Politics, pg. 70
In Merton’s typology, individuals who accept their society’s cultural goals and
that of the process to accomplish it are labeled as conformists, whereas who accept the
goal but not the process is called innovators. Such individuals are bent toward achieving
the same social goals using an alternative approach. Individuals who reject the goal but
accept the process are prone to ritualism, as they perform the social norms without

subscribing to the social goals that such lead to. Those who reje3cted both the goals and
the approach are in the process of retrealism, which would redefine the goals and which
would redefine the goals and processes in a society in the form of rebellion.
Social Control
- To maintain social order and stability, social control is needed. The two
elements that promote the social control are:
Internalization- is an integral part of communicating and incorporating social

norms to an individual’s personality. It is in this process that an individual is
made to automatically conform to the dictates of his or her society through a cost-
benefit orientation. One key element in ensuring that individuals are able to
internalize social norms is the establishment of sanctions.
Sanctions- are powerful in leading an individual to conform to social norms.
Despite an individual’s disinclination to conform, when the sanction is strong,
there is a high possibility that he or she will decide to follow the norm. Sanctions
can be categorized into four types.
Formal sanctions- these are the rewards or forms of punishments that re formally
awarded by an institution such as government, a council, or an establishment.
Informal sanctions- these are the rewards and forms of punishment that are
spontaneously given by an individual or a group of people as a response to a
behavior that was either accepted or disapproved.
Positive Sanctions- these are actions or statements that reward a particular

behavior, which reinforce its repetition.
Direction: Fill in the information that is required in the boxes. After which,
categorize these in identities by highlighting in pink all identities that are public and
blues for all the identities that are personal.
Age: Gender: Ethnicity: Hobby : Religion:
Economic Illness: Language Failure/s: Award/s:

status:
In the previous activity, notice how you have categorizing the elements? Your cultural
background plays an important role in enabling you to identify which part of your identity
is for display to your peers and which is for display to your parents. This is the reason that
you play different roles for different groups of people.
What I have learned so far?

How does socialization affect my private life?

RUBRICS FOR ESSAY
OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 20
My Map
The World and I!
The teacher will ask the students to look back on their childhood. The focus of this
activity is the interaction/ socialization with their family, relatives, neighbors, and
godparents. Write your answer inside the oval, respectively.
Family Relatives
Me
Godparents Neighbors

C. My Reflections and Analysis
Processing Questions:
1. How did your family take care of you as a child?
2. What role did your relatives play in your upbringing? How do your
neighbors interact with you as a child? To what extent did they socialize
with your family?
3. Do you personally know you godparents? How did your parents

choose your godparents?
4. What roles did your godparents play in your upbringing?
RUBRICS FOR ESSAY

OBTAINED
CONTENT The content was 10

well-thought of;
guide questions were

written with ideas
easily conveyed to
readers.

concise, and based
on the data
presented.
Total 30
My Evaluation

DIRECTIONS: Write your correct answer on the blank provided.

___________1. This includes the roles and statuses that he or she performs in
accord to what the society expects from him or her.
___________2. It is a multiplicity of roles within a given status.
___________3. The behavior of an individual within a social space in
accordance to his or her status.
___________4. Is an individual position in his or her society, which carries it a
set of defined rights and obligations.
___________5. Where deviance is the product of the role strain that an
individual experiences due to lack of resources to cope with the demands of the
social norms.
___________6. Consist of the values that are important to the society.
___________7. are the processes that have been established through social
structures such as the government, school, church, and even family.
___________8. Where deviance is a product of the breakdown of social norms
which produces anomie or social disorganization.
___________9. Consist of the values that are important to the society.
___________10. Is a strong sense of disapproval of nonconforming behavior
from members of a society.
B. Performance Task
Direction: In this activity the students revisit their past experiences and
research on the norms and values of their family, community, municipality and
country. Answers should be limited to DO’S and DON’TS of their age. The
discussion is classes in urban areas could include norms of traffic behavior
requiring mutual consideration (e.g., drivers stop at pedestrian lanes and
pedestrians cross the street speedily and only on pedestrian lanes, drivers not
jumping the queue during heavy traffic, not wearing mask, no ID when ECQ, no
helmet, no license.)
Social Environment DO’S DON’TS
Beyond wall: GO online to extent your knowledge

One of the spaces where individuals air their comments on social issues is the internet. In
this site, https://uk.answers.yahoo.com/question/index?id=20110120184646AA5AAFe
(accessed 22, August, 2020) you will read ongoing debate of netizens on the topic of
restoring the death penalty in the Philippines.
Based on your understanding about the current crime situation of the country, do
you think that it is high time to bring back the death penalty? Or do you think that such

penalty is too steep for a human to pay despite the severity of the crime he or she has
committed? Write your answer on your activity notebook.
Module 5: SOCIAL ORGANIZATION
Content How society is organized

1. Groups within society: primary and secondary
2. In-groups and out-groups
3. Reference group
4. Networks

1. Cultural, social, and political institutions as sets of
norms and patterns of behavior that relate to major
social interests
2. how individuals should behave as part of a political
community
1. Analyze aspects of social organization

2. Identify one’s role in social groups and institutions
*Analyze the forms and functions of social

organizations
References
Topic: Sociology and the study of Society
a. Describe the organized nature of social life and rules governing behavior by
listing the factors that are responsible for the kind of person.
b. Analyze aspects of social and political structures.

c. Identify one’s role in social groups and institutions by tracing kinship ties and
social networks

My Introduction
Me and My Social Map!
Instructions: Starting with your present situation as a student, list down 5 important
factors that you think are responsible for the kind of person you are right now.
Start with what is unique in you as a social person (not necessarily focusing on
your biophysical traits). Link each feature with societal, cultural, or political
force. The evaluate each in terms of opportunities and constraints it provides in
pursuing your present and future plans. Use the table below as templates for
your assessment.
My unique features as Types of social forces Assessment of effects

a social person responsible for these (Does it provide opportunities
(may include but are not features or serves as constraints?)
limited to (is it societal/cultural/political?)
sex/religion/residence)
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 20

Social Organization
- A social group consists of individuals who are reunited by their similar
characteristics, and these characteristics serve as the bases of their constant
interaction. However, not all individuals who share similar characteristics
inte5ract with one another.
- For example, your barkada may be classified as a social group; students attending
your high school are within the context of social category, as you do not normally
interact with them. Your relationship with your fellow high school students will
turn to a social group once you recognize your ties with one another as belonging
to one group and you interact with one another.
BARKADA
Is a term that most Filipinos in their youth use to refer to a group
who share the same social inclinations. The fondest memories on
one’s youth would be often be of the experiences they shared with
their barkada. Every age group in their society creates and
subscribes to a social group.
GROUPS WITHIN SOCIETY: group membership has been a key element in fostering
the development of the social nature and ideals of an individual. Each individual is a
primary group and secondary group from which he or he learns the culture of his or her
society.
1. Primary Group
Are the direct sources of an individual’s social skills and knowledge?
The bonds that an individual forms with members of these groups
extend over long periods of time. An individual’s primary groups
usually consist of family, friends, classmates, and church. Due to the
connection between the individual and the members of thy relationships
are formed se social sets.
Example
 Barkada
 Family
 Childhood friends
2. Secondary Group
Are more formal in context as the relationships and interactions in them
are limited ti a particular role that an individual plays within the group.
This may consist the relationships that are temporary and practical such
as that of a client and an agent, a researcher and an informant, face-to-
face interaction is limited and communication is often formal. As such,
discussions relating to the personal are often discouraged in this setting.

Example
 Transnational companies
 Trade unions
 Corporate organizations
 Professional associations
In-groups
Is the social groups in which an individual directly affiliates and
expresses loyalty to.
Three primary characteristics of an in-group

1. Members use titles, external symbols, and dress to distinguish themselves
from out-group (Shandra, 2007).
One of the most recent subcultural categories formed in our country is

that of the jejemons. This group is popular for their distinguishable dress
code and language. Males would usually wear rainbow-colored caps,
loose shirts, and pants. In terms of language, their alteration of the
spelling of words has given them a form of exclusivity from those who
are not part of the culture.
Fig. 7.2 shoes how some phrases such “kumusta” and “hello po” have
been transformed into “mztaHhh” and “eowsszz powhh”
2. Members apply positive stereotypes on their in-group and negative

stereotypes to the out-group (Shandra, 2007).
Generally, the in-group consists of the majority who defines what is

normal and acceptable. Those who do not conform to the prescribed
norms are considered part of the out-group.
Of individuals preferring members practiced within an in-group as
opposed to those from the out-group is called in-group favoritism. This
is crucial in reinforcing self-esteem within the group by creating biases
that make the in-group the “superior” over the out-group.
3. Members tend to clash or compete with members of the out-group. This

competition with the other group can also strengthen the unity within each
group (Shandre, 2007).
Rivalries among schools, which are highlighted during competitions

in sports, quiz bees, and rankings, are a prime example o0f how
members from an in-group tend to compete with the out-group.
School spirit ids often intensified through the common desire of
individuals in a group to succeed against 6the opposing group.
Out-Group
Is a social group toward which a person feels a competition or

opposition (Macionis, 2012).
As a groups beyond three people, they become more stable and
capable of withstanding the loss of one or more members. At the
same time, increases in group size reduce the intense personal
interaction possible only in the smallest groups. Larger groups are
based less on personal attachment and more on formal rules and
regulations (Macionis, 2012).

Reference Group
This group is used to determine the reference point in so far as the kind of
expected behavior or norm one should act and manifest. In this way it defines
who we are and what is expected from us in relation to and in comparison with its
members. A person can have multiple reference groups.
Examples:
1. Athlete student- expected to balance the academic life and sports training.
2. As a student, your reference group depends on what level you are-
Freshman, Sophomore, Junior, Senior
3. When performing dance group- backstreet boys or spice girls.
*reference group can also be use as a basis for what someone aspires to be- sort
of a model.
Networks
Caroline Persell (2008( defines network as “a set of relations, link, or ties among
social actors”.
This kind of social connection can be seen in multilevel marketing, which is a sale
strategy that entices and invites people to sell products and by doing well get
discounts, incentives or commission for the products sold or for recruited sellers.
The number of people down the line increases sales and the number of sellers and
buyers.
Examples of multilevel marketing:
 Avon
 Boardwalk
 Ever Bilena
F. Independent Practice
Read and answer!

Instruction: dehumanization is one of the effects of intensive gathering by the
members of an in-group against those from the out-group. A concrete of this
genocide, wherein an individuals who are not considered part of a socio-cultural group
are killed.
Visit http://worldwithoutgenocide.org/genocides-and-conflicts/comodian-
genocide
1. Who were considered as members of the out-group?

2. What were the characteristics associated with out group?
3. How is genocide example of intergroup aggression in this story?

RUBRICS FOR ESSAY
OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 20
My Map
Direction: In the following activity, write the names and your relationship with the
persons, agencies or institutions around you that organize the circle of your own groups
in the society today. Write your answer in the corresponding wheel below.
MY SECONDARY GROUP:
MY NETWORK GROUP
MY PRIMARY
GROUP:
MY
NAME
MY REFERENCE GROUP

G. My Reflections and Analysis
1. Differentiate an in-group from an out-group.
2. How reference groups affect an individual’s behavior?
3. What are the effects of small group to its members’ behavior?
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 30

My Evaluation
DIRECTIONS: Draw a line to match the phrase that best represents concepts.
Barkada  a social group toward which a person feels a

competition or opposition (Macionis, 2012).
 The bonds that an individual forms with members of

Primary Group
these groups extend over long periods of time.
 a term that most Filipinos in their youth use to refer to a

Secondary Group group who share the same social inclinations.
 more formal in context as the relationships and

In-groups interactions in them are limited to a particular role that
an individual plays within the group.
 social groups in which an individual directly

Out-Group affiliates and expresses loyalty to.
 more formal in context as the relationships and

interactions in them are limited to a particular role that
an individual plays within the group.

A. Performance Task
“Group” Matrix
Directions: complete the table/matrix below by citing examples of various kinds
of groups in the Philippine context. Why do you think so?
Examples Explanations
1. Primary Group
2. Secondary Group
3. In-Group
4. Out-Group
5. Networks
RUBRICS FOR ESSAY

OBTAINED

thought of; guide
questions were

written with ideas
easily conveyed to
readers.

the data presented.
Total 30
FEEDBACK
(Teacher’s Feedback based from the result of the evaluation/assessment and if there’s a
need for reinforcement; schedule of reinforcement/face-to-face interaction)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________________

Summative Evaluation and Feedback
(Unit Test & Quarterly Exam)
MULTIPLE CHOICES
DIRECTIONS: Encircle the letter of the correct answer.

NOTE: NO ALTERATIONS OF ANSWER.
1. It is the identity that is tied to being part of a nation or country, and it is a group of people
who shared the same history, traditions and language.
a. Nationality b. Ethnicity c. Society d. Citizenship
2. Refers to the socially constructed roles, behaviors, activities, and attributes that a given
society considers appropriate for men and women.
a. Sex b. Gender c. Gender Quality d. gender Inequality
3. Individuals who attracted to multiple types of gender is called?
a. Pansexual b. Polysexual c. Transsexual d. Asexual
4. This also may manifest in a belief that one’s set of moral codes is better than those of
others, such that such one’s religion is accepted as a truer form of belief system.
b. Religion b. Tradition c. Culture d.

Ethnocentrism
5. Was used as a form of human classification that was based on observable human traits and
characteristics.
b. Gender b. Cultural Variation c. Race d. Cultural Relativism

6. That complex whole which encompasses belief, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learns and shares as a member of society
b. Tradition b. Culture c. Power d. Influence

7. What is the primary biological component of humans that allowed for culture to develop?
e. Thinking capacity
f. Speaking capacity
g. Gripping capacity
h. Walking capacity
8. This industry is known to have been used by HOMOhabilis.
e. Aurignacia Industry
f. Moudterian industry
g. Acheulian Industry
h. Oldowan Industry
9. This industry was mainly present in Europe and Southwest Asia from 45,000 to 35,000
years ago.
d. Oldowan Industry
10. It has provided the bases for the development of complex human groups through the
establishment of culture.
a. Neolithic b. Paleolithic c. Human evolution d. Human Existence

11. This was observed among the Mayans, as conflict among the access to rivers resulted in
the subjugation of one group by another.
b. Force theory b. Paterna;istic theory c. Social contract d. Natural

theory

12. Looks into the biological development of humans and their contemporary variation is
called?
a. Linguistic b. Archeology c. Physical d. Cultural

13. This implies all of a person’s belief, system, set of behaviors and material possessions.
e. Culture is Everything
f. Culture is Learned
g. Culture is Maladaptive
h. None of the Above
14. The process of learning your own culture is called?
b. Enculturation b. Acculturation c. Deculturation d. Culture

15. Culture is a tool for survival that humans use in response to the pressures of their
environment.
c. Culture is Everything
d. Culture is Learned
e. Culture is Maladaptive
f. None of the Above
16. It involves at least two individuals who are in constant interaction based on their statuses
and roles.
b. Roles b. Status c. group d. Institution

17. Are powerful in leading an individual to conform social norms.
a. Conformity b. Deviance c. Sanctions d. Rewards

18. How many theories that explain the existence of deviants?
a. 5 b. 6 c. 8 d. 9
19. Actions are initially considered deviant until they are labeled as such members of the
community.
a. Social Control Theory

b. Labeling Theory
c. Conflict Theory
d. Conformity
20. Society consists of opposing groups of people whose access to power is unequal.
a. Social Control Theory

b. Labeling Theory
c. Conflict Theory
d. Conformity
21. Is the act of violating the prescribed social norms.
a. Conformity b. Deviance c. Sanctions d. Rewards

22. Are the sets of expectation from people who occupy a particular status.
a. Roles b. Status c. `Estate d. State

23. This period is characterized by a major shift in economic subsistence of the early humans
from foraging to agriculture.
a. Neolithic
b. Paleolithic
c. Socio-political Evolution
d. The evolution of life

24. The creation of a state was a mutual agreement between the ruler and the ruled to ensure
order and security from outside treats.
a. Devine Right Theory

b. Force Theory
c. Paternalistic Theory
25. Promotes the study of a society’s culture through their belief system, practice and
possessions.
a. Archeology b. Cultural c. Linguistic d. Physical

26. Includes all the intangible parts of culture which consist of values, ideas, and knowledge.
a. Material culture
b. Nonmaterial Culture
c. Culture is Adaptive
d. Culture
27. Where the reason for the culture has been lost and even the culture traits itself is in the
process of being forgotten.
a. Enculturation b. Culture Shock c. Acculturation d. Deculturation

28. It is the scientific study of society.
a. Sociology b. Anthropology c. Culture d. Social

Sciences
29. This dynamism of culture is due to the changing needs of humans as they interpret and
survive in their environment.
a. Culture is Change
b. Culture is Adaptive
c. Culture Affects Biology
d. Culture is Learned
30. Society as a social organization possessing a harmony of structure and function.
a. August Comte b. Emile Durkheim C. Talcott Parsons d. Morris

Ginsberg
31. Which refers to the biological characteristics of humans such as male or female.
a. Sex b. Gender c. Identity d. All of the

Choices
32. Is the act of following the roles and goal of one’s society.
a. Nation b. Nature c. Deviance d. Conformity

33. Believing in the existing of one god.
a. Monotheistic b. polytheistic c. Atheist d. Buddhism

34. Its function is for the cognition and motor abilities.
a. Frontal Lobe
b. Parietal Lobe
c. Temporal Lobe
d. Occipital Lobe
35. Allows for visual skills.
a. Frontal Lobe
b. Parietal Lobe
c. Temporal Lobe
d. Occipital Lobe

TEST II. TEST II. MODIFIED TRUE OR FALSE
DIRECRION: write TRUE if the statement is correct or correct the underline word to correct the
statement. Write your answer in the blank provided before the number.
______________1. Speaking capacity is the primary biological component of

humans that allowed for culture is the developed brain.
2. Society is defined as “that complex whole which

encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learns and shares as a member of a
society”. (Tylor, 2010).
________ ____ __3. Force theory is a group that forces members of another
to subject themselves to their rules.
______________4. Can be acquired by being born in a country or by the process

of legal applications called naturalization.
______________5. Global South are developed and rich countries.
______________6. Barkada is a term that most Filipinos in their youth use to

refer to a group who share the same social inclinations.
______________7. Nonmaterial culture includes all the tangible parts of culture,

which consist of values, ideas, and knowledge.
______________8. When performing dance group- backstreet boys or spice girls

is an example of In-groups.
______________9. Laws is an individual position in his or her society, which

carries it a set of defined rights and obligations.
______________10. Culture is said to be shaped by environmental technological

conditions.
______________11. Stigma is a strong sense of disapproval of nonconforming

behavior from members of a society.
______________12. Secondary deviance is a type of act that does not end with
the individual being labeled as such. This is due to the age and intensity of the
deviance committed.
______________13. Micro level deviance is the product of the role strain that an
individual experiences due to lack of resources to cope with the demands of the
social norms.
______________14. Macro level deviance is a product of the breakdown of social

norms which produces amonie.
______________415. Enculturation where the reason for the culture has been lost
and even the cultural trait itself is the process of being forgotten.

TEST III. ESSAY
DIRECTIONS: Explain the following concepts briefly with example/s. write your
answer in a CLEAN and white paper using your own hand written to imprint your
ideas. Strictly no vulgar word is allowed.
1. Law and Tradition (10pts)
2. Ethnocentrism and Cultural Relativism(10pts)
3. Human and Humane(10pts)
4. Culture and Society (10pts)
5. What makes you a human? (10pts)


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UNDERSTANDING

CULTURE, POLITICS AND SOCIETY

SITTI KHADIZA A. BULDIMAN

MIT-Senior High School

MIT Vision, Mission, Goals and Objectives …………………..………………………. ii

Pre-Test Evaluation and Feedback…………………………….………………………. v-x

UNIT I – Development of Humans as Social Actors

MODULE 1. Human Variation……………………………………………………... 09-17

MODULE 2. Anthropology and the Study of Culture……...….………………..… 18-25

MODULE3.Human evolution and Culture ……...……………….……….……...… 26-38

MODULE4. Becoming competent member of the society……….……….……...… 39-41

MODULE 5. Social organization ………….………………..................………….. 42-56

UNIT TEST and QUATERLY EXAM……………………………...………..…..…59- 62

MIT-Senior High School

Mahardika Institute of Technology, Inc., an educational institution developing God-

GOALS AND OBJECTIVES

INTELLECTUAL ASPECT: to develop critical thinking ability, knowledge and skills

SPIRITUAL ASPECT: to strengthen belief in religion, faith in God, to be sensitive

EMOTIONAL ASPECT: to understand personal emotions as well as emotions of

MIT-Senior High School

This course uses insights from anthropology, political science, and

MIT-Senior High School

Understanding yourself within the framework of a greater society will lead to a

MIT-Senior High School

Test-I (Multiple Choice)

6. Are a growing percentage of household classification in countries allowing divorce and

8. Individuals who attracted to multiple types of gender is called?

MIT-Senior High School

15. This industry is known to have been used by HOMOhabilis.

22. Humans studying humans is called?

MIT-Senior High School

37. Other term for Kinship by Blood is?

MIT-Senior High School

Unit 1: Development of Humans as Social Actors

Module 1: HUMAN VARIATION

Content Starting points for the understanding of culture, society, and

Content Standards The learners demonstrate an understanding of:

Performance Standards The learners shall be able to:

1. Acknowledge human cultural variation, social

Learning Competencies The learners…

Topic: Human Variation

a. Articulating observations on human cultural variation, social differences, social

MIT-Senior High School

Activity1: Sharing culture!

Instructions: share your parent’s cultural background as asked below:

Your parents’ cultural Place of origin Unique cultures of your

In chat room activity!

My unique culture my partner’s

MIT-Senior High School

CONTENT The content was well 10

ANALYSIS Analysis was clear, 10

There are several types of gender based on a person’s orientation.

MIT-Senior High School

Global North – developed countries or industrialized nations.

Sociology is the systematic study of human society (Macionis 2012: 2)focusing

MIT-Senior High School

Theorist Definition of politics

David Eason Politics is the authoritative

MIT-Senior High School

2. Explain your observation on the behavior and phenomenon as social

RUBRICS FOR FOR ESSAY

CONTENT The content was well- 10

ORGANIZATION The paper was well- 10

ANALYSIS Analysis was clear, 10