Earning Outcomes: Unit II. Looking Back at Human Biocultural and Social Evolution

Republic of the Philippines
Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course Understanding Culture, Society and Politics
Sem/AY First Semester/2020-2021
Module No. 2
Lesson Title Unit II. Looking back at Human Biocultural and Social Evolution
Week
1-4
Duration
Date
This lesson will discuss Sociology and Anthropology involve the systematic study of
Description social life and culture in order to understand the causes and consequences of human
of the action and how evolutionary process leading to the appearance of modern day
humans.
Lesson
Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning  Raise questions toward holistic appreciation of culture and society
Outcomes  Become aware of why and how culture relativism mitigates ethnocentrism; and
 Identify forms of tangible and intangible heritage and the threats of these.
 Trace the biological and cultural evolution of early modern humans
Targets/ At the end of the lesson, students should be able to:
Objectives
 identify how society and its institutions shape individuals
 explore the significance of human material remains and artefactual evidence in

interpreting cultural and social, including political and economic process
 recognize national, local and specialized museum and archaeological and

historical sites as venues to appreciate and reflect on the complexities of
biocultural and social evolution as part of being and becoming human.
LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

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Student Learning Strategies
Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend in a Four-Hour class discussion on the
nature and types of educational technologies. To have access to the
Asynchronous) Online Discussion, refer to this link: ____________________.
The online discussion will happen on September 7 and 14, 2020, from
7:00-9:00AM.
(For further instructions, refer to your Google Classroom and see the
schedule of activities for this module)
B. Learning Guide Questions:

1. What is culture and society?
2. What are the elements of culture?
3. Differentiate Achieved Status and Ascribed Status.
4. What is the difference between cultural and biological evolution?
Note: The insight that you will post on online discussion forum using Learning Management
System (LMS) will receive additional scores in class participation.
Offline Activities
(e-Learning/Self- Lecture Guide
Paced) Lesson 1
Concept of Society
In order to concretize society mainstream sociologists

have tended to define it as structure that is a recognizable network of inter-relating
The word recognizable is crucial in its context because it suggests that the way in which
societies differ from one another depends on the manner in which their particular institutions
are inter-connected. The notion that societies are structured depends upon their reproduction
over time. In this respect the term institution is crucial. To speak of institutionalized forms of
social conduct is to refer to modes of belief and behaviors that occur and recur are socially
reproduced. While we may subscribe to the arguments that society is both structured and
reproduced the Marxist account attempts to provide us with a basis for understanding how
particular social formations arise and correspond with particular mode of production. Society
is not a static or peace-fully evolving structure but is conceived of as the tentative solution to
the conflicts arising out of antagonistic social relations of production. Frequently social
scientists emphasize the cultural aspect of social relationships. In doing so they see society as

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being made possible by the shared understanding of its members. Because human beings exist
in a linguistic and symbolic universe that they themselves have constructed the temptation is
to construe society as a highly complex symbolic and communication system.
This stress on culture is associated with the notion that society is underpinned by ideas and
values. Society is a process in which people continuously interact with one another, the key
terms are negotiation, self, other, reflexivity the implication being that society is constituted
and reconstituted in social interaction. Society is not imposed upon people in the processual
definition rather it has to be accepted and confirmed by participants. Each interaction episode
contains within it the possibility of innovation and change. So against the view of society that
sees it as structure the process view asserts that people make structure.
Definitions of Society
August Comte the father of sociology saw society as a social organism possessing a harmony of
structure and function. Emile Durkheim the founding father of the modern sociology treated
society as a reality in its own right.
According to Talcott Parsons Society is a total complex of human relationships in so far as

they grow out of the action in terms of means-end relationship intrinsic or symbolic.
G.H Mead conceived society as an exchange of gestures which involves the use of symbols.
Morris Ginsberg defines society as a collection of individuals united by certain relations or
mode of behavior which mark them off from others who do not enter into these relations or
who differ from them in behavior. Cole sees Society as the complex of organized associations
and institutions with a community. According to Maclver and Page society is a system of
usages and procedures of authority and mutual aid of many groupings and divisions, of
controls of human behavior and liberties. This ever-changing complex system which is called
society is a web of social relationships.
Social Reproduction or How Societies Persist
If one defines society as “organization of groups that is relatively self-contained,” then the next
question is how societies manage to exist and persist across time and space. The problem of
explaining how societies manage to exist over a long period of time is called reproduction by
Louis Althusser. No society can endure over time if it does not support its very own
reproduction. To do this all societies require the creation of institutions to perpetuate the
existence of the society.
Two types of institution that reproduce the condition of social life:
1. Ideological State Apparatuses – are institutions that are and used by society to mold
its members to share the same values and beliefs that a typical member of the society
possesses.
2. Repressive state apparatuses – refer to those coercive institutions that use physical
force to make the members conform the laws and norms society like courts, police and
prisons.
From a structural functionalist perspective, social reproduction is carried out through four

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functional prerequisites as elaborated by the American sociologist, Talcot Parsons.
G-OAL ATTAINMENT Personality

A-DAPTATION Organism
I-NTEGRATION Society L-ATENCY Culture
 Adaptation- is the capacity of society to take resources from society and distribute
them accordingly. This function is carried out by the economy which includes
gathering resources and producing commodities to social redistribution .
 Goal Attainment- is the capacity to set goals and mobilize the resources and energies
necessary to achieve the goals set forth by society. This is set by the political
subsystem. Political resolutions and societal objectives are part of this necessity.
 Integration- or harmonization of the entire society to achieve consensus. Parsons

meant, the coordination, adjustment and regulation of the rest of the subsystem so that
society will continue to function smoothly. It is a demand that the values and norms of
society are solid and sufficiently convergent.
The strength of reproduction theory is also its weakness. It fails to explain how people do not
simply reproduce the very social conditions that they are born with, but they also possess the
power of agency. One can be born slave in a slave society, but it does not mean that being born
a slave, one has no power and opportunities to ameliorate and change the conditions of one’s
birth. People can also change the social structures that they themselves created. For if societies
simply reproduce their own existence, then no radical change is forthcoming.
The complexity of Culture
Culture is a people’s way of life. This classic

definition appears generic yet prefigures both
the processes and structures that account not only for the development of such a way of life,
According to British literary scholar, Raymond Williams, the first thing that one has to
acknowledge in defining culture is that culture is ordinary. This means that all societies have a
definite way of life, a common way of doing and understanding things.
Culture consists of patterns, explicit and implicit, of and for behavior acquired and transmitted
by symbols, constituting the distinctive achievement of human groups, including their
embodiment, in artifacts, ideas and their attached values.
Elements of Culture
 Knowledge - It refers to any information received and perceived to be true.

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Level IInstitutionally
BeliefsAccredited
- The perception
of accepted reality. Reality refers to the existence of things
whether material or nonmaterial
 Social Norms- These are established expectations of society as to how a person is
supposed to act depending on the requirements of the time, place, or situation.
Different forms of Social Norms
 Folkways -The patterns of repetitive behavior which becomes habitual and

conventional part of living.
 Mores-The set of ethical standards and moral obligations as dictates of reason that
distinguishes human acts as right or wrong or good from bad.
 Values-Anything held you be relatively worthy, important, desirable, or valuable.
 Technology- The practical application of knowledge in converting raw materials into
finished products.
Aspects of Culture
Since culture is very complex, there are important aspects of culture that contribute to the
development of man’s social interaction.
 Dynamic, flexible and adaptive

 Shared and contested
 Learned through socialization or enculturation
 Patterned social interactions
 Integrated and at times unstable
 Transmitted through socialization
 Requires language and other forms of communication
Ethnocentrism and Cultural Relativism
The range of variations between culture is almost endless and yet at the same time cultures
ensemble one another in many important ways. Cultural variation is affected by man’s
geographical set-up and social experiences. Cultural Variation refers to the differences in social
behaviors that different culture exhibit around the world. There are two important perceptions
on cultural variability namely ethnocentrism and cultural relativism.
Ethnocentrism- It is a perception that arises from the fact that cultures, differ and each culture
defines reality differently. Judging another culture solely by the values and standards of one’s
own culture.
Cultural Relativism- The attempt to judge behavior according to its cultural context. The
principle that an individual person’s beliefs and activities should be understood by others in
terms of that individual’s own culture.
Xenocentrism and Xenophobia
Xenocentrism- refers to preference for the foreign. In this sense it the opposite of
ethnocentrism. It is characterized by a strong belief that one’s own products, styles, or ideas
are inferior to those which originate elsewhere.

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Xenophobia-
Level I Institutionallyis the fear
Accredited of what is perceived as foreign or strange.
Diversity of Cultures
Traditionally, many anthropologists believed that culture is a seamless whole that is well-
integrated with the rest of social system and structures. Hence, many students of culture
believed that within a given society there is little room for cultural diversity. However it did not
take long for students of culture to realize that culture is not merely body of well-integrated
beliefs and symbols. The culture in a given society is also diverse. There is no single culture but
plural cultures. In the sixties, the term “subculture” became prominent among scholars of
culture.
The fieldworks done by the sociologists from the Chicago University highlighted the unique
character, if not, the fundamental differences between mainstream American culture and
subgroups within American society such as migrants, homeless, “deviant” groups, black
ghettoes, minorities, and those who dwell on slum areas. In response to the growing unrest
among youth, many sociologists used the term subculture to define the unique character of
youth culture. Subculture is used to denote the difference between the parent and dominant
culture from the way of life of the younger generation. In particular, Milton Yinger (1960)
defines subculture “to designate both the traditional norms of a sub-society and the emergent
norms of a group caught in a frustrating and conflict-laden situation. This indicates that there
are differences in the origin, function, and perpetuation of traditional and emergent norms, and
suggests that the use of the concept contra-culture for the latter might improve sociological
analysis.” In other words, subculture is a response to the conflict between the values of the
dominant culture and the emerging values and lifestyle of the new, younger generation. In
England, the works of Birmingham Center for Contemporary Cultural Studies, led by Stuart Hall
and Jefferson, argue that in modem societies the major cultural configurations are cultures
based on social class, but within these are subcultures which are defined as: “smaller, more
localised and differentiated structures, within one or other of the larger cultural networks”
The larger cultural configuration is referred to as the ‘parent culture’. Subcultures, while having
different focal concerns from the parent culture, will share some common aspects with the
culture from which they were derived. To distinguish subculture from the dominant culture,
one has to look into the language or lingo and symbolic elements of the group. Subcultures
coalesce around certain activities, values, uses of material artefacts, and territorial space. When
these are distinguished by age and generation, they are called ‘youth subcultures’. Some, like
delinquent subcultures, are persistent features of the parent culture, but others appear only at
certain historical moments then fade away. These latter subcultures are highly visible and,
indeed, spectacular (Burke and Sunley 1998, p. 40). Some examples of subcultures include the
“skinheads,” “punks”, “heavy metal,” and gay subculture. Spectacular subcultures that appear
only during certain historical moments would include some fans club around certain pop icons
or artists. They have to be distinguished from “fads” and “fashions” that are regular part of
social life. Fads are short-lived collectively shared fascination with being cool such as playing
the Japanese electronic pet Tamaguchi during the 1980s. Fads may also cover the popularity of
certain songs and hairstyles of certain artists among young people like Michael Jackson and
Madonna in the 1980s, Justin Bieber and Lady Gaga most recently.
The popularity of the language jejemon (popularly known for typing jejejeje in social
networking sites) is also a fad. Usually, these fads are short-lived. While subcultures may co-
exist with the parent culture peacefully, sometimes they become radical and extreme. They are
called counterculture or contraculture. The term counterculture is attributed to Theodore
Roszak (1969), author of The Making of a Counter Culture. Typically, a subculture may expand
and grow into a counterculture by defining its own values in opposition to mainstream norms.
In the early 1970s, the young college Americans who rejected the dominant values of American

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society,
Level and championed
I Institutionally antiVietnam war sentiments, advocated free love and psychedelic
Accredited
experience through drugs could be considered as expressions of counterculture. Other than the
dominant or parent culture, a certain type of culture tends to be widespread and appreciated
by a large mass of people beyond geographical confines. This is popular culture. The term
“popular culture” is a controversial concept in social sciences. An obvious starting point in any
attempt to define popular culture is to say that popular culture is simply culture that
Sociology: Achieved Status Versus Ascribed Status
Each can refer to one's position, or role, within a social system child, parent, pupil, playmate,
etc. or to one's economic or social position within that status.
Individuals usually hold multiple statuses at any given time-lawyers, say, who happen to
devote most of their time to pro bono work instead of rising through the ranks at a prestigious
law firm. Status is important sociologically because we attach to one's position a certain set
of presumed rights, as well as presumed obligations and expectations for certain behaviors.
Achieved Status
An achieved status is one that is acquired on the basis of merit; it is a position that is earned or
chosen and reflects a person's skills, abilities, and efforts. Being a professional athlete, for
example, is an achieved status, as is being a lawyer, college professor, or even a criminal
Ascribed Status
An ascribed status, on the other hand, is beyond an individual's control. It is not earned, but
rather is something people are either born with or had no control over. Examples of ascribed
status include sex, race, and age. Children usually have more ascribed statuses than adults,
since they do not usually have a choice in most matters.
A family's social status or socio economic status, for instance, would be an achieved status for
adults, but an ascribed status for children. Homelessness might also be another example. For
adults, homelessness often comes by way of achieving, or rather not achieving, something. For

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children,
Level however,
I Institutionally homelessness
Accredited is not something they have any control over. Their economic
status, or lack thereof, is entirely dependent on their parents' actions.
Mixed-Status
The line between achieved status and ascribed status is not always black and white. There
are many statuses that can be considered a mixture of achievement and ascription. Parenthood,
for one. According to the latest numbers gathered by the Guttmacher Institute, about 45% of
pregnancies in the U.S. are unplanned, which makes parenthood for those people an ascribed
status.
Then there are people who achieve a certain status because of an ascribed status. Take Kim
Kardashian, for example, probably the most famous reality television celebrity in the world.
Many people might argue that she would never have achieved that status if she had not come
from a wealthy family, which is her ascribed status.
Status Obligations
Probably the greatest set of obligations are conferred upon the status of parenthood. First,
there are biological obligations: Mothers are expected to care for themselves and their unborn
child (or children, in the case of twins, etc.) by abstaining for any activity that could cause
either of them harm. Once a child is born, a host of legal, social, and economic obligations kick
in, all with the purpose of ensuring that parents act in a responsible manner toward their
children.
Then there are professional status obligations, like doctors and lawyers whose vocations bind
them to certain oaths governing their client relationships. And socioeconomic status obligates
those who have achieved a certain high level of economic status to contribute portions of their
wealth to help the less fortunate in society.
Engaging Activities:
1. Differentiate ascribed status and achieved status.

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Ascribed status Achieved status
2. What are the of Social Norms and give some example.

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Folkways-
Mores-
Values-
Technology-
Lesson 2:
Evolution and Genetic

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Level I1. Biological

Institutionally Evolution
Accredited
 It is the physical transformation of modern humans from hominids into thinking
modern humans or homo sapiens
 from Homo habilis (or earlier) to Homo sapiens sapiens in the fossil record
2. Cultural Evolution
 It refers to the change or development in cultures from a simple form to a more
complex form of human culture
 Sociocultural evolution happens as a result of human adaptation to a different factors
like changes in climates or in their environment and population increase
Charles Robert Darwin

 He was naturalist and Biologist known for his theory of evolution and the process of
natural selection
 He was the first scientist to publish a coherent theory of Evolution of Man
3. Technological- invention of tools and equipment for daily living.
Evolution and Genetic
2. Cultural and sociopolitical

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evolution:
Level fromAccredited
I Institutionally hunting
and gathering to the agricultural, industrial, and post-industrial
revolutions

a. The Neolithic Revolution
b. Early civilization and the rise of the state
c. Democratization
Homo habilis, known as 'handyman' is a species of the

genusHomo which lived from approximately 2.33 to 1.4 million
years ago, during the Gelasian Pleistocene period. The discovery
and description of this species are credited to both Mary and
Louis Leakey, who discovered the fossils in Tanzania between
1962 and 1964.
Homo erectus– after Homo habilis

came, the Homo erectus who was also
upright. He had a smaller but longer
face, less prominent or absent chin,
larger brain size, and prominent
speech. He knew how to make and use tools, he made a fire and knew how to control it. Homo
erectus was carnivorous. He knew the existence of groups and they began spreading from
Africa to Asia and Europe. The Java Man and Peking Man had brain capacities similar to the
modern man at 1300cc. They were cave dwellers.
Homo sapiens– After Homo erectus came, the Homo sapiens who separated into two types:

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1) Homo sapiens neanderthelensis
They had a brain size larger than modern man and were
gigantic in size. Also, they had a large head and jaw and
were very powerful and muscular. They were
carnivores and the tools from the era indicate they were
hunters. They were also caving dwellers but their caves
were more comfortable and they lived in groups and
hunted for food gathering.
2) Homo sapiens sapiens
Also known as ‘modern-day man’ is what we

are today. Compared to the Homo sapiens
neanderthelensis, they became smaller in size
and the brain size reduced to 1300cc. There
was also a reduction in the size of the jaw,
rounding of the skull and chin. Cro- Magnon
was the earliest of the Homo sapiens. They
spread wider from Europe, Australia, and the
Americas. They were omnivores, had skillful
hands, developed the power of thinking,
producing art, more sophisticated tools and
sentiments.
Evolution is not a thing of the past and is continuing even now. Humans are undergoing
‘natural selection’ for many different traits based on their life and environment in the present.
It is believed that the jaw size is reducing further and the wisdom teeth are soon going to
become extinct.
Neolithic Revolution
The Neolithic Revolution also called the Agricultural Revolution, marked the transition in

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human
Level historyAccredited
I Institutionally from
small nomadic bands of hunter-gatherers to larger, agricultural
settlements and early civilization. The Neolithic Revolution started around 10,000 B.C. in the
Fertile Crescent, a boomerang-shaped region of the Middle East where humans first took up
farming. Shortly after, Stone Age humans in other parts of the world also began to practice
agriculture. Civilizations and cities grew out of the innovations of the Neolithic Revolution.
Neolithic Age
The Neolithic Age is sometimes called the New Stone Age. Neolithic humans used stone tools
like their earlier Stone Age ancestors, who eked out a marginal existence in small bands
of hunter-gatherers during the last Ice Age.
Australian archaeologist V. Gordon Childe coined the term Neolithic Revolution in 1935 to
describe the radical and important period of change in which humans began cultivating plants,
breeding animals for food and forming permanent settlements. The advent of agriculture
separated Neolithic people from their Paleolithic ancestors.
Many facets of modern civilization can be traced to this moment in history when people started
living together in communities.
Causes Of The Neolithic Revolution

There was no single factor that led humans to begin farming roughly 12,000 years ago. The
causes of the Neolithic Revolution may have varied from region to region. The Earth entered a
warming trend around 14,000 years ago at the end of the last Ice Age. Some scientists theorize
that climate changes drove the Agricultural Revolution.
In the Fertile Crescent, bounded on the west by the Mediterranean Sea and on the east by the
Persian Gulf, wild wheat and barley began to grow as it got warmer. Pre-neolithic people called
Natufians started building permanent houses in the region.
Other scientists suggest that intellectual advances in the human brain may have caused people
to settle down. Religious artifacts and artistic imagery progenitors of human civilization have
been uncovered at the earliest Neolithic settlements.
The Neolithic Era began when some groups of humans gave up the nomadic lifestyle
completely to begin farming. It may have taken humans hundreds or even thousands of years
to transition fully from a lifestyle of gathering wild plants to keeping small gardens and later
tending large crop fields.
Neolithic Humans
The archaeological site of Çatalhö yü k in southern Turkey is one of the best-preserved Neolithic
settlements. Studying Çatalhö yü k has given researchers a better understanding of the
transition from a nomadic life of hunting and gathering to an agriculture lifestyle.

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Archaeologists have unearthed more than a dozen mud-brick dwellings at the 9,500 year-old
Çatalhö yü k. They estimate that as many as 8,000 people may have lived here at one time. The
houses were clustered so closely back to back, that residents had to enter the homes through a
hole in the roof.
Agricultural Inventions
Plant domestication: Cereals such as emmer wheat, einkorn wheat and barley were among the
first crops domesticated by Neolithic farming communities in the Fertile Crescent. These early
farmers also domesticated lentils, chickpeas, peas and flax.
Domestication is the process by which farmers select for desirable traits by breeding
successive generations of a plant or animal. Over time, a domestic species becomes different
from its wild relative.
Neolithic farmers selected for crops that harvested easily. Wild wheat, for instance, falls to the
ground and shatters when it is ripe. Early humans bred for wheat that stayed on the stem for
easier harvesting.
Around the same time that farmers were beginning to sow wheat in the Fertile Crescent, people
in Asia started to grow rice and millet. Scientists have discovered archaeological remnants of
Stone Age rice paddies in Chinese swamps dating back at least 7,700 years .
Early civilization and the rise of the state
A civilization is a complex society that creates agricultural surpluses, allowing for specialized
labor, social hierarchy, and the establishment of cities. Developments such as writing, complex
religious systems, monumental architecture, and centralized political power have been
suggested as identifying markers of civilization, as well.
A state is an organized community that lives under a single political structure. A present-day
country is a state in this sense, for example. Many civilizations either grew alongside a state or
included several states. The political structures that states provided were an important factor
in the rise of civilizations because they made it possible to mobilize large amounts of resources
and labor and also tied larger communities together by connecting them under a common
political system.
Early civilizations were often unified by religion-a system of beliefs and behaviors that deal
with the meaning of existence. As more and more people shared the same set of beliefs and
practices, people who did not know each other could find common ground and build mutual
trust and respect.
It was typical for politics and religion to be strongly connected. In some cases, political leaders
also acted as religious leaders. In other cases, religious leaders were different from the political
rulers but still worked to justify and support the power of the political leaders. In Ancient
Egypt, for example, the kings—later called pharaohs—practiced divine kingship, claiming to be
representatives, or even human incarnations, of gods.
Both political and religious organizations helped to create and reinforce social hierarchies,

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which
Level are clearAccredited
I Institutionally distinctions
in status between individual people and between different groups.
Political leaders could make decisions that impacted entire societies, such as whether to go to
war. Religious leaders gained special status since they alone could communicate between a
society and its god or gods.
In addition to these leaders, there were also

artisans who provided goods and services, and
merchants who engaged in the trade of these
goods. There were also lower classes of laborers
who performed less specialized work, and in some
cases there were slaves. All of these classes added
to the complexity and economic production of a
city.
Writing emerged in many early civilizations as a
way to keep records and better manage complex
institutions. Cuneiform writing in early
Mesopotamia was first used to keep track of
economic exchanges. Oracle bone inscriptions in
Ancient China seem to have been tied to efforts to
predict the future and may have had spiritual
associations. Quipu-knotted strings used to keep
records and perform calculations appeared in
South America. In all the places where writing
developed—no matter its form or purpose—
literacy, or the ability to read and write, was
limited to small groups of highly educated elites,
such as scribes and priests.
Engaging Activities:
Doing Research: Enumerate the following
1. Identify the four Hominidae family

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a.
b.
c.
d.
2. Name the four cradles of civilization

a.
b.
c.
d.
3. Give the five features of civilization
a.
b.
c.
d.
e.
Performance Tasks

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Test 1.
Directions: Answer the following.
1. Explain the meaning of cultural and how it affects one’s life.
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2. What do you think is the most important aspect of culture? Elaborate your answer
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Test 2. Filipino Culture
Give examples of very components of culture given below.

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Language Values
Level I Institutionally Accredited Norms Folkways Mores
Symbols
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Test 3.
Directions: Answer the following.
1. How does culture affect human evolution?

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2. What is an example of biocultural evolution

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3. The students will present in a poem, sketch, or song (or any activity), how society is affected by:
 Biological evolution
 Cultural evolution
 Technological

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Criteria for Presentation:

Creativity----------------------------------- 5 pts.
Presentation------------------------------- 5 pts.
Total---------------------------------------- 10 Points
Understanding Directed Assess
Rubric for Designing Lesson Plan (PT 2)

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Adopted from: https://www.coursehero.com/file/41388589/EDRD-430-COOPER-Lesson-Plan-Rubricdocx/
Learning Resources

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https://phys.org/news/2019-08-society-cultural-social-networks.html
https://www.marstranslation.com/blog/language-and-culture
http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_Chapter/97
81405151672/C01.PDF
https://www.thoughtco.com/achieved-status-vs-ascribed-status-3966719
Book: Understanding Culture, Society and Politics- Mutya K-12 Compliant Core
Authors: Dennis J. Saluba
Angelita D. Damilig
Abigeil F. Carlos
Jayson M. Barlan
Jovy F. Cuadra

Earning Outcomes: Unit II. Looking Back at Human Biocultural and Social Evolution

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Earning Outcomes: Unit II. Looking Back at Human Biocultural and Social Evolution

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Republic of the Philippines

Laguna State Polytechnic University

Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

 explore the significance of human material remains and artefactual evidence in

 recognize national, local and specialized museum and archaeological and

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I Institutionally Accredited

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

B. Learning Guide Questions:

In order to concretize society mainstream sociologists

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I Institutionally Accredited

According to Talcott Parsons Society is a total complex of human relationships in so far as

Social Reproduction or How Societies Persist

Two types of institution that reproduce the condition of social life:

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I Institutionally Accredited

G-OAL ATTAINMENT Personality

 Integration- or harmonization of the entire society to achieve consensus. Parsons

The complexity of Culture

Culture is a people’s way of life. This classic

 Knowledge - It refers to any information received and perceived to be true.

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Different forms of Social Norms

 Folkways -The patterns of repetitive behavior which becomes habitual and

 Dynamic, flexible and adaptive

Ethnocentrism and Cultural Relativism

Xenocentrism and Xenophobia

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Sociology: Achieved Status Versus Ascribed Status

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

1. Differentiate ascribed status and achieved status.

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I Institutionally Accredited

Ascribed status Achieved status

2. What are the of Social Norms and give some example.

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I1. Biological

Charles Robert Darwin

3. Technological- invention of tools and equipment for daily living.

Evolution and Genetic

2. Cultural and sociopolitical

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Homo habilis, known as 'handyman' is a species of the

Homo erectus– after Homo habilis

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I Institutionally Accredited

2) Homo sapiens sapiens

Also known as ‘modern-day man’ is what we

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Causes Of The Neolithic Revolution

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Level I Institutionally Accredited

Early civilization and the rise of the state

LSPU SELF-PACED LEARNING MODULE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

In addition to these leaders, there were also

1. Identify the four Hominidae family