K to 12 BASIC EDUCATION

SENIOR HIGH SCHOOL- GRADE 11

SUBJECT MATTER: Understanding Culture, Society and Politics

SEMESTER/QUARTER/WEEK: First Semester/Quarter 1/Week 5/ Day 3
TOPIC: Understanding Culture, Society and Politics
SUB-TOPIC: Human Bio-Cultural Social Evolution (Early Civilization and the Rise of the
State)
CONTENT STANDARDS: Processes of culture and sociological evolution.
PERFORMANCE STANDARDS: Analyze the key features of interrelationships of biological, cultural, and
sociopolitical processes in human evolution that can still be used and developed.
LEARNING COMPETENCIES: Recognize rational, local, and specialized museums, 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.
UCSPC11/12HBS-If-14
OBJECTIVES: At the end of the session, the students should be able to:
1. Identified and described the types of stratification system.
2. Differentiated the changes in farming methods distinguished of early civilizations from Neolithic villages.
3. Drawn or sketched an example of non-agricultural activities done by ancient people.

MATERIALS: LCD Projector, Laptop

RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References

1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Divide the class into 4 groups. Each group is given a geographical place to research.
Tour guide:
In this assignment, students prepare and present an entertaining ‘travelogue’ that will help the class to experience
a region as if they were tourists traveling through the locale. It can make potentially dull subjects vivid and
interesting! Students are divided into groups. Each group is given a country or geographical region to research on
the internet. The presenters can spice up their travelogue with maps, sound files, excerpts from explorers’
journals, or digital photos. They may wish to describe road conditions, food eaten in the region, brief historical
highlights, major cities—any information that will paint a three dimensional portrait of the area.
Impact (Costumes/Presentation)- 10 points
Delivery of tour guiding- 10 points
Content (Destinations/Script)- 10 points

II. ANALYSIS (20 minutes)

*In this activity, did you find some archaeological and historical sites as venues to appreciate and reflect on the
complexities of bio-cultural and social evolution?

*How interrelationships of biological, cultural and socio-political processes in human evolution?

EARLY CIVILIZATION AND THE RISE OF THE STATE

Civilization- came from the Latin “civis” which refers to one who is inhabitant of a city, and “civets”, which
refers to the urban community in which one dwells.
*As Neolithic villages grew into towns, the world’s cities developed:
Mesopotamia (modern day Iraq)
Egypt’s Nile Valley
Indus Valley (today’s Pakistan and India)
China
Eurasia and Africa

*In Catolhoyuk, people traversed the roofs of neighboring houses and dropped through a hole in the roof to get
into their own homes. While house walls were covered with all sorts of paintings and bas reliefs, the houses were
structurally similar to one another and no known public architecture existed.

Rise of Cities
1. Agricultural Innovation
*Changes in farming method from Neolithic villages. The ancient Sumerian built an extensive system like dikes,
canals, and reservoir to irrigate their farmlands. Irrigation was an important factor.
*Freedom from seasonal rain cycles allowed farmers to harvest more crops in one year. Increased crop yields
resulted to agricultural innovations, contributed to high population densities of ancient civilization.
*When farming becomes permanent, population in farming villages rose. Usually, areas near bodies of water
become agricultural lands.
2. Diversification of Labor
*In Neolithic village without irrigation or plowing farming, every family member participated in the raising of
crops.
*Old Babylonian city of Lagash records lists or artisans, crafts-people and others paid from crop surpluses stored
in temple granaries. These lists included coppersmiths, silversmiths, sculptors, merchants, potters, tanners,
engravers, butchers, carpenters, spinners, barbers, cabinetmakers, bakers, clerks, and brewers.
*In Eurasia and Africa, civilization ushered during the Bronze Age, a period marked by the production of tools
and ornament made of this metal. Copper and tin were smelted to make plows, swords, axes and shields.
3. Social Stratification
*The emergence of social classes.
*In Mesopotamia, people ranked according to the kind of work they did or the family into which they were born.
*The graves of important persons contain not only various artifacts made from precious materials but sometimes
in some Egyptian burials, the remains of servants evidently killed to serve their masters in the afterlife.
*Age at death as well as presence of certain diseases can be determined from skeletal remains. Dominant groups
usually lived longer, ate better, and enjoyed an easier life than lower-ranking members of society.

III. ABSTRACTION (5 minutes)

*What are the changes in farming methods distinguished of early civilizations from Neolithic villages?

*Why is there stratification in all societies? Justify your answer.

*What are the processes of culture and sociological evolution?

*How is past agricultural innovation different in our current agricultural innovation now-a-days?
III. APPLICATION (10 minutes)

Mapping. Ask the students to draw to draw the map of the world in a piece of paper. Subsequently, request the
students to identify the places where earliest civilizations are located.

Illustration- 10 points
Creativity- 5 points
Explanation/Delivery- 10 points
 K to 12 BASIC EDUCATION
SENIOR HIGH SCHOOL- GRADE 11

SUBJECT MATTER: Understanding Culture, Society and Politics

SEMESTER/QUARTER/WEEK: First Semester/Quarter 1/Week 5/ Day 4
TOPIC: Understanding Culture, Society and Politics
SUB-TOPIC: Human Bio-Cultural Social Evolution (Early Civilization and the Rise of the
State)
CONTENT STANDARDS: Processes of culture and sociological evolution.
PERFORMANCE STANDARDS: Analyze the key features of interrelationships of biological, cultural, and
sociopolitical processes in human evolution that can still be used and developed.
LEARNING COMPETENCIES: Recognize rational, local, and specialized museums, 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.
UCSPC11/12HBS-If-14
OBJECTIVES: At the end of the session, the students should be able to:
1. Identified and described the types of stratification system.
2. Differentiated the changes in farming methods distinguished of early civilizations from Neolithic villages.
3. Drawn or sketched an example of non-agricultural activities done by ancient people.

MATERIALS: LCD Projector, Laptop

RESOURCES: Curriculum Guide, Teacher’s Guide, UCSP References

1. ACTIVITY
A. Preliminaries
1. Opening Prayer (2 minutes)
2. Checking of Attendance (2 minutes)
3. Review of Previous Lessons (6 minutes)- Ask the students questions regarding the previous lessons.
4. Motivation: CHARADE OR ROLES
Divide the class into 3 groups. Assign each group a member who will mime/demonstrate a particular role to be
guessed by other members of the group. If they make it, they will get a point otherwise other groups could steal.
The group that gives a correct answer gets the point. At the end of the activity, the group that gets the highest
point will be declared the winner.
Suggested roles: Farmer, Artisan, Weaver, Scribe, Trader, Priest, Warrior, etc.

II. ANALYSIS (20 minutes)

4. Central Government
*Government of the past ensured that cities were safe from their enemies by constructing fortification and raising
an army.
*They levied taxes and appointed tax collectors so that construction workers, the army, and other public expenses
could be paid.

THE EARLIER GOVERNMENTS

*A king and advisors typically headed the earliest city governments.
*Hammurabi (King of Babylon who lived in Mesopotamia) who issued a set of laws known as “Code of
Hammurabi”.
*The government of the Inca empire possessed a widespread governing bureaucracy that was very efficient. An
emperor, regarded as the divine son of the Sun headed the government. Under him the royal family, the
aristocracy, imperial administrators, lower nobility masses of artisans, craftspeople and farmers.
*The empire was divided into 4 regions, then subdivided into provinces, villages, and families.
*Presence of strong central authority.

DEMOCRATIZATION
*It is the building of political institutions, common interests, and new forms of legitimation.
*It is the highest human achievement in political development.
*The idea of democracy originated in ancient Greece. The land belongs to a few big landowners whilst the poor
farmers cultivated in called the “Hectemori” who were obliged to pay as rent 1/6 of their produce. The weak and
poor offered their services to the powerful in return for their protection. If the Hectemori could not pay their rent,
they could lose their freedom.
*Political reforms: Assembly of the People (ecclesia)- acquired the right to elect the leaders (archons) and the
deputies, the right to scrutinize them which is a previously right of the Council of Elders or Areios Pagos.
*Higher offices of the city still remained to the elite, the right to vote was not still universal but only belonged to
those enlisted in some family group (genos) and Athenians did not belong to genos.
*After twenty or thirty years, election by lot was introduced.
*Another twenty years, Areios Pagos deprived of its privileges and transferred to the Assembly of the People,
Council of the Five Hundred, and jury courts
*Completion of democracy was with the era of Pericles after the completion of “polis” (set its own laws, self-
judging, and independent), city is free
*Magna Carta 1215-French and American Revolution where the idea of democracy became the ‘normal’ form of
government
III. ABSTRACTION (5 minutes)

*How did democratization enhance the lives of mankind? Is democratization a good process?

III. APPLICATION (10 minutes)

Draw or sketch an example of non-agricultural activities done by an ancient people. Explain how important it is
as a contribution to us.

Illustration- 10 points

Explanation- 10 points