Teaching Social Studies in Elementary Grade

1 (Culture & Geography)

1

Unit 1: HISTORY AND CULTURAL IDENTITY

1.0. Intended Learning Outcomes

a. Define the term history and culture.

b. Explain the importance of studying history and culture in a holistic
perspective.
c. Appreciate history and culture by making an editorial.
d. Compare and contrast cultural identity from cultural ideology.

1.1. Introduction

Cultural identity involves historical development. Sometimes the evolution is so slow

that the cultural identity of a community is identified as virtually the same as that of centuries
ago. This is usually the case for primitive ethnic or tribal identities.
In another case, the evolution is fast compared with the first case
such as that the cultural identity of a community contains many
foreign cultural elements although it is still identified with many
important cultural ethnic traits. The evolution is much faster than
that such that the cultural identity of the group assumes most of
the foreign cultural traits, usually those brought about by
Westernization. Certainly, the current usage of the term “cultural
identity” is contextual and will have different meanings in different
Figure 1 contexts. This is especially true when one migrates to another
Source: Pinterest.com
country and, depending upon the context, he or she will be culturally
identified as of ethnic, racial, national identity.

1.2. Topics/Discussion

History and Culture

There have been many definitions of the world history, but on one hand, history is
defined as the study of the records of the past. This includes written records, archeological
artifacts, ruins, and even traditions and literature orally transmitted from generation to
generation. Cultural identity, on the other hand, is that aspect or aspects of a culture that
people are proud to identify themselves with and which foreigners usually mention with
awe or admiration. Cultural identity connotes an ethnic or racial underpinning. The Ibanag
culture is ethnic while the Ibanag as a Filipino (Malay race) is racial.

The term culture may be defined broadly as the total of what a tribe or group of people
produced (material or nonmaterial), is producing, and will probably be producing in the future.

C. M. D. Hamo-ay
 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
2

What they produce consciously or unconsciously could be

tools, clothing, cooking utensils, weaponry, mores or code of
religions, and the like.

A nation generally consists of different tribes, and so

there is a tribal cultural identity and a national cultural identity.
It is possible in a war-torn country, as in civil war, or a
postcolonial nation that there are only tribal cultural identities
without a national cultural identity. And each tribe may want
secession or complete independence. Cultural traits are aspects
of culture and, at least one or a group of these may serve as a
benchmark for cultural identity for as long as the people can
Figure 2
positively identify themselves with that benchmark and
Source: clipartmax.com
foreigners can generally recognize it.

Before we continue, answer first the question below.

Q1. What is your personal definition of cultural identity? Write your answer
on the space provided below.

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Edward Tylor (1974) looks at culture as “that complex whole which includes knowledge,
belief, art, morals, law, custom and any capabilities and habits acquired by man as a member of
society”. Aspects of culture can be acquired, but once acquired they adapted, reconstituted to
fit the existing cultural terrain, or reproduced. Cultural outcomes as in habits, norms plus
sanctions and customs are sometimes unexpectedly, unintentionally or unconsciously
produced. They are noticed as patterns or ways of thinking or behaving much later in life.

While, Charles Taylor thinks of culture as a public place or a common space by which
an individual is situated or born into, and by which he or she grows in political association
with others through a shared communication vocabulary. While the person grows with culture,

C. M. D. Hamo-ay
 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
3

culture likewise grows with him. A national culture is one that towers over and above the
minority cultures (multiculturalism) that aspire to become a part of the national culture by
first availing their members of cultural citizenship that is, by gradually assimilating their
cultures to the culture at large.

So, do you think history somehow affects culture or culture affects history? To follow,
answer the question below.

Q2. How does history affect culture or vice versa? Write your answer on the
space provided below.

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1.2.1. Culture and Civilization

We all know that civilization grows out of culture. That is why we can say that while
we can have a culture without civilization, we cannot have
civilization without culture. The word culture etymologically
means “to cultivate” while civilization originally means
“citizen” derived from the word (civitas), which suggests
urbanization or city life with a strong political organization
and bureaucracy. The former reflects the process of
refinement while the latter reflects the partial or completed
process of organized refinement. The refined person is
civilized. He or she is usually referred to as a “cultured
person”. Culture in this regard, that is, “high culture” is
usually taken as equivalent to civilization. Below the
civilized culture is mass culture, or what is sometimes
referred to as “primitive culture”, barbaric culture”, “low
culture”, “uncultured”, without culture”, or the like.
Figure 3
Source: jing.fm

C. M. D. Hamo-ay
 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
4

No doubt social scientists think in terms of their specialization. Even among

anthropologists, they tend to focus on their respective fields. Leslie White (1949) invented the
word “symbolic” to refer to a cultural object that comes about from the act of symbolization,
such as a work of art, a tool, o moral code, etc. its is argued that culture comes about
simultaneously with symbols, the capacity to acquire a type of language.

Quite recently, an attempt is made in postmodernism to level off high or low cultures.
The pragmatist John Dewey (1960) started it all by arguing that we should not limit art and
its appreciation to art museums and art galleries. We can find art in everyday life; in the
quality of experience we enjoy. There is art when we see a person with a beautiful face
walking by, or one who exquisitely dressed up, or the elegant clothes in tribal festivals. We
find art in a basketball player who gracefully shoots a ball at the ring, or in a nicely decorated
cooked food, or a superb workmanship by a car technician.

1.2.2. Ideology and Cultural Identity

There is a political or an ideological underpinning in the notion of “cultural identity”.

An ideology is a set of values and beliefs that propels an individual or a group of people into
action. An identity, ideologically speaking, connotes a feeling of oneness, an emotional
acceptance of a totality or, at least, of features within a given totality that one is proud of, an
internal or psychological desire to project this totality or its features to others with
exuberance, and the anticipation that others will recognize and accept or them with respect.

Cultural identity is an evolving thing – sometimes slow, sometimes fast. Usually, the
dominant tribe of a nation will assume the national cultural identity. In other cases, if there
are two or more tribes whose cultures are congruous, then they assume an identity using a
national name other than the names of their tribes, a name that is historically influenced or
determined.

A civilized nation may evolve into a post-nation. Postcolonial nations of Asia are
toying with the idea of a regional identity while the nations of Europe are gradually being
transformed into post-nations, or they are evolving into a newly emerging regional identity
called the European Union.

Figure 4
Source: gograph.com

C. M. D. Hamo-ay
 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
5

Q3. State your thought regarding this statement “the person grows with
culture; culture likewise grows with him”. Write your answer on the space
provided below.

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1.2.3. Assessment

A. Multiple Choice. Read each item carefully. Choose the best answer. Encircle the
letter of your choice.

1. How does Edward Tylor define culture?

a. That complex whole which includes knowledge, belief, art, morals, laws, and or
customs.
b. It involves historical development.
c. Emanating from humans in the molding of a people’s cultural identity
d. The total of what a tribe or group of people produced or is producing and will
probably be producing in the future.

2. “While the person grows with culture, culture likewise grows with him or her.” This
statement is supported by ___________.
a. Charles Taylor
b. Edward Bylon
c. John Hughes
d. Marcos Giuseppe

3. Cultural identity evolves with historical development. Sometimes the evolution is so

slow that the cultural identity of a ___________________ is identified as virtually the
same as that of centuries ago.
a. Community
b. Ethnicity
c. Multiculturalism
d. Transmission

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 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
6

B. Essay. Compare and contrast cultural identity from cultural ideology. Discuss by
citing examples. Write your answer below. (see attached Rubric A)

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C. M. D. Hamo-ay
 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
7

Unit 2: SOCIETY AND CULTURE

2.0. Intended Learning Outcomes

a. Define the term culture.

b. Explain the salient features of studying culture in modern society.
c. Appreciate the characteristics of culture by making an editorial or slogan.

2.1. Introduction

Sometimes we hear some people say. “that lady is highly cultured”. This connotes that
the lady is very accomplished in the field of art, and is refined and sophisticated. We also
often hear the term “expressive culture” referring to plastic and graphic art such as music,
painting, and sculpture. There is also the so-called “popular culture”, which refers to such
activities as shows on television, rock music, and ballroom dancing. These are limited
meanings of culture.

Culture is the core concept in cultural

anthropology and is an important concept
in sociology. There are numerous
definitions of culture. Edward Tylor (1871),
an English anthropologist, defined "culture
or civilization" as that complex whole
which includes knowledge, beliefs, art,
law, morals, customs, and any other
capabilities and habits acquired by a
person as a member of society. Tischler
(2004) defines culture as all that human
beings learn to do, to use, to produce, and
to believe as they grow to maturity and
live out their lives in the social group to
which they belong.

Figure 5
Source: elmens.com

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 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
8

2.2. Topics/Discussion

2.2.1. The Concept and Characteristics of Culture

While others define culture as an all-encompassing concept that includes all the recipes
for a living, a blueprint for behavior and any social activity, the total of human creations, and
a way of life that serves as a potential guide for behavior.

Through the comparative study of numerous societies, anthropologists and

sociologists have arrived at an understanding of the basic characteristics that all cultures
share.

"Thus, culture implies that a

society has its way of life shared
by most of its members.”

Figure 6
Source: pinterest.com

Before we start, may I know first your definition of culture by answering the
question below.

Q1. How will you define culture? Write your answer on the space provided
below.
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C. M. D. Hamo-ay
 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
9

Below is the presentation of the various characteristics of culture.

Culture is
learned
Culture is
trasmitted orally
and by writing

Culture is shared

Culture is patterned and

integrated

Culture is adaptive

Culture is compulsory

Cultures interact and change

So, let’s begin discussing the different characteristics of culture starting with…

1. Culture is learned. That children

absorb any habit, value, knowledge,
skill, and taste of the group reflects the
Figure 7 uniquely elaborate capacity of humans
Source: a.speaker.com to learn. Individuals base their future
behavior on their own experience, like
being careful in climbing the stairs after
having fallen, or liking or disliking the
taste of some food after having eaten
something similar. The rules and
standards of behavior are learned and
internalize through socialization or
enculturation. As people grow up, they
see the world through the particular
looking glass of their culture.

2. Culture is transmitted orally and by writing., as well as consciously or unconsciously

from one generation to another or within the same generation in an endless number
of ways: through conditioning, imitation, suggestion, identification, reward and
punishment, and mass communication. They modify their behavior when told to do
so or when they grow aware of what culture considers as right or wrong. Transmission

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 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
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of the culture involves also the disciplining of the children’s impulses toward the
acquisition of attitudes which are essential in their social life.

3. Culture is shared. The elements of culture result from living and interacting with one
another and emerge out of the social life of people. The members of the group may
not know all the norms and group expectations although they may adhere to a core
culture or a basic set of expectations shared by all the members. Common experiences
unify people.

4. Culture is patterned and integrated. Culture is made up of elements that are not
haphazardly arranged but patterned into a unified whole. In a well-integrated culture,
the members biological, psychological, and social needs are met. The culture is
integrated not simply by its dominant economic activities and social patterns but also
by enduring themes.

Q2. Base on your perception in what way that culture becomes adaptive?
Write your answer on the space provided below.
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5. Culture is adaptive. No culture is static and

each individual or generation makes
adjustments. In contrast with other
animals, human beings depend on
culture to adapt to their physical
environment. Adaptive behavior may
offer short-term benefits to individuals,
and may harm the environment and be a
threat to the long-term survival of the
group. Sometimes the adjustments are
minor, at times major, and ties with the are broken. Figure 8
Source: peoplemanagement.co.uk

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 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
11

6. Culture is compulsory. The members of society have to follow the culture in their
dealings with others if they wish to get along successfully. Persons who want to
violate some aspects of the culture have to toe the line or else suffer sanctions for their
violation. People may feel like killing a person after being insulted but they have to
restrain themselves, lest they land in jail.

7. Cultures interact and change. Through trade networks, conquest, migration, education,
and tourism, cultures interact and change. In Pre-Spanish times, the country had
contacts with the Arabs, the Chinese, Indonesians, Malayans, Indians, and Japanese
and borrowed several cultural traits and patterns.

2.2.2. The Dimensions of Culture

The culture of any society, no matter how

simple, consists of a complex set of behavior
patterns and artifacts. From infancy, individuals
are introduced to the society’s ways of life. As
they grow up, they are exposed to the various
aspects of the culture and these are manifested in
their behavior. Although the content of the
different cultures varies, the structure of our
culture is universal. Among the dimensions of
culture are ideas consisting of beliefs, common
understanding, values, and scientific knowledge,
norms composed of folkways, mores, and laws;
and material culture, ideology, and technologies.

Figure 9 Source:

Some of these dimensions are as follows;

Top 5 Dimensions of Culture

1. Ideas These represent the nonmaterial aspects of culture. Humans
express the meaning of their experiences through ideas.
2. Beliefs These represent man’s conviction about the reality of things and
are shared ideas about how the world operates. They are the
means of how people make sense of their experience both
personal and social.

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 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
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3. Values To sociologists, every culture has a basic set of core values. The
values are the socially accepted and shared ideas about what is
right.
4. Folkways The term folkway was introduced by William Graham Summer
(1906). He defined folkways as a great mass of usages of all
degrees of importance, covering all the interests in life, an
embodiment of a life philosophy forming a character, and
containing a life philosophy.
5. Mores Mores are social norms that are essential to the welfare of the
group and their cherished values. They have moral or ethical
values and are associated with strong feelings of right and
wrong. Going against them is offensive to the standards of
righteousness and proper behavior.

Table 1

In your own opinion and personal experiences, answer the question below.

Q3. How does the dimension of culture affect one’s personality? Write your
answer on the space provided below.
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1.2.1. Assessment

A. Essay. Answer the following questions in a paragraph form. (see attached Rubric A)

1. What is your definition of culture? Provide justifications if possible.

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 Teaching Social Studies in Elementary Grade
1 (Culture & Geography)
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2. How does culture affect the modern society?
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3. If you’re going to publish your editorial or slogan about culture? How will you
present it? Who will be your audience?
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C. M. D. Hamo-ay