UCSP - Society 1st Quarter - QC

UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
Course Code: SOCIETY
Prepared By:
MR. NATHANIEL B. IBARBIA, LPT

SHS - SOCIAL SCIENCE TEACHER
Reviewed By:
MS. ANALYN P. ESTEBAN

OIC-SHS PRINCIPAL
SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 1 | Page

MODULAR INSTRUCTIONS FOR UNDERSTANDING CULTURE, SOCIETY AND POLITICS
COURSE CODE: SOCIETY

COURSE TITLE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS
COURSE DESCRIPTION:
This course uses insights from Anthropology, Political Science, and Sociology to develop
students’ awareness of cultural, social and political dynamics, and sensitivity to cultural diversity;
provide them with an understanding of how culture, human agency, society and politics work; and
engage them 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 inclusiveness to overcome prejudices; and develop social and
cultural competence to guide their interactions with groups, communities, networks, and institutions.
COURSE OUTLINE
Preliminary
Week 1: Starting points for the Understanding of Culture, Society and Politics
Week 2: Defining Culture and Society from the perspective of Anthropology and Sociology
Week 3: Ethnocentrism and Cultural Relativism as orientations in viewing other cultures
Week 4: Looking back at Human Biocultural and Social Evolution
Week 5: Cultural and sociopolitical evolution
Week 6: Becoming a member of society (Enculturation/Socialization)
Week 7: Becoming a member of society (Conformity and Deviance; Human dignity and rights)
Week 8: Quarterly Assessment
ASSESSMENT:
 70% Performance Task: Quiz, Assignments, Outputs
 30% Quarterly Assessment

Week 1: Starting points for the understanding of culture, society and politics
Specific Objectives:
1. Create observations on human cultural variation, social differences, and social change;
2. Analyze social, political and cultural change;
3. Recognize the common concerns or intersections of anthropology, sociology and political
science with respect to the phenomenon of change; and
4. Identify the subjects of inquiry and goals of anthropology, political science and sociology.
________________________________________________________________________________
This chapter comprises lessons which lay down the preliminary points proper for the
understanding of culture, society and politics. The lessons are arranged to acknowledge human
cultural variation, social differences, social change and political identities. This chapter emphasizes
the need for an open and critical attitude toward different social, political, and cultural phenomenon
through observation and reflection and highlights the value of the disciplines of anthropology,
sociology and political science as three important branches of social sciences.
What is Culture? Society? and Politics?
Culture – is the complex whole which encompasses beliefs, practices,

values, attitudes, laws, norms, artifacts, symbols, and knowledge that
a person learns and shares as a member of society.
Society– defined as a group of people living together in

Organized communities following common laws, values,
customs and traditions.

Politics– a set of activities associated with the governance
of a country, or an area. It involves making decisions that
apply to members of a group.
Culture and Politics is inseparable from society and its members. It is actively constructed by
people who form society.
CULTURAL VARIATIONS AND SOCIAL DIFFERENCES

(GENDER)
Gender and Gender Roles
 Gender plays different roles in society depending on one’s age and occupation. There are jobs
that require a specific gender to perform tasks while other jobs are open to both men and
women.
 Gender refers to social, cultural, and psychological characteristics or traits related to males
and females based on certain social contexts.
 Gender roles refer to attitudes and behaviors that the society expects a person to exhibit
based on his/her sex. For example, in the traditional Philippine society, women are expected
to be plain housewives and take care of the children, while the men are expected to be a
professional and provide the needs of his family.
Gender roles in Pre-Colonial Philippine Society
 During pre-colonial Philippines, males and

females enjoy the same rights and privileges.
However, there are functions that are
specifically given to males or females of both.
 Babaylan (Visayan) or Catalonan (Tagalog) is a
shaman or priestess who performs various
religious and social functions. Babaylan can
either be a man or woman, but the role is often
given to women.
 According to Center for Babaylan Studies
(CfBS), 2018, Babaylan is someone who has the
Babaylan or Catalonan performing her ritual.

ability to mediate with the spirit world, has her own spirit guides, and is given gifts of healing,
foretelling, and insight.
Gender roles in the Philippine Society during Colonial Period
 Spaniards
o The Catholicism were introduced. Babaylan

lost their role in the religious life of the
indios. This role was taken over by catholic
priests.
o Women were relegated to doing household
chores and taking care of children
o Young women were not sent to school;
rather, they are trained to be good wives
and mother for future families.
Filipino women of the lower class (during the Spanish

occupation) ready for Church.
 American
o Women became more open. They are

allowed to study and work in whatever field
they want.
o They become liberated, which is a term
used by older people to refer to Filipino
women who have adopted American values.
o Men and women became equal, in the sense
that it is acceptable for both genders to
have jobs and be educated.
An American teacher, Mary Scott Cole, is pictured with
her class in Palo, Leyte. Photo from University of
Michigan Bentley History Library
 Japanese
o Women were usually kept inside their

houses to protect them from abusive
Japanese soldiers.
o Men became busy defending the
country, with most of them serving as
soldiers.
Filipino women rescued by American soldiers right after

being liberated from the Japanese.
Gender roles in current Philippine Society
Philippine society today is more open allowing both men and women to perform different
tasks, not based solely on gender, but on an individual’s capabilities and strengths.
CULTURAL VARIATIONS AND SOCIAL DIFFERENCES

(SOCIOECONOMIC CLASS)
 Socioeconomic classes during the Pre-Colonial Period

o Prior to the coming of the Spaniards. The community is called a barangay. It is headed
by Datu or Raha (Raja).
o Our ancestors were divided into three different groups: Maharlika, Timawa and
Alipin.
MAHARLIKA
 First social class
 Composed of the leaders (Datu) and their families
 Also called the group of Maginoo, Raha (Raja) or Gat
TIMAWA (FREEMEN)
 Second or middle social class
 Composed of all freemen living in the barangay
 Workers, warriors, merchants and others who are not
under debt bondage
 Have their own property like their own houses and a piece
of land to cultivate.

ALIPIN
 Third class
 Serve another person or family as payment for debt
 Became an Alipin when their family lose in a war with another
family
There are 2 kinds of Alipin:

Aliping Namamahay Aliping Saguiguilid
 Has their own property  Does not have the right to own any
 Often from the Timawa class and became property
Alipin because of debt or punishment for a  Often came from a family of Alipin or
wrong doing are captives in war
 Can go back to Timawa class once they  Can also be sold for exchanged for
pay off their debt goods or other Alipin
 Socioeconomic classes during the Spanish Colonial Period

Upon the coming of the Spaniards, they changed the society and created a new set of socioeconomic
class. The people were divided based on their ancestry – Peninsulares, Insulares, Mestizo and
Indio.
PENINSULARES
 Spaniards in the Philippines
who were born in Spain.
 Came from peninsula meaning

came directly from the Spanish
peninsula
INSULARES
 Spaniards who were of Spanish descent but were
born in the Philippines
 Came from insular meaning from the island

MESTIZO
 Those of mixed ancestry
 Usually children of Spanish and Chinese couples or of a
Spanish and Indio couples
 Have both economic and political power coming from
their mixed heritage
INDIO
 Consists of natives
 The lowest class in the society
 Were stripped of their rights and freedom and
were forced to bow down to the Spanish colonizers
This kind of system lasted of years, until such time when some Insulares and mestizos were
able to gain some form of power. In the 19 th century, the so called “middle class” emerged- the
Principalia and the Ilustrados.
PRINCIPALIA
 Consists of native leaders in the government and their families
 Are often educated and served as a Gobernadorcillo or Cabeza
de barangay
ILUSTRADOS
 The children of the Pricipalia who usually studied in Europe.
 Most of the popular artists and scholars at that time, including
Jose Rizal.

 Modern Socioeconomic Classes
Socioeconomic classes changed when the Philippines gained independence from Spain. The
Americans introduced democracy and did not impose any form of socioeconomic classes. But
Sociologists define social class as a group of people with similar socioeconomic status or standing
within the society based on the level of income, education, and occupation.
According to Zoleta, 2020, there are three primary social classes exist in the Philippines: the
low-income class, the middle-income class, and the high-income class.
The latest Family Income and Expenditure Survey by the Philippine Statistics Authority (PSA)
shows that majority (58.4%) of Filipinos belong to the low-income class, while the middle class
comprises around 40% of the population. Only 1.4% fall in the high-income class.
Note: Data from the Philippine Institute for Development Studies. To provide updated and accurate
information that better reflects the present situation, the income computation is based on the current
poverty threshold.
SOCIAL MOBILITY
Unlike in other societies where one is born into a specific class has no choice but to die as part
of the same class, people in the Philippines usually have the opportunity to transfer from a lower
socioeconomic class to a higher one and called social mobility.
Social Mobility can be defined as:
 The movement of people or families within or between different levels in the society
 The opportunity to transfer from a lower socioeconomic class to a higher one
 Possible through education, or in some cases, through marriage

SOCIAL, POLITICAL AND CULTURAL BEHAVIOR AND PHENOMENA
Behavior is the term to describe a way a person conducts him or herself towards other
people. It can be expressed through actions or mannerisms by a specific person.
Phenomenona is the term to describe a situation being observed that usually interests
people that needs to be explained through the use of reasoning
Social, Political and Cultural Behavior and Phenomena serves as a guide or models of behavior
which tell us what proper and improper.
 Social Behavior and Phenomena
o Social behavior and Phenomena involves every event between at least two individuals
and include all knowledge and experiences a person acquires in the entirety of his
lifetime.
o Social Phenomena are the individual, external and social constructions that influence a
person’s life and development.
Example
The standby (istambay) phenomenon
A very interesting social issue with economic implications is the Istambay phenomenon. Istambay
is a localized version of standby, which over the years has developed a set of peculiar characteristics
that signify a particular subsector in Philippine society. One definition of istambay is “a person who
does not have work and who usually hangs-out on street corners”.
 Political Behavior and Phenomena
o In sociology, it include events through which authority, governance and public opinion
are put into practice.
o A political behavior of a person or a group may be influenced by their political views,
ideology and levels of political participation.
o Political Phenomena are not only limited to public office as this include how institutions
like school, church or companies are ran and governed.
Example
Philippine elections
The Philippine electoral system is a multi-party contest which allows the emergence of various
political alliances in the political arena. Each political party advocates and adheres with their
respective platforms and political agendas. More often than not, electoral campaigns in the
Philippines are marred with personal assassinations and mud-slinging efforts from the protagonists.
Lamentably, the fever-pitched elections often result to divisiveness, harassments, and even election-
related killings. Each candidate or political party resorts to every possible means to win in the
electoral fray-be it legal or illegal. Every election is marred with reports of fraud, vote-buying, vote-

padding and vote-shaving. Event with the use of Automated Elections System some candidates have
filed election protests for suspected tampering of election results.
In the Philippines, the common dictum in the vernacular is “Kaya siya nanalo kasi nandaya siya;
Kaya siya natalo kasi dinaya siya”.
 Cultural Behavior and Phenomena
o Also known as Bandwagon effect, a cultural behavior is that event when certain
individuals behave a certain way merely because other persons do as well.
o Cultural Phenomena happen when something or someone gains widespread popularity.
However, it is noteworthy that it is not the subject that is the cultural phenomena but
rather a process of being famous.
Note: The social, political and cultural behavior and phenomena in the society are results of
the interaction within society.
SOCIAL, POLITICAL AND CULTURAL CHANGE

 Social change is the transformation of social institutions over time.
 Cultural Change is the transformation of culture or the way people live.
 Political Change happens when the rulers of a country lose power or when the type of
governance in the country changes.
THE STUDY OF CULTURE, SOCIETY AND POLITICS

 Culture is for Anthropology
 Society is for Sociology
 Politics is for Political Science
According to University of California, Davis Campus, 2020, Anthropology is the systematic
study of humanity, with the goal of understanding our evolutionary origins, our distinctiveness as a
species, and the great diversity in our forms of social existence across the world and through time.
Base on The American Sociological Association, 2020, Sociology is the study of social life,
social change, and the social causes and consequences of human behavior. Sociologists investigate
the structure of groups, organizations, and societies, and how people interact within these contexts.
Sociology provides many distinctive perspectives on the world, generating new ideas and critiquing
the old.
As per University of Washington, 2020, Political science focuses on the theory and practice
of government and politics at the local, state, national, and international levels. We are dedicated to
developing understandings of institutions, practices, and relations that constitute public life and
modes of inquiry that promote citizenship.

SUMMARY OF KEY IDEAS:
The study on culture, society and politics will prepare people for active and responsible civic
engagement through the development of critical thought. Learning the areas of anthropology,
sociology and political science expose its learners to social diversity and inequality, self-reflective
knowledge and practice, appreciation of complexity and advocacy for social change and order.
PERFORMANCE TASK # 1.1:

Direction/Instruction: On the Venn diagram below, compare and contrast Culture, Society and
Politics base on how you understand the given topic.
Culture Society
Politics

Direction/Instruction: Answer the following questions briefly in a clear concise essay.
Question/s
1. Do you think your barkada can be considered a society? Explain your answer
2. Aside from the ones that were discussed, provide a local example of culture.
3. Explain the importance of studying “culture, society and politics”.
Rubrics:
Category 5 4 3 2
Focus & Details There is one clear, well There is one clear, well There is one topic. The topic and
focused topic. Main ideas are focused topic. Main ideas Main ideas are main ideas are
clear and are well supported are clear but are not well somewhat clear. not clear.
by detailed and accurate supported by detailed
information. information
Organization The introduction is inviting, The introduction states The introduction There is no
states the main topic, and the main topic and states the main clear
provides an overview of the provides an overview of topic. A conclusion introduction,
paper. Information is relevant the paper. A conclusion is included. structure, or
and presented in a logical is included. conclusion.
order. The conclusion is
strong.

Week 2: Defining Culture and Society from the perspective of Anthropology and Sociology
1. Explain anthropological and sociological perspectives on culture and society;
2. Describe society and culture as a complex whole;
3. Identify aspects of culture and society; and
4. Raise questions toward a holistic appreciation of cultures and societies.
________________________________________________________________________________
In this chapter the lessons are appreciation of the nature and goals of culture from
anthropological and sociological perspectives. This chapter will help the learners towards a holistic
and depth understanding of culture amidst of the involvement of the society and the world.
THE RELATIONSHIP OF CULTURE AND SOCIETY
Culture consists of the beliefs, behaviors, objects, and other characteristics common to the
members of a particular group or society. Through culture, people and groups define themselves,
conform to society's shared values, and contribute to society. The culture directly affects society
because it affects how the people react to changes and ideas. It is like the society is what we
see on the outside whereas the culture is what we see on the inside.
As we can see in the picture the Ifugao

culture are being shown to the members of
the society for them to manifest their culture
and to continue the legacy of their culture by
passing it to the next generation. Their culture
helps their society to be well organized and
their society helps their culture to stay alive
and being seen by the others.

ANTHROPOLOGICAL PERSPECTIVE OF CULTURE AND SOCIETY
In anthropological discussion, the distinction between ‘’elite culture” and “popular culture” is
largely irrelevant, and it is meaningless to say that one group of people “has more culture” than
another. All human groups possess culture to the same degree. Anthropologists are concerned
mainly with differences between cultures, not whether some societies have more or less culture.
ELITE CULTURE &

POPULAR CULTURE
ANTHROPOLOGIST
ALL CULTURE
ARE EQUAL
ANTHROPOLOGIST

SOCIOLOGICAL PERSPECTIVE OF CULTURE AND SOCIETY
Culture is the perspective people come to share as they interact. Culture includes everything
tangible and intangible that a people of a society create. Sociologists distinguish between culture and
society. A society is a group of people living in a given territory who share a culture and who interact
with people living in a given territory more than with people of other territories. In this way culture
and society are different but they are connected.
SOCIOLOGIST
CONNECTED

ASPECTS OF CULTURE AND SOCIETY
 Dynamic, Flexible & Adaptive

There are different aspects of culture as art, music, language, food, daily life, clothing and
religion to name a few. These aspects of culture show us that culture is dynamic, flexible and
adaptive.
Culture constantly changes and adapts to the current state of the society. It continuously
restores itself whenever customs are not fit in that current situation anymore. It does not remain
stagnant.
 Shared & Contested

Cultured is learned and acquired through different interactions with people. Culture is a shared
learning experience. Because culture constantly changes, we get to share the learning process with
other people.
If culture is learned and shared, it is also contested in various ways and situations. Because of
diversity, culture is subjected to debate and analysis.
 Socialization and Enculturation

Learned through Socialization or Enculturation
Socialization is an ongoing process of learning language, behaviors, customs, values, norms
and others to acquire a personal identity. It helps us learn the culture. Socialization also teaches us
how to interact with other people and helps us learn the culture.
Another way of learning cultures is called Enculturation, for example, your friend migrated to
America with her family. You noticed on her facebook that after three months of being in America,
she started to act and look differently and she is using some slang words you only hear Americans
say. This is the process of enculturation. Your friend is slowly starting to adapt to the American
culture because it is necessary so she would fit in.
Transmitted through Socialization or Enculturation

Culture can also be transmitted from one person to another and even from one society to
another. One good example of this is the transmission of a culture of the Spanish to the Filipinos
during the Spanish colonization. We learned their culture by socializing with them, through the
church and the schools they established.
 Patterned Social Interactions

Social interaction can help is filter the parts of our culture that we learned so that we can
identify what suits us and what does not.

There are five patterns of social interaction:
1. Exchange – it is the most basic pattern of socialization.
Exchange or Social Exchange is our expectation that whenever
we do something good, we will receive something good in
return.
2. Cooperation – is when people or groups of people work

together to achieve a common goal. Cooperation is
considered to be essential for human survival.
3. Competition – may be viewed as the

opposite of cooperation because instead of
working together towards a common goal,
competing individuals or groups battle to
achieve the target that only one can have.
4. Conflict – arises when people disobey rules, control a

person by force or hurt other people just to achieve their
goals.
5. Coercion – happens when a person uses threats or forces to

persuade another person. People usually coerce others when
they cannot achieve their goals on their own.
 Integrated and at Times Unstable

The patterns of social interaction are connected with each other and may change from time to
time. Our social interaction may change from being cooperative to having competition or conflict.
 Requires Language for Social Interaction

In every interaction that we do, language is the most important tool that we always use.
Language is considered as the transporter of a large part of our culture because some parts of
our culture are passed on through our mouths, there are no written records.
Language is not only restricted to verbal language, but we also use non- verbal language or
body language when we interact with others.

Culture and Society are two closely interrelated concepts. For culture to exist and to be
developed, it needs human interaction; it needs people to interact with one another, and it needs
people to practice it continuously. Culture is what differentiates one group or society from the next;
different societies have different cultures.
There is a wide agreement that culture:
 Is learned from the other people through time;
 Is shared by the members of society; and
 Greatly affects the thoughts, actions, and feelings of people.
Anthropologist say individuals are a product of their culture and learning a culture is an
essential part of human development. Sociologist say culture and society are different but they are
connected.
Answer the given question in your own

understanding.
1. What do you think is the effect of parade
of festivals in the society?
2. What do you think does the society do to
preserve this kind of culture?
Rubrics: SINULOG FESTIVAL, CEBU

Category 5 4 3 2
Focus & There is one clear, well focused There is one clear, well There is one The topic
Details topic. Main ideas are clear and focused topic. Main topic. Main and main
are well supported by detailed ideas are clear but are ideas are ideas are
and accurate information. not well supported by somewhat clear. not clear.
detailed information
provides an overview of the provides an overview of topic. A introduction,
paper. Information is relevant the paper. A conclusion conclusion is structure, or
and presented in a logical is included. included. conclusion.
order. The conclusion is strong.

Create, a campaign slogan promoting the strengths of the Filipino value system. Use your
cover FB design as a way to promote the strength of our culture.

Rubrics:
Category 5 4 3 2
Craftsmanship The slogan is The slogan is The slogan is The slogan is
exceptionally attractive in terms acceptably distractingly messy.
attractive in terms of of neatness. Good attractive though it
neatness. Well- construction and may be a bit messy.
constructed and not not very messy.
messy.
Creativity Slogan is exceptionally Slogan is creative Slogan is creative The slogan does not
creative. A lot of and a good and some thought reflect any degree
thought and effort was amount of thought was put into of creativity.
used to make the was put into decorating it.
banner. decorating it.
Originality Exceptional use of new Good use of new Average use of new No use of new ideas
ideas and originality to ideas and ideas and originality and originality to
create slogan. originality to to create slogan. create slogan.
create slogan.
Week 3: Ethnocentrism and Cultural Relativism as orientations in viewing other cultures

1. Determine what kind of orientation suits to the culture that they belong;
2. Examine different scenarios that shows ethnocentrism and cultural relativism that can be
seen around them; and
3. Develop awareness on why and how cultural relativism mitigates ethnocentrism.
________________________________________________________________________________
In this chapter we will tackle how ethnocentric communities view other culture. What are the
positive and negative effects of their views in their own culture as well as in their society. It also
analyzes how cultural relativism can affect our daily lives in our community and how it can help us to
develop our own culture. Every culture is unique. We have our own beliefs, norms, and etc. cultural
relativism shapes our understanding of different issues in the society.
ETHNOCENTRISM
Ethnocentrism use to describe the opinion that one’s own way of

life is natural or correct. Some would simply call it cultural ignorance.
Ethnocentrism means that one may see his/her own culture as the
correct way of living. For those who have not experienced other cultures
in depth can be said to be ethnocentric if they feel that their lives are
the most natural way of living. What happen when outsiders come to
them? It appears different also come to be seen as strange. It comes
like a shock referred to as culture shock.

Ethnocentric community has a tendency to judge or evaluate other culture in the context of
their own culture. Language, behavior, customs, or religion, which are understandably unique for
every culture are the common subjects of theses judgments.
One example of ethnocentrism portrayed in a light manner would be the movie, ‘The Big Fat
Greek Wedding ‘, where a Greek family believes that being Greek is the one and only acceptable way
of living. However, the makers of the movie took great care to make sure that the Greek culture was
never shown in a negative or pushy manner, and that the audiences took it in the way it was
supposed to be taken.
CULTURAL RELATIVISM
There are people who accept and respect the evident

differences from members of the society. When people recognize
that each culture is naturally different from others, that is
Cultural Relativism. Cultural relativism does not mean that we
should immediately accept and tolerate cultural differences.
Instead, it requires understanding the culture of other people in
their own cultural context free from another’s biases.
With cultural relativism, it is suggested that the way
people live should be evaluated not based on your own cultural
context but on the social community the people themselves
inhabit. There should be no reservations and blind opinions while
they are immersed in a community of their subject.
HOW CULTURAL RELATIVISM MITIGATES ETHNOCENTRISM
It is believed that each person, in one way or another, possess an ethnocentric attitude or
behavior. There is nothing wrong with that because not all people are equipped with sufficient
knowledge and exposure to cultures across the globe. But we also have to recognize that
ethnocentric behavior if not controlled may cause trouble to one-self, especially in these modern
times when everyone calls for social or cultural inclusion.
It is widely believed that ethnocentric behavior may be mitigated through the recognition and
application of cultural relativism. A person can practice cultural relativism by recognizing that our
culture shapes what we consider to be beautiful, ugly, appealing, disgusting, virtuous, funny, and
abhorrent and that this should not be the basis for evaluating other culture.
What we need is an open heart, unbiased and critical mind, exposure, education, and
involvement in the activities, programs supporting and recognizing the uniqueness and beauty of
every culture for us to truly grasp what cultural relativism means.
There is a popular saying that goes like this: "What is unacceptable and bad in a group of
people may be good and acceptable in another group of people." Oftentimes, we are quick in judging
certain aspects of the culture of other people as "immoral" or "uncivilized" without being aware of the

fact that others may judge us also in a similar vein. This is because there is always a tendency on our
part to look at the ways and manners of other groups from our own perspective or point of view,
making our own ways as the measuring stick.
Ethnocentrism may not, in some circumstances, be avoidable. We all often have instinctual
reactions toward another person or culture’s practices or beliefs. Seeing belief and behavior of
others, which are different from yours, as brute, confusing, or dirty is an ethnocentric thought or
behavior. The tendency to be avoidant, doubting, or questioning towards members of another culture
is also a manifestation of ethnocentrism. In order to avoid such awful things like those we must all
try to be more culturally relative.

Direction: Answer the given question briefly and
concisely.
1. Based on our topic, explain briefly what is
happening in the given picture.
2. Do you think this kind of orientation suits to the
Philippine society? Explain your answer and cite
one example.

Direction: Identify whether the following statements show ethnocentrism or cultural relativism.
3. One’s own culture is superior to others.
4. Putting yourself in others’ shoes.
5. Accepts and respects the evident differences from members of the society.
6. Causes people to practice bias and intolerance.
7. Segregation of black people and the white people.
8. Bullying, discrimination, war, etc.
9. Different environments = different lifestyles = Everything is relative.
10. Failing to see the world and its aspects in a wider perspective.
11. Shapes our understanding of different issues in the society.
12. Recognizes the uniqueness and beauty of every culture.

Week 4: Looking back at Human Biocultural and Social Evolution
1. Trace the biological and cultural evolution of early to modern humans;
2. Explore the significance of human material remains and artefactual evidence in interpreting
cultural and social, including political and economic, processes; and
3. Appreciate and reflect on the complexities of biocultural and social evolution as part of being
and becoming human.
________________________________________________________________________________
In this chapter the lessons are directed towards an understanding of human biological and
cultural evolution in the fossil record as well as the cultural take off and sociopolitical evolution from
hunting and gathering stage up to the development of early civilization and rise of the state. The
lessons are arranged in order to trace the biological and cultural evolution, cultural take off from
Paleolithic to the Neolithic age and early civilization and the rise of the state.
BIOCULTURAL AND CULTURAL EVOLUTION FROM AUSTRALOPITHECUS AFARENSIS TO

HOMO SAPIENS
While the exact number of early human species is debated, on this topic are summaries of the
early human species accepted by most scientists.
Australopithecus Afarensis
Nickname: Lucy's species
Where Lived: Eastern Africa (Ethiopia, Kenya, Tanzania)
When Lived: Between about 3.85 and 2.95 million years ago
The front running candidates for the earliest definite

hominids are a small group of fossils found at Laetoli, Tanzania and
dated to about 3.6 years before present. A larger group found at
Hadar, Ethiopia and dated to between 3.2 and 2.9 million before
present.
Raymond Dart discovered the first Australopithecus specimen
at Taung, South Africa in 1924. It was he who gave it the generic name Australipithecus, meaning
“Southern ape”.
Au. afarensis had both ape and human characteristics: members of this species had apelike
face proportions (a flat nose, a strongly projecting lower jaw) and braincase (with a small
brain, usually less than 500 cubic centimeters -- about 1/3 the size of a modern human brain), and
long, strong arms with curved fingers adapted for climbing trees. They also had small canine teeth
like all other early humans, and a body that stood on two legs and regularly walked upright. Au.
afarensis had mainly a plant-based diet, including leaves, fruit, seeds, roots, nuts, and insects… and
probably the occasional small vertebrates, like lizards.

LUCY
One of their most famous finds is “Lucy”, a small female A.
Afarensis.
Lucy was nicknamed the night she was discovered while
Johanson’s team celebrated to the Beatles’ hit “Lucy in the Sky
with Diamonds.” Her Ethiopian name ‘Dinknesh’ is the Amharic
term for ‘You are marvelous.’
Approximately, 40% of her skeleton is preserved,
including pelvic, arm and leg bones.
Homo Habilis
Nickname: Handy Man
Where Lived: Eastern and Southern Africa
When Lived: 2.4 million to 1.4 million years ago
This species, one of the earliest members of the genus Homo,
has a slightly larger braincase and smaller face and teeth than
in Australopithecus or older hominin species. But it still retains some
ape-like features, including long arms and a moderately-
prognathic face.
Its name, which means ‘handy man’, was given in 1964
because this species was thought to represent the first maker of
stone tools. Currently, the oldest stone tools are dated slightly older
than the oldest evidence of the genus Homo.
Early Homo had smaller teeth than Australopithecus, but their tooth enamel was still thick and
their jaws were still strong, indicating their teeth were still adapted chewing some hard foods
(possibly only seasonally when their preferred foods became less available).
Best known Homo habilis
KNM-ER 1813 This fossil is one of the most complete skulls of this species,
best known from the Turkana Basin (Kenya) and Olduvai Gorge (Tanzania) in
East Africa. It has a cranialcapacity of only 510 cubic centimeters, well below the
600 cubic centimeter cutoff that had been in place since the creation of the Homo
habilis species name. It is also not much larger than the average
for Australopithecus.
Arch support
By this time, the feet of early humans had a modern-type arch.
Do you see the tooth marks on this ankle bone? Their shape and pattern
are similar to those made by modern crocodiles. The back part of the heel bone
is bitten off, too. A lake with crocodiles was located not far from where this early
human lived. He or she may have been drinking from the lake at the wrong time.

Homo Rudolfensis
Where Lived: Eastern Africa (northern Kenya, possibly northern
Tanzania and Malawi)
When Lived: About 1.9 million to 1.8 million years ago
There is only one really good fossil of this Homo

rudolfensis: KNM-ER 1470, from Koobi Fora in the Lake Turkana basin,
Kenya. It has one really critical feature: a braincase size of 775 cubic
centimeters, which is considerably above the upper end of H.
habilis braincase size. At least one other braincase from the same region
also shows such a large cranial capacity.
Homo rudolfensis had large and wider molars compared to Homo habilis. While their teeth
were only slightly smaller than those seen in robust australopithecines, H. rudolfensis didn’t have the
heavily-built jaw and strong jaw muscle attachments seen in robust early humans. These anatomical
differences likely indicate different diets between H. rudolfensis and earlier
australopith species capable of more powerful chewing.
The KNM-ER1470
Louis Leakey saw KNM-ER 1470 only days before his death, and, believing
the skull to be a million years older than it was, classified it as an “indeterminate
species of Homo.” When scientists later dated the skull to 1.9 million years old, the
same age to when Homo habilis lived, the scientific community thought KNM-ER
1470 must then belong to Homo habilis - but the mandible (jaw) and teeth just
didn’t seem to fit within acceptable limits of variation or differences for H. habilis.
Even if KNM-ER 1470 was considered a large H. habilis male, the size difference would be too great
compared to KNM-ER 1813, an established H. habilisfemale, for the two to both belong to the same
species. Over several weeks following its discovery, scientists Meave Leakey and Bernard
Wood reconstructed KNM-ER 1470’s skull from more than 150 fragments, revealing a
large cranium with a long, wide, flat face. While tooth roots show that this early human had large
teeth, the skull lacked the massive jaw muscle features characteristic of robust australopithecines.
Homo Erectus
Where Lived: Northern, Eastern, and Southern Africa; Western Asia
(Dmanisi, Republic of Georgia); East Asia (China and Indonesia)
When Lived: Between about 1.89 million and 110,000 years ago
Early African Homo erectus fossils (sometimes called Homo
ergaster) are the oldest known early humans to have possessed
modern human-like body proportions with relatively elongated legs
and shorter arms compared to the size of the torso. These features
are considered adaptations to a life lived on the ground, indicating
the loss of earlier tree-climbing adaptations, with the ability to walk
and possibly run long distances. Early fossil discoveries from Java
(beginning in the 1890s) and China (‘Peking Man’, beginning in the

1920s) comprise the classic examples of this species. Generally considered to have been the first
species to have expanded beyond Africa, Homo erectus is considered a highly variable species,
spread over two continents (it's not certain whether it reached Europe), and possibly the longest
lived early human species - about nine times as long as our own species, Homo sapiens, has been
around!
The tall bodies and large brains of Homo erectus individuals required a lot of energy on a
regular basis to function. Eating meat and other types of protein that could be quickly digested made
it possible to absorb nutrients with a shorter digestive tract, making more energy available faster.
There is also speculation that honey and underground tubers may have been significant food sources
for Homo erectus.
This elderly male belonged to a population
of Homo erectus that spread from Africa to the
Caucasus Mountains in western Asia. Most of his teeth
fell out long before he died, and his jaw deteriorated
as a result. Members of his social group must have
taken care of him. This is some of the earliest known
evidence for this kind of group care and compassion
in the human fossil record.
Homo Floresiensis
Nickname: the Hobbit
Where Lived: Asia (Indonesia)
When Lived: About 100,000 – 50,000 years ago
Remains of one of the most recently discovered early
human species, Homo floresiensis(nicknamed ‘Hobbit’), have so far
only been found on the Island of Flores, Indonesia. The fossils of H.
floresiensis date to between about 100,000 and 60,000 years ago,
and stone tools made by this species date to between about 190,000
and 50,000 years old. H. floresiensis individuals stood approximately
3 feet 6 inches tall, had tiny brains, large teeth for their small size,
shrugged-forward shoulders, no chins, receding foreheads,
and relatively large feet due to their short legs. Despite their small body and brain size, H.
floresiensis made and used stone tools, hunted small elephants and large rodents, coped with
predators such as giant Komodo dragons, and may have used
fire.
This adult female, who died around the age of 30, was
only a little over 1 m (3.5 ft) tall. Her brain, estimated at 400
cubic centimeters, was as small as those of chimpanzees and
the smallest australopithecines. She had fairly large brow
ridges, and her teeth were large relative to the rest of the
skull. Her fossils consist of an almost-complete skull and
partial skeleton that include her legs, hands, feet, part of her pelvis, and other
fragments. LB-1 is the most complete H. floresiensis fossil found to date.

Homo Neanderthalensis
Nickname: Neanderthal
Where Lived: Europe and southwestern to central Asia
When Lived: About 400,000 - 40,000 years ago
Neanderthals (the ‘th’ pronounced as ‘t’) are our closest
extinct human relative. Some defining features of their skulls include
the large middle part of the face, angled cheek bones, and a huge
nose for humidifying and warming cold, dry air. Their bodies were
shorter and stockier than ours, another adaptation to living in cold
environments. But their brains were just as large as ours and often
larger - proportional to their brawnier bodies.
Neanderthals made and used a diverse set of sophisticated tools, controlled fire, lived in
shelters, made and wore clothing, were skilled hunters of large animals and also ate plant foods, and
occasionally made symbolic or ornamental objects. There is evidence that Neanderthals deliberately
buried their dead and occasionally even marked their graves with offerings, such as flowers. No
other primates, and no earlier human species, had ever practiced this sophisticated and symbolic
behavior.
Through examining his skeletal remains, scientists found
evidence that at a young age, Shanidar 1 experienced a
crushing blow to his head. The blow damaged the left eye
(possibly blinding him) and the brain area controling the right
side of the body, leading to a withered right arm and possible
paralysis that also crippled his right leg. One of Shanidar 1’s
middle foot bones (metatarsal) on his right foot shows a healed
fracture, which probably only enhanced his noticeable limp. All
of Shanidar 1’s injuries show signs of healing, so none of them resulted in his death. In fact,
scientists estimate he lived until 35–45 years of age. He would have been considered old to another
Neandertal, and he would probably not have been able to survive without the care of his social
group.
Homo Sapiens
Where Lived: Evolved in Africa, now worldwide
When Lived: About 300,000 years ago to present
The species that you and all other living human beings on this planet
belong to is Homo sapiens. During a time of dramatic climate change
300,000 years ago, Homo sapiens evolved in Africa. Like other early
humans that were living at this time, they gathered and hunted food,
and evolved behaviors that helped them respond to the challenges of
survival in unstable environments.

Historic Homo sapiens
Discovered in 1868, Cro-Magnon 1 was among the first fossils to be
recognized as belonging to our own species—Homo sapiens. This
famous fossil skull is from one of several modern human skeletons
found at the famous rock shelter site at Cro-Magnon, near the village
of Les Eyzies, France.

Cultural and biological evolution has influenced each other. Selection for a bipedal lifestyle
(biological evolution) freed up the hands making later cultural developments possible. Likewise, the
development of early tools (cultural evolution) resulted in an improved diet, which in turn allowed for
the selection (biological evolution) of a larger brain. This in turn aided the further development of
tools and so on and so forth. Cultural and biological evolution has fuelled each-other resulting in the
fairly rapid evolution of Humans with large brains and sophisticated technologies.

Direction: Learners will present in poem or song, how society is affected by: (choose only 1)
• Biological evolution
• Cultural evolution
Rubric:
CATEGORY 5 4 3 2
Focus on The entire poem is Most of the poem is Some of the poem is No attempt has been
Assigned related to the related to the related to the made to relate the
Topic assigned topic and assigned topic. The assigned topic, but a poem to the assigned
allows the reader to poem wanders off at reader does not topic.
understand much one point, but the learn much about
more about the topic. reader can still learn the topic.
something about the
topic.
Creativity The poem contains The poem contains a The poem contains a There is little evidence
many creative details few creative details few creative details of creativity in the
and/or descriptions and/or descriptions and/or descriptions, poem. The author
that contribute to the that contribute to the but they distract does not seem to have
reader's enjoyment. reader's enjoyment. from the poem. The used much
The author has really The author has used author has tried to imagination.
used his imagination. his imagination. use his imagination.

Direction: Describe how your community has changed over the years. Write characteristics of your
community 7 years ago in the “past” column do the same to describe your present community in the
“present” column.
SOCIETY
PAST PRESENT
What makes human beings an important component in the development of early society?
Week 5: Cultural and Sociopolitical Evolution

1. Distinguish the entire period of early prehistory to lithic ages as well as the different types of
societies;
2. Produce an illustrated timeline that clearly shows the major developments and
changes that happened in human society; and
3. Appreciate the significant social developments that happen as societies and their culture
evolve.
________________________________________________________________________________
Traditional societies comprise of few social institutions whereas, modern societies have more
compare to traditional societies. We can only find basic institution in traditional societies which
include, family or kinship and religion. Modern or complex societies however, have dozen of them.
The triggering factor of institutional expansion is economic change. Before industrialization or
extensive use of heavy machinery; societies were very small and depended upon natural resources.
In preindustrial societies division of labor was almost non-existent; the first job of men was to hunt
and gather.
DIFFEERENT TYPES OF SOCIETIES
HUNTING AND GATHERING SOCIETIES
Survive by hunting game and gathering edible plants. Until
about 12,000 years ago, all societies were hunting and gathering
societies.
There are five basic characteristics of hunting and gathering
societies:
1. The primary institution is the family, which decides how
food is to be shared and how children are to be socialized,
and which provides for the protection of its members.
2. They tend to be small, with fewer than fifty members.

3. They tend to be nomadic, moving to new areas when the current food supply in a given area
has been exhausted.
4. Members display a high level of interdependence.
5. Labor division is based on sex: men hunt, and women gather.
HORTICULTURAL AND PASTORAL SOCIETIES

Large-scale cultivation using plows harnessed to
animals or more powerful energy sources money as a common
standard of exchange and the old barter system was
abandoned extreme social inequality.
Typically more than modern societies such as our own
agri1cultural, religion reinforce the power of elites.
Both described as having unequal social relations
because some members act as the ruling elite.
HORTICULTURAL SOCIETIES
The term “Horticulture” is derived from the two Latin
words ‘Hortus’ means garden and ‘cultura’ means cultivation.
Thus Horticulture means culture or cultivation of garden crops.
In a horticultural society, hand tools are used to tend
crops. The first horticultural societies sprang up about 10,000–
12,000 years ago in the most fertile areas of the Middle East,
Latin America, and Asia.
Horticultural societies develop between 13,000 and 7,00
B.C.E
The tools they used were simple: sticks or hoe-like instruments used to punch holes in the
ground so that crops could be planted. With the advent of horticultural machinery, people no longer
had to depend on the gathering of edible plants—they could now grow their own food. They no longer
had to leave an area when the food supply was exhausted, as they could stay in one place until the
soil was depleted.
PASTORAL SOCIETIES
A pastoral society relies on the domestication and
breeding of animals for food. Some geographic regions, such
as the desert regions of North Africa, cannot support crops, so
these societies learned how to domesticate and breed animals.
The members of a pastoral society must move only when the
grazing land ceases to be usable. Many pastoral societies still
exist in Africa, Latin America, and parts of Asia.
Characteristics:
 Move around to new pastures for animals
 Can support larger populations

 Food surpluses
 Division of labor
 Specialization of tasks by individual
AGRICULTURAL SOCIETIES
When people started agriculture, they used tools
made up of copper. The prime innovation of this age was
the development of pottery. The development of pottery
products made it easier to cook and transport food.
The Neolithic man lived in a much more complex
community. They lived in villages of 200-300 people. They
even owned private land. Their houses are made up of
mud and stone The concepts of polished tools, pottery,
cloth, the wheel, the sail, the ox yoke, and plow were well
developed in this age. The change to the Neolithic way of
life was huge and led to many of the pleasures (lots of food, friends, and comfortable homes)
INDUSTRIAL SOCIETY
Sociologists believe that in industrial societies, all other
aspects of society, like education, politics, media, and law,
among others, work to support the production goals of
that society.
The First Industrial Revolution caused the growth of
industries, such as coal, iron, railroads and textiles, the
Second Industrial Revolution witnessed the expansion of
electricity, petroleum and steel.
An industrialized society is considered to be modern
society or it can be defined as people living together in
current time.
Modern society is often called materialistic, where people no longer produce product for living.
Instead they produce goods to sell in the market. People don’t rely their own. For example they go to
market for groceries instead of owning gardens and animals.
Post Industrial Society
A post-industrial society is a stage in a society's evolution when the economy shifts from producing
and providing goods and products to one that mainly offers services. A manufacturing society is
comprised of people working in construction, textiles, mills and production workers whereas in the
service sector, people work as teachers, doctors, lawyers and retail workers. In a post-industrial
society, technology, information and services are more important than manufacturing actual goods.
Characteristics of Post-Industrial Societies
 Production of goods (like clothing) declines and the production of services (like restaurants)
goes up.
 Manual labor jobs and blue collar jobs are replaced with technical and professional jobs.

 Society experiences a shift from focusing on practical knowledge to theoretical knowledge. The
latter involves the creation of new, invention solutions.
THE CULTURAL TAKE OFF: PALEOLITHIC, MESOLITHIC AND THE NEOLITHIC

Using of tools became more important, natural selection favored brainier individuals who were
better able to encode and transmit behavioral tradition.
For several million years the evolution of culture and the evolution of human brain and body
into an increasingly efficient learning machine were part of a single evolutionary process.
The simple stone tools associated with the ape-sized brains of the earliest hominids became
more complex, more skillfully made and more specialized for particular cutting, digging and throwing
tasks as homo habilis was succeeded by homo erectus and later by homo sapiens.
PREHISTORIC PERIODS
Stone implements provide most of the evidence about the earliest phases of cultural evolution.
Archaeologists divide the entire period of early prehistory into Lithic ages.
 Paleolithic period
o Paleolithic cultures were based on hunting, fishing and gathering rather than on farming
or stock raising.
o Groups were small and widely dispersed.
Lower Paleolithic 3 million years ago
 Earliest Stone tools introduced by Homo habilis
 Began with Oldowan tool industry, utilizing stone flakes and cores
 Further development led to the Acheulian tool industry, utilizing the more advanced handaxe (H.
erectus)
Middle Paleolithic 120,000 years ago
 More advanced tools, made from a greater variety of materials. First widely use by Homo
neanderthalensis
 The middle Paleolithic is characterized by the Mousterian tool industry, whereby flint was often
shaped using the Levallois technique, giving extremely sharp edges.
Upper Paleolithic 35,000 years ago
 Tools displaying a much more sophisticated design and greater ingenuity. Associated with the
earliest anatomically modern ‘Cro-Magnon’ Homo sapiens
 Tools included throwing sticks, harpoons and much finer blades and spearheads made using
‘punch blade’ technique
 Culture also included cave paintings and sculptures.

 Mesolithic period
o It was a time of intense local ecological change. Forest of birch and pine spread over
the land and the hunters made their camps in clearings along riverbanks and lakesides,
estuaries and the seashore.
o Mesolithic people turned increasingly to a broad spectrum of plant foods and fish,
mollusks and other rivetine and maritime sources of food.
 Neolithic Period
o During Neolithic greater control over the reproduction of plants and animals was
achieved by the development if farming and stock raising.
o Farming and stock raising also set the stage for profound alterations in domestic and
political economy centering on access to land, water and other basic resources.
THE EARLY CIVILIZATION AND THE RISE OF THE STATE

• From hunting-gathering lifestyle to a Neolithic society, major changes took place in terms of
socio economic factors of early human life.
• The Neolithic revolution, through the domestication of plants and animals, paved the way for
the beginning of early civilizations.
• The advent of civilization depended on the ability of some agricultural settlements to
consistently produce surplus food, which allowed some people to specialize in non-
agriculturalwork, which in turn allowed for increased production, trade, population, and social
stratification.
• The development of the early civilizations showed the political evolution of society.
• The first civilizations appeared in locations where the geography was favorable to intensive
agriculture.
• Early civilizations were often unified by religion.
The Rise of Civilizations

• It began to develop during Neolithic period where the early humans learned to settle in just
one area to domesticate plants and animals for survival.
The Four major civilizations in the world
• Sumerian civilization - developed along the tigris and euphrates river in west asia
• Indus Valley civilization - started along the Indus River Valley in India
• Shang civilization of China - developed near the Huang Ho/ Huang He River
• Egyptian civilization- started along the Nile River.
These river valley civilizations are considered the Cradle of human civilization because it was in these
river valley systems.
The Development of State

• In Mesopotamia, the region of Sumer, 2 significant developments took place that influenced
the flow of the socio-political process of the early civilization.
• These are: the rise of states and the invention of writing.

Implications of the Rise of Civilization and States
• The rise of civilization and states led to urbanization, economic focus, political power and
material development.
• These changes allowed implications that directly affected future developments in the
sociopolitical evolution of men.
The development of culture through time called Cultural evolution, led to the
transformation of different societies and political systems, a process known as
Sociopolitical evolution. This lesson studies how hunting and gathering societies
developed step by step to become agricultural, industrial and then post-industrial
societies.
Stone implements provide most of the evidence about the earliest phases of cultural
evolution. Archaeologists divide the entire period of early prehistory into Lithic ages
(Paleolithic, Mesolithic and Neolithic Period). Without agriculture, the development of
cities, states and empires could not have occurred. All that is regarded today under the
rubric of industrial society arose ultimately in response to that same great transformation.
PERFORMANCE TASK # 5.1: PERFORMANCE TASK # 5.2:

In bond paper draw a timeline showing: (one Give at least 2 positive and 2 negative traits of
bond paper each topic) the following:
a. different types of societies • HUNTING AND GATHERING
b. The Cultural Take Off: Paleolithic, SOCIETIES
Mesolithic and Neolithic • HORTICULTURAL SOCIETIES
Rubric: • PASTORAL SOCIETIES
• AGRICULTURAL SOCIETIES
Composition/Design__________/10points • INDUSTRIAL SOCIETY
Creativity/Originality__________/10points
Craftsmanship/Skill/Consistency______/10poin
ts
Week 6: Becoming a member of Society (Enculturation/Socialization)

Explain the development of one’s self and others as a product of socialization and
enculturation;
a. Identify the context, content, processes and consequences of enculturation and
socialization;
b. Value the roles of groups and institutions as agents of socialization.
________________________________________________________________________________
In this chapter, the lessons are geared towards an understanding of how one becomes a
member of society through enculturation or socialization. The dynamics of conformity and deviance is
also discussed, as well as the discussion of human dignity, rights and the common good.

The understanding on how we are as social beings brings about an important point: the
concept of self and socialization. As we are faced with the immensity of patters that affect and shape
who we are in society.
THE SELF AND SOCIALIZATION
As individuals, we all have various perceptions, feelings and beliefs about who we are and
what we are like. How do we come to develop these ideas? Do they change as we age?
We were not born with theses understandings. Building on the work of George Herbert Mead,
sociologists recognize that we create our own designations: the self. The self is a distinct identity that
sets one apart from others. Sociologists and psychologists alike have expressed interest on how the
individual develops and modifies the sense of self as a result of social interaction.
Cooley: Looking-Glass Self Charles Horton Cooley
In the early 1900’s, C.H. Cooley advanced the belief that we learn who
we are by interacting with others. Our view of ourselves, then, comes not only
from direct contemplation of our personal qualities but also from our impressions
of how others perceive us. Cooley used the phrase looking-glass self to
emphasize that the self is the product of our social interactions with other
people. A subtle but critical aspect of Cooley’s looking-glass self is that it results
from an individual’s “imagination” of how others view him or her. As a result, we
can develop self-identities based on incorrect perceptions of how others see us.
Mead: Theory of the Self

Mead is best known for his theory of the self. According to mead, the self
George Herbert Mead
begins as the privileged center of a person’s world. Young children picture
themselves as the focus of everything around them and find it difficult to
consider the perspective of others. The childhood tendency to place ourselves at
the center of events never entirely disappears.
Many people with a fear of flying automatically assumes that if any plane
goes down, it will be the one they are on. Nonetheless, as people mature the
concept of self also changes and begins to reflect greater concern for the
reaction of others. Mead used the term “significant others” to refer to those
individuals who are most important in the development of the self. Parents,
friends, co-workers, coaches and teachers are often among those who play a
major role in shaping a person’s self.

UNDERSTANDING SOCIALIZATION
Here are some agents of socialization:
Family
For most people, the process of socialization begins in the
family. Family is their first source through which they
commence their social communication. As a child, a person
learns to see and interpret himself and society through the eyes
and understanding of his parents and other elders of the family.
It is with the aid of the older family members that he/she
becomes familiar with social culture.
School
Schools could foster competition through built-in systems of
reward and punishment, such as grades and evaluations by
teachers. Consequently, a child who is working intently to learn
new skill can sometimes come to feel stupid and unsuccessful.
However, as the self matures, children become capable of
increasingly realistic assessment of their intellectual, physical,
and social abilities.
Workplace
Workplace is another agent of socialization. Just as the children
spend a significant part of day at their school, the adults spend
much of their day at their workplace. At workplace, a person
meets people of different age groups and belonging to different
social and cultural backgrounds.
Peer Group
A peer group is a group of people of approximately the same
age, sharing similar interests and probably belonging to similar
backgrounds. What makes peer group an important factor in
socialization is that it enables a child to engage in experience
witch he/she would otherwise never experience within his/her
family.

Mass Media and Technology
Mass media is the strongest and the most argued indirect
agent of socialization. It sends across of multitude ideas
without having any kind of interpersonal communication. It
influences our lives to a great extent, as we tend to learn a lot
from mass media which includes newspapers, magazines,
radio, the internet, video games, and of course, the most
dominant of them all, television.
Religion
Religion is a collection of cultural systems, belief systems, and
worldviews that relate humanity to spirituality and, sometimes,
to moral values. Many religions have narratives, symbols,
traditions, and sacred histories that are intended to give
meaning to life or to explain the origin of life or the universe.
Agents of socialization differ in effects across religious
traditions. Some believe religion is like an ethnic or cultural
category, making it less likely for the individuals to break from
religious affiliations and be more socialized in this setting.
Government
Government or state is an indirect agent of socialization. This
means, though we do not come in contact with the institution
directly, it does have an impact on our social life and well-
being. The government sets rules and regulations which
people of the state/country need to follow and breach of them
often becomes not only a moral wrong but a social wrong as
well.
ENCULTURATION AND ACCULTURATION

Enculturation is anthropological term used for socialization, both terms refer to, the process of
learning through social interaction. However, the term enculturation is only confined to culture.
Whereas, socialization refer to each and every social interaction of an individual with other people of
a society.
Since conception, baby starts interacting with his family members most of all with mother.
Parents teach their children how to eat, drink, walk, play, and behave in different situations.
However, parents teach all those things according to their own culture. For instance, Middle Eastern
families eat food with their bare hands whereas, American families use fork and knife to eat food. So,
children born and raised in Middle Eastern families are enculturate to eat food with bare hands.
Whereas, American children are enculturate to eat food with fork and knife. Culture can be
transmitted from one generation to another. During the process of cultural transmission, learning a
culture by a new generation is called enculturation.

On the other hand, adopting foreign culture or other cultural norms and values is known as
acculturation. In this new technological era people can interact with other people living thousands
mile away from them. Due to social interaction through technology and with mass media people learn
new values. And if people adopt those learned values of other culture and modify their own culture, it
will come under the category of acculturation. Mostly, group of people acculturate because they are
influenced by the dominant culture in a given society. For instance, A Pakistani boy immigrates to
America, during his first year, he wears, kurta shalwar; which is his native cultural costume but after
a year, he starts wearing, t-shirts jeans, suits and tuxedos, so he/she acculturated; for the reason
that, he adopted foreign culture.

We have seen that each culture considers its own distinctive ways of handling basic societal
tasks to be “natural”. Yet methods of education, marital ceremonies, religious doctrines, and other
aspects of culture differ markedly from one society to another.
The continuing and lifelong socialization process involves many different social forces that
influence our lives and alter our self-images. We discussed 7 agents of socialization: family, school,
workplace, mass media and technology, peers, religion, and government.
Enculturation is the process by which an individual learns about his/her own
culture. Enculturation is simply a process where a child learns about the own culture and adopts into
it.

Answer the table below:
Socialization Enculturation Acculturation

Context
Content
Processes

Create 1 situation each agent of socialization that shows how they can contribute to the development
of community.
 Family
 School
 Workplace
 Mass Media and Technology
 Peers
 Religion
 Government

Week 7: Becoming a member of society (Conformity and Deviance; Human dignity and rights)
1. Analyze the role of groups and institutions as agents of social control;
2. Identify norms and values to be observed in interacting with others in society and
the consequences in ignoring the rules; and
3. Recognize the value of human rights and promote the common good.
________________________________________________________________________________
Learning on conformity and obedience is necessary in order to assess the rules of social
interaction to maintain stability of everyday life. It is our role as members of society to understand
how to strike the balance between conformity and creativity as active members of society.
CONFORMITY AND OBEDIENCE

S. Milgram defined conformity as going along with peers – individuals of our own status who have no
special right to direct our behavior by contrast, obedience is defined as compliance with higher
authorities in a hierarchical structure.
Kelman (1958) distinguished between the different types of conformity:
 Compliance (Group Acceptance)
 Internalization (genuine acceptance of group norms)
 Identification (group membership)
 Ingratiational
Informal and Formal Social Control

The sanctions used to encourage conformity and obedience – and to discourage violation of
social norms – are carried out through both informal and formal social control. As the terms implies,
people use informal social control casually to enforce norms. In many societies, adults often view
spanking, slapping, or kicking children as a proper and necessary means of informal social control.
Child development specialists counter that such corporal punishment is inappropriate because it
teaches children to solve problems through violence. Formal social control is carried out by
authorized agents, such as police officers, physicians, school administrators, employers, military
officers, and managers. It can serve as a last resort when socialization and informal sanctions do not
bring about desired behavior.
The term “social control” refers to techniques and strategies for preventing deviate behavior in
any society. Social control occurs on all levels of society. Most of us respect and accept basic social
norms and assume that others will do the same.
DEVIANCE
For sociologists, the term deviance does not mean perversion or depravity. Rather, deviance is
behavior that violates the standards of conduct or expectations of a group of society.

Sociological theories of Deviance
1. Functionalist Theory – According to E. Durkheim, deviance can serve a number of functions for
society. He asserted that there is nothing abnormal in deviance.
He gave 4 major functions of deviance:

 Deviance affirms cultural values and norms.
 Responding to deviance clarifies moral boundary
 Responding to deviance promotes social unity
 Deviance encourages social change
2. Strain theory – Robert Merton argued that in an unequal society the tension or strain between
socially approved goals and an individual’s ability to meet those goals through socially approved
means will lead to deviance as individuals reject the goals, means or both.
Merton gave the following forms of deviance that emerge from strain.
a. Conformity- involves accepting both cultural goal of success and the use of legitimate means for
achieving that goal.
b. Innovation- this response involves accepting the goal of success but rejecting the use of socially
accepted means of achieving it, turning instead to unconventional, illegitimate means.
c. Ritualism- this occurs when people deemphasize or reject the importance of success once they
realize they will never achieve it and instead concentrate on following these rues than ever was
intended.
d. Retreatism- this means withdrawal from society, caring neither about success nor about
working.
e. Rebellion- this occurs when people reject and attempt to change both goals and the means
approved by society.
HUMAN DIGNITY AND RIGHTS

Understanding how one becomes a member of society would not be complete without an
understanding of fundamental rights inherent to human persons.
Dignity has descriptive meanings pertaining to human worth. All in all, it refers to our
fundamental right. Human dignity is something that cannot be taken away.
As society is the embodiment of human beings, becoming a member of society should make
each one be more “human” where each person is valued and respected.
Rights are legal, social or ethical principles of freedom or entitlement; that is, rights are the
fundamental normative rules about what is allowed of people or owed to people, according to some
legal system, social convention or ethical glory.

Three kinds of Rights
1. Natural Rights
Natural rights are those that are not dependent on the laws, customs, or beliefs of any particular
culture or government, and are therefore universal and inalienable (i.e., rights that cannot be
repealed or restrained by human laws). They are usually defined in opposition to legal rights, or
those bestowed onto a person by a given legal system.
The most famous natural right formulation comes from John Locke, who argued that the natural
rights include perfect equality and freedom, and the right to preserve life and property.
Example:
Right to be born Right to have a family

2. Statutory Rights
A statutory right is one that is written into law by a statute. Typically, such a right is made by a
state legislature and if not written into the law probably would not exist.
Right to receive a minimum wage.

3. Constitutional Rights
These are the rights guaranteed under the fundamental charter of the country. It can be change,
revise, develop or remove.
Constitutional Rights has 5 classifications:
1. Civil Rights: these are the rights specified under Bill of Rights. It is the rights enjoyed
by an individual by virtue of his citizenship in a shape or community.

Example:
 Freedom of Speech
 Right to information
2. Political Rights: these are rights an individual enjoys as a consequence of being a

member of a body politic.
Example:
 Right to Vote
 Right to be voted into
public office
3. Economic Rights: these are rights to property, whether personal, real or intellectual.
Example:
 Right to use and dispose of his
property
 Right to practice one’s
profession
 Right to make a living
4. Cultural Rights: The right to participate in cultural life has both individual and
collective elements; they may be exercised as an individual, in association with others,
and within a community or group.
Example:
 Right to preserve and continue

their culture and shape
cultural and social
development

5. Rights of Accused: the rights and privileges of a person accused of a crime,
guaranteeing him a fair trial. These rights were initially (generally from the 18th
century on) confined primarily to the actual trial itself, but in the second half of the
20th century many countries began to extend them to the periods before and after the
trial.
Example:
 right to a fair trial
 due process
 right to seek redress or a legal
remedy
 right to petition
 right of self-defense
 right to vote

Becoming a member of society touches on important issues particularly on the debate
between individual rights inherent to each person and how it connects with the concept of “common
good”. As society is the embodiment of human beings, becoming a member of society should make
each one be more “human” where each person is valued and respected.

Expound the following:
1. Discuss the difference between conformity and obedience by giving your own example.
2. Think of an instance where a sanction becomes effective in encouraging conformity and
obedience. How do you see its importance?
3. Based on the type of human rights discussed, as a citizen how important is it to recognize your
human rights?
Rubrics:
Category 5 4 3 2
Focus & There is one clear, well focused There is one clear, well There is one The topic
Details topic. Main ideas are clear and focused topic. Main topic. Main ideas and main
are well supported by detailed ideas are clear but are are somewhat ideas are
and accurate information. not well supported by clear. not clear.
detailed information
provides an overview of the provides an overview topic. A introduction,
paper. Information is relevant of the paper. A conclusion is structure, or
and presented in a logical conclusion is included. included. conclusion.
order. The conclusion is strong.

Create a slogan that promotes our own individual rights.
Category 5 4 3 2
Craftsman The slogan is The slogan is The slogan is The slogan is
ship exceptionally attractive in attractive in terms of acceptably attractive distractingly
terms of neatness. Well- neatness. Good though it may be a bit messy.
constructed and not construction and not messy.
messy. very messy.
Creativity Slogan is exceptionally Slogan is creative and Slogan is creative and The slogan
creative. A lot of thought a good amount of some thought was put does not reflect
and effort was used to thought was put into into decorating it. any degree of
make the banner. decorating it. creativity.
Originality Exceptional use of new Good use of new ideas Average use of new No use of new
ideas and originality to and originality to ideas and originality to ideas and
create slogan. create slogan. create slogan. originality to
create slogan.
Week 8: Quarterly assessment exam

1. Let the students be aware in our current issues;
2. Develop critical thinking and analysis in a specific current issues; and
3. Formulate some ideas to make a solution in addressing these issues.
________________________________________________________________________________
Materials:
 Journal
 Art materials
 Recyclable materials
 Tabloid, newspaper and magazines
Procedure:
1. The class must create a unique compilation of journal that encompasses the current issues in
culture, society and politics.
2. They will pick 2 current issues in each topic (2 current issues from culture, 2 current issues from
society and 2 current issues from politics).
3. The learner can use articles and pictures (they must describe what’s happening on the picture) in
tabloid, newspaper and magazines.
4. The learner must create solution in each issue.
5. Creativity is a must but they should use recyclable materials in making their journals.

Rubrics for checking:
Grading Criteria Excellent (10) Good (8) Fair(5) Poor(3)
Content Response to assigned Response thoughtful Response adequately Response consists of
topic thorough and and fairly well addresses some unsupported opinions
well written, with written; most aspects of the only marginally
varied sentence opinions supported assigned topic; related to the topic.
structure and with facts opinions sometimes
vocabulary; opinions based on incorrect
always supported information.
with facts
Idea Development Excellent use of Good reliance upon Incomplete Ideas not clearly
examples and details examples and details development of stated or developed.
to explore and to illustrate and ideas; details and
develop ideas and develop ideas and examples not always
opinions. opinions. evident.
Organization Very logically Contains Topics and ideas Entry is unstructured.
organized; contains introduction, some discussed somewhat
introduction; development of randomly; entry may
development of main ideas, and lack clearly defined
idea (or ideas), and conclusion. introduction or
conclusion. conclusion.
Effort/Creativity Exceeds the Fulfills all of the Fulfills some of the Fulfills few of the
requirements of the requirements of the requirements of the requirements of the
assignment and have assignment. assignment. assignment.
put care and effort
into the process.
REFERENCES:
 https://www.centerforbabaylanstudies.org/history
● https://www.moneymax.ph/personal-finance/articles/social-class-philippines
● https://www.studocu.com/ph/document/our-lady-of-fatima-university/understanding-culture-society-and-
politics/lecture-notes/observation-about-social-political-behavior-and-phenomena/2574653/view
● https://anthropology.ucdavis.edu/undergraduate/what-is-anthropology
● https://sociology.case.edu/what-is-sociology/
● https://www.polisci.washington.edu/what-political-science
● https://www.cliffsnotes.com/study-guides/sociology/culture-and-societies/culture-and-society-defined
● http://www.migrationnavigator.org/connection-culture-society/
● https://courses.lumenlearning.com/culturalanthropology/chapter/ethnocentrism/
● https://humanorigins.si.edu/evidence/human-fossils/species
● https://www.pathwayz.org/Tree/Plain/SUMMARY%3A+CULTURAL+EVOLUTION+OF+HUMANS
● https://www.sociologylearners.com/difference-between-acculturation-and-enculturation/
● https://courses.lumenlearning.com
● Mutya K-12. Understanding Culture, Society and Politics

UCSP - Society 1st Quarter - QC

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

UCSP - Society 1st Quarter - QC

Uploaded by

Copyright:

Available Formats

UNDERSTANDING CULTURE, SOCIETY AND

Course Code: SOCIETY

MR. NATHANIEL B. IBARBIA, LPT

MS. ANALYN P. ESTEBAN

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 1 | Page

COURSE CODE: SOCIETY

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 2 | Page

What is Culture? Society? and Politics?

Culture – is the complex whole which encompasses beliefs, practices,

Society– defined as a group of people living together in

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 3 | Page

CULTURAL VARIATIONS AND SOCIAL DIFFERENCES

Gender roles in Pre-Colonial Philippine Society

 During pre-colonial Philippines, males and

Babaylan or Catalonan performing her ritual.

Gender roles in the Philippine Society during Colonial Period

o The Catholicism were introduced. Babaylan

Filipino women of the lower class (during the Spanish

o Women became more open. They are

o Women were usually kept inside their

Filipino women rescued by American soldiers right after

CULTURAL VARIATIONS AND SOCIAL DIFFERENCES

 Socioeconomic classes during the Pre-Colonial Period

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 6 | Page

 Serve another person or family as payment for debt

 Became an Alipin when their family lose in a war with another

There are 2 kinds of Alipin:

 Socioeconomic classes during the Spanish Colonial Period

 Came from peninsula meaning

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 7 | Page

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 8 | Page

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 9 | Page

 Social Behavior and Phenomena

 Political Behavior and Phenomena

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 10 | Page

 Cultural Behavior and Phenomena

SOCIAL, POLITICAL AND CULTURAL CHANGE

THE STUDY OF CULTURE, SOCIETY AND POLITICS

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 11 | Page

PERFORMANCE TASK # 1.1:

PERFORMANCE TASK # 1.2:

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 12 | Page

THE RELATIONSHIP OF CULTURE AND SOCIETY

As we can see in the picture the Ifugao

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 13 | Page

ELITE CULTURE &

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 14 | Page

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 15 | Page

 Dynamic, Flexible & Adaptive

 Shared & Contested

 Socialization and Enculturation

Transmitted through Socialization or Enculturation

 Patterned Social Interactions

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 16 | Page

2. Cooperation – is when people or groups of people work

3. Competition – may be viewed as the

4. Conflict – arises when people disobey rules, control a

5. Coercion – happens when a person uses threats or forces to

 Integrated and at Times Unstable

 Requires Language for Social Interaction

SOCIETY – UNDERSTANDING CULTURE, SOCIETY AND POLITICS 17 | Page

PERFORMANCE TASK # 2.1: