Understanding Culture

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LEARNING MODULE
MODULE TITLE: UNDERSTANDING CULTURE, SOCIETY AND
POLITICS
Prepared by: MS. STEPHANIE V. RAMBAUD
DATA CENTER COLLEGE OF THE PHILIPPINES, INC.

BRGY.8 SAN VICENTE, LAOAG CITY
Distance Learning Date Developed : August, 2020

Material on
Understanding Culture,
Society and Politics Developed by: STEPHANIE V. RAMBAUD
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OVERVIEW
For the Learners
As the title implies, the book entitled “Understanding Culture, Society and Politics”
focuses on the development of essential life skills skills in Understanding Culture, Society
and Politics particularly in The Nature and Goals of Anthropology, Sociology and Political
Science and the Perspectives of Anthropology, Sociology and Political Science. As a Senior
High School learner, you have to deal with a variety of learning skills in your daily life.
With this, it helps you face the rigors of the curriculum aligned with the K to 12
features. The primary goal of this module is not only to further enhance your skills, but
more importantly to ensure that you are able to use these skills to develop your capacity to
think critically and logically.
COURSE DESIGN
SUBJECT TITLE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS
NOMINAL DURATION: 80 HOURS/SEMESTER
SUBJECT This course uses insights from Anthropology, Political Science,

DESCRIPTION: 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.
STUDENT ENTRY Student must possess the following qualifications, must be:
REQUIREMENTS:  Able to communicate both oral and written.
 Physically and mentally fit.
 With good moral character.
 Analytical and logical thinking.

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COURSE STRUCTURE:
Unit of Nominal
Learning Outcomes
Competency Duration
1. Discuss the  Acknowledge human cultural
nature, goals variation, social differences, social
and change, and political identities
perspectives  Adopt an open and critical attitude
toward different, social, political,
2 hours
and cultural phenomena through
observation and reflection
 Appreciate the value of disciplines of
Anthropology, Sociology, and
Political Science as social sciences
2. Analyze the  Appreciate the nature of culture and
concept, society from the perspective of
2 hours
aspects and anthropology and sociology
changes
3. Explain the  Demonstrate a holistic
importance pf understanding of culture and society
cultural  Values cultural heritage and express
relativism in pride of place without being 2 hours
attaining ethnocentric
cultural
understanding
4. Analyze the  Analyze key features of
significance of interrelationship of biological,
cultural, social, cultural and sociopolitical proce sses
political and in human evolution 6 hours
economic
symbols and
practices
Learners are required to:
1. Read and understand the instructions properly;

2. Write your answers in your notebook;
3. Answer the pretest prior to the lesson proper;
4. Take note of the terminologies (mark and labeled as bold) cited relevant to the
study of Social Sciences;
5. Self–check and compare your answers against the key answer found at the end
of this module;
6. Perform critically the activities instructed in this module; and
7. Answer the given assessment test after thorough study of the lessons.

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LET’S TRY! (Pretest)
This activity will enable you to assess your prior knowledge from the topic that will be
discussed in this lesson.
Directions: Choose the letter of the best answer and write your answer in your activity
notebook.
1. It defines how people relate to nature and their physical environment.
A. Politics B. Anthropology C. Culture D. Sociology
2. It always describes human, human behaviour and human societies around the
world.
A. Sociology B. Anthropology C. Political Science D. Culture
3. It is a social science that deals with humans and their interactions.

A. Sociology B. Anthropology C. Political Science D. Culture
4. It is the study of human social relationships and institutions.

5. It is a state or habit of mind in which trust or confidence is placed in some person or

thing.
A. Beliefs B. Customs C. Traditions D. Norms
6. This term means scientific study of man or human beings.

7. It refers to a theoretical foundation of contemporary anthropology.

A. Nature of politics C. Nature of culture
B. Nature of anthropology D. Nature of sociology
8. It attempts to explain how the social world operates.

A. Political theory C. Anthropological theory B. Sociological
theory D. Cultural theory
9. It is used to analyze and explain objects of social study, and facilitate organizing
sociological knowledge.
A. Theoretical perspective C. Cultural perspective
B. Conflict perspective D. Functionalist perspective
10. It sees social life as a competition, and focuses on the distribution of resources,
power, and inequality.
A. Theoretical perspective C. Cultural perspective
B. Conflict perspective D. Functionalist perspective

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MODULE NO. 1
Lesson 1
The Nature and Goals of Anthropology, Sociology
and Political Science (UCSP11/12SPUIb -5)
Learning Objectives:
At the end of the lesson, you should be able to:

1. identify the nature of Anthropology, Sociology and Political Science;
2. explain the goals of Anthropology, Sociology and Political Science;
3. appreciate the value of disciplines of Anthropology, Sociology and Political Science as
social sciences.
Introduction
Here are things to learn about the nature and goals of Anthropology, Sociology and Political
Science.
➢ The nature of culture refers to a theoretical foundation of contemporary
anthropology.
➢ It has been observed that the terms "nature" and "culture" that can not necessarily
be translated into non-western languages.
Anthropology relates to sociology, it always describes human, human behavior and human
societies around the world. It is a comparative science that examines all societies. The
term anthropology means scientific study of man or human beings.
Sociology is the study of human social relationships and institutions. Sociology’s subject
matter is diverse, ranging from crime to religion, from the family to the state, from the
divisions of race and social class to the shared beliefs of a common culture, and from social
stability to radical change in whole societies. The purpose of sociology is to understand how
human action and consciousness both shape and are shaped by surrounding cultural and
social structures.
Political Science is a social science that deals with humans and their interactions. It is a
branch of sociology; it essentially deals with the large-scale actions of humans, and group
mentality.

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Activity 1. List it Down

I. Write at least 5 activities that manifest the nature and goals of Anthropology,
Sociology and Political Science.
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
II. Reflection:
Answer the following questions:
• What have you learned on the activity?

• How do you relate this nature to your daily life?
• What are the important details you find out about the topic?
• Do you find it helpful to know about the details of the topic?
(Minimum of 3 sentences and a maximum of 5 sentences.)
Activity 2. Lets check for understanding

List down the most dominant facts about the nature and goals of Anthropology,
Sociology and Political Science.
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
Activity 3. Matching type
Match column A with column B in order to identify the term or word being describe.
A B
1. Scientific study of man or human beings. A. Beliefs

B. Sociology
2. Study of human social relationships and institutions. C. Anthropology
3. A social science that deals with humans and their D. Political sciences
interactions. E. Culture
4. Consists of beliefs, behaviours, objects, and other

characteristics common to the members of a particular
group or society.
5. A state or habit of mind in which trust or confidence is

placed in some person or thing.
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Activity 4. Let’s reflect

In an essay write all the learnings and realizations that you’ve learned throughout
the discussion.
I LEARNED THAT…
SELF- CHECK 1-1

A. True or False: Read carefully each statement below. Place T on the line if the statement
is TRUE. Place F if the statement is FALSE.
_______1. The term anthropology means scientific study of man or human beings.
______ 2. Political science is the study of human social relationships and institutions
______ 3. Sociology’s subject matter is diverse, ranging from crime to religion, from the
family to the state, from the divisions of race and social class to the shared beliefs of a
common culture, and from social stability to radical change in whole societies.
______ 4. Sociology is a social science that deals with humans and their interactions
______ 5. Political sciences does not essentially deals with the large-scale actions of
humans, and group mentality.
______ 6. The purpose of sociology is to understand how human action and
consciousness both shape and are shaped by surrounding cultural and social structures.
______ 7. Sociology it is a comparative science that examines all societies.
______ 8. Sociology’s subject matter is diverse.
______ 9. It is not the purpose of sociology to understand how human action and
consciousness both shape and are shaped by surrounding cultural and social structures.
______ 10. Anthropology comprehend the entire human experience.

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Lesson 2
Perspectives of Anthropology, Sociology and Political Science (UCSPC11DCS Ic6)
Anthropological perspectives are culture, cultural relativism, fieldwork, human diversity,

holism, bio-cultural
focus. The four main perspectives of Anthropology are the cross-cultural or comparative
emphasis, its evolutionary/historical emphasis, its ecological emphasis, and its holistic
emphasis (Dudgeon). An example for this is the analysis and solutions of the different
aspects of the society such as the environment issues of pollution, the issues on health and
medicine and other issues related to the human activities.
Sociological perspective introduces the discipline of sociology, including something about
its history, questions, theory, and scientific methods, and what distinguishes it from other
social science disciplines. Central features include social interaction and relationships,
social contexts, social structure, social change, the significance of diversity and human
variation, and the critical, questioning character of sociology. It also explores what
sociologists do.
Sociology includes three major theoretical perspectives:
1. the functionalist perspective;
2. the conflict perspective; and
3. the symbolic interaction perspective.
Theoretical perspective is used to analyse and explain objects of social study, and facilitate
organizing sociological knowledge. In functionalist perspective, societies are thought to
function like organisms, with various social institutions working together like organs to
maintain and reproduce societies. The conflict perspective sees social life as a competition,
and focuses on the distribution of resources, power, and inequality.
Political science perspective studies the tendencies and actions of people which cannot be
easily quantified or examined. Political science is more focused than most social sciences. It
sticks to the political arena and to the realm of politics, either dealing with situations with

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two competing sides or the lateral decisions that affect the group as a whole. An example is
the study of democracy as a form of government and why is democracy considered as the
best form of government.
Activity 1. Let’s check for understanding

I. Write down your perspective of anthropology, sociology and political science. As many as
you can.
Reflection:
II. Write a reflective essay that correspond to the following questions:
• What have you learned on the activity?

• What are the importance of the activity?
• What do you think is the reason why you need to know about the perspectives of
Anthropology, Sociology and Political Science.
(Minimum of 3 sentences and a maximum of 5 sentences)
Activity 2. Lets explain

Write down the importance of knowing the perspective of the following:
• Anthropology
• Sociology
• Political Science
Activity 3. Let’s conceptualize

Give 1 perspective each (anthropology, sociology and political science) with a given
statement on how it was being applied in the society.
 Anthropology-
__________________________________________________________________________________________
__________________________________________________________________
 Sociology-
__________________________________________________________________________________________
__________________________________________________________________
Political science-
__________________________________________________________________________________________
__________________________________________________________________

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LET’S APPLY! (Post Test)
Directions: True or False. Analyze each statement. Write T If the statement is true and
write F if the statement is false. Write your answer in your activity notebook.
________1. Culture is defined as how people relate to nature and their physical
environment.
_______ 2. The term “Politics” means scientific study of man or human beings.
________3. Theoretical perspective is used to analyse and explain objects of social study,
and facilitate organizing sociological knowledge.
________4. Anthropology always describes human, human behaviour and human societies
around the world.
________5. Beliefs refer to the state or habit of mind in which trust or confidence is placed
in some person or thing.
________6. Cultural perspective sees social life as a competition, and focuses on the
distribution of resources, power, and inequality.
________7. Sociology is the study of human social relationships and institutions.
________8. Sociological theory attempts to explain how the social world operates
________9. Political Science, social science that deals with humans and their interactions.
________10. Nature of politics refers to a theoretical foundation of contemporary
anthropology.

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LET’S TRY! (Pretest)

Directions: Choose the letter of the best answer. Write your answer in your activity
notebook.
1. It is the ability to understand a culture on its own terms and not to make judgments
using the standards of one's own culture.
A. Sociological view B. Culture C. Cultural relativism
D. Society
2. It refers to a group or community which shares common experiences that shapes the
way its members understand the world.
A. Politics B. Society C. Political Science D. Culture
3. It is anything that is used to stand for something else.

A. Symbols B. Norms C. Artifacts D. Language
4. Refers to a system of words and symbols used to communicate with other people.
A. Symbols B. Norms C. Artifacts D. Language
5. It refers to valuable tools for exploring the past and using them to understand the past.
A. Values B. Norms C. Artifacts D. Language
6. These are rules or expectations of behaviour and thoughts based on shared beliefs within
a specific cultural or social group.
7. Refers to all alterations affecting new traits or trait complexes and changes in a cultures
content and structure.
A. Cultural change B. Social change C. Political change D. Sociological change
8. A variations or modifications in the patterns of social organization of sub groups within

society.
A. Cultural change B. Social change C. Political change D. Sociological change
9. Cultural relativism teaches us that, marriage patterns are__________, not objective truth.
A. Social option B. Political option C. Cultural option D. Socio-cultural option
10. It is a person's principles or standards of behaviour.


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Lesson 3
Analyze the Concept, Aspects and Changes of Culture and Society
(UCSP11/12DCSIc-8) Learning Objectives:
Learning Objectives:
At the end of the lesson, you should be able to:

1. analyze the concept of culture and society; and
2. determine the aspects and changes of culture and society.
Introduction
Culture refers to a group or community which shares common experiences that shape the
way its members understand the world. It includes groups that we are born into, such as
race, national origin, gender, class, or religion. It can also include a group we join or
become part of.
• Culture is a strong part of people's lives. It influences their views, values, humor,
hopes, loyalties, worries and fears. It helps to have some perspective and understanding of
their cultures.
• Culture and society defined, 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 major elements of culture are symbols, language, norms, values, and artifacts.
1. A symbol is anything that is used to stand for something else.

People who share a culture often attach a specific meaning to an object, gesture, sound, or
image. For example, a cross is a significant symbol to Christians. It is not simply two pieces
of wood attached to each other, nor is it just an old object of torture and execution. To
Christians, it represents the basis of their entire religion, and they have great reverence for
the symbol.
2. Language is a system of words and symbols used to communicate with other people.
This includes full languages as we usually think of them, such as English, Spanish,
French, etc. but, it also includes body language, slang, and common phrases that are
unique to certain groups of people.
3. Systems of values are culturally defined standards for what is good or desirable.
Members of the culture use the shared system of values to decide what is good and what is
bad.
Activity 1. Let’s explain

Explain your opinion on the concept, aspects and changes of culture and society.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________

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Activity 2. Picture it out

Draw something in the box that explains the concept, aspects and changes of culture
and society.

In an essay form write all the learnings and realizations that you’ve learned throughout the
discussion.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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Lesson 4
Explain the Importance of Cultural Relativism in Attaining Cultural Understanding.
(UCSP11/12DCSId-10)
Cultural relativism is the ability to understand a culture on its own terms and not to make
judgments using the standards of one's own culture.
The goal of this is to promote understanding of cultural practices that are not typically
part of one's own culture.
Cultural Relativism is important to anthropology and one of the things that makes
anthropology unique because it is a tool, a method for attempting to see things from a
multiplicity of viewpoints so as to better understand them.
Cultural Relativism does not mean that anything a culture does is good or moral. This is
one of the ones that confuse people.
Cultural relativism teaches us that, marriage patterns are cultural options, not objective
truth.
Cultural Relativism doesn’t mean that cultures can’t be compared. There is sometimes a
strange notion that there are no commonalities between cultures.
This is one of the reasons why those trained in cultural anthropology are often great
problem solvers for complex issues.
Activity 1.
List down the importance of cultural relativism in attaining cultural understanding.
Bellow the paper, explain why do you think it is important?

Cite all your realizations throughout the discussion of cultural relativism.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Activity 3. Picture it out

Draw a poster inside the box that pictures the importance of cultural relativism in attaining
cultural understanding. Then explain your drawing in 3 sentences below the box.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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Activity 4. Let’s explain

What do you think is the main role of cultural relativism in our society?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
POST TEST
Directions: Choose the letter of the best answer. Write your answer in your activity
notebook.
1. It refers to all alterations affecting new traits or trait complexes and changes in a
cultures content and structure.
A. Cultural change B. Social change
C. Political change D. Sociological change
2. It refers to valuable tools for exploring the past and using them to understand the past.
A. Values B. Norms C. Artefacts D. Language
3. It is the ability to understand a culture on its own terms and not to make judgments
using the standards of one's own culture.
A. Sociological view B. Culture C. Cultural relativism D. Society
4. These are rules or expectations of behaviour and thoughts based on shared beliefs
within a specific cultural or social group.
5. Cultural relativism teaches us that, marriage patterns are__________, not objective truth.
A. Social option B. Political option C. Cultural option D. Socio-cultural option
6. It is a person's principles or standards of behaviour.
7. It refers to a group or community which shares common experiences that shape the
way its members understand the world.
A. Politics B. Society C. Political Science D. Culture
8. Refers to a system of words and symbols used to communicate with other people.
A. Symbols B. Norms C. Artefacts D. Language
9. It is anything that is used to stand for something else.
A. Symbols B. Norms C. Artefacts D. Language
10. It is a variations or modifications in the patterns of social organisation of sub groups
within society.
A. Cultural change B. Social change
C. Political change D. Sociological change

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SELF- CHECK 1-1
A. True or False: Read carefully each statement below. Place T on the line if the statement
is TRUE. Place F if the statement is FALSE.
_______1. Cultural relativism teaches us that, marriage patterns are objective truth, not
cultural options.
______ 2. Cultural Relativism is important to anthropology and one of the things that makes
anthropology unique because it is a tool, a method for attempting to see things from a
multiplicity of viewpoints so as to better understand them.
______ 3. Cultural relativism cannot be used to evaluate other cultures based on the ideas
you believe in.
______ 4. Cultural Relativism doesn’t mean that cultures can’t be compared
______ 5. Culture helps us to have some perspective and misunderstanding of their

cultures.
______ 6. Culture does not include groups that we are born into, such as race, national
origin, gender, class, or religion. It can also include a group we join or become part of
______ 7. Culture does not include groups that we are born into, such as race, national
origin, gender, class, or religion.
______ 8. Cultural Relativism does mean that anything a culture does is good or moral. This
is one of the ones that confuse people.
______ 9. The manor elements of culture are symbols, language, norms, values, and
artifacts.
______ 10. Through culture, people and groups define themselves, conform to society's
shared values, and contribute to society.

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Module 2
LOOKING BACK AT THE HUMAN BIOCULTURAL
AND SOCIAL EVOLUTION
What I Need to Know
After going through this module, the students will be able to:
 trace the human origins and the capacity for culture of early to modern humans;
 recognize the role of culture in human adaptation; and
 identify the processes of cultural and socio-political evolution.
Post-Test
Direction: IDENTIFY what is being defined. Write your answers in your activity sheet.
1. It refers to the changes or development in cultures from a simple form to a more
complex form of human culture.
2. It is the first definite homonids.
3. Also known as ‘modern-day man’.
4. An American Sociologist argued that human society undergoes transformation and
evolution and in the process develops technological advancement. “the more technology a
society has, the faster it changes”.
5. Developed a highly centralized and well-organized form of government whose leaders
are powerful enough to implement massive infrastructure and implement new policies for
its citizens.
6. It is the general term used by scientists to categorize the group early humans and other
humanlike creatures that can walk erect during the prehistoric times.
7. Bringing in of an animal or plant under human control.
8. It is the earliest australopithecine species.
9. It is also called Agricultural Revolution, marked the transition in human history from
small nomadic bands of hunter-gatherers to larger, agricultural settlements and early
civilization.
10. The civilization started near the Huang Ho/Huang He River

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WHAT IS IT
Our Capacity For Culture: Our Biological Roots
(1) Our language ability
(2) Our ability to make and use tools
(3) Our bipedalism—ability to stand and walk on two feet
Biological evolution refers to the changes, modifications, and variations in the genetics
and inherited traits of biological populations from one generation to another. It is based on
the theory of evolution that was introduced by the famous Englsh naturalist and geologist
Charles Darwin (1809-1882).
Cultural evolution or sociocultural evolution refers to the changes or development in

cultures from a simple form to a more complex form of human culture. It happens as a
result of human adaptation to different factors like climatic changes and population
increase.
Scientist believed that the evolution of modern humans follows an evolutionary

ladder. This evolutionary ladder illustrates the apelike ancestors at the base of the ladder,
while the modern humans (Homo-sapiens) are located on a top of the ladder. The
transformation from apelike ancestors to modern humans occurred after millions of years
of biological and cultural evolution. In this long proceed of evolution, the apelike ancestors
developed and eventually became modern humans (Homo sapiens sapiens).
HUMAN EVOLUTION- is the evolutionary process leading to the appearance of modern day
humans.
 HOMO- is used to determine the species of human beings. According to fossil

evidences, the Homo lived in Africa about 2.4 million years ago. The Homo species
included the Homo habilis (handy man), Home erectus(upright man), and the Homo
sapiens(wise man).
 HOMONIDS- is the direct ancestors of homo species. It is the general term used by
scientists to categorize the group early humans and other humanlike creatures that
can walk erect during the prehistoric times. There are four categories of hominids
based on the age of the artifacts and fossils that were found, these are:
Sahelathropus, Ardipithecus, Australopithecus and Homo.

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Biological and cultural evolution: from Homo habilis (or earlier) to Homo sapiens
sapiens in the fossil record
The First Bipeds

 Sahelanthropus tchadensis- Controversy whether this is the oldest known Hominid
or an ape. It has ape-like characteristics with wide spaced eyes and a small brain case, but
then human features in the shape of the skull and teeth. No post-cranial bones have been
located, so it is impossible to know whether it was bipedal or not.
 Orrorin tugenesis- Some argue ancestor of modern apes because the arm and finger
bones indicate adaptations to life ion trees, as well as having long, pointy canines which is
more similar to apes than humans. Others argue it is a Hominin as the femur indicates
likely bipedalism.
 Ardipithecus ramidus kadabba- Size of modern chimpanzees (122cm tall) and
roughly the same size as Ardipithecus ramidus ramidus. The brain and relative arm
proportions are more chimp-like than human. It was supposed as walking upright most of
the time by the 2.5cm toe bone (some scientists argue this was from another species as it
was 16km away and dated a few thousand years different). They had behaviours of modern
chimps, including spending time in trees, living in large social groups that would include
both sexes and males band together to defend the troop from predators, forage for food and
hunt game. They lived in a well forested environment (significant because it was previously
thought that one reason why Hominins became bipedal was to enable seeing over the tall
savannah. grass.
 Ardipithecus ramidus ramidus- Indirect evidence suggests bipedalism. Some
individuals were around 120cm tall. This species was likely to have lived in the forest, and
had teeth which were intermediate between those of earlier apes and Australopithecus
afarensis.
AUSTRALOPITHECUS- is the first definite homonids. They were fully bipedal which means
that they could walk using their two legs.
 The foramen magnum is further forward than in apes but not as far forward as in
humans
 Articulation of the jaw is similar to humans. This suggests that they could move the
jaw from side to side (for chewing). Apes are unable to do this.

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 The teeth are in a U-shaped curve- unlike humans.

 The pelvis indicates they could walk bipedally- it was shorter and more bowl shaped
than in the apes.
 The skull has no nose bone or chin.
 Their legs are generally longer than their arms
 The knee has an increased valgus angle.
 The spine has an S-shaped curve.
 The skull has a heavy brow ridge and sloping forehead.
 They are thought to have lived in troops. They cared for their young and exhibited a
form of social co-operation.
 Fossil footprints at Laetoli (Tanzania) show bipedal motion with arched feet and a
larger great toe. The big toe points forward.
Two groups of Australopithecus:
1. Gracile Australopithecus- A. Anamensis, A. Afarensis, A. Africanus.
- Australopithecus anamensis was the earliest australopithecine species.
- Autralopithecus afarensis is the most represented australopithecine species.
- Australopithecus africanus was the gracile australopithecine that was discovered.
2. Robust Australopithecus- A. aethiopicus, A. robustus, A. boisei.
- Australopithecus aethiopicus were the earliest and somewhat the least known of the
robust austhralopithecus.
- Australopithecus robustus was a new australopithecine species discovered by

Robert Broom.
- Australopithecus boisei was discovered by a paleonanthropologist named Louis

Leakey in western Tanzania.
The Genus Homo
 increase in the size and complexity of the brain

 development of speech- the hyoid bone for the attachment of tongue muscles
 further development of the S-shaped curvature of the spine
 proportional lengthening of the legs in relation to the length of the trunk and arms
 teeth became smaller with thinner enamel
 smaller jaw with a definite chin
 more rounded cranium with a bulging forehead
 gradual development of group living and culture (including tool making)
 foramen magnum closer to the middle of the skull
A. Homo habilis, known as 'handyman' is a species of the

genus Homo which lived from approximately 2.33 to 1.4
million years ago, during the Gelasian Pleistocene period. It
has a larger brain and reduced the size of molars and
premolars to the Australopithecus. The discovery and description

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of this species are credited to both Mary and Louis Leakey, who discovered the
fossils in Tanzania between 1962 and 1964.
B.Homo erectus– after Homo habilis came, the Homo erectus who
was also upright. They were the first hominid
species that was distributed in the old world. He
had a smaller but longer face, less prominent or
absent chin, larger brain size, and prominent
speech. He knew how to make and use tools, he
made a fire and knew how to control it. Homo
erectus was carnivorous. He knew the existence of
groups and they began spreading from Africa to
Asia and Europe. The Java Man and Peking Man had brain capacities
similar to the modern man at 1300cc. They were cave dwellers.
C. Homo sapiens– After Homo erectus came, the Homo sapiens who separated into two
types:
1) Homo sapiens neanderthelensis
They had a brain size larger than modern man and were
gigantic in size. Also, they had a large head and jaw and were very
powerful and muscular. They were carnivores and the tools from the
era indicate they were hunters. They were also caving dwellers but
their caves were more comfortable and they lived in groups and
hunted for food gathering.
2) Homo sapiens sapiens
Also known as ‘modern-day man’ is what we are today. They
appeared 50,000 years ago. It was characterized as the modern
human. Compared to the Homo sapiens neanderthelensis, they
became smaller in size and the brain size reduced to 1300cc. There
was also a reduction in the size of the jaw, rounding of the skull and
chin. Cro- Magnon was the earliest of the Homo sapiens. They spread
wider from Europe, Australia, and the Americas. They were
omnivores, had skillful hands, and developed the power of thinking,
producing art, more sophisticated tools and sentiments.
TOOLS (STONE, WOOD, BONE)

1.Oldowan Tool Culture
 oldest stone tool culture appearing first in the Gona and Omo Basins in Ethiopia
about 2.4 million years ago
 made by Homo habilis
 pebble tools were stone that were roughly flaked on one side to give a chopping edge
the Oldowan culture was simple and unspecialised, resulting in many all-purpose

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types of tools. They were for cutting meat, skins or wood, scraping hide and as
hammers.
The key innovation is the technique of chipping stones to create a chopping or cutting edge.
Most Oldowan tools were made by a single blow of one rock against another to create a
sharp-edged flake. The best flakes were struck from crystalline stones such as basalt,
quartz or chert, and the prevalence of these tools indicates that early humans had learned
and could recognize the difference between types of rock.
Flakes were used primarily as cutters, probably to dismember game carcasses or to strip
tough plants. Fossils of crushed animal bones indicate that stones were also used to break
open marrow cavities. Oldowan deposits include pieces of bone or horn showing scratch
marks that indicate they were used as diggers to unearth tubers or insects.
2.Acheulian Tool Culture
 tools of this culture are more specialised than the general all-purpose tools of the
Oldowan culture
 made by Homo erectus
 this tool culture is typified by a tear-drop shaped hand axe
 choppers did not disappear overnight, but they were not as widely used as the new,
specialised tools
 they made hand axes, picks and cleavers
 tools have flakes removed from all surfaces of the rock. Unlike the large flakes
removed from Oldowan tools, Acheulian tool makers removed many smaller flakes
therefore giving them more control over the finished product
3. Mousterian Tool Culture
 more precisely made and more specialised than the Acheulian tools
 made by Homo neanderthalensis
 they were often made from flint, enabling a finer edge to be achieved in the working of
the tool
 the trend towards the increase in specialisation resulted in various types of tools
being developed, all designed for a certain purpose
 they used tools to make tools
4.Upper Palaeolithic Tool Cultures e.g Magdelanian

 diverse range of tool cultures existed during this time e.g Magdalenian (bone needles,
harpoons and microliths used for the first time) (A microlith is a small stone tool
usually made of flint or chert and typically a centimeter or so in length and half a
centimeter wide. it is produced from either a small blade (microblade) or a larger
blade-like piece of flint by abrupt or truncated retouching)
 made by Homo sapiens
 new materials used for the first time e.g ivory, bone, antler to make tools such as
spear throwers, arrow heads, needles and fishing hooks
5.Neolithic Tool Culture

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 development of blade tools e.g for agriculture
The Neolithic period began around 6,000 years ago when humans first settled down and
began farming. They continued to make tools and weapons from flint and some kinds of
tool, such as scrapers for preparing hides, stayed the same. But Neolithic also saw the
introduction of new kinds of stone tool. First there was a movement away from using
microliths to make spears and arrows as compostie weapons and instead the universal
adoption of flint arrow heads. Second, the harvesting of grain required new tools such as
scythes and these were made from flint. Neolithic tools were often retouched all over, by
pressure flaking, giving them a characteristic appearance and were often laboriously
polished, again giving them a distinctive look. Flake tools continued to be made in the
Neolithic, but they are often more crudely made than earlier flake tools.
Implications of Stone Tool Evolution
As stone tools became more complex from earlier Oldowan through to Acheulian,
Mousterian and Upper Palaeolithic they required significantly more time and effort to
manufacture. An Oldowan tool takes very few blows to make; an Acheulian hand axe about
50; a Mousterian blade approximately 100 and a Palaeolithic knife blade around 250
strikes. There must have been benefits to spending greater time and energy making more
complex tools.
Use of Fire
This was first controlled by Homo erectus.
The evidence for its use by this species.
 some form of a hearth e.g ring of stones around charcoal
 charcoal sites and charred bones found with fossil remains
Homo erectus had learnt to cook food, but there is no evidence they could start a fire.
Manufacture and Use of Clothing
Fashion has been said to be as "crucial to the emergence of the modern human as music
and dance, art and humour, and language." Because there has been no prehistoric scraps
of clothing lying around, scientists have had to judge which humans would have been first
to wear clothes. They figured out how to use the analysis of lice, or body lice adapted to
clothing. it was found in Florida that humans probably started wearing clothing about
170,000 years ago, around 830,000 years after our ancestors lost their body hair. Theories
to why we shed our hair are to get rid of pre-clothing lice and other deadly blood sucking
parasites which infested our ancestral fur. Another is that we needed to cool our body
temperature by sweating when we came out of the forest into the blazing savannah.
 Warmth
 Social Status/Display of Wealth
Survival Advantages of Using Fire
 provided warmth, enabling H. erectus to leave Africa and survive the colder climates
of Asia and Europe (even during the ice ages)

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 at night, fire would provide illumination, allowing groups to extend the length of
"home base: activities e.g tool making
 protection- kept dangerous animals away
 (greatest implication) cooked food- to enhance flavour, tenderise food or allow more
nutrients to be extracted, greater range of new sources of food. Reduced parasites
and microbes. Increased nutritional intakes, particularly higher levels of protein,
would have further fueled biological evolution.
 maintained better health as cooking food destroyed parasites, bacteria etc
 hardened wooden spear points
 it is likely to have had an important function in social organisation- more time spent
socialising and sharing around the campfire at night. This would have driven further
developments in tool cultures, social organisation, hunting preparation and possibly
even language development.
Abstract Thought
Communication/Language
Facial expressions, body language and gestures were the early forms of communication.
These were accompanied by primitive noises such as grunts and screeches.
There are two regions in the left hemisphere of the brain, Broca's area and Wernicke's area
that are responsible for the structure and sense of speech and the co-ordination of the
throat and mouth muscles.
It is difficult to asses when speech first began but the standardising of patterns of tool
making around the time of Homo erectus suggests complex communication took place
which could have involved speech. Australopithecus africanus and Homo habilis had
speech centre developments greater than the modern apes.
Art
 Homo sapiens are the species most closely associated with the development of art
 they produced cave paintings- mostly of animals e.g horses, deer, oxen and
mammoths
 art may have been a way of communication the traditions and values that gave a
group a sense of identity. It indicates a sense of beauty. It developed as a result of
more leisure time.
 bone and ivory carving began about 15,000 to 10,000 years ago
 it enables cultural information to be transferred from one generation to the next
Spirituality
 first exhibited by the Neanderthals
 they buried their dead, often surrounding them with flowers (evidence by pollen
grains found at the burial sites). The body is always aligned in an east-west direction
with legs curled up in a sleeping posture. The head is usually resting on a stone and
facing south.
 there is some evidence that the bodies were decorated with red ochre and black
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 it is possible that they had some form of religion
Burial Significance
 removal of diseased or contagios tissue
 burial with tools, food and flowers suggests concern for the deceased, indicates that
individuals cared for each other more during life
 establishes greater social bonding which is important and advantageous in
overcoming hardships and hazards, thus survival mpre likely
 indicates development of rituals, religion and belief in life after death
Food Gathering
Hunter Gatherer and Division of Labour
Homo erectus lived in groups gathering and hunting food and sharing it in a home base.
The women collected roots, fruits and vegetables while the men went hunting for meat. This
allowed them to exploit many different types of food.
It also encouraged the development if tools for hunting and transporting and cutting up
food. Some scientists believe that the association with kin led to more complex social
structures and encouraged the formation of a larger, more complex brain e.g social
groupings and division of labour allowed a longer childhood period, increasing the
opportunity for cultural knowledge to be passed on.
Food sharing evolved - those collecting food and those hunting food returned to home base.
This led to feelings of kinship, strengthening bonds withing the group.
More time was available to develop better tools and containers. As flaking techniques
improved longer cutting edges were available to be made.
Improved hunting meant more meat available which contained more protein- lesser
amounts of food and time needed for eating enabled humans to survive the ice age.
To successfully hunt large animals, groups needed to develop improved co-operation and
communication skills.
Co-operative Hunting
Advantages:
 allowed larger animals to be killed so more food is obtained for less effort
 increased the range of food eaten which increases the range of nutrients taken in
 improved the supply of food. If food is more available people stay healthier and more
children survive.
 large animals supplied furs, sinews, bone so more useful items could be made e.g
shelters
Domestication of Plants and Animals

Domestication is the bringing in of an animal or plant under human control.

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It is believed that domestication of animals occurred before plants because nomadic life
was prevalent at that stage. The first animal to be domesticated was the dog, occurring
12,000 years ago. Sheep and goats were domesticated in the Middle East 9,000 years ago.
Wheat and barley were domesticated 10,000 years ago. It is believed that plant
domestication occurred in two stages; weeding out competing species from naturally
growing wild cereals; collecting seeds and growing them.
Advantages of domestication:
 as a source of milk or hair, an animal may be more useful alive, providing a steady
income
 organisms were killed or harvested at their optimum age- thus providing humans
with the most nutrients possible
 a herd or flock is a "living larger"- meat on the hoof does not decay
 when cattle were domesticated, they could be used to lift and carry
 animals and crops became a source of wealth and could be traded
 populations became settled and towns and cities developed. As a result; Occupations
developed to support food productiion e.g carpentry, clothing, art, medicine; opened
up new technological opportunities e.g pottery- to store food and carry water,
smelting.
 further selective breeding occured e.g domestication of bees, use of yeasts for bread
and beer making, use of bacteria for cheese making
Implications of domestication
Domestication of plants and animals led to a greater availability of new food sources, both
plant and animal plus products thereof (such as milk for example). These nutritional
benefits directly result in higher survival rates of larger populations in a given area (towns).
Furthermore, domesticates provided the possibility of trade with other groups, increasing
wealth, availability of foreign or exotic items (possibly raw materials for tool manufacture
etc) further driving cultural evolution. The advent of professions and specialist roles in a
society could then develop further.
Shelter
Caves and Temporary Settlements (hunter Gatherers)
Neanderthals lived during the Ice Age. They often took shelter from the ice, snow, and
otherwise unpleasant weather in Eurasia's plentiful limestone caves. Many of their fossils
have been found in caves, leading to the popular idea of them as "cave men".
The earliest Homo sapiens lived inside cave entrances while others built huts in forested
areas. Long houses made of stone blocks were also used for communities of 30-100 people.
Hunting weapons which allowed for a safe distance, such as the spear or bow, were used to
hunt the woolly mammoth and bison.
The hunter-gatherers were thought to be nomadic, travelling from place to place because of
the following reasons:
 in search of food
 in search of water

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 due to change of seasons

 to meet their friends and relatives
 animals moved from one place to place their food and those who are hunting them
Activity 1: PETAL WEB ORGANIZER

Using the petal web organizer, write the important details about the biological evolution.
Activity 2: FILL IN THE BLANKS

Direction: Read each question carefully and fill in the blanks with the correct answer.
1. ________________ was first controlled by Homo erectus.
2. Home erectus is the first ___________ species that was distributed in the old world.
3. ______________________refers to the changes, modifications, and variations in the
genetics and inherited traits of biological populations from one generation to another.
4. __________________, known as 'handyman' is a species of the genus Homo which lived
from approximately 2.33 to 1.4 million years ago.
5. Australopithecus boisei was discovered by a paleonanthropologist named
_________________________in western Tanzania.
6. Mousterian Tool Culture was made by ________________________.
7. ________________________made by Homo habilis.
8. The earliest Homo sapiens lived inside _______ entrances while others built huts in
forested areas.
9. ________________________ were fully bipedal which means that they could walk using
their two legs.
10. Upper Palaeolithic Tool Cultures was made by _____________________________.
The Neolithic Revolution

The Neolithic Revolution also called the Agricultural Revolution, marked the
transition in human history from small nomadic bands of hunter-gatherers to larger,
agricultural settlements and early civilization. The Neolithic Revolution started around
10,000 B.C. in the Fertile Crescent, a boomerang-shaped region of the Middle East where
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also began to practice agriculture. Civilizations and cities grew out of the innovations of the
Neolithic Revolution.
Neolithic Age
The Neolithic Age is sometimes called the New Stone Age. Neolithic humans used stone
tools like their earlier Stone Age ancestors, who eked out a marginal existence in small
bands of hunter-gatherers during the last Ice Age.
Australian archaeologist V. Gordon Childe coined the term Neolithic Revolution in 1935 to
describe the radical and important period of change in which humans began cultivating
plants, breeding animals for food and forming permanent settlements. The advent of
agriculture separated Neolithic people from their Paleolithic ancestors.
Many facets of modern civilization can be traced to this moment in history when people
started living together in communities.
Causes Of The Neolithic Revolution
There was no single factor that led humans to begin farming roughly 12,000 years ago. The
causes of the Neolithic Revolution may have varied from region to region.
The Earth entered a warming trend around 14,000 years ago at the end of the last Ice Age.
Some scientists theorize that climate changes drove the Agricultural Revolution.
In the Fertile Crescent, bounded on the west by the Mediterranean Sea and on the east by
the Persian Gulf, wild wheat and barley began to grow as it got warmer. Pre-neolithic people
called Natufians started building permanent houses in the region.
Other scientists suggest that intellectual advances in the human brain may have caused
people to settle down. Religious artifacts and artistic imagery—progenitors of human
civilization—have been uncovered at the earliest Neolithic settlements.
The Neolithic Era began when some groups of humans gave up the nomadic lifestyle
completely to begin farming. It may have taken humans hundreds or even thousands of
years to transition fully from a lifestyle of gathering wild plants to keeping small gardens
and later tending large crop fields.

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Gerhard Lenski- an American Sociologist argued that human society undergoes

transformation and evolution and in the process develops technological advancement. “the
more technology a society has, the faster it changes”
The biological, cultural and social evolution of modern man can be studied through
available artifacts and fossils that have neen excavated by archaelogists and
anthropologists. Artifacts and fossils are important sources of information in the
reconstruction of human evolution.
Museums are on the most accessible places where we can see various artifacts,
fossils, and other evidences of our biological, social and cultural evolution. Museums are
institutions that are primarily tasked to serve, communicate, and exhibit all material and
nomaterial heritages of human society.
The process of sociocultural evolution explains why human societies change through time.
In this process, societies produce new forms of subsistence, acquire more knowledge,
develop different levels of innovation, and apply new forms of technology as a response to
the challenges posed by the environment.
Societies have different types depending on their level and gathering, horticultural,
pastroral, agricultural, industrial, and post-industrial societies.
Hunting and Gathering Societies-The oldest and most basic way of economic
subsistence.
 making use of simple tools to hunt animals and gather vegetation for food
 depend on the family to do many things
 although women and men perform different tasks, most hunters and gatherers
probably see the sexes as having about the same social importance(Leacock, 1978)
 people come close to being socially equal
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
 agriculture raises men to a position of social dominance religion reinforces the power
of elites
Agricultural Societies and the Neolithic Revolution

Human began to farm and domesticate animals.
• Animal domestication provided important contributions to the Neolithic people.
• The development of agriculture also led to an increase in social inequality
Industrial Societies
 the production of goods using advanced sources of energy to drive large machinery

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• water power and then steam boilers to operate mills and factories filled with large
machines
• change was so rapid that it sparked the birth of sociology itself
• weakening of close working relationships, strong family ties, and many of the
traditional, values, beliefs and customs
Post-Industrial Societies
 the production of information using computer technology

 less and less labour force
 the postindustrial society is at the heart of globalization
 technology has improved life and brought the world's people closer but establishing
peace, ensuring justice, and protecting the environment are problems that technology
alone cannot solve
Characteristics:
 Transfer of labor workforce from manufacturing to service

 A significant increase in the number of professional and technical employment and a
decline in the number of skilled and semiskilled workers
 Education as the basis of social mobility
 Human capital
 Application of “intellectual technology”
 Focus on communication infrastructure
 Knowledge as source of invention and innovation
Activity 3: Complete the table that explains the biological and cultural features and
characteristics of the different hominids.
Hominid Biological Features and Cultural Features and

Characteristics Characteristics
Sahelantropus
Australopithecus
Homo habilis
Homo erectus

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Early civilization and the rise of the state

A civilization is a complex society that creates agricultural surpluses, allowing for
specialized labor, social hierarchy, and the establishment of cities. Developments such as
writing, complex religious systems, monumental architecture, and centralized political
power have been suggested as identifying markers of civilization, as well.
The development of the early civilizations shows the political evolution in society.
Civilizations developed because of a society’s highly advanced level of culture, social
organization, political developments, and judicial system, arts, and other forms of culture
at a particular time.
Four Major Civilizations
• Sumerian –developed along the Tigris and Euphrates River in West Asia
• Indus Valley –started along the Indus River Valley in India
• Shang- developed near the Huang Ho/Huang He River
• Egyptian-started along Nile River
Developed and highly advanced cities

• Well-defined city centers
• Complex and systematic institutions
• Organized and centralized system of government
• Formalized and complex form of religion
• Job specialization
• Development of Social classes
• Advance technology
• System of writing and recording
What do civilizations have in common?

Cities were at the center of all early civilizations. People from surrounding areas came to
cities to live, work, and trade. This meant that large populations of individuals who did not
know each other lived and interacted with one another. So, shared institutions, such as
government, religion, and language helped create a sense of unity and also led to more
specialized roles, such as bureaucrats, priests, and scribes.
Cities concentrated political, religious, and social institutions that were previously spread
across many smaller, separate communities, which contributed to the development of
states.
A state is an organized community that lives under a single political structure. A present-
day country is a state in this sense, for example. Many civilizations either grew alongside a
state or included several states. The political structures that states provided were an
important factor in the rise of civilizations because they made it possible to mobilize large

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amounts of resources and labor and also tied larger communities together by connecting
them under a common political system.
Early civilizations were often unified by religion—a system of beliefs and behaviors that deal
with the meaning of existence. As more and more people shared the same set of beliefs and
practices, people who did not know each other could find common ground and build
mutual trust and respect.
It was typical for politics and religion to be strongly connected. In some cases, political
leaders also acted as religious leaders. In other cases, religious leaders were different from
the political rulers but still worked to justify and support the power of the political leaders.
In Ancient Egypt, for example, the kings—later called pharaohs—practiced divine kingship,
claiming to be representatives, or even human incarnations, of gods.
Both political and religious organizations helped to create and reinforce social hierarchies,
which are clear distinctions in status between individual people and between different
groups. Political leaders could make decisions that impacted entire societies, such as
whether to go to war. Religious leaders gained special status since they alone could
communicate between a society and its god or gods.
In addition to these leaders, there were also artisans who provided goods and services, and
merchants who engaged in the trade of these goods. There were also lower classes of
laborers who performed less specialized work, and in some cases there were slaves. All of
these classes added to the complexity and economic production of a city.
Writing emerged in many early civilizations as a way to keep records and better manage
complex institutions. Cuneiform writing in early Mesopotamia was first used to keep track
of economic exchanges. Oracle bone inscriptions in Ancient China seem to have been tied
to efforts to predict the future and may have had spiritual associations. Quipu—knotted
strings used to keep records and perform calculations—appeared in South America. In all
the places where writing developed—no matter its form or purpose—literacy, or the ability
to read and write, was limited to small groups of highly educated elites, such as scribes and
priests.
Black-and-white drawing of quipu. Fifteen vertical pieces of string are attached to one
horizontal rope of string. Each string has one or more knots placed at different junctures
along its length.
Black-and-white drawing of quipu. Fifteen vertical pieces of string are attached to one
horizontal rope of string. Each string has one or more knots placed at different junctures
along its length.
A quipu was a system of knotted strings that could be used to perform calculations and to
record transactions. Evidence for the use of quipu has been found in many Andean
cultures over the past several millennia.
Writing offered new methods for maintaining law and order, as well. The first legal codes, or
written collections of laws, were the Code of Ur-Nammu from Sumer, written around 2100
to 2050 BCE and the Code of Hammurabi from Babylon, written around 1760 BCE. The
benefit of written laws was that they created consistency in the legal system.
Law Code of Hammurabi inscribed on a black stone slab, rounded at the top and
rectangular at the bottom. At the rounded top of the slab, taking up about a quarter of the

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space on the front, is a relief sculpture of two people, one sitting in a throne and wearing
an elaborate gown, the other standing with their arms crossed. The lower portion of the
slab has law codes written on it in cuneiform.
This shift toward writing down more information might not seem like a significant
development, especially since most people were unable to read or write. However, having
consistent, shared records, laws, and literature helped to strengthen ties between
increasingly large groups.
Another notable feature of many civilizations was monumental architecture. This type of
architecture was often created for political reasons, religious purposes, or for the public
good. The pyramids of Egypt, for example, were monuments to deceased rulers. The
ziggurats of Mesopotamia and the pyramids of early American societies were platforms for
temples. Defensive walls and sewer systems provided defense and sanitation, respectively.
Although a few examples of monumental architecture from pre-agricultural societies exist,
the greater organization and resources that came with civilization made it much easier to
build large structures.
There were many features that early civilizations had in common. Most civilizations
developed from agrarian communities that provided enough food to support cities. Cities
intensified social hierarchies based on gender, wealth, and division of labor. Some
developed powerful states and armies, which could only be maintained through taxes.
Civilization is a tricky concept for many reasons. For one thing, it can be difficult to define
what counts as a civilization and what does not, since experts don’t all agree which
conditions make up a civilization. For example, people living in the Niger River Valley in
West Africa achieved an agricultural surplus, urbanization, and some specialization of
labor, but they never developed strong social hierarchies, political structures, or written
language—so scholars disagree on whether to classify it as a civilization. Also, due to
extensive cultural exchange and diffusion of technology, it can be difficult to draw a line
where one civilization ends and another begins.
Political systems of civilizations have developed a highly centralized and well-organized
form of government whose leaders are powerful enough to implement massive
infrastructure and implement new policies for its citizens.
“It is not the strongest of the species that survives, not the most intelligent,. It is the
one that is most adaptable to change.”
Charles Darwin
Activity 4: ESSAY
On your activity sheet, write a reflective essay that corresponds to the question, ‘Why is it
important to study our origin?

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Activity 5: Share Your Thoughts

Note: (Minimum of 3 sentences and a maximum of 5 sentences)
1. What have you learned on this lesson?
2. What are the important details you find out about the topic?
3. Do you find it helpful to know about the details of the topic?
POST-TEST
Direction: Match column A with the correct answer on column B.
1. Law Code of Hammurabi   A. Developed along the Tigris and Euphrates
River in West Asia
2. Neolithic Age   B. Inscribed on a black stone slab, rounded at

the top and rectangular at the bottom
3.Summerian   C. Sometimes called the New Stone Age
4. Egyptian •  D. An American Sociologist argued that human

society undergoes transformation and evolution
and in the process develops technological
advancement
5. Neolithic Revolution •  E. It is a complex society that creates agricultural

surpluses, allowing for specialized labor, social
hierarchy, and the establishment of cities
6. Homo erectus •  F. This event led to the transformation of

agricultural societies into production and
manufacturing-based ones through the use of
advanced sources of energy that operated factory
machineries.
7. Civilization •  G. First Homo species to use fire and live in

cave.
8. Gerhard Lenski •  H. Started along Nile River
9. quipu •  I.System of knotted strings that could be used to

perform calculations and to record transactions
10.Industrial Revolution •  J. It started around 10,000 B.C. in the Fertile

Crescent, a boomerang-shaped region of the
Middle East where humans first took up farming

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MODULE NO. 3
UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Information Sheet 3-1

BECOMING MEMBER OF THE SOCIETY
LEARNING OBJECTIVES:
After reading this INFORMATION SHEET, YOU SHOULD be able to:
1. define the meaning of enculturation and socialization;
2. explain the development of one’s self; and
3. identify the context, content, processes, and consequences of enculturation and
socialization.
LET’S LEARN MORE
I. Enculturation/Socialization
 Enculturation- A process by which an initially novel behaviour pattern becomes
embedded in the life ways of a social community.
- The process by which people learn the requirements of their
surrounding culture and acquire the values and behaviors appropriate or necessary in that
culture.
 Socialization-The process by which we acquire those modes of behaviour, thinking,
feeling and acting that are necessary to participate effectively in the society; the process of
learning or acquiring the culture of the society.
-It refers to a lifelong social experience by which people develop their
human potential and learn culture.
Three Goals of Socialization:

1. It teaches impulse control and help individuals develop a conscience.
2. It teaches individuals how to prepare for and perform certain social roles.
3. It cultivates shared sources of meaning and value.
Mead and the Development of the Social Mind (SELF)

 The ‘self’ is a sociological concept.
 George Herbert Mead-He is regarded as one of the founders of social psychology.
Mind, Self and Society suggest the self is the part of personal identity that the both
self-awareness and self-image. Mead agreed that the development of self involves in
 This process is characterized by Mead as the "I" and the "me.” These two parts
essentially create the self through their interaction. The "me" is the social self and the
"I" is the response to the "me.” In other words, the "I" is the response of an individual
to the attitudes of others, while the "me" is the organized set of attitudes of others
which an individual assumes. Additionally, the “I” self is the part of us that is an
active subject, our subjective sense of who we are. It seeks self-fulfilment, asking
“What do I want?”. In contrast, the “Me” self is the objective part of the self; the part
of our self-concept that questions how others might interpret our actions. The “Me”
understands the symbol that others give us, and seeks to find favourable reactions to
our behaviours from others.
 “Always put yourself in the other shoes, If you feel that it hurts you, it probably hurts

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the person too. ”
THREE-STAGES PROCESS OF SELF-DEVELOPMENT:

1. Imitation stage- the period from birth to about age 2, and it is the stage which children
merely copy the behaviours of those around them.
2. Play stage – occurs around the ages of 2-4 years, during which children play roles and
begin to take on the characteristics of important people in the world.
out to gain understanding of the different social roles. The child learns to become both
subject and object and begins to become able to build a self
3. Game-this stage begins at 4 years and never truly ends, it is the stage in which we begin
to understand that others have expectations and demands placed on them—called ‘the
generalized other.’
IDENTITY FORMATION
 The development of an individual’s distinct personality, which is regarded as a
persisting entity in a particular stage of life by which a person is recognize or known.
 Self-Concept- The sum of a being’s knowledge and understanding of him/her.
Components:
– Physical
– Psychological
– Social attributes
o Cultural Identity-Is one’s feeling of identity or affiliation with a group or culture.
o Ethnic Identity- The Identification with a certain ethnicity, usually on the basis of a
presumed common genealogy or ancestry.
o National Identity- Is an ethical and philosophical concept whereby all humans
o divided into groups called nation.
o Religious Identity- Is the set of beliefs and practices generally held by an individual
involving adherence to codified beliefs and rituals.
NORMS AND VALUES
Norms- A rule that specifies appropriate and inappropriate behaviour; a guideline people
follow in their relations with others.
 Normal- Refers to that which conforms to norms.
 Normative- Refers to what we perceive as normal, or what we think should be
normal, regardless of whether it actually is
- Refers to beliefs that are expressed as directives or value of judgement.
-The process of socialization is guided by norms and taught to us by those around us.
SOCIAL SANCTION
Values- General ideas about what is good or bad, right or wrong, desirable o undesirable;
the expression of ultimate ends, goals, or purpose of social action.
Aspects of sociological concept of value:
• Values exist at different levels of generality of abstraction
• Values tend to be hierarchically arranged
• Values are explicit and implicit in varying degrees
• Values often are in conflict with one another
STATUS AND ROLES
 Are important concepts in socialization because the behavior of young members of society
is controlled by assigning them certain status which they will enact.
• “We can deal with anyone, we need to know who the person is”
STATUS
 Position in a social system

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• Refers to a social position that a person holds.

• Can be ascribed or achieved, given or accomplished, respectively
Ascribed status- A social position receives at birth or takes on involuntarily later in
life. Example: Religion, heritage, ethnicity, gender
Achieved Status- Social position a person takes on voluntarily that reflects personal
identity and effort.
ROLE
• Refers to the behavior expected of someone who holds a particular status
• A person who holds a status and perform a role
ROLE STRAIN
 Conflict among the roles connected to two or more statuses.
• Results from the competing demands of two or more roles that vie for our time and
energy.
II.CONFORMITY AND DEVIANCE

 Conformity-behavior in accordance with socially accepted conventions or standards the
anticipated behavior to follow It is the desire to go along with the norms of a group of
people, so you will be accepted as an in-group person (and not rejected as an outgroup
undesirable person).
 Deviance- departing from usual or accepted standards, especially in social or sexual
behavior. A behavior that violates expected rules and norms.
VARIETY OF DEVIANCE
“What is deviant to one group may not be considered deviant to another.”
1. The study of why people violate laws or norms.
2. The study of how society reacts to these violations.
FORMS OF DEVIANCE:
 Conformists- a person who conforms to accepted behaviour or established practices.
 Ritualist- A person who do not believe in the established cultural goals of society,
but they do believe in and abide by the means for attaining those goals.
 Innovators- Are those individuals that accept the cultural goals of society but reject the
conventional methods of attaining those goals.
 Retreatists- Who reject both the cultural goals and the accepted means of attaining
those goals
 Rebels- They are not only reject both the established cultural goals and the accepted
means of attaining those goals. They substitute new goals and new means of attaining
these goals.
Mode Method
Conformity Accepts approved goals, pursues them through approved means.
Innovation Accepts approved goals; uses disapproved means.
Ritualism Abandons society’s goal; conforms to approved means.
Retreatism Abandons approved goals and approved means.
Rebellion Challenges approved goals and approved means.
III. HUMAN DIGNITY

 Refers to the idea that a person has the innate right to be valued, respected, and treated
well. Are legal, social, and ethical principles that consider the human person as deserving
of liberties and protection by virtue of his or her human being.
 Human right are fundamental rights or rights that human beings is born with and area
inherent in him or her and not granted by the state of any person.
Normally the state enhances human right but does grant the human rights.
Categories of human right

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Right which an individual must have include but not limited to the following.
a) Civil and political rights (also termed as the first generation rights)
They include the right to equality and protection before the law; right to organize right to
self-determination; freedom from arbitrary torture ; right to life freedom of assembly: right
to due process: right to be leader or to choose representatives in the government : freedom
of worship: freedom of movement right to marriage freedom of speech: freedom of
expression freedom of inquiry and criticism freedom of slavery and servitude etc.
b) Solidarity community or collective right (also known as the third generation right)
They include: right to cultural identity righty to clean environment the right to development
the right to peace etc.
SELF- CHECK 3-1

Direction. Fill out Self-Check No. and Topic. Read the instructions in every activity and
write your answers in your Activity sheet.
I. JUMBLED WORD: Re-arrange the jumbled letters to get the correct answer and write on
the answer sheet provided.
1. A U S T T S It refers to a social position that a person holds.
2. O R E L Conflict among the roles connected to two or more statuses.

A IRSNT
3. C S R A B D I E A social position receives at birth or takes on involuntarily

later in life.
4. O I L Z T I O A S C A I N It refers to a lifelong social experience by which people

develop their human potential and learn culture.
5.O R S N M A rule that specifies appropriate and inappropriate

behaviour.
6.C N L U T R A E U I O T N The process by which people learn the requirements of their

surrounding culture and acquire the values and behaviors
appropriate or necessary in that culture.
7.O R M A N L Refers to that which conforms to norms.
8.A M E G It is the stage in which we begin to understand that

ASEGT others have expectations and demands placed on them—
called ‘the generalized other.’
9.E L L O I R B E N Challenges approved goals and approved means.
10.O L R E Refers to the behavior expected of someone who holds a

particular status

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II. BUBBLE MAP

A. Complete the bubble map by writing a word or phrase that associates with the word
enculturation and socialization. (10 PTS)
ENCULTURATION SOCIALIZATION
III.A. Draw a picture that symbolizes HUMAN RIGHTS. Your drawing can be a person,
place, thing, animal or event. (10 pts)
B. Explain you drawing using atleast 10 sentences. Write your answers in your activity
sheet. (5 pts)

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HOW SOCIETY IS ORGANIZED
1. explain the concept of groups;
2. identify the aspects of social organization; and
3. enumerate the classifications of social groups;
LET’S LEARN MORE
THE CONCEPT OF GROUPS

Social group is any system of social relationships in which members, united by a
sense of emotional solidarity and of a common purpose, have a culture which defines the
roles and standards by which members are differentiated from non-members. (Persell, 19-
58).
The family is a universal example of a group. All members father, mother, son and
daughter-have a common interest. Each of them has a definite status and each has a
definite role to play. The same is true with barangay, where each member occupies a status
and has a corresponding role. (Perrucci, 1983:96)
Status and Role

Status is the position a person occupies in society by virtue of his age, sex, birth,
marriage, occupation or achievement. There are two principal forms of status: the ascribed
and the achieved.
 Ascribed status is the position assigned to an individual w/out reference to his
innate differences and abilities. This can be predicted and trained for from the moment of
birth. These statuses depend upon biological conditions and very little can be done by the
individual about them. A person occupies ascribed statuses because he is born into them.
Examples of ascribed statuses are age, race and sex.
Common age statuses are infancy, youth, maturity and senility. The sex status refers to the
male or female biological condition. Race status is commonly marked by color distinction or
geographical origin.
 Achieved status attains by means of their own abilities or skills in the performance
of their functions or tasks assigned to them. A person has to exert efforts in order to attain
such a title or profession. For example, to be a doctor, engineer, teacher or CPA.
Roles refers to the part the individual is expected to play in his social group.Linton refers to
its as the sum total of the culture patterns associated with a particular status.It speaks of
role as “a participant’s contribution to an organized enterprise.(Shibutani 1969-219).It
denotes behaviour associated w/a particular status.
The process of role-learning has two main aspects:

1.Learning how to perform the duties and to claim the privileges of the role, and
2.Acquiring the attitudes, feelings and expectations that are appropriate to the rate.

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Classifications of Social Groups by Contemporary Sociologists:

1.According to the nature of social ties,
2.According to self-identification, and
3.According to organization
Classification of Groups according to the nature of social ties:

 The Primary Group
The concept of the primary group was introduced by Charles H. Cooley. He meant the
intimate, personal, “face-to-face” groups which we find among our companions and
comrades, the members of our family , and our daily associates. It is in interaction over a
long period of time.The mutuality of interest can only occur w/in a family, a peer group, a
neighborhood or a play group.
According to Cooley, primary group as “the nursery of human nature.” There is a
“fusion of personalities in the common whole,” which he characterizes as the “we” feeling.
Examples of primary groups are the family, peer group, clique, play group and
neighborhood association.
 The Secondary Group
The secondary group is characterized by impersonal, businesslike, contractual, formal
and casual relationships.It is less intimate, personal, and less inclusive than the primary
group.These groups are large in size, of short duration, and are physically and spatially
distant.
Classification of Groups according to self-identification:

 In-groups
Group to which an individual identifies himself and which gives him a sense of
belonging. It may be as small as a family or as large as the world. It is in this type of group
where an individual learns the use of pronouns “my” and “we”. Thus, when we say “we”we
mean only members of our family; or it may those who are in our sociology class, and in
this case the class is the in-group. However, an in-group may be everyone who lives in our
town, or everyone who goes to our university. It characterized by a feeling of solidarity,
camaraderie, espirit de corps, and a protective and sympathetic attitude toward the other
members. It implies deep attachment. Groups to which the individual belongs. Group in
which the individual feels at home and which he trusts.
 Out-groups
Group to which we do not participate. It is that group toward which one has a feeling
of indifference, strangeness, avoidance, dislike, antagonism, and even hatred. (Perry,
1972:60-64). In general, an individual will avoid contact with out-groups rather than
exhibit antagonism toward them. Groups to which the individuals do not feel they belong.
 Reference Group
A reference group is one to which the individual refers and with which he identifies,
either consciously or unconsciously. The central aspect of the reference group is
identification, rather than actual membership. In short, the reference group is that group
whose outlook is used by the actor as the frame of reference in the organization of his
perceptual field.
Classification of Groups according to organization:

 Informal Groups
This type of social group arises spontaneously by virtue or interaction of two or more
individuals resulting in the formation of cliques, friendship groups, or gang. The emergence
of this group is definitely unplanned and has no definite rules for membership. Members

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are usually bound by emotions and sentiments-- exchanging confidences, sharing of

intimate feelings and acquiring a sense of belongingness. Thus the relationships of the
adolescent clique to the neighbourhood, the friendship group in a large factory may exert
influence on the informal group of which they are a part.
 Formal Groups
Formal groups as used by sociologists officially prescribe and allocate tasks,
privileges and responsibilities, thereby specifying how the activity of a group is to be carried
out. In formally organized groups, duties and obligations are prescribed independent of the
person who happens to be in a given position.
SELF- CHECK 3-2

I. Read carefully each statement below. If the underlined word is correct write T, but if it is
incorrect change the underlined word with the right answer to make the statement true.
1. Status is the position a person occupies in society by virtue of his age, sex, birth,
marriage, occupation or achievement.
2. Ascribed status attains by means of their own abilities or skills in the performance of
their functions or tasks assigned to them.
3.Out-group feels of indifference, strangeness, avoidance, dislike, antagonism, and even
hatred.
4. The primary group is characterized by impersonal, business like, contractual, formal and
casual relationships.
5. The family is a universal example of a group.
6. In- group is that group whose outlook is used by the actor as the frame of reference in
the organization of his perceptual field.
7. Common age is commonly marked by color distinction or geographical origin.
8. Examples of achieved statuses are age, race and sex.
9. Social group is any system of social relationships in which members, united by a sense of
emotional solidarity and of a common purpose, have a culture which defines the roles and
standards by which members are differentiated from non-members.
10. Informal group duties and obligations are prescribed independent of the person who
happens to be in a given position.
II. VENN DIAGRAM

Complete the Venn diagram below by writing down atleast 5 differences and similarities of
ascribed and achieved status. (10 pts)
ASCRIBED ACHIEVED

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III. Answer the questions below.(minimum of 5 sentences maximum of 10 sentences)
1. What is the importance of groups in the society?(5pts)
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Why does that the family is an example of universal group?(5 pts)

__________________________________________________________________________________________
__________________________________________________________________________________________
Info- Sheet 3-3
CULTURAL, SOCIAL AND POLITICAL INSTITUTIONS
1.define the meaning of kinship, marriage, kinship politics and political organization;
2.identify the different types of kinship; marriage, kinship politics and political
organization; and
3.classify the social and political structure.
LET’S LEARN MORE
KINSHIP -The bond of blood or marriage which binds people together in group. According
to the Dictionary of Anthropology, kinship system includes socially recognized relationships
based on supposed as well as actual genealogical ties. These relationships are the result of
social interaction and recognized by society.
Types of Kinship:
 Affinal Kinship -Relationships based upon marriage or cohabitation between collaterals
(people treated as the same generation)
 Consanguineous Kinship -Connections between people that are traced by blood
A. KINSHIP BY BLOOD - Kinship patterns basically include people related either by

descent or by marriage. It refers to relationship by descent, that is, the relationship that
arises in one’s group of origin (descent group) or that which refers to genetic relatedness.
1.Unilineal Descent -This traces descent only through a single line of ancestors, male
or female. Both males and females are members of a unilineal family, but descent links
are only recognized through relatives of one gender. The two basic forms of unilineal
descent are referred to as patrilineal and matrilineal.
2.Patrilineal Descent – involves the reckoning of descent through the father’s family
only.
3.Matrilineal Descent – involves the reckoning of descent through the mother’s family
only.
4.Bilineal Descent-involves the reckoning of descent through both the father’s and
mother’s families.
B. KINSHIP BY MARRIAGE
Marriage is an institution that admits men and women to family life. Edward
Westermarck defined marriage as the more or less durable connection between male and

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female lasting beyond the mere act of propagation till after the birth of offspring. Lowie
defined it as a relatively permanent bond between permissible mates. Malinowski defined
marriage as a contract for the production and maintenance of children. According to
Lundberg Marriage consists of the rules and regulations that define the rights, duties and
privileges of husband and wife with respect to each other.
Forms of Marriage:
According to number of spouses or mates:
1. Monogamy- marriage between one man and one woman.
2. Polygamy or plural marriage- has three forms:
a. Polygyny- one husband and two or more wives. Example: Muslim nations
b. Polyandry- one wife and two or more husbands. Examples: Hindu Todas of Southern
India
c. Group marriage- two or more husbands and two or more wives. Examples: Kaingan
of Brazil; the Diere of Australia; the Chuckchee of Siberia; and the Marquesa
Islanders.
Norms of Marriage On The Selection Of Potential Marriage Partners:
Literature on the subject gives the following norms of marriage:
1. Endogamy-is a rule that requires a person to marry someone, from within his or her
own group- tribe, nationality, religion, race, community, or any other social grouping.
Example: Marriage between Roman Catholics
2. Exogamy-is a rule that requires a person to marry someone from outside his or her
own group. Example: Marriage between a Filipino and an American
3. Sororate- prescribes that a widower marry the sister or nearest kin of the deceased
wife.
4. Levirate- prescribes that a widow marry the brother or nearest kin of the deceased
husband.
C.BASED ON RESIDENCE
Post-Marital Residency Rules - Refer to the conventional rules or patterns of behavior
concerning the place a married couple live after marriage.
Type of post-marital residency:

1. Patrilocal – the married couple’s normal residence is with or near the husband’s
patrilineal kinsmen.
2. Matrilocal – the married couple’s normal residence is with or near the wife’s
3. Avunculocal – the married couple’s normal residence is with or near the maternal
uncle (mother’s brother) or the husband’s other male matrilineal kinsmen.
4. Bilocal – the couple establishes its residence optionally with or near the parents of
either spouse.
5. Ambilocal – the married couple shifts periodically from residence with husband’s
groups to residence with wife’s group.
6. Neolocal – the couple’s normal residence is apart from the relatives of both spouses.
7. Duolocal – the couple has no common household as the husband and the wife
remain in their respective natal groups.
8. Matri-Patrilocal – the newlyweds initially live with the wife’s group for a short period
of time, usually for one year or until the birth of the first child. Afterward, the couple’s
residence is shifted permanently to the husband’s group.
D. RITUAL KINSHIP

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Compadre or compadrazgo system-formed through rituals of baptism, confirmation and

marriage;results to parties becoming ritual kinsfolk.
 Ritual kinship in the form of godparenthood
 Parents selected godparents for a child at his or her baptism, confirmation, and
marriage. The godparents were then tied to the parents as coparents.
 Ideally co-parents should be a married couple; they were preferred because their unions
were typically more stable and they were more likely to be able to provide a home for the
child should the need arise. In most communities, however, there were not enough couples
to serve as godparents for all children, so single women of good reputation were frequently
chosen. It was important that the person asked should be of proper character and good
standing in the community.
E. Family and The Household

Based On Internal Organization Or Membership
1. Nuclear Family- is composed of a husband and his wife and their children in a
union recognized by the other members of the society. Murdock (1949) states that
every normal adult in a society belongs to two kinds of nuclear families, namely; the
family of orientation and the family of procreation.
A. The family of orientation-is the family into which a person is born and where he is
reared or socialized. It consists of a father, a mother, brothers and sisters.
B. The family of procreation- is the family that such person established through
marriage and consists of a husband, a wife, sons and daughters.
2. Extended Family- is composed of two or more nuclear families, economically and
socially related to each other. The extensions may be through parent-child
relationships, when the unmarried children and the married children with their
families live with the parents. Another type of extension is through the husband and
wife relationship, as in a polygynous marriage. In polygyny the man keeps a number
of nuclear families an unites them under a larger family group.
Linton (Murdock 1949) distinguishes two types of family structures corresponding to the
nuclear and extended families, namely, the conjugal family and the consanguineal family.
A. Conjugal Family-corresponds to the nuclear family where priority is given to marital
ties. The core family consists of the spouses and their offspring: blood relatives are
functionally marginal and peripheral.
B. Consanguineal Family- corresponds to the extended family where priority is given to
blood ties(those between parents and children or between brothers and sister). The core
family consists blood relatives, with spouses being functionally marginal and peripheral.
3. Reconstituted Family-Is that which is formed by the joining of two adults through
marriage, cohabitation, or civil partnership, in which either one or both of the adults have a
child or children from a previous relationship living in their home.
A. Conditionally Separated Families - A family member is separated from the rest of
the family. This may be due to employment far away; military service; incarceration;
hospitalization. They remain significant members of the family
B. Transnational family- These families live in more than one country. They may
spend part of each year in their country of origin returning to the U.S. on a regular
basis. The child may spend time being cared for by different family members in each
country.
F.Politics of Kinship
Kinship politics is commonly found in tribal societies across the world where kin
genealogy is applied to determine the system of communal leadership. It is the traditional
pattern of bequeathing political power family members.

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Kinship politics is built based on the classic political principle: blood is thicker than water.
It asserts that power should be distributed among family members. For the sake of family
security, power should not be seized from those who have kinship connections and must be
circulated only among those who are tied by blood.
Political dynasties have long been present in the Philippine political structure.
A.Political dynasties started emerging after the Philippine Revolution when the First
Republic of the Philippines was established. Over the years, newer dynasties emerged
as some of the initial ones became inactive. Majority of the positions in the Philippine
government are currently held by members of political dynasties. Notable Philippine
political dynasties include the Aquino and Marcos families.
B.Political Alliance – as political parties may be formed by the joining of forces of
political families, political alliances may be created by the collaboration among some
political parties.
Political Organization- involves issues like allocation of political roles, levels of political
integration, concentrations of power and authority, mechanisms of social control and
resolving conflicts.
Types of Political Organization:
Uncentralized, egalitarian system:

1. Bands- It is usually a very small, oftentimes nomadic group that is connected by
family ties and is politically independent. Nomadic people move in different places in
the world. It has no formal political system. Decisions are made by consensus of adult
members because they believed that they are knowledgeable and have more experience.
The gender dictates their power. For example, woman is for gathering while man is for
hunting. Experience and ability grants leadership and power. In terms of the size of the
population, less numbers fewer conflicts. If it survives, it turns to tribes.
2. Tribes- It is a combination of smaller kin or non-kin groups, linked by a common
culture, that usually act as one. Often headed by village headsman (no absolute
political power).
Centralized and formal systems:
3. Chiefdoms- A political unit headed by a chief, who holds power over more than one
community group. Formal leadership and authority is held by members of a select
family. Power is inherited by blood or by achievements.
4. State- A political unit consisting of a government that has sovereignty presiding over
a group of people and a well-defined territory. It is the highest form of political
organization. People who comprise a state are called its citizen.
5. Nation- Groups of people that share a common history, language, traditions,
customs, habits, and ethnicity in specific geographic regions.

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SELF- CHECK 3-3

I. IDENTIFY what is being defined. Choose your answer in the box.
Nation Compadre Kinship

Patrilocal Bands Exogamy
Monogamy Nuclear family Extended Family
Neolocal Family Kinship politics State
Lundberg Matrilineal Descent Duolocal
1. A family that consists of a father, mother and their unmarried children.

2. The couple’s normal residence is apart from the relatives of both spouses.
3. It is the highest form of political organization.
4. The bond of blood or marriage which binds people together in group.
5. Involves the reckoning of descent through the mother’s family only.
6. The married couple’s normal residence is with or near the husband’s patrilineal
kinsmen.
7. Formed through rituals of baptism, confirmation and marriage;results to parties
becoming ritual kinsfolk.
8. A rule that requires a person to marry someone from outside his or her own group.
9. Groups of people that share a common history, language, traditions, customs, habits,
and ethnicity in specific geographic regions.
10 He defined that marriage consists of the rules and regulations that define the rights,
duties and privileges of husband and wife with respect to each other.
11. The gender dictates their power.
12. It is the traditional pattern of bequeathing political power family members.
13. The couple has no common household as the husband and the wife remain in their
respective natal groups.
14. Composed of two or more nuclear families, economically and socially related to each
other.
15. Marriage between one man and one woman.
II. CONCEPT MAP

Create a concept map on this lesson. Make sure to include a brief description in every
detail you write in your map. (15 pts)
Please be guided with the criteria below:

• Content(5 pts)
- Content is accurate and all required information is presented in a logical order.
• Presentation(5 pts)
- Presentation is neat, clean, well- organized and presented in a creative way. Presentation
is colorful and creative. Information written in the concept map can read easily.
• Overall Presentation(5 pts)

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PERFORMANCE TASK:
A.Using a long bond paper, create your own family tree. Make sure to include all the
members of your family that lives with you in the same house.(20 pts)

 Content(5 pts)
- All graphics are related to the topic and all required information is presented in logical
order.
- The student uses images, pictures, clip art and drawn artworks that are appropriate
to the topic. Lay out flows well, shows creativity and is pleasing to the eye.
 Originality(5 pts)
-The illustration should be made by the student and not copied from others. It should
be evident that the student put thought into their words and uniquely conveyed their
ideas and emotions.
 Overall Presentation(5 pts)
B. At the back of your paper, explain your family tree using 10-15 sentences. Include in
your explanation the type of your family that you have, whether it is a nuclear or extended
family. (10 pts)
REFERENCES:
Roquillo, Adelaida A, Peralta, Ana Maria R., Salcedo, Lucila L., & Zaide, Ceferino Jr.
A.General Sociology with Introduction to Anthropology.
https://www.slideshare.net/vielariegulla/political-and-leadership-structures
file:///C:/Users/User/Downloads/politicalandleadershipstructures-170609072209.pdf
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MODULE NO. 3

1. define the meaning of enculturation and socialization;
2. explain the development of one’s self; and
3. identify the context, content, processes, and consequences of enculturation and
socialization.
LET’S LEARN MORE
I. Enculturation/Socialization
 Enculturation- A process by which an initially novel behaviour pattern becomes
embedded in the life ways of a social community.
- The process by which people learn the requirements of their
surrounding culture and acquire the values and behaviors appropriate or necessary in that
culture.
 Socialization-The process by which we acquire those modes of behaviour, thinking,
feeling and acting that are necessary to participate effectively in the society; the process of
learning or acquiring the culture of the society.
-It refers to a lifelong social experience by which people develop their
human potential and learn culture.
Three Goals of Socialization:

1. It teaches impulse control and help individuals develop a conscience.
2. It teaches individuals how to prepare for and perform certain social roles.
3. It cultivates shared sources of meaning and value.
Mead and the Development of the Social Mind (SELF)

 The ‘self’ is a sociological concept.
 George Herbert Mead-He is regarded as one of the founders of social psychology.
Mind, Self and Society suggest the self is the part of personal identity that the both
self-awareness and self-image. Mead agreed that the development of self involves in
 This process is characterized by Mead as the "I" and the "me.” These two parts
essentially create the self through their interaction. The "me" is the social self and the
"I" is the response to the "me.” In other words, the "I" is the response of an individual
to the attitudes of others, while the "me" is the organized set of attitudes of others
which an individual assumes. Additionally, the “I” self is the part of us that is an
active subject, our subjective sense of who we are. It seeks self-fulfilment, asking
“What do I want?”. In contrast, the “Me” self is the objective part of the self; the part
of our self-concept that questions how others might interpret our actions. The “Me”
understands the symbol that others give us, and seeks to find favourable reactions to
our behaviours from others.
 “Always put yourself in the other shoes, If you feel that it hurts you, it probably hurts
the person too. ”

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THREE-STAGES PROCESS OF SELF-DEVELOPMENT:

4. Imitation stage- the period from birth to about age 2, and it is the stage which children
merely copy the behaviours of those around them.
5. Play stage – occurs around the ages of 2-4 years, during which children play roles and
begin to take on the characteristics of important people in the world.
out to gain understanding of the different social roles. The child learns to become both
subject and object and begins to become able to build a self
6. Game-this stage begins at 4 years and never truly ends, it is the stage in which we begin
to understand that others have expectations and demands placed on them—called ‘the
generalized other.’
IDENTITY FORMATION
 The development of an individual’s distinct personality, which is regarded as a
persisting entity in a particular stage of life by which a person is recognize or known.
 Self-Concept- The sum of a being’s knowledge and understanding of him/her.
Components:
– Physical
– Psychological
– Social attributes
o Cultural Identity-Is one’s feeling of identity or affiliation with a group or culture.
o Ethnic Identity- The Identification with a certain ethnicity, usually on the basis of a
presumed common genealogy or ancestry.
o National Identity- Is an ethical and philosophical concept whereby all humans
o divided into groups called nation.
o Religious Identity- Is the set of beliefs and practices generally held by an individual
involving adherence to codified beliefs and rituals.
NORMS AND VALUES
Norms- A rule that specifies appropriate and inappropriate behaviour; a guideline people
follow in their relations with others.
 Normal- Refers to that which conforms to norms.
 Normative- Refers to what we perceive as normal, or what we think should be
normal, regardless of whether it actually is
- Refers to beliefs that are expressed as directives or value of judgement.
-The process of socialization is guided by norms and taught to us by those around us.
SOCIAL SANCTION
Values- General ideas about what is good or bad, right or wrong, desirable o undesirable;
the expression of ultimate ends, goals, or purpose of social action.
Aspects of sociological concept of value:
• Values exist at different levels of generality of abstraction
• Values tend to be hierarchically arranged
• Values are explicit and implicit in varying degrees
• Values often are in conflict with one another
STATUS AND ROLES
 Are important concepts in socialization because the behavior of young members of society
is controlled by assigning them certain status which they will enact.
• “We can deal with anyone, we need to know who the person is”
STATUS
 Position in a social system
• Refers to a social position that a person holds.
• Can be ascribed or achieved, given or accomplished, respectively

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Ascribed status- A social position receives at birth or takes on involuntarily later in

life. Example: Religion, heritage, ethnicity, gender
Achieved Status- Social position a person takes on voluntarily that reflects personal
identity and effort.
ROLE
• Refers to the behavior expected of someone who holds a particular status
• A person who holds a status and perform a role
ROLE STRAIN
 Conflict among the roles connected to two or more statuses.
• Results from the competing demands of two or more roles that vie for our time and
energy.
II.CONFORMITY AND DEVIANCE

 Conformity-behavior in accordance with socially accepted conventions or standards the
anticipated behavior to follow It is the desire to go along with the norms of a group of
people, so you will be accepted as an in-group person (and not rejected as an outgroup
undesirable person).
 Deviance- departing from usual or accepted standards, especially in social or sexual
behavior. A behavior that violates expected rules and norms.
VARIETY OF DEVIANCE
“What is deviant to one group may not be considered deviant to another.”
1. The study of why people violate laws or norms.
2. The study of how society reacts to these violations.
FORMS OF DEVIANCE:
 Conformists- a person who conforms to accepted behaviour or established practices.
 Ritualist- A person who do not believe in the established cultural goals of society,
but they do believe in and abide by the means for attaining those goals.
 Innovators- Are those individuals that accept the cultural goals of society but reject the
conventional methods of attaining those goals.
 Retreatists- Who reject both the cultural goals and the accepted means of attaining
those goals
 Rebels- They are not only reject both the established cultural goals and the accepted
means of attaining those goals. They substitute new goals and new means of attaining
these goals.
Mode Method
Conformity Accepts approved goals, pursues them through approved means.
Innovation Accepts approved goals; uses disapproved means.
Ritualism Abandons society’s goal; conforms to approved means.
Retreatism Abandons approved goals and approved means.
Rebellion Challenges approved goals and approved means.
III. HUMAN DIGNITY

 Refers to the idea that a person has the innate right to be valued, respected, and treated
well. Are legal, social, and ethical principles that consider the human person as deserving
of liberties and protection by virtue of his or her human being.
 Human right are fundamental rights or rights that human beings is born with and area
inherent in him or her and not granted by the state of any person.
Normally the state enhances human right but does grant the human rights.
Categories of human right
Right which an individual must have include but not limited to the following.
a) Civil and political rights (also termed as the first generation rights)

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They include the right to equality and protection before the law; right to organize right to
self-determination; freedom from arbitrary torture ; right to life freedom of assembly: right
to due process: right to be leader or to choose representatives in the government : freedom
of worship: freedom of movement right to marriage freedom of speech: freedom of
expression freedom of inquiry and criticism freedom of slavery and servitude etc.
b) Solidarity community or collective right (also known as the third generation right)
They include: right to cultural identity righty to clean environment the right to development
the right to peace etc.
SELF- CHECK 3-1
I. JUMBLED WORD: Re-arrange the jumbled letters to get the correct answer and write on
the answer sheet provided.
1. A U S T T S It refers to a social position that a person holds.
2. O R E L Conflict among the roles connected to two or more statuses.

A IRSNT
3. C S R A B D I E A social position receives at birth or takes on involuntarily

later in life.
4. O I L Z T I O A S C A I N It refers to a lifelong social experience by which people

develop their human potential and learn culture.
5.O R S N M A rule that specifies appropriate and inappropriate

behaviour.
6.C N L U T R A E U I O T N The process by which people learn the requirements of their

surrounding culture and acquire the values and behaviors
appropriate or necessary in that culture.
7.O R M A N L Refers to that which conforms to norms.
8.A M E G It is the stage in which we begin to understand that

ASEGT others have expectations and demands placed on them—
called ‘the generalized other.’
9.E L L O I R B E N Challenges approved goals and approved means.
10.O L R E Refers to the behavior expected of someone who holds a

particular status

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II. BUBBLE MAP

A. Complete the bubble map by writing a word or phrase that associates with the word
enculturation and socialization. (10 PTS)
ENCULTURATION SOCIALIZATION
III.A. Draw a picture that symbolizes HUMAN RIGHTS. Your drawing can be a person,
place, thing, animal or event. (10 pts)
B. Explain you drawing using atleast 10 sentences. Write your answers in your activity
sheet. (5 pts)

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1. explain the concept of groups;
2. identify the aspects of social organization; and
3. enumerate the classifications of social groups;
LET’S LEARN MORE
THE CONCEPT OF GROUPS

Social group is any system of social relationships in which members, united by a
sense of emotional solidarity and of a common purpose, have a culture which defines the
roles and standards by which members are differentiated from non-members. (Persell, 19-
58).
The family is a universal example of a group. All members father, mother, son and
daughter-have a common interest. Each of them has a definite status and each has a
definite role to play. The same is true with barangay, where each member occupies a status
and has a corresponding role. (Perrucci, 1983:96)
Status and Role

Status is the position a person occupies in society by virtue of his age, sex, birth,
marriage, occupation or achievement. There are two principal forms of status: the ascribed
and the achieved.
 Ascribed status is the position assigned to an individual w/out reference to his
innate differences and abilities. This can be predicted and trained for from the moment of
birth. These statuses depend upon biological conditions and very little can be done by the
individual about them. A person occupies ascribed statuses because he is born into them.
Examples of ascribed statuses are age, race and sex.
Common age statuses are infancy, youth, maturity and senility. The sex status refers to the
male or female biological condition. Race status is commonly marked by color distinction or
geographical origin.
 Achieved status attains by means of their own abilities or skills in the performance
of their functions or tasks assigned to them. A person has to exert efforts in order to attain
such a title or profession. For example, to be a doctor, engineer, teacher or CPA.
Roles refers to the part the individual is expected to play in his social group.Linton refers to
its as the sum total of the culture patterns associated with a particular status.It speaks of
role as “a participant’s contribution to an organized enterprise.(Shibutani 1969-219).It
denotes behaviour associated w/a particular status.
The process of role-learning has two main aspects:

1.Learning how to perform the duties and to claim the privileges of the role, and
2.Acquiring the attitudes, feelings and expectations that are appropriate to the rate.
Classifications of Social Groups by Contemporary Sociologists:

1.According to the nature of social ties,

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2.According to self-identification, and

3.According to organization
Classification of Groups according to the nature of social ties:

 The Primary Group
The concept of the primary group was introduced by Charles H. Cooley. He meant the
intimate, personal, “face-to-face” groups which we find among our companions and
comrades, the members of our family , and our daily associates. It is in interaction over a
long period of time.The mutuality of interest can only occur w/in a family, a peer group, a
neighborhood or a play group.
According to Cooley, primary group as “the nursery of human nature.” There is a
“fusion of personalities in the common whole,” which he characterizes as the “we” feeling.
Examples of primary groups are the family, peer group, clique, play group and
neighborhood association.
 The Secondary Group
The secondary group is characterized by impersonal, businesslike, contractual, formal
and casual relationships.It is less intimate, personal, and less inclusive than the primary
group.These groups are large in size, of short duration, and are physically and spatially
distant.
Classification of Groups according to self-identification:

 In-groups
Group to which an individual identifies himself and which gives him a sense of
belonging. It may be as small as a family or as large as the world. It is in this type of group
where an individual learns the use of pronouns “my” and “we”. Thus, when we say “we”we
mean only members of our family; or it may those who are in our sociology class, and in
this case the class is the in-group. However, an in-group may be everyone who lives in our
town, or everyone who goes to our university. It characterized by a feeling of solidarity,
camaraderie, espirit de corps, and a protective and sympathetic attitude toward the other
members. It implies deep attachment. Groups to which the individual belongs. Group in
which the individual feels at home and which he trusts.
 Out-groups
Group to which we do not participate. It is that group toward which one has a feeling
of indifference, strangeness, avoidance, dislike, antagonism, and even hatred. (Perry,
1972:60-64). In general, an individual will avoid contact with out-groups rather than
exhibit antagonism toward them. Groups to which the individuals do not feel they belong.
 Reference Group
A reference group is one to which the individual refers and with which he identifies,
either consciously or unconsciously. The central aspect of the reference group is
identification, rather than actual membership. In short, the reference group is that group
whose outlook is used by the actor as the frame of reference in the organization of his
perceptual field.
Classification of Groups according to organization:

 Informal Groups
This type of social group arises spontaneously by virtue or interaction of two or more
individuals resulting in the formation of cliques, friendship groups, or gang. The emergence
of this group is definitely unplanned and has no definite rules for membership. Members
are usually bound by emotions and sentiments-- exchanging confidences, sharing of
intimate feelings and acquiring a sense of belongingness. Thus the relationships of the
adolescent clique to the neighbourhood, the friendship group in a large factory may exert
influence on the informal group of which they are a part.

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 Formal Groups
Formal groups as used by sociologists officially prescribe and allocate tasks,
privileges and responsibilities, thereby specifying how the activity of a group is to be carried
out. In formally organized groups, duties and obligations are prescribed independent of the
person who happens to be in a given position.
SELF- CHECK 3-2

I. Read carefully each statement below. If the underlined word is correct write T, but if it is
incorrect change the underlined word with the right answer to make the statement true.
4. Status is the position a person occupies in society by virtue of his age, sex, birth,
marriage, occupation or achievement.
5. Ascribed status attains by means of their own abilities or skills in the performance of
their functions or tasks assigned to them.
3.Out-group feels of indifference, strangeness, avoidance, dislike, antagonism, and even
hatred.
4. The primary group is characterized by impersonal, business like, contractual, formal and
casual relationships.
5. The family is a universal example of a group.
6. In- group is that group whose outlook is used by the actor as the frame of reference in
the organization of his perceptual field.
7. Common age is commonly marked by color distinction or geographical origin.
8. Examples of achieved statuses are age, race and sex.
9. Social group is any system of social relationships in which members, united by a sense of
emotional solidarity and of a common purpose, have a culture which defines the roles and
standards by which members are differentiated from non-members.
10. Informal group duties and obligations are prescribed independent of the person who
happens to be in a given position.
II. VENN DIAGRAM

Complete the Venn diagram below by writing down atleast 5 differences and similarities of
ascribed and achieved status. (10 pts)
ASCRIBED ACHIEVED

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III. Answer the questions below.(minimum of 5 sentences maximum of 10 sentences)
1. What is the importance of groups in the society?(5pts)
__________________________________________________________________________________________
__________________________________________________________________________________________
6. Why does that the family is an example of universal group?(5 pts)

__________________________________________________________________________________________
__________________________________________________________________________________________
Info- Sheet 3-3
1.define the meaning of kinship, marriage, kinship politics and political organization;
2.identify the different types of kinship; marriage, kinship politics and political
organization; and
3.classify the social and political structure.
LET’S LEARN MORE
KINSHIP -The bond of blood or marriage which binds people together in group. According
to the Dictionary of Anthropology, kinship system includes socially recognized relationships
based on supposed as well as actual genealogical ties. These relationships are the result of
social interaction and recognized by society.
Types of Kinship:
 Affinal Kinship -Relationships based upon marriage or cohabitation between collaterals
(people treated as the same generation)
 Consanguineous Kinship -Connections between people that are traced by blood
A. KINSHIP BY BLOOD - Kinship patterns basically include people related either by

descent or by marriage. It refers to relationship by descent, that is, the relationship that
arises in one’s group of origin (descent group) or that which refers to genetic relatedness.
1.Unilineal Descent -This traces descent only through a single line of ancestors, male
or female. Both males and females are members of a unilineal family, but descent links
are only recognized through relatives of one gender. The two basic forms of unilineal
descent are referred to as patrilineal and matrilineal.
2.Patrilineal Descent – involves the reckoning of descent through the father’s family
only.
3.Matrilineal Descent – involves the reckoning of descent through the mother’s family
only.
4.Bilineal Descent-involves the reckoning of descent through both the father’s and
mother’s families.
C. KINSHIP BY MARRIAGE
Marriage is an institution that admits men and women to family life. Edward
Westermarck defined marriage as the more or less durable connection between male and
female lasting beyond the mere act of propagation till after the birth of offspring. Lowie
defined it as a relatively permanent bond between permissible mates. Malinowski defined

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marriage as a contract for the production and maintenance of children. According to

Lundberg Marriage consists of the rules and regulations that define the rights, duties and
privileges of husband and wife with respect to each other.
Forms of Marriage:
According to number of spouses or mates:
3. Monogamy- marriage between one man and one woman.
4. Polygamy or plural marriage- has three forms:
d. Polygyny- one husband and two or more wives. Example: Muslim nations
e. Polyandry- one wife and two or more husbands. Examples: Hindu Todas of Southern
India
f. Group marriage- two or more husbands and two or more wives. Examples: Kaingan
of Brazil; the Diere of Australia; the Chuckchee of Siberia; and the Marquesa
Islanders.
Norms of Marriage On The Selection Of Potential Marriage Partners:
Literature on the subject gives the following norms of marriage:
5. Endogamy-is a rule that requires a person to marry someone, from within his or her
own group- tribe, nationality, religion, race, community, or any other social grouping.
Example: Marriage between Roman Catholics
6. Exogamy-is a rule that requires a person to marry someone from outside his or her
own group. Example: Marriage between a Filipino and an American
7. Sororate- prescribes that a widower marry the sister or nearest kin of the deceased
wife.
8. Levirate- prescribes that a widow marry the brother or nearest kin of the deceased
husband.
C.BASED ON RESIDENCE
Post-Marital Residency Rules - Refer to the conventional rules or patterns of behavior
concerning the place a married couple live after marriage.
Type of post-marital residency:

1. Patrilocal – the married couple’s normal residence is with or near the husband’s
2. Matrilocal – the married couple’s normal residence is with or near the wife’s
3. Avunculocal – the married couple’s normal residence is with or near the maternal
uncle (mother’s brother) or the husband’s other male matrilineal kinsmen.
4. Bilocal – the couple establishes its residence optionally with or near the parents of
either spouse.
5. Ambilocal – the married couple shifts periodically from residence with husband’s
groups to residence with wife’s group.
6. Neolocal – the couple’s normal residence is apart from the relatives of both spouses.
7. Duolocal – the couple has no common household as the husband and the wife
remain in their respective natal groups.
8. Matri-Patrilocal – the newlyweds initially live with the wife’s group for a short period
of time, usually for one year or until the birth of the first child. Afterward, the couple’s
residence is shifted permanently to the husband’s group.
D. RITUAL KINSHIP
Compadre or compadrazgo system-formed through rituals of baptism, confirmation and
marriage;results to parties becoming ritual kinsfolk.
 Ritual kinship in the form of godparenthood

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 Parents selected godparents for a child at his or her baptism, confirmation, and
marriage. The godparents were then tied to the parents as coparents.
 Ideally co-parents should be a married couple; they were preferred because their unions
were typically more stable and they were more likely to be able to provide a home for the
child should the need arise. In most communities, however, there were not enough couples
to serve as godparents for all children, so single women of good reputation were frequently
chosen. It was important that the person asked should be of proper character and good
standing in the community.
E. Family and The Household

Based On Internal Organization Or Membership
3. Nuclear Family- is composed of a husband and his wife and their children in a
union recognized by the other members of the society. Murdock (1949) states that
every normal adult in a society belongs to two kinds of nuclear families, namely; the
family of orientation and the family of procreation.
C. The family of orientation-is the family into which a person is born and where he is
reared or socialized. It consists of a father, a mother, brothers and sisters.
D. The family of procreation- is the family that such person established through
marriage and consists of a husband, a wife, sons and daughters.
4. Extended Family- is composed of two or more nuclear families, economically and
socially related to each other. The extensions may be through parent-child
relationships, when the unmarried children and the married children with their
families live with the parents. Another type of extension is through the husband and
wife relationship, as in a polygynous marriage. In polygyny the man keeps a number
of nuclear families an unites them under a larger family group.
Linton (Murdock 1949) distinguishes two types of family structures corresponding to the
nuclear and extended families, namely, the conjugal family and the consanguineal family.
A. Conjugal Family-corresponds to the nuclear family where priority is given to marital
ties. The core family consists of the spouses and their offspring: blood relatives are
functionally marginal and peripheral.
B. Consanguineal Family- corresponds to the extended family where priority is given to
blood ties(those between parents and children or between brothers and sister). The core
family consists blood relatives, with spouses being functionally marginal and peripheral.
3. Reconstituted Family-Is that which is formed by the joining of two adults through
marriage, cohabitation, or civil partnership, in which either one or both of the adults have a
child or children from a previous relationship living in their home.
A. Conditionally Separated Families - A family member is separated from the rest of
the family. This may be due to employment far away; military service; incarceration;
hospitalization. They remain significant members of the family
B. Transnational family- These families live in more than one country. They may
spend part of each year in their country of origin returning to the U.S. on a regular
basis. The child may spend time being cared for by different family members in each
country.
F.Politics of Kinship
Kinship politics is commonly found in tribal societies across the world where kin
genealogy is applied to determine the system of communal leadership. It is the traditional
pattern of bequeathing political power family members.
Kinship politics is built based on the classic political principle: blood is thicker than water.
It asserts that power should be distributed among family members. For the sake of family
security, power should not be seized from those who have kinship connections and must be
circulated only among those who are tied by blood.

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Political dynasties have long been present in the Philippine political structure.
C.Political dynasties started emerging after the Philippine Revolution when the First
Republic of the Philippines was established. Over the years, newer dynasties emerged
as some of the initial ones became inactive. Majority of the positions in the Philippine
government are currently held by members of political dynasties. Notable Philippine
political dynasties include the Aquino and Marcos families.
D.Political Alliance – as political parties may be formed by the joining of forces of
political families, political alliances may be created by the collaboration among some
political parties.
Political Organization- involves issues like allocation of political roles, levels of political
integration, concentrations of power and authority, mechanisms of social control and
resolving conflicts.
Types of Political Organization:
Uncentralized, egalitarian system:

1. Bands- It is usually a very small, oftentimes nomadic group that is connected by
family ties and is politically independent. Nomadic people move in different places in
the world. It has no formal political system. Decisions are made by consensus of adult
members because they believed that they are knowledgeable and have more experience.
The gender dictates their power. For example, woman is for gathering while man is for
hunting. Experience and ability grants leadership and power. In terms of the size of the
population, less numbers fewer conflicts. If it survives, it turns to tribes.
2. Tribes- It is a combination of smaller kin or non-kin groups, linked by a common
culture, that usually act as one. Often headed by village headsman (no absolute
political power).
Centralized and formal systems:
3. Chiefdoms- A political unit headed by a chief, who holds power over more than one
community group. Formal leadership and authority is held by members of a select
family. Power is inherited by blood or by achievements.
4. State- A political unit consisting of a government that has sovereignty presiding over
a group of people and a well-defined territory. It is the highest form of political
organization. People who comprise a state are called its citizen.
5. Nation- Groups of people that share a common history, language, traditions,
customs, habits, and ethnicity in specific geographic regions.

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SELF- CHECK 3-3

I. IDENTIFY what is being defined. Choose your answer in the box.
Nation Compadre Kinship

Patrilocal Bands Exogamy
Monogamy Nuclear family Extended Family
Neolocal Family Kinship politics State
Lundberg Matrilineal Descent Duolocal
1. A family that consists of a father, mother and their unmarried children.

2. The couple’s normal residence is apart from the relatives of both spouses.
3. It is the highest form of political organization.
4. The bond of blood or marriage which binds people together in group.
5. Involves the reckoning of descent through the mother’s family only.
6. The married couple’s normal residence is with or near the husband’s patrilineal
kinsmen.
7. Formed through rituals of baptism, confirmation and marriage;results to parties
becoming ritual kinsfolk.
8. A rule that requires a person to marry someone from outside his or her own group.
9. Groups of people that share a common history, language, traditions, customs, habits,
and ethnicity in specific geographic regions.
10 He defined that marriage consists of the rules and regulations that define the rights,
duties and privileges of husband and wife with respect to each other.
11. The gender dictates their power.
12. It is the traditional pattern of bequeathing political power family members.
13. The couple has no common household as the husband and the wife remain in their
respective natal groups.
14. Composed of two or more nuclear families, economically and socially related to each
other.
15. Marriage between one man and one woman.
II. CONCEPT MAP

Create a concept map on this lesson. Make sure to include a brief description in every
detail you write in your map. (15 pts)

• Content(5 pts)
- Content is accurate and all required information is presented in a logical order.
- Presentation is neat, clean, well- organized and presented in a creative way. Presentation
is colorful and creative. Information written in the concept map can read easily.
• Overall Presentation(5 pts)

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PERFORMANCE TASK:
A.Using a long bond paper, create your own family tree. Make sure to include all the
members of your family that lives with you in the same house.(20 pts)

 Content(5 pts)
- All graphics are related to the topic and all required information is presented in logical
order.
- The student uses images, pictures, clip art and drawn artworks that are appropriate
to the topic. Lay out flows well, shows creativity and is pleasing to the eye.
 Originality(5 pts)
-The illustration should be made by the student and not copied from others. It should
be evident that the student put thought into their words and uniquely conveyed their
ideas and emotions.
 Overall Presentation(5 pts)
B. At the back of your paper, explain your family tree using 10-15 sentences. Include in
your explanation the type of your family that you have, whether it is a nuclear or extended
family. (10 pts)
REFERENCES:
Roquillo, Adelaida A, Peralta, Ana Maria R., Salcedo, Lucila L., & Zaide, Ceferino Jr.
A.General Sociology with Introduction to Anthropology.
https://www.slideshare.net/vielariegulla/political-and-leadership-structures
file:///C:/Users/User/Downloads/politicalandleadershipstructures-170609072209.pdf
https://prezi.com/p/3i8qlurtxsct/political-and-leadership-structures-ucsp/

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MODULE NO. 4

1. identify the different cultural, social and political institutions;
2. evaluate how it affects lives of the people in the society;
3. differentiate the two types of education; and
4. give examples of traditional healing practices in their society.
LET’S LEARN MORE
I. Institutions are basically durable systems of established and embedded social rules that
create a social structure for social interactions. (Hodgson, 2001)
It is the formal and informal rules that organize the economic flow and activity of
society. (Kelly, 2012)
A. Reciprocity- is a form of gift exchange between two parties wherein return is expected
after product or gift giving. (Parry, 1986)
B. Transfer Payments- are payments that are made without any good or service being
received in return. (Bishop, 2012)
C. Redistribution- It is the act of government to distribute income from the wealthy
businesses and citizens to the less wealthy. (Mares, 2014)
D. Market Transactions-Buyer and seller interact with one another to exchange goods
for an amount of money.(Arcinas & Mactal, 2016)
E. Market Transactions-Loans are money advanced to a business with an interest
charge that must be paid and returned at some point in the future.(Peavler, n.d)
Type of loan that was created for purchasers to be able to make homeownership more
attainable. (Amadeo, n.d)
F. Market and states
 Market- a system of private ownership and enterprise that acts based on their
own private and self-interest. (Schmalensee, 2013).
 State-the governing body of the society (Arcinas & Mactal, 2016).
II. Non- state institutions/ non- state actors- are people and or organizations that
participate in international affairs and relations but are not affiliated with any state or
nation.
A. Banks and Corporations
 Banks-The most basic form and sign of a society’s financial status is the status
of its bank.
- There are many role of the bank but the most basic role it has is the
regulation of the flow the society’s flow of money
 Corporations- Is known as a body of people acting as a single entity.

- It is created by a group of shareholders who have ownership of the
corporation
- Corporations usually set up to create profit to and provide return for its
shareholders.

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B. Cooperatives and Trade unions

 Cooperatives- Are associations owned by people who voluntarily cooperate with
each other under the influence of their social, economic and cultural benefits.
- These cooperatives are typically owned by non- profit communities and
businesses alike.
- Cooperatives were created mainly for human to organized a mutual benefit for
each other.
 Trade unions- Were organized by workers to share in a mutual benefit between
members
- It also called labor unions
- Are organization composed of workers and laborers who band together to
protect the integrity of their trade, improve safety staandards of their work and
achieve higher salary.
- A trade union’s goal is to improve the working conditions of a country’s labor
force.
C. Transnational advocacy groups

 Transnational advocacy groups
ADVOCACY- is an idea from an individual or group which aims to influence a
political, economic and social decision.
- Transnational advocacy network includes actors working together internationally
on an issue.
- Advocacy groups have spread information in support of a cause across borders
creating a transnational advocacy group- there is a shot to change how
international policies and practices are made.
- Transnational advocacy groups movement and main goal is to challenge how the
international playing field is being run.
D. Development agencies - Economic development agencies are described to be

independent organizations that aim to implement strategic ways of developing
territories and societies.
- Usually molded by public and private institutions.
- Development agencies are organizations that simply wish it improve the current
standpoint of a certain society.
E. International organizations - A typical organization promotes, enhances and

ensures its members through advocacies and state actions.
- This goal on a national organization may also be used to describe the goals of an
international organization.
2 main types of international organizations:
1. International nongovernmental organizations( INGOs)
2. Intergovernmental organizations (IGOs)
 International Nongovernmental organizations

- Is typically a nongovernmental organizations (NGO) that operates in the
international playing field.
- A well-known example of an INGO is the international committee of the Red cross
their ideologies and advocacies are advertised worldwide.
 Intergovernmental organization
- Is most commonly known as an international governmental organization.

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- Example is the UNITED NATIONS wherein different states meet and coordinate with
one another on how they want the global system flow.
III. Education
 the word “educate” comes from a Latin word “Educere”, which means to lead out or
bring out.
 Education is the process of bringing desirable changes into the behaviour of the
human being.
 It can also be defines as the process of imparting or acquiring knowledge or habits
through instructions or study.
 Webster defines education as the process of teaching to develop the knowledge, skill
and character of the student.
Types of Education:
A.Formal Education
 It is an intentional, organized and structured form of learning, imparted in educational
institutions like school, college or university in order to modify the behaviour of an
individual.
 It is the education that occurs within and organized and structured context. It is usually
located in institutions dedicated to education or training, structured via learning
objectives or learning strategies, facilitated by a teacher or trainer, intentional on the part
of the learner and leads to certification.
Characteristics of Formal Education:

 Deliberate
 Fixed place
 Curriculum and syllabus
 Objectives
 Assessment
 Certification
MERIT AND DEMERITS
Merits Demerits
-imbibes self-discipline -different kinds of learners, learn together
-continuous learning -rigid program
-generates habit of reading and writing - unnatural way of teaching and learning
-focuses on growth and development of - does not consider student’s attitude, value
different faculty of learner and customs
B. Non-Formal
 Learning resulting from daily activities related to work, family or leisure. It is not
organized or structured in terms of objectives, time or leaning support.
Example:
Swimming sessions, certification courses and distance learning
 It has an adopted strategy where the student attendance is not fully required.
 The educative progress in non-formal education has a more flexible curricula and
methodology.

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 The activity or lessons of the non-formal education take place outside the institutions or
schools.
 Here the needs and interest of the students are taken into consideration.
 Because of the importance of the interests and needs of the students, this form of
education meets the individual needs better.
IV. Health
HEALTH- is according to the World Health Organization (WHO) (1948) defined as the state
of complete physical, mental and social wellbeing.
HEALTH DOMAINS:
a. Physical health- Refers to the way that your body functions. This includes eating right,
getting regular exercise and being at your recommended body weight. It is also avoiding
vices, and being free of disease and sickness.
b. Psychological health - is the ability to recognize reality and cope with the demands of
every life.
c. Emotional health - is expressing your emotions in a positive and nondestructive way.
d. Social health - is the quality of your relationships with family, friends, teachers and
classmates and others the child is in contact with.
e. Spiritual health - refers to maintaining harmonious relationships with other living things
and having spiritual direction and purpose.
CULTURE- SPECIFIC SYNDROMES AND ILLNESSES - With the growing spread of

knowledge and learning across the globe, it is quite inevitable for different cultures and
nations to form their own terms for illnesses that occur specifically in their regions. –
In the Philippines setting, many medical- related terms have been developed throughout
his country’s history.
a. Bughat
- One example of a culture- specific illness.
- Originated from Cebu, commonly known as “ binat” among Filipinos is the relapse of the
body’s system after it has healed from sickness.
- Is described as something that happens to a person that has recently healed from
sickness but then shortly gets sick again after.
b. Usog
- Usually happens to young children
- This topic in Filipino psychology happens when an unsuspecting stranger greets you with
an evil eye.
- Symptoms of usog are usually a development of fever and sometimes convulsions.
- Usog has been given theories as to why it happens to children.
- According to Fadul (1998), Usog is cause by a distressed in the child with the visitor in
his/ her house.
- The theory states that the stranger inside the child’s house may cause distress and fear
within a child.
- Thus, the child is overpowered or nauusog by the stranger and may feel afraid or get
sick.
Additional Activity:
Have you ever experienced usog when you were a child? If yes, what did they do to
overcome with it? If not, give some ways on how to treat a child from pagkakausog. (5 pts)
__________________________________________________________________________________________
_________________________________________________________________________________________

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SYSTEMS OF DIAGNOSIS, PREVENTION AND HEALING

-Medicine in the world is very vast in its scope.
-There are many illnesses being discovered and researched by different scientist and with
this, many forms of healing and treatment have also been formed.
1. Traditional Medicine and Healing Treatment

- The sum total of the knowledge, skills and practices based on the theories, beliefs and
experiences indigenous to different cultures, weather explicable or not used in the
maintenance of health as well as in the prevention, diagnosis, improvement or treatment of
physical and mental illness.
- Most cases of countries that use traditional healing can be found in some parts of Asia
and Africa.
- Example of traditional healings includes:
a. acupuncture
b. herbalism
c. use of Chinese medicine
d. rubs
2. WESTERN MEDICINE
- Is the modern day practices of the medical world and are typically referred to as medical
science.
- Western medicine and treatment is usually done by a doctor, nurse and other
conventional healthcare provider.
- Their practices and methods are of western medical and scientific Teachings and
traditions.
SURGERY- is a well- known forefront on western Medicine.
3. ALTERNATIVE HEALING
- Is a healing practice that has the effect of medicine but does not necessarily originate
from medical practice, or a scientific method. It consists of a wide range of healing practices
health, care, therapies and the like.
- These alternative healings are not backed- up by scientific facts but has still proven
successful in healing illnesses and psychological strains.
examples:
Christian faith healing
traditional Chinese medicine
naturopathy
homeopathy
chiropractors
HEALTH AS A HUMAN RIGHT

- The WHO constitution enshrines the highest attainable standard of health as a
fundamental right of every human being.
- The health of majority of the world’s population is still an impending issue that needs to
be solve.
V. Religion
Religions are combinations of the grassroots practices and cultural norms of the lay
believers, with the high-brow theologizing and intellectualization of the religious

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professionals; the grassroots of a religion are nearly always a combination of beliefs and
practices from multiple historical sources; magical thinking, ritualistic habits and popular
beliefs all tend to survive within a culture even though its official religion may change; a
religion is always a contradictory mix of both what the leaders say the religion is, plus what
the mass of the actual followers do and believe. (Crabtree, 2013)
A. Animism
B. Polytheism is the belief in and worship of many gods.
C. Monotheism is a religion or belief system that involves just one God.
- Judaism, Christianity, Islam are called the “Abrahamic Religions” because they
share the same set of Hebrew stories featuring Abraham, who may have lived in
around the 19th century BCE, although some scholars today question his status as
a historical figure.
SELF-CHECK 4-1
Direction. In your Activity Notebook, fill out Self-Check No. and Topic. Read the
instructions in every activity.
I. True or False: Read carefully each statement below. Write T if the statement is true and
F if the statement is false in your Activity Sheet.
1. Usog is cause by a distressed in the child with the visitor in his/ her house.
2. Group is an idea from an individual or group which aims to influence a political,
economic and social decision.
3. Monotheism is a religion or belief system that involves just one God.
4. Alternative medicine and treatment is usually done by a doctor, nurse and other
conventional healthcare provider.
5. Psychological health - is the ability to recognize reality and cope with the demands of
every life.
6. Non-formal education is an intentional, organized and structured form of learning,
imparted in educational institutions like school, college or university.
7. Example of traditional healings includes herbalism, rubs, use of Chinese medicine and
acupuncture.
8. Cooperatives are associations owned by people who voluntarily cooperate with each other
under the influence of their social, economic and cultural benefits.
9. School is the formal and informal rules that organize the economic flow and activity of
society.
10. Education defines as the process of imparting or acquiring knowledge or habits
through instructions or study.
11. Physical health refers to maintaining harmonious relationships with other living things
and having spiritual direction and purpose.
12. Usog happens to a person that has recently healed from sickness but then shortly gets
sick again after.
13. Surgery is a well- known forefront on eastern medicine.
14. Health defined as the state of complete physical, mental and social wellbeing.
15. Market is a system of private ownership and enterprise that acts based on their own
private and self-interest.

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II.VENN DIAGRAM
Complete the Venn diagram below by writing down differences and similarities of the two
types of education. (10 pts)
Formal Education Non-formal Education
Question: (minimum of 5 sentences maximum of 10 sentences) (5 pts)

Why education is very important in our life?
__________________________________________________________________________________________
_____________________________________________________________________________________
III. LIST IT DOWN
Write 5 examples of institutions in your society. Give their impacts on the lives of the
people. (10 pts)
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________________________________________
PERFORMANCE TASK:
In a long bond paper, complete the table by supplying the necessary pieces of
information. Example is provided below. (30 pts)
TYPE OF DESCRIPTION USES PICTURE

HERBAL
MEDICINE
Example: It is a flowering plant Treat coughs, colds,
Ginger whose rhizome, ginger stomach upset, diabetes,
root or ginger, is widely asthma, menstrual
used as a spice and folk irregularities.
medicine. It possesses
antioxidant, anti-
inflammatory and
cancer preventive
properties. It
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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Note: You can draw, cut pictures in any materials or print it out.
CULTURAL, SOCIAL, AND POLITICAL CHANGE
1. define the meaning of social, cultural and political change;
2. enumerate the sources of changes;
3. differentiate the theories on changes in society; and
4. identify the factors of change.
LET’S LEARN MORE
Social Change refers to an alteration in the social order of a society. Social change may
include changes in nature, social institutions, social behaviours or social relations.
The process of social change starts when an innovation spread in a society. Social change
accepted easily in some societies and some societies show rigidness in acceptance.
Cultural Change- is the transformation of culture or the way people live.

 Communication is a vital human process. Through communication, people exchange
information and thoughts.
 Unlike in the older times, communication is made easier.
 Nowadays, people can share information in just a click. New media –social
networking, texting (text messaging), through e-mail and likes –have defied time and
distance.
 While it makes the world as if borderless, this form of communication may produce
individuals who lack the basic understanding of direct and personal connection.
Transnational Families
 Where one parent, or in some cases both parents, lives and works in another
country while the children remain in their country of origin.
 While these families remain secured financially, its member is also exposed to its
setbacks.
Political Change
 Happens when the rulers of a country lose power or when the type of governance in
the country changes. Governance is the kind of system or ideology used to express
authority in a country. It may be a democracy, monarchy, oligarchy and others.
SOURCES OF CHANGES:
1. Innovation- is the social creation and institutionalization of new ideas.
Example: Technological Advancement
2. Diffusion-is the spread of innovations from one (1) social setting to another. It occurs
when (1) group borrows something from another group such as norms, values, food,
clothing and other innovation.
Example: Visibility of K-pop culture in the Philippines,
migration,
globalization
There are a lot of ways to diffuse innovations in a society but most effective and
popular are:

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o Communication cahnnels
o Mass media
o Interpersonal communication
3. Assimilation-is the process where some of the “majority community’s” (dominant

community) cultural aspects are absorbed in such a manner that the home cultural
aspects get lost.
Example: English-only policies in some schools
Acculturation is a process where the cultural aspects of the “majority community ” are
adapted without losing the traditions and customs of the “minority community”.
Example: The use of ethno medicine despite the spread of western biomedicine
Though acculturation and assimilation differ in subtle ways, both of them still describe
cross cultural effects on both minorities as well as majorities in societies that are multi-
ethnic and multi-cultural in nature.
4. Social Contradictions and Tensions- may include inter-ethnic conflicts, class struggle,
armed conflict, terrorism, protests, gender issues, etc.
Example: There are still leftists (rebels) to the government. The struggle of LGBT
community to be fully accepted in society.
Effects of the Changes in Society

 Change our mode of living and lifestyle- The advancement of technology enables
people to live in greater security and comfort than ever before.
 Development-It is viewed as an important indicator of the importance of the quality of
life of a people in particular society.
 Modernization-This is the far-reaching process by which a society moves from
traditional towards the characteristics of most developed societies.
Theories on Changes in Society:

1. Evolutionary Theory
 It implies that societies evolved from the simple and primitive to the more complex
and advanced form.
 According to evolutionary theory, society moves in specific directions. Therefore, early
social evolutionists saw society as progressing to higher and higher levels, as a
result, they concluded that their own cultural attitudes and behaviors were more
advanced than those of earlier societies.
Several Understandings:
 Auguste Comte saw human societies as progressing into using scientific methods.
 Emile Durkheim one of the founders of functionalism, saw society moving from
simple to complex social structure.
 Heber Spencer compared society to a living organism with interrelated parts moving
toward a common end.
 In short COMTE, DURKHEIM and SPENCER proposed unilinear evolutionary
theories They maintain the societies pass through the same sequence of stage of
evolution to reach the same destiny.
 Contemporary social evolutionists like Gerhard Lenski however, view social
change as multilinear rather than unilinear.
 Multilinear evolutionary theory holds that change can occur in several ways and
does not inevitably lead in the same direction. Multilinear theorists observe that
human societies have evolved along different lines.

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2. Conflict Theory-It suggests that societies progress as oppressed groups struggle to

improve their lives.
 Grounded in the ideas of Karl Marx
– Claims that the engine for social change is conflict between unequal social classes
 More recent conflict theorists suggest that conflict between various groups, not
necessarily class-based, also fuels social change
– Such groups include the National Organization for Women, the Christian Coalition
and many others
3. Functionalists see society as a homeostatic system-

-consisting of interrelated parts
 The normal state of society is one of equilibrium.
 Because society is an open system, it is usually in a dynamic state, or a state of
near equilibrium.
• Society changes as it seeks to integrate conditions which act upon it
 The changes, however, are piecemeal and very gradual
 The purpose of these changes is to bring society to a place of equilibrium
4. Cyclical Theory-It suggests that every society is born, matures, decays and eventually
dies.
 Based on the observation that civilizations rise and fall
 An example of cyclical theory is the work of Pitirim
Sorokin
– Sorokin identified 2 types of cultures
 Ideational cultures—emphasize spiritual values
 Sensate cultures—emphasize sensual experience
– Suggested that societies move between these two extremes
of sensate and ideational culture
– Societies occasionally arrive at an intermediate point, or idealistic point, which
represents a harmonious mix of both ideational and sensate cultural features.
FACTORS OF CHANGE
1. Physical Environment
 Major changes in the physical environment arecquite rare but very compelling when
they happen.
 Human misuse can bring very rapid changes in physical environment which in turn,
changes the social and cultural life of people.
 Environmental destruction has been at least a contributing factor in the fall of most
great civilizations.
2. Population Changes
 A population change is itself a social change, but also becomes a casual factor in
further social change.
 A stable population may able to resist most change, but rapidly growing population
must migrate, improve its productivity, or starve.
3.Isolation And Contact

 Since most new traits come through diffusion, those societies in closest contact with
other societies are likely to change most rapidly.
 Areas of greatest international contact are center of change. Conversely, isolated
areas are centers of stability, conservatism, and resistance to change.

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4. Social Structure
 A tightly structure society, wherein every person’s role, duties, privileges, and
obligations are precisely and rigidly defined, is less given to change than a more
loosely structured society, that is more open to individual rearrangement.
 When a culture is very highly integrated, so that each element is rightly interwoven
with all the other in a mutually interdependent system, change is difficult and costly.
But when the culture is less highly integrated, change is easier and more frequent.
5. Attitudes And Values

 Societies obviously differ greatly in their general attitude and value toward change.
 Some societies intensely and unconsciously ethnocentric, they assume that their
customs and techniques are correct and everlasting.
 Rapidly changing societies are aware of social change. Their attitude is both cause
and effect of the changes already taking place.
6. Perceived Needs
 A society’s rate and direction of change are greatly affected by the needs its member
perceive.
 Conflict theorists see that a majority of our “needs” are perceived as a result of
skilful promotion by those who profit from creating and then meeting them.
 Both functionalist and conflict theorists agree that some “needs” are created and
some are objective necessities.
7. Cultural Base
 The cultural base means the accumulation of knowledge and technique available to
the inventor. As the cultural base grows, an increasing number of invention and
discoveries come possible.
 The importance of the cultural base is revealed by:
-Cross-fertilization principle: used in one field of discoveries and inventions from
entire different field.
-Exponential principle: The idea that as a cultural base grows, its possible uses tend
to grow in geometric ratio.
CONSEQUENCES:
1. GLOBALIZATION
 More income inequality in developed countries
 Concentration of international power
 Cheaper and more diverse goods and services
 Higher income for employed in developing countries
2. URBANIZATION
 Urban sprawl (loss of green space)
 Air quality declines
 Crime increases
 Transportation needs increases
 Emergency service needs increases
3. POPULATION
 Less developed countries are increasingly dependent on other countries for
resources.
 Population decreases in more developed countries
4. EFFECTS HEALTH

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 Infant mortality rate (IMR) among developing countries declined from 141 infant
death per 1000 births in 1960 to 63 in 2000. However, infant mortality rate was and
still is very high for some countries.
REFERENCES:
Iba (February 11, 2017), Slideshare Social and Cultural Change, retrieved from
https://www2.slideshare.net/HafizDabeer/social-and-cultural-change-72032386?
next_slideshow=2
SELF-CHECK 4-2
CULTURAL, SOCIAL, AND POLITICAL CHANGE
I. Using the concepts that you have learned from the lesson. Write the importance of
cultural, social and political change in our society.
(minimum of 5 sentences and maximum of 10 sentences) (3 pts each)
1. Social Change
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Cultural Change
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Political Change
__________________________________________________________________________________________
__________________________________________________________________________________________
II. IDENTIFY what is being defined. Write your answers in your activity sheet. (10 pts)
1. It is the transformation of culture or the way people live.

2. It suggests that every society is born, matures, decays and eventually dies.
3. The idea that as a cultural base grows, it’s possible uses tend to grow in geometric ratio.
4. Consist of interrelated parts.
5. Emphasize sensual experience
6. He saw human societies as progressing into using scientific methods.
7. May include inter-ethnic conflicts, class struggle, armed conflict, terrorism, protests,
gender issues, etc.
8. It is the social creation and institutionalization of new ideas.
9. It holds that change can occur in several ways and does not inevitably lead in the same
direction.
10. The accumulation of knowledge and technique available to the inventor.

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SOCIAL AND POLITICAL STRATIFICATION
1. define social stratification;
2. identify the systems of stratification; and
3. differentiate the theoretical perspectives on social stratification.
LET’S LEARN MORE
Social Stratification refers to the division of large social groups into smaller groups
based on categories determined by economics. Members of society are arranged in
hierarchy based on their access to or control over basic economic resources.
Common Basis of social stratification:

Wealth
Property
Gender
Access to political power
Race and Religion
Access to material and cultural goods
Social exclusion -process by which individuals are cut off from full involvement in
the wider circles of society. May be due to poor housing, lack of employment, inferior
schools, or limited transportations. Leads to lack of opportunities for self-improvement.
SYSTEMS OF STRATIFICATION
 Closed
•Impose rigid boundaries between social groups
•Limit interactions between members who belong to different social groups or occupy
different levels in social hierarchy.
•Resistant to change in social roles
Open
•Mainly based on achievement, allowing more flexibility in social roles, increased social
mobility, and better interaction
Caste Systems
Are closed stratification systems because people are unable to change their social
standing. Caste systems promote belief in fate, destiny, and the will of higher spiritual
power rather than promotion of individual freedom. People born into caste society are
socialized to accept their standing for the rest of their lives. There are no opportunities to
improve one’s social position.
Brahma and the origins of state

 Brahmins-priest and teachers
 Kshatriyas-warriors and rulers
 Vaishyas- farmers, traders and merchants
 Shudras- labourers
 Dalits(outcastes)-street sweepers, latrine cleaners

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CLASS SYSTEM
Stratification system based on ownership of resources and the individual’s
occupation or profession. A social class is composed of people who share the same
background and characteristics (income, education & occupation).
People are free to move from one social class to another and achieve higher status in life
through education and employment. Openness in class systems results in prevalence of
exogamous marriages.
 Exogamous marriages- Marriages between people from different social classes

 Endogamous marriages-Marriages between people from same social class
MERITOCRACY
System of stratification that is determined by personal effort and merit. Social
standing advancements are determined by how well a person performs his or her social
role. However it remains an ideal and is only implemented in business or industry. Society
in general, still remains strongly influenced by other factors such as inheritance and
pressure to conform.
THEORETICAL PERSPECTIVES ON SOCIAL STRATIFICATION

A. FUNCTIONALISM
•Examines how the different aspects of society contribute to ensuring its stability and
continued function.
•Each part or aspect of society serves an important purpose
•Stratification is based on intrinsic value of social activities or roles
•Davis-Moore Thesis
-Social role that has greater functional purpose will result in greater reward.
-Certain tasks in society are more valued than others, and those who perform highly
valued work are rewarded with greater income, prestige and power.
B. CONFLICT THEORY
•Takes critical view of social stratification
•Considers society as benefitting only a small segment
•Stratification causes inequality
•Drawn from ideas of Karl Marx
•Karl Marx
-social stratification is influences by economic forces and relationships in society are
defined by factors of production.
 Karl Marx-inequality causes workers to experience alienation, isolation, and great
misery due to powerless status. This leads to class conflict.
Two groups:
 Bourgeois (capitalists) –own factors of production ( land, resources, business and
ploretariat); UPPERCLASS
 Ploretariat–workers who provide manual labor; LOWERCLASS

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C.SYMBOLIC INTERACTIONISM
Microlevelperspective
 Attempts to explain how people’s social standing affects their everyday interactions
 Leads to interaction within the same class.
 Stratification becomes a System that GROUPS people (interests, background, way of
life)
 People’s appearancereflects their perceivedsocial standing
 Theory of Conspicuous Consumption -Buying certain products to make a social
statement about a status
 Ability of individuals or groups to change their positions within a social stratification
system
 How individuals progress from a lower to a higher class, or how they lose their status
and occupy much lower position in society
 Major factor: Economic status (accumulation of wealth)
TWO MAIN TYPES:
a. Upward Mobility –upward movement in social class. May be through education,
employment or marriage.
b. Downward Mobility –lowering of social class. Brought by economic setbacks,
unemployment, illness and dropping out of school.
 Classification based on GENERATION:
a. Intragenerational-focuses on experiences of people who belong to same generation.
-changes in mobility throughout the person’s lifetime
b. Downward Mobility-Changes in individuals belonging to different generations
D. STRUCTURAL MOBILITY
- large-scale changes resulting in improvement or decline of the conditions and status of a
large group of people.
- Main example: Industrial Age
- Societies are usually characterized by divisions that reflect unequal distribution of status,
wealth, and power within society.

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SOCIAL AND POLITICAL STRATIFICATION
Direction. In your Activity Sheet, fill out Self-Check No. and Topic. Read the instructions in
every activity.
I. Match column A with the correct answer on column B. Write the letter of your answer in
your activity sheet. (10 pts)
Column A Column B
1.Upward movement in social class A. Shudras
2.Workers who provide manual labor B. Endogamous
3. Leads to lack of opportunities for self- C. Ploretariat

improvement.
4. They are the labourers. D. Bourgeois
5. Marriages between people from same social class E. Social exclusion
6. Marriages between people from different social F. Upper mobility

classes
7. Limit interactions between members who belong G. Vaishyas
to different social groups or occupy different levels
in social hierarchy.
8. It promotes belief in fate, destiny, and the will of H. Caste systems
higher spiritual power rather than promotion of
individual freedom.
9. Refers to the division of large social groups into I. Exogamous
smaller groups
10. They are the farmers, traders and merchants J. Closed group
K. Social Stratification
L. Open group
II. BUBBLE MAP

Complete the bubble map by writing 5 characteristics of social stratification. (10 PTS)

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MODULE TITLE: UNDERSTANDING CULTURE, SOCIETY AND

Prepared by: MS. STEPHANIE V. RAMBAUD

DATA CENTER COLLEGE OF THE PHILIPPINES, INC.

Distance Learning Date Developed : August, 2020

For the Learners

SUBJECT TITLE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

NOMINAL DURATION: 80 HOURS/SEMESTER

SUBJECT This course uses insights from Anthropology, Political Science,

Distance Learning Date Developed : August, 2020

Learners are required to:

1. Read and understand the instructions properly;

Distance Learning Date Developed : August, 2020

LET’S TRY! (Pretest)

3. It is a social science that deals with humans and their interactions.

4. It is the study of human social relationships and institutions.

5. It is a state or habit of mind in which trust or confidence is placed in some person or

6. This term means scientific study of man or human beings.

7. It refers to a theoretical foundation of contemporary anthropology.

8. It attempts to explain how the social world operates.

Distance Learning Date Developed : August, 2020

At the end of the lesson, you should be able to:

Distance Learning Date Developed : August, 2020

Activity 1. List it Down

• What have you learned on the activity?

(Minimum of 3 sentences and a maximum of 5 sentences.)

Activity 2. Lets check for understanding

Activity 3. Matching type

1. Scientific study of man or human beings. A. Beliefs

4. Consists of beliefs, behaviours, objects, and other

5. A state or habit of mind in which trust or confidence is

Activity 4. Let’s reflect

SELF- CHECK 1-1

Distance Learning Date Developed : August, 2020

Perspectives of Anthropology, Sociology and Political Science (UCSPC11DCS Ic6)

Anthropological perspectives are culture, cultural relativism, fieldwork, human diversity,

Distance Learning Date Developed : August, 2020

Activity 1. Let’s check for understanding

• What have you learned on the activity?

(Minimum of 3 sentences and a maximum of 5 sentences)

Activity 2. Lets explain

Activity 3. Let’s conceptualize

Distance Learning Date Developed : August, 2020

LET’S APPLY! (Post Test)

Distance Learning Date Developed : August, 2020

LET’S TRY! (Pretest)

3. It is anything that is used to stand for something else.

8. A variations or modifications in the patterns of social organization of sub groups within

10. It is a person's principles or standards of behaviour.

Distance Learning Date Developed : August, 2020

At the end of the lesson, you should be able to:

1. A symbol is anything that is used to stand for something else.

Activity 1. Let’s explain

Distance Learning Date Developed : August, 2020

Activity 2. Picture it out

Activity 3. Let’s reflect

Distance Learning Date Developed : August, 2020

Activity 2. Let’s reflect

Activity 3. Picture it out

Distance Learning Date Developed : August, 2020

Activity 4. Let’s explain

Distance Learning Date Developed : August, 2020

SELF- CHECK 1-1