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General Education (Asian College)

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Grade 11
- Gen Math MAT 1 – GENERAL
MATHEMATICS
1-3:00 pm MON, 3-5:00 pm FRI
- 21st Century HUM 1 – 21ST CENTURY
FROM THE PHILIPPINES AND THE
WORLD
3-5:00 pm MON-TUES
- Philosophy PHILO1 – INTRODUCTION
TO THE HUMAN PHILOSOPHY OF THE
HUMAN PERSON
Grade 12
- UCSP SOCSCI – UNDERSTANDING
CULTURE, SOCIETY, AND POLITICS
10-12:00 noon THURS-FRI
- PR 2 AS3A – PRACTICAL RESEARCH 2
10-12:00 noon MON-WED
1st Yr College
- College Algebra MAT1 – PERFORMING
MEASUREMENTS AND CALCULATIONS
(COLLEGE ALGEBRA)
1-3:00 pm TUES
2nd Yr College
- PerDev CSC211 – PERSONALITY
DEVELOPMENT AND PUBLIC
RELATIONS
8-10:00 am WED
- Understanding American Culture ENG3 –
UNDERSTAND AMERICAN
CULTURE/GEOGRAPHY/LITERATURE
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8-10:00 am FRI After going through this module, you are
expected to:
- NSTP (OHSP) NSTP1 – PRACTICING 1. Identify geographic, linguistic, and ethnic
OCCUPATIONAL HEALTH AND SAFETY dimensions of Philippine literary history from
PROCEDURES pre-colonial to contemporary and
8-11:00 am TUES representative texts from the regions.
2. Write a close analysis and critical
GENERAL MATHEMATICS interpretation of literary texts.
LESSON 1: Functions as models 3. Show a sense of adaptability of the
Philippine Literary History
 Function can be seen in real life
situations and is very useful in almost all  Our forefathers already had their literature,
walks of life, as it interpret these scenarios which reflected in their customs and
in mathematical models. traditions.
 Ex. Tsunami, flood  They had their alphabet even before they
 Function is a mathematical relation had colonized.
within two objects: an input and output,  The Spanish friars burned their alphabet in
and that the output is related to the input by the belief that they were works of the devil
some rule. or were written on materials that quickly
 Function can be represented in different perished, like the barks of trees, dried
ways leaves, and bamboo cylinders, which could
not have remained firm even if efforts were
LESSON 2: Evaluation of Functions made to preserve them.
 Our unique geographic location is the
reason why we are rich.
PRE-SPANISH LITERATURE
 Folk tales. These are made up of stories
about life, adventure, love, horror, and
humor where one can derive lessons. An
example of this is THE MOON AND THE SUN.
21ST CENTURY LITERATURE FROM THE  The Epic Age. Epics are long narrative
PHILIPPINES AND THE WORLD poems in which a series of heroic
LESSON 1: Module 1 Geographic, Linguistic achievements or events, usually of a hero,
and Ethnic Dimensions of Philippine Literary are dealt with at length.
History from Pre-Colonial to the  Folk Songs. These are one of the oldest
Contemporary forms of Philippine literature that emerged in
the pre-Spanish period. These songs
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mirrored the early forms of culture. Many of
these have 12 syllables.
Examples of which are Kundiman, Kumintang
o Tagumpay, Ang Dalit o Imno, Ang Oyayi o
Hele, Diana, Soliraning and Talindaw
Understanding Literary History
Literature in this period may be classified as
religious prose and poetry and secular prose
and poetry.
Spanish Influences on Philippine Literature
 The first Filipino alphabet, called ALIBATA,
was replaced by the Roman alphabet.
 Also, the teaching of the Christian Doctrine
became the basis of religious practices.
 European legends and traditions brought
here became assimilated in our songs,
corridos, and moro-moros.
Folk Songs
 It manifests the artistic feelings of the
Filipinos and shows their innate appreciation
for and love of beauty. The examples are
Leron-Leron Sinta, Pamulinawen, Dandansoy,
Sarong Banggi, and Atin Cu Pung Sing-sing.
Recreational Plays
 There were many recreational plays
performed by Filipinos during the Spanish
times. Almost all of them were in a poetic
form such Cenaculo, Panunuluyan, Salubong
and Zarzuela.
PERIOD OF ENLIGHTENMENT (1972-
1898)
 In 19th Century, Filipino intellectuals
educated in Europe called Ilustrados began
to write about the hitch of colonization.
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The Propaganda Movement (1872-1896)
 This movement was spearheaded mostly
by the intellectual middle-class like Jose
Rizal, Marcelo del Pilar; Graciano Lopez
Jaena, Antonio Luna, Mariano Ponce, Jose Ma.
Panganiban, and Pedro Paterno.
 Some of Rizal’s writings:
Noli Me Tangere, Mi Ultimo Adios, Sobre La
Indolencia Delos Filipinos and Filipinas
Dentro De Cien Aňos.
 Some of Del Pilar’s writings: Pagibig sa
Tinubuang Lupa (Love of Country), Kaingat
Kayo (Be Careful), and Dasalan at Tocsohan
(Prayers and Jokes).
 Some of Jaena’s writings: Ang Fray Botod,
La Hija Del Fraile (The Child of the Friar), and
Everything Is Hambug (Everything is mere
show), Sa Mga Pilipino...1891), Talumpating
Pagunita Kay Kolumbus (An Oration to
Commemorate Columbus).
THE AMERICAN REGIME (1898-1944)
Linguistically, Americans influenced Filipino
writers to write using English language. Jose
Garcia Villa became famous for his free
verse.
Characteristics of Literature during this
period:
 The languages used in writing were
Spanish and Tagalog and the dialects of the
different regions.
 But the writers in Tagalog, continued in
their lamentations on the conditions of the
country and their attempts to arouse love for
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one’s native tongue and the writers in
English imitated the themes and methods of
the Americans.
THE JAPANESE PERIOD (1941-1945)
 Philippine Literature was interrupted in its
development when another foreign country,
Japan, conquered the Philippines
between1941-1945.
 Philippine literature in English came to a
halt.
 This led to all newspapers not to be
circulated in the community except for
TRIBUNE and PHILIPPINE REVIEW.
 Filipino Poetry during this period
The common theme of most poems during
the Japanese occupation was nationalism,
country, love, and life in the barrios, faith,
religion, and the arts.
 Three types of poems emerged during this
period:
 a. Haiku, a poem of free verse that the
Japanese like. It was made up of 17
syllables divided into three lines and
 b. Tanaga – like the Haiku, is short, but it
had measure and rhyme.
 c. Karaniwang Anyo (Usual Form)
PHILIPPINE LITERATURE IN ENGLISH
(1941-1945)
 Because of the strict prohibitions imposed
by the Japanese in the writing and publishing
of works in English, Philippine literature in
English experienced a dark period.
 For the first twenty years, many books
were published both in Filipino and in
English.

 In the New Filipino Literature, Philippine
literature in Tagalog was revived during this
period.
 Most themes in the writings dealt with
Japanese brutalities, the poverty of life under
the Japanese government, and the brave
guerilla exploits.
PERIOD OF ACTIVISM (1970-1972)
 According to Pociano Pineda, youth
activism in 1970-72 was due to domestic
and worldwide causes. Because of the ills of
society, the youth moved to seek reforms.
The Literary Revolution
 The youth became vocal with their
sentiments.
 They demanded a change in the
government. It was manifested in the bloody
demonstrations and the sidewalk
expressions and also in literature.
PERIOD OF THE NEW SOCIETY (1972-
1980)
 The period of the New Society started on
September 21, 1972.
 The Carlos Palanca Awards continued to
give annual awards. Poems dealt with
patience, regard for native culture, customs,
and the beauties of nature and surroundings.
Newspapers donned new forms.
 News on economic progress, discipline,
culture, tourism, and the like were favored
more than the sensationalized reporting of
killings, rape, and robberies.
 Filipinos before were hooked in reading
magazines and comics.
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PERIOD OF THE THIRD REPUBLIC (1981-
1985)
 After ten years of military rule and some
changes in the life of the Filipino, which
started under the New Society, Martial Rule
was at last lifted on January 2, 1981.
 The Philippines became a new nation, and
this, former President Marcos called “The
New Republic of the Philippines.”
 Poems during this period of the Third
Republic were romantic and revolutionary.
 Many Filipino songs dealt with themes that
were true-to-life like those of grief, poverty,
aspirations for freedom, love of God, of
country and fellowmen.
POST-EDSA 1 REVOLUTION (1986-1995)
 History took another twist. Once more, the
Filipino people regained their independence,
which they lost twenty years ago.
 In four days from February 21-25, 1986,
the so-called People Power (Lakas ng Bayan)
prevailed. In the short span of the existence
of the real Republic of the Philippines,
several changes already became evident.
 It was noticed in the new Filipino songs,
newspapers, speeches, and even in the
television programs.
 The now crony newspapers that enjoyed an
overnight increase in circulation were THE
INQUIRER, MALAYA, and the PEOPLE’S
JOURNAL.
21st CENTURY PERIOD
 The new trends have been used and
introduced to meet the needs and tastes of
the new generation.
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 21st Century learners are demanded to be
ICT inclined to compete with the style and
format of writing as well.
 New codes or lingos are used to add flavor
in the literary pieces produced nowadays.
INTRODUCTION TO THE PHILOSOPHY OF
THE HUMAN PERSON
The Meaning of Philosophy
 The term Philosophy came from two Greek
words philo and sophia which means “to
love” and “wisdom”, respectively.
 Simply put, Philosophy means the love of
reasoning making wisdom as its primary
goal.
 Technically, Philosophy is defined as the
science that by natural light of reason studies
the highest principles of things.
Salient Features
A. Philosophy is a science.
 It is called as such because it is systematic
and follows certain steps or procedures.
 In short, it is an organized body of
knowledge same as any other sciences.
B. It employs Natural Light of Reason.
 This means that philosophical investigation
does not use any laboratory instrument,
investigative tools nor supernatural
approach.

 Philosophers use their natural thinking
capacity or use the so-called unaided reason.
C. Philosophy has an inclination to
Study All Things.
 Other sciences concern themselves with a
particular object of investigation such as:
anthropology which deals with human beings
in relation with the society; sociology focuses
on society, its forms, structures and
functions; botany concentrates its attention
on plants; Philosophy may deal with human
beings, society and plants among others.
 It is this character that Philosophy is
considered multidimensional or holistic.
D. Philosophy employs First Cause or
Highest Principle.
 Note that principle means a reason (or an
explanation) from which something proceeds
in any manner whatsoever.
The four characteristic (D) of Philosophy
mentioned above is composed of the
following:
1) Principle of Identity.
 In simple terms, this principle means
“everything is what it is”.
 What is not is not and what is is. For
example, a seed is a seed and will no
longer be seed when it appears like not a
seed.
2) Principle of Non-Contradiction.
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 This principle states that it is an
impossibility for a particular thing to be
and not to be at the same time at the
same respect.
 For example, a seedling is different from a
seed. If we say that a seedling is a seed,
then that seedling is a seed. They can
never be both.
3) Principle of Excluded Middle.
 This principle explains that everything
must be “either be or not be” or “either is
or is not”. There is no middle ground thus
the term “excluded middle”.
 For example, anger is different from
happiness.
 There is no such thing as mixture of anger
and happiness. And lastly,
4) the Principle of Sufficient Reason.
 This principle states that there is
sufficient reason for the being and
existence of everything.
 Conversely, nothing exists without any
reason at all.
 For example, to say that something is
unexplainable already gives a reason for
it being unexplainable.
 Doing philosophy requires the use of
appropriate concepts so as to make one’s
statements clear, valid, reliable and strong.
 The thoughts that we have in our mind
remain abstract unless we use certain
concepts to translate these abstractions.
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 Philosophical concepts give form to the
thoughts that we have in mind.
 The proper use of philosophical concepts
which gives clarity, validity, reliability and
strength to our statements results to easier
relating and understanding to the world
around us.
 How would you argue on finding the
missing peso in the puzzle if the only thing
you have are ideas in abstract form present
only in your mind? If you are to argue, you
need philosophical concepts.
 Only then your arguments can be heard
and judged. So, how do we find the missing
peso using philosophical concepts?
 First, we can use that character of
Philosophy which employs the so-called
natural light of reason.
 It is by simply using our natural capacity to
think.
 The puzzle will be difficult to solve if we will
rely solely on mathematics principles.
 For there are other underlying reasons in
the puzzle that mathematics cannot solve by
itself.
 By reasoning out that mathematics is not
sufficient to find the missing peso is
tantamount to the use of natural light of
reason.
 Let’s apply the Principle of Non-
Contradiction.
 It says that it is impossible for a thing to be
and not to be at the same time at the same
respect.
 P30 is impossible to be P29. For P30 is P30.
And P29 is P29.
 They can never be the same.
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 By applying the Principle of Sufficient

Reason, P29 should not be existent in the
first place. For P27 (total expense) and P2
(waiter’s tip) should not go together for they
are of different respect or aspect. P27 is part
of the P30 and P2 is part of the P5 (change).
 P2 is already included in the P27 total
expense.
 What must go together are: P27 (expense)
and P3 (P1 each of the three friends) as
components of P30, or P2 (tip) and P3 (P1
each of the three friends) as components of
change (P5), or P25 (food) and P5 (change).
 Therefore, there is no missing P1!
 In the end, by painstakingly and eagerly
looking for the missing peso we are making
ourselves seek wisdom along the process.
 Remember also that there are other real
puzzles in our day-to-day life which
Philosophical concepts mentioned above will
be of great help.

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and the diverse forms of its existence
throughout time
 The study of Man and its various aspects
is known as Anthropology.
 It may be a subject of science and arts.
 It is a branch of sociology.
 It describes human, human behavior and
human societies and it examines all
societies around the world.
 It also describes the ancestors through
time and space in relation to its
environmental, social relations, and
culture.
mentality it is a discipline that deals with
several aspects such as the study of state
and government.
 It deals with the nature and formation of
the state and attempts to understand its
forms and functions.
 The goal of Political Science is to constantly
deepen the knowledge, discover progress
and protect the quality of life within a
group, community, country, and the world.
 Thus, it is the study of power
relationships and competing interests
among states around the world.

2. Sociology 4. Anthropological perspectives

UNDERSTANDING CULTURE SOCIETY
AND POLITICS
WEEK 1
The nature, goals and perspectives of
anthropology, sociology and political
science.
1. 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
 Cultural anthropology studies, human
societies and elements of cultural life.
 An example of cultural anthropology is the
Linguistic anthropology which focuses on
language in a certain society.
 The goal of studying anthropology is to
understand the origin human evolution
 is the study of human social  are culture, cultural relativism,
relationships and institutions. fieldwork, human diversity, holism, bio-
 Sociology’s subject matter is diverse, cultural focus.
ranging from crime to religion, from the  The four main perspectives of
family to the state, from the divisions of Anthropology are the cross-cultural or
race and social class to the shared beliefs of comparative emphasis, its
a common culture, and from social stability evolutionary/historical emphasis, its
to radical change in whole societies. ecological emphasis, and its holistic
 The purpose of sociology is to understand emphasis.
how human action and consciousness  An example for this is the analysis and
both shape and are shaped by surrounding solutions of the different aspects of the
cultural and social structures. society such as the environment issues of
 Sociology is a social science; it belongs to pollution, the issues on health and
the family of social sciences. medicine and other issues related to the
 As a social science, focuses its aspects on human activities.
man, his social manners, social activities
and social life. 5. Sociological perspective
 introduces the discipline of sociology,
3. Political Science including something about its history,
 is a social science that deals with humans questions, theory, and scientific
and their interactions. It is a branch of methods, and what distinguishes it from
sociology; it essentially deals with the large- other social science disciplines.
scale actions of humans, and group

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 Central features include social  Political science is more focused than  Society is derived from the Latin term
interaction and relationships, social most social sciences. “societas”, from socius, which means
contexts, social structure, social  It sticks to the political arena and to the companion or associate.
change, the significance of diversity and realm of politics, either dealing with  Thus, it refers to all people, collectively
human variation, and the critical, situations with two competing sides or the regarded as constituting a community
questioning character of sociology. lateral decisions that affect the group as a of related, interdependent individuals
 It also explores what sociologists do. whole. living in a definite place, following a
Sociology includes three major  An example is the study of democracy as certain mode of life (Ariola, 2012).
theoretical perspectives: a form of government and why is democracy
1. the functionalist perspective (dwell considered as the best form of government. Definition of society has two types - the
on the structures and institutions in functional definition and the structural
society) definition.
2. the conflict perspective; (human
interactions and attributes of From the functional point of view,
competition—how it bring conflict) and  society is defined as a complex of
3. the symbolic interaction groups in reciprocal
perspective (human interactions with the relationships, interacting upon
society) one another, enabling human
organisms to carry on their life-
6. Theoretical perspective activities and helping each person
 is used to analyze and explain objects of WEEK2 to fulfill his wishes and
social study and facilitate organizing accomplish his interests in
sociological knowledge. The Concept of Society association with his fellows.
 In functionalist perspective, societies From the structural point of view,
are thought to function like organisms, with Meaning and Nature of Society  society is the total social heritage of
various social institutions working together  According to sociologist, a society is a folkways, mores and
like organs to maintain and reproduce group of people with common institutions; of habits,
societies. territory, interaction, and culture. sentiments and ideals.
 The conflict perspective sees social life  Arcinas (2016) in his book,  The important aspect of society is
as a competition, and focuses on the Understanding Culture, Society, and the system of relationships, the
distribution of resources, power, and Politics, defined society as group of pattern of the norms of interaction
inequality. people who share a common by which the members of the
territory and culture. It is a group of society maintain themselves.
7. Political science perspective people living together in a definite
 studies the tendencies and actions of territory, reasons people live together as a
people which cannot be easily quantified or  having a sense of belongingness, society (Ariola, 2012):
examined. mutually interdependent of each a) For survival
other, and follow a certain way of life.  “No man is an island”.

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 No man can live alone.
 From birth to death, man always
depends upon his parents and from
others.
 The care, support, and protection
given by them are important factors
for survival.
b) Feeling of gregariousness
 This is the desire of people to be with
other people, especially of their own
culture.
 People flock together for emotional
warmth and belongingness.
 the need for approval, sympathy and
understanding to which the individual
belongs is a psychosocial need.
 Among Filipinos, the feeling of
gregariousness is found in all levels of
society, especially among the lower
socio-economic classes.
 The more the person is needy, the
more he craves sympathy and
understanding from someone else.
c) Specialization
 Teachers, businessmen, students,
physicians, nurses, lawyers,
pharmacists, and other professionals
organize themselves into societies or
associations to promote and protect
their own professions.
Characteristics of Society
 Society comprises of a group of people
who share a common culture, live in
a particular area and feel themselves
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to constitute a unified and distinct
entity.
 Society or human society is a group of
people related to each other through
persistent relations such as kinship,
marriage, social status, roles and
social networks.
 By extension, society denotes the
people of a region or country,
sometimes even the world, taken as a
whole.
Society has the following characteristics:
1. It is a social system.
 A social system consists of individuals
interacting with each other.
 A system consists of sub-parts
whereby a change in one part affects
the other parts.
 Thus, a change in one group of
individuals will affect the stability of the
other parts of the system.
2. It is relatively large.
 The people must be socially
integrated to be considered relatively
large than if the people are individually
scattered.
 Thus, the people in a family, clan, tribe,
neighborhood, community are socially
integrated to be relatively large in
scope.
3. It socializes its members and from
those from without.
 Since most of society’s members are
born to it, they are taught the basic
norms and expectations.
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 Those who come from other societies,
before being accepted as functioning
members, are socialized and taught the
basic norms and expectations of the
society.
4. It endures, produces and sustains its
members for generations.
 For society to survive, it must have the
ability to produce, endure and sustain
its new members for at least several
generations.
 For instance, if a society cannot assist
its members during their extreme
conditions of hunger and poverty, that
society will not survive long.
5. It holds its members through a
common culture.
 The individuals in a society are held
together because that society has
symbols, norms, values, patterns of
interaction, vision and mission that
are commonly shared by the members
of such society.
5. It has clearly-defined geographical
territory.
 The members in a society must live in a
certain specific habitat or place and
have a common belongingness and
sense of purpose.
Major Functions of Society
A society is important because they have the
following functions:
1. It provides a system of socialization.
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 Knowledge and skills, dominant patterns problems or renew their commitment (4) when a small society is absorbed by a
of behavior, moral and social values, and values. stronger and larger society by means of
and aspects of personality are  the people are given the opportunities conquest or territorial absorption;
transmitted to each members, to contribute to their knowledge (5) when an existing society is
especially to the young. the family, the and skills for the betterment of their submerged in water killing all the people
peer group, the school, the church and family, neighborhood and community. and other living things in it;
other government and non-government religious organizations, civic (6) when the people living in such a
organizations play a role in the organizations, people’s organizations society voluntarily attach themselves to
individual’s development. (PO) and non-government organizations another existing society.
(NGOs) do their part in community
2. It provides the basic needs of its development.
members.
 Food, clothing, shelter, medicine, 5. It provides mutual support to the The Concept of Culture
education, transportations and members. Meaning and Nature of Culture
communication facilities, among  Mutual support is provided to the  It was E.B. Taylor who conceptualized
others must be provided by society to members of society in the form of the definition of culture in 1860s.
satisfy the basic needs of its members. relief in any form and solution to  According to him, culture is a
problems met by them. complex whole which consist of
3. It regulates and controls people’s  This form of assistance may come from knowledge, beliefs, ideas, habits,
behavior. the family, neighbors, clans, attitudes, skills, abilities, values,
 Conformity to the prevailing norms government and non-government norms, art, law, morals, customs,
of conduct ensures social control. agencies, civic and religious traditions, feelings and other
 The police, armed forces, law organizations. capabilities of man which are
enforcement agencies and even the acquired, learned and socially
church and other government and non- Types of Societies transmitted by man from one
government organizations exist as generation to another through
means of social control. Dissolution of a Society language and living together as
 Peace and order are created through a There are several ways by which a society is members of the society (Arcinas,
system of norms and formal dissolved: 2016).
organizations. (1) when the people kill each other
through civil revolution; Below are other definitions of culture as
4. It provides the means of social (2) when an outside force exterminates mentioned in the book of David and
participation. the members of the society; Macaraeg (2010) entitled“ Sociology:
 Through social participation, the (3) when the members become apathetic Exploring Society and Culture”:
individuals in a society learn to interact among themselves or have no more  Culture is a historically transmitted
with each other, present and discuss sense of belongingness; pattern of meanings embodied in
their concerns and solve their own symbols, a system of inherited
conceptions expressed in symbolic

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form by means of which men
communicate, perpetuate, and
develop their knowledge about and
attitudes towards life. – Clifford Geertz
 Culture consists of learned systems
of meaning, communicated by means
of natural language and other symbol
systems, having representational,
directive, and affective functions, and
capable of creating cultural entities
and particular senses of reality. – Roy
D’Andrade
 Culture is an extra somatic (non
genetic, non bodily), temporal
continuum of things and events
dependent upon symbols. Culture
consists of tools, implements, utensils,
clothing, ornaments, customs,
institutions, beliefs, rituals, games,
works of art, language, etc. – Leslie
White
 Culture consists in the shared
patterns of behavior and
associated meanings that people
learn and participate in within the
groups to which they belong. – Whitten
and Hunter.
 In general, culture is a term used by
social scientists, like
anthropologists and sociologists, to
encompass all the facets of human
experience that extend beyond our
physical fact.
 It simply refers to the way we
understand ourselves both as
individuals and as members of society,
and includes stories, religion, media,
rituals, and even language itself.
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 Irrespective of the various definitions,
conceptions and approaches to the
understanding of the concept of
culture, it is however agreed that
culture is a way of life and morality is a
part of culture.
 Practically all modern definitions share
key features.
Characteristics of Culture
In the book of (David and Macaraeg, 2010),
the following functions of culture were given
emphasis:
(1) it serves as the “trademark” of the
people in the society;
(2) it gives meaning and direction to
one’s existence;
(3) it promotes meaning to individual’s
existence;
(4) it predicts social behavior;
(5) it unifies diverse behavior;
(6) it provides social solidarity;
(7) it establishes social personality;
(8) it provides systematic behavioral
pattern;
(9) it provides social structure category;
(10) it maintains the biologic functioning
of the group;
(11) it offers ready-made solutions to
man’s material and immaterial problems;
and
(12) it develops man’s attitude and values
and gives him a conscience.
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Elements of Culture
1. Symbols
 refers to anything that is used to stand
for something else.
 It is anything that gives meaning to the
culture. People who share a culture
often attach a specific meaning to an
object, gesture, sound, or image.
 An example of which are the feasts we
are celebrating.
 Those particular events give a
representation of a particular culture.
 Even the meanings we provide to things
such as colors and graphic symbols
provide understanding which is common
to a certain group of people (David and
Macaraeg, 2010).
 For instance, 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 known as the storehouse of culture
( Arcinas, 2016).
 It system of words and symbols used to
communicate with other people.
 We have a lot of dialects in the
Phillipines that provide a means of
understanding.
 Through these, culture is hereby
transmitted to future generation

through learning (David and Macaraeg,
2010).
3. Technology
 refers to the application of knowledge
and equipment to ease the task of living
and maintaining the environment; it
includes artifacts, methods and devices
created and used by people (Arcinas,
2016).
4. Values
 are culturally defined standards for what
is good or desirable.
 Values determine how individuals will
probably respond in any given
circumstances.
 Members of the culture use the
sharedsystem of values to decide what
is good and what is bad.
 This also refers to the abstract concept
of what is important and worthwhile
(Davidand Macaraeg, 2010).
 What is considered as good, proper and
desirable, or bad, improper or
undesirable, in a culture can be called
as values (Arcinas, 2016).
 It influence people’s behavior and serve
as a benchmark for evaluating the
actions of others.
 Majority of Philippine population is
bonded together by common values and
traits that are first taught home and
being applied in our day to day lives.
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 Filipinos are known for the following  If violate norms, we look different.
values:  Thus, we can be called as social
o (a) compassionate; deviants.
o (b) spirit of kinship and  For example, Filipino males are
camaraderie; expected to wear pants, not skirts and
o (c) hardwork and industry; females are expected to have a long
o (d) ability to survive; hair not a short one like that of males.
o (e) faith and religiosity;  Social norms are indeed very essential
o (f) flexibility, adaptability and in understanding the nature of man’s
creativity; social relationship.
o (g) joy and humor;  They are of different types and forms
o (h) family orientation; According to Palispis (2007), as mention
by Baleña (2016), in the social
o (i) hospitality; and
interaction process, each member
o (j) pakikipagkapwa-tao.
possesses certain expectations about
the responses of another member.
5. Beliefs
 Therefore, it is very important to
 refers to the faith of an individual determine the different forms of societal
( David and Macaraeg, 2010).
norms.
 They are conceptions or ideas of people
have about what is true in the
environment around them like what is
life, how to value it and how one’s
belied on the value of life relate with his 1. AS3A – PRACTICAL RESEARCH 2
or her interaction with others and the
2. MAT 1 – GENERAL MATHEMATICS
world. 3. HUM 1 – 21ST CENTURY FROM THE
 These maybe based on common sense,
PHILIPPINES AND THE WORLD
folk wisdom, religion, science or a 4. NSTP1 – PRACTICING
combination of all of these (Arcinas,
OCCUPATIONAL HEALTH AND
2016). SAFETY PROCEDURES
5. CSC211 – PERSONALITY
6. Norms DEVELOPMENT AND PUBLIC
 are specific rules/standards to guide for
RELATIONS
appropriate behavior (Arcinas, 2016). 6. SOCSCI – UNDERSTANDING
 These are societal expectations that
CULTURE, SOCIETY, AND POLITICS
mandate specific behaviors in specific 7. ENG3 – UNDERSTAND AMERICAN
situations (David and Macaraeg, 2010).
CULTURE/GEOGRAPHY/LITERATURE
 Like in school, we are expected to
behave in a particular way.
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 lOMoARcPSD|14249240

8. PHILO1 – INTRODUCTION TO THE Research Paradigm  Behaving like an investigator, asking and
HUMAN PHILOSOPHY OF THE seeking answers to some questions about
HUMAN PERSON Chapter III: Methodology the thing you find puzzling indicates the true
9. MAT1 – PERFORMING Research Locale nature of inquiry or research.
MEASUREMENTS AND Respondents
CALCULATIONS (COLLEGE Research Design After this lesson, you should be able to:
ALGEBRA) Research Instrument 1. relate an unfamiliar term with other
Data Gathering Procedures terms to discover the meaning of such
PRACTICAL RESEARCH 2 Statistical Treatment difficult term;
2. explain the meaning of research in
LESSON 1: Inquiry vs. Research: A Review 1 Chapter IV: Results and Discussion relation to inquiry;
1. Nature of Inquiry and Research 3. point out the similarities and differences
2. Characteristics of Research Chapter V: Summary, Conclusions, and of research and inquiry;
3. Methods of Research Recommendations 4. distinguish lower-level questions from
4. Inquiry vis-à-vis Research Summary top-level questions to give stress to
Conclusion investigative kind of thinking;
PARTS OF RESEARCH Recommendation 5. judge the applicability of inquiry or
Title of Page research to a given situation; and
Biographical Sketch References Cited 6. appraise the value of concepts learned
Certificate of Originality Appendices about inquiry and research.
Approval Sheet
Dedication Nature of Inquiry and Research
Acknowledgment
Table of Contents LESSON 1: INQUIRY VS RESEARCH
List of Tables  There are many things you want to know in INQUIRY vs. RESEARCH: A REVIEW
List of Figures this world.
List of Appendices  People, things, places, events—their Nature of Inquiry and Research
Abstract characteristics or qualities make you wonder  One goal of education is knowledge
continuously, frequently, or intermittently. acquisition.
Chapter I: Introduction  Marveling at them, you tend to immerse  However, education is not just stocking
Background of the Study yourself in a situation where you seem to be your brain with knowledge, but it also
Statement of the Problem grappling with a problem or a puzzle. encourages you to use acquired
Significance of the Study  Questions after questions on the many knowledge for a deeper understanding
Scope and Limitations aspects of the object of your curiosity prod of the world—
Definition of Terms you to move, act, or do something to find  an understanding that inspires you to
answers to your questions or to discover create, construct, or produce things for the
Chapter II: Review of Literature truths about your inferences or speculations betterment of not only your own life, but of
Conceptual Framework on such object.

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the whole world as well. How is this
possible?
 Inquiry, a term that is synonymous with
the word ‘investigation,’ is the answer to
this question.
 When you inquire or investigate, you tend
to ask questions to probe or examine
something.
 You do this kind of examination through
your HOTS or higher-order thinking
strategies of inferential, analytical, critical,
creative, and appreciative thinking to
discover more understandable or meaningful
things beyond such object of your inquiry.
 Thinking in this manner makes you ask
open-ended questions to elicit views,
opinions, and beliefs of others in relation
to your research. (Small 2012)
Characteristics of Research
 Research is a scientific, experimental, or
inductive manner of thinking.
 Starting from particular to more complex
ideas, you execute varied thinking acts that
range from lower-order to higher-order
thinking strategies reflected by these
research activities: identifying the topic
or problem, gathering data, making
theories, formulating hypotheses,
analyzing data, and drawing
conclusions.
 Cognitively driven terms like empirical,
logical, cyclical, analytical, critical,
methodical, and replicable are the right
descriptive words to characterize research.
 These powerful modifiers that your
previous research subject, Practical
Research 1, explained to a certain extent,
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are the very same terms to characterize any
quantitative research you intend to carry
out this time.
 The data you work on in research do not
come mainly from yourself but also from
other sources of knowledge like people,
books, and artworks, among others.
 Hence, one cardinal principle in research is
to give acknowledgment to owners of
all sources of knowledge involved in your
research work.
 Giving credit to people from whom you
derived your data is your way of not only
thanking the authors of their contribution to
the field, but also establishing the validity
and reliability of the findings of your
research that ought to serve as instrument
for world progress. (Muijs 2011; Ransome
2012)
Methods of Research
 To be a researcher is to be a scientist, who
must think logically or systematically;
that is, your research activities must follow a
certain order, like doing inductive
thinking that makes you ponder on specific
ideas first, then move to more complex
concepts like conclusions or generalizations.
 Or, do the opposite of inductive thinking
which is deductive thinking that lets you
start from forming generalizations to
examining details about the subject matter.
 These are not the only approaches, though,
that you can adhere to in planning your
research work.
 Depending on your topic and purpose, you
are free to choose from several approaches,
methods, and types of research you
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learned in your previous research subject,
Practical Research 1. (Gray 2011; Sharp
2012)
Inquiry vis-à-vis Research
 One scholarly activity that greatly
involves inquiry is research.
 Similar to inquiry that starts from what you
are ignorant about, research makes you
learn something by means of a problem-
solving technique.
 Both inquiry and research encourage you
to formulate questions to direct you to the
exact information you want to discover
about the object of your curiosity.
 Your questions operate like a scrutiny of a
person’s attire to find out what are hidden
between or among the compartments or
folded parts of his/her clothes.
 Although the core word for both inquiry and
research is investigation or questioning, they
are not exactly the same in all aspects.
 Research includes more complex acts of
investigation than inquiry because the
former follows a scientific procedure of
discovering truths or meanings about
things in this world.
(Goodwin 2014; Lapan 2012)
LESSON 2: QUANTITATIVE RESEARCH
After this lesson, you should be able to:
1. familiarize themselves with vocabulary
terms to clarify things about quantitative
research;
2. communicate with others using the newly
learned vocabulary terms;

3. speculate about quantitative
research;
4. define quantitative research accurately;
5. compare and contrast qualitative and
quantitative research based on some
criteria or standards;
6. draw distinctions between a qualitative
question from a quantitative question;
7. ask questions any quantitative research
seeks to answer; and
8. analyze the power of print media or
electronic devices to trigger off students’
quantitative questioning.
QUANTITATIVE RESEARCH
Definition of Quantitative Research
 Expressions like numerical forms,
objective thinking, statistical methods,
and measurement signal the existence of
quantitative research.
 One word that reflects the true nature of
this type of research is numerical.
 This term, numerical, is a descriptive word
pertaining to or denoting a number or
symbol to express how many, how
much, or what rank things are or have in
this world.
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 Expressing meaning through numerals
or a set of symbols indicates specificity,
particularity, or exactness of something.
 Quantitative research makes you focus
your mind on specific things by means of
statistics that involve collection and study of
numerical data.
 Thus, to give the basic meaning of
quantitative research is to say that research
is a way of making any phenomenon or
any sensory experience clearer or more
meaningful by gathering and examining
facts and information about such person,
thing, place, or event appealing to your
senses.
 You use mathematical operations of
addition, subtraction, division, and
multiplication to study and express
relationships between quantities or
magnitudes shown by numbers or symbols.
 Involving measurements and amounts,
quantitative research seeks to find answers
to questions starting with how many, how
much, how long, to what extent, and the
like.
 Answers to these questions come in
numerals, percentages, and fractions,
among others. (Suter 2012; Russell 2013)
Characteristics
 Since quantitative research uses numbers
and figures to denote a particular thing, this
kind of research requires you to focus your
full attention on the object of your study.
 Doing this, you tend to exclude your own
thoughts and feelings about the subject or
object.
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 This is why quantitative research is
described as objective research in
contrast to qualitative research that is
subjective.
 Characterized by objectiveness, in which
only the real or factual, not the emotional or
cognitive existence of the object matters
greatly to the artist, quantitative research is
analogous to scientific or experimental
thinking.
 In this case, you just do not identify
problems but theorize, hypothesize, analyze,
infer, and create as well.
 Quantitative research usually happens
in hard sciences like physics, chemistry,
biology, and medicine;
 qualitative research, in soft sciences
such as humanities, social sciences,
education, and psychology, among
others.
Classification
 Quantitative research is of two kinds:
experimental and non-experimental.
 Each of these has sub-types. Falling under
experimental are these specific types: true
experimental, quasi-experimental,
single subject, and pre-experimental.
 Quasi-experimental comes in several types
such as: matched comparative group, time
series, and counterbalanced quasi-
experimental.
 Non-experimental research, on the other
hand, has these sub-types: survey,
historical, observational, correlational,
descriptive, and comparative research.

QUANTITATIVE DATA-COLLECTION
TECHNIQUES
QUANTITATIVE DATA ANALYSIS
STATISTICAL METHODS
SAMPLING PROCEDURE
PERSONALITY DEVELOPMENT AND
PUBLIC RELATIONS
LESSON 1: Knowing Oneself
 Understanding oneself during middle and
late adolescence
 Imagine yourself looking into a mirror.
What do you see?
 Do you see your ideal self or your actual
self?
 Your ideal self is the self that you aspire to
be.
 It is the one that you hope will possess
characteristics like that of a mentor or some
other worldly figure.
 Your actual self, however, is the one
that you see.
 It is the self that has characteristics that
you were nurtured or in some cases, born to
have.
 The actual self and the ideal self are two
broad categories of self-concept.
 Self-concept refers to your awareness of
yourself. It is the construct that negotiates
these two selves.
 In other words, it connotes first the
identification of the ideal self as separate
from others and second is that it
encompasses all the behaviors evaluated in
the actual self that you engage in to reach
the ideal self.
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It is believed that the words “Know Thyself”
which were written at the entry of the
oracle at Delphi by seven Greek
philosophers, statesmen and lawgivers
became the cornerstone of Western
philosophy.
 For Socrates,
the most important thing to pursue was
self -knowledge and admitting one’s
ignorance is the beginning of true
knowledge.
 For Plato,
one of Socrates’ students, the beginning of
knowledge is self- knowledge.
 Other ancient philosophers from
other culture
saw the wisdom in knowing oneself.
 The ancient Hindu writings
Upanishads confirmed “Enquiry into
the truth of the “Self” is knowledge”.
 The Persian poet Rumi
ruminated “Who am I in the midst of
all this thought traffic?” and
 The American poet Walt Whitman
 celebrated his “Self” as a “simple and
separate person.”
 The actual self is built on self-
knowledge.
 Self-knowledge is derived from social
interactions that provide insight into
how others react to you.
 The actual self is who we are.
 It is how we think, how we feel, look,
and act.
 The actual self can be seen by others
but because we have no way of truly
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knowing how others view us, the actual
self is our self-image.
 The ideal self, on the other hand, is
how we want to be.
 It is an idealized image that we have
developed over time based on what
we have learned and experienced.
 The ideal self could include
components of what our parents
have taught us, what we admire in
others, what our society promotes, and
what we think best interests us.
 How to know oneself? We must
define first the concept of the “Self”.
 In philosophical terms, it is the being
which is the source of a person’s
consciousness.
 It is the agent responsible for an
individual’s thoughts and actions.
 Based on this definition, the “Self” is
an intangible entity that directs a
person’s thoughts and actions.
 It is outside the physical realm of the
person.
 The “Self” is the essence of a
person: his thoughts, feelings and
actions, experiences, beliefs, values,
principles, and relationships.
 The “Self’ includes a person’s life
purpose, meaning and aspirations.
 If the “Self” is defined as the
cognitive and affective representation
of one’s identity, it is then defined in
terms of human characteristics such as
behavior and thought.

Personal Effectiveness
 Personal effectiveness means making
use of all the personal resources-talents,
skills, energy, and time to enable you to
achieve goals.
 Our personal effectiveness depends on
our innate characteristics-talent and
experience accumulated in the
process of personal development.
 Talents first are needed to be
identified and then developed to be
used in a particular subject area
(science, literature, sports, politics, etc.)
 Experience includes knowledge and
skills that we acquire in the process of
cognitive and practical activities.
 Knowledge is required for setting goals
and defining an action plan to achieve
them and risk assessment.
 Skills also determine whether real
actions are performed in accordance
with the plan.
 If the same ability is used many
times in the same situation, then it
becomes a habit that runs
automatically, subconsciously.
 Here are some skills that will greatly
increases the efficiency of any person
who owns them:
1. Determination.
 It allows you to focus only in
achieving a specific goal without
being distracted by less important
things or spontaneous desires.
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 It may be developed with the help
of self-discipline exercise.
2. Self-Confidence.
 It appears in the process of personal
development as a result of getting
aware of yourself, your actions and
their consequences.
 Self-confidence is manifested in
speech, appearance, dressing, gait,
and physical condition.
 To develop it, you need to learn
about yourself and your capabilities,
gain positive attitude and believe
that by performing right actions and
achieving right goals you will
certainly reach success.
3. Persistence.
 It makes you keep moving forward
regardless of emerging obstacles-
problems, laziness, bad emotional
state, etc.
 It reduces the costs of overcoming
obstacles. It can also be developed
with the help of self-discipline
exercise.
4. Managing Stress.
 It helps combat stress that arises
in daily life from the environment
and other people.
 Stress arises from the uncertainty in
an unknown situation when a lack of
information creates the risk of
negative consequences of your
actions.
 It increases efficiency. In the actively
changing environment.
5. Problem-solving skills.
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 They help cope with the problems
encountered with a lack of
experience.
 It increases efficiency by adopting
new ways of achieving goals when
obtaining a new experience.
6. Creativity.
 It allows to find extraordinary ways to
carry out a specific action that no
one has tried to use.
 It can lead to decrease or an increase
of costs.
 But usually, the speed of action is
greatly increased when using
creative tools.
7. Generating ideas.
 It helps you achieve goals using new,
original, unconventional ideas. For
generating idea, you can use a
method of mental maps which allows
you to materialize, visualize and
scrutinize all your ideas, which in
turn contributes to the emergence of
new ideas.
LESSON 2: Developing the Whole Person
 Human development is a complex
process.
 It is the development of physical,
emotional, mental, spiritual and all
other aspects.
 And all these aspects must be given
equal attention to be holistically
develop.
 Holistic development is where all
aspects are in balanced, work
harmoniously and are given equal

attention or importance for
improvement.
 A holistic development is not an
overnight project but instead it must
be seen as a lifelong project a person
has to undertake.
 Wholeness is a transcendental life
goal.
 It is a long life pursuit. Emeth and
Green hut (1991) wrote that we are
on pilgrims on a journey towards
wholeness and fullness of life.
 It is an ideal human goal given its
good implication to the total
functioning of the individual, as well
as meaning to life
ASPECTS OF THE SELF
 The self-concept is represented by
several aspects of the self.
 It is conceived as collection of
multiple, context-dependent selves.
 This construct believes that context
activates particular regions of self-
knowledge and self-relevant
feedback affects self-evaluations.
 A deeper look on the different
aspects of self can identify specific
areas for self-regulation, stability and
improvement.
THREE BASIC, BUT VERY DIFFERENT
ASPECTS OF THE SELF.
In a nutshell, an individual is
composed of three basic, but very different
aspects of the self.
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All three aspects of the self work
together in perfect harmony when attention
is paid to all three simultaneously.
1. Physical Or Tangible Aspects-
 as they relate to the body (height,
weight, facial appearance, and quality
of skin, hair and descriptions of body
areas such as your neck, chest, waist,
legs)
 Many individuals put a strong
emphasis on the physical aspect of the
self.
 The body is tangible, obvious, and we
respond to it easily.
 More time and money is spent on
enhancing the physical component
than either of the other two aspects.
 This does not mean, however, that the
body is healthy or strong.
 The body provides a place to house
the spirit (often experienced as
feelings) and the mind (often
experienced as thought).
 enjoy, feelings from your past and
2. Intellectual And Conscious Aspects
 as they relate to the mind (include how
well you reason and solve problems,
your capacity to learn and create, your
general amount of knowledge, your
specific areas of knowledge, wisdom
you have acquired, and insights you
have.)
 It may be important to some that their
mind can be prominent and well
educated.
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 The mind is important, as it is the part
of the self that directs the other two
aspects.
 The mind learns what to do and
communicates the information to the
body and the feelings.
 What the mind believes, the body
manifests or acts on, and the emotions
feel, or respond with.
 People store both healthy and
destructive thoughts and beliefs and
responds to life's circumstances in the
most prominent manner.
 The mind provides access creativity
and serenity which are necessary for
such processes as prayer, forgiveness,
acceptance, and passion.
3. Emotional and Intuitive Aspects/
Spiritual Self or Life Force
 As they relate to the spirit and feelings
Emotional relates to typical feelings you
have, feelings you seldom have, feelings
you try to avoid, feelings you especially
present, and feelings which are
associated with each other.
 This aspects of self affects your state of
being, and they are very important in
dealing with people and events.
Intuitive Aspects/ Spiritual Self or Life
Force
 relates to your faith and relationship
with the creator
 Creativity relates to your feelings
about yourself and organized religion,
reactions about your spiritual

connections to others, feelings about
your spiritual development and
history, and thought about your
metaphysical self.
 Think about your inner peace and joy.
 Think about your spiritual regimen or
routine.
Additional: Aspects of Development
Sensual Self
 Relates to our senses.
 How we use our senses,
 how we react or receive information
and in what ways do you let
information in and out of your body
Interactional / Social Self
 Relates on our relationship with other
people particularly those with your
peers and family.
 Relates about your strength or
weaknesses in a relationship (as child,
siblings, friend or partner).
Nutritional Self
 Relates to nutritional status.
 What are the foods you take to keep
your body healthy? Exercise made?
Contextual Self
 Relates to your reaction to light,
temperature, space, weather, colours,
sound and seasons and your impact on
the environment.
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These other aspect of yourself has also great
contribution to your holistic development.
These must be develop together with the 3
basic aspect (physical self, intellectual self,
emotional self or aspect).
All Eight aspects of development should be
given equal attention in your development
to be holistically developed.
LESSON 3: Developmental Stages in Middle
and Late Adolescence
LESSON 4: The Challenges of Middle and
Late Adolescence
LESSON 5: Coping with Stress in Middle and
Late Adolescence
LESSON 6: The Powers of the Mind
LESSON 7: Mental Health and Well-being in
Middle and Late adolescence
LESSON 8. Emotional Intelligence
UNDERSTANDING AMERICAN
CULTURE/GEOGRAPHY/LITERATURE
WEEK 1: GEOGRAPHY
- 3rd largest continent but fewer people than
Europe
- The only continent that has every type of
climate within it (from cold to wet winters, to
humid subtropical winters, and everything in
between)
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- North America is believed to have been
named after the explorer Amerigo Vespucci,
who realized that the west indies in brazil
were not actually connected to asia, like
Christopher Columbus originally thought.
- North America is surrounded by the Arctic
Ocean to the north, the Atlantic Ocean to the
east, Pacific Ocean to the west and south,
and the Gulf of Mexico from the southeast.
- This continent is entirely found in the
Northern hemisphere and almost entirely in
the Western Hemisphere
- North America is a home to the beaver, the
brown bear, moose, wolf, caribou, and
humming bird
- Most common languages spoken in North
America are English, Spanish, and French
- There are 23 countries in North America,
some of the main countries that compromise
North America are Canada, which is the
largest country but has fewer people living in
it than the United States of America, which is
the second-largest country in North America
with the most amount people living in it.
- Then there is Mexico, which has the largest
city by population in North America.
- Caribbean countries are part of North
America as well (Antigua and Barbuda;
Bahamas; Barbados; Cuba, the country with
the highest population in the Caribbean;
Dominica; Dominican Republic, which is the
most popular tourist attraction in the
Caribbean; Grenada; Haiti; Jamaica; St. Kitts
and Nevis)
- The rest of the countries in North America
are also considered to be part of Central
America.

- Central America is the southern zone here,
where North and South America are
connected.
- It looks like this area is in the center of
these two continents, right/
- Countries in Central America are Belize,
Costa Rica, El Salvador, Guatemala,
Honduras, Nicaragua, and Panama.
- Total of 23 countries in North America.
- Some countries in the Caribbean are part
of North America but are actually owned by
other countries. (Aruba which belongs to the
Netherlands; Bermuda, which belongs to the
UK; and Guadeloupe, which belongs to
France). They are called “DEPENDENT
TERITORRIES” as they are not part of the
mainland.
- South America is the 4th largest continent
in the world.
- It is surrounded by the Pacific Ocean to the
west, the Atlantic Ocean to the East, and the
Caribbean Sea to the northwest.
- South America is mostly in the southern
hemisphere but also entirely in the western
hemisphere.
- Winters and summers in most countries of
South America are warmer than in North
America, with lots of rainfall throughout the
year.
- Also, the equator runs through three
countries in South America; Ecuador,
Columbia; and Brazil.
- Near the equator, the temperature is hotter
and more humid than in any other parts of
the earth, making it feel like summer all year
round.
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- The anaconda, piranha, llama, and jaguar
are among other species of animals that can
be found in South America.
- You can find one of the longest rivers in the
world, the Amazon River.
- Spanish and Portuguese are the most
common languages spoken in South America.
- There are 12 independent countries that
make up South America. (Argentina, the
country with the highest mountain in the
Americas, the Aconcagua. Next country are
the Bolivia, Brazil, which is the largest
country by area but also the country with
highest population; Chile, Colombia; Ecuador,
where you can find Mount Chimborazo, the
highest mountain in the world that is close to
equator.)
- Ecuador got its name to the equator.
Ecuador is actually called “Republica del
Ecuador.”
- Then Guyana, Paraguay, and Peru, home of
the famous tourist attraction Machu Picchu,
which is the mysterious cities of the Incas, or
the native peoples of the area.
- Also found in South America is Suriname,
which is the smallest country in South
America, Uruguay, and Venezuela, where the
world’s highest waterfall, Angel Falls, is
found.
- It is also the country with the biggest oil
reserves in the world.
- Venezuela has ten times more oil reserves
than the United States of America.
- There are three dependent territories in
south America: the Falkland Islands owned by
the UK, French Guiana owned by France, and
South Georgia and South Sandwich also
belonging to the UK.
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 Even the United States of America
emerged as an independent country
after 1776 and recognized in 1783, the
history of these lands is deeper than
that.
 Thousands of years ago, the first
people settled in the American
Continent.
 It is not exactly known how the native
Americans first settled in these
territories, but a theory says that
people migrated from Eurasia
starting 30,000 years ago across a
land bridge known as BERINGIA—this
connected North America during the
ice age.
 This migration continued until
10,000 years ago.
 At that time, a glacial period ended
and the land bridge became
submerged by the rising ocean.
 The early inhabitants were called the
PaleoAmericans. In time they
migrated deeper in America, and they
formed tribes and nations.
 They created interesting civilizations
developing their own culture.
 Among the cultures that existed here,
we can mention ADENA, IROQUOIS,
COLES CREEK, PUEBLOAN, and
MISSISSIPPIAN cultures.
 But another part of today, United
States has an interesting and different
history.
 Speaking about Hawaii, this land
wasn’t inhabited until the first
century a.d.

 Native development started with the
settlement of the Polynesian people
between the first and 10th centuries.
 Starting in the 15th century
European Colonization began in
1492.
 A Spanish Expedition headed by the
Italian Explorer Christopher
Columbus sailed west to find a new
trade to the far east but landed in
what came to be known to Europeans
as the new world.
 After this event in the next decades,
more and more ships sailed west to
establish colonies and trade posts.
 The Spaniards began building their
American Empire using islands such
as Cuba, Puerto Rico, and
Hispaniola.
 As bases, they expanded hugely.
 France founded colonies in eastern
north America.
 A number of Caribbean islands and
small coastal parts of South
America.
 Portugal colonized Brazil.
 The eastern seacoast was settled
primarily by English colonist in the
17th century along with a much
smaller number of Dutch and
Swedes.
 The first successful English colony
Jamestown was established in 1607
on the James River in Virginia.
 New wave of settlers arrived in the late
17th century and established
commercial agriculture based on
tobacco.
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 Even though there were some conflicts
between the American and English
Settlers, the colonies managed to
expand pretty fast and more and more
people settled in.
 Each of the 13 American colonies
had slightly different governmental
structure.
 In fact, a colony was ruled by a
governor appointed from London.
 This governor controlled the
administration and relied upon a
locally elected legislature to vote taxes
and make laws.
 By the 18th century, the American
colonies were growing very
rapidly, and as a result of low death
rates along with ample supplies of land
and food, this attracted a heavy
flow of immigrants.
 The tobacco and rice plantations
imported African slaves for labor
from the British colonies in the
West Indies.
 And by the 1770s, African slaves
compromised a fifth of the
American population.
 The question of independence
from Britain did not arise as long as
the colonies needed British
military support against the French
and Spanish powers.
 The French and Indian war was an
event created by the political
development of the colonies.
 It was also part of the larger seven
years war.
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 Britain beat French forces and
France lost their colonies and
territories in Canada and
Louisiana.
 The war was costly and Britain
needed money.
 The British Parliament passed the
STAMP ACT OF 1765 imposing
attacks on the colonies without going
through the colonial legislatures. The
issue was drawn, did parliament have
this right to tax Americans who were
not represented in it crying “NO
TAXATION WITHOUT
REPRESENTATION”
 The colonist refused to pay the taxes.
 As tensions escalated in the late
1760s and early 1770s, the
BOSTON TEA PARTY in 1773 was
marked as the start of the
revolution.
 It happened in the town of Boston to
protest the new tax on tea.
 Parliament quickly responded the next
year with the coercive acts stripping
Massachusetts of its historic right of
self-government and putting it under
army rule which sparked outrage and
resistance in all 13 colonies leaders
from all 13 colonies gathered and
created the first continental
congress.
 To coordinate their resistance, the
congress called for a boycott of
British trade published a list of rights
and grievances and petitioned the king
for redress of those grievances.

 It wasn’t about independence at that
point, but this appeal had no effect
and so the second continental
congress was created in 1775.
 In order to organize the defense of the
colonies against the British Army, the
13 colonies began a rebellion
against British rule in 1775 and
proclaimed their independence in
1776.
 As the United States of America in the
American revolutionary war 1775 to
1783, the Americans captured the
British invasion army at Saragota
 In 1777 secured the northeast and
encouraged the French to make a
military alliance with the united States,
France brought in Spain and the
Netherlands thus balancing the
military and naval forces on each side
as Britain had no allies, General
George Washington was an excellent
organizer and administrator who
worked successfully with congress and
the state governors selecting and
mentoring his senior officers,
supporting and training his troops and
maintaining an idealistic republican
army.
 The American Revolution was a
success and at the Peace of Paris 1783
, independence was recognized, and
even so the former colonies gained
more than expected, the expansion to
the west started.
 Incorporating the Amerindian lands,
west of the Appalachian Mountains, a
deal was made by the United States
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President Thomas Jefferson in 1803, he
bought the Louisiana territory from
France.
 Initial diplomats sent to France were
allowed to spend up to 10 million US
dollars in order to buy just new
orleans, and if possible, the west bank
of the Mississippi river,
 But the French Government said that
for 5 million more dollars of all the
Louisiana territory would be sold.
 The president approved the deal and
the US doubled its size.
 In the middle of the 19 th century, some
sessions were happening and Texas in
joining the union in 1845 and after the
war against Mexican empire, the
United States will take important lands
and expand even further.
 In 1861, after Abraham Lincoln was
elected, some states from the south,
the confederation attacked the rest.
 The south revolt was happening due to
controversy over the enslavement of
black people in 1860.
 The United States was led by Abraham
Lincoln supporting banning slavery in
all territories.
 War broke out in April 1861 when
secessionist forces attacked fort
sumter in south Carolina
 After 4 years of war, the union
achieved its victory and confederates
were defeated.
 National Unity was slowly restored.
 The national government expanded its
power.
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 19th century was a period of economic
expansion.
 More and more industries were created
and also the ascent was put on
infrastructure.
 In 1898, the American-Spanish war is
happening. Americans are winning in
short-term.
 Some battles and the Treaty of Paris is
getting the Philippines, Puerto Rico,
and Guam, and at the beginning of the
20th century world war 1 startedbeven
though the US due to German attacks
on American ships and due to their
intentions to make Mexico join against
the US, the Americans joined the
Allies.
 After this event, the economy was
growing and all was good until the
Great Depression which started in
1929. This event shook the world and
created a base on which the second
world war will start, US joined the
Allies after being attacked by the Pearl
Harbor on Dec. 7th 1941 by the
Japanese empire.
 Americans fought a distant war in
Europe Pacific and they provided
supplies to the Soviets, armored cars
motorized equipment food etc.
WEEK 2: Brief History of America
WEEK 3: American Exceptionalism
The field of American studies emerged in the
1930s at a time when many Americans
wondered
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how the country would make it through the social division and the generative power of conflict. MID- 2.OSH REQUIREMENTS, REGULATIONS,
economic collapse of the Great Depression. TERM ASSIGNMENT IS DUE IN CLASS. POLICIES, AND PROCEDURES
One 3.OSH PREVENTIVE AND CONTROL
argument for America’s eventually success REQUIREMENTS
was that America was an “exceptional” WEEK 6: Race and Sexuality in America
nation— Interest in the history of sexuality is PREPARE OSH REQUIREMENTS FOR
unlike any other in the world. This concept of relatively recent in origin. Important work in COMPLIANCE
“exceptionalism” intensified after World War this area has 4.SETTING THE STAGE FOR A SAFE
II. shown how the discourses surrounding race WORKPLACE
What, however, did scholars think made and sexuality were mutually reinforcing. 5.SAFE HANDLING PROCEDURES OF TOOLS,
America exceptional? That question should Both race EQUIPMENT, AND MATERIALS
inform and sexuality have inflected American
your reading of today’s assignment: culture and experience. PERFORM TASKS IN ACCORDANCE
WITH RELEVANT OSH POLICIES AND
PROCEDURES
WEEK 4: American Exceptionalism and WEEK 7: Land and Culture 6.EXECUTING WORK ACTIVITIES ACCORDING
Empire Early practitioners of American Studies—like TO OSH WORK STANDARDS
While Perry Miller wrote about America as Perry Miller, Leo Marx, Henry Nash Smith, https://www.dole.gov.ph/php_assets/uploads
part of the British Empire, and eventually and a /2019/04/OSH-Standards-2017-2.pdf
about its host of others—assumed without question
shift from colony to province (read that the only “colonial” experience that https://training.itcilo.org/actrav_cdrom2/en/
“backwater”), his work—even his preface to mattered in osh/intro/inmain.htm
this volume— shaping American culture was the one
seems completely tone-deaf on the question brought about by England. England, https://www.scribd.com/document/5377445
of American Empire. Today’s reading will however, was not 02/Module-7-NC-II-Practicing-OSH-Policies-
explore the only European country that established and-Procedures-Final#
how more recent scholars have pushed the colonies in North America. If we believe that
question of empire further than Miller could the
or colonial experience shaped America, then in
wanted to do. As you read the assignment, what ways did Spanish colonization affect
consider how Kaplan engages Miller: American culture and experience? This
week’s readings explore these issues.

WEEK 5: Race and Class in America Early work in NSTP1 PRACTICING OCCUPATIONAL
American Studies, from the 1930s through the 1950s, sought HEALTH & SAFETY PROCEDURES
the elements that unified America. With the explosion of INTRODUCTION TO PROBLEM SOLVING
social tension, unrest, and outright rebellion of the 1960s, 1.UNDERSTANDING GENERAL OSH
however, scholars turned their attention to the sources of PRINCIPLES

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