A

Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development and
Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner. The following are some
reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
 Let’s Learn

This module was written to help you understand the basic concepts of ethnocentrism and
cultural relativism the two ways to look at other cultures and forms of Tangible and Intangible
cultural heritage, as parts of the nature of culture and society from the perspectives of
anthropology and sociology.

The concepts is provided in separate lessons, that is:

 Lesson 1 – ethnocentrism and cultural relativism

 Lesson 2 – Forms of Tangible and Intangible Cultural Heritage

After going through this lesson, you should be able to explain the importance of cultural
relativism in attaining cultural understanding.

Let’s Try

Multiple Choice

Direction: Read each question carefully. Encircle the letter of the correct answer.

1. What is the belief that one's own culture is the main standard by which other cultures may
be measured?

A. Ethnocentrism B. cultural relativism C. bias D. xenocentrism

2. What refers to the idea that all norms, beliefs, and values are dependent on their cultural
context, and should be treated and understood objectively as such?
A. cultural relativism B. ethnocentrism C. bias D. xenocentrism

3. What is the idea that one’s own culture is above or superior to all others?

A. Bias B. social relativism C. xenocentrism D. ethnocentrism

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4. When Kim visited a secluded area in Mt. Apo, he was surprised to witness the animal
sacrifice ritual of the natives. She, however, saw and analyzed the ritual as unique to their
culture and was done to appease their god. What was manifested through the act of Kim?

A. Bias B. social relativism C. xenocentrism D. cultural relativism

5. Shaira tells her classmate that her religious beliefs are correct while she discredits the
validity of her classmate’s religious beliefs. What is shown through Shaira's claims?

A. bias B. ethnocentrism C. social relativism D. xenocentrism

6. _________ is prejudice or hostility towards a person's race, colour, language, nationality,

or national or ethnic origin.

A. Xenophobia B. Racism C. ethnocentrism D. cultural relativism

7. The fear or hatred of foreigners, people from different cultures, or strangers.

A. Racism B. Ethnocentrism C. Xenophobia D. cultural relativism

8. __________ is a preference for the products, styles, or ideas of a different culture.

A. Bias B. social relativism C. ethnocentrism D. xenocentrism

9. What is a representation of the ways of living established by a society or a group and

passed on from generation to generation?

A. cultural heritage B. tangible heritage C. authentic heritage D. intangible heritage

10. What heritage refers to objects that can be stored such as traditional clothing, utensils,
vehicles, or documents?

A. tangible B. intangible C. national D. intellectual

11. In what type of heritage do songs, myths, beliefs, superstitions, oral poetry, and stories
belong?

A. Intangible B. tangible C. real D. legal

12. Which statement talks about an intangible heritage?

A. Darangen is an epic chant of the Maranaos.

B. Manunggul jars were excavated in Tabon Cave.
C. In 1993, Paoay Church was declared a UNESCO World Heritage site.
D. A bul-ol is a carved wooden figure by the Igorots. It is used to guard rice crops.

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13. Which sentence is NOT a threat against cultural heritage?

A. There is lack of training for preservation.

B. National policies are not enforced properly.
C. Some historical documents are yet to be authenticated.
D. UNESCO recognizes sites which are culturally significant.

14. What action should NOT be taken into consideration in promoting the preservation and
recognition of cultural heritage?

A. Historical markers should be installed.

B. Continuous research about the origin and significance of our cultural heritage should
be done.
C. Local officials should base policies concerning cultural preservation on internationally
accepted standards.
D. A curriculum should exclude training and research concerning cultural studies.

15. Why is the recognition and preservation of cultural heritage important in society?

A. to serve as a source of life and inspiration

B. to have exposure in changing developments in the future
C. to change modern lifestyle and adapt the culture of people in the past
D. to make a certain culture stand out among the rest

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Lesson

1 Ethnocentrism and Cultural Relativism

Let’s Recall

DIRECTION: Re-arrange the jumbled letters to get the correct answer and write on the space
provided

1. It is a way of life of a group of people. It involves symbols, languages, values, and norms.
EUCTLRU _______________

2. It is a community or group of people joined together by sustained bonds and interactions.

YSCOEIT _______________

3. It is an essential part of social interaction. Without language, we will find it difficult to

interact with other people.
ANLUGGAE _______________

4. It is an ongoing process of learning languages, behaviors, customs, values, or norms to

acquire a personal identity.
ZOCSLIAATIINO _______________

5. It is the process of adopting the behavior patterns of the culture in which a person is
immersed in.
NUCTULARTOINE _______________

6. It is the mutual influence of two or more people on each other’s behavior.

OSACIL NITERCATONI _______________

7. It is when people or groups of people work together to achieve a common goal.

OCOPARETONI _______________

8. It is when individuals or groups battle to achieve the goal that only one can have.
OMCEPITITON_______________

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9. It arises when people disobey rules, control a person by force, or hurt other people just to
achieve their goals.
ONCFLCIT _______________

10. It happens when a person uses threats or force to persuade another person.
OCERICON _______________

11. It is the belief that one's own culture is the main standard by which other cultures may be
measured. It is also the tendency to think of one’s culture as superior to other cultures.
THENOCMENTRIS _______________

12. Ethnocentrism is the tendency to look at the world primarily from the perspective of one's
own traditional, deferred, or adoptive ethnic culture while _________ is a preference for
the products, styles, or ideas of a different culture.
MEXNOCENTIRS _______________

13. It is the idea that all norms, beliefs, and values are dependent on their cultural context,
and should be treated as such. It calls for an unbiased evaluation and understanding of
other cultures.
UCLTURLA RAVLETISIM _______________

14. It is “an unreasonable fear or hatred of foreigners or strangers or of that which is foreign
or strange”
NOXEPHOBIA _______________

15. Hatred or intolerance of another race or other races.

CARISM _______________

Guide Questions:

 How should we view and understand different cultures?

 How can cultural relativism help us better understand and
evaluate other cultures?

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 Let’s Explore

Activity 1

Assessing Your Ethnocentrism

The Following measure of ethnocentrism was developed by James Neuliep and James
McCroskey. Answer the questions honestly. It is composed of 24 statements concerning
your feelings about your culture and other cultures. In the space provided to the left of each
item indicate the degree to which the statement applies to you by marking whether you (5)
strongly agree, (4) agree, (3) are neutral, (2) disagree, or (1) strongly disagree with the
statement. There is no right or wrong answers. Work quickly and record your first response.

____ 1. Most other cultures are backward compared with my culture.

____ 2. People in other cultures have a better lifestyle than we do in my culture. _
____ 3. Most people would be happier if they didn’t live like people do in my culture.
____ 4. My culture should be the role model for other cultures.
____ 5. Lifestyles in other cultures are just as valid as those in my culture.
____ 6. Other cultures should try to be more like my culture.
____ 7. I’m not interested in the values and customs of other cultures.
____ 8. It is not wise for other cultures to look up to my culture.
____ 9. People in my culture could learn a lot from people in other cultures.
____ 10. Most people from other cultures just don’t know what’s good for them.
____ 11. People from my culture act strange and unusual when they go into other cultures.
____ 12. I have little respect for the values and customs of other cultures.
____ 13. Most people would be happier if they lived like people in my culture.
____ 14. People in my culture have just about the best lifestyles of anywhere.
____ 15. My culture is backward compared with most other cultures. _
____ 16. My culture is a poor role model for other cultures.
____ 17. Lifestyles in other cultures are not as valid as those in my culture.
____ 18. My culture should try to be more like other cultures.
____ 19. I’m very interested in the values and customs of other cultures.
____ 20. Most people in my culture just don’t know what is good for them.
____ 21. People in other cultures could learn a lot from people in my culture.
____ 22. Other cultures are smart to look to my culture.
____ 23. I respect the values and customs of other cultures.
____ 24. People from other cultures act strange and unusual when they come into my
culture.

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Score for Ethnocentrism Test

To determine your ethnocentrism, reverse your score for items 2, 3, 5, 8 9, 11, 15, 16, 18, 19,
20 and 23. For these items, 5 = 1, 4 = 2, 3 = 3, 2 = 4, 1 = 5. That is, if your original score
was a 5, change it to a 1. If your original score was a 4, change it to a 2, and so forth.

Once you have reversed your score for these 12 items, add up all 24 scores. This is your
generalized ethnocentrism score.

Scores greater that 80 indicate high ethnocentrism. Scores of 50 and below indicate low
ethnocentrism.
Source: https://dhsfirstfloor.weebly.com/uploads/2/5/4/8/25487296/ethnocentrism.pdf

Let’s Elaborate

Ethnocentrism

People have a tendency to judge or evaluate other cultures in the context of their own culture.
Language, behavior, customs, or religion, which are understandably unique for every culture
are the common subjects of these judgments. Sociologically speaking, this ideology or
tendency is known as ethnocentrism.

Ethnocentrism is the idea that one’s own culture is above or superior than others'. It is also
the belief that one's own culture is the main standard by which other cultures may be
measured or understood. Ethnocentrism is failing or refusing to see the world and its aspects
in a wider or encompassing perspective. It may cause people to practice bias and
intolerance. That could lead to Xenophobia and Racism.

Seeing the belief and behavior of others which are different from yours as brutish, confusing,
or unbecoming is an ethnocentric thought or behavior. The tendency to be avoidant,
doubting, or questioning towards members of another culture is also a manifestation of
ethnocentrism.

Cultural Relativism

Not all people are ethnocentric. There are those who use wider perspectives in associating
their culture from another’s. There are people who accept and respect the evident differences
of members of the society. When people recognize that each culture is naturally different
from others, that is cultural relativism. Cultural relativism does not mean that we should
immediately accept and tolerate cultural differences. Instead, it requires understanding the
culture of other people in their own cultural context that is free from another’s biases.
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Cultural relativism is the idea that all norms, beliefs, and values are dependent on their
cultural context, and should be treated as such. According to Franz Boas (1887),
"...civilization is not something absolute, but ... is relative, and ... our ideas and conceptions
are true only so far as our civilization goes."

With cultural relativism, it is suggested that the way people live should be evaluated not
based on their own cultural context but on the social community the people themselves
inhabit. Cultural relativism means respect and tolerance.

In conducting their sociological studies, social scientists are recommended to practice or

show cultural relativism. There should be no reservations and blind opinions while they are
immersed in the community of their subjects. One may also practice this concept by learning
and recognizing that there are reasons or cultural significance of why people of a certain
community act and talk the way they do.

How Cultural Relativism Mitigates Ethnocentrism

It is believed that each person, in one way or another, possesses an ethnocentric attitude or
behavior. There is nothing wrong with having such because, unlike social scientists or
anthropologists, not all people are equipped with sufficient knowledge and exposure to
cultures across the globe, thus, the hardship in understanding and tolerating others' acts and
values. However, we also have to recognize that ethnocentric behavior, if not controlled, may
cause trouble to oneself, especially in this modern time when everyone calls for social or
cultural inclusion.

Historically, colonialism was justified by ethnocentrism. When Europeans reached the areas
populated by the natives whom they considered as uncivilized and savage, they saw the
promise to civilize and tame them through religion (Christianity) and colonialism. Despite its
advantages, we can say that the Age of Exploration changed the course of world history in a
way which deprived the conquered.

It is widely believed in the field of sociology that ethnocentric behavior may be mitigated
through the recognition and application of cultural relativism. A person can practice cultural
relativism by recognizing that culture shapes what is considered to be beautiful, ugly,
appealing, disgusting, virtuous, funny, and abhorrent, and that these should not be the basis
for evaluating other cultures. Cultural relativism shapes our understanding of different issues
in the society as to why certain religions believe in this and others do not, or how come this
group eats this type of dish, wears this weird clothing, sings and dances along to music while
others prefer not to. What we need is an open heart and an unbiased and critical mind,
exposure, education, and involvement in activities, and programs supporting and recognizing
the uniqueness and beauty of every culture for us to truly grasp what cultural relativism
means.

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 Let’s Dig In

Activity 2

Choose the correct answer in the box below.

1. Josie refuses to accept a puka shell bracelet as a gift from a member of a Badjao
tribe. What is manifested in the statement?

2. Angela observed and respected a ritual of an indigenous group that she visited. What
is manifested in the statement?

3. Col Tiu found the notion of crumbling whenever she would see fellow Filipinos, treating
each and every Chinese national (including those originally from the Philippines) with
disgust and prejudice because of the sudden mass outbreak of the Covid-19. What is
shown through Col Tiu ‘s idea?

4. The widespread news that bat soup is one of the most popular dishes in Wuhan, made
ugly slurs and comments about how the Chinese prepare their food or what kind of
food they eat. What was manifested through the statement?

5. Aljin, who is a Muslim, keeps silent whenever her Christian classmates pray.

Racism Xenophobia Ethnocentrism Bias

Cultural
Social relativism Xenocentrism
Relativism

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 Let’s Remember

Activity 3 : Complete the unfinished sentences to summarize the lesson.

1. Lesson 1 was about……

2. One key idea was…..

3. This is important because…..

Let’s Apply

What actions can be presented to promote cultural relativism and mitigate ethnocentrism?
Please read carefully and circle the corresponding number of your answers.

1. Try to understand other people even if their origin and culture are different from yours.
2. Participate in community programs recognizing only your community's culture.
3. Refuse invitations to participate in community outreach programs catering to
indigenous groups.
4. Avoid Assumptions and judgments. Don't forget that people from different culture
would have other customs, beliefs, values or traditions that we should respect.
5. Educating people about other cultures and increasing their literacy.

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 Let’s Evaluate

Multiple True or False

Direction: Following each statement are a number of option or alternative, circle T if it is true
and F if false.

Why should people avoid ethnocentric behavior?

1. T F A. to make people of the society recognize and respect differences

2. T F B. to make the world more peaceful
3. T F C. to make society function as an agent of change

Which is associated with the existence of cultural relativism in society?

4. T F A. People learn to become more self-aware that their culture should be

placed above all others.
5. T F B. People recognize that there are reasons for every activity done by
certain groups of people.
6. T F C. People understand why people, especially from other cultures,
behave the way they do.

In what statement is ethnocentrism manifested?

7. T F A. Chriztel listens attentively while a Hindu shares her nation’s distinct

beliefs.
8. T F B. Totoy marries a girl despite their cultural differences.
9. T F C. Mikaela joins her friend in an indigenous community, but wishes to
leave after seeing the people who look very traditional

In what statement is cultural relativism manifested?

10. T F A. Gabriela observed and respected a ritual of an indigenous group that

she visited.
11. T F B. Gerlie considers the traditional food of his tribe the best.
12. T F C. Denya shows an unfriendly attitude towards her Dumagat
classmates.

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How can a person lessen ethnocentric behavior through cultural relativism?

13. T F Try to understand other people even if their origin and culture are
different from yours.
14. T F Refuse invitations to participate in programs catering to indigenous
groups of people.
15. T F Read articles authored by sociologists who used broaden perspectives
in analyzing their subjects.

Let’s Extend

Is it possible for a society to have individuals who do not practice ethnocentrism?

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Lesson

2 Forms of Tangible and Intangible Heritage

Let’s Recall

Word Hunt

C U L T U R A L H E R I T A G E

B Q F T D O C M O N U M E N T S Q M
L F U T H B P R A C T I C E S G C C
Y N S O R C A F A T J J M A L G C U
H Y K N I A U R P F G M U S I C U I
V I R S J X D S T A O P D Y B R L S
V A L U E S Y I T W S L E A F O T I
A J N Y Y O M K T O O R K W N K U N
T A N G I B L E H I M R W L O C R E
C I V I L I Z A T I O N K A O D E R
C L Z M M B F K X R B N O S Q R X S
C C B R Z D O B J E C T S O B N E G
I N T A N G I B L E A C M K Q L F N

Find the following words in the puzzle.

ARTWORKS TRADITIONS MONUMENTS FOLKLORE

CULTURE PRACTICES CUSTOM TANGIBLE
VALUES OBJECTS CUISINE INTANGIBLE
MUSIC DANCE CIVILIZATION
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 Guide Questions: What critical roles do tangible and
intangible heritage play in the quest for knowing our
heritage?

Let’s Explore

Activity 4

The observable aspects of culture such as food, clothing, celebrations, religion and language
are only part of a person’s cultural heritage. These things make up how you live and what
makes you accepted in society.

Fill in the table below with information about your own culture. Compare your information with
that of your classmates.

Cultural feature What is acceptable What is not acceptable

Food
Clothing
Music
Celebration
Religion
Language
Non-verbal
communication
Behavior
Rituals
People’s names

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 Let’s Elaborate

Cultural Heritage

Legacy is what remains after one’s time. Handed down from one generation to another,
legacy magnifies one’s life and living. It is said that legacy is what cultural heritage is.
According to John Feather, cultural heritage is a human creation intended to inform.

Examples:
 architectures such as buildings, houses, and structures
 artifacts like books, documents, objects, images, clothing, accessories, and jars
 things that make people who they are, like oral stories, values, laws, norms, rituals,
and traditions

Cultural heritage helps historians and archaeologists understand and decipher the way of
living people of yesterday had. Through these objects, we are presented with facts and
figures which help us draw the landscape of the world as it once was.

Tangible and Intangible Heritage

Cultural heritage is a representation of the ways of living established by a society or a group

that is passed on from generation to generation. Cultural heritage can be categorized as
either tangible or intangible.
Tangible

Tangible means perceptible, touchable, concrete, or physical. A tangible heritage is a

physical artifact or object significant to the archaeology, architecture, science, or technology
of a specific culture.

Objects that can be stored are included in this category, such as:

 traditional clothing,
 utensils (e.g. beadwork, water vessels),
 vehicles (e.g. the ox wagon),
 documents (e.g. codes, laws, land titles, literature), and

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  public works and architecture built and constructed by a cultural group (e.g. buildings,
historical places, monuments, temples, graves, roads, bridges).

Intangible Heritage

Intangible is the opposite of tangible. Unlike tangible heritage, an intangible heritage is not a
physical or concrete item. Intangible heritage is that which exists intellectually in the culture.

Intangible heritage includes:

 songs,  beliefs,  oral poetry,  various forms of traditional knowledge

 myths,  superstitions,  stories, an such as ethnobotanical knowledge

Threats to Tangible and Intangible Heritage

There was a time in contemporary history when museums were in constant search and in a
hurry to look for historical materials to display. Due to the increase in demand for cultural
materials, opportunists saw this as an avenue to earn money. They invented materials and
claimed that these were excavated or unearthed and were once owned by a cultural group.

 Documents whose authenticity are yet to be determined include the Hitler diaries, crystal
skulls of Mesoamerica (tangible), and the status or story of Saint Nicholas' companion,
Black Peter (intangible).
 Authenticity or truthfulness of origin, attributes, and intentions of cultural heritage are one
of the issues concerning the sources of our culture.
 Aside from authenticity issues, preservation, or the act of making a cultural heritage last
and exist, is also a primary concern.

Preservation of Cultural Heritage

In comparison to intangible heritage, tangible heritage possesses qualities and properties

which make it easier to recover and preserve. Despite this, it is noteworthy that they remain
susceptible to perishing over time especially if not given proper attention.

The government should work on implementing and enriching existing national policies,
projects, training, and researches promoting the preservation of our cultural heritage. It is true
that intangible heritage is harder to preserve, but it should still be given equal attention like
what is given to tangible heritage.

Each nation should take part in maintaining cultural identity and making it a vital driving force
for social progress. This objective is cited in the Convention on the Protection of the Oral and
Intangible Heritage of Humanity.
According to UNESCO, “heritage is our legacy from the past, what we live with today, and
what we pass on to future generations. Our cultural and natural heritage are both

16
irreplaceable sources of life and inspiration.” Indeed, whatever we had yesterday is our
present, and whatever we make out of it will be the foundation of our future. We better ensure
that it is well taken care of.

Let’s Dig In

Activity 5: Put a cross in the corresponding column , as in the first example.

ITEM TANGIBLE HERITAGE INTANGIBLE HERITAGE

Banaue Rice Terraces X
Hudhud Chants of the Ifugao
Dayaw festival
Batek/Batok Tattoo-making
Ivatan house
Hinilawod Epics
Malong Tube Skirt
Historic City of Vigan
Buklog Rites
Sayo (Camarines Sur)
Find each item using the internet.

Let’s Remember

Activity 6

3-2-1

Name three things that you learned in cultural heritage.

List two things that you want to learn more about.
Ask one question about cultural heritage lesson.

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 Let’s Apply

Rank the reasons listed below that illustrate why cultural heritage preservation is important:
Rank Reason
Allows for community focused public spaces (Placemaking)
Economic strength
Ensuring future generations have access to historical resources
Good urban design
The ability for individuals to learn about town’s history
The ability to conduct historical research
The ability to teach others about town’s history
The preservation of cultural identity/heritage
The preservation of sacred places or space
Other

Let’s Evaluate

Multiple Choice

1. What does tangible cultural heritage include?

A. customs B. traditions C. spiritual beliefs D. historic places

2. It refers to those aspects of a country that cannot be touched or seen

A. Tangible heritage B. Intangible heritage C. cultural heritage D. natural heritage

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3. Physical and intangible attributes of human culture

a. Material Culture: artifacts, buildings, landscapes, etc.

b. Intangible Culture: customs, traditions, knowledge etc.

A. UNESCO List of 'Types of Heritage C. Natural Heritage

B. Cultural Heritage D. International Framework

4. This picture is an example of:

A. Philippine Heroism

B. Bayanihan

C. Sacrifice

Source: www.google.com.ph D. Material Culture

5. Which statement talks about a tangible heritage?

A. The Laguna copperplate inscription is the earliest known written document found in the
Philippines.
B. Bugtong or riddle is a type of question that describes something in a complicated and
confusing way.
C. The hudhud is recited and chanted by the Ifugaos during funerals.
D. Itik-itik is a mimetic folk dance in the Philippines.

6. Which of the following can be categorized as an intangible heritage?

A. Moai are monolithic human figures shaped by the Rapa Nui people on Easter Island in
eastern Polynesia.
B. The Great Pyramid of Giza is the oldest of the Seven Wonders of the Ancient World,
and the only one to remain largely intact today.
C. The Rosetta Stone, found in 1799, was inscribed with a decree issued at Memphis,
Egypt in 196 B.C.E. on behalf of King Ptolemy V.
D. Odyssey is one of two major ancient Greek epic poems composed in an oral tradition
and attributed to Homer.

7. Which of the following falls under tangible heritage?

A. Zoroastrianism is one of the world's oldest monotheistic religions.

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 B. A Greek tragedy is a form of theatrical play from Ancient Greece and Asia Minor.
C. Superstitions in Ancient Greece, like it was an ill omen to start a voyage on certain
days of the week, were rampant.
D. Palmyra was an ancient Semitic city in present-day Homs Governorate. Syria is known
for its intricate architecture.

8. _________ lists endangered cultural heritage sites in the world.

A. UNESCO B. ASEAN C. United Nations D. Google

9. What is UNESCO?

A. All of the below

B. UNESCO is a specialised agency of the United Nations for Education, Science and
Culture.
C. UNESCO is an organization of the United Nations for commercial and scientific
excavations of the world’s cultural heritage.
D. UNESCO is a specialised agency of the United Nations for the Environment, Science
and Climate.

10. Which of the following does NOT pose a threat to cultural heritage?

A. tourism B. pollution C. war D. systematic digitisation

11. Why is the recognition and preservation of cultural heritage important in society?

A. to serve as a source of life and inspiration

B. to have exposure in changing developments in the future
C. to change modern lifestyle and adapt the culture of people in the past
D. to make a certain culture stand out among the rest

12. What action should NOT be taken into consideration in promoting the preservation and
recognition of cultural heritage?

A. Historical markers should be installed.

B. Continuous research about the origin and significance of our cultural heritage should
be done.
C. Local officials should base policies concerning cultural preservation on internationally
accepted standards.
D. A curriculum should exclude training and research concerning cultural studies.

13. At World Heritage sites, one can experience the history of humankind and the planet.
World Heritage sites include monuments, groups of buildings, and cultural and natural
landscapes that
A. have a meaning for the local community and must therefore be protected by its
inhabitants.

20
 B. have a meaning for one country and must therefore be protected by its citizens.
C. reflect an important historical epoch in Asia and must therefore be protected by
Asians.
D. have a value for the entire world and therefore must be protected by all human beings.

14. World Heritage sites should be protected and preserved for a long time. Why is it
important to protect the heritage of the past?

A. Because today heritage sites give us important knowledge about different epochs and
cultures of the past.
B. Because heritage is an important economic factor.
C. Because heritage can increase tourism in an area.
D. Because it makes a brighter day.

15. This helps with intercultural dialogue, and encourages mutual respect for other ways of
life.

A. intangible cultural heritage

B. threats to intangible heritage
C. understanding cultural heritage of different communities.
D. two types of cultural heritage

Let’s Extend

“Without document or proof, there is no history.” Agree or disagree?

21
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References
https://www.quipper.com/ph/
Quipper School , A free e-learning solution for public schools, Teacher Portal
Source: Understanding Culture Society and Politics Teacher’s Guide First Edition 2016 p. 13
Department of Education, Republic of the Philippines
https://dhsfirstfloor.weebly.com/uploads/2/5/4/8/25487296/ethnocentrism.pdf
https://en.islcollective.com/english-esl-worksheets/material-type/fun-activities-and-games/
cultural-heritage/115143
https://www.harmony.gov.au/get-involved/schools/lesson-plans/lesson-plan-culture-race-
ethnicity
https://www.unesco-ichcap.org/eng/ek/sub3/sub2.php#self
Dictionary.com
https://www.rappler.com/move-ph/ispeak/250953-opinion-chinese-filipino-teen-racism-
coronavirus
https://www.rappler.com/views/imho/250704-opinion-hate-xenophobia-coronavirus-outbreak
http://www.culture-advantage.com/awarenesspage2.html
http://pdp.neda.gov.ph/wp-content/uploads/2017/01/Chapter-07.pdf
https://www.iccrom.org/sites/default/files/ICCROM_09_ManualSchoolTeachers_en.pdf
 Development Team of the Module
Writers: Ernand S. Arroza
Editors:
Content Evaluator: Elisa P. Apolis – Head Teacher III
Language Evaluator: Mylin P. Laoang
Reviewer : Ferdinand Paggao – EPS AP
Illustrator: Ma. Cristina Javier
Layout Artist: Dan Gil M. Loresco
Management Team: Margarito B. Materum OIC-SDS
Dr. George P. Tizon, SDOG Chief
Dr. Ellery G. Quintia, CID Chief
Daisy L. Mataac, Ed.D.
Ferdinand Paggao, EPS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph