UCSOP

“The Biological
and Cultural
Evolution of
Early to Modern
humans”
BY: MAAM AIKO S. BACDAYAN
 Specific Learning Objectives:
 Trace the biological and cultural evolution of early to modern
humans.
 Explore the significance of human material remains and
artefactual evidence in interpreting cultural and social,
including political and economic, processes.
 Recognize national, local, and specialized museums, and
archaeological and historical sites as venues to appreciate and
reflect on the complexities of biocultural and social evolution
as part of being and becoming human.
 TRUE OR
FALSE
Write T if the statement is true and write F if the
statement is wrong.
1. Apes and human have similarities
in biological anatomy and capacity
for culture.

F
2. As the environment changes, our
society and way of life also change.

T
3. Stone tools offer archaeologists
hints about the lifestyle of early
homo
sapiens.

T
4. Earliest people believed
in supernatural being or
gods.

T
5. The market economic system
was founded during the agrarian
stage of society.

F
 6. Foraging was an economic
activity started during the Metal
Age.

F
7. The practice of agriculture was
known during the late Paleolithic
period.

F
8. Producing more food
allowed societies to
become larger.

T
9. Language has a little influence
on our ways of perceiving,
behaving,and feeling.

F
 10. The expansion of trade sparked
the growth of cities as economic and
political centers.

T
 Human Capacity
for Culture
Culture is defined as “that complex whole which
encompasses beliefs, practices, values, attitudes, laws,
norms, artifacts, symbols, knowledge, and everything that
a person learns and shares as a member of a society”
(Taylor,
2010).
Evolution is a natural process of biological changes
occurring in a population across successive
generations (Banaag, 2012 p.31). It helps us
identify and analyze man’s physiological
development and eventually the emergence of
different society. Moreover, man’s progression
and characteristics are essential in
understanding the capability for adaptation. Most
scientists currently recognize some 15 to 20
different species of early humans.
Human Biocultural
Evolution
 Species Characteristics
Hominids Evolved 40 million
“Manlike Primates” years ago.
They are
described as
manlike primates
They are
Ramapithecus,
Lucy and
Australopithecus.
Homo Habilis Apelike men who
first to used stone
“Handy Man” tools as weapons
and protection of
their enemies.
Recognized as the
first true human.
Lived about 2.4 to
1.4 million years
ago.
 Homo Erectus “The It was believed to be the
Upright Man” first man like creature
The following are the major that lived about 500,000
discovered fossils: years ago in Asia, Africa
a. Pithecanthropus Erectus
“Java Man” –Discovered by
and Europe. This
Eugene Dubois at Trinil, Java, manlike specie could
Indonesia in 1891. walk straight with
b. Sinanthropus Pekinensis
“Peking Man” –Discovered at
almost the same brain
Choukoutien village, Beijing, China with modern man. He
in 1929. made refined stone
stools for hunting and
weapons for protection
of the enemies.
HOMOERECTUS JAVA MAN PEKING MAN
Homo Sapiens  The direct descendant of
modern man who lived
“The Thinking about 250,000 years ago.
 They had similar physical
Man” descriptions with modern
man.
 They originated as the
primitive men whose
activities were largely
dependent on hunting,
fishing and agriculture.
 They buried their dead,
used had tools and had
religion.
The : following are Homo Sapiens subspecies

a. Neanderthal Man –Discovered in Neanderthal valley near

Dusseldorf, Germany in 1856 who lived in cave
and dependent in hunting and fishing.
b. Cro-Magnon Man – Discovered by a French archaeologist
Louis Lartet in the Cro Magnon Cave in Southern France. It
was believed to live in Europe, Asia and Africa. As a
prehistoric man, they were the first to
produce art in cave paintings and crafting decorated tools and
accessories.
Four Biological Capacity of Human to
Develop Culture
1. Our Thinking capacity
 The primary biological component of humans that
allowed for culture is the developed brain. It has the
necessary parts for facilitating pertinent skills such as
speaking, touching, feeling, seeing, and smelling.
 Compared with other primates, humans have a larger
brain, weighing 1.4 kg. Due to the size of brain and the
complexity of its parts, humans were able to create
survival skills that helped them adapt to their
environment and outlive their less adaptive biological
relatives.
 2. Our gripping capacity
 Look at yourTYPICAL hands. Notice MEALS how your thumb
relates with your other fingers. This capacity to
2.directly
Our gripping oppose your thumb with your other
PRETZEL
capacity FISH CHIPS PIZZA SUSHI
fingers is an
Look at your hands. exclusive
Notice how your thumb trait of humans. It allowed
relates with
your other fingers. This capacity to directly oppose your
us with
thumb to your
have a finger
other fingers grip.
is an exclusive trait of
humans. It allowed us to have aEngland
Germany finger grip.

JAMON CROISSANT PANCAKES TACOS

 a) Power grip enabled humans to wrap
THE COUNTRIES
the thumb and fingers on an object; it
became the Locate cornerstone of our capacity to
the countries indicated on the map

2.hold
DEVELOPIN tool firmly for hunting and other
Our gripping
capacity G
DEVELOPED
activities.
Look at your hands. Notice how your thumb relates with
Mexico
your other fingers. This capacity to directly oppose your Germany
thumb with your other fingers is an exclusive trait of
Peru USA
humans. It allowed us to have a finger grip.
b) Precision grip enabled humans to
Brazil Japanhold

and pick
Chile

Argentina
objects steadily using fingers.
Spain

UK
This capacity was crucial for toolmaking
activities.
 3. Our speaking capacity
 As the brain RACE is the ANDcapacity ETHNICITY
source of humans’
capacity to comprehend sound and provide meaning to
it, the vocal tract acts as the mechanism by which
sounds
VENUS
2. Our gripping
are produced
ETHNICITY and reproduced RACEto transmit ideas
JUPITER
and
capacity values.
 Look atayour
Venus is very hands. Notice how your thumb relates with Jupiter is the
hotother
your Humans
planet have
fingers. This longer
capacity to directlyvocal tract compared with
oppose your biggest planet
thumb with your other fingers is an exclusive trait of
chimpanzee.
humans. It allowed us toA longer
have vocal tract means that there is a
a finger grip.
longer
MARS vibration surface, allowing human to produce NEPTUNE a
wider
Mars array of sounds than chimpanzees.
is a planet Neptune is an
 ofThe rock
tongue of human is also more flexible thaniceof a
giant

chimpanzee, allowing for more control in making

sounds.
 MAJOR
4. Our CLIMATIC
walking/ REGIONS
standing capacity
 Primates have two forms of locomotion: bipedalism
Identify and locate the major climate regions of the U.S.
and quadropedalism. Bipedalism is the capacity to walk
and stand on two feet, whereas quadropedalism uses
2. Our gripping COLD / VERY COLD
all four limbs. Although apes are semi-bipedal,
capacity humans
 Look at your hands. Notice how your thumb relates with
areother
your the only
fingers. Thisfully
capacitybipedal primates.
to directly oppose your
thumb with your other fingers is an exclusive trait of MIXED-HUMID
humans. It allowed us to have a finger grip.
 Being bipedal, humans gained more capacity to move
HOT-HUMID
while carrying objects with their free hands. It gave
humans more capacity or productivity with their hands
HOT DRY/ MIXED DRY
like hunting and foraging.
 Enumerate the Four Biological Capacity
of Human to Develop Culture.
35% 25%
Mercury is the Mars is actually a very
1.Our Thinking capacity MALAY
smallest planet cold place

MONGOLIAN
2.Our gripping capacity CAUCASIAN
ETHIOPIAN
3. Our speaking capacity
Saturn is a gas giant
and has several rings
10% 30%
Planet Neptune is an
ice giant

4.Our walking/ standing

Follow the link in the graph to modify its data and then paste the new one here. For more info, click here

capacity
A. Write inside the boxes the corresponding
name of the species.
2 3 4
1
BOREAL

Hominids Homo Homo Homo

Habilis Erectus Sapien
 Cultural and Sociopolitical Development
The physical as MERCURYwell as the mental development of early
JUPITER
human beings helped them understand and adapt
Mercury is the
to their
Jupiter is the biggest
existing environment. Thus,
smallest planet their adjustment served planet as the
onset of their culture. Culture enables the members of society
to develop 1 ways of coping 2 with exigencies 3 of nature as 4 well as
ways of harnessing their environment (Panopio, et.al 1994).
The changes
VENUS made by man through his interaction with the
NEPTUNE
environment
Venus has a
establish the different cultural evolution which
Planet Neptune is an
determines man’s socio-cultural development.
beautiful name ice giant
 Cultural Period Cultural and Socio-political
Development

Paleolithic Period  Use of simple pebble tools.

 Learned to live in caves.
 Discovered the use of fires.
(Old Stone Age)  Developed small sculptures;
and monumental painting,
3 million years incised designs, and reliefs on
to 8,000 B.C. the wall of caves.
 “Food-collecting cultures”
 Cultural Period Cultural and Socio-political
Development

Neolithic Age  Stone tools were shaped by

polishing or grinding.
 Settlement in permanent
(New Stone Age) villages.
 Dependence on
Occurred sometime domesticated plants or
about animals.
10,000 BCE  Appearance of such crafts
as pottery and weaving.
 “Food-producing cultures”
 Cultural Period Cultural and Socio-political
Development

Age of Metals  The used of metal such as

bronze, copper, and iron
4,000 B.C. – 1,500 produced a new historical
development form cradles
B.C civilization of Egypt,
 It had already direct Mesopotamia, Persia, including
contacts through tribes, India and China which later on
kingdoms, empire and later on spread throughout
state which the Asia.
constant political activities  The civilization which defines to
were through conquest, a more developed
wars and trade. social, cultural, political and
economic system.
 The Early Types of Societies

During the course of human history, people have organized themselves

into various types of societies depending upon their level of
technology and the related methods of subsistence. The earliest
societies confined themselves in gathering and hunting for food.
When man invented the plow, it enabled him to increase the amount
of available food. The introduction of modern technology and
equipment, mass computerization, and white-collar service
occupations, has changed the man’s society into a more complex one.
Type of Technology Economy Settlements Social
Society Organizatio
ns
A. Hunting Very Bare Nomadic All resting
and simple – necessitie 25-40 within
Gathering fire, arrow, s– people family.
Society baskets no surplus
Type of Technology Economy Settlements Social
Society Organizatio
ns
B. Digging sticks, Simple crop Semipermane Family-
Horticultural occasionally cultivation, nt centered;
And blade tools. some surplus – Religious
Pastoral And some cities system
Society exchange. occasionally begins to
kingdoms. develop,
moderate
specialization;
Presence of
social
inequality.
Type of Technology Economy Settlements Social
Society Organizatio
ns
C. Agrarian Irrigation, Largely Permanent Family loses
Society Fertilization, Agricultural urbanization significance
Metallurgy, but much becoming as
Animal-drawn surplus; Important distinctive
plow. Increased empires religious,
market Covering political, and
Exchange and continent. economic
Substantial system
trade. emerged.
Increased
presence of
social
inequality.
Type of Technology Economy Settlements Social
Society Organizatio
ns
D. Industrial Advance Industrial Permanent – Complex set
Society sources of – few urban living of
energy; engage predominatin interdepende
Mechanized in agriculture g. nt
production. or direct Cities now institutions.
production; contain most
Much of the
surplus; population.
Fully The rise of
Developed state.
market
economy
 The Legacy of Early Humans to Contemporary
Population

The United Nations Educational, Scientific and Cultural Organization

(UNESCO) is the primary transnational entity that manages and negotiates
matters relating to human heritage. It defined cultural heritage as follows:
Cultural heritage is not limited to material manifestations, such as
monuments and objects that have been preserved over time. This notion also
encompasses living expressions and the traditions that countless groups
and communities worldwide have inherited from their ancestors and
transmit to their descendants, in most cases, orally (UNESCO, 2010)
This definition us with a two-part meaning of cultural heritage.
On one end, there is heritage being tangible in the form of
structures, monuments, historical sites, and other artifacts. On
the other hand, there is heritage being intangible in the form
of literature, oral, traditions, concepts, and values.
Tangible heritage could be divided into two categories:
movable and immovable. The primary difference in these
categories is the size of the heritage. For example, the
Stonehenge is an immovable tangible heritage, whereas the
sarcophagus of the pharaoh Tutankhamun is a movable
tangible heritage.
 Movable tangible heritage pieces are often removed
from the sites where they were found and transferred
to museums for safekeeping and maintenance.
Immovable tangible heritage pieces are often left to the
elements of nature (i.e.,
rain, wind, sand, sun), which makes them vulnerable to
decay and corrosion.
A brief background of a controversial case of a feral child found in 1970’s.

Genie's story came to light on November 4, 1970, in Los Angeles, California. A

social worker discovered the 13-year old girl after her mother sought out services
for her own health. The social worker soon discovered that the girl had been
confined to a small room, and an investigation by authorities quickly revealed that
the child had
spent most of her life in this room, often tied to a potty chair. She spent almost her
entire childhood locked in a bedroom, isolated and abused for over a decade.
Genie's life prior to her discovery was one of utter deprivation. She spent most of
her days tied naked to her potty chair only able to move her hands and feet. When
she made noise, her father would beat her. Her father, mother, and older brother
rarely spoke to her. The rare times her father did interact with her, it was to bark
or growl.
What do you think are the
results of this Your Answer
situation to the 13-year old
girl to her:

gestures/ behavior
physical appearance
language used/manner
of speaking
reactions to people
Socialization concerns both social structure and interpersonal
relations. It contains three key parts: context, content and
process, and results.

Context refers to the culture, language, social structures and

one’s position within that particular society. It also includes
history and the roles people and institutions around them
performed in the past. One's life context will
significantlyaffect the socialization process. For example, a
family's economic class may have a
huge impact on how parents associate or deal with their
children.
 Research has found that parents emphasize the values and
conducts most
likely to help children succeed given their condition in life.
Parents who expect their
children to work blue-collar jobs are more likely to emphasize
correspondence and
high regards for authority, while those who expect their
children to pursue artistic,
managerial, or entrepreneurial professions are more likely
highlights creativity and
competence.
 Gender stereotypes also bear strong influence on socialization
processes.Cultural expectations for gender roles and gendered
behavior are conveyed to children through color-coded clothes and
sorts of game. Girls usually receive toys such as dolls or dollhouses
that stresses physical appearance and domesticity while boys receive
playthings such as legos, toy soldiers, or race cars that involve
thinking skills or manly type of sports. Additionally, research has
shown that girls
with brothers are associated to understand that household labor is
expected ofthem but not of their male siblings. Girls tend to be
engaged in doing chores without receiving a pay while their brothers
do.
 Race also plays a factor in socialization. Since
white people bear disproportionate experience of
police violence, they can encourage their children
to defend and know their rights when the
authorities try to violate them. In contrast, parents
of color must instruct their children to remain
calm, compliant and secure in the presence of law
enforcement.
School plays an important role in socialization of students
of all ages. In class, young people receive instructions
related to their conduct, tasks, authority, schedules and
deadlines. Teaching this content requires social
interaction between
educators and students. Typically, the policies and
expectations are both written and spoken shall be
reiterated thoroughly. In this manner, the student
conduct iseither rewarded or punished. As this occurs,
students learn standards of proper behavior suitable for
school.
Results are the outcome of socialization and refer
to the way a person conceives and conducts after
undergoing this process. For example, with
small children, socialization exhibits focus on
control of biological and emotional impulses,
such as drinking eating with bare hands rather
than eating with spoon and fork or asking
permission before picking something up.
 As children mature, the results of socialization
include knowing how to obey rules, wait for
their turn or organize their schedule to be
productive. We can see the
results of socialization in everything, from men
hitting the gym to achieve appealing biceps to
women wearing make ups to look more
attractive.
 Activity 1. Nature vs. Nurture
Directions: Complete the table below. In the first column (Nature)
list down and discuss all the biological traits that you have
inherited from your parents (e.g. color of the hair, color of the
skin, etc.) while in the second column (Nurture) list down all the
sociological traits handed down to you by your parents through
the process of socialization and learning (e.g. mannerisms,
hobbies, values, etc.).
Then after listing down your answers, write why you consider such
traits as something biological or sociological.
 As children mature, the results of socialization
include knowing how to obey rules, wait for
their turn or organize their schedule to be
productive. We can see the
results of socialization in everything, from men
hitting the gym to achieve appealing biceps to
women wearing make ups to look more
attractive.
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