Ucsp Module 2

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UNDERSTANDING CULTURE,

SOCIETY AND POLITICS

Course Code: SOCIETY

Prepared By:

NATHANIEL B. IBARBIA, LPT


SHS - SOCIAL SCIENCE TEACHER

Reviewed By:

ANALYN P. ESTEBAN
OIC, SHS PRINCIPAL

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POLITICS
MODULAR INSTRUCTIONS FOR INTRODUCTION TO COMPUTING
COURSE CODE: SOCIETY

COURSE TITLE: UNDERSTANDING CULTURE, SOCIETY AND POLITICS

COURSE DESCRIPTION:

This course uses insights from Anthropology, Political Science, and Sociology to develop students’
awareness of cultural, social and political dynamics, and sensitivity to cultural diversity; provide them with an
understanding of how culture, human agency, society and politics work; and engage them in the examination
of the country’s current human development goals. At the end of the course, students should acquire ideas
about human cultures, human agency, society and politics; recognize cultural relativism and social
inclusiveness to overcome prejudices; and develop social and cultural competence to guide their interactions
with groups, communities, networks, and institutions.

COURSE OUTLINE

Finals

Week 09: How society is organized

Week 10: Cultural, Social, and Political Institutions (Kinship, marriage, and the household)

Week 11: Cultural, Social, and Political Institutions (Political and leadership structures)

Week 12: Cultural, Social, and Political Institutions (Education)

Week 13: Cultural, Social, and Political Institutions (Religion and belief systems & Health)

Week 14: Social and political stratification

Week 15: Sources Cultural, Social, and Political Change

Week 16: Quarterly assessment exam

ASSESSMENT:

 70% Performance Task : Quiz, Assignments, Outputs


 30% Quarterly Assessment

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Week 09: How society is organized

Specific Objectives: (LO of OBE)

a. Understand and discuss the composition of society based on the various groups that compose it;
b. Identify and define the different types of groups in society;
c. Explain the role that social groups play in the formation of identities, values, attitudes and beliefs; and
d. Describe the organized nature off social life and the rules governing behavior on society.

__________________________________________________________________________________________

Discussion Proper:
As society is basically defined as “the sum of social relationships among groups of humans” (Society,
2009), studying societies essentially involves examining the relationships among various groups in community.
Thus, to understand how society is organized, one has to study the different kinds of groups within society.

There are basic classifications of groups within society.


1. Primary and Secondary Groups.

PRIMARY GROUP
A primary group is characteristically a small social group whose members share intimate, personal and lasting
relationship. Though the term, at first, was used to refer only to the first personal group of a person’s
childhood, later on, the meaning was broadened to include other intimate relations.

One’s primary group may include his/her:

FAMILY

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CLOSE FAMILY FRIENDS

CHILDHOOD FRIENDS

SECONDARY GROUP
A secondary group is that which is larger and less personal temporary rather than long lasting and just based
on interest and activities.

EMPLOYMENT &
BUSINESSMAN-TO-CLIENT
RELATIONSHIP

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VENDOR-TO-PURCHASER
RELATIONS

Primary group and secondary group can be contrasted in terms of the following aspects:

1. Size and Quantity – in a society, secondary groups are more while primary groups are fewer. It is
because secondary groups are a residual category. In size, the secondary group is commonly larger
than primary group.

2. Relationships and communications among members – whereas primary groups are characterized by
personal, close and enduring relationship, secondary groups are marked by formal, impersonal and
contractual relations. While people in primary group interact on a personal level, members of a
secondary group interrelate in a manner that lacks intimacy.

3. Goals and membership – also called “special interest groups”, secondary groups are created for the
attainment of some specific interest or ends. A secondary group is one we choose to be part of based
on some objectives we wish to achieve.

4. Group structure and member’s statuses and roles – most secondary groups are organized groups as
they commonly have formal structure. A formal authority with designated powers is instituted and a
definite division of labor with specified functions is also recognized.

5. Influence to members and nature of group control – Primary groups are marked by members’ care
and concern for each other. These groups play a significant role in development of one’s personal
identity.

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2. In-groups and Out-groups

IN-GROUPS

An in-group is a social group which an individual psychologically identifies himself or herself as being a
member. In sociology and social psychology, the term refers to a group united by common values, that is, “a
group of people who show loyalty and preferential treatment to one another because they share common
interests, beliefs and attitudes.

OUT-GROUPS

An out-group is a social group with which a person does not identify. It is a social group towards which
a person feels dislike, disdain, disagreement, unfriendliness and disapproval – sometimes, even hatred,
contempt, hostility, opposition or a desire to compete.

As can be gleaned from the definitions given, the concept of ingroup-outgroup is potentially harmful to
society.

3. Reference Groups

Is the social group that we use as a standard of comparison for ourselves regardless of whether or not
we are part of that group. A group to which a person or another group is compared, a reference group is a
collection of people to which people compare themselves, basically for the purpose of self-evaluation. In other
words we use reference groups to assess the appropriateness, worth or desirability of our attitudes,
appearance, traits, qualities, thoughts, feelings, behavior, role performance and circumstances.

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4. Networks

In sociology, a social network is a series or web of weak social ties involving people or groups of
individuals connected to each other such as through friendship, family, business relationships, academic
institutions, religious organizations and socio-political clubs. The term “network” may refer either to the
system of people or .things, the individuals concerned themselves, or the “group” or collection of
interrelated people.

BUSINESS
RELATIONSHIP

FAMILY,
FRIENDSHIP,
AND ETC.

SUMMARY OF KEY IDEAS:

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Society may refer both to the companionship and to the group of people itself, especially those who
share interest. Some of the meanings provided by the reference for the term are “the state of being with
other people” and “an organized group of people who share an interest, aim, or profession.

PERFORMANCE TASK # 9.1:


Direction/Instruction: Create your own social web that will include your own Primary group, Secondary group,
In-group, Out-group & Reference group. Explain each why they landed on that special group.
Example:

PERFORMANCE TASK # 9.2:


Direction/Instruction: Answer the following questions briefly in a clear concise essay.
Question/s
1. How do reference groups help an individual in becoming a better person?
2. “The concept of ingroup-outgroup is potentially harmful to society.” Explain.

Rubrics:
Category 5 4 3 2
Focus & Details There is one clear, well focused topic. There is one clear, well focused There is one topic. Main The topic and main
Main ideas are clear and are well topic. Main ideas are clear but ideas are somewhat ideas are not clear.
supported by detailed and accurate are not well supported by clear.
information. detailed information
Organization The introduction is inviting, states the The introduction states the The introduction states There is no clear
main topic, and provides an overview main topic and provides an the main topic. A introduction,
of the paper. Information is relevant overview of the paper. A conclusion is included. structure, or
and presented in a logical order. The conclusion is included. conclusion.
conclusion is strong.

Week 10: Cultural, Social, and Political Institutions (Kinship, marriage, and the household)

Specific Objectives: (LO of OBE)

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1. discuss kinship by blood, kinship by marriage and kinship by ritual
2. discuss marriage, family and household
3. explain how’s the relationship between family, tribe or clan affects an individual
4. identify the difference between family and household

__________________________________________________________________________________________

Discussion Proper:

Kinship, Marriage and the Household

A. Kinship by blood

Kinship by blood refers relationship by descent, that is, the relationship that arises in one’s group of
origin (descent group) or that which refers to genetic relatedness. It is also called consanguinity (relationship
by blood or by descent of the same ancestors) and is related to genealogy (a line of descent directly traceable
from an ancestor).
If one’s kinship is reckoned through his or her father’s line of descent, the descent is called patrilineal.
Most societies are patrilineal.
The descent is called matrilineal if one’s kinship is seen through his or her mother’s line of descent.
The pattern is said to be observed in the cultures of Nyakyusa of Tanzania and the Nayar of Kerala, India.
There is also called bilateral or two sided descent, the bilateral descent affiliates a person more or less
equally with relatives on his or her father’s and mother’s side. This pattern is observed in the culture if the Yako
of the Crossriver state of Nigeria.

B. Kinship by married

Marriage is “a socially or ritually recognized union or legal contract between spouses that establishes
rights and obligations between them, between them and their children, and between them and their in-laws. The
kinship by marriage or the human relation through marriage is commonly called “affinity”.
The social rule which states that a partner must be selected from a person’s own social group is called
endogamy. On the other hand, the rule which proclaims that a partner must be chosen from a group different
from one’s own is called exogamy.

Monogamy and Polygamy

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Marriages can also be classified according to the number of legal spouses allowed to a person.

Monogamy refers to the marriage of one woman to one man at a time. If


remarriage is allowed following divorce or death of a partner, the marriage
pattern is termed “serial monogamy”. Generally therefore, monogamy is a
form of marriage in which an individual has only one legal spouse at a time.

Polygamy, on the other hand, is the custom of having more than one legal spouse at the same time. Polygamy is
a plural marriage of which there are two main types: Polygyny and Polyandry.

If a man is married to more than one wife at a time, the relationship is called polygyny. Polygyny is practiced in
some Muslim and Mormon sects.

He is known for holding a world record as the head of the "world's


largest existing family" with 39 wives, 94 children, 14 daughters-
in-law and 33 grandchildren, 180 in total and counting. The
family is now living in Baktawng village, Mizoram, India.

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A view of the 100-room, four-story home of Ziona Chana, 67, the man with the largest family in
the world. Mr. Chana has 39 wives, 94 children, 14 daughters-in-law and 33 grandchildren.
They all share the house amid the hills of Baktwang village in the Indian state of Mizoram.

When it is the woman who is married to more than one spouse


(husband) at a time, it is called polyandry. It is practiced in some
areas in the Himalayan Mountains where all brothers in a family are
married to the same wife.

Post-marital Residency Rules

Marriage commonly leads to the creation of a new household comprising the married couple, with the
couple living together in the same home. In some cases nonetheless, married couples do not form a separate
household but remain part of an extended family household.
The following are the most common types of post-marital residence:

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

C. Kinship by ritual

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One good example of ritual kinship is the godparenthood (compadrazgo) in predominantly Catholic
societies like in Latin America and the Philippines.

D. Family and the household

Family refers to a “group of people [usually] living together and functioning as a single household,
usually consisting of parents and their children”. Basically, the people composing a family are related by
marriage, birth, or blood.

In other forms of family, members are affiliated by adoption, shared consumption, or shared residence.
The concept of family is very much related to the term household which refers to “the people who live together
in a single home”.
In many ways, family is the most basic social institution. Some of the functions of family are producing
children, raising and educating them, orienting them to one’s culture and religious beliefs and forming an
economically productive household.

The following are the various types of family:

Nuclear Family
A nuclear family or elementary family, in its simplest form,
comprises a couple and at least one child. Alternative definitions have also
evolved to include family units with a stepparent of those headed by same-sex
parents.

Extended Family
The so-called extended family is that which extends
beyond the immediate family, the basic example of which is a

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married couple and its children that live with either the husband or the wife’s parents. In some cultures,
extended family is also referred to as consanguineaous family.

Reconstituted Family
A reconstituted family is that which is formed by the
joining of two adults through marriage, cohabitation or civil
partnership in which either one or both of the adults have a
child or children from a previous relationship living in their
home.

Transnational Families
Transnational families are those which “adopt
separate living arrangements in two or more countries but
retain close links with their homeland”.

SUMMARY OF KEY IDEAS:


Kinship refers to human relationship, that is, a person’s relationship by blood or marriage to
another person or others. It creates a network of social relationships that are basic and essential in the
lives of most humans in most societies.

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PERFORMANCE TASK # 10.1:

On a short bond paper, illustrate your ideal family through a drawing or a sketch. Below it, write
a brief explanation.

PERFORMANCE TASK # 10.2:

“My Family”
The students will write a “story” of their family in a 1 whole sheet of paper.

Guide Questions:
a. How your family does affect your daily lives?
b. Does the size of your family affect your relationship with them?
c. How important your family is for you?

Rubrics:
Category 5 4 3 2
Focus & There is one clear, well focused topic. Main There is one clear, well focused There is one topic. The topic and
Details ideas are clear and are well supported by topic. Main ideas are clear but Main ideas are main ideas are
detailed and accurate information. are not well supported by somewhat clear. not clear.
detailed information
Organization The introduction is inviting, states the main The introduction states the main The introduction There is no clear
topic, and provides an overview of the topic and provides an overview of states the main topic. introduction,
paper. Information is relevant and presented the paper. A conclusion is A conclusion is structure, or
in a logical order. The conclusion is strong. included. included. conclusion.

Week 11: Cultural, Social, and Political Institutions (Political and leadership structures)

Specific Objectives: (LO of OBE)


1.

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__________________________________________________________________________________________________
Discussion Proper:

Political Institution
Defined as the system of norms, values and roles responsible for maintaining social order in the society.
The following are the aspects in maintaining social order.

1. Creating formal norms – it is the political institution that has created formal norms or laws that guide our
behavior. There are three types of laws depending on their origins, namely:
a. Constitutional Laws
b. Statutory Laws
c. Common Laws

2. Applying sanctions – it is the responsibility of a political institution to apply sanction to those who fail to
follow or obey certain norms.
3. Settling disputes among individuals
4. Settling disputes between nations

Political Organization
May refer to the structure or the way power is distributed and embedded in societies.

The following are the common types of political organization:

Bands

A band is usually a very small, oftentimes nomadic group that is


connected by family ties and is politically independent. Moving from
one place to place. Usually in search of food, bands are most often
made up of hunter gatherers.

Bands essentially associations of families living together. They


are loosely allied by marriage, descent, friendship and common interest. The primary integrating mechanism
for these societies is kinship.

Tribes

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A tribe is a somewhat are complex than a band. As the population size increases with a shift in
subsistence pattern from foraging to horticulture or pastoralism, kinship ties and friendship are no longer
sufficient to hold society together.
Tribes commonly have village headmen who perform leadership roles, but these individuals have
relatively limited authority. Political power stems largely from their senior position within kin groups and their
ability to persuade or criticize others into doing what they want.

PADAUNG TRIBE
LARS KRUTAK

Chiefdoms

Are similar to bands and tribes in being mostly classless


societies. However, chiefdoms differ in having a more or less
permanent, fulltime leader with real authority to make major
decisions for their societies.

The Akan community


“chiefdoms” of ivory coast
- Ghana

States

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State level political systems first appeared in societies with large-scale intensive agriculture. They
began as chiefdoms and then evolved into more centralized, authoritarian kingdoms when their populations
grew into tens of thousands of people.

SUMMARY OF KEY IDEAS:


As humans are political beings, government plays a vital role in people’s lives especially in modern societies.
History proves that since ancient times we humans have had invented ways of organizing ourselves into
political organizations.

PERFORMANCE TASK # 11.1:

THE LAST OASIS

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Imagine you belong to a band of nomadic people travelling in a desert looking for an oasis. The band has a 5
members consists of (1) pregnant woman, (2) local healer, (3) community leader, (4) cook, and (5) farmer. One
day, the group discovered that there is only one oasis in the desert that can accommodate four (4) individuals.
Decide who among the five must be saved and who will be excluded. Each group should come up with valid
reasons for their choices.

Pregnant Woman:
__________________________________________________________________________________________
__________________________________________________________________________________________

Local Healer:
__________________________________________________________________________________________
__________________________________________________________________________________________
Community Leader:
__________________________________________________________________________________________
__________________________________________________________________________________________

Cook:
__________________________________________________________________________________________
__________________________________________________________________________________________

Farmer:
__________________________________________________________________________________________
__________________________________________________________________________________________

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Excluded:
__________________________________________________________________________________________
__________________________________________________________________________________________

Week 4: Looking back at Human Biocultural and Social Evolution

Specific Objectives: (LO of OBE)

a. Trace the biological and cultural evolution of early to modern humans;


b. Explore the significance of human material remains and artefactual evidence in interpreting cultural
and social, including political and economic, processes; and
c. Appreciate and reflect on the complexities of biocultural and social evolution as part of being and
becoming human.

__________________________________________________________________________________________

Discussion Proper:
In this chapter the lessons are directed towards an understanding of human biological and cultural
evolution in the fossil record as well as the cultural take off and sociopolitical evolution from hunting and
gathering stage up to the development of early civilization and rise of the state. The lessons are arranged in

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order to trace the biological and cultural evolution, cultural take off from Paleolithic to the Neolithic age and
early civilization and the rise of the state.

BIOCULTURAL AND CULTURAL EVOLUTION FROM AUSTRALOPITHECUS AFARENSIS TO HOMO SAPIENS

While the exact number of early human species is debated, on this topic are summaries of the early
human species accepted by most scientists.

Australopithecus Afarensis

Nickname: Lucy's species

Where Lived: Eastern Africa (Ethiopia, Kenya, Tanzania)

When Lived: Between about 3.85 and 2.95 million years ago

The front running candidates for the earliest definite hominids are
a small group of fossils found at Laetoli, Tanzania and dated to about 3.6
years before present. A larger group found at Hadar, Ethiopia and dated to
between 3.2 and 2.9 million before present.

Raymond Dart discovered the first Australopithecus specimen at Taung, South Africa in 1924. It was he
who gave it the generic name Australipithecus, meaning “Southern ape”.

Au. afarensis had both ape and human characteristics: members of this species had apelike face
proportions (a flat nose, a strongly projecting lower jaw) and braincase (with a small brain, usually less
than 500 cubic centimeters -- about 1/3 the size of a modern human brain), and long, strong arms with curved
fingers adapted for climbing trees. They also had small canine teeth like all other early humans, and a body
that stood on two legs and regularly walked upright. Au. afarensis had mainly a plant-based diet, including
leaves, fruit, seeds, roots, nuts, and insects… and probably the occasional small vertebrates, like lizards.

One of their most famous finds is “Lucy”, a small female A. LUCY


Afarensis.

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Lucy was nicknamed the night she was discovered while Johanson’s team celebrated to the Beatles’ hit
“Lucy in the Sky with Diamonds.” Her Ethiopian name ‘Dinknesh’ is the Amharic term for ‘You are marvelous.’

Approximately, 40% of her skeleton is preserved, including pelvic, arm and leg bones.

Homo Habilis

Nickname: Handy Man

Where Lived: Eastern and Southern Africa

When Lived: 2.4 million to 1.4 million years ago

This species, one of the earliest members of the genus Homo, has
a slightly larger braincase and smaller face and teeth than
in Australopithecus or older hominin species. But it still retains some ape-
like features, including long arms and a moderately-prognathic face.

Its name, which means ‘handy man’, was given in 1964 because this
species was thought to represent the first maker of stone tools. Currently, the oldest stone tools are dated
slightly older than the oldest evidence of the genus Homo.

Early Homo had smaller teeth than Australopithecus, but their tooth enamel was still thick and their
jaws were still strong, indicating their teeth were still adapted chewing some hard foods (possibly only
seasonally when their preferred foods became less available).

Best known Homo habilis

KNM-ER 1813 This fossil is one of the most complete skulls of this species, best
known from the Turkana Basin (Kenya) and Olduvai Gorge (Tanzania) in East Africa. It
has a cranialcapacity of only 510 cubic centimeters, well below the 600 cubic
centimeter cutoff that had been in place since the creation of the Homo habilis species
name. It is also not much larger than the average for Australopithecus.

Arch support

By this time, the feet of early humans had a modern-type arch.

Do you see the tooth marks on this ankle bone? Their shape and pattern are
similar to those made by modern crocodiles. The back part of the heel bone is bitten off,

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too. A lake with crocodiles was located not far from where this early human lived. He or she may have been
drinking from the lake at the wrong time.

Homo Rudolfensis

Where Lived: Eastern Africa (northern Kenya, possibly northern Tanzania and
Malawi)

When Lived: About 1.9 million to 1.8 million years ago

There is only one really good fossil of this Homo rudolfensis: KNM-ER
1470, from Koobi Fora in the Lake Turkana basin, Kenya. It has one really
critical feature: a braincase size of 775 cubic centimeters, which is considerably
above the upper end of H. habilis braincase size. At least one other braincase from the same region also shows
such a large cranial capacity.

Homo rudolfensis had large and wider molars compared to Homo habilis. While their teeth were only
slightly smaller than those seen in robust australopithecines, H. rudolfensis didn’t have the heavily-built jaw
and strong jaw muscle attachments seen in robust early humans. These anatomical differences likely indicate
different diets between H. rudolfensis and earlier australopith species capable of more powerful chewing.

The KNM-ER1470

Louis Leakey saw KNM-ER 1470 only days before his death, and, believing the skull
to be a million years older than it was, classified it as an “indeterminate species
of Homo.” When scientists later dated the skull to 1.9 million years old, the same age to
when Homo habilis lived, the scientific community thought KNM-ER 1470 must then
belong to Homo habilis - but the mandible (jaw) and teeth just didn’t seem to fit within
acceptable limits of variation or differences for H. habilis. Even if KNM-ER 1470 was considered a large H.
habilis male, the size difference would be too great compared to KNM-ER 1813, an established H.
habilisfemale, for the two to both belong to the same species. Over several weeks following its discovery,
scientists Meave Leakey and Bernard Wood reconstructed KNM-ER 1470’s skull from more than 150
fragments, revealing a large cranium with a long, wide, flat face. While tooth roots show that this early human
had large teeth, the skull lacked the massive jaw muscle features characteristic of robust australopithecines.

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Homo Erectus

Where Lived: Northern, Eastern, and Southern Africa; Western Asia


(Dmanisi, Republic of Georgia); East Asia (China and Indonesia)

When Lived: Between about 1.89 million and 110,000 years ago

Early African Homo erectus fossils (sometimes called Homo


ergaster) are the oldest known early humans to have possessed modern
human-like body proportions with relatively elongated legs and shorter
arms compared to the size of the torso. These features are considered
adaptations to a life lived on the ground, indicating the loss of earlier tree-
climbing adaptations, with the ability to walk and possibly run long distances. Early fossil discoveries from Java
(beginning in the 1890s) and China (‘Peking Man’, beginning in the 1920s) comprise the classic examples of
this species. Generally considered to have been the first species to have expanded beyond Africa, Homo
erectus is considered a highly variable species, spread over two continents (it's not certain whether it reached
Europe), and possibly the longest lived early human species - about nine times as long as our own
species, Homo sapiens, has been around!

The tall bodies and large brains of Homo erectus individuals required a lot of energy on a regular basis
to function. Eating meat and other types of protein that could be quickly digested made it possible to absorb
nutrients with a shorter digestive tract, making more energy available faster. There is also speculation that
honey and underground tubers may have been significant food sources for Homo erectus.

This elderly male belonged to a population of Homo


erectus that spread from Africa to the Caucasus Mountains
in western Asia. Most of his teeth fell out long before he
died, and his jaw deteriorated as a result. Members of his
social group must have taken care of him. This is some of
the earliest known evidence for this kind of group care and
compassion in the human fossil record.

Homo Floresiensis

Nickname: the Hobbit

Where Lived: Asia (Indonesia)

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When Lived: About 100,000 – 50,000 years ago

Remains of one of the most recently discovered early human species, Homo floresiensis(nicknamed
‘Hobbit’), have so far only been found on the Island of Flores, Indonesia. The fossils of H. floresiensis date
to between about 100,000 and 60,000 years ago, and stone tools made by this species date to between about
190,000 and 50,000 years old. H. floresiensis individuals stood approximately 3 feet 6 inches tall, had tiny
brains, large teeth for their small size, shrugged-forward shoulders, no chins, receding foreheads,
and relatively large feet due to their short legs. Despite their small body and brain size, H. floresiensis made
and used stone tools, hunted small elephants and large rodents, coped with predators such as giant Komodo
dragons, and may have used fire.

This adult female, who died around the age of 30, was only a
little over 1 m (3.5 ft) tall. Her brain, estimated at 400 cubic
centimeters, was as small as those of chimpanzees and the smallest
australopithecines. She had fairly large brow ridges, and her teeth
were large relative to the rest of the skull. Her fossils consist of
an almost-complete skull and partial skeleton that include her legs,
hands, feet, part of her pelvis, and other fragments. LB-1 is the most complete H.
floresiensis fossil found to date.

Homo Neanderthalensis

Nickname: Neanderthal

Where Lived: Europe and southwestern to central Asia

When Lived: About 400,000 - 40,000 years ago

Neanderthals (the ‘th’ pronounced as ‘t’) are our closest extinct


human relative. Some defining features of their skulls include the large
middle part of the face, angled cheek bones, and a huge nose for
humidifying and warming cold, dry air. Their bodies were shorter and
stockier than ours, another adaptation to living in cold environments. But
their brains were just as large as ours and often larger - proportional to their brawnier bodies.

Neanderthals made and used a diverse set of sophisticated tools, controlled fire, lived in shelters,
made and wore clothing, were skilled hunters of large animals and also ate plant foods, and occasionally made
symbolic or ornamental objects. There is evidence that Neanderthals deliberately buried their dead and

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occasionally even marked their graves with offerings, such as flowers. No other primates, and no earlier
human species, had ever practiced this sophisticated and symbolic behavior.

Through examining his skeletal remains, scientists found


evidence that at a young age, Shanidar 1 experienced a crushing blow
to his head. The blow damaged the left eye (possibly blinding him)
and the brain area controling the right side of the body, leading to a
withered right arm and possible paralysis that also crippled his right
leg. One of Shanidar 1’s middle foot bones (metatarsal) on his right
foot shows a healed fracture, which probably only enhanced his noticeable
limp. All of Shanidar 1’s injuries show signs of healing, so none of them resulted in his death. In fact, scientists
estimate he lived until 35–45 years of age. He would have been considered old to another Neandertal, and he
would probably not have been able to survive without the care of his social group.

Homo Sapiens

Where Lived: Evolved in Africa, now worldwide

When Lived: About 300,000 years ago to present

The species that you and all other living human beings on this planet belong
to is Homo sapiens. During a time of dramatic climate change 300,000 years
ago, Homo sapiens evolved in Africa. Like other early humans that were
living at this time, they gathered and hunted food, and evolved behaviors
that helped them respond to the challenges of survival in unstable
environments.

Historic Homo sapiens

Discovered in 1868, Cro-Magnon 1 was among the first fossils to be


recognized as belonging to our own species—Homo sapiens. This famous
fossil skull is from one of several modern human skeletons found at the
famous rock shelter site at Cro-Magnon, near the village of Les Eyzies,
France.

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

PERFORMANCE TASK # 4.1:

Direction: Learners will present in poem or song, how society is affected by: (choose only 1)

• Biological evolution

• Cultural evolution

Rubric:

CATEGORY 5 4 3 2
Focus on Assigned The entire poem is related Most of the poem is related Some of the poem is No attempt has been made
Topic to the assigned topic and to the assigned topic. The related to the assigned to relate the poem to the
allows the reader to poem wanders off at one topic, but a reader does assigned topic.
understand much more point, but the reader can not learn much about the
about the topic. still learn something about topic.
the topic.

Creativity The poem contains many The poem contains a few The poem contains a few There is little evidence of
creative details and/or creative details and/or creative details and/or creativity in the poem. The
descriptions that descriptions that contribute descriptions, but they author does not seem to
contribute to the reader's to the reader's enjoyment. distract from the poem. have used much
enjoyment. The author has The author has used his The author has tried to imagination.
really used his imagination. use his imagination.
imagination.

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PERFORMANCE TASK # 4.2:

Direction: Describe how your community has changed over the years. Write characteristics of your community
7 years ago in the “past” column do the same to describe your present community in the “present” column.

SOCIETY
PAST PRESENT

What makes human beings an important component in the development of early society?

Week 5: Cultural and Sociopolitical Evolution

Specific Objectives: (LO of OBE)

a. Distinguish the entire period of early prehistory to lithic ages as well as the different types of societies;
b. Produce an illustrated timeline that clearly shows the major developments and changes
that happened in human society; and
c. Appreciate the significant social developments that happen as societies and their culture evolve.
__________________________________________________________________________________________

Discussion Proper:
Traditional societies comprise of few social institutions whereas, modern societies have more compare
to traditional societies. We can only find basic institution in traditional societies which include, family or
kinship and religion. Modern or complex societies however, have dozen of them. The triggering factor of
institutional expansion is economic change. Before industrialization or extensive use of heavy machinery;
societies were very small and depended upon natural resources. In preindustrial societies division of labor was
almost non-existent; the first job of men was to hunt and gather.

DIFFEERENT TYPES OF SOCIETIES

HUNTING AND GATHERING SOCIETIES

Survive by hunting game and gathering edible plants. Until


about 12,000 years ago, all societies were hunting and gathering
societies.

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There are five basic characteristics of hunting and gathering societies:

1. The primary institution is the family, which decides how food is to be shared and how children are to
be socialized, and which provides for the protection of its members.
2. They tend to be small, with fewer than fifty members.
3. They tend to be nomadic, moving to new areas when the current food supply in a given area has been
exhausted.
4. Members display a high level of interdependence.
5. Labor division is based on sex: men hunt, and women gather.

HORTICULTURAL AND PASTORAL SOCIETIES

Large-scale cultivation using plows harnessed to animals or


more powerful energy sources money as a common standard of
exchange and the old barter system was abandoned extreme social
inequality.

Typically more than modern societies such as our own


agri1cultural, religion reinforce the power of elites.

Both described as having unequal social relations because


some members act as the ruling elite.

HORTICULTURAL SOCIETIES

The term “Horticulture” is derived from the two Latin words


‘Hortus’ means garden and ‘cultura’ means cultivation. Thus
Horticulture means culture or cultivation of garden crops.

In a horticultural society, hand tools are used to tend


crops. The first horticultural societies sprang up about 10,000–
12,000 years ago in the most fertile areas of the Middle East, Latin
America, and Asia.

Horticultural societies develop between 13,000 and 7,00 B.C.E

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The tools they used were simple: sticks or hoe-like instruments used to punch holes in the ground so
that crops could be planted. With the advent of horticultural machinery, people no longer had to depend on
the gathering of edible plants—they could now grow their own food. They no longer had to leave an area
when the food supply was exhausted, as they could stay in one place until the soil was depleted.

PASTORAL SOCIETIES

A pastoral society relies on the domestication and breeding


of animals for food. Some geographic regions, such as the desert
regions of North Africa, cannot support crops, so these societies
learned how to domesticate and breed animals. The members of a
pastoral society must move only when the grazing land ceases to be
usable. Many pastoral societies still exist in Africa, Latin America,
and parts of Asia.

Characteristics:

 Move around to new pastures for animals


 Can support larger populations
 Food surpluses
 Division of labor
 Specialization of tasks by individual

AGRICULTURAL SOCIETIES

When people started agriculture, they used tools made


up of copper. The prime innovation of this age was the
development of pottery. The development of pottery products
made it easier to cook and transport food.

The Neolithic man lived in a much more complex


community. They lived in villages of 200-300 people. They even
owned private land. Their houses are made up of mud and
stone The concepts of polished tools, pottery, cloth, the wheel,
the sail, the ox yoke, and plow were well developed in this age. The change to the Neolithic way of life was
huge and led to many of the pleasures (lots of food, friends, and comfortable homes)

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INDUSTRIAL SOCIETY

Sociologists believe that in industrial societies, all other aspects


of society, like education, politics, media, and law, among
others, work to support the production goals of that society.

The First Industrial Revolution caused the growth of


industries, such as coal, iron, railroads and textiles, the Second
Industrial Revolution witnessed the expansion of electricity,
petroleum and steel.

An industrialized society is considered to be modern society or


it can be defined as people living together in current time.

Modern society is often called materialistic, where people no longer produce product for living. Instead they
produce goods to sell in the market. People don’t rely their own. For example they go to market for groceries
instead of owning gardens and animals.

Post Industrial Society

A post-industrial society is a stage in a society's evolution when the economy shifts from producing and
providing goods and products to one that mainly offers services. A manufacturing society is comprised of
people working in construction, textiles, mills and production workers whereas in the service sector, people
work as teachers, doctors, lawyers and retail workers. In a post-industrial society, technology, information and
services are more important than manufacturing actual goods.

Characteristics of Post-Industrial Societies

 Production of goods (like clothing) declines and the production of services (like restaurants) goes up.
 Manual labor jobs and blue collar jobs are replaced with technical and professional jobs.
 Society experiences a shift from focusing on practical knowledge to theoretical knowledge. The latter
involves the creation of new, invention solutions.

THE CULTURAL TAKE OFF: PALEOLITHIC, MESOLITHIC AND THE NEOLITHIC

Using of tools became more important, natural selection favored brainier individuals who were better
able to encode and transmit behavioral tradition.

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For several million years the evolution of culture and the evolution of human brain and body into an
increasingly efficient learning machine were part of a single evolutionary process.

The simple stone tools associated with the ape-sized brains of the earliest hominids became more
complex, more skillfully made and more specialized for particular cutting, digging and throwing tasks as homo
habilis was succeeded by homo erectus and later by homo sapiens.

PREHISTORIC PERIODS

Stone implements provide most of the evidence about the earliest phases of cultural evolution.

Archaeologists divide the entire period of early prehistory into Lithic ages.

 Paleolithic period

o Paleolithic cultures were based on hunting, fishing and gathering rather than on farming or
stock raising.

o Groups were small and widely dispersed.

Lower Paleolithic 3 million years ago

 Earliest Stone tools introduced by Homo habilis


 Began with Oldowan tool industry, utilizing stone flakes and cores
 Further development led to the Acheulian tool industry, utilizing the more advanced handaxe (H.
erectus)

Middle Paleolithic 120,000 years ago

 More advanced tools, made from a greater variety of materials. First widely use by Homo
neanderthalensis
 The middle Paleolithic is characterized by the Mousterian tool industry, whereby flint was often shaped
using the Levallois technique, giving extremely sharp edges.

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Upper Paleolithic 35,000 years ago

 Tools displaying a much more sophisticated design and greater ingenuity. Associated with the earliest
anatomically modern ‘Cro-Magnon’ Homo sapiens
 Tools included throwing sticks, harpoons and much finer blades and spearheads made using ‘punch
blade’ technique
 Culture also included cave paintings and sculptures.

 Mesolithic period
o It was a time of intense local ecological change. Forest of birch and pine spread over the land
and the hunters made their camps in clearings along riverbanks and lakesides, estuaries and the
seashore.
o Mesolithic people turned increasingly to a broad spectrum of plant foods and fish, mollusks and
other rivetine and maritime sources of food.

 Neolithic Period
o During Neolithic greater control over the reproduction of plants and animals was achieved by
the development if farming and stock raising.
o Farming and stock raising also set the stage for profound alterations in domestic and political
economy centering on access to land, water and other basic resources.

THE EARLY CIVILIZATION AND THE RISE OF THE STATE

• From hunting-gathering lifestyle to a Neolithic society, major changes took place in terms of socio
economic factors of early human life.

• The Neolithic revolution, through the domestication of plants and animals, paved the way for the
beginning of early civilizations.

• The advent of civilization depended on the ability of some agricultural settlements to consistently
produce surplus food, which allowed some people to specialize in non-agriculturalwork, which in turn
allowed for increased production, trade, population, and social stratification.
• The development of the early civilizations showed the political evolution of society.
• The first civilizations appeared in locations where the geography was favorable to intensive agriculture.
• Early civilizations were often unified by religion.

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The Rise of Civilizations

• It began to develop during Neolithic period where the early humans learned to settle in just one area
to domesticate plants and animals for survival.

The Four major civilizations in the world

• Sumerian civilization - developed along the tigris and euphrates river in west asia
• Indus Valley civilization - started along the Indus River Valley in India
• Shang civilization of China - developed near the Huang Ho/ Huang He River
• Egyptian civilization- started along the Nile River.

These river valley civilizations are considered the Cradle of human civilization because it was in these river
valley systems.

The Development of State

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

Implications of the Rise of Civilization and States

• The rise of civilization and states led to urbanization, economic focus, political power and material
development.

• These changes allowed implications that directly affected future developments in the sociopolitical
evolution of men.

SUMMARY OF KEY IDEAS:


The development of culture through time called Cultural evolution, led to the transformation of different
societies and political systems, a process known as Sociopolitical evolution. This lesson studies how hunting and
gathering societies developed step by step to become agricultural, industrial and then post-industrial societies.

Stone implements provide most of the evidence about the earliest phases of cultural evolution.
Archaeologists divide the entire period of early prehistory into Lithic ages (Paleolithic, Mesolithic and Neolithic
Period). Without agriculture, the development of cities, states and empires could not have occurred. All that
is regarded today under the rubric of industrial society arose ultimately in response to that same great
transformation.

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PERFORMANCE TASK # 5.1: Creativity/Originality__________/10points
In bond paper draw a timeline showing: (one bond Craftsmanship/Skill/Consistency______/10points
paper each topic)
PERFORMANCE TASK # 5.2:
a. different types of societies Give atleast 2 positive and negative traits of the
b. The Cultural Take Off: Paleolithic, following:
Mesolithic And Neolithic
• HUNTING AND GATHERING SOCIETIES
Rubric: • HORTICULTURAL SOCIETIES
• PASTORAL SOCIETIES
Composition/Design__________/10points
• AGRICULTURAL SOCIETIES
• INDUSTRIAL SOCIETY

Week 6: Becoming a member of Society (Enculturation/Socialization)

Specific Objectives: (LO of OBE)

a. Explain the development of one’s self and others as a product of socialization and
enculturation;
b. Identify the context , content, processes and consequences of enculturation and socialization;
c. Value the roles of groups and institutions as agents of socialization.
__________________________________________________________________________________________

Discussion Proper:
In this chapter, the lessons are geared towards an understanding of how one becomes a member of
society through enculturation or socialization. The dynamics of conformity and deviance is also discussed, as
well as the discussion of human dignity, rights and the common good.
The understanding on how we are as social beings brings about an important point: the concept of self
and socialization. As we are faced with the immensity of patters that affect and shape who we are in society.

THE SELF AND SOCIALIZATION

As individuals, we all have various perceptions, feelings and beliefs about who we are and what we are
like. How do we come to develop these ideas? Do they change as we age?

We were not born with theses understandings. Building on the work of George Herbert Mead,
sociologists recognize that we create our own designations: the self. The self is a distinct identity that sets one

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apart from others. Sociologists and psychologists alike have expressed interest on how the individual develops
and modifies the sense of self as a result of social interaction.

Cooley: Looking-Glass Self Charles Horton Cooley


In the early 1900’s, C.H. Cooley advanced the belief that we learn who we are by
interacting with others. Our view of ourselves, then, comes not only from direct
contemplation of our personal qualities but also from our impressions of how others
perceive us. Cooley used the phrase looking-glass self to emphasize that the self is the
product of our social interactions with other people. A subtle but critical aspect of
Cooley’s looking-glass self is that it results from an individual’s “imagination” of how
others view him or her. As a result, we can develop self-identities based on incorrect
perceptions of how others see us.

Mead: Theory of the Self


George Herbert Mead
Mead is best known for his theory of the self. According to mead, the self begins
as the privileged center of a person’s world. Young children picture themselves as the
focus of everything around them and find it difficult to consider the perspective of
others. The childhood tendency to place ourselves at the center of events never entirely
disappears.

Many people with a fear of flying automatically assumes that if any plane goes
down, it will be the one they are on. Nonetheless, as people mature the concept of self
also changes and begins to reflect greater concern for the reaction of others. Mead used
the term “significant others” to refer to those individuals who are most important in the development of the
self. Parents, friends, co-workers, coaches and teachers are often among those who play a major role in
shaping a person’s self.

UNDERSTANDING SOCIALIZATION

Here are some agents of socialization:

Family

For most people, the process of socialization begins in the family.


Family is their first source through which they commence their social
communication. As a child, a person learns to see and interpret

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himself and society through the eyes and understanding of his parents and other elders of the family. It is with
the aid of the older family members that he/she becomes familiar with social culture.

School

Schools could foster competition through built-in systems of reward


and punishment, such as grades and evaluations by teachers.
Consequently, a child who is working intently to learn new skill can
sometimes come to feel stupid and unsuccessful. However as the self
matures, children become capable of increasingly realistic assessment
of their intellectual, physical, and social abilities.

Workplace

Workplace is another agent of socialization. Just as the children spend


a significant part of day at their school, the adults spend much of their
day at their workplace. At workplace, a person meets people of
different age groups and belonging to different social and cultural
backgrounds.

Peer Group

A peer group is a group of people of approximately the same age,


sharing similar interests and probably belonging to similar backgrounds.
What makes peer group an important factor in socialization is that it
enables a child to engage in experience witch he/she would otherwise
never experience within his/her family.

Mass Media and Technology

Mass media is the strongest and the most argued indirect agent of
socialization. It sends across of multitude ideas without having any
kind of interpersonal communication. It influences our lives to a
great extent, as we tend to learn a lot from mass media which

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includes newspapers, magazines, radio, the internet, video games, and of course, the most dominant of them
all, television.

Religion

Religion is a collection of cultural systems, belief systems,


and worldviews that relate humanity to spirituality and,
sometimes, to moral values. Many religions have narratives,
symbols, traditions, and sacred histories that are intended
to give meaning to life or to explain the origin of life or the
universe. Agents of socialization differ in effects across
religious traditions. Some believe religion is like an ethnic or cultural category, making it less likely for the
individuals to break from religious affiliations and be more socialized in this setting.

Government

Government or state is an indirect agent of socialization. This


means, though we do not come in contact with the institution
directly, it does have an impact on our social life and well-
being. The government sets rules and regulations which
people of the state/country need to follow and breach of
them often becomes not only a moral wrong but a social
wrong as well.

ENCULTURATION AND ACCULTURATION

Enculturation is anthropological term used for socialization, both terms refer to, the process of learning
through social interaction. However, the term enculturation is only confined to culture. Whereas, socialization
refer to each and every social interaction of an individual with other people of a society.

Since conception, baby starts interacting with his family members most of all with mother. Parents
teach their children how to eat, drink, walk, play, and behave in different situations. However, parents teach
all those things according to their own culture. For instance, Middle Eastern families eat food with their bare
hands whereas, American families use fork and knife to eat food. So, children born and raised in Middle
Eastern families are enculturate to eat food with bare hands. Whereas, American children are enculturate to

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eat food with fork and knife. Culture can be transmitted from one generation to another. During the process
of cultural transmission, learning a culture by a new generation is called enculturation.

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

SUMMARY OF KEY IDEAS:


We have seen that each culture considers its own distinctive ways of handling basic societal tasks to
be “natural”. Yet methods of education, marital ceremonies, religious doctrines, and other aspects of
culture differ markedly from one society to another.

The continuing and lifelong socialization process involves many different social forces that influence
our lives and alter our self-images. We discussed 7 agents of socialization: family, school, workplace, mass
media and technology, peers, religion, and government.

Enculturation is the process by which an individual learns about his/her own culture. Enculturation
is simply a process where a child learns about the own culture and adopts into it.

PERFORMANCE TASK # 6.1:


Answer the table below:

Socialization Enculturation Acculturation


Context
Content
Processes

PERFORMANCE TASK # 6.2:

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Create 1 situation each agent of socialization that shows how they can contribute to the development of
community.

 Family
 School
 Workplace
 Mass Media and Technology
 Peers
 Religion
 Government

Week 7: Becoming a member of society (Conformity and Deviance; Human dignity and rights)

Specific Objectives: (LO of OBE)

a. Analyze the role of groups and institutions as agents of social control;


b. Identify norms and values to be observed in interacting with others in society and the
consequences in ignoring the rules; and

c. Recognize the value of human rights and promote the common good.
__________________________________________________________________________________________

Discussion Proper:
Learning on conformity and obedience is necessary in order to assess the rules of social interaction to
maintain stability of everyday life. It is our role as members of society to understand how to strike the balance
between conformity and creativity as active members of society.

CONFORMITY AND OBEDIENCE

S. Milgram defined conformity as going along with peers – individuals of our own status who have no special
right to direct our behavior by contrast, obedience is defined as compliance with higher authorities in a
hierarchical structure.

Kelman (1958) distinguished between the different types of conformity:

 Compliance (Group Acceptance)

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 Internalization (genuine acceptance of group norms)
 Identification (group membership)
 Ingratiational

Informal and Formal Social Control

The sanctions used to encourage conformity and obedience – and to discourage violation of social
norms – are carried out through both informal and formal social control. As the terms implies, people use
informal social control casually to enforce norms. In many societies, adults often view spanking, slapping, or
kicking children as a proper and necessary means of informal social control. Child development specialists
counter that such corporal punishment is inappropriate because it teaches children to solve problems through
violence. Formal social control is carried out by authorized agents, such as police officers, physicians, school
administrators, employers, military officers, and managers. It can serve as a last resort when socialization and
informal sanctions do not bring about desired behavior.

The term “social control” refers to techniques and strategies for preventing deviate behavior in any
society. Social control occurs on all levels of society. Most of us respect and accept basic social norms and
assume that others will do the same.

DEVIANCE

For sociologists, the term deviance does not mean perversion or depravity. Rather, deviance is behavior that
violates the standards of conduct or expectations of a group of society.

Sociological theories of Deviance

1. Functionalist Theory – According to E. Durkheim, deviance can serve a number of functions for society. He
asserted that there is nothing abnormal in deviance.

He gave 4 major functions of deviance:

 Deviance affirms cultural values and norms.


 Responding to deviance clarifies moral boundary
 Responding to deviance promotes social unity
 Deviance encourages social change

2. Strain theory – Robert Merton argued that in an unequal society the tension or strain between socially
approved goals and an individual’s ability to meet those goals through socially approved means will lead to
deviance as individuals reject the goals, means or both.

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Merton gave the following forms of deviance that emerge from strain.

a. Conformity- involves accepting both cultural goal of success and the use of legitimate means for achieving
that goal.
b. Innovation- this response involves accepting the goal of success but rejecting the use of socially accepted
means of achieving it, turning instead to unconventional, illegitimate means.
c. Ritualism- this occurs when people deemphasize or reject the importance of success once they realize
they will never achieve it and instead concentrate on following these rues than ever was intended.
d. Retreatism- this means withdrawal from society, caring neither about success nor about working.
e. Rebellion- this occurs when people reject and attempt to change both goals and the means approved by
society.

HUMAN DIGNITY AND RIGHTS

Understanding how one becomes a member of society would not be complete without an
understanding of fundamental rights inherent to human persons.

Dignity has descriptive meanings pertaining to human worth. All in all, it refers to our fundamental
right. Human dignity is something that cannot be taken away.

As society is the embodiment of human beings, becoming a member of society should make each one
be more “human” where each person is valued and respected.

Rights are legal, social or ethical principles of freedom or entitlement; that is, rights are the
fundamental normative rules about what is allowed of people or owed to people, according to some legal
system, social convention or ethical glory.

Three kinds of Rights

1. Natural Rights

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

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Right to be born Right to have a family

be born,
Right to have to be alive,
a family.
and to2.
have a name. Rights
Statutory
A statutory right is one that is written into law by a statute. Typically such a right is made by a state
legislature and if not written into the law probably would not exist.

Right to receive a minimum wage.

3. Constitutional Rights
These are the rights guaranteed under the fundamental charter of the country. It can be change, revise,
develop or remove.

Constitutional Rights has 5 classifications:

1. Civil Rights: these are the rights specified under Bill of Rights. It is the rights enjoyed by an
individual by virtue of his citizenship in a shape or community.

Example:

 Freedom of Speech
 Right to information

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2. Political Rights: these are rights an individual enjoys as a consequence of being a member of a
body politic.

Example:
 Right to Vote
 Right to be voted into
public office
3. Economic Rights: these are rights to
property, whether personal, real or
intellectual.

Example:
 Right to use and dispose of his
property
 Right to practice one’s profession
 Right to make a living

4. Cultural Rights: The right to participate in cultural life


has both individual and collective elements; they may be exercised as an individual, in
association with others, and within a community or group.

Example:

 Right to preserve and continue


their culture and shape cultural
and social development

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POLITICS
5. Rights of Accused: the rights and privileges of a person accused of a crime, guaranteeing him a
fair trial. These rights were initially (generally from the 18th century on) confined primarily to
the actual trial itself, but in the second half of the 20th century many countries began to extend
them to the periods before and after the trial.

Example:

 right to a fair trial


 due process
 right to seek redress or a legal
remedy
 right to petition
SUMMARY OF KEY  right
IDEAS:of self-defense
Becoming  a right to vote
member of society touches on important issues particularly on the debate between
individual rights inherent to each person and how it connects with the concept of “common good”. As
society is the embodiment of human beings, becoming a member of society should make each one be more
“human” where each person is valued and respected.

PERFORMANCE TASK # 7.1:


Expound the following:
1. Discuss the difference between conformity and obedience by giving your own example.
2. Think of an instance where a sanction becomes effective in encouraging conformity and obedience. How
do you see its importance?
3. Based on the type of human rights discussed, as a citizen how important is it to recognize your human
rights?
PERFORMANCE TASK # 7.2:
Create a slogan that promotes our own individual rights.

Week 8: Quarterly assessment exam

Specific Objectives: (LO of OBE)

a. Let the students be aware in our current issues;


b. Develop critical thinking and analysis in a specific current issues; and
c. Formulate some ideas to make a solution in addressing these issues.
__________________________________________________________________________________________

Materials:

 Journal
 Art materials
 Recyclable materials
 Tabloid, newspaper and magazines

Procedure:

1. The class must create a unique compilation of journal that encompasses the current issues in culture,
society and politics.

2. They will pick 2 current issues in each topic (2 current issues from culture, 2 current issues from society and
2 current issues from politics).

3. The learner can use articles and pictures (they must describe what’s happening on the picture) in tabloid,
newspaper and magazines.

4. The learner must create solution in each issue.

5. Creativity is a must but they should use recyclable materials in making their journals.

Rubrics for checking:


Grading Criteria Excellent (10) Good (8) Fair(5) Poor(3)
Content Response to assigned topic Response thoughtful and Response adequately Response consists of
thorough and well written, fairly well written; most addresses some aspects of unsupported opinions only
with varied sentence opinions supported with the assigned topic; marginally related to the
structure and vocabulary; facts opinions sometimes based topic.
opinions always supported on incorrect information.
with facts
Idea Development Excellent use of examples Good reliance upon Incomplete development Ideas not clearly stated or

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and details to explore and examples and details to of ideas; details and developed.
develop ideas and illustrate and develop examples not always
opinions. ideas and opinions. evident.
Organization Very logically organized; Contains introduction, Topics and ideas discussed Entry is unstructured.
contains introduction; some development of somewhat randomly;
development of main idea ideas, and conclusion. entry may lack clearly
(or ideas), and conclusion. defined introduction or
conclusion.
Effort/Creativity Exceeds the requirements Fulfills all of the Fulfills some of the Fulfills few of the
of the assignment and requirements of the requirements of the requirements of the
have put care and effort assignment. assignment. assignment.
into the process.

REFERENCES:

● https://www.pinterest.ph/pin/624733779533298367/

● Mutya K-12. Understanding Culture, Society and Politics

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