SSC121/201 Understanding Culture, Society, and Politics :PDF

THIS WILL BE REVISED. THIS IS NOT THE FINAL LAYOUT FOR THE V-M STATEMENT SSC121/201 Understanding Culture, Soceity, and Politics Shernalyn A. Jacinto, LPT Nika Joy F. Delos Santos Chelsy M. Rebollos, LPT Ma. Asuncion A. Plaza, MA Vision, Mis...

THIS WILL BE REVISED. THIS IS NOT THE FINAL LAYOUT FOR THE V-M STATEMENT SSC121/201 Understanding Culture, Soceity, and Politics Shernalyn A. Jacinto, LPT Nika Joy F. Delos Santos Chelsy M. Rebollos, LPT Ma. Asuncion A. Plaza, MA Vision, Mission, & Identity Statement i  Preface This RIGHT Learning Kit for SSC 121/201: Understanding Culture, Society, and Politics is aligned with the competencies of the K–12 Basic Education Curriculum set by the Department of Education. This module is designed interactively to cater to the needs and demands of 21st- century education. This course, as stipulated in the curriculum guide, uses insights from the different Social Science fields of Anthropology, Political Science, and Sociology to develop learners’ awareness of our world’s cultural, social, and political dynamics and sensitivity to cultural diversity; to provide them with an understanding of how society, culture, human agencies, and politics work; and to involve them in the examination of the country’s current human development goals. This course is divided into five units: Unit I – Starting Points Unit II – Culture Unit III – Society Unit IV – Social and Political Structures Unit V – Cultural, Social, and Political Change At the end of the course, students should acquire some ideas about how humanity is in terms of culture, society, and politics; recognize cultural relativism and social inclusiveness to recognize and overcome discrimination and biases; and develop social and cultural competence to guide their exchanges with groups, communities, and institutions. To facilitate academic performance, Written Works (WW) are given to make sure learners can express skills and content in written form. Performance Tasks (PT) let learners translate knowledge and skills in diverse and real-life learning situations. Finally, Quarterly Assessments (QA) or Performance-Based Assessments (PBA) will measure learning at the end of every term. This RIGHT Learning Kit is collaboratively prepared by Shernalyn A. Jacinto, LPT; Nika Joy F. Delos Santos; Chelsy M. Rebollos, LPT; and Ma. Asuncion A. Plaza, MA from the Ateneo de Zamboanga University – Senior High School for the first semester of the school year 2024-2025. Special thanks to the Chairperson of the Department of Social Sciences and Physical Education, Rovic John F. Eslao, LPT, MA and to the members of SHS Module Quality Assurance Team for their assistance in finalizing this learning kit. ii  Table of Contents Vision, Mission, & Identity Statement............................................................................................ i Preface............................................................................................................................................. ii Table of Contents........................................................................................................................... iii Course Outline............................................................................................................................... iv UNIT I. STARTING POINTS........................................................................................................ 1 UNIT II. CULTURE..................................................................................................................... 11 Lesson 1: Aspects of Culture.................................................................................................... 11 Lesson 2: Origin of Culture...................................................................................................... 21 UNIT III. SOCIETY..................................................................................................................... 32 Lesson 1. Socialization............................................................................................................. 32 Lesson 2: Conformity and Deviance......................................................................................... 39 UNIT IV. SOCIAL AND POLITICAL STRUCTURES............................................................. 49 Lesson 1. Social and Political Institutions................................................................................ 49 Lesson 2. Social and Political Stratification............................................................................. 59 UNIT V. CULTURAL, SOCIAL, AND POLITICAL CHANGE............................................... 67 iii  Course Outline Week Content/Topic Requirements MIDTERM 1 ORSEM and Schola Brevis 2 Pre-Assessment Unit I: Starting Points 3 MPT #1: Topic Matrix 4 Unit II Lesson 1: Aspects of Culture MWW#1: Summative Quiz MPT#2: Cultural Inventory 5 Unit II Lesson 2: Origin of Culture 6 Unit III Lesson 1: Socialization 7 MWW#2: Summative Quiz MPT#3: Narrative Report Unit III Lesson 2: Conformity and 8 Deviance 9 MIDTERM EXAMINATION WEEK FINAL TERM Unit IV Lesson 1: Social and Political 10 Institutions FWW#1: Summative Quiz 11 FPT#1: Case Analysis Unit IV Lesson 2: Social and Political 12 Stratification 13 FPBA: Advocacy Campaign Unit V: Cultural, Social, and Political 14 Change 15 Post-Assessment 16 FPBA Making and Consultations 17 Synthesis FPBA Submission 18 FINAL TERM EXAMINATION WEEK iv  UNIT I. STARTING POINTS CONTEXT Learning Competencies At the end of the lesson, I can: a. identify the subject of inquiry and goals of anthropology, sociology, and political science; b. demonstrate curiosity and an openness to explore the origins and dynamics of culture and society, and political identities; and c. articulate observations on human cultural variation, social differences, social change, and political identities. Value Integration I can appreciate the Ignatian values such as compassion, culture, and character by adopting an open and critical attitude toward various social, political, and cultural phenomena happening in our society. Pre-lection Activity 1.1.1: Identifying Phenomena Instructions: Indicate whether the following issues are related to culture, society, or politics by writing the word on the blanks provided. _____________ 1. Floods inundate Philippine capital and typhoon prompts calls for climate action. _____________ 2. The debate on the legalization of same-sex marriage in the Philippines. _____________ 3. Investigation of the true identity of Alice Gou revealed during senate hearings. _____________ 4. Sampaguita is the National Flower of the Philippines. _____________ 5. Based on the UN survey in 2020, the Filipino population is more or less 109 million. _____________ 6. The economic divide between rich and poor in the Philippines is getting worse. _____________ 7. Zamboanga City Ordinance No. 636 imposing a city-wide curfew for children. _____________ 8. The Philippines has more or less than a hundred languages. _____________ 9. Fiestas is one of the tourism highlights in the Philippines. _____________ 10. The Philippine general elections of 2025 are scheduled on May 12, 2025. 1 Guide Questions: 1. When identifying and categorizing these phenomena, what thought processes and criteria did you use? Elaborate your answer. 2. What is the proof of your answer? 3. Which of the items are you familiar with or passionate about? EXPERIENCE Concept Notes ANTHROPOLOGY, SOCIOLOGY, AND POLITICAL SCIENCE The disciplines under which identity, culture, society, and politics are studied are collectively called the social sciences. ANTHROPOLOGY A systematic study of the biological, cultural, and social aspects of man. It is a branch of knowledge that deals with the scientific study of man, his works, body, behavior, and values within a specific time and space. Etymological Definition Anthropology is from the New Latin word antropologia (“the study of humanity”) and shares its ultimate root in Greek, anthrōpos (“human being”) and logos (study), with a number of other words in English, such as anthropomorphize, philanthropy, and misanthrope. Examples of renowned anthropologists are Edward Burnett Tylor, Franz Boas, Alfred Kroeber, Bronisław Malinowski, Source: https://images.app.goo.gl/dZGCb3aVPuZY5yqE9 Clifford Geertz, and Margaret Mead. 2 Four Fields of Anthropology Subfield Interest Data Cultural Culture: shared, learned, dynamic, Behavior adaptive, integrated, ideational Ideas Biological/ Bodies Human evolution and variation Physical Genes/DNA Sounds, words, grammar, Language (verbal and non-verbal), Linguistics movement, gestures, communication expressions Artifacts Archaeology Cultural change over time Material culture SOCIOLOGY The Origin of Sociology The term sociology was coined by Auguste Comte in the early nineteenth century. The development of Sociology as a discipline emerged in the 19th century in response to modernity. Anthony Giddens (2017) defined Sociology as "the study of human social life, groups, and society." It is an academic discipline that attempts to provide a deeper https://www.mindingthecampus.org/201 assessment of individual and group behavior, as well as 8/04/11/the-decline-and-fall-of- social phenomena, by examining the interplay between sociology/ economic, political, and social factors. Etymological Definition “socius” (Latin) = “group / partners” “logos” (Greek) = “study” Sociology as a Social Science Sociology focuses on how people (and groups) interact, as well as on the rules of behavior that structure those interactions. Its emphasis is on patterns of interaction— how these patterns develop, how they are maintained, and how they change. Society - A large social grouping that shares the same geographical territory and is subject to the same political authority and dominant cultural expectations. 3 POLITICAL SCIENCE Is the systematic study of politics, which Andrew Heywood describes as "the activity through which people make, preserve, and amend the general rules under which they live." deals with the foundations of the state and the principles of the government. It primarily studies the concept of power and state. The Origin of Political Science https://graduzice.org/tag/introduction-to- Political Science originated with the ancient Greeks political-science/ in the first century BCE. All the cities in Greece like Athens, Sparta and Corinth, were referred to as city-states. “POLIS”, Greek word – a city-state or sovereign state. Latin: “POLITICUS” was an adjective that was used to describe anything “of the state”. “SCIRE” came from the science which means to know. References 1. Aleandria-Gonzales, M. C. (2016). Understanding Culture, Society, and Politics. Makati: Diwa Learning Systems, Inc. 2. Atienza, M. E., Lusterio-Rico, R., Arugay, A., Encinas-Franco, J., & Quillala, D. (2024). Understanding Culture, Society, and Politics (Second Edition, pp. 7–10). C&E Publishing, Inc. 3. De Guzman, J. M., Peña, R.F., & Aquino, E. (2016). Understanding Culture, Society, And Politics for Senior High School. Malabon City: MUTYA Publishing House Inc. 4. Kendall, D. (2012). Sociology in Our Times: The Essentials, Eight Edition. Canada: Wadsworth Cengage Learning. 5. Williams, R. (1970). Developments in the Sociology of Culture. United Kingdom: University of Cambridge and Jesus College. 4 Guided/Independent Practice Activity 1.1.2: The World Around Me Instructions: Check the appropriate box to indicate if the following situations fall under Anthropology, Sociology, and Political Science. Add a short explanation for your answer.. Situation A S P Explanation 1. The territorial disputes in the West Philippine Sea. 2. Mandatory use of face masks and face shields in public places. 3. Increased number of out- of-school youth. 4. Divorce to be legalized in the Philippines. 5. The increase in unemployment due to the COVID-19 pandemic in the Philippines. 5 GUIDE QUESTIONS: 1. What observations can you give based on your given social issue/s? 2. Based on the issues that you have provided, what makes the three major fields different from each other? Explain. Activity 1.1.3: Exploring Situations Instructions: With the present situation that we are facing today, what social problems do you observe in terms of the following? Current News and Events Community (Neighbors, Barangay, City, National) List down at most 3 observations in each item below: CULTURE SOCIETY POLITICS 1. 1. 1. 2. 2. 2. 3. 3. 3. 6 REFLECTION Instructions: Answer the following questions in a 1 whole sheet of paper. Reflection Questions: 1. Can you think of a political issue that directly affects your daily life or community? How does it impact you and those around you? 2. How do the disciplines of Anthropology, Sociology, and Political Science interconnect to provide a comprehensive view of societal issues? 3. What strategies do you use to differentiate between cultural, social, and political phenomena when analyzing a current event? 7 ACTION Performance Task #1: Topic Matrix Goal Your task is to choose an issue that you want to advocate and present it by writing a primer. Role Researcher/sociologist Audience The Philippine Societal Research Institute Situation With all the issues in the society that remain unsolved, the government is seeking for help to raise awareness about such problems in order to help it reduce its risks and impact. The Philippine Societal Research Institute where you worked has accepted the call and agreed to appoint you to choose the issue. You were tasked by your team leaders to choose an existing issue which can be connected to either sociology, anthropology, or political science. By doing so, you are to create a topic matrix of the chosen issue that you wish to study. Product Topic Matrix Standard Quality of Content, References, Coherence, and Construction Guidelines: The primer that you are to create should answer the following guide questions: 1. What is the focus of your chosen issue (Anthropology, Sociology, and Political Science)? 2. How does the issue you chose impact the three social science disciplines? 3. What role can individuals and communities play in addressing the issue? 4. What are some possible solutions or interventions for the issue you have chosen? Write the essay in the box found in the succeeding pages or in a Microsoft Word Document using the layout format: Font Style: Times New Roman Font Size: 12 Line and Paragraph Spacing: 1.5 Alignment: Justify 8  RUBRIC EXCELLENT PROFICIENT AVERAGE FAIR NEEDS Criteria (5) (4) (3) (2) IMPROVEMENT (1) The output contains The output contains The output contains The output The output does not detailed references references and some references and somehow shows contain content in Quality of and clear content on content on human content on human connections to relation to human Content human cultural cultural variation, cultural variation, human cultural cultural variation, (x5) variation, social social differences, social differences, variation, social social differences, differences, social social change, and social change, and differences, social social change, and change, and political political identities. political identities. change, and political political identities. ___/25 identities backed up identities. with real life examples. The output shows The output shows The output shows The output shows The output has failed to that the student that the student that the student that the student show that the student Open and adopts an open and adopts an open and adopts an open somehow adopts an adopts an open attitude Critical critical attitude critical attitude attitude toward the open attitude toward toward the different Attitude toward different toward different different social, the different social, social, political, and social, political, and social, political, and political, and political, and cultural phenomena. (x5) cultural phenomena cultural phenomena cultural phenomena. cultural phenomena. through detailed through observation ___/25 observation and and reflection. meaningful reflection. The structure of the The structure of the Attempts can be Attempts can be The given format is not output follows the output follows the seen to make the seen to make the followed. Coherence given format and is given format and is structure of the structure of the The ideas in the output (x4) backed with backed with output follow the output follow the are not organized and information and information. It is given format. given format. illogical. examples that are also relevant and Information in the There are attempts ___/20 relevant and all of presented in a logical output is somehow to make the essay these were presented order. logical. logical. in a logical order. Sources are cited Sources are cited Most sources are Some sources are Some sources are cited properly with APA properly with APA cited properly with cited properly with properly with APA format and arranged format. References APA format. APA format. format but some are not Citation by parts depending are relevant to the References are References are relevant to the topic. (x3) on their use in the topic. relevant to the topic. relevant to the topic. analysis paper. ___/15 References are relevant to the topic and diverse in terms of its sources. All sentences were All sentences are Most sentences are Some of the Sentences are not well constructed in an well constructed and well constructed and sentences have thought of. excellent manner; it have varied structure have varied structure varied structure and The author makes at has varied and neat and length. and length. length. more than 12 errors in Construction structure and length. The author makes no The author makes The author makes at grammar, mechanics, (x3) The author makes no errors in grammar, no errors in least 1-3 errors in and/or spelling errors in grammar, mechanics, and/or grammar, grammar, ___/15 mechanics, and/or spelling that mechanics, and/or mechanics, and/or spelling that interferes with the spelling. spelling. interferes with the meaning of the meaning of the content. content. TOTAL ____ / 100 9 EVALUATION Activity 1.1.4: What I know, What I can say! Instructions: Based on what you have learned in this lesson, encircle whether it is Anthropology, Sociology, and Political Science and provide a one-sentence explanation. Problem Type Explanation ANTHROPOLOGY 1. The increase of COVID-19 cases in SOCIOLOGY Zamboanga City. POLITICAL SCIENCE ANTHROPOLOGY 2. The debate on the legalization of SOCIOLOGY same-sex marriage in the Philippines. POLITICAL SCIENCE ANTHROPOLOGY 3. Violation of the existing health SOCIOLOGY protocols is punishable by law. POLITICAL SCIENCE ANTHROPOLOGY 4. Sampaguita is the National Flower SOCIOLOGY of the Philippines. POLITICAL SCIENCE ANTHROPOLOGY 5. Based on the UN survey in 2020, the Filipino population is more or less SOCIOLOGY 109 million. POLITICAL SCIENCE 1. Among the provided issues, which issue/s is/are applicable in the three major fields? Why? 2. Do you observe the interrelationship among the three fields? How are they interrelated? 10  UNIT II. CULTURE Lesson 1: Aspects of Culture CONTEXT Learning Competencies At the end of the lesson, I can: a. describe society and culture as a complex whole. b. identify aspects of culture and society. c. trace the biological and cultural evolution of early to modern humans. d. identify forms of tangible and intangible heritage and the threats to this. e. become aware of why and how cultural relativism mitigates ethnocentrism. Value Integration Students must learn the Atenean values of character, competence, and culture. Students will be able to relate to other cultures with respect and kindness and learn to acknowledge the differences in beliefs, and traditions about the culture of everyone. Pre-lection Activity 2.1.1: Map of Conceptual Change Instructions: Write T if the statement is true, and write F if the statement is false. WRITE ONLY IN THE “BEFORE” COLUMN. BEFORE Questions AFTER 1. Cursing in public is not allowed in Filipino culture. - 2. Non-material culture are only focused on the language. - 3. Culture does not change. - 4. Material culture includes food and clothing. - 5. Human hands are important in generating culture. - 6. CLAYGO is one of the practices by the Atenean. - 7. “I love my culture rather than yours”: is an example of cultural relativism. - 8. Ethnocentrism is a culture that gives priority or importance to our culture. - 9. Xenocentrism is the opposite of cultural relativism. - 10. Filipino teenagers who love Korean dramas is an example of - ethnocentrism. 11 Guide Questions: 1. What do you think of the activity? 2. What made you answer TRUE on the different statements? FALSE? EXPERIENCE Concept Notes CULTURE “…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 society.” (E.B. Tylor 1920 ) TWO ELEMENTS OF A CULTURE 1. Material Culture cultural components that are visible and tangible that can be made, used, or shared. includes all materials objects of culture with physical representation such as tools, furniture, buildings, bridges etc. https://lakansining.wordpress.com/2018/09/09/ katipunan-avenue-quezon-city-ceramic-art-in- http://blacktrident06.blogspot.com/2018/06/bulul-ifugaos- the-ateneo-art-gallery-collection/ rice-granary-god-myth-of.html 2. Non-Material Culture – cultural components that are intangible or without physical representation. Examples of nonmaterial culture include language, beliefs, values, attitudes, ideas, and norms shared among members of society. 12  It can be categorized into cognitive and normative non-material culture. a. Cognitive Culture – include the ideas, concept, philosophies, design, etc., that are products of mental or intellectual functioning and reasoning out of the human mind. b. Normative Culture – includes all expectations, standards and rules for human behavior. https://kami.com.ph/40405-vanishing-past-reminiscing- https://everything-filipino.com/category/filipino-culture- filipino-traditions-no-longer-see.html filipino-traditions/ COMPONENTS OF CULTURE All societies have varying histories, experiences, identities, and organizations, but a common denominator is four vital cultural components: symbols, language, values, and norms. 1. Symbols- This refers to things that convey meaning or represent an idea. They are essential in communication, shaping thoughts and ideas, and defining a society's culture. Examples: The Ateneo logo represents Ateneo de Zamboanga University. Colorful Vinta represents Zamboanga City. Some of our National Symbols (Official) National Bird Philippine eagle National Flower Sampaguita National Sport Arnis National Tree Narra National Flag The Philippine Flag National Motto Maka-Diyos, Maka-Tao, Makakalikasan, at Makabansa National Gem Philippine pearl Some of Debunked National Symbols (has no official status) National Food Adobo or lechon? 13  National Fish Bangus National Fruit Mango National Dance Cariñosa or Tinikling? National Animal Carabao Learning Anchors: 1. Which symbol of the Philippines are you familiar or unfamiliar? Why? 2. What symbol best describes you or your culture? Why? 2. Language- Set of symbols that expresses ideas and enables people to think and communicate with one another. It also enables members of society to communicate verbally (spoken) and nonverbally (written, gestures). The 12 recognized auxiliary languages in the Philippines 1. Ilocano (Ilo) 2. Pangasinan (Pag) 3. Kapampangan (Pam) 4. Tagalog (Tgl) 5. Bicolano (Bcl) 6. Hiligaynon (Hil) 7. Cebuano (Ceb) 8. Waray (War) 9. Chavacano (Cbk) 10. Tausug (Tsg) 11. Maguindanao (Mdh) 12. Maranao (Mrw) 14 Language map of the 12 recognized auxiliary languages of the Philippines based on Ethnologue maps. Source: By Roel Balingit - Derivative work of BlankMap-Philippines.png by User:TheCoffee, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?c urid=26316775 3. Values- Collective ideas about what is right or wrong, good or bad, and desirable or undesirable in a particular culture (Williams, 1970). According to Agoncillo, 1990, “it is difficult, if not impossible, to define what a Filipino is. All that can be done is to pick out some traits common to the average Filipinos and to separate those that are obviously Spanish or American. The common traits are probably basically Malay and characterize the Filipinos as a people. Here are some of Filipino traits outlined by Agoncillo: Hospitality Tendency to be indolent/lazy (even pointed out by Rizal Close family ties Lack of initiative Respect for elders Curious Fatalistic (belief that whatever happens to Regionalistic him is the work of fate = Bahala na) Loyalty Sense of “pakikisama” Sensitive 14 Learning Anchors: 1. Do you agree with Agoncillo’s list of Filipino traits? Why or why not? 2. Which Filipino value do you identify the most? Why? 4. Norms- Established rules of behavior or standards of conduct. Norms are shared rules of conduct that determine specific behavior among members of a society. Forms of Definition Examples Norms Folkways norms for everyday behavior that people follow Trimming nails at night time for the sake of traditional convenience. Breaking a folkway does not usually have serious “Bawal mangutang sa gabi” consequences. Mores strongly held norms with moral and ethical Stealing or corruption (MOR-ays) connotations that may not be violated without serious consequence in a particular culture. Taboos norms that society holds so strongly that “Incest” violating it results in extreme disgust. Oftentimes the violator of the taboo is considered unfit to live in that society. Laws codified ethics and formally agreed, written Ordinance No. 413: Anti- down and enforced by an official law Smoking Ordinance enforcement agency. Learning Anchor: 1. Which norm/s do you identify the most? Why? 15 2. Why is it important to know the components of culture in one’s society? ASPECTS OF CULTURE Culture is… 1. …dynamic, flexible, and adaptive; culture interacts and changes. 2. …shared and challenged 3. …learned and transmitted through: a. socialization/enculturation - we accumulate within our culture like friends, family, institutions and social media b. acculturation - we adapt the culture from other culture like K-pop (Korean culture) 4.…patterned social interactions - Example: Classroom rules like “CLAYGO”, Respect, etc. 5.…integrated and at times unstable- known as holism, or the various parts of a culture being interconnected. One individual comprises different cultures like norms, values, science, and beliefs that will be considered as holistic. 6.…requires language and other forms of Communication therefore, members of society learn their culture through symbolic gestures and language. Learning Anchor: 1. What particular aspect of culture do you agree the most? Why? 2. What aspect of culture do you disagree? Why? ORIENTATIONS IN VIEWING OTHER CULTURES Ethnocentrism ⮚ The idea that your group or culture is better or more important than others. ⮚ Belief in the superiority of one's own ethnic group 16 Xenocentrism ⮚ It is the evaluation of other cultures according to preconceptions originating in the standards and customs of one's own culture. ⮚ It is the preference for the products, styles, or ideas of someone else's culture rather than of one's own culture. Cultural Relativism ⮚ It was established as axiomatic in anthropological research by Franz Boas in the first few decades of the 20th century and later popularized by his students. ⮚ The idea that a person's beliefs, values, and practices should be understood based on that person's own culture, rather than be judged against the criteria of another. Learning Anchor: 1. What elements of ethnocentrism do you observe in our society? How? 2. What elements of Xenocentrism do you observe in our society? How? 3. How can I practice cultural relativism? References 1. Coloma, T., Meer, T., Patawaran-Llenas, M., Villamil, A., & Dela Rama, M. K. A. (2024a). Understanding, Culture, Society, and Politics. (pp. 61–65). C&E Publishing, Inc. 2. De Guzman, J. M., Peña, R.F., & Aquino, E. (2016). Understanding Culture, Society, And Politics for Senior High School. Malabon City: MUTYA Publishing House Inc. 3. Ellis, Elisabeth & Esler, Anthony (2005). World History: Connections to Today. New Jersey: Pearson Ed. 4. Hall, Timothy (2008). The Complete Idiot’s Guide to World History. New York: Alpha Books 5. History.com Editors. (2018, August 21). Stone Age. HISTORY.com. https://www.history.com/topics/pre-history/stone-age 17  6. Kendall, D. (2012). Sociology in Our Times: The Essentials, Eight Edition. Canada: Wadsworth Cengage Learning. 7. Kendall, D. (2012, 2010). Sociology in Our Times The Essentials. Wadsworth: Cengage Learning. 8. Soriano, Celia D. et al. (2014). Turning Points 9 Worktext in World History. Manila: Rex Book Store 9. Spielvogel, Jackson (2013). World History and Geography. Columbus, Ohio: McGraw- Hill Education 10. Surrey County Council. (n.d.). The Stone Age Downloadable Resource 2.https://www.surreycc.gov.uk/__data/assets/pdf_file/0016/226132/Downloadable- Resource-2-Stone-Age_compressed.pdf 11. Williams, R. (1970). Developments in the Sociology of Culture. United Kingdom: University of Cambridge and Jesus College Guided/Independent Practice Activity 2.1.2: From What I Know…. Instructions: Based on our lesson, please provide one example either in your local setting or any Filipino example. Defend it with a short explanation. Culture Local or Philippine Setting (Examples) 1 Material Culture 1 Cognitive Culture 1 Symbol 1 Language 1 Value 18  1 Norm 1 Law 1 Aspect of Culture Guide Questions: 1.Why did you think that your answers are true? 2.What have you realized about yourself by answering the activity? Activity 2.1.3: Used to be, Soon to be Instructions: Using the table below, identify three (3) heritages from your own culture (ex. objects/practices/beliefs or any representation) that is present now. Write a small explanation in the provided space. HERITAGE DESCRIPTION 19 REFLECTION Instructions: Answer the following reflection questions below, write your reflection in a 1 whole sheet of paper. 1. What can you do to preserve your culture or show appreciation of one’s culture? 2. What Filipino value/s do I embody? 3. Why is it important to know the different cultures in our society? ACTION The application of the concept will be accomplished after the discussion of the next lesson. EVALUATION Activity 2.1.4: Map of Conceptual Change Instructions: Write T if the statement is true and write F if the statement is false in the AFTER column in the Map of Conceptual Change found in the Prelection section. BEFORE Questions AFTER - 1. Cursing in public is not allowed in Filipino culture. - 2. Non-material culture are only focused on the language. - 3. Culture does not change. - 4. Material culture includes food and clothing. - 5. Human hands are important in generating culture. - 6. CLAYGO is one of the practices by the Atenean. - 7. “I love my culture rather than yours”: is an example of cultural relativism. - 8. Ethnocentrism is a culture that gives priority or importance to our culture. - 9. Xenocentrism is the opposite of cultural relativism. - 10. Filipino teenagers love Korean dramas as an example of ethnocentrism. 1. Why is it important to know the different cultures in our society? 2. What would you do if you encounter a situation whereby a person is being ethnocentric towards you? 20 Lesson 2: Origin of Culture CONTEXT Learning Competencies At the end of the lesson, I can: a. trace the biological and cultural evolution of early to modern humans. Value Integration Students must learn the Atenean values of character, competence, and culture. Students will be able to appreciate our ancestors and learn to acknowledge the different theories about man by seeking the truth on the evolution of man for them to be enlightened and spread to others. Pre-lection Activity 2.2.1: Guess the Gibberish Instructions: Analyze the following words/phrases and guess what concept you can form. * ANTS ENTERS *HOOMAN EVE LOTION * COOL TOUR * FREE HEIST STORE RAY * STOW ON EDGE PEER RODE Guide Questions: 1. What made you think about this word/ phrase? 2. How do you think it is related to our lesson today? EXPERIENCE Concept Notes Understanding Evolution Societies are said to have evolved as humans learn to adapt to their environment. According to anthropologists, there are three types of societal evolution that we can consider, biological, cultural, and technological. In 1800, Charles Darwin's theory on development was one of the most popular studies that contributed to the understanding of biological evolution. In his book On The Origin of Species, Darwin defined evolution as "descent with modification." For him, biological evolution could also mean that species evolve through time and that specific developments result in new species that, as a whole, share a common ancestor. Emergence of Human Societies 1. Hunting-gathering society. Studies show that the hunting and gathering society is known to be nomadic by nature where people during that time hunt for animals and gather plants for food and frequently moved, adjusting to the call of nature depending on the abundance of resources, vegetation, safety from predators, or the occurrence of a natural calamity. 2. Pastoral and horticultural societies. Developed about 10,000 to 12,000 years ago. During this period, people now learn how to herd and breed domestic animals as well as to cultivate plants. 21  i. Nomadic herding is continual and unpredictable. Any time of the year, herders move to find grazing lands. ii. Transhumance pastoralism is a regular migration of herders where they follow the seasons of the year to shepherd. iii. Horticultural societies are less nomadic because they are able to grow their crops in a single location, managing to produce more than what they need for a day. 3. Agricultural societies came from pastoral and horticultural societies since the emergence of population growth and the evolution of knowledge. 4. Industrial Revolution. The 18th century transformed the earlier societies into more competitive economies, especially in European countries. Changes in methods of farming, rapid population growth and migration, an increase in demand for workers, and urbanization are some of the major developments during this time. 5. Post-industrial societies. The focus was on development, expanding on the growth of the Industrial Revolution. This resulted in the creation and production of knowledge and information rather than durable goods. 6. Political evolution of society. A society develops because of society's highly advanced level of culture, social organization, political development, judicial system, arts, and other forms of culture at a particular time (Contreras, et al., 2016). Biological Capacity for Culture 1. Think Humans have a larger brain = 1.4 kg Chimpanzees = 420 g Gorillas = 500 g Able to create survival skills that helped them adapt to their environment 2. Speak Human’s vocal tract is longer than that of a chimpanzee With longer vibration, wide array of sounds can be done Tongue is more flexible for more humans = more control in making sounds 3. Grip Opposable thumb, longer than those of other primates Two types: Power grip - Wrap the thumbs and fingers Precision grip - Hold and pick objects 4. Walk/stand Bipedalism versus quadrupedalism More capacity to move while carrying objects Human Evaluation Hominids – human-like creature that walked upright. 22  figure 1. Human Evolution 1. Australopithecines/ Australopithecus 4 million to 1 million BCE First humanlike creature to walk upright “Lucy” – oldest hominid found around 3.5 million years ago Walking upright help them travel distances more easily Spot threatening animals and carry food and children Developed the opposable thumb 2. Homo Habilis 2.5 million to 1.5 million BCE “man of skill” First to make stone tools Tools made out of lava rock 23 3. Homo erectus 1.6million to 30,000 BCE “upright man” Skillful hunters and invented more tools for dig, scrap, and cut First use of fire, spoken language 4. Neanderthal (Homo sapiens) 200,000-30,000 BCE “wise men” Tried to explain the world Developed religious beliefs and performed rituals Lived in caves Shelters made of wood and animals skin 24  5. Cro-Magnon (Homo sapiens sapiens) 40,000-8000 BCE Hunt planning Population grow even more Advanced language The Stone Age Period Prehistory is split into three main categories, based on developing technologies and the materials they used: Stone, Bronze, and Iron. The Stone Age began about 2.6 million years ago, when researchers found the earliest evidence of humans using stone tools, and lasted until about 3,300 B.C. when the Bronze Age began. It is typically broken into three distinct periods: the Paleolithic Period, Mesolithic Period and Neolithic Period. The Paleolithic (Old Stone Age) The earliest part of the Stone Age Paleolithic people were nomadic, meaning they were always moving with their families. The discovery of fire in this period helped them stay warm, cook, and frighten away dangerous animals. The Mesolithic (Middle Stone Age) The middle part of the Stone Age. Mesolithic people moved around the countryside following animal herds and finding the best flint which could be used for tool making. They traveled in groups of about 10-40 people and hunted animals in woodlands. The Neolithic (New Stone Age) Around 4,000 BC, people begin to stop moving around, and start to live in one place permanently. They began to farm crops like spelt and wheat and kept animals like goats and sheep. More land was needed for farming, and lots of woodlands were cut down to make space. 25 References 1. Coloma, T., Meer, T., Patawaran-Llenas, M., Villamil, A., & Dela Rama, M. K. A. (2024a). Understanding, Culture, Society, and Politics. (pp. 61–65). C&E Publishing, Inc. 2. De Guzman, J. M., Peña, R.F., & Aquino, E. (2016). Understanding Culture, Society, And Politics for Senior High School. Malabon City: MUTYA Publishing House Inc. 3. Ellis, Elisabeth & Esler, Anthony (2005). World History: Connections to Today. New Jersey: Pearson Ed. 4. Hall, Timothy (2008). The Complete Idiot’s Guide to World History. New York: Alpha Books 5. History.com Editors. (2018, August 21). Stone Age. HISTORY.com. https://www.history.com/topics/pre-history/stone-age 6. Kendall, D. (2012). Sociology in Our Times: The Essentials, Eight Edition. Canada: Wadsworth Cengage Learning. 7. Kendall, D. (2012, 2010). Sociology in Our Times The Essentials. Wadsworth: Cengage Learning. 8. Soriano, Celia D. et al. (2014). Turning Points 9 Worktext in World History. Manila: Rex Book Store 9. Spielvogel, Jackson (2013). World History and Geography. Columbus, Ohio: McGraw- Hill Education 10. Surrey County Council. (n.d.). The Stone Age Downloadable Resource 2.https://www.surreycc.gov.uk/__data/assets/pdf_file/0016/226132/Downloadable- Resource-2-Stone-Age_compressed.pdf 11. Williams, R. (1970). Developments in the Sociology of Culture. United Kingdom: University of Cambridge and Jesus College 26 Guided/Independent Practice Activity 2.2.2: Sequence Ladder Instructions: Based on the discussion, trace the biological and cultural evolution of early to modern human beings using the graphic organizer. Highlight the human evolution and series of events in the Stone Age. 27 REFLECTION Instructions: Answer the following reflection questions below: 1. What can you do to become aware of the differences in the different theories and perspectives on human evolution? 2. What are the threats or challenges to the culture and evolution of man faced by our ancestors? ACTION Performance Task #2: Cultural Inventory Goal Your task is to gather cultural information that is connected to your chosen issue Role Researcher/sociologist Audience The Philippine Societal Research Institute With the topic matrix that you have submitted, the team acknowledges your efforts and approves to go with your chosen issue. Considering the Philippines as an archipelagic Situation country consisting of different diverse cultures, your team leaders tasked you to gather valuable cultural information related to it. By doing so, make a culture inventory to emphasize them. Product Cultural Inventory Standard Quality of Content, Valuing Cultural Heritage, References, Coherence, and Construction Guidelines: Based on the issue that you have chosen, make a cultural inventory following these guide questions: 1. Provide two (2) symbols, two (2) values, and two (2) norms that are prominent in the issue. 2. Contextualize one (1) aspect of culture that is present to the issue. 3. Identify two (2) Filipino practices related to the issue that will be possibly be eradicated if the issue remains unsolved. Write the essay in the box found in the succeeding pages or in a Microsoft Word Document using the layout format: Font Style: Times New Roman Font Size: 12 Line and Paragraph Spacing: 1.5 Alignment: Justify 28 29  RUBRIC OUTSTANDING PROFICIENT AVERAGE FAIR NEEDS (5) (4) (3) (2) IMPROVEMENT (1) The author and The author and The author and The author and The author and Quality of his/her cultural his/her cultural his/her cultural his/her cultural his/her cultural Content inventory clearly inventory inventory inventory somehow inventory poorly demonstrate a demonstrate a demonstrate demonstrate demonstrate holistic holistic understanding of understanding of understanding of (x6) understanding of understanding of culture. It has a small culture. culture. culture. It contains culture. It contains amount of /30 relevant information relevant information information to to clearly explain to explain his/her support his/her point his/her point of view. point of view. of view. The author through The author through The author through The author through The author through Valuing his/her cultural his/her cultural his/her cultural his/her cultural his/her cultural Cultural inventory values inventory values and inventory values and inventory shows how inventory vaguely Heritage cultural heritage by promotes cultural somehow promotes he/she values cultural shows how he/she using relevant heritage and express cultural heritage and heritage. values cultural references to pride of place express pride of place heritage. (x5) promote it. He/she without being without being also expressed ethnocentric. ethnocentric. ____/25 his/her pride of place without being ethnocentric. Sources are cited Sources are cited Sources are cited Some sources are Some sources are properly with APA properly with APA properly with APA cited properly with cited properly with References format and arranged format and arranged format. References APA format. APA format but (x4) by parts depending by parts depending are relevant to the References are some are not relevant on their use in the on their use in the topic. relevant to the topic. to the topic. case analysis. case analysis. ____/20 References are References are relevant to the topic relevant to the topic. and diverse in terms of its sources. The structure of the The structure of the Attempts can be seen Attempts can be seen The given format is cultural inventory cultural inventory to make the structure to make the structure not followed. Coherence follows the given follows the given of the cultural of the cultural (x3) format and is backed format and is backed inventory follow the inventory follow the The ideas in the with information. It with information. given format. given format. cultural inventory are ____/15 is also relevant and Information in the Information in the not organized and presented in a logical cultural inventory is cultural inventory is There are attempts to illogical. order. relevant. somehow logical. make the essay logical. All sentences are All sentences are Most sentences are Some of the Sentences are not well constructed and well constructed and well constructed and sentences have varied well thought of. have varied structure have varied structure have varied structure structure and length. Construction and length. and length. and length. The author makes at (x2) The author makes at more than 12 errors The author makes no The author makes no The author makes at least 4-12 errors in in grammar, errors in grammar, errors in grammar, least 1-3 errors in grammar, mechanics, mechanics, and/or ____/10 mechanics, and/or mechanics, and/or grammar, mechanics, and/or spelling. spelling spelling that spelling. and/or spelling interferes with the meaning of the content. TOTAL: ______/100 30 Written Work #1: Long Quiz Instructions: Quiz will be administered during class session. EVALUATION Activity 2.2.3: Map of Conceptual Change Instructions: Write T if the statement is true and write F if the statement is false in the AFTER column in the Map of Conceptual Change found in the Prelection section. BEFORE Questions AFTER - 1. Cursing in public is not allowed in Filipino culture. - 2. Non-material cultures are only focused on the language. - 3. Culture does not change. - 4. Material culture includes food and clothing. - 5. Human hands are important in generating culture. - 6. CLAYGO is one of the practices by the Atenean. - 7. “I love my culture rather than yours”: is an example of cultural relativism. - 8. Ethnocentrism is a culture that gives priority or importance to our culture. - 9. Xenocentrism is the opposite of cultural relativism. - 10. Filipino teenagers love Korean dramas as an example of ethnocentrism. 31  UNIT III. SOCIETY Lesson 1. Socialization CONTEXT Learning Competencies At the end of the lesson, I can: 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 socialization. c. identify the social goals and the socially acceptable means of achieving these goals. Value Integration Students are to learn the Atenean values of character, compassion, and culture. Students will be able to relate to others' cultures with respect and kindness, learn to acknowledge the differences in beliefs, and traditions in respect to the culture of everyone, and be able to exercise a sense of compassion in understanding the importance of socialization and the society. Pre-lection Activity 3.1.1: Human Bingo Card Instructions: Fill up the table below by answering the guide questions. 1. Students will be given a Human Bingo Card. 2. For 5 minutes, they have to roam around and find the person that corresponds to each box in the card. 3. The first student to complete the card will have to shout BINGO! 32 Guide Questions: 1. Based on the activity, what is the most common reason you socialize with others? 2. In your perspective, why do you think that there’s a need for us to socialize? 3. How does socializing with other people helps with one’s personal development? EXPERIENCE Concept Notes SOCIALIZATION Refer to both the formal and informal processes by which people learn a new role and find out how to be a part of a group or organization. AGENTS OF SOCIALIZATION the persons, groups, or institutions that teach us what we need to know in order to participate in society. 1. The Family- it is the most important agent of socialization in all societies. From our infancy onward, our families transmit cultural and social values to us. 2. The School - the formal education process is an undertaking that lasts up to twenty years. 3. Peer Groups - a group of people who are linked by common interests, equal social position, and (usually) similar age. 4. Mass Media They inform us about events; introduce us to a wide variety of people; provide an array of view-points on current issues; 33 SOCIAL STRUCTURE ⮚ The complex framework of societal institutions and social practices that make up a society and that organize and establish limits on people’s behavior. The distinctive, stable arrangement of institutions whereby human beings in a society interact and live together. COMPONENTS OF SOCIAL STRUCTURE STATUS A socially defined Status position in a group or SOCIETY society characterized by certain expectations, Role rights, and duties. Social Control Social Groups Ascribed status o Social position conferred at birth or received involuntarily later in life, based on attributes over which the individual has little or no control o Example: ▪ Eye Color ▪ Race https://diversity.ncsu.edu/aacc/black-history-month/ Achieved status o Assumes voluntarily as a result of personal choice, merit, or direct effort. o Example: ▪ Being an Olympic athlete ▪ Being a criminal; ▪ Being a college professor https://www.mensjournal.com/health-fitness/when-to-say- no-to-your-doctor-20140919/ 34  Master Status: o The most important status a person occupies o Example: If a woman feels that her role as a mother is more important than her role as a mother, a daughter etc., she is more likely to identify herself as a mother and to identify with other women who label themselves as such. https://kalamansijuice.com/filipino-mom-the-keeper-of- their-childrens-hearts/ Status Symbols o Material signs that inform others of a person’s specific status o Example: ▪ Ring = married ▪ Gun, blue uniform = police ▪ I-Phone 11 Pro Max = RK? https://littlethings.com/entertainment/christian-marriage- rules-tiktok ROLE- A set of behavioral expectations associated with a given status. Example: A carpenter (employee) hired to remodel a kitchen is not expected to sit down uninvited and join the family (employer) for dinner ROLE EXPECTATION ROLE PERFORMANCE ⮚ A specific role OUGHT to be played ⮚ How a person ACTUALLY plays the ⮚ Role expectations are typically based on a role range of acceptable behavior rather than on ⮚ Role performance DOES NOT always strictly defined standards. match role expectation. ⮚ Role ambiguity occurs when the expectations ⮚ Some role expectations are highly associate with a role are unclear specific and some are less-structured ⮚ Example: It is not always clear when the (surgeon versus friend) provider-dependent aspect of the parent-child relationship ends? 35 Learning Anchor: 1. What experience/s do you have that qualifies role expectation and role performance? References 1. Alejandria-Gonzales, M. C. (2016). Understanding Culture, Society, and Politics. Makati: Diwa Learning Systems, Inc 2. Gelles, R. &. (1999). Sociology: An Introduction Sixth Edition. United States: Von Hoffman Press, Inc. 3. Kendall, D. (2012). Sociology in Our Times: The Essentials, Eight Edition. Canada: Wadsorth Cengage Learning. 5. Kreider, R. M. (2009). America's Families and Living Arrangement. Washington DC: US. Census Bureau. 6. Kubrin, C. S. (2019). Researching Theories of Crime and Deviance. New York: Oxford Press, Inc. 7. Offiial Gazette of the Philippines. (n.d.). 8. Shoemake, D. (2015). Theories of delinquency: An examination of explanations of deviant behavior (5th Ed.). New York: Oxford Press, Inc. 9. Williams, R. (1970). Developments in the Sociology of Culture. United Kingdom: University of Cambridge and Jesus College. 36 Guided Practice/Independent Practice Activity 3.1.2: My Social Circle Instructions: Using the concentric circle, trace your self-development from childhood to teenage years by answering the questions below and write your responses inside the circles. 1. How do agents of socialization influence you from childhood to teenage years? 2. What are the things you have to do in the current level to move to adulthood? Why so? 3. What social activities/ events are done as a signal that you have already moved up to your teenage years? Why so? 4. What experiences have you gained through your life that is unique in your culture? Does it affect your role in the society? 4 3 2 1 37 REFLECTION Instructions: Answer the following questions below, write on a whole sheet of paper. 1. How does understanding the process of socialization help you in analyzing your own behavior and beliefs? 2. Growing up, which agent of socialization (family, peers, school, media, etc.) has had the most significant impact on your development? 3. Which agent of socialization (family, peers, school, media, etc.) has had the most significant impact on your development? ACTION The application of the concept will be accomplished after the discussion of the next lesson. EVALUATION Activity 3.1.3. 3-2-1 Instructions: Please fill out the table below. 3 Things that you have 2 Questions that you might 1 Sentence to summarize the learned from the lesson have about the lesson lesson GUIDE QUESTIONS: 1. How much influence do agents of socialization exercise over your principles and beliefs in your life? 2. As an Atenean, how can we apply Ignatian values in the process of socialization? 38 Lesson 2: Conformity and Deviance CONTEXT Learning Competencies At the end of the lesson, I can: b. explain the development of oneself and others as a product of socialization and enculturation. c. identify the context, content, processes, and consequences of socialization. d. identify the social goals and the socially acceptable means of achieving these goals. Value Integration Students are to learn the Atenean values of character, and conscience since in this unit, they will get to distinguish the good and bad actions a person does that would also develop a conscience. Pre-lection Activity 3.2.1: Life is full of dilemmas... Instructions: Inside the box, you must choose 2 situations wherein you see yourself having this kind of dilemma. You need to justify your choices in the situations given. Deciding whether to tell the truth or lie to protect someone's feelings Choosing between attending an important work meeting or a family event. Deciding whether to conform to social expectations or be true to oneself. Deciding whether to cheat on an exam to get a better grade or to complete the work honestly and risk a lower score. Deciding how to balance extracurricular activities with academic responsibilities. Guide Questions: 1. How did you come up with a decision? Elaborate your answer, 2. What considerations did you follow in coming up with a decision? 39 EXPERIENCE Concept Notes CONFORMITY AND DEVIANCE Conformity Deviance: : Following Violating the rules the rules Deviance ⮚ Behavior that VIOLATES the standard of conduct or expectation of a group or society involves the violation of group norms, which may or may not be formalized into law. (De Guzman, et al 2016). ⮚ Any behavior or physical appearance that is socially challenged and/or condemned because it departs from the norms and expectations of a group. Conformity ⮚ Is the process whereby people change their beliefs, attitudes, actions, or perceptions to more closely match those held by groups to which they belong or want to belong or by groups whose approval they desire. (Levine, J. M.2020) ⮚ Unlike obedience which follows a hierarchical structure of authority, conformity occurs among people of different social standing following both spoken and unspoken rules. (De Guzman, et al 2016) Crime ⮚ Behavior that violates criminal law and is punishable with fines, jail terms, and/or other negative sanctions Sociological Perspective on Deviance Deviant acts are subject to informal and formal sanctions. The non-conforming or disobedient person may face disapproval, loss of friends, fines, or even imprisonment. (De Guzman, et al 2016) Theoretical Perspective on Deviance Functionalist Theory According to functionalists, deviance is a common part of human existence, with positive (as well as negative) consequences for social stability. Deviance helps to define the limits of proper behavior. Durkheim's Legacy Emile Durkheim ( 1964) focused his sociological investigations mainly on criminal acts, yet his conclusions have implications for all types of deviant behavior. In Durkheim's 40  view, the punishment established within a culture (including both formal and informal mechanisms of social control) helps to define acceptable behavior and thus contribute to social stability. Durkheim ( 1951) introduced the term "anomie" into sociological literature to describe the loss of direction felt in a society when social control of individual behavior has become ineffective. Anomie is a state of normlessness that typically occurs during a period of profound social change and disorder, such as a time of economic collapse. Merton’s Deviance Theory States that social structures may pressure citizens to commit crimes. Strain may be structural, which refers to the processes at the societal level that filter down and affect how the individual perceives his or her need. Sociologist Robert Merton (1968) adapted Durkheim's concept of anomie to explain why people accept or reject the goals or both. Merton maintained that one important cultural goal in many societies is success, measured largely in terms of money. Five Basic forms of adaptation based on Merton’s Anomie theory of Deviance a. Conformity - It involves acceptance of both the overall societal goal ("become affluent") and the approved means ("work hard"). b. Innovation - The “Innovator” accepts society's goals but pursues them with means regarded as improper. c. Ritualism - "Ritualists" have abandoned the goal of material success and become compulsively committed to institutional means. Work becomes simply a way of life rather than a means of achieving success. d. Retreatism - "retreatist," as described by Merton, has basically withdrawn (or "retreated") from both the goals and the means of society. Drug addicts and vagrants are typically portrayed as retreatists. e. Rebellion - "rebel" who feels alienated from dominant means and goals may seek a dramatically different social order. Members of a revolutionary political organization, such as a militia group, can be categorized as rebels according to Merton's model. 41 SANCTIONS: Rewards or Penalties for Behavior Interactionist Perspective Interactionists emphasize that social order and control are constructed by people as they navigate their everyday lives. This focuses on people’s everyday behavior which provides explanations for their deviance or deviant behavior: Differential Association Theory and Social Disorganization Theory. Differential Association There is no natural innate manner in which people interact with one another. Though these simple ideas are not disputed today, such was not the case when sociologist Edwin Sutherland (1883- 1950) first advanced the argument that an individual undergoes the same basic socialization process whether learning conforming or deviant acts. Sutherland maintained that people acquire their definitions of proper and improper behavior through interactions with a primary group and significant others. He used the term differential association to describe the process through which exposure to attitudes favorable to criminal acts leads to rule violations. Social Disorganization Theory The social relationships that exist in a community or neighborhood affect people's behavior. According to social disorganization theory, increases in crime and deviance can be attributed to the absence or breakdown of communal relationships and social institutions, such as the family, school, church, and local government. This theory was developed by the University of Chicago in the early 1900s and described the apparent disorganization that occurred as cities expanded with rapid immigration and migration from rural areas. Labeling Theory Sociologist Howard Becker (1963:9; 1964), who popularized this approach, summed it up with this statement: "Deviant behavior is behavior that people so label." labeling theory does not focus on why some individuals commit deviant acts. Instead, it attempts to explain why certain people (such as the Roughnecks) are viewed as deviants, delinquents, "bad kids," "losers," and criminals, while others, whose behavior is similar (such as the Saints) are not seen in such harsh 42 terms. Labeling theory emphasizes how a person comes to be labeled as deviant or to accept that label, this reminds us it is the response to an act, not the behavior itself that determines deviance. Conflict Theory Conflict theorists point out that people with power protect their own interests and define deviance to suit their own needs. Sociologist Richard Quinney (1974, 1979, 1980) is a leading proponent of the view that the criminal justice system serves the interests of the powerful. Learning Anchors: 1. What happens if someone disobeys or strays from society? 2. Give one example of sanction (formal or informal) that you experience in which you will not forget. References 1. Aleandria-Gonzales, M. C. (2016). Understanding Culture, Society, and Politics. Makati: Aleandria-Gonzales, M. C. (2016). Understanding Culture, Society, and Politics. Makati: Diwa Learning Systems, Inc 2. Gelles, R. &. (1999). Sociology: An Introduction Sixth Edition. United States: Von Hoffman Press, Inc. 3. Kendall, D. (2012). Sociology in Our Times: The Essentials, Eight Edition. Canada: Wadsorth Cengage Learning. 5. Kreider, R. M. (2009). America's Families and Living Arrangement. Washington DC: US. Census Bureau. 6. Kubrin, C. S. (2019). Researching Theories of Crime and Deviance. New York: Oxford Press, Inc. 7. Offiial Gazette of the Philippines. (n.d.). 8. Shoemake, D. (2015). Theories of delinquency: An examination of explanations of deviant behavior (5th Ed.). New York: Oxford Press, Inc. 9. Williams, R. (1970). Developments in the Sociology of Culture. United Kingdom: University of Cambridge and Jesus College. 43 Guided/Independent Practice Activity 3.2.2: Social Order Instructions: Answer the following guide questions using your own experiences. 1. Provide at least one (1) primary and one (1) secondary group that you are a member of. Describe its composition and characteristics. 2. Provide at least one (1) instance where you conformed to a certain rule and one (1) situation where you deviate from the social norm. Explain how you did it and why you did it. 3. Provide at least one for each type of sanction mentioned in the lesson. Explain how and why you experienced it. 44 Activity 3.2.3: Merton’s Deviance Theory Instructions: Using Merton’s deviance theory, identify and explain the possible choices that a person will make, and act based on the given situation inside the middle circle. Conformity Ritualism Innovation John wants to become rich and known businessman. Retreatism 45 REFLECTION Instructions: Answer the following questions below. 1. What experiences have you gained through your life that is unique in your culture? Does it affect your role in society? 2. How do agents of socialization influence the development of social structures, such as status and roles, within a society? 3. How does understanding the process of socialization help you in analyzing your own behavior and beliefs? ACTION Performance Task #3: Narrative Report Goal To gather information regarding the societal factors that play part in your chosen issue. Role Researcher/sociologist Audience The Philippine Societal Research Institute After focusing on the cultural factors, now you will have to analyze your chosen issue by Situation looking at its societal factors. In order to analyze the chosen issue, you are tasked to make a case analysis. Product Narrative Report Standard Quality of Content, References, Coherence, and Construction Instructions: Based on the issue that you have chosen, make a case analysis following these guide questions: 1. Which agent/s of socialization can be found in the issue? 2. How influential are the agents of socialization in the issue? 3. What instances in the social issue show conformity and deviance to current social norms? 4. What sanctions (either positive or negative) can be seen in the issue? Write the essay in the box found in the succeeding pages or in a Microsoft Word Document using the layout format: Font Style: Times New Roman Font Size: 12 Line and Paragraph Spacing: 1.5 Alignment: Justify 46  RUBRIC EXCELLENT PROFICIENT AVERAGE FAIR NEEDS (5) (4) (3) (2) IMPROVEMENT (1) The narrative report The narrative report The narrative report The narrative report The narrative report does Norms and identifies important mostly identifies somehow identifies identifies either not provide norms and Values and relevant norms relevant norms and relevant norms and norms or values to be values to when (x5) and values to be values to be values to be observed in interacting with others in observed in observed in observed in interacting with society. interacting with others interacting with interacting with others in society. ____/25 in society. others in society. others in society. The narrative report The narrative report The narrative report The narrative report The narrative report demonstrates a strong demonstrates demonstrates shows limited critical lacks critical thinking in assessment of the assessment of the adequate critical thinking in assessing assessing rules of social rules of social rules of social thinking in assessing rules of social interaction, with weak, interaction with high- interaction with clear rules of social interaction, with minimal, or incorrect Rules of level critical thinking and well-developed interaction, making superficial or connections between Social by connecting social connections between reasonable incomplete social interaction rules Interaction interaction rules and social interaction connections between connections between and innovation. (x5) innovation to broader rules and the role of social interaction social interaction Reflections are absent or societal impacts. innovation. rules and innovation. rules and innovation. poorly articulated, Offers reflective Reflections are Reflections are clear Reflections are showing a lack of ____/25 insights. insightful and but somewhat basic, minimal or understanding. relevant, though may lacking deeper somewhat unclear, lack the depth or analysis or nuance. with little depth. originality of the highest level. Sources are cited Sources are cited Sources are cited Some sources are Some sources are cited properly with APA properly with APA properly with APA cited properly with properly with APA format and arranged format and arranged format. References APA format. format but some are not References by parts depending on by parts depending are relevant to the References are relevant to the topic. (x4) their use in the on their use in the topic. relevant to the topic. narrative report narrative report. References are References are ____/20 relevant to the topic relevant to the topic. and diverse in terms of its sources. The structure of the The structure of the Attempts can be seen Attempts can be seen The given format is not report follows the report follows the to make the structure to make the structure followed. given format and is given format and is of the report follow of the report follow The ideas in the report Coherence backed with backed with the given format. the given format. are not organized and (x3) information and information. It is also Information in the There are attempts to illogical. ____/15 examples that are relevant and primer is somehow make it logical. relevant and all of presented in a logical logical. these were presented order. in a logical order. All sentences are well All sentences are Most sentences are Some of the Sentences are not well constructed and have well constructed and well constructed and sentences have thought of. The author varied structure and have varied structure have varied structure varied structure and makes at more than 12 Construction length. The author and length. The and length. The length. The author errors in grammar, (x3) makes no errors in author makes no author makes at least makes at least 4-12 mechanics, and/or grammar, mechanics, errors in grammar, 1-3 errors in errors in grammar, spelling and/or spelling that mechanics, and/or grammar, mechanics, mechanics, and/or ____/15 interferes with the spelling. and/or spelling spelling. meaning of the content. TOTAL _________/100 47 Written Work #2: Long Quiz Instructions: A quiz will be administered during the class session. EVALUATION Activity 3.2.4: 3-2-1 CHART Instructions: Please fill out the table below. 3 Things that you have learned 2 Questions that you might have 1 Sentence to summarize the from the lesson about the lesson lesson Guide Questions: 1. How much influence do agents of socialization exercise over your principles and beliefs in your life? 2. As an Atenean, how can we apply Ignatian values in the process of socialization? 48  UNIT IV. SOCIAL AND POLITICAL STRUCTURES Lesson 1. Social and Political Institutions CONTEXT Learning Competencies At the end of the lesson, I can: a. trace kinship ties and social networks. b. describe the organized nature of social life and rules governing behavior. c. compare different social forms of social organization according to their manifest and latent functions. Value Integration Students must learn the Atenean values of competence, culture, and conscience by focusing on understanding the social and political institutions that allow them to be critical in analyzing societal structures and individual responsibility in society. Pre-lection Activity 4.1.1: Find someone who? Instructions: In this activity, you are going to work with a partner. Fill out the table below by checking ✔ if you have in common, mark X if not. Me Things in Common Partner 1. Have siblings in the family 2. Living with parents along with relatives 3. Joined an organization (school, community, church) 4. Experienced being a leader in an organization. 5. Experienced doing projects with government goals Guide Questions: 1. How did interacting with your classmates during the activity help you understand the diversity of experiences in your class? 2. What insights did you gain about how people interact in his/her environment? 49 EXPERIENCE Concept Notes SOCIAL GROUPS: Primary Group: Direct sources of an individual’s social skills and knowledge. Small groups engaged in face to face, emotion base interaction Secondary Group: Formal, larger, more specialized group engaged in impersonal, goal-oriented relationships. Few emotional ties to one another. They come together for practical purposes such as getting a degree or a pay-check. Figure. 1 Family Chart Figure. 2 Group Chart 50 BASIC TYPES OF SOCIAL GROUPS (Sumner, 1959/1906) SOCIAL ORGANIZATION In Sociology, a social organization is a pattern of relationships between and among individuals and social groups. INSTITUTION Refers to a structured domain norms rule and practices that gives a sense of order to a specific set of relationships. Its main function is to keep society in order and implement specific tasks assigned to them. For example: education, economic, political and social institutions. STATE INSTITUTIONS Institutions that have state functions and are established to govern the state including all other agencies or offices under this institution. Three Branches of Government 1. Legislative branch (the law-making body) - House of Senate and House of Representatives 2. Executive branch (the law-enforcing body) - Executive power is exercised by the government under the leadership of the president. 3. Judicial branch (the law-interpreting body) https://www.facebook.com/PhilippinePoliticalDigest/posts/what- are-the-three-branches-of-the-governmentwhat-are-their-significant- roles-in/127009099041348/ 51 Some Agencies or Offices of the Philippine Government: Executive Departments (example: DILG, Philippine Statistics Authority (PSA) DND, DAR, DA, DepEd, etc.) National Intelligence Coordinating Agency Constitutional Commissions (NICA) Commission on Audit National Security Council (NSC) Office of the Press Secretary (OPS) Civil Service Commission Philippine News Agency (PNA) Commission on Elections Philippine Anti-Graft Commission (PAGC) Commission on Human Rights Government owned and controlled corporations Local Government Units (LGUs) (GSIS, SSS, Pag-Ibig, etc.) Mindanao Development Authority (MinDA) NON-STATE INSTITUTIONS (Non-State Actors) A group of people and or organizations that participate in international affairs and relations but are not affiliated with any state or nation. The non-state institution strives to come up with services and other necessities which the members of the society need in order for them to progress. Banks - It is a financial institution licensed to receive deposits and make loans. Banks may https://bizfluent.com/list-6768434-characteristics-global- also provide financial services such as wealth corporation.html management, currency exchange, and safe deposit boxes. The common kinds of banks: a. Retail banks - focus on consumers or the general public as its customers. b. Commercial banks - focus on businesses and businessmen as its main clientele. c. Investment/Industrial banks - provide medium and long-term loans and deposits to business industry. Functions: deposit and lending functions financial intermediation remittance/sending money currency exchange safety deposit boxes Corporation - It is an organization created by a group of people known as the “stakeholders”. It is also a company or group of people authorized to act as a single entity (legally a person) and recognized as such in law. Cooperative - It is an association of persons united to meet their common economic, social and cultural needs through a jointly owned and democratically controlled enterprise. Types of Cooperatives: 1. Credit Cooperative - provides financial services to its members 52  2. Consumer Cooperative - obtains and distributes products and commodities to its customers, both members and non-members 3. Producer Cooperative aids to those in the sector of production, either agricultural or industrial 4. Multi-purpose Cooperative undertakes two or more functions of different cooperatives Trade Unions/Labor Union - It is an organization composed of workers or employees from related fields, which aims to represent the interests and rights of its members, both in the workplace and in the society. Types of Trade Union 1. General Union - represent workers with a range of jobs and skills, from different industries or companies. Example: Union of drivers, janitors, office workers 2. Industrial Union - composed of workers from one particular industry, across from different levels of the hierarchy. 3. Craft Union - represent skilled workers doing the same work who may be employed in different industries. 4. White-collar Union - composed of professionals doing similar jobs across different industries. Example: teachers, professors Advocacy Group - Groups that spread information in support of a cause across borders in an attempt to change international policies and practices. Members can be local or transnational. Example: PETA, World Wildlife Fund, Human Rights Watch, and many others International Organizations - Refers to institutions established by three or more states as voluntary members in order to promote cooperation and coordination among them. It is composed of national states or governments. They tend to focus on Economic, Humanitarian, and Environmental. etc. Example: ASEAN, European Union, United Nations, etc. Learning Anchors: 1. How does the trade/labor union help the employees in a certain company? 2. When can international organizations intervene in an internal affair of a certain country? 53 SOCIAL INSTITUTIONS Structured and well-established relationships between groups of people and their social roles and norms. Generally, the family, education, health, and religion are the primary examples of social institutions. Family, Marriage, and Kinship The family is the basic unit of society that carries out certain basic functions that are essential to human survival and maintenance of society (Eshleman & Bulcroft, 2006). There are six major contributions of a family to society (Murdock, 1949; Secombe, 2004) 1. the replacement of population through reproduction 2. regulation of sexual behavior 3. economic responsibility for dependent children 4. socialization of the young 5. ascription of status 6. provision of intimacy, belongingness, and emotional support Different types of family 1. Nuclear family. A family consisting of a pair of adults and their children (one or many). This is also known as the elementary or conjugal family. This is the most basic unit of social organization. 2. Extended family. A family that extends beyond the basic nuclear family. It is a family group in which the couple and their children live with their relatives or kin, such as aunts, uncles, grandparents, cousins, etc. a. Classic extended family - Made up of several nuclear families joined by kinship relations who live in the same house, street, or area and the members see each other regularly. It may be horizontally or vertically extended. b. Modified extended family - Nuclear families, though living apart geographically, maintain regular contact and mutual support through visiting and constant communication through phone, letters, email, and social networking sites. This is the most common type of family arrangement here in the Philippines (Bowne, 2011). 3. Reconstituted or blended family. A family based on kinship ties that accumulate as a consequence of divorce or remarriages (Charlene & Furstenberg, 1994). 4. Symmetrical family. A family in which the role of husband and wife or of the cohabiting partners have become more alike (symmetrical) and equal. 5. Lone-parent families. It arises from the death of a partner or a lack of desire to cohabit with a partner; most of the time, this is the result of divorce (Browne, 2011). 6. Civil partnership. A family where same-sex or opposite-sex couples enter an arrangement where there is legal recognition of the partnership. 7. Transnational families. These are families where one parent (or both) lives and works in another country while his/her children remain in the country of origin (Anderson and