UCSP Module 4 PDF

SHS www.shsph.blogspot.com Understanding Culture Society and Politics Quarter 1: Week 4 - Module 4 i www.shsph.blogspot.com Understanding Culture Society and Politics Grade 11/12 Quarter 1: Week 4 - Module 4 First Edition, 2020 Copyright © 2020 La Union Schools D...

SHS www.shsph.blogspot.com Understanding Culture Society and Politics Quarter 1: Week 4 - Module 4 i www.shsph.blogspot.com Understanding Culture Society and Politics Grade 11/12 Quarter 1: Week 4 - Module 4 First Edition, 2020 Copyright © 2020 La Union Schools Division Region I All rights reserved. No part of this module may be reproduced in any form without written permission from the copyright owners. Development Team of the Module Author: JERMIE B. SOTERO, T-II Editor: SDO La Union, Learning Resource Quality Assurance Team Illustrator: Ernesto F. Ramos Jr., P II Management Team: Atty. Donato D. Balderas, Jr. Schools Division Superintendent Vivian Luz S. Pagatpatan, Ph.D. Assistant Schools Division Superintendent German E. Flora, Ph.D., CID Chief Virgilio C. Boado, Ph.D., EPS in Charge of LRMS Mario B. Paneda, Ed.D., EPS in Charge of Araling Panlipunan Michael Jason D. Morales, PDO II Claire P. Toluyen, Librarian II ii www.shsph.blogspot.com Understanding Culture Society and Politics Quarter 1: Week 4 - Module 4 iii www.shsph.blogspot.com Target Due to our current situation brought by COVID pandemic, the face-to-face way of conducting schooling is not advisable for our own safety. However, the importance of education to our learners is indispensable. Thus, formal education must be acquired in any means that both educators and learners can do. Let us continue our learning process in this new normal of education. This course aims to provide students’ 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. After going through this module, you are expected to:  Analyze the significance of cultural, social, political and economic symbols and practices. Specific Learning Objective  Trace the biological and cultural evolution of early to modern humans.  Explore the significance of human material remains and artefactual evidence in interpreting cultural and social, including political and economic, processes.  Recognize national, local, and specialized museums, and archaeological and historical sites as venues to appreciate and reflect on the complexities of biocultural and social evolution as part of being and becoming human. 1 www.shsph.blogspot.com Jumpstart Let us start with a few activities in order to understand the lesson Activity 1: Recall Me! The result will determine your prior knowledge. I. Correct or Incorrect. Write the word Correct if the idea of the statement is true and the write word Incorrect if otherwise. __________1. Apes and human have similarities in biological anatomy and capacity for culture. __________2. As the environment changes, our society and way of life also change. __________3. Stone tools offer archaeologists hints about the lifestyle of early homo sapiens. __________4. Earliest people believed in supernatural being or gods. __________5. The market economic system was founded during the agrarian stage of society. __________6. Foraging was an economic activity started during the Metal Age. __________7. The practice of agriculture was known during the late Paleolithic period. __________8. Producing more food allowed societies to become larger. __________9. Language has a little influence on our ways of perceiving, behaving, and feeling. __________10. The expansion of trade sparked the growth of cities as economic and political centers. 2 www.shsph.blogspot.com II. Identification. Identify what is being asked. __________11. A symbolic system through which people communicate and through which idea values, beliefs, and knowledge are transmitted, expressed, and shared. __________12. It refers to our cultural heritage in the form of structures, monuments, historical sites, and other artifacts. __________13. Sociologists refer to this as the combination of objects and rules of using them that speaks about their culture. __________14. Cultural period where the used of metal such as bronze, copper, and iron flourished. __________15. The Thinking Man –species to which all modern human beings belong III. Match Column A to Column B to identify what field of Social Science is referring to. Column A Column B 1. Their study on social relationship and A. Sociology interactions will provide information that will help in understanding society objectively through the use of scientific investigation and methodology. 2. The study of the nature, causes, and B. Archaeology consequences of collective decisions and actions taken by groups of people embedded in cultures and institutions that structure power and authority. 3. It seeks to studies human as both biological C. Anthropology and social creatures. It seeks to answer this primary question: What does it mean to be human? 4. Examines the remains of ancient and D. Economics historical human populations to promote an understanding of how humans have adapted to their environment and developed. 5. It is the study of how people allocate scarce E. Political Science resources for production, distribution, and consumption, both individually and collectively. 3 www.shsph.blogspot.com IV. Contributions to Civilization. Can you identify the ancient civilization that brought the world some of these greatest inventions or achievements? Choose your answers inside this table and write them at the space provided below each picture. Mesopotamia Chinese Indus Egypt Civilization Civilization Civilization Civilization Tigris/ Euphrates Huang Ho/ Yangtze Indus Nile river-valley river-valley river-valley river-valley Cuneiform –First System of Writing Great Pyramids of the World 6. ____________________________ 7._________________________ Inventor of first paper Mohenjo-daro –one of the world’s greatest cities 8. _______________________ 9. ____________________________ 4 www.shsph.blogspot.com Discover Human Capacity for Culture Culture is defined as “that complex whole which encompasses beliefs, practices, values, attitudes, laws, norms, artifacts, symbols, knowledge, and everything that a person learns and shares as a member of a society” (Taylor, 2010). It is by-product of the attempt of humans to survive their environment and to compensate for their biological characteristics and limitations. Our evolution toward humanity as we know it has been a long journey of survival against the elements of the environment and against competing species. As our ancestors evolved biologically in response to their environment, they have also developed cultural technologies that aided them to efficiently obtain food and deter predators. Evolution is a natural process of biological changes occurring in a population across successive generations (Banaag, 2012 p.31). It helps us identify and analyze man’s physiological development and eventually the emergence of different society. Moreover, man’s progression and characteristics are essential in understanding the capability for adaptation. Most scientists currently recognize some 15 to 20 different species of early humans. Human Biocultural Evolution Species Characteristics Hominids The development of the different species of primates “Manlike which were able to evolve in 40 million years ago. There have Primates” been various relics of hominids which could be described as manlike primates. They are Ramapithecus, Lucy and Australopithecus. Homo Habilis The apelike men who first to used stone tools as weapons “Handy Man” and protection of their enemies. They are recognized as the first true human. Lived about 2.4 to 1.4 million years ago. Homo Erectus It was believed to be the first man like creature that lived “The Upright Man” about 500,000 years ago in Asia, Africa and Europe. This manlike specie could walk straight with almost the same brain with modern man. He made refined stone stools for hunting and weapons for protection of the enemies. The following are the major discovered fossils: a. Pithecanthropus Erectus “Java Man” –Discovered by Eugene Dubois at Trinil, Java, Indonesia in 1891. b. Sinanthropus Pekinensis “Peking Man” –Discovered at Choukoutien village, Beijing, China in 1929. Homo Sapiens It was believed that this was the direct descendant of “The Thinking modern man who lived about 250,000 years ago. They had Man” similar physical descriptions with modern man. They originated as the primitive men whose activities were largely dependent on hunting, fishing and agriculture. They buried their dead, used had tools and had religion. The following are Homo Sapiens subspecies: 5 www.shsph.blogspot.com a. Neanderthal Man –Discovered in Neanderthal valley near Dusseldorf, Germany in 1856 who lived in cave and dependent in hunting and fishing. b. Cro-Magnon Man – Discovered by a French archaeologist Louis Lartet in the Cro Magnon Cave in Southern France. It was believed to live in Europe, Asia and Africa. As a prehistoric man, they were the first to produce art in cave paintings and crafting decorated tools and accessories. Four Biological Capacity of Human to Develop Culture 1. Our Thinking  The primary biological component of humans that allowed capacity for culture is the developed brain. It has the necessary parts for facilitating pertinent skills such as speaking, touching, feeling, seeing, and smelling.  Compared with other primates, humans have a larger brain, weighing 1.4 kg. Due to the size of brain and the complexity of its parts, humans were able to create survival skills that helped them adapt to their environment and outlive their less adaptive biological relatives. 2. Our gripping  Look at your hands. Notice how your thumb relates with capacity your other fingers. This capacity to directly oppose your thumb with your other fingers is an exclusive trait of humans. It allowed us to have a finger grip.  Figure 1. Hands of selected primates  The hand of human has digits (fingers) that are straights, as compared with the curved ones of the other primates. Notice that the thumb of the human is proportionately longer than those of other primates. These characteristics of the human hand allowed for two types of grip” power and precision. a) Power grip enabled humans to wrap the thumb and fingers on an object; it became the cornerstone of our capacity to hold tool firmly for hunting and other activities. b) Precision grip enabled humans to hold and pick objects steadily using fingers. This capacity was crucial for tool- making activities. 3. Our speaking  As the brain is the capacity source of humans’ capacity to 6 www.shsph.blogspot.com capacity comprehend sound and provide meaning to it, the vocal tract acts as the mechanism by which sounds are produced and reproduced to transmit ideas and values.  Humans have longer vocal tract compared with chimpanzee. A longer vocal tract means that there is a longer vibration surface, allowing human to produce a wider array of sounds than chimpanzees.  The tongue of human is also more flexible than of a chimpanzee, allowing for more control in making sounds. 4. Our walking/  Primates have two forms of locomotion: bipedalism and standing quadropedalism. Bipedalism is the capacity to walk and capacity stand on two feet, whereas quadropedalism uses all four limbs. Although apes are semi-bipedal, humans are the only fully bipedal primates.  Being bipedal, humans gained more capacity to move while carrying objects with their free hands. It gave humans more capacity or productivity with their hands like hunting and foraging. Cultural and Sociopolitical Development The physical as well as the mental development of early human beings helped them understand and adapt to their existing environment. Thus, their adjustment served as the onset of their culture. Culture enables the members of society to develop ways of coping with exigencies of nature as well as ways of harnessing their environment (Panopio, et.al 1994). The changes made by man through his interaction with the environment establish the different cultural evolution which determines man’s socio-cultural development. Cultural Period Cultural and Socio-political Development Paleolithic Period  Use of simple pebble tools. (Old Stone Age)  Learned to live in caves.  Discovered the use of fires. 3 million years  Developed small sculptures; and monumental painting, to 8,000 B.C. incised designs, and reliefs on the wall of caves.  “Food-collecting cultures” Neolithic Age  Stone tools were shaped by polishing or grinding. (New Stone Age)  Settlement in permanent villages. Occurred sometime  Dependence on domesticated plants or animals. about  Appearance of such crafts as pottery and weaving. 10,000 BCE  “Food-producing cultures” Age of Metals  The used of metal such as bronze, copper, and iron produced a new historical development form cradles civilization of Egypt, Mesopotamia, Persia, including 4,000 B.C. – 1,500 India and China which later on spread throughout B.C Asia.  The civilization which defines to a more developed social, cultural, political and economic system.  It had already direct contacts through tribes, kingdoms, empire and later on state which the constant political activities were through conquest, wars and trade. 7 www.shsph.blogspot.com The Early Types of Societies During the course of human history, people have organized themselves into various types of societies depending upon their level of technology and the related methods of subsistence. The earliest societies confined themselves in gathering and hunting for food. When man invented the plow, it enabled him to increase the amount of available food. The introduction of modern technology and equipment, mass computerization, and white-collar service occupations, has changed the man’s society into a more complex one. Type of Technology Economy Settlements Social Society Organizations A. Hunting Very simple – Bare Nomadic All resting within and fire, arrow, necessities – 25-40 people family. Gathering baskets no surplus Society B. Digging Simple crop Semi- Family-centered; Horticultural sticks, cultivation, permanent – Religious system And occasionally some surplus some cities begins to Pastoral blade tools. and occasionally develop, Society exchange. kingdoms. moderate specialization; Presence of social inequality. C. Agrarian Irrigation, Largely Permanent Family loses Society Fertilization, agricultural urbanization significance as Metallurgy, but much becoming distinctive Animal-drawn surplus; important religious, plow. increased empires political, and market covering economic system exchange continent. emerged. and Increased substantial presence of social trade. inequality. D. Industrial Advance Industrial Permanent – Complex set of Society sources of – few engage urban living interdependent energy; in agriculture predominating. institutions. Mechanized or direct Cities now production. production; contain most Much of the surplus; population. Fully The rise of developed state. market economy 8 www.shsph.blogspot.com COMPONENTS OF CULTURE The beginning of early man is a proper reference in treating the interesting subject of culture. Man’s adaptation to his society, his conformity with the culture of his time and his education have worked alongside each other in putting him in his present status as the strongest and the most intelligent creature in the world. As perceived by sociologists and anthropologists, culture is rather a complex concept. To understand culture, one must examine its major elements: 1. Material Culture –It is the physical objects a society produces, things people create and use. These are tools, furniture, clothing, automobiles, and computer systems, to name a few. Thus, the awareness of the kind of objects created and how people use them brings about greater understanding of the culture and of a society. 1.1. Technology. A Society’s culture consists of not only physical objects but also rules for using those objects. Sociologists sometimes refer to this combination of objects and rules as technology. Using items of material culture, particularly tools, requires various skills, which are part of the nonmaterial culture. 2. Non-material Culture –It consists of elements termed norms, values, beliefs, and language shared by the members of a society. Non-material culture is considered as the carriers of culture. 2.1. Language. Perhaps, the most defining characteristics of human being is the ability to develop and use highly complex systems of symbols like language. A symbol, as sociologists say, is the very foundation of culture. The essence of culture is the sharing of meanings among members of a society. Unless one shares the language of a culture, one cannot participate in it. (Fishman, 1985; p.128) Language influences our ways of perceiving, behaving, and feeling, and thus, tends to define and shape the world around us. It is through language that idea values, beliefs, and knowledge are transmitted, expressed, and shared. Without language, there will be no culture. 2.2. Beliefs. These are ideas that people hold about the universe or any part of the total reality surrounding them. These are the things how people perceive reality. The subject of human beliefs may be infinite and may include ideas concerning the individual, other people and any all aspects of the biological, physical, social, and supernatural world be it primitive or scientific. 9 www.shsph.blogspot.com 2.3. Values. They are shared ideas about desirable goals. They are the person’s ideas about worth and desirability or an abstract of what is important and worthwhile. Values make up our judgements of moral and immoral, good and bad, right and wrong, beautiful and ugly, etc. 2.4. Norms. These are shared rules of conduct that specify how people ought to think and act. A norm is ideas in the minds of the members of a group put into a statement specifying what members of the group should do, ought to do or are expected to do under certain circumstances. (Homans, 1950; p. 123). Norms are usually in the form of rules, standards, or prescriptions and social shared expectations. Norms has three forms: 2.4.1. Mores. These are norms associated with strong ideas of right and wrong. Mores are standard of conduct that are highly respected and valued by the group and their fulfilment is felt to be necessary and vital to group welfare. They are considered essential to the group’s existence and accordingly, the group demands that they be followed without questions. They represent obligatory behavior because their infraction results to punishment –formal or informal. 2.4.2. Folkways. These are norms that are simply the customary, normal, habitual ways a group does things. These customary ways are accumulated and become repetitive patterns of expected behavior which tends to become permanent traditions. One of the essential features of folkways is that there is no strong feeling of right or wrong attached to them. If one violates folkways, there is no punishment attached to it. 2.4.3. Laws. These are often referred to as formal norms. They are rules that are enforced and sanctioned by the authority of the government. The Legacy of Early Humans to Contemporary Population The United Nations Educational, Scientific and Cultural Organization (UNESCO) is the primary transnational entity that manages and negotiates matters relating to human heritage. It defined cultural heritage as follows: Cultural heritage is not limited to material manifestations, such as monuments and objects that have been preserved over time. This notion also encompasses living expressions and the traditions that countless groups and communities worldwide have inherited from their ancestors and transmit to their descendants, in most cases, orally (UNESCO, 2010) 10 www.shsph.blogspot.com This definition us with a two-part meaning of cultural heritage. On one end, there is heritage being tangible in the form of structures, monuments, historical sites, and other artifacts. On the other hand, there is heritage being intangible in the form of literature, oral, traditions, concepts, and values. Tangible heritage could be divided into two categories: movable and immovable. The primary difference in these categories is the size of the heritage. For example, the Stonehenge is an immovable tangible heritage, whereas the sarcophagus of the pharaoh Tutankhamun is a movable tangible heritage. Movable tangible heritage pieces are often removed from the sites where they were found and transferred to museums for safekeeping and maintenance. Immovable tangible heritage pieces are often left to the elements of nature (i.e., rain, wind, sand, sun), which makes them vulnerable to decay and corrosion. This does not mean that conservation efforts are not being made. However, due to the constant exposure of these objects to these elements, conservation becomes more challenging. Explore Enrichment Activity: The Evolution of Man A. Write inside the boxes the corresponding name of the species. https://www.smithsonianmag.com 11 www.shsph.blogspot.com Explain how society was formed. Content of answer – 5 points Clarity of ideas – 5 points = 10 points B. Enumerate practices or activities of early people that are still being practiced or observed by the people today. Socio-cultural Political Practices/ Economic Practices/ Practices/Activities Activities Activities 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 C. Essay: Your answers will be rated based on the rubric shown in the next page. 1. What is the role played by fiestas and museums in preserving our cultural practices and symbols? Fiestas:___________________________________________________________________ ___________________________________________________________________________ Museums:_________________________________________________________________ ___________________________________________________________________________ 2. Conduct an interview. Ask your parents or elders of your community of some significant symbols or meanings of old farming practices. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 12 www.shsph.blogspot.com Rubric for Activity C Criteria Fair Good Very Good 2 points 3 points 4 points Description has Description Description was no new provides some written neatly, Quality of information and new information very well Writing ideas are poorly and organized informative and organized well organized There are Few misspelled Virtually, no misspelled words and spelling, words, and punctuation punctuation or Grammar, punctuation errors but were grammatical Usage and and able to provide a errors and were Mechanics grammatical description able to provide errors that a very good interferes with description. the description provided D. Cultural Heritage is an expression of the ways of living developed by a community and passed on from generation to generation. There are two kinds: Tangible cultural heritage and Intangible cultural heritage. Can you give examples of them? TANGIBLE CULTURAL HERITAGE INTANGIBLE CULTURAL HERITAGE Give specific name / examples found around the world 1. 9. 2. 10. Give specific name / examples found in Asia 3. 11. 4. 12. Give specific name / examples found in the Philippines 5. 13. 6. 14. Give specific name / examples found in Cordillera Administrative Region 7. 15. 8. 16. 13 www.shsph.blogspot.com Deepen “Ang hindi marunong lumingon sa pinanggalingan ay hindi makakarating sa paroroonan” National Indigenous Peoples Month is observed every October by virtue of Proclamation No. 1906 signed on October 5, 2009, by former President Gloria Macapagal-Arroyo. According to the proclamation, the celebration highlights Philippine indigenous peoples’ rights and the preservation of indigenous cultural communities as part of the life of the nation. Make a poster slogan following the 2019 IP Month celebration “Vital Wisdoms: Learning with the Indigenous Peoples” (Buháy na Dúnong: Pagkatúto Kasama Ang Mga Katutúbo) Use long coupon bond and any prefer writing and coloring materials. See rubrics below: RUBRIC FOR THE POSTER ACTIVITY CATEGORY 4 3 2 1 Required The poster includes All required elements Few of the Several required Elements all required elements are included on the required elements elements were as well as additional poster & bookmarks. are included on missing. information. the poster. Picture The poster is The poster is attractive The poster is The poster is and/or logo exceptionally in terms of design, acceptably distractingly messy attractive in terms of layout and neatness. attractive though or very poorly design, layout, and it may be a bit designed. It is not neatness. messy. attractive. Content - 2 accurate reasons 1 accurate reason is Less than 1 Inaccurate Accuracy are displayed on the displayed on the accurate reason is reason(s) are used. poster. poster. displayed on the poster. Slogan Slogan is catchy and Slogan is weak but Slogan is catchy Slogan's meaning supports the idea of supports the idea of but doesn't isn't clear and the importance of the importance of our support the idea of doesn't support our culture culture the importance of the idea of the our culture. importance of our culture 14 www.shsph.blogspot.com Gauge Gauge Group Multiple Choices. Select the right answer from the choices inside the box. Choices for 1-4: A. Hominids C. Homo Erectus B. Homo Habilis D. Homo Sapiens 1. They were the first hunters with improvised tools such as axes and knives, and were the first to produce fire. 2. First to make stone tools. 3. Described as manlike primates. 4. They were the first to produce art in cave paintings and crafting decorated tools and accessories. Choices for 5-8: A. Paleolithic Period C. Metal Age B. Neolithic Period D. Age of Modern Technology 5. Also known as the computer age. 6. Trading flourished in and among tribes, kingdoms, empires and later on state. 7. The period when the considered new people learned farming, domesticating animals and use wove cloth as protection of their skin. 8. People during this period are nomadic. Choices for 9-12 A. basket C. plough B. weaving of cloth D. banga/clay pot 9. Used for food preservation and storing of water. 10. What materials they produced or made to help them in harvesting crops? 11. With great skills, a loom is a device for; 12. Traditional tool in farming. Choices for 13-15: A. Language C. Values B. Beliefs D. Norms 13. Performing rituals -butchering of animals, offering of foods, for the dead relatives. 14. Killing, stealing and many more are strictly prohibited by society. 15. Elders are given high respect in the society. 15  16 What I Know What I Know What’sWhat’s In In What NewWhat New I. Correct or Incorrect I. Matching Type Cave paintings What II.Know Correct or Incorrect What’s InI. Matching Type What New Cave paintings Incorrect 1. Sociology -animals possible living or not I. CorrectIncorrect or Incorrect I. Matching 1. Sociology Type Cave paintings -animals possible living or not Correct 2. Political Science during this time Incorrect Correct What I Know 1. Sociology What’s 2. InPolitical Science -animals What during possible living not thisortime Correct 3. Anthropology -theyNew have rituals Correct Correct I. Correct or Incorrect 2. Political 3. Science I. Matching Anthropology Type during this time Cave paintings -they have rituals Correct 4. Archaeology -beliefs in gods/ underworld Correct Incorrect Correct 3. Anthropology 1. Sociology 4. Archaeology -they -animalshave rituals possible -beliefs not underworld livinginorgods/ Incorrect 5. Economics - presence of arts Correct Correct Incorrect 4. Archaeology 2. Political Science 5. Economics -beliefs during thisin gods/ time underworld - presence of arts Incorrect II. Pictures - Evaluate other answers of Incorrect Correct 5. Economics 3. Anthropology - presence of arts -they have rituals Incorrect Incorrect 6. II. Mesopotamia Pictures the students- Evaluate other answers of Incorrect Correct II. Pictures 4. Archaeology Evaluate - -beliefs answers of otherunderworld Correct Incorrect 7. Egypt 6. Mesopotamia What in Is gods/ It the students Incorrect Incorrect 6. Mesopotamia 5. Economics students presence -the of arts Incorrect Correct 8. China 7. Egypt Process Questions: What Is It Correct Incorrect 7. EgyptII. Pictures What Is It other answers of - Evaluate Correct Incorrect 9. India 8. China -evaluate the students’ answers Process Questions: Incorrect Incorrect 8. China Mesopotamia Process based Questions: the students on our discussions and II. Identification Correct Short III.6. 9. essay India -evaluate the students’ answers Correct Correct 9. India7. Egypt -evaluate What his/herIs It the other students’ readings. answers Language History is the study of the past on our discussions and II. Identification II. Identification Incorrect III. Short 8. III. Short essay essay China based on ourbased Process discussions Questions: and Tangible events. To study our history is to Language Language Correct History isHistory 9. India the studyis the study of the past of the his/her -evaluate other readings. students’ thehis/her other readings. answers Technology learn our past to be to ablepast What I Can Do Tangible Tangible Identification events. events. To III. Short understand study essay To ourour history studyand present our is tohistory is toon our discussions and based MetalII.Age -Student’s answers TechnologyTechnology Language learn ourlearn History predict past to ouris our the study future. able to be able toWhat bepast of the past his/her other I Can Do readings. What I Can Do Homo Sapiens Age Metal Metal TangibleAge understand events. our understand present To study our and history our is to and present -Student’s answers -Student’s answers Homo Homo Sapiens Technology predict learnour ourfuture. predict able to to befuture. pastour What I Can Do What’ More Sapiens Activity 2 Activity 3 Metal Age understand our present and -Student’s answers Activity 1 Socio-cultural: Tangible/ Intangible What’ More Homo Sapiens Activity predict 2 our future. Activity 3 Hominids What’ More -dancing, singing Activity 2 Cultural Heritage 3 Activity Activity 1 Socio-cultural: Tangible/ Intangible Homo Habilis1 Activity -praying, social gathering Socio-cultural: - Check the students’Intangible Tangible/ Hominids More -dancing, Activitysinging 2 Cultural Activity Heritage 3 HomoWhat’ Erectus Hominids Political: -dancing, singing answers. Cultural Heritage Homo Habilis 1 -praying, social gathering Socio-cultural: students’ Check theIntangible - Tangible/ Sapiens HomoActivity Habilis -voting, tungtungan -praying, social gathering Assessment 3 - Check the students’ Homo Homo Erectus Hominids Political: -dancing, singing answers. Cultural Heritage Assessment 1 Economics: See rubrics for slogan Homo Homo Sapiens Homo Erectus Habilis -voting, Political: tungtungan -praying, social gathering Assessment Check the 3 answers. students’ Evaluate students’ -trading, uma, kodkod - What I Can Do Homo1Sapiens Assessment Homo Erectus Economics: -voting, tungtungan Political: See rubrics for answers. Assessment slogan 3 answers. Assessment 2 Student’s answers Evaluate students’ Homo answers: *keyAssessment Sapiens The1 -trading, uma, Economics: -voting, kodkod tungtungan What I Can Do Assessment See rubrics for slogan Short-essay: Rubrics Additional3Activity answers. Assessment Evaluate discovery of 1 students’ agriculture Assessment Economics: 2 -trading, uma, kodkod Student’s See rubricsanswersfor Whatslogan I Can Do Content / ideas -5 -research/interview *key answers: EvaluateThe answers. students’ Short-essay: -trading, Rubrics uma, kodkod Assessment 2 Additional What I CanActivityDo Student’s answers Clarity of thought -5 Parents or elders discovery*key of agriculture answers. answers: The Content / ideas -5 Assessment 2 -research/interview Student’s answers Short-essay: Rubrics Additional Activity *key answers: The Clarity of agriculture of thoughtRubrics Short-essay: Parents Additional or elders Activity Assessment Post discovery Content -5 / ideas -5 -research/interview discovery of agriculture / ideas -5 -research/interview 1. C 5. DContent Clarity of 9.-5 D thought 13. B or elders Parents Post Assessment Parents or elders 2. B 6. CClarity of thought -5 10. A 14. D 1. C 5. D 9. D 13. B 3. APost Assessment 7. B 11. B 15. C 2. B Assessment 6. C 10. A 14. D 4. C D1.Post 8. A 5. D 12. C 9. D 16. A 13. B 3. A 1. C 7. B 5. D 11.9.B D 15. 13. BC 4. D 2.2.BB 8. A 6. C6. C 12.10.C A 10. A 16. 14. DA 14. D 3.3.AA 7. B7. B 11. B 11. B 15. C 15. C 4.4.DD 8. A8. A 12. C 12. C 16. A 16. A Answer Key www.shsph.blogspot.com www.shsph.blogspot.com References: Leaῆo, Roman Jr. D., Society and Culture for College Students: A Modular Approach Makati City: Mindshapers, 2005, 6-27, p. 221-242. Alejandria-Gonzalez, Maria Carinnes P., Understanding Society, Culture and Politics Makati City: Diwa Learning Systems Inc., 2016, p.13-39. Marquez-Alimbuyuguen, Marivic, Guiang-Franco, Weena, Cruz-Sa-ao, Beverly, Sagandoy, Tecah C., Lumidao, Cherry L., Understanding Society, Culture and Politics Bulacan: IPM Publishing, 2017, p.15-29, 49-69. Baleῆa, Ederlina D., Lucero, Dolores M., Peralta, Arnel M., Understanding Society, Culture and Politics Quezon City: Educational Resources Corporation, 2016, p.16- 32. Arcilla-Serapio, Ma. Perpetua Understanding Society, Culture and Politics Manila: Mindshapers Co., Inc. 2016, p.15-57. Photos credited to https://www.facebook.com/tinongshan/, Liza Pineda Dimbanan photos Cover photo credited to LUSDO Management Team 17