UCSP-Q1-SLM_2.pdf

11 Understanding Culture, Society and Politics Quarter 1 – Module 2: Changes in Culture and Society Subject Area – 11/12 Self-Learning Module (SLM) Quarter 1 – Module 2: Changes in Culture and Society First Edition, 2020 Republic Act 8293, section 176 states that:...

11 Understanding Culture, Society and Politics Quarter 1 – Module 2: Changes in Culture and Society Subject Area – 11/12 Self-Learning Module (SLM) Quarter 1 – Module 2: Changes in Culture and Society First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writers: Joel P. Andres, Jr. / Alilly Samillano Editors: Marya Legaspina, Kenneth Robert Naval Reviewers: Fredgie Pasco / Fernie Cabanalan Illustrator: Patrick Ebuetada Layout Artist: Edward Ryan Gulam / Maylene Grigana Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Gildo G. Mosqueda CEO V -Schools Division Superintendent Diosdado F. Ablanido, Assistant Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Johnny Sumugat - REPS – Subject Area Supervisor Donna S. Panes, Ph.D - CID Chief Elizabeth G. Torres- EPS In Charge of LRMS Judith B. Alba Division ADM Coordinator Judith B. Alba EPS – Araling Panlipunan Supervisor Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected]  11 Understanding Culture, Society and Politics Quarter 1 – Module 2: Changes in Culture and Society Introductory Message For the facilitator: Welcome to the Understanding Culture, Society and Politics Self-Learning Module (SLM) on Changes in Culture and Society! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. iv For the learner: Welcome to the Understanding Culture, Society and Politics Self-Learning Module (SLM) on Changes in Culture and Society! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. v  Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! vi  What I Need to Know How are you today? Welcome to this another new approach of learning. In the last module we already explored the origin and dynamics of culture and society and political identities. We need to appreciate the nature of culture and society from the perspectives of anthropology and sociology while demonstrating a holistic understanding of culture in the society we are living. Culture and cultural change is a concept that denotes some internal and external factors leading to change in the cultural pattern of societies. These changes can be material as well as non-material in nature. This module will help you answer the essential question, given that different societies and people have different cultures, how should people react to different culture? Are you ready?. The module is divided into three lessons, namely: Lesson 1- Culture and Cultural Change Lesson 2 –Approaches to the study of Culture and Society Lesson 3 –Understanding Culture and Society After going through this module, you are expected to: 1. Determine the concepts, aspects and changes in/of culture and society 2. Describe the approaches to the study of culture and society 3. Analyze the concept, aspects and changes in/of culture and society 1  What I Know Let’s check your knowledge and understanding on culture and cultural changes and on the different approaches in studying culture and society. Let’s start. Directions: Write the letter of the correct answer right before the number. _____1. It is derived from the Latin word "colere," which means to tend to the earth and grow, or cultivation and nurture. a. Beliefs b. Culture c. Traditions d. Customs _____2. It is the changes in the culture of society. a. Traditional Change b. Customs Change c. Charter Change d. Cultural Change _____3. It is a new perception of an aspect of reality that already exists. a. Discovery b. Inventions c. Diffusions d. Acculturations ______4. It is the combination or new use of existing knowledge to produce something that did not exist before. a. Assimilations b. Inventions c. Diffusions d. Acculturations ______5. It is the spreading of cultural traits from group to another group. a. Discovery b. Inventions c. Diffusions d. Assimilations ______6. It is the process of combination of two cultures in to one culture with comprising cultural traits. a. Assimilations b. Diffusions c. Inventions d. Discovery 2 ______7. It is this process that makes continuity of culture possible. a. Inheritance b. Genetics c. Socialization d. Education ______8. This is man’s oldest doctrine that everything is alive and possesses mental faculties like those possessed by man: desire, will, purpose, anger, love, and the like. a. Christianity b. Animism c. Islam d. Atheism ______9. According to sociologists, culture consists of; a. values, beliefs, systems of language, communication b. values, customs, traditions, religion c. values, education, beliefs, norms d. None of the above ______10. Why is Culture Important to Society? a. Culture is constructed by society. A person cannot understand one without the other because one shapes the other, the way people interact with one another and perceive their environment is all part of culture. b. Culture reflects the inner workings of an individual society. c. Society could not function without cultural norms that assist in governing behaviour and values, and culture could not exist without societal influences to create it. d. All of the above 3  Lesson 1 Culture and Cultural Change No matter what culture a people are a part of, one thing is certain, it will change. Culture appears to be crucial in our intersected world, which is made of so many anthropologically diverse societies, but punctured by conflicts and struggles associated with religion, ethnicity, ethical beliefs, and, fundamentally, the elements which make up culture. Cultural Change can be successful only when you have a good understanding of the difference between the culture you had, and the culture you are trying to build. People need to be both empowered and motivated so that change can take place. Culture change when something new opens up, new way of living and when new ideas influence culture. Moreover, cultural change leads to chain reaction, whenever a change is incorporated into culture and become defined as a ‘social necessity’, new needs emerge, generating the desire to still changes which complement or supplement the original changes. What’s In 1. What are the 4 major fields of Anthropology? 2. What are the present human biological diversity? 3. How human cultural variation, social differences, social change, and political identities affects culture? 4  Notes to the Teacher After doing the activities given in this module, instruct the learner to answer the guide questions in each activity. S/He may write his answer in a separate sheet. What’s New What is Culture? The Center for Advance Research on Language Acquisition goes a step further, defining culture as shared patterns of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. Thus, it can be seen as the growth of the group’s identity fostered by social patterns unique to the group. The word "culture" derives from a French term, derived from the Latin "colere," which means to tend to the earth and grow, or cultivation and nurture. It shares its etymology with several other words related to actively fostering growth. Culture is a term that refers to a large and diverse set of mostly intangible aspects of social life. According to sociologists, culture consists of the values, beliefs, systems of language, communication, and practices that people share and that can be used to define them as a collective. Culture also includes the material objects that are common to that group or society. 5 Activity 1- Know My Culture List at least 10 Filipino customs, beliefs, practices and traditions that you are practicing at home. List of customs, beliefs, and traditions that you are practicing at home 1 2 3 4 5 6 7 8 9 10 Guide Questions 1. Why do we behave like this? 2. Are these cultural traits unchangeable or subject to historical and social changes? 3. Do all Filipinos share the same traits? Why? What is Cultural Change? Society strives its continuity and existence according to the environmental conditions of its surrounding. People have been descending from generation to generation with the addition of new ideas and objects. This dynamic process of society enhances culture with refreshment and for every generation a new culture than for the previous. A stagnant society is dead but there is none today how so primitive it may be. Technological developments and social changes in the form of ‘evolution’ and ‘progress’ of any rate exist there as the adjustment factors change them according to the environmental conditions. Hence the societies and cultures are undergoing changes with a continued process. 6 Definitions of Cultural Change Following are the some of the definitions by renowned sociologists. 1. Horton & Hunt: “changes in the culture of society is called cultural change.” 2. Kingsley Davis: “cultural changes embarrasses Occurring in any branch of culture including, art, science, technology, philosophy etc. as well as changes in the forms and rules of social organization.” 3. David Dressler and Donald Caens: “It is the modification or discontinuance of existing ‘tried’ and ‘tested’ procedures transmitted to us from the culture of the past, as well as the introduction of new procedures.” Culture changes through developments in technology, political belief and religious ideas. External encounters with diverse societies and environmental factors also change cultural beliefs. Cultural change sometimes causes a backlash from those with more traditional social views. Cultural change occurs due to the diffusion of ideas from one society to another. Examples of this include the emergence of the Buddhist religion in China, and the exportation of American culture through Hollywood television and films. Cultural change also occurs through syncretism, or when ideas from different cultures mix. Sources of Cultural Change 1. Discovery- It is a new perception of an aspect of reality that already exists. 2. Invention- It is the combination or new use of existing knowledge to produce something that did not exist before. 3. Diffusion- It is the spreading of cultural traits from group to another group. 4. Acculturation. It is cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture. 5. Assimilation. It is the process of combination of two cultures in to one culture with comprising cultural traits. Activity 2. Where do I Got You? From your responses in Activity 1, identify where does you get the customs, beliefs and traditions you practiced at home. Write if said practices is Discovered, Invented, Diffused, Acculturated or Assimilated No List of customs, beliefs, practices and Sources of Change traditions that you are practicing at home (Answers from Activity 1) 1 2 3 4 5 6 7 7 8 9 10 Process Questions: 1. How did you acquire your customs, beliefs and traditions that you are practicing at home? 2. Having learned the concepts of culture, How do you explain the current “addiction” of Filipinos to K Pop and Korean telenovelas? Why do you think young Filipinos enjoy them more than Mexican telenovelas? 8  Lesson Approaches to the study 2 of Culture and Society What is It Viewing culture in terms of patterns and configurations Cultural traits The concept of culture embraces the culture of mankind. An understanding of human culture is facilitated, however, by analysing "the complex whole" into component parts or categories. In somewhat the same sense that the atom has been regarded as the unit of matter, the cell as the unit of life, so the culture trait is generally regarded as the unit of culture. A trait may be an object (knife), a way of doing something (weaving), a belief (in spirits), or an attitude (the so-called horror of incest). But, within the category of culture, each trait is related to other traits. A distinguishable and relatively self-contained cluster of traits is conventionally called a culture complex. The association of traits in a complex may be of a functional and mechanical nature, such as horse, saddle, bridle, quirt, and the like, or it may lie in conceptional or emotional associations, such as the acts and attitudes involved in seclusion in a menstrual hut or retrieving a heart that has been stolen by witches. Cultural areas The relationship between an actual culture and its habitat is always an intimate one, and therefore one finds a close correlation between kind of habitat and type of culture. This results in the concept of culture area. This conception goes back at least as far as the early 19th century, but it was first brought into prominence by the U.S. anthropologist Clark Wissler in The American Indian (1917) and Man and Culture (1923). He divided the Indian cultures (as they were in the latter half of the 19th century) into geographic cultural regions: the Caribou area of northern Canada; the Northwest coast, characterized by the use of salmon and cedar; the Great Plains, where tribes hunted bison with the horse; the Pueblo area of the Southwest; and so on. Others later distinguished culture areas in other continents. Cultural types Appreciation of the relationship between culture and topographic area suggests the concept of culture type, such as hunting and gathering or a special way of hunting--for example, the use of the horse in bison hunting in the Plains or the method of hunting of sea mammals among the Eskimo; pastoral cultures centred upon sheep, cattle, reindeer, and so on; and horticulture (with digging stick and hoe) and agriculture (with ox-drawn plow). Less common are trading cultures such as are 9 found in Melanesia or specialized production of some object for trade, such as pottery, bronze axes, or salt, as was the case in Luzon. (See primitive culture.) Configuration and pattern, especially the latter, are concepts closely related to culture area and culture type. All of them have one thing in common; they view culture not in terms of its individual components, or traits, but as meaningful organizations of traits: areas, occupations, configurations (art, mathematics, physics), or patterns (in which psychological factors are the bases of organization). Clark Wissler's "universal culture pattern" was a recognition of the fact that actual cultures possess the same general categories: language, art, social organization, religion, technology, and so on. Viewing culture in terms of institutional structure and functions Social organization A sociocultural system presents itself under two aspects: structure and function. As culture evolves, sociocultural systems (like biologic systems) become more differentiated structurally and more specialized functionally, proceeding from the simple to the complex. Systems on the lowest stage of development have only two significant kinds of parts: the local territorial group and the family. There is a corresponding minimum of specialization, limited, with but few exceptions, to division of function, or labour, along sex lines and to division between children and adults. The exceptions are headmen and shamans; they are special organs, so to speak, in the body politic. The headman is a mechanism of social integration, direction, and control, expressing, however, the consensus of the band. The shaman, though a self-appointed priest or magician, is also an instrument of society; he may be regarded as the first specialist in the history of human society. Economic systems Division of labour along occupational lines is rare, although not wholly lacking, in preliterate societies--despite a widespread notion that one member of a tribe specializes in making arrows, which he exchanges for moccasins made by another specialist. Occupational groupings were virtually lacking in all cultural systems of aboriginal North America, for example. Guilds of metalworkers are found in some African tribes and specialists in canoe making and tattooing existed in Polynesia. But it is not until the transition from preliterate society, based upon ties of kinship, to civil society, based upon property relations and territorial distinctions (the state), that division of labour along occupational lines becomes extensive. On this level there are found many kinds of specialists: metalworkers, scribes, astrologers, soldiers, dancers, musicians, alchemists, prostitutes, eunuchs, and so forth. One of the most important, as well as characteristic, features of the economic life of preliterate societies, as contrasted with modern civilizations, is this: no individual and no class or group in tribal society was denied access to the resources of nature; all were free to exploit them. This is, of course, in sharp contrast to civil society in which private ownership by some, or a class, is the means of excluding others--slaves, serfs, a proletariat--from the exploitation and enjoyment of the resources of nature. It is this freedom of access, the freedom to exploit and to enjoy the resources of nature that has given primitive society its characteristics of freedom and equality. And, being based upon kinship ties, it had fraternity as well. 10 Education In the human species individuals are equipped with fewer instincts than is the case in many nonhuman species. And, as already noted, they are born cultureless. Therefore, an infant Homo sapiens must learn a very great deal and acquire a vast number of conditioned reflexes and habit patterns in order to live effectively, not only in society but in a particular kind of sociocultural system, be it Tibetan, Eskimo, or French. This process, taken as a whole, is called socialization (occasionally, enculturation) --the making of a social being out of one that was at birth wholly individualistic and egoistic. Education in its broadest sense may properly be regarded as the process by which the culture of a sociocultural system is impressed or imposed upon the plastic, receptive infant. It is this process that makes continuity of culture possible. Education, formal and informal, is the specific means of socialization. By informal education is meant the way a child learns to adapt his behaviour to that of others, to be like others, to become a member of a group. By formal education is meant the intentional and systematic effort to affect the behaviour of others by transmitting elements of culture to them, be it knowledge or belief, patterns of behaviour, or ideals and values. These attempts may be overt or covert. The teacher may make his purpose apparent, even emphatic, to the learner. But much education is affected in an unobtrusive way, without teacher or learner being aware that culture is being transmitted. Thus, in myths and tales, certain characters are presented as heroes or villains; certain traits are extolled, others are deplored or denounced. The impressionable child acquires ideals and values, an image of the good or the bad. Religion and belief Man's oldest philosophy is animism, the doctrine that everything is alive and possesses mental faculties like those possessed by man: desire, will, purpose, anger, love, and the like. This philosophy results from man's projection of his own self, his psyche, into other things and beings, inanimate and living, without being aware of this projection. "A belief in spirits is," according to Edward Burnett Tylor, "the minimum definition of religion." Some later students, however, made the same claim for a belief in impersonal, supernatural power, or mana (manitou, orenda, and so on). In any case, these two elements of religion are virtually worldwide and undoubtedly representing a very early stage in the development of religion. In some cultures, spirits are virtually innumerable, but, in the course of time, the more important spirits become gods. Thus, there has been a tendency toward monotheism in the history of religion. The German Roman Catholic priest and anthropologist Father Wilhelm Schmidt argued not only that some primitive peoples believe in a Supreme Being, but that monotheism was characteristic of the earliest and simplest cultures. Schmidt's thesis, however, has been severely criticized by other ethnologists. Also, as Tylor pointed out many years ago, the Supreme Being of some very primitive peoples is an originator god, or a philosophical explanatory device, accountable only for the existence and structure of the world; after his work was completed, he had no further significance; he was not worshiped and played no part in the daily lives of the people. 11 Custom and law Sociocultural systems, like other kinds of systems, must have means of self- regulation and control to persist and function. In human society these means are numerous and varied. The kinship organization specifies reciprocal and correlative rights, duties, and obligations of one class of relatives to another. Codes of ethics govern the relationship of the individual to the well-being of society. Codes of etiquette regulate class structure by requiring individuals to conform to their respective classes. Custom is a general term that embraces all these mechanisms of regulation and control and even more. Custom is the name given to uniformities in sociocultural systems. Uniformities are important because they make anticipation and prediction possible; without them, orderly conduct of social life would not be possible. Custom, therefore, is a means of social regulation and control, of effecting compliance with itself to render effective conduct of social life possible. What’s More Activity 3- WQF Diagram Try to observe every lesson in making the WQF Diagram that you can see below. Put the list in the W (words) box those words you think is related to CULTURE. In the Q (questions) box, formulate at least 3 to 5 questions that you want to answer about CULTURE. In the circle of F (facts) write what have you learned or what new concepts did you learned about the lesson. You will answer the F (facts) part after the end of the lesson. All answers are acceptable. You can use your own understanding and knowledge about the topic. Your answer will be corrected after the last part of this module. Game? CULTURE W Q F _____________________ _____________________ _____________________ _____________________ _______________ _____________________ _____________________ _______________ _____________________ _____________________ _______________ _____________________ _____________________ _______________ _____________________ _____________________ _______________ _____________________ _____________________ _______________ _____________________ _____________________ _________ _____________________ _________ 12  Lesson Understanding Culture 3 and Society What I Have Learned Why Is Culture Important to Society? Culture is important to society because culture is constructed by society. A person cannot understand one without the other because one shapes the other, the way people interact with one another and perceive their environment is all part of culture. Culture reflects the inner workings of an individual society. For example, culture helps to define social situations, so people understand how to behave based on that society's cultural norms. Say, when an individual goes to a dinner party in the United States, it is customary to bring a host or hostess a gift. Culture also defines values, influences personality development and influences career choices. If culture did not define values, or what is considered right and wrong within the society, then there would be social discord and the society would fail. Society could not function without cultural norms that assist in governing behaviour and values, and culture could not exist without societal influences to create it. Culture must coexist with humans in order to exist in an organized manner. It is important to note that culture can, and does, change over time as societal norms change, but the members of that society govern that change so the individual members of the society have a level of control over the culture. Differences do set us apart, but we often forget that we are all human, and our culture is much more representative of our differing environment than truly different people. Understanding and accepting other cultures is about keeping your mind open and learning, and you will find a little knowledge is all it takes to truly broaden your horizons. Aspects of culture Culture influences viewpoints, rules, and institutions in a global society. It is a way of life shared by a group of people, including their ideas and traditions and reflect the values and beliefs of groups in different ways. There are 8 aspects of culture namely: Art, Music, Language, Food, Daily Life, Government, Clothing and Religion. 13 The individual in society You will learn how you as an individual, are able to create and weave your own life-story or narrative based on the materials, rules, and resources provided your social and cultural environment. This process is called Socialization. Socialization is not just a one-way process in which social institutions and culture affect the way you behave, feel, and think. It is a dialectical process or two-way process by which as you are moulded by social and cultural structures, you are also able to modify and create your own identity and self. So, it is only half-truth to claim that society is responsible for your actions and beliefs. Far from it, you are also capable of modifying these beliefs and practices as you master and learn the rules of social life. What I Can Do Activity 4- Draw me a Culture! What is your idea about CULTURE and SOCIETY? Draw a picture or make a poster that demonstrate your culture. Be sure that you specify the different aspects of culture we discussed. Rubric in Drawing/Poster Making Category Descriptions Points Score Content It shows the different 10 aspects/changes of culture Creativity Clear and precise message of the 10 illustration with the concept of society and culture. Over-All Clean, organize, attractive and 5 Presentation vibrant appearance Total 25 14  Assessment A. Identification: Identify the terms being referred to in the following statements. Write your answer on the space provided. ________________1. It is shared patterns of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. ________________2. The relationship between an actual culture and its habitat is always an intimate one, and therefore one finds a close correlation between kind of habitat and type of culture. ________________3. Appreciation of the relationship between culture and topographic area ________________4. It is process that makes continuity of culture possible. ________________5. It is a process that an individual, can create and weave a narrative based on the materials, rules, and resources provided by social and cultural environment. B. True or False. Read each sentence carefully. Write T if the statement is RIGHT and write F if the statement is WRONG. Write your answer on the space provided. _____1. Acculturation is not just a one-way process in which social institutions and culture affect the way you behave, feel, and think. _____2. Socialization is a way of life shared by a group of people, including their ideas and traditions and reflect the values and beliefs of groups in different ways. _____3. Codes of etiquette regulate class structure by requiring individuals to conform to their respective classes. _____4. Society could not function without cultural norms that assist in governing behavior and values, and culture could not exist without societal influences to create it. _____5. Education in its broadest sense may properly be regarded as the process by which the culture of a sociocultural system is impressed or imposed upon the plastic, receptive infant. _____6. Man's oldest philosophy is Buddhism, the doctrine that everything is alive and possesses mental faculties like those possessed by man. _____7. In the human species individuals are equipped with fewer instincts than is the case in many nonhuman species. _____8. The relationship between an actual culture and its habitat is always an intimate one. _____9. Sociological change occurs due to the diffusion of ideas from one society to another. ____10. Cultural change sometimes causes a backlash from those with more traditional social views. 15  Additional Activities Cultural differences are often expressed in the “generation gap”. List all the things that you and your parents share and believe together (religion, education, and family values) as well as those you disagree with (music, clothing, and love relationships,). How will you explain these differences based on the lesson? 16  17 What I Know What's More Assessment 1. B 1. A. Identification 2. D 1. Culture 3. A 2. Cultural Areas 4. B 3. Cultural Types 5. C 4. Education 6. A 5. Socialization 7. D B. True or False 8. B 9. A 1.F 8. T 10.D 2.F 9. F 3.T 10. T 4.T 5.T 6.F 7.T Answer Key References Book: Understanding Culture, Society and Politics. Rex Bookstore. page 149 Gerry M. Lanuza and Sarah S Raymundo Internet Links: https://www.livescience.com/21478-what-is-culture-definition-of-culture.html https://www.thoughtco.com/culture-definition-4135409 http://studylecturenotes.com/what-is-cultural-change-definition-sources-of-cultural- change/ https://www.reference.com/world-view/culture-change-88f164075ab8f097 https://www.courses.psu.edu/ger/ger100_fgg1/supplementary/culture2.html https://www.reference.com/world-view/culture-important-society-2f69d99fe0698d43 https://www.warrencountyschools.org/userfiles/2619/8%20aspects%20of%20culture. pdf https://www.yourarticlelibrary.com/culture/cultural-change-main-factors-and-causes-of- cultural-change/23392 18  DISCLAIMER This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region XII in all public schools beginning SY 2020-2021. The process of LR development was observed in the production of this module. This is version 1.0. We highly encourage feedback, comments, and recommendations. For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected] 19