Man's Bio-Cultural and Social Background PDF Grade 11/12

Man’s Bio-Cultural and Social Background Understanding Society, Culture and Politics Grade 11/12 First Quarter/Week 4 GERALDINE C. DAKETAN Developer Department of Education Cordillera Administrative Region...

Man’s Bio-Cultural and Social Background Understanding Society, Culture and Politics Grade 11/12 First Quarter/Week 4 GERALDINE C. DAKETAN Developer Department of Education Cordillera Administrative Region 1  Republic of the Philippines DEPARTMENT OF EDUCATION Cordillera Administrative Region Wangal, La Trinidad, Benguet Published by: Learning Resource Management and Development System COPYRIGHT NOTICE 2020 Section 9 of Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency of office wherein the work is created shall be necessary for exploitation of such work for profit.” This material has been developed for the implementation of K to 12 Curriculum through the Curriculum Implementation Division (CID) – Learning Resource Management and Development System (LRMDS). It can be reproduced for educational purposes and the source must be acknowledged. Derivatives of the work including creating an edited version, an enhancement or a supplementary work are permitted provided all original work is acknowledged and the copyright is attributed. No work may be derived from this material for commercial purposes and profit. Development Team of the Module Writer: Geraldine C. Daketan Reviewer/Evaluator: Benjamin M. Dio-al, Regional EPS, AP Management Team: Estela Leon-Cariño, Regional Director Florante E. Vergara, OIC-Assistant Regional Director Carmel F. Meris, Chief ES-CLMD Rosita C. Agnasi, LRMDS Manager Benilda M. Daytaca, EdD, SDS Nestor L. Bolayo, OIC-ASDS Sonia D. dupagan, EPS – LRMDS Rizalyn A. Guznian, EdD, CID Chief ES Rose N. Anapen, Coordinator-Araling Panlipunan 2  WHAT I NEED TO KNOW This subject Understanding Society, Culture and Politics is one of the Core Subjects in Senior High School under the K to 12 Basic Education Curriculum. Thus, whatever track you belong, you are taking USCP and answering now this module. Due to our current situation brought by the COVID-19 pandemic, face-to-face schooling is not possible. 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 during this new normal. 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. This module is following the learning competencies provided by the Curriculum Guide 2016 and the Most Essential Learning Competencies (MELC) and can be answered with little to no supervision from parent or adult or brothers or sisters. 1. Trace the biological and cultural evolution of early to modern humans. (UCSP11/12HBS Ie-12) COMPETENCY CG LEARNING 2. Explore the significance of human material remains and artefactual evidence in interpreting cultural and social, including political and economic, processes. (UCSP11/12HBS If-13) 3. 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.(UCSP11/12HBS If-14) Specific learning outcomes based on MELC: ❖ Analyze the significance of cultural, social, political and economic symbols and practices. Skills to be acquired: 1. Generate ideas through answering open-ended essay questions, pictures and reading texts. 2. Support thinking with correct understanding of the concepts or lesson. 3. Provide concrete examples of the concepts. 3  WHAT I KNOW PRE-ASSESSMENT. The result will determine your prior knowledge. I. Correct or Incorrect. Write the word Correct if the statement is correct and the 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. II. Identification. Identify what is being asked. __________11. A symbolic system through which people communicate and through which ideas, 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. How many points did you get? If you have perfected the Well done! Let’s all assessment, CONGRATULATIONS! It will be easier for you to finish this module. move to the next But if you got 99% and below, you need to study more this module. page... 4  WHAT’S IN Lesson: Looking back at Human Biocultural and Social Evolution The study of Sociology is fundamentally concerned with the ultimate questions of how and why people act the way they do. To answer these questions, one has to examine man’s inheritance from the past, his ideas, beliefs, knowledge, customs, and traditions. Hence, his behavior can best be explained by examining his culture. ▪ Review of related Social Sciences in studying society, culture and politics. I. 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 and C. Anthropology social creatures. It seeks to answer this primary question: What does it mean to be human? 4. Examines the remains of ancient and historical D. Economics 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. 5  WHAT’S NEW This part of module introduces you to our lesson. Read the article taken from History.com cite. Then answer the questions below. Lascaux cave paintings discovered September, 12, 1940, near Montignac, France, a collection of prehistoric cave paintings are discovered by four teenagers who stumbled upon the ancient artwork after following their dog down a narrow entrance into a cavern. The 15,000- to 17,000-year-old paintings, consisting mostly of animal representations, are among the finest examples of art from the Upper Paleolithic period. First studied by the French archaeologist Henri -Édouard- Prosper Breuil, the Lascaux grotto consists of a mai n cavern 66 feet wide and 16 feet high. The walls of the cavern are decorated with some 600 painted and drawn animals and symbols and nearly 1,500 engravings. The pictures depict in excellent detail numerous types of animals, including horses, red deer, stags, bovines, felines, and what appear to be mythical creatures. There is only one human figure depicted in the cave: a bird-headed man with an erect phallus. https://www.history.com/this-day-in-history/lascaux-cave-paintings-discovered If you are an archaeologist, what can be your interpretations of what the paintings tell us about the peoples’ way of life during the time this was painted? Give only two answers. 1. ____________________________________________________________________ 2._____________________________________________________________________ 6  WHAT IS IT At the end of this module, I can: 1) Trace the biological and cultural evolution of early to modern humans. 2) Discuss the significance of human material remains, material and non-material culture in interpreting cultural and social, political, and economic processes. 3) Identify forms of tangible and intangible heritage, and the threats to these. LESSON Human Capacity for Culture Culture is defined as “that complex whole which encompasses beliefs, practices, H 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 a 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. Scientist do not all agree, however, about how these species are related or which ones simply died out and how to identify and classify these species of early humans. Human Biocultural Evolution Species Characteristics Hominids The development of the different species of primates which “Manlike were able to evolve in 40 million years ago. There have been various Primates” 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 and “Handy Man” 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 about “The Upright 500,000 years ago in Asia, Africa and Europe. This manlike specie Man” 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: 7  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 modern “The Thinking man who lived about 250,000 years ago. They had similar physical Man” descriptions with modern man. They originated as the primitive men whose activities were largely dependent on hunting, fishing and agriculture. They buried their dead, used had tools and had religion. The following are Homo Sapiens subspecies: a. Neanderthal Man –Discovered in Neanderthal valley near Dusseldorf, Germany in 1856 who lived in cave and dependent in hunting and fishing. b. Cro-Magnon Man – Discovered by a French archaeologist Louis Lartet in the Cro Magnon Cave in Southern France. It was believed to live in Europe, Asia and Africa. As a prehistoric man, they were the first to produce art in cave paintings and crafting decorated tools and accessories. Four Biological Capacity of Human to Develop Culture The need to scrutinize human anatomy to understand culture is indispensable. Physical and cultural anthropologists argue that we could trace how culture becomes possible by understanding our biological makeup. 1. Our Thinking The primary biological component of humans that allowed for capacity 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 your capacity 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 8  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 As the brain is the capacity source of humans’ capacity to speaking comprehend sound and provide meaning to it, the vocal tract acts capacity 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 Primates have two forms of locomotion: bipedalism and walking/ quadropedalism. Bipedalism is the capacity to walk and stand on standing two feet, whereas quadropedalism uses all four limbs. Although capacity 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. Process Questions: 1. What are the four capacities that enabled humans to have culture? 2. What is the significance of biology, anthropology, archaeology and other related science in studying and understanding culture? 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. The early humans have always been dependent on their environment, which made foraging (hunting and gathering) the primary mode of subsistence. 9  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. Dependence on domesticated plants or animals. Occurred sometime Appearance of such crafts as pottery and weaving. about “Food-producing cultures” 10,000 BCE 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 B.C India and China which later on spread throughout 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. 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 sticks, Simple crop Semi- Family-centered; Horticultural occasionally cultivation, permanent – Religious system And blade tools. some surplus some cities begins to develop, Pastoral and occasionally moderate Society exchange. kingdoms. specialization; Presence of social inequality. C. Agrarian Irrigation, Largely Permanent Family loses Society Fertilization, agricultural urbanization significance as Metallurgy, but much becoming distinctive surplus; important religious, political, 10  Animal-drawn increased empires and economic plow. market covering system emerged. exchange and continent. 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 of Much surplus; the population. Fully The rise of developed state. market economy Process Questions: 1. What makes human beings an important component in the development of early society? 2. How do early societies differ from one another? 3. Compare the different societies in terms of their economic activities. COMPONENTS OF CULTURE The beginning of early man is a proper reference in treating the interesting subject of culture. Mans 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. 11  2. Non-material Culture –It is 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. 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 behaviour because their infraction results to punishment –formal or informal. 12  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 behaviour 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) 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, where as 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. 13  WHAT’S MORE These are enrichment activities or independent practice for you to answer in order to help you further understand the lesson. ACTIVITY 1 The Evolution of Man A. Write inside the boxes the corresponding name of the species. https://www.smithsonianmag.com 14  ASSESSMENT 1 Explain how society was formed. Content of answer – 5 points Clarity of ideas – 5 points = 10 points ACTIVITY 2 Enumerate practices or activities of early people that are still being practiced or observed today. Socio-cultural Political Economic Practices/ Activities Practices/ Activities Practices/ Activities 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 15 See the photos below which are examples of the many cultural activities and symbols of Cordillerans. Photos were taken during the 2017 Colos Festival of Barangay Tinongdan. (Photos courtesy of Barangay Tinongdan Facebook page) Tribal houses of Ibaloys in Sitio Coyoco, Tinongdan, Itogon, Benguet. 16  ASSESSMENT 2 Short-essay question. 1. What is the role played by fiestas and museums in preserving our cultural practices and symbols? Fiestas_______________________________________________________________________ ______________________________________________________________________________ Museums_____________________________________________________________________ ______________________________________________________________________________ 2. Conduct a research or interview. Ask your parents or elders of your community of some significant symbols or meanings of old Igorot houses. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ASSESSMENT 3 “Ang hindi marunong lumingon sa pinanggalingan ay hindi makakarating sa paroroonan” ▪ These words of Jose P. Rizal give us a manifestation on how important is our past/ origin and where we started. ▪ 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: 17 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 it or very poorly design, layout, and 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 poster. poster. displayed on the used. 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 our the importance of our support the idea of doesn't support the school library. school library. the importance of idea of the our school library. importance of our school library. WHAT I HAVE LEARNED Make a short but concise summary of what you have learned from this lesson. 18  WHAT I CAN DO Apply It in Real Life. Cordillera Mountain is the home of multi-ethnolinguistic groups in Abra, Benguet, Ifugao, Kalinga, Mountain Province, Tabuk City and Baguio City. The word Igorot is generally meant mountain people. For a long time now, this term has been tacitly used in a derogatory sense, implying that Igorots were a backward tribe. How will you help correct this wrong idea about Cordillerans? Do the activity below. My Profile My name is _____________________________________. I belong to the ethnic tribe of _____________________. My father is from the province of _________________ while mother is from the province of _____________. I grew up in ___________________ and presently living in ____________. I can speak ____________________________________ local dialect(s). I am proud to be a Cordilleran because ____________________________________________________________ ___________________________________________________________. I will ______________________________________________________ to prove that I am a truly proud Cordilleran. (Note: you can revise or make your own pattern but similar with this depending on what is applicable to your situation or family background). POST-ASSESSMENT Group Multiple Choice. Select the right answer from the choices inside the box. 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. 19  4. They were the first to produce art in cave paintings and crafting decorated tools and accessories. 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. a. basket b. weaving of cloth c. plough d. banga /clay pots The following are just some of the many indigenous materials that significantly became part of Cordilleran culture: 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 traditional tool in farming. a. Language b. Beliefs c. Values d. Norms Identify what non-materials culture the following are; 12. Performing rituals -butchering of animals, offering of foods, for the dead relatives. 13. Killing, stealing and many more are strictly prohibited by society. 14. Elders are given high respect in the society. 15. The major basis of ethnic groups. ADDITIONAL ACTIVITY Link to community. Trace the development of your town or city. Identify how your sitio/barangay/town or city came into existence. What are the different elements that helped in the development of your own place? Write your research/ interview in a short coupon bond. 20  21 What I KNow What’s In What Is It I.Correct or Incorrect Matching Type Process Questions: 1.Incorrect 1. Sociology -evaluate the students’ answers based 2.Correct 2. Political Science on our discussions and his/her other 3. Correct 3. Anthropology readings 4. Correct 4. Archeology 5. Incorrect 5. Economics What I Can Do 6. Incorrect -student’s answers 7. Incorrect What’s New 8. Correct -Cave paintings Post Assessment 9. Incorrect - animals possible living or 1. C 9. D 10. Correct not during this time 2. B 10. A II. Identification - they have rituals 3. A 11. B 11. Language - beliefs in gods/underworld 4. D 12. C 12. Tangible -presence of arts 5. D 13. B 13.Technology Evaluate other answers of 6. C 14. D 14. Metal Age the students 7. B 15. C 15. Homo Sapiens 8. A 16. A What’s More Activity 2 Assessment 3 Activity 1 Socio-Cultural -see rubrics for poster-slogan - Homonids -dancing, singing, praying, - Homo Habilis Social gathering - Homo Erectus Political Additional Activity - Homo Sapiens - voting, tungtungan -research/interview parents or elders Assessment 1 Economics - Evaluate students’ -trading, uma, kodkod answers. Assessment 2 *Key answer: The discovery -Short Essay Rubrics of Agriculture Content/Ideas - 5 Clarity of thought - 5 ANSWER KEY  REFERENCE 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 Glaiza Capsula 22 For inquiries or feedback, please write or call: Department of Education Schools Division of Benguet Office Address: Wangal, La Trinidad, Benguet Telephone: (074) 422 6570 Email Address: [email protected] 23