JOSE RIZAL UNIVERSITY

College of Liberal Arts, Criminology, and Education

Department of History and Social Sciences

VISION

JRU will be a market leader in the use of technology for innovation in teaching and learning to produce graduates of social importance.

MISSION

The University aims to develop its students to become useful and responsible citizens through effective transfer of relevant knowledge and
desirable values.

INSTITUTIONAL OUTCOME

A JRU graduate has the competencies and values in the disciplinal area completed such that he/she is a useful and responsible citizen of the
country.

Course Title: Sociology and Anthropology

Course Code: Soc 22
Credit Units: 3

Course Description: This course is a study of various cultures of people in the world, human behavior, and issues as part of every
man’s role and responsibility in performing and participating in social activities or endeavor.
Placement: First Year, Second Semester

Program Educational Objectives (PEO):

A graduate should be able to:
1. Show informed understanding of human experience, culture, and society;
2. Demonstrate use of tools and methods of understanding associated with humanities, languages and literature, mathematics,
natural sciences, social sciences and psychology, and perception of relationships between and among these disciplines;
 3. Display breadth of vision and critical thinking associated with interdisciplinary scholarship and research;
4. Engage critically with fundamental questions about values in both ethical and aesthetic contexts;
5. Show skills as critical, creative, and imaginative thinkers about culture and the arts;
6. Apply techniques of reasoned and open-minded discussion and debate; and
7. Demonstrate an understanding of the experiences and world-views of other times, other places and cultures.

Student Outcomes (SO):

a. Manifest accuracy and fluency in oral and written communication fully aware of the pedagogical understandings;
b. Explain mathematical ideas, written and verbally in a clear organized manner;
c. Recognize the interdependency of different areas of mathematics, as well as connections between mathematics and other
disciplines;
d. Integrate classroom situations/experiences with community issue and concerns geared for human and societal development;
e. Exhibit computer literacy as aids for comprehension and as potent tools for problem-solving situations;
f. Infuse linguistic competence with artistic refinement and creativity through oral outputs, drama forms, communicative modes
and stage presentations;
g. Apply knowledge of basic Science, History, Mathematics appropriate to the discipline and the program educational objectives;
and
h. Recognize the need for and ability to engage in continuing professional development.

Course Outline:

CLO Teaching/Learning Assessment Evaluation

Time Frame Topic/Content Objectives
Activities

 Week 1 -  Thinking Sociology  Know the origin,  Concept Mapping  Objective Paper  60% of the
3 and Anthropology: nature,  Think-Pair Share and Pencil Test students got a
Areas of concern, development (20 items) rating ≥ 3.0 on a
branches, and forerunners 5-point scale
 A Podcast to  Bridging
relationship of of Sociology
sciences, and Remember Concept and
theoretical Anthropology. (Radio recording Branches (20
perspectives,  Classify culture about items)
society and culture, and discuss its modernization
concepts, elements and and its ability to
characteristics and characteristics.
elements of culture
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

craft culture and Rubrics for

way – of – life) Reflection Paper

5 Points – Content

3 Points – Social
Relevance and the
Use of Examples

5 Points –
Application of
Social Concepts

2 Points –
Organization of
Thoughts

 Reflection
Paper # On the
Filipino Society
(15 points)
 Reflection
Paper #2 : On
the Conflict
between Morals
and Law (15
points)
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

 Reflection
Paper # 3: The
Role of Culture
in the
advancement of
Morals and
Beliefs (15
points)
 Week 4 -  Social Structure,   Differentiate the  Graphic  Objective Paper  60% of the
5 Groups and kinds of social Organizer and Pencil Test students got a
Organization: Basic groups and  Human Collage (20 items) rating ≥ 3.0 on a
institutions, organizations 5-point scale
 Group Dynamics
statuses, roles,  Identify societal Rubrics for
groups, groups that  Project # 2- Lets
Reflection Paper
interactions, have far- VLOG it (focus on
cooperation and reaching social roles)
competition, influence to the
organizations, society 5 Points – Content
models, and
bureaucracy 3 Points – Social
Relevance and the
Use of Examples

5 Points –
Application of
Social Concepts

2 Points –
Organization of
Thoughts
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

 Reflection
Paper # 4: The
Role of Social
Interaction in
Community (15
items)
 Reflection
paper # 5:
Competition
and
cooperation:
Which
motivates
most? (15
items)
 Week 6  Socialization:   Discuss the  Short Skit  Objective Paper  60% of the
relations to society, importance of  Tableau and Pencil Test students got a
culture, institution, socialization to  Social Analysis (20 items) rating ≥ 3.0 on a
social status, the 5-point scale
on Poverty  Social
agents, development of
determinants of individual Reporting –
socialization, identity and the Poverty and the
stages, and roles of social Sociological
theoretical stratification Functions
perspectives based on
 Social Analysis
different
perspectives on Political
 Design a model Dynasties  Social
for an ideal Reporting –
social structure Political
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

Dynasties in the
Philippines
Prelims
 Week 7 -  Deviance and   Know the  Multimedia  Objective Paper  60% of the
8 Control: Heinous concepts of  Reenactment and Pencil Test students got a
crimes, functions deviance and  Brainstorming (20 items) rating ≥ 3.0 on a
and dysfunctions, social control. 5-point scale
anomie, theories,  Enumerate and  Project # 3 –
Rubrics for
social control, drug discuss the Short Film on
Reflection Paper
abuse, prevention classification of Deviance
and control, crimes.
prostitution, and  Discuss the
other forms of pillars of 5 Points – Content
social problems. criminal justice
system 3 Points – Social
 Identify the Relevance and the
different Use of Examples
theories of
deviance 5 Points –
 Apply the Application of
theories of
Social Concepts
deviance in
practical life if
2 Points –
necessary.
Organization of
Thoughts

 Reflection
Paper # 6:
Misbehavior: A
product of
boredom or a
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

pattern in our
mind? (15
points)
 Reflection
Paper # 7:
What is the
measure of
power? (15
points)
 Week 9  Sexual Behavior:   Discuss the  Video Clip  Poster Making  60% of the
Sociological issues of Presentation  Awareness students got a
perspectives, sex morality of  Role-Playing Survey rating ≥ 3.0 on a
status, social sexual behavior 5-point scale
issues, PMS, of the people
pornography, particularly the
heterosexuality, youth.
sexual orientation,  Identify social
and some issues related
sociological to LGBT
theories
 Week 10  Social   Present  Human Collage  60% of the
Stratification: reasons why  Build a “card students got a
Bases, wealth, social Reflection paper # rating ≥ 3.0 on a
tower”
prestige, power, stratification is 8 –The Filipino 5-point scale
class structure, resorted to by  Picture Collage
Concept of Power
social classes, the societies and Class
social mobility,  Enumerate the
social patterns, and different kinds Rubrics for
profiles of social Reflection Paper
stratification
 Trace back the
social classes
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

of the Filipinos
from the Pre-
Spanish to the 5 Points – Content
present.
3 Points – Social
Relevance and the
Use of Examples

5 Points –
Application of
Social Concepts

2 Points –
Organization of
Thoughts
 Week 11  Gender Roles, and   Discuss the role  Guided  Debate  60% of the
Inequality in Age: of education Reciprocal Peer students got a
Masculine, minimizing, if Questioning rating ≥ 3.0 on a
feminine, roles not eradicating, 5-point scale
inequalities, gender
sexism, education, inequalities and
politics, religion, biases.
functionalist and  Recognize
conflict views, individual
women’s differences
movement, men’s among people
liberation, and and races.
social gerontology
Midterms
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

 Week 12  The Family:   Identify the 60% of the students

- 13 Varieties, marriage  Thinking Aloud Movie Analysis got a rating ≥ 3.0 on
composition, pattern of the a 5-point scale
Pair Problem-
organization, Philippines, Solving 7 Sundays
classification,  Discuss the role
functions, marriage of family in
practices, social developing the
issues related to personality of
family problems its members.
 Explain the
crucial role of
the family in
nation building
 Week 14  Education:   Trace back the  Think-Pair Share  60% of the
Functionalist and development of  Brainstorming Social Reporting: students got a
conflict views, Philippine Interview and rating ≥ 3.0 on a
inequalities, educational Insight Sharing 5-point scale
DEPED and CHED system. among Filipino
participations,  Discuss Teachers
some issues on extensively the
education in the role of
Philippines education in the
economic
development.
 Cite some
problems of the
education
industry.
 Present the
significance of
K-12 Program
of the
government.
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

 Week 15  Religion: Types,   Explain the  In-Class Teams  60% of the

functions, concept of  Reenactment Paper and pencil students got a
organizations in religion. Test (20 items) rating ≥ 3.0 on a
other countries,  Cite the 5-point scale
sect, cults, rituals important role
and ceremonies, of religion in the
varieties of formation of
teaching. personal
discipline.
 Promote the
concept of
religious
tolerance.
 Cite and
discuss the
constitutional
provisions on
the freedom of
religion and the
separation of
church and
state.
 Week 16 Collective Behaviour   Differentiate the  Video Clips  Paper and  60% of the
and Social Movements: concepts of  Group Dynamics pencil Test (20 students got a
 Conditions; crowds, crowd, mob and  VLOG – The items) rating ≥ 3.0 on a
mobs, panics, panic. 5-point scale
Youth is the Hope
rumors, norms,  Identify social of our Nation: A
public opinion, movements and reality or a
propaganda, and give their scammed hope?
other forms of respective
social movements goals.
 CLO Teaching/Learning Assessment Evaluation
Time Frame Topic/Content Objectives
Activities

 Week  Population,   Present in  Library and Web  Paper and  60% of the
17 Urbanization, And tabular form the searches pencil Test (20 students got a
Ecology: Tools in vital statistics of  Documentation items) rating ≥ 3.0 on a
demography, age the Philippine 5-point scale
and sex population.
composition,  Cite the effects
factors affecting of the
migration, fertility population
and mortality, life explosion.
table, world  Show the list of
population countries where
problem, causes of there is
rapid growth concentration of
density, policy and OCW’s.
change, some  Make a list of
issues related to laws passed by
ecology and the Philippine
environment. congress to
protect ecology.
FINALS

Course Requirements:

Grading System

First Prelim Grade 25%

Class Standing - 60%
First Prelim Exam - 40%
Second Prelim Grade 25%
Class Standing - 60%
 First Prelim Exam - 40%
Final Term Grade 50%
Class Standing - 60%
First Prelim Exam - 40%
____
Final Grade 100%

Class Standing Includes:

Quizzes 30%
Recitation 20%
Activities 10%
Exam 40%
100%

Textbook Adopted:Palispis, Epitacio S. Introduction to Sociology and Anthropology. Manila: Rex Publishing, Co. Inc. 2007. (306/K87
2008 98582)

References:
1. Anthropology: The Exploration of Human Diversity, Conrad Philip Kottak, 12th Ed., McGraw Hill International, 2005
301/ k87 2000 82596
2. Palispis, Epitacio S. Introduction to Sociology and Anthropology, Rex Printing Co., Inc., 2007
306/ K87 2008 98582
3. Panopio, Isabel S. Society and Culture: Introduction to Sociology and Anthropology, Katha Publishing Co., Inc.,
2007
301/ P195 2006 98401
4. Kottak, Conrad Philip, Anthropology: The Exploration of Human Diversity, 12th Ed., McGraw Hill International,
2005
306/ K87 2008 101563
5. Andersen, Margaret, Sociology the Essential
Wadsworth
301/ An504 2005
 6. Brikerhoff, David B, Essentials of Sociology
Wadsworth
301/ Es78 2005
7. Leano, Maciones, Society and Culture for College Students; A Modular Approach
Mindshapers
301/ L433 2005
8. Musura, Carmel T.Sociology: Trends and Practices
Ascent
301/ M916 2006
9. Maguigad, Rogelio B., Sociology and Anthropology
Libro Filipino
301/ So678 2006
10. Maciones, John J., Society: The Basics
Pearson
301.22/ M152 2006

On – Line Resources

General Sociology in Philippine Context @ Yahoo .com

The Filipino Society @ Yahoo .com
Fundamentals of Sociology @ Yahoo. Com
The Basics of Sociology @ Yahoo. Com
http://www. Study of Society

Prepared by: Recommending Approval: Approved by: Date of Effectivity:

Faculty Member Department Head Dean