Lesson 1:

UNDERSTANDING OF CULTURE, SOCIETY AND POLITICS

Target Outcomes

This module will help you understand the Nature and Goals of Anthropology, Sociology and Political Science. Sociology is the study
of human social relationships and institutions. Sociology’s subject matter is diverse, ranging from crime to religion, from the family to
the state. While anthropology is a branch of sociology, it always describes human, human behavior and human societies around the
world. Political science, by nature, is a social science that deals with humans and their interactions

Abstraction

DISCUSSION:
THE MATURE, GOALS AND PERSPECTIVES OF ANTHROPOLOGY, SOCIOLOGY, AND POLITICAL SCIENCE
 ANTHROPOLOGY
 relates to sociology, it always describes human, human behavior and human societies around the world. It
is a comparative science that examines all societies. The term anthropology means the scientific study of
man or human beings.
 Cultural anthropology studies, human societies, and elements of cultural life. An example of cultural
anthropology is Linguistic anthropology which focuses on language in a certain society. The goal of
studying anthropology is to understand the origin huma of n evolution and the diverse forms of its
existence throughout time
 The study of Man and its various aspects is known as Anthropology. It may be a subject of science and
arts. It is a branch of sociology. It describes human, human behavior and human societies and it examines
all societies around the world. It also describes the ancestors through time and space in relation to its
environmental, social relations, and culture

 SOCIOLOGY
 is the study of human social relationships and _ institutions. Sociology’s subject matter is diverse, ranging
from crime to religion, from the family to the state, from the divisions of race and social class to the
shared beliefs of a common culture, and from social stability to radical change in whole societies. The
purpose of sociology is to understand how human action and consciousness both shape and are shaped by
surrounding cultural and social structures.
 Sociology is a social science; it belongs to the family of social sciences. As a social science, focuses its
aspects on man, his social manners, social activities and social life. The goal of sociology is to help you
understand how human action and consciousness both shape and are shaped by the surrounding cultural
and social structures

 POLITICAL SCIENCE
 is a social science that deals with humans and their interactions. It is a branch of sociology; it essentially
deals with the large-scale actions of humans, and group mentality it is a discipline that deals with several
aspects such as the study of state and government. It deals with the nature and formation of the state and
attempts to understand its forms and functions. The goal of Political
 Science is to constantly deepen knowledge, discover progress and protect the quality of life within a
group, community, country, and the world. Thus, it is the study of power relationships and competing
interests among states around the world.

 ANTHROPOLOGICAL PERSPECTIVES
 are culture, cultural relativism, fieldwork, human diversity, holism, bio-cultural focus. The four main
perspectives of Anthropology are the cross-cultural or comparative emphasis, its evolutionary/historical
emphasis, its ecological emphasis, and its holistic emphasis. An example for this is the analysis and

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 solutions of the different aspects of the society such as the environment issues of pollution, the issues on
health and medicine and other issues related to the human activities.
 SOCIOLOGICAL PERSPECTIVE
 introduces the discipline of sociology, including something about its history, questions, theory, and
scientific methods, and what distinguishes it from other social science disciplines. Central features include
social interaction and relationships, social contexts, social structure, social change, the significance of
diversity and human variation, and the critical, questioning character of sociology. It also explores what
sociologists do.
Sociology includes three major theoretical perspectives:
1. the functionalist perspective;
2. the conflict perspective; and
3. the symbolic interaction perspective.

 THEORETICAL PERSPECTIVE
 is used to analyse and explain objects of social study, and facilitate organizing sociological knowledge. In
functionalist perspective, societies are thought to function like organisms, with various social institutions
working together like organs to maintain and reproduce societies. The conflict perspective sees social life
as a competition, and focuses on the distribution of resources, power, and inequality.

 POLITICAL SCIENCE PERSPECTIVE

 studies the tendencies and actions of people which cannot be easily quantified or examined. Political
science is more focused than most social sciences. It sticks to the political arena and to the realm of
politics, either dealing with situations with two competing sides or the lateral decisions that affect the
group as a whole. An example is the study of democracy as a form of government and why is democracy
considered as the best form of government.

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 Lesson 2:
THE CONCEPT OD SOCIETY AND CULTURE

Target Outcomes

At the end of the lesson, you should be able to:

1. explain the concept of society and culture in anthropological and
sociological perspective;
2. describe some major characteristics of society and culture;
3. differentiate between the various meanings of culture within society; and
4. justify the significance of culture in society.

Abstraction

DISCUSSION:
THE CONCEPT OF SOCIETY
- a group of people with common territory, interaction, and culture.
- derived Latin term “societas”, from socius, which means companion or associate

 FUNCTIONAL DEFENITION
 complex of groups in reciprocal relationships

 STRUCTURAL DEFINITION
 society is the total social heritage of folkways, mores and institutions; of habits, sentiments and ideals
Reasons people live together as a society
 For Survival
 Feeling of gregariousness
 Specialization
The Characteristics of Society
1. It is a social system.
2. It is relatively large.
3. It socializes its members and from those from without.
4. It endures, produces and sustains its members for generations.
5. It holds its members through a common culture.
6. It has clearly-defined geographical territory.

The Functions of Society

1. It provides a system of socialization.
2. It provides the basic needs of its members.
3. It regulates and controls people’s behavior.
4. It provides the means of social participation.
5. It provides mutual support to the members.

THE CONCEPT OF CULTURE

Edward Burnett Taylor
- “Culture is a complex whole which consist of knowledge, beliefs, ideas, habits, attitudes, skills, abilities, values, norms,
art, law, morals, customs, traditions feelings and other capabilities of man which are acquired, learned and socially
transmitted by man from one generation to another through language and living together as members of the society.”

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 Types of Culture
 Proscriptive norm - defines and tells us things not to do
 Prescriptive norm - defines and tells us things to do

The Characteristics of Culture

From the perspective of Sociologist From the Perspective of Anthropologists
 Dynamic, flexible and adaptive • Learned
 Shared and maybe challenged • Symbolic
 Learned through socialization or enculturation • Systemic and Intergrated
 Patterned social interaction • Shared
 Requires language and other forms of communication • Encompassing

The Functions of Culture

1. it serves as the “trademark” of the people in the society;
2. it gives meaning and direction to one’s existence;
3. it unifies diverse behavior
4. it develops man’s attitude and values and gives him conscience

Elements of Culture Forms of Culture

• Symbols • Folkway
• Language • Mores
• Technology • Law
• Beliefs
• Values
• Norms

NON-MATERIAL CULTURE

Norms are rules on what to do or what not to do in a certain

situation.

Values are ideal behaviors or principles that set the standard of

what is acceptable and admirable from a person who is a part of
society.

Modes of Acquiring Culture

 Imitation
 Indoctrination or Suggestion
 Conditioning

Causes of Cultural Change Other Important Terms Related to Culture

 Colonization • Cultural Diversity
 Discovery • Sub-culture
 Rebellion and Revolutionary • Culture lag
 Invention • High culture
 Diffusion • Popular culture
 Acculturation • Culture change
 Assimilation
 Amalgamation
 Enculturation

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 Lesson 3:
SOCIALIZATION

Abstraction

DISCUSSION:
SOCIALIZATION
 Socialization is a form of interaction by which people acquire personality and learn the way of life of their society. It
is considered the essential link between the individual and society. In fact, socialization allows the individual to learn
the norms, values, languages, skills, beliefs, and other patterns of thought and action that are essential for social
living. (Robertson, 1987:115)
 Socialization is a process that introduces people to social norms and customs. This process helps individuals function
well in society, and, in turn, helps society run smoothly. Family members, teachers, religious leaders, and peers all
play roles in a person's socialization.
 Socialization concerns both social structure and interpersonal relations. It contains three key parts: context, content
and process, and results. Context refers to the culture, language, social structures and one’s position within that
particular society. It also includes history and the roles people and institutions around them performed in the past.
One's life context will significantly affect the socialization process. For example, a family's economic class may have
a huge impact on how parents associate or deal with their children.
 Research has found that parents emphasize the values and conducts most likely to help children succeed given their
condition in life. Parents who expect their children to work blue-collar jobs are more likely to emphasize
correspondence and high regards for authority, while those who expect their children to pursue artistic, managerial,
or entrepreneurial professions are more likely highlights creativity and competence.

 GENDER STEREOTYPES
 also bear strong influence on socialization processes. Cultural expectations for gender roles and gendered
behavior are conveyed to children through color- coded clothes and sorts of game. Girls usually receive
toys such as dolls or dollhouses that stresses physical appearance and domesticity while boys receive
playthings such as Legos, toy soldiers, or race cars that involve thinking skills or manly type of sports.
Additionally, research has shown that girls with brothers are associated to understand that household labor
is expected of them but not of their male siblings. Girls tend to be engaged in doing chores without
receiving a pay while their brothers do.

 RACE
 Race also plays a factor in socialization. Since white people bear a disproportionate experience of police
violence, they can encourage their children to defend and know their rights when the authorities try to
violate them. In contrast, parents of color must instruct their children to remain calm, compliant and secure
in the presence of law enforcement.
 While context sets the stage for socialization, the content and process comprise the work of this
undertaking. How parents assign chores or tell their children to interact with police are examples of content
and process, which are also defined by the span of socialization, the methods used, the people involved,
and the type of experience.
 School plays an important role in socialization of students of all ages. In class, young people receive
instructions related to their conduct, tasks, authority, schedules and deadlines. Teaching this content
requires social interaction between educators and students. Typically, the policies and expectations are both
written and spoken shall be reiterated thoroughly. In this manner, the student conduct is either rewarded or
punished. As this occurs, students learn standards of proper behavior suitable for school.

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  RESULTS
 are the outcome of socialization and refer to the way a person conceives and conducts after undergoing this
process. For example, with small children, socialization exhibits focus on control of biological and
emotional impulses, such as drinking eating with bare hands rather than eating with spoon and fork or
asking permission before picking something up.
 As children mature, the results of socialization include knowing how to obey rules, wait for their turn or
organize their schedule to be productive. We can see the results of socialization in everything, from men
hitting the gym to achieve appealing biceps to women wearing make ups to look more attractive.

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 Lesson 4:
HUMAN CAPACITY FOR CULTURE

Target Outcomes

At the end of the lesson, you should be able to:

1. trace the biological and cultural evolution of early to modern humans;
2. explore the significance of human material remains and artefactual evidence in interpreting cultural and social, including political
and economic processes; and
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.

Abstraction

Pyramid– of
Cuneiform Giza form
Oldest of Mohenjo-Daro
– Largest – the–mound
Chinese of
Inventor
Egyptian
writing pyramid the dead
of First

DISCUSSION:
Human Capacity for Culture
“Culture is a complex whole which consist of knowledge, beliefs, ideas, habits, attitudes, skills, abilities, values, norms,
art, law, morals, customs, traditions, feelings and other capabilities of man which are acquired, learned and socially
transmitted by man from one generation to another through language and living together as members of the society.”

“Evolution is a natural process of biological changes occurring in a population across successive generations.” – Banaag
(2012)

Human Biocultural Evolution

1. Homonids “Manlike Primates” - 40 million years ago. i.e.,
2. Homo Habilis “Handy Man”- 2.4 to 1.4 million years ago.
3. Homo Erectus “The Upright Man”- It was believed to be the first man like creature that lived about 500,000
years ago in Asia, Africa and Europe.
4. Homo Sapiens “The Thinking Man” - 250,000 years ago

Four Biological Capacity of Human to Develop Culture

 THINKING CAPACITY

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  GRIPPING CAPACITY – power grip; precision grip
 SPEAKING CAPACITY
 WALKING/STANDING CAPACITY- bipedalism; quadropedalism

Cultural and Sociopolitical Development

Cultural Period
1. Paleolithic Period (Old Stone Age) - “Food-collecting
cultures” - 3 million years to 8,000 B.C
2. Neolithic Age (New Stone Age) -“Food-producing
cultures” -10,000 BCE
3. Age of Metals 4,000 B.C. – 1,500 B.C

The Legacy of Early Humans to Contemporary Population

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)
Two-part meaning of Cultural Heritage
 Tangible- structures, monuments, historical sites, and other artifacts; movable and immovable
 Intangible- literature, oral, traditions, concepts, and values

Lesson 5:
SOCIOLOGICAL PERSPECTIVE OF SOCIETY

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 Target Outcomes

At the end of the lesson, you should be able to:

1. understand the meaning of social groups;
2. examine the sociological perspectives about social groups;
3. differentiate the various forms of social groups; and
4. analyze the functions of social groups;

Abstraction

CONSENSUS THEORY
 Consensus is defined as the widespread agreement among all members of a particular society.
 In Consensus Theory, the emphasis is on social order, stability or social regulation.

CONFLICT THEORY
 Conflict is a disagreement or clash between opposing ideas, principles or people that may be covert or overt.
 Conflict theory emphasizes the dominance of some social groups over others.

STRUCTURAL FUNCTIONALISM
 Structural Functionalism states that society is made up of various institutions that work together in cooperation.
The key principles of the functionalist perspective as identified by Farley
1. INTERDEPENDENCE
2. FUNTIONS OF SOCIAL STRUCTURE AND CULTURE
3. CONSENSUS AND COOPERATION
4. EQUILIBRIUM

INTERACTIONISM
 Interactionist Theory is a micro-level theory that focuses on meanings attached to human interaction, both verbal and
non-verbal, and to symbols.
Charles Horton Cooley introduced the looking-glass self.
He proposed a threefold process for this development:
1. we see how others react to us,
2. we interpret that reaction (typically as positive or negative) and
3. we develop a sense of self based on those interpretations.

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\

Chapter I

Abstraction

I. Manifestations of Human variations through cultural diversity, social differences and political identities.
 Cultural Diversity: Culture refers to “that complex whole which encompasses beliefs, practices, values,
attitudes, laws, norms, artifacts, symbols, knowledge, and everything that a person learns and share as a member
of society.

 Social differences/stratification: Which describes the relative social position of persons in a given social group,
category, geographical region or another social unit.
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 4 major types of social stratification
a. Caste- hereditary endogamous social group in which a person’s rank and his/ her rights and
obligations are ascribed or on her birth into a particular group.
b. Class- a person’s position is based upon achievement.
c. Estate- gives emphasis to birth as well as wealth and possessions.
d. Slavery- had economic basis wherein the master shows power over a slave.

 Politicial Identities: Government- is the system by which a state or community is controlled so as to put an
order.
Different types of government around the world
a. Parliamentary republics
b. Presidential republics- Executive presidency linked to a parliament
c. Semi- presidential republics
d. Full- Presidential republics
e. Parliamentary constitutional monarchies
f. Constitutional monarchies
g. Absolute monarchies
h. Republics- dominant role of a single party is codified in the constitution.
i. Constitutional provisions for government have been suspended.

II. Significance of studying culture, society and politics (social science is a very complex study divided in these area)
 Anthropology: Is the “holistic science of man” a science of the totality of human existence.
2 broad fields of anthropology:
a. Physical Anthropology/Biological- is mainly concerned about how humans emerged and evolved
through time.
b. Cultural Anthropology- is basically concerned with the differences of cultures from time to time.
3 main branches of cultural anthropology:
a. Anthropology- studies past cultures through tangible or material remains.
b. Anthropological Linguistics- study of languages where experts explain the differences of languages
by culture and how it is constructed.
c. Ethnology- study of recent or present cultures.
 Sociology: Is the study of relationships among people; the study of society and the behavior of people in the
society.
2 broad fields of anthropology:
1. From a macrolevel perspective
2. Microlevel perspective
 Political Science: Deals with the systems of the government & the analysis of political activity & political
behavior
Subfields of Political Science:
a. Comparative Politics
b. International Relation
c. Political Theory
d. Public Administration
e. Constitutional Laws
f. Public Policy

I. Culture – refers to the complex whole which includes knowledge, beliefs, arts, morals, laws, customs and any other
capabilities and habit acquired by man as a member of society.

ANTHROPOLOGY
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  comes from the two Greek words “anthropos”, which means man and logos which means science or study of.
 Defined as the branch of knowledge which deals with the scientific study of man, his/her works, body, behaviour, and
value in time and space.

a. Origin and Development

 The beginnings of anthropology date back to the period of discoveries and explorations from 15th to 18th
century extending to the days of Western explorations, missionaries, and colonial conquerors.
 The discoveries of antique tools and artifacts in France and other parts of Europe in the beginning of 19th
century proved the existence of man a million years ago.
 According to Haviland (2000),”These discoveries took place during the time when advances in chemistry
and physics were made. These aroused an interest in scientific inquiry.

b. Proponents:
 Modern Anthropology was pioneered by: Lewis Morgan, Edward Tylor and Herbert Spencer. Most of
the early anthropologist were armchair theorist (adopted a common sense theme of an evolutionary view
of humanity and human behaviour).
 Later, a higher level of research began using careful and thorough gathering of data about individual
cultures. This new approach was adopted by Franz Boas and Alfred Kroeber. They were followed by
Bronislaw Malinowski, A.R. Radcliffe-Brown, Ralph Linton, etc.
 In 1914, Anthropology was elevated as an academic discipline at the University of the Philippines by H.
Otley Beyer. First, it was offered as one of the courses in the Department of History and later on merged
with Sociology.

II. Society – It is a product of human processes intended to meet basic needs for survival
-Every Society is organized in such a way that there are rules of conduct, customs, traditions, folkways and mores and
expectations that ensure appropriate behaviour among members (Palispis. 2007)
-Thus, society is an important product of human interaction and interconnectedness. It symbolizes the group within which
human beings can live a total common life
- Studying society provides us an idea on its importance an equal, just and humane society.

SOCIOLOGY
 is the study of social behaviour or society, including its origins, development, organization, networks, and institutions.
 It is a social science that uses various methods of empirical investigation and critical analysis to develop a body of
knowledge about social order, disorder, and change.

a. Origin and Development

 Sociological inquiry stated as soon as man developed some means of communication.
 Meanwhile, the conscious adoption of the scientific approach began in the early part of the 18th century
and the first quarter of 19th century when social philosophers began to be interested in the natural
development of the sciences that would eventually lead to the development of society.
 During that time, Henri de Saint-Simon wrote his ideas on the science of society which he discussed
with Auguste Comte, his student and secretary.
 Meanwhile, Sociology was introduced in the Philippines by Fr. Valentin Marin in 1896 when he
initiated a course on criminology at the University of Santo Thomas.
 In 1939, Serafin Macaraig, the first Filipino to receive a doctorate degree in Sociology published his
Introduction to Sociology which became the first text at the University of the Philippines.

b. Proponents
1. Auguste Comte
 Recognized as the Father of Sociology
 Coined the word Sociology in 1838 to designate to his newly formulated science of the associated
life of humanity.
 He advocated the idea of positivism or the use of empirical investigations to understand
phenomena.
2. Herbert Spencer
 Viewed societies as evolutionary, coined the term the survival of the fittest, and became known
for social Darwinism.
3. Emile Durkheim
 Studied the social factors that underline suicide and found that the level of social integration, the
degree to which people are tied to their social group, was a key social factor in suicide.
4. Karl Marx
 Founder of the conflict perspective, believed that class conflict—the struggle between the
proletariat and the bourgeoisie—was the key to human history.
5. Max Weber
 Defined religion as a central force in social change; for example, Protestantism encourages
greater economic development and was the central factor in the rise of capitalism in some
countries.
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 III. Politics – from the Greek word “polis” which means city-state
-Struggle between and among actors with conflicting desires and authoritative allocation of values
-Is the owning and exercising of power, rule, authority, and influence for whatever reason
- “The essence of social existence is politics and that two or more men interacting with one another are invariably involved
in a political relationship”
-Accdg. to Niccolo Machiavelli : “It is safer to be feared than loved, but it is best to be feared as to be loved”

Standard Definition of Politics: Includes some essential Elements

1. Power - ability to exercise authority over others
2. Rule - regulation or law governing procedures in a public or private body
3. Authority - feature of a leader or an institution that compels others to be obedient, ability to control or
direct the action of others
4. Influence - act, process, or act of producing an effect without apparent exertion of tangible force/direct
exercise of command

POLITICAL SCIENCE
 A social science dealing with a systematic study of the state and government (its essential nature, form, manifestation,
organization and development).
 It is the systematic study of politics, or the process by which governmental decisions are made. As a famous definition puts
it, politics is determining who gets what, where, when, and how.
 The student of politics, or political scientist may serve as an adviser to the political practitioner. The political practitioner
is a politician. But of course, the same person may at the same be a political scientist and a politician. However, a political
scientist as contrasted from a politician is deeply involved in the study of politics.

a. Origin and Development

 Political science originated with the ancient Greeks in the 1st century BCE. During this time, the
philosopher Plato wrote numerous dialogues about politics, asking about the nature of justice, what
constitutes good government, and what is truly best for humanity.
 His student Aristotle worked in a more scientific way, observing and describing types of
governments systematically.
 At the start of the 17th century, people began to apply the methods of the scientific revolution to politics.
Thomas Hobbes, for example, employed the methods of geometry to break government down into its most
basic parts in order to understand it.
 In the nineteenth century, thinkers such as Karl Marx and Max Weber used sociological methods to
analyze politics.
b. Proponents
1. Plato – used the term “polis” (427–347 BC)
2. Aristotle – Father of Political Science (384–322 BC)
3. Niccolo Machiavelli – Father of Modern Political Science (16th century)
4. Jean Bodin (1530 – 1596) a French political philosopher coined the term “Political Science”

Utilization of Learning

Lesson 1. W.T 1

What is the Relevance/Importance of the Study of Anthropology, Sociology and Political Science as a

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student, as a member of society and your preferred course/track?

Supplementary Materials

V. REFERENCES:

 Baleňa, E, .et al. (2016) Understanding Culture, Society, and Politics. Quezon City: Educational Resource Corporation
 Carayugan, M., Malit-Alicante, F. (2014) Development of Sociology Handbook through Assessing Importance and
Relevance of Sociology Topics. Baguio City: University of the Cordilleras.
 Lanuza, Gerry M. (2016) Understanding culture, society, and politics. First edition. Manila : Rex Book Store
 Madrid, R., Santarita, J. (2016) Understanding Culture, Society, and Politics. Quezon City: Vibal Group, Inc.
 Palispis, S., Sampa, E. (2015) Introduction to Sociology and Anthropology. Third Edition. Manila: Rex Book Store
 Panopio, I., Raymundo A. (2004) Sociology: Focus on the Philippines. Quezon City: Ken Inc
 Schaefer, R. (2001). Sociology (7th Edition). New York: McGraw Hill.

Lesson 2:
CULTURE AND SOCIETY

Target Outcomes

At the end of the chapter, you are expected to:

A. define the sociological perspectives;
B. explain sociological perspectives on culture and society;

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 C. appreciate the nature of culture and society from the sociological perspectives; and
D. apply the ideals of the sociological perspectives

Abstraction

DISCUSSION
1. STRUCTURAL FUCTIONALIST PERSPECTIVE
 sees society as a complex system whose parts work together to promote solidarity and stability
2. SOCIAL CONFLICT THEORY
 follows the precept that society is in a state of perpetual conflict due to competition BY CLASSES for limited
resources
3. SYMBOLIC INTERACTIONIST PERSPECTIVE
 refers to symbols that help us give meaning to the experiences in our life

LEARNING POINTS
STRUCTURAL CONFLICT THEORY SYMBOLIC INTERACTIONISM
FUNCTIONALISM
Focus
-Interdependent parts of the -Conflicting interests between -Interaction between individuals as
society -“Interdependent groups or class -How are these seen by their ways of communicating
parts” are: Institutions, conflicting interests shown? their own definition of what a symbol
Roles, Norms, Values, “Stratification System” which is
Customs, Traditions presents inequality in wealth,
power and prestige

What is
Society? -Society is composed of -Society is composed of -Society was formed when each
interdependent parts which different groups or class with person communicates his own
function properly conflicting interests who always definition of what a symbol is to
struggle against each other another person

Assumption
-The interdependent parts -There is scarcity of resources - -We live in a world full of symbols -
must function properly for Because there is conflict, there We have our own definition, idea or
the society to be in order - would always be struggle thus perception of what a particular symbol
The interdependent parts are forming a winner from the loser; means to us -The society is a stage
unified -If each the advantaged from the where we humans are the actors. We
interdependent part function disadvantaged -The “3 Human share our definition of what a symbol
properly, there is Needs” (Wealth, Power, means by interacting through
“Equilibrium” or balance in Prestige) are always in limited “Gestures” -“Meanings” emerge from
the society -“Function” supply, so that if one group social interaction Because we are
-“Dysfunction” -“Manifest” gains, the other group losses continually interacting, shared
-“Latent” meanings are actually changing

Analysis -Macrosociology -Macrosociology -Microsociology

Level
Advantages -An understanding of the -Uncovers the importance of -An understanding of human being as
interdependent parts and conflict in leading to social active actors in social life
each must be unified change

Disadvantages -It does not see the -It always see conflict and not -Too much emphasis on the human
possibility of conflict the possibility of any unity or being
consensus

Utilization of Learning

Lesson 2. W.T 2

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 On a short bond paper, illustrate your aspirations/dreams using symbols. Then, write a brief explanation of your drawing at
the back of your paper.

Rubric for scoring:

Creativity of the drawing: (8)(6)(4)(2)
Content of the drawing: (7)(5)(3)(2)
Written explanation: (5)(3)(2)

Supplementary Materials

Reference:

 Baleňa, E, .et al. (2016) Understanding Culture, Society, and Politics. Quezon City: Educational Resource Corporation

 Carayugan, M., Malit-Alicante, F. (2014) Development of Sociology Handbook through Assessing Importance and
Relevance of Sociology Topics. Baguio City: University of the Cordilleras.

 Lanuza, Gerry M. (2016) Understanding culture, society, and politics. First edition. Manila : Rex Book Store

 Madrid, R., Santarita, J. (2016) Understanding Culture, Society, and Politics. Quezon City: Vibal Group, Inc.

 Palispis, S., Sampa, E. (2015) Introduction to Sociology and Anthropology. Third Edition. Manila: Rex Book Store

 Panopio, I., Raymundo A. (2004) Sociology: Focus on the Philippines. Quezon City: Ken Inc

 Schaefer, R. (2001). Sociology (7th Edition). New York: McGraw Hill

Supplementary Materials

References:
 Baleňa, E, .et al. (2016) Understanding Culture, Society, and Politics. Quezon City: Educational
Resource Corporation
 Carayugan, M., Malit-Alicante, F. (2014) Development of Sociology Handbook through
Assessing Importance and Relevance of Sociology Topics. Baguio City: University of the
 Cordilleras.
Lanuza, Gerry M. (2016) Understanding culture, society, and politics. First edition. Manila : Rex
Book Store
 Madrid, R., Santarita, J. (2016) Understanding Culture, Society, and Politics. Quezon City: Vibal Group, Inc.
 Palispis, S., Sampa, E. (2015) Introduction to Sociology and Anthropology. Third Edition. Manila: Rex Book
Store
 Panopio, I., Raymundo A. (2004) Sociology: Focus on the Philippines. Quezon City: Ken Inc
 Schaefer, R. (2001). Sociology (7th Edition). New York: McGraw Hill

Lesson 3:
ASPECTS, ELEMENTS, HIERARCHY AND PERCEPTIONS OF CULTURE

Target Outcomes

At the end of the chapter, you are expected to:

A. define terms related to Culture;
B. describe culture as a complex whole;
C. identify elements of culture; and
D. become aware of why and how cultural relativism mitigates ethnocentrism

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 Abstraction

DISCUSSION
a. CULTURE
 Refers to the system of shared beliefs, values, customs, behaviors, artifacts that are part of any society
a. MATERIAL CULTURE includes all the society’s physical objects
b. NON- MATERIAL CULTURE includes the values, beliefs, symbols, and language that define a society

b. ASPECTS OF CULTURE
 Refers to the dynamism, flexibility, and adaptability of culture; including its ability to be learned, shared and transmitted,
unstable and contested, and integrated.

c. HIERARCHY OF CULTURE refers to the result of the interplay of different groups of people where one group is
usually larger or more powerful than the others.

LEARNING POINTS
A. ELEMENTS OF CULTURE
1. NON- MATERIAL CULTURE: Characterized by symbols
a. Beliefs and Values shapes the norms of the society
b. Laws
c. Language refers to the system of symbols that can be put together in an infinite number of ways to
communicate
d. Norms - Established expectations of society as to how a person is supposed to act
1) Folkways
 patterns of repetitive behavior which becomes habitual and conventional part of living
 NOT STRICTLY ENFORCED; unwritten guide to social interaction
 Examples: pointing with your lips to indicate the location of a thing; doing face- palm to
display embarrassment, disappointment, or sarcasm
2) Mores
 they structure the difference between right and wrong
 example: stealing is widely considered a wrongful act
3) Taboos
 are norms that are so strongly ingrained that even the thought of them is greeted with revulsion
 example: (in a Filipino context) cannibalism, incest

2. MATERIAL CULTURE: tools and technology, clothing, eating utensils, and means of transportation
a. CULTURAL LAG
 refers to situations in which not all parts of a culture change at the same pace. A group’s
material culture usually changes first, with the non-material culture lagging behind
 example: the old- school way of courting via harana or wood chopping (pagsisibak ng kahoy)
which were regarded as acts of sincerity and seriousness VERSUS being courted via using
modern technology like Messenger which is regarded as easy and breezy
b. CULTURAL DIFFUSION
 refers to the transmission of cultural characteristics. This happens when some cultural groups
contact with other cultural groups, resulting in groups learning from one another.
 examples:
o basketball shoes being worn even by non- basketball players
o the Filipinos consuming an American brand McDonald’s burgers and fries
 leads to CULTURAL LEVELING, a process in which cultures become similar with one
another

B. HIERARCHY OF CULTURE
1. THE DOMINANT CULTURE
 refers to the larger group that wields more power than the other groups.
2. SUBCULTURE
 refers to self-organized groups with shared interests, lifestyles, beliefs, etc.
 examples: gangsters, bikers, goths, emo, etc.
3. COUNTERCULTURE
 is a subculture that sets its members in opposition to the dominant culture
 Countercultures challenge the culture’s core values.
 examples: LGBT groups, Feminist groups, Suffragists

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 C. PERCEPTIONS OF CULTURE
1. IDEAL CULTURE
✓ Includes the values and norms that a culture claims to have
✓ Used as standards in viewing an act/situation to be right or wrong
✓ Absolute and strict: ‘should be’, ‘has to be’, and ‘must be’
✓ Example: marriage has to be/should be/must be based on romance
2. REAL CULTURE
✓ Includes the values and norms that are actually followed by a culture
✓ Used mostly as guidelines for preferred behavior
✓ Adaptable value system: ‘can be’
✓ Example: there are marriages that happen either because of economic status or it was fixed by the ancestors
3. ETHNOCENTRISM
✓ the tendency to look at the world primarily from the perspective of one's own culture
✓ judgement towards others is based on own culture: ‘ay, saamin kasi…’
✓ MAIN IDEA: My culture is better than yours.
4. CULTURAL RELATIVISM
✓ the view that no culture is superior to any other culture
✓ MAIN IDEA: My culture and your culture are both beautiful.

Utilization of Learning

Lesson 3: W.T.3

DIRECTIONS:
Complete the table by providing what is asked then answer the question that follows. (20 points)
Utilizing your knowledge regarding your own culture or cultural orientation and the society you belong to, list two
examples of the following elements of culture and include a line description of the example. Write your answers on a ½
sheet crosswise. (15 points)

Question:
Can one claim that he is a part of a culture by identifying examples of elements of culture? Why or
why not? (5 points)
Rubric for checking the essay:
Content (3)(2)(1)
Technicalities (2)(1)

Lesson 4:
BECOMING A MEMBER OF SOCIETY: ENCULTURATION, SOLIDARITY, CONFORMITY
AND DEVIANCE

Target Outcomes

At the end of the lesson, you are expected to:

A. define sociological terms
B. understand how individuals learn culture and how this learning of culture influences the development of one’s
personality.
C. understand the social mechanisms that produce conformity and deviance in our society.
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 D. recognize the effects or consequences of various social problems in the maintenance of social order and stability.
E. analyze how social interaction proceeds through the operation of norms, values, statuses and roles.

Abstraction

DISCUSSION
 SOCIALIZATION
 is the process aimed at internalizing cultural norms and values in order to train and produce
competent/productive members of society.
 it is the lifelong social experience by which individuals develop their human potential and learn patterns of
their culture.
 Resocialization is the process of learning new norms, values, attitudes, and behaviors

 SOCIAL STRUCTURES
 are the patterned relationships between people.
 building blocks of social interactions allowing people to behave in accordance to certain societal expectations
within particular social settings.

 SOLIDARITY
 refers to the union of interests, purposes or sympathies among members of groups
 Cohesion refers to the state of working together

 CONFORMITY
 refers to the behavior in accordance with socially accepted conventions or standards

 DEVIANCE
 refers to the behavior that is recognized as violating established rules, folkways and norms.
 Social Control refers to the regulation and enforcement of norms to maintain social order
 Sanctions refers to the means of enforcing rules/norms
 Positive Sanctions refers to the reward given for conforming to norms
 Negative Sanctions punishments for violating norms

LEARNING POINTS
A. SOCIALIZATION:
builds the foundation for an individual’s fairly consistent patterns of thinking, feeling, and acting.

AGENTS OF SOCIALIZATION
1. Family. Most important agent of socialization; the center of a child’s life; parental attention is very important;
provides encourage
2. Religion. It has significant role in ‘meaning- making’ of life; promote welfare of the individual.
3. School. Provides individuals an opportunity to confront diversity; introduces gender role socialization and
even clustering of skills and competencies according to gender and class; hidden curriculum: informal aspect
of schooling; impersonal relationship is prevalent.
4. Neighborhood. Local social units larger than the household. Neighborhoods are social communities with face-
to- face interaction among members.
5. Peer Groups. Provides avenue for individuals to develop a sense of self that goes beyond the family; peers
often govern short-term goals while parents maintain influence over long-term plans; peer groups also provide
venues for anticipatory socialization; practice at working toward gaining desired positions.
6. Mass Media. Mass media create images that reinforce social stereotypes based on sex, class, ethnicity and
religion

B. SOCIAL STRUCTURES:
The process of socialization as operationalized in the context of these agents requires an understanding of the social
structure one belongs to.

MAJOR COMPONENTS:
1. Culture refers to the binding mechanism of the society.
2. Social Class refers to a group of individuals who occupy a similar position in the economic system of
production

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 a. Examples: Upper class, Middle Class, Lower Class
3. Social Status is a recognized set of social position that an individual occupies
a. Examples: being a student, being a child, being a peer, being a customer, etc.
4. Social Roles are set of social behaviors expected of someone who fills a particular status
a. Examples: studying, taking exams are expected behaviors associated with being a student
5. Groups consists of people who regularly and consciously interact with one another.

C. SOLIDARITY
1. According to Emile Durkheim
a. Mechanical Solidarity
 Comes from homogeneity of individuals (similar work, lifestyle, educational background, religious
affiliation, etc); individuals feel connected through these homogeneities
 Traditional societies
b. Organic Solidarity
 presence of interdependence that arises from specialization
 industrialized societies
Example: Farmers produce food for the health workers who treats them when they are sick.

2. According to Ferdinand Tonnies

a. Gemeinschaft
 Community
 a community where everyone knows everyone
b. Gesselschaft
 Society
 a society dominated by impersonal relationships
Example: urban areas

D. CONFORMITY AND DEVIANCE

a. CONFORMITY
b. DEVIANCE can range from something minor, such as a traffic violation, to something major, such as murder.
 MAIN IDEA: An individual conforms if s/he chooses a course of action that a majority favors or that is
socially acceptable. In contrast, an individual deviate is s/he chooses a course of action that is not
socially acceptable or that a majority does not accept.
 Social influences such as socialization, subcultural group memberships, or social class may encourage
some people to break norms.

SOCIOLOGICAL PERSPECTIVES ON DEVIANCE

1. Structural Functionalist Perspective
a) Emile Durkheim claimed that deviance was in fact a normal and necessary part of social
organization.

b) Ronald Smith and Frederick Preston outlined some functions which deviance performs to support
the social system in the following:
i. Deviance serves as an outlet for diverse forms of expressions.
ii. Deviance serves to define the limits of acceptable behavior.
iii. Deviance may also promote in-group solidarity.

c) Robert K. Merton’s STRAIN THEORY

 MAIN IDEA:
there often exists within a society a discrepancy, a disjunction, between its goals and its
system of legitimate means for achieving those goals and that this particular social
operation creates the condition of strain and is responded to by individuals in a number
of ways.
 POINTS TO REMEMBER:
1. Societal goals
2. Approved means: socially accepted means of achieving the goal
 WAYS TO RESPOND TO STRAIN:
1. Conformity – it involves accepting both the cultural goal of success and the use of
legitimate means of achieving that goal.

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 2. Innovation – Involves accepting the goal of success but rejecting the use of
socially accepted means to achieve it, turning instead to unconventional &
illegitimate means.
3. Ritualism –They reject society's goals upon realizing it’s unattainable, but accept
society's institutionalized means.
4. Retreatism – rejection of both society’s goal and approved means
5. Rebellion – This occurs when people reject AND change both the goals and the
means approved by society.
2. Conflict Perspective
 REMEMBER:
Conflict Theory looks into inequalities between the rich and poor, powerful and not, the haves and
the have nots.

 MAIN POINTS:
a. dominant classes control the definition of deviance;
b. deviance results from inequality in society;
c. deviance by the dominant class goes largely unpunished.
3. Symbolic Interactionism
 MAIN POINTS:
a. Deviance is learned behavior
 Control Theory everyone is propelled towards deviance but control systems work
against the motivations to deviate.
 REMEMBER: Social Control
b. Deviance results from social labeling.
 Labeling Theory refers to the the view that people become deviant when labeled as
such and when they accept the label as a personal identity.
 Those with the power to assign deviant labels create deviance


Utilization of Learning

Lesson 4: W.T.4
On a short bond paper, list five acts of deviance and identify the sanctions given by the society. Then, list five acts of
confo4mity and identify the sanctions given by the society.

Rubric for scoring for each set (Conformity and Deviance)

a. Situations/acts identified (5)(4)(3)(2)(1)
b. Sanctions listed (5)(4)(3)(2)(1)

Lesson 5:
HOW SOCIETY IS ORGANIZED
Groups within society; primary and secondary 2. In-groups and out-groups 3. Reference groups 4. Networks

Target Outcomes

At the end of the chapter, you are expected to:

1. distinguish primary and secondary groups;
2. explain the differences of varied types of groups; and
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 3. manifest knowledge on social groups by accomplishing the activity

Abstraction

DISCUSSION
Social Group:
 a social group is two or more humans who interact with one another, share similar characteristics, and have a
collective sense of unity (reciprocity, “we feeling”).
 Social group can be defined as a collection of people who regularly interact with one another on the basis of
shared expectations concerning behavior and who share a sense of common identity (Contreras, et.al, 2018).

LEARNING POINTS
TYPES OF SOCIAL GROUPS
A. ACCORDING TO SOCIAL TIES
1. PRIMARY GROUP
a. Definition and Characteristics:
 It is the most fundamental unit of human society
 Groups that develop on the basis of primary relationships
 Fundamental in forming the social nature and ideals of the individual
 Small group, hence, intimate
 Characterized by a high degree of solidarity
 The social relationships tend to be informal and relaxed
b. Importance:
 Socialization process initiates within the primary group that leads to the development of
personality, self- concept, habits, etc.
 Acquisition of basic attitudes towards the environment, people and social institutions happens
 Sources of social control and social cohesion
c. Examples:
 Families, Gangs, Play Groups, Friendship Groups, Support Groups

2. SECONDARY GROUP
a. Definition and Characteristics:
 Groups that generally develop later in life
 Much less likely to be influential on one’s identity vis-a-vis primary group
 Characterized by impersonal, business-like, contractual, formal and casual relationship and is goal-
oriented
o Formed for a purpose; after attaining, it may dismantle.
 Usually Large in size, not very enduring and limited relationships.
 Members play active and passive roles
b. Importance:
 This group satisfies the changing needs of society and individual.Rules formed by the group, will
increase the efficiency of the work.
 Delegation of the authority, coordination, and planning of the activities will be implemented.
 Secondary groups accommodate large number of members/localities which widens the outlook of
groups.
c. Examples:
 Employment, classmates, vendor- to- client relationships, athletic teams, etc.

B. ACCORDING TO SELF- IDENTIFICATION

1. IN- GROUP and OUT- GROUP
IN- GROUP OUT- GROUP
✓ Social group to which anindividual feel as though she ✓ Social group to which individuals do not belong due
or to differences in social categories and with which they
he belongs as a member do not identify.
✓ Referred to as the ‘WE/US’group ✓ Referred as the ‘YOU/THEM’ group
✓ Members of in group displays cooperation, good- will, ✓ Individuals considered asmembers of the out-
solidarity, etc groups
BY the in groups are generally prejudiced

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 TERMS:
1. In- group bias: preference for one’s in- group over the out- group
2. In- group favoritism: Due to bias, there is a need for the in- group members to prove they are better than the out-
groups
3. Intergroup aggression: any behavior intended to harm another person because s/he is a member of an out- group

2. REFERENCE/PSYCHOLOGICAL GROUP
 Groups to which we consciously or unconsciously refer when we evaluate our life situations and behavior
but to which we do not necessarily belong.
3. NETWORK
 A social network is a social structure that exists between actors—individuals or organizations.
 A social network indicates the way that people and organizations are connected through various social
familiarities, ranging from casual acquaintance to close familial bonds.

Utilization of Learning

LESSON 5: W.T 5
The Spaceship Decision Activity. Read and understand the given situation below. Then, answer the questions that follow on a ½ sheet
crosswise. Situation: The earth is going to explode in 24 hours. As the ruler of the Earth, you are the deciding factor to save your
people. The only way to save your people is to transport them to another planet. Unfortunately, the spaceship can only transport five
(5) of your people along with you as a pilot. Given that the planet Earth consist of the following population, who are those five (5) are
you going to bring? (5 pts)

Questions:
1. What were your considerations in choosing the 5 people to ride in the spaceship?
2. What were the reasons of not choosing the other five?
3. If there is still time to go back and save more of the remaining 5, would you do it or not?

Justify your answer.

Rubric for scoring for each question
a. Content (3)(2)(1)
b. Technicalities (2)(1)

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24 | U n d e r s t a n d i n g C u l t u r e , S o c i e t y a n d P o l i t i c s