Understanding culture and society Chapter 1 The social science and the three faces of the social lesson 1 Key observation Lesson 2 The social science Objective question what is social science herbert spencer survival of the fittest emile dukheim suicide

1. Understanding Culture,
Society, and Politics
Mrs. Diana A. Mendoza
Social Science Instructor

2. HOUSE RULES
 Respect
 Punctuality
 Proper Uniforms / i.d
 Proper Hair Cut
 One mouth policy
 No Gadgets
 Stay on your seat
 Avoid eating inside the classroom
 Break Time all student must be out
 Maintain the cleanliness
 Chairs is always in proper arrangement

4. Understanding culture society and politics
ACTIVITY NOTEBOOK
(secondsemester)
NAME
SECTION
MRS. DIANA A. MENDOZA
SOCIAL SCIENCE INSTRUCTOR

5. CHAPTER 1: The social Science and
the Three faces of the social,
Lesson 1: Understanding Culture, society and politics: some
key observation
Lesson 2: the social science: sociology, anthropology, and
political science

6. ObjectiveCognitive: to understand
 Human cultural variation, social change, and political identities.
 The significance of studying culture, society and politics
 The rationale for studying anthropology, political science and sociology.
Affective: the learner
 Acknowledge human cultural variation, social differences, social change, and political
identities.
 Adopt an open and critical attitude toward different social, political, and cultural phenomena
through observation and reflection.
 Appreciate the value of disciplines of Anthropology, Sociology and Political Science as social
sciences.
Psychomotor:: the learner
Articulate observations on human cultural variation , social differences, social change and
political identity

7. LESSON 1
 Understanding Culture, Society and Politics: some
key observation

8. MOTIVATION:

9. Question:
 If you could have lunch with anyone from the history, who would it be?
 If you could be granted one wish, what would it be?
 If you could go anywhere in the world, where would you go?
 If you could be any animal, what would you be?
 Describe your perfect day?
 If you could eat one type of food for the rest of your life, what would it be?
 If you were stranded on a deserted island, who are three people you would want with you?
 Where’s the prettiest place you’ve ever been?

10. What is social science
Are the fields or scholarship
that study society.
Is commonly used as an
umbrella term to refer to a
plurality of fields outside of the
natural science
The study of human society
A particular area of study that
relates to human behaviour and
society

11. Sociality
Is defined by the very categories that humans
possess. These categories are assigned by society at
large. They are socially constructed.
•An instance of social intercourse or sociability.
•The tendency to associate in or form social groups

12. Sociology
Political
Science
Anthropology
Faces
of the Social
social
forces
cultural
practices
power
relations

13. Sociology
Focuses on the external
influences that facilitate or
constrain human actions
Merriam
The study of society, social institutions,
and social relationships.

14. Sociology
Was born in Europe, particularly in
Germany, England, and France during
the industrial revolution.

15. Anthropology
Looks into the role of cultural structures in
organizing human interactions.
Merriam
The study of human races, origins, societies, and culture.

16. Anthropology
Studies human diversity around the
world. It looks at cross-cultural
differences in social institutions, cultural
beliefs, and communication styles.

17. Political Science
Studies power relations and how these
produce layered modalities of opportunities
among social actors.
Merriam
The study of governments and how they work.

18. Political science
Is the systematic study of government
and politics. It makes generalizations
and analyses about political systems and
political systems and political behavior,
and uses these results to predict future
behavior?

19. Social Forces
Represent a constellation of unseen yet
powerful forces influencing the behavior of
individuals and institutions. They can be
interpreted as any human-created way of
doing things that influence, pressure, or
force people to behave, interact with
others, and think in certain ways.

20. Social Actors Rehearsing
Asymmetrical
power

21. MY SELF
MY SCHOOL
MY TOWN
MY NATION
MY CONTENENT
MY FAMILY
MY WORLD

22. NAME GENDER SOCIO-
ECONOMIC
STATUS
Ethnicity Religion
1
2
3
4
5
6
7
8
9
10

23. Directions: Based on the output from the previous activity, the
teacher will ask the students to discuss their observations based
on the following questions:
1. What are the similarities and differences of every individual?
2. Do these similarities and differences affect the life of the whole
community? Why?

24. PERFORMANCE TASK #2
The students will be grouped according to
their ethnic group and will think of a song
based from their dialect. They will also
think of unique characteristics that their
group possess.

25. CONCEPTUAL TOOLS
Politics
Society
Culture

26. CULTURE, SOCIETY and POLITICS as
Conceptual Tools
PIERCE
 Describes a concept as “the rational
purport of a word or a conception”

27. CULTURE, SOCIETY and POLITICS as
Conceptual Tools
WEBER
Admitted that concepts is one of the great
tools of all scientific knowledge.

28. CULTURE, SOCIETY and POLITICS as
Conceptual Tools
HEURISTIC TOOL
Concepts allow the discovery of new aspects of a
phenomenon.
Concepts can be conceived more as a ‘means’ rather than
as an ‘end’

30. STUDENTS AS SOCIAL
BEINGS
Student as individuals and integral
members of the society are expected to
value their roles in the society, apply the
knowledge they learned from school, and
translate the gained ideas into actions
beneficial to nation buildings

31. Students must be well-equipped and well-
informed individual who is knowledgeable at
least to make use of the different disciplines.

36. Use of a go-between/padrino

46. PERFORMANCE TASK #3
 The teacher will present a picture of Kuha’rili (a.k.a. Selfie)- a clipped
version of “kuhasasarili” by A. Contresas (2015)
A selfie is a self photograph, habitually taken with camera phone
held in the hand or recently supported by a selfie stick.
In the photo presented, the students will offer a critical insight on
how selfie can be read as an image of the social by listing down 15
words that best describe the photo and try to connect the words and
compose 5 sentence paragraph revolving around the attributes to selfie
(or selfieing).

49. TRANSNATIONAL FAMILIES

50. YOUTH VOLUNTEERISM

52. Word Cloud
Make your own word cloud to define
Social Science, Society, Culture and
Politics

53. ACTIVITY #
Task : Visit mall/store and observe how people inside the place
to conduct themselves individually and collectively. The
following question serve as observation guide.
What sort of people go to malls/store?
What sort of things do they buy?
What sort of interaction take place between people at different
categories (e.g. Gender and Age)?

54. Social Investigation
Recordui89oName of Establishment
Location
Client Sort of People-Gender/Age What they Buy
1
2
3
4
5
6
7
8
9
10
Interaction
1
2
3

55. Write a 10-15 sentence paragraph describing how
your gender (male – female ) may be the reason for
the kind of social person you are today. Highlight
the significant opportunities that have been
afforded to you, as well as the constraints you
constantly encounter as you navigate the social
world. In addition, offer a personal assessment of
the reasons for these opportunities and constrain.

56. CRITICAL THINKING
Food or what people around the world
eat as food, mirrors cultural diversity.
Balot, for example is a delicacy in the
Philippines. Write a short essay arguing
that balot is a unique cultural icon of the
Filipinos.

57. LESSON 2
The Social Science: Sociology,
Anthropology, and Political Science

59. The Social As “Driver
Interaction”
A report by yours truly

60. OBJECTIVE Articulate how sociology, anthropology, and political science explain the nation of
the social within their respective disciplinal domains
 Explain the benefits of recognizing the operation of social forces when using the
sociological, anthropological, and political imagination
 Understanding the shared concerns of sociology, anthropology, and political
science with respect to the nature of social change.
 Appreciate the role of social diversity in promoting social understanding and
cultural tolerance.

62. What exactly are the differences between
“Sociology”, “Anthropology” and “Political
Science”?
 If the perspective highlights the external influences that facilitate or constrain
human actions, the discipline is called SOCIOLOGY
 If the perspective underlines the role of cultural structures in organizing human
interactions, the discipline is referred to as ANTHROPOLOGY
 If the perspective zeroes in on power relations and how these produce layered
modalities of opportunities among social actors, then the discipline is called
POLITICAL SCIENCE

68. HISTORY OF SOCIOLOGY
French Revolution
(1789)
Industrial Revolution in
England (18th Century)

71. “Niche Problematique”

78. Cultural
Anthropology

79. Cultural Anthropology
Focuses on living (or recently living) cultures
Identifies rules of social behavior
Studies the ways people identify themselves in
their societies and the world

101. REPORTING
1. The interpretive Dynamics of Society
2. Aspects of culture
3. Biological and culture Evolution: From Australopithecus to Homo Sapiens
4. Sociocultural and political Evolution: the Development of Societies from the Hunting and Gathering to the Agricultural, Industrial
and Post-Industrial Stage
5. Enculturation and socialization
6. Conformity and Deviance
7. Social Groups
8. Cultural, Social and Political Institutions: Kinship, Marriage and the Household
9. Political and Leadership Structures
10. Economic Institutions
11. Nonstate Institution and Organizations
12. Education
13. Religion and Belief Systems
14. Health System
15. Social and Political Stratification
16. Sources of Change and New challenges to human Adaptation
17. Responding to social, political and cultural change

102. Fill in the circle with the appropriate words
FILLING IN THE CIRCLE

103. ASSESSMENT OF
EVIDENCEDivide the class into groups with three (3) member each. Each
Group must write an editorial essay that explain the SOCIAL,
POLITICAL and CULTURAL contexts of a particular phenomenon,
issue or problem faced by Filipinos at the present time. The student
should be able to explain how social science disciplines, namely
Sociology, Anthropology, and Political Science can help understand
the issue. At the end of the performance task, the student should
demonstrate an open and critical perspective on the importance of
studying issues/phenomena through the use of the observation
and reflection. The students should also explain how
issues/problem can be understood through the use of the social,
political and cultural lens

104. MECHANICS:
 Group must think phenomenon/issue/problem that they want to explore for their
editorial essays.
 The student must gather data and relevant information about the social, political and
cultural context of the topic.
 When writing the editorial essay, the group must synthesize the data gathered by all the
three member. Use the following guide question in writing the group’s editorial essay:
a) What is the issue/problem/phenomenon that you chose?
b) What is the nature of the issue/problem/phenomenon? Why is it an
issue/problem/phenomenon in the Philippines? Can you cite statistics or give relevant data
about the nature of the issue/problem/phenomenon?
c) Can you explain the social context of the issue/problem/phenomenon? How can Sociology
help understand and address the issue/problem/phenomenon?
d) Can you explain the cultural context of the issue/problem/phenomenon? How can
Anthropology help understand and address the issue/problem/phenomenon?
e) Can you explain the political context of the issue/problem/phenomenon? How can Political
Science help understand and address the issue/problem/phenomenon?
f) Base on your analysis, how can the social help explain and/or address the
issue/problem/phenomenon?

105. 4. At the end of the editorial essay, students must discuss their conclusion or
recommendations.
5. Groups must present their editorial essay in class and seek the comments of their
teacher and classmate.
6. Groups must revise the editorial essay if necessary before submitting to their
teacher.

106. Assignment:
bond paper long (written)
Television News, Radio News, Documentaries, Newspapers,
Catalogue etc.
Cite 3 Anthropological issues/
concern in the Philippines.
Give your solution
to solve those issues.