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GRADE LEVEL/STRAND
Detailed Teaching Syllabus

1stSemester , Course Code/Number: Course Title: Day/Time: Hours per week: Prerequisite
Academic Year: Understanding Culture, T-TH
2019-2020 UCSP11/12SPU Society, and Politics (T) 10:30-12:30 4.5 None
(TH) 11:00-1:30

Institutional Outcome:
1. Develop professionally competent, technically skilled, globally competitive and morally upright graduates committed to professional and service excellence;
2. Hire and train highly qualified, skilled, motivated and globally competent faculty and personnel to advance the aims of the school.
3. Promote leadership capabilities, high sense of awareness of community needs, and meaningful engagement in public and civic affairs among alumni, faculty
and students;
4. Promote research among the faculty, staff and students;
5. Establish linkages with different sectors of society for the effective and efficient utilization of professional competencies and technical know-how of the students,
graduates and faculty.

PROGRAM OUTCOMES: (CMO # 30, s. 2013).

The BS in Tourism and Hospitality Management students are expected to equip graduates with the following:
1. An ability to perform all the required competencies, skills and qualities.
2. Resources: identifies goals-relevant activities, ranks them, allocate resources.
3. Interpersonal: work with others.
4. Information: acquires and evaluates information.
5. Systems: understands complex interrelationships.
6. Technology: works with a variety of technologies.

COURSE OUTCOME:
At the end of the semester the BS in Tourism and Hospitality Management students are expected to:
1.Adopt an open and critical attitude toward different social, political, and cultural phenomena through observation and reflection
2. Demonstrate a holistic understanding of culture and society
3. Analyze key features of interrelationships of biological, cultural and sociopolitical processes in human evolution that can still be used and developed
4.Identify norms and values to be observed in interacting with others in society, and the consequences of ignoring these rules
5. Recognize other forms of economic transaction such assharing, gift exchange, and redistribution in his/her own society
6. Evaluates factors causing social, political, and cultural change
7. Advocate how human societies should adapt to such changes
GENERAL COURSE DESCRIPTION: This course uses insights from Anthropology, Political Science, and Sociology to develop students’ awareness of cultural, social and
political dynamics, and sensitivity to cultural diversity; provide them with an understanding of how culture, human agency, society and politics work; and engage them in the
examination of the country’s current human development goals. At the end of the course, students should acquire 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.

COURSE CALENDAR
UNITS/TOPICS/SUBJECT MATTER No. of Hours Jun Week Jul Aug Week Sep Week Oct Week
Week
A. STARTING POINTS FOR THE UNDERSTANDING OF Lec. Lab Total 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
CULTURE, SOCIETY, AND POLITICS

1. Sharing of social and cultural backgrounds of students as 4.5 4.5 X X

acting subjects or social actors, agents, persons; (examples:
gender, socioeconomic class, ethnicity, religion,
exceptionality/non-exceptionality, nationality)
2. Observations about social, political, and cultural behavior and
phenomena (examples: food taboos, istambay, political dynasties,
elections)
3. Observations on social, political, and cultural change
(examples: texting, transnational families, local public services,
youth volunteerism)
4. Definition of anthropology, political science, and sociology
B. DEFINING CULTURE AND SOCIETY FROM THE
PERSPECTIVES OF ANTHROPOLOGY AND SOCIOLOGY
4.5 4.5 X X
1. Society as a group of people sharing a common culture
2. Culture as a “‘that complex whole which encompasses beliefs,
practices, values, attitudes, laws, norms, artifacts, symbols,
knowledge, and everything that a person learns and shares as a
member of society.” (E.B. Tylor 1920 [1871]).
3. Aspects of Culture a. Dynamic, Flexible, & Adaptive b. Shared
& Contested (given the reality of social differentiation) c. Learned
through socialization or enculturation d. Patterned social
interactions e. Integrated and at times unstable f. Transmitted
through socialization/enculturation g. Requires language and
other forms of communication
4. Ethnocentrism and Cultural Relativism as orientations in
viewing other cultures

C. LOOKING BACK AT HUMAN BIOCULTURAL AND

SOCIAL EVOLUTION
4.5 4.5 X X X
1. Biological and cultural evolution: from Homo habilis (or
earlier) to Homo sapiens sapiens in the fossil record

2.Cultural and sociopolitical evolution: from hunting and

gathering to the agricultural, industrial , and post-industrial
revolutions a. The Neolithic Revolution b. Early civilization and
the rise of the state c. Democratization

D. BECOMING A MEMBER OF SOCIETY

1. Enculturation/Socialization a. Identity formation (identities,

disciplines, and aspirations) b. Norms and values c. Statuses and
roles (e.g. age, gender)

2. Conformity and deviance a. Social control (gossip, social

ostracism, laws and punishments) b. Forms of deviance
(ritualism, retreatism, rebellion, and innovation)

2. Human dignity, rights, and the common good

E. HOW SOCIETY IS ORGANIZED

1. Groups within society: Primary and Secondary
2. In-groups and out-groups
3. Reference groups
4. Networks

F. CULTURAL, SOCIAL AND POLITICAL INSTITUTIONS

1. Kinship, marriage, and the household 4.5 4.5 X X X

a. Kinship by blood Descent and marriage (unilineal, matrilineal,
patrilineal, bilateral)
b. Kinship by marriage Marriage rules cross-culturally
(monogamy vs. polygamy, post-marital residency rules, referred
marriage partners)
c. Kinship by ritual (Compadrazgo)
d. Family and the household Nuclear, extended, and reconstituted
families (separated, transnational) e. Politics of kinship (political
dynasty, alliances)

2. Political and leadership structures

a. Political organization i. Bands ii. Tribe’s iii. Chiefdoms iv.
States and nations
b. Authority and legitimacy i. Traditional ii. Charismatic iii.
Rational

3. Economic Institutions
a. Reciprocity
b. Transfers
c. Redistribution
d. Market transactions
e. Markets and state
4. Nonstate institutions
a. Banks and corporations
b. Cooperatives and trade unions
c. Transnational advocacy groups
d. Development agencies 4.5 4.5 X X X
e. International organizations
5. Education
a. Functions of education in society (formal and nonformal)
i. Productive citizenry
ii. Self-actualization
iii. Primary education as a human right

6. Religion and belief systems

a. Animism
b. Polytheism
c. Monotheism
d. Institutionalized religions
e. Separation of church and state

7. Health
a. Culture-specific syndromes and illnesses (e.g., “bughat”,
”usog”/”buyag”)
b. Systems of diagnosis, prevention and healing (e.g., traditional,
western, alternative healing systems)
c. Health as a human right
G. Social and political stratification
a. Social desirables (wealth, power, prestige)
b. Social mobility system i. Open (Class) ii. Closed (Caste)
c. Social inequality 9 9 X X X
i. Access to social, political, and symbolic capital
ii. Gender inequality
iii. Ethnic minorities
iv. Other minorities (e.g., persons with disabilities)
v. Global Inequality (relationships between states and nonstate
actors in the global community)
H. CULTURAL, SOCIAL, AND POLITICAL CHANGE
SOURCES OF SOCIAL, CULTURAL, AND POLITICAL
CHANGE
1. Innovation 6 6
2. Diffusion X X
3. Acculturation and assimilation
4. Social contradictions and tensions (e.g., Inter-ethnic conflicts,
class struggle, armed conflict, terrorism, protests, gender issues)
I.NEW CHALLENGES TO HUMAN ADAPTATION AND
SOCIAL CHANGE

1. Global warming and climate change

2. Transnational migration and Overseas Filipino Workers
(OFWs) J. Responding to social, political, and cultural change 1.
Inclusive Citizenship and participatory governance 2. New forms
of media and social networking
3. Social movements (e.g., environmentalism, feminism)

Total 54 54

INTENDED LEARNING
Week/Inclu TOPICS OUTCOME (ILO) TEACHING-LEARNING ASSESSMENT TIME REFERENCE REMARKS
sive Date (Knowledge, ACTIVITIES TASK FRAME S/TEACHING
Understanding, DEVICES
Proficiency)

A. STARTING POINTS The facilitator will group the Activity 1

FOR THE 1. articulate observations on class into four; each group will Let’s chart it! R1
Week 1&2 UNDERSTANDING OF human cultural variation, accomplish a chart according to R2
CULTURE, SOCIETY, social differences, social their assign topic. 15 minutes for 2 Weeks R3
AND POLITICS change, and political preparation and 15 for
identities presentation.
1. Sharing of social and
cultural backgrounds of 2. demonstrate curiosity The facilitator will group the Activity 2
students as acting and an openness to explore class into four; each group will Class Cosplay
subjects or social actors, the origins and dynamics of cosplay some historical characters
agents, persons; culture and society, and (eg.: Lapu-lapu, Raja Humabon)
(examples: gender, political identities during pre-colonial Philippines.
socioeconomic class, Highlight the richness of
 ethnicity, religion, 3. analyze social, political, Philippine culture through their
exceptionality/non- and costumes.
exceptionality, cultural change,
nationality) Science, and Sociology The facilitator will group the
2. Observations about class into four; each group will
social, political, and show the differences between Activity 3
cultural behavior and then and now about Courtship Spot the
phenomena (examples: Practices, Local Government, difference!
food taboos, istambay, Means of Communication, Status
political dynasties, of Women, and Filipino Family
elections) through role playing.
3. Observations on social,
political, and cultural The facilitator will group the
change (examples: class into trios; each trios will
texting, transnational make their own rendition/cover of Activity 4
families, local public an existing song in the Reflection Cover Me
services, youth Activity (provided by the teacher)
volunteerism)
4. Definition of
anthropology, political The facilitator will group the
science, and sociology class into four; each group will
present a role play/skit about the Activity 5
difference between the Philippine Lesson Recap
society in the past and in the
present (using the aspects stated
in Lesson Recap for Lesson 2).

B. DEFINING
CULTURE AND 1. explain anthropological Each Student will complete the Quiz 1
SOCIETY FROM THE and sociological information in the chart in a one What is Culture?
PERSPECTIVES OF perspectives on culture and whole sheet of paper. They will
ANTHROPOLOGY society give the definition,
Week 3&4 AND SOCIOLOGY 2. describe society and Characteristics, and Functions of
culture as a complex whole Culture.
1. Society as a group of 3. identify aspects of 2 Weeks
people sharing a culture
common culture and society The class will be divided into 2 Activity 6
2. Culture as a “‘that 4. raise questions toward a groups; the first group will make What is Culture? R1
complex whole which holistic appreciation of a jingle about the Characteristics Part 2 R2
encompasses beliefs, cultures and societies of Culture and Speech Choir for R3
practices, values, 5. become aware of why the second group about the
attitudes, laws, norms, and how cultural relativism Functions of Culture.
artifacts, symbols, mitigates ethnocentrism
knowledge, and 6. identify forms of tangible The class will be divided into 2 Activity 7
everything that a person and intangible heritage and groups; the groups will be name Human Matching
learns and shares as a the threats to these as column A and B. It is like a Type
member of society.” human matching type, each
(E.B. Tylor 1920 [1871]). members of the column A will
hold a card containing the
3. Aspects of Culture a. definition of each card that
Dynamic, Flexible, & column B holds. Each members
Adaptive b. Shared & of the column will move to find
Contested (given the their match. The distracters must
reality of social left out and the match must be
differentiation) c. correct for the whole class to win.
Learned through
socialization or
enculturation d.
Patterned social
interactions e. Integrated
and at times unstable f.
Transmitted through
socialization/enculturatio
n g. Requires language
and other forms of
communication

4. Ethnocentrism and
Cultural Relativism as
orientations in viewing
other cultures
 C. LOOKING BACK
AT HUMAN Analyze key features of Each student will choose two Quiz 2
BIOCULTURAL AND interrelationships of early human species then Early Human
SOCIAL EVOLUTION biological, cultural and compare and contrast their Species
sociopolitical processes in characteristics on a Venn
1. Biological and cultural human evolution that can Diagram. Be ready to present
Week 5, 6 & evolution: from Homo still be used and developed your answer.
7 habilis (or earlier) to
Homo sapiens sapiens in
the fossil record Each student will make their own Activity 8 R1
Family Facebook Page on a ¼ Family Facebook 3 Weeks R2
2.Cultural and illustration board. Create a Page R3
sociopolitical evolution: facebook posts for each family
from hunting and member and describe them, write
gathering to the a memento that your family was
agricultural, industrial , able to preserve (e.g. pictures,
and post-industrial medals, and awards etc.) write
revolutions a. The also the traditions and common
Neolithic Revolution b. culture that your family/clan is
Early civilization and the mostly known for. Be ready for
rise of the state c. the show and tell presentation in
Democratization our class.

D. BECOMING A The facilitator will be divided Activity 9

MEMBER OF into five groups; each group My Tool
SOCIETY makes an improvised everyday
tool (use by modern people) using
1.Enculturation/Socializa stones only. How will you design
tion a. Identity formation it? Make a prototype and
(identities, disciplines, demonstrate its uses in front of
and aspirations) b. the class.
Norms and values c.
Statuses and roles (e.g.
age, gender)

2. Conformity and
 deviance a. Social control
(gossip, social ostracism,
laws and punishments) b.
Forms of deviance
(ritualism, retreatism,
rebellion, and
innovation)

3.Human dignity, rights,

and the common good

E. HOW SOCIETY IS
ORGANIZED

1. Groups within society:

Primary and Secondary
2. In-groups and out-
groups
3. Reference groups
4. Networks
F. CULTURAL, The class will be divided into five Activity 12
SOCIAL AND 1. identify norms and groups; each group will make a Data Retrieval
POLITICAL values to Data Retrieval Chart about the Chart
Week 8, 9 & INSTITUTIONS be observed in interacting following topics (assigned per
10 with others in society, and group). This will be followed by a 3 Weeks R1
1. Kinship, marriage, the consequences of group presentation class. R2
and the household ignoring Group 1: Kinship Systems and R3
a. Kinship by blood these rules Technologies
Descent and marriage 2. assess the rules of social Group 2: Kinship Organizations
(unilineal, matrilineal, interaction to maintain (by Blood and by Marriage)
patrilineal, bilateral) stability of everyday life Group 3: Kinship Organizations
b. Kinship by marriage and the role of innovation (by Residence and by family
Marriage rules cross- in response to problems and Size)
culturally (monogamy vs. challenges Group 4: Kinship Organization
polygamy, post-marital 3. recognize the value of (by Ritual-instead of Data
residency rules, referred human rights and promote Retrieval Chart, a concept map is
marriage partners)
c. Kinship by ritual
(Compadrazgo)
d. Family and the
household Nuclear,
extended, and
reconstituted families
(separated,
transnational) e. Politics
of kinship (political
dynasty, alliances)
2. Political and
leadership structures
a. Political organization
i. Bands ii. Tribe’s iii.
Chiefdoms iv. States and
nations
b. Authority and
legitimacy i. Traditional
ii. Charismatic iii.
Rational
3. Economic Institutions
a. Reciprocity
b. Transfers
c. Redistribution
d. Market transactions
e. Markets and state
the common good a much preferred format)
Group 5: Classification of
Families (Nuclear, Extended,
Single-Parent, and Reconstituted)
Activity 10
Each student will have Let me be
collaboration with his/her involved!
seatmate and discuss the different
roles that you play in your
community. Enumerate the things
you do and the image that you
portray to the persons involved in
each role. Write what you have
discussed in the concept map
provided and identify the form of
socialization and the agent/s of
socialization involved in each
role.
Quiz 3
Each student will lists down as Human Rights
many actions that benefit the
common good that the
government does to maintain a
peaceful society and write the
human rights related to it by
indicating its article number in
the Universal Declaration of
Human Rights.
 The class will be divided into five
groups. Each group is given a
question to answer. To explain
their stand on the argument, each
group is expected to present a
short film (5-10 minutes).
Group 1: How does the social self
arise?
Group 2: Why do people
conform?
Group 3: Why do we deviant
acts?
Group 4: How do we achieve the
common good?
Group 5: How do we preserve
human dignity?

4. Non-State institutions 1. analyze aspects of social

a. Banks and Organization Each of the students will choose Quiz 4
corporations one example of a non-state Non-State
Week 11, 12 b. Cooperatives and 2. identify one’s role in institution (e.g. banks, Institutions R1
& 13 trade unions social cooperatives, labor unions, etc.) 3 Weeks R2
c. Transnational groups and institutions and make your own concept map R3
advocacy groups to summarize the topic. You are
d. Development agencies free to choose among the different
e. International templates presented.
organizations

5. Education The facilitator will group the

a. Functions of education class into two (2); each group will
in society (formal and create their own freedom wall in a
nonformal) illustration board and write their
i. Productive citizenry opinions about these two
ii. Self-actualization questions:
iii. Primary education as 1. Why education is
a human right considered a basic human
right?
6. Religion and belief 2. How can education be an
systems instrument of change in
a. Animism the society?
b. Polytheism
c. Monotheism
d. Institutionalized
religions
e. Separation of church The class will be divided into
and state three groups; each group will
make a commercial jingle about
7. Health Polanyi’s types of exchanges and
a. Culture-specific show how it is done. It’s possible
syndromes and illnesses effects on people (advantages and
(e.g., “bughat”, disadvantages) Activity 15
”usog”/”buyag”) Group 1: Reciprocity Commercial Jingle
b. Systems of diagnosis, Group 2: Redistribution
prevention and healing Group 3: Market Exchange
(e.g., traditional,
western, alternative
healing systems)
c. Health as a human
right

G. SOCIAL AND
POLITICAL
 STRATIFICATION
Week 14, 15
& 16 a. Social desirables
(wealth, power, prestige)
b. Social mobility system
i. Open (Class) ii. Closed
(Caste)
c. Social inequality
i. Access to social,
political, and symbolic
capital
ii. Gender inequality
iii. Ethnic minorities
iv. Other minorities (e.g.,
persons with disabilities)
v. Global Inequality
(relationships between
states and nonstate
actors in the global
community)
H. CULTURAL,
SOCIAL, AND
POLITICAL CHANGE
SOURCES OF SOCIAL,
CULTURAL, AND
Week POLITICAL CHANGE
17&18
1. Innovation
2. Diffusion
3. Acculturation and
assimilation
4. Social contradictions
and tensions (e.g., Inter-
ethnic conflicts, class
struggle, armed conflict,
terrorism, protests,
The facilitator will group the
1. Recognize how society class into three (3); each group Activity 16
will wear costumes of their Systems of 3 Weeks R1
assigned types of Stratification Stratification R2
Systems and explain their R3
differences.
Group 1: Caste System (Close
System)
Group 2: Medieval Feudalism
Group 3: Corporate Feudalism
The class will be divided into four
groups; each group will make a 6-
8 panel comic strip about how Activity 11
conflicts within social group can Comic Strip R1
cause societal problems. Focus on 2 Weeks R2
your assigned social group R3
typology.
The class will be divided into five
groups; each group will make a Activity 13
creative presentation about Share it!
valuing your family, friends, and
co-workers. Include a conflict and
how it can be resolved through an
open communication.
 gender issues)
Using the same group, each group
I.NEW CHALLENGES will pretend that they have a TV
TO HUMAN program/radio program which Activity 14
ADAPTATION AND aims to give advice to some of the Talk, Share,
SOCIAL CHANGE common concerns of Filipino Advice
families. Based on the earlier
1. Global warming and discussions, give an advice to the
climate change letter sender regarding his or her
2. Transnational problem. (Example; MMK,
migration and Overseas Magpakailanman, Dj Cha Cha
Filipino Workers love advice, etc.)
(OFWs) J. Responding to
social, political, and
cultural change 1.
Inclusive Citizenship and
participatory governance
2. New forms of media
and social networking
 3. Social
movements (e.g.,
environmentalis
m, feminism)

COURSE REFERENCES:

R1 Everlida Diala-Jimenez. 2017 #iNTROSPECT Understanding Culture, Society, and Politics

Makati City: SalesianaBooks by DON BOSCO PRESS, INC

R2 Juanito Philip V. Bernard, JR. 2016 UNDERSTANDING CULTURE, SOCIETY, POLITICS

Pasay City: JFS PUBLISHING SERVICES

R3 Curriculum Guide
COURSE REQUIREMENTS: BASES OF GRADING:
A- Class Participation A- Class Participation 50%
 Attendance  Attendance-10%
 Exercises/Quizzes  Exercise/Quizzes-20%
 Oral recitation  Oral recitation/Assignment-20%
 Assignment B- Major Exam 50%
B- Major Exams  Preliminary Examination
 Preliminary Examination  Midterm Examination
 Midterm Examination  Semi-Final Examination
 Semi-Final Examination  Final Examination
 Final Examination C- Total 100%

PREPARED BY: REVIEWED BY: APPROVED BY:

MICHELLE ANN T. GARBIN JOSEFINA J. DOMINADO, LPT, Ed.D. ROMEO G. MANINGDING, JR

Signature over printed of faculty Signature Over Printed Name of Faculty Chief Operations Officer