Yllana Bay View College, Inc.

“The Builder of Future Leaders”

Senior High School Department
Enerio Street, Balangasan District, Pagadian City

TEACHING GUIDE for

Understanding Culture, Society and Politics

Week(s) Week 1 (Month of August)

Topic/Lesson 1. Anthropology
2. Human Biolocultural and Social
Evolution
Content Standards The learner demonstrates an understanding
of:

1. The rationale for studying

anthropology.
2. Human origins and the capacity of
culture.
3. The role of culture in human
adaptation.
4. Processes of cultural and
sociopolitical evolution.
Performance Standards The learners:

1. Appreciate the value of disciplines

of Anthropology, Sociology and
Political Science as social sciences.
2. Analyze key features of
interrelationships of biological,
cultural and sociopolitical processes
in human evolution that can still be
used and developed.

Learning Competencies The learners:

1. Recognize the common concerns or

intersections of anthropology,
sociology and political science with
respect to the phenomenon of
change.
2. Identify the subjects of inquiry and
goals of Anthropology, Political
Science and Sociology.
3. Trace the biological and cultural
evolution of early to modern
humans.
4. Explore the significance of human
material remains and artefactual
evidence in interpreting cultural
and social, including political and
economic processes.
5. 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.

Time Allotment 1 hour and 30 minutes per day, 4 hours and

 30 minutes in total per weekly session
Teaching Strategy Discussion, Group activity

LESSON OUTLINE

I- Introduction The instructor will call someone to lead the

opening prayer, greet the students, check them
in regards to their personal stuff last
weekends, and after checking their state of
mind, and to make sure that their focus is in
the class, there will be a brief summary or
recap of the last topic.

II- Motivation The instructor will then introduce the topic via
asking them some ideas what will be the
content of our topic. The instructor will also
gather their ideas to have understanding of the
topic that the instructor will discuss.
III- Instruction/ Delivery Anthropology

Humans studying humans. Anthropology

promotes a holistic study of humans.

Derived from the Greek word antropos

(human) and logos (study).

5 subdisciplines of anthropology

1. Archaeology

2. Cultural Anthropology

3. Linguistic anthropology

4. Physical anthropology

5. Applied anthropology

(note: this will be discussed by the instructor

further)

Human Origins and the Capacity for

Culture

Paleolithic Revolution

Also called as the Old Stone Age, is a period

in human prehistory distinguished by the
original development of stone tools that
covers c. 99% of human technological
prehistory.

5 industries in the Paleolithic

Age/Revolution

1. Oldowan Industry – a stone tool

industry, is characterized by the use of
“hard water-worn creek cobbles made
out of volcanic rock.” These raw
materials were then made into tools
through percussion flaking, which is a
 process involving systematic collision
of a hammer stone with a core stone.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

2. Acheulian Industry – this industry was

named after Saint Acheul, a patron
saint in southwest France, as these
artifacts were discovered in the area.
Homo erectus developed a more
complex industry, from what they
inherited from Homo habilis. Using
the same process of percussion flaking,
Homo erectus created hand axes that
were bifacial, shaped in both sides and
with straighter and sharper edges.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

3. Mousterian Industry – this industry

was name after a site in France called
Le Moustier, where evidence was
uncovered in 1860. This industry was
developed by the Neanderthals in
Europe and West Asia between 300
thousand and 30 thousand years ago
(BCE). The tools from this industry
combined Acheulian industry
techniques with the Levalloisian
technique, which involved the use of a
premade core tool and the extraction of
a flake tool that has sharpened edges.
This type of tools are very efficient as
all the sides of the flake tool are
sharpened and, due to the reduction of
size, more handy.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

4. Aurignacian Industry – derived from

Aurignac, an area in France where the
evidence for this industry was found,
Users of this industry used raw
materials such as flint, animal bones,
and antlers. The method they
employed in creating tools such as fine
blades was similar to the one used in
the Mousterian Industry.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

5. Magdalenian Industry – named after

La Madeleine site in Dordogne,
France. This industry which is also a
proto-culture used by the early
humans, was defined by several
revolutionary advancements in
 technology such as the creation of
microliths from flint, bone, antler, and
ivory. Apart from functional tools
which were at times beautified by
artistic engravings, the early humans
during this period were engrossed in
creating figurines, personal
adornments, and other forms of
mobiliary art.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

The Neolithic Revolution

This period is characterized by a major shift in

economic subsistence of the early humans
from foraging to agriculture. This dramatic
shift affected the other aspects of their
lifestyle, as foraging made them nomads and
agriculture encouraged permanent settlement.
This shift in itself changed the entire array of
behaviors, attitudes, beliefs, and
corresponding material inventions.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

Early Civilization and the Rise of the State

The earliest civilizations rose by the end of the

Neolithic period as the complexioties brought
about by the shift in food production
demanded a more rigid social structure that
would manage the opposing perspectives of
various sectors. As conflicts between groups
developed and intensified, the need to create a
more cohesive society became definite.

State is a political entity that has 4 requisite

elements: territory, sovereignty, people, and
government.

As to how states rose, there are four primary

theories.

1. Divine right theory

2. Force theory

3. Paternalistic theory

4. Social contract

5. Natural theory

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

IV- Practice After the discussion, the instructor will divide

 the class into 8 groups. The instructor will
then give an activity in relation to the topic
discussed.

The instructor will give them the instructions

and the rubrics of the activity:

Role-play this!

1. Each group will be given a scenario

based on the topic discussed and they
will discuss on themselves on how
they will do the role play for that
certain scenario.
2. Each group will be given 5 minutes
maximum to act the scenario.
3. The more accurate and convincing the
role play is, the better.
4. Ratings will be group and individual
performance.

Rubrics:

Group:

Teamwork: 40%
Presentation: 40%
Audience Impact: 20%
Total: 100%

Individual:

Impact to the team: 50%

Activeness to the group: 50%
Total: 100%

V- Enrichment The teacher will ask the students their insights

of the topic discussed.
VI- Evaluation the teacher will conduct an oral recitation,
collaboration and a short quiz at the end of the
weekly session.
VII- Recommended Resources and Internet Connection, Wikipedia,
Material Understanding Culture, Society and Politics
(DIWA Senior High School Series), Maria
Carinnes P. Alejandria-Gonzales, Henry M.
Custodio

Prepared by:

PRINCE VIRNIEL B. CARUMBA

Instructor

Approved by:
LONIVERT O. CRUZ
Principal

Yllana Bay View College, Inc.

“The Builder of Future Leaders”
Senior High School Department
Enerio Street, Balangasan District, Pagadian City

TEACHING GUIDE for

Understanding Culture, Society and Politics

Week(s) Week 1 (Month of August)

Topic/Lesson 3. Anthropology
4. Human Biolocultural and Social
Evolution
Content Standards The learner demonstrates an understanding
of:

5. The rationale for studying

anthropology.
6. Human origins and the capacity of
culture.
7. The role of culture in human
adaptation.
8. Processes of cultural and
sociopolitical evolution.
Performance Standards The learners:

3. Appreciate the value of disciplines

of Anthropology, Sociology and
Political Science as social sciences.
4. Analyze key features of
interrelationships of biological,
cultural and sociopolitical processes
in human evolution that can still be
used and developed.

Learning Competencies The learners:

6. Recognize the common concerns or

intersections of anthropology,
sociology and political science with
respect to the phenomenon of
change.
7. Identify the subjects of inquiry and
goals of Anthropology, Political
Science and Sociology.
8. Trace the biological and cultural
evolution of early to modern
humans.
9. Explore the significance of human
material remains and artefactual
evidence in interpreting cultural
and social, including political and
economic processes.
 10. 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.

Time Allotment 1 hour and 30 minutes per day, 4 hours and

30 minutes in total per weekly session
Teaching Strategy Discussion, Group activity

LESSON OUTLINE

VIII- Introduction The instructor will call someone to lead the

opening prayer, greet the students, check them
in regards to their personal stuff last
weekends, and after checking their state of
mind, and to make sure that their focus is in
the class, there will be a brief summary or
recap of the last topic.

IX- Motivation The instructor will then introduce the topic via
asking them some ideas what will be the
content of our topic. The instructor will also
gather their ideas to have understanding of the
topic that the instructor will discuss.
X- Instruction/ Delivery Anthropology

Humans studying humans. Anthropology

promotes a holistic study of humans.

Derived from the Greek word antropos

(human) and logos (study).

5 subdisciplines of anthropology

6. Archaeology

7. Cultural Anthropology

8. Linguistic anthropology

9. Physical anthropology

10. Applied anthropology

(note: this will be discussed by the instructor

further)

Human Origins and the Capacity for

Culture

Paleolithic Revolution

Also called as the Old Stone Age, is a period

in human prehistory distinguished by the
original development of stone tools that
covers c. 99% of human technological
prehistory.
5 industries in the Paleolithic
Age/Revolution

6. Oldowan Industry – a stone tool

industry, is characterized by the use of
“hard water-worn creek cobbles made
out of volcanic rock.” These raw
materials were then made into tools
through percussion flaking, which is a
process involving systematic collision
of a hammer stone with a core stone.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

7. Acheulian Industry – this industry was

named after Saint Acheul, a patron
saint in southwest France, as these
artifacts were discovered in the area.
Homo erectus developed a more
complex industry, from what they
inherited from Homo habilis. Using
the same process of percussion flaking,
Homo erectus created hand axes that
were bifacial, shaped in both sides and
with straighter and sharper edges.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

8. Mousterian Industry – this industry

was name after a site in France called
Le Moustier, where evidence was
uncovered in 1860. This industry was
developed by the Neanderthals in
Europe and West Asia between 300
thousand and 30 thousand years ago
(BCE). The tools from this industry
combined Acheulian industry
techniques with the Levalloisian
technique, which involved the use of a
premade core tool and the extraction of
a flake tool that has sharpened edges.
This type of tools are very efficient as
all the sides of the flake tool are
sharpened and, due to the reduction of
size, more handy.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

9. Aurignacian Industry – derived from

Aurignac, an area in France where the
evidence for this industry was found,
Users of this industry used raw
materials such as flint, animal bones,
and antlers. The method they
employed in creating tools such as fine
blades was similar to the one used in
the Mousterian Industry.
(note: further explanation will be discussed by
the instructor in the middle of the discussion)

10. Magdalenian Industry – named after

La Madeleine site in Dordogne,
France. This industry which is also a
proto-culture used by the early
humans, was defined by several
revolutionary advancements in
technology such as the creation of
microliths from flint, bone, antler, and
ivory. Apart from functional tools
which were at times beautified by
artistic engravings, the early humans
during this period were engrossed in
creating figurines, personal
adornments, and other forms of
mobiliary art.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

The Neolithic Revolution

This period is characterized by a major shift in

economic subsistence of the early humans
from foraging to agriculture. This dramatic
shift affected the other aspects of their
lifestyle, as foraging made them nomads and
agriculture encouraged permanent settlement.
This shift in itself changed the entire array of
behaviors, attitudes, beliefs, and
corresponding material inventions.

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

Early Civilization and the Rise of the State

The earliest civilizations rose by the end of the

Neolithic period as the complexioties brought
about by the shift in food production
demanded a more rigid social structure that
would manage the opposing perspectives of
various sectors. As conflicts between groups
developed and intensified, the need to create a
more cohesive society became definite.

State is a political entity that has 4 requisite

elements: territory, sovereignty, people, and
government.

As to how states rose, there are four primary

theories.

6. Divine right theory

7. Force theory

8. Paternalistic theory
 9. Social contract

10. Natural theory

(note: further explanation will be discussed by

the instructor in the middle of the discussion)

XI- Practice After the discussion, the instructor will divide

the class into 8 groups. The instructor will
then give an activity in relation to the topic
discussed.

The instructor will give them the instructions

and the rubrics of the activity:

Role-play this!

5. Each group will be given a scenario

based on the topic discussed and they
will discuss on themselves on how
they will do the role play for that
certain scenario.
6. Each group will be given 5 minutes
maximum to act the scenario.
7. The more accurate and convincing the
role play is, the better.
8. Ratings will be group and individual
performance.

Rubrics:

Group:

Teamwork: 40%
Presentation: 40%
Audience Impact: 20%
Total: 100%

Individual:

Impact to the team: 50%

Activeness to the group: 50%
Total: 100%

XII- Enrichment The teacher will ask the students their insights
of the topic discussed.
XIII- Evaluation the teacher will conduct an oral recitation,
collaboration and a short quiz at the end of the
weekly session.
XIV- Recommended Resources and Internet Connection, Wikipedia,
Material Understanding Culture, Society and Politics
(DIWA Senior High School Series), Maria
Carinnes P. Alejandria-Gonzales, Henry M.
Custodio

Prepared by:
PRINCE VIRNIEL B. CARUMBA
Instructor

Approved by:

LONIVERT O. CRUZ
Principal