CULTURE, SOCIETY

UNDERSTANDING

and POLITICS

Grade 11

Teacher:
JUDY O. BOLILAN
JHS & SHS Department

Learner’s Information
Name: __________________________________________________________________

Home Address: ___________________________________________________________

Learner’s Number: _____________________ Email Address: ______________________

Parent / Guardian: _____________________________ Contact No.:________________

Class Adviser: ____________________________

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 Foreword
This module is written for students in compliance
with the school’s adoption of the blended or flexible
learning delivery mode. This learning strategy allows
students to learn through online, face-to-face and modular.
The module is intended as activity work test for
Undertsanding Culture, Society and Politics. It is a
response to the need of teachers for instructional materials
that will help develop learner’s knowledge, skills and values
in systematic way considering the cognitive levels of
learning to develop the 21st century skills, critical thinking
and problem solving, communicative skills, culture
sensitivity, creativity and innovativeness, connectivity,
collaboration and character.
The topics, activities and evaluation of learning are
aligned to the given objectives at the beginning of each
lesson.
Good luck and do your best in order to learn during
this pandemic.

GENARA A. PEROL
Principal

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 VISION
The institution envisions an empowered
Bicolano youth who reveres life, God-loving,
humane, responsible, nationalistic,
productive, environment caring and inspired
to make an honest living thereby providing
himself and his family quality life and
sincerely contributing to community building
as well as national and global development.

MISSION
To provide quality education geared towards a
better life for all Filipinos who are highly
professionals with leadership training in all
fields and to produce value-oriented
academically equipped citizens ready for a
dynamic, self-sustaining economic life
responsive to national development and global
competitiveness.

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 STUDY GUIDE
You are the maker of your future. Thus, the successful use of this module mainly depends on you.
This module was created to be your friend as you endeavor to learn new knowledge, acquire new skills
and develop yourself holistically. You must remember that learning should not waver and stop. At these
hard times, you must persevere more to prepare yourself for the future with new challenges. This following
study guides will help you effectively accomplish your tasks in the module within the set time.

1. Time management. You will be handling independent learning through modules for all your
subjects. You must prioritize your tasks to be able to accomplish them well in quality. Read the module
and answer the activities properly without rushing. Read it over and over until you understand it
entirely.
2. Learner’s Diversity. Each of us is different even in the way we learn. You have to find the best way
for you to maximize your learning potential. Do not worry, the module is designed to give you
guidance with or without the physical presence of your teacher.
3. Sense of Responsibility. No one else will finish the module but you. You have to take charge of
your learning and monitor your achievement. Make use of the study schedule well to make sure that
you are always on track. Do not procrastinate or leave the tasks undone for tomorrow. Submit your
output on or before the set deadline.
4. It’s okay. If you did not understand the reading and other tasks in the module, re-read. Focus. If
this will not work, you may engage all possible resources. You may ask your family members to help
to guide you. If all this still do not work, you can always reach me, your teacher, on the methods of
communication I have given you. Feel free to reach out. Do not be afraid. It’s okay.
5. Honesty. You are the learner and you are mainly responsible for finishing this module. Asking for
guidance or help is not the same as asking for others to work the task intended for you. Be honest so
you can celebrate your achievements with ease and warm heart.
6. Answering Activities. The module holds numerous activities. Some of these activities have answers
in the key to correction found at the back of the module. There are also activities which will be checked
by the subject teacher. Please do not look at the answers before doing the activity sheets.
7. Evaluation. You will still be given quizzes either at the time you report to school or it is already
embedded here in the module. Follow the given time limit for each quiz in the module to maximize
your learning potential.
8. Submission of Module. Strictly follow the set date of submitting the module. Refrain from
submitting late to avoid the module to be lost. Take care of the module and submit it in good
condition. It reflects your organization and cleanliness as a person.

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 FIRST QUARTER
UNIT 1
The Social Sciences
and the Three Faces
of the Social

MODULE OVERVIEW
The content of this module is following the standards set by the DepEd
MELCs Curriculum Guide 2020, in coming up with its lessons, activities and assessments. As a learner,
you will be able to meet the following content and performance standards:

A. Content Standards: You will demonstrate understanding of…

1. The human origins and the capacity for culture.
2. The role of culture in human adaptation, processes of cultural and socio-political
evolution.
B. Performance Standards: You should be able to…
1. Values cultural heritage and express pride of place without being ethnocentric.
2. Analyze key features of interrelationships of biological, cultural and socio-
political processes in human evolution.

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 Manage your time well in order to finish this module with ease. You do not have to rush your work
as long as you keep in mind this study schedule. For sure, you will be able to do well!

Unit: 1 The Social Sciences and the Three Faces of the Social. Checklist
Learning Outcomes
Week / Dates Topic/s Activities Done Remarks
You will be able to:
Human Analyze the significance of
Biocultural cultural, social, political and
Week 4
and Social economic symbols and
Evolution practices.

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 LESSON 4
Human Biocultural and Social Evolution

LEARNING OBJECTIVES
For this lesson, your goals are the following:

1. trace the biological and cultural evolution of early human to

modern humans,
2. identify the forms of tangible and intangible heritage,
3. explore the significance of human material remains as pieces of
artifactual evidence interpreting, social, political and economic
processes.

HUMAN CAPACITY FOR CULTURE

Culture is defined as “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 a society” (Taylor, 2010). It is by-product of the attempt of humans to

survive their environment and to compensate for their biological characteristics and limitations.

Our evolution toward humanity as we know it has been a long journey of survival against the

elements of the environment and against competing species. As our ancestors evolved

biologically in response to their environment, they have also developed cultural technologies

that aided them to efficiently obtain food and deter predators.

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Direction: Guess the scramble word by basing on the given clues.
SCRAMBLED WORD ANSWER CLUES
Set of spoken symbols for
LGEUAGAN combining those symbols in
meaningful ways.
Willing to change or to try
ELBIXEFL
different things.
Individual learns the
TIONARUTENCUL traditional content of a
culture.
Having different parts
TEGINRATED
working together as a unit.
Having capacity for a
DAPEVITA tendency toward
adaptation.

Evolution is a natural process of biological changes occurring in a population across

successive generations (Banaag, 2012 p. 31). It helps us identify and analyze man’s physiological
development and eventually the emergence of different society. Moreover, man’s progression
and characteristics are essential in understanding the capability for adaptation. Most scientists
currently recognize some 15 to 20 different species of early humans.

HUMAN BIOCULTURAL EVOLUTION (EVOLUTION OF MAN)

SPECIES CHARACTERISTICS
Hominids The development of the different species of primates which were able
“Manlike to evolve in 40 million years ago. There have been various relics of
Primates” hominids which could be described as manlike primates. They are
Ramapithecus, Lucy and Australopithecus.
Homo Habilis The apelike men who first to used stone tools as weapons and
“Handy Man” protection of their enemies. They are recognized as the first true
human. Lived about 2.4 to 1.4 million years ago.

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 Homo Erectus It was believed to be the first man like creature that lived about
“The Upright Man” 500,000 years ago in Asia, Africa and Europe. This manlike specie
could walk straight with almost the same brain with modern man. He
made refined stone stools for hunting and weapons for protection of
the enemies. The following are the major discovered fossils:
a. Pithecanthropus Erectus “Java Man” –Discovered by Eugene
Dubois at Trinil, Java, Indonesia in 1891.
b. Sinanthropus Pekinensis “Peking Man” –Discovered at Choukoutien
village, Beijing, China in 1929.
Homo Sapiens It was believed that this was the direct descendant of modern man
“The Thinking who lived about 250,000 years ago. They had similar physical
Man” descriptions with modern man. They originated as the primitive men
whose activities were largely dependent on hunting, fishing and
agriculture. They buried their dead, used had tools and had religion.

The following are Homo Sapiens subspecies:

a. Neanderthal Man –Discovered in Neanderthal valley near

Dusseldorf, Germany in 1856 who lived in cave and dependent in
hunting and fishing.

b. Cro-Magnon Man – Discovered by a French archaeologist Louis

Lartet in the Cro Magnon Cave in Southern France. It was believed to
live in Europe, Asia and Africa. As a prehistoric man, they were the first
to produce art in cave paintings and crafting decorated tools and
accessories.

FOUR BIOLOGICAL CAPACITY OF HUMAN TO DEVELOP CULTURE

• THINKING CAPACITY – the primary component of humans that allowed for culture is the
developed brain. It has the necessary parts for facilitating pertinent skills such as speaking,
touching, feeling, seeing and smelling.

• SPEAKING CAPACITY – As the brain is the primary source of humans capacity to

comprehend sound and provides meaning to it, the vocal tract acts as the mechanism
by which sounds are produced and reproduced to transmit ideas and values.

• GRIPPING CAPACITY – Notice how your thumb relates with your fingers. This capacity to
directly oppose your thumb with your other fingers is an exclusive trait of humans. It
allowed us to have a finer grip. Types of Grip Power Grip enabled humans to wrap the
thumb and fingers on an object. Precision Grip enabled humans to hold and pick objects
steadily using their fingers.

Figure 1. Hands
of selected
primates

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The hand of human has digits (fingers) that are straights, as compared with the curved ones of
the other primates. Notice that the thumb of the human is proportionately longer than those of
other primates. These characteristics of the human hand allowed for two types of grip: power
and precision.

a) Power grip enabled humans to wrap the thumb and fingers on an object; it became the
cornerstone of our capacity to hold tool firmly for hunting and other activities.
b) Precision grip enabled humans to hold and pick objects steadily using fingers. This capacity
was crucial for toolmaking activities.

• WALKING CAPACITY/STANDING CAPACITY – primates have two forms of locomotions.

Bipedalism the capacity to walk and stand on two feet. Quadropedalism uses all four
limbs. Apes are semi bipedal; Humans are the only fully bipedal primates.

FOSSILS are the remains or impressions of living things hardened

in rock. All living organisms have not been preserved in the fossil
record; in fact, most have not because very specific conditions
must exist in order to create fossils. Even so, the fossil record
provides a fairly good outline of human evolutionary history. The
fossils of early humans were found in Africa.

The First known fossils were found in South Africa and called
Australopithecine means “Southern Ape”

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Homo Sapiens
Scientist have dated the oldest known fossils with skeletal features typical of modern humans
from 195,000 years ago.

Points to remember:
➢ the name Homo habilis, meaning 'handy man' because they made tools.
➢ Homo erectus or 'upright man' was the first creature to stand fully upright. He was
probably also the first to use fire
➢ Homo sapiens, “man the wise,” is the only currently existing species of the genus Homo.

CULTURAL AND SOCIOPOLITICAL DEVELOPMENT

The physical as well as the mental development of early human beings helped them
understand and adapt to their existing environment. Thus, their adjustment served as the onset
of their culture. Culture enables the members of society to develop ways of coping with
exigencies of nature as well as ways of harnessing their environment (Panopio, et.al 1994). The
changes made by man through his interaction with the environment establish the different
cultural evolution which determines man’s socio-cultural development.

Cultural Period Cultural and Socio-political Development

This is also called the Old Stone Age because men used unpolished and crude
stones as their tool implements.
➢ The Term Paleolithic came from two Greek word “ Palacious” which means
Old and “lithos” means stone. The men living in this period are the Java
men, Neanderthal men and Crop Magnon men.
Characteristics of this Stage:
• They made and used toll implements, especially crude stones
• They gathered and collected foods through hunting and fishing.
• The foods that they usually eat are wild fruits, nuts and berries.
Paleolithic Period • The Paleolithic men hunted, fished and protected their families and tribe
(Old Stone Age) while the early Paleolithic women gathered wild plants, fruits, nuts and
prepared food for eating as well as took care of their children.
3 million years
• Both men and women constructed their dwelling, made ornaments and
to 8,000 B.C. tool and trained their children for adult social and political life.
• The late Paleolithic people were lovers of art and painting and their
paintings of reindeers and horses are found in caves in France and Spain
which date back from 28 000 to 10,000 BC.
• Use of simple pebble tools.
• Learned to live in caves.
• Discovered the use of fires.
• Developed small sculptures; and monumental painting, incised designs,
and reliefs on the wall of caves.
• “Food-collecting cultures”
This is known as the Period of Transitional Culture. Because of the glaciers that
Mesolithic Age occurred, some of the animals became extinct and they adjusted to the new
environment. People live along the coast fishing and gathering shellfish white
(Period of
others. Live in Land where they made bow and arrow for hunting, devise skis
Transitional and sled and dug-out canon and domesticated dogs.
Culture)
This is called the Polished Stone Age. The word Neolithic is derived from two
Neolithic Age
Greek words namely “neos” which means “new” and “lithos” or stone.
(New Stone Age) Characteristics of this Stage:

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 Occurred • Instead of food gathering, such as hunting and fishing. They also produced
sometime their own food.
about • The people also engaged in herding, pottery and weaving
10,000 BCE • The people polished their own tools and weapons.
• The people domesticated animals.
• The people learned to built dug-outs- the world first boat.
• Stone tools were shaped by polishing or grinding.
• Settlement in permanent villages.
• Dependence on domesticated plants or animals.
• Appearance of such crafts as pottery and weaving.
• “Food-producing cultures”
This stage is characterized by the presence of metals; the copper used as tool
implement, Bronze was used for people’s tolls and weapons.
Characteristics of this Stage:
• The used of metal such as bronze, copper, and iron produced a new
Age of Metals historical development form cradles civilization of Egypt, Mesopotamia,
4,000 B.C. – 1,500 Persia, including India and China which later on spread throughout Asia.
B.C • The civilization which defines to a more developed social, cultural,
political and economic system.
• It had already direct contacts through tribes, kingdoms, empire and later
on state which the constant political activities were through conquest,
• wars and trade.

THE EARLY TYPES OF SOCIETIES

During the course of human history, people have organized themselves into various types
of societies depending upon their level of technology and the related methods of subsistence.
The earliest societies confined themselves in gathering and hunting for food. When man
invented the plow, it enabled him to increase the amount of available food. The introduction of
modern technology and equipment, mass computerization, and white-collar service
occupations, has changed the man’s society into a more complex one.

Three types of Society:

1. According to Economic and Materials System;
2. According to Evolutionary View; and
3. According to people’s subsistence.

We shall only discuss in this section, the type of society according to people’s subsistence
as this has something to do more on socio- cultural evolution. In this type, there are six (6) Stages,
namely:

1. Food Gathering Societies

This is also known as Hunting and Gathering Society. This is the earliest form of socio- cultural
society. The people subsisted from day to day through hunting larger animals, collecting shellfish
and vegetable gathering. Their tools were made of stones, woods, and bones.

Technology: Very simple – fire, arrow, baskets.

Economy: Bare necessities – no surplus.
Settlements: Nomadic 25-40 people.
Social Organizations: All resting within family.

2. Horticultural Societies
As means of production, the people planted seeds for subsistence

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Technology: Digging sticks, occasionally blade tools.
Economy: Simple crop cultivation, some surplus and exchange.
Settlements: Semipermanent–some cities occasionally kingdoms.
Social Organizations: Family-centered; Religious system begins to develop, moderate
specialization; Presence of social inequality.

3. Pastoral Societies
Almost the same with Horticultural Society. Most of the people were nomadic who follow their
herds in quest of animals for food and clothing to satisfy their needs. They raised animals to
provide milk, furs and blood for protein. These societies typically are relative

Technology: Digging sticks, occasionally blade tools.

Economy: Simple crop cultivation, some surplus and exchange.
Settlements: Semipermanent–some cities occasionally kingdoms.
Social Organizations: Family-centered; Religious system begins to develop, moderate
specialization; Presence of social inequality.

4. Agricultural Societies
In the early agriculture societies, people used plow the hoe in food production.

Technology: Irrigation, Fertilization, Metallurgy, Animal-drawn plow.

Economy: Largely agricultural but much surplus; increased Market exchange and substantial
trade.
Settlements: Permanent urbanization becoming important empires covering continent.
Social Organizations: Family loses significance as distinctive religious, political, and economic
system emerged. Increased presence of social inequality.

5. Industrial Societies
These societies began in the 18th century during the Industrial Revolution and gain momentum
by the turn of the 19th century. This period is characterized by the use of machines as means of
food products.

Technology: Advance sources of energy; Mechanized production.

Economy: Industrial – few engage in agriculture or direct production; Much surplus; Fully
developed market economy
Settlements: Permanent – urban living predominating. Cities now contain most of the population.
The rise of state.
Social Organizations: Complex set of interdependent institutions.

6. Post- Industrial Societies

Information and communication technology is the hallmark of these modern societies. Post
Industrial society is characterized by the spread of computer technology. Advances in this
technology are made of highly-trained computer specialists who work to increase the
capabilities of computers and internet. The use of modern technology gave rise to several
technological problems such as pollution, lung-illness, asthma, skin problems and others.

COMPONENTS OF CULTURE
The beginning of early man is a proper reference in treating the interesting subject of
culture. Man’s adaptation to his society, his conformity with the culture of his time and his

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education have worked alongside each other in putting him in his present status as the strongest
and the most intelligent creature in the world. As perceived by sociologists and anthropologists,
culture is rather a complex concept. To understand culture, one must examine its major
elements:

1. Material Culture –It is the physical objects a society produces; things people create and use.
These are tools, furniture, clothing, automobiles, and computer systems, to name a few. Thus, the
awareness of the kind of objects created and how people use them brings about greater
understanding of the culture and of a society.

1.1. Technology. A Society’s culture consists of not only physical objects but also rules for
using those objects. Sociologists sometimes refer to this combination of objects and rules
as technology. Using items of material culture, particularly tools, requires various skills,
which are part of the nonmaterial culture.

2. Non-material Culture –It consists of elements termed norms, values, beliefs, and language,
folkways, mores, and laws shared by the members of a society. Non-material culture is
considered as the carriers of culture.

THE LEGACY OF EARLY HUMANS TO CONTEMPORARY POPULATION

CULTURAL HERITAGE is the legacy of physical artifacts

and intangible attributes of a group or society that are
inherited from the past generation, maintained in the
present and bestowed for the benefit of future
generations.

The United Nations Educational, Scientific and

Cultural Organization (UNESCO) is the primary
transnational entity that manages and negotiates
matters relating to human heritage. It defined cultural
heritage as follows: 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).

TANGIBLE HERITAGE or PHYSICAL ARTIFACTS (MATERIAL CULTURE)

➢ in the form of structures, monuments, historical sites, and other artifacts, which is visible
which includes the material objects such as artifacts, buildings, landscapes, tools, furniture,
bridges, and any physical substance used by includes people, which are worthy of
preservation for the future.
➢ divided into two categories: movable and immovable. The primary difference in these
categories is the size of the heritage.
➢ For example, the Stonehenge is an immovable tangible heritage, whereas the
sarcophagus of the pharaoh Tutankhamun is a movable tangible heritage.
➢ Movable tangible heritage pieces are often removed from the sites where they were
found and transferred to museums for safekeeping and maintenance.
➢ Immovable tangible heritage pieces are often left to the elements of nature (i.e., rain,
wind, sand, sun), which makes them vulnerable to decay and corrosion. This does not

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 mean that conservation efforts are not being made. However, due to the constant
exposure of these objects to these elements, conservation becomes more challenging.

INTANGIBLE CULTURAL HERITAGE (NON-MATERIAL CULTURE)

➢ in the form of literature, oral, traditions, concepts, and values.
➢ it consists of abstractions that includes knowledge, beliefs, values, rules for behavior,
traditional skills and technologies, religious ceremonies, performing arts and storytelling.
➢ is a practice, representation, expression, knowledge or skill considered by UNESCO to be
part of a place’s cultural heritage.
➢ is promoted by UNESCO as a counterpart to the World Heritage focusing mainly on
tangible aspects culture.

DESCRIPTIONS OF INTANGIBLE CULTURAL HERITAGE:

1. It can be traditional, contemporary, and living at the same time.
• Intangible cultural heritage represents not only the represent the traditions from the past
but also contemporary rural and urban practices in which diverse cultural groups continue
to take part.
2. It is inclusive.
• People may share expressions of intangible cultural heritage that are similar to those
practiced by others.
• Whether they are from the neighboring village, from a city on the opposite side of the
world, or have been adapted by peoples who have migrated and settled in a different
region, they are all intangible cultural heritage.
• These forms have been passed from one generation to another, have evolved in response
to their environments and they contribute in giving a sense of identity and continuity,
providing a link from mankind’s past, through the present and into the future.
3. It is representative.
• It is not merely valued as a cultural good, on a comparative basis, for its exclusivity or its
exceptional value.
• It thrives on its basis in communities and depends of those whose knowledge of traditions,
skills and customs are passed on to the rest of the community, from generation to
generation, or to other communities.
4. It is community-based.
• Intangible forms of culture become heritage only when it is recognized as such by the
communities, groups or individuals that create, maintain and transmit it.

➢ Changes in these forms are brought about by globalization, technological revolution, and
even cultural homogenization.
➢ Threats- lack of support, appreciation, and understanding
➢ Preserving this heritage and passing it on the future generations strengthens and keeps it
alive while simultaneously allowing for it to evolve and adapt. In order to safeguard
intangible cultural heritage, it must remain relevant to a culture and be regularly practiced
and learned within communities and between generations.

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 ACTIVITY 1

Write inside the boxes the corresponding name of the species.

THE EVOLUTION OF MAN

ACTIVITY 2
Cultural Heritage is an expression of the ways of living developed by a community and passed
on from generation to generation. There are two kinds: Tangible cultural heritage and Intangible
cultural heritage. Can you give examples of them?

EXAMPLES OF TANGIBLE CULTURAL HERITAGE:

1.
2.
3.
4.
5.

EXAMPLES OF INTANGIBLE CULTURAL HERITAGE:

1.
2.
3.
4.
5.

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 ACTIVITY 3

Can you identify the ancient civilization that brought the world some of these greatest inventions
or achievements? Choose your answers inside this table and write them at the space provided
below each picture.

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National Indigenous Peoples Month is observed every October by virtue of Proclamation No.
1906 signed on October 5, 2009, by former President Gloria Macapagal-Arroyo. According to
the proclamation, the celebration highlights Philippine indigenous peoples’ rights and the
preservation of indigenous cultural communities as part of the life of the nation.

MAKE A POSTER SLOGAN following the 2019 IP Month celebration “Vital Wisdoms: Learning with
the Indigenous Peoples” (Buháy na Dúnong: Pagkatúto Kasama Ang Mga Katutúbo) Use LONG
COUPON BOND and ANY PREFER WRITING and COLORING MATERIALS. See rubrics below:

CRITERIA 50 40 30 20

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What is the significance of human material remains and artifactual evidence in interpreting
cultural and social processes? (10 points)

For me, it is:

Learning Objectives Very
Very East Easy Challenging
Challenging
I can trace the biological and cultural evolution of
early human to modern humans,
I can identify the forms of tangible and
intangible heritage,
I can explore the significance of human material
remains as pieces of artifactual evidence interpreting,
social, political and economic processes.

Inside the Learning Journal, write down your insights, reactions and comments about the lesson.
Learning Journal: Share your thoughts.

Leaῆo, Roman Jr. D., Society and Culture for College Students: A Modular Approach Makati City: Mindshapers, 2005, 6-27, p.
221-242.
https://www.studocu.com/ph/document/pontifical-and-royal-university-of-santo-tomas-the-catholic-university-of-the-
philippines- July 20, 2020

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