UCSP|LESSON 4-6 Flashcards
What is the earliest writing form in the world which was developed in Mesopotamia?
Cuneiform
Philippine Flag is an example of _________
Political Symbol
What is the food production practices of humans under pastoral
society?
Domesticating animals
What practices do religious and spiritual dance belong to?
Cultural practices
In the Neolithic period, the modern men appeared, which of the following were the accomplishments of human during this period?
They learned to create pots
- Is an object, word, or action that stands for something else without a natural relationship that is culturally defined
- __________ such as gestures, signs, objects, signals, and words help people understand the world
SYMBOL
TYPES OF SYMBOLS (3)
- Cultural Heritage
- Tangible Heritage
- Intangible Heritage
- The legacy of physical artificats 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.
CULTURAL HERITAGE
- Also called Physical artifacts or material cultures
- Which are visible, include the material objects such as artifacts, buildings, landscapes, tools, furniture, bridged and any physical substance used by people which are worthy of preservation for the future
TANGIBLE HERITAGE
- Also called non material
- Consists of abstractions that include knowledge, beliefs, values, rules for behavior, traditional skills
and technologies, religious
ceremonies, performing arts, and storytelling
INTANGIBLE HERITAGE
KINDS OF SYMBOLS(4)
A. Cultural Symbol
B. Social Symbol
C. Political Symbols
D. Economic Symbols
- Manifestations that signify the ideology of a culture that has meaning within that culture (i.e.
religious symbols, museum)
CULTURAL SYMBOL
- Relating to human societies and their modes of organization (i.e.
social classes, social problems, social issues, etc.)
SOCIAL SYMBOL
- Used to represent a political standpoint seen in various media and forms (such as banners, flags,
mottos, etc.)
POLITICAL SYMBOLS
- Used in the production,
distribution, and consumption of goods and services, like currency, market, labor, and other economic activities
ECONOMIC SYMBOLS
Practices(3)
A. Cultural Practices
B. Social Practices
C. Political Practices
- Are the manifestations of a culture or sub-culture, especially regarding
the traditional and customary practices of an ethnic or other cultural group (ie. traditional
medical practices, religious/spirital practices)
CULTURAL PRACTICES
- Refer to everyday practices and the
ways these are typically and habitually performed in a society - Such practices like going to work, cooking, and showering are meaningful to people as parts of their everyday life activities
SOCIAL PRACTICES
- Are common things that are done within a state or country
- It is related to the practices done in
administration, distribution, and
attainment of power, bureaucratic composition (i.e. political dynasties,
“palakasan” system), among others
POLITICAL PRACTICES
- Have classified the different types of societies according to their subsistence into six categories; each of which possesses their own
unique characteristics
SOCIOLOGIST
EARLY SOCIETIES (6)
A. Hunting And Gathering
B. Horticultural And Pastoral
C. Agricultural
D. Neolithic Revolution
(Civilizations)
E. Industrial
F. Post-Industrial
- Oldest and most basic way of economic subsistence
- During the Paleolithic period they lived in small groups with only 20 – 30 members.
- Nomadic
- They live in caves and pit or underground houses protective rock formations, as well as in open-air settlements where possible.
- Men and women are EQUAL
● MEN- Produce simple forms of tools used to hunt for animals and gather plants and vegetation for
food
● WOMEN- Collection of vegetation, berries, and small edible crops
● Shaman or priest – act as leaders of the group - They believed that spirits live in the world
HUNTING AND GATHERING
Produce simple forms of
tools used to hunt for animals and gather plants and vegetation for
food
MEN
- Collection of vegetation,
berries, and small edible crops
WOMEN
act as leaders of the group
Shaman or priest
- Developed around 10, 000 years ago
- Semi-sedentary societies – do notfrequently move
- Small scale farming; making of crafts and trading
- Produce and use simple forms of hand tools to plant crops
- Women are at the center of work and survival in horticultural societies, they are highly valuable to men.
- Polygyny—when a husband has multiple wives—is common.
HORTICULTURAL
– do not frequently move
Semi-sedentary societies
when a husband has
multiple wives
Polygyny
- Animal domestication
- Classified as animal herders and subsist based on the resources provided by their animals.
- Involved in small-scale trading with other groups
- Semi-sedentary groups – they have settlements
PASTORAL
they have settlements
Semi-sedentary groups
- Began 5, 000 years ago
- Started to cultivate wheat, barley, peas, rice, and millet between
8,000 and 3,500 BCE - Farm and domesticate animals
- Produced cultivation tools and developed farming skills
- Started in West Asia moved to east of India
- Wheat, oats, rye and barley spread northward up to Europe
- Plant cultivation also spread to northern China.
- A millet-based system of
agriculture developed along the Huang-He River Basin - Mainland Asia (before 5,000 BCE)
AGRICULTURAL
- Population increased into millions
- Settled permanently and improved the technology for farming
- Surplus of food supply
- Developed specialization
- Money became a form of exchange
- Increase in social inequality
- A civilization is a society in which
large number of people lives in cities. - Its inhabitants are socially stratified and governed by a ruling elite who work through centrally organized political systems called states.
- Large size of land area and population
NEOLITHIC REVOLUTION
(CIVILIZATIONS)
person who lives in the
city
“civis”
urban community in
which one dwells
“civets”
- Industrial Revolution – from 1780s to 1850s
- Industrialization and transformation of an agricultural society into a
production and manufacturing based one. - Used of advance sources of energy that operated factory machineries
INDUSTRIAL
- Due to the development of information technology and computers
- Focused on the use and application of new information technology
rather than factories - Production centers on computers and other electronic devices that
create, process, and apply ideas and information.
POST-INDUSTRIAL
1) Transfer of labor workforce from manufacturing service
POST-INDUSTRIAL CHARACTERISTICS
2) A significant increase in the number of professional and
technical employment and a decline in the number of skilled and semiskilled workers.
POST-INDUSTRIAL CHARACTERISTICS
3) Education as the basis of social mobility
POST-INDUSTRIAL CHARACTERISTICS
4) Human capital as an essential aspect of understanding the
strength of society
POST-INDUSTRIAL CHARACTERISTICS
5) Application of intellectual technology which is based on the
application of mathematics and linguistics and the use of algorithms and software
programming models
POST-INDUSTRIAL CHARACTERISTICS
6) Focus on communication
infrastructure
POST-INDUSTRIAL CHARACTERISTICS
7) Knowledge as source of invention and innovation
POST-INDUSTRIAL CHARACTERISTICS
Four basic changes mark the transition from Neolithic village life to life in the first urban centers
RISE OF THE CITIES
RISE OF THE CITIES (4)
A. Agricultural Innovation
B. Diversification Of Labor
C. Social Stratification
D. Central Government
- Ancient Sumerians built extensive systems: dikes, canals, & reservoirs
to irrigate their farmlands - Extensive water infrastructure were
able to control water resources at will and water can run off into the
field as necessary - Irrigation became an important factor that increased their crop
yield - When farming became permanent, populations in farming villages rose
AGRICULTURAL INNOVATION
- Specialization led to the invention of making and doing things
- In villages without irrigation, every family member participates in the
planting of crops. - The increase in population led also to the increase of nonagricultural activities
DIVERSIFICATION OF LABOR
- Social classes emerged
- Dominant group live longer, ate better and enjoyed an easier life
than low ranking members of the society.
SOCIAL STRATIFICATION
- The governing elites see to it that different interest groups (farmers or craftsmen), provide their
respective services - Appointed tax collectors
- Serving justice according to standards of their legal system
- Surplus of their food should be stored properly
- Centralized authorities from sources like laws, temple records and royal chronicles
- Written documents and artifacts, central authorities disseminated
information and stored and transmitted information for political, religious and economic
purposes.
CENTRAL GOVERNMENT
the process of preparing an individual for membership in each
group in a society.
- Through socialization, individuals learn the norms and values of their
society. The process of
socialization entails learning the various elements:
1) Norms
2) Values
3) Key parts of Socialization
- is a lifelong social experience by which we develop our human
potential and learn culture
● Social structure and interpersonal relation
SOCIALIZATION
is the process that teaches
individuals to become functioning human beings who must fit into a number of groups and be productive members of a society
Socialization, Baliao and Loriega (2000)
The process of
socialization entails learning the various elements:
1) Norms
2) Values
3) Key parts of Socialization
3 Key Parts Of Socialization
A. Social Context
B. Context And Process
C. Results Or Consequences
- includes culture, language, and social structures, such as the class, ethnic, and gender hierarchies of a society Context also includes
social and historical events, power and control in social life, and the
people and institutions with whom individuals come in contact during
their socialization - “Where is the individual coming from?”
SOCIAL CONTEXT
- constitute the work of what is the context of socialization is also
defined by the duration of
socialization those Involved, the method used and the type of experience.
● Content refers specifically to what
is passed from a member to a novice.
● Processes are those interactions that convey to new members how
they should speak, behave, think, and even feel - “What is the experience? How did it happen?”
CONTEXT AND PROCESS
refers specifically to what
is passed from a member to a novice.
Content
are those interactions
that convey to new members how they should speak, behave, think, and even feel
Processes
- refer to the way a person thinks and behaves after undergoing the
process of socialization. - It may properly be defined as what happens later after someone has
been exposed to content and processes - “Who have they become?”
RESULTS OR CONSEQUENCES
Agents Of Socialization (5)
A. Family
B. Peer
C. School
D. Religion
E. Government
- primary agent of socialization upon
birth, throughout infancy until the person reaches childhood. - Parents and family members have their essential roles in the growth of a child. As the child matures, the
family becomes an important venue for social engagement and
political socialization. - The child first socialises at home within the family structure and they
learn what is and what is not permissible behavior. It is where they learn their obligations, responsibilities and become aware of their rights and privileges. It is
also a significant agent of political socialization, has a great influence in religious affiliation and beliefs.
● Examples are Bubud bowl, extended and same-sex
FAMILY
- This is where a child attains a sense of belongingness and a shared identity with other members of the group because of their mutual
support, shared activities and common interests. - Peers are people who share the same interests or characteristics such as age and social background.
Peers can be mostly formed informally, spontaneously, and voluntarily
PEER
- Schools are vital in a student’s life.
- Students become more aware of the interactions between people and social institutions and how this
influences society. - Schools provide information that
highlights and reinforces the shared identities that unite members of a nation. - Children are taught with
ethnolinguistic groups, cultures, religions, geographic regions,
common values, historical
experiences, shared symbols, rituals and national language
SCHOOL
- Exerts a great influence on the views of the faithful, legitimizes social practices, provides stability.
- It forms the person by bringing out customs, religious practices and
traditions that makes up the identity of a person in the society.
RELIGION
- It participates in the process of socialization through laws and
other regulations that could reinforce appropriate behavior and
help form values and attitudes of the citizens. - Its laws upholds important concepts such as rights and responsibilities, and regulates the citizens’ behaviors with the use of
rewards/sanctions.
GOVERNMENT
- Rules that guide the behavior of members of a society or group.
- Norms are social facts – exist in society independent of individuals
and that shape our thoughts and behaviors (Emile Durkheim) - Norms are things that we take for granted and spend little time thinking about, but we become highly conscious of them when we break or do not follow them.
- Norms allow us to feel safe and secure, and to operate at ease.
NORMS
- Culturally defined standards that people use to decide what is desirable, good, and beautiful, and
that serve as broad guidelines for social living
VALUES
● Values exist at different levels of generality or abstraction;
ASPECTS OF VALUES
● Values tend to be hierarchically arranged;
ASPECTS OF VALUES
● Values are explicit and implicit in varying degrees;
ASPECTS OF VALUES
● Values often are in conflict with one another
ASPECTS OF VALUES
FOUR BASIC FILIPINO VAUES
1) Emotional closeness and security in family;
2) Approval from authority and of society;
3) Economic and social betterment;
4) Patience, endurance, and suffering
● Centered on maintaining social harmony, motivated by the desire to be accepted within a group.
● Hiya – “a sense of shame”
● Amor propio – self-esteem
● Bahala na
OTHER FILIPINO VALUES
“a sense of shame”
Hiya
self-esteem
Amor propio
- Collection of people who regularly interact with one another who have something in common and who believe that what they have in common is significant.
- Share a sense of common identity
- Is a unit of people who interact with some regularity, and who identify themselves as one unit
SOCIAL GROUPS
- Set of individuals who happen to be in the same place and at the same time
Example: People gathered to watch a firework display; a crowd
AGGREGATES
- consist of one particular kind of person across time and space.
- They are sets of people who share similar characteristics.
Example: ASEAN people having similar
faces
CATEGORIES
Types Of Social Groups (4)
A. According To Influence
B. According To Membership
C. Reference Groups
D. Social Networks
2 Types of According To Influence
- Primary Group
- Secondary Group
- Small but intimate
- Direct interaction with one another
- Emotional bonds are easily formed
- Very strong sense of
belongingness. - It is where an individual
experiences his or her initial encounter with social affinity and
belonging.
Examples: family, barkada
PRIMARY GROUP
- Large but impersonal
- Formed to perform a specific purpose
- Can become a primary group.
- The impersonal nature of
interaction allows one to treat others as merely a means to achieve his or her immediate objectives.
Examples: corporations with a hundred of
employees and stockholders and
shareholders, becoming friends with one’s seatmate in a Math class.
SECONDARY GROUP
2 Types of According To Membership
- In-Groups
- Out-Groups
- Groups towards which people feel loyalty
Examples: Teammates
IN-GROUPS
- Groups toward which people feel antagonism. (ex. opposing team)
Example: Opposing Teammates
OUT-GROUPS
- Group of people whose standards we refer to as we evaluate ourselves.
- Provides a person with a set of standards to check against and to know if one is doing well or where
he/she needs improvement
Examples: mentors, family, seniors
REFERENCE GROUPS
- The social ties radiating outward from the self that link people together.
- The people who are linked to one another.
- It refers to the structure of relationships between social actors and groups.
- These are interconnections, ties,
and linkages between people, their groups and a larger social institution to which they belong to.
Example: a politician’s link with the civil society organizations and
non-governmental organizations
SOCIAL NETWORKS
Can a society survive without groups?
No, society cannot survive
without groups, as they
provide essential functions such as cooperation, division of labor, and social support
How can groups provide a
sense of belongingness to an individual?
Groups can provide a
sense of belongingness to
an individual by offering
acceptance, support, and
a shared sense of identity.
- “consists of all the structural components of a society through which the main concerns and activities are organized, and social needs are met”.
SOCIAL INSTITUTION
(5) Social Institution
A. Family
B. Economy
C. Education
D. Civil Society
E. Religion
- Is a social institution found in all societies that unites people in cooperative groups to care for one another including any children.
FAMILY
- is the social institutions that organizes a society’s
production, distribution, and consumption of goods and services”.
ECONOMY
Is the “acquisition of knowledge, skills, values and beliefs”
EDUCATION
- Is the population of groups formed for collective purpose primarily outside of
the State and marketplace.
CIVIL SOCIETY
- Is a set of symbols that
invoke feelings of reverence or awe, which are linked to rituals practiced by the community of believers.
RELIGION
