FIRST QUARTER LEARNING MODULES

IN
UNDERSTANDING CULTURE, SOCIETY AND POLITICS - GRADE 12
CONTENT
STANDARDS 1. the human origins and the capacity for culture
2. the role of culture in human adaptation
3. processes of cultural and sociopolitical evolution
PERFORMANCE The learners
STANDARDS 1. Analyze key features of interrelationships of biological, cultural and sociopolitical
processes in human evolution that can still be used and developed

MOST ESSENTIAL A. Discuss the nature, goals and perspectives in/of anthropology, sociology and
LEARNING political science;
COMPETENCIES B. Analyze the political, social and cultural behavior and phenomena of today’s
society especially this pandemic; and
C. Analyze the concept, aspects and changes in/of culture and society.

DURATION/TIME Week 4 Date: November 3, 2020 – November 6, 2020

FRAME

LESSON 4: MACROEVOLUTION AND THE FORMATION OF NEW SPECIES

CULTURAL AND SOCIOPOLITICAL EVOLUTION

A. OBJECTIVES
At the end of this lesson, you should be able to:
a. explain the cultural and sociopolitical evolution of mankind;
b. acknowledge the different characteristics of early humans; and
c. differentiate paleolithic period from neolithic .
B. KEY CONCEPTS IN YOUR OWN OPINION, WHAT IS THE
IMPORTANCE OF LEARNING EVOLUTION OF
HUMANS?

Macroevolution - focuses on the formation of new species (speciation) and on the evolutionary relationship
between groups of species. The term species is often defined as a level of biological classification comprising
related organisms that share common characteristics and population capable of interbreeeding -of producing
viable, fertile offspring.

-Is the evolutionary process by which populations evolve to

become distinct species.
-the process of adaptive change to the environment as
proposed in Darwin’s Origin of Species is generally
considered to occur at a slow rate. In this model,

SPECIATION
Natural Selection is a process through which certain environmentally adapted biological features are
perpetuated at the expense of less adaptive features. Hence, the long evolutionary paths of humans-similar to
mammals and primates-have set the stage for the cultural beings that we are today. Evidence from ancient
skeletons indicates that the first mammals appeared over 200 million years ago as a small nocturnal creatures.

EARLY HUMANS

Humans and their ancestors are distinct among the hominoids for bipedalism, a special form of locomotion on
two feet. Larger brains and bipedal locomotion constitute the most striking differences between contemporary
people and our closest primate’s relatives.

Tracing the roots of human evolution is done by determining whether a fossilized hominoid is bipedal (walks on
two feet). There are several ways to determine bipedalism such as looking at the curves of the spine,
shape of the pelvis, and shape of the foot bones, among others (Haviland, Prins, Walrath, and McBride, 2008).

AUSTRALOPITHECUS or AUSTRALOPITHECINES

The name australopithecines means “southern ape” in reference to South

Africa where the first fossils was found. The Australopithecines are bipedal
ancestors of modern day humans. There are not many clues to
these species lifestyle, but large molars suggest in their dental fossils that
they lived as herbivores eating rough plants and vegetables. They
had large chewing teeth, flat nose, long strong arms with curved fingers
used for climbing trees and thick enamel caps, but whose brains were
only very slightly larger than those of great apes.

HOMO HABILIS

The word Homo Habilis means “handyman”. Homo, is a Latin word which
means “human” or “man”. Habilis is based on a Latin word
meaning “handy” or “skillful”. This creature was bipedal and had a capacity
to use forearms for handling tools and weapons. Increased brain size
of 600 cubic centimeters, and a jaw and a tooth size more closely
resembling to modern humans. Any residual physical traits for
climbing had also disappeared. Cut marks on bones suggest the use
of tools to prepare meat. A large and enough brain to have the
rudimentary capacity for speech that may have encouraged
cooperation and sharing among members of the group. That our distant
ancestors were able to produce such tools demonstrates that they had
manual dexterity but also a capacity for planning, as well as knowledge
about what kind of stones to use and where to find them.
HOMO ERECTUS

The name Homo Erectus means “ up-right man” because they are
the ones who first walk up-right. They are the first of our relatives to have
human-like body proportions, with shorter arms and longer legs relative to
its torso. The brain case was low, the forehead was receded and
the nose, jaws, and palate were wide. The brain was smaller and the teeth
larger than in modern humans. They appears to have been the
first human species to control fire.

HOMO SAPIENS NEANDERTALENSIS

Neanderthals was barrel-chested with massive brow ridges, a nose

that protruded forward, a low sloping forehead, a lower jaw without
much a chin, thick arm and leg bones and heavier muscles in the shoulder
and neck. The brain was larger than a modern human, possibly because of
the additional capacity needed to control the extra musculature.
They also appear to have been actually quite advanced. While most lived
in caves, it is possible that some may have been begun to build house-like
structures. They manufactured a variety of stone tools, including
spear points, scrapers and knives. They used and controlled fire, which
probably helped in cooking frozen meat and keeping warm. Evidence that
they buried dead with flowers and tools suggest that perhaps they had a
form of religion.

HOMO SAPIENS

The word homo sapiens is a Latin word means “wise man”. The species to
which all modern human beings belong. Homo sapiens is one of
several species grouped into the genus Homo, but it is the only one
that is not extinct

CULTURAL AND SOCIOPOLITICAL EVOLUTION

Paleolithic Period (Palaeolithic Period)

In the Paleolithic period or also called as Old Stone Age (roughly 2.5 million years ago to 10,000
B.C.), early humans lived in caves or simple huts or tepees and were hunters and gatherers. They used basic
stone and bone tools, as well as crude stone axes, for hunting birds and wild animals.
They cooked their prey, including woolly mammoths, deer and bison, using controlled fire. They
also fished and collected berries, fruit and nuts.

Three Divisions:

1. Lower Paleolithic Period

Simple pebble tools have been found in association with the remains of what may have been some of
the earliest human ancestors. A somewhat more-sophisticated Lower Paleolithic tradition known as the
Chopper chopping-tool industry is widely distributed in the Eastern Hemisphere and tradition is thought to have
been the work of the hominin species named Homo erectus. It is believed that H. erectus probably
made tools of wood and bone, although no such fossil tools have yet been found, as well as of stone.
2. Middle Paleolithic Period

A portion of the Levalloisian, and the Tayacian, all of which are complexes based on the production of flakes,
although survivals of the old hand-ax tradition are manifest in many instances. These Middle
Paleolithic assemblages first appear in deposits of the third interglacial and persist during the first major
oscillation of the Fourth Glacial (Würm) stage. Associated with the Tayacian, in which the artifacts consist of
very crude flakes, remains of modern humans (Homo sapiens) have been found.

3. Upper Paleolithic Period

It was characterized by the emergence of regional stone tool industries, such
as the Perigordian, Aurignacian, Solutrean, and Magdalenian of Europe as well as other localized industries of
the Old World and the oldest known cultures of the New World. Principally associated with the fossil remains of
such anatomically modern humans as Cro-Magnons, Upper Paleolithic industries exhibit greater
complexity, specialization, and variety of tool types and the emergence of distinctive regional artistic traditions.

C. LEARNING TASK:

INSTRUCTION: In a short bond paper you will draw your metamorphosis (transformation from birth
up to now). Do not forget to write your name, grade and section.

CRITERIA: Creativity: 20 %
Cleanliness: 10%
Overall: 5% TOTAL: 35 %
CONTENT 1. the human origins and the capacity for culture
STANDARDS 2. the role of culture in human adaptation

1.values cultural heritage and express pride of place without being ethnocentric
PERFORMANCE 2. Analyze key features of interrelationships of biological, cultural and sociopolitical processes
in human evolution that can still be used and developed
STANDARDS 3. identify norms and values to be observed in interacting with others in society, and the
consequences of ignoring these rules

MOST ESSENTIAL 1.Analyze the concept, aspects and changes in/of culture and society
LEARNING 2.Explain the importance of cultural relativism in attaining cultural understanding
COMPETENCIES 3.Analyze the significance of cultural, social, political and economic symbols and practices

DURATION/TIME Week 5 Date: November 9-13, 2020

FRAME
LESSON 5: ETHNOCENTRISM AND CULTURAL RELATIVISM
D. OBJECTIVES
At the end of this lesson, you should be able to:
1. Analyze the effects of ethnocentrism and cultural relativism
2. Love and respect each other’s differences (cultural relativism point of view)
3. Lessen the use of ethnocentrism concept in understanding others culture.
E. KEY CONCEPTS
Before, we will start discussing about ethnocentrism and cultural relativism. Let us first observe
and analyze the picture. And now your tasked is to define ethnocentrism based on the picture.

ETHNOCENTRISM?????????????
 As discussed in our previous lesson culture differs based on the society we live in. As a result, some
people find it difficult to get along with or understand other people’s way of thinking and beliefs. One famous
example is the deflowering of Zulu India, where women were asked to be losing their virginity before the
marriage. They will dance hardly where their feet hit the ground repeatedly until they bleed. If you have
access the internet you may visit https://youtu.be/Zf0dnfocXTo .The Zulu Indians may view this kind of
practice as right and proper while outsiders (people coming outside their society) will view this the opposite
way (it is barbaric and it is against human rights).
Members of each society may view to regard its culture as the best and more
superior compared to another society. They may tend to judge other culture based on
their own. Let’s go back to the women of Zulu. Most women would eventually believe
that deflowering is normal and they must do it. While Filipino women would tend to
judge them “negatively” some of the outsiders judgement may “women don’t have
their freedom”.
Even primordial societies have strong feelings that their customs are the more
ZULU, INDIA WOMEN proper and decent compared to other societies.
In fact, each group takes pride of its own culture and develops a strong foundation of
ethnicity and cultural identity. Collectively,
people may assert their folkways as the
only right custom and regard others as
improper or uncivilized.

Cultures that are views as

different and strange are
compounded by
ethnocentrism (the
tendency to evaluate other
cultures in terms of one’s
own and to conclude that
other cultures are inferior,
barbaric or immoral . In an ENTHOCENTRIC
The view that one’s group is (OU:13) POINT OF VIEW, a group is
superior compared to another
considered as the center or
.Most of them time many groups
core of everything and all
are using their own values and
norms in measuring other other groups are scaled and
folkways and traditions. rated in relation to it or called
peripheral (Sumner:38).

What I
ethnocentrism
have In ethnocentrism “we
learned. judge the other person
because he/ she is
different from us.
Provide one situation you can depict from the picture.

_ _
_ _
_
CULTURAL
RELATIVISM is the ability to understand a culture on its own terms and not to make judgements using the
standards of one’s own culture. The goal is to promote understanding of cultural practices that are not
typically part of one’s own culture. Using the perspective of cultural relativism leads to the view that no one
culture is superior than the another culture when compared to systems of morality, law, politics, etc. Look at
the picture, it leads to a lot of interpretations and meanings. One interpretation could be women from coming
from different societies have different identities (color, eyes, hair, values, behavior and many more) but even
that is the orientation all women are beautiful. We must understand and respect their culture. We need to be
open minded in their beliefs. If they feel they are beautiful when they’re in their short hairs they be it.
In the holistic point of view, cultural relativism tries to promote the understanding of cultural practices
that are unfamiliar to the cultures such as eating insects, genocide or genital cutting.

F. LEARNING TASKS: ACTIVITY 7: Read the given Article.

“Hidden tradition – girl child beading in Samburu Communities” by Jane Meriwas, ED of the
Samburu Women Trust and a beaded girl (Photo: SWT)

Beading tradition, female genital mutilation and early

marriages are intertwined in Samburu communities. KIOS
partner organisation Samburu Women Trust (SWT) changes
perceptions towards these harmful cultural practices in Kenya.

Campaigns against female genital mutilation (FGM) have

been widespread in Kenya and around the world. There are
various universal agreements on human rights, like The
Convention on the Elimination of All Forms of Discrimination
against Women (CEDAW), The Convention on the Rights of th
Child (CRC) and The Maputo Protocol on Human and People’s
Rights on the rights of Women in Africa, which forbid all forms
of discrimination, violence and harmful cultural practices against women and girls. Also Sustainable
Development Goals (SDGs) recognize gender equality as one of the goals and seek to universally
eliminate all harmful cultural practices such as girl child beading, early forced marriages and female
genital mutilation. However, beading as a harmful cultural practice has got far less attention due to its
secrecy and being practised within one community only.

There are only few organisations working to prevent the practice of beading in Kenya. The practice was
relatively unknown to the public in Kenya, until ”Silent Sacrifice” and “Beads of Bondage “ documentaries were
made by Samburu Women Trust organisation. Furthermore, the national news in 2011 reported on forced
abortions as a result of beading relationships among very young Samburu girls and Samburu warriors.

According to the beading tradition the warriors (Morans) are allowed to have a temporary marital
relationship with a very young girl from the same clan as the warrior. The moran buys red beads for the girl
after getting the mandate from the family of the girl. The main objective of the beading is to prepare the
young girl for marriage in the future. Since the moran and his beaded girl are relatives, and the girl is
uncircumcised, both marriage and pregnancy are forbidden. In case of a pregnancy, the pregnancy has to be
terminated through cruel abortion by elderly women. If the beaded girl gives birth, the child has to be killed
through herbs poisoning, since the child is perceived to be an outcast. The lucky babies who survive are given
out to other communities like the Turkana tribe.

In addition to life threatening early pregnancies and abortions, the practice of beading exposes young
girls to physical, mental and sexual violence. Most often the opinion of the girl does not matter, when the
beading relationship is negotiated. There is no informed consent, but the negotiation is held between the
warrior and the mother and brothers of the chosen girl. If the mother approves her girl to be beaded, she
builds a hut (Singira) for her daughter and for the warrior. The warrior gives special beads composed of black
and white to the girl as a commencement for a sexual relationship. These special beads signify that the girl is
taken, and no one else can have an intimate relationship with her apart from her suitor.

Colorful beads are an important part of the Samburu culture, and they signify beauty and wealth for
women and men. The patterns and colours of the beads have their own meanings: e.g Red signifies strength
and power of the community, blue and green represent the natural vegetation (water and grass), which are
vital for the livestock of the community, and black reminds of the hardships of the pastoralist lifestyle.

The Samburus are a nomadic pastoralist community living in

northern parts of Kenya. They have treasured their culture
and identity from pre-colonial times all the way to the modern
days. Like most of the other indigenous communities, they
are organized according to gender and age, which structures
the division of labor in the communities. Samburu men are
divided into children, warriors (Morans) and elders. Similarly,
women are grouped into children, married women and elder
women. The warriors protect the community and the
Members of Samburu community (Photo: SWT) livestock, and they are not eligible for marriage. The research
by Samburu Women Trust discovers that the beading
tradition was started so that the morans would not seduce the wives of the elders: the aim was to
prevent conflicts between the men in the communities.

A group of young educated Samburu women founded Samburu Women Trust in 2009. The local
organization fights against the human rights violations towards Samburu women and girls, which origin from
traditions and believes of the Samburu culture. The research by SWT found, that many of these harmful
cultural practices are intertwined. Interviews done in Samburu community referred that families have started
to circumcise girls even younger in order to prevent beading and unwanted pregnancies. However, the earlier
young girls undergo FGM, the earlier they are eligible for marriage according to the Samburu culture. Most
often beaded girls are between the age of 9 to 15 years.

Beading practice as well as female genital mutilation and early child marriages are against fundamental
freedoms and human rights. Beading not only leads to physical and mental violence, but also leads to school
drop outs for girls. The Constitution of Kenya protects the economic, social and cultural rights and also the
right to education. Many Samburu people do not know that many of their cultural traditions towards women
are harmful as well as human rights violations and also illegal according to the national law. Through
education and advocacy work, Samburu Women Trust organisation has raised awareness of the illegality as
well as harmful influences of the beading practice. With the funding from KIOS Foundation, SWT has done
research, published and disseminated reports and materials as well as organised trainings for wide range of
audience.

Even though advocavy work towards changing attitudes is challenging and slow, it is not impossible.
According to SWT, their work has directly reached over 60,000 members of the Samburu communities
including elders, morans, women, girls, opinion leaders and political leaders at the county and national level.
As a result the taboo subjects like beading, forced abortions, infanticide, child marriage and FGM have
entered into a public discourse among the communities. Furthermore SWT’s work to change community
perception towards harmful practices has won huge support. The Executive Director of Samburu Women
Trust, Ms. Jane Meriwas, who is a Samburu herself, tells that a very remarkable success has been the
changeover among the ones who have been the strongest spokesmen for treasuring Samburu traditions: the
elders. The elders have prohibited traditional huts (Singira), which were constructed to facilitate sexual contact
between morans and the underage girls.

INSTRUCTION: Construct a QAQC essay based on the article. QAQC Guidelines are as follows:

1. Q: Quote: The QAQC essay should start with a particular phrase/maxim quoted based on the ideas
contained in the assigned article/ text.

2. A- Analysis: The QAQC Essay then proceeds to analyze the significance/relevance of the chose
quoted phrase to the arguments and viewpoints of the assigned article. In the process, the
students are not only condensing and summarizing the assigned materials, they also providing their
analysis and arguments, utilizing concepts and perspective previously discussed in the modules.
 3. Q-Question- the QAQC essay continues with 1-2 questions based on the ideas contained in the
assigned article text. These questions should reflect queries that emerge from the learner’s thinking
as the reading is done.

4. C-Comment/ Conclusion: The QAQC essay then tries to answer the question asked (or expand on
the significance of the question, if no answer is possible). Utilizing perspectives, concepts and ideas
from the earlier discussions through modules may also be helpful in guiding the learner’s to answer
the stated questions ot to expand on its significance. Then, it ends with learner’s (discussing your
realization about the significance and applicability of the particular topic to you and your
experiences while undertaking the said activity) and or a connection of thoughts to other articles
done (hopefully outside of the assigned article text).

G. ASSESSMENT: ASSESSMENT 2

QAQC format is as follows:

A. MS-WORD TYPE-written or Hand-written,

B. 700-800 words,
C. single space
D. Font Style: Times New Roman
E. Font Size: 12
F. Paper size: 8’5 x 11’ (short bond paper)
I. Electronic mail submission: filename:
12 STRAND SECTION LASTNAME, FIRSTNAME

QAQC Criteria are as follows:

1. Discussing/Content of the article/film’s issues and thoughts-40
2. Reflection/ analysis of the issues-40
3. Organization of thoughts-20
4. Writing style: 10
CONTENT 1. the human origins and the capacity for culture
STANDARDS
2. the role of culture in human adaptation

1.values cultural heritage and express pride of place without being ethnocentric

2. Analyze key features of interrelationships of biological, cultural and sociopolitical processes

PERFORMANCE in human evolution that can still be used and developed
STANDARDS
3. identify norms and values to be observed in interacting with others in society, and the
consequences of ignoring these rules

1.Analyze the concept, aspects and changes in/of culture and society
MOST ESSENTIAL
LEARNING 2.Explain the importance of cultural relativism in attaining cultural understanding
COMPETENCIES
3.Analyze the significance of cultural, social, political and economic symbols and practices

DURATION/TIME
Week 6 Date: November 16-20, 2020
FRAME

LESSON 6: ASPECTS OF CULTURE

A. OBJECTIVE: At the end of this lesson, you should be able to:

1. determine the significance of each aspects of culture;

2. appreciate the value of passing one’s culture generation to generation;and
3. apply the aspects of culture in understanding other’s society.

WHAT CAN YOU SAY ABOUT THE PICTURE?

Basic Education Department – SHS Learning Modul

We shall start learning about the aspects of culture.

ASPECTS OF CULTURE DEFINITION EXAMPLES:

1. Culture is learned, shared Culture is learned from Let’s take Tarzan for example
and symbolic parents, peers, teachers, he is not born as a monkey but
leaders and others. Culture is he was able to act and live like
not biological but instead it is monkey. He also was able to
genetic, everyone has the ability learn how to live as a human.
to learn other person’s culture.

Culture is shared; each person is For instance the definition of

endowed with a critical mind to beautiful, each society share its
understand things as well own definition until everyone
as cultivate his or her own values would understand that beauty
and world views, members of depends on the society.
the human group also share
some basic ideas about the
world and their place in it.
In the Philippines color black
symbolizes sadness or grief
Culture is symbolic. This is while in China it is the color of
often manifested in heaven, symbolizing western and
language, where in meanings northern sky. This color also
are socially constructed. represents immortality, power
and stability. The reason the
people in the government in
China has black cars.

2. “Culture is Dynamic, Flexible Cultural behaviors allow people for example, if you were in
and Adaptive to fit into and adapt to their Korea and will greet elders you
respective environments. will bow instead of kiss in the
Culture is Dynamic it is chicks. Culture is adaptive or
changing time over time. culture is being learned and
Culture is flexible a person can subject to change anytime.
set aside his/ her culture and
follow the culture of the other
3. Culture is shared and -means that various members of a
contested society or group commonly
share ideas, activities and
artifacts. The behavior of people
in a group or society often
becomes socially and
conventionally standardized in form
and manner.

4. Culture is learned through The culture that a child We inherit our culture; we
Socialization or Enculturation learns and imbibes is a result of learn our culture to our society and
chance or simply accidental even our ideas and dreams
because of his her place of depends on the society we were in.
birth. Through Socialization and A society can also adapt a certain
enculturation, the child acquires culture from the other if they
the prevailing attitudes and see that it is helpful to the
beliefs, the forms of behavior whole society.
appropriate to the social roles he
or she is born because culture is
sometimes called man’s social
heritage.
5. Culture pattered Social Social interactions as commonly For example, one certain
 Interactions viewed, implies theories of question needs an answer. In
reciprocity, complementarity, society one individual first must
and mutuality of response. be willing to learn (stimuli) and
interact to the society later on
the stimuli may respond by
following the guidelines or the
learned culture.

6. Culture is integrated and at Culture is not a closed system, it . For example, the integration of
times Unstable. changes every time. In our technologies before, people
society now we can observed loves walking they can walk 50
that integration of different and more kilometers just to
ideas were being processed. attend weddings or burials but
now it seems like they cannot
live without vehicle.
7. Culture requires language Language is a shared set of Language is not through the
and other forms of spoken (often written) symbols and words we spoke but it can also be
communication rules used in meaningful through sign languages, text
ways. Language has been messages, sounds, emblems there
called the “store house of is also language in paintings or
culture” it is also the most pictures and many more.
important means of cultural
transmission. Where we
communicate, share, express,
discuss and many more.

CULTURAL HERITAGE: does not end

at sites, land marks, monuments, and TANGIBLE CULTURE: includes all INTANGIBLE CULTURE: or non-
collections of objects. It includes material objects, such as artificats, material. It consists of abstractions
traditions or living expressions inherited buildings or landscapes, tools, that include knowledge, beliefs,
from our ancestors and passed on to furniture, bridges and any physical values, rules of behavior, traditional
the next generation such as oral substance which has been changed skills and technologies, religious
traditions, performing arts, social and used by people. ceremonies, performing arts and
practices, rituals festive events and story telling
many more.

While culture is “the 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.

C. LEARNING TASK

ACTIVITY 6: You have successfully learned about the aspects of culture. So for today’s activity you
need to choose one from the aspects of culture; Dynamic, Flexible, and Adaptive, Shared and contested,
Learning through Socialization or Enculturation, Pattered social interactions, Integrated and at Times unstable
and requires language and other forms of communication. Then make a simple slogan about your chosen
aspect of culture. Use short bond paper in making your slogan. Make sure to write your name, section and
date of submission.

Criteria: Uniqueness: 10, Content & Reality: 15 Creativity: 10

LESSON 7: CULTURAL FORMS AND THREATS

In the end of the lesson the students should be able to:

A. OBJECTIVES:
1. Analyze the significance of tangible and intangible culture;
2. Appreciate the tradition of each one’s society; and
3. Categorize cultures into tangible and intangible aspects.

B. KEY CONCEPTS:

Culture is composed of heritage that can be seen and touched; and those that are intangibles or abstracted.
We will discuss about the two forms of culture the TANGIBLE AND INTANGIBLE MATERIAL. Let’s
start with tangible cultural heritage that includes all material objects, such as artifacts, buildings or
landscapes, tools, furniture, bridges and any physical substance which has been changed and used by people.
In other words tangible culture are visible and tangible traces from antiquity to the recent past.

VIGAN CITY, ILOCOS SUR

GREAT WALL OF CHINA

Mursi in the Omo Valley of Africa Elders of Ifugao

Second, would be intangible cultural heritage(not visible). It consists off abstractions that include
knowledge, beliefs, values, rules for behavior, traditional skills and technologies, religious ceremonies,
 performing arts and storytelling. Unesco would also define intangible heritage as “the totality of tradition based
creations of a cultural community, expressed by a group of individuals and recognized as reflecting the
expectations of a community in so far as they reflect its cultural and social identity, its standards and values
are transmitted orally by imitation or by other means.” It includes traditions or living expressions inherited
from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social
practices, rituals, festive events, knowledge and many more.

BENDIAN DANCE, Ibalio Tribe KNOWLEDGE

ASSESSMENT # 4: PHOTO ESSAY

You are asked to take a picture of tangible and intangible culture in your place and print in a
short bond paper below you need to explain the pictures in 3 -5 sentences only. Do not forget to write your
name, grade and section and date submission. PHOTO ESSAY RUBRIC

Criteria Excellent Great Marginal Unprepared

Thematic Thematic statement is Thematic statement is Thematic statement is
statement is universal and relevant to the somewhat universal and lacking a universal
Thematic Statement universal and novel. Connection to the relevant to the novel. message and relevant to the
relevant to the novel is strong and able to be Connected to the novel novel is lacking.
novel. Connection proven in presentation. and able to be proven in Connection to the novel is
to the novel is presentation. lacking.
original and able
to be proven in
presentation.

Photos Photos have a Photos are interesting but the Photos have a lack of Photos must be explained
clear statement theme connection is not connection to the to understand the
and theme obvious. thematic message. connection to the theme.
connection is
evident. Photos
could stand alone
as a representation
of the theme.
 Analysis Analysis of photos Analysis of the photos and Analysis of the photo Analysis of the photo has
and the connection the connection to the novel lacks a connection to no real connection to the
to the novel is well relies on plot summary. the novel. theme of the novel.
written, analytical
and original.

Grammar, Presentation is free Presentation has few Presentation has Presentation has grammar
of any grammar grammar errors or STORY grammar errors or errors and STORY is
Presentation errors or STORY errors. Delivery is prepared STORY errors. incorrectly referenced.
errors. Delivery but nervous. Presentation is Delivery is awkward. Delivery is awkward.
and Timing is well rehearsed. ready on due date. Presentation is ready on Presentation is LATE.
Presentation is due date.
ready on due date.

NOTE: YOU NEED TO START PLANNING AND DOING YOUR FIRST

PERFORMANCE TASK THE SUBMISSION WILL BE ON OR BEFORE: OCTOBER
16, 2020

A. Performance Task
a. First Quarter
 PREPARING DELICACIES USING INDIGENOUS INGREDIENTS EASILY AVAILABLE
Your goal is to prepare any delicacies (dinner, snack, breakfast, lunch, desserts, etc). using the indigenous ingredients
readily available in your place. Your role will be a cook or baker which you will need to prepare delicious delicacies that
will also promote your indigenous food in your place. The target audience will be your family, relatives and friends. They
will eventually judge what you have cooked or prepared for them. This is the situation “you are a cook and you need to
prepare one or more indigenous food that will be promoted in your place soon when the tourism opens again.” Your
audiences will be the judge to give opinions, suggestions on how you will improve your cooking to be more marketable to
the public. After this activity the expected product and performance is you need to prepare a certain indigenous delicacies
and it should be presentable, affordable, delicious and marketable. Then you will be coming up with brochure that
contains the picture (taken in the process of cooking) and promote the food you have prepared.
The standard and criteria of success is provided below. Your brochure must be printed in short special paper (back to
back). The brochure contains the process of cooking the food and promotes the food.
CRITERIA:
CATEGORY 4 3 2 1 X
2
Graphics/Pictures Graphics go well Graphics go well Graphics go well Graphics do not
with the text and with the text, but with the text, but go with the
there is a good there are so there are too accompanying
mix of text and many that they few and the text or appear to
graphics. distract from the brochure seems be randomly
text. "text-heavy". chosen.

Attractiveness & The brochure The brochure The brochure The brochure's
Organization has exceptionally has attractive has well- formatting and
attractive formatting and organized organization of
formatting and well-organized information. material are
well-organized information. confusing to the
information. reader.

Content - All facts in the 99-90% of the 89-80% of the Fewer than 80%
Accuracy brochure are facts in the facts in the of the facts in the
accurate. brochure are brochure are brochure are
accurate. accurate. accurate.

Graphics/Pictures Graphics go well Graphics go well Graphics go well Graphics do not

with the text and with the text, but with the text, but go with the
there is a good there are so there are too accompanying
mix of text and many that they few and the text or appear to
graphics. distract from the brochure seems be randomly
text. "text-heavy". chosen.
Sources Careful and Careful and Careful and Sources are not
accurate records accurate records accurate records documented
are kept to are kept to are kept to accurately or are
document the document the document the not kept on many
source of 95- source of 94- source of 84- facts and
100% of the facts 85% of the facts 75% of the facts graphics.
and graphics in and graphics in and graphics in
the brochure. the brochure. the brochure.
Spelling & No spelling No more than 1 No more than 3 Several spelling
Proofreading errors remain spelling error spelling errors errors in the
after one person remains after remain after one brochure.
other than the one person person other
typist reads and other than the than the typist
corrects the typist reads and reads and
brochure. corrects the corrects the
brochure. brochure.

SAMPLE OF BROCHURE:

REFERENCES:
 Madrid, Santarita (2016)., “Understanding Culture, Society and Politics”.Araneta Avenue, Quezon City.
 Banawa,A., & Victor, S.,(2017) “ Understanding Culture, Society and Politics”.Don Bosco Press, Inc.
Makati City
 Collins,John. Anthropology, Culture, Society and Evolution. New Jersey: Prentice Hall, Inc. 1975
 Dash, K. Invitation to Social and Cultural Anthropology. New Delhi: Atlantic Publisher and Distributors,
2004
 Foster, George. The Concept of Culture. Society, Culture and the Filipino. Mary Racelis Hollnsteiner, Ed.
Quezon City: Institute of Philippine Culture, 1975

Prepared by:

DANMAR C. CAMILOT
Subject Teacher