Q4-DISS-11 Module-2-1

Q4-DISS-11 Module-2-1

Subject: Social Studies (SS101) 94 documents

School: Mabini National High School

Info
Q4-DISS-11 Module-2-1

Disciplines and Ideas

in Social Sciences
Quarter 4- Module 2:
Indigenizing Social Sciences
Q4-DISS-11 Module-2-1

Disciplines and Ideas in the Social Sciences– Grade 12

Quarter 4 – Module 2: Indigenizing Social Sciences
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from their
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Published by the Department of Education – Region XI

Development Team of the Module

Writers: Maricris V. Enal
Editor: Amylyn F. Labasano
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Q4-DISS-11 Module-2-1

Disciplines and Ideas

in Social Sciences
Quarter 4- Module 2:
Indigenizing Social Sciences
Q4-DISS-11 Module-2-1

Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their learning at home. Furthermore,
you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

As a learner, you must learn to become responsible for your
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this
material, you will experience meaningful learning and gain a deep
understanding of the relevant competencies. You can do it!

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Q4-DISS-11 Module-2-1

Let Us Learn

This material was designed and written with you in mind. It is here to
help you master the Indigenizing Social Sciences. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But can change the order in
which you read them to correspond with the textbook you are now using.
The learners: (based on MELCs)
After going through this module, you are expected to:
Evaluate the roles and significance of Filipinos’ indigenous social ideas
to national development.
After going through this module, you are expected to:
1. Identify the roles of Filipinos’ indigenous social ideas to national
development;
2. Discuss the significance of Filipinos’ indigenous social ideas to
national development;
3. Evaluate the contributions of Filipino indigenous social ideas to
national development.

This module focuses on the topic, Indigenizing Social Sciences, which

will be your task for the whole week.

Let Us Try
Matching Type.

How far you can recognize the different tribes in Mindanao. Arrange the letters
to form a word.

V A U O M N

Ans.______________________________

Source: https//www.google.com

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Q4-DISS-11 Module-2-1

B B G A O O
Ans._______________________

Source: https//www.google.com

R A N A O A M

Ans.______________________________

Source: https//www.google.com

Let Us Study
Introduction

In this module, we will focus on indigenizing social science. What is

indigenizing? What does it do? How is it important to national development?
These questions that lurk in your mind needs to be answered. Each answers
need to anchor in context with our local community.

What is indigenization? Indigenization is the act to suit a local

culture, especially through more indigenous people in the administration,
employment, etc.

Indigenization involves a process of infusing aboriginal knowledge and

perspective into the structural layers of an institution. The goal is to create a
more inclusive environment by presenting a different world view and
enhancing and enriching the educational and cultural experience of the
educational community. It does not mean the institution is indigenous-
centered, but it does mean that consideration of aboriginal issues comes
naturally. Moreso, the development of a self-governing, self-supporting, self-
propagating nation reflects positive aspects of the local culture in its

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expression of the nation. Therefore there is a need to indigenize the western

theories in social sciences for better understanding of our Filipino culture.

Now, let us begin understanding indigenized social sciences.

Why do we need to indigenize social science?

Social sciences, as we know then today, are considerable of western

origin. In the third world, they were a colonial import. Even today, they do not
appear to have gained firm roots in the new soil and are not adequately
adapted to the social environment of their new habitat’s social environment.
Non-western civilizations had their social thought traditions and many of
them even made limited use of the empirical method for understanding their
societies. Still such intellectual quests did not crystalize sufficiently to acquire
disciplinary individuality. In these civilizations speculation and reflection
concerning man and society gained greater strength in social ethics and
philosophy. The western intellectual impact unmistakably shapes the forms
in which the social sciences have developed in the Third world societies.

Indigenization does not involve a retreat of the social sciences into

national shells. It is aimed principally at a redefinition of focus and at
purposive efforts to develop dynamic perspectives on national problems and
critical issues of public policy.

It also introduces to overhaul the western-introduced academic

disciples in the Philippine educational settings. Furthermore, indigenization
would also mean the studying ethnicity, society, culture, and its application
to historical anthropological and psychological research and practice using
indigenous perspectives. Therefore, the Philippine government created laws
to cater the need of the indigenous member of the community.

Looking back history, in the year 1909, the court has recognized the
extended occupancy of land by an indigenous member of the cultural
communities as one of private ownership, which, in legal concept, is termed
"native title.” In the year 1919, the Second Public Land Act was enacted,
recognizing the right of ownership of any native of the country who, since July
4, 1907, or prior thereto, has continuously occupied and cultivated, either by
himself or through his predecessors-in-interest, a tract of public agricultural
land(Bautista, P 2015).

Commonwealth Act No.141(1936), amended by R.A. 3872 of 1964, was

passed which provides that members of the national cultural minorities who
have resided on agricultural, public land since July 4, 1955, are entitled to
recognition of ownership whether or not the land has been certified as
"disposable." They shall be conclusively presumed to have performed all
conditions essential to a government grant and shall be entitled to a certificate
of title.

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Q4-DISS-11 Module-2-1

In the 1970s, the laws protecting indigenous people's lands expanded

to territorial and bigger domains. Under Bureau of Forestry Administrative
Order No. 11 of 1970, all forest concessions were made subject to the private
rights of cultural minorities within the area as evidenced by their occupation
existing when the government issued a license. The Revised Forestry Code of
1975 (Presidential Decree 705 under President Marcos) defines this "private
right" of as "places of abode and worship, burial grounds and old clearings."(
https://www.officialgazette.gov.ph/)

In 1978, the Presidential Arm for National Minorities (PANAMIN) was

authorized to design, implement and maintain settlements among the
National Minorities. Prior to this, a Presidential Decree was issued in 1974,
"declaring all agricultural lands occupied and cultivated by members of the
National Cultural Communities since 1964 as alienable and disposable,
except the islands of Panay and Negros and the provinces of Abra, Quezon,
Benguet and Camarines which became effective on March 11, 1984(Damaso;
De Guzman, Manzano, (1998)).

The most recent laws before the Indigenous People's Rights Act of 1997
was passed which recognize the existence of the ancestral land right are the
Organic Act of Autonomous Region in Muslim Mindanao (RA 6734, 1989)and
the Organic Act for the Cordillera Autonomous Region (RA 6766, 1989).
(Damaso, De Guzman ,Manzano, (1998)).

However, all the decrees that have been passed fail to encompass all
indigenous people’s needs primarily because of failure in implementation and
sole focus on the land and domains. Therefore, a more comprehensive law is
needed that "seeks to stop prejudice against indigenous people by recognizing
individual rights over their ancestral lands. Recognize and protect the
indigenous people’s rights to their ancestral domain social justice and human
rights, self-determination and empowerment, and their cultural integrity.
Then gave birth to movements for a comprehensive law to protect the Filipino
indigenous people.

Republic Act 8371 (RA 8371), Known as the Indigenous Peoples

Rights Act (IPRA), was enacted in 1997. It has been praised for its support for
indigenous peoples cultural integrity the right to their lands and the right to
self-directed development of these lands.

In 2007 the United Nations issued its declaration on indigenous

peoples’ rights-The United Nations Declaration on the Rights of Indigenous
Peoples (UNDRIP).

Today the declaration is the most comprehensive international

instrument on the rights of indigenous peoples. It establishes a universal
framework of minimum standards for the survival, dignity and well-being of
the indigenous peoples. It elaborates on existing human rights standards and
fundamental freedoms as they apply to indigenous peoples’ specific situation.

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Q4-DISS-11 Module-2-1

What is the importance of indigenization development?

Ensure self reliance: indigenization eliminates the problem of

dependence on foreign goods by ensuring self -reliance.

Development of private initiatives: Encouraging indigenous people

to participate in business enterprise. The private initiative will develop with
indigenization.

The United Nations Declaration on the Rights of Indigenous Peoples

(UNDRIP) paved the way to recognizing the minority communities. It gave
them the hope to make a significant existence in the community.

RA 8371 (IPRA Law) is the safety net of all Indigenous Cultural

Communities/Indigenous Peoples (ICCs/IPs). The law provides scope of
protection such as the following:

Section 32 - Community Intellectual Rights. CCs/IPs have the right

to practice and revitalize their own cultural traditions and customs. The State
shall preserve, protect and develop the past, present and future
manifestations of their cultures and the right to the restitution of cultural,
intellectual religious, and spiritual property taken without their free and prior
informed consent or in violation of their laws, traditions and customs.

Section 34 - Right to Indigenous Knowledge Systems and Practices

and to Develop own Sciences and Technologies. ICCs/IPs are entitled to
the recognition of the full ownership and control and protection of their
cultural and intellectual rights. They shall have the right to special measures
to control, develop and protect their sciences, technologies and cultural
manifestations, including human and other genetic resources, seeds,
including derivatives of these resources, traditional medicines and hearth
practices, vital medicinal plants, animals and minerals, indigenous
knowledge systems and practices, knowledge of the properties of fauna and
flora, oral traditions, literature, designs, and visual and performing arts.

Section 35 - Access to Biological and Genetic Resources. Access to

biological and genetic resources and indigenous knowledge related to the
conservation, utilization and enhancement of these resources, shall be
allowed within ancestral lands and domains of the ICCs/IPs only with a free
and prior informed consent of such communities, obtained in accordance with
customary laws of the concerned community.

Indigenizing the Curriculum

DepEd’s New Vision, Mission and Core Values. With the Balanced
Scorecard under the Performance Governance System (DepEd Order 39
s.2010), a new set of vision, mission, and core values has been crafted .

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Q4-DISS-11 Module-2-1

Vision. By 2030, DepEd is globally recognized for good governance and

for developing functionally-literate and God-loving Filipinos.

Mission .To provide quality basic education accessible to all and lays
the foundation of lifelong learning and service for the common good.

Core Values.Culture of Excellence, Integrity and Accountability; Maka-

Diyos; Makatao; Makabayan; Makakalikasan.

Philippine Education For All (EFA) 2015 Plan. The Basic Education Sector
Reform Agenda (BESRA), is intended to facilitate the EFA 2015 Plan’s
implementtion by focusing on the learners, teachers and school/learning
centers. BESRA also supports the attainment of the Millennium Development
Goals.

BESRA is a package of interrelated policy actions intended to bring

about a fundamental change in how education is delivered across the basic
education sector and how basic education reforms are planned and
implemented. The end goal is to make a functional literate Filipino,
communicate effectively, solve problem, think critically and creatively, use
resources sustainably and be productive, and develop a sense of community
and expand world view.

Three Waves of Curriculum Development for Indigenous Peoples

1. CURRICULUM INDIGENIZATION.Curriculum content is

organized, and implemented by indigenous peoples.
2. LOCALIZATION/CONTEXTUALIZATION OF THE
CURRICULUM.Curriculum content is adapted to the community.
3. INDIGENIZATION OF THE CURRICULUM.Curriculum content
is adopted from the community.

What is NCIP?

The National Commission on Indigenous Peoples (NCIP) is the

agency of the Philippines national government that is responsible for
protecting the rights of the indigenous peoples of the Philippines. The
commission is composed of seven commissioners. It is attached to the
Department of Social Welfare and Development.

What is the role of NCIP?

The NCIP is the primary government agency that formulates and

implements policies, plans and programs to recognize, promote and protect
Indigenous Peoples’ rights and well being regarding their ancestral domains
and lands, self-governance and empowerment, social justice and human
rights.

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Q4-DISS-11 Module-2-1

With all the mandate in the Constitution of the Philippines such as the
Article III the Bill of rights section 1 states “ No person shall be deprived of
life, liberty, or property without due process of law, nor shall any person be
denied the equal protection of the laws.”(Philippine Constitution,1987)

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND

SPORTS Article XIV Section 17. The State shall recognize, respect, and
protect indigenous cultural communities’ rights to preserve and develop their
cultures, traditions, and institutions. It shall consider these rights in the
formulation of national plans and policies.

Section 18. (1) The State shall ensure equal access to cultural
opportunities through the educational system, public or private cultural
entities, scholarships, grants and other incentives, community cultural
centers, and other public venues.

All the efforts to indigenize the social sciences, bring down in the
context of localized resources for the Filipinos to understand its culture,
tradition and language. More so , it help in the national development as
geared towards realizing the road map to development.

Lastly, the Local Government Unit(LGU) proves to be the small unit that
binds us to attain the end goals of a better Philippines.

As the IRR ( Implementing Rules and Regulations) of the IPRA Law Rule
IV: Right To Self-Governance And Empowerment states that: Self-Governance
and Political Leadership Systems section 1: Recognition of Authentic
Leadership. In pursuance of the right to self governance and self-
determination, the ICCs/IPs, in coordination with the Department of the
Interior and Local Government, through the NCIP, shall formulate measures
to ensure that :

a) The socio-political structures, systems and institutions of ICCs/IPs

are strengthened;

b) The indigenous structures, systems, and institutions are not

supplanted by other forms of nonindigenous governance; and/ or

c) Mechanisms that allow the interfacing of indigenous systems of

governance with the national systems are established.

The mandate to empower the ICC/IPs in their political structure and

ensure that their rights is being protected.

Why is it necessary to indigenize the Philippine Social Science?

This theory is important because it gives us a psychological identity

appropriate for the Filipino's customs and culture. The principal emphasis of

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Q4-DISS-11 Module-2-1

Sikolohiyang Pilipino is to foster national identity and consciousness, social

involvement and psychology of language and culture.

If we are already aware of who and what we are as Filipinos, we may be

able to give rise to the Filipino identity that we call our own identity different
from the colonizers. As the song by Orange & Lemons “ Pinoy Ako”

“Pinoy ikaw ay pinoy Pinoy tayo

Ipakita sa mundo 'Pakita mo ang tunay at kung sino
Kung ano ang kaya mo ka
Ibang-iba ang pinoy Mayro'n mang masama at
Wag kang matatakot maganda
Ipagmalaki mo pinoy ako Wala naman perpekto”

Let Us Practice
Let us trace your roots.

In each box write the names of your family members and their tribe. Write
any description that can be associated with each member.

Note: Make this colorful and comprehensive. You can add boxes that fits in
your family members.

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Q4-DISS-11 Module-2-1

What have you discovered as you traced back your family roots? Are there
developments/improvements as years gone by?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Let Us Practice More

Walk on Memory Lane.

List 5 of the tribes that can be found in Mindanao. Draw/Illustrate/cut

pictures their tribe mark such as the tattoo, woven fabric they use, musical
instruments, etc. Write the importance of that tribe mark to their tribe.

Ex.

Kulintang/Agung- popular musical

instrument from the Muslim tribe.
Importance: The agung has been
used to warn others of impending
danger, announcing the time of day
and other important occasions.

Source: https//www.google.com

1.

2.

3.

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Q4-DISS-11 Module-2-1

4.

5.

Let Us Remember

Let us remember and understand the concepts of indigenizing social

sciences.

What is the definition of "indigenization"?

Indigenization is how Indigenous ways of knowing, being, doing and

relating are incorporated into educational, organizational, cultural and social
structures of the institution. Integrating it to social sciences may lead to better
understanding Filipino culture.

Goals. To make Indigenous learners as we can be, and prepare non-

Indigenous students, graduates and employees to better understand, live
alongside , and work with Indigenous peoples.

The development and maintenance of deep relationships with

community. The following needs must be addressed:

• Dedicated resources to community relationship development

(NCIP IP’s community and other Lumad groups), including a
person or people who can build bridges between Indigenous
communities and the institution.
• Informed willingness and capacity on the part of the institution
and its programs to work collaboratively and respectfully with
Indigenous communities and knowledge keepers.
• A knowledge about and use of Indigenous scholarship through
LGU initiatives.
• Faculty to develop and/or co-develop curriculum and to teach.
• Understand the concept of Indigenous knowledge and how best
to integrate it in the curriculum.
• Commitment to a significant organizational culture change
project such as NCIP programs and projects for the indigenous
people.

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Q4-DISS-11 Module-2-1

• The formulation of strong relationships across the institution

among Indigenous and non-Indigenous peoples is necessary to
understand of why Indigenization is important.
• IPRA law implementation.

The process of Indigenization is most effective when it emerges from the

grassroots, from relationships with Indigenous people, and experience with
Indigenous communities. For Indigenous employees at all levels, the
importance of building and maintaining relationships with allies across the
institution is critical. Importanly preservation of our culture through
indigenizing our social sciences for a more developed nation.

Let Us Assess

Multiple Choice. Choose the letter of the correct answer. Write the chosen
letter on a separate sheet of paper
1. All are definitionsof indigenization except.
A. the act of making something more native.
B. adopting a culture that best suit the Filipinos.
C. transformation of some service, idea, etc. to suit a local culture.
D. redefining native land for better use in agriculture and mass
marketing

2. What law that ensures the rights of the indigenous people?

A. RA 8371 C. RA 8980
B. RA 8890 D. RA 8390

3. It provides the legal framework for the protecting and recognizing

indigenous peoples and cultural communities in the Philippines.
A. NCIP (National Commission on the Rights of Indigenous Peoples)
B. IPRA (Indigenous Peoples’ Right Act)
C. CBFMA (Community Based Forest Management Agreement)
D. NIPAS( National Integrated Protected Areas System)

4. What government agency is in charge of implementing programs and

projects for Indigenous people?
A. NCIP c. DEPED
B. IPRA d. NEDA

5. The following indigenous tribes are coming from Mindanao, except:

A. Mandaya C.Ifugao
B. Maranao D.B’laan

6. This refers to the systematic study of Philippine values, culture and

society.
A. Filipinology C.Filipinista
B. Filipino Biography D.Filippine science

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Q4-DISS-11 Module-2-1

7. The Filipino culture was developed due to the conglomeration of the

physical, intellectual, moral and spiritual aspects. This statement is
according to.
A. Cultural Dualism C. Nationalistic View
B. Traditional Concept D.Scientific View

8. What government agency is entrusted to indigenize the curriculum to

understanding of the Filipino culture?
A. DEPED C. OP( Office of the President)
B. NCIP D.UNDP

9. When was the IPRA Law enacted ?

A. 1987 C.2007
B. 1997 D.1977

10. What article in the constitution provides for indigenizing social

sciences?
A. Article IV C. Article V
B. Article VI D. Article III

11. Liza is a B’laan beauty and wants her tribe to be recognized, so she
decided to join a beauty contest in Davao Region. What contest do you
think is the proper venue to showcase her beauty and talent?
A. Miss Kadayawan C. Hiyas ng Kadayawan
B. Miss Earth D. Mutya ng Dabaw

12. Ramil , a Bagobo, dream of becoming a medical doctor someday.But

due to financial constraint restricts him to pursue his dream. What can
you advice to Ramil?
A. I will tell him to go to the nearest LGU and inquire about the IP
scholarship.
B. I will tell him that he cannot do anything about it since he has
no money and medical courses are expensive.
C. I will tell him to just help his tribesmen in tilling the land for
financial concerns.
D. I will tell him to restrict himself of dreaming since it will not come
true anyway.

13. What issue primarily concerns indigenous people?

A. Education crisis C. Racial discrimination
B. Land grabbing D. Human rights

14. Is indigenization important to national development?

A. Yes, to eliminates the problem of dependence on foreign goods.
B. Yes, to know Filipino culture.
C. Yes, to uphold the rights of the indigenous people.
D. Yes, to protect them from land grabbers.

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Q4-DISS-11 Module-2-1

15. What is the most effective way to understand the Filipino culture and
safeguard the Filipino identity.
A. Building partnerships with indigenous communities
B. Creating a curriculum based on the their culture
C. Experiencing the indigenous lifestyle
D. Preserving their culture in the National Museums

Let Us Enhance
DO IT YOURSELF (DIY)Travel Brochure

Use long bond paper/Oslo. Make a promotional brochure of your

community. Features the following: people, tourist sites, tribal culture .,foods,
business etc.

Note : Limit your DIY Travel Brochure with 3 folds. You may print or hand
made.

Source: https//www.google.com

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Q4-DISS-11 Module-2-1

Let Us Reflect

Let us read and reflect on how the Local Government Unit (LGU) and
the National Government help identify social sciences in fostering national
development and empowering indigenous people (IPs) to help build a better
Philippines.

EBSU PRODUCES ITS FIRST BATCH OF

DOCTORS

They were the first recipients of the medical

scholarship grant offered by the local government of
Davao. Now that they are professional doctors after
passing the Physician Licensure Examination in
September, they want to give back.
One of the successful scholars, Subanen lumad Jenny Adtoon, said she wants to serve
the people of Davao as her way of showing gratitude for the opportunity given to her as
a recipient of the medical scholarship program under the Davao City Government’s
Educational Benefits System Unit (EBSU).
She said she would not be able to finish her last two years in medical school if it
7
Q4-DISS-11 Module-2-1

were not for the scholarship grant.

“I want to serve the government and the people of Davao. Had it not been for the
opportunity given to me, it would have been more difficult for me to finish medicine,” she
said.
She recalled how she struggled through her medical studies because of the
expensive school fees. “The people around would know how difficult it was for me. But
the same difficulty made me strong,” she said. “And I am extremely thankful for the
opportunity given to me by the City Government of Davao.”
Just like Adtoon, a lumad from the Bagobo tribe, Jeannie Marie Salmasan, was
thankful for the grant.“I don’t think I would be able to take medicine had it not been for the
grant,” she said. “My parents could not afford to send me to a medical school. For my
entire medical education, EBSU has financially assisted me.”
Salmasan said she wants to serve the people of Paquibato.“I used to work in
Paquibao and I promised myself and the people that should I make it, I will serve the
community,” she said. “It would be a wonderful opportunity to serve the people of
Paquibato District.” As a lumad, she said, serving lumad communities is a personal
mission.“I come from the Bagobo tribe, and the biggest thing that I could contribute to the
government is to help the tribe,” she said.
The scholarship covered tuition and annual cash allowance of P20,000 for books
and other school needs.
Since 2016, the administration of Mayor Inday Sara Duterte has been supporting
50 medicine students. Currently, there are 1,904 EBSU scholars taking different courses
in different Colleges and universities in Davao City.
https://www.davaocity.gov.ph/news/

What are your insights about the article?________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

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Q4-DISS-11 Module-2-1

Answer Key