Module 2

Content Standard: The learners demonstrate on understanding of human origins and the
capacity for culture, the role of culture in human adaptation and the processes of cultural and
socio political evolution.
Performance Standard: The learners analyze the key features of interrelationships of
biological, cultural and sociopolitical process in human evolution that can still be used and
developed.

Week 1
Lesson 1
Biological and cultural evolution
I. Objectives:
1. To define the evolution of human since time immemorial.
2. To describe the biological and cultural evolution from Homo habilis (or earlier) to
Homo sapiens sapiens in the fossil record.
3. To arrange or to make timeline about evolution of man and give its characteristics.

II. Motivation

Watch video clip about human evolution.

Guide Questions:
- Based on the video clip how did you described the evolution of man?
- What are the stages of human evolution?
- Is it good to know and study the evolution of man?

III. Discussion
Group into 5 and make a timeline about evolution of man and its characteristics.
Based on the handouts given.
Guide questions:
- How does evolution of man differ from one another?
- Describe its characteristics.

Rubric for Assessing a Timeline

4 3 2 1
Entry Choice Great care taken Selections meet May include Does not include
in selection of assignment required number required number
timeline entries; criteria; few of entries; some of entries.
either most inaccuracies inaccuracies
significan events
or those that
show historical
pattern or those
that show cause-
effect
relationship
selected
Scale & Scale consistent Scale accurate; Scale roughly No apparent
Sequence and accurate; increments drawn; scale; increments
increments marked; entries increments fairly not marked;
marked; all in sequence and accurately many entries out
entries in marked; some of sequence.
sequence and entries out of
placed with care. sequence
Mechanics One or two May have more Some errors in Many errors in
mistakes than a couple spelling and spelling and
mistakes dates dates
Visual Visually striking; Clear and Legible Illegible and
Presentation very effective in uncluttered messy
communicating
historical
information
IV. Application
Answer the following:

Suggested answers

a I 8 million years ago for 1 1

mark
ii Neanderthal & Erectus both for 1
1 mark

b  more recent species show increasing Any 4 4

brain size for 1
 variation in individuals/ some individuals mark
have larger brains each
 Larger brains/ Better adapted/ more
intelligent more likely to survive
 Able to pass on advantageous
characteristics
 offspring inherit larger brains
 development of new species over time
 extinction of smaller brain size/less
adapted species
 advantages may be language/tool
making
 example of exception (Neanderthal or
chimpanzee )

c  all information we do have fits theory Any 2 2

 gaps may be filled later for 1
 not all species died in conditions for mark
fossil formation each
 no contradictory evidence
 good evidence for evolution of non-
human species
d  We seem to be different from animals/ Any 2 2
 Common ancestor with chimpanzees for 1
seems improbable/ mark
 Only humans have language/self- each
awareness/
 moral sense/developed
intelligence/technology

Not ‘superior’ or ‘advanced’ unless explained

 Religious books such as Bible describe

creation/
 Evolution breaks special relationship with
 God/
 Some people consider humans superior
 Timescale

10
Human evolution is an important topic of research. Humans are classified as primates and
show many similarities to other living primates. Other primate species are now extinct. The
lines in Figure 1 show one suggested relationship between modern humans (Homo sapiens),
modern chimpanzees and some of the other extinct human-like (Homo) species.

Figure 1 A possible relationship between some different primate species.

Average brain size

for each species is
shown next to
the name.

(a) (i) According to Figure 1 how long ago did chimpanzees become a separate species from
those that led to humans?
……………………………………………………………………
(1 mark)
 (ii) Name two Homo species that became extinct less than one million years ago.

…………………………………………………………………………………..
(1 mark)

(b) Use Darwin’s theory of evolution by natural selection and the information in Figure 1 to
explain the evolution of the intelligent species Homo sapiens, the scientific name for modern
humans.

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..
(4 marks)

(c) Most of the information in Figure 1 is derived from fossils. There are gaps in the fossil record
and some intermediates in the stages of human evolution are therefore not known about.
Explain why these gaps do not cause scientists to doubt the overall process of human
evolution.
 …………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………..
(2 marks)

(d) Suggest two reasons why some people find it hard to accept that humans have evolved
from other species.

…………………………………………………………………………………………..

…………………………………………………………………………………………..

(2 marks)
IV. Valuing
- What are the importance of knowing the evolution of man?
-How does it help in present time?

V. Generalization
- Did the students define the evolution of human since time immemorial?
-Did the students describe the biological and cultural evolution from Homo habilis (or earlier) to
Homo sapiens sapiens in the fossil record?
-Have the students arrange or to make timeline about evolution of man and give its
characteristics?

VI. Assignment
1. What are the composition of sociopolitical evolution?
2. Give its characteristics.
Reference: Understanding Culture, Society, and Politics pp.37.
Bring the following:
-any coloring materials
- cartolina/ manila paper

Lesson 2
Cultural and Sociopolitical Evolution

I. Objectives :
1. To discuss the sociopolitical evolution of mankind.
2. To recognize the sociopolitical evolution of mankind through sequence events
chart.
3. To demonstrate the sociopolitical evolution through poster making.
II. Motivation
Analyze these pictures tell something about it.
 III. Discussion
Group into 5 make a poster about the sociological evolution designated to your and
described it.

Grading Rubric for Poster

5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and all accurate but accurate but questionable. inaccurate.
required some required some required Information is not Information is not
information is information is information is presented in a presented in a
presented in a missing and/or missing and/or logical order, logical order,
logical order. not presented in not presented in making it difficult making it difficult
a logical order, a logical order, to follow. to follow.
but is still making it
generally easy difficult to
to follow. follow.
Presentation Presentation Presentation Presentation Presentation is Presentation has
flows well and flows well. Tools flows well. Some unorganized. Tools no flow.
logically. are used tools are used to are not used in a Insufficient
Presentation correctly show acceptable relevant manner. information and
reflects Each member’s understanding. Lacking some of lacking some of
extensive use of information is Each member’s the members’ the member’s
tools in a represented and information is information/ and information.
creative way. identified with represented and or information is
Each member’s their name. identified with not identified
information is Overall their name.
represented and presentation is
identified with interesting.
their name.
Pictures, Images are Images are Most images are Images are No images
appropriate. appropriate. appropriate inappropriate or
Clip Art
Layout is Layout is layout is messy.
Background pleasing to the cluttered.
eye.

Group 1 – Hunter and gatherer societies

Group 2 – Pastoral and horticultural
Group 3- Agrarian societies
Group 4 – Industrial Societies
Group 5- Post- industrial society

Hand outs
Type of Populatio Productive Settlement Examples
Society n Size Technology pattern
Hunter and 25-40 Primitive Nomadic Bushmen of Africa
gatherer people weapons
societies

Pastoral Settlement Hand tools , Horticulturist Middle East Societies

and s of several domesticatio form relatively (5000 B.C)
Horticultura hundred n of animals permanent
l Societies people, settlements
connected ,pastoralist
through are nomadic
trading ties
form
societies of
several
thousand
people
Agrarian Thousands Animal – Cities become Egypt during
societies of people drawn plow common, construction of the Great
though they Pyramids; Medieval
generally Europe.
contain a
small
proportion of
the proportion

Industrial Millions of Advanced Cities contain Most societies today

Societies people source of most of especially Asia and
energy population South America
;mechanized
production
Post- Millions of Computers Population Japan, Europe and
industrial people that support remains North America
society an concentrated
information in cities
based
economy

IV. Application

Demonstrate the sequence of sociopolitical evolution. Using a sequence

event chart.

Chain of Events Chart 

Poor Fair Good
 
2 pts 3 pts 4 pts

Content  Poor Fair Good

Gives very terse Provides Clearly outlines the sequence of events sociopolitical evol
information regarding adequate
the sociopolitical information
evolution sequence of on,
events sociopolitical
evolution but
leaves some
information
out. 

Organization  Poor Fair Good

The chart is not well Chart is well Chart is well organized and sequential. 
organized and does organized,
not show a clear but sequence
transition.  is out of
sync. 

Comprehension  Poor Fair Good

Information is taken Student Student displays comprehension by presenting information
word for word out of exhibits
the account.  instances of
writing
information in
own words,
but still relies
heavily on
primary
source. 
 V. Valuing

Now you know the sociopolitical evolution can you elaborate the
significance of studying of sociopolitical evolution in our daily life?

IV. Generalization
- Have the student discuss the sociopolitical evolution of mankind?
- Have the students recognize the sociopolitical evolution of mankind through sequence
events chart?
- Have the students demonstrate the sociopolitical evolution through poster making?

VI. Assignment

Research for the following:

- Neolithic
- Civilization
- Labor diversification
- Social stratification
- Democratization
Essay:
What is civilization? What are the characteristics of a civilization? Based on
these characteristics, did the Philippines develop into a civilization?
Lesson 3
Early Civilization and the Rise of the State

I. Objectives:

1. To define early civilization and rise of the state and democratization.

2. To describe early civilization and the rise of the state.
3. To compare and contrast early civilization and the rise of the state to
modern times using Venn diagram.

II. Motivation

Puzzle Game!

 Identify what this puzzle tell about?

III. Discussion

Group into 4 and give their ideas about certain topics given to them.
Group 1- Agricultural Innovation
Group 2 – Diversification of Labor
Group 3 – Social Stratification
 Group 4 – Central Government

Guide Questions:
-How is this transitions developed?
- Is it really affects the life of the people?

IV. Application
Based on your understanding make a Venn diagram comparing the early
civilization to modern civilization.
Guide Questions:

- How do they differ from one another?

- How can you described it?

V. Generalization

1. Did the student define early civilization and rise of the state and
democratization?
2. Have the student describe early civilization and the rise of the state?
 3. Did the student compare and contrast early civilization and the rise of
the state to modern times using Venn diagram?

VI. Assignment

Research for the following:

- Enculturation
- Socialization
- Conformity
Essay:
Can society survive without groups?
Content Standard
- The learners demonstrate an understanding of how individuals learn culture and
become competent members of society and how individuals should behave as part
of a political community.

Performance Standard

- The learners identify norms and values to be observed in interacting with others in
society, and consequences of ignoring these rules, assess the rules of social
interaction to maintain stability of everyday life and role innovation in response to
problems and challenges and recognize the value of human rights and promote the
common good.

Week 8

Lesson
Becoming a member of society

I. Objectives

1. To discuss the various social processes of becoming a member

of society (i.e. enculturation/socialization and conformity and
deviance)
2. To identify and explain the important aspects of enculturation and
socialization.
3. To trace kinship ties and social networks.

II. Motivation

Constellation of planets.
 -Group into 4.The first group must be named MARTIANS, second
group PLUTONICS, third group EARTHLINGS, and fourth group
MERCURIANS. The teacher then mentions a particular color and
then either terms as CONVERGE or DIVERGE. If he mentions
CONVERGE or DIVERGE. If he mentions CONVERGE, all the
members of the group wearing the same color should group
together. Any member caught not belonging to the group will be
automatically out. If he mentions DIVERGE, all the members should
of the group together ensuring that there are varieties of color
existing in the group, otherwise, if more converging color in existent,
the whole group will be out. The group will survived the game will
declared winner.

III. Discussion

Nature vs. Nurture

Divide the class into two groups. Assign one group to Nature and the
other to Nurture. Each group should have one facilitator to supervise
the discussion and a rapporteur to take down what have been
discussed as a group. The Nature group should list down and
discuss all the biological traits that they have inherited from their
parents (e.g. color of the hair, color of the skin, birthmarks,
etc.)While the Nurture group should list down and all the sociological
traits handed down to them by their parents through the process of
enculturation/ socialization and learning (e.g. mannerism, hobbies,
values etc.) During the presentation in the class, the teacher should
inquire the groups of the basis why they consider such traits as
something biological or sociological/social?
 Charade of Roles
-Group into 4
-Assign each group member who will mime/demonstrate a particular role to
be guessed by other members of the group. If they make it, they make it,
they will get a point. At the end of the activity, the group that gets the
highest point will be declared winner. (Suggested roles: school principal,
company manager, journalist, photographer, airline
Pilot, runner, swimmer, badminton player, teacher, banker, librarian.)

Cooperative Learning Rubric

4 3 2 1
Team Work: How Worked extremely Worked very well Attempted to work There was little or
well did your group well together; you together; you were well most of the no teamwork
work together? provided a model productive and time; at times you involved. You did
to other groups as cooperative and were “off task” and not respect each
you were seen; worked to get not all members others’ opinions
you stayed “on everyone involved. were actively and were
task” involving involved; this disagreeing over
each member and diminished the your group’s work.
took your overall Exclusive reliance
teamwork effectiveness of the on one or two
seriously; highly group. persons.
productive Responsibility is
unevenly shared
by group members.
Active Learning: Was extremely Was clever at Sought a single Relied on the first
How well did your clever in seeking times in seeking solution through solution generated
group seek different solutions solutions through different and used a single
solutions? through “risk “risk taking” and approaches and strategy to find it.
taking” and exploring different strategies but did
exploring different approaches and not pursue
approaches and strategies. better/original
strategies in an alternatives when a
 original and/or solution was found.
creative way.
Communication: Went above and Communicated Communicated Members of the
How well did your beyond in and elaborated on thought processes group worked
group communicating the thought and strategies but individually and did
communicate and thought processes processes and did not listen to not communicate
share information? and strategies by strategies by constructive with one another.
asking questions, asking questions, criticism. Members of the
discussing ideas, discussing ideas, group lacked a
listening, offering and listening. respect of each
constructive other by not
criticism and listening to each
summarizing other’s thoughts
discoveries. and ideas.

IV. Evaluation
Identifying deviance. Determine which among the following activities can
be considered deviant behavior. Write D if it is deviant and N if it is norm.
_______1. Walking naked in public places like parks and malls.
_______2. Reading books in the library.
_______3. Answering long distance calls in a phone booth.
_______4. Wearing sexy clothes during religious ceremonies.
_______5. Engaging into pre-marital sex.
_______6. Playing with younger siblings during weekends.
_______7. Indulging in alcohol and dangerous drugs.
_______8. Engaging on dangerous liaison with criminals.
_______9. Listening attentively to the keynote speaker during public forum.
_______10. Visiting a sick friend in the hospital.

V. Generalization

-Did the student discuss the various social processes of becoming a

member of society (i.e. enculturation/socialization and conformity
and deviance?)

-Have the student identify and explain the important aspects of

enculturation and socialization?
 -Have the students trace kinship ties and social networks?

VI. Assignment
VII.