11

Understanding
Culture, Society
and Politics
Quarter 1 – Module 2:
Changes in Culture
and Society
Subject Area – 11/12
Self-Learning Module (SLM)
Quarter 1 – Module 2: Changes in Culture and Society
First Edition, 2020

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Development Team of the Module

Writers: Joel P. Andres, Jr. / Alilly Samillano
Editors: Marya Legaspina, Kenneth Robert Naval
Reviewers: Fredgie Pasco / Fernie Cabanalan
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Layout Artist: Edward Ryan Gulam / Maylene Grigana
Cover Art Designer: Ian Caesar E. Frondoza
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 11

Understanding
Culture, Society
and Politics
Quarter 1 – Module 2:
Changes in Culture and Society
Introductory Message
For the facilitator:

Welcome to the Understanding Culture, Society and Politics Self-Learning Module

(SLM) on Changes in Culture and Society!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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 own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the Understanding Culture, Society and Politics Self-Learning Module

(SLM) on Changes in Culture and Society!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

v
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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 What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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 through with it.
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 deep understanding of the relevant competencies. You can do it!

vi
 What I Need to Know

How are you today? Welcome to this another new approach of learning. In the
last module we already explored the origin and dynamics of culture and society and
political identities. We need to appreciate the nature of culture and society from the
perspectives of anthropology and sociology while demonstrating a holistic
understanding of culture in the society we are living.

Culture and cultural change is a concept that denotes some internal and
external factors leading to change in the cultural pattern of societies. These changes
can be material as well as non-material in nature. This module will help you answer
the essential question, given that different societies and people have different
cultures, how should people react to different culture? Are you ready?

The module is divided into three lessons, namely:

• Lesson 1- Culture and Cultural Change
• Lesson 2 –Approaches to the study of Culture and Society
• Lesson 3 –Understanding Culture and Society

After going through this module, you are expected to:

1. Determine the concepts, aspects and changes in/of culture and society
2. Describe the approaches to the study of culture and society
3. Analyze the concept, aspects and changes in/of culture and society

1
 What I Know

Let’s check your knowledge and understanding on culture and cultural

changes and on the different approaches in studying culture and society. Let’s start.

Directions: Write the letter of the correct answer right before the number.

_____1. It is derived from the Latin word "colere," which means to tend to the earth
and grow, or cultivation and nurture.

a. Beliefs
b. Culture
c. Traditions
d. Customs
_____2. It is the changes in the culture of society.

a. Traditional Change
b. Customs Change
c. Charter Change
d. Cultural Change
_____3. It is a new perception of an aspect of reality that already exists.

a. Discovery
b. Inventions
c. Diffusions
d. Acculturations
______4. It is the combination or new use of existing knowledge to produce something
that did not exist before.

a. Assimilations
b. Inventions
c. Diffusions
d. Acculturations
______5. It is the spreading of cultural traits from group to another group.

a. Discovery
b. Inventions
c. Diffusions
d. Assimilations

______6. It is the process of combination of two cultures in to one culture with

comprising cultural traits.

a. Assimilations
b. Diffusions
c. Inventions
d. Discovery

2
______7. It is this process that makes continuity of culture possible.

a. Inheritance
b. Genetics
c. Socialization
d. Education

______8. This is man’s oldest doctrine that everything is alive and possesses mental
faculties like those possessed by man: desire, will, purpose, anger, love,
and the like.

a. Christianity
b. Animism
c. Islam
d. Atheism

______9. According to sociologists, culture consists of;

a. values, beliefs, systems of language, communication

b. values, customs, traditions, religion
c. values, education, beliefs, norms
d. None of the above

______10. Why is Culture Important to Society?

a. Culture is constructed by society. A person cannot understand one

without the other because one shapes the other, the way people
interact with one another and perceive their environment is all part
of culture.
b. Culture reflects the inner workings of an individual society.
c. Society could not function without cultural norms that assist in
governing behaviour and values, and culture could not exist
without societal influences to create it.
d. All of the above

3
 Lesson

1 Culture and Cultural Change

No matter what culture a people are a part of, one thing is certain, it will
change. Culture appears to be crucial in our intersected world, which is made of so
many anthropologically diverse societies, but punctured by conflicts and struggles
associated with religion, ethnicity, ethical beliefs, and, fundamentally, the elements
which make up culture.

Cultural Change can be successful only when you have a good understanding
of the difference between the culture you had, and the culture you are trying to build.
People need to be both empowered and motivated so that change can take
place. Culture change when something new opens up, new way of living and when
new ideas influence culture.

Moreover, cultural change leads to chain reaction, whenever a change is

incorporated into culture and become defined as a ‘social necessity’, new needs
emerge, generating the desire to still changes which complement or supplement the
original changes.

What’s In

1. What are the 4 major fields of Anthropology?

2. What are the present human biological diversity?
3. How human cultural variation, social differences, social change, and political
identities affects culture?

4
 Notes to the Teacher
After doing the activities given in this module, instruct the learner
to answer the guide questions in each activity. S/He may write
his answer in a separate sheet.

What’s New

What is Culture?
The Center for Advance Research on Language Acquisition goes a step further,
defining culture as shared patterns of behaviors and interactions, cognitive
constructs and understanding that are learned by socialization. Thus, it can be seen
as the growth of the group’s identity fostered by social patterns unique to the group.

The word "culture" derives from a French term, derived from the Latin "colere,"
which means to tend to the earth and grow, or cultivation and nurture. It shares its
etymology with several other words related to actively fostering growth.
Culture is a term that refers to a large and diverse set of mostly intangible
aspects of social life. According to sociologists, culture consists of the values, beliefs,
systems of language, communication, and practices that people share and that can
be used to define them as a collective. Culture also includes the material objects that
are common to that group or society.

5
Activity 1- Know My Culture

List at least 10 Filipino customs, beliefs, practices and traditions that you are
practicing at home.

List of customs, beliefs, and traditions that you are practicing at home

10

Guide Questions
1. Why do we behave like this?
2. Are these cultural traits unchangeable or subject to historical and social
changes?
3. Do all Filipinos share the same traits? Why?

What is Cultural Change?

Society strives its continuity and existence according to the environmental
conditions of its surrounding. People have been descending from generation to
generation with the addition of new ideas and objects. This dynamic process of
society enhances culture with refreshment and for every generation a new culture
than for the previous. A stagnant society is dead but there is none today how so
primitive it may be. Technological developments and social changes in the form of
‘evolution’ and ‘progress’ of any rate exist there as the adjustment factors change
them according to the environmental conditions. Hence the societies and cultures
are undergoing changes with a continued process.

6
Definitions of Cultural Change
Following are the some of the definitions by renowned sociologists.
1. Horton & Hunt: “changes in the culture of society is called cultural change.”
2. Kingsley Davis: “cultural changes embarrasses Occurring in any branch of
culture including, art, science, technology, philosophy etc. as well as changes
in the forms and rules of social organization.”
3. David Dressler and Donald Caens: “It is the modification or discontinuance
of existing ‘tried’ and ‘tested’ procedures transmitted to us from the culture of
the past, as well as the introduction of new procedures.”

Culture changes through developments in technology, political belief and

religious ideas. External encounters with diverse societies and environmental factors
also change cultural beliefs. Cultural change sometimes causes a backlash from
those with more traditional social views.

Cultural change occurs due to the diffusion of ideas from one society to
another. Examples of this include the emergence of the Buddhist religion in China,
and the exportation of American culture through Hollywood television and films.
Cultural change also occurs through syncretism, or when ideas from different
cultures mix.

Sources of Cultural Change

1. Discovery- It is a new perception of an aspect of reality that already exists.
2. Invention- It is the combination or new use of existing knowledge to
produce something that did not exist before.
3. Diffusion- It is the spreading of cultural traits from group to another group.
4. Acculturation. It is cultural modification of an individual, group, or people by
adapting to or borrowing traits from another culture.
5. Assimilation. It is the process of combination of two cultures in to one culture
with comprising cultural traits.

Activity 2. Where do I Got You?

From your responses in Activity 1, identify where does you get the customs,
beliefs and traditions you practiced at home. Write if said practices is Discovered,
Invented, Diffused, Acculturated or Assimilated

No List of customs, beliefs, practices and Sources of Change

traditions that you are practicing at home
(Answers from Activity 1)
1
2
3
4
5
6

7
7
8
9
10

Process Questions:
1. How did you acquire your customs, beliefs and traditions that you are
practicing at home?
2. Having learned the concepts of culture, How do you explain the current
“addiction” of Filipinos to K Pop and Korean telenovelas? Why do you think
young Filipinos enjoy them more than Mexican telenovelas?

8
 Lesson Approaches to the study
2
of Culture and Society

What is It

Viewing culture in terms of patterns and configurations

Cultural traits

The concept of culture embraces the culture of mankind. An understanding

of human culture is facilitated, however, by analysing "the complex whole" into
component parts or categories. In somewhat the same sense that the atom has been
regarded as the unit of matter, the cell as the unit of life, so the culture trait is
generally regarded as the unit of culture. A trait may be an object (knife), a way of
doing something (weaving), a belief (in spirits), or an attitude (the so-called horror
of incest). But, within the category of culture, each trait is related to other traits. A
distinguishable and relatively self-contained cluster of traits is conventionally called
a culture complex. The association of traits in a complex may be of a functional and
mechanical nature, such as horse, saddle, bridle, quirt, and the like, or it may lie in
conceptional or emotional associations, such as the acts and attitudes involved
in seclusion in a menstrual hut or retrieving a heart that has been stolen by witches.

Cultural areas

The relationship between an actual culture and its habitat is always

an intimate one, and therefore one finds a close correlation between kind of habitat
and type of culture. This results in the concept of culture area. This conception goes
back at least as far as the early 19th century, but it was first brought into
prominence by the U.S. anthropologist Clark Wissler in The American Indian (1917)
and Man and Culture (1923). He divided the Indian cultures (as they were in the
latter half of the 19th century) into geographic cultural regions: the Caribou area of
northern Canada; the Northwest coast, characterized by the use of salmon and
cedar; the Great Plains, where tribes hunted bison with the horse; the Pueblo area
of the Southwest; and so on. Others later distinguished culture areas in other
continents.

Cultural types

Appreciation of the relationship between culture and topographic

area suggests the concept of culture type, such as hunting and gathering or a special
way of hunting--for example, the use of the horse in bison hunting in the Plains or
the method of hunting of sea mammals among the Eskimo; pastoral cultures centred
upon sheep, cattle, reindeer, and so on; and horticulture (with digging stick and hoe)
and agriculture (with ox-drawn plow). Less common are trading cultures such as are

9
found in Melanesia or specialized production of some object for trade, such as
pottery, bronze axes, or salt, as was the case in Luzon. (See primitive culture.)

Configuration and pattern, especially the latter, are concepts closely related
to culture area and culture type. All of them have one thing in common; they view
culture not in terms of its individual components, or traits, but as meaningful
organizations of traits: areas, occupations, configurations (art, mathematics,
physics), or patterns (in which psychological factors are the bases of organization).
Clark Wissler's "universal culture pattern" was a recognition of the fact that actual
cultures possess the same general categories: language, art, social organization,
religion, technology, and so on.

Viewing culture in terms of institutional structure and functions

Social organization

A sociocultural system presents itself under two aspects: structure

and function. As culture evolves, sociocultural systems (like biologic
systems) become more differentiated structurally and more specialized
functionally, proceeding from the simple to the complex. Systems on the lowest stage
of development have only two significant kinds of parts: the local territorial group
and the family. There is a corresponding minimum of specialization, limited, with but
few exceptions, to division of function, or labour, along sex lines and to division
between children and adults. The exceptions are headmen and shamans; they are
special organs, so to speak, in the body politic. The headman is a mechanism of
social integration, direction, and control, expressing, however, the consensus of the
band. The shaman, though a self-appointed priest or magician, is also an instrument
of society; he may be regarded as the first specialist in the history of human society.

Economic systems

Division of labour along occupational lines is rare, although not

wholly lacking, in preliterate societies--despite a widespread notion that one member
of a tribe specializes in making arrows, which he exchanges for moccasins made by
another specialist. Occupational groupings were virtually lacking in all cultural
systems of aboriginal North America, for example. Guilds of metalworkers are found
in some African tribes and specialists in canoe making and tattooing existed in
Polynesia. But it is not until the transition from preliterate society, based upon ties
of kinship, to civil society, based upon property relations and territorial distinctions
(the state), that division of labour along occupational lines becomes extensive. On
this level there are found many kinds of specialists: metalworkers, scribes,
astrologers, soldiers, dancers, musicians, alchemists, prostitutes, eunuchs, and so
forth.
One of the most important, as well as characteristic, features of the economic
life of preliterate societies, as contrasted with modern civilizations, is this: no
individual and no class or group in tribal society was denied access to the resources
of nature; all were free to exploit them. This is, of course, in sharp contrast to civil
society in which private ownership by some, or a class, is the means of
excluding others--slaves, serfs, a proletariat--from the exploitation and enjoyment of
the resources of nature. It is this freedom of access, the freedom to exploit and to
enjoy the resources of nature that has given primitive society its characteristics of
freedom and equality. And, being based upon kinship ties, it had fraternity as well.

10
Education

In the human species individuals are equipped with fewer instincts than is the
case in many nonhuman species. And, as already noted, they are born cultureless.
Therefore, an infant Homo sapiens must learn a very great deal and acquire a vast
number of conditioned reflexes and habit patterns in order to live effectively, not only
in society but in a particular kind of sociocultural system, be it Tibetan, Eskimo, or
French. This process, taken as a whole, is called socialization (occasionally,
enculturation) --the making of a social being out of one that was at birth
wholly individualistic and egoistic.

Education in its broadest sense may properly be regarded as the process

by which the culture of a sociocultural system is impressed or imposed upon the
plastic, receptive infant. It is this process that makes continuity of culture possible.
Education, formal and informal, is the specific means of socialization. By informal
education is meant the way a child learns to adapt his behaviour to that of others,
to be like others, to become a member of a group. By formal education is meant the
intentional and systematic effort to affect the behaviour of others by
transmitting elements of culture to them, be it knowledge or belief, patterns
of behaviour, or ideals and values. These attempts may be overt or covert.
The teacher may make his purpose apparent, even emphatic, to the learner.
But much education is affected in an unobtrusive way, without teacher or learner
being aware that culture is being transmitted. Thus, in myths and tales, certain
characters are presented as heroes or villains; certain traits are extolled, others are
deplored or denounced. The impressionable child acquires ideals and values, an
image of the good or the bad.

Religion and belief

Man's oldest philosophy is animism, the doctrine that everything is alive and
possesses mental faculties like those possessed by man: desire, will, purpose, anger,
love, and the like. This philosophy results from man's projection of his own self, his
psyche, into other things and beings, inanimate and living, without being aware of
this projection.
"A belief in spirits is," according to Edward Burnett Tylor, "the
minimum definition of religion." Some later students, however, made the same
claim for a belief in impersonal, supernatural power, or mana (manitou, orenda, and
so on). In any case, these two elements of religion are virtually worldwide and
undoubtedly representing a very early stage in the development of religion. In some
cultures, spirits are virtually innumerable, but, in the course of time, the more
important spirits become gods. Thus, there has been a tendency toward monotheism
in the history of religion. The German Roman Catholic priest and anthropologist
Father Wilhelm Schmidt argued not only that some primitive peoples believe in a
Supreme Being, but that monotheism was characteristic of the earliest and simplest
cultures. Schmidt's thesis, however, has been severely criticized by
other ethnologists. Also, as Tylor pointed out many years ago, the Supreme Being of
some very primitive peoples is an originator god, or a philosophical explanatory
device, accountable only for the existence and structure of the world; after his work
was completed, he had no further significance; he was not worshiped and played no
part in the daily lives of the people.

11
Custom and law

Sociocultural systems, like other kinds of systems, must have means of self-
regulation and control to persist and function. In human society these means are
numerous and varied. The kinship organization specifies reciprocal and correlative
rights, duties, and obligations of one class of relatives to another. Codes of ethics
govern the relationship of the individual to the well-being of society. Codes of
etiquette regulate class structure by requiring individuals to conform to
their respective classes. Custom is a general term that embraces all
these mechanisms of regulation and control and even more. Custom is the
name given to uniformities in sociocultural systems. Uniformities are
important because they make anticipation and prediction possible; without
them, orderly conduct of social life would not be possible. Custom, therefore, is a
means of social regulation and control, of effecting compliance with itself to render
effective conduct of social life possible.

What’s More

Activity 3- WQF Diagram

Try to observe every lesson in making the WQF Diagram that you can see
below. Put the list in the W (words) box those words you think is related to CULTURE.
In the Q (questions) box, formulate at least 3 to 5 questions that you want to answer
about CULTURE. In the circle of F (facts) write what have you learned or what new
concepts did you learned about the lesson. You will answer the F (facts) part after
the end of the lesson. All answers are acceptable. You can use your own
understanding and knowledge about the topic. Your answer will be corrected after
the last part of this module. Game?

CULTURE

W Q F

_____________________ _____________________
_____________________ _____________________ _______________
_____________________ _____________________ _______________
_____________________ _____________________ _______________
_____________________ _____________________ _______________
_____________________ _____________________ _______________
_____________________ _____________________ _______________
_____________________ _____________________ _________
_____________________ _________

12
 Lesson Understanding Culture
3
and Society

What I Have Learned

Why Is Culture Important to Society?

Culture is important to society because culture is constructed by society. A
person cannot understand one without the other because one shapes the other, the
way people interact with one another and perceive their environment is all part of
culture.

Culture reflects the inner workings of an individual society. For example,

culture helps to define social situations, so people understand how to behave based
on that society's cultural norms. Say, when an individual goes to a dinner party in
the United States, it is customary to bring a host or hostess a gift. Culture also
defines values, influences personality development and influences career choices. If
culture did not define values, or what is considered right and wrong within the
society, then there would be social discord and the society would fail.

Society could not function without cultural norms that assist in governing
behaviour and values, and culture could not exist without societal influences to
create it. Culture must coexist with humans in order to exist in an organized manner.
It is important to note that culture can, and does, change over time as societal norms
change, but the members of that society govern that change so the individual
members of the society have a level of control over the culture.

Differences do set us apart, but we often forget that we are all human, and
our culture is much more representative of our differing environment than truly
different people. Understanding and accepting other cultures is about keeping your
mind open and learning, and you will find a little knowledge is all it takes to truly
broaden your horizons.

Aspects of culture

Culture influences viewpoints, rules, and institutions in a global society. It is

a way of life shared by a group of people, including their ideas and traditions and
reflect the values and beliefs of groups in different ways. There are 8 aspects of
culture namely: Art, Music, Language, Food, Daily Life, Government, Clothing and
Religion.

13
The individual in society

You will learn how you as an individual, are able to create and weave your
own life-story or narrative based on the materials, rules, and resources provided your
social and cultural environment. This process is called Socialization. Socialization is
not just a one-way process in which social institutions and culture affect the way
you behave, feel, and think. It is a dialectical process or two-way process by which
as you are moulded by social and cultural structures, you are also able to modify
and create your own identity and self. So, it is only half-truth to claim that society is
responsible for your actions and beliefs. Far from it, you are also capable of modifying
these beliefs and practices as you master and learn the rules of social life.

What I Can Do

Activity 4- Draw me a Culture!

What is your idea about CULTURE and SOCIETY? Draw a picture or make a poster
that demonstrate your culture. Be sure that you specify the different aspects of culture we
discussed.

Rubric in Drawing/Poster Making

Category Descriptions Points Score

Content It shows the different 10

aspects/changes of culture

Creativity Clear and precise message of the 10

illustration with the concept of
society and culture.

Over-All Clean, organize, attractive and 5

Presentation vibrant appearance

Total 25

14
 Assessment

A. Identification: Identify the terms being referred to in the following

statements. Write your answer on the space provided.

________________1. It is shared patterns of behaviors and interactions, cognitive

constructs and understanding that are learned by socialization.
________________2. The relationship between an actual culture and its habitat is
always an intimate one, and therefore one finds a close
correlation between kind of habitat and type of culture.
________________3. Appreciation of the relationship between culture and topographic
area
________________4. It is process that makes continuity of culture possible.
________________5. It is a process that an individual, can create and weave a narrative
based on the materials, rules, and resources provided by social
and cultural environment.

B. True or False. Read each sentence carefully. Write T if the statement is RIGHT
and write F if the statement is WRONG. Write your answer on the space
provided.

_____1. Acculturation is not just a one-way process in which social institutions and
culture affect the way you behave, feel, and think.
_____2. Socialization is a way of life shared by a group of people, including their ideas
and traditions and reflect the values and beliefs of groups in different ways.
_____3. Codes of etiquette regulate class structure by requiring individuals to
conform to their respective classes.
_____4. Society could not function without cultural norms that assist in governing
behavior and values, and culture could not exist without societal influences to
create it.
_____5. Education in its broadest sense may properly be regarded as the process
by which the culture of a sociocultural system is impressed or imposed upon the
plastic, receptive infant.
_____6. Man's oldest philosophy is Buddhism, the doctrine that everything is
alive and possesses mental faculties like those possessed by man.
_____7. In the human species individuals are equipped with fewer instincts than
is the case in many nonhuman species.
_____8. The relationship between an actual culture and its habitat is always
an intimate one.
_____9. Sociological change occurs due to the diffusion of ideas from one society to
another.
____10. Cultural change sometimes causes a backlash from those with more
traditional social views.

15
 Additional Activities

Cultural differences are often expressed in the “generation gap”. List all the
things that you and your parents share and believe together (religion, education, and
family values) as well as those you disagree with (music, clothing, and love
relationships,).

How will you explain these differences based on the lesson?

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What I Know What's More Assessment
1. B 1. A. Identification
2. D 1. Culture
3. A 2. Cultural Areas
4. B 3. Cultural Types
5. C 4. Education
6. A 5. Socialization
7. D
B. True or False
8. B
9. A
1.F 8. T
10.D 2.F 9. F
3.T 10. T
4.T
5.T
6.F
7.T
Answer Key
References

Book: Understanding Culture, Society and Politics. Rex Bookstore. page 149
Gerry M. Lanuza and Sarah S Raymundo

Internet Links:

• https://www.livescience.com/21478-what-is-culture-definition-of-culture.html
• https://www.thoughtco.com/culture-definition-4135409
• http://studylecturenotes.com/what-is-cultural-change-definition-sources-of-cultural-
change/
• https://www.reference.com/world-view/culture-change-88f164075ab8f097
• https://www.courses.psu.edu/ger/ger100_fgg1/supplementary/culture2.html
• https://www.reference.com/world-view/culture-important-society-2f69d99fe0698d43
• https://www.warrencountyschools.org/userfiles/2619/8%20aspects%20of%20culture.
pdf
• https://www.yourarticlelibrary.com/culture/cultural-change-main-factors-and-causes-of-
cultural-change/23392

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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