4soccult

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HOLY ANGEL UNIVERSITY School of Education

Angeles City

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.

We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God.

LAUS DEO SEMPER!

School of Education

Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration

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Objectives

1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning 2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in

their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills

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9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly improve their teaching knowledge, skills, and practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

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COURSE SYLLABUS IN 4SOCCULT Faculty:

Course Title: Socio-Cultural Conditions of the Filipino Society

Course Code: 4SOCCULT Number of Units: 3

Contact Hours Per Week: 3

Pre-requisite subject/s: None

COURSE DESCRIPTION:

Socio-Cultural Anthropology is the comparative study of culture(s) and society(s). It recognizes the unity of human nature and experience while exploring the diversity of cultural manifestations and social forms - the countless different ways of being human and different things that humans do, say and think. It uses systematic comparison between different cultures to understand the human condition.

This course introduces students to the concepts of social anthropology and explores some of the key components of culture including health and illness, sex and marriage, gender and kinship, and the effects of culture on personality with Filipino culture and society as its main focus. It focuses on the diversity of ways in which people in a variety of cultural milieu, in the Philippines and abroad, as individuals and as groups, create systems which regulate and give meaning to the various aspects of their lives: beliefs and rituals, family, gender and age, healing and illness, work, education and government, and so on.

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COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

1. Discover the peculiarities of different social and cultural, and anthropological aspects of being a Filipino 2. Associate specific experiences and observations seen in their communities

3. Assemble individual preference on their cultural, social practices in the community; and 4. Demonstrate adaptability through their desired cultural practices in their specific locality.

COURSE CONTENT:

Timetable Desired Learning Outcomes

Course Content/Subject Matter

Teaching and Learning Activities

(Methodology)

Assessment Task/Student

Output

Evaluation Tool

Resource Materials

1 hour

PRELIM 1^st– 3^rdweeks (9hrs)

Analyze and Explain the general and specific

objectives of the course;

Identify and list the course requirements for the whole semester

Define

anthropology and identify its four sub-fields;

ORIENTATION

 Nature & Scope of the Course

 Course

Requirements &

Grading System

Unit 1 WHAT IS ANTHROPOLOGY

 Anthropology

The faculty poses the question: “What are your expectations on this course”

Background Knowledge Probe Activity:

Anticipation Guide Think-Pair-Share Group Sharing Concept Mapping showing the different sub discipline, scope and coverage of social

Group’s written output

summarizing the members’

answers

Concept Map Venn Diagram

A sheet of paper, 100 % of the class should be able to fill out and submit an answer or explanation on what are their expectations on this course

Rubric for Concept Map Rubric for group Presentation or

Student Manual

Course Outline

Panopio, Isabel

&RoldaRealid ad. (2000).

Chapter 1.

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Define social (cultural)

anthropology and distinguish it from the other sub-fields of anthropology;

Explain the

concepts of cultural relativism and ethnocentrism;

Create a concept map showing the similarities and differences of emic and etic

perspectives; and Describe the method of ethnography;

Compare and contrast the different research methods being used in social

anthropology

and its Sub- Disciplines

 Scope &

Coverage of Social

Anthropology

 Cultural Relativism and Ethnocentrism

 Emic and Etic Approaches

 Ethnography &

Other Research Methods in Anthropology

anthropology.

Venn Diagram showing the similarities and differences of emic and etic perspectives Group Presentation on the different research method in

Anthropology.

Written Output based from the group

presentation of the different Method in Anthropology.

Group Assessment

group reporting The Study of Sociology &

Anthropology in SOCIETY and

CULTURE.

Introduction to Sociology and Anthropology.

(pp. 1-24) Quezon City, Philippines:J MC Press Inc.

Sterk, C.

(2000).

Tricking &

Tripping, on Prostitution in the ERA of AIDS, In Brown, P.J.

&Podolefsky, A. (Eds.) (2001) Applying Cultural Anthropology (5^th Ed.) (pp.

13-28) USA:

Mayfield Publishing Co.***

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Raschels, J.

(1993). The Challenge of Cultural Relativism, In Angeloni E.

(Ed.) (1999) Anthropology 99/00 (22^nd ed.) (pp. 52- 57). USA:

Dushkin/McG raw Hill ***

PRELIM 4^th week (3hrs)

Define culture;

Differentiate between culture and society;

Explain the characteristics of culture and cite own experiences as examples

Enumerate and explain the different components of culture

Unit 2 Human CULTURE

 Culture & Society

 Characteristics of Culture

 Elements &

Components of Culture

 Functions of Culture

 Subculture

 Culture Shock

Ice Breaker Activity:

Complete the Puzzle Picture on the different elements of culture

In-Class Essay Activity Small group discussion/s Collaborative Learning Review/Critique article regarding

Small Group Oral Presentation Journal Article Review

Essay Quiz

Rubric for group Presentation Rubric for Journal/Article Review

Rubric for Essay

Chapter 3.

Society &

Culture in SOCIETY and CULTURE.

Topics 1 & 2,

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Appreciate and value the richness of their own culture

culture.

Group Sharing Essay Quiz

What is Culture and Language &

Culture.

Available Online:

http://anthro.pa lomar.edu/tutor ials

Simmons, A.

M. Where fat is a mark of Beauty, In Angeloni E.

(Ed.) (1999) Anthropology 01/02 (24^th ed.) (pp. 141-142).

USA:

Dushkin/McG raw Hill***

Claire, M.

&Ziv, L.

(1996). The Tragedy of Female Circumcison:

One Woman’s Story, In Angeloni E.

(Ed.) (1999) Anthropology

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99/00 (22^nd ed.) (pp. 161- 163). USA:

5^th week 3hrs

Explain how language influences one’s behavior;

Describe how the use of the different hidden aspects of communication manifest in his/her daily experiences;

Identify some of the Importance of Language in our daily Living

Unit 3 Communication

& CULTURE

 What is Language

 Language and Thought processes

 Hidden Aspects of Communication

Ice

Breaker/Motivation Activity:

Video Clip Viewing:

Importance of language/

communication Lecture Discussion Have the students describe how the use of the different hidden aspects of

communication manifest in his/her daily experiences;

Group/ Individual presentation on the importance of language and

communication in our daily living.

Journal Reflection Quiz Essay

Recitation

Role Playing Slogan Making

Rubric for Journal Reflection and essay

Rubric for role playing and slogan making

6^thWeek (3hrs)

Identify and Discuss the

Unit 4 Socialization &

Personality

Ice Breaker Activity Rubric for essay Panopio, Isabel

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relationship between

socialization and personality development;

Explain the process and agents of socialization;

Identify and analyze his/her own worldviews and how and in what way it affects his/her own

behavior;

Explain and describe the concept of rites of passage

Recall and chronicle his/her own rites of passage

 Meaning of Personality

 Personality Development

 Process of Socialization

 Agencies of Socialization Worldviews

 Rite of Passage

In-Class Essay Activity: Own definition of personality development and Socialization Small group

discussion/s on how his/her worldviews affects their

behaviors.

Review/Critique article

Research Work

Essay Written

output/Concept map

Article/Reading Report

Summative assessment/quiz for the Prelim Period

Rubric for Reading report

Chapter 5.

Personality and

Socialization in SOCIETY and

CULTURE.

(pp. 93-123) Quezon City, Philippines:

JMC Press Inc.

Topic 8, Process of Socialization.

Small, Meredith F.

Our Babies, Ourselves, In Angeloni E.

(Ed.) (1999) Anthropology

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99/00 (22^nd ed.) (pp. 128- 133). USA:

Midterm 1^st& 2^nd Week 6hrs

Define and enumerate social groups

Differentiate between status and roles;

Compose a short autobiographical analysis of his/her early stages of socialization

Unit 5: Social Organization

A. Status and Roles B. Social Groups:

categories and types of social groups

C. Non-kinship based social groups D. Social Control E. Deviance and

Crime

Ice Breaker Activity:

Tablue: depicting the different social groups.

Group Creative Reporting:

Categories of social Groups.

Composition of own autobiography

Review/Critique article

Role Playing Written output or journal writing.

Group Reporting Essay

Quiz

Rating Scale Rubric for written output

Rubric for group presentation Rubric for the essay or short autobiography

Chapters 7 &

8. Social Organization/

Gender:

Concepts, Theories &

Views in SOCIETY and CULTURE.

Topic 5, Social

Organization.

http://anthro.pa

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lomar.edu/tutor ials

3^rd- 4^thweek 6hrs.

Analyze marriage, sex and

homosexuality from a cross-cultural perspective;

Explain the

different forms and rules in marriage partner selection;

Discuss the

different views and theories regarding homosexuality

Unit 6: Sex, and Marriage

A. Marriage and Sex: Definition and Views

B. Marriage partner selection:

Romantic Love versus Arranged Marriage?

C. Marriage Rules D. Residence Rules E. Forms of

Marriage F. Homosexuality

Ice Breaker Activity:

DEBATE:

Legalization of Same Sex Marriage in the Philippines

Legalization of divorce in the Philippines

Group sharing:

Think Pair Share Jigsaw Teamwork

In-Class Essay:

Activity own definition of Marriage

Small group discussion/s:

Marriage Rule and Residence Rule

Oral

Presentation/Recit ation

Written Report Written

Journal/Essay

Group Presentation/

Reporting

Case Studies

Rubric for Recitation and essay

Rubric for written Report and Essay

Rubric for reporting

Rubric for Case Studies

Chapters 7 &

8. Social Organization/

Gender:

Concepts, Theories &

Views in SOCIETY and CULTURE.

Topic 7, Sex

& Marriage.

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Brainstorming

Review/Critique article regarding marriage

Case Studies presentation and Analysis

Group presentation

Educational Games Summative Assessment for midterm period

Case study and research work Rubric

Written Quiz

Nanda, S.

(1992).

Arranging Marriages in India, In Angeloni E.

(Ed.) (1999) Anthropology 99/00 (22^nd ed.) (pp. 134- 138). USA:

Dushkin/McG raw Hill***

Kristof, Nicholas D.

Who Needs Love!

InJjapan, Many Couples Don’t, In Angeloni E.

(Ed.) (1999) Anthropology 99/00 (22^nd ed.) (pp. 139- 142). USA:

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FINALS 1^st – 2^nd week 6hrs

Define religion.

Analyze religion using a cross- cultural perspective.

Identify and explain common elements of religion

Compare and contrast illness from disease;

Identify the curing practices endemic in the Philippines

Unit 7: Anthropology of Religion

 The nature and functions of religion

 Common elements of religion

 Religious leaders

 Magic and religion

Unit 8: Medical Anthropology

 Explanation of Illnesses

 Curing practices

 Epidemiology

 Culture-specific diseases

Ice Breaker: KWL Technique

Inquiry Technique Background Knowledge Probe regarding religion.

Review Article about nature and function of religion.

Problem Based Learning

Group Presentation about the different illness and disease.

Case Studies

regarding the medical Practices of

Indigenous people of the Philippines.

Written Journal Regarding background knowledge about Religion

Reading Report

Group Reporting and Presentation Case Study

Rubric for written journal

Rubric for Journal Article Review

Rubric for group presentation or reporting Rubric for Case Study

Topic 12, Anthropology of Religion.

Topic 13, Medical Anthropology.

Whitaker, E.

(1998).

Ancient Bodies, Modern Customs, and Our Health, In Brown, P.J.

&Podolefsky, A. (Eds.) (2001) Applying Cultural Anthropology (5^th Ed.) (pp.

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58-67) USA:

Mayfield Publishing Co.

FINALS 3^rd – 5^th week 9hrs

Explain the different sources and processes of social/culture change;

Examine and pinpoint the impact of global change to his/her own

experiences.

Culture Change

 Overview: What is Culture Change?

 Sources of Change

 Processes of Change Global change

Motivational Activities: Essay The impact of global change to his/her own experiences

Jigsaw Activity Data Analysis using the latest data regarding culture change

Lecture discussion using concept map:

Sources of Change, Process of Change and Global Change

Educational Game

Majority of the students share their ideas regarding the impacts of global change in their own experiences.

written output or summary of the topic

Group

competition for the educational game

Additional

Research Work as enrichment Journal reflection

Journal

Reflection Rubric

Rubric for Case study Analysis

Chapters 6.

Social- Cultural Change in SOCIETY and CULTURE.

Janus, N.

(1983).

Advertising and Global Culture, In Brown, P.J.

&Podolefsky,

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Submission of Final

Requirements:

Research Work Summative Assessment for Final Period

Test Questions

A. (Eds.) (2001) Applying Cultural Anthropology (5^th Ed.) (pp.

286-289) USA:

Mayfield Publishing Co. ***

Ritzer, G.

(2002). The McDonaldizati on of Society, In Ferguson, S. (Ed.) Mapping the Social Landscape : Readings in Sociology (pp.

625-633).

USA;

McGraw Hill

***

Textbook: Kottak, C.P. Cultural Anthropology. McGraw Hill, 1991 Course Requirements:

1. Case Study/Research Work 2. Reading Articles/Journal Review

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3. Reflection Papers

4. Quizzes and Major examination 5. Group/Individual Presentation 6. Activities

Classroom Policies:

1. Attendance and Punctuality.

The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation.

The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please refer also to Expectations from Student below.

3. Group work requirements.

The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group work.

4. Peer group evaluation.

The student shall also be evaluated by her peers and feedback shall be taken into consideration.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:

All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work;

signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for teacher educationstudents enrolled in a 1 hour class is a maximum of 10 absences and 7 absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the

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responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

GRADING SYSTEM:

CSP- Class Standing in the Prelim Period Transmutation Table For the Average*

CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent

CSF- Class Standing in the Final Period 97-100 1.00

P - Prelim Exam 94-96 1.25

M - Midterm Exam 91-93 1.50

F - Final Exam 88-90 1.75

85-87 2.00

Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25 Class Standing=

2 CSM CSP 

79-81 2.50

Major Exam Ave.=

2 M P 

76-78 2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00 Class Standing=

3 CSF CSM

CSP  

BELOW 75 5.00

Major Exam Ave.=

3 F M P  

*Manual input for the computerized class record program Note: Raw scores will be transmuted using the department’s transmutation table.

Passing is 60% for Major Subject References:

Internet Resource/s:

http://anthro.palomar.edu/tutorials

http://www2.lib.udel.edu/subj/anth/soccult/internet.htm

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