Senior High School

Understanding Culture,
Society and Politics
Module 6:
Forms and functions of Social Groups

AIRs - LM
LU_Understanding Culture, Society and Politics_Module6
 UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Module 6: Forms and Functions of Social Groups
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Polly Anne F. Rovero

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Robert D. Torcedo & Day Allen C. Valmores
Language Reviewer: Celia A. Gascon & Mario V. Mariano Jr.
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Schools Division Superintendent
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LU_Understanding Culture, Society and Politics_Module6

 Senior High School

Understanding Culture,
Society and Politics
Module 6:
Forms and functions of Social Groups

LU_Understanding Culture, Society and Politics_Module6

 Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this
module or if you need to ask your facilitator or your teacher’s assistance for
better understanding of the lesson. At the end of each module, you need to
answer the post-test to self-check your learning. Answer keys are provided
for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before performing
each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_Understanding Culture, Society and Politics_Module6

 Target

A society is organized, not only because of individual who interact and share
common interest, but also due to the prevailing interaction among them, their state
of belongingness, and the ability to influence one another and work together to
achieve common goals.

In this module, you will understand the meaning of social group, identify the
proponents of sociological theories, and examine the sociological perspectives about
social groups. Also, you will learn to determine the role of your social groups and
analyze the forms and functions of social organizations.

After going through this module, you are expected to:

• analyze the forms and function of social organizations.

(UCSP11/12HSO-IIJ-22)

✓ enumerate forms and functions of social organizations;

✓ describe the forms and functions of social organizations;
✓ discuss the different kinds of authority and legitimacy
practiced in politics.

Great job! Before proceeding further, check

how much you know about the topic. Analyze
and answer the Practice Quiz below.

LU_Understanding Culture, Society and Politics_Module6

 Jumpstart

Activity 1: Practice Quiz.

Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.

1. What do you call the activities through which people make, preserve, and
amend general rules?
A. Politics C. Authority
B. Power D. Legitimacy

2. Which of the following refers to an organization involved in a political

process or activities related to politics?
A. Advocacy Groups C. Special Interest Groups
B. Political Parties D. All of the above

3. What do you call the smallest form of political organization?

A. Bands C. Council
B. State D. Community

4. What do you call the concept of being to issue and use coercive power to
enforce and command?
A. Control C. Legitimacy
B. Political Power D. Authority

5. Which of the following political organization is governed by a chief?

A. Chiefdom C. Community
B. Tribe D. Nation

LU_Understanding Culture, Society and Politics_Module6

 Discover

In the previous lesson, you have identified your social participation and
secondary groups. You are now ready to be socially involved in bigger mainstream
of institution in the society. In this part of the lesson, you will be able to learn and
analyze the functions of different social organizations that radically affects tour
cultural orientation.

Sociological Perspective of Society

Social groups are fundamental parts of human life. They are a multitude of
people who see each other often and think of themselves as part of a group. There
appears to be groups of people everywhere. We could be a member of a church
group, college class, workplace, sports team, club, and others. The discipline of
Sociology focuses primarily on the study of social groups in a society.

Sociological Theories or Perspectives. Different sociological perspectives

enable sociologists to view social issues through a variety of useful lenses.

Sociological Level of
Focus
Perspective Analysis
Structural The way each part of society functions
Macro or Mid
Functionalism together to contribute to the whole
The way inequalities contribute to
Conflict Theory Macro social differences and perpetuate
differences in power
Symbolic One-to-one interactions and
Macro
Interactionism communications

Structural – Functional Theory

Structural-functional theory, also called functionalism, sees society as a

structure with interrelated parts designed to meet the biological and social needs of
the individuals in that society. Functionalism grew out of the writings of English
philosopher and biologist, Hebert Spencer (1820–1903), who saw similarities
between society and the human body. He argued that just as the various organs of
the body work together to keep the body functioning, the various parts of society
work together to keep society functioning (Spencer 1898). The parts of society that
Spencer referred to were the social institutions, or patterns of beliefs and behaviors
focused on meeting social needs, such as government, education, family,
healthcare, religion, and the economy.

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 Émile Durkheim, another early sociologist, applied Spencer’s theory to
explain how societies change and survive over time. Durkheim believed that society
is a complex system of interrelated and interdependent parts that work together to
maintain stability (Durkheim 1893), and that society is held together by shared
values, languages, and symbols. Durkheim believed that individuals may make up
society, but in order to study society, sociologists have to look beyond individuals
to social facts. Social facts are the laws, morals, values, religious beliefs, customs,
fashions, rituals, and all of the cultural rules that govern social life (Durkheim
1895). Each of these social facts serves one or more functions within a society. For
example, one function of a society’s laws may be to protect society from violence,
while another is to punish criminal behavior, while another is to preserve
public safety.

Although suicide is generally considered an individual phenomenon, Émile

Durkheim was interested in studying the social factors that affect it. He studied
social ties within a group, or social solidarity, and hypothesized that differences in
suicide rates might be explained by religion-based differences. Durkheim gathered
a large amount of data about Europeans who had ended their lives, and he did
indeed find differences based on religion. Protestants were more likely to commit
suicide than Catholics in Durkheim’s society, and his work on this topic
demonstrated the utility of theory for sociological research.

Another noted structural functionalist, Robert Merton (1910–2003), pointed

out that social processes often have many functions. Manifest functions are the
consequences of a social process that are sought or anticipated, while latent
functions are the unsought consequences of a social process. A manifest function
of college education, for example, includes gaining knowledge, preparing for a
career, and finding a good job that utilizes that education. Latent functions of your
college years include meeting new people, participating in extracurricular activities,
or even finding a spouse or partner. Another latent function of education is creating
a hierarchy of employment based on the level of education attained. Latent
functions can be beneficial, neutral, or harmful. Social processes that have
undesirable consequences for the operation of society are called dysfunctions. In
education, examples of dysfunction include getting bad grades, truancy, dropping
out, not graduating, and not finding suitable employment.

Conflict Theory

Conflict theory looks at society as a competition for limited resources. This

perspective is a macro-level approach most identified with the writings of German
philosopher and sociologist Karl Marx (1818–1883), who saw society as being made
up of two classes, the bourgeoisie (capitalist) and the proletariat (workers), who
must compete for social, material, and political resources such as food and
housing, employment, education, and leisure time. Social institutions like
government, education, and religion reflect this competition in their inherent
inequalities and help maintain the unequal social structure.

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 In the economic sphere, Marx focused on the “mode of production” (e.g., the
industrial factory) and “relations of production” (e.g., unequal power between
workers and factory owners). The bourgeoisie owns and controls the means of
production, which leads to exploitation due to the profit motive. In this
arrangement, proletarians have only their labor to sell, and do not own or control
capital. False consciousness is Marx’s term for the proletarian’s inability to see her
real position within the class system, a mis-recognition that is complicated by the
control that the bourgeoisie often exerts over the media outlets that disseminate
and normalize information. These are just some of the structural constrains that
prevent workers from joining together in what Marx called class consciousness, or
a common group identity as exploited proletarians and potential revolutionaries.

German sociologist Max Weber agreed with some of Marx’s main ideas, but
also believed that in addition to economic inequalities, there were inequalities of
political power and social structure that caused conflict. Weber noted that different
groups were affected differently based on education, race, and gender, and that
people’s reactions to inequality were moderated by class differences and rates of
social mobility, as well as by perceptions about the legitimacy of those in power.

Ida B. Wells articulated the conflict perspective when she theorized a

connection between an increase in lynching and an increase in black socio-
economic mobility in the United States from the late 1800s into the mid-20th
century. She also examined competition within the feminist movement as women
fought for the right to vote, yet the presumably egalitarian mainstream suffragist
movements were headed by white women who excluded black women from
suffrage. W.E.B. DuBois also examined race in the U.S. and in U.S. colonies from a
conflict perspective, and emphasized the importance of a reserve labor force, made
up of black men. Race conflict paradigms will be examined later in the course in
the module devoted to race and ethnicity.

Symbolic Interactionist Theory

Symbolic Interactionist Theory is a micro-level theory that focuses

on meanings attached to human interaction, both verbal and non-verbal, and to
symbols. Communication—the exchange of meaning through language and
symbols—is believed to be the way in which people make sense of their social
worlds.

Charles Horton Cooley introduced the looking-glass self (1902) to describe

how a person’s self of self grows out of interactions with others, and he proposed a
threefold process for this development: 1) we see how others react to us, 2) we
interpret that reaction (typically as positive or negative) and 3) we develop a sense
of self based on those interpretations. “Looking-glass” is an archaic term for a
mirror, so Cooley theorized that we “see” ourselves when we interact with others.

George Herbert Mead (1863–1931) is considered a founder of symbolic

interactionism, though he never published his work on this subject (LaRossa and

LU_Understanding Culture, Society and Politics_Module6

Reitzes 1993). Mead’s student, Herbert Blumer, actually coined the term “symbolic
interactionism” and outlined these basic premises: humans interact with things
based on meanings ascribed to those things; the ascribed meaning of things comes
from our interactions with others and society; the meanings of things are
interpreted by a person when dealing with things in specific circumstances (Blumer
1969). This sounds close to Cooley’s looking-glass self, but Mead’s contribution was
really to the development of self, especially in childhood, which we’ll discuss in
more detail when we address theories of socialization. If you love books, for
example, a symbolic interactionist might propose that you learned that books are
good or important in the interactions you had with family, friends, school, or
church; maybe your family had a special reading time each week, getting your
library card was treated as a special event, or bedtime stories were associated with
warmth and comfort.

Social scientists who apply symbolic-interactionist thinking look for patterns

of interaction between individuals. Their studies often involve observation of one-
on-one interactions. For example, while a conflict theorist studying a political
protest might focus on class difference, a symbolic interactionist would be more
interested in how individuals in the protesting group interact, as well as the signs
and symbols protesters use to communicate their message and to negotiate and
thus develop shared meanings.

The focus on the importance of interaction in building a society led

sociologists like Erving Goffman (1922–1982) to develop a technique
called dramaturgical analysis. Goffman used theater as an analogy for social
interaction and recognized that people’s interactions showed patterns of cultural
“scripts.” Since it can be unclear what part a person may play in a given situation,
as we all occupy multiple roles in a given day (i.e., student, friend, son/ daughter,
employee, etc.), one has to improvise his or her role as the situation unfolds
(Goffman 1958).

Social organization is defined as the system of relationships between persons

and among groups about the division of activity and functional mutual obligations
within society. The family serves as an important universal social institution. It is
the basic unit of social organization that is essential part of human society. There
are several kinds of families: nuclear (consist of parents and children), extended
(nuclear family with relatives), and reconstituted families (spouses and children
from previous marriage). It is the basis of kinship- a system of social organization
which is based on recognized family ties. Kinship ties is based on descent can be
Matrilineal (female line), Patrilineal Kinship (male line), and Bilineal kinship (both
female and male lines).
-Kinship is of three types: Consanguineous kinship that is also known as a
kinship by blood, affinal kinship which is also known as kinship by marriage, and
the kinship by ritual. Affinal kinship, on the other hand refers to the bond that is
formed through marriage. It can be monogamous or polygamous. Monogamy means

LU_Understanding Culture, Society and Politics_Module6

that a person is married to one person only. Polygamy, on the other hand, means
that a person has more than one spouse at a time.
-Kinship plays a huge role in the kind of society that we are living today. Its
influences affect our politics and economy. One example would be the existence of
the political dynasties. A dynasty refers to a succession of rulers from the same
family or lineage. Political organizations follow certain guidelines or regulations to
ensure that political processes are going smoothly.
-Authority – is the concept of right to issue and, using coercive power to
enforce a command.
-Legitimacy – originated from the Latin word “legitimare”, meaning to
declare, lawful”. According to Weber, it is the basis of every system of authority, a
willingness to obey, and a belief by virtue of which persons exercising authority are
lent prestige”
-Weber’s Theory of Authority is classified into three types:
Traditional Authority-is legitimated by sanctity of tradition or custom
Charismatic Authority -is authority made legitimate by a leader with a
mission and vision that inspires others.
Legal-Rational Authority-refers to a form of leadership made legitimate by
legal rationality. It legitimacy derived from the power of the content of law.
Instructions: The details pertaining to cultural, social and political institutions are
given below. Identify what is asked by completing the statement. Choices are cited
below right after the sentences.

Forms of Social Group

Groups are formed as an assemblage of people who often interact with

each other on the basis of a common outlook concerning behavior and a sense of
common identity. A social group may consist of two or more individuals who do
things together with a common goal and interest.

Examples:
family church mate neighborhood
relatives schoolmate organization
couples co-workers team mate
friends business clubs

Group
- is any collection of people who interact on the basis of shared expectations
regarding one another’s behavior ( Kornblum, 2003).
- is consist of two or more people who are bound together in relatively stable
patterns of social interaction and who share a feeling of unity ( Hughes and
Kroeler, 2009)

LU_Understanding Culture, Society and Politics_Module6

 - is comprised of two or more persons who are in social interaction, who are
guided by similar norms, values and expectations, and who maintain a
stable pattern of relationship over a period of time.
- Is a specified number of individuals where each recognizes members from
non-member;
- it is a collection of individuals characterize by:
a) Communication
b) Recognition
c) Specialized roles

Three Requirements for a group

1. There must be two or more people.
2. There must be interaction.
3. The members must be together physically.

Factors that influence Groups

1. Motivational base shared by individuals (based on needs, interests, desires,
noble activities, insecurities, or problems)
2. Size of the group
3. Type of group goals
4. The kind of a group cohesion/unity (the capability to function and interact
collectively in the direction of their goals)

General Characteristics of a Group

Group is characterized by the following:

1. A group has identity identifiable by both its members and outsiders.
2. A group has a social structure in the sense that each part or member has a
position related to other positions.
3. Each member in a group has roles to play.
4. There is mutual reciprocity among members in a group.

Group as distinguished from other Collection of People like:

1. Aggregate - a simple collection of people who are in the same place at the
same time without interacting with each other
Eg. People inside the movie house, people riding in an LRT/MRT
2. Category - a simple collection of people who share distinctive
characteristics (age, sex, race, income/social class, occupation, religion,
political beliefs, ethnicity
Eg. Males/females in the society; the infants; children; youth; adults/
the aged; slum dwellers; the middle class; the millionaires
3. Collectivity - Collection of people in a given place and time
Eg. Crowds, masses, public and social movements are temporary
groups

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 Importance of a Group
1. A group is a major source of solidarity and cohesion.
2. A group reinforces and strengthens our integration into society.
3. A group shares basic survival and problem-solving techniques to satisfy
personal and emotional needs.
4. A group gives meaning and support to an individual.

How is a group formed?

1. The desire to achieve an objective
2. To meet the needs of the individual member
3. People are treated alike by others

Classification of Groups

A. Primary Groups B. Secondary Groups

- personal and intimate - Large
relationship - impersonal, aloof relationship
- face to face communication - indirect communication
- permanence duration - temporary duration
- a strong sense of loyalty or “we” - weak group cohesiveness based
feeling on self-interest
- small in size - rational decision-making
- informal structure - formal structure
- traditional or non-rational
decision-making

Group Boundaries
A. In-group
- group with which the individual identifies and which gives him sense of
belonging, solidarity, camaraderie, esprit de corps, and a protective attitude
toward the other members.
- The members are loyal to each other and share common norms, activities,
goals and background.

B. Out-group
- viewed as outsiders by the in-group;
- Any member of the in-group has insufficient contact with the members of
the out-group
- Members of the in-group have feelings of strangeness, dislikes, avoidance,
antagonism, indifference and even hatred toward the out-group

C. Reference group
- Group that is significant to us as models even though we ourselves may not
be a part of the group.

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 - Is one which an individual does not only have a high regard for but one after
which he or she patterns his/her life
- Its central aspect is self-identification rather than actual membership

Types of Group Boundaries

A. Formal Group Boundaries

- groups in which duties and privileges are clearly defined and expectations
are prescribed, independent of the person who happens to occupy a given
position
- Individual roles are explicitly designed as president, v-president,
secretary, and treasurer
- With constitution or set of by-laws

B. Informal Group Boundaries

- Arises spontaneously out of the interactions of two or more people
- They are unplanned, have no explicit rules for membership, and do not
have specific objectives to be attained
- The members exchange confidences, share a feeling of intimacy and
acquire a sense of belongingness.

Consequences of Group Boundaries

a. people gain a clearer sense of their diversity
b. ethnocentrism may grow
c. serious personal and social problems may arise

Functions of Social Groups

We typically belong to a certain type of social group, with each group

having its own functions.
The primary group plays a vital part in the socialization process. It forms
the social nature and ideals of individuals especially in shaping the culture and
personality where a person learns social norms, beliefs, morals, and values. On the
other hand, secondary group members tend to relate to others only in specific roles
and for practical reasons. This group helps in fulfilling various types of human
needs and brings about social awareness and social change. Also, this group helps
fulfill various special interests in such fields as sports, dance, music, and others.
An in-group may form within our secondary group such as our
workmates, group mates, or assembly which functions as a group of people who
can connect with each other because of their sense of identity and belongingness
while out group functions as a competitor or rival group that an individual is
opposed to.
Reference group provides a standard of measurement. This group has a
strong impact on how a person thinks and acts as it may serve as guide to a
member’s behavior and social norms. Thus, networks function as a social media
influencer.

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 Social networks are influential in a wide range of online platforms used
for building social relationships with other people including sharing of political
opinions, likes and dislikes, and can even show trending societal issues or
personalities.

Explore

ACTIVITY 1: Directions: In the vertical arrow list below are two of the largest
Institutions in the community that also play a huge role in society that organize
and define social life. In your own words express your ideas on what are important
contributions of these Institutions in our lives, in the society as a whole.

•important contribution:---------------------
--------------------------------------------------
Educational Institutions --------------------------------------------------
--------------------------------------------------
--------------------------------------------------
----------------------.

•important contribution:--------------------
-------------------------------------------------
Religious Institutions -------------------------------------------------
-------------------------------------------------
-------------------------------------------------
---------------------------.

3 2 1 0
Exceeded Satisfactorily Came close Did not meet
Criteria expectations Met all to meeting the
expectations the expectations
expectations
Details and
content

Reflect prsonal
thoughts/knowled
ge/learning

Mechanics
/grammar

Conclusion

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 Deepen

Activity 1: Directions: Analyze the sociological perspective on the nature and

functions of the cultural, social and political institutions by stating your personal
views and manifestations in the cited statement. Write your answer in your activity
notebook.

Key Ideas Views/ Manifestation/s

1. A society cannot survive without the
presence of social institutions.
2. Family is a basic unit of institutions
that transmit culture
3. Social institutions are considered
as fundamental components of a
society and have a major influence
in shaping human behavior
4. The extended family structures
shows a strengthen and close Filipino
family ties

5. The existence of political dynasties

give certain people the advantage of
monopolize political power

3 2 1 0
Exceeded Satisfactorily Came close Did not meet
Criteria expectations Met all to meeting the
expectations the expectations
expectations

Details and
content

Reflect prsonal
thoughts/knowled
ge/learning

Mechanics
/grammar

Conclusion

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 Activity 2: Directions: In a vertical bullet list are real issues in the community
which affects family relationship and involvement and participation in the
community. Write your answer in a separate sheet of paper. Express your personal
views on how this certain issues and concern in the community affects you
personally? How did you deal with it? and respond to how these issues be resolved?

1. What is your stand in the legalization of divorce in the Philippines?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What is your personal assessment on the leadership enactment of President

Rodrigo Duterte on resolving the health crisis in the Philippines?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3 2 1 0

Exceeded Satisfactorily Came close Did not meet

Criteria expectations Met all to meeting the
expectations the expectations
expectations

Details and
content

Reflect prsonal
thoughts/knowled
ge/learning

Mechanics
/grammar

Conclusion

Activity 3: Selfie – Post Evaluation

Directions: Take a selfie together with your family and print it. After which, answer
the questions below. Write your answer in a separate sheet of paper.

What is your family structure? Mention family members? among family siblings/
members, who is most influential to you and why?

• ____________________________________________________________________
____________________________________________________________________

• ____________________________________________________________________
____________________________________________________________________

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 Describe your family relationship? How does this kind of relationship made you
grow as a better person and a good example in the community?

• ____________________________________________________________________
____________________________________________________________________

• ____________________________________________________________________
____________________________________________________________________

What is your important role and functions in the family? How does this
function bring considerable contributions in the community?

• ____________________________________________________________________
____________________________________________________________________
• ____________________________________________________________________
____________________________________________________________________

3 2 1 0

Exceeded Satisfactorily Came close Did not meet

Criteria expectations Met all to meeting the
expectations the expectations
expectations

Details and
content

Reflect prsonal
thoughts/knowled
ge/learning

Mechanics
/grammar

Conclusion

14
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 Gauge

Directions: Answer the following questions: Write only the letter of your answer in
your activity notebook.

1. Kinship refers to those relationships found in all societies that ____________.

A. is based on blood C. includes affine relatives
B. includes consanguine relatives D. all of the above

2. Anthropologists, as compared to other social scientists spent a great deal of

time studying kinship because they have:
A. always studied fictional relationships
B. always focused largely on biological relationships
C. concentrate on industrial societies where kinship relations tend to be
important
D. concentrated mainly on a small-scale society where kinship relations
tend to be important

3. A kinship diagram of a son, father, grandfather, and great grandfather would

include ________.
A. affinal relatives C. two genders
B. collateral relatives D. bilineal relatives

4. The system of acknowledge social parentage; which varies from society to

society.
A. Descent C. dynasty
B. kinship D. parental role

5. In bilateral descent, individuals

A. are members of the kinship group their parents have selected for
them.
B. is equally related to both the mother’s and the father’s side of the
family.
C. trace descent from both a patrilineage and a matrilineage.
D. can choose with which side of the family they wish to affiliate.

6. An organized political community that is living under a single system of

government which governs a large population, with a hierarchy of differing
political positions and the power to enforce decisions
A. State B. chiefdom C. band D. society

7. A kind of family structure composed of spouses and their children from a

previous marriage.
A. Extended B. reconstituted C. single D. nuclear

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 8. Also known as a politics of kinship is ______.
A. political dynasty C. political structure
B. political stratification D. political arena

9. A relationship with other people through blood kinship ties based is _______.
A. Consanguineous kinship
B. Patrilineal
C. Polyandry
D. Polygyny

10. A descent based on a female line.

A. patrilineal B. bilineal C. matrilineal D. lineal

11. Bond that is formed through marriage is _______.

A. patrilineal kinship C. affinal kinship
B. politics of kinship D. kinship by ritual

12. A type of polygamy in which a husband can take many wives.

A. monogamous C. polyandry
B. polygyny D. descent

13. A type of authority that is legitimated by the sanctity of tradition or custom.

A. legal B. rational C. charismatic D. traditional

14. The concept of right to issue and, using coercive power, to enforce a
command.
A. power B. authority C. legitimacy D. rule of law

15. According to Weber, it is “the basis of every system of authority, and

correspondingly of every kind of willingness to obey, a belief by virtue of
which persons exercising authority are lent prestige.”
A. charismatic B. political power C. jurisdiction D. legitimacy

Congratulations!

You have completed your journey in

this lesson. Great job!

It’s now time to go on the next

adventure!

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 LU_Understanding Culture, Society and Politics_Module6
17
Explore Practice Test
Activity 1 1A
Answers may vary. 2D
3A
Deepen 4D
Activity 1 5A
Answers may vary.
Post Test
Activity 2 1D
Answers may vary. 2B
3D
Activity 3 4A
Answers may vary. 5B
6A
7B
8A
9A
10 C
11 C
12 B
13 D
14 B
15 D
Text…
Answer Key
 References

Books

Atienza, Maria Ela et. al. (2016). Understanding, Culture, Society, and Politics for
Senior High School, Quezon, City: C & E Publishing, Inc.

Contreras, Antonio P. et. al. (2016). Understanding Culture, Society and Politics.
Quezon, City: Phoenix Publishing House, Inc.
Online Sources

Sociological Perspective of Society. Retrieved from

https://courses.lumenlearning.com/wmopen-
introtosociology/chapter/sociological-perspectives/

Theoretical Perspectives Introduction to Sociology (2018). Retrieved from

https://courses. lumenlearning.com/sociology /chapter/theoretical-perspectives/
Types of Social Groups. (2015) Retrieved from https://study.com/academy/
lesson/types-of-social-groups-primary-secondary-and-reference-groups.html.
http://www.asanet.org/introsociology/Documents/BecomingAMemberOfSociety37
Reading.html.

https://www.google.com/search?q=ideas+about+extended+family&source=lmns&bi
h=781&biw

https://study.com/academy/exam/topic/marriage-family-and-kinship.html

https://www.google.com/search?q=practical+questions+about+kinship+and+marri
age&tbm

Political Organization. Retrieved from:

http://www.zeepedia.com/read.php?political_organization_bands_tri
bal_organizations_chiefdoms_cultural_anthropology&b=98&c=25

Political Organization: Bands, Tribes, Chiefdoms, & States. Retrieved from:

http://study.com/academy/lesson/political-organizations-bandstribes-chiefdoms-
states.html

Authority and Legitimacy. Michael Lacewing. Retrieved from:

http://cw.routledge.com/textbooks/alevelphilosophy/data/AS/WhyS
houldIBeGoverned/Authorityandlegitimacy.pdf

Traditional Authority. Boundless. Retrieved from:

https://www.boundless.com/sociology/textbooks/boundlesssociology-
textbook/government-15/politics-power-and-authority112/traditional-authority-
622-8158/

Max Weber: Traditional, Legal-Rational, and Charismatic Authority. Retrieved from:

http://danawilliams2.tripod.com/authority.html

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