Senior High School
Understanding Culture,
Society and Politics
Module 7:
Forms and Functions of State and
Non-State Institutions
AIRs - LM
LU_Understanding Culture, Society and Politics_Module7
HUMSS: UNDERSTANDING CULTURE, SOCIETY AND POLITICS
Module 7: Forms and Functions of State and Non-State Institutions
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.
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Ronnel M. Barrientos
Management Team:
Atty. Donato D. Balderas Jr.
Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph D
Assistant Schools Division Superintendent
German E. Flora, Ph D, CID Chief
Virgilio C. Boado, Ph D, EPS in Charge of LRMS
Mario B. Paneda, Ed D, EPS in Charge of Araling Panlipunan
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
Printed in the Philippines by: _________________________
Department of Education – SDO La Union
Office Address:
Flores St. Catbangen, San Fernando City, La Union
Telefax:
072 – 205 – 0046
Email Address:
launion@deped.gov.ph
LU_Understanding Culture, Society and Politics_Module7
Senior High School
Understanding Culture,
Society and Politics
Module 7:
Forms and Functions of State and
Non-State Institutions
LU_Understanding Culture, Society and Politics_Module7
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_Module7
Target
Society consists of social structures and social institutions that are governed
by norms and values. Each individual in a society has specific roles and functions
that are meant to achieve balance in the society. However, the pursuit of interests
generates various conflicts in the society. Competition over resources is often the
source of conflict.
By the end of World War II, various humanitarian issues and crises took
place. More than 6 million was displaced at the end of war. Faced with this largescale of humanitarian crisis, international community responded with various
measures including the establishment of the Office of the United Nations High
Commissioner for Refugees (UNHCR) in 1950.
The large-scale of human predicament show how human rights are being
violated by the institutional actors such as government. This incidence leads to the
creation of state and non-state institutions. These institutions became relevant in
the advent of globalization and urbanization.
In this module, you are going to learn the different forms and functions of
State and Non-State Institutions. Specifically, you are expected to:
a. define state and non-state institution;
b. identify the different forms and functions of state and non-state
institutions;
c. describe the different forms and functions of state and non-state
institutions;
d. describe the inter-relationship of state and non-state institutions.
1
LU_Understanding Culture, Society and Politics_Module7
Jumpstart
Activity 1: Unscramble the Letters. Re-arrange the letters to identity the concepts
being described.
Put your answer to the box provided for.
Scramble Letters
ATEST
Description
An
organized
political
community acting under a
government and united by
common set of laws
RANIOTROC
A
form
of
business
operation that declares the
business as a separate
entity guided by a group of
officers known as the
Board of Directors.
RNVEGOTENM
The governing body of the
state or nation
SKABN
A
financial
institution
licensed to provide several
financial
services
to
different
types
of
customers.
DETRA
ONUNI
TIVESOOCPERA
Organizations formed by
workers from related fields
that work for common
interest of its members
Businesses governed on the
principle of one member,
one vote
2
LU_Understanding Culture, Society and Politics_Module7
Answer
Discover
What is a State?
At the time of the initial development of the modern human rights system,
States were the dominant actors in the international arena.
A state is an organized political community acting under a government and
united by common set of laws. It uses absolute power in directing the path of a
society. It also uses complete political coerciveness, which may come in the form of
armed forces personnel, stricter laws, and rigid government policies in order to
attain its societal goals and objectives.
Market exchange is the primary form of economic subsistence of a state
wherein standardized currencies are being used to exchange commodities.
States differ in sovereignty, governance, geography, and interests. It may be
classified as sovereign if they are not dependent on, or subject to, any other power
or state. Other states are subject to external sovereignty where ultimate sovereignty
lies another state.
The concept of the state is different from the concept of government. A
government is the particular group of people that controls the state at a given time.
In other words, governments are the means through which the state power us
employed like applying the rule of law.
The concept of the state is also different from the concept of a nation, which
refers to a large geographical area, and the people therein who perceives themselves
as having a common identity. The state is a political geopolitical entity; the nation
is a cultural or ethnic entity.
As states consists of actors with varying interests and assertions, social
rules are implemented in the forms of laws. These laws are created to manage the
interaction among individuals and between the individuals and the state. As a
citizen of a country, an individual is subjected to the legal norms in the territory.
These norms may include paying taxes, rendering military services, and
contributing to the political life in the society.
The State intends to be a strong actor in the performance of the three
important political functions. The state, in full form, maintains control over
violence in its domain allocates resources and rewards at its discretion, and stands
as the major focus of identity for the large majority of the people under its
authority.
3
LU_Understanding Culture, Society and Politics_Module7
Elements of the States
The following are the elements of a State:
a. People
It is the people who make the state. Population is essential for the
state. Without population there can be no State.
b. Territory
There can be no state without a fixed territory. People need territory to
live and organize themselves socially and politically. It may be remembered
that the territory of the states includes land, water and air-space.
c. Government
It is the organization or machinery or agency of the State which
makes, implements, enforces and adjudicates the laws of the state.
d. Sovereignty
It is the most exclusive elements of State. Without sovereignty no
state can exist. State has the exclusive title and prerogative to exercise
supreme power over all its people and territory. It is the basis which the
State regulates all aspects of the life of the people living in its territory.
Forms of State Government
States come in a variety of forms that vary on who holds power, how
positions of leadership are obtained, and how authority is maintained.
1. Authoritarian Government
Authoritarian governments differ in who holds power and in how
control they assume over those who govern. The following are examples
of Authoritarian government:
•
Monarchy is a form of government in which supreme power is
absolutely lodged with an individual, who is the head of the state,
often for life or until abdication. The person who heads a
monarchy is called a monarch. Some monarchs hold unlimited
political power while many constitutional monarchies, such as the
United Kingdom and Thailand. Currently. 44 nations in the world
have monarchs as head of state.
•
Totalitarianism is a political system that strives to regulate nearly
every aspect of public and private life. It theoretically permits no
individual freedom and that seeks to subordinate all aspects of
individual life to the authority of the state. Modern examples of
totalitarian states include
the Soviet Union under Joseph
4
LU_Understanding Culture, Society and Politics_Module7
Stalin, Nazi Germany under Adolf Hitler, the People’s Republic of
China under Mao Zedong, and North Korea under the Kim
Dynasty.
2. Oligarchic Government
An oligarchy is a form of government in which power effectively rests
with a small-elite segment of society distinguished by royalty, wealth, family,
military, or religious hegemony. An oligarchy does not have one clear ruler,
but several powerful people who rule. One common example is theocracy.
•
Theocracy is a government by divine guidance or by official who
are regarded as divinely guided. Leaders are members of the
clergy, and the state’s legal system is based on religious law.
Contemporary examples of theocracies include Saudi Arabia, Iran
and the Vatican.
3. Democratic Government
Democracy is a form of government in which the right to governs is
held by the majority of citizens within a country or a state. The two
principles of democracy are that all citizens have equal access to power
and that all citizens enjoy universally recognized freedoms and liberties.
People can either become country leaders through electoral process or
elect leaders who represent the core values and beliefs. There are 99
democratic nations globally. Examples of democratic nations are
Philippines, Norway, New Zealand, United States of America, Canada,
Columbia, Italy, and South Africa.
Roles of the States
The following are the roles of States; but not limited to:
1. State provides security against external aggressions and war. For this
purpose, the state maintains an army.
2. State ensures security against internal disturbances disorders and
crimes. For this purpose, the state maintains police.
3. State legally grants and guarantees the rights of the people.
4. The state issues and regulates currency and coinage.
5. State undertakes steps for the creation of necessary conditions for the
socio-economic-politico-cultural development of the people.
6. State grants citizenship and protects their interests and rights.
7. State conducts foreign relations, foreign trade and economic relations.
8. State secures the goals of national interest in international relations
5
LU_Understanding Culture, Society and Politics_Module7
Non-State Institutions
Non-State institutions are people and/ or organization that participate in
international affairs and relations but are not affiliated with any state or nation.
These non-state institutions include the following: bank and corporations,
cooperatives and trade unions, transnational advocacy groups, and development
agencies and international organizations. These non-state institutions are equally
capable of influencing policy formation and implementation.
✓ Banks
Bank is a financial institution licensed to provide several financial
services to different types of customers. Banks are in operation mainly for
their deposits and lending functions. Customers are allowed to deposit their
money to banks which grow through an interest rate. Banks also provide
loans, with an interest to customers who need money either for personal
consumption or for investment and businesses. Banks may be categorized
into major forms such as commercial banks and investment banks.
Table 1. Major forms of banks and their description
Forms of Bank
Description
✓ Financial deposit with security and convenience
which could be in the form of credit cards, debit
cards, and check.
✓ Provide business, individual, and personal loans,
Commercial
enabling commercial banks to earn interest.
Banks
✓ Serve as payment agents within and outside the
country through wire transfer
✓ Subjected to more regulations
Investment Banks
✓ Financial intermediaries that performs a variety
of services for businesses and some government
✓ Issues securities to the investing public
✓ Make markets, facilities, mergers, and other
corporate reorganizations
✓ Acts as brokers for institutional clients
✓ Under the supervision of regulatory bodies such
as the Securities and Exchange Commission
(SEC), FINRA, and the US Treasury
✓ Subjected to fewer regulations
Source: https://www.investopedia.com/ask/answers/061615/what-aremajor-categories-financial-institutions-and-what-are-their-primary-roles.asp
6
LU_Understanding Culture, Society and Politics_Module7
The two most well-known financial institutions that are actively
shaping the socioeconomic development of the Philippines are the World
Bank and the Asian Development Bank. They have been providing financial
aid to the Philippine government and various nongovernmental organization
(NGOs) to facilitate their development objectives.
✓ Corporations
A form of business operation that declares the business as a separate
entity guided by a group of officers known as the Board of Directors. They
were created by individuals, stockholders or shareholders, with the purpose
of operating for profit. They have all legal rights of an individual, except for
the right to vote and certain limitations. They are given the right to exist by
the state that issues their charter. Corporation example includes General
Motors Corporation an icon of American craftsmanship, Apple Corporation
as one of the famous tech companies, Amazon Corporation founded by Jeff
Bezos is the world’s leading e-commerce and innovation company, Domino’s
Pizza is a global food chain company delivering quality food worldwide.
Common Types of Corporations
A corporation can be created by a single shareholder or by multiple
shareholders who come together to pursue common goal. A corporate can be
formed as a for-profit or a non-for-profit entity.
•
For-profit entities form the majority of corporations, and they are
•
formed to generate revenues and provide a return to their
shareholders, according to their percentage of ownership in the
corporation. Examples: HBO in partnership with International
Rescue Committee, Ford Motors and Lynda.com.
Not-for-profit entities operate under the category of charitable
organizations, which are dedicated to a particular social cause
such as educational, religious, scientific, or research purposes.
Rather
than distribute revenues to shareholders, not-for-profit
organizations use their revenues to further their objectives.
•
Human Rights Campaign is a very impressive example of
•
using Facebook profile photos to spread the word far
and wide about
campaign.
Greenpeace
the
environmental non-profit used GPS
technology
to
inform the public about their cause.
Multinational Corporations (MNCs) are business
organization that extends ownership, management,
production, and sales activities into several or more
countries. MNCs are boon to the economic growth and
development of the states.
7
LU_Understanding Culture, Society and Politics_Module7
Table 2. The Good and bad Effects of MNCs
Good Effects
Bad Effects
Introduce technology
Offer ill-suited technology
Encourage economic growth
Retard economic growth
Encourage interdependently
Cause dependency
Elites learn to regulate
Elites become compradors
Promotes human rights
Harms human rights
Protect the environment
Hurt the environment
Economic actors
Political actors
Promote a cosmopolitan world
Damage national Culture
Source: Conway Henderson (1998)
Check out the big names of MNCs that are already exist in the
Philippines:
Google
Viber
Palo Alto Networks
Procter and Gamble
Thomson Reuters
Accenture
HSBC
Citibank
Maersk
Hewlett Packard
Coca Cola Far East
Deutsche Bank
✓ Cooperatives
Cooperatives are people-centers enterprises owned, controlled and
run by and for their members to realize their common economic, social, and
cultural needs and aspirations.
Cooperatives are businesses governed on the principle of one member,
one vote. There are several common types of co-ops, including cooperatives
owned and operated by:
•
•
•
•
The people working there (worker cooperatives);
The people buying the co-op’s goods or services (consumer
cooperatives)
The people collaborating to process and market their products
(producer cooperatives); and
Groups uniting to enhance their purchasing power (purchasing
cooperatives)
8
LU_Understanding Culture, Society and Politics_Module7
Cooperatives play a critical role in building community wealth for
several key reasons:
•
•
•
•
•
•
They often provide quality goods and services to areas that have
been shunned by traditional businesses because they are deemed
less profitable.
They typically invest in local communities
Since most cooperative members are local residents, business
profits remain and circulate in the community
Cooperative membership builds social networks and strengthens
social cohesion which are essential elements of a strong, healthy
communities by connecting diverse community residents
Purchasing cooperatives help small, local businesses remains
competitive within markets dominated by large, national retailers
Worker cooperatives create quality, empowering jobs for
community members
✓ Trade Unions/Labor Unions
Trade Unions are organizations formed by workers from related fields
that work for common interest of its members. They help workers in issues
like fairness of pay, good working environment, hours of work and benefits.
They represent a cluster of workers and provide a link between the
management and workers.
The purpose of these unions is to look into the grievances of wagers
and present a collective voice in front of the management. It acts as the
medium of communication between the workers and management. Among
these trade unions that exist in the Philippines are the Federation of Free
Workers (FFW), Kilusang Mayo Uno (KMU) and the Trade Union Congress of
the Philippines (TUCP).
Functions of Trade Unions:
o Advocating for fairness and equality for workers’
compensations.
o Securing better working conditions for workers.
o Trade Unions will organize strikes and demonstrations on
behalf of worker demands.
o Fight for social welfare for workers.
o Promote and advocate for education and proper training for
workers.
o Advocate and fight the government for legislative protections of
the workers.
o Promote and advocate for organizational growth and stability
o Trade Unions acts as representatives of workers in national
and international forums.
9
LU_Understanding Culture, Society and Politics_Module7
o
o
o
Involved in collective bargaining agreements and disputes with
management to settle any conditions on employment.
Advising management on correct personnel policies and
procedures.
Involved in collective and personal collective grievances
between management and workers.
✓ Transnational Advocacy Groups
Transnational Advocacy Groups (TAGs) play an increasingly important
role in international and regional politics, and have contributed to changing
policies of multilateral organizations and states. They are particularly visible
in contentious areas as human rights, environmental issues, international
peace, and women’s rights. They have specific roles to partake that can be
achieved through effective measures, case-specific methods, and activities.
TAGs serve as international catalysts for change, aiming to achieve
international changes towards policies and practices. The very essence of
TAGS is the formation and development of their advocacies and campaigns
that represent causes, ideas, values, and beliefs.
Human Rights Watch and Amnesty are active in the human rights
field. Oxfam and Save children deal with humanitarian issues. Greenpeace
and Friends of the Earth represent environmental concerns.
✓ Development Agencies
Development Agencies have been established to develop the
cooperation between the public sector, private sector and civil society. These
are organizations with specific aims and goals. The common denominator
among these organization is the term development. These agencies
concentrate on the growth. Progression, and advancement of specific
concerns, which can be infrastructure or social institutions.
Types of Development Agencies:
International Organization is an institution with membership drawn from
two or more countries. Its activities transcend national boundaries as it facilitates
cooperation among its members in the performance of one or more tasks. The
international organization can be public or private. A public organization is an
international government organization (IGO) with states as its members. Prominent
examples of IGOs are United Nations, the North Atlantic Treaty Organization
(NATO), International Monetary Fund (IMF), European Union (EU), Association of
Southeast Asian Nations (ASEAN), and World Health Organization (WHO). A private
organization has a membership of individuals or groups and is an international
nongovernment organization (INGO) that originate for reasons other than politics
such as International Criminal Police Organization (Interpol). INGOs may lobby or
work regularly with the government and IGOs.
10
LU_Understanding Culture, Society and Politics_Module7
Nongovernment Organization is a non-profit group that functions
independently of any government. It serves the social or political goals such as
humanitarian and environmental causes. Most NGOs aim to promote the practice
of democracy among societies and social change through their initiatives and
organizational methods. Many NGOs have targeted their efforts toward population
groups that tend to be underserved by governmental programs, including women,
the aged, physically and mentally disabled persons, the poor, and various social
groups that have been marginalized by virtue of race, religion, ethnicity, caste, and
social class.
Interrelationship of Government and Non-State Institutions
Government rules society. This reflects how powerful government institution
can be. If non-state institutions interfere with the governing body, two possible
things can happen:
o
o
Integration among these two institutions may take place to achieve
precise solution towards development.
Conflict and tension may also arise because one could exceed the other
in terms of societal control and influences (Penninx, 2013)
11
LU_Understanding Culture, Society and Politics_Module7
Explore
Activity 1: If I were a lawmaker. Pretend to be a lawmaker and read the following
situations below. Identify whether or not social inequality is present on each
situation. If it does, suggest ways on how to address it. If it does not, justify the
claim for equality.
1. The COVID-19 pandemic has affected almost all aspects of human life. In the
early period of the pandemic in the Philippines, there were some reported
incidences that some wealthy and influential people have immediate and instant
access in COVID-19 testing services under government affiliated agencies.
However, the rest of the general public have difficulty to have access in such
kind of health services. As a lawmaker, what can be done to avoid social
inequality in this scenario?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. The number of men who contract prostate cancer is about the same as the
number of women getting breast cancer. The disparity in annual government
research funding between the two cancers is striking and discriminatory,
illustrating yet again the institutionalized misandry existing in Western
Societies. (Ray Blumhorst, National Coalition for Men)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. In Mindanao, the southernmost and second largest of the Philippines’ islands,
six of the 10 regions are among the top 10 nationally in terms of poverty rates,
with between 25 and 40 percent of families living in utter poverty. Nationwide,
the 30 most deprived provinces are home to more than one-third of the
Philippines’ poorest families, resulting in generational poverty that is incredibly
difficult to emerge from. (Child Fund International).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
12
LU_Understanding Culture, Society and Politics_Module7
Rubric for Scoring
Criteria
3
2
1
0
Exceeded
expectations
Satisfactorily
Met all
expectations
Came close
to meeting
the
expectations
Did not meet
the
expectations
Details and
content
Reflect prsonal
thoughts/knowled
ge/learning
Mechanics
/grammar
Conclusion
Deepen
Activity 1: My_Socio_Class_Autobiography
Directions: You are tasked to make your own Social Class Autobiography. In this
activity you are given a chance to tell or describe the social class (upper, middle,
lower) where you currently belong to. What made you think that it is where that
you belong? In your own social class autobiography, make sure to link your
experiences to different class privileges or social inequality that you might think
you had encountered. Connect I to ideas that we have discussed in this module like
issues on poverty, education, healthcare, food, water, etc. you might also include
your dreams and aspirations in life and things that you want to be and how you
can reach that goals and objectives. Your autobiography should contain
introduction and conclusion, and it should address the following questions:
1. Cite at least two events from your life that you experienced social inequality.
Describe how these occurred.
2. From these experiences, take time to reflect on each event and tell us its
relation to poverty, wealth, inequality, or privilege.
3. Reflect on what you have learned from those experiences.
4. Suggest solutions on how to address such experiences; how can that be
avoided.
5. What can the government do to help you and the social class you think you
belong to address problems you have encountered most especially in this
time of pandemic?
13
LU_Understanding Culture, Society and Politics_Module7
Criteria
Ideas
5
This paper
is clear and
focused. It
holds the
reader's
attention.
Relevant
details and
quotes
enrich the
central
theme.
Organizati
on
The
organizatio
n enhances
and
showcases
the central
idea or
theme. The
order,
structure of
information
is
compelling
and moves
the reader
through the
text.
The writing
has an easy
flow,
rhythm,
and
cadence.
Sentences
are well
built, with
strong and
varied
structure
that invites
expressive
oral
reading.
Sentence
Fluency
Rubric
4
This paper
is mostly
focused,
and has
some good
details
and
quotes.
for Scoring
3
The writer is
beginning to
define the
topic, even
though
development
is still basic
or general.
Paper (and
paragraph
s) are
mostly
organized,
in order,
and makes
sense to
the reader.
The
organizationa
l structure is
strong
enough to
move the
reader
through the
text without
too much
confusion.
Sentences
within
paragraphs
make sense,
but the order
of
paragraphs
does not.
The
writing
mostly
flows, and
usually
invites
oral
reading.
The text
hums along
with a steady
beat, but
tends to be
more
businesslike
than
musical,
more
mechanical
than fluid.
The text
seems
choppy and
is not easy to
read orally.
14
LU_Understanding Culture, Society and Politics_Module7
2
Topic is not
well-defined
and/or there
are too many
topics.
1
As yet, the
paper has
no clear
sense of
purpose or
central
theme. To
extract
meaning
from the
text, the
reader
must make
inferences
based on
sketchy or
missing
details.
The writing
lacks a
clear sense
of direction.
Ideas,
details, or
events seem
strung
together in
a loose or
random
fashion;
there is no
identifiable
internal
structure.
The reader
has to
practice
quite a bit
in order to
give this
paper a fair
interpretive
reading.
Conventio
ns
Presentati
on
The writer
demonstrat
es a good
grasp of
standard
writing
conventions
(e.g.,
spelling,
punctuatio
n,
capitalizatio
n,
grammar,
usage,
paragraphi
ng) and
uses
conventions
effectively
to enhance
readability.
The form
and
presentatio
n of the text
enhances
the ability
for the
reader to
understand
and
connect
with the
message. It
is pleasing
to the eye.
The write
understan
ds good
writing
convention
s and
usually
uses them
correctly.
Paper is
easily read
and errors
are rare;
minor
touch-ups
would get
this piece
ready to
publish.
The writer
shows
reasonable
control over a
limited range
of standard
writing
conventions.
Conventions
are
sometimes
handled well
and enhance
readability;
at other
times, errors
are
distracting
and impair
readability.
The writer
seems to
have made
little effort to
use
conventions:
spelling,
punctuation,
capitalization
, usage,
grammar
and/or
paragraphing
have multiple
errors.
Errors in
spelling,
punctuatio
n,
capitalizatio
n, usage,
and
grammar
and/or
paragraphi
ng
repeatedly
distract the
reader and
make the
text difficult
to read.
The format
only has a
few
mistakes
and is
generally
easy to
read and
pleasing to
the eye.
The writer's
message is
understanda
ble in this
format.
The writer's
message is
only
understanda
ble
occasionally,
and paper is
messily
written.
The reader
receives a
garbled
message
due to
problems
relating to
the
presentatio
n of the
text, and is
not typed.
15
LU_Understanding Culture, Society and Politics_Module7
Gauge
Directions: Read the sentences carefully and write the letter of the correct answer
on a separate sheet of paper.
1. Which of the following is NOT an effect of poverty?
A. One’s health is correlated to poverty; upper class individuals have
better overall health.
B. The more income a family has, the more likelihood of their children
experiencing private schools.
C. The persistent stress of low income lifestyle causes weaker immune
systems of those in poverty.
D. Those in poverty have greater access to post-secondary education
(college).
2. Social inequality is defined as...
A. one person has more friends than another
B. an unequal distribution of resources in society
C. having a 12-car garage but only six cars
D. the organization of social classes
3. We can understand social inequality from a macro-sociological perspective
because...
A. lived experience is impacted by gender, race and class
B. we see inequality in everyday life
C. some people work harder than others
D. meritocracy is focused on structure rather than individual
4. Which of the following BEST defines social stratification?
A. The poor being forced down by the wealthy
B. Social minorities being mistreated by the majority
C. The social elites being propped up by the poor
D. Dividing people into a hierarchy
5. What is distribution of wealth?
A. This is the way that vouchers and cash are given to poor people
B. The inheritance that a child gets when a parent passes way
C. This is the way that good weather improves a person's life chances
D. This is the way that wealth is distributed between people
6. Select the two answers which demonstrate a large pattern of inequality
A. Social security and other state benefits are given to those who fall below
a certain income.
B. In the UK the top 10 percent get 31 % of all income in the UK while the
bottom 10 percent get just 1 %
C. In Singapore, the top 20 richest percent of the population are about 10
times richer than the poorest 20 %
D. Different countries have the same levels of inequality.
16
LU_Understanding Culture, Society and Politics_Module7
7. Which of the following is a quality of global inequality?
A. It has grown over the years.
B. It is still growing at present.
C. It is rampant all over the world.
D. It is not deemed necessary in the global economy.
8. What concept refers to the unequal access to social desirables and life
opportunities between the social classes in society?
A. Social Inequality
B. Social Equality
C. Social Concept
D. Social Deviance
9. What is the unequal distribution of social gaps across nations?
A. Social Inequality
B. Social Deviance
C. Global Stratification
D. Global Inequality
10. What involves the concentration of resources among a selected number of
nations?
A. Social Inequality
B. Social Deviance
C. Global Stratification
D. Global Inequality
17
LU_Understanding Culture, Society and Politics_Module7
Answer Key
Text…
Post Test
Answer Key
1. D
2. B
3. A
4. D
5. D
6. B/C
7. B
8. A
9. C
10.D
18
LU_Understanding Culture, Society and Politics_Module7
References
Books
Algeria, M., Vallas, M., & Pumariega, A. (2010). Racial and ethnic disparities in
pediatric mental health. Child and Adolescent Psychiatric Clinics of North America,
19, 759-774.
Arnett, Jeffrey J. 1995. „Broad and Narrow Socialization: The Family in the Context
of a Cultural Theory‟, Journal of Marriage and the Family, 57 (3): 617-28.
“Closing the Social Inequality Gap in the Philippines.” Childfund, 2019.
Lee, Jr., J. M., & Rawls, A. (2010). The College cpmpletion agenda: 2010 progress
report. New York: College Board.
Obama, B. (2013, December 4). Remarks by the President on economic mobility.
Washington, DC: The White House.
Online Sources
“Programs and Policies: GOVPPH.” Official Gazette of the Republic of the
Philippines, 2021. https://www.officialgazette.gov.ph.ph/programs/.
https://www.scribd.com/presentation/421717405/Module-6-Enculturation-andSocialization
https://sustainabledevelopment.un.org/post2015/transformingourworld
https://link.quipper.com/en/organizations/547ffe5ed2b76d0002003367/curricul
um#curriculum
19
LU_Understanding Culture, Society and Politics_Module7