Understanding Culture, Society, and Politics Quarter 2 Module 1: State and Non-state Institutions

Understanding Culture, Society, and Politics Quarter 2 – Module 1: State and Non-state Institutions

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Senior High School

Understanding Culture, Society, and Politics – Senior High School Alternative Delivery Mode Quarter 2 – Module 1: State and Non-state Institutions First Edition, 2020

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Printed in the Philippines by ________________________ Department of Education – National Capital Region

Office Address: ____________________________________________ Telefax: ____________________________________________ E-mail Address: ____________________________________________

Development Team of the Module

Writer: Mekisa V. Amores

Editors: Leuvina D. Erni Dr. Imelda V. Boquiren

Reviewers: SDO Pasay LRMS Team

Illustrator: Edivin Kevin D. Abella

Layout Artist: Bureau of Learning Resources and the Authors; SDO LRMS Team and the Authors

Management Team: Malcom S. Garma, Director IV Genia V. Santos, CLMD Chief Dennis M. Mendoza, Regional EPS In-Charge of LRMS Micah S. Pacheco, Regional ADM Coordinator Loreta B. Torrecampo, CESO V, Schools Division Superintendent Librado F. Torres, CID Chief Normina B. Hadji Yunnos, Division EPS In-Charge of LRMS and Division ADM Focal Person

depedncr@deped.gov.ph 02-929-0153 Misamis St., Bago Bantay, Quezon City

Understanding Culture, Society, and Politics

Quarter 2 – Module 1: State and Non-state Institutions

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

Senior High School

Introductory Message

For the facilitator:

Welcome to the Understanding Culture, Society, and Politics Alternative Delivery Mode (ADM) Module on State and Non-state Institutions.

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

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

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

[illustration: notepad icon]

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

As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Understanding Culture, Society and Politics’ Alternative Delivery Mode (ADM) Module on State and Non-state Institutions!

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

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

This module has the following parts and corresponding icons:

Icon	Part	Description
[illustration: hand icon]	What I Need to Know	This will give you an idea of the skills or competencies you are expected to learn in the module.
[illustration: pencil icon]	What I Know	This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.
[illustration: hands icon]	What’s In	This is a brief drill or review to help you link the current lesson with the previous one.
[illustration: sprout icon]	What’s New	In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity, or a situation.
[illustration: magnifying glass icon]	What is It	This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.
[illustration: stairs icon]	What’s More	This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.
[illustration: lightbulb icon]	What I Have Learned	This includes questions or blank sentences/paragraphs to be filled into the process of what you learned from the lesson.
[illustration: hand with tool icon]	What I Can Do	This section provides an activity that will help you transfer your new knowledge or skill into real-life situations or concerns.

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Icon	Part	Description
[illustration: pencil and paper icon]	Assessment	This is a task that aims to evaluate your level of mastery in achieving the learning competency.
[illustration: gears icon]	Additional Activities	In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends to the retention of learned concepts.
[illustration: key icon]	Answer Key	This contains answers to all activities in the module.

At the end of this module, you will also find:

Icon	Part	Description
	References	This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain a deep understanding of the relevant competencies. You can do it!

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What I Need to Know

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This module is created with diverse learners in mind. Thus, the activities and reading materials made hold the intention to help students analyze the function of state and non-state institutions and their implications on the lives of people in society.

Moreover, the topic under state institutions is divided into four lessons such as:

a. Political and Leadership Structures b. Economic Institutions

Then, the Lesson on non-state institutions will include the discussion of its five diverse classifications such as:

a. Banks and Corporations b. Cooperative and Trade Unions c. Transnational Advocacy Groups d. Development Agencies e. International Organization

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Lastly, after going through the module, you are wished to:

a. Explain the concept of redistribution using your own experience. b. Classify and identify the Non-state Institution in the Society. c. Reflect and familiarize important concepts about social functions of Non-state Institutions to the Society and People d. Conceptualize a perspective towards the social implication of the Non-state Institution to the community.

1

What I Know

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TEST I: MULTIPLE CHOICE

DIRECTIONS: Read each question carefully and write only the letter of the correct answer in the space after each sentence.

Choices for ITEMS 1-5

A. Generalized Reciprocity B. Balanced Reciprocity C. Negative Reciprocity D. Reciprocity

1. A form of transaction which utilizes gesture that expresses personal relationships is known as ________

   
   

2. Individuals involved in this transaction desire to gain as much as probable while paying the least amount possible. The transaction between both parties is identified as________

   
   

3. What type of transaction exists when the giver is expected to gain something in return although it does not have to be instant? ________

   
   

4. As the eldest, Mariel provides educational assistance to her sister Karen. This form of transaction is known as: _________

   
   

5. It is known as the transaction between two socially equal parties having the same status about the values of goods or services. _________

   
   

Choices for ITEMS 6-10

A. Power B. Authority C. Political Structure D. Charismatic Authority

6. It is known as the organized way in which power is allocated and decisions are made within society. __________

   
   

7. The capacity to realize desired ends despite opposition from others is identified as. _________

   
   

8. According to Weber, the power that people perceive as legitimate rather than coercive is categorized as. _______

   
   

9. What type of authority is known as the power legitimized by extraordinary personal abilities that inspire devotion and obedience? ___________

   
   

10. Which type of authority depends less on a person’s ancestry or office and more on personality? _________

    
    

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TEST II: DECIPHER THIS!

DIRECTIONS: Decode the word/s inside the box to form types of non-state institutions. Write your answer in the space before each number.

_____________1. A financial institution that receives deposits from the public and generates credit.

ABKN

_____________2. It is usually operated by farmers or consumers for their mutual benefit.

RTCPVAOSIOEE

_____________3. It consists of workers who have come together to get mutual goals like protecting the integrity of its trade, improving safety standards, achieving higher pay and benefits like health care, and retirement.

EARTD ONINUS

_____________4. These are independent organizations whose goals are to help develop and support economic growth especially for the poor and marginal portion of the society.

MPEDOENETLV CANIGSEE

_____________5. Organizations which are devoted into manipulating political, economic, social, and institutional decisions across country boarders.

ONNAANSTLAIRT CDCYAOVA PSORUG

Lesson 1 State Institutions

What’s In

Review what you have learned from the previous topic!

DIRECTIONS: Answer the questions below by completing the missing letters to form the correct word/s for each number.

1. Members of this group have direct access and interaction with each other. Thus, emotional bonds are formed.

P R _ M _ R Y _ G _ O _ _ S

2. Joey and John are teammates in Sepak Takraw. What type of group is present between John and Joey?

I N – G _ O U _ S

3. Sophia and Hailey are classmates and friends. This category of the group is known as:

_ _ I M _ _ Y G O _ _ S

4. Rica is a member of the women’s basketball team and elicits a sense of antagonism against members of the men’s basketball team because the latter gets more support despite performing terribly in the last season. This form of a group according to membership is categorized as:

O _ T – G R _ _ S

5. Alex and Toni are the newest news anchors of 24 oras. They look up to Ms. Mel Tiangco and Mike Enriquez as their superiors. What type of group exists between the newest and seasoned News Anchors?

R _ F E R E _ _ E – G R O U P S

[transcriber’s note: the letters are printed in boxes; each empty box is shown as _]

What’s New

PICTURE ANALYSIS

DIRECTIONS: Analyze and describe the picture using three sentences only. Write your answer in the space provided.

[illustration: a woman in a red top and dark shorts, with a long braid, holds one end of a green cloth while a man in a brown hat and grey shirt kneels beside three clay pots; caption: “Barter” Illustration by Sir Abella]

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What is It

STATE INSTITUTIONS

Political and Leadership Structures

According to Max Weber as cited by Santarita & Madrid, 2016, Political structure or institution is defined as the organized way in which power is allocated and decisions are made within society. Below is the organizational chart of the Philippine Government.

[chart: organizational chart; Philippine government structure (no number or title printed)]

Level	Executive	Legislative	Judiciary
For each… / Nation	President (1) Vice President (1) Cabinet (varies)	Congress (2 houses) Senate (24), Head: Senate President House of Representatives (270), Head: Speaker	Supreme Court (15), Head: Chief Justice Court of Appeals (69), Head: Presiding Justice Sandiganbayan (15), Head: Presiding Justice Court of Tax Appeals (9), Head: Presiding Justice
Autonomous region	Regional Governor (1)	Regional Legislative Assembly (24), Head: Speaker	Regional Trial Courts* (12 courts) Shari’a District Courts (5 courts)
Province	Governor (1) Vice Governor (1)	Provincial Assembly (varies), Head: Vice Governor
Municipality or city	Mayor (1) Vice Mayor (1)	Municipal/City Assembly (varies), Head: Vice Mayor	Metropolitan Trial Courts Municipal Trial Courts in Cities Municipal Trial Courts Municipal Circuit Trial Courts Shari’a Circuit Courts
Barangay	Barangay Captain (1)	Barangay Assembly (8), Head: Barangay Captain Youth Assembly (7), Head: SK Chairperson

KEY: Direct relation General supervision

*The Philippines is grouped into 12 judicial regions, each judicial region has one regional trial court (RTC). Note that this arrangement is different from regular administrative regions (which don’t have governmental power) and the autonomous region, which don’t have RTCs by themselves, unless it is coextensive with a judicial region.

Photo link: https://commons.wikimedia.org/wiki/File:Philippine_government.png

The Executive branch is comprised of the President and the Vice President who are chosen by direct popular vote and fulfill a term of six years. The Constitution grants the President authority to appoint his Cabinet. These departments form a large portion of the country’s bureaucracy.

The Legislative branch can make laws, alter, and reverse them through the power bestowed in the Philippine Congress. This institution is divided into the Senate and the House of Representatives

The Judicial branch maintains the power to resolve disputes concerning rights that are legally demandable and enforceable. This branch decides whether there has been a serious abuse of judgment amounting to lack or excess of authority on the part and instrumentality of the government. It is made up of a Supreme Court and lower courts.

The Constitution explicitly permits the Supreme Court the power of Judicial Review as the power to declare a treaty, international or executive agreement, law, presidential decree, proclamation, order, instruction, ordinance, or regulation unconstitutional

Power on the other hand is the capacity to realize desired ends despite opposition from others. The utilization of power is the business of government, which is defined as a formal organization that directs the political life of a society (Macionis, 2012) Therefore, governments demand compliance on the part of a population.

According to Macionis (2012) “No government, Weber explained, is likely to keep its power for long if compliance comes only from the threat of brute force. Even the most brutal dictator must wonder if there can ever be enough police to watch everyone—and who would watch the police? Every government, therefore, tries to make itself seem legitimate in the eyes of the people. This fact brings us to Weber’s concept of authority, a power that people perceive as legitimate rather than coercive” (p.394)

TYPES OF AUTHORITY

1. Traditional Authority
   respect for a long-standing cultural pattern is used to legitimize power.

   
   

2. Rational-Legal Authority or also known as bureaucratic authority; legally created rules and regulations are used to legitimize power.

   
   

3. Charismatic Authority
   extraordinary personal skills that inspire devotion and obedience are used to legitimize power.

   
   

Economic Institutions

Human beings are driven to satisfy their basic necessity which includes food, water and shelter however human beings also aim for goods and services which can be attained through help from the many or known as collective effort (Santarita & Madrid, 2016) This make economic activity essential in Human’s life because it can influence the complexity of society and the character of its cultural and social life.

Imagine if there is an alteration or change in the means of production as well as the redistribution and exchanges of deliverables or services, it can strongly affect the overall functioning of society. For instance, the continuous increase in price in a petrol can also have a massive effect on the price of goods such as fruits and vegetables for the supplier must also take into consideration petrol and its market value because they will be using petrol for transportation of fruits and vegetables. This scenario might result in a possible change of market value among the above-mentioned products.

Gilliard et al., (2000) argued that an economic institution is being defined as an enduring organization, practice, or relationship created by individuals to handle and cope with basic economic dilemmas.

Now that we established the definition and importance of economic institutions, let us now discuss the forms of redistribution and exchange of products. Read and carefully analyze the table and graphic organizer below because these might help you to better understand the subject matter.

Table 1. Forms of Redistribution and Exchange of Products

Forms	Meaning	Examples
1. RECIPROCITY	➢ Transaction between two socially equal parties having the same status with regards to values of goods or services.	➢ The dowry given by a Muslim groom to his prospective bride is a transaction between two socially equal parties having the same status with regards to values of goods or services. Tantamount to the wealth and educational attainment possessed by the latter.
Types of Reciprocity 1.1 GENERALIZED RECIPROCITY	➢ A form of transaction which utilizes gestures that expresses personal relationships than economic transactions.	➢ In the Philippines, most often than not, the eldest child expresses generalized reciprocity to his or her family by graduating, and in exchange, they will be providing means to sustain the academic needs of their other siblings.
1.2 BALANCED RECIPROCITY	➢ In this form of transaction, the giver is expected to gain something in return although it does not have to be given instantly.	➢ One good example is the business transaction between Filipino artists and advertisement companies. Artists will perform activities that are required of him or her by the said advertisement company in exchange for publicity and exposure.
1.3 NEGATIVE RECIPROCITY	➢ This transaction is being practiced using deceiving ways to gain profit. In this form of transaction, individuals involved try to gain as much as conceivable while paying the least amount possible	➢ Example business ventures offered to you by persons you do not have a personal relationship with.

[transcriber’s note: table continued from the previous page]

Forms	Meaning	Examples
2. REDISTRIBUTION	The process by which products produced out from the community is sent to a place where they are stored, counted, and later distributed back to the people. It is usually the leader of the community who oversees the process. (Santarita & Madrid, 2016)The said authority may be a single individual, (e.g., a chief, or a group of people, or temple priests) The central authority uses the distribution of goods and services to generate interdependence between the parties involved.	➢ Taxes are collected from individuals based on their income. The money collected is distributed to other members of society through different government programs. ➢ Charitable donation functions similarly.
3. MARKET EXCHANGE	The price of the transactions of deliverables and services are supposedly governed by the rules of supply and demand.	➢ A transaction that uses money in exchange for goods or services.

What’s More

MATCHING TYPE

DIRECTIONS: For each item in column A (terms), select the statement in column B (responses that best define the terms in Column A). Write the letter of the correct answer on the space before each number.

Column A	Column B
_____1. Reciprocity	A. Transaction between two socially equal parties having the same status with regards to values of goods or services.
_____2. Redistribution	B. The process by which product produced out from the community is sent to a place where they are stored, counted, and later distributed back to the people.
_____3. Power	C. This transaction is being practiced using deceiving ways to gain profit. In this form of transaction, individuals involved try to gain as much as conceivable while paying the least amount possible.
_____4. Charismatic Authority	D. A form of transaction which utilizes gestures that expresses personal relationships than economic transactions.
_____5. Rational-Legal Authority	E. Sometimes called bureaucratic authority, it is also known as power legitimized by legally enacted rules and regulations.
_____6. Traditional Authority	F. It is the power legitimized by extraordinary personal abilities that inspire devotion and obedience.
_____7. Economic Institutions	G. It is known as the power legitimized by respect for long-established cultural patterns.
_____8. Balanced Reciprocity	H. In this form of transaction, the giver is expected to gain something in return although it does not have to be given instantly.
_____9. Negative Reciprocity	I. An enduring organization, practice or relationship created by individuals to handle and cope with basic economic dilemmas.
_____10. Generalized Reciprocity	J. The capacity to realize desired ends despite opposition from others.

What I Can Do

Activity II: SOCIOLOGICAL INVESTIGATION!

DIRECTIONS: Read and answer the question properly. Come up with a proposition and provide supporting details such as facts, statistics, examples, and statements from expert authority.

1. During the enhanced community quarantine in your barangay, how did the local government unit utilize the taxes, funds, and resources in your community?

PROPOSITION/SUPPORT OUTLINE FOR REDISTRIBUTION OF RESOURCES IN YOUR BARANGAY DURING ECQ.

STATEMENT:

SUPPORT:

FACTS:

STATISTICS:

EXAMPLES:

EXPERT AUTHORITY:

LOGIC AND REASONING:

Lesson 2 Non-state Institutions

What’s In

Review what you have learned from the previous topic!

DIRECTIONS: There are two incomplete statements below and you need to complete them with the first thought that comes into your mind. Write your answers in the space provided.

I have learned and discovered in the previous topic that_____

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I think the previous topic is connected to the present topic because_____

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What is It

Activity II: COMPLETE ME!

DIRECTIONS: Complete the table below by writing perspectives regarding the social implications of non-state institutions to individuals in the community during the enhanced community quarantine.

Non-state Institutions	Descriptions	Social Implications
BANKS	➢ A bank is a financial institution that receives deposits from the public and generates credit. Commercial/Retail Banks ➢ Manage withdrawals and deposits as well as supplying short-term loans to a person and small-scale businesses. Investment Bank ➢ A bank that purchases large holdings of newly issued shares and resells them to investors. Insurance and Companies ➢ Offers insurance policies to the public either by selling them directly to a person or through an employer’s benefit plan.
CORPORATION	➢ A corporation is a legal unit that is distinct from its owners. Moreover, a corporation has the right to enter contracts, loan and borrow money, hire employees, own assets, and pay taxes.
COOPERATIVES	➢ Cooperatives are jointly owned enterprises engaging in the production or distribution of goods or services. Cooperatives are usually operated by farmers or consumers for their mutual benefit.

[transcriber’s note: table continued from the previous page]

Non-state Institutions	Descriptions	Social Implications
TRADE UNIONS	➢ Trade unions or also known as labor unions are consist of workforces who have come together to attain mutual goals like protecting the integrity of its trade, improving safety standards, achieving higher pay and benefits like health care, and retirement
TRANSNATIONAL ADVOCACY GROUPS	➢ Organizations that are devoted to manipulating political, economic, social, and institutional decisions across country borders.
DEVELOPMENT AGENCIES	➢ These are independent organizations whose goals are to help develop and support economic growth especially for the poor and marginal portion of the society. So, they may have opportunities for income and decent employment
INTERNATIONAL ORGANIZATIONS	➢ Include both governmental and non-governmental organizations. International Non-governmental organizations ➢ transcend borders in pursuit of a common cause. Examples of INGO’s International Red Cross and other humanitarian teams deployed in areas hit by natural and man-made disasters. International Governmental Organizations ➢ refer to a grouping established by states and are based on treatise, have formal structures, and meet at regular intervals (Santarita & Madrid, 2016) Example of IGO’S Peace-keeping forces sent by the United Nations to warring states.

Table 1. Non-state Institution in The Society

What’s More

Activity I: INQUIRY CHART FOR NON-STATE INSTITUTIONS

DIRECTIONS: Complete the Inquiry Chart. Indicate references to your answers. Synthesize the gathered information from each question into a summary.

TOPIC:	What are the different classifications of non-state institutions?	How can non-state institutions bring change in society?	Provide other interesting facts	New Question/s
SOURCE:
SUMMARY

[transcriber’s note: the following text is printed in a callout box beside the chart, pointing to the SUMMARY row]

Non-state institutions are entities that participate in international politics. They are organizations with sufficient power to influence and cause a change even though they do not belong to any established institution of state.

What I Can Do

“REFLECTION ON THE GO”

DIRECTION: Compose and write at least five words base on your idea/s that may define the Social Roles and Functions of the presented types of Nonstate Institution to you on the “ME” textbox as well as to your community on the “SOCIETY” textbox.

“ME”

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[illustration: a building with a padlock on a computer screen, above a circle of people with the printed label “CORPORATION”]

“SOCIETY”

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Assessment

MULTIPLE CHOICE

DIRECTIONS: Read and answer the questions properly then tick (/) the letter that corresponds to your answer.

1. Kevin Corpuz is known for his extraordinary personal abilities that inspire devotion and obedience among his subordinates. This type of authority is known as:
   A. Rational-Legal Authority
   B. Charismatic Authority
   C. Government Authority
   D. Traditional Authority

   
   

2. A company requires Nadine Lustre to perform during their charity event in exchange for publicity and exposure. What kind of reciprocity exists in the scenario?
   A. Generalized
   B. Balanced
   C. Negative
   D. Positive

   
   

3. The following are classification of non-state institutions except
   A. Red Cross
   B. Metro bank
   C. Market exchange
   D. Jollibee corporations

   
   

4. A non-state institution that receives deposits from the public and generates credit.
   A. Bank
   B. Corporations
   C. Cooperatives
   D. Trade Union

   
   

5. The following are examples of redistribution, except:

   1. Dowry 2. Payment 3. Tax 4. Charitable Donations
      A. 1
      B. 1, 2
      C. 1, 2, 3
      D. 1, 2, 3, 4

6. Which of the following situations is correct about the concept of redistribution?
   A. Sophie paid 65 pesos for her jolly spaghetti and drinks.
   B. Kevin has the responsibility to finance his younger siblings’ education as a form of his gratitude to his parents’ support.
   C. Mark bought medical supplies from a pharmaceutical company and resell them at a higher price to gain profit.
   D. Mr. Amores donated 5,000 pesos to GMA Foundation. The GMA Foundation used the donation to provide relief goods such as rice grains, blankets, canned goods, and toiletries to the victims of Bagyong “Ambo.”

   
   

7. Which of the following concepts is not true about reciprocity?
   A. It is the transaction between two socially equal parties having the same status with regards to values of goods or services.
   B. Transactions between individuals wherein they try to gain as much as conceivable while paying the least amount possible.
   C. This transaction is limited only to money in exchange for goods or services.
   D. The giver is expected to gain something in return.

   
   

8. Which of the following best describes insurance and companies?
   A. Transcend borders in pursuit of a common cause.
   B. Develop and support economic growth especially for the poor.
   C. Propose insurance policies to the public either by selling them directly to a person or through an employer’s benefit plan.
   D. Manage withdrawals and deposits as well as supplying short-term loans to a person and small-scale businesses.

   
   

9. Which of the following statements are correct about corporations?

   1. A corporation is a legal unit that is distinct from its owners.
   2. A corporation has the right to enter contracts, loan and borrow money, hire employees, own assets, and pay taxes.
   3. The primary goal of a corporation is to develop and support economic growth especially for the poor and marginal portion of the society.
   4. Corporations manipulate political, economic, social, and institutional decisions across country borders.
      A. 1
      B. 1 and 2
      C. 1, 2 and 3
      D. 1, 2, 3 and 4

10. How can developmental agencies contribute meaningfully to society?
    A. By utilizing jointly owned enterprise.
    B. Through selling insurance policies through an employer’s benefit plan
    C. By providing support for economic growth especially for the poor and marginal portion of the society.
    D. Via manipulation of political, economic, social, and institutional decisions across country borders

    
    

Additional Activities

MATCHING TYPE

DIRECTIONS: For each item in column A (terms), select the statement in column B (responses that best define the terms in Column A). Write the letter of the correct answer on the space before each number.

Column A	Column B
_____1. BANKS	A. Also known as labor unions and is consist of workforces who have come together to attain mutual goals.
_____2. COOPERATIVES	B. Frequently operated by farmers or consumers for their mutual benefits.
_____3. TRADE UNION	C. A financial institution that receives deposits from the public and generates credit.
_____4. DEVELOPMENT AGENCIES	D. The goal of this institution is to help the poor and marginal portion of the society. So, they may have opportunities for income and decent employment.
_____5. TRANSNATIONAL ADVOCACY GROUPS	E. Organizations which are devoted into manipulating political, economic, social, and institutional decisions across country boarders.
_____6. CORPORATION	F. Manage withdrawals and deposits as well as supplying short-term loans to a person and small-scale businesses.
_____7. INTERNATIONAL ORGANIZATIONS	G. A bank that purchases large holdings of newly issued shares and resell them to investors.
_____8. INSURANCE AND COMPANIES	H. Offers insurance policies to public either by selling it directly to a person or through an employer’s benefit plan.
_____9. INVESTMENT BANK	I. International Red Cross is an example of this non-state institution.
_____10. RETAIL BANKS	J. A legal unit that is distinct from its owners. Moreover, corporation has the right to enter contracts, loan and borrow money, hire employees, own assets, and pay taxes.

Answer Key

[transcriber’s note: this page is printed rotated 180 degrees; the text below is transcribed in its upright reading order]

What I Know

1. A
2. C
3. B
4. A
5. D
6. C
7. A
8. B
9. D
10. D
11. BANK
12. COOPERATIVES
13. TRADE UNIONS
14. DEVELOPEMNT AGENCIES
15. TRANSNATIONAL ADVOCACY GROUPS

What is In

1. PRIMARY GROUPS
2. IN-GROUPS
3. PRIMARY GROUPS
4. OUT-GROUPS
5. REFERENCE-GROUPS

What’s More

1. A
2. B
3. J
4. F
5. E
6. G
7. I
8. H
9. C
10. D

Additional Activities

1. C
2. B
3. A
4. D
5. E
6. J
7. I
8. H
9. G
10. F

Assessment

1. B
2. B
3. C
4. A
5. B
6. D
7. C
8. C
9. B
10. C

References

Candelaria, Anne Lan, Jose Jowel Canuday, Czarina Saloma, Nico N. Aquino, Kalenna Lorene S. Asis, Evelyn V. Avila, Elisa Bustamante, Reynola Laurenciano, Jeffrey Anthony F. Reyes, and Neil Vincent Sandoval. 2016. “Understanding Culture Society and Politics (Teacher’s Guide).” https://lrmds.deped.gov.ph/pdfview/12240?fbclid=IwAR3xCj7gcyBQRM5b2m0EUboV-Sxt81GYTe1GNttD__aQMJLJu1eShbPJmoM.

Fiecas, Dan Kloyd. 2017. “Non-state Institutions.” Prezi. October 1. Accessed June 3, 2020. https://prezi.com/yt3n8qno-xax/ucsp/.

n.d. Lumen Learning. https://courses.lumenlearning.com/culturalanthropology/chapter/economic-organization-distribution-2/.

Macionis, John J. 2012. “Sociology.” Pearson Education, Inc. The United States of America.

Santarita, Joefe B., and Randy M. Madrid. 2016. Understanding Culture, Society and Politics. Quezon City: Vibal, Group Inc.

Saunders, Phillip, and June Gillard. 2000. A Framework for Teaching Basic Economic Concepts with Scope and Sequence Guidelines K-12. National Council for Economic Education. New York.

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