University of Santo Tomas

Office of the Vice-Rector for Academic Affairs

Department of Social Sciences
Course Plan in Sociology & Anthropology
Course Title
Credit Units
Course
Description

Course Intended
Learning
Outcomes

Sociology and Anthropology

3

Course Code
SA
Course Co/PreNone
requisites
The course explores selected fundamental concepts in the study of Philippine society
and culture and its relation to the global world using basic theories, research
methodologies, and substantive issues defining the scientific practices of Sociology
and Anthropology as social sciences. The course exposes students to the unique use
of the sociological imagination and anthropological world-view in understanding the
world they live in so that they may find it relevant, useful and practical in developing
paradigms relevant in the analysis of groups and organizations, social institutions
and social behavior, culture and stratification, social interaction and social processes,
and social change and social development.
After completing this course, STUDENTS SHOULD BE ABLE TO:
Traditional Zone:
1. Discourse on the integral interconnectedness of Sociology and Anthropology as
social sciences in the Philippine and global context.
2. Critically analyze the applicability of the different sociological and
anthropological concepts and theories in understanding Philippine society and
culture in relation to the global world.
Transitional Zone:
3. Critically review selected sociological and anthropological journals concerning
empirical studies on Philippine society and culture.
4. Conduct scientific investigation (research proposal only) of issues concerning
Philippine society and culture using the methods of Sociology and
Anthropology.
1

Transformational Zone:
5. Organize or participate in community/social development programs and
projects.

Course Plan in Sociology & Anthropology

First Shifting/Preliminary
Period
Essential Questions

UNIT 1: Sociology and Anthropology as Social Science

Disciplines
Enduring Understanding

Why is the study of sociology and

anthropology important to your chosen
field?
Why are sociological and anthropological
concepts and theories useful in
understanding the social world?

Course Code

Sociology and Anthropology are linked to various professions.

Sociological and anthropological concepts and theories give
us the sociological imagination and anthropological
worldview in order to see and understand social reality in
different ways. In this way, we become better informed and
understand the basis of our actions.

Why can sociology and anthropology be a

Sociology and Anthropology could be their career option.
career profession?
Essential Learning
Hour
Content
Declarative
Functional
Intended
Suggested
Assessment
s
Standards
Knowledge Knowledge
Learning
Teaching/Lea
Tasks (ATs)
Outcomes (ILO)
rning
Activities
(TLAs)
The
3
A. Demonstrat 1.
Distinguishin Compare and
Interactive
Objective Test
Study
of
hours
e
g sociology
contrast Sociology Lecture
Sociology &
understandi
and
and Anthropology
Academic
Anthropology
ng of
anthropology and establish the
Study group
Paper with
2.
Its
Sociology
link how it was
attached Field
origins and

and
Anthropolog
y as distinct
but related
disciplines.

development
3.
Career
in Sociology
and
Anthropology

6
B. Demonstrat 1.Structuralhours
e
Functionalis
understandi
m and
ng of
Social
classical
Institutions
concepts
2.
Conflict
and theories
theory and
used in
Social Class
Sociology
& Race
and
Stratificatio
Anthropolog
n
y
3.
Symbol
ic
Interactioni
sm and
Social
Processes &
Interaction.
4.
Evoluti
onary
Theory and
Human
Civilization

Correlating
sociology
and
anthropology
.

applied in your
chosen profession
by interviewing 5
professionals in
your field.

Field Interview

Explaining
the different
theories.

Individually watch
the documentary
Inside North
Korea made by
the National
Geographic and do
the following:
1.Give a 300 word
synopsis.
2.Why do you
think the people
and the
government of
N.K act the way
they do as
portrayed in the
documentary?
Give an
explanation
using each of
the following
theories:
StructuralFunctionalism
Conflict Theory
Symbolic

Interactive
Lecture

Relating the
different
theories.
Contextualizi
ng different
theories.

Assigned Film
Viewing

Text
/Transcribed
interviews
Grading
Rubric
Objective test
Academic
Paper
Grading
Rubric

Interactionism
Evolutionary
Theory
3.Relate the state
of affairs in N.K.
to a similar
situation that
happened in the
Philippines.
Justify your
answer.
4.Give your
personal
reflection or
insights
regarding the
documentary.
Second Shifting Period
Essential Questions

UNIT 2: Modern Theories and Basic Research in

Sociology and Anthropology
Enduring Understanding

Course
Code

Why are sociological and anthropological

concepts and theories useful in conducting
researches?

Hour
s

Content
Standards

Sociological and anthropological concepts and theories are

useful in research endeavours across disciplines because it
helps researchers acknowledge the tentative and relative
character of the results of their research, prevents them from
presenting a sociological assumption to be an indisputable
truth, and reveals their own ideological position(s).
Essential Learning
Declarative
Functional
Intended
Suggested
Assessme
Knowledge
Knowledge
Learning
Teaching/Learn
nt Tasks
Outcomes (ILO)
ing Activities
(ATs)
(TLAs)
4

6
Demonstrate 1.
Postmode
hours understandin
rnism &
g of modern
Culture
concepts and 2.
Feminism
theories
and Gender
used in
Stratification
Sociology
3.
Sociology
and
of Disaster
Anthropology
and Climate
.
Change
4.
Sociologi
cal
Perspectives
of Deviance.

Explaining
the different
theories.
Relating the
different
theories.
Contextualizi
ng different
theories.

Individually watch
the movie The
Stoning of Soraya
M. directed by
Cyrus Nowrasteh
and do the
following:
1. Give a 300 word
synopsis.
2.What do you
think led to the
death of Soraya
M? Explain using
each of the
following
theories:
Postmodernism
Feminism
Sociology of
Disaster
Sociology of
Deviance
3.Relate the
situation of
Soraya M. to
issues or
challenges faced
by women
and/or LGBTs in
the Philippines.
Justify your
answer.

Interactive
Lecture

Objective
Tests

Assigned Film
viewing

Academic
Paper
Grading
Rubric

4.Give your
personal
reflection or
insights
regarding the
movie.
3
Demonstrate 1. Overview of
Writing a
Find a partner
Library work (On- Initial Draft
hours understandin
the Research
draft of the
(work in twos or in site and/or on-line of the
g of basic
Problem
research
threes) and make
use of printed or
Research
sociological
2. Formulating
proposal
a research proposal electronic journal
Proposal
and
Research
under the theme
references)
anthropologic
Questions
Youth Studies. It
Grading
al research.
3. Review of
will be up to you
Working Diads
Rubric
Relevant
and your partner to
Literature
specify the specific
4. Theoretical
problem you want
Framework
to research on. The
literature review
must be based on
at least 15
scholarly journal
references
(published in the
year 2005 up the
present) and the
theoretical
framework must
use at least one
theory discussed in
class.
Optional: Within the Preliminary Period, organize with your friends/classmates or participate in a
community development project of your college, church, or non-government organization. Follow the
guidelines given regarding community development projects. Submit your individual academic paper
during the preliminary examination period.
6

Third Shifting/Final Period

UNIT 3: Global and Philippine Social Issues

Course
Code

Essential Questions

Enduring Understanding

Why is the methods part very significant in

doing sociological or anthropological research?

The research methods are what make the sociological or

anthropological study scientifically sound and valid.
Without it, the research results are considered dubious.

Why are social issues important to study?

People must understand how extraneous factors

contribute to individual situations. The study of social
issues gives us the ability to look beyond the individual
as the only cause of success and failure and see how
society influences a persons outcome.

Essential Learning
Declarative
Function
Knowledge
al
Knowled
ge
3
Demonstrate 5. Method
Writing
hours understandi
(Qualitative
the final
ng of basic
Approach)
research
sociological
a. Design
proposal.
and
b. Study Site and
anthropologi
Respondents
cal research
c. Instrumentatio
II.
n and Data
Collection
process
d. Ethical
consideration
e. Mode of
analysis
Hour
s

Content
Standards

Intended
Suggested
Learning
Teaching/Learni
Outcomes
ng Activities
(ILO)
(TLAs)
Still working
Interactive
with your
Lecture
partner, improve
your research
Working Diads
proposal by
adding the
methods part.

Assessmen
t Tasks
(ATs)
Final
Research
Proposal
Grading
Rubric

9
Demonstrate
hours understandi
ng of
sociological
studies on
pressing
local and
global social
issues.

1. Dyson, Tim
Making an Make an article
Group Reports
Objective
(2010)
article
review of the
Test
2. Racelis, Mary
review.
reading
(2012)
assigned to your
Written
3. Mananzanan,
Reporting
group (which
article
Sr. Mary John,
an article
consists of 4 to
review.
OSB. (1999)
review.
5 members).
Oral
4. Caroll, Fr. John
Follow
presentatio
J., S.J. (2012)
instructions
n of the
5. Gentry, J., &
provided in this
article
Mittelstaedt, R.
course plan in
review.
(2010)
making an
6. Parreas, R. S.
article review.
Grading
(2005)
Rubric
7. Abenir, M. A. D.
(2012).
8. Fukuda-Parr, S.
(2003)
9. ScheperHughes, N. &
Lock, M. M.
(1987).
10. Payuyo, L. A.
(2012)
Optional: Within the 3rd Shifting Period, organize with your friends/classmates or participate in a
community development project of your college, church, or non-government organization. Follow the
guidelines given regarding community development projects. Submit your individual academic paper
during the 3rd shifting examination period.

Guidelines for Community Development Projects with corresponding points:

You are highly encouraged to be involved during the 2 nd and 3rd shifting in the organization and/or
implementation of a community development project in one of the partner communities of UST, in your
community, or in the country. If you are able to do this, then you will be given a significant incentive score
8

that can boost your grade. This is especially helpful in augmenting a major class requirement you failed to
fulfil (except for the shifting exam) or you just want to further improve your class standing. However, your
efforts will only be credited provided that you fulfil all of the following requirements:
1. You are able to present a certificate of your participation duly signed by appropriate authorities of
the project = 5 POINTS
2. You have documented action pictures with captions to prove your involvement (put in a short
bond paper) = 5 POINTS
3. You have a two page (font 12, double space, short bond paper, and minimum of 500 and
maximum of 600 words) reflection paper regarding your involvement in the activity. RELATE YOUR
REFLECTION WITH ONE OF THE PERTINENT LESSONS DISCUSSED UNDER THE SHIFTING PERIOD
THE COMMUNITY DEVELOPMENT PROJECT FALLS INT0. = 15 POINTS.

Guidelines for Article Reviews with corresponding points:

A. Introduce your review appropriately. Identify the author, year of publication, the title, place of
publication, and publisher. (20 pts.)
1. Who is the author and what is his/her credentials?
2. Who is the intended audience of the article?
B. Provide an Overview. Establish your position as the reviewer (your thesis about the author's
thesis). As you write, consider the following questions: (30 pts.)
1. What is the main problem addressed?
2. What are the authors main objectives or basic premises in writing the article?
3. What theory or analytical framework was used?
4. What issues are raised, or what themes emerge?
5. What situation(s) provide a basis for the author's assertions? List any background information
that is relevant to the entire article.
C. Critical Evaluation. This is the heart of your article review. You should discuss a variety of issues
here: (30 pts.)
1. Did the author achieve his/her goal? How did s/he do this or fall short? List at least three
examples of how the author proved or did not prove points s/he was trying to make.
2. What are the author's most important or controversial points?
3. What did the article leave out?
4. What personal experiences do you have relating to the article?
9

5. What did you like best about the article? What did you like least about the article? Make sure that
you distinguish your personal views from that of the author.
D. Conclusion. Tie together any issues raised in the review and provide a concise comment on the
article and whether or not you would recommend this article to someone else and why. (20 pts.)

Grading Rubric for Academic Papers

CATEGORY
Organization

4
Information is very
organized with wellconstructed
paragraphs and
subheadings.

3
2
Information is
Information is
organized with well- organized, but
constructed
paragraphs are not
paragraphs.
well-constructed.

1
The information
appears to be
disorganized.

Quality of
Information

Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
All topics are
addressed and all
questions answered
with at least 4
sentences about
each.
All paragraphs
include introductory
sentence,
explanations or
details, and

Information clearly
relates to the main
topic. It provides 12 supporting details
and/or examples.

Information clearly
relates to the main
topic. No details
and/or examples
are given.

Information has
little or nothing to
do with the main
topic.

All topics are

addressed and
most questions
answered with at
least 3 sentences
about each.
Most paragraphs
include introductory
sentence,
explanations or
details, and

All topics are

addressed, and
most questions
answered with 2
sentences about
each.
Paragraphs
included related
information but
were typically not
constructed well.

One or more topics

were not
addressed.

Amount of
Information

Paragraph
Construction

Paragraphing
structure was not
clear and sentences
were not typically
related within the
10

concluding
sentence.

concluding
sentence.

Sources

All sources
(information and
graphics) are
accurately
documented in the
desired format.

Mechanics

No grammatical,
spelling or
punctuation errors.

All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
Almost no
grammatical,
spelling or
punctuation errors

paragraphs.

All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
A few grammatical
spelling or
punctuation errors.

Some sources are

not accurately
documented.

2
The introduction
does not state the
main topic or thesis
clearly and does
not adequately
preview the
structure of the
paper

1
There is no clear
introduction of the
main topic or
structure of the
paper.

Many grammatical,
spelling, or
punctuation errors.

Grading Rubric for Research Proposal

CATEGORY
Overview of the
Research Problem

4
The introduction is
inviting, states the
thesis or main topic
and previews the
structure of the
paper.

3
The introduction
states the main
topic and previews
the structure of the
paper, but is
lacking in clarity.

11

Support for Topic

Sequencing

Scientific
soundness and
validity.

Relevant, telling,
quality details give
the reader
important
information that
goes beyond the
obvious or
predictable. Paper
demonstrates indepth
understanding of
the topic.
Information is very
well organized
according to the
required format
with wellconstructed
paragraphs and
subheadings.
Details are placed
in a logical order
with a variety of
transitions showing
how the points are
connected. The
flow effectively
keeps the interest
of the reader.
The methods part
of the paper is
complete, fully and
adequately

Supporting details
and information are
relevant, but some
areas are weak.
Paper
demonstrates
understanding of
most major
concepts.

Supporting details
and information are
relevant, but
several key issues
or portions of the
storyline are
unsupported. Paper
demonstrates that
there are gaps in
understanding the
topic and concepts.

Supporting details
and information are
typically unclear or
not related to the
topic.

Information is very
well organized
according to the
required format
with wellconstructed
paragraphs. Details
are placed in a
logical order;
transitions show
connection of
ideas, but with little
variety. The flow
generally keeps the
interest of the
reader.

Information is
organized but
paragraphs are not
well constructed.
Some details are
not in a logical or
expected order,
and this distracts
the reader.
Transitions are
adequate but some
are unclear

The information
appears to be
disorganized. Many
details are not in a
logical or expected
order. There is little
sense that the
writing is
organized.

The methods part

of the paper is
complete, but lacks
detailed

The methods part

of the paper is
incomplete, but is
adequately

The methods part

of the paper is
incomplete, and is
not fully and
12

explained.

explanation.

References

All sources used for

quotes and facts
are credible and
cited correctly.

All sources used for

quotes and facts
are credible and
most are cited
correctly.

Mechanics

No grammatical,
spelling or
punctuation errors.

Almost no
grammatical,
spelling or
punctuation errors

explained.

adequately
explained.
Most sources used
Many sources used
for quotes and facts for quotes and facts
are credible and
are less than
cited correctly.
credible (suspect)
and/or not cited at
all.
A few grammatical
Many grammatical,
spelling or
spelling, or
punctuation errors. punctuation errors.

Grading Rubric for Oral Presentation

CATEGORY
Content

4
Shows a full
understanding of the
topic.

3
Shows a good
understanding of the
topic.

2
Shows a good
understanding of
parts of the topic.

1
Does not seem to
understand the topic
very well.

Props

Student uses several

props (could include
costume) that show
considerable
work/creativity and
which make the
presentation better.

Student uses 1 prop

that shows
considerable
work/creativity and
which make the
presentation better.

Student uses 1 prop

which makes the
presentation better.

The student uses no

props OR the props
chosen detract from
the presentation.

13

Preparedness

Student is completely
prepared and has
obviously rehearsed.

Student seems pretty

prepared but might
have needed a
couple more
rehearsals.

The student is
somewhat prepared,
but it is clear that
rehearsal was
lacking.

Student does not

seem at all prepared
to present.

Collaboration with
Peers

Almost always listens

to, shares with, and
supports the efforts
of others in the
group. Tries to keep
people working well
together.
Facial expressions
and body language
generate a strong
interest and
enthusiasm about the
topic.
Student is able to
accurately answer
almost all questions
posed by classmates
about the topic.

Usually listens to,

shares with, and
supports the efforts
of others in the
group. Does not
cause "waves" in the
group.
Facial expressions
and body language
sometimes generate
a strong interest and
enthusiasm about the
topic.
Student is able to
accurately answer
most questions
posed by classmates
about the topic.

Often listens to,

shares with, and
supports the efforts
of others in the group
but sometimes is not
a good team
member.
Facial expressions
and body language
are used to try to
generate enthusiasm,
but seem somewhat
faked.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.

Rarely listens to,

shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.

Enthusiasm

Comprehension

Very little use of

facial expressions or
body language. Did
not generate much
interest in topic being
presented.
Student is unable to
accurately answer
questions posed by
classmates about the
topic.

Textbook References:
Coloma, T. M., Llenas, M. P., Meer, T. C., & Villmil, A. T. (2012). Essentials of Sociology and Anthropology: An
Interactive Study. Manila.
Palispis, E. S. (2007). Introduction to Sociology and Anthropology. Manila: REX Book Store.
14

Article References:
Abenir, Mark A. D. (2012). The Post-Colonial Hegemony of Development: its Nuances, Deconstruction, and
Resulting Typologies. In A. P. Co & P. A. Bolaos (Eds.), ACTA: Proceedings of the Quadricentennial
International Philosophy Congress (pp. 442-451). Manila, Philippines: UST Publishing House.
Caroll, Fr. John J., S.J. (2012). Rocks Beneath the Surface: Changing Relations Between the Church and
Politics in the Light of Vatican II. Philippine Sociological Review, 60(1), 239-255.
Dyson, Tim. (2010). The Demographic Transition - Origins, Processes, Effects. In T. Dyson (Ed.), Population
and Development: The Demographic Transition (pp. 3-7 & 28-49). London, UK: Zed Books.
Fukuda-Parr, S. (2003). The Human Development Paradigm: Operationalizing Sens Ideas on Capabilities.
Feminist Economics, 9(2-3), 301 317
Gentry, J., & Mittelstaedt, R. (2010). Remittances as Social Exchange: The Critical, Changing Role of Family
as the Social Network. Journal of Macromarketing, 30(1), 23-32
Mananzanan, Sr. Mary John, OSB. (1999). Religion as a Socializing Force in the Construction of the
Woman Question. Review of Womens Studies. 9(1 & 2), 1-15.
Parreas, Rachel S. (2005). Long distance intimacy: Class, gender and intergenerational relations between
mothers and children in Filipino transnational families. Global Networks, 5(4), 317-336.
Payuyo, Louise A. (2012). The Portrayal of Gays in Popular Filipino Films, 2000 to 2010. Philippine
Sociological Review, 60(1), 291-322.
Racelis, Mary (2012). Technology and Morality in Womens Lives and Deaths: The Reproductive Health
Debate. Philippine Sociological Review, 60(1), 257-290.
Scheper-Hughes, Nancy & Lock, Margaret M. (1987). The Mindful Body: A Prolegomenon to Future Work in
Medical Anthropology. Medical Anthropology Quarterly, 1(1), 6-41.

15