Explaining Enculturation and

Socialization Materials
Learning Objectives Activity Sheet
To explain enculturation and its role in the agents of
socialization using structural functionalism. References
None
To rank the agents of socialization according to its
importance in each one’s lives.

Learning Activities
Concept Notes (10 Minutes)
Enculturation - process by which a child learns his or her culture. It is the process by which people learn the
requirements of their surrounding culture and acquire values and behaviors appropriate or necessary in that
culture.

Socialization - process whereby the helpless infant gradually becomes a self-aware, knowledgeable person,
skilled in the ways of the culture into which is born(Anthony Giddens).

The Socialization Process

 Humans learn the expectations of society through socialization.
 Socialization is different based on race, gender and class.
Consequences of Socialization
1. Establishes self-concepts.
2. Creates the capacity for role taking.
3. Creates the tendency for people to act in socially acceptable ways.
4. Makes people bearers of culture.

Developmental Activity (15 Minutes)

Can you help me summaries the concept note using a graph below? If you are still confuse you can reread
your concept notes. Thank you explorers!

Socialization

Enculturation

Family
 Agents of Socialization

1. Family - most important agent of socialization. Families introduce children to the expectations of society.
2. School - teach children values and customs of the larger society
3. Religion - child is not raised in a religious family, it influences morality. It affects the manner of dressing,
speech and manners
4. Peer Group - group of persons of roughly the same age who are linked by common interests.For children,
peer culture is an important source of identity.
5. Mass Media and Technology - shapes our attitudes, values and other basic orientation to life.
6. Workplace - major agent of socialization for adults; from jobs, we learn not only skills but also matching
attitudes and values.

Instructions:
1. The students will group themselves into 5 or by row (not more than 5).
2. Names should be written in ¼ sheet of yellow paper and should be submitted to the assistant
facilitator/teacher.
3. As a group, discuss and decide your answers to the poll questions.
4. Write your answers on the activity sheets provided.
5. Be prepared to share your answers to the class.

The facilitator/teacher will rate the groups basing on their explanation. Ratings should be written in the ¼
sheet of paper submitted by the groups earlier.

Poll Questions
1. Which media source do you think has the strongest impact on attitudes and behaviors of your generation?

2. Which agent of socialization do you think is the most responsible for gender differences in how males and
females are socialized?
Guided Practice (10 Minutes)
Read the article below and answer the question that follows.

Society Makes Us Human

“What do you mean, society makes us human?” is probably what you are asking. “That
sounds ridiculous. I was born a human.” The meaning of this statement will become moreapparent as
we get into the chapter. Let’s start by considering what is human about humannature. How much of a
person’s characteristics comes from “nature” (heredity) and howmuch from “nurture” (the social
environment, contact with others)? Experts are tryingto answer the nature–nurture question by
studying identical twins who were separated atbirth and reared in different environments. Another
way is to examine children who have had little human contact. Let’s consider such children.

Feral Children
The naked child was found in the forest, walking on all fours, eating grass and lapping
waterfrom the river. When he saw a small animal, he pounced on it. Growling, he ripped
at it withhis teeth. Tearing chunks from the body, he chewed them ravenously.

This is an apt description of reports that have come in over the centuries. Supposedly, theseferal (wild)
children could not speak; they bit, scratched, growled, and walked on all fours.They drank by lapping
water, ate grass, tore ravenously at raw meat, and showed insensitivityto pain and cold. Why am I even
mentioning stories that sound so exaggerated?

It is because of what happened in 1798. In that year, such a child was found in the
forests of Aveyron, France. “The wild boy of Aveyron,” as he became known, would have been written off
as another folk myth, except that French scientists took the child to a laboratory and studied him. Like
the feral children in the earlier informal reports, this child, too, gave no indication of feeling the cold.
Most startling, though, the boy would growl when he saw a small animal, pounce on it, and devour it
uncooked. Even today, the scientists ’detailed reports make fascinating reading (Itard 1962).

Ever since I read Itard’s account of this boy, I’ve been fascinated by the seemingly fantastic possibility
that animals could rear human children. In 2002, I received a report from a contact in Cambodia that a
feral child had been found in the jungles. When I had the opportunity the following year to visit the child
and interview his caregivers,
I grabbed it. The boy’s photo is to the left. If we were untouched by society,would we be like feral
children? By nature, would our behavior be like that of wild animals? That is the sociological question.

1. What will happen to you if you did not have any opportunity to socialize?

Independent Practice (5 Minutes)

1. What agent of socialization is directly responsible for the kind of behavior you have today?
2. Who are the most influential persons in your life? How did they affect your life?

Closure Activity (5 Minutes)

Name some cultural traits that you have acquired from your family members? (Answer Varies)
TLAC: STOCK QUESTIONS

Enrichment Activity (10 Minutes)

Analyze the Johari’s window and provide one personal information of for each.
 TLAC: SIMPLE TO CONCISE

ExploreActivity (Optional)
Choose one agent of socialization and draw it below. You can use the back portion if needed.

Describing Conformity and Deviance

Materials
Activity Sheet
Learning Objectives
To define Conformity and Deviance. References

To identify the positive and negative consequences of None

Conformity and Deviance

Lesson Review (5 Minutes)

 Socialization

Process Consequences Agents

TLAC: BEGIN WITH THE END

Learning Activities
Concept Notes (10 Minutes)

Conformity- social influence involving a change in belief or behavior in order to fit in with a group. The term
conformity is used to indicate an agreement to the majority position, brought about either by a desire to ‘fit
in’ or be liked or because of a desire to be correct or simply to conform to a social role.
Deviance- violates social norms, and is usually of sufficient severity to warrant disapproval from the majority
of society. Deviance, like conformity, is shaped by society. Each society defines what is deviant and what is
not, and definitions of deviance differ widely between societies.
-An act that is considered by public consensus or the powerful at a given place and time to be a
violation of some social rule is called Deviant behavior.

Developmental Activity (15 Minutes)

Hi Senior High School explorers! Can you help me identify the difference between Conformity and Deviance?
We have picture analysis below; all we have to do is to identify what picture is all about. Let’s do these
explorers

VS

Conformity Deviance
 Types of Deviant behavior
a) Infringement or Violation against Self
Examples: drug abuse, suicide, alcoholism, smoking, illegal gambling, prostitution
b) Violation on life, Property, Liberty and State
Examples: vandalism, abortion, rebellion, juvenile delinquency, organized crime and syndicate, graft and
corruption.
c) Violation against Sex Code and Laws
Examples: pornography, sexual harassment, sex- transplant, adultery, homosexuality

Read the article below and answer the question that follows:

Why We Conform: The Power of Groups

by Philip Zimbardo and Cindy X. Wang

henever we change our behavior, views, and attitudes in response to the real or imagined presence of
others, we are experiencing conformity. Why we conform is a topic of great interest to social psychologists. In
particular, the classic studies of Solomon Asch and MuzaferSherif have shed light on the determinants of
conformity. Their research and that of others (Morton Deutsch and Hal Gerard) has demonstrated two main
types of conformity: informational and normative. Informative conformity often occurs in situations in which
there is high uncertainty and ambiguity. In an unfamiliar situation, we are likely to shape our behavior to match
that of others. The actions of others inform us of the customs and accepted practices in a situation. Others
inform us of what is right to do, how to behave in new situations.

In addition to conforming to the group norms due to lack of knowledge, we also conform when we want to be
liked by the group. This type of conformity, called normative conformity, is the dominant form of social
conformity when we are concerned about making a good impression in front of a group. Though we may
disagree secretly with the group opinion, we may verbally adopt the group stance so that we seem like a team
player rather than a deviant.

Both of these pressures impact us every day, for good or for worse. A staple of a functioning society is that
people follow social norms such as obeying traffic laws, respecting others’ property, and diffusing aggression in
non-violent ways. However, conformity can have deleterious effects if one conforms automatically without
questioning of the validity of social norms. In Nazi Germany, many ordinary people did not dissent to the
ongoing atrocities because few other people resisted. Similarly, in the Stanford Prison Experiment, the subjects
who were randomly assigned as guards gradually adopted the behavior of cruel and demanding prison guards
because that became the behavioral norm in an alien situation.

In our daily decisions, we should also examine whether our reasons justify our actions. In an unfamiliar
situation, first ask yourself whether the actions you observe others performing is rational, warranted, and
consistent with your own principles before thoughtlessly and automatically adopting them.

Similarly, in a situation in which you want to impress and be accepted by others, ask yourself whether the
action conflicts with your moral code, and consider whether you would be willing to compromise your own
opinion of yourself just so others would have a higher one of you. Ultimately, you are the only one who has to
live with your actions. Also take a time out to find out the correct information.
To resist the powers of group conformity: know what you stand for; determine how really important it is that
these other people like you, especially when they are strangers; recognize that there are other groups who
would be delighted to have you as a member; take a future perspective to imagine what you will think of your
current conforming action at some time in the future.

According to the article, what are the two types of conformity? Differentiate one from the other. (Answer)

Guided Practice (10 Minutes)

Write down 3 positive effects of deviance and 3 negative effects of conformity to groups and society. Find a
partner and discuss what you have written down. (Possible answers)

POSITIVE NEGATIVE

Independent Practice (5 Minutes)

1. Do groups actually need deviants? Why or why not? (Possible answer)

2. Is it okay to give in to what a group wants in order to fit in to the group? (Possible answer)

Closure Activity (5 Minutes)

Differentiate Conformity and Deviance in your own words. (Possible answers)

Enrichment Activity (10 Minutes)

Which is more important for you, Conformity or Deviance? (Answer varies)

Explore Activity
Instructions: Consider the scenario below and answer the questions that follow:

Romeo and Sonny are close friends since high school and both are enjoying scholarships now in their college
year. One final examination day, Sonny complained to Romeo how difficult life had been the past weeks.
Sonny’s parents were often engaged in marital arguments and finances were scarce. Sonny had to work part
time in the local bakery to source out for his school needs. This exam day, Sonny admitted, he is not ready and
faces a possibility of failure. For fear of losing his scholarship, Sonny resorted to opening his review notes when
the exam proctor was not looking at Sonny’s direction. Romeo was about two seats away from Sonny and was
able to see how Sonny stealthily looked into his review notes written on small sheets of paper.

When the proctor required the class to submit the answer sheets, Sonny mistakenly included the review notes.
When the proctor tried to shuffle through the sheets, the review notes fell to the floor—to everyone’s surprise
and shock. Fortunately or unfortunately, the review notes did not bear Sonny’s name nor was the handwriting
easily compared with Sonny’s penmanship.

1. If you were Romeo, would you report to the proctor about Sonny’s behavior?
___YES ___ NO ___ UNSURE
2. Identify 3 factors/considerations why Romeo WILL REPORT Sonny’s act.
I will REPORT Sonny to the proctor because--
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________

3. What may hinder Romeo from reporting Sonny to the proctor?

Rank from 1 to 5 the possible reasons listed below as to why Romeo WILL NOT REPORT Sonny to
the proctor. Rank 1 is the top reason.
I will NOT REPORT Sonny to the proctor because--

Rank Reason
Sonny is my friend. I cannot afford to see Sonny suffer.
Cheating is okay as long as one is not caught.
It would be better to cheat than to flunk the course and lose one’s
scholarship.
I do not want to get into trouble. For sure, Sonny will get mad at me if I
report him.
Everyone cheats if given the chance. Who doesn’t?
Elaborating Human Dignity, Rights and
the Common Good
Materials

Learning Objectives Activity Sheet

To recognize the importance of Human Dignity, Rights and References
the Common Good in everyday life.
None
To analyze the roles of Human Dignity, Rights and the
Common Good in the fulfillment of human life.

Lesson Review (5 Minutes)

Hello explorers, this is your level 15 whereas it talks about Human Dignity, Rights, and Common Good?
Can you highlight some of the important words that I’ve said? Yes you are right, if you said Human
Dignity, Rights, and common good. Do you know your Rights?

Before we start let’s recall the relationship between Conformity and Deviance, can you do it? Great!
Let’s start.

Learning Activities
Concept Notes (10 Minutes)

Human dignity- inviolable and it must be respected and protected. The dignity of the human person is not
only a fundamental right in itself, but constitutes the basis of fundamental rights in international law.
According to the Universal Declaration of Human Rights (UDHR) "Human dignity is inherent to every human
being, inalienable and independent of the state.

Human rights- inherent to all human beings, whatever our nationality, place of residence, sex, national or
ethnic origin, color, religion, language, or any other status. We are all equally entitled to our human rights
without discrimination. These rights are all interrelated, interdependent and indivisible.

Common Good- "the sum total of social conditions which allow people, either as groups or as individuals, to
reach their fulfillment more fully and more easily." It is the greatest possible good for the greatest possible
number of individuals. The common good concerns the life of all. The common good of the whole human
family requires that all societies work together for a just world where all persons, made in the image and
likeness of God are able to reach their human fulfillment.

Developmental Activity (15 Minutes)

Common Good
 Human
Rights

Human Dignity

I have here a Stacked Venn Hierarchy, can you help me identify where I should write
Human Dignity, Human Rights, and Common Good. Let’s try to synthesize the ideas
above. Are you ready? Great!

Three essential elements of the common good:

 respect for and promotion of fundamental rights of the person;
 prosperity, or the development of society's spiritual and temporal goods
 peace and security of the group and of its members.

Universal Declaration of Human Rights (UDHR) is a declaration adopted by the United Nations General
Assembly on 10 December 1948 at the Palais de Chaillot, Paris. The Declaration arose directly from the
experience of the Second World War and represents the first global expression of rights to which all human
beings are inherently entitled. The Declaration consists of thirty articles which have been elaborated in
subsequent international treaties, regional human rights instruments, national constitutions, and other laws.
The International Bill of Human Rights consists of the Universal Declaration of Human Rights, the International
Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights.

Internalizing the importance of Human Dignity, Rights and the Common Good

Instructions:

1. The class will be divided into groups with 5 members. Write your names in a ¼ sheet of paper.
2. Each group will prepare a one-minute presentation the importance of human dignity, human rights and
the common good. (It may be in the form of skit, drama, song, poem recital and etc)
3. Each group will be given 10 minutes to conceptualize and prepare for their presentation.
 4. The assistant facilitator/teacher will rate each presentation based on the rubric.

Rubric for grading a Presentation

Theme 5 points (maximum)

Teamwork/participation 5 points (maximum)
Message of performance 5 points (maximum)

Guided Practice (10 Minutes)

Read the preamble of the Universal Declaration of Human Rights (UDHR) and answer the questions that
follow:
Preamble

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human
family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the
conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief
and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny
and oppression, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in
the dignity and worth of the human person and in the equal rights of men and women and have determined to
promote social progress and better standards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion
of universal respect for and observance of human rights and fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization
of this pledge,

Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a
common standard of achievement for all peoples and all nations, to the end that every individual and every organ of
society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for
these rights and freedoms and by progressive measures, national and international, to secure their universal and
effective recognition and observance, both among the peoples of Member States themselves and among the peoples
of territories under their jurisdiction.

1. What is the purpose of the Universal Declaration of Human Rights based on the Preamble?
2. Why is there a need for a Universal Declaration of Human Rights? (possible answer)

Independent Practice (5 Minutes)

(Answer varies)

1. Are you willing to sacrifice your own personal gain in favor of what will be beneficial and good for all?

2. How can you promote human rights in your very own way?
Closure Activity (5 Minutes)

Make a slogan that promotes world peace.

Enrichment Activities (10 Minutes)

Examine the lyrics of the song “Imagine” by John Lennon and find its relevance in our society today.

Imagine there's no heaven You may say I'm a dreamer

It's easy if you try But I'm not the only one
No hell below us I hope someday you'll join us
Above us only sky And the world will be as one
Imagine all the people living for today
Imagine there's no countries Imagine no possessions
It isn't hard to do I wonder if you can
Nothing to kill or die for No need for greed or hunger
And no religion too A brotherhood of man
Imagine all the people living life in peace, you
Imagine all the people sharing all the world, you

Explore Activity

What is the message of the image above? (Answer varies)

Differentiating Groups within Society:

Primary and Secondary Groups Materials:
Activity Sheet
Learning Objectives
References:
To distinguish the concepts of primary group and secondary
group. None

To determine the importance of primary group and secondary

group in society.

Learning Activities
Concept Notes (10 Minutes)

Social group - consist of two or more people who interact with one another and who recognize themselves as
distinct social unit (Giddens,1993).

The understanding of social groups is of primary importance to the understanding of human behavior. People
do not live as isolated creatures. They live in groups. Through the different activities undertaken within the
group, social life is sustained. We are all born into and spend our entire lives within a group.

In the book entitled “Social Organization: A study of the larger mind”, Charles Horton Colley classified group
into two: the primary and the secondary group.

Developmental Activity (15 Minutes)

Classifications of Groups

1. Primary group- concern for one another, shared activities and culture, and long periods of time spent
together. Members share intimate and personal relationships, often serving as a support and comfort to
those involved. The goal of primary groups is actually the relationships themselves rather than achieving
some other purposes (relationship-oriented). Examples: Family, Close Friends and Love Relationships.

The basic characteristics of primary groups are: Personal and intimate relationships, Face-to-
face communication, Permanence, A strong sense of loyalty, Small in size, Informality and Traditional
and non-rational decision-making.

2. Secondary group- involves weak emotional ties and little personal knowledge of one another. People in a
secondary group interact on a less personal level than in a primary group, and their relationships are
generally temporary rather than long lasting. The principle purpose of is to meet a specific need or fulfill
a particular function (goal-oriented). Examples: Employers to Workers Clerks to Customers, Committee members
of a program,
The basic characteristics of secondary groups are: Large, Communication is indirect, Duration
is temporary, Group cohesiveness is weak and are based on self-interest, Decisions are based on
rationality and rules, and Structure is formal, Group boundaries
 Alright explorers! Did you learn something today? Let’s have some examples all you have to
do is to shade your answer.

Zoe admires the cheerleaders at her school and enjoys watching them at games. She frequently
copies hairstyles that she sees the girls wearing. The cheerleading squad is an example of a _____.

Primary group Secondary group

If your answer is Secondary group, you may now proceed to next examples. If not you may read the concept note
and developmental activity above. Good luck explorers!

1. Shana is a member of a group that has been formed in her History class for a debate on Friday. Which of
the following best describes this group of students?

 Primary group

 Secondary group

2. Several of Justin's closest friends surprised him with a large birthday party. Which of the following best
describe the group of friends?

 Primary group 

 Secondary group

Take three deep breaths. Think of the important persons in your life and your happiest moments with them. Go
back to it –recall and remember it. Recall the smile in your face during that moment, how you were smiling and
laughing. Make a “Thank you” letter with at least 5 statements for those persons who made you the happiest and
those who made important contributions in your life.

Guided Practice (10 Minutes)

Each one of us is part of a particular group. We find ourselves associated with a certain group which has
the same interests like us. Find a partner and relate to your partner how you become a member of your own
group. Listen carefully to your partner. Include in your sharing certain activities that you like doing with the
particular group in which you belong such as playing some games, hanging out in a particular place, sharing
stories about favorite shows and the like. Take note of similarities in how you and your partner become part
 of that particular group. Write down what you have discussed with your partner in the spaces provided below.

Independent Practice (5 Minutes)

Directions: Compare and contrast the classification of groups (based on the concept notes) by providing
the details needed below. Write down at 2 similarities, differences and examples for classification of the
groups provided below. (Possible Answers)

Primary Groups Secondary Groups

Similarities:

Differences: Differences:

Examples Examples

Closure Activity (5 Minutes)

List down the importance of being part groups.
Enrichment Activity (10 Minutes)
Are you willing to do everything that a group requires in order to be part of that group? Why or why not?
Explain. (Answer varies)

Explore Activity
Draw an object that symbolizes an ideal group.

Why did you choose to draw that object to symbolize an ideal group? (Answer depends on the drawing)
Differentiating Groups within Society
:In-groups and Out-groups
Materials
Learning Objectives Activity Sheet
To describe In-groups and Out-groups. References
To understand the impacts of In-groups and Out-groups in None
society.

Lesson Preview (5 Minutes)

Aloha Grade 11 explorers! This is your level 17; it talks about Groups within Society: In-groups and Out-
groups. Are you ready for our next level? But before anything else let’s recall Primary and Groups.

What is the similarity between Primary groups and secondary groups?

Learning Activities
Concept Notes (10 Minutes)

People in groups create boundaries to maintain a distinction between the “we” of the group and the “they”
outside the group.

“We”- people who are considered part of a certain group

“They” - who do not belong to a certain group, to describe the ‘we” and the “they” feelings, Willian Graham
Sumner , developed the concepts of “in-groups” and “out-groups”.

Developmental Activity (15 Minutes)

In-groups and Out-groups:

1. In-groups- groups to which a person belongs. They consist of people in whose presence the person feels
comfortable and with whom he or she shares common experiences. They have the “we” feeling for they
are similar in certain ways, such as in being poor, being rich, being a Tagalog and other social variables.
 2. Out-groups- groups to which a person does not belong. If you are a member of a club, those who are not
members are out-groups. Individuals do not belong due to differences with which they do not identify.
In other words, out-groups are “they” group. The out-group includes those people who are excluded
when we use the word “we”.

Did you see the difference of in-group and out-group, the difference of “we” and “they”? If yes
great you are ready to answer some of our examples. If not, you may read again the concept notes
and pre- printed notes that are provided. Good luck explorers!

1. Which of the following is NOT a characteristic of members in an in-group?

A sense of 'we' rather than 'I' A feeling of unity

Similar likes/dislikes An awareness of others' differences

2. Which of the following is an example of an out-group?

 A steelworker in a union
 A police officer on a police force
 An American in Japan
 A cadette in the Girl Scouts

3. Out-group homogeneity is when _____.

 out-group members are perceived as similar

 out-group members are seen as diverse
 in-group members are viewed as similar
 in-group members are perceived as diverse

TLAC: CALL AND RESPONSE

Directions: In the box provided below draw an illustration that depicts the quotation “United we
stand, divided we fall”. Share your drawing with a partner. Make sure that you explain your work with your
partner.
 TLAC: PEPPER

Guided Practice (10 Minutes)

People would say, “We can never understand a person unless we put ourselves in his/her situation.” Find a
partner and act, as if you are the person in the images below. How are you going to conduct yourself if you are
the person in the images below? Take note of the reactions and expressions of your partner when he/she acts
out as the person in the image below. When you are done, your partner will also act out as if he/she is the
person in the images. Answer the questions below afterwards.

If
you
bec
om
e
fa
mo
us,
is
the
re
an assurance that you will always be humble all the time

Why do we treat rich and poor people in different manners?

Independent Practice (5 Minutes)

Compare and contrast In-groups and Out-groups using the Venn diagram below: (Refer to the concept notes
for answers)

Closure Activity (5 Minutes)

How do you react to a person who contradicts your beliefs?

What will you do if you felt that the person to whom you are talking is not comfortable with you?

Enrichment Activity (10 Minutes)

 Identify some groups in the university and classify them whether they are in-groups or out-groups?
Make some observations of their nature and characteristics.

Explore Activity
If there are persons in your life that you have hurt because of treating them unequally and they are
standing right in front of you, what are you going to tell them?

Differentiating groups within Society:

Reference Groups and Networks
Materials

Learning Objectives Activity Sheet

To explain the importance of Reference group and Social References

network.

To analyze the impacts of Reference group and Social

network in society.

Define the following:

1. In-group – a group to which an individual is strongly tied as a member.
2. Out-group- the group in which an individual is not a member.

Learning Activities
Concept Notes (10 Minutes)
Reference group- used as the frame of references for evaluating one’s own behavior.
-serve as referring points of individuals, towards which they were oriented and which
influences their opinion, tendency and behavior.
-group to which an individual or another group is compared.

Social network- an individual’s scope, or total set of relationship with others.

 -indicates the ways in which they are connected through various social familiarities ranging
from casual acquaintances to close familial bonds.
-a map of all of the relevant ties between the individuals within and beyond society.

Social distance- used to measure the degree of closeness or acceptance we feel toward other group. While
most often used with reference to racial groups.
-closeness between groups of all kind. It is the degree to which people are willing to accept and
associate with those having different social characteristics.

Developmental Activity (15 Minutes)

Personal Space and how people use it to define their boundaries:

a. Personal space - defined as an area surrounding an individual, regarded and valued as private,
inaccessible to the others without causing some sort of discomfort (Sommer 1969, Hayduk 1983).
b. 4 Different Distance Zones (Edward Hall)
a. Intimate Distance – about 18 inches from the body – for lovemaking, comforting and
protecting.
b. Personal Distance – from 18 inches to 4 feet – for friends, acquaintances and ordinary
conversations.
c. Social Distance – from 4 feet to 12 feet – for impersonal or formal relationships such as in a
workplace.
d. Public Distance – beyond 12 feet – for even more formal relationship such as public
speakers from the general public.

Why can personal space intrusions make our blood boil?

Aside from being unpleasant, rude, dangerous, or unhealthy, they violate a primitive instinct that we’re not safe
or respected. When we experience such violations, our brains actually react as if we were still back in 50,000 BC.
Research shows that personal space argument such as neighbor feuds about overgrown plants are
evolutionarily prompted responses aimed at guarding resources and ensuring survival.

Have you learning something today? If yes, you are ready to survive this level. If not, you may re- read our
concept notes and other pre-printed materials. Are you ready? Great!

1. Students will form groups with five members.

2. Reflect on the Mexican Proverb, “Tell me who your friends are and I'll tell who you are”. Do you
agree with the quotation? Yes or No?
3. Share your thoughts about this Mexican Proverb with your group mates.

Guided Practice (10 Minutes)

Read the interesting article below and answer the questions that follow.

Social network- people who are linked to one another. Your social network includes your family, friends,
acquaintances, people at work and school, and even “friends of friends. ”Think of your social network as a
spider’s web. You are at the center, with lines extending outward, gradually encompassing more and more
people.

The analysis of social networks has become part of applied sociology. One of its most surprising applications
was the capture of Saddam Hussein.
After U.S.-led forces took over Baghdad, Hussein was nowhere to be found. Rumors placed
him all over the map, from neighboring countries to safe houses in Baghdad. To find him,
U.S. intelligence officers began to apply network analysis. On a color-coded “people map,”
they placed Hussein’s photo in a yellow circle, like a bull’s-eye. They then drew links to people
who were connected to Hussein, placing their photos closer to or farther from Hussein’s
photo on the basis of how close they were to Hussein (Schmitt 2003; Hougham 2005).

The photos closest to Hussein represented an intimate and loyal group. These people
were the most likely to know where Hussein was, but because of their close ties to him, they
also were the least likely to reveal this information. Those who were pictured slightly farther
away knew people in this more intimate group, so it was likely that some of them had information
about Hussein’s whereabouts. Because these people’s social ties to Hussein were not
as strong, they represented the weaker links that might be broken.

The approach worked. Using software programs to sift through vast amounts of information
gained from informants and electronic intercepts, the analysts drew the “people map”
that pictured these social relationships. Identifying the weaker links led to the capture of
Saddam Hussein.

1. How would you describe your social network?

2. Have you experienced analyzing a social network?

Independent Practice (5 Minutes)

1. Who are the people responsible for the kind of person you are today?
2. Is there a point in your life where you regretted your decisions because you did not listen to other
people’s advices?
3. If your parents told you stay away from certain group of people will you stay away from them? Explain
your answer.

Closure Activity (5 Minutes)

Cite instances in which you have influenced other people in doing good things.
Enrichment Activity (10 Minutes)
Interpret the image below:

Explore Activity
Instruction: List at least 3 people of each of your 4 distance zones. Indicate their relationship to you.

I Want Space
Conducting a Social
Experiment: USO PA BA ANG
HARANA Materials
None
Learning Objectives
To explain and understand traditional courtship
(harana). References

To get results based on the reactions of the people http://www.filamako.com/2010/02/03/harana-

around and to submit a written report. courtship-filipino-style/

Lesson Review (5 Minutes)

Aloha SHS explorers! This is your level 19 it talks about Harana also known as courtship. What comes to
your mind when you say Harana or Courship? Are you smiling while thinking about it? Maybe someone
comes to your mind?

Learning Activities
Concept Notes (10 Minutes)
Harana - a traditional form of Ligawan (courtship) in the Philippines where a man serenades a woman by singing
underneath her window at night. Although this is universal, it was widely practiced in old Philippines with a set or
protocols, a code of conduct, and a specific style of music.

Developmental Activity (15 Minutes)

This is basically a Spanish influence. The man is usually accompanied by his close friends who provide moral support
for the guy in addition to singing with him.
For a Harana to be successful one of the following or both must happen:
1) The lady invites the man and his company inside for refreshments.
2) The lady joins in the singing.
The practice of harana has died but it is a tradition that shows the beauty of Philippines at a time that was so simple.
So, my suggestion to you guys out there that wants to do something special for that special lady on Valentine’s Day,
think about doing a harana. It will definitely save you some money and show that special girl your love for her
through song. That’s something priceless and from the heart.

This is the most exciting part of level 19, are you still with me? Great! Have explorers!

USO PA BA ANG HARANA

1. Students will be grouped with 7-10 members.

2. The students will design a plan for a harana:

 where in campus
 who are the subject/s (person/s) involved
 how

3. Set-up (actors and actresses and observers)

• Male (the one will do the serenade (harana)
• Female (the one will be serenaded by)
• Male friend/s during the hararan
• Female friend/s during the hararan
• Observers (must observe the people around while the Harana is going on )
• Those who don’t like it
• Those who like it
• Those who don’t care at all

Guided Activity (10 Minutes)

Out of 10 people you observed with, specify how many females and males.

Gender Liked it Don’t liked it Don’t care at all

Male
Female

Ask at least 2 people who liked, 2 for those who don’t like it and 2 those have no reactions.
Why they reacted that way?

Independent Practice (5 Minutes)

Using Venn diagram, differentiate traditional and modern way of courtship. (Answer varies)
 H

Traditional R Modern
A

Closure Activity (5 Minutes)

Written Report Content:

 Student Member’s names (1st page)
 Introduction (TOPIC)
 Body
 Problem: What will be the reactions of the students when they see harana?
 Hypothesis: (At least 2)
 Research Design: Experimental
 Research Method: _________
 <Answer to question number 2, 3, 4, 5)
 Conclusion
*based on the result of the experiment, out of 10 people we observe, liked it,
<specify how many males, females,etc)

Enrichment Activity (10 Minutes)

Submit a written report (hand written or encoded) at the end of the day (with picture/s of the
experiment or name and signature of these persons you asked as a proof of experiment).

Explore Activity
What do you think is the importance of Harana before going into deeper relationship?
Distinguishing Kinship, Marriage and
Household: Kinship by blood, Kinship by Materials:

Marriage Activity Sheet

Learning Objectives References:

To compare the different types of kinship based on lineage. None

To analyze the concept of marriage and its impacts in society.

Lesson Review (5 Minutes)

Hello SHS explorers, this is your level 20 it talks about Kinship, Marriage and Household. Do
you think it is necessary to undergo Courtship also known as “ Panliligaw” before marriage?
Why or why not? (Answer Varies)

Learning Activities
Concept Notes (10 Minutes)
Kinship- the “web of social relationships”, humans form as part of a family, which is the smallest unit of
society. It is the relation between two or more persons that is based on common ancestry or marriage.
Marriage- special contract of permanent union between a man and a woman entered into in accordance with
law for the establishment of conjugal and family life.
Household- consists of one or more people who live in the same dwelling and also share at meals or living
accommodation, and may consist of a single family or some other grouping of people.

T
Developmental Activity (15 Minutes)
Can you help me analyze Pyramid from its
lowest to highest? You can answer by reading
your concept notes.
Marriage

Kinship

Household

Kinship by Blood- links individuals based on their genetic relations. It allows an individual to identify another
individual as a family member through blood relation. It is also known as kinship by consanguinity. (Examples:
Parents and their children and between children of same parents.)

Classification of family according to Blood Line

a. Patrilineal – family that traces its ancestry from the paternal or father’s side.
 b. Matrilineal - family that traces its ancestry from the maternal or mother’s side.
c. Bilineal–family that traces its ancestry from both paternal and maternal side.

Kinship by Marriage- When a person marries, he establishes relationship not only with the girl whom he
marries but also with a number of other people in the girl’s family. Moreover, it is not only the person marrying
who gets bound to the family members of the girl but his family members also get bound to the family members
of the girl.

Form of Marriage
a. Monogamy – Marriage in which there is only one wife and one husband at a time.
b. Polygamy – Any form of marriage in which a person may have more than one spouse at a time.
1. Polyandry– A form of marriage in which one woman may have more than one husband at a time.
2. Polygyny – A form of marriage in which a man may have more than one wife at a time.
3. Group Marriage - wherein the family unit consists of multiple husbands and multiple wives

My Dream Wedding Day

1. The class will be divided into groups with 5 members each group.
2. Each member of the group will share their own ideal wedding with their group mates.
3. Mention in your sharing how you came up with that particular ideal wedding of yours.
4. Take note of similarities of what you shared with the sharing of your other group mates.

Guided Practice (10 Minutes)

REBUS PUZZLE
A Rebus is an illusion device that uses pictures to represent words or parts of words.
1. Students will be grouped with 5 members.
2. As a group, guess the hidden word/s in each slide. Write your answers below. 2 points each.
3. NO ERASURES!

Warming-up (examples)

a.

c. d.

e. f.
Let’s begin!

Clue: It is connected to our topic today.

1. ABCDEFGHIJKLM
NOPQRST_VWXYZ

2. L
9.
O
V
E
3.

LE
VEL
4. TRY STAND
2
5.
HEARTED
6. j
you ume
s
t

7.

8.

-
married
Independent Practice (5 Minutes)
Do you find it appropriate for relatives to marry each other for the purpose of maintaining
wealth within their own family?

Will you live with your parents/spouse’s parents when you get married? Explain your
answer.

Closure Activity (5 Minutes)

Draw the missing parts of the face below. Expression of the face depends on how you would
deal with the issue same sex marriage

Enrichment Activity (10 Minutes)

How can you see yourself 15 years from now? What form of marriage do you have?
Explore Activity
Write your own marriage vow, you may write a nickname or pen name for your future
partner.