Social Science 6: Leadership and Civic Engagement

Page 1: Introduction

• Module Overview

  • Subject Code: SS6

  • Module Code: 1.0

  • Lesson Code: 1.1

  • Time Limit: 30 minutes

• Learning Objectives

  • Explain the importance of social sciences.

  • Discuss the nature of social sciences.

  • Justify the classification of certain situations as social or natural sciences.

• Course Context

  • Transition from previous studies in Philippine History, World History, Political Science, and Economics to "Civic Engagement and Leadership."

  • Introduction of additional social science disciplines focusing on man, community, society, and culture.

• Educational Mission

  • PSHS aims for a humanistic, global, and patriotic education.

  • Emphasis on holistic development alongside science and mathematics.

Page 2: The Origin of Social Science and Its Disciplines

• Natural Science vs. Social Science

  • Natural science focuses on nature and the physical world, using empirical evidence (Hasa, 2017).

  • Disciplines include astronomy, biology, physics, and chemistry.

  • Key figures: Galileo, Copernicus, Newton, Darwin, Einstein.

• Importance of Social Science

  • Helps understand human life and cultural evolution.

  • Encourages active citizenship and community involvement.

• Historical Contributions

  • Ancient Greek philosophers (Socrates, Plato, Aristotle) posed foundational questions about humanity and society.

• Definition of Social Sciences

  • Concerned with human society and relationships among individuals (Hasa, 2017).

  • Major disciplines: Anthropology, Archaeology, Economics, Geography, History, Law, Linguistics, Political Science, Psychology, Sociology.

Page 3: Society and Culture

• Understanding Society

  • Defined as a group of interacting individuals sharing territory and culture (Robertson, 1981).

  • Society influences and is influenced by individuals.

• Understanding Culture

  • Encompasses shared practices, values, beliefs, norms, and artifacts.

  • Human behavior is shaped by societal groups and cultural interactions (Robertson, 1981).

• Diversity in Perspectives

  • Various social scientists offer differing views on man, community, society, and culture.

Page 4: General Instructions

• Assessment Guidelines

  • Complete tests honestly and correctly.

  • Await teacher instructions for submissions and announcements.

  • Refer to the scoring guide for essay questions.

Page 5: Summary of Key Concepts

• Natural Science vs. Social Science

  • Natural science deals with the natural world; social science focuses on human society and relationships.

Page 6: Key Definitions

• Major Social Science Disciplines

  • Anthropology, Archaeology, Economics, Geography, History, Law, Linguistics, Political Science, Psychology, Sociology.

• Definitions

  • Society: A group of people interacting, residing in a definable area, sharing a culture.

  • Culture: Shared practices, values, beliefs, norms, and artifacts of a group.

Social Science 6: Civic Engagement and Leadership

Module Code: 1.0

Lesson Code: 1.2 (Philosophy)

Time Frame: 30 minutes

TARGET

At the end of this module, students should be able to:

• Explain the basic concept of man from the perspective of philosophy.

• Communicate one’s beliefs, feelings, and convictions.

• Make better decisions in life by providing examples.

Page 1: Introduction to Philosophy

• Understanding the Self and Society

  • The course begins with self-reflection and understanding one's role in society.

• Philosophy Defined

  • Originates from the Greek word "philosophia," meaning "love of wisdom."

  • Involves rational and methodical consideration of reality and human existence.

• Key Philosophers

  • Plato, Socrates, and Aristotle are highlighted as the three greatest Greek philosophers known for their wisdom and writings.

• Plato's Allegory of the Chariot

  • Introduces the tripartite nature of the human soul.

  • Encourages students to explore philosophical concepts through allegories.

Page 2: The Tripartite Soul

• Historical Context

  • The concept of the soul dates back to around 400 BCE.

  • Early Greek philosophers believed in the soul's transcendental existence before physical life.

• Components of the Soul

  • Charioteer: Represents man's rational aspect.

  • White Horse: Symbolizes the spirited part of the soul.

  • Dark Horse: Represents the appetitive part of the soul.

• Hierarchy of the Soul's Parts

  • Rational part has the highest aims, followed by the spirited and appetitive parts.

  • The rational part, aided by the spirited part, discerns the best paths in life.

Page 3: Rational Decision-Making

• Role of the Charioteer

  • The rational part must have vision and purpose.

  • In a society that values power and success, one must be cautious of these pursuits.

• Balance and Harmony

  • The rational part must harmonize the spirited and appetitive parts.

  • Understanding desires is crucial for achieving inner harmony.

• Philosophical Insight

  • Plato suggests that neither horse (desires) is inherently good or bad; they are tools for decision-making.

  • The challenge lies in being rational and not letting base desires control one's life.

Social Science 6: Leadership and Civic Engagement

Page 1: Module Overview

• Subject Code: SS6

• Module Code: 1.0

• Lesson Code: 1.3

• Time Limit: 30 minutes

• Learning Objectives:

  • Discuss basic knowledge about sociology and anthropology.

  • Explain the basic concept of man from sociological and anthropological perspectives.

  • Compare Symbolic Interactionism and Gene-Culture Coevolution in relation to the nature of man.

Page 2: Key Concepts in Sociology and Anthropology

Sociology

• Definition: A systematic and scientific study of human social structures and activities.

• Focus:

  • Human behavior and relationships.

  • Interaction with society through communication.

• Symbolic Interactionism:

  • Centers on symbols as the basis of social life.

  • Humans manipulate symbols to define themselves and others.

  • The self is central to social interactions, leading to continuous change in identity.

Anthropology

• Definition: Derived from Greek, meaning "human science."

• Social Anthropology:

  • Studies human beings with an ethnic perspective.

  • Investigates cultural variations among ethnic groups.

• Gene-Culture Coevolution:

  • Suggests culture is influenced by biological mechanisms.

  • Culture is transmitted across generations, shaped by evolutionary forces.

  • Example: Transition from hunter-gatherer societies to agriculture.

Page 3: Man's Multidimensional Life

• Concept: Man's life is multidimensional, influenced by various factors.

• Supporting Theories:

  • Herbert Spencer's Evolutionary Model:

    • Analyzes human societies' complexity.

    • Population size indicates evolutionary differentiation.

    • Factors influencing complexity:

      • Nature of people (physical, intellectual, moral, spiritual).

      • New environmental conditions (political, economic, socio-cultural).

      • Derived factors from societal evolution.

Page 5: Summary of Key Learnings

• Sociology:

  • Employs scientific methods for understanding social structures.

• Symbolic Interactionism:

  • Analyzes behavior based on self-definition and interaction.

• Gene-Culture Coevolution:

  • Explains culture's biological influences and generational transmission.

Social Science 6: Leadership and Civic Engagement

Module Code: 1.0

Lesson Code: 1.5

Time Limit: 30 minutes

Learning Objectives

• Formulate a personal definition of psychology as a discipline.

• Explain the basic concept of man from a psychological perspective.

• Justify whether certain characteristics are influenced by nature or nurture.

Page 1: Introduction to Psychology

• Definition of Psychology

  • Originates from Greek words: "psyche" (life) and "logos" (explanation).

  • Scientific study of the mind and behavior.

Page 2: Understanding Personality

• Personality Defined

  • Consistent patterns of feeling, thinking, and behaving (John et al., 2011).

  • Unique to each individual and influences behavior.

• Behavior Assessment

  • Individuals assess others based on personality traits.

  • Predictions about future behavior can be made based on personality.

• Individual Differences

  • Variations in physical or psychological aspects among people.

  • Example: A person may exhibit different personalities in different contexts (e.g., introvert with classmates, extrovert with family).

Page 3: Factors Influencing Behavior

• Complexity of Human Behavior

  • Behavior is influenced by multiple variables (genetics, personal experiences, cultural factors).

  • Understanding psychological disorders requires considering various human experiences.

• Nature vs. Nurture Debate

  • Explores the influence of genetics (nature) versus environment (nurture) on personality and behavior.

  • Tabula Rasa Concept: Humans are born as a "blank slate" and acquire traits through experiences.

Civic Engagement and Leadership: Culture and Society

Page 1: Defining Culture and Society

• Learning Objectives

  • Examine the relationship between man, culture, and society.

  • Analyze the concepts of culture and society in terms of characteristics, components, and functions.

• Hook

  • Discussion prompt: Are society and culture the same? Why or why not?

  • Answer: YES AND NO; further elaboration in the Ignite section.

• Ignite: Definitions

  • Culture:

    • Refers to common understanding and shared interpretations of life.

    • Involves language, belief systems, norms, collective practices, and knowledge.

    • Described as "intersubjective" (Wilber, 1996).

  • Society:

    • Refers to tangible, concrete aspects of human life (e.g., buildings, population, social groups).

    • Described as "inter-objective" (Wilber, 1996).

  • Key Distinction:

    • Culture is interpreted by the mind; society is perceived through the senses.

    • Both are integral to social reality, influencing and creating each other.

Page 2: Navigating Society and Culture

• Understanding Society and Culture

  • You can be part of a society without understanding its culture.

  • You can understand a culture without visiting its society.

• Knot: Bright Idea

  • Analogy: Society as hardware, culture as software.

    • Society is necessary for the creation of culture.

    • Culture is essential for the functioning of society.

  • Definitions:

    • Culture: A way of life shared by a group.

    • Society: A group of people interacting within geographical or political boundaries.

• Formative Non-graded Assessment

  • Classify the following as Society or Culture:

    1. Population - Society

    2. Filipino humor - Culture

    3. Belief in God - Culture

    4. Church Building - Society

    5. Level of knowledge or education - Culture

    6. School - Society

    7. Preferences on what to buy - Culture

    8. Market - Society

    9. Employment capabilities - Culture

    10. Factory - Society

Page 3: Enrichment Activities

• Intertwined Concepts

  • Founding fathers of sociology and anthropology often used "society" and "culture" interchangeably.

• Emile Durkheim's Definition of Society

  • Divided into two components:

    • Internal Society: Beliefs and attitudes (intersubjective).

    • External Society: Influences individual actions (inter-objective).

• Material vs. Non-material Culture

  • Material Culture: Tangible objects (inter-objective).

  • Non-material Culture: Ideas and interpretations (intersubjective).

• Max Weber's Contribution

  • Demonstrated how intersubjective beliefs can shape inter-objective society (e.g., Protestantism and capitalism).

• Karl Marx's Perspective

  • Advocated for raising awareness among the working class to instigate change.

  • Emphasized the link between inter-objective society and intersubjective culture.

• Talcott Parsons' Definition of Social System

  • A social system consists of individual actors interacting in a physical environment, motivated by cultural symbols.

Social Science 6: Leadership and Civic Engagement

Module Code: 2.0

Lesson Code: 2.2

Introduction

• Definition of society as the material base for culture

• Importance of social organizations, institutions, and systems

• Interaction with natural and technological environments

1. The Population

• Characteristics of the population:

  • Territory: Geographic location and boundaries

  • Sex and Gender: Distribution and roles

  • Age Groupings: Youth, adults, elderly ratios

  • Mortality and Lifespan: Health and longevity trends

  • Educational Attainment: Levels of education and literacy

  • Religious Affiliations: Diversity of beliefs and practices

  • Ethnicity: Cultural backgrounds and identities

  • Political Leanings: Ideological distributions

  • Migration: Patterns of movement and settlement

  • Urban vs. Rural: Population distribution and lifestyle differences

2. Social Groups and Organizations

• Definition of social groups:

  • Shared culture and interaction

• Types of social groupings:

  • Family and Kinship: Primary social unit

  • Peer Groups: Age-based social interactions

  • Neighborhoods: Local community ties

  • Schools: Educational socialization

  • Religious Affiliations: Spiritual community connections

  • Work and Economic Groupings: Professional networks

  • Political Groupings: Civic engagement and activism

  • Cultural Groupings: Shared artistic and cultural practices

• Formation of organizations:

  • Norms, rituals, processes, and goals

3. Social Institutions

• Definition of social institutions:

  • Enduring organizations influencing behavior

• Key social institutions:

  • Family: Socialization and support

  • School: Education and knowledge dissemination

  • Church: Spiritual guidance and community

  • Government: Regulation and order

  • Market: Economic transactions and exchanges

  • Corporation: Business and employment structures

4. Social Systems

• Definition of social systems:

  • Networks of groups, organizations, and institutions

• Types of social systems:

  • Economic Systems: Capitalism, socialism, mixed economies

  • Political Systems: Democracy, dictatorship, theocracy

  • Cultural Systems: Shared beliefs and

Civic Engagement and Leadership: Components of Culture

Page 1: Module Overview

• Subject Code: SS6

• Lesson Code: 2.3

• Time Frame: 30 minutes

• Learning Objectives:

  • Analyze the concept of culture in terms of its characteristics, components, and functions.

  • Understand the relationship between culture and society.

  • Apply concepts of society and culture in social/literary analysis.

Hook

• Quote by Clifford Geertz: Culture is seen as "webs of significance" spun by humans, emphasizing the interpretive nature of cultural analysis.

• Reflection Questions:

  • Have you ever felt out of place?

  • What accounts for this feeling?

  • Possible reasons include differences in attire, knowledge, or shared experiences.

Page 2: Understanding Culture

• Key Concepts:

  • Verstehen: Max Weber's idea of mutual understanding within society.

  • Lifeworld: The shared internal world of meanings among people.

• Definitions of Culture:

  • Edward Tylor: Culture is a complex whole including knowledge, belief, art, law, morals, customs, and habits.

  • Émile Durkheim: Society exists through shared values and beliefs, reinforced by collective actions.

  • George Herbert Mead: Society is formed through symbolic gestures and social experiences.

Components of Culture

1. Symbols and Language:

   • Unique to humans, language allows for communication and the transmission of knowledge.

   • Reflects a society's worldview and identity.

2. Values and Beliefs:

   • Serve as guidelines for behavior and social interpretation.

   • Influence actions and societal norms.

3. Norms:

   • Social rules governing interactions, with variations across cultures.

   • Encourage good behavior and sanction bad behavior.

4. Knowledge Base:

   • Reflects the material conditions of society and evolves over time.

   • Cultural knowledge influences societal development and interconnectedness.

Page 3: Cultural Dynamics

• Cultural Contestation:

  • Culture can be contested, leading to changes and counter-cultures.

  • Cultural change can result in structural changes in society.

Activity: Analyzing "Colors of the Wind"

• Task: Analyze Pocahontas’ song from a societal and cultural perspective.

• Discussion Points:

  • Connection to nature and shared experiences.

  • Importance of understanding diverse perspectives.

Intersubjectivity

• Definition: Shared subjective experiences that foster communication and societal building.

• Importance of Culture:

  • Facilitates understanding and collaboration.

  • Shapes trends, issues, and collective experiences.

Page 4: Enrichment Activity

• Discussion Quotes:

  • Susan Wright (1998): Culture is a contested process of meaning-making, always evolving through negotiation and transformation.

  • Claude Lévi-Strauss (1983): Culture is likened to cooking, where raw materials are transformed into cultural matter.

Civic Engagement and Leadership: Relationship of Man, Culture, and Society

Page 1

Subject Information

• Subject Code: SS6

• LG Code: 2.0

• Lesson Code: 2.4

• Time Frame: 30 minutes

Learning Objectives

• At the end of the module, students should be able to:

  1. Examine the relationship between man, culture, and society.

  2. Appreciate the value of sociological imagination and the critical perspective of the social sciences.

Hook

• Quote by Peter Berger: "We are all puppets of society."

  • Discussion Questions:

    • In what way are we really puppets of society?

    • In what way can we assert our freedom?

  • Format: Online class discussion or submission of answers to the teacher.

Ignite

• Concept of Human Development:

  • Humans are in a constant state of "becoming" through interaction within society.

  • Society and culture are inseparable; they continuously create and influence each other.

  • Marx's Perspective: "Man is an ensemble of social relations" (Marx, 1845).

• Living Harmoniously in Society:

  • Understanding social norms (dress code, language, cultural practices) is essential for harmonious living.

  • Human actions lead to gradual societal changes (e.g., the shift from the Dark Ages to Modern society through scientific inquiry).

Social Science 6 - Civic Engagement and Leadership

Page 1: Module Overview

• Subject Code: SS6

• Lesson Code: 2.5

• Time Frame: 30 minutes

• Learning Objectives:

  • Examine the relationship between man, culture, and society.

  • Integrate subjective, objective, intersubjective, and inter-objective concepts in real-life situations.

Hook Activity

• Analyze a graph depicting the four aspects of social reality (Wilber, 1990).

  • Example:

    • Unique experience of understanding words (upper-left perspective).

    • Physical sensations while reading (upper-right perspective).

    • Communication in an understandable language (lower-left perspective).

    • Accessing messages via the internet (lower-right perspective).

Page 2: Quadrants and Interrelationships

• Quadrants:

  • Subjective: Mind, Psychology, Counseling, Belief in God.

  • Objective: Brain, Neurology, Brain surgery, Religious relics.

  • Intersubjective: Culture, Ethnology in Anthropology, Qualitative research, Religion.

  • Inter-objective: Society, Economic analysis in Sociology, Quantitative research, Church.

Interrelatedness

• Each quadrant has counterparts in the others, demonstrating their interrelatedness.

• Analysis:

  • Distinctions between collective vs. individual and internal vs. external.

  • Importance of these distinctions in understanding social reality's stability and change.

Page 3: Interior and Exterior Analysis

• Interior vs. Exterior:

  • Interior culture vs. exterior society (like hardware and software).

  • Examples: Interior mind vs. exterior brain; interior story vs. exterior book.

Individual and Collective Relationship

• A person is a whole but also part of a larger collective society.

• Individual psychology is part of the larger collective culture.

• This integral view emphasizes the interconnectedness of individual and collective aspects.

Aspects of Social Phenomenon

• Truth Claims:

  • Objective: Truth, facticity, verifiable by senses.

  • Subjective: Sincerity, truthfulness, purity of intention.

  • Inter-objective: Functionality, efficiency, social fit.

  • Intersubjective: Legitimacy, justness, acceptability.

Civic Engagement and Leadership: Becoming a Member of Society

Page 1: Introduction

• Module Objectives

  • Define key concepts: enculturation, socialization, conformity, and deviance.

  • Explain how individuals become members of society through these processes.

  • Develop habits by practicing good personal or social acts.

• Hook Questions

  • Importance of people in shaping personality and behavior.

  • Effects of isolation on children.

  • Significance of socialization in society.

  • Interpretation of Warren Farrell's quote on socialization.

Page 2: Processes of Becoming a Member of Society

• Knowledge and Skills Acquisition

  • Individuals must learn behaviors, values, and skills to function in society.

• Enculturation

  • Definition: The process of acquiring cultural practices and values.

  • Phases: Unconscious and conscious (Herskovits, 1970).

• Socialization

  • Definition: Learning to live within one's culture.

  • Importance: Enhances thinking, love, and communication.

  • Unique cases: Feral children, isolated children, and deprived animals highlight the significance of socialization.

• Theories of Socialization

  • The Looking Glass-Self (Cooley)

  • Role Taking (Mead)

  • Development of Reasoning (Piaget)

  • Development of Personality (Freud, Kohlberg)

• Conformity

  • Definition: Group members choosing actions favoring the majority.

  • Consensus: Achieved when group members agree on a proposal.

• Deviance

  • Definition: Behavior violating established social norms.

  • Social audience determines deviance.

Page 3: Understanding Deviance

• Henslin's Definition of Deviance

  • Violations of social rules, regardless of seriousness.

  • Negative societal responses to certain acts.

  • Howard S. Becker's perspective: Reactions to acts define deviance.

• Formative Assessment

  • Identify a sustainable habit for personal or societal change.

    • Examples: Saving money, segregating garbage, obeying traffic rules.

Page 4: Creating Habits and Understanding Concepts

• Habit Formation

  • Importance of creating habits for civic engagement.

  • Challenges in changing behavior.

• Interrelation of Socialization and Enculturation

  • Socialization: Internalizing group behavior.

  • Enculturation: Learning cultural living practices.

• Consequences of Deviance

  • Can serve as a warning for societal imperfections.

  • May lead to sanctions or rewards to ensure norm adherence.

• Conclusion on Conformity and Deviance

  • Both have pros and cons.

  • Conformity benefits the group when members agree.

  • Risks arise when decisions are made without adequate evaluation.

  • Emergency situations may necessitate conformity despite individual judgment.

Social Science 6 Notes

Page 2: Influences on Child Development

• Heredity vs. Environment

  • The debate on which factor is more influential in child development remains unresolved.

  • Variances in human beings and societies are attributed to environmental differences.

• Enculturation

  • Defined as the process of becoming a member of one's culture.

  • Involves learning values, beliefs, norms, and expectations from one's place of origin.

Key Components of Enculturation

• Values (San Juan, W. et al., 2007)

  • Abstract concepts of what is essential and worthwhile.

  • Examples include cultural values like close family ties.

• Beliefs (San Juan, W. et al., 2007)

  • Convictions about particular ideas and perceptions of reality.

  • Includes both primitive beliefs (e.g., belief in spirits) and scientific views (e.g., belief in gravity).

• Norms (San Juan, W. et al., 2007)

  • Guidelines for appropriate behavior in social interactions.

  • Standards of what is considered proper, moral, legal, and ethical, often enforced by social sanctions.

Page 3: Theories of Enculturation

1. Configurationalism by Ruth Benedict

   • Cultures are integrated wholes that differ from one another.

   • Example: Differences between northeastern North American foragers and Zuni agriculturists.

   • Psychological attributes: Dionysian (strife, factionalism) vs. Apollonian (gentle, non-competitive).

2. Cultural Conditioning by Margaret Mead

   • Focused on childhood and adolescence in the Pacific Islands.

   • Notable work: Coming of Age in Samoa (1929/1978).

   • Observed that cultural factors, rather than biological ones, influence the stress of puberty.

   • Samoan adolescents experience a smoother transition into adulthood compared to American adolescents.

Page 4: Nature of Enculturation

• Conscious and Unconscious Conditioning

  • Enculturation can occur both intentionally and unintentionally.

  • Begins at birth and continues throughout life (Grunland and Mayers, n.d.).

• Socialization

  • The process of learning to live within one's culture.

  • Enhances thinking, valuing, and communication skills.

Page 5: Impact of Culture on Personality

• Cultural Influence on Development

  • Each culture provides an ordered way of life that shapes how individuals process information and develop desires.

  • Personality is formed through enduring competencies, standards of judgment, motives, and attitudes.

• Role of Authority Figures

  • Parents and authority figures guide children towards socially accepted beliefs and behaviors.

  • This guidance shapes children's views and understanding of life.

ocial Science 6: Civic Engagement and Leadership

Module Code: 3.0

Lesson Code: 3.3

Topic: Socialization

Time Limit: 30 minutes

TARGET

At the end of this module, students should be able to:

• Explain how an individual becomes a member of society through socialization.

• Adopt an open and critical attitude toward different social, political, and cultural differences found in one’s group or community.

• Value the influence of agents of socialization in one’s life.

HOOK

• Identity Development:

  • Psychologists focus on internal thought processes.

  • Sociologists emphasize the role of society and social interaction.

• Environmental Influence:

  • Exploration of how surroundings and people shape individual identity.

IGNITE

• Definition of Socialization:

  • Henslin (2004): "The process where a person learns to live in his/her culture."

  • Cole (2020): Socialization is essential for becoming a member of society.

• Influence of Socialization:

  • Shapes thinking, communication, actions, and judgments.

  • Example: Parental discipline teaches appropriate behavior through punishment and rewards.

Functions of Socialization (Henslin, 2004):

1. Learn language.

2. Enter a network of social relationships.

3. Learn norms and culture.

4. Learn goals and ambitions of the culture.

5. Learn technological skills needed for culture.

6. Learn about the territory of the culture.

Key Parts of Socialization (Cole, 2020):

• Context:

  • Includes culture, language, social structures, history, and generation/time.

  • Example: Different behavioral expectations for children in various cultures.

• Content and Process:

  • Methods of socialization (e.g., parental guidance, societal rules).

• Results:

  • Outcomes of socialization influence behavior and thought processes.

AGENTS OF SOCIALIZATION

Atmosfera, B., Veridiano, A., & Zabate, K. (nd) discuss the following agents that shape self-concept, actions, emotions, and behavior:

1. Family:

   • Core values and experiences are shaped at home.

   • Influences preferences through parents, siblings, and relatives.

2. Peer Group:

   • Provides shared experiences among individuals of similar age.

   • Strong influence on self-identity.

3. School:

   • Teaches academic knowledge and social conduct.

   • Broadens perspectives beyond the home environment.

4. Church:

   • Shapes moral judgments and concepts of right and wrong.

   • Influences beliefs about God.

5. Mass Media:

   • Includes social media, television, radio, and publications.

   • Strongly influences public perception and individual beliefs.

6. Workplace:

   • Significant for young adults and adults.

   • Provides a sense of fulfillment and participation in organizational culture.

KNOT

• Importance of Socialization:

  • Central to adapting as a member of a community.

  • Represents a lifelong learning process from infancy to old age.

  • Shapes behavior, beliefs, values, and judgments.

Social Science 6: Civic Engagement and Leadership Guide

Page 1: Overview

• Subject Code: SS6

• Lesson Code: 3.4

• Time Frame: 30 minutes

• Target Objectives:

  1. Summarize the developmental stages of reasoning (Jean Piaget) and personality (Sigmund Freud).

  2. Analyze the interplay of personality elements and developmental stages in enculturation and socialization.

  3. Exhibit knowledge application through personal experiences.

Hook Activity

• Interview with Parents/Guardian:

  • Ask about the age of learning to count and reasoning.

  • Reflect on personal decision-making bases (pleasure, conscience, moral standards).

Page 2: Development of Reasoning - Jean Piaget

• Background:

  • Swiss psychologist Jean Piaget (1896-1980) studied mental development and reasoning.

  • Conducted experiments to understand children's reasoning processes.

• Four Stages of Reasoning Development:

  1. Sensorimotor Stage (Birth to Age 2):

     • Learning through senses; limited understanding of the environment.

     • No recognition of cause and effect.

  2. Preoperational Stage (Ages 2 to 7):

     • Development of symbolic thinking; difficulty with concepts like speed and size.

     • Limited capacity for role-taking.

  3. Concrete Operational Stage (Ages 7 to 12):

     • More developed reasoning; understanding of concrete concepts.

     • Challenges with abstract concepts like justice and truth.

  4. Formal Operational Stage (Ages 12 and Up):

     • Ability to understand abstract concepts (e.g., algebra).

     • Enhanced problem-solving skills and sharper reasoning.

Page 3: Development of Personality - Sigmund Freud

• Background:

  • Sigmund Freud (1856-1939), founder of psychoanalysis, explored the subconscious mind.

• Three Elements of Personality:

  1. Id:

     • Represents inner drives seeking self-gratification.

     • Strong in children, evident in tantrums and crying for needs.

  2. Ego:

     • Balances the demands of the id and societal norms.

     • Adapts to constraints imposed by the superego.

  3. Superego:

     • The moral component of personality; instills guilt and shame.

     • Represents societal rules and norms.

• Ego's Role:

  • Balances the id and superego to maintain emotional health.

  • Failure to balance can lead to maladjustment.

Social Science 6: Civic Engagement and Leadership Guide

Page 1: Overview of the Module

• Subject Code: SS6

• Lesson Code: 3.5

• Time Frame: 30 minutes

• Target Outcomes:

  • Analyze the various psychosocial developmental stages of Erik Erikson.

  • Evaluate the role of psychosocial stages in enculturation and socialization.

Hook (1 min)

• Activity: Watch a video on psychosocial development.

• Focus Questions:

  • What emotions and virtues are associated with the main character's experiences in each stage?

  • Who are the agents of enculturation and socialization depicted in the video?

• Video Link: Watch Here

Ignite (8 mins)

• Erik Erikson's Eight Psychosocial Stages (McLeod, S. A. 2018):

  1. Trust vs. Mistrust

     • Basic Virtue: Hope

     • Age: 0 - 1½ years

  2. Autonomy vs. Shame

     • Basic Virtue: Will

     • Age: 1½ - 3 years

  3. Initiative vs. Guilt

     • Basic Virtue: Purpose

     • Age: 3 - 5 years

  4. Industry vs. Inferiority

     • Basic Virtue: Competency

     • Age: 5 - 12 years

  5. Identity vs. Role Confusion

     • Basic Virtue: Fidelity

     • Age: 12 - 18 years

  6. Intimacy vs. Isolation

     • Basic Virtue: Love

     • Age: 18 - 40 years

  7. Generativity vs. Stagnation

     • Basic Virtue: Care

     • Age: 40 - 65 years

  8. Ego Integrity vs. Despair

     • Basic Virtue: Wisdom

     • Age: 65+ years

Page 2: Detailed Stages of Development

1. Trust vs. Mistrust (0 - 1½ years)

   • Description: Development of trust through a caring environment.

   • Outcome: Trust leads to a sense of security; absence leads to mistrust.

2. Autonomy vs. Shame and Doubt (1½ - 3 years)

   • Description: Development of autonomy in a supportive environment.

   • Outcome: Success fosters autonomy; failure leads to shame and doubt.

3. Initiative vs. Guilt (3 - 5 years)

   • Description: Development of independence and control.

   • Outcome: Successful initiative leads to purpose; lack of support leads to guilt.

4. Industry vs. Inferiority (5 - 12 years)

   • Description: Development of social identity and skills.

   • Outcome: Positive interactions build self-esteem; setbacks lead to feelings of inferiority.

5. Identity vs. Role Confusion (12 - 18 years)

   • Description: Exploration of roles and identity during adolescence.

   • Outcome: Successful exploration leads to a strong sense of self; confusion leads to role confusion.

Page 3: Continued Stages of Development

6. Intimacy vs. Isolation (19 - 40 years)

   • Description: Formation of intimate relationships.

   • Outcome: Healthy relationships foster love; failures lead to isolation.

7. Generativity vs. Stagnation (40 - 65 years)

   • Description: Focus on productivity and legacy.

   • Outcome: Successful contributions lead to feelings of achievement; stagnation leads to disengagement.

8. Ego Integrity vs. Despair (65+ years)

   • Description: Reflection on life experiences.

   • Outcome: Positive evaluation leads to wisdom; negative evaluation leads to despair.

Social Science 6: Civic Engagement and Leadership Guide

Page 1: Overview of the Lesson

• Subject Code: SS6

• Lesson Code: 3.6

• Topic: Abraham Maslow’s Hierarchy of Needs Model

• Time Limit: 30 minutes

• Learning Objectives:

  • Define Abraham Maslow’s Hierarchy of Needs Model.

  • Analyze the motivational factors of Maslow’s Hierarchy of Needs Model.

  • Evaluate the impact of “needs” on individual socialization and enculturation.

Hook

• Reflective Questions:

  • What motivates me?

  • What is my highest potential?

• Quotes for Reflection:

  • Rumi: "Let yourself be drawn by the stronger pull of that which you truly love."

  • George Eliot: "No man can begin to mold himself on a faith or an idea without rising to a higher order of experience."

• Connection to Maslow’s Motivational Theory.

Page 2: Maslow’s Hierarchy of Needs

• Overview: Maslow (1943) proposed a five-tier model of human needs, depicted as a pyramid.

• Levels of Needs:

  1. Physiological Needs:

     • Biological requirements for survival (food, water, air).

     • Most critical; failure to satisfy leads to dysfunction.

  2. Safety Needs:

     • Security and safety needs following physiological needs.

     • Examples: health insurance, visible police presence, job security.

  3. Love and Belongingness Needs:

     • Social needs for belonging and love after physiological and safety needs are met.

     • Examples: forming friendships, intimate relationships, and family bonds.

  4. Esteem Needs:

     • Two categories: self-esteem (dignity, achievement) and esteem from others (respect, status).

     • Particularly significant for children and adolescents.

  5. Self-Actualization Needs:

     • Highest level; realization of one’s potential and self-fulfillment.

     • Examples: pursuing passions, achieving financial stability, educational accomplishments.

Page 3: Summary of Maslow’s Model

• Deficiency Needs (D-needs): First four levels of the pyramid.

• Growth Need (B-needs): Self-actualization at the peak.

• Motivation: Satisfying each need motivates individuals to pursue higher needs.

• Self-Actualization: Desire for growth and fulfillment of potential.

Note on Levinson’s Theory of Adult Development

Page 2: Overview of Levinson’s Theory

• Introduction to Levinson’s Theory

  • Focuses on adult development through different stages (eras) and transitions.

  • Comprises four basic eras and three five-year transitional periods termed 'cross-era transitions'.

  • Transitions can be experienced smoothly or with challenges.

Stages of Development

1. Preadulthood (Conception to age 22)

   • Transition from high dependence (infancy) to high independence (young adulthood).

   • Early Adult Transition (17-22)

     • Completion of preadulthood leads to early adulthood.

     • Increased responsibilities and redefined relationships, particularly with family.

2. Early Adulthood (22-45)

   • Increased demands and potential stress.

   • Opportunities for pursuing passions and achieving career goals.

   • Commonly a period for settling down and starting a family.

Page 3: Midlife and Middle Adulthood

3. Midlife Transition (40-45)

   • Time for introspection regarding life accomplishments.

   • Potential for a 'midlife crisis' if feeling unsuccessful.

   • Positive outcomes include fulfillment in career and relationships, leading to kindness and generosity.

4. Middle Adulthood (40-65)

   • Despite lower biological capacities, individuals maintain vigor for active social lives.

   • Responsibilities towards children and aging parents can be demanding.

   • Enjoyment of respect and esteem from career achievements.

Late Adult Transition

• Late Adult Transition (60-65)

  • Often coincides with retirement, leading to potential identity loss.

  • Feelings of decreased importance or value in society may arise.

Page 4: Late Adulthood and Summary

5. Late Adulthood (65+)

   • Stage of reflection and evaluation of life and accomplishments.

Summary of Levinson’s Theory

• Levinson emphasizes significant transitions in adulthood, including career decisions and family life.

• Identifies four stable stages:

  • Preadulthood

  • Early Adulthood

  • Middle Adulthood

  • Late Adulthood

• Highlights three unstable transitions:

  • Early Adulthood Transition

  • Midlife Transition

  • Late Adult Transition

Social Science 6: Civic Engagement and Leadership

Module Code: 3.0

Lesson Code: 3.8

Time Limit: 30 minutes

TARGET

At the end of this module, students should be able to:

• Analyze how “self” is shaped through:

  • Looking-glass Self Theory by Charles Horton Cooley

  • Dramaturgical Theory by Erving Goffman

• Apply the theories of Looking-glass Self and Impression Management to personal experiences

• Appreciate the role of society members in developing individual uniqueness

HOOK

• Previous lessons focused on personality development through psychological theories.

• This module explores sociological theories of socialization, specifically:

  • Cooley's Looking-glass Self Theory

  • Goffman's Impression Management Theory

• Emphasis on how surrounding individuals shape our self-concept.

IGNITE

Charles Horton Cooley: The Looking-glass Self

• Cooley's theory likens society to a mirror reflecting our self-image.

• Three Elements of the Looking-glass Self:

  1. Imagination of Appearance:

     • We consider how we appear to others (e.g., smart vs. dull).

  2. Interpretation of Reactions:

     • We assess others' judgments and form conclusions about their impressions of us (e.g., liked for being smart).

  3. Development of Self-concept:

     • Our self-view is shaped by perceived reflections from others, leading to either a positive or negative self-concept.

Erving Goffman: Dramaturgical Theory

• Goffman compares social interaction to theater, where individuals are actors.

• Key Components of Dramaturgical Model:

  • Performance:

    • Actions in front of an audience (e.g., a student acting prepared in class).

  • Setting:

    • The environment and props that influence perception (e.g., decorations at a birthday party).

  • Appearance:

    • Visual cues indicating social status (e.g., uniforms at graduation).

  • Manner:

    • Behavior reflecting role expectations (e.g., a supervisor acting stern).

  • Front:

    • The scripted behavior tailored to the audience (e.g., respectful language in college interviews).

  • Stage:

    • Front Stage: Public performance adhering to social norms (e.g., appearing apologetic to a teacher).

    • Back Stage: Private self, revealing true feelings (e.g., expressing frustration at home).

Social Science 6: Civic Engagement and Leadership

Page 1: Introduction to Social Self Theory

• Module Overview

  • Subject Code: SS 6

  • Module Code: 3.0

  • Lesson Code: 3.9

  • Time Limit: 30 minutes

• Learning Objectives

  • Analyze socialization through George Herbert Mead's Social Self Theory.

  • Apply Mead’s concepts through practical examples.

  • Understand the influence of social interactions on self-perception and decision-making.

• Hook Activity

  • Reflect on childhood memories, favorite toys, and playmates.

  • Discuss the role of play in socialization and self-development.

Page 2: Theory of Social Self by George Herbert Mead

• Development of Self

  • The self is not innate but develops through experiences and social activities.

  • Key factors in self-development:

    • Language: Facilitates interaction through symbols and gestures.

    • Play: Allows children to adopt roles and express expectations.

    • Games: Teach rules and cooperation in social contexts.

• Role of Significant Others

  • Parents, siblings, and other caregivers are crucial in shaping a child's self-concept.

  • As children grow, they internalize societal expectations, influencing their self-identity.

• Generalized Other

  • Concept introduced by Mead, referring to how individuals perceive societal expectations.

  • Taking on roles of others is essential for functioning in various social contexts.

• Stages of Self Development

  1. Preparatory Stage (below 3 years)

     • Mimicking behaviors without understanding roles.

  2. Play Stage (3-6 years)

     • Pretending to be others (e.g., superheroes, doctors).

  3. Team Games (school age and beyond)

     • Understanding and following complex rules in group activities (e.g., baseball).

Page 3: Parts of the Self

• The "I" and "Me"

  • The "I" represents the spontaneous, active part of the self.

  • The "Me" reflects societal expectations and norms.

• Scenario Example

  • Conflict with a group leader over project credit illustrates the interaction between "I" and "Me":

    • "I" wants to react emotionally.

    • "Me" considers social expectations and responds appropriately.

Page 4: Active Role in Socialization

• Agency in Socialization

  • Individuals are not passive; they actively shape their self-concept.

  • The "I" evaluates social reactions and integrates them into a cohesive self-identity.

Social Science 6: Civic Engagement and Leadership

Module Code: 3.0

Lesson Code: 3.10

Moral Development Theory by Lawrence Kohlberg

TARGET

At the end of this module, the student should be able to:

• Explain how an individual’s morality is developed through the Moral Development Theory by Lawrence Kohlberg.

• Analyze situations that reflect the stages of moral development.

• Value the significance of morality.

Page 1: Introduction to Moral Development

• Core Values of Pisay: Truth, excellence, and service to the nation.

  • Societies have their own values and morality.

  • Importance of understanding how morality is inculcated in individuals.

• Previous Modules: Explored how self is shaped by experiences and societal expectations.

• Focus of Current Module: Understanding the development of morality throughout an individual's life.

Page 2: Kohlberg’s Stages of Moral Development

• Kohlberg’s Background: Developed from Jean Piaget’s theory.

  • Observed and analyzed stages of moral development.

• Stages of Moral Development:

  1. Preconventional Level (9 years old and younger):

     • Morality based on external rewards and punishments.

     • Concerned with pleasing authority figures.

  2. Conventional Level (most teenagers and adults):

     • Internalization of societal values and norms.

     • Importance of approval from others and adherence to rules.

  3. Postconventional Level (most adults):

     • Reflection on transcendent principles of right and wrong.

     • Development of a personal moral compass that may conflict with societal laws.

• Subdivisions of Levels:

  • Level 1: Pre-conventional Morality:

    • Stage 1: Punishment/Obedience (Infancy) - Actions leading to punishment are wrong.

    • Stage 2: Rewards and Self-Interest (Pre-school) - Right behavior is rewarded behavior.

  • Level 2: Conventional Morality:

    • Stage 3: Good Intentions and Conformity (School-age) - Conforming to "good behavior."

    • Stage 4: Obedience to Authority (School-age) - Importance of fulfilling one's duty.

  • Level 3: Post-conventional Morality:

    • Stage 5: Difference between Morality and Legal Right (Teens) - Recognition that rules can be broken for moral reasons.

    • Stage 6: Universal Principles (Adulthood) - Consideration of the views of all affected by a moral decision.

Page 3: Significance of Kohlberg’s Theory

• Justification of Judgement and Behavior: Kohlberg’s stages illustrate how individuals justify their moral decisions.

• Non-linear Development:

  • Stages of moral development are not a one-way process.

  • Development may vary based on individual experiences and cultural contexts.

Civic Engagement and Leadership: Conformity and Deviance (Part 1)

Page 1: Module Overview

• Subject Code: SS6

• Lesson Code: 3.11

• Time Frame: 30 minutes

• Learning Objectives:

  • Discuss the importance of conformity.

  • Explain the different types of conformity.

  • Distinguish between conformity and deviance.

Page 2: Understanding Conformity and Deviance

• Importance of Conformity:

  • Conformity is often viewed negatively in society.

  • Stereotypes associated with "conformist" and "deviant" are generally unfavorable.

• Definitions:

  • Conformity: Acting in a socially acceptable manner.

  • Deviance: Acting in a socially unacceptable way.

• Example: Choosing attire based on group norms.

• Definition of Conformity:

  • Change in behavior or belief due to real or imagined group pressure (Myers, 2008).

Page 3: Types of Conformity

• A. Compliance:

  • Acting under social pressure while privately disagreeing.

  • Motivated by rewards or avoidance of punishment.

• B. Identification:

  • Adopting behaviors to maintain fulfilling relationships.

  • Moderate adoption of others' opinions and values.

• C. Internalization:

  • Deep acceptance of beliefs due to trust in the influencer.

  • Most enduring response to social influence.

• Comparison of Types:

  • Compliance: Short-term, based on power dynamics.

  • Identification: Influenced by attractiveness of the model.

  • Internalization: Driven by credibility and desire to be right.

Page 4: Reasons for Conformity

• A. Informational Influence:

  • Group behavior provides valuable information.

• B. Avoiding Punishment:

  • Fear of rejection or ridicule.

• C. Barriers to Independent Behavior:

  • Risk of disapproval.

  • Lack of alternatives.

  • Fear of disrupting group goals.

  • Limited communication among members.

  • Sense of powerlessness.

Page 5: Motivations for Group Conformity

• Reasons Individuals Conform:

  1. Desire for acceptance.

  2. Achieving group goals.

  3. Personal goals through group membership.

  4. Enjoyment of group activities.

  5. Pressure from the group to conform.

• Example: Decision-making in a group setting requires conformity to reach consensus.

Social Science 6 Notes

Page 2: Understanding Deviance

• Definition of Deviance

  • Behavior that transgresses societal rules, norms, and laws.

  • Deviant behavior is labeled as rebellion or transgression.

• Relativity of Deviance

  • Deviance is context-dependent; what is considered deviant in one society may be acceptable in another.

    • Examples:

      • Polygamy is accepted in Muslim cultures but not in Christian ones.

      • Incest may be accepted in some primitive tribes but is condemned in most modern societies.

      • Eating "balut" is normal in the Philippines but may be repulsive to others.

      • Entrepreneurs were once viewed negatively in pre-modern China.

• Sanctions

  • Social control mechanisms to enforce norms.

  • Types of Sanctions:

    • Negative Sanctions: Disapproval for deviance (e.g., gossip, imprisonment).

    • Positive Sanctions: Rewards for conformity (e.g., smiles, awards).

Page 3: Theories of Deviance

• Differential Association Theory (Edwin Sutherland)

  • Theoretical Perspective: Symbolic Interactionism

  • Deviance is learned through exposure to deviant acts.

• Control Theory (Walter Reckless, Travis Hirschi)

  • Theoretical Perspective: Functionalism

  • Strong social bonds prevent deviance; weak bonds lead to deviant behavior.

  • Control Systems:

    • Inner Controls: Morality, conscience, fear of punishment.

    • Outer Controls: Influence from family, friends, government, etc.

• Labeling Theory (Howard Becker)

  • Theoretical Perspective: Symbolic Interactionism

  • Society labels behaviors, leading to stigma and further deviance.

  • Components:

    • Primary Deviance: Initial, limited deviant acts.

    • Secondary Deviance: Regular engagement in deviant acts.

Page 4: Strain Theory (Robert Merton)

• Theoretical Perspective: Functionalism

• Deviance arises from a gap between cultural goals and means to achieve them.

• Types of Deviants:

  1. Innovators: Accept goals but use illegal means (e.g., theft).

  2. Ritualists: Reject goals but adhere to legitimate means (e.g., disillusioned teachers).

  3. Retreatists: Reject both goals and means (e.g., substance abusers).

  4. Rebels: Reject existing goals and means, seeking to create new ones (e.g., revolutionaries).

Page 5: Understanding Deviance in Society

• Nature of Deviance

  • Deviance can be tolerated, approved, or disapproved by society.

  • Symbolic interactionism emphasizes individual agency in choosing associations.

• Role of Family and Institutions

  • Family plays a crucial role in socializing self-control and conformity.

  • Negative labels can shape identity and self-perception.

• Social Control in the Philippines

  • Informal sanctions: Gossip, withdrawal of privileges, verbal labels.

  • Formal sanctions: Laws, regulations, and institutional recognitions.

• Conclusion

  • Deviance and conformity are not inherently negative; they reflect societal challenges.

  • Individuals face choices between popular and unpopular options, influencing their behavior.