UNIT 2: THE INDIVIDUAL AND SOCIETY

LESSON 3 BECOMING A MEMBER OF SOCIETY

Content Standard:

 How individuals learn culture and become competent members of society

 How individuals should behave as part of a political community

Performance Standard:

 Identify norms and values to be observed in interacting with others in society, and the
consequences of ignoring these rules.

 Assess the rules of social interaction to maintain stability of everyday life and the role
of innovation in response to problems and challenges

 Recognize the value of human rights and promote the common good

Learning Competency:

 Explain the development of ones ‘self and others as a product of socialization.

 Identify the context, content, processes, and consequences of enculturation and

socialization.

 Identifies the social goals and the socially acceptable means of achieving these
goals.

 Advocate inclusive citizenship.

 Promote protection of human dignity, rights, and the common good.

Specific Learning Objective:

 At the end of the chapter the students will be able:

1. Explain the development of one’s self and other as a product of socialization.

2. Identify the context, content, processes and consequences of socialization.

3. Identify the examples of agents of socialization and describe their role in

socialization.

4. Discuss how agents of socialization shaped their individual identities.

5. Discuss conformity and its significance to society.

6. Discuss deviance and social control and cite example of each.

7. Promote the protection of human rights and the common goods.

INTRODUCTION:

This chapter focuses on how individuals learn about

culture and become members of society. The discussion and
activities in this lesson encourage students to appreciate the
process involved in learning a culture and becoming a member
of society, including social institutions, norms, expectation and
possible sanctions; societal changes that affect societal norms;
an the value of human rights.
Diagnostic Test

Encircle the letter of the correct answer in each questions.

1. A British enlightenment philosopher, said that the human mind at birth is

nothing but a blank slate or tabula rasa.

a) Karl Marx
b) John Locke
c) Max weber
d) Aristotle

2. It is a blank slate.

a) Brain
b) Medulla
c) Tabula Rasa
d) Cerebellum

3. Refers to the lifelong process of social interaction through which people

acquire their identities and necessary survival skill in society

a) Socialization
b) Society
c) Social
d) Socialize

4. Refers to the process of accepting the social norms, attitudes, rules, and
values transmitted by people in social groups within society as one’s own.

a) Socialization
b) Internalization
c) Cultural
d) Sociology

5. The human mind for __________ acquires information about the outside world
through the senses and this information molds and defines a person’s
awareness and view of the outside world.

a) Karl Marx
b) John Locke
c) Max weber
d) Aristotle
 LESSON 3 BECOMING A MEMBER OF SOCIETY

John Locke

 A British enlightenment philosopher, said that the

human mind at birth is nothing but a blank slate
or tabula rasa.
 The human mind for Locke acquires information
about the outside world through the senses and
this information molds and defines a person’s
awareness and view of the outside world.

 Refers to the lifelong process of social interaction through which people

acquire their identities and necessary survival skill in society
 It prepares new members of society and trains them to think, feel, and act
in appropriate ways.
 The process of socialization enables a person to gradually become a self-
aware and knowledgeable human being and learn the ways, values, rules,
and culture of his/her society
Internalization
 Refers to the process of accepting the social norms, attitudes, rules, and
values transmitted by people in social groups within society as one’s own.
 Society, for its part, is seem as the primary factor responsible for how
individuals learn to think and behave, this is the view of functionalist like
Talcott persons, who explains that if people failed to play their expected
roles or behaved “strangely,” there is incomplete or inadequate
socialization.

Four Significant aspect of Socialization

Social Context
 Refers to the particular circumstances of the society and consists of
its culture, language and the social structures that define social class,
ethnicity, and gender.
Content
 Refers to ideas, beliefs, behavior, and other information that are
passed on by members of society to the individual.
Process
 Refers to the methods of interaction that enable the content to be
given to the person undergoing socialization.
Results
 Refer to the outcomes of socialization, and our evident when individuals
begin to practice the behaviors, attitudes and values that society
considers necessary for them to function effectively as its member.
 An example of a results is the ability of an individual to speak his/her
native language and understand the comply with basic rules and norms in
his/her community
Self-identify,
 which refers to the establishment of unique sense of identity and an
awareness of how it relates to their society and the world.

Agents of Socialization and Enculturation

Family- is the primary agent of

socialization of an individual upon
birth, throughout infancy, and up to
childhood.

Schools- have a critical and active

role in socialization.
 Peer groups- also reinforce
acceptable behaviors introduced
by the family and school

Mass media - Includes form of

communication such as books,
magazines, newspapers, and other
print materials, radio, televisions,
and movies.

Pluralist Model- portray media as an ideological marketplace that enhances

debate and electoral choice.

Market Model- suggest that media reflects the view of the general public, and
that media presents what they think people want.
Dominant-Ideology Model- traces this bias to links between media and the
political and social elite.

Elite Values Model- recognizes media bias as a product of the personal views of
media professionals such as journalists, broadcasters, and editors.

Religion and State – both religion

and state are considered as the
ultimate sources of authority, making
the church and government
important agents of socialization

Major events and Historical politics

  Events can also be significant socializing forces for an entire generation.

Conformity, Deviance, and Social Control

Conformity
 Refers to the process of altering one’s thoughts and actions to adapt to
the accepted behaviour within his/her group of society
Compliance
 Refers to the outward conformity to social pressure but privately
disagreeing with it.
Identification
 Refers to the individual adopting a certain behavior because it enables
him/her to have a satisfying relationship with the members with his/her
group.
Internalization or Acceptance
 involve both public compliance and internal acceptance of the norms and
standards imposed by the group.
Deviance
 is defined as a behavior that elicits strong negative reaction from group
members and involves actions that violate commonly held social norms.

Robert Merton relates deviance

to the strain felt by individuals
whenever social norms conflict
with reality.

Structural Strain Theory

 argues that the tension and strains between socially approved goals and
an individual’s ability to meet them will lead to deviance.
Subcultural View
 points to the emergence of deviant behavior within certain groups in
society or subcultures.
Labeling Theory
 which believes that there is actually no deviance in society

Conflict Perspective
  analyzes deviance in the framework of competing interests between
social groups and the maintenance of power among the elites.
Broken Window Theory
 suggests a direct relationship between social disorder and deviance and
that maintaining even an appearance of order is sufficient to discourage
deviance.
Social Control
 is defined as any systematic means and practices used to maintain
norms, rules, and law; regulate conflict; and discourage deviant behaviour

 are the most common means of social control and

are often employed to address conflicts and
violation of social norms.

Informal Sanction
Formal Sanction
- are most commonly
- are those provided imposed by smaller
for by laws and other societies,
regulations in society. communities, or group

Human Dignity and Human Rights

Human Dignity
 refers to an idea that a person has the innate right to be valued,
respected and treated well.
Human Rights
 are legal, social, and ethical principles that consider the human person as
deserving of liberties and protections by virtue of his or her human
dignity.
 Characteristic of human Rights

They are
UNIVERSAL
because they belong
to all human beings
regardless of race,
religion, gender and
other characteristic. They are
They are ABSOLUTE since
INDIVISIBLE as they cannot be
various right are qualified and are
interrelated and given HUMAN RIGHTS considered basic
necessities for living
equal importance.
a genuine life.
They are
FUNDAMENTAL
since they cannot be
taken away from any
human being.
.

The Universal Declaration of Human Rights

1. We Are All Born Free & Equal. We are all born free. We all have our own thoughts
and ideas. We should all be treated in the same way.
2. Don’t Discriminate. These rights belong to everybody, whatever our differences.
3. The Right to Life. We all have the right to life, and to live in freedom and safety.
4. No Slavery. Nobody has any right to make us a slave. We cannot make anyone our
slave.
5. No Torture. Nobody has any right to hurt us or to torture us.
6. You Have Rights No Matter Where You Go. I am a person just like you!
7. We’re All Equal Before the Law. The law is the same for everyone. It must treat us
all fairly.
8. Your Human Rights Are Protected by Law. We can all ask for the law to help us
when we are not treated fairly.
9. No Unfair Detainment. Nobody has the right to put us in prison without good reason
and keep us there, or to send us away from our country.
10. The Right to Trial. If we are put on trial this should be in public. The people who try
us should not let anyone tell them what to do.
11. We’re Always Innocent Till Proven Guilty. Nobody should be blamed for doing
something until it is proven. When people say we did a bad thing we have the right to
show it is not true.
12. The Right to Privacy. Nobody should try to harm our good name. Nobody has the
right to come into our home, open our letters, or bother us or our family without a good
reason.
13. Freedom to Move. We all have the right to go where we want in our own country and
to travel as we wish.
14. The Right to Seek a Safe Place to Live. If we are frightened of being badly treated
in our own country, we all have the right to run away to another country to be safe.
15. Right to a Nationality. We all have the right to belong to a country.
16. Marriage and Family. Every grown-up has the right to marry and have a family if
they want to. Men and women have the same rights when they are married, and when
they are separated.
17. The Right to Your Own Things. Everyone has the right to own things or share
them. Nobody should take our things from us without a good reason.
18. Freedom of Thought. We all have the right to believe in what we want to believe, to
have a religion, or to change it if we want.
19. Freedom of Expression. We all have the right to make up our own minds, to think
what we like, to say what we think, and to share our ideas with other people.
20. The Right to Public Assembly. We all have the right to meet our friends and to
work together in peace to defend our rights. Nobody can make us join a group if we don’t
want to.
21. The Right to Democracy. We all have the right to take part in the government of our
country. Every grown-up should be allowed to choose their own leaders.
22. Social Security. We all have the right to affordable housing, medicine, education,
and child
23. Workers’ Rights. Every grown-up has the right to do a job, to a fair wage for their
work, and to join a trade union.
24. The Right to Play. We all have the right to rest from work and to relax.
are, enough money to live on and medical help if we are ill or old.
25. Food and Shelter for All. We all have the right to a good life. Mothers and children,
people who are old, unemployed or disabled, and all people have the right to be cared
for.
26. The Right to Education. Education is a right. Primary school should be free. We
should learn about the United Nations and how to get on with others. Our parents can
choose what we learn.
27. Copyright. Copyright is a special law that protects one’s own artistic creations and
writings; others cannot make copies without permission. We all have the right to our own
way of life and to enjoy the good things that art, science and learning bring.
28. A Fair and Free World. There must be proper order so we can all enjoy rights and
freedoms in our own country and all over the world.
29. Responsibility. We have a duty to other people, and we should protect their rights
and freedoms.
30. No One Can Take Away Your Human Rights.

All human beings are born free and equal in

Dignity and Rights
-Unknown

IMMACULATE CONCEPTION POLYTECHNIC

Sta. Maria, Bulacan, Philippines Inc.
Marian Road, Poblacion, Sta. Maria, Bulacan
NAME: DATE:
GRADE AND SECTION :ACTIVITY:

1.1 Johari Window

Directions: The teacher will ask the students to fill-in related information
inside the four quadrants below.

KNOWN TO SELF AND KNOW TO UNKNOWN TO SELF AND

OTHERS KNOWN TO OTHERS

KNOWN TO SELF AND UNKNOWN TO SELF AND

UNKNOWN TO OTHERS UNKNOWN TO OTHERS
1.2. Continuation
After accomplishing the four quadrants, the students will explain their Johari
Window output

OPEN SELF BLIND SELF

HIDDEN SELF UNKOWN SELF

Sharing of Johari Window

Directions: The teacher will ask the students to find a partner and instruct
them to share their Johari window entries through and in-class
presentation.
 IMMACULATE CONCEPTION POLYTECHNIC
Sta. Maria, Bulacan, Philippines Inc.
Marian Road, Poblacion, Sta. Maria, Bulacan

NAME: DATE:
GRADE AND SECTION :ACTIVITY:

Directions : The teacher will ask the students to answer the table below.
 IMMACULATE CONCEPTION POLYTECHNIC
Sta. Maria, Bulacan, Philippines Inc.
Marian Road, Poblacion, Sta. Maria, Bulacan

NAME: DATE:
GRADE AND SECTION :ACTIVITY:

Note: If its not applicable for groupings disregard the activity.

Role-Playing
Directions: The teacher will divide the class into four groups. Two groups
will role-play sample of socialization and the other two groups will role-
play sample situations of enculturation. (If applicable)

MEMBERS

RUBRICS PERCENTAGE
Story line/Script 15%
Concept 10%
Performance 40%
Working as a group 25%
Props 10%
 IMMACULATE CONCEPTION POLYTECHNIC
Sta. Maria, Bulacan, Philippines Inc.
Marian Road, Poblacion, Sta. Maria, Bulacan

NAME: DATE:
GRADE AND SECTION :ACTIVITY:

Note: If its not applicable for groupings they will do it individually.

1.1. Group Work/Individual Work

Directions: The teacher will group the class into three and ask them
to answer the table shown below: (if applicable for groupings)

Age Social Goals How to achieve these

goals
0-5

6-12

13-17

18-21

22 and above

2.1. The group will choose a leader and documentor. Each group will
report their answers in class. (If applicable)
 IMMACULATE CONCEPTION POLYTECHNIC
Sta. Maria, Bulacan, Philippines Inc.
Marian Road, Poblacion, Sta. Maria, Bulacan

NAME: DATE:
GRADE AND SECTION :ACTIVITY:

Note: If its not applicable for groupings they will do it individually

1.1. Development of Advocacy Materials

Directions: The teacher will ask each of the students/group the class into
three and assign them to develop materials on human dignity, rights and
the common good guided by the task distribution below: (if applicable)

Group 1: Slogan

Group 2: Jingle

Group 3: Poster

2.1. Presentation of Advocacy materials (if applicable)

Directions: Each group will present their advocacy materials to the class.
 IMMACULATE CONCEPTION POLYTECHNIC
Sta. Maria, Bulacan, Philippines Inc.
Marian Road, Poblacion, Sta. Maria, Bulacan

NAME: DATE:
GRADE AND SECTION :QUIZ:

Write the correct answer in the space provided.

1. It is legal, social, and ethical principles that consider

the human person as deserving of liberties and
protections by virtue of his or her human dignity.
2. It is a points to the emergence of deviant behavior
within certain groups in society or subcultures.
3. Refers to the lifelong process of social interaction
through which people acquire their identities and
necessary survival skill in society
4. is the primary agent of socialization of an individual
upon birth, throughout infancy, and up to childhood.
5. suggest that media reflects the view of the general
public, and that media presents what they think
people want.
6. Includes form of communication such as books,
magazines, newspapers, and other print materials,
radio, televisions, and movies.
7. which refers to the establishment of unique sense of
identity and an awareness of how it relates to their
society and the world.
8. British enlightenment philosopher, said that the A
human mind at birth is nothing but a blank slate or
tabula rasa.
9. It is the most common means of social control and
are often employed to address conflicts and violation
of social norms.
10. He relates deviance to the strain felt by individuals
whenever social norms conflict with reality.
 IMMACULATE CONCEPTION POLYTECHNIC
Sta. Maria, Bulacan, Philippines Inc.
Marian Road, Poblacion, Sta. Maria, Bulacan

NAME: DATE:
GRADE AND SECTION :QUIZ:

Answer the following questions.

1. Why do you think human rights is important.

2. Give 1 example oh human rights and explain why you chose it.