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Group-1 TG

This document outlines a lesson plan on becoming a member of society through socialization and enculturation. The lesson plan aims to help students understand how individuals learn culture and develop identities and roles within society. It includes activities where students explore their own social identities and stereotypes about different social groups. The lesson also covers theories of identity formation, including symbolic interactionism and role learning theory. Students are asked to reflect on any past biases and how their understanding has developed.

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Cristy Gallardo
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288 views6 pages

Group-1 TG

This document outlines a lesson plan on becoming a member of society through socialization and enculturation. The lesson plan aims to help students understand how individuals learn culture and develop identities and roles within society. It includes activities where students explore their own social identities and stereotypes about different social groups. The lesson also covers theories of identity formation, including symbolic interactionism and role learning theory. Students are asked to reflect on any past biases and how their understanding has developed.

Uploaded by

Cristy Gallardo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TOPIC/ LESON NAME D.

Becoming a member of Society

1. Enculturation/Socialization
a. Identify formation (identities, disciplines, and
aspirations)
b. Norms and Values
c. Statuses and roles (e.g. age, gender)
CONTENT STANDARD The Learners demonstrate an understanding of:
1. How individuals learn culture and become
competent members of society

PERFORMANCE STANDARDS 1. Identify norms and values to be observed in


interacting with others in society, and the
consequences of ignoring these rules

LEANING COMPETENCIES Explain the development of one’s self and others as


a product of socialization and enculturation.
SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners are able to:
1. Realize how individuals learn culture and how this
learning of culture influences the development of
one’s personality.
2. Analyze how social interaction proceeds through
the operation of norms, values, statuses and roles.

TIME ALLOTMENT 90 minutes

MATERIALS LCD projector, Laptop, sticky notes, paper

PROCEDURE
Review (5minutes) Teacher Tips:
The teacher will review the previous lesson Teacher must emphasize that a community is a
concerning the process by which culture organizes collection of individuals whose identities are forged
the society. Society as a system of Organized Rules- together by a common heritage, history and/or
Agents of Socialization-Formation of Self- cultural ties.
Identity/Personality.
However, communities vary in contemporary
Philippine Society. People are categorized according
to different social groups to whom they profess
loyalty or to which their identities are anchored
from. These categories are not necessarily distinct.
Some categories are overlapping.
How do these diverse groups acquire different sense
of self or identities?
How do we acquire this ability to relate with others
in different social contexts?
Does all form of social interaction leads to good
understanding of others who has different social
context?
MOTIVATION (15mins) Here, teacher guides the student to realize how the
The teacher acknowledges the diversity of social context of the information could change in the
groups in the class. (ethnicity, occupational groups, course of social interaction which leads to various
social class, gender, religion) self concept or identities among people of different
Activity 1. “Hambal ko, Hambal nya” (I say, He/She social groups.
says)
Students will be grouped in 5-6 members and form
a circle for sharing.
Based on their identity, they will identify one
stereotype, prejudice or bias that they may have
heard from others.
The will answer the question on why do they think
others perceive it that way and then they will clarify
the issue based on the context of their culture,
which can be looked at the Anthropological,
Sociological or Political perspective.
The group will select one issue to dwell on and
come up with a possible contextual explanation of
an issue.
Then one member from each group will transfer to
another group and will share to them the contextual
explanation of the issue.
After two rounds of movement from one group to
another, the teacher will pick in random and find
out how the explanation was conveyed and
understood.
(Processing)

LECTURE (20 minutes)


Proponents of social learning theory argue that the
set of behaviours of an individual is acquired
through enculturation and socialization processes.

SOCIALIZATION is the lifelong social experience by


which individuals develop their human potential and
learn patterns of their culture
SOCIALIZATION builds the foundation for
PERSONALITY: a person’s fairly consistent patterns
of thinking, feeling and acting.

Identity Formation
The compilation of the values, attitudes, and beliefs
that individuals receive from their family, peers, and
community enables them to create a personal
identity that simultaneously separates them from
the other members of the group and incorporate
them in the system.
Individuation-differentiation from the general social
template (The concept of personal identity)

Social identity is a person’s notion of who he or she


is in society. This includes the roles and statuses
that he or she performs in accord to what the
society expects of him or her.
The two types of identity that individual takes on:
primary and secondary
“I” –existential (being and existence) and cultural
meaning-making and my values.
“Me” –doing (behaviour/activity) and performing
(social roles/public persona)
The duality of identity produces the “me” and “I”
dichotomy that humans have. The I and me
perspective (Wilber, 1997)

Activity 2. “Hambal ko, Hambal namun” (I say, we


say) (20minutes)

From the same group composition one student will


move from group to group and along the way
he/she will discussed from the groups the roles
constituting to his social identity and construct a
notion of self through social interactions.
Lecture 2
Theories on Identity
The two primary theories related to understanding
of identity formation and practice.
The role learning theory-promotes that individuals
learn a repertoire of social roles from their society.
Roles constitute the social facts that inhibit,
empower, and influence an individual’s actions.
Conformity is rewarded by acceptance.
Nonconformity results in ostracism.
But this theory is argued to be too socialization-
deterministic it undermines the potential of humans
to recreate roles and not just accept them.

Theory on symbolic interactionism-promotes the


idea that individuals construct their notion of the
self through social interactions performed within a
society.
Roles and performances are part of a creative
process wherein the individual sees the behaviour of
others and responds to it by creating a role that it
can play.
This presents humans as social actors performing
within a cultural or social field.

PRACTICE (20)
In a group, choose one social group (ethnicity,
occupational groups, social class, gender, religion)
Give three distinct identities of your chosen social
group, but one of the identities is not true.
ENHANCEMENT (10)
Human depends on social learning.
What are we learning?
How are we going to learn?
EVALUATION/ASSIGMENT:
Students will write a reflective essay on any bias or
prejudice that they have towards a particular social
group in the past and how was the better
understanding of the issue developed.
References:
Understanding Culture, Society and Politics: Diwa
Senior High School Series
TG on Becoming a member of society by: Serrano,
Jerome A. Department of Sociology, Ateneo de
Davao University

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