Instructional Guide for Teachers

Understanding Culture, Society & Politics

Module 3: Family
Authors: Jochelle Magboo and Patrick Serra
More modules at https://sibika.ph/

Family is the main way an individual is socialized. It is an institution that has changed in definition as society
itself changed. From infancy through childhood, individuals are raised by parents and kin connected by blood or
by community, helping them build an identity as a member of society. It is the primary social group in which
children learn the first things they need to know about who they are, how they should act, what they can say,
where they belong, and what communities to join. Family plays a huge role in forming and molding children to
become responsible members of a community and citizens of a country.

Even as the definition of family has been changing to expand from mother, father, and siblings, to include
cousins, neighbors, godparents, and grandparents, it remains the primary source of social education for a child.
It is the group that transmits values, attitudes, norms, social expectations, obligations, and identity to the next
generations of a society. Family also transmits political values, religious affiliations, language, gender roles, and
social identity.

The module aims to introduce the concept and definition of family by exploring questions such as: “How is the
family structured?”, “How do families shape individual identity?”, and “How does socialization inside the family
affect the practice of agency of a child?” Learners will examine the culture of a Filipino family by reflecting on
“What constitutes a ‘Filipino family?’”, “What are the common traits and culture exhibited by Filipino families?”
“How is it different from or similar to other forms and types of families around the world?”.

| Most Essential Learning Competencies

● Explain the context, content, processes, and consequences of socialization; and

● Analyze the forms and functions of social organization (specifically family, for the purpose of this
module).

| Content Standards | Performance Standards

By the end of this module, learners are expected to By the end of this module, learners are expected to:
demonstrate an understanding of:
● Identify norms and values to be observed in
● How individuals learn culture and become interacting with others in society, and the
competent members of society; consequences of ignoring these rules;
● How individuals should behave as part of a ● Assess the rules of social interaction to
political community; and maintain stability of everyday life and the role
● Cultural, social, and political institutions as sets of innovation in response to problems and

_____________________
 Instructional Guide for Teachers
Module 3: Family

of norms and patterns of behavior that relate to challenges;

major social interests. ● Analyze aspects of social organization; and
● Identify one's role in social groups and
institutions.

Lesson 1: The Role of the Family in an Individual’s Life

| Lesson Objectives

At the end of the lesson, the student is expected to be able to:

● Recognize the family as an important agent of socialization;

● Define the family while taking into consideration the different perspectives on the subject-matter
● Understand the framework of Filipino families in relation to state laws, societal norms, and challenges of
the nation; and
● Differentiate the realities of different kinds of families.

| Key Concepts

● Family - composed of individuals caring for each other, but the term has no fixed definition.
● Filial piety - loyalty to family or to kin.
● Social institution - patterns or practices accepted as norms by society.
● Marriage - pertains to a social institution characterized by the legal union of two individuals.
● Socialization - refers to the process wherein an individual learns societal norms from their immediate
surroundings.
● Anticipatory socialization - social process wherein one acquires the behavior or beliefs of the social
group they belong to or a group they plan on joining.
● “Utang na loob” - Filipino value wherein one retains gratitude towards another person or party that has
granted them favors in the past.

| Study Guide

A. Inside Our Home (Sa Loob ng Aming Tahanan)

This activity focuses on the experiences of the student at home with his/her family. The student must
identify the values and norms in their home that are imposed or set by their family members. The
student must then recognize which values/norms he/she conforms to or deviates from, and why.
Directions: In the first column, list the values and norms that exist in your home or family. In the second
column, put a check or cross mark to the corresponding value/norm depending on whether you conform
to or deviate from it. In the third column, briefly explain the ways or actions you do to conform to or
deviate from this value/norm.

_____________________

2|
 Instructional Guide for Teachers
Module 3: Family

Value/Norm Conform (/) or Deviate (x)? Ways You Conform or Deviate

Why? (Actions)

B. My Take on Family Tree

Prompt: Have you seen a family tree? This assignment is not to draw your usual family tree. You won’t
even be asked to create a tree!

Instructions. Create your own version of a visual illustration of a family, it can be a tree or something
else. Be creative in presenting your own idea of family. You may include pictures. You may draw or paint
it. You may write words you associate to your concept of family.

C. My Family in the Future

This activity will help students think more reflectively and creatively.

Instructions. The teacher will instruct the students to draw and visualize the families that they would
create for their own in the future. The teacher will give the students 5-7 minutes to finish the task, and
then facilitate a show-and-tell activity.

Guide questions for the show-and-tell activity:

● How would you describe your future family?
● Do you think your future family is “ideal”?
● Do you know any families that are not within the normative (traditional) mold of family? What are
your thoughts about these families?

| Self-Evaluation Form (Part I)

Complete the chart below. Write in the green box what you already know about the family. On the yellow box,
write a question that you have in your mind about the family. Lastly, write on the red box what you want to learn
more about the family in this module.

_____________________

3|
 Instructional Guide for Teachers
Module 3: Family

| Sub-lesson 1: Defining Family

● What is the meaning of family?

○ Substantive Definition of Family - Family is a social institution found in most, if not all,
societies that unites the people in cooperative groups to care for one another, including children
(Macionis, 2017).
○ There is no absolute definition of family since its meaning varies depending on the specific
context or reality in which it exists.

■ Burgess and Locke - Family is a group of persons united by ties of marriage, blood, or
adoption, constituting a single household interacting with each other in their respective
social roles of husband and wife, mother and father, brother and sister, creating a
common culture (Burgess and Locke, 1976).
■ Belen T. Medina - While the family was traditionally seen as how Burgess and Locke
defined it, the meaning of family can change depending on the current context or how the
family and its members behave in the present. The family can be one where there is only
one parent and the children or one with a married couple but without children. A family
can be a child-headed family where older siblings take care of younger ones, one with
same-sex parents, or one where grandparents act as primary caregivers instead of the
parents, who are living abroad but support the childen financially (Torres, 2015).

○ Types of Family:

■ Nuclear family - a family composed of one or two parents and their children; also known
as a conjugal family (Macionis, 2017).
_____________________

4|
 Instructional Guide for Teachers
Module 3: Family

■ Extended family - a family composed of parents and children as well as other kin; also
known as a consanguine family (Macionis, 2017).

○ Common components of the definition of family (Macionis, 2017):

■ Biological component - descent, marriage, and kinship, presence of parent and
offspring;
■ Functional component - nurturing, economic support, and socialization; and
■ Residential component - living under one household or common residence
(household).

● What is the meaning of family to the self?

○ Since the family is the first setting of an individual’s socialization process, the family influences
the individual’s sense of self immensely.

■ Examples: Most children would associate their identity to their family’s status and to the
characteristics and values of the members.
■ Note: Ask the students what “family” means to them. Who is family for them?

● What is the meaning of family to Filipinos?

○ Filipinos are often described as family-oriented (Lanuza and Raymundo, 2016).

○ Families teach or socialize children’s practice of Filipino values such as filial piety (respect,
obedience, caring for one’s parents and elderly members) and utang-na-loob (“debt of
gratitude” commonly associated with the kind of care and support that individuals—particularly
children—give to their parents or guardians as an obligation for effort in raising them).
○ The Filipino individual’s family-centeredness provides a basic sense of belongingness, stability,
and security. Most Filipinos draw their sense of self-identity from their families as well (Lanuza
and Raymundo, 2016).

● What is the meaning of family for the Philippine state?

○ According to the 1987 Philippine Constitution, the State recognizes the Filipino family as the
foundation of the nation and that it strengthens the nation’s solidarity and actively promotes its
total development.
○ Therefore, the State shall defend:

■ The right of spouses to found a family in accordance with their religious convictions and
the demands of responsible parenthood (religious and cultural);
■ The right of children to assistance, including proper care and nutrition, and special
protection from all forms of neglect, abuse, cruelty, exploitation, and other conditions
prejudicial to their development (welfare and economic support);
■ The right of the family to a family living wage and income (livelihood and social
security); and
■ The right of families or family associations to participate in the planning and
implementation of policies and programs that affect them (political).

_____________________

5|
 Instructional Guide for Teachers
Module 3: Family

○ The State also puts the responsibility to take care of the elderly on the family, but it also
implements social security programs that protect the interests of its elderly population.
○ Marriage - is a socio-sexual institution which is part of the institutional complex of the family. It is
an arrangement of procreation, nurturing and defining the legitimate descent of an offspring or
child. The institution of marriage represents all the behaviors, norms, roles, expectations, and
values that are associated with the legal union of men and women (Lanuza and Raymundo,
2016).

| Sub-lesson 2: Socialization in the Family

● What is the role of the family in an individual’s life?

○ Social Group - collection of people who have something in common and who believe that what
they have in common is something significant. Members must feel that they belong to this group.

■ Primary Group - small and tightly knit, bound by a strong sense of belonging. Members
turn to other members for emotional and financial help. Example: family and friendship
groups.
■ Secondary Group - large and impersonal groups whose members are bound by a
shared goal and/or activity and not by emotional ties. Example: company and clubs.
Note: Secondary groups may be primary depending on the amount of time and
dependency members allot to other members.

○ Primary Socialization - Family is the first setting of socialization where you first experience
aspects like language, beliefs, values, and norms.According to Pierre Bourdieau, the family,
especially the parents or guardians, provide an individual the so-called cultural capital.

■ Family as an Agent of Socialization - “The family affects socialization in many ways.

For most people, in fact, the family may be the most important socialization agent of all.”
(Macionis, 2017). Infants born into families are totally dependent on the care of others.
Family members, especially parents, provide a safe environment and protection to an
infant or child as they grow up. Family members also consciously or unconsciously teach
the child ideas, values, beliefs, and norms (in the process called enculturation).
■ The Role of Family in Socialization:

● Development of language, skills, hobbies and interests, attitudes and

behavior, personality, and character;
● Transmission of culture (religious, social, political, gender norms);
● Development of sense of belongingness; and
● Primary relationships responsible for learning and enculturation.

■ Socialization and the Life Course: For most of us, the family is present in all stages of
our lives: Childhood → Adolescence → Adulthood → Old Age → Death.
■ Influence of the Family on the Child’s Personality - A family’s social position,
including race and social class, shapes a child’s personality (Macionis, 2017).

_____________________

6|
 Instructional Guide for Teachers
Module 3: Family

○ How does the family affect the individual’s practice of agency?

■ Political will is first developed inside the home. Many parents pass on their political
beliefs to their children. However, many children also take their own political path. A
more extreme example would be the existence of political dynasties.
■ An individual’s level of social awareness and action is also heavily influenced by their
family’s immersion in social realities. Individuals whose family members are more
socially-aware tend to have increased political participation as they grow up.

How does an individual socialize inside the circle of the family?

● Anticipatory Socialization refers to the social process where an individual learns to take on the
values and standards of groups that they are in or they plan to join. For example, children anticipate
becoming adults in the future. They look at their parents/guardians who are adults as models to know
what they need to do. Could you give other examples?

● Conforming or Deviating

○ Emile Durkheim’s Concept of Deviance Applied in the Experience of the Family -

Deviance serves a function:

■ Defining (cultural) values and norms - In the family, there are certain norms which
are to be followed by the family members. Not following the set norm or value results
in deviance by a particular member. Example: The concept of “blacksheep of the
family” reveals that there are norms specific to each family. In Filipino families, a
“bulakbol” (an individual who is happy-go-lucky and does not value studies, work,
productivity) is usually shunned by family members.
■ Clarifying moral boundaries - At an early age, a child is taught by their parents the
idea of what is good and bad (broad sense of morality). If a family member crosses
the line, they might be punished. While most Filipino families do away from the
practice of “pamamalo,” some still do. When children make mistakes or done
something bad, parents/guardians would punish them by spanking or hitting, thus the
infamous concepts of “natsinelas, nasinturon, or nabitin patiwarik.” On the other hand,
when doing something good as set by the parents/guardian, children are rewarded.
■ Gender norms are first enforced in the family setting. Since gender is normally
associated with functions, gender roles are normalized.
■ In doing household chores, the mother (woman) normally nurtures the family, cleans,
and does other domestic functions. The father (man), however, normally attends to the
matters of livelihood. In the Filipino family context, conservative parents often enforce
norms in attitudes and behaviors on their children -- how girls must behave, act, or
dress up or how boys should not show emotions and man up. But nowadays, many
families are doing-away with these beliefs and practices.

| Synchronous Activities

1. Activity 1: Pamilya sa Media: Sharing Among Students

_____________________

7|
 Instructional Guide for Teachers
Module 3: Family

Instructions. Allow the students to reflect on their own concept of family. Have the students look for a TV
commercial that portrays the concept of the family. Let them compare their own idea of family to the
concept of family as portrayed by the commercial they found (homework). Ask 1-2 students to show
their commercial to class. Let them share their thoughts on the commercial and their opinion on their
classmates’ ideas of “family.”

Sample Guide Questions:

● What is your opinion of the TV commercial’s portrayal of family?
● Do you think the media’s portrayal of family influences a child’s perception of a family?
● Why do most TV commercials incorporate the concept of family in their advertisements?

2. Activity 2: Different Realities

This activity will help students understand some of the realities of other Filipino families.

Instructions. The teacher may play the video for the class as a synchronous class activity, or ask the
students to watch on their own by sending them the video link. If the teacher has already given the
task to watch Pamilya Moderno as a Self-paced Learning activity, they may ask students who have
accomplished the optional task to share their thoughts to the class. The students’ sharing will enrich
the discussions for Lesson 2.

Video link: Taruc, J. (2017, October 16). I-Witness: 'Pamilya Moderno,' dokumentaryo ni Jay Taruc (full
episode) [Video]. YouTube. https://www.youtube.com/watch?v=Fm-wlt1qbHE.

3. Activity 3: Family Roles

Instruction. This activity will help students think more reflectively and creatively. Have the students draw
the roles of each family member. Have them write a brief description of the family member’s role below
their drawing.

| Asynchronous Activities

1. Activity 1: Letter to My Family (Reflective Assessment)

Instructions. Write a short-letter to your family. You can include your own personal message, but do not
forget to also reflect about the things you say to them and the relationship between you and your
family. You can add your own personal reflections on the topics we have discussed in class.

Sample guide questions:

● What do you want to say to your family or a specific family member?
● How did your family influence you as an individual?

_____________________

8|
 Instructional Guide for Teachers
Module 3: Family

● What do you think about the responsibilities that a family has to its members?
● What have you learned in life because of your family?

2. Activity 2: Ohana (Creative Assessment)

Instruction: Create a slogan representing your message for children like Lilo.

Have you ever watched the Disney cartoon Lilo and Stitch? Lilo’s family is also seen as an “odd one” by
the people around them. It’s not just because of the aliens in their house, but because Lilo’s family is
what we call a child-headed family, which is uncommon in their community—a household having no
parents. Lilo and her family went through so much that she had a lot of trouble socializing with others
and “fitting in” or being accepted. But with the help from her friends and sister who she considers her
“ohana” (family), she was able to overcome her challenges and realize that she can find happiness in
her “ohana” even though their society thinks they won’t. Lilo’s narrative is not just a fiction because it
represents a reality that many children were and are in.

| Self-Paced Learning (Optional Activities)

Activity: Welcome Back, Mama/Papa

Instruction. Do an informal interview with a friend whose parents are working abroad. Learn about their
opinions on the “transnational” family setup that they are in.

Guidelines for interview:

● Be mindful of your interviewee’s comfort and emotions.
● Do not force them to say anything that they are not comfortable talking about.
● Assure them that any information they divulge will be between the two of you and for academic
purposes only.
● Ask permission from them if you are going to record (audiovisually) the interview.

Sample interview questions:

● When did your parent(s) start working abroad?
● What are their reasons for working as an OFW?
● What can you say about your parent(s) working abroad?
● What are the challenges that you face as a child with OFW parents?

_____________________

9|
 Instructional Guide for Teachers
Module 3: Family

| Self-Evaluation Forms (Part 2)

Complete the chart below. Write in the green box what you have learned about the family in this module. On
the yellow box, write a new question that you have in your mind on the family. Lastly, write on the red box how
you will apply your understanding of the family in improving Philippine society.

| Rubric for Discussions

Needs
Excellent Above Average Developing
Improvement

Content:

The central
theme/idea/argument
of the student’s
output is focused and
supported by
evidence which
indicates mastery of
the content.

Organization:

The flow of the

discussion of the
central

_____________________

10 |
 Instructional Guide for Teachers
Module 3: Family

theme/idea/theme is
coherent.

Presentation:

The form and

presentation of the
central theme/idea
is clear, persuasive,
polite, and easy to
understand.

| Rubric for Creative Outputs

Needs
Excellent Above Average Developing
Improvement

Content:

The artwork clearly

presents information,
ideas, and/or theme
on topic which
demonstrates
understanding and
mastery of the
content.

Presentation:

The artwork is
meaningful and
elicits
understanding on
the subject.

_____________________

11 |
 Instructional Guide for Teachers
Module 3: Family

| Rubric for Written Outputs

Needs
Excellent Above Average Developing
Improvement

Content:

The central
theme/idea of the
paper is focused and
supported by
evidence which
indicates mastery of
the content.

Organization:

The flow of the

discussion of the
central theme/idea
is coherent.

Presentation:

The form and

presentation of the
central theme/idea
is clear and easy to
understand..

| Learning Material

Atienza, M.E. et al (2016). Understanding Culture, Society and Politics for Senior High School. C&E
Publishing. Manila, Philippines.
Atienza, M.E. et al (2016). Understanding Culture, Society and Politics for Senior High School. C&E
Publishing. Manila, Philippines.
On Socialization and Family: Crash Course. (2017, June 20). Socialization: Crash Course Sociology
#14 [Video]. YouTube. https://www.youtube.com/watch?v=K-RvJQxqVQc
On Family as a Social Group: Crash Course. (2017, July 4). Social Groups: Crash Course Sociology
#16 [Video]. YouTube. https://www.youtube.com/watch?v=_wFZ5Dbj8DA.
On Different Kinds of Families and the Duty of the State: Crash Course. (2017, December 19).
Stages of Family Life: Crash Course Sociology #38. [Video]. YouTube.
https://www.youtube.com/watch?v=eWTz3KBCxfg.
On Issues About Marriage and Family Life: Crash Course (2017, December 19). “Stages of Family
Life: Crash Course Sociology #38”. [Video]. Retrieved September 15, 2020, from
https://www.youtube.com/watch?v=eWTz3KBCxfg.

_____________________

12 |
 Instructional Guide for Teachers
Module 3: Family

On Different Kinds of Families and the Duty of the State: Crash Course. (2017, December 19). Stages
of Family Life: Crash Course Sociology #38
[Video]. YouTube. https://www.youtube.com/watch?v=eWTz3KBCxfg.
On Issues About Marriage and Family Life: Crash Course (2017, December 19). “Stages of Family Life:
Crash Course Sociology #38”. [Video]. Retrieved September 15, 2020, from
https://www.youtube.com/watch?v=eWTz3KBCxfg.\

| References

Belen T.G. Medina. (2015). The Filipino Family. 3rd Edition. Quezon City: University of the Philippines
Press.
Burgess, E.W. and Locke, H. J. (1945). The family: From institution to companionship. New York:
American Book Company.
Lanuza, Gerry & Raymundo,Sarah. 2016. “Unit IV: Culture and Society”. Understanding Culture,
Society and Politics. First Edition. Manila: Rex Book Store, pp. 184-216.
Torres, A. (2015). The Changing Filipino Family. Philippine Sociological Review, 63, 223-228.
Retrieved September 16, 2020, from http://www.jstor.org/stable/24717167.

For more learning resources, please follow our socials:

Facebook: Facebook.com/Sibika.PH Twitter: twitter.com/SibikaPH_ Instagram: Instagram.com/Sibika.PH

TikTok tiktok.com/@sibika.ph YouTube: tinyurl.com/SibikaPH-YouTube

_____________________

13 |