11

Understanding
Culture, Society
and Politics
Quarter 1 – Module 5:
Becoming a Member of Society
Subject Area – 11/12
Self-Learning Module (SLM)
Quarter 1 – Module 5: Becoming a Member of Society
First Edition, 2020

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Development Team of the Module

Writers: Sharon P. Cabatingan
Editors: Marya Legaspina, Kenneth Robert Naval
Reviewers: Fredgie Pasco / Fernie Cabanalan
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Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
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Peter Van C. Ang-ug – REPS, ADM
Johnny Sumugat - REPS – Subject Area Supervisor
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 11

Understanding
Culture, Society
and Politics
Quarter 1 – Module 5:
Becoming a Member of Society
Introductory Message
For the facilitator:

Welcome to the Understanding Culture, Society and Politics Self-Learning Module

(SLM) on Becoming a Member of Society!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the learner:

Welcome to the Understanding Culture, Society and Politics Self-Learning Module

(SLM) on Becoming a Member of Society!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Becoming a Member of Society. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1. Context and content of socialization

• Lesson 2. Process and consequences of socialization

After going through this module, you are expected to:

1. Identify the context of socialization
2. Define socialization
3. Explain the process of socialization
4. Elaborate the consequence of socialization

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 What I Know

How are you today? Welcome to this another new approach of learning. In the
last module we already explored the human origins and the capacity for culture, the
role of culture in human adaptation, and the processes of cultural and socio-political
evolution. We learned that culture is the key to human adaptation and as such every
society has its own culture.

In this module, we look at how individuals learn culture and become

competent of society through the process of socialization or the process of preparing
the individuals for membership in a given society. It explores four theories that
explain the development of the self as a product of this process. The process of
socialization entails learning the various elements of a society’s culture as well as its
social structure

Let’s check your knowledge and understanding on the context and content of
socialization and on the process and consequences of socialization. Let’s start.

Directions: Read each statement carefully. Write the letter of the correct answer
right before the number. It is designed to help you learn the material.

1. What do sociologists call a continuing process whereby individuals acquire

personal identities and learn the norms, values, behaviors, and social skills
appropriate to his or her social position?
a. sociology
b. socialization
c. culture
d. a mouth full

2. Which of the following things is normally learned during the socialization

process?
a) the roles we are to play in life
b) the culture's norms
c)the language of the people around us
d)all of the above

3. It represents the human being’s basic drives.

a) id
b) ego
c) superego
d) none of the above

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4.When does socialization begin?

a) at the time when an individual is conceived or within the first few weeks
following conception
b) at birth or shortly thereafter
c) on entering nursery school or kindergarten
d) when children reach puberty and are able to understand the reasons for
society's rules

5. Mead’s concept of the generalized other is similar to what other concept?

a. the looking-glass self

b. the superego
c. the id
d. the sensorimotor period

6. Which of the following is NOT an agent of socialization?

a. mother
b. friends
c. pets
d. television

7.Which of the following statements is true?

a. Unlike other animals, human infants are born with a culture.

b. Human infants come into the world ready to learn a culture but
are not born with one.
c. Socialization is another word for acculturation.
d. b and c

8. Piagets cognitive stage at which individuals first see causal connections in their
surroundings.
a. sensorimotor stage
b. preoperational stage
c. concrete operational stage
d. formal operational stage

9. The first setting of socialization, has the greatest impact on attitudes and
behavior
a. Family
b. peers
c. school
d. media

10. He used the phrase looking-glass self to mean a self-image based on how we
think others see us.
a. Charles Horton Cooley
b. George Herbert Mead
c. Jean Piaget
d. Sigmond Freud

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 Lesson
Context and Content of
1 Socialization

Society is a group of individuals involved in persistent social interaction, or a

large social group sharing the same special or social territory, typically subject to the
same political authority and dominant cultural expectations. Culture provides
everyone with norms, values, expectations, and other information needed to live with
other in the group. Values and norms of a society are passed on to or acquired by its
members through the process of socialization or enculturation.

Socialization is the process through which we are taught the norms, values,
and customs of our society or social group. We can distinguish three major aspects
of socialization; the context in which it occurs, the actual content and processes
people use to socialize others, and the results arising from those contexts and
processes.

What’s In

1. What are the significance of culture in human adaptation?

2. What are the significance of culture, social, economic and political symbols
and practices?

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 Notes to the Teacher
After doing the activities given in this module, instruct the learner
to answer the guide questions in each activity. S/He may write
his answer in a separate sheet.

What’s New

What is the context of socialization?

The context of socialization is like the theatre or stage in which socialization

occurs. Social context includes culture, language, and social structures such as the
class, ethnic, and gender hierarchies of a society. Context also includes social and
historical events, power and control in social life, and the people and institutions
with which individuals come in contact in the course of their socialization.

Socialization occurs within biological, psychological, and social contexts. Each

of these offers possibilities and limitations that may influence socialization.

1. The Biological Context

Biological features are regularly suggested as sources of human behavior.

Sociobiologists suggest that some human capacities may be "wired into" our
biological makeup. For example, even newborn babies seem to strive for maximum
social interaction. They move their heads back and forth in burrowing or "rooting"
motions looking for milk; they have powerful, grasping fingers that cling tightly to
other human fingers or bodies; and they move so as to maximize body contact with
their caregivers. These facts suggest that infants are born wanting human contact.

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 2. The Psychological Context

Emotional States and the Unconscious

The primary factor in the psychological context of socialization is the

psychological state of the person being socialized. Psychological states include
feelings such as fear, anger, grief, love, and happiness or a sense of emotional
deprivation. Strongly feeling one or more of these emotions might very well inhibit or
promote socialization of a particular kind. Fear may make it difficult for young
children to be socialized in school, whereas people in love may leant very quickly
what makes their loved ones happy. Emotions can also influence how individuals
perceive the content of socialization, whether in becoming a member of a family group
or a religious sect. Knowing something about the feelings of the people involved (the
psychological context) helps explain the results of the socialization process.

Cognitive Development Theories

A number of psychologists emphasize the series of stages through which

humans progress. Although emotional concerns can be involved, these theorists
focus on cognitive (intellectual) development, which occurs in a systematic, universal
sequence through a series of stages. The most influential theorist of intellectual
development was the Swiss psychologist Jean Piaget. A sharp observer of children's
development, Piaget stressed that children need to master the skills and operations
of one stage of intellectual development before they are able to learn something at
the next stage.

Social contexts influence individual development. Culture exists before the

socialization of new members begins. Parents, for example, do not need to decide
alone what they arc going to teach their children, since much of what they will pass
along they have themselves learned through socialization. Besides culture,
individuals are affected by social and historical events and by a number of
individuals who actively try to socialize them.

Social and Historical Events

Major social and historical events can be a force in socializing an entire

generation. Those suffering greater deprivation depended less on formal education
for their life achievements and more on effort and accomplishment outside of
education. Their health as adults tended to be affected negatively by their economic
hardships. Finally, they tended to value marriage and family more highly as a result
of their economic deprivation (Elder, 1974). Thus individuals who live in
extraordinary times appear to be influenced by the historical events around them.

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 3. Social Position as Part of the Context

Your family's social class, economic position, and ethnic background--as well
as your gender--can affect the ways in which you will be socialized. People in more
advantageous positions tend to develop higher self-evaluations. As a result, they feel
justified in having more resources. Similarly, those in less desired positions tend to
have lower self-evaluations and may feel that their lower status is deserved (Della
Fave, 1980).

Political structure may also be related to socialization practices. Autocratic

states tend to have more "severe" socialization, show clear power and deference
relationships, and stress obedience (Stephens, 1963).

Activity 1- “Identify Me”

Identify the context of socialization. Write B if it is Biological context, P if it is

Psychological context and S if it is Social Position.

__________1. Children from lower economic status tend to have low

self-esteem.
__________2. Fear may make it difficult for young children to be
socialized in school.
__________3. Babies have powerful, grasping fingers that cling tightly
to other human fingers or bodies
__________4. People in more advantageous positions tend to develop
higher self-evaluations.
__________5. Infants are born wanting human contacts

What is It

What is Socialization?

Have you ever entered in your classroom wearing a crown or an evening gown?
Or, did you ever expect your teacher to do his/her laundry in front of the class?
Funny isn’t it? Unless a person is put in his mind, he/she could never do such
strange actions. Most of us who are conscious of the patterns of behaviour and code
of dressing in the society, would not dare act as such. How do we learn the
appropriate ways of behaving in our society?

What are the significant factors involved in the process of learning? Sociologists have
tries to answer these questions by examining the various factors involved of
socialization.
Socialization is the lifelong social experience by which people develop their
human potential and learn culture. Unlike other living species, whose behavior is
mostly or entirely set by biology, humans need social experience to learn their culture

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and to survive. Social experience is also the foundation of personality, a person’s
fairly consistent patterns of acting, thinking and feeling (Macionis 2012: 102).

Socialization is a central process in social life. Its importance has been noted
by sociologists for a long time, but their image of it has shifted over the last hundred
years.

Another term for socialization is enculturation.

Values, norms, status, and roles

Socialization is also defined as the process of preparing members for

membership in a given group in society. Through socialization, individuals learn the
norms and values of their society. Values are culturally defined standards that people
use to decide what is desirable, good, and beautiful and that serve as broad
guidelines for social living. Norms are the rules and expectations by which a society
guides the behaviour of its members.

Socialization prepares individuals to occupy statuses and roles (Macionis

2012: 127–128). Status refers a social position that a person holds. An ascribed
status is a social position a person receives at birth or takes on involuntarily later in
life. Examples of ascribed statuses include being a daughter, a Filipino, a teenager,
or a widower. Achieved status refers to a social position a person takes on voluntarily
that reflects personal ability and effort. Achieved statuses include honors student,
athlete, nurse, software writer, and thief. Role refers to behavior expected of someone
who holds a particular status.

Concept of Socialization
Following are the socialism theories focused on how the self, as product of
socialization, is formed by famous researchers.
Freud’s model of personality. Sigmund Freud (1856–1939) combined basic needs
and the influence of society into a model of personality with three parts: id, ego, and
superego. The id represents the human being’s basic drives, or biological and
physical needs which are unconscious and demand immediate satisfaction. In the
human personality, the superego refers to the cultural values and norms internalized
by an individual. Society, through its values and norms, opposes the self-centered
id. The ego is, thus, a person’s conscious efforts to balance innate pleasure-seeking
drives (id) with the demands of society (superego).

Piaget’s theory of cognitive development. From his studies of human cognition,

or how people think and understand. Jean Piaget (1896–1980) identified four stages
of cognitive development. Stage one is the sensorimotor stage (first two years of life),
the level of human development at which individuals know the world only through
the five senses. Stage two is the preoperational stage (about age two to seven) at
which individuals first use language and other symbols. Stage three is concrete
operational stage (between the ages of seven and eleven) at which individuals first
see causal connections in their surroundings. The last stage is the formal operational
stage (about age twelve) at which individuals think abstractly and critically.

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Mead’s theory of the social self. George Herbert Mead (1863–1931) For Mead, the
self is a part of our personality and includes self-awareness and self-image. It is the
product of social experience, and is not guided by biological drives (see Freud) or
biological maturation (see Piaget). According to Mead, the key to developing the self
is learning to take the role of the other. Infants can do this only through imitation
and, without understanding underlying intentions, have no self. As children learn to
use language and other symbols, the self emerges in the form of play. Play involves
assuming roles modeled on significant others, or people, such as parents, who have
special importance for socialization. Then, children learn to take the roles of several
others at once, and move from simple play with one other to complex games involving
many others. The final stage in the development of the self is when children are able
to not only take the role of specific people in just one situation, but that of many
others in different situations. Mead used the term generalized other to refer to
widespread cultural norms and values we use as references in evaluating ourselves.

Cooley’s Looking-glass Self. Charles Horton Cooley (1864–1929) used the phrase
looking-glass self to mean a self-image based on how we think others see us. As we
interact with others, the people around us become a mirror (an object that people
used to call a “looking glass”) in which we can see ourselves. What we think of
ourselves, then, depends on how we think others see us. For example, if we think
others see us as clever, we will think of ourselves in the same way. But if we feel they
think of us as clumsy, then that is how we will see ourselves.

Gender role socialization

Sex refers to the biological characteristics distinguishing male and female

(Macionis 2012: 169). Sex is based on chromosomes, anatomy, hormones,
reproductive systems, and other physiological components.

Gender refers to those social, cultural, and psychological traits linked to males
and females through particular social contexts. Sex makes us male or female; gender
makes us masculine or feminine. All the major agents of socialization—family, peer
groups, schools, and the mass media—reinforce cultural definitions of what is
feminine and masculine. (Dionisio 1992: 1-2; Macionis 2012: 170).

Activity 2. I Understand
In your notebook answer the following questions.

1. What is socialization?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________.

2. Is the socialization experience the same for everyone?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________.

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3. What can make it different?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________.

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 Lesson
Process and consequences
2 of Socialization

What’s More

How do children socialize?

While context sets the stage for socialization, the content and process of
socialization constitute the work of this undertaking. How parents assign chores or
tell their kids to interact with police are examples of content and process, which are
also defined by the duration of socialization, those involved, the methods used, and
the type of experience. The process of socialization entails learning the various
elements of a society’s culture as well as its social structure. The discussion focuses
on values, norms, status, and roles, as well as gender role socialization.

Socialization is a learning process that begins shortly after birth. Early

childhood is the period of the most intense and the most crucial socialization. It is
then that we acquire language and learn the fundamentals of our culture. It is also
when much of our personality takes shape. However, we continue to be socialized
throughout our lives. As we age, we enter new statuses and need to learn the
appropriate roles for them. We also have experiences that teach us lessons and
potentially lead us to alter our expectations, beliefs, and personality. For instance,
the experience of being raped is likely to cause a woman to be distrustful of others.

Looking around the world, we see that different cultures use different
techniques to socialize their children. There are two broad types of teaching
methods--formal and informal. Formal education is what primarily happens in a
classroom. It usually is structured, controlled, and directed primarily by adult
teachers who are professional "knowers." In contrast, informal education can occur
anywhere. It involves imitation of what others do and say as well as experimentation
and repetitive practice of basic skills. This is what happens when children role-play
adult interactions in their games.

Most of the crucial early socialization throughout the world is done informally
under the supervision of women and girls. Initially, mothers and their female
relatives are primarily responsible for socialization. Later, when children enter the
lower school grades, they are usually under the control of women teachers. In North
America and some other industrialized nations, baby-sitters are most often teenage
girls who live in the neighborhood. In other societies, they are likely to be older
sisters or grandmothers

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 Agents of Socialization

Family is the first agent of socialization. Mothers and fathers, siblings and
grandparents, plus members of an extended family, all teach a child what he or she
needs to know. For example, they show the child how to use objects (such as clothes,
computers, eating utensils, books, bikes); how to relate to others (some as “family,”
others as “friends,” still others as “strangers” or “teachers” or “neighbors”); and how
the world works (what is “real” and what is “imagined”). As you are aware, either from
your own experience as a child or from your role in helping to raise one, socialization
includes teaching and learning about an unending array of objects and ideas.

Keep in mind, however, that families do not socialize children in a vacuum.

Many social factors affect the way a family raises its children. For example, we can
use sociological imagination to recognize that individual behaviors are affected by
the historical period in which they take place. Sixty years ago, it would not have been
considered especially strict for a father to hit his son with a wooden spoon or a belt
if he misbehaved, but today that same action might be considered child abuse.

Sociologists recognize that race, social class, religion, and other societal
factors play an important role in socialization. For example, poor families usually
emphasize obedience and conformity when raising their children, while wealthy
families emphasize judgment and creativity (National Opinion Research Center
2008). This may occur because working-class parents have less education and more
repetitive-task jobs for which it is helpful to be able to follow rules and conform.
Wealthy parents tend to have better educations and often work in managerial
positions or careers that require creative problem solving, so they teach their children
behaviors that are beneficial in these positions. This means children are effectively
socialized and raised to take the types of jobs their parents already have, thus
reproducing the class system (Kohn 1977). Likewise, children are socialized to abide
by gender norms, perceptions of race, and class-related behaviors.

Schools

The next important agent of childhood socialization is the school. Of course,

the official purpose of school is to transfer subject knowledge and teach life skills,
such as following directions and meeting deadlines. But, students don't just learn
from the academic curriculum prepared by teachers and school administrators. In
school, we also learn social skills through our interactions with teachers, staff, and
other students. For example, we learn the importance of obeying authority and that
to be successful, we must learn to be quiet, to wait, and sometimes to act interested
even when we're not.

Peer Groups

A peer group is made up of people who are similar in age and social status
and who share interests. Peer group socialization begins in the earliest years, such
as when kids on a playground teach younger children the norms about taking turns,
the rules of a game, or how to shoot a basket. As children grow into teenagers, this
process continues. Peer groups are important to adolescents in a new way, as they
begin to develop an identity separate from their parents and exert independence.
Additionally, peer groups provide their own opportunities for socialization since kids
usually engage in different types of activities with their peers than they do with their
families. Peer groups provide adolescents’ first major socialization experience outside

16
the realm of their families. Interestingly, studies have shown that although
friendships rank high in adolescents’ priorities, this is balanced by parental
influence.

Mass Media

Mass media distribute impersonal information to a wide audience, via

television, newspapers, radio, and the Internet. With the average person spending
over four hours a day in front of the television (and children averaging even more
screen time), media greatly influences social norms (Roberts, Foehr, and Rideout
2005). People learn about objects of material culture (like new technology and
transportation options), as well as nonmaterial culture—what is true (beliefs), what
is important (values), and what is expected (norms).

Results are the outcome of socialization and refer to the way a person thinks
and behaves after undergoing this process. For example, with small children,
socialization tends to focus on control of biological and emotional impulses, such as
drinking from a cup rather than from a bottle or asking permission before picking
something up. As children mature, the results of socialization include knowing how
to wait their turn, obey rules, or organize their days around a school or work
schedule. We can see the results of socialization in just about everything, from men
shaving their faces to women shaving their legs and armpits.

Activity 3 - “The World and I”

Revisit your past experiences on your childhood. Cite one memorable

interaction/socialization with your families, relatives, neighbors, and godparents.
What is the impact/influence of this experience in your life?

Experience Impact/Influence
Families
Relatives
Neighbors
Godparents

Guide Questions

1. How did your family take care of you as a child?

2. What role did your relatives play in your upbringing?
3. How did your neighbors interact with you as a child? To what extent did they
socialize with your family?
4. Do you personally know your godparents? How did your parents choose your
godparents?
5. What roles did your godparents play in your upbringing?

17
 What I Have Learned

Activity 4- WQF Diagram

Try to observe every lesson in making the WQF Diagram that you can see
below. Put the list in the W (words) box those words you think is related to
SOCIALIZATION. In the Q (questions) box, formulate at least 3 to 5 questions that
you want to answer about SOCIALIZATION. In the circle of F (facts) write what have
you learned or what new concepts did you learned about the lesson. You will answer
the F (facts) part after the end of the lesson. All answers are acceptable. You can use
your own understanding and knowledge about the topic. Your answer will be
corrected after the last part of this module.

SOCIALIZATION

W Q F

_____________________
_____________________ _____________________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_____________________ _____________________
_______________
_______________ _________
_________

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 What I Can Do

Activity No. 5. Reflection Journal

Instruction: Think of the peer influence and peer pressure you experienced as an
adolescent. Peer pressure can be negative (e.g., encouraging a teenager to smoke)
or positive (e.g., getting on the all A honor roll at school). Write two to three
paragraphs describing your experience with peers in adolescence and how they
influenced your development.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________

Processing Question:
1. Do you think it was primarily negative or positive?

2. How did you develop as a person as a result of the peer group you had?

19
 Assessment

A. Identification: Identify the terms being referred to in the following statements.

Write your answer on the space provided.

________________1. Agent of socialization has the most impact on our development.

_______________2. Imagining how we appear to others is called_____.
_______________3. Developed the concept of the looking-glass self
_______________4. It is like the theatre or stage in which socialization occurs.
_______________5. It is a lifelong learning process that begins when you were born
and ends when you die.
_______________6. According to Mead, it is the earliest stage of socialization.
_______________7. It refers to those social, cultural, and psychological traits linked
to males and females through particular social contexts.
_______________8. The rules and expectations by which a society guides the behaviour
of its members.
________________9. Refer to the way a person thinks and behaves after undergoing
the process.
_______________10. Another term for socialization.

Additional Activities
Activity -6. Socialization Through Music
In this activity, you will select a song and make your own connections on
how the agents of socialization have shaped a person.

Song Suggestions:

Flowers are Red (Harry Chapin)- a student learns about conformity from a strict
kindergarten teacher
https://www.youtube.con?v=nHm2KdTTKUw

Because of You (Kelly Clarkson)- a young girl learns not to risk her heart from
watching her parents break up
https://www.youtube.com?v=Ra-Om7UMSJc

Stick to the Status Quo (High School Musical Soundtrack) –friends pressure
students to stay in the mold for their clique.
https://www.youtube.com?v=Ra-ZYZpZr3Cv7I

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What I Know What's More Assessment
1. B 1. A. Identification
2. B 1. Family
3. A 2. Looking glass
4. B 3. Charles Horton
5. A Cooley
6. A 4. Context of
7. B
Socialization
8. C
9. A
5. Socialization
10.A 6. Infant
7. Gender
8. Norms
9. Result/Outcom
e
10. Enculturation
Answer Key
References
Book: Understanding Culture, Society and Politics. Teachers Guide. page 48-57

Internet Links:

• https://hi-in.facebook.com/jshs.humss/posts/ucspchapter-3-becoming-a-
member-of-society-i-intoduction-as-we-learned-in-th-
p/2746571568704190/
• https://www.thoughtco.com/culture-definition-4135409
• https://study.com/academy/lesson/agents-of-socialization-family-schools-
peers-and-
media.html#:~:text=Schools%20are%20agents%20of%20socialization,school
%20is%20our%20peer%20group.
• htttp://www.slideshare.net/Almarielitz/becoming-a member-of-society-
129447848?from_m_app=android
• https://www.asanet.org/sites/default/files/savvy/introtosociology/Docume
nts/PersellSocializationReading37.htm

• https://www.scribd.com/presentation/297587295/Socialization-Deviant-
Behavior-And-Social-Control

• https://www.thoughtco.com/socialization-in-sociology-4104466
• https://www.asanet.org/sites/default/files/savvy/Domainout.pdf&ved=2ahUKwjpgabt
25XqAhVkljQIHXCUAiMQFjAKegQIAhAB&usg=AOvVaw1lWkABuSUP3C-
Paw1mYgC4

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]

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