MODULE 2

Subject: Understanding Culture, Society, and Politics

Department: Social Science/Christian Humanism
Duration: 2 weeks

This learning packet or any part thereof is solely for the

exclusive use of Xavier University Senior High School students.
Module 2
Becoming a
Member of Society

SOC 101 | Understanding Culture,

Society, and Politics
Table of Contents

Content Page

Overview of the Lessons i

Learning Time iii
Performance Task
Pre-Test 1
Context 2
Experience 4
Sociocultural Evolution 4
Becoming a Member of Society 7
Enculturation and Socialization 8
Consequences of Socialization 11
An Organized Society 15
Rubrics for Activities 18
Reflection 20
Action 22
Mini-Task 2
Evaluation 24
Post-Test
Self-Assessment 25
References & References for Images 27
Overview of the Lessons

Content Standards
The learners will be able to demonstrate an
understanding of the human origins and the
capacity for culture, the role of culture in
human adaptation, processes of cultural and
sociopolitical evolution, and how individuals
learn culture and become competent members
of society.

Performance Standards
The learners analyze key features of
interrelationships of biological, cultural, and
sociopolitical processes in human evolution
that can still be used and developed, 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, analyze aspects of
social organization, and identify one’s role in
social groups and institutions. Most Essential Learning Competencies:
1. Analyze the significance of cultural, social,
political, and economic symbols and
Formation Standards: practices
The learners will develop sociocultural and 2. Explain the context, content, processes,
political competence essential to the and consequences of socialization
promotion of social responsibility and respect
to human diversity. 3. Analyze the forms and functions of social
organizations

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Overview of the Lessons

Essential Topics
• Sociocultural Evolution
• Enculturation and Socialization
• Social Groups
Learning Objectives
1. Identify the practices used throughout the sociocultural evolution
2. Explain the processes of enculturation and socialization
3. Recognize the consequences of socialization towards norms, roles, and statuses
4. Differentiate the forms and functions of social groups
5. Promote information on social problems and how social groups are affected by them

Evidence of Learning
The learners will be able to gather information about the social problem they have chosen in the
first module and create an infographic poster that promotes how their fields (strands) and different
societies and social groups are affected by the problem. In this manner, they will be able to tell all kinds
of people about the existence of the problem and how they could possibly be affected.

Self-Regulated Strategies
• Set up a productive space in your house
• Create a schedule and allot time periods to accomplish tasks—and stick to it!
• Don’t multitask, and work at your own pace
• Take note of concepts that are new to you
• Don’t be afraid to ask for help!

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Learning Time
To manage your time well, observe the suggested learning time below:

Target Date of
Lesson Activity/Task
Completion

Module 2 Pre-Test

Activity 1: The Beginning of Society

Week 3
Sociocultural Evolution
October 25 – 29, 2021
Activity 2: Practices of the Present
Enculturation and
Activity 3: Consequences of Socialization
Socialization
Social Groups Activity 4: My Groups
Week 4 - 5
Module 2 Post-Test
November 3 – 9, 2021
Mini-Task 2: Infographic Poster

Performance Task
By the end of the quarter, you are expected to show
the following:

As researchers and advocates (role), you were tasked by

the municipality mayor to recognize various
sociocultural and political issues evident in your
respective communities (situation). You will choose one
that needs immediate response and come up with
suggestions from your field that will increase
awareness, consciousness, and provide
recommendations that will address the problem (goal).
These will be presented as an advocacy campaign
(product) for the municipality (audience). Through an
organized and SMART advocacy campaign, the
addressed community will be able to respond to the
problem effectively.

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 Instructions: Let’s find out how much you already know about the

Pre-Test
subject. Choose and encircle the letter that you think best answers
each question. Answer all of the items. Take note of the items that
you had trouble answering, and discover the right answers as you go
through this module!

1. What do you call a society that supports themselves through small-scale farming?
A. Agricultural C. Hunting
B. Horticultural D. Industrial

2. Which society relied on domesticating animals?

A. Agricultural C. Pastoral
B. Gathering D. Post-Industrial

3. What significant economic tools were used by the people who lived in Post-Industrial Societies?
A. Animals C. Small crops
B. Information D. Steam engines

4. What is the process of learning the traditions and practices of groups and/or settings?
A. Enculturation C. Self-Actualization
B. Evolution D. Socialization

5. What concept dictates what is socially acceptable, important, and right?

A. Caste System C. Role
B. Norms D. Social System

6. What type of status does a person receive involuntarily?

A. Achieved C. Ascribed
B. Acclaimed D. Assigned

7. What term refers to going against the norms in the society?

A. Attachment C. Consistency
B. Conformity D. Deviance

8. What do you call a group that is formed by its level of interaction?

A. Culture group C. Political group
B. Interactive group D. Social group

9. What refers to groups that are more intimate with one another and have much regular
interactions?
A. First groups C. Primary groups
B. Individual groups D. Reference groups

10. What do you call groups that let you feel belongingness, loyalty, and respect?
A. In-groups C. Out-groups
B. Inner circles D. Outer circles

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 In the previous module, we learned about the
basic concepts of culture, society, and politics,

Context alongside newer ideas, such as sociological

perspectives, ethnocentrism, and cultural
relativism. But there will be more to that in this
module.

Society was previously defined as a formation of

people who interact with one another and share
cultures, which makes the members of the society
have plenty of things in common—but where did
this ever begin? How did societies start to form? And
what happens when members of the society defy
these commonalities?

Try to envision how the earlier human beings

began interacting and forming cultures. How do
you think that happened? Who began interacting
with whom? How did they start learning cultures
together? Imagine a society where work is a
“common feature,” and everyone routinely goes to
work. But then, one person strays from that route
and decides to do other things. What happens to
society then? These are the ideas that we will be
exploring in this module.

Activity 1: The Beginning of Society

Instructions: As we try to discover the beginnings
of society, try to think of your favorite food. Break
down its ingredients, if any, and determine how
each ingredient was made or acquired. Try to go
way back to where the ingredients really started
out from.

Example: If your favorite food was banana split, its

ingredients consist of bananas and ice cream.
Bananas come from a tree’s fruit, while ice cream
comes from cow’s milk.
STUDENT’S RESPONSE PROCESSING QUESTIONS
1. What type of society do you think the ingredients of
your favorite food come from?
2. Do you think you would be able to live in a society
that is different from what we have now?

MINI-TASK
Infographic Poster

From your Problem-Solution Chart, create an Infographic Poster out of it. But this time,
include and specify how different types of societies and social groups are affected by the
problem.

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 Which topic do I What makes it What could it be
But before we proceed to the find interesting? interesting? about?
first lesson, answer the Chart
of Interest on the right.

The topics below will be

introduced in this module.
Choose one that you find
interesting and are excited to
learn about. Then, fill out the
chart. Towards the end of the
module, you will be answering
a similar chart.

Topics
1. Sociocultural evolution
2. Enculturation and
socialization
3. Social groups

Experience Sociocultural Evolution

Biological evolution is a concept that is more familiar to

everyone, rather than sociocultural. It is a topic that is more
discussed and shared with the students, since it talks about
genetics and the transfer of biological traits from generation to
generation. However, sociocultural evolution goes beyond
that—it discusses how society has changed over time—from the
first interaction of the earliest human beings, called the
hominids, to the kind of environment that they used to live in.
We all know how we, modern humans, or homo sapiens, live
now. But how did societies change over the periods of time,
culturally, socially, politically, and even economically?

The Development of Societies

Before the widespread of cities, skyscrapers, and other

industries, societies were smaller, and were dependent on the
resources that they can find around them. Try to visualize the
first human beings. At one point, they would have felt a
hungry sensation, and they may have wondered what could
satisfy such hunger. Surrounding them, they would have
already seen some animals eating grass, fruit, or other crops on
the ground. Suddenly, humans would have the urge to do the
same thing—hence, gathering food to eat.

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 As they finally feed their hunger, later that day, they would feel the same urge again. Then they would
see another animal prey on another animal, and eventually eat them. Human beings, at some point, would do
the same thing, as they would process that as another form of eating and satisfying their hunger. They would
then try to get their own kill and eat them raw—hence, hunting. And at some point, some would discover fire,
and eventually would lead to learning about cooking their hunted and gathered resources.

These societies are known as the Hunting and Gathering Societies. Human beings during this period
would resort to feeding on animals and forage crops for survival. The societies are also always moving from
one place to another, whenever their resources become scarce. Humans would look for new areas that have
not been hunted or foraged yet, and then settle for a while until the same cycle repeats. Politically, they are
egalitarian in nature, hence there are no evident political structures in these societies. Furthermore, in an
economic aspect, some Hunting and Gathering Societies would meet to “trade” their food with one another.
For instance, a society that lives by the mountains would trade animals and crops found there with ones that
are found by a society that lives by the rivers, like trading cow and fish.

Over time, humans would realize that to sustain the animals that they eat, they could no longer rely on
bargaining, but rather, on breeding animals in order to produce more. And the same goes for the plants that
they forage. At one point, perhaps a human might have thrown away a seed and suddenly discover that a plant
has grown on the same spot. Moreover, they would have figured out that more items can come from their bred
animals and planted crops, such as clothing and transport (e.g., sheep’s hide for clothing, cows or horses for
riding, etc.). The societies that rely on animals are the Pastoral Societies. Those that depend on the growth of
crops and cultivation of plants using small and simple tools, such as sticks and stones, are called the
Horticultural Societies. These societies, almost unlike the hunting and gathering societies, are now less
nomadic and less egalitarian, due to their produce of more crops and animals, and thus became much wealthier
than the previous societies.

Eventually, humans would learn how to build better tools and care for animals and plants in singular
settlements for a longer time. They discovered the use of waste as fertilizer, and the craft of new objects, like
plows, and useful tools and materials, such as rakes and shovels, for survival. They learned what crops to grow
and farm in certain areas and seasons, and so on. These societies continually thrive until at present, and they
are called the Agricultural Societies. Moreover, they have clearer political structures as more inequalities have
arose, while more food production was present and led to better, extensive trading.

Following that era would be the Industrial Societies. Instead of being dependent on the job getting done
by humans and animals, steam engines became an alternative invention. With this, plenty of factories came
about, giving employment to many people, while taking away what was once a farmer’s job. These
infrastructures arose in urbanized areas, where there were more settled humans that that of agricultural or rural
areas. And this time, a monetary system has already been created to purchase the produce of the manufacturers
and to pay for transportation brought about by early trains. Moreover, it also triggered the rise of modern
police forces, labor workers, and more complex government structures.
 Later on, it was no longer material products that were sought out by society, but instead,
information and digital technology. Over a long period of time, the Post-Industrial Societies, or the
Information Age, emerged. Information and services appeared to be more appealing and necessary, such
as computers, the Internet, and other forms of programming. Information was now the measurement of
education and success, and it is where money is mostly gambled into. Even factories were taken over by
self-running machineries rather than operated by humans, and auto-pilot systems were built into vehicles
that lead to humans becoming not as useful. Hence, those without any educational attainment to either
provide technological advancements or other forms of services found it harder to find jobs, while
information is what supposedly determines political power and authority.

Now, going back to your Activity 1 earlier, which society do you think the ingredients of your
favorite food emerged from?

If you check your answers in the Pre-Test earlier,

the answers would be the following:

1. B. Horticultural. This society depended on

small crops, cultivated through their simple tools. If you can have access
to the Internet, you can
2. C. Pastoral. This is when domesticating get to know more
animals emerged, in order to use them for food, about Sociocultural
clothing, or riding. Evolution using the QR
code on the right:
3. B. Information. Post-industrial societies relied
on technology and information since it is where
money is mostly invested.

Activity 2: Practices of the Present

Instructions: In the society we are in today, we have continually developed into a much more different
setup compared to the past. What practices from the previous societies are still evident today? How are
our methods different from the practices of the past? List down one practice from each society.

Differences between present practices

Type of Society Practices evident today
and past practices

1. Hunting and
Gathering

2. Pastoral and
Horticultural

3. Agricultural

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 4. Industrial

5. Post-Industrial

STUDENT’S RESPONSE
PROCESSING QUESTIONS
1. What type of society do you think you would best
thrive in?
2. What type of society do you think would the world best
survive in during the COVID-19 pandemic?

Becoming a Member of the Society

Oftentimes, we would ask ourselves why we have become

a part of the society we belong in now. We sometimes wonder
why we have a lot of common traits with our family members,
or even people in the same city. For instance, people from a
different city would think that Cagayan de Oro is a highly
urbanized area with a lot of friendly people because of its
famous tagline—The City of Golden Friendship. Hence,
everyone else would most likely expect the citizens to be kind,
hospitable, and easy-going.

Although it is known that humans have biological and

genetically transferred attributed from parents and prior
generations, or as what we call kaliwat, human development
further forms through the life-long processes called
Enculturation and Socialization.

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 Enculturation and Socialization

To sociologists and anthropologists, becoming a member of society is manifested by social

interactions. Human beings become what they are because of their everyday contact and influences from
other humans. It could be in the way friends talk to one another or how parents reprimand their children.
But it could also be in what people see that others do, such as how people take their coffee, where they
eat, how they dress, and so much more.

How humans learn to walk, talk, eat, and dress all come from the process of Socialization. It is
through which that people are taught how to become members of the society in the most acceptable and
proficient manner. It is different from socializing, which is the interaction and mingling of people with
others. Socialization is learning and being taught how to socialize in specific contexts. For instance, when
younger Filipino people are introduced to their parents’ friends, or meet their grandparents, uncles,
aunts, and other relatives, they are often asked to mano. In addition to that, children are usually taught
what actions are right and wrong in social situations.

Humans are taught and continually learn the lifelong process of socialization, because otherwise,
they would become uncivilized or animalistic—which was, in a way, how humans learned during the
beginnings of societies. We would crawl on all four legs, and perhaps not even know how to use words
correctly. Take a look at the story of a young girl, named Oxana, presented below:

Oxana Malaya (born November 1983) was found

as an 8-year-old feral child in Ukraine in 1991, having
lived most of her life in the company of dogs. She
picked up a number of dog-like habits and found it
difficult to master language. Oxana’s alcoholic parents
were unable to care for her. They lived in an
impoverished area where there were wild dogs roaming
the streets. She lived in a dog kennel behind her house
where she was cared for by these dogs and learned their
behaviors and mannerisms. She growled, barked, and
crouched like a wild dog, sniffed at her food before she
ate it, and was found to have acquired extremely acute
senses of hearing, smell, and sight.

Source: https://listverse.com/2008/03/07/10-modern-cases-of-feral-children/

It is evident in her story that because she received

little to no care from her parents, she was instead
accommodated by the wild dogs. Eventually, she learned
their behaviors, rather than that of humans, and even To know more about
the story of Oxana
developed dog-like senses.
Malaya, scan this QR
So, in actuality, socialization can happen anywhere,
code:
from anyone, may it be influences from our family, friends,
animals, or even actors on a TV show. However, societies
impose that the “right” kind of socialization should enable
us to adapt to what are socially accepted behaviors.
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 Enculturation, on the other hand, pertains more on the learning of culture. Apart from basic
human activities, it is also essential for a society to adapt to its traditions, habits, and other practices that
have been passed on from generations. Hence, enculturation revolves around learning what is “required”
in a certain culture, and the values and beliefs attached and appropriate to it. Moreover, moving to a new
county or a new setting with a different dominant culture can also lead to enculturation. This is why the
adjustment period after moving can often lead to culture shock.

For example, celebrations of festivals are activities under the process of enculturation. In Cagayan
de Oro, the Higalaay festival is commemorated every 28th of August, as a “Friendship Festival” (higalaay:
Cebuano for friends). There are traditional parades, street dances, agricultural fairs and shows, and the
popular fireworks display. This is a feast that Kagay-anons celebrate together, and all know about. Hence,
people coming from outside the city would often make time to visit the city in time for the festival. So,
not only do Kagaya-anons experience enculturation, but also outsiders who make the time to immerse
themselves into the culture that we have.

In totality, the process of enculturation would result to becoming a more competent member of the
society, in terms of one’s language, values, and traditional practices.

The Self in the Society

In the process of growing up and becoming socialized and encultured by our family and by our
surroundings, we lean towards developing our own person. The practices we learn influence how our
own personas are shaped. Our behaviors, too, are guided by the values and beliefs we acquire. Agents of
socialization, such as our family, peers, schools, workplace, religion, and even media, serve as the starting
points in the formation of our own selves. But human as we are, we tend to be more unique and distinct
from others.

This begins our identity formation, wherein a particular stage in life dictates what kind of person we
want to be recognized as. For instance, one person can have an identity of being a good and diligent
student, while another can be identified as rebellious. This may result from their initial surroundings:
the diligent student could have been socialized in a well-educated, professional family of lawyers,
engineers, and teachers. In contrast, the rebellious one might have been heavily influenced by his peers
to go against his parents.
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 As humans form their identities, opposite
extremes are considered—the good and the bad. In
other words, there are certain boundaries that
humans dwell in as they develop themselves. These
boundaries are call norms. These are guides that
govern how people behave in a society, and dictates
what is society acceptable, important, and right.
They are also usually what humans are socialized
into. Norms could come officially, in the form of
laws, rules, and regulations, or informally,
unwritten, and yet would still hold a moral ground
over people.

One example of a norm would be a practice

in Xavier University, among many Ateneo schools:
CLAYGO (Clean As You Go), which later on
became SAYGO (Segregate As You Go). Over the
past few years, SAYGO has been a normal
initiative on campus, ensuring that students,
teachers, personnel, and even visitors would leave
canteen tables and other areas free of litter. People
who do not do so would be called out, “Hala, dili
ga SAYGO,” pertaining to their actions as
something unacceptable for someone who is on
campus—even off-campus. Therefore, a person may
opt to be identified as someone who follows the
norm, detach from them, or even be in the middle.

Apart from norms, there are still other concepts that influences the development of our identities.
One would be our status, which is the ‘position’ a person holds in a society. Usually, our statuses are
determined by our education, family background, religion, and other social dictates that imposes one’s
power in society. Statuses come in two classifications: ascribed, which a person receives involuntarily at birth
or later in life, and achieved, which a person takes on with their own effort.

For instance, an ascribed status could be being a son or a daughter, a male or female, or being born
into a family of upper-class, middle-class, or lower-class people. An achieved status, on the other hand, is
attained through one’s personal efforts, just like becoming an honor student, studying to become a doctor,
or even turning into a criminal. However, there are some societies that only attain an ascribed status, such
as societies that use the caste system.

Finally, another concept that dictates our identity is our role in the society. Our roles are different
from our statuses and norms, since these are more concrete actions that are “assigned” to or expected of
from people of different statuses and society’s norms. For instance, it has always been expected of women
to become wives and bear children—and these are their expected roles. Men, on the other hand, are usually
expected to work and provide for the family. A child’s role is to play, obey their parents, and go to school.
Hence, people have a variety of roles, which are truly dependent on the society they live in and the status
they hold: a person can be a wife, a mother, a doctor, and an employee all at the same time. A child can be
a son, a soccer player, and a student all at the same time.

All these influences who we are and what we do in the society. Thus, socialization and enculturation
serve as an important matter in ensuring that our individual and social identities are formed well.
Consequences of Socialization

There are plenty of times when

humans tend to find loopholes in rules,
and even in cultures that are practiced in
their societies. For instance, is there really
a need to mutilate body parts in some
countries? To what extent should we
respect elders who are evidently
disrespecting us? What does it take for a
person to really fit into a society? These
wonderments are already beyond the
socialization process that we learn growing
up. These are what we think of when we
meet people outside of the agents of
socialization that we have been used to, or
when we experience events that usually do
not occur to us.

For instance, fitting in is something that we generate in our mindsets as we go through the adolescence
stage. When you meet people with a different sense of style compared to you, you would tend to wonder
whether or not you are wearing a ‘correct’ outfit. Eventually, you will decide whether you would dress the way
that others do or amplify your style into something truly different and eye-catching.

The compliance that is shown in the situation refers to the term conformity. This is the extent to which
a person adheres to the norms and expectations of the society. In other words, it is doing what others are
doing, or doing what is expected of you to do. In a way, conformity is rooted from politics, governing bodies,
and norms, as they dictate what should and should not be done. But how about those who do not comply
with such societal norms?

Let’s say for example, a thief enjoys robbing house or banks, and obviously does it for a living. But we
all know that thieving is not normal and is not accepted in the society. The situation presents an extreme
violation of norms and rules, and this is called deviance. It is when a person defies the norms in the society.
However, deviance is defined contextually, culturally, and socially—hence, it varies. Its magnitude would now
depend on the place, the situation, the culture, and above all, the society.

For example, in some societies, cross-dressing is not as deviant as other societies would deem it so. While
in other societies, it can be considered a criminal behavior, there are still places where it is socially acceptable.
Thus, deviance could be as insignificant as picking your teeth at a restaurant, or as serious as engaging in
cannibalism. These are comprehensibly explained well by the different sociological perspectives, which were
discussed in the previous module. For instance, Structural Functionalism would view deviance as essential for
the society to operate. Conflict Theory would see deviance as a result of the inequalities experienced by the
social classes in the society. And Symbolic Interactionism would explore more on what society “symbolizes”
as deviant.

However, more specific theories that are under the three major perspectives concretely interpret the
concept of deviance, as shown in the table below:

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 Theory Interpretation of Deviance as a Consequence of Socialization
Structural Strain Theory Deviance occurs because of the lack of means to achieve socially
by Robert Merton accepted goals through accepted ways
Social Control Theory Deviance results from one’s feeling of disconnection or weakened
by Travis Hirschi bond from society
Labelling Theory Deviance is “labeled” on certain behaviors, persons, or places,
by Edwin Lemert because of how people negatively react towards them.

There are a lot of concepts that revolve around these theories. For instance, according to Robert Merton,
there are five categories under the Structural Strain Theory:

1. Conformists are those who do not deviate and pursue goals through methods that are socially
acceptable. These may be the educated and employed people who strictly abide by the norms to become
successful.
2. Ritualists do not believe in the goals established by society (being successful), but still conform to the
methods that are acceptable. These are people who do not think much about success, but still work for
their everyday lives.
3. Innovators accept the goals in the society, and yet reject the conventional methods that are done to
achieve those goals. These people are usually those we refer to as criminals, who opt for the “easy” way
to success.
4. Retreatists are those who both neglect the goals and the means to achieve such.
5. Rebels are much different than the four categories, since these people do not only reject both goals
and means, but they eventually create their own goals and means for their own benefit.

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 Apart from the Strain Theory, Travis Hirschi’s Social Control Theory also identified four social bonds
that connect people to society. And once these social bonds are weakened or disconnected, deviance will
occur:

1. Attachment is our connection with others, and because of this, we are concerned with their opinions
of us. Conformity results from our desire to be approved of by our family, peers, and partners. Deviance
happens when we do the opposite.
2. Commitment is our contribution to our society, like when a person commits to his business that
everyone loves, he has so much to lose if he decides to deviate.
3. Involvement is similar to commitment, since it is a person’s dynamic participation in social activities,
such as festivals, school or work events, and sports teams. People who are engaged in such activities
would tend to become more conforming than those who are not part of anything.
4. Belief refers to the cultural and social commonality among the society. For instance, a person who
believes in God would pray and go to church and conform, while a person who does not believe will
not.

Therefore, it is called “social control” because it is the society that restrains or dictates the behaviors that
people do—to conform for approval and to avoid weakening the social bonds present.

Labeling, on the other hand, does not have any classification of any kind. But it is, however, easier to
recall since it revolves around the meanings attached to people, places, things, and behaviors—much like
Symbolic Interactionism. For instance, if a person “looks” like a criminal, because of tattoos, skin color, or
even the clothes they wear, they are automatically stereotyped as one without even having to get to know them.
The Labeling Theory on deviance does not necessarily mean that the people labeled deviant are such, but the
theory recognizes deviance out of the judgment of people who view them negatively.

Conformity and deviance, therefore, go hand-in-hand in the process of enculturation and socialization.
They are products of how people are encultured and socialized in the societies they belong in. Moreover, when
socialization occurs, its consequences could either be positive or negative—conformity or deviance.

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If you check your answers in the Pre-Test earlier, the answers would be the following:
4. A. Enculturation. This is the process that people undergo when they learn the cultures of their own or
of another group or setting.

5. B. Norms. These are written and unwritten rules of what a society deems acceptable, correct, and
important.

6. C. Ascribed. This status is received either at birth or later in life.

7. D. Deviance. This term refers to the violation against society’s norms.

Activity 3: Consequences of Socialization

Instructions: Based on the lessons, identify the possible consequences of the following scenarios of
socialization. What would a conformist do in each scenario? What would a deviant do in each scenario?
Given concrete examples.

Scenario A Conformist would… A Deviant would…

1. Using social media

2. Enrolling in school

3. Believing in a religion

4. Being vaccinated against

COVID-19

5. Wearing conservative
clothes
STUDENT’S RESPONSE PROCESSING QUESTIONS
1. What forms of enculturation and socialization have
you acquired as a student of Xavier Ateneo?
2. As an Atenean, what are some of the ways that you
conform to and deviate from fellow Ateneans?

An Organized Society

As essential as becoming our own individuals is in the society, it ceases to exist without interaction.
The most basic concept that has been repetitively discussed was society. And in it, people interact,
communicate, and connect with one another, Our own individualities may not even be formed well
without the help of other people. It is through others that we realized how we should act or behave, to
begin with—either they portray an example of what we should be, or an image of what we should never
become.

Hence, when an individual is present and coexists with other individuals, a group starts to form.
Groups can be a collection of even at least two people who interact with each other at only a certain level.
A student pairing in a classroom, a school club, a barkada, or even strangers at a café are already examples
of groups. And when these groups are strung together by a higher level of interaction, they form social
groups.
 Social groups are formed by people’s level of
social contact. And in these groups, there are two
categories: the primary and secondary groups.

Primary groups are relatively smaller, since they

play a much more crucial role in the lives of the
individuals who belong in them. These are groups
that have a more intimate connection and have
regular interactions. Commonly, primary groups
consist of significant others, especially those who
fundamentally influenced our processes of
socialization and enculturation. Family, best friends,
and life partners are examples of primary groups.

Secondary groups, on the other hand, are

relatively large. More often, the members of these
groups are only bound by their common interests
rather than an emotional, close-contact bond. This
would mean that secondary groups are more task- or
role-oriented, and sometimes only lasts for a short
period of time. An example of this is a Performance
Task group, classmates, or even workmates.

Apart from the two social groups, another group

is referred to when we have people we affiliate with or
compare ourselves with. These groups are called
reference groups. From the term itself, these groups
serve as the basis or standard of actions people refer
to. These groups influence an individual’s behavior.
For instance, children, teenagers, and even adults try
to pay attention to what their peers or the people in
their surroundings wear, eat, listen to, and watch.

In other words, a reference group is similar to crowdsourcing—what do people enjoy watching nowadays?
What do they like to play? What do they love to cook? For instance, a person could observe what others are
presently entertaining themselves with, such as K-Dramas. But at the same time, they could also observe their
closest friends and discover what other forms of entertainment they enjoy, such as listening to music, or
reading books.

Reference groups can also be classified into two: the in-group and the out-group. In-groups are groups
wherein a person feels belongingness, loyalty, and respect in. An example of this would be a club that one is a
part of, like math club, music club, or even a sports team. In contrast, out-groups are groups that a person
does not identify with and may even feel opposition or disregard with. Simply put, in-groups are the groups
you lean towards and have commonalities with, while out-groups are the groups outside of those in-groups.
For instance, math clubs, music clubs, and sports teams from other schools would be one’s out-groups.
Therefore, a person may use his in-group as a reference for his behaviors, while the out-group as the basis of
what he should not do or should do in the future.

16
 If you check your answers in the Pre-Test earlier, the answers would be the following:

8. D. Social group. This is formed due to the level of social contact that two or more individuals have.

9. C. Primary groups. These are groups that are more significant to a person, hence, have much regular
interaction with.

10. A. In-groups. These are groups that one is a part of and feels a sense of belongingness to. These are also
groups that a person refers their behaviors to.

Type of Social/Reference
Your Groups
Group

1.
Activity 4: My Groups
Instructions: Identify five
2.
specific groups that you belong
to or refer to. Determine if they
3.
are your primary, secondary, in-
group, or out-group.
4.

5.

STUDENT’S RESPONSE PROCESSING QUESTIONS

1. Why is it important to know the different social and
reference groups in society?
2. What Ignatian value do you think is best applicable in
identifying our social and reference groups?
 What differed from
Which topic did I my idea about the Do I still find the
find interesting? topic and what it was topic interesting?
Based on your Chart of Interest really about?
at the beginning of this
module, fill out the chart below
with any revisions of your
thoughts about the topic.

Topics
1. Sociocultural evolution
2. Enculturation and
socialization
3. Social groups

Rubrics for Activities

Module 2 Activity 1: The Beginning of Society
Presents their favorite food and their ingredients, determines how each ingredient was
3 points
possibly made or acquired
Answers are incomplete, only either presented their favorite food, the ingredients, or
2 points
how each ingredient was made or acquired
Answers are irrelevant 1 point
No answer at all 0

Module 2 Activity 2: Practices of the Present

Total Points: 10 (5 points x 2)
Presents a practice evident today for each type of society and lists the differences
5 points
between the present and past practices
Presents a practice evident today for each type of society but does not adequately list
4 points
the differences between the present and past practices
Only either identifies the practices OR the differences between present and past
3 points
practices.
Incomplete answers, misses to answer one or more numbers 2 points
Answers are irrelevant 1 point
No answer at all 0

18
Module 2 Activity 3: Consequences of Socialization
Total Points: 10 (5 points x 2)
Completely presents the possible actions of conformists and deviants for each given
5 points
scenario, includes specific examples
Completely presents the possible actions of conformists and deviants for each given
4 points
scenario
Only either presents possible actions of conformists OR deviants 3 points
Incomplete answers, misses to answer more than one numbers 2 points
Answers are irrelevant 1 point
No answer at all 0

Module 2 Activity 4: My Groups

Enumerates five specific groups and identifies whether they are their primary,
5 points
secondary, in-group, or out-group
Enumerates five general groups and identifies whether they are their primary,
4 points
secondary, in-group, or out-group
Enumerates less than five groups and identifies whether they are their primary,
3 points
secondary, in-group, or out-group
Only either lists their specific groups OR identifies a type of social/reference group 2 points
Answers are irrelevant 1 point
No answer at all 0

19
How will the knowledge on sociocultural
evolution, enculturation and socialization,
conformity and deviance, and social
groups help you understand your role in
the society, as an Atenean?

Reflection

20
REFLECTIVE LOG

Date:

What were your expected goals for this module?

What went well?

What could have been improved?

What will be your goals for the next module?

21
MINI-TASK 2:
Action
INFOGRAPHIC POSTER

Instructions: Using the problem you

identified in your Mini-Task 1, create an
Infographic Poster that presents your
answers in your Problem-Solution Chart.
Additionally, specify how different types
of societies and social groups may
possibly be affected by the problem.
Refer to the guidelines and rubrics below
for the grading points.

PROCESSING QUESTIONS
1. How interesting or difficult was the Mini-Task? STUDENT’S RESPONSE
2. How did the Mini-Task help you see the real world use of
the lessons discussed in this module?
Guidelines
• Use a separate document/paper
• You may opt for either a landscape or portrait layout
• For printed or online submissions, use READABLE font styles & sizes
• For handwritten submissions, make sure your handwriting is CLEAR
• Use the sample as your guide
• Include the same references from the Problem-Solution Chart, or add more (using APA format or
simply attach links or materials’ authors and titles)
• For individual and group works, include your complete names, grade and section, and date submitted
• For online learners, wait for instructions via MS Teams
• For offline learners, submit together with Module 2
• Use the guide questions for the content of the Infographic Poster:
1. What is the problem and what is it about?
2. What are its causes & effects to culture, society, and politics?
3. How can the problem affect various types of societies and social groups?
4. What can your strand do to help alleviate the problem?

23
Evaluation Instructions: It’s now time to evaluate your learning from this
module. Write TRUE if the statement presented is true, and

Post-Test
FALSE if otherwise. Your score will be disclosed by your teacher
during your Consultation Periods.

__________________ 1. There are still cultures today that live in the different types of societies.

__________________ 2. Gathering societies refer to the reliance on small-scale farming.

__________________ 3. Education and information are economic resources in the industrial societies.

__________________ 4. Breeding mature cows in order to produce more calves for food is an
economic practice of hunting and gathering societies.

__________________ 5. Enculturation can also be undergone by people who are not from the same
cultural group.

__________________ 6. Being taught how to use hands or kamayan when eating is part of Filipino
socialization.

__________________ 7. Norms refer to the set of rules that determine what should be done in society.

__________________ 8. Ascribed status is involuntarily given, while assigned status is acquired

through personal efforts.

__________________ 9. An example of an ascribed status is being a son/daughter of a king and queen,

hence, being given the title of a prince/princess.

__________________ 10. A student who decides to color their hair bright pink, despite the school
policies in the student handbook, presents the concept of conformity.

__________________ 11. According to the Robert Merton, retreatists can be people who do not have
sufficient income and thus resort to working multiple jobs to sustain their
needs and achieve society’s financial goals.

__________________ 12. In the Social Control Theory, attachment refers to our connection with
other people, particularly those whose opinions matter to us, just like our
family members and peers.

__________________ 13. Labelling Theory is similar to Structural Functionalism in a way that both
attach meaning to objects, people, places, and even actions.

__________________ 14. Conformity and deviance are both consequences of socialization.

24
Evaluation Instructions: It’s now time to evaluate your learning from this
module. Write TRUE if the statement presented is true, and

Post-Test
FALSE if otherwise. Your score will be disclosed by your teacher
during your Consultation Periods.

__________________ 15. A group of friends is an example of a social group.

__________________ 16. Social groups are formed based on the level of interaction and social contact.

__________________ 17. Our primary groups can influence our processes of enculturation and
socialization.

__________________ 18. The same people we ride with in jeepneys everyday can be an example of
secondary groups.

__________________ 19. Checking what K-dramas our friends are currently watching makes them
our in-groups.

__________________ 20. Reference groups are only those whom we affiliate with, rather than
compare ourselves with.

Self-Assessment
Before moving on to the next module,
please complete the table below.

25
 WERE YOU
ACTUAL DATE
ACTIVITY / ABLE TO
LESSON OF REASONS
TASK COMPLETE THE
COMPLETION
TASK ON TIME?

Module 2 Pre-Test

Activity 1: The
Beginning of
Sociocultural Society
Evolution
Activity 2: Practices
of the Present

Activity 3:
Enculturation and
Consequences of
Socialization
Socialization

Activity 4: My
Social Groups
Groups

Module 2 Post-Test

Mini-Task 2:
Infographic Poster

Congratulations!
You have completed Module 2!
You are now ready to proceed to the next module.
References
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Phoenix Publishing House, Inc.: Quezon City
Kottak, C.P. (2010). Window on humanity: A concise introduction to anthropology (4th ed.). McGraw-Hill
OpenStax College. (2013). Introduction to sociology. Rice University.
26 Time Management Hacks You Want to Know. http://theultralinx.com/2014/01/26-time-management-hacks/

References for Images

“A class/meeting for women—around 1980.”(n.d.). Lost in Time: Groovy Afghanistan.
https://www.messynessychic.com/2013/06/10/lost-in-time-groovy-afghanistan/
AP. (n.d.). “Grammar school.” https://www.insider.com/old-school-vintage-classroom-photos-evolution-2018-5
Boomerang Alliance. “Plastic does not go away.” https://plasticpollutioncoalition.zendesk.com/hc/en-
us/articles/224371127-Graphics-to-Download
Bride and Breakfast. (2019). [Bride and groom engagement shoot in the farmlands].
https://brideandbreakfast.ph/2019/04/26/simple-filipino-life-engagement/
Catalano, A. (1977). “57th st block party 1977 brooklyn NYC.”
https://flickr.com/photos/badwsky/albums/72157594184181611/page2?page=9
De Leon, E. (2016). “Handicrafts store under Quezon bridge in Quiapo. Circa 1970s.”
https://www.flickr.com/photos/edlei/27557647622/
Dirty Old 1970s New York City. [Kids playing basketball on the sidewalk]. http://www.avocadosweet.com/good-old-
dirty-old-1970s-new-york-city/
Fernandez, H. (1908). “Manila cathedral.” https://www.playbuzz.com/luisitob10/51-old-colorized-photos-reveal-the-
fascinating-filipino-life-between-1900-1960
Galinsky, M. (2013). “Malls across America.” https://time.com/3805133/flashback-to-the-timeless-malls-of-the-1980s/
HAUSER Patrice. (n.d.). “A young woman sits on a bench in a street in Brooklyn, New York.”
https://www.franceculture.fr/emissions/paso-doble-le-grand-entretien-de-lactualite-culturelle/gabrielle-segal-
quand-je-suis-new
“How conformity can be good and bad for society.” (2019). Greater Good Science Center.
https://ggsc.s3.amazonaws.com/images/uploads/How_conformity_can_be_good_or_bad_for_society.jpg
[Industrial society]. Retrieved August 2, 2021 from https://kiziltanekin.medium.com/on-marxs-predictions-of-
revolutions-in-industrial-societies-7da1953da0e0
“Infographic: How gaming is affecting our culture and health.” (n.d.). Column Five.
https://www.columnfivemedia.com/work/infographic-how-gaming-is-affecting-our-culture-and-health/
[Labeling others]. Retrieved on August 2, 2021 from https://www.quotemaster.org/Labeling+Others
Listverse. (2008). [Oxana Malaya]. https://listverse.com/2008/03/07/10-modern-cases-of-feral-children/
Locke, S. (n.d.). [A burglar]. https://www.nydailynews.com/news/national/oops-thief-breaks-wrong-house-apologizes-
stunned-homeowner-article-1.160570
References for Images
“Olive Morris.” Bustle. https://www.bustle.com/life/7-black-british-women-throughout-history-that-deserve-to-be-
household-names-in-2019-16764983
Perez, A. (2013). “You know you had to mano every adult in the house before you were allowed to go play.”
https://www.buzzfeed.com/ashleyperez/signs-you-grew-up-
filipino?sub=2202835_1144692&epik=dj0yJnU9VzltUmN5dEZwN3BVTDZ0bHFPWEc4azgzM3cwOGtTQlk
mcD0wJm49VzQ0TngwY3dXTmpEWkY2LWozUl9IQSZ0PUFBQUFBR0VJbHln
Retrohound. (2010). [People dancing in a room]. https://www.flickr.com/photos/33158682@N06/4993238451/
Rodgers, M. (2009). “Robson Street – 1957.” https://meghanrodgers.wordpress.com/2009/09/17/vintage-vancouver/
Rodriguez, J. (2017). [Single moms and women taking care of children].
https://www.theguardian.com/artanddesign/gallery/2017/sep/09/spanish-harlem-in-the-1980s-in-
pictures#img-15
Shabazz, J. (2016). [Kids riding a pushcart]. http://www.fubiz.net/2016/05/14/youth-culture-and-energy-of-the-80s-
new-york/youthcultureandenergyofthe80sinnewyork-6/
Stocksy. (2016). “Throwing trash.” https://www.stocksy.com/1254838/throwing-trash