SENIOR HIGH SCHOOL CORE SUBJECT

QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

TOPIC / LESSON NAME How Society is Organized

1. Groups within society; primary and secondary
2. In-groups and out-groups
3. Reference groups
4. Networks
CONTENT STANDARDS Cultural, social and political institutions as sets of norms and patterns of behavior that relate to major social
interests.

PERFORMANCE STANDARDS 1. Analyze aspects of social organizations

2. Identify one’s role in social groups and institutions
3. Recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in
his/her own society.
LEARNING COMPETENCIES Traces kinship ties and social networks
SPECIFIC LEARNING OUTCOMES Through various activities, the learners will be able to:
1. explain the differences of varied types of groups through giving of concrete examples and illustrations
2. discuss the varied roles each member of a group as to perform; and
3. suggest ways by which group conflicts can be resolved
TIME ALLOTMENT 90 Minutes
MATERIALS Graphic organizers, worksheets, illustrations, video clips
RESOURCES Books, references, learning resources/related literature, article

LESSON OUTLINE:

1. Introduction/Motivation: Group discussion and sharing on concepts about groups (10 minutes)
2. Instruction/Delivery: (40 minutes)
3. Application/Enrichment/Evaluation: (40 minutes)

I. Introduction / Motivation (10 minutes) MEETING THE LEARNER’S NEEDS

1. Reflective Sharing Activity: Group the students with four (4) to five (5) members each. Instruct them to do Teacher Tip:
the following reflective sharing activity in their group with the given guided questions. (COLLABORATION AND
COMMUNICATION) Students should have varied groupings. The
group members should not at least be
already very familiar with each other.
 SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
Share to each other the persons Share to each other the persons or
or people whom you usually go people whom you do not get along Ask students to share brief experiences
out with. with. about acceptance and belongingness in
social groups.

a) What activities do you usually do? a) What actions do you usually do to be

b) What do you feel when you are
with them?
c) What problems do you experience
when you are with them?
part of the group?
b) What do you feel if you are being
rejected by the group?
c) What problems do you experience once
you are rejected?

d) How do you cope with group rejection?

2. Volunteer students to share to the class on what they have discussed with their groupmates.

3. Link the activity of today’s lesson.

As the cliché goes, no man is an island. Everyone needs to be belonged. Belonging

means acceptance as a member or part. Such a simple word for huge concept. A sense
of belonging is a human need, just like the need for food and shelter. Feeling that you
belong is most important in seeing value in life and in coping with intensely painful
emotions. Some find belonging in a church, some with friends, some with family, and
some on Twitter or other social media. Some see themselves as connected only to one
or two people. Others believe and feel a connection to all people the world over, to
humanity. Some struggle to find a sense of belonging and their loneliness is physically
painful for them (Hall, 2014).

II. Instruction / Delivery (40 minutes)

1. Introduce the topic by processing and synthesizing the different group presentations.
2. Define what is meant by social group through a picture analysis.
 SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

 Social Group: a social group is two or more humans who interact with one another, share similar
characteristics, and have a collective sense of unity (reciprocity, “we feeling”).
 Social group can be defined as a collection of people who regularly interact with one another on the
basis of shared expectations concerning behavior and who share a sense of common identity
(Contreras, et.al, 2018).

3. Elicit from the students these two (2) terminologies, “primary group” and “secondary group” through a Provide a Venn diagram on the board, each
Venn diagram. (CRITICAL THINKING) labeled with "primary" and the other
"secondary." Let the students first write key
terms from what they understand from each
of these terms. Then, after writing their
answers on the board, teacher gives key
points under each.

QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
4. Challenge the students to elaborate on the following important topics.
Types of Social Groups
According to Social Ties
1. PRIMARY GROUP
Definition
• It is the most fundamental 1.
unit of human society.
• Long-lasting group
• Characterized by strong
ties of love and affection.
• Do’s and Don’ts of 2.
behavior are learned 3.
here.
Examples: Families, Gangs,
Cliques, Play Groups, Friendship 4.
Groups
5.
6.
SENIOR HIGH SCHOOL CORE SUBJECT
Characteristics
Physical Proximity: The
members of a group share
close relationship and
they have intimate
contact with each other.
Small in size
Stability in nature:
Stability promotes
closeness.
Continuity in relationship:
By meeting frequently
and by exchanging
thoughts, intimacy
increases.
Common commitments
among members
Maximum control over
group members: Family
members control over
family affairs.
Teacher Tip:
Importance Teacher can download short video clips
about different types of groups in
1. To develop the personality
accordance to the context of the students.
2. The efficiency of members
increases, and persons of
Some video clips can even show conflicts
the group get help,
that take place between and among
inspiration and
members of groups.
cooperation from one
another.
3. Satisfaction of total needs
of the individuals: Primary
groups help fulfilling
physical, emotional,
psychological, social and
spiritual of the individual.
4. Group members provide
love, security,
belongingness and
companionship to one
another.
5. Socialization process
initiates within the
primary group.

2. SECONDARY GROUPS
Definition
• Groups with which the
individual comes in
contact later in life.
• Characterized by
impersonal, business-like,
contractual, formal and
casual relationship.
Characteristics
1. Position of a member depends
upon their role and status.
2. Individuality develops in the
persons because their relations
are based on self-interest.
3. Self-dependence among
members.
Importance
1. The needs are satisfied in the
group with the advance of
technology and associated with
social change.
2. This group satisfies the
changing needs of society and
individual.

QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
• Usually Large in size, not
very enduring and limited
relationships.
• People needed other
people for the satisfaction
of their complex needs.
• Examples: Industrial
Workers; business
associates, Faculty Staff,
Company Employees
SENIOR HIGH SCHOOL CORE SUBJECT
4. It is large in size. 3. Rules formed by the group, will
5. No physical closeness. increase the efficiency of the
6. Formed for some purpose after work.
attaining that it may dismantle. 4. Delegation of the authority,
7. Group cannot exercise control coordination and planning of the
to that extent due to large size. activities will be implemented.
8. Lacks stability and personal 5. Secondary groups
relationships. accommodate large number of
9. Has limited acquaintance and members/localities which widens
responsibility. the outlook of groups.
10. Members play active and
passive roles
11. Possibility of development in
individualism
12. It is formed with definite
objective, its function is not
spontaneous

ACCORDING TO SELF-IDENTIFICATION
1. IN-GROUP: A social unit in which individuals feel at home and with which they identify.
2. OUT-GROUPA social unit to which individuals do not belong due to differences in social categories and with
which they do not identify.
3. REFERENCE/PSYCHOLOGICAL GROUP: Groups to which we consciously or unconsciously refer when we
evaluate our life situations and behavior but to which we do not necessarily belong.
4. Network
• A social network is a social structure that exists between actors—individuals or organizations.
• A social network indicates the way that people and organizations are connected through various social
familiarities, ranging from casual acquaintance to close familial bonds.
• Social networks are composed of nodes and ties. The person or organization participating in the
network is called a node. Ties are the various types of connections between these nodes. Ties are
assessed in terms of strength. Loose connections, like mere acquaintances, are called weak ties. Strong
ties, like family bonds are called strong ties.
 SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
III. PRACTICE (10 minutes)

The Spaceship Decision Activity. Read comprehensively the given situation below. Alternative activity for practice.
(CRITICAL THINKING AND PROBLEM SOLVING) Reflective Essay: Through a reflective
essay, discuss with your partner the
The earth is going to explode in 24 hours. As the ruler of the Earth, you are the advantages of having a primary and
deciding factor to save your people. The only way to save your people is to secondary group. How do members settle
transport them to another planet. Unfortunately, the spaceship can only transport conflicts in the group? (CRITICAL THINKING
five (5) of your people along with you as a pilot. Given that the planet Earth AND PROBLEM SOLVING)
consist of the following population, who are those 5 are you going to bring?

a. a health practitioner f. a member of the family (specify)

b. a female prostitute g. a religious authority
c. a male teenager with bipolar h. a businessman
d. a senior citizen i. other nationalities (specify)
e. a member of the LGBT community j. a law enforcer

❖ Process the answers of the students by asking the following questions:

1. What were your considerations in choosing the 5 people to ride in the spaceship?
2. What were the reasons of not choosing the other five?
3. If there is still time to go back and save more of the remaining 5, would you do it or not? Justify your
answer.
Alternative activity for enrichment.
IV. ENRICHMENT (10 minutes)
Pacquiao Fight (Boxing). It could be the
1. Task the students to watch a video, the Miss Universe 2018
common reaction video or the “referencing”
Reaction Video. Inform them to observe the following:
pictures of Pacquiao using the social media
such as Twitter, Facebook, etc.
a. Purpose on why they are gathered together
b. Common Reactions
c. Insights in reflection to the discussion (CRITICAL THINKING) Mannequin Challenge: Group the students
into 3 groups. Through a mannequin
2. Volunteer students to share their answers in class. challenge, illustrate a specific situation
showing the varied roles that individuals
play in in-groups, outgroups, reference
Download: https://www.youtube.com/watch?v=GvIYrRg8IkM
 SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
groups and networks. Each group will
V. EVALUATION (20 minutes) perform for only 3 minutes. Each group shall
select one member to explain their output.
Instruction: Non-performing groups shall give opinions /
1. Make an original Decalogue / Ten Commandments on how you are going to embrace diversity of different ideas / critique on the output. (CREATIVITY /
social groups (such that the society is organized in many aspects). (CRITICAL THINKING AND PROBLEM COLLABORATION)
SOLVING)

Alternative activity for evaluation.

Journal Critiquing: Given a journal article on
the varied roles of each member of a group
to society’s continuing and/or changing
norms and standards, the students will write
a journal critique (group work) by following
the given format below. (CRITICAL THINKING
/ COLLABORATION)

I. Summarize the article in your own words

2. Written output will be placed on a whole sheet of pad paper. by explaining what the article is about.
Direct statements and paraphrases should
References: be appropriately documented.
Andersen, M. L., Taylor, H. F., & Logio, K. A. (2017). Sociology: The essentials. Cengage Learning.
Basic Concepts: Social Groups: Meaning, Characteristics, Classification. (n.d.). Retrieved from II. Give a minimum of five (5) high points
http://cms.gcg11.ac.in/attachments/article/214/unit%202%20social%20group%20features%20and%20classification.pdf made by the article. Use complete sentences
Calhoun, Craig (1994). Sociology. 6th Edition. New York: McGraw-Hill, Inc. in doing so.
Farley, John (1990). Sociology. Englewood Cliffs, New Jersey: Prentice Hall, Inc. III. Critique. (Please critique in a scholarly
Giddens, A., Duneier, M., Appelbaum, R. P., & Carr, D. S. (2016). Introduction to sociology. W.W. Norton & Company, manner)
London.
Macionis, John (2002). Sociology. Prentice Hall, Inc. New Jersey A. Give your opinion of the author’s work.
Schaefer, R. T. (2017). Sociology: A brief introduction. Kindle Edition.
B. Discuss points from the article that you
Prepared by: Marilyn L. Balmeo, PhD Bryan V. Catama, Dev EdD
Saint Louis University, Baguio City agree with and why.
Marilyn L Balmeo
Bryan V Katama C. Discuss points from the article that you
disagree with and why.
 SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
Note: The basis for your opinion may be a
combination of your life experience,
material and theories studied in class (or
other research you have documented and
researched). You can use in-text citations to
comprehensively expound and to support
your critiquing. In-text citations must be
properly referenced at the end part of your
paper. Use APA format to do so.

IV. Reflection on Relevance (Please reflect

comprehensively)

A. Reflect on: “How does the article affect

your view with regards to that specific case
of a child with special learning need?”

B. Describe three (3) specific examples of

how you would implement or use the ideas
presented in the article to assist you in
impacting student learning of children in
your future classroom.
V. APA Reference.

Author(s) Last name, First initial. (Year).

Article title (only first word & word after:
capitalized). Journal Name, Volume
(Number), page number(s).

Encode / Write an article critiquing on short

coupon bonds (maximum of 2 coupon bonds
only), 1.5 space and 12 font size. Evaluative
assignment be submitted the following
meeting.

RUBRIC:
CRITERIA GOOD (5) FAIR (3) POOR (1)
 SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
Organization Paper is well Paper is Paper is not
organized, organized, well
has a very has an intro, organized,
clear intro, body and has an
body and conclusion. unclear or
conclusion. The purpose non-existent
The purpose of the paper intro, body
of the paper becomes and
is clear from clear within conclusion.
the very the paper The purpose
beginning and the of the paper
and the name and is unclear,
name and author of the and the
author of the article is name and
article is mentioned author of the
made clear within the article is not
early in the paper. stated or
paper. stated late.
Summary The article is The article is The article
clearly but clearly summary is
succinctly summarized, unclear or
summarized but some sub overly
- only the key points are detailed.
points of the addressed Often well
article are along with over half of
touched main points. the
upon. The The assignment is
article summary is taken up by
summary not succinct. the
takes up no Often the summary.
more than summary
one third of takes up
the total more than
assignment. 1/3 of the
total
assignment.
Critique Strengths Strengths Strengths
and and and
weaknesses weaknesses weaknesses
that are that are are
central to the peripheral to addressed
article are the article peripherally,
addressed. are weakly, or
The addressed. not at all.
discussion of The The
strengths discussion of discussion of
and strengths strengths
weaknesses and and
take up the weaknesses weaknesses
majority of take up the take up only
the majority of a small part
assignment. the of the
assignment assignment
Mechanics There are no There are There are
grammatical few many
errors or grammatical grammatical
typos. errors or errors and/or
typos typos
 SENIOR HIGH SCHOOL CORE SUBJECT
QUARTER TWO – UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
Meets APA and APA and APA and
Requirements page length page length page length
requirements requirements requirements
are met are slightly are not met.
met