SHS

Disciplines and Ideas

in the Social
Sciences
Quarter 1: Week 5 - Module
5
Disciplines and Ideas in the Social Sciences
Grade 11 Quarter 1: Week 5, Module 5
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Bernadette A. Aspiras, T-I

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos Jr., P II / Jasmin D. Colcol, T-2

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Mario B. Paneda, Ed.D, EPS in Charge of Araling Panlipunan
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 Disciplines and Ideas
in the Social
Sciences
Quarter 1: Week 5 - Module 5
 Target

Previously, we discussed the major phenomenon which led to the

emergence of social science as another area of study. Relative to this, we have also tackled the
different disciplines which comprise of the social sciences.
Social science as a discipline gives as an overview of some social, as well as socio-
political principles or theories which would help us understand or decipher and explain some
phenomenon which we may be experiencing or with which we can relate with regards our
experiences or our daily endeavors.
In this learning material, we shall be dealing with three of the social science
theories- Structuralism, Marxism and Symbolic Interactionism. You will be able to situate
your life experiences as we shall go along with the discussions later on.
Once you are done with this learning material, you are expected to attain the
following:

Learning competency:
Analyze the Basic Concepts and Principles of the major Social Science theories:
a. Structural Functionalism (HUMSS_DIS 11 -IIIe-f-1)
b. Marxism (HUMSS_DIS 11-IIIg-2)
c. Symbolic Interactionism (HUMSS_DIS 11-IIIh-3)

Learning Objectives:
1. To define the concepts Structural Functionalism, Marxism and
Symbolic Interactionism;
2. To discuss the features peculiar to each of the three concepts;
3. To creatively interpret Structural Functionalism, or Marxism, or
Symbolic Interactionism;
4. To conduct a case study about Structural Functionalism of any institution of your choice.

Before we proceed with the discussion of the new topic,

will you please write once again in your notebook your understanding of
what social sciences is as a discipline.

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 Jumpstart

First, let us have a short information check How acquiesced are you with the topic

Activity 1. Fact or Bluff

Direction. Write fact on the space below each item if the question or situation is true
and bluff, if not true.
1. A ring given to another person usually symbolizes commitment. Answer:
2. Whenever you see someone wearing a facemask and a face shield, you would never
associate it with a certain phenomenon.
Answer:
3. Marxism is an economic as well as an social system which talks about the revolution of
the elite class.
Answer:
4. Marxism is associated with communism.
Answer:
5. Our utterances have meanings which could be interpreted differently by different
people.
Answer:

Activity 2. Song Analysis “(Fiddler on The Roof) Tradition”

Direction. Should you want to listen to the song, just key in the title written above. Read and
understand the lyrics of the song and translate your analysis into a drawing with a one-liner
caption, or in an essay form consisting of 150 words, or through a two-stanza poem or spoken
poetry which when delivered would run for two minutes. Use the space on the next page for
your answer. This activity shall be evaluated using the following rubrics:

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 Poem /Spoken poetry/ essay

Content (10) Mechanics (10) Originality (6) Neatness (4)

Relevant to the Use of Proper Statements or Minimal
topic. Language sentences are not erasures
Related or Use of correct spelling copy-pasted. Use of one color
connected statements. or of ball pen ink.
Grammatically vocabulary.
correct sentences. Use of proper or
correct punctuation
marks.
Follow the
prescribed number of
words/time.

Drawing
Relevance (10) Originality (8) Craftsmanship(6)
Relevant to the topic, Not a copy-pasted drawing Exudes skill in drawing
with a brief and or illustration, but an even in the most basic
original manner.
appropriate description
concept.

Tradition, tradition, tradition, tradition, tradition, tradition…… (Because of our

traditions, we’ve kept our balance for many, many years, Here in Anatevka, we have
traditions for everything. How to sleep, how to eat. How to work. How to wear clothes. For
instance, we always keep our
heads covered, and always wear a little prayer shawl This shows our constant
devotion to God.

Who, day and night, must scramble for a living, Feed a

wife and children, say his daily prayers? And who has the
right, as Master of the house, To have the final word at
home.

The Papa, the papa! Tradition. The Papa,

the papa! Tradition.
Who must know the way to make a proper home, A quiet
home, a kosher home?
Who must raise the family and run the home, So papa’s
free to read the Holy Book?

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 The Mama, the mama! Tradition. The
Mama, the mama! Tradition.

At three, I started Hebrew school! At ten, I learned a trade. I hear

they’ve picked a bride for me. I hope she’s pretty.

The Sons, the sons! Tradition. The

Sons, the sons! Tradition.

And who does mama teach to mend and tend and fix, Preparing me to
marry whoever Papa picks?

The Daughters, the daughters! Tradition. The

Daughters, the daughters! Tradition

That was done just to challenge whatever knowledge you may have regarding the three c

Discover

There are several social science theories which we shall be discussing and
these would help us understand and explain some phenomenon which may have or may occur
in our midst or which could provide answers to life experiences which we may consider as
extraordinary.

Lesson 1. Structural Functionalism

Nature of Structural Functionalism

First, what is meant by structural functionalism? Taking its etymology, according to
Encyclopedia Britannica, structural functionalism, “is a school of thought according to which
each of the institutions, relationships, res, and norms that together constitute a society serves a
purpose, and each is indispensable for the continued existence of the others and of society as a
whole.”

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 Basing from such definition, we can say that the each institution in a given society
play a vital role for its functionality or success. On a micro- perspective, each institution may
only be functional when and if each of its members performs the task required and expected
of her/him. Reduce this analysis to the family, where this most basic social institution may be
operational only when all the family members from the father through the mother and the
children contribute something in support of each other. The family is not functional
structurally when the father or the mother is the only one working.
According to Study.com, Herbert Spencer, who was the primary advocate of
structural functionalism, ‘compared society to a human body where each part of the body
works in harmony with all the other parts.’

Principles Peculiar to Structural Functionalism

There are some concepts/principles which underpin Structural Functionalism and
they are as follows:
1. Collective Conscience
According to this principle of structural functionalism, the members of a given
society, or if seen from a micro perspective, a given institution, must have a shared
participation in every endeavor. Everything has to be done collectively and individualism as
an end has to be ruled out. Each may work individually but each would have collective result
as an end. As each toils for the group, he/she must always be guided by shared values like the
goals, norms and roles. This obtains in both macro and micro perspectives.
2. Social Order
There has to be established security, in terms of the basic needs, among the people
for social order to be in place. The lack or merely the insufficiency for instance of food would
render an institution not functional already.
3. Education
Education comes in the form of a well-informed populace. Education does not
necessarily presuppose that everyone must be degree- holders. Having the know-how about
the role one has to take or the knowledge about the functional norms is education sufficient
enough already for the structure or the institution to be functional.
4. Deviance and Crime
The principle of deviance and crime may sound negative but this is just to show
that the society involved to create a functional structure is also responsible for socially-
constructed behavior. The functionality of a structure or of an institution which may be
distracted by deviance and crime would depend on the other three principles as discussed
earlier.

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 Lesson 2. Marxism

Nature of Marxism
Marxism as a socio-economic theory was espoused by Karl Marx (The
Communist Manifesto) and Friedrich Engels during the nineteenth century. Accordingly
Marxism talks about the capitalist mode of production which enables the bourgeoisie to
exploit the proletariat and as a result, it leads to the struggle of the proletariat. They strive to
obtain freedom from the end of the proletariat may end up to the overthrow of the
bourgeoisie through an armed struggle.

Principles of Marxism
Since Marxism is also a socio-economic system, it would be help in analyzing the
economic development of the different countries in the world. Discussed below are the
principles of Marxism which would guide us in such analysis.
1. Exploitation and Alienation
This principle refers to the exploitation of the workers by the employers who are the
alter ego of the capitalists. This happens where and when the workers could be made to render
hours of work beyond what is stipulated, or they could be required to work more than or even
less than their job description.
In the process, the workers experience alienation because they are deprived of the
right to be their own persons as they shall submit to the will of the bourgeoisie.
2. Class consciousness
It is incumbent in the people to take cognizance of the existence of stratification- be
it according to the socio-economic status, or according to gender, or to any indicator of
distinction of segments of the population. Relative to this, the people must be conscious of the
probability of inequalities or injustices and must act according to how they understand their
position in the society.
3. Emancipation of the workers
This principle presupposes that the members of the proletariat themselves are held
responsible for their liberation. They cannot depend on any other social class because they are
basically on their own from the very beginning.

4. Historical Materialism
This principle requires of the members of the proletariat to be in the know of the
whereabouts of class struggle in the history of man to

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enable them understand their struggle and to capacitate them in the fight as well.

Lesson 3. Symbolic Interactionism

Nature of Symbolic Interactionism

According to Blydenian (http://www.blydenian.net/the-nature-of- symbolic-
interactionism/ ) culled as excerpt from Herbert Blumer, “The Nature of Symbolic
Interactionism”, Chapter 1 in Symbolic Interactionism: Perspective and Method (1969),
symbolic interactionism rests in the last analysis on three simple premises. The first premise
says that human beings act according to the meanings that they attach toward anything that
they perceive around them. The second premise refers to the conception that such meanings
come as a result of the social interaction between and among men. And, the third premise says
that these meanings are dealt with and modified through an interpretative process by the
person and this serves as a guide to his/her encounters in life.
Simply put, symbolic interactionism, by nature, is the sum total of the meaning of
man’s interactions and how such become imperative to anything that he/she encounters in
his/her lifetime.

Core Principles of Symbolic Interactionism

As per the article Symbolic Interactionism Theory in Psychology, Behavioral and
Social Science, there are three core principles involved in symbolic interactionism and they
are as follows:
1. Meaning
This principle is the core of symbolic interactionism because all of man’s actions
are anchored from whatever meaning is attached to the other person, or to a thing or even to
an occurrence.
2. Language
The second principle talks about the naming or identification of the thing or
things or even the action or actions. Meanings would not be created if there is no naming that
will take place. The naming process is done only with the use of language.
3. Thought
This third principle of symbolic interactionism speaks of how we interpret the
symbols and more often than not it involves imagination.

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Fig 1. Image depicting Symbolic Interactionism

Thank you for reading comprehensively the discussion regarding the first three theo

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 Explore

Enrichment Activity 1. True or False

Direction. Write F for false or incorrect statement and T for a true or correct statement on the
space provided for before each number.

1. In Marxism, the bourgeoisie and the proletariat class support each other
economically speaking.
2. Emancipation of the so-called proletariats depends upon the capitalists.
3. Symbolic interactionism is based from three premises, namely the meaning of the
thing, the naming of the thing and what one thinks about the thing.
4. Herbert Blumer was responsible for the conceptualization of symbolic
interactionism.
5. Structural functionalism talks about individualism.
Enrichment Activity 2. Justify Me
Direction. Below are scenarios about the social science theories of Structural Functionalism,
Marxism and Symbolic Interactionism. Read each carefully and understand the situations
before answering. Write a three-liner justification to support your answer to the questions.
1. At XYZ Corporation, the workers in the production area were required to work even
on weekends to cope with the high demand of their product from local as well as
foreign consumers. These workers wanted to do otherwise as they wanted to have
family time on weekends. There is then a big possibility that these workers would in
no time find a way to emancipate themselves. What theory was referred to in the
scenario? Would the said workers be able to enjoy their weekends? Why? Why not?

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 2. Mr. P wrote and sent a love letter, following the traditional practice, to Miss L. For
the former, it was his way of expressing whatever he felt because he was smitten by
the beauty and kindness of the lady. However, for the latter the letter was simply a
manifestation of appreciation and care for the opposite sex and not implying romantic
love. What social science theory was presented in this scenario? What core
principles were manifested? Why?

Enrichment Activity 3. Draw Me

Direction. If you were to wrap up your relationship with your family, what object or thing
would symbolize it? Draw that object or thing and write a one-liner caption why you chose
that. Use a separate sheet of paper for the drawing.

Deepen
So far, do you already understand what power is, its types and dimension, and the conse

Activity 5. Case Study

Directions. In your respective communities, select one social institution and make it the
subject of your case study. This study shall be anchored from your learning about structural
functionalism and symbolic interactionism.
Mechanics for the case study:
A. Technical requirements:
1. The case study must be composed of five (5) pages for the discussion and
presentation, exclusive of the cover page.

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 2. May be encoded and saved in a flash drive or hand-written on an A4 bond paper or
long pad paper.
3. If encoded, use Arial font style and 11font size.
4. Refer to APA standard for margin and spacing.
B. Content requirements:
1. Introduction.
2. Overview of the situation.
3. Analysis.
4. Recommendation/s.
5. Conclusion.

This activity shall be evaluated according to the rubric below:

Category Points assignment
Content Comprehensive Lacking in Not presented in
presentation presentation. logical manner. No
Ideas as are logical and Insufficiency of evidences
well-supported by related ideas and lacks presented.
evidences Unnecessary evidences. Unnecessary ideas
ideas are excluded Unnecessary ideas are are excluded
(10-15 pts.) excluded (1-4pts.)
(5-9pts.)

Originality Demonstrates Insufficiency of Copy pasted

sufficient personal personal
interpretation or interpretation or
insight Demonstrates insight
in depth critical Lacks in depth
thinking. critical thinking.
(7-10pts.)
(4-6 pts.) (1-3)

Mechanics Followed the Not all of the Not all of the

technical technical technical
requirements. requirements are requirements are
Grammatically- followed. followed.
correct sentence Minimal grammatical Grammatically-
structure and use of errors and some words erroneous sentence
appropriate language. used are not construction and
appropriate. some words used are
not appropriate.
(1-3)
(7-10pts.) (4-6 pts.)

he end of the line of the learner material. Congratulations! Please accomplish the last activity to complete the req

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 Gauge

Activity 6. Essay
Direction. On a separate sheet of paper, please write a one-paragraph reflective essay of
your most significant learning about the topic, with emphasis on your perspective about the
probability of a proletarian struggle in the face of the covid19 pandemic. Write your answers
on a one-half piece of paper, composed of not less than 130 words and not more than 150
words.

Rubrics for the activity:

Content (10) Mechanics (10) Originality (6) Neatness (4)
Relevant to the Use of Proper Statements or Minimal
topic. Language Use sentences are not erasures. Use
Related or connected of correct copy- pasted. of one color
statements. spelling or of ball pen
Grammatically vocabulary. ink.
correct sentences. Use of proper or
correct punctuation
marks.
Follow the
prescribed number of
words.

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 Answer Key

References
Printed Materials
Tatel, Carlos Jr Peña. Disciplines and Ideas in the Social Sciences (2016).
Manila, Philippines. Rex Bookstore, Inc.
Websites

 Blydenian(http://www.blydenian.net/the-nature-of-symbolic-
interactionism/ )
 Symbolic Interactionism Theory in Psychology, Behavioural and Social
Science(https://www.sciencedirect.com/science/article/pii/S187704 280901 633
 Nigun Aksan, Buket Kisac, Mufit Aydin and Sumeyra Demirbuken. Symbolic
Interaction Theory.2009.
(https://core.ac.uk/download/pdf/82253077.pdf)
 Concepts of Functionalism. History Learning Site.
(https://www/.histrylearningsite.co.uk/sociology/theories-in- sociology/concepts-
offunctionaism/)
 John Hewitt, Self and Society, 9th edition, Allyn and Bacon, 2002.
(https://www.abebks.com/9780205373581/Society-Symbolic- Interactionist-Social-
Psychology-0205373585/plp)
 http://facultysites.vassar.edu/lenevare/archive/2009/soci151/symb olicinteractionism.)
 https://en.m.wikipedia.org/wiki/Marxism
 https://libcom.org/library/basic-principles-marxism-critique-sociale
 https://study.com/academy/lesson/structural-functional-theory-in- sociology-
definition...

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