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Family as Social Institution
- 2. Learning Target The learners should be able to do the following: 1. Trace kinship ties and social networks. 2. Understand individual and cultural differences with an open mind. 3. Appreciate the diversity that exists among individuals and groups.
- 3. Unlocking Difficulties Kinship refers to how individuals are related to one another. Kinship networks traditionally would be used to create the family unit by giving the individuals a reason as to why they should remain interconnected.
- 23. Family of Orientation Family of Procreation
- 24. Family of Orientation Family of Procreation a family in which a person is born and grows up with, usually as a child of two
- 25. Family of Orientation Family of Procreation
- 26. Family of Orientation Family of Procreation a family that is formed through marriage, adoption, and other legal processes
- 27. Family of Orientation Family of Procreation
- 29. Article 1. Marriage is a special contract of permanent union between a man and a woman entered into in accordance with law for the establishment of conjugal and family life. It is the foundation of the family and an inviolable social institution whose nature, consequences, and incidents are governed by law and not subject to stipulation, except that marriage settlements may fix the property relations during the marriage within the limits provided by this Code.
- 35. Assignment
Editor's Notes
- Prepare ¼ sheet of pad paper and black ballpen for our activity “Welcome to Unit 9. In this unit, we will learn about kinship and its influence on our social, cultural, and political behavior.”
- Listed here are the values and attitudes we are expected to do and develop in this unit. Let us read them together.
- KIN – one’s family - relation / kinship is the web of social relationships that form an important part of the lives of all humans in all societies
- Teacher’s script: “We cannot deny that we, as Filipinos, have close relationships with each other, especially with our relatives. Sometimes we get opportunities to bond with them through the occasions we celebrate. How about you? Do you also celebrate important occasions with your relatives? Why do you do this, and how does it affect your relationship with each other?” Ask the learners to share their own experiences.
- Use this prompt to introduce the activity: “Before we begin with the discussion of this lesson, let us play the ‘4 Pics, 1 Word’ game.” Provide the following instructions to the class: Analyze the five sets of pictures that you will see in the following slides. Each set displays four images connected by one word. Guess the correct word from the jumbled letters shown below each set of pictures. A hint indicates the number of letters of the word you need to form. Write your answer on a piece of paper.
- Teacher’s script: “Let us begin with this one. As you can see, we are looking for a six-letter word. What word can you form from these pictures?”
- Teacher’s script: “Let us begin with this one. As you can see, we are looking for a six-letter word. What word can you form from these pictures?”
- Teacher’s script: “The six-letter word we are looking for in our first set of pictures is mother.” Ask the class to describe mothers as shown in the pictures.
- Teacher’s script: “This set of pictures is about the word father.” Ask the class to describe fathers as shown in the pictures.
- Teacher’s script: “Children is the word we are looking for in this set.” Ask the class to describe children as shown in the pictures.
- Teacher’s script: “The correct word for this set of pictures is marriage.” Ask the class to describe marriage as shown in the pictures.
- Teacher’s script: “This last set talks about grandparents.” Ask the class to describe grandparents as shown in the pictures.
- Teacher’s script: “When we say consanguinity, we are referring to blood-related relationships.” Refers to the members of the household who are related, to a specified degree, through blood, adoption or marriage Discuss the concept of the family. Encourage the learners to share their ideas about this concept.
- There are two types of families: the family of orientation and the family of procreation. The first one is where an individual is born and the major part of his or her socialization takes place. The second is the family that individuals create when they marry or have children.”
- Family kamo because bata ka nila biologically
- Orientation – blood | Procreation - legality
- Teacher’s script: Discuss and differentiate the two concepts presented. Patrilineal is a descent system that involves tracing lineage through the father’s side of the family. Matrilineal is a descent system that involves tracing lineage through the mother’s side of the family. Provide examples of places or groups of people that practice patrilineal and matrilineal systems. Minangkabau of Sumatra, Indonesia, are the world’s largest matrilineal society, in which properties such as land and houses are inherited through female lineage.. In Minang kabau society the man traditionally marries into his wife’s household, and the woman inherits the ancestral home.
- special contract of permanent union between a man and a. woman entered into in accordance with law for the establishment of conjugal and family. life. Husband - Wife
- Teacher’s script: Use this prompt to introduce the concept: “Arranged marriage is the kind of marriage in which the bride and the groom are chosen for each other by their relatives. This practice is prevalent in Indian society. The caste system in India forbids men and women to mix freely, which is why their parents arrange a marriage for them.” Ask the following questions to process the activity: What do you know about arranged marriage? Is this practice still present in our society today? Do you know a group of people who still carry out this practice? Who are they? Do you agree with the concept of arranged marriage? Why or why not? Justify your answer.
- ENDO – INC-INC/ Muslim Exo- freedom
- Teacher’s script: “There are also practices manifested in terms of the number of partners one can have.” Discuss the concepts of polygamy and monogamy, and ask the learners to cite some examples. Also, ask for the learners’ ideas on the possible factors that lead to recognizing these customs and traditions in marriage.
- Teacher’s script: “Postmarital residency refers to where the couple will live after their wedding. There are different rules for different society.” Patri-relating to a pattern of marriage in which the couple settles in the husband's home or community. Expound on the concepts and cite some examples. You may refer to pages 10–11 of the study guide. Ask the learners to identify which postmarital residence rules they think their parents applied and followed when they married.
- Ambilocal residence, also called bilocal residence is the societal postmarital residence in which couples, upon marriage, choose to live with or near either spouse's parents. Neolocal residence is a type of post-marital residence in which a newly married couple resides separately from both the husband's natal household and the wife's natal household.
- Family tree in your canvas acc – digital / drawing will do