Learning Objectives:
Understand anddistinguish the concepts of enculturation
and socialization, including their significance in human
development.
Differentiate the processes of enculturation and
socialization with concrete examples.
By the end of the lesson, the students should be able to:
Create an outreach program that promotes positive social
values and cultural practices learned through
enculturation and socialization, showing how individuals
and groups can contribute to community development.
3.
Pre-requisite Assessment Activity:FACT or BLUFF (True or False)
Instructions: Read each statement carefully. Write Fact if the statement is correct,
or Bluff if it is incorrect.
1. The functionalist approach views society as a complex system whose parts work
together to promote stability and social order. FACT
2. The conflict theory approach emphasizes the role of consensus and shared values
in maintaining social harmony. BLUFF
3. Symbolic interactionism focuses on small-scale, day-to-day interactions between
individuals and the meanings they assign to those interactions. FACT
4. The structuralist approach ignores deep structures and focuses only on visible,
surface-level behaviors in a culture. BLUFF
5. Postmodernism questions grand narratives and absolute truths, emphasizing the
subjective and fragmented nature of culture. FACT
5.
Pre-lesson Remediation Activity:
Forstudents with an insufficient level of pre-requisite content / knowledge or skills
Intensive content review and additional one full
article/news report with guide questions to identify three
theoretical perspectives
Article Title: “Online Shaming: A Modern Tool for
Conformity or Control?”
Published by: Youth & Culture Journal
Date: August 2023
6.
Pre-lesson Remediation Activity:
Forstudents with an insufficient level of pre-requisite content / knowledge or skills
Guide Questions:
Use the article to answer the following:
A. Structural Functionalism
1. What social function might online shaming serve?
2. How does it promote conformity or social order?
3. What could be its negative consequences (dysfunctions)?
B. Conflict Theory
1. Who benefits most from the existence of online shaming?
2. Is there a power imbalance in who gets shamed and why?
3. How does this relate to inequality or control?
7.
Pre-lesson Remediation Activity:
Forstudents with an insufficient level of pre-requisite content / knowledge or skills
Guide Questions:
C. Symbolic Interactionism
1. What behaviors are labeled as “deviant” in the article?
2. How do people interpret symbols like “likes,” “shares,” and “cancel
culture”?
3. How do individual experiences of being shamed affect identity?
8.
Pre-lesson Remediation Activity:
Forstudents with fairly sufficient level of pre-requisite content / knowledge or skills
Content Review and using an article/news report, identify the
concept which he/she struggles (any of the three theoretical
perspectives)
Article Title: “The Impact of Automation on Employment and
Communities”
Students will apply the three sociological perspectives to
analyze the social effects of automation, developing critical
thinking about how each theory explains the issue differently
9.
Pre-lesson Remediation Activity:
Forstudents with fairly sufficient level of pre-requisite content / knowledge or skills
Guide Questions
Structural Functionalism
1. What social institutions or structures are involved in the
automation issue?
2.How might automation contribute to social stability or
disruption?
3.What functions or dysfunctions does automation have for
society and communities?
10.
Pre-lesson Remediation Activity:
Forstudents with fairly sufficient level of pre-requisite content / knowledge or skills
Guide Questions
Conflict Theory
1. Which groups (workers, companies, government) have
conflicting interests?
2.How does automation create or reinforce inequalities?
3.What power dynamics are at play? How might these affect
social change?
11.
Pre-lesson Remediation Activity:
Forstudents with fairly sufficient level of pre-requisite content / knowledge or skills
Guide Questions
Conflict Theory
1. Which groups (workers, companies, government) have
conflicting
interests?
2.How does automation create or reinforce inequalities?
3.What power dynamics are at play? How might these affect
social
change?
1.EXPLORE
DRAWING ATTENTION TOMEANING
processing questions:
What did you notice about how you
chose your groupmates?
Were you more comfortable with
people who shared something similar
with you?
20.
1.EXPLORE
DRAWING ATTENTION TOMEANING
processing questions:
Where do you think you learned the
values, beliefs, and habits you follow
today?
21.
1.EXPLORE
DRAWING ATTENTION TOMEANING
processing questions:
How do people, like your family,
friends, teachers, or media, influence
the way you behave or think?
22.
Enculturation & Socialization
(Meaning& Examples)
https://www.youtube.com/watch?
v=tgoqmntu8Os
2 . F I R M - U P
P ro m p t i n g C o n n e c t i o n t o P r i o r K n ow l e d g e
Video Analysis:
23.
• Which charactersor situations showed examples of
enculturation (learning one's own culture)?
• What scenes demonstrated socialization (learning how to
interact within society)?
• What are some visible signs that a character was influenced
by their culture or society?
• Can you identify a situation where the character had to
choose between personal desire and cultural expectation?
2 . F I R M - U P
P ro m p t i n g C o n n e c t i o n t o P r i o r K n ow l e d g e
GUIDE QUESTIONS:
24.
What is oneFilipino tradition or
value that you learned from your
family or community while growing
up?
How did you learn it?
Who taught it to you?
2 . F I R M - U P
P ro m p t i n g C o n n e c t i o n t o P r i o r K n ow l e d g e
FOLLOW-UP QUESTIONS – PERSONAL
SHARING
25.
Have you everfelt pressure to follow a
social or cultural rule you didn’t fully
agree with? How did you respond?
2 . F I R M - U P
P ro m p t i n g C o n n e c t i o n t o P r i o r K n ow l e d g e
FOLLOW-UP QUESTIONS – PERSONAL
SHARING
26.
Can you givean example of how your
school, friends, or social media helped
shape your behavior or beliefs?
2 . F I R M - U P
P ro m p t i n g C o n n e c t i o n t o P r i o r K n ow l e d g e
FOLLOW-UP QUESTIONS – PERSONAL
SHARING
It is theprocess by which individuals
gradually acquire the cultural norms,
values, behaviors, language, and
symbols of their own society.
ENCULTURATION
29.
It begins atbirth and continues
throughout life, often unconsciously.
ENCULTURATION
People learn what is acceptable or
unacceptable, what is meaningful or
sacred, and how to see the world through
their culture’s perspective.
30.
• Observation –Watching how adults interact
and behave
• Imitation – Copying gestures, language,
customs
• Direct Teaching – Parents and elders explicitly
teaching what is "right" or "wrong"
• Participation – Taking part in rituals,
celebrations, and day-to-day cultural life
HOW IT HAPPENS:
31.
A Filipino childwho learns
to “mano po” as a gesture
of respect to elders is not
only mimicking an action
but also absorbing a
deeper value of honoring
age and wisdom—
something deeply
embedded in Filipino
culture.
EXAMPLE:
32.
It is thelifelong process through
which individuals internalize the
rules, expectations, and norms of
their society to function effectively
within it.
SOCIALIZATION
33.
It is essentialfor developing the
ability to communicate, cooperate,
and adapt to different social
situations.
SOCIALIZATION
34.
• Family –First source of love, discipline, and
values
• School – Teaches obedience, time management,
cooperation
• Peers – Influence preferences, language,
identity, acceptance
• Media – Shapes ideas about gender, success,
beauty, etc.
• Religion – Provides moral foundation, purpose,
community
PRIMARY AGENTS OF SOCIALIZATION
35.
A teenager wholearns to
respect classroom rules
and raise their hand
before speaking is
undergoing socialization
that promotes order,
fairness, and discipline—
traits valued in both
school and wider society.
EXAMPLE:
36.
It refers tothe
complex, dynamic
process through
which individuals
come to define
themselves and their
place in society.
IDENTITY FORMATION
A young personwho joins a student
council may begin to see themselves not
only as a student but also as a leader,
influenced by both their experience
(socialization) and society’s feedback
(recognition of their role).
EXAMPLE:
40.
NORMS are thevisible
expressions of a society’s
values. They tell people
how to act in specific
situations and help
maintain order and
predictability in social
interactions.
NORMS & VALUES
41.
VALUES are thedeep,
often invisible, beliefs
and standards that a
society cherishes. They
are the “why” behind the
“what” of norms.
NORMS & VALUES
STATUS is arecognized social position an
individual occupies. It reflects one’s
identity in relation to the structure of
society.
STATUSES & ROLES
ROLE is the behavior
expected of someone who
holds a particular status.
44.
TYPES OF STATUS
•Achieved Status: Earned or
chosen (e.g., graduate,
leader)
• Ascribed Status: Given at birth (e.g.,
daughter, ethnicity)
45.
3. DEEPEN
PROMPTING FOREFFORTFUL THINKING
questions:
• In your own words, what is enculturation, and
how has it shaped your understanding of your
identity and heritage?
• What Filipino values, traditions, or social norms
did you learn from your family, school, peers, or
media?
46.
3. DEEPEN
PROMPTING FOREFFORTFUL THINKING
questions:
• Who were the key people or groups (e.g., family,
teachers, friends, media) that helped you learn
your culture and social behavior while growing
up?
• Can you recall a situation where you had to
adjust your behavior to fit in with a group or
social setting? What did you learn from that
experience?
47.
4 . TR A N S F E R
P R O M P T I N G F O R E F F O R T F U L
Performance Check: Outreach Proposal
• Context:
As young members of society, students play an
important role in promoting Filipino values and
cultural practices. In this task, they will design an
outreach program aimed at preserving Filipino
culture or supporting socialization efforts in a
chosen community. This performance chunk will
require them to apply their understanding of
enculturation (learning and passing down culture)
and socialization (interacting within a society) by
proposing a community-centered initiative.
48.
4 . TR A N S F E R
P R O M P T I N G F O R E F F O R T F U L
Performance Check: Outreach Proposal
• Objectives:
Explain the concepts of enculturation and
socialization in a real-world context.- Analyze how
these processes are reflected in community
engagement.- Propose an outreach program that
fosters Filipino cultural values or supports
community-based social learning.- Collaborate and
present a well-structured plan addressing a
community's cultural or social need.
49.
4 . TR A N S F E R
P R O M P T I N G F O R E F F O R T F U L
Task Instructions:
• Form groups of 4–5.
• Identify a community issue related to culture or social behavior (e.g.,
loss of local traditions, lack of social awareness among youth,
disconnected communities).
• Design an outreach program that promotes Filipino values (e.g.,
bayanihan, pakikipagkapwa-tao, paggalang sa nakatatanda) through
enculturation or socialization.
• our proposal should include:
- Title and Target Community
- Objectives of the Program
- Activities to be Done (e.g., cultural workshops, storytelling sessions,
youth camps, community games)
- Explanation of how the program promotes enculturation and/or
socialization
- Expected impact/outcomes
• Prepare a presentation (poster, slideshow, or video pitch) to propose
your outreach to the class.
50.
4 . TR A N S F E R
P R O M P T I N G F O R E F F O R T F U L
Sample Outreach Program Ideas:
• “Kwento ng Lola: A Cultural Storytelling
Caravan” – Bringing elders to schools to share
Filipino folklore and traditions.
• “Barangay Buddy: Weekend Youth Mentorship”
– High school students tutoring younger kids
while teaching Filipino values through games
and activities.
• “Pista sa Nayon Reboot” – Reviving local
traditions in a community through youth-
organized festivals.
52.
SYNTHESIS:
Enculturation and socializationare
foundational processes that shape who
we are and how we function in society.
Enculturation teaches us the unique
cultural values, beliefs, and practices of
our community—often unconsciously and
from an early age—allowing us to inherit
and sustain our cultural identity.
SYNTHESIS:
These processes helpform both our personal
and social identities, guiding how we see
ourselves and how we relate to others. As we
learn about norms and values, we
understand not just how to act, but why
certain behaviors are expected. We also
begin to occupy various statuses and roles,
which influence how others perceive us and
how we act in different contexts.
55.
SYNTHESIS:
Ultimately, these interconnectedconcepts
work together to help individuals become
functioning members of society. They ensure
that cultural traditions are passed on, social
order is maintained, and individuals develop
a sense of purpose, belonging, and identity.
56.
FINAL ACTIVITY:
Directions: Readeach question carefully. Choose the letter
of the correct answer that best completes the statement or
answers the question.
1. Which of the following is the best example of
enculturation?
a) Watching a YouTube tutorial on cooking pasta
b) Memorizing historical dates for a test
c) Learning to say “po” and “opo” from your parents
d) Attending a math competition
57.
FINAL ACTIVITY:
2. Whatis the main purpose of socialization in
society?
a) To teach people how to become wealthy
b) To help individuals learn how to function and
interact in society
c) To force people to follow rules
d) To promote individualism only
58.
FINAL ACTIVITY:
3. Whichof the following reflects the value of
pakikipagkapwa-tao in Filipino culture?
a) Going to school every day
b) Helping your classmate with homework without
expecting anything in return
c) Speaking fluent English in class
d) Shaking hands with a foreign visitor
59.
FINAL ACTIVITY:
4. Whatis an example of an achieved status?
a) Being the oldest child in the family
b) Becoming the class president
c) Being born in a specific country
d) Having a certain skin color
60.
FINAL ACTIVITY:
5. Whattype of norm is shown when you greet
others with a smile or a handshake?
a) Law
b) Folkway
c) Mores
d) Sanction
