Republic of the Philippines

Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

I. Objectives

At the end of the lesson, the students should be able:

1. To Determine manifest and latent functions and dysfunction of sociocultural phenomena.

2. Analyze social inequalities in terms of class conflict .
3. Appraise the meanings that people attach to everyday forms of interaction in order to explain
social behavior.
4. Analyze the psycho dynamics of the person’s personality in terms of Id, Ego, and Superego.
II. Subject matter

Topic: *Structural-Functionism *Marxism *Symbolic Interactionism *Psychoanalysis

Reference: The Padayon Series Disciplines and Ideas in the Social Sciences authors: Arleigh
Ross D. Dela Cruz, PhD, Cecile C. Fadrigon, PhD Cand. Diana J. Mendoza, PhD Project
Director: Ronaldo B. Mactal, PhD
DISS 2 Module
Materials: PowerPoint, Projector, Visual Aid presentation

III. Procedure

 Introduction
Good morning!

I’m glad to see you too. You may take your seat.
Is anyone absent for today?

That’s great! I’m glad that all of you are present.

 Review of the past lesson

Before we proceed to our lesson, let’s conduct a short review regarding to our last lesson.

Very Good! A precised idea about the previous lesson. Thank You for sharing your ideas

 Motivation

Mini Museum of the social sciences : The class is tasked to make their classroom look like a mini museum of social
sciences

 Lesson proper

-Structural Functionalism
Guide Questions
*What keeps societies together?
*What causes social dysfunction?
*How important are the social functions of the social structure to the maintenance and stability of
societies?

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

Key Concepts
* social structure * social dysfunction *latency
* manifest functions * social functions
* adaptation * latent functions
* integration * goal attainment

-Structural Functionalism is a sociological theory that explains why society functions the way it does by
emphasizing on the relationships between the various social institutions that make up society (e.g., government, law,
education, religion, etc).

-The structural-functional approach is a perspective in sociology that sees society as a complex system whose parts
work together to promote solidarity and stability. It asserts that our lives are guided by social structures, which are
relatively stable patterns of social behavior.

-Each social structure has social functions, or Detailed Description consequences for the operation of society as a
whole. Education, for example, has several important functions in a society, such as socialization, learning.

-Functionalism also states that society is like an organism, made up of different parts that work together. Thus one of
the key ideas in Structural Functionalism is that society is made-up of groups or institutions, which are cohesive,
share common norms, and have a definitive culture.

Talcott Parsons he developed structural functionalism in the 1930’s under the influence of the works of Max Weber
and Emile Durkheim (McMahon 2015). It emphasizes social structure, “any relatively stable pattern of social
behavior”and social functions, “the consequences of any social pattern for the operation of society as a whole”
(Macionis 2007,15).

Eg,of Social Structure are family, government, religion, education, and economy.

-Social structures give shape to our lives - for example, in families, the community, and through religious
organizations. And certain rituals, such as a handshake or complex religious ceremonies, give structure to our
everyday lives.

Robert Merton (1910-2003) expanded the concept of social function by arguing that any social structure may have
many functions. He distinguished between manifest functions, “the recognized and intended consequences of any
social pattern.” (Macionis 2007,15).

--In his classification of social functions into manifest or latent, Merton recognized that the effects or outcomes of
social structure are not all necessarily good and not necessarily good for everyone. He coined the term social
dysfunction.

Social dysfunction - is “any social pattern that may disrupt the operation of society” (Macionis 2007, 16).

What causes social dysfunction? --The lack of consensus among peoples in a given polity or society about what is
helpful or harmful to society is a key feature of every society or polity.

In capitalist order, for example, high profits for factory owners can be seen as dysfunctional for factory workers as
they receive low wages. (Macionis 2007, 16)

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

The structural-functional approach built on the following premises:

1. Within every social structure or system - politics, family, organizations - each member of the system has a specific
function.
2. Those functions can be small or substantial, are dynamic in nature (I.e., they can change), and work toward the
same purpose : to keep the system operational within its environment.
3. Change is evident within any society or system; however, for the system to survive, it must adapt to that change in
order to maintain its equilibrium (McMahon 2015).

To maintain the equilibrium of the system, Parsons identified four imperatives for societies to survive, which called
AGIL model, the acronym stands for the first letter of each of these four imperatives. These are:

*Adaptaion: acquiring and mobilizing sufficient resources so that the system can siurvive.
*Goal Attainment: setting and implementing goals
*Integration: maintaining solidarity or coordination among the subunits of the system
*Lantency: creating, preserving, and transmitting the system’s distinctive culture and values(McMahon 2015
Emphasis added).

Specific Conceptual Diagram On the right side is a chart depicting how deviance is functional for society and
how society responds to deviance. A "deviant" individual commits an act that is deemed by the rest of society as
criminal, because it leads to public outrage and punishments. Because a large portion of society respond to the action
as though it is deviant, this draws a boundary between what is and is not deviant. Thus, deviance actually helps to
indicate what is not deviant, or, the function of labeling behaviors or ideas as deviance is to insure that most people
do not engage in those behaviors.

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

-Marxism
Guide questions
*What are the key concepts relevant to marxism? Is marxism still relevant in today’s world?
*What is the difference between classical Marxism and modern Marxism?

Key Concepts
*class struggle/ conflict *alienation *structuralism
*capitalists *class consciousness *superstructuralism
*economism *socialism *modern Marxism
*materialism *social conflict *false consciousness
*infrastructure *proletarians *capitalism
*classical Marxism *determinism *communism

Marxism owes its name and origins to Karl Marx (1818-1883), a German philosopher, historian, and economist.
Macionis (2007) provides a very interesting profile of Marx of how he revolutionized both the thinking and
theorizing about the state and society, and whose influence remains to this day.

-This class struggle that is commonly expressed as the revolt of a society's productive forces against its relations of
production, results in a period of short-term crises as the bourgeoisie struggle to manage the intensifying alienation of
labor experienced by the proletariat, albeit with varying degrees of class consciousness.

In periods of deep crisis, the resistance of the oppressed can culminate in a proletarian revolution which, if
victorious, leads to the establishment of socialism—a socioeconomic system based on social ownership of the means
of production, distribution based on one's contribution and production organized directly for use.

As the productive forces continued to advance, Marx hypothesized that socialism would ultimately be transformed
into a communist society: a classless, stateless, humane society based on common ownership and the underlying
principle: "From each according to his ability, to each according to his needs".

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

Class consciousness is different from false consciousness , “ explanations of social problems as the shortcomings of
individuals rather than as the flaws of society.’’

To Marx, “it is not ‘people’ who make society so unequal, it is the system of capitalist production … and (F)alse
consciousness … hurts people by hiding the real cause of their problems’’ (Macionis 2007 101).

Marx also critiqued capitalism for producing alienation, “the experience of isolation and misery resulting from
powerlessness’’ (Macionis 2007, 102).

He identified four ways in which capitalism alienates workers

1. Alienation from the act of working: Capitalism denies workers a say in what they make how they make it.Work is
a constant repetition of routine tasks. Workers are replaced by and/or turned into machines.
2. Alienation from the products of work: Workers’ product belongs to the capitalists who sell it for profit. As workers
invest more of themselves in their work, the more they lose.
3. Alienation from other workers: Industrial capitalism creates competition in work that prevents bonds of community
to develop, and hence, sets each worker apart from everyone else.
4. Alienation from human potential: Capitalism prevents workers to develop their best qualities as human beings.
Instead of fulfilling one’s self in work , one denies one’s physical and mental energies, one gets physically exhausted
and mentally debased (Macionis 2007, 103).

*All these ideas discussed above became the foundation of what was referred to as “Classical Marxism”.
Classical Marxism, that version of Marxism that was dominant for the first 100 years after Marx’s death, consists of
four related ‘isms’ , namely , economism, determinism, materialism, and structuralism.

*In a nutshell, modern Marxism “rejects economism; rejects determinancy, emphasizing contingency; rejects
materialism, acknowledging an independent role of ideas; rejects structuralism, accepting a key role for agents; no
longer privileges class, acknowledging the crucial role of other bases of structured inequality; and, to an extent,
privileges politics(Marsh 2002, 161).

Three broad explanations account for the near demise of classical Marxism and consequently , the rise of modern
Marxism.

1. “Marxists have responded to theoretical critiques from both inside and outside the Marxist tradition,”
2. “Such an economistic formulation has proved unable to explain economic, social and political
developments’, and
3. “Economic, social, and political changes in the world have stimulated new theoretical development”
(Marsh 2002, 156)

*Developments across the globe including the rise of neoliberal discourse and the increasing internationalization of
capital, investment, trade, and labor have produced abundant evidence that unfettered capitalism causes more
problems than it solves.

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

-Symbolic Interactionism

Guide Questions:
*How does one make sense of his or her actions, interactions, and experiences?
*How does social experience develop one’s self?
*What is the importance of communication in human actions and interactions?

Key Concepts
*generalized other *meaning
*positivist-humanist debate *self
*objectivist-subjetivist dichotomy *socialization

The symbolic interaction perspective, also called symbolic interactionism, is a major framework of the
sociological theory. This perspective relies on the symbolic meaning that people develop and build upon in the
process of social interaction. Although symbolic interactionism traces its origins to Max Weber's assertion that
individuals act according to their interpretation of the meaning of their world, the American philosopher George
Herbert Mead introduced this perspective to American sociology in the 1920s.

Symbolic interaction theory analyzes society by addressing the subjective meanings that people impose on
objects, events, and behaviors. Subjective meanings are given primacy because it is believed that people behave based
on what they believe and not just on what is objectively true. Thus, society is thought to be socially constructed
through human interpretation. People interpret one another’s behavior, and it is these interpretations that form the
social bond. These interpretations are called the “definition of the situation.”

For example, why would young people smoke cigarettes even when all objective medical evidence points to the
dangers of doing so? The answer is in the definition of the situation that people create. Studies find that teenagers are
well informed about the risks of tobacco, but they also think that smoking is cool, that they will be safe from harm,
and that smoking projects a positive image to their peers. So, the symbolic meaning of smoking overrides the facts
regarding smoking and risk.

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

-Psychoanalysis

Guide Questions:
*What is the role of interpretation in social scientific inquiry?
*Is psychoanalysis scientfic? What conditions or shapes human behavior? What is the relationship between
personality ad behavior?

Key Concepts
*id *ego
*superego *libido
*conscience *ego ideal
*consciousness *pleasure principle
*reality principle

Sigmund Freud’s theories of psychoanalysis, psychoanalytic therapy uses analytic techniques to help release
repressed thoughts, experiences, and emotions, but it is a modified, generally briefer, and less intense version of early
Freudian analysis. The therapist-patient relationship is central to the healing process, as are the original theories of
attachment, which focus on the quality of bonding between infant and parent; transference, the transfer of earlier
emotions and needs to people and events in the present time; and resistance, the stage of therapy when the client
becomes overwhelmed by the release of painful, repressed feelings and tries to avoid dealing with them. Eventually,
as patients become more comfortable and less resistant to facing their issues and are able to understand their own
motives and behavior, healing can begin.

1. The id is the primitive and instinctive component of personality. It consists of all the inherited (i.e.,
biological) components of personality present at birth, including the sex (life) instinct – Eros (which contains the
libido), and the aggressive (death) instinct - Thanatos. The id is the impulsive (and unconscious) part of our psyche
which responds directly and immediately to basic urges, needs, and desires. The personality of the newborn child is
all id and only later does it develop an ego and super-ego.

2. The ego develops to mediate between the unrealistic id and the external real world. It is the decision-
making component of personality. Ideally, the ego works by reason, whereas the id is chaotic and unreasonable. The
ego operates according to the reality principle, working out realistic ways of satisfying the id’s demands, often
compromising or postponing satisfaction to avoid negative consequences of society. The ego considers social realities
and norms, etiquette and rules in deciding how to behave.

-Like the id, the ego seeks pleasure (i.e., tension reduction) and avoids pain, but unlike the id, the ego
is concerned with devising a realistic strategy to obtain pleasure. The ego has no concept of right or wrong;
something is good simply if it achieves its end of satisfying without causing harm to itself or the id.

3. The superego incorporates the values and morals of society which are learned from one's parents and
others. It develops around the age of 3 – 5 years during the phallic stage of psychosexual development.The superego's
function is to control the id's impulses, especially those which society forbids, such as sex and aggression. It also has
the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for
perfection.

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

The superego consists of two systems: The conscience and the ideal self. The conscience can punish the ego
through causing feelings of guilt. For example, if the ego gives in to the id's demands, the superego may make the
person feel bad through guilt.

The ideal self (or ego-ideal) is an imaginary picture of how you ought to be, and represents career aspirations, how to
treat other people, and how to behave as a member of society.

*The three levels of consciousness are conscious mind, the preconscious mind, and the unconscious mind. To Freud,
mind is like an iceberg; the conscious mind is merely the tip visible above surface, whereas the bulk of the important
workings of the mind lurks mysteriously beneath the surface. Just below the surface is what Freud called the
preconscious mind. It consists of memories that are not presently concious but can easily be brought into
consciousness. The contents of the preconscious were once conscious and can be returned to consciousness when
needed.

> Follow up activity

I Swear: Lists a number of scenarios that you put in various “crisis” situations or dilemmas. Each poses a temptation
that can either resist or give in to. The question is , what will you do when faced a dilemma? Write and explain your
answers in the worksheet provided below.

Dilemma What will you do? Why?

1.At the airport, you saw a
womandropped her passport while
getting into the taxi. You got the
taxi’s plate number.
2.You wanted to go home but the
queue for taxi is long and it is
raining. A stranger offered you a
ride home

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

3.A friend told you a secret. Another

friend is asking you to share with
him/her the secret.

4.You aren’t prepared to take the

exam, but you cannot afford to fail
in the exam. A friend offered you
the answer key to the exam.

5.Your parents will be away for the

weekend. You were asked to stay
home until they are back.

6.You wanted a a new cell phone

but your mother gave you her old
mobile unit.

7.You saw your friend cheat in the

exam. S/He helped you in a previous
school project.

8.On campus, you witnessed an

older student bully a younger
student. The older student is as big
as you.

9.You love dogs, You saw someone

hit a dog with a stone.

10.You were served with pork or

beef, but you don’t eat any kind of
meat. You are hungry and you are
the guest.

*Processing Questions:
1. Did you hesitate for a moment in answering each item on the list? Why or why not?
2. How did you feel while thinking abou what you will do? What guided you when you made your decision?
3. Has any of these situations happened already in the past? Did you take the same action/response? Why or
why not?
4. Do you believe in the inherent goodness of a person? Why or why not?

IV. Evaluation

Matching Type: Match the items in column A with the items in column B.

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

1. Rational choice theory A. Preferences, Strategies, goals

2. Strategic interdependence B. Sigmund freud
3. Self C.meaning
4. Symbolic interactoinism D.Karl Marx and Friedrich Engels
5. Superego E.Vienna Circle
6. Psychoanalysis
F. The art and science of interpretation
7. Social Dysfunction
G. Objectivist-Subjectivist dichotomy
8. Structural-functionalism
H.Paul Ricoeur
9. Class sturggle
I.Any social pattern that may disrupt the operation of society
10. Marxism
J. Social System ranging from society to individuals
11. Liberal feminism
12. Radical feminism K. Sex war as the most basicpolitical struggle
13. Old institutionalism L.The conflict between entire classes over the distribution of a
14. New institutionalism society’s wealth and power
15. Logical positivism M.The part of an individual’s personality composed of self-
16. Positivist- Hermeneutic debate awareness and self-image.
17. Hermaeneutic Phenomenology N.Society is a complex system whose parts work together to
18. Hermaneutics promote solidarity and stability
19. Human Systems 0. Public-private distinction and reformability of institutions
20. Human-Envronment System P.Formal-legal, descriptive inductive, historical comparative
Q.Informal conventions of political life and formal
constitutional and organisational structures
R.A situation where others’ choice of strategy affects an
individual’s best choice and vise versa
S.The part of the mind that opposes the desires of the id by
enforcing moral restrictions
T.Hydrodynamics
U.Public-private dichotomy
V.Exposed the contradictions inherent in capitalism

V. Assignment
Search for the following:
– Rational Choice
– Institutionalism
– Feminist Theory

PREPARED BY:
December 02-06, 2019
Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan
SENIOR HIGH SCHOOL DEPARTMENT
Detailed Lesson Plan in Disciplines and Ideas in the Social Sciences 2
(DISS 2)
Lesson 5-6: Dominant Approaches and Ideas

Jonalyn DV. Mempin

Teacher

SUBMITTED TO:

Jonald Grace C. Zafra

Head Teacher

NOTED BY:

Somea Marie V. Bautista

GCPO

APPROVED BY:

Editha A. Bulos
School Principal

Date: December 07, 2019

December 02-06, 2019

Date: Week: 5-6 Quarter: First
December 09-13, 2019
Disciplines and Ideas in the
Subject: Grade: 11 Semester: Second
Social Sciences 2