Diocese of Bayombong Educational System (DBES)

Saint Louis School of Solano, Inc.

Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE

Subject: Discipline and Ideas in the Social Sciences
Teacher: Mr. Hilary Valdez Daran

PRELIMINARY TERM

Name: Gian Paul Bolante Grade & Section: G11-Saint Charles Garnier
Week No.: 3 Date/s: ____________________

Content Standard The learners demonstrate an understanding of the emergence of the Social
Sciences and the different disciplines
Performance Standard The learners should be able to connect the disciplines with their historical and
social functions
Most Essential Learning Explain the major events and its contribution that led to the emergence of the
Competencies (MELCs) social science disciplines
21st Century Learning Skills Critical Thinking, communication, cross cultural, career learning
Core Values Social responsibility, academic excellence, community building

MODULE 3: Introducing the disciplines within the Social Sciences.

Week 3 Learning Targets/ Specific Objectives Remarks Activity
Score
Lesson 1 Answer the pretest about the disciplines within social sciences.
Lesson 2 Identify the different disciplines or branches in the social sciences.
Lesson 3 Discuss the meaning of economics.
Lesson 4 Explain the discipline of Geography and History.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)

A. Printed:
• Arleigh Ross Dela Cruz, et.al., The Padayon Series Disciplines and Ideas in the
Social Sciences, Phoenix Publishing House
• Gonzales, M.P. ((2016). Discipline and Ideas in the Social Sciances. Makati
City: Diwa Learning Systems Inc.
• Tatel, C. P. (2016). Discipline and Ideas in the Social Sciences. Sampaloc,
Manila: Rex Books Store, Inc.
CONTENT DISCUSSION:

Lesson 1: Answer the pretest about the disciplines within social sciences.

Activity: LESSON PRETEST

Fill up the K-W-L. Write on the K-column what you know about the topic and on the W-column what you want to know
about the topic. Fill up the L-column with what you learned after the class discussion and activities.

Social Science Discipline K W L

Anthropology I think, anthropology is Why we have to study I learned that it’s divided
the subject of studying anthropology, and why the into four fields. Those are
human beings and how study as an anthropology cultural anthropology,
they interact with the is very important for all linguistic anthropology,
world, its overriding goal academic are studied by archaeology, and physical
is to learn how people in humans? anthropology.
different cultures
 understand the world
from their particular
perspectives.

Demography In my opinion, Why is it important to Demography is the branch

demography is the science learn demography? Is of social sciences
or the study of human there are types of concerned with the study
populations. demography? How of human populations,
demography useful? Why their structure and change
do we study demography? (through births, deaths,
and migration)

Economics In my view, economics is What are the concept of Economics is the study of
the study of how people, economics? Does economic how people use resources
businesses, governments, affect our lives? How? and respond to incentives,
and societies make choices or the study of decision-
to cope with scarcity. making.
Geography From my perspective, Is there a types of Geography helps us to
Geography is the study to geography? What is the make sense of the world
seek, see, and understand main focus of geography? around us. It is the study
the patterns in our world. Does geography affect of life on the surface of the
culture? earth.
History In my point of view, How do we study history? History is the study of
History enables us to What can history teach change over time, and it
develop better us? What are the benefits covers all aspect of human
understanding of the of history? society.
world in which we live.

Political science is a social

Political Science I believe that political Why do we study political science which deals with
science is that studies the science? What are the systems of governance,
state, politics, and main subjects for political and the analysis of
government. science? Is political science political activities, political
a good degree? thoughts, and political
behaviour.
Linguistics It seems to me that How useful linguistics in Linguistic is the scientific
linguistics is the scientific our daily life? What are study of what languages
study of language. the components of have in common and how
linguistic? Does linguistics they differ.
really help us learn
languages?
Psychology According to my way of What are the goals of Psychology allows people
thinking, psychology is the psychology? What is the to understand more about
study of behaviour, mind, aim of psychology? Does how the body and mind
feelings, and thoughts. psychology help in work together.
everyday life? How?
Sociology Sociology is the study of What is the main focus of Sociology is a study of
human societies, it is a sociology? What can social problems and social
social science that seek to sociology teach us? How relations are happens in
study the society in sociology used in society? whole society. I mean,
relation to human How human beings are
behaviour. connected to each other,
interact and behaving in
society.

• Introduce their performance task for the lesson.

DEBATE (Online)
Traffic is considered to be a major social problem with tremendous economic and social cost to industries and the
quality of life of the people. The class will hold a debate on which among the social science disciplines can best address
the problem of traffic.
Instruction: The class will be divided into groups of five. Each group will be given a social science discipline to defend. The
pairings are as follows:
 ➢ Anthropology vs. History
➢ Economics vs. History
➢ Psychology vs. Sociology
➢ Geography vs. Demography

SCORING RUBRIC FOR THE DEBATE

CRITERIA Poor Satisfactory Very Good Excellent Score
Preparation Student is unprepared Student needs more Student is prepared Student is well prepared
to defend the preparation
argument
Organization Viewpoints are Some of the Most of the The viewpoint is clear,
unclear and viewpoints are clear viewpoints are clear organized, and on point
disorganized and organized and organized
Strength and Arguments are not Only some arguments Most arguments are All arguments are strong,
relevance of convincing or relevant are convincing and convincing and convincing, and relevant
supporting arguments relevant relevant
Use of facts and Arguments lack Only some arguments Most arguments are All arguments are supported
examples factual support. are supported with supported with facts with facts and examples
facts and examples and examples
Speaking voice Voice cannot be heard Voice is difficult to Voice is heard most Voice is well-modulated and
or unintelligible. hear of the time emphasizes the arguments well
Lesson 2: Identify the different disciplines or branches in the social sciences.

Guide Question: What are the different disciplines in the social sciences and what are their
key contents, areas of inquiry, and methodologies?

Disciplines or Branches in the Social Sciences

Social science studies the historical, cultural, sociological, psychological and the political forces that shapes the actions
of individuals and their impact on society. The different disciplines under the social sciences all help in providing a better
understanding and appreciation of the complex issues that face society. These disciplines are:

➢ Anthropology
➢ Demography
➢ Economics
➢ Geography
➢ Linguistics
➢ History
➢ Political Science
➢ Psychology
➢ Sociology

ANTHROPOLOGY
➢ It is the study of ancient societies and their cultural traditions.
➢ it came from the Greek word anthropos meaning “humankind” and logos meaning the “study”
➢ it has two (2) broad fields:
1. Physical Anthropology
- also called biological anthropology
- studies the biological evolution of man
- it also provides explanations on the reason behind the biological variations among contemporary human
population.
2. Cultural Anthropology
- Investigates and seeks to understand the cultural features of societies.
- It is subdivided into three sub ranches: archaeology, anthropological linguistics, and ethnology.
a. Archeology
- seeks to reconstruct the past life of ancient societies, trace the cultural changes that took
place and the reason behind the changes.
- It is different from history, in the sense that history can only study societies that have left
written records while archeologists reconstruct the past using the fossil remains of human
culture.
b. Anthropological Linguistics
- involves the study of language in societies or communities where language may or may not
be written.
- It is also concerned with the emergence of languages, the divergence of languages, and the
changes in the languages across time.
c. Ethnology
- uses data gathered through observations and interviews with living people.
- Ethnologists study marriage customs, kinships patterns, economic systems and religious
rites of cultural groups and compare it with the ways of life of contemporary societies.
Anthropology’s emergence as an area of inquiry can go as far back as the time of Herodotus of Halicarnassus.
Herodotus has travelled a great deal and was able to write detailed narratives about West Asia and Egypt. These
 narratives reveal an important area of inquiry in anthropology, which is “how are we to relate to the other? In
answering this question, we can lean toward finding commonality or highlight the difference.
It’s main aim and purpose is to study the way cultural traditions of different groups have evolved through the years.
Some of noteworthy works of its key figures are La scienza nuova by Giambattista Vico and The Spirit of Laws by
Baron de Montesquieu

Lesson 3: Discuss the meaning of economics.

ECONOMICS
➢ It is the study of the efficient allocation of scarce resources in order to satisfy unlimited human needs and wants.
➢ The word Economics came from two Greek words, oikos meaning “home” and nomos meaning “management”.
➢ A careful study on the subject (economics) is done in order to mitigate the impact of an imbalance and inequity in
resource allocation.
➢ Its aims to maximize the gains and benefits from resources that are by nature finite.
➢ Economic resources that can be used to produce goods and services are called “Factors of Production” which are
classified into four categories:
1. Land – is anything that comes from nature and which gives life and support to all living creatures.
2. Labor – refers to any human effort exerted during the production process which includes physical exertion,
application of skills or talent or exercise of intellectual faculties
3. Capital – refers to anything that can be used to create or manufacture goods and services.
4. Entrepreneurship – is not traditionally considered as factors of production, but is now thought to be an
indispensable aspect since this is the ability to organize all the other factors of production in order to carry out
effectively the production process.

TWO CLASSIFICATIONS OF ECONOMICS DESCRIPTION/CHARACTERISITICS

• the study of the choices made by economic factors such as
households, companies and individual markets.
• It also studies the choices of individuals as consumers and
1. Microeconomics workers
• It also studies firms that produce the goods and services
and the industries from which the firms operate.

• examines the behavior of the entire economies

• it tackles the aggregates or total values that describe the
whole economy; one very important aggregate is the Gross
Domestic Product(GDP).
2. Macroeconomics • GDP – measures the total output or the market value of
goods and services that a country produces in one year.
• Other macroeconomic indicators include employment,
economic growth, interest rates and inflation.

➢ The period of Enlightenment has inspired the birth of modern economics.

➢ The period has shown that it is mechanization and division of labor that gives firms and industries advantage.
➢ This idea found its way to economic thinkers like Adam Smith.
➢ An Inquiry into the Nature and Causes of the Wealth of Nations
- contributed to the theory of price formation, the relationships of market outcomes and public interest, the role of
state in the economy and the sources of economic growth.
- it was also in this book where the concept of invisible hand was introduced.
- this concept proposes that market equilibrium is reached when buyers and sellers are free to move on their own
without the intervention of the government.
How does scarcity affect your daily life?
Reflect on this:
Scarcity increases negative emotions that affect our choices. Socioeconomic scarcity is linked to
negative emotions such as anxiety and depression. Viii In turn, these changes can affect thought
processes and behaviours. The effects of scarcity are contributing to the poverty cycle. Also the
Scarcity Effect is the cognitive bias that makes people place a higher value on an object that is
scarce and a lower value on one that is available in abundance. ... In other words, scarce objects
arouse our interests and so immediately become more desirable than a product that is readily
available.
Lesson 4: Explain the discipline of Geography and History

GEOGRAPHY
➢ Studies the interaction between the natural environment and the people living in it.
➢ It acts as a bridge between natural science and social science.
➢ It came from the Greek words: geo meaning “Earth” and “graphos” meaning “charting or mapping”.
 ➢ it studies where things are on Earth, explains why they are there and their relationships to other people, places and
things.
TWO BRANCHES OF GEOGRAPHY
1. Physical Geography ➢ Studies the natural features of the earth, like climate, water,
vegetation, and soil.
➢ 2 approaches in studying physical geography:
• Look at the physical environment as the provider of
natural resources
• Look at the physical environment as hazard to human life
2. Human Geography ➢ Studies human population and the impact of its activities on
the planet.
➢ This branch of geography examines how people use the
resources available to them and how they cultivate their
environment to suit their needs.

➢ It aims to determine the acceptable level of human interference and development on the environment in order to
maximize and not harm its productive capacity
➢ It is during the Hellenistic period in ancient Greco-Roman Empire when ground breaking works have been done in
the field of geography.
➢ Eratosthenes of Cyrene – he is the “Father of Geography” because he coined the term geography
- he wrote the first scholarly treatise on the topic, a three-book volume GEOGRAPHIKA.
- The book is a compilation of data accumulated in the previous three centuries about the
nature of the surface of the earth.
➢ Strabo – he was one of the scholars who built on the works of Eratosthenes.
- His work is entitled “The Geography of Strabo”.

HISTORY
➢ Is traditionally regarded as the study of the recorded past.
➢ It comes from the Greek noun “iotopia” or historia, meaning “learning”
➢ According to Aristotle, history meant a systematic account of a set of natural phenomena whether or not
chronological ordering was a factor in the account.
2 TYPES OF HISTORICAL RESOURCES
1. Primary Source- is a testimony of an eyewitness or an account of someone who has firsthand information on the
subject (ex. Journal entries, transcripts, video interviews etc.)
2. Secondary Source – is a testimony or account of someone who is not an eyewitness to the event being narrated. (ex.
Biographies, textbooks, conference proceedings, and book reviews)

➢ It aims to be guided by the lessons from the experiences encountered in the past.
➢ Even during the Ancient times people have always had a sense for history, this can be seen in the hieroglyphs in
Egypt or in the Cuneiform engraved in mud brick tablets in Mesopotamia.
➢ Herodotus of Halicarnassus he wrote about the Greek wars against Persia; his narrative is entitled “The
Histories”
➢ Another figure in this discipline was Thucydides who wrote about the history of the Peloponnesian war in the fifth
century B.C.
➢ He intended his writing to have instructional importance as a guide to action in the future.
 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE

Subject: Discipline and Ideas in the Social Sciences
Teacher: Mr. Dan E. Del Rosario

PRELIMINARY TERM

Name: Gian Paul Bolante Grade & Section: G11-Saint Charles Garnier
Week No.: 4 Date/s: ____________________________

Content Standard The learners demonstrate an understanding of the emergence of the Social
Sciences and the different disciplines
Performance Standard The learners should be able to connect the disciplines with their historical
and social functions
Most Essential Learning Explain the major events and its contribution that led to the emergence of
Competencies (MELCs) the social science disciplines
21st Century Learning Skills Critical Thinking, communication, cross cultural, career learning
Core Values Social responsibility, academic excellence, community building

MODULE 4: Introducing the disciplines within the Social Sciences.

Week 4 Learning Targets/ Specific Objectives Remarks Activity
Score
Lesson 1 Answer the pretest about the disciplines within social sciences.
Lesson 2 Identify the different disciplines or branches in the social sciences.
Lesson 3 Explore the discipline of demography.
Lesson 4 Contextualize social sciences discipline through the activity given.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)

B. Printed:
• Arleigh Ross Dela Cruz, et.al., The Padayon Series Disciplines and Ideas
in the Social Sciences, Phoenix Publishing House
• Gonzales, M.P. ((2016). Discipline and Ideas in the Social Sciances.
Makati City: Diwa Learning Systems Inc.
• Tatel, C. P. (2016). Discipline and Ideas in the Social Sciences. Sampaloc,
Manila: Rex Books Store, Inc.
CONTENT DISCUSION:
Lesson 1: Define the discipline of Linguistics and Political Science.

LINGUISTICS
➢ Came from the Latin word “lingua”, meaning “language”.
➢ This discipline studies the nature of language through an examination of the formal
properties of natural language, grammar and the process of language acquisition.
➢ It is considered as a province of philosophy and rhetoric.
➢ Among the things that linguists study is phonetics, phonology, morphology, syntax,
semantics, and pragmatics.
• Phonetics – is the study of speech sounds; it examines how the sounds are made
and identifies its properties.
• Phonology – the study of speech sound pattern; it identifies what sounds are
there and the categories these speech sounds fall under.
• Morphology – is the study of how words are categorized or formed
• Syntax – is the study of how words are combined to form a sentence.
- It also categorizes types of phrases and types of sentences
• Semantics – is the study of meaning-making
• Pragmatics – the study of the language context
➢ It aims to develop an appreciation for and see the importance of the use of appropriate
and precise words delivered in the correct manner in order to be able to effectively
convey their message.
➢ The conventional date of linguistic proper is 1786 when regular sound correspondences
were found across the many languages of Europe, India’s Sanskrit and Persia.
➢ Some scholars who have made contributions to the study are:
a. Friedrich von Schlegel
b. Franz Bopp
c. Rasmus Christian Rask
➢ Other scholarly works on linguistics include:
a. Researches into the early inhabitants of Spain by the help of the Basque language
by Wilhelm von Humboldt
b. Ferdinand de Saussure’s Cours de linguistique generale

POLITICAL SCIENCE
➢ It is the study of politics, power, and government.
➢ the word politics comes from the Greek word politea, or a person who participates in
the polis.
➢ Politics is the process of using power in the government, while power is the means for
the government to rule the people.
➢ Government is the authority or the bureaucracy that provides the system of rule over
its territory and for its people.
➢ Aristotle’s book entitled Politics is considered a pioneer in the field of political inquiry.
➢ John Locke’s known work “Two Treatises of Government” discusses the concept of
representative government and the people’s right to revolution.
➢ John Stuart Mill also wrote on the topic of representative government with his book
“Considerations on Representative Government.
➢ Political Science as an academic discipline was only established after the Second
World War in American universities as well as in a number of European universities.

Lesson 2: Explain the discipline of psychology and sociology.

PSYCHOLOGY
➢ it is the scientific study of behavior and mental processes.
➢ It comes from two Greek words, psyche meaning “soul” or “spirit”, and logos meaning
“study”.
➢ It is divided into three major fields:
Clinical Psychology – assesses and finds treatment for people with psychological disorders.
a. Developmental Psychology – studies the intellectual, social, emotional, and moral
development across a lifespan
- The focus maybe narrowed down to specific period in life like early childhood
or preadolescent.
 a. Experimental Psychology – studies the most basic concepts of psychology like
cognition, perception, memory, and learning but mostly conducted on animals
instead of humans.
➢ It’s aims and purpose is to relate the good physical or biological state of the brain with
a normal and healthy functioning mental health.
➢ Wilhelm Wundt is considered as the “Father of Modern Psychology”
- He is credited for being the first in the movement to make psychology a science.
- He also conducted the first true experimental laboratory in psychology.
- His major contribution to the field is Grundzüge der physiologischen Psychologie (The
Principles of Physiological Psychology)
- In his lifetime, he was able to conduct research on a wide array of topics which include
spiritualism, ethics, animal physiology and even poisons.
➢ Other important names on the discipline are:
✓ William James – studied the concept of Functionalism, which analyses the
function or purpose of behavior and not simply a description
- one of his major works is Principles of Psychology
✓ Sigmund Freud - is known for his psychoanalytic personality theory, which
divides the personality into id, ego, and super ego.
- he also wrote the theory on the psychosexual stages of
development

SOCIOLOGY
➢ It is the systematic study of human society.
➢ It comes from the Latin word “socius” meaning “friend” or companion and the Greek
word logos meaning “study”.
➢ It studies how people relate to each other and how they work as a whole in the larger
society.
➢ Its aims and purpose is to determine how group behaviour and mindset lead to mass
actions and concerted movements.
➢ Sociology was born as a result of powerful and complex economic and social forces.
➢ The Industrial Revolution created massive changes not just in the field of technology
and in the way goods are manufactured, but also in the work and living pattern of the
people.
➢ Auguste Comte a French social thinker who coined the word sociology in 1838 to
encapsulate the idea of improving society by understanding how it operates.
➢ Some of his works include the Course on Positive Philosophy and The System of
Positive Polity, or Treatise on Sociology, Instituting the Religion of Humanity
➢ Other well-known sociologists are Jane Addams and Harriet Martineau.
She was regarded as the first
woman sociologist
Lesson 3: Explore the discipline of demography.

DEMOGRAPHY
➢ It is the study of human population.
➢ The discipline also studies how people move from place to place.
➢ It comes from two ancient Greek words, demos meaning “the people” and graphos
meaning charting or mapping”.
➢ The main sources of data are census and other vital statistics.
➢ Some basic demographic concepts include fertility, mortality, migration, and
population growth.
➢ The study of human population begins with how many people are born.
➢ Fertility is the incidence of child bearing in country’s population; measured using
crude birth rate
➢ Mortality is the incidence of death in a country’s population; measured using crude
death rate
➢ Migration is the movement of people into and out of a particular territory.
➢ Population growth rate is simply the difference between the crude birth rate and the
crude death rate.
Its aim and purpose is to determine how population numbers can benefit instead of harm
society.
KEY FIGURES WRITTEN WORKS
1. Kautilya He was the contemporary of Plato, who commented in his Arthashastra that
a large population is a source of military, political and economic strength of
a nation.
2. Ibn Khaldin He was a fourteenth century Arab historian, who contended that a dense
population growth is generally favorable to the maintenance and increase of
imperial power.
3. Edmond Halley - He was the first scientist to study a person’s likelihood of death as he or
she passes through different age groups using death statistics from across
the different age groups.
- He also wrote a book entitled “An Estimate of the Degrees of the
Morality of Mankind; Drawn from the Curious Tables of the Births and
Funerals at the City of Breslaw: with an attempt to ascertain the price of
annuities upon lives.
4. Thomas - the discipline economics highlighted in his book “An Essay on the
Malthus Principle of Population” its main area of inquiry, which is scarcity of
resources.
- demography on the other hand highlights its main area of inquiry which is
population growth rate and which Malthus believes to be growing in a
geometric progression.

Lesson 4: Contextualize social sciences discipline through the activity given.

Activity: Contextualizing Social Science Disciplines. Follow the instructions below then
answer the question briefly and honestly.
1. Apply the social science disciplines in the activity below.
Instructions:
a. Research on campaign materials. Whether in print or in television media (e.g.
speeches, posters, tarpaulin, television debates, interviews, etc.) which were used in
previous national elections.
b. Identify the major issues normally outlined in these campaign materials
c. Analyze which among the disciplines of the social sciences was used to address the
social issue.
d. If you were in the shoes of these national candidates, what other measures would
you propose to make your recommendations more effective? Apply the scientific
method in a specific discipline in the social sciences.

I’ve listened to enough of his speeches to know his next punch line and anticipate an
audience reaction, whether it’s laughter at his joke about a rival presidential candidate, roars
of approval at his rants against corruption, or attentive (sometimes bored) silence when he
begins his history lesson on Ferdinand Magellan bringing Catholicism to Mindanao. I know
that, in front of a youthful audience (say students in a presidential forum), he’ll joke about his
contempt for the “selfie” phenomenon, whereas if it’s an urban or rural poor crowd, he’ll
pick a pretty lady and ask her where her mother is (presumably to ask permission to take his
new crush to Davao City). Duterte’s speeches are fascinating. Usually around an hour long,
they are impromptu because he does not read from any notes but are also in a way
rehearsed because of the number of times he has given the same speech. Duterte’s speeches
are also his way of explaining himself. Unhampered by time constraints, Duterte goes on an
all-out gab spree to impart his governance philosophy and platform, complete with plenty of
diversions and wise-cracks. The major issues normally outlined in these campaign:
*Drugs are proliferating. (Translation: As to drugs, this has to stop. It is rampaging all around
the country and [druglords] have graduated from the urban areas to the rural areas. There
are some places in the Philippines – Visayas, and even Mindanao – where they have
penetrated the market of the rural folks and until now, they are asking for payment in the
form of carabaos, goats, chickens, eggs.)
* For the corrupt, obedience to the law is optional.
* His promise to suppress crime and corruption in 3 to 6 months. (Translation: They say that's
too ambitious. My God, try me. That's what I told the Davao criminals before. I had them
called out, 'Do you want to go out of the city? Do you want to go to Manila? Life is good
there. Just go there, you want?' Those who didn't believe me are dead. What do we have to
talk about?)
* He will use the police, military to crack down on drug lords. If I were in the shoes of these
national candidates, Reduce corruption. Corruption is very widespread in the country. If I
become the president, I will try to reduce corruption in the best way I will try. I will also
introduce equality, so that there will be no more corruption in the area. Reduce poverty.
Poverty is widespread in some areas, especially ARMM, where there is absolute poverty. If I
become a president, I will try to help the people on poverty I stricken areas. I will try to
donate a portion of the country's budget to the poverty-stricken regions. I will give them free
housing from various subdivisions in their area as a sponsor to them. I will try to give every
Filipino and adequate housing, money, healthcare, and education. I will also try to make a
peace treaty with the Bangsamoro people. In the end, there will be absolute peace in the
area. This may not be important, but I will dissolve some municipalities, relocate the people
by giving them adequate housing, and building more trees onto that area. Trees give us
oxygen, so this can be very ideal. I will try to make the people submit suggestions for my
things to do during my term. In this way, I will try to make them express what they can do
towards the whole country. I will also try to value freedom of speech more. I will also try to
establish business markets on capitals and regional centers, so that there will be more people
employed without having to go out of the country. I will try to export most of the country's
products, like rice and mango. But out of the country's income from various exports, 5–10%
of them will be given to various impoverished families. I will try to expand the military and
police service, and try to utilize their power as much as possible so that there will be more
people protecting the country. While not interfering the fishing business, I will try to give
fishermen an adequate housing, education, money, and healthcare.

Scoring Rubric:
CRITERIA DE S C R I P T I O N
Very Good (3) Good (2) Poor (1)
The conveyed ideas are clearly The conveyed ideas are not so clearly The conveyed ideas are
CONTENT and completely organized and and completely organized and not organized and
very well presented. presented. presented.
 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE

Subject: Discipline and Ideas in the Social Sciences
Teacher: Mr. Dan E. Del Rosario

PRELIMINARY TERM

Name: Gian Paul Bolante Grade & Section: G11-Saint Charles Garnier
Week No.: 5 Date/s: ____________________________

Content Standards The learners demonstrate an understanding of the key concepts and
approaches in the social sciences.
Performance Standards The learners should be able to interpret personal and social experiences
using relevant approaches in the social sciences.
Most Essential Learning Analyze the basic concepts and principles of the major social science
Competencies (MELCs) theories: Structural-functionalism, Marxism, and Symbolic Interactionism.
21st Century Learning Skills Creativity and Critical Thinking, Career Learning
Core Values Excellence, Social Responsibility, Academic Excellence

MODULE 5: Dominant Approaches and Ideas Part 1

Week 5 Learning Targets/ Specific Objectives Remarks Activity
Score
Lesson 1 Answer the pretest for evaluation.
Lesson 2 Explain the Symbolic Interactionism.
Lesson 3 Identify the three premises of symbolic interactionism.
Lesson 4 Discuss the criticisms for symbolic interactionism.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)

A. Printed:
• Arleigh Ross Dela Cruz, et.al., The Padayon Series Disciplines and Ideas
in the Social Sciences, Phoenix Publishing House
• Gonzales, M.P. ((2016). Discipline and Ideas in the Social Sciances.
Makati City: Diwa Learning Systems Inc.
• Tatel, C. P. (2016). Discipline and Ideas in the Social Sciences. Sampaloc,
Manila: Rex Books Store, Inc.
CONTENT DISCUSSION:

Lesson 1: Answer the pretest for evaluation.

Activity: CHAPTER PRETEST

Instruction: Match the items in column A with the items in column B. Please
write the letters of your answers on the lines.

A B
_I__1. Rational Choice Theory a. The part of an individual’s personality
composed of self-awareness and self-image
_E__2. Strategic Interdependence b. Society is a complex system whose parts work
together to promote solidarity and stability
_A__3. Self c. The conflict between entire classes over the
distribution of society’s wealth and power
_K__4. Symbolic Interactionism d. Exposed the contradictions inherent in
capitalism
_J__5. Superego e. Preferences, strategies, goals
_M__6. Psychoanalysis f. Public-private distinction and reformability of
institutions
_P_7. Social Dysfunction g. Formal-legal, descriptive-inductive, historical-
comparative
_B__8. Structural-functionalism h. Informal conventions of political life and formal
constitutional and organizational structures
_C__9. Class struggle i. A situation where others choice of strategy
affects an individual’s best choice and vice versa
_L__10. Marxism j. The part of the mind that opposes the desires of
the id by enforcing moral restrictions
_F__11. Liberal Feminism k. Meaning
_Q__12. Radical Feminism l. Karl Marx and Friedrich Engels
_G__13. Old Institutionalism m. Sigmund Freud
_H__14. New Institutionalism n. Paul Rocoeur
_R__15. Logical Positivism o. Social systems ranging from society to
individuals
_S__16. Positivist-Hermeneutic p. Any social pattern that may disrupt the operation
debate of the society
_H__17. Hermeneutic q. Sex war as the most basic political struggle
Phenomenology
_W__18. Hermeneutics r. Vienna Circle
_V__19. Human Systems s. Objectivist-Subjectivist dichotomy
_O__20. Human-environment t. Public-private dichotomy
system
u. Hydrodynamics
v. Two different systems that exist in essential
dependencies and reciprocal endorsement
w. The art and science of interpretation
Lesson 2: Explain the Symbolic Interactionism.

SYMBOLIC INTERACTIONISM
➢ Is a sociological framework that focuses on the different meanings individuals attach to
objects, peoples, and interactions as well as the corresponding behaviors that reflect
those meanings and or/interpretations
George Herbert Mead
- He was an influential figure in the field of symbolic
interactionism.
- According to him, Gestures are important in communication.
- When we interact with others, our posture, tone of voice, voice
inflections, as well as hand and facial movements convey
significance.
- His central concept is “self”
➢ SELF – is the part of an individual’s personality composed of self-awareness and self-
image.
- The process of self-discovery or self-development is enacted by the usage of
gestures threefold:

Play Stage - In this stage young children identify with key

figures in their environments, such as the mother
or father, as well as occupational or gender-
specific roles to which they have been exposed
and replicate the behavioural norms that
correspond with such roles
Game Stage - During this stage, children extrapolate from the
vantage point of the roles they have simulated by
assuming the roles that their counterparts
concurrently undertake.
Generalized - Refers to the widespread cultural norms and
other values we use as a reference in evaluating
ourselves.

CRITICISMS FOR SYMBOLIC INTERACTIONISM

- It has both “insider” and “outsider” critics.
Insiders’ criticism
- focus on the method and the central concepts of symbolic interactionism,
particularly the ambiguity of major concepts used particularly the concept of
the self.
- These criticisms attack the utility of the approach in the production of
cumulative and generalizable knowledge.
Outsiders’ Criticism
- Highlights the structural bias in symbolic interactionism
- This bias refers to the claim that this approach perspective is ahistorical,
noneconomic and limited view of social power and social organization

POSITIVIST-HUMANISTIC DEBATE – focuses on the subject matter of the social sciences

OBJECTIVIST-SUBJECTIVIST DICHOTOMY –focuses on the scientific method for all the
sciences, both natural and social.

Lesson 3: Identify the three premises of symbolic interactionism.

Three Overarching Premises of Symbolic Interactionism:

1. Meaning is an important element of human existence
- A concept that is both subjective and individualistic and that people
consequently act in accordance with the meanings they construe.
2. People identify and mold their unique symbolic references through the process of
socialization
 - This suggest that people are not inherently equipped with interpretive
devices that help navigate through the complex realms of human behavior
3. There is a cultural dimension that intertwines the symbolic “educational” development

➢ As a theoretical perspective, symbolic interactionism is not known for homogeneity,

parsimony or consensus among its practitioners.
➢ Four of the most prominent contemporary varieties of symbolic interactionism
includes:

Contemporary Varieties of
Similarities Differences
Symbolic Interactionism
1. The Chicago Schools - They differ
significantly in
terms of purpose
and methodology.
- The Chicago
School is with
positivist
orientation
- Thomas Kuhn as
its chief progenitor
- all these four schools of - This school aims at
thought or orientations prediction and
share the view that beings unity of method for
construct their realities in all the sciences.
2. The Iowa School a process of social - This school is with
interaction, and agree on humanistic
the methodological orientation.
implication of such, that - Under the
is the necessity of influence of
“getting inside” the Herbert Blumer.
reality of the actor in - This school strives
order to understand what for understanding
is going on. and a distinctive
method for
sociology, one that
is based on
“sympathetic
introspection.
3. The Goffman’s - These two are both
Dramaturgical Approach aligned with the
positivist Chicago
4. The Garfinkel’s School
Ethnomethodology

Lesson 4: Conduct a simple experiment about symbolic interactionism.

Activity: Experiment 101

Instruction: You are required to do a simple experiment with three of your close friends. Ask
them to help you out with your school project. Once you are assembled as a
group, start asking each one of them to complete a part of your research project.
Make sure that you vary your approach to each of your friends.
With friend #1, you should appear and sound so warm and friendly. With friend
#2, you should act like you are commanding her to do the task for you. With
friend #3, you pretend to ignore her after you make your request. Observe your
friends’ reactions and responses, and answer the following questions in the
following worksheet.
 Worksheet 2
Experiment 101

How did your friends Who among your Why do you think
react? (Single words or friends helped you your friend helped
adjectives only) out with your you out? Or did not
research project? help you out?
Put a (√) or (x)
mark.
Friend #1 Cooperative / Because I’m nice
and approachable
in asking or telling
my request.
Friend #2 Anxious x Because I’m like a
boss in asking or
telling my request.
Friend #3 Confused x Because I’m bad
and disrespectful in
asking or telling my
request.
Do you think your manner of approaching each one of them, that is your
way of asking/requesting for help mattered to each one of them? Please
explain your answer.
I think yes, because mostly that is my way in requesting or asking
favor. Like sometimes I ask in a way of feeling bossy, sometimes in a
happy mode and sometimes I forgot to say hi in a person whom I
asked a request.
Would you get the same results if you approached each one of them in
the same manner? Please elaborate your answer.
Maybe no, because each one of them have different interpretations,
some of them are sensitive or insensitive.
Maybe yes, because maybe each of them are informed or know that
the way I tell or ask requests is my normal behaviour since they are
Processing my closest friends.
Questions

What does your experience/experiment tell you about meanings,

symbols, and interpretations in human interactions?
This experiment tell me about that the symbols, meaning and
human interactions is different to every other person, and it is very
important in communicating in a way of asking, telling,
commanding and requesting to a person.

Does symbolic interactionism make sense?

Yes, of course.
 CRITERIA D E S C R I P T I O N
Very Good (3) Good (2) Poor (1)
Student was able to Student was able to
convey clear, organized convey clear and
Doesn’t able to convey clear and complete
CONTENT and complete ideas on complete ideas on the
ideas about the topic
the topic. topic but organization
could have been better.
He/she gave a complete He/she gave a limited
and correct answer more answer and the ideas are
CORRECTNESS than what the question not properly organized. The answer was out of the topic.
asked. There is an
organization of thoughts.
 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE

Subject: Discipline and Ideas in the Social Sciences
Teacher: Mr. Dan E. Del Rosario

PRELIMINARY TERM

Name: Gian Paul Bolante Grade & Section: G11-Saint Charles Garnier
Week No.: 6 Date/s: ____________________________

Content Standard The learners demonstrate an understanding of the key concepts and
approaches in the social sciences.
Performance Standard The learners should be able to interpret personal and social experiences
using relevant approaches in the social sciences.
Most Essential Learning Analyze the basic concepts and principles of the major social science
Competencies (MELCs) theories: Structural-functionalism, Marxism, and Symbolic Interactionism.
21st Century Learning Skills Creativity and Critical Thinking, Career Learning, and Collaboration
Core Values Excellence, Social Responsibility, Community Building and Christian
Witnessing

MODULE 6: Dominant Approaches and Ideas Part 1.

Week 6 Learning Targets/ Specific Objectives Remarks Activity
Score
Lesson 1 Define Structural Functionalism.

Lesson 2 Expand the meaning of Social Function.

Lesson 3 Identify the criticisms for structural-functionalism.

Lesson 4 Answer the activity about structural-functionalism.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)

B. Printed:
• Arleigh Ross Dela Cruz, et.al., The Padayon Series Disciplines and Ideas
in the Social Sciences, Phoenix Publishing House
• Gonzales, M.P. ((2016). Discipline and Ideas in the Social Sciances.
Makati City: Diwa Learning Systems Inc.
• Tatel, C. P. (2016). Discipline and Ideas in the Social Sciences. Sampaloc,
Manila: Rex Books Store, Inc.
CONTENT DISCUSSION:

Lesson 1: Define consensus.

Activity: Lesson Pretest

Instruction: What are your ideas about the word “Social Structure”. Write your answers
using the concept map below.

Social structure is an abstract The underlying pattern of social

and intangible phenomenon. relationships that persist over time.

Social structure is a living

Relationships
structure which is created,
Social Structure among individuals
maintained for a time and
are patterned.
changes.

It refers to the way society Status, role, role performance, and social
is organized. interaction explain social structure.

STRUCTURAL FUNCTIONALISM
➢ It is a framework for building a theory that sees a society as a complex system whose
parts work together to promote solidarity and stability.
➢ Developed by Talcott Parsons in the 1930s under the influence of the works of
Max Weber and Emile Durkheim
➢ It emphasizes Social Structure and Social Functions
The consequences of any social pattern
Any relatively stable pattern of social for the operation of society as a whole.
behaviour

Lesson 2: Expand the meaning of social function.

Robert Merton
➢ he 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 and latent functions- the unrecognized and
unintended consequences of any social pattern.
➢ In his classification of social functions, he 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” which refers to any social pattern that may
disrupt the operation of society.
What Causes Social Dysfunction?
➢ It is the lack of consensus among people in a given polity or society about what is
helpful or harmful to society.
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
❖ To maintain the equilibrium of the system, Parsons identified four imperatives for
societies to survive, which he called the AGIL model:
• ADAPTATION: acquiring and mobilizing sufficient resources so that the system
can survive
• GOAL ATTAINMENT: setting and implementing goals
• INTEGRATION: maintaining solidarity or coordination among the subunits of the
system
• LATENCY: creating, preserving, and transmitting the system’s distinctive culture
and values

Lesson 3: Identify the criticisms for structural-functionalism.

CRITICISMS FOR STRUCTURAL-FUNCTIONALISM (Weaknesses of the approach)

A generalized criticism of structural functionalism was aimed at the theory’s lack of
explanation for social conflict or social change in addition to its bias of political
conservatism.
Its emphasis on the general rather than specific, and its non- inclusion of psychology in
the discussion of human behavior came also under attack from social scientists.
They argue that this approach focus on social stability and social order ignore
inequalities of social class, race, and gender which cause tension and conflict in the
society.
Feminists are critical of this approach due to the theory’s gender-blindness to the
historical contributions of women.
This approach is somewhat conservative and less likely to produce cumulative and
generalized knowledge.
In response to these criticisms, some social scientists revert to Structural Functionalism as:

It offers a valid explanation of consensus, which supports the concept of social order.

They developed the social-conflict approach, in the social sciences Marxism is an

example of this approach.

Lesson 4: Answer the activity about structural-functionalism.

Activity: Student Body

Instruction: Think about the Student Council at school. Your task is to identify at least three
manifest and three latent functions of your student government. Once you have identified these
functions, you are required to identify social dysfunctions, anything that you think may disrupt
the organization and processes of your student council. These social dysfunctions may be
independent or dependent on the manifest and latent functions identified.
WORKSHEET 3
Student Body

Manifest Functions of the Latent Functions of the Social Dysfunctions to the

Student Council Student Council Student Council
They are providing young I feel is that The student
people with the power and council is formed just to
right to speak and, reduce the work and lessen
especially, the power, right the load on teachers,
and privilege of being
heard by those in
authority.
They develop leadership They often also help raise
qualities while managing funds for school, wide
other students. activities, including social
events, community project,
helping people in need and
reform.

They are advocating for They help in maintaining

better school spirit. the proper discipline and
Leading by example is decorum of the school.
great because it embodies
positive leadership and
service

Processing Questions Was it difficult to identify functions and dysfunctions of

your Student Council? Why or Why not?
No, it’s not difficult, because our student councils or student
body governments are powerful leadership and learning
opportunities. A council serves as the voice for an entire
student body and actively works with teachers and advisors
to promote a better learning environment.

Based on your answers, do you think that change is needed

in your Student Council? In what aspects and towards what
directions?
No, because I can see their efforts in this pandemic, they are
all responsible like they support the development of life
skills. We have all needed to adapt to new circumstances in
our daily lives because of the COVID-19 outbreak. That
includes everything from commerce to our careers, but
student council still support teens and students in managing
friendships and relationships, problem solving, decision
making, and identifying and managing emotions in this new
paradigm. They promote social connectedness, they
encourage the teens and students to nurture their friendships
and remain in communication with their classmates. Some
avenues for strengthening social connectedness might
include online study groups or online study/accountability
partners.
 Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE

Subject: Discipline and Ideas in the Social Sciences
Teacher: Mr. Dan E. Del Rosario

PRELIMINARY TERM

Name: Gian Paul Bolante Grade & Section: G11-Saint Charles Garnier
Week No.: 7 Date/s: ____________________________

Content Standard The learners demonstrate an understanding of the key concepts and
approaches in the social sciences.
Performance Standard The learners should be able to interpret personal and social
experiences using relevant approaches in the social sciences.
Most Essential Learning Analyze the basic concepts and principles of the major social science
Competencies (MELCs) theories: Structural-functionalism, Marxism, and Symbolic
Interactionism.
21st Century Learning Skills Critical Thinking, Communication, Career learning
Core Values Christian Witnessing, Social Responsibility,

MODULE 7: Dominant Approaches and Ideas Part 1.

Week 7 Learning Targets/ Specific Objectives Remarks Activity
Score
Lesson 1 Describe Karl Marx.
Lesson 2 Discuss Karl Marx Ideas.
Lesson 3 Identify the three broad explanations for the rise of modern
Marxism.
Lesson 4 Write a reflection about wages in the Philippines.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)

A. Printed:
• Arleigh Ross Dela Cruz, et.al., The Padayon Series Disciplines and Ideas
in the Social Sciences, Phoenix Publishing House
• Gonzales, M.P. ((2016). Discipline and Ideas in the Social Sciances.
Makati City: Diwa Learning Systems Inc.
• Tatel, C. P. (2016). Discipline and Ideas in the Social Sciences. Sampaloc,
Manila: Rex Books Store, Inc.
CONTENT DISCUSSION:

Lesson 1: Describe Karl Marx.

Activity: Do you know who Karl Marx was? Identify as many as you can anything that
you can associate with Karl Marx.

Karl Marx (1818-1883) was a

philosopher, author, social
theorist, and an economist.

German philosopher and

revolutionary socialist Karl
Marx published 'The Who is He is famous for his theories
Communist Manifesto' and Karl about capitalism and
'Das Kapital,' anticapitalist Marx? communism.
works that form the basis of
Marxism.

The Columbia History of the

World" called Marx's writings
"one of the most remarkable
and original syntheses in the
history of human intellect."

Lesson 2: Discuss Karl Marx Ideas.

MARXISM
➢ Owes its name and origins to Karl Marx
➢ Is a sociological, political and economic philosophy that is based on the ideas and
theories of Karl Marx

KARL MARX
➢ He was a German philosopher, historian, and economist.
➢ He together with Friedrich Engels co-authored the Communist Manifesto- a seminal
work reflecting Marx’s theory of the state and society.
➢ Central to his thinking is the idea of social conflict, “the struggle between segments of
society over valued
Resources

CLASS CONFLICT OR CLASS STRUGGLE

➢ Refer to the conflict between entire classes over the distribution of a society’s wealth
and power.
➢ Arises from the oppression of the proletariat by the bourgeoisie.
INDUSTRIAL CAPITALISM
➢ The economy being created by the factory owners who are investing for factory
expansion.
2 CLASSES OF INDUSTRIAL CAPITALISM
1. Bourgeoisie – the factory owners and capitalists
2. Proletariat – the industrial workers or laborers.
- People who sell their labor for wages
 The relationships between the two is a form of exploitation because the bourgeoisie gains
profit from the labor and services of the proletariat.
CAPITALISTS
➢ People who own and operate factories and other businesses in pursuit of profits
• According to Marx, the end of capitalism will be prompted by the proletarian
revolution

Wherein the industrial workers would soon rise up to

overthrow capitalism.
CLASS CONSCIOUSNESS
➢ Workers recognition of themselves as a class unified in opposition to capitalists and
ultimately to capitalism itself.
FALSE CLASS CONSCIOUSNESS
➢ A mindset wherein the laborers will going to buy goods to the capitalists using the
wages they received from their employers and the cycle continues.
➢ This mindset allows the rich to further exploit the masses.
➢ To Marx “it is not people who make society unequal, it is the system of the capitalist
production and False Consciousness hurts people by hiding the real cause of their
problems.
ALIENATION – it is the experience of isolation and misery resulting from powerlessness

Marx identified four ways in which capitalism alienates workers:

1. Alienation from the act of working: capitalism denies workers a say in what they
make or how they make it. 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.
3. Alienation from other workers: industrial capitalism creates competition in work
that prevents bonds of community to develop, hence, sets each worker apart from
everyone else.
4. Alienation from human potential: Capitalism prevents workers to develop their
best qualities as human beings
All of these became the foundation of what was referred to as ‘Classical Marxism”.

Classical Marxism
➢ the version of Marxism that was dominant for the first 100 years after Marx’s death
➢ consist of four related ‘isms’ namely: economism, determinism, materialism, and
structuralism.

• Marxism is Economist
➢ because it privileges economic relations
➢ it determines the superstructure
• Marxism is determinist because:
➢ it argues that economic relations determine social and political relations
• Marxism is Materialist because:
➢ it argues that material relations shape ideas and the dominant idea at anytime are
those that forward the interests of the ruling class, that is the owners and
controllers of the means of production
• Marxism is Structuralist because:
➢ it contends that structures, particularly economic structures, determine the actions
of the agents
➢ in this way the state has no choice, it acts as an agent of the ruling class.

MODERN MARXISM
➢ rejects economism; rejects determinancy, emphasizing contingency; rejects
materialism, acknowledging an independent role for 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.
Lesson 3: Identify the three broad explanations for the rise of modern Marxism.

THREE BROAD EXPLANATIONS FOR 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
3. Economic, social, and political changes in the world have stimulated new theoretical
development
ANTONIO GRAMSCI
➢ Has emphasized the role of political or hegemonic struggle, the importance of
ideology, and the significance of agents in overthrowing capitalism.
➢ He believed that “overthrowing the capitalist state depends on a successful hegemonic
struggle
NICOS POULANTZAS
➢ Theorized the relative autonomy of the state
➢ His arguments are “that if the capitalist state was to function successfully as a class
state acting in the long-term interest of the bourgeoisie, then it must retain a degree of
autonomy from the dominant class.
❖ If there is one critique of classical Marxism that significantly contributed to its fall is
its failure to offer a convincing explanation of economic, social and political
developments
CRITICISMS AND LIMITATIONS OF MARXISM
 GENERAL CRITICISM TO Marxist theory is that the ideals of communism- which aim
to establish a society with citizens being treated equally and enjoying a communal
ownership and control of property and resources- do not acquire a revolution to take
place
 Marx’s idea of historical materialism---- a notion which supports that technological
progress in the modes of production results in changes to society– is seen as very
limiting.
Critics argue that societal development takes place not only through material changes but also
through ideas, cultures and other aspects of society.

Lesson 4: Write a reflection about wages in the Philippines.

Activity: Reflection. All About Wages

Instructions: You will be given the chance to share your point of view on Resolved: Should
the Philippine government increase the daily minimum wage in the country? Yes or No.
Justify your answer. With the help of the guide question stated below, write/construct an essay
about it using the space provided below.
GUIDE QUESTION: What do you find as the most convincing reason or explanation why the
Philippine government should or should not raise the daily minimum wage?

In my opinion, yes. Raising the minimum wage means minimum wage workers have
more money to expend which means more money ripples throughout the economy as
minimum wage employees are able to spend more. More opportunity for jobs, ff these
minimum wage employees are spending more, then businesses are earning more and
need to hire more employees to keep up with the increased sales from the minimum
wage employees who are buying more. It reduced Expense for Social Programs,
employees surviving at minimum wage are also often the same people who must rely on
additional support of government run social programs to support themselves and their
families on such a small amount of income. Raising minimum wage means some of
these people would be able to better support themselves without leaning as heavily on
social programs and this would ultimately mean lower taxes or a reallocation of those
funds to support other needs. It decreased Turnover Rate, employees who are making a
higher minimum wage feel more comfortable and satisfied in their minimum wage jobs
meaning they are less likely to quit. This means there would be a lower turnover rate,
which results in fewer expenses to hire and train new employees. The federal minimum
wage needs to be raised in order to account for inflation, which raises every year and
the minimum wage has only been risen three times in the past three decades.
Scoring Rubric for Activity 4
CRITERIA D E S C R I P T I O N
Very Good (3) Good (2) Poor (1)
Student was able to Student was able
convey clear, to convey clear
CONTENT
organized and and complete Doesn’t able to convey clear
complete ideas on ideas on the topic and complete ideas about the
the topic. but organization topic
could have been
better.
He/she gave a He/she gave a
complete and limited answer
correct answer and the ideas are
more than what the not properly
CORRECTNESS The answer was out of the topic.
question asked. organized.
There is an
organization of
thoughts.