11 SENIOR HIGH SCHOOL

Trends, Networks, and Critical

Thinking in the 21st Century
Quarter 4 – Module 7:
Shaping the Mind through Social
Relationships
Trends, Networks, and Critical Thinking in the 21st Century– Grade 11
Alternative Delivery Mode
Quarter 4 – Module 7: Shaping the Mind through Social Relationships
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis - Briones
Undersecretary: Diosdado M. San Antonio

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Writer: Angelyn M. Silao
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 What I Need to Know

This Learning Module is an alternative instructional design that uses

developed instructional materials which are based on the needs of the
students. They are encouraged to independently work on the different
activities which will develop them holistically.

This course presents some relevant information about social

relationships which are essential in understanding other people and the entire
community. By studying this module, you will realize that socialization
shapes and guides the mind and behavior of a person according to his or her
family and society’s norms.
Happy learning!

Content Standard
The learner understands the parallelism between neural and social
networks.

Performance Standard

The learner creates a social map that traces the various roles that
students play in the community (family members, community leader, etc.) and
rank the significance of the roles played within the community.

Most Essential Learning Competencies

• Demonstrate how thinking processes are shaped by social relationships
(HUMSS_MCT12-IIg-i-5)

• Identify the significant social roles students play within the community
by creating a social map of their relationships (HUMSS_MCT12-IIg-i-6)

At the end of the module, the learner is expected to:

1. Analyze how social relationships shape the thinking process;
2. Design a creative presentation on how thinking processes are shaped
by social relationships; and
3.Appreciate thinking processes as tools in building strong
relationships in the 21st century society.

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 What I Know

Directions: Match column A with the correct answers in column B. Write

the letter of the correct answer in your notebook.

Column A Column B
_____1. An arrangement having a set of actors A. Social
such as individuals or organizations and a Interaction
set of dyadic ties among actors.

_____2. Deals with whom people know (who are B. Thinking

attending events and gatherings together, Process
and who influences whom)

_____3. Shapes and guides the mind and behavior C. Community

of a person according to his or her family
and societies norms.

_____4. Is a biological neural network D. Relationship

_____5. The part people play as members of E. Social map
a social group.

_____6. It can also be associated with the person’s F. Neurons

occupation or profession.

_____7. Maybe shaped by external forces and G. Neural

relationships but it has an innate power or Network
capacity to thing on its own.

_____8. The way in which one acts or conducts H. Social

oneself, especially toward others. Network
_____9. It promotes the perspective that people act I. Socialization
toward things based on the meaning those
things have for them.

_____10. It is an exchange between two or more J. Brain

individuals and is a building block of
society.

_____11. It is the process of using your mind to K. Symbolic

consider something carefully. Interaction

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_____12. They may work together to organize L. Behavior
social life within a particular place, or
they may be bound by a sense of
belonging sustained across time and
space.
______13. It is the way in which two or more M. Mind
concepts, objects, or people are
connected, or the state of being
connected.
_____14. It is an option to identify households N. Multiple
based on predefined ... there is a clear Roles
cluster of scores in order to define your
target group.
_____15. It is the messenger of information from O. Social Role
different parts of the body and external
stimuli to the brain and vice versa.

What’s In

Directions: Using your understanding on socialization, answer and

accomplish the following items on your activity notebook.

1. Briefly discuss the different roles that you perform on the following:
a) family
b) school
c) barangay / community

2. Get a news clip about the brain functions according to Stephen Hawking.

Note: The same rubrics for “What’s New” will apply in this activity.

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 What’s New

Activity 1
Read and analyze the following situations and briefly answer the
question that follows. Write your answer in your notebook.
1. Daniel has shown musical inclination since childhood. Composing songs
was an easy thing for him. He could notice right away if someone is out of
tune. He already loved to swing his hands holding a stick, like a conductor.
He dreamt of becoming a choir director someday. But when he was in grade
9, his parents and an economist uncle convinced him to take up Economics
for a better chance of employment after graduation. He chose the
Accountancy and Business Management strand in senior high school and
eventually took up economics in a university. He was convinced that being
an economist would be a more lucrative career than being a musician.
While studying, he did not forget his passion for music. Composing and
playing the piano were his forms of relaxation.

After four years, Daniel graduated with an economics degree to the

delight of his parents. He also felt proud of himself for finishing something
not close to his heart. Soon after, he landed a good-paying job at a
company. But he could not feel satisfaction in his work after working for
two years. He confided this to his office manager, thinking his problem was
work-related. He later revealed his passion for music and was advised to
enroll in a music school as a second course. He continued working while
studying. Soon, he had to choose being a full-time musician working in the
entertainment industry, producing and composing songs. Sometimes he
teaches music theories in school. Never did Daniel feel so fulfilled in life.
(Adapted from Urgel, 2017)

If you were Daniel, will you do the same decision he made? How
important is our relationship with other people?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Carlo and his family lived in a depressed area. He was the third of five
siblings. His father did not have a permanent job and his mother accepted
laundry services. His eldest brother, a high school graduate, worked in a
construction site. At 18, Carlo was still in high school. Carlo preferred to be
out with his barkada than finish his studies. He did not develop a close
relationship with his family. Financial difficulties led Carlo to work as part-

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time pusher and occasional user. Almost all of his barkada were also into
drug pushing.

One night, the police apprehended Carlo and Aga, one of his friends, for
illegal drug possession. They were brought to a minimum-security area and
were required to do work such as cleaning comfort rooms, scrubbing the
pavement, and pulling the grass in the prison yard. There were also days for
planting vegetables in the prison’s garden.
Carlo and Aga wondered why the “old” inmates were good to them.
There were prayer meetings held in the prison by various religious groups
every week. Carlo and Aga were told they can attend one. One day, Aga
persuaded Carlo to attend a prayer meeting. Carlo enjoyed listening to the
choir and got interested with the cajon instrument. He also became attentive
to the spiritual talks given by the leader of the group, called kuya. He came
to understand attitudinal transformation of the self, the importance of good
family relationships, establishing and maintaining smooth relationships with
others, anger management, developing a positive outlook, and more. Not long
after, Carlo joined the choir as a cajon player and Aga also joined as a singer.
Carlo was seldom visited by his family while Aga’s parents and two
sisters frequently came to visit him. In one-on-one dialogue sessions, Carlo
revealed that he would rather stay in prison than to go back to his residence.
He expressed fear of returning to his old self and illegal livelihood due to the
bad influences that might still surround him. On the other hand, Aga
expressed his desire to go home and be with his family. He promised to listen
more to his family than to his barkada when released from prison. (Adapted
from Urgel, 2017)
Is having a poor family a reason for you to abandon them and be with
your influential friends? If you were Carlo, what are you going to do?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 RUBRIC in Essay Output

Intended Learning Outcome: Analyze how social relationships shaped the

thinking process.
Above Meets Approaching Below

Expectations Expectations Expectations Expectations

4 3 2 1

Reflective The reflection The reflection The reflection The reflection

explains the explains the attempts to does not
Thinking student’s own student’s demonstrate address the
thinking and thinking thinking about student’s
learning about his/her learning but is thinking
processes, as own learning vague and/or and/or
well as processes. unclear about learning
implications for the personal
future learning. learning
process.
Analysis The reflection The reflection The reflection The reflection
is in-depth is an analysis attempts to does not
analysis of the of the learning analyze the move
learning experience learning beyond a
experiences, the and the value experience but descriptive of
value of the of the derived the value the learning
derived learning learning to self of the learning experience.
to self or others, or others to the student
and theenhance- or others is
ment of the vague and/or
student’s unclear.
appreciation
for the discipline
Making The reflection The reflection The reflection The reflection
Connections articulates articulates attempts to does not
multiple connections articulates articulate any
connections between this connections connection to
between this learning between this other
learning experience learning learning or
experience and and content experience experiences
content from other and content
from other courses, past from other
courses, past learning courses, past
learning, life experiences, learning
experiences and/or future experiences, or
and/or goal personal goals,
future goals. but the
connection is
vague and/or
unclear.

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 What is It

Lesson
Shaping the mind through
1 Social Relationships
Your mind, which is part of the person’s self, is shaped and influenced
by the relationships that the person has with other people. Your thinking is
affected by the ideas, beliefs, pieces of advice, and actions of your parents,
teachers, friends, and relatives. In other words, the mind passes through a
variety of social networks as it matures.

Social relationships do affect or influence every individual thinking

process. As we interact with every individual around us, we use our thinking
skills on how we are going to be able to socialize and fit with their different
characteristics and deal with their different attitudes (Shinize,2018). We
individually undergo a process of thinking first as we socialize and interact
with other people around us.
In sociology, the process of shaping and influencing the mind and
behavior of a person by way of orientation to the norms and values of society
is called socialization. Socialization, which starts from early childhood, is an
unending process wherein an individual creates a personal identity as he or
she learns the norms, behavior, values, and social skills based on his or her
social position. The parents are the first social actors to socialize with in the
family. The child is oriented on family values, customs, appropriate behavior,
dos and don’ts, and kinship relations. As a person grows older, he or she
learns about responsibilities, how to behave in certain situations, and has to
follow norms through interactions in the community and society. (Urgel,2017)

Socialization implies social relationship. Therefore, relationship does

what socialization impacts on the mind and the person.
According to Urgel (2017), a person is a social actor. He possesses
physical, spiritual, and mental faculties which are utilized in dealing with the
self, other people, and the surroundings.

Below are some recognized personalities having physical disabilities

thus, could relate well with society:

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 Stephen Hawking – A theoretical
physicist who has a degenerative
neuromuscular disease which has
paralyzed him personally. However,
he has been celebrated on his theory
on black holes based on general
relativity and quantum mechanics.
He has been using a computer-based
communication system which allows
him to use a screen keyboard
https://tinyurl.com/5ezp8vmp through movements in his cheek. He
can “speak” sentences through a
speech synthesizer. With this assisting computer, he can write lectures and
even deliver them. Hawking has been an influence and an inspiration to many
by expanding the horizon of knowledge despite his physical disabilities.

Apolinario Mabini – A political leader who

used his brilliance and wisdom to guide the
government by giving advice to President
Emilio Aguinaldo and writing the
constitutional program of the early
republic. His great personal achievements
transcended his physical disability.

https://tinyurl.com/4w3p8hpd

Significant Social Roles

Students: Wearing Varying Hats in the Community

There are multiple roles that a person can play in the community:
as a child, a brother or sister, a friend or foe, a leader, a security officer,
a fireman, a nurse, a painter, an educator, a priest, a vendor, a street
sweeper, an accountant, a baker, and a student, among others. Each
role has corresponding functions performed in appropriate situations.
These functions are dictated by norms which vary according to the
community and practitioners. The efficient performance of these roles
and functions can pave the path for a person’s recognition and
appreciation by the community. The recognized person is also
considered worthy of emulation by the youth and adults alike in the
community.

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In School
They perform the functions of learners: studying lessons and coming to
school prepared; reviewing for examinations, participating in class
discussions; joining school organizations to hone their talents and interests;
running as an officer of school councils, organizations, clubs, and guilds;
getting involved in intra school and interschool competitions; and engaging in
extracurricular activities. The school is a venue for training the students
physically, mentally, attitudinally, emotionally and in some cases, spiritually.
The students are being prepared to facing life’s challenges, to make decisions,
and to choose the better options.
In the Family
The home or family is the first social agency with which the child comes
into contact. Interactions with other members of the family, parents, siblings
and others, have a lasting influence on the personality of the child and his
social behavior.
In the family, the student plays the roles of an elder brother or sister, a
house helper, a babysitter, or an animal keeper. Usually, the student helps in
looking after the younger siblings, prepare food, clean the house and
accompany the younger siblings. The role of the family, particularly the
parents, in shaping the social behavioral pattern of the child was highlighted
for the first time by Freud.
Using the formulations of psychoanalytic theory, Freud attempted to
explain the impact of parental behavior, parental attitudes and early
childhood experiences on the development of the personality and social
behavior of the child. “The family is the society in miniature”, observed Freud.
The above statement highlights the crucial role of the family in the
socialization process.
Studies on normal children, by Sears, Baldwin and others, have brought
out evidence to show that extreme shades of child rearing attitudes and
practices on the part of the parents have a definite influence in shaping the
social behavior of children. Some of the behavioral patterns which have been
investigated in this direction are authoritarianism, aggressiveness and
dependency.
https://www.psychologydiscussion.net/behaviour/top-6-agencies-of-socialization-
behaviorpsychology/2861

Outside of the Home

Apart from one’s own parents, adults in the neighborhood also exert an
influence in the shaping of the social behavior of the growing children.
Students can also perform many roles and functions as they relate and
interact with other people, units and organizations. They can serve as

9
volunteers in feeding program, reforestation project, or anti-child labor
movement.
Another role that students can perform is being a member of
Sangguniang Kabataan (SK). The SK intends to train the youth for public
service, particularly in governance.

Simultaneous membership in various groups or communities

• Member of the learning community
• Cyberspace community
• Spiritual community
• Recreational community
• Health community
• Work community
• Disability community
• Volunteer community

Hierarchy of Roles in the Community

A role is a window to a person’s personality and behavior, and it
indicates what people can expect from him or her. How a person performs the
functions corresponding to his or her will show if the person is responsible,
trustworthy, efficient, negligent, or unreliable. Roles also indicate how others
should relate with one another.
Adam Kmiec (2013) identifies five types of roles that a community
should have in order to attain success in its existence.
1. The host is someone who entertains the guests, organizes an event,
maintains peace and order, sets some rules and enforces them, pulling
some people out when called for.

Examples: Community leaders or those occupying such as statuses as

mayor, barangay chairman, school principal, company head and
administrator and police chief, to name a few.

2. The facilitator is focused on carrying out enjoyable and pleasant

conversation with guests, encouraging people to meet and mingle with one
another and introducing guests to each other.

Examples: media practitioners who work in newspapers, magazines,

radio, and television. They occupy such positions as editor, writer,
broadcaster and newscaster.

3. The popular one is rather self-centered but has the ability to make people
gravitate toward him or her and to attract people’s attention.

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 Examples: top community leaders, political kingmakers (also called political
godfathers, big business people, top entertainers and show business talents,
and leading society personalities belong to this category).

4. The instigator makes community life more interesting by airing criticisms,

writing negative comments, and starting controversies. The instigator serves
as the devil’s advocate mostly for entertainment.

Examples: Opinion writers, critics, and columnists.

5. The voyeur lends support to the host through his or her mere physical
presence.

Examples: community folks, the followers, supporters, and the public who
attend every event organized by the host belong to this category.

Ranking the Roles

The various roles are ranked in the order of prestige, value, and
importance accorded by the community. Prestige is the respect and
admiration that an occupation or role holds in a community.

The social role valorization (SRV) accords valued roles for all members
of the community. A community gives its members a sense of purpose and a
feeling of belongingness. They tend to stay inactive and eventually fall out.
This is where SRV plays a crucial role. Giving valued roles to all members
motivates them to get involved actively in community activities, realize the
importance of their participation, and relate with each other more frequently.
It appears that SRV is more important in a community of interests for its
maintenance and survival than in a geographic community, which can exist
almost forever until a political decision declares otherwise.

In both geographic community and community of interests, the social

roles of persons are ranked in the order of importance accorded by the
community.

Highest rank Leaders, decision makers, influential personalities

High rank Educators, police and other peace order keepers, big
business people and employers, religious leaders,
lawyers, judges, medical doctors
Low rank Construction workers, maintenance crew, sales and
office clerks, auto mechanics
Lower rank Street vendors, garbage collectors, street sweepers
Lowest rank Beggars, criminals, street hawkers, addicts

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 In the Philippines, the ranking of occupations is made according to
popularity. The popularity is based on two views – the view of the worker and
the view of the employer. There may be no claim that these jobs were seen as
prestigious, but their popularity can be considered as a stamp of prestige or
of being the most desired occupations.

Below are the top 10 job vacancies in Metro Manila as identified by the
Department of Labor and Employment in the year 2011.
1.call center agents
2.sales representatives
3.computer professionals
4.clerks (accounting, bookkeeping, etc.)
5.shop salespersons
6.protective services workers
7.engineers
8.cashiers and ticket clerks
9.accountants and auditors
10.debt collectors

What about the students?

The rank given to their role depends on the aspect being looked at. They
are perceived as the hope of the community for a better and brighter future,
thereby encouraging the parents, an adult community, and the government
to provide them all the support they could.

Below are the ranking compiled by the Commission on Higher

Education (CHED) in terms of the number of graduates in academic year 2014
-2015, and the number of enrolment in academic year 2015-2016 both in
universities and colleges:

Rank Higher Education Graduates Higher Education Enrolment

by Discipline Group by Discipline Group
(2014-2015) (2015-2016)
1 Business Business
2 Education Education
3 Information Technology Engineering and Technology
4 Engineering and Technology Information Technology
5 Medical and Allied Disciplines Other Disciplines
6 Other Disciplines Medical and Allied Disciplines
7 Maritime Maritime
8 Social and Behavioral Sciences Fisheries, Veterinary Medicine,
Agricultural, Forestry
9 Fisheries, Veterinary Medicine, Social and Behavioral Sciences
Agricultural, Forestry
10 Service trades Service trades
11 Mass Communication Humanities
12 Humanities Architecture

12
 13 Natural Science Natural Science
14 Architecture Mass Communication
15 Law and Jurisprudence Fine and Applied Arts
16 Mathematics Law and Jurisprudence
17 Religion and Theology Mathematics
18 General Religion and Theology
19 Fine and Applied Arts General
20 Home Economics Home Economics
21 Trade, Crafts, and Industry Trade, Crafts, and Industry

Sources:
http://www.ched.gov.ph/central/page/higher-education-graduates-by-discipline-group-ay-2014-15
http://www.ched.gov.ph/central/page/higher-education-enrollment-by-discipline-group-ay-2015-16

These degree courses may indicate the kind of jobs that are popular to
students once they join the country’s labor force. There is no guarantee,
however, that these equate to available jobs by the time the students
graduate. Demands in the job market change from time to time.

What’s More

Modified True or False. Write T if the statement is true. If the statement is

false, write F and change the word that made the statement erroneous.
Answer this on your activity notebook.

_____1. A person considered as host in one occasion maybe a voyeur in

another event, and may take on some roles in other situations.

_____2. Changing the role of a person most likely changes the manner of
treatment by other people and their expectations from the person.

_____3. The role or the position itself commands respect and admiration
regardless of the occupant or player.

_____4. The oppositionists belong under instigator.

_____5. The facilitator is confused for the host as he or she wants everybody
to enjoy the occasion.

_____ 6. The popular one makes the community alive and exciting.

_____ 7. The social role valorization (SRV) accords valued roles for selected
members of the community.

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_____ 8. The various roles are ranked in the order of prestige, value and
importance instructed by the community.

_____ 9. The popular is someone that everyone knows and can trust.

_____10. The facilitator is someone who entertains the guests.

What I Have Learned

Write your personal insights of what you have learned from the lesson on
your activity notebook.
1. I have learned that _________________________________________.

2. I have realized that _________________________________________.

3. I will apply _________________________________________________.

14
 What I Can Do

Direction: Identify the people you interact with and the various groups you
are involved in (family, religious affiliation, musical band, school
organizations etc.) and your position in each group. Also enumerate your
functions in each position. From these, draw a social map of your
relationships. (Use 1/8 illustration board)

RUBRIC in Creating a Map of Relationships

(Refer to What I Can Do Activity)
Intended Learning Outcome: Identify the people you are involved in and
create a map of your relationships.
Direction: Make sure to follow the criteria to earn high points in your
output.
Excellent Very Good Needs Total
CRITERIA Good Improvement
4 3 2 1

Creativity
Has neatness,
graphics, and ease
of layout.
Organization

Provides
sequencing,
categorization,
connection, correct
grammar and
spelling)
Overall quality
presentation

Content accuracy

Total …………………………………………………………………………… _______

15
 Assessment

A. Directions: Identify what is being asked in each item. Choose your

answer from the box below. Write your answer on your activity
notebook.

Socialization role prestige

Human mind occupations rank

_________ 1. Commands respect and admiration regardless of the occupant or

player.
_________ 2. These are perceived as highly important and valued in the
community.
_________ 3. A position involves dealing with important people and making
important decisions.
_________ 4. Maybe shaped by external forces and relationships.
_________ 5. It is learning to behave in which society accepts.

B. Enumeration (In any order)

6- 8 Enumerate the reasons why SRV plays a crucial role in the

community
9 – 10 List down the two ranking of occupations according to popularity

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 Additional Activities
Directions: Supply the missing letters in the following roles or occupations.
Identify which of the following listed roles you can play. Then, design a
creative presentation in a form of a video with whom you relate and the role
you play in such a relationship.
1. ____ ____ U____ A T ____ ____S - who molds the minds of the youth

2. P ____ ____ S I ____ ____ ____ N - gives healing and comfort to the sick.
3. ____ ____ L ____ C _____ - order keepers
4. V _____ L U _____ _____ E ____ R - works without compensation
5. ____ ____ D___ G ____ S - who interpret the laws in the community

RUBRIC in Designing a Creative Presentation

(Refer to Additional Activities)

Intended Learning Outcome: Design a creative presentation on how

thinking processes are shaped by social relationships.
Direction: Make sure to follow the criteria to earn high points in your video
presentation.
4 3 2 1 Total
CRITERIA
Convincing Competent Adequate Limited
Presentation communication communication communication communication
of character’s of character’s of character’s of character’s
feelings, feelings, feelings, feelings,
situation and situations and situation and situation and
motives. motives. motives. motives.
Achievement Purpose is Purpose is Purpose is Purpose is
of clearly clearly established but vaguely
Purpose established established and may not be established
and generally sustained. and
effectively sustained. may not be
sustained. sustained.
Language use Impressive Good variety of Satisfactory Limited variety
(voice, variety of non- non-verbal cues variety of non- of non-verbal
gestures, eye verbal cues are used in a verbal cues used cues are used
contact, are used in an competent way. in an acceptable in a developing
props, exemplary way. way. way.
costumes)

Imagination Choices Choices Choices Choices

and demonstrate demonstrate demonstrate demonstrate
Creativity insight and thoughtfulness awareness and little
powerfully and completely developing awareness and
enhance role enhance role acceptably do
play. play. enhance role little to
play. enhance
role play.

17
 GLOSSARY

Human mind – has an innate power or capability to think on its own

Socialization – shapes and guides the mind and behavior of a person
according to his or her family’s and society’s norms.
Social relationships – interactions between two or more people, groups or
organizations.
Thinking – it makes use of symbols, percept, images either sensory or verbal,
and concepts
Role – a window to a person’s personality and how others relates with the
person
Multiple roles – a person may have two or more roles in the community
Prestige – respect and admiration that an occupation or role holds in a
community
Social role valorization (SRV) – valued roles for all members of the community.
Social roles – our responsibilities, expectations and behaviors we adopt in the
community.
Hierarchy of roles – order/ sequence of roles played in the community.
Rank – is associated with the role on the aspect being looked at.

18
Answer Key

19
 20
Assessment
A.
1. role
2. occupations
3. prestige
4. Human mind
5. Socialization
B. Enumeration ( In any order
6. gives its member a sense of
purpose.
7. a feeling of belonging
8. they tend to stay inactive and
eventually fall out
9 – 10 the view of the worker and
the view of the employer
Additional Activities
1. educators
2. physician
3. police
4. Volunteer
5. judges
What I Know
1. G What’s New
2. H Answers may vary
3. I
4. J
5. O
6. N What's More
7. M 1. T
8. L 2. T
9. K 3. T
10. A 4. T
11. C 5. T
12. B 6. T
13. E 7. F , ALL
14. D 8. T
15. F 9. F, HOST
10. F, HOST
What’s In
Answers may vary
 References

BOOKS

Mangiduyos, Gladys P. Trends, Networks and Critical Thinking in the 21st

Century 2017

Urgel, Elizabeth T. Trends, Networks, and Critical Thinking in the 21st

Century Culture 2017

Vibal Group Inc. et.al., Trends, Networks, and Critical Thinking 2018

TEACHERS GUIDE

Most Essential Learning Competencies

Gasiong, Avelio Jr., T. et.al, Learning Package Trends, Networks, and

Critical Thinking

INTERNET SOURCES

https://www.psychologydiscussion.net/behaviour/top-6-agencies-of-
socialization-behaviorpsychology/2861
http://www.ched.gov.ph/central/page/higher-education-graduates-by-
discipline-group-ay-2014-15

http://www.ched.gov.ph/central/page/higher-education-enrollment-by-
discipline-group-ay-2015-16
https://www.psychologydiscussion.net/thinking/thinking-nature-tools-
and-processes-psychology/1661
http://mocareered.org/common-core/doc/513902/rubric-roleplay.pdf

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