Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION VIII
SCHOOLS DIVISION OFFICE OF MAASIN CITY

Teacher: Juneil T. Cortejos Date: 03/06/2023

A Semi-Detailed Demonstration Lesson Plan in

Disciplines and Ideas in the Social Science 11 for Senior High School

I Learning Competency:
Writing and Composition:

1. Analyze the basic concepts and principles of the major social science theories:
a. Structural-functionalism
b. Marxism
c. Symbolic Interactionism
II Instructional Objectives:
At the end of the lesson, I can:
1. Define the different concepts and principles of the three major social science theories;
2. Apply those concepts into a real-life situation and concerns by showing their skills; and
3. Analyze the basic concepts and principles of the major social science theories.

III Subject Matter:

Topic: The Major Social Science Theories

References:

MODULE
Disciplines and Ideas in the Social Science Q1-Module 4

Materials: Laptop, Projector, printed papers

IV Developmental Processes:
A. Activity:
1. The teacher will give an activity.
Direction: Choose three (3) disciplines of social sciences and cite the major events that occurred in
social sciences and its contributions that led to its emergence. Use a separate paper for your answer.
 1. The teacher will ask about the activity.

B. Analysis:
1. Do you know what are the different concepts and principles of the three major social
science theories?
2. How can you apply those concepts into a real-life situation and concerns by showing their
skills?
3. Can you analyze the basic concepts and principles of the major social science theories?
C. Abstraction:
1. The teacher will discuss about “The Major Social Science Theories”
Functionalism

According to Vincent, 2001, Functionalism, also called structuralfunctional theory, sees society as
a structure with interrelated parts designed to meet the biological and social needs of the individuals in that
society.

Functionalist sociologists like Parsons and Durkheim have been concerned with the search for
functions that institutions may have in society.

However, another functionalist sociologist R. Merton has adopted a concept of dysfunction – this
refers to the effects of any institution which detracts from the conservation of society.

An example of a function which helps maintain society is that of the family, its function is to ensure
the continuity of society by reproducing and socializing new members.

Another institution which performs an important function is religion functionalist sociologists

believe that it helps achieve social solidarity and shared norms and values, however it could be argued that it
fails to do this as a
result of increasing secularization in recent years and therefore it creates a divide between members of
society rather than binding them together (moral glue).
Marxism
According to Quexbook, 2018, Marxism is a social, political, and economic philosophy
named after Karl Marx, which examines the effect of capitalism on labor, productivity, and
economic development and argues for a worker revolution to overturn capitalism in favor of
communism.
Marxism posits that the struggle between social classes, specifically between the bourgeoisie,
or capitalists, and the proletariat, or workers, defines economic relations in a capitalist economy and
will inevitably lead to revolutionary communism.
Concepts of Marxism
Certain concepts are key to an understanding of Marxism, a political theory that has shaped
world politics for over 150 years. Key Marxist concepts are diametrically the opposite to capitalism,
and some believe have created a mentality of a society that is very much a ‘them and us’ one.
Marxism believes that capitalism can only thrive on the exploitation of the working class.
Marxism believes that there was a real contradiction between human nature and the way that
we must work in a capitalist society.
Marxism has a dialectic approach to life in that everything has two sides.
Marxism believes that capitalism is not only an economic system but is also a political
system.
The profit difference between what goods are sold for and what they actually cost to make;
Marxism refers to as a “surplus profit”.
Marxism believes that economic conflict produces class (rich, middle and poor) and
inherently class produces conflict.
A Marxist analysis called ‘Polarisation of the Classes’ describes the historical process of the
class structure becoming increasingly polarised – pushed to two ends with noting in the middle. It
says that soon classes will disappear and be absorbed either into the bourgeoisie or the proletariat.
Capitalism largely shapes the educational system; without the education system the economy
would become a massive failure as without education we are without jobs and employment which is
what keeps society moving.
Education helps to maintain the bourgeoisie and the proletariat so that there can workers
producing goods and services and others benefiting from it. Schools transmit an ideology which
states that capitalism is just and reasonable. Ruling class project their view of the world which
becomes the consensus view (hegemony).
Marxists believe that a key part in the control of the Proletariat is the use of alienation in all
aspects of society, including the family, the education system and the media. This provides the
Bourgeoisie with a supple mass of workers who do not mind working for the external rewards of a
constant wage.

Marxists believe that deviance is any behavior that differs from the societal norm. It is seen
as deviant because as a society, we do not accept it.

Deviance can vary from simply odd behavior to behavior that can harm society or is
considered dangerous or disrespectful.

Neo-Marxism is based on ideas initially projected by Karl Marx. Marx believed that
economic power led to political power and that this is the key to understanding societies.
 Neo-Marxists believe the economic system creates a wealthy class of owners and a poor class
of workers. They also believe that certain social institutions such as churches, prisons and schools
have been created to maintain the division between the powerful and the powerless.

Symbolic Interactionism

According to Quex book, 2018, The symbolic interaction perspective, also called symbolic
interactionism, is a major framework of the sociological theory.
This perspective relies on the symbolic meaning that people develop and build upon in the
process of social interaction. Although symbolic interactionism traces its origins to Max Weber's
assertion that individuals act according to their interpretation of the meaning of their world.
A social psychological theory developed from the work of Charles Horton Cooley and
George Herbert Mead in the early part of the twentieth century (the actual name of the theory comes
from Herbert Blumer, one of Mead’s students).
According to this theory, people inhabit a world that is in large part socially construct.

Concepts of Symbolic Interactionism

The most important conceptual building block on which symbolic interactionists have based their analysis of
human conduct is the concept of the symbol, or, as Mead called it, the significant symbol.

Symbol is a vocal or other kind of gesture that has the same meaning and solicits the same reaction
between the one using it and to whom it is directed.

Conventional Signs anything associated with some other thing or event, but it is produced and
controlled by the very organisms that have learned to respond to it.

Natural Signs are those that show appropriateness with its use, that is, the sign is in its literal form.
Object is anything to which attention can be paid and towards which action can be directed.
Tangible anything that can be seen by the naked eye and can be touched (physical).
Intangible not having a physical appearance; cannot be touched or seen by the naked eye (social).
An act starts with an impulse, which occurs when people’s existing adjustment or line of activity is
disturbed.
In perception, people begin to name or designate objects. Thus, gives direction to an act.
In the manipulation stage, people take concrete steps to reach our goal.
Finally, the act ends with consummation when people’s original adjustment or line of activity is
restored.

Principles of the Three Major Social Science Theories

Table 2: Principles of Structural – Functionalism (Trueman, 2015)
D. Application

Word Hunt!

Direction: Interpret the cartoon below showing what happened to the Philippines and how its
society was affected by the pandemic.
V. Evaluation:

1. The teacher presents 5 questions in the screen.

Instructions: Answer each question.

1. Who viewed the structure of society in relation to its major classes and the struggle between them as
the engine of change in this structure?

2. __________ begins analytically with a conception of the social space as a field of meanings, values,
norms, statuses, and class; where status has the joint meaning of formal positions (as in authoritative
roles) and the informal statuses of wealth, power, and prestige.

3. It is a vocal or other kind of gesture that has the same meaning and solicits the same reaction
between the one using it and to whom it is directed.

4. This is a criteria to which any collectively of human grouping with a similar relationship would make
a category not a class; if subjective criteria are not included.

5. A __________ sign or symbol is anything associated with some other thing or event, but it is
produced and controlled by the very organisms that have learned to respond to it.

1. The teacher checks their answers after.

VI Assignment:
Direction: Make a poster with the theme “Marxism in Today’s Society” and explain your work. Use a
separate bond paper.

Prepared by: Checked by:

JUNEIL T. CORTEJOS EDGARDO A. BONAOY

Special Science Teacher I Master Teacher I

Submitted to:

JENNIFER C. VERGEL,EdD.
School Head