Understanding Culture, Society, and Politics– Grade 11 Self – Learning Module

Quarter 2 – Module on Social Desirables

First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Ma. Kathleen S. Adona
Editor: Gerolyn A. Postrano
Reviewers: Bernard Balitao and Lazaro P. Torres Jr.
Illustrator: Crisanter N. Mendoza
Layout Artist: Rhea L. Labesores
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMDS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by:

Department of Education – Schools Division of Pasig City
Understanding Culture
Society and Politics 11
Quarter 2
Self-Learning Module
Social
Desirables
Introductory Message

For the Facilitator:

Welcome to Understanding Culture, Society and Politics, Grade 11 Self-

Learning Module on Social Desirables

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to Understanding Culture, Society, and Politics Self-Learning

Module on Social Desirables

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

In this lesson, the students are expected to:

1. Identify the causes of social stratification.
2. Share the considerations affecting global stratification.
3. Construct realization to actual life experiences.

PRETEST

CAN YOU SPOT THE ERROR?

Direction: Choose which underlined portion has an error. Encircle it and be able to
rewrite the statement with the correct concept. If the statement is correct, encircle
NO ERROR.
1. The power, privilege, prestige, and wealth are the social desirables that
resolved the social standing of an individual. NO ERROR

2. Gender pertains to biological traits. NO ERROR

3. The First World is the core of the world economy. NO ERROR

4. According to Arlie Hochschild’s “second shift”, women come home from work
with more household chores than men who spend their time in leisure.
NO ERROR

5. There is social discrimination among the ethnic groups because people see
ethnicities based on the unobservable physical and biological traits,
appearances, structural of bodies, and cultural differences. NO ERROR
 RECAP
MODIFIED ANALOGY
Directions: The analogies below are word problems that consist of two-word pairs.
Look at the given clues and decide how the two words relate to each other.

1. Class system : _____________________ :: _____________________ : ascribed status

2. _____________________ : social rewards :: Social Conflict : _____________________
3. _____________________ : actual behavior :: Social Class : _____________________
4. Human difference : _____________________ :: _____________________ : education
5. _____________________ : mixed system of stratification :: ___________________ :
individual talents and achievements

LESSON

SOCIAL DESIRABLES

Have you watched the popular

movie “Titanic”? How well do you
remember the movie? How can you relate
that movie to the causes of stratification?

_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________ Image 1 Source: Guff, 2017
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

Well, if you’ve answered statuses, classes, power, and wealth, you are on the
right track.

Social stratification is driven by the privilege, status or prestige, and wealth.

While political stratification involves power, authority, and influence. These are the
social desirables that would determine an individual’s standing in society.

Are your answers the same as above? Stay for more ideas as we dig more and
highlight ideas of social stratification.
Fig. 1 Mind Map of Social Desirables (Created by Ma. Kathleen S. Adona, Social Stratification,
September 25, 2020, Coggle, Pasig City, Philippines,
https://coggle.it/diagram/X29Sr3iILDdJ9n5f/t/causes-of-stratification).

Social Inequality

Social inequality is the circumstances of unequal access to resources and

privileges (Arcinas 2016).

1. Power
This refers to the ability to influence other people. If someone has power, he
or she can get what he or she wants despite the unwillingness of the others.

2. Prestige
This refers to the individual’s position in society. He or she can use his or her
status to have more opportunities.

3. Wealth
This refers to the number of resources and assets that an individual has.

Global Inequality
Describe the given pictures. What comes to your mind when you see these
pictures? How well do you know the history of the two Koreas?

Image 2 Source: Erick Tseng, “Statues of North Korea’s Leader”, 2015”, Huffpost,
https://www.huffpost.com/entry/8-days-in-north-korea_b_8473368
Image 3 Source: Korea Tourism Organization, “Lotte World”, Visit Korea,
https://english.visitkorea.or.kr/enu/ATR/SI_EN_3_1_1_1.jsp?cid=2003918
How do you categorize them?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

The terms First World Countries, Second World Countries, and Third World
Countries are outdated. It was used during the Cold War. The First World attributed
to western capitalists, these countries are known as rich and industrialized. The
Second World is the Soviet Union. And the remaining countries belonged to the Third
World as poor countries (Crash Course, 2017).

Nowadays, there are new classifications on how to describe the economic

performance and standard of living of people around the globe. The basis is their GNI
or Gross National Income. It is a measurement of a country's income. It includes all
the income earned by a country's residents, businesses, and earnings from foreign
sources (The Balance 2020).

The World Bank classifies the world’s economies into four income groups
(World Bank 2019):

1. High Income Economies

Their Gross National Income (GNI) is $12,536 per year. This includes eighty-
three (83) countries like Chile, Germany, Japan, South Korea, Saudi Arabia,
Singapore, the United Kingdom, the United States of America, and more. The
standards of living are higher. They are highly urbanized. Eighty-one percent (81%)
of their population are living and earning in the cities (Sweeney 2017).

2. Upper-Middle Income Economies

Their Gross National Income (GNI) is around $4,046 to $12,535 per year. Fifty-
six (56) countries including Argentina, China, Mexico, Thailand, and more are part
of this category. They are described as the advancing economies and manufacturing
high-tech markets. They are also heavily urbanized. They have access to public
infrastructure like education and health. Most citizens are experiencing a
comfortable standard of living.

3. Lower-Middle Income Economies

These countries have $1, 036 to $4, 045 Gross National Income (GNI) per year.
Some of the countries under this category are the following: Bangladesh, India,
Morocco, Ukraine, Zambia, and forty-five (45) more countries. They have limited
quality of health care and education. These countries major in natural resource
production.

4. Low Income Economies

The Gross National Income (GNI) of these countries is $1, 035 or less per year.
The low-income countries are also known as developing countries. There are twenty-
nine (29) countries whose economic performances are based on agriculture. They are
known as “world’s farmers”, but they have high rates of diseases, worse health care,
poor education, malnutrition, and lack access to clean water. Simply, they struggle
with a poor economy.

Where do you think is the Philippines in these new categories?

Theories of Global Stratification

Why do you think some nations develop faster than others? Poverty was the
norm for everyone (Crash Course 2017).

Here are the two theories that explain the global stratification:

Modernization Theory
It views the structural-functionalist approach. It argues that the most
functional individuals in society should be rewarded the most. This theory explains
the function of the technological and cultural differences. The first event that
contributed to the Western Europe developing at a faster rate is the Columbian
Exchange. Take a look back from your world history lesson on age of exploration.

European gained
agricultural staples strenthened power of
(potatoes, tomatoes, merchant class
etc.)

contributed to provided
population growth opprotunities for trade

Fig. 2 This explains of the spread of goods, technology, education, diseases

between the Americas and Europe (Crash Course 2017).

The second event was the Industrial Revolution. It was the transition from
human labor to machines when they started using technology like the steam power
and mechanization. It benefited most of the nation because it improved the standards
of living. The industrialized countries from the 18th and 19th centuries had massive
improvement in the standards way of living.

Critics:

1. Why Europe modernized? According to Max Weber, the Europe was a

progress-oriented. They aimed for financial success.
2. The challenge to growth was the pressure and gap between the traditional and
technological changes.
3. The technology has improved, but some nations have left behind.
 Traditional
Stage

Take-off
Stage

Technological
Maturity
Stage

High Mass
Consumption
Stage

Fig. 3 Theory
Dependency Walt Whitman Rostow’sTheory)
(World System Four
Stages of Modernization
It discusses the conflict theory. Society is a place for the competition of
limited resources.

EUROPE

AMERICAN AND
AFRICA
CARIBBEAN COLONIES

Fig. 4 Exploitation of Human and Natural Resources

Critics:

1. Nations don’t distribute resources well.

2. It does not mean there is a nation whose richer it means there is a poor
economy nation.
3. There is no solution to global poverty.
 ACTIVITIES

SCRABBLE RAMBLE!
Direction: From the word “Inequality” follow it with words and concepts you have
learned from this module. Write your answers on your activity notebook in UCSP.

I N E Q U A L I T Y

PICTURE! PICTURE
Direction: View the given images. Pick up the set of images that considerably
impressed you. Tell what strikes you the most about it. Write your messages
conveyed in the picture on your UCSP activity notebook.

A.
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
B. __________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
C. __________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________.
 WRAP-UP
You have learned in this lesson the social desirables that influence social
stratification.

How well have you learned? Please react honestly.

Identify the causes of social stratification.

Share the considerations affecting the global

stratification.

Construct realization to actual life experiences.

VALUING
The aspect that members of the society can get from this is to be more aware
of the social inequalities. There are differences and inequalities which are part of
daily living.
How about you; what are your takeaways from this module?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

POSTTEST

Direction: Read the following carefully and write the letter of your answer to your
activity notebook.
1. What are the social desirables that determined the social standing of an
individual?
A. power, prestige, wealth
B. influence, money, class
C. political influence, education, income
 D. personal growth, achievements, talents
2. Why some nations develop faster than other nations?
A. They used traditional methods.
B. They help developing countries.
C. They exploit both of human and natural resources.
D. They invest in better technologies that raise their production.
3. What should the high-income economies do with the other nations?
A. They should promote basic schooling and support material wealth.
B. They should aim for more wealth and the well-being of their citizens.
C. They should export new technologies and provide foreign aid.
D. B and C
4. Which among the following statements is/are TRUE?
A. Two incomes are better than one.
B. Being married is a huge plus for social standing.
C. The big challenge that developing nations are facing is the transition of the
traditional methods to technological change.
D. All of the above
5. Which Rostow’s stage allows the individual talents and looks for new markets
and trade?
A. Traditional Stage C. Technological Maturity Stage
B. Take-off Stage D. High Mass Consumption Stage

KEY TO CORRECTION

*Answers may vary.

ACTIVITY
Social Inconsistency; Meritocracy
standing physical traits
(Either of the following); social biological traits - observable
family, physical characteristics Unobservable physical and
intelligence, age, ethnic group, No Error
Social Role; category of persons Economies
competition First World - High Income
Structural-Functionalism; social characteristics
achieved status, Caste System biological traits - Personal and
No Error
RECAP PRETEST
 References
Books
Arcinas, Myla M. 2016. Understanding Culture, Society, and Politics. Quezon CIty,
Philippines: Phoenix Publishing House. Accessed September 05, 2020.

San Juan, Wilfredo R., and Ma. Luz J. Centeno. 2011. Sociology, Culture and Family
Planning. Pasig City, Philippines: Unlad Publishing House. Accessed
September 05, 2020.

Internet Sources

Adona, Ma. Kathleen S. 2020. Causes of Stratification. Pasig City, Philippines.

Accessed September 27, 2020.
https://coggle.it/diagram/X29Sr3iILDdJ9n5f/t/causes-of-stratification.

2020. Ecosia. July 31. Accessed September 26, 2020.

https://www.thebalance.com/gross-national-income-4020738.

Sweeney, Nicole, ed. 2017. Ecosia. Crash Course. October 03. Accessed September
26, 2020. https://www.youtube.com/watch?v=6rts_PWIVTU.
2017. Ecosia. Accessed September 27, 2020. https://guff.com/the-story-of-the-real-
life-jack-and-rose-from-the-titanic-is-even-more-romantic-than-the-movie .

2016. Ecosia. Igorot Tribe. September 16. Accessed Septemeber 27, 2020.
https://igorottribe.wordpress.com/2016/09/13/first-blog-post/ .
2017. Ecosia. November 21. Accessed September 27, 2020.
https://www.youtube.com/watch?v=7myLgdZhzjo .

2020. Ecosia. Accessed September 27, 2020.

https://worldpopulationreview.com/country-rankings/low-income-
countries.
2019. Ecosia. July 01. Accessed September 27, 2020.
https://blogs.worldbank.org/opendata/new-country-classifications-income-
level-2019-2020 .

n.d. Ecosia. Accessed September 27, 2020.

https://datahelpdesk.worldbank.org/knowledgebase/articles/906519-
world-bank-country-and-lending-groups .

n.d. Ecosia. Accessed September 27, 2020.

https://english.visitkorea.or.kr/enu/ATR/SI_EN_3_1_1_1.jsp?cid=2003918.
n.d. Ecosia. Accessed September 27, 2020. https://www.gannett-
cdn.com/presto/2020/04/17/USAT/eacc4b02-9af2-43dc-bf39-
d58d8f29705b-
facebookreact3.png?crop=1647,927,x200,y0&width=1647&height=927&form
at=pjpg&auto=webp.
2016. Ecosia. August 27. Accessed September 28, 2020.
https://filipinotimes.net/news/2016/08/27/almost-of-half-ph-population-
trapped-in-vicious-poverty-cycle/ .
n.d. Ecosia. Accessed September 28, 2020.
https://www.teoalida.com/world/philippines/ .

2014. Ecosia. March 24. Accessed September 2020.

https://www.gmanetwork.com/news/hashtag/content/353922/travel-
bloggers-criticize-pinoy-food-provoke-online-backlash-but-was-it-
justified/story/ Streetfoods .

2020. Ecosia. February . Accessed September 28, 2020.

https://www.pinterest.ph/pin/584342120388756009/.

n.d. Ecosia. Accessed September 28, 2020.

https://www.vikings.ph/vikingsbranches.
Quiocho, Chiara . 2019. Ecosia. July 17. Accessed September 27, 2020.
https://www.howto101.ph/local-filipino-companies-that-hire-persons-with-
disbilities/.
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https://www.youtube.com/watch?v=SlkIKCMt-Fs.

Tseng, Erick. 2015. Ecosia. November 05. Accessed September 27, 2020.
https://www.huffpost.com/entry/8-days-in-north-korea_b_8473368.