WEEKLY LEARNING ACTIVITY SHEETS

English 10 Quarter 3 Week 6

POWER IN SOCIETY
Name:___________________________________________________Section:_________

Learning Objective:
 MELC: Critique a literary selection based on the following approaches:
structuralist/formalist, moralist, Marxist, feminist, historical, and reader-
response.

 Subtask competency – Serves as a mode of analysis examining the

relationship between ownership, power ,and social change.

 Time Allotment: 60 minutes,5 days a week (Q3 W6 Day 1)

Key Concepts:
English 10 Learner’s Material

What to Do: Read carefully the text below and answer the questions that follow.

OWNERSHIP

In the context of socialism, public ownership implies that the surplus product generated by

publicly owned assets accrues to all of society in the form of a social dividend, as opposed to a
distinct class of private capital owners.

Social ownership is a form of common ownership for the means of production in socialist

economic systems. ... Social ownership would enable productivity gains from labor automation
to progressively reduce the average length of the working day instead of creating job insecurity
and unemployment.

POWER

Power is frequently defined by political scientists as the ability to influence the behavior of others
with or without resistance. The term authority is often used for power perceived as legitimate by
the social structure. Power can be seen as evil or unjust, but the exercise of power is accepted as
endemic to humans as social beings. The use of power need not involve coercion, force or the
threat of force. At one extreme, power closely resembles what English speakers call “influence”,
although some authors make a distinction between the two.

The sociological examination of power involves discovering and describing the relative strengths:
equal or unequal; stable or subject to periodic change. Sociologists usually analyze relationships
in which parties have relatively equal or nearly equal power in terms of constraint rather than of
power. Thus power has a connotation of unilateralism. If this were not so, then all relationships
could be described in terms of power, and its meaning would be lost.

Power may derive from a number of sources, including social class (material wealth can equal
power), resource currency (material items such as money, property, food), personal or group
charisma, ascribed power (acting on perceived or assumed abilities, whether these bear testing or
not), social influence of tradition (compare ascribed power), etc.

https://courses.lumenlearning.com/boundless-sociology/chapter/politics-power-and-
authority/#:~:text=Power

SOCIAL CHANGE

What is the meaning of social change?

Social change is way human interactions and relationships transform cultural

and social institutions over time, having a profound impact of society.

Sociologists define social change as changes in human interactions and relationships that
transform cultural and social institutions. These changes occur over time and often have
profound and long-term consequences for society. Well known examples of such change have
resulted from social movements in civil rights, women's rights, and LBGTQ rights, to name just a
few. Relationships have changed, institutions have changed, and cultural norms have changed as
a result of these social change movements. That's pretty heady stuff. Don't you think?

https://www.snhu.edu/about-us/newsroom/2017/11/what-is-social-change

Activity 1.1 OWNERSHIP, POWER ,AND SOCIAL CHANGE ?

Based on the information above, answer the following:

1. The context of socialism, public ownership implies that the surplus product generated
by publicly owned assets accrues to all of society in the form of a _________________ .

2. The term ________________ is often used for power perceived as legitimate by the social
structure.

3. To English speakers, power closely resembles ________________.

4. Social change has great impact in _______________ .

5. For sociologist, social change is changes in human interactions and relationships that
transform ______________________ institutions.

Activity 1.2
Inside the box, write a simple meaning that can be found in the reading text above.

OWNERSHIP POWER SOCIAL CHANGE

What is the relationship of the three factors in the society? Explain briefly.

___________________________________________________ .

Reflection:

This lesson is interesting because __________________________________________ .

References for Learners:

Books
“Celebrating Diversity through World Literature Grade 10”, First Edition. Manila:Rex Book Store
Inc., 2015.
https://www.snhu.edu/about-us/newsroom/2017/11/what-is-social-change

https://courses.lumenlearning.com/boundless-sociology/chapter/politics-power-and-
authority/#:~:text=Power
 MARX’S SOCIAL AND POLITICAL THEORIES

Name:___________________________________________________Section:_________

Learning Objective:

 MELC: Critique a literary selection based on the following approaches:

Structuralist/formalist, moralist, Marxist, feminist, historical, and reader-
response.

 Subtask competency – Uses a materialist interpretation of

Marx's most important works on social and political history.
 Time Allotment: 60 minutes,5 days a week (Q3 W6 Day 2)

Key Concepts:
Reference: English 10 Learner’s Material
What to Do: Read and study carefully the information about Marx Theories below. Answer the
questions that follow.

The ideas expressed by Marx might offer one alternative that is indeed more considerate to human rights.
Levin introduces four categories where Marxism can contribute to a maybe fairer and more just society:

1.) Marx’s theory on different classes within the society can provide valuable suggestions on how these
classes can interrelate to form a whole and therefore demonstrate society’s functionality as one single unit.
2.) The theory can help us consider the present in a long term perspective through Marx’s historical sense, as
well as understand the inherent dynamic of a society as a whole and not only their functionality as separate
units.
3.) Marxism can provide a theory of a society in accordance with the highest human ideals to a very high
extent.
4.) Marxism can serve as a mode of analysis examining the relationship between ownership, power and
social change and thus illuminate a wider variety of social transformation than whatever is currently
dominant (Levin, 2000).

https://www.grin.com/document/231598

Marx’s general ideas about society are known as his theory of historical materialism.
Materialism is the basis of his sociological thought because for Marx material conditions
or economic factors affect the structure and development of society. His theory is that
material conditions essentially comprise technological means of production and human
society is formed by the forces and relations of production.

Marx’s theory of historical materialism is historical. It is historical because Marx has

traced the evolution of human societies from one stage to another. It is called
Materialistic because Marx has interpreted the evolution of societies in terms of their
material or economic bases. Materialism simply means that it is matter or material
reality, which is the basis for any change.

Source: Marx’s Theory of Historical Materialism by Rashi Priya

Activity 1.3 MARX IT OUT!
Directions: Answer the following question argumentatively by citing examples and providing
evidence of claims if necessary.
Questions:
1. Although Marx is just offering an alternative to have a just society, do you believe in the
idea that social class diversity can lead to society’s unified functionality? Why?
2. Do you agree that our culture and social values are products of social materialism as
explained by Marx in his theory? Why?
3. In the world of material prosperity through technological advancement, do you think
Marxism is still an effective principle to rely on?Why?

Activity 1.4 THE MARX COLLAGE

Directions: On a long bond paper, make a collage on the theme: social order, social justice and
social progress. Follow the given rubric in creating your output.
Collage Making Total Score

Content – 10 points Relevance – 10 points Neatness – 5 points 25 points

Samples

Reflection:
Answer briefly.
1. The difficult part of the lesson is ________________________ because
________________________________________.

References for Learners:

“Celebrating Diversity through World Literature Grade 10”, First Edition. Manila: Rex Book
Store Inc., 2015.
https://www.grin.com/document/231598
https://www.yourarticlelibrary.com/sociology/marxs-theory-of-historical-
materialism/43766#:~:text=Marx%27s%20theory%20of%20historical%20materialism
 THE FORCE OF LANGUAGE

Name:___________________________________________________Section:_________
Learning Objective:

 MELC: Critique a literary selection based on the following approaches:

structuralist/formalist, moralist, Marxist, feminist, historical, and reader-
response.

 Subtask competency – Provides the English reader with a more

systematic and thorough rendition of the positions presented in The Force
of Language.
 Time Allotment: 60 minutes,5 days a week (Q3 W6 Day 3)

Key Concepts:
Reference: English 10 Learner’s Material

What is Force of Language

The Force of Language illustrates how the philosophy of Language, if differently conceived, can
directly incorporate questions of political thought and of emotionality, and offers the practical
case of defensive strategies against the abusive speech. This follows a broad consideration of the
inner voice or inner speech as a test case for a new approach to language, in particular as a way
of radically rethinking the usual contrast between inner and outer through furnishing an account
of how we internalize speech. The book's core offers a substantial critique of orthodox approaches
to the philosophy of language form Chomsky and others; drawing on European political thought
from Marx to Deleuze, it will move beyond this inheritance to explain and demonstrate its fresh
conception of language at work.
https://www.booktopia.com.au/the-force-of-language-driley/book/9781403942487.html

The Levels of Language

1) Phonetics, Phonology This is the level of sounds. One must distinguish here between the set
of possible human sounds, which constitutes the area of phonetics proper, and the set of system
sounds used in a given human language, which constitutes the area of phonology. Phonology is
concerned with classifying the sounds of language and with saying how the subset used in a
particular language is utilised, for instance what distinctions in meaning can be made on the
basis of what sounds.

2) Morphology This is the level of words and endings, to put it in simplified terms. It is what one
normally understands by grammar (along with syntax). The term morphology refers to the
analysis of minimal forms in language which are, however, themselves comprised of sounds and
which are used to construct words which have either a grammatical or a lexical function.
Lexicology is concerned with the study of the lexicon from a formal point of view and is thus
closely linked to (derivational) morphology.

3) Syntax This is the level of sentences. It is concerned with the meanings of words in

combination with each other to form phrases or sentences. In particular, it involves differences in
meaning arrived at by changes in word order, the addition or subtraction of words from sentences
or changes in the form of sentences. It furthermore deals with the relatedness of different
sentence types and with the analysis of ambiguous sentences.

Language typology attempts to classify languages according to high-order principles of

morphology and syntax and to make sets of generalisations across different languages
irrespective of their genetic affiliations, i.e. of what language family they belong to.

4) Semantics This is the area of meaning. It might be thought that semantics is covered by the
areas of morphology and syntax, but it is quickly seen that this level needs to be studied on its
own to have a proper perspective on meaning in language. Here one touches, however, on
practically every other level of language as well as there exists lexical, grammatical, sentence and
utterance meaning.

5) Pragmatics The concern here is with the use of language in specific situations. The meaning of
sentences need not be the same in an abstract form and in practical use. In the latter case one
speaks of utterance meaning. The area of pragmatics relies strongly for its analyses on the notion
of speech act which is concerned with the actual performance of language. This involves the
notion of proposition – roughly the content of a sentence – and the intent and effect of an
utterance.

Source : https://www.uni-due.de/SHE/REV_Levels_Chart.htm#GlossTop

Activity 1.5 LANGUAGE HAS FORCE

Directions: Read carefully and answer the items below.
1. This is the level of sentences. It is concerned with the meanings of words in combination
with each other to form phrases or sentences.
a. Phonetics b. Morphology c. Syntax d. Pragmatic
2. The concern here is with the use of language in specific situations. The meaning of
sentences need not be the same in an abstract form and in practical use.
a. Phonetics b. Morphology c. Syntax d. Pragmatic

3. This is the level of sounds. One must distinguish here between the set of possible human
sounds, which constitutes the area of phonetics proper, and the set of system sounds used
in a given human language,
a. Phonetics b. Morphology c. Syntax d. Pragmatic

4. It refers to the analysis of minimal forms in language which are, however, themselves
comprised of sounds and which are used to construct words which have either a
grammatical or a lexical function.
a. Lexicology b. Syntax c. Morphology d. Pragmatic

5. This is the area of meaning.

 a. Phonetics b. Morphology c. Syntax d. Semantic

6. It is concerned with the study of the lexicon from a formal point of view and is thus closely
linked to (derivational) morphology.
a. Morpology b. Lexicology c. Semantic d. Pragmatic

Reflection:
Answer briefly.
In this lesson, I understand that ________________________________.
References for Learners:
“Celebrating Diversity through World Literature Grade 10”, First Edition. Manila: Rex Book
Store Inc., 2015.
https://www.booktopia.com.au/the-force-of-language-driley/book/9781403942487.html
https://www.uni-due.de/SHE/REV_Levels_Chart.htm#GlossTop

EMPIRICAL AND HISTORICAL INQUIRY

Name:___________________________________________________Section:_________
Learning Objective:

 MELC: Critique a literary selection based on the following approaches:

Structuralist/formalist, moralist, Marxist, feminist, historical, and reader-
response.
 Subtask competency – Emphasizes the importance of careful empirical and
historical inquiry.
 Time Allotment: 60 minutes,5 days a week (Q3 W6 Day 4)
Key Concepts:
Reference: English 10 Learner’s Material
What to do: Read the information about empirical and historical inquiry. Examine the process
and do the activity that follows.

Empirical research is research that is based on observation and measurement of

phenomena, as directly experienced by the researcher. The data thus gathered may be
compared against a theory or hypothesis, but the results are still based on real life
experience.
https://www.emeraldgrouppublishing.com/how-to/research-methods/conduct-
empirical-research
Empirical also means derived from or relating to experiment and observation rather than
theory.
Historical Inquiry Process

History provides us a way of thinking about the past. The use of historical inquiry shows
students a way to inquire into, organise and explain events that have happened.
Historical inquiry is the process of “doing history”. It is a cyclical process that begins with
the asking of guiding historical questions. This is followed by locating and analysing
historical sources to establish historical evidence. The historical evidence is then used to
construct historical interpretations that seek to answer the guiding historical questions.

The use of historical inquiry is thus at the heart of history instruction and learning, and
students must be provided with the opportunities to learn the skills required through
practice and engagement in historical inquiry. The use of an inquiry question in each
unit provides the focal point for students to investigate, extract, order, collate, synthesise
and analyse information to formulate and test hypothesis and reach a conclusion
explored in the syllabus.

There are six generic questions to further guide students in their inquiry to the issues
and topics covered in the syllabus:
What were the major forces and developments during this period?
What caused these major forces and developments?
Who were the key players involved?
How did the developments influence peoples’ decisions and actions and vice-versa?
How did people’s views and perspectives shape their interpretation of these
developments?
How did these developments impact societies?
The inquiry approach, when implemented effectively, can develop critical thinkers
and independent learners.

https://fuchunsec.moe.edu.sg/our-community/departments/humanities/historical-inquiry-process
 Activity 1.6 : LET’S DO THE PROCESS!
Directions: Do the process of historical inquiry by digging more on the life of our National Hero,
Dr. Jose Rizal.
The Life of Dr. Jose Rizal

How did he die?

Why did he die?

Historical Inquiry
Process

Today, what benefits did

the Filipinos get from his
Life? What impact his death
show to the Filipinos?

Reflection:

This lesson is meaningful to me because ________________________________.

References for Learners:

“Celebrating Diversity through World Literature Grade 10”, First Edition. Manila: Rex Book
Store Inc., 2015.
https://www.emeraldgrouppublishing.com/how-to/research-methods/conduct-empirical-
research
https://fuchunsec.moe.edu.sg/our-community/departments/humanities/historical-inquiry-
process
 THE MARXIST APPROACH
Name:___________________________________________________Section:_________
Learning Objective:

 MELC: Critique a literary selection based on the following approaches:

Ssructuralist/formalist, moralist, Marxist, feminist, historical, and reader-
response.
 Subtask competency – Illustrate the difference of expressing language using
the Marxist Approach.
 Time Allotment: 60 minutes,5 days a week (Q2 W6 Day 5)

Key Concepts:
Reference: English 10 Learner’s Material, pp. 489-491

What to Do: Read carefully the Marxist Approach in understanding literature. Answer the
questions that follow.

Marxism Literary Theory

INTRODUCTION

You don’t have to be a Marxist to do a Marxist analysis of literature.

In literary theory, a Marxist interpretation reads the text as an expression of contemporary class
struggle. Literature is not simply a matter of personal expression or taste. It somehow relates to
the social and political conditions of the time.

How it relates is of course up for debate. Is the text a mirror of social values? Is it a form of
propaganda for the ruling classes? Can literature challenge social norms? These are the
questions that preoccupy Marxist literary critics.

In what follows we’ll first sketch out some broad principles of Marxist analysis before turning to
one possible reading of Wordsworth’s poem “I Wandered Lonely as a Cloud.”

DETERMINISM

Many of the grand theories developed in the second half of the nineteenth century are
deterministic in nature. Charles Darwin’s theory of evolution suggests that much of our
behaviour is determined by our genes. Sigmund Freud argued that our lives are affected by our
unconscious, and that our psychological and sexual wishes and desires are much affected by the
formative influences of our childhood. Similarly, Karl Marx theorized that human beings are the
product of their social and economic environment.

Marx called the economic conditions of life the base or infrastructure. The base includes
everything from technology and raw materials to the social organization of the workplace.

This economic base has a powerful effect on the superstructure, Marx’s term for society, culture,
and the world of ideas.

Marx sometimes referred to the superstructure as consciousness, the way we think and look at
reality. Marx famously said, “It is not the consciousness of men that determines their being, but,
on the contrary, their social being that determines their consciousness.” Our ability to think for
ourselves is limited: our ideas are shaped by the material conditions of life.

Literature, for Marx, belongs to the superstructure (along with law, theology, politics, etc.). The
challenge, then, is to see how it is influenced by the economic base.

Marx himself often treated literature as simple propaganda for the ruling classes. There is some
truth to this. For instance, in a Feudal society, people loved chivalric romances, stories about
knights who fight for honour and win their lady’s love. In today’s capitalistic society, many people
enjoy watching James Bond movies, which celebrate the glamorous lifestyle of the modern
gentleman, the lady’s man who dresses in expensive clothes and drives fast cars. In these
cultural fantasies it is the aristocrat who comes to our rescue and saves us from imaginary
villains that seek to destroy the status quo.

Yet many later Marxists were unhappy with Marx’s somewhat naive characterization of literature
as propaganda. For instance, the Italian communist Antonio Gramsci used the concept
of hegemony to describe the way in which ideology (a system of beliefs) is not simply oppressive
and coercive, but also involves an element of consent. There has to be some reason for me to go
see a James Bond movie even when the lifestyle depicted might be unattainable.

More recently, the cultural critic Raymond Williams suggested in Marxism and
Literature (1977) that every historical time period has competing hegemonies. The dominant
hegemony promotes the interests of the ruling classes, the residual hegemony defends the
culture and belief system of the previous era, and the emergent hegemony shares revolutionary
ideas that may later become the dominant hegemony.

Literature thus reveals to us the spirit of the times, the issues that mattered to people. Literature
(and entertainment) is about much more than enjoyment or escapism: it is a manifestation of
class struggle.

https://natureofwriting.com/courses/writing-about-literature/lessons/marxist-literary-theory/

Activity 1.7 : UNDERSTANDING MARXISM LT

Directions: Answer the following:

1. Do you agree that our ability to think for ourselves is limited and our ideas are shaped by
the material conditions of life? How and why?

2. In what way does Sigmund Freud Theory different from Karl Marx Theory?

Reflection:

This lesson made me realized that Marxism Literary theory is

__________________________ _______________________________________________________.

References for Learners:

“Celebrating Diversity through World Literature Grade 10”, First Edition. Manila: Rex Book
Store Inc., 2015.
https://natureofwriting.com/courses/writing-about-literature/lessons/marxist-literary-theory/
------------------------------------------------------------------

Answer Key:

Activity 1.1

1. social dividend 2. authority 3. influence 4. society 5. cultural and social

Activity 1.2 Answers vary.

Activity 1.3 Answer may vary.

Activity 1.4 Answer may vary.
Activity 1.5
1. c 2. d 3. a 4. c 5. d 6. b

Activity 1.6 Answers vary.

Activity 1.7 Answers vary.

Author: Christoner A. Jamer, SST III

School: Agusan National High School
Division: Butuan City
E-mail Address: christoner.jamer@deped.gov.ph

Reviewers:
Daisy F. Santos, SST II
Venus Sheila O. Ayado, SSHT IV
Maria Dinah D. Abalos, PhD, EPS -English