DISCIPLINES AND IDEAS IN SOCIAL

SCIENCES
LEARNING ACTIVITY SHEET
WEEK 3-4

LEARNING COMPETENCY
Analyze the basic concepts and principles of the major social science theories:
a. Structural-functionalism b. Marxism c. Symbolic Interactionism

Major Social Science Theories

The macro level of the major social science theories in sociological analysis includes the Structural-functionalism and
Marxism. These two approaches concerned with the broad aspects of society such as institutions and large social groups that
influence the social world. It looks at the big picture of society and suggests how social problems are affected at the
institutional level. On the other hand, the Symbolic Interactionism is a micro level of sociological analysis concerned with the
social psychological dynamics of individuals interacting in small groups.
Sociology offers three major Social Science theories namely, Structural functionalism, Marxism, and Symbolic
Interactionism. Each perspective offers a variety of explanations about the social world and human behavior.

STRUCTURAL-FUNCTIONALISM
The structural functionalism depends to a great extent on the works of Herbert Spencer (1820-1903), Emile Durkheim
(1858-1917), Talcott Parsons (1902- 1979), and Robert Merton (1910-2003). Structural- functionalism sees society as an
arrangement of interconnected parts that are incongruity to keep up a condition of parity and social equilibrium. Functionalists
use the terms functional and dysfunctional to describe the effects of social elements on society. Elements of society are functional
if they contribute to social stability and dysfunctional if they disrupt social stability. Some aspects of society can be both
functional and dysfunctional. For example, crime is dysfunctional because it is associated with physical violence, loss of
property, and fear. But according to Durkheim and other functionalists, crime is also functional for society because it leads to
heightened awareness of shared moral bonds and increased social cohesion.
Robert Merton (1968) has identified two types of functions: (1) Manifest function; and (2) Latent function. The manifest
functions are consequences that are intended and commonly recognized. An example of manifest function in education is to
transmit knowledge and skills to the youth in society. While, latent functions are consequences that are unintended and often
hidden. An example of latent function in education is the socialization with peers and adults and conformity to the norms.
MARXISM
The starting point of the conflict perspective can be rooted with the great works of Karl Marx (1818–1883). He proposed that all
social orders experience phases of financial turn of events. As societies evolve from agricultural to industrial concern over
meeting survival needs is replaced by concern over making a profit, the hallmark of a capitalist system. Industrialization prompts
the improvement of two classes of individuals: (1) the bourgeoisie or proprietors of the methods for creation and (2) the
proletariat or laborers who triumph for compensation. The division of society into two expansive classes of individuals the
"haves" and the "havenots" is valuable to the proprietors of the methods for creation. The laborers, who may gain just means
compensation, are denied access to the numerous assets accessible to the rich proprietors. As indicated by Marx, the bourgeoisie
utilize their capacity to control the establishments of society for their potential benefit. For instance, Marx recommended that
religion fills in as a "sedative of the majority" in that it calms the pain and enduring related with the average workers way of life
and spotlights the laborers' consideration on other worldliness, God, and existence in the wake of death instead of on such
common worries as day to day environments. Basically, religion redirects the laborers with the goal that they focus on being
compensated in paradise for carrying on with an ethical life instead of on scrutinizing their misuse.
The conflict perspective sees society as made out of various gatherings and enthusiasm seeking force and assets. The
conflict perspective clarifies different parts of our social world by seeing which gatherings have force and advantage from a
specific social game plan. Max Weber (1864-1920) added that there were also inequalities of social structure and political power
that caused struggle. He noted that various groups were treated differently based on race, educational, and gender. Relative to this
is the normative feminist view society as a male centric culture—a various levelled arrangement of association constrained by
men. In spite of the fact that there are numerous assortments of women's activist hypothesis, most would hold that feminism
“demands that existing economic, political, and social structures be changed” (Weir and Faulkner 2004, p.xii).

SYMBOLIC INTERACTIONISM
Symbolic interactionism mirrors the miniaturized scale sociological viewpoint, and was to a great extent affected by the works of
early sociologists and scholars such as George Simmel (1858-1918), Charles Cooley (1864-1929), George Herbert Mead (1863-
1931), and Erving Goffman (1922-1982). Symbolic Interactionism is a theory that centered to human communication both verbal
and non-verbal and to images, symbols significance through language and the manner of individual understanding. The symbolic
interactionism focuses on the study of human interaction in which people make sense of their social world through exchange of
language and symbols. The establish meanings come from human interactions with others and the society. These definitions
develop their views in life and use it to communicate with each other. Communicating with one another makes society goes on
and continues.
 Sociologist W.I. Thomas (1966) highlighted the significance of definitions and implications in social conduct and its
outcomes. He recommended that humans react to their meaning of a circumstance as opposed to the objective circumstance itself.
Subsequently Thomas noticed that circumstances that we characterize as genuine becomes genuine in their outcomes.
Representative interactionism additionally proposes that our personality or feeling of self is formed by social cooperation. We
build up our self-idea by seeing how others collaborate with us and mark us. By seeing how others see us, we see a reflection
ourselves that Cooley calls the "mirror self."

LEARNING ACTIVIT 1. Data Retrieval Chart

Objective: Understand the concepts and principles of the major Social Science theories.

Directions:
1. Complete the data retrieval chart below.
2. Use a separate sheet of paper for this activity.

Conc Sym
ciple nism
Prin actio

epts bolic
and Inter
s
ctura
tiona
Func

xism
Stru

Mar
lism

l-

LEARNING ACTIVIT 2 -What I know

DIRECTIONS: Identify the term that is being described in every item. Write your answer on your paper.
1. It is the conflict theory of Karl Marx that gives a big impact in social stability in our society.
2. It is a micro level of sociological analysis concerned with the social psychological dynamics of individuals interacting in small
groups.
3. He identified two types of functions: (1) Manifest function; and (2) Latent function.
4. He proposed that all social orders experience phases of financial turn of events.
5. He noted that various groups were treated differently based on race, educational, and gender
6. Offers three major Social Science theories namely, Structural functionalism, Marxism, and Symbolic Interactionism.
7. Utilize their capacity to control the establishments of society for their potential benefit.
8. Seeing how others see us, we see a reflection ourselves that Cooley calls the__________.

9. According to Marx, the ________ use their power to control the institutions of society to their advantage.

10. Sees society as an arrangement of interconnected parts that are incongruity to keep up a condition of parity and social
equilibrium

LEARNING ACTIVITY 3 KNOWING MYSELF!

Fill the spider web with the factors that gives great impact in you to become the best version of yourself, it may be in the form of
institution or group of persons. Answer the guide question below.

MYSEL
F

Guide Question:
1. With this activity, how can you say that this factors did or will help you become a better person?

LEARNING ACTIVITY 4 HELP THE PRESIDENT!

Choose the different institution that serves as an ally of the President in order for him to beat Corona virus, write their names on
the blank, and explain their function in the box.
 _________________________________

_________________________________

_________________________________

LEARNING ACTIVITY 5 ILLUSTRATE AND COMPARE!

Given the data on the table choose one of your family member, and on your own understanding, try to illustrate using adjective
words separately the words written in the box. Compare your answer with your chosen family member. Write your answer on the
space provided.

MEMBER
STUDEN

FAMILY
(ANSWE

(ANSWE
DATA

TA
R)

R)
Hands Beaut Celeb Police Nerd
ome iful rity Office
r

Process questions :
1. With this activity what did you notice with your answer, and the answer of your family member?
2. What was your basis and your family member in giving illustration?
3. Upon knowing your different answer, what did you realize in this activity?

LEARNING ACTIVIT 6 Poster Making

Objective: Analyze social inequalities in terms of class conflict
Directions:
1. Use your creativity by drawing a poster reflecting social inequalities in our society because of class
conflict.
2. Write short analysis of your work in a separate sheet.
3. Use short or long coupon bond and any available coloring materials in this activity.

Rubrics for Poster Making

Hig 10 10 10
sibl
Pos
teri ativ tent gin

Poi

hes
Cri Cre Con Ori

nts
a ity (rel alit

t
) to que
stry nce (uni
(arti eva y
c)) ow
topi s,
the nes
k)
wor
n
 Tot

pts
30
al
LEARNING ACTIVITY 7 “Question and Answer”

Directions: Respond to the following guide questions.

1. What causes inequalities in the society? As a youth, how do you reform that breeds and perpetuates social inequality?
a. ______________________________________________________________
c. ______________________________________________________________

2. How does one make sense of his/her actions, interactions, and experiences?

a. ______________________________________________________________
b. ______________________________________________________________

3. How important are the social functions of the social structure to the maintenance and stability of societies?
a. ______________________________________________________________
b. ______________________________________________________________

REFLECTION
Complete the statement:

• With the activities I have undertaken on this lesson, I learned that

a. ___________________________________________________________________
• I enjoyed most on
a. ___________________________________________________________________
• I want to learn
a. ____________________________________________________________________

LEARNING ACTIVIT 2:
1. Marxism
2. Symbolic Interactionism
3. Robert Merton
4. Karl Marx
5. Max Weber
6. Sociology
7. bourgeoisie
8. "mirror self."
9. bourgeoisie
10.Structural- functionalism