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Week 8 | Day 36 to Day 40

Discipline and Ideas in the
Social Sciences
Quarter 1 – Module 5:
Symbolic Interactionism

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Discipline and Ideas in the Social Sciences – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 5
First Edition, 2020

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Development Team of the Module

Writer: Jonalyn D. Schlenk

Editors: Junrey Villa
Reviewers: Luzviminda R. Loreno
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Layout Artist: Jonalyn D. Schlenk
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Discipline and Ideas

in the Social Sciences
Quarter 1 – Module 5
Symbolic Interactionism

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Discipline and Ideas in the Social Sciences

Grade 11 Self-Learning Module (SLM) on Symbolic Interactionism!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills 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. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

For the Learner:

Welcome to the Discipline and Ideas in the Social Sciences

Grade 11 Self-Learning Module (SLM) Self-Learning Module (SLM) on
Symbolic Interactionism!

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 The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands, we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills at
your own pace and time. Your academic success lies in your own hands!

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 resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

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 What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
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4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This learning topic will help you understand about different context and
concept of people and society relationship process. Moreover, ideas about how
symbolic interactionism evolved in human understanding.

In this module, you will be able to apply the major social science
theories and its importance in examining socio-cultural, economic, and
political conditions of Symbolic Interactionism. (HUMSS_ DIS 11- IIIh-5).

Objectives

At the end of the module, you are expected to:

• describe the concept of Symbolic Interactionism.

• appraise the meanings that people attach to everyday form of interaction in
order to gain social behavior.

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 What I Know
This is a pre-test to assess how far your knowledge is all about the lesson.

Test I. Direction: Based on the Looking Glass Self write ME if the situation is how the
person appears to others, REFLECT if the person imagines how he appears to others
and DECISION if the person develops him/herself through the judgment of others.
Write your answer in the space provided below.

________________1. I look beautiful today.

________________2. I think I look beautiful today.
________________3. I became a successful business owner because my Mom told me.
________________4. My mother looks beautiful today.
________________5. My father wore tuxedo; he likes to think he is going to an elegant
event party.
________________6. My sister became a doctor because her friends told her it was what
she should be doing.
________________7. I went out in a very short dress because I think I look sexy in it.
________________8. Glenda thought she is a very good student when in fact her grades
are all in high marked except Mathematics.
________________9. Anna feels like she is getting courted by James when in fact James
said they are already going steady since December 20.
_______________10. Jackie said her hair is too long and would like to cut it but her Mom
does not like it.

Test II. Direction: Write S if the statement is a symbol and the word I if the statement
is Interaction.

________________11. Basketball game

________________14. Pen
________________12. Trophy
________________15. Union rally
________________13. Flea Market

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 Lesson

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Symbolic Interactionism

Symbolic interactionism is a sociological framework that focuses on the

different meanings
individuals attach to
objects, people, and
interactions as well as the
corresponding behaviors
that reflect those meanings
and/or interpretation. A
framework actualizes the
nature of humans to make
sense of their actions and
interactions through
external cues from their
everyday life and
environment (Vejar
2015).The illustration
shows an example of
symbolic interactionism.
The tree, human and other Photo credit: Free Domain
living creatures (spider, ants, and worm) can be significant symbols for that event.
It also serves in the purpose of according to both subjective and individualistic meaning
and perspective. In that scene, people see essential things for them and in the
environment, like having the tree shades for sunlight and oxygen as the air we breathe.
Since the tree established its necessity and value, they might consider plant more trees.

The main principles of symbolic interactionism are:

1. Human beings act toward things based on the meanings that things have for
them.
2. These meanings arise out of social interaction.
3. Social action results from a fitting together of individual lines of action.

In this lesson, we may able to discover that all perspective rooted in different
phenomenological thoughts about symbolic interactionism.

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 What’s In
Let us review the lesson by answering the exercise below.

Previously, we have discussed about Marxism, approach introduces the Conflict

Theory that purports that due to society’s never-ending competition for finite resources,
it will always be in a state of conflict. The implication of this theory is that those in
possession of wealth and resources will protect and hoard those resources, while those
without will do whatever they can to obtain them. This dynamic means there is a
constant struggle between the rich and the poor. (“Conflict Theory”, 2020.) In this
matter, the relation between people and society can be contributing factor to change.

Through this activity, we can able to check the significant relevance of Marxism
to symbolic interactionism concept. According to symbolic interactionism, the things
surround us is not exactly certain in meaning. Subjectively, we have the capability of
responding by means of creating our own thoughts about the different objects in so
many ways. Meanings are not objects that are obtained by humans and learned by
adaptation; instead, meanings can be changed through creative capabilities of each
individuals that may influence the many definition which form the society.
Human society, therefore, is social product.

ACTIVITY 1. Direction: From the given illustration below, write a 300 words essay
about how you understand the symbolic interactionism. Write your answer in the space
provided below.

Guide Questions:
1. Enumerate at least two (2) objects that gives you symbolic meanings? Explain.
2. How do you think these chosen objects interrelated or significant to one
another?
3. What is your idea when we talk about symbolic interactionism?
4. Why do you think it is important to know about this lesson?

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Photo credit: Free Domain

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 What’s New
Let us start the lesson by doing this activity.

Activity 2: FEEL THE LYRICS

Watch the video clip www.youtube.com/watch?v=8-LBDMLjull Magkaugnay Dance, Music

by Joey Ayala or read and analyze the lyrics. Answer the questions in the space
provided below.

Lupa, laot, langit ay magkaugnay

Hayop, halaman, tao ay magkaugnay

I. CHORUS
Ang lahat ng bagay ay magkaugnay II. CHORUS
Magkaugnay ang lahat Ang lahat ng bagay ay magkaugnay
Magkaugnay ang lahat
Tayo ay nakasakay sa mundong
naglalakbay iisang pinagmulan
Sa gitna ng kalawakan iisang hantungan ng ating lahi

Umiikot sa bituin na nagbibigay-buhay

Sa halaman, sa hayop at sa atin
Kamag-anak at katribo ang lahat ng
narito Lupa, laot, langit ay magkaugnay
Sa lupa, sa laot at sa langit Hayop, halaman, tao ay magkaugnay

III. CHORUS IV. CHORUS

Ang lahat ng bagay ay magkaugnay Ang lahat ng bagay ay magkaugnay
Magkaugnay ang lahat Magkaugnay ang lahat Credit: Free Domain

1. What is your thoughts about this song?

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2. Do you find any symbols or words that can you say interrelated in that song?
Cite the word or phrase that showing interaction or relationship.
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 What Is It
This exercise will help the learner discover and understand the concept
of the lesson furthermore about the activity. Based on the Activity 2,
let us answer the following questions. You can write your answer in the space provided
below.

1. What are the things that you consider symbol, object, event, or situation that create
or build interaction or relationship? Choose at least two (2) of the significant part of
the lyrics. Copy the selection and explain.
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2. From the first chorus of the selection. How symbolic interactionism take place?
Explain your answer.

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3. Among the four (4) chorus, which is the best description of symbolic interactionism
and why? Explain your answer.

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 From the activity, we are able to identify the things the symbolic interaction
perspective in that lyrics, 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, the American philosopher George
Herbert Mead introduced this perspective to American sociology in the 1920s.

The Symbolic interaction theory analyzes society by addressing the subjective

meanings that people impose on objects, events, and behaviors. Subjective meanings
are given importance because it is believed that people act based on what they believe
and not just on what is objectively true. Thus, society is thought to be socially
constructed through human interpretation. People interpret one another’s behavior, and
it is these interpretations that form the social connection. These interpretations are
called the “definition of the situation.”

According to (Crossman 2019), the definition of the situation means is what

people use to know what is expected of them and what is expected of others in any given
situation. Through the definition of the situation, people obtain a sense of the statuses
and roles of those involved in the situation so that they know how to behave. It is the
agreed-upon, subjective understanding of what will happen in a given situation or
setting, and who will play which roles in the action. The concept refers to how our
understanding of the social context of where we may be, like a movie theater, bank,
library, or supermarket informs our expectations of what we will do, who we will interact
with, and for what purpose. As such, the definition of the situation is a core aspect of
social order -- of a smoothly operating society. The definition of the situation is
something that we learn through socialization, composed of prior experiences,
knowledge of norms, customs, beliefs, and social expectations. Hence, it is inform by
individual and collective needs and wants. It is a foundational concept within symbolic
interaction theory and an important one within sociology, generally.

George Herbert Mead is an American Sociologist, and

a leading realist and pioneer of symbolic interactionism,
create a theory that explores the relationships between people
in societies. He was also recognized for his theory of the self,
which he presented in his well-regarded and much-taught
book "Mind, Self and Society" (published in 1934 after his
death and edited by Charles W. Morris).

This Mead’s Theory of the Self maintains that the

idea of people have themselves stems from social interaction
Photo Credit: Free Domain
with others. This theory opposes biological determinism
because it holds that the self does not exist at birth and may not be present at the
beginning of social interaction, but it is constructed and reconstructed in the process of
social experience and activity.

The self, according to Mead, is made up of two components: the "I" and the "me."
The "me" represents the expectations and attitudes of others (the "generalized other")

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organized into a social self. Individuals define their behavior about the generalized
attitude of the social group(s) they occupy. When people can view themselves from the
standpoint of the generalized other, self-consciousness in the full sense of the term is
attained. From this standpoint, the generalized other (internalized in the “me”) is the
major instrument of social control, for it is the mechanism by which the community
exercises control over the conduct of its members.

The “I” is the response to the “me,” or the person’s individuality. It is the essence
of agency in human action. Therefore, in effect, the "me" is the self as an object, while
the "I" is the self as a subject.

According to Mead's theory, the self is developed through three activities:

language, play, and game. Language allows people to take on the “role of the other”
and respond to their behaviors through the symbolized attitudes of others. During play,
individuals take on the roles of different people and pretend to be them to express their
expectations. This process of role-playing is key to the generation of self-consciousness
and the general development of the self. People must comprehend the rules of the game
and internalize the roles of everyone else involved.

Nonetheless, American Sociologist Charles Horton

Cooley developed the social psychological concept of the looking
glass self in 1902.

Looking Glass Self refers to a person's self grows out of

society's interpersonal interactions and the perceptions of others.
The term also implies people shaping their identity based on the
perception of others, which leads the people to reinforce other
people's perspectives on themselves. People shape themselves
based on what other people perceive and confirm other people's
opinions of themselves. Photo credit: Free Domain

Photo credit: Free Domain

The illustration depicts the looking glass self. The person at the front of the image is
looking into four mirrors, each of which reflects someone else's image.

The result of an individual perspective might produce various interpretations

about "self" that can be associated further to understand symbolic interactionism is how
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we "people" relate, behave, or make decisions based on the kind of thinking we may
have.

Cooley developed the idea of the looking glass self. 1

1. We imagine how we must appear to others;

2. We imagine the judgment of the appearance;
3. We develop ourselves through the judgment of others.

Cooley clarified this concept in his writings, stating that society is an

interweaving and interworking of mental selves.

In hypothesizing the framework for the looking glass self, Cooley said, “the mind
is mental” because “the human mind is social.” As children, humans begin to define
themselves within the context of their socialization. The child learns that the symbol of
his/her crying will elicit a response from his/her parents, not only when they require
necessities, such as food, but also as a symbol to receive their attention.2

George Herbert Mead describes self as "taking the role of the other," the premise for
which the self is actualized. Through interaction with others, we begin to develop an
identity about who we are, as well as empathy for others. This is the notion of, “Do unto
others, as you would have them to do unto you.” In respect to this, Cooley said, "The
things that move us to pride or shame is not the mere mechanical reflection of ourselves,
but an imputed sentiment, the imagined effect of this reflection upon another's mind." 2

The symbolic interactionists advocate a particular methodology because they see

meaning as the fundamental component of the interaction of humans and society.
Studying human and social interaction requires an understanding of that meaning.
Symbolic interactionists tend to employ more qualitative, rather than quantitative,
methods in their research. 2

The most significant limitation of the symbolic interactionist perspective relates

to its primary contribution: it overlooks macro-social structures (e.g., norms, culture)
as would counter that the incorporation of role theory into symbolic interactionism
addresses this criticism. 2

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1 Dela Cruz, A.R et.al. The Padayon Series. Discipline and Ideas in the Social Sciences: Phoenix Publishing House. ©2016. p.90
2 Ibid., p. 91

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 What’s More
Let us do this exercise to improve your learning about this lesson.

Activity 3. Direction: Based on your understanding to symbolic interactionism,

let us answer the following questions. You may write your answer in the space provided
below.

1. How does one make sense of human’s actions, interactions, and experiences?
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2. How does social experience develop one’s self?

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3. What is the most importance of communication in human actions and interactions?

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4. How can these perspectives on Symbolic Interactionism be applied in daily living in
the aspect of culture, social classes, societal aspect, and political aspect?

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5. How symbolic interactionism affect our daily life? Cite descriptive examples of its
strengths and weakness.
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 What I Have Learned
To sum-up all our discussion, let us recall our lesson by answering this
10-item practice test about symbolic interactionism. You can write your answer
in the space provided.

Activity 4. Direction: Fill in the blank with your answers.

1. ________________meanings are given importance because it is believed that people act
based on what they believe and not just on what is objectively true.
2. Thus, society is thought to be socially constructed through_____________________.
3. It is a __________________concept within symbolic interaction theory and an important
one within sociology, generally.

4. The ______, according to Mead, is made up of two components: the “I” and the “me.”
5. _______________define their behavior in reference to the generalized attitude of the
social group(s) they occupy.
6. _______________ allows people to take on the “role of the other” and respond to their
own behaviors through the symbolized attitudes of others.
7. This process of _________________ is key to the generation of self-consciousness and
to the general development of the self.
8. People must ____________________of the game and internalize the roles of everyone
else involved.
9. People shape themselves based on what other people __________and confirm other
people’s opinion of themselves.
10. The result of an individual perspective might produce various interpretation about
"self" that can be associated further to understand _________________________ is how we
"people" relate, behave or make the decision based on the kind of thinking we may have.

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 What I Can Do
Let Let us verify your capability by applying your learning through this task.

Activity 5. Direction: Using your cellphone camera, take five (5) pictures of your
everyday daily routine activities. Describe each picture taken. Put all your work in
Microsoft word (MS word) or if no cellphone camera, you can draw your everyday daily
routine activities and put all your work in a long bond paper (8.5”x13” size). Then,
answer the following activity questions in another sheet of page or paper:

1. Did you enjoy the activity? Why or Why not?

2. Did you properly interpret personal and social experiences using symbolic
interactionism? How?
3. What are the possible strengths, weaknesses, opportunities, and threats of symbolic
interactionism? (relate to the number 2 question)

Rubrics for Let’s Make It Activity!

Description Excellent Very Good Good Capable Developing

(5) (4) (3) (2) (1)
All pictures Some Few pictures At least (2) One (1)
are well- pictures are well- two are picture is
Image presented are well- presented well- well-
Presentation and presented and presented presented
organized in and organized in and and
details organized in details organized organized in
details in details details
All questions Some Few At least (2) One (1)
were questions questions questions question
Content answered were were were was
excellently. answered in answered answered in answered in
a very adequately. fairly a developing
satisfactory manner. manner.
manner.

Note: The highest score is 10 and the lowest score is 2

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 Assessment
By answering this post-test activity, we will be going to find out how far
is your learning progress towards this lesson.

Direction: Choose the correct answer by encircling the letter of your choice.

1. It can be classified as an empirical-analytical approach for its appreciation of the role

of experience and evidence and the value of objective and empirical work.
a. Symbolic Interaction Theory c. Symbolic Interactionism
b. Structural-Functionalism d. Institutionalism

2. It means is what people use to know what is expected of them and what is expected
of others in any given situation?
a. Socialization c. Symbolic Interactionism
b. Symbolic Interaction Theory d. Definition of Situation

3. Neurological evidence, based on EEGs, supports the idea that humans have a
“__________brain”.
a. social c. anthropological
b. biological d. political

4. Proponent of the book "Mind, Self and Society".

a. George Herbert Mead c. Charles Morris
b. Charles Horton Cooley d. George Robert Mead
5. It described self as “taking the role of the other,” the premise for which the self is
actualized.
a. Mead c. Marx
b. Cooley d. none of the above

6. Theory opposes biological determinism because it holds that the self does not exist
at birth and may not be present at the beginning of a social interaction.
a. Mead c. Marx
b. Cooley d. none of the above

7. Sociologist who said, “the mind is mental” because “the human mind is social.”
a. Mead c. Marx
b.Cooley d. none of the above

8. The most significant limitation of the symbolic interactionist perspective relates to its
primary contribution: it overlooks macro-social structures (e.g., norms, culture) as a
result of focusing on micro-level interaction.
a. true c. maybe
b. false d. I don’t know

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9. The year Charles Horton Cooley developed the social psychological
concept of the looking glass self.
a.1901 b.1902 c. 1903 d. 1904
10. All Cooley’s idea of the looking glass self are true, except:
a.We imagine how we must appear to others
b.We imagine the judgment of the appearance
c. We develop our self through the judgment of others
d. We develop our self through our imagination
11. People shape themselves based on what other people perceive and confirm other
people's opinions of themselves.
a.true b. false c. Maybe d. I don’t know

12. Studying human and social interaction requires an understanding of that meaning.
a.true b. false c. Maybe d. I don’t know

13. Which of the following statement is correct?

a. Symbolic interactionists tend to employ qualitative, rather than quantitative,
methods in their research.
b. Symbolic interactionists tend to employ quantitative, rather than qualitative,
methods in their research.
c. Symbolic interactionists tend to employ qualitative, rather than quantitative, mixed
methods in their research.
d. Symbolic interactionists tend to employ empirical, rather than irrational, methods
in their research.

14. Role-playing is key to the generation of self-consciousness and to the

general development of the self.
a.true b. false c. Maybe d. I don’t know

15. Which of the following statement is true?

a. People must comprehend the rules of the game and internalize the regulation must
be followed.
b. Society must establish the rules of the game and internalize the roles of everyone
else involved.
c. People must comprehend the rules of the game and internalize the roles of everyone
else involved.
d. Society must establish the rules of the game and internalize its significance.

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 Additional Activity

Instruction: Based on the learning about Symbolic Interactionism,

create a Reflective entry on this statement, “Symbols are interpreted based on the
primary experience of an individual. It can be changed through subsequent experiences.
These vary from an individual's perception of these symbols.

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 24
Assessment
Post-test
1. c What’s New
2. d Activity 2
3. a 1. c
4. a 2. d
5. a 3. b
6. a 4. b
5. c
7. b
6. b
8. a
7. b
9. b 8. a
10. d 9. a
11. a 10.b
12. a
13. a
14. a
15. c What I know
Pre-test
1. Me
What I have Learned 2. Reflect
Activity 4 3. Decision
1. Subjective 4. Me
2. human 5. Reflect
interpretation 6. Decision
3. foundational 7. Reflect
4. self 8. Reflect
5. individuals 9. Reflect
6. Language
10. Decision
7. role-playing
11. I
8. comprehend the
rules 12. S
9. perceive 13. I
10. symbolic 14. S
interactionism 15. I
Answer Key
References

Dela Cruz and et. Al. The Padayon Series. Disciplines and Ideas
in the Social Sciences. Phoenix Publishing House, Inc. 2016.

Discipline and Ideas in the Social Sciences for Senior High School. Cherille V.
Siquete, Mindshapers Co., Inc. 2016.

Feist, Feist, Roberts. Theories of Personality. 9th Ed. Mc Graw-Hill Education. © 2018
Ramos, Maria Lourdes. Personal Development: A Journey to Self-Awakening
for Senior High School: C & E Publishing, Inc. ©2017.

Curriculum Guide for Discipline and Ideas in Social Sciences. 2016

Online Sources
https://www.britannica.com/topic/social-science
https://www.collinsdictionary.com/dictionary/english/natural-science
https://www.britannica.com/topic/humanities
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of General
Santos City with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners in General Santos
City in all public schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson St., Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph