Perdev Q3 M8
Perdev Q3 M8
Quarter 3 – Module 8:
Social Relationships in Middle and
Late Adolescence
WHAT I KNOW
Pre-test
Directions: Circle the letter of the correct answer.
1.What are the four main types of relationships that influence an adolescent?
a. parents, co-workers, church mate, and society
b parents, peers, community, and society
c. government, peers, community, and society.
d. None of the above
2.The following are the benefits of getting active in events in the community:
a. Identity and Connection b. Self-confidence
c. Role Models d. All of the above
3. When we have a feeling of being attached to the local society and the wider Commented [T1]: Please adjust the margin mam
world, these are referred to as:
a. Identity and Connection
b. Role Models
c. Self-confidence
d. Skills
4. Who coined the terms "servant-leader" and "servant leadership."?
a. Servant
b. Herman Hesse
c. Robert K. Greenleaf
d. King
5. What often strongly influenced by the tasks and duties that they are
supposed to perform?
a. Adolescent’s lifestyle b. Adolescent’s peer
c. Adolescent’s family d. Adolescent's community
6.What usually can improve one's self-confidence?
a. Loner
b. Peer pressure
c. Reward
d. Group task
7. Who is the leader of a group of travelers who vanished after their journey
failed?
a. Leo c. Sammy
b. Bernard d. Ben
8. In what year, the modern Servant leadership movement was introduced by
Robert K. Greenleaf?
a. 1969 c. 1971
b. 1970 d. 1972
9. What is the main lesson you can get from the story of "The man and the
little cat"?
a. Stop helping other people that hurt you.
b. Trying to understand the person first, before judging.
c. Treat your ethics to everybody around you, not with theirs.
d. Stop bullying other people.
10. In the Servant as Leader: what does the story states about the great
leader?
a. He is the king.
b. He is a leader.
c. He is a traveler.
d. It is first seen as a servant.
11.What excellent places for campaign presentation and skills growth are the
best help to get a career?
a. Voluntary service
b. Voluntary events
c. a & b
d. None of the above
12. The following are common community activities that will give you civic
responsibility, EXCEPT:
a. Joining a youth organization
b. Setting up a cultural arts venue
c. Staying at home
d. Assisting in a primary school game
13. Servant-leaders are defined by Greenleaf as: Commented [T2]: Please adjust the margin mam
a. goal-oriented & dreamers of great dreams
b. good communicators & good communicators
c. imaginative, intuitive, & situational
d. All of the above.
14.What is a Servant Leader?
a. Serve the members of the community by helping them to accomplish
their objectives.
b. Expect members of their community to serve them.
c. Volunteer to do all of the group's "dirty" jobs.
d. Will only accept a salary that is higher than the salaries of those they
lead.
15.What are the two extreme forms of leadership?
a. Leader-first & Servant-first
b. Servant-first & Community-first
c. Family-first & Community -first
d. Government-first & Leader-first
WHAT'S IN
Describe Me!
Directions: Enumerate four words that describe the picture.
Source: https://tinyurl.com/ydo3fjyg
1.__________________ 2,_______________3._______________4.________________
WHAT'S NEW
Activity 1
MY ORGANIZATIONS
Direction: Fill in the table with organizations such as neighborhood association, church group,
singing/dance group, community organization, youth group, club, school organization,
volunteer group, etc., that you are involved or a member.
My Position/Role In
Name Of Organization Type Of Organization*
The
Organization
Guide questions:
1. As a member, how did you help your organization?
_____________________________________________________________________
_____________________________________________________________________
2. In what way that your organization helped your community?
_____________________________________________________________________
_____________________________________________________________________
3. If you will be the leader of your organization, how can you show good
leadership?
_____________________________________________________________________
_____________________________________________________________________
Activity 2
Directions: Using the diagram, give the characteristics of a good leader.
Good
Leader
WHAT IS IT?
Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT
DEVELOPMENT
The relationships teenagers have with their friends, families, and
members of their social sphere play a crucial role in their growth, as you have
now discovered. Four main types of relationships influence an adolescent:
parents, peers, community, and society.
Adolescent growth has some features that are more embedded in society
than in human genetics or cognitive systems. Culture is acquired and socially
transmitted, and all facets of the life of a person are influenced. For example,
social roles, sexual expression, and belief-system development are all likely to
differ depending on the community. Also, many distinctive features of a
person (such as clothes, work, leisure, and language) are all cultural
products.
Source:http://farm6.static.flickr.com/5084/5276534507_c7eb1f3599.jpg
Several influences that influence teenage growth differ by society. For
example, in various communities, the degree to which teenagers are viewed
as autonomous, or sovereign, beings varies greatly, as do the actions reflecting
this evolving autonomy. In a given society, an adolescent's lifestyle is often
strongly influenced by the tasks and duties he or she is supposed to perform.
For example, one major deciding factor in normative teenage behavior is the
degree to which an adolescent is expected to share family duties: adolescents
in some communities are expected to contribute significantly to household
chores and responsibilities, while others are granted more independence or
come from more affluent families where faults are more minor. Differences in
the allocation of financial obligations or the availability of allowances between
families can represent different socio-economic backgrounds, further
impacted by cultural expectations and values.
Via their engagement with social, familial, and cultural contexts,
adolescents continue to develop unique belief systems. These belief systems
cover everything from faith and morality to gender, sexuality, work ethics, and
politics. The spectrum of attitudes a society embraces on a given subject
influences its adolescents' values, lifestyles, and expectations and can
positively and negatively affect their development. For example, early-
maturing children can experience bullying or sexual assault associated with
their developing bodies, leading to a higher incidence of depression, opioid
addiction, and eating disorders.
Source: Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, Commented [T3]: Please put all sources in the reference section
1997; Striegel-Moore & Cachelin, 1999. ; mam
https://www.boundless.com/psychology/textbooks/boundless-psychology-
textbook/human- development-14/adolescence-73/cultural-and-societal-
influences-on-adolescent- development-285-12820/
Activity 4
DESCRIPTION OF MY SOCIAL GROUP
Direction: Write about one of your social groups, its nature,
activities, and benefits. Include a photo of yourself with the group.
What I Can Do
Directions. Observe the illustrations below and relate these to the lesson.
What is in the picture?
_____________________________________________
_____________________________________________
What can you do as a leader?
__________________________________________
_____________________________________________
Source: https://tinyurl.com/4djklfx3
_____________________________________________
SET B
1. When we have a feeling of being attached to the local society and the wider
world, these are referred to as:
a. Identity and Connection
b. Role Models
c. Self-confidence
d. Skills
2. Who coined the terms "servant-leader" and "servant leadership."?
a. Servant
b. Herman Hesse
c. Robert K. Greenleaf
d. King
3. What often strongly influenced by the tasks and duties that they are
supposed to perform?
a. Adolescent’s lifestyle b. Adolescent’s peer
c. Adolescent’s family d. Adolescent's community
4.What usually can improve one's self-confidence?
a. Loner b. Peer pressure
c. Reward d. Group task
5. Who is the leader of a group of travelers who vanished after their journey
failed?
a. Leo c. Sammy
b. Bernard d. Ben
Department of Education. 2020. Personal Development: Teaching Guide. July Commented [T7]: So far I have no more findings mam
20. https://lrmds.deped.gov.ph/detail/12270.
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. :Psychology: Dimensions of the Human
Mind. Mutya Publishing House, Inc.2013
https://www.template.net/business/timeline-templates/personal-timeline-
template/
Development Team of the Module
Language Editor:
Proofreader/s:
Layout Artist:
Management Team:
DANNY B. CORDOVA , CESO VI
OIC- Schools Division Superintendent
JOVITA S. DUGENIA
EPS-ESP
Regiion IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Here the Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
breezes gently Blow, Here the birds sing Linger with love and care All of them are proud and true
Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you'll never forget
Oh! That's Region IX Region IX
Our..
Here the Badjaos roam the seas Here the Hardworking people Abound, Eden...
Samals live in peace Here the Tausogs Every valleys and Dale Land...
thrive so free With the Yakans in unity Zamboangueños, Tagalogs, Bicolanos,
My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.
On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain
I die just when I see the dawn break, And when the dark night wraps the graveyard around
Through the gloom of night, to herald the day; With only the dead in their vigil to see
And if color is lacking my blood thou shalt take, Break not my repose or the mystery profound
Pour'd out at need for thy dear sake And perchance thou mayst hear a sad hymn r eso und
To dye with its crimson the waking ray. ' T is I, O my co untr y, r aising a song unto thee.
My dreams, when life first opened to me, And even my gr ave is r ememb er ed no more
My dreams, when the hopes of youth beat high, Unmark 'd by never a cross nor a stone
Were to see thy lov'd face, O gem of the Orient sea Let the plow sweep through it, the spade turn it o' er That my
From gloom and grief, from care and sorrow free; ashes may carpet earthly f loor,
No blush on thy brow, no tear in thine eye. Before into nothingness at last they are blown.
Dream of my life, my living and burning desire, Then will oblivion bring to me no care
All hail ! cries the soul that is now to take flight; As over thy vales and plains I sweep;
All hail ! And sweet it is for thee to expire ; Throbbing and cleansed in thy space and air
To die for thy sake, that thou mayst aspire; With color and l ight, with song and lament I fare, Ever
And sleep in thy bosom eternity's long night. repeating the f aith that I keep.
If over my grave some day thou seest grow, My Fatherland ador' d, that sadness to my sorrow lends Beloved
In the grassy sod, a humble flower, Filipinas, hear now my last good -by!
Draw it to thy lips and kiss my soul so, I give thee all: parents and kindred and friends
While I may feel on my brow in the cold tomb below For I go where no slave before the oppressor bends,
The touch of thy tenderness, thy breath's warm power. Where faith can never kill, and God reigns e' er on high!
Let the moon beam over me soft and serene, Farewell to you all, from my soul torn away,
Let the dawn shed over me its radiant flashes, Friends of my childhood in the home dispossessed! Give
Let the wind with sad lament over me keen ; thanks that I rest from the wearisome day!
And if on my cross a bird should be seen, Farewell to thee, too, sweet friend that l ightened my way; Beloved
Let it trill there its hymn of peace to my ashes. creatures all, farewell ! In death there is rest!