<NAME OF SCHOOL>

<School Address and other prescribed headings>

<COLLEGE DEPARTMENT>
GENERAL EDUCATION AREA
Semesters, A.Y.

TEACHING-LEARNING MODULE

Course Code : <GE/SOC 102>

Course Title : <UNDERSTANDING THE SELF >
Class Schedule :
Room No. :
Professor :
E-mail Address :
Consultation Hours :

A. Course Description
The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity.
The directive to Know Oneself has inspired countless and varied ways to comply. Among the questions
that everyone has had to grapple with at one time or other is ‘Who am I?’ At no other period is this
question asked more urgently than in adolescence – traditionally believed to be a time of vulnerability
and great possibilities. Issues of self and identity are among the most critical for the young.

This course is intended to facilitate the exploration of the issues and concerns regarding self and identity
to arrive at a better understanding of one’s self. It strives to meet this goal by stressing the integration of
the personal with the academic – contextualizing matters discussed in the classroom and in the everyday
experiences of students – making for better learning, generating a new appreciation for the learning
process, and developing a more critical and reflective attitude while enabling them to manage and
improve their selves to attain a better quality of life.

The course is divided into three major parts: The first part seeks to understand the construct of the self
from the various disciplinal perspectives: philosophy, sociology, anthropology, and psychology – as well
as the more traditional division between the East and West – each seeking to provide answers to the
difficult but essential question of “What is the self?” and raising, among others, the question: “Is there
even such a construct as the self?”

The second part explores some of the various aspects that make up the self, such as the biological and
material up to and including the more recent Digital Self. The third and final part identifies three areas of
concern for young students: learning, goal setting, and managing stress. It also provides for the more
practical application of the concepts discussed in this course and enables them the hands-on experience
of developing self-help plans for self-regulated learning, goal setting, and self-care.

This course includes the mandatory topics on Family Planning and Population Education.

B. Course Outcomes:
At the end of the course, the students should be able to:
1. Practice sexual health and enhance sexual satisfaction based on a) the knowledge of sexual anatomy and
physiology, b) the ability to communicate effectively about sexuality with partners, family members, and
health-care providers, and c) understanding of psychological influences on sexual decision-making and
health behaviors.
2. Be open to and accepting of diversity in others’ gender identity, gender role expression, sexual orientation
and variations, in order to promote community well-being.
3. Use an understanding of historical, biological, social, psychological, and cultural contexts of diverse sexual
practices in order to be accepting of others’ consensual behaviors.
4. Understand the issues confronting the nation-state
5. Assess the effects of globalization on different aspects of the economy and nations
6. Analyze contemporary news events in the context of globalization
7. Analyze global issues in relation to Filipinos and the Philippines
8. Articulate personal positions on various global issues
9. Identify the ethical and professional implications of learning globalization
10. Write a research proposal on Globalization and Economic development
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 C. Course Requirements:
1. The course will focus on contemporary global conditions from a Filipino perspective primarily and also as a
member of the global community. Through a combination of readings, class discussions, writing and group
presentations, the students are expected to formulate an understanding on globalizations that is
theoretically informed and rooted in the experiences of communities and nations. Moreover, students are
also expected to formulate academic proposals such as research capsules and sustainable development
economic models by the end of the course.

D. Intended Values Formation:

MODULE <NO.>

<MODULE TITLE>
Module Introduction:

“Human sexuality” refers to people’s sexual interest in and attraction to others; it is the capacity to
have erotic or sexual feelings and experiences. Sexuality differs from biological sex, in that “sexuality”
refers to the capacity for sexual  feelings and attraction, while “biological sex” refers to how one’s anatomy,
physiology, hormones, and genetics are classified (typically as male, female, or intersex). Sexuality is also
separate from gender identity, which is a person’s sense of their own  gender, or sociocultural classification
(i.e., man, woman, or another gender) based on biological sex (i.e., male or female). It is also distinct from
—although it shapes—sexual orientation, or one’s emotional and sexual attraction to a particular sex or
gender.

Sexuality may be experienced and expressed in a variety of ways, including thoughts, fantasies, desires,
beliefs, attitudes, values, behaviors, practices, roles, and relationships. These manifest themselves not
only in biological, physical, and emotional ways, but also in sociocultural ways, which have to do with the
effects of human society and culture on one’s sexuality. Some researchers believe that sexual behavior is
determined by genetics; however, others assert that it is largely molded by the environment. Human
sexuality impacts, and is impacted by, cultural, political, legal, and philosophical aspects of life, and can
interact with issues of morality, ethics, theology, spirituality, or religion.

DAY 1
LESSON NO.
LESSON TITLE SEXUAL SELF
DURATION/HO
URS
Specific During the students' learning engagements, they will be able to:
Learning LO 1 Understand the basic biological mechanisms that regulate
Outcomes: sex(desires,motivation,interest,choices etc..).

LO 2 Differentiate sexual orientation and gender identity

LO 3 Determine what are the healthy sexual choices

LO 4 Analyze how their sexual health choices affects aspects of their overall health

LO 5 Assess one's sexual self and others

TEACHING LEARNING ACTIVITIES

Activity # 1: Do I or Don’t I

A. Preliminaries: What Would YOU Do?

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DIRECTION: Please check the box of your preferred answer.

Directions: Please check YES or NO inside the box.

1. Would a girl go to her boyfriend’s house alone knowing his parents were not
home? YES NO

2. Would a guy go to his girlfriend’s house alone knowing her parents were not
home? YES NO

3. Would a girl engage in sexual behavior after dating two weeks?

YES NO

4. Would a guy engage in sexualbehavior after dating two weeks?

YES NO

5. Would a girl engage in oral sex to avoid sexual intercourse?

YES NO

6. Would a guy have sex with a girl with whom he does not want a relationship?
YES NO

7. Would a girl go to a clinic for help if she were choosing to become sexually
active? YES NO

8. Would a guy go to a clinic for help if he were choosing to become sexually

active? YES NO

9. Would a girl go to a clinic if she thought she had an STI?

YES NO

10. Would a guy go to a clinic if he thought he had an STI?

YES NO

11. Would a girl have sex without a condom?

YES NO

12. Would a guy have sex without a condom?

YES NO

B. Scenario

Boyfriend’s House

This scenario addresses the choice of a young woman to stay with her boyfriend at his house with no adult
supervision and the outcomes of her decision.

Characters: Mother, Daughter, Boyfriend (he stands off to side until needed)

Scene description: First, mother and daughter at home; Second, daughter at boyfriend’s house

Daughter: Mom? I’m off to Nico’s house. I’ll be back later!

Mom: Wait a second … what are you going to do at Nico’s house?
Daughter: Watch a movie.
Mom: Who else is home?
Daughter: His mom and dad and his siblings. Why?
Mom: Well, I just want to make sure you aren’t alone. Things can happen when you are
alone that I’m not sure you are ready for.
Daughter: Oh, mom. Stop it.
Mom: Well, I think it is important for you to know that it’s NOT okay for you to be alone
with a guy at this age. I feel that you are too young to be messing around. It can be hard
to say no when you are in the heat of the moment. Do you understand?
Daughter: Yes, I understand mom. Don’t worry! See you later.
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(Heads to boyfriend’s house. Knocks on the door.)

Boyfriend: Hi. Come on in.

Daughter: Hi. (Looks around.) Where are your parents?
Boyfriend: Oh, they went out. We’ve got the place to ourselves.
Daughter: (drawing it out) Okay. I thought they were going to be here.
Boyfriend: Well, I just want to spend some time alone with you. We never get alone time.
Daughter: I don’t know. I don’t think I should stay.
Boyfriend: Come on … if you love me, you’ll stay.

Questions:
1. What should be the right thing to do (Girlfriend)?

2. If you were the boyfriend, would you let her go?

3. What Moral lesson or Values can we get from this scenario?

Health Awareness

This scenario is between four girls in which three of the girls are sexually active and one is not. The girl who is not
sexually active mentions that she heard Girl Three’s boyfriend was at the clinic—possibly implying a STD.

Characters: Three sexually active girls, one is not sexually active

Scene description: Talking at the lunchroom table

Girl One: So what did you guys do last weekend?

Girl Two: A lot!
Girl Three: I was at Lex Eduave’s house. His parents were gone and
we hooked up.
Girl Four: What do you mean?
Girl Two: I went to his house to watch a movie and we messed around. It was great. I
think he really likes me.
Girl Three: Well, Lex and I did it too. We do it all the time. I mean, what else is there to do?
Girl Four: Ohhh!.
Girl One: Well my boyfriend was out of town, so no lovin’ time for me. (looks at Girl One)
What about you?
Girl One: Well, I heard that Lex Eduave was at the clinic,because he got diagnosed with STD.

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Questions:

1. Should Girl Three go to the clinic as well? Why?

_____________________________________________________________________________________

2. What could be the best thing to do to avoid STD’s and early pregnancy?

_____________________________________________________________________________________

3. What Moral lesson or Values can we get from this scenario?

 Brainstorming/Large Group Discussion

1. Tell students that today they will be learning about the meaning of some very important words — words
that they have probably heard of before. Write the word "SEX" on the board or on a piece of flipchart paper.
Ask the students to share any thoughts ideas and/or feelings that come to mind. Record students'
responses to this brainstorm activity.

2. Praise the students for sharing and helping you create such a big list. Tell them that you are going to ask
them to do this activity again, but this time with another word. Write the word "SEXUALITY" on flip chart
paper. Again, ask the students to share any thoughts ideas and/or feelings that come to mind. Record
students' responses. Praise the students for sharing and helping you create this second list.

3. Hold a large group discussion with students around the following questions:

o Do you think these two words mean the same thing? If not, how do they differ?

o How do these associations affect how youth feel about sex and sexuality?
4. Clarify for students that "sex" and "sexuality" are actually two different words. You may want to
use the definitions below to explain the differences.

Sex refers to whether or not a person is male or female, whether a person has a penis or vagina.
Many of you may have noticed on different forms you have completed for school or at the
doctor’s office that there is often a question on the form called "Sex." You are required to check
either male or female. Sex is also commonly used as an abbreviation to refer to sexual
intercourse.
Sexuality/Identity refers to the total expression of who you are as a human being, your
femaleness or your maleness. Our sexuality begins at birth and ends at death. Everyone is a
sexual being. Your sexuality is an interplay between body image, gender identity, gender role,
sexual orientation, eroticism, genitals, intimacy, relationships, and love and affection. A person's
sexuality includes his or her attitudes, values, knowledge and behaviors. How people express

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 their sexuality is influenced by their families, culture, society, faith and beliefs.

Sources of Sexual Learning: These include parents, friends, religion, culture, media,

environment, law, school, teachers, books, etc.

Instructor's Note:
You may want to have specific magazine clippings, a television spot, a written law or school policy, or
book to provide examples of how we learn and are influenced about our sexuality.

5. Tell students that you will be asking them to think about some questions about sexuality. Give each student
a large index card or piece of paper to write answers to the questions you will be asking them. Tell them
they can respond to the questions with any ideas, places, feelings, people, etc. that enter their minds.

6. Read each question listed below and give students a minute or two to record their answers in one of the
four corners of the index card. Students can write their names in the middle of the cards.

o Where do young people like you learn about sexuality? Give at least three examples.

o What are some of the early messages (from birth to five years old) you received about your
sexuality?

o In thinking about the definition we learned today about sexuality, name three ways that you are a
sexual being. (These three ways should have nothing to do with sexual intercourse; remember
sexuality encompasses much more than sexual intercourse).

o What advice would you give to teens your age about sexuality?
7. After the students have completed their index cards, ask them to pair up and share their answers to any
two of the four questions with a partner. Give the students about two to four minutes to discuss their answers.
Elicit some of their responses to each question and record them on the blackboard. Clarify any misinformation.
Make some generalizing statements based on student responses about:
o where people learn about sexuality,

o different ways that youth can be sexual, and

o the types of advice (or messages) they would give to other youth.

Validate that everyone has different experiences and opinions. Reinforce that students will continue to
learn and experience their sexuality throughout their lifetimes.
8. Ask students to think of one adult with whom they could share what they learned about today. Encourage
them to explain what they have learned with an adult they trust. This assignment can turn into a homework
assignment if appropriate. Students could ask a trusted adult the same four questions they answered in
class and submit the adult's answers in writing.

HIGHLIGHTS AND KEY POINTS

Ask for volunteer(s) to summarize what was discussed in the lesson. Be sure the following points are reinforced:
 "Sexuality/Identity" is different from "sex." Sexuality is a much broader term, has many components, and
includes much more than sexual intercourse. Everyone is a sexual being. Sexuality begins at birth and ends at
death.

 People begin learning about sexuality from birth. People learn about sexuality from a variety of sources —
their family, their community, their faith, friends, and the media — to name a few. It's important to question and
think critically about the different messages we receive about sexuality, especially those messages from the
popular media.

 People have different feelings and opinions about sexuality. We have seen that even when people grow up
near each other and share a similar culture or faith, they may have different values about sexuality.

 Today's session helps us to be aware of the many differences we have about sexuality. It's important for
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 each of us to show respect for people and opinions that are different from our own, particularly as we learn
more about sexuality in the lessons ahead.

 Our sexuality is a normal and healthy part of our lives.

SYNTHESIS:

“Know Thyself” is a well-known saying of Socrates. Knowing ourselves connotes self-mastery, self-discipline and wisdom. To
achieve this, we need to KNOW and ASK our self first as Socrates would emphasize, “To find yourself, think for yourself”.
There are various ways on how to know ourselves and one of the effective way is to look on our biological and sexual build
up. In this way, we can scientifically know our characteristics, behavior, taking care our self and making right choices. Thus,
we try to know our self and making ourselves better by equipping our self with proper knowledge, the right
understanding,attitude,being open minded and the guidance of our parents etc..

REFLECTION
STATEMENTS

ASSESSMENT
S
ESSAY
Instruction: Students are ask to write a reflection paper related to the previous activity that pin
point the topic Sexual Self and answer the guide questions:

1. How mature are you in viewing your sexual self?

2. How can one enhance his sexual maturity and sensitivity?

Rubrics
Category
5 4 3 2 1 Sco
re
Organization/co Informat Informat Informat Informat Informat
herence ion is ion is ion is ion ion is
very organize organize appears not only
well d with d but to disorgan
organize well paragrap disorgan ized but
d with construc hs is not ized inaccura
well ted well informat te
construc paragrap construc ion is
ted hs, and ted, and suspecte
paragrap informat informat d to
hs, use ion is ion is being
of factual factual correct
subheadi and and
ngs and correct factual
informat
ion is
factual
and
correct
Quality of Informat Informat Informat Informat Informat
Information or ion ion ion ion has ion has
content clearly clearly clearly little to nothing
relates relates relates do with to do
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 to the to the to the the main with the
main main main topic main
topic. It topic. It topic. topic
includes includes No
several 1-2 supporti
supporti supporti ng
ng ng details
details details under
under under example
example example s
s s
Grammar No Almost A few Many Way to
grammat no grammat grammat many
ical, grammat ical, ical,
spelling ical, spelling spelling
or spelling or or
punctuat or punctuat punctuat
ion punctuat ion ion
errors ion errors errors
errors
Total Score

13 – 15 Outstanding
10 – 12 Very Satisfactory
9 – 11 Satisfactory
6–8 Fair
1–7 Needs improvement

ASSIGNMENT In this assignment, you will compare attitudes towards premarital sexual relations across countries
S in Asia, Europe and the Americas, observing and analyzing differences in general social
permissiveness and restriction towards sexual behavior.
1. CHINA
2. INDIA
3. THAILAND
4. GERMANY
5. AUSTRIA
6. ENGLAND
7. CANADA
8. MEXICO
9. AUSTRALIA
10. NEW ZEALAND
RESOURCES: De Cecco, J. P., & Shively, M. G. (1983/1984). From sexual identity to sexual relationships: A
contextual shift. Journal of Homosexuality, 9, 1–26.
Ferguson, A. (1981). Patriarchy, sexual identity, and the sexual revolution. Signs, 7, 158–172.
Lips, H. (1997). Sex & gender: An introduction (3rd ed.). Mountain View, CA: Mayfield.
Andersen BL, Cyranowski JM. Women’s sexual self-schema. Journal of Personality &
Social Psychology. 1994;67:1079–1100. [Google Scholar]
Buzwell S, Rosenthal D. Constructing a sexual self: Adolescents’ sexual self-perceptions
and sexual risk-taking. Journal of Research on Adolescence. 1996;6:489–513. [Google
Scholar]

Prepared by: Reviewed by: Verified and validated by: Approved by:

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Instructor Program Chair Dean, College of Vice President for Academic Services

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