Trends, Networks, and

Critical Thinking in the

21st Century
Module in Humanities and Social Sciences-
Grade 12-Specialized Subject
Second Quarter- Module 5

KAREN B. WANDAGA
Developer

Department of Education • Cordillera Administrative Region

District of Rizal
 Published by the
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource
Management and Development System (LRMDS). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement or a supplementary work are
permitted provided all original work is acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.

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 PREFACE

This Learning Resource is a project of the Learning Resource Management and

Development Unit, Curriculum Implementation Division, Schools Division of Kalinga.
This material is in response to the implementation of the K to 12 Curriculum.
Date of Development : OCTOBER 2020
Resource Location : Schools Division of Kalinga
Rizal District
Rizal National School of Arts and Trade
Learning Area : Humanities and Social Sciences
Grade Level : 12
LR Type : ADM Module
Quarter/Week : Second Quarter – Week 5
Competencies : 1. Differentiate connections from relationship, and networks
HUMSS_MCT12-IIg-i-1
2. Illustrate how the brain or neural network works
HUMSS_MCT12-IIg-i-2

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 ACKNOWLEDGEMENT

The Developer wishes to express her gratitude to those who help in the
development of this learning material. The fulfilment of this material would not be possible
without these people who gave their support, helping hand and cooperation.

Foremost to my almighty God who sustained my strength and faith to finish this
material.

My family who served as my inspiration.

My School Heads and co- teachers and friends

To my Araling Panlipunan Supervisor for his support and assistance.

DIVISION LRMDS STAFF:

Marilou A. Balinsat Sharon Rose S. Boguen

Librarian II PDO II

EVELYN C. GANOTICE
EPS/LR Manager

CONSULTANTS:

ROMULO A. GALNAWAN
Chief, Curriculum Implementation

AMADOR D. GARCIA SR., PhD

OIC Schools Division Superintendent

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 TABLE OF CONTENTS

COPYRIGHT NOTICE ………....................................................................i

PREFACE .................................................................................................ii
ACKNOWLEDGEMENT............................................................................iii
TABLE OF CONTENTS............................................................................iv
WHAT I NEED TO KNOW ........................................................................8
LEARNING OBJECTIVES ........................................................................8
WHAT I KNOW...........................................................................................9
WHAT’S IN………………………………………………………………………10
WHAT’S NEW ………………………………………………………………….11
WHAT IS IT……………………………………………………………………..12
WHAT’S MORE………………………………………………………………...19
WHAT I HAVE LEARNED…………………………………………………….19
WHAT I CAN DO………………………………………………………………20
ASSESSMENT………………………………………………………………...20
ADDITIONAL ACTIVITIES .......................................................................21
ANSWER KEY…………………………………………………………………21
REFERENCE SHEET…………………………………………………………21

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 Trends, Networks, and
Critical Thinking in the
21st Century
Module in Humanities and Social Sciences-
Grade 12-Specialized Subject
Second Quarter-Module 5

KAREN B. WANDAGA
Developer
For the facilitator:
This module contains information and suggested learning activities in Trends,
Networks, and Critical Thinking in the 21st Century. It consists only one learning outcome with
different activities to accomplish. Further, this module develops the attitudes required to
acquire the knowledge and skills you can use in giving help to the needy communities. You,
as a learner can ask assistance from your siblings or anybody else who can help you in this
module.
Please use separate sheet in answering the Pre-test, activity exercises, and post-test.

For the learner:

Upon completing this module, it is expected provides opportunities for students to
discover patterns and extract meanings from emerging trends. It aids in developing their
critical and creative thinking skills-- essential tools for decision making and understanding
“ethics of care”. Global trends in the 21st century are examined and are either accepted or
rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that
will challenge them to (1) formulate their stances on issues or concerns; (2) propose
interventions and; (3) formulate alternative futures. The students will realize the
interconnections between their neural connections and social realities.
Report to your teacher for an assessment to check your achievement of knowledge
and skills required in this module. You have to ensure that you accomplished the given
activities before reporting to your teacher for an actual assessment. If you pass the
assessment, you can proceed to the next module.
Congratulations in advance and see you in the next level.

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 What I Need to Know

This ADM introduces provides opportunities for students to discover patterns

and extract meanings from emerging trends. It aids in developing their critical and
creative thinking skills-- essential tools for decision making and understanding “ethics
of care”. Global trends in the 21st century is examined and are either accepted or
rejected on a sound set of criteria. Students will be asked to create and analyze
scenarios that will challenge them to (1) formulate their stances on issues or
concerns; (2) propose interventions and; (3) formulate alternative futures. The
students will realize the interconnections between their neural connections and social
realities.
It contains different activities that will help the SHS learner to cope up.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook or hand-out you are
now using.
After going through this module, you are expected to:
Learning Objectives:
1. Differentiate connections from relationship, and networks - HUMSS_MCT12-
IIg-i-1
2. Illustrate how the brain or neural network works- HUMSS_MCT12-IIg-i-2
Topic:
NEURAL AND SOCIAL NETWORKS:
***CONNECTIONS, RELATIONSHIPS AND NETWORKS
***NEURAL NETWORKS AND SOCIAL NETWORKS

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 What I Know
PRE-TEST

HOW TO DEVELOP NETWORKS? Each one of us has a set of social networks. The
activity below shows the different networks that we form. Read each questions below
and answer them by yourself. Write all the names of individuals that you can think of
as you answer all the questions below.
QUESTION ANSWER
1.Who are the members of your
immediate family?
2.Whom do you usually hang-out with or
talk with during the weekends?
3.When you need to make important
decisions about your personal or
professional life, whom do you seek for
advice?
4.When you feel lonely or sad, whom do
you call or talk with to discuss your
problem?
5.If you needed financial help, whom do
you usually go to?

Reflection Questions: After answering the activity above, answer the following
reflection questions:
1.What did you notice from the list of names that you wrote Did each question generate
a different list of names? Did it contain similar names for every question? Write your
observations.
2.Check the names of the persons that you wrote for each question, which names
would usually come out often? How many times did that name show?
3.Each list represents a different social network for you and most likely it overlaps with
other networks. Label the list that you develop for each number by giving a name for
each list to represent a particular social network. You can create for example, “a family
network,” “ a professional career support network”, or a “personal advice network,”
4.List all the names for each network that you formed for every number. Identify as
well the age and gender of the names in your list.

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 What’s In

Welcome to the World of Trends, Networks, and Critical Thinking in the 21st
Century!
Provides opportunities for students to discover patterns and extract meanings
from emerging trends. It aids in developing their critical and creative thinking skills--
essential tools for decision making and understanding “ethics of care”. Global trends
in the 21st century are examined and are either accepted or rejected on a sound set
of criteria. Students will be asked to create and analyze scenarios that will challenge
them to (1) formulate their stances on issues or concerns; (2) propose interventions
and; (3) formulate alternative futures. The students will realize the interconnections
between their neural connections and social realities.

Notes to the Teacher

Upon completing this lesson, report to your teacher for assessment
to check your achievement of knowledge and skills required in this
activity. If you pass the assessment, you can proceed to the next
module

PRE-ACTIVITY: Discuss the ill-effects of Information and Communications

Technology

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 What’s New

LESSON PROPER:
➢ NEURAL AND SOCIAL NETWORKS:
***CONNECTIONS, RELATIONSHIPS AND NETWORKS
***NEURAL NETWORKS AND SOCIAL NETWORKS

ACTIVITY 1: Define the following words:

1.NETWORKS 8.NODES
2.CONNECTIONS 9.VERTICES
3.RELATIONSHIPS 10.DENDRITE
4.GRAPHS 11.AXON
5.SOCIAL NETWORKS 12.NEURON
6.NEURAL
7.NEURAL NETWORK

ACTIVITY 2: Describe the social networks of the SK Federation in your own Barangay.

ACTIVITY2: DISCOVERY CORNER:

1.Identify and discuss the Functions of Brain
2.Discuss the most important function of the dendrite in the human nervous system.

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 What is It
NEURAL AND SOCIAL NETWORKS: CONNECTIONS, RELATIONSHIPS AND
NETWORKS
The world has become smaller for humanity because of the major trends and
developments in information and communication technology in the 21 st century. The
fast-paced production of knowledge, information, and communication technology and
its application of became the bridge that connected us to each and every corner of the
world. Each of us is connected in one way or another to different groups or contacts
because of the significant developments in the fields of communication and
transportation. Because of the links that technology has created into each of our lives,
it is inevitable that our actions can now influence those around us. An action or activity
of an individual can affect those in other parts of the globe. Needless to say, it has
become inevitable that our connections and social relations with others can produce
diverse consequences.
Social relations link each of us to a particular group and these relations that
connect us with others can produce diverse consequences.
NETWORKS
Zeev Maoz (2011,7 and 38-39) in Network of Nations, defines Network as a set
of units like nerves, species, individuals, institutions or states and a rule that
determines the “magnitude”, and/ or direction of ties “that exist between ant two social
entities or nodes. A network shows the relations that exist between nodes. In most
cases, the same nodes can be simultaneously related to multiple networks with each
network defined by a particular set of rules. For example, a group of persons in a
church organization may be a member of different networks like a friendship networks,
neighborhood networks, or community-based networks(Maoz,2011,40). A set of
networks that is made up of the same set of nodes is known as a hypernetwork or a
multiplex.

Networks can be classified into 2 types, namely. relational network and

affiliational networks. Relational networks or one-mode networks are characterized by
rules that determine the presence, direction and extent of a relationship between any

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two units. Example of relational units include neighborhood, friendship, alliance, or
trade networks. Affiliational networks refer to networks in which the rule determines an
affiliation of a unit with an event, organization or group. Examples of affiliational
networks include membership in a professional organization, national membership in
international organizations or the distribution of the different provincial population
based on their religion or ethnic affiliations.
In understanding networks, it’s imperative to understand the connections
among social units including the effects or outcomes associated with these
connections. The “social units” referred to in this context are called actors. ACTORS
are defined as “discrete individual or collective social units.” In the activity above, the
names of people listed in one of the networks you have formed are the actors in the
networks. The use of the term actor does not mean that they perform a particular
action. The term actor in this context connotes “a social unit that is playing a role in a
larger social system.” In social network analysis, actors are also called as nodes and
vertices.
Ego network is made up of a focal actor or node called ego and the nodes to
whom the ego is directly connected or linked. These social units to whom the ego is
connected are called alters. Gender and age provide additional information on each
social unit. These attributes or characteristics that give additional information about
the actors are called actor attributes. An ego network also states the ties that exist
between the alters. This is known as a first-order egonet. A second-order egonet
shows the relations between alters and other nodes in the network.
Example of first-order egonet:
A FIRST-ORDER EGONET OF Country’s X’s ties with other countries:

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Example of second-order egonet:

It contains a more complicated web of ties made up of both direct and indirect
connections. Country X has direct ties with country R, G, A, P and F. But country X’s
ties with country J is indirect and is made through country X’s connection with country
P which has a direct tie with country J.

CONNECTIONS
Connection refers to the tie that links actors to one another. It illustrates what
links unit A to unit B. The range of connections or ties that link any two actors are wide-
ranging. Examples of connections that can be used to show ties among actors include
behavioral interactions, physical connections, association or affiliation, evaluation of
one person by another person, and even formal relations. In a school set-up for
example, ties among actors can be based on who are chatting with each other
(behavioral interaction), who has authority over whom (formal relations).
Connections between social units establishes a tie or link between two actors
or social units. Connections between two actors from a dyad. Dyad is the basic unit of
social networks which is made up of a pair of actors.
Examples of a Dyad Social Network:
1.A child who wishes to form friendship ties with another child
2.A store manager consults with his assistant manager.
3. The Philippines wants to form an alliance with another country in the Southeast
Asian region.
When 3 actors are involved, it is called a TRIAD.
Examples of a triad:
1.A child who wishes to form friendship ties with 2 other children
2.A store manager consults with his assistant manager and store supervisor.
3.The Philippines wants to form an alliance with two or other countries in the Southeast
Asian region.

RELATIONSHIPS:
In understanding connections, it is important to collect information on multiple
ties in order to understand the depth of connections or the lack thereof among social
units or actors. The collection of ties among the actors in a group is called

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RELATIONSHIPS. In social network analysis, relationships refer to “a collection of ties
of a specific kind measured on pairs of actors” from a particular group of social entities.
(Carolan,2014, 6). A single group of actors can have several different forms of
relationships. For example, if you want to study the connections of middle-aged
friends, one can also look into the connections of the parents of the middle-aged
friends.
GRAPHS:
A visual representation can be used to understand networks. A graph or digraph
is a “visual representation of a social network, where actors are represented as nodes
or vertices and the ties (connections) are represented as lines”. (Prell,2012,9). The
lines in the digraph represent the ties or connections while the arrowhead show the
direction of the connections.

SOCIAL NETWORKS:
Social network is made up of a “subset of nodes that are organized through
their ties with each other” (Maoz,2011,38). Brian Carolan (2014, 7) described social
network as a set of relations “made up of who knows whom, who is a friend of whom,
or who talks with whom” (Carolan, 2014, 7). Christina Prell (2012, 8-9) defines social
network as “a set of relations that apply to a set of actors, as well as any additional
information on those actors and relations.
Carolan (2014,7) identified 3 essential elements of social networks. These
include the following:
1.It is made up of a set of actors.
2.Every actor has a set of individual attributes.
3.It has a set of ties or connections that define at least one relation among actors.
Social networks consist of terminologies that include actors, nodes, vertices,
ego, ego network, alters, connections or ties, relations and actor attributes.
Terminologies related to social networks:
Actors, vertices and nodes – refer to the social entities linked together in relation to
something.
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Ego – refers to the focal actor of interest
Alters – refer to the actor to whom an ego is connected.
Connection or tie – refers to what links A to B.
Relation – refers to the specific set of ties among a set of actors.
Actor attributes are the additional information on earth set of particular actors.

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Ego network – refers to the social network of a particular focal actor, egos alters and
the ties linking ego to alters, and alters to alters.

SOCIAL NETWORK ANALYSIS focuses on the “measurement of the characteristics

of linkages between ‘units’, whether individuals, groups or organizations that form a
defined population.” (Holton 2008,50). Analysis of a social networks provide an
increase understanding of the “morphological patterns” within networks and it centers
on questions that explain why clusters and connections form within social life and
analyzes “network complexities and directional asymmetries in network links”. (Holton
2008, 50).
IMPORTANCE OF SOCIAL NETWORKS
Social networks are important because there is a need to look into how a group
has made a decision on a particular issue. Looking into the outcome alone neglects
the complex process through which a consequence or decision has been made or
reached. It is imperative to look into “how members of the group influenced each other
in order to make a decision, or perhaps, not make a decision.” Social network analysis
allows us to systematically show how these interactions among group members led to
a particular outcome or decision. (Carolan 2014, 12-13).

NEURAL AND SOCIAL NETWORKS:

Social networks and neural networks are interrelated concepts because both
deal with identifying and tracing patterns, trends, connections and relations. Social
network looks into the relations of a group of social entities and any information with
regard to each actor including the relations within the network while neural networks
develop meaning from complex or inaccurate patterns. Neural networks can be
considered as an application of the social network analysis because neural networks
can be used to effectively identify connections and relations. It can be utilized to extract
patterns and trace trends and connections that are very complicated for human to
process.

THE BRAIN AND THE NERVOUS SYSTEM AS A NEURAL NETWORK:

Simon Haykin (1992, 2) defines neural network as “a massively parallel
distributed processor made up of simple processing units which has a natural
propensity for storing experimental knowledge and making it available for use.” A
neural network can be likened to the brain in 2 ways:
1.Knowledge is acquired by the network from its environment through a learning
process.
2. Interneuron connection strengths, known as synaptic weights, store the acquired
knowledge ( Haykin 1999, 2). Shiffman (2012) considers the human brain as a
biological neural network which is made up of an “interconnected web of neurons
transmitting elaborate patterns of electrical signals.” The dendrites accept the input
signals and from these inputs, release an output signal through the axon.

The basic computing units of the nervous system are called neurons or nerve
cells. In understanding neural networks, connections are necessary. Each neuron in
the human brain contain hundreds and even thousands of connections to other
neurons whose total number could reach up to times 1014 or 1015. Neurons are very
sensitive that is why they readily response to any form of pressure. This characteristic
of the neuron serves as the basis for a number of sensory receptors.

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 There are other types of cells in the nervous system. The most common of
these classes of cells which are intermixed with neurons in the central nervous system
are the GLIA or GLUE CELLS. These cells serve as an important support function for
neurons, both metabolic and physical, because they form a matrix in which neurons
grow (Anderson 1995,5-6). The human nervous system can be considered as a three-
staged system. The human brain is the center of the system. It is represented by the
neural or nerve net which acts as the receiver of information called stimulus. It also
perceives the information gathered and makes appropriate decisions to the stimulus.

The diagram above provides a representation of the nervous system. The 2

sets of arrow in the figure shows the transmission and feedback system within the
process. The right pointing arrows illustrate the forward transmission of information-
bearing signals through the system while the left pointing arrows show the feedback
in the system. The receptors translate stimuli from the human body or any external
environment into electric impulses that relay the information to the neural net or the
brain. The effectors convert the electric impulses produced by the neural net into
visible responses as system outputs.
The brain has small-scale and large scale anatomical organizations wherein
different functions take place at lower and higher levels.

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 The diagram shows the structural organization of levels in the human brain.
Synapses represent the basic level and it depends on molecules and ions for their
actions. The second, third and fourth levels are the neural microcircuits, dendritic tress
and the neurons respectively. The neural microcircuit refers to “an assembly of
synapses organized into patterns of connectivity to produce a functional operation of
interest.” A neural microcircuit is clustered to form dendritic subunits within the
dendritic tress of individual neurons. The whole neuron which is about 100
micrometers in size, has several dendritic subunits. After these levels of complexity
are the local circuits. A local circuit is about one millimeter in size and it is made up of
neurons with similar or different properties. These properties perform operations
“characteristics of a localized region in the brain.” This level is then followed by
interregional circuits consist of pathways, column and topographic maps which involve
multiple regions that are located in the different parts of the human brain. Topographic
maps are usually arranged in sheets where the visual, auditory and somatosensory
maps are arranged together in layers in a manner “that the stimuli from corresponding
points in space lie above or below each other”. At the final level of the structural
organization of levels is the central nervous system. In this level of complexity, the
topographic maps and other interregional circuits mediate specific types of behavior
in the central nervous system (Haykin 1999, 7-9).

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 What’s More

ACTIVITY 1: INFORMATIVE CORNER: Discuss the following concepts:

1.Differentiate and discuss the concepts of Connections, Relationships and Networks
2.Significance of Connections, Relationships and Networks in understanding social
networks.
3. Importance of social networks and neural networks.

ACTIVITY 2: CRITICAL THINKING: Answer the following questions:

1.Why is it important to study social network analysis?
2.How and where can we apply social network analysis?
3.What are the different types of networks? How and where can we apply these
networks?
4.Why do we consider the human brain as a neural network? How does the brain work
as a neural network?

ACTIVITY 3: ILLUSTRATIVE DISCUSSION CORNER: Illustrate and discuss how the

brain or neural network works.

What I Have Learned

ACTIVITY 1: GENERALIZATION CORNER: Give your own idea or opinion about the
importance of studying social networks and neural networks in the Philippine society.

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 What I Can Do

ACTIVITY 1: GRAPH: Make graph or matrix that shows your relationship (both direct
and indirect) with the different people in each of the following networks. Choose at
least 2 networks:
1.Close friends network
2.School Organization or Club Network
3.Emotional support network
4.Church group network
5.Extended family network

Assessment

POST TEST

DEFINE THE FOLLOWING TERMS:

Social network Graphs Relation Connection
Actor Ego Ego network Relational
Affiliational network Alter Actor attribute networks
Dyad

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 Additional Activities

ACTIVITY 1: Make a graph or matrix that shows the relationship (both direct and
indirect) of the Philippines in the following networks:
1.Association of Southeast Asian Nation (ASEAN)
2.United Nations
3.Asia-Pacific Economic Cooperation (APEC).

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 References

Dela Cruz, Arleigh Rose D. et al. Trends,Networks, and Critical Thinking in the 21st
Century. Quezon City: Phoenix Publishing House, 2016.
Kindpng.com. “Neural and Social Networks”. Accessed October
25, 2020. https://www.kindpng.com/picc/m/276-2761159_neural-and-social-
networks-hd-png-download.png.

1279-13-21MELCS

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For inquiries or feedback, please write or call:
Department of Education - Schools Division of Kalinga
Bulanao, Tabuk City, Kalinga
Telefax/Website: www.depedkalinga.ph
Email Address: [email protected]