12

Quarter 1 Module 1

LEARNER’S MATERIAL

1
I What do I need to know?
Content Standard:
 Demonstrate an understanding of the integration of social sciences perspective and
community action initiatives.
Performance Standard:
 Synthesize the integrative experience of implementing community-action initiatives apply-
ing social sciences’ ideas and methods.

Most Essential Learning Competency:

 Explain the importance of studying community dynamics and community action in rela-
tion to applied social sciences and the learners’ future career options.
Objective:
 The learners will be able to define what is a community, identify the characteristics of
community and analyze personal membership in various communities.

I What is new?
Activity 1: Past and Present
Directions: Determine the changes that happened in your community by comparing 2015
and 2020 using the table below. Answer the questions that follows.

TABLE OF COMPARISON
2015 2020

1. What are the factors that brought this changes?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. What are the career opportunities in store for you in your community?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2
D What do I know?
Activity 3: Pre-assessment
Instruction: Match column A to column B. Write the letter of your answer on the space
provided.

COLUMN A COLUMN B

_____ 1. It pertains to highly industrialize A. Slums

communities.
_____ 2. It consists of agricultural lands and B. Urban
referred as the pre-industrial
communities. C. Social Status
_____ 3. It is a densely populated area
usually crowded and has dirty run- D. Rural
down housing.
_____ 4. An area of land that has been E. Subdivision
divided on smaller areas on which
houses were built. F. Community
_____ 5. It refers to the social standing of an
individual.

Activity 3:

Questions to Ponder:

1. Why do you think it is important to know the kind of community you belong?

2. What is you personal career choice and what makes you choose this career?

3. How does a change in your community affect your career choice?

3
D What is in?
Activity 3: Semantic Web
Instruction: What are the different network of people and resources that exists in your com-
munity. Follow the examples given and answer the questions below.

Questions to Ponder:

1. Based from the given community networks, what group do you belong?

2. Ten years form now where would you be in these groups?

3. Base on the semantic web you did, what do you think is the meaning of community?

4
D What is it?
Activity 5: Reading Activity
Concepts Notes: Read and understand the ideas and concept being presented.

A community is where the people work, play and live. It is a group of people who occu-
py a common contiguous territory, possessed of a common sets of traditions associated with
their living together in that territory, and served by a set of local institutions in which the
people are conscious of their common interest.

Types of Community:

 Urban communities are cities.

 There are lots of people living close together in
a small amount of space.
 There is not very much open space of natural
areas.
 Transportation: always take the bus, train,
taxis or work.
 Architecture: buildings in urban communi-
ties are often very tall. Some buildings are so
tall they seem to touch the sky. These are
called skyscrapers.

 Rural communities are called “the country” or

farm land.
 There are fewer people, more spread out from
one another.
 There is lots of open space and natural areas.
 Transportation: people usually must drive to
places they need to visit, because it is too far
to walk. Sometimes the road are no paved, so
people need special vehicles, like pick-up,

5
 Suburban communities are usually close to,
but not in, cities. There are fewer people than
on urban communities, but many more than in
rural communities.
 Houses are often in neighborhoods and many
people have yards.
 There are many natural areas.
 Transportation: people in the suburbs often
drive, but sometimes walk or take the bus.
 Architecture: Often, homes in suburban com-
munities have only one family living in then.
Sometimes family lives in apartments. They are
not skyscrapers.

 A slum is usually a highly populated urban

residential area consisting mostly of closely
packed, decrepit housing units in a situa-
tion of deteriorated or incomplete infrastruc-
ture, inhabited primarily by impoverished
persons.
 Transportation: Limited or no access to
public transportation or they sometimes us-
es bicycle
 Architecture: Informal (and often illegal)
housing, unsafe and/or unhealthy homes
(e.g. lack of windows, dirt floor, leaky walls
and roofs) and overcrowded homes.

Questions to Ponder:

a. What composes the community?

b. How do they work?

c. Do they help one another for the purpose of co-existence?

6
COMMUNITY IN THE PERSPECTIVE OF THE FOLLOWING

SOCIAL SCIENCE DISCIPLINE

SOCIOLOGY - community as a group who follow a social structure within a society

(culture, norms, values, status). They may work together to organise social life within a
particular place, or they may be bound by a sense of belonging sustained across time
and space.

PSYCHOLOGY - Community Psychology is a field with a unique new perspective for

understanding the individuals within their environment which includes the larger social
systems that affect their lives. It does not focus on “problems” but rather on the
strengths and competencies of community members.

ANTHROPOLOGY - Community' is to be characterized in terms of: (1) common interests

between people; or (2) a common ecology and locality; or (3) a common social system or
structure. Hence, communities come to be marked by a fair degree of social coherence.

ARCHAEOLOGY - Also known as publice Archaeology, community archaeology involves

communities "in the planning and carrying out of research projects that are of direct
interest to them".

ECONOMICS - Economics for community holds that the non-market goods and services
have intrinsic, non-monetary values that cannot be replaced by financial assets. It holds
that rules are needed to respect this basic requirement for various non-market goods
and services to ensure economic activities serve these broader values.

GEOGRAPHY - A community of place or place-based community is a community of

people who are bound together because of where they reside, work, visit or otherwise
spend a continuous portion of their time.

7
E What is more?
Activity 6: Contextualizing Social Science Disciplines

Discussion of saying and a bible excerpt:

a. “Together we stand, Divided we fall.” John F. Kennedy
b. “As a body is one though it has many parts and all the parts of the body
c. Though many are one body, so also as Christ.” 1 Corinthians 12:12
d. Each part of the body is unique and important. Like us each of us is unique and our unique-
ness can help strengthen our community.

You will choose one from the given sayings or excerpt and you are expected to make an
essay consisting of three paragraphs with a total of 150 words. Questions below will help you in
constructing your essay following the guided criteria.

a. What composes the community?

b. How do they work?
c. Do they help one another for the purpose of co-existence?

RAW SCORES INDICATORS

5 Write the essay nicely and it has appropriate con-

tent related to the topic.
4 Correct and appropriate but lack of neatness.

3 Wrong use of capitalization , punctuation marks,

indention, etc.
2 Incomplete work.

1 Obviously copied the work of others.

0
Not submitting any work.

8
E What can I do?
Activity No. 7: Writing Prompts: Building Community Description Pyramids

You will add a word or a phrase one at a time and develop the characteristics of your own
Community.

Reflection Questions:
1. What do you like about your community?
2. What do you think should be changed in your community?
3. How can you help your community?
4. What are the things do you like best in your community?
5. What do the people in your community do for recreation?
6. What do you think is the most important thing about community?
7. How did you come up in your answer in the pyramid?
8. Will it help you in choosing your career path? How?
9. What factor/s in your community do you think will hinder your future plans?
10. What solution do you think will eliminate those factors?

9
A What I Have Learned?
Activity No. 8: Essay
The biggest problem our country facing today is the spread of the Covid-19 virus. It is the
major challenge for health systems all over the world. Almost everyday, the number of Covid-19
positive patients increases, despite of the reminders given by the Local and National Govern-
ment. As part of the community, aside from the reminders and guidelines given by the govern-
ment, what do you think the people in the community should do in order to prevent the spread
of the virus? Given the chance, what activity or program could you suggest in order to help the
people in your community? Explain you answer.

10
A What I can achieve ?
Activity No. 9: I Am a Social Scientist: A Simple Essay
Upon learning about community, you may write a short essay about the human society
and its personal relationship focusing on your own culture and religion. You may also give
emphasis on how the local government unit (LGU) works to how the societies function as a
whole.
You will be guided by Mr. Gai’s 10 point rubric scale:

ASSESSMENT:
Following are the questions about Social Sciences Discipline. You may write your answer
on the space provided and check your answer later using the key answer found at the latter part
of the module.
1. It is the study of the development, structure, and functioning of human society. ____________
2. It is the scientific study of the mind and behavior. ______________
3. The scientific study of humans, human behavior and societies in the past and present.
______________
4. The study of human activity through the recovery and analysis of material culture.
______________
5. It is the scientific study of language. ______________
6. It is the social science that studies the production, distribution, and consumption of goods
and services. ______________
7. The system of rules which a particular country or community recognizes as regulating the
actions of its members and which it may enforce by the imposition of penalties. _____________
8. A field of science devoted to the study of the lands, features, inhabitants, and phenomena of
the Earth and planets. ______________
9. The study of the past. Events occurring before the invention of writing systems are
considered prehistory. ______________
10. The activities associated with the governance of a country or other area, especially the debate
or conflict among individuals or parties having or hoping to achieve power. ______________

11
References

https://www.slideshare.net/clturman/community-types-urban-rural-and-suburban?next_slideshow=1

https://sites.google.com/site/mrgaihistory/10-point-scale-rubric

Key Answers

ASSESSMENT
What I Can Achieve
1. Sociology 6. Economics
2. Psychology 7. Law
3. Anthropology 8. Geography
4. Archaeology 9. History
5. Linguistics 10. Politics

12
12
Quarter 1 Module 2

LEARNER’S MATERIAL

13
I What do I need to know?
Content Standard:
 Demonstrate an understanding of the integration of social sciences perspective and
community action initiatives.
Performance Standard:
 Synthesize the integrative experience of implementing community-action initiatives apply-
ing social sciences’ ideas and methods.
Most Essential Learning Competency:

 Define using various perspectives, e.g., social sciences, institutions, civil society, and
local/grassroots level
Objective:

 The learners will be able to define the community using various perspective like social sci-
ences, institutions, civil society and local / grassroots level.

 Learners will develop a shared sense of identity and attainment of common good.

I What is new?
Activity 1: Parts of the Elephant
Directions: If you are a blind man, how are you going to describe an elephant? Tell what part
of the elephant are listed in the table using the given clue, write your answer on the space
provided.
PARTS OF THE ELEPHANT
Ear
Thick tree branch
Tail
Snake or rope
Trunk
Pillar
Side
Huge fan
Leg
Wall

Questions to Ponder:
1. Were your answer provided an accurate description on the parts of the elephant? What
helped you in your answer?
___________________________________________________________________________________
___________________________________________________________________________________
2. Make a short explanation on why you have come up in such answer.
___________________________________________________________________________________
___________________________________________________________________________________

14
D What do I know?
Activity 2: Developing Mastery

TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is not.
_____ 1. Community is a collection of people in a particular territory.
_____ 2. Collection of people is always synonymous with community.
_____ 3. The daily operations in the community constitute to a feeling of isolation.
_____ 4. Society is another term for community.
_____ 5. Being a part of a community develops a sense of belongingness among individuals.

Write T if the statement is a common good or F it is not.

_____ 6. Follow traffic rules.
_____ 7. Whenever you buy or pay for anything, always ask for an official receipt.
_____ 8. Do not buy smuggled goods. Buy imported products.
_____ 9. When you talk to others especially a foreigner, speak positively of our race and our
country.
_____ 10. Respect your traffic officer, policeman, soldier and other public servants.
_____ 11. Do not litter, dispose of your garbage at your neighbor’s backyard.
_____ 12. Support your church.
_____ 13. During election choose the one who will give you job.
_____ 14. Pay your employees well.
_____ 15.Pay your taxes.

D What is in?

Activity 3: My Pledge of Commitment

Make a composition in a form of poem, spoken poetry, flip top rap stating their commitment in
contributing to the attainment of common good.

Rubrics:
Content 50%- the composition is unique and clearly expressing the ideas on how you can con-
tribute to the attainment of common good. Commitment wrote is attainable and realistic.
Relevance 50%- the contents are relevant and promoting values

15
D What is it?
Activity 5: The Elephant and the Blind Men
Once upon a time, an elephant came to a small town. People had read and heard of
elephants but no one in the town had ever seen one. Thus a huge, crowd gathered around the
elephant, and it was an occasion for great fun, especially for the children.

Five blind men also lived in that town, and consequently, they also heard about the
elephant. They had never seen an elephant before, and they were eager to find out about the
elephant.

Then someone suggested that the blind men could go and feel the elephant with their
hands. They could then get an idea of what an elephant looks like. The five blind men went to
the center of the town where all the people made room for them to touch the elephant.

Later on, they sat down and began to discuss their experiences. One blind man, who
had touched the trunk of the elephant, said that the elephant must be like a thick tree
branch. Another who touched the tail said the elephant probably looked like a snake or rope.
The third man, who touched the leg, said the shape of the elephant must be like a pillar. The
fourth man, who touched the ear, said that the elephant must be like a huge fan. The fifth
man who touched the side, said it must be like a wall.

They sat for hours and argued, each one sure that his view was correct. Obviously,
they were all correct from their own point of view, but no one was quite willing to listen to the
others. Finally, they decided to go to the wise man of the village and ask him who was cor-
rect. The wise man said, “Each one of you is correct and each one of you is wrong because
each one of you had only touched a part of the elephant’s body. Thus you only have a partial
view of the animal. If you put your partial views together, you will get an idea of what an ele-
phant looks like.

Processing Question:

1. Whose description of the elephant was correct?

2. What does this story tell you?

3. What parallels does the story have with real life?

4. What factors affect our different views or perspectives of reality?

5. What significance can this story have on the study of the community?

16
D What is it?
Activity 6: Reading Activity

Understanding the Different Perspectives on Community

Community as a concept is not solid. Similar to the story of the elephant and the blind
men, a community has different parts and is therefore seen from various viewpoints. The var-
ying viewpoints come as a result of the distinct perspectives of the different academic disci-
plines and sections. Their perspectives are influenced by their academic or sectoral orienta-
tion, philosophy, and values.
It is important to be acquainted with the different perspectives on the community in
order to appreciate why certain things are seen and done differently when it comes to com-
munity interventions.
1. The Social Science Perspective
From the point view of social science, a community is a congregation of people unified
by at least one common characteristic. The people can be unified by geography, shared inter-
ests, values, experiences or traditions. Generally, there is a common pattern of behavior. The
course of embracing the behavior patterns of the community is referred to as socialization.
Socialization starts at the early stage of life where one develops knowledge, skills and orienta-
tion. Also t happens during adulthood especially when the person is placed in the new envi-
ronment, and there is a need to adapt to a new pattern of behavior.
2. The Community-Based Perspective (Local Grassroots Level)
As established in the studies reviewed by Merzel and D’Afflitti (2003) and as cited by
Mc Leroy (2003), community is seen as a setting for intervention, target for change, resource
and agent from the community-based perspective.
a. Setting for Intervention - mainly defined geographically
b. Target for Change - denotes the goal of creating healthy environment
c. Resource - a good material for promotion
d. Agent - focus on respecting and reinforcing the natural adaptive, supportive and
developmental capabilities of communities
3. The Ecological Perspective
From this perspective, a community is a congregation of species that occur together in
time and space and have high probability for interaction. Social ecology, as exemplified by
Bronfenbrenner (1979), looks at the behavior of individuals in a wide social context, which is
comprised of the “development history of the individuals, their psychological characteristics
(norms, values, attitudes) interpersonal relationships (family, social networks), neighborhood,
organizations, community, public policy, physical environment and culture.

17
4. The Sectoral Perspective

From this perspective, communities are seen as a system which is comprised of indi-
viduals and sectors which diverse characteristics and interrelationships (Thompson, et. Al.,
1990 as cited by the Center for Disease Control and Prevention - CDCP). The sectors are com-
posed of groups of individuals embodying distinct roles and interests within the community
system. According to CDCP, every sector functions within particular margins to sustain the
requirements of its members and beneficiaries.

5. The Civil Society Perspective

Civil Society (CS) is generally defined as a wide array of nongovernmental organizations

and volunteer groups that are fighting for solutions to social issues that continue worsen the
condition of the disadvantaged sectors of society, especially the poor. According to Warwick
and Voitzwinker (2014), CS is embedded within the community system. To be community-
based health groups, the CS is regarded as the “setting of setting (Walzer, 1998 as cited by
McLerol, et. Al., 2003). It can be derived from these definitions that CS is the representation
of various communities as it pushes for the communities’ common interest.

Reflection Question

Differentiate the meaning of community from one perspective to another as applied in

various circumstances.

E What is more?
Activity 7: My Prompts, My Answer!
In this activity, you are going to make a sentence by competing the prompts.

1. In the social science perspective, the family is the key player that _______________________

_______________________________________________________________________________________.

2. The community-based perspective entails a thorough understanding of the community in

order to _______________________________________________________________________________.

3. From the ecological perspective, a community is ________________________________________

_______________________________________________________________________________________.

4. In sectoral perspective, each sector has its own focus which ____________________________

_______________________________________________________________________________________.

5. The civil society perspective views the community as composed of ______________________

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E What can I do?

Activity 8: Because We Care!

Community service is work done by a person or group of people that benefits others without
being paid of. With this, you are going to interview your parents, lolo/lola, tito/tita or anybody
from your relatives via phone or personal interview who have joined the community service/
engagement. The following questions will guide you in your interview process.
1. What are your interests outside of work?
2. Do you do any professional development activities outside of your job?
3. What have you done to contribute to others in your field on your own time?
4. Do you get involved in any community organizations?
5. Why do you choose that community service despite of many other services you can
contribute to your community?
6. Who are the persons with you in doing such activities?
7. Was the activity beneficial to everybody or to only few people?
8. What do you feel while doing the community service/engagement?
9. Will you continue serving the community even if you are not being paid?
10. What made you decide to continue your service?

After the interview, you are going to make a summary through an essay. You will also write a
short reflection about the activity.

My Summary My Reflection

19
A What I Have Learned?
Activity No. 9: Mind Map
You have already know the community with the use of various perspective, now you will
think of an activity that will develop a shared sense of identity and attainment of common good.
The rampant problem today is a bunch of unemployed citizens resulted into famine of most of
the families worldwide due to the Enhanced Community Quarantine (ECQ). In this time of pan-
demic, what social services group will you join so that you can help them? What help will you
offer to them? Create a mind map about your plan of activity. Write at least six (6) sentences ex-
plaining the mind map.

Mind Map

20
A What I can achieve ?

Activity No. 10: Assessment

Read the statement carefully and answer the questions below. You may choose your
answer from the word pool.

The Ecological Perspectives The Civil Society Perspectives

The Sectoral Perspectives The Social Science Perspectives
The Community-Based Perspectives (Local and Grassroots Level)

1. It is a wide array of nongovernmental organizations and volunteer groups that are fighting for
solutions to social issues that continue worsen the condition of the disadvantaged sectors of so-
ciety, especially the poor. _____________________________________
2. It is a community is a congregation of people unified by at least one common characteristic.
The people can be unified by geography, shared interests, values, experiences or traditions.
_____________________________________
3. It is a community is a congregation of species that occur together in time and space and have
high probability for interaction. ______________________________________
4. The communities are seen as a system which is comprised of individuals and sectors which
diverse characteristics and interrelationships. _____________________________________
5. The community is seen as a setting for intervention, target for change, resource and agent
from the community-based perspective. ___________________________________________________

The relationships between people imply obligations, write an observable common good from the
given situations
1. The road system _ _____________________________________________________________
2. The public parks - _____________________________________________________________
3. The police protection and public safety - _________________________________________
4. The public schools - ______________________________________________________________
5. The public transportation - _______________________________________________________

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References

Melegrito, Ma. Lourdes F. et. al., Community Engagement , Solidarity and Citizenship, 2016

Key Answers

What is new
1. Trunk
2. Tail
3. Leg
4. Ear
5. Side
What do i know
1. T 6. T 11. F
2. T 7. T 12. T
3. F 8. F 13. F
4. T 9. T 14. T
5. T 10. T 15. T
What i can achieve
1. The Civil Society Perspectives
2. The Social Science Perspectives
3. The Ecological Perspective
4. The Sectoral Perspectives
5. The Community Based Perspectives (Local Grassroots Level)

22
12
Quarter 1 Module 3

LEARNER’S MATERIAL

23
I What do I need to know?
Content Standard:
 Demonstrate an understanding of the integration of social sciences perspective and
community action initiatives.
Performance Standard:
 Synthesize the integrative experience of implementing community-action initiatives apply-
ing social sciences’ ideas and methods.

Most Essential Learning Competency:

 Analyze functions of communities in terms of structures, dynamics, and processes.
Objective:
 The learners will be able to analyze functions of communities in terms of structures,
dynamics, and processes.

I What is new?

connections Rewards working together generalizing process

sociological construct human behaviors information coercion

task accomplishment program expertise fuzzy boundaries leadership

Integrating relationships linkages physically mobile

Structures Dynamics Processes

24
D What do I know?
Activity 2: Arrange Me, What I Am?
Directions: Arrange the jumbled words to be able to come up with a sensible word/words. Once
it’s done, you have to look for the definition that best describes the word on the blackboard.

1. B S R N E A U I D O

2. I R E N C C O O

3. I V T E T R A G I N E

4. S M N A Y I C D

5. Z U Z F Y

Answer

1. ___________________________ 4. ___________________________

2. ___________________________ 5. ___________________________

3. ___________________________

Definition:

1. __________________________________________________________________________________________

2. __________________________________________________________________________________________

3. __________________________________________________________________________________________

4. __________________________________________________________________________________________

5. __________________________________________________________________________________________

25
D What is in?
Activity 3: The Hamburger Paragraph
At this point, you will be able to describe the functions of communities in terms of structures,
dynamics, and processes.

Introduction Dynamics

Processes

Conclusion: Structures

Questions to Ponder
1. Why is it important to know how your community functions?
2. What difficulties did you encounter?
3. What have you learned?

26
D What is it?
Activity 4: Reading Activity

The Dynamics of a Community

The dynamics of a community are determined by its nature and structure and how it
reacts with external or internal forces. It is thus important to recognize the characteristics
and features of a community to understand why it acts and reacts in a certain way.

Nature Description

The concept of a community is not onlya “construct” (model); it is a

sociological construct or a set of interactions or human behaviors
that have meaning and expectations between its members. There is
not just action, but actions based on shared expectations, values,
A community is a beliefs and meanings between individuals.
sociological
construct In understanding how a community operates and how it changes, it
is necessary to lean a little bit about sociology, the science. The
mobilizer is an applied scientist, a social scientist. While a pure
scientist is interested in how things work, the applied scientist is
interested in taking that knowledge and getting useful results.
When a community is little village separated by a few kilometers from
other villages in a rural area, its boundaries appear at first to be very
simple. The human interaction present may be seen as consisting
only of relations among the residents living inside the village.
A community has
fuzzy boundaries If the residents interact with people outside the village, they may, for
example, marry persons from other places and move or bring a
spouse in to live with them. At any given time, those village residents
may have sisters, brothers, cousins, parents, and relatives living
elsewhere. The boundary of the community is no longer that precise.
There may be communities within larger communities, including
A community can
districts, regions, ethnic groups, nations, and other boundaries.
exist within a larger
There may be marriages and other interactions that link the villages
communitty
of a nation together.
When technology is not based on local horticulture, the community
residents may be physically mobile. They may be nomadic herders
A community may
walking long distances with their cattle. They may be moblie fishing
move
groups who move from time to time towhere the fish are available.
They may be hunters who move to follow the game.
Source: Phil Bartle, 2010

27
A community can be considered like an organism because it can function even if peo-
ple come and go. It transcends the individual person that make it up. A living organism also
behave similarly as it transcends its atoms. In addition, an atom deals with a different set off
forces that the living plant or animal in which the atom is found. In the same way, an individ-
ual person faces a different set of forces from those faced by the community where the indi-
vidual lives (Bartle, 2010).

Bartle (2010) further pointed out that “a community is a super-organic organism or

system” made up of the thoughts, outlook and conduct of individual human beings full of di-
visions and conflicts brought about by differences in religion, ethnicity, gender, access to re-
sources, class, educational level, income level, ownership of properties, language, personality,
opportunities, and a lot more.

This reality indicates that to work in a community or to undertake community inter-

ventions is a challenging tasks. One must get to know first and foremost the community sys-
tem. How does the community work? What are the structures and the different dimensions of
the community? One must observe how the community acts and reacts to forces that are ex-
ternal and internal to its system. Development works requires understanding community dy-
namics and processes.

Reflection Question

Why is a community considered a “super-organic organism or system”?

The Structure of Community

In a community, change agents put premium in understanding power structure. Com-

munity power structure is about the distribution of power at the local community level
(Sociology Guide). But what is power? Power in a community is the capacity to influence the
decision-making and distribution processes, to bring about change and get things done. The
idea of power includes determining the structures that have impact on local communities and
also the linkages that form collaborative works.

What are the bases of local community power?

For community social change to happen, it is necessary to understand the power ac-
tors. As discussed above, power actors have power mainly because of their influence, the

28
Bases of Local
Description
Community Power
The capacity to create linkages and develop helpful relationships
Connections
with powerful individuals, family and organizations.

Power in Number The base, back-up, and support of the people in the community

The ability to provide awards, promotion, money, and gifts that

Rewards
are useful to meet individual or organizationl goals
P erson al Traits / The capacity to foster respect and loyalty based on charm,
Expertise talents, and skills.

The leadership title or higher organizational or institutional

Legitimate Power
position.

Information The ability to keep and share information.

Coercion Influence through manipulation and coercion.

Source: USDA Natural Resources Conservation Service (May 2005)

The Process of Community

The essence of community is a generalizing process, which is to say a process by which

the activities in pursuit of a wide variety of interests of a local population are both enhanced
and coordinated. Within a local society there are many interests or goals which people share.
These may be seen in the various institutional areas such as economics, government,
religion, education, family life and the rest. In each area people are working together to get
things done. It's not a community, in the technical sense, unless it has most of these. Here
one is asking about what we have called the essence of community. The essence is a process
by which task accomplishment programs in many, ideally all, areas of the common local life
are (1) strengthened through having access to local resources, such as people, material and
good wishes, outside the immediate interest group and (2) integrated with other efforts so
that the structure and well-being of the community as a whole are enhanced.

This generalizing process has a number of aspects. One is leadership, defined broadly
to include the behavior of all those who participate in bringing about across-the-board
development. People participating in several interest fields and carrying on relationships with
people in other interest areas are the conductors and actualizers of the generalizing process.
In most communities the number of highly generalized leaders is small; but for the
generalizing process to be effective, the network of integrating relationships must be broad
and include many in less visible roles.

29
E What is more?
Activity 5: “Lakbay-Utak” (Mental Tour)
Instructions

1. Take a mental tour of a community,

preferably a poor community, that is
familiar to you.

2. Imagine that you are investigating the community. Be quiet and let your mind travel slowly
and be aware of what the exercise reveals.
3. Identify the power actors/players in the com
munity. Who are the influential members of the
community? What are the characteristics of
these people? How do they influence the mem-
bers of the community?

Processing Questions
1. Who are the power actors / players?
2. What makes them power actors / players?
3. What have you learned in the activity?

E What can I do?

Activity No. 6: “Pagkilatis”
Instruction:
1. Identify the community that is familiar to you. You may use the same community in the pre-
vious exercises.
2. Recall significant events or ordinary happenings that continue to exist in the community.
3. Identify and describe these occurrences, put a name per occurrence , and determine if each
occurrence is considered as community dimension. Community dimensions are actually dif-
ferent parts of a community. However, according to Phil Bartle, we apply the term” dimen-
sion” because what we are referring to are “analytical categories” and not “observable parts”
such as the parts of the body (retrieved from www.cec.vcn.ca/cmp/modules/com-wha.htm).
4. Draw a diamond and write in each angle the dimensions that you have identified in the exer-
cise.
5. Write your exercise output in the provided answer sheet.

30
A What I Have Learned?
Activity No. 7: Easy Essay!

Instruction:
Make an essay from any of the following functions of communities in
terms of structures, dynamics, and processes

1. How the community is composed?

(Power Structure)

2. How do people in the community act

to one another?
(Dynamics)

3. How communities develop?

(Process)

Score Content Organization Development

Clear sense of order.

Answer is appropriate to the Develops each point with
Supporting points are
4 question. Content is many specific details. Answer
presented in a logical
factually correct. question completely.
progression.
Each point are presented
Answer is appropriate to the May lack a topic sentense
with some details and
3 question. May have one or but points are presented in a
evidence. Allimportant points
two factual erros. logical progression.
included.
Logic of arguments is
Content relate peripherally minimally perceivable. Sparse details or evidence.
2 to the question; contains Points presented in a Question only partially
significant factual errors. seemingly random fashion, answered.
but all support argument.

Statement are unsupported

Content unrelated to Lacks clear organizational
1 by any details or
question. plan. Reader is confused.
explanation.

31
A What I can achieve ?

Activity No. 8: SWOT Analysis Matrix

Directions: Answer the SWOT Analysis Matrix below by filling the needed data. You may think
of your own barangay / town / organization in giving situations.

Name: _______________________________________ Date: ______________ Score: _____________

A. Given Community Situation / Activity _____________________________________________________

______________________________________________________________________________________________

B. Description (1 to 2 sentences)
______________________________________________________________________________________________
_______________________________________________________
______________________________________________________________________________________________
_______________________________________________________
______________________________________________________________________________________________
_______________________________________________________

Area Description

Strenght/s

Weakness/es

Opportunity/ies

Threat/s

C. Analysis

Questions to Ponder:
1. How did you come up on your answer?
2. Was the given activity helped you understand more your own barangay / town / organiza-
tion ? Why? Why not?

32
References

Melegrito, Ma. Lourdes F. et. al., Community Engagement , Solidarity and Citizenship, 2016

https://aese.psu.edu/nercrd/community/community-a-different-biography/writing/community-structure-and-
process-1968

Key Answers
What is new?

Structures Dynamics Processes

Connections People working together Sociological construct

Rewards Task accomplishment Fuzzy boundaries

Information Leadership Linkages

Coercion Generalizing process Physically mobile

Expertise Integrative relationships Human behaviors

What do I know?
1. BOUNDARIES 4. DYNAMICS
2. COERCION 5. FUZZY
3. INTEGRATIVE

33
12
Quarter 1 Module 4

LEARNER’S MATERIAL

34
I What do I need to know?
Content Standard:
 Demonstrate an understanding of the integration of social sciences perspective and commu-
nity action initiatives.

Performance Standard:
 Synthesize the integrative experience of implementing community-action initiatives applying
social sciences’ ideas and methods.

Most Essential Learning Competency:

 Explain different typologies of communities
Objective:
 Compare and Contrast typologies of communities

I What is new?
Activity 1: Guess the Word
Instruction: Try to guess the word by analyzing the pictures carefully. Fill-in the missing letters
in the blank to get the correct word/answer.

__ I __ __ __ __ L __ __ __ I __ __ __ E __ __ __ __ O __ __ O __ __
S P __ C __

35
D What do I know?
Activity 2: Pre-assessment
Instruction: Read each statements carefully write A if you agree on the statement and DA if you
disagree. Write your answers on the space provided for.

______ 1. Urban and rural community are geographical in nature.

______ 2. Awareness and appreciation of the different types of communities help researchers and
agents of social change to focus and deepen their analysis of a particular community.
______ 3. It is possible to have all types of communities present in one geographical community.
______ 4. With the development of online communication, the concept of community went be-

D What is in?
Activity 3. Compare and Contrast
Instruction: Write similarities and the contrasting factor you observe based on the picture.

Similarity/ies Difference/s
________________________ ________________________
________________________ ________________________
________________________ ________________________

36
Similarity/ies Difference/s
________________________ ________________________
________________________ ________________________
________________________ ________________________

Processing Questions:
1. What are the things you consider in identifying the similarities and contrast of the pic-
tures?
2. What type of community do you have?

37
What is it?
The Classification of Communities

1. Rural-Urban

This classification is basically geographical in nature. Rural areas are separate and away
from the influence of large cities and towns. It is known as the countryside, farmland, or agricul-
tural land. Urban areas, on the other hand, are called cities or towns.

To help clarify the difference between urban and rural areas. Landmark (nd) gave the following
questions:
a. Where is it located?

b. Who lives there?

c. How many live in it?

d. What is the land used for?

e. What are the services?

38
2. Local-Global
The local-global community refers to “specialized networks of social relations.” Global and
local are “not spatial structures but different representations of space competing against each
other in a process to determine the society of that society (Guy, 2009 as cited in Shanyana and
Endofirepi, 2015).
Guy (2009) further described global and local communities as the two opposite side of dis-
tinction. This distinction is used in communication as a code to produce information about peo-
ple and culture. The challenge is to be cognizant of social realities and regard local culture in the
advent of localization. “Think globally, act locally” presses people to consider the situation of the
entire planet and to take action locally, in their communities and cities.
3. Physical Space-Virtual Social Space
A social space is either physical or virtual like an online social media or a center or gather-
ing place where people interact. Physical space refers to unlimited three-dimensional expanses in
which material object are located. On the other hand, virtual social space refers to nonphysical
spaces created by the development of technology (Zahi Alrayyes, 2012).
With the development of online communication, the concept of community went beyond
geographical limitations. Now we have a virtual community, a congregation of people communi-
cating and interacting with each other through information technology. People now gather virtu-
ally online and share common interests irrespective of physical location. Before the rise of the in-
ternet, virtual communities were limited by communication and transportation constraints.
Generally, there are three types of community: geographic community or neighborhood ,
community of interest or solidarity, and international community. Pramila Aggarwal (nd) provided
a description of each type:

1. Geographic Community or Neighborhood

This type of community focuses on the physical boundaries that make it distinct or sepa-
rate, such as a river or a street. It has a diverse population with individuals or groups occupying
different physical spaces and each with special attributes such as religion, economic status, etc.

2. Community of Identity

This community has common identifiable characteristics or attributes like culture, lan-
guage, music, religion, customs, and others.

3. Community of Interest or Solidarity

This community incorporates social movements such as women’s rights, environment,

peace, and human rights. Individuals may be connected to their community of interest at the lo-
cal and international levels. It may also be formal or informal or both.

4. International Community

This community refers to individuals that come together voluntarily and support each oth-
er. Members may share the same interest and identity or geographical location.

Awareness and appreciation of the different typed of communities help researchers and
agents of social change to focus and deepen their analyze of a particular community. These guide
them in identifying which particular community matches their research interest or political advo-
39
E What is more?
Activity 4: Reflection Question

Is it possible to have all the types

of communities present in one
geographical community?

What does think globally and

act locally mean?

40
E What can I do?
Activity No. 5: Performance Task
In the context of societal community security issues, you are required to seek permission
for projects or activities that are to be held outside the campus. Given this requirement, you are
instructed to write a permission letter addressed to the school principal requesting that your
project team be allowed to undertake a community visit and assessment as a project preliminary
activity. In the permission letter, state the following:
1. The rationale of the community visit and assessment
2. The objective of the visit and assessment.
3. The expected output and gains of the visit and assessment.

The letter will be evaluated based on the following:

Quality 4 3 2 1

It is remarkably It is a good con- It is poor con- It is a very poor

constructed. It is struction. It is a rel- struction. It is not construction. It
relevant all three evant; the three re- so relevant; the is irrelevant.
required compo- quired components three components
nents are present. and present. The are missing.
The components components are
are properly partly aligned.
aligned

41
A What I Have Learned?
Activity No. 6. My Ideal Community
Instructions:
1. Imagine a community where all the types of community exists.
2. Give a name which will capture the features of that community.
3. Draw or illustrate what you imagined.

42
A What I can achieve ?

Activity No 7. Photo Essay

Instructions: Using the given picture,

______________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

43
References

Community Engagement, Solidarity and Citizenship Book (Zeal for Action) by Ma.
Lourdes F. Melegrito et.al (Pages 33 to 39)
https://www.gograph.com/clipart/illustration-of-a-notebook-and-a-pencil-with-an-image-gg65212683.html

https://www.youtube.com/watch?v=G5y4PsAZVss

Answer Key
Activity 1.
VIRTUAL SOCIAL SPACE
NEIGHBORHOOD

Activity 2.
Pre-Assessment
1. Agree
2. Agree
3. Agree
4. Agree
5. Disagree

44
12
Quarter 1 Module 5

LEARNER’S MATERIAL

45
I What do I need to know?
Content Standard:
 Demonstrate an understanding of the integration of social sciences perspective and commu-
nity action initiatives.

Performance Standard:
 Synthesize the integrative experience of implementing community-action initiatives applying
social sciences’ ideas and methods.

Most Essential Learning Competency:

 Recognize the value of undertaking community action modalities
 Acknowledge interrelationship of self and community in undertaking community action

Objective:
 Define and explain community action and the different forms of community action.
 Understand the interrelationship of self and community in undertaking community action.

I What is new?

Activity 1: Loop a Word

Instruction: Circle the words associated with the forms of community action. Words appear
straight across, backward straight across, and up and down.

J P E D T N E M E G A G N E
O E R I S O C I E T Y N O S
M O S G O D E M O C R S E Y
S P D N L C O N C D R T U E
N L Y I I N D I V I D U A L
E E N F D B A R A N G M A N
Z Y A I A C T I O N C H Y F
I O M E R U N S E R D I V S
T U I P I H S N E Z I T I C
I E C I T S U J L A I C O S
C S S W Y T I N U M M O C V

46
D What do I know?
Activity 2: Pre-assessment
Direction. Identify to which kind of solidarity each item falls under. Choose the letter of the cor-
rect answer in the box.

A. Citizenship B. Solidarity C. Community Action D. Community Engagement

_______1. the partnership between two parties, academic institutions and local communities for
mutual benefits, and it is characterized by reciprocal relations.
_______2. It is called as the membership of a citizen in a political society.
_______3. It is about regarding our fellow human beings justify and respecting who they are as
persons
_______4. It is a manifestation of a collective grasp and ownership of a situation that generally
has an effect on them.

D What is in?

Activity 3: Triple Venn Diagram

Directions: Determine the similarities and differences of community engagement, solidarity, and
citizenship. Choose your answers from the box.

Solidarity
Community

Engagement
A. Collective Vision for Community

B. Unity/Action for Community

C. Being Citizen in the community

D. Engaged in Action

E. Unified Citizenry
F. Engaged Citizenry

Citizenship

47
D What is it?
Activity 5: Reading Activity
Concepts Notes: Read and understand the ideas and concept being presented.
A community of people who are experiencing the same situation tend to connect with
each other and pursue a common goal and action. This act or movement can be referred to as
community action. Community Action is a manifestation of a collective grasp and ownership of a
situation that generally has an effect on them. Such situation touches their sense and sensibili-
ties as individuals and as a group.
What are the important ingredients of community action?
1. Common context—People live in a similar setting and/or locality
2. Common experience—People encounter a comparable experience individually or collectively.
3. Common understanding of an issue—People have more or less a similar view of the issue at
hand
4. Common Analysis—People went through a process of analyzing the issue and may have simi-
lar take on the issue, partly or in a whole.
5. An acceptable standard—People usually establish a minimum standard in undertaking an ac-
tion together.
6. An action that is acceptable to the community—People discuss and agree on what action to
take, who will take the lead, who will do the supporting roles, and who will do other tasks.

The ingredients identified above are what we call the “MUST DO’S” in planning a communi-
ty action. The first ingredient, common context, as it is the base in building a common lens. The
members of the community must come from a familiar, if not a similar, milieu or setting.
The ingredient is common experience gives the members of the community a sense of being
one, thus creating common sentiment. This drives the community to stick together in pursuing
the same cause. The next ingredient, common understanding of an issue, elevates the community
relationship from a “feeling” level to a “thinking” level. It translate the emotional state to a more
objective of the situation.
The fourth ingredient, common analysis, puts the community members’ understanding of
the issue on a certain perspective based on core values and principles. This ingredient may
strengthen or break community relations. For example, those who promote the reproductive
rights law will form one group and those who oppose the law will form another. Their selection is
based on a certain principle and perspective on the right to life.
The fifth ingredient is an acceptable standard. This ingredient paves away for a process of
reaching compromises, setting minimum standards, and targeting bottom lines. Often because of
differences on core values and principles, the community will target minimum standards. These
targets or processes must always be present and cannot be compromised.

48
In this phase , “real needs” are determined and differentiated from “felt needs”. Debates, dia-
logues, and sharing of thoughts are undertaken. Also, relationships are built and strengthened
in this phase.
2. Mobilization of Community— This phase is the step of gathering people to meet regularly, dis-
cuss community problems, plan as a community, formulate implementing mechanisms, identify
community leaders and organizational structures, and develop systems. In this phase, work is
systemized, and the people are organized. It is where agreements and processes are aligned.
3. Organization—This is the “bolt-in” phase where all the resources, material or nonmaterial,
process or product, soft or hard technology, and physical and spiritual are mapped out and con-
solidated. It is the phase where “what is lacking” and “what is available” are determined;
strengths and weaknesses are identified; options are laid down; and plans are implemented in a
systematic and organized manner.
4. On Education—This is the skills development or human resource enhancement phase. Mem-
bers are provided with necessary skills, knowledge, and orientation. This is a prerequisite for the
commencement of duties and responsibilities as members and officers of the community organi-
zation. The success of community action may depend on how efficient and effective the members
and officers are.
The process of reaching the level of a community that pursues an advocacy together is not
an easy task. The differences in perspectives, experiences, and values contribute in making the
situation complex. Agents of community change have to contend with community dynamics and
they must learn to befriend. Therefore, community undercurrents or forces at work must not be
ignored. To facilitate a process of appreciating community dynamics, community change agents
must be aware of the following.

1. Know the community issue—its history and roots, how it developed, what facilitate its
growth, where it is now.

2. Analyze the issue from different perspective. Identify the issue and look at it from differ-
ent lenses. Map out and analyze the different perspectives.
3. Identify and get to know the relevant community structures and systems. What struc-
tures and systems may facilitate or hinder the success of an action.

4. Identify and get to know the players. Who are involved in the issue? Who are the inter-
est groups?

5. Identify community power actors. Who are the influential people? What are their interest
in the issue?
6. Trace connections. Map out linkages of the stakeholder. This will provide a picture of
the strength s and weaknesses of the people who are involved and what resources they have.

Apart from understanding community dynamics, it is also important to have a grasp of

people’s apprehensions and fears. There is a need to undertake a process of converting theses
anxieties into an animo or spirit that would motivate people’s action. It is not meant to agitate
people but to lead them to appreciate the value and the expected outcome of the collective ac-
tion. This is easier said than done. The act of pursuing community action entails patience and

49
commitment. It requires the process of meaning-taking.
As a nomenclature, community action may be linked with community engagement, soli-
darity, and citizenship. The three forms of action are alike in many ways and overlap in terms of
principles, purposes, and methods. The section below discusses the similarities and uniqueness
and the interplay of these three forms.

THE FORMS OF COMMUNITY ACTION:

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Societies of the world have become much more complex and demand accountability from academic
institutions. Traditionally, the role of this institutions is to provide knowledge through teaching and re-
search. However, such function is now considered restrictive. Educational institutions are now challenged
to respond beyond their traditional role. Gill (2012) , in her article “Institutionalizing Industry and Com-
munity Engagement in Higher Education: Challenges and Recommendations Across ASEAN and Asia,”
wrote that the 2010 OECD (Organization of Economic Co-operation and Development) General conference
underscored that “social engagement has moved beyond institutional outreach to address the challenges
of the twenty-first century.” Universities and Colleges now play a significant role in social development
and nation building. They have begun to give attention to social responsibility. There has been a recogni-
tion that educational institutions must engage actively in community development and in contributing to
civic growth and social progress in solidarity with least, the lost, and the last. It is an inclusive process
that foster participation of the marginalized and disadvantaged sectors of the society.

COMMUNITY ENGAGEMENT
The term engagement denotes interaction, sharing, and relationship at different levels. It can be
defined as the partnership between two parties, academic institutions and local communities for mutual
benefits, and it is characterized by reciprocal relations. “Engagement is now a mindset ensuring that edu-
cation can meet its multiple responsibilities...Creating a culture of learning, direct research, and teaching
to sustainable development, and strengthening links with social partners are now inescapable obligations
for educational institutions” (p.30).

What is Community Engagement?

The ASEAN University Network (AUN) follows the definition given by the Indiana University-Purude
University Indianapolis (IUPUI) Center for Service Learning. Community Engagement has a four-part defi-
nition:

• active collaboration

• builds on the resources, skills, and expertise and knowledge of the campus and community.

• improves the quality of life in the communities

• in a manner that is consistent with the campus missions

This involves a paradigm shift from the traditional mode in which the educational institution
works. From being ivory towers, the educational institutions are expected to become a link or channel be-
tween the academic and community life. The idea focuses on engaged learning which refers to an educa-
tional methodology in which either part or all the class objectives are learned by working on projects with
community partner. This is a type of education that puts classroom skills and knowledge into practise

50
while serving the community. It combines civic involvement with academic course work in a way
that benefits both the students and the community.
Moreover, it provides an arena where students work in a professional capacity with com-
munity members., their peers, and the Instructor of their course and rely heavily on teamwork
and the skills that promote effective team building toward social transformation. Community en-
gagement is now considered as salient part of educational institutions. The call is to align the
perspectives of the academe with the nature of community work and the students’ learning
methodology as they fulfil the school’s mission and contribute to social transformation. Thus en-
gagement is not just a spillover from the traditional university functions, such as teaching and
research, but progressively it becomes more of a mission.
This concept thrives and has been extended to the setting of civic engagement. The con-
ceptual relation can be attributed to the citizenship and civic responsibilities which capture the
essence of community engagement.
CITIZENSHIP
The term citizenship denotes membership of a citizen in a political society. The member-
ship implies a duty of allegiance on the part of the member and the duty of protection on the
part of the state. A citizen, on the other hand, refers to a member of a democratic community
who enjoys full civil and political rights and is accorder protection inside and outside the territo-
ry of the state (De Leon, 1997).
Basically, a citizen has both rights and responsibilities. Some of these rights include right
to life, right to worship, rights pertaining to moral or cultural values, economic rights and politi-
cal rights. Based on the concept of social justice, denial of these rights injures the whole human
community and breaks solidarity among the people. However, a responsible citizen ensures not
only awareness of these rights but also his/her obligations to pledge allegiance to the state, de-
fend it, contribute to its development and welfare, uphold its constitutions and obey laws, coop-
erate with duly constituted authorities, exercise rights responsibly, engage in gainful work, and
register and vote.
SOLIDARITY
Solidarity as a concept is still ambiguous, although in this discussion, the normative per-
spective shall be applied and used as a positively valued model of relations between social enti-
ties (Dobrazanski, nd). Generally, is about regarding our fellow human beings justify and re-
specting who they are as persons (BJPI, 2007). Based on the perspective that a person is a rela-
tional being; a person is in connection with other people, with the society and with environment.
This means that a person has to relate responsibly and act solidarity with others and the whole
humanity. His or her acts affect others and consequently affect him/her as well.
In most part s of the country and in the whole world, there is an indication of social injus-
tice and inequality. Poverty is widespread. There is also an increasing social disintegration. In
this kind of circumstance, the voiceless and those with less income suffer the most. This situa-
tion calls for act of solidarity, particularly for the affected sectors of the society—the poor farm-
ers, fisherfolk, informal settlers, indigenous people, laborers, and the physically challenged.

51
E What is more?
Activity 4: Word Association
Instructions: To determine your level of awareness and understanding of community action,
forms of community action, and community dynamics, answer the following questions.

1. Why do people bond and act together?

2. How are the three forms of community action interrelated?
3. What comes to your mind when you hear or read “community action”?
4. What comes to your mind when you hear or read “forms of community action”?
5. What comes to your mind when you hear or read “community dynamics”?

E What can I do?

Activity No. 5: Performance Task
Think of an activity that shows community engagement using the SWOT Analysis. Follow
the format below.

Name: ______________________________________________________ Date: _____________________

A. Community situation / Activity

___________________________________________________________________________________
_________________________________________________________________________________________

B. Description (1 to 2 sentences)
____________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

52
C. Analysis (At least one description per area)

Area Description

Strength/s

Weakness/es

Opportunity/ies

Threat/s

Processing Questions:
1. As a student, how can you show active community engagement?
2. How will you do that? And
3. How will you benefit from that?

A What I Have Learned?

Activity No. 6: Essay
How does solidarity express in the following:
A. Family
_______________________________________________________________________
__________________________________________________________________________

B. School
_______________________________________________________________________
__________________________________________________________________________

C. Church
_______________________________________________________________________
__________________________________________________________________________

D. Community

53
A What I can achieve ?

Activity No. 7:
As a Filipino citizen, the individual person is a member of the basic institutions (Family,
Church, School, and Government). Being Senior High School Student, you critically analyze the
community action in terms of structures and processes in implications for global citizenship.
In 5 sentences, how can you as a citizen be actively involved in community action
especially now in the new normal.

RUBRICS
Ideas and Content - 10 pts.
Organization - 5 pts.
Sentence Structure - 5 pts.
TOTAL - 20 pts.
Ideas and Content:
The essay contains an insightful and/or sophisticated statements that fully addresses the
prompt or issue and is fully supported by relevant, accurate and specific evidence from
appropriate sources. The writer always explains how evidence correlates between analysis,
argument and thesis. Opposing arguments are effectively stated and refuted.

Organization:
The paper follows a clear and logical train of thought set by the thesis. The paper’s intro-
duction and conclusion are effective and the writer always uses topic sentences and effec-
tive transitions.

Sentence Structure:
Point of view are always appropriate to the purpose. Sentence are excellent throughout
and the paper is rich in accurate and specific word choices. The writer uses correct gram-
mar, spelling and punctuation.

Please be guided by the rubrics.

54
References
Community Engagement, Solidarity and Citizenship Book (Zeal for Action) by Ma. Lourdes F.
Melegrito et.al (Pages 43 to 49)
https://www.slideshare.net/clturman/community-types-urban-rural-and-suburban?next_slideshow=1

https://sites.google.com/site/mrgaihistory/10-point-scale-rubric

Key Answers
J P E D T N E M E G A G N E
O E R I S O C I E T Y N O S
M O S G O D E M O C R S E Y
S P D N L C O N C D R T U E
N L Y I I N D I V I D U A L
E E N F D B A R A N G M A N
Z Y A I A C T I O N C H Y F
I O M E R U N S E R D I V S
T U I P I H S N E Z I T I C
I E C I T S U J L A I C O S
C S S W Y T I N U M M O C V

Activity 1.
1. CITIZEN 7. INDIVIDUAL
Activity 3.
2. PEOPLE 8. ACTION
3. DYNAMICS 9. CITIZENSHIP
Community
4. SOLIDARITY 10. SOCIAL JUSTICE Solidarity
Engagement
D
B
Activity 2.
A
1. Community Engagement
2. Citizenship F E
3. Solidarity
4. Community ACtion C
Citizenship

55
12
Quarter 1 Module 6

LEARNER’S MATERIAL

56
I What do I need to know?
Content Standard:
 Demonstrate an understanding of the integration of social sciences perspective and
community action initiatives.
Performance Standard:
 Synthesize the integrative experience of implementing community-action initiatives apply-
ing social sciences’ ideas and methods.
Most Essential Learning Competency:
 Explain forms of community engagement that contribute to community development
through solidarity.
Objective:
 The learners will be able to explain forms of community engagement that contribute to
community development through solidarity

I What is new?
Activity 1: “Alalahanin, Gunitain”
Directions: Facilitate a process of remembering past experiences about collective action.
Collective action involves any joint or group activity meant to achieve a
particular purpose.
Instructions:
1. Be silent and close your eyes.
2. Remember an experience in the past when you were involved in any collective action or
response to a to a particular situation like a donation drive for storm victims; a feeding
program for the urban poor children in your community; tree planting; relief operations;
street clean up, or a liturgical preparation.
3. Focus your attention on that experience and ask yourself:
A. What was the situation then?
B. Why were you gathered together?
C. What actions did you undertake?
D. Why did you do those actions?
E. How did you implement your actions?
F. What happened?
G. What did you learn?
H. What will you recommend for future action?

57
D What do I know?
Activity 3: Pre-assessment
Instruction: Match column A to column B. Write the letter of your answer on the space
provided.

COLUMN A COLUMN B

_____ 1. People lives in similar setting and/or A. An Acceptable Standard

locality
_____ 2. People encounter a comparable experience B. Common Understanding
individually or collectively. of an issue
_____ 3. People have more or less a similar view of
the issue at hand. C. Common Context
_____ 4. People went through a process of analyzing
the issue and may have similar take on the D. Common Analysis
issue, partly or in a whole.
_____ 5. People usually establish a minimum E. Common Experience
Standard in undertaking an action together.
_____ 6. People discuss and agree on what action to F. An action that is acceptable
to the community
take, who will take the lead, who will do the
supporting roles, and who will do other
tasks,

Activity 3:

Questions to Ponder:

1. Why do people bond and act together?

2. How are the three forms of community action interrelated?

58
D What is in?
Activity 3: Semantic Web
Instruction: What are the different types of community. Follow the examples given and an-
swer the questions below.

Geographic

Community or

Community of

Identity

Types of

Community of

Interest

Intentional

Community

Questions to Ponder:

1. How do you call the community where all types of communities exist?

2. What are the features of that community? What represent intentional community?
Geographic Community? Interest Community? Identity Community?

59
D What is it?
Activity 5: Reading Activity
Concepts Notes: Read and understand the ideas and concept being presented.
The Definition and Forms of Community Action
Community action is a manifestation of a collective grasp and ownership of a situation
that generally has an effect on them.

Ingredients of Community Action

1. Common Context - people live in a similar setting and/or locality.
2. Common experience - people encounter a comparable experience individuality
or collectively.
3. Common Understanding of an Issue - people have more or less a similar view of
the issue at hand.
4. Common Analysis - people went through a process of analyzing the issue and
they have a similar take on the issue, partly or in a whole.
5. An acceptable standard - people usually establish a minimum standard in
understanding an action together.
6. All action that is acceptable to the community– people discuss and agree on what action
to take, who will take the lead, who will do
the supporting role, and who will do other
task.
The ingredients identify above are what we call the “MUST DO’s” in planning commu-
nity action. The first ingredient, common context as it is the base in building a common
lense. The members of the community must come from a familiar, if not a similar, milleu or
setting.

The ingredient is common experience gives the members of the community a sense of
being one, thus creating a common sentiment. This drives the community to stick together in
pursuing the same cause. The next ingredient common understanding of an issue, elevates
the community relationship from a “feeling” level to a “thinking” level. It translates the emo-
tional state to a more objective view of the situation.

The fourth ingredient common analysis puts the community members understand-
ing of the issue to a certain perspective base on core values and principles.

The fifth ingredient is the acceptable standard. This ingredient paves the ways for a
process of reaching compromises, setting minimum standards, and targeting bottom lines.

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Four General Phases of Community Organization Process
1. Issue Identification Analysis, and Dissemination - This space is the key step
toward the development of the community action. Really needs are determined
and differentiated from “felt needs”. Debates, dialogs and sharing of thoughts are
undertaken.
2. Mobilization of Community - This space is the step of gathering people to meet
regularly, discuss community problems , plan as a community, formulate imple-
menting mechanism, identify community leaders and organizational structure and
develop systems.
3. Organizations - This is the “bolt-in” phase where all the resources, material or
non material, process or product, soft or hard technology, and physical and spir-
itual are mapped out and consolidated.
4. On Education - This is the skills development or human resource enhancement
phase. Members are provided with necessary skills and orientation.
To facilitate a process of appreciating community dynamics, community
change agents must be aware of the following:
1. Know the community issue - history and roots, how it developed, what facilitated
its growth, where it is now.
2. Analyze the issue from different perspective - identify the issue and look at
it through different lenses.
3. Identify and get to know the relevant community structure and systems.
4. Identify and get to know the players. Who are involve in the issue? Who are the
interest group?
5. Identify community power actors. Who are the influential people? What their
interest in the issue?
6. Trace connections. Map out linkages of the stakeholders.

Question to Ponder:

a. Why do people bond and act together?

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THE FORMS OF COMMUNITY ACTION:

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Community Action – refers to collective efforts done by people directed toward

addressing social problems (ex. Social inequalities, environmental degradation, and
poverty) in order to achieve social well-being.

1. Community engagement

2. Citizenship

3. Solidarity

Community Engagement -refers to the process of developing partnerships

and sustaining relationships with and through groups of people affiliated by geographic
proximity or common interest for the purpose of working for the common good and of
addressing issues that affect their well-being. The term engagement denotes interaction,
sharing and relationships at different level. It can be defined as the partnership between
two parties such as academic institutions and local communities for mutual benefits,
and is characterized by reciprocal relations. The ASEAN University Network (AUN)
follows the definition given by the Indiana University– Purdue University Indianapolis
(IUPUI) Center for Service Learning. Community engagement has a four-part definition;
active collaboration, builds on the resources, skilsand expertise and knowledege of
campus and community; improves the quality of life in the communities.

Solidarity - refers to the firm and persevering determination to commit oneself to the
common good by mutually supporting and sustaining movements for social change and
social justice. “Presents a wide range of social problem that needs to be addressed”
Solidarity entails establishing ties w/ people who are oppressed, marginalized, and/or
vulnerable such their cause will be supported by whatever feasible yet ethical means
and that their rights will be advocated.

•Rural poor (landless farmers, peasants, and fisherfolk)

•Urban poor (contractual laborers and workers from informal economy)

•Migrant workers and victims of human trafficking

•Poor children, youth, women, the elderly, and street families

62
•Indigenous people

•Persons with disability

•Prisoners and inmates

•Victims or survivors of disaster

Solidarity is a recognition that we are 'all in this together,' and is a commitment to

strengthen community and promote a just society. ... It is to think and to act in terms of
community, of the priority of the life of all over the appropriation of goods by a few.

CITIZENSHIP - The term citizenship denotes membership of a citizen in a political

society. The membership implies a duty of allegiance on the part of the member and a
duty of protection on the part of the state. The principle of citizenship recognizes that
people have a moral responsibility to self, others and the community.

spend a continuous portion of their time.

63
E What is more?
Activity 6: Triple Venn Diagram

Differences:

A - Community Engagement

B - Solidarity

C - Citizenship

Similarities:

D - Community Engagement and Citizenship

E - Community Engagement and Solidarity

F - Solidarity and Citizenship

64
E What can I do?
Activity No. 7: Objective. To determine your level of awareness and understanding of com-
munity action, and community dynamics.

Instructions:
1. Prepare three pieces of colored paper (BLUE, GREEN, LIGHT GREEN).

2. Answer the following questions.

 What comes to your mind when you hear or read “Community Action”?
 What comes to your muind when you hear or read “Forms of community action”?
 What comes to your muind when you hear or read “Community Dynamics?

3.Write your answer on the papers.

4. What are the common responses?

65
A What I Have Learned?
Activity No. 8: Essay
Community engagement is a way of ensuring that community members have access to
valued social settings and activities, feel that they are able to contribute meaningfully to those
activities, and develop functional capabilities that enable them to participate fully. Given the
chance, what activity or program could you suggest in order to help the people in your commu-
nity? Explain you answer.

66
A What I can achieve ?

A. Read the following questions carefully. Then, choose letter of your answer in your paper.

Multiple Choice Question (2 points each)

1. What’s the best explanation of citizenship?

a. A person who is resident of a state

b. A person who is a resident of a country

C. A person who is entitled to the rights and protections under a state

d. A person who is entitled to the rights and protections afforded by a state and owes the state certain duties*

e. None of the answers are correct

2. Which of the following is incorrect about citizenship in the Philippines?

a. You can obtain citizenship simply by being born in the Philippines

b. You can obtain citizenship through naturalization process

c. Philippines does not permit dual citizenship*

d. None of the choices are incorrect

e. All of the choices are incorrect

3. Which of the following is part of civil society?

a. A for-profit business*

b. A Local Government Unit

c. Office under the President

d. Office under the Vice President

e. c and d
True or False

__________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in the Philippines. *false

__________2. Filipino citizenship can be lost if the person is naturalized in another country. *true __________3. Filipino
citizenship cannot be lost or taken away. *false

__________4. Foreigners can acquire Filipino citizenship through the process of Naturalization. *true

__________5. Citizenship is when a person who is entitled to the rights and protections afforded by a state and owes
the state certain duties. *true

Enumeration

1. Give five (5) example of duties and responsibility of a Filipino citizen?

2. 2. Give four (4) example of civic communities?

Short Answer (5) points

1. Based on your understanding of the lesson, define of citizenship.

67
References

https://www.slideshare.net/clturman/community-types-urban-rural-and-suburban?next_slideshow=1

https://sites.google.com/site/mrgaihistory/10-point-scale-rubric

Key Answers

ASSESSMENT
1.

68
12
Quarter 1 Module 7

LEARNER’S MATERIAL

69
I What do I need to know?
Content Standard:
 Demonstrate an understanding of the integration of social sciences perspective and
community action initiatives.
Performance Standard:
 Synthesize the integrative experience of implementing community-action initiatives apply-
ing social sciences’ ideas and methods.
Most Essential Learning Competency:
 Recognize the importance of solidarity in promoting national and global community devel-
opment.
Objective:

 The learners will be able to recognize the importance of solidarity in promoting national
and global community develop-

I What is new? ment.

Activity 1: “THE PUZZLE”

Directions: Assign 5 students to assemble the pieces of the puzzle on the board, while
keeping one piece of the puzzle. solving?

1. Is the puzzle complete?

2. What makes the puzzle
incomplete?
3. How important does a piece of
the puzzle in the picture we are

70
D What do I know?
Activity 2: Pre-assessment
Instruction: Based on our previous discussion, how will you define solidarity?
Use graphic organizers in presenting students answer.

Definitions...

Definitions...

Activity 3:

Questions to Ponder:

1.What is the importance of solidarity in community development?

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. Give the characteristics of short term and long term community projects.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

71
D What is in?
Activity 3: Tableau
Instruction: The class will be divided into four groups. Each group will make a tableau of one
of the following scenarios”

Questions to ponder:
1. Have you experience or participated in any of the community activities?
2. How do you see the importance of these activities in the community?

72
D What is it?
Activity 5: Viewing Activity
Concepts Notes: he teacher will show a video presentation depicting solidarity in the commu-
nity.

**AFTER THE FILM VIEWING

Analysis: The teacher will ask the students the following questions:
1. What are the animals involved in the video?
2. What is the video all about?
3. How do you see the value in his video into our community?

73
SOLIDARITY
Solidarity as concept is still ambiguous, although this discussion, the normative
perspective shall be applied and used as a postively valued ,odel of relatons between
social entities (Dobrazanski, nd). Generally, solidarity is about regarding our fellow
human beings justly and respecting who they are as persons. Based on the perspec-
tive that a person is a relational being; a person is in connection with other people,
with the society, and with the enivronment. This means that a person has to relate so-
ciety, and with the environment. This means that a person has to relate responsibilty
and act in solidarity with others and the whole humanity. His or her acts affect others
and consequently affect him or her as well.
In most part of the country and in the world, there is an indication of social in-
justice and inequality. Poverty is widespread. There is also increasing social disinte-
gration and environmental degradation. In this kind of circumstance, the voiceless
and thos with less income suffer the most. This situation calls for acts of solidarity,
particularly for the affected sectors of the society- the poor farmers, fisherfolk, infor-
mal settler, indigenous people, laborers and the physiclly challenged.
Based on the concept of Andrew Mason (as indicated by dobrazanski,n.d.) a
community is also called a moralized community. this viewpoint sees a community
not simply as assemblage of people brought together by their common experience,
practice, and shared values, but also as a collective body bonded together by solidari-
ty. From the perspective of the Catholic Social Teachings, solidarity is about treasur-
ing our fellow human beings and regarding who they are as people of God. This Per-
spective comes from the understanding that "we are all one family in the world." As
Saint John Paul II in Sollicitudo rei socialis said solidarity is "Building a Community
that empowers everyone to attain their full potential through each of us respectuing
each other's dignity, rights, and responsibilities." Thus it makes the world a better
place to live.

Question to Ponder:

a. Why do people bond and act together?

74
THE IMPORTANCE OF SOLIDARITY

SOLIDARITY IS MORE THAN UNIONS

Solidarity is about more than Unions. Its about working with people on the things
that matter to them. It is also about removing the boundaries that prevent us from
working together. It is about believing that what hurts my neighbour also hurts myself,
that when I need a neighbour I have no right to expect help if I have not first helped
others. It is both an emotion and a goal, a process and a state of being. I try to tear
down the fence that prevents others from experiencing the wealth and opportunities I
experience, but I also act for them here and now.

It’s certainly true that when Solidarity goes wrong, it usually ends in patronisation
or some kind of corruption. If I say I’m acting in Solidarity with the First Nations most
directly affected by Tar Sands, by way of an example, am I first and foremost asking
them what they think the priorities are? There is room for initiative, but to show
solidarity, one must meet as equals and listen. There is Solidarity with those closest to
me, but this is merely helping out my friends; to misquote Jesus, even the Tories do
that!

SOLIDARITY IS DEFYING BOUNDARIES

These boundaries that get in the way can be race, nation, gender, wealth, indeed
anything upon which a segregation can be created. These walls create several effects.
First, that people on one side cannot experience the privileges that are largely arbitrarily
awarded to people on the other side. Second, that those on the latter side cannot
appreciate life on the first side, and therefore feel they are justified in their current
position. Third, it creates resentment, often both ways.

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SOLIDARITY IS FROM COMMUNICATION TO ACTION.

So Solidarity can flow from communication, but it requires action to become a real
and present force.

Sometimes that action needs to be confrontational, to improve the lot of one group
relative to another, and sometimes it needs to be conciliatory, taking down the walls and
bringing people together as equals. I can’t claim to be an expert in deciding which is
which. What I do know is that without Solidarity, without considering the needs of the
other, without looking at what I have and realizing there are few valid reasons that I
should have so much when others have so little, is a necessary step towards creating a
more civilized world. The endless pursuit of profit at the expense of others, or the
maintenance of these divides simply prevents us from relating to each other properly as
humans. As such, they prevent us from experiencing life in all its fullness.

DIFFERENCES BETWEEN SHORT-TERM & LONG-TERM PROJECTS

Generally speaking, short-term projects take a few hours, days or weeks to

complete. Long-term projects take months or even years to finish. Typically, companies
require more documentation and infrastructure for longer-term efforts. Decisions about
project governance usually depend on budget, resources required, business impact, and
the scope the project. Effective project managers start by assessing the project need and
determining how much time is needed to meet the desired outcomes. Budget Short-term
projects typically require less money to complete than long-term efforts. An exception
might occur for a short-term disaster recovery effort or other unplanned event that
requires immediate, all-out attention. Because short-term projects typically cost less,
they usually require fewer approvals to get started and completed. Short-term project
leaders may simply keep track of expenditures in a spreadsheet, while larger, more
complex projects might require the use of more sophisticated accounting software
packages to track and monitor forecasting and spending. Resources The number of
resources required for a short-term project typically depends on the type of product or
service being developed. Short-term projects usually require specialized expertise. For
example, you might institute a short-term project to analyze a recurring product
problem and devise a solution. Large, complicated T development projects typically
require numerous resources over the course of the project life cycle to initiate, plan,
execute, control, and close the project.

76
Impact Short-term projects typically have a limited impact. You may initiate a
project to handle a specific problem or react to a situation. Once the problem is solved,
the project team disbands. Longer-term projects tend to have a larger impact on the
business, community or employees. For example, you might institute a long-term project
to analyze complex problems and make sweeping changes that affect your entire
company. Project team members typically commit to working on the project for the
duration of the effort. This ensures consistency and continuity. Scope Long-term
projects tend to be complex. Project plans describe multiple objectives, business needs
and interdependent requirements. Long-term projects may be divided into smaller
projects to make them more manageable and to produce more immediate results. Short-
term projects typically focus on a single goal. Evaluating short-term projects requires
less effort and analysis than larger projects. Your company may require a formal scope
statement for projects that last more than a month. Establishing this type of governance
ensures that the number of features and requirements of the project is documented
early on to prevent miscommunication, misunderstandings and cost overruns later

77
E What is more?
Activity 6: Fill the Tables

CHARACTERISTICS SHORT TERM COMMUNITY LONG TERM COMMUNITY

ACTION INITIATIVES ACTION INITIATIVES

BUDGET LOCAL FUNDS

RESOURCE

IMPACT SPECIFIC NEEDS OF THE COMMUNI-

TY

SCOPE LARGER

KEY ANSWERS:

78
E What can I do?
Activity No. 7: Enlist the characteristics of short and long term community action initia-
tives in terms of:
1. Budget 2. Resources 3. Impact 4. Scope

1. Prepare FOUR pieces of colored paper (BLUE, GREEN, LIGHT GREEN AND ORANGE).

Answer the following questions.

1. What is the importance of solidarity in community development?
2. Give at least 3 examples of long- term and short-term community projects.
3. Based on the result of the assessment, Enlist at least 3 community action initiatives that you wish to recommend
in your own community.

79
A What I Have Learned?
Activity No. 8: Essay
In 10 sentences discuss the importance of solidarity in theclassroom.

80
A What I can achieve ?

A. Read the following questions carefully.

__________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in the Philippines. *false

__________2. Filipino citizenship can be lost if the person is naturalized in another country. *true __________3. Filipino
citizenship cannot be lost or taken away. *false

__________4. Foreigners can acquire Filipino citizenship through the process of Naturalization. *true

__________5. Citizenship is when a person who is entitled to the rights and protections afforded by a state and owes
the state certain duties. *true
Enumeration

1. Give five (5) example of duties and responsibility of a Filipino citizen?

2. 2. Give four (4) example of civic communities?

Short Answer (5) points

1. Based on your understanding of the lesson, define of citizenship.

81
References

https://www.slideshare.net/clturman/community-types-urban-rural-and-suburban?next_slideshow=1

https://sites.google.com/site/mrgaihistory/10-point-scale-rubric

Key Answers

ASSESSMENT
1.

82
83