12

QUARTER 3

LEARNING ACTIVITY SHEETS

Community Engagement,
Solidarity & Citizenship
QUARTER 3

Development Team of the Module

Authors: Catherine S. Castillantes, Adrian A. Macairan, Jennifer R. Sucgang

Editor: Alejo S. Filio Jr.

Reviewer: Alejo S. Filio Jr.

Management Team: Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Alejo S. Filio Jr, EPS – Araling Panlipunan

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It provides
you with activities and lesson information that the learners need to accomplish in a
distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at your
own pace and time. This also aims to help you acquire the competencies required by
the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

2
 Week 1
What I need to know?

Deepening our understanding of communities and community life is vital in

addressing the social issues and problems that confront us. This is a fundamental step
in finding the appropriate responses to the insurmountable challenges we face.
Together with this understanding is the appreciation that, when community members
cooperate and engage each other, the prospects for improving community life becomes
even more promising. Learning about the ways and means of mobilizing different groups
and stakeholders in a community does not only draw attention to our capacity for
problem solving but also lends insight into how we share similar hopes and aspirations.
This module will be able to help you understand the community dynamics and
the basic of community actions.

Learning Competencies:
1. Explain the importance of studying community dynamics and community
action in relation to applied social sciences and the learners’ future career options.
2. Relate community dynamics and community action to students’ future career
options.
3. Recognize diversities in communities.

3
 What is new?
Learning about communities is key to appreciating our daily interactions with
others, as we locate ourselves in a web of social connections. Being involved in these
connections constantly help us realize that we are part of a larger social group. We
associate with social groups for many different reasons. Knowing the range of reasons
why people come together, why they form relationships and bonds, and how these
operate in the broader social setting make us further appreciate the value of the
meaningful actions and contributions that we impart to our community. Moreover,
understanding the dynamics within our community aids us in responding to the
collective challenges we face. Addressing these challenges through community
initiatives and interventions requires a familiarity of the community- people and issues.

ACTIVITY I: LISTA-PAGBABAGO (List of Changes Happened in my Community)

List down on your notebook/journal the 5 changes that happened in your

community from the past 5 years. Remember the features of your barangay or your
community. In the left side of the table, list the features of your community during 2015
and on the right-side list the changes that happened 5 years ago.
TABLE OF COMPARISON
2015 2020

After you list the changes that happened, answer the question below, write your
answers in your notebook/journal.
Question for Activity 1:
1. What are the factors that brought these changes?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4
 What is it?
Week 1: Understanding Community Dynamics and Community Action

A. Community Dynamics
Refer to the changes that occur in
the community power structure and
community population composition over
time. Over the course of time, communities
gradually or abruptly undergo process of
change. For example, in a village or a
barangay, the community power structures
can be observed in the hierarchical
Inter-relationship between the barangay
chairperson and
his or her constituents, between the elite
Figure 1: Definition of Community Dynamics
and the financially poor members of the
community. But such hierarchical interrelationships can change over time, especially
when the barangay constituents reject the leadership of their barangay chairperson
and install another one through elections, when the poor revolts against the elite or an
elite falls into poverty.
B. Community Action
Refers to collective efforts done by people directed toward addressing social
problems such as social inequalities, environmental degradation, and poverty in order
to achieve social well-being.
Community action can take the form of community engagement and
solidarity, which strengthen citizenship in the process.

Source:https://www.gardenia.com.ph/news/giving-back-to-the-community Source:https://www.convoyofhope.org/blog/features/disaster-response

5
 ACTIVITY 2: SUKAT-KAALAMAN

Direction: After reading and studying the lesson above, answer the following 5
questions to test your understanding about community dynamics and community
actions.

1. On your own understanding, what is community dynamics?

___________________________________________________________________
___________________________________________________________________
______________________
2. Give at least three (3) examples of community dynamics happened in our country
for past 10 years.
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

3. In your own opinion, how the president of the Philippines, Pres. Rodrigo Duterte
affects the community dynamics in our country?
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
4. On your own understanding, what is community action?
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

5. List at least five (5) community actions you observe in your community.
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
Now that you have already understand the definition of community dynamics
and community actions, let us continue getting information and learn more.

6
II. Importance of Understanding Community Dynamics and Community Action
 Community situations vary. Each community has its own context and realities.
Those interested in
working with a community
must first have a clear
picture and good grasp of
the entity they are trying to
address. It is in
appreciating the features
and elements of a
community that
engagement processes and actions become relevant, acceptable, and appropriate.
Without a deep and wide knowledge of a target community, interventions may emerge
as exclusive, inappropriate, or totally insensitive to the members of the community.
A. Provides Benchmarking Data
Before undertaking any community action or development intervention like a
community project, it is important to establish benchmark data. The data illustrates the
preliminary picture or image of the community. It serves as the initial community briefer.
B. Provides Preliminary Project Planning Information
To be able to produce a design or plan for the project, it is necessary to secure
community information and feedback needed for conceptualization. Understanding
community dynamics is the key to a sound and relevant community development plan.
A community development action plan includes strategies and actions meant to
enhance the quality of life in a community.
C. Provides an Idea of the Community’s Strengths and Challenges
An in-depth understanding of the
community’s strengths and challenges
guides the community-based project
development team to identify the strengths
and possible loopholes of the project
design. Thus, it will make the design more
feasible and realistic. The project
development team involves the key
stakeholders in the community such as the community leaders and the representatives
of the people who will directly or indirectly affected by the project implementation, as
well as external members such as community development agency representatives
and external consultants.
7
D. Provides an Opportunity to Understand the Community’s Dominant Rules and
Norms
The success or failure of community project more often than not is strongly
affected by the prevailing rules and norms in the community. The intensity of reactions
or sensitiveness of the community members is affected by these rules and norms. A
successful community development project requires a consideration of these rules and
norms.
E. Provides an Occasion to Gauge the Attitude and Behavior of the Community
An understanding of the community members’ attitude and behavior will give
the project development team an idea whether the
project will be supported or rejected or whether it can
be negotiated with the people.
F. Provides a Way for a More Directed and Well-
informed Dialogue with the Community
If one is an outsider in a target community for
project development, a crucial activity one should
undertake is dialogue with the community. The
quality of the dialogue would depend on how well-
informed or how knowledgeable the outsiders are on the community situation and
issues.
G. Make a Networking and Partnership Building More Favorable
By having an idea of the different advocacy and interest groups in the
community, it is easier for people from schools, institutions, or groups to partner with
local networks or associations.
H. Gets Project Implementation Less Complicated
Without a good grasp of the community they are aimed at, project development
and implementation become complicated and stressful. An understanding of the
community will tell the project development and implementation team what not to do
or what to be more concerned of.
There are many ways to understand and appreciate a community but there is
no substitute to immersing and living with that community. Social development
workers, social workers, social action people, and community organizers cannot
escape what we call in Tagalog as “paglubog” or “pagbabad.” It is more than exposure;
it means immersion. It is the process of living with the people in order to feel, smell,
and think like them.
8
 What is more?

ACTIVITY 3: ESSAY

We are now almost in the last part of our lesson. You now already know the
definition of community dynamics and community action and the importance of
understanding this subject. For our performance task, we will do a summary essay
about the article that you will going to read. Click the link for the article that we will need
to summarize or see the Additional Resources section (Social Work in the Philippines
Today) of this module for the printed copy of the said article.
https://ebrary.net/2176/sociology/social_work_philippines_today
Guidelines in doing the summary essay:
1. Read the article entitled; Social Work in the Philippines Today
2. State the main ideas of the article.
3. Identify the most important details that support the main ideas.
4. Write your summary in your own words; avoid copying phrases and sentences from
the article unless they are direct quotations.
5. Follow the format of the essay paper.
Format of summary essay paper
1. Introduction
• Start with a summary or overview of the article which includes the author’s name and
the title of the article.
• Finish with a thesis statement that states the main idea of the article.
2. Body Paragraphs
• Start each body paragraph with a topic sentence.
• Each paragraph focuses on a separate main idea and just the most important details
from the article.
• Put the ideas from the essay into your own words. Avoid copying phrases and
sentences from the article.
• Use transitional words and phrases to connect ideas.

9
3. Concluding Paragraph
• Summarize the main idea and the underlying meaning of the article.

Name: ____________________________

Social Work in the Philippines Today Article Summary

10
 What I have learned?

1. In your own understanding, why is it important to study the community? Give at least
three reasons and explain each reasons.

11
 Key To Correction

1. See rubrics.
ACTIVITY 3: ESSAY

5. Student’s own interpretation

4. Student’s own interpretation
3. Student’s own interpretation
2. Student’s own interpretation
1. Student’s own interpretation
ACTIVITY 2: SUKAT-KAALAMAN

1. Student’s own interpretation

ACTIVITY I: LISTA-PAGBABAGO

References

1. Neal, Zachary P. 2013. The connected city: How networks are shaping the modern
metropolis. New York: Routledge.
2. Kenneth R. McLeroy, C. (2003). Community-Based Interventions. American Journal
of Public Health, [online] 93(4), p.529. Available at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447783/ [Accessed 16 Aug. 2015].
3. Thompson, M., Ellis, R., Wildavsky, A. (1990) Cultural Theory. Boulder: Westview
Press
4. Henry SGThe tyranny of realityJAMA 2011;305(4):338-339.
5. Thompson B, Kinne S. Social change theory: applications to community health. In:
Bracht N (editor). Health promotion at the community level (1st ed., pp. 45-65).
Newbury Park (CA): Sage; 1990.

12
 12
2

QUARTER 3

SELF- LEARNING MODULE

13
Community Engagement,
Solidarity & Citizenship
QUARTER 3

Development Team of the Module

Authors: Catherine S. Castillantes, Adrian A. Macairan, Jennifer R. Sucgang

Editor:

Reviewer:

Management Team: Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Alejo S. Filio Jr, EPS – Araling Panlipunan

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It provides
you with activities and lesson information that the learners need to accomplish in a
distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at your
own pace and time. This also aims to help you acquire the competencies required by
the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

14
 Week 2
What I need to know?

How does communities emerge? What makes an individual a member of a

community? Before we answer these questions, it is necessary that we discuss the
concept of community.
At the end of this session, you should be able to.

Learning Competencies:
1. Define a community and compare the different definition of community.
2. Develop a sense of identity and willingness to contribute to the attainment of
the common groups.
3. Recognizes diversities in communities.
4. Define community using various perspectives, e.g., social sciences,
institutions, civil society, and local/grassroots level.

15
 What is new?
ACTIVITY I: WHERE I BELONG (List of all the group I belong to)

List down in the provided bubble map all the groups you are belong to. Try to
analyze and enumerate them all. After you list the down all the groups you are belong
to, answer the following questions below.

The
Group I
Belong to

Question for Learning Task I:

1. Among all the groups you listed, choose top 3 that influence you the most.
2. Why do you think they are the top 3 groups that influence you the most?

Top 3 Groups that Influence Me the Most.

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

Reason Why they are my Top 3 Groups

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
16
_
 What is it?
Week 2: Defining Community from Different Perspective

A. Defining Community
The word community is derived from the Latin word communitas which means
“fellowship”. Its Latin roots, communis, means “common.” Com translates to “with” or
“together;” whereas munire translates to “to strength,” “to fortify,” or “to defend.”
The meaning of the term community can vary depending upon the context on
how it is being used. But when people talk about community, they generally refer to
it as either one of the three most common notions of defining community:
1. As shared political territory and heritage.
2. As network of interpersonal ties based on common interest.
3. As profound sharing of spiritual and/or emotional connection.
Men are like trees need roots therefore they must have a soil to root
themselves where groups of men living together can create some attachment to a
particular locality. Men have never lived alone. A basic requirement of existence has
been the social bonds that unite each man to others, the closest being those of the
family and close kin groups. But other wider social bonds have ever been needed to
linkman to more extensive social arrangement. The structure developed from these
more public ties has been called communities.
Communities are viewed from the traditional and alternative perspectives.
The traditional perspective relates communities with geographical location, work, and
the social system. The alternative viewpoint, on the other hand, is more subjective,
integrative, and feminist and addresses oppression and discrimination. It integrates
the notion of social justice, human diversity, values, and ethics and applies the idea
of community building, community renewal, community assets and strengths. Ethnic
and civil society, and social capital.

17
 ACTIVITY 2: THE ELEPHANT AND THE BLIND MEN

Direction: Read the story below. After reading, answer the following 5 questions in
the box below to test your understanding about what you have read.
The Elephant and the Blind Men
(from: https://www.storyneeds.com/the-elephant-and-the-blind-men.html)

Once upon a time, there lived six blind men in a village. One day the villagers told
them, "Hey, there is an elephant in the village today."
They had no idea what an elephant is. They decided, "Even though we would not be
able to see it, let us go and feel it anyway." All of them went where the elephant was.
Everyone of them touched the elephant.
"Hey, the elephant is a pillar," said the first man who touched his leg.
"Oh, no! it is like a rope," said the second man who touched the tail.
"Oh, no! it is like a thick branch of a tree," said the third man who touched the trunk of
the elephant.
"It is like a big hand fan" said the fourth man who touched the ear of the elephant.
"It is like a huge wall," said the fifth man who touched the belly of the elephant.
"It is like a solid pipe," Said the sixth man who touched the tusk of the elephant.
They began to argue about the elephant and everyone of them insisted that he was
right. It looked like they were getting agitated. A wise man was passing by and he saw this.
He stopped and asked them, "What is the matter?" They said, "We cannot agree to what the
elephant is like." Each one of them told what he thought the elephant was like. The wise man
calmly explained to them, "All of you are right. The reason every one of you is telling it
differently because each one of you touched the different part of the elephant. So, actually
the elephant has all those features what you all said."
"Oh!" everyone said. There was no more fight. They felt happy that they were all right.

Question 1. Whose description of the elephant was correct?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question 2. What does this story tell you?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Question 3. What parallelism does the story have with real life?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Question 4. What are the factors that affect our different views or perspective of
reality?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question 5. What significance can this story have on the study of the study of the
community?
________________________________________________________________________
_____________________________________________________________________
________________________________________________________________________
18
B. Understanding the Different Perspective on Community
Community as a concept has different parts and is therefore seen from various
viewpoints. The varying viewpoints come as a result of the distinct perspective of the
different academic disciplines and sectors. These perspectives are influenced by the
academic disciplines and sectoral orientation, philosophy, and values.
It is important to be acquainted with the different perspective on community in
order to appreciate why certain things are seen and done differently when it comes
to community interventions.
1. Community from Social Science Perspective
From the point of view of social science, a community is a congregation of
people unified by at least one common characteristics. The people can be unified by
geography, shared interest, 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.
Community is a broad topic within sociology, the social sciences generally,
and indeed even in the natural and physical sciences. Social science on community
most involve a few basic claims. First, a community is a group of people who interact
with one another, for example, as friends or neighbors. Second, this interaction is
typically viewed as occurring within a bounded geographic territory, such as a
neighborhood or city. Third, the community’s members often share common values,
beliefs, or behaviors.
2. Community-Based Perspective (Local and Grassroots Level)
As established in the studies reviewed by Merzel and D’Afflitti (2003) and as
cited by McLeroy (2003), the term community-based perspective sees the community
as a setting for intervention, target for change, resource, and agent.
First, as a setting for intervention, the community is mainly defined
geographically. As pointed out in the review, interventions may be implemented at
various places within community institutions including neighborhoods, schools,
churches, work areas, and community organizations. Project interventions may
concern education, health, and other services.
Second, as a target for change, the community denotes the goal of creating a
healthy environment facilitated by policy and community-wide institutions and
services. The community is the target for beneficiary of service interventions and
community developments.

19
 Third, as a resource, the community is a good material for promotion as it has
a considerable degree of “community ownership and participation.” Thus the situation
provides a high possibility of project intervention success.
Fourth, as an agent, the focus is on “respecting and reinforcing the natural
adaptive, supportive, and developmental capacities of communities.” This means that
communities, through local institutions, provide resources for realizing regular needs.
This perspective requires vigilance in assessing community structures and
processes before any community interventions. The situations entails s thorough
understanding of the community in order to determine appropriate and strong
solutions.
3. Community from Civil Society Perspective
Civil society is generally defined as wide array of nongovernmental
organizations and volunteer groups that are fighting for solutions to social issues that
continue to worsen the condition of the disadvantage sectors of society, especially
the poor. It can be derived that civil society is a representation of various communities
as it pushes for the communities’ common interest.
Given this perspective, the civil society views the community as composed of
people, structures, and systems endowed with resources but is confronted with social
issues as well. The civil society likewise recognizes that those who are affected by
social problems must organize and band together to pursue and advocate for social
change. Hence the goal is to mobilize the members of the community to participate
in the community’s advocacy. Civil society plays a transformative and integral role as
it helps empower the community to enter into advocacy, dialogue, and networking.
4. Community from Sectoral Perspective
Given this perspective, communities are seen as a system which is comprised
of individuals and sectors with diverse characteristics and interrelationships
(Thompson, et al., 1990). The sectors are composed of groups of individuals
embodying distinct roles and interest within the community system. Every sector
functions within particular margins to sustain the requirements of its members and
beneficiaries.
Each sector has its own focus which is primarily membership and beneficiary-
driven. The sectors have roles to fulfill and a functional seizure means demise or
closure. Thus a breakdown of that role results to the weakening of the sector’s
community system. To survive, communities must have well-integrated sectors,

20
sectors that distribute, divide, and exact accountabilities in managing the welfare and
safety of the community.
5. Community from Systems Perspective
From a systems perspective, a community is similar to a living creature,
comprising different parts that represent specialized functions, activities, or interests,
each operating within specific boundaries to meet community needs. For example,
schools focus on education, the transportation sector focuses on moving people and
products, economic entities focus on enterprise and employment, faith organizations
focus on the spiritual and physical well-being of people, and health care agencies
focus on the prevention and treatment of diseases and injuries (Henry, 2011). For the
community to function well, each part has to effectively carry out its role in relation to
the whole organism. A healthy community has well-connected, interdependent
sectors that share responsibility for recognizing and resolving problems and
enhancing its well-being. Successfully addressing a community’s complex problems
requires integration, collaboration, and coordination of resources from all parts
(Thompson et al., 1990). From a systems perspective, then, collaboration is a logical
approach to health improvement.

ACTIVITY 3: MY OWN DEFINITION OF COMMUNITY

Direction: Create your own definition of the word community using 15 words or
less. Use the blank provided inside the box.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

21
 What is more?
ACTIVITY 4: MASID-SURI

This activity will determine your concept of community. Follow the instructions
below to guide you in doing your community observation.
Masid-to observe
1. Visit a particular community of your own or your barangay, market near you,
events near you, etc. Follow the safety health protocol set by IATF in doing your
observations.
2. Watch and observe the dynamics in your community.
3. Take notes of your observation. After your observation
Suri-to analyze
1. Write an essay about your observation.
Use the following guide questions:
- What is the composition of the community?
- What are the characteristics of your community?
- What are the dynamics in your community?
2. Submit your essay on or before ______________.
3. Be guided by the rubrics below.

Category 4 3 2 1
Stays on Stays on topic Stays on topic Stays on the It was hard to
Topic all of the time. most of the topic some of tell what the
time. the time. topic was.
Accuracy of All supporting Almost all the Most No facts are
Facts facts are supporting supporting reported or
(Content) reported facts are facts are most are
accurately. reported reported inaccurately
accurately. accurately. reported.
Sequencing Information is Most Some There is no
of Information organized in a information is information is clear plan for
clear, logical organized in a organized in a the
way. clear, logical clear, logical organization of
way. way. information.

22
 What I have learned?

Direction: Indicate the things you have learned in this lesson (knowledge); the things
you have realized and appreciated (attitude) and the things you have discovered and
wanted to do more (skills). Write your answer inside the circular, rectangular, and
triangle boxes.

Things I have learned

(Knowledge)

Things I have realized and

appreciated
(Attitudes)
(Knowledge)

Things I have discovered

(Skills)

23
 Key To Correction

1. See rubrics.
Activity 4: MASID-SURI

1. Student’s own interpretation

ACTIVITY 3: MY OWN DEFINITION OF COMMUNITY

5. Student’s own interpretation

4. Student’s own interpretation
3. Student’s own interpretation
2. Student’s own interpretation
1. Student’s own interpretation
ACTIVITY 2: THE ELEPHANT AND THE BLIND MEN

1. Student’s own interpretation

ACTIVITY I: WHERE I BELONG

References

1. Neal, Zachary P. 2013. The connected city: How networks are shaping the modern
metropolis. New York: Routledge.
2. Kenneth R. McLeroy, C. (2003). Community-Based Interventions. American
Journal of Public Health, [online] 93(4), p.529. Available at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447783/ [Accessed 16 Aug. 2015].
3. Thompson, M., Ellis, R., Wildavsky, A. (1990) Cultural Theory. Boulder: Westview
Press
4. Henry SGThe tyranny of realityJAMA 2011;305(4):338-339.
5. Thompson B, Kinne S. Social change theory: applications to community health. In:
Bracht N (editor). Health promotion at the community level (1st ed., pp. 45-65).
Newbury Park (CA): Sage; 1990.

24
 12
2

QUARTER 3

SELF- LEARNING MODULE

25
Community Engagement,
Solidarity & Citizenship
QUARTER 3

Development Team of the Module

Authors: Catherine S. Castillantes, Adrian A. Macairan, Jennifer R. Sucgang

Editor:

Reviewer:

Management Team: Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Alejo S. Filio Jr, EPS – Araling Panlipunan

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It provides
you with activities and lesson information that the learners need to accomplish in a
distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at your
own pace and time. This also aims to help you acquire the competencies required by
the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

26
 Week 3
What I need to know?

In order to further enhance our understanding of communities and how they

operate, it is necessary to know its individual and structural dimensions. In this module,
we will discuss the dynamics and interaction across and between these dimensions.
Learning Competencies:
At the end of this session, you should be able to:
1. Analyze functions of communities in terms of structures, dynamics, and
Processes.
2. Recognize diversities in communities.
3. Develop/ affirm sense of shared identity and willingness to contribute to the
attainment of the common good.

27
 What is new?

ACTIVITY I: LAKBAY-UTAK (Mental Tour)

Objective: The objective of this activity is to determine your level of awareness and
understanding in determining community power actors and their influence in various
aspects of community life.
Directions:
1. Take a mental tour to a community, preferably a poor community, that you
are familiar with.
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 community. Answer the questions
inside the box below.

1. Who are the influential members of/in your community?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What are the characteristics of these people?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How do they influence the members of the community?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

28
 What is it?
Week 3: Community Structures, Dynamics, and Processes

Coming from an understanding that a community is a social organization, it is

thus proper to investigate how a community is organized, which specifically pertains
to its structure. A community is composed of structures that make it intact and whole.
Put into focus in finding out the following information to guide you in
understanding the lesson.
1. The definition of community structures
2. The different dimensions of a Community

I. Community Structures
A. Community Social Structures
Refers to the rules and expectations that people develop in the community
over time to help regulate and manage their interaction with one another.
Elements of Community Social Structures
1. Social Institutions- are the established patterns of belief and behavior that
are centered on addressing basic social needs of people in the community.
The traditional social institutions found in the community are the family,
religion, economy, education, government and health care.
29
 2. Social Groups- consist of two or more people in the community who regularly
interact with one another and consider themselves a distinct social unit.
3. Status- refers to the position or rank a person holds, in relation to other
members of the community. A status can be ascribed or achieved.
4. Role- refers to the obligations or behaviors expected from an individual on the
basis of one’s status in life. For example, a parent is expected to take care of his
or her children and ensure their survival, growth, and development.

B. Community Cultural Structure

Refers to the institutionalized patterns of ways of life that are shared, learned,
developed, and accepted by people in the community.

Elements of Community Cultural Structure

1. Symbols and language- symbols are the shared words, gestures, objects, or
signals which people in a community use to convey and develop recognizable
meanings. Examples of symbols are traffic lights, wedding rings, flags, and logos.
Language is a symbolic system that allows people to develop complex thoughts and
record and explain new ideas either through written communication, oral
communication, or nonverbal actions. Thus, the use of symbols and language allows
people in the community to develop and convey their culture.
2. Norms- these refer to specific cultural expectations on how to behave in a given
situation. Norms are further subdivided into folkways, mores, and laws.
30
3. Values and beliefs- values are the abstract standards in a community that define
the ideal principles of what is good, just, and desirable. For example, many Filipinos
value family orientation and hospitality toward guests. Beliefs is the driving force
behind different values, which refer to the shared ideas of what is held collectively
true by people in a community. For example, many Filipinos value loyalty to their
friends or fellows as a form of pakikisama in order to ensure peace in the group.
4. Rituals- refer to the established sacred or secular procedures and ceremonies that
people in the community regularly perform.
5. Artifacts- are any objects or things that have special meaning for people in the
community. They may even serve as relics which can be considered sacred, lucky,
or endowed with mystical properties. Examples of artifacts are trophies won in
awards, a monument that commemorates an important person in the community, or
a statue of a saint or a deity.
C. Community Political Structure
Refers to the people’s established ways of allocating power and making
decisions in running and managing community affairs. The community political
structure ensures that the members’ common needs are provided, that peace and
order is kept within the community, and that the community is secured from external
threats.

Elements of Community Political Structure

1. Political Organizations- pertain either to political parties or political groups in
the community who are engaged in political
31 activities.
2. Citizenship Norms- are the shared set of expectations about the citizen’s role
in politics. These norms are focused on citizen participation on three areas:
political, policy, and social.
3. Power Relations- pertain to how different groups in the community are able to
interact with and control other groups. Such would require an understanding and
identification of the dominant groups and minority groups in the community.
a. Dominant groups are those who are able to control the value systems,
rewards, and resources of the community.
b. Minority groups are those whose voices are muted and are considered as
subordinate to either authority or influence of the dominant group.
4. Leadership Structure- refers to the composition of recognized leaders
(formal and informal) in the community and the lines or workflow of their
authority. There are two kinds of leadership structures: formal and informal.
The formal leadership structure is easily recognized and includes elected
and appointed government officials and leaders of civic organizations. The
informal leadership structure, which exists together with the formal power
structure, is harder to identify and may hold a greater influence over a
community’s development.

32
 ACTIVITY 2: MY COMMUNITY LEADERS AND LEADERSHIP

Direction: Visit your community (barangay or known groups within your community).
Note down at least two (2) names of the community organizations existing. Or you
can interview them via messenger if possible or go to the website of your barangay if
any. List their names, the president, adviser; date of organization, aims,
accomplishments. Use the guide below.

A. 1. Name of the Organization _______________________________________

2. President of the Organization ____________________________________
3. Date Established/Organized _____________________________________

4. Aims:
a. _____________________________________________________
b. _____________________________________________________
c. . _____________________________________________________
5. Accomplishments:
a. ._________________________________________________
b. _________________________________________________
c. __________________________________________________

B. 1. Name of the Organization _______________________________________

2. President of the Organization ____________________________________
3. Date Established/Organized _____________________________________

4. Aims:
a. _____________________________________________________
b. _____________________________________________________
c. . _____________________________________________________
5. Accomplishments:
a. ._________________________________________________
b. _________________________________________________
c. __________________________________________________

33
D. Community Economic Structure
Pertains to various organized ways and means through which the people in
the community produce goods and services, allocate limited resources, and generate
wealth in order to satisfy their needs and wants.
Elements of Economic Structure
1. Capital Assets- refers to a property or anything that is owned and has an economic
value, which is expected to generate profit for a long period of time.
2. Vulnerability Context- pertains to the insecurity in the well-being of individuals
and households in the community, which may be in the form of sudden shocks (e.g.,
conflict, illnesses, floods, storms, droughts, pests, diseases), seasonalities (e.g.,
prices and employment opportunities), and critical trends, (e.g., demographic,
environmental, economic, governance, and technological trends).
3. Business Climate- refers to the attitudes, laws, regulations, and policies of the
government and lending institutions toward businesses, enterprises, and business
activities.
4. Trade- pertains to small, medium, and even large-scale enterprises and business
activities involving the sale and purchase of goods, services, and information.
The social, cultural, political, and economic structures found in the community
serve as invisible scaffolds that determine people’s interaction with one another.
These structures, created by people themselves out of daily interaction with other
people, eventually developed into a routine or habit. Eventually, due to repetitive acts
and the passing down from one generation to the other, such routine or habit
developed a life of its own – apart from the people who created them.

Capital Assets

Elements of
Trade
Community Vulnerability
Economic Context
Structure

Business
Climate

34
 What is more?

ACTIVITY 3: MOST PRESSING PROBLEMS

Direction: Identify three most pressing problems in your community/city/province and

introduce creative solutions using intuitive thinking. Draw a picture of the problems
identified inside the boxes.

Most Pressing Problem Most Pressing Problem Most

Pressing Problem
No. 1 No. 2 No. 3
Creative Solutions Using Intuitive Thinking
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
35
____________________________________________________________________
____________________________________________________
 What I have learned?

Direction: Indicate the things you have learned in this lesson (knowledge); the things
you have realized and appreciated (attitude) and the things you have discovered and
wanted to do more (skills). Write your answer inside the circular, rectangular, and
triangle boxes.

Things I have learned

(Knowledge)

Things I have realized and

appreciated
(Attitudes)
(Knowledge)

Things I have discovered

(Skills)

36
 Key To Correction

1. See rubrics.
ACTIVITY 3: MOST PRESSING PROBLEMS

1. Student’s own interpretation

ACTIVITY 2: MY COMMUNITY LEADERS AND LEADERSHIP

1. Student’s own interpretation

ACTIVITY I: LAKBAY-UTAK (Mental Tour)

References

1. Neal, Zachary P. 2013. The connected city: How networks are shaping the modern
metropolis. New York: Routledge.
2. Kenneth R. McLeroy, C. (2003). Community-Based Interventions. American
Journal of Public Health, [online] 93(4), p.529. Available at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447783/ [Accessed 16 Aug. 2015].
3. Thompson, M., Ellis, R., Wildavsky, A. (1990) Cultural Theory. Boulder: Westview
Press
4. Henry SGThe tyranny of realityJAMA 2011;305(4):338-339.
5. Thompson B, Kinne S. Social change theory: applications to community health. In:
Bracht N (editor). Health promotion at the community level (1st ed., pp. 45-65).
Newbury Park (CA): Sage; 1990.

37
 12
2

QUARTER 3

LEARNING ACTIVITY SHEETS

38
Community Engagement,
Solidarity & Citizenship
QUARTER 3

Development Team of the Module

Authors: Catherine S. Castillantes, Adrian A. Macairan, Jennifer R. Sucgang

Editor:

Reviewer:

Management Team: Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Alejo S. Filio Jr, EPS – Araling Panlipunan

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It provides
you with activities and lesson information that the learners need to accomplish in a
distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at your
own pace and time. This also aims to help you acquire the competencies required by
the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

39
 Week 4
What I need to know?

We have learned before that a community is a group of people who occupy

common contiguous territory, possessed of a common set 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. Community is a place
where people live, work and play.
At the end of this session, you should be able to:
1. Identify the type of communities.
2. Compare and contrast the type of community

40
 What is new?

ACTIVITY I: IMAHINASYON (PICTURE OF MY COMMUNITY)

Imagine a community where all the types of communities exist. Give a name
which will capture the features of that community. Draw or illustrate what you
imagined.

(Place your drawing here)

Question for Activity 1:

1. What are the features of the community you draw?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

41
 What is it?

Week 4: Types of Communities

I. Types of Communities

According to MacIver and Page1, “The members of both groups are small or
large and live together in such a way that they share, not this or that particular interest,
but the basic conditions of a common life, this group is called community.” There are
two elements of community one is locality and other is sentiment and these element
of community shape it as an area of people living in social cohesion.
As for locality, a community occupies a territorial area permanent or
changing. Its sentiment is the social coherence which the people inculcate within
themselves. This sense of belonging together and to the residence is the real sentiment
of community. A common way of life of people along with its awareness on a common
territory is a community.
Communities may be categorized into different types. Below are some
mainstream typologies of communities.

A. Rural-Urban Communities
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 agricultural land. Urban areas, on the other hand, are called cities or
towns.
The rural-urban typology of communities is based on the distinction in terms of
development, industrialization, ecological conditions, and lifestyle.
To help clarify the difference between urban and rural areas, the following
questions must need to answer:
1. Where is it located? 5. What are the services?
2. Who lives there? 6. What jobs do people have?
3. How many people live in it? 7. How do they treat each other?
4. What is the land used for?
The following matrix presents the distinction between rural and urban
communities2.

42
 Questions Rural Urban
Where is it? In a community away from In the city with not much open
the city with a lot of open space and natural areas.
space and natural areas.
Who lives there? Majority are poor people Many are educated,
coming from the farming, professionals, and
fishing, and mining sectors businessman. However, there
who failed to finish college is also a lot of urban poor and
education. informal settlers coming from
the labor sector.
How many people Low density of human High density of human
live in it? population. population.
What are the Poor infrastructure facilities With the presence of
services? for electricity, water, infrastructure facility.
transport, educational
institutions, health,
employment, etc.
What is the land Land is for Land is for buildings of
used for? agriculture/farming. government, educational
institutions, corporations;
business establishments and
factories; high-rise
housing/condominiums;
infrastructure for
transportation/roads; and
subdivisions.
What jobs do people Farming, fishing, teaching, Information technology,
have? barangay health workers, professionals (medicine,
etc. engineering, teaching,
research), labor works,
informal street and
community works.
How do people treat They have a sense of unity In some parts of the urban
each other? What is and belongingness. They community, sense of unity is
their dynamics? also have less social far from that of the rural area.
mobility and social People are a bit indifferent
differentiation. with each other and there is a
feeling of distrust. There is
more social night life because
of the presence of bars,
restaurants, and
entertainments.

B. Formal-Informal Communities
The formal-informal typology emphasizes leadership and power relations in the
community. Formal communities are characterized by institutionally structured
hierarchies, which define the relationship between authoritative and subordinate actors
and groups. Communities that are typified through these features are driven by

43
institutions, which not only show the location of power relationships, but also
community members their specific roles and functions. Interrelationships within the
community are defined and delineated by these assigned functions.
Informal communities are said to be generally less rigid compared to formal
communities. Informal communities are seen to typically operate through socio-cultural
mechanism within the community structure. Interrelationships thrive through loose
connections, such as social networks and personal relationships.
It should be noted, however, that the formal-informal typology simplistically
bases its categories on the function of institutions, formal and informal, in
characterizing communities. Thus, adoption of such a crude typology as a means to
examine and categorize communities have garnered criticisms from experts and
practitioners.

Characteristics of Formal and Informal Communities

Formal Communities Informal Communities
1. Well defined rules and regulation. 1. It has no written Rules and
2. Determined objectives and policies. Procedures.
3. Status symbol. 2. Independent Channels of
4. Limitation on the activities of the Communication.
individual 3. Informal organization is not
5. Strict observance of the principle of deliberately created. It emerges out of
co-ordination. mutual relationship and tastes.
6. Messages are communicated through 4. It has no place on Organizational
scalar chain. Chart.
7. It is to best attain the objectives of the 5. It’s being personal means that under
enterprise. this the feelings of individuals are kept in
8. Hierarchical work distribution or clear mind and nothing is imposed upon them.
division of labor. 6. Collective decision making.

C. Local-Global Communities
The local-global community refers to “spatialized networks of social relations.”
The local-global typology focuses on the scope and breadth of communities with
respect to its geographic dimensions and the reach of its other dimensions (e.g.
economic, socio-political, and cultural).
A local community is a group of individuals interacting within a shared
environment, a global community stretches beyond the frontiers of a local
community, transcending national, supranational, and regional demarcations. Global
communities are not constrained by geographical boundaries. They consist of
individuals and groups who share values, beliefs, preferences, needs, interests,
identities, and other attributes beyond physical, cultural, and political-geographic
borders3. 44
D. Physical Space-Virtual Social Space
A social space is either physical or virtual such as online social media or a center
or gathering place where people interact. Physical space refers to unlimited three
dimensional expanses in which material objects are located. on the other hand, virtual
social space (virtual community) refers to nonphysical spaces created by the
development of technology. According to Howard Rheingold, “A virtual community is a
community of people sharing common interests, ideas, and feelings over the Internet
or on other collaborative networks4.”
With the development of online communication, the concept of community went
beyond geographical limitations. Now we have a virtual community, a congregation of
people communicating and interacting, with each other through information
technology. People now gather virtually online and share common interests
irrespective of physical location. Before the rise of the internet, virtual communities
were limited by communication and transportation constraints.

ACTIVITY 2: TRUE OR FALSE

Direction: Write TRUE if the statement is correct and FALSE if the statement is wrong.

_____1. A city is a community.

_____2. Defining communities in terms of geography is the only way of looking at them.
_____3. A community is like a human organism that follows a system.
_____4. Community is a harmonious unity.
_____5. A community has a capacity to communicate and feel.
_____6. Coping with social disadvantages and disaffected members of the community
can be stressful.
_____7. The community is not merely a collection of individual persons.
_____8. A community has a life of its own that goes beyond the lives of the residents
in it.
_____9. As a SHS student, you don’t need to carefully observe changes in the
community since not all the changes affect your life.
_____10. An important characteristics of a community is that the people are conscious
of belonging to it.

45
 What is more?
ACTIVITY 3: MY PREFERED COMMUNITY

Direction: Write an essay consisting of 150-300 words on the topic below. Select the
type of community you prefer.

My Preferred Community

46
 What I have learned?

Make a list of the communities or groups you are belong to whether its is Rural-
Urban Communities, Formal-Informal Communities, Local-Global Communities, and
Physical Space-Virtual Social Space. List as many as you can.

Example:
Urban: Dasmarinas, Cavite
Formal: Student in Paliparan 2
Informal: My group of friends
Local: Cavite
Global: ASEAN
Virtual Social: DIY Travel Philippines

47
 Key To Correction

1. Student’s own interpretation

ACTIVITY 3: ESSAY

10. TRUE
9. FALSE
8. TRUE
7. TRUE
6. TRUE
5. TRUE
4. TRUE
3. TRUE
2. FALSE
1. TRUE
ACTIVITY 2: TRUR OR FALSE

1. Student’s own interpretation

ACTIVITY I: IMAHINASYON (PICTURE OF MY COMMUNITY)

References

1. MacIver, R. M., & Page, C. H. (1961). Society: An introductory analysis. New York:
Holt, Rinehart and Winston.
2. Sorokin, P. A., & Zimmerman, C. C. (1929). Principles of rural-urban sociology.
New York: H. Holt.
3. Taguibao, Jalton Garces, and Francis De Guzman. Submitted. Community
Engagement, Solidarity, and Citizenship: A Textbook for K12 (Forthcoming). Quezon
City: Vibal Publications Inc.
4. Rheingold, H. (1993). The virtual community: Homesteading on the electronic
frontier. Reading, Mass: Addison-Wesley Pub. Co.
5. Warren, R. L. (1967). The Community in America, By Roland L. Warren. Chicago:
Rand Mcnally.
6. McCoy, A. W. (1994). An Anarchy of families: State and family in the Philippines.
Quezon City, Manila, Philippines: Ateneo de Manila University Press.

48
 12
2

QUARTER 3

SELF- LEARNING MODULE

49
Community Engagement,
Solidarity & Citizenship
QUARTER 3

Development Team of the Module

Authors: Catherine S. Castillantes, Adrian A. Macairan, Jennifer R. Sucgang

Editor:

Reviewer:

Management Team: Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Alejo S. Filio Jr, EPS – Araling Panlipunan

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It provides
you with activities and lesson information that the learners need to accomplish in a
distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at your
own pace and time. This also aims to help you acquire the competencies required by
the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

50
 Week 5
What I need to know?

In this lesson, you will familiarize yourself with the basic concepts of Community
Action by deepening your understanding on community engagement, solidarity, and
citizenship. In particular, the following are the learning competencies for this lesson:

• Recognize the value of undertaking community action modalities.

• Acknowledge interrelationship of self and community in undertaking community
action
• Explain forms of community engagement that contribute to community
development through solidarity

51
 What is new?
Activity 1
Imagine yourself that you're a part of a project. For example, a donation drive, a
class presentation, tree planting activity, clean up drive in your Barangay, or a relief
operation.

Source: ustjhs.ust.edu.ph Source: philstar.com

Answer the following questions:

What do you think will be your role (most probably) in the group?
_________________________________________________________________
_________________________________________________________________
How will you describe your relationship with other people in the group?
_________________________________________________________________
_________________________________________________________________
Most likely, what conflicts can the group encounter?
___________________________________________________________________
_______________________________________________________________
Do you think you will be going to do the activity or join other projects again?
_________________________________________________________________
_________________________________________________________________
Hellen Keller, a famous political activist, and American author says, 'Alone we
can do so little, together we can do so much.' It merely explains that when one lets
other people help him/her, they can do many things, go so far, and make things
happen. Do you believe in that too?
Doing something with others and not alone can always give you a sense of
oneness with them. Whether you do it voluntarily or not, you will still feel that doing
something is natural when other people are helping you. As you continue in the
discussion you will learn more about community action, and what are its different forms,
and how it's interrelated to each other?

52
 What is it?

DISCUSSION
A community of people who experience the same issue that affects everyone and
wanted to take action on it usually refers to us as community action. Below are the different
aspects of community action. Community Actions may be linked to different forms of action
that takes place in the community. These are community engagement, solidarity, and
citizenship. These three are so alike that they sometimes overlap with each other.

Community Engagement
Engagement involves interaction, sharing, and involvement. The ASEAN University
Network (AUN) follows a definition provided by the Indiana University-Purdue University
Indianapolis Center for Service Learning where community engagement has a four-part
definition:
! 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 mission

Source: eclof.org

Community engagement is also seen as an ideal mechanism for addressing the

negative social impacts (Ang, 2006). Private organizations, schools, government, non-
government organizations are increasing their involvement and commitment to help
and respond to marginalized communities. In many schools or academic institutions,
53
increasing community development which helps in putting classroom skills and
knowledge into practice and at the same time foster civic involvement to students.
Engaging in the community is one arena where students can work professionally with
community members, peers, and instructors while relying more on teamwork to
accomplish a mission. Community engagement as mentioned can developed into civic
engagement which closely related to the next concept – citizenship.

Citizenship
The term citizenship denotes membership of a citizen in a
political society. A formal recognition that an individual is a member of a political
community. This membership implies a duty of allegiance on the citizen and a duty of
protection on the part of the state. On the other hand, a citizen is a member of a
democratic community who enjoys full civil and political rights and is accorded
protection inside and outside of the territory of the state (De Leon, 1997).
A citizen comes with both rights and responsibilities. Citizens
have access to all the nation’s civil liberties and legal protections such as political
rights, economic rights, cultural rights, and others. Citizenship is a vital component of
democracy. Citizenship grants citizens the right and ability to vote in elections and even
seek elected office. However, voting is not just a right but also a responsibility. Other
responsibilities of citizens are to obey nation’s law and pay taxes, in some cases,
defend their country by serving in military when required or public service.
Besides of these formal responsibilities, states also expect their citizens to be
involve in their local communities. Governments wants their citizens to stay informed
about national and local issues, a democracy entails respecting the rights and view of
others, even if on do not agree with others.
In community development, there is a growing demand for citizen participation.
Citizen participation may be undertaken into two levels: community level through
community development and state level through political participation.

Solidarity
Community engagement and good citizenship are manifestations of solidarity.
The term solidarity has its roots in the Roman law of obligations. Here each individual
has liabilities within their family and the community in paying common debts. In 18th
century, the mutual responsibility between individuals and the community extends to
the context of morality, society, and politics. Solidarity now becomes mutual
attachments and fraternity.
54
The concept of solidarity is relative to the concept of community. Solidarity is
a type of action: working with others for common political aims, paradigmatically in a
context of incompletely shared interests (Kolers, 2012). Working as one and in unison
with others will result to a more successful community development.

Activity 2

Reflection Question: How are the three forms of community action interrelated?

NOTE BOX

What is more?
Activity 3

55
 Now that you have an idea of community action and how it is related to forms
like community engagement, solidarity, and citizenship,
it is time for you to look into your own locality.
Think of a community action done in your Barangay,
Municipality, or City and assess how it was
implemented or accomplished. You may also use a
community action that is still work-in-progress.

Guidelines in making your assessment:

• Title of Community Action: (if there is no project
title, write general theme)
• Description of Community Action project: (state the general purpose of the
project, implementors, its target beneficiaries (if any), accomplishment,
challenges (if any), etc.)
• Assessment: (in essay form, follow the guide questions)
1. Is the community action answers its purpose?
2. How do the community or the target beneficiaries respond to the project?
Does the community support the project or not?
3. Is there anything that could have been or can be improved in the project?
4. What is your overall impression of the project?
Criteria Description Points

Content The content was well-thought-of guide 40

questions were thoroughly answered
Organization The paper was well-written with ideas easily 30
conveyed to readers
Analysis The analysis was clear and concise based on 30
the data presented
TOTAL POINTS 100

What I have learned?

56
Activity 4A
 Complete the statements below as
I-Think your personal insight on the topic.

• I learned …
• I felt …
• I realized …

• I realized …

Activity 4B Journal entry

Write the various ways on how you can involve yourself in community
action.

57
 12
2

QUARTER 3

SELF- LEARNING MODULE

58
Community Engagement,
Solidarity & Citizenship
QUARTER 3

Development Team of the Module

Authors: Catherine S. Castillantes, Adrian A. Macairan, Jennifer R. Sucgang

Editor:

Reviewer:

Management Team: Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Alejo S. Filio Jr, EPS – Araling Panlipunan

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It provides
you with activities and lesson information that the learners need to accomplish in a
distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at your
own pace and time. This also aims to help you acquire the competencies required by
the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and submit the
outputs to your respective teachers on the time and date agreed upon.

59
 Week 6
What I need to know?

This lesson introduces the students to the purposes of community action. In

particular, it attempts to examine the major issues affecting poor and marginalized
communities. This lesson will also help learners to gain better understanding on the
issues happening in the society so they will know how they can take part in making
solutions.

Learning competency:
Identify opportunities to contribute to community development through
solidarity.

60
 What is new?
In the previous lesson, you learned about the basic concept of community
action and its forms, such as community engagement, solidarity, and citizenship.
Before you dive into this week's lesson, let us test if you can still remember the
essential concepts of community action.
RECALL
Instruction: Complete the following statements by writing the appropriate word/s (Is,
Is not).
COMMUNITY ACTION IS OR IS NOT…
1. Community Action (IS, IS NOT) _____ about people coming together to make
a change in the community.
2. Community Action (IS, IS NOT) _____ limited to the persons in authority like
a government official.
3. Community Action (IS, IS NOT) _____ a tool in making people in community
exercise their civic responsibilities.
4. Community Action (IS, IS NOT) _____ a manifestation of people’s collective
effort.
5. Community Action (IS, IS NOT) _____ the same as community engagement.
The first step in engaging in community action is to know the issue or
problems existing in the community. When you assess the needs of the community,
you must know how to distinguish the issues and the root of the problems.

Activity 1 Categorize the following problems or issues by writing the

word/phrase to the correct column.

Illegal mining Gender inequality School Fees Hike

Land Conversion Corruption Unemployment
Political Patronage High prices of commodities

Economic Issues Ecological Issues Political Issues Social Issues

61
 What is it?

DISCUSSION
One responsibility of a citizen is to participate and engage in the community.
Each of us must be aware of the issues in our society so we can take part or know
how we can help in making the solutions.

Social Situations
Economic Issues
For so many years, the country faces challenges from continuously rising
inflation, persistent poverty, unemployment, and other financial conditions. These
economic conditions greatly affect the development of the people especially the
poor. The outbreak of COVID-19 in the world takes a massive crack in the country’s
economy. Many companies and workers in hard-hit industries like tourism,
agriculture, and transportation need to halt their operations resulting to a high
unemployment rate and brought about a third of the country’s population lived below
the poverty line.

Ecological Issues
According to IBON foundation
during the celebration of Earth Day
2020, says that the sorry state of the
Philippine environment has made
Filipinos very vulnerable to the
coronavirus pandemic. Because of
the country’s land area are severely
degraded and environmental
concerns such as improper land use
Source: independent.co.uk and urbanization makes more and
more towns and cities to be cramped and impossible to practice social distancing.
Land degradation are also a problem for poor families and people who depends on
cultivation of land to make a living. Human-caused ecological degradation should
be properly addressed by the government.
62
Political Issues
Even after the restoration of democracy in the Philippines, the country
remained to have many political problems. This political instability are results of
political repressions, corruption, nepotism, cronyism, and conflicts and resistance.
These political problems more than ever divide the people and hinders development
of society.

Social Issues
A global research firm Kantar in 2018
reported from their survey that the social
issue that Filipinos care the most is the
eradication of poverty followed by education,
and hunger. The lack of effective mechanism
to fight the issue of poverty in Philippines
Source: abceducation.weebly.com
results to many other issues like people’s
access to basic education and health services. The state of social sector in the
country robs many Filipinos the opportunity to live a decent life.

Social Change through Social Development

The worsening of issues we faced as a society only calls for a social change.
Social change is the transformation in social structure or social order and cultural
patterns of the society through time (oxfordbibliographies.com). The key in
achieving this social change is through a process called Social Development.
According to Penullar (2015) Social Development is the process of planned and life-
affirming social change aimed towards a society where everyone is liberated and
where everyone achieves fullness of life.

Community Development for Community Action

One community-based approach to social change is what we called
Community Development. Community development can be defined as networks of
actors engaged in activities through associations in a place (Wilkinson, 1991). It can
also be a social process involving residents in activities designed to improve their
quality of life. Community development also has evolved to include a broader focus
than just poverty. The programs implemented answer issues like housing, job
63
training, education, healthcare, and other social services. Community development
is also a field composed of many disciplines such as anthropology, business,
education, economics, geography, organizational behavior, sociology, and social
work (Robinson & Green, 2011). In some literatures, there are contradictory on
whether community developments should promote “development-in-the-
community” or advocates “development-of-the-community”. This often
characterized as process versus outcome. Is it about increasing the civic
participation or generating tangible outcomes for the people? However, practitioners
in community development do both.

Other features of community development are the following (Ford, 1987):

! Builds community capacity
! Builds community
! Linked with community work and planning
! Empowers individuals and groups
! Strengthens the community
! Strengthens civil society
! Builds active citizenship
! Inculcates the principles of community action
! Supports establishment of strong communities

In addition, the table below presents significant forms of Community Development

which were identified by Gilchrist and Taylor (2011) as mentioned by Melegrito &
Mendoza (2016).
Forms of Action Description
Collective action It is a process of finding the power of combined voices
and determination, mobilizing people, acting for their
mutual benefit, or championing the interest of those
who cannot stand up for themselves
Informal education It is the learning that takes place predominantly
through direct involvement in community activities.
Organization Help organizations by enabling the members to
development achieve their goals. The organization also has to be
accountable to its members and the wider community.

64
 Community development is a challenging work. It involves a long and tiring
stages of planning to implementation. Community development workers understand
to changing the community for the better is a long-term endeavor and not just a
band-aid response to any issues or problems.

Activity 2

Make a creative and catchy slogan for building or developing a stronger

community. Add a short description.

65
 What is more?

Activity 3

Community Case Analysis: Choose only one community

engagement project from the choices. Make a case analysis by
determining the community problems, assessing the
problems, identifying interventions, and recommendations
for the improvement of the project implementation.
RUBRIC FOR CASE ANALYSIS
Criteria 3 2 1
Problem Shows understanding of Shows limited understanding of Shows limited
Identification the main problems in the the problems in the case study understanding of most of the
case study problems in the case study
Analysis and Provides a discerning and Provides a discerning and Provides an incomplete
Evaluation of thorough analysis of all the thorough analysis of some of analysis of the problems
Problems problems presented the problems presented presented
Recommendat Based on the evidence- Based on the limited problem Recommendation not based
ions supported problem analysis; has unbalanced on a well-grounded problem
analysis and well- arguments analysis
balanced arguments;
sound, feasible, and
relevant
recommendations
Relevance/Co Establishes appropriate Establishes appropriate Establishes inappropriate
nnection to connections between the connections between the connections between the
Lesson identified problems and identified problems and the identified problems and the
the concepts studied in concepts studied in class, but concepts studied in class
class the connections are somewhat
unclear
Grammar and Shows coherence and Shows a little coherence and The writing has no
Mechanics cohesion, conciseness, cohesion of ideas; some error coherence and cohesion;
Organization and correctness; the in grammar or spelling, error poor grammar and
writing is free of grammar lacks organization organization; filled with
and mechanics errors. errors in mechanics
Source: Melegrito, M. & Mendoza, D. (2016). Zeal for Action Community Engagement, Solidarity, and
Citizenship. Phoenix Publishing House. Quezon City.
66
 CASE NO.1

CLIFF Philippines benefits 160 additional urban poor families in Iloilo City
By PNA and U.S. News Agency / Asian | 13 October 2011
A project that seeks to address the housing needs of informal settlers, those
situated in danger zones and affected by various government projects in this city
has been expanded to cover four relocation sites initially benefiting some 160
families. The expansion project is under the Phase 2 of the community-led
infrastructure finance facility (CLIFF) which is supported by the United Kingdom for
International Development (DFID) and the Swedish International Development
Cooperation Agency (Sida) channeled through the Homeless International.
Sonia F. Cadornigara, regional coordinator for Western Visayas of the
Homeless People’s Federation Philippines, Inc. (HPFPI), one of the implementing
partners in the Philippines, said that this year they will be expanding to four
associations established in Barangays San Isidro and Lanit in Jaro district and
Veterans Village, City Proper district. Under the program, in addition to the lot that
will be provided by the city, the qualified recipient will be given CLIFF capital in a
form of loan depending on their income with a repayment scheme designed based
on their capacity to pay.
The initial beneficiaries from the Riverview Village Homeowners Association
in San Isidro will be allowed a maximum capital of P250,000 each while the ceiling
as set at P90,000 each for members of the Megaworld Homeowners Association in
Brgy. Lanit. Meantime, each of the beneficiaries from the New Baldoza
Homeowners in Brgy. Lanit and at the New Site Zone 8 Veterans Village, City Proper
can have a maximum capital of P150,000. She explained that 40 household
beneficiaries have been identified in each of the four associations but the other
remaining members – 50 from Riverview; 60 from Megaworld; 110 from New Site
and 185 families from New Baldoza will soon be covered by the CLIFF program.
The program allows extensive involvement of beneficiaries such that they are part
of the project development and planning, housing design, as well as procurement
and construction management.
Forerunners of the program also tapped the services of various academic
institutions here for the making of the housing design as well as for the social
preparation stage of the would-be beneficiaries. The project was piloted in the 172
unit of community-managed resettlement housing also in San Isidro, Jaro with the
CLIFF program shelling out some P25 million as capital. Currently, 131 housing
67
units are already completed and they are about to start with the construction of the
remaining 41 units. Cadornigara said that while the impact of the project maybe
minimal still they looked forward to have additional revolving fund annually from out
of the payments made by the beneficiaries. “In five years term probably we can
already see the impact,” she said. The CLIFF program is one of the exhibitors in the
week-long “Western Visayas Housing Fair” that kicked off here Monday. It
showcases some of the houses that they have built using the interlocking
compressed earth block (ICEB) which they themselves produced at the San Isidro
Relocation Site. It is comparatively lower than the conventional housing technology
but it is compliant with the
Source: http://www.usnewslasvegas.com/provincial/cliff-philippines-benefits-160-
additional-urban- poor-families-in-iloilo-city/

CASE NO. 2

PHILIPPINES HOMELESS PEOPLE’S FEDERATION

Vincentian Missionaries Social Development Foundation Incorporated
(VMSDFI), Manila

THE PHILIPPINES HOMELESS People’s Federation brings together low-

income community organizations from cities across the Philippines all engaged in
finding solutions to problems they face with secure land, housing, income,
infrastructure, health, welfare and access to affordable credit. Some groups are
new, others are being revived, some are church- related, others are mini-federations
in their own right.
Communities in several cities had been running savings programmes for
some years with infrequent contact between each other. But leaders were frustrated
that change was too slow and too narrowly focused. The idea of joining these
scattered initiatives into something larger emerged about four years ago, when visits
to poor people’s federations in India, South Africa and Thailand showed the
enormous potential of large-scale community federations. With support from the
Federation’s NGO partner, the Vincentian Missionaries Development Foundation,
and using the tool of community exchange visits, strong ties have now been forged
between groups in ten cities, all with diverse operating structures, working styles
and local strategies.
68
 The lack of affordable land and housing options for the poor in most
Philippines cities means that between one-third and one-half of the urban population
are forced to live in informal settlements, in conditions that are illegal, insecure and
environmentally degraded, without access to toilets, water supply or electricity and
in ever-present danger of eviction. Without secure land, housing and serviced
neighbourhoods, more and more of the poor’s scanty resources go simply on
surviving. People are placed in a cycle of squatting and eviction, which further
impoverishes the poor and prevents them from developing themselves.

The common denominator throughout the Philippines Homeless People’s

Federation is savings. The money which people save together creates a revolving
community fund from which members can take loans for their small enterprises, for
emergencies and day-to-day needs and for improving their houses. Members also
save for land and housing in special housing savings accounts and many take parts
in community-based health care schemes. Besides savings, there are all kinds of
activities which feed into the building of a well-organized, well-prepared federation.
Keeping up a constant and many-layered process of preparing, planning, mobilizing,
saving, experimenting and negotiating is not only a federation-building principle but
also a political strategy in which low-income people discard their status as passive
recipients of somebody else’s idea of what they need and make themselves central
players in their own development.

Everybody wants to find solutions to the big, complicated problems of poverty

and housing in the cities in the Philippines but neither the state nor the cities, the
NGOs nor poor communities can effect significant change by themselves. Lasting,
large-scale change requires partnership. The work of the Philippines Homeless
People’s Federation is showing that the poor need not be seen as obstacles to
change but can take the lead in finding ways of making our cities better for everyone.

Source: https://sdinet.org/wp-content/uploads/2015/04/EU2001132VMSDFI1.pdf

69
What I have learned?

Activity 4 ANALOGY
Complete the sentences below.

Change will only happen if …

Identifying the issues or problems are important to…

Community development is a life-changing process because

it…

70
 12
2

QUARTER 3

SELF- LEARNING MODULE

71
 Community
Engagement, Solidarity
& Citizenship
QUARTER 3
Development Team of the Module

Authors: Catherine S. Castillantes, Adrian A. Macairan, Jennifer R. Sucgang

Editor:

Reviewer:

Management Team: Gemma G. Cortez, Ed.D., CID - Chief

Leylanie V. Adao, EPS - LR

Alejo S. Filio Jr, EPS – Araling Panlipunan

SDO Dasmariñas City

Guide in Using Learner’s Module

For the Parents/Guardian

This module is designed to assist you as the learning facilitator at home. It provides
you with activities and lesson information that the learners need to accomplish in a
distance learning modality.

For the Learner

This module is designed to guide you in your independent learning activities at your
own pace and time. This also aims to help you acquire the competencies required
by the Department of Education at the comfort of your home.
You are expected to answer all activities on separate sheets of paper and submit
the outputs to your respective teachers on the time and date agreed upon.

72
 Week 7
What I need to know?

In this lesson you will learned about the role played by the youth in community
action. The youth place a vital role in the process of nation-building. Fresh minds and
innovative ideas from youths are essential in moving the community towards
progress. This week’s lesson hopes that as young as you are now, you will realize
that you have the power to make a change in the community or society. Furthermore,
this week you will be able to:

Learning Competency:
• Recognize the importance of solidarity in promoting national and
global community development

73
 What is new?

Activity 1 Self-assessment

Let's get started by assessing yourself on how

participative you are in issues that affect you, as a member of
the community, and as a citizen of the country. Tick the box
that you think applies to you based on the statement found in
the first column.

Always Sometimes Never

1. I always watch the news on tv or read
reports posted on social media or other
internet-based materials.
2. I participated (or give supports) in
community projects like donation drives,
clean-up drives, etc.
3. If given a chance, I want to participate in a
peaceful protest that has a cause.
4. I engage in meaningful talks or arguments.
5. I feel hopeless about our country.
6. I have a fascination with violence-filled
entertainment.
7. I always checked-in with other people (e.g.,
friends, neighbors, etc.)
8. I thanked other people who have helped me,
or I let them know that I appreciate them.
9. I have a positive/resilient temperament.
10. I am optimistic about the future.

74
 What is it?

DISCUSSION
As many adults would say, Youth is a very crucial stage in the development of
a person. It is the stage where one starts to question many things, learn things or
lessons that they will forever take in their life, a step where they make decisions that
can make or break them. But apart from these things, Youth can be the perfect time
in the life of a person to engage in surroundings, community, or society. They can be
the new breed of community leaders and game-changers of our country.

Youth

Source: Philippines.unfpa.org

The RA 8044 or the Nation-Building Act of 1995 defines youth as the critical
period in a person’s development from the onset of adolescence toward the peak of
mature, self-reliant, and responsible adulthood comprising the considerable sector
age from 15 to 30 years old. In a psychological perspective, youth is the phase that
those within the adolescence and early adulthood. Another definition is from United
Nations, which for statistical purposes, defines youth as those persons between the
ages of 15 to 24 years. However, other UN organizations/entities like UNICEF and
WHO define youth as person age only from 10 to19 years.

75
 Youth today are exposed and at risk to many issues and problems such as
violence, drugs and alcohol abuse, internet/online addiction, limited access to
education and training, issues related to sexual-risk, employment opportunities, and
family problems. And as participation is a right and responsibility of any citizen, young
people should be empowered to play a vital role in their development as well as the
development of the communities that they belong in.

Importance and role of Youth in Community Action

The 1987 Constitution states that “The State recognizes the vital role of the
youth in nation-building and shall protect their physical, moral, spiritual, intellectual,
and social well-being (Article II, Section 3).” However, for many years, youth
involvement in decision making, problem solving, and communication only received
limited attention. Now that the trends are changing, youth are called upon to play
important roles in the development of their communities.

In a research made by Barnett & Brennan (2009), the study shows that the
community can benefit greatly when involving young people or residents in all aspects
of community development. In addition, the research revealed that when the youth
participate in their community, they achieve mastery in social competence, developed
problem solving skills, have autonomy, and sense of purpose. With this process,
youth are empowered and can become leaders that will lead community development
efforts in the future.

And because youth are important, it is necessary to provide them with the
essential support for knowledge enhancement and capacity building (Melegrito &
Mendoza, 2016). The following are the four integrated strategies to protect the youth’s
social well-being:
1. Building youth-caring communities;
2. Developing community-caring youth;
3. Reengineering the mechanism through which the youth services are delivered,
and
4. Becoming more responsive to the specific needs of the youth.

76
Activity 2 Read the article and write a short answer to the following questions.

Streets To Schools Lights Up Street Kids’ Future With ‘Alitaptap: Aninag ng

Sining’ by Anne Marielle Eugenio, July 15, 2019 5:15pm

The Youth for the Youth

Streets to Schools envisions a country where children especially the

marginalized ones are given access to quality education. This started out as an
initiative by three Junior High School Students from the University of Santo Tomas.
They came up with a project called Out of the Streets and into the School, which
became their entry to the Young Bridging Leaders, a program that aims to empower
young leaders in creating projects that advocate for the United Nations Development
Goals. This aimed to help street children around UST to receive quality education.

After seeing the program was sustainable, the founders decided to continue
the program and now became an initiative called Streets to Schools. The ideals of
the United Nation empower them to advocate for change in terms of education.

Streets to Schools has a program called Abot-Kamay which they continue to

do every weekend. The volunteers teach street children in Manila North Cemetery
and those along the PNR railways. Streets to Schools also started a program that
became a finalist of Sikhay Youth Community Service Awards 2019—an award-
giving body which aims to recognize the efforts of our youth for their outstanding
community service programs and projects.

Making the Future Brighter Through ‘Alitaptap: Aninag ng Sining’

Streets to Schools also help children through indirect means and one of those
is holding a benefit gig. The initiative organized Alitaptap: Aninag ng Sining in Jess &
Pats, Maginhawa, Quezon City. This gig features local bands like The Ridleys, Four
Play, Carousel Casualties, Padlocked Music, and Something About Pancakes and
also artists who showcased their art. A lot of young people attended this benefit gig
and all of the generated funds will be used for Streets to Schools’ future projects for
the children. Small Steps for a Bigger Cause
77
 As the popular saying goes, “Ang kabataan ang pag-asa ng bayan” but we
can’t make these words a reality if we can’t equip our youth with proper education.
But here’s an organization that aims to make a difference, to make a change, no
matter how small. These little things might be the start of something larger. “We can
help in many small ways and at the same time, if we help each other, it would come
up to be something big,” Charlene Uy, a volunteer, said.
1. What is the objective of the community-project Street-to-School?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are the interventions made by the initiators of the program?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Why do you think youth involvement is important in community action these

days?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

78
 What is more?

Activity 3
Proposal for Youth Community Plan: collaborative work

In your group, create a Youth Community Plan that you think is relevant
in today’s situation of the Youth. The plan should comprise the following parts:
a. Community Situationer (this part describes the current political, economic,
ecological, social, and cultural situation)
b. Community Analysis (presents the assessment on the cause and effect of
the case as describes in letter A)
c. Recommended Plan of Action (offers possible project/s based on the
problems/issues identified)
d. Community Development Plan (describes the project, means in attaining
the project, time-frame, etc.)

*See RUBRIC on the next page.

79
 RUBRICS FOR YOUTH COMMUNITY PLAN
Criteria 3 2 1
Participants Identifies all the people The names of the Recognizes only
involved in the project other people involved the involvement of
in the project are not one sector
identified
Objectives Includes specific, Includes specific, No clear objectives
measurable, attainable, measurable,
time-bound objectives attainable, but not
time-bound
objectives
Means With step-by-step outline With an overview and Includes only the
and description of what is to description but lacks start and end of the
be done some details plan of activities
Schedule Includes information on the Lacks information on Includes only the
date and time of the step- the date and time start and end of the
by-step activities plan of activities
Location Consists of the specific Insufficient No information
place and a step-by-step information about specific area
outline of activities of action
Teamwork Group exhibits teamwork on Some members did Some members did
accomplishing the task not participate or do not participate or
their assigned task do their assigned
job, affects the
overall quality of
work
Rubrics adopted/modified from Melegrito, M. & Mendoza, D. (2016). Zeal for Action Community
Engagement, Solidarity, and Citizenship. Phoenix Publishing House. Quezon City.

80
 What I have learned?

Activity 4 Reflection

Given the fact that the Youth today are active in social media, how do you think the Youth
should use this platform in advocating change in the community, whether it be social, political,
economic, or ecological? Explain.

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Key To Correction week 5

Key To Correction week 6

Key To Correction week 7

82
 References

Bayertz, K. (Ed.). (1999). Solidarity (Vol. 5). Springer Science & Business Media.

Brennan, M. A., & Barnett, R. V. (2009). Bridging community and youth development:
Exploring theory, research, and application. Community Development, 40(4), 305-310.

Dempsey, S. E. (2010). Critiquing community engagement. Management Communication

Quarterly, 24(3), 359-390.

Eugenio, A. (2019). Streets To Schools Lights Up Street Kids’ Future With ‘Alitaptap: Aninag
ng Sining’. Retrieved from
https://insidemanila.ph/article/683/streets-to-schools-lights-up-street-kids-future-with-
alitaptap-aninag-ng-sining

Kolers, A. H. (2012). Dynamics of solidarity. Journal of Political Philosophy, 20(4), 365-383.

Melegrito, M. & Mendoza, D. (2016). Zeal for Action Community Engagement, Solidarity, and
Citizenship. Phoenix Publishing House. Quezon City.

Robinson Jr, J. W., & Green, G. P. (Eds.). (2011). Introduction to community development:
Theory, practice, and service-learning. Sage.

Tom Lansford. (2016). Citizenship and Immigration. National Highlights Inc.

83