SHS

Community Engagement,
Solidarity and Citizenship
Quarter 1: Week 5 and 6 - Module 3
HUMSS- Community Engagement, Solidarity and Citizenship
Grade 12 Quarter 1: Week 5 and 6-Module 3
First Edition, 2020
Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Nedel Joyce Christine C. Libunao, T-III

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos, Jr. P- II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph. D

Assistant Schools Division Superintendent

German E. Flora, Ph.D., CID Chief

Virgilio C. Boado, Ph.D., EPS in Charge of LRMS

Delia P. Hufalar, Ph.D., EPS in Charge of Mapeh

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
 Community
Engagement, Solidarity
and Citizenship
Quarter 1: Week 5 and 6-Module 3
 Target

“Togetherness is finite. There is nothing like forever. Time ends at different

times for different people. So we should always be thankful for the time that we spent
together.” - Aditi Bose, My Dream Man.
The concept of community is diverse, it could mean differently to different
people. Sociologists find it tough to agree on a definition due to the accumulation of
ideas and data about communities. This reality was first recognized by George
Hillery. (1955 when he gave ninety- four definitions of “community. Hillery concluded
in his review that beyond the concept that people are involved in the community,
there is no complete agreement as to the nature of the community. Daniel Perlstein
pointed out that a simple search on the subject community using the Educational
Resources Information Center database would produce 96,439 citations.
However, some definitions are more commonly accepted than others. Gideon
Sjoberg (1964) provided us with an acceptable definition: A community is a
collectivity of actors sharing a limited territorial area as the base for carrying out the
greatest share of their daily activities.
After this lesson, you are expected to

Learning Competency:
1. Recognize the value of undertaking community action modalities.
(HUMSS_CSC12-IIId-g-7)
2. Acknowledge interrelationship of self and community in undertaking community
action. (HUMSS_CSC12-IIId-g-8)
 Jumpstart

For you to understand the lesson well, do the following

activities. Have fun and good luck!

Activity 1 Story-time
Directions: Read the story below entitled The Six Blind Men and the Elephant. Then,
give your insights and ideas about it.

There were once six blind men who stood by the road-side every day, and
begged from the people who passed. They had often heard of elephants, but they had
never seen one; for, being blind, how could they?
It so happened one morning that an elephant was driven down the road where
they stood. When they were told that the great beast was before them, they asked
the driver to let him stop so that they might see him.
Of course they could not see him with their eyes; but they thought that by
touching him they could learn just what kind of animal he was.
The first one happened to put his hand on the elephant's side. "Well, well!" he
said, "now I know all about this beast. He is exactly like a wall."
The second felt only of the elephant's tusk. "My brother," he said, "you are
mistaken. He is not at all like a wall. He is round and smooth and sharp. He is more
like a spear than anything else."
The third happened to take hold of the elephant's trunk. "Both of you are
wrong," he said. "Anybody who knows anything can see that this elephant is like a
snake."
The fourth reached out his arms, and grasped one of the elephant's legs. "Oh,
how blind you are!" he said. "It is very plain to me that he is round and tall like a
tree."
The fifth was a very tall man, and he chanced to take hold of the elephant's
ear. "The blindest man ought to know that this beast is not like any of the things
that you name," he said. "He is exactly like a huge fan."
 The sixth was very blind indeed, and it was some time before he could find the
elephant at all. At last he seized the animal's tail. "O foolish fellows!" he cried. "You
surely have lost your senses. This elephant is not like a wall, or a spear, or a snake,
or a tree; neither is he like a fan. But any man with a par-ti-cle of sense can see that
he is exactly like a rope."
Then the elephant moved on, and the six blind men sat by the roadside all
day, and quarreled about him. Each believed that he knew just how the animal
looked; and each called the others hard names because they did not agree with him.
People who have eyes sometimes act as foolishly.
The End.

1. What is the story all about?

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2. What is the moral of the story?

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3. What is your own understanding about the word “community”?

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 SCORING RUBRIC

POINTS REQUIREMENTS
Provides an insightful and detailed explanation/opinion
5
that includes or extends ideas from the text.
Provides some explanation/opinion that includes ideas
4
from the text for support.
Uses text incorrectly or with limited success and includes
3
an inconsistent or confusing explanation.
Demonstrates minimal understanding of the task and
2 provides an unclear reference or no use of the text for
support
1 Response is completely irrelevant or off – topic.

Lesson
SOCIOLOGICAL PERSPECTIVE
1
Discover

The Blind Men and the Elephant (explained)

The reality of understanding the concept of community from different
perspectives can be compared with the well-known story of the Blind Men and the
elephant. The moral of the story is that there may be some truth to what someone
says. Sometimes we can see that truth and sometimes not because they may have a
different perspective which may not agree too. So, rather than arguing like the blind
men, we should say “Maybe you have your reasons.” Differences in the way we
understand community may exist, but respect and tolerance must always be there.
An example of this is, Women are weak and Men are strong. To others perspective,
it is right and to others it is not polite and definitely wrong.
The Four Perspectives
1. Systems Perspective
St. Paul, in Corinthians 12:12 (The New American Bible), using an analogy
speaks of the Church as a body, the body is one and has many members, but all
the members, many though they are, are one body and so it is with Christ. From a
systems perspective, community is like a church, similar to a living creature, made
up of different parts that represents individual functions, activities, each operating
within specific boundaries to meet the needs of the community.

2. Social Perspective
This perspective describes the social and political networks that connect
individuals, organizations, and its leaders. A clear understanding of the different
networks is crucial in planning how to engage in community activities.

3. Virtual Perspective
Today, individuals rely heavily on computer-mediated communication.
Technology continues to grow and being studied. It is a fast-growing industry in
these days. Virtual communities are social groups or groups with a common
interest that interact in an organized fashion using the internet.

4. Individual Perspective
Individuals who are living in a community have their unique sense of
membership. Some may have a sense of belonging to more than one community.
For example, you are from La Union and moved to Nueva Ecija.

Rural and Urban Communities

An urban area is the region surrounding a city. Most inhabitants of urban
areas have nonagricultural jobs. Urban areas are very developed, meaning there is
a density of human structures such as houses, commercial buildings, roads,
bridges, and railways.

"Urban area" can refer to towns, cities, and suburbs. An urban area includes
the city itself, as well as the surrounding areas. Many urban areas are called
metropolitan areas, or "greater," as in Greater New York or Greater London.
When two or more metropolitan areas grow until they combine, the result
may be known as a megalopolis. In the United States, the urban area of Boston,
Massachusetts, eventually spread as far south as Washington, D.C., creating the
megalopolis of BosWash, or the Northeast Corridor.
Rural areas are the opposite of urban areas. Rural areas, often called "the
country," have low population density and large amounts of undeveloped land.
Usually, the difference between a rural area and an urban area is clear. But in
developed countries with large populations, such as Japan, the difference is
becoming less clear. In the United States, settlements with 2,500 inhabitants or more
are defined as urban. In Japan, which is far more densely populated than the U.S.,
only settlements with 30,000 people or more are considered urban.
Throughout the world, the dominant pattern of migration within countries
has been from rural to urban areas. This is partly because improved technology has
decreased the need for agricultural workers and partly because cities are seen as
offering greater economic opportunities. Most of the world’s people, however, still live
in rural areas.

Social Interaction
Any discussion of social interaction is not complete without citing Louis
Wirth’s article “Urbanism as a Way of Life”. Wirth’s hypothesis is that substantial
increases in size and density of a community’s population result in the accentuation
of these five qualities:

1. Anonymity - In colloquial use, anonymity typically refers to the state of an

individual's personal identity, or personally identifiable information, being
publicly unknown. There are various situations in which a person might
choose to withhold their identity. Acts of charity have been performed
anonymously when benefactors do not wish to be acknowledged.
2. Division of labor – It is an economic concept which states that dividing the
production process into different stages enables workers to focus on specific
tasks. If workers can concentrate on one small aspect of production, this
increases overall efficiency – so long as there are sufficient volume and
quantity produced.
3. Heterogeneity (in which induced and sustained by anonymity and division of
labor) – It is the state or quality of being heterogeneous—consisting of
different, distinguishable parts or elements.
 4. Impersonal and formally prescribed relationships – Always remember,
Impersonal is "more protected but less connected. “Personal is "more
connected but less protected”.
5. Symbols of status which are independent of personal acquaintance – Symbols
such as gestures, signs, objects, signals, and words—help people understand
that world. They provide clues to understanding experiences by conveying
recognizable meanings that are shared by societies.

Ferdinand Tonnies
Ferdinand Tönnies (1855- 1936) was a German sociologist. He was a major
contributor to sociological theory and field studies. His distinction between two types
of social groups - Gemeinschaft and Gesellschaft - is what Tönnies is best known for.
He was, however, a prolific writer and also co-founder of the German Society for
Sociology.
Tönnies distinguished between two types of social
groupings. Gemeinschaft often translated as community refers to groupings based
on a feeling of togetherness. Gesellschaft often translated as society on the other
hand, refers to groups that are sustained by an instrumental goal. Gemeinschaft
may by exemplified by a family or a neighborhood; Gesellschaft by a joint-stock
company or a state.
His distinction between social groupings is based on the assumption that
there are only two basic forms of an actor's will, to approve of other men. Following
his "essential will" ("Wesenwille"), an actor will see himself as a means to serve the
goals of social grouping; very often it is an underlying, subconscious force. Groupings
formed around an essential will are called a Gemeinschaft. The other will is the
"arbitrary will" ("Kürwille"): An actor sees a social grouping as a means to further his
individual goals; so it is purposive and future-oriented. Groupings around the latter
are called Gesellschaft. Whereas the membership in a Gemeinschaft is self-fulfilling,
a Gesellschaft is instrumental for its members. In pure sociology theoretically these
two normal types of will are to be strictly separated; in applied sociology empirically,
they are always mixed.
 Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Activity 1 My Community
Direction: Draw your community inside the box. You will pattern your community
using the four perspectives of community. Then, explain your drawing, why did you
picture out your community that way. Write your answer in the space provided for.
 My community has ________________________________________________________
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.

SCORING RUBRIC
POINTS REQUIREMENTS

Provides an insightful and detailed explanation/opinion

5
that includes or extends ideas from the text.

Provides some explanation/opinion that includes ideas

4
from the text for support.

Uses text incorrectly or with limited success and includes

3
an inconsistent or confusing explanation.

Demonstrates minimal understanding of the task and

2 provides an unclear reference or no use of the text for
support

1 Response is completely irrelevant or off – topic.

 Deepen

Activity 1 Poem-nity
Directions: Make a free-form poem about your community. Write your poem below.

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 SCORING RUBRIC

POINTS REQUIREMENTS

Provides an insightful and detailed explanation/opinion

5
that includes or extends ideas from the text.

Provides some explanation/opinion that includes ideas

4
from the text for support.

Uses text incorrectly or with limited success and includes

3
an inconsistent or confusing explanation.

Demonstrates minimal understanding of the task and

2 provides an unclear reference or no use of the text for
support

1 Response is completely irrelevant or off – topic.

 Gauge

Activity 1 Let’s Relate

Direction: Answer the questions carefully and with full honesty. Just write what you
know.

1. What is your own understanding about community?

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2. What are the difference of rural and urban?

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3. Explain. “No man is an island.”

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4. If given the opportunity to become the community leader of your area, what is your
first decree? Why?
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5. Complete the phrase “My community is unique……….”

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 SCORING RUBRIC

POINTS REQUIREMENTS

Provides an insightful and detailed explanation/opinion

5
that includes or extends ideas from the text.

Provides some explanation/opinion that includes ideas

4
from the text for support.

Uses text incorrectly or with limited success and includes

3
an inconsistent or confusing explanation.

Demonstrates minimal understanding of the task and

2 provides an unclear reference or no use of the text for
support

1 Response is completely irrelevant or off – topic.

Great job! You are done with this module. Relax for a while then have
a great day ahead!
 Target

“That is the part of the beauty of all literature. You discover that our longings
are universal; longings that you’re not lonely and isolated from anyone. You belong.”
– F. Scott Fitzgerald
Man will always be fascinated by the power communities. To see humans
coming together in such a unique manner is always a wonderful sight to behold. Why
do we value family relationship? Why do we treasure memories during our
elementary of high school years? Why do we fall in love and form our families? Why
do we anticipate with eagerness to attend a class reunion or a grand alumni
homecoming? Why do people participate in communities? What is it that a
community exist?

After this lesson, you are expected to

Learning Competency:
1. Explain forms of community engagement that contribute to community
development through solidarity. (HUMSS_CSC12-IIId-g-9)
 Jumpstart

For you to understand the lesson well, do the following

activities. Have fun and good luck!

Activity 1 I Dream
Do you remember what you wanted to be when you were a kid? What was
your very first dream as a child? Can you recall how it invigorated you each day as
you role-play your dream? In the spaces below, please write your name and the
dream you wanted to accomplish and think about your answers to the follow- up
questions.

Fill in the blanks and answer the given questions.

I, ______________________, dream to be a/an ________________in the future.

Guide Questions:
1. What do you think influenced you to form this dream?
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2. How do you think this dream will help you? Your future family? Your community?
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3. Why do you think that this dream is important?

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4. Is your dream still viable in your current standing as a grade 12 student? If it has
changed, then share what made that change and why?
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SCORING RUBRIC

POINTS REQUIREMENTS

Provides an insightful and detailed explanation/opinion

5
that includes or extends ideas from the text.

Provides some explanation/opinion that includes ideas

4
from the text for support.

Uses text incorrectly or with limited success and includes

3
an inconsistent or confusing explanation.

Demonstrates minimal understanding of the task and

2 provides an unclear reference or no use of the text for
support

1 Response is completely irrelevant or off – topic.

 Lesson
A SENSE OF COMMUNITY
2
Discover

Understanding How Communities Work

Communities do not just sprout up for no reason. German philosopher

Gottfried Wilhelm Leiniz on his second principle wherein, there must be a sufficient
reason for existence. There are many studies about the existence of a community but
there is only one theory that stands out against the test of time.

Social psychologists Mcmillan and Chavis (1976) called this phenomenon the
“sense of community.” The theory was described in one sentence: “Sense of
community is a feeling that the members have of belonging, a feeling that members
matter to one another and to the group, and a shared faith that members’ needs will
be met through their commitment to be together.”
The Four Factors

Mcmillan and Chavis (1976) expounded on their theory by providing us with

four contributory factors. As you read them, think about your community that you
are part of. Are the four factors present in your community?

1. Membership
This is the feeling of belonging or of sharing a sense of personal relatedness.
This concept includes:
a. Boundaries: how do people become members and what are the boundaries
keeping others out. Requirements are usually proof of residence and payment
of the corresponding membership fee. For example, Maria Jose is an active
member of the United Dulao Homeowners Association, Incorporated in Dulao,
Aringay, La Union.
 b. Emotional Safety: by building boundaries and including the right people, we
create trust and a feeling of safety. A sample of this, security guards are
regularly manning the three entrances and and exits of a subdivision or there
are barangay tanods and police at the barangay outpost.
c. A sense of belonging and identification: members feel that they are welcome,
they fit in, and that this is “our community”. Example, the place that you are
born is the place that you are resided until today. You feel at peace and cared
on your community.
d. Personal community: Members contributions and sacrifices to the community
enhance their sense of community. Like, giving support to the church in the
community. There is a clean-up drive on every Friday in our community.
e. A common symbol system: In Aringay, La Union, the symbols or images that
can be seen on the municipal logo are mountains, fields, river, farmer and
fisherman.

2. Influence
This is also understood as a sense of mattering. Its basis is that is to work
both ways, with members feeling that they are influencing the community and the
community having influence over its members.
For example, to sustain this factor, the community must create an
environment where members would feel that they have a say in what happens.
Having a regular meeting with the majority of residents involving them in planning
and implementation of things to be done to improve the community is an excellent
step to maintain influence. The community needs simply to become a place that
members care. It has to provide them with values/vision that they do not want to
lose.

3. Integration and fulfillment of needs

In essence, this means that by becoming a member of a community, that
member gets what he/she hoped to get by joining.
This reinforces the idea that one’s community, like any other product, needs
to solve a problem/ concern for its members to make it worth their time and
contribution.
The community must strive to attain/ sustain something which is more
tangible like a sense of belonging, a support network that provides care and security,
even being there for casual conversation, or for providing inspiration. Members need
to feel “rewarded” in some way for their active participation to continue to reside and
contribute to their community.

4. Shared emotional connection

All communities, being made up of persons, have their unique story. Members
will have a history of experiences together while they are in a community--- they will
talk about weddings, baptism, birthday celebrations, school and sports activities that
they shared together. Also, they would develop the belief that there are more
meaningful experiences together in the future. It is nice to stay in this community.
You will say, “I belong to this community.”

Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Activity 1 My Community
Direction: Let us test how knowledgeable you are with the following questions. Please
answer with full honesty.

1. Who is the incumbent mayor, vice mayor, and sanguniang bayan members in your
municipality?
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2. What are the particular roles of these officials in your community?

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3. Give an example of a project in your municipality and discuss what it is all about.
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4. When was your municipality established? Can you name prominent people and
historical figures or events that your city or municipality can be proud of? Why do
you consider them as such?
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5. What is your municipality’s primary product or commodity?

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Activity 2 Volunteerism
Direction: Answer the following questions and write your answer on the space
provided for. As a student, what voluntary acts can you do in the following?
1. Church
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2. Community
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3. School
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4. At Home
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POINTS REQUIREMENTS

Provides an insightful and detailed explanation/opinion

5
that includes or extends ideas from the text.

Provides some explanation/opinion that includes ideas

4
from the text for support.

Uses text incorrectly or with limited success and includes

3
an inconsistent or confusing explanation.

Demonstrates minimal understanding of the task and

2 provides an unclear reference or no use of the text for
support

1 Response is completely irrelevant or off – topic.

 Deepen

Activity 1 Me, Myself and I

Directions: Write an essay. In writing your essay, always remember the three Cs
(content, clarity and cohesion). Always be mindful of the content, be clear on what
you say, and be disciplined in ordering your ideas.
Topic: According to Mahatma Gandhi, one must “be the change you want to see in
the world.” In this light, how can you embody this ethos in your status as an
individual?
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Activity 2 Imagine-ering

Direction: Draw your ideal community and explain why. You can also name your
community that you are going to create.

(Name of your Community)

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SCORING RUBRIC

POINTS REQUIREMENTS
Provides an insightful and detailed explanation/opinion
5
that includes or extends ideas from the text.
Provides some explanation/opinion that includes ideas
4
from the text for support.
Uses text incorrectly or with limited success and includes
3
an inconsistent or confusing explanation.
Demonstrates minimal understanding of the task and
2 provides an unclear reference or no use of the text for
support
1 Response is completely irrelevant or off – topic.
 Gauge

Activity 1 If only I…
Direction: Think of a problem in your community
(barangay/purok/subdivision/village) and create a specific plan of action (SPOA) to
solve it, as guided by the template provided.
What are the How did the How can we solve Why do you think
problems in your problems arise? these problems? it is important for
community? (Root Cause) (Solution) us to solve the
(Problem) problem
(Impact)
Specific Plan of Action (SPOA) Template
Projects
Specific programs or initiatives that you are going to implement. It can be one
specific project or a series of activities toward one goal or solving a major problem.
Time Frame
How long will you implement the project? Cite specific timelines.
Specific Budget Breakdown
Allocate a budget on your project or how much you will need and have a
specific breakdown with justification on cost.
Networks
Who will you tap to make your project a reality?

Project Name: _____________________________

Projects Time Frame

Specific Budget Breakdown (in Networks

percentage)
POINTS REQUIREMENTS

Provides an insightful and detailed explanation/opinion

5
that includes or extends ideas from the text.

Provides some explanation/opinion that includes ideas

4
from the text for support.

Uses text incorrectly or with limited success and includes

3
an inconsistent or confusing explanation.

Demonstrates minimal understanding of the task and

2 provides an unclear reference or no use of the text for
support

1 Response is completely irrelevant or off – topic.

Great job! You are done with this module. Relax for a while then have
a great day ahead!
References

Printed Materials:

Padilla, Reynoldo A.(2016) Community Engagement, Solidarity and Citizenship. JFS

Publishing Service. pp. 17 -19.

Delos Santos, Danilo Lorenzo S. (2020) Community Engagement, Solidarity and

Citizenship. Rex Bookstore, Inc. (RBSI) pp. 9, 13, 16, 19-20.

Padilla, Reynoldo A.(2016) Community Engagement, Solidarity and Citizenship. JFS

Publishing Service. pp. 7 -14.

Online Resources:

https://americanliterature.com/author/james-baldwin/short-story/the-blind-
men-and-the-elephant

https://www.nationalgeographic.org/encyclopedia/urban-area
https://www.definitions.net/definition/anonymity

https://www.economicshelp.org/blog/glossary/division-of-labour/

https://www.dictionary.com/browse/heterogeneity
http://healing-a-relationship.core-beliefs-balance.com/PERSIMPERSRELATE.html

https://courses.lumenlearning.com/sociology/chapter/elements-of-culture/

https://www.sociologyguide.com/thinkers/Tonnies.php
 Answer Key

Module 3_Week 5_Lesson 1

Jumpstart
Answer may vary refer to the rubrics

Explore

Answer may vary refer to the rubrics

Deepen

Answer may vary refer to the rubrics

Gauge

Answer may vary refer to the rubrics

Module 3_Week 6_Lesson 2

Jumpstart
Answer may vary refer to the rubrics

Explore

Answer may vary refer to the rubrics

Deepen

Answer may vary refer to the rubrics

Gauge

Answer may vary refer to the rubrics