ARCHDIOCESE OF LINGAYEN-DAGUPAN CATHOLIC SCHOOLS

URBIZTONDO CATHOLIC SCHOOL, INC.

URBIZTONDO, PANGASINAN
S.Y. 2022-2023

LEARNING MODULE
In
COMMUNITY
ENGAGEMENT,
SOLIDARITY AND
CITIZENSHIP
MONTH of JANUARY TO APRIL
PREPARED BY:

MARITES V. PERALTA
Subject Teacher

CHECKED BY:

JOE ANN V. DADUYA

SHS Coordinator

NOTED BY:

KIM ABIGAIL S. CAMACHO

SHS Principal

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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA
 VISION STATEMENT

In communio, the ALDCS – Urbiztondo Catholic School, Inc. form Christian steward
through holistic Catholic Education and formation.

MISSION STATEMENT

To achieve the vision, ALDCS – Urbiztondo Catholic School, Inc. is committed to the
following mission:

Authenticity
To establish among member schools a Catholic identity rooted in Gospel values, centered
on the Eucharist and committed to faith formation, academic excellence and service.

Leadership
To ensure an efficient operation of the schools through effective governance which
provides direction, authority and leadership.

Dynamism
To provide a clearly articulated rigorous curriculum aligned with relevant standards, 21st
century skills, Gospel values implemented through effective instructions.

Community
To establish networking and linkages through communion with other schools, the church
and other social institutions.

System
To enact comprehensive organizational plans based on compelling mission for
Institutional advancement through academic instruction, promotion, enrolment
management, technology development and innovative stewardship.

CORE VALUES

Authentic Witnessing
Governance and Leadership
Excellence and Relevance
Responsible Stewardship
Communion / Community

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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA
 LEARNING MODULE
FOR THE MONTH of JANUARY

CONTENT STANDARD
The learners shall be able to integration the social science perspective and
community action initiatives.
PERFORMANCE STANDARD
The learners shall be able to synthesize the integrative experience of implementing
community-action initiatives applying social sciences’ ideas and methods.
OBJECTIVES:
At the end of the lesson, the learner should be able to:
a. Explain the importance of learning about community and community dynamics
and processes;
b. Compare and contrast the definitions of community using various perspectives,
e.g., social sciences, institutions, civil society, and local/grassroots level;
c. Develop/ affirm sense of shared identity and willingness to contribute to the
attainment of the common good;
d. Recognizes diversity in communities; and
e. Analyze functions of communities in terms structures, dynamics, and processes.

Chapter I: Concepts and Perspectives of Community

Lesson 1: Learning about Communities
What is a learning community?
A LEARNING COMMUNITY is a group of people who share a common interest
in a topic or area, a particular form of discourse about their phenomena, tools and
sense-making approaches for building collaborative knowledge, and valued
activities.
A more specialized use of the term
_ A learning community is a group of students who take two or more courses
together. Students explore how what they learn in one course can help them more
fully understand what they are learning in other courses.
Schools as Learning Communities
_ When people come together and work toward a common goal, a community
is formed. In schools, that goal is learning. It seems almost trite to label schools as
learning communities; of course schools bring groups of diverse people together with
a common goal of student learning. Schools reflect the inherent characteristic of
“community.”

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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA
A community where all are learners
_ A learning community works together to facilitate participation by all
members of the school community. We work together and inspire one another to
create, develop and share knowledge, each one assuming the complementing roles of
leader, teacher, and learner at various points in time.
LESSON 2 DEFINING COMMUNITY
What is community?
The word community is derived from the Latin communitas (meaning the
same), which is in turn derived from communis, which means "common, public,
shared by all or many" (encyclopedia).
• A COMMUNITY is a group of people living in the same place or having a particular
characteristic in common such as norms, religion, and values.
• It is a group of people who share the same things, such as: where they live, work
and play.

• It is also a place where people solve problems together.

A community could be characterized by age group, ethnicity, gender, religion,
location or profession.

TYPES OF COMMUNITY
A number of ways to categorize types of community have been proposed. One
such breakdown is as follows:

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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA
1) Location-based Communities - range from the local neighborhood, suburb, village,
town or city, region, nation or even the planet as a whole. These are also called
communities of place.
2) Identity-based Communities - range from the local clique, sub-culture, ethnic
group, religious, multicultural or pluralistic civilization, or the global community
cultures of today. They may be included as communities of need or identity, such as
disabled persons or elderly people.
3.) Organizationally based Communities - range from communities organized
informally around family or network-based guilds and associations to more formal
incorporated associations, political decision making structures, economic enterprises,
or professional associations at a small, national or international scale.

ETHNIC COMMUNITY
The term ethnic is derived from the Greek word “ethnos” (more precisely, from the
adjective “ethnikos”).
qAn ethnic community, or an ethnicity, is a category of people who identify with
each other based on similarities such as common ancestry, language, society, Culture
or nation.
qIt is a distinct category of the population in a larger society whose culture is usually
different from its own. Such as Language, religion, folkways and mores, styles of
dress, foods, occupational specialization, social values, and aesthetic standards.
OCCUPATIONAL COMMUNITY
ø An occupational community as a group of people who consider themselves to be
engaged in the same sort of work.
ø Occupational communities represent bounded work cultures populated by people
who share similar identities and values that transcendent specific organizational
settings.
Example of Occupational communities are:
Urban police officers
Doctors
Engineers etc.
HIGHER COMMUNITY
Ø The higher class community is often made up of highly educated business and
professional people with high incomes, such as doctors, lawyers, stockbrokers, and
CEOs.
Ø They live in exclusive neighborhoods, gather at expensive social clubs, and send
their children to the finest schools.
LOWER COMMUNITY
Ø The lower class community is typified by poverty, homelessness, and
unemployment.
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
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Ø People of this class, few of whom have finished high school, suffer from lack of
medical care, adequate housing and food, decent clothing, safety, and vocational
training.
LESSON 3: INDIVIDUAL DIMENSIONS OF A COMMUNITY
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 section we
will discuss the dynamics and interaction across and between these dimensions.
INDIVIDUAL AND THE COMMUNITY
As individuals, we create situations and opportunities that allow us to interact with
one another and form social relationships and groups within a community. Our
relations and human connections are shaped by places and meaningful spaces where
we exist.
INTERRELATIONSHIPS
Individuals associate with other individuals through their commonalities in attributes,
sentiments, histories, and experiences.
Interrelationships can be facilitated through familial relations, affinities or feelings of
kinship and social networks.
ORGNIZATIONS
An organization is a collection of people working together in a coordinated and
structured fashion to achieve one or more goals.
Organization is a system of consciously coordinated activities or force of two or more
persons
Importance/Significance of Organizing an Organization
} Benefits in specialization
} Role Clarity
} Optimum utilization of resources
} Co-ordination and effective administration
} Adoption to change
} Expansion and Growth

PRINCIPLES OF ORGANIZATION
1. Principle of unity of objectives: When there is contradiction among different level
of goals desired goals can’t be achieved.
2. Principle of specialization: An employee takes special type of knowledge and skill
in any area, it is known as specialization.
3. Principle of coordination: Coordination can be obtained by group effort that
emphasize on unity of action.
4. Principle of authority: Authority is the kind of right and power through which it
guides and directs the actions of others so that the organizational goals can be
achieved.
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA
5. Principle of responsibility: Only authority is not provided to the people but
obligation is also provided. So the obligation to perform the duties and task is known
as responsibility.
6. Principle of delegation: Process of transferring authority and creation of
responsibility between superior and subordinates to accomplish a certain task is
called delegation of authority.
7. Principle of efficiency: When the organization fulfill the objectives with minimum
cost, it is effective.
8. Principle of unity of command: Subordinates should receive orders from single
superior at a time and all subordinates should be accountable to that superior.
9. Principle of span of control: This principle thus helps to determine numerical limit
if subordinates to be supervised by a manager.
10. Principle of balance: The functional activities their establishment and other
performances should be balanced properly.
11. Principle of communication: Communication is the process of transformation of
information from one person to another of different levels.
12.Principle of personal ability: For an organization, human resources is important.
13. Principle of flexibility: Organizational structure must be flexible considering the
environmental dynamism.
14. Principle of simplicity: The structure of organization should be simple with
minimum number of levels do that its member an understand duties and authorities.

LESSON 4: STRUCTURAL DIMENSIONS OF A COMMUNITY

Understanding communities require that we examine its structure and dynamics. By

structure, we refer to the attributes and characteristics of the relations of the
component parts of a community. An examination of the dynamics of a community
requires a look into the exchanges, interactions and changes of a community across
time. Learning about its different dimensions and how these interact, allows us to
depart from a static view of communities toward one that will help us explain how
communities change and develop.
TYPES OF STRUCTURAL DIMENSIONS
1. Geographic Dimension
The Geographic dimension in a community focuses on how a community is shaped
by the physical space it uses and the location of its resources – human, natural and
technological. Each community has a specific and unique geographic system where
interaction between and among its inhabitants occur.
2. Socio-Political Dimension
Socio-political dimensions refer to the relationships of power and control between
individuals and groups in a community. Political leadership, whether formal or
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA
informal and how it is accepted and sustained by community members are important
factors that help analyze the quality and processes of decision-making in the
community.
3. Economic Dimension
Economic dimension refers to the means by which members of a community allocate,
produce, and distribute scarce resources to address their wants and needs. It is the
aspects of community that is concerned with how exchange value is created and what
systems of exchange occur within a community.
Exchange value is the quantified worth of a good or service as compared to other
objects in the market.
4. Cultural Dimension
The concept of cultural dimensions is based on the idea that there are fundamental
topics every culture has to deal with. It encompasses the values and beliefs that are
passed on from one generation to another. It embodies the collective sense of a people
and what matters to them as a community, such as their relationships, memories,
experiences, backgrounds, hopes, and dreams amidst their individual diversities.

TYPES OF COMMUNITY STRUCTURE

1. Integrated - A type of a well-defined generalizing process. Generalized leaders
link many interest fields and continuous attention is given to identifying new action
problems and improving interactional patterns throughout the local society.
2. Segmented - There is a high level of activity and coordination within one or more
interest but little among interest’s areas.
3. Factionalized - It split run across rather than along interest lines. In such
communities, ethnic, political or class distinctions separate local residents such that
there is bifurcation on almost any questions that might rise.
4. Amorphous - sometimes called vacuum and is really no structure at all.
ELEMENTS OF COMMUNITY STRUCTURE
1. PATHS - Are the channels along which the observer customarily, occasionally, or
potentially moves.
— streets, — walkways — transit lines — canals — Railroads
2. EDGES - are the linear elements not used or considered as paths by the observer.
— boundaries between two faces — linear breaks in continuity: — shores — railroad
cuts — edges of development — walls
3. DISTRICTS - are the medium-to-large sections of the city, conceived of as having
two dimensional extents, which the observer mentally enters “inside of,” and which
are recognizable as having some common, identifiable from the inside; they are also
used for exterior reference if visible from the outside
4. NODES - are points, the strategic spots in a city into which an observer can enter,
and which are the intensive foci to and from which he is travelling.
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
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5. LANDMARKS - are another type of point reference, but in these case the observer
does not enter within them, they are external. They are usually a rather simply defined
physical object: building, sign, store, or mountain.

LESSON 5: COMMUNITY DYNAMICS AND PROCESSES

What is Community Dynamics?
A COMMUNITY DYNAMICS is something that agents of community change have to
contend with and must learn to be friend. Therefore, a thorough understanding of the
community undercurrents or forces at work is something that must not be ignored.
COMMUNITY LEADER
It is a designation, often by secondary sources (particularly in the media), for a person
who is perceived to represent a community. A simple way to understand community
leadership is to see it as leadership in, for and by the community. It can be individual
or group leadership, voluntary or paid.
COMMUNITY POWER
Max Weber defined power as the chance of men to realize their own will in a
communal action even against the resistance of others who are participating in the
action. This definition is disputed and a major contribution to competing theories of
power comes from the community power debate.
SOCIAL CHANGE
It refers to any significant alteration over time in behavior patterns and cultural values
and norms. By “significant” alteration, sociologists mean changes yielding profound
social consequences.

LESSON 6: TYPOLOGIES OF COMMUNITY

COMMUNITY
A group of people who occupy a 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.
KINDS OF COMMUNITY
1. FORMAL COMMUNITIES - Engage in joint activities and discussion, help each
other, and share information with each other; they care about their standing with each
other.
Examples of formal communities
▪ Ecovillages ▪ Co-housing communities ▪ Co-ops communities ▪ Religious
communities
2. INFORMAL COMMUNITIES - Consists of a set of personal relations, social
networks, common interest and emotional sources of motivation.
Examples of informal communities
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
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▪ Academic communities ▪ Recreation communities ▪ Retirement communities
3. URBAN COMMUNITIES - Large in terms of land area & population, advanced
in science & technology, with favorable physical environment and & diverse cultures,
and the people are engaged in various occupations.
Characteristics of urban communities
▪ Advancement in science and technology
▪ Many business establishments, recreational centers, educational and religious
institutions
▪ People are crowded
▪ Social heterogeneity
▪ Class extremes
▪ Greater pollution
▪ Many crimes are committed
▪ Family ties tend to be weak
▪ Limited space
▪ Greater impersonality among neighbors
▪ Higher standard of living
▪ Shortage of employment
▪ Informal settlers are rampant
▪ A lot of hazards and dangers
▪ Greater number of separation of spouses and live- in arrangements
▪ Major occupations are industrial, administrative and professional
▪ Divisions of labor and occupational specialization are very much common 23
4. RURAL COMMUNITIES - Usually produce their own food for subsistence
Characteristics of rural communities
▪ Greater personal interaction
▪ Deep, long-term relationships
▪ Generally, peace and order exist
▪ Mutual give and take affairs
▪ Emphasis of shared values
▪ Vernacular is usually spoken
▪ Wider area
▪ Influence of blood relationships in decision making
▪ Homogenous type of culture
▪ Belief in supernatural and superstitious beliefs
▪ Relationship is more personal and informal
▪ Less pollution
▪ Few establishments and institutions
▪ Few goods and services

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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
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5. GLOBAL COMMUNITIES - It is the international aggregate of nation-states.
Global communities:
▪ “World Community”
▪ Common point of view towards issues of human rights, global warming and
climate change, peace and order, socio-economic conditions as well as disputed
issues such as territorial conflict.
6. SECTORAL COMMUNITIES - Include the voluntary sector or non-profit sector
Sectoral communities:
▪ Voluntary, non-profit and non-governmental
▪ Also called third sector (in contrast to public and private sector)
▪ NGOs: Non-governmental organizations
7. SOCIAL SPACE COMMUNITIES - Based on social spaces
Social space communities:
▪ A social space is a physical or virtual space
▪ Physical: social center, gathering place, town squares, parks, pubs, shopping
malls
▪ Virtual: online social media, websites 40
Characteristics of social spaces
▪ People gather at information grounds for a primary purpose other than
information sharing
▪ Attended by different social types
▪ Social interaction is a primary activity
▪ Information occurs in many directions
▪ Information is used in alternative ways
▪ Many sub-contexts exist; together they form grand context

ASSESSMENT
Note: Write all your answers on a separate sheet of paper.
Don’t forget to write your name, section and subject.
ACTIVITY 1
Direction: Identify the following:
1. It is a group of people living in the same place or having a particular
characteristic in common such as norms, religion, and values.
2. It is a collection of people working together in a coordinated and
structured fashion to achieve one or more goals.
3. It focuses on how a community is shaped by the physical space it uses
and the location of its resources – human, natural and technological.
4. It refers to the means by which members of a community allocate,
produce, and distribute scarce resources to address their wants and
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
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 needs.
5. It sometimes called vacuum and is really no structure at all.
6. It refers to any significant alteration over time in behavior patterns and
cultural values and norms.
7. It is the quantified worth of a good or service as compared to other
objects in the market.
8. It is a designation, often by secondary sources particularly in the media,
for a person who is perceived to represent a community.
9. It consists of a set of personal relations, social networks, common
interest and emotional sources of motivation.
10. They usually produce their own food for subsistence.
11. He defined the community power as the chance of men to realize their
own will in a communal action even against the resistance of others
who are participating in the action.
12. It is a category of people who identify with each other based on
similarities such as common ancestry, language, society, Culture or
nation.
13. It is a group of people who share a common interest in a topic or area,
a particular form of discourse about their phenomena, tools and sense-
making approaches for building collaborative knowledge, and valued
activities.
14. It is a group of people who consider themselves to be engaged in the
same sort of work.
15. People of this class, few of whom have finished high school, suffer
from lack of medical care, adequate housing and food, decent
clothing, safety, and vocational training.
16. People of this class, they live in exclusive neighborhoods, gather at
expensive social clubs, and send their children to the finest schools.
17. This can be facilitated through familial relations, affinities or feelings
of kinship and social networks.
18. It refers to the relationships of power and control between individuals
and groups in a community.
19. It is something that agents of community change have to contend with
and must learn to be friend.
20. It is the international aggregate of nation-states.

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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA
 ACTIVITY 2
Direction: Enumerate the following. Use any kinds of graphic organizer to show your
answer.
A. Kinds of Community
B. Elements of Community Structure
C. Types of Community
D. Importance of Organizing an Organization
ACTIVITY 3
Direction: Draw or collect five images or photos of community organizations and
their activities with captions each. Paste them in a clean long coupon bond.

CRITERIA DESCRITION POINTS

Content Relevance to the theme 15 POINTS
Creativity Pleasing use of color, shapes and symbols and other graphic 10 POINTS
elements captures viewers interest
Neatness The work is presented in a neat, clear and easy to understand 5 POINTS
Total 30 POINTS

PERFORMANCE TASK
Direction: Make an illustrated map that describes your local community. Include in
your map photos or images that represent the people in your community. Draw
arrows, lines and symbols to show the relationships between the people in your
community. Do this in a long coupon bond.

CRITERIA DESCRITION PERCENT

Content Relevance to the theme 50%
Creativity Pleasing use of color, shapes and symbols and other graphic 25%
elements captures viewers interest
Neatness The work is presented in a neat, clear and easy to understand 25%
Total 100%

REFERENCE
Vibal Group, Inc. and Jalton G. Taguibao and Francis Ron C. De Guzman
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
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 LEARNING MODULE
FOR THE MONTH OF FEBRUARY

CONTENT STANDARD
The learners shall be able to integration the social science perspective and
community action initiatives.
PERFORMANCE STANDARD
The learners shall be able to synthesize the integrative experience of implementing
community-action initiatives applying social sciences’ ideas and methods.
OBJECTIVES:
At the end of the lesson, the learner should be able to:
a. Recognize the value of undertaking community action modalities;
b. Acknowledge interrelationship of self and community in undertaking community
action;
c. Identify opportunities that contribute to community development through
solidarity;
d. Recognize the importance of solidarity in sociopolitical processes in promoting
national and global community development; and
e. Assess selected community action initiatives.

Chapter II: COMMUNITY ENGAGEMENT

LESSON 1: Community Engagement Defined

Community engagement refers to the "the process of working collaboratively
with and through groups of people affiliated by geographic proximity, special
interest, or similar situations to address issues affecting the well-being of those
people"
Community engagement becomes possible through social trust, cooperation,
functional coalitions, and effective partnerships.
Community engagement is a vehicle to affect societal changes because it mobilizes
resources, influences systems, and strengthens social relationships.
A core component of community engagement is solidarity.
Solidarity refers to the "idea of unity or feeling of agreement among individuals with
a common interest."
It is an overarching sentiment of mutual support, trust, and harmony among
individuals within a group. Through solidarity, community members deepen their
responsibilities and roles, in light of their collective interests. In effect, it stimulates
a sense of obligation among individuals in a group to pursue the objectives and goals
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
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of the community and to protect and promote the interests of a community through
some agreed social action. Therefore, solidarity is the adhesive that strengthens the
links among people in a community. Without solidarity, members of a community
tend to act individually, disunited, and stop from collectively engaging each other.
When solidarity—that sense of togetherness, unity, or the agreement between an
individual and the group-materializes, the need for mechanisms and guidelines
emerge in order to formally define the roles and responsibilities of individuals in a
community. Guidelines that establish the relationship between an individual and the
community, their duties and responsibilities, as well as the behavior, attitudes and
actions expected from an individual, constitute citizenship. The quality of these
"building blocks" lends insight to the concern and participation extended by an
individual to a community.
Broadly, Citizenship characterizes the relationship between a citizen and a political
community. This is indicated by a citizen's involvement in state affairs, with respect
to its economic and social processes, institutions, laws, rights, and responsibilities.
Institutionally, citizenship confers the rights and duties of an individual as a member
of apolitical community,
Based on these conceptualizations of citizenship, we can say that as citizens, just as
we have rights, we also have duties and responsibilities to the community, whether it
be a traditional state or a community with specific goals and purposes. A good and
responsible citizen, therefore, is one who contributes to the community's well-being
through community engagement.

LESSON 2: Community Action and Community Development

Community engagement is expressed through community action, that is, a collective

action by a community for the purposes of arresting a crisis, addressing a challenge,
solving a problem, or accomplishing a specific outcome. Consultation, education,
public participation, and partnership building with government agencies are some
examples of community action.
Partnership Building in the context of community development, this refers to linking
and strengthening the shared interest’s sectors and accomplish common goals and
objectives for mutual benefit.
COMMUNITY ACTION IN THE SOCIAL SCIENCES PERSPECTIVE
Every social science discipline emphasizes a particular view towards collective
action.
For instance, from the perspective of sociology, collective action points towards the
capacity of communities to act and behave as a social unit. It places emphasis on the
interventions for forging and strengthening interrelationships among individuals
within a community. Sociology examines how a community collectively identifies
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Subject: Community Engagement, Solidarity and Citizenship
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their problems, decide on the course of action, and assess whether or not their actions
have led to their well-being.
On the other hand, an anthropological perspective lends insight to the local his-
tory and culture of a community as factors of community action. Anthropology puts
forward the view that solutions to community problems should be appropriate to the
experience and identity of the community. This perspective also implies that the most
valid source of community action is the community itself. The way communities
assess their needs, issues, and problems depend on their context
Political science emphasizes the realities of power-sharing and decision-
making. A political science perspective aids in the examination of the interaction
between interest groups within and outside the community, as they express and
mobilize advocacies, values, beliefs, and resources for specific interests. Political
science also underscores the necessity for communities to learn and understand the
exercise of power and the mobilization of the interests of stakeholders. It draws
attention towards how these shape social interaction, the formation of alliances, the
prospects of competition and conflict in the process of decision-making, and the
general power structure in the community.
COMMUNITY DEVELOPMENT
When community members engage in collective action, people are empowered,
problems are solved, social change occurs, and community development are said to
take place. Community development is both a process and a product. As a product,
Maser (1997) defines community development as the "capacity of the people to work
together to address their common interests." As a process, it requires an integrative
approach to systematically assess the problem, capacitate the community, and solve
a problem.
Community development is a condition where the capacity of people are enhanced,
thus, allowing them to participate in collective action. Ultimately, this is all done to
promote community welfare and well-being. Isolated projects and activities
implemented in the communities that do not pursue these goals of community
development are simply community/outreach projects or activities.

The process of community development has the following characteristics:

✓ It involves participation from a big segment of a community;

✓ It is participated by well-informed members;
✓ It results to decisions made through a consensus among community members;
✓ It encourages group building, leadership development, and capacity building
among community members (process objective), while addressing the issue at
hand (product objective);
✓ It uses a systematic approach in addressing local concerns;
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
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 ✓ It is an examination of community problems and issues in its entirety, and not
as isolated and independent cases;
✓ It uses processes that are flexible and may be applied to other community
concerns; and
✓ It is initiated often as a result of a potential or locally perceived crisis.
Community development is pursued and achieved when citizens, by virtue of their
solidarity, implement community action. Solidarity is crucial as it strengthens the
bond and unites people to act in a concerted, collective manner. In addition, solidarity
roots from a sense of social agreement and shared consciousness. It, therefore,
initiates and sustains any collective effort. Solidarity also occurs beyond the limits of
a community, allowing people from different communities to express support, even
lend capacities and resources.
For example, after the onslaught of Typhoon Yolanda in 2013—the strongest tropical
cyclone in recorded history that hit the Philippines—the international community
responded to the country's call for help. They expressed their solidarity and support
for the Filipinos through various forms of humanitarian aid. Various governments
from Asia, Europe, and Northern America sent medicine, tents, food, and clothing.
Several international humanitarian organizations and contingents flew to the
Philippines to facilitate the repair and reconstruction of devastated infrastructure,
such as airports, roads, bridges, and telecommunication facilities. Domestically,
communities and organizations from all around the Philippines also extended their
support by raising funds, donations, and supplies for the thousands of Filipinos in the
typhoon-stricken areas. Different civil society organizations, religious organizations,
businesses, and youth and school groups conducted charity and donation drives to
help the victims of the typhoon.
IMPLEMENTING COMMUNITY ENGAGEMENT
Brown and Isaacs (1994) identified the six Cs of a successful community
engagement,
These are capability, commitment, contribution, continuity, collaboration, and
conscience
Capability Community members are capable of dialogue. Participants are not
just observers but active players as well.
Commitment Mutual benefit beyond self-interest. Participants are transparent
about what they want from the community and what they can and
will contribute for the good of the community in return.
Contribution Members volunteer. Members are encouraged to take
responsibilities and risks.
Continuity Members share and rotate roles. Members facilitate a transition
process to sustain and maintain community memory.
Collaboration Members work interdependently toward their vision in an
environment where there is sharing and trust.
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 Conscience Members are guided by principles and ethics in practicing
community engagement. Trust and respect is expressed in the
actions of the community.

The experience of participatory budgeting in Barangay Bagong Silang in Caloocan

City illustrate community engagement with a local government office. In 2014,
through the partnership between the barangay administration, the Affiliated Network
for Social Accountability-East Asia and the Pacific (ANSA-EAP), and local civil
society organizations, the barangay residents participated in the budgeting and
planning processes of the barangay. Constructive engagement, dialogue, and
problem-solving have empowered barangay residents. This resulted to more relevant
and meaningful barangay projects. Community members identified critical
community problems and prioritized their immediate needs. In order to do this, they
were taught to formulate project proposals. These were submitted to the barangay
administration for budgeting.
The experience indicated vibrancy in community-barangay engagement in barangay
decision-making processes.

LESSON 3: Issues and Problems of Communities

What is a community issue? An issue is a subject matter that people argue about or
discuss. These are concerns that warrant attention of people and, the case of a
community, a topic of collective discussion and decision making. A community is
constantly exposed to a host of issues. Examples of community issues are youth
development, community health, waste disposal, public safety and security, and
livelihood, among other subject matters.
In discussing community issues, it is important to choose what issue should be given
more attention. This means that, while all community issues may be treated as equally
important, prioritizing which issue should be given more attention becomes a
function of social interaction, politics, and decision-making. In short, some members
would rather talk about the environment, while others, would rather focus on security.
Similarly, some focus more on the issue of public safety, while others prefer to talk
about community livelihood. At the level of issues, individual and groups within a
community propose, compete, and negotiate which issues in the agenda of
community planning and action should be given greater attention and priority.
On the other hand, community problems are conditions or qualifications of issues
that are undesired by members of a community. For example, community health may
be the issue at hand; the topic of argumentation and discussion. Consequently, the
presence and spread of typhoid or malaria across parts of a community are considered

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community health problems. Another example is the issue of community
employment.
In this regard, unemployment is considered a problem, as opposed to full employment
and livelihood, which are preferred conditions of the community. Finally, another
community issue is waste disposal where community members prefer proper or well
managed waste disposal systems instead of poorly managed or inefficient waste
disposal systems, as this problem has adverse effects on community health and safety.
The following characteristics of a community problem:
Impact It has a direct and adverse impact on a community.
Duration It frequently occurs.
Scope and It affects many people within the community and those in proximal
range areas.
Severity It disrupts community life.
Equity It deprives people of moral and legal rights.
Perception It is perceived as a problem by the community.
Attention should be drawn specifically to the marginalized and vulnerable groups.
Examples of these are those residing in areas where high poverty incidence is
concentrated. Communities belonging to these groups are commonly beset with
problems, such as high incidence of hunger, dilapidated sanitation and drinking water
systems, poor housing conditions, and a poor state of community health. Drawing
from the previous chapter, structural problems such as the lack for public spaces for
housing and high unemployment further marginalize and exacerbate the
vulnerabilities of poor communities. These structural problems force marginalized
communities to live under hazardous and precarious conditions, where the quality of
life is very low and basic social services are unavailable. Needless to say, help and
assistance can be extended to communities experiencing these conditions through
interventions that will initiate community development efforts that will help improve
their well-being.

ASSESSMENT
Note: Write all your answers on a separate sheet of paper.
Don’t forget to write your name, section and subject.
ACTIVITY 1
Direction: Match Column A to Column B. Write only the letter of the correct answer.
Column A Column B
1. It deprives people of moral and legal rights. a. Severity
2. It frequently occurs. b. Commitment
3. Members share and rotate roles. c. Perception
4. Mutual benefit beyond self-interest. d. Equity
5. Community members are capable of dialogue. e. Contribution
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6. It has a direct and adverse impact on a community. f. Conscience
7. Members are guided by principles and ethics in g. Scope and range
practicing community engagement. h. Collaboration
8. It disrupts community life. i. Continuity
9. Members work interdependently toward their vision j. Duration
in an environment where there is sharing and trust. k. Capability
10. It is perceived as a problem by the community. l. Impact
11. Members volunteer.
12. It affects many people within the community and
those in proximal areas.
ACTIVITY 2
Direction: Identify the terminologies referred to by the following statements.
1. These are conditions or qualifications of issues that are undesired by members of
a community.
2. He defines community development as the "capacity of the people to work together
to address their common interests."
3. The idea of unity or feeling of agreement among individuals with a common
interest.
4. Examples of this are consultation, education, and public participation, and
partnership building with government agencies.
5. This characterizes the relationship between a citizen and a political community.
6. A subject matter that community members argue about or discuss.
7. The process of working collaboratively with and through groups of people
affiliated by geographic proximity, special interest, or similar situations to address
issues affecting the well-being of those people.
8. This refers to linking and strengthening the shared interest’s sectors and
accomplish common goals and objectives for mutual benefit.
9. They are the who identified the six Cs of successful community engagement.
10. As a goal, this is achieved when citizens, by virtue of their solidarity, implement
community action.
ACTIVITY 3
Direction: Compare and contrast a community issue and a community problem.
Use examples to explain your answer.

5 4 3 2 1
The The The The The
explanation explanation explanation explanation explanation
is very clear is clear and is slightly is slightly is vague and not
and well detailed clear and vague. related to the
detailed. detailed. question
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 LEARNING MODULE
FOR THE MONTH OF MARCH

CONTENT STANDARD
The learners shall be able to integration the social science perspective and
community action initiatives.
PERFORMANCE STANDARD
The learners shall be able to synthesize the integrative experience of implementing
community-action initiatives applying social sciences’ ideas and methods.
OBJECTIVES:
At the end of the lesson, the learner should be able to:
a. Explain the core values of community action initiatives;
b. Promote awareness of human rights in communities among learners;
c. Appraise the value of social equity and gender equality in the context of
participatory development;
d. Analyze the strategies of empowerment and advocacy through community action;
and
e. Develop commitment and conviction to participatory development for community
well-being.
Chapter III: Core Values and Principles of Community Engagement
LESSON 1: Human Rights
Each person, even before birth, is bestowed with entitlements. The baby being
carried by a mother has a right to live. At birth, nationality attaches to the child, and
so are various privileges, such as entitlements to property or social services. As the
child grows up, the ambit of privileges expands with childcare education and health
coming into play.
Human rights are fundamental to the stability and development of countries all
around the world. Great emphasis has been placed on international conventions and
their implementation in order to ensure adherence to a universal standard of
acceptability.
With the advent of globalization and the introduction of new technology, these
principles gain importance not only in protecting human beings from the ill-effects
of change but also in ensuring that all are allowed a share of the benefits.
However the efficacy of the mechanisms in place today has been questioned in the
light of blatant human rights violations and disregard for basic human dignity in
nearly all countries in one or more forms.
In many cases, those who are to blame cannot be brought to book because of
political considerations, power equations etc. When such violations are allowed to go
unchecked, they often increase in frequency and intensity usually because
perpetrators feel that they enjoy immunity from punishment.
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 Human rights are the rights a person has simply because he or she is a human being
Human Rights are the basic entitlements to be met for individuals to live with
dignity
The Concepts of Human Rights
Human dignity Inalienability
Universality Indivisibility

EVOLUTION
The International Labor Organization (1919) aim: oversee treaties protecting
workers
The League of Nations (1919) aim: international peace and cooperation
The United Nations (1945) aim: cooperation in international law, international
security, economic development, human rights
The International Bill of Human Rights
Consists of:
The Universal Declaration of Human Rights (1948)
The International Covenant on Economic, Social and Cultural Rights (1966)
The International Covenant on Civil and Political Rights (1966)
The Universal Declaration of Human Rights
On December 10, 1948 the General Assembly of the United Nations adopted and
proclaimed the Universal Declaration of Human Rights
The Kinds of Human Rights
Natural Rights Economic Rights
Civil Rights Social Rights
Political Rights Cultural Rights
Natural rights are the right to life, liberty and the pursuit of happiness.
Civil rights include the ensuring of people’s physical integrity and safety.
Protection from discrimination on grounds such as physical or mental disability,
gender, religion, race, national origin, age, status as a member of the uniformed
services, sexual orientation, or gender identity.
Individual rights such as privacy, the freedoms of thought and conscience, speech
and expression, religion, the press, and movement.
Political rights include natural justice (procedural fairness) in law, such as the rights
of the accused, including the right to a fair trial; due process;
the right to seek redress or a legal remedy;
rights of participation in civil society and politics such as freedom of association
the right to assemble, the right to petition, the right of self-defense, and the right
to vote.
Socio- Economic Human Rights
Economic, social and cultural rights are socio- economic human rights, such as the
right to education, right to housing, right to adequate standard of living and the right
to health.

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 Economic, social and cultural rights are recognized and protected in international
and regional human rights instruments.
Member states have a legal obligation to respect, protect and fulfill economic,
social and cultural rights and are expected to take "progressive action" towards their
fulfillment.
LESSON 2: Social Justice
Justice
➢ It is the constant and firm will to give human persons their due. It empowers all
human persons to respect the rights that are inherent in every human person and
stipulated by society. It removes to obstacles to peace. It rewards those who
respect human dignity and punishes those who sabotage peace.
➢ Sets the fundamental criterion for harmonious human relationships and social
order.
➢ Lays the foundation for other essential social virtues, like solidarity and charity.
Equality = sameness
“Giving everyone the same thing. It can only work if everyone starts from the same
place”
Equity = fairness
“giving people access to the same opportunities our differences and/or our history
can create barriers to participation. We must insure equity before we can enjoy
equality”
Types of Justice
Commutative Justice
Distributive Justice
Contributive/Legal Justice
Social Justice
COMMUTATIVE JUSTICE (Contractual) – proper exchange
Focuses on the obligation of one person to another because of a specific relationship
they establish by reasons of agreements, transactions, or contracts.
Justice, in this regard, is achieved if and when two parties both keep their part of
the agreement. commutative justice
DISTRIBUTIVE JUSTICE (equal distribution of wealth)
governs the relationship between society and its members. this virtue demands that
society, through its government agencies and leaders, give to individual members
what is rightfully theirs.
The government should equitably distribute benefits as well as burdens to every
citizen through the creation of structures and systems to deliver services like health,
education, safety, good infrastructure, etc., distribute the burdens relative to the
capacity of the people to contribute.
CONTRIBUTIVE/LEGAL JUSTICE (participation in the society)
The Church encourages everyone to participate in the economic, political, and
cultural life of society. it is the duty of all citizens to contribute to the betterment of
their country. that is why this kind of justice is called “contributive”
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 We all have the moral obligation to participate in socio- political life. In turn,
institutions, systems, and structures of society must enable to protect the active
participation of all members of the community.
Also referred to as Legal Justice – demands that all citizens should comply with
its laws and activities.
SOCIAL JUSTICE (address social problems)
this type has to do with the relationship between society and its members, but
includes institutions, systems, and structures of society.
It requires people to get organized and create institutions or structures that will
address social problems.
The focus is on structural injustice that causes the suffering of the people.
In the actual exercise of social justice, everyone is involved.
Example, lawmakers should pass bills that are meant to respond to social needs. on
the part of the citizens, they can organize themselves and put significant pressure on
the lawmakers. in other words, social justice calls for a concerted effort to reform or
create social structures that will effectively serve the common good.
OTHER DEFINITIONS:
• Social justice is defined as "promoting a just society by challenging injustice
and valuing diversity." It exists when "all people share a common humanity and
therefore have a right to equitable treatment, support for their human rights, and
a fair allocation of community resources."
• The fair and proper administration of laws conforming to the natural law that
all persons, irrespective of ethnic origin, gender, possessions, race, religion,
etc., are to be treated equally and without prejudice.
INJUSTICE
“ENCLYCLICALS ON JUSTICE “
For love implies an absolute demand for justice, namely a recognition of the dignity
and rights of one’s neighbor. Justice attains its inner fullness only in love. Because
every person is truly a visible image of the invisible God and a sibling of Christ, the
Christian finds in every person God himself and God’s absolute demand for justice
and love.
- (JUSTICIA IN MUNDO #34)
While it is quite true that the essential vocation and mission of the lay faithful is to
strive that earthly realities and all human activity may be transformed by the Gospel,
none of us can think we are exempt from concern for the poor and for social justice:
“Spiritual conversion, the intensity of the love of God and neighbor, zeal for justice
and peace, the Gospel meaning of the poor and of poverty, are required of everyone.
- (EVANGELII GAUDIUM #201)
LESSON 3: Community Engagement
ESSENTIAL REASONS OF PARTICIPATORY DEVELOPMENT:
1. It strengthens civil society and the economy by empowering groups, communities
and organizations to negotiate with institutions and bureaucracies, thus influencing
public policy and providing a check on the power of government; and,
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2. It enhances the efficiency, effectiveness and sustainability of development
programmed.
PARTICIPATORY DEVELOPMENT
seeks to engage local populations in development projects.
It is a process through which stakeholders can influence and share control over
development initiatives, and over the decisions and resources that affect themselves.
(ADB 1996)
Stakeholders and Participatory Development
These stakeholder groups are:
1. General public: those who are directly or indirectly affected by the project
(women’s groups, individuals and families, indigenous groups, religious groups)
2. Government: civil servants in ministries, cabinets, etc.
3. Representative assemblies: elected government bodies (parliament, national and
local assemblies, district and municipal assemblies, elected community leaders
4. Civil society organizations: networks, national and international NGOs, grassroots
organizations, trade unions, policy development and research institutes, media,
community based organizations.
5. Private sector: umbrella groups representing groups within the private sector,
professional associations, chambers of commerce.
6. Donor and international financial institutions: resource providers and
development partners
The dynamics of development planning are changing, largely due to the increasing
participation and importance of the latter groups:
I. local government units (LGUs),
II. CSO/NGOs and the private sector, and
III. Development partners.
Decentralization and devolution of authority to LGUs is a form of participation, in
the sense that sub-national agencies now play a bigger role in the bringing about
national progress.
Cooperation with CSO/NGOs continues to strengthen the effectiveness and
sustainability of ADB poverty reduction efforts by harnessing NGO experience,
knowledge, and expertise.
Networks or consortia of regional and/or national CSO/NGOs have proliferated
the past years establishing platforms for both operations and advocacy.
Global efforts towards harmonization among Governments and Development
Partners.
Two Perspectives that can Define Participatory Development:
1. Social Movement Perspective defines participation as the mobilization of people
to eliminate unjust hierarchies of and knowledge, power, and economic distribution.
Empowerment participation
It is when primary stakeholders are capable and willing to initiate the process
and take part in the analysis.

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2. Institutional Perspective defines participation as the reach and inclusion of inputs
by relevant groups in the design and implementation of a development project.
Stages of a Participatory Development Project from an Institutional Perspective
1. Research Stage is where the development problem is accurately defined.
2. Design Stage defines the actual activities.
3. Implementation Stage is when the planned intervention is implemented.
4. Evaluation Stage participation ensures that the most significant changes are voiced,
brought to common attention and assessed.
Forms of Participatory Development
1. Passive Participation – Participation is at the minimum; stakeholders are merely
informed about the plans and progress of projects. The people’s involvement hardly
goes past the discussion stage during meetings.
2. Participation by Consultation - it refers to people being asked for their opinion
about something while development professionals listen to their views.
3. Participation by Collaboration - joint decision making and empowerment/shared
control represent what most participatory development practitioners consider to be
genuine participation.
4. Participation by Shared control - involves deeper participation than collaboration.
Citizens become empowered by accepting increasing responsibility for developing
and implementing action plans that are accountable to group members and for either
creating or strengthening local institutions.
Examples from the ADB-Philippines Development Partnership
The 1991 Local Government Code provides a large measure of local autonomy to
the provincial, city and municipal governments. It has granted the LGUs more
powers, authority, responsibilities and resources.
Among those responsibilities is the provision of basic services and facilities for
constituents. These include agricultural extension, community- based forestry, field
health and hospital services, public works and infrastructure projects funded out of
local funds, school buildings, social welfare services, tourism facilities and
promotion, telecommunication services and housing projects.
The minimum requirements for the preparation of the local development plan
are shown below:
Local development planning STEPS:
✓ Major development concerns and priorities of the locality
✓ Development vision and goals
✓ Development strategy
✓ Sectoral/spatial priorities
✓ Medium-term fiscal plan
✓ Public investment requirements

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LESSON 4: Social Equity, Gender Equality, and Community Engagement
Social Equity is the fair access to opportunities, such as livelihood, education and
resources. Similar to Social Justice, Social equity implies participation in the political
and cultural life of the community.
Equity implies giving as much advantage, consideration, or latitude to one party what
he need actually. Along with economy, effectiveness, and efficiency, Equity is
essential for ensuring that extent and costs of funds, goods and services are fairly
divided among their recipients. It involves trying to understand and give people what
they need actually.
Equality The quality or state of being equal and having the same rights, social status.
Equality aims to ensure that everyone gets the same things in order to enjoy full lives.
Equality is ensuring individuals or groups of individuals are not treated differently or
less favorably on the basis of age, gender, race, religion, disability.
One of the differences is the fact that equality obviously denotes that everyone is at
the same level, whereas equity denotes everyone is getting the rights what they
deserve.
Gender Equality
Women represent 50% of the World’s Population.
Women represent 43% of the Global workforce.
Gender equality also known as sexual equality or equality of the genders, is the view
that men and women should receive equal treatment, and should not be discriminated
against based on gender.
Examples of Gender Inequality
Forbidden from driving Professional Obstacles
Right to divorce Violence
Access to education Feminization of Poverty
Right to travel
WHY is it IMPORTANT?
For the success of our organizations.
It is the right thing to do and the smart thing to do.
For the nations and the whole world
Companies with a female board representation outperform those who has no
women on their board.
Businesses who include females in leadership do better than those who do not.
Organizations with gender diversity practices, attract and retain the best talent.
CONCLUSION
Gender Equality must become a lived reality.
It will come from determination, guts and heart.
It will come from the men and women who believe they can make a difference.
We must close the gender gap.

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 LEARNING MODULE
FOR THE MONTH OF APRIL

CHAPTER IV: Approaches and Methods of Community Action

LESSON 1: Approaches in Community Development
Community Development - a process whereby the efforts of Government are
united with those of the people to improve the social, cultural, and economic
conditions in communities
“Community development is the participation of people in a mutual learning
experience involving themselves, their local resources, external change agents,
and outside resources. People cannot be developed. They can only develop
themselves by participating in activities which affect their well- being. People
are not being developed when they are herded like animals into new ventures.”
- Julius Nyerere, 1968
United Nation’s Report States That:
“Community Development is the process designed to create conditions of
economic and social progress for whole of community development with its
active participation and fullest possible reliance on community initiative.”
Background & Concept of CD
Community Development seeks to empower individuals and groups of people
by providing them with the skills they need to effect change within their
communities. These skills are often created through the formation of large social
groups working for a common agenda.
It is a broad term given to the practices of civic leaders, activists, involved
citizens and professionals to improve various aspects of communities, typically
aiming to build stronger and more resilient local communities.
Community development is a process where community members come
together to take collective action and generate solutions to common problems.
Community development is a process where community members come
together to take collective action and generate solutions to common problems.
Community wellbeing (economic, social, environmental and cultural) often
evolves from this type of collective action being taken at a grassroots level.
Community development is a grassroots process by which communities:
Become more responsible
Organize and plan together
Develop healthy lifestyle options
Empower themselves
Reduce poverty and suffering
Create employment and economic opportunities
Achieve social, economic, cultural and environmental goals

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 The community development process takes charge of the conditions and
factors that influence a community and changes the quality of life of its members.
Community development is a tool for managing change but it is not:
✓ a quick fix or a short-term response to a specific issue within a
community;
✓ a process that seeks to exclude community members from
participating; or
✓ an initiative that occurs in isolation from other related community
activities.
Approaches to Community Development
Community Capacity building
Social capital
Nonviolent direct action
Economic development
Community economic development
Sustainable development
Community-driven development (CDD)
Asset-Based Community Development (ABCD)
Faith-based community development;
Community-based participatory research (CBPR)
Community organizing
Participatory planning

Phases of Community Action

Establishing links and partnership-building with local groups.
Community Profiling
Needs and resources assessment
Participatory action planning and leadership development.
Resource mobilization
Plan Implementation
Monitoring and Evaluation

LESSON 2: Community Profiling

Community Development “A sustainable process by which communities
develop the capacity to collectively define and take action on issues affecting
their lives”
Steps of Community Development
✓ Profiling
✓ Networking
✓ Identifying community perceived needs
✓ Collective community action
✓ Participatory
These steps are the process of CD and not in order but continuous and cyclical.
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Types of Information Gathering
✓ Needs assessment
✓ Community consultations
✓ Social audit
✓ Community profile

Needs Assessment
Usually carried out/initiated by a statutory agency (PCT; LA)
Generally, use existing data (quantitative) but can include “perceived need”
too)
Communities not necessarily involved
Opportunities for primary research may be limited due to size of area
Community Consultations
Typically, in relation to a set of proposals, options or priorities already
developed.
But could be used as part of broader community profiling exercise
Variety of techniques: survey questionnaire; focus groups; citizens, panels and
juries; Planning for Real.
Social Audit
Specific process defined by New Economics Foundation (2006)
Way of measuring organization’s performance that takes account of social and
ethical impacts
May be conducted at community level, new primary data about perceived need
or at district level to identify inequities
Community Profiling
Profiling describes the process of building a detailed picture of a target
community through involving local people and working in partnership with
organizations and individuals who plan and deliver services in the area.”
“A comprehensive description of the needs of a population that is defined, or
defines itself, as a community, and the resources that exist within that
community, carried out with the active involvement of the community itself, for
the purpose of developing an action plan or other means of improving the quality
of life of the community”
- Hawtin & Percy-Smith, 2007

Useful way of developing understanding of people in a geographical area or

community of interest
Understanding assists in developing a plan Illustrate the make-up of a
community
Could include a range of information
Also level of interest in getting involved

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What is the purpose of a CP?
Useful to gather information may not be already recorded
Highlight gaps in our understanding
Encourage broader thinking
Determine who is likely to be affected Means to develop relationships and
build capacity
Gather community intelligence over time

ASSESSMENT
Note: Write all your answers on a separate sheet of paper.
Don’t forget to write your name, section and subject.
ACTIVITY 1
Direction: Identify the following concepts.
1. The right to life, liberty, and the pursuit of happiness are examples of the most
basic kind of human rights.
2. It demands that all citizens should comply with its laws and activities.
3. A sustainable process by which communities develop the capacity to collectively
define and take action on issues affecting their lives.
4. It is the basic entitlements to be met for individuals to live with dignity.
5. It is a state of being equal and having the same rights, social status.
6. It focuses on the obligation of one person to another.
7. It is addressing the social problems.
8. It is essential for ensuring that extent and costs of funds, goods and services are
fairly divided among their recipients.
9. It is when primary stakeholders are capable and willing to initiate the process and
take part in the analysis.
10. It is a process through which stakeholders can influence and share control over
development initiatives, and over the decisions and resources that affect
themselves.
11. It empowers all human persons to respect the rights that are inherent in every
human person and stipulated by society.
12. The right to assemble, petition, self-defense, and the right to vote.
13. The right to have privacy, the freedoms of thought and conscience, speech and
expression, religion, the press, and movement.
14. The right to have equal opportunities, livelihood, the right to education, right to
housing, right to adequate standard of living and the right to health.
15. It refers to people being asked for their opinion about something while
development professionals listen to their views.

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 ACTIVITY 2
Direction: Arrange the following steps orderly.
A. Community Development. (1-5)
Collective community action
Profiling
Identifying community perceived needs
Participatory
Networking
B. Local Development Planning (1-6)
Medium-term fiscal plan
Sectoral/spatial priorities
Development vision and goals
Public investment requirements
Development strategy
Major development concerns and priorities of the locality
ACTIVITY 3
Direction: Give the meaning of the following acronyms
1. UN
2. ILO
3. LON
4. NGO
5. CCD
6. LGU
7. HR
8. IBHR
9. UCS
10. ALDCS

REFERENCE
Vibal Group, Inc. and Jalton G. Taguibao and Francis Ron C. De Guzman.
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Subject: Community Engagement, Solidarity and Citizenship
Subject Teacher: MARITES V. PERALTA
Cp number: 09275322240
FB & Messenger: MARITES V. PERALTA