Community Engagement, Solidarity, and Citizenship PDF 12 CESC-Q1-M4

Community Engagement Solidarity and Citizenship 12 Quarter 1 Module 4  Community According to the Social Sciences’ Perspectives  Community According to Institutional Perspectives Community Engagement, Solidarity, and Citizenship Quarter 1 / Module 4: Community According to the...

Community Engagement Solidarity and Citizenship 12 Quarter 1 Module 4  Community According to the Social Sciences’ Perspectives  Community According to Institutional Perspectives Community Engagement, Solidarity, and Citizenship Quarter 1 / Module 4: Community According to the Social Sciences’ Perspectives / Community According to Institutional Perspectives First Edition, 2020 Republic Act 8293, Section 176 states that no copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education - Schools Division of Pasig City. Development Team of the Self-Learning Module Writer: Andrew E. Asuncion Contributors: Arnold L. Espinas, Segundino L. Maraño & Win B. Lascuña Reviewers: Arnold L. Espinas Illustrator: Arnold L. Espinas Layout Artist: Clifchard D. Valente Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Aurelio G. Alfonso EdD OIC-Assistant Schools Division Superintendent Victor M. Javeña EdD Chief, School Governance and Operations Division and OIC-Chief, Curriculum Implementation Division Education Program Supervisors Librada L. Agon EdD (EPP/TLE/TVL/TVE) Liza A. Alvarez (Science/STEM/SSP) Bernard R. Balitao (AP/HUMSS) Joselito E. Calios (English/SPFL/GAS) Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports) Wilma Q. Del Rosario (LRMS/ADM) Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang) Perlita M. Ignacio PhD (EsP) Dulce O. Santos PhD (Kindergarten/MTB-MLE) Teresita P. Tagulao EdD (Mathematics/ABM) Printed in the Philippines by Department of Education – Schools Division of Pasig City  Community Engagement Solidarity and Citizenship 12 Quarter 1 Module 4  Community According to the Social Sciences’ Perspectives  Community According to Institutional Perspectives Introductory Message For the facilitator: Welcome to the Community Engagement Solidarity and Citizenship 12 Module on Definitions (Community, Community Dynamics, Community Action & Applied Social Sciences) / Community Dynamics! This Self-Learning Module was collaboratively designed, developed and reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource. This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learners: Welcome to the Community Engagement Solidarity and Citizenship Module on Community According to Social Sciences’ Perspective / Community According to Institutional Perspective! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner. This module has the following parts and corresponding icons: Expectation - These are what you will be able to know after completing the lessons in the module Pre-test - This will measure your prior knowledge and the concepts to be mastered throughout the lesson. Recap - This section will measure what learnings and skills tat you understand from the previous lesson. Lesson- This section will discuss the topic for this module. Activities - This is a set of activities you will perform. Wrap Up- This section summarizes the concepts and applications of the lessons. Valuing-this part will check the integration of values in the learning competency. Post-test - This will measure how much you have learned from the entire module.  EXPECTATION 1. State the definitions of the community through the lens of the Social Sciences and Institutions. 2. Compare and contrast the definitions of community using various perspectives. PRE–TEST Direction: Choose the letter of the correct answer. 1. A branch of Social Science that analyzes the history, evolution, structure, and functions of societies. a. Sociology c. Philosophy b. Politics d. History 2. Paleolithic Age ( Old Stone Age) a. Hunter - Gatherers c. Agricultural b. Horticultural d. Agrarian 3. Neolithic Age a. Hunter - Gatherers c. Agricultural b. Horticultural d. Agrarian 4. The people sharing a common geographical space. a. Population c. Sovereignty b. Territory d. Government 5. The community is empowered to enforce rules within its territory. a. Population c. Sovereignty b. Territory d. Government RECAP Last week we talk about the basic definition of community, community dynamics and action and the applied social sciences. Now let’s see how much you learned from the past lessons: 1. What influences the dynamics of the community? 2. How will you connect community action from the applied social sciences?  LESSON A. SOCIAL SCIENCE PERSPECTIVES From the words of Henrik Ibsen, “A community is like a ship; everyone ought to be prepared to take the helm.” 1. Anthropological Perspective. – Community being an organized social structure serves as the driving force for civilization. Human development came side by side with the development of communal orientation as well as with the evolution of socio-economic structures. a. Paleolithic Age (Old Stone Age) – Hunter Gatherers The earliest humans were able to create tools from rocks and other solid materials found elsewhere in their environment. Through sheer ingenuity these early people were able to produce tools for hunting and chopping. Such display of ingenuity must have been driven by their sense of community in which gathering of foods was no longer intended to feed one or two persons but the entire community. In the process, as the population continues to grow, the early humans were able to develop a system of holding the entire community together into one solid unit working collectively for the common good. Photo credits to DEA Picture Library/De Agostini/Getty Image b. Mesolithic Age (Middle Stone Age) – Horticultural and Agricultural In this period early people started using tools more advanced than those in the Paleolithic era. Because the population is getting bigger so as the demands for provisions which brought the idea of growing plants for food instead of just relying on what the nature can provide. This marked the transition of a community into an agricultural oriented social system which resulted also in inequality and conflict within and with other communities. Photo credits to ir4project.org c. Neolithic Age – Agrarian This period is characterized by the advancement of technology which resulted to the large agricultural production and consequently led to social stratifications. People of the community saw how the large stockpile of agricultural products can translate to power. The situation created a competition that was decided by the size of land owned and technology used in order to produce more. From then on conflict and competition has played a big role in the community dynamics. The Banaue Rice Terraces is an embodiment of an early agricultural communities in Northern Philippines. Photo source: en.wikipedia.org. 2. Sociological Perspective. – Sociology is a branch of Social Science that analyzes the history, evolution, structure, and functio ns of societies. Sociologist studied community as a system and tried to generate empirical data to established theories on various social phenomena stemming from inter-human relationships as well as humans to institutions relationships. a. Social Stratification. Involves categorization of people in a community into groups based on several factors which include wealth, income, occupation, race, gender, power among others. Social stratification provides a view of the situations within the community system such as how power is obtained or shared including the distribution of race and gender in the population. b. Social Class. Hierarchical categorization of people based on the income economic capacity. This includes the most basic classification such as upper class, middle class and lower class. Politicians and economic planners used this kind of categorization to have a clearer vision of how certain socio-economic policies will affect people in the economic system work or how certain policy will affect the people. Photo credits to study.com c. Social Mobility. Refers to the movement of an individual or group within or between social strata. It results in change in social status relative so one’s positions or location. One example of social mobility is the movement from one lower position to a higher position in a political system. Another manifestations of social mobility is the shift in social class of OFWs from lower to upper class of OFWs resulting from increased in financial capability. d. Gender Equality Movements. It involves how individuals view themselves in the light of their freedom to choose what gender view they will intend to follow or perform certain roles without having to confront any form of social repercussion. e. Deviance. Any form of action or behavior that undermines social norms, laws or cultural orientations. Deviance can be a mere result of a person’s inclination to follow a personal view of a socially acceptable behavior and not necessarily an affront to the rules and customary order. For some Filipinos having tattoos especially among women is a form of deviance but for anthropologists tattoos has significant part in our rich culture. Photo credits to Lars Krutak. 3. Political Science Perspectives. – Politics is about the interrelationship of power and the community. Political scientists view community as a system composed of people of diverse views that create conflicts and competitions. Such kind of interactions necessitate the need for an authority that will assume power in order to establish and preserve order. B. INSTITUTIONAL PERSPECTIVES’ 1. Political Perspectives. Community as a political system composed of the following elements:  a. Population. Refers to the people who are bestowed with duties, rights and privileges in order to maximize potentials to the benefits of the community. b. Territory. A geographical community occupies a physical space within which all social, economic and political views and activities may be practiced. c. Sovereignty. At the community level it basically refers to the capacity of the community to enforce rules within its territory. d. Government. An institution at the community level that was empowered to ensure order within its territory. 2. Economic Perspectives. A community is a dynamic social grouping in which all the members strive to sustain daily living through different activities involving production, and exchanges of goods and services. Due to the limitations on the resources the community necessitated the adoption of a system that will ensure fair Photo credits: businessdiary.com / distribution of resources. burgermac / 3. Education Institution Perspectives. Human survival is tied up to the different techniques and innovations the people can muster in order to provide for their needs. Through the advancement of intellect, people learned how to adapt to their environment and utilize all the resources around them to produce their daily necessities. As social beings, humans live in a community that they share with others for which they have to relinquish certain aspect of their freedom to be able to harmoniously coexist. “Education for all” has long been the mantra of the DepED because education will open the door for multitude of opportunities for better life for young individuals and progress for the community (Photo credit to rappler.com) 4. Religious Perspectives. In as far as religious perspective is concerned, a community is consist of people who commit and practice a common belief system. The culture system wasn’t always a product of a social process but by a pre-established code handed down to the people through and enforced by an anointed leader. People of different ages from various walks of life gathered to show their support to the efforts for a peaceful Mindanao (Photo credit to the Office of the Presidential Adviser on the Peace Process / peace.gov.ph). ACTIVITY Reflection Writing: Take time to examine the illustration closely and reflect on how the illustrator would like to depict how the dominant political institution view the society. Write your reflection in a notebook that will be your journal for this subject. You can share your output to your parents/guardian and let them assess your view. You can use the rubrics given after the illustration. RUBRICS Score Criteria 1 2 3 4 5 CONTENT. Consistent with the lesson. ORGANIZATION. Presentation of ideas was logically sequenced PRESENTATION. The idea has been clearly presented. TOTAL  WRAP–UP Before we end up with Module 4 let us see how much you’ve learned from to last topics: 1. What are the stages of community development according to the anthropologists? 2. How will you differentiate the political view of community from economics’ point of view? VALUING Society as a social system have undergone different stages of development. The community in which you live in also undergoes stages of development. Your community may not have achieved yet the level that will make it a truly livable place to be but the opportunities are always there. As a member of your community you should have a part in that process of transformation. Using the knowledge that you have and the aspirations of young people like you progress will never be a far-fetched possibility. POST TEST Direction: Choose the letter of the correct answer. 1. A branch of Social Science that analyzes the history, evolution, structure, and functions of societies. a. Sociology c. Philosophy b. Politics d. History 2. The community is empowered to enforce rules within its territory. a. Population c. Sovereignty b. Territory d. Government 3. Paleolithic Age (Old Stone Age) a. Hunter - Gatherers c. Agricultural b. Horticultural d. Agrarian  4. Neolithic Age a. Hunter - Gatherers c. Agricultural b. Horticultural d. Agrarian 5. The people sharing a common geographical space. a. Population c. Sovereignty b. Territory d. Government KEY TO CORRECTION 5. C 4. A 3.D 2. A 1. A Pretest: Posttest: 5. A 4. D 3.A 2. C 1. A R E F E R E N CE S Book Delos Santos, Danilo Lorenzo S. 2017. Community Enggagement, Solidarity, and Citizenship Quezon City: VIBAL Group, Inc. Photos and Illustrations: DEA Picture Library/De Agostini/Getty Image-Hunter Gatherers, January 5 2018, accessed on June 17 2020 https://www.history.com/topics/pre- history/hunter-gatherers Geronimo Jee Y. - Education for all by 2015? Not happening, says Unesco, April 10 2014 accessed June 18 2020, https://www.rappler.com/nation/55127-education- goals-updates-unesco Lowe Aya – Reviving the art of Filipino tribal tattoos, May 27 2014, accessed on June 18 2020 https://www.bbc.com/news/world-asia-27539510 Office of the Presidential Adviser on the Peace Process – Bangsamoro women appeal for Congress to pass BBL, March 8 2018, accessed on June 18 2020 https://peace.gov.ph/2018/03/bangsamoro-women-appeal-congress-pass- bbl/ Study.com - Social Stratification Factors: Wealth, Power, & Prestige, accessed June 17 2020 https://study.com/academy/lesson/social-stratification-factors-wealth- power-prestige.html The IR4 Project – History of Environmental (Ornamental) Horticulture in the United States, June 13 2018, accessed on June 17 2020 https://www.ir4project.org/ehc/history-of-environmental-ornamental-horticulture-in-the-united- states/ Wikipedia – Banaue Rice Terraces, April 19 2009, accessed June 18 2020 https://en.wikipedia.org/wiki/Banaue_Rice_Terraces WEBSITES https://courses.lumenlearning.com/sociology/chapter/what-is-social-stratification/ https://socialsci.libretexts.org/Bookshelves/Sociology/Book%3A_Sociology_(Barkan)/06%3A_Social_Stratification/6.0S% 3A_6.S%3A__Social_Stratification_(Summary). https://www.thoughtco.com/what-is-social-stratification-3026643. 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