Lesson 1-Understanding Community Week 1: at The End of The Learning Guide, I CAN

Lesson 1- Understanding Community
WEEK 1
I. Standards
A. Content Standards
The learner demonstrates an understanding of the integration of social science perspective and
community action initiatives.
B. Performance Standard
The learners should be able to synthesize the integrative experience of implementing community-
action initiatives applying social sciences’ ideas and methods.
C. Most Essential Learning Competency
1. Define various perspectives (e.g., social, sciences, dynamics, and processes);
2. Analyze functions of communities in terms of structures, dynamics, and processes; and,
3. Differentiate typologies of communities.
II. Learning Objectives
At the end of the learning guide, I CAN:
1. Recognize essential characteristics of communities in terms of elements and structures; and,
2. Develop a sense of shared identity and willingness to contribute to the attainment of common
good through reflective writing.
III. Lesson Development
A. Community (Suggested Time allotment: 2 hours)
The meaning of the term community can vary depending upon the context on how it is being
used. When people talk about community, they generally refer to it as either one of the three most
common notions of defining community (1) as shared political territory and heritage; (2) as network if
interpersonal ties based on common interest; and, (3) as profound sharing of spiritual and emotional
connection.
1. Community as shared political territory and heritage – a traditional understanding of community
refers to a group of people living in the same geographical area (neighbourhood, village, town, or
city) where interpersonal ties are locally bounded and are based on a shared government and a
common cultural and historical heritage.
2. Community as a network of interpersonal ties based on common interest – another notion of
community refers to a network of interpersonal ties that are based around a common interest. A
special type of community based on common interest that is gaining popularity and increasing in
membership today is the virtual or online community, whose members are popularly known as
netizens.
On the other hand, the notion of community as a network of interpersonal ties is often applied to
civil society perspectives. Specifically, civil society organizations are built around the foundations
of common interest in addressing social problems.
3. Community as profound sharing of spiritual and emotional connection – this understanding of
community pertains to a sense of spiritual and emotional connection to others, or communion
with other on the basis of an experience of a common problem (such as being afflicted with
cancer or any form of terminal illness), bond (such as experiencing lifer after death), or a
situation cognition (such as having realizations that individual actions are inevitably linked to
other, which evoke meaningful attachments).
B. Sense of Community
Sense of community is related to many positive individual and community outcomes, like higher
well-being and community participation. Therefore, you must understand how newer and more
established community members develop their shared feeling of belonging. It also explored how the
diverse community members formed and transformed their sense of community in their shared
communities.
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Community Engagement, Solidarity, and Citizenship 12: Quarter 1/Weeks 1-4
The four (4) elements of the sense of community are discussed in the following:
1. Membership refers to the feeling of belonging or of sharing a sense of personal relatedness. It
consists of five (5) attributes:
a. Boundaries – allowing others to belong and keep others out.
b. Emotional safety - feelings of security and trust in revealing how one really feels.
c. Sense of belonging and identification – members’ feeling that they belong, fit in, and
accepted by the community.
d. Personal investment – sacrifices made to maintain members in the community.
e. Common symbol system – things used to represent the community such as emblems,
rituals, rites of passage, dress codes, and others in other to further create and maintain a
sense of community.
2. Influence refers to the sense of living having importance of feeling valued, wherein there is
balance between (1) members feeling that they have a say in the community, and (b) a community
being a body that also has the power to make its members conform.
3. Integration and fulfilment of needs refers to the feeling of fulfilment, which stems from the
personal investments that members make in maintaining community membership.
4. Shared emotional connection refers to a sense of shared cultural and historical heritage and the
feeling that common experiences will continue to be shared in the future. There are seven
important features of shared emotional connection:
a. Contact hypothesis;
b. Quality of interaction;
c. Closure to events;
d. Investment;
e. Effect of honor and humiliation to community members; and,
f. Spiritual bond.
C. Community Structures
A community consists of social, cultural, political, and economic structures which keep the
community intact and an integrated whole. The different kinds of structures in the community are
discussed in the following:
1. Community social structure refers to the rules and expectations that people develop in the
community over time to help regulate and manage their interaction with one another. It
consists of elements such as social institutions, social groups, statuses, and roles.
2. Community cultural structure refers to the institutionalized patterns of ways of life that are
shared, learned, developed, and accepted by people in the community. It consists of basic
elements such as symbols and language, norms, values and beliefs, rituals, and artifacts.
3. Community political structure refers to the people’s established ways of allocating power and
making decisions in running and managing community affairs. The community political
structures ensure that the members’ common needs are provided, that peace and order is kept
within the community, and that the community is secured from external threats. The elements
of community political structure are political organizations, citizenship norms, power
relations, and leadership structure.
4. Community economic structure pertains to various organized ways and means through which
the people in the community produce goods and services, allocate limited resources, and
generate wealth in order to satisfy their needs and wants. The elements of community
economic structures are capital assets, vulnerability context, business climate, and trade.
D. Functions of Community
The community has five functions: production-distribution-consumption, socialization, social
control, social participation, and mutual support.
1. Production, distribution, consumption: The community provides its members with the
means to make a living. This may be agriculture, industry, or services.
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2. Socialization: The community has means by which it instills its norms and values in its
members. This may be tradition, modeling, and/or formal education.
3. Social Control: The community has the means to enforce adherence to community values.
This may be group pressure to conform and/or formal laws.
4. Social Participation: The community fulfills the need for companionship. This may occur in
a neighborhood, church, business, or other group.
5. Mutual Support: The community enables its members to cooperate to accomplish tasks too
large or too urgent to be handled by a single person. Supporting a community hospital with
tax dollars and donations is an example of people cooperating to accomplish the task of
health care.
Content from: Department of Education - Bureau of Learning Resources (DepEd-BLR), (accessed on 04 February
2021).
E. Community Typologies
Gemeinschaft and Gesellschaft are sociological categories for two normal types of human
association introduced by the German sociologist Ferdinand Tönnies. A normal type, as coined by
Tönnies, is a purely conceptual tool to be built up logically, whereas an ideal type, as coined by Max
Weber, is a concept formed by accentuating main elements of a historic/social process. Tönnies’ 1887
book Gemeinschaft and Gesellschaft sparked a major revival of corporatist thinking, including an
increase in the support for society socialism, and caused major changes in the field of sociology.
1. Gemeinschaft (often translated as community) is a group in which individuals take into
account the needs and interests of the group as much as, if not more than, their own self-
interest. Furthermore, individuals in gemeinschaft are regulated by common mores, or
beliefs, about the appropriate behavior and responsibilities of members with respect to each
other and to the group at large.
Gemeinschaft is thus marked by “unity of will.” Tönnies saw the family as the most perfect
expression of gemeinschaft; however, he expected that gemeinschaft could be based on shared
place and shared belief as well as kinship, and he included globally dispersed religious
communities as possible examples of gemeinschaft.
2. Gesellschaft (often translated as society, civil society or association) describes associations in
which, for the individual, the larger association never takes precedence over the
individual’s self - interest, and these associations lack the same level of shared
mores. Gesellschaft is maintained through individuals acting in their own self - interest. A
modern business is a good example of gesellschaft. The workers, managers, and owners may
have very little in terms of shared orientations or beliefs—they may not care deeply for the
product they are making—but it is in all their self - interest to come to work to make money,
and thus the business continues. Gesellschaft society involves achieved status where people
reach their status through their education and work.
Three types of community in terms of shared political territory and heritage.
1. Urban community pertains to cities or big towns where there is a large high-dense and heterogeneous
population.
2. Rural communities it refers to territorial enclaves or villages where there is a small, low-density and
homogeneous population.
3. Suburban communities are residential or mix-used areas located at the city outskirts or within the
commuting distance of a city.
Two types of community in terms of geographical boundary.
1. Local community is term often used to denote a geographically bounded community such village,
town barangay, city, municipality, province, region or even the entire country.
2. Global community is term used to characterize the interconnectivity of people and countries all over
the world.
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Community Sector refers to the subdivision of the society that represent cluster of social institution
according to their social, economic and political function.
1. Public sector;
2. Private sector;
3. Non-profit organization or non-government organization (NGO); and,
4. For-benefit corporation.
Social Space refers to either geographical or virtual community where people gather or network with one
another due to common interest.
2021).
IV. Activity (Suggested Time allotment: 2 hours)

Answer the activity worksheet entitled Understanding Community attached in this learning guide.
Write your answer in the activity sheet and please do not forget to write your name. This will be
submitted on FEBRUARY 15, 2021.
V. Values Integration (Suggested Time allotment: 20 minutes)
For all of us who lived the Christian faith, we have definitely heard the phrase “Love Your
neighbour as yourself” But what does it really mean to love your neighbour as yourself? Do we truly
understand the way Jesus Christ intended? Love your neighbour as yourself is the second great
commandment of Jesus. It immediately follows His commandment of loving God with all your heart,
mind and soul. Following this commandment is the key Jesus Christ gave us for loving others such in
our family, our friends, in our community to live in harmony and love.
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Lesson 2- Community Dynamics
WEEK 2
I. Standards
 Explain the importance of studying community dynamics in relation to applied social sciences
and the learners’ future career options.
1. Discuss community dynamics and its elements – community power structures and community
population composition; and,
2. Identify and explain factors resulting to community dynamics.
Community Dynamics (Suggested Time allotment: 2 hours)
When one wants to study a community, he should have a clear understanding of what is a
community, community dynamics and community action. Communities are generally defined by
their common cultural heritage, language, beliefs and shared interests. Community dynamics is
the change and development involved in a community that includes all forms of living organisms;
whereas, community action is putting communities as the center of service development and
service delivery. This initiative aims to cater the primary needs of the communities before
implementing it.
In such way, community action will help the community dynamics or the degree of
improvement of the community. It is important to understand these two because these will propel the
success and stability of the communities. They go hand in hand and are proportionally related.
The dynamics of a community is determined by its nature and structure and how it reacts
with external or internal forces. It is thus important to recognize the characteristics and features of a
community to understand why it acts and reacts in a certain way. Here are the following features of
community:
1. A community has a sociological construct or a set of interactions or human behaviors that
have meaning and expectations between its members.
2. A community has fuzzy or imprecise boundaries, and has stayed that way to this day people
interact not only with fellows within their village but also outside of it.
3. A community can exist within a larger community including districts, regions, ethnic groups,
nations, and other boundaries.
4. A community may move to find work for a living.
2021).
Factors affecting Changes in the Composition of People in the Community

1. Fertility – the actual reproductive performance (number of child births) that can be expected of a
person, couple, group, or population during a woman’ childbearing years.
2. Mortality – the demographic process relating to deaths, often summarized by death rates, survival
rates, and life expectancy. When the people in the community are healthy and survival rates are high,
there are no more children in the family of old age security and insurance against different forms of
vulnerabilities.
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3. Migration – the process of moving from one place to another. It could also be the movement across a
specified boundary for a considerable period of time and for various reasons in order to establish a
temporary or even permanent residence. Migration can be internal (movement of people is within the
same geographical area or region) and external (movement of people is from a national boundary to
another).
Identifying Community Power Actors
Power actors are key persons or groups who control decision-making functions in community
affairs. They are aware of their position in the community. Some will even work hard to keep their
positions of power, whether in the formal or informal power structure setting. Study the following identified
methods to identify community power actors below.
1. Positional Method – this involves making and updating a list of power actors in positions of authority
in the local government and in leading economic, cultural, religious, and voluntary organizations. The
weakness of this method is based on the fact that come power actors do not actually exercise power
vested in their office to affect community affairs.
2. Reputational Method – this involves the selection of many knowledgeable community citizens who
can provide a list of power actors. The identified power actors would then be ranked according to
their reputation in influencing community affairs.
3. Decision-making Method – this involved tracing the history of a collective decision concerning at
least one issue area. The power actors should involve in important community activities which starts
from project initiation to completion so that major decision makers can be determined at each stages
of the community project. The disadvantage of this method is that it is time-consuming and costly,
as it involved studying several decisions areas from many documents and interview transcripts.
Answer the activity worksheet entitled Community Dynamics attached in this learning guide. Write
your answer in the activity sheet and please do not forget to write your name. This will be submitted
on FEBRUARY 19, 2021.
V. Values Integration (Suggested Time allotment: 20 minutes)
It is an unfortunate but true fact that people are typically more impressed by human power
and influence than they are by the ever-present, but generally overlooked, evidences of God’s
limitless power and influence. A very simple example of this can be found in our human opinion and
our lack of concern over God’s opinion clearly stated in the pages of the Bible. Yet we invisible, but
his evidence are everywhere to be found by those who have eyes to see and ears to hear.
Though are surrounded by evidences of God’s wisdom and creative power. God may seem
remote and we are told we should respect our leaders, we cannot forget who our ultimate leader is:
God. God permeates and supersedes every aspect of life. It is God’s will that takes precedence over
everything and everyone (Matthew 6:33).
The Bible calls on Christians to respect our leaders, and one way we can do so is by praying
for them. 1 Timothy 2:1-4 tells us “First of all, then, I urge that supplications, prayers, intercessions,
and thanksgivings be made for all people, for kings and all who are in high positions, that we may
lead a peaceful and quiet life, godly and dignified in every way. This is good, and pleases God our
Savior, who wants all people to be saved and to come to knowledge of the truth.”
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Lesson 3- Community Action, Engagement and Solidarity
WEEKS 3-4
I. Standards
1. Recognize the value of undertaking community action modalities;
2. Acknowledge interrelationship of self and community in undertaking community action;
3. Explain forms of community engagement that contribute to community development through
solidarity; and,
4. Recognize the importance of solidarity in promoting national and global community
development (e.g. poverty alleviation).
1. Distinguish the value of undertaking community action modalities;
2. Identify opportunities to contribute to community development through solidarity; and,
3. Show an appreciation of the virtual role of the youth in the community, value of citizenship
education in community engagement and nation-building through reflective essay.
A. Community Action (Suggested Time allotment: 1 hour)
Community action refers to collective efforts done by people directed toward addressing
social problems examples of these are social inequalities, environmental degradation, and poverty in
order to achieve social well-being. Community action can take the form of community engagement
and solidarity, which support citizenship in the process.
The most common forms of community engagement in the educational setting are the following:
1. Service Learning. It is a teaching methodology that employs community service and reflection on
service to teach community engagement, develop greater community and social responsibility, and
strengthen communities (Donahue, Fenner, and Mitchelle 2015; Scott and Graham 2015). Service-
learning projects are expected to be a collaborative effort between the community and the students
so that community issues or social problems can be addressed.
2. Community outreach. It refers to the voluntary services rendered by students, school faculty and
employees, or alumni in response to the social, economic, and political needs of communities.
3. Community engaged research (CEnR). It is a collective process between or among faculty, students,
and partner communities in conducting research. Here, the communities are considered as co-leaders
in the design and conduct of the different phases of the research process.
Content from: Department of Education - Bureau of Learning Resources (DepEd-BLR), (accessed on 14
February
The aforementioned forms of community engagement in school settings serve as guides in understanding
different avenues through which school stakeholders could engage with communities toward social
transformation.
Levels and Modalities of Community Engagement

1. Transactional – a one-way community project or activity that comes from service providers for the
community. This may include volunteer work, free consultancy services, philanthropic cash
donations, skills transfer, and technical support extension. In this level of community engagement,
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interaction with the community is occasional, service is on a need per need basis (seasonal), and the
service provider has full control of the community engagement process.
2. Transitional – a two-way community project brought about by the process of consultation and
collaboration between the service provider and the community. Here, repeated engagement between
the community and the service provider takes place as a result of the infusion of consultation and
collaboration mechanisms in the organization and implementation of community projects.
By extension, the community members are then expected to be primarily involved in the project
implementation, either as volunteer workforce or regular participants. However, community project
management remains in the hands of the service provider, informed only by consultations with the
community.
3. Transformational – a two-way community project characterized by active dialogue and critical
reflectivity brought about by the process of involvement of the external agent and the community.
Here, there is what is called the involvement of joint learning and value-generation, and community
leadership in the decision-making process is prioritized. Moreover, control over the community
engagement process is shared by the external agent and the community, resulting in mutual trust
grounded on sustained personal relationships and shared understanding. Thus, community assets
(human, financial, natural, social, and physical) are fully integrated in the planning, implementation,
and evaluation of the undertaking.
The aforementioned modalities of community engagement operate in a continuum, parallel to the levels
of community engagement. The transitional modality can evolve into a transformational community
engagement depending on the readiness and maturity of both parties to initiate active participation.
B. Citizenship (Suggested Time allotment: 1 hour)

Citizenship, in its basic sense, refers to full membership in a community where one lives,
works, or was born (Atlanta and Marquis 2010). However, there are three interrelated dimensions of
citizenship that shape its common notion or understanding.
Dimensions of citizenship according to Leydet (2014) the following are:
1. Legal Dimension – a citizen refers to a person who enjoys civil (freedom of speech and right to own a
property), political (right to vote and hold a public office), and social rights (right to education,
health, and social security). A citizen, in this context, also has the right to invoke protection by law.
2. Political Dimension – a citizen refers to a person who is a political agent and is actively
participating in society’s political institution and system.
3. Identity Dimension – a citizen is considered a member of a political community (nation-state) that
actively shapes his or her cultural identity. Here, a citizen is expected to demonstrate national pride,
loyalty, and love for his country.
These dimensions of citizenship fuel one another. The legal dimensions of citizenship, through its
provision of political rights, provide the basis for political participation stressed under the political dimension
of citizenship. Political participation, in turn, strengthens and shapes national identity.
A strong sense of national identity motivates citizens to participate in society’s political life such as
engaging in community and national affairs.
Moreover, the core Filipino values of maka-Diyos, maka-Tao, maka-Bayan, and maka-Kalikasan
shape our national identity.
National Mandated Service Learning Courses
1. Citizenship Advancement Training (CAT) in junior high school
CAT aims to enhance the students’ social responsibility and commitment to the development
of their communities and develop their ability to uphold law and order as they assume active
participation in community activities and assisting the members of the community in times of
emergency (Department of Education Order No. 50 series, of 2005). It has three components,
namely: military orientation, community service, and public safety and law enforcement service.
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a. Military orientation provides learning opportunities for the students to gain knowledge, skills,
and understanding of the rights and duties of citizenship and military orientation with
focus on leadership, followership, and personal discipline.
b. Community service refers to any activity that helps achieve the general welfare and
betterment of life of the members of the community or the enhancement of its facilities,
especially those devoted to improving the health, education, safety, recreation, and
morale of citizenry.
c. Public safety and law enforcement service encompasses all programs and activities which are
contributory to the peace and order and public safety and compliance with laws.
2. National Service Training Program (NSTP) in college

NSTP is a program aimed at enhancing civic consciousness and defense preparedness in the
youth by developing the ethics of services and patriotism while undergoing training in any of its three (3)
program components. Its various components are especially designed to enhance the youth’s active
contribution to the general welfare (R.A No. 9163). Its three components are:
a. Reserved Officers Training Corps (ROTC) is a program institutionalized under Section 38 and 39
of RA No. 7077 designed to provide military training to tertiary-level students in order to motivate, train,
organize and mobilize them for national defense preparedness.
b. Literacy Training Service (LTS) is a program designed to train students to become teachers of
literacy and numeracy skills to school children, out of school youth, and other segments of society in need of
their services.
c. Civil Welfare Training Service (CWTS) programs or activities contributory to the general welfare
and the betterment of life for the members of the community or the enhancement of its facilities, especially
those developed to improve health, education, environment, entrepreneurship, safety, recreation, and morals
of the citizenry.
The CAT and NSTP are service-learning courses that help engage students with their communities.
Through such programs, students are not viewed as “future citizens” but as “citizens of today” who can
make significant contributions to their communities in the present.
C. Forms of Community Engagement (Suggested Time allotment: 1 hour)

Wagner, W. & Owen, J.E. (in press) enumerated the following forms of community engagement:
1. Direct Service. Giving personal time and energy to address immediate community needs.
Examples include tutoring, serving food at a shelter, building or repairing homes, and
neighborhood park clean-ups.
2. Community Research. Exploring a community to learn about its assets and how it is being
affected by current social problems. This form of community engagement provides
knowledge that other efforts can build upon.
3. Advocacy and Education. Using various modes of persuasion (e.g., petitions, marches, letter-
writing to convince government or corporate decision-makers to make choices that will
benefit the community. Raising public awareness of social issues by giving speeches to
community groups, distributing written materials to the general public, or providing
educational activities in schools.
4. Capacity Building. Working with the diverse constituencies of a community and building on
existing assets to solve problems and make it a better place. Creating a space for everyone in
the community to have a say in what the community should be like and how to get there.
5. Political Involvement. Participating in processes of government such as campaigning and
voting. This includes keeping informed about issues in the local, national, and global
communities in order to vote responsibly and engaging in discourse and debate about current
social issues.
6. Socially Responsible Personal and Professional Behavior. Maintaining a sense of
responsibility to the welfare of others when making personal or professional decisions.
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Using one’s career or professional training to benefit the community. This category describes
personal lifestyle choices that reflect commitment to one’s values: recycling, driving a hybrid
car, or bicycling top work; buying or not buying certain products or choosing to work for
companies with socially just priorities.
7. Philanthropic Giving. Donating or needed items; organizing or participating in fundraising
events.
8. Participation in Association. Participating in community organizations that develop the social
networks that provide a foundation a foundation for community-building efforts including a
civic associations, sports leagues, church choirs, and school boards.
D. Solidarity (Suggested Time allotment: 30 minutes)

Solidarity refers to the firm and persevering determination to commit oneself to the common
good by mutually supporting and sustaining movements for social change and social justice. Solidarity
often entails establishing ties with people who are oppressed, marginalized, and vulnerable, such that
their cause will be supported by whatever feasible yet ethical means and that their rights will be
advocated.
In the Philippine society, among the most common sectors that are often considered vulnerable,
oppressed, and marginalized are:
1. Rural poor (examples: landless, farmers, peasants, and fisherfolk);
2. Urban poor (examples: contractual laborers and workers form the informal economy);
3. Migrant workers and victims of human trafficking;
4. Poor children, youth, women, the elderly, and street families;
5. Indigenous people;
6. Persons with disabilities;
7. Prisoners and inmates; and,
8. Victims or survivors of disasters.
E. Importance of Solidarity in Promoting National and Global Community Development

(Suggested Time allotment: 1 hour)
Community development is defined as a process wherein community members come together
to take collective action and generate solutions to common problems and pursue community well-
being. (Melegrito, M.L. & Mendoza, D., 2016). On the other hand, solidarity is about regarding our
fellow human beings justly and respecting who they are as a person.
It is based on the perspective that a person is a relational being which in connection with other
people, with the society and with the environment. This means that a person has to relate responsibly
and act in solidarity with others and the whole humanity. It is removing the boundaries that prevent
people from working together rather it unifies the members of the community to achieve their common
goals in community development. Solidarity can also be associated with cooperation and collaboration,
that is, each member of the community is taking and sharing his part or role in fulfilling the targets of
community development (Melegrito, M.L. & Mendoza, D., 2016).
Importance of Solidarity
1. Solidarity is more than Unions
Solidarity is about more than unions. It’s about working with people on the things that matter to
them. It is also about removing the boundaries that prevent us from working together. It is about
believing that what hurts my neighbor also hurts myself, that when I need a neighbor I have no right to
expect help if I have not first helped others. It is emotion and a goal, a process and a state of being. I try
to tear down the fence that prevents others from experiencing the wealth and opportunities I experience,
but I also act for them here and now.
2. Solidarity is Defying Boundaries
These boundaries that get in the way can be race, nation, gender, wealth, indeed anything upon
which segregation can be created. These walls create several effects.
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First, that people on one side cannot experience the privileges that are largely arbitrarily awarded
to people on the other side. Second, that those on the latter side cannot appreciate life on the first side,
and therefore feel they are justified in their current position. Third, it creates resentment, often both ways.
3. Solidarity is from Communication to Action
Solidarity can flow from communication, but it requires action to become a real and present force.
Sometimes, that action needs to be confrontational to improve the lot of one group relative to another,
and sometimes it needs to be conciliatory, taking down the walls and bringing people together as equals. I
can’t claim to be an expert in deciding which is which. What I do know is that without Solidarity, without
considering the needs of the other, without looking at what I have and realizing there are few valid
reasons that I should have so much when others have so little, is a necessary step towards creating a more
civilized world. The endless pursuit of profit at the expense of others, or the maintenance of these divides
simply prevents us from relating to each other properly as humans. As such, they prevent us from
experiencing life in all its fullness.

Answer the activity worksheet entitled Community Action Modalities and Citizenship attached in
this learning guide. Write your answer in the activity sheet and please do not forget to write your
name. This will be submitted on FEBRUARY 26, 2021.
V. Activity (Suggested Time allotment: 2 hours)
Answer the activity worksheet entitled Forms of Community Engagement that Contribute to
Community Development through Solidarity attached in this learning guide. Write your answer in
the activity sheet and please do not forget to write your name. This will be submitted on MARCH
05, 2021.
VI. Activity (Suggested Time allotment: 2 hours)
Answer the activity worksheet entitled Importance of Solidarity in Promoting National and
Global Community Development attached in this learning guide. Write your answer in the activity
sheet and please do not forget to write your name. This will be submitted on MARCH 05, 2021.
VII. Values Integration (Suggested Time allotment: 20 minutes)
The purpose of solidarity is to build our movement, and to embody our mutual care and
concern for justice. Solidarity works best when we respect each other’s differing needs and life
circumstances, understand that there are many ways of being in solidarity, and coordinate our
responses. It does not work when we attempt to force shame or inflict guilt upon each other, even
subtly. None ever felt this social unity of our race more deeply than Jesus. To him it was sacred and
divine and this was His emphasis on love and forgiveness. Common human judgment assents to the
valuation of Jesus. Wherever an effective and stable form of fellowship has been created, a sense of
sacredness begins to attach to it, and men defend it as a sort of shrine of the divine in man. Wherever
men are striving to create a larger fellowship, they have religious enthusiasm as if they were building
a temple for God. This is the heart of church loyalty .
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Lesson 1- Understanding Community

IV. Activity (Suggested Time allotment: 2 hours)

Factors affecting Changes in the Composition of People in the Community

Levels and Modalities of Community Engagement

B. Citizenship (Suggested Time allotment: 1 hour)

2. National Service Training Program (NSTP) in college

C. Forms of Community Engagement (Suggested Time allotment: 1 hour)

D. Solidarity (Suggested Time allotment: 30 minutes)

E. Importance of Solidarity in Promoting National and Global Community Development

IV. Activity (Suggested Time allotment: 2 hours)

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