Humss12csc q1 Mod4 Typologiesinthecommunity v3 - Donna
Humss12csc q1 Mod4 Typologiesinthecommunity v3 - Donna
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.
Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : Roland M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, ADM : Romeo M. Layug
Education Program Supervisor, HUMSS : Romeo M. Layug
District Supervisor, Abucay : Ruel D. Lingad, EdD
Division Lead Book Designer : Donna T. Santos-Villanueva
District LRMDS Coordinator, Abucay : Charito D. Corpus
School LRMDS Coordinator : Jerome C. Matic
School Principal : Soledad V. Llarina
District Lead Layout Artist, HUMSS : Jaycee G. Salandanan
District Lead Illustrator, HUMSS : Jeremy M. Flores
District Lead Evaluator, HUMSS : Mary Leyza B. Deldoc - Pinzon
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
In addition to the material in the main text, you will also see this box in the
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. Furthermore, you are expected to encourage and assist
1
For the learner:
The concept of community has been a great part of our lives since we were
born in this world. It is often used to depict ideas in the social, political, and cultural
landscape of every community. In our community, we create common beliefs,
language and shared interest. Hence, the concept of community in this learning
resource signifies that you as a learner are empowered in our society and can achieve
the relevant lessons that can enhance your knowledge and skills at your own pace
and time. This module will give you exciting and fulfilling activities to understand
your community!
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 resource while being an active
learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
2
What I Have Learned This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
3
What I Need to Know
This module is planned and created to help you as student to understand the
different types of typologies in the community. This will also further help you to
4
What I Know
Part I. Direction: Identify what is being asked. Choose your answer from the box
provided below and write your answer in your notebook.
WORD POOL
Suburban city Urban buildings Rural country
1. An (1) _______________ community is filled with people, (2) ____________ and
different types of transportation.
2. A (3) _____________ community is a smaller town near a larger (4)
____________
3. A (5) ______________ community has open spaces and few homes in the (6)
______________________.
Part II. Write T if the statement if true and write F is it is false. Write your answer
in your notebook.
5
Lesson
Typologies in the
11 Community
Communities come in different shapes, sizes, and characteristics, thus
resulting into different types.
What’s In
Directions: Arrange the sentences below to create an acronym. Write your answer
in your notebook.
R- U- S-
U- R- U-
B-
R- B- U-
R-
A- A- B-
A-
L- N- N-
6
Notes to the Teacher
This module gives a better understanding about the
typologies of community.
What’s New
Direction: Identify the characteristics of each picture and compare and contrast
using the Venn Diagram below. Write your answer in your notebook.
7
What is It
Very good!
After finishing two activities, it is time for you to read our new lesson. Get your
pen and notebook so that you can jot down important notes while you are reading.
It is important for you to analyze and carefully read the lesson.
8
When a community is viewed as a shared political territory and heritage, it
can be classified into three types: urban, rural, and suburban.
CLASSIFICATION OF COMMUNITIES
9
The boundaries of communities are flexible and can range from local to global.
CLASSIFICATION OF COMMUNITIES
10
TYPES OF COMMUNITY SECTOR
11
Social Space
Example:
Congratulations, you are done reading facts about this module. Now, let us try to
test how much you have learned! 😊
12
What’s More
Direction: Match column A to column B. Write the letter of your answer in your
notebook.
COLUMN A COLUMN B
13
What I Have Learned
Direction: Answer the following questions based on the facts that you have learned.
14
What I Can Do
In the slums of Manila, inequality is so bad that the worst off have no chance
to protest.
While these events were catastrophic and the consequences far-reaching, there
are pernicious and equally destructive forces at work every day in the
Philippines. Affecting people whose plight is equally grim yet usually invisible,
they are covered only sporadically by the media and whose existence the
central government ignores wherever possible – except at election times.
When Typhoon Haiyan struck, I was making a documentary series over six
months in Manila’s infamous Tondo slums – some of the worst in the country.
There are an estimated 4 million slum dwellers (or urban poor as they are often
euphemistically referred to) living in Manila’s sprawling districts. These are the
poorest of the poor, the dispossessed and powerless, squatters packed into
crumbling “temporary” tenements or living in shacks slung under bridges or
hovels built on top of toxic waste dumps.
Life is a daily struggle for these squatters whose families can number 12 or 14,
giving the Philippines having one of the highest birth rates in south-east Asia.
In the most populous Manila slums, such as “Happyland” or “Aroma” –
occupation runs at 75,000-80,000 people per square mile. One of the densest
on earth.
15
This over population is, I believe, in large part due to the Catholic beliefs of
many Filipinos, resulting in a reluctance to use artificial contraception or
education, resulting in fisherman like Gener Pagtabunan and his family to
live a life of poverty. Gener, his wife Lorna and their nine children live in a
narrow alleyway in Beseco slum crowded into a two room shack with a dirt
floor, no running water or toilet, cooking on an open fire. Gener, an economic
refugee from the provinces, struggles to make even a subsistence living
fishing the polluted and unproductive waters of Manila harbour.
“You saw it yourself, right? Nothing, not even one fish. Nothing,” says Gener’s
wife Lorna plaintively as he returns empty-handed for the fourth day in a row
to face the hungry faces of his children. To make ends meet Lorna
painstakingly peels garlic for hours at time earning $US1 for every 15
kilograms. Just enough for one meal for the family. Squatting over a tub of
unpeeled garlic Lorna laments, “Whenever I have a little food, I just divide it
amongst my children because I know it isn’t enough for all of us. I resent
having so many children.”
“My views conflict with my religion, right?” continues Remi. “The Bible says
contraception is bad – especially ligation. Do you prefer children growing up
with no discipline from their parents or do you follow what the Bible says that
family planning is bad?” Several months earlier coastal Baseco slum was hit
by tropical storm Trami. Not as bad as Haiyan, but bad enough. We tracked
down Gener and his family along with thousands of others who had been
were evacuated to a typhoon shelter. Around them were scenes of chaos as
long lines of the hungry jostled for limited food.
“We’re starving and we don’t have enough money to buy rice,” said Gener
plaintively. “We may as well go home but it’s not safe.” As hundreds milled
around wanting to be first in line if one of the charities donated food, the wife
of Manila’s mayor and former disgraced President Joseph Estrada swept into
the centre accompanied by reporters and camera crews. After a cursory look
around, a few photos and PR grabs, she sat down and ate a substantial
takeaway meal – devoured by the hungry eyes of the homeless.
16
It was typical of the disconnect between the politicians and the people; typical
of the arrogance of the rich to the powerless and poor who make their living off
the scraps of the well-to-do. But without poor who do the jobs no one else will
– recycling rubbish, cleaning sewers and drains and sweeping the streets – I
suspect that Manila would choke under its own rubbish in a matter of weeks.
But for the Geners of the world there is no chance to protest or bemoan the
inequalities of their world. Consigned by a lack of education and a lack of action
from those who could help, his family is doomed to repeat the cycle of not
enough work, too little income and too many mouths to feed. If the Mayor of
Manila or the Mayor’s wife could be persuaded to have a meal of third grade
rice flavoured only with vinegar with them, perhaps then things might be
different.
Source: https://www.newstatesman.com/world-affairs/2014/09/slums-
manila-inequality-so-bad-worst-have-no-chance-protest
17
Assessment
18
19
Assessment:
What I have Learned: 1. Gemeinschaft
2. Gesellschaft
1. Gemeinschaft 3. Suburban
Gesellschaft 4. Social space
5. Urban
2. Urban
6. Public sector
Rural 7. Global community
Sub-urban 8. Rural
9. private sector
3. Geographic
10.Volunteer Sector
4. virtual 11.local community
12.community sector
13.for benefit sector
What’s More: What I Know:
A.
1. Rural
1. Urban
2. Urban Buildings
3. Local community 2. Suburban
City
4. Gemeinshaft 3. Rural
5. Voluntary sector Country
B.
6. Social space
7. F
7. Private sector 8. T
8. Suburban 9. T
10. F
9. For benefit group 11. T
10.Community sector 12. T
13. T
14. T
15. T
Answer Key
20
Competencies. Community Engagement Solidarity and Citizenship
Department of Education - Philippines. 2020. Most Essential Learning
Guide. Community Engagement Solidarity and Citizenship
Department of Education - Philippines. 2016. K to 12 Senior High School Curriculum
1st ed. Manila: Diwa Publishing House Inc., pp.52-54.
Abenir, M. and Alipao, F., 2016. Community Engagement, Solidarity and Citizenship.
References
What’s In?
Really a small area
Usually open spaces and fields
Rural population numbers are lower than the other area
Always a great place to fish or hike
Like going out for shopping? You need to travel to a town nearby
Usually a large population so it can be noisy
Residents can take buses or taxis to work
Buildings are close by one another so sometimes people walk
Apartments are a popular place to live so the buildings are tall
Nightlife is busy because you can go to movie, theaters and restaurants
Sometimes the neighborhood families play games and do activities together
Unlike an urban area the population is smaller but not as small as rural area
Best of both worlds, not too small and not too big
Unique because it has a small town feel but it still has many goods and
services offered
Really good for people that like some noise but not a constant noise
Buildings are mainly home and some businesses
A lot of people live here and drive to the cities nearby to their jobs
Not quite as busy as the urban area at night but there are somethings to do
Answer Key
For inquiries or feedback, please write or call: