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1.1 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of Appendices For DLPs - Class F PDF
1.1 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of Appendices For DLPs - Class F PDF
1.1 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of Appendices For DLPs - Class F PDF
COMMUNITY ENGAGEMENT,
SOLIDARITY, AND
CITIZENSHIP
The compendium of DLPs and resource materials was collaboratively developed and
reviewed by educators of Region III HUMSS Teachers (Class F) during the
Mass Training of Senior High School Teachers
May 4 – 24, 2017
San Fernando City, Pampanga
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) i
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
INTRODUCTION
The Department of Education, in its continuing effort to uphold the vision and
mission of the K to 12 Program, particularly the Senior High School (SHS) conducted the
Mass Training of Teachers as stated in the Regional Memorandum no. 43 series 2017 to
further equip the SHS teachers with the needed skills, knowledge, expertise and most of
all confidence in developing lifelong learners and preparing graduates for tertiary
dedication, passion and skills felt the need to collaborate and produce teaching guides
specifically DLPs (Daily/Detailed Lesson Plans) with appendices and enhanced with
varied methodologies and strategies patterned to the interest and personality of the
millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This
will aid teachers in facilitating activities and questions as well as to understand the
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) ii
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
THE CONTRIBUTORS
It is with pride and honor to present to the Department of Education Region III the
Compendium of Daily Lesson Plans (DLPs) and Resource Materials in
as output of
18-day Mass Training of Senior High School Teachers for HUMSS-C
held on May 4-24, 2017 at Orotel, City of San Fernando, Pampanga.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) iii
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
TABLE OF CONTENTS
INTRODUCTION………………………………………………………………………………………………………ii
THE CONTRIBUTORS………………………………………………………………………………………………iii
BUDGET OF WORK………………………………………………………………………………………………….v
THIRD QUARTER
Chapter 1:
Concepts and Perspectives of Community…………………………………………………………..1
Chapter 2:
Community Action…………………………………………………………………………………………………10
Chapter 3:
Core Values and Principles of Community Action Initiatives…………………………….31
FOURTH QUARTER
Chapter 4:
Methodologies and Approaches of Community Actions and Involvements
Across Disciplines……………………………………………………………………………………………………40
Chapter 5:
Community Action Initiatives: Field Practicum……………………………………………………57
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) iv
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
BUDGET OF WORK
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) v
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) vi
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendices
in
Community
Engagement,
Solidarity, and
Citizenship
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 1
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
APPENDICES
REVIEW
Presentation of Homework: SOCIAL MAPPING. Learners will present their maps and make
conclusions based on their observations about the dynamics that exist in their communities.
Teacher asks 2 or 3 students to answer the following question:
a. Where do you belong along these groups?
b. Ten years from now, where would you be on these groups
Appendix A.1.3.2
REVIEW
Presentation of Homework: Learners will present their community pictures in PowerPoint.
They will individually describe in 2-3 sentences the pictures.
Appendix A.1.4.3
DEVELOPING MASTERY
I. TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is
not.
II. IDENTIFICATION. Identify what is being asked in each statement. Write your answer on the space
provided.
_________________ 1. It is defined as collection of people in a geographical area.
_________________ 2. It is the study of society and social interactions.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 2
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
A.
_______ 1. Pertains to highly industrialize communities.
_______ 2. Consists of agricultural lands, also referred as pre-industrial communities.
_______ 3. A densely populated area usually crowded and has dirty run-down housing.
_______ 4. An area of land that has been divided on smaller areas on which houses were
built.
_______ 5. Refers to the social standing of an individual.
B.
a. Slums
b. Urban
c. Social Status
d. Rural
e. Subdivision
f. Community
Appendix A.2.1.1
Community Song
Process Question/s:
a. What is the message of the song? (Presentation of the competencies.)
Appendix A.2.1.2
Song analysis (Magkaisa)
Process Question:
a. How can you relate the song to our activity?
Values Integration: Unity
Discussion of saying and a bible excerpt.
a. “Together we stand, Divided we fall.” John F. Kennedy
b. “As a body is one though it has many parts and all the parts of the body
c. Though many are one body, so also as Christ.”1 Corinthians 12:12
d. Each part of the body is unique and important. Like us each of us is unique and our
uniqueness can help strengthen our community.
Appendix A.2.2.3
MOTIVATION
Song analysis ( Mabuting Pilipino by Noel Cabangon)
a. What is the message of the song?
b. Based on the song what are the characteristics of a good citizen?
c. Do you possess these characteristics?
Appendix A.2.3.4
DISCUSSION
PROCESSING QUESTIONS:
a. Why do you think these show socio-political structure, cultural structure, economics
structure?
b. Is it possible that these elements of the community create differences in the lives of the
people in the community? How? And Why?
c. Do these pictures contribute to the development of society?
d. Do you think these elements can exist on their own without the others?
PowerPoint Presentation:
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 3
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 4
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix A.2.4.5
MOTIVATION
Concept Sketches Activity
A picture/sketch is shown and let the student give short statements that describe the
processes, concepts, and interrelationships shown in the sketch.
Appendix A.2.4.6
DISCUSSION
Teacher presents the topic by using power point presentation
And elucidate the topic about community power and its importance, leadership and types of
leadership. (Reciprocal Questioning)
PowerPoint Presentation:
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 5
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix A.3.2.1
Review
Before going into today’s discussion, the class will go back to the previous lesson through the
use of pictures prepared by the teacher.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 6
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix A.3.2.2
Motivation
The students will view a video presentation regarding the composition of a community.
After viewing the presentation, teacher will ask:
a. What composes the community?
b. How do they work?
c. Do they help one another for the purpose of co-existence?
http://m.youtube.com/watch?v=pkrQzmGMsg0
Appendix A.3.2.3
Rubric 1
RUBRICS FOR WRITTEN WORK (ESSAY)
RAW SCORE INDICATORS
5 Write the essay nicely and it has appropriate content related to the topic.
2 Incomplete work.
Rubric 2
CRITERIA 1 2 3 4
includes typed includes typed includes missing
final, prewrite or final, prewrite or typed final, prewrite/outline,
outline, marked outline, marked prewrite/ outline, draft or Works
draft, & Works draft, & Works draft, & Works Cited; insufficient
Format Cited in Cited in Cited, but editing of draft or
prescribed format prescribed insufficient editing outline;
format of draft; several numerous errors
errors in in format
prescribed format
writing shows writing shows writing shows writing shows
unusual insight strong, clear adequate little or no
Understandin
understanding understanding understanding but understanding of
g of literature/
may be too text
texts
general or
superficial
presents fresh presents an presents a clearly poorly defined or
thesis in an effective thesis defined thesis, but inconsistent
original manner and developme the development
Idea while displaying nt using a development is of thesis that
Development unusual insight consistent, too general or may displays little
careful manner not be marked by insight
incorporating e independent
xamples thought
more than adequate/some inadequate/severa inadequate/nume
adequate/correct errors in MLA l errors in MLA rous errors in
Text Support MLA format; format; format; some MLA format;
smooth generally faulty embedding ineffective
embedding smooth embedding
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 7
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
embedding
Appendix A.3.3.4
MOTIVATION
The learners will be given a puzzle activity which is entitled as FIT IT RIGHT! Wherein, students will
be divided into three groups and each group will need to put puzzle pieces as fast as they can.
Note: Each group puzzle will form a picture showing Rural, Urban and Suburban Community. (5
mins.) The learners will give his/her observation regarding the puzzle they made.
Appendix A.3.3.5
ABSTRACTION
Collaborative Learning with teacher
Group the class into 3 groups:
Discuss the following questions:
1. Discuss what is the difference between rural and urban/suburban, global and local
community?
2. Give example about rural, urban/suburban, global and local community.
Note: Each group will be given 2-3 minutes to present their output then the teacher will
discuss the comparison and difference between the types of community based on
sociological theories and perspective. Likewise, teacher will give input including;
A. Types of Community
Rural – consist of agricultural lands, also referred as pre-industrial communities.
Urban – pertains to highly industrialize communities.
Sub-urban – relating to or characteristic of or situated in suburbs.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 8
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix A.3.4.6
UNIT TEST
I. TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is
not.
_____ 1. Community is a collection of people in a particular territory.
_____ 2. Collection of people is always synonymous with community.
_____ 3. The daily operations in the community constitute to a feeling of isolation.
_____ 4. Society is another term for community.
_____ 5. Being a part of a community develops a sense of belongingness among individuals.
II. IDENTIFICATION. Identify what is being asked in each statement. Write your answer on the space
provided.
_________________ 1. It is defined as collection of people in a geographical area.
_________________ 2. It is the study of society and social interactions.
_________________ 3. An element of a community which pertains to a geographical area which
pertains to a geographical area which can be under the jurisdiction of the
government.
_________________ 4. It is the study of man.
_________________ 5. It is defined as an established organization.
III. MATCHNG TYPE. Match column A to Column B. Write the letter of your answer on the space
provided.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 9
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendices
in
Community
Engagement,
Solidarity, and
Citizenship
Community Action
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 10
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
APPENDICES
B. COMMUNITY ACTION
Week 4
Appendix B4.1.1
Video URL
Warm up: RePLAY, ReLIVE, ReCREATE - Community Engagement through Sports
Link: https://www.youtube.com/watch?v=kI_6quF_sJ4
Appendix B4.1.2
Performance Task Rubric
Group:
Task:
Exceptional Admirable Acceptable Attempted
Criteria Weight
(100% - 80%) (79% - 51%) (50% - 31%) (30%)
(10) Factual (8) Factual (5) Factual (3)
information is information is information is Information is
accurate mostly somewhat inaccurate
Understanding
50% (10) Indicates accurate accurate (3)
of Topic
a clear (8)Good (5) Fair Presentation
understanding understanding understanding is off topic
of topic of topic of topic
(10) Accepts (8) Accepts (5) Unwilling to (3) Group
ideas of most ideas compromise does not work
others; able to without (10) Few together
compromise negative members (6) One
(20) All comments; contribute person does
Cooperation 20%
members able to all the work
contribute compromise
(15) Some
members
contribute
(10) Shows (8) Shows (5) Unsure of (3) Portrayal
confidence some responsibility stalls
(10) confidence (5) Somewhat (3) Lacks
Informative (8) Presents informative information
(10) some (5) Engages (3) Audience
Entertaining; information audience bored
engages (8) Engages intermittently (3) Mumbles
Presentation 30% audience audience (5) Hard to (3) Body
(10) Speaks (8) Can be hear language is
loudly and heard (5) Some lacking;
clearly (8) Some use movement inappropriate
(10) of body
Appropriate language
use of body
language
Comment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Task Score ___________ x (.10) = Final Score ________________
Evaluator:
____________________________
____________________________
Appendix B4.2.3
Balloon Frenzy
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 11
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Introduction: As students work to keep balloons from touching the ground, they will recognize the
importance of collaboration in achieving goals. They will experience negative change and identify the
feeling of being overwhelmed. This activity will help them understand that success often depends on the
help we receive from others.
Materials:
Enough filled balloons for each member of the group to have at least two balloons.
Activity:
To begin, hand each student one filled balloon, and ask them to wait for instructions. Gather the
remaining balloons into a pile for you and other facilitators to add to the game later.
Note: There should be enough student facilitators in the room to observed the game and identify when a
balloon touches the ground.
Tell students the goal of the game is to keep the game going as long as possible. To keep the game
going. They must keep all of the balloons in the air. Students can use any part of their body during play,
but once a balloon has touched the ground they are not to pick it up. Students can assist or receive help
from other students to keep their balloons in the air. IF a student’s balloon touches the ground, they can
assist their classmate in keeping his/her balloon in the air. IF five balloons in the group touch the ground,
the game is over.
Begin the game. After a short time, you and the other facilitators should add another balloon for each
student. Remind students that the goal is to keep all of the balloons in the air. If the student drops a
balloon, remind them not to pick it up.
Appendix B4.2.4
Essay Assessment Rubric
Needs
Performance Excellent Good Unacceptable
Improvement
Areas 10 - 7 6-4 1-0
3-2
Essay has a Central idea is Unable to find Essay had no
specific central vague; somewhat specific central idea or
Content / idea that is clearly sketchy and non- supporting details; supporting details.
Development stated in the supportive to the more than 4 errors
opening topic; lacks focus. in information.
paragraph.
Essay is logically Essay somewhat Central point and Ideas were
organized and digresses from the flow of essay is unorganized and
well-structured central idea; ideas lost; lacks vague; no
displaying a do not logically organization and particular flow was
Organization
beginning, a boy follow each other. continuity. followed.
and a conclusion.
Critical thinking
skills are evident
Writing is smooth, Sentences are Lacks creativity Writing is
coherent, and varied and and focus. confusing, hard to
consistent with the inconsistent with Unrelated word follow. Contains
central idea. central idea, choice to central fragments and/or
Style
Sentences are vocabulary and idea. Diction is run-on sentences.
strong and word choices. inconsistent. Inappropriate
expressive with diction.
varied structure.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 12
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Diction is
consistent and
words well
chosen.
Written work has Written work is Written work has Written work has
no errors in word relatively free of several errors in serious and
selection and use errors in word work selection persistent errors
sentence selection and use, and use, sentence in word selection
Mechanics structure, spelling sentence structure, spelling, and use, sentence
punctuation and structure, spelling, punctuation, and structure, spelling,
capitalization punctuation, and capitalization (3-4 punctuation, and
capitalization error) capitalization.
(1-2 errors)
Appendix B4.3.5
Citizenship
Introduction: While many people may take citizenship for granted, anyone need only turn on the news to
see just how important it is. This lesson plan will help make sure your students understand not only
citizenship, but also their role in civil society.
Materials:
Cartolina or Manila paper and Marker for the student output.
Activity:
Have each group come up with their own list of rights and responsibilities for citizens. Then discuss
among the class.
Now let's focus more on civil society. Have your students break into smaller groups this time, around 2-3
people per group.
Have students generate a list of civil society activities that they have been involved in or would like to
participate in. Once their list is generated (each group should have at least contribution per student), have
students choose which civil society activity they believe would be the most beneficial to their community.
Once their group choice is made, have students research how they might participate in said activity in
their own community. For instance, if students decide their community would benefit from a soup kitchen,
have them research volunteer opportunities in your town/city.
Have students share with the class their choice of activity and what kind of opportunities exist in the
community to meet that need.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 13
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix B4.3.6
Citizenship
TRUE OR FALSE
_________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in the
Philippines.
Answer: False
_________2. Filipino citizenship can be lost if the person is naturalized in another country.
Answer: True
__________3. Filipino citizenship cannot be lost or taken away
Answer: False
__________4. Foreigners can acquire Filipino citizenship through the process of Naturalization.
Answer: True
__________5. Citizenship is when a person who is entitled to the rights and protections afforded by a
state and owes the state certain duties,
Answer: True
Appendix B4.4.7
Summative Assessment
A. Read the following questions carefully. Then, choose letter of your answer in your paper.
True or False
__________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in
the Philippines. *false
__________2. Filipino citizenship can be lost if the person is naturalized in another country. *true
__________3. Filipino citizenship cannot be lost or taken away. *false
__________4. Foreigners can acquire Filipino citizenship through the process of Naturalization.
*true
__________5. Citizenship is when a person who is entitled to the rights and protections afforded
by a state and owes the state certain duties. *true
Enumeration
1. Give five (5) example of duties and responsibility of a Filipino citizen?
2. Give four (4) example of civic communities?
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 14
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Week 5
Appendix B5.1.1
Triple Venn Diagram
Differences:
A - Community Engagement
B - Solidarity
C - Citizenship
Similarities:
D - Community Engagement and Citizenship
E - Community Engagement and Solidarity
F - Solidarity and Citizenship
Appendix B5.1.2
Texts for Group Activity
Group 1: Self-Involvement to Community Engagement
People can get involved in many ways--here are just a few:
Get involved in planning processes like creating goals or defining the problem
Donate money or help out with a fundraising effort
Volunteer to staff the office, answer phones, put together mass mailings, or make phone calls
Doing research, writing grant proposals, or handling correspondence
Attend public events like rallies, community hearings, or fundraising events
Serve on committees that focus on specific problems or activities
Take leadership roles in a community partnership
Source: Community Tool Box (2016). Section 7. Involving People Most Affected by the Problem.
Retrieved 10 May 2017 from http://ctb.ku.edu/en/table-of-contents/participation/encouraging-
involvement/involve-those-affected/main
Appendix B5.1.3
Inputs of the Teacher
COMMUNITY PARTICIPATION
Concepts concerning community participation offer
one set of explanations as to why the process of
community engagement might be useful in
addressing the physical, interpersonal, and cultural
aspects of individuals’ environments. The real value
of participation stems from the finding that
mobilizing the entire community, rather than
engaging people on an individualized basis or not
engaging them at all, leads to more effective results
(Braithwaite et al., 1994). Simply stated, change "...
is more likely to be successful and permanent when
the people it affects are involved in initiating and Source: https://www.quotemaster.org/leadership+model#&gid=1&pid=8
promoting it" (Thompson et al, 1990, p. 46). In other
words, a crucial element of community engagement
is participation by the individuals, community-based organizations, and institutions that will be affected by
the effort.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 15
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
This participation is "a major method for improving the quality of the physical environment, enhancing
services, preventing crime, and improving social conditions" (Chavis et al., 1990,
p.56). There is evidence that participation can lead to improvements in neighborhood and community and
stronger interpersonal relationships and social fabric
(Florin et al., 1990). Robert Putnam notes that
social scientists have recently "...unearthed a wide
range of empirical evidence that the quality of public
life and the performance of social
institutions...are...powerfully influenced by norms
and networks of civic engagement." Moreover,
"researchers in...education, urban poverty,...and
even health have discovered that successful
outcomes are more likely in civically engaged
communities" (Putnam, 1995, p.66). For example,
Steckler’s CODAPT model, for "Community
Ownership through Diagnosis, Participatory
Planning, Evaluation, and Training
(for Institutionalization)," suggests that when
community participation is strong throughout a
program’s development and implementation, long-
term program viability, i.e., institutionalization, is
more likely assured (Goodman et al., 1987-88).
The community participation literature suggests
that: Source:
· People who interact socially with neighbors are https://www.pinterest.com/pin/488288784575981479/
more likely to know about and join voluntary
organizations.
· A sense of community may increase an individual’s feeling of control over the environment, and
increases participation in the community and voluntary organizations.
· Perceptions of problems in the environment can motivate individuals (and organizations) to act to
improve the community (Chavis et al., 1990).
"When people share a strong sense of community they are motivated and empowered to change
problems they face, and are better able to mediate the negative effects over things which they have no
control," Chavis et al., (1990, p. 73) write. Moreover, "a sense of community is the glue that can hold
together a community development effort" (Chavis et al., 1990, p. 73-74). This concept suggests that
programs that "...foster membership, increase influence, meet needs, and develop a shared emotional
connection among community members" (Chavis et al.,1990, p. 73) can serve as catalysts for change
and for engaging individuals and the community in health decision-making and action.
Main Source:
Community Engagement: Definitions and Organizing Concepts from the Literature. Retrieved from
http://chl.berkeley.edu/images/stories/conference/f6%201%20community%20engagement%20-
%20definitions%20and%20organizing%20concepts.pdf
Appendix B5.1.4
Rubrics for Group Presentation
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 16
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix B5.1.5
SWOT Analysis Matrix
B. Description (1 to 2 sentences)
________________________________________________________________________________
______________________________________________________
________________________________________________________________________________
______________________________________________________
________________________________________________________________________________
______________________________________________________
Strength/s
Weakness/es
Opportunity/ies
Threat/s
Appendix B5.1.6
Rubrics for Photo Essay 1
Criteria 4 3 2 1 Remarks
Provides unique Some unique Interesting No evidence
and interesting aspects elements of unique or
Creativity approach to evident which support the interesting
subject in the add to story story elements that
photography, message. message, but connect to the
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 17
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Note: This is the rubric if the student does not take photos of their own.
Appendix B5.1.7
Rubrics for Photo Essay 2
Note: This is the rubric if the student takes photos of their own.
Judging Criteria:
• Creativity is the original, fresh, and external expression of the imagination of the maker by using the
medium to convey an idea, message or thought. Compelling essays evoke laughter, sadness, anger,
pride, wonder or another intense emotion. The use and control of light to create dimension, shape, and
roundness in an image or the way the creator uses words to express thoughts and emotions can be
considered.
• Storytelling refers to the Essay's ability to evoke imagination, create a feeling, tell a story, or visually
illustrate an idea. The images should tell the story in a visual way creating interest by capturing the
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 18
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
moment. Images can better illustrate the story and keep the viewer's interest with variety, angles,
lighting, color, etc.
• Writing should be creative using proper technique and mechanics. The writing should evoke the
emotion and wonder of the reader leaving them to want more by the time they reach the end. Does the
story have a conflict, a climax, and an end?
• Photography includes impact, creativity, technical excellence, composition, lighting, style, color, and
storytelling. The photos should provide variety, interesting angles, imagination, and properly illustrate
the story being told.
Retrieved from:
http://projects.kydataseam.com/photojournalism/CommunDetails_files/photoessayrubric.pdf
Appendix B5.2.8
Images for Photo Analysis
Appendix B5.2.9
Paper and Pencil Test
Direction. Identify to which kind of solidarity each item falls under. Choose the letter of the correct answer
in the box.
_______1. We are called to be a rich expression of that love and solidarity and a witness
of the same to the world and put aside all the differences and remember that
a family will always stand behind one another in any circumstance.
_______2. It is the recognition of the common fatherhood of God and brotherhood in
Christ that will ensure the realization of this important principle.
_______3. This yields a healthy society, a thriving economy, and care for those on the
margins, and structures that protect the family.
_______4. This fully achieved when the reciprocal differences of men and women are
seen as an affirmation of the equal dignity of each person.
Appendix B5.3.10
CITIZEN’s SOCIAL PARTICIPATION
1. Community Activists: Work with others on local
problems, form a group to work on local problems, active
membership community organizations, contact officials on
social issues.
2. Apathetic Inactive: no participatory activity, not even
voting.
3. Passive Supporters: vote regularly, attends patriotic
parades, pay all taxes but don’t indulge in social projects.
4. Protesters: Join in public street demonstration, protest
vigorously if a government does something morally wrong,
attend protest meetings, or refuse to obey unjust laws.
5. Communicators: Keep informed about the state of the
nation, engaged in discussions, write letters to newspaper
editors, send support or protest messages to national and
local leaders.
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Appendix B5.4.11
Dear Student,
This survey intends to determine your initial level of involvement as students in community
engagement.
In view of this, your utmost honesty, cooperation, and participation by answering all the items the
needed information in this questionnaire are hereby requested. Rest assured that your answers will be
treated confidentially and will be used solely for enriching the lesson.
Your cooperation will be highly appreciated.
Truly yours,
_______________________
Teacher
Indicators Scale
1. Make important networking contacts 5 4 3 2 1
2. Learn or develop skills 5 4 3 2 1
3. Teach your skills to others 5 4 3 2 1
4. Enhance your résumé 5 4 3 2 1
5. Gain work experience 5 4 3 2 1
6. Build self-esteem and self-confidence 5 4 3 2 1
7. Improve your health 5 4 3 2 1
8. Meet new people 5 4 3 2 1
9. Feel needed and valued 5 4 3 2 1
10. Express gratitude for help you may have received in the past from an organization
5 4 3 2 1
11. Communicate to others that you are ambitious, enthusiastic and care about the
5 4 3 2 1
community
12. Make a difference in someone’s life 5 4 3 2 1
13. Improves the likelihood you’re your children will volunteer as an adult 5 4 3 2 1
14. Other ________________________ 5 4 3 2 1
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Indicators Scale
1. Politics 5 4 3 2 1
2. Energy / Environment 5 4 3 2 1
3. Advocacy 5 4 3 2 1
4. Education 5 4 3 2 1
5. Health Care 5 4 3 2 1
6. Housing / Homeless 5 4 3 2 1
7. Veterans 5 4 3 2 1
8. Children 5 4 3 2 1
9. Animals 5 4 3 2 1
10. Conservation 5 4 3 2 1
11. Safety and Security 5 4 3 2 1
12. Other ________________________ 5 4 3 2 1
Indicators Scale
1. Computer literate 5 4 3 2 1
2. Typing 5 4 3 2 1
3. Sales 5 4 3 2 1
4. Construction 5 4 3 2 1
5. Teaching 5 4 3 2 1
6. Proficient in American Sign Language 5 4 3 2 1
7. Engine Repair 5 4 3 2 1
8. Management 5 4 3 2 1
9. Artistic 5 4 3 2 1
10. Athletic 5 4 3 2 1
11. Cooking 5 4 3 2 1
12. Other ________________________ 5 4 3 2 1
Indicators Scale
1. No crowds/ loud noises 5 4 3 2 1
2. Accessibility 5 4 3 2 1
3. Medical Needs – equipment, medicines, etc. 5 4 3 2 1
4. Stamina 5 4 3 2 1
5. Other ________________________ 5 4 3 2 1
* Adapted from “Making a Difference: How to Become and Remain Active in Your Community”. Retrieved
from http://www.state.sc.us/dmh/client_affairs/volunteer_guide.pdf
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Appendix B5.4.12
Graffiti Wall Template
Source: http://www.istockphoto.com/photo/white-stone-brick-wall-gm517850584-8969321
WEEK 6
Day 1
Appendix B6.1.1 – Graphic Organizer
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Appendix B6.1.3
Day 2
Appendix B6.2.4 Rubrics for Essay
Day 3
Appendix B6.3.5 Paper Tower Building
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Day 4
Appendix B6.4.7 Rubrics for Presentation
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Week 7
Day 1
Appendix B7.1.1 The Puzzle
Appendix B7.1.3
The Importance of Solidarity
(Graham’s Grumbles)
It’s certainly true that when Solidarity goes wrong, it usually ends in patronisation or some kind of
corruption. If I say I’m acting in Solidarity with the First Nations most directly affected by Tar Sands, by
way of an example, am I first and foremost asking them what they think the priorities are? There is room
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for initiative, but to show solidarity, one must meet as equals and listen. There is Solidarity with those
closest to me, but this is merely helping out my friends; to misquote Jesus, even the Tories do that!
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.
DAY 2
Appendix B7.2.4
CHARACTERISTICS OF SHORT AND LONG TERM COMMUNITY ACTION INITIATIVES
FEEDING
PROGRAM DISASTER MANAGEMENT
Generally speaking, short-term projects take a few hours, days or weeks to complete. Long-term projects
take months or even years to finish. Typically, companies require more documentation and infrastructure
for longer-term efforts. Decisions about project governance usually depend on budget, resources
required, business impact, and the scope the project. Effective project managers start by assessing the
project need and determining how much time is needed to meet the desired outcomes.
Budget
Short-term projects typically require less money to complete than long-term efforts. An exception might
occur for a short-term disaster recovery effort or other unplanned event that requires immediate, all-out
attention. Because short-term projects typically cost less, they usually require fewer approvals to get
started and completed. Short-term project leaders may simply keep track of expenditures in a
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spreadsheet, while larger, more complex projects might require the use of more sophisticated accounting
software packages to track and monitor forecasting and spending.
Resources
The number of resources required for a short-term project typically depends on the type of product or
service being developed. Short-term projects usually require specialized expertise. For example, you
might institute a short-term project to analyze a recurring product problem and devise a solution. Large,
complicated T development projects typically require numerous resources over the course of the project
life cycle to initiate, plan, execute, control, and close the project.
Impact
Short-term projects typically have a limited impact. You may initiate a project to handle a specific problem
or react to a situation. Once the problem is solved, the project team disbands. Longer-term projects tend
to have a larger impact on the business, community or employees. For example, you might institute a
long-term project to analyze complex problems and make sweeping changes that affect your entire
company. Project team members typically commit to working on the project for the duration of the effort.
This ensures consistency and continuity.
Scope
Long-term projects tend to be complex. Project plans describe multiple objectives, business needs and
interdependent requirements. Long-term projects may be divided into smaller projects to make them more
manageable and to produce more immediate results. Short-term projects typically focus on a single goal.
Evaluating short-term projects requires less effort and analysis than larger projects. Your company may
require a formal scope statement for projects that last more than a month. Establishing this type of
governance ensures that the number of features and requirements of the project is documented early on
to prevent miscommunication, misunderstandings and cost overruns later.
Day 3
THE INFOGRAPHICS
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Appendices
in
Community
Engagement,
Solidarity, and
Citizenship
APPENDICES
Appendix C 8.1.1
The learner will watch video clip about human rights.
https://www.youtube.com/watch?v=OwTeqyxOxo4
Appendix C 8.1.2
ABORTION ISSUES
An issue of abortion is that of mandatory
notification and consent. Some believe that a RIGHT TO LIBERTY
pregnant minor should not be allowed to abort THE RIGHT TO BE FREE,HUMAN
her pregnancy without the consent of a parent or RIGHT(LAW)ANY BASIC RIGHT OR FREEDOM
guardian.
TO WHICH ALL HUMAN BEINGS ARE ENTITLED
Likewise, some believe that consent of the
woman's husband or the child's biological father AND IN WHOSE EXERCISE A GOVERNMENT
should be required. MAY NOT INTERFERE(INCLUDING RIGHTS TO
Not only is it unfair to the unborn child, but it LIFE AND LIBERTY AS WELL AS FREEDOM OF
could be unfair to the father who might want to THOUGHTS.
have the baby.
Right to property
property rights refer to the theorotical and legal
ownership of specific property by individuals and
the ability to determine how such property is
used…in economics,property rights form the basis
for all market exchange,and the allocation of
property rights in a society affects the efficiency
of resource use.
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Appendix C 8.2.3
Listen to the song “Ang Bayan Ko”
Learners answer the questions.
1. What is the message of the song?
2. What basic right is stressed in the song?
https://www.youtube.com/watch?v=PCJHq9iDr1k
(5 minutes)
Appendix C 8.2.4
Mapping Human Rights in Our Community
Overview
Participants work cooperatively to create a map of their community and identify the rights associated with
each major institution.
Time: 1 hour (but could extend over several days)
Materials: Art supplies, chart paper
Copies of the UDHR, complete or simplified version
Setting: Elementary school - Adult groups
Procedure
1. Divide participants into small groups and ask them to draw a map of their town (or neighborhood in the
case of larger communities). They should include their homes, major public buildings (e.g., parks, post
office, city hall, schools, places of worship) and public services (e.g., hospitals, fire department, police
station) and any other places that are important to the community (e.g., grocery stores, cemetery,
cinemas, gas stations).
2. When the maps are complete, ask participants to analyze their maps from a human rights perspective.
What human rights do they associate with different places on their maps? For example, a place of
worship with freedom of thought, conscience, and religion; the school with the right to education; the
post office with the right to information, to privacy, and to self-expression. As they identify these rights,
they should look up the relevant article(s) in the UDHR and write the article number(s) next to that
place on the map.
3. Ask each group to present its map to the whole group and summarize its analysis of human rights
exercised in the community.
Did any parts of your map have a high concentration of rights? How do you explain this?
Appendix C 8.3.5
A Human Rights Tree
Overview
Participants work cooperatively to create an image that helps to define human rights and human needs.
Time: 10+ minutes
Materials: Art supplies, chart paper
Setting: Elementary school - Adult groups
A good follow-up or alternative to Activity 1, Human
Links:
Beings/Human Rights
Procedure
1. Ask participants, working in small groups, to draw a tree on large chart paper.
Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that they
think all people need to live in dignity and justice.
A human rights tree needs roots to grow and flourish. Give the tree roots and label them with the
things that make human rights flourish. For example, a healthy economy, the rule of law, or
universal education.
2. When drawings are complete, ask each group to present its tree and explain its reasons for the items
they have included.
Going Further
1. Match the fruits, leaves, and branches with articles of the Universal Declaration of Human Rights and
write the number of the article next to each item.
2. Display these trees in the classroom or in public places.
3. Identify rights concerns that are of particular concern to you and your community.
Source: Amnesty International-Austria
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Appendix C 8.3.6
Appendix C. 8.3.7
The learners will answer the following with the phrases: “in every case”, in most cases”, and “in some
cases”.
1. Killing is wrong.
2. All people should be treated equally.
3. All people have the right to medical help if they are ill.
4. All people have a right to education.
5. People should be allowed to travel and leave the country if they wish.
Answer Key:
1. In every case
2. In every case
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3. In every case
4. In every case
5. In some cases
Appendix C9.1.1
(Video Presentation)
DOES SOCIAL JUSTICE EXIST? The learner will guest what is the video all about. The learner will take
down note all the important details/ information from the video.
Appendix C9.1.2
GALLERY WALK
The learner will explain their answer in class base on how they understand the existence of social justice
and it’s important.
`
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Importance of Social
Justice
1.
2.
3.
Community
1.
2.
3.
Appendix C9.1.4
MODOFIED TRUE OR FALSE
Direction: TRUE OR FALSE Read and understand the statement below, write capital latter T if the
statement is true and write capital latter F if the statement is false. Write your answer in the
given space before the number.
___1. Social justice is the reasonable relationship between the individual and society.
___2. Practicing equal treatment to each and every one in a community is an example of existing social
justice.
___3. Enjoy being a wealthy man is a form of social justice.
___4. Giving alms to the poor for your political agenda is good practice of social justice.
___5. Having a productive community is the important of social justice.
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Appendix C9.2.6
Picture of Kilusan mayo Uno
Appendix C9.2.7
Film Clip of Violence against Children (0.41 secs) – https://www.youtube.com/watch?v+MjnAoCyLf5M
Appendix C9.2.8
Video Feed/News of Freedom from Debt Coalition (1.51 mins.)
- https://www.youtube.com/watch?v+SeuUCE6aWdl
Appendix C9.2.9
Activity: Dama ko! Sigaw ko!
Rubrics for Slogan Making
Appendix C9.2.10
Insert Slide Presentation of a man looking at a community
(The Teacher can make a Slide Presentation of the following:
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Appendix C9.3.11
ACT LIKE A MAN/ ACT LIKE A WOMEN ACTIVITY
Write down what might people Act Like A Man Jobs one would choose if
“say” or “do” if someone does not they acted like the
act like a man or woman as descriptions listed in the
defined in the middle column. middle column.
Appendix C9.4.13
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Appendix C10.1.2
Answer Key for the Summative Test:
1. T
2. T
3. T
4. F
5. T
6. T
7. Violence against Women
8. Freedom from Death Coalition
9. Participatory Development
10. Advocate
11. In every case
12. In every case
13. In every case
14. In every case
15. In some case
16-25. Essay (It’s up to the teacher based on the results of the rubrics)
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Appendices
in
Community
Engagement,
Solidarity, and
Citizenship
Methodologies and
Approaches of Community
Actions and Involvements
Across Disciplines
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APPENDICES
Appendix D11.1.1
_ (Project Title)_
Section: _______________
Group: ______________
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RATING:
TOTAL:
FINAL SCORE:
Evaluated by:
___________________ ____________________ _______________________
Evaluator #1 Evaluator #2 Evaluation#3
Noted by:
_______________________
Subject Teacher
Appendix D11.2.2
Elements of an Action Plan
1. Statement of what must be achieved – the goal or output
2. Activities that have to be followed to reach the objective or goal
3. Target date for completion or schedule for when each activity must begin/end
4. Identification of the organization/individual who will be responsible for each activity
5. Clarification of the inputs/resources needed to complete the task
6. Identification of indicators which will allow for measurement of progress towards the goals
Appendix D11.3.3
PERFORMANCE TASK
TOPIC: Partnership Building with Local Groups
Objective: The learners will be able to identify different groups with the community (i.e., community
based, government based, and faith based).
Day 1
Activity 1:
Part 1 (5 mins.)
1. Group yourselves into four (count 1-4);
2. Share/Identify local groups within your community as to community based, government based, and
faith based.
3. What beneficial do these groups contribute to the community?
a. Part 2 (2 mins. per group)
4. Present your work
Discussion:
1. What is the purpose of forming partnerships?
• To bring about more effective and efficient delivery of programs and eliminate any unnecessary
duplication of effort.
• To pool resources.
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Appendix D11.4.4
Activity
1. Stay in your group
Role: Youth advocate promoting unity among religious group, organizations and denominations.
Audience: Religious leaders of different denominations throughout the world.
Situation: There will be an International Conference of the different religious denominations organized by
the United Nations. The objective of this conference is to discuss Ecumenism, promote unity amidst
religious diversity and to end conflict brought about by different beliefs. As youth advocates your group
was invited to present the positive and negative effects of religion and to promote unity despite of having
religious diversity. You are tasked to do it using a compilation or narrative report or a picture slide
presentation consists of articles, photos and editorial coming from credible sources.
Product/ Performance: Narrative Report or Picture slide Presentation.
Standard:
Content 50%
Presentation 40%
Relevance 10%
---------
100%
CHECKRICS
NARRATIVE REPORT/ PICTURE SLIDE PRESENTATION
CONTENT 50%
The content was able to show detailed, reliable unbiased information about the positive
and negative effects of religion in an organized way. Through the presentation they were able to
promote unity amidst religious diversity.
Presentation 40%
They were able to provide all the requirements in the checklist.
Relevance 10%
All information provided are vital for the presentation and it promotes the value of unity.
Appendix D12.1.1
Sample
Community Profile Form
Put a check on the blank of your response or write the corresponding information needed.
Religion: __________________
Type of family
____ Nuclear ______ Extended ____ Single Parent
Family Income per month: ______ Php 2000 ______ Php 5000 ______ Php 8000
_____ Php 10000 _______ Php 15000 ______Php 16000 and above
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Appendix D12.2.2
Methodologies and Approaches of Community actions and involvements across Disciplines
- Needs Assessment
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I understand my learning
I take goals. I ask
responsibility questions
for my when I don’t
choices understand.
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c. How many people are affected by the problem and the severity of its effects
d. How feasible it is to address the issue
e. Possible impact and/or consequences of addressing the problem/goal
5. Describe the barriers and resources for addressing the identified issue(s), including:
a. Barriers or resistance to solving the problem or achieving the goal (e.g., denial or
discounting of the problem) and how they can be minimized (e.g., reframing the issue)
b. What resources and assets are available and how the group can tap into those resources to
address the issue
c. Community context or situation that might make it easier or more difficult to address this
issue
6. (Based on the assessment) Select and state the priority issue (or issues) to be addressed by
the group.
What are the things needed in each step?
The things needed in each step are community profile, survey for needs assessment and
priority issue presentation.
What would you do in each step?
In each step the following should be done: describe the make-up history of the community,
describe what matters to people/stakeholders, describe the barriers and resources and select
priority issue.
Why do we need to do a community needs assessment? How can a needs assessment help the
community?
A community needs assessment is needed to describe the condition of the community; identify
the major risk factors and their causes; and enable the identification of the actions needed to
address these.
Appendix D12.3.3
- Community Profile and Needs Assessment
How is community profile different from community needs assessment?
Community profile essentially answers the question, “Where is the community now?” and provides
baseline information on the present situation of the community like population and other unique
characteristics of the community. The information can then be used for planning purposes while
community needs assessment is a systematic process for determining and addressing needs or gaps
between current conditions or wants.
Appendix D12.3.3
Rubric
Essentials Score
Clarity - expressed the essay in an organized manner.
Literature review - identified the priority issue of the community based on the
community profile and needs assessment.
Significance of the topic/issue - selected the most priority issue of the community.
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B. Social Justice
1. My teachers teach us to become aware of injustices
occurring in society.
2. I am aware of my own power and privileges in society.
3. I am encouraged to question the authorities.
4. I am treated fairly regardless of my economic status or
sexual orientation.
5. My school is fair when identifying punishments for
students ‘misbehavior.
D. Participatory Development
1. I am inform that the PTA funds go to the school's
development projects
2. I always participate in Brigada Eskwela activities.
3. I frequently volunteer to community service at school.
4. I support my school's proper waste management
campaign.
5. I always observe proper usage of water and electricity in
school
E. Gender Equality
1. My teachers always favor the females in leading the
class.
2. According to my teacher, computer related courses are
intended for male students only.
3. The school authorities are very strict with the male
students' behavior.
4. There is a prescribed school uniform for male and female
in our school.
5. The school practices / promotes fairness to both male
and female students.
APPENDIX D12.4.4
5 Levels of Leadership
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Appendix D12.4.4
RUBRICS FOR GROUP ACTIVITY
RUBRICS
CRITERIA GROUP 1 GROUP 2 GROUP 3 TOTAL
CONTENT (5)
COHERENCE (5)
RELEVANCE (5)
MECHANICS (5)
Appendix D12.4
Participatory Action Planning
I. Rationale and Definition
Participatory planning is an urban planning paradigm that emphasizes involving the entire community in
the strategic and management processes of urban planning; or, community-level planning processes,
urban or rural. It is often considered as part of community development. Participatory planning aims to
harmonize views among all of its participants as well as prevent conflict between opposing parties. In
addition, marginalized groups have an opportunity to participate in the planning process. (Lefevre,
Pierre; Kolsteren, Patrick; De Wael, Marie-Paule; Byekwaso, Francis; Beghin, Ivan (December
2000). "Comprehensive Participatory Planning and Evaluation" (PDF). Antwerp, Belgium: IFAD.
Retrieved 2017-05-11)
II. The Need for Participatory Action Planning
1. Public distrust of planning based on past practices
Participatory planning is needed when there is public distrust of previous planning practice and/or
where new development may lead to significant conflicts. Research around the globe present
several examples where failures of traditional planning approaches and public distrust of planning
led to innovations and new forms of participatory planning. In South Africa planning had been part
of the apartheid system and so the need to reinvent a new form of planning was overwhelming. In
the Ephrata case study, a planning consultant was brought in as a mediator after litigants had
obtained a court order against the city's plan that had been adopted after a traditional process of
'public participation'. Therefore, public relations consultants have been hired to 'do public
outreach, run community meetings, provide public notices and informational items to get the
public involved'. This sounds less ambitious than many examples encountered in our research,
but the point remains that there is a perceived need to make a step-change from past practices.
2. Governments' desire to improve the co-ordination
Planning needs to change from a narrow, self-enclosed system of regulation to become a means
of delivering development that achieves broader objectives, social justice and other sustainable
development action initiatives. Planning needs to be about integration not about separation -
integration between public and private investment in an area, between different scales of
government and between different agencies. Thus there is a need to rethink the traditional
approach to consultation with stakeholders and other public agencies. It means moving from 'We
have a plan; what do you think about it?' to active integration of the aspirations and intentions of
other players into the preparation of the plan and its structures for implementation. This will
require engagement and negotiation to anticipate and reconcile differences, but it offers the
prospect of eventual shared commitment to the plan and to its implementation. Where conflicting
aspirations between planning and other institutions and agencies with sectoral responsibilities
threaten to block agreement, independent persons such as academics can play a valuable role
as 'informal' mediators in efforts to find consensus.
3. Respect to Grassroots Community
Planning practice needs to engage with the reality of diversity in today's society. This means
being aware of different cultures and ensuring that issues of diversity are addressed throughout
the planning process. Traditional public participation has often failed to do this. Participatory
planning is built around diversity, conflicting interests and the need to listen to the voices of
marginalised groups.
A recognition amongst governments and non-governmental organisations that sustainable
development requires consensus building and engagement with citizens.Grassroots involvement
and local participatory democracy are much more a part of a political culture while in other
country it is a non-political culture, a sense of resistance. Thus, there is a good deal of regional
variability in attitudes toward planning, government, and local activism. Planning is accepted
widely and there is an emphasis on grassroots participation and inclusivity.
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(http://www.chs.ubc.ca/archives/files/Participatory%20planning%20for%20sustainable%20develo
pment.pdf (pp36-42) Retrieved 2017-05-11)
III. Levels of Participatory Action Planning
WHAT ARE THE LEVELS OF PARTICIPATORY PLANNING?
There are a number of ways to consider participatory planning. As demonstrated in the
discussion above of advantages and disadvantages, this kind of process always presents, even at
best, a trade-off between efficiency and inclusiveness. Time pressure, the needs of the community, the
skills and experience of those participating, and the nature of the intervention, among other factors, all
help to dictate the actual shape of the planning process.
So what are the possibilities? Just how participatory do you want to be? David Wilcox, in his excellent
"Guide to Effective Participation," sets out the following as a model of the different possible levels of
participation:
1. Information - The least you can do is tell people what is planned.
2. Consultation - You offer a number of options and listen to the feedback you get.
3. Deciding together - You encourage others to provide some additional ideas and options, and join
in deciding the best way forward.
4. Acting together - Not only do different interests decide together what is best, but they form a
partnership to carry it out.
5. Supporting independent community initiatives - You help others do what they want - perhaps
within a framework of grants, advice and support provided by the resource holder.
Each of these levels may be appropriate in different circumstances, or with different groups,
although only at "deciding together" and above do they really begin to be fully participatory in the
sense that the term is used in this section. (http://ctb.ku.edu/en/table-of-contents/analyze/where-
to-start/participatory-approaches/main)
- http://www.aarp.org/content/dam/aarp/livable-communities/documents-
2015/AARP%20Action%20Planning%20Webinar%20on%20Age%20Friendly%20%20Communities%2
0v5.pdf
Supplementary sites:
- http://pdf.usaid.gov/pdf_docs/pdacu835.pdf
- http://tulsagrad.ou.edu/studio/turley/A%20Third%20Place%20Community%20Foundation%20Commu
nity%20Garden%20Park.pdf
- https://www.youtube.com/watch?v=wf_ummoKYWY
Appendix D13.1.1
The Resource Mobilization Cycle
A. Plan- including an assessment and design element;
B. Act- implementation;
C. Reflect- RM lessons learned.
Figure 1
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 49
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix D13.1.1
B. The Action or Implementation Phase
This phase is broken into a five- step process.
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix D13.2.1
REVIEW:
Directions (The parts of the cycle are cut prior to the lesson). Students will have to arrange the
cycle of resource mobilization and explain briefly.
Appendix D13.2.1
Motivation
Write examples for each type of resources
1.
2.
3.
4.
5.
6.
7.
Appendix D13.2.1
Resource Mobilization Hand-outs:
• Resource Mobilization is a process where we identify the Resources essential for the development,
implementation and continuation of works for achieving the organization’s mission.
• It is focused on the relationships with Resource Providers, the skills, knowledge and capacity for
proper use of resources.
Following this concept, we can say that Resource Mobilization is:
Just a means to the end.
A team effort
A set of accountabilities shared by everyone onboard
A management process that has no quick fixes
A management process that involves identifying people who share the same values as your
organization and taking the steps to manage that relationship.
RESOURCE MOBILIZATION is not just about FUNDS and RAISING FUNDS.
The Importance of Resource Mobilization
• Diversifies and expand resources
• Formulates an independent budget (fund),
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 51
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix D13.3.2
Motivation
If you are to go on a trip, what are the three important things that you will include in your luggage and
why?
APPENDIX D13.4.3
PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON
Directions: Arrange the jumbled words to be able to come up with a sensible word/words. Once it’s
done you have to look for the definition that best describes the word on the blackboard.
1.)
(ACTOR)
2.)
(GOAL)
3.)
(SOCIAL ORIENTATION)
4.)
(NORMATIVE ORIENTATION)
5.)
(ENERGY)
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix D13.4.3
DISCUSSING NEW CONCEPTS:
EVALUATION:
Appendix D14.1.1
REVIEW:
Let’s try to check what you remembered from yesterday’s lesson about social action. I want volunteers to
pick a picture and tell the class what the picture is all about.
Appendix D14.1.1
ESTABLISHING PURPOSE OF THE LESSON:
Watch the video taken from YouTube (https://www.youtube.com/watch?v=162AJojCNw8).
1. What is the video all about?
2. Do you agree with what the video is showing or saying? Why?
Appendix D14.1.1
Group 4 – 25-31
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Each group will have to answer the question “What are your basis or consideration in doing social action
in relation to community
DEVELOPING MASTERY
Appendix D14.1.1
EVALUATION
Rubrics for Essay:
www.ndia.org/about/Documents/WID_EssayRubric.pdf
Appendix D14.2.2
Discussion
A community is “A social, religious, occupational or other group sharing common characteristics
or interests and perceived or perceiving itself as distinct in some respect from the larger society within
which it exists; self-organized network of people with common agenda, cause, or interest, who collaborate
by sharing ideas, information, and other resources
A profile is description of someone or something of all the most important and interesting facts.
A community profile is a data sheet that records information on a broad range of factors (such as
environmental/natural features and management, socio-demographic characteristics, political and
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 54
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
economic structures, local institutions, economic activities and livelihoods, basic household and
community facilities, and social organization)
A community profile is a basic understanding of a community as a whole, information on
particular areas of interest (such as which local institutions might be important for household livelihood
strategies and need to be investigated in more depth)
Generalization
A community profile is a data sheet that records information on a broad range of factors (such as
environmental/natural features and management, socio-demographic characteristics, political and
economic structures, local institutions, economic activities and livelihoods, basic household and
community facilities, and social organization).
A community profile is done through the following steps: defining a community, finding for
relevant information from other organizations and collating them, looking for for information by yourself
and getting to know more of the community.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 55
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
D14.4.3
Rubric
Community Profile Grading Rubric:
Criteria for Your Paper Evaluation
Appropriate use of organization
Your profile will cover many aspects of your community. It will be
important to maintain a sense of organization as you move from an
introduction to your community, people perspectives of your
community, and issues confronting your community.
Interesting content
It is a common strategy to begin a profile with an attention getting
introduction.
Introduction and explanation of key issues within your
community
As part of this, assignment is bent towards helping you come up with
a topic for your needs assessment. Identifying controversies or
challenges facing your community will be one of the key features of
your profile. Issues should be adequately explained so someone
not of your community can understand them.
Demonstrate your ability to incorporate primary sources in a
coherent manner. Use proper lead-ins, a mix of paraphrase and
direct quotations, cite page numbers and authors include a works
cited section. Along with your two interview subjects, I am asking
you to provide statistical data on your community using a web or
print based source. Make sure this source is reliable.
5 = excellent document in all key aspects – some slight room for improvement.
4 = good; some aspects of the analysis might be excellent, others will be good. Room for improvement.
3 = acceptable completion of the assignment. No major problems, but room for improvement.
2 = a major aspect of the assignment has not been completed. Elements of the assignment might be
quite good, but with unsatisfactory completion of certain elements, the assignment will remain a D.
1 = incomplete assignment because page length was not met, not completed.
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendices
in
Community
Engagement,
Solidarity, and
Citizenship
Community Action
Initiatives: Field Practicum
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
APPENDICES
Most students
Students exhibit Students exhibit on- Students exhibit on-
On Task exhibit on-task
on-task behavior task behavior some task behavior
Behavior behavior most of the
inconsistently of the time. consistently.
time.
Students complete a
With assistance,
clear and logical
With assistance, students are able to Students complete a
sequence of steps.
students have sequence steps. sequence of steps.
Complete task with
Group difficulty Rush to complete Complete task on
form and reflection
Structure and sequencing task. Division of time. The leader
and revision.
Functioning steps. Task is not tasks and assigns
Members volunteer
completed on responsibilities if responsibilities and
to take
time. inefficient and wastes tasks.
responsibilities and
time.
roles.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 58
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Appendix 15.2.2 Permission to Conduct Needs Assessment Survey Principal (Long Format)
Department Of Education
Schools Division of Tarlac Province
O’Donnell High School
O’Donnell, Capas, Tarlac
Date
Ma’am/ Sir:
Greetings of peace!
One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12
students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement,
Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement,
solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and
advocacy, gender equality, and participatory development.
Hence, this letter intends to ask the permission of your good office to please allow us to conduct needs
assessment survey at _______________________ (name of barangay) on ____________ (date). The
goals of the said activity are to identify the needs of the barangay, to enhance students’ sense of shared
identity and willingness to contribute to the pursuit of the common good of the community and to enable
them to integrate applied social sciences into community-action initiatives.
While waiting for your approval, allow me express my sentiments of high regards and prayerful best
wishes to you and your institution.
Sincerely Yours,
____________________
Class President
Noted:
____________________
Teacher
____________________
SHS Focal Person
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 59
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix E.15.2.3
Permission to Conduct Needs Assessment Survey Letter to the Principal (Simple Format)
Department of Education
Division of Nueva Ecija
Bulac National High School
Bulac, Talavera, Nueva Ecija
Date
Sir:
Greetings of peace!
We would like to ask the permission of your good office to please allow us to conduct needs assessment
survey at Barangay Poblacion on March 9, 2018. The goals of the said activity are to identify the needs
of the barangay, to enhance students’ sense of shared identity and willingness to contribute to the pursuit
of the common good of the community and to enable them to integrate applied social sciences into
community-action initiatives.
Sincerely,
____________________
Class President
Approved:
____________________
Teacher
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
DEPARTMENT OF EDUCATION
Division of Zambales
Botolan National High School
Batonlapoc, Botolan Zambales
This is to certify that I allowed my son/ daughter to participate in the conduct of Needs
Assessment Survey as requirement in Community Engagement, Solidarity, and Citizenship (CSC).
_____________________________
Parent/ Guardian
(Signature over printed name)
DEPARTMENT OF EDUCATION
Division of Zambales
Botolan National High School
Batonlapoc, Botolan Zambales
This is to certify that I allowed my son/ daughter to participate in conduct of Needs Assessment
Survey as requirement in Community Engagement, Solidarity, and Citizenship (CSC).
_____________________________
Parent/ Guardian
(Signature over Printed Name)
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
DEPARTMENT OF EDUCATION
Division of Zambales
Botolan National High School
Batonlapoc, Botolan Zambales
STUDENT WAIVER
1. I will obey and abide the rules and regulations promulgated, enforced by the school, carried by
the teacher-in-charge for the protection and safety of all;
2. I hereby waive and renounce my rights to all damages, hospitalization, and the like. I will not
hold the school, staff and the teacher concerned responsible for any misfortune, injury, or accident be
slight or serious, that may happen in connection with the activities or requirements. The cause of which
will be attributable to my acts of disobedience, negligence, and the offense of my heading to advice,
warning, precaution, and safety rules that were discussed to me the subject-teacher in charge before the
start of the activity.
The content of this waiver was read and explained to me before I affix my name and signature this
_____th day of _____________, 20___ freely and voluntarily.
Yours truly,
______________________________ _____________________________
Name of Student Name of Parent/ Guardian
(Signature over Printed Name) (Signature over Printed Name)
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AppendixE.15.2.6 Permission Letter to Conduct the Activity to Brgy. Captain (Long Format)
Department Of Education
Schools Division of Tarlac Province
O’Donnell High School
O’Donnell, Capas, Tarlac
Date
Ma’am/ Sir:
Greetings of peace!
One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12
students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement,
Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement,
solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and
advocacy, gender equality, and participatory development.
Hence, this letter intends to ask the permission of your good office to please allow us to conduct
______________________(e.g. seminar, training, feeding program, etc.) in your barangay,
_______________________ (name of barangay) on ____________ (date). The goals of the said activity
are to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the
common good of the community and to enable them to integrate applied social sciences into community-
action initiatives.
While waiting for your approval, allow me express my sentiments of high regards and prayerful best
wishes to you and your family.
Sincerely Yours,
____________________
Class President
Approved:
____________________
Teacher
Noted:
___________________
School Head
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 63
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix E.15.2.7 Permission Letter to Conduct Activity to Brgy. Captain (Simple Format)
Department of Education
Division of Nueva Ecija
Bulac National High School
Bulac, Talavera, Nueva Ecija
Date
Ma’am/ Sir:
Greetings of peace!
We would like to ask the permission of your good office to please allow us to conduct a seminar on
gender and development for the youth at your barangay on March 9, 2018. This is based on the Needs
Assessment Survey that we have conducted last February 23. The goals of the said activity are to
enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common
good of the community and to enable them to integrate applied social sciences into community-action
initiatives.
Sincerely,
____________________
Class President
Approved:
____________________
Teacher
Noted
___________________
School Head
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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
B. Education
1. For children currently studying, where are the school located
(a) Elementary (b) Secondary
1. In the Barangay 1. In the Barangay
2. Outside the Barangay 2. Outside the Barangay
3. Not applicable 3. Not applicable
2. How long does it take your children to reach their respective school?
(a) Elementary (b) Secondary
1. Little time (1-15min 1. Little time (1-15min)
2. Moderate time (16-45min) 2. Moderate time (16-45min)
3. A lot of time (more than 45min) 3. A lot of time (more than 45min)
4. Not applicable 4. Not applicable
3. For children not studying, what could be the main reason for this?
1. Financial incapability 4. Children not of school age
2. Child is Physically/mentally ill 5. Not applicable
3. Child lacks interest to study 6. Other (specify) _____________
4. What do you think is the level of education that the majority of your male and
female children should reach?
1. Elementary 4. College
2. Secondary 5. Not applicable
3. Vocational-Technical
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 66
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
9. Are male and female children of your household given equal opportunity to study?
1. Yes 2. No
4. Among your household members, who is taking care for the sick?
1. Father 2. Mother 3. Son 4. Daughter
5. Who decides to bring the sick household member to the type of medical assistance
preferred by your household.
1. Father 2. Mother 3. Son 4. Daughter
8. Were there any deaths in the household for the past two years?
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 67
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
1. Yes 2. No
If yes, what was the main cause?
1. High blood pressure 4. Sexually transmitted disease
2. Infection 5. Combination of two or more disease
3. Cancer 6. Other (specify) _________________
12. Who is responsible for selecting the kind of food to buy and eat?
a. Food to buy
b. Food to eat
1. Father 3. Son
2. Mother 4. Daughter
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 68
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
15. Which of the following is the main course of your food shortage?
1. Not enough production
2. Crop loss due to bad weather/other natural calamities
3. Not enough income
4. High price of food items
5. Others (specify)_______________________
6. Not applicable
5. In what community programs have you and your household members participated in the past two
years? Kindly give your roles, degree of performance and the limiting factors of your performance
in these programs?
Limiting Factors
Household Program Role Performance
Of Performance
Member (A) (B) (C)
(D)
Father
Mother
Son
Daughter
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 69
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
8. If you have not participated in any community program, can you give at least two reasons why?
1. Do not need. Not interested
2. Do not know such program
3. Poor quality of the program
4. Lack of resource/ time to participate
5. Information was not useful
6. Had a bad experience in the program
7. The program was stopped
8. Not applicable
9. Others (specify)________________
9. What three development programs do you think are needed but not yet available in your
community (Enumerate in order of reference)
1. Crop Production
2. Animal/Livestock
3. Small Fishery Program
4. Health and Nutrition
5. Handicraft/Cottage Industry
6. Education
7. Leadership
8. Others (Specify) ___________________
10. Do you think that members of your community are willing to cooperate with each other n the
implementation of any development program?
1. Yes
2. NO
3. Sometimes
If Not, why
a. Cultural differences
b. Political affiliation
c. Don’t need to cooperate
d. Don’t know
e. Others (Specify) _________________________
E. Income
1. Approximately, how much is your household’s total monthly income?
1. Less than 3, 000
2. 3,001-4,000 pesos
3. 4,001- 5,000 pesos
4. 5, 001- 6, 000 pesos
5. 6, 001- 7, 000 pesos
6. 7, 001- above
2. What are your sources of income?
A. Non- Farming
Regular
Salary Wages
Remittances
Others (Specify)
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 70
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
3. Son
4. Daughter
4. Monthly Expenditures
1. How much does your household spend on food?
a. P 0- 1000
b. P1001- 3000
c. P3000 above
4. How much do you spend on medicine and medical care of your household?
a. None
b. Less than P50
c. P51-100
d. P100 and above
5. How much does your family spend on housing (which includes rent, maintenance, water,
electricity)?
a. Less than 100
b. P101- 300
c. P301 and above
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 71
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Freedom from Bias Both oral language and Oral language and body Oral language and/or
(e.g., sexism, body language are free language are free from body language includes
racism, from bias. bias with one or two some identifiable bias.
heterosexism, minor exceptions. Some listeners will be
agism, etc.,) offended.
Responsiveness
to Audience
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 72
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HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 73
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix E.17.2.2. Permission Letter to Conduct the Activity to Principal (Long Format)
Department Of Education
Schools Division of Tarlac Province
O’Donnell High School
O’Donnell, Capas, Tarlac
Date
Ma’am/ Sir:
Greetings of peace!
One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12
students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement,
Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement,
solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and
advocacy, gender equality, and participatory development.
Hence, this letter intends to ask the permission of your good office to please allow us to conduct
______________________(e.g. seminar, training, feeding program, etc.) at _______________________
(name of barangay) on ____________ (date). The goals of the said activity are to enhance students’
sense of shared identity and willingness to contribute to the pursuit of the common good of the community
and to enable them to integrate applied social sciences into community-action initiatives.
While waiting for your approval, allow me express my sentiments of high regards and prayerful best
wishes to you and your institution.
Sincerely Yours,
_________________
Class President
Approved:
_________________
Teacher
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 74
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
DEPARTMENT OF EDUCATION
Division of Zambales
Botolan National High School
Batonlapoc, Botolan Zambales
This is to certify that I allowed my son/ daughter to participate in a Seminar on Gender and
Development as requirement in Community Engagement, Solidarity, and Citizenship (CSC).
_____________________________
Parent/ Guardian
(Signature over Printed Name)
DEPARTMENT OF EDUCATION
Division of Zambales
Botolan National High School
Batonlapoc, Botolan Zambales
This is to certify that I allowed my son/ daughter to participate in a Seminar on Gender and
Development as requirement in Community Engagement, Solidarity, and Citizenship (CSC).
_____________________________
Parent/ Guardian
(Signature over Printed Name)
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 75
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
DEPARTMENT OF EDUCATION
Division of Zambales
Botolan National High School
Batonlapoc, Botolan Zambales
STUDENT WAIVER
1. I will obey and abide the rules and regulations promulgated, enforced by the school, carried by
the teacher-in-charge for the protection and safety of all;
2. I hereby waive and renounce my rights to all damages, hospitalization, and the like. I will not
hold the school, staff and the teacher concerned responsible for any misfortune, injury, or accident be
slight or serious, that may happen in connection with the activities or requirements. The cause of which
will be attributable to my acts of disobedience, negligence, and the offense of my heading to advice,
warning, precaution, and safety rules that were discussed to me the subject-teacher in charge before the
start of the activity.
The content of this waiver was read and explained to me before I affix my name and signature this
_____th day of _____________, 20___ freely and voluntarily.
Yours truly,
______________________________ _____________________________
Name of Student Name of Parent/ Guardian
(Signature over Printed Name) (Signature over Printed Name)
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 76
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix E.17.2.5 Permission Letter to Conduct the Activity to Brgy. Captain (Long Format)
Department Of Education
Schools Division of Tarlac Province
O’Donnell High School
O’Donnell, Capas, Tarlac
Date
Ma’am/ Sir:
Greetings of peace!
One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12
students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement,
Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement,
solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and
advocacy, gender equality, and participatory development.
Hence, this letter intends to ask the permission of your good office to please allow us to conduct
______________________(e.g. seminar, training, feeding program, etc.) in your barangay,
_______________________ (name of barangay) on ____________ (date). The goals of the said activity
are to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the
common good of the community and to enable them to integrate applied social sciences into community-
action initiatives.
While waiting for your approval, allow me express my sentiments of high regards and prayerful best
wishes to you and your family.
Sincerely Yours,
____________________
Class President
Approved:
____________________
Teacher
Noted
___________________
School Head
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 77
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Appendix E.17.2.6 Permission Letter to Conduct Activity to Brgy. Captain (Simple Format)
Department of Education
Division of Nueva Ecija
Bulac National High School
Bulac, Talavera, Nueva Ecija
Date
Ma’am/ Sir:
Greetings of peace!
We would like to ask the permission of your good office to please allow us to conduct a seminar on
gender and development for the youth at your barangay on March 9, 2018. This is based on the Needs
Assessment Survey that we have conducted last February 23. The goals of the said activity are to
enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common
good of the community and to enable them to integrate applied social sciences into community-action
initiatives.
Sincerely,
____________________
Class President
Approved:
____________________
Teacher
Noted
___________________
School Head
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 78
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
MEMORANDUM OF AGREEMENT
The OROTEL NATIONAL HIGH SCHOOL - SENIOR HIGH SCHOOL DEPARTMENT a group of students
taking up Community Engagement, Solidarity and Citizenship, which focuses on the application of
initiatives such as community engagement, solidarity, and citizenship as guided by the core values of
human rights, social justice, empowerment and advocacy, gender equality, and participatory development,
represented by its President, Juan Dela Cruz, hereinafter referred to as “HUMSS-A”;
-and-
The Barangay Council of_____________________, represented by its Barangay Captain
_________________________, hereinafter referred to as the “TARGET BARANGAY,”
WITNESSETH, that:
1. HUMSS-A is a school-based social group that has programs and services that aim to promote:
awareness of human rights in communities
social equity
empowerment and advocacy
commitment and conviction to participatory development for community well-being
gender equality
And therefore, intends to bring this programs and services to the TARGET BARANGAY for the benefit
of its indigent residents in the locality;
2. The TARGET BARANGAY will cooperate, support, and assist HUMSS-A in its programs and services
in order that the intended beneficiaries will avail of them;
3. Both will complement each other in identifying problem areas and providing assistance to each other to
ensure the successful completion of its projects;
4. Both will make available manpower and resources in order to mobilize people needed to carry out its
activities and objectives.
EFFECTIVITY OF AGREEMENT
This Memorandum of Agreement shall take effect upon signing hereto by the parties this ______ day of
______ 200_ at Barangay _______________, _____________, ____________.
By:
____________________________ ____________________________
President Barangay Captain
____________________________ ____________________________
Witness Witness
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 79
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
EVALUATION FORM
Venue:
Date:
Time:
Direction: In relation to the activity you have participated in, please check the appropriate box to indicate
your honest and objective assessment of the following:
IX. Speakers and Resource Persons: Indicate your assessment of the speaker and resource person
by encircling one of the five numbers that comprise the qualities scale.
4- Very
5- Excellent 3- Good 2- Fair 1- Poor
Good
Relevance
Quality of Content of Materials
Name of Resource Person to the
Presentation Presentation Used
Assigned
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 80
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Topic
12345 12345 12345 12345
12345 12345 12345 12345
Workshop Facilitator
12345 12345 12345 12345
12345 12345 12345 12345
COMMENTS:
III. Date
Arrival at venue
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 81
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
B. Student Implementors
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________________
IX. Problems Encountered: Enumerate the significant problems encountered during the
implementation proper.
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 82
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
TOTAL
http;//www.rcampus.com/rubrics
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 83
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
Student can
Student built articulate the
Student can
good importance of
articulate the
Student relationships with building
importance of
understands the Student does not individuals from sustainable
building sustainable
importance of understand the the host while on relationships with
relationships with
building concept of the trip, yet could "the other", but
"the other" and
sustainable "relationships" not articulate the might not grasp
lives his/her life in
relationships with holistically and importance of the importance of
accordance with
"the other" broadly. life-giving and these relationships
these principles.
(community) sustainable at the community,
He/she embodies
relationships with institutional, or
solidarity.
"the other" environmental
level.
PROGRAM
PART 1: REGISTRATION
MESSAGE
PRINCIPAL…………………………………………… PRINCIPAL
____________________________
MASTER OF CEREMONY
HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017) 84