Eastern Star Academy, Inc.

SENIOR HIGH SCHOOL DEPARTMENT

Grade Level: Grade 12      Learning Modality:  Modular Distance Learning

Subject: CSC Subject Teacher:  Jhener Nonesa, LPT

Most Essential Learning Competencies:

 Recognize the value of undertaking community action modalities
 Acknowledge interrelationship of self and community in undertaking community action.
 Identify opportunities to contribute to community development through solidarity.
 Recognize the importance of solidarity in sociopolitical processes in promoting national and global
community development

Duration: Week 4-5 , 3 hours

Community Action: Overview a) Community engagement b) Solidarity c)

Citizenship

Community engagement is based on the democratic idea that everyone who is affected by an
issue that impacts their community should have a say in the decision making around it. It,
moreover, holds the promise that public participation can influence decisions that affect the
provision of services, future visions and sustainability of our communities.
Although there is no commonly agreed to community engagement definition and the use of the
term varies widely (sharing in notions of consultation, participation, collaboration and
empowerment), community engagement captures its meaning in mutual decision making. People,
governments and work collaboratively to create – and – sustainable visions for their community’s
future. For governments and , it’s about working with, and listening to, communities to build long
term relationships and develop meaningful solutions to complex issues. By deepening these
relationships, ideally, the value of inclusivity is central, where government entities create dialogue
with the very diversity of their communities.

In the needs and aspirations of all participants, community engagement promotes the idea that,
through intentional interactions between government and communities, community members can
– and do – influence policy making. That is, community engagement’s promise is to better engage
community to help make better public decisions. It is, thereby, both an orientation toward the
importance of community members’ lived experience to influence interactions between
government and communities, and an approach that guides the process of those interactions.

Simply put, community engagement seeks to engage community to achieve

sustainable outcomes, equitable decision-making processes, and deepen
 relationships and trust between government organizations and communities.

COMMUNITY ENGAGEMENT MODELS

The following community engagement models are supported by the Office of Community
Engagement through community-engaged learning courses, student employment, or volunteer
opportunities for groups or individuals.

Community Building
Projects that intentionally bring people together to simply get to know one another. Examples
include the Morris Community Meal.

Community Education
Projects that provide instructional services or curricula, or serve to educate the public about a
social issue (in a non-partisan way). Examples include the TREC program, Community ESL
classes, and Gather in the Park.

Community Organizing
Projects that bring people together with the goal of solving a community issue. Please note that
OCE cannot work on partisan issues, but can contribute to creating solutions for non-partisan,
local issues. An example is assistance in establishing the Latino Parent Advisory Board for the
local school.

Deliberative Dialogue
Projects that intentionally bring people together to build understanding across differences.

Direct Service
Projects that provide a service or product to an individual, group, or the community as a whole.
Examples include filling a volunteer shift at a local organization, creating social media tools for an
organization, or creating a community mural.

Economic Development
Projects that work on developing the regional economy in a sustainable way. Note that OCE does
not partner with for-profit entities except when doing so would benefit the community as a whole
and not the for-profit only organization. Examples include feasibility studies for new businesses
and projects that attract people to small town business districts.

Engaged Research
Research that directly benefits the community by clarifying the causes of a community challenge,
mapping a community's assets, or contributing to solutions to current challenges and also fits a
faculty member's research agenda. In the best case scenario, faculty with research expertise work
alongside community members and students on such projects. An example would be the MIEI
community needing assessment.

Institutional Engagement
University resources intentionally offered without undue barriers to the community. OCE can play
a role in envisioning institutional engagement efforts. Examples include making Briggs library
cards available for community members, making campus events accessible, and choosing to use
local and sustainable businesses to supply services or goods.

COMMUNITY SOLIDARITY

Each of us is part of the human family and we are all interconnected and interdependent. Loving
our neighbor has global dimensions. We must see ourselves in others and collaborate toward
solutions. Solidarity is a recognition that we are ‘all in this together,’ and is a commitment to
strengthen community and promote a just society.

Solidarity is not a feeling of vague compassion or shallow distress at the misfortunes of so many
people, both near and far. On the contrary, it is a firm and persevering determination to commit
oneself to the common good; that is to say to the good of all and of each individual, because we
are all really responsible for all.
- Saint John Paul II, Sollicitudo Rei Socialis 38

It is a word that means much more than some acts of sporadic generosity. It is to think and to act
in terms of community, of the priority of the life of all over the appropriation of goods by a few. It
is also to fight against the structural causes of poverty, inequality, lack of work, land and housing,
the denial of social and labor rights. It is to confront the destructive effects of the empire of
money: forced displacements, painful emigrations, the traffic of persons, drugs, war, violence and
all those realities that many of you suffer and that we are all called to transform. Solidarity,
understood in its deepest sense, is a way of making history, and this is what the Popular
Movements do.
- Pope Francis, World Meeting of Popular Movements 2014

Examples in action:

Living out solidarity is at the heart of the mission of Development and Peace: to stand against injustice with our
partners as equals, and to support their efforts by fundraising and by participating in education, mobilization and
advocacy efforts here at home. Our international programs are based on partnerships of solidarity, where we
work with local organizations who understand best the realities of their communities and how issues need to be
addressed. Here in Canada, our members make personal commitments to advocate for change. Whether it be
travelling an extra 100km to meet an MP, or getting up in front of their parish or community to educate, we feel
there is no better gesture of solidarity.

Closed borders, grounded planes, insufficient hospital beds, empty supermarket shelves,
police officers and army patrolling the streets: this is the everyday reality in many countries
around the world, following the Coronavirus (COVID-19) pandemic. 

Here in Serbia, the number of people infected with COVID-19 is rising. Schools have been
closed since 16 March, people above the age of 65 years are forbidden to leave their homes, a
curfew is in place for the entire population 12 hours per day, public transport has stopped, and
borders have closed. While the immediate concern is for the population’s health and safety,
businesses also suffer, incomes fall, and people, many of whom rely on the informal economy,
no longer have work. 

Yet, this crisis also brings with it an opportunity for a fundamental change.

The last few weeks we have witnessed many inspiring acts of solidarity in response to COVID-
19. Here are three trends that we believe can offer transformative solutions for development
beyond the crisis.

1.        BUILDING TRUST BETWEEN PEOPLE AND COMMUNITIES

Instead of withdrawal and self-interest, all over the world, we see an outpouring of support and
solidarity. Perhaps the best example of this is the fact that in spite of the physical distancing
required by the disease, people are finding creative ways to connect and help one other,
reaching out to the most vulnerable members of the community.

2.        INCREASING BUSINESS COMPETITIVENESS AND TRUST IN INSTITUTIONS

Just as important as the horizontal networks of mutual aid and support we see in society, are
the vertical ties between people and institutions. The pandemic is an opportunity to strengthen
that trust through openness and regular interaction. UNDP helped the Government of Serbia to
consolidate over 90 tools and services on a platform called Digital solidarity . This platform
offers entertainment, educational materials, plays, exhibitions and concerts free online from
companies and cultural institutions.

3. Social capital for all

These examples give us hope in dark times. They remind us that the social capital,
connections and trust between people are just as important as the physical assets and human
capital in keeping people safe and helping society overcome crisis.  Daniel Aldrich has
compellingly shown through his research on how Japan coped with natural disasters  that
communities with stronger social connections and trust are more resilient to shocks and have
fewer victims.

- https://www.eurasia.undp.org/content/rbec/en/home/blog/2
020/solidarity-fights-coronavirus-and-aids-development.html

COMMUNITY CITIZENSHIP
“Citizenship” is a complex concept. It is usually considered as an individual’s relationship to a nation-state,
the duties, obligations and rights that come with residence in a given polity. However, historically,
“citizenship” was concerned with the community or city state, the word (from civis) implies this.

States and communities “Citizenship” is an illusive concept. By convention it means association with a
state, or enjoying the protections of the power of a state, classically a city-state, as the word itself implies.
But citizenship, in this sense, is a two way street, it implies services to the state along with its protection. In
the Greek, and Roman, city-state, the “Free” or “Sovereign” citizen – and strangers, slaves, women and
children were not citizens – not only dealt directly with the government but was obliged, by virtue of his
citizenship, to serve in that government and in its military. “[T]he citizen’s personal contacts were directly
with the government – the legislators, the executive, the courts – because there was no mediating
bureaucracy.” (Finley, 1991, p. 8).

The concept of citizen became especially important in Roman times, when the Republican government was
(formally) the citizens – the adult males in military cohorts – assembled annually to elect their officials.
Further, in keeping with the ancient concept of citizenship all citizens – and only citizens -could be elected
to the governing offices. This gave the idea of Roman Citizenship, — Civis Romanus sum – an exceptional
force, even when it was very true in the Republic, as in the Empire, that not all citizens were equal.1 The
rich, despite considerable constitutional efforts on the part of the common citizens, were always favored by
the state and government. According to Michael Grant (1992, p. 114), full citizenship, even for the sons of
slaves, “was made possible, in part – and its limitations, too were imposed – by the Roman clientele
system, in which the citizen world was divided between patrons and their clients, who owed each other
mutual obligations”. As we can see the Latin, and Mediterranean, World has not changed all that much,
patronage and clientage is still a dominant form of organization in Italy and Latin America.

The Philippine nationality law is based upon the principles of jus sanguinis (Latin for right of blood) and
therefore descent from a parent who is a citizen or national of the Republic of the Philippines is the primary
method of acquiring Philippine citizenship. This is contrasted with the legal principle of jus soli where being
born on the soil of a country, even to foreign parents, grants one citizenship. For those born in the Philippines
to non-Filipino parents, the Administrative Naturalization Law of 2000 (R.A. 9139) provides a path for
administrative naturalization for those who qualify.

Citizenship by birth
Philippine nationality law provides that a person is a Philippine citizen by birth if

 that person was born on or after January 17, 1973 and at least one parent was a Philippine citizen
on the birthdate;
 or that person was born before January 17, 1973 whose father was a Philippine citizen— or
whose mother was a Philippine citizen and the person has formally elected Philippine citizenship
upon reaching the age of majority;
 or that person was born on or after May 14, 1935 and the father was a Philippine citizen or, if the
father was not, the mother was a Philippine citizen and the person elected Philippine citizenship
pursuant to the provisions of the 1935 Constitution;
 or that person was born on or after August 29, 1916 and prior to May 14, 1935 and at least one
parent was an inhabitant and resident of the Philippine Islands and a Spanish subject on April 11,
1899, or that person was an inhabitant and resident of the Philippine Islands and a Spanish
subject on April 11, 1899, except in certain specific cases.

For Philippine citizens born abroad of Filipino parent(s), the Philippine government requires that a notarized
report of birth be executed by a parent, physician, or nurse and filed with the Department of Foreign Affairs or
of civil registry be accomplished with a Philippine consulate abroad. For delayed registration, a notarized
affidavit of birth is executed by the child, if 18 years old or over, a father, mother, or guardian, and filed.
Registration of birth is required for the issuance of a Philippine passport. The child or person born abroad of a
Filipino parent is a Philippine citizen from birth, and that citizenship may pass to subsequent generations in
perpetuity.
Citizenship by naturalization
Commonwealth Act No. 473, the Revised Naturalization Law, approved June 17, 1939, provided that persons
having certain specified qualifications may become a citizen of the Philippines by naturalization. [8]
Section 2 of CA No. 473 specifies that the applicant must possess the following qualifications:

 He must be not less than twenty-one years of age on the day of the hearing of the petition;
 He must have resided in the Philippines for a continuous period of not less than ten years;
 He must be of good moral character and believe in the principles underlying the Philippine
Constitution, and must have conducted himself in a proper and irreproachable manner during the
entire period of his residence in the Philippines in his relation with the constituted government as
well as with the community in which he is living.
 He must own real estate in the Philippines worth not less than five thousand pesos, Philippine
currency, or must have some known lucrative trade, profession, or lawful occupation;
 He must have enrolled his minor children of school age, in any of the public schools or private
schools recognized by the Office of Private Education of the Philippines, where Philippine history,
government and civics are taught or prescribed as part of the school curriculum, during the entire
period of the residence in the Philippines required of him prior to the hearing of his petition for
naturalization as Philippine citizen.
Section 4 of CA No. 473 provides that the following cannot be naturalized as Philippine citizens:

 Persons opposed to organized government or affiliated with any association or group of persons
who uphold and teach doctrines opposing all organized governments;
 Persons defending or teaching the necessity or propriety of violence, personal assault, or
assassination for the success and predominance of their ideas;
 Polygamists or believers in the practice of polygamy;
 Persons convicted of crimes involving moral turpitude;
 Persons suffering from mental alienation or incurable contagious diseases;
 Persons who, during the period of their residence in the Philippines, have not mingled socially with
the Filipinos, or who have not evinced a sincere desire to learn and embrace the customs,
traditions, and ideals of the Filipinos;
 Citizens or subjects of nations with whom the United States and the Philippines are at war, during
the period of such war;
 Citizens or subjects of a foreign country other than the United States whose laws do not grant
Filipinos the right to become naturalized citizens or subjects thereof.
Republic Act No. 9139, approved June 8, 2001, provided that aliens under the age of 18 who were born in the
Philippines, who have resided in the Philippines and have resided therein since birth, and who possess other
specified qualifications, may be granted Philippine citizenship by administrative proceeding subject to certain
requirements.
 Eastern Star Academy, Inc.
SENIOR HIGH SCHOOL DEPARTMENT

WORKSHEETS
Name:_______________________________ Module #______________________
Grade and Section:_______________________ Date:_________________________

Activity #1 (Community Engagement)

DISCOVER
Instruction: Give 2 situations that fits in Less empowering approach and More empowering
approach.
Activity 2 (Citizenship)

Instruction: Read the Article IV of the Philippine Constitution. Give your feedback or suggestions
regarding the sections that are enclosed in our constitution, What could be the possible
amendments and what should be abolish? Do it in a 1 whole sheet of bond paper.

https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-
philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-iv/

JOURNAL
Name: __________________________ Topic: _____________________________
Subject: _________________________ Week #: ____________________
Write your realization, understandings, and all things you’ve learned and experienced in
accomplishing the module. Write legibly.
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Parent’s/ Guardian’s Signature: __________________ Teacher’s

Feedback:
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