Community Engagement,

Solidarity and Citizenship

Quarter 1 – Module 6:
Interpersonal Relations
in Community Action
Community Engagement, Solidarity and Citizenship – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 6: Interpersonal Relations in Community Action
First Edition, 2020

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 Community
Engagement, Solidarity
and Citizenship
Quarter 1 – Module 6:
Interpersonal Relations
in Community Action
Introductory Message

For the facilitator:

Welcome to the Community, Engagement, Solidarity and Citizenship – Grade

12 Alternative Delivery Mode (ADM) Module on Interpersonal Relations in

Community Action.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or

facilitator in helping the learners meet the standards set by the K to 12 Curriculum

while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and

independent learning activities at their own pace and time. Furthermore, this also

aims to help learners acquire the needed 21st century skills while taking into

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this

module. You also need to keep track of the learners' progress while allowing them to

manage their own learning. Furthermore, you are expected to encourage and assist

the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Community Engagement, Solidarity and Citizenship – Grade

12 Alternative Delivery Mode (ADM) Module on Interpersonal Relations in
Community Action.

The concept of community has been a great part of our lives since we were
born in this world. It is often used to depict the ideas in the social, political, and
cultural landscape of every community. In our community, we create common
beliefs, language, and shared interests. Hence, the concept of community in this
learning resource signifies that you as a learner are empowered in our society and
can achieve the relevant lessons that can enhance your knowledge and skills at your
own pace and time. This module will give you exciting and fulfilling activities to
understand your community!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

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 What I Have Learned This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

You have learned in the opening of the lesson about community action and
how the different community action modalities differ with each other. You have been
familiarized also with the importance of community engagement. The next lesson will
take you into committing oneself to the common good by showing solidarity, as well
with how this will tie the most common sectors of our society.

At the end of this module, you will be able to:

Acknowledge interrelationship of self and community in undertaking

community action (HUMSS_CSC12-IIIdg-8)

1. define solidarity; and

2. show an appreciation of the value of citizenship education in community
engagement and nation-building.

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 What I Know

Directions: Choose the letter of the correct answer. Write your answer in your
notebook.

1. This refers to dependent people with limited access to productive means.

a. Urban poor
b. Poor children
c. Rural poor
d. Indigenous people
2. It pertains to a very young boy or girl, often lacking much of what is needed
to survive.
a. Victims
b. Youth
c. Women
d. Elderly
3. Those who have a long-term physical, mental, intellectual or sensory
impairment are called ____________.
a. Person with disabilities
b. Indigenous people
c. Victims
d. Migrant worker
4. This is referring to individuals or families in urban areas with incomes below
the poverty line.
a. Rural poor
b. Poor children
c. Indigenous people
d. Urban poor
5. A period in life when one is young, especially the period between childhood
and maturity.
a. Women
b. Youth
c. Elderly
d. Poor children
6. A person who has been in custody by a judicial authority or who have been
deprived of their liberty following conviction for a crime.
a. Prisoner and inmates
b. Victims
c. Survivor of disaster
d. Person with disabilities

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7. Someone who continues to endure afterwards, despite coming close to death
is referring to ________________.
a. Victims
b. Person with disabilities
c. Victims or survivors of disaster
d. Migrant workers
8. These are the inheritors and practitioners of unique cultures and ways
relating to people and the environment.
a. Migrant workers
b. Indigenous people
c. Women
d. Contractual laborers
9. A group of homeless teenagers with a so-called father or mother figure who
serve as head of the pack.
a. Youth
b. Victims
c. Elderly
d. Street families
10. A person who migrates from one country to another with a view to being
employed other than on his own account.
a. Migrant workers
b. Contractual laborers
c. Peasants
d. Women
11. One that is injured, deceased, or rendered missing due to one or more various
conditions is called ___________.
a. Survivor of disaster
b. Peasants
c. Victims
d. Prisoners
12. These are people of the chronological ages of 65 years old or older.
a. Women
b. Youth
c. Indigenous people
d. Elderly

13. It involves the contracting of a large group of workers, often for a one-time job
or for seasonal labor.
a. Migrant workers
b. Contractual laborers
c. Street families
d. Elderly

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14. It pertains to adult human beings who are biologically female and capable of
bearing offspring.
a. Women
b. Elderly
c. Youth
d. Peasants

15. These are members of an old European class of person tilling the soil as small
landowners or as laborers.
a. Victims
b. Contractual laborers
c. Peasants
d. Poor children

You’re doing great!

Let’s move on to the next phase of this lesson!

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 Lesson
Interpersonal Relations in
13 Community Action
The community changes and evolves over time because of the structures and
composition of its members. Community action is a form of community engagement
and solidarity which is essential for the students to learn so that they will develop a
social responsibility that can be in a form of civic engagement.

What’s In

Directions: Identify the correct word that corresponds to the icons below. Choose
the answer from the word pool and write the answer on your journal.

WORD POOL

Rural poor The elderly Indigenous People

Urban poor victims or survivor of disaster

1. ___________________ 2. ___________________ 3. ___________________

4. ___________________ 5. ___________________

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 Notes to the Teacher
This module is preparing the learners to acknowledge
interrelationship of self and community in undertaking community
action.

What’s New

Direction: Read the situation below and answer the following questions. Write the
answer on your notebook.

We are now experiencing a pandemic situation due to the spread of COVID-19.

Because of this the government lends their help to citizens by launching a project
called the Social Amelioration Program (SAP).

Being a Senior High School student, do you think the government has done a
fair distribution to all households and/or individuals that are entitled to the Social
Amelioration Program? Explain your stand in one to two paragraphs.

RUBRIC FOR THE ESSAY

Criteria 5 4 3 2 1
The The The situation The The
situation situation and opinion situation situation
Quality of and opinion and opinion were vague and opinion and opinion
Writing given was were and general. given was given was
excellent. informative somehow poorly
and not related organized
organized. to the and not
concepts. related to
the given
concept.
No Few spelling Almost half of Every Many
grammatical or the answer paragraph spelling or
Grammar errors grammatical contains contains grammatical
Usage errors spelling or spelling or errors
grammatical grammatical
error errors.

9
 What is It

Very good!

After finishing two activities, it is time for you to read our new lesson. Get your
pen and notebook so that you can jot down important notes while you are reading.
It is important for you to analyze and carefully read the lesson.

Let’s continue the discussion!

Solidarity is referring to the firm and persevering

determination in committing oneself to the common good by both
supporting and sustaining movements for social change and social
justice.

These movements could be a local or global and it may take the form of policy
and action advocacies. It presents a wide cure of social problems that needs to be
addressed.

Solidarity also entails establishing ties with people who are oppressed,
marginalized and vulnerable, ensuring their cause will be supported by whatever
possible yet ethical means and that their rights will be advocated. In our society in
the Philippines, the most common sectors that are often vulnerable, oppressed, or
marginalized are the following:

• Rural poor (ex. landless farmers, peasants, and fisher folk)

• Urban poor (ex. Contractual laborers and workers from the informal economy)
• Migrant workers and victims of human trafficking
• Poor children, youth, women, the elderly, and street families
• Indigenous people
• Persons with disabilities
• Prisoners and inmates
• Victims or survivors of disaster

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 Urban poor victims or survivor of disaster Indigenous People

The elderly Rural poor Persons with disabilities

Migrant workers Prisoners

Solidarity is not only about verbal support or expressing approval. It also requires
collective action to fight for the freedom of the vulnerable, oppressed and
marginalized sector of society.

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 There are several advocacies a certain group can undertake to achieve the
emancipation goals that solidarity strives for. These are the following:

ADVOCACIES

HEALTH FOR ALL - Understanding that

health is a state of complete physical,
mental, and social well-being and the
absence of disease. It is also a
fundamental human right.

EDUCATION FOR ALL - It is bringing the

benefits of education to every citizen in
society. Access to basic education is
viewed not as a privilege but as a
fundamental human right.

GOOD GOVERNANCE FOR ALL - This

refers to the giving local communities and
institutions the capacity to manage and
regulate their own welfare in terms of
economic security, sociopolitical well-
being and cultural preservation and
progress.

ECONOMIC JUSTICE FOR ALL - It

pertains to enabling all people to
contribute to and benefit from the overall
growth in the economy and to be lifted
above the poverty line.

CLIMATE AND ENVIRONMENTAL

JUSTICE FOR ALL - It is pertaining to the
fair treatment and meaningful
involvement, implementation, and
enforcement of environmental laws,
regulations, and policies.

Congratulations, you are done reading facts about this module. Now, let us try to
test how far you have learned! 😊

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 What’s More

Directions: Create a slogan showing an advocacy to address an issue that is

currently being faced by our society. Choose your chosen topic below.
a. Corruption
b. Health
c. Education
d. Governance
e. Environment
f. Relationship to others
RUBRICS FOR THE SLOGAN
Criteria 5 4 3 2 1
The slogan Almost all Some Minimal Many
includes all the required required required required
Required required elements elements elements elements
Elements elements as are included are included are are missing.
well as on the on the included
additional slogan. slogan. on the
information. slogan.

All items of Almost all Some items Minimal Labels are

importance items of of items of too small to
Labels on the poster importance importance importance view or no
are clearly on the on the on the important
labeled. poster is slogan is slogan is items were
clearly clearly clearly labeled.
labeled. labeled. labeled.

All graphics Almost all Some Minimal Graphics do

are related graphics are graphics are graphics not relate
Graphics - to the topic related related to are related to the topic
Relevance and make it to the topic the to the topic
easier to and most topic.
understand make it
easier to
understand
The poster is The poster The poster The poster The poster
very is attractive is somewhat is is
Attractive attractive in terms of attractive acceptably distractingly
in terms of design, in terms of attractive messy or
design, layout, and design, though it poorly
layout, and neatness. layout, and may be a designed. It
neatness. neatness. bit is not
messy. attractive.

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 What I Have Learned

Direction: Create alternate lyrics for any popular song that shows an advocacy that
can help solve the country's problems mentioned in the previous activity.
Make it two stanzas long with four verses and any syllable number. Write
this activity on your notebook.

SAMPLE FORMAT

Name: _____________________________ Date: ___________________

Grade and Section: _________________ Teacher: ____________________

SONG LYRICS

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 RUBRIC FOR THE SONG
Criteria 5 4 3 2

Lyrics Lyrics are Lyrics are Lyrics are Lyrics are not
extremely catchy, somewhat catchy, lack
catchy, describe the catchy and product
describe the product and simple, but description
product well are simple lack some and are not
and are simple product simple
description

Over–all Extremely Cohesive, all Somewhat Lacks

effectiveness cohesive, all parts cohesive, parts cohesion,
parts interrelate well interrelate parts do not
interrelate very somewhat interrelate
well

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 What I Can Do

You made it! It seems that you now understand the lesson. It Is your turn!

Direction: Make an essay by answering the following question. Write your answer in
your journal notebook.

1. We are experiencing a pandemic today because of COVID-19. How do you

show solidarity in your community to be part of the solution or prevention of
this pandemic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How do people in your local community work together to express solidarity in
times of the pandemic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

RUBRIC FOR THE ESSAY

Criteria 5 4 3 2 1
The The The situation The The
situation situation and opinion situation situation
Quality of and opinion and opinion were vague and opinion and opinion
Writing given was were and general. given was given was
excellent. informative somehow poorly
and not related organized
organized. to the and not
concepts. related to
the given
concept.
No Few spelling Almost half Every Many
grammatical or of the answer paragraph spelling or
Grammar errors grammatical contains contains grammatical
Usage errors spelling or spelling or errors
grammatical grammatical
error errors.

16
 Assessment

Directions: Match column A to column B. Write the letter of your answer in your
notebook.

COLUMN A COLUMN B

1. It is pertaining to the understanding a. Education for all

that health is the state of complete
physical, mental, and social well-
being and not merely the absence of
disease.
2. This is referring to the fair treatment b. Climate and Environment
and meaningful involvement of all justice for all
people in the development,
implementation and enforcement of
environmental laws, regulation, and
policies.
3. It is bringing the benefits of education c. Health for all
to every citizen in the society.
4. It is referring to enabling all people d. Economic Justice for all
especially the poor, the
disadvantaged and the discriminated
human who are excluded from growth
processes to contribute also and
benefit from the overall economy and
be lifted above the poverty line.
5. This is giving local communities e. Good governance for all
and institutions the capacity to
manage and regulate their own
welfare in terms of economic
security, sociopolitical well-being and
cultural preservation and progress.

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Direction: Aside from the issue that is already mentioned. Think of another issue or
problem in the society that must be addressed. Create a concept map
showing a minimum of five advocacies on how this issue can be resolved.
(for 10 pts.). Write this on your notebook.

RUBRIC FOR THE ESSAY

Criteria 5 4 3 2 1
The The The situation The The
situation situation and opinion situation situation
Quality of and opinion and opinion were vague and opinion and opinion
Writing given was were and general. given was given was
excellent. informative somehow poorly
and not related organized
organized. to the and not
concepts. related to
the given
concept.
No Few spelling Almost half Every Many
grammatical or of the answer paragraph spelling or
Grammar errors grammatical contains contains grammatical
Usage errors spelling or spelling or errors
grammatical grammatical
error errors.

Very good!

You can now proceed to the next module!

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 19
Assessment: What I Know:
1. C
A. 1. c 2. B
3. A
4. D
2. b 5. B
6. A
3. a 7. C
8. B
4. d 9. D
10.A
11.C
5. e 12.D
13.B
14.A
15.C
Answer Key
References

Abenir, M. and Alipao, F., 2016. Community Engagement, Solidarity and Citizenship.
1st ed. Manila: Diwa Publishing House Inc., pp.61-63.

Department of Education - Philippines. 2016. K to 12 Senior High School Curriculum

Guide. Community Engagement Solidarity and Citizenship

Department of Education - Philippines. 2020. Most Essential Learning

Competencies. Community Engagement Solidarity and Citizenship

20
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph