12 SENIOR HIGH SCHOOL

Community Engagement,
Solidarity, and Citizenship
Quarter 3 – Module 2:
Defining Community with its Various
Perspectives

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Community Engagement, Solidarity, and Citizenship – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 2: Defining Community with its Various Perspectives
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Christine Joy S. Renacia
Editors: Jane Consejo C. Pinuto and Bryan Miko M. Cadiz
Reviewers: Gemma F. Depositario,Ed.D.
Illustrator: Typesetter
Layout Artist: Lolita B. Parreño
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay, Ed.D. Elmar L. Cabrera
Carmelita A. Alcala, Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

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 12
Community Engagement,
Solidarity, and Citizenship
Quarter 3 – Module 2 : Defining
Community with its Various
Perspectives

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Introductory Message
For the facilitator:

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

12 Alternative Delivery Mode (ADM) Module on Defining Community with its
Various Perspective!

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 Defining Community with its
Various Perspectives!

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

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

LEARNING COMPETENCY:

(HUMSS_CSC12-IIa-c-2)

Defining community using various perspectives: social sciences, institutions,

civil society, and local/grassroots level

"Community is a feeling that members experience the sense of belongingness, a

feeling that members matter to one another and to the entire group, and a shared faith
that members’ needs will be met through their commitment to be together."

We view a community as a social organization, and realize, therefore, that social

sciences, institutions, civil society, and local grassroots levels are explicitly a network
of interrelationships that makes a community.

At the end of the module, you should be able to:

1. Define the word community;

2. Compose a letter suggesting ways on how to improve our/your community by
applying different perspective; and
3. Recognize the salient points of institutions, society, civil society, and the
local/grassroots level as a frame of reference for better partnership building in
a community.

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 What I Know

Task 1. Arrange the jumbled letters below to identify the correct answer for every item.
• Commitynu ________________________
• secneics laicos ________________________
• snoittitusni ________________________
• vilictysocie ________________________
• stoorssargveell ________________________

What’s In

Task 2. Identify the concepts/ terms describe in each of the items below. Choose
the answer from the terms provided in Task 1. Write your answer in your notebook.

1. Group of academic disciplines dedicated to examining society, how people

interact with each other, behave, develop as a culture, and influence the world.
2. A group of people living in the same place or having a particular characteristic
in common.
3. Is comprised of groups or organizations working in the interest of the citizens
but operating outside of the governmental and for-profit sectors.
4. A society or organization founded for a religious, educational, social, or similar
purpose.
5. The ordinary people in a society or organization who have no power.

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 What’s New

Task 3: Refer to the picture in answering the questions below. Write your answer in
your notebook.

https://bit.ly/3qHbCJg

1. How is the term “Community” depicted in the picture?

______________________________________________________________
______________________________________________________________
2. In relation to the picture, what are the factors that make up a community?
______________________________________________________________
______________________________________________________________

What is It

Systems Perspective
From a systems perspective, a community is similar to a living creature,
comprising different parts that represent specialized functions, activities, or interests,
each operating within specific boundaries to meet community needs. For example,
schools focus on education, the transportation sector focuses on moving people and
products, economic entities focus on enterprise and employment, faith organizations
focus on the spiritual and physical well-being of people, and health care agencies
focus on the prevention and treatment of diseases and injuries (Henry, 2011). For the
community to function well, each part has to effectively carry out its role in relation to
the whole organism. From a systems perspective, then, collaboration is a logical
approach to health improvement.

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 Social Perspective
A community can also be defined by describing the social and political
networks that link individuals, community organizations, and leaders. Understanding
these networks is critical to planning efforts in engagement. For example, tracing
social ties among individuals may help engagement leaders to identify a community’s
leadership, understand its behavioural patterns, identify its high-risk groups, and
strengthen its networks (Minkler et al., 1997).

Virtual Perspective
Some communities map onto geographically defined areas, but today,
individuals rely more and more on computer-mediated communications to access
information, meet people, and make decisions that affect their lives (Kozinets, 2002).
Examples of computer mediated forms of communication include email, instant or text
messaging, e-chat rooms, and social networking sites such as Facebook, YouTube,
and Twitter (Flavian et al., 2005). Social groups or groups with a common interest that
interact in an organized fashion on the Internet are considered “virtual communities”
(Rheingold, 2000; Ridings et al., 2002). Without question, these virtual communities
are potential partners for community-engaged health promotion and research.

Individual Perspective
Individuals have their own sense of community membership that is beyond the
definitions of community applied by researchers and engagement leaders. Moreover,
they may have a sense of belonging to more than one community. In addition, their
sense of membership can change over time and may affect their participation in
community activities (Minkler et al., 2004).
The philosopher and psychologist William James shed light on this issue in his
writings. James thought it important to consider two perspectives on identity: the “I,”
or how a person thinks about himself or herself, and the “me,” or how others see and
think about that person. Sometimes these two views agree and result in a shared
sense of an identity, but other times they do not. People should not make assumptions
about identity based on appearance, language, or cultural origin; nor should they make
assumptions about an individual’s perspective based on his or her identity (James,
1890). Today, the multiple communities that might be relevant for any individual —
including families, workplace, and social, religious, and political associations —
suggest that individuals are thinking about themselves in more complex ways than
was the norm in years past.
The eligibility criteria that scientists, policy makers, and others develop for
social programs and research projects reflect one way that people perceive a group
of proposed participants, but how much those criteria reflect the participants’ actual
view of themselves is uncertain. Practitioners of community engagement need to learn
how individuals understand their identity and connections, enter into relationships, and
form communities.

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 What’s More

Task 4.

I. Write T if the statement is true and F if the statement is false. Have this in
your activity notebook.
_____1. Individual perspective focuses on the technological aspect of a community.
_____2. Social perspective centres on how individual perceives a community.
_____3. Virtual perspective deals with how the community operates social links.
_____4. Systems perspective deal with virtual communities.
_____5. Community perspective is only confined to a single perception.

What I Have Learned

Task 5: In a single paragraph, write your insights and realizations regarding

this module. Write this in your activity notebook.

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 What I Can Do

Task 6.
Direction: Compose a letter to the mayor suggesting ways on how to improve
your community applying the different perspectives discussed in this module.
Make use of a short bond paper.

RUBRICS:
Format: 5pts Language use: 5pts Organization: 5pts Total: 15pts

Assessment

Instructions: Identify the type of community perspective showed in every number.

Write A for Systems Perspective, B for Social Perspective, C for Virtual perspective
and D for Individual Perspective. Make use of your activity notebook.

____1. The “I” view how a community views itself

____2.Computer mediated forms of communication
____3. Social links of people
____4. Community as a living creature
____5. Political networks
____6. Social media communities
____7. Understanding personal identity
____8. Roles of different organizations
____9. Tracing social ties
____10. Netizens in Facebook and Youtube

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Assessment
1. D
2. C
3. B
4. A
5. B
6. C
7. D
8. A
9. B
10. C
What I know:
1. Systems Perspective
2. Social Perspective
3. Virtual Perspective
4. Individual Perspective
What’s In: To be assessed by the subject teacher
What’s More 1- 5 False
What I can do: To be checked by the subject teacher
Answer Key
References
http://sociologyguide.com/basicconcepts/Community.php -
www.encyclopedia.com/socialsciencs/dictionaries-thesauruses-pictures-andpress-
releases/community-studies -
www.yourarticlelibrary.com/society -
www.preservearticles.com/2011104306139/ what-are-the-elements-of-
community.htm
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Signature=24e1a6ac5c78f9b840bc6a4ffaaaad7e212d704ad84b48de7c89d6e2e624
6cc5

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net