SHS

COMMUNITY ENGAGEMENT,
SOLIDARITY AND CITIZENSHIP
First Quarter – Module 5b:
SELF-INVOLVEMENT IN
COMMUNITY ACTION

i
Community Engagement, Solidarity and Citizenship
Quarter 1 – Module 5b: Self-Involvement in Community Action

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Regional Director: Gilbert Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Miguel Angelo D. Dioquino

Evaluator: Katherine G. Frivaldo

Editor: Divina M. Diaz, Ph.D.

Jason G. Dogillo

Illustrator:

Layout Artist: John Paul D. Figueras

ii
INTRODUCTION
It is important to understand the relationship between the self and the

community. Every person feels that he or she is dependent upon the community. The

success of community action lies in the involvement of a person to his or her social

environment. As a student, you do not only live on your own but also you have moral

obligation to fulfill in the community process. This brings us to the classic saying that

no man can live as an island.

In this second lesson, you will explore the significant connections between your

self and the community. Your role as an individual can bring change to others through

active participation in the community process. This is why the lesson will guide you to

the possible roles and involvement you can have in undertaking community activities.

LEARNING OBJECTIVES:

By the end of this lesson, you will be able to:

1. acknowledge interrelationship of self and community in undertaking community

action;

2. analyze the roles of self in community action; and

3. evaluate a photo and write an insight in involving self to the community.

1
 VOCABULARY LIST

Before you start your learning adventure, please be

familiar with the following terms that would be essential in

understanding our discussions:

Self. In this module, it refers to the individual person as part of a community.

Role. It refers to the function assumed by the individual in community action.
Interrelationship. The way in which each two or more things is related to the other

or others.

PRETEST

Now, please do the task below. This activity will give you an

overview of what you will learn as you go along the way to this module. Make sure to

finish this task. Good Luck!

Multiple Choice. Choose the correct answer.

1. It refers to the basic expression of human relationship where people see the need

to participate in their societies and to feel that they matter to others.

a. Volunteerism b. Unity c. Citizenship d. Community Action

2. Which of the following shows an interrelationship of self and the community?

a. An individual who does not have regard for community activities.

b. A pessimistic attitude because people are always too busy to get involved

in the community.

c. People rely in the government and private institutions’ effort to help

resolve community problem.

2
 d. An individual who understands the situation of the community and has the

urgency to participate.

3. Which of the following situations best describe how to involve people affected by

the problem in the community?

a. Listen to them carefully so that you have a better understanding of the

causes of the problem.

b. Disregard their opinion about the crisis encountered by the community

since you have the expertise to resolve their community problem.

c. Pushing to implement a project even without the consent of the majority.

d. Conducting meetings and events that occupy the community members

work hours.

4. Why is there a need to involve ourselves with community action?

a. So that people would praise us with our program initiatives and

accomplishments.

b. We are part of a community which directly experiencing the problem and

we have civic obligation to be involved.

c. The community requires us to participate and there is no room for us to

disobey.

d. To build our credibility in organizing community actions.

5. Which of the following does NOT show possible roles of self-involvement in the

community?

a. Attending barangay hearing on solid waste management.

b. Conducting feasibility study on the possible program intervention in

impoverished community.

3
 c. Being reactive to the initiative of outreach programs conducted by the

different school’s organization.

d. Taking the lead in community partnership.

Were you able to identify the correct answers?

Score:

3 - 5-Amazing! You were able to find the clues!

2 - below- It’s okay! Just focus in our discussions and pay attention to those

terms.

Now, I think you are ready to unveil our learning paths!

ACTIVITY 1
Photo Analysis
There are different pictures below. What can you say about

them? Describe their similarities guided by the rubric below.

Jurgenne H. Primavera, “The Mangrove

Katerina Francisco, “No hungry child: Malabon’s
Ecosystem,” ScienceDirect, 2019
feeding program aims to fight malnutrition,”
https://www.sciencedirect.com/topics/ea
Rappler, September 14, 2017.
rth-and-planetary-sciences/community-
https://www.rappler.com/move-
participation
ph/issues/hunger/182026-malabon-feeding-
program-fight-malnutrition

4
 Tania Branigan and Kate Hodal, “Typhoon Haiyan:
frustration at slow pace of relief effort,” The Guardian,
November 15, 2013.
https://www.theguardian.com/world/2013/nov/14/typhoo
n-haiyan-relief-effort-stalls-philippines

Rubric:
Criteria Description Points

Content The description used were accurate based on the 10

picture; analysis and explanation were substantial

Presentation Application of concepts were creatively conveyed 6

Conclusion Main ideas and analysis were effectively connected 4

Total 20

PROCESSING QUESTIONS:

1. What is the message being conveyed by the photos?

2. Did the actions of different people in the pictures affect you as an individual?

Why?

3. As a student, how can you show your active involvement in your community?

5
 Were you able to answer the questions?

Score:
2 - 3- Amazing! You have a keen observation!

1 - It’s fine! Maybe you need some time to go over the pictures, or you

may just focus your attention to the following discussions.

We have discussed in the previous topic about the

meaning of community action and its importance in the

development of society. We have also tackled that for

community action to happen, we have to recognize the notion of community

engagement, solidarity, and our civic obligations as citizens.

To further understand community action, there is an interrelationship of our self

and community. Our self and the community have connections which cannot be

separated. Am I willing to engage myself in the community? Do all my community

members agree on certain actions we would like to implement in the community? Who

will benefit if we work together? These are important questions when we intend to work

for community action. As an individual, we are always connected and tied up to our

community. We tend to make actions not just individually but collectively to respond to

the problem we encounter. Community problems are problems that concern a large

number of people. In other words, if there is a problem affecting the community, we

are the ones directly experiencing the problem. We create and make solutions instead

of being silent about it. Similar with the photos above, we can see that a group of

individual take actions in order to resolve an issue. They come up with immediate

solutions such as tree planting, feeding program and relief operations depending upon

6
the needs of the community. We involve ourselves as an individual through engaging

in the community and be a part of the solution.

However, in trying to engage in the community, it is important for you to understand

yourself first because you are continually influencing and shaping the process of

helping those most affected by a problem. Ask yourself:

 What motivates me?

 Why am I participating?

 What do I want to achieve?

 How will I react to different people and situations?

 How committed am I?

 How much am I willing to do?

If these questions are clear to you, then you have no worries to get yourself

involve in the big picture of community engagement. As discussed previously, it is

essential to note the value of solidarity in undertaking community action. It is the one

that will unify your interest to help with what the community wants to attain. For

example, a barangay wanted to end malnutrition rate among children. Our interest to

help the barangay to end malnutrition rate is not only the concern of few people but of

a large number of constituents. We have to unite people affected by the problem to

get involved in making solutions. This enable to fasten the implementation of

intervention projects to malnutrition problem and see its impact. Hence, solidarity

creates an environment in which mutual service is encouraged.

To show solidarity in the community, here are some of the roles you can have to

involve yourself:

7
  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 community hearings, or fundraising events.

 Serve on committees that focus on specific problems or activities.

 Take leadership roles in a community partnership.

Involving yourself to community action can be complex. Every community is

different, with diverse social and cultural backgrounds. This brings you to a challenging

task on how to involve more people to participate in community engagement aside

from ourselves. There are two important ways to involve people affected by a problem

in helping them to be aware and solve the problem. First, you can listen to them so

that you have a better understanding about the causes of the problem. Second, they

can become involved through participation in the program initiatives that are being

developed by empowering them to tackle the problems they confront.

The spirit of volunteerism is also an important aspect that you have to consider

to engage in the community. Volunteerism is a basic expression of human

relationships. It is about people’s need to participate in their societies and to feel that

they matter to others. Volunteers have come to the forefront in helping with natural

disasters, advancing human rights, and touching lives to eliminate poverty and

improve basic health and education.

8
 We all need to serve our community. Although you may initially see doing

service as restrictive or as a sacrifice, the reality is that it is liberating and fulfilling. You

become part of something bigger and better; creating an environment in which the

members can be successful.

Hi! You are done with the second part of the module!

Did you understand the relationship of self and

community in undertaking community action? Are the

roles clear to you regarding your involvement in

community action? If there are no clarifications, then

you will proceed to the practice tasks below.

PRACTICE TASK 1
Identify the problem faced by the community in the picture below. In 5 – 10

sentences, explain how can you involve yourself to be part of the community action in

the context of the situation in the picture. Use the rubric below in developing your

answers.

Kiana Gualberto, “Five years after Typhoon Haiyan” Unicef, November 8,

2018. https://www.unicef.org/philippines/stories/five-years-after-typhoon-
haiyan

9
 Rubric:
Criteria Description Points

Content The description used were accurate based on the 10

picture; analysis and explanation were substantial

Presentation Application of concepts were creatively conveyed 6

Conclusion Main ideas and analysis were effectively connected 4

Total 20

PRACTICE TASK 2
Identify at least one possible role wherein you can participate in the following

community activities:

A. Barangay Health and Sanitation Program:

___________________________________________________________
B. Sangguniang Kabataan Election:

___________________________________________________________
C. Barangay Sports Clinic:

___________________________________________________________

Rubric:
Criteria Description Points

Organization The concept was clearly and creatively conveyed 6

Content The identified roles in different community activities 10

were thoroughly explained and examples were
provided.

Presentation The idea was clearly presented based on the words 4

used.

Total 20

10
PRACTICE TASK 3
Quotation Interpretation
In 3 sentences, explain the quotation “With Great Power Comes Great

Responsibility” given by Spider-Man. Relate it to your role and responsibility in

community action.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Rubric:

Criteria Description Points

Organization The interpretation was clearly and creatively 10

conveyed based on the quotes.

Content The application of content was connected to the 5

quotes.

Presentation The idea was clearly presented based on the words 5

used.

Total 20

Very good! You were able to finish the practice tasks! I think you are now

excited to answer the post test. Good luck!

POST TEST
A. Put a check (/) beside the number of the statement which

shows self-involvement in community activities and put an (x)

for the statement which do not show self-involvement in community activities.

11
_______ 1. A group of students conduct tutorial session as educational intervention to

non-reader students of Barangay San Roque.

_______ 2. Ana is hesitant to attend a two-day exposure in one of the indigenous

communities in Sorsogon due to her parent’s belief that this community is

unsafe.

_______3. In spite of hectic school activities, Mario volunteers to assist in the

barangay clean and green project during weekends.

_______ 4. A senior high school student believes that poverty is an endless cycle.

Thus, it is hard to break this social issue by just depending on the projects

of non-government organizations and private sectors.

_______5. Vanna explores to create network of funding partners in her initiative to

assist homeless families in her community.

B. Multiple Choice

1. Which of the following does NOT show possible roles of self-involvement in the

` community?

a. Attending barangay hearing on solid waste management.

b. Conducting feasibility study on the possible program intervention in

impoverished community.

c. Being reactive to the initiative of outreach programs conducted by the

different school’s organization.

d. Taking the lead in community partnership.

2. Which of the following situations best describe how to involve people affected by

the problem in the community?

a. Listen to them carefully so that you have a better understanding of the

causes of the problem.

12
 b. Disregard their opinion about the crisis encountered by the community

since you have the expertise to resolve their community problem.

c. Pushing to implement a project even without the consent of the majority.

d. Conducting meetings and events that occupy the community members

work hours.

3. Which of the following shows an interrelationship of self and the community?

a. An individual who does not have regard for community activities.

b. A pessimistic attitude because people are always too busy to get involved

in the community.

c. People rely in the government and private institutions’ effort to help

resolve community problem.

d. An individual who understands the situation of the community and has the

urgency to participate.

4. Why is there a need to involve ourselves with community action?

a. So that people would praise us with our program initiatives and

accomplishments.

b. We are part of a community which directly experiencing the problem and

we have civic obligation to be involved.

c. The community requires us to participate and there is no room for us to

disobey.

d. To build our credibility in organizing community actions.

5. It refers to the basic expression of human relationship where people see the need

to participate in their societies and to feel that they matter to others.

a. Volunteerism b. Unity c. Citizenship d. Community Action

13
Score:

6 - 10- Well done! You have really learned our topic!

5 below - It’s fine. You may need some time to read the discussions once more.

You have reached your final task for this module. Just one more task and you

are done!

ASSIGNMENTS/ ADDITIONAL ACTIVITIES

Commitment Setting
Write at least 5 commitments on how you can involve yourself for the realization

of community action.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

CONGRATULATIONS! You have successfully done the activities in this module. You
can now proceed to the next module.

14
 ANSWER KEY

PRE-TEST

1. a
2. d
3. a
4. b
5. c

POST TEST

A. B.
1. / 1. c
2. x 2. a
3. / 3. d
4. x 4. b
5. / 5. a

15
 REFERENCES

Padilla, Reynaldo A. Community Engagement Solidarity and Citizenship, JFS

Publishing Services, Manila Philippines 2016.

Moore Tim, Myfanwy McDonald, Harriet McHugh-Dillon and Sue West, “Community
Engagement: A Key Strategy for Improving Outcomes for Australian Families”
Child Family Community Australia Paper No. 39, April 2016.

Sirico, Robert A. “Solidarity: The Fundamental Social Virtue, Action Institute, Religion
and Liberty Volume 11, No. 5 July 2010.

Community Tool Box Section 7. Involving People Most Affected by the Problem 2016.
Retrieved June 15, 2020 from https://ctb.ku.edu/en/table-of-
contents/participation/encouraging-involvement/involve-those-affected/main

A Compendium of Daily Lesson Plans and Resource Materials in Community

Engagement, Solidarity and Citizenship, Department of Education, Region III,
2017. Retrieved June 15, 2020 from https://www.academia.edu/36784154/.
2_Community_ Engagement_Solidarity_and_Citizenship_CSC_Compendium
_of_DLPs_Class_F

Local Government Association, United Kingdom, Accessed June 15, 2020

https://www.local.gov.uk/our-support/guidance-and-resources/community-
action/community-action-overview/what-community-action

Tamayao, Michael John. Citizenship and Suffrage 2014. Retrieved from

https://tamayaosbc.wordpress.com/2014/08/02/citizenship-and-suffrage/

Stanford Encyclopedia of Philosophy, accessed June 15, 2020. https://plato.

stanford.edu/entries/citizenship/

Landao, Peter. What is a Stakeholder 2017. Accessed June 16, 2020

https://www.projectmanager.com/blog/what-is-a-stakeholder.

United Nation Volunteers 2019. accessed June 16, 2020 https://www.unv.org

/volunteerism/power-volunteerism

Primavera, Jurgenne H. “The Mangrove Ecosystem.” ScienceDirect, 2019

https://www.sciencedirect.com/topics/earth-and-planetary-
sciences/community-participation

16
Branigan, Tania and Hodal, Kate. “Typhoon Haiyan: frustration at slow pace of relief
effort.” The Guardian, November 15, 2013. https://www.theguardian.com
/world/2013/nov/14/typhoon-haiyan-relief-effort-stalls-philippines

Francisco, Katerina. “No hungry child: Malabon’s feeding program aims to fight
malnutrition” Rappler, September 14, 2017. https://www.rappler.com/move-
ph/issues/hunger/182026-malabon-feeding-program-fight-malnutrition

Gualberto, Kiana. “Five years after Typhoon Haiyan.” Unicef, November 8, 2018.
https://www.unicef.org/philippines/stories/five-years-after-typhoon-haiyan

Cover photo credit: Melody D. Legaspi (Rizal Integrated National School, Sorsogon City)

17