Community Engagement,

Solidarity and Citizenship

Quarter 1 – Module 3:
Functions of Communities in Terms
of Structures, Dynamics, and Processes (Part II)
Community Engagement, Solidarity and Citizenship – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: Functions of Communities in Terms of Structures, Dynamics,
and Processes (Part II)
First Edition, 2020

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 Community
Engagement, Solidarity
and Citizenship
Quarter 1 – Module 3:
Functions of Communities
in Terms of Structures, Dynamics,
and Processes (Part II)
Introductory Message

For the facilitator:

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

12 Alternative Delivery Mode (ADM) Module on Functions of Communities in terms

of Structures, Dynamics, and Processes (Part II).

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 Functions of Communities in Terms
of Structures, Dynamics, and Processes (Part II).

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

3
 What I Need to Know

This module is planned and created to help you to understand the importance
of the integration of social science perspective and community action. This also
further helps you to realize the importance of community structures and elements
and how these structures and elements help the community to have collaboration
and positive outlook.

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

Analyze functions of communities in terms of structures, dynamics, and processes

(HUMSS_CSC12-IIIa-c-5)

a. identify the community structures, dynamics and processes;

b. relate the functions of communities in terms of social, political, economic
and culture; and
c. recognize the different sectors in the community that affects the lives of
the member.

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 Lesson Functions of Communities
10 in Terms of Dynamics and
Processes
Communities are increasingly undergoing process of change. Although a
community can be consistent and homogenous, it is still consisting of people with
different demographic size, distribution and characteristics.

What’s In

Direction: In your notebook, copy the information and make a graphical

presentation using the data below. Plot your answer in the graph
provided. Explain your answer.

PLOT ME RIGHT!
The information below shows the number of OFWs being deployed in different
countries.

Given:
1. 1980 – 25, 000
2. 1990 – 42,000
3. 2000 – 50, 000
4. 2005 – 60,000
5. 2008 – 80, 000
6. 2010 – 100,000
7. 2019 -190,000

You are doing great!

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

5
 Notes to the Teacher
This module will give a better understanding about the functions
of community structures and elements to the profile of community

What’s New

Directions: Read and analyze the song and answer the following questions below.
Write the answer in your notebook.

Break It Down (The Pop Song)

Here’s a song about population

With births and deaths and some immigration.
Demography is a key foundation
For understanding our world and nations.
Break it down.
What’s the population in your town?
Take the number and then break it down.
Count by age, gender, race and then,
Add the births and deaths and movers,
And then you start again.
Babies make the population grow,
But people come and sometimes people go.
Some will die and others move away.
Millions of people come and go every day
To balance the equation

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 For your town or for your nation,
Add the births, subtract the deaths,
And don’t forget about migration,
And through this simple computation
You will know what makes the population grow.
Seven billion people on the Earth,
But there are fewer deaths than there are births.
That’s what makes the population grow,
But if the birth rate keeps on falling
The growth will start to slow,

Break it down, break it down,

That’s demography.
Break it down like they do at PRB.
Break it down, break it down,
It’s 1-2-3.
Here’s a song about population,
Break it down.
It’s a ‘Pop Song,’
Come and sing along
To the ‘Pop Song,’
Come and sing along.

Source: https://www.prb.org/pop-song/

Questions:

1. What is the message of the song?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What do you think is the reason of the author why he wrote the song?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 3. List down important words in the lyrics of the song and find the meaning
in the dictionary.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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.

8
 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!

Based on the book of (Abenir and Alipao 2016), Community

Dynamics refers to the changes that occur in the community power
structure and community population over time.

Community power structures are hierarchical interrelationships that govern

the interaction of individuals among each other within a localized group setting.

Example: In a barangay, the community power structures can be observed in

the hierarchical interrelationship between barangay captain and his
constituents, between the elite and disadvantaged members of the
community, or between the adult and young members of the community.

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Community Power Structures

Authority – a kind of power that one has

over another by virtue of an elected
position or office appointment that is
based on codified laws and regulations.
Often referred to as formal power
structure.
Influence – a kind of power that a person
possesses over another by virtue of other
people’s positive perception of the
former’s competence and ability.

Influence
Status – attainment of influence by
virtue of family prominence, position
held, past achievements, or personal
prestige.

Wealth – attainment of influence by

virtue of using one’s money and material
resources.

Expertise – attainment of influence by

virtue of possessing hard-earned specific
knowledge and abilities such as being a
lawyer, banker, entrepreneur, accountant
etc.
Charisma – attainment of influence by
virtue of having unique qualities of
personal magnetism that people naturally
follow, often with blind devotion.

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 Power actors are the ones who can alter community affairs. They can control
access to community resources and make policies that can affect people lives.

National Service Training Program (NSTP)

Fertility -refers to the actual reproductive

performance that can be expected of a
person, couple, group, or populations
during a woman’s childbearing years.

Mortality – refers to the demographic

process relating to death, often
summarized by death rates, survival
rates, and life expectancy.

Migration- refers to the process of

moving from one place to another. It can
be internal, wherein the movement of
people is within the same geographical
area or region or external, wherein the
movement of people is from a national
boundary to another. Whether migration
is internal or external, it can happen in
gradual or sudden waves which, in time
has the capability to change the
composition of people in the community.

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 What’s More

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

Directions: Analyze and rearrange the letters to form the exact word inside the box.
Write your answer in your notebook.

MIND TEASERS

1. It is the attainment of influence by virtue of using one’s money and

material resources _______________________.

A T S U T S

2. It refers to the actual reproductive performance that can be expected of a

person, couple, group, or populations during a woman’s childbearing
years.

E F R Y T I I L T

3. It is the attainment of influence by virtue of possessing hard-earned

specific knowledge and abilities such as being a lawyer, banker,
entrepreneur, accountant etc._________________________.

P X E R I E S T E

4. It is the kind of power that one has over another by virtue of an elected
position or office appointment that is based on codified laws and
regulations. Often referred to as formal power structure.
____________________.

O H T U A I R Y T

5. It is a kind of power that a person possesses over another by virtue of other

people’s positive perception of the former’s competence and ability______.

E C N E U L F N I

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 What I Have Learned

Let us see how far you have learned…

Directions: Answer the following questions based on the facts that you have learned.
Write your answer in your notebook.

1. What do you think are the factors influencing community dynamics?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. In your own understanding, how do fertility, mortality, and migration
help in shaping the population of a community?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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.

13
 What I Can Do

Directions: In your notebook, make a short reflection on the statement written

below.

If you assigned to make positive changes in the lives of the

people in the situation we are facing today, what would it be? Do
you think understanding the community structure and the
community population will serve as an important step in helping
them? How?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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.

14
 Assessment

Directions: Supply an appropriate word to make each statement complete. Choose

the answer from the word pool below and write it on your notebook.

WORD POOL

Status Migration Authority Expertise Community Dynamics

Mortality Community Power Structure Fertility Wealth Charisma

_______________1. It is a kind of power that one has over another by virtue of an

elected position or office appointment that is based on codified laws
and regulations. Often referred to as formal power structure

_______________2. It refers to the changes that occur in the community power

structure and community population over time

_______________3. It refers to the actual reproductive performance that can be

expected of a person, couple, group, or populations during a
woman’s childbearing years.

_______________4. attainment of influence by virtue of possessing hard-earned

specific knowledge and abilities such as being a lawyer, banker,
entrepreneur, accountant etc.

_______________5. It pertains to attainment of influence by virtue of having unique

qualities of personal magnetism that people naturally follow, often
with blind devotion

_______________6. It is the hierarchical interrelationships that govern the interaction

of individuals among each other within a localized group setting.

_______________7. It refers to the process of moving from one place to another. It can
be internal, wherein the movement of people is within the same
geographical area or region or external, wherein the movement of
people is from a national boundary to another.

15
________________8. It is a kind of power that one has over another by virtue of an
elected position or office appointment that is based on codified laws
and regulations. Often referred to as formal power structure

________________9. It refers to the demographic process relating to death, often

summarized by death rates, survival rates, and life expectancy

_______________10. It is an attainment of influence by virtue of using one’s money

and material resources

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 Additional Activities

Directions: In your journal notebook, compose a slogan about the functions of the
following to the community

a. Community Social Structure

b. Community Cultural Structure
c. Community Economic Structure
d. Community Political Structure

SAMPLE FORMAT

Name: _____________________________ Date: ___________________

Grade and Section: _________________ Teacher: ____________________

SLOGAN

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 RUBRICS FOR SLOGAN

Criteria 5 4 3 2 1
The slogan All required All but 1 of Minimal Several
includes all elements the required required
Required required are required elements elements
Elements elements as included on elements are were
well as the are included missing.
additional slogan. included on the
information. on the slogan.
slogan.

All items of Almost all Many items Minimal Labels are

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

All graphics All graphics All graphics Some Graphics do

are related are related relate to the graphics not relate
Graphics - to the topic to the topic topic. do not to the topic
Relevance and make it and most relate
easier to make it to the topic
understand easier to
understand

The poster is The poster The poster The poster The poster
very is attractive is is is
Attractive attractive in terms of somewhat acceptably distractingl
in terms of design, attractive attractive y messy or
design, layout, and in terms of though it very poorly
layout, and neatness. design, may be a designed. It
neatness. layout, and bit is not
neatness. messy. attractive.

Very good!

You can now proceed to the next module!

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 19
Assessment:
What’s More:
1. Status
2. Community 1. Status
Dynamics
3. Fertility 2. Fertility
4. Expertise
5. Charisma 3. Expertise
6. Community
4. Authority
Power
Structure 5. Influence
7. Migration
8. Authority
9. mortality
10.wealth
Answer Key
References

Abenir, M. and Alipao, F., 2016. Community Engagement, Solidarity and Citizenship.
1st ed. Manila: Diwa Publishing House Inc., pp.49-51.

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