12 SENIOR HIGH SCHOOL

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

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NegOr_Q3_CESC/HUMSS12_Module2_v2
Community Engagement, Solidarity, and Citizenship – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 2: Defining Community with its Various Perspectives
Second Edition, 2021

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Undersecretary: Diosdado M. San Antonio

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Department of Education –Region VII Schools Division of Negros Oriental

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared
for you.
Pre-tests are provided to measure your prior knowledge on lessons
in each SLM. This will tell you if you need to proceed on completing
this module or if you need to ask your facilitator or your teacher’s
assistance for better understanding of the lesson. At the end of
each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher
are also provided to our facilitators and parents for strategies and
reminders on how they can best help you on your home-based
learning.
Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the
exercises and tests. And read the instructions carefully before
performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.
Thank you.

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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/paper.

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.

(Blogd.com/2021/03/31)

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
Community in Different Perspective

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

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how individuals understand their identity and connections, enter into relationships, and
form communities.

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 centers 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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 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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NegOr_Q3_CESC/HUMSS12_Module2_v2 7
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
http://blogd.com/2021/03/31/the-four-blind-men-and-the-elephant-a-parable-of-context/

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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