GRADES 11 & 12 School Angelita V.

Del Mundo Foundation (AVM Foundation) Grade & HUMSS 12A & 12B
LEARNING Inc. Section
Name of Teacher Learning Area Community, Engagement,
Ms. Justine Jae R. Espinosa, LPT- Solidarity and Citizenship
Printed Name and Signature of Teacher Subject Code CESC
MODULES Teaching Dates WEEK 1: August 22-27, 2022 Quarter 1st
WEEK 2: August 29- September 3,2022
WEEK 3: September -10, 2022

A. MOST ESSENTIAL At the end of the lessons, the learners are able to:
LEARNING 1. explain the importance of studying community dynamics and community action in HUMSS_CSC12-IIIa-c-1
COMPETENCIES or relation to applied social sciences and the learners’ future career options;
OBJECTIVES - MELCs 2. compare and contrast the definitions of community using various perspectives, HUMSS_CSC12-IIa-c-2
e.g., social sciences, institutions, civil society, and local/grassroots level;
3. analyze functions of communities in terms of structures, dynamics, and HUMSS_CSC12-IIIa-c-5
processes.
B. CONTENT Concepts and Perspectives of Community
1. Importance of understanding community dynamics and communication action
2. Definitions of Community
3. Elements
4. Likert’s School of Leadership
C. LEARNING RESOURCES Contemporary Philippine Arts from the Regions by: Veronica E. Ramirez
https://www.scribd.com/presentation/392643616/Contemporary-Philippine-Arts-from-the-Regions-Lesson-1

LESSON 1: CONCEPTS AND PERSPECTIVE OF COMMUNITY

LET’S TIME TRAVEL!

Think thoroughly, ten years from now, where do you see yourself?

Importance of Understanding Community Dynamics and Community Action

The Community Dynamics data gives valuable insight into how people feel about the place they live in and can shape decisions about which
services are offered in particular neighborhoods.

Community action is any activity that increases the understanding, engagement and empowerment of communities in the design and delivery
of local services. Community action includes a broad range of activities and is sometimes described as 'social action' or 'community engagement'.

DEFINITIONS OF
COMMUNITY
School
Local
Church A community is a group of people living in the same place or having a
Organization
particular characteristic in common such as norms, religion, values, or
identity. It is a group of people who share the same things, such as: where
Transport
Family
they live, work and play. A community could be characterized by age group,
Sector ethnicity, gender, religion, location or profession.
Community
A. Social Sciences Perspective
A community is a group of people whose connections and relations are
International
LGUs
formed by their shared history, experiences, geographies and identities.
Organization
B. Institutional Perspective
The institutional perspective seeks to mobilize diverse social institutions
Health including the market, community and state to promote people's welfare.
Business
Services It is inspired by an ideological position that accommodates diverse
Cooperatives beliefs and by social science theories that harmonize different social
development approaches.
C. Civil Society
Civil society comprises organizations that are not associated with government.

Community, Engagement, Solidarity and DO NOT RETURN THIS MODULE

Citizenship KEEP IT AS NOTES FOR FUTURE TOPICS & ASSESSMENTS 1
 ELEMENTS
A. STRUCTURES
 Socio Political Communities-Something that involves social and political factors
Socio-Political Rights:

1. Rights to protect individual’s freedom from infringement by government, social organizations and private’s individuals.
2. Rights to ensure one’s ability to participate in the civil and political life of the society and state without discrimination or repression.
 Economics Communities - Any economic and political alliance which is specifically designed to trade and cooperation among its
member countries. Its underlying purpose is to reduce trade barriers and increase cooperation among its members.

Economics Rights

1. Rights to an adequate standard of living which includes housing and food

2. Rights to survival and development, right to health, right to education.
3. Protection from child labor including fair pay.
 Cultural Communities - A social group of any size whose members reside in a specific locality, share government, and often have a
common cultural and historical heritage.
Indigenous People’s Right

Republic Act No. 8371-Indigenous Peoples Rights Act 1997 (Republic Act No. 8371 of 1997). An Act to recognize, protect and promote the rights of
Indigenous Cultural Communities/Indigenous Peoples, creating a National Commission on Indigenous Peoples, establishing implementing mechanisms,
appropriating funds therefor, and for other purposes.

B. DYNAMICS AND PROCESS

Community Power- Community Power is about ordinary people participating in the production, storage and efficient use of the energy they
consume every day. It is when citizens – often as part of a cooperative or other joint scheme – invest in energy projects in their communities.

Leadership- The ability to develop a vision that motivates others to move with a passion toward a common goal. So leadership is a process by
which a person influences others to accomplish an objective.

Four Factors of Leadership

 Leader- A leader is someone who inspires passion and motivation in

followers. A leader is someone with a vision and the path to realizing it. A
leader is someone who ensures their team has support and tools to
achieve their goals.
 Follower- A follower can provide strength to the leader by supporting the
leader and by contributing to the organization in areas that complement
the leader's position.
 Communication-Communication is the act of giving, receiving, and
sharing information -- in other words, talking or writing, and listening or
reading. Good communicators listen carefully, speak or write clearly, and
respect different opinions.
 Situation-The leaders' perception of the follower and the situation will affect what they do rather than the truth of the situation.
The leader's perception of themselves and other factors such as stress and mood will also modify the leaders' behavior.

Styles of Leadership

 Authoritarian or Autocratic
Authoritarian leadership, also known as autocratic leadership, is a management style in which an individual has
total decision-making power and absolute control over his subordinates. Authoritarian leaders take full responsibility for goals,
decisions, and strategic pathways to success. To do so, they insisted on absolute obedience from their subordinates.
Examples of authoritarian leaders include Benito Mussolini, Adolf Hitler, Kim Jong-un, and Richard Nixon.
 Participative or Democratic
Democratic leadership, also known as participative leadership or shared leadership, is a leadership style in which
members of the group participate in the decision-making process. This type of leadership can apply to any organization, from
private businesses to schools to the government.

Community, Engagement, Solidarity and DO NOT RETURN THIS MODULE

Citizenship KEEP IT AS NOTES FOR FUTURE TOPICS & ASSESSMENTS 2
  Laissez-Faire
Laissez-faire leadership is the direct opposite of autocratic leadership. Instead of a single leader making all decisions for
an organization, group or team, laissez-faire leaders make few decisions and allow their staff to choose appropriate
workplace solutions. Laissez-faire leaders share these characteristics

Other Types of Leadership

 Participative Leadership
Participative leadership is a leadership style whereby leaders listen to their employees and involve them in the decision-
making process. It requires an inclusive mindset, good communication skills and the ability — and inclination — to share power.

 Achievement-oriented Leadership
Achievement-oriented leadership is a style of leadership that is focused on fulfilling a group's goals.
Achievement-oriented leaders often prioritize attaining results

Likert’s School of Leadership

Dr. Renesis Likert (1903-1981) was a management theorist. According to Likert, the efficiency of an
organization or its departments is influenced by their system of management. Likert categorized his four
management systems as follows:

1. Exploitative Authoritative
Exploitative Authoritative systems are extremely hierarchical, with power and responsibility lying at higher levels within the
organization.
Individuals lower down the system (non-managers) do not influence the decision-making whatsoever and are not involved in the
process by their superiors - this is due to a lack of trust between managers and employees. Communication is delivered top-down and roles
are dictated, rather than it being a two-way conversation. Higher management considers themselves responsible for achieving organizational
objectives but will hold employees responsible for any mistakes that are made at lower levels.

A summary of the system characteristics:

 Decision-making and responsibility at upper levels of the organizational hierarchy

 Little to no trust in employees
 Decisions and roles are imposed on employees
 Employees cannot openly discuss decisions and roles with managers
 Employees may engage in counter-productive behavior
 Motivation by punishments and threats - play on fear
 Teamwork and communication are minimal

2. Benevolent Authoritative
In a Benevolent Authoritative system, responsibility also lies at the upper echelons of the organization. However, instead of inducing
performance through the threat of punishment, and therefore fear, employees are instead motivated through a reward system. Superiors have
more trust in their employees than do managers in an Exploitative Authoritative system, and therefore are more willing to reward individuals for
good performance.
There is more two-way communication between employee and line-manager however, upwards communication is more limited and tends
towards only positive information, not queries or requests. Employees will not suggest any new ideas or recommendations which can make
them more productive or satisfied and therefore the result is a lack of communication and teamwork.

A summary of the key characteristics is as follows:

 Decision-making extended to middle-managerial levels

 More trust towards employees, though somewhat condescendingly
 Responsibility still lies near the top of the hierarchy
 Limited employee consultation on decisions
 Employees still cannot discuss their roles with managers
 Team members may compete for rewards
 Rewards for performance, but also still a threat of punishment
Community, Engagement, Solidarity and DO NOT RETURN THIS MODULE
Citizenship KEEP IT AS NOTES FOR FUTURE TOPICS & ASSESSMENTS 3
  Teamwork and communication are minimal

4. Consultative
In a Consultative System, managers have yet greater trust in their subordinates and demonstrate as such by implementing ideas or
beliefs that they share with their team members.
There is an open level of communication throughout the hierarchy of the organization and team members are often consulted during the
decision-making process, particularly when any changes will affect them substantially. However, the ultimate power of decisions still remains
with those at the highest levels within the organization.

Employee motivation is fueled by incentives, including both rewards and the possibility of involvement or even responsibility for specific tasks.
In this style, employees are given greater freedom and involvement in meaningful tasks are used to boost intrinsic motivation.

A summary of the key aspects:

 Decision-making extended to lower-levels when it significantly affects their role

 Substantial trust in employees
 Responsibility often shared with some team members
 Decisions can be formed through employee consultation processes
 Employees discuss job-related issues horizontally, and sometimes vertically
 Teams are more co-operative - communication and teamwork are good
 Motivation primarily through reward, but sometimes punishment

4. Participative
Likert considered the Participative System to be the most satisfying for lower-level employees. Upper management has full trust in
their subordinates and actively works with them as part of the decision-making process. Employees are free to discuss any issues or ideas
with their superiors, knowing full well that their discussions may be conducive to at least some kind of change.

Rewards within a Participative System are common, and teams are happily co-operative with no direct competition between
employees. The level of communication is high, both horizontally and vertically, and teamwork is regular. This system is generally more
common in flatter organizations, or those which are smaller with lower tiers of the hierarchy, though it can be employed within any company.

A summary of the key aspects:

 Decision-making, responsibility and values are free-spread across all tiers

 Complete confidence and trust in all employees
 Decisions are formed through group participation and consultation
 Communication is free and managers actively try to understand issues
 Employees are co-operative and openly accountable
 Motivation is provided through monetary rewards and involvement in goal-setting
 Teamwork, satisfaction and therefore productivity, are high

LEADERSHIP DEVELOPMENT
- Complex challenges are better served with diverse leaders working together.
- Everyone can develop leadership skills

COMMUNITY PARTICIPATION

Community participation can be defined as the involvement of people in a community in projects to solve the problems.

Community participation is a planned process whereby local groups are clarifying and expressing their own needs and objectives and taking collective
action to meet them.

Feature of community participation

1. who will participate 2. with whom people will participate
3. why will people participate 4. where will people participate

Community, Engagement, Solidarity and DO NOT RETURN THIS MODULE

Citizenship KEEP IT AS NOTES FOR FUTURE TOPICS & ASSESSMENTS 4
 SOCIAL CHANGE

Social change is the transformation of the social order in the community by making adjustments and variations to social institutions, behavior, and
relations. It involves social evolution where the society makes amendments to traditional societal norms leading to the necessary change

Examples of social change

 The Reformation.
 The abolition of the transatlantic slave trade.
 The Civil Rights movement.
 The feminist movement.
 The LGBTQ+ rights movement.
 The green movement.

Reviewed by: Evaluated by:

Nathaniel Christian Lee Lumay King Jehoshua S.Petrache

Signature Over Printed Name – SA Facilitator Signature Over Printed Name – SHS Coordinator
Date: Date:

Checked & Noted by:

Imelda Grace A. Santos, MAEd

Signature Over Printed Name – SHS Principal
Date:

Community, Engagement, Solidarity and DO NOT RETURN THIS MODULE

Citizenship KEEP IT AS NOTES FOR FUTURE TOPICS & ASSESSMENTS 5
 GRADES 11 & 12 School Angelita V. Del Mundo Foundation (AVM Foundation) Grade & HUMSS 12A & 12B
LEARNING Inc. Section
Name of Teacher Learning Area Community, Engagement,
Ms. Justine Jae R. Espinosa, LPT Solidarity and Citizenship
Subject Code CESC
Printed Name and Signature of Teacher
MODULES Teaching Dates WEEK 1: August 22-27, 2022 Quarter 1st
WEEK 2: August 29- September 3,2022
WEEK 3: September -10, 2022

Name: ________________________________________________ Date: ____________________

Specialization/Grade/Section: ____________________________ Score: ___________/ 30points

I. Direction: Write TRUE if the statement is correct. Otherwise, underline the word or phrase that makes it FALSE and provide the correct answer. Write
your answer on the space before each number. (2points each)

____________________1. Social change is maintaining of the social order in the community by making adjustments and variations to social institutions,
behavior, and relations.
____________________2. Laissez-faire leadership is the direct opposite of autocratic leadership
____________________3. Achievement leadership is a leadership style whereby leaders listen to their employees and involve them in the decision-
making process.
____________________4. A leader is someone who inspires passion and motivation in followers.
____________________5. Civil society comprises organizations that are not associated with government

II. Direction: List down or enumerate what are being asked on each of the following item (1pt. each)
 Four Factors of Leadership
1.______________________________
2.______________________________
3.______________________________
4.______________________________

 Structures of Community
1.______________________________
2.______________________________
3.______________________________
 Styles of Leadership
1.______________________________
2.______________________________
3.______________________________

III. Give your own definition about community using the acronym C.O.M.M.U.N.I.T.Y. in an essay form.

C______________________________________________________________________
O______________________________________________________________________
M______________________________________________________________________
M______________________________________________________________________
U______________________________________________________________________
N______________________________________________________________________
I_______________________________________________________________________
T_______________________________________________________________________
Y_______________________________________________________________________

Community, Engagement, Solidarity and PLEASE RETURN THIS ACTIVITY SHEET TO YOUR TEACHER
Citizenship FOR CHECKING AND RECORDING PURPOSES. 6