宿务亚典耀圣心学校

SACRED HEART SCHOOL – ATENEO de CEBU

H. Abellana St., Canduman, Mandaue City

Group no. Community:

Student Names: Date:
Section: Teacher:

“Catholic Social Teachings on the Grounds”

14
What good is it, my brothers, if someone says he has faith but does not have works?
Can that faith save him? 15 If a brother or sister has nothing to wear and has no food for
the day, 16 and one of you says to them, “Go in peace, keep warm, and eat well,” but
you do not give them the necessities of the body, what good is it? 17 So also faith of
itself, if it does not have works, is dead.” (James 2:14-26)

I. CAPSTONE PROJECT

“Catholic Social Teachings on the Grounds” is inspired by Fr. Daniel

Pilario’s book discussing the issues of the dignity of the human person in
modern times. The book exhibits appropriation of doctrines of faith as real in all human
experiences where there is a tendency to sin, tolerate injustices, and be blinded by
inequalities. Indeed, the Catholic church has been firm in response that faith is NOT just
an idea to understand becoming perhaps an avenue only for discourse and discussion.
It is a lived experience that affects human’s shared realities in all walks of life. Faith,
therefore, is a light, according to Pope Francis that guides, and a spring of life for
humanity. Driven by this idea, the goal of this capstone project is to motivate students to
become a beacon of light for the dignity of man in the light of faith in real-life situations
by exercising genuine conversation and a listening heart. Furthermore, United Nations
Sustainable Development Goal (SDG) #3 focuses on ensuring healthy lives and
promoting well-being for all at all ages. Within this goal, mental health is a crucial
aspect, especially in forming and maintaining healthy relationships among the members
of the community.

In this activity, you will take the role of a Commission on Human Rights officer
which “commits to deliver prompt, responsive, accessible, and excellent public
service for the protection and promotion of human rights following the universal
human rights principles and standards.” You are tasked to critically engage and
evaluate how the dignity of the human person is promoted, implemented, and even
compromised within a selected community or institution through a report paper that will
be presented back to the community of interest, where the interview took place.

II. Catholic Social Teachings: Protecting the Dignity of the Human Person
Personal Development: Relationships in context with Adolescent Development

OUTPUT.

1.) This is a group activity, utilizing the section’s Research class group.
2.) Each group will assign members with the following role:

a. 1 Group Leader- Chairperson of the Commission on Human Rights

 b. 2 Commissioners (interviewers)- 1 for each party (for example if a school, 1
member to interview the principal; 1 for the subject of the principal)
c. 2 students as a scribe for the task’s documentary purposes.
d. 1 Public Relations Officers (P.R.O.) to ensure proper communication and
schedule for interviews both from the institution and the group.

3.) Choose a community (institution or sector) of interest where there is a possibility of

complexities in human relationships. An example of this is a school. There is a
principal-student; schoolteacher; teacher-student; and student-student relationship.
In other words, in this selected community/institution, the CHR will be able to
communicate and engage with at least 1 authority from the sector and 1 subject of
the authority within the sector.

4.) The group’s task is to have a genuine dialogue/conversation (at least 15 minutes)
with each party about one’s roles and responsibilities in the sector:

a. From the side of the authority, the conversation is at least to know the nature,
background, purpose, and goal of the community or institution. Part of the
conversation is unveiling the importance of the people within the
community/institution who are assured of their dignity and meaningful
responsibilities.
b. On the other party, it shall be observed and unpacked in the conversation
how one’s role and responsibilities, as part of the community, are being
practiced; and that their dignity is assured of promotion, protection, and
implementation.
c. How does the awareness of these roles, relationships, conflicts, and
resolutions, enrich your own journey in becoming a responsible Filipino
adolescent in the 21st century?

5.) Real-life experiences and stories will be known in this activity. The CHR
should neither investigate, instigate, nor insinuate any malicious content and
injustices happening within the community/institution. The group will only
engage and listen to the practices from the stories of the people in the
community. Proper disposition, discerned questions, and group participation
are imperative before and during the actual conversation.

6.) Therefore, from this activity, only a genuine conversation and listening heart shall
occur from the group to produce an output which will be a report paper (please see
the format in a separate file attached).

7.) The Personal Development output shall be a compelling slogan/call to action

encouraging the audience of your paper to read the contents of your paper and put
their knowledge to action. This slogan/call to action will be the title of your
report paper, summarizing all the big ideas of your write up.

What is a Call to Action? A Call to Action is a brief prompt creatively designed to inspire the readers to
perform a specific task/behavior and raise awareness with respect to the contents of the paper.
What is a Slogan? A slogan is a memorable motto, phrase, or expression of an idea or purpose, with the goal
of persuading members of the public to raise awareness or act on a specific cause or purpose.

8.) In the last part of the report paper, the group will be able to create constructive
criticism based on the interview and suggest a better relationship within the
community.
9.) In the same manner, the paper should also exhibit a thorough reflection on faith as
understood in CST and Personal Development, and the dignity of the human person
(freedom, justice, and love) vis-a-vis the situation of man in contemporary times.

10.) The students will be given at least four Catholic Social Teachings sessions and
two Personal Development sessions to finish the task. They are also expected to
give ample time for the conversation to occur.

11.) Finally, as an assessment, a peer evaluation and group evaluation will be

utilized to measure each student’s performance.

III. Suggestions in Writing the Paper:

1.) Clarity and Conciseness:
 Use clear and concise language to convey your ideas.
 Avoid unnecessary jargon or complex language and words.
 As much as possible, be direct to the point.
2.) Formatting:

 Use the proper heading as  1.5 Spacing

shown on the first page of this  Long Size Bond paper (8.5 x
document. 13)
 Create a title for this paper.  1-inch margin
 Font: Arial  There is no minimum/maximum
 Font Size: 12 page required.

3.) Deadline:
 Submit in a Document file via the Assignments tab of MS Teams.
4.) Citations (only if necessary):
 Properly cite your sources following the APA 7th Edition format.
 Include a separate list of references, if necessary.

IV. Rubric:

Catholic Social Teachings

Competencies Advanced
The output has a STRONG
knowledge of the
background, goals, and
purposes including the
Show awareness of roles and responsibilities,
the current social and the nature of the
realities through chosen community or
engaging in institution. This also
authentic community includes a (verbatim)
of different walks of genuine conversation from
life and by the people who
participated in the
conversation showing
FORMIDABLE evidence in
the paper.
Proficient
The output has a
SUFFICIENT knowledge of
the community by presenting
the nature, background, roles
and responsibilities of the
people within the community
and the institution itself. The
students were able to provide
evidence of their conversation
by presenting stories and
conversation in their paper.
Intervention
Developing Required
The output has a LIMITED The output was not able
understanding of the show evidence of
competency by presenting only conversations within the
the nature, background, roles people of a community.
and responsibilities of the
people within the community.
But the output was not able to
show strong evidence of
genuine conversation and
stories as reflected in their
output.

The output provided a
STRONG analysis of the
context within the
Analyze the context community through the
of the community lenses of Catholic Social
through the CST Teaching: Dignity of the
concept of Dignity of Human Person: integrating
the Human Person comprehensively the
discussion on freedom,
relationship, and
The output provided
a PROFICIENT analysis of
the context within the
community through the lenses
of Catholic Social Teachings:
Dignity of the Person,
integrating the learned
concepts with their
materials/proof to see the
situation of the human person
The output provided The output was not able
a LIMITED analysis of the to provide an analysis in
context within the community the lenses of CST:
through the lenses of Catholic Dignity of the Human
Social Teachings: Dignity of Person.
the Person but was not able
to provide any materials
showing evidence of the
situation in the community.

Evaluate the context
through the concept
of Solidarity
Create a genuine
reflection in the
lenses of faith
Apply the values of
an Ateneo Hearter
through genuine
participation
Utilize proper writing
conventions in the
delivery of the
information through
a written output
Competencies
The students are able to
explain in complete detail
( )how one can express or
1
hide positive and negative
emotions in creative and
manageable ways, in dealing
with changes over time
The students are able to
appraise ( )one’s present
2
relationships and make
plans for building
responsible future
relationships.
The student is able to
discuss ( )an understanding
3
of teen-age relationships,
including the acceptable
and unacceptable
expressions of emotions.
The student is able to
demonstrate ( ) an
4
understanding of the
dynamics of collaborative
relationships and their role in
building a cohesive and
thriving community.
wholeness of man. The
output shows STRONG
materials showing the
situation of the human
person in the community.
The output provides a
STRONG evaluation on
the context of the
community by providing
constructive criticism and
comprehensive steps or
suggestions in solidarity
with the people toward a
better and meaningful
community.
The output provided a
STRONG understanding of
the competency by
creating an insightful
reflection about dignity,
and solidarity in connection
to the societal and general
situation of man in
contemporary times. The
insights were able to
transcend towards human
relationship, faith, and
God.
The student was able to
provide STRONG evidence
of the competency by fully
participating in the group’s
task showing concern and
lending help for the good of
the output and activity. The
student was able to take
part by taking up their role
in the group with
authenticity.
The output demonstrates
STRONG evidence of
mastery and understanding
of effective writing skills by
being able to write the
paper with very minimal (1-
2) or no lapses in
grammar, usage, and other
writing mechanics which
includes proper
referencing.
Advanced
The student is able to
incorporate in complete
and clear detail ( ) with an
1
interesting and compelling
call to action in their
paper’s title.
The student is able to
discuss in complete and
clear detail ( ) with an
2
interesting and compelling
call to action in their
paper’s title.
The student is able to
discuss in complete and
clear detail ( ) with an
3
interesting and compelling
call to action in their
paper’s title.
The student is able to
discuss in complete and
clear detail ( ) with an
4
interesting and compelling
call to action in their
paper’s title.
in the community.
The output provides a
PROFICIENT evaluation on
the context of the community
by providing constructive
criticism and suggestions in
solidarity with people towards
a meaningful community.
The output provided a
SUFFICIENT understanding
of the competency by creating
a genuine reflection about
man's situation in
contemporary times on faith,
dignity, and solidarity.
The student was able to
provide SUFFICIENT
evidence of the competency
by participating in the group’s
task showing concern and
lending help for the good of
the output and activity.
The output demonstrates
SUFFICIENT evidence of
mastery and understanding of
effective writing skills by
being able to write with
minimal lapses (3-4) in
grammar usage and writing
mechanics including
referencing.
Personal Development
Proficient
The student is able to clearly
discuss ( ) with an interesting
1
call to action in their paper’s
title.
The student is able to clearly
discuss ( ) with an interesting
2
call to action in their paper’s
title.
The student is able to clearly
discuss ( ) with an interesting
3
call to action in their paper’s
title.
The student is able to clearly
discuss ( ) with an interesting
4
call to action in their paper’s
title.
The output provides a The output was not able
LIMITED evaluation on the to provide a constructive
context of the community by criticism on the context of
providing a constructive the community.
criticism within the community
but was not able to give
suggestions toward a better
community.
The output provided a The output needed help
LIMITED understanding of the to create a reflection
competency by creating a about the situation of
poor reflection regarding man in contemporary
man's situation in times.
contemporary times.
The student was able to The student was not able
provide LIMITED evidence of to show any participation
the competency by in the group’s task.
participating in the group’s
task but needs to improve on
their role and responsibility as
assigned.
The output demonstrates The output demonstrates
LIMITED evidence of mastery LACK of mastery and
and understanding of effecting understanding as
writing skills displayed in the evidenced by the several
number of (5-7) lapses in lapses (8 or more) in
grammar, usage, and writing grammar, usage, and
mechanics; however, it still mechanics that affected
the intended message. the message conveyed.
Intervention
Developing
Required
The student is able to vaguely The student is not able to
discuss ( ) with a vague call to
1
discuss ( ) with an
1
action in their paper’s title. unrelated call to action.
The student is able to vaguely The student is not able to
discuss ( ) with a vague call to
2
discuss ( ) with an
2
action in their paper’s title. unrelated call to action.
The student is able to vaguely The student is not able to
discuss ( ) with a vague call to
3
discuss ( ) with an
3
action in their paper’s title. unrelated call to action.
The student is able to vaguely The student is not able to
discuss ( ) with a vague call to
4
discuss ( ) with an
4
action in their paper’s title. unrelated call to action.
V. Peer Evaluation

To be attached individually through MS Teams, with the proper heading format.

GRADE
MEMBERS & ROLES
RELATIONSHIP WITH
PLANNING EXECUTION
MEMBERS OF GROUP

Jose Rizal A A D
Roles

D IR IR
Juan Tamad
Roles

Maria Makiling P A A
Roles

Ligaya Cruz A A IR
Roles

A - given when a student exhibits exemplary behavior, going above what is required.
P - given when a student meets the standards and is performing what is expected of everyone.
D - given when a student performs below the standard and does not participate as agreed.
IR - student did not participate at all or contributed unrelated information.

1. What notable acts of Magis did your group mates perform that contributed to the
success of your task?
________________________________________________________________

2. What would you do differently to improve the quality of your group’s work?
________________________________________________________________

VI. References

Goal 3 | Department of Economic and Social Affairs. (n.d.).

https://sdgs.un.org/goals/goal3

Pilario, Daniel Franklin E., “Faith in Action: Catholic Social Teachings on the
Grounds”. St. Vincent School of Theology, Adamson University. 2017.

Pope Francis, “Lumen Fidei”. 2013.

The New American Bible: Revised Edition (NABRE).

Prepared by:
Bro. Sidnycol R. Comendador
CST Teacher

Ms. Kristin Allaine T. Macatangay

Personality Development Teacher