CORE VALUES OF

COMMUNITY ACTION
INITIATIVES
Community Engagement,
Solidarity, and Citizenship

Grade 12
Quarter 4, Module 1 - Week 1

Prof. Photo by: Kerby Alvarez

MARICAR V. DELMAS
Developer

Department of Education • Cordillera Administrative Region

 Republic of the Philippines
Department of Education
Cordillera Administrative Region
Schools Division of Benguet

Published by:

Learning Resource Management and Development System

COPYRIGHT NOTICE

2021

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the

Philippines. However, prior approval of the government agency of office wherein
the work is created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K to 12 Curriculum

through the Curriculum Implementation Division (CID)—Learning Resource
Management and Development System (LRMDS). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including
creating an edited version, an enhancement or a supplementary work are permitted
provided all original work is acknowledged and the copyright is attributed. No work may
be derived from this material for commercial purposes and profit.

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 PREFACE

This module is a project of the Curriculum Implementation Division particularly

the Learning Resource Management Section, Department of Education, Schools
Division of Benguet which is in response to the implementation of the K to 12
Curriculum.
This Learning Material is a property of the Department of Education-CID, Schools
Division of Benguet. It aims to improve students’ performance specially in understanding
the theories of social sciences under the subject Discipline and Ideas in Social
Sciences. This module is designed to fit both home study and home education. It is
designed to fit independent learning but it may still require little supervision. It is
designed to meet both the requirements of MELC and the curriculum guide released in
2016.

Date of Development : May 2021

Resource Location : La Trinidad District, Benguet Division
Learning Area : Community Engagement, Solidarity, and
Citizenship
Grade Level : 12
Learning Resource Type : Module
Language : English
Quarter/Week : Quarter 4, Module 1 – Week 1
Competencies and Codes : Explain the core values of community action
initiatives:
a. human rights
b. social equity
c. gender equality
d. participatory development

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 ACKNOWLEDGMENT

The developer wishes to express her gratitude to those who helped in the
development of this learning material. The fulfilment of this learning material would not
be possible without these people who gave their support, helping hand and cooperation:

Mr. Nestor O. Dalay-on, School Principal, Mr. Madison B. Kiong, Assistant

Principal, Sir Ros Jansel O. Gualdo and Ma’am Vicenta C. Danigos for sharing their
time in critiquing this module and for their continuous guidance and support.

The Almighty GOD, for all the love, mercy, and blessings.

DIVISION LRMDS STAFF

MELVIN L. ALFREDO ANTIONETTE D. SACYANG

Librarian II Project Development Officer II

SONIA D. DUPAGAN, EdD,

Education Program Supervisor– Learning Resource

CONSULTANTS:

MACARTHY B. MALANES
EPS Araling Panlipunan

RIZALYN A. GUZNIAN, EdD.

Chief, Curriculum Implementation Division

SAMUEL T. EGSAEN, JR., EdD

Assistant Schools Division Superintendent

GLORIA B. BUYA-AO
Schools Division Superintendent

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 TABLE OF CONTENTS

Page
Copyright Notice …………………………………………………..……...…..…. ii
Preface …………………………………………………………………...…….… iii
Acknowledgment ……………………………………………………. …….….. iv
Table of Contents ……………………………………………………….………. v
Title Page ………………………………………………………………………… 1
What I Need to Know …………………………………………………………… 3
What I Know …………………………………………………………………….. 5
What’s In ………………………………………………………………….……… 6
What’s New ……………………………………………………………………… 6
What is It …………………………………………………………………………. 7
What’s More ……………………………………………………………………… 10
Activity 1 …………………………………………………………………… 10
Assessment 1……………………………………...…………………….. 11
Activity 2 …………………………………………………………………. 11
Assessment 2 ………………………………………………...…………. 11
Activity 3 …………………………………………………………………... 11
Assessment 3……………………………………………...……………… 11
What I Have Learned …………………………………………………………… 12
What I Can Do ……………………………………………………………….….. 12
Post-Assessment …………………...…………………………………………… 12
Additional Activities……………………………………………….……………… 13
Answer Key………………………………………………………………………. 14
Reference Sheet…………………………………………………...…….…….… 15

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 CORE VALUES OF
COMMUNITY ACTION
INITIATIVES
Community Engagement, Solidarity, and Citizenship

Grade 12
Quarter 4, Module 1 - Week 1

MARICAR V. DELMAS
Developer

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 Department of Education • Cordillera Administrative Region
What I Need to Know?

Hello future Social Scientists! In this module, you will learn about the core values
of community engagement. This lesson will guide you towards understanding the
concepts of human rights, social equity, gender equality and participatory development.
Learning about these concepts will empower you to challenge the preconceptions in the
society and be aware of your rights to protect yourself and the people around you
against discrimination.

Instructions to the facilitator

As a facilitator or a support knowledge source of a learner, you are encouraged and
expected to do the following:
∙ Establish rapport relationship with learner to gain trust and confidence,

∙ Guide the learner in understanding the concepts, skills, processes given,

∙ Assist or coach the learner accomplish the required activities,

∙ Help the learner develop his academic potentials to able to cope and

∙ Acquire the essential competencies and to manifest skills prescribed in the K to 12

curriculum and the 21st Century skills.

Instructions to the learner

∙ Abide, respect and maintain good relationship with your learning facilitator at all times,

∙ Ask your facilitator or teacher for assistance in any concept unclear to you,

∙ Be honest in answering the activities, and following the prescribed home learning
schedules and learning plans,
∙ Do your full potentials or best abilities in accomplishing the required activities,

∙ Read each direction/instruction carefully,

∙ Answer the pre assessment first before doing the other activities, What I need to Know

∙ Use other sheets of papers for your answers in the required activities that you will do,

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∙ Take care of the module. Do not tear or dirty any part of the module,

At the end of this module you should be able to gain knowledge on the following
learning objectives:

1. Explain the core values of community action initiatives

2. Analyze gender equality issues in our locality;
3. Promote awareness of human rights, social equity, gender equality
and participatory development.

What I Know

PRE-ASSESSMENT

As part of the lesson, take this short activity to assess your prior knowledge
about the core values of community action initiatives.

True or False. Write T if the statement is true and F if the statement is false.
______1. Human rights are in-born, meaning, we have them upon birth.
______2. Women and other gender groups are no longer marginalized because
they are a protected class.
______3. Human rights are absolute without limitations.
______4. Governments have the obligation to respect, protect and fulfill human rights.
______5. The right to a healthy and safe environment pertains only to ecological rights
and not to human rights.
______6. Although women do suffer material discrimination, they enjoy equal social
status with men in most societies in the world.
______7. Because they have the capacity for motherhood, women are more caring than
men and therefore more fit for certain kinds of jobs than men.
______8. Participatory development is characterized by the progressive actions of a
community in fighting injustices and inequalities in the distribution of political and
economic powers.
______9. Community actions become effective if we understand the nature of the social
problems we are dealing.
______10.Everyone has the same equal rights everywhere.

II. Matching Type: Identify the type of rights. Write the correct letter of your answer on
the blank. Choose your answers from the box below.
A. Civil B. Cultural C. Economic D. Social E. Political

___11.The right to a family, the right to education, and the right to health and well-being.

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___12. Right to speech and expression, and the right to assembly and association.
___13. Right to equality before the law, the right to protection from arbitrary arrest, and
the right to the due process of law.
___14. Right to speak one’s own language and to “mother tongue” education.
___15. Right to work and fair remuneration, right to form trade unions and free
associations and right to social security.

What’s In

Recall in the previous lessons that community, using a social science

perspective, refers to an informally organized social entity, characterized by a sense of
identity. We consider community as a group of people connected by commonly held
interests, aspirations, perspectives and values. Likewise, you have learned about the
emergence of communities and its functions. You have also discovered the problems
and issues in the community and how to resolve them.
To test your knowledge about the previous lesson, complete the activity below.

Direction: Let us review your previous lessons by completing the table below.
Give examples of forms of “solidarity” in the following areas of society?

FORMS OF COMMUNITY SOLIDARITY

Political Area Social Area Economic International Level

What’s New?

Editorial Cartoon Analysis: Analyze the editorial cartoon and answer the
guide questions below.

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 https://opinion.inquirer.net/137373/editorial-cartoon-january-30-2021

Guide questions:
1. What issue is this editorial cartoon all about?
2. What do you think is the cartoonist’s opinion on this issue?
3. What is the relevance of the picture to the people who are following the Corona
Virus safety protocols?
4. How can you promote social equity and social justice in our community?

What is it?

Human Rights
According to the United Nations, Human Rights refer to basic standards or
fundamental freedoms and liberties inherent or inalienable to all human beings-
whatever their race, sex and gender, social class, age, disability, religion, political
affiliation, creed or other characteristic of background or group membership.
Human rights are basic individual entitlements which are universally protected and
enshrined in the Universal Declaration of Human Rights, which was ratified on
December 10, 1948.
1. Civil Rights- the right to life, liberty and personal security.
2. Political Rights- guarantee an individual’s involvement in public affairs which
includes the right to speech and expression and the right to vote.
3. Economic Rights- the right to work and fair remuneration, the right to form trade
unions and free associations and the right to social security.
4. Social Rights- the right to family, the right to education, the right to health and
well- being, and the right to leisure time.
5. Cultural Rights- the right to the benefits of culture, the right to indigenous land,
rituals and shared cultural practices.

Core Characteristics or Principles:

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 1. Universal and Non-discriminatory- Human rights apply equally to all people
because everyone is born free and equal in dignity and rights.
2. Inalienable- human rights are innate to all human beings and cannot be traded
for something else or be taken away.
3. Interconnected and indivisible- each human rights is realized in the fulfillment of
others rights; thus the violation of one affects the other.

Social Equity
Social equity is the fair access to opportunities, such as livelihood, education,
and resources. Similar to Social Justice, social equity implies participation in the political
and cultural life of the community. It focuses more on institutions and how easily we are
linked to them. It pertains to increased access or participation of marginalized classes or
community sectors. Among the marginalized sectors are women, children, youth,
indigenous people, persons with disability, elderly and the LGBT community.

Gender Equality
UNICEF defines Gender equality as “the concept that women and men, girls and
boys have equal conditions, treatment and opportunities for realizing their full potential,
human rights and dignity, and for contributing to (and benefiting from) economic, social,
cultural and political development. Gender equality is, therefore, the equal valuing by
society of the similarities and the differences of men and women, and the roles they
play. It is based on women and men being full partners in the home, community and
society. Equality does not mean that women and men will become the same but that
women’s and men’s rights, responsibilities and opportunities will not depend on whether
they are born male or female”.

Gender Inequality, on the other hand, refers to a social process by which people are
treated differently and disadvantageously, under similar circumstances, on the basis of
gender (Oxford Dictionary).
According to the United Nations Population Fund (UNFPA , 2006), the relationship
between advancement and fulfillment of rights and gender equality and equity was
pronounced and acknowledged in the International Conference on Population and
Development in Cairo in 1994. The denial of women’s basic human rights is persistent
and widespread. For example:
 Over half a million women continue to die each year from pregnancy and
childbirth-related causes.
 Rates of HIV infection among women are rapidly increasing. Among those 15-24
years of age, young women now constitute the majority of those newly infected,
in part because of their economic and social vulnerability.
 Gender-based violence kills and disables as many women between the ages of
15 and 44 as cancer. More often than not, perpetrators go unpunished.

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  Worldwide, women are twice as likely as men to be illiterate. As a consequence
of their working conditions and characteristics, a disproportionate number of
women are impoverished in both developing and developed countries. Despite
some progress in women’s wages in the 1990s, women still earn less than men,
even for similar kinds of work.
 Many of the countries that have ratified CEDAW still have discriminatory laws
governing marriage, land, property and inheritance.

Gender Equity

Gender equity is the process of being fair to women and men. To ensure
fairness, strategies and measures must often be available to compensate for women’s
historical and social disadvantages that prevent women and men from otherwise
operating on a level playing field. Equity leads to equality. Gender equality requires
equal enjoyment by women and men of socially-valued goods, opportunities, resources
and rewards. Where gender inequality exists, it is generally women who are excluded or
disadvantaged in relation to decision-making and access to economic and social
resources (United Nations Population Fund, 2005).

How to achieve gender equality?

We must guarantee that the Convention on the Elimination of All Forms of

Discrimination Against Women (CEDAW) is being followed and fulfilled. CEDAW is
often referred to as the ‘women’s bill of rights’. It is one of the core international human
rights treaties of the United Nations treaty system, which requires Member States to
undertake legal obligations to respect protect and fulfill human rights. It provides a
complete definition of sex-based discrimination – described as any distinction,
exclusion, or restriction on the basis of sex, which intentionally or unintentionally nullifies
or impairs the recognition, enjoyment and exercise of women’s social, cultural, political
and economic rights.

Participatory Development

As cited by Roberts (2017) “Participatory development seeks to give the poor a

part in initiatives and projects that are designed by outside organizations in the hopes
that these projects will be more sustainable and successful by involving local
stakeholders in the projects goals.” In addition, it is also a process through which

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stakeholders influence and share control influence and share control over development
initiatives- and over the decisions and resources that affect themselves.

Core Characteristics of Participatory Development (Rahnema, as cited by Taguibao

and De Guzman, 2016).

1. Cognitive- it generates new ways of understanding community issues & problems

2. Political- it capacitates the powerless, gives voice to the silent,voiceless
3. Instrumental- it proposes alternative solutions to problems

4 Forms of Participatory Development

Passive Participation by Participation by Empowerment
Participation Consultation Collaboration Participation
Minimum Stakeholders Stakeholders with Stakeholders
participation; answer queries predetermined actively participate
stakeholders are posed by external goals participate in the process and
merely informed researchers or during the in its analysis. Joint
about the plans and experts. discussion, analysis decision-making
progress of the and decision- process.
project. making stages.

Pros and Cons of Participatory Development (Bulatao, as cited by Taguibao and De

Guzman, 2016)
1. Participation helps local government units (LGUs) maximize the use of their
resources both from the public and other sectors;
2. Participation enhances trust in the government.
3. Participation ensures continuity of plans despite changes in leadership.
4. Participation helps accurately identify problems, issues, needs and concerns
5. Participatory development is at times criticized as costly and slow.
6. Participatory development projects fall short in satisfactorily addressing
inequalities.
7. Critics accuse participatory development of tokenism wherein only few locals
from the community are hand-picked to prove its participatory credentials.

What’s More

Activity 1: Who’s that woman?

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Look at the pictures below. What can you say about them? What are their similarities?

https://en.wikipedia.org/wiki/ https://en.wikipedia.org/wiki/ https://en.wikipedia.org/wiki/ https://www.britannica.com/

Tsai_Ing-wen Leni_Robredo Jacinda_Ardern biography/Kamala-Harris
2
____________________________________________________________________
Assessment 1: Identify/list the women leaders in your locality (barangay / municipality)
name of women leader position or designation
1. ________________________ _____________________
2. ________________________ _____________________
3. ________________________ _____________________

On your list, do you think there is sufficient women’s participation in local governance?
Is it necessary to include more women? Explain you answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity 2. Match Me. Match the key concepts in column A with the words in Column B.
Write the letters in the given spaces next to the numbers.
COLUMN A COLUMN B
____1. Tokenism A. Giving fair access to opportunities and resources
for all both men and women and other genders
____2. Participatory development B. Handpicking community representatives to prove
participatory credentials
____3. Gender Equity C. It means it cannot be separated from us
____4. March D. Month of UN Declaration of Human Rights
____5. Economic Rights E. Inter-sectoral consultation on community issues
____6. Cultural Rights F. Referred to as the “Women’s Bill of Rights”
____7. Gender Equality G. Right to work, to receive salaries

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____8. December H. Right to perform rituals and traditions
____9. Inalienability of right I. Womens’ Month
____10. CEDAW J. Equal valuing of similarities and differences of
women and men
Assessment 2: In your own capacity as a HUMSS student, what can you do to help
promote and protect our rights and privileges in your family or community. Write an
essay of not less than 10 sentences.

Activity 3. Know your rights. The United Nations has a Universal Declaration on the
Rights of a Child. Listed below are some of the key rights identified in this declaration.
Put a check when you have experienced or are enjoying these given rights.

___The right to a name and nationality. ___The right to one’s culture.

___The right to health and nutrition. ___The right to education.
___The right to shelter. ___The right to be protected from abuse.
___The right to express your opinion. ___The right to know and be informed.
___The right to join groups ___The right to clean environment.
and organizations.

Assessment 2: From your Activity 2, identify which human right is often violated or not
respected in your community. How will you help promote and protect such right?

One Human Right that is not Actions to be taken

recognized or respected in your place for its protection and promotion.

Activity 3. Match Me. Match the key concepts in column A with the words in Column B.
Write the letters in the given spaces next to the numbers.
COLUMN A COLUMN B

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____1. Tokenism A. Giving fair access to opportunities and resources
for all both men and women and other genders
____2. Participatory development B. Handpicking community representatives to prove
participatory credentials
____3. Gender Equity C. It means it cannot be separated from us
____4. March D. Month of UN Declaration of Human Rights
____5. Economic Rights E. Inter-sectoral consultation on community issues
____6. Cultural Rights F. Referred to as the “Women’s Bill of Rights”
____7. Gender Equality G. Right to work, to receive salaries
____8. December H. Right to perform rituals and traditions
____9. Inalienability of right I. Womens’ Month
____10. CEDAW J. Equal valuing of similarities and differences of
women and men
Assessment 3: In your own capacity as a HUMSS student, what can you do to help
promote and protect our rights and privileges in your family or community. Write an
essay of not less than 10 sentences.

What I Have Learned

To generalize what you have learned in this lesson, complete the following
statements on your answer sheet.

I have learned that__________________________

I realized that ______________________________

I will apply ________________________________

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 What I Can Do

Reflective Essay. If you were the Chairman of the Sangguniang Kabataan, what
projects would you wish to implement in relation to Social Equality, Gender Equality,
Participatory Development and Human Rights? Kindly explain your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Criteria:
Content (ideas, facts, information)- 10
Convection (impact, appeal) -10
Originality (uniqueness, style) -10

POST-ASSESSMENT

TRUE or FALSE: Write O if statement is true and X if false.

____1. We are all equally entitled to our human rights without discrimination.
____2. Empowering the exploited and marginalized communities require strong and
effective advocacies.
____3. Gender equity and gender equality are the same thing
____4. Human rights are basic individual entitlements.
____5. Community life is more important than individual personal lives
.
DEFINE ME! Define the following terms or phrases according to what you have learned.
6. Human rights-_____________________________________________________
7. Civil Rights- ______________________________________________________
8. Economic Rights- __________________________________________________
9. Social Rights-_____________________________________________________
10. Political Rights-____________________________________________________
11. Social equity-______________________________________________________
12. Gender equality-___________________________________________________
13. Gender inequality- _________________________________________________
14. Gender equity-____________________________________________________
15. Participatory development-__________________________________________

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 ADDITIONAL ACTIVITY

DOODLE THE WORDS. Doodle the concepts and principles that we have discussed
based on your understanding. Use a short bond paper and coloring materials.

Criteria:
Creativity (artistry) - 10
Creativity (relevance to the topic) - 10
Originality -10

ANSWER KEY

Pre-assessment: WHAT’S MORE –

True or False: Activity 1 ANSWERS MAY VARY
T Assessment 1 ANSWERS MAY VARY
F Activity 2 ANSWERS MAY VARY
F Assessment 2 ANSWERS MAY VARY

T Activity 3 ANSWERS MAY VARY

F Assessment 3 ANSWERS MAY VARY

F Post Assessment:

F True or False

O
T

T O

T X

MATCHING TYPE: O

A O

D DEFINE ME- ANSWER MAY VARY

E DOODLE A WORD- ANSWERS MAY VARY

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C
 REFERENCES

A. Books
Mark Anthony D. Abenir, Froilan A. Alipao and Elizabeth T. Urgel. Community,
Engagement, Solidarity and Citizenship. 2017. Diwa Learning Systems Inc., Makati City

Jalton G. Taguibao and Francis Ron C. De Guzman. Community Engagement,

Solidarity and Citizenship. 2016. Vibal Group Inc. Araneta Avenue, Quezon City

B.Taken from Internet

2020 Theme: “Closing the Inequalities Gap to Achieve Social Justice”

https://www.un.org/en/observances/social-justice-day.

What is Social Equity. https://www.igi-global.com/dictionary/support-for-and-behavioral-

responses-to-tolls/27342

https://projecthumancity.com/2017/02/02/what-is-social-equity/#:~:text=
%E2%80%9Csocial%20equity%20is%20the%20economic,the%20individual%20lives
%20of%20community

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https://www.unicef.org/rosa/media/1761/file/Gender%20glossary%20of%20terms
%20and%20concepts%20.pdf
https://asiapacific.unwomen.org/en/focus-areas/cedaw-human-rights/
faq#whatstateparties

Tobias Roberts . The Centrality of Community Participation for All Community

Development Work. https://www.thegrassrootscollective.org/what-is-participatory-
development

http://health-genderviolence.org/sites/default/files/download/
h1_m2_gender_equality_quizanswers_en_rev2012_new.pdf
https://www.unfpa.org/resources/frequently-asked-questions-about-gender-equality

C. Pictures
https://opinion.inquirer.net/137373/editorial-cartoon-january-30-2021
https://time.com/5852567/new-zealand-coronavirus-jacinda-ardern-election/
https://en.wikipedia.org/wiki/Tsai_Ing-wen
https://www.britannica.com/biography/Kamala-Harris
https://en.wikipedia.org/wiki/Leni_Robredo

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For inquiries or feedback, please write or call:

Department of Education – Schools Division Office of Benguet

Wangal, La Trinidad, Benguet
Telephone: 074 422 2001
Email Address: benguet@deped.gov.ph

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