1.1 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of Appendices for DLPs - Class F.pdf

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP

Republic of the Philippines Department of Education Region III

A Compendium of Daily Lesson Plans and Resource Materials in

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP The compendium of DLPs and resource materials was collaboratively developed and reviewed by educators of Region III HUMSS Teachers (Class F) during the Mass Training of Senior High School Teachers May 4 – 24, 2017 San Fernando City, Pampanga HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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INTRODUCTION

The Department of Education, in its continuing effort to uphold the vision and mission of the K to 12 Program, particularly the Senior High School (SHS) conducted the Mass Training of Teachers as stated in the Regional Memorandum no. 43 series 2017 to further equip the SHS teachers with the needed skills, knowledge, expertise and most of all confidence in developing lifelong learners and preparing graduates for tertiary education, entrepreneurship, and employment. The HUMSS (Humanities and Social Sciences) teachers, armed with great dedication, passion and skills felt the need to collaborate and produce teaching guides specifically DLPs (Daily/Detailed Lesson Plans) with appendices and enhanced with varied methodologies and strategies patterned to the interest and personality of the millennials on the course Community Engagement, Solidarity and Citizenship (CSC). This will aid teachers in facilitating activities and questions as well as to understand the content areas and competencies deeper. In addition, the DLPs look forward to empowering not only the teachers but the learners as well as to become independent, confident and self-directed as they engage fully in the content areas and competencies.

REGION III HUMSS CLASS F

HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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THE CONTRIBUTORS It is with pride and honor to present to the Department of Education Region III the Compendium of Daily Lesson Plans (DLPs) and Resource Materials in

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP as output of 18-day Mass Training of Senior High School Teachers for HUMSS-C held on May 4-24, 2017 at Orotel, City of San Fernando, Pampanga.

ALTAR, ELIZA T. ARAGON, RENZ JEFFREY M. BALINGIT, ROSELLA B. BATO, JOSEPHINE C. BERROY, KAREN JOY C. BETE, ESTRELLA A. BOGNOT, JONNALYN V. BRIGUELA, JR. JAIME MARCELO CORDOVA, MAY N. CUNANAN, BABY INES LEA N. DE OCAMPO, NORVIN D. DE VERA, JASMIN J. DE VERA, MILAGROS M. DIONISIO, CELIA G. ECLEVIA, DANIEL ELCA, MERCEDES CECILIA O. FLORES, ARVI S. GARCIA, KEVIN CEDDIE C. GARINGO, ELSON S. GONZALES, IRIS RUTH E. LIBID, SANDYVALJASPER B. LINGAT, ALEJANDRO B. LULU, NATHANAEL G. MACTAL, SHERILYN P. MALGAPO, GERBY B. MAMARADLO, JAYSON A. MANGUNE JR., EMMANUEL M

MAROLLANO, RICHARD MELEGRITO, ANTONETTE T. MENDOZA, BETH B. MIRANDA, MARIA CECILIA NAVAL, BENJIE R. OSORIO, MARKY P. PATRON, MARIA CONCEPCION A PECSON, RYAN R. PEREZ, GRACE P. PINEDA, JOANNE G. PODRIDO, JAJE ANGELIKA A. PUNDAVELA, JOCELYN B. QUIMSON, ASHER ISRAEL RAGANIT, REAGAN V. RAMOS, BERNARD C. RAMY, EDWIN REY J. SALEM, ROSITA B. SANCHEZ, RHODA A. SANTOS, ANDRES VERGEL V. SOLOMON, CAROLINE M. TIGLAO, IRENE V. TOMANENG, GLENDA LUISA M. TORRES, MARIANNE M. VALLAGAR, JOY EMMANUEL S. VELASCO, JOSE L. VILLASIS, VINCENT S. VIVAS, JULIANNE G. YANGA, EDWIN T.

ANA LIZA R. LEPASANA Facilitator


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TABLE OF CONTENTS

INTRODUCTION………………………………………………………………………………………………………ii THE CONTRIBUTORS………………………………………………………………………………………………iii BUDGET OF WORK………………………………………………………………………………………………….v THIRD QUARTER Chapter 1: Concepts and Perspectives of Community…………………………………………………………..1 Chapter 2: Community Action…………………………………………………………………………………………………10 Chapter 3: Core Values and Principles of Community Action Initiatives…………………………….31 FOURTH QUARTER Chapter 4: Methodologies and Approaches of Community Actions and Involvements Across Disciplines……………………………………………………………………………………………………40 Chapter 5: Community Action Initiatives: Field Practicum……………………………………………………57


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BUDGET OF WORK NO A.1

A.2

A. 3 A. 4 A. 5 A. 6

LEARNING COMPETENCY Explain the importance of studying community dynamics and community action in relation to applied social sciences and the learners' future career options. Compare and contrast the definitions of community using various perspective, e.g. Social science, institution, civil society, and local/ grassroots level Develop/ affirm sense of shared identity and willingness to contribute to the attainment of the common good Recognize diversities in communities Analyze functions of communities in terms structures, dynamics, and processes Compare and contrast typologies of communities

CODE

SCHEDULE

HUMSS_CSC12-Iii a-c1

WEEK 1 DAY 1

HUMSS_CSC12-IIIa-c 2

WEEK 1 DAY 2-4


WEEK 2 DAY 1


WEEK 2 DAY 2-4


WEEK 3 DAY 1


WEEK 3 DAY 2-3

ASSESSMENT (UNIT TEST) B.7 B.8 B.9 B.10 B.11

Recognize the value of undertaking community action modalities Acknowledge interrelationship of self and community in undertaking community action Identify opportunities to contribute to community development through solidarity Recognize the importance of solidarity in sociopolitical processes in promoting national and global community development Assess selected community-action initiatives ASSESSMENT (UNIT TEST)

WEEK 3 DAY 3 HUMSS_CSC12-IIId-g-7

WEEK 4 DAY 1-4

HUMSS_CSC12-IIId-g-8

WEEK 5 DAY 1-4


WEEK 6 DAY 1-4


WEEK 7 DAY 1


WEEK 7 DAY 2-3 WEEK 7 DAY 4

C.12

Promote awareness of human rights in communities among the learners

HUMSS_CSC12-IIIh-j-13

C.13

Appraise the value of social equity and gender equality in the context of participatory development


C.14

Analyze strategies of empowerment and advocacy through community action


C.15

C.16 C D.17

D.18 D.19 D

Develop commitment and conviction to participatory development for community well-being Appraise the value of social equity and gender equality in the context of participatory development ASSESSMENT (UNIT TEST) Explain the processes, methodologies, and approaches in applied social sciences related to community study Apply systematic social research methods in conducting a community study Develop a community action plan using participatory approaches ASSESSMENT (PRESENTATION OF COMMUNITY ACTION PLAN)

WEEK 8 DAY 1-3 WEEK 8 DAY 4 WEEK 9 DAY 1

WEEK 9 DAY 2-3 WEEK 9 DAY 4

HUMSS_CSC12-IIIh-j-16 WEEK 10 DAY 1 HUMSS_CSC12-IIIh-j-17

WEEK 10 DAY 2 WEEK 10 DAY 3-4

HUMSS_CSC12-Iva-d-17

WEEK 11 DAY 1-2


WEEK 11 DAY 3 TO WEEK 14 DAY 2


WEEK 14 DAY 3 WEEK 14 DAY 4

E.20

Implement Community Action Initiatives

HUMSS_CSC12-IV-e-h20

E.21

Appreciate the value of applying social sciences in community action initiatives



WEEK 15 DAY 1-4 WEEK 16 DAY 1-4 WEEK 17 DAY 1-3

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP E.22

Synthesize the integrative experience of implementing community action initiatives

E

ASSESSMENT (CIMPLEMENTATION OF COMMUNITY ACTION PLAN)



WEEK 17 DAY 4 WEEK 18 DAY 1-2 WEEK 18 DAY 3-4

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Appendices in Community Engagement, Solidarity, and Citizenship

Concepts and Perspectives of Community HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP APPENDICES A. CONCEPTS AND PERSPECTIVES OF COMMUNITY Appendix A.1.2.1 REVIEW 

Presentation of Homework: SOCIAL MAPPING. Learners will present their maps and make conclusions based on their observations about the dynamics that exist in their communities.  Teacher asks 2 or 3 students to answer the following question: a. Where do you belong along these groups? b. Ten years from now, where would you be on these groups

Appendix A.1.3.2 REVIEW



Presentation of Homework: Learners will present their community pictures in PowerPoint. They will individually describe in 2-3 sentences the pictures.

Appendix A.1.4.3 DEVELOPING MASTERY I. TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is not. _____ 1. Community is a collection of people in a particular territory. _____ 2. Collection of people is always synonymous with community. _____ 3. The daily operations in the community constitute to a feeling of isolation. _____ 4. Society is another term for community. _____ 5. Being a part of a community develops a sense of belongingness among individuals. II. IDENTIFICATION. Identify what is being asked in each statement. Write your answer on the space provided. _________________ 1. It is defined as collection of people in a geographical area. _________________ 2. It is the study of society and social interactions.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP _________________ 3. An element of a community which pertains to a geographical area which pertains to a geographical area which can be under the jurisdiction of the government. _________________ 4. It is the study of man. _________________ 5. It is defined as an established organization. III. MATCHNG TYPE. Match column A to Column B. Write the letter of your answer on the space provided. A. _______ 1. Pertains to highly industrialize communities. _______ 2. Consists of agricultural lands, also referred as pre-industrial communities. _______ 3. A densely populated area usually crowded and has dirty run-down housing. _______ 4. An area of land that has been divided on smaller areas on which houses were built. _______ 5. Refers to the social standing of an individual. B. a. Slums b. Urban c. Social Status d. Rural e. Subdivision f. Community Appendix A.2.1.1  Community Song  Process Question/s: a. What is the message of the song? (Presentation of the competencies.) Appendix A.2.1.2  Song analysis (Magkaisa)  Process Question: a. How can you relate the song to our activity?  Values Integration: Unity  Discussion of saying and a bible excerpt. a. “Together we stand, Divided we fall.” John F. Kennedy b. “As a body is one though it has many parts and all the parts of the body c. Though many are one body, so also as Christ.”1 Corinthians 12:12 d. Each part of the body is unique and important. Like us each of us is unique and our uniqueness can help strengthen our community. Appendix A.2.2.3 MOTIVATION  Song analysis ( Mabuting Pilipino by Noel Cabangon) a. What is the message of the song? b. Based on the song what are the characteristics of a good citizen? c. Do you possess these characteristics? Appendix A.2.3.4 DISCUSSION  PROCESSING QUESTIONS: a. Why do you think these show socio-political structure, cultural structure, economics structure? b. Is it possible that these elements of the community create differences in the lives of the people in the community? How? And Why? c. Do these pictures contribute to the development of society? d. Do you think these elements can exist on their own without the others? PowerPoint Presentation:


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Appendix A.2.4.5 MOTIVATION  Concept Sketches Activity A picture/sketch is shown and let the student give short statements that describe the processes, concepts, and interrelationships shown in the sketch.

Sketch to Stretch Activity  Draw/sketch a symbol or an object about a community without a leader. Students shall draw the concepts learned individually and presented in class.

a. Ask the student:  Where do you think is the center based located?  Do you think leaders of each organization are important?  What would happen to a community without a leader? Effects?  Do you think that we can also lead or manage a small community as it should be? b. Do you have a specific way or strategy in leading a small organization? Appendix A.2.4.6 DISCUSSION  Teacher presents the topic by using power point presentation  And elucidate the topic about community power and its importance, leadership and types of leadership. (Reciprocal Questioning) PowerPoint Presentation:


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Appendix A.3.2.1 Review



Before going into today’s discussion, the class will go back to the previous lesson through the use of pictures prepared by the teacher.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix A.3.2.2 Motivation  The students will view a video presentation regarding the composition of a community. After viewing the presentation, teacher will ask: a. What composes the community? b. How do they work? c. Do they help one another for the purpose of co-existence?

http://m.youtube.com/watch?v=pkrQzmGMsg0 Appendix A.3.2.3

RAW SCORE

Rubric 1 RUBRICS FOR WRITTEN WORK (ESSAY) INDICATORS

5

Write the essay nicely and it has appropriate content related to the topic.

4

Correct and appropriate but lack of neatness.

3

Wrong use of capitalization , punctuation marks, indention, etc.

2

Incomplete work.

1

Obviously copied the work of others.

0

Not submitting any work. Rubric 2

Rubrics for Essay Evaluation CREDITS TO DEPED TAMBAYAN BLOGGERS TEAM http://richardrrr.blogspot.com/ SHARE THIS TO ALL TEACHERS HOW TO USE THIS RUBRIC? PLS VISIT THIS LINK >> http://bit.ly/rubricsassessment CRITERIA

1 2 3  includes typed  includes typed  includes final, prewrite or final, prewrite or typed final, outline, marked outline, marked prewrite/ outline, draft, & Works draft, & Works draft, & Works Format Cited in Cited in Cited, but prescribed format prescribed insufficient editing format of draft; several errors in prescribed format  writing shows  writing shows  writing shows unusual insight strong, clear adequate Understandin understanding understanding understanding but g of literature/ may be too texts general or superficial  presents fresh  presents an  presents a clearly thesis in an effective thesis defined thesis, but original manner and developme the Idea while displaying nt using a development is Development unusual insight consistent, too general or may careful manner not be marked by incorporating e independent xamples thought  more than  adequate/some  inadequate/severa adequate/correct errors in MLA l errors in MLA Text Support MLA format; format; format; some smooth generally faulty embedding embedding smooth


4  missing prewrite/outline, draft or Works Cited; insufficient editing of draft or outline; numerous errors in format  writing shows little or no understanding of text  poorly defined or inconsistent development of thesis that displays little insight  inadequate/nume rous errors in MLA format; ineffective embedding

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP embedding  strong,  organized; clear  interesting; clear beg/middle/end; beg/middle/end; clear thesis that Organizationa strong thesis that is marked on l Pattern is marked on draft draft 

Word Choice

Sentence Structure

Transitional Devices

Language Mechanics

 fresh/vigorous;  vivid/interesting;  contributes to attempt to "voice" very establish "voice" limited use of limited use of  1st and 2ndperson 1stand & "to be" verbs 2nd person & "to be" verbs  correct/varied  correct, but  lacks variety  smooth &  somewhat effective; marked smooth & on draft generally effective; most marked on draft  very few (if any)  few errors; errors; very well generally well proofread proofread



somewhat organized; attempt at beg/middle/end; thesis is weak or unclear not marked on draft appropriate but not specific or vivid; weak "voice" weak attempt to limit use of 1st and 2nd person & "to be" verbs sometimes incorrect & lacks variety many not smooth & some errors in usage; many not marked on draft

 no attempt at organization; lacks clear beg/middle/ end; thesis lacking or inappropriate not marked on draft  simple/vague; appears to lack "voice"  excessive use of 1stand 2nd person & "to be" verbs  frequent errors & lacks variety  not used &/or frequent errors in usage; many not marked on draft

 several errors;  numerous errors; requires additional appears not to proofreading have been proofread

Appendix A.3.3.4 MOTIVATION The learners will be given a puzzle activity which is entitled as FIT IT RIGHT! Wherein, students will be divided into three groups and each group will need to put puzzle pieces as fast as they can. Note: Each group puzzle will form a picture showing Rural, Urban and Suburban Community. (5 mins.) The learners will give his/her observation regarding the puzzle they made. RURAL

URBAN

SUBURBAN

Appendix A.3.3.5 ABSTRACTION  Collaborative Learning with teacher Group the class into 3 groups: Discuss the following questions: 1. Discuss what is the difference between rural and urban/suburban, global and local community? 2. Give example about rural, urban/suburban, global and local community. Note: Each group will be given 2-3 minutes to present their output then the teacher will discuss the comparison and difference between the types of community based on sociological theories and perspective. Likewise, teacher will give input including; A. Types of Community  Rural – consist of agricultural lands, also referred as pre-industrial communities.  Urban – pertains to highly industrialize communities.  Sub-urban – relating to or characteristic of or situated in suburbs.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix A.3.4.6 UNIT TEST Name __________________________ Grade & Section _______________ I. TRUE OR FALSE. Read each statements carefully. Write T if the statement is true and F if it is not. _____ 1. Community is a collection of people in a particular territory. _____ 2. Collection of people is always synonymous with community. _____ 3. The daily operations in the community constitute to a feeling of isolation. _____ 4. Society is another term for community. _____ 5. Being a part of a community develops a sense of belongingness among individuals. II. IDENTIFICATION. Identify what is being asked in each statement. Write your answer on the space provided. _________________ 1. It is defined as collection of people in a geographical area. _________________ 2. It is the study of society and social interactions. _________________ 3. An element of a community which pertains to a geographical area which pertains to a geographical area which can be under the jurisdiction of the government. _________________ 4. It is the study of man. _________________ 5. It is defined as an established organization. III. MATCHNG TYPE. Match column A to Column B. Write the letter of your answer on the space provided. A. Terms a. Slums b. Urban c. Social Status d. Rural e. Subdivision f. Community

B. Description / Definition _______ 1. Pertains to highly industrialize communities. _______ 2. Consists of agricultural lands, also referred as pre-industrial communities. _______ 3. A densely populated area usually crowded and has dirty run-down housing. _______ 4. An area of land that has been divided on smaller areas on which houses were built. _______ 5. Refers to the social standing of an individual.

IV. ESSAY (5 pts. each) 1. As a student how can you help lessen the diversity issues now in our society? 2. What type of leadership do you think is suitable in your community? And why did you choose that type of leadership?


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Community Action HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP APPENDICES B. COMMUNITY ACTION Week 4 Appendix B4.1.1 Video URL Warm up: RePLAY, ReLIVE, ReCREATE - Community Engagement through Sports Link: https://www.youtube.com/watch?v=kI_6quF_sJ4 Appendix B4.1.2 Performance Task Rubric Group: Task: Criteria

Weight

Exceptional (100% - 80%)

Admirable (79% - 51%)

Acceptable (50% - 31%)

Attempted (30%)

50%

 (10) Factual information is accurate  (10) Indicates a clear understanding of topic

 (8) Factual information is mostly accurate  (8)Good understanding of topic

 (5) Factual information is somewhat accurate  (5) Fair understanding of topic

 (3) Information is inaccurate  (3) Presentation is off topic

 (10) Accepts ideas of others; able to compromise  (20) All members contribute

 (8) Accepts most ideas without negative comments; able to compromise  (15) Some members contribute

 (5) Unwilling to compromise  (10) Few members contribute

 (3) Group does not work together  (6) One person does all the work

 (10) Shows confidence  (10) Informative  (10) Entertaining; engages audience  (10) Speaks loudly and clearly  (10) Appropriate use of body language

 (8) Shows some confidence  (8) Presents some information  (8) Engages audience  (8) Can be heard  (8) Some use of body language

 (5) Unsure of responsibility  (5) Somewhat informative  (5) Engages audience intermittently  (5) Hard to hear  (5) Some movement

 (3) Portrayal stalls  (3) Lacks information  (3) Audience bored  (3) Mumbles  (3) Body language is lacking; inappropriate

Understanding of Topic

Cooperation

Presentation

20%

30%

Comment: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Task Score ___________ x (.10) = Final Score ________________ Evaluator: ____________________________ ____________________________ Appendix B4.2.3 Balloon Frenzy GROUP DYNAMICS GUIDE FOR BALLOON FRENZY Spatial Requirements: Gym / outdoor space required Activity Type: Movement / Group Group Size: 2 or more Time: 15 minutes


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Introduction: As students work to keep balloons from touching the ground, they will recognize the importance of collaboration in achieving goals. They will experience negative change and identify the feeling of being overwhelmed. This activity will help them understand that success often depends on the help we receive from others. Materials:  Enough filled balloons for each member of the group to have at least two balloons. Activity: To begin, hand each student one filled balloon, and ask them to wait for instructions. Gather the remaining balloons into a pile for you and other facilitators to add to the game later. Note: There should be enough student facilitators in the room to observed the game and identify when a balloon touches the ground. Tell students the goal of the game is to keep the game going as long as possible. To keep the game going. They must keep all of the balloons in the air. Students can use any part of their body during play, but once a balloon has touched the ground they are not to pick it up. Students can assist or receive help from other students to keep their balloons in the air. IF a student’s balloon touches the ground, they can assist their classmate in keeping his/her balloon in the air. IF five balloons in the group touch the ground, the game is over. Begin the game. After a short time, you and the other facilitators should add another balloon for each student. Remind students that the goal is to keep all of the balloons in the air. If the student drops a balloon, remind them not to pick it up. The game is stopped when five balloons touch the ground. Processing the Experiences:  Was it easy to keep one balloon from touching the ground?  How did you feel when the second balloon was added?  How were you able to keep both balloons up?  Did you ever need someone else’s help to keep your balloons from touching the ground?  Did you ever help someone else to keep his or her balloon from touching the ground?  At what point did you realize you were dependent on the other group members to succeed at keeping all of the balloons in the air  Did you feel a responsibility toward the other group members to keep all of the balloons in the air?  Why did you feel this way?  How does this relate to your own life?  In life, is it easier to juggle life’s challenges alone or with the help of other. Appendix B4.2.4 Essay Assessment Rubric Performance Areas

Content / Development

Organization

Style

Excellent 10 - 7

Good 6-4

Essay has a specific central idea that is clearly stated in the opening paragraph. Essay is logically organized and well-structured displaying a beginning, a boy and a conclusion. Critical thinking skills are evident Writing is smooth, coherent, and consistent with the central idea. Sentences are strong and expressive with varied structure.

Central idea is vague; somewhat sketchy and nonsupportive to the topic; lacks focus.

Needs Improvement 3-2 Unable to find specific supporting details; more than 4 errors in information.

Essay somewhat digresses from the central idea; ideas do not logically follow each other.

Central point and flow of essay is lost; lacks organization and continuity.

Ideas were unorganized and vague; no particular flow was followed.

Sentences are varied and inconsistent with central idea, vocabulary and word choices.

Lacks creativity and focus. Unrelated word choice to central idea. Diction is inconsistent.

Writing is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction.


Unacceptable 1-0 Essay had no central idea or supporting details.

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Mechanics

Diction is consistent and words well chosen. Written work has no errors in word selection and use sentence structure, spelling punctuation and capitalization

Written work is relatively free of errors in word selection and use, sentence structure, spelling, punctuation, and capitalization (1-2 errors)

Written work has several errors in work selection and use, sentence structure, spelling, punctuation, and capitalization (3-4 error)

Written work has serious and persistent errors in word selection and use, sentence structure, spelling, punctuation, and capitalization.

Appendix B4.3.5 Citizenship GROUP DYNAMICS GUIDE FOR CIVIL SOCIETY AND CITIZENSHIP Spatial Requirements: Classroom Activity Type: Cognitive / Group Group Size: 2 or more Time: 15 minutes Introduction: While many people may take citizenship for granted, anyone need only turn on the news to see just how important it is. This lesson plan will help make sure your students understand not only citizenship, but also their role in civil society. Materials:  Cartolina or Manila paper and Marker for the student output. Activity: Break your class into 4-5 groups. Have each group come up with their own list of rights and responsibilities for citizens. Then discuss among the class. Now let's focus more on civil society. Have your students break into smaller groups this time, around 2-3 people per group. Have students generate a list of civil society activities that they have been involved in or would like to participate in. Once their list is generated (each group should have at least contribution per student), have students choose which civil society activity they believe would be the most beneficial to their community. Once their group choice is made, have students research how they might participate in said activity in their own community. For instance, if students decide their community would benefit from a soup kitchen, have them research volunteer opportunities in your town/city. Have students share with the class their choice of activity and what kind of opportunities exist in the community to meet that need. Processing the Experiences:  Was it easy to list own right and responsibility for your citizens? Why?  How did you come up with this list of rights and responsibilities?  What are the civil society you come up with?  Why you choose those create those civil society?  How did you come up with activities for this civil society?  At what point did you realize that this civil society is important to your life? If not why?  Did you feel a responsibility toward the civil community you want to participate?  Why did you feel this way?  How does this activity relate to your own life?


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix B4.3.6 Citizenship TRUE OR FALSE _________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in the Philippines. Answer: False _________2. Filipino citizenship can be lost if the person is naturalized in another country. Answer: True __________3. Filipino citizenship cannot be lost or taken away Answer: False __________4. Foreigners can acquire Filipino citizenship through the process of Naturalization. Answer: True __________5. Citizenship is when a person who is entitled to the rights and protections afforded by a state and owes the state certain duties, Answer: True

Appendix B4.4.7 Summative Assessment Name: _______________________________________________ Section:_______________________________________________

Score: _________________ Date: _________________

A. Read the following questions carefully. Then, choose letter of your answer in your paper. Multiple Choice Question (2 points each) 1. What’s the best explanation of citizenship? a. A person who is resident of a state b. A person who is a resident of a country c. A person who is entitled to the rights and protections under a state d. A person who is entitled to the rights and protections afforded by a state and owes the state certain duties* e. None of the answers are correct 2. Which of the following is incorrect about citizenship in the Philippines? a. You can obtain citizenship simply by being born in the Philippines b. You can obtain citizenship through naturalization process c. Philippines does not permit dual citizenship* d. None of the choices are incorrect e. All of the choices are incorrect 3. Which of the following is part of civil society? a. A for-profit business* b. A Local Government Unit c. Office under the President d. Office under the Vice President e. c and d True or False __________1. To be naturalized, a foreigner must have lived for at least 3 consecutive years in the Philippines. *false __________2. Filipino citizenship can be lost if the person is naturalized in another country. *true __________3. Filipino citizenship cannot be lost or taken away. *false __________4. Foreigners can acquire Filipino citizenship through the process of Naturalization. *true __________5. Citizenship is when a person who is entitled to the rights and protections afforded by a state and owes the state certain duties. *true Enumeration 1. Give five (5) example of duties and responsibility of a Filipino citizen? 2. Give four (4) example of civic communities? Short Answer (5) points 1. Based on your understanding of the lesson, define of citizenship.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Week 5 Appendix B5.1.1 Triple Venn Diagram

Differences: A - Community Engagement B - Solidarity C - Citizenship Similarities: D - Community Engagement and Citizenship E - Community Engagement and Solidarity F - Solidarity and Citizenship

Appendix B5.1.2 Texts for Group Activity Group 1: Self-Involvement to Community Engagement People can get involved in many ways--here are just a few:  Get involved in planning processes like creating goals or defining the problem  Donate money or help out with a fundraising effort  Volunteer to staff the office, answer phones, put together mass mailings, or make phone calls  Doing research, writing grant proposals, or handling correspondence  Attend public events like rallies, community hearings, or fundraising events  Serve on committees that focus on specific problems or activities  Take leadership roles in a community partnership Source: Community Tool Box (2016). Section 7. Involving People Most Affected by the Problem. Retrieved 10 May 2017 from http://ctb.ku.edu/en/table-of-contents/participation/encouraginginvolvement/involve-those-affected/main Appendix B5.1.3 Inputs of the Teacher COMMUNITY PARTICIPATION Concepts concerning community participation offer one set of explanations as to why the process of community engagement might be useful in addressing the physical, interpersonal, and cultural aspects of individuals’ environments. The real value of participation stems from the finding that mobilizing the entire community, rather than engaging people on an individualized basis or not engaging them at all, leads to more effective results (Braithwaite et al., 1994). Simply stated, change "... is more likely to be successful and permanent when the people it affects are involved in initiating and Source: https://www.quotemaster.org/leadership+model#&gid=1&pid=8 promoting it" (Thompson et al, 1990, p. 46). In other words, a crucial element of community engagement is participation by the individuals, community-based organizations, and institutions that will be affected by the effort.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP This participation is "a major method for improving the quality of the physical environment, enhancing services, preventing crime, and improving social conditions" (Chavis et al., 1990, p.56). There is evidence that participation can lead to improvements in neighborhood and community and stronger interpersonal relationships and social fabric (Florin et al., 1990). Robert Putnam notes that social scientists have recently "...unearthed a wide range of empirical evidence that the quality of public life and the performance of social institutions...are...powerfully influenced by norms and networks of civic engagement." Moreover, "researchers in...education, urban poverty,...and even health have discovered that successful outcomes are more likely in civically engaged communities" (Putnam, 1995, p.66). For example, Steckler’s CODAPT model, for "Community Ownership through Diagnosis, Participatory Planning, Evaluation, and Training (for Institutionalization)," suggests that when community participation is strong throughout a program’s development and implementation, longterm program viability, i.e., institutionalization, is more likely assured (Goodman et al., 1987-88). The community participation literature suggests Source: that: https://www.pinterest.com/pin/488288784575981479/ · People who interact socially with neighbors are more likely to know about and join voluntary organizations. · A sense of community may increase an individual’s feeling of control over the environment, and increases participation in the community and voluntary organizations. · Perceptions of problems in the environment can motivate individuals (and organizations) to act to improve the community (Chavis et al., 1990). "When people share a strong sense of community they are motivated and empowered to change problems they face, and are better able to mediate the negative effects over things which they have no control," Chavis et al., (1990, p. 73) write. Moreover, "a sense of community is the glue that can hold together a community development effort" (Chavis et al., 1990, p. 73-74). This concept suggests that programs that "...foster membership, increase influence, meet needs, and develop a shared emotional connection among community members" (Chavis et al.,1990, p. 73) can serve as catalysts for change and for engaging individuals and the community in health decision-making and action. Main Source: Community Engagement: Definitions and Organizing Concepts from the Literature. Retrieved from http://chl.berkeley.edu/images/stories/conference/f6%201%20community%20engagement%20%20definitions%20and%20organizing%20concepts.pdf Appendix B5.1.4 Rubrics for Group Presentation Group #/Name: ______________________ Grade Level / Section: ________________ Criteria 4 3 Presentation Presentation had an had a good Content exceptional amount of Did the amount of material and presentation valuable benefited the have valuable material and class. material? was extremely beneficial to the class. The teammates The teammates never worked sometimes Collaboration from others’ worked from Did everyone ideas. It seems others’ ideas. contribute to the as though only a However it presentation? few people seems as Did everyone worked on the though certain seem well presentation. people did not versed in the do as much material? work as others.

Date: ______________ Score: _____________ 2 1 Presentation Content Did had moments the where valuable presentation material was have valuable present but as material? a whole content was lacking.

The teammates worked from others’ ideas most of the time. And it seems like every did some work, but some people are carrying the presentation.

Points

The teammates always worked from others’ ideas. It was evident that all of the group members contributed equally to the presentation


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Organization Was the presentation well organized and easy to follow?

Presentation Did the presenters Speak clearly? Did the engage the audience? Was it obvious the material had been rehearsed?

The presentation lacked organization and had little evidence of preparation.

There were minimal signs of organization or preparation.

Presenters were unconfident and demonstrated little evidence of planning prior to presentation.

Presenters were not consistent with the level of confidence/ preparedness they showed the classroom but had some strong moments.

The presentation had organizing ideas but could have been much stronger with better preparation. Presenters were occasionally confident with their presentation however the presentation was not as engaging as it could have been for the class.

The presentation was well organized, well prepared and easy to follow.

Presenters were all very confident in delivery and they did an excellent job of engaging the class. Preparation is very evident.

Retrieved from: http://pbl101.weebly.com/uploads/3/1/3/1/31318861/group_presentation_rubric.pdf

Appendix B5.1.5 SWOT Analysis Matrix Group #/Name: _______________________

Date: ______________ Score: _____________

A. Given Community Situation / Activity ________________________________________________________________________________ ______________________________________________________

B. Description (1 to 2 sentences) ________________________________________________________________________________ ______________________________________________________ ________________________________________________________________________________ ______________________________________________________ ________________________________________________________________________________ ______________________________________________________ C. Analysis (At least one description per area) Area

Description

Strength/s

Weakness/es

Opportunity/ies

Threat/s

Appendix B5.1.6 Rubrics for Photo Essay 1 Name: _____________________________ Grade Level / Section: ________________ Criteria

Creativity

4 Provides unique and interesting approach to subject in the photography,

3 Some unique aspects evident which add to story message.

Date: ______________ Score: _____________ 2 Interesting elements support the story message, but

1 No evidence of unique or interesting elements that connect to the


Remarks

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Storytelling

Writing

writing and story message. All story elements relate compelling story (setting, character, plot, exposition, conflict, climax, resolution) Proper structure, grammar, punctuation used to not only link images and story, but also enhance overall message.

story

Most of the story elements evident which still provide a compelling story

are not unique. While some elements of story evident, they do not support a compelling story

Technically well written with some interest to support the story.

Writing has technical problems, but overall message is supported.

Multiple technical problems with narrative which detracts from overall story and message.

Few elements present which do not support a coherent, compelling story.

Note: This is the rubric if the student does not take photos of their own.

Appendix B5.1.7 Rubrics for Photo Essay 2 Name: _____________________________ Date: ______________ Grade Level / Section: ________________ Score: _____________ Criteria 4 3 2 1 Provides unique Some unique Interesting No evidence and interesting aspects evident elements of unique or approach to which add to support the interesting Creativity subject in the story message. story elements that photography, message, but connect to writing and story are not the story message. unique. All story Most of the While some Few elements elements relate story elements elements of present which compelling story evident which story evident, do not (setting, still provide a they do not support a Storytelling character, plot, compelling support a coherent, exposition, story compelling compelling conflict, climax, story story. resolution) Proper Technically well Writing has Multiple structure, written with technical technical grammar, some interest to problems, but problems with punctuation support the overall narrative Writing used to not only story. message is which link images and supported. detracts from story, but also overall story enhance overall and message. message. Lighting, angles, Lighting, Either quality Neither photo composition, angles, of photos are quality or cropping and composition, not consistent story support Photography content in all cropping and or they do not is evident in photos support content in all support the images story. Variety of photos support story provided. images. story

Remarks

Note: This is the rubric if the student takes photos of their own. Judging Criteria: • Creativity is the original, fresh, and external expression of the imagination of the maker by using the medium to convey an idea, message or thought. Compelling essays evoke laughter, sadness, anger, pride, wonder or another intense emotion. The use and control of light to create dimension, shape, and roundness in an image or the way the creator uses words to express thoughts and emotions can be considered. • Storytelling refers to the Essay's ability to evoke imagination, create a feeling, tell a story, or visually illustrate an idea. The images should tell the story in a visual way creating interest by capturing the


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP moment. Images can better illustrate the story and keep the viewer's interest with variety, angles, lighting, color, etc. • Writing should be creative using proper technique and mechanics. The writing should evoke the emotion and wonder of the reader leaving them to want more by the time they reach the end. Does the story have a conflict, a climax, and an end? • Photography includes impact, creativity, technical excellence, composition, lighting, style, color, and storytelling. The photos should provide variety, interesting angles, imagination, and properly illustrate the story being told. Retrieved from: http://projects.kydataseam.com/photojournalism/CommunDetails_files/photoessayrubric.pdf Appendix B5.2.8 Images for Photo Analysis

Picture A

Picture B

Picture C

SOLIDARITY IN THE COMMUNITY: Solidarity is the acceptance of our social nature and the affirmation of the bonds we share with all our brothers and sisters. Social Virtue of Solidarity: The willingness to practice participation while striving for social justice in the community.

Appendix B5.2.9 Paper and Pencil Test Direction. Identify to which kind of solidarity each item falls under. Choose the letter of the correct answer in the box.

A. Family

B. Community

C. Church

D. School

E. individual

_______1. We are called to be a rich expression of that love and solidarity and a witness of the same to the world and put aside all the differences and remember that a family will always stand behind one another in any circumstance. _______2. It is the recognition of the common fatherhood of God and brotherhood in Christ that will ensure the realization of this important principle. _______3. This yields a healthy society, a thriving economy, and care for those on the margins, and structures that protect the family. _______4. This fully achieved when the reciprocal differences of men and women are seen as an affirmation of the equal dignity of each person. Appendix B5.3.10 CITIZEN’s SOCIAL PARTICIPATION 1. Community Activists: Work with others on local problems, form a group to work on local problems, active membership community organizations, contact officials on social issues. 2. Apathetic Inactive: no participatory activity, not even voting. 3. Passive Supporters: vote regularly, attends patriotic parades, pay all taxes but don’t indulge in social projects. 4. Protesters: Join in public street demonstration, protest vigorously if a government does something morally wrong, attend protest meetings, or refuse to obey unjust laws. 5. Communicators: Keep informed about the state of the nation, engaged in discussions, write letters to newspaper editors, send support or protest messages to national and local leaders. HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 6. Volunteerism: It is an essence of democracy which refers to the principle or system of supporting or doing something by voluntary efforts or actions. It comes from the word voluntariness or the quality of being free in the exercise of one’s free will; and that such act or deed is performed without valuable/material consideration. Appendix B5.4.11 Survey Questionnaire for the Involvement of Students in Community Action* Dear Student, This survey intends to determine your initial level of involvement as students in community engagement. In view of this, your utmost honesty, cooperation, and participation by answering all the items the needed information in this questionnaire are hereby requested. Rest assured that your answers will be treated confidentially and will be used solely for enriching the lesson. Your cooperation will be highly appreciated. Truly yours, _______________________ Teacher

Name (Optional)

: ____________________________________________________

Part I. Reasons for Involvement Direction: This evaluation is to appraise your reasons for prospective involvement in a community action by encircling the appropriate score. Choose your answer from the listed alternatives: Weighted Mean

Point Scale

4.21 – 5.00 3.41 – 4.20 2.61 – 3.40 1.81 – 2.60 1.00 – 1.80

5 4 3 2 1

Descriptive Rating

Interpretation

Always Often Fair Seldom Never

Highly Considered Considered Moderately Considered Less Considered Not Considered

Indicators 1. Make important networking contacts 2. Learn or develop skills 3. Teach your skills to others 4. Enhance your résumé 5. Gain work experience 6. Build self-esteem and self-confidence 7. Improve your health 8. Meet new people 9. Feel needed and valued 10. Express gratitude for help you may have received in the past from an organization 11. Communicate to others that you are ambitious, enthusiastic and care about the community 12. Make a difference in someone’s life 13. Improves the likelihood you’re your children will volunteer as an adult 14. Other ________________________

5 5 5 5 5 5 5 5 5

Scale 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2

1 1 1 1 1 1 1 1 1

5

4

3

2

1

5

4

3

2

1

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

Part II. Interests Direction: This evaluation is to appraise your interests for having a prospective involvement in a community action by encircling the appropriate score. Choose your answer from the listed alternatives: Weighted Mean

Point Scale

4.21 – 5.00 3.41 – 4.20 2.61 – 3.40 1.81 – 2.60 1.00 – 1.80

5 4 3 2 1

Descriptive Rating

Interpretation


Highly Interested Interested Moderately Interested Less Interested Not Interested


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Indicators

Scale 5 4 3 2 1

1. Politics 2. Energy / Environment 3. Advocacy 4. Education

5 4 5 4 5 4

3 3 3

2 1 2 1 2 1

5. Health Care

5 4

3

2 1

6. Housing / Homeless

5 4

3

2 1

7.

Veterans

5 4

3

2 1

8.

Children

5 4

3

2 1

9.

Animals

5 4

3

2 1

10. Conservation

5 4

3

2 1

11. Safety and Security

5 4

3

2 1

12. Other ________________________

5 4

3

2 1

Part III. Skills Direction: This evaluation is to appraise your skills beneficial in conducting a prospective involvement in a community action by encircling the appropriate score. Choose your answer from the listed alternatives: Weighted Mean

Point Scale

4.21 – 5.00 3.41 – 4.20 2.61 – 3.40 1.81 – 2.60 1.00 – 1.80

5 4 3 2 1

Descriptive Rating

Interpretation


Highly Skilled Skilled Moderately Skilled Less Skilled Not Skilled

Indicators

3. Sales 4. Construction

5 5 5 5

Scale 4 3 2 4 3 2 4 3 2 4 3 2

1 1 1 1

5. Teaching

5

4

3

2

1

6.

Proficient in American Sign Language

5

4

3

2

1

7.

Engine Repair

5

4

3

2

1

8.

Management

5

4

3

2

1

9.

Artistic

5

4

3

2

1

10. Athletic

5

4

3

2

1

11. Cooking

5 5

4 4

3 3

2 2

1 1

1. Computer literate 2. Typing

12. Other ________________________

Part IV. Special Needs Direction: This evaluation is to appraise your special needs in conducting a prospective involvement in a community action by encircling the appropriate score. Choose your answer from the listed alternatives:

1. 2. 3. 4. 5.

Weighted Mean

Point Scale

4.21 – 5.00 3.41 – 4.20 2.61 – 3.40 1.81 – 2.60 1.00 – 1.80

5 4 3 2 1

Descriptive Rating

Interpretation


Highly Needed Needed Moderately Needed Less Needed Not Needed

Indicators No crowds/ loud noises Accessibility Medical Needs – equipment, medicines, etc. Stamina Other ________________________

5 5 5 5 5

Scale 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2

1 1 1 1 1

* Adapted from “Making a Difference: How to Become and Remain Active in Your Community”. Retrieved from http://www.state.sc.us/dmh/client_affairs/volunteer_guide.pdf HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix B5.4.12 Graffiti Wall Template

Source: http://www.istockphoto.com/photo/white-stone-brick-wall-gm517850584-8969321

WEEK 6 Day 1 Appendix B6.1.1 – Graphic Organizer

Appendix B6.1.2 – Images


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix B6.1.3

Day 2 Appendix B6.2.4 Rubrics for Essay

Day 3 Appendix B6.3.5 Paper Tower Building


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix B6.3.6 Brainstorming Process Guide

Day 4 Appendix B6.4.7 Rubrics for Presentation


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix B6.4.8 Rubrics for Essay - Appendix B6.2.4 (page 23)

Week 7 Day 1 Appendix B7.1.1 The Puzzle

Appendix B7.1.2 Video Presentation - The Animal Team Work (1:23 mins.) - https://www.youtube.com/watch?v=c7gF3hDoUqk Appendix B7.1.3 The Importance of Solidarity (Graham’s Grumbles)

SOLIDARITY IS MORE THAN UNIONS SOLIDARITY IS DEFYING BOUNDARIES

SOLIDARITY IS FROM COMMUNICATION TO ACTION SOLIDARITY IS MORE THAN UNIONS Solidarity is about more than Unions. Its about working with people on the things that matter to them. It is also about removing the boundaries that prevent us from working together. It is about believing that what hurts my neighbour also hurts myself, that when I need a neighbour I have no right to expect help if I have not first helped others. It is both an emotion and a goal, a process and a state of being. I try to tear down the fence that prevents others from experiencing the wealth and opportunities I experience, but I also act for them here and now. It’s certainly true that when Solidarity goes wrong, it usually ends in patronisation or some kind of corruption. If I say I’m acting in Solidarity with the First Nations most directly affected by Tar Sands, by way of an example, am I first and foremost asking them what they think the priorities are? There is room


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP for initiative, but to show solidarity, one must meet as equals and listen. There is Solidarity with those closest to me, but this is merely helping out my friends; to misquote Jesus, even the Tories do that! SOLIDARITY IS DEFYING BOUNDARIES These boundaries that get in the way can be race, nation, gender, wealth, indeed anything upon which a segregation can be created. These walls create several effects. First, that people on one side cannot experience the privileges that are largely arbitrarily awarded to people on the other side. Second, that those on the latter side cannot appreciate life on the first side, and therefore feel they are justified in their current position. Third, it creates resentment, often both ways. SOLIDARITY IS FROM COMMUNICATION TO ACTION. So Solidarity can flow from communication, but it requires action to become a real and present force. Sometimes that action needs to be confrontational, to improve the lot of one group relative to another, and sometimes it needs to be conciliatory, taking down the walls and bringing people together as equals. I can’t claim to be an expert in deciding which is which. What I do know is that without Solidarity, without considering the needs of the other, without looking at what I have and realizing there are few valid reasons that I should have so much when others have so little, is a necessary step towards creating a more civilized world. The endless pursuit of profit at the expense of others, or the maintenance of these divides simply prevents us from relating to each other properly as humans. As such, they prevent us from experiencing life in all its fullness. DAY 2 Appendix B7.2.4 CHARACTERISTICS OF SHORT AND LONG TERM COMMUNITY ACTION INITIATIVES PICTURES OF DIFFERENT COMMUNITY ACTIVITIES

FEEDING PROGRAM

DISASTER MANAGEMENT

CLEAN UP DRIVE

LIVELIHOOD PROJECTS

DIFFERENCES BETWEEN SHORT-TERM & LONG-TERM PROJECTS by Tara Duggan Generally speaking, short-term projects take a few hours, days or weeks to complete. Long-term projects take months or even years to finish. Typically, companies require more documentation and infrastructure for longer-term efforts. Decisions about project governance usually depend on budget, resources required, business impact, and the scope the project. Effective project managers start by assessing the project need and determining how much time is needed to meet the desired outcomes. Budget Short-term projects typically require less money to complete than long-term efforts. An exception might occur for a short-term disaster recovery effort or other unplanned event that requires immediate, all-out attention. Because short-term projects typically cost less, they usually require fewer approvals to get started and completed. Short-term project leaders may simply keep track of expenditures in a


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP spreadsheet, while larger, more complex projects might require the use of more sophisticated accounting software packages to track and monitor forecasting and spending. Resources The number of resources required for a short-term project typically depends on the type of product or service being developed. Short-term projects usually require specialized expertise. For example, you might institute a short-term project to analyze a recurring product problem and devise a solution. Large, complicated T development projects typically require numerous resources over the course of the project life cycle to initiate, plan, execute, control, and close the project. Impact Short-term projects typically have a limited impact. You may initiate a project to handle a specific problem or react to a situation. Once the problem is solved, the project team disbands. Longer-term projects tend to have a larger impact on the business, community or employees. For example, you might institute a long-term project to analyze complex problems and make sweeping changes that affect your entire company. Project team members typically commit to working on the project for the duration of the effort. This ensures consistency and continuity. Scope Long-term projects tend to be complex. Project plans describe multiple objectives, business needs and interdependent requirements. Long-term projects may be divided into smaller projects to make them more manageable and to produce more immediate results. Short-term projects typically focus on a single goal. Evaluating short-term projects requires less effort and analysis than larger projects. Your company may require a formal scope statement for projects that last more than a month. Establishing this type of governance ensures that the number of features and requirements of the project is documented early on to prevent miscommunication, misunderstandings and cost overruns later. CHARACTERISTICS BUDGET RESOURCES IMPACT SCOPE

SHORT TERM COMMUNITY ACTION INITIATIVES LOCAL FUNDS COMMUNITY OFFICIALS SPECIFIC NEEDS OF THE COMMUNITY LIMITED

LONG TERM COMMUNITY ACTION INITIATIVES NATIONAL FUNDS BUREAUS/GOV’T AGENCIES COMMON NEEDS OF THE COMMUNITIES LARGER

Day 3 THE INFOGRAPHICS


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix B7.3.5 THE SURVEY QUESTIONNAIRE FOR ASSESSMENT OF COMMUNITY ACTION


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For access on the online survey questionnaire and softcopies, contact: Andres Vergel V. Santos, [email protected] Ryan R. Pecson, [email protected]


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Core Values and Principles of Community-action Initiatives HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP APPENDICES C. CORE VALUES AND PRINCIPLES OF COMMUNITY-ACTION INITIATIVES Appendix C 8.1.1 The learner will watch video clip about human rights. https://www.youtube.com/watch?v=OwTeqyxOxo4 After watching the video, teacher will ask: 1. What have you observed on the video? Ans. It talks about Human rights 2. Which is the most basic among the rights presented in the video? https://en.wikipedia.org/wiki/Right_to_life Appendix C 8.1.2

HUMAN RIGHTS is defined as the supreme, inherent, and inalienable rights to life, to dignity, and to self-development. It is concerned with issues in both areas of civil and political rights and economic, social and cultural rights founded on internationally accepted human rights obligations

One major issue that pro-life groups stress is abortions unfairness to the babies

Pro-life supporters say that it is murder because the babies have a heartbeat. Pro-life activists say that if a criminal is convicted of murdering two people, if a woman is pregnant, what is the difference if you have an abortion?

ABORTION ISSUES An issue of abortion is that of mandatory notification and consent. Some believe that a pregnant minor should not be allowed to abort her pregnancy without the consent of a parent or guardian. Likewise, some believe that consent of the woman's husband or the child's biological father should be required. Not only is it unfair to the unborn child, but it could be unfair to the father who might want to have the baby.

RIGHT TO LIBERTY THE RIGHT TO BE FREE,HUMAN RIGHT(LAW)ANY BASIC RIGHT OR FREEDOM TO WHICH ALL HUMAN BEINGS ARE ENTITLED AND IN WHOSE EXERCISE A GOVERNMENT MAY NOT INTERFERE(INCLUDING RIGHTS TO LIFE AND LIBERTY AS WELL AS FREEDOM OF THOUGHTS.

Right to property property rights refer to the theorotical and legal ownership of specific property by individuals and the ability to determine how such property is used…in economics,property rights form the basis for all market exchange,and the allocation of property rights in a society affects the efficiency of resource use.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix C 8.2.3 Listen to the song “Ang Bayan Ko” Learners answer the questions. 1. What is the message of the song? 2. What basic right is stressed in the song? https://www.youtube.com/watch?v=PCJHq9iDr1k (5 minutes) Appendix C 8.2.4 Mapping Human Rights in Our Community Overview Participants work cooperatively to create a map of their community and identify the rights associated with each major institution. Time: 1 hour (but could extend over several days) Materials: Art supplies, chart paper Copies of the UDHR, complete or simplified version Setting: Elementary school - Adult groups Procedure 1. Divide participants into small groups and ask them to draw a map of their town (or neighborhood in the case of larger communities). They should include their homes, major public buildings (e.g., parks, post office, city hall, schools, places of worship) and public services (e.g., hospitals, fire department, police station) and any other places that are important to the community (e.g., grocery stores, cemetery, cinemas, gas stations). 2. When the maps are complete, ask participants to analyze their maps from a human rights perspective. What human rights do they associate with different places on their maps? For example, a place of worship with freedom of thought, conscience, and religion; the school with the right to education; the post office with the right to information, to privacy, and to self-expression. As they identify these rights, they should look up the relevant article(s) in the UDHR and write the article number(s) next to that place on the map. 3. Ask each group to present its map to the whole group and summarize its analysis of human rights exercised in the community.  Did any parts of your map have a high concentration of rights? How do you explain this? Appendix C 8.3.5 A Human Rights Tree Overview Participants work cooperatively to create an image that helps to define human rights and human needs. Time: 10+ minutes Materials: Art supplies, chart paper Setting: Elementary school - Adult groups A good follow-up or alternative to Activity 1, Human Links: Beings/Human Rights Procedure 1. Ask participants, working in small groups, to draw a tree on large chart paper.  Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that they think all people need to live in dignity and justice.  A human rights tree needs roots to grow and flourish. Give the tree roots and label them with the things that make human rights flourish. For example, a healthy economy, the rule of law, or universal education. 2. When drawings are complete, ask each group to present its tree and explain its reasons for the items they have included. Going Further 1. Match the fruits, leaves, and branches with articles of the Universal Declaration of Human Rights and write the number of the article next to each item. 2. Display these trees in the classroom or in public places. 3. Identify rights concerns that are of particular concern to you and your community. Source: Amnesty International-Austria


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Appendix C 8.3.6

Appendix C. 8.3.7 The learners will answer the following with the phrases: “in every case”, in most cases”, and “in some cases”. 1. Killing is wrong. 2. All people should be treated equally. 3. All people have the right to medical help if they are ill. 4. All people have a right to education. 5. People should be allowed to travel and leave the country if they wish. Answer Key: 1. In every case 2. In every case


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 3. In every case 4. In every case 5. In some cases Appendix C9.1.1 (Video Presentation) DOES SOCIAL JUSTICE EXIST? The learner will guest what is the video all about. The learner will take down note all the important details/ information from the video. Appendix C9.1.2 GALLERY WALK The learner will explain their answer in class base on how they understand the existence of social justice and it’s important. `

C9.1.3 CYCLE ARROW PROCESS HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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Exist Social Justice 1. 2. 3.

Importance of Social Justice 1. 2. 3.

Community 1. 2. 3.

Appendix C9.1.4 MODOFIED TRUE OR FALSE Direction: TRUE OR FALSE Read and understand the statement below, write capital latter T if the statement is true and write capital latter F if the statement is false. Write your answer in the given space before the number. ___1. Social justice is the reasonable relationship between the individual and society. ___2. Practicing equal treatment to each and every one in a community is an example of existing social justice. ___3. Enjoy being a wealthy man is a form of social justice. ___4. Giving alms to the poor for your political agenda is good practice of social justice. ___5. Having a productive community is the important of social justice. Appendix C9.2.5 Picture of Violence against Women


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix C9.2.6 Picture of Kilusan mayo Uno

Appendix C9.2.7 Film Clip of Violence against Children (0.41 secs) – https://www.youtube.com/watch?v+MjnAoCyLf5M

Appendix C9.2.8 Video Feed/News of Freedom from Debt Coalition (1.51 mins.) - https://www.youtube.com/watch?v+SeuUCE6aWdl

Appendix C9.2.9 Activity: Dama ko! Sigaw ko! Rubrics for Slogan Making Appendix C9.2.10 Insert Slide Presentation of a man looking at a community (The Teacher can make a Slide Presentation of the following:


37

COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix C9.3.11 ACT LIKE A MAN/ ACT LIKE A WOMEN ACTIVITY Write down what might people “say” or “do” if someone does not act like a man or woman as defined in the middle column.

Act Like A Man

Jobs one would choose if they acted like the descriptions listed in the middle column.

Appendix C9.4.12 Definition of Terms

Appendix C9.4.13


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix C10.1.1 PICTURES

Appendix C10.1.2 Answer Key for the Summative Test: 1. T 2. T 3. T 4. F 5. T 6. T 7. Violence against Women 8. Freedom from Death Coalition 9. Participatory Development 10. Advocate 11. In every case 12. In every case 13. In every case 14. In every case 15. In some case 16-25. Essay (It’s up to the teacher based on the results of the rubrics)


39



Methodologies and Approaches of Community Actions and Involvements Across Disciplines HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP APPENDICES D. METHODOLOGIES AND APPROACHES OF COMMUNITY ACTIONS AND INVOLVEMENTS ACROSS DISCIPLINES Appendix D11.1.1

Republic of the Philippines Department of Education Region III Schools Division of ___________ _____________ National High School ________________

EVALUATION FORM FOR ELEMENTS OF THE COMMUNITY ACTION PLAN _ (Project Title)_ Section: _______________ Group: ______________ ELEMENTS OF THE ACTION PLAN

WHO

MORE EFFECTIVE (3)

SOMEWHAT EFFECTIVE (2)

LESS EFFECTIVE (1)

Plan includes name of an organization or community as well as the name of a peer support person and the name(s) of others from the community who will be involved in the action plan.

Plan includes name of an organization or community as well as the name of a peer support person.

Plan includes a goal statement that is clear, specific, measurable, and attainable. Also included is a statement of purpose that features the development and the leadership skills required to promote the cause.

Plan includes a goal statement that is clear, specific, measurable, and attainable

Plan includes a statement of what is to be done.

Plan includes a step-bystep outline of what is to be done, and includes a description of the leadership skills and development strategies needed to work toward the goal and achieve it.

Plan includes some detail of what is to be done.

Plan includes a vague outline of what is to be done.

Plan includes justification of why specific steps are planned to meet the goal. Possible barriers or obstacles are listed, along with ways they might be overcome.

Plan includes some detail about why some steps are in place.

Plan includes a vague explanation about why particular steps are in place.

Plan includes start and end dates as well as check-in dates and celebration dates. Details are included about dates and times

Plan includes start date, end date, and at least the first check-in date.

Plan includes start date and end date.

Plan includes name of one support person.

RATING:

WHAT

RATING:

HOW

RATING:

WHY

RATING:

WHEN


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP for each step of the action plan. RATING:

WHERE

Plan includes specific indication of exactly where each step of the action plan will occur.

Plan includes scant details about where the action is to occur.

Plan includes no indication of where the action plan is to occur.

RATING: TOTAL: FINAL SCORE: Evaluated by: ___________________ Evaluator #1

____________________ Evaluator #2

_______________________ Evaluation#3

Noted by: _______________________ Subject Teacher Source: https://course1.winona.edu/shatfield/air/saskhealthplan.pdf (Original Format) Writing a community action plan What are needed in writing an action plan 1. A clear vision 2. A set of values 3. The strategic framework 4. An overall goal Appendix D11.2.2 Elements of an Action Plan 1. Statement of what must be achieved – the goal or output 2. Activities that have to be followed to reach the objective or goal 3. Target date for completion or schedule for when each activity must begin/end 4. Identification of the organization/individual who will be responsible for each activity 5. Clarification of the inputs/resources needed to complete the task 6. Identification of indicators which will allow for measurement of progress towards the goals Parts of a Community Action Plan I. Cover Page II. Executive Summary III. Table of Contents IV. Community Profile V. Introduction to the Plan a. How the plan was developed b. Who was involved in the development of the plan c. Who will manage the implementation of the plan d. Other information that is important to the plan VI. Action Plan VII. Appendices and Supporting Documentation Appendix D11.3.3 PERFORMANCE TASK TOPIC: Partnership Building with Local Groups Objective: The learners will be able to identify different groups with the community (i.e., community based, government based, and faith based). Day 1 Activity 1: Part 1 (5 mins.) 1. Group yourselves into four (count 1-4); 2. Share/Identify local groups within your community as to community based, government based, and faith based. 3. What beneficial do these groups contribute to the community? a. Part 2 (2 mins. per group) 4. Present your work Discussion: 1. What is the purpose of forming partnerships? • To bring about more effective and efficient delivery of programs and eliminate any unnecessary duplication of effort. • To pool resources. HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP • • • • • • •

To increase communication among groups and break down stereotypes. To build networks and friendships. To revitalize wilting energies of members of groups who are trying to do too much alone. To plan and launch community-wide initiatives on a variety of issues. To develop and use political clout to gain services or other benefits for the community To create long-term, permanent social change. To obtain or provide services.

2. What are the types of partnership? • Community-based • Government-based • Faith-based 3. What are the different methods and approaches in building partnership in the community? • Coordination • Cooperation • Collaboration • Partnership http://www.jsi.com/JSIInternet/Inc/Common/_download_pub.cfm?id=14333&lid=3 https://en.wikipedia.org/wiki/Local_community Appendix D11.4.4 Activity 1. Stay in your group Role: Youth advocate promoting unity among religious group, organizations and denominations. Audience: Religious leaders of different denominations throughout the world. Situation: There will be an International Conference of the different religious denominations organized by the United Nations. The objective of this conference is to discuss Ecumenism, promote unity amidst religious diversity and to end conflict brought about by different beliefs. As youth advocates your group was invited to present the positive and negative effects of religion and to promote unity despite of having religious diversity. You are tasked to do it using a compilation or narrative report or a picture slide presentation consists of articles, photos and editorial coming from credible sources. Product/ Performance: Narrative Report or Picture slide Presentation. Standard: Content 50% Presentation 40% Relevance 10% --------100% CHECKRICS NARRATIVE REPORT/ PICTURE SLIDE PRESENTATION CONTENT 50% The content was able to show detailed, reliable unbiased information about the positive and negative effects of religion in an organized way. Through the presentation they were able to promote unity amidst religious diversity. Presentation 40% They were able to provide all the requirements in the checklist. Relevance 10% All information provided are vital for the presentation and it promotes the value of unity. Appendix D12.1.1 Sample Community Profile Form Put a check on the blank of your response or write the corresponding information needed. Name: ______________________________________ Date: _______________________ Complete Address: ____________________________________________________________ Religion: __________________ Sex: _____ Male

______ Female

Age: _____ 15-16

______ 17-18

Type of family ____ Nuclear

_______ 19 and above

______ Extended

____ Single Parent

Number of Siblings: ______________________ Family Income per month: ______ Php 2000 ______ Php 5000 _____ Php 10000 _______ Php 15000

______ Php 8000 ______Php 16000 and above


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Name some business establishments in your community:____________________________ ____________________________________________________________________________ Do you have schools in your community? ____ Yes _____None If yes, ____ Day Care Centers _____Elementary ____ High School

___College

Are health services available in your community? ____ Yes _____ No If yes, ____ Health Center ___ Clinic____ Public Hospital ___ Private Hospital Methodologies and Approaches of Community actions and involvements across Disciplines -Community Profile Establishing a purpose for the lesson The class was grouped according to: number of siblings, occupation of father/mother, membership in an organization, barangay where we live, family income, means of transportation and religion. Appendix D12.2.2 Methodologies and Approaches of Community actions and involvements across Disciplines - Needs Assessment


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Things that help me learn Put a small box inside the line for your response regarding the things that help you learn.

I take responsibility for my choices

I understand my learning goals.

I offer help before I am asked.

I ask questions when I don’t understand. I treat other people with respect.

I do my best all the time.

I finish what I start. I help others in my group.

1. Why do we need to perform an assessment? Community needs assessment is a process that describes the state of local people, enables the identification of the actions needed and how to address these. A plan which delivers the most effective care to those in greatest need; applies the principles of equity and social justice in practice; 2. What does a community assessment measure? Community needs assessment measures the strengths and resources available in the community to meet the needs of the children, youth and families. 3. When should you do needs assessment? Needs assessment should be done before doing a community-action plan. 4. What does needs assessment contain? A community assessment contains compilation of demographic data from census records, results of surveys conducted/ by others and informal feedback from community partners. Assessing Community Needs and Resources This toolkit provides guidance for conducting assessments of community needs and resources. 1. Describe the makeup and history of the community to provide a context within which to collect data on its current concerns. a. Comment on the types of information that best describes the community (e.g., demographic, historical, political, civic participation, key leaders, past concerns, geographic, assets) b. Describe the sources of information used (e.g., public records, local people, internet, maps, phone book, library, newspaper) c. Comment on whether there are sufficient resources (e.g., time, personnel, resources) available to collect this information d. Assess the quality of the information e. Describe the strengths and problems you heard about 2. Describe what matters to people in the community, including a description of: a. Issues that people in the community care about (e.g., safety, education, housing, health) b. How important these issues are to the community (e.g., perceived importance, consequences for the community) c. Methods the group will (did) use to listen to the community (e.g., listening sessions, public forums, interviews, concerns surveys, focus groups) 3. Describe what matters to key stakeholders, including: a. Who else cares about the issue (the stakeholders) and what do they care about? b. What stakeholders want to know about the situation (e.g., who is affected, how many, what factors contribute to the problem) c. Prioritized populations and subgroups that stakeholders intend to benefit from the effort d. Methods you will (did) use to gather information (e.g., surveys, interviews) 4. (For each candidate problem/goal) Describe the evidence indicating whether the problem/goal should be a priority issue, including: a. The community-level indicators (e.g., rate of infant deaths or vehicle crashes) related to the issue b. How frequently the problem (or related behavior) occurs (e.g., number of youth reporting alcohol use in the past 30 days)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP c. How many people are affected by the problem and the severity of its effects d. How feasible it is to address the issue e. Possible impact and/or consequences of addressing the

problem/goal

5. Describe the barriers and resources for addressing the identified issue(s), including: a. Barriers or resistance to solving the problem or achieving the goal (e.g., denial or discounting of the problem) and how they can be minimized (e.g., reframing the issue) b. What resources and assets are available and how the group can tap into those resources to address the issue c. Community context or situation that might make it easier or more difficult to address this issue 6. (Based on the assessment) Select and state the priority issue (or issues) to be addressed by the group. What are the things needed in each step? The things needed in each step are community profile, survey for needs assessment and priority issue presentation. What would you do in each step? In each step the following should be done: describe the make-up history of the community, describe what matters to people/stakeholders, describe the barriers and resources and select priority issue. Why do we need to do a community needs assessment? How can a needs assessment help the community? A community needs assessment is needed to describe the condition of the community; identify the major risk factors and their causes; and enable the identification of the actions needed to address these. Rubric: Community Needs Assessment Form Beginning Developing Accomplished

Exemplary

Clarity The direction and items are written in clear manner. Current action and organizations Thoroughly identifies current action and organizations taking action at a variety of levels. Content Thoroughly assesses the community. Identifies strengths and resources as well as the problems

Appendix D12.3.3 - Community Profile and Needs Assessment How is community profile different from community needs assessment? Community profile essentially answers the question, “Where is the community now?” and provides baseline information on the present situation of the community like population and other unique characteristics of the community. The information can then be used for planning purposes while community needs assessment is a systematic process for determining and addressing needs or gaps between current conditions or wants. Appendix D12.3.3 Rubric Essentials

Score

Clarity - expressed the essay in an organized manner. Literature review - identified the priority issue of the community based on the community profile and needs assessment. Significance of the topic/issue - selected the most priority issue of the community.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Sample Needs Survey Name : _______________________________ Grade and Section: _____________________ A. Human Rights 1. My school is a place where students are safe and secure 2. All students receive equal information and encouragement about academic and career opportunity 3. No one in our school is subjected to degrading treatment or punishment. 4. I have the liberty to express my beliefs and ideas (political, religious, cultural, or other) without fear of discrimination 5. My school provides equal access, resources , activities , and scheduling accommodations for all individuals

4 Always

3 Often

2 Rarely

1 Never

B. Social Justice 1. My teachers teach us to become aware of injustices occurring in society. 2. I am aware of my own power and privileges in society. 3. I am encouraged to question the authorities. 4. I am treated fairly regardless of my economic status or sexual orientation. 5. My school is fair when identifying punishments for students ‘misbehavior. C. Empowerment and Advocacy 1. My teachers encourage me to get involved with different school activities 2. I have the free will to join the club of my choice. 3. My teachers assign me to do a certain responsibility in our classroom. 4. My teachers invite me to be an advocate of change. 5. My teachers keep us updated with new the school training offerings D. Participatory Development 1. I am inform that the PTA funds go to the school's development projects 2. I always participate in Brigada Eskwela activities. 3. I frequently volunteer to community service at school. 4. I support my school's proper waste management campaign. 5. I always observe proper usage of water and electricity in school E. Gender Equality 1. My teachers always favor the females in leading the class. 2. According to my teacher, computer related courses are intended for male students only. 3. The school authorities are very strict with the male students' behavior. 4. There is a prescribed school uniform for male and female in our school. 5. The school practices / promotes fairness to both male and female students. APPENDIX D12.4.4 5 Levels of Leadership


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix D12.4.4 RUBRICS FOR GROUP ACTIVITY

RUBRICS CRITERIA

GROUP 1

GROUP 2

GROUP 3

TOTAL

CONTENT (5) COHERENCE (5)

RELEVANCE (5)

MECHANICS (5)

Appendix D12.4 Participatory Action Planning I. Rationale and Definition Participatory planning is an urban planning paradigm that emphasizes involving the entire community in the strategic and management processes of urban planning; or, community-level planning processes, urban or rural. It is often considered as part of community development. Participatory planning aims to harmonize views among all of its participants as well as prevent conflict between opposing parties. In addition, marginalized groups have an opportunity to participate in the planning process. (Lefevre, Pierre; Kolsteren, Patrick; De Wael, Marie-Paule; Byekwaso, Francis; Beghin, Ivan (December 2000). "Comprehensive Participatory Planning and Evaluation" (PDF). Antwerp, Belgium: IFAD. Retrieved 2017-05-11) II. The Need for Participatory Action Planning 1. Public distrust of planning based on past practices Participatory planning is needed when there is public distrust of previous planning practice and/or where new development may lead to significant conflicts. Research around the globe present several examples where failures of traditional planning approaches and public distrust of planning led to innovations and new forms of participatory planning. In South Africa planning had been part of the apartheid system and so the need to reinvent a new form of planning was overwhelming. In the Ephrata case study, a planning consultant was brought in as a mediator after litigants had obtained a court order against the city's plan that had been adopted after a traditional process of 'public participation'. Therefore, public relations consultants have been hired to 'do public outreach, run community meetings, provide public notices and informational items to get the public involved'. This sounds less ambitious than many examples encountered in our research, but the point remains that there is a perceived need to make a step-change from past practices. 2. Governments' desire to improve the co-ordination Planning needs to change from a narrow, self-enclosed system of regulation to become a means of delivering development that achieves broader objectives, social justice and other sustainable development action initiatives. Planning needs to be about integration not about separation integration between public and private investment in an area, between different scales of government and between different agencies. Thus there is a need to rethink the traditional approach to consultation with stakeholders and other public agencies. It means moving from 'We have a plan; what do you think about it?' to active integration of the aspirations and intentions of other players into the preparation of the plan and its structures for implementation. This will require engagement and negotiation to anticipate and reconcile differences, but it offers the prospect of eventual shared commitment to the plan and to its implementation. Where conflicting aspirations between planning and other institutions and agencies with sectoral responsibilities threaten to block agreement, independent persons such as academics can play a valuable role as 'informal' mediators in efforts to find consensus. 3. Respect to Grassroots Community Planning practice needs to engage with the reality of diversity in today's society. This means being aware of different cultures and ensuring that issues of diversity are addressed throughout the planning process. Traditional public participation has often failed to do this. Participatory planning is built around diversity, conflicting interests and the need to listen to the voices of marginalised groups. A recognition amongst governments and non-governmental organisations that sustainable development requires consensus building and engagement with citizens.Grassroots involvement and local participatory democracy are much more a part of a political culture while in other country it is a non-political culture, a sense of resistance. Thus, there is a good deal of regional variability in attitudes toward planning, government, and local activism. Planning is accepted widely and there is an emphasis on grassroots participation and inclusivity.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP (http://www.chs.ubc.ca/archives/files/Participatory%20planning%20for%20sustainable%20develo pment.pdf (pp36-42) Retrieved 2017-05-11) III. Levels of Participatory Action Planning WHAT ARE THE LEVELS OF PARTICIPATORY PLANNING? There are a number of ways to consider participatory planning. As demonstrated in the discussion above of advantages and disadvantages, this kind of process always presents, even at best, a trade-off between efficiency and inclusiveness. Time pressure, the needs of the community, the skills and experience of those participating, and the nature of the intervention, among other factors, all help to dictate the actual shape of the planning process. So what are the possibilities? Just how participatory do you want to be? David Wilcox, in his excellent "Guide to Effective Participation," sets out the following as a model of the different possible levels of participation: 1. Information - The least you can do is tell people what is planned. 2. Consultation - You offer a number of options and listen to the feedback you get. 3. Deciding together - You encourage others to provide some additional ideas and options, and join in deciding the best way forward. 4. Acting together - Not only do different interests decide together what is best, but they form a partnership to carry it out. 5. Supporting independent community initiatives - You help others do what they want - perhaps within a framework of grants, advice and support provided by the resource holder. Each of these levels may be appropriate in different circumstances, or with different groups, although only at "deciding together" and above do they really begin to be fully participatory in the sense that the term is used in this section. (http://ctb.ku.edu/en/table-of-contents/analyze/whereto-start/participatory-approaches/main) Evaluation (Week 2; Day 3) Participatory Action Plan Table

Activities

Implementers and Partners

When to be done

Resources

Potential Barriers or Resistance

What needs to be done?

Who will be responsible for the task completion?

What date the action will be done?

What are the available and needed resources?

Who or what possible resistance to be encountered? How?

Communication Plan for Implementation What organization or who are the people should be informed about/involved with these tasks?

Monitoring and Evaluation What indicators have been identified to measure progress?

-

http://www.aarp.org/content/dam/aarp/livable-communities/documents2015/AARP%20Action%20Planning%20Webinar%20on%20Age%20Friendly%20%20Communities%2 0v5.pdf Supplementary sites: - http://pdf.usaid.gov/pdf_docs/pdacu835.pdf - http://tulsagrad.ou.edu/studio/turley/A%20Third%20Place%20Community%20Foundation%20Commu nity%20Garden%20Park.pdf - https://www.youtube.com/watch?v=wf_ummoKYWY Appendix D13.1.1 The Resource Mobilization Cycle A. Plan- including an assessment and design element; B. Act- implementation; C. Reflect- RM lessons learned.

Figure 1


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP A. The Planning Phase Firstly, a situation analysis of the external resource environment is required in order to discover what RM opportunities may exist and how best to approach potential resource partners. Secondly, the resource requirements of the programme or project should be examined and a plan developed on how to engage the likely resource partners. The planning phase should ideally establish an RM strategy and action plan (for the immediate term), describing how particular resource partners will be targeted and for which resources. A communication plan, describing the various tools for communication with specified resource partners would form an element of this. A communication plan therefore supports the RM strategy. The resource targets formulated in the RM strategy or Action Plan are tied to those as specified and prioritized in the programme or project document. Appendix D13.1.1 B. The Action or Implementation Phase This phase is broken into a five- step process.

C. The Reflect Phase Here, the RM effort (strategy and action plan) is monitored and evaluated, specifically reporting on successes and failures, and working through lessons learned, in order to tailor and refocus RM initiatives to maximize success. (Second Day) Identify the following if it is under Planning, Action or Reflect Phase. 1. Including an assessment and design element. (Planning) 2. The RM effort (strategy and action plan)is monitored and . (Reflect) 3. This phase is best broken down into a five-step process. (Action) 4. The resource requirements of the programme or project should be examined and a plan developed on how to engage the likely resource partners. (Planning) 5. Manage and Report (Action) 6. Communicate Results (Action)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 7. 8. 9. 10.

Situation analysis of the external resource environment (Action) A communication plan therefore supports the RM Strategy. (Planning) Identify external sources of funding (Action) Engage means involves seizing every opportunity to communicate the programme for which resources are sought. (Action)

Appendix D13.2.1 REVIEW: Directions (The parts of the cycle are cut prior to the lesson). Students will have to arrange the cycle of resource mobilization and explain briefly.

Appendix D13.2.1 Motivation Write examples for each type of resources Financial

Human

Services

1. 2. 3. 4. 5. 6. 7. Appendix D13.2.1 Resource Mobilization Hand-outs: • Resource Mobilization is a process where we identify the Resources essential for the development, implementation and continuation of works for achieving the organization’s mission. • It is focused on the relationships with Resource Providers, the skills, knowledge and capacity for proper use of resources. Following this concept, we can say that Resource Mobilization is:  Just a means to the end.  A team effort  A set of accountabilities shared by everyone onboard  A management process that has no quick fixes  A management process that involves identifying people who share the same values as your organization and taking the steps to manage that relationship.  RESOURCE MOBILIZATION is not just about FUNDS and RAISING FUNDS. The Importance of Resource Mobilization • Diversifies and expand resources • Formulates an independent budget (fund),


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP • • • • • •

Allows spending and utilization of Resources Minimizes dependency on others Sustains the Organization and its programs Maximizes use of domestic capital and skills Expands relations Fulfills responsibilities for the Community

Short Quiz: (First Day) True or False. 1. Resource mobilization is a process where we identify the Resources essential for the development, implementation and continuation of works for achieving the organization’s mission. (TRUE) 2. Resource mobilization focused on the relationships with Resource Providers, the skills, knowledge and capacity for proper use of resources. (TRUE) 3. Resource mobilization is an individual effort. (FALSE) 4. Resource mobilization is just a means to the end. (TRUE) 5. A set of accountabilities shared by everyone onboard is one of the concept of Resource Mobilization. (TRUE) 6. Resource mobilization maximizes dependency on others. (FALSE) 7. Resource mobilization prevent spending and utilization of resources. (FALSE) 8. Resource mobilization limits relations. (FALSE) 9. Resource mobilization fulfils responsibilities for the community. (TRUE) 10. Resource mobilization negates organization and its programs. (FALSE) Appendix D13.3.2 Motivation If you are to go on a trip, what are the three important things that you will include in your luggage and why?

1. Resource mobilization negates organization and its programs. (FALSE) APPENDIX D13.4.3 PRESENTING EXAMPLES/INSTANCES OF THE NEW LESSON Directions: Arrange the jumbled words to be able to come up with a sensible word/words. Once it’s done you have to look for the definition that best describes the word on the blackboard.

1.) (ACTOR) 2.) (GOAL)

3.) (SOCIAL ORIENTATION)

4.)

(NORMATIVE ORIENTATION)

5.) (ENERGY)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix D13.4.3 DISCUSSING NEW CONCEPTS:

EVALUATION: TRUE OR FALSE: (FORMATIVE ASSESSMENT) ______1. Social action can be done by one or more persons. True ______2. There are six elements in social action. False ______3. Social action influence others. True ______4. Energy is the aim or objective for which the action was done. False ______5. In doing social action, it is performed on some social pattern or custom which is called normative orientation. True Appendix D14.1.1 REVIEW:

Let’s try to check what you remembered from yesterday’s lesson about social action. I want volunteers to pick a picture and tell the class what the picture is all about. Appendix D14.1.1 ESTABLISHING PURPOSE OF THE LESSON: Watch the video taken from YouTube (https://www.youtube.com/watch?v=162AJojCNw8). 1. What is the video all about? 2. Do you agree with what the video is showing or saying? Why?

Appendix D14.1.1 PRESENTING EXAMPLE OF THE NEW LESSON Students will be group into 4 (by birthdate) Group 1 – 1-8 Group 2 – 9-16 Group 3 – 17-24 involvement?” Teacher will have to process it making columns in the blackboard and (taking note of the students report) and use it as a springboard in discussing the topic. Each group will have a representative to discuss the output. Group 4 – 25-31 HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Each group will have to answer the question “What are your basis or consideration in doing social action in relation to community DEVELOPING MASTERY

Appendix D14.1.1 EVALUATION Rubrics for Essay: www.ndia.org/about/Documents/WID_EssayRubric.pdf

Appendix D14.2.2 Discussion A community is “A social, religious, occupational or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists; self-organized network of people with common agenda, cause, or interest, who collaborate by sharing ideas, information, and other resources A profile is description of someone or something of all the most important and interesting facts. A community profile is a data sheet that records information on a broad range of factors (such as environmental/natural features and management, socio-demographic characteristics, political and HUMSS-C CLASS F REGION 3 MASS TRAINING FOR TEACHERS (MAY 4 to 24, 2017)

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP economic structures, local institutions, economic activities and livelihoods, basic household and community facilities, and social organization) A community profile is a basic understanding of a community as a whole, information on particular areas of interest (such as which local institutions might be important for household livelihood strategies and need to be investigated in more depth) Steps to Develop Community Profile

Define the community

Find out if you have upto-date information about your community (ies).

You may find it necessary to use more than one source of data in order to ‘complete the picture’. You might find that some of the data is too detailed or is irrelevant to your needs so, Worksheet ultimately, you may choose not to include it in your profile.

Find out if relevant information

Checking if someone already collated the information needed

Discuss with the group mates in your class and decide the community (ies) you want to find out about. Decide what it is that you want to know then work out how you can find it out.

Before you start working through the source, check if someone else has already collated the information you will need to fill the gaps in your knowledge. This will not only save you time and resources but it should also help you to develop partnerships.

Getting to know more about the local community

How to find the information Guide for the Worksheet: yourself  Natural Resources: What principal natural resources are available in or to the community? Who uses them and how? Where are these resources located? Which  Livelihood: What different activities do households sourcesuse to to support their livelihoods? Who is involved in these livelihood activities (differentiated by social and economic group)? How many people and choose households depend on these activities? When and where do these activities take place?  Community structure: How many people and households live in the community? What is the gender composition and age structure of the community? What are the different social, economic, ethnic, and cultural groups? How are those groups defined? Where do different social, economic, ethnic, and cultural groups live?  Local organizations and associations: What are the formal organizations and associations? What are the rules, regulations, and customs? Who is affected by them and how?  Community infrastructure: What services are available in the community (transport, power/water supply, markets, agricultural extension, health, education, and so on)? Who has access to these services? How expensive are the user fees?  Community history: How long has the community been in existence and how was it founded? When did different social, economic, ethnic, and cultural groups settle in the community? How has the community changed over time and what has caused those changes? Generalization A community profile is a data sheet that records information on a broad range of factors (such as environmental/natural features and management, socio-demographic characteristics, political and economic structures, local institutions, economic activities and livelihoods, basic household and community facilities, and social organization). A community profile is done through the following steps: defining a community, finding for relevant information from other organizations and collating them, looking for for information by yourself and getting to know more of the community.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP D14.4.3 Rubric Community Profile Grading Rubric: Criteria for Your Paper Appropriate use of organization Your profile will cover many aspects of your community. It will be important to maintain a sense of organization as you move from an introduction to your community, people perspectives of your community, and issues confronting your community. Interesting content It is a common strategy to begin a profile with an attention getting introduction. Introduction and explanation of key issues within your community As part of this, assignment is bent towards helping you come up with a topic for your needs assessment. Identifying controversies or challenges facing your community will be one of the key features of your profile. Issues should be adequately explained so someone not of your community can understand them. Demonstrate your ability to incorporate primary sources in a coherent manner. Use proper lead-ins, a mix of paraphrase and direct quotations, cite page numbers and authors include a works cited section. Along with your two interview subjects, I am asking you to provide statistical data on your community using a web or print based source. Make sure this source is reliable.

Evaluation

5 = excellent document in all key aspects – some slight room for improvement. 4 = good; some aspects of the analysis might be excellent, others will be good. Room for improvement. 3 = acceptable completion of the assignment. No major problems, but room for improvement. 2 = a major aspect of the assignment has not been completed. Elements of the assignment might be quite good, but with unsatisfactory completion of certain elements, the assignment will remain a D. 1 = incomplete assignment because page length was not met, not completed.


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Community Action Initiatives: Field Practicum


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP APPENDICES E. COMMUNITY ACTION INITIATIVES: FIELD PRACTICUM

Appendix 15.1.1 Group Work Rubric Final RUBRIC FOR GROUP WORKS Criteria

Apprentice

Basic

Learned

Exemplary

One person Some students dominates contribute to decision- making. decision-making.

Most students contribute to decision-making.

Students contribute to decision-making.

Students frequently interrupt and/or put down the views of others. Students do not ask questions or clarification.

Students pay attention to the group discussion. Some students ask questions and build on others comments.

Body and/or verbal responses indicate active listening .Most students ask questions and build on others comments.

Students respect and encourage the views of others. Students ask questions or clarification. Students build on others comments.

Students do not contribute in any Contributing positive way to the group work.

Some students contribute positively to the group work.

Most students contribute positively to the group work.

Students consistently contribute in a positive way to the group work.

Students exhibit on-task behavior inconsistently

Students exhibit ontask behavior some of the time.

Most students Students exhibit onexhibit on-task task behavior behavior most of the consistently. time.

Decision Making

Social Interaction

On Task Behavior

With assistance, With assistance, students are able to students have sequence steps. Group difficulty Rush to complete Structure and sequencing task. Division of Functioning steps. Task is not tasks and completed on responsibilities if time. inefficient and wastes time.

Students complete a clear and logical Students complete a sequence of steps. sequence of steps. Complete task with Complete task on form and reflection time. The leader and revision. assigns Members volunteer responsibilities and to take tasks. responsibilities and roles.


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix 15.2.2 Permission to Conduct Needs Assessment Survey Principal (Long Format) Department Of Education Schools Division of Tarlac Province O’Donnell High School O’Donnell, Capas, Tarlac

Date Juan Dela Cruz Principal O’Donnell High SchooL Attention:

MARIA AURORA C. CRUZ Head Teacher Social Sciences Department

Ma’am/ Sir: Greetings of peace! One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12 students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement, Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and advocacy, gender equality, and participatory development. Hence, this letter intends to ask the permission of your good office to please allow us to conduct needs assessment survey at _______________________ (name of barangay) on ____________ (date). The goals of the said activity are to identify the needs of the barangay, to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community and to enable them to integrate applied social sciences into community-action initiatives. While waiting for your approval, allow me express my sentiments of high regards and prayerful best wishes to you and your institution. Sincerely Yours, ____________________ Class President Noted: ____________________ Teacher ____________________ SHS Focal Person


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.15.2.3 Permission to Conduct Needs Assessment Survey Letter to the Principal (Simple Format) Department of Education Division of Nueva Ecija Bulac National High School Bulac, Talavera, Nueva Ecija

Date

JUAN DELA CRUZ School Princiapl I Bulac National High School

Sir: Greetings of peace! We would like to ask the permission of your good office to please allow us to conduct needs assessment survey at Barangay Poblacion on March 9, 2018. The goals of the said activity are to identify the needs of the barangay, to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community and to enable them to integrate applied social sciences into community-action initiatives. Your approval to conduct the said activity is much appreciated. Sincerely, ____________________ Class President

Approved: ____________________ Teacher


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.15.2.4 Parental Consent (Conduct Needs Assessment Survey) DEPARTMENT OF EDUCATION Division of Zambales Botolan National High School Batonlapoc, Botolan Zambales

PARENTAL/ GUARDIAN CONSENT Date:_________________ TO WHOM IT MAY CONCERN: This is to certify that I allowed my son/ daughter to participate in the conduct of Needs Assessment Survey as requirement in Community Engagement, Solidarity, and Citizenship (CSC). Name of Son/ Daughter Name of Activity Inclusive Date/s Place(s) to Visit Thank you very much! _____________________________ Parent/ Guardian (Signature over printed name) DEPARTMENT OF EDUCATION Division of Zambales Botolan National High School Batonlapoc, Botolan Zambales

PARENTAL/ GUARDIAN CONSENT Date:_________________ TO WHOM IT MAY CONCERN: This is to certify that I allowed my son/ daughter to participate in conduct of Needs Assessment Survey as requirement in Community Engagement, Solidarity, and Citizenship (CSC). Name of Son/ Daughter Name of Activity Inclusive Date/s Place(s) to Visit Thank you very much! _____________________________ Parent/ Guardian (Signature over Printed Name)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP AppendixE.15.2.5 Waiver (Conduct Needs Assessment Survey) DEPARTMENT OF EDUCATION Division of Zambales Botolan National High School Batonlapoc, Botolan Zambales

STUDENT WAIVER

I, Juan Dela Cruz presently enrolled in ____________________ (Track/Strand) present myself to participate in the community engagement as part of our school activity and do hereby pledge that: 1. I will obey and abide the rules and regulations promulgated, enforced by the school, carried by the teacher-in-charge for the protection and safety of all; 2. I hereby waive and renounce my rights to all damages, hospitalization, and the like. I will not hold the school, staff and the teacher concerned responsible for any misfortune, injury, or accident be slight or serious, that may happen in connection with the activities or requirements. The cause of which will be attributable to my acts of disobedience, negligence, and the offense of my heading to advice, warning, precaution, and safety rules that were discussed to me the subject-teacher in charge before the start of the activity. The content of this waiver was read and explained to me before I affix my name and signature this _____th day of _____________, 20___ freely and voluntarily. Thank you very much! Yours truly, ______________________________ Name of Student (Signature over Printed Name)

_____________________________ Name of Parent/ Guardian (Signature over Printed Name)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP AppendixE.15.2.6 Permission Letter to Conduct the Activity to Brgy. Captain (Long Format) Department Of Education Schools Division of Tarlac Province O’Donnell High School O’Donnell, Capas, Tarlac Date

Juan Dela Cruz Barangay Captain Barangay O’Donnell, Capas, Tarlac Ma’am/ Sir: Greetings of peace! One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12 students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement, Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and advocacy, gender equality, and participatory development. Hence, this letter intends to ask the permission of your good office to please allow us to conduct ______________________(e.g. seminar, training, feeding program, etc.) in your barangay, _______________________ (name of barangay) on ____________ (date). The goals of the said activity are to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community and to enable them to integrate applied social sciences into communityaction initiatives. While waiting for your approval, allow me express my sentiments of high regards and prayerful best wishes to you and your family.

Sincerely Yours, ____________________ Class President


Noted: ___________________ School Head


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.15.2.7 Permission Letter to Conduct Activity to Brgy. Captain (Simple Format) Department of Education Division of Nueva Ecija Bulac National High School Bulac, Talavera, Nueva Ecija

Date

JUAN DELA CRUZ BARANGAY CAPTAIN NAME OF BARANGAY Ma’am/ Sir: Greetings of peace! We would like to ask the permission of your good office to please allow us to conduct a seminar on gender and development for the youth at your barangay on March 9, 2018. This is based on the Needs Assessment Survey that we have conducted last February 23. The goals of the said activity are to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community and to enable them to integrate applied social sciences into community-action initiatives. Your approval to conduct the said activity is much appreciated. Sincerely, ____________________ Class President


Noted ___________________ School Head


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix C16.1.1 Community-Based Monitoring System


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.16.1.2 Demographic Characteristics of Household Department of Education Division of Tarlac Province IBA HIGH SCHOOL San Jose, Tarlac A. Demographic Characteristics of Household Relationship Sex Number Of To The Head M=1 Member Of Household F=2 (A)

Educational Attainment Age

Level (B)

Status (C)

Training Attended In Last 5 Years (D)

Type Of Education Attended (C)

Occupation (F)

(a) 1. Head of the HH 2. Spouse 3. Children 4. Parent 5. Grandparent 6. Other relative 7. Not related

(b)

1. No education 2. Elementary 3. High School 4. Diploma 5. College 6. Post-Graduate

(c)

1. Ongoing 2. Stopped/ out of school 3. Graduate

(d) 1. Functional literacy 2. Agricultural Production 3. Health and Nutrition 4. Leadership 5. Others

(e)

1. Formal 2. Non-Formal

(f)

1. No occupation 2. Regular office Employee 3. Contractual Office Employee 4. Skilled Laborer 5. Farmer 6. Self-Employed 7. Others

B. Education 1. For children currently studying, where are the school located (a) Elementary (b) Secondary 1. In the Barangay 1. In the Barangay 2. Outside the Barangay 2. Outside the Barangay 3. Not applicable 3. Not applicable 2. How long does it take your children to reach their respective school? (a) Elementary (b) Secondary 1. Little time (1-15min 1. Little time (1-15min) 2. Moderate time (16-45min) 2. Moderate time (16-45min) 3. A lot of time (more than 45min) 3. A lot of time (more than 45min) 4. Not applicable 4. Not applicable 3. For children not studying, what could be the main reason for this? 1. Financial incapability 4. Children not of school age 2. Child is Physically/mentally ill 5. Not applicable 3. Child lacks interest to study 6. Other (specify) _____________ 4. What do you think is the level of education that the majority of your male and female children should reach? 1. Elementary 4. College 2. Secondary 5. Not applicable 3. Vocational-Technical


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 5. What type of employment would you like your children to 1. Government employment 2. Non-government employment 3. Self-employment

have? 4. Overseas worker 5. No Children not applicable 6. other (specify) _____________

6. What are your three (3) main sources of information 1. Journal 6. Radio 2. Newspaper 7. Person contacts (w/ friends/relatives) 3. Magazine 8. Do not receive information 4. Leaflet 9. Other (specify) _____________ 5. Television 7. What do you consider the top three (3) problems of school in your community? 1. Insufficient number of classroom 2. Insufficient number of teacher 3. Insufficient instructional material 4. High tuition fee 5. Not applicable 6. Other (specify) ___________ 8. Who decides whether the children will study or not? 1. Father 2 Mother

3. Children

9. Are male and female children of your household given equal opportunity to study? 1. Yes 2. No C. Health and Nutrition 1. Where do you go if you and your household members need major medical or heath attention? 1. Government Hospital/Clinic 2. Private Hospital/Clinic 3. Traditional Hilot 4. Other (specify) ____________ 2. Why do you choose this facility instead of the other? 1. Quality service 2. Costs are reasonable 3. Accessible to the household 4. Has well trained personnel 5. All of the above 6. Other (specify)______________ 3. How often do children of your household experience the following sickness? A. Cough E. Diarrhea B. Colds F. Toothache C. Fever G. other (specify)_________ D. Skin allergies 1. Not applicable 2. Never 3. Very seldom (1-2 times a year) 4. Occasionally (3-6 times a year) 5. Frequently (less than 6 times a year) 6. Continually (All the time) 4. Among your household members, who is taking care for the sick? 1. Father 2. Mother 3. Son 4. Daughter 5. Who decides to bring the sick household member to the type of medical assistance preferred by your household. 1. Father 2. Mother 3. Son 4. Daughter 6. Have your children received immunization against the following? A. Measles F. Cholera B. Tuberculosis G. Hepatitis A C. Polio H. Hepatitis B D. DPT (Diphtheria, Pertussis & Tetanus) I. Other (Specify)_________ E. Mumps 1. Not applicable 2. Yes 7. Who brings the children to the doctor for immunization? 1. Father 3. Son 2. Mother 4. Daughter 8. Were there any deaths in the household for the past two years?


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 1. Yes If yes, what was the main cause? 1. High blood pressure 2. Infection 3. Cancer

2. No 4. Sexually transmitted disease 5. Combination of two or more disease 6. Other (specify) _________________

9. What is your main source of water? (a) Drinking (b) Bathing 1. Government operated water system 2. Private operated water system 3. Piped deep well 4. Open well 5. Rain water 6. Natural bodies of water (e.g. rivers, lakes, & streams) 7. Others (specify)______________ 10. What are your major sewerage and disposal system? a. Type of toilet 1. Flush/water sealed 2. Closed pit 3. Open pit 4. Public 5. None 6. Others (specify)______________ b. Garbage disposal system 1. Burn 2. Dump in pit 3. Recycle/make into compost 4. Wrap and throw (specify where) 5. Garbage collector 6. Combination of the above 7. Others (specify) _____________ 11. What is your household food consumption per week in terms of a. Rice/rice substitute b. Fish/sea foods c. Meat (poultry, pork, beef) d. Vegetables e. Fruits f. Milk g. Eggs h. Others (specify) _____________ Frequency (a) Quantity Code (b) 1. Everyday 1. Too much 2. Every other day 2. Too little 3. Once a week 3. Just right Quantity Indicator for JUST RIGHT level for a household of 6 members: Rice 14kg/wk Meat 10.5kg/wk Vegetable 10kg/wk Fruits 10.5kg/wk Milk 7 liters/wk Eggs 3.5 doz/wk Fish / sea foods 10.5kg/wk 12. Who is responsible for selecting the kind of food to buy and eat? a. Food to buy b. Food to eat 1. Father 3. Son 2. Mother 4. Daughter 13. Did you experience food shortage? 1. Yes 2. No 14. Do you experience food shortage? 1. Yes 2. No If yes, what main food item do you experience shortage? 1. Rice/rice shortage 6. Milk 2. Fish/ seafood 7. Eggs 3. Meat (poultry, pork, beef) 8. Others (specify)___________________ 4. Fruits 9. No Shortage 5. Vegetables


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 15. Which of the following is the main course of your food shortage? 1. Not enough production 2. Crop loss due to bad weather/other natural calamities 3. Not enough income 4. High price of food items 5. Others (specify)_______________________ 6. Not applicable D. Community Leadership and Participation 1. Do you know the following? LEADER a. b. c. d.

IDENTITY (A)

ACTIVENESS (B)

Captain Secretary Treasurer Councilor

Identity Code (a) 1. YES 2. NO

Activeness Code (b) 1. Active 2. Not Active 3. Don’t Know 2. Do you think men and women are given the same opportunities to run as leader in your village? a. Yes b. No c. Don’t know 3. Do you know how often does the village council meet? a. Yes b. No c. Don’t know 4. Do the leaders immediately disseminate to all village residents matters of the council meeting? a. Yes b. No c. Don’t know 5. In what community programs have you and your household members participated in the past two years? Kindly give your roles, degree of performance and the limiting factors of your performance in these programs? Limiting Factors Household Program Role Performance Of Performance Member (A) (B) (C) (D) Father Mother Son Daughter PROGRAM CODE (A) 1. Crop production 2. Animal/livestock 3. Small fishery 4. Health and nutrition 5. Dressmaking 6. Education 7. Handicraft 8. Other (specify) ________________________ PERFORMANCE CODE (C) 1. Poor Performance no benefit to household 2. Fair Performance some benefit to household 3. good performance 4. very good 5. don’t know/can’t assess 6. others (specify) ________________

ROLE (B) 1. 2. 3. 4. 5. 6.

Project leader Assistant Leader Secretary Treasurer Committee Member Member/Benefactor

LIMITING FACTOR CODE (D) 1. 2. 3. 4. 5. 6.

No Factor/No comment Lack of resources Required too much time Lack motivation Poor Local leadership Need suitable to the need of community 7. Others ( specify)_______ 6. How do you convey your problems/suggestions to your leaders? 1. Personal meeting 2. Phone 3. Suggestion box 4. Bulletin Board 5. Open letter 6. Other (specify) _______________________ 7. How often can you directly consult with your leader? 1. Anytime 2. Once a week 3. Once a month 4. Never 5. Do not know


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 8. If you have not participated in any community program, can you give at least two reasons why? 1. Do not need. Not interested 2. Do not know such program 3. Poor quality of the program 4. Lack of resource/ time to participate 5. Information was not useful 6. Had a bad experience in the program 7. The program was stopped 8. Not applicable 9. Others (specify)________________ 9. What three development programs do you think are needed but not yet available in your community (Enumerate in order of reference) 1. Crop Production 2. Animal/Livestock 3. Small Fishery Program 4. Health and Nutrition 5. Handicraft/Cottage Industry 6. Education 7. Leadership 8. Others (Specify) ___________________ 10. Do you think that members of your community are willing to cooperate with each other n the implementation of any development program? 1. Yes 2. NO 3. Sometimes If Not, why a. Cultural differences b. Political affiliation c. Don’t need to cooperate d. Don’t know e. Others (Specify) _________________________ E. Income 1. Approximately, how much is your household’s total monthly income? 1. Less than 3, 000 2. 3,001-4,000 pesos 3. 4,001- 5,000 pesos 4. 5, 001- 6, 000 pesos 5. 6, 001- 7, 000 pesos 6. 7, 001- above 2. What are your sources of income?

Sources of Income

Yes (1) No (2)

Approximate amt. of income each source (in peso)

If desirable could increase your income from this source (a)

Farming Rice Potted Plants Fruit Trees Other Specify

Desirable Code (a) 1. Not Desirable 2. Yes Livestock Swine Ducks Chickens Cattle Others Specify

3. No 4. Don’t Know

A. Non- Farming Regular Salary Wages Remittances Others (Specify)

3. Who is responsible for keeping the income of the household? 1. Father 2. Mother


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP 3. Son 4. Daughter 4. Monthly Expenditures 1. How much does your household spend on food? a. P 0- 1000 b. P1001- 3000 c. P3000 above 2. How much do you spend on the schooling of children? a. None b. Less than P 50 c. P51- 100 d. P101 and above 3. How much do you spend on clothing of the household? a. None b. Less than P100 c. P101-200 d. P201 and above 4. How much do you spend on medicine and medical care of your household? a. None b. Less than P50 c. P51-100 d. P100 and above 5. How much does your family spend on housing (which includes rent, maintenance, water, electricity)? a. Less than 100 b. P101- 300 c. P301 and above 6. How much does your family spend on transportation? a. None b. Less than P 50 c. P51- 100 d. P101 and above


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.16.1.3 Oral Participation 2 Rubric for Formal Oral Participation Components Organization

Style

Use of Communication Aids

2-Competent

1-Not yet Competent

Presentation is clear, logical, and organized. Listener can follow line of reasoning.

3-Sophisticated

Presentation is generally clear and well organized. A few minor points may be confusing.

Level of presentation is appropriate for the audience. Presentation is a planned conversation, paced for audience understanding. It is not a reading of a paper. Speaker is comfortable in front of the group and can be heard by all. Communication aids enhance presentation.  The font on the visuals is readable.  Information is represented and organized to maximize audience comprehension.  Details are minimized so that main points stand out.

Level of presentation is generally appropriate. Pacing is sometimes too fast or too slow. Presenter seems slightly uncomfortable at times, and audience occasionally has trouble hearing him/her.

Organization is haphazard; listener can follow presentation only with effort. Arguments are not clear. Aspects of presentation are too elementary or too sophisticated for audience. Presenter seems uncomfortable and can be heard only if listener is very attentive. Much of the information is read.

Communication aids contribute to the quality of the presentation.  Font size is mostly readable.  Appropriate information is included.  Some material is not supported by visual aids.

Communication aids are poorly prepared or used inappropriately.  Font size is too small to read.  Too much information is included.  Details or some unimportant information is highlighted, and may confuse the audience.

Speaker provides accurate and complete explanations of key concepts and theories, drawing on relevant literature. Applications of theory illuminate issues. Listeners gain insights.

For the most part, explanations of concepts and theories are accurate and complete. Some helpful applications are included.

Explanations of concepts and/or theories are inaccurate or incomplete. Little attempt is made to tie theory to practice. Listeners gain little from the presentation.

Information (names, facts, etc) included in the presentation is consistently accurate.

No significant errors are made. Listeners recognize any errors to be the result of nervousness or oversight.

Enough errors are made to distract a knowledgeable listener. Some information is accurate but the listener must determine what information is reliable.

Sentences are complete and grammatical. They flow together easily. Words are well chosen; they express the intended meaning precisely.

Sentences are complete and grammatical for the most part. They flow together easily. With some exceptions, words are well chosen and precise.

Listeners can follow presentation, but they are distracted by some grammatical errors and use of slang. Some sentences are halting, incomplete, or vocabulary is limited or inappropriate.

Both oral language and body language are free from bias.

Oral language and body language are free from bias with one or two minor exceptions.

Oral language and/or body language includes some identifiable bias. Some listeners will be offended.

Content

Depth of Content

Accuracy of Content

Use of Language

Grammar and Word Choice

Freedom from Bias (e.g., sexism, racism, heterosexism, agism, etc.,) Responsiveness to Audience


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Verbal Interaction

Body Language

Consistently clarifies, restates, and responds to questions. Summarizes when needed.

Generally responsive to audience questions and needs. Misses some opportunities for interaction.

Responds to questions inadequately.

Body language reflects comfort interacting with audience

Body language reflects some discomfort interacting with audience.

Body language reveals a reluctance to interact with audience.

Appendix E.16.1.4 Rubric for Written Work Rubric for Written Work

Content

Relevant Theory

Level of thinking

Format

Grammar/Punct uation/Spelling

4

3

2

1

Comprehensive, accurate and persuasive coverage of key elements 4

Mostly comprehensive, accurate and persuasive coverage of key elements 3

Somewhat comprehensive, accurate and persuasive coverage of key elements 2

No comprehensive, accurate or persuasive coverage of key elements 1

Many details and examples from research beyond the textbook 4

Some details and examples from research beyond the textbook 3

A few details and examples research beyond the textbook

No details and examples from beyond the textbook

2

1

Highest level of thinking evident by use of analysis and synthesis 4

Higher level of thinking evident by use of integration 3

High level of thinking evident by use of comparison and contrast 2

Lowest level of thinking evident by use of recall and knowledge only 1

Attention to detail, lay out, citations and references reflect guidelines. 4

Attention to detail, lay out, citations and references mostly reflect guidelines. 3

Attention to detail, lay out, citations and references somewhat reflect guidelines. 2

Attention to detail, lay out, citations and references seldom or do not reflect guidelines. 1

No errors

A few errors (1 or 2) 3

Some errors (3 to 5) 2

Many errors (over 5) 1

Sentences are mostly well constructed, varied in structure and with precise words

Sentences are somewhat well constructed, varied in structure and with precise words

Sentences are not well constructed, varied in structure and with precise words

4

Style

Sentences are well constructed, varied in structure and with precise words


Score

Score

Score

Score

Score

Score

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.17.1.1 BUILD A PYRAMID GAME Things needed:  30 pcs. Plastic cups  5 pcs. Rubber Band  Yarn Mechanics of the game. 1. The students will tie the yarn to the rubber band. Each member of the group should hold one tie. 2. The students will going to make a pyramid using the rubber band. 3. Only one hand is allowed to hold the yarn and the other hand will place at the back. 4. The students will pull the yarn altogether to place it to the body of the cup. 5. The first group who build the pyramid is the winner.

Appendix E.17.2.2. Permission Letter to Conduct the Activity to Principal (Long Format) Department Of Education Schools Division of Tarlac Province O’Donnell High School O’Donnell, Capas, Tarlac Date Juan Dela Cruz Principal O’Donnell High School Ma’am/ Sir: Greetings of peace! One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12 students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement, Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and advocacy, gender equality, and participatory development. Hence, this letter intends to ask the permission of your good office to please allow us to conduct ______________________(e.g. seminar, training, feeding program, etc.) at _______________________ (name of barangay) on ____________ (date). The goals of the said activity are to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community and to enable them to integrate applied social sciences into community-action initiatives. While waiting for your approval, allow me express my sentiments of high regards and prayerful best wishes to you and your institution. Sincerely Yours,

_________________ Class President

Approved: _________________ Teacher


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.17.2.3 Parental Consent (Conduct an Activity) DEPARTMENT OF EDUCATION Division of Zambales Botolan National High School Batonlapoc, Botolan Zambales

PARENTAL/ GUARDIAN CONSENT Date:_________________ TO WHOM IT MAY CONCERN: This is to certify that I allowed my son/ daughter to participate in a Seminar on Gender and Development as requirement in Community Engagement, Solidarity, and Citizenship (CSC). Name of Son/ Daughter Name of Activity Inclusive Date/s Place(s) to Visit Thank you very much! _____________________________ Parent/ Guardian (Signature over Printed Name)

DEPARTMENT OF EDUCATION Division of Zambales Botolan National High School Batonlapoc, Botolan Zambales PARENTAL/ GUARDIAN CONSENT Date:_________________ TO WHOM IT MAY CONCERN: This is to certify that I allowed my son/ daughter to participate in a Seminar on Gender and Development as requirement in Community Engagement, Solidarity, and Citizenship (CSC). Name of Son/ Daughter Name of Activity Inclusive Date/s Place(s) to Visit Thank you very much! _____________________________ Parent/ Guardian (Signature over Printed Name)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.17.2.4 Waiver (Conduct an Activity) DEPARTMENT OF EDUCATION Division of Zambales Botolan National High School Batonlapoc, Botolan Zambales

STUDENT WAIVER

I, Juan Dela Cruz presently enrolled in ____________________ (Track/Strand) present myself to participate in a Seminar on Gender and Development as part of our school activity and do hereby pledge that: 1. I will obey and abide the rules and regulations promulgated, enforced by the school, carried by the teacher-in-charge for the protection and safety of all; 2. I hereby waive and renounce my rights to all damages, hospitalization, and the like. I will not hold the school, staff and the teacher concerned responsible for any misfortune, injury, or accident be slight or serious, that may happen in connection with the activities or requirements. The cause of which will be attributable to my acts of disobedience, negligence, and the offense of my heading to advice, warning, precaution, and safety rules that were discussed to me the subject-teacher in charge before the start of the activity. The content of this waiver was read and explained to me before I affix my name and signature this _____th day of _____________, 20___ freely and voluntarily.

Thank you very much!

Yours truly, ______________________________ Name of Student (Signature over Printed Name)

_____________________________ Name of Parent/ Guardian (Signature over Printed Name)


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.17.2.5 Permission Letter to Conduct the Activity to Brgy. Captain (Long Format) Department Of Education Schools Division of Tarlac Province O’Donnell High School O’Donnell, Capas, Tarlac Date

Juan Dela Cruz Barangay Captain Barangay O’Donnell, Capas, Tarlac Ma’am/ Sir: Greetings of peace! One of the goals of the K-12 Basic Education Curriculum is holistic human development. The Grade 12 students of O’Donnell High School under the HUMSS Strand are taking up Community Engagement, Solidarity and Citizenship. It focuses on the application of initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and advocacy, gender equality, and participatory development. Hence, this letter intends to ask the permission of your good office to please allow us to conduct ______________________(e.g. seminar, training, feeding program, etc.) in your barangay, _______________________ (name of barangay) on ____________ (date). The goals of the said activity are to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community and to enable them to integrate applied social sciences into communityaction initiatives. While waiting for your approval, allow me express my sentiments of high regards and prayerful best wishes to you and your family.

Sincerely Yours, ____________________ Class President




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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.17.2.6 Permission Letter to Conduct Activity to Brgy. Captain (Simple Format) Department of Education Division of Nueva Ecija Bulac National High School Bulac, Talavera, Nueva Ecija

Date

JUAN DELA CRUZ BARANGAY CAPTAIN NAME OF BARANGAY Ma’am/ Sir: Greetings of peace! We would like to ask the permission of your good office to please allow us to conduct a seminar on gender and development for the youth at your barangay on March 9, 2018. This is based on the Needs Assessment Survey that we have conducted last February 23. The goals of the said activity are to enhance students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community and to enable them to integrate applied social sciences into community-action initiatives. Your approval to conduct the said activity is much appreciated. Sincerely, ____________________ Class President




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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.17.2.7 Memorandum of Agreement MEMORANDUM OF AGREEMENT KNOW ALL PERSONS BY THESE PRESENTS: This Memorandum of Agreement entered into and executed by and between: The OROTEL NATIONAL HIGH SCHOOL - SENIOR HIGH SCHOOL DEPARTMENT a group of students taking up Community Engagement, Solidarity and Citizenship, which focuses on the application of initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and advocacy, gender equality, and participatory development, represented by its President, Juan Dela Cruz, hereinafter referred to as “HUMSS-A”; -andThe Barangay Council of_____________________, represented by its Barangay Captain _________________________, hereinafter referred to as the “TARGET BARANGAY,” WITNESSETH, that: 1. HUMSS-A is a school-based social group that has programs and services that aim to promote:  awareness of human rights in communities  social equity  empowerment and advocacy  commitment and conviction to participatory development for community well-being  gender equality And therefore, intends to bring this programs and services to the TARGET BARANGAY for the benefit of its indigent residents in the locality; 2. The TARGET BARANGAY will cooperate, support, and assist HUMSS-A in its programs and services in order that the intended beneficiaries will avail of them; 3. Both will complement each other in identifying problem areas and providing assistance to each other to ensure the successful completion of its projects; 4. Both will make available manpower and resources in order to mobilize people needed to carry out its activities and objectives. EFFECTIVITY OF AGREEMENT This Memorandum of Agreement shall take effect upon signing hereto by the parties this ______ day of ______ 200_ at Barangay _______________, _____________, ____________.

By: ____________________________ President

____________________________ Barangay Captain

Signed in the presence of: ____________________________ Witness

____________________________ Witness


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Appendix E.18.2.1 Rubrics for Socio-Reconnaissance (Evaluation) EVALUATION FORM Venue: Date: Time:

Direction: In relation to the activity you have participated in, please check the appropriate box to indicate your honest and objective assessment of the following: Criteria I. Program of Activities 1. Planning 2. Scheduling (adequacy of time allotted for each activity) 3. Sequencing of topics and activities (topic/ activity sequenced according to importance/ difficulty or other criteria) 4. Implementation 5. Relevance of topics/ activities to objectives 6. Adequacy of treatment II. Exhibits and Film Showing 1. Relevant information offered. 2. Personal enrichment gained. III. Materials 1. Quality 2. Content 3. Packaging 4. Adequacy 5. Relevance to the needs of participants 6. Updated IV. Secretariat 1. Responsiveness of staff to participants' needs 2. Adequacy of services of staff 3. Professional behavior of staff. V. Program Objectives 1. Objectives are understood well. 2. Objectives are attained. VI. Meals/ Refreshments 1. Quality 2. Schedule of meals 3. Manner of serving 4. Adequacy VII. Conference Venue Accommodation 1. Services 2. Facilities (light, water, ventilation, noise, rest rooms) 3. Accommodation VIII. Impact of Activities 1. To what extent were interaction, sharing and socialization gained?

Poor

System of Evaluation Fair Good Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

Poor

Fair

Good

Very Good

Excellent

IX. Speakers and Resource Persons: Indicate your assessment of the speaker and resource person by encircling one of the five numbers that comprise the qualities scale.

Name of Resource Person

5- Excellent

4- Very Good

3- Good

2- Fair

Quality of Presentation

Content of Presentation

Materials Used

Relevance to the Assigned


1- Poor

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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP Topic 12345

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Workshop Facilitator

COMMENTS: COMMUNITY FIELD WORK REPORT POST- COMMUNITY OUTREACH NARRATIVE REPORT I. Title/ Name of Community Outreach ________________________________________________________________________ ( ) Progress ( ) Project ( )Activities ( ) Services II. Nature/ Description of the Outreach _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ III. Date IV. Travel Time

Mode of Travel

Travel

Departure from school Arrival at venue Departure from venue V. Name of Venue/ Community _______________________________________________________________________ _______________________________________________________________________ VI. Respondents/ Clients A. Number of Respondents : B. Genders : C. Age Level : VII. Project Input A. Faculty/ Staff/ Student as

Name

(1) Lecturer (3) Coordinator College/ Department

(2) Facilitator (4) Volunteers

Job Designation


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP B. Student Implementors Name

College/ Department

Job Designation

VIII. Narrative/ Descriptive Report (in 100 words) _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ ________________________________________________________________________________ _________________________________________________________________________________ IX. Problems Encountered: Enumerate the significant problems encountered during the implementation proper.

Appendix E.18.4.2 Rubrics for Immersion Group Participation

Active Involvement

Preparation

Attitude

Social Interaction

Excellent 5 pts. Student constantly engaged in the activity. Students show awareness of the issues, asks and answered questions. Student completed assigned task/ role and is ready with required materials for the immersion. Student has done all assignments with best effort and ready for the activities.

Above Average 4 pts. Student participates in the activity as needed but could use more enthusiasm. Student completed assigned task/role and ready with required materials for the immersion activities. Student has done the basic required assignments and ready for the most activities.

Student is positive about the immersion activities being set the example for students around him/ her.

Student is positive about the immersion activities.

Student respects and encourages the views of others.

Body and/or verbal responses indicate active listening/participati on. Student asks questions and build on other comments.

Average 3 pts. Student is a passive participant through the most of the immersion experience. Student has completed some of the assigned tasks/roles and ready for the immersion activities. Student is neutral about the immersion activities. Student spreads mixed feelings around the group both positive and negative. Student sometimes pay attention to the group discussion. Student sometimes ask questions

Poor 2pts.

Teacher Score

Student is not involved with the activities around the immersion trips. Student did not complete required tasks/ roles. Student contributed little or nothing at all to the overall activities.

Student has a negative attitude. Student makes the experience bad for others around him/ her.

Student frequently interrupt and/or put down the views of others. Student do not


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COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP and build on others comment.

participate. Does not mix with the group.

TOTAL

http;//www.rcampus.com/rubrics Appendix E.18.4.3 Rubrics for Immersion (Individual) Individual Performance Needs Developing Development Student wants earnestly to Student can "help", but shows articulate Student no knowledge of systematic demonstrates little the larger causes of social to no engagement. historical, problems. economic, and sociopolitical problems at play. Evidence Student is cognizant of the importance of Student meeting the recognizes the needs of people importance of and the Shows little meeting the environment engagement. needs of "the through service , other" through the but fails or service. unaware of how to get involved with a specific cause. Evidence

Student explores the role of faith and spirituality in service.

Competent (GOAL) Student realizes that she/ he can learn from those she/ he serves. Recognizes that poverty linked to larger systematic issues occurring in the world.

Exemplary Student has grasped a deep knowledge of solidarity and actively engaged in living out her/ his commitment to the poor.

Student connected to (either through awareness of or dedication to act on behalf of) social causes and issues surrounding the people he/ she serves.

Student frequently donates his/ her time to social causes in his/ her community and sees connection between what he/ she can do at home and how the impacts those overseas.

Disinterested or unengaged with spiritual topics

Student prays with the group but has not shown any signs that he/ she is grappling with his/ her faith.

Has religious or spiritual conversations with faculty/ staff or other students. Knows that faith and spirituality play an important role in his/ her life and in quest for justice.

Can clearly articulate what faith and spirituality mean in his/ her life. Lives in a manner that aligns with his/ her faith. Clearly connects faith, justice, and spirituality. Can articulate why his/ her faith compels her/ him to act for justice.

Is disengaged with social efforts.

Student articulate some knowledge of social justice efforts, yet does not see how what is relevant.

Student expresses knowledge of, interest in, and concern for social justice efforts is moved to the plight of the poor.

Student engages actively with social justice issues and seeks to eliminate injustice in whatever realm he/ she can.

Evidence Students engages in social justice efforts with the goal of eliminating injustice for all.


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Student understands the importance of building sustainable relationships with "the other" (community)

Student does not understand the concept of "relationships" holistically and broadly.

Student built good relationships with individuals from the host while on the trip, yet could not articulate the importance of life-giving and sustainable relationships with "the other"

Student can articulate the importance of building sustainable relationships with "the other", but might not grasp the importance of these relationships at the community, institutional, or environmental level.

Student can articulate the importance of building sustainable relationships with "the other" and lives his/her life in accordance with these principles. He/she embodies solidarity.

Appendix E.18.4.4 Sample Program

PROGRAM PART 1: REGISTRATION

PART 2: PROGRM PROPER OPENING PRAYER………………………………………

STUDENT

SINGING OF THE NATIONAL ANTHEM……………….

STUDENT

WELCOME REMARKS……….………………………….

BRGY. CAPTAIN

MESSAGE PRINCIPAL……………………………………………

PRINCIPAL

PUROK LEADER……………………………………..

PUROK LEADER

RATIONALE OF THE COMMUNITY PROJECT……….

TEACHER (CSC)

PRESNTATION…………………………………………

HUMMS STUDENT

CLOSING REMARKS……………………………………

SHSFOCAL PERSON

____________________________ MASTER OF CEREMONY


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1.1 Community Engagement, Solidarity, and Citizenship (CSC) - Compendium of Appendices for DLPs - Class F.pdf

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