Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: Explain the importance of studying community dynamics and community action in relation to
applied social sciences and the learners' future career options.

Learning across curriculum:

1) English Literature - Analyzing literary works that explore community dynamics and community action,
such as "To Kill a Mockingbird" by Harper Lee, and discussing the social issues and lessons learned from
these works.

2) Economics - Studying the role of community engagement and solidarity in economic development,
examining case studies of successful community-driven initiatives and their impact on local economies.

3) Sociology - Exploring how community dynamics influence social structures and behaviors, and
discussing the importance of community action in addressing social inequalities.

ENGAGE:

Teaching Strategy: Interactive Quizzes

Instructional Materials: Quiz questions, whiteboard or projector

1) Idea - Conduct a quiz on famous community leaders and their contributions to society. Students can
answer the questions individually or in teams, and the teacher can provide explanations and discuss the
importance of their actions.

2) Idea - Present a mystery box filled with objects related to community engagement and solidarity.
Students can take turns guessing the significance of each item and discuss how it relates to the
objective.

EXPLORE:

Activity 1: Community Action Project

Teaching Strategy: Project-Based Learning

Materials: Project guidelines, presentation materials

Significance: Students will work in groups to identify a community issue, develop a plan of action, and
implement their project. This activity allows students to apply their knowledge of community dynamics
and action in a real-world context.

Instructions:

1) Students will form groups and choose a community issue they passionate about.
2 They will conduct research to understand the dynamics and factors contributing to the issue.

3) Based on their findings, students will develop a project proposal outlining their action plan.

4) Students will implement their project, document the process, and create a final presentation.

Rubric:

- Project Proposal (25 pts)

- Implementation and Documentation (30 pts)

- Final Presentation (25 pts)

Assessment Questions:

1) How did your group identify the community issue and why did you choose it?

2) Describe the steps you took to implement your project and the impact it had on the community.

3) Reflect on the challenges you faced during the project and how you overcame them.

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EXPLAIN:

Teaching Strategy: Discussion

1 The teacher will facilitate a class discussion on the importance of studying community dynamics and
community action in relation to applied social sciences and future career options.

2) Students will share their insights, examples, and personal experiences related to the topic.

3) The teacher will provide additional information guide the discussion to ensure a comprehensive
understanding of the concept.

ELABORATE:

Teaching Strategy: Experiential Learning

Task 1: Role-Playing

Task 2: Case Studies

1) In small groups, students will participate in role-playing scenarios that simulate community
engagement situations. They will take on different roles and discuss the challenges and strategies for
effective community action.

2) Students will analyze case studies of successful community engagement initiatives and present their
findings to the class. They will discuss the factors that contributed to the success and how it relates to
their future career options.

EVALUATE:

Teaching Strategy: Cooperative Learning

Instructional Materials: Assessment questions, handouts

Question 1: Provide an example of a community engagement project that aligns with your future career
goals and explain its significance. (Think-Pair-Share)

Question 2: How does studying community dynamics and community action in relation to applied social
sciences contribute to your understanding of citizenship? (Jigsaw Method)

Question 3: Discuss the potential challenges and benefits of engaging in community action in your future
career. (Group Discussion)

Assignment:

1) Assignment Overview: Students will research a career field of their interest and identify how
community dynamics and community action play a role in that field. They will a visual presentation
highlighting the importance of studying these concepts for their future career.

2) Assessment Question: How does community engagement and solidarity contribute to the success and
sustainability of your chosen career field? Provide specific examples.

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12Objective

Learning across curriculum:

1) Mathematics: Explore the concept of community through statistical data analysis. Students can
compare and contrast different communities based on various socio-economic factors such as
population, income, education level, and employment rates. This can help them understand the
different characteristics and dynamics of communities.

2) History: Examine how communities have evolved over time. Students can study different historical
periods and analyze the social, political, and economic factors that shaped communities during those
times. This will enable them to understand how communities have changed and adapted throughout
history.

3) Language Arts: Analyze literary works that depict communities from different perspectives. Students
can read novels, poems, or plays that explore the theme of community and discuss how different
authors portray and define community in their works.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Index cards with different community roles written on them

1) Idea: Divide the class into small groups and assign each group a specific community role, such as a
community leader, a member of a civil society organization, local government official, or a grassroots
volunteer. Each group will have to discuss and present their perspective on what community means
based on their assigned role.

2) Idea: Conduct a brainstorming session students share their personal experiences of community and
discuss the different aspects and perspectives they associate with the concept of community.

EXPLORE:

Activity 1: Community Perspectives Gallery Walk

Teaching Strategy: Cooperative Learning

Materials: Chart papers, markers

Significance: This activity allows students to explore different perspectives on community by analyzing
and discussing various definitions from different sources.

Instructions:

1) Divide the class into small groups and assign each group a specific perspective (social sciences,
institutions, civil society, local/grassroots level).

2) Provide each group with a chart paper and markers.

3 Each group will research and write down definitions of community from their assigned perspective on
the chart paper.

4 After completing their chart, groups will rotate and visit each other's charts to compare and contrast
the definitions.

Rubric:

Criteria: Accuracy of definitions, Clarity of presentation, Depth of analysis

5 pts - Excellent

4 pts - Good

3 pts - Satisfactory

pts - Needs Improvement

1 pt - Insufficient

Assessment Questions:

1) How do the definitions of community vary based on different perspectives?

2) What are the common elements or themes that emerge across the different definitions?

3) How do the definitions of community from social sciences differ from those of civil society?

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EXPLAIN:

Teaching Strategy: Lecture and Discussion

In this phase, the teacher will explain the different perspectives on community and facilitate a discussion
where students can ask questions and clarify their understanding. The teacher will provide examples
and real-life scenarios to illustrate how each perspective shapes the definition of community.

Elate:

Teaching Strategy: Project-Based Learning

Task 1: Students will form small groups and choose a specific community to study. They will conduct
interviews, surveys, and research to gather information about the community and analyze it from
different perspectives. They will present their findings and compare and contrast their definition of
community with the perspectives they have studied.

Task 2: Students will create a multimedia presentation (using technology integration) that showcases
the diverse definitions of community based on different perspectives. They will include visual aids, audio
clips, and written explanations to highlight the variations in definitions.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Rubrics, assessment questions

Question 1: How does the definition of community from the social sciences perspective differ from that
of civil society? Justify your answer with examples. (Assesses understanding of different perspectives)

Question 2: Choose a local/grassroots community and compare its definition of community with that of
a national institution. Identify the similarities and differences. (Assesses ability to apply knowledge to
real-life examples)

Question 3: Reflect on your own understanding of community. How has your perspective changed or
expanded after studying different perspectives? (Assesses critical thinking and reflection)

Assignment:

1) Write a reflective essay on the importance of community engagement in fostering solidarity and
citizenship. Include examples from your own experiences or observations. (Direct Instruction)

2) Conduct a community service project in your local area and document your experience through a
multimedia presentation or a written report. Reflect on how this project has deepened your
understanding of community its different perspectives. (Project-Based Learning)
Strictly follow the format above.

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: Develop/affirm sense of shared identity and willingness to contribute to the attainment of the
common good

Learning across curriculum:

1) English Literature - Analyzing the theme of community and solidarity in a novel or play and discussing
its relevance to real-life situations.

2) Economics - Examining the role of citizens in to the common good responsible economic practices and
development.

3) Sociology - Exploring the concept of social capital and its impact on building a sense of shared identity
and community engagement.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Character cards, scenario cards

1) Idea - Divide the students into groups and assign each group a different scenario related to
community engagement and solidarity. Each student will be given a character card with a specific role to
play in the scenario. The students will engage in a role-playing activity where they have to make
decisions and take actions that promote the common good. This will allow them to understand the
challenges and complexities of community engagement.

2) Idea - Conduct a debate on the importance of community engagement and solidarity in achieving the
common good. Divide the students into two teams and assign each team a position to argue for or
against the topic. This will encourage critical thinking and active participation in discussing the
significance of shared identity and contribution to the common good.

EXPLORE:

Activity 1: Community Action Plan

Teaching Strategy: Project-Based Learning

Materials: Chart paper, markers, laptops for research

Significance: In this activity, students will work in groups to create a community action plan that
addresses a specific issue or problem in their local community. They will conduct research, identify
stakeholders, propose solutions, and develop an implementation plan. This activity will allow students to
apply their knowledge of community engagement and solidarity to real-life situations.

Instructions:

1) Divide the students into groups and assign them a specific issue or problem in their local community.

2) Provide resources for research and guide the students in identifying stakeholders and understanding
the root causes of the issue.

3) In their groups, students will develop a community action plan that includes goals, strategies, and a
timeline for implementation.

4) Each group will present their action plan to the class, highlighting the importance of shared identity
and contribution to common good.

Rubric:

Criteria:

- Research and understanding of the issue (10 pts)

- Identification of stakeholders (10 pts)

- Development of goals and strategies (10 pts)

- Clarity and feasibility of the timeline (10 pts)

Total: 40 pts

Assessment Questions:
1) What is the significance of identifying stakeholders in developing a community action plan?

2) How does the community action plan contribute to the attainment of the common good?

3) Explain the role of shared identity in implementing the proposed strategies.

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EXPLAIN:

1) Teaching Strategy: Lecture

In this session, the teacher will provide a comprehensive explanation of the concept of shared identity
and its connection to community engagement and solidarity. The students will actively participate by
asking questions and sharing their insights on the topic.

2) Teaching Strategy: Discussion

In this session, the teacher will facilitate a discussion where students can share their personal
experiences and reflections on community engagement and the common good. The teacher will guide
the discussion to ensure that students understand the importance of shared identity in contributing to
the common good.

ELABORATE:

Teaching Strategy: Cooperative Learning

Task 1: Community Service Project

In groups, students will plan and execute a community service project that addresses a specific need or
issue in their local community. They will work collaboratively to organize resources, allocate tasks, and
implement the project. This will provide students with a practical opportunity to apply their knowledge
of community engagement and solidarity.

Task 2: Case Study Analysis

Students will be given a case study that presents a real-life scenario related to community engagement
and the common good. They will analyze the case study, identify the challenges and opportunities for
community engagement, and propose solutions. This task will enhance their critical thinking skills and
deepen their understanding of the topic.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Assessment rubrics, laptops for research

Question 1: Analyze the impact of community engagement on the common good using examples from
real-life situations.

Question 2: Evaluate the effectiveness of different strategies for promoting shared identity and
community engagement.

Question 3: Discuss the role of social capital in building a sense of shared identity and its contribution to
the common good.

Assignment:

1 Write a reflective essay discussing your personal experiences with community engagement and how it
has shaped your sense of shared identity and willingness contribute to the common good. (Teaching
Strategy: Experiential Learning)

Guiding Overview: Reflect on your involvement in community service projects, volunteer work, or any
other activities that have allowed you to contribute to the common good. Discuss the challenges,
lessons learned, and the impact of your actions on the community.

2) Conduct an interview with a community leader or activist who has made significant contributions to
the common good. (Teaching Strategy: Interview)

Guiding Overview: Prepare a set of interview questions that explore the person's motivations,
experiences, and strategies for community engagement. Write a summary of the interview, highlighting
the key insights and lessons learned.

Note: The rubrics and assessment questions for the assignment will be provided separately
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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: Recognize diversities in communities

Learning across curriculum:

1) Science - Topic: Biodiversity

Learning Competency: Analyze the different ecosystems in the community and identify the diverse
species that inhabit them.

Connection: By studying biodiversity, students will recognize the diverse living organisms in their
community and understand the importance of preserving and protecting them.

2) Mathematics - Topic: Data Analysis and Probability

Learning Competency: Analyze and interpret data related to demographic characteristics of different
communities.

Connection: analyzing demographic data, students can identify the diversities in communities such as
population density, age distribution, and ethnic composition.

3) English - Topic: Literature

Learning Competency: Analyze literary works that explore the theme of cultural diversity and its impact
on communities.

Connection: Through literature, students can explore diverse perspectives and experiences, allowing
them to recognize the diversities that exist within communities.

ENGAGE:

Teaching Strategy: Interactive Quizzes

Instructional Materials: Quiz questions, whiteboard, markers

1) Idea - Conduct a quiz on cultural diversity in communities. Prepare multiple-choice questions that
require students to identify traditions, customs, and languages associated with different cultural groups
in their community.

2) Idea - Organize a role-playing activity where students take on the role of community members from
different cultural backgrounds. They will in a discussion about their experiences, traditions, and
challenges they face in their community.

EXPLORE:

Activity 1: Cultural Exchange Fair

Teaching Strategy: Project-Based Learning

Materials: Booth displays, cultural artifacts, posters, multimedia tools

Significance: Students will research and present information about different cultures within their
community, promoting awareness and appreciation for diversity.

Instructions:

1) Divide students into groups and assign each group a specific cultural group within their community.

2) In their groups, students will research and gather information about the culture, including traditions,
customs, language, and history.

3) Students will create booth displays showcasing their research findings and cultural artifacts.

4) Conduct a Cultural Exchange Fair where students present their booths to the class and other grade
levels.

Rubric:

Criteria - Points

Research and Information -20 pts.

Booth Display - 20 pts.

Presentation - 20 pts.

Assessment Questions:

1) What did you learn about the cultural group you researched? How does their culture contribute to
the diversity of your community?

2) How did collaborating with your group members enhance your understanding of cultural diversity?

3) Reflect on the importance of promoting cultural diversity in communities. How does this contribute to
solidarity and citizenship?
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EXPLAIN:

Teaching Strategy: Lecture and Discussion

1) The teacher will deliver a lecture on the concept of recognizing diversities in communities,
emphasizing the importance of understanding and appreciating different cultures, languages, and
traditions.

2) Engage students in a discussion by asking open-ended questions about their experiences with
diversity in their community. Encourage them to share personal anecdotes and reflections.

ELABORATE:

Teaching Strategy: Cooperative Learning

Task 1: Community Mapping

Task 2: Cultural Immersion Experience

EVALUATE:

Teaching Strategy: Cooperative Learning

Instructional Materials: Rubrics, whiteboard, markers

Question 1: How does recognizing diversities in communities contribute to the development of solidarity
and citizenship?

Question 2: Identify and explain three examples of diversities in your community and discuss their
significance.

Question 3: Reflect on your experience in the Cultural Exchange Fair. How did it enhance your
understanding and appreciation of cultural diversity?

Assignment:

1) Assignment Overview: Conduct a survey within your community to gather data on the different
cultural groups present. Analyze the data and create a report highlighting the diversities and their
impact on community engagement and solidarity.
Assessment Question: Based on the data you gathered, propose two strategies to promote inclusivity
and understanding among diverse cultural groups in your community.

2) Assignment Overview: Create a multimedia presentation showcasing the cultural diversity in your
community. Include visuals, interviews, and personal narratives to highlight the unique aspects of each
cultural group.

Assessment Question: Reflect on the process of creating your multimedia presentation. How did it
deepen your understanding of cultural diversity and community engagement?

Note: The teaching strategies, engagement strategies, and materials used may vary depending on the
resources available in the school and the preferences of the teacher.

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: Analyze functions of communities in terms of structures, dynamics, and processes

Learning across curriculum:

1) History: Analyzing the functions of communities in different historical periods and how they shaped
society.

2) Sociology: Understanding the structures and dynamics of different communities and their impact on
social interactions.

3) Economics: Examining the processes of community development and how economic factors
contribute to their functions.

ENGAGE:
Teaching Strategy: Interactive Quizzes

Instructional Materials: Quiz questions, whiteboard, markers

1) Idea - Begin the lesson with an interactive quiz where students answer questions related to the
functions of communities. Use the whiteboard to keep track of their scores and encourage friendly
competition.

2) Idea - Conduct a role-playing activity where students are assigned different community roles and have
to interact and collaborate to solve a problem. This will help them understand the dynamics of
communities.

EXPLORE:

Activity 1: Community Study

Teaching Strategy: Case Studies

Materials: Case study handouts, laptops or tablets (for research)

Significance: Students will analyze a real-life community and identify its structures, dynamics, and
processes.

Instructions:

1) Provide each student with a case study handout of a specific community.

2) In groups, students will research and analyze the community's structures, dynamics, and processes.

3) Students will present their findings to the class.

Rubric:

Criteria:

- Identification of community structures, dynamics, and processes (20 pts)

- Analysis and explanation of the community's functions (20 pts)

- Presentation skills (10 pts)

Assessment Questions:

1) What are the main structures of the community you studied? How do they contribute to its
functions?

2) How do the dynamics within the community affect its overall functioning?

3) What processes are involved in the development and maintenance of the community?

Activity 2: Community Simulation Game

Teaching Strategy: Cooperative Learning

Materials: Community simulation game materials (board game, cards, tokens)

Significance: Students will actively participate in a simulation game to understand the complexities and
interdependencies within communities.

Instructions:

1) Divide the class into groups and provide each group with the community simulation game materials.

2) Students will play the game, making decisions and facing challenges that reflect real-life community
situations.

3) After the game, students will reflect on their experiences and discuss the functions of communities.

Rubric:

Criteria:

- Active participation and cooperation during the game (20 pts)

- Reflection and analysis of the community functions (20 pts)

- Contribution to the group discussion (10 pts)

Assessment Questions:

1) What challenges did your group face during the simulation game? How did you overcome them?

2) How did the decisions made during the game affect the overall functioning of the community?

3) What did you learn about the structures, dynamics, and processes of communities through this
simulation game?

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EXPLAIN:

Teaching Strategy: Lecture and Discussion

1) The teacher will provide a lecture on the different functions of communities and their importance in
society.
2) Students will actively participate in a discussion, asking questions and sharing their insights on the
topic.

ELABORATE:

Teaching Strategy: Project-Based Learning

Task 1: Community Analysis Report

Students will a specific community and conduct an in-depth analysis of its structures, dynamics, and
processes. They will present their findings in a comprehensive report, highlighting the functions of the
community and their implications.

Task 2: Community Engagement Plan

Students will develop a community engagement plan that addresses a specific issue or problem within a
chosen community. They will propose strategies to improve the community's functions and promote
solidarity and citizenship.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Inquiry-based assessment questions

Question 1: How do the structures of a community influence its functions? Provide examples.

Question 2: Explain the concept of community dynamics and its impact on the overall functioning of a
community.

Question 3: What are the key processes involved in community development? How do they contribute
to the functions of a community?

Assignment:

Assignment 1: Reflective Journal

Guiding Overview for the Teacher: Students will write a reflective journal entry discussing their
understanding of community structures, dynamics, and processes and how they relate to the functions
of communities. They should provide examples and personal insights.

Actual Assessment Question: Reflect on your learning in this unit. How has your understanding of
community structures, dynamics, and processes deepened? How do these concepts relate to the
functions of communities in terms of solidarity and citizenship?

Assignment 2: Community Interview

Guiding Overview for the Teacher: Students will interview a member of their community and ask about
the structures, dynamics, and processes within their community. They should analyze the functions of
the community based on the interview and provide recommendations for improvement.

Actual Assessment Question: Conduct an interview with a member of your community and analyze the
structures, dynamics, and processes within the community. Based on your analysis, what functions does
the community fulfill, and what recommendations would you propose for enhancing solidarity and
citizenship within the community?

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Subject: Community, Solidarity and Citizenship

Grade Level: Grade 12

Objective: compare and typologies of communities Learning across curriculum

1) Mathematics - Analyzing data on different communities' population demographics and creating charts
and graphs to compare and contrast them.

2) Social Studies - Examining the historical context of different communities and how it has influenced
their development and characteristics.

3) Literature - Reading and analyzing literary works that depict various types of communities and
discussing the similarities and differences between them.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Pictures or descriptions of different types of communities

1) Idea - Divide the students into small groups and assign each group a specific type of community (e.g.,
rural, urban, suburban, indigenous). Ask them to create a short skit or role-play that showcases the
characteristics and dynamics of their assigned community. After the role-plays, have a class discussion
on the similarities and differences between the communities.
2) Idea - Conduct a class debate on the advantages and disadvantages of living in different types of
communities. Divide the students into two groups, with one group arguing for the benefits of urban
communities and the other group arguing for the benefits of rural communities. Encourage students to
use evidence and examples to support their arguments.

EXPLORE:

Activity 1: Community Typology Gallery Walk

Teaching Strategy: Inquiry-Based Learning

Materials: Posters or visuals representing different types of communities, sticky notes

Significance: This activity allows students to explore and analyze different typologies of communities
visually.

Instructions:

1) Set up stations around the classroom with posters or visuals representing different types of
communities (e.g., urban, rural, suburban, gated community, slum area).

2) Divide the students into small groups and assign each group a starting station.

3) In each station, students should observe and analyze the characteristics of the community type
represented. They can use sticky notes to jot down their.

4) After a set amount of time, rotate the groups to the next station.

5) Once all groups have visited each station, reconvene as a class and discuss the similarities and
differences they observed in the different typologies of communities.

6) Use a rubric to assess their participation and the quality of their observations.

Activity 2 Community Case Study Analysis

Teaching Strategy: Case Studies

Materials: Case studies of different communities (e.g., an urban slum, a rural farming community, a
suburban neighborhood)

Significance: This activity allows students to analyze real-life examples of different communities and
apply their understanding of typologies.
Instructions:

1) Provide each group of students with a different case study of a community.

2) Students should read and analyze the case study, paying attention to the community's characteristics,
challenges, and strengths.

3) In their groups, students should compare and contrast their assigned community with the other case
studies they have read.

4) Each group should prepare a presentation summarizing their findings and highlighting the similarities
and differences between the communities.

5) Use a rubric to assess their analysis and presentation skills.

Activity 3: Community Mapping Project

Teaching Strategy: Project-Based Learning

Materials: Maps,, research materials

Significance: This activity allows students to visually represent different typologies of communities and
explore the factors that contribute to their development.

Instructions:

1) Divide the students into small groups and assign each group a different type of community (e.g.,
urban, rural, suburban, indigenous).

2) In their groups, students should research and gather information about their assigned community,
including its geographical location, population, infrastructure, and social dynamics.

3) Using maps and markers, students should create a visual representation of their assigned community,
including key features and characteristics.

4) Each group should present their community maps to the class, explaining the factors that contribute
to the development and typology of their assigned community.

5) Use a rubric to assess their research, presentation, and map creation skills.

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EXPLAIN:

Teaching Concept 1: Lecture and Discussion

The teacher will provide a lecture on the different typologies of communities, explaining the
characteristics, advantages, and disadvantages of each type. Throughout the lecture, the teacher will
engage students in discussions by asking questions and encouraging them to share their own
experiences and observations.

Teaching Concept2: Visual Aids and Technology Integration

The teacher will use visual aids such as charts, graphs, and images to further explain the concept of
typologies of communities. Additionally, the teacher can incorporate technology by showing videos or
interactive presentations that showcase different types of communities and their unique features.

ELABORATE:

Teaching Strategy: Cooperative Learning

Task 1: Group Research Project

Students will be divided into small groups and assigned a specific type of community to research in-
depth. They will gather information on the history, culture, social structure, and economic aspects of the
community. Each group will create a presentation to share their findings with the class.

Task 2: Community Engagement Project

Students will work individually or in small groups to identify a local community and develop a project
that addresses a specific need or issue within that community. They will apply their understanding of
typologies of communities to design an intervention or initiative that promotes solidarity and
citizenship. Examples include organizing a clean-up drive, conducting a fundraising campaign for a local
charity, or creating an awareness campaign for a social issue.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Rubrics, assessment questions

Question 1: Compare and contrast the characteristics of an urban community and a rural community.
Provide examples to support your answer.
Question 2: Discuss the advantages and disadvantages of living in a suburban community compared to
an indigenous community.

Question 3: Analyze the impact of community typologies on social and economic development. Use real-
life examples to support your analysis.

Assignment:

Assignment 1: Personal Reflection

Guiding Overview: Write a personal reflection on how your understanding of community typologies has
changed throughout this unit. Discuss the significance of studying different types of communities in
fostering solidarity and citizenship.

Assessment Question: In what ways can understanding community typologies contribute to promoting
social justice and inclusivity?

Assignment 2: Community Analysis Report

Guiding Overview: Choose a community of your choice and conduct a comprehensive analysis, applying
the concepts of community typologies. Identify the strengths, challenges, and potential areas for
improvement within the community.

Assessment Question: How can the knowledge gained from studying community typologies be utilized
to address the identified challenges and promote community engagement and solidarity?

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: Recognize the value of undertaking community action modalities

Learning across curriculum:

1) English Language Arts - Analyze the impact of community engagement in literature and how it
promotes solidarity and citizenship. Students can explore texts such as "To Kill a Mockingbird" by Harper
Lee or "The Grapes of Wrath" by John Steinbeck and discuss the themes of social justice, empathy, and
community activism.

2) Social Sciences - Examine historical events where community action played a significant role in
promoting solidarity and citizenship. Students can study the Civil Rights Movement in the United States
or the People Power Revolution in the Philippines and analyze the strategies used, the impact on
society, and the value of collective action.

3) Science - Investigate environmental issues and the importance of community engagement in

addressing them. Students can research topics like climate change, pollution, or deforestation and
explore how community involvement in conservation efforts, sustainable practices, and advocacy can
make a difference.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Scenario cards, props

1) Idea - Divide students into groups and assign them different scenarios related to community
engagement. Each group will act out the scenario, showcasing the value of community action and its
impact on solidarity and citizenship.

2) Idea - Conduct a debate on the importance of community engagement in promoting solidarity and
citizenship. Divide the class into two teams and assign them different perspectives. Encourage students
to use evidence and persuasive arguments to support their stance.

EXPLORE:

Activity 1: Community Action Project

Teaching Strategy: Project-Based Learning

Materials: Research materials, presentation tools

Significance: Students will plan and execute a community action project that addresses a specific issue in
their local community. This activity will allow them to apply their learning and recognize the value of
taking action to create positive change.

Instructions: In groups, students will identify a community issue they are passionate about and develop
a project proposal. They will conduct research, create an action plan, and present their proposal to the
class. Rubric - Criteria

Assessment Questions:

1) What community issue did your group choose to address and why?

2) How did your group plan to engage the community in your project?
3) Reflecting on the process, what did you learn about the value of community action?

Activity 2: Case Study Analysis

Teaching Strategy: Case Studies

Materials: Case studies related to community engagement

Significance: Students will analyze real-life case studies of community engagement initiatives and reflect
on their effectiveness in promoting solidarity and citizenship.

Instructions: Provide students with different case studies of community engagement initiatives. In pairs
or small groups, they will read and analyze the case studies, discussing the strategies used, the impact
on the community, and the lessons learned. Rubric - Criteria

Assessment Questions:

1) What were the key strategies used in the community engagement initiative discussed in case study?

2) How did the initiative promote solidarity and citizenship within the community?

3) What lessons can be learned from this case study about the value of undertaking community action
modalities?

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EXPLAIN:

Teaching Strategy: Lecture and Discussion

1) The teacher will deliver a lecture on the importance of community engagement in promoting
solidarity and citizenship, providing examples and real-life stories.

2) The teacher will facilitate a class discussion, encouraging students to share their thoughts, ask
questions, and make connections to their own experiences.

ELABORATE:

Teaching Strategy: Experiential Learning

Task 1: Volunteer Experience

Students will volunteer for a community organization or participate in a community service project. They
will reflect on their experience, identifying how their actions contributed to solidarity and citizenship
and recognize the value of their involvement.

Task 2: Community Action Plan

Students will work individually or in small groups to create a community action plan. They will identify
an issue in their community, research strategies to address it, and develop a comprehensive plan that
promotes solidarity and citizenship.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Assessment rubrics

Question 1: How does community engagement contribute to the development of solidarity and
citizenship?

Question 2: Reflecting on your community action project, what were the challenges you faced and how
did you overcome them?

Question 3: How can individuals and communities sustain their engagement in community action
modalities?

Assignment:

1) Write a reflective essay on your volunteer experience, discussing how it contributed to your
understanding of community engagement, solidarity, and citizenship.

2) Create a multimedia presentation showcasing your community action plan, highlighting the strategies
you proposed and how they promote solidarity and citizenship.

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: Acknowledge interrelationship of self and community in undertaking community action

Learning across curriculum:

1) English Literature - Analyzing the theme of community in literature and how it reflects the
interrelationship self and community in undertaking community action.

2) Mathematics - Exploring statistics and data analysis to understand the impact of community actions
on different aspects of society.

3) Biology - Investigating the role of community engagement in environmental conservation and

sustainable development.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Printed scenarios, props

1) Idea - Divide the class into groups and assign each group a different scenario where they have to
make decisions that involve the interrelationship of self and community in undertaking community
action. The students will act out the scenarios and discuss the implications of their actions.

2) Idea - Conduct a class discussion using the K-W-L (Know-Want to know-Learned) chart to explore the
students' prior knowledge, questions, and expectations about community engagement, solidarity, and
citizenship.

EXPLORE:

Activity 1: Community Action Plan

Teaching Strategy: Project-Based Learning

Materials: Chart paper, markers, sticky notes

Significance: Students will work in groups to develop a community action plan that addresses a specific
issue or problem in their local community. This activity allows them to explore the interrelationship of
self and community in undertaking community action.

Instructions:

1) Students will identify a community issue or problem that they are passionate about.

2) They will conduct research to gather information about the issue and its root causes.

3) Students will develop a comprehensive community action plan that includes specific strategies,
resources needed, and potential stakeholders.
Rubric:

- Clarity of the issue/problem identification (5 pts)

- Thoroughness of research and understanding of root causes (10 pts)

- Creativity and effectiveness of proposed strategies (15 pts)

Assessment Questions:

1) How did you identify the community issue/problem you wanted to address?

2) What factors did you consider when developing your community action plan?

3) How does your plan demonstrate the interrelationship of self and community in undertaking
community action?

Activity 2: Community Engagement Reflection

Teaching Strategy: Discussion

Materials: Reflection journal or notebook

Significance: Students will reflect on their personal experiences with community engagement and
solidarity, and how it has influenced their understanding of the interrelationship of self and community
in undertaking community action.

Instructions:

1) Students will individually reflect on their past experiences with community engagement and
solidarity.

2) They will write a reflection journal entry discussing how these experiences have shaped their
understanding of the interrelationship of self and community in undertaking community action.

3) In small groups, students will share their reflections and engage in a guided discussion about the
common themes and insights that emerged.

Rubric:

- Depth of reflection and personal insights (10 pts)

- Active in the small group discussion (10 pts)

Assessment Questions:

1) How have your past experiences with community engagement and solidarity influenced your
understanding of the interrelationship of self and community in undertaking community action?

2) What common themes or insights did you discover during the small group discussion?
Activity 3: Community Action Simulation

Teaching Strategy: Problem-Based Learning

Materials: Simulation scenario, props (if applicable)

Significance: Students will participate in a simulated community action scenario to understand the
challenges and complexities involved in undertaking community action.

Instructions:

1) Students will be divided into groups and assigned different roles (e.g., community leader, activist,
government official) for a simulated community action scenario.

2) They will work collaboratively to address the challenges and make decisions that consider the
interrelationship of self and community in undertaking community action.

3) After the simulation, students will reflect on their experiences and discuss the impact of their
decisions on the community.

Rubric:

- Active participation and collaboration during the simulation (10 pts)

- Thoughtful reflection on the interrelationship of self and community (10 pts)

Assessment Questions:

1) What challenges did you encounter during the community action simulation and how did you address
them?

2) How did your decisions during the simulation reflect the interrelationship of self and community in
undertaking community action?

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EXPLAIN:

Teaching Strategy: Lecture and Discussion

1) The teacher will provide a lecture on the interrelationship of self and community in undertaking
community action, using real-life examples and case studies to illustrate the concepts.

2) Students will actively participate in the discussion by sharing their thoughts, asking questions, and
providing additional examples.
ELABORATE:

Teaching Strategy: Experiential Learning

Task 1: Volunteer Experience

Students will choose a community organization or project to volunteer for, where they actively engage
with the community and apply what they have learned about the interrelationship of self and
community in undertaking community action.

Task 2: Community Action Proposal

Students will work individually to develop a community action proposal that addresses a specific issue or
problem in their local community. They will apply the concepts learned and present their proposals to
the class.

EVALUATE:

Teaching Strategy: Case Studies and Discussion

Question 1: Analyze a study of a successful community action project and discuss how the
interrelationship of self and community played a role in its success.

Question 2: Reflect on your personal growth and development in understanding the interrelationship of
self and community throughout this unit.

Question 3: Evaluate the effectiveness of your community action proposal in terms of addressing the
identified issue and considering the interrelationship of self and community.

Assignment:

Assignment 1: Reflective Essay

Write a reflective essay on your overall learning and insights about the interrelationship of self and
community in undertaking community action. Include specific examples and references to the activities
and discussions in this unit.

Assignment 2: Community Action Research

Conduct research on a community action project that has made a significant impact in your country or
internationally. Write a report summarizing the project, its objectives, strategies, and outcomes. Analyze
how the interrelationship of self and community contributed to its success.

Note: The teacher should provide guidance and instructions for the assignments, as well as a rubric for
assessment.
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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: Identify opportunities to contribute to community development through solidarity

Learning across curriculum:

1) Subject: Science

Topic: Environmental Conservation

Connection: Understanding the importance of environmental conservation in the community promotes

solidarity. By actively participating in environmental initiatives such as tree planting or waste
management projects, students can contribute to the overall development and sustainability of their
community.

2) Subject: Economics

Topic: Social Entrepreneurship

Connection: Social entrepreneurship involves creating businesses that address social issues and
contribute to community development. By learning about social entrepreneurship, students can identify
opportunities to start their own ventures or support existing ones that promote solidarity and improve
the lives of community members.

3) Subject: History

Topic: Social Movements and Activism

Connection: Studying social movements and activism in history helps students understand the power of
action and solidarity. By examining past movements, students can learn from the strategies and tactics
used to bring about social change and apply them to present-day community development efforts.
ENGAGE:

Teaching Strategy: Interactive Quizzes

Instructional Materials: Quiz questions, buzzers or response cards

1) Idea - Conduct a quiz on community development initiatives and the impact they have had on society.
Students can answer the questions using buzzers or response cards, adding an element of competition
and engagement to the activity.

2) Idea - Organize a role-playing activity where students take on the roles of different community
members and discuss the they face. This will help students understand the importance of solidarity in
addressing community issues.

EXPLORE:

Activity 1: Community Mapping

Teaching Strategy: Cooperative Learning

Materials: Maps, markers, sticky notes

Significance: This activity allows students to identify existing community resources and potential areas
for development. It encourages collaboration and critical thinking.

Instructions: In groups, students will create a map of their community, marking important resources,
such as schools, hospitals, and parks. They will also identify areas that require improvement or
development. Each group will their findings and propose ways to address the identified issues.

Rubric:

- Accuracy of map and identification of resources - 10 pts

- Creativity in proposing solutions - 10 pts

Assessment Questions:

1) What are the benefits of community mapping in identifying areas for development?

2) How does this activity promote solidarity among community members?

3) What role can students play in implementing the proposed solutions?

Activity 2: Community Service Project Proposal

Teaching Strategy: Project-Based Learning

Materials: Proposal template, research materials

Significance: This activity allows students to apply their knowledge and skills to develop a community
project that addresses a specific need.

Instructions: Individually or in groups, students will research a community issue and develop a project
proposal that outlines the objectives, activities, and expected impact of their project. They will present
their proposals to the class and receive feedback.

Rubric:

- Clarity and coherence of proposal - 10 pts

- Feasibility and of project - 10 pts

Assessment Questions:

1) How does this activity encourage students to take an active role in community development?

2) What skills and knowledge do students need develop an effective project proposal?

3) How does the feedback from peers contribute to the overall quality of the proposals?

Activity 3: Community Dialogue

Teaching Strategy: Discussion

Materials: Discussion prompts, whiteboard or projector

Significance: This activity promotes open communication and understanding among students, fostering
a sense of solidarity and empathy.

Instructions: Students will participate in a guided discussion about issues and potential solutions. They
will share their perspectives, listen to others, and work towards consensus on the most viable solutions.
The teacher will facilitate the discussion and guide the students towards productive dialogue.

Rubric:

- Active participation and engagement - 10 pts

- Ability to listen and respect diverse opinions - 10 pts

Assessment Questions:

1) How does this activity encourage students to consider different viewpoints and find common ground?

2) What skills are necessary for effective dialogue and collaboration in community development?

3) How can the ideas generated in this discussion be translated into concrete actions for community
development?

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EXPLAIN:

Teaching Strategy: Lecture

Example 1: The teacher can deliver a lecture on the importance of solidarity in community development,
highlighting real-life examples and stories. The lecture can include interactive elements such as group
discussions or case studies to encourage student participation and deeper understanding.

Example 2: The teacher can invite a guest speaker who has experience in community development to
share their insights and experiences. The guest speaker can discuss the challenges and opportunities in
contributing to community development through solidarity, providing practical advice and inspiration
for the students.

ELABORATE:

Teaching Strategy: Experiential Learning

Task 1: Community Volunteer Experience

Task 2: Social Media Campaign for Community Development

EVALUATE:

Teaching Strategy: Case Studies

Instructional Materials: Case study scenarios, response sheets

Question 1: Analyze a case study of a successful community development project that was achieved
through solidarity. Identify the key factors that contributed to its success.

Question 2: Describe a situation where solidarity played a crucial role in addressing a community issue.
How did the collective action contribute to the resolution of the problem?

Question 3: Evaluate the effectiveness of a community development initiative that lacked solidarity.
were the consequences of the lack of collaboration and collective effort?

Assignment:

Assignment 1: Reflection Essay

Assignment Overview: Write a reflective essay on your personal experiences with community
engagement and solidarity. Discuss how these experiences have shaped your understanding of
community development and your role in contributing to it.

Actual Assessment Question: Describe a specific instance where you actively participated in a
community development project or initiative. Reflect on the impact of your contribution and how it
fostered solidarity within the community.

Assignment 2: Community Action Plan

Assignment Overview: Develop a comprehensive community action plan that addresses a specific issue
in your local community. Include objectives, strategies, and expected outcomes. Present your plan a
visually appealing format.

Actual Assessment Question: Identify a community issue that requires immediate attention. Propose a
community action plan that utilizes the principles of solidarity and collective effort. Explain how your
plan addresses the issue and promotes community development.

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade

Objective: Recognize the importance of solidarity in sociopolitical processes in promoting national and
global community development

Learning across curriculum:

1) Science - Topic: Environmental Conservation

Learning Competency: Analyze the impact of collective action in addressing environmental issues

Connection to Community Engagement, Solidarity and Citizenship: Environmental conservation requires

collective action and solidarity among individuals, communities, and nations in order to promote
sustainable development and protect the environment.
2) Economics - Topic: Poverty Alleviation

Learning Competency: Evaluate the role of solidarity in poverty alleviation efforts

Connection to Community Engagement, Solidarity and Citizenship: Poverty alleviation requires solidarity
and collective action to address the root causes of poverty, promote social justice, and ensure inclusive
development.

3) History - Topic: Social Movements for Human Rights

Learning Competency: Analyze the significance of solidarity in social movements for human rights

Connection to Community Engagement, Solidarity and Citizenship: Social movements for human rights
rely on solidarity among individuals and communities to challenge oppressive systems, promote
equality, and advocate for social change.

ENGAGE:

1) Teaching Strategy: Role-Playing

Instructional Materials: Index cards, markers

Idea 1: Divide the class into groups and assign each group a scenario where solidarity played a crucial
role in promoting community development. Each group will act out their scenario and present it to the
class.

Idea 2: Show a short video clip of a real-life community engagement project that exemplifies solidarity.
After watching, facilitate a class discussion on the importance of solidarity in promoting community
development.

EXPLORE:

Activity 1: Solidarity Mural

Teaching Strategy: Cooperative Learning

Materials: Large sheets of paper, markers, art supplies

Significance: Students will work together to create a mural that represents the importance of solidarity
in sociopolitical processes for community development.

Instructions:

1) Divide the class into small groups.

2) Provide each group with a large sheet of paper and art supplies.
3) Instruct the groups to create a mural that depicts the different ways solidarity promotes community
development.

4) After the mural, ask each group to present their artwork and explain the symbolism behind it.

Rubric- Creativity: 10 pts.

- Reflection of solidarity: 10 pts.

- Presentation: 5 pts.

Assessment Questions:

1) How did your group's mural represent the importance of solidarity in promoting community
development?

2) What are some examples of sociopolitical processes where solidarity is crucial for community
development?

3) How can solidarity contribute to national and global community development?

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EXPLAIN:

Teaching Strategy: Lecture and DiscussionExample 1

Example 2: The teacher facilitates a Socratic discussion where students are given a set of guiding
questions related to solidarity and community development. Through the discussion, students are
encouraged to critically analyze the concept and its implications.

ELABORATE:

Teaching Strategy: Project-Based Learning

Task 1: Community Engagement Proposal

Materials: Research materials, laptops/computers

Students will work individually or in small groups to develop a community engagement proposal that
highlights the importance of solidarity in promoting community development. The proposal should
include a detailed plan of action, potential stakeholders, and strategies for fostering solidarity within the
community.
Task 2: Case Study Analysis

Materials: Case studies on successful community development projects

Students will analyze and evaluate case studies of successful community development projects that
exemplify the importance of solidarity They will identify the key elements of solidarity present in each
case study and discuss how these elements contributed to the success of the projects.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Assessment rubric, laptops/computers

Question 1: How does solidarity contribute to the success of community development initiatives?
(Think-Pair-Share)

Question 2: Analyze a current sociopolitical issue and discuss how solidarity can be harnessed to address
it effectively. (Jigsaw Method)

Question 3: Evaluate the role of solidarity in promoting national and global community development.
Provide concrete examples to support your answer. (Brainstorming)

Assignment:

1) Assignment Overview: Conduct an interview with a community leader or activist who has been
involved in promoting solidarity for community development. Write a reflection paper discussing the
insights gained from the interview and how it relates to the importance of solidarity in sociopolitical
processes.

2) Assignment Overview: Research and write a position paper on a specific sociopolitical issue that
requires solidarity for effective resolution. Discuss the potential challenges and strategies for fostering
solidarity in addressing the issue

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: assess selected community-action initiatives

Learning across curriculum:

1) English Literature - Analyze the theme of community in the novel "To Kill a Mockingbird" and discuss
how the characters demonstrate solidarity and citizenship in their actions.

2) Economics - Examine the impact of community-based entrepreneurship on local economies and

discuss how these initiatives contribute to community engagement, solidarity, and citizenship.

3) Environmental Science - Investig the role of community-led environmental conservation projects in

promoting sustainable development and citizenship.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Character cards, scenario cards

1) Idea - Divide the students into groups and assign them different roles within a community. Provide
scenario cards with various community-action initiatives. Students will role-play and discuss the
potential impacts and outcomes of each initiative, focusing on community engagement, solidarity, and
citizenship.

2) Idea - Conduct a guest speaker session with a community leader who has initiated successful projects
in their locality. The guest speaker will share their experiences and insights, engaging the students in a
discussion on the importance of community engagement, solidarity, and citizenship.

EXPLORE:

Activity 1: Community Action Proposal

Teaching Strategy: Project-Based Learning

Materials: Research materials, presentation tools

Significance: Students will research and develop a proposal for a community-action initiative that
promotes solidarity and citizenship.

Instructions:

1) In groups, students will select a community issue they are passionate about.

2) They will conduct research to understand the issue and identify potential solutions.
3) Based on their research, students will develop a comprehensive proposal for a community-action
initiative.

Rubric - Criteria: Proposal content, feasibility, creativity, presentation - 20 pts.

Assessment Questions:

1) How does your proposed community-action initiative promote solidarity among community
members?

2) What strategies will you employ to ensure active citizen participation in your project?

3) How does your proposal align with the principles of community engagement and citizenship?

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EXPLAIN: The teacher will provide a lecture on the importance of assessing community-action initiatives
and how it contributes to community engagement, solidarity, and citizenship. The students will actively
participate in the discussion, sharing their perspectives and insights.

ELABORATE:

Teaching Strategy: Cooperative Learning

Task 1 - Community Action Simulation

Materials: Scenario cards, props

Task: In groups, students will participate in a community-action simulation where they will face different
challenges and make decisions that require them to consider community engagement, solidarity, and
citizenship.

Task 2 - Case Study Analysis

Materials: Case studies related to community-action initiatives

Task: Individually, students will analyze and evaluate different case studies, focusing on the impact of
each initiative on community engagement, solidarity, and citizenship.

EVALUATE:
Teaching Strategy: Discussion

Instructional Materials: Assessment rubric, whiteboard or chart paper

Question 1: How can the assessment of community-action initiatives contribute to the development of
active citizenship?

Question 2: What are some potential challenges faced in assessing the impact of community-action
initiatives?

Question 3: How can community engagement and solidarity be sustained in the long term through these
initiatives?

Assignment:

1) Assignment Overview for the Teacher:

Students will conduct a community survey to assess the needs and concerns of their local community
They will then develop a report highlighting potential community-action initiatives that address these
issues. The teacher will provide guidance and support throughout the process.

2) Assignment Question:

Based on the results of your community survey, propose two community-action initiatives that promote
community engagement, solidarity, and citizenship. Provide a detailed plan for each initiative, including
the target audience, activities, and expected outcomes.

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade12

Objective: Explain the core values of community action initiatives

Learning across curriculum:

1) English Literature - Analyzing the theme of community and solidarity in classic literature such as To
Kill a Mockingbird by Harper Lee and Les Misérables by Victor Hugo. This connects with the objective as
it explores the values of empathy, justice, and standing up for what right in a community.

2) Mathematics - Studying the concept of probability and its application in decision-making for
community action initiatives. This connects with the objective as it highlights the importance of making
informed choices based on statistical data and the potential impact on the community.

3) Biology - Investigating the role of community engagement and citizen science in environmental
conservation efforts. This connects with the objective as it emphasizes the value of collective action in
addressing environmental challenges and promoting sustainability.

ENGAGE:

Teaching Strategy: Role-Playing

Instructional: Props, character

1) Idea Divide the students into small and assign them different in a community action initiative, as
community organizer,, or local government representative. Each group will-play a scenario they discuss
and demonstrate the core values that drive their actions in the community initiative.

2) Idea - Conduct a K-W-L Chart activity where list what they already know about community action
initiatives, what they want to learn, and what they have learned after the. This encourages active
participation and reflection.

Activity 1 Community Action Plan

Teaching Strategy: Project-Based Learning

Materials: Chart paper, markers, sticky notes

Significance: Students will work in groups to create a community action plan addressing a specific social
issue. This activity allows them to understand the process of planning and implementing community
initiatives.

Instructions:

1) In groups, choose a social issue that you feel passionate about and want to address in your
community.

2) Brainstorm possible actions and strategies that can be taken to address the issue.

3) Create a community action plan using chart paper, including goals, objectives, activities, and timeline.
4) Present your community action plan to the class.

Rubric:

- Content and clarity of the action plan: 20 pts

- Feasibility and effectiveness of proposed actions: 20 pts

- Collaboration and teamwork: 15 pts

Assessment Questions:

1) What social issue did your group choose to address? Explain why you find it important.

2) Describe the key activities included in your community action plan.

3) How do the core values of community action initiatives apply to your proposed actions?

Activity 2: Community Engagement Reflection

Teaching Strategy: Discussion

Materials: Whiteboard, markers

Significance: Students will reflect on their experiences with community engagement and discuss the
core values they have observed and practiced.

Instructions:

1) In pairs, share your personal experiences with community engagement initiatives.

2) Write down the core values you have observed and practiced during these initiatives.

3) Share your observations with the class and discuss the significance of these core values in community
action initiatives.

Rubric:

- Reflection on personal experiences: 15 pts

- Identification and explanation of core values: 20 pts

- Contribution to class discussion: 15 pts

Assessment Questions:

1) Describe a community engagement initiative you have participated in and explain how it exemplified
core values.

2) Which core value do you find most in community action initiatives? Justify your answer.

3) How can the core values of community action initiatives be applied in other areas of your life?
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EXPLAIN:

Teaching Strategy: Lecture

1) The teacher will provide a lecture on the core values of community action initiatives, providing
examples and explaining their significance.

2) The students will actively participate by asking questions, sharing their insights, and relating the core
values to their own experiences.

ELABORATE:

Teaching Strategy: Cooperative Learning

Task 1: Community Awareness Campaign

Materials: Poster-making materials, laptops

Students will work in groups to design and create a community awareness campaign poster on a social
issue of their choice. They will incorporate the core values of community action initiatives into their
designs and messages.

Task 2: Community Service Reflection

Students will individually choose a community service organization to volunteer with for a certain period
of time. They will write a reflection paper on their experiences, highlighting the core values they
observed and how they have been personally impacted by the community engagement.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Rubric, question cards

Question 1: Describe the core values of community action initiatives and explain their in fostering
positive change in communities. (15 pts)

Question 2: Choose a community action initiative and analyze how it demonstrates at least three core
values. (20 pts)
Question 3: Reflect on your personal growth and learning throughout the lesson. How have your
perceptions of community engagement and citizenship changed? (15 pts)

Assignment:

1) Assignment Overview: Students will research a community action initiative in their local area and
write a report on its core values, impact, and challenges. (Teaching Strategy: Research and Direct
Instruction)

2) Assessment Question: Choose a community action initiative in your local area and explain how it
aligns with at least three core values of community action initiatives. (Teaching Strategy: Direct
Instruction and Written Response)

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

Objective: promote awareness of human rights in communities among the learners

Learning across curriculum:

1) English Literature - Analyzing literary works that tackle human rights issues, such as "To Kill a
Mockingbird" by Harper Lee, "1984" by George Orwell, and "The Handmaid's Tale" by Margaret Atwood.
Students will explore how these works shed light on human rights violations and encourage discussions
on the importance of protecting human rights in society.

2) Social Science - Studying historical events that have impacted human rights, such as the Holocaust,
apartheid in South Africa, and the Civil Rights Movement in the United States. Students will analyze the
causes and consequences of these events and reflect on the lessons learned in terms of human rights
advocacy and solidarity.

3) Science - Investigating environmental issues and their connection to human rights, such as access to
clean water, air pollution, and climate change. Students will explore how these issues disproportionately
affect marginalized communities and discuss the importance of environmental justice in ensuring human
rights for all.
ENGAGE:

Teaching: Role-Playing

Instructional Materials: Scenario cards, props, whiteboard

1) Idea - Divide the class into groups and assign each group a scenario related to human rights violations
in their community. Each group will have to perform a role-play based on their assigned scenario,
highlighting the human rights issues involved and possible solutions. This activity will encourage active
participation and critical thinking among the students.

2) Idea - Conduct a guest speaker session with a human rights advocate or representative from a local
organization working towards promoting human rights in the community. The speaker can share real-life
stories, experiences, and challenges faced in advocating for human rights. This interactive session will
inspire and engage the students in understanding the importance of human rights in their own
community.

EXPLORE:

Activity 1: Human Rights Awareness Campaign

Teaching Strategy: Project-Based Learning

Materials: Art supplies, poster boards, markers

Significance: Students will design and create awareness posters that highlight different aspects of
human rights. These posters will be displayed around the school or community to raise awareness and
promote discussions on human rights issues.

Instructions:

1) Divide the class small groups.

2) Assign each group a specific human rights issue (e.g., gender equality, freedom of speech, right to
education).

3) Students will research and gather information about their assigned issue.

4) Using art supplies, students will create visually appealing posters that convey the importance of their
chosen human rights issue.

5) Display the posters in prominent areas of the school or community.

Rubric:

- Creativity and Visual Appeal: 15 pts

- Clarity of Message: 10 pts

- Research and Information: 10 pts

Assessment Questions:

1) Why is it important to raise awareness about human rights issues in the community?

2) How can visual media, such as posters, contribute to promoting human rights awareness?

3) Discuss the impact of the Human Rights Awareness Campaign on your understanding of human rights
issues.

Activity 2: Community Dialogue on Human Rights

Teaching Strategy: Discussion

Materials: Whiteboard, markers

Significance: Students will engage in a guided discussion on human rights issues affecting their
community, fostering empathy, and understanding among peers.

Instructions:

1) Facilitate a discussion on human rights issues prevalent in the community.

2) Encourage students to share their personal experiences, observations, or stories related to human
rights violations.

3) Guide the discussion towards possible solutions and actions that can be taken to address these issues.

Rubric:

- Active Participation: 15 pts

- Contribution to the Discussion: 15 pts

- Empathy and Respect for Others' Perspectives: 10 pts

Assessment Questions:

1) What were the main human rights issues discussed during the community dialogue?

2) How did the discussion contribute to your understanding of human rights in your community?

3) Reflect on one action you can take to promote human rights in your community.

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EXPLAIN:

Teaching Strategy: Lecture and Discussion

Example 1: The teacher will deliver a lecture on the Universal Declaration of Human Rights and its
significance in promoting human rights worldwide. The students will actively participate by asking
questions and engaging in discussions to deepen their understanding of the topic.

Example 2: The teacher will use case studies or real-life examples to explain different human rights
violations in various communities. Students will analyze these cases and discuss the underlying factors
contributing to the violations, as well as possible strategies to address them.

ELABORATE:

Teaching Strategy: Experiential Learning

Task 1: Students will organize a human rights-themed awareness event in their community, such as a
film screening, panel discussion, or art exhibition. They will take on different roles, such as event
organizers, speakers, or artists, to promote awareness of human rights issues and engage the
community in meaningful discussions.

Task 2: Students will conduct a survey or interview individuals from different age groups in their
community to gather perspectives on human rights awareness understanding. Based on the data
collected, students will create infographics or presentations to present their findings and propose
recommendations for improving human rights education and awareness in the community.

EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Rubrics, whiteboard, markers

Question 1: Analyze the impact of literature in promoting awareness of human rights issues. Provide
examples from the texts you have studied.

Question 2: How does understanding historical events related to human rights violations contribute to
promoting solidarity and citizenship in society?

Question 3: Discuss the role of science and technology in addressing human rights challenges,
particularly in the context of environmental issues.
Assignment:

Assignment 1: Write a reflective essay discussing the role of individuals in promoting human rights in
their community. Provide personal insights and examples to support your arguments.

Assignment 2: Create a multimedia presentation (e.g., video, podcast, slideshow) showcasing a specific
human rights issue in your community. Highlight the causes, impact, and possible solutions to address
the issue.

Note: The guiding overview for the teacher and the actual assessment questions for assignments will be
provided separately.

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Subject: Community Engagement, Solidarity and Citizenship

Grade Level: Grade 12

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

Learning across curriculum:

1) Science - Analyze the impact of climate change on vulnerable communities and discuss how social
equity and gender equality can be integrated into climate change adaptation strategies.

2) Economics - Examine the relationship between income inequality and social equity, and explore how
gender equality can contribute to economic development.

3) History - Investigate historical movements for social equity and gender equality, and assess their
relevance in the context of participatory development.
ENGAGE:

Teaching Strategy: Role-Playing

Instructional Materials: Role cards, props

1) Idea - Divide the class into groups and assign them different roles representing various stakeholders in
a community. Each group will engage in a role-play activity where they discuss and negotiate strategies
to promote social equity and gender equality in the community.

2) Idea - Conduct a mock debate on the importance of social equity and gender equality in participatory
development. Divide the class into two teams and assign them opposing viewpoints. Encourage students
to research and present evidence to support their arguments.

EXPLORE:

Activity 1: Community Action Plan

Teaching Strategy: Project-Based Learning

Materials: Chart papers, markers, laptops

Significance: Students will work in groups to develop a community action plan that promotes social
equity and gender equality. They will identify specific issues in their community and propose strategies
to address them.

Instructions:

1) Divide the class into groups and assign each group a specific community issue.

2) In their groups students should research and analyze the issue, considering its impact on social equity
and gender equality.

3) Based on their analysis, students will a community action plan that includes specific steps to address
the issue and promote social equity and gender equality.

4) Each group will present their action plan to the class, explaining the rationale behind their strategies.

Rubric:

Criteria: Research and Analysis, Action Plan Development, Presentation

Points: 15 points per criteria (total 45 pointsAssessment Questions

1) How does the community action plan address the specific issue and promote social equity and gender
equality?

2) What challenges might arise in implementing the action plan, and how can they be overcome?

3) How can community members be involved in the implementation of the action plan?

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EXPLAIN:

Teaching Strategy: Lecture and Discussion

1) The teacher will provide a lecture on the concepts of social equity and gender equality in the context
of participatory development, using real-life examples and studies to illustrate their importance.

2) After the lecture, students will engage in a discussion where they can ask questions, share their
insights, and critically analyze the concepts presented.

ELABORATE:

Teaching Strategy: Cooperative Learning

Task 1: Group Research Project

Students will work in groups to research and analyze a specific participatory development project that
incorporates social equity and gender equality. They will present their findings to the class, highlighting
the project's impact and effectiveness.

Task 2: Case Study Analysis

Students will individually analyze a case study that showcases successful initiatives promoting social
equity and gender equality in participatory development. They will identify key strategies and lessons
learned, and propose ways to apply these approaches in their own communities.
EVALUATE:

Teaching Strategy: Inquiry-Based Learning

Instructional Materials: Assessment rubrics, laptops

Question 1: How does social equity contribute to the sustainable development of communities?

Question 2: Explain the importance of gender equality in participatory development. Provide examples
to support your answer.

Question 3: Analyze the challenges faced in achieving social equity and gender equality in the context of
participatory development, and propose strategies to overcome these challenges.

Assignment:

1) Write a reflection paper discussing the role of social equity and gender equality in participatory
development. Include personal insights and experiences, and propose practical steps to promote these
values in your own community.

2) Conduct a survey or interview with community members to assess their awareness and
understanding of social equity and gender equality. Present your findings and propose strategies to
enhance awareness and promote these in the community.

Note: The teacher is encouraged to adapt and modify the lesson plan based on the specific needs and
resources available in their classroom.

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