Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Private Education Assistance Committee

PAGADIAN JUNIOR COLLEGE (PJC), INC.

Balangasan District, Pagadian City

S E L F - L E A R N I N G M O D U L E NO. 1-2
COMMUNITY ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP
2nd Semester, SY. 2021-2022
NAME: __________________________________________________________ DATE: _______________________
GRADE & SECTION: ___________________________ STRAND: _________ TEACHER: ___________________
Content Standard: The learners demonstrate an understanding of... the integration of social science perspective and
community action initiatives
Performance Standard: The learners shall be able to… synthesize the integrative experience of implementing
community-action initiatives applying social sciences’ ideas and methods
Learning Competencies: Explain the core values of community action initiatives
a. human rights
b. social equity
c. gender equality
d. participatory development

Subject Matter: Core Values and Principles of Community-action Initiatives

A.

Essential Questions:
What are your concepts and perspectives of community?
Why is community action important?
How solidarity practiced in your own community?
Materials: Module, pen and paper, books, internet Suggested Time Allotment: 4 hours
Learning Resources: https://bit.ly/3rYR1S8
Community Engagement, Solidrity, and Citizenship, Diwa, pp. 80-86
Core Values: Wisdom, competitiveness, and dedication Prepared by: Mr. Randy Sanchez
Good day learners welcome to this course! This module focuses on the application of ideas and methods of the social
sciences to understand, investigate, and examine challenges of contemporary community life. It focuses on community-action
initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social
empowerment and advocacy, gender equality, and participatory development. It aims at enhancing your sense of shared identity
and willingness to com contribute to the pursuit of the common good of the community. It enables you to integrate applied
social sciences into the community-action initiatives.
Learning about communities is key to appreciating our daily interactions with others, as we locate ourselves in a web of
social connections. Being enmeshed in these connections constantly helps you realize that we are part of a larger social group.
By the end of this course, you are able to: explain core values of community action initiatives; promote awareness of
human rights in communities among learners; appraise the value of social equity in the context of participatory development;
analyze strategies of empowerment and advocacy through community actions; and develop commitment and conviction to
participatory development for community well-being.

Core Values and Principles of Community-Action Initiatives

Pre-Assessment
Read the statements below. Write true if the statement is correct; false, if not.
____________ 1. Human rights inherent to all human beings whatever our nationality, place of residence, sex, national or ethnic
origin, color, religion, language, or any other status.
____________2. The Universal Declaration of Human Rights was ratified on December 10, 2000.
____________3. The right to liberty, life, and pursuit of happiness are examples of social and economic rights, according to the
United Nations (UN).
____________4. Jose P. Laurel defined social justice as the humanization of laws and the equalization of social and economic
forces by the state so that justice may at least be approximated.
____________5. Community engagement programs entail the achievement of four actions known as the pillars of community
engagement-information, consultation, involvement, and empowerment.

Good day! Welcome to our new lesson! This time, I will take you on a journey where you find
and discover the core values and principles of community-action initiatives. But before we
proceed, read the text below and do what is ask.

Activity 1: Give at least 5 fundamental rights of

every child should enjoy.
1.
2
2.
3.
4.
5.

As a living citizen in this nation, what are your rights? Do you think that you are just born in this world without rights?
As you read the text below, take note the rights of every child mention in the discussion.
LESSON 1: HUMAN RIGHTS
Human rights in the Philippines are protected by the Constitution of the Philippines, to make sure that persons in the
Philippines are able to live peacefully and with dignity, safe from the abuse of any individuals or institutions, including the state.
The concept and practice of human rights within the Philippines is defined by Article III of the Philippine Constitution, as well
as the United Nations' International Bill of Human Rights, to which the Philippines is a signatory.
Human rights are a justified set of claims that set moral standards to members of the human race, not exclusive to a
specific community or citizenship. Membership in the human race is the sole qualification to obtain these rights. Human rights,
unlike area-specific conventions of international laws (e.g. European Convention on Human Rights and International Covenant
on Civil and Political Rights and on Economic, Social and Cultural Rights), are universally justifiable as it pertains to the entire
human race, regardless of geographical location.
Human rights are universal and inalienable in nature, which means all people around the globe are entitled to these
rights. According to Nickel (1992), “they exist and are available standards of justification and criticism whether or not they are
recognized or implemented by the legal system or officials of a country.” Hence, these aim to identify the basis for determining
the shape, content, and scope of fundamental public norms. Human rights involve the three basic rights- right to life, right to
liberty, and right to property.
1. Right to Life is a moral principle based on the belief that a human being has the right to live and in a particular should
not be killed by another human being. Example Abortion, every baby deserved to live they have also a heartbeat.
2. Right to Liberty is the right of all persons to freedom of their person - freedom of movement and freedom from
arbitrary detentions of others. Liberty may be deprived in terms of administrative authorities wherein it is necessary as
in the case of mentally disturbed persons. During state of emergency or of disarray, right to liberty may legally be
limited while intending to preserve life.
3. Right to property or right to own property is often classified as a human right for natural persons regarding their
possessions. A general recognition of a right to private property is found more rarely and is typically heavily constrained
insofar as property is owned by legal persons and where it is used for production rather than consumption.
Human rights, according to the United Nations (UN 2009, 1998), refers to the basic standards or fundamental freedoms
and liberties inherit or inalienable to all human beings – whatever their race, sex, gender, social class, age, disability, religion,
political affiliation, creed, or other characteristic of background or group membership. Based on this definition of human rights,
one can draw out its core characteristics or principles, namely: universal and nondiscriminatory, inalienable, interconnected, and
indivisible.
  Universal and nondiscriminatory – Human rights apply equally to all people because everyone is born free and equal
in dignity and rights. Thus, everyone should be respected regardless of their characteristic, background, or group
membership.
 Inalienable – Human rights are innate to all human beings and cannot be traded for something else or be taken away.
People have human rights even if governments violate them or refuse to recognize them.
 Interconnected, and indivisible – Each human right is realized in the fulfillment of other rights; thus, the violation of
one affects the other. All human rights must be realized together and no right can be prioritized over another.

Each person, even before birth, is bestowed with entitlements. The baby being carried by a mother has a right to live. At
birth, nationality attaches to the child, and so are various privileges, such as entitlements to property or social services.

The 12 Rights of Filipino Children https://bit.ly/3rYR1S8

1. Every child has the right to be born well.

It is the responsibility of the parents to make sure they can provide a safe environment for their unborn child. This includes
proper medical attention and care from conception, birth, and throughout childhood years in a newborn services unit or pediatric
center.

2. Every child has the right to a wholesome family life.

The child’s first learning environment and teachers are their home and family. They are entitled to be a part of a loving family
that will instill ethical values and morals in them.

3. Every child has the right to be raised well and become contributing members of society.
By raising them in a safe and loving environment, parents and guardians can shape the personalities of their young to be useful
and contributing members of their respective communities when they grow older.

4. Every child has the right to basic needs.

The four basic needs of people outlined in the law are as follows: a balanced diet, adequate clothing, sufficient shelter, and
proper healthcare. This also includes any other requirements to lead a healthy and active life.

5. Every child has the right to access what they need to have a good life.
This right goes beyond the basic needs and focuses more on the atmosphere of the place they will be raised in. A child’s needs
must always be attended to so they feel the support of people around them, which in turn will build and strengthen their
character in adulthood.

6. Every child has the right to education.

In an ideal world, every child should have the means to go to a classroom and have access to books and learning materials that
can enrich their intelligence and skills.

7. Every child has the right to play and enjoy their youth.
Children have the right to engage in wholesome recreational activities whenever they wish and not be exploited for events that
are deemed only for adults to do, i.e., intensive manual labor.

8. Every child has the right to be protected from danger.

This includes all hazards that could affect their physical, mental, and emotional states, such as removing them from dangerous
living situations, preventing them from getting into accidents, or protecting them from the abuse of adults, to name a few.

9. Every child has the right to live in a productive environment.

Children should be surrounded by safe communities that inspire them to give back when they are older. This means staying
away from bad influences and situations that can cause harm to their health.

10. Every child has the right to be cared for in the absence of their parent or guardian.
If the parent or guardian fails to fulfill their role, the State shall assume custody and care for the child, providing them with their
fundamental needs for growth and development.

11. Every child has the right to good governance.

Children also have a right to be born under the presence of good governance that can inspire them to become a helpful and
active citizen. This doesn’t necessarily mean they have to get involved with politics but rather have an interest in being involved
in political discussions for the betterment of their country.

12. Every child has the right to freedom and peace. Last but not the least, every child is entitled to do whatever they want in
their lives, so long as it contributes to the peace and betterment of the communities, they are a part of.
Protect Children’s Rights Every Day
Parents, guardians, and all adults should be vigilant in protecting and advocating for the rights of children. Let’s continue to be
great examples to kids and be conscious of our actions in making the Philippines a safe environment for them to take care of and
pass on to future generations!
Types of Human Rights
Natural rights life, liberty, and the pursuit of happiness.
Civil Rights Privacy, property, religion, expression, contract, and
movement
Political rights Assembly, petition, suffrage, direct and indirect participation,
self-determination, self-government, and election to public
office
Social and economic rights Livelihood, equal opportunities, education, housing, leisure
and recreation, the freedom to choose one’s occupation, to
picket and to strike for better working conditions and various
benefits to improve the quality of life.

The concept of human rights as individual entitlements entails an obligation on the part of the state. States assume
obligations and duties under international law to respect and fulfill human rights. The obligation to protect requires stayes to
safeguard individuals and group against human rights abuses. The obligation to fulfill means that states must facilitate the
enjoyment of basic human rights.
While the obligation to protect human rights falls heavily on the governments, individuals also have roles in ensuring
the protection of human rights. In a community, each individual is expected to respect the rights of other individuals and if
needed, join together to assert or advocate for the rights of a defined group or community.

How well did you understand your previous reading? Let’s see how far you understood human
rights. To hone your skills and understanding of the lesson, answer the activity below.

Activity 2: Give a comprehensive answer to the following questions below.

1.Based on your previous reading, what are human rights? Give at least 3 examples of human rights.

2. What are the core characteristics/principles of human rights? Explain each.

3. What are the three basic rights of human being? Give examples of each type.

4. Why should parents, guardians, and all adults should be vigilant in protecting and advocating for the rights of children?

Activity 3: Go to Online
 Directions: Surf the internet and research the Convention on the Elimination of All Forms of Discrimination Against Women
(CEDAW) and the IBHR, choose one UN human rights treaty or convention available online and provide the following:
1. General/background information of the treaty or convention
2. Perspectives that help shape the treaty or convention
3. Key themes
4. Critiques
5. Your personal stand on the treaty or convention

Put your work in a long-size bond paper. Attach it to your module and submit it to your teacher.

LESSON 2: SOCIAL EQUITY

Social justice involves

eliminating poverty as soon as
possible and using every resource
available in doing so.

We are all equally entitled to our human rights without discrimination. All
individuals have rights, but not all are able to exercise their rights at the
same time. The very nature of society wherein there are hundreds (in the
case of small communities like barangays or villages) or even millions (in
the case of the Philippines as a country) limit the exercise of our rights. Not
everyone, for example, can be accommodated in am MRT coach or jeepney because there is limited space. Similarly, we all
have the right to enjoy the benefits of waterways, rivers, and lakes; however, we cannot fish or swim in a small river all at the
same time. This concept can be explained using the concept of social justice.

What is Social Justice?

As define by former President and Chief Justice Jose P. Laurel, social justice is the humanization of laws and the
equalization of social and economic forces by the state so that justice may at least be approximated. Like most countries, the
Philippines has laid down a complex system of laws and policies ensuring the protection of individual rights.

“…an underlying principle for peaceful and prosperous coexistence within and among nations. We uphold the
principles of social justice when we promote gender equality, or the rights of indigenous peoples and migrants. We
advance social justice when we remove barriers that people face because of gender, age, race, ethnicity, religion, culture
or disability.”

In order to uphold these principles of social justice and remove some of the barriers that people
face we, as a society, need to ensure that people are:

These values, as well as being essential for social justice, are at the very heart of human rights. Social Justice is all about
working towards a more equal society. Part of this is ensuring that people are treated with dignity and respect by those with
public power, also the main goal of human rights.
However, human rights are not just values. Human rights are set out in law and they set the rules on how the state
should treat individuals. This means human rights can be a powerful tool to enable us to achieve social justice, anchoring our
actions in the law rather than values alone, which can be stretched or become optional especially in difficult times or situations.
Many people talk about social justice and oftentimes, it is expressed with firm conviction and with passion. We usually
mention social justice when there is oppression and marginalization, or even people are being bused, violated, or senselessly
hurt.
There are many goals of social justice, but this part of our lesson tackles and focuses only on the five key areas in which
social justice would like to address namely:
1. Poverty;
2. Unjust forms of social inequalities; Poverty is not only about the discussion on the
3. Predatory capitalism; large gaps between the rich and the poor.
4. Occupational injustice; and Poverty is also about the excluded, the
5. Climate change injustice. marginalized, and the vulnerable in society.

But this time, we will discuss and focus only on poverty. What is poverty?
 A. POVERTY
The United Nations (2001) defines poverty as a “human condition characterized by the sustained or chronic deprivation
of the resources, capabilities, choices, security and power necessary for the enjoyment of an adequate standard of living and
other civil, cultural, economic, political, and social rights.” Such definition encompasses four major approaches in
understanding poverty, namely: subsistence minimum, capability, social exclusion, and multidimensional.
1. Subsistence Minimum – poverty here is seen
Poverty is not mainly an economic either income-poverty or consumption – poverty.
issue; it is multidimensional and Both refer to a shortfall income and consumption
encompasses social, cultural, political, from some poverty line or subsistence minimum,
and environmental dimensions. which results to a lack of or low quality access to
social servidces (e.g., health, education
livelihood).

2. Capability approach - the Capability approach, proposed by novel prize laureate Amartya Sen, goes beyond the materialistic
understanding of poverty of the monetary approach. It notes that material resources are not enough to guarantee well-being since
their presence doesn’t entail their enjoyment. As we mentioned before, a rich person with a disease might not be able to enjoy
his wealth. He may actually be greatly deprived, or, in other words, be poor. Considering this, the capability approach defines
poverty as the lack of opportunities to enjoy the kind of lives people value. The approach calls these opportunities “capabilities,”
and gets its name from this concept.
3. Social Exclusion - the Social Exclusion approach also notes the narrowness of the monetary approach, but focuses on the
processes of marginalization to specific groups. For example, some people may have good jobs, but if they are marginalized by
the majority because of their race/religion/ethnicity/etc., then they cannot be said to have a good life. According to this
approach, a person may be suffering poverty if he or she is being excluded by other members of society.
4. Multidimensional – Poverty, in this point, is seen to be made up of several factors that constitute poor people’s experience of
deprivation such as poor health (indicated by poor nutrition and high mortality rate0; lack of education (indicated by illiteracy,
low years of schooling, and low school enrolment); inadequate living standard (such as lack of income, disempowerment, poor
quality of work, and threats from violence.

Based on your previous reading, what is social justice? To test how well you understand about social justice, answer the
activity below.

Activity 4:
Directions: Give comprehensive answer of the following questions.

1. What is social justice? Explain.

2. How is poverty is viewed using different approaches?

3. How do the different dimensions of poverty come into play in the context of the Philippines?

To evaluate and validate your skills in social justice and human rights, answer the series of
activities on the next page.

Activity 5
Directions: Explain the different principles of community action based from your understanding on the topic. Give example for
each principle.

Core Values and Principle of Understanding Example

Community Actions
Initiative

Human Rights

Social Justice

FINAL TASK
Poster Making. Create a poster concerning or showing the different principles of community action initiative. Put it in a
cartolina. Attach it to your module and submit it to your teacher.
1 2 3 4
Coverage of the The poster does The poster quite The poster The poster shows
Topic not include the include the includes good exceptional
central idea of central idea of amount of idea understanding of
the topic. the topic. about the topic the topic.
Use of Graphics Graphics do not All graphics All graphics are All graphics are
relate to the relate to the related to the related to the
topic. topic. topic and most topic and make it
make it easier to easier to
understand. understand
Attractiveness The poster is The poster is The poster is The poster is
untidy and not attractive though attractive in exceptionally
attractive. it may be a bit terms of design, attractive in
untidy. layout, and terms of design,
neatness layout, and
neatness

ASSESSMENT
Go to https://www.youtube.com/watch?v=sn5PdFbmT9A and watch the 6-minute video titles “Chicken a la carte: True Story
about hunger and poverty in the Philippines” by Ferdinand Dimadura. Answer the following questions.
1. What is the video all about?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. What do you think is the advocacy of the video?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3. Analyze the hunger phenomenon in the Philippines using the different dimensions of poverty.
________________________________________________________________________________________________
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________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Multiple Choice
Directions: Read the questions carefully and encircle the letter of your choice.
1. What are Human Rights?
A. A way in which the government can monitor people
B. Concepts which Parliament aspire to as they create laws
C. Basic rights and freedoms accorded to all people
D. Basic rights and freedoms accorded to all who live in States which have signed up to the ECHR
2. When did the Human Rights Act 1998 come into force?
A. 15th December 1998
B. 2nd October 2000
C. 1st January 1999
D. 20th October 1998
3. Why is Human Rights Day celebrated on 10th December?
A. The day the ECHR was founded
B. The day the UN adopted the Universal Declaration of Human Rights
C. No reason
D. It commemorates the recognition of the Convention against Torture
4. Which Article gives the right to a fair trial?
A. 11
B. 6
C. 5
D. 7
5. Which of the following are qualified rights?
A. Right to respect for private and family life, freedom to manifest your religion or belief, freedom of expression,
freedom of assembly
B. Right to life, right to liberty and security, right to respect for private and family life
C. Right to marry and start a family, no punishment without law, freedom to manifest your religion or belief
D. Freedom from slavery and forced labour, freedom from torture and inhuman or degrading treatment, right to a fair
trial

Congratulations!!! You did an awesome job everyone!

To be continued . . .

Prepared by,
Mr. Randy Sanchez