COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP QUARTER 2 PDF

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Senior High SchoolCommunity Engagement,Solidarity and CitizenshipQuarter 2 – Module 1:Core Values of Community ActionInitiatives: Human Rights andSocial EquityCommunity Engagement, Solidarity and Citizenship– Senior High School Alternative Delivery Mode Quarter 2– Module 1: Core Values of Community ...

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Senior High School

Community Engagement, Solidarity and Citizenship Quarter 2 – Module 1.1: Core Values of Community Action Initiatives: Human Rights and Social Equity

Community Engagement, Solidarity and Citizenship– Senior High School Alternative Delivery Mode Quarter 2– Module 1: Core Values of Community Action Initiatives: Human Rights and Social Equity First Edition, 2019 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Assistant Secretary: Alma Ruby C. Torio Development Team of the Module Writers: Zarina A. Almazar-Feleo Editors: Name Reviewers: Name Illustrator: Name Layout Artist: Name Management Team: Name of Regional Director Name of CLMD Chief Name of Regional EPS In Charge of LRMS Name of Regional ADM Coordinator Name of CID Chief Name of Division EPS In Charge of LRMS Name of Division ADM Coordinator

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Senior High School

Community Engagement, Solidarity, and Citizenship Quarter 2 – Module 1.1: Core Values of Community Action Initiatives: Human Rights and Social Equity

Introductory Message For the facilitator: Welcome to the Community Engagement, Solidarity and Citizenship/Grade 12 Alternative Delivery Mode (ADM) Module on (Core Values of Community Action Initiative: Human Rights and Social Equity ! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

For the learner: Welcome to the Community Engagement, Solidarity and Citizenship Grade 12 Alternative Delivery Mode (ADM) Module on (Core Values of Community Action Initiatives: Human Rights and Social Equity ! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.

What I Need to Know

What I Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In

This is a brief drill or review to help you link the current lesson with the previous one.

What’s New

In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situa-

What is It

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More

What I Have Learned

What I Can Do

This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. This includes questions or blank sentence/ paragraph to be filled in to process what you learned from the lesson. This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning

Additional Activities

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention

Answer Key

This contains answers to all activities in the module.

At the end of this module you will also find: References

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1.

Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.

2.

Don’t forget to answer What I Know before moving on to the other activities included in the module.

3.

Read the instruction carefully before doing each task.

4.

Observe honesty and integrity in doing the tasks and checking your answers.

5.

Finish the task at hand before proceeding to the next.

6.

Return this module to your teacher/facilitator once you are through with it.

7.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.

8.

We hope that through this material, you will experience meaningful learn-

What I Need to Know This module was designed and written with you in mind. It is here to help you master the nature of Community Engagement, Solidarity and Citizenship. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is about Lesson 1 – Core Values of Community Action Initiatives: Human Rights and Social Equity After going through this module, you are expected to: define human rights and social equity; discuss the core values of human rights and social equity; and show the understanding on the core values of human rights and social equity

What I Know Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1.

Which of the following describe human rights? A. The freedoms that all people should have B. The freedoms that only rich people should have C. The rights of animals that human should protect D. The rights of adults only

2.

3.

To whom does the Universal Declaration of Human Rights apply? A. To individuals

c. To the market place

B. To the Corporations

d. To the government

Why is the Universal Declaration of Human Rights important to the individuals? A. Can give access to the government. B. Can provide you an skills needs for the job. C. Can give you rights to hurt others. D. It protects and promotes your individual rights.

4. What is the first human rights declaration adopted by the United Nations? A. Vienna World Conference on Human Rights B. Universal Declaration of Human Rights C. Human Rights and Good Governance D. International Convention on Human Rights. 5.

The following statements consider as core values of human rights EXCEPT: A. Focus and Direction

C. Advocacy

B. Social Responsibility

D. Collaboration

6. Which of the statements describe social equity? A. It is concerned with justice and fairness of social policy. B. It is inherent to all human beings. C. It is a rights and obligations D. It is a common good. 7. Which of the following is NOT consider core values of social equity? A. Commitment to the common good B. Accountability C. Responsibility D. Collaboration 8. Which of the following statement is NOT TRUE about human rights. A. It is both rights and obligation. B. It is expressed and guaranteed by the law. C. Human rights is only an obligation. D. It can promote equality of opportunity 9. Which is TRUE about human rights in election? A. All citizens are allowed to vote, even if they have lost their civil rights due to criminal activity. B. Two votes for each person are allowed if the voter is an employer. C. The balloting must be performed secretly. D. Cannot be restricted in any way by a state. 10. According to the clauses of the right to education: A. Individuals and groups are allowed to open a school, as long as they fulfil the minimum legal conditions. B. There are no obligations concerning the contents of educational programs. C. Governments are bound to provide compulsory education for all young people under 18. D. It can promote equality of opportunity

Lesson

Core Values of Community Action Initiatives: Human rights and Social Equity

1

Human rights and Social Equity have a shared goal: human dignity, equally for all. The issues that make difficult to achieve, such as poverty, exclusion and discrimination are in direct contradiction with human rights, which apply to all individuals indiscriminately.

What’s In In learning human rights and social equity, it is important to the students have a prior knowledge and understanding about human rights and social equity, and they know how this things promoted in their own way. As part of the lesson, a short activity will be given to the students to assess their knowledge about human rights and social equity.

DEFINE ME! Direction. Give the meaning of the following terms or phrases according to your point of view. 1.

human rights

________________________________________________________________________ ________________________________________________________________________ 2.

social equity

________________________________________________________________________ ________________________________________________________________________ 3.

social responsibility

________________________________________________________________________ ________________________________________________________________________ 4.

social rights

________________________________________________________________________ ________________________________________________________________________

What’s New

Activity 1.1 A HUMAN RIGHTS TREE Directions: 1. Draw a tree on 1/4 manila paper 2. Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that you think all people need to live in dignity and equity. A human rights tree needs roots to grow and flourish. Give the tree roots and label them with the things that make human rights flourish. For example, a healthy economy, the rule of law, or universal education 3. Match the fruits, leaves, and branches with articles of the Universal Declaration of Human Rights and write the number of the article next to each item. Materials: Coloring materials, Pentel pen, manila paper, pen/pencil Rubric Criteria

Outstanding (10pts)

Excellent

Fair (4pts)

Poor (2pts)

(8pts) 1 part of the content is missing

Content

All parts of the content are covered

Creativity

Student are Student were very creative somewhat in the output creative in the output

2 parts of the 3-4 parts of the content content are missing missing Student attempted to be creative in the output

Student are not creative in their output

What is It Human Rights Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, color, religion, language, or any other status. We are all equally entitle to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible. Universal human rights are often expressed and guaranteed by law, in the forms of treaties, customary international law. International human rights law lay down obligation of government to act in certain ways or to refrain from certain acts, in order to promote and protect human rights and fundamental freedoms of individuals or groups. Human Rights also: 

Universal and inalienable



Interdependent and indivisible



Equal and non-discriminatory



Both rights and obligations

Core Values Human rights are guided by the following core values: 

Integrity, transparency and Accountability



Professionalism and responsiveness



Advocacy



Focus and direction



Partnership and Collegial Spirit



Social Responsibility



Mutual Respect and Tolerance



Innovation and Entrepreneurship



Financial Sustainability



Networking and Internationalization

Other Core values of Human Rights: 

Service - with humility



Independence - including fairness, objectivity and impartiality



Inclusiveness - ensuring diversity



Accessibility - ensuring empathy, tolerance, and understanding



Collaboration



Making rights real

Social Equity Social equity is concerned with justice and fairness of social policy. Since the 1960s, the concept of social equity has been used in a variety of institutional contexts, including education and public administration. The concept

of

social

equity

can

be

traced

back

to

the

works

of Aristotle and Plato. Definitions of social equity can vary but all focus on the ideals of justice and fairness. Equity in old societies involves the role of public administrators, who are responsible for ensuring that social services are delivered equitably. This implies taking into account historical and current inequalities among groups. Fairness is dependent on this social and historical context. (Wikipedia) Core Values of Social Equity 

Commitment to the common good



Protection of human life and dignity



Accountability



Responsibility



Rehabilitation



Concern for others

What’s More Activity 1.1 CASE to CASE! Answer the following with the phrases: “in every case”, in most cases”, and “in some cases”. 1.

Killing is wrong.

2.

All people should be treated equally.

3.

All people have the right to medical help if they are ill.

4.

All people have a right to education.

5.

People should be allowed to travel and leave the country if they wish.

Activity 1.2 CRITICAL THINKING Give at least two (2) situational case in your community (town, city, or barangay) where human rights are violated by: A.

Elected and appointed government officials

B.

Law Enforcers

C.

Civilians

Use this guide: A.

Two (2) situational cases violated:

1.

By elected and appointed government officials. 1. ___________________________________________ 2. ___________________________________________

2.

By law enforcers 1. ___________________________________________ 2. ___________________________________________

3.

By civilians 1. ___________________________________________ 2. ___________________________________________

B. Specific provisions violated: 1.

___________________________________________________________________

2.

___________________________________________________________________

3.

___________________________________________________________________

What I Have Learned Reflection Figure Direction: Indicate the things you have learned in this lesson (knowledge); the things you have realize and appreciated (attitude) and the things you have discovered and wanted to do more (skills). Place those things inside the circular , rectangular, and triangle boxes.

Things I have learned (Knowledge)

Things I have realized and appreciated (Attitudes)

Things I have discovered (Skills)

What I Can Do REACTION React favorably or unfavorably to the following statements. 1.

Human rights are rights inherent to all human beings.

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2.

All human beings are born free and equal in dignity and rights

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

3. Human rights are universal and inalienable.

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. The State should remove social equity.

___________________________________________________________________ _________________________________________________________...