1. The document outlines a teaching unit on social studies for 2nd grade students focused on communities. It includes overall understanding goals, specific understanding goals for each topic, and a schedule of topics, activities, and assessments to be completed over the trimester.
2. The topics that will be covered include the internal organization of communities like family and school, urban and rural communities, regulatory and control bodies in communities, and the concepts of history, timeline, nomadism, and sedentary lifestyles.
3. A variety of activities are planned such as identifying community roles, comparing community rules, illustrating communities through portraits, and creating timelines. Assessments will evaluate students' cognitive and interpersonal skills
This document provides activity sheets for understanding culture, society, and politics for the first quarter. It contains learning competencies, activities, and instructions to help students explore topics like cultural variation, the origins and dynamics of culture, anthropological and sociological perspectives, and human social and cultural evolution. The activities include group work, research, role-playing, and creative tasks to engage students in analyzing these concepts through discussion and presentation of their findings.
This document discusses the importance of studying communities and community engagement. It begins by defining key terms like community, community action, community dynamics, and empowerment. It then discusses the need to study communities in order to understand how they function and how social interactions within communities can empower citizens and drive positive change. The document emphasizes that community dynamics, or the changes within communities, are shaped by social, cultural, and environmental factors and can impact people's lives. It provides examples of community activities and encourages learning how communities have changed over time.
1. The document outlines a teaching unit for 1st grade students focused on understanding their community and roles within it.
2. Overarching goals include understanding themselves as unique individuals within social organizations, recognizing their national identity and cultural diversity.
3. Key topics covered include wants and needs, community helpers and their roles, diversity, and rules within communities. A variety of activities and assessments are used to help students meet the unit's understanding goals.
This document discusses community, community action, and community dynamics from a social sciences perspective. It defines key terms like community, community action, community dynamics, and levels of community from micro to macro. Studying community is important as it helps understand how people interact and form relationships to work together towards common goals. It also helps appreciate community participation and social capital, and analyze how social and environmental factors can impact community development over time. The objectives are to explain the value of studying these topics and their relevance to social sciences and future careers.
This lesson plan aims to teach students about culture, society, and politics from anthropological and sociological perspectives. It will help students understand key concepts like culture, society, and their interconnected nature. The lesson outlines activities like video analysis, photo analysis, group discussions, and a concept mapping exercise to help students grasp definitions and aspects of culture. It also provides learning objectives, standards, and an allotted time of 1 hour and 30 minutes.
Methods to Maximize the well being and Vitality of Moribund Communitiespraveena06
Abstract-It has become the primary concern for the governments to chart effective methods and policies to revitalize the communities which are on the verge of extinction, most of which are indigenous. This has become more relevant and important in an era of liberalization, which more often adversely affects the welfare of such communities. In this paper we make an effort to identify and qualify measures that would revitalize moribund communities and to quantify them using fuzzy analysis. We come out with concrete suggestions for the governments and the policy makers which can be easily put in action.
This document provides an overview of the framework and topics that will be covered in the Critical Literacy, Communication and Interaction 2 course. The course will explore human communication within the social context of community and society. Key concepts that will be examined include belonging, social capital, reciprocity, boundaries, diversity, and tolerance. The influence of technological developments on communication and community will also be discussed. Additional areas of focus will include intercultural communication, cultural identity, storytelling, metaphors, and dialogue. Students will be assigned group work to discuss their definitions of community and which communities they belong to.
This document discusses community dynamics and community action. It begins by explaining that studying community allows us to understand our own socialization and how we perceive reality through daily social interactions. It then states that community action aims to increase understanding, engagement, and empowerment of communities to provide services. Finally, it discusses that understanding issues, engaging communities, and empowering people to take control are important aspects of community action.
This document provides activity sheets for understanding culture, society, and politics for the first quarter. It contains learning competencies, activities, and instructions to help students explore topics like cultural variation, the origins and dynamics of culture, anthropological and sociological perspectives, and human social and cultural evolution. The activities include group work, research, role-playing, and creative tasks to engage students in analyzing these concepts through discussion and presentation of their findings.
This document discusses the importance of studying communities and community engagement. It begins by defining key terms like community, community action, community dynamics, and empowerment. It then discusses the need to study communities in order to understand how they function and how social interactions within communities can empower citizens and drive positive change. The document emphasizes that community dynamics, or the changes within communities, are shaped by social, cultural, and environmental factors and can impact people's lives. It provides examples of community activities and encourages learning how communities have changed over time.
1. The document outlines a teaching unit for 1st grade students focused on understanding their community and roles within it.
2. Overarching goals include understanding themselves as unique individuals within social organizations, recognizing their national identity and cultural diversity.
3. Key topics covered include wants and needs, community helpers and their roles, diversity, and rules within communities. A variety of activities and assessments are used to help students meet the unit's understanding goals.
This document discusses community, community action, and community dynamics from a social sciences perspective. It defines key terms like community, community action, community dynamics, and levels of community from micro to macro. Studying community is important as it helps understand how people interact and form relationships to work together towards common goals. It also helps appreciate community participation and social capital, and analyze how social and environmental factors can impact community development over time. The objectives are to explain the value of studying these topics and their relevance to social sciences and future careers.
This lesson plan aims to teach students about culture, society, and politics from anthropological and sociological perspectives. It will help students understand key concepts like culture, society, and their interconnected nature. The lesson outlines activities like video analysis, photo analysis, group discussions, and a concept mapping exercise to help students grasp definitions and aspects of culture. It also provides learning objectives, standards, and an allotted time of 1 hour and 30 minutes.
Methods to Maximize the well being and Vitality of Moribund Communitiespraveena06
Abstract-It has become the primary concern for the governments to chart effective methods and policies to revitalize the communities which are on the verge of extinction, most of which are indigenous. This has become more relevant and important in an era of liberalization, which more often adversely affects the welfare of such communities. In this paper we make an effort to identify and qualify measures that would revitalize moribund communities and to quantify them using fuzzy analysis. We come out with concrete suggestions for the governments and the policy makers which can be easily put in action.
This document provides an overview of the framework and topics that will be covered in the Critical Literacy, Communication and Interaction 2 course. The course will explore human communication within the social context of community and society. Key concepts that will be examined include belonging, social capital, reciprocity, boundaries, diversity, and tolerance. The influence of technological developments on communication and community will also be discussed. Additional areas of focus will include intercultural communication, cultural identity, storytelling, metaphors, and dialogue. Students will be assigned group work to discuss their definitions of community and which communities they belong to.
This document discusses community dynamics and community action. It begins by explaining that studying community allows us to understand our own socialization and how we perceive reality through daily social interactions. It then states that community action aims to increase understanding, engagement, and empowerment of communities to provide services. Finally, it discusses that understanding issues, engaging communities, and empowering people to take control are important aspects of community action.
This document discusses community engagement, solidarity, and citizenship. It covers the following key points:
1. It introduces the first quarter module on community dynamics and community action. The module will explain the importance of studying these topics using social science perspectives.
2. It provides definitions for important terms like community, community action, community dynamics, and empowerment.
3. It discusses how community participation and social capital are important to understand policies that promote community involvement. Understanding community life helps people value their daily interactions and social relationships.
Community Engagement for Grade 12 Module 1.pdfCherylMaeBalili
Community Engagement, Solidarity and Citizenship is a specialized subject for the Senior High School (SHS) students of Humanities and Social Sciences (HUMSS) strand. The community engagement, solidarity and citizenship subject will help the humanities and social sciences students interact to their respective community, were they can engage and know the importance of leaders and community to their lives.
Incorporating and evaluating transversal attitudes, skills and [αυτόματη αποθ...Juliegy
The document provides information about the founding of the Council of Europe and European Union. It discusses key dates and concepts like democracy, human rights, and the rule of law. It also describes activities and assessment strategies for teaching skills like acceptance, communication, cooperation, and understanding across borders. Teachers are encouraged to incorporate themes of democratic citizenship and human rights education into their existing curricula. Learners are expected to develop attitudes, skills, and knowledge to negotiate diverse encounters and support conflict prevention.
Now that you have broken the social issue into smaller pieces in t.docxIlonaThornburg83
Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues.
Specifically the following critical elements must be addressed:
III. Creating Connections: Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue, using your knowledge from the course. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues. A. Cultural
1. Describe the relationship between the cultural beliefs and biases identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained.
2. Explain how the cultural beliefs and biases identified in the map help you better understand the social issue. B. Social Roles
1. Describe the relationship between the social roles identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained. In your response, you might consider what expectations are in place because of the social roles.
2. Explain how the social roles identified in the map help you better understand the social issue. C. Social Inequalities
1. Describe the relationship between the social inequalities identified in the map and the social issue. How are the social inequalities present in the issue?
2. Explain how the social inequalities identified in the map help you better understand the social issue
.
Methods to Maximize the well-being and Vitality of Moribund Communitiesijdmtaiir
It has become the primary concern for the
governments to chart effective methods and policies to
revitalize the communities which are on the verge of
extinction, most of which are indigenous. This has become
more relevant and important in an era of liberalization, which
more often adversely affects the welfare of such communities.
In this paper we make an effort to identify and qualify
measures that would revitalize moribund communities and to
quantify them using fuzzy analysis. We come out with concrete
suggestions for the governments and the policy makers which
can be easily put in action.
This document discusses community psychology and key concepts related to communities. It defines a community as a group of people sharing common understandings, beliefs, culture, and traditions within a specific geographical area. It then describes different types of communities including inter-tribal, inter-religious, inter-cultural, and residential communities. The benefits of community are explained as providing a sense of belonging, mutual support, and the ability to enact change. Religion, ethnic diversity, and community cohesion are also discussed as important factors that shape communities.
Each community is unique. Each community has its own dynamics. Do you know your own community? What makes it unique? How would you identify with your community?
As a member of the community you are aware that your own community has its own structure and way things work. But for those who are interested or would like to work in a community they need to have a clear grasp/perception of the community before any activity. They must learn to interact, appreciate, and accept the community and its dynamics. One must learn the environment, the physical, social, economic, cultural and political environment.
All the data you gather from the community serves as a background for your study. It can be your initial assessment. An understanding of how the community perceives the benefits and costs of participating will facilitate decision making and consensus building and will translate into improved program planning, design, policy development, organization, and advocacy. Knowing the community can also understand what can serve as assets and weaknesses of the community. It can also help you gauge the diversity of the community and the networks established within and outside the community. Also knowing how the community interact among them can help you understand how the community will respond to problems and situations.
Quoting Deng Xiao Peng “There are many ways to skin a cat.” The said quotation is also applicable in knowing a community. Melgarito and Mendoza (2016) stated that one of the best way to understand the community is though immersing with the community. Immersing is more than exposure. It makes you understand what makes them vulnerable and strong. To know is imperative to assess what they are and what are capable of.
This document provides an overview of the assignments and discussions for the COM263 Full Course. The course covers topics related to intercultural communication over 7 weeks. Students research a selected cultural group throughout the course. Assignments include discussing topics like intercultural literacy, identity, and conflict; analyzing media representations of the selected culture; attending an event of the culture and analyzing communication; comparing a film's nonverbal cues to the culture; and creating a final presentation summarizing research on the culture. Discussions center on applying course concepts to experiences communicating with other cultures.
This lesson discusses the importance of studying community dynamics and community action in relation to applied social sciences and future career options. It begins by defining what a community is - a social unit of people who share common norms, values, religion, or identity. Communities can be defined by both shared attributes and strength of connections among members. The lesson then identifies different types of communities, such as formal/informal groups, urban/rural areas, global communities, and communities defined by interest, action, or place. Finally, it emphasizes the importance of understanding community dynamics for applying social science perspectives to community initiatives and exploring future career paths.
Culture is the shared characteristics and knowledge of a group, including language, religion, cuisine, social habits, music and arts. It is a social product that varies between societies and is learned and transmitted among members. Culture has both material aspects like tools and buildings, as well as non-material aspects like beliefs, values, and social norms. A society is a group of people with common territory, interaction, and culture. It socializes members, endures over generations, holds people together through a shared culture, and has defined functions like meeting basic needs and regulating behavior.
08 T2 Wk 1 9 Rm R6,7,15 Social Studies Resource And Economic ActivitiesJoe McClung
This document outlines the social studies achievement objectives and inquiry skills for students in New Zealand. It covers six strands: social organisation, culture and heritage, place and environment, time continuity and change, resources and economic activities, and inquiry. For each strand, the document lists aims, objectives, and levels of understanding that students are expected to demonstrate from levels 1 to 4.
The document discusses the concept of community. It defines community as a place where people come together to share common interests and resources. It outlines several characteristics of a community, including that communities have roles/goals, institutions that define interactions, boundaries, members who share ownership, communication, skills/resources to meet member needs, and teams/groups. It also discusses the rights and responsibilities of communities and characteristics of dysfunctional communities that do not demonstrate these traits.
Relationship Between Community And Community DevelopmentLaura Arrigo
The document discusses building an online community web portal focused on online gaming. It outlines the vision, mission, and tagline for the portal, which is to become the leading community site for gamers. It proposes including user-created content, discussion forums, file hosting, and search functions. The portal design would draw from successful gaming sites and utilize taxonomy and limited links to make information easily accessible for users. The goal is to create a self-serving, robust community for gamers to find all relevant information and services in one place.
This document contains a daily lesson plan for a Grade 12 Understanding Culture, Society, and Politics class taught by Ms. Emerlyn M. Lincallo. Over three days, the lesson will cover social organizations by discussing their forms on the first day, functions on the second day, and both forms and functions on the third day. Learning activities include defining terms, identifying examples, analyzing differences between social organization types, and assessing students' understanding through short answer questions. The lesson aims to help students understand how social organizations shape individuals and society.
1. The document outlines a theoretical approach for understanding how social media impacts human agents, relationships, and ideas.
2. It uses the emergence of the online asexual community as a case study, showing how social media enabled isolation-breaking relationships and proliferation of ideas about asexuality.
3. The approach sees these impacts as interconnected processes where changes in one domain influence others in complex, cyclical ways. It aims to study these transformations non-reductively while recognizing dynamics within distinct moments.
Role of Libraries in society- Introduction, Meaning of Society, Modern society, stages of societal Evolution, Libraries and Society, Libraries: Basics-
.1 Meaning of Library,
2 Need and Purpose,
3 Value and Importance,
.4 Defining a Library,
Functional Role of Libraries in a Society,
Summary,
Answers to Self Check Exercises,
Keywords
Concepta, aspects and changes in Culture and Society.pptxKingCajayon1
This document discusses the concept of culture and society, analyzing their key aspects and changes. It defines culture as shared experiences that shape a group's understanding of the world. The document also examines elements of culture like symbols, language, norms and values, as well as how social and cultural changes occur over time.
CSC Q3 0202_PS_Community Dynamics and Process Elements.pptxEdmarSDimaano
This document discusses community dynamics and processes. It addresses how communities facilitate various functions through structures, dynamics, and processes. Community power can be derived from political, economic, and structural factors. Leadership is important for achieving community goals. Relationships within the community allow people to engage in community functions. Social change refers to how communities change over time through social interactions and relationships. The key points are that communities have interrelated processes involving power, leadership, relationships, and social change.
This document discusses community dynamics and processes. It addresses how communities facilitate various functions through structures, dynamics, and processes. Community power can be derived from political, economic, and structural factors and is tied to influence. Effective community leadership is important for meeting community goals. Relationships within a community allow members to engage in community functions. Social change refers to changes in a community's culture and processes over time, influenced by social interactions and relationships.
My family tree is a 3 sentence summary of the provided document:
My family tree is a worksheet for social studies students to fill out their name, grade, date, topic which is listed as "My family tree", and their teacher's name.
This is a 1-sentence summary of a social studies worksheet: The worksheet contains blanks for a student's name, grade, date, topic being studied in social studies class, and name of the teacher.
This document discusses community engagement, solidarity, and citizenship. It covers the following key points:
1. It introduces the first quarter module on community dynamics and community action. The module will explain the importance of studying these topics using social science perspectives.
2. It provides definitions for important terms like community, community action, community dynamics, and empowerment.
3. It discusses how community participation and social capital are important to understand policies that promote community involvement. Understanding community life helps people value their daily interactions and social relationships.
Community Engagement for Grade 12 Module 1.pdfCherylMaeBalili
Community Engagement, Solidarity and Citizenship is a specialized subject for the Senior High School (SHS) students of Humanities and Social Sciences (HUMSS) strand. The community engagement, solidarity and citizenship subject will help the humanities and social sciences students interact to their respective community, were they can engage and know the importance of leaders and community to their lives.
Incorporating and evaluating transversal attitudes, skills and [αυτόματη αποθ...Juliegy
The document provides information about the founding of the Council of Europe and European Union. It discusses key dates and concepts like democracy, human rights, and the rule of law. It also describes activities and assessment strategies for teaching skills like acceptance, communication, cooperation, and understanding across borders. Teachers are encouraged to incorporate themes of democratic citizenship and human rights education into their existing curricula. Learners are expected to develop attitudes, skills, and knowledge to negotiate diverse encounters and support conflict prevention.
Now that you have broken the social issue into smaller pieces in t.docxIlonaThornburg83
Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues.
Specifically the following critical elements must be addressed:
III. Creating Connections: Now that you have broken the social issue into smaller pieces in the concept map, you will explain the connections you made and how these connections will help you better understand the issue, using your knowledge from the course. You will use your knowledge from the course to describe the connections between the sociological concepts and the social issue and demonstrate the value of using a sociological view when examining social issues. A. Cultural
1. Describe the relationship between the cultural beliefs and biases identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained.
2. Explain how the cultural beliefs and biases identified in the map help you better understand the social issue. B. Social Roles
1. Describe the relationship between the social roles identified in the map and the social issue, and provide specific examples to support your description. For example, you might describe how the relationship is positive, negative, or strained. In your response, you might consider what expectations are in place because of the social roles.
2. Explain how the social roles identified in the map help you better understand the social issue. C. Social Inequalities
1. Describe the relationship between the social inequalities identified in the map and the social issue. How are the social inequalities present in the issue?
2. Explain how the social inequalities identified in the map help you better understand the social issue
.
Methods to Maximize the well-being and Vitality of Moribund Communitiesijdmtaiir
It has become the primary concern for the
governments to chart effective methods and policies to
revitalize the communities which are on the verge of
extinction, most of which are indigenous. This has become
more relevant and important in an era of liberalization, which
more often adversely affects the welfare of such communities.
In this paper we make an effort to identify and qualify
measures that would revitalize moribund communities and to
quantify them using fuzzy analysis. We come out with concrete
suggestions for the governments and the policy makers which
can be easily put in action.
This document discusses community psychology and key concepts related to communities. It defines a community as a group of people sharing common understandings, beliefs, culture, and traditions within a specific geographical area. It then describes different types of communities including inter-tribal, inter-religious, inter-cultural, and residential communities. The benefits of community are explained as providing a sense of belonging, mutual support, and the ability to enact change. Religion, ethnic diversity, and community cohesion are also discussed as important factors that shape communities.
Each community is unique. Each community has its own dynamics. Do you know your own community? What makes it unique? How would you identify with your community?
As a member of the community you are aware that your own community has its own structure and way things work. But for those who are interested or would like to work in a community they need to have a clear grasp/perception of the community before any activity. They must learn to interact, appreciate, and accept the community and its dynamics. One must learn the environment, the physical, social, economic, cultural and political environment.
All the data you gather from the community serves as a background for your study. It can be your initial assessment. An understanding of how the community perceives the benefits and costs of participating will facilitate decision making and consensus building and will translate into improved program planning, design, policy development, organization, and advocacy. Knowing the community can also understand what can serve as assets and weaknesses of the community. It can also help you gauge the diversity of the community and the networks established within and outside the community. Also knowing how the community interact among them can help you understand how the community will respond to problems and situations.
Quoting Deng Xiao Peng “There are many ways to skin a cat.” The said quotation is also applicable in knowing a community. Melgarito and Mendoza (2016) stated that one of the best way to understand the community is though immersing with the community. Immersing is more than exposure. It makes you understand what makes them vulnerable and strong. To know is imperative to assess what they are and what are capable of.
This document provides an overview of the assignments and discussions for the COM263 Full Course. The course covers topics related to intercultural communication over 7 weeks. Students research a selected cultural group throughout the course. Assignments include discussing topics like intercultural literacy, identity, and conflict; analyzing media representations of the selected culture; attending an event of the culture and analyzing communication; comparing a film's nonverbal cues to the culture; and creating a final presentation summarizing research on the culture. Discussions center on applying course concepts to experiences communicating with other cultures.
This lesson discusses the importance of studying community dynamics and community action in relation to applied social sciences and future career options. It begins by defining what a community is - a social unit of people who share common norms, values, religion, or identity. Communities can be defined by both shared attributes and strength of connections among members. The lesson then identifies different types of communities, such as formal/informal groups, urban/rural areas, global communities, and communities defined by interest, action, or place. Finally, it emphasizes the importance of understanding community dynamics for applying social science perspectives to community initiatives and exploring future career paths.
Culture is the shared characteristics and knowledge of a group, including language, religion, cuisine, social habits, music and arts. It is a social product that varies between societies and is learned and transmitted among members. Culture has both material aspects like tools and buildings, as well as non-material aspects like beliefs, values, and social norms. A society is a group of people with common territory, interaction, and culture. It socializes members, endures over generations, holds people together through a shared culture, and has defined functions like meeting basic needs and regulating behavior.
08 T2 Wk 1 9 Rm R6,7,15 Social Studies Resource And Economic ActivitiesJoe McClung
This document outlines the social studies achievement objectives and inquiry skills for students in New Zealand. It covers six strands: social organisation, culture and heritage, place and environment, time continuity and change, resources and economic activities, and inquiry. For each strand, the document lists aims, objectives, and levels of understanding that students are expected to demonstrate from levels 1 to 4.
The document discusses the concept of community. It defines community as a place where people come together to share common interests and resources. It outlines several characteristics of a community, including that communities have roles/goals, institutions that define interactions, boundaries, members who share ownership, communication, skills/resources to meet member needs, and teams/groups. It also discusses the rights and responsibilities of communities and characteristics of dysfunctional communities that do not demonstrate these traits.
Relationship Between Community And Community DevelopmentLaura Arrigo
The document discusses building an online community web portal focused on online gaming. It outlines the vision, mission, and tagline for the portal, which is to become the leading community site for gamers. It proposes including user-created content, discussion forums, file hosting, and search functions. The portal design would draw from successful gaming sites and utilize taxonomy and limited links to make information easily accessible for users. The goal is to create a self-serving, robust community for gamers to find all relevant information and services in one place.
This document contains a daily lesson plan for a Grade 12 Understanding Culture, Society, and Politics class taught by Ms. Emerlyn M. Lincallo. Over three days, the lesson will cover social organizations by discussing their forms on the first day, functions on the second day, and both forms and functions on the third day. Learning activities include defining terms, identifying examples, analyzing differences between social organization types, and assessing students' understanding through short answer questions. The lesson aims to help students understand how social organizations shape individuals and society.
1. The document outlines a theoretical approach for understanding how social media impacts human agents, relationships, and ideas.
2. It uses the emergence of the online asexual community as a case study, showing how social media enabled isolation-breaking relationships and proliferation of ideas about asexuality.
3. The approach sees these impacts as interconnected processes where changes in one domain influence others in complex, cyclical ways. It aims to study these transformations non-reductively while recognizing dynamics within distinct moments.
Role of Libraries in society- Introduction, Meaning of Society, Modern society, stages of societal Evolution, Libraries and Society, Libraries: Basics-
.1 Meaning of Library,
2 Need and Purpose,
3 Value and Importance,
.4 Defining a Library,
Functional Role of Libraries in a Society,
Summary,
Answers to Self Check Exercises,
Keywords
Concepta, aspects and changes in Culture and Society.pptxKingCajayon1
This document discusses the concept of culture and society, analyzing their key aspects and changes. It defines culture as shared experiences that shape a group's understanding of the world. The document also examines elements of culture like symbols, language, norms and values, as well as how social and cultural changes occur over time.
CSC Q3 0202_PS_Community Dynamics and Process Elements.pptxEdmarSDimaano
This document discusses community dynamics and processes. It addresses how communities facilitate various functions through structures, dynamics, and processes. Community power can be derived from political, economic, and structural factors. Leadership is important for achieving community goals. Relationships within the community allow people to engage in community functions. Social change refers to how communities change over time through social interactions and relationships. The key points are that communities have interrelated processes involving power, leadership, relationships, and social change.
This document discusses community dynamics and processes. It addresses how communities facilitate various functions through structures, dynamics, and processes. Community power can be derived from political, economic, and structural factors and is tied to influence. Effective community leadership is important for meeting community goals. Relationships within a community allow members to engage in community functions. Social change refers to changes in a community's culture and processes over time, influenced by social interactions and relationships.
Similar to 2° term ii - social studie ii 2018 (20)
My family tree is a 3 sentence summary of the provided document:
My family tree is a worksheet for social studies students to fill out their name, grade, date, topic which is listed as "My family tree", and their teacher's name.
This is a 1-sentence summary of a social studies worksheet: The worksheet contains blanks for a student's name, grade, date, topic being studied in social studies class, and name of the teacher.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The student recognizes herself as a social and historical being who is a member of Colombia with its diverse ethnicities, cultures, and national identity. The unit focuses on teaching students about cardinal directions, tools for orientation and location like maps and compasses, cartographic representations, landforms of Colombia, and the country's territorial organization. Assessment includes having students locate themselves on maps using cardinal directions, compare tools for geospatial data, illustrate cartographic representations, and complete a map of Colombia labeling the departments.
This social studies worksheet provides a map of Colombia and asks students to identify and label 12 geographic features, including bodies of water like the Caribbean Sea, Pacific Ocean, Magdalena River, and Cauca River, as well as landforms such as the Llanos, Amazon Forest, three Mountain Chains, the Macarena Mountain Range, and the Santa Marta Mountain Range. Students are to write the number of each feature on the provided map.
This is a one-term social studies worksheet for a student. It provides spaces for the student's name, grade, date, topic being studied, and teacher. The student is instructed to complete the worksheet by filling in the names of each department.
This is a 1-page worksheet for a social studies class. It provides spaces for a student to write their name, grade, date, topic being studied, and teacher's name. The worksheet collects basic identifying information to organize the student's classwork.
This is a 1-page worksheet for a social studies class. It provides spaces for a student to write their name, grade, date, topic being studied, and teacher's name. The worksheet collects basic identifying information to organize the student's classwork.
The worksheet provides information about different landforms and bodies of water for a social studies class. It asks students to cut out and draw examples of landforms, which include mountains with peaks, hills surrounded by land, lakes surrounded by land, oceans of saltwater, rivers moving through channels, and islands surrounded by water. It also mentions volcanoes formed from lava rising through the earth's crust. The student is asked to create a game using the different landform hints provided on the worksheet.
The document is a worksheet for a social studies class asking students to color and label different landforms. It provides a list of 12 common landforms for students to identify: mountains, valleys, volcanoes, plateaus, deserts, canyons, peninsulas, oceans, islands, hills, plains, and rivers. It also provides a URL for a poster with images of the landforms that students can color and label.
This worksheet is for a social studies class and involves using a map to answer questions. The student must use the map to determine the location of their house relative to the school, playground, and nearby streets. They also must count and identify the number of houses in specific areas of the map and determine the position of the school and playground relative to their house and the park.
2° - Worksheet - 1 - Cardinal Direction - First Term Daniela Paris
The document provides a social studies guide for the first trimester that includes the student's name, course, date, topic, and teacher. It instructs students to follow their teacher's directions for a trip to the zoo.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. TEACHING FOR UNDERSTANDING UNIT 2018
AREA: SOCIAL STUDIES SUBJECT: SOCIAL STUDIES TEACHER: DANIELA PARIS GRADO: 2 TRIMESTRE: II
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
I recognize myself as a social and historical being, member of a country with diverse ethnicities and cultures, with a legacy that generates
national identity.
UNDERSTANDING GOALS
1. How do I establishrelationshipsbetweenexistingcommunities?(Method).
2. How do I relate communitiestotheirinternalorganizations?(Purpose).
3. What isthe role of each regulatoryandcontrol bodyof the community?
(Purpose).
TOPICS
1. Internal organizationof the differentcommunities(family,
school,neighborhood)
2. Urban and rural communities.(natural andcultural landscape,
urban andrural economicactivities)
3. Regulatoryandcontrol instancesinthe communities.
4. Conceptof history
5. Timeline (years, months,days).
6. NomadismandSedentary
7. PLEA´s readingworksheetapplication.
TOPIC 1 MY COMMUNITY
FASE HORA META PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
E
4
1
1,2
COGNTIVECOMPETENCE
1. Recognitionof communityconcept, thoughvideos
and flashcard forcreate theirowndefinitionof this
concept.
INTRAPERSONALCOMPETENCE
1.1Expressesorallyandina write the conceptof community.
1.2Distinguishesdifferentcommunities.
1.3Identifiesimagesof communitiesandrepresentsitwith
drawings.
2.1Differentiatethe kindof communities.
2.2Talks aboutreal experiencesinlifeaboutcommunities.
2. 2. Identification of some family members and school
communities,throughflashcards and questionsfor
identify the role of each member. Make a
brainstormingontheirnotebooksusingmainwords
2.3 Recognizedmemberof eachcommunity.
G
6 2
1,2
2
1,2
1,2
COGNITIVE COMPETENCE
1. Identification of the important places in each
neighborhood (hospital, supermarkets, shopping
centers, etc.), through the creation of a map, to
highlight the importance of the different places in
the community. (Homework)
INTRAPERSONAL COMPETENCE
2. Designof an interviewforthe staff of the school,to
understand how each person helps the functioning
of the institution,throughquestionsrelatedtotheir
work.
INTRAPERSONAL COMPETENCE
3. Comparisons about some roles in a community.
Students will work in groups and each one takes a
role of a community in order to make a role play to
the class. Finally, students answer the questions:
What isthe role of amemberinacommunity?What
are your roles according to the communities you
belong to?
COGNITIVECOMPETENCE
4. Descriptionof the rulesfollowedineachone ofthe
communities (family and school) through a
workshoptocompare the allowedbehaviorsineach
1.1Relatespre-conceptswithunknownvocabularyinorderto
mentionthe typesof communitiesontheirneighborhood.
1.2 Identifiesdifferentrolesineachplace.
1.3 Expressesorallythe importanceof eachplace intheir
neighborhood.
2.3 Designsquestionsusingthe vocabularylearnedinclass.
2.4 Sharesthe answersorallyusingproperEnglish.
3.1 Comparesdifferentrolesinacommunity.(Community helpers)
3.2 Observes with attention some videos about the roles in a
community to take part of conversations about the topic.
3.3 Identifiesdifferentrolesinsome flashcardsandtalkaboutone of
those.
4.1Identifies different rules for each community.
4.2 Differentiates the behaviors allow in different communities.
4.3 Express oral and write the rules of each community.
3. place,usingthe picturesgivenstudentsidentifyand
describe the rules.
S
5 1,2
2
COGNITIVE COMPETENCE
1. Illustration of the different communities through
the elaboration of a portrait to demonstrate the
different communities to which we belong.
INTRAPERSONAL COMPETENCE
2. Creation of a family tree to make a presentation
thatdescribesthe functionof thefamilyincludehow
it helps to the community.
1.1Identify the definition for each term.
1.2Selects main information about communities in order to
differentiate in a draw.
2.1 Describes their family using vocabulary learned in class.
2.2 Identifies family members and match its names properly.
TOPIC II MANY COMMUITIES IN A PLACE
E 2 2
1
INTRAPERSONAL AND PROCEDIMENTAL COMPETENCE
1. Recognition of rural and urban communities,
through videos students will identify differences
betweenrural andurbancommunities,forcomplete
a chart with differences.
COGNITIVE COMETENCE
2. Analysis of how the time (days, months and years)
is measured in the community to understand how
the communities have been organized through
history and how they are organized day by day
COGNITIVE COMPETENCE
3. Comparison of a picture betweenthe pre-concepts
of nomadism and sedentary, opposite to the
concepts seen in class. Students make a synoptic
chart on their notebooks.
1.1Relates pre-concepts with unknown vocabulary in order to
mention the types of communities on their notebooks.
1.1 Identifies the types of communities.
2.1Unsterstands how time is divided (days, months, years).
2.2Expresses the importance of measuring time.
3.1Compares pre-concepts with the concepts seen in class about
nomadism and sedentary in a synoptic chart.
3.2Explain with their own words de definitions for nomadism and
sedentary.
G 4 1,2 COGNITIVE, INTRAPERSONAL COMPETENCE
1. Classification of different activities in rural and
urban communities, through definitions some
1.1 Writes sentences about the main characteristics of Urban and
Rural community.
1.2 Talkabout comparisonsbetweenurban and rural communities.
4. 1,2
1
activities, studentswill classify where communityis
the proper one for each activity.
PROCEDIMENTAL COMPETENCE
2. Creationofconceptual map withthe mainconcepts
Using the metacognitive strategies students work
with a visual text called: “Sedentary vs. nomadic
tribes”Before readingthe text,theteachershowsto
studentstwo picturesabout nomads and sedentary
people in order to find differences between them
and predict about them. During the reading,
students circle the new words for them and try to
guess the meaning in groups.At the end, they have
to create a conceptual mapwiththe main concepts.
COGNITIVE COMPETENCE
3. Description of history concept, through questions
related how past events affect the present.
COGNITIVE AND INTRAPERSONAL COMPETENCE
4. Determination of the most important events that
gave way to sedentary, through history, to
understand the main reason in general, man
preferredasedentary lifestyle throughthe designof
a timeline.
3.1 Takesnotesaboutthe topicin orderto create a conceptual map
with the main concepts.
3.1Expresses orally what is history and its importance.
3.2Recognizes characteristics of historical events.
3.3Dertermines anddifferentiateswhatisahistorical eventandwhat
event is not.
4.1Reads and expresses properly what is a time line.
4.2Creates a timeline identifying its main characteristics.
4.3Identifies the historical events that led to a sedentary lifestyle.
S 3 1,2 COGNITIVE AND INTRAPERSONAL COMPETENCE
1. Elaboration of an oral presentation by groups for
illustrate examples of urban and rural communities
lived in the specific epoch.
PROCEDIMENTAL COMPETENCE
1.1 Presents orally the collage in front of the class.
1.2 Use the correctly the vocabulary learned in class.
5. 2. Creation of a collage about main items of
nomadism and sedentary for recognize the main
characteristics of each community.
2.1Uses vocabulary learned in class.
2.2Expressesorallythe characteristicsof nomadism and sedentary.
2.3Mades a creative collage.
TOPIC III REGULATORY AND CONTROL INSTANCES IN THE COMMUNITIES.
E 2 2,3 COGNITIVE, PROCEDIMENTAL AND INTRAPERSONAL
COMPETENCE
1. Identification of local boards through a story to
understand where the control of a community is
generated.
1.1Expresses orally what is a local board?
1.2Identifies why a local board exists and how does it work
G 4 1,3
1,3
COGNITIVE AND INTRAPERSONAL COMPETNCE
1. Recognitionofthe responsibilitiesofthe regulatory
and control bodies, through flash cards that show
some actions for understand what are the
importance of regulated a community.
PROCEDIMENTAL COMPETNCE
2. Organization of different control instance through
differentproblematicsituationsinthe communityto
understand what control is appropriate for each
situation.
1.1Identifiesthe differentcontrol bodiesanddescribe them.
1.2Understandsand expresses the importance of control bodies.
2.1 Organizes main ideas about what a control instance and what
does it mean.
2.2 Synthesizes information to create the own definition.
S 2 1,2,3 COGNITIVE, PROCEDIMENTAL AND INTRAPERSONAL
COMPETENCE
1. Creation of a story to identify communication
channels between the community and the control
instances.
1.1Represents adequately the communication channels that are
given in a community.
1.2Shareshisstory withhisclassmatesusingthe vocabularylearned.
TOTAL 32
TERM DESCRIPTORS:
6. SUPERIOR HIGH BASIC LOW
The student analyzes people´s
rulesandresponsibilitiesatthe
communities. Also, explains
rules which were built socially,
in order to identify when
he/she canparticipate ontheir
construction or adaptation.
The student differentiates
people´s rules and
responsibilities at the
communities. Also,
compares rules which were
built socially, in order to
identify when he/she can
participate on their
construction or adaptation.
The student identifies
people´s rules and
responsibilities at the
communities. However,
he/she should reinforce on
the rules which were built
socially,andwhenhe/shecan
participate on their
construction.
The student presents
difficulty to associate and
relate to their environment
the subjects seen during the
term such as people´s
responsibilities at the
communities, rules at the
communities, and when
he/she can participate on
their construction or
adaptation.
CRITERIA
LEVELS
Superior High Basic Low
Oral presentations
(Synthesis stage)
The student always uses the
target language to talk about
the different topics worked in
class.
The student uses very often
the target language to talk
about the different topics
worked in class.
The student sometimes uses
the target language to talk
about the different topics
worked in class.
The student rarely uses the
target language to talk about
the different topics worked in
class.
Written activities
The studentworksinan
excellentwaythe activities
inand out of the class,using
the target language,shows
responsibilityforgiving
compromisesand
homeworkinthe assigned
time,andworksshow
qualityandeffort.
The student does the
activities inside and outside
the class, using the target
language and showing
responsibility and tries to
give the works on time.
The student solves the
activities in and out the
class; gives the works, but
sometimes after the
established date.
The student works in class
but needs more effort in the
activities done. He/she must
pay more attention to the
instructions and dates for
work’s presentation.