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1. DEFINITIONS OF COMMUNITY
CEDAR College, Inc.
UNIT II:

2. LESSONS
01 Unity in diversity
Social Science
Perspective
02 Institutional
Perspective
03

3. LESSON OBJECTIVES
The learners will be able to define the community using various perspective,
eg., social sciences, Institutional perspective, .Local and grassroots levels
01
develop/ affirm sense of shared identity and willingness to contribute to the
attainment of the common good
04 06

4. UNITY IN DIVERSITY
CEDAR College, Inc.
TOPIC I:

5. UNITY IN DIVESITY
Communities are diverse. They
are never static entities that
are simplistic and narrow.
diverse - various, many and
different
The interpretation itself of what
is community is has been
debated by social scientist
and thought leaders.
This diversity of a common
idea exposes the narrative that
is vibrant and ever changing
or evolving until this day.

6. UNITY IN DIVESITY
Unity in diversity is a phrase
that signifies the unity among
people with diverse cultural,
religious beliefs, social statuses
and other demographic
differences. This phrase
originated in ancient times and
is used by various political and
social groups to demonstrate
unity among individuals or
communities.

7. IMPORTANCE OF UNITY
IN DIVERSITY
Unity in diversity is essential for any
country in the following ways:
For National Integration:
Unity in diversity is very important
for a country because it is easy to
disintegrate people with different
views and ideologies.
If there is unity among the people
despite their differences, it will
always be impossible for a force to
disintegrate the nation.
The unity of citizens plays a
significant role in maintaining
peace and prosperity in a country.

8. FOR DEVELOPMENT
AND GROWTH:
Unity in diversity plays a vital role in
the country's development because
a country that is integrated will
always move on the path of
development. It will face fewer
internal issues than a country that is
socially unstable and divided on
different terms.

9. FOR PEACEFUL CO-
EXISTENCE:
Diversity can also cause internal
conflicts, but unity in diversity plays
a significant role in maintaining
peaceful co-existence with people
with diverse cultures and
backgrounds. It helps them stay
united despite their disagreements.

10. THE DIFFERENCE
BETWEEN UNITY AND
DIVERSITY
There is a feeling of togetherness
and integration in unity. It is the
spirit that holds people together
and a bond that signifies a sense of
fairness.
Unity stands for relations between
different groups that bind them into
a single unit.
Unity:

11. THE DIFFERENCE
BETWEEN UNITY AND
DIVERSITY
Diversity refers to difference or
differentiation. It can be defined as
the collective differences of groups
based on religion, race, language,
etc.
It is a diversity of classes and
groups living in different regions,
with different cultures, traditions
and backgrounds.
Diversity:

12. THE DIFFERENCE
BETWEEN UNITY AND
DIVERSITY
A family may have people with
different views, interests, or
preferences who show their
diversity in many aspects, but they
demonstrate a sense of unity among
them as a family.
Unity is a state of being, while
diversity is a state of being
separate or different.

13. FACTORS THAT LEAD TO
UNITY IN DIVERSITY
Means unity among various religious
groups, such as Hindu, Muslim,
Christian, etc. All these religions
have the same principles like
kindness, honesty, the value of life,
belief in an invisible power, etc.
Religious Unity:
1.

14. FACTORS THAT LEAD TO
UNITY IN DIVERSITY
If there are many languages across
the country, having a link language
solves the plurality of languages.
2. Language Integration:

15. FACTORS THAT LEAD TO
UNITY IN DIVERSITY
Means unity among various castes,
sub-castes and communities.
Despite the vastness, most ancient
cultures have unity.
3. Cultural Unity:

16. FACTORS THAT LEAD TO
UNITY IN DIVERSITY
A democratic system of politics that
calls for political alliances at all
levels.
4. Political Unity:

17. FACTORS THAT LEAD TO
UNITY IN DIVERSITY
This means that there should be an
emotional bond, and they should be
close to each other.
5. Emotional Unity:

18. SOCIAL SCIENCE PERSPECTIVE
CEDAR College, Inc.
TOPIC II:

19. OVERVIEW
The social sciences are regarded as simply as the study of people
and societies. Throughout history, social sciences concentrated on the
factors that shaped and dictated the course of our civilization. A study
in social sciences demands a deeper understanding of people’s
behaviors and processes in relation to the scheme of societal order.
Different branches of the field correspond to a specific value of
human processes in varied degrees of scope alongside their inherent
limitations. A more holistic view is needed for us to study this immerse
topic.
04 06

20. ANTHROPOLOGICAL
PERSPECTIVE
Communities are the driving force
of civilizations. Human evolutions
itself came from the mold of these
evolutionary shifts and drastically
accelerated human development.
Charles Darwin’s discovery of
human evolution through natural
selection highlights the idea that
development stemmed from the
ability of a certain species to adapt
and therefore survive its
environment.

21. ANTHROPOLOGICAL
PERSPECTIVE
Darwin discovery overturned the
commonly held logic and has
changed the way we view not only
human development but also other
ideas.
Now, if we glance into how
biological forms survive, we also use
this map out not only on how
humans survived with help of their
biological characteristics and
advantage but also on how the
creation of our own social
mechanism secured our place at
the top of the evolutionary chain.

22. PALEOLITHIC AGE (OLD
STONE AGE)- HUNTING
AND GATHERING
Around 2.5 million years ago, our
earliest human ancestors survived as
hunter-gatherers during this era.
Through sheer human ingenuity, the
earliest men crafted tools from
rocks and other materials they
could find. These tools were used
basically for cutting and chopping.
Human development was marked
by the development of their tools,
which started the Oldowan stone
tool industry which is the earliest
known period.

23. PALEOLITHIC AGE (OLD
STONE AGE)- HUNTING
AND GATHERING
Moving on, at around 1.6 million years
ago, humans started to slowly improve
their tools as they had more robust
construction and are more symmetrical,
marking the Acheulean tradition.
The name "Acheulean" (ash-you-LEE-un)
is taken from the name of a site named
Saint-Acheul, near Amiens in northern
France, and is used to refer to a range
of Lower Paleolithic tool-making
traditions found widely across Afro-
Eurasia. The typical tool is a general-
purpose hand-ax.

24. PALEOLITHIC AGE (OLD
STONE AGE)- HUNTING
AND GATHERING
This also signifies the earliest period
where humans exhibited a form of
communal behavior.
communal behavior - a general
concern for others.
Foraging is one of the earliest forms
of social stratification where roles
were given to certain members of
the group.
Social stratification refers to a society's
categorization of its people into rankings
based on factors like wealth, income,
education, family background, and power.

25. PALEOLITHIC AGE (OLD
STONE AGE)- HUNTING
AND GATHERING
The formation of these roles
emphasized the need for the
earliest human to form relationship
among themselves to improve their
chances for survival.
Hunting demands the physical tools
to do the work, therefore, it was
mainly a task for males. Women
were known to gather wild plants
and smaller preys. This was the first
evidence of how men categorized
roles through the division of labor.

26. MESOLITHIC AGE
(MIDDLE STONE AGE)
HORTICULTURAL AND
AGRICULTURAL
They cultivated plants and then
later, they formed an agricultural
society. However, this arc did not
happen the same rate because the
evolution of many of these primitive
communities was also affected by
the environment in which the
humans were situated.
Many of our earliest ancestor opted
to settle near bodies of water
because fish more abundant.

27. NEOLITHIC AGE
AGRARIAN
In this age, communes were more
efficient than in the previous two
ages. Herding was added to
agriculture as their main sources of
food. Having evolved from hunting
and gathering, herding was the
start of the complex society moving
away from foraging as the
commune’s primary task.
It was also in this period of
development where humans evolved
culturally.

28. NEOLITHIC AGE
AGRARIAN
Since settlements were more
permanent and work was becoming
more structured, it gave time for the
communes to use their free time in
other pursuits than foraging.
This resulted in the materialization
of societal relations and dynamics
in the commune became more
grounded and systematized,
ushering the dawn of civilization.
This gave birth to the earliest known
civilizations, such as Mesopotamia,
Egypt, China, and the Indus Valley,
which later on become the origins
of modern states.

29. NEOLITHIC AGE
AGRARIAN
Agriculture was scaled down during
this period as more efficient ways of
farming were developed.
Humans developed tools using
sturdier materials such as metals,
which they developed later as
farming equipment.
As the knowledge from the
thousands of years contributed to
more optimum techniques of
cultivating the land, they also
developed water irrigation.

30. SOCIOLOGICAL
PERSPECTIVE
Sociology is a branch of social
science that analyzes the history,
evolution, structure, and functions of
societies. Sociology is employed in
observing the community in a more
sociological perspective, by
focusing on the subject across
agencies, from individual (micro
level) to larger and broader subject
(macro level) which includes
institutions and groups.

31. SOCIOLOGICAL
PERSPECTIVE
The tools for studying societies vary
from direct participation or more
empirical bases to critical
analogies of social phenomena.
In traditional study of sociology
focus of the study falls within these
topics:
Social Stratification
1.
Social Class
2.
Social Mobility
3.
Religion
4.
Sexuality
5.
Deviance
6.

32. SOCIAL STRATIFICATION
1.
To study, a scholar needs to have a
cluster of identifiable traits to
distinguish individuals and groups
from one another. To do this, social
scientists use social stratification to
delineate subjects.
Such categorization may be based
on work, wealth, or wage. The
resulting classification usually split
subjects into lower class, middle
class, and upper class to identify
the various strata within societies.

33. 2. SOCIAL CLASS
A social class is the direct result of
classifying people in accordance to
material wealth, relative social
value, or other traits. It is
determined based on a specified
set of observable and quantifiable
characteristic relative to a set
benchmark.

34. 3. SOCIAL MOBILITY
Societies today are not only
classified and identified by where
they are based or situated.
Social mobility is the study of how
individuals or groups move across
classifications and stratifications.
Examples of social mobility include
marrying into a wealthy family,
moving from a shop floor job to a
white-collar management job, and
taking a university degree to unlock
doors to a high-status profession.

35. 4. RELIGION
It is how people or groups are
classified by using core religious
beliefs and practices as an
identifiable social characteristics. In
sociology, religion is recognized as
one of primary influences that
contribute to individual identity and
social norms and thus is one of the
factors to be studied.

36. 5. SEXUALITY
Studying people also demands a
more personal approach in
identifying subjects. Sexuality is one
of the topics that identify people
and groups through their sexual
norms, orientation, interest, and
behavior.
These characteristic are manifested
from the more obvious, like fashion
or aesthetic preference, to a more
abstract and less identifiable, such
as sexual preference and emotional
and spiritual characteristics.

37. 6. DEVIANCE
When we hear the word deviance
or deviant, we often have a feeling
of unease.
To become deviant, it must be
against a present a rule or agreed-
upon norm.

38. POLITICAL PERSPECTIVE
When we hear the word deviance
or deviant, we often have a feeling
of unease.
To become deviant, it must be
against a present a rule or agreed-
upon norm.
Norms - something that is usual,
typical, or standard.

39. Under the guidance of industry
professionals, students should
be able to acquire relevant
and practical industrial skills
upon completion of work
immersion.
Students should be able to
enhance their technical
expertise and proficiency upon
completion of work immersion.
Students should be able to
successfully perform duties and
responsibilities in their chosen
industry upon completion of
work immersion.
WORK IMMERSION
OBJECTIVES

40. ACTUAL WORK IMMERSION
Planning Schedule
Deployment
October 23, 2023
Deployment
School Auditorium
Consultation
October 27, 2023
Consultation
Advisory Rooms
Coaching
October 30, 2023
Coaching
Advisory Rooms
Please refer to the instruction sheet for the company's name, address, and phone
number. As required, coordinate with your adviser.

41. POST-WORK IMMERSION
Planning Schedule
Awarding
November 27, 2023
Awarding of Work
Immersion
Certificates
Covered Court
08:00 a.m.
Completion
November 22, 2023
Submission of Final
Requirements and
Assessments
Covered Court
05:00 p.m.

42. WORK IMMERSION
COORDINATORS
Avery Davis
+123-456-7890
hello@reallygreatsite.com
www.reallygreatsite.com
Sacha Dubois Drew Feig Olivia Wilson
+123-456-7890
hello@reallygreatsite.com
www.reallygreatsite.com
+123-456-7890
hello@reallygreatsite.com
www.reallygreatsite.com
+123-456-7890
hello@reallygreatsite.com
www.reallygreatsite.com

43. IMMERSION MONITORING
October 03, 2023
Work Ethics Seminar
School Auditorium
October 04, 2023
PTA Meeting School
Auditorium
October 05, 2023
Company Review
School Auditorium
October 09, 2023
Immersion Seminar
School Auditorium
October 11, 2023
Final Orientation
School Auditorium

44. REQUIREMENTS CHECKLIST
Work Immersion Portfolio
Printed Work Plan
Documentation
Daily Immersion Journal
Immersion Certificates
Professional Resume
Coaching Documentation
Weekly Evaluation
Written Activities
Company Assignments
Takeaways
Peer Evaluation

45. THANK YOU &
GOOD LUCK!

46. TEACHER RESOURCES PAGE