LASALLIAN LEARNING MODULE

Teachers: Ms. Lita May O. Lubuguin

Ms. Nina Belle Gavan

Year/Level: Sophomore Level

Subject: World Economics

Term Module: First

Title: Industrialization in Europe

Time Frame: 12 weeks

CONTENT STANDARD

PERFORMANCE STANDARD

The students will.

The students will.

demonstrate understanding on the transformation of modernday countries and regions in the world due to the spread of
new ideas on science, politics and economy towards building
global consciousness.
(established by DepEd Curriculum Guide)

performs a critical analysis on the implications of the events

that happened to his country, community and oneself that led
to the transformation into modern times.
(established by DepEd Curriculum Guide)

RELATED LASALLIAN GUIDING PRINCIPLES

Lasallian educational experiences are dynamic processes that:
1) challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and self-mastery;
2) bring Christian perspectives to bear on human knowledge and culture;
3) encourage synergy, collaboration and dialogue in an environment that is fraternal, hospitable and laden with mutual
respect;
4) impel learners to translate their knowledge into actual practice for the betterment of society; and
5) prepare learners for responsible participation in the world of work, the family, the community, the wider society and the
local Church.

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CONTENT and COMPETENCIES

Content: Europe in the Early Industrial Revolution
Competencies:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Identify in written form and as a group the factors that led to the industrialization of Europe
Identify in written form and as a group the effects of the Industrial Revolution in Europe in world economy and trade
Identify in written form and as a group the economic theories that were developed during the 18th century
Explain orally and in written form and as an individual the factors that led to the industrialization of Europe
Explain orally and in written form and as an individual how the industrial revolution in Europe changed and influenced the
world economy and trade
Explain orally and in written form and as an individual how the economic theories that arose in the 18 th century influenced
the economy, politics and society of the countries in Europe during that time.
Compare and Contrast in written form and as a group work the industrialization that happened in Europe in the 18 th century
with modern times.
Analyze in written form and as a group statistical data that show the effects of industrialization in Europe during
the 18th century
Create in written form and as an individual an economic situation that would show the application of these economic
theories.

Content: Changing Socio-Economic Order

Competencies:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Identify in written form and as a group the factors that affect a growing population
Enumerate in written form and as a group the social institutions that make up a society
Identify in written form and as a group the factors that affect the human needs and wants of society
Explain orally and in written form and as an individual how these factors affected the growing population of a country
Explain orally and in written form and as an individual the importance of each social institution in a countrys economic and
social development
Explain orally and in written form and as an individual how these factors influence the needs and wants in relation to the
consumption patterns of the country
Research and put into writing and as an individual recommendations on how to address the challenges brought about by the
growing population
Reflect in written form and as an individual how each social institution affect an individuals decision-making
Analyze and reflect in written form and as an individual ones personal consumption and how it influences ones own
activities.

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REFERENCES/ SOURCES
Textbook:
Tullao, T. Understanding Economics in the Philippine Setting. Quezon City: Phoenix Publishing House Inc., 2004
Perry, M. A History of the World. Houghton Mifflin Harcourt. 1989. Revised Ed. Cacho Hermanos, Inc.
Mateo, G. et.al. World Civilizations: History and Culture. Manila: Vibal Publishing House, Inc., 2010
Pagayon, L. et.al., Social Studies in Perspective: History of the World. Second Ed. Makati: Diwa Learning Systems Inc., 2010
Ramirez, N. et.al., Journey III: World History. Bulacan: Kleafs Publishing, 2011
Soriano, C. et.al., Kayamanan 9: Batayang Kagamitang Pampagtuturo. Manila: Rex Bookstore, 2014
Websites:
http://www.ushistory.org/us/22a.asp
http://www.ehs.org.uk/dotAsset/15457c19-e7bd-4045-a056-30a3efac2d47.pdf
http://faculty.wcas.northwestern.edu/~jmokyr/Groningen.pdf
https://www.britishmuseum.org/research/publications/online_research_catalogues/paper_money/paper_money_of_england__
wales/the_industrial_revolution.aspx
http://www.youtube.com/watch?v=OF7-vN-aLOM
http://www.youtube.com/watch?v=IPa3kXZJIi0
http://www.youtube.com/watch?v=IPa3kXZJIi0
http://sitemaker.umich.edu/section4group5/results_and_discussions
http://ann.sagepub.com/content/369/1/98
http://plato.stanford.edu/entries/social-institutions/
http://www.youtube.com/watch?v=OOFFqClLR3I
https://www.youtube.com/watch?v=xG9pmpbAj64
http://www.youtube.com/watch?v=d-u3khwsUsc
http://www.youtube.com/watch?v=d-u3khwsUsc
http://www.youtube.com/watch?v=0DsuG6S5l6w

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BLENDED TOOLS
Face-to-Face

eLearning

Group/ pair discussions

Picture Analysis (F) group activity
Concept Mapping (F) individual and group activity
Name Hunt (F) group activity
SQ3R (F) group activity
Timeline (F) group activity
DBQ (F) group activity
Story Map (F) individual activity
Data Analysis (F) group activity
Reflection and Essay writing (F) individual activity

Web research
Use of apps (e.g., productivity, assessment, presentation)
eBook reading, writing and annotation (for PEARL)

STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOAL(S): (from Unpacking the Standards)
Students will independently use their learning to
develop a sense of social consciousness and responsibility towards new ideas on science, politics and economy in order to make
better decisions and actions that can contribute to positive social change.

BIG IDEA/ENDURING UNDERSTANDING (EU):

EU:
Students will understand that ...
The spread of new ideas on science, politics and economy influenced massive changes in the society.
ESSENTIAL QUESTION(S):
EQ:
Students will find the answer to the question
How does the spread of new ideas in science, politics and economy affect the society?

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STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT
The Department of Social Welfare and Development of Muntinlupa tasked your advertising agency to create a social mediabased web page to promote the advocacy against unjust and illegal labour practices and child labor in the Philippines. As the
head of the team, your goal is to create a web-page using social media that will promote social awareness on the continuous
illegal labour practices and the utilization of minors in sweatshops here in the Philippines. At the same time encourage
netizens to actively participate in the programs of government and non-government organizations that are promoting such
advocacy. At the end of the given timeframe, the website will be checked by the Secretary of DSWD together with the Mayor
and City Council of Muntinlupa. The web-page will be checked based on Content, Organization, and Usability of the Webpage.

ASSESSMENT TOOLS (taken from your Curriculum Map)

Knowledge

Pre-assessment

Process

Understanding

Performance/ Product

Pre-test / Post-test

Formative assessment Picture Analysis

Mind Map
Concept Map
Word Chart

Classroom Discussion FGD (group activity)

Compare and
DBQ (group activity)
Contrast Analysis
SQ3R (group activity)
(group activity)
Data Retrieval
Analysis
(group activity)

Discussion on the content,

organization and format of
the Online Campaign

Summative
assessment

Reflection Essay
Assessment 1
Assessment 2
Assessment 3
Long Assessment

CUA

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Assessment 1
Assessment 2
Assessment 3
Long Assessment

Reflection Essay
Long Assessment
CUA

RELATED FACET(S) OF UNDERSTANDING:

EXPLANATION
Students perform an activity to explain that new ideas and discoveries on science, politics and economy influenced massive
changes in the society.
INTERPRETATION
Students show manifestation of learning through an interpretation of data on increasing population.
APPLICATION
Students suggest solutions on a particular problem or issue through different individual or group activities
PERSPECTIVE
Students make an analysis based on data gathered on populations in the Philippines and selected countries in the world.
EMPATHY
Students express their thoughts and opinions on the importance of active participation for social transformation and change.
SELF-KNOWLEDGE
Students make personal reflection in the importance of active participation to achieve social change and development.

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STAGE 3: LEARNING PLAN FLOW

LESSON PROPER
Week 1
I. INTRODUCTION OF ESSENTIAL QUESTIONS
Objectives:
1. Introduce to the students the unit, key understanding and questions and performance activities.
2. Introduce the concept of industry and elicit prior knowledge on Industrial Revolution
Activities:
1. Picture Analysis
Mechanics:
1. Show pictures of old/vintage gadgets of the late 60s to the mid-90s.

2. Ask the students the following questions:

a. What do these things have in common?
b. What does this evolution tell us (picture of the history of mobile phones)
c. Why do these mobile phones evolve?
d. What brought about changes in society, politics and economy in the 18 th century in Europe?

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II. INTERACTION
Week 2-3
Objectives:
1.
2.
3.
4.
5.
6.

Enumerate the factors that led to the Industrial Revolution of Britain.

Enumerate the significant advances in Technology
Explain the importance of Industrialization
Enumerate and explain the effects of the Industrial Revolution
Describe the living and working conditions of women and children during the Industrial Europe.
Compare the effects of Industrialization from past to present

Activities:
1. Word Search Puzzle with Activity Sheet
Mechanics:
1. The class will form groups of four (4).
2. Each group will be given a list of words that must be found on the Word Search Puzzle.
3. After searching for the words, the group must find the definition of each word found.
4. Finally the students must create their own definition of the Industrial Revolution.
5. Class discussion shall follow afterwards.
6. Answers must be written on the activity sheet provided and submitted to the teacher at the end of the
class.
Guide Questions:
1. What words were you able to find in the puzzle?
2. What do these words mean?
3. How is it related to the Industrial Revolution?
4. What is your own definition of Industrial Revolution?
5. Why is it called a revolution?
Assignment:
On a one (1) whole sheet of paper, provide the following:
1. Give at least five (5) significant events that led to the beginning of the Industrial Revolution.
Explain briefly each event.
2. Enumerate the factors that led to the Industrial Revolution in Great Britain and explain clearly.
3. Compare the society, politics and economy of Great Britain and France during the 15 th 17th century.
Cite concrete examples of their differences.

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2. Timeline Making, Graphic Organizer and Name Hunt with Activity Sheet
Mechanics:
1. The class will form groups of four (4).
2. Each group will be given a set of task to be accomplished.
a. Make a creative timeline on the using the significant events that led to the Industrial Revolution
of Europe.
b. Create a graphic organizer that will show the factors that led to the Industrial Revolution in
Great Britain.
c. Find the names of the following personalities give their contributions during the Industrial
Revolution in Europe.
3. Class discussion shall follow afterwards.
4. Answers must be written on the activity sheet provided and submitted to the teacher at the end of the
class.
Guide Questions:
1. What were the significant events that led to the industrialization of Europe?
2. How did it lead to the industrialization of Europe?
3. What were the factors that led to the Industrial Revolution of Great Britain?
4. Why did the Industrial Revolution began in Britain? How is it different from other European countries?
6. Who were the personalities that led the Industrial Revolution in Europe?
7. How did their contributions affect politics, economy and society of Europe at that time?
8. In what way did their contributions affect our lives at present?
Assignment:
On your MLD, search and bookmark articles that discusses the effects of the Industrial Revolution. Focus
on the following topics:
a. domestic system vs. factory system
b. urbanization
c. standards of living
d. increase in population
e. labor and living conditions

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3. News or Article Analysis

Mechanics:
1. The class will be divided into five (5) groups.
2. Each group will have an assigned topic that focuses on the effects of the Industrial Revolution in
Europe:
Group 1- domestic system vs. factory system
Group 2- urbanization
Group 3- standards of living
Group 4- increase in population
Group 5- labor and living conditions
3. Each group will present a critical analysis through a KeyNote (App) presentation on the based on the
article they have chosen.
4. Class discussion shall follow afterwards.
Guide Questions:
1. What is the title of your news article about?
2. What do you already know about the topic?
3. In 2-3 sentences, what is your article about?
4. How does the article describe the effect of the Industrial Revolution in Europe at that time?
6. How did urbanization in Europe changed its society and economy?
7. How did the increase in population affected the economy?
8. What can you say about the labor and living conditions of workers at that time?
9. Were their condition addressed properly? Explain your answer.
10. In general, what can you say about the article that you read?
4. Reading Article Analysis (Direct Prompt for Scaffold)
Mechanics:
1. The students will be working with their seatmates as their partners.
2. The teacher will provide reading articles to the pairs which they will read together.
Related links to articles:
a. http://www.globalexchange.org/sweatfree/nike/stillwaiting
b. http://news.bbc.co.uk/2/hi/programmes/panorama/970385.stm
c. http://www.dailymail.co.uk/news/article-2014325/Nike-workers-kicked-slapped-verballyabused-factories-making-Converse-line-Indonesia.html
d. http://www.theguardian.com/world/2012/jan/12/nike-1m-indonesian-workers-overtime
e. http://www.businessweek.com/stories/2006-11-26/secrets-lies-and-sweatshops
3. After reading the article, the pair shall write a collaborative reflection essay based on the illegal labour
practices as well as the utilization of minors in factories.
4. Class discussion shall follow afterwards.

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Guide Questions:
1. What is the title of your news article about?
2. What do you already know about the topic?
3. In 2-3 sentences, what is your article about?
4. How does the article describe the working conditions of the workers?
6. In what way is the working conditions during the Industrial Revolution in the 18 th century similar to the
working conditions of people particularly women and children at present?
7. In general, what can you say about the article that you read?
5. Video Presentation and Reflection (Open Prompt for Scaffold)
Mechanics:
1. The students will watch a short video presentation on Child Labor.
2. After watching the video, the students will be asked to write a short reflection on the illegal practices
and child labor on sweatshops all over Third World countries.
4. Class discussion shall follow afterwards.
5. Answers must be written on the activity sheet provided and submitted to the teacher at the end of the
class.
Guide Questions:
1. What is the title of the video presentation?
2. What do you already know about the topic?
3. In 2-3 sentences, what was the video presentation about?
4. Which part of the video caught your attention? Why?
6. Do you think this problem has somehow been addressed? In what way?
7. As a Lasallian youth, what simple acts can you do to help in addressing the issue on illegal labor
practices and child labor here in the Philippines?
6. Talk on Illegal Labor Practices and Child Labor in the Philippines with Reflection
(Guided Transfer for Scaffold)
Mechanics:
1. The students will attend and listen from a resource speaker invited by the school to give a short talk on
the illegal labor practices and child labor issues in the Philippines.
2. After the talk, the students are encouraged to ask questions for clarifications they might have about the
topic discussed.
3. As an output, the students will be asked to write a short reflection on the illegal practices
and child labor on sweatshops in the Philippines.
4. Answers must be computer-typed on a short bond paper following a specific format.
Guide Questions:
1. What is the title of the talk?
2. What do you already know about the topic?

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3.
4.
6.
7.

In 2-3 sentences, what was the talk about?

Which part of the talk caught your attention? Why?
Do you think this problem has somehow been addressed? In what way?
As a Lasallian youth, what simple acts can you do to help in addressing the issue on illegal labor
practices and child labor here in the Philippines?

7. Comparison Chart Making Activity

Mechanics:
1. The class will be grouped into four (4).
2. Each group will be given an assigned topic on the effects of industrialization in Europe in the 18 th
century
3. Through the use of a comparison chart each group is tasked to compare their assigned effect of
industrialization with its effects in modern times.
Group 1- urbanization
Group 2- standards of living
Group 3- increase in population
Group 4- labor and living conditions
3. Using their MLDs they will present their chart to the class after 30 minutes of brainstorming and
chart-making.
4. Class discussion shall follow afterwards.
Guide Questions:
1. What topic was assigned to your group?
2. In 2-3 sentences, describe the effect it had in Europe in the 18th century.
3. How has it changed in modern times?
4. Was the change for the better? Why or why not?
5. What specific situation can you tell to show its effect now?
Assignment:
On a one (1) whole sheet of paper, provide for the following:
1. Cite at least 3 significant events that changed Europe due to the second phase of the Industrial
Revolution.
2. Using the table below, provide a brief description of the given economic theories.
ECONOMIC THEORY
Mercantilism
Capitalism
Physiocracy

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THEORIST

IMPORTANT CONCEPTS

Laissez-Faire
Marxism
Socialism
Liberalism
Nationalism
Week 4-6
Objectives:
1.
2.
3.
4.

Enumerate the significant events that happened at the second phase of the Industrial Revolution
Enumerate economic theories that came out at the second phase of the Industrial Revolution
Explain how these economic theories made an impact in the economy, politics and society of Europe
Explain how these economic theories continue to affect our lives at present times

Activities:
1. Group Reporting with DBQ Activity
Mechanics:
1. The class will be divided into 8 groups.
2. Each group will be given an economic theory that arose at the second part of the Industrial Revolution
in Europe.
Group 1 Mercantilism
Group 2 Capitalism
Group 3 Physiocracy
Group 4 Laissez-Faire
Group 5 Marxism
Group 6 Socialism
Group 7 Liberalism
Group 8 Nationalism

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3. Each group will be given the following tasks:

a. Create a concept map or a graphic organizer that will explain their assigned theory.
a.1 definition
a.2 proponent / theorist
a.3 brief historical background
a.4 practical application
b. Present an excerpt from a news article or reading article about the assigned topic and explain its
application through modern times.
4. Using their MLDs each group will present and explain their assigned theory to the class.
5. Class discussion shall follow afterwards.
6. There will be at least 2 reporters per meeting.
Guide Questions:
1. Which theory was assigned to your group?
2. Who developed that theory?
3. What significant events led to the development of such theory?
5. Is it still applicable and effective in modern times? Why or why not? How is it being applied?
Assignment:
On a one (1) whole sheet of paper, provide the following:
1. In 3 5 sentences, how did these theories affected modern-day societies and economy?
2. Give at least five (5) significant events that led to the beginning of the Industrial Revolution.
Explain briefly each event.
3. Using the table below, provide a brief description on the development of nationalism on the following
European nations.
European Nation
Great Britain
France
Germany
Italy

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Significant
Personalities /
Groups

Significant events that led to the

formation of their nationalism

2. Group Reporting Activity

Mechanics:
1. The class will be divided into 4 groups.
2. Each group will be given a European country whose nationalism arose as influenced by the Industrial
Revolution in Europe.
Group 1 Great Britain
Group 2 France
Group 3 Germany
Group 4 Italy
3. Each group will be given the following tasks:
a. Make a creative timeline that will explain the formation of nationalism on your assigned
European nation.
4. Using their MLDs each group will present and explain their assigned country to the class.
5. Class discussion shall follow afterwards.
6. There will be at least 2 reporters per meeting.
Guide Questions:
1. Which country was assigned to your group?
2. Who were the significant people who contributed to the development of their nationalism?
3. What significant events led to the development of their nationalism?
5. How did those events affect their nationalism in modern times?
3. Reading Article Analysis
Mechanics:
1. The students will be working with their seatmates as their partners.
2. The teacher will ask the students to read the article on Nationalism or Patriotism in the Philippines.
Related link: http://www.philstar.com/opinion/2013/04/25/934583/patriotism-or-nationalism
3. After reading the article, the pair shall write a collaborative reflection essay based on the article.
4. Class discussion shall follow afterwards.
Guide Questions:
1. What is the title of the article?
2. What do you already know about the topic?
3. In 2-3 sentences, what is the article about?
4. How does the article describe the patriotism and nationalism in the Philippines?
6. In what way is the nationalism of other country different from us Filipinos?
7. How does the nationalism of a country affect their society and culture?
8. Do you think we Filipinos show enough of our nationalism and patriotism? Why or why not?
9. As a Lasallian, what concrete actions can you do to show your love for our country?

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Assignment:
On a one (1) whole sheet of paper, provide the following:
1. List down the top 10 countries with the largest population in 2013.
2. Currently, how large is the population of the Philippines?
3. Give at least five (5) significant factors that affect a growing population. Explain briefly.
Week 7-9
Objectives:
1. Enumerate the countries with the highest number of population
2. Identify the ranking of the Philippines in terms of its population
3. Identify the factors that affect a growing population
4. Enumerate the social institutions that make up a society
5. Enumerate the factors that affect the human needs and wants of society
6. Explain how these factors affected the growing population of a country
7. Explain the importance of each social institution in a countrys economic and social development
8. Explain how these factors influence the needs and wants in relation to the consumption patterns of the country
9. Research and recommend how to address the challenges brought about by the growing population
10. Reflect how each social institution affect an individuals decision-making
11. Analyze and reflect ones personal consumption and how it influences ones own activities
Activities:
1. Video Presentation with short reflection
Mechanics:
1. The students will watch a short video presentation on Family Planning.
Related link: https://www.youtube.com/watch?v=H7jq8ccQ450
2. After watching the video, the students will be asked to write a short reflection on the call for family
Planning.
4. Class discussion shall follow afterwards.
5. Answers must be written on a short pad paper provided and submitted to the teacher at the end of the
class.
Guide Questions:
1. What was the video all about?
2. What is it trying to convey to the audience?
3. What issue was the video trying to address? Why?
4. Do you think the Philippines is experiencing problems on its population? Why?

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2. Concept Map- Making Activity

Mechanics:
1. The class will be asked to form groups of 4.
2. Through the use of any educational app, each group is tasked to create a concept map that will show
the various factors that affect a growing population.
4. Class discussion shall follow afterwards.
Guide Questions:
1. What are the various factors that affect the population of a country?
2. How do these affect the day-to-day lives of the people?
3. How does the government address this problem?
4. Do you think the Philippines is experiencing the same problems on its population? Why?
3. Collage Making Activity
Mechanics:
1. The class will be asked to form groups of 4.
2. Through the use of any educational app, each group is tasked to create a collage that shows the
effects of population explosion in the countrys economy and society.
4. Class discussion shall follow afterwards.
Guide Questions:
1. What are the effects population to the economy and society of a country?
2. How do these affect the day-to-day lives of the people?
3. How does the government address this problem?
4. How are these effects evident here in the Philippines? Why?
5. As a Lasallian, what can you do to contribute?
Assignment:
On a one (1) whole sheet of paper, provide the following:
1. Identify the social institutions that make up the society of a country.
2. Enumerate the roles of these institutions to society.
3. What are the challenges faced by these institutions? Explain briefly.

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4. Pyramid-Building Activity
Mechanics:
1. The class will be asked to create a pyramid using any drawing or photo editing app on their MLD.
2. On one side of the pyramid, they will arrange the things that they want to have and things they need to
have and rank it based on its necessity and urgency to get it.
4. Class discussion shall follow afterwards.
Guide Questions:
1. What are the things that you want to have?
2. What are the things you need to have?
2. Explain how you arranged your choices.
3. What are the factors that could influence your choices of your needs and wants?
4. How do these factors affect your choices and decisions?
5. Based on Maslows hierarchy of Human Needs and Wants, were you able to prioritize the right things?
Why or why not?
III. INTEGRATION
Objectives:
1. Show ones appreciation of the role of social institutions in the holistic development of an individual.
2. Emphasize the importance of making the right decisions in choosing between our needs and wants.
3. Apply the knowledge and skills learned from the lessons discussed within the term.
Activities:
Week 7-9
1. Comic Strip Making Activity
Mechanics:
1. The class will be divided into 8 groups.
2. Through the use of any educational app, each group is tasked to create a comic strip that shows the
Following:
a. the roles of each institution in society.
b. how each institution contributes to the development of an individual.
4. Class discussion shall follow afterwards.

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Guide Questions:
1.
2.
3.
4.
5.

What are the roles of each social institution?

How does this institution influence the lives of the people?
How does it affect the government and economy in general?
How do these influences affect Philippine society and economy?
As a member of society, how do these institutions influence or affect your life?

Assignment:
On the note-taking app of your MLDs, jot down the following:
1. List and ranks of the things you want to have.
2. List and ranks of the things you need to have.
2. Video Commercial Activity
Mechanics:
1. The class will be divided into 8 groups.
2. Each group will be given 20 mins to create a 2-min video commercial on making wiser choices between
our wants and needs.
3. Each group will only be given a total of 3 mins to present their short commercial.
4. Class discussion shall follow afterwards.
Guide Questions:
1.
2.
3.
4.
4.

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What was your commercial all about?

What message are you trying to convey on your commercial?
How do your wants and needs affect your choices?
What is wrong with consuming too much of a commodity?
As a Lasallian, what can you do to promote wise consumerism within the Lasallian community?

Week 10-12
1. Performance-Based Task
The Department of Social Welfare and Development of Muntinlupa tasked your advertising agency to create a
social media-based web page to promote the advocacy against unjust and illegal labour practices and child labor in the
Philippines. As the head of the team, your goal is to create a web-page using social media that will promote social awareness
on the continuous illegal labour practices and the utilization of minors in sweatshops here in the Philippines. At the same time
encourage netizens to actively participate in the programs of government and non-government organizations that are
promoting such advocacy. At the end of the given timeframe, the website will be checked by the Secretary of DSWD together
with the Mayor and City Council of Muntinlupa. The web-page will be checked based on Content, Organization, and Usability of
the Webpage.
Mechanics:
1. The class will be divided into 10 groups
2. Each group will assign a Leader and Media Consultant.
3. The group will create a PAGE on Facebook about the assigned environmental issue.
* Facebook GROUP is different from FAN PAGE.
4. The PAGE page must include the following:
a. Wall: Important announcements, etc.
b. Information: Information about the current issues on Illegal Labour Practices and Child Labor
in the Philippines
b.1 objective of the Page
b.2 cause and effects
b.3 possible solutions
b.4 organizations involved / participation
c. Discussions: Create forums or topics for discussions
d. Photos:
d.1 Significant and current articles about the topic
d. 2 Photos of organizations, programs or activities involved in addressing the issues
e. Video:
e.1 Videos or Podcasts about the topic.
e.2 Promotional video to attract more members into the group
5. Information gathered must come from CREDIBLE sources (ex. National Geographic, Discovery Channel,
CNN, BBC, Rappler, etc.)
6. References of all materials used must be cited. Take note of Copyright policies.
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