NSTP1-LTS_AY-2021-2022-combined.pdf

LEARNING MATERIAL
COMPILATION in NSTP 1
NATIONAL SERVICE
TRAINING PROGRAM 1:
An Intervention Material in Flexible Learning
Exclusively for the use of CatSU NSTP Student-Trainees

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DISCLAIMER
D I S C L A I M E R
This learning material compilation is used in compliance with the flexible
teaching-learning approach espoused by Commission on Higher Education
(CHED) in response to the pandemic that has globally affected educational
institutions. Authors and publishers of the contents are well acknowledged. As
such, the National Service Training Program (NSTP) and its faculty do not claim
ownership of all sourced information. This LMC is solely for instructional purposes
and not for commercialization. Moreover, copying and/or sharing part/s of this
learning material in all forms (such as, but not limited to social media like
Facebook, Messenger, Instagram, etc.) is highly discouraged from students and
faculty.
Catanduanes State University
National Service Training Program

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PREFACE
This learning material was compiled and written only for you. It is meant to facilitate your
learning of various theories and concepts on the course, National Service Training
Program 1. Amidst this pandemic, we know that you do not want your education be
stopped, nor its quality be compromised. Through the help of this LMC, we want to be
with you in this pursuit. Most importantly, you, willing to take an active part on this journey
marks the success of this endeavor.
You will be given one learning material for every unit. Every learning material follows the
4As approach to adult teaching.
You will note that some of the contents of this learning material are not originally written
by your teachers. Please understand that this learning material was made for student-
trainees of NSTP only. This LMC is only for your guide, hence, it should not be given or
extended to anyone else. Please observe strict compliance to this rule. We do not intend
to plagiarize anything, nor go against the rules in copyright. Limited with time and
resources, we end up having this. No worries! Rest assured that the quality of higher
education that we are all aiming was considered in the preparation of this learning
material.
Are YOUth Geared-Up Already? Then, buckle down for learning. Be extra serious to
take this journey, but do not forget to enjoy and have fun!

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NSTP FACULTY-TRAINER PRAYER
by Carmelo John E, Vidal, DA.
Make me an agent of change, Oh Lord,
and cultivate good seeds of hope.
Let me be a channel of Your love
and an instrument of peace and development.
Inspire me to train the young into good citizens of the land
through the National Service Training Program.
And as | fulfill my mission of transforming the youth,
Cleanse my heart pure and chaste,
Instill in me understanding and wisdom,
Clothe me with the radiance of Your light,
and Help me inculcate to my trainees Filipino values of
Maka-Diyos, Maka-Bansa, Maka-Tao and Maka-Kalikasan.
Almighty Father, grant me with the courage
to withstand the obstacles and challenges
that come along my way
so | can continually share a part of me
and the fruits of Your blessings to the NSTP trainees,
my fellow, my community, my country the Philippines,
and the world for your greater glory.
Amen .

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NSTP STUDENT-TRAINEE PRAYER
Make me an agent of change
‘and sow good seeds of hope.
Inspire me to serve and protect the patrimony of my land
and Mould me into a responsible Filipino
Almighty Father,
grant me the courage to realize my worth
and fulfill my purpose in life
so I can continually share a part of me
and the fruits of Your blessings to my peers,
my fellow citizens, my community,
my country -the Philippines

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TABLE OF CONTENTS
DISCLAIMER ............................................................................................................................................................ II
PREFACE................................................................................................................................................................. III
NSTP FACULTY-TRAINER PRAYER........................................................................................................................... IV
NSTP STUDENT-TRAINEE PRAYER ........................................................................................................................... V
TABLE OF CONTENTS.............................................................................................................................................. VI
COURSE OUTLINE.................................................................................................................................................. VII
COURSE TITLE.................................................................................................................................................... VII
COURSE DESCRIPTION ......................................................................................................................................... VII
COURSE CREDIT ................................................................................................................................................. VII
PREREQUISITE.................................................................................................................................................... VII
CONTACT HOURS ............................................................................................................................................... VII
COURSE OUTCOMES ........................................................................................................................................... VII
COURSE REQUIREMENTS ...................................................................................................................................... VII
COURSE POLICIES ...............................................................................................................................................VIII
GRADING SYSTEM...............................................................................................................................................VIII
ORGANIZATION OF THE LMC ................................................................................................................................VIII
COMMUNICATION AND COLLABORATION PLATFORMS.................................................................................................. IX
GENERAL GUIDELINES ON THE SUBMISSION OF ACTIVITIES............................................................................................. IX
CONSULTATION TIME ........................................................................................................................................... IX
LMC 1: CITIZENSHIP TRAINING .........................................................................................................................1

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COURSE OUTLINE
Course Title
Course Description
The Literacy Training Service (LTS) component consists of lectures on values education,
transformational leadership and social mobilization; awareness of human development trends,
teaching- learning principles and concept dynamics on non-formal education.
The Civic Welfare Training Service (CWTS) as a component of the National Service Training
Program (NSTP) is a course to first year students both male and female, designed to help them
understand, appreciate and eventually live by the basic concepts of the Student’s
Transformation and Enrichment for Truth (STET) with the end in view of empowering them in
becoming a potent resource for community development.
Course Credit
3 units
Prerequisite
None
Contact Hours
54 hours
Course Outcomes
To complete this course, you shall be able to accomplish the following course objectives:
1. Demonstrate content knowledge on the rationale of National Service Training Program
2. Demonstrate understanding on the objectives and thrusts of the components of NSTP
3. Demonstrate capability to live in the spirit of patriotism, nationalism and good citizen
values as potent force in nation building
4. Develop a culture of communication and collaboration among the group of student-
trainees and the community they serve
5. Manifest deeper appreciation on the significance of NSTP in the role of students in terms
of community participation development, display of nationalism/patriotism and exercise of
good citizenship values through genuine civic/national service.
Course Requirements
To complete this course, you shall be able to do the following tasks:
1. Portfolio (accomplished activities in the LMC) with Reflective Learning Log
2. Project Proposal
3. Attendance to NSTP Activities

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Course Policies
1. Students should submit the course requirements (activities, SAQs, written reports and
other) for Midterm period before they can be allowed to take the Midterm Examination
2. Course requirements (activities, SAQs, written reports and other) for Final period must
be submitted before the students can be allowed to take the Final Examination.
3. Cheating and plagiarism are strictly prohibited. Students caught doing these acts shall
be dealt with in accordance with the provisions in the handbook.
Grading System
Criteria Weight
Distribution of Weight for
the Overall/Final Grade
Midterm / Final Exam 30% Midterm Grade 50%
Final Grade 50%
Performance ( Authentic Assessment such as
Performance-based activities, Participation In
Trainings/ Seminars/School & Community Activities )
40%
Written Exercises (Objective Assessment such as pen
and paper tests)
30%
TOTAL 100%
Organization of the LMC
Each LMC in this course is made up of several lessons, which are organized as follows:
Desired Learning Outcomes: This is the statement of learning objectives in
a specific unit or chapter.
Introduction: It begins with an explanation of what you will be learning in a
particular lesson.
Time Allotment: This part of the module state the suggested number of hours
to be spent in learning the module.
Activate: This part stirs up your prior knowledge.
Analyze: This part contains the various exemplars/texts/materials that you
need to learn.
Abstract: In every lesson contain one or more assignments. It will also be
submitted to your Instructor together with the completed learning activities.
Apply: In every lesson, it may include one or more learning activities that will
help you learn about the lesson and prepare you for the assignment, self-
reflection and assessment (Midterm and Final Exam). This section requires
you to perform a task or skill. The completed learning activities will be
submitted to your Instructor prior taking the examination.

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 Question to Ponder: This part is found in every after lesson. Instead of
requiring you to perform another activity, you are instead asked to pause and
ponder on the essential points found in every lesson.
Reflection Journal: This part is a self-reflection of what you have learned
from the module.
References: The resources referred to in the course are listed in this part.
Communication and Collaboration Platforms
Facebook Messenger, Facebook Closed Group, Google Classroom (optional), Phone calls
General Guidelines on the Submission of Activities
Dates for the submission of accomplished activities in the LMC are reflected in the Course
Map. Students shall abide with the schedule of submission. Outputs may be submitted in two
modes; in soft copies via agreed online platform; or in hard copies to be handed-in personally
to the faculty at the agreed day or through the Drop Box.
Consultation Time
Saturday 8:00-11:00/1:00-4:00
Wednesday 8:00-11:00/1:00-4:00

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LMC 1: CITIZENSHIP TRAINING
This unit contains the following lessons:
1. Historical and Legal Bases of NSTP
2. Philippine Constitution (Preamble, Bill of Rights and Duties and
Responsibilities of Filipino Citizen)
3. United Nations Principles on Human Rights
4. Flag Heraldic Code of the Philippines (RA 8941, s. 1998)
5. Good Citizenship Values
5.1 Pagkamaka-Diyos
5.2 Pagkamaka-Tao
5.3 Pagkamaka-Bayan
5.4 Pagkamaka-Kalikasan
5.5 Voter Citizenship Education
Desired Learning Outcomes
In this module, challenge yourself to attain the following desired learning outcomes:
 explore the principles underpinning good citizenship, rights and responsibilities of citizens,
service and volunteerism for national development
 create a 2 minute promotional video which will describe the potentials of the youth to be
considered good citizens
 reflect on the significance of good citizenship towards the attainment of national
development through a reflective log
Introduction
Hello, student-trainee! Welcome to the first unit of our course! This will be the first set
of topics for this course. All of the activities and discussions here are lifted from the book of
Labuagen and other online resources. The list of references is found at the last page of this
LMC 1.
The citizenship education topic of the National Service Training Program (NSTP)
affords the implementing institutions the opportunity to develop consciousness not only in
national terms, but also in terms of global civic rights and responsibilities.
The program components of NSTP are structured in a way that the student-trainee's
notion of the relationship between the State and the people has changed and the service
opportunities have been a core means for learning how citizenship is applied.
The NSTP Law is a legislation that sees the youth as partners of the state in promoting
civic consciousness, and aims to develop their physical, moral, spiritual, intellectual and social

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well-being through civic service. In so doing, it inculcates patriotism and nationalism in the
youth, and advance their involvement in civic and public affairs.
As an enabling law, it enjoins students and young people to strengthen their social
awareness and civic engagements. It requires implementers to design a program that supports
the National Service Training Program, taken in two semesters or in one summer with at least
54 training hours, and carries a total credit load of six units. There are two courses: one which
provides the theoretical component and one which supplements theoretical learning by service
extension which paved the way for a curriculum framework on citizenship and civic
consciousness.
This framework and vision for students engaging in civic service and community work
equip the trainees with an understanding of citizen rights, duties and roles in a civil society
and provides theoretical and practical learning experiences for civic-mindedness, service and
community participation.
Consistent with the aims of the Program is broadening the student-trainee's
worldview—from a love of country, nation and community, to concern, action for others beyond
nationalism. Truly, citizenship cannot and should not be confined to the national boundaries
of one's country or to patriotism and loyalty to one's own homeland. On the contrary, an intense
focus on nationalism and patriotism alone can stand in contradiction to a broader notion of
humanity.
Time Allotment
6.0 hours (2 meetings)
ACTIVATE
Hello, student-trainee! Welcome back! Before you start to take the challenge of reading
the contents of this LMC, do this priming activity first:
Discuss with an adult what it means to be a good citizen, and write about their thoughts
following the conversation. You can also add your insights about the topic. Here are some
questions to discuss:
1. What is the most important right of a citizen?
2. What is the most important responsibility of a citizen?
3. What is one thing you can do to help your community?
Record and summarize the proceedings of the conversation and be ready to share it
with your classmates and teacher.

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Lesson 1: Historical and Legal Bases of NSTP
The Philippine Constitution provides that the defense of the state is a prime duty of the
government and the people. In fulfillment of this duty, all citizens may be required by law to
render personal military or civil service. It further states that it is the duty of the citizen to
contribute to our country's development in the attainment and preservation of a just and orderly
society. The National Service Training Program (NSTP) Act of 2001 mandates all citizens,
both male and female, to fulfill this civic duty.
Responding to the urgent needs of our developing country today and in the foreseeable
future, it is equally vital to develop and enhance civic consciousness among the young
generation to ensure national security and development. NSTP, therefore, enables the youth,
as the most valuable resource of the Filipino nation, to be motivated, developed and utilized
in regard to their responsibilities as citizens and in fulfillment of their civil obligations.
I. NSTP R.A. 9163
National service programs are a global phenomenon. Contrary to the claims of vocal
opponents to compulsory service, the nation that recognizes civic duty, through one or of
mandatory service or another, span the political, economic and cultural spectrum.
"The State recognizes the vital role of the youth in nation-building and shall promote and
protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in
the youth patriotism and nationalism, and encourage their involvement in public and civic
affairs."
1987 Philippine Constitution
In keeping with the concept of national service, the 1987 Philippine Constitution
enshrined in its Declaration of Principles that the Filipinos are duty-bound to protect the
country and, as such, they may be subjected to undergo service programs. This requirement
is premised on the constitutional provision, which provides that,
Along this line of thought, the same Constitution, under its State Policies, prescribes the
involvement of the young generation in the community affairs in order to secure the nation.
Article II, Section 13, is clear, to wit, "The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical, moral, spiritual, intellectual, and social
well-being. It shall inculcate in the youth patriotism and nationalism, and encourage their
involvement in public and civic affairs."

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A landmark legislation was made through the passage of Republic Act No. 9163,
otherwise known as the National Service Training Program (NSTP) Act of 2001, premised on
the youth's pivotal role as a potent force in bringing forth much-avowed goals of development
in the country.
These tenets of the Constitution lend its support to the youth in the promotion of general
welfare in pursuit of charting the country's development roadmap. This is an affirmation that
the youth remains the bastion of hope for the years ahead, particularly those who are in school,
as they constitute rich reservoir of productive manpower.
Directed towards attaining the collective assertions of these philosophies underpinning
the ends of education and national service, a landmark legislation was made through the
passage of Republic Act No. 9163, also known as the National Service Training Program
(NSTP) Act of 2001.
The NSTP Act superseded Republic Act. No. 7077 of 1991 (Citizen Armed Forces of the
Philippines Reservist Act). This law created the Reserve Force providing the base for the
expansion of the Armed Forces of the Philippines through the Reserve Officers' Training Corps
(ROTC), mandating military training of students enrolled in colleges, universities and other
similar institutions of learning.
The primary objective of NSTP is to highlight the role of the youth in building a strong
Republic, invoking gender equality and development through the inclusion of female students
in national service training. As such, it aims to develop the youth to become civic or military
leaders and volunteers through a modified, re-structured and reinforced training package who
could be called upon by the nation in cases their services are needed and in the event of
disasters or emergencies.
It can be summarized that NSTP, however, as a form of citizenship training, affords its
student-trainees the opportunity to demonstrate practical and functional knowledge as well as
life skills, especially problem-solving in daily life.
1. The Evolution of the National Service Training Program
NATIONAL DEFENSE ACT / Commonwealth Act No. 1 (1935)
The law requires college students, particularly males, to finish two years,
equivalent to four semesters, of military training as a modality to institutionalize the
reservist system in the Philippines national defense.
NATIONAL SERVICE LAW / Presidential Decree No. 1706 (1980)
It mandated compulsory national service to all Filipino citizens. College students
were given an option to choose one from among these components in compliance with this
requirement for tertiary education.
Civic Welfare Service Law Enforcement Service Military Service

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Civic Welfare Service Law Enforcement Service
BASIC ROTC / Presidential Memorandum No. 1 (Effectively: SY 1986-87)
Under the incumbency of former President Corazon Aquino, paving the way for the
conceptualization of the basic Reserve Officers' Training Corps (ROTC). The ROTC
program aimed to realize the constitutional mandate of developing a strong civilian base
to supplement the professional military in the nation's defense system. It was designed to
initiate the ROTC trainees in the rudiments of soldier ship, instilling in them discipline and
correct deportment. The objective of the said program was to train all able-bodied tertiary
students for military skills in case of war.
Illegal ROTC
Practices
Civic Welfare Training
Service (CWTS)
Literacy Training
Service (LTS)
Reserve Officers'
Training Corps (ROTC)
Military Service
EXPANDED ROTC PROGRAM / Republic Act No. 7077 (1991)
The E-ROTC was characterized by deviation from the rigid tactical training offering
alternatives like rendering civil auxiliary sources in the form of helping maintain law and
order, assisting socio-economic development projects and delivery of basic health
services or aiding in addressing local insurgency.
Military Service
NATIONAL SERVICE TRAINING PROGRAM / Republic Act No. 9163
(Effectively: SY 2002-2003)
December 2001, the NSTP Act envisioned to address public clamor for reforms in
the ROTC and NSP Programs, was signed into law by then President Gloria Macapagal-
Arroyo as an aggressive modality toward making the former national service training that
is military in nature, relevant to the changing needs of the time. The main objective of NSTP
is to stress the significant role played by youth, male and female alike, in the task of
developing our nation via national service training. As such, it aims to develop the youth to
become civic or military leaders and volunteers through a modified, re-structured and
reinforced training package who could be called upon by the nation in cases their services
are needed and in the event of disasters or emergencies.

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LEGAL BASES OF NSTP
1. The Philippine Constitution of 1987
2. Commonwealth Act No. 1 (National Defense Act) of 1935
3. Presidential Decree No. 1706 (National Service Law) of 1980
QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly
discuss your viewpoint regarding the question presented below.
“As part of today’s youth, how will National Service Training
Program help you to contribute to nation-building?’

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Lesson 2: Philippine Constitution
PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build
a just and humane society, and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and secure to
ourselves and our posterity, the blessings of independence and democracy under the rule of
law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution.
The Bill of Rights of Filipinos
"There is no Constitution worthy of the name without a bill or declaration of -rights."
-Justice Laurel
Article III of the Philippine Constitution is the Bill of Rights. It establishes the
relationship of the individual to the State and defines the rights of the individual by limiting the
lawful powers of the State. It is one of the most important political achievements of the Filipinos
(Smith, 1945).
1. IMPORTANCE OF BILL OF RIGHTS
A bill of rights is a constitutional enumeration of rights and privileges guaranteed by
the State to all persons within its territory. It is the statement of individual liberties which
citizens, residents and sojourners in the country enjoy abuses in against the exercise of
government power. In short, it is the people's shield against government abuse.
The peaceful attainment of peace will depend on our nation's libertarian use of freedom
- freedom of thought, speech and association. The rights proclaimed in the Bill of Rights are
the "ten commandments" of our constitutional faith. They are the means of self-government
and sovereignty. They are the means to truth. They are the means of and ends of security and
survival.

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Bill of Rights provided for in Article III, 1987 Philippine Constitution
Section 1. No person shall be deprived of life, liberty, or property without due process of
law, nor shall any person be denied the equal protection of law.
Section 2. Right against unreasonable searches and seizures.
Section 3. Every person has the right to keep his communication or correspondence a
secret.
Section 4. No law shall be passed abridging the freedom of speech, of expression, or of
the press, or the right of the people to peaceably assemble and petition the
government for redress of grievances.
Section 5. No law shall be made respecting an establishment of religion, or prohibiting
the free exercise thereof.
Section 6. The liberty of abode and of changing the same within the limits prescribed by
law shall not be impaired except upon lawful order of the court. Neither shall
the right to travel be impaired except in the interest of national security, public
safety, or public health, as may be provided by law.
Section 7. The right of the people to information on matters of public concern shall be
recognized.
Section 8. The right of the people, including those employed in the public and private
sectors, to form unions, associations, or societies for purposes not contrary to
law shall not be abridged.
Section 9. Private property shall not be taken for public use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to court.
Section 12. Right of person under custodial investigation.
Section 13. The right to bail & against excessive bail.
Section 14. Rights of the accused, Right to due process of law in criminal cases, Innocent
until proven guilty, The right to confront one`s accuser, Basis for trials in
absentia.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in
cases of invasion or rebellion, when the public safety requires it.
Section 16. All persons shall have the right to a speedy disposition of their cases before
all judicial, quasi-judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.
Section 18. The right to political beliefs and aspirations.
Section 19. The probation against cruel, degrading or inhuman punishment Section 20:
Non- Imprisonment for debts.

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Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense.
Section 22. No ex post facto law or bill of attainder shall be enacted.
QUESTION TO PONDER:
“As stipulated on the Bill of Rights under Article III of the
Philippine Constitution, what is the significance of acquiring
knowledge about your own basic and fundamental rights?”

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Lesson 3: United Nations Principles on Human Rights
The Universal Declaration of Human Rights was adopted by the United Nations
General Assembly on 1948. It serve as the documents containing the rights and freedom of
everyone which they can entitled for having for having equality.
Whereas recognition of the inherent dignity and of the equal
and inalienable rights of all members of the human family is the
foundation of freedom, justice and peace in the world.
Whereas disregard and contempt for human rights have
resulted in barbarous acts which have outraged the conscience of
mankind, and the advent of a world in which human beings shall
enjoy freedom of speech and belief and freedom from fear and want
has been proclaimed as the highest aspiration of the common people
Whereas it is essential, if man is not to be compelled to have
recourse, as a last resort, to rebellion against tyranny and oppression,
that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly
relations between nations.
Whereas the peoples of the United Nations have in the
Charter reaffirmed their faith in fundamental human rights, in the
dignity and worth of the human person and in the equal rights of men
and women and have determined to promote social progress and
better standards of life in larger freedom.
Whereas Member States have pledged themselves to
achieve, in cooperation with the United Nations, the promotion of
universal respect for and observance of human rights and
fundamental freedoms.
Whereas a common understanding of these rights and
freedoms is of the greatest importance for the full realization of this
pledge.

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The following are the content of The Universal Declaration of Human Rights;
Article 1 Right to Equality
Article 2 Freedom from Discrimination
Article 3 Right to life, liberty and Personal Security
Article 4 Freedom from Slavery
Article 5 Freedom from Torture and Degrading Treatment
Article 6 Right for Recognition as a Person below the law
Article 7 Right to Equality before the Law
Article 8 Right to Remedy by Competent Tribunal
Article 9 Freedom from Arbitrary Arrest and Exile
Article 10 Right to Fair Public Hearing
Article 11 Right to be considered Innocent until Proven Guilty
Article 12 Freedom from Interference with Privacy, Family, Home and
Correspondence
Article 13 Right to Free Movement in and out of the Country
Article 14 Right to Asylum in other Countries from Persecution
Article 15 Right to a Nationality and the Freedom to change it
Article 16 Right to Marriage and Family
Article 17 Right to Own Property
Article 18 Freedom of Belief and Religion
Article 19 Freedom of Opinion and Information
Article 20 Freedom of Peaceful Assembly and Association
Article 21 Right to Participate in Government and in Free Elections
Article 22 Rights to Social Security
Article 23 Rights to Desirable Work and to Join Trade Unions
Article 24 Right to Rest and Leisure
Article 25 Right to Adequate Living Standard
Article 26 Right to Education
Article 27 Right to participate in the Cultural Life of Community
Article 28 Right to a Social Order that Articulates this Document
Article 29 Community Duties Essential to free and Full Development
Article 30 Freedom from State or Personal Interference in the above Right
QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly discuss
your viewpoint regarding the question presented below.
“Upon the realization of the Universal Declaration of Human Rights,
what are the significant impacts can it bring to us in this world?”

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Lesson 4: Flag Heraldic Code of the Philippines
FLAG HERALDIC CODE OF THE PHILIPPINES (RA 8941, S. 1998)
Nationalism and Patriotism
NATIONALISM PATRIOTISM
 the attitude that the members of a
nation have which includes the concept
of national identity such as common
origin, ethnicity and culture ties
 the actions that the members of the
nation take when seeking to achieve (or
sustain) self-determination. These
involve having full statehood with
complete authority over domestic and
international affairs
 love of and/or devotion to one’s country
 patriotism is strengthened by adherence
to a native religion, particularly because
such a community usually has its holy
pieces inside its motherland
Salient Provisions of Flag and Heraldic Code of the Philippines (As Embodied in
Republic Act No. 8491 of 2002)
The Philippine Flag
 It is a horizontal bicolor with equal bands of blue and
red, and with a white equilateral triangle based at the hoist
side, at the center of the triangle is a golden yellow sun with
eight primary rays each containing three individual rays; and
at each corner of the triangle is a five-pointed golden yellow
star. The eight rays of the sun in the Philippine flag
represents the first eight provinces that revolved and fought
for independence from the Spanish rule, which are Manila,
Bulacan, Pampanga, Nueva Ecija, Tarlac, Laguna,
Batangas, and Cavite.
 It was first conceptualized by Emilio Aguinaldo
 The first flag was sewn in Hong Kong by Marcela Agoncillo, her daughter Lorenza, and
Doňa Delfina Herbosa de Natividad.
 The flag is displayed with the blue field on top in times of peace, and with the red field
on top in times of war.
 It is a sacred and respected feature of the nation which it symbolizes.
 It is said to be the primary symbol of the nation’s camaraderie, solidarity and unity and
stands for our high ideals and noble heritage.
Flag Construction
The flag's length is twice its width, which translates into an aspect ratio of 45 1:2. The length of
all the sides of the white triangle is equal to the width of the flag. Each star is oriented in such 45 manner
that one of its tips points towards the vertex at which it is located.
Flag Protocol
The flag should be displayed in all government buildings, official residences, public
plazas, and schools every day throughout the year. The days of the 28th of May (National
https://flagmakers.co.uk/products/fla
gs/national-flags/asia/philippines/

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Flag Day) and the 12th of June (Independence Day) are designated flag days, during which
all offices, agencies and instrumentalities of government, business establishments, institutions
of learning and private homes are enjoined to display the flag. But in recent years, the flag
days are now from May 28 to June 30 yearly.
In Section 9 of R.A. No. 8491, the Philippine flag must be permanently hoisted and
illuminated at night at the following locations:
1. Malacaňang Palace, the Presidential Residence
2. The Congress of the Philippines buildings:
a. Senate of the Philippines building
b. House of Represenatatives of the Philippines building (Batasang Pambansa Complex)
3. Supreme Court of the Philippines building
4. The Rizal Monument in Luneta, Manila
5. Aguinaldo Shrine in Kawit, Cavite
6. Barasoain Shrine in Malolos, Bulacan
7. Tomb of the Unknown Soldiers in La Union, Cemetery of Heroes (Libingan ng mga
Bayani in Makati, Shrine of Valors & North Cemetery in Manila
8. Mausoleo de los Veteranos de la Revolución
9. All international ports of entry
10. All other places as may be designated by the National Historical Commission of the
Philippines (NHCP)
Half-mast
The flag may be flown at half-mast as a sign of mourning of the following:
Upon the official announcement of the death of the President or a former President for a
period of 10 days
Upon the death of the Vice President, the Chief Justice, the President of the Senate or
the Speaker of the House of Representatives for a period of seven days
Upon the death of other persons to be determined by the NHCP, for a period less than
seven days
On all the buildings and places where the decedent was holding office
On the day of death until the day of interment of an incumbent member of the Supreme
Court, the Cabinet, the Senate or the House of Representatives, and such other persons
as may be determined by the NHCP.
When flown at half-mast, the flag should be first hoisted to the peak for a moment then
lowered to the half-mast position. It should be raised to the peak again before it is lowered for
the day.

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Folding the Flag
Prohibited Acts
In Section 34 of R.A. 8491, the flag cannot be used in the following rationales:
1. Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks on the
flag;
2. As a drapery, festoon, tablecloth, a covering, or as a part of a costume or a uniform;
3. As a trademark or for commercial or agricultural labels or designs;
4. As part of merchandise or in any advertisement or infomercial; and
5. As a pennant in the hood, side, back and top of motor vehicles.
Moreover, the flag may not be displayed "horizontally face-up, or under any painting,
picture or platform”. It may also not be displayed in "discotheques, cockpits, night and day
clubs, casinos, gambling joints and places of vice or where frivolity prevails".
Pledge
The Pledge of Allegiance to the Philippine Flag or "Panunumpa ng Katapatan sa
Watawat ng Pilipinas" (distinct from the Patriotic Oath of Allegiance or "Panatang
1
•Hold the flag at each of its four corners and pull it taut. The folder holds the
corners at the end with the blue and red fields.
2
•Fold the flag in half, lengthwise, with the red field covering the blue field. Pull it
taut again making sure the open side's edges are flush with one another.
3
•Fold it in half again, the closed side over the open side, again maintaining the
flattening tension and parallel, flush edges on the open side. The blue field
should now be displayed face up.
4
•Take the closed side's blue field corner and fold it over the open side such that
what was the bottom edge is now parallel and flush with the open side forming a
right triangle (a triangle with a 90°).
5
•At the right angle, fold the flag again such that a new right triangle is formed, still
keeping the open edges parallel.
6
•Fold the right-angled corner of the new triangle over such that it forms a new
right triangle with what had been the bottom edge now flush with the side of the
flag below it.
7
•Continue this sequence of folds creating right triangles until the flag is
completely folded into a right triangular bundle. The white field and yellow sun
should now predominate in the visible areas of the flag.

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Makabayan") should be recited while standing with the right hand with palm open raised
shoulder high. Individuals whose faith or religious beliefs prohibit them from making such
pledge are permitted to excuse themselves, but are required by law to show full respect when
the pledge is being rendered by standing at attention.
Panunumpa ng Katapatan
Sa Watawat ng Pilipinas
Ako ay Pilipino
Buong Katapatang nanunumpa
Sa watwat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-tao
Makakalikasan at
Makabansa.
The law makes no statement regarding the language in which the pledge must be
recited, but the pledge is written (and therefore recited) in the Filipino language.
The National Anthem
The National Anthem is entitled Lupang Hinirang. It shall always be sung in the
national language within or outside the country.
Lupang Hinirang
Bayang magiliw,
Perlas ng Silanganan
Alab ng Puso,
Sa dibdib mo’y buhay.
Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula,
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumaoay na nagniningning,
Ang bituin at araw niya,
Kailan pa ma’y di magdidilim,
Lupa ng araw ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na’pag may mang-aapi,
Ang mamatay ng dahil sa iyo.
The rendition of the National Anthem, whether played, or sung, shall be in accordance
with the musical arrangement and composition of Julian Felipe.

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When the National Anthem is played at a public gathering, whether by a band or by
singing or both, or reproduced by any means, the attending public shall sing the anthem. The
singing must be done with fervor.
As a sign of respect, all persons shall stand at attention and face the Philippine flag if
there is one displayed, and if there is none, they shall face the band or the conductor. At the
first note, all persons shall execute a salute by placing their right palm over their left chest.
Those in military, scouting, citizens military training and security guard uniforms shall give the
salute prescribed by their regulations. The salute shall be completed upon the last note of the
anthem.
The anthem shall not be played and sung for mere recreation, amusement or
entertainment purposes except on the following occasions:
1. International competitions where the Philippines is the host or has a representative;
2. Local competitions;
3. During the "signing off" and "signing on" of radio broadcasting and television
stations;
4. Before the initial and last screening of films and before the opening of theater
performances; and
5. Other occasions as may be allowed by the NHCP.
All officials and employees of the national and local government, and any agency or
instrumentality thereof, including government-owned or controlled corporations, privately-
owned entities or offices displaying the national flag and government institutions of learning
are hereby directed to comply strictly with the rules prescribed for the rendition of the anthem.
Failure to observe the rules shall be a ground for administrative discipline.
The National Motto
The National Motto shall be "MakaDiyos, Makatao, Makakalikasan at Makahansa."
(Section 39, R.A. No. 8491)
The National Coat-of-Arms
The National Coat-of-Arms shall have: Paleways of two pieces,
azure and gules; a chief argent studded with three mullets equidistant
from each other; and, in point of honor, ovoid argent over all the sun
rayonnant with eight minor and lesser rays. Beneath shall be the scroll
with the words "REPUBLIKA NG PILIPINAS," inscribed thereon.
(Section 41, R.A. No. 8491)
https://en.wikipedia.or
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The Great Seal
The Great Seal shall be circular in form, with the arms as
described in the preceding section, but without the scroll and the
inscription thereon. Surrounding the whole shall be a double
marginal circle within which shall appear the words 'Republika ng
Pilipinas". For the purpose of placing The Great Seal, the color of
the arms shall not be deemed essential but tincture representation
must be used.
The Great Seal shall also bear the National Motto. It shall
be affixed to or placed upon commissions signed by the President
and upon such other official documents and papers of the
Republic of the Philippines as may be provided by law, or as may
be required by custom and usage. The President shall have
custody of the Great Seal. (Section 42-43, R.A. No. 8491)
The 12 Little Things We Can Do for Our Country Showing Patriotism
1. Follow the traffic rules. Follow the law.
2. Always ask for an official receipt.
3. Don't buy smuggled goods. Buy local. Buy Filipino.
4. Speak positively about us and our country.
5. Respect the traffic officers, policemen, and other public servants.
6. Throw your garbage properly. Segregate. Recycle. Conserve.
7. Support your Church.
8. During elections, do your solemn duty.
9. Pay your employees well.
10. Pay your taxes.
11. Adopt a scholar or a poor child.
12. Be a good parent. Teach your kids to love our country.
13.
14.
https://www.erepublik.
com/en/article/hello-
philippines--
QUESTION TO PONDER:
“Nationalism and patriotism both emphasize love for our country, in
your own small ways, how will you show your love for your country?”

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Lesson 5: Good Citizenship Values
THE GOOD CITIZENSHIP VALUES CLUSTER
I.The Maka-Diyos Cluster
Faith in the Almighty God
The Bible says, "But without faith, it is impossible to
please Him, for he who comes to God must believe that He
is, and that He rewards those who diligently seek Him"
(Hebrews 11:6).
Respect for life
We ordained for the Children of Israel that if anyone slew a person—unless it be for
murder or for spreading mischief in the land—it would be as if he slew the whole people: and
if anyone saved a life, it would be as if he saved the life of the whole people. Then although
there came to them Our messengers with clear signs, yet, even after that, many of them
continued to commit excesses in the land (Qur'an 5:32).
Order
Assuredly, we have sent down the Book to you in right form for the good of man. Who
guided himself by it does so to his own advantage, and who turns away from it does so at his
own loss. You certainly are not their keeper (Qur'an 39:41).
Work
Confucius says, "Give fish to a man, he will have food to eat for a day; teach him how
to fish and he shall have food throughout his lifetime." And, "if man will not work, he shall not
eat" (2 Thessalonians 3:10).
Concern for the family and future generations
"The family is an essential factor in the general,
social and even political life. Constant living together of
husband and wife, and of parents and children,
contributes to the development of a strong sense of
duty, of an aptitude for heroic sacrifices, and of the love
by future generations of the traditional and moral
conquests of those who preceded them. The family is
an indispensable element of social cohesion and
equilibrium" (as cited in
http://www.facebookacom/pages/ Jose-panganiban-
artist-guild/).
I shall live a life that is based on the right values and serve as an inspiration to others
who may be struggling to strengthen their own faith in God.
Retrieved from:
https://sites.google.com/site/talbamesalipitelementary
school/mission---vision
The picture shows a family and how they love
each other.
http://clipart-library.com/family-helping-
cliparts.html

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1. I have the gift of faith in God;
2. The gift of faith in God in me needs to be nurtured;
3. My life is strengthened by my faith in God; and
4. A strong faith in God, coupled with other important values, will improve my life and
those of others
II.The Makatao Cluster
Love
"When man has love, he is no longer at the mercy of
forces greater than himself, so he, himself becomes the
powerful force" (Leo Buscaglia.). Moreover, "Love is the will
to extend oneself for the purpose of nurturing spiritual growth"
(M. Scott Peck).
Moral Lesson: Love is a powerful force in nurturing man.
Freedom
According to Pope John Paul II, "freedom consists not
in doing what we like but in having the right to do what we
ought."
Peace
It is always great to remember, what the Bible says, "Blessed are the peacemakers for
they will be called children of God" (Matthew 5:9).
An unknown author wrote about the value of peace, as such:
Juanito was an idealistic person. He wanted everybody to be happy and lead meaningful
lives. So one day, he strode to church and prayed hard for world peace. He continued praying
for the same intention for a year, yet nothing seemed to change.
One day, he decided to narrow down his scope and pray for peace in his own country
instead. He prayed for the same intention for another year, yet violence and disturbance still
seemed to be in an upsurge.
Moral Lesson: Let there be peace on earth… and let it begin with me.
Anxious for his prayer to be finally heard, he decided to pray for peace within his family
instead. He kept this intention for another year with no significant result.
Finally, on the verge of frustration, he decided to pray for peace. He prayed for this
intention for the next year. Each time he did so, he felt more at peace with himself and his
personal issues, his family, his neighbors until it reached a point in time that Juanito was
considered a man of peace, a friend of everybody especially of the neediest among his
countrymen.
The Preamble of the UNESCO Constitution also reminds us that, "since wars begin in
the minds of men, it is in the minds of men that the defenses of peace must be constructed."
Moral Lesson: Let the peace of the nation begin in the minds of its citizens.

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Truth
It is worthwhile to be familiar and understand some of the following famous quotations
and anecdotes which make us better and wiser persons:
1. Quotations
"A man who seeks truth and loves it must be reckoned precious to any human society."
(Frederick the Great)
"An honest man can feel no pleasure in the exercise of power over his fellow citizens."
(Thomas Jefferson)
"No legacy is as rich as honesty." (William Shakespeare)
2. Anecdotes (compiled by J. Maurus)
When Mahatma Gandhi appeared for the London Matriculation Examination, the paper
on generaI knowledge contained the following question: "What is more golden than gold?"
Justice
According to Martin Luther King Jr., "Injustice anywhere is a threat to justice
everywhere."
To Jimmy Carter (1978), "The law is not the private property of lawyers, nor is justice
the exclusive province of judges and juries. In the final analysis, true justice is not a matter of
courts and law books, but a commitment in each of us to liberty and mutual respect".
In Matthew 7:12, it says, "Treat others the way you want to have them treat you".
And by the Institute for Development Education Center for Research Communication,
"Justice is giving every man his due".
Moral Lesson: Giving justice to anyone is a fair treatment to everyone.
Retrieved from:
https://corporatefinanceinstitute.com/resources/k

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III.The Makabayan Cluster
Unity
The value of unity can be realized by practicing the
virtues stated in the following quotations:
"Behold how good and pleasant it is for the brethren to
dwell together in unity." (Psalms 133:1)
"If a kingdom is divided against itself, that kingdom
cannot stand. And if a house is divided against itself, that house
will not be able to stand." (Mark 3:24-25)
"Make my joy complete by being of the same kind,
maintaining the same love, united in spirit, intent on one purpose."(Philippians 2:2)
"As a body in one, though it has many parts, and all the parts of the body, though many,
are one body, so also Christ." (1 Corinthians 12-12)
"Remember, upon the conduct of each depends on the fate of all." (Alexander the Great)
Equality
To appreciate the value of equality, consider this anecdote:
Moral Lesson: Each person may differ in a worldly stature, but each one bears the same
amount of dignity as another and all share one common destiny.
IV.The Makakalikasan Cluster
Concern for the environment
The Giving Tree
Some examples of how participants may cultivate and encourage the value of Concern
for the Environment for student-trainees:
Retrieved from:
http://filipinoproject01
Skulls
Andrew Maria Almonte, MMHC
One day, a group of skulls in a cemetery had a conversation.
“Hey,” said a skull to another, “who were you when you were alive?”
“Yes, I was once his slave,” replied another skull. “He was a tyrant, a
ruthless and merciless king!”
“I am your King remember?”
“Shut up!” shouted the slave-skull. “You are no longer my King nor am I
your slave anymore! We are the same now – rotten skulls!”

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1. Develop a more conscious and consistent habit of
keeping your surroundings clean as well as using
environmental resources such as water and electricity
wisely and prudently.
2. Have a deeper understanding of the dire state of
the environment and in your own capacity contribute to the
work of preserving it.
3. Understand the process of recycling and apply this
process in school and in your home
4. Protect rivers and waterways along the community
by teaching people alternative waste disposal systems and
by encouraging them to use the rivers instead for livelihood
and other meaningful purposes.
Local communities depend on their citizens to
help make it a great place to live a work.
V.The Good Citizenship Cluster
Values as herein written supports Article IX Constitutional Commissions . . .THE 1987
CONSTITUTION...The State values the dignity of every human person and guarantees full
respect. . .The State recognizes the vital role of the youth in nation building and shall
promote…Philippine citizenship may be lost or reacquired in the manner provided by law.
Good Citizenship and Good Governance for National Transformation
How do we become good citizens?
 These values define our identity as a people.
 We become good citizens by living according to these values.
 We become good citizens by being good Filipinos.
All Filipinos must be good citizens.
 All Filipinos are citizens of our republic.
 All Filipinos must live according to these values, whether rich or poor, young or old,
Catholic, Muslim or Protestant.
 We must live according to these values in all our actions, at all times, in all
circumstances.
 Living according to these values is not going to be easy.
 However, living according to these values will bring good fruit.
Good citizenship contributes to nation-building.
 The good fruit of good citizenship actions will not only benefit us personally but will
benefit our country as well.
 The good fruit of good citizenship is what contributes to nation-building.
Good citizenship engenders love of country.
 Good citizenship, no matter how small, contributes to nation-building.
 Through good citizenship, even the poor and children can contribute to nation-building.
 Through good citizenship, we show our love for our country.
 Through good citizenship, we develop our sense of nationhood, which has heretofore
eluded us, as a people.
Retrieved from:
http://clipart-library.com/clipart/1961977.htm

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Good citizenship engenders unity.
 Our core Filipino values are our shared values.
 A sense of our shared values can be a strong force to unite us, as a people, despite
our differences.
 Citizenship based on shared values can be a basis, for unity.




QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly discuss
your viewpoint regarding the question presented below.
“Filipinos are undeniably a paragon of values. Among all values
discussed in the lesson, which one is the most important to you, why?”

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Lesson 6: Voter Citizenship Education
I. The Right of Suffrage
The human right to vote is embodied in three instruments: Universal Declaration of
Human Rights (UDHR); the International Covenant on Civil and Political Rights; and in the
1987 Philippine Constitution. The Philippines is governed by these three documents which
similarly mandate universality of the right; equality in access to public service; and secrecy of
votes.
The people’s right to suffrage is the foundation of the electoral process. If people are
not allowed to vote freely, then the whole process of elections becomes absurd and
superfluous.
The right to suffrage, as a human right, is related to the concept of democracy and
people’s sovereignty.
Sovereignty is often defined as the principle of absolute and unlimited power. Under
the democratic 1987 Constitution, it is the people alone who can exercise sovereignty. They
can therefore make decisions that are binding on all individual citizens, groups and
institutions— including the selection of leaders who will run the government.
Qualifications and Disqualifications of a Voter
QUALIFICATIONS DISQUALIFICATIOS
 All citizens of the Philippines,
eighteen years of age or over, and
residents of the Philippines for one
year and for at least six months in the
city or municipality wherein he/she
proposes to vote immediately
preceding the election are qualified to
vote.
• Any person who has been sentenced by
final judgment to suffer imprisonment for not
less than one year. However, he/ she may
reacquire the right to vote upon expiration of
five years after service of sentence.
• Any person who has been adjudged by
final judgment by competent court or tribunal
of having committed any crime involving
disloyalty to the duly constituted government
such as rebellion, sedition, violation of the
anti-subversion and firearms laws, or any
crime against national security, unless
restored to his/her full civil and political rights
in accordance with law: Provided, that
he/she shall regain his right to vote
automatically upon expiration of five years
after service of sentence.
• Insane or incompetent persons as
declared by competent authority.
Suffrage: “The right to vote, or the exercising of that right.” –Andrew Heywood; Politics (Second
Edition); p. 432.
Art. II, Sec. 1 of The 1987 Philippine Constitution: “The Philippines is a democratic and
republican State. Sovereignty resides in the people and all government authority emanates from
them.”

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In addition, RA 9189 or the Overseas Absentee Voting Law entitles all Filipino citizens
overseas, not otherwise disqualified by law, and immigrants and permanent residents with
affidavit of intent to resume residence in the Philippines, to vote for elective positions on the
national level: President; Vice-President; Senators; and Party-List Representatives.
II. History of Elections
A system of election was first practiced in the Philippines during the Spanish and
American colonial period. The process, however, was limited only to male, educated, and
landed voters and was more ceremonial rather than a genuine democratic mechanism.
Sectoral struggle and political participation were only realized in 1937: when Act
4112, granting women the right of suffrage, was implemented; and when the peasant
movements gained meaningful participation in political parties and in actually the filling of
government positions
The first democratic election after WW II was the 1946 election for President and
Vice-President of the Republic, members of the Senate and of the House of
Representatives. From then on, the country operated on a two-party system wherein two
major political parties, the Nacionalista Party and the Liberal Party, figured in succeeding
elections.
When Marcos declared Martial Law in 1972, the 1935 Constitution was scrapped,
an Interim Batasang Pambansa was created and a new (1973) Constitution was adopted.
Marcos ruled as both president and prime minister, with legislative powers, under transition
provisions—a one-man dictatorship.
Under popular pressure, he called for the election for an Interim Batasang
Pambansa in 1978. The Kilusang Bagong Lipunan (KBL) became the administration party.
The election claimed to restore Philippine democracy but Marcos’ intent was to gain
legitimacy for his undemocratic administration and to create a rubber stamp legislature.
The exercise defied democratic procedures, and was characterized by rampant electoral
manipulation by the Marcos government to ensure victory.

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Local elections in 1980 were characterized by widespread terrorism, violence and
wholesale fraud. Intense opposition came from both the urban and rural citizenry.
In 1981, Marcos submitted himself to the electoral process to regain legitimacy. The
event was boycotted by the political opposition and who instead launched a broad-based
anti-dictatorship movement.
The Aquino assassination in 1983 resulted in waves of protest forcing the creation
of wider democratic space. Marcos, in a bid to defuse the protests, held the Batasang
Pambansa elections in 1984 to replace the Interim Batasang Pambansa. The exercise was
intended to divert the people’s attention away from the Aquino assassination and was once
again boycotted by the political opposition. Still, the period was marked by weakening
popularity of Marcos and the people’s growing political movement against the Marcos
dictatorship.
Under domestic and international pressure, Marcos called for snap presidential
elections in 1986. The widespread election manipulations and irregularities and the
worsening social, political and economic order triggered the EDSA uprising in the same
year. The mass action known as the People Power Revolution of 1986 led to the ouster of
Marcos, the collapse of KBL and the installation of Corazon Aquino as President; Vice-
President; Senators; and Party-List Representatives.
During the 1992 synchronized national and local elections, the people voted for
president for the first time under the 1987 Constitution. The main campaign issue was
doing away with “trapo” or traditional politics. In 1995, congressional and local elections
were held. A new form of fraud dubbed as “dagdag-bawas” or the subtraction of votes from
one candidate to be added to the contending candidate was a practice during these two
major elections.
Aquino’s program of restoring democracy, promoting stability and establishing
political legitimacy involved three major electoral exercises: a national plebiscite for the
approval of the 1987 Constitution in February 1987; the election for members of the Senate
and House of Representatives in May 1987; and local elections in January 1988. The 1987
Constitution provided for a multi-party system.

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

In 1998, the first party-list elections were held. Joseph Estrada was elected as
President of the Republic with popular support. However in January 2001, EDSA 2, a
repeat of the 1986 People Power, removed Estrada from Malacañang and seated Gloria
Macapagal-Arroyo as the new president.
Four months later, senatorial and local elections were held simultaneously which
proved to be a major victory for the new administration after its allies gained a majority in
both Houses of Congress, along with winning most of the elected local posts.
However, President Arroyo had become so unpopular that, by 2004, she only
narrowly won over her closest rival, actor-turned politician Fernando Poe, Jr. A year later,
in June 2005, President Arroyo was confronted by the “Hello, Garci” controversy, wherein
her alleged taped conversations with COMELEC Commissioner Garciliano with the intent
of rigging the election was leaked to the media. This generated large street demonstrations,
reminiscent of EDSA I and II.
While President Arroyo was able to stay in power, she was not able to endear
herself to the majority of the people, resulting in a resounding victory for the opposition in
the senatorial elections of 2007.
However, the 2007 elections also signaled the entry of trapos into the party-list
system, which drew significant votes away from the top performers in the party-list
elections. This sudden interest of traditional politicians in the party-list system was
ironically brought about by the success of the party-list representatives themselves to gain
equal treatment from their district colleagues.
Time and again, the struggle for our independence and for democratic governance
resulted in a kind of political system, political leaders and the electorate that we have right
now. Elections have been a major feature and mechanism in practice and through a more
informed electorate are hoped to continue to serve as vehicles towards genuine
democratic governance.
QUESTION TO PONDER:
“Suffrage is one basic right of a citizen. Do you think there is a
significance in exercising your right to vote? How will it contribute to
the betterment of our nation?”

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Abstract
You are done with the lessons in Unit 1. This time, try to pause and look back form the
insights gained from the reading materials that revolves around the main topic about
Citizenship Training. Below is a self-assessment test of the good citizenship values. Determine
to what extent you possess these Filipino values.
Check () before the item should your answer is “yes” to the question.
1. Concern for the environment
Do I conserve water?
Do I keep my surroundings clean?
Do I segregate my garbage?
Am I a litterbug?
Do I throw garbage in canals and waterways that causes floods?
Do I plant trees?
2. Promotion of the common good
Do I consider the welfare of others in what l do - that I will harm no one or disturb the
peace nor deface my surroundings?
Do I help the less fortunate?
Do I go out of my way and engage in activities that will benefit others, e.g., give food
and clothing to disaster victims, etc.?
Do I engage in activities that harm others, e.g, helping out criminal syndicates in my
neighborhood pushing drugs and promoting illegal gambling?
3. Patriotism
Do I consider what is good for my country in my actions, e.g., when I commit acts of
vandalism like writing graffiti on walls, breaking street lights, etc.?
Do I patronize our native products?
Do I say or do anything that will give a bad image to my country?
4. Respect for law and government
Do I follow traffic rules relative to bus stops, pedestrian lanes, traffic lights, etc.?
Do I join street demonstrations that seek to bring down the government?

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Do I report lawbreakers like those engaged in illegal gambling, drug pushing, etc.,
especially within school premises?
Do I condone corruption by emulating persons who have enriched themselves through
corruption?
5. Equality
Do I give preferential treatment to the rich and powerful?
Do I treat everyone with respect regardless of status or position?
Do I take advantage of anyone because they are poor, ignorant powerless?
6. Unity
Do I work with and cooperate with others?
Do I foment intrigue, dissension, distrust?
Do I help others?
Am l a team player in the family, at school and in the community?
7. Justice
Do l give everyone their due even if difficult?
Am I fair in all my dealings, especially to the poor and powerless?
Do I try to take advantage of others?
Do l try to get more than what I deserve or what is rightfully mine?
8. Truth
Am I a truthful individual?
Did I hurt somebody during the time that I'm not truthful?
Did I do something to correct my fault?
Do I value the essence of truth in my life, family, work and country?
Do I commit myself to the truth in my own dealings and defend righteousness as a virtue?
9. Peace
Do I resolve conflict in a peaceful way?
Do I maintain a harmonious relationship with others... at home… at work... in the
community?
Do I help iron out misunderstandings among friends and family members?

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10. Respect for life
Do I engage in unhealthy activities like drinking, taking drugs, etc.?
Am I considerate of the health of others?
Do I engage in violent fights and hurt others physically?
Do I take care of my health?
11. Love
Do I make sacrifices for the good of those I love?
Am I kind and compassionate to others?
Do I help the poor?
Do I forgive offenses against me or do I exact revenge?
12. Concern for the family and future generations
Do I help in household chores?
Do I have a loving relationship with all the members of my family?
Am I kind and considerate with the members of my family?
Do I show a good example to all the younger members of my family?
Am I considerate of the needs and welfare of the next generation?
13. Work
Do I go to school on time?
Do I do my homework and participate in school activities?
Do I do my best in everything I do?
Do I volunteer to help others, especially the old, the sick and small children?
14. Order
Do I follow rules and regulations-at home, in school and in the community?
Do I maintain cleanliness and orderliness at home and in my school?
Am I trustworthy in handling money and property that belong to others?
15. Respect for Life
Do I take care of my health?

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Do I engage in unhealthy activities like drinking, taking drugs, etc?
Am I considerate of the health of others?
Do I engage in violent fights and hurt others physically?
16. Faith in Almighty
Do I follow God's will and commandments?
Do I turn to God in difficult times?
Do I pray?
C. These reflection exercises have been designed to help you grow in awareness of the
basic values embodied in the Philippine Constitution and to "live and share"
them in your daily life.
Exercise No. 1: Look at the listing of the basic values in column A in the next page (the 4M
and 16BV). For each basic value, list one or two words that you associate most
closely with the value. For example, for the basic value of love, you may wish to
write compassion, kindness. Use column B for your responses.
Exercise No. 2: Having reflected on each of these values, and having stated them in terms
you associate with each one, reflect on which three of the 16 basic values you
consider yourself as having and upholding most consistently in your daily life. Put
a check mark across these three values in the space provided in column C.
Reflect on which three you least consider as being part of you. Put an x mark on
these three values on the space provided also in column C.
Exercise No. 3: Think of five negative features/situations/happenings/ developments in
Philippine society which you are most unhappy about. For example, kidnappings.
Place each of these in the space provided for in column D across the basic value
which you consider as being most directly violated by these features/
happenings. In this example: a kidnapping is a violation of the basic value of
respect for life.
A
Basic Value of Good
Citizenship
B
Words I
Associate
with This
Basic Value
C
Three Most
Mine ()
Three Least
Mine (x)
D
Situation in the
Philippine Society
which Manifests
Contradiction of this
Basic Value of Good
Citizenship
Makadiyos
1. Faith in Almighty God
2. Respect for life
3. Order
4. Work
5. Concern for the family
and future generations

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Makatao
6. Love
7. Freedom
8. Peace
9. Truth
10. Justice
Makabayan
11. Unity
12. Equality
13. Respect for Law
and Government
14. Patriotism
15. Promotion of the
common good
Makakalikasan
16. Concern for the
Environment
Exercise No. 4: Think of a decision you made in the past week, any decision.
For example: I decided to clean my desk and sort my files. Place this in the box below.
Reflect on which of the basic values of order of good citizenship you made.
Values Decision
_____________________________________ _________________________________
_____________________________________ _________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

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Exercise No. 5: Look again at the x marks which you placed in column C earlier. Think of
which one of these three basic values you would like to uphold more consciously
henceforth. Write down this basic value in the box below. Write also as a
resolution, a specific action which you will do in this regard.
Beginning now, I will more consciously live the basic value
of________________________________
I will:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________
_

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Apply
For your authentic assessment task for this unit, do the following:
Title of the Authentic
Learning Task
: I AM A GOOD CITIZEN
Activity Objectives : At the end of the video, the student-trainee shall be able to:
1. describe the potentials of the youth to be considered good citizens
2. produce a two-minute video presentation to show how you
actualize good citizenship in your respective stations (homes,
barangays, municipalities)
Procedure : You may follow these steps:
1. Read the texts/materials found in LMC 1.
2. Answer the activities found in the Activate and Abstract phases.
3. Think about your journey in reading the inputs and how you answer
or accomplish the required activities.
4. Take videos of yourself on the things you must do to be considered
a good citizen.
5. Choose an application for video editing where you are familiar.
6. If possible, put a subtitle in your videos.
7. After steps 1-5, you can submit your output to your Instructor.
Expected Output/s : 2-minute video presentation
Name :________________________ Date Accomplished :_______________
Student ID Number :________________________ Page Number :_______________

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Reflective Journal 1
As promised, this course also tests your reflective thinking and metacognition. Kindly
pause and write your answer to the question below.
Student’s Name :_______________________________ Journal
Entry
No
:_____________
Program/Yr/Block :_______________________________ ID No. :_____________
“As a student-trainee of NSTP, what is the significance of good citizenship
towards the attainment of national development?”
“We do not learn from experience… we learn from reflecting on experience.”
~John Dewey

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References
Labuguen, F.C. (2019). Towards a responsive community action. (A modular
worktext in NSTP for trainers and students). Mutya Publishing
Villasoto, H.S. (2013). Human person gearing towards social development., C & E
Publishing
http://hrlibrary.umn.edu/edumat/hreduseries/hereandnow/Part-5/8_udhr-abbr.html
Image Credits
http://clipart-library.com/objectives-cliparts.html
Introduction
https://encrypted-
tbn0.gstatic.com/images?q=tbn%3AANd9GcQMWMoIZsewymvQxJpmWbFCKrC4GvfF8XDe0A
&usqp=CAU
Time Allotment
https://clipartlook.com/img-194843.html
Advanced Organizer
http://clipart-library.com/organizer-cliparts.html
Pre-Test
https://www.clipartkey.com/view/hohwmo_spelling-clipart-pretest-have-clipart/
Assessment Tasks
https://webstockreview.net/explore/test-clipart-practice-test/
Lesson
https://webstockreview.net/explore/literacy-clipart-english-lesson/
Learning Activities
https://www.freepik.com/free-photos-vectors/activity
Assignment
https://www.123rf.com/clipart-vector/assignment.html?sti=nstq4f699zeelu7ezu|
Summary
https://www.dreamstime.com/illustration/summary-isolated.html
Non-Stop Writing
http://clipart-library.com/summary-cliparts.html
Answer Key
http://www.clipartpanda.com/categories/answers-clip-art
References
http://clipart-library.com/clipart/1329417.htm

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DISCLAIMER
D I S C L A I M E R
This learning material compilation is used in compliance with the flexible
teaching-learning approach espoused by Commission on Higher Education
(CHED) in response to the pandemic that has globally affected educational
institutions. Authors and publishers of the contents are well acknowledged. As
such, the National Service Training Program (NSTP) and its faculty do not claim
ownership of all sourced information. This LMC is solely for instructional purposes
and not for commercialization. Moreover, copying and/or sharing part/s of this
learning material in all forms (such as, but not limited to social media like
Facebook, Messenger, Instagram, etc.) is highly discouraged from students and
faculty.
Catanduanes State University

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PREFACE
This learning material was compiled and written only for you. It is meant to facilitate
your learning of various theories and concepts on the course, National Service
Training Program 1. Amidst this pandemic, we know that you do not want your
education be stopped, nor its quality be compromised. Through the help of this LMC,
we want to be with you in this pursuit. Most importantly, you, willing to take an active
part on this journey marks the success of this endeavor.
You will be given one learning material for every unit. Every learning material follows
the 4As approach to adult teaching.
You will note that some of the contents of this learning material are not originally
written by your teachers. Please understand that this learning material was made for
student-trainees of NSTP only. This LMC is only for your guide, hence, it should not
be given or extended to anyone else. Please observe strict compliance to this rule.
We do not intend to plagiarize anything, nor go against the rules in copyright. Limited
with time and resources, we end up having this. No worries! Rest assured that the
quality of higher education that we are all aiming was considered in the preparation of
this learning material.
Are YOUth Geared-Up Already? Then, buckle down for learning. Be extra serious to
take this journey, but do not forget to enjoy and have fun!

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NSTP FACULTY-TRAINER PRAYER
Make me an agent of change, Oh Lord,
and cultivate good seeds of hope.
Inspire me to train the young into good citizens of the land
And as | fulfill my mission of transforming the youth,
and Help me inculcate to my trainees Filipino values of
Almighty Father, grant me with the courage
to withstand the obstacles and challenges
that come along my way
so | can continually share a part of me
and the fruits of Your blessings to the NSTP trainees,
my fellow, my community, my country the Philippines,
Amen .

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NSTP STUDENT-TRAINEE PRAYER
Make me an agent of change
‘and sow good seeds of hope.
Inspire me to serve and protect the patrimony of my land
and Mould me into a responsible Filipino
Almighty Father,
grant me the courage to realize my worth
and fulfill my purpose in life
so I can continually share a part of me
and the fruits of Your blessings to my peers,
my fellow citizens, my community,
my country -the Philippines

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TABLE OF CONTENTS
DISCLAIMER............................................................................................................................. II
PREFACE ................................................................................................................................. III
NSTP FACULTY-TRAINER PRAYER.....................................................................................IV
NSTP STUDENT-TRAINEE PRAYER......................................................................................V
TABLE OF CONTENTS...........................................................................................................VI
COURSE OUTLINE.................................................................................................................VII
COURSE TITLE ........................................................................................................................ VII
COURSE DESCRIPTION ............................................................................................................ VII
COURSE CREDIT ..................................................................................................................... VII
PREREQUISITE ........................................................................................................................ VII
CONTACT HOURS .................................................................................................................... VII
COURSE OUTCOMES ............................................................................................................... VII
COURSE REQUIREMENTS ....................................................................................................... VIII
COURSE POLICIES.................................................................................................................. VIII
GRADING SYSTEM.................................................................................................................. VIII
ORGANIZATION OF THE LMC .................................................................................................. VIII
COMMUNICATION AND COLLABORATION PLATFORMS ................................................................IX
GENERAL GUIDELINES ON THE SUBMISSION OF ACTIVITIES.......................................................IX
CONSULTATION TIME................................................................................................................IX
LMC 2:DRUG EDUCATION ....................................................................................................1

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COURSE OUTLINE
Course Title
Course Description
The Literacy Training Service (LTS) component consists of lectures on values
education, transformational leadership and social mobilization; awareness of human
development trends, teaching- learning principles and concept dynamics on non-
formal education.
The Civic Welfare Training Service (CWTS) as a component of the National Service
Training Program (NSTP) is a course to first year students both male and female,
designed to help them understand, appreciate and eventually live by the basic
concepts of the Student’s Transformation and Enrichment for Truth (STET) with the
end in view of empowering them in becoming a potent resource for community
development.
The Reserve Officers Training Corps (ROTC) is designed to provide military training
to tertiary level students in order to motivate, train, organize and mobilize them for
national defense preparedness.
Course Credit
3 units
Prerequisite
None
Contact Hours
54 hours
Course Outcomes
To complete this course, you shall be able to accomplish the following course
objectives:
1. Demonstrate content knowledge on the rationale of National Service Training
Program
2. Demonstrate understanding on the objectives and thrusts of the components of
NSTP
3. Demonstrate capability to live in the spirit of patriotism, nationalism and good
citizen values as potent force in nation building
4. Develop a culture of communication and collaboration among the group of student-
trainees and the community they serve

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5. Manifest deeper appreciation on the significance of NSTP in the role of students
in terms of community participation development, display of nationalism/patriotism
and exercise of good citizenship values through genuine civic/national service.
Course Requirements
To complete this course, you shall be able to do the following tasks:
1. Portfolio (accomplished activities in the LMC) with Reflective Learning Log
2. Project Proposal
3. Attendance to NSTP Activities
Course Policies
1. Students should submit the course requirements (activities, SAQs, written
reports and other) for Midterm period before they can be allowed to take the
Midterm Examination
2. Course requirements (activities, SAQs, written reports and other) for Final
period must be submitted before the students can be allowed to take the Final
Examination.
3. Cheating and plagiarism are strictly prohibited. Students caught doing these
acts shall be dealt with in accordance with the provisions in the handbook.
Grading System
Criteria Weight
Distribution of Weight for
the Overall/Final Grade
Midterm / Final Exam 30% Midterm Grade 50%
Final Grade 50%
Performance ( Authentic Assessment such as
Performance-based activities, Participation In
Trainings/ Seminars/School & Community
Activities )
40%
Written Exercises (Objective Assessment such
as pen and paper tests)
30%
TOTAL 100%
Organization of the LMC
Each LMC in this course is made up of several lessons, which are organized as follows:
 Desired Learning Outcomes: This is the statement of learning
objectives in a specific unit or chapter.
 Introduction: It begins with an explanation of what you will be learning
in a particular lesson.
 Time Allotment: This part of the module state the suggested number
of hours to be spent in learning the module.

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Activate: This part stirs up your prior knowledge.
Analyze: This part contains the various exemplars/texts/materials that
you need to learn.
Abstract: In every lesson contain one or more assignments. It will also
be submitted to your Instructor together with the completed learning
activities.
Apply: In every lesson, it may include one or more learning activities
that will help you learn about the lesson and prepare you for the
assignment, self-reflection and assessment (Midterm and Final Exam).
This section requires you to perform a task or skill. The completed
learning activities will be submitted to your Instructor prior taking the
examination.
Reflection Journal: This part is a self-reflection of what you have
learned from the module.
 Question to Ponder: This part is found in every after lesson. Instead
of requiring you to perform another activity, you are instead asked to
pause and ponder on the essential points found in every lesson.
References: The resources referred to in the course are listed in this
part.
Communication and Collaboration Platforms
Facebook Messenger, Facebook Closed Group, Google Classroom (optional),
Phone calls
General Guidelines on the Submission of Activities
Dates of submission shall be agreed upon by the instructor and students. Outputs may
be submitted in two modes; in soft copies via agreed online platform; or in hard copies
to be submitted during the university-wide retrieval of accomplished activities or
through the Drop Box at CatSU Gate. Drop Box will be available before the
Midterm/Final Examination date.
Consultation Time
Saturday 8:00-11:00/1:00-4:00 Wednesday 8:00-11:00/1:00-4:00

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LMC 2: DRUG EDUCATION
This unit contains the following lessons:
1. General Orientation on R.A 9165
1.1 Nature of Drugs
1.2 Drug Menace
1.3 National Drug Situation
1.4 Controlled Substances
1.5 Other Pertinent Laws
2. Role of the Youth on Drug Detection and Prevention
In this LMC, challenge yourself to attain the following desired learning outcomes:
 explore the nature and effects of drugs and substances.
 synthesize accurate information on the health, legal and social consequences
of drugs and substances abuse through an infomercial.
 make a personal commitment to remain drug-free through a reflective log entry
Introduction
Drug education program for the youth is a significant undertaking order to free them
from danger and keep them away from drugs. The youth of today comprise the most
vulnerable group that can be affected by prohibited drugs that are commonly abused.
According to General Edgar C. Galvante, former Executive Director of the Dangerous Drugs
Board (DDB), most drug users start their habit early, usually during their teenage years. They
are particularly susceptible to the drug experience because adolescence is the period of
experimentation, exploration, curiosity, and search for identity. It is believed that young people
with problematic backgrounds are more vulnerable and are more likely to continue abusing
drugs, once they have started, and to develop other aggravating problems, if not processed.
These young people in difficult circumstances are associated with poverty, family
disintegration, relocation, discrimination, and lack of suitable alternative activities.
Drug abuse prevention, done through problem awareness, education and strategy
implementation, is very vital to the success in controlling and stopping drug abuse. Positive

NSTP 1 – [1st
Sem/2021-2022]
LMC 2 in NSTP 1| 2
Exclusively
for
the
use
of
CatSU-NSTP
For
educational
purposes
only
behavior, including the constructive handling of feelings and responsibilities, should be
installed and encouraged in our own families during the early life of young family members
and carried on up to the later stage of life. These should be nurtured by a caring and
understanding community.
It has been known that the foremost reason why our youth is dragged into the abyss
of drug abuse is the lack of guidance from the family itself.
There are aspects to this reason.
Maybe the parents are too busy with their jobs, giving less time to their children.
Parents have not finished schooling, making them less informed and less
aware of the effects of drugs.
The type of discipline of the parents includes physical violence, thus, in most
cases in the Philippines, drives away the kids from home.
The second most predominant reason adolescence is the period where wants exceed
necessities. A teenager spends more time with friends or peers rather than at home. It is the
stage where youngster has continuing searching of identity and place in the society. The
influence of the peers, either friends or activity partners, has been proven as a strong force of
initiation into drug addiction among the youth.
A drug addict is generally an emotionally unstable individual before he or she acquires
the habit. The person cannot face painful situations without help. He has little or no self-control.
He or she hates physical, mental or moral sufferings. Every individual cannot stand alone, as
we say it.
A person will try to use drugs if a friend insists, for the sake of friendship. This
weakness is a predator and hard to dismantle for most teenagers.
Truly, drug abuse is a predator, a monster that preys on innocent, curious mind like
those of the teenagers. Hence, this module zeroes in on uncovering problem of drug abuse
among the youngsters and on finding ways and means by which this societal menace could
be lessened, if not totally annihilated.
Time Allotment
3.0 hours (1 meeting)

NSTP 1 – [1st
Sem/2021-2022]
LMC 2 in NSTP 1| 3
Exclusively
for
the
use
of
CatSU-NSTP
For
educational
purposes
only
ACTIVATE
Have you heard the song Anak by Freddie Aguilar? When was the last time you heard
it? The song is used as soundtrack to the 2000 Filipino family drama film Anak, starring Vilma
Santos and Claudine Barretto, with Joel Torre and Baron Geisler.
In case you have not heard the song or even watched the movie yet, your Instructor
will play the song for you and give you a summary of the movie. After the short movie review,
try to answer the following questions:
1. How do you feel as you listen to the song? Or as you listen to the summary of the
movie?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What is the movie all about? Describe the situation of the lead family.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Describe the relationship of Josie (mother, Vilma Santos) and Carla (daughter,
Claudine Barreto).
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Who is your favorite character in the movie?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What lesson do you get from the movie, Anak?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

NSTP 1 – [1st
Sem/2021-2022]
LMC 2 in NSTP 1| 4
Exclusively
for
the
use
of
CatSU-NSTP
For
educational
purposes
only
Lesson 7: General Orientation on RA 9165
The RA No 9165 is an act instituting the Comprehensive Dangerous Drugs Act
of 2002, repealing Republic Act No. 6425, otherwise known as the Dangerous Drugs
Act of 1972. RA 1965 is an act consisting of 101 sections, provides for importation of
Dangerous Drugs and/or Controlled Precursors and Essential Chemicals. It
establishes offences and penalty according to the different dangerous drug, regardless
of the quantity and purity involved.
7.1 Nature of Drugs
Frequently Asked Questions About the Nature of Drug and Drug Abuse
1. What is a drug?
A drug is a chemical substance that brings about physical, emotional or
behavioral change in a person taking it.
How are drugs taken?
a. Ingestion d. Used as suppository
b. Inhalation e. Applied topically
c. Injection
2. When are drugs harmful?
Any drug may be harmful when taken in excess. Some drugs can also be
harmful if taken in dangerous combinations or by hypersensitive (allergic) person in
ordinary or even small dosage.
3. Why do people turn to drugs?
There are various reasons ranging from the reason that “medicines” can solve
problems, to widespread access to various drugs, to “peer pressure,” to the notion that
drugs give enjoyment to users and in the context that it is used as an alcoholic
substitute.
4. What is drug abuse?
Drug abuse is the use of chemical substance, licit or illicit, which results in an
individual's physical, mental or social impairment. It may refer to any of the following
practices:
a. Using, without benefit or prescription, useful drugs which have the Capacity
to alter mood or behavior;
b. Using drugs and substances for a purpose different from the one for which
the drug has been prescribed; and

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