Module 1: Citizenship Training

“The great Filipino is one who loves his country

deeply, and aims to uplift it”
-Dr. Jose P. Rizal

Overview
The Philippine state recognizes the invaluable role of its youth in aiding to call for
reform, demand accountability from its duly elected officials, and bring about radical
change that fits the changing needs of their generation.
This is a fact that the state realizes so much so that it has instituted laws which
mandate and protect the rights of the role of its youth in nation building through letting
them become involved through early education, values inculcation, and community
service.
The introduction to young adults into the history, the motivations, the ideals, and
the desired outcomes of the National Service Training Program (NSTP) is but a
steppingstone into making the youth aware of other larger, more complex societal issues
that concern their participation and its impact on their future, and those of the youth to
come after them. The NSTP, by way of the lessons included in the modules and the
exposure to communities, hopes to instill in the youth the importance of getting them to
care not just for themselves and the people they are close with, but for the country as a
whole.
This module is designed and developed for students to draw insights and
conclusions from the NSTP. The course is likewise designed for students to have varied
and appropriate learning experiences that are not only academic but also valuable in real-
life situations.
 Lesson 1: Historical and Legal Bases of NSTP

Objectives:
▪ Explore the historical origin of National Service Training Program;
▪ Explain the various components of the NSTP; and
▪ Rationalize the motivations behind the implementation
of NSTP in tertiary education.

Introduction
The promotion of community service amongst Filipino youth has been the
ultimate reason for the formation of the National Service Training Program (NSTP), and
its inclusion in the tertiary education curricula.
Hence, the program design, operational processes, and developmental activities of
the NSTP must be contributory to the enhancement of community life specifically health,
environment, safety, education, entrepreneurship, and recreation to ensure the realization
of the said cause.
In order for the students to appreciate the course, Lesson 1 provides a brief
historical background of NSTP specifically how it became a mandatory course under the
tertiary curricula and the legal bases it is anchored on.

______________________________________________
Activity
______________________________________________
______________________________________________
______________________________________________
I am a Patriot
______________________________________________
As a student (in your
______________________________________________
simplest way), how
will you show your ______________________________________________
love to our country? ______________________________________________
Write your three
plans for showing ______________________________________________
your love for our ______________________________________________
country.
______________________________________________

Analysis
Directions: Read the questions carefully and write your answer on the
lines provided.
Your answer will be graded according to the rubrics found on page
____ of this module.

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1. If the government has the prime duty to serve and protect its citizens, in return, what is
our responsibility to the state?
______________________________________________________________________________

______________________________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
2. What is/ are in the youth that the government recognizes their important role in
nation-building?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Abstraction
The National Service Training Program is a course that fosters
civic consciousness and defense preparedness among young people by
developing the ethics of service and patriotism. In 2001, Republic Act
9163 or the NSTP Act of 2001 was enacted and implemented in Higher
Education (HEIs) anywhere in the country. NSTP is a course that must be taken by all
male or female students taking a baccalaureate degree or a two-year technical/vocational
course in any private or public institution. It is one of the academic requirements that
needs to be completed before graduating from college or technical/vocational course.
According to the implementing rules and regulations of the program, a student is required
to complete the 25-hour common modules before s/he is allowed to choose which
program component under NSTP will s/he pursue. The Common module contains various
topics such as Citizenship Training, Drug Abuse Prevention and Education, Disaster Risk
Reduction and Management, Environmental awareness, and many others.

The NSTP has its historical basis in the 1935 Commonwealth Act No. 1, also
known as the National Defense Act, which aimed to oblige all men aged 18- 30 to
participate in Military Service. In 1980, Presidential Decree 1706 or National Service
Law was enacted, which made all Filipinos obligated to participate in the Civic Welfare
Service, Law Enforcement Service, and Military Service. In the later years, Republic Act
no.7077 or the Citizen Armed Forces of the Philippines Reservist Act of 1991 was
implemented as a requirement for tertiary level students to acquire a baccalaureate degree
in colleges, universities and similar learning institutions. The unfortunate event that led to
the death of a college student in one University in the country implicated in hazing in the
ROTC paved the way for the enactment of RA 9163 or the NSTP Act of 2001.

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Republic Act 9163 or NSTP Law

The state recognizes the mutual and shared responsibility of the government to
serve and protect its citizenry vis-a-vis the citizens obligation to defend the State. This
concept became the underpinning for the creation of the National Service Program then
and now which requires that each citizen may render personal, military or civil service.

Adherence to this notion, the NSTP Law also known as the National Service
Training Program (NSTP) Act of 2001 was signed into law by former President Gloria
Macapagal Arroyo last January 23, 2002. Its passage was made seamless through House
Bill No. 3593 and Senate Bill No. 1824 which were passed last December 19, 2001.

Cognizant of the youth’s vital role in nation building, the law says that “the State
shall promote civic consciousness among the youth and shall develop their physical,
moral, spiritual, intellectual and social well-being. It shall inculcate in the youth
patriotism, nationalism, and advance their involvement in public and civic affairs”.

National Service Training Program (NSTP) is a program aimed at enhancing civic

consciousness and defense preparedness in the youth by developing the ethics of service
and patriotism while undergoing training in any of its three (3) program components. Its
various components are specially designed to enhance the youth’s active contribution to
the general welfare.

Three Components of NSTP

1. Civic Welfare Training Service (CWTS)
Refers to the Program component or activities contributory to the general welfare
and the betterment of life for the members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and moral of the citizenry and other social welfare
services

2. Literacy Training Service (LTS)

Is a program designed to train students to become teachers of literacy and
numeracy skills to school children, out of school youth, and other segments of society in
need of their service.

3. Reserve Officers’ Training Corps (ROTC)

Is a program institutionalized under Sections 38 and 39 of Republic Act No. 7077
designed to provide military training to tertiary level students in order to motivate, train,
organize and mobilize them for national defense preparedness.

Graduates of NSTP
➢ Non-ROTC Components

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 All CWTS and LTS graduates will automatically be part of the NSRC or
National Service Reserve Corps. They are the ones whom the state shall will call
for literary and civic welfare activities, especially in times of calamities through
the joint efforts DND, CHED, and TESDA, in coordination with DILG, DSWD,
and other concerned agencies/ organizations.

➢ ROTC Program
ROTC graduates will be part of the Citizens' Armed Forces pursuant to
Republic Act 7077.

Republic Act No. 7077

Also known as the Citizen Armed Forces of the Philippines Reservist Act, is a
law that provides for the development, administration, organization, training,
maintenance and utilization of the Citizen Armed Force of the Armed Forces of the
Philippines. It was signed into law by Former President Corazon C. Aquino last June 7,
1991. One of the highlights of the law is the mandatory military training for students
enrolled in colleges, universities and similar institutions of learning pursuant to the
provisions of the National Defense Act and the 1987 Constitution.

Presidential Decree No. 1706, s. 1980

This provides for the compulsory national service of Filipino citizens while
amending certain sections of Commonwealth Act No. 1, otherwise known as “The
National Defense Act” was signed by Former Ferdinand E. Marcos last August 8, 1980.
The said law provides that National Service in this sense shall consist of three main
programs name: Civic Welfare Service, Law Enforcement Service; and Military Service.

Commonwealth Act No. 1

Also known as “The National Defense Act” provides for the utilization of the
nation's citizens and resources for national defense especially during emergencies. The
law specifies that Military Service shall be obligatory for all citizens of the republic. It
was signed into law last December 21, 1935 by the Philippine National Assembly during
the Commonwealth Period.

Directions: Read and do a research of the different legal mandates

Application
pertinent to the implementation of the National Service Program. Create
an infographic that would show the historical timeline that led to the creation of what is
now known as the National Service Training Program (NSTP).
Your answer will be graded according to the rubrics found on page ____ of this module.

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 Brief Historical Background of the Birth of NSTP

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 Lesson 2: 1987 Philippine Constitution

Objectives:

▪ Explain the significance of the preamble;

▪ Justify the articles of 1987 Constitution;
▪ Discuss the history behind our Constitution.

Introduction

Philippine Statesman Norberto Romualdez (1875- 1941) has said that even in
ancient times, the Filipino people manifested high intelligence which showed in their
early forms of legislation. Even back then, Filipinos are characterized as being humane,
just, and fair.

Our country’s turbulent history: colonization, war, dictatorship, and a continuing

insurgency has only served to further fan the flames of the demand for justice in all levels
of society. These demands are currently enshrined in the 1987 Philippine Constitution, a
document born from the uprising of the Filipino people against a dictatorship, and one
which we will be learning about.

Activity ________________________________________________
________________________________________________
________________________________________________
Speech Making ________________________________________________
Imagine that you have ________________________________________________
to present the
________________________________________________
Constitution to the
Filipino via a speech. ________________________________________________
How would you make ________________________________________________
them understand its
________________________________________________
purpose? Create your
speech on the space ________________________________________________
provided. ________________________________________________
Your answer will be ________________________________________________
graded according to the
________________________________________________
rubrics found on page
____ of this module. ________________________________________________

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 Analysis
1. Why is it vital that certain rights are placed and specifically
outlined in the Constitution?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. As a responsible citizen, how will you help the state in the promotion of the aforesaid
rights?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Abstraction
The Preamble
The Preamble is derived from the Latin word “praeambulus” which is
loosely translated to mean “walking before,” but of course, it doesn’t
mean that it is referring to a walking document. ‘Walking before’ implies
a preface that introduces the general purposes and intentions of a certain document which
in this case is the Philippine Constitution. As part of citizenship training, NSTP is
required to interpret and apply the positive citizenship values outlined in the Preamble of
the 1987 Philippine Constitution into actionable principles. The goal is to instill in the
youth a sense of their
role in nation-building. Preamble, 1987 Philippine Constitution
We, the sovereign Filipino people,
The Preamble of imploring the aid of Almighty God,
the 1987 Philippine in order to build a just and humane society and
Constitution is one of establish a Government that shall embody our ideals and aspirations,
the world’s longest, yet promote the common good,
conserve and develop our patrimony,
it speaks about the
and secure to ourselves and
values, ideals, and our posterity the blessings of independence and
aspirations of the democracy under the rule of law and a regime of truth,
Filipino people. justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution.
The preamble Source: Official Gazette
provides that we should
establish a Government which shall "conserve and develop our patrimony." Patrimony is
defined as an inheritance or heritage (Oxford, 2020). The Senate has outlined that our
"patrimony" includes our public forests, mangroves, wildlife, flora and fauna which
should be conserved, protected and renewed.

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The Philippine Constitution

The Philippine government has undergone various changes to its constitution

throughout our history, beginning with the 1899 Malolos Constitution, then the
Philippine Organic Act of 1902, followed by the Jones Law of 1916, the 1935
constitution and its amendment in the same year, the 1943 Constitution, the post-World
War II constitution of 1973, the 1986 Freedom Constitution, and then finally, the 1987
Constitution, of which is still in use today.

The 1987 Constitution was ratified during the term of President Corazon C.
Aquino, and contains eighteen (18) articles that aim to answer most, if not all, the
demands of the Filipino people for a just, humane, educated society.

Article I – National Territory

This highlights and declares that Philippine territory is comprised of an

archipelagic nation, and that all that may be found within its jurisdiction: waters, aerial,
land masses, and even the sea bed, are rightfully under the sovereignty of the Philippines.

Word for word, it reads as such:

The national territory comprises the Philippine archipelago, with all the islands and
waters embraced therein, and all other territories over which the Philippines has
sovereignty or jurisdiction, consisting of its terrestrial, fluvial, and aerial domains,
including its territorial sea, the seabed, the subsoil, the insular shelves, and other
submarine areas. The waters around, between, and connecting the islands of the
archipelago, regardless of their breadth and dimensions, form part of the internal waters
of the Philippines.
Source: Official Gazette

Article II – Declaration of Principles and State Policies

This article and its 28 sections lay out in detail the principles and motivations
behind the creation of the Constitution. Highlights of this article include the guarantee
that civilian authority is supreme over the military. In essence, it means that our own
military cannot be used against us, as their role is to be the protector and advancer of our
rights and sovereignty.

Article III - Bill of Rights

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. (Journal of Asian Studies, Cambridge University).
As the government is recognized as a force on its own, the Bill of Rights therefore
was created to limit this power by outlining and guaranteeing to law the rights of every
citizen in the country that the government cannot trample over. It has 22 sections with

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provisions that serve as our protection against violations from the government and any
individual.

Provided below are the provisions contained in our Bill of Rights:

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 the laws.

Section 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause to
be determined personally by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.

Section 3. (1) The privacy of communication and correspondence shall be inviolable except
upon lawful order of the court, or when public safety or order requires otherwise, as prescribed
by law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceeding.

Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to 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. The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No religious test shall be required for the
exercise of civil or political rights.

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. Access to official records, and to documents and papers pertaining to official acts,
transactions, or decisions, as well as to government research data used as basis for policy
development, shall be afforded the citizen, subject to such limitations as may be provided by
law.

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 the courts and quasi-judicial bodies and adequate legal assistance shall
not be denied to any person by reason of poverty.

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Section 12. (1) Any person under investigation for the commission of an offense shall have the
right to be informed of his right to remain silent and to have competent and independent counsel
preferably of his own choice. If the person cannot afford the services of counsel, he must be
provided with one. These rights cannot be waived except in writing and in the presence of
counsel.

(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free
will shall be used against him. Secret detention places, solitary, incommunicado, or other similar
forms of detention are prohibited.

(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.

(4) The law shall provide for penal and civil sanctions for violations of this section as well as
compensation to and rehabilitation of victims of torture or similar practices, and their families.

Section 13. All persons, except those charged with offenses punishable by reclusion Perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be
released on recognizance as may be provided by law. The right to bail shall not be impaired
even when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be
required.

Section 14. (1) No person shall be held to answer for a criminal offense without due process of
law.

(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the
nature and cause of the accusation against him, to have a speedy, impartial, and public trial, to
meet the witnesses face to face, and to have compulsory process to secure the attendance of
witnesses and the production of evidence in his behalf. However, after arraignment, trial may
proceed notwithstanding the absence of the accused provided that he has been duly notified and
his failure to appear is unjustifiable.

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. (1) No person shall be detained solely by reason of his political beli
efs and aspirations.

(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof
the party shall have been duly convicted.

Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall the death penalty be imposed, unless, for compelling reasons
involving heinous crimes, the Congress hereafter provides for it. Any death penalty already
imposed shall be reduced to reclusion perpetua

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 (2) The employment of physical, psychological, or degrading punishment against any
prisoner or detainee or the use of substandard or inadequate penal facilities under subhuman
conditions shall be dealt with by law.

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. If
an act is punished by a law and an ordinance, conviction or acquittal under either shall
constitute a bar to another prosecution for the same act.

Section 22. No ex post facto law or bill of attainder shall be enacted.

Source: Official Gazette

Article IV – Citizenship
This article details the qualifications of a Filipino Citizen, and its five sections
detail the following:

Section 1. The following are citizens of the Philippines:

(1) Those who are citizens of the Philippines at the time of the adoption of this Constitution;

(2) Those whose fathers or mothers are citizens of the Philippines;

(3) Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship
upon reaching the age of majority; and

(4) Those who are naturalized in accordance with law.

Section 2. Natural-born citizens are those who are citizens of the Philippines from birth
without having to perform any act to acquire or perfect their Philippine citizenship. Those
who elect Philippine citizenship in accordance with paragraph (3), Section 1 hereof shall be
deemed natural-born citizens.

Section 3. Philippine citizenship may be lost or reacquired in the manner provided by law.

Section 4. Citizens of the Philippines who marry aliens shall retain their citizenship, unless by
their act or omission they are deemed, under the law, to have renounced it.

Section 5. Dual allegiance of citizens is inimical to the national interest and shall be dealt
with by law.

Article V – Suffrage
Our right to elect qualified candidates to government positions has long been
fought for by our forefathers in their battles against our colonizers. The Filipinos’ right to
vote is enshrined in this article, and ensures that the government must do everything in its
capacity so that all citizens of the Philippines regardless of social status, disability, or
educational attainment can vote. But minimum requirements stipulate that the voter must

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be 18 years of age and registered at the time of voting, and has resided in the Philippines
for a year, and for at least six months in the town where they will be voting.

Duties and Responsibilities of a Filipino Citizen

While it is the prime duty of the government to serve and protect its citizens, in
return, it is the obligation of the Filipino citizen to follow laws, respect peace and order,
and to do their duties and responsibilities. De Vera, A. in their paper on Good Citizenship
lists the following duties and responsibilities of a Filipino citizen:
1. Defend our country from enemies and invaders.
2. Pay his/her taxes willingly and promptly.
3. Be loyal to our country.
4. Take care and conserve our natural resources.
5. Help our country for growth and development.
6. Keep our surroundings clean.
7. Study well and become a productive individual.
8. Obey the laws and maintain peace and order in the community.
9. Preserve the Filipino culture and identity.
10. Participate actively in various government programs.
11. Vote wisely and chose candidates who can serve the people and our country.
12. Respect the rights of others.

Application

Interview an older family member who has knowledge about the 1987 Constitution,
or were already born when it was ratified and adopted by our government.

How did you feel after the 1987 Philippine Constitution was ratified and approved
after the Martial Law Period? What improvements have you observed upon how
the state was governed by public officials? What rights were experienced to have
been safeguarded and what were violated?

You may place your interview in a paragraph / narrative format on a separate

sheet.

Your answer will be graded according to the rubrics found on page ____ of this
module.

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 Lesson 3: United Nations Principles on Human Rights
Objectives:

▪ Discuss the promotion of human rights;

▪ Rationalize the laws that protect Human Rights;
▪ Propose individual accountability initiative to help promote human
rights.

Introduction
Human rights are universal, and no one in the world should be deprived of their
natural born rights. Regardless of where they live in the world, gender, race, sexual
orientation, religious, cultural, or ethnic backgrounds; human rights are mandated by the
United Nations to be “inalienable; indivisible; interdependent and interrelated.”

‘Inalienable’ because these rights can never be taken away. ‘Indivisible’ and
interdependent’ because all forms of rights – political, civil, social, cultural and
economic – are all equally important to a human being, and taking away one means that
the others cannot be enjoyed to its fullest extent. Thus all UN signatory countries across
the world are expected to uphold these rights.

Research and choose a particular country with a history of

denying what is regarded as a human right to its citizens. What
Activity happened to their people? Were they peaceful or war-torn? How is
it affecting their socio-economic condition? Submit this short
research to your facilitator in a separate sheet.

Your answer will be graded according to the rubrics found on

page ____ of this module.

Abstraction

Understanding Human Rights

Every individual has dignity that should be properly and equally
respected. Protecting human rights guarantees that people are able to fully
develop and use “human qualities” such as our innate intelligence, talents, conscience,
and that they can satisfy their physical, mental, psychosocial, and spiritual needs.

As defined by the Office of the High Commissioner for Human Rights

(OHCHR) human rights are rights that we have because we simply exist; it should not be
determined or granted by the whims of any form of government. As humans, we have the
rights to access to food, shelter, education, work, health, and freedom, among others;
regardless of nationality, sex, national or ethnic origin, color, religion, language, or any
other status.

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 Dignity gives an individual a sense of value and worth (Asia Pacific Human
Rights Information Center). The very fact there is a need to practice the protection of
human rights means that humans are aware of each person’s worth. The Asia Pacific
Human Rights Information Center adds that each person’s dignity should not be dictated
by their circumstance, because it should be common to all human beings.

The OHCHR has stated that denying a person of their human rights and
fundamental freedoms is not just an “individual and personal tragedy,” but also sets in
motion the conditions that give rise to social and political unrest, which can then result in
violence and conflict in societies, and in extreme cases, escalate to violence between
nations.

Protect Human Rights

Mentioned several times in the United Nations’ founding Charter, the term
“human rights” and its promotion and protection the key purpose and guiding principle of
the United Nations.

The OHCHR is tasked with the responsibility to be the lead UN system for the
promotion and protection of human rights. It supports the human rights components of
peacekeeping missions in many countries, and has representation through many country
and regional offices and centers. The OHCHR through its High Commissioner has the
authority to regularly comment on human rights situations around the world, and can
even launch investigations and issue reports to those concerned.

The International Bill of Human Rights

The Universal Declaration of Human Rights of 1948 is recognized as the first
legal document recognizing the protection of human rights. It is composed of 30 articles
that meticulously detail the freedoms of each individual, of which states and other forms
of governing power are not allowed to infringe upon.

Along with the International Covenant on Civil and Political Rights and the
International Covenant on Economic, Social and Cultural Rights, these three comprise
what is known as the International Bill of Human Rights. Since 1954, there have been a
series of international human rights treaties and other instruments adopted which have
expanded the body of international human rights law.

List of Rights
It has been an ongoing process for the United Nations since 1948 to define the
international human rights standards, and has since been divided in to specific fields or
issues. These rights and freedoms are the following, as provided by the Asia Pacific
Human Rights Information Center:

In the area of civil and political rights:

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 •Right to life
•Freedom from torture and cruel, inhuman or degrading treatment or punishment
•Freedom from slavery, servitude and forced labour
•Right to liberty and security of person
•Right of detained persons to be treated with humanity
•Freedom of movement
•Right to a fair trial
•Prohibition of retroactive criminal laws
•Right to recognition as a person before the law
•Right to privacy
•Freedom of thought, conscience and religion
•Freedom of opinion and expression
•Prohibition of propaganda for war and of incitement to national, racial or religious hatred
•Freedom of assembly
•Freedom of association
•Right to marry and found a family
•Right to take part in the conduct of public affairs, vote, be elected and have access to public
office
•Right to equality before the law and non-discrimination

In the area of economic, social and cultural rights

•Right to work
•Right to just and favorable conditions of work
•Right to form and join trade unions
•Right to social security
•Protection of the family
•Right to an adequate standard of living, including adequate food, clothing and housing
•Right to health
•Right to education.

In the area of collective rights:

Right of peoples to:

• Self-determination
• Development
• Free use of their wealth and natural resources
• Peace
• A healthy environment

Other collective rights:

• Rights of national, ethnic, religious and linguistic minorities

• Rights of indigenous peoples.

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 Human Rights Tree: This activity is adapted from the Human Rights
Resource Center’s “Human Rights Here and Now” volume. It is edited
Application and duly credited to Nancy Flowers.

Human Rights Tree: In a separate

sheet, draw the image of a tree. For the
fruits in the branches, list down the
human rights and freedoms that you
currently enjoy. Since the ‘fruits’ are
nourished by the roots, in the root
portion of your drawing, list down the
actions or policies that our government
can further craft or implement to
strengthen and protect our rights.
Discuss in your class the results of
your drawing and lesson application.

Your answer will be graded according

to the rubrics found on page ____ of https://www.thestar.com.my/lifestyle/living/
2020/05/16/is-your-tree-on-deaths-door-
this module.
heres-how-to-tell

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 Lesson 4: Flag Heraldic Code of the Philippines
Objectives:

▪ Explain the salient points of the Republic Act 8491;

▪ Narrate the history behind the formation of our national flag and its
significance to our national identity; and
▪ Develop a higher level of respect towards this symbol of our nation.
Introduction
The flag is the country’s most cherished symbol. It is the nation’s emblem for
freedom. It symbolizes patriotism, love of country and sense of nationhood and
embodies the aspirations and sentiments of the Filipino people in their unceasing quest
for independence. It stands as instrument of unity that binds the Filipino people.

In the 2012 works of Arevalo, she wrote that Philippine flag has stood as the
silent witness to some of the most glorious events of our nation’s history. It encountered
the most significant events in the Filipinos’ struggle for freedom. Given that it represents
our nation's ideals and emotions, it should be handled with reverence and respect.

Our display of the Philippine Flag every May 28 - June 12 of each year honors
the people who have sacrificed so much for our nation’s independence from its
colonizers. The display is also a fitting respect and affection for our national flag as it is
regarded as the symbol of our sovereignty and solidarity.
Back then and now, Filipinos owe so much to our ancestors
Activity who fought bravely against our colonizers just to achieve
independence as a nation. As a Filipino youth, what would you
like to write to the countless people who gave their lives for that
Throwback victory? You may write your answer on a separate sheet.

Your answer will be graded according to the rubrics found on

page ____ of this module.
Analysis

1. Why do you think an object as ‘usual’ or ‘typical’ like a flag carries so

much significance for a country?
__________________________________________________________________
____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why do you believe the Philippines is symbolized by three stars and a sun?

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________________________________________________________________________
________________________________________________________________________

Abstraction
History of the Philippine Flag
The Philippine flag as we know it right now was designed by General Emilio
Aguinaldo, the president of the revolutionary government, in his exile to
Hong Kong in 1897. Aguinaldo believed that having our own national flag and national
anthem would inspire Filipinos to fight against the Spanish colonizers in the second
phase of the Philippine Revolution.

The first flag was sewn by Marcela Marino de Agoncillo with the help of her
daughter Lorenza, and Delfina Herbosa de Natividad, the niece of Jose Rizal, at 535
Morrison Hill Road in Hong Kong. Agoncillo herself painted the sun, which had a face,
and the three stars on the white triangle. (NCAA, 2012) It was then handed over to
Aguinaldo on his way back to the Philippines on May 17, 1898. It arrived to the
Philippines on May 19, 1898. Before it was officially declared the country’s national flag
on June 12, 1898 in Kawit, Cavite, the flag had already been presented to the public in
other parts of the country. Then again on May 28, 1898, Aguinaldo waved the flag in
Cavite City to recognize the victory of the Filipinos in the Battle of Alapan in Imus,
Cavite, and this date has since become the historical basis for declaring May 28 as
National Flag Day

The Act of Declaration of Independence cites the meanings of the symbols used
in the Philippine flag. The white triangle “represents the distinctive emblem of the
famous Katipunan Society, which by means of its blood compact propelled the masses to
rise up in arms.”

The three stars represent the “three principal islands of this Archipelago wherein
this revolutionary movement broke out.” These are Luzon, Mindanao, and Panay. It is a
common misconception that these symbolize the three main islands of the archipelago.
(NCAA, 2012)

The sun represents “the gigantic strides that have been made by the sons of this
land on the road to progress and civilization.” Cultural studies pioneer Hornedo, F. (1938
– 2015) has said the sun can also mean “learning and education which ‘enlighten’ and
dispose a people to ‘progress and civilization.’” The eight rays of the sun symbolize the
eight provinces “declared in state of war almost as soon as the first resurrection was
started.” These are Manila, Cavite, Bulacan, Pampanga, Nueva Ecija, Bataan, Laguna and
Batangas.

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 The colors red, white and blue “commemorate those of the flag of the United
States of America as manifestation of our profound gratitude…for the disinterested
protection, which it lends us and will continue lending.” There were actually no original
meanings to the individual colors used on the flag, but scholars later on ascribed
meanings for the colors. (NCAA, 2012)

Republic Act No. 8491, s. 1998

This act is titled as the “Flag and Heraldic Code of the Philippines,” which
prescribes the code of the National Flag, Anthem, Motto, Coat-of-Arms and other
Heraldic items and devices of the Philippines.

This law mandates that reverence and respect shall at all times be given to the
flag, the anthem, national motto, the coat-of-arms, and other national symbols which
“embody the national ideals and traditions and which express the principles of
sovereignty and national solidarity.”

These items and symbols are a way manifest in Filipinos the national virtues, and to
inculcate in the minds and hearts of our people immense pride, love, and respect of their
native land.
Approved on February 12, 1998
Signed by: Fidel V. Ramos
Former President Source: Official Gazette

Protocol on the Philippine Flag and National Anthem

The law also provides the proper decorum and

protocols in displaying the national flag, as well as to
when the national anthem should also be sung and
observed.
https://www.officialgazette.gov.ph/images/upl
oads/How-to-properly-display-the-Philippine-
➢ Displaying the flag on buildings flag-on-buildings.jpg

Flags displayed outside a building

must be at a prominent location in relation to
surrounding buildings.
Flags can be hung from a staff
projecting upward from wall, window, roof,
balcony, or suspended from rope to a pole erected away from a building.
➢ Displaying the flag in times of peace and war
If the flag is displayed on a flagpole, it shall have the blue field on top in
times of peace and the red field on top in times of war.
If the flag is hanging vertically, the sun and stars should be on top while

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 the blue field should be on the left in times of peace and on the right in times of
war. (In times of peace, red is right)
➢ Conduct of Flag Raising Ceremony
When to raise and lower the flag in government offices, schools, and
private institutions
Government offices, primary and secondary schools, and private
institutions who fly the Philippine flag on a flagpole in their compound must
observe the flag raising ceremony every Monday morning and the flag lowering
ceremony every Friday afternoon.
➢ Half-Mast Rule
The flag must be raised to the
top of the pole before it is lowered to
the half-mast position; and before it is
lowered for the day it must be raised
to the top again.
The national flag is flown at
half-mast on national days of
mourning, or during the anniversaries of heroes,
national calamities, or international
solemnity, as ordered by the
https://www.officialgazette.gov.ph/2015/01/29/january-
president. 30-2015-is-a-national-day-of-mourning/

➢ Casket
The national flag may be used to cover the caskets of the honored dead, as
recognized by the state.
When positioning the flag, the white triangle must be at the head of the
casket, while the blue field must cover the right side. To prevent the flag from
falling off, a black band may be wrapped along the side of the casket.
Before lowering the casket, the flag must be folded and handed to the heirs
of the deceased. The national flag must not be lowered into the grave or be
allowed to touch the ground.
➢ The proper way of folding the Philippine
national flag
The flag must be handled by two people
on opposite ends of the flag (1). The blue field
must be aligned to the left-hand side of the
person standing at the head of the flag (where

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 the sun is), before it is folded over (2)

Flipping it over, the blue field of the flag must look like the photo above (3).

Another fold must be made quartering the flag lengthwise, completely hiding the
red field (4).

One end of the flag must be folded

diagonally to form a small triangle.
Then repeatedly folded the same way
keeping the triangular shape intact. (5)

The folded flag must have one of the stars

and only a silver of the blue field visible (6)

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Pledge to the Flag Panunumpa ng Katapatan sa Watawat
ng Pilipinas
According to Republic Act 8491
Section 25, the pledge to the flag should be Ako ay Filipino
Buong katapatang nanunumpa
recited while standing with the right-hand
Sa watawat ng Pilipinas
palm open raised shoulder high. Individuals At sa bansang kanyang sinasagisag
whose faith or religious beliefs prohibit them Na may dangal, katarungan, at kalayaan
from making such pledge must nonetheless Na pinakikilos ng sambayanang
show full respect when the pledge is being Maka-Diyos,Makatao,
Makakalikasan, at
rendered by standing at attention.
Makabansa.

Source: Official Gazette

Prohibited Acts on the Use of the Flag
Implementing Rules and Regulations of Republic Act No. 8491
Section 39: It shall be prohibited:
a. To mutilate deface, trample on, cast contempt, or commit any act or omission
casting dishonor or ridicule upon the National Flag or over its surface;
b. To dip the National Flag to any person or object by way of compliment or
salute;
c. To use the National Flag:
1. As drapery, festoon, tablecloth;
2. As covering for ceiling, walls, statues or other objects;
3. As pennant on the hood, side, back, and top of the motor vehicles;
4. As a staff or whip;
5. For unveiling monuments and statues; and
6. As trademarks, or for industrial, commercial or agricultural labels or
designs.

d. To display the National Flag:

1. Under any painting or picture;
2. Horizontally, it shall always be hoisted aloft and be allowed to fall freely;
3. Below any platform; or
4. In discotheques, cockpits, night and day clubs, casinos, gambling joints,
and places of vice or where frivolity prevails.

e. To wear the National Flag in whole or in part as a costume or uniform;

f. To add any word figure, mark, picture, design, drawings, advertisement, or
imprint of any nature on the National Flag;
g. To print, paint, or attach representation of the National Flag on handkerchiefs,

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 napkins, cushions, and articles of merchandise;
h. To display in public any foreign flag, except in embassies and other
diplomatic establishments, and in offices of international organizations;
i. To use or display or be part of any advertisement or infomercial; and
j. To display the National Flag in front of buildings or offices occupied by
aliens.

The Philippine National Anthem

The National Anthem is entitled Lupang Bayang magiliw,
Hinirang and should always be sung in the Perlas ng silanganan,
national language within or without the Alab ng puso
country. Sa dibdib mo’y buhay.
Lupang hinirang,
Duyan ka ng magiting,
Protocol dictates that as a sign of Sa manlulupig
respect, all persons shall stand at attention and Di ka pasisiil.
face the Philippine flag if there is one Sa dagat at bundok,
displayed, and if there is none, they shall face Sa simoy at sa langit mong bughaw,
May dilag ang tula
the band or the conductor. At the first note, all At awit sa paglayang minamahal.
persons shall execute a salute by placing their Ang kislap ng watawat mo’y
right palms over the left side of their chest. Tagumpay na nagniningning;
Persons involved in the military, those in Ang bituin at araw niya,
scouting, and those in citizen’s military training Kailan pa ma’y di magdidilim.
Lupa ng araw, ng luwalhati’t pagsinta,
and security guard uniforms shall give the Buhay ay langit sa piling mo;
salute prescribed by their regulations. The Aming ligaya na ‘pag may mang-aapi,
salute shall be completed upon the last note of Ang mamatay nang dahil sa ‘yo.
the anthem. We are to never give applause after
Source: Official Gazette
the rendition of the national anthem. (Consulate
General of the Philippines, 2015)

The National Motto

The National Motto of the Philippines is “MAKA-DIYOS, MAKA-TAO,
MAKAKALIKASAN AT MAKABANSA.” This was derived from the last four lines of
the Pledge of Allegiance to the Philippine Flag and was ratified on Feb. 12, 1998 under
Republic Act No. 8491, the Philippine Flag and Heraldic Code, during the presidency of
Fidel V. Ramos.

National Coat-of-Arms
The National Coat-of-Arms as provided in Republic Act
8491 shall have:

https://en.wikipedia.org/wiki/Coat_of
_arms_of_the_Philippines

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 Two paleways, azure and gules; a chief argent studded with three mullets at an
equal distance from each other; and, in point of honor, ovoid argent over all the sun
rayonnant with eight minor lesser rays. Beneath shall be a scroll with the words
“REPUBLIKA NG PILIPINAS,” inscribed.

The Great Seal

The Great Seal is declared to be in circular in form, with the arms
as described in the Coat of Arms, but without the scroll and the
inscription. 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
https://en.wikipedia.org/wiki/G
representation must be used. reat_Seal_of_the_Philippines
The Great Seal shall bear the National Motto.

Penalties
SECTION 48. This section details the penalties appropriate for the failure or
refusal to observe the provisions of this Act; and any violation of the corresponding rules
and regulations issued by the Office of the President. But violators will be afforded the
proper notice and hearing, and penalized by “public censure” which shall be published at
least once in a newspaper of general circulation.
The Department of Education, Culture and Sports and the Commission on Higher
Education, upon the recommendation of the Institute and after the proper notice and
hearing, shall cause the cancellation of the recognition of permit of any private
educational institution which fails or refuses to observe the provisions of this Act for the
second time.
SECTION 50. Any person or juridical entity which violates any of the provisions
of this Act shall, upon conviction, be punished by a fine of not less than Five thousand
pesos (P5,000) not more than Twenty thousand pesos (P20,000), or by imprisonment for
not more than one (1) year, or both such fine and imprisonment, at the discretion of the
court: Provided, that for any second and additional offenses, both fine and imprisonment
shall always be imposed: Provided, that in case the violation is committed by a juridical
person, its President or Chief Executive Officer thereof shall be liable.

In a separate sheet, create a comic which has the storyline of a

person getting caught violating one of the provisions of Republic Act
8491.
Application Try your best to capture the process of their penalization.
Your answer will be graded according to the rubrics found on
page ____ of this module.

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 Lesson 5: Good Citizenship Values

Objectives:
▪ Utilize in a beneficial manner the values expected of a good Filipino
citizen;
▪ Exemplify one’s right in relation to the expected behaviors of a good
citizen;
▪ Use positive influence on their peers in the practice of Good
Citizenship values.

Introduction
Good citizenship values support the common good and demonstrate care for both
fellow Filipinos and future generations, as outlined in the preamble of the 1987
Constitution. There are many opinions as to what constitutes a good citizen. In a speech
by former American president Theodore Roosevelt (1858 – 1919) he said, "The first
requisite of a good citizen is that he or she shall be able and willing to pull his own
weight, that he shall not be a mere passenger, but shall do his share in the work that each
generation of us finds ready to hand. Furthermore, in doing his work he shall show, not
only the capacity for sturdy self-help, but also respecting the rights of others.

Before we delve into the details about good Filipino

Activity citizens, let us first think and list down the attitudes and
values you believe are part of what makes a person residing
in the Philippines “a good Filipino citizen.” List your answer
in a separate sheet and discuss with the class.

The Good Your answer will be graded according to the rubrics

List found on page ____ of this module.

Abstraction
Solely depending on the government for much of our peace is not
enough. We must also inculcate in ourselves values and attitudes that make
us good citizens. These values are:

- Faith in God - Love

- Unity - Equality
- Patriotism - Peace
- Work -Promotion of the Common
Good
- Respect for Life -Concern for the family and
- Respect for Law and Government Future Generations
- Truth - Concern for the
- Justice Environment
- Freedom -Order

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 These are our values as a people. These values and attitudes have helped us shape
our society throughout our history, and we can feel the impacts as well when these values
and attitudes are absent.
We only need to look around and observe the various ills that plague our nation:
greed and selfishness, indolence, violence and murder, hatred, environmental
degradation, violation of human rights, and many more; which are all part and parcel of
the lack of values from good citizens.

The Good Citizenship Values are grouped into the following:

- Pagkamaka-Diyos, - Pagkamaka-Tao,
- Pagkamaka-Kalikasan, - Pagkamaka-Bayan.
Observance of the positive values stated in those four areas helps to promote a
peaceful family, and consequently, a peaceful society.

The Good Citizenship Values

Pagkamaka-Diyos
▪ Faith in the Almighty
Jesus said: “Have faith in God. Truly, I say to you, whoever says to this
mountain, 'Be taken up and thrown into the sea,' and does not doubt in his heart, but
believes that what he says will come to pass, it will be done for him”
Mark 11:22–23
Just as the body is dead without breath, so also faith is dead without good
works.
James 2:26
Faith Alone
Bro. Andrew Maria, MMHC
A devout widow who was known to be living saint was crossing a bridge with her child
when an accident happened. Her son fell off the bridge and plunged into the deep water
below. At this, some men got ready to jump into the water to save the child. However, the
widow forbade them.
“Do not move,” she told the men, “my faith alone can save the child.”
After she had said this, the widow knelt on the bridge and prayed with great faith. On a
short while, the child drowned and died. The widow wept.

Moral: Faith alone, without work, is useless.

▪ Respect for Life

So God created mankind in his own image,in the image of God he created them;

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male and female, he created them.
Genesis 1:27

Do you not know that your body is a temple of the Holy Spirit who is in you,
whom you have from God, and that you are not your own?
For you have been bought with a price: therefore, glorify God in your body.
1 Corinthians 6:19
The House of Life
By Bro. Andrew Maria, MMHC
The crowd said to the Mystic, “We found a big and beautiful house called Life. Without
giving any thought to whom the House of Life might belong, we rushed inside it. Yet to our
dismay, the House of Life was empty and there was nothing in it. Life is empty, Life has no
meaning.”
The Mystic went to the House of Life to see if it really was empty. He knocked on the door
before entering and someone from within opened it. He stayed inside the house for quite
some time while the crowd waited outside. It was already evening when the Mystic went out.
“Is the House of Life empty as we told you?” the crowd questioned him. The Mystic
answered the crowd, “the House of Life is not empty. When I was inside, I saw the most
beautiful rooms with golden chairs, silver tables, and jeweled walls. Above all these, I dined
and conversed with the Master of Life himself.”
“How can that be? The crowd insisted. “When we were inside the House of Life, it was
empty, yet now you tell us that it is not.”
The Mystic rebuked the crowd, “You found the House of Life empty because you did not
knock before you entered it. You rushed into life even without knocking, as if the house
belonged to you. The Master of Life, seeing that you lacked respect for life and reverence
for it, took away its beauty because you would not know how to use it. You are proud and
vain as if you are the master of your own life. For this reason, the Master of Life gave you
the House of Life to look at but not to live in. If only you had knocked before you entered,
then you would have seen the beauty I saw and conversed with the Master of Life himself.”
“Tell us please,” the crowd begged the mystic, “what does it mean to knock on the Door of
Life?”
The Mystic solemnly spoke, “to knock on the door of Life is to be humble enough to accept
that the house does not belong to you but to the Master. “To knock on the door of life is to
seek the Master of the House and not the treasure in the House. To knock on the Door of
Life is to wait with patience for the Master to open it from within and not to force it from
the outside. To knock on the Door of Life is to follow the statutes and commandments of the
Master of Life.”
“To knock on the Door of Life is to pray to the Master of Life that you may love him since
he not only owns the house but your very selves as well.”
They left the Mystic after they heard this. The crowd returned to the House of Life and they
knocked before entering. The Master of the House of Life opened it from within. Once
inside, the crowd saw the 7 beautiful things the Mystic had seen. But most of all, they were
able to dine and converse with the Master of Life himself. Life, after all, is not empty
Moral: Treat life with respect and life itself will reveal its beauty to you

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▪ Order
For God is not the God of disorder but of peace.
1 Corinthians 14:33
Order is the sanity of the mind, the health of the body, the peace of the city, the
security of the state. Like beams in a house or bones to a body, so is order to all things.
Robert Southey

Your Own House First

By Bro. Andrew Maria, MMHC
Cassius the Zealot entered the monastery because he wanted to atone for the sins of men.
As a monk, he practiced all sorts of rigorous penances and sacrifices for this single
purpose.
“Lord,” he often prayed, “I offer my life for the atonement of the sins of the world.”
One night, Cassius had a dream. He saw himself in a certain village were all the houses
were dilapidated. Driven by his zeal and kindness, Cassius started rebuilding one house
after the other. After he had rebuilt all the houses, Cassius was approached by the Lord.
“Cassius,” said the Lord, “I mean to stay in your house.”
Cassius pointed to his house while he walked with the Lord. “Master,” he said, “That is
my house.”
The Lord stopped when he saw how dilapidated Cassius’ house was “I cannot stay in
such a house,” the Lord told him. “Your house is ready to fall down.”
“But, my Lord,” Cassius defended himself, “I was not able to fix my house because I
spent all my time rebuilding other people’s houses”
The Lord said to Cassius, “Before you build my dwelling place in other men’s heart, be
sure that I have one in yours.”
With that, the Lord disappeared.
Moral: Charity begins at home.

▪ Work
Six days you shall labor and do all your works; on the seventh day you shall
rest.
Exodus 20:9-10

If a man will not work, he shall not eat.

2 Thessalonians 3:10

Give a man a fish, feed home for a day. Teach a man to fish, feed for a lifetime.
Confucius

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 Anecdotes of the Great that help build a Better Life
Norman Vincent Peale was waiting to see Herbert Hoover. He asked the secretary how
Hoover was getting on. “Well,” she answered, “he’s in there working hard. He works
about seven or eight hours a day.”
“But he’s 85, “protested Peale.
“Yes,” the secretary agreed. “but he doesn’t know that.”
Moral: Work is a timeless occupation. It is both for the young and old.

▪ Concern for the Family and Future Generations

From the beginning the Creator ‘made them male and female’ and said, ‘For
this reason a man shall leave his father and mother and be joined to his wife, and the
two shall become one flesh. What therefore God has joined together, let no man
separate.”
Matthew 19:4-7

Pilipino na sino man ang hindi marunong lumingon sa pinanggalingan ay hindi

makararating sa paroroonan.
Francisco Balagtas
Father’s Mistake - No Time
By Bel San Luis, SVD
One night, a father came to a parent-teacher conference in a city high school. During a talk
with one of his son’s teachers, the father broke down and began to cry.
After he regained his composure, the father apologized, saying, “My son no longer lives
with me. But I still love him and I want to know how he’s doing in school.”
The father then told the teacher how his wife and four children had left him that afternoon.
He was a building contractor and sometimes worked sixteen hours a day. Naturally, he saw
little of his family, and then slowly grew farther and farther apart.
Then the father said something sad. He said: “I wanted to buy my wife and kids all the
things I had dreamed of giving them. But in the process, I got so involved in working that I
forgot about what they needed most: a father who was around at nights to give them love
and support”.
Lesson: We can get so involved in what we are doing that we forget why we are doing it. We
are so involved in living that we forget the purpose of living. We get so involved in pursuing
the things money can buy that we forget about the things that money can’t buy.

Pagkamaka-Tao
▪ Love

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 Love is patient and kind; love is not jealous or boastful; Love is not ill
mannered or selfish and irritable; love does not keep a record of the wrongs; love is not
happy with evil but delights in the truth. Love never gives up. Love never fails. Love is
eternal…There are faith, hope and love and the greatest of these is Love.
1 Corinthians 13

Love is the will to extend one's self for the purpose of nurturing one's own or
another's spiritual growth
M. Scott Peck

Love
By Andrew Maria Almonte, MMHC
While the old Gadarhin lay dying, an angel appeared to him in a dream and revealed a
heavenly secret.
“Gadarhin,” the angel told him, “The Divine Judge will ask you only one question at your
judgement. If you fail to answer it rightly, you’ll risk losing your salvation.”
“What is the question?”
“That’s for you to find out,” answered the angel and then left the bewildered Gadarhin.
Immediately, upon waking up from the dream, Gadarhin surprised his acquaintances when
he asked for theological and philosophical books.
Wanting to gain additional knowledge, he spent each day studying the books. He thought
this was the best preparation to answer God’s questions at his judgement.
Finally, Gadarhin died and immediately and angel took his soul before the Throne of God.
Trembling before the Divine Judge; he heard the question;
“How much have you loved me and your fellowmen?”
Moral: In the end, Love is all that matters.

▪ Freedom
Freedom consists not in doing what we like, but in having the right to do what
we ought.
Pope John Paul II

The great gift of being a human being lies in our freedom to continually right
our wrongs and make new persons of ourselves.
Wang Yang Ming
Bird in the Hand
One day, a boy was walking at the park and found a bird lying on the ground. He picked
up the bird and went to an old man sitting peacefully under the shade of a tree.
Hoping to trick the old man and display his youthful “wisdom”, he approached him, held
out his clenched fists and asked, “old man, old man, tell me: is the bird in my hand dead or
alive?”

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 The old man thoughtfully looked at him and answered, “Little boy, if I tell you that the
bird in your hand is alive, you can easily crush the bird and say that it is dead; but if I
tell you that the bird in your hand is dead, you can easily open your hand, set the bird
free and say that it is alive. Therefore, little boy, the answer to your question is in your
hands.”
Moral: God gave us our lives. He also gave us the freedom to choose what we want to
make of them. Indeed, the answer to all our dreams is in our hands. We have the power
to make them happen but only if we choose to

▪ Peace
Since wars begin in the minds of men, it is in the minds of men that the defenses
of peace must be constructed.
UNESCO Constitution

Blessed are the peacemakers, for they will be called children of God.
Matthew. 5:9

Peace
Author Unknown
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, de 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.
Anxious for his prayer to be finally hear, he decided to pray for peace within his family
instead. He kept this intention for another year with ni significant result.
Finally, on the verge frustration he decided to pray for peace within himself. 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.
Moral: Let there be peace on earth…and let it begin with me.

▪ Truth
“If you remain in My word, you will truly be my disciples, and you will know the
truth, and the truth will set you free
John 8:31-32

The truth can be hidden for a time, but it cannot be overcome.

St. Agustine

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 Anecdotes of the Great that help build a Better Life
Compiled by J. Maurus
When Mahatma Gandhi appeared for the London Matriculation Examination, the paper
on general knowledge contained the following question: “What is more golden than
gold?”
Gandhi wrote in reply: “Truth.”
Moral: The truth is weightier than gold.
▪ Justice
Treat others the way you want to have them treat you
Matthew 7:12

Injustice anywhere is a threat to justice everywhere

Martin Luther King, Jr.
To Every Man His Due
Institute for Development Education Center for Research and Communication
There was once a poor farmer who would come to town every day in order to supply a baker
with homemade bibingka. In exchange for five pounds of bibingka, the baker would give the
farmer five pounds of bread for his family.
One day the baker decided to weigh the bibingka. He discovered that the bibingka was one
pound short. This made the baker very angry, and he accused the farmer of having cheated
him.
But the farmer very calmly declared, “You see sir, I am poor and I have no weights at home.
So I take the five pounds of bread you give me and use it as a standard. In this way, I am
sure of giving you an equal amount of bibingka.
Moral: Justice is giving every man his due.

Pagkamaka-Bayan
▪ Unity
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

Remember upon the conduct of each depends the fate of all

Alexander the Great
The Preying Lion
Fr. Bel San Luis, SVD
Three bulls fed in a field together in the greatest peace and safety.
A lion had long watched them in the hope of making prey of them, but found little chance
so long as they kept together. He therefore began secretly to spread evil and slanderous
reports of one against another till he fomented jealousy and distrust among them.

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 Soon, they began to avoid each other and each took to feeding alone. This gave the lion
the opportunity it had been waiting for. He fell on them singly and made an easy prey of
them all.
Moral: Whether in our country or our organization, civic or church, we ought to be
united for the devil like the preying lion, divides and conquers.
“A kingdom divided against itself cannot stand.”

▪ Equality
Then God said: Let us make mankind in our image, after our likeness.
Genesis 1:26

We hold these truths to be self-evident: that all men are created equal; that they
are endowed be their Creator with inalienable rights; that among these are life, liberty,
and the pursuit of happiness.
Thomas Jefferson
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?”
“I was a king,” answered the skull with an air of pride.
“Yes, I was once his slave,” replied another skull. “He was a tyrant, a ruthless and
merciless king!”
“How dare you speak about me like that!” countered the king-skull. “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!”
Moral: Each man may differ in worldly stature, but each one bears the same amount of
dignity as another and all share one common destiny.

▪ Respect for Law and Government

Let every person be subordinate to the higher authorities, for there is no
authority except from God, and those that exist have been established by God.
Therefore, whoever resists authority opposes what God has appointed, and those that
oppose it will bring judgement upon themselves. For rulers are not a cause of fear to
good conduct, but to evil.
Romans 13:1-3

Where law ends, there tyranny begins

William Pitt

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 The Boss Explains “Clearly”
Fr. Bel San Luis, SVD
A company employing several thousand people was attempting to institute a pension
plan. But the plan could not by implemented without one-hundred percent participation.
Every employee signed up except, one man. Many efforts were made to win over, but the
man kept resisting. Finally, the President of the company called the man into his office.
“Here is a copy of the proposed pension plan and here is a pen, “he said. “Sign up or
you’re fired.” Whereupon, the man immediately picked up the pen and signed his name.
The President of the company said, “I don’t understand why you refused to sign until
now. What was your problem?”
To which the man replied, “Sir, you’re the first person who explained it to me clearly.”
Moral: Every person must learn and understand the laws of the land, the role of our
leaders and his own duties and responsibilities that he may act accordingly as a good
citizen

▪ Patriotism To be a Hero
For whoever wishes to save his life, Uldarico Viray
will lose it. But whoever losses his life for my It is not all who die in battle,
sake will save it. Are heroes of our time,
It is not all who lead the masses,
Mark 8:35
Are heroes to be sung.
The Filipino is worth dying for.
Each of us can be a hero
Sen. Benigno “Ninoy” Aquino In the daily life we live,
Jr. Each of us can be a hero,
It is easy if we please.

Patriotism is not a short outburst of If we learn to share with the poor

emotions but a lifetime of dedication. If we stand for what is right,
If we are true, not dishonest,
Adlai E. Stevenson We are heroes in the right.

If we help those who are in need,

If we comfort those who are sad,
If we give joy to the lonely,
Aren’t we heroes in this life?

▪ Promotion of the Common Good

All who believed were together and had all things in common; they would sell
their property and possessions and divide them among all according to each one’s
need.
Acts 2:44-45

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 Personal Resolution
I understand that I live in a community of people sharing in the same pursuit for
happiness and dream for peace. I promise to be more charitable and concerned for
the welfare of my fellowmen in the course of my life. I shall do my best to work along
the principle of serving the interest of the common good before serving my own. By
this truly heroic act, I hope to inspire others to develop in themselves as well as
genuine concern and love for others so that we may all truly live in a world of love,
harmony, understanding and progress. I shall steadfast remain vigilant and dedicated
to the preservation and promotion of the common good and shall foster this value in
my own life at all times.

Pagkamaka-Kalikasan
▪ Concern for the Environment
Let them have dominion over the fish of the sea, the birds of the air, and the
cattle, and over all the wild animals and all the creatures that crawl on the ground.
Genesis 1:26

For 200 years we’ve been conquering Nature. Now we’re beating it to death.
Tom McMillan

The Giving Tree

Fr. Benigno P. Beltran, SVD
Once there was a tree… and she loved a little boy. And every day, the boy would gather
leaves, make them into a crown and play king of the forest. The boy would also play hide
and seek, climb her branches and eat her mangoes. At the end of the day, when he was
tired, the boy would sleep in her shade. And the boy loved the tree… very much… and
the tree was very happy.
But time went on… and the boy grew older. And the tree was often alone. Then one day
the boy went to the tree who said: “Come, boy, come and climb up my trunk, swing from
my branches, eat my mangoes, play in the shade and be happy.” “I am too big to climb
and play and I don’t have money,” said the boy, “If only I can have some money.” “I am
sorry,” said the tree, “but I don’t have money. Go take my mangoes, boy and sell them
to the market. That way, you will have enough money and you will be happy.” And so
the boy gathered all her mangoes and carried them away. And the tree was happy.
But the boy stayed away for a long time… then one day, the boy came back to the tree
who shook with joy and said: “Come, boy, come and climb up my trunk, swing from my
branches, eat my mangoes, play in the shade and be happy.” “I am too busy to climb
trees: said the boy. “I want a house to keep me warm.” “I want a wife and children and
so I need a house. Can you give me a house?” “I have no house,” said the tree.” The
forest is my house, but you may cut off my branches and build a house.” And so the boy
cut off her branches and carried them away to build his house. And the tree was happy.

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 But the boy stayed away for a long time. Then one day the boy came back and the tree
was so happy that she could barely speak. “Come, boy,” she whispered, “come and
play.” “I am too old to play.” said the boy. “I want a boat that will take me far away
from her. Can you give me a boat?” “Cut down my trunk and make a boat,” said the
tree. Then you can sail away…and be happy.” And so the boy cut down the trunk and
made a boat and sailed away. And the tree was happy…but not really.
And after a time, the boy came back again. “I am sorry, boy,” said the tree. “but I
have nothing left to give you – my mangoes are gone.” My teeth are too weak for
mangoes,” said the boy. “My branches are gone,” said the tree.” “You cannot swing
on them.” “I am too old to swing on branches,” said the boy. “My trunk is gone,”
said the tree. “You cannot climb.” “I am too tired to climb,” said the boy. “I am
sorry,” sighed the tree. “I wish that I could give you something…but I have nothing
left. I am just an old stump. I am sorry.” “I don’t need very much now,” said the boy,
“Just a quiet place to sit and rest. I am very tired.” “Well,” said the tree,
straightening herself up as much as she could, “well, an old stump is good for sitting
and resting. Come, boy, sit down and rest.” And the boy did and the tree was happy.
Moral: Mother Nature is an all-giving mother. While she gives fully, man abuses her
relentlessly. It is time that we care for our ailing Mother Nature so that she will regain
her beauty and strength once again, enabling her to share her life and abundance with
us.

Directions: Read the questions carefully and write your

answer in a separate sheet. Your answer will be graded
Application
according to the rubrics found on page ____ of this module

1. Based on the good citizenship values, evaluate yourself and

try to figure out which among the four is your strongest and
which one is the weakest. Justify your score.
2. How can you improve your weakest set of values?

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 Lesson 6: Voter Citizenship Education
Objectives:

▪ Improve one’s knowledge on voter rights to educate others;

▪ Avert themselves and others to malpractices of some individuals; and
▪ Practice their right to vote whenever obligation calls them to do so.
Introduction
Voting or Suffrage is a long-fought privilege and right given to every Filipino
citizen. It is a duty that every Filipino reaching adulthood must undertake. By voting, a
Filipino is given the opportunity to be directly involved in the affairs of the nation and
have a stake in national interest. (CHED, 2005). Voting in an election is akin to voicing
your preferences by selecting leaders who you believe will best address the issues and
challenges facing your community and country. 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 (CVE, 2003).

In every election, it's crucial to provide voter and civic education to ensure that all
constituents, regardless of gender, are aware of their rights, the political system, the
issues at stake, and the procedures for voting. For an election to be both successful and
democratic, voters need to be informed and understand their rights and responsibilities in
order to cast valid ballots and engage effectively in the process. This education is
especially important in communities, where political instability can be high and elections
can have a profound impact on the nation's future.
Since NSTP focuses on citizenship training, it’s crucial to prioritize voter
education, particularly among the youth, to ensure future elections are fair and clean. In
the Philippines, young voters play a big impact on the country’s elections as over half
the voting population, or about 23 million votes, are from the youth sector
(Buchenbacher, K., 2019). Beyond just voting, young people need to grasp their
responsibility in selecting leaders and understanding the qualities of the candidates they
choose to support.

“Buy my Vote”
Draw a problem tree analysis illustrating vote buying as the
Activity root. Analyze the possible consequences of vote buying which
in this case may represent the fruits. Make the illustration
creative and present it to the class.
Your answers will be rated using a rubric found in page ___of
this module.

The Right of Suffrage

The human right to vote is embodied in three instruments: Universal

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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.
Article 21 (1-3) of the Universal Declaration of Human Rights (December 10, 1948)

1. Everyone has the right to take part in the government of his country, directly or
through freely chosen representatives;
2. Everyone has the right to equal access to public service in his country;
3. The will of the people shall be the basis of the authority of the government. This
will shall be expressed in periodic and genuine elections, which shall be by
universal and equal suffrage and shall be held by secret vote or by equivalent
free voting procedures.
Art.25 (a-c) of International Covenant on Civil and Political Rights, (March 1976)

Every citizen shall have the right and the opportunity,without any of the
distinctions

mentioned in article 2 and without unreasonable restrictions:

(a) To take part in the conduct of public affairs, directly or through freely
chosen representatives;
(b) To vote and to be elected at genuine periodic elections which shall be by
universal and equal suffrage and shall be held by secret ballot, guaranteeing the
free expression of the will of the electors;
(c) To have access, on general terms of equality, to public service in his country.

Art. V, Sec. 1-2 of The 1987 Philippine Constitution

1. Suffrage may be exercised by all citizens of the Philippines not otherwise
disqualified by law;
2. The Congress shall provide a system for securing the secrecy and sanctity of
ballot as well as a system for absentee voting by qualified Filipinos abroad. The
congress shall also design a procedure for the disabled and the illiterates to vote
without the assistance of other persons. Until then, they shall be allowed to vote
under existing laws and such rules as the Commission on elections may
promulgate to protect the secrecy of the ballot.

Qualification and Disqualification of a Voter

Suffrage may be exercised by all qualified and registered voters of the Philippines
not otherwise disqualified by law. According to our Constitution, voters shall not be

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barred from voting by their literacy, amount of property, or other such matters.
Qualifications to vote in the Philippines are:
a. Being a citizen of the Philippines
b. Being eighteen years of age or over
c. Being a resident 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.
The following are disqualified from voting:

a. 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.
b. 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.
c. Insane or incompetent persons as declared by competent authority.

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.

The Value of your Vote

The Commission on Higher Education emphasizes that every voter must value their
vote:
➢ Equal chance for a vote, whether rich or poor
➢ Guaranteed opportunity to participate
➢ It is priceless
Your Vote will mean:
✓ Better services from executive
✓ Better policies and laws from the legislative
✓ A brighter future for us, FILIPINOS.

Why is it Important to choose Good Leaders?

The Commission on Higher Education has the following advice for first time

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voters on why electing good leaders is vital in reform and governance:
▪ Elected candidates have access to public resources which can be used for the
betterment of all, and not just a select few.
▪ Those we elect become in-charge of deciding our needs as citizens, and give
priority to the most important issues that directly affect us, and properly
allocate resources needed to address these issues.
▪ Those we elect also become visible role models that help shape attitudes,
because we see them every day.
▪ When good leaders are elected into influential positions, they want to unite
rather than divide the people.
▪ Our elected officials form our conscience as a people. They embody our
judgments and aspirations.
Why we should cast our Votes during Elections?
▪ It is during the elections where we as citizens determine who is able to make
decisions and wield the power they were handed to make a positive difference
for the country for years to come. Our decision on who to put in power is of
national significance.
▪ Exercising our right to choose our leaders at the very least gives us HOPE that
we CAN choose good people to be our leaders; and having good people in
government will assure us that our needs and welfare will be addressed and
safeguarded.
▪ When we utilize our power to vote, we will have proven to ourselves that we
are ready to face our destiny as a people and indeed be responsible for the
welfare of our nation.
What must we do?
✓ Register or revalidate your registration
✓ Encourage your friends to register and to revalidate their registration.
✓ Help educate your friends.
✓ Cast your vote
✓ Watch the count

“The best way for evil to triumph is for good men to do nothing.” – Voters Education
Program National Youth Commission.

Application:
Assess the given picture. How do you
decipher the message that is written in
big letters in the back? Discuss among
your classmates.
Your answers will be rated using a
rubric found in page ___of this
module.
https://margatenews.net/your-civic-duty-to-vote-where-
were-you-in-the-primary-p489-195.htm

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