Don Mariano Marcos Memorial State University

La Union, Philippines

NATIONAL TRAINING SERVICE PROGRAM

(NSTP)

NSTP1- Citizenship Training Module I

 Course Outline

in

Course Name: NSTP 101

 COURSE DESCRIPTION
National Service Training Program (NSTP)

Number of units: 3

GENERAL LEARNING OBJECTIVES

Graduates are expected to:

a. Develop the ethics of service;

b. Imbibe good citizenship values of being maka-diyos, maka-kalikasan, and maka-
bansa; and
c. Demonstrate preparedness and skills when tapped for civic-welfare and literacy
and numeracy activities especially during calamities.

A. National Service Training Program (NSTP 101a)

I. Common Module (25 hours)
This module focuses on the five (5 topics) mentioned in the Rule III.
Program Implementation, Section 4. Coverage, Paragraph c. of the
implementing Rules and Regulations of R.A. 9163. Students enrolled in
the first semester of the freshmen year are required to undergo a
common module phase for 25 hours before pursuing specific component
of their choice.

During this phase, the students are expected to gain knowledge, skills,
and attitude towards deepened understanding and heightened
appreciation of their role in the promotion of common good and the
general welfare. Further, they are expected to demonstrate learning by
applying concepts and principles on practical situations in pursuit of
community development for the task of nation building.

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 The common module aims to:

1. Inculcate the spirit of patriotism, nationalism and good citizenship values as

potent force in nation building;
2. Develop their physical, moral, spiritual, intellectual and social being;
3. Enhance civic consciousness and defense preparedness of the students;
4. Advance their involvement in civic and public affairs.

 1.
COURSE REQUIREMENTS

Submit learning activities in each module

2. Take the oral/written quizzes
3. Take and pass the required periodical examination; and
4. Submit the required reaction papers and reports before the end of the term

 GRADING SYSTEM
Module Assignments - 40%
Reaction Papers, Reports, Term Paper

Midterm/Final Examination - 60%

Total 100%

 COURSE CONTENT

Module I Citizenship Training

Lesson 1 Historical and Legal Bases of NSTP

Lesson 2 Flag Heraldic Code of the Philippines

(RA 8491, s. 1998)

Lesson 3 Good Citizenship Values

Lesson 4 Voter Citizenship Education

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 Module II Drug Education

Lesson 1 General orientation on RA 9165, nature of drugs

menace, national drug situation, controlled
substances, and other pertinent laws

Lesson 2 Role of the youth on drug detection and prevention

Module III Disaster Awareness Preparedness and

Management
Lesson 1 DRRM concepts, principles and trends (RA10121)

Lesson 2 Disaster Geographic and Risk Profile of the

Philippines

Lesson 3 Four thematic areas of the Philippines Disaster

Management System

Lesson 4 Role of the youth in Disaster Preparedness and

Management (DPM)

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 Module IV Environmental Protection
Lesson 1 Environmental Protection and Management
Introduction (Principles and Laws)

Lesson 2 Forest Protection, Conservation and Development

Lesson 3 Water Sanitation and Conservation

Lesson 4 Role of the youth in the environmental protection

and Management

II. Specific Modules (29 hours)

This module was designed for non-military components – CWTS

and LTS, which shall be taken after completing the Common Modules
phase. The CWTS is 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. While LTS is designed to train the
students to teach literacy and numeracy skills to school children, out-
of-school youth and other segments of society in need of their
services. The ROTC shall remain to be under the policies, regulations
and programs of the Department of National Defense per Rule III.
Program Implementation. Section 8. Monitoring and Evaluation,
Paragraph a.4. Management of the IRR of RA 9163.

Module 1 Self and Filipino Society

Lesson 1 Nature of Self

Lesson 2 Self-Awareness Filipino Values

Lesson 3 Personal Development Plans

Lesson 4 Roots of the Filipino Character

Lesson 5 Nationalism and Patriotism Program

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Module 2 Volunteerism

Lesson 1 Concepts/Elements of Volunteerism

Lesson 2 Role of the Youth in strengthening volunteerism and the

Importance of voluntary action

Module 3 Peace Education

Lesson 1 Integrated theories on peace education

Lesson 2 Role of the Youth in promoting and maintaining peace in

the
Community

Module 4 For CWTS: Dimensions of Development

Lesson 1 Emergency Response Training

For LTS: Literacy and Numeracy Skills

Lesson 1 DRR Information Dissemination Training

Module 5 Introduction to Community-Based Management

Lesson 1 Analysing Community Needs

Lesson 2 Social Mobilization

Lesson 3 Formulating Plan for Community-Based Projects/DRRM

Lesson 4 NSRC Overview

Lesson 5 Managing Community/ School –Based NSRC Unit

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 MODULE I

CITIZENSHIP TRAINING

 INTRODUCTION

This module explains the program components of NSTP and its historical and
legal bases. Discusses also the Flag Heraldic Code of the Philippines (RA 8491) inorder
to appreciate and promote civic consciousness. It is expected that you will realize the
significance of NSTP Act 2001 that mandates all citizens, both male and female, to
fulfill this civic duty.

OBJECTIVES

After studying the module, you should be able to:

1. Explain the history and significance of NSTP in the horizon of national

security and development.
2. Appreciate the value of NSTP as a citizenship training program.
3. Support NSTP-related activities and endeavors.

 DIRECTIONS/ MODULE ORGANIZER

There are four lessons in the module. Read each lesson carefully then answer
the exercises/activities to find out how much you have benefited from it. Work on
these exercises carefully and submit your output to your trainer or to the NSTP office.

In case you encounter difficulty, discuss this with your trainer during the face-
to-face meeting. If not contact your trainer through SMS or other mode of
communication.

Good luck and happy reading!!!

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Lesson 1

 Historical and Legal Bases of NSTP

Overview

This lesson discusses historical and legal bases of the National Training Service
Program (NSTP). The Republic Act 9163 along with principles and laws will also be
discussed.

History of NSTP 1762 - Military Training Course in University of Sto. Tomas

Organized in 1762 by Father Domingo Collantes, O.P. Rector and Chancellor of UST
Military training course similar to the ROTC who was attended by a battalion of young
students 1912 – Military Instruction in University of the Philippines In 1912, military
instruction started in University of the Philippines. The university received the
services of a U.S. Army officer as a professor of Military Science. the first ROTC unit in
the country was established and instruction started on July 3, 1922. The National
University, Ateneo de Manila, and the Colegio de San Juan de Letran formed their
respective ROTC units. These units remained independent of each other until 1936,
when ROTC existed throughout the country was supervised and controlled.

1935 - Commonwealth Act No. 1 / National Defense Act Under the government of
Pres. Manuel L. Quezon Required college students, particularly males to finish 2 years
(equivalent to 4 semesters), of military training Started the reservist system in the
Philippine national defense ROTC in World War II By 1941 there were 33 colleges and
universities throughout the country that maintained ROTC units. All however, were
closed with the onset of World War II. The war saw ROTC products in action for the
first time. Cadets from different Metro Manila units took part in the defense of Bataan
and after the surrender of last American bastion in the archipelago 1980 – Presidential
Decree No. 1706 / National Service Law Mandated compulsory national service to all
Filipino citizens It was composed of 3 main program components namely: Civic
Welfare Service (CWS) Law Enforcement Service (LES) Military Service (MS) College
students were given an option to choose one from among these components in
compliance with this requirement. 1986-1987 Republic Act No. 7077 / The Citizen
Armed Forces of the Philippines Reservist Law Under Pres. Corazon C Aquino, it paved
the way for the conceptualization of the Basic Reserve Officer’s Training Corps
(ROTC) ROTC Crisis of 2001 Good intentions of ROTC were tainted with anomalies,
thus defeating the purpose which this military training was anchored. Student
protests threaten the very existence of ROTC

Mark Welson Chua - a student of the University of Sto Tomas whose death is widely
believed to be linked to his exposé of anomalies in the ROTC Unit of the university.
His death became the channel for the passage of Republic Act 9163 or the "National

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Service Training Program (NSTP)" Law. Chua received death threats after his
revelations. The new ROTC commandant advised him to undergo security training at
Fort Bonifacio. On March 15, 2001, he was supposed to "meet" an agent but he was
never seen alive again. Three days later, his decomposing body wrapped in a carpet
floated in the dirty waters of Pasig River, with his hands and feet tied and face
wrapped in cloth and packing tape. The autopsy report showed sludge in his lungs,
indicating he was alive when he was thrown into the river.
Mandatory No-More – Expanded ROTC (E-ROTC) - The end of mandatory ROTC in the
Philippines, and the establishment of the National Service Reserve Corps (RA 9163)

THE NATIONAL SERVICE TRAINING PROGRAM [R.A. 9163]

1. What is the legal basis of the National Service Training Program (NSTP)?
The National Service Training Program (NSTP) Law or RA 9163 also known as ―An
Act Establishing the National Service Training Program (NSTP) for tertiary level
students, amending for the purpose Republic Act No. 7077 and Presidential Decree
No. 1706, and for other purposes.‖ was enacted last January 2002 to amend the
Expanded ROTC. This program aimed to enhance 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, specifically designed
to enhance the youth‘s active contribution to the general welfare.

2. What are the components of the NSTP? a. Reserve Officer’s Training Corps
[ROTC] - refers to the program component, institutionalized under Section 38 and 39
of Republic Act No. 7077, designed to provide military training to motivate, train
organize and mobilize them for national defense preparedness.

b. 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.

c. Literacy Training Service [LTS] - refers to the program component designed to train
the students to teach literacy and numeracy skills to school children, out-of-school
youth and other segments of society in need of their services.

3. Who are covered by the NSTP Law? A. All incoming freshmen students, male,
female, starting school year (SY) 2002-2003, enrolled in any baccalaureate and in at
least two (2) year technical-vocational or associate courses, are required to complete
one (1) NSTP component of their choice, as a graduation requirement;

B. All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components;

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C. State universities and colleges (SUC‘s), shall offer the ROTC component and at
least one (1) other NSTP component;

D. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy

(PMMA), Philippine National Police Academy (PNPA), and other SUC‘s of similar
nature, in view of the special character of these institutions, are exempted from the
NSTP; E. Private higher education and technical-vocational education institutions with
at least 350 student cadets may offer the ROTC component and consequently
establish / maintain a Department Of Military Science and Tactics (DMST), subject to
the existing rules and regulations of the Armed Forces of the Philippines (AFP).

4. What is the duration and equivalent course unit of each of the NSTP
Component?
Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters for 54 to 90 training hours per semester. It shall be credited for three (3)
units per semester.

5. What fees shall be charged to students taking any of the NSTP components?
No other fees shall be collected except basic tuition fees, which should not be more
than 50% of the charges of the school per academic unit.

6. Who are covered by the suspension of the ROTC requirement? The completion of
ROTC training as a requisite for graduation is set aside for students who have
completed all their academic requirements for their respective courses as certified by
the school on or before the effectivity of the NSTP Act of 2001, which is March 23,
2002. The concerned students may apply for graduation in their respective schools.

7. What happens to male students who are currently enrolled and have not taken
nor completed the ROTC requirements for graduation?

a. Male students who are not covered by Section 12 of this Rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare Service
(CWS) or Law Enforcement Service (LES) shall be covered by the NSTP Law.

b. Male students who have completed two semesters of the Expanded ROTC (E-ROTC)
/ National Service Program (NSP) are deemed to have complied with the NSTP
requirement.

c. Male students who are not covered by Section 12 of these Rules and have taken
only one (1) semester of Basic ROTC or E-ROTC/NSP shall take any of the NSTP
components to qualify for graduation.

d. Students who want to qualify for enlistment in the Reserve Force or attend the
advance ROTC program shall undertake a special program for this purpose.

7. How are Clustering and Cross-Enrollment done?

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a. Clustering of students from different education institutions during semestral or
summer periods may be done for any of the NSTP component, taking into account
logistics, branch of service and geographical locations. The host school shall be
responsible in managing the Program.

b. Schools that do not meet the required number of students to maintain the optional
ROTC and any of the NSTP components, or do not offer the component chosen by the
student shall allow their students to cross-enroll in other schools irrespective of
whether such school is under CHED or TESDA; and in the case the students taking the
ROTC component irrespective of whether the two semesters shall be taken from
different schools whose ROTC is managed by different branches of service of the
Armed forces of the Philippines(AFP).

8. What is NSTP-One Summer Program (NSTP-OSP)?

NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially Section 6 and
jointly devised, formulated and adopted by DND, CHED and TESDA. NSTP-OSP is
established for the three (3) components: ROTC, CWTS and LTS. This is intended for
graduating students in baccalaureate or at least two-year technical-vocational or
associate courses, who have yet to comply with the NSTP as a requirement for
graduation, as well as for students, thus allow them to concentrate on the academic
subjects and other cocurricular concerns.

9. What is the National Service Reserve Corps (NSRC)? NSRC is created under
Section 11 of RA 9163 or the NSTP Act of 2001, composed of graduates of the non-
ROTC components: the CWTS and LTS. Members of this Corps maybe tapped by the
State for literacy and civic welfare activities, through the joint efforts of DND, CHED,
and TESDA.

LEARNING ACTIVITY

A. Illustrate a diagram that will explain the legal bases and chronology of
events in the passage of RA 9163 (NSTP Act of 2001).

Supplemental Readings:

B. Read and reflect on Republic Act 9418.

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Lesson 2

 Flag Heraldic Code of the Philippines (RA

8491, s. 1998)

Overview

We celebrate Independence Day on June 12, 122 years after Gen. Emilio
Aguinaldo declared independence from Spain and waved the first Philippine flag at his
residence in Kawit, Cavite.

On this day, we celebrate our love and loyalty for our country.
Our Constitution declares that it is state policy to inculcate nationalism and pat
Republic Act 8491, or the “Flag and Heraldic Code of the Philippines,” mandates that
reverence and respect shall be accorded at all times to the Philippine flag, the
national anthem and other national symbols that embody the country’s ideals and
traditions, and express the principles of sovereignty and national solidarity. It
penalizes violators. riotism in our youth.

The code thus prescribes some rules on the Philippine flag, as follows:
– The flag, if flown from a flagpole, shall have its blue field on top in time of peace
and the red field on top in time of war; if in a hanging position, the blue field shall be
to the right (left of the observer) in time of peace and the red field to the right (left
of the observer) in time of war.

– A flag worn out through wear and tear shall not be thrown away. It shall be solemnly
burned to avoid misuse or desecration. The flag shall be replaced immediately when
it begins to show signs of wear and tear.
– May 28 to June 12 of each year are declared as Flag Days, during which all offices,
agencies and instrumentalities of government, business establishments and
institutions of learning, including private homes, are enjoined to display the flag.

The following are prohibited with respect to the flag:

– To mutilate, deface, defile, trample on, cast contempt or commit on the flag or any
act or omission that casts dishonor or ridicule upon the flag over its surface (thus, it is
illegal to burn the Philippine flag during rallies).

– To dip the flag to any person or object by way of compliment or salute.

– To use the flag as drapery, festoon or tablecloth; as covering for ceilings, walls,
statues or other objects; as a pennant in the hood, side, back and top of motor
vehicles; as a staff or whip; for unveiling monuments or statues; and as trademarks or
for industrial, commercial or agricultural labels or designs.

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– To display the flag under any painting or picture; horizontally face up (it shall
always be hoisted aloft and allowed to fall freely); below any platform; or in
discotheques, cockpits, night and day clubs, casinos, gambling joints and places of
vice or where frivolity prevails.

– To wear the flag in whole or part as a costume or uniform.

– To add any word, figure, mark, picture, design, drawing, advertisement or imprint
of any nature to the flag.

– To print, paint or attach a representation of the flag on handkerchiefs, napkins,

cushions and other merchandise.

– To display in public any foreign flag, except in embassies and other diplomatic
establishments, and in offices of international organizations.

– To use, display or be part of any advertisement or infomercial.

– To display the flag in front of buildings or offices occupied by aliens.

On the national anthem, the code expressly prescribes that its rendition,
whether played or sung, shall be in accordance with the musical arrangement and
composition of Julian Felipe. (We understand that, according to the National Historic
Commission of the Philippines, the proper tempo is a 2/4 and 100 metronomes, and
that the anthem should last 53 seconds).

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 it
with fervor.
As a sign of respect, all persons shall stand at attention and face the Philippine
flag, if there is one displayed. If none, they shall face the band or conductor. At the
first note, all persons shall execute a salute by placing their right palms over their
left chests. Those in the military or scouting shall give the prescribed salute.

The anthem shall not be played and sung for mere recreation, amusement or
entertainment purposes, except on some occasions. These are international
competitions where the Philippines is the host or has a representative; local
competitions; during “signing off” and “signing on” of radio broadcasting and
television stations; and before the initial and last screening of films or before the
opening of theater performances.

Violators shall, upon conviction, be punished with a fine of between P5,000 and
P20,000, imprisonment of not more than one year, or both.
Several bills have been introduced to amend the code to highlight the importance of
complying with, abiding by and conforming to the standard expression as prescribed

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by law, as well to increase penalties for violations. As of today, none have been
enacted.

LEARNING ACTIVITY: Reflect on the 12 little things we can do for our country –
Acts of patriotism. Give examples each.

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Lesson 3

 Good Citizenship Values Clusters

Overview

The citizenship education topic of NSTP affords the implementing institutions

the opportunity to develop good citizenship values, rights and responsibilities of
student-citizens in the country. Learn to appreciate the importance of good
citizenship towards the attainment of national development.

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.

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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.
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 the 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 beliefs 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.

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Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall 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.
(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.

The Basic Values of the Filipinos

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 any one 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 any one saved a life, it would he 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 (5:32)
Qur’an.

Order
Assuredly, We have send down the Book to you in right form for the good of
man. Whoso guided himself by it does so to his own advantages, and whose turns
away from it does so at his own loss. You certainly are not their keeper (39:41)
Qur’an.

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

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conquests of those who preceded them. The family is an indispensable element of
social cohesion and equilibrium”. (Panganiban-artist guild).

The Maka-Tao 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 one’s own or another’s
spiritual growth” (M. ScottPeck).
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).
Truth
It is worthwhile to be familiar and understand some of the following famous
quotations and anecdotes which makes 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 general 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, “the law is not the private property of lawyers, nor is justice
the exclusive province of judges. 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”.

The Maka-Bayan Cluster

Unity
The value of unity can be realized by practicing the virtues stated in

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 “Behold how good and pleasant it is for the brethren to dwell together in
unity.” (Psalm 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 the fate of all.” (Alexander the
Great)

Equality
To appreciate the value of equality, consider this anecdote:

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 a slave,” replied a 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!”

Moral Lesson: Each person

may differ in worldly stature,
but each one bears the same
amount of dignity as another
and all share one common
destiny.

The Maka-Kalikasan Cluster

Concern for the environment

The Giving Tree

Fr. Benigno P. Beltran, SVD
Once there was a tree… and she loved a little boy. And everyday the boy would
gather her leaves, make them into a crown and play king of the forest. The boy would
also play hide and seek, climb her branches and her mangoes. At the end of the day

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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 the 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.”
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.
But the boy stayed away for a long time… But 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 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 bot did and the tree was happy.

Personal Resolution
I am a steward of creation. I understand that may very existence and that of
generations after me are threatened by the destruction of the environment. I pledge
to be a more discerning individual by using all environmental resources properly and
prudently. I shall develop a conscious effort to preserve and protect the environment
from further degradation. I shall treat the environment as though it were my own
masterpiece, giving it great care and priding myself of its wonders and beauty. I shall
ever be thankful of the grace of God and the dedication of people in their work to
ensure that my family and I have clean air to breathe, clean water to drink, clean
oceans to launch adventures and above all, a life that’s healthy and a future worthy
to be shared with the next generations.

Learning activity: Good Citizenship Values Clusters

Identify three main issues or concerns in your community and determine
how NSTP and student trainees could address solutions to each cluster.

Maka-Diyos

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 I. Issue/Concern Proposed Solution
II. Issue/Concern Proposed Solution
III. Issue/Concern Proposed Solution

Maka-Tao
I. Issue/Concern Proposed Solution
II. Issue/Concern Proposed Solution
III. Issue/Concern Proposed Solution

Maka-Bayan
I. Issue/Concern Proposed Solution
II. Issue/Concern Proposed Solution
III. Issue/Concern Proposed Solution

Maka-Kalikasan
I. Issue/Concern Proposed Solution
II. Issue/Concern Proposed Solution
III. Issue/Concern Proposed Solution

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Lesson 4

 Voter Citizenship Education

Overview

Voting is one of the foundations of democracy. It’s one of your constitutional

rights as a citizen of the Philippines, and its one of the ways you can make your future
less scary.
Elections benefit the country, especially when we elect the right officials and
leaders. You have a say in the direction of the Philippines or, closer to home, your
city, municipality, province, or barangay.
Your voice is heard with your vote. That’s what people mean when they say
“Every vote matters.”

What’s the difference between Presidential and Midterm elections?

There are different election seasons: The National (or Presidential) elections,
Midterm elections (both National and Local), and finally the Barangay elections.
Presidential elections are held every 6 years. National and Local Elections are
held on the second Monday of May, every 3 years from 1992. This National and Local
Election season is also called the Midterm Elections because we’re voting for officials
other than the president and vice president.
The Commission on Elections (COMELEC) oversees every election, making sure
voting is free, fair, and honest.
Why do we vote every 3 years?
That’s because public officials have a term limit. In other words, that’s how
long they stay in office before someone else needs to be elected. For the president,
vice president, and senators, it’s 6 years. Congressmen (of the House of
Representatives) and local government leaders, however, get 3 years.
Meanwhile, the Senate has 24 seats, and every 3 years, 12 seats are vacated.
Midterm elections come in for us to elect 12 new senators, while the other half are
still seated. The senators we vote during the midterm elections get to keep their
seats during the first term of the next president.
Why is my senatorial vote relevant?
The senators you vote now get to lobby for and pass laws for causes you care
about. They will also oversee the implementation and turnover of these laws to the
succeeding president after this current term.
What positions do I vote for?
We’re not going to tell you who to vote, but these are the officials and roles
that will show up on your ballots. Of course we have the president and vice president
during every Presidential Election Season, but what about the rest?
A. National Elections: The Congress of the Philippines

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 Congress is the legislative branch of our government, meaning it has the power
to enact, create, and modify, and appeal existing laws. More importantly,
Congress is responsible for ensuring that the spirit of our Constitution is upheld
in the country.

1. Senators (12)
2. Representatives (1)
3. Party-list Representation (1)
B. Local Government
1. Provincial Governor (1)
2. Provincial Vice-Governor (1)
3. Municipal/City Mayor (1)
4. Municipal/ City Vice-Mayor (1)
5. Sangguniang Bayan (Municipal Board), Sangguniang Panglalawigan
(Provincial Board), or Sangguniang Panglungsod (City Board)
How do I vote wisely?
When coming up with your election checklist, it can get tricky to make the
right choice. Do your research on the different candidates to see if they align with
your values.
It helps to create a solid platform of the candidate to know if they’re
competent, knowledgeable, and credible. Here is a list of criteria to quote you in
making your candidate list for this Philippine midterm election.
1. Look up their past accomplishments (if any).
2. Educational background, work history, and leadership track record.
3. What programs or policies have they proposed (if first time) or implemented (if
recurring)?
4. Do you align with their stand on certain issues?
5. How is the candidate’s lifestyle?
6. What can be said about their public record?
7. Is the candidate complaint with our laws, policies, and other non-corrupt
practices?
Your Voice matters
As a generation of young people, the future is yours. You have a bigger stake
in it than the adults who are around now. Make yourself heard.
We’re here to help make the future less scary by helping you find
opportunities, giving you personalized advice, and empowering you to pursue your
path.
But only you can make that future real.

Learning Activity: Voter Citizenship Education

1. What is the relationship of Elections and Democracy?
2. What other mechanisms (aside from voting for elected officials) are
available for the citizens to participate in governance?
3. Do you still value your vote? Why or why not?

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References:

Labuguen, Florida C.; Vidal, Carmelo John E.; Ramos, Alexander I. (2018).
Understanding the National Service Training Program: Mutya Publishing House.

https://portal.edukasyon.ph/blog/independence-in-practice-voters-education

https://www.manilatimes.net/2020/06/11/business/columnists-business/respect-for-
the-philippine-flag-and-national-anthem/730953/

http://elearningnstp.blogspot.com/2015/07/the-nstp-law.html

https://1987-philippineconstitution.blogspot.com/2010/02/article-iii-bill-of-
rights.html

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