NSTP Common Modules 1 2.

NSTP- Common Module
SURIGAO DEL SUR STATE UNIVERSITY
NSTP
National Service Training Program
COMMON MODULES
1| N S T P - C o m m o n M o d u l e , F i r s t S e m . , A . Y . 2 0 2 0 - 2 0 2 1
NSTP- Common Module
PHILOSOPHY
SDSSU believes that higher education is an instrument for the improvement of life
through democratized access to quality education in the development of a well-rounded person.
VISION
A leading “Glocal” University with widened academic perspective that focus on attaining
food security, supporting poverty alleviation, developing renewable energy and conserving
natural environment.
MISSION
SDSSU shall provide competency-based higher education training driven by relevant and
responsive instruction, research, extension and sustainable resource management.
Particularly, SDSSU committed to:

1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for the
environment, adhere to positive value system, and preserve cultural heritage;
3. Engage in high-impact research for instruction and develop technology for food security and
renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the
marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions in higher
education.
CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and
personal attributes that contribute to enhance SDSSU employee and student performance and
ultimately result in organizational success.
Accountability
Responsibility for own actions, decisions and commitment to accomplish work in
an ethical, efficient, cost-effective and transparent manner manifesting the value of sound
stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on
providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes
and the development of shared culture of quality consistent with the vision, mission and goals of
University.
Service
Dedication for a continuous improvement of services, stakeholder's relationships
and partnership which stresses interdependence and collaboration for a sustainable success of
clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.
SDSSU CARES…
These core values are not descriptions of work we do, nor the strategies we employ to
accomplish our University vision. They are the core values that underlie our works and
interactions as we internalize responsibilities to fulfil our mission. They are the basic elements of
how we go about work and how we deal with stakeholders, molds students to become competent,
innovative, globally competitive and service-oriented.
NSTP- Common Module
SURIGAO DEL SUR STATE UNIVERSITY
National Service Training Program- Common Module
TABLE OF CONTENTS
PREFACE
INTRODUCTION OF SYLLABUS
Overview
Importance
What do we expect from the course?
Expectation, Goal and Outcome of the Program
The salient description of NSTP-CWTS I
MODULE I - CITIZENSHIP TRAININ Lesson

1 - Historical and Legal Bases of NSTP
Worksheet No. 1
Lesson 2 - PHILIPPINE CONSTITUTION

Meaning of Constitution
Basic Principles Underlying Our Constitution
Preamble
Bill of Rights
Duties and Responsibilities of Filipino Citizen
Worksheet No. 2
Lesson 3 - UNITED NATIONS PRINCIPLES ON HUMAN RIGHTS

Universal Declaration of Human Rights
Worksheet No. 3
Lesson 4 - FLAG HERALDIC CODE OF THE PHILIPPINES

Definition of Terms
Worksheet No. 4
Lesson 5 - GOOD CITIZENSHIP VALUES (Based on 1987 Philippine

Constitution)
What are values?
What are Filipino Values?
Understanding Filipino Values and Culture
Filipino Values
Worksheet No. 5
NSTP- Common Module
Lesson 6 - Voter Citizenship Education
The Right of Suffrage
Qualifications and Disqualifications of a Voter
Worksheet No. 6
MODULE II - DRUG, ALCOHOLISM AND SMOKING

EDUCATION
What is a drug?
The Comprehensive Dangerous Drugs Act Of 2002
The Dangerous Drugs Board Resolutions and Regulation
Importance of Drug Education to the Youth
Role of the Youth on Drug Prevention Program
Most Commonly Abused Drugs in the Philippines
Negative Effects of Dangerous Drugs, Alcohol and Smoking
Worksheet No.7
MODULE III- DISASTER PREPAREDNESS, AWARENESS

AND MANAGEMENT
NSTP and Disaster Awareness, Preparedness and Management
The Disaster Equation and the Disaster Management Concept
National Disaster Risk Reduction and Management Plan Four
NDRRMP Thematic Areas Geographic Profile of the
Philippines
Disaster Risk Reduction in the Philippines
Youth‟s Contribution in Disaster Management
Basic Disaster Preparedness and Response Survival Training
Barangay as Nucleus of Community Governance and Disaster Preparedness
Worksheet No.8
MODULE IV- ENVIRONMENTAL PROTECTION

What is RA 9512?
What is the objective of RA 9512?
Seven Principles of Environment and Environmental Laws
Department of Environment and Natural Resources (DENR)
The Seven (7) Most Common Leadership Styles
The Role of the Youth in Environmental Protection and Management
Worksheet No.9
MODULE V- NATIONAL SECURITY CONCERNS

External Threats
Internal Threats
NSTP- Common Module
Role of the Youth in the National Security
Worksheet No.10
APPENDICES
REFERENCES
NSTP- Common Module
PREFACE
This Student module is prepared as a reference to acquire quality learning despite no

physical interaction between the students and teachers due to the lingering COVID-19 threat.
To respond the CHED‟s call by adopting the Flexible Learning System, the SDSSU-
NSTP welcomes the strategy by way of introducing this module without compromising the
outcomes and achievements that the students should met.
One of the components of the NSTP is the Civic Welfare Training Service (CWTS).
Its various activities are 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 morals of
the citizenry.
It is imperative, then, to craft a module as a reading material to fill in the vacuum in
the present era of distant learning.
This endeavor is especially designed for the college students who are taking up NSTP
to promote civic consciousness among the youth and inculcate in them the spirit of
nationalism and advance their involvement in public and civic affairs.
Sol S. Virtudazo, Ed.D (CAR)

NSTP Director
NSTP- Common Module
INTRODUCTION OF SYLLABUS
Overview
The NSTP-CWTS 101 is a program designed to enhance the civic consciousness of
students by developing the value of service and commitment for the welfare and betterment
of life of all members of the community.
Importance
NSTP helps students to be aware of their importance to the society along with
Military Science and Literacy Program, CWTS was instituted by the Republic Act 9163.
These programs promote patriotism and nationalism to our youth.
What do we expect from the course?

Civic Welfare Training Service (CWTS) refers to the program component or activities
contributory to the general welfare and betterment of life for the members of the community
or the enhancement of its facilities, especially those devoted to improving health, education,
environment, leadership, citizenship and community exposure.
Expectation, Goal and Outcome of the Program

1. Provide and apply knowledge of RA 9163 known as National Service Training
Program Act of 2001.
2. Develop and apply the importance of moral values and 1987 Philippine Constitution.
3. Demonstrate awareness and importance of health care specially the value of food, diet
and nutrition.
4. Applies the value of concept of responsible citizenship and pride of being a Filipino.
5. Demonstrate and apply the importance of disaster risk reduction and management
awareness.
The salient description of NSTP-CWTS I

A. This course include program or activities contributory to the 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, disaster preparedness and moral values of the citizenry.
B. Course Name: Civic Welfare Training Service

Course Code: NSTP-CWTS I
Course Unit: 3
Contact Hours: 54 hrs.
Pre-requisite/Co-requisite: None
C. At the end of this course, the students should be able to:
NSTP- Common Module
1. Advocate on NSTP Act of 2001 or RA 9163;
2. Demonstrate among the students the importance with disaster awareness,
preparedness and management;
3. Adopt moral values and respect the rights of individuals;
4. Demonstrate awareness of the importance of health care and;
5. Conceptualize issues and concerns in a local and global
perspective. D. Grading System
Class Standing - 40%
Quizzes - 20%
Oral recitation - 10%
Assignment - 5%
Attendance - 5%
Exam - 40%
Requirements - 20%
100%
NSTP- Common Module
Background
COMMON MODULES (25 hours)
This module focuses on the five (5) topics mentioned in the Rule III, Program
Implementation, and Section4. Coverage, Paragraph c, of the Implementing Rules and
Regulations of RA 9163, which provides that students enrolled in the first semester of
the freshman year are required to undergo a common module phase for 25 hours prior to
the selection of the specific NSTP Program component they will pursue.
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.
Specifically, 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 well-being;
3. Enhance civic consciousness and defense preparedness of the students; and
4. Advance their involvement in civic public affairs.
NSTP- Common Module
MODULE I
CITIZENSHIP TRAINING
LESSON 1- HISTORICAL AND LEGAL BASIS OF NSTP
Objectives
At the end of the lesson, the student should be able to:
1. Examine the nature and history of the National Service Training Program and
its components;
2. Discuss the need for the participation of the family, students, teachers and school
authorities in the enforcement of this Act, and
3. Carry out the role as a citizen in service of our country through NSTP.
Introduction
The National Service Training Program (NSTP) was implemented by the
Surigao del Sur State University (SDSSU) in accordance with the Republic Act (RA) 9163,
an Act Establishing The National Service Training Program (NSTP) for Tertiary Level
Students, enabling the government to create a program that will encourage the youth to
actively participate in civic welfare and literacy initiatives as well as defend the country in
times of war while undergoing training in any of its three (3) program components.
ROTC, CWTS and LTS are some of its programs. It aims to promote and integrate
values education, transformational leadership, spirit of patriotism and nationalism and
sustainable social mobilization for youth development, community building and national
security. These various components are specially designed to enhance the youth‟s active
contribution to the general welfare.
The National Service Training Program (NSTP) is a curriculum requirement for all
college students under Republic Act (RA) No. 9163. The law provides an opportunity for the
youth to directly contribute in nation building. Under the program, first year students have
the option to take either the Reserve Officers' Training Corps (ROTC). Literacy Training
Service (LTS) and Civic Welfare Service Training Service (CWTS).
Presidential Decree No. 1706, s. 1980

PROVIDING FOR COMPULSORY NATIONAL SERVICE FOR FILIPINO
CITIZENS AND AMENDING CERTAIN SECTIONS OF COMMONWEALTH ACT
NUMBER ONE, AS AMENDED, OTHERWISE KNOWN AS “THE NATIONAL
DEFENSE ACT” FOR THE PURPOSE
SEC 1. This Decree shall be known as “THE NATIONAL SERVICE LAW.”
SEC 2. National service shall be obligatory for all citizens of the Philippines. As used
in this decree, “National service” shall consist of three main programs namely: civic welfare
service, law enforcement service; and military service.
NSTP- Common Module
SEC 3. Each citizen shall render national service in any of the three main programs
stated in Section 2 of this decree or a combination thereof: Provided, That such service shall
be credited in his favor for the purpose of fulfilling educational requirements established by
law.
SEC 4. The terms “military service” and “military training” referred to in
Commonwealth Act Number One, as amended, shall mean “national service” and “training
for national service”, respectively, as herein defined.
SEC 5. The Minister of National Defense, in coordination with the Ministers of
Human Settlements, Education and Culture, and Local Government and Community
Development, shall issue rules and regulations to implement this Decree, subject to the
approval of the President.
SEC 6. All provisions of Commonwealth Act Number One, as amended, laws, orders,
rules and regulations, or parts thereof, which are inconsistent with this Decree are hereby
repealed, amended or modified accordingly.
SEC 7. This Decree takes effect immediately.
Republic Act 9163 Act of 2001

The National Service Training Program (NSTP) Law or RA 9163 also known as “AN
ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)
FOR THE TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE
REPUBLIC ACT NO. 7077 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
The Three (3) Components

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.
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.
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.
NSTP- Common Module
Here are the three program components:
NSTP
ROTC CWTS LTS

Reserve Civic Welfare Literacy
Officers‟ Training Training
Training Service Service
Provides military Refers to the activities Trains the

training in order to to be made which are student in teach literacy
motivate, train, organize contributory to the and numeracy skills to
and mobilize students for general welfare and school children, out-of-
national defense betterment of life. It is school and other
preparedness. designed for the members segments of society in
of the community or the need of their services.
enhancement of its
Students hold
 facilities, especially those
The skills being tutorials and other non-
devoted to improving
 developed among the formal education related
cadets are military health, environment,
activities in public
leadership, basic entrepreneurship, safety,
schools and
combat; map reading, recreation and moral of the
 military intelligence, citizenry.
underprivileged
communities thereby
artillery operations,   Students participate
promoting the
unconventional in several community importance of education
warfare, marches and development among grade school and
bivouac training activities like shelter-
 high schools students,
 building,tree
even adults, who were
not given the chance to
planting, medical
missions and the like study
NSTP- Common Module
WORKSHEET 1
Name:__________________________________________Date:______________________
Course and Section:_______________________________Rating:_____________________
Instructor:______________________________________ Cellphone No.______________
Instructions: Answer the following items.

1. What is the legal basis of the National Service Training Program (NSTP)? (15 points)
2. Among the three components of NSTP, What component do you prefer to? Explain
briefly (10 points)
3. As a youth how can you contribute in nation building? (20 points)
*Note: Please use separate answer sheet using the format above.
NSTP- Common Module
LESSON 2 - PHILIPPINE CONSTITUTION
Objectives
1. Identify the salient features of the 1987 Constitution;
2. Examine the importance of the Constitution; and
3. Define what is Bill of Rights;
Introduction
Meaning of Constitution
The word Constitution is derived from the verb to "constitute" which, means, among
other things, to set up, ordain, appoint, frame, form, make up or compose". The term
constitution therefore literally means the action of constituting, framing or establishing
something.
With the reference to the Constitution of the Philippines it might be characterized as
the written instrument by which the system or body of fundamental principles according to
which a nation, state or body politic is constituted and governed for the benefit of the people.
Basic Principles Underlying Our Constitution

Our Constitution is established upon certain basic principles of government which
have become an integral part of our democratic law based on legacy as a people. Among
these principles are the following:
1. Recognition of the aid of the Almighty God: Preamble
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to
build a just and humane society, and establish a Government that shall embody our ideals
and aspirations, promote the common good, conserve and develop our patrimony, and secure
to ourselves and our posterity, the blessings of independence and democracy under the rule
of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution.
2. Sovereignty of the people: Art. II, Sec.1

ARTICLE II
Declaration of Principles and State Policies
SEC. 1. The Philippines is a democratic and republican State. Sovereignty resides in
the people and all government authority emanates from them.
3. Guarantee of human rights: The bill of rights is a parcel of the Constitution which records
the fundamental rights of an individual from infringement by the legislature, by any individual, or
by any group of people. It in this manner constrains the powers of the government. The way that
others have similar rights in like manner restrains how we exercise our rights.
NSTP- Common Module
ARTICLE III
Bill of Rights
SEC. 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.
SEC. 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.
4. Duties and Responsibilities of Filipino Citizen: Article IV (Citizenship) and Article V

(Suffrage)
ARTICLE IV
Citizenship
SEC 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.
SEC 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.
SEC 3. Philippine citizenship may be lost or reacquired in the manner provided by law.
SEC 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.
SEC 5. Dual allegiance of citizens is inimical to the national interest and shall be
dealt with by law.
ARTICLE V
Suffrage
SEC 1. Suffrage may be exercised by all citizens of the Philippines not otherwise
disqualified by law, who are at least eighteen years of age, and who shall have resided in the
Philippines for at least one year and in the place wherein they propose to vote for at least six
welfare and literacy initiatives as well as defend the country in times of war while undergoing
training in any of its three (3) program components.
ROTC, CWTS and LTS are some of its programs. It aims to promote and integrate
values education, transformational leadership, spirit of patriotism and nationalism and
sustainable social mobilization for youth development, community building and national
security. These various components are specially designed to enhance the youth‟s active
NSTP- Common Module
The National Service Training Program (NSTP) is a curriculum requirement for all
college students under Republic Act (RA) No. 9163. The law provides an opportunity for the
youth to directly contribute in nation building. Under the program, first year students have
the option to take either the Reserve Officers' Training Corps (ROTC) or Civic Welfare
Service Training Service (CWTS).
WORKSHEET 2
Name:__________________________________________ Date:______________________
Course and Section:_______________________________ Rating:____________________
Instructor:______________________________________ Cellphone No._______________

1. What is the importance of Constitution? (10 points)
2. What are the salient features of the 1987 Constitution? Give a brief explanation
of each feature. (50 points)
3. What is Bill of Rights? (15 points)
NSTP- Common Module
LESSON 3- UNITED NATIONS PRINCIPLES ON HUMAN RIGHTS
Objectives
1. To know the importance of Human Rights;
2. Define Human Rights; and
3. Identify the 5 Human Rights
Introduction
The Universal Declaration of Human Rights (UDHR) is a milestone document in the

history of human rights. Drafted by representatives with different legal and cultural
backgrounds from all regions of the world, the Declaration was proclaimed by the United
Nations General Assembly in Paris on 10 December 1948 (General Assembly resolution 217
A) as a common standard of achievements for all peoples and all nations. It sets out, for the
first time, fundamental human rights to be universally protected and it has been translated
into over 500 languages.
Universal Declaration of Human Rights

Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all
members of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have
outraged the conscience of mankind, and the advent of a world in which human beings
shall enjoy freedom of speech and belief and freedom from fear and want has been
proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort,
to rebellion against tyranny and oppression, that human rights should be protected by the rule
of law,
Whereas it is essential to promote the development of friendly relations between
nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith
in fundamental human rights, in the dignity and worth of the human person and in the equal
rights of men and women and have determined to promote social progress and better
standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in co-operation with the
United Nations, the promotion of universal respect for and observance of human rights and
fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest
importance for the full realization of this pledge,
Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL
DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all
peoples and all nations, to the end that every individual and every organ of society, keeping
NSTP- Common Module
this Declaration constantly in mind, shall strive by teaching and education to promote respect
for these rights and freedoms and by progressive measures, national and international, to
secure their universal and effective recognition and observance, both among the peoples of
Member States themselves and among the peoples of territories under their jurisdiction.
The Universal Declaration of Human Rights
Article1 Right to Equality

Article 2 Freedom from Discrimination
Article 3 Right to Life, Liberty, Personal Security
Article 4 Freedom from Slavery
Article 5 Freedom from Torture and Degrading Treatment
WORKSHEET 3
Name:__________________________________________ Date:______________________
1. Define Human Rights? (10 points)

2. Discuss the Importance of Human Rights. (10 points)
3. Identify the five Human Rights. (10 points)
4. Discuss the importance of Human Rights relating to the current Pandemic situation.
(20 points)
NSTP- Common Module
Lesson 4 - FLAG HERALDIC CODE OF THE PHILIPPINES
Objectives
At the end of the lesson, the student should do the following:
1. Draw the Philippine Flag;
2. Identify the places where the Philippine Flag is hoisted permanently day and night;
3. Explain how to raise the Philippine Flag when mourning; and
4. Identify the National Motto.
For the implementation of the Flag Heraldic Code of the Philippines, the NSTP
should be guided with the following provisions:
Sec.2 States that it is the policy of the state to prescribe the Code of the
National Flag, Anthem, Motto, Coat-of-Arms and the Heraldic items and Devices of the
Philippines, ensure the promotion and implementation of its corresponding rules and
regulations, and adopt effective administrative, regulatory, coordinative and supervisory
programs and activities,
Where appropriate, in conformity with national government policies.
Sec 4 The Flag Heraldic Code of the Philippines will promote or sustain
reverence and respect for the flag, the anthem and other national symbols, and those which
symbolizes the national ideals and traditions.
DEFINITION OF TERMS
These are the terminologies used in these rules:
1. “Military” shall mean all branches of the Armed Forces of the Philippines including
the Philippine National Police, the Bureau of Jail Management and Penology, and the
Bureau of Fire Protection;
2. “Festoon” shall mean to hang in a curved shape between two points as a decoration;
3. “Flag” shall mean the Philippine National Flag, unless stated otherwise;
4. “Fly” shall mean the part of the flag outside the hoist or length;
5. “Symbol” shall mean any conventional sign which reveals man‟s achievement and
heroism (for orders and decorations), identification, authority and a sign of dignity
(for coat-of-arms, logo and insignia);
6. “Half-Mast” shall mean lowering the flag to one-half the distance between the top
and bottom of the staff;
7. “Hoist” shall mean the part of the flag nearest the staff or the canvass to which the
halyard is attached;
8. “Inclement Weather” shall mean that a typhoon signal is raised in the locality;
9. “National Anthem” shall mean the Philippine National Anthem‟
10. “Official Residences” shall mean Malacañang, and other government-owned
structures where the President resides, and other structures occupied by the Philippine
Consulate or Embassies abroad;
NSTP- Common Module
11. Places of Frivolty” shall mean places of hilarity marked by or providing boisterous
merriment or recreation; and
12. “Institute” shall mean the National Historical Institute.
A. HALF-MAST
Sec. 27 The National Flag should be at half-mast as a sign of mourning on all the
building and places where it is displayed on the official day of announcement of the death of
the following officials:
a. The president of former President (10 days);
b. The Vice-President, the Chief Justice of the Supreme Court, the President of the
Senate and the Speaker of the House of Representatives (7 days);
c. Cabinet Secretaries, Associate Justice of the Supreme Court, Members of the Senate
and House Representatives, the Chief of Staff of the Armed Forces of the
Philippines and the Director-General of the Philippine National Police (5 days);
d. Head of National Government Agencies, including the Government and
Control Corporations and Government Financial Institutions (3 days);
e. The commanding Generals of the Philippine air force and the Philippine Army and
the Flag Officer in Command of the Philippine Navy (3 days);
f. Governors, Vice- governors, city and municipal mayor, city and municipal
Vice-Mayor (3 days);
g. Members of the Sangguniang Panlalawigan, Sanginiang Panlungsod and
Sanggunian Bayan (on the day of the interment);
h. Barangay Chairmen and Barangay Councilmen on the day of interment;
i. Former National or Local Government Officials, appointive or elected;
j. Regional Directors, Superintendents, Supervisors, Principals, Teachers and other

school officials.
During calamities and disasters, National Flag shall also be flown at 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.
B. CASKET
Sec. 28. The national Flag may be used to cover the caskets of the dead honored
men (military, veterans of previous wars, national Artists and other civilians) who rendered
noble service to our nation. It should not touch the ground but must be folded solemnly and
handed it to heirs of the deceased. No object that symbolizes “God above the country”.
Rule: 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.
NSTP- Common Module
C. PLEDGE TO THE NATIONAL FLAG
Sec. 29 the following shall be the Pledge of Allegiance to the National Flag:
Panunumpa ng Katapatan sa Watawat ng Pilipinas
Ako ay Pilipino
Buong Katapatan nanunumpa
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-Tao
Makakalikasan at
Makabansa
This pledge should be recited right after singing the National anthem with right palm
open and shoulder raised high.
D. PROHIBITED ACTS
Sec. 39 It is prohibited:
a. To mutilate, deface, trample on, cast contempt, or commit any act or omission casting
dishonour 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 ceilings, walls, statues or other objects;
3. As a pennant in the hood, side, back and top of motor vehicles;
4. As a staff or whip;
d. To display the National Flag:
1. Under any painting or picture;
2. Horizontally, It shall always be hoisted aloft and be allowed ro fall freely;
3. Below any platform; or
4. In discotheques, cockpits, night and day clubs, casinos, gambling loints 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, napkins,
cushions, and articles of merchandise;
NSTP- Common Module
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.
E. NATIONAL ANTHEM
Sec. 40-41 The national Anthem should be interpreted in accordance with the musical
arrangement and composition of Julian Felipe with its original lyrics and tempo.
LUPANG HINIRANG
Bayang Magiliw
Perlas ng Silanganan,
Alab ng puso
Sa dibdib mo‟y buhay.
Lupang hunirang
Duyan ka ng magiting,
Sa manlulupig
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa sa paglayang minamahal.
Ang kislap ng watawat mo‟y
Tagumpay na nagniningning
Ang bituin at araw niya,
Kailan pa may di magdidilim
Lupa ng araw, ng luwalhati‟t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na pag may mang-aapi,
Ang mamatay ng dahil sa iyo
F. NATIONAL MOTTO
Sec. 45 The Philippine National Motto.
MAKA DIYOS, MAKA-TAO,

MAKAQKALIKASAN AT
MAKABANSA
NSTP- Common Module
G. NATIONAL COAT-OF-ARMS (SAGISAG NG PILIPINAS)
Sec. 46. The national coa-f-arms shall have:

Paleways of two (2) pieces, azure and gules; a chief argent studded with three (3)
mullets equidistant from each other; and, in point of honor, ovoid argent over all the sun
rayonnant with eight minor and lesser rays. Beneath shall be the scroll with the words
“REPUBLIKA NG PILIPINAS, “ inscribed thereon.
The eight-rayed sun symbolizes the eight provinces (Batangas, Bulacan, Cavite,
Manila, Laguna, Nueva Ecija, Pampanga and Tarlac) which were placed under martial law by
Governor-general Ramon Blanco during the Philippine Revolution, and the three five-pointed
stars representing the three primary geographic regions of Luzon, Visayas, and Mindanao.
H. THE GREAT SEAL
The Great Seal should be in circular form with the same descriptions with the national
Coat-of-Arms but without the scroll and the inscription “REPUBLIKA NG PILIPINAS”. IT
SHOULD BE SURROUNDED BY A DOUBLE MARGINAL CIRCLE WHICH “REPUBLIKA
NG PILIPINAS” should appear. Great Seal should also bear the national Motto.
I. PENALTIES
Failure or refusal to adhere to the provisions of this act, and/or any violations of these
Rules shall be penalized as stipulated in R.A. 8491.
NSTP- Common Module
WORKSHEET 4
Name:__________________________________________ Date:______________________

1. Illustrate the Philippine Flag (10 points)
2. Enumerate the places where the Flag is hoisted permanently day and night. (15 points)
3. Identify the National Motto. (10 points)
NSTP- Common Module
Lesson 5 - GOOD CITIZENSHIP VALUES (Based on 1987 Philippine
Constitution)
Objectives
At the end of the lesson, the student should do the following
1. Identify the values of the Filipino people;
2. Define Patriotism and Nationalism;
3. Describe oneself as a person;
4. Define values and values system;
5. Explain a passage relating to Filipino values
Introduction
What are values?

Before diving into the conversation of values– Filipino values, specifically – it merits
examining the word itself. "Value" has its root in the Latin word "valere" which intends to be
strong and vigorous. This returns from the reason that a human individual must have strength
or valor in each try. It is the premise on which his quality in confronting the difficulties of life
should be directed.
Dr. Tomas Q. D. Andres (1986) would define values as “things, persons, ideas or
goals which are important to life; anything which enables life to be understood, evaluated,
and directed.”
On the other hand, Edgar Sheffield Brightman defines value as “whatever is liked,
prized, esteemed, desired approved, or enjoyed by anyone at any time. It is the actual
experience of enjoying a desired object or activity. Hence, value is an existing realization of
desire.”
All in all, the values of a society would be the guidelines or standards for which an act
is decided to be what is correct or incorrect, right or wrong. In that capacity, it is the objective
set for each individual from the community to accomplish what is desirable. At the end of the
day, values in a society provide importance and guidance to each individual's life and impact
his human conduct.
In light of these definitions, we can say that values are those which are considered by
the society as desirable and significant and have accomplished the status as good driving
force behind each activity of every part equipped towards the ideal end or objective.
What are Filipino Values?

Essentially, Filipino values would be the guidelines or standards set out by the Filipino
society as reason for what is correct or wrong, the standards on which each individual from the
Filipino society ought to continue on to achieve so as to arrive at a definitive acknowledgment of
his life, with respect to his individual and according to his family and society by and large.
Understanding Filipino Values and Culture
NSTP- Common Module
The Filipino society is composed of a mixture of different races and cultures, many of which
influenced the lifestyle and values being practised in the Philippine community. Among those
who influenced the Filipino culture and values are our ancestors – the Malays and Indios, our
colonists – the Spaniards and the Americans, and nationals of other countries who have dealt with
the Philippine society through trade – the Chinese and the Indians. The resulting blend of this
mixture of influences, which are sometimes conflicting, is uniquely Filipino in character.
Most of the prominent Filipino values are the result of a blend of the rich Christian
values of Europe, the pragmatic and democratic values of America, and the spiritual values of
Asia.
The basic social unit in the Philippine society is the family. It is here where values
and principles are nurtured and imbibed in each and every member of the family. The
tradition of close family ties has long been practiced and considered as the foundation of the
Philippine society. So much is the effect of this tradition that the members of the
constitutional commission of the 1987 Philippine Constitution deemed it proper to include it
as a State Policy and a chapter of the fundamental law of the land. Thus, Article XV, Section
1 of the said constitution provides that “The State recognizes the Filipino family as the
foundation of the nation.”
It is in the family that the Filipino individual is introduced to the concept of structure
and hierarchy of power. He is always reminded to submit to the authoritarian familial set-up,
where roles are prescribed especially for younger members of the family. The Filipino family
is structured in a way that autocratic leadership rests on the elder members, where the young
submit themselves to the decision of family elders. He is indoctrinated of the tradition of
primacy of the extended family over that of the individual and that the only source of
emotional, economic, and moral support is the family.
The Filipino individual identifies himself with his family. Right from childhood he is
made to believe that he belongs to the family. The Filipino individual is always encouraged
to get advice from his parents and submit to his parents‟ direction, counsel and advice. He is
admonished to be good because any disgrace that he commits is a disgrace to the family. In
times of misfortune, he is assured of his family‟s support, sympathy and love.
Thus, Filipino society, in contrast with Western societies, prefers a rather "structured"
way of life, and not where he can be assertive of his own individuality.
However, modern era is catching up with the Filipino society. Changes must occur if
the Filipino society is to survive in a changing world. The Filipino society will have to keep
up with the changes brought about by modernization. The society must prepare itself for a
serious re-evaluation of its values. In most instances, it will have to break away from its past
and adjust itself towards the future.
Filipino Values
The given arrangement of values is inherently inside of every Filipino. This piece
of the module tries to stir these values among us and ideally, later on motivate us to practice
it in our everyday lives. These values, whenever did with one‟s heart can fill in as a vehicle
and fortification towards our objective of acknowledging social change and progress.
1. Pagkamaka-Diyos
NSTP- Common Module
a. Faith and Belief in Almighty God
„For just as a body without a spirit is dead, so also faith without works is dead‟- John 2:26
'The only limit to our realization of tomorrow will be our doubts of today. Let us move
forward with strong and active faith.'- Franklin D. Roosevelt
Faith Alone
By Andrew Maria
A devout widow who was known to be a 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. In a
short while, the child drowned and died. The widow wept.
Moral: Faith alone, without work, is useless.
b. Respect for Life

„God created man in His own image, in the image of God He created him; male and
female He created them.‟- Genesis 1:27
„Life is raw material. We are artisans. We can sculpt our existence into something
beautiful, or debase it into ugliness. It's in our hands‟– Cathy Better.
The House of Life
By Andrew Maria
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
NSTP- Common Module
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 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.
c. Order
„God is not 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 Andrew Maria
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 mu home.”
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
spet all my time rebuilding other people‟s houses.”
The Lord said to Cassius, “Before you build my dwelling place in other men‟s hearts,
be sure that I have one in yours.”
With that, the Lord disappeared.
NSTP- Common Module
Moral: Charity begins at home.
d. Work
„For even when we were with you, we gave you this rule: “The one who is unwilling to
work shall not eat.”- 2 Thessalonians 3:10
„Give a man a fish, and you'll feed him for a day. Teach a man to fish, and you've fed
him for a lifetime.‟ – Confucius
Anecdotes of the Great that Help Build a Better Life
Compiled by J. Maurus
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.
-oOo-
Seventy-five drafts of Thomas Gray‟s poem. “Elegy written in a Country

Churchyard” may be seen in the British Museum. The Poet did not like the way he wrote it
the first time nor the second nor the third. He was satisfied only when he had written the
poem over and over 75 times.
Moral: Don‟t settle for mediocre work. Instead, aim for excellence I everything you
do.
-oOo-
When someone was lauding his intellectual brilliance and ability in dealing with the
most complex problems, Lord Louis Mountbatten, the last Viceroy of India, explained: “The
truth is I am very ordinary person, and if I have any success it is only due to hard work.”
Moral: Great men are ordinary persons who work extraordinary well.
e. Concern for the Family and Future Generations

„From the beginning the Creator „made them male and female,‟ and said, „For this
reason a man will leave his father and mother and be united to his wife, and the two will
become one flesh‟? So they are no longer two, but one flesh. Therefore what God has joined
together, let no one separate.”- Matthew 19:4-7
„Pilipino na sino man and hindi marunong lumingon sa kanyang pinanggalingan ay
hindi makararating sa paroroonan.‟ – Francisco Balagtas
NSTP- Common Module
Father‟s Mistake - No Time
Bel San Luis
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”.
Moral: 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.
2. Pagkamaka-Tao
a. Love
„Love is patient, love is kind. It does not envy, it does not boast, it is not proud. 5 It does
not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of
wrongs. 6 Love does not delight in evil but rejoices with the truth. 7 It always protects,
always trusts, always hopes, always perseveres.‟ 1 Corinthians 13:4
„When man has love, he is no longer at the forces of greater than himself for he,
himself becomes the powerful force.‟- Leo Buscaglia
Love
Andrew Maria Almonte
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 the 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 he 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 how you loved me and your fellowmen?”
NSTP- Common Module
Moral: In the end, Love is all that matters.
b. Freedom
„You, my brothers and sisters, were called to be free. But do not use your freedom to
indulge the flesh; rather, serve one another humbly in love.‟- Galatians 5:13
„Freedom consists not in doing what we like, but in having the right what we ought to do‟-
Pope John Paul II
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 tree.
Hoping to trick the old man and display his youthful “wisdom”, he approached him
held pout his clenched fists and asked, “old man, old man, tell me: is the bird in my hand
dead or alive?”
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 is alive. Therefore, little boy, the answer to your question is in your hands.”
Moral: God gave us our lives. He also gave us 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.
c. Peace
„Glory to God in the highest heaven, and on earth peace to those on whom his favor
rests.‟ - Luke 2:14
„Since wars begin in the minds of men, it is in the minds of men that the defences of
peace must be constructed.‟- UNESCO Constitution
Peace
Juanito was an idealistic person. He wanted everybody to be happy and lead
meaningful lives. So one day, he strode to church and prayed hard for World Peace. He
continued praying for the same intention for a year yet nothing seemed to change.
One day, he decided to narrow down his scope and pray for peace in his own country
instead. He prayed for the same intention for another year yet violence and disturbance still
seemed to be in an upsurge.
Anxious for his prayer to be finally heard he decide to pray for peace within his
family instead. He kept this intention for another year with no significant result.
Finally, on the verge of frustration he decided to pray for peace 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.
NSTP- Common Module
d. Truth
“If you hold to my teaching, you are really my disciples. Then 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. Augustine
The Truth about Lies (2004)
Lies are said in the place of truth…
Why not prefer to tell the truth than settle for a lie?
There are no half-truths or white lies…

It‟s either you say the truth or tell a lie!
A million lies cannot make up a single truth…

You can never transform a lie into truth.
It‟s easier to tell the truth than tell a lie…

With the truth, you merely have to state the facts:
With lies, you‟d have to cook up a thousand alibis.
You‟ll know when your lies have caught up with you…

When you begin to believe in them as being the truth.
In the end, we find but a single truth about lies:

That there is No Truth and No Good in Lies
e. 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 (2004)
There was once a poor farmer who would come to town everyday 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 very poor and 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 can be sure of giving you an equal amount of bibingka.”
Moral: Justice is giving every man his due.
NSTP- Common Module
3. Pagkamaka-Bayan
a. Unity
„If a kingdom is divided against itself, that kingdom cannot stand. If a house is divided
against itself, that house cannot stand.‟-Mark 3:24-25
„Remember upon the conduct of each depends the fate of all.‟- Alexander the Great
How the Tenants Solved Their Problem
Fr. Ben San Luis
Once there was six tenants sharing an apartment. Their living conditions were most inadequate.
The weather in that city was very cold and their apartment had no heater.
Running water was rationed, and there was no electricity because the landlord hadn‟t
had the wires repaired. The tenants were in conflict. They quarrelled because they were all
worried about their condition and personal problems.
Then one of them decoded to do something about the situation. There were some
things she could not do much about. For instance, she couldn‟t change the building… the
weather… the water shortage in the neighbourhood. But instead of focusing her attention on
the problems, she looked for solutions.
Later they agreed to present a joint complaint to the landlord that the electric wiring
be repaired and heating facilities possibly provided. These were gradually effected.
Indeed, they did not have the power to change everything but by changing the
relationship among themselves and putting aside their individual interests and squabbling,
they were able to solve their problems and live more humane lives.
Moral: We too can change our society and overcome seemingly insurmountable
problems if we eradicate our selfishness and build peaceful; relationships.
b. The Value of Equality

„Then God said, “Let us make mankind in our image, in our likeness‟-Genesis 1:26
„Now is the time to open the doors of opportunity to all of God's children. Now is the
time to lift our nation from the quick sands of racial injustice to the solid rock of
brotherhood.‟ - Martin Luther King Jr.
Skulls
Andrew Maria Almonte (2004)
One day, a group of skulls in the 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, 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!”
NSTP- Common Module
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.
c. Respect for Law and Government

„Let everyone be subject to the governing authorities, for there is no authority except
that which God has established. The authorities that exist have been established by God.
Consequently, whoever rebels against the authority is rebelling against what God has
instituted, and those who do so will bring judgment on themselves. For rulers hold no terror
for those who do right, but for those who do wrong. Do you want to be free from fear of the
one in authority? Then do what is right and you will be commended.‟- Romans 13:1-3
„Where law ends, there tyranny begins.‟- William Pitt
The Boss Explains „Clearly‟
Fr. Bel San Luis
A company employing several thousand people was attempting to institute a pension
plan. But the plan could not be implemented without one hundred participation.
Every employee signed up except, one man. May efforts were made to win over, but
the man kept on 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 the 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.
d. Patriotism
„For whoever wants to save their life will lose it, but whoever loses their life for me
and for
the gospel will save it.‟-Mark 8:35
„The Filipino is worth dying for.‟- Sen. Benigno Aquino, Jr.
Anecdotes of the Great That Help Build a Better Life
Compiled by J. Maurus
As a young girl, Princess Juliana watched parade from her palace balcony in „The
Hangue‟. “Do all these people belong to me?” she asked her mother. “No, indeed, child,”
replied Queen Wilhelmina, “we belong to all those people.”
Moral: Power and prestige do not set us apart from other people. Rather, they
bring us closer to them as they put us in a better position to help others in need.
e. Promotion of the Common Good

„All the believers were together and had everything in common. They sold property and
possessions to give to anyone who had need.‟- Acts 2:44-45
NSTP- Common Module
„ Common good is „substantial and extremely fertile estate‟, no crowding or
diminishment as it shared with others.‟- St. Augustine
A Chinese Legend
Benigno P. Beltran (2004)
Once upon a time, in the western Kingdom, lay a beautiful garden. And there, in the cool of the
day was the Master of the garden want to walk. Of all the denizens of the garden, the most
beloved was a gracious and noble bamboo. Year after year, Bamboo grew yet more noble and
gracious, conscious of his master‟s love and watchful delight, but modest and more gentle withal.
And often, when the wind revel to the garden, Bamboo could cast aside his grave stateliness, to
dance and play right merrily, tossing and swaying, leaping and bowing in joyous abandon,
leading the Great Dance of the Garden which most delighted the Master‟s heart.
One day, the Master himself drew near to contemplate his Bamboo with eyes of curious
expectancy. And Bamboo, in a passion of adoration, bowed his great head to the ground in loving
greeting. The Master spoke: “Bamboo, Bamboo, I would use thee.” Bamboo flung his head to the
sky in utter delight. The day of days had come, the day for which he had been made, the day for
which he had been growing hour by hour, this day in which he would find his completion and his
destiny. His voice came low: “Master, I am ready. Use me as thou wilt.”
“Bamboo”- the Master‟s voice was grave- “I would fain take thee and cut thee
down!” A trembling of great horror shook Bamboo.
“Cut… me… down! Me… who, Master, has made the most beautiful in thy entire garden…to cut
me down! Ah, not that, not that. Use me for thy joy, O Master, but cut me not down.”
“Beloved Bamboo” – the Master‟s voice grew graver still – “If I cut thee not down, I
cannot use thee.” The garden grew still. Wind held his breath. Bamboo slowly bent his
proud and glorious head. There came a whisper: “Master, if thou cannot use me if though cut
me not down… then… do thy will and cut.
“Bamboo, beloved Bamboo, I would… cut thy leaves and branches from thee also.”
Master, Master, spare me. Cut me down and lay my beauty in the dust; but wouldst though
take from me my leaves and branches also?”
“Bamboo, alas, if I cut them not away, I cannot use thee.” The sun hid his face. A
listening butterfly glided fearfully away. And Bamboo shivered in terrible expectancy,
whispering low: “Master, cut away.”
“Bamboo, Bamboo, I would yet… cleave thee in twain and cut thine heart, for if I cut
not so, I cannot use thee.” Then Bamboo bowed to the ground. “Master, Master… then cut
and cleave.” So the Master of the garden took Bamboo and cut him down and hacked off his
branches and stripped off his leaves and cleaved him in twain and cut out his heart. And
lifting him gently carried him to where there was a spring of fresh, sparkling water in the
midst of his dry field. Then putting one end of broken bamboo in the spring, and the other
end into the water channel in his field, the Master laid down gently his beloved Bamboo. And
the spring sang welcome and the clear, sparkling waters raced joyously own the channel of
Bamboo‟s torn body into the waiting fields. Then the rice was planted, and the days went by,
and the shoots grew and the harvest came.
NSTP- Common Module
In that day was Bamboo, once glorious in his stately beauty, yet more glorious in his
brokenness and humility. For in his beauty he was life abundant, but in his brokenness he
became a channel of abundant life to his Master‟s world.
Moral: The real heroes among us are those who live their lives daily in genuine
concern for the welfare of the others.
4. Pagkamaka-Kalikasan
„Let us make mankind in our image, in our likeness, so that they may rule over the fish
in the sea and the birds in the sky, over the livestock and all the wild animals,[a] and over all
the creatures that move along the ground.‟- Genesis 1:26
„For 200 years we‟ve been conquering Nature. Now we‟re beating it to death.‟- Tom
McMillan
The Value of Concern for the Environment
The Giving Tree
By Fr. Benigno P. Beltran (2004)
Once there was a tree… and she loved a little boy. Everyday, 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 is 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. 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 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 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… then one day the boy came back and the
tree was happy that she could speak. “Come, boy,” she whispered, “come and play.” “I am
too old to play.” said the boy. “I want a boat that would take me 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 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
NSTP- Common Module
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 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, and “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.
WORKSHEET 5
Name:__________________________________________ Date:______________________
1. What are the Filipino values? Give a brief explanation of each value. (50 points)
2. What is the difference between patriotism and nationalism (20 points)
3. As a youth, how can you show your patriotism to your country? (30 points)
NSTP- Common Module
LESSON 6- VOTER CITIZENSHIP EDUCATION
Objectives
1. Discuss the importance of election,
2. Define Suffrage;
3. Identify the role of citizens to vote; and
4. Understand Absentee Voter Law.
1. The Right of Suffrage

The human right to vote is embodied in three instruments: Universal Declaration
of Human Rights (UHDR); the International Covenant and Political Rights; and in the
1987 Philippine Constitution. The Philippines is govern 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 Article (a-b) of

Universal Declaration of International Article V, Sec. 1-2 of the
Human Rights Covenant on Civil Rights, 1987 Constitution
(December 10,1948) (March 1976)
1. Everyone has the Every citizen shall have the 1. Suffrage may be
right to take part in the right and the opportunity, exercised by all citizens of
government of his country, without any of the the Philippines not
directly or through freely distinctions mentioned in otherwise disqualifies by
chosen representatives. article 2 and without law.
2. Everyone has the unreasonable restrictions; 2. The congress shall
right to equal access in his (a) To take part in the provide a system for
country. conduct of public affairs, securing the secrecy and
3. The will of the directly or through freely sanctity of ballot as well as
people shall be the basis of chosen representatives; a system of absentee voting
the authority of the (b) To vote and to be by qualified Filipinos
government; this will be elected at genuine periodic abroad. The Congress shall
expressed in periodic and elections which shall be by also design a procedure for
genuine elections, which universal and equal the disabled and the
shall be by universal and suffrage and shall be held illiterates to vote without
equal suffrage and shall be by secret ballot the assistance of other
held by secret vote or by guaranteeing the free persons. Until then, they
equivalent free voting expression of the will of the shall be allowed to vote
procedures. electors; under such existing laws
and such rules as the
Commission on elections
may promulgate to protect
the secrecy of the ballot.
NSTP- Common Module
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.
Suffrage: “The right to vote, or the exercising of that right.”-Andrew Heywood;

Politics (Second Edition); p. 432
The right to suffrage, as a human right, is related to the concept of democracy and
people‟s sovereignty. Sovereignty is often defined as the principle of absolute and unlimited
power. Under the democratic 1987 Constitution, it is the people alone who can exercise
sovereignty. They can therefore make decisions that are binding on all individual citizens,
groups and institutions-including the selection of leaders who will run the government.
Article ii, Sec. 1 of the Philippine Constitution: “The Philippines is a democratic and
republican State. Sovereignty resides in the people and all government authority emanates
from them.
Qualifications and Disqualifications of a Voter
All citizens of the Philippines, eighteen of age or over, and residents of the
Philippines for one year and for at least six months in the city or municipality wherein he/she
proposes to vote immediately preceding the election are qualified to vote. The following shall
be 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 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.
In addition, R.A. 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.
NSTP- Common Module
WORKSHEET 6
Name:__________________________________________ Date:______________________
Instructions: Answer the following items..

1. Write a reaction about the importance of election in relation to the pandemic situation;
2. What is Suffrage?
3. What are the civil rights of the citizen under the International Covenant?
4. Explain Absentee Voter Law.
5. Write a reaction about the importance of election in relation to the pandemic situation.
NSTP- Common Module
MODULE II
DRUG, ALCOHOLISM AND SMOKING
EDUCATION
Objectives:
At the end of this module, the students should be able to:
1. Explains the importance of Comprehensive Dangerous Act of 2202 to the youth;
2. Discuss the liability of a person violating any regulation issued by the Board;
3. Discuss the need for the participation of the family, students, teachers and
school authorities in the enforcement of this Act;
4. Explains the need for compulsory confinement of a drug dependent.
Introduction
What is a drug?
A drug is any substance that brings physical, psychological, emotional and behavioral
changes when used.
What is drug abuse?

Clinically known as substance use disorder, drug abuse or addiction is caused by the
habitual taking of addictive substances. Drugs include alcohol, marijuana, hallucinogens and
opioids. Substance use disorder is a disease, causing people to compulsively use drugs
despite consequences.
The Comprehensive Dangerous Drugs Act Of 2002

Comprehensive Dangerous Drugs Act of 2002 or Republic Act 9165 is an act that supersedes
R.A. 6425 or the Dangerous Drugs Act of 1972. This amended law practices a more intensive
approach against drug abuse, trafficking and enforcement. It also gives emphasis on the role of
the educational system in information dissemination and prevention campaign. It re-evaluates the
procedures, policies and programs concerning drug abuse. It highlights the importance of
rehabilitation and reintegration of rehabilitated individuals to society.
These are some of the important provisions in the Republic Act 9165 also known as the
Comprehensive Dangerous Drugs Act of 2002.
Unlawful Acts and Penalties
SEC. 5 – sale, administration, dispensation, delivery, distribution and transportation
of dangerous drugs.
SEC. 6 – maintenance of den, dive or resort
SEC. 11 –possession of dangerous drugs
SEC. 15 -use of dangerous drugs
NSTP- Common Module
SEC. 19 -unlawful prescription of dangerous drugs
Dangerous Drugs Test and Record Requirements
SEC. 36 - Authorized Drug Testing
Participation of the Family, Students, Teachers And School Authorities in the

Enforcement of the Act
SEC. 46 - Special Drug Education Center
Program for Treatment and Rehabilitation of Drug Dependents
SEC. 54- voluntary submission of a drug dependent to confinement, treatment and
rehabilitation
SEC. 60 - confidentiality of records under the voluntary submission program
SEC. 61 - compulsory confinement of a drug dependent who refuses to apply under
the voluntary submission program
The Dangerous Drugs Board Resolutions and Regulations

The DDB plays a significant role in realizing the objectives of a drug-free Philippines.
It has continually carried on its mandate as it adopts a comprehensive, integrated, unified and
balanced national strategy to address the drug problem.
The RA No. 6425 created the DDB to serve as the focal agency for all drug-related
matters. The law envisaged the DDB to be the policy-making body and the primary coordinating
agency on law enforcement, regulation, preventive education, treatment and rehabilitation,
research and other issues related to drug prevention and control. The DDB was originally placed
under the supervision of the Office of the President. In 1975, it became an attached agency of the
Department of Health. Thereafter, pursuant to Memorandum Order No. 406 issued in 1996, the
chairmanship of the Board was given to the Department of Justice. Enforcement of penal
provisions was then the responsibility of the Philippine Constabulary (later the Philippine
National Police) and the National Bureau of Investigation (NBI).
In response to the growing trend on drug use worldwide, the Comprehensive
Dangerous Drugs Act of 2002 (RA No. 9165) was enacted on July 4, 2002. The new law
strengthened RA No. 6425 and upheld the need to have a centralized policy-making body on
drug prevention and control through the DDB.
While RA No. 9165 is unyielding on anti-drug operations, it also mandates the
government to strike a balance in the national drug control program so that individuals with
legitimate medical needs are not prevented from having access to medications which involve
the use of dangerous drugs and/or controlled substances. Moreover, the law highlights the
program of treatment and rehabilitation which shall reintegrate into society individuals who
have fallen victims to drug dependence.
The inclusion of other government and private agencies and entities as members of the
DDB shows the holistic approach that the government has since adopted in the crusade against
drugs. The Board has recognized that the development and dissemination of drug prevention
programs and activities have increasingly become essential in dealing with this problem as these
measures take the people away from the lure of dangerous drugs and other addictive
NSTP- Common Module
substances. Regional and international cooperation is also vital as it allows the Board and its
law enforcement arms to determine best practices in regulation, interdiction and preventive
education programs, and enhance intelligence-gathering and sharing processes.
Importance of Drug Education to the Youth

Helping children and youth comprehend the impacts and repercussions of drug abuse
and addiction through school-based medication instruction is significant. This helps
youngsters and teenagers from framing negative methods for dealing with stress through
substance abuse. The importance and significance of youth support in drug prevention
programs are various and diverse.
a. Virtues and character are developed. Youth interest expands upon virtues, which
builds respect, solidarity and participation. Youth welcome the essentialness of cooperating
with one another as well as with the community. They feel enabled to address what is
happening around them, and they gain trust in themselves when they have support and
consolation from one another. The majority of all, they figure out how to become dependable
and submitted people who understand the significance of coordinated effort so as to
accomplish a shared objective.
b. A foundation for a good adult life. In the event that young people are not allowed
the chance to share, they will keep on growing up without comprehending what is happening.
Youth who are not engaged with activities concerning them, during the phase in life when
they are generally influenced, will possibly see life as more troublesome when they arrive at
adulthood. Keeping youth uninformed, and from having the option to contribute, will just
advance future issues that could have been avoided. Youth interest, however, ensures their
resilience by letting them figure out how to deal with their life and the circumstances and
difficulties in which they get themselves.
c. A direct reflection of what youth want and need. At this point, it is clear that youth
have the most to say. They comprehend that drug prevention is a critical issue confronting many
youth today. Youth are incredible sources of information. They understand the significance of
drug prevention since it is better to help youth avoid from drugs rather than try to stop them after
addiction. Taking into account the way that youngsters generally have been the beneficiaries of
drug prevention ideals, clearly they can perceive which drug prevention techniques are powerful
and which ones neglect to catch their attention. In most of cases, youth will communicate their
disappointment for programs that scare-tactics or provide lackadaisical phrases, for example,
„Drugs are bad.' They need more than just „Drugs are bad ' and they need verification, regardless
of whether it originates from a previous drug addict who addresses them or individuals from their
peer community who presents to them the impacts of drugs in an additionally engaging and
viable manner. Thus, their trustworthiness gives knowledge about what works best for youth and,
appropriately, better prevention programs are made.
Role of the Youth on Drug Prevention Program

Youth must have played an active role in drug prevention programs. In any case, note
that youth are not experts or specialists on drugs. They need understanding and information
in the academic sense. Here are some ways the youth can step up in this endeavor:
NSTP- Common Module
1. Understand. Know the concept and reality of drug abuse. Having a grasp of the
addiction can help in avoiding it and watching out for others.
2. Listen. Open yourself up in the knowledge of the experts and experiences of others
that have undergone the abuse. Hear the stories and get their lessons to heart.
3. Share. Share your knowledge and network in aiding others towards being informed
and recognizing their role in drug prevention.
4. Encourage. Give your peers and family members a good push in the right direction
whether its prevention or rehabilitation.
5. Support. Take part in activities beneficial in the drug abuse prevention initiative. Add
your presence to the growing force tackling this issue.
6. Organize. Great minds think alike. Having a mutual goal, it is more purposeful to
combine efforts and sources to create a bigger impact about the concern.
7. Inform. Approached appropriate government agencies regarding incidents and cases
of drug abuse
Most Commonly Abused Drugs in the Philippines
a. Methamphetamine Hydrochloride (locally known as Shabu)
Shabu is the most popular and commonly abused drugs in the country today. This
stimulant is believed to be the drug choice of 90% drug users in the Philippines. We often see
and hear about this in the news. A powerfully addictive drug, causing people to become
extremely paranoid and have intense hallucinations, this drug has grown into a 1 billion-a-day
industry in the country. The country was also dubbed as the "smuggler's paradise".
b. Cannabis Sativa (Marijuana)
This drug impairs a person's ability to form new memories and to shift focus. Getting
high or "stoned" is the reason most pot smokers use marijuana. Many experts also believe that
heavy pot smokers are at increased risk for lung cancer. Kalinga province in Cordilleras is
emerging as one of the country's top Marijuana "hotspot". It is considered illegal here, though.
c. Alcohol
This is perhaps the most common drug in the Philippines aside from Methamphetamine.
Alcoholism is another problem that needs to be addressed. It may not be illegal, but the
effects of Alcohol on people are almost the same as illegal drugs. Approximately 2.5 million
people die annually due to excessive alcohol use (as of 2011). The Filipinos are also the
heaviest beer drinkers in South East Asia.
d. Inhalants
Inhalants refer to substances that can be turned into chemical vapor to be inhaled. It
could be a cheap way for people to get high. Examples of these are: Inhalants could be a
cheap way for people to get high. Examples of these are: Nitrites, gasoline, aerosols, nitrous
oxide, solvents, and rugby. Rugby is probably the most common in the Philippines.
Negative Effects of Dangerous Drugs, Alcohol and Smoking

  A weakened immune system, increasing the risk of illness and infection

 to heart attacks and collapsed veins
Heart conditions ranging from abnormal heart rates
and blood vessel infections from injected drugs
 
Nausea and abdominal pain, which can also lead to changes in appetite and weight loss
NSTP- Common Module

  on the liver, which puts the person at risk of significant liver damage or
Increased strain
liver failure
  
Seizures, stroke, mental confusion and brain damage
 
 Lung disease

 Problems with memory, attention and decision-making, which make daily living more
difficult

 in men and increases in
Global effects of drugs on the body, such as breast development
body temperature, which can lead to other health problems
WORKSHEET 7
Name:__________________________________________ Date:______________________

1. Describe and analyse the drug problem in our country. (30 points)
2. Explicate on the laws that relate to the prevention and control of illicit drugs. (20 points)
3. What are the commonly abused drugs in the Philippines? (10 points)
4. Give at least five (5) example of how to avoid drug abused. (20 points)
5. In your own words, what is the importance of drug education to the youth? (10 points)

NSTP Common Modules 1 2.

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NSTP Common Modules 1 2.

Uploaded by

Copyright:

Available Formats

NSTP- Common Module

SURIGAO DEL SUR STATE UNIVERSITY

Particularly, SDSSU committed to:

MODULE I - CITIZENSHIP TRAININ Lesson

Lesson 2 - PHILIPPINE CONSTITUTION

Lesson 3 - UNITED NATIONS PRINCIPLES ON HUMAN RIGHTS

Lesson 4 - FLAG HERALDIC CODE OF THE PHILIPPINES

Lesson 5 - GOOD CITIZENSHIP VALUES (Based on 1987 Philippine

MODULE II - DRUG, ALCOHOLISM AND SMOKING

MODULE III- DISASTER PREPAREDNESS, AWARENESS

MODULE IV- ENVIRONMENTAL PROTECTION

MODULE V- NATIONAL SECURITY CONCERNS

This Student module is prepared as a reference to acquire quality learning despite no

Sol S. Virtudazo, Ed.D (CAR)

What do we expect from the course?

Expectation, Goal and Outcome of the Program

The salient description of NSTP-CWTS I

B. Course Name: Civic Welfare Training Service

C. At the end of this course, the students should be able to:

LESSON 1- HISTORICAL AND LEGAL BASIS OF NSTP

Presidential Decree No. 1706, s. 1980

Republic Act 9163 Act of 2001

The Three (3) Components

Here are the three program components:

ROTC CWTS LTS

Provides military Refers to the activities Trains the

Course and Section:_______________________________Rating:_____________________

Instructor:______________________________________ Cellphone No.______________

Instructions: Answer the following items.

Basic Principles Underlying Our Constitution

2. Sovereignty of the people: Art. II, Sec.1

4. Duties and Responsibilities of Filipino Citizen: Article IV (Citizenship) and Article V

Course and Section:_______________________________ Rating:____________________

Instructor:______________________________________ Cellphone No._______________

Instructions: Answer the following items.

The Universal Declaration of Human Rights (UDHR) is a milestone document in the

Universal Declaration of Human Rights

The Universal Declaration of Human Rights

Article1 Right to Equality

Course and Section:_______________________________ Rating:____________________

Instructor:______________________________________ Cellphone No._______________

Instructions: Answer the following items.

1. Define Human Rights? (10 points)

j. Regional Directors, Superintendents, Supervisors, Principals, Teachers and other

C. PLEDGE TO THE NATIONAL FLAG

Panunumpa ng Katapatan sa Watawat ng Pilipinas

Sec. 45 The Philippine National Motto.

MAKA DIYOS, MAKA-TAO,

Sec. 46. The national coa-f-arms shall have:

H. THE GREAT SEAL

Course and Section:_______________________________ Rating:____________________

Instructor:______________________________________ Cellphone No._______________

Instructions: Answer the following items.

What are values?

What are Filipino Values?

Understanding Filipino Values and Culture

Moral: Faith alone, without work, is useless.

b. Respect for Life

Moral: Charity begins at home.

Seventy-five drafts of Thomas Gray‟s poem. “Elegy written in a Country

e. Concern for the Family and Future Generations

Moral: In the end, Love is all that matters.

Moral: Let there be peace on earth…and let it begin with me.

Course and Section:___________Rating:_

Instructor:________________________ Cellphone No.

Course and Section:___________ Rating:

Instructor:________________________ Cellphone No._

Course and Section:___________ Rating:

Instructor:________________________ Cellphone No._

Course and Section:___________ Rating:

Instructor:________________________ Cellphone No._

Course and Section:___________ Rating:

Instructor:________________________ Cellphone No._

Course and Section:___________ Rating:

Instructor:________________________ Cellphone No._

Course and Section:___________ Rating:

Instructor:________________________ Cellphone No._