NSTP Module

NATIONAL SERVICE
TRAINING PROGRAM
STUDENT’S GUIDE
Module 1- RA 9163- NSTP ACT of 2001
Module 2- Values Development Program for the Youth
Module 3- Leadership Training for the Youth
Module 4- Imbibing Nationalism and Patriotism for the

Transformation of the Youth
Prepared By:
Yvonne G. Dy
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NATIONAL SERVICE TRAINING
PROGRAM
STUDENT’S GUIDE
MODULE –I
R.A-9163 NSTP ACT of 2001
2
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.
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TABLE OF CONTENTS
Preamble……………………………………………………………………………… 3
Preface………………………………………………………………………………… 5
Introduction…………………………………………………………………………… 6
MODULE 1:
Republic Act No. 9163……………………………………………………………….. 9
Information Sheet:
Input 1………………………………………………………………………………… 11
Input 2………………………………………………………………………………… 13
Input3…………………………………………………………………………………. 14
Self Check
Practice Task 1A……………………………………………………………………… 16
Practice Task 1B……………………………………………………………………… 18
Practice Task 2………………………………………………………………………... 19
Practice Task 3………………………………………………………………………... 20
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PREFACE
The National Service Training Program (NSTP) for tertiary students was established by virtue of
Republic Act 9163 amending for the purpose of RA 7077 and Presidential Decree No. 1706. Recognizing
the youth’s vital role in nation building, the State shall promote civic consciousness among them and shall
develop their physical, moral, spiritual, intellectual and social well-being. Thus, NSTP is aimed at
enhancing civic consciousness and defense preparedness in the youth and developing in them the ethics of
service and patriotism. This module is designed to achieve this aim.
This Phase 1 of the NSTP composed of 4 modules namely:
 Module 1- Republic Act 9163, an NSTP Act of 2001

 Module 2- Self-Awareness and Values Development
 Module 3- Leadership Training for the Youth
 Module 4- Imbibing Nationalism and Patriotism
Each module use of varied exercises enriched with different instructional techniques that will
motivate, organize, train and mobilize the youth to render to the nation.
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INTRODUCTION:
To become responsible citizen specifically in defending the security of the state requires gradual
transformation through proper training of the students in the tertiary level. This is the essence of Republic
Act No. 9163 known as the NATIONAL SERVICE TRAINING PROGRAM. However, teaching this
new subject with a substantial number of components is difficult for the faculty members who have
limited orientation on the subject. This difficulty is aggravated by the fact that student have varied levels
of intelligence and emotional quotients. In order to solve this predicament, each component shall be
developed into a module intended for a group of students who have common psychosocial and
demographic background. Moreover, teacher’s difficulties shall be minimized and eliminated by allowing
each students progress through his/her own pace.
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MODULE 1
STUDENT’S GUIDE
R.A 9163 Known as an Act of 2001

(NATIONAL SERVICE TRAINING PROGRAM)
I. INTRODUCTION:
To become responsible citizen, specifically in defending the security of the state requires
gradual transformation through proper training of the students in the tertiary level. This is
the essence of Republic Act No. 9163 known as the National Service Training Program.
However, teaching this new subject with a substantial number of components is difficult
for the faculty members who have limited orientation on the subject. This difficulty is
aggravated by the fact that students have varied levels of intelligence, and emotional
quotients. In order to solve this predicament, each component shall be developed into a
module intended for a group of students who have common psychosocial and
demographic background, moreover, teacher’s difficulties shall be minimized and
eliminated by allowing each student to progress through his/her own pace.
II. OBJECTIVE:
At the end of this module, the students will be able to:
1. Gain knowledge and concepts about R.A 9163.

2. Scrutinize the legal implications of R.A 9163, its limitations and contributions
for the development of students and the community;
3. Apply the concepts of R.A 9163 in the course of study and other related
activities.
III. DURATION:
Two (2) hours
IV. MATERIALS
R.A 9163 Learning Materials
V. METHODOLOGIES:
1. Self- Learning Study

2. Questionnaire for Practice Tasks
3. Post Test Evaluation
4. Group Sharing and Interaction
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VI. PROCEDURE
1. Each student will study the inputs with the trainor. If not, adopt a self- learning approach
and refer to the glossary in case of vague words or seek any available instructor to help
clarify issues to be understood.
2. After studying the inputs, answer the practice tasks to measure the knowledge gained
from the module.
3. Check answers by referring to the practice tasks answer guide.
4. Students are expected to get an average score from the practice tasks.
5. Answer post test questions at the end of the module and you are expected to get a score
higher than the average score. If not, study the module again until you can get the result
expected.
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LEARNING OUTCOME NO. 1
R.A 9163 known as an Act of 2001

(NATIONAL SERVICE TRAINING PROGRAM)
CONTENTS:
1. Concepts of R.A 9163 known as Act of 2001 (NATIONAL SERVICE TRAINING PROGRAM)
2. Definition of Terms
ASSESTMENT CRITERIA:
1. Explain the provisions and policies of Republic Act 9163

2. Define terms provided in Section 3 of the course unit.
METHODOLOGY:
1. SELF LEARNING STUDY-(MODULE)
2. Questionnaire for Practice Task
4. Group Sharing and Interaction
ASSESSMENT:
1. Oral
2. Graded Recitation
3. Exam
4. Quiz
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Information Sheet 1.1
LEARNING OBJECTIVES:
After reading this information sheet, the students will be able to:
1. Gain knowledge and concepts about R.A 9163
2. Scrutinized the legal implications of R.A 9163, its limitations and contributions for the
development of students and the community.
3. Apply the concepts of R.A 91663 in the course of study and other related activities.
(Example Page: )
Learning Activities Special Instructions

1. Read Information Sheet 1.1 This sheet showcases the definition of social
sciences and its sub-disciplines.
2. Answer Self- Check 1.1
Compare Answers with Answer Key 1.1
After completing all the activities in this LO, you are now ready to proceed to the next LO.
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INPUT I
REPUBLIC ACT NO. 9163
Republic Act No. 9163, an act establishing the National Service Training Program (NSTP) for
tertiary level students, amending for the purpose Republic Act No. 7077 ( Citizen Armed Force or Armed
Forces of the Philippines Reservist Act) and Presidential Decree No. 1706 ( THE NATIONAL DEFENSE
ACT), and for other purposes.
COGNITIVE OBJECTIVE
After studying this module, you will be familiar and knowledgeable with the provisions of
Republic Act 9163 and be able to:
1. Explain the provisions and policies of the Act.

2. Define terms provided in Section 3 of the course unit.
INPUT 1
Republic Act 916, was enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
REPUBLIC ACT NO. 9163
NSTP Act of 2001
Section1. Short Title-This act shall be known as the National Service Training
Program (NSTP) Act of 2001. An act establishing the
National Service Training
Program (NSTP) for Tertiary
Section2. Declaration of Policy-It is hereby affirmed the prime duty of the Level Students, Amending for
government to serve and protect its citizen. In turn, it shall be the responsibility the Purpose Republic act no.
of all citizens to defend the security of the state and in fulfillment thereof, the 7077 and Presidential Decree
no. 1706, and for other
government may require each citizen to render personal, military or civil service. purposes.
Recognizing the youth’s vital role in nation building, the state shall promote civic consciousness
among the youth and shall develop their physical, moral, spiritual, intellectual, and social wellbeing. It
shall inculcate in the involvement in public and civic affairs.
In pursuit of these goals, the youth, the most valuable resources of the nation, shall be motivated,
trained, organized, and mobilized in military training, literacy, civic welfare and other similar endeavors
in the service of the nation.
Section 3. Definition of Terms- for the purpose of understanding this act, the following terms is hereby
defined as follows:
a) National Service Training Program (NSTP) - is a program aimed at NSTP COMPONENTS

enhancing civic consciousness and defense preparedness in the youth by
developing the ethics of service and patriotism through training in any of 1. ROTC
its three (3) program components are specially designed to enhance the 2. CWTS
youth’s active contribution to the general welfare of the nation.
3. LTS
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b) Reserved Officers Training Corps (ROTC), is a program institutionalized under sections 38
and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students in
order to motivate, train organized and mobilized them for national defense preparedness.
c) “Literacy Training Service (LTS)” is a program designed to train students to become teachers
of literacy and numeracy skills to school children, out of school youth and other segments of
society in need of their service.
d) “Civic Welfare Training Service (CWTS)”-refers to program 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 morals of citizenry.
e) “Program Component”- Shall refers the service components of the NSTP as enumerated in
section 4 of this Act.
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INPUT 2
Section 4- Establishment of the NATIONAL SERVICE TRAINING PROGRAM- There is hereby

established a NATIONAL SERVICE TRAINING PROGRAM (NSTP), which shall form of the curricula
of a baccalaureate degree courses and of at least two (2)-year technical-vocational courses and is a
requisite for graduation consisting of the following service components:
1. The Reserved Officers’ Training Corps (ROTC), which is hereby made optional and voluntary
upon the affectivity of this act.
2. The Literacy Training Service; and
3. The Civic Welfare Training Service
The ROTC under the NSTP shall instill patriotism, respect for rights of in, and adherence to the
Constitution, among others. Citizenship training shall be given emphasis in all three (3) program
components.
The Commission on Higher Education (CHED) and the Technical Education and Skills Development
Authority (TESDA), in consultation with the Department of National of National Defense (DND),
Philippine Association of state Universities and Colleges (PASUC) Coordinating Council of Private
Educational Associations of the Philippines (COCOPEA) and other co in concerned government
agencies, may design and implement such other program components as may be necessary in consonance
with the provisions of this act.
Section 5- COVERAGE- Students, male and female, of any baccalaureate degree course or at least two
(2)-year technical-vocational courses in public and private educational institutions shall be required to
complete one (1) of the NSTP Components as requisite for graduation.
Section 6- Duration and Equivalent Course Unit- Each of the aforementioned NSTP program
components shall be undertaken for an academic period of two (2) semesters.
In Lieu of the two (2)-y DND, semester program for any of the components of the NSTP, a one
(1)-summer program may be designed, formulated and adopted by DND, CHED, and, TESDA.
Section 7-NSTP Offering in Higher and Technical-Vocational Educational Institutions- All higher and
technical-vocational institutions, public and private, must offer at least one of the program components:
Provided, the state universities and colleges shall offer the ROTC component and at least one other
component as provided herein: Provided further, that private higher technical-vocational education
institutions may also offer the ROTC if they have at least three hundred and fifty (350) cadet students.
In offering the NSTP whether during the semester or summer periods, clustering of affected
students from different educational institutions may be done, taking into account, logistics, branch of
service and geographical considerations. Schools that do not meet the required number of students to
maintain the optional ROTC and any of the NSTP components shall allow their students to cross-enroll to
other schools irrespective of whether or not the NSTP components in said schools are being administered
by the same or another branch of service of the Armed Forces of the Philippines (AFP) and TESDA to
which schools are identified.
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INPUT 3
Section 8. Fees and Incentives-Higher and Technical Vocational Institutions shall not collect any fee for
any NSTP component except basic tuition fees, which shall not be more than fifty percent (50%) of what
is currently charged by scholar per unit.
In case of the ROTC, the DND, shall formulate and adopt a program of assistance and or incentives to
those students who will take the said component.
The school authorities concerned, CHED and TESDA shall ensure that group insurance for health and
accident shall be provided for students enrolled in any of the NSTP components.
Section 9.I- There is hereby created a special scholarship program for qualified students taking the NSTP
which shall be administered by the CHED and TESDA Funds for this purpose shall be included in the
annual regular appropriation of the CHED and TESDA.
Section 10. Management of the NSTP Components-The school authorities shall exercise academic and
administrative supervision over the design, formulation, adoption, and implementation of different NSTP
component in their respective schools: Provided, that in case a CHED or TESDA accredited none
government organization (NGO) has been contracted to formulate and administer a training module for
any of the NSTP components such academic, and administrative supervision shall be exercised jointly
with the accredited NGO: Provided furthered that such training module shall be accredited by CHED and
TESDA. The CHED and TESDA regional officers shall foresee and monitor the implementation of the
NSTP under their jurisdiction to determine if the trainings are being conducted in consonance with the
objectives of this Act Periodic reports shall be submitted to the CHED, TESDA, and DND in this regard.
Section 11. Creation of the National Service Reserved Corps- There is hereby created a National Service
Reserved Corps, to be composed of the graduates of the non- ROTC components. Members of this corps
may be tapped by the state for Literacy and Civic Welfare activities through the joint effort of the DND,
CHED, and TESDA. Graduates of the ROTC shall form part of the citizens’ Armed Forces, pursuant to
Republic Act No. 7077.
Section 12. Implementing Rules- The DND, CHED and TESDA shall have the joint responsibility for
the adoption of the implementing rules of this act within sixty (60) days from the approval of this Act.
These three (3) agencies shall consult with other concerned government agencies, the PASUC
and COCOPEA NGOs and recognized student organizations in drafting the implementing rules.
The implementing rules shall include the guidelines for the adoption of the appropriate curriculum for
each of the NSTP components as well as for the accreditation.
Section 13. Transitory provisions- students who have yet to complete the basic ROTC, except those
falling under Section 14 of this Act, may either continue in the program component they are currently
enrolled or shift to any of the other program component, the basic ROTC courses he has completed shall
be counted for the purpose of completing the NSTP requirement; provided, further that once he has
shifted to another program component, he shall complete the NSTP in the component.
Section 14. Suspension of ROTC Requirement- the completion of ROTC training as requisite for
graduation is hereby set aside for those students who despite completing all their academic units as of the
effectivity of this Act have not been allowed to graduate.
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Section 15. Separability Clause- If any section or provision of this Act shall be declared unconstitutional
or invalid, the other sections or provisions not affected hereby shall remain in full force and effect.
Section 16. Amendatory Clause –Section 35 of Commonwealth Act No. 1, Executive Order No. 207 of
1939, Sections 2 & 3 of Presidential Decree No. 1706, and Sections 38 & 39 of Republic Act No. 7077,
as well as laws, decrees, orders, rules, and regulations and other issuances inconsistent with the provision
of this Act are hereby deemed amended and modified accordingly.
Section 17. Effectivity- This act shall take effect fifteen (15) days after its publication in two (2)
newspaper of national circulation, but the implementation of this Act shall commence in the school year
2002-2003.
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Self-Check
PRACTICE TASK 1A
Direction: Read the statement carefully. Encircle the right letter that corresponds to the statement
indicated in each number.
1. The title of RA 1963, An Act of 2001 is known as:

a) NSRC
b) NSTP
c) NCRB
d) NSTC
2-3. Under this Law, the prime duty of the government is to:
a) Protect every member of the community
b) Serve and protect its citizens
c) Defend the rights of the Filipinos
d) Serve the Filipinos
4. The responsibility of the citizen to the state is to:

a) Defend the security of the state
b) Secure and serve members of the community
c) Serve the community
d) Defend only the citizens
5. The government may require each citizen to render:

a) Personal, military or civil service
b) Spiritual and social activity
c) Cultural presentation
d) All of the above
6. The vital role of the youth as per R.A 9163 is:

a) Nation building
b) Protection of the country
c) Service to the country
d) Defense of the country
7. To provide civic consciousness among the youth, the state shall develop their:
a) Physical/ Intellectual capability only
b) Physical, moral, spiritual, and social well being
c) Spiritual aspects
d) Social well being
8. NSTP shall inculcate in the youth values on:

a) Patriotism and nationalism
b) Nationalism
c) Perseverance
d) Realism
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9. In pursuit of the goals of NSTP, the youth shall be:
a) Motivated, trained, organized in service of nation
b) Involved in youth activities
c) Organized into group
d) Trained only
10. In service of the nation, the youth must be tapped in:

a) Literacy training
b) Military training, literacy training, and civic welfare services
c) Civil welfare services
d) None of the above
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MATCHING: PRACTICE TASK 1B
Direction: Read the statements on the right column and match them with the statement being described on
the left columns by writing the letter of the correct answer on the spaces provided.
1. Civic Welfare Training Service (CWTS) a. is a program aimed at enhancing civic

__________________________ consciousness and defense preparedness among
the youth by developing the ethics of service
and patriotism through training in any of the
three (3) program components especially
designed to enhance the youth’s active
contribution to the general welfare of the
nation.
2. Program Component b. is a program institutionalized under sections 38

__________________________ and 39 of Republic Act No. 7077 designed to
provide military training among tertiary level
students in order to motivate, train, organized,
and mobilized them for national defense
preparedness.
3.National Service Training Program (NSTP) c. is a program designed to train students to

__________________________ become teachers of literacy and numeracy
skills to school children, out of school youth
and other segments of society in need of their
service.
4. Reserved Officer Training Corps (ROTC) d. refers to the program or activities contributory
__________________________ to the general welfare and the betterment of life
for member of the community or the
enhancement of the facilities, especially those
devoted to improving health, education,
environment, entrepreneurship, safety,
recreation, and morals of the citizenry.
5. Literacy Training Service (LTS) e. shall refer to the components of the NSTP as
__________________________ enumerated in section 4 of this Act.
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PRACTICE TASK 2
Direction: Read the statements and fill- in the blanks with the correct word or group of words to complete
the sentence.
Section 4. Establishment of the National Services Training Program- There is hereby establish
as National Service Training Program (NSTP), which shall form part of the curricula of all
(1) ______________________degree courses and of at least (2) ______________________courses and is
a requisite for graduation consisting of the following service components: (3) ______________________
(4) ______________________ and; (5) ______________________.
The ROTC under the NSTP, shall instill (6) ______________________ (7) ______________________,
and (8) ______________________ among others. (9) ______________________ shall be given emphasis
in three (3) program components.
The (10) ______________________and (11) ______________________ in consultation with

(12) ______________________, (13) ______________________(14) ______________________ and
other concerned government agencies may design and implement such other program components as may
be necessary in consonance with the provision of this act.
Section 5. Coverage- Students (15) _______________________ and

(16) _______________, of any baccalaureate degree course or at least (17) ______________________
courses in public and private and educational institutions shall be required to complete one (1) of the
NSTP Components as requisite for graduation.
Section 6. Duration and Equivalent Course Unit- Each of the aforementioned NSTP program
components shall be undertaken for an academic period of (18) ______________________.
In lieu of the two (2)- semester program for any of the components of the NSTP, a one (1)-
summer program may be designed, formulated and adopted by (19) ______________________,
(20) ______________________ and (21) ______________________.
Section 7. NSTP Offering in Higher and Technical-Vocational Institutions- all higher and
technical-vocational institutions, public and private, must offer at least one program components:
Provided, that (22)_____________ and (23)______________ shall offer the ROTC component and at
least one other component as provide herein: Provided further, that (24)______________,
(25)____________ education institutions may also offer the ROTC if they have at least (26)___________
cadet students.
In offering the NSTP whether during the semestral or summer periods, (27)_____________ from
different educational institutions may be done, taking into account (28)__________________,
(29)__________________ of service and (30)___________________. Schools that do not meet the
required number of students to cross-enroll to other schools or irrespective of whether or not the NSTP
components in said schools are being administered by the same or another branch of service of the Armed
Forces of the Philippines (AFP) and TESDA to which schools are identified.
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PRACTICE TASK 3
Direction: Read the statements and fill- in with the correct word on group of words to complete the
sentence.
Section 8. Fees and Incentives. Higher and technical- vocational institutions shall not
(31)_________________ any fee for any NSTP components except (32)_________________, which
shall not be more than (33)_________________ of what is currently charged by schools per unit.
In case of the ROTC, the DND shall (34)_________________ and (35)_________________ a

program of assistance and/ or incentive to those students who will take the said component.
The school authorities concerned, CHED and TESDA shall ensure that group insurance for
(36)_________________ and (37)_________________ shall be provided for students enrolled in any of
the NSTP Components.
Section 9. Scholarships- There is hereby created a special scholarship program for qualified
students taking the NSTP which shall be administered by the (38)_________________ and
(39)_________________. Funds for this purpose shall be included in the annual regular
(40)_________________ of the CHED and TESDA.
Section 10. Management of the NSTP Components – The school authorities shall exercise
(41)_________________ and (42)_________________ supervision over the (43)_________________,
(44)_________________, (45)_________________, (46)_________________ of different NSTP
components in their respective schools. Provided, that in case a (47)_________________ or
(48)_________________ accredited none government organizations (NGO) has been
(49)_________________ and (50)_________________ a training module for any NSTP components,
such academic and administrative supervision shall be exercised jointly with that accredited NGO:
Provided further, that such (51)_________________ shall be accredited by CHED and TESDA.
The CHED and TESDA regional offices shall oversee and monitor the implementation of the
NSTP under their jurisdiction to determine if the trainings are being conducted in consonance with the
objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA, and DND in this regard.
Section 11. Creation of the National Service Record Corps – There is hereby created a National
Service Reserved Corps, to be composed of the (52)_________________ of the (53)_________________
components. Members of this corps may be tapped by the state for literacy and civic welfare activities
through the joint effort of the DND, CHED, and TESDA.
Graduates of the (54)_________________ shall form part of the (55)_________________,
pursuant to Republic Act No. 7077.
Section 12.Implementing Rules- The DND, CHED, and TESDA shall have the joint
responsibility for the adoption of the implementing rules of this Act within (56)_________________ from
the approval of this Act.
These three (3) agencies shall consult with other concerned (57)_________________ agencies,
the (58)_________________ and (59)_________________, (60)_________________ and recognized
(61)_________________ in drafting the implementing rules.
The implementing rules shall include the guidelines for the adoption of the appropriate
curriculum for each of the NSTP components as well as for the accreditation of the same.
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Section 13. Transitory Provisions – students who have yet to (62)_________________ the basic
ROTC, except those falling under Section 14 of this Act, may either (63)_________________ in the
program component they are currently enrolled or (64)_________________ to any other program
component, the (65)_________________he has completed shall be counted for the purpose of completing
the NSTP requirement; Provided, further, that once he has (66)_________________ to another program
component, he shall complete the NSTP in that component.
Section 14. Suspension of the ROTC Requirement- the completion of (67)_________________

as requisite for graduation is hereby set aside for those students who despite completing all their academic
units as of the effectivity of this Act have not been allowed to graduate.
Section 15. Separability Clause – If any section or provision of this Act shall be declared
(68)_________________ or invalid, the other sections or Provisions not affected hereby shall remain in
(69)_________________ and effect.
Section 16. Amendatory Clause - Section 35 of Commonwealth Act No.1, Executive Order No.
207 of 1939,Sections 2 & 3 of Presidential Decree No.1706, and Sections 38 & 39 of Republic Act No.
7077, as well as laws, decrees, orders, rules and regulations and other issuances inconsistent with the
provision of this Act are hereby deemed (70)_________________ and (71)_________________
accordingly.
Section 17. Effectivity- This Act shall take effect fifteen (15) days after its publication in two (2)
newspaper of national circulation, but the (72)_________________ of this Act shall
(73)_________________ in the (74)_________________.
This Act which is consolidation of House Bill No. 3593 and the Senate Bill No. 1824 was finally
passed by the house of Representatives and the Senate on (75)_________________.
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MODULE 2
Rights, Duties and Responsibilities of FILIPINO CITIZENS
Self-Awareness and Values
TABLE OF CONTENTS
Input 1-Article III Bill of Rights…………………………………………………………………. 25

Input 2-Self- Awareness and Personal…………………………………………………………… 28
Development through Human and Basic Values…………………………………………………
Self-Awareness Definition……………………………………………………………………….. 29
Key areas of self-awareness……………………………………………………………………… 30
How Does Self-Awareness make an Individual more effective…………………………………. 31
Input 3- The Basic Values of the Filipino People ……………………………………………….. 32
Based on the 1987 Philippine Constitution
Core Values:
Maka-Diyos………………………………………………………………………………………. 34
Maka-Tao………………………………………………………………………………………… 35
Maka-Bansa………………………………………………………………………………………. 37
Maka- Kakalikasan……………………………………………………………………………….. 40
Self Check:
Exercise I-A………………………………………………………………………………………. 42
Exercise-I-B………………………………………………………………………………………. 43
Exercise-I-B………………………………………………………………………………………. 44
Practice Task A…………………………………………………………………………………... 45
Practice Task B…………………………………………………………………………………… 46
Practice TaskC……………………………………………………………………………………. 47
Practice Task D…………………………………………………………………………………... 48
Practice Task E…………………………………………………………………………………… 49
Practice Task F…………………………………………………………………………………… 50
Practice Task G…………………………………………………………………………………... 51
Post-Evaluation…………………………………………………………………………………... 52
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Learning Outcome No.2
Rights, Duties, and Responsibilities of Filipino Citizens
CONTENTS:
1. Rights, duties and responsibilities of Filipino Citizens
2. Self-awareness and values development

A. Self-awareness definition
B. Key areas of self- awareness
C. Human values
3. The basic values of the Filipino people based on the 1987 Philippine Constitution
Core values
A. Maka-Diyos
B. Maka- Tao
C. Maka-Bansa
D. Maka-Kakalikasan
ASSESTMENT CRITERIA:
1. Explain the sections in the article III of the Bill of Rights
2. Identify the concepts of self-awareness in their daily lives.
3. List down the different core values as key to good citizenship.
4. Recognize the different good citizenship values.
METHODOLOGY:
1. Self-Learning Study – (MODULE)
2. Questionnaire for practice task
3. Post-test evaluation
4. Group sharing and interaction
ASSESSMENT:
1. Oral recitation
2. Exam
3. Quiz
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Learning Objectives:
1. Gain knowledge of the different sections in the Article III of the Bill of Rights.
2. Practice concept of self- awareness in their daily lives.
3. Imbibe values as key to good citizenship.
4. Be aware of the values that will aide them in being empowered as NSTP student.
(Example Page: )

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Input 1:
The 1987 Constitution on the Republic of the Philippines Article III Bill of Rights
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.
SEC. 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.
SEC. 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.
SEC. 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.
SEC. 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 the
impaired except in the interest of national security, public safety, or public health, as may be
provided by law.
SEC. 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 the law.
25
SEC. 8
The right of the people, including those employed in the public and private sectors, form
unions, associations, or societies for purposes not contrary to law shall not be abridged.
SEC. 9
Private property shall not be taken for public use without just compensation.
SEC. 10
No law impairing the obligation of contracts shall be passed.
SEC. 11
Free access to the courts and quasi-judicial bodies an adequate legal assistance shall not be
denied to any person by reason of poverty.
SEC. 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 one. These rights cannot be waived except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the
free will shall be used against him. Secret detention places, solitary, incommunicado, or
other similar forms of detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well
as compensation to and rehabilitation of victims of torture or similar practices, and their
families.
SEC.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.
SEC. 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.
SEC. 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.
26
SEC. 16
All persons shall have the right to a speedy disposition of their cases before all judicial, quasi-judicial, or
administrative bodies.
SEC. 17
No person shall be compelled to be a witness against himself.
SEC.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 punishment for a crime whereof the party
shall be duly convicted.
SEC. 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.
SEC. 20
No person shall be imprisoned for debt or non-payment of a poll tax.
SEC. 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 shall constitute a bar to another prosecution for the
same act.
SEC. 22
No ex post fact law or bill of attainder shall be enacted.
27
Input 2:
A. Self- Awareness and Personal Development through Human and Basic Values
Introduction
Many of us have a pretty low level of self- awareness. With the busy schedule, it might be
difficult to find time to think about our strength and weaknesses, drives and personalities, and habits and
values. Besides, many of us are just not inclined to spend much time on self-reflection. Even when
feedback is about ourselves is presented to us, we are not always open to it, because honest feedback is
not always flattering.
Self- Awareness opens the door to spiritual and personal growth. We have all the answers to the
questions about our lives and what we have to do learn how we can have an access to our wisdom
It begins with self-awareness by paying attention to our many senses, thoughts, feeling, and
intuition. We should going deep into our emotions to tap their sources. We should see our thinking and
how it creates our reality. Then we can discover our deepest essence.
Increasingly our level of awareness therefore, empowers us to make different choices. Not that it
will automatically do things differently. After all, some habits can be avoided. But over time, as we build
up these levels of catching ourselves doing wrong things, we will have the choices to alter our behavior,
eventually, before the next decision making comes.
So, in order to assess what you do, you must first become aware of where you place your inner
intention, what you are feeling and thinking about. The more frequently you do this, the more natural and
habitual it will become, and the more you will give yourself the chance to truly change your behavior.
28
SELF-AWARENESS
What is self- awareness?
According to Goleman, perhaps the most important emotional competence is self-awrareness-

knowing one’s internal states, preferences, resources and institutions.
Another psychotherapist puts it as “bringing to the conscious mind our understanding of the
compulsion that pushes us around”.
Marilyn vas Savant, simply calls it, “the art of waking up”, or realizing what you really are and
why you do the things you so, in the way you do them.
The following poem illustrates the continuing search of man for himself: (Palispis).
Assess how you picture out yourself in this concern.
Who Am I
Who am I? Who am I?
My clothes? My look? My mode?
Am I just a thing?
No!
Am I my parents? Brother? Friends?

Am I they ?
I think I am different from them
Just who am I? Am I my name?
My face? My bones? My breath?

My feelings? My thoughts? And memory?
Each of them is part of me.
But not me.
Who am I really? What is the truth?

I’m alive, enthusiastic, free and unique
Above all, like God, I live.
All this I am-my innermost being.
Who am I? Who am I?
29
What are the key areas of self-awareness?
Human beings are complex and diverse. To become self-aware, we should develop an understanding
of ourselves in many areas which include the following:
1. Personality
An understanding of our personality can help us find situations in which we will

thrive/survive, and can help us avoid situations in which we will experience too much stress.
2. Values
Values are qualities that we cherish as reference for our actions and behaviors in
particular situations.
3. Habits
These are the behaviors that we repeat routinely and often do automatically. Although we
would like to use them to help us interact effectively with and manage others, we can probably
identify at least one of our habits that decreases our effectiveness.
4. Needs
(connect Maslow’s hierarchy of needs and other psychologists’ psychological need)
Needs cause motivation, and when needs aren’t satisfied, they can cause frustration,
conflict and stress. One of the advantages of knowing which needs exert the strongest influence in
our own behaviors is the ability to understand how they affect our interpersonal relationship.
5. Emotions
Understanding your own feelings, what cause them, and how they make an impact to
your thoughts and actions are indications of emotional self-awareness.
30
How does self- awareness make an individual more effective?
Self-awareness helps individuals identify gaps that promote skills development, identifying these
gaps, the following can be improved and enhanced:
1. Skills development
2. Knowing ones strength and weakness
3. Developing intuitive decision-making skills
4. Stress management our coping with stress effectively
5. Self- motivation
6. Leadership
You can become more self-aware by using or applying the following means:
1. Seeking feedback from the people who know you
2. Completing self-assessment surveys like questionnaires
3. Hiring an expert like professional counselor or executive coach
31
Input 3
HUMAN VALUES
What are human values?

Human values give worthiness and respect to life. The five human values are righteousness, peace, love,
truth and non-violence. These elevate the individual as well as the society of which one is a part.
How does one differ from the other?
Core Values: Righteousness Peace Truth
Related Values: Manners Patience Truthfulness

Living skills Concentration Creativity
Helpfulness Optimism Honesty
Responsibility Self-acceptance Determination
Independence Self-discipline Fairness
Perseverance Thankfulness Trust
Courage Contentment Reflection
Core Values: Love Non-violence
Related values Kindness Consideration

Friendship Cooperation
Forgiveness Global awareness
Generosity Loyalty
compassion Citizenship
Justice
Respect
32
The Basic Values of the Filipino People Based on the 1987 Philippine Constitution
(EPPC Modules on Good Citizenship Values)
PREAMBLE
We, the sovereign people, imploring the almighty God, in order to build a just and human society and
establish a Government that shall embody our ideas and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves our prosperity 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.
Meaning of Preamble
The term preamble is derived from the Latin word “preambulare” which means “to walk before”. It is the
prologue of constitution. Based from the Preamble, the following basic value is derived:
33
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

Cathy Bette says’ “Life is raw material. We are artisans. We can sculpt our existence into something
beautiful, debase it into ugliness. It’s in our hands” Hence, “treat life with respect, and life itself will
reveal its beauty to you” (Bro Andrew Maria MMHC)
Order
It is the sanity of mind, the health of the body, the peace of the city, the security of state. As the beams of
the house, as the bones of the body, so is order to all things” (Southey). And what is greatest, “God is not
the God of disorder but of peace” (Corinthians 14:33)
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 life time.” 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 of heroic sacrifices, and of the love by future generations of the traditional and moral
conquest of those who preceded them. (Tolentino, id., citing 3 Castan 428-4310)
34
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. Scott Peck)
Moral: Love is the powerful force in nurturing man.
Freedom
According to Pope John Paul II, “freedom consists not in doing what we like, but in having the
right to do what we ought”.
Peace
It is always great to remember, what the Bible says, “Blessed are the peacemakers for they will be
called children of God” (Mt 5:9);
An unknown author wrote about the value of peace as such:
Juanito was an idealistic person. He wanted everybody to be happy and lead meaningful lives. So
one day, he stride 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 with no significant result.
Finally, on the verge of frustration he decided to pray for peace within his family instead. He kept
this intention for another year yet violence and disturbance still seemed to be in an upsurge.
Anxious for his prayer to be finally heard, he decided to pray for peace in his family instead. He
kept this intention for another year with no significant result.
Finally, on the verge of frustration he decided to pray for peace. He prayed for this intention for
the next year. Each time he did so, he felt more at peace with himself and his personal issues, his family,
his neighbors until it reached a point in time that Juanito was considered a man of peace, a friend of
everybody especially of the neediest among his countrymen.
Moral lesson: Let there be peace on earth… and let it begin with me.
The UNESCO Constitution also reminds us that, “since wars begin in the minds of men, it is in
the minds of men that the defenses of peace must be constructed”.
Moral lesson: Let the peace of the nation begins in the minds of man.
35
Truth
It is worthwhile to be familiar and understand some of the following famous quotation and
anecdotes which make us better and wiser persons:
A. 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)
B. Anecdotes (compiled by J. Maurus)

When Mahatma Gandhi appeared for the London Matriculation Examination, the paper
on general knowledge contained the following questions: “What is more golden than gold?”
Justice
According to Martin Luther King Jr., injustice anywhere is to treat justice everywhere.
To Jimmy Carter, the law is not the private property of lawyers, nor is justice the exclusive
province of judges and juries. In the final analysis, true justice is not a matter of courts and law books; but
a commitment in each of us to liberty and mutual respect.
In Matthew 7:12, it says, “Treat others the way you want to have them treat you”.
And by the Institute for Development Education Center for Research Communication, justice is
giving every man his due.
Moral lesson: Giving justice to anyone is a fair treatment to everyone
36
The MAKA-BAYAN Cluster
Unity
The value of unity can be realized by practicing the virtues stated in the following quotations:
“Behold how good and pleasant it is for the brethren to dwell together in unity (Psalms 133.1)
“If a kingdom is divided against itself, that kingdom cannot stand. And if a house is divided against itself.
That house will not be able to stand” (Mark 3:24-25)
“Make my joy complete by being of the same kind, maintaining the same love, united in spirit, intent on
one purpose” (Philippians 2.2)
“As a body in one though it has many parts, and all parts of the body, though many, are one body, so also
Christ” (1Corinthians) 12-12)
“Remember upon the conduct of each depends the fate of all” (Alexander the Great)
Equality
To appreciate the value if 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 his slave,” replied another skull. “He was a tyrant, a ruthless and merciless king!”
I am your king remember?”
“Shut up!” shouted the slave-skull. “You are no longer my king nor am I your slave anymore!
We are the same now- rotten skulls!”
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.
37
Respect for the Law and Government
“When people have much respect for law and the government, the government is unquestionably
stable”. Hence every citizen must always seek to be contributory for stability.
The sense of respect for the law and government maybe interpreted and in different point of
views, such as:
 The law is not meant to curtail freedom; it is meant to ensure that every citizen acts responsibly
while exercising his freedom.
 The law and the government are not meant to slave people; they are meant to establish honor in
the society, and by their duly constituted powers free people from the bondage of poverty,
ignorance, insecurity, violence, and disregard.
 The law and the government should not serve the interest of a few, especially those who
preferential option to serve and pursue the interests of the poor and less-fortunate members of
society. Hence, Law and Government should lead all citizens to be charitable to others especially
those in most need of help, support and protection.
 The nature of laws is to provide sanctions for the irresponsible practice of freedom. For
punishment/penalty as a disciplinary measure when a policy law is violated. In the final analysis,
laws and government are meant to institute order in a society that has part of the society’s effort
to form its members into responsible, conscientious, dignified and charitable persons.
 Love is the perfection of the law. Fear and intimidation should not be our motivations when we
obey the law and respect the mandate of the government. Rather, we should find it in ourselves to
love the Law and the Government as they seek to protect our rights and dignity as persons.
 Our own respect for Law and Government should stem from the ultimate law of the heart: that of
mutual respect, charity and love for others.
Moral: As a good citizen, one must have respect for Law and Government, and always seek to be
contributory for the nation’s stability.
Patriotism
The value of patriotism can be expressed in the following manner:
I am Filipino, proud and true. I honor my heritage and take pride in my commitment to be
a good citizen in my daily life. I shall from here on, dedicate myself to perform simple act of heroism that
nevertheless will have positive effects in the lives of my countrymen. I shall be mindful of my country’s
interest in my dealings; that I may not harm her by going into unfair or illegal transactions, a citizen
upholding her laws, preserving her dignity and promoting her welfare.
Moral: Let us value the spirit of Patriotism as a means of showing our love for our country.
38
Promotion of Common Good
Everyone in a group of people shares the same aspiration of having a united community and
hopes to have a common concern for the good of everybody. To support this concept, one has to be
concerned for the welfare of others throughout his life. One must serve the interest of the common good
before himself. He has to be an inspiration for the development of others. A well genuine concern and
love for others makes everyone to live truly for love, understanding, and unity to ensure progress. Hence,
one must be committed to the preservation and promotion of the common good that will give value to
other people’s lives at all times.
39
The MAKA- KALIKASAN
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 eat her mangoes. At the end of the day when he was tired, the boy would sleep in her shade.
And the boy loved the tree… very much… and the tree was very happy.
But the time went on… the boy grew older. And the tree was left 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 the 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…Then one day the boy came back and the tree was so
happy that she should 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 make a boat,” said the tree. “Then you can sail away… and be happy”. And so the
boy cut down the trunk and made a boat and sailed away. And the tree was happy… but not really.
And after a time, the boy came back again. “I am sorry, boy,” said the tree, “but I have nothing
left to give you… my mangoes are gone.” My teeth are too weak for mangoes” said the boy. “My
branches are gone,” Said the tree. “You cannot swing on them.” I am too old to swing on branches.” said
the boy. “My trunk is gone,” said the tree. “You cannot climb.” “I am too tired to climb,” said the boy. “I
am sorry,” sighed the tree. “I wish that I could give you something… but I have nothing left. I am just an
old stump. I am sorry.” “I don’t need very much now,” said the boy, “Just a quiet place to sit and rest. I
am very tired.” “Well” said the tree, straightening herself up as much as she could, well, an old stump is
good for sitting and resting. Come, boy, sit down and rest.” And the boy did and the tree was happy.
Moral: Mother Nature is an all-giving mother. While she gives fully, man abuses her relentlessly. It
is time that we care for ailing Mother Nature so that she will regain her beauty and strength once
again, enabling her life and abundance with us.
Additional Information:
Good Citizenship and Good Governance for National Transformation
40
How do we become good citizens?
 These values define our identity as people
 We become good citizens by living according to these values
 We become good citizens by being good Filipinos
All Filipinos must be good citizens

 All Filipinos are citizens of our republic
 All Filipinos must live according to these values, whether rich or poor, young or old, Catholic,
Muslim or Protestant
 We must live according to these values in all our actions, at all times, in all circumstances
Good Citizenship contribute to Nation- Building

 Living according to these values is not going to be easy
 However, living according to these values will bring good fruit
Good Citizenship contribute to Nation- Building
 The goof fruit of good citizenship actions will not only benefit us personally but will benefit our
country as well
 The good fruit of citizenship is what contributes to nation-building
Good Citizenship engenders love of country

 Good citizenship, no matter how small, contribute to nation-building
 Through good citizenship:
 Even the poor can contribute to nation-building
 Even children can contribute to nation-building
Through good citizenship we show our love for our countryhood,
Through good citizenship we develop our sense of nation which has heretofore eluded us, as a
people
Good Citizenship engenders unity

 Our core Filipino values are our shared values
 A sense of our shared values can be a strong force to unite us, as a people, despite our differences
 Citizenship based on shared values can be a basis for unity
41
Self-Check
Rights, Duties and Responsibilities of Filipino Citizens
Exercise 1A
Direction: Below are the circles of your body. Within the circles, write your duties and responsibilities as
good Filipino Citizens.
42
Exercise 1B
Direction: Below are the different shapes, put your rights as Filipino Citizens. Cut and paste by forming a
person on the next page.
43
Exercise 1B
Direction: Paste the different shapes by forming a person. Within the shapes, put your rights as
Filipino citizens.
44
Exercise No.1
Telling you Who you are
PRACTICE TASK A
1. Draw your favorite item that is valuable to you in 3 min.

2. In another two (2) minutes each, share to your group what your drawing means to you.
3. Talk about your positive and negative experience likes and dislikes, and aspirations
related to what you have drawn.
45
Practice Task B
Direction: Draw your left and right hand: on each finger put a label that best describes yourself.
46
Exercise No. 3: Areas of Self Awareness
Direction: Draw a typical flower with five (5) petals and two (2) leaves. For the petals, indicate
the areas of self-awareness that describes you. Put your own description per area identified. For
the leaves, write your attitude to be improved on the left and how you could improve it on the
right leaf. Be creative.
47
Exercise No.4 Maka-Diyos Cluster
Direction: We all know that the Bible is the best book for a believer like you. Draw symbols that
best represent the values under Maka-Diyos Cluster. Put your own interpretation and color to add
meaning to your work.
48
Exercise No. 5 MAKA-TAO
Direction: using the space provided, draw a globe surrounded by different people like your
friends, loved ones, relatives, etc. narrate to your team members their important contributions to
you, to your community and to the country.
49
Exercise No. 6 MAKA-BAYAN CLUSTER
Direction:
A. Analyze the following scenario: “The Philippine Flag is being hosted on a pole. Around it
are children singing the Philippine National Anthem. Show a specific value being shown
by the children.
B. Create a short poem that best fit any of the following Values: Equality/ Unity/ Patriotism.
Put an appropriate backdrop that may best fit your selected value.
50
Exercise No. 7 MAKA-KALIKASAN
Direction:
A. Based on the story “The Giving Tree”, draw a cycle that best shows how tree are being abused.
B. If given the chance to show your concern for the environment, what would you like to be and
what would be your plans? Select one strategy that will best fit your interest:
a. Newspaper writer (prepare significant write-up)

b. Commercial Director (prepare convincing advertisement)
c. TV Reporter (share your write-up; featuring the “Makakalikasan Segment”)
51
Post Test Evaluation
PART 1
Self- Awareness
Direction: Read the statement carefully and analyzed very well. Encircle the letter of the correct answer.
1. The “art of waking up” of realizing who we really are and why we do things we do is called
a. Self-awareness b. Personality c. Self-concept d. Self-respect
2. It refers to something that an individual cherish as his reference for his actions and behavior in
particular situations.
a. Values b. Habit c. Attitude
d.
3. It refers to the sum total of a human being
a. Social Relations b. Personality c. Individual Capacity
4. It refers to the behavior done routinely and is often do automatically

a. Values b. Habit c. Attitude
5. A necessity that causes motivation and whenever one is not satisfied it causes frustration
a. need b. habit c. Attitude
6. It refers to one’s feelings that causes an impact to your thoughts and actions.
a. Emotion b. Emotionalism c. Emotional
7. The four cluster values as embodied in the Philippine constitution

a. Maka-Diyos, Maka-Tao, Maka-Kalikasan, Maka-Bansa
b. Love, Faith, Justice, Peace
c. Mapag- kawanggawa, mapagmahal, Maunawain at Mapayapa
8. The term Preamble is derived from the Latin word called:

a. Preamble b. Preyambolar c. Preambulare
9. The specific values under Maka-Diyos Cluster

a. Faith in the Almighty God, Respect for Life, Order & Work
b. Love, Freedom, Peace & Justice
c. Unity, Equality, Respect for law and Government
10. The specific values under Maka-Bansa Cluster

a. Faith in the Almighty God, Respect for Life, Order & Work
b. Unity, Equality, Respect for law and Government, Patriotism
c. Love, Freedom, Peace & Justice
52
MODULE 3
LEADERSHIP TRAINING FOR THE YOUTH
53
TABLE OF CONTENTS
Introduction………………………………………………………………………….. 55
Input 1- Leadership and Leadership Type Identification………………………….... 58
Input 2- Characteristics of an Effective Team Leader………………………………. 60
Input 3- Characteristics of an Effective Team Member…………………………….. 61
Input 4- Principles of SERVANT LEADERSHIP………………………………….. 62
Input 5- Qualities of Servant Leaders……………………………………………….. 64
Input 6- Styles of Leadership………………………………………………………... 67
Self- Check:
Personal Leadership Description……………………………………………………. 68
Characteristics of an Effective Team Leader……………………………………….. 69
Characteristics of an Effective Team Member……………………………………… 70
Principles of SERVANT LEADERSHIP…………………………………………… 71
Qualities of Servant Leaders………………………………………………………… 72
Styles of Leadership………………………………………………………………… 73
Leader of the New Generation………………………………………………………. 74
54
NATIONAL SERVICE TRAINING PROGRAM
MODULE ON LEADERSHIP
Introduction:
Leadership is the highest quality of an individual to be greatly successful in life. It is the

key dynamic factor that can encourage one to actively participate in many ventures that lead to
the attainment of goals. It is also the key force to developing teamwork to ensure completion of
common of common goals on purpose.
It is in this premise that the youth their role as nation builders must develop leadership
potentials such as knowledge, skills and positive attitude to ensure efficiency and effectiveness in
meeting their goals and develop the spirit and ethics of service for the good others. Hence, the
need of training the youth to be servant leaders is very essential.
55
LEARNING OUTCOMES NO.3
LEADERSHIP TRAINING FOR THE YOUTH
CONTENTS:
1. Leadership and Leadership Type Identification
2. Characteristics of an Effective Team Leader
3. Characteristics of an Effective Team Member
4. Principles of Servant Leadership
5. Qualities of a Servant Leader
6. Styles of Leadership
ASSESSMENT CRITERIA:
1. Identify the Types of Leadership Skills
2. List down the Characteristics of an Effective Leader
3. Identify the Characteristics of an Effective Team Member
4. Identify the Principles of Servant Leadership
5. Enumerate the Styles of Leadership
METHODOLOGY:
1. Self- Learning Study
2. Questionnaire for Practice Task
4. Group Sharing and Introduction
ASSESSMENT:
1. Oral Recitation
2. Exam
3. Quiz
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1. Identify the type of leadership skills, students possess as a springboard of cultivating their
potentials to become servant leaders.
2. Acquire the desired qualities and characteristics of an effective servant leader.
3. Apply servant leadership principles in their daily life, and
4. Internalize the values of servant leadership of the new generations.
(Example Page: )

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Input 1- Leadership and Leadership Type Identification
The following are:
Instructions:
1. Based on the data provided below, each group will share ideas among themselves
about the given statements. Each will assess oneself as a leader share his/her
opinion. (Do this in 20 minutes)
2. After your sharing, write your leadership capability description as a leader on the
space provided for this exercise in 15 minutes
INPUTS:
The following are the different meaning and types as maybe applied by individuals.
Leadership is a process of giving control, guidance, headship, direction and governance

to a group or organization. It is a key dynamic factor that motivates and coordinates
organizations to accomplish their objectives. Without being inspired by a leader, the whole
organization or department might drift along with no definite focus on key objectives such as
trying to improve the worker’s safety.
Leadership- is the art of influencing and directing others to do assigned tasks or goals, in
such a way to attain them. There is obedience, respect, loyalty and cooperation. Leadership can
be exercised by anyone irrespective of the framework of command. Also, it is a process of
guiding and directing the behavior of the people in the work environment.
Leadership is the ability to inspire, to build confidence and gain support among the
people to attain organizational goals.
Leader as a Guide is one who assumes the role of a director, organizer, mentor, guru or
adviser.
Leader as a Frontrunner is one who can spearhead, shading light, a trailblazer, and
groundbreaker.
Leader as a Head is one who can be called as chief, manager, superior, principal, boss
and superior.
Servant Leadership is a kind of servant hood and done as a sense of vocation. It also
implies stewardship of good citizenship and community. It is a means of serving others more
than oneself…
April et al., (2000) support the notion of servant leadership in complex organizations,
where a major role of the leader is to synthesize and develop a sense of community in the
organization, with shared power and decision making and group-oriented approaches. Servant
leadership has a long pedigree of religion and involves a sense of servant hood, with leadership
58
as a state of being (a sense of vocation). It also implies stewardship (a recognition of shared
ownership and interdependence rather than personal ownership of the organization), one
consequence of which is a sense of citizenship and community. The servant leader facilities the
surfacing of other ideas and networks, and helps to create their futures.
Nature of Leadership
There are certain characteristics found in some people that seem to naturally put them in
a position where they’re looked up as a leader. Whether in fact a person is born a leader or
develop skills and abilities to become a leader is open for debate. There are some clear
leadership characteristics that are found in a good personality. How often have you heard the
comment, “He or she is a born leader?”
Good leaders are made not born. If you have the desire and will power, you can become
an effective leader. Good leaders develop through a never-ending process of self-study,
education, training, and experience. Leaders carry out this process by applying the leadership
attributes, such as beliefs, value, ethics, character, knowledge, and skills.
To inspire your workers into higher levels of teamwork, there are certain things you must
be, know and do. These do not come naturally, but are acquired through continual work and
study. Leadership is a process by which a person influences others to accomplish an objective
and directs the organization in a way that makes it more cohesive and coherent.
BLESSED IS THE LEADER WHO LEADS FOR THE GOOD OF THE MOST
CONCERNED, AND NOT FOR THE PERSONAL GRATIFICATION OF HIS OWN
IDEAS.
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Input 2-
Characteristics of an Effective Leader
Listed below are the characteristics of an effective leader. Select one and share to your
group the reasons for choosing it. As a group, do this in 15 minutes. Trainor will provide
enrichment and clarification if needed.
 effective communication
 open, honest and fair
 makes decisions with inputs from others
 acts consistency
 give the team/group members the information they need about their job
 keeps focused through follow-up
 listens to feedback and ask questions
 creates an atmosphere of growth
 give praise and recognition
 criticizes constructively and addresses problems
 sets guidance on how teams/ group members are to treat one another
 shares the group’s mission and goals
 displays tolerance and flexibility
 demonstrates assertiveness
 exhibits a willingness to change
 accepts ownership for team decisions
 wants to take charge
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Input 3
Characteristics of an Effective Team Member
Not all the time will become a leader. You could be a member too for quite some time.
As a group, share ideas about the topic in 15 minutes. Assess which of these characteristics do
you have as a member and explain how it helps you.
CHARACTERISTICS OF AN EFFECTIVE TEAM MEMBER
 supportive
 helps the leader to succeed
 expresses opinions both for and against
 compliments the leader on the team’s effort
 provides open, honest and accurate information
 supports, protects and defends the team
 acts in a positive and constructive manner
 understands personal and team roles
 brings problems to the team
 accepts ownership from team decisions
 recognizes that each member can serve as a team leader
 participates in team decision-making
 participates voluntarily
 maintains confidentially
 gives praise and recognition when warranted
 operates within the parameters of team/ group rules
 share ideas freely and enthusiastically
 encourages others to express their ideas fully
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Input 4
PRINCIPLES OF SERVANT LEADERSHIP
According to Spears (2002) there are 8 principles about Servant Leadership. Read carefully, each
principle internalizes and share together its meaning as a group. Do this in 10 minutes. Trainer
will give enrichment on the topic especially on how these principles contribute to the
development of the youth leadership potentials.
INPUTS:
1. LISTENING- The servant leader seek to identify the will of the group and helps clarify
that will. He or she will seek to listen respectively to what is being said.
2. EMPATHY- The servant leader strives to understand and empathize with others. People
need to be accepted and recognized for their special unique spirits.
3. HEALING- One of the greatest strengths of a servant leader is the potential of healing
one’s self and others because many people have broken spirits and have suffered from a
variety of emotional hurts.
4. AWARENESS- It aids one in understanding issue involving ethics and values and view
most situations from a more integrated and holistic position.
5. PERSUASION- Another characteristic of servant leader is a primary reliance on

persuasion rather than positional authority in making decisions with an organization.
6. CONCEPTUALIZATION- Servant leaders seek to nurture their abilities to “dream

great dreams”. The ability to look at problems from a conceptualized perspective means
that one must think beyond today’s realities.
7. FORESIGHT- This enables the servant leader to understand the lessons from the past
realities to the present and the likely consequence of a decision for the future.
8. BUILDING COMMUNITY- Servant Leadership suggests that the true community can
be created among those who work in business and other institutions.
The law of service: He who wishes to live long must serve, but he who wishes to rule does
not live long”- Hesse, “Journey to the East.” The new trend now leadership is what you call
“Servant Leadership. This emanated from pious doctrines where Jesus Christ is the focus subject
as the best model of servant leader as leader who humbled himself to serve His disciples
especially when he performed the “washing of the feet” which symbolizes humility of Christ.
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Servant Leadership emphasizes
collaboration, trust, empathy, and
the ethical use of power
At heart, the individual is a servant

first, making the conscious decision
to lead in order to better serve
others, not to increase his own
power.
The objective is to enhance the growth of individuals in the

organization and the interest teamwork and personal involvement.
AS A GOOD SERVANT,
SERVE WITH
HUMITLITY AND
HUMBLENESS
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Input 5
Qualities of Servant Leaders
Instruction:
The following are the qualities of a servant leader. Carefully read and share ideas about
them. As a group cite situations to illustrate these qualities. Place your answers in ½ sheet of
Manila paper according to the sequence as listed below. Trainer will provide enhancement to the
topic for a deeper understanding.
INPUTS:
1. Puts others ahead of his own agenda

The first mark of servant hood is the ability to put others ahead of yourself and
your personal desires.
2. Possesses the confidence to serve

The real heart of servant hood is security. Show me someone who thinks he is too
important to serve and I’ll show you someone who is basically insecure. How we treat
others is really a reflection of how we think of ourselves. Philosopher-poet Eric Hoffler
captured that thought.
The remarkable thing is that we really love our neighbor as ourselves, we do unto
others as we do unto ourselves. We hate others when we tolerate ourselves. We forgive
others when we forgive ourselves. It is not love of self but hatred of self which is at the
root of the troubles that afflict our world.
The Law of Empowerment says that only secure leaders give power to others. It is
also true that only secure leaders exhibit servant hood.
3. Initiates service to others

It is a way of serving without being compelled. It manifests one’s concern to do
things foe others especially during crisis. You can really see the heart of someone who
initiates service to others. Great leaders see the need, seize the opportunity and serve
without expecting anything in return.
4. Is not position- conscious

Servant leaders don’t focus on rank or position. When Colonel Norman
Schwarzkopf stepped into the minefield, rank was the thing on his mind. He was one
person trying to help another. If anything, being the leader gave him a greater sense of
obligation to serve.
5. Serve out of Love

Servant hood is not motivated by manipulation of self- promotion. It is fueled
with love (willingness to serve). In the end, the extent of your influence depends on the
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depth of your concern for others. That is why it is important for leaders to be willing to
serve.
To internalize deeper meaning of servant leadership, one must apply the following process:
REFLECTING ON IT
As a leader, one must reflect about himself to determine who he is a person and identify
his inner leadership intention.
“Where is your heart when it comes to serving others? Do you desire to become a leader
for the perks and benefits? Or are you motivated by manipulation of self-promotion.
If you really want to become the kind of leader that people want to follow, you will have
to settle the issue of servant hood. If your attitude is to be served rather than to serve, you may be
headed for trouble. If this is an issue in your life, then heed this advice.
 Stop lording people, and start listening to them

 Role play for advancement, and start risking your own interests for other’s benefit
 Stop seeking your own way, and start serving others
 It is true that one who would be great must be like the least and servant of all…
BRINGING IT HOME
To improve your skill in servant hood, you must do the following:
 Perform small acts. When was the last time you performed acts of kindness to others?
Start with those closest to you: your spouse, children, and parents. Find ways today to do
small things that show others you care.
 Learn to walk slowly through the crowd. One of the greatest lesson I learned as a young
leader came from my father. I call it walking slowly through the crowd. The next leagues,
or employees, make it your goal to connect with others by circulating among them and
talking to people. Focus on each person you meet. Learn his name. If you know it
already, make your agenda of getting to know each person’s needs and wants and desires.
Then later when you go home, make a note to yourself to do something beneficial for half
a dozen of those people.
 Move into action. If an attitude of servant hood is conspicuously absent from your life,
the best way to acquire is to start serving. Begin serving with your body and your heart
will catch up. Sign up to serve others for six months at your Church, a community agency
of a volunteer organization. If your heart changes then it works.
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DAILY TAKE-AWAY
Albert Schweitzer wisely stated, “I don’t know what your destiny will be, but one thing I
know. The ones among you who will be really happy are those who have sought and found how
to serve.” If you want to lead on the highest level, be willing to serve on the lowest.
In a truest sense, servant hood is the gift of doing good for others which sometimes
include the exclusion of meeting personal needs. Servants look for ways to do for others both
within and beyond the congregation and community. Servants do not choose to serve, but serve
from a sense of identity and call. Gifted servants never feel put upon or taken advantage of, but
see each opportunity to do for others as a way to be true to self and in service of others. As
leaders, the need to reflect on it, bring it home and take it away daily is a great passion for going
with one’s inner intention for the good of others.
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Input 6
Styles of Leadership
Using old newspaper, make a tall, strong, creative tower in 15 minutes. The secretary will
take note of any actions, reactions or any observations being done by the group. Relate it with
the different styles of leadership as presented in the activity workshop. Consider the different
behaviors done by the group.
INPUTS:
Styles of leadership
1. Authoritarian Leadership- The leader leads his mean by means of his rank position. It
is self-centered type of leadership where he believes he is the only one capable of
directing his subordinates.
2. Paternalistic Leadership- The leader leads his men by always setting example. This
type of a leader manifests an example of a father, who seems to be always after the
welfare of his children.
3. Participative Leadership- the leader makes his men participate actively in the task of
the organization but the leader reserves the right to make final decision on critical
matters.
4. Lassie- Faire Leadership- The leader leaves decision making to his subordinates. He
will give assignments, and then it is up for his men to accomplish the task in whatever
manner they can do it.
There are no specific styles of leadership that would guarantee efficiency and
effectiveness of the operation/mission of a certain group or organization. The adoption of a
particular leadership style depends on the nature of the leader, members and work of a certain
organization. Leadership style is the manner and approach of providing direction,
implementation of plans, and motivating people.
67
Self- Check
Personal Leadership Description
I. Direction:
After your sharing, write your leadership capability description on the space provided
for this exercise in 15 minutes.
68
Characteristics of an Effective Team Leader
II. Direction:
Using the list of Characteristics of an Effective Team Leader below, draw a star
on the blank provided if you think you have the greatest potential and draw a happy
face those that are for your least potential. Put only the symbols in your activity sheet.
(10minutes)
_______1.Effective communication
_______2.Open, honest and fair
_______3.Make decisions with input from others
_______4.Act consistently
_______5.Give the team/group members the information they need to their job.
_______6.Keep focus through follow-up
_______7.Listen to feedback and ask question
_______8.Create an atmosphere of growth and want to take charge
_______9.Give praise and recognition
_______10.Criticize constructively and address problems
_______11.Set guidance for how teams/group members are to treat one another
_______12.Share their group’s mission and goals
_______13. Display tolerance and flexibility
_______14. Demonstrate assertiveness and accept ownership for team decisions
_______15. Exhibit willingness to change
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Characteristics of an effective Team Member
III. Direction:
Not all the time you will become a leader, you could be a member too for quite
some time. Listed below are the characteristics of an effective team member. Put a
check () if you deserve the characteristics as a servant member and put a (x) if it is
not meant for you on the space provided.
CHARACTERISTICS OF AN EFFECTIVE TEAM MEMBER
_______1. Supportive
_______2. Help the leader to succeed
_______3. Express opinions both for and against
_______4. Compliments the leader on teams effort
_______5. Provide open, honest and accurate information
_______6. Support, protect and defend the team
_______7. Act in a positive and constructive manner
_______8. Understand personal and team roles
_______9. Bring problems to team
_______10. Accept ownership from team decisions
_______11. Recognize that each serves as a team leader
_______12. Participate in team decision making and encourage others to express
their ideas fully
_______13. Participate voluntarily and share ideas freely and enthusiastically
_______14. Maintain confidentially and operate within the parameters of
team/group rules
_______15.Give praise and recognition when warranted
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Principles of Servant Leadership
IV. Direction:
In the space provided, draw anything that will illustrate your five priority servant leader
principles which will serve as your guide in your leadership undertakings. Write creatively the
prioritized principles on the identified drawing and label them.
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Qualities of a Servant Leader
V. Direction: Considering the inputs provided in this exercise, prepare a song or a poem of a
SERVANT LEADER. Prepare creatively and meaningfully.
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Styles of Leadership
VI. Direction: Based on the exercise done, in two paragraphs describe your leadership styles and
give your reasons why you selected them. Cite activities where you applied in your leadership
using the styles you selected.
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Leader of the New Generation
VII. Direction: Based on the exercise done, pretend you are a SERVANT LEADEROF THE
NEW GENERATION. Think of an object starting with the first letter of your name (first name,
surname or last name) draw it to best describe you using the qualities of a servant leader. Be
creative.
74
75
TABLE OF CONTENTS
Introduction…………………………………………………………………………. 77
Content- Based Exercise:
Base 1- The National Flag………………………………………………………….. 80
Base 2- Flag Ceremony…………………………………………………………….. 82
Base 3-National Heroes Diorama…………………………………………………... 84
Base 4- Flag Display………………………………………………………………... 85
Base 5- Nationalistic Song………………………………………………………….. 86
Self- Check:
A. Exercise No. 1…………………………………………………………..…... 87
B. Exercise No. 2………………………………………………………………. 88
C. Exercise No. 3………………………………………………………………. 89
D. Exercise No. 4………………………………………………………………. 90
E. Exercise No. 5………………………………………………………………. 91
F. Post-Evaluation……………………………………………………………... 92
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Introduction
Republic act 9163, known as the NSTP law of 2001, is a program aimed at enhancing civic
consciousness and self-defense preparedness in the youth by developing the values of service
and patriotism through training in any of its 3 program components.
Section 2 of the implementing rules and regulations of RA 9163 states that recognizing the
youth’s role in nation building, the state shall promote civic consciousness among the youth and
shall develop their physical, intellectual, and social well-being. It shall inculcate in the youth
patriotism and nationalism and advance their involvement in public and civic affairs.
In support of this program, this module generally aims to develop the attitude of caring for one’s
national identity among the student trainees and enhance their self-determination to love, serve
and protect the country.
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Learning Outcome Number 4
IMBIBING NATIONALISM AND PATRIOTISM FOR THE TRANSFORMATION OF

THE YOUTH
CONTENTS:
1. The National Flag
2. Flag Ceremony ( Raising and Retreat)
3. National Heroes Diorama
4. Flag Display
5. Nationalistic Song
ASSESSTMENT CRITERIA:
1. Share among themselves the concepts of Philippines flag code
2. Recognize the importance of the flag code as a guide of becoming a patriotic and
nationalistic citizen.
3. Identify prominent Filipino/Filipina who contributed to the historical declaration of our
independence.
METHODOLOGY:
1. Self-Learning Study- (Module)
2. Questionnaire for practice task
3. Post- test evaluation
4. Group sharing and interaction
ASSESSTMENT:
1. Oral recitation
2. Exam
3. Quiz
78
After reading the information sheet, the students will be able to:
1. Inculcate nationalism and patriotism through proper ethics of flag raising and retreat
observation of flag code and display and recognizing efforts of heroic Filipinos
2. Instill nationalism and patriotism among the youth through the study of various activities
and achievements of several heroes who fought the freedom of the Filipinos.
3. Formulate pledge of commitment to love, serve, and protect and country, and
4. Instill the spirit of nationalism and patriotism as essential values of good citizen.
(Example Page: )

79
Inputs: (I)
The following data are inputs needed for exercise number one (1)
The National Flag
The National Flag alone shall be displayed in all public buildings, officials’ residences, and
public square and learning institutions.it shall be raised at sunrise and lowered at sunset.
1. The flag shall be permanently hoisted in front of the following:
a. Malacaňang g. Aguinaldo Shrine

b. Congress of the Philippines h. Barasoin Chuch
c. Supreme Court Building i. Tomb of the unknown Soldier
d. Place of proclamation of the j. All International Airports
First Philippine Republic k. All other places as maybe
e. Rizal monument in Luneta designated by the National
f. Libingan ng mga Bayani Historical institute
2. The Flag should never be used to return the salute of any individual or
organization. The Flag, if flown into a flagpole should have its blue filed top. If in
hanging position, the blue filed should be to the right (left of observer). (RA
8491,Sec.10)
3. In hoisting the flag, it should be raised briskly, to the top-end of the Flagpole
which if planted on the ground, should be higher than the roof and if placed at a
compound, if the pole is attached to a building, it should be on top of its roof and
if placed at a window, it must project to an angle pointing upward. When the flag
is passing in a parade. The people walking should halt, uncover, and stand at
attention and salute.
4. The public display of a foreign flag is prohibited except in foreign diplomatic

establishment such as in chanceries, embassies or consulates, or other places
authorized by bilateral or international agreement, or international conferences, of
which the Philippines is a member, national Holiday of Foreign countries
provided that such foreign flag shall be displayed together with the Philippine flag
which shall occupy the place of honor
No part of the Flag should touch the ground. It should be handled and folded
reverently.
5. The Flag shall never be used as a staff or whip, or covering for tables, or curtain
for doorways. The flag may be used to cover the casket of an honored dead which
includes deceased civilians who had rendered services in the army, navy, or civil
office of great responsibility.
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6. Additional Prohibition:
It is prohibited to deface or ridicule the flag, to dip the flag to a salute, or

to add additional marks of any nature on a flag. It is not used as drapery, festoon,
table cloth, as covering of objects, or as part of any costume or uniform.
It is also prohibited to be used as trademarks of commercial label design,

pennant in the hood, side, back and top of motor vehicles.
The flag should not be displayed horizontally face-up or under any

painting, picture or platform.
7. The National Anthem
The national anthem should not be played except on public acts of official
or semi-official character or in formal ceremonies of civic in nature. People in the
immediate vicinity, if outdoors, should face the flag, uncover and stand at
attention.
8. The national anthem should not played and sung for mere recreation, amusement
or entertainment purposes, in social gathering purely private in nature or, at
political partisan meetings or places of hilarious or vicious amusement. It should,
however, be sung in school so the children may know it by heart.
The National Anthem should always be sung in Filipino, whether here or abroad.
9. The Pledge Of Allegiance
When taking the pledge in ranks, the members should raise their right hand with
an open palm at the leader’s command and hold this through the entire pledge.
When taking it as an individual, he also does the same and holds it through the
entire pledge.
10. The international flag code, the most complete flag signaling system, has more
than 40 flags. A flag stands for each letter of the alphabet, and pennants stands for
zero and the numerals 1 through 9, to send messages, sailors fly hoist of one to
five flags that have code meanings or spell out words.
Each ship carries a codebook that explains of the international code in nine
languages- English, French, German, Greek, Italian, Norwegian, Russia and Spanish.
With the codebook, any captain cab understands messages sent to the ship. Warships fly
by the code and answering pennant when they use the international code, so other ships
will know that they are not using a secret code.
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Input: (2)- Flag Ceremony (Raising and Retreat)
Objectives: To share knowledge about the procedure of conducting the Flag Ceremony
Material needed:
1. Philippine flag
2. Flag poles or improvised flag poles
3. Halyards
4. Module input
Mechanics:
1. Each group will conduct a flag raising ceremony by following the instructions
below:
a. Select three members of your team who will raise the flag. The remaining
members should fall in line and face the flagpole.
b. Follow the steps in tying the rope to the flag.
c. Hoist the Philippine flag briskly while singing the Philippine National
Anthem. Member should stand at attention and put their right hand on
their chest.
d. After the flag had been raised, one member should lead the pledge of
allegiance (panunumpa ng katapatan sa watawat g pilipinas) everyone
should recite.
e. Secure the halyard to the flag pole, follow the illustrations on page 87.
2. Conduct a Flag Retreat Ceremony by following the instructions below.

a. Select another three members of your team that will lower the Flag.
b. Untie the Halyard to the Flagpole.
c. Slowly lower the Philippine Flag while singing the National Anthem
d. After the flag had been retreated, one member should lead the Pledge of the
Allegiance (Panunumpa ng Katapatan sa Watawat ng Pilipinas) everyone should
recite.
e. After lowering, fold the Philippine flag properly by following the illustrations,
while one of your members will tie the halyard.
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Flag Ceremony (Outdoor)
When the flags of several countries are displayed, they should be flown in several styles
of equal size. The flag should also be about the same size. Almost every country requires that its
own flag be given the position of honor among the flags. In most countries, this position is in the
left of observers as they face the main entrance to a building. The national flag may also be
placed in the center of the group of flags, or at each end of a line of flags. At headquarters of
international organizations, such as United Nations, flags are flown in alphabetical order of their
country names in English. From a building, a national flag should be hoisted, top first, either on a
top or on a rope suspended over the sidewalk. On a street, a national flag should be suspended
vertically with its top to the north on an East-West Street, or to the East on a North – South
Street.
Flag Ceremony (Indoor)
A National Flag should have prominent place on the speaker’s platform, but it should not
be used to decorate the platform. Instead, banner in the nation colors should be used for
decoration. In United States, the red, white and blue bunting should be arranged with the blue at
the top. In the United States, the National Flag must be hung freely, either flat against the wall or
from a desired place. When a National Flag is displayed flat on the wall on a speaker’s platform,
it should be above and behind the speaker. When hung from the speaker’s place, the flag should
be at the speaker’s right. Any other flag should be to the right of the national flag from the
standpoint of the observer. If a national flag is displayed with another flag from crossed staffs
against the wall, it should be on the observer’s left.
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Input 3- NATIONAL HEROES DIORAMA
Objective: Appreciate the heroism of those who fought for our freedom
Materials needed:
1. Module Guide
2. Props related to hero as a model
Mechanics:
Each group will:

a. Identify at least 1 prominent Filipino/Filipina hero who contributed to the historical
declaration of our independence.
b. Make a human diorama portraying event involving your selected hero.
c. Provide your narration with supporting background music (humming will do). Try to
enhance the event by human backdrops, etc.
INPUTS:
With a government in operation, Aguinaldo thought that it was necessary to declare the
independence of the Philippines. He believed that such a move would inspire the people to fight
more bravely against the Spaniards and at the same time lead the foreign countries to recognize
the independence of the country. Apolinario Mabini who had by then been made as a run the
government in such a manner as to convince the foreign powers of the competence and stability
of the new government than to proclaim Philippine Independence at such an early period.
Aguinaldo, however, stood his ground and won.
On June 5, Aguinaldo issued a decree declaring June 12 as the proclamation of Philippine

Independence. On June 11, Julia Felipe showed Aguinaldo the draft of his musical composition,
which was entitled Marcha Filipina Magdalo. Aguinaldo and other revolutionary leaders, upon
hearing the composition played on the piano, adopted it as the official march of the Philippines.
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Input 4: Flag Display
Objectives:
1. Enhance students’ creativity by making illustrations on the proper way of displaying the
Philippine Flag;
2. Apply what they have learned on the proper way of displaying the Philippine Flag; and
3. Instill the value of displaying properly the Philippine flag as a way of inculcating
nationalism and patriotism.
Materials needed:
1. Module input guide

2. Ball pen/ pencil
3. Activity sheet
Mechanics:
Using the activity sheet, do the following:
a. Draw the Philippine Flag hanging properly in the flagpole in the most
creative way.
b. Creatively draw the different ways of displaying the flag in the building.
c. Show how to display the Philippine Flag with other nations using creative
drawings in a stage set-up for a formal occasion.
d. Draw a group of man carrying the Philippine flag together with another
nation’s flag displayed in radial position as a sign in a joint venture.
INPUTS:
Most countries agree that one national flag may not be flown above another. However,
the United Nations flag flies above all other flags at the United States Headquarters in New York
City. In addition, some nations permit a church pennant to be flown above the national flag while
novel chaplains conduct services at sea. Carrying the National Flag should always be held aloft
and free, never flat or horizontal. The person who carries the flag is called the color bearer.
85
Input 5- NATIONALISTIC SONG
PILIPINAS KONG MAHAL
Ang bayan ko’y tanging ikaw

Pilipinas kong mahal
Ang puso ko at buhay man
Sa iyo’y ibibigay
Tungkulin kong gagampanan

Na lagi kang paglingkuran
Ang laya mo’y babantayan
Pilipinas kong hirang
86
Self-Check 1.4
A. Exercise Number 1- Flag Code
1. Instruction: Give the general idea of what you have read and write the moral
lesson from it.
87
B. Exercise Number 2- FLAG RAISING AND RETREAT CEREMONY
a. Write the National Anthem with the drawing of the Philippine Flag as a
background
88
C. Exercise Number 3- NATIONAL HEROES DIORAMA
a. Instruction: Write in one paragraph the messages of the diorama prepared.
b. Based on your presentation, write at least 5 moral lessons learned
89
D. Exercise Number 4- FLAG DISPLAY
Instruction: Based on the exercise done, draw at least 4 different positions of the
Philippine Flag shown in various events. Give the moral lessons learned from the
activity.
90
E. Exercise Number 5- NATIONALISTIC SONG
a. Instruction: Write your group version of a nationalistic song as a manifestation of

how you love, serve and protect the country on the space provided. Make your
work output creative.
91
F. Exercise Number 6- POST EVALUATION
I. Direction: Group Activity. Dramatize as a group the song you have created. You will
be evaluated using the following criteria.
a) Creativity b) Relevance of the Content c) Originality d) Presentation

(20%) (20%) (20%) (30%)
II. Direction: Read the statement carefully and encircle the appropriate letter of the
correct answer. (10pts)
1. The Philippine Flag is raised at sunrise and lowered at;

a. Morning b. Noon c. Sunset
2. When the flag is flown on a flag pole, place the color blue on:
a. Top b. Down c. Middle
d.
3. While singing the National Anthem, the flag must be raised
a. Briskly b. Slowly c. Raggedly
4. The National Anthem should always be sung in

a. English b. Filipino c. Dialect
5. The flag should never be used as

a. Staff Worship b. Table covers and curtains c. All of the above
6. National Anthem is played in

a. Public events of official or semi-official in character
b. Formal ceremonies that are civic in nature
c. All of the above
7. While singing the National Anthem, everybody should

a. Pay attention b. Stand at attention c. None of the above
8. When the flag is passing at a parade, people should

a. Holt b. Stand at attention and salute c. All of the above
9. In hoisting the flag

a. No part must be touching the ground
b. It should hang in slanting position
c. None of the above
10. Flags are permanently hoisted in front of the

a. Malacaňang Palace, Supreme Court, Rizal Monument at Luneta
b. Congress of the Philippines, Libingan ng mga Bayani
c. All of the above
92

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NATIONAL SERVICE

Module 1- RA 9163- NSTP ACT of 2001

Module 2- Values Development Program for the Youth

Module 3- Leadership Training for the Youth

Module 4- Imbibing Nationalism and Patriotism for the

Republic Act No. 9163……………………………………………………………….. 9

Practice Task 1A……………………………………………………………………… 16

Practice Task 1B……………………………………………………………………… 18

Practice Task 2………………………………………………………………………... 19

Practice Task 3………………………………………………………………………... 20

This Phase 1 of the NSTP composed of 4 modules namely:

 Module 1- Republic Act 9163, an NSTP Act of 2001

each students progress through his/her own pace.

R.A 9163 Known as an Act of 2001

1. Gain knowledge and concepts about R.A 9163.

Two (2) hours

R.A 9163 Learning Materials

1. Self- Learning Study

3. Check answers by referring to the practice tasks answer guide.

R.A 9163 known as an Act of 2001

1. Explain the provisions and policies of Republic Act 9163

1. Gain knowledge and concepts about R.A 9163

Learning Activities Special Instructions

REPUBLIC ACT NO. 9163

1. Explain the provisions and policies of the Act.

a) National Service Training Program (NSTP) - is a program aimed at NSTP COMPONENTS

d) “Civic Welfare Training Service (CWTS)”-refers to program or activities contributory to the

Section 4- Establishment of the NATIONAL SERVICE TRAINING PROGRAM- There is hereby

2. The Literacy Training Service; and

3. The Civic Welfare Training Service

1. The title of RA 1963, An Act of 2001 is known as:

4. The responsibility of the citizen to the state is to:

5. The government may require each citizen to render:

6. The vital role of the youth as per R.A 9163 is:

8. NSTP shall inculcate in the youth values on:

10. In service of the nation, the youth must be tapped in:

1. Civic Welfare Training Service (CWTS) a. is a program aimed at enhancing civic

2. Program Component b. is a program institutionalized under sections 38

3.National Service Training Program (NSTP) c. is a program designed to train students to

The (10) ______________________and (11) ______________________ in consultation with

Section 5. Coverage- Students (15) _______________________ and

In case of the ROTC, the DND shall (34)_________________ and (35)_________________ a

Section 14. Suspension of the ROTC Requirement- the completion of (67)_________________

Input 1-Article III Bill of Rights…………………………………………………………………. 25

2. Self-awareness and values development

Learning Activities Special Instructions

What is self- awareness?

According to Goleman, perhaps the most important emotional competence is self-awrareness-

Am I my parents? Brother? Friends?

My face? My bones? My breath?

Who am I really? What is the truth?

An understanding of our personality can help us find situations in which we will

What are human values?

How does one differ from the other?

Core Values: Righteousness Peace Truth

Related Values: Manners Patience Truthfulness

Core Values: Love Non-violence

Related values Kindness Consideration

Faith in the Almighty God

Respect for Life

Concern for the Family and Future Generations

An unknown author wrote about the value of peace as such:

B. Anecdotes (compiled by J. Maurus)

The (10) and (11) in consultation with

In case of the ROTC, the DND shall (34)_ and (35)_ a