LESSON 1: HISTORICAL AND LEGAL BASES OF NSTP
OF RIGHTS
Service
 It is doing something for the benefit of others
 The action of helping or doing work for someone
 It can be VOLUNTARY
The Traditional Filipino Service
o BAYANIHAN – This tradition among Filipinos shows
community participation, democracy, and cooperation.
It may be for the benefit of an individual member of
the community or the community as a whole.
Spanish Colonial Administration
 Polos y servicios – During the Spanish period, these
policy or practice were used to compel the Filipinos to
work in public works. The polistas constructed
churches, casas reales, roads, and built or repaired
ships. Able-bodied men 16-60 years of age were
obliged to render services as polistas.
The Constitutional Mandate
 The prime duty of the Government is to serve and
protect the people. The Government may call upon the
people to defend the State and, in fulfilment thereof,
all citizens may be required, under conditions provided
by law, to render personal military or civil service.
(1987 Constitution, Article 2, Section 4)
 The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical,
moral, spiritual, intellectual, and social well-being. It shall
inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civic affairs.
(1987 Constitution, Article 2, Section 13)
 The National Service Training Program (NSTP) is a civic
education and defense preparedness program students
instituted by the Government of the Philippines on 5
January 2000 by virtue of Republic Act 9163, otherwise
known as the National Service Training Program (NSTP)
Act of 2001.
Three NSTP Program components are:
 Civic Welfare Training Service (CWTS)
 Literacy Training Service (LTS)
 Reserve Officer’s Training Corps (ROTC)
Several legal precedents to the NSTP Act of 2001:
 Commonwealth Act No. 1
 Commonwealth Act No. 1, otherwise known as the
National Defense Act of 1935, was enacted by the
National Assembly of the Philippines on 21
December 1935
 Presidential Decree No. 1706
 Presidential Decree No. 1706, otherwise known as
the National Service Law, was signed into law on 8
August 1980
 Republic Act 7077
 Republic Act 7077, otherwise known as the Citizen
Armed Forces of the Philippines Reservist Act, was
enabled by the 8 Congress of the Philippines on 27
June 1991
LESSON 2: PHILIPPINE CONSTITUTION, PREAMBLE AND BILL
Preamble of the 1987 Philippine Constitution (English Version)
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 ourselves and posterity the
blessings of independence and democracy under the rule of
law and regime of truth, justice, freedom, love, equality, and
peace, do ordain and promulgate this constitution.
Preamble of the 1987 Philippine Constitution (Filipino
Version)
Kami, ang nakapangyayaring sabayanang Pilipino, na humihingi
ng tulong sa Makapangyarihang Diyos, upang bumuo ng isang
makatarungan at makataong lipunan aat magtatag ng isang
Pamahalaan nakakatawan sa aming mga mithiim at mga
lunggatiin, magtataguyod ng kabutihan sa bawat isa,
mangangalaga at magpapaunlad ng aming kamanahan, at
titiyak para saming sarili at demokrasya sa ilalim ng pananaig
ng btas at ng pamahalaang puspos ng katotohanan,
katarungan, Kalayaan, pag-ibig, pagkakapantay-pantay at
kapayapaan, ay naglalagda at naghahayag ng Konstitusyong ito.
Bill of Rights (Article III of 1987 Philippine Constitution)
It refers to the declaration and enumeration of the
fundamental civil and political rights of a person and it includes
the protection of the following rights:
a. Civil rights
b. Political Rights
c. Socio-economic rights
d. Rights of the accused
 Section 1, Article III of the Constitution states 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. The provision speaks of the due
process and equal protection.
 Section 2, Article III states that people have the inviolable
right to be secure in their persons, houses, papers, and
effects against unreasonable searches and seizures of
whatever nature and for any purpose, and a search warrant
or warrant of arrest can only be issued upon showing of a
probable cause determined personally by the judge after
examination under oath or affirmation of the complainant
and the witnesses he may produce and particularly
describing the place to be searched and the persons or
things to be seized.
 Section 3, Article III, which states that 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.
 Section 4, Article III provides that no law shall be passed
abridging the freedom of speed, of expression, or of the
press, or the right of the people peaceably to assemble
and petition the government for redress of grievances.
 Section 5, Article III thus … The free exercise and
enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No
religious test shall be required for the exercise of civil or
political rights.
 Section 6, Article III provides that the liberty of abode and
of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the
court. Neither shall the right to travel be impaired except
 in the interest of national security, public safety, or public
health, as may be provided by law.
 Section 7, Article III provides that the right of the people to
information on matters of public concern shall be
recognized. Access to official records, and to documents
and papers pertaining to official acts, transactions, or
decisions, as well as to government research data used as
basis for policy development, shall be afforded the citizen,
subject to such limitations as may be provided by law.
 Section 8, Article III provides that the right of the people,
including those employed in the public and private
sectors, to form unions, associations, or societies for
purposes not contrary to law shall not be abridged.
 Section 9, Article III provides that private property shall
not be taken for public use without just compensation.
 Section 10, Article III provides that no law impairing the
obligation of contracts shall be passed.
 Section 11, Article III provides that free access to the courts
and quasi-judicial bodies and adequate legal assistance
shall not be denied to any person by reason of poverty.
 Section 12, Article III provides that 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.
 Section 13, Article III provides that all persons, except
those charged with offenses punishable by reclusion
perpetua when evidence of guilt is strong, shall, before
conviction, be bailable by sufficient sureties, or be
released on recognizance as may be provided by law. The
right to bail shall not be impaired even when the privilege
of the writ of habeas corpus is suspended. Excessive bail
shall not be required.
 Section 14, Article III provides that no person shall be held
to answer for a criminal offense without due process of
law.
 Section 15, Article III states that the privilege of the writ of
habeas corpus shall not be suspended except in cases of
invasion or rebellion, when the public safety requires it.
 Section 16, Article III states that all persons shall have the
right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
 Section 17, Article III provides that no person shall be
compelled to be a witness against himself.
 Section 18, Article III provides that no person should be
detained solely by reason of his political beliefs and
aspirations, nor should involuntary servitude in any form
exist, except as a punishment for a crime.
 Section 19, Article III states that excessive fine shall not be
imposed, nor cruel, degrading or inhuman punishment
inflicted. Neither shall death penalty be imposed, unless for
compelling reasons involving heinous crime, the Congress
hereafter provide for it.
 Section 20, Article III provides that no person shall be
imprisoned for debt or non-payment of a poll tax.
 Section 21, Article III states that no person shall be twice
put in jeopardy of punishment for the same offense. If an
act is punished by a law and an ordinance, conviction or
acquittal under either shall constitute a bar to another
prosecution for the same act.
 Section 22, Article III provides that no ex post facto law or
bill of attainder shall be enacted.
Duties and Responsibilities of Filipino citizens
(1) To be loyal to the Republic
(2) To defend the state
(3) To contribute to the development and welfare of the
State
(4) To uphold the constitution and obey laws
(5) To cooperate with duly constituted authorities
(6) To exercise rights responsible and with due regard for
the rights of others.
(7) To engage in gainful work
(8) To register and vote
Rights of the Filipino People
a. Natural rights – rights conferred upon human beings
by God which cannot be taken away.
b. Civil rights – rights granted by the State for the
promotion of common welfare of individual citizens.
c. Political rights – rights conferred by the state to the
people so that they may participate in government.
d. Constitutional rights – rights recognized and protected
by the constitution and part of the fundamental law of
the land.
e. Statutory rights – rights conferred by statutes or law
promulgated by a law-making body and can be
abolished by the same body.
LESSON 3: UNITED NATIONS PRINCIPLES ON HUMAN RIGHTS
Universal Declaration of Human Rights
It is defined as a common standard of achievement for all
peoples and all nations, to the end that every individual and
every organ of society, keeping this Declaration constantly in
mind, shall strive by teaching and education to promote
respect for these rights and freedoms and by progressive
measures, national and international, to secure their universal
and effective recognition and observance, both among the
peoples of Member States themselves and among the peoples
of territories under their jurisdiction.
 Article 1
All human beings are born free and equal in dignity and
rights. They are endowed with reason and conscience and
should act towards one another in a spirit of brotherhood.
 Article 2
Everyone is entitled to all the rights and freedoms set forth
in this Declaration, without distinction of any kind, such as
race, colour, sex, language, religion, political or other
opinion, national or social origin, property, birth or other
status. Furthermore, no distinction shall be made on the
basis of the political, jurisdictional or international status of
the country or territory to which a person belongs, whether
it be independent, trust, non-self-governing or under any
other limitation of sovereignty.
 Article 3
Everyone has the right to life, liberty and security of
person.
 Article 4
No one shall be held in slavery or servitude; slavery and the
slave trade shall be prohibited in all their forms.
 Article 5
No one shall be subjected to torture or to cruel, inhuman
or degrading treatment or punishment.
 Article 6
Everyone has the right to recognition everywhere
as a person before the law.
 Article 7
All are equal before the law and are entitled without any
discrimination to equal protection of the law. All are
entitled to equal protection against any discrimination in
violation of this Declaration and against any incitement to
such discrimination.
 Article 8
 Everyone has the right to an effective remedy by the
competent national tribunals for acts violating the
fundamental rights granted him by the constitution or by
law.
 Article 9
No one shall be subjected to arbitrary arrest, detention or
exile.
 Article 10
Everyone is entitled in full equality to a fair and public
hearing by an independent and impartial tribunal, in the
determination of his rights and obligations and of any
criminal charge against him.
 Article 11
(1) Everyone charged with a penal offence has the right to
be presumed innocent until proved guilty according to
law in a public trial at which he has had all the
guarantees necessary for his defence.
(2) No one shall be held guilty of any penal offence on
account of any act or omission which did not constitute
a penal offence, under national or international law, at
the time when it was committed. Nor shall a heavier
penalty be imposed than the one that was applicable at
the time the penal offence was committed.
 Article 12
No one shall be subjected to arbitrary interference with his
privacy, family, home or correspondence, nor to attacks
upon his honour and reputation. Everyone has the right to
the protection of the law against such interference or
attacks.
 Article 13
(1) Everyone has the right to freedom of movement and
residence within the borders of each state.
(2) Everyone has the right to leave any country, including
his own, and to return to his country.
 Article 14
(1) Everyone has the right to seek and to enjoy in other
countries asylum from persecution.
(2) This right may not be invoked in the case of
prosecutions genuinely arising from non-political
crimes or from acts contrary to the purposes and
principles of the United Nations.
 Article 15
(1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality
nor denied the right to change his nationality.
 Article 16
(1) Men and women of full age, without any limitation due
to race, nationality or religion, have the right to marry
and to found a family. They are entitled to equal rights
as to marriage, during marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and
full consent of the intending spouses.
(3) The family is the natural and fundamental group unit of
society and is entitled to protection by society and the
State.
 Article 17
(1) Everyone has the right to own property alone as well as
in association with others.
(2) No one shall be arbitrarily deprived of his property.
 Article 18
Everyone has the right to freedom of thought, conscience
and religion; this right includes freedom to change his
religion or belief, and freedom, either alone or in
community with others and in public or private, to manifest
his religion or belief in teaching, practice, worship and
observance.
 Article 19
Everyone has the right to freedom of opinion and
expression; this right includes freedom to hold opinions
without interference and to seek, receive and impart
information and ideas through any media and regardless of
frontiers.
 Article 20
(1) Everyone has the right to freedom of peaceful
assembly and association.
(2) No one may be compelled to belong to an association.
 Article 21
(1) Everyone has the right to take part in the government
of his country, directly or through freely chosen
representatives.
(2) Everyone has the right of equal access to public service
in his country.
(3) The will of the people shall be the basis of the authority
of government; this will shall be expressed in periodic
and genuine elections which shall be by universal and
equal suffrage and shall be held by secret vote or by
equivalent free voting procedures.
 Article 22
Everyone, as a member of society, has the right to social
security and is entitled to realization, through national
effort and international co-operation and in accordance
with the organization and resources of each State, of the
economic, social and cultural rights indispensable for his
dignity and the free development of his personality.
 Article 23
(1) Everyone has the right to work, to free choice of
employment, to just and favourable conditions of work
and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to
equal pay for equal work.
(3) Everyone who works has the right to just and
favourable remuneration ensuring for himself and his
family an existence worthy of human dignity, and
supplemented, if necessary, by other means of social
protection.
(4) Everyone has the right to form and to join trade unions
for the protection of his interests.
 Article 24
Everyone has the right to rest and leisure, including
reasonable limitation of working hours and periodic
holidays with pay.
 Article 25
(1) Everyone has the right to a standard of living adequate
for the health and well-being of himself and of his
family, including food, clothing, housing and medical
care and necessary social services, and the right to
security in the event of unemployment, sickness,
disability, widowhood, old age or other lack of
livelihood in circumstances beyond his control.
(2) Motherhood and childhood are entitled to special care
and assistance. All children, whether born in or out of
wedlock, shall enjoy the same social protection.
 Article 26
(1) Everyone has the right to education. Education shall be
free, at least in the elementary and fundamental
stages. Elementary education shall be compulsory.
Technical and professional education shall be made
generally available and higher education shall be
equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of
the human personality and to the strengthening of
respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship
among all nations, racial or religious groups, and shall
 further the activities of the United Nations for the  The Sun represents independence and its eight rays
maintenance of peace. represent the eight provinces that led the Philippine
(3) Parents have a prior right to choose the kind of uprising against Spanish Rule
education that shall be given to their children.
 Article 27
(1) Everyone has the right freely to participate in the
cultural life of the community, to enjoy the arts and to
share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral
and material interests resulting from any scientific,
literary or artistic production of which he is the author.
 Article 28
Everyone is entitled to a social and international order in
which the rights and freedoms set forth in this Declaration
can be fully realized.
 Article 29
(1) Everyone has duties to the community in which alone  How to properly display the Philippine Flag (Based on the
the free and full development of his personality is rules and regulations implementing RA 8491)
possible.
(2) In the exercise of his rights and freedoms, everyone
shall be subject only to such limitations as are
determined by law solely for the purpose of securing
due recognition and respect for the rights and
freedoms of others and of meeting the just Times of Times of Times of Times of
requirements of morality, public order and the general Peace War Peace War
welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised Flag Protocol
contrary to the purposes and principles of the United  Flag Days
Nations.  28th of May (National Flag Day)
 Article 30  12th of June (Independence Day)
Nothing in this Declaration may be interpreted as implying
for any State, group or person any right to engage in any  In Section 9 of RA 8491, the Philippine flag must be
activity or to perform any act aimed at the destruction of permanently hoisted and illuminated at night at the
any of the rights and freedoms set forth herein. following locations:
(1) Malacañang Palace
(2) The Congress of the Philippine buildings (Senate and
Issues of Human Rights in the Philippines House of Representatives)
(1) Philippine War – Drug Campaign (3) Supreme Court of the Philippine Building
(2) Death Penalty (4) The Rizal Monument
(3) Lowering the Age of Criminal Liability (5) Aguinaldo Shrine in Kawit, Cavite
(4) Freedom of Expression (6) Barasain Shrine in Malolos, Bulacan
(5) Rights of the members of the LGBT Community (7) Tomb of theUnknown Soldiers in La Union, Libingan ng
(6) Implementation of the Martial Law mga Bayani in Makati)
(8) Mauseleo de losVeteranos de la Revolucion
LESSON 4: FLAG HERALDIC CODE OF THE PHILIPPINES (9) All international ports of entry
(10)All other places as may be designated by the National
Salient Feature of RA No. 8491 of 2002 (Flag Heraldic Code of Historical Commission of the Philippines (NHCP).
the Philippines)
 Philippine Flag  The Half-Mast Rule
 the symbol of our country The flag must be raised
 a sacred and respected feature of the nation which it to the top of the pole
represents before it is lowered to
 primary symbol of the nation’s camaraderie, the half-mast position;
sovereignty, solidarity, unity, nationalism and and before it is lowered
patriotism in our country for the day it must be
raised to the top again.
 Philippine Flag Meaning
 The blue symbolizes patriotism and justice The national flag is flown
 The red represents valour and the blood split for at half-mast on national
freedom and independence days of mourning, or
 The white stands for the peace and purity. The white during the anniversaries
triangle represents equality and the Katipunan of heroes, national
Nationalist Organization calamities, or
 The three stars represent the three main geographical international solemnity,
Region of the Philippines, Luzon, Mindanao and the as ordered by the president.
Visayas
 Folding of the Flag
 (1) Hold the flag at each of its four corners and pull it taut.
The folder holds the corners at the end with the blue
and red fields.
(2) Fold the flag in half, lengthwise, with red field covering
the blue field. Pull it taut again making sure the open
side’s edges are flush with one another.
(3) Fold it in half again, the closed side over the open side,
again maintaining the flattening tension and parallel,
flush edges on the open side. The blue field should now
be displayed face up.
(4) Take the closed side’s blue field corner and fold it over
the open side such that what was the bottom edge is
now parallel and flush with open side forming a right
triangle (with 900).
(5) At the right angle, fold the flag again such that a new
right triangle is formed, still keeping the open edges
parallel.
(6) Fold the right –angled corner of the new triangle over
such that it forms a new right triangle with what had
been the bottom edge now flush with the side of the
flag below it.
(7) Continue this sequence of folds creating right triangle
until the flag is completely folded into right triangle
bundle. The white field and yellow sun should now
predominate in the visible areas of the flag.
 Prohibited Acts
In Section 34 of RA 8491, the flag cannot be used in the
following rationales:
(1) Defacing or ridiculing the flag by dipping the flag as a
salute, or adding additional marks on the flag;
(2) As a drapery, festoon, tablecloth, a covering, or as part
of a costume or a uniform;
(3) As a trademark or for commercial or agricultural labels
or designs;
(4) As part of merchandise or in any advertisement or
infomercial; and
(5) As a pennant in the hood, side, back and top of motor
vehicles.
 Other Rules on the Display of the Philippine Flag
(1) On board naval vessels, the flag shall be displayed on
the flagstaff at the stern when the ship is at anchor.
The Flag shall be hoisted to the gaff at the after mast
when the ship is at sea.
(2) On all aircraft with Philippine registry, the Philippine
Flag shall be prominently displayed horizontally on its
fuselage with the hoist side pointing the forward
direction.
(3) The flagpole must not be of equal height or higher than
the Independence Flagpole at the Rizal Park, Manila
(107ft).
LESSON 5: GOOD CITIZENSHIP VALUES
Developing Good Citizenship
 Citizenship
 Term denoting membership of a citizen in political
society, which membership implies, reciprocally a duty
of allegiance on the part member and duty of
protection on the part of the State.

 Citizen
 A citizen is a person having the title of citizenship
 Article IV, Section 1 of the 1987 Constitution identifies the
following as citizens of the Philippines:
(1) Those who are citizens of the Philippines at the time of
the adoption of said Constitution.
(2) Those whose fathers or mothers are citizens of the
Philippines; those born before January 17, 1973, of
Filipino mothers, who elect Philippine Citizenship upon
reaching the age of majority; and
(3) Those who are naturalized in accordance with law.
Filipino citizen’s loyalty
(1) People are bound by their love for the country they call
their own.
(2) People are proud of the cultural heritage
(3) Inspired by the respect and faith in the cause to which
we subscribe
(4) It should not be servility or fanaticism
(5) Based on love of country, respect for superiors, belief
in the cause and principle, reverence for national
symbols and loyalty to one’s world of honor.
Acquiring Citizenship
(1) Filipino by birth.
There are two principles of citizenship in the world,
“jus solis” (by birth) and “jus sanguinis” (by blood)
(2) Filipino by naturalization which is the judicial act of
adopting a foreigner and clothing him with the
privileges of a native-born citizen.
LESSON 6: VOTER CITIZENSHIP EDUCATION
What is election?
 It is the means by which people choose their officials
for definite and fixed periods.
 A formal group decision making process by which a
population chooses an individual, or multiple
individuals to hold public office
What are the different types of electoral exercises?
a) regular elections (national, local, barangay, ARMM, SK)
b) special elections (plebiscite, referendum, initiative,
recall)
What is the right of suffrage?
Suffrage is the human right to vote to which, in the
Philippines, is embodied in three documents:
a) The Universal Declaration of Human Rights (UDHR)
b) The International Covenant on Civil and Political Rights;
and
c) The 1987 Philippine Constitution.
Who are qualified to vote in Philippine elections?
a) Citizens of the Philippines;
b) Those who are 18 years old and above on the day of
elections;
c) A resident of the Philippines for one year and in the city
or municipality wherein he/she proposes to vote for at
least six months before the elections.
Who are qualified to vote under the Overseas Absentee
Voting Law?
a) Filipino citizen abroad
b) Those who are 18 years old and above on the day of
elections
c) Immigrants with affidavit to resume residence in the
Philippines
d) Permanent residents with affidavit of intent to resume
residence in the Philippines.
Who are disqualified by law to vote in the Philippine  Plebiscite
elections?  Sectoral Representation
a) Persons sentenced to be imprisoned for not less than  Local Special Bodies
one year  Absentee Voting System
b) Persons who committed rebellion, sedition, violation of
the anti-subversion and firearms law, or any crime LESSON 7: DRUG EDUCATION
against national security or disloyalty to the
government Legal Bases for Drug Education
c) Insane or incompetent persons  Republic Act 9165
 Act instituting the Comprehensive Dangerous Drug Act
How often are the elections held? 2002
National and Local 2nd Monday of May every 3rd  Republic Act 6425
year starting 1992  Known as the Dangerous Act of 1972
Presidential and Vice Every six years  Serve as guide in the implementation of dangerous
Presidential drug prevention and control in the country.
Barangay and SK Officials Every three years during the last
Monday of October starting Drug Education
2007  It is a planned provision of information, resources and
ARMM Every three years from March skills relevant to living in a world where psychoactive
1993 substances are widely available and commonly used for
BARMM Every three years during the a variety of both medical and non-medical purposes.
second Monday of May
Drug
What are the actions points for citizen-voters in exercising the  It is a substance that affects the function of living cells,
right of suffrage? used in medicine to diagnose, cure, prevent the
a) Before elections occurrence of diseases and disorders and prolong the
 Register during the period allowed for voter life of patients with incurable conditions.
registration.
 Be informed of the issues, platforms, and personalities Drug abuse
of the political candidates.  overuse of a drug without due regard to accepted
 Set specific guidelines in choosing government leaders medical practice.
in terms of the candidate’s social affiliations and
interests, competence, lifestyle, and performance Drug dependence
records.  compulsive behavior brought about by drug abuse
 Conduct/participate in public debates that would
inform citizens and gain the commitment of the Drug user
candidates to integrate, foremost, the interests and  Another term for “drug addict”
welfare of the citizen in their program of government.  Refers to an individual who is dependent on a certain
b) During elections drug or drugs
 Vote according to your conscience
 Protect the integrity of your own vote from any other Common signs of drug abuse
undue influence (1) Change in attendance at work or school
 Volunteer in organizations that work for clean and (2) Change from normal capabilities (work habits,
peaceful elections efficiency, etc.)
 Watch out for instance of cheating in the elections and (3) Poor physical appearance, including in attention to
inform authorities and the rest of the electorate of dress and personal hygiene
such activities. (4) Constant wearing of sunglasses at inappropriate times
c) After elections (for instance, indoors or at night not only to hide dilute
 Be vigilant in the counting and canvassing of votes or constricted pupils but also to compensate the eyes’
 Attend consultations and public hearings, and inability to adjust to sunlight). Marijuana causes
participate in local special bodies. bloodshot eyes
 Legislate advocacy – process where citizens talk with (5) Unusual effort made to cover arms in order to hide
lawmakers and other implementers in the government needle marks
to ensure that the concerns and welfare of the general (6) Association with known drug abusers
public are included in the discussion and making of (7) Stealing items that can be readily sold for cash (to
laws. support a drug habit)
d) The Election process: (8) Change in mood, depending on the drug taken
 Registration day
 Revision day Classification of drugs and their effects
 List of votes (1) Alcohol Liquor
 Casting of votes  Dangerous chemical substance that triggers the
 Counting of votes nervous system and damage vital human organs.
 Preparation of election returns and other reports  Effects of Alcohol Use
 Distribution of election returns  Feeling of relaxation and loss of inhibition
 Proclamation of winning candidates  Sense of excitement
e) Citizen-voter participation in Political affairs  Disrupted motor activity
 Initiation and Referendum
 Deep intoxication
  Dilated superficial blood vessels  Used to treat nervous disorders, calm psychotic
 Warning consciousness patients.
 Loss of self-control  Effects of Tranquilizer
 Physical weakness and sleepiness
(2) Marijuana (Cannabis Sativa)  Induced mental and psychological dullness
 Annual plant that grows wild in many temperate parts  Calms the nerves
of the world.  Relieves tension and anxiety
 Effects of Marijuana Use  Overdose can lead to coma
 Throat intoxication and coughing
 Increased heartbeat and pulse rate (9) Inhalants
 Reddening of the eyes, dizziness, bodily incoordination  An inhalator through the nose to experience
 Sleepiness and decreased physical activity intoxication.
 Possible chronic bronchitis and asthma  Effects of Inhalants
 Feeling of excitement and friendliness  Unsteadiness and restlessness
 Distortion of time and space perception  Drunkenness with depression
 Disturbance of brainwave activity  Irritability
 Losing emotional control
(3) Stimulants  Irritation of the throat and nasal passages
 Used to increase mental activity, relieve fatigue,
increase alertness and offset drowsiness. What are the reasons behind these drugs?
 Effects of Stimulants Use The most common reason why drugs are abused are as follows:
 Feeling of being stronger  For relief from problems – personal, family, school or
 extended wakefulness work
 include irritability, anxiety and fear  To experience its effect on the mind and body
 loss of appetite  To ease depression, boredom, pain or misery
 can cause mental retardation to unborn babies  Giving in to pressures from “peers” or other drug users
 loss of interest towards work  For curiosity, due to misinformation from
 Schizophrenia acquaintances
 injecting can lead to various infections  For security feelings – with drugs, they have self-
confidence
(4) Cough syrups
 Over the counter cold/cough preparation Some of the preventive measures
 Cough syrups Use for drug abuse
 for nasal decongestion a) Improvement in family relations
 for allergic, asthma and nocturnal cough b) Direct and sincere action on the part of the
 Cough suppressant government
 Anti-tussive effect c) Clear and noticeable reforms in the environment and
economy
(5) Depressants d) Strict enforcement of drug laws
 Known as “downers” which act on the nervous system e) Establishment of a dedicated judiciary
promoting relaxation and sleep. f) Complete crackdown against drug pusher and
 Effects of Depressants syndicates
 Relief of anxiety and excitement g) Instituting heavy penalties for drug-related crime and
serious drug violators
 Reduce mental and physical activity
 Decreased in breathing
Roles of school and the community in
preventing drug abuse
(6) Barbiturates
 School
 Used to reduce frequency of convulsions in epileptics.
 Formulate a “drug policy”
 Effects of Barbiturates
 Initiate “Drug Awareness” programs
 Decreased in breathing
 Deepening unconsciousness
 Community
 Conducting an anti-drug campaign
(7) Hallucinogens
 It produces changes in mood and behavior  Building a drug rehabilitation centers
 Disorient the sense of direction, distance and time of a  Planning a community action program
person  Organizing worthwhile and constructive activities
 Effects of Hallucinogens
 Increased heartbeat and pulse rate Roles of youth in preventing drug abuse
 Elevated blood pressure As responsible youth of today, be strong and always
 Increased activity of the body remember:
 Enlarged pupil of the eyes S - steadfast personality
 Increased body temperature T – trustworthy in words and actions
 Paleness of the skin and body R – respectable in relating with others
O – open-minded in facing situation
N – noble character
(8) Tranquilizer
G – gusty actions and ideals
Roles of youth in preventing drug abuse
Ten (10) ways to say NO to Drugs
(1) be vocal, just say NO to drugs and mean it.
(2) Project an image of a clean living for yourself.
(3) Get into sports.
(4) Choose your friend and influence them positively.
(5) Get involved into community-based activities.
(6) Join organizations or youth club or form your interest
group (church, school or social)
(7) Learn how to manage stress.
(8) Join seminars on anti-drug abuse prevention.
(9) Talk to your family, listen to the problems of your
Section 8 of RA 10121
siblings.
 stipulates that the Office of Civil Defense (OCD) shall
(10) Enhance your talents and skills by taking part on
have the primary mission of administering a
workshops, trainings or seminars.
comprehensive national civil defense and disaster risk
reduction and management program by providing
Roles of parents in preventing drug abuse leadership in the continuous development of strategic
Parents and systematic approaches as well as measures to
 Proper usage of medicines and its dosages reduce the vulnerabilities and risks to hazards and
 Develop in their children the correct drug attitude manage the consequences of disasters.
 Advice their children on their choice of friends
 Inculcate the basic knowledge about drug abuse Section 11
 Must face the problem and seek professional help if  provides for the organization at the Local Government
they discovered their children are into drugs Level.
 Must create a happy family life

What are some pieces of helpful and timely advice for these
problems?
 Maintain good physical and mental health
 Use drugs properly
 Understand your own self
 Develop your potentials
 Learn to relate effectively with others
 Seek professional help
 Develop strong moral and spiritual foundation in life

LESSON 8: PHILIPPINE DISASTER RISK REDUCTION AND

MANAGEMENT SYSTEM
Republic Act 10121 or the PDRRM Law
 Philippine Disaster Risk Reduction and Management
Act of 2010
 “An Act Strengthening the Philippine Disaster Risk
Reduction and Management System, providing for the
National Disaster Risk Reduction and Management
Framework and Institutionalizing the National Disaster
Risk Reduction and Management Plan, appropriating
funds therefor and for other purposes.”
 signed into law on May 27, 2010
Section 5
 provides for the creation of the National Disaster Risk
Reduction and Management Council (NDRRMC) which
is formerly known as the National Disaster
Coordinating Council but its membership and functions
have increased to cope with complexities of disasters
at present times.
Section 12
 provides for the Local Disaster Risk Reduction and
Management Office (LDRRMO).
Section 15
 provides for the coordination during emergencies.
Barangay Development Council 1 barangay affected
City/Municipal DRRMC 2 or more barangays affected
Provincial DRMMC 2 or more
cities/municipalities affected
Regional DRMMC 2 or more provinces affected
National DRRMC 2 or more regions affected
Criteria on coordination during emergencies
Section 21
 provides for the Local Disaster Risk Reduction and
Management Fund (LDRRMF) which is not less than
five percent (5%) of the estimated revenue from
regular sources shall be set aside as the LDRRMF to
support disaster risk management activities such as,
but not limited to, pre disaster preparedness programs
including training, purchasing life-saving rescue
equipment, supplies and medicines, for post-disaster
activities, and for the payment of premiums on
calamity insurance.

Section 22
 provides for the National Disaster Risk Reduction and
Management Fund.
Section 23
 specifies funding of the OCD as lead agency to carry out
the provisions the Philippine Disaster Risk Reduction
and Management Act of 2010.

LESSON 9: GEOGRAPHIC PROFILE OF THE PHILIPPINES

General information about Philippines
 located in Southeast Asia (SEA)
 one of the largest island groups in the world with 7,107
islands and islets lying about 500 miles (800 kms) off
LESSON 10: DISASTER RISK PROFILE OF THE PHILIPPINES
the coast of Vietnam
 With irregular configuration of the archipelago, the
coastline of some 22,550 miles (36,290 km), the great
extent of mountainous country, the generally
northward trend of the river systems, and the
spectacular lakes
 composed primarily of volcanic rock and coral
 total land area of 120,000 sq miles (300,000 sq km) and
stretches about 1,150 miles (1,850 km) from north to
south, and its widest east-west extent, at its southern
vase, is some 7000 miles (1,130 km)
 divided into three (3) major groups of islands namely,
Luzon, Visayas and Mindanao
 There are 17 administrative regions:
o National Capital Region (NCR);
o Ilocos Region (Region I);
o Cordillera Administrative Region (CAR);
o Cagayan Valley (Region II);
o Central Luzon (Region III);
o CALABARZON (Region IV-A);
o MIMAROPA (Region IV-B);
o Bicol Region (Region V);
o Western Visayas (Region VI);
o Central Visayas (Region VII);
o Eastern Visayas (VIII);
o Zamboanga Peninsula (Region IX);
o Northern Mindanao (Region X);
o Davao Region (Region XI);
o SOCCSKSARGEN (Region XII);
o Caraga Region (Region XIII); and,
o Autonomous Region in Muslim Mindanao
(ARMM).

Seismicity/Frequency of Occurrence of Earthquakes

 Generally, we
encounter an
average of 20
earthquakes a day,
per latest figures
from the
Philippine Institute
of Volcanology
and Seismology
(PHIVOLCS).
Pacific Typhoon Belt
 explains the occurrences of different weather
disturbances such as typhoons.

The significant activities under the four (4)

thematic areas include:
1) Disaster Prevention and Mitigation
 Early warning systems
Philippine Area of Responsibility (PAR)  Flood forecasting and monitoring
 It refers to the  Hazard and risk mappings
designated area  Structural and non-structural interventions
in the north- 2) Disaster Preparedness
western Pacific  Contingency planning
where PAGASA is  Prepositioning and stock-piling
tasked to  Capacitating and organizing responders
monitor tropical  Training, drills and exercises
cyclone  Pre-Disaster Risk Assessment
occurrences.
 The three 3) Disaster Response
domains (in the  Rapid Damage Assessment and Needs Analysis
Northwest Pacific (RDANA)
Basin) of the PAGASA for their monitoring of tropical  Issuance of advisories and situation reports
cyclone activity: PAR (gray broken lines), TCAD (red), and  Activation of Response Clusters and Incident Command
TCID (yellow) Tropical Cyclone Advisory Domain (TCAD)  System (ICS)
Tropical Cyclone Information Domain (TCID)  Mobilization of responders
 Humanitarian assistance
 Provision of financial assistance
 Management of evacuation centers

4) Disaster Rehabilitation and Recovery

 Post-Disaster Needs Assessment (PDNA)
 Enhancement of policies and plans
 Reconstruction using “build back better”
 approach
 Resettlement
 Provision of new sources of livelihood

• Building or establishing evacuation areas

Recent Major Disasters
• Naga Landslides (September 2018)
• Typhoon Mangkhut (September 2018)
• Volcanic Activity (January 2018)
• Typhoon Hagupit (December 2014)
• Super Typhoon Yolanda (November 2013)
• Earthquake in Central Visayas (October 2013)
• Taal Volcano Eruption (January 2020)
LESSON 11: FOUR THEMATIC AREAS OF PHILIPPINE DISASTER
MANAGEMENT SYSTEM
Four Thematic Areas PDRRM
a) Disaster Prevention and Mitigation;
b) Disaster Preparedness;
c) Disaster Response; and
d) Disaster Recovery and Rehabilitation.
• Buying of canned goods for the coming typhoon
• First aid training for the students
• Relief operation
• Weather forecasting
• Evacuation of informal settlers from esteros
• Tree planting activities
• Establishing 10 km danger zone
• Riprapping of mountain slope
• Posting of telephone hotlines in conspicuous areas
LESSON 12: ROLE OF YOUTH IN DISASTER PREPAREDNESS AND
MANAGEMENT (DPR)
Role of Youth in Disaster Preparedness and Management
(DPR)
(1) Spread awareness
(2) Develop early warning measures
(3) Keep other students or youth informed
(4) Creation of materials to spell out proper emergency
procedures
(5) Hold workshops in dealing crisis situations
(6) Provide further information about crisis management
(7) Involving in conducting drills
 (8) Students can also assist in disaster cleanup
(9) Organize mock camps in holidays in neighboring
(10)Be part of ’emergency rescue teams
basic role of the student
lessen panicking, paranoid and
uncontrollable people running around
lessen the death toll
LESSON 13: BASIC FIRST AID AND BASIC LIFE SUPPORT
Basic Life Support
 Basic Life Support (BLS) is an emergency procedure consists
of recognizing respiratory or cardiac arrest or both and the
proper application of cardiopulmonary resuscitation (CPR)
to maintain life until a victim recovers or advanced life
support is available. BLS sustains a non-breathing victim
with rescue breathing or the breathing and circulation of a
cardiac arrest victim with cardiopulmonary resuscitation
(CPR). Cardio refers to heart and pulmonary refers to the
lungs. Proper and prompt CPR serves as a holding action
until more advanced life support (defibrillation, oxygen,
medication) can be provided. Cardiac arrest victims have a
good chance of surviving if CPR is started within four (4)
minutes of the arrest and advanced cardiac life support is
received within eight (8) minutes of the heart stoppage.
Advanced Cardiac Life Support
 This is the use of special equipment to maintain breathing
and circulation for the victim of a cardiac emergency.
Chain of Survival
(1) The First Link (Early Access) - It is the event initiated
after the patient’s collapse until the arrival of
emergency medical services (EMS) personnel prepared
to provide care.
(2) The Second Link (Early CPR) – It is started immediately
after the victim collapse. The probability of survival
approximately doubles when it is initiated before the
arrival of EMS personnel.
(3) The Third Link (Early Defibrillator) – It is most likely to
improve survival. It is the key intervention to increase
the chances of survival of patient with out-of-hospital
cardiac arrest.
(4) The Fourth Link (Advance Care) – It is provided by
highly trained personnel like paramedics providing the
advance care outside the hospital.
Adult Rescue Breathing and CPR
 If you see a motionless person...
(1) Check responsiveness by tapping or gently shaking the
victim.
(2) Activate the EMS system for help. Activate by calling
local emergency hotline or telephone number.
(3) Roll person onto back. Ig head or neck injury is
suspected, move only if absolutely necessary.
(4) Open airway. Use the head-tilt/chin-lift method. Lift
the chin gently with one hand while pushing down on
the forehead with the other hand. If a neck is
suspected, do not victim’s head or neck. Lift up the jaw
with your fingers just below ears.
(5) Check for breathing (10 seconds). Put your ear over
victim’s mouth and nose while keeping airway open.
Look at victim’s chest to check for rise and fall; listen
and feel for breathing.
(6) Give two (2) slow breaths. While using the
head-tilt/chin-lift to keep airway open, pinch the nose
shut. Take a deep breath and seal your lips tightly
around victim’s mouth. Give 2 slow breaths (2 seconds
each), pausing between them to take a breath. Watch
chest rise to see if breaths go in. If neither of these 2
breaths goes in, re-tilt the head and try 2 more breaths.
If still unsuccessful, suspect choking (foreign body
airway obstruction) and use appropriate procedures.
(7) Check circulation (10 seconds). While keeping victim’s
head lilted back, check for movement, coughing, or
breathing in response to your two (2) breaths.
(8) Perform rescue procedures based upon what you
found or knew. If signs of circulation exist but no
breathing, give one (1) rescue breath every 4-5
seconds. Every minute stop and recheck circulation.
If there are no signs of circulation, give CPR. Find the proper
hand position by placing the heel of one (1) hand on the lower
half of the sternum between nipples. Place the other hand on
top and using both hands give 15 compressions, pushing
breastbone straight down 1 1⁄2 to 2 inches. Count as you push
down: “one, two, three, four, five, six, ... fifteen.” Follow
compression with two (2) slow breaths., Continue cycles of 15
compressions to 2 breaths. Recheck circulation every few
minutes. If still no signs of circulation, restart CPR with chest
compressions. Continue until relieved by trained help, you are
completely exhausted, or victim is revived.
Adult Choking
Choking occurs when the upper airway becomes blocked and
the victim cannot breathe.
How to recognize choking:
 Partial airway obstruction:
 Good – indicated by coughing forcefully by conscious
victim.
 Poor – indicated by weak, ineffective cough; high
pitched noise; blue, gray, or ashen skin, lips and under
fingernails
 Complete airway obstruction:
 Unable to speak, breathe, or cough
 Clutches neck with one (1) or both hands (known as the
“universal distress signal fr choking)
 Unconsciousness
First Aid for Conscious Choking Adult:
If a person is conscious and cannot speak, breathe, or cough...
 Give abdominal thrusts: Stand behind victim; wrap your
arms around victim’s waist. Make fist with one (1) hand
and place it just above the victim’s navel and well below
the tip of the breastbone with the knuckles up. Grasp fist
with your other hand. Press fist into victim’s abdomen with
quick, upward thrusts. Each thrust should be a separate
and distinct effort to dislodge object.
 Repeat abdominal thrusts until victim coughs up object,
start to breathe or coughs forcefully, you are relieved by
EMS or other trained person, or victim becomes
unconscious (then use methods for unconscious victim)
o For a late-stage pregnant woman or obese person,
stand behind the victim, place your arms under the
victim’s armpits, and encircle the chest. Place a fist on
the middle of the victim’s breastbone with your
knuckles up. Grasp your fist with your other hand and
press backward with quick thrusts.
First Aid for Unconscious Choking Adult

If a person is unconscious and your two (2) breaths have not
gone in, and after retilting the head two (2) more breathes
have not gone in...
 Begin CPR. Each time you open the airway to give a
breath, look for an object in the throat. If seen, remove
it.
Child Basic Life Support
Basic life support for a child aged one (1) to eight (8) is the
same as for an adult with these exceptions:
 Activate the EMS system after one (1) minute of
resuscitation (in adults, activate EMS system immediately
after determining unresponsiveness).
 For rescue breathing:
(1) Give 1 to 11⁄2 second breaths (in adults give 1 1⁄2 to 2
seconds breathes)
(2) Give 1 breath every 3 seconds (in adults give 1 breath
every 4 to 5 seconds)
 For CPR:
(1) Give chest compressions with one (1) hand while
keeping other hand on child’s forehead (adult requires
2 hands on victim’s chest for compressions).
(2) Compress breastbone 1 to 1 1⁄2 inches (adult requires 1
1⁄2 to 2 inches)
(3) Give 1 breath after every 5 chest compressions. (Adult
CPR requires 2 breaths after every 15 compressions).
Infant Basic Life Support
Basic life support for an infant (under 1 year of age) is the same
as for a child, with these exemptions:
 For rescue breathing:
(1) Cover the infant’s mouth and nose with your mouth
while giving rescue breaths (child requires covering
only victim’s mouth).
 For CPR
(1) Locate the proper hand position by placing 2 fingers on
the breastbone 1 finger’s width below the imaginary
line connecting the nipples (child uses 1 finger’s width
above the notch where breastbone and rib meet).
(2) Depress the infant’s breastbone with 2 fingers (child
uses heel of hand).
(3) Depress the infant’s breastbone 1⁄2 to 1 inch (child
requires 1 to 1 1⁄2 inches).
(4) Give chest compressions at the rate of at least 100 per
minute (child requires 100 per minute)
 For choking (foreign body airway obstruction), use cycles of
up to 5 back blows and up to 5 chest thrusts (child uses
abdominal thrusts).
First Aid
 This is the immediate care given to an injured or suddenly
ill person. First aid does not take place of proper medical
treatment. It consists only of furnishing temporary
assistance until competent medical care, if needed is
obtained, or until the chance for recovery without medical
care is assured. Most injuries and illnesses require only first
aid care.
Scene Survey
The first step in any emergency situation is to do a scene
survey. The following guidelines apply in most
cases:
(1) Take charge of the situation.
(2) Shout for help to attract bystanders.
(3) Scan for hazards. If the scene is unsafe, make it safe. If
you are unable to make the scene safe, do not enter.
(4) Determine the number of victims.
(5) Determine the likely cause of the injury or nature of
the illness for each victim.
(6) Identify yourself as a first aider. Offer to help and
obtain consent.
Victim Assessment
After sizing up an emergency situation initially and deciding if it
safe to provide first aid for the victim there, the first aider can
then find out what is wrong and how serious it is by following a
systematic approach known as victim assessment. Victim
assessment of an injured or an ill person consist of:
 Initial assessment
 Physical exam and history
 Initial assessment – the initial assessment covers these
areas in this order:
A – Airway open? B – Breathing normal? C – Circulation
normal? The initial assessment finds and corrects life-
threatening conditions.
Airway. Ask yourself: Does the victim have an open airway? If
the person can talk or is conscious, the airway is open. Take
proper precaution if a spine injury is suspected.
Breathing. Ask yourself: Is the victim breathing? Conscious
victims are breathing, but look for any breathing difficulties or
unusual breathing sounds. For an unconscious victim, keep the
airway open and look for the chest to rise and fall, listen for
breathing, and feel the air coming out of the victim’s nose and
mouth.
Circulation. Ask yourself: Is the unconscious victim’s heart
beating? Determine this by checking for signs of circulation
such as movement, coughing, and breathing. A conscious
victim’s heart is obviously beating. Also ask for yourself: Is the
victim bleeding heavily? Check for severe bleeding by looking
over the victim’s entire body for blood-soaked clothing.
 Physical exam and history – Having completed the initial
assessment and attended to any life-threatening problems,
take a closer look at the victim to discover problems that
do not immediately threaten life but may do so if they
remain uncorrected.
Physical examination – check the victim from head to toe.
 Head and neck. Check the scalp for bleeding or deformity
(‘goose egg” or depression). Do not move the head during
this procedure. Check the ears and nose for a clear fluid of
bloody discharge. Look in the mouth for blood or foreign
materials.
 Eyes. Notice whether pupils are constricted or dilated.
Cover the eyes then uncover to see if the pupils react. Look
for unequal pupils, since a difference in their size almost
always means a medical emergency.
 Chest. Check the chest for cuts, bruises, penetrations, and
embedded objects.
 Abdomen. Check for penetrating objects and protruding
organs. Ask the victim to point to where it hurts.
 Extremity assessment. Check the arms and legs by feeling
and looking for injury, deformity, and tenderness. Compare
one side of the body with the other.
 Back. In victims with possible spinal injury as well as those
with suspected stroke, check sensation and strength in all
extremities by pressing a foot against your hand and having
them squeeze your hand with theirs.

SAMPLE History
Important information about the victim’s condition can be
collected from the victim, and possibly family members, by
following a simple questioning technique known as SAMPLE
history. Also look for a medical alert tag, worn as a necklace or
bracelet that may identify a victim’s problem.

Important Questions – SAMPLE History

Description Sample Questions
S – Symptoms What’s wrong? (known as the chief
complaint)
A – allergies Are you allergic to anything?
M – Medications Are you taking any medications?
P – Past medical Have you had this problem before? Do
history you have other medical problems?
L – Last oral intake When did you last eat or drink
anything? What was it?
E – Event leading up to the illness or injury

Climate in the Philippines is tropical and maritime. It is divided

into two major seasons:
1) the rainy season, from June to November
2) the dry season, from December to May
Dry season is subdivided
a) cool dry season, December to February
b) hot dry season, March to May