Professional Documents
Culture Documents
NSTP LMC Chapter 1
NSTP LMC Chapter 1
COMPILATION in NSTP 1
NATIONAL SERVICE
TRAINING PROGRAM 1:
Learning Material for LTS,CWTS, & ROTC Components
Exclusively for the use of CatSU NSTP Student-Trainees
NSTP 1 – [1st Sem/2023-2024]
DISCL AIM ER
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This learning material was compiled and written only for you. It is meant to facilitate
your learning of various theories and concepts on the course, National Service Training
Program 1. Through the help of this LMC, we aim to inculcate the vision of RA 9163
which is to develop civic consciousness and Disaster Preparedness among student-
trainees. Hence, your active participation is highly enjoined. You will be given one
learning material for every unit. Every learning material follows the 4As approach to
adult teaching.
You will note that some of the contents of this learning material are not originally written
by your teachers. Please understand that this learning material was made for student-
trainees of NSTP only. This LMC is only for your guide, hence, it should not be given
or extended to anyone else. Please observe strict compliance to this rule. We do not
intend to plagiarize anything, nor go against the rules in copyright. Limited with time
and resources, we end up having this. No worries! Rest assured that the quality of
higher education that we are all aiming was considered in the preparation of this
learning material.
Are YOUth Geared-Up Already? Then, buckle down for learning. Be extra serious to
take this journey, but do not forget to enjoy and have fun!
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Almighty Father,
grant me the courage to realize my worth
and fulfill my purpose in life
so I can continually share a part of me
and the fruits of Your blessings to my peers,
my fellow citizens, my community,
my country -the Philippines
and the world for your greater glory.
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Course Title
National Service Training Program
Course Description
The Literacy Training Service (LTS) component consists of lectures on values education,
transformational leadership and social mobilization; awareness of human development
trends, teaching- learning principles and concept dynamics on non-formal education.
The Civic Welfare Training Service (CWTS) as a component of the National Service
Training Program (NSTP) is a course to first year students both male and female, designed to
help them understand, appreciate and eventually live by the basic concepts of the Student‘s
Transformation and Enrichment for Truth (STET) with the end in view of empowering them in
becoming a potent resource for community development.
Course Credit
3 units
Prerequisite
None
Contact Hours
54 hours
Course Outcomes
To complete this course, you shall be able to accomplish the following course objectives:
1. Demonstrate content knowledge on the rationale of National Service Training Program
2. Demonstrate understanding on the objectives and thrusts of the components of NSTP
3. Demonstrate capability to live in the spirit of patriotism, nationalism and good citizen
values as potent force in nation building
4. Develop a culture of communication and collaboration among the group of student-
trainees and the community they serve
5. Manifest deeper appreciation on the significance of NSTP in the role of students in terms
of community participation development, display of nationalism/patriotism and exercise of
good citizenship values through genuine civic/national service.
Course Requirements
For educational purposes only
Course Policies
1. Students should submit the course requi rements (activities, SAQs, written reports and
other) for Midterm period before they canbe allowe d to take the Midterm Examination
2. Course requirements (activities, SAQs, written repo rts and other) for Final period must
be submitted before the students can be allowed to take the Final Examination.
3. Cheating and plagiarism are strictly proh ibited. Students caught doing these acts shall
be dealt with in accordance with the prov isions in th e handbook.
Grading System
Distribution of Weight for
Criteria Weight
the Overall/Final Grade
Midterm / Final Exam 30% Midterm Grade 50%
Performance ( Authentic Assessment such as 40% Final Grade 50%
Performance-based activities, Participation In
Trainings/ Seminars/School & Community Activities )
Written Exercises (Objective Assessment such as pen 30%
and paper tests)
TOTAL 100%
Organization of the LMC
Each LMC in this course is made up of several l essons, which are organized as follows:
References: The resources referred to in the course are listed in this part.
Consultation Time
Saturday 8:00-11:00/1:00-4:00
Wednesday8:00-11:00/1:00-4:00
For educational purposes only
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LMC 1: CITIZENSHIP TRAINING
In this module, challenge yourself to attain the following desired learning outcomes:
explore the principles underpinning good citizenship, rights and responsibilities of citizens,
service and volunteerism for national development
create a 2 minute promotional video which will describe the potentials of the youth to be
considered good citizens
reflect on the significance of good citizenship towards the attainment of national
development through a reflective log
Introduction
Hello, student-trainee! Welcome to the first unit of our course! This will be the first set
of topics for this course. All of the activities and discussions here are lifted from the book of
Labuagen and other online resources. The list of references is found at the last page of this
LMC 1.
The citizenship education topic of the National Service Training Program (NSTP)
affords the implementing institutions the opportunity to develop consciousness not only in
national terms, but also in terms of global civic rights and responsibilities.
The program components of NSTP are structured in a way that the student-trainee's
notion of the relationship between the State and the people has changed and the service
For educational purposes only
opportunities have been a core means for learning how citizenship is applied.
The NSTP Law is a legislation that sees the youth as partners of the state in
promoting civic consciousness, and aims to develop their physical, moral, spiritual,
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Time Allotment
ACTIVATE
Hello, student-trainee! Welcome back! Before you start to take the challenge of
reading the contents of this LMC, do this priming activity first:
Discuss with an adult what it means to be a good citizen, and write about their
thoughts following the conversation. You can also add your insights about the topic. Here
are some questions to discuss:
1. What is the most important right of a citizen?
2. What is the most important responsibility of a citizen?
For educational purposes only
Record and summarize the proceedings of the conversation and be ready to share it
with your classmates and teacher.
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The Philippine Constitution provides that the defense of the state is a prime duty of
the government and the people. In fulfillment of this duty, all citizens may be required by law
to render personal military or civil service. It further states that it is the duty of the citizen to
contribute to our country's development in the attainment and preservation of a just and
orderly society. The National Service Training Program (NSTP) Act of 2001 mandates all
citizens, both male and female, to fulfill this civic duty.
Responding to the urgent needs of our developing country today and in the
foreseeable future, it is equally vital to develop and enhance civic consciousness among the
young generation to ensure national security and development. NSTP, therefore, enables
the youth, as the most valuable resource of the Filipino nation, to be motivated, developed
and utilized in regard to their responsibilities as citizens and in fulfillment of their civil
obligations.
and social well-being. It shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civic affairs."
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were given an option to choose one from among these components in compliance with
this requirement for tertiary education.
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Illegal ROTC
Practices
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QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly
discuss your viewpoint regarding the question presented below.
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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.
The Bill of Rights of Filipinos
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Section 19. The probation against cruel, degrading or inhuman punishment Section 20:
Non- Imprisonment for debts.
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QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned,
briefly discuss your viewpoint regarding the question presented
below.
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The Universal Declaration of Human Rights was adopted by the United Nations
General Assembly on 1948. It serve as the documents containing the rights and freedom of
everyone which they can entitled for having for having equality.
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QUESTION TO PONDER:
For educational purposes only
Instruction/s: Based from the lesson you have learned, briefly discuss
your viewpoint regarding the question presented below.
―Upon the realization of the Universal Declaration of Human Rights,
what are the significant impacts can it bring to us in this world?‖
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NATIONALISM PATRIOTISM
the attitude that the members of a nation love of and/or devotion to one‘s country
have which includes the concept of patriotism is strengthened by adherence
national identity such as common origin, to a native religion, particularly because
ethnicity and culture ties such a community usually has its holy
the actions that the members of the pieces inside its motherland
nation take when seeking to achieve (or
sustain) self-determination. These
involve having full statehood with
complete authority over domestic and
international affairs
Salient Provisions of Flag and Heraldic Code of the Philippines (As Embodied in
Republic Act No. 8491 of 2002)
Flag Construction
The flag's length is twice its width, which translates into an aspect ratio of 45 1:2. The length of
all the sides of the white triangle is equal to the width of the flag. Each star is oriented in such 45
manner that one of its tips points towards the vertex at which it is located.
Flag Protocol
For educational purposes only
The flag should be displayed in all government buildings, official residences, public
plazas, and schools every day throughout the year. The days of the 28th of May (National
Flag Day) and the 12th of June (Independence Day) are designated flag days, during which
all offices, agencies and instrumentalities of government, business establishments,
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When flown at half-mast, the flag should be first hoisted to the peak for a moment
then lowered to the half-mast position. It should be raised to the peak again before it is
lowered for the day.
For educational purposes only
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• 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.
1
• Fold the flag in half, lengthwise, with the red field covering the blue field. Pull it
taut again making sure the open side's edges are flush with one another.
2
• 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
3 should now be displayed face up.
• 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 the open side forming a
4 right triangle (a triangle with a 90°).
• At the right angle, fold the flag again such that a new right triangle is formed, still
keeping the open edges parallel.
5
• 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
6 flag below it.
• Continue this sequence of folds creating right triangles until the flag is
completely folded into a right triangular bundle. The white field and yellow sun
7 should now predominate in the visible areas of the flag.
Prohibited Acts
In Section 34 of R.A. 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;
Pledge
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Ako ay Pilipino
Buong Katapatang nanunumpa
Sa watwat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-tao
Makakalikasan at
Makabansa.
The law makes no statement regarding the language in which the pledge must be
recited, but the pledge is written (and therefore recited) in the Filipino language.
The National Anthem
The National Anthem is entitled Lupang Hinirang. It shall always be sung in the
national language within or outside the country.
Lupang Hinirang
Bayang magiliw,
Perlas ng Silanganan
Alab ng Puso,
Sa dibdib mo‘y buhay.
Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula,
At awit sa paglayang minamahal.
Ang kislap ng watawat mo‘y
Tagumaoay na nagniningning,
Ang bituin at araw niya,
Kailan pa ma‘y di magdidilim,
Lupa ng araw ng luwalhati‘t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na‘pag may mang-aapi,
Ang mamatay ng dahil sa iyo.
For educational purposes only
The rendition of the National Anthem, whether played, or sung, shall be in accordance
with the musical arrangement and composition of Julian Felipe.
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https://en.wikipedia.or
g/wiki/Coat_of_arms_o
f_the_Philippines
For educational purposes only
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13.
14. QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly
discuss your viewpoint regarding the question presented below.
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We ordained for the Children of Israel that if anyone slew a person—unless it be for
murder or for spreading mischief in the land—it would be as if he slew the whole people: and
if anyone saved a life, it would be as if he saved the life of the whole people. Then although
there came to them Our messengers with clear signs, yet, even after that, many of them
continued to commit excesses in the land (Qur'an 5:32).
Order
Assuredly, we have sent down the Book to you in right form for the good of man.
Who guided himself by it does so to his own advantage, and who turns away from it does so
at his own loss. You certainly are not their keeper (Qur'an 39:41).
Work
Confucius says, "Give fish to a man, he will have food to eat for a day; teach him how
to fish and he shall have food throughout his lifetime." And, "if man will not work, he shall not
eat" (2 Thessalonians 3:10).
Concern for the family and future generations
I shall live a life that is based on the right values and serve as an inspiration to others
who may be struggling to strengthen their own faith in God.
1. I have the gift of faith in God;
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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 spiritual growth" (M. Scott Peck).
Moral Lesson: Love is a powerful force in nurturing
man.
Freedom
Anxious for his prayer to be finally heard, he decided to pray for peace within his family
instead. He kept this intention for another year with no significant result.
Finally, on the verge of frustration, he decided to pray for peace. 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.
The Preamble of 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 begin in the minds of its citizens.
For educational purposes only
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"A man who seeks truth and loves it must be reckoned precious to any human
society." (Frederick the Great)
"An honest man can feel no pleasure in the exercise of power over his fellow citizens."
(Thomas Jefferson)
"No legacy is as rich as honesty." (William Shakespeare)
2. Anecdotes (compiled by J. Maurus)
When Mahatma Gandhi appeared for the London Matriculation Examination, the paper
on generaI knowledge contained the following question: "What is more golden than gold?"
Justice
Retrieved from:
For educational purposes only
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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) Retrieved from:
http://filipinoproject01
Skulls
Andrew Maria Almonte, MMHC
Moral Lesson: Each person may differ in a worldly stature, but each one bears the
same amount of dignity as another and all share one common destiny.
Some examples of how participants may cultivate and encourage the value of Concern
for the Environment for student-trainees:
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Through good citizenship, we develop our sense of nationhood, which has heretofore
eluded us, as a people.
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QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly
discuss your viewpoint regarding the question presented below.
―Filipinos are undeniably a paragon of values. Among all values
discussed in the lesson, which one is the most important to you, why?‖
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Suffrage: “The right to vote, or the exercising of that right.” –Andrew Heywood; Politics (Second
Edition); p. 432.
The right to suffrage, as a human right, is related to the concept of democracy and
people‘s sovereignty.
Sovereignty is often defined as the principle of absolute and unlimited power. Under
the democratic 1987 Constitution, it is the people alone who can exercise sovereignty. They
can therefore make decisions that are binding on all individual citizens, groups and
institutions— including the selection of leaders who will run the government.
Art. II, Sec. 1 of The 1987 Philippine Constitution: “The Philippines is a democratic and
republican State. Sovereignty resides in the people and all government authority emanates from
them.”
QUALIFICATIONS DISQUALIFICATIOS
All citizens of the Philippines, • Any person who has been sentenced by
eighteen years of age or over, and final judgment to suffer imprisonment for
residents of the Philippines for one not less than one year. However, he/ she
year and for at least six months in the may reacquire the right to vote upon
city or municipality wherein he/she expiration of five years after service of
proposes to vote immediately
sentence.
preceding the election are qualified to
vote. • Any person who has been adjudged by
final judgment by competent court or
tribunal of having committed any crime
involving disloyalty to the duly constituted
government such as rebellion, sedition,
violation of the anti-subversion and firearms
laws, or any crime against national security,
unless restored to his/her full civil and
political rights in accordance with law:
Provided, that he/she shall regain his right
For educational purposes only
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A system of election was first practiced in the Philippines during the Spanish and
American colonial period. The process, however, was limited only to male, educated,
and landed voters and was more ceremonial rather than a genuine democratic
Sectoral struggle and political participation were only realized in 1937: when Act
4112, granting women the right of suffrage, was implemented; and when the peasant
movements gained meaningful participation in political parties and in actually the filling
of government positions
The first democratic election after WW II was the 1946 election for President and
Vice-President of the Republic, members of the Senate and of the House of
Representatives. From then on, the country operated on a two-party system wherein two
major political parties, the Nacionalista Party and the Liberal Party, figured in succeeding
elections.
For educational purposes only
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Under popular pressure, he called for the election for an Interim Batasang
Pambansa in 1978. The Kilusang Bagong Lipunan (KBL) became the administration
party. The election claimed to restore Philippine democracy but Marcos‘ intent was to
gain legitimacy for his undemocratic administration and to create a rubber stamp
legislature. The exercise defied democratic procedures, and was characterized by
rampant electoral manipulation by the Marcos government to ensure victory.
The Aquino assassination in 1983 resulted in waves of protest forcing the creation
of wider democratic space. Marcos, in a bid to defuse the protests, held the Batasang
Pambansa elections in 1984 to replace the Interim Batasang Pambansa. The exercise
was intended to divert the people‘s attention away from the Aquino assassination and
was once again boycotted by the political opposition. Still, the period was marked by
weakening popularity of Marcos and the people‘s growing political movement against the
Marcos dictatorship.
Under domestic and international pressure, Marcos called for snap presidential
elections in 1986. The widespread election manipulations and irregularities and the
worsening social, political and economic order triggered the EDSA uprising in the same
year. The mass action known as the People Power Revolution of 1986 led to the ouster
For educational purposes only
of Marcos, the collapse of KBL and the installation of Corazon Aquino as President; Vice-
President; Senators; and Party-List Representatives.
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During the 1992 synchronized national and local elections, the people voted for
president for the first time under the 1987 Constitution. The main campaign issue was
doing away with ―trapo‖ or traditional politics. In 1995, congressional and local elections
were held. A new form of fraud dubbed as ―dagdag-bawas‖ or the subtraction of votes
from one candidate to be added to the contending candidate was a practice during these
two major elections.
In 1998, the first party-list elections were held. Joseph Estrada was elected as
President of the Republic with popular support. However in January 2001, EDSA 2, a
repeat of the 1986 People Power, removed Estrada from Malacañang and seated Gloria
Macapagal-Arroyo as the new president.
Four months later, senatorial and local elections were held simultaneously which
proved to be a major victory for the new administration after its allies gained a majority in
both Houses of Congress, along with winning most of the elected local posts.
However, President Arroyo had become so unpopular that, by 2004, she only
narrowly won over her closest rival, actor-turned politician Fernando Poe, Jr. A year later,
in June 2005, President Arroyo was confronted by the ―Hello, Garci‖ controversy, wherein
her alleged taped conversations with COMELEC Commissioner Garciliano with the intent
of rigging the election was leaked to the media. This generated large street
demonstrations, reminiscent of EDSA I and II.
While President Arroyo was able to stay in power, she was not able to endear
herself to the majority of the people, resulting in a resounding victory for the opposition in
the senatorial elections of 2007.
For educational purposes only
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QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly
discuss your viewpoint regarding the question presented below.
Abstract
You are done with the lessons in Unit 1. This time, try to pause and look back form
the insights gained from the reading materials that revolves around the main topic about
Citizenship Training. Below is a self-assessment test of the good citizenship values.
Determine to what extent you possess these Filipino values.
Check () before the item should your answer is ―yes‖ to the question.
1. Concern for the environment
Do I conserve water?
Do I keep my surroundings clean?
Do I segregate my garbage?
Am I a litterbug?
Do I throw garbage in canals and waterways that causes floods?
Do I plant trees?
For educational purposes only
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3. Patriotism
Do I consider what is good for my country in my actions, e.g., when I commit acts of
vandalism like writing graffiti on walls, breaking street lights, etc.?
Do I patronize our native products?
Do I say or do anything that will give a bad image to my country?
Do I report lawbreakers like those engaged in illegal gambling, drug pushing, etc.,
especially within school premises?
Do I condone corruption by emulating persons who have enriched themselves through
corruption?
5. Equality
Do I give preferential treatment to the rich and powerful?
Do I treat everyone with respect regardless of status or position?
Do I take advantage of anyone because they are poor, ignorant powerless?
6. Unity
7. Justice
For educational purposes only
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8. Truth
Am I a truthful individual?
Did I hurt somebody during the time that I'm not truthful?
Did I do something to correct my fault?
Do I value the essence of truth in my life, family, work and country?
Do I commit myself to the truth in my own dealings and defend righteousness as a virtue?
9. Peace
Do I resolve conflict in a peaceful way?
Do I maintain a harmonious relationship with others... at home… at work... in the
community?
Do I help iron out misunderstandings among friends and family members?
10. Respect for life
Do I engage in unhealthy activities like drinking, taking drugs, etc.?
Am I considerate of the health of others?
Do I engage in violent fights and hurt others physically?
Do I take care of my health?
11. Love
Do I make sacrifices for the good of those I love?
Am I kind and compassionate to others?
Do I help the poor?
Do I forgive offenses against me or do I exact revenge?
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Do I go to school on time?
Do I do my homework and participate in school activities?
Do I do my best in everything I do?
Do I volunteer to help others, especially the old, the sick and small children?
14. Order
Do I follow rules and regulations-at home, in school and in the community?
Do I maintain cleanliness and orderliness at home and in my school?
Am I trustworthy in handling money and property that belong to others?
C. These reflection exercises have been designed to help you grow in awareness of the
basic values embodied in the Philippine Constitution and to "live and share"
them in your daily life.
Exercise No. 1: Look at the listing of the basic values in column A in the next page (the 4M
and 16BV). For each basic value, list one or two words that you associate most
closely with the value. For example, for the basic value of love, you may wish to
write compassion, kindness. Use column B for your responses.
Exercise No. 2: Having reflected on each of these values, and having stated them in terms
you associate with each one, reflect on which three of the 16 basic values you
For educational purposes only
consider yourself as having and upholding most consistently in your daily life.
Put a check mark across these three values in the space provided in column C.
Reflect on which three you least consider as being part of you. Put an x mark
on these three values on the space provided also in column C.
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A B C D
Situation in the
Basic Value of Good Words I Three Most Philippine Society
Citizenship Associate Mine () which Manifests
with This Three Least Contradiction of this
Basic Value Mine (x) Basic Value of Good
Citizenship
Makadiyos
1. Faith in Almighty God
2. Respect for life
3. Order
4. Work
5. Concern for the family
and future generations
Makatao
6. Love
7. Freedom
8. Peace
9. Truth
10. Justice
Makabayan
11. Unity
12. Equality
13. Respect for Law
and Government
14. Patriotism
15. Promotion of the
common good
Makakalikasan
16. Concern for the
Environment
Exercise No. 4: Think of a decision you made in the past week, any decision.
For example: I decided to clean my desk and sort my files. Place this in the box below.
Reflect on which of the basic values of order of good citizenship you made.
For educational purposes only
LMC 1 in NSTP 1| 32
NSTP 1 – [1st Sem/2023-2024]
Exercise No. 5: Look again at the x marks which you placed in column C earlier. Think of
which one of these three basic values you would like to uphold more
consciously henceforth. Write down this basic value in the box below. Write
also as a resolution, a specific action which you will do in this regard.
I will:
LMC 1 in NSTP 1| 33
NSTP 1 – [1st Sem/2023-2024]
For your authentic assessment task for this unit, do the following:
Title of the Authentic
: I AM A GOOD CITIZEN
Learning Task
Activity Objectives : At the end of the video, the student-trainee shall be able to:
1. describe the potentials of the youth to be considered good
citizens
2. produce a two-minute video presentation to show how you
actualize good citizenship in your respective stations (homes,
barangays, municipalities)
Procedure : You may follow these steps:
1. Read the texts/materials found in LMC 1.
2. Answer the activities found in the Activate and Abstract phases.
3. Think about your journey in reading the inputs and how you answer
or accomplish the required activities.
4. Take videos of yourself on the things you must do to be considered
a good citizen.
5. Choose an application for video editing where you are familiar.
6. If possible, put a subtitle in your videos.
7. After steps 1-5, you can submit your output to your Instructor.
Expected Output/s : 2-minute video presentation For educational purposes only
LMC 1 in NSTP 1| 34
NSTP 1 – [1st Sem/2023-2024]
As promised, this course also tests your reflective thinking and metacognition. Kindly
pause and write your answer to the question below.
LMC 1 in NSTP 1| 35
NSTP 1 – [1st Sem/2023-2024]
Villasoto, H.S. (2013). Human person gearing towards social development., C & E
Publishing
http://hrlibrary.umn.edu/edumat/hreduseries/hereandnow/Part-5/8_udhr-abbr.html
Image Credits
Desired Learning Outcomes
http://clipart-library.com/objectives-cliparts.html
Introduction
https://encrypted-
tbn0.gstatic.com/images?q=tbn%3AANd9GcQMWMoIZsewymvQxJpmWbFCKrC4GvfF8XDe0A
&usqp=CAU
Time Allotment
https://clipartlook.com/img-194843.html
Advanced Organizer
http://clipart-library.com/organizer-cliparts.html
Pre-Test
https://www.clipartkey.com/view/hohwmo_spelling-clipart-pretest-have-clipart/
Assessment Tasks
https://webstockreview.net/explore/test-clipart-practice-test/
Lesson
https://webstockreview.net/explore/literacy-clipart-english-lesson/
Learning Activities
https://www.freepik.com/free-photos-vectors/activity
Assignment
https://www.123rf.com/clipart-vector/assignment.html?sti=nstq4f699zeelu7ezu|
Summary
https://www.dreamstime.com/illustration/summary-isolated.html
Non-Stop Writing
http://clipart-library.com/summary-cliparts.html
Answer Key
http://www.clipartpanda.com/categories/answers-clip-art
References
http://clipart-library.com/clipart/1329417.htm
For educational purposes only
LMC 1 in NSTP 1| 36