Professional Documents
Culture Documents
Training Objectives
Duration
Read the Parable of the Good Samaritan and answer the following questions. Write your
answers on the spaces provided. Your
responses will be checked using the
rubric presented at the end of this
module.
By chance a priest
came along. But when he
saw the man lying there, he crossed to the other side of the road and passed him
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by. A Temple assistant walked over and looked at him lying there, but he also
passed by on the other side.
Then a despised Samaritan came along, and when he saw the man, he
felt compassion for him. Going over to him, the Samaritan soothed his wounds
with olive oil and wine and bandaged them. Then he put the man on his own
donkey took him to an inn, where he took care of him. The next day he handed
the innkeeper two silver coins, telling him, “Take care of this man. If his bill runs
higher than this, I’ll pay you the next time I’m here.”
3. Which among the priest, temple assistant and Samaritan is a neighbor to the injured
man? Why do you say so?
our neighbor doesn’t mean our next-door neighbors , it could mean the stranger you
give a helping hand to , the person you give an encouraging word to , the one who
hates you should be the one you pray for
4. After reading the parable and using the picture below, what have you realized?
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the parable of the Good Samaritan is less a story about doing good than it is about breaking
boundaries , love your neighbors as yourself is not about limits but about absence of limits
Processing Feedback
Civic skills refer to citizens’s ability to analyze, evaluate, oppose and defend positions on
public issues and utilize their civic knowledge in participating to different political and social or
civic processes. It also includes critical thinking skills which are essential for informed, effective,
and responsible citizenship.
The National Standards for Civics and Government and the Civic Framework for the
1998 National Assessment of Educational Progress (NAEP) classify these skills as identifying
and describing; explaining and analyzing; and evaluating, taking and defending positions on
public issues.
Good civic education aims to develop critical thinker citizens. Each citizen must know
how to carefully identify and describe language, symbols, and functions. Also, citizen should
know how to explain and analyze processes and functions in the government and society as a
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whole. Lastly, each must develop sound decision making which entails the ability to evaluate
and defend each judgment.
Civic dispositions pertain to citizen traits necessary for democracy. This includes
tolerance, public spiritedness, civility, critical mindedness and willingness to listen, negotiate and
compromise.
In addition, the
National Standards for
Civics and Government
identified and described the
dispositions or traits of
private and public
character. Those are as
follow:
Becoming an
independent
member of the society.
Assuming the personal, political, and economic responsibilities of a citizen.
Respecting the individual worth and human dignity.
Participating in public affairs in a thoughtful manner.
Promoting the healthy functioning of democracy.
Delivering civic education should be a joint effort of educational institutions across levels
and sectors; community organizations; non-government organizations; faith-based
organizations; international development organizations; media organizations; private sector
and/or government agencies (Reitbergen-McCracken 2).
Likewise, media can be very influential in promoting and delivering civic education.
Below are the possibilities on how media can help facilitate civic education.
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Bridging the expert-public gap by translating technical jargon into clear language and
highlighting public opinion.
Facilitate debate among the different groups.
In the Philippines, a country with 7,107 islands and well diverse in terms of language,
culture and ideology, decided to
have a leap of action towards the
very same goal of civic education
following the oldest and most
democratized country of the world.
That is to build a culture of good
citizenship and good governance
among its people.
In this Act, the State recognizes the vital role of the youth in nation-building; thus, it shall
promote and protect their physical, moral, spiritual, intellectual, and social well-being. It shall
inculcate in the youth patriotism and nationalism, and shall encourage their involvement in
public and civic affairs.
The NSTP Act superseded Republic Act No. 7077 (Citizen Armed Forces of the
Philippines Reservist Act) which created the Reserve Force, providing the base for the
expansion of the Armed Forces of the Philippines through the Reserve Officer’s Training Corps
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(ROTC) that mandates military training among students enrolled in colleges, universities, and
other similar institutions of learning.
The primary objective of NSTP is to highlight the role of the youth in building a strong
Republic, invoking gender equality and development through the inclusion of female students in
national service training. As such, it aims to develop the youth to become civic or military
leaders and volunteers through a modified, re-structured and reinforced training package which
includes leaders and volunteers who could be called upon by the nation in instances that will
warrant their services, especially in the event of disasters or emergencies.
After studying civic education, watch the PUP-NSTP video titled “Ang Kabataan ang
Pag-asa ng Bayan” and answer the following questions. Your responses will be checked using
the rubric presented at the end of this module.
The Civic Welfare Training Service is geared towards activities that have social
impact through activities that could contribute to “health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry”[1], thus the CWTS
component of the NSTP stressed the importance of youth involvement in broad
programs or activities that will benefit the people. While the CWTS focused on
programs to enhance the living conditions of the people, the Literacy Training
Service has a more limited yet equally useful objective that is 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”[2]. LTS thus
specializes in the education of the people, strengthening the education sector to
empower the people through education.
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Meanwhile, Reserve Officers Training Corps, while deemed equally important by the
NSTP law (it maintained its existence and nature mentioned in RA 7077 having the
primary objective to prepare the youth in national defense, became merely a
component of the program.
Class Dynamics
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Directions: Be a part of a group with 15 members and you will be making a poster that
will highlight the components of NSTP. The poster must exemplify the value and relevance of
each NSTP component to the society and oneself. It must be creative and innovative; realistic
and specific.
Generalization
Re-state the training objectives and explain if the they were achieved.
Be very specific as possible.
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Rubric
ACTIVITIES 4 3 2 1
All Questions All and nearly all Nearly all Almost all
leading to the Questions questions leading questions leading
relevance to the leading to the to the relevance to to the relevance to
society or relevance to the the society or the society or
oneself were society or oneself were oneself were not
Relevance to answered oneself were answered. answered.
the Society or clearly; all are answered Acceptable
Oneself justifiable. clearly; some grammatical and
Grammar and were justifiable. mechanical errors.
mechanics were Grammar and
observed mechanics found
properly. to have minimal
errors.
Processing
Feedback All Questions All and nearly all Nearly all were Almost all
were answered were answered answered. questions were not
clearly; all are clearly; some Acceptable answered.
justifiable/ were justifiable/ grammatical and
correct. correct. mechanical errors.
Grammar and Grammar and
mechanics were mechanics found
observed to have minimal
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properly. errors.
All questions All and nearly all Nearly all Almost all
were answered questions were questions questions leading
clearly; all are answered; some were answered. to the relevance to
justifiable. justifiable. Acceptable the society or
Generalization
Grammar and Grammar and grammatical and oneself were not
mechanics were mechanics found mechanical errors. answered.
observed to have minimal
properly. errors.
Overall Score
Adapted from Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1
Manual: The Learner’s Development and Environment. Philippines: Allen Adrian Books, 2011.
Works Cited
BOOKS
Bucao, Avelina C., Mely M. Padilla and Amalia C. Rosales. Modules in National Service
Training Progra- Civic Welfare Training Service. Manila: Polytechnic University of the
Philippines, 2008
Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The Learner’s
Development and Environment. Philippines: Allen Adrian Books, 2011.
ELECTRONIC SOURCES
Branson, Margaret Stimman and Charles N. Quigley. “The Role of Civic Education.” September
1998. http://www.gwu.edu/~ccps/pop_civ.html
https://si0.twimg.com/profile_images/1345589499/linkedin.jpg
http://media.hoover.org/sites/default/files/imagecache/large/images/illuminatefinal022012.jpg
http://sphotos-a.xx.fbcdn.net/hphotos-
prn1/p480x480/64665_10151259085708459_1398281308_n.jpg
http://files.myopera.com/saranayrose/blog/45-good-samaritan_xol_1.jpg
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