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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?
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4. After reading the parable and using the picture below, what have you realized?
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Processing Feedback
Furthermore, Jennifer
Reitbergen-
McCracken, an independent international expert
and researcher on environment
and
development, defined civic education as citizen
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education or democratic education. It must provide information and learning
experiences to
equip and empower citizens to participate in democratic processes. There are
several forms
which it may be delivered such as classroom-based learning, informal training,
experiential
learning and mass media campaigns (1)
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.
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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
whole. Lastly, each must develop sound decision making which entails the ability to
evaluate
and defend each judgment.
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.
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Highlighting the core values and any conflicting values behind each choice
and
decision.
Spelling out the costs and consequences of each choice.
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.
This
movement started in
time of memorial
when Dr. Jose
Rizal stated with
conviction – “Ang
kabataan ang pag-asa ng bayan”. Though now considered a cliché, Dr. Jose Rizal’s
statement
was proven time and again to be true. The dynamism of the youth, guided by the
wisdom of
those who have gone ahead of them, is a potent tool in building a nation. Teaching
them about
their civic duties and inculcating in them the value of volunteerism, the Filipino
youth could be
one powerful mover waiting to be launched. With their inherent positive traits, the
Filipino youth
could be globally phenomenal.
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.
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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
(ROTC) that mandates military training among students enrolled in colleges,
universities, and
other similar institutions of learning.
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.
2. How many elements does Civic Education have? What are these elements?
Discuss the components according to its purpose and students’ role and
obligation.
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4. What are the qualities that NSTP inculcates among the youth?
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5. What are the roles of the youth that the State, through R.A. 9163,
recognizes and
promotes?
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6. After providing answers to questions one to three, how do you find the
importance of
R.A. 9163 or NSTP Law in your everyday experiences?
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Class Dynamics
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
Generalization
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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
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
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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
Civic Education. http://civiceducationprojectsiue.files.wordpress.com/2011/09/07-
04-07-triangle-
nhu-r-final-1-1.png
http://media.hoover.org/sites/default/files/imagecache/large/images/illuminatefinal
022012.jpg
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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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