BULACAN STATE UNIVERSITY (NSTP 10: National Service Training Program)

Unit Title 6 NATIONAL SECURITY

Title of the Lesson Human Security Act of 2007

Duration 1 hour

INTRODUCTION:

This lesson will be discussed about the security measures of the government
to protect the people and the penalty of the violators of this law. Furthermore, this
law will defend us to the terror acts of the terrorist groups and the government will
take the measures for the implementation of this law and will not lead us in human
rights violations.

OBJECTIVES:

At the end of the lesson, the students should be able to:

1. identify the committed act that leads to terrorism.
2. critically analyse the concept of security in our country.
3. make a concept map of security based on the law.

PRE-TEST:
Write T if the statement is true, Write F if the statement is false.
_________1. The Executive Secretary is the Chairperson of the anti-terrorism
council.
_________2. Murdering a person is not included on the terror act.
_________3. Sowing and creating a condition of widespread and extraordinary fear
and panic among the populace.
_________4. Persons who conspire to commit the crime of terrorism shall not suffer
the penalty of forty (40) years of imprisonment.
_________5. Republic Act No. 9372 is called ―Human Security Act of 2007.

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LESSON PROPER:
Activity 1: Four Pics and One Word
Direction: Write the missing letters to form the words.

1. 2.

___ ___ ___ ___ ___ D ___ E __ __ R I ___ ___

Preliminary Questions:

1. Why do we need to secure ourselves?

2. What are the possible dangers if we do not secure ourselves?

Since you‘ve answered four pics and one word activity and the preliminary
questions. This will connect to our topic which is the Republic Act No. 9372 which is
the ―Human Security Act of 2007", and the security measures imposed by the
government in order to protect its people to any danger. In like manner we prepare
some security measure to ourselves to preserve our life. In this lesson we will learn
about the security measures to impose by the government to our country.

REPUBLIC ACT NO. 9372

AN ACT TO SECURE THE STATE AND PROTECT OUR PEOPLE FROM

TERRORISM

According to the section 1 of this act, the short title is ―Human Security Act of
2007ǁ.

In section 2 of this act It is declared a policy of the State to protect life, liberty,
and property from acts of terrorism, to condemn terrorism as inimical and dangerous
to the national security of the country and to the welfare of the people, and to make
terrorism a crime against the Filipino people, against humanity, and against the law
of nations.

In the implementation of the policy stated above, the State shall uphold the
basic rights and fundamental liberties of the people as enshrined in the Constitution.
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The State recognizes that the fight against terrorism requires a

comprehensive approach, comprising political, economic, diplomatic, military, and
legal means duly taking into account the root causes of terrorism without
acknowledging these as justifications for terrorist and/or criminal activities. Such
measures shall include conflict management and post-conflict peace-building,
addressing the roots of conflict by building state capacity and promoting equitable
economic development.

Nothing in this Act shall be interpreted as a curtailment, restriction, or

diminution of constitutionally recognized powers of the executive branch of the
government. It is to be understood, however that the exercise of the constitutionally
recognized powers of the executive department of the government shall not
prejudice respect for human rights which shall be absolute and protected at all times.

What are the acts that can consider as terrorism act?

According to Section 3 of this act, any person who commits an act punishable
under any of the following provisions of the Revised Penal Code:

a. Article 122 (Piracy in General and Mutiny in the High Seas or in the
Philippine Waters);

b. Article 134 (Rebellion or Insurrection);

c. Article 134-a (Coup d‘Etat), including acts committed by private persons;

d. Article 248 (Murder);

e. Article 267 (Kidnapping and Serious Illegal Detention);

f. Article 324 (Crimes Involving Destruction), or under

(1) Presidential Decree No. 1613 (The Law on Arson);

(2) Republic Act No. 6969 (Toxic Substances and Hazardous and
Nuclear Waste Control Act of 1990);

(3) Republic Act No. 5207, (Atomic Energy Regulatory and Liability Act
of 1968);

(4) Republic Act No. 6235 (Anti-Hijacking Law);

(5) Presidential Decree No. 532 (Anti-Piracy and Anti-Highway

Robbery Law of 1974); and,

(6) Presidential Decree No. 1866, as amended (Decree Codifying the

Laws on Illegal and Unlawful Possession, Manufacture, Dealing in, Acquisition or
Disposition of Firearms, Ammunitions or Explosives)
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Thereby sowing and creating a condition of widespread and extraordinary fear

and panic among the populace.

In section 3 of this act anyone can do these acts that lead in terrorism and
there will be a penalty for this act of terrorism to the people that found guilty without
reasonable doubt.

Examples of Terrorism Acts done by the terrorist:

What is the penalty of those people that commits terrorism?

According to law the penalty of committing terrorism is based on the role of

the person that commits terrorism to the people.

1. Conspiracy to Commit Terrorism- Persons who conspire to commit the

crime of terrorism shall suffer the penalty of forty (40) years of
imprisonment.
2. Accomplice- Any person who, not being a principal under Article 17 of the
Revised Penal Code or a conspirator as defined in Section 4 hereof,
cooperates in the execution of either the crime of terrorism or conspiracy
to commit terrorism by previous or simultaneous acts shall suffer the
penalty of from seventeen (17) years, four months one day to twenty (20)
years of imprisonment.

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3. Accessory- Any person who, having knowledge of the commission of the

crime of terrorism or conspiracy to commit terrorism, and without having
participated therein, either as principal or accomplice under Articles 17 and
18 of the Revised Penal Code, takes part subsequent to its commission in
any of the following manner: (a) by profiting himself or assisting the
offender to profit by the effects of the crime; (b) by concealing or
destroying the body of the crime, or the effects, or instruments thereof, in
order to prevent its discovery; (c) by harboring, concealing, or assisting in
the escape of the principal or conspirator of the crime, shall suffer the
penalty of ten (10) years and one day to twelve (12) years of
imprisonment.

The Penalty of Committing Terrorism

Who are the members of the anti-terrorism council in the Philippines?

1. Executive Secretary, who shall be its Chairperson

2. Secretary of Justice, who shall be its Vice Chairperson
3. Secretary of Foreign Affairs Members of
4. Secretary of National Defense Anti-Terrorism
5. Secretary of the Interior and Local Government Council
6. Secretary of Finance
7. National Security Advisor

What are the functions of the anti-terrorism council?

According to section 54 of this act the Council shall have the following
functions with due regard for the rights of the people as mandated by the
Constitution and pertinent laws.

1. Formulate and adopt plans, programs and counter-measures

against terrorists and acts of terrorism in the country;
2. Coordinate all national efforts to suppress and eradicate acts of
terrorism in the country and mobilize the entire nation against
terrorism prescribed in this Act;

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3. Direct the speedy investigation and prosecution of all persons

accused or detained for the crime of terrorism or conspiracy to
commit terrorism and other offenses punishable under this Act, and
monitor the progress of their cases;
4. Establish and maintain comprehensive data-base information
system on terrorism, terrorist activities, and counter-terrorism
operations;
5. Freeze the funds property, bank deposits, placements, trust
accounts, assets and records belonging to a person suspected of or
charged with the crime of terrorism or conspiracy to commit
terrorism, pursuant to Republic Act No. 9160, otherwise known as
the Anti-Money Laundering Act of 2001, as amended;
6. Grant monetary rewards and other incentives to informers who give
vital information leading to the apprehension, arrest, detention,
prosecution, and conviction of person or persons who are liable for
the crime of terrorism or conspiracy to commit terrorism;
7. Establish and maintain coordination with and the cooperation and
assistance of other nations in the struggle against international
terrorism; and
8. Request the Supreme Court to designate specific divisions of the
Court of Appeals and Regional Trial Courts in Manila, Cebu City
and Cagayan de Oro City, as the case may be, to handle all cases
involving the crime of terrorism or conspiracy to commit terrorism
and all matters incident to said crimes. The Secretary of Justice
shall assign a team of prosecutors from: (a) Luzon to handle
terrorism cases filed in the Regional Trial Court in Manila; (b) from
the Visayas to handle cases filed in Cebu City; and (c) from
Mindanao to handle cases filed in Cagayan de Oro City.
In this law provides security to our people impose by the government. In this
manner we can participate in government efforts to impose security to our people by
cooperating to the authorities by giving the information that can lead to fight against
the terrorist and other crimes committed by other person or if we caught someone do
the criminal act we can impose a citizen arrest against to the offender or call the
police in order to arrest the offender.

In relation to NSTP, students can participate in implementing the law by

protecting the other students or his/her classmates to the criminals or call the police
in order to arrest the offender.

Learning Insights:

 The short title of this act ―Human Security act of 2007ǁ

 Any act of human being that can cause harm to another human being is
considered as terrorism act.
 The anti-terrorism council is composed of the cabinet members of the
President and the Chairperson of the council is the Executive Secretary.

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 The penalty of committing terrorism to the populace is depending on the role

of the accused.
 The main function of the council is to formulate and adopt plans, programs
and counter-measures against terrorists and acts of terrorism in the country to
ensure the safety and security of the public.

Activity 2:

Direction: Make a concept map about security and give some explanation about your
concept map.

Security

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________

Activity 3: Make an article about the implementation of Republic Act No.9372

―Human Security Act of 2007ǁ in Paragraph form and each paragraph contain 7
sentences. Cite at least 3 or more articles that support to your article. And cite the
sources in your article. Make it in another sheet of paper for this activity. (20 points).

POST-TEST:

Identify the following

______________ 1. Human Security Act of 2007.

______________ 2. The Chairperson of the Anti-Terrorism Council

______________ 3. The penalty of conspire to commit terrorism.
______________ 4. The penalty of being accomplice or cooperate to the execution
of terrorism act to the people.
______________ 5. Any person that having knowledge of the commission of the
crime of terrorism or conspiracy to commit terrorism, and not participating in the
crime of terrorism.
______________ 6. The Vice Chairperson of the Anti-Terrorism Council

______________ 7. Sowing and creating a condition of widespread and

extraordinary fear and panic among the populace.

______________ 8. Republic Act No. 9160

______________ 9. Anti-Hijacking Law

_____________10. Republic Act No. 6969
_____________ 11.
_____________ 12.
_____________ 13. Members of the Anti-Terrorism Council

_____________ 14.
_____________ 15.

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FINAL REQUIREMENT:

Critique the article below:

Philippines: New Terrorism Law Puts Rights at Risk

(New York) - A new counterterrorism law in the Philippines contains overbroad and
dangerous provisions which could allow authorities to hold detainees indefinitely and
engage in spurious prosecutions, Human Rights Watch said today.

The Human Security Act of 2007, passed by the Philippine Congress in February
and signed by President Gloria Arroyo in March, took effect on July 15. Numerous
civil society leaders, religious figures, and human rights advocates have criticized the
law, and the UN special rapporteur on human rights and counterterrorism has called
for the law to be repealed or for its implementation to be delayed.

―The vague language of the Human Security Act invites the government to misuse
it,ǁ said Joanne Mariner, terrorism and counterterrorism director at Human Rights
Watch. ―The Philippine Congress should repeal or revise the act to comply with
human rights standards.ǁ

Human Rights Watch said that the new law contains an overly broad definition of
terrorism, and overly harsh mandatory penalties applicable even to minor violations
of the law. The law provides for the indefinite detention of terrorism suspects without
adequate procedural protections, and permits persons apprehended in the
Philippines to be rendered to countries that routinely commit torture, as long as the
receiving government provides assurances of fair treatment.

Human Rights Watch said the Philippines was not adequately utilizing its existing
legal system to prosecute perpetrators of bombings and other human rights abuses.
Human Rights Watch expressed concern about several of the new law’s provisions:

Article 3 defines terrorism as the commission of certain crimes, including murder,

piracy, kidnapping, arson, and the destruction of property, that ―sow[] and creat[e] a
condition of widespread and extraordinary fear and panic among the populace, in
order to coerce the government to give in to an unlawful demand.ǁ The act sets the
mandatory sentence for the crime of terrorism at 40 years without parole.

Human Rights Watch is concerned that this definition is vague and overbroad, and
could allow the government to transform less serious offenses, such as vandalism, or
legitimate acts of protest, into crimes punishable by a mandatory 40-year sentence.
Under this definition, for example, a political protestor demanding that the president
resign, who sets fire to an effigy (committing arson or destruction of property), could
conceivably be charged with terrorism and, if convicted, sent to prison for 40 years.

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Article 4, defining conspiracy, is likewise overbroad, setting a punishment of 40 years

in cases where ―two or more persons come to an agreement concerning the
commission of the crime of terrorism . . . and decide to commit the same.ǁ Because
prosecutions under article 4 are possible even where no overt act has occurred, the
provision compounds the problems with overbroad language in article 3. This could
have a chilling effect on peaceful critics of the government seeking to hold political
protests.

Human Rights Watch is also concerned about article 17 of the act, which allows
regional trial courts to declare a group of persons to be a ―terrorist and outlawed
organization, association, or group,ǁ and seize its assets and search its financial
records, among other actions. Such a declaration can be made in cases where it is
shown a group has engaged in terrorism (as defined in the overbroad language in
article 3) but also in cases in which the government shows the group is ―organized
for the purpose of engaging in terrorism,ǁ another term which is subject to the vague
definition of terrorism in article 3. While the organization is supposed to be given due
notice and opportunity to be heard, it and its members face a serious loss of rights
without the benefit of a full judicial process.

Human Rights Watch also raised concerns about articles 18 and 19 of the new law,
which regulate the detention of terrorism suspects. Article 18 doubles the period that
the police can detain persons without judicial supervision, allowing up to three days
of custody before the detainees must be brought before a judge. In a country where
mistreatment in detention remains a major concern, this provision opens the door to
further abuse.

Article 19, which covers cases of ―actual or imminent terrorist attack,ǁ (a term that is
not defined and could potentially encompass less serious crimes, as discussed
above), allows detention beyond three days if the police obtain the written approval
of a court or a ―municipal, city, provincial or regional official.ǁ Because the provision
sets no express limit to the allowable period of detention in such cases, it could
conceivably be used to justify indefinite detention. Notably, the Philippines authorities
have a history of holding suspects for extended periods without arraignment or trial,
raising concern that the new law might essentially legitimize these abusive practices.

In addition, although the legislation purports to ban the practice of rendition – the
unlawful transfer of a person to another country – it actually sets out broad
exceptions to this ban. Those exceptions, which allow a detainee to be handed over
to another government without a formal extradition proceeding if the detainee’s
testimony is needed for a terrorism-related trial or police investigation, sanction the
handover of terrorism suspects based on official assurances of fair treatment in the
receiving state. As Human Rights Watch has documented in a series of reports, such
diplomatic promises are an ineffective safeguard against torture and other human
rights abuses.

A positive aspect of the new law is its ban on the use of torture, threats, and coercion
against detainees. The law expressly provides that any evidence obtained by such
means is inadmissible in any judicial or administrative proceeding.

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Human Rights Watch recognizes that the Philippines has experienced numerous
bombings and other attacks against civilians in recent years, and that the
government has a strong and legitimate interest in prosecuting persons suspected of
plotting mass violence. But Human Rights Watch cautioned that using overbroad and
potentially abusive legislation would not advance the counterterrorism agenda.

―What the Philippines really needs is not a new and dangerously broad
counterterrorism law, but better efforts to make its current justice system work,ǁ
Mariner said.

Format for writing the Critique Paper:

I. Introduction
II. Thesis Statement
III. Article Summary
IV. Analysis
V. Conclusion

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Unit Title 6 NATIONAL SECURITY

Role of the Youth in Peace Education
Title of the Lesson

1 hour
Duration

Introduction:

Peace education is the process of acquiring the values, the knowledge and
developing the attitudes, skills, and behaviors to live in harmony with oneself, with
others, and with the natural environment. Peace education aims to provide
awareness for students in understanding and transforming conflict that they might
face in their own lives, in their community and in the world as a whole. It is part of all
learning areas and is reinforced by people treating each other in positive ways in
classrooms, playgrounds and in their families and communities.

Objectives:
At the end of this chapter, you will be able to:

 Understand the importance of Peace Education

 Learn the benefits of Peace Education both for the students

and society as a whole.

Pretest:
Read the following questions. Choose the best answer by ticking the box beside
the letter of your choice.

1. All conflict involves or leads to violence.

2. Sometimes, in order to, settle a conflict non-violently, when we find no

common ground or compromise, we may have to ―agree to____________ .ǁ

3. The way you walk, what you wear, your gestures, your posture, your facial
expressions, and other forms of communication make up what we often call:

4. Identify three of the eight styles of handling anger discussed in Win/Win:

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5. Which statement best represents Win/Win‘s position on the apparent tendency of

many people having to use violence?

provides the only effective and realistic response.

evil.

6. Which statement best represents Win/Win‘s concerns about violence in media

and entertainment?

can also model destructive behavior.

fully responsible for their actions.

veryone knows it‘s all

fake, just show business, purely for entertainment.

Lesson Proper/Course Methodology:

Peace education is important for people of all ages, but this particularly
necessary to be taught to children to students who are still building and finding their
own identity in the society and the values that will help them to solve the conflicts
they might face along their way. When students taught peace education, we are
allowing them to have a balanced mindset, to possess positive attitude and behavior
for people around them. If students understand the very essence of peace education,
this will create a ―riffle effectǁ in their communities. Our young people need to build
a new perspective, skills and values orientations they can use in building a better
relationships and structures that will contribute to positive change.

A Holistic Understanding of Peace

How important it is for students to learn peace education? A deeper

understanding of its meaning is crucial nowadays. Exposing our youth in the true
meaning of peace will help them in shaping their feelings and actions as well as how
they will live. If we can equip students with the needed skills to become human
beings who build healthy relationships and solve problems in ways that value the
inherent dignity of others, our world will surely benefit now and in the future.

The meaning of peace can be captured by the idea of positive and negative
peace. Positive peace is the presence of just and non-exploitative relationships, as
well as human and ecological well-being while on the other hand, negative peace
refers to the absence of war or physical/direct violence.

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What is Peace Education?

Peace education is an attempt to respond to problems of conflict

and violence on scales ranging from the global and national to the
local and personal. It is about exploring ways of creating more just
and sustainable futures - R. D. Laing (I 978)

Peace education is more effective and meaningful when it is adopted

according to the social and cultural context and the needs of a country. It should be
enriched by its cultural and spiritual values together with the universal human values.
It should also be globally relevant. Peace education could be defined in many ways.
There is no universally accepted definition as such.

Peace education is skill building. It empowers children to find

creative and non-destructive ways to settle conflict and to live in
harmony with themselves, others, and their world . . . . . . Peace
building is the task of every human being and the challenge of the
human family -Fran Schmidt and Alice Friedman (1988)

Peace education used to describe a particular type of curriculum that focuses

on the development of skills that enhance a student‘s ability to use collaborative
problem-solving processes and constructive conflict resolution practices. The
primary goal of peace education is to promote a societal shift from a culture of war to
a culture of peace.
Educating for peace will give us in the long run the practical benefits that we
seek. It can transform people‘s mindsets with regard to the inevitably of war and can
in fact enable people to see that alternatives exist and that there are ways by which
violent conflict can be prevented.

What are the core set of principles of Peace Education?

1. Human Rights – each person has certain rights that, when met, provide the
opportunity for her/him to flourish and contribute to family, community, state, and the
global community.

2. Gender Equity – each person has a right to be treated equally in regard to

marriage and family, health care, employment, political opportunity, etc. regardless
of gender.
– this forms the basis of a peace education program. Non-of life
3. Non-violence that allows for recognition of differences and incorporates
violence is a way alternatives to violent conflict for resolving those differences.
practices that offer

4. Valuing Diversity – peace education assumes that diversity of culture (e.g.,

faith, gender, socio-economic, race, ethnicity, etc.) is a positive commodity that
makes the world a richer and more exciting place. It is not to be feared.

5. Social and Economic Justice – people have the right to equal treatment under
the law, access to equal opportunity for fulfilment of their life‘s goals, and fair
distribution of resources.

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6. Environmental Preservation – the earth is our major resource and is deserving

of respect and preservation. We need to critically assess our intentions when
pursuing development strategies, as they can be compatible with the environment or
destructive.

7. The “Global Village” – all people are living on the same earth. The earth is now
a very small place where we are all connected one to another. Thus a global
perspective is vital for survival and peaceful living in today‘s world.

The following are the common principles taught in peace education program:

a. Collaborative Problem Solving – the ability to work with others in constructive

ways to solve problems and reduce conflict.

b. Critical Thinking – the ability to take in and analyse for oneself the information
necessary to form one‘s own opinions on life, politics, world affairs, family, etc.

c. Conflict Prevention & Resolution – the ability to identify sources and types of
conflicts and to practice certain skills that allow for the prevention of or peaceful
resolution of conflicts.

d. Consensus Building – the ability to work in groups to build a shared base for
taking a particular decision or to resolve a particular conflict.

e. Bias Reduction – the ability to recognize one‘s own biases, prejudices, and
stereotypes and to understand and appreciate the differences in oneself and others.

How can young people play a greater role in peacebuilding?

1. Support youth visions of peace

Even when they have not known life without conflict, young people have clear visions
of what peace should be, and have a strong desire for a future without violence.
Peace processes need to ensure meaningful inclusion of these views in their design
and implementation.

2. Create space for youth to engage in political processes

Many youth feel excluded from political processes, and from making meaningful
contributions. It is crucial that governments make sustained commitments to rebuild
the young people‘s trust and confidence in governments. There are also additional
challenges facing women and girls in gaining access to public spaces which need to
be addressed.

3. Facilitate and support dignified livelihoods

Greater economic opportunities for youth are necessary to motivate young people to
pursue peaceful and productive paths in their lives. Youth are keen to increase their
opportunities to learn skills and develop entrepreneurial capacities but these need to
be made available to them.

4. Support education and capacity-building for peace

Access to education is fundamental for facilitating young people‘s positive
engagement in peace. Youth suggested specific and practical ways this could be

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realised, including reforms to civic education, and the introduction of peace

education.

5. Facilitate inter-community dialogue and exchanges

Distrust, stereotypes, and prejudices can be tackled by initiatives, such as
exchanges, which encourage continuous dialogue and engagement between youth
from different communities. It is particularly important that young people who have
been directly victimised by conflict are involved.

It can‘t be denied that youth constitutes the backbone and the future of any
nation as what Jose Rizal said that the youth is the hope of our nation. The progress
and future development of any nation depends to a large extent on the youth. This is
why most nations have concrete development programmes for their youth. Youth
development is the on-going growth process in which all youth are engaged in
attempting to meet their basic personal and social needs to be safe, feel cared for,
valued, useful and spiritually grounded to build skills and
competencies that allow them to function and contribute in their daily lives.

There are certain unique characteristics of the Youth which include:

I. They are the future of any nation and serve as the bridge that link the present to
future generations.
II. They constitute the most active and productive part of any nation.
III. They constitute the largest part of the population of most nations especially the
developing nations.
IV. They are relatively inexperienced and impatient but their spontaneity, adventure
and daring disposition can be put to productive use.
V. They are very dynamic and can serve as agents of social change especially is
societies experiencing moral degeneration.

Youths are the foundation of a society. Their energies, inventiveness,

character and orientation define the pace of development and security of a nation.
Through their creative talents and labour power, a nation makes giant strides in
economic development and socio-political attainments. In their dreams and hopes, a
nation founds her motivation; on their energies, she builds her vitality and purpose.
And because of their dreams and aspirations, the future of a nation is assured (FGN,
2001: 1).

ACTIVITY
What is conflict?

(5 - 7 min.) Ask the class to define ―conflictǁ. Ask for examples of conflicts they have
been in or seen with brothers and sisters, classmates, or neighbours. Ask them to
identify conflicts they may know from other villages, their country and the world.
(5 min.) Instruct the students to put their pictures up on a wall or bulletin board with
tape and then let everyone look at all the pictures. Ask a few students to volunteer
to explain their pictures, and let other children ask questions if they have any.

ABSTRACTION

A holistic understanding of peace is needed for the youth to be educated on the

different facets of peace for them to be able to live and apply what they have learned
in order to be to have peaceful relationships with themselves, with others, with other
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nations and with the world as a whole to prevent increasing the number of victims
affected by violence of various kinds.

Extension Activity
a) (2 minutes) Say, ―Close your eyes and think about a recent conflict with another
person when you felt very angry, very strong bad feelings. Someone criticized your
unfairly, called you a bad name, ordered you to do something you didn‘t want to, or
you were threatened.ǁ Give them a moment to think about this.
b) (1 minute) Say, ―Now I want you to think about what you felt in your body when
this happened.ǁ Prompt them to think about their muscles, their stomach, did
anything hurt, etc. Let a few students respond.

REFLECTION/LEARNING INSIGHTS:
Direction: What have you learned from this lesson? Who do you think will benefit
more from this kind of learnings?

POST-TEST:
1. Conflicts may arise when misunderstand or disregard cultural differences
such as (check all that apply):

tandards of touch between different sexes or the same sex.

2. Sexual harassment applies to:

harassing males.

3. Though domestic violence may often create a self-perpetuating cycle, any

one individual can break that cycle.

4. The basic dynamics of student peer mediation have made a major difference in
civil mediations for communities, states, and international conflicts.

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Read each statement carefully. Circle “T” for True or “F” for False.

T F 1. In most conflicts, one side is right and one side is wrong.

T F2. Listening to understand the other person‘s side is an important step in
solving most conflicts.
T F 3.A conflict can have only one winner.
T F 4.Frustration always leads to violence.
Learning to handle conflict responsibly requires practice and
T F 5. skill.

FINAL REQUIREMENT:
Based on your understanding, write an essay on the Role of the Youth in Peace
Education.

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BULACAN STATE UNIVERSITY (NSTP 10: National Service Training Program)

SUGGESTED READINGS AND WEBSITES

Philippine Flag and Heraldic Code of the Philippines

https://www.officialgazette.gov.ph/1998/02/12/republic-
act-no 8491/#:~:text=REPUBLIC%20ACT%20NO.-
,8491,SECTION%201.
Republic Act 10121 Philippine Disaster Risk Reduction and Management
Act of 2010. Retrieved from
https://www.lawphil.net/statutes/repacts/ra2010/ra_10121_2010.html

Official Gazette. (2001).Republic Act No. 9003

https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003-s-
2001/
Human Security Act of 2007 Republic Act No. 9372 from Official Gazette
Website:
https://www.officialgazette.gov.ph/2007/03/06/republic-act-no-9372/