SELF-PACED LEARNING

MODULE
COLLEGE

MODULE 11
Subject:

NATIONAL SERVICE TRAINING PROGRAM- Civic

Welfare Training Service 1 - (NSTP-CWTS 1)

AISAT COLLEGE – DASMARIÑAS, INC.

This material has been developed in support to the Senior High School Program
implementation. Materials included in this module are owned by the respective copyright
holders. AISAT College – Dasmariñas, the publisher and author do not represent nor claim
ownership over them.
This material will be reproduced for educational purposes and can be modified for the
purpose of translation into another language provided that the source must be clearly
acknowledged. Derivatives of the work including creating an edited version, enhancement or a
supplementary work are permitted provided all original works are acknowledged and the
copyright is attributed. No work may be derived from this material for commercial purposes and
profit.
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |2

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |3

INFORMATION SHEET MT-6.1.2

“Peace Education”

Objectives:

1. Understand how honoring common identity of one human family under "God" encourages the
choice to focus on commonalities in a positive and respectful way.
2. Stimulate awareness and deepen understanding of relationship between human rights and
human/citizen responsibilities.
3. Identify which human rights are particularly important for the community and society. 4. Instill
in students a sense of responsibility for protecting the human rights of all.

I. Our Common Identity

(Conflict Resolution and Peace-building)

A. My Identity as an Individual and as Part of Group

Every individual is unique in his/her own ways. It is uniqueness that is being shared and expressed with
others through introduction of iv o you are and seek to know the identities of others. Knowing who you
are and your identity is show importance in connecting with others in a meaningful way.
Common identity Factors that affect our identity Solutions to achieve

 Gender * Friends/Peers • Show interest in getting along

with each other.

 Religion • Principle Variation Setting benchmarks

 Nationality Level of satisfaction/ interest • Good communication and

understand one another

• Values: Respect to other and • Culture • Respect and understand values

love of God

Generally people may feel insecure about their identity when surrounded by others unfamiliar to them.
In such circumstances, we tend to be guarded and reserved. It shows how much we can be dependent
on others for our own sense of security and well-being. We tend to avoid situations that expose us to
ridicule or embarrassment. If we feel this way about ourselves, it reveals that we have yet to achieve

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |4

full ownership of our own identity. That is why conflict can easily result when we are confronted by
others who aggressively challenge our identity by name-calling, or by projecting negative and angry
emotions toward us. If one lacks confidence in his/her own identity, he/she may get the wrong
impression that the others can negate his/her inner sense of self and impose his/her negative concept of
who he/she is. Why do we believe in others? Why do we grant them such illegitimate power? The
answer isn't to beat them down, rather to build oneself by building character.

B. The Role of Family in Shaping my Identity

To find its firm foundation of our identity, we must consider a simple yet profound truth: we did not
care about ourselves. We did not choose to be born nor did we choose our parents. Thus, the search for
the true self begins with our parents, our conception and our birth. Thus the family identity is an
important foundation of unchanging quality. Friends and associates, and social norms all change over
time, but family is forever.
A person is supported within the family. It is through love that one's identity is nurtured toward
goodness. Through being loved, one's true identity emerges and awareness to others comes next. That
is why people raised loving families tending to recognize the value of others to live unselfishly. The
expected of love links them to their family members. Thus, the shared love within the family molds
them into cohesive unit, and they naturally care for and protect each other. It is an important pattern
for successful living.

C. Common Origin

What if the family life at home is not ideal? Can one never hope to have a strong sense of true identity?
Of course you can. The family, though important, did not create itself. Therefore the family is not the
first origin and source of unchanging identity. That first source of identity must come from the origin of
all things: the creator, God. God is spirit, the only origin of all, and the author of the fundamental laws
or, First Principles, of the universe. Therefore just as the Creator is spiritual, then the deepest and most
essential part of our humanity is spiritual. We all share a common origin and we all have the nature to
seek universal values

In fact, this means that we all share the deepest nature as humans. That is why every sound of laughter
or sorrowful tearful cry is understood by all. In our hearts we speak the language. We are one family.
This is the value of discovering that not only do we have simple things in common, but we all share very
important elements of human life as well. We all share in the fact that we are spiritual beings whose
origin is in the same God. When we recognize this fact, we automatically understand that everyone, no
matter what his/her racial, social, cultural or religious background, is deserving of justice and
compassion.

That is the ideal of One Family under God. It is not just happy slogan, but rather, the way things should
be. Therefore, even more than being of a race, religion, nationality or family identity and certainly
before the changing definitions of the modern media —driven culture, we are one family under God.
Our core true human identity is that of a member deserving of love, honor and respect. Therefore,
SUBJECT TEACHER: APPROVED FOR
IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |5

having respect for other cultures, finding a heart to reconcile for past conflicts and building the solidarity
of One Family under God is the duty of good citizenship.

1. Each student is asked to write three bullet points answering the questions, "Who am 1?"
They can for example use religion, race, nationality, family, gender, identity as student,
hobby/ club, etc as basis of their answer.
2. Divide students into small groups ideally no more than 3-4 groups, depending on the
number of students, with perhaps 5-6 students in each. This activity works best with a group
leader for each group. :l. teach student shares his or her 3 bullet points in answer to the
questions, `Who am I?" with others. Students then discuss any common identities they have
found. 4. Each student is asked to share how they go about making new friends, and how
the idea of a "common base" "common interest", and "common identity" is displayed
groups, depending on the number of students, W ith perhaps 5-6 students in each. This
activity works best with a group leader for each group.
3. Each student shares his or her 3 bullet points in answer to the questions, "Who am I?" with
others. Students then discuss any common identities they have found.
4. Each student is asked to share how they go about making new friends, and how the idea of a
"common base", "common interest", and "common identity" is displayed.
5. Students are asked to identify instances in their personal experiences where "us vs. them"
dynamic exist, and how these have led or may lead to conflict.
6. After 3 such instances are identified and transformed to avoid conflict, move closer to an
identity of "one human family under God".
7. Return to the large group. Each group leader of the discussion group shares the identities,
values, and thoughts that the small group has come up.

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |6

Human Rights are endowed to the People

A. Where do our human rights come from? Who gave them to us?

Water is vital for life. The source of fresh water comes from roan place. Values and rights, likewise come
from a source too that comes from a high place.

The Preamble to our constitution gives U.S a very deep insight about the source of our human value and
rights they come from the highest source from Almighty God. Because of this, our human value and
right cannot be taken from us. They are granted us as a result of our humanity- truth, justice, freedom,
love, equality and peace. Is there anyone in the world who doesn't seek after these? These aspirations
are common for all people because they are expressions of universal truth, or first principles. These
"first principles" originate with Almighty God and when any society can embrace these principles and
seek to apply them, then that society will achieve happiness and prosperity under the "blessings" of
God.

These two universal principles:

1. We are created by God and each of us has unchanging value.

2. We have rights given to us by God that should not be taken away from us by anyone. It means that
every individual is entitled to dignity, respect and liberty as a human birthright; our rights come
from God, not government. And, secondly, when civic institutions, their leaders and the people
recognize this fundamental truth, then together everybody can build a happy and ethical society.

B. What are the Responsibilities that come from Human Rights?

Our individual human rights are described in our Constitution. This is the reason why reading and
understanding the Constitution is so vitally important. Having human rights doesn't mean, "I can do as I
please." With rights comes a responsibility of having human rights, we cannot expect to live in moral and
ethical society. Without this we cannot be truly free.

C. Common Responsibility of Citizenship

• Obey the law

• Pay taxes
• Perform civic duty such as community service Serve in the military
• Participate in elections

D. Live for the Greater Good

There is also more essential responsibility that we must fedi in order to maintain our rights. We must be
virtuous people. Freedom is a gift from God to a virtuous person. The core value and most essential
virtue that pertains to citizenship is the ability to put aside one's self interest for the sake of greater well.

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |7

1. The most essential value(is the "golden rule" that makes all values possible)
2. Points toward all positive behavior
3. Shapes a strong character and loving personality
4. Display selfless integrity and trustworthiness

By embracing this core value, all socials levels can flourish. The individuals live for greater good of the
family, the family for the greater good of the community, the community for the greater good of nation.
Each step along the way, our interest or the interest of our ethnic or cultural group must find the path to
reconciliation and peace for the "greater good" of the nation and the world.

E. Building Unity and Peace through Shared Values

We trust and help each other when we share the same value interest. From transcendent principles
come shared values and ‘rom common values, we develop commonly held standards about behavior.
For example, from the principle that every human being with dignity and respect. It also establishes
ethical standards. if a person knows that people deserve dignity and respect then it follows that it is
wrong to take advantage of any person. Such ethics comes from values that are rooted in universal
principles.

Every group has values and principles that bind the group together. When all members of pluralistic
society adopt the core value of living for the greater good, it opens the way to the understanding and
recognition of the values we hold in common. The perception and the practice of shared values are the
"glue" that hold a diverse nation of different religious and ethnic groups together - "One nation under
God"

Culture of Peace through Service

A. Service

Service to others ultimately means working toward a peaceful world in which all can experience
prosperity and happiness. Engaging with the entire human family and working for the good of all people
is the application of the vision of One Family under God. Service in this broader context means being
creative and working together to solve problems. Serving together in a common cause can help to break
barriers that exist between people in conflict. Thus it can be powerful instrument for peace,
understanding, and personal transformation. Service to otters also means helping each person toward
improving his or her situation depending on their needs.

B. Living Involves Relationship

In order to embrace such a lifestyle, one must understand that enduring happiness and fulfillment is
achieved by foregoing one’s own self-interest for the sake of the greater good. It means that we can
experience greater fulfillment by living unselfishly and developing a heart of compassion rather than
SUBJECT TEACHER: APPROVED FOR
IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |8

focusing on ourselves. This is the essential value learned and practiced in family especially where
religious values are taught and practiced. Typically, such families show an ability to maintain a happy
state of mind and fulfillment. Such a family is the living embodiment of the simple yet profound
truth that "it is in giving that we receive."

1. Life involves relationship — everything relies on something else for existence and the provisions
needed for existence.
2. Human needs relationships as well. In fact, the worst situation for people is to be isolated and to be
alone. To understand our relationships, we need to understand some basic aspects of our essence as
human beings.
3. Family environment is determined by the quality of the relationship within the family.
4. Community environment is determined by neighbors trusting and relating from each other.
5. The national mood is determined by the status of relationship between the leaders of the nation and
the people.
6. Most people would agree that the most cherished experience in life is to love and to be loved in
return. For a person to fulfill that essential longing a relationship is required- to experience love
requires a person to receive and then return love.

C. Serving others is "living for the greater wood"

Ultimately the value of living in service to others is, streVyt te vale of love. it is the value that must
be implemented for the re a experience of love to occur; for true love to be excrarged e.4.-vveen
two. When that value is put into practice, God's love mil ab,Pear and be magnified. Whoever decides
to live by that 'fait...ell becomes the owner of true love.

D. Service is Peace-building

The most powerful result for peace can be achieved when we each out and engage in loving service
to others; especially to those that we may have experienced conflict with the past. The act of kind
service is the most powerful tool of reconciliation and peace. And we can become a source of hope,
comfort, and peace to others.

REFERENCES:

 National Service Training Program – Book 1. Jimezyville Publications

 https://www.managementstudyguide.com/leadership-ethics.htm

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 Page |9

SELF-CHECK PR-6.1.8

A. Identification: Identify the following qualities of a good leader. Write your answer in the space
provided.

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 P a g e | 10

SELF-CHECK ANSWER KEY MT-6.1.9

1.

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 P a g e | 11

STUDENT NAME: __________________________________ SECTION: __________________

WRITTEN WORK MT-6.1.10

WRITTEN WORK TITLE: Filipino Value

WRITTEN TASK OBJECTIVE: After completing this written work you should be able to know and
understand the Basic of Leadership.
Question:

1. On this question, state your answer and explain it fully. . 30% for each question. (10 pts. for effort;
10 pts. for correctness of content; 10 pts. for depth)

A) 1. What do you think are the greatest needs for service in your community?
B) 2. What could you personally do to contribute in addressing those needs?

ASSESSMENT METHOD: WRITTEN WORK CRITERIA CHECKLIST

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director
 Unit National Service Training Program
Module Peace Education
NSTP-CWTS 1 Civic Welfare Training Program Units: 3.0 P a g e | 12

STUDENT NAME: __________________________________ SECTION: __________________

WRITTEN OUTPUT CRITERIA CHECK LIST MT-6.1.11

CRITERIA SCORING
Did I . . .
1 2 3 4 5
1. Focus - The single controlling point made with an awareness of task
about a specific topic.
2. Content - The presentation of ideas developed through facts, examples,
anecdotes, details, opinions, statistics, reasons and/or opinions
3. Organization – The order developed and sustained within and across
paragraphs using transitional devices and including introduction and
conclusion.
4. Style – The choice, use and arrangement of words and sentence
structures that create tone and voice.
5. Conventions – Grammar, mechanics, spelling, usage and sentence
formation.
TEACHER’S REMARKS:  QUIZ  RECITATION  PROJECT

GRADE:

5 - Excellently Performed
4 - Very Satisfactorily Performed
3 - Satisfactorily Performed
2 - Fairly Performed
1 - Poorly Performed

ELIAS G. VIRTUDAZO
TEACHER

Date: ______________________

SUBJECT TEACHER: APPROVED FOR

IMPLEMENTATION:
1st – 3rd
MIDTERM MODULE MR. KEEN ELIAS G. VIRTUDAZO
Meeting
11 Subject Teacher MR. WILBERT A. MAÑUSCA
School Director