Module Final

1|Contemporary Issues
At the end of this lesson, the students are expected

to display the following manifestations of lesson
understanding;
1. The improvement of the students’ awareness of

natural disasters and risk reduction;
2. Dissemination of DRR information by means of

students among their families and communities;
3. Development of a sustainable behavioral culture

and vitally important skills among students.
Click the link below or look it up on the web to view

the video about the Disaster Preparedness and Risk
Reduction in Philippine Setting before heading
straight to the main lesson.
Video Link: https://youtu.be/fUjT72MnWkw

Video Title: Disaster Preparedness and Risk
Reduction in Philippine Setting
To guide the students in viewing

the video, this is the interface of
it when they try to locate it
online. It was published on May
14, 2017.
Overview: In this lesson, students will familiarize the main concepts of
disaster risk reduction and help the students realize that incorrect actions
might increase our vulnerability towards the disaster.
Understanding Disasters
 Risk management is needed for
Disasters are emergencies that disaster prevention to ensure
cannot be handled by those affected sustainable development so that
without outside assistance. They are caused people can lead a good, healthy, and
by natural or manmade events wherein happy life without creating damage
communities experience severe danger and to the environment.
incur loss of lives and properties causing
disruption to their social structure and to Risk management includes identifying health
all or some of the affected communities’ and safety hazards, determining probability
essential functions. Disasters are inevitable. of their occurrences, estimating their
They are caused by unsustainable potential impacts to the schools and the
development that has not taken account of communities at risk, enumerating and
possible hazard impacts in that location. implementing the following risk reduction
They can be less damaging if the population measures: hazard mapping; vulnerability
has better understanding of locally- analysis; potential losses estimation; and
experienced hazards and implements strategic disaster prevention / mitigation
preventive or mitigating measures against development.
them.
Essential Components in Determining
Overview of Disaster Risk Risk
Management The following are essential components in
the determination of risk, each of which
In disaster risk management a whole should be separately quantified:
range of elements need attention depending
on the nature of the hazards in that  Hazard occurrence probability is the
location. These include: likelihood of experiencing a natural
• Risk Reduction. Vulnerability and hazards or technological hazard at a given
are not dangerous if taken separately. They location or region. Quantifying
become risk and disaster factors when they hazard probability involves assessing
unite. Risks can be reduced or managed, not only the probability of
and measures can be employed to ensure occurrence but the probability of
that hazards will not result in disasters if magnitude.
people reduce the weaknesses and
vulnerabilities to existing hazards in the
location.
Prevention and mitigation in schools
begins with:
Elements at risk. Identifying and making an
inventory of people or school buildings or • Knowing which hazards and risks the
other elements which would be affected by school is exposed to (hazard mapping);
the hazard if it occurs, and when required, • Meeting with all stakeholders in education
estimating their economic value. and making plans to reduce those hazards
and risks; and
• Vulnerability of the elements at risk. How • Implementing plans to reduce
affected the school buildings or school vulnerabilities.
children or other elements would be if they
were to experience some levels of hazard Hazard is an event or occurrence that has
impact. Vulnerability is the relationship the potential to cause harm to life and
between the severity of hazard impact and damage property and the environment.
the degree of damaged caused. Each element
is affected differently by hazards of different Risk is the probability of harmful
severity. consequences, or expected loss of lives,
people injured, livelihoods, disruption of
Disaster Prevention and Mitigation economic activities and damages to the
environment as a result of interactions
Prevention and mitigation are actions between natural or human induced hazards
taken to make sure that the impact of and vulnerable / capable conditions.
a hazard is lessened.
Vulnerability comprises conditions
We cannot stop natural hazards from determined by physical, social, economic, and
happening but we can reduce the damages if environmental factors or processes, which
we institute prevention and mitigation increase the susceptibility of a community,
measures. Taking measures in order to avoid school, or certain area in a locality to the
an event turning into a disaster is impact of hazards.
prevention, which includes planting trees in
order to prevent erosion, landslides and Capacities are those positive resources and
drought. abilities which are helpful to individuals,
On the other hand, measures that families and community in mitigating,
reduce vulnerability to certain hazards is preparing for, responding to and recovering
mitigation which includes for instance from the hazard impact.
improved building practices and standard
designs to ensure that school buildings are
constructed in risk free school sites, houses
and hospitals can withstand earthquake or a
typhoon.
Guiding Principles
Overview of Policies and
The Department has adopted the following
Legal Basis guiding principles in disaster risk reduction
management in 2005 to implement the
The adoption of this Manual by the Hyogo Framework for Action.
Department of Education (DepED) and the
role of the DepED in the Philippine Disaster Making Disaster Risk Reduction a
Management System are mandated by the Priority ensures that disaster risk reduction
following legal documents: is a national and local priority with a strong
institutional basis for implementation. This
Executive Order No. 159, series of 1968, principle emphasizes that collaboration is
mandates that all heads of departments, key.
bureaus, offices, agencies, instrumentalities In implementing the Hyogo Framework for
and political Sub-divisions of the government, Action, countries must develop or modify
including all corporations owned and policies, laws, and organizational
controlled by the government, the armed arrangements, as well as plans, programs,
forces, government hospitals and public projects to integrate risk reduction and
educational institutions to establish their allocate sufficient resources to support and
respective disaster control organizations. maintain them. Hence, disaster/risk reduction
measures
Presidential Decree No. 1566 of June are being integrated in the DepED Short and
1978, “Strengthening the Philippine Disaster Medium Term Development Plans for
Control, Capability and Establishing the budgetary consideration from 2008 onwards.
National Program on Community Disaster
Preparedness” stresses on the hardships Knowing the Risks and Taking
endured by our people due to a hostile Actions
environment and has continually sought
survival against hazards, both natural and Identifies, assesses and monitors
human-made. disaster risks and enhances early warning.
This principle believes that early warning
Rule 1040 of the Occupational Safety saves lives. Early warning is to relay to
and Health Standards (as amended) which individuals, groups or populations messages
states that EACH AGENCY provide for the which provide them with information about:
organization of disaster control groups/health the existence of danger; and what can be
safety committees in every place of done to prevent, avoid or minimize the
employment and the conduct of periodic drills danger. Warnings issued by the Philippine
and exercises in work places. Atmospheric, Geophysical, Astronomical
Services Administration (PAGASA),
Philippine Institute on Volcanology and
Seismology (PHIVOLCS), Operations Center,
National Disaster Coordinating Council
(NDCC).
Overview: In this portion, what you have learned will be put into a test.
Follow the enumerated activities in here and execute the activity as the
detailed instructions suggest.
Task ONE- DRAW THE VOICE
INSTRUCTION: The teacher breaks the class into small groups and asks them to draw a
picture describing the disaster. Then they discuss – how did the disaster happen? What
actions did the community take? What would you do? Then the pictures are posted in the
class and discussed.
Rubrics for the Activity:

Content - 10 pts.
Organization/Delivery- 10 pts.
TOTAL - 20 pts.
Task TWO-IDEA WHEEL
INSTRUCTION: The teacher breaks the class into small groups and asks them
to make an ‘’ idea wheel’’ about the possible solutions for reducing the risks
and preventing disasters in their community and they will select three
representatives to discuss it in class.
Rubrics
Mastery- 15%
Organization- 15 %
Delivery - 10 %
Participation - 10 %
Total - 50 %
Task THREE- Sine mo to!
INSTRUCTION: The teacher breaks the class into small groups and
students will present a natural disaster scenario at their selection, where
they will show: Prevention and mitigation are actions taken to make sure
that the impact of a hazard is lessened. The teacher asks the students to
be creative when doing the exercise (using artistic tools, markers, pens,
etc.)
Your performance will be graded on the following

rubric:
 Creativity- 25%
 Flow of Presentation- 25%
 Delivery- 25%
 Cooperation- 25%
Task FOUR- LET’S FACE-A-BOOK
INSTRUCTION: The teacher breaks the class into small groups and asks
them to post on their Facebook account what is the relevance of studying
the disaster risk mitigation and the changes made to people. Comments
must screenshot and present it in the class and each group will have their
conclusion about the post.
Overview: In this part, students are going to reflect thorough writing a paragraph or
two about what they have learned. Relate their learning experience in this part of the
lesson to real life setting. This part of the module poses on the importance of valuing
and retention of learning information.
INSTRUCTION: Write a reflective essay should be taken to mitigate disaster and its
effects and thus, achieving significant results.
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10 | C o n t e m p o r a r y I s s u e s
INSTRUCTION: Read and comprehend the questions below. Answer them by choosing
the letter which corresponds to the best answer of your choice.
1. All of the following are TRUE about disasters EXCEPT
a. A disaster may be domestic or international

b. A disaster may be caused by nature or have human origins
c. A disaster always receives widespread media coverage.
d. A disaster may have a known and gradual onset
2. Disasters frequently result in all of the following EXCEPT
a. Damage to the ecological environment

b. Displacement of populations
c. Destruction of a population’s homeland
d. Sustained public attention during the recovery phase
3. The play all of the following roles in covering a disaster EXCEPT:
a. Shapes public sympathy by the amount and type of coverage

b. Problem-solves obstacles encountered in the delivery of relief
c. Identifies heroes
d. Attempts to assign blame related to the cause of the disaster or for failures in response
4. Conditions for the delivery of concrete goods and services at a disaster site include all of the following
EXCEPT:
a. Extreme climates; hot cold, wet, etc.

b. Crowded and cramped conditions for living and working
c. Lack of privacy, threat to safety
d. A clear demarcation of being on or off duty.
5. Why is disaster risk reduction important?
a. Attempts to assign blame related to the cause of the disaster or for failures in response
b. People experience widespread losses and the affected community or society is unable to cope using its own
resources.
c. promoting community resilience is the interconnectedness of human and natural systems
d. by maintaining or transforming living standards in the face of shocks or stresses—such as earthquakes,
drought or violent conflict
Overview: In this lesson, students will explain the causes of natural hazards and
demonstrate safety measures to lessen the destruction that these calamities can
cause.
The Philippine Islands are prone to all kinds of natural

hazards because of their geographical location and physical
environment. The country is strategically located in the path of
turbulent and destructive cyclones in the Pacific, and the “Ring of
Fire”. This situation has adverse effects, not only on the lives and
properties of the Filipino people, but also on the economy of the
nation, as hazard impacts may result in widespread environmental
and property damages. Natural hazards may cause danger to
people, structures or economic assets, and may lead to a disaster
if they are not mitigated against and prepared for.
Phenomena that are atmospheric, hydro meteorological or

oceanographic and geographical in nature may cause the loss of
life or injury, property damage, social and economic disruption
and/or environmental degradation. Hydro meteorological and
geographical hazards can single, sequential or a combination in
origin and effects. The common hazards associated with these are
heavy rains, strong winds, storm surge, floods and landslides/ mud
slide /mud flow.
Geological hazards are normal and their processes occur
as irregular events with direct interaction with the environment.
They are capable of causing significant negative impact on human
well-being. Their non-rhythmic occurrence makes their
predictability difficult. Almost all types of geological hazards
occur in the Philippines except hazards associated with glaciers
and seasonal snowfall. Hazards arising from volcanic eruptions,
earthquakes and other related geotectonic phenomena such as
landslide, tsunami and faulting are the most mitigated ones due to
the frequency of their occurrence.
Earthquake Advise pupils/students not to use the elevator
during and after an earthquake. Structure or power
failure may lead you to get stranded in the elevator.
An earthquake is a
•Identify strong parts of the building like door
shaking of the ground
jambs, near elevator shafts, sturdy tables where
caused by sudden
the pupils/students can take refuge during an
slippage of rock masses
earthquake.
below or at the surface
• Prepare and maintain an earthquake survival kit
of the earth. It is a wavelike
consisting of a battery-powered radio, flashlight,
movement of the earth’s surface. An
first aid kit, potable water, candies, ready to eat
earthquake may be classified as either tectonic or
food, whistle, and dust mask.
volcanic. In certain cases, earthquakes can result from
• Conduct a contingency planning on earthquake.
man-made activities such as detonation of explosives,
• Conduct an orientation and earthquake drill.
deep mining activities, etc.
• Evaluate the school. Have the following data
However, these earthquakes are mild and may
available yearly:
be felt only as tremors. A very severe earthquake is
• Total number of students occupying each floor;
usually associated with shocks called foreshocks and
• Total number of students occupying each
aftershocks. Foreshocks are a series of tremors that
building; and
occur before the main earthquake. Aftershocks are
• Identify students or teachers with special needs
weaker earthquakes that follow the main shocks and
(sick, old, disabled) and their location.
can cause further damage to weakened buildings. Be
• Study the most recent school grounds layout or
aware that some earthquakes are actually foreshocks,
planning to identify open spaces and determine the
and a stronger earthquake might occur.
total area of available space that can be utilized as
“areas of temporary refuge” that will be designated
Preparedness and Mitigation (What to do for the occupants of each school building.
before):
Response (What to do during):
 .Recommend to appropriate authorities the
evaluation of structural soundness of school
buildings and important infrastructures. • Direct pupils/students to stay inside a structurally
 Request appropriate authorities to determine sound building.
whether the school site is along an active fault • Advise pupils/students to protect their body from
and/or in liquefaction or landslide prone areas which falling debris by bracing themselves in a doorway
may cause school buildings to fall. or by getting under a sturdy desk or table.
• When inside a vehicle, pull to the side of the road
 Make sure that school building design complies with
and stop. Do not attempt to cross bridges or
the National Building Code Standard.
overpasses which may have been damaged.
 On existing school buildings with one door, request
• Direct pupils/students to move to an open area
proper authorities to provide two exit doors for every
when they are outside a building or any structure.
classroom, both with swing-out direction.
• Stay away from power lines, posts, walls, and
 Teach the school children how to use fire other structures that may fall or collapse. Stay
extinguishers, first aid kits, alarms and emergency away from buildings with large glass panes.
exits. These should also be accessible, conveniently
located, and prominently marked in familiar places.
Rehabilitation (What to do after):
• Advise pupils/students to take the fastest and safest way out if caught in an old or weak
classroom building. They should be advised to:
• Get out calmly and in an orderly manner. Not to rush or push one another.
• Not to use elevators, but instead use the stairs;
• Check themselves for cuts and for injuries and approach the nearest teacher for assistance.
• Check the surroundings of the schools
• Call the authority to clean up chemical spills, toxic and flammable materials since this is
hazardous to untrained people.
• Check for fi re and if any, have it controlled
Typhoon Rehabilitation (What to do after):
• Attend to victims immediately. For minor cuts and
A typhoon is a large, wounds apply first aid. Seek necessary medical
powerful and violent assistance at disaster station hospital.
tropical cyclone. It is a low • Check the classroom for damages and losses.
pressure area rotating Report these immediately to the authorize officials.
counterclockwise and • Coordinate with the Barangay officials, LGU’s for
containing rising warm assistance.
air that forms over warm water in the Western • Prepare the necessary documents to effect
Pacific Ocean. Less powerful tropical cyclones are replacement of damaged buildings and other
called Tropical Depressions and Tropical Storms. A school properties and/or repair of the same
typhoon is called a hurricane in the Atlantic Ocean, a .
cyclone in the Indian Ocean and wily-wily in Volcanic Eruption
Australia. Typhoons can inflict terrible damage due
to thunderstorms, violent winds, torrential rain,
floods, landslides, large and very big waves A Volcanic Eruption
associated with storm surges. Hurricane-force winds is a process wherein
can reach out as little as 40 km from the center of a volcanic materials
small hurricane and as far as 240 km in a large such as molten or hot
hurricane. Tropical storm-force winds can extend as fragmented rocks or
far as 480 km from the center of a large hurricane. gaseous materials are
These are very dangerous storms. ejected from a volcano. Hazards from volcanoes
may be of different nature. These hazards include
Preparedness and Mitigation (What flowing of fast-moving molten rocks and other
ejecta. The ejected fragments range in size from
to do before): fine dust (volcanic ash) to large boulders (volcanic
bombs or blocks). Besides liquid and solid
• Establish and maintain coordination with materials, volcanoes give off poisonous gases,
Barangay Disaster Coordinating Councils sometimes in superheated gas jets. Other hazards
(BDCC). associated with volcanic eruption are earthquakes,
•Ensure that the school building can withstand heavy fissuring caused by the force of upward-moving
rain and strong winds. Single level schools built at magma, tsunami and water displacement,
ground level may be anchored by guy wires to subsidence due to retreat or withdrawal of magma,
strengthen the stability of the structure. landslides due to too much bulging on one side of
 Coordinate with the proper school officials on the volcano or those triggered by earthquakes or
possible immediate evacuation measures especially rainfall.
if the school is located in a low-lying area.
• Ensure that pupils/students will remain calm by Preparedness and Mitigation (What to do
keeping them informed of the latest developments. before):
• Close windows and doors to reduce entry of ash if
heavy as fall is expected to hit the community.
•Develop evacuation plans and conduct evacuation drills.
• Avoid low places or areas vulnerable to avalanches, rock falls, lava flows and mudflows.
• Prepare for evacuation if warning for imminent volcanic eruptions or mudflows is raised.
• Know the ways of protecting the school from ash fall, landslides and debris flows by consulting your local
disaster coordinating council.
Response (What to do during):

• Stay alert and awake.
• Follow the instructions that go with the warning. If there is a directive to evacuate, do so immediately.
• Advise the pupil/students to protect their heads and get away from the area right away if caught in a small
rock fall.
•Give priority for evacuation outside the area of ash shower to pupils/students with breathing problems. They
should be advised to cover their nose, preferably with a wet piece of cloth.
•Scrape off ashes to prevent heavy loading of the school building roofs. When doing so, the following
precautionary measures should be observed:
• Wear long-sleeved shirts and long pants;
• Wear goggles and eyeglasses instead of contact lenses;
• Avoid running car or truck engines. Driving a vehicle can stir-up volcanic ash that can clog engines, damage
moving parts, and stall vehicles; and
• Avoid driving in heavy ash falls unless absolutely required. If unavoidable, the vehicle should be driven at a
speed of 60 kph or slower.
Rehabilitation (What to do after):

• Clear the canals and pathways of ash and other debris.
• Hose down the accumulated ash and plant leaves on roofs.
• Stay away from the slide area. There may be danger of additional slides.
• Check for injured and trapped persons near the slide, without entering the direct slide area. Direct rescuers to
their locations.
• Listen to local radio or television stations for the latest emergency information.
•If you have a respiratory ailment, avoid contact with ash. Stay indoors until local health officials advise it is safe
to go outside. Volcanic ash can cause great damage to breathing passages and the respiratory system.
Flood Preparedness and Mitigation (What to do
before):
Flood is the • Find out the frequency of occurrence of foods in
inundation of land areas the locality, especially those that affect the school
which are not normally area.
covered by water. A • Know the flood warning system in the School. If
flood is usually caused none exists, recommend to the appropriate authority
by a temporary rise or for the creation of one.
the overflowing of a river, stream, or other • Research from previous occurrences how fast the
watercourse, inundating adjacent lands or flood- water floods occur in the school and how high it
plains. It could also be due to a temporary rise of rises.
lakes, oceans or reservoirs and/ or other enclosed • Watch out for rapidly rising water and prepare the
bodies of water, inundating border lands due to students/pupils for evacuation.
heavy and prolonged rainfall associated with • If it has been raining hard for several hours, or
tropical cyclones, monsoons, inter-tropical steadily raining for several days, be alert to the
convergence zones or active low pressure areas. possibility of a flood. Floods happen as the ground
Floods are basically hydrological phenomena and becomes saturated.
they are also caused by storm surges, and tsunami • Use a radio or a portable, battery powered radio
along coastal areas. (or television) for updated information. Local stations
provide the best advice for your particular situation.
Ecologists also attribute flooding in some • Caution everyone to avoid using lanterns or
regions to the results of human activities like torches in case there are flammable materials
unregulated cutting of trees and urbanization of present.
large areas. These activities have changed the
hydrological regime of some areas so that water
flows into streams more rapidly. As a result of this, Response (What to do during):
high water levels in water courses occur sooner and
more suddenly. Flooding occurs in known • Keep the pupils/students calm and update them
floodplains when prolonged rainfall over several with the status of the situation and safety reminders
days, intense rainfall over a short period of time, or on what to do and where to go in case of
a debris jam causes a river or stream to overflow evacuation.
and flood the surrounding area. •Listen continuously to a radio, or a portable,
Several factors contribute to flooding. Two battery-powered radio (or television) for updated
key elements are rainfall intensity and duration. emergency information.
Intensity is the rate of rainfall, and duration is how • Remind pupils/students not to attempt to cross
long the rain lasts. Topography, soil conditions, and flowing streams unless they are assured that the
ground cover also play important roles. Most flash water is below knee high level.
flooding is caused by slow moving thunderstorms • Advise pupils/students to avoid areas prone to
repeatedly moving over the same area, or heavy flash flooding and be cautious of water-covered
rains from hurricanes and tropical storms. Floods roads, bridges, creeks and stream banks and
can be slow- or fast-rising, but generally develop recently flooded areas.
over a period of hours or days. • Warn pupils/students not to go swimming or
boating in swollen rivers.
Overview: In this portion, what you have learned will be put into a test. Follow
the enumerated activities in here and execute the activity as the detailed
instructions suggest.
Task ONE- Brainstorming
INSTRUCTION: The teacher asks students to explain in their own words what a
“hazard” is. The teacher writes on the blackboard the following sentence: “Which are
the safest and the most dangerous places in our classroom?”
After this, the teacher uses the brainstorming method and asks students to name such
places. The teacher writes the list of these places on the blackboard.
 If needed, the teacher must explain to the students that during an earthquake the
most dangerous places are those where things can fall down, get broken and
cause traumas, e.g.: heavy book shelves, cabinets etc.
 Together with the students, the teacher makes a list of the most dangerous
places/items in the classroom. After this, the teacher asks the students to discuss
what the room design should be and what changes can be made in the classroom
in order to make it safer during an earthquake.
 If the teacher finds it necessary, he/she can reallocate items in the classroom so
that it becomes safer if an earthquake does occur.
Task TWO- Idea Box
INSTRUCTION: The teacher tells the students a story about one settlement located
on a river bank. The water level in the river frequently increased and flooded the territory;
the population was not protected and the number of victims was high.
The teacher asks the students to develop mandatory rules for the population of
that settlement that would help them to reduce the number of victims and damages. The
students must write official rules on cards prepared in advance and put the cards into an
Idea Box, also prepared in advance. Students are given 10 minutes to think about the
rules. When they finish, the Idea Box is opened and the students’ ideas are written of the
blackboard.
Here are some rules that students may come up with:

 Houses must be built on special pillars;
 There must be a rescue team in the country;
 The river banks must have embankments.
 The teacher must post the rules on the wall and return to them after explaining the
topic.
Task THREE- Debate
INSTRUCTION: The teacher breaks the class in two groups and gives 15 minutes to think
on the following topic:
“Why do disasters happen? Are there natural reasons or are they caused by a
human”? The first group is tasked to provide arguments about disasters caused by natural
reasons, the other group – those with human causal factors. The debates are held, following
completion of which, the teacher provides a summarizing conclusion by use of auxiliary
material.
Your performance will be graded on the following rubric:
 Clear Message- 25%

 Delivery - 25%
 Content- 25%
Task THREE- VIRTUAL MUSEUM
INSTRUCTION: The teacher divides the class into groups of four people
and asks them to make a virtual museum about the different types of
natural hazards. When the students finish working on the task, the groups
display it in the classroom.
Your virtual museum will be graded on the following rubric:

 Creativity - 25%
Task FOUR- BE A BLOGGER!
INSTRUCTION: The teacher divides the class into groups of four people and
asks them to prepare brochures and posters with illustrations that will help in the
dissemination of information about potential earthquake, volcanic eruptions, flood
and typhoon hazards and the safety rules among the local population and post it in
their blogs.
Overview: In this part, students are going to reflect thorough writing a paragraph or two
about what they have learned. Relate their learning experience in this part of the lesson to
real life setting. This part of the module poses on the importance of valuing and retention of
learning information.
INSTRUCTION: Write a reflective essay about what measures could your

community take to make people safer and which people in your community could
help you.
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Quiz the Bee!
INSTRUCTION: Read and comprehend the questions below. Answer them by

choosing the letter which corresponds to the best answer of your choice.
1. What best describes an "earthquake"?

A. must have access to a public road
B. vital for school operation and development.
C. do not conform to the ideal description if their locations were acquired through donations
D. shall serve as baseline data for future establishment
2. How do you stay safe during a flood?

A. Put on your swimming suit
B. Climb to higher ground
C. Ask a member from a rescue team to stay with you
D. Prepare my floating rubber boat
3. Which of the following should you pay attention to before a volcanic eruption?
A. Frequent ejection of volcanic ash
B. Frequent earthquakes
C. Decreased ambient temperature
D. Wear goggles and a dust mask
4. How do you stay safe during a volcanic eruption?

A. Evacuate to lower ground
B. Evacuate or take shelter
C. Wear goggles and a dust mask
D. Protect my lungs and eyes from volcanic ash
5. The first action I will take after a flood is...

A. Prepare my floating rubber boat
B. Help myself, then others
C. Stay away from my flooded house
D. All of the above
Overview: In this lesson, students will discuss the functions and purpose of
the guiding principle for the development of the Natural Disaster and Calamities
Plan. Through this, the students will have a broader understanding on the
different principles.
To be able to cope with the worsening effects of hazards impacting the country, the
government developed a Natural Disaster and Calamities Plan in 1969. The guiding principle for
the development of the Natural Disaster and Calamities Plan was to use all available government
resources, and encourage all concerned agencies to work together in addressing the issue of
disasters and calamities.
The plan assigned specific tasks or emergency functions to member agencies including the
Department of Education which is one of the members, in addition to their primary day-to-day
tasks. From 1946 to 1970, the Philippine Disaster Management System was reactive in nature
wherein disaster responses were limited to emergencies or situations after the disasters have
already affected part of the country. Management efforts were highly centralized with minimum
participation from the local government officials. The organization of Civil Defense Units at the
local level was mostly on paper and people were content to wait for assistance from the national
government. The Office of Civil Defense set up field stations in the 12 Administrative Regional
Centers outside of Metro Manila. Field personnel started to convert the local civil defense units
into local disaster coordinating councils and retained the leaders and members of these councils.
From 1969 to 1973, government agencies with training funds started conducting disaster
preparedness programs with the aim of preparing the populace to respond to any emergency,
including the Department of Education with primary concern for the welfare of schoolchildren and
school personnel. The Office of Civil Defense started organizing and training the chairpersons and
members of the councils at the different levels. The Department of Social Welfare and
Development (DSWD) trained community leaders on relief distribution, the Philippine National
Red Cross (PNRC) trained community leaders on relief distribution and their volunteers on First
Aid, while the Department of Health (DOH) focused their training on barangay health workers. In
1976, the Ministry of Education and Culture (MEC) issued a Memorandum No. 303, s. 1976 on
Survival through Disaster Preparedness. In 1978 the National Disaster Coordinating Council
(NDCC) was formally created to further strengthen the system and formalize the ad hoc
organizations at the national, regional and local levels and to allocate emergency tasks to the
different governmental units pursuant to Presidential Decree 1566 of 1978.
• State policy on self- reliance among local officials and their constituents in responding to disasters
or emergencies;
• Organization of disaster coordinating councils from the national down to the municipal level;
• Statement of duties and responsibilities of the National Disaster Coordinating Council (NDCC),
RDCC and LDCCs;
• Preparation of the National Calamities and Disaster Preparedness Plan (NCDPP) by OCD and
implementing plans by NDCC member-agencies;
• Conduct of periodic drills and exercises; and
• Authority for government units to program their funds for disaster preparedness activities in
addition to the 5% calamity fund is provided for in PD 474 of 1974 (amended by RA 8185
in 1991).
In May 1994, a World Conference on Natural Disaster Reduction was held by the United
Nations to reduce the loss of life, property damage, social and economic disruptions caused by
natural disasters through a concerted effort in the international and local fronts. It produced the
Yokohama Strategy and Plan of Action for a Safer World, called Guidelines for Natural Disaster
Prevention, Preparedness and Mitigation.
In the Philippines, the NDCC and its member agencies were identified as those responsible
in addressing the concerns brought out in the conference. In support of the Plan objectives, it
created four committees: on Structural Measures, on Non- Structural Measures, Disaster Research,
and Disaster Legislation.
Declaration of Principles
The National Disaster Coordinating Center (NDCC) is the highest policy making,
coordinating and supervising body at the national level for disaster management of the country. All
its activities, efforts and initiatives relative to disaster risk management are guided by the following
principles:
•Responsibility for leadership rests on the provincial Governor, City Mayors, and Municipal Mayors
(and Barangay Chairmen), each according to his area of responsibility;
• Each political and administrative subdivision of the country utilizes all available resources in the
area before asking for assistance from neighboring entities or higher authority;
• The primary responsibility rests on the government agencies in the affected areas, in coordination
with the people themselves;
• Self-reliance be developed by promoting and encouraging the spirit of self-help and mutual
assistance among the local officials and their constituents;
• The national government exists to support the local governments in times of emergencies and
according to their level of assignment, all national government offices in the field support the
operations of the local government.
Another guiding principle is the “Cluster Approach” which is in line with the United Nations
Humanitarian Reform Agenda in pursuing a reform program that seeks to improve the effectiveness
of humanitarian response by ensuring greater predictability, accountability and partnership. The
cluster approach is now being implemented and institutionalized in the Philippine Disaster
Management System as contained in the National Disaster Coordinating Council (NDCC) Circular
dated May 10, 2007 entitled “Institutionalization of the Cluster Approach in the Philippine
Disaster Management System Designation of Cluster Leads and their Terms of Reference at
the National, Regional and Provincial Level”. The approach was also institutionalized by the
Department of Education through DepED Order No. 74, s. 2007.
The following section provides the role of the Department of Education in the Philippine
Disaster Management System (PDMS), the organization of disaster control groups and the duties
and responsibilities of each committee under it, creation of a disaster operations center, and
standard operations procedures. The Department of Education is guided by the policies being
implemented by the PDMS in implementing various programs and projects relative to disaster risk
management. As a member agency of the National Disaster Coordinating Council (NDCC), the
Department assumes a very important role in the disaster risk reduction management system of the
country with the following duties and responsibilities:
• Organizes reaction teams in the Department central office as well as in the Regional, Division
offices, including the schools and other institutions of learning, Boy Scouts of the Philippines (BSP),
Girl Scouts of the Philippines (GSP);
• Makes available suitable school buildings near to affected areas as temporary holding centers in the
absence of available evacuation facilities;
• Assists in the public education campaign through mainstreaming risk reduction concepts into the
school curricula;
• Undertakes, compiles and provides report of damages to schools affected by disasters and submits
these to the NDCC Chairman;
• disseminates weather information to the public through the school population and makes the
necessary announcements regarding the suspension of classes;
• Issues policies and guidelines on Disaster Risk Reduction and Management;
• Initiates the preparation/production of circular materials on disaster preparedness, in coordination
with other member-agencies, and makes these available to schools;
• Undertakes rehabilitation of typhoon damaged school buildings in the identified typhoon-stricken
areas; Conducts trainings/advocacy and information dissemination campaigns.
 Priority Actions
Risk Identification
The fundamental requirements are:

• High quality and detailed comprehensive hazard and vulnerability maps for major natural
hazards need to be produced or updated;
• Knowledge enhancement and understanding of the nature and scale of impact of previous
disasters and forms of vulnerability;
• Greater consideration of hazard-related issues in broader sustainable development and
poverty reduction policies and programs of the Department;
• Appropriate, cost-efficient, post-disaster relief and rehabilitation efforts.
As part of the strategy to reduce risk, it is important not only to increase the focus on
mitigation, but also on post-disaster support for early recovery and restoration to normal
situation with resumption of teaching-learning activities.
Risk Reduction
Once the risk has been adequately identified, measures need to be taken to prevent, mitigate,
and reduce the inherent risks.
The type of risk reduction measures to be implemented
must be supported by:
• Appropriate institutional arrangements, including legislative and policy changes, as needed.

• Updating of governing policies, taking into account evolving roles of the central, regional,
division and school levels;
• Tapping the education and emergency sectors, specifically utilities, into both emergency
management strategic
decision-making and operational contexts;
• Detailed review of institutional arrangements and capacities for disaster risk management to
identify gaps and priorities;
• Adequate coordination and implementing capacity of the organized disaster risk reduction
management office (DRRMO) from the Central Regional, Division and school levels;
Greater organizational, management and task synchronization at both local and national levels;
• Resilience of the most vulnerable schools to hazard impact enhanced to help them cope with
hazards when they occur;
• Emphasized participation of children and what they can do to help reduce risk.
A Disaster Operations Center shall be established at all levels, equipped with the necessary
materials, survival and first aid kits, and a quick response fund to be spent whenever the need arises.
In case there is no functional DOC in the affected area, the higher level DOC shall take charge.
Managing the DOC:

• The DOC shall be managed by the Disaster Risk Reduction Management Office.
• The DOC shall assess and evaluate all the activities of the teams under it.
• The DOC shall determine overall priorities.
Contingency Planning
Contingency planning is essential in every disaster control group in order to facilitate

accurate disaster assessments. Planning the assessment methodology, identifying and briefing
assessment teams and local contacts, allocating the necessary resources, and conducting drills are
vital disaster preparedness actions that shall be undertaken by the disaster control authorities.
The six general functions of the preparedness process are to:
• Collect and maintain baseline and background data;

• know your personnel and material resources;
• Pre-identify likely problem areas and needs;
• Establish standing agreements for emergency coordination of staff, communications, transport,
etc., among agencies and assisting organizations;
• Adapt the assessment and reporting forms and surveys to the needs of the school /locality; and
• Initiate training and briefing activities, and emergency drills, as appropriate.
Evacuation is the process of moving or transferring people from hazard threatened or stricken areas
to a safe place or places.
There are two types of evacuation:
1) precautionary, that is done prior to impact; and
2) post impact, which involves the movement of victims from hazard stricken areas into safer
surrounding conditions.
It is a temporary shelter where survivors in emergencies can take refuge. It is a venue where
evacuees can be helped in coordination with concerned government and non-government agencies
in their basic needs.
• DepED officials may allow the use of the school as an evacuation center when there is no other
safer place where the students/pupils can be accommodated.
• People from the community may be allowed to use the school as a temporary holding center.
• In case the school is used as an evacuation center, DepED officials and personnel shall be
responsible for the preservation of the school facilities and properties for the duration the school is
being occupied by evacuees, so that after the emergency period the school can resume operation as
soon as possible.
• The Team Leader and members of the School Evacuation Team shall initiate the immediate
actions.
• School Evacuation Team shall consult and coordinate with other government agencies in the
locality as to where the safe area to evacuate out of the school the personnel and pupils/students
• All classroom teachers at the time the hazard is expected to occur; shall be responsible as
Classroom Evacuation Leader of his/her classroom pupils/ students in their evacuation movement
out of the school into the School Evacuation Team or DRRMO and LDCC designated safe area.
• During such evacuation of pupils/students out of the school, Classroom Evacuation

Leader shall coordinate with the School Evacuation Team and the DRRMO on the Evacuation
movement
• Classroom Evacuation Leader of adjacent classroom with pupils/students, whose teacher is not
present, shall be responsible in joining them to his/her pupils/students in the evacuation movement
out of the school.
• During evacuation movement out of the school and even in the safe area where pupils/students
have been evacuated, the Classroom Evacuation Leader (classroom Teacher) and School Evacuation
Team shall continue to be responsible for the care and safety of the pupils/students until their
custody have been taken over by parents or guardians or relatives.
Overview: In this portion, what you have learned will be put into a test. Follow the
enumerated activities in here and execute the activity as the detailed instructions
suggest.
Task ONE- Sages Share
INSTRUCTION: The teacher breaks the class into small groups and asks them to
answer the following question and write it in the manila paper and they will select two
representatives to discuss their work in the class.
1. What is the purpose of Natural Disaster and Calamities Plan?

2. What is the function of National Disaster Coordinating Center (NDCC) in our
country?
3. For you, what is the role of the Department of Education in the Philippine Disaster
Management System?
4. Can you think of any event in our country that schools are used for an evacuation
center?
5. As a student, how can you address the issue of disasters and calamities in our
country?
Task TWO- Bantay Balita: Karon ug Unya
INSTRUCTION: Make a five-minute radio broadcast about The NDCC Comprehensive

Disaster Management Framework. The team must be composed only of five groups.
Breakdown of group members:

1. Director
2. Technical Director
3. Anchor
4. Field Reporter
5. Timer/ Head Script Writer
Your performance will be graded on the following rubric:

 Correctness of the Script- 25%
Task THREE- VIRTUAL MUSEUM
make a virtual museum comprising the Salient provisions of PD 1566 (1978).
Your virtual museum will be graded on the following rubric:

Task FOUR- LET’S FACE-A-BOOK
INSTRUCTION: The teacher breaks the class into small groups and asks them
to post on their Facebook account about the importance of school evacuation
center to society. Comments must screenshot and present it in the class and
each group will have their conclusion about the post.
real life setting. This part of the module poses on the importance of valuing and retention
of learning information.
INSTRUCTION: Write a reflective essay about the effectives of Natural

Disaster and Calamities Plan in the country and its positive consequence to
society.
TITLE: ___________________
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INSTRUCTION: Read and comprehend the questions below. Answer them by choosing the letter which
corresponds to the best answer of your choice.
1. All of the following are TRUE about School evacuation center EXCEPT
A. evacuees can be helped in coordination with concerned government and non-government agencies in their
basic needs.
B. established at all levels, equipped with the necessary materials, survival and first aid kits.
C. people from the community may be allowed to use the school as a temporary holding center.
D. temporary shelter where survivors in emergencies can take refuge
2. The process of moving or transferring people from hazard threatened or stricken areas to a safe place or
places
A. Immigration
B. Evacuation
C. Migration
D. Abroad
3. Highest policy making, coordinating and supervising body at the national level for disaster management of
the country
A. Executive body
B. Philippine Disaster Management System (PDMS)
C. Department of Education
D. The National Disaster Coordinating Center (NDCC)
4. When was the World Conference on Natural Disaster Reduction held by the United Nations?
A. May 1994
B. August 1994
C. December 1994
D. June 1994
5. A program that seeks to improve the effectiveness of humanitarian response by ensuring greater
predictability, accountability and partnership.
A. Contingency Planning
B. The National Disaster Coordinating Program
C. Humanitarian Reform Agenda
D. Humanitarian Planning
Overview: In this lesson, it ensures safety of DepED properties particularly
school sites and buildings, facilities, equipment, fixtures, records, and other
properties and provides some information and practical tips to ensure that
these properties are safe and secured.
The location of a school is vital for school operation and development. Ideally, a
school site must have access to a public road, preferably located on a quiet street and not
shut away from main highways, nor by private property nor by dense grooves of tall
trees. There should be no rivers and swamps, or irrigation ditches around school sites.
Its immediate vicinity shall be free from any condition endangering the health and safety
of school children. The contour of the land shall be preferably level and have no irregular
boundaries. An agricultural land with sandy loam soil is the best site for a school as the
topsoil is properly balanced to support vegetation and permits surface drainage without
soil erosion. The subsoil provides a proper base for economical and substantial
foundation of the buildings to be constructed. Ground area occupied by school buildings
and other structures shall not exceed 40% of the site in order to provide adequate open
space in compliance with the national regulations and standards pertaining to setbacks
and distances between buildings.
Generally, existing school sites do not conform to the ideal description if their
locations were acquired through donations or low cost purchase for purposes of
establishing school in a community where there is no option in the selection of a school
location.
To ensure that a school site and its vicinity will be safeguarded from hazards, a
school mapping exercise shall be undertaken in all schools to provide a Geographic
Information System – Based School Profile (GIS-BSP) which shows different features and
identifies areas prone to hazards like landslide, soil erosion, floods, earthquake and
others. The school profile shall serve as baseline data for future establishment of new
schools, resource mobilization, and prioritization of improvements and development.
Different features and identifes areas prone to hazards like landslide, soil erosion, fl oods,
earthquakes and others. The school profi le shall serve as baseline data for future
establishment of new schools, resource mobilization, and prioritization of improvements
and development.
The availability of adequate and conducive shelter for instructional activities is necessary to
maximize teaching and learning process in schools. School buildings shall be designed and
constructed in accordance with DepED standards, including standards for resilience. A safe school
Pambans Bilang 344, (Accessibility Law); The foregoing guidelines are intended to complement
accepted architectural and engineering principles, and the provisions of the National Building
Code of the Philippines, and other relevant rules, regulations and ordinances promulgated by the
national and local agencies. It is also important that ergonomics, anthropometrics, thermal
comfort, illumination, acoustics and colors be given due consideration.
Building Risk Reduction Requirements
In designing and constructing school buildings, safety and risk reduction measures shall always be
considered, like the following:
Main Entrance
• The main entrance shall be located preferably on a secondary road and gates must be designed
to swing in to the school property;
• Provide separate service entrance for the public/students;
• Main entrance shall provide enough clearance for fi re trucks and medical vehicles.
Electrical Fixtures
• Require protective covering for all electrical wirings and fixtures;
• Install a fi re alarm system that is affordable;
• Provide environment-friendly fire extinguishers;
• Report any defective electrical wiring and fixtures to experts;
• Hang curtains in the classrooms away from wall-mounted fans;
• Conduct periodic assessments of electric load capacity.
Stairs/Handrails
• Avoid smooth or polished step and floor surfaces and provide non-slip nosing to minimize the
chance of slipping on stairs;
• Step treads should be not less than 0.25m deep and rise not more than 0.20m per step. They
should be regular.
• Always provide a landing with railings between a doorway and stairways.
• Distance between railings shall be not more than 100 mm. (4 inches) so that pupils/students
cannot squeeze through;
• For abrupt changes in floor elevation, preferably provide a ramp to avoid freak accidents;
Windows
Windows shall be provided with security grills and an emergency exit.
Doors/Exits
Classrooms shall always be provided with at least two swing-out doors at the opposite sides of
the classroom.
Walls
Walls shall be smooth finished to prevent injury to highly active, playful, and mobile students.
Records Management is a systematic and secured safekeeping of vital records which
contain pieces of information that serve as management tools for decision making and in the
formulation of policies and programs by proper authorities. It is the lifeblood of an effective
and efficient management of a school system. The school records contain important
information about the profile and the performance of students, teachers, employees and the
school as a whole which are necessary and indispensable for past, present and future
references. Hence, the role of the school administrators and personnel is vital to ensure the
safety of records. Likewise, it is their primary duty to reduce, if not to eliminate, the risk
factors that will endanger any document in the school.
Classification of Records
Records Salvage Priorities

Salvage means the rescue of property from fire, flood, falling buildings, or other
danger. Records Salvage Priorities refers to the identification of records which need to be
saved first from any risks. It is essential that records managers be aware of the types of
records in the workplace, their priority and location:
• Vital records: these are records which are irreplaceable and mission-critical.
They are usually associated with legal and fiscal matters such as original policy documents,
current pension lists etc.
• Important records: these are records which are irreplaceable but could be reproduced only
at considerable expense, time and labor.
• Useful records: these are records which, if lost, will cause some inconvenience but could be
readily replaced.
• Non-essential records: these are records which are listed in disposal records for routine
destruction.
Fixtures and equipment are a vital part of a school building environment which is one
of the primary concerns of the property custodian. They are essential ingredients that
accentuate the human factors in designing a building. They can help create a sense of place,
community, ownership, comfort, security, aesthetics and privacy.
Fixtures refers to facilities which are fixed or attached to a building as permanent appendages
or as part of it, such as plumbing facilities, toilet bowls, lighting fixture, etc.
Equipment refers to materials which have a normal life span of two to five years that will help
in carrying out its functions like chairs, tables, computers, laboratory equipment etc.
Property custodianship refers to the guardianship or safeguarding of government property by
the person accountable, with utmost care and honesty. This includes proper inventory of
properties, procurement, receipt, and equitable distribution of supplies, material and
equipment.
In safeguarding the various DepED properties, particularly the fixtures and equipment, the
following activities should be undertaken:
Storage
This refers to the scientific and efficient receipt, warehousing and issuance of
materials and equipment for their best safekeeping. The
Supply Officer/Property custodian is responsible for the planning and construction of a safe
and well secured warehouse or storage area. Best safekeeping means protecting supplies,
materials and equipment against theft, fire, pilferage, and their deterioration. It ensures easy
accessibility when needed. This could be undertaken through the provision of a safe and
secured property/supply office through the installation of fi re and water proof vaults and
window and door grills.
Warehousing
It refers to a proper storage of goods, supplies, materials and other equipment. This
includes proper documentation of the receipts and distribution.
Deliveries of supplies, materials and equipment must be accompanied with a Delivery Receipt
(DR) and or Sales Invoice (SI) and must be inspected by the inspection committee before the
items are accepted by the property custodian or supply officer. This is undertaken to
determine the quality and quantity of supplies and materials procured. Deliveries from the
division office to field offices must have the corresponding Memorandum Receipt (MR).
The warehouseman/storekeeper arranges the materials inside the stockroom in accordance
with storage plans using the right materials in handling equipment. It is emphasized that
supply materials and equipment for the field shall be delivered immediately. The supply officer
and property custodian should always prepare a systematic warehousing plan.
Monitoring is the measurement through time that indicates the movement toward
the objective or away from it. Monitoring is done for a specific purpose--to check on the
process or object or to evaluate the condition or the progress toward a management
objective--and that the results will effect an action of some kind. As a general rule,
monitoring programs should be based on accepted rigorous statistical sampling designs and
pay particular attention to issues of precision and bias in data gathering. However, one must
admit that true replication of measurements is often impossible and in some cases sample
sizes are necessarily small. Bias in data gathering is often unavoidable owing to patterns of
ownership, accessibility of areas, or limited sample techniques. And it may be that the
questions being asked of monitoring data require only a general sense of a resource’s status
for a small area and thus a curbside observation of the site may suffice. Managers need to use
the correct science and technology for the questions to be answered. But as pointed out by
Holling (1978) and Walters (1986).
conditions that limit optimal monitoring are no excuse 40 | not
C o to
n testablish
e m p o r amonitoring
ry Issues
programs. Rather, they should be stated explicitly in monitoring documentation and
refl ected as qualifi cations in any conclusions regarding the effectiveness of
management
.
Using the Evaluation Data
The primary purpose of all evaluation is to improve decision making. Unless the
information gathered is appropriate – as well as properly analyzed and interpreted, it will be
of little value to the administrative and governing boards in future decision making. It is
important that data collection be limited to data that are intended to be used, not just
interesting to know. One of the most common errors in evaluation is the collection of data
with no prior plan for how the data will be used. This is especially true of questionnaire data.
If evaluation is properly implemented, it can be useful in correcting problems, improving the
planning process, and obviating similar problems in the future. Evaluation can also point to
the need for more adequate time and resources for better planning and can result in
improved management and maintenance of educational facilities during normal and
emergency situations.
Need for Monitoring and Evaluation

Evaluation and monitoring go hand in hand. Monitoring provides the raw data to
answer questions. But in and of itself, it is a useless and expensive exercise. Evaluation is
putting those data to use and thus giving them value. Evaluation is where the learning occurs,
questions answered, recommendations made, and improvements suggested. Yet without
monitoring, evaluation would have no foundation, have no raw material to work with, and be
limited to the realm of speculation. As the old song says, “you can’t have one without the
other.” A monitoring program should not be designed without clearly knowing how the data
and information will be evaluated and put to use. We cannot afford to collect and store data
that are not used. Monitoring for monitoring’s sake is monitoring that should never be done.
Managers need to understand that the design, development, and maintenance of monitoring
and evaluation programs require commitment and long term vision. In the short term,
monitoring and evaluation often represents an additional cost and is particularly difficult to
maintain when budgets are tight and where personnel are temporary or insufficient. Yet we
must be clear that lack of consistent support for long term monitoring and evaluation will
hinder progressive project/program management.
Need for Credibility and Flexibility

Anyone can produce data and try to impress people with them. But as managers, our
duty and responsibility is to provide the citizens of the Philippines with the best information
possible. Credibility with the public is essential. Monitoring data that are collected using the
best scientific knowledge, have known precision, are of highest quality, and are as objective as
possible will be viewed as most credible. This is a tall order to fill, yet provides a most
worthy goal. Proper monitoring and evaluation are the way that managers can regain public
trust that seems to have been lost in recent years in many areas.
Overview: In this portion, what you have learned will be put into a test. Follow the
enumerated activities in here and execute the activity as the detailed instructions
suggest.
Task ONE - Concept Map
make a concept map about the types of records in the workplace, their priority and
location and they will select 2 representatives in the group to discuss their output in
the class.
Your poem will be graded on the following rubric:

Mastery- 15%
Organization- 15 %
Delivery - 10 %
Total - 50 %
Task TWO - POEM MAKING
INSTRUCTION: The teacher divides the class into groups of four people
and asks them to make a poem about the importance of monitoring and
evaluation at least in 5 stanzas and creatively present it in the class.
Your poem will be graded on the following rubric:

Task THREE - VIDEO MAKING
INSTRUCTION: The teacher breaks the class into small groups and asks
them to make a video about ‘’Building Risk Reduction Requirements’’ and
post it YouTube. Be sure that there would be at least 5 comments and share
it in the class.
Your video will be graded on the following rubric:
Mastery- 15%
Organization- 15 %
Delivery - 10 %
Total - 50 %
v measures shall always be considered
real life setting. This part of the module poses on the importance of valuing and retention of
learning information.
INSTRUCTION: Write a reflective essay about the important measures shall always
be considered in designing and constructing school buildings.
TITLE: ___________________
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v measures shall always be considered
INSTRUCTION: Read and comprehend the questions below. Answer them by choosing the letter
which corresponds to the best answer of your choice.
1. What best describes an “school sites "?

A. Sudden movement along the earth's surface
B. Huge collision of earth's plates
C. Violent shaking or motion of the earth's surface
D. Damage to the ecological environment
2. It contain pieces of information that serve as management tools for decision making
A. Records Salvage Priorities
B. Records Management
C. Vital records
D. Magnetic Media
3. It is a measurement through time that indicates the movement toward the objective or away
from.
A. Frequent ejection of volcanic ash
B. Monitoring
C. Records Management
D. Disaster Risk Reduction Plan
4. A vital part of a school building environment which is one of the primary concerns of the
property custodian.
A. facilities
B. Fixtures and Equipment
C. Equipment and facilities
D. All 0f the above
5. It refers to the scientific and efficient receipt, warehousing and issuance of materials and
equipment for their best safekeeping.
A. Warehousing
B. Inventory taking
C. Storage
D. Room
LESSON 2
Climate Change
Climate change is a global problem today. The continuing change in climate across the
world is posing threat to our environment and society as a whole with no clear remedy. It is
happening due to the continuous rise in temperature which is very injurious for the mankind as it
is directly affecting our health.
The threat of climate change needs to be taken very seriously. And this awareness
should not be confined to scientists only, it is necessary to bring this knowledge to the common
man too. The way the population is increasing, the pressure on Earth in the coming days is
undoubtedly going to increase critically. How air and water have been polluted in recent times,
is a matter of deep concern.
When you finish this lesson, you will be able to:
 distinguish climate from weather

 explain climate change and it’s causes,
 know the impacts of climate change and
 act personally to adapt to and mitigate climate change
Activity 1
Click the link below and watch the video about the difference between climate and weather.
https://www.youtube.com/watch?v=YbAWny7FV3w
Directions: Based on the video you watched, fill the table with corresponding answers.
Choices are given from the word pool as shown below.
CLIMATE WEATHER
rainy sunny continental long-term foggy

mild megathermal Stormy cloudy short-term
windy tropical polar mesothermal monsoon
Activity 2
Answer the following. Circle the letter of the correct answer.
1. Weather DOES NOT include which factor:
A. Temperature
B. Wind speed
C. Amount of sunlight
D. All are factors of weather
2. Atmospheric pressure is:
A. Amount of cloud cover in the atmosphere
B. Amount of water vapour in the atmosphere
C. The force on a surface by the weight of the air above it
D. None of the above
3. Climate is:
A. Pattern of weather over a long period of time
B. The weather report for the day
C. The changing of weather throughout the day
4. Climate determines
A. The plants that are able to grow
B. The animals that live in the area
C. All of the above
5. What types of equipment would a meteorologist use to measure weather?
A. Weather stations
B. Weather balloons
C. Satellites
D. All of the above
6. Weather can change drastically day to day?
A. True
B. False
7. One way to describe weather is:
A. Cloudy
B. Rainy
C. -2 degrees Celsius
D. All of the above
8. Which of the following is NOT a World Climate zone?
A. Polar
B. Continental
C. Australian
D. All of the above
9. Factors that effect climate include:
A. Distance from the equator
B. Height above sea level
C. The amount of water around
D. All are factors
10. The closer you are to the equator it is ALWAYS warmer.
A. True
B. False
Climate is the long-term pattern of weather in a particular area. Weather can change
from hour-to-hour, day-to-day, month-to-month or even year-to-year. A region’s
weather patterns, usually tracked for at least 30 years, are considered its climate.
Now, what is climate change and what causes it?
Read the selection below
The climate change phenomenon refers to seasonal changes over a long period with
respect to the growing accumulation of greenhouse gases in the atmosphere. Tackling this
phenomenon is of utmost importance given the pivotal role that climate plays in the formation of
natural ecosystems and the human economies and civilizations on which they are based.
When we talk about climate change, we mean any long-term change in the average
weather patterns in a particular area. Average weather patterns include average temperature,
rainfall, wind conditions and numerous other climatic conditions. These changes may take place
due to the dynamic processes of the Earth (e.g. volcano eruptions or earthquakes), due to
external forces (e.g. changes in the intensity of solar radiation or fall of large meteorites), or due
to human activities (e.g. deforestation, tree burning or the three types of pollution – land, air and
sea), resulting in an ecological imbalance, the disappearance of certain animal and plant
species, and the appearance of others.
An overwhelming scientific consensus maintains that climate change is due primarily to

the human use of fossil fuels, which releases carbon dioxide and other greenhouse gases into
the air. The gases trap heat within the atmosphere, which can have a range of effects on
ecosystems, including rising sea levels, severe weather events, and droughts that render
landscapes more susceptible to wildfires.
The United Nations Framework Convention on Climate Change (UNFCCC) defines it as

a change of climate that is attributed directly or indirectly to human activity, altering the
composition of the global atmosphere.
Human activity includes the pollution that arises from industrial activity and other sources
that produce greenhouse gases. These gases, such as carbon dioxide, have the ability to
absorb the spectrum of infrared light and contribute to the warming of our atmosphere. Once
produced, these gases can remain trapped in the atmosphere for tens or hundreds of years.
The greenhouse effect is the cycle by which these gases become trapped in the
atmosphere and heat the planet. The term was coined in 1827 by Joseph Fourier, a French
mathematician and physicist, who envisioned that the warming process of the Earth acted in the
same way as a greenhouse traps heat - a process of visible light and invisible radiation, with
Earth's atmosphere acting as the glass barrier.
The visible radiation from the Sun that passes through the Earth's atmosphere can be
absorbed by land, water and vegetation – but some of this infrared radiation remains trapped in
the atmosphere. While this is a natural process, it remains in a state of fine balance.
While oxygen and nitrogen, key components of our atmosphere, cannot absorb infrared
radiation, CO2 and others can. These gases feed off this heat energy and emit a second source
of radiation to warm to surface of the Earth. This heat energy remains trapped in the
atmosphere and worsens depending on the levels of gases that can absorb it. As the level of
greenhouse gases grow, they are able to absorb more infrared radiation, thus trapping more
heat in the atmosphere.
Activity 3
Answer the crossword puzzle with questions relating to climate change.
Across
6. The mixture of gases surrounding the earth
10. ___ ___ is another name for global warming
13. A change in the quality of the environment that can adversely affect the heaalth of humans
or other living organisms
14. _____ energy: direct radiant energy from the sun
Down
1. The average weather for a region over a long time period
2. The ___ Layer has holes in it due to global warming
3. Process that occurs in living green plants where carbon dioxide is converted to oxygen
4. _____ gases can cause global warming
5. _____ fuels
7. _____ warming
8. _____ dioxide is what we exhale
9. You can _____ a plastic bottle
11. Planet _____ is heating up because of global warming
12. Water _____
Activity 4
Directions: Mark Wrong (X) on the blank provided below the picture if you think it causes
climate change and check ( ) if you think it doesn’t.
_____________________ ______________________
________________________ _________________________
________________________ _________________________
_______________________ ________________________
Activity 5
Directions: Based on the editorial cartoon above, write a two paragraph essay about
what you think it conveys. Minimum of 3 and maximum of 5 sentences each paragraph.
Happy writing!
Effects of Climate Change
Humans and wild animals face new challenges for survival because of climate change.
More frequent and intense drought, storms, heat waves, rising sea levels, melting glaciers and
warming oceans can directly harm animals, destroy the places they live, and wreak havoc on
people’s livelihoods and communities.
Rising average temperatures do not simply mean balmier winters. Some regions will
experience more extreme heat while others may cool slightly. Flooding, drought and intense
summer heat could result. Violent storms and other extreme weather events could also result
from the increased energy stored in our warming atmosphere.
Climate change also threatens the health of our children and grandchildren through
increased disease, freshwater shortages, worsened smog and more. These impacts also pose
incalculable economic risks that far outweigh the economic risks of taking action today.
The world’s leading scientists report that to prevent dangerous levels of global warming
governments should act to limit global warming to less than 2ºC by taking concerted action to
reduce greenhouse gas emissions.
The sooner we act to reduce greenhouse gases, the less severe impacts will be. Now is
the time to implement solutions.
Activity 6
Directions: Based on what you’ve just read. Answer the following
1. What are the causes of climate change to the environment?
________________________________________________________
________________________________________________________
________________________________________________________.
2. In what ways do climate change affect our health?
________________________________________________________
________________________________________________________
________________________________________________________.
3. As a student, what can you do in order to help mitigate climate change?
________________________________________________________
________________________________________________________
________________________________________________________.
Activity 7
Directions: Make a slogan ought to persuade people to take action about climate change.
LESSON 3
UNEMPLOYMENT
Unemployment
In this lesson, you will study about the concept, causes, and the solution of
unemployment. You will also study some situations why unemployment happens.
If you are currently out of work, you certainly

know what this is. But the government has a specific
way of looking at unemployment, and you might
actually not be considered unemployed by its
definition! Read more to learn why.
In order to study the problem of unemployment,

we must first understand the concept of
unemployment.
Generally, most people understand unemployment as simple as “people do not

have a job”. However, the concept of unemployment is far more complex than the
above mentioned. Generally, internationally community defines unemployment
according to a resolution of International Labour Organization in 1982. One can only be
called as “unemployed” if he / she is:
- “without work", that means he / she was not in paid employment or self-
employment during a particular reference period; - “currently available for work”, that
means he / she was ready for a paid employment or selfemployment during the
reference period; - “seeking work”, that means he / she had taken specific steps in a
specified recent period to seek paid employment or self-employment.
In other definition, unemployment represents the number of people in the work

force who want to work but do not have a job. It is generally stated as a percentage and
calculated by dividing the number of people who are unemployed by the total work
force.
The work force is made up of those people who want to work; it excludes people
who are retired, disabled, and able to work but not currently looking for a position; for
instance, they may be taking care of children or going to college.
Encircle the correct answer.
1. The following are called “unemployed” according to International Labour

Organization in 1982, EXCEPT one.
a. seeking work
b. people who want to work
c. currently available for work
d. without work
2. According to the definition, people understand unemployment as?
a. seeking work
b. without work
c. number of people in the work force
d. people do not have a job
3. This means he / she had taken specific steps in a specified recent period to seek
paid employment or self-employment.
a. seeking work
b. finding work
c. people who want to work
d. waiting for a work
4. People who are retired, disabled, and able to work but not currently looking for a
position, are called?
a. Unemployed
b. Self-employed
c. Work force
d. Unemployment rate
5. According on the definition, what does unemployment talks about?
a. represents the number of people in the work force who want to work but do not
have a job.
b. percentage and calculated by dividing the number of people who are
unemployed by the total work force
c. both a & b
d. none of the above
Unemployment is often used as a measure of the health of the economy.
The most frequently measure of unemployment is the unemployment
rate, which is the number of unemployed people divided by the number of
people in the labor force.
Unemployment is one of the key indicators of the economy. Preventing mass

unemployment has universally considered primary goal. Why is it the primary goal? it is
because employment indeed has great influences on both economic and social
development.
Unemployment comes from different causes. In general can be manifested into

five types: frictional, cyclical, voluntary, structural and institutional.
1. Frictional Unemployment
Frictional unemployment refers to the period between job transitions. People are
regarded as unemployed while they are attempting to find a new job.
2. Cyclical Unemployment
Cyclical Unemployment occurs during recessions of economic cycle. As a matter

of fact, it is not surprising that during economic recessions, the demand for goods and
services falls. Employers may respond by reducing the labours. When supply of labours
is greater than the demand, unemployment results. However, it is believed that such
unemployment will disappear the economy recovers.
3. Voluntary Unemployment
Under the economists’ view, people tend to participate in workforce.

Unemployment is usually regarded as involuntary. However, there are scenarios that
people choose not to work. Voluntary unemployment describes such phenomenon. It is
functionally another type of frictional unemployment. It happens when people are not
able to find employment that matches their expectations.
4. Structural Unemployment
Structural unemployment occurs when the skills, experience, and education of

workers do not match job openings (Goodwin 27). Structural unemployment is a form of
frictional unemployment, but it usually lasts longer. It may encourage voluntary
unemployment.
5. Institutional Unemployment
Institutional unemployment explains how interference in the labor market can

create unemployment. The government is the most common instigator of institutional
unemployment. Governments can set taxes, create price floors or price ceilings, and
indirectly support other factors of institutional unemployment such as labor unions.
Activity I - Make a graphic organizer showing the five different types of

unemployment.
Activity II – Solve the word puzzle.
Guess what kind of causes of unemployment in each number and put

the letters inside box. Clues are presented below.
Down
1. Occurs during recessions of economic cycle.

5. Governments can set taxes, create price floors or price ceilings, and indirectly
support other factors of institutional unemployment such as labor unions.
Across
2. People are regarded as unemployed while they are attempting to find a new job.
3. Occurs when the skills, experience, and education of workers do not match job
openings
4. It happens when people are not able to find employment that matches their
expectations.
Activity III – Answer the following questions
1. In your opinion, the causes of unemployment can be avoided?
2. What do you think our government should do to avoid the causes of

unemployment?
The solution for unemployment is, of course, to create new jobs. Usually,
a healthy economic growth rate of 2-3 percent is enough to create the 150,000 jobs
needed to prevent high unemployment. When unemployment creeps above 6-7 percent
and stays there, it means the economy can't create enough new jobs. That's when the
government steps in. Find some historical examples in Unemployment Rate by Year.
Monetary Policy
The first solution is expansive monetary policy from the Federal Reserve. It's powerful,
quick and effective. Lower interest rates. make it easier for families to borrow what they
need. That includes expensive items like cars, homes and consumer electronics. It
stimulates enough demand to put the economy back on track. Low interest rates also
allow businesses to borrow for less. That gives them the capital to hire enough workers
to meet rising demand.
Fiscal Policy
If the recession is really bad, then monetary policy might not be enough on its own.
That's when fiscal policy is needed. The government must either cut taxes or increase
spending to stimulate the economy. Expansionary fiscal policy is slower than monetary
policy to get started. It takes time for Congress and the president to agree on the next
steps. But it can be more effective once executed. It also provides much-needed
confidence that the government will turn things around.
The following are the common and basic solutions to unemployment:
 Cutting taxes works like lowering interest rates. Both give businesses and
consumers more money to spend. That increases demand. It gives businesses
more cash to invest and hire more workers.
 Government spending usually takes the form of jobs programs.
 The government hires employees directly. It also contracts with companies to
build things and provide services. It provides consumers with the cash they need
to buy more products.
 Change in industrial technique
 Change in education system
 Expansion of Employment exchanges
 Increase in Production
 More importance to employment programmes
Direction: Write T if it’s true and F if it’s false
_______1. Low interest rates also allow businesses to borrow for less.
_______2. High interest rates. make it easier for families to borrow what they need.
_______3. Low interest rates hinders business to hire enough workers.
_______4. Creating new jobs is the effective way to solve unemployment.
_______5. When unemployment creeps above 6-7 percent, it means the economy can
possibly create enough new jobs.
_______6. Fiscal policy cut taxes or increase spending to stimulate the economy.
_______7. Expansionary fiscal policy is slower than monetary policy to get started.
_______8. Monetary policy takes time for Congress and the president to agree on the
next steps.
_______9. Government spending usually takes the form of jobs programs.
_______10. Expansion of Employment exchanges does not help the economy end
unemployment
_______11. Change in industrial technique helps the unemployment grow.
_______12. Fiscal policy is the from the Federal Reserve.
_______13. If the recession is really bad, then monetary policy might not be enough on
its own.
_______14. Fiscal policy can be more effective once executed
_______15. Change in industrial technique is one of the ways to increase employment

rate.
Activity 2
Direction: Analyze the picture and answer the following questions.
1. In your own insight what does the picture tries to imply?
2. Is the picture shows reality in what is happening today?
3. If you are one of the graduates shown in the picture, what will you do to escape
being unemployed?
4. What should the government do in order to avoid this kind of problem?
Activity II
Watch and analyze the video Unemployment Crisis in Cities around the World in
the YouTube and write and reflective essay, 350 words only.
Here is the link https://www.youtube.com/watch?v=nIV2JewTN_Y
LESSON 4
INSTRUCTION: Visit the link bellow to see the video about the Globalization
before you read the full text.
https://www.youtube.com/watch?v=JJ0nFD19eT8
How to Understand the Concept of Globalization
Four Parts:
 Understanding the Definitions
 Considering the Causes of Globalization
 Knowing the Impacts of Globalization
 Seeing Globalization in Your Life Community Q&A
Globalization has been invoked to explain everything from call-centers in
India, to rising income inequality in the United States, to the Arab Spring. Yet
defining this ubiquitous term is more difficult than one might expect. Broadly, it
has to do with the increased global interconnectedness of people and
economies, but there are at least five distinct ways in which it is commonly
understood. Likewise, it has a broad range of effects on: the world and local
economies, politics, culture, the environment, and, perhaps most tellingly, on the
daily lives of almost everyone, no matter where they are in the world.
Part1 Understanding the Definitions

1.) Know that there is no one
definition. Globalization encompasses so
many aspects of our modern life, from
communications to trade to culture to
foreign policy, that it can be hard to pin
down what precisely the term means. As
Simon Reich argues, "Despite the breadth
with which the term has been applied, the
meaning of ‘globalization’ remains so elusive as to defy definition. "There are five
primary ways in which "globalization" can be understood:
 An historical period
 An economic phenomenon
 The triumph of American values
 A social and technological revolution.
 The annihilation of distance
2.) Think of globalization as an historical

period. Globalization can be understood as a
period running from approximately 1970 to
the present and which follows the era of the
Cold War (1945-1989), which in turn followed
what has often been dubbed the Age of
Extremes (1870-1945). This periodization is
defined by either:
. Structural shifts – The fall or the Soviet Bloc and the end of
the social contract that linked labor representation, productivity, and wages
within a mass production system of manufacturing.
. A conjunction of more temporary factors – The oil crisis of the
late 1970s, a GNP decline and inflation in the 1980s, and the elections of
Margaret Thatcher, Ronald Reagan, and Helmut Kohl.
.
3.) Define globalization as a primarily

economic phenomenon. This definition
sees globalization as the latest – and by
far the most far-reaching and rapid – in a
series of similar events that have created
a greater worldwide spread of sales,
production facilities, and manufacturing
processes, and thus increased linkages
between economies around the world.
The characteristics of economic globalization include:
 Liberalization and deregulation of markets

 Privatization of assets
 Retreat of state intervention in the economy (i.e. welfare)
 Diffusion of technology
 Spread of manufacturing across nations (e.g. the production of
iPhones in China for sale in the US)
. Integration of capital markets – settings where foreign currencies, stocks,
bonds, and bank loans are traded (e.g. the New York Stock Exchange)
4.) See globalization as the spread and
dominance of American values. This
definition conceives of globalization as a
global convergence of politics, economic
practices, and culture around a specifically
American version of democracy, capitalism,
and "commercial secularism," in which
consumption of goods and culture (film,
music, restaurants, etc.) takes the place of religion or other cultural
traditions. The result is a world that – at least in major cities – feels increasingly
similar no matter where you are.
5.) Understand globalization as a social

revolution born of technological change.
This revolution is creating a new
economy in which the globe is a single
market and a new social order in which
people take part in a global culture and
economy that is more open and flexible.
It is typified by:
 Globally integrated production
 Specialized but interdependent labor markets
 The privatization of state assets
 New technological linkages (phones, the internet,
online markets) that transcend national borders
6.) Define globalization as a long-term

change in the experience of space and
distance. If you have ever boarded a
plane (in say New York), landed hours
later in foreign city (Hong Kong), and been disoriented by the sudden shift,
then you have experienced this form of globalization. The experience of space, it
is argued, is intimately tied to the time necessary to connect distinct locations.
Planes, cell phones, and the internet have combined to dramatically shrink that
time, resulting in a fundamentally different human experience of space typified
by:
 Increased interconnectedness that lead distant events to

have local impacts
 The transcendence of local and national boundaries
 The increased speed of social activity mediated by
technology
7.) Read to learn more about

globalization. Globalization is a
massive phenomenon that has
spawned a large literature. To truly
understand it, you'll need to hit the
books. Some good places to start
include:
. Clive Crook's article

"Globalisation and its critics: A Survey of Globalisation" in Economist 360,
no. 8241 (2001)
. Paul Hirst and Grahame Thompson's Globalization in Question (2001)
. Joseph Stiglitz's Globalization and Its Discontents (2002)
. Martin Wolf's Why Globalization Works (2005)
. Thomas Friedman's The World is Flat (2005)
. The David Deese edited collection Globalization: Causes and
Effects (2012)
Part2 Considering the Causes of Globalization
1.) Think about how technology

has enabled globalization. There
have been international market
integration and widespread
cultural exchange in the past –
most notably at turn of the 20th
century. Much of what is different
about current globalization can
be traced to technological
changes. Most notably:
. The internet has internationalized capital markets.

. Containerized shipping – the use of containers that are easily transferred
from ship to truck or train – has dramatically reduced the cost of shipping
goods.
. Real-time communications (via phone and internet) have allowed for the
export of service jobs (e.g. call centers), easier cultural diffusion, and social
and economic connections across national boundaries.
. Worldwide access to news via networks like CNN and the internet has
spread both political ideas and increased consumer knowledge.
2.) Know the policy initiatives

that have contributed to
globalization. While
technology has clearly played
a key role in increased
government integration, it is
not the sole factor.
Governments have the ability
to limit globalization by setting up tariffs, restricting direct foreign
investment, and limiting the flow of workers between countries. The rapid
pace of globalization is largely due to the general embrace of policies –
aimed at achieving a macroeconomic benefit – that do just the opposite:
 Allowing more direct foreign investment
 Lowering or removing tariffs
 Allowing foreign access to capital markets
3.) Consider how historical

events have spurred
globalization. Technological
change, and even more so,
economic liberalization have
occurred against the backdrop of
historical events that helped to
open new borders to the flows of
goods and information and to
make politicians more open to
reducing tariffs. These include:
. The fall of the Soviet Bloc – The end of communism in eastern Europe at
just the time that communications technology was really taking off allowed
for the opening up and integration of many previously isolated markets. It
also discredited the major ideological competitor to American liberal
democracy and capitalism.
. The 1973 oil embargo – In response to US aid for Israel during the Yom
Kippur war, the Organization of Arab Petroleum Exporting Countries
imposed an oil embargo that caused prices to rocket and strained western
economies.
. Stagflation – Declining GNP and rising inflation – partially related to the oil
embargo – led to a desire for political solutions that took the form of market
liberalization under Thatcher and Reagan, paving the way for globalization.
Part3 Knowing the Impacts of Globalization
1.) Understand the macroeconomic

impacts. At the level of global and
national economics, globalization
has produced significant changes
that reflect a more integrated world
economy.[12]
. World trade rates (the ratio or
world imports to gross world
product) have grown from 7%
in 1938, to 10% in 1970, to 18% in 1996, to almost 25% in 2013.[13]
. Foreign direct investment in developing countries has gone from $2.2
billion in 1970 to $154 billion in 1997 to $778 billion in 2013.[14]
. The foreign exchange market has grown from $1 trillion per day in 1992 to
over $3.5 trillion per day in 2014.[15][16]
2.) Consider globalization's
impact on income
inequality. Globalization has
been shown to increase
income inequality in
developed nations, where the
owners of capital invested
abroad take in huge profits,
while workers find their wages
depressed by competition
with foreign workers. For
instance, the owner of a call center might see huge profits by outsourcing
to India, but workers in US call centers will lose jobs or see their wages
depressed. On the other hand, globalization has decreased income
inequality in the developing world, resulting in overall less inequality in the
world.[17]
3.) Think of globalization's impact on
culture. Many fear that globalization is
causing the Americanization of the rest
of the world through the spread of
American brands (Nike, McDonalds,
Gap) and culture (Hollywood films and
American TV). However, recent studies
indicate that American influence is
actually on the wane. The internet has
empowered localities to create distinct "civilization clusters," while emerging new
media (the internet, satellite television) have fueled local media production more
than they have borrowed from America.[18]
4.) Be aware of globalization's

environmental impact. Globalization
has accelerated environmental
degradation by encouraging rapid
industrialization and resource
extraction in the developing world, as
well as increasingly intensive energy
use in the developed world.[19] Major
impacts include:[20]
 Green house gas emissions rose 60% from 1970 to 2004.

 The extinction or massive reduction of many animal and
plant populations. 22% of the world's mammals are
threatened with extinction, 31% of amphibians, and 35% of
birds.
 Deforestation has accelerated in order to create farmland
used to grow export crops. Between 1990 and 2005, the
world lost 3% of its forests
Part4 Seeing Globalization in Your Life
1.) Look at your network of
relationships. Globalization is partly defined by the
interaction of people across the globe. How many
people do you know that are from another
country, or who have lived or traveled in one?
How many people do you know who live in foreign
countries now or frequently travel to one for work?
How many of those people do you stay in touch with via email or the phone?
2.) Take a close look at the things you own. Walk

around your home, and everywhere you look you
will likely see the result of the global flow of goods.
Your IKEA couch might be designed in Sweden
and produced in China.[21] Your Samsung TV
might have been designed in South Korea and
assembled in Malaysia. Your clothes likely hail from all over the world: China, Sri
Lanka, Mexico, India, Bangladesh, Vietnam, and a dozen other
countries.[22] Your refrigerator, which might be made in Hungary or China or
South Africa, probably contains foods produced around the world.
3.) Notice the flow of entertainment across

national borders. If you live outside the US,
chances are you have watched Hollywood movies
and seen TV shows popular in the States. But the
flow goes the other way, too. Downton Abbey, one
of the most popular shows in the US, is from
England. The Girl with the Dragon Tattoo came
from Sweden. Games from England's Premier League (their top football / soccer
division) average over 400,000 viewers in the United States. Al-Jazeera and the
BBC both have a strong presence in American news broadcasting.
INSTRUCTION: Answer the following:
1. Explain briefly what is Globalization?
2. Enumerate the characteristics of economic globalization
3. What causes globalization
4. Using the table below, give the impacts of globalization on each aspects.
IMPACTS OF GLOBALIZATION
Macroeconomics Culture Environment
INSTRUCTION: Write a reflective essay about the Globalization: Is it a Threat or
Opportunity?
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INSTRUCTION: Create a 5 minute video presentation on How to
promote/develop Philippines (eg. Philippine Culture, Products, Tourist Spots)
To be uploaded in YouTube/Facebook.
LESSON 5
Sustainable
Development
Sustainable Development’ has become the most debatable topic today. It has
raised many controversies between Development and Environment and that is why it is
most relevant today. In India this concept has even greater relevance due to
controversy surrounding the big dams and mega projects and related long term growth.
Environmental deterioration is increasing day by day due to deforestation, over-grazing,
greenhouse gases, etc. If not checked in time
Objectives
our very survival will be at stake. The efforts
a) to be able to describe the
towards sustainable development can help the
concept of Sustainable
Development earth to keep in balance.
b) to be able to describe the
relationship between the people Sustainable development is the need of
and the changing environment the present time not only for the survival of
c) to be able to discuss the history mankind but also for its future protection.
of the concept of the Sustainable
Unlike the other great revolutions in human
Development
d) to be able to identify the current history the Green Revolution and the
challenges in attaining Industrial Revolution the ‘sustainable
Sustainable Development
revolution’ will have to take place rapidly,
e) to be able to answer the
activities by the end of the class consciously and on many different levels and
in many different spheres, simultaneously.
Please click the link below to see the video about the Sustainable Development before
you read the full text of the lesson.
https://www.youtube.com/watch?v=B5NiTN0chj0
Although many definitions abound, the most often used definition of sustainable
development is that proposed by the Brundtland Commission (Cerin, 2006; Dernbach J.
C., 1998; Dernbach J. C., 2003; Stoddart, 2011). This broad definition, which will be
used in this dissertation, does not limit the
scope of sustainability. The explanation does,
however, touch on the importance of
intergenerational equity. This concept of
conserving resources for future generations is
one of the major features that distinguish
sustainable development policy from
traditional environmental policy, which also seeks to internalize the externalities of
environmental degradation. The overall goal of sustainable development (SD) is the
long-term stability of the economy and environment; this is only achievable through the
integration and acknowledgement of economic, environmental, and social concerns
throughout the decision making process.
In the application of this definition of sustainable development, one issue
concerns the substitutability of capital. There are several types of capital: social,
natural, and man-made. The definition of weak sustainable development explains that
only the aggregate level of capital matters: man-made, or manufactured, capital is an
adequate alternative to natural capital. Strong sustainability, on the other hand,
recognizes the unique features of natural resources that cannot be replaced by
manufactured capital. Most ecologists and environmentalists are proponents of the
strong sustainability definition (Stoddart, 2011).
In addition to substitutability, this definition of sustainability is also founded on
several other important principles. Contained within the common definition of
sustainable development, intergenerational equity recognizes the long-term scale of
sustainability in order to address the needs of future generations (Dernbach J. C., 1998;
Stoddart, 2011). Also, the polluter pays principle states that “governments should
require polluting entities to bear the costs of their pollution rather than impose those
costs on others or on the environment” (Dernbach J. C., 1998, p. 58). Thus,
government policy should ensure that environmental costs are internalized wherever
possible; this also serves to minimize externalities.
The key principle of sustainable development underlying all others is the
integration of environmental, social, and economic concerns into all aspects of decision
making. All other principles in the SD framework have integrated decision making at
their core.It is this deeply fixed concept of integration that distinguishes sustainability
from other forms of policy.
Institutionally, government organizations are typically organized into sectoral
ministries and departments. This works fairly well until the system encounters
something very comprehensive and highly integrated in nature, such as sustainable
development. In practice, sustainable development requires the integration of
economic, environmental, and social objectives across sectors, territories, and
generations. Therefore, sustainable development requires the elimination of
fragmentation; that is, environmental, social, and economic concerns must be
integrated throughout decision making processes in order to move towards
development that is truly sustainable.
A short history of the concept of sustainable development could begin with the
US government’s National Environmental Policy Act (NEPA) of 1969.This act came
largely in response to the 1969 Santa Barbara oil spill, which had a devastating impact
on wildlife and the natural environment in the area. But it was also the
product of greater societal attention to the consequences of industrial
pollution, awareness of which was promoted by the 1962
publication Silent Spring by Rachael Carson. Around the same time,
and as a result of the same push towards great concern for the
environment, arrived the Clean Water Act, the Water Quality Act, the
push to ban DDT, and the institution of the National Wilderness
Preservation System.
Shortly after the passage of NEPA, the Environmental Protection Agency (EPA) opened
its doors in 1970, promoting protection of the environment through research, standard-
setting, and monitoring. The goals of the EPA concerned both human health as well as
natural resource protection.
The next step in the growth of sustainable development as a mainstream concept and
practice was the 1972 United Nations Conference on the Human Environment, in
Stockholm, Sweden. This conference “brought the industrialized and developing nations
together to delineate the ‘rights’ of the human family to a healthy and productive
environment.
Another notable international protocol designed to guide the international community
towards sustainable development, in this case particularly environmental, was the Kyoto
Climate Agreement in 1997. Its goal was to reduce the emissions of its signatories, with
more emphasis placed on those developed countries which were responsible for most of
the air pollution and its subsequent consequences. It might be noted that the US is the
only developed country and one of the only two in general (the other being South
Sudan) that has not ratified this protocol.
1. End poverty in all its forms everywhere
2. End hunger, achieve food security and improved nutrition, and promote sustainable
agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote life-long learning
opportunities for all
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization and
foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts
14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land degradation and halt
biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive institutions at all
levels
17. Strengthen the means of implementation
and revitalize the global partnership for
sustainable development: Finance, Technology,
Capacity-building, Trade, Systemic issues:
Policy and institutional coherence, multi-
stakeholder partnerships; data, monitoring and
accountability.
Activity 1: Complete the diagram below
Concept of Sustainable Development
Evolution of Sustainable Development
Activity 2: Pick two of the Sustainable Development Goals and explain it briefly.
Activity 3: TRUE OR FALSE
1. The polluter pays principle states that governments should not require polluting
entities to bear the costs of their pollution rather than impose those costs on
others or on the environment.
2. The goals of the Environmental Protection Agency (EPA) concerned both human
health as well as natural resource protection.
3. The National Environmental Policy Act (NEPA) of 1969 is an act came largely in
response to the 1979 Santa Barbara deforestation, which had a devastating
impact on wildlife and the natural environment in the area.
4. The goal of Kyoto Climate Agreement 19997 was to reduce the emissions of its
signatories.
5. The overall goal of sustainable development (SD) is the long-term stability of the
economy and environment.
Activity 4: Write a reflective journal about the 17 Sustainable Development Goals
The United Nations negotiations on the post-2015 development agenda in New
York came close to a political declaration in the face of many challenges. A broader
framework based on the agenda will be included in a separate document and all of
these will be adopted at the UN Summit during 25-27 September 2015, called
"Delivering on and implementing a Transformative Post-2015 Development Agenda".
The main challenges to sustainable development which are global in character include
poverty and exclusion, unemployment, climate change, conflict and humanitarian aid,
building peaceful and inclusive societies, building strong institutions of governance, and
supporting the rule of law.
The Open Working Group of the United Nations, while acknowledging the United
Nations Framework Convention on Climate Change, has proposed the following aims for
its Sustainable Development Goals (SDGs) accompanied by specific targets.
There are several lines of argument that have arisen from the above. Charles
Gore, a member of the UN Millennium Project’s UN Experts Group, has observed that
the translation of the Millennium Development Goals (MDGs) to SDGs has led to the
reduction of these broader goals into national aims, which could in fact harm the
achievements of the SDGs that involve policy discussions, issues of universality, the
gains of a partnership approach, the principle of common and differentiated
responsibility and mechanisms of accountability.
The report of the Secretary-General on managing the transition from the MDGs
to SDGs emphasizes how reducing inequality ought to be recognized as a guiding
principle for the post-2015 agenda around which the SDGs may be integrated.
The principles of Common but Differentiated Responsibility (CBDR), and of Universality
but with Differentiation have both been called into question by several developed
countries. The key role of the private sector, questioned repeatedly by most civil society
groups, continues to be a bone of contention. Brazil, for one, is worried that "undue
emphasis on partnerships minimizes the primary responsibility of States, while
overplaying the role of the private sector."
Brazil also wants the developed world to take the lead for sustainable
consumption and production patterns, promoting sustainable management of natural
resource bases in general. It feels that that the developed countries must consider the
universal nature of goals while planning domestically for their respective nations.
Brazil also maintains that the political declaration must renew the commitment of
leaders to support more legitimate and representative institutions of global governance,
which can better handle the increasing complexities of the world today.
On the other hand, developing countries, represented by the Group of 77 and China
and groupings of the Least Developed Countries (LDCs), the Small Island Developing
States (SIDS) and the African Group strongly demand that the SDG document be
accepted along with the aims and objectives in the political declaration.
The G-77 wishes for a declaration that is "guided by the Rio principles of Common but
Differentiated Responsibility, promoting capacities and circumstances for development
among countries. The group believes that the declaration should emphasize the need
for fundamental changes in the way societies produce and consume, which are
indispensable for achieving global sustainable development.
Poverty
The important point here is to acknowledge that, from the outset, ideas about
sustainable development have focused explicitly on the problem of poverty. At the
global scale, we cannot talk about meaningful sustainable development if that does not
involve introducing effective measures to ensure that people worldwide no longer
endure experiences of poverty. At any scale – whether that of an individual
development project or of a national development plan – no form of development can
claim to be „sustainable‟ if it does nothing to reduce the extent or severity of poverty.
Tragically, in the past, many development initiatives have done very little to reduce
poverty – and in many cases may actually have increased poverty.
Global environmental change
Numerous environmental changes have been identified as issues of global

concern: desertification; the depletion of fuelwood; the destruction of tropical rainforest
and rapid declines in forest cover; the modification of coastal ecosystems; the reduced
availability and quality of drinking water; the depletion of soil resources; the over- P501
Understanding Sustainable Development Unit 1 © SOAS CeDEP 26 exploitation of
fisheries; food shortages; species extinction and the loss of biodiversity; stratospheric
ozone depletion; rapidly rising levels of fossil fuel and demand for energy supplies; and
climate change. The sheer number, magnitude and complexity of these issues can seem
overwhelming and some commentators have argued that they amount to a cumulative,
sustained human impact on the environment that has profoundly transformed the
surface of the Earth.
Sustainable Development in the Philippine context
2.1 The Good Life: Elements of a Shared Vision
A good life is not only about enjoying material wealth or well-being. It is not
enough that an individual is well fed, educated and sheltered because the well-being of
an individual cannot be abstracted from the kind of family and society to which he
belongs to. In this purportedly highly-developed and industrialized world, affluent
people live amidst unsecure, crime and conflict-ridden societies, increasing incidence of
family break-ups and a lowered sense of community. What good is development then if
it leads to widespread alienation, despondence, desperation, conflict and even hatred or
if it keeps people from leading peaceful lives.
A good life is therefore a kind of life that enhances a person’s overall sense of
well-being (bio-physical, mental, and emotional). It comes with all the elements that
will enable him to develop his fullest potentials and that would enable him to provide
for the hierarchy of his needs (i.e. physiological or biological, social, security and
spiritual and self-actualization needs) viii. This includes: (a) an adequate and stable
source of income to secure his and his family’s basic needs such as food, shelter,
clothing, mobility, leisure etc.; (b) a beautiful natural environment to enjoy, clean air to
breathe, clean water to drink; (c) good state of health; (d) a sense of dignity derived
from his circle of familial relationships and the society at large that nurtures one’s sense
of belonging, provides fundamental social freedoms and access to knowledge, enables
him to enjoy his own unique culture and observe traditions that are sacred and
important to him, gives him the freedom to express and search for his spirituality and
moral sensitivity; (d) sense of security and peace (freedom from fear, danger and
worry); and (e) some form of control or exercise of choice over his future through the
ability to participate in decision-making that pertain to his welfare.
A good life is a productive, meaningful and useful life. A good life is also having a
stable and nurturing personal, family and social life.
2.2 The Goals of Sustainable Development
Sustainable development is about creating the conditions that will empower

Filipinos to radically transform the quality of their lives, enabling conditions that will
create and provide them the opportunities to enjoy the good life. The Philippine Agenda
21 proposes that these conditions can be met through the pursuit of the following goals
of sustainable development:
Goal 1
A viable and vibrant economy is in place that is able to: (i) provide every Filipino
and his family a stable income sufficient to meet their present and future needs;
and consequently (ii) reduce the incidence of poverty; and the degree of
inequality between the rich and the poor.
Goal 2
A caring social system that promotes cohesion, peaceful co-existence and
harmony between and among its constituents is established through the
institution of a social order based on fairness and provision of support systems
that look after the welfare of every Filipino and develops his full human potential
by: (i) nurturing his creativity and special talents, spiritual and moral values, (ii)
securing his basic needs, dignity and human rights,(iii) safeguarding his health;
(iv) enabling a satisfying family life, (v) granting him fundamental social
freedoms, and (vi) preserving and strengthening the positive in the Filipino’s
unique culture and aspirations.
Goal 3
Ecological integrity is protected and maintained to provide every Filipino a clean
natural and man-made environment and a productive natural resource base that
will provide opportunities for leisure and a healthy, productive life.
Goal 4
A responsible governance system is institutionalized that makes economic,
political and social institutions accountable to the public and empowers every
adult Filipino who desires to have the freedom to exercise his right to participate
in decisions pertaining to his own welfare.
3.1 Principles of Sustainable Development
The vision and goals of sustainable development will be attained by

circumscribing the country’s development framework, policies and programs within the
following principles, serving as guideposts for development decision-making:
Primacy of Developing Human Potential

People are at the core of development initiatives
Holistic Science and Appropriate Technology
The search for solutions to the complex milieu of development problems has to
be undertaken with the perspective that situates specific problems in the larger social
and ecological context. This facilitates the development and use of appropriate
technology.
Cultural, Moral and Spiritual Sensitivity

Nurturing the inherent strengths of local and indigenous knowledge, practices
and beliefs while respecting the cultural diversity, moral norms and spiritual essence of
Philippine society.
Self-determination
Respecting the right and relying on the inherent capacity of the country and its
people to decide on the course of their own development.
National Sovereignty
Self-determination at the national level where the norms of society and the
specifics of the local ecology inform national governance. Includes human and
environmental security as well as achieving and ensuring security and self-reliance in
basic staple foods.
Gender Sensitivity
Recognizing the important and complementary roles and the empowerment of
both men and women in development.
Peace, Order and National Unity

Securing the right of all to a peaceful and secure existence.
Social Justice, Inter, Intra-generational and spatial equity

Ensuring social cohesion and harmony through equitable distribution of resources
and providing the various sectors of society with equal access to development
opportunities and benefits today and in the future. Balance and peace and equal
distribution of development all over the country and not development in one area only
Participatory Democracy
Ensuring the participation and empowerment of all sectors of society in
development decision-making and processes and to operationalize intersectoral and
multisectoral consensus.
Institutional Viability
Recognizing that sustainable development is a shared, collective and indivisible
responsibility which calls for institutional structures that are built around the spirit of
solidarity, convergence and partnership between and among different stakeholders.
Viable, Sound and Broad-based Economic Development

Development founded on a stable economy where the benefits of economic
progress are equitably shared across ages, communities, gender, social classes,
ethnicities, geographical units and across generations.
Sustainable Population
Achieving a sustainable population level, structure and distribution while taking
cognizance of the limited carrying capacity of nature and the interweaving forces of
population, culture, resources, environment and development
Ecological Soundness
Recognizing nature as our common heritage and thus respecting the limited
carrying capacity and integrity of nature in the development process to ensure the right
of the present and future generations to this heritage.
Bio-geographic equity and community based resource management

Recognizing that since communities residing within or most proximate to an
ecosystem of a bio-geographic region will be the ones to mostly directly feel the
positive and negative impacts of that ecosystem, they should be given prior claim to the
development decisions affecting that ecosystem including the management of the
resources. To ensure bio-geographic equity, other affected communities should be
involved in such decisions
Global Cooperation
Building upon and contributing to the diverse capacities of individual nations.
Activity 5: Make a concept map about the Challenges of attaining Sustainable
Development
Activity 6: Essay
A. Discuss what is a good life in your own words.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________________.
B. As a citizen of the country, how can you help attaining sustainability?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________________.
Activity 7: Multiple Choice
1. What barrier of sustainable development that have been identified as issues of

global concern: desertification; the depletion of fuelwood; the destruction of
tropical rainforest and rapid declines in forest cover?
a. poverty
b. global environmental changes
c. unemployment
d. disaster
2. The following are the Sustainable Development Goals, except.

a. End poverty in all its forms everywhere
b. End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture
c. Ensure healthy lives and promote well-being for all at all ages
d. Ensure security in every individual
3. What is the meaning of a good life?

a. A good life is having a chaos in the society.
b. A good life is living optimistic
c. A good life is enjoying material wealth or well-being
d. A good life is also having a stable and nurturing personal, family and social
life.
4. Respecting the right and relying on the inherent capacity of the country and its
people to decide on the course of their own development.
a. Self-determination
b. National Sovereignty
c. Cultural, Moral and Spiritual Sensitivity
d. Gender Sensitivity
5. Self-determination at the national level where the norms of society and the
specifics of the local ecology inform national governance. Includes human and
environmental security as well as achieving and ensuring security and self-
reliance in basic staple foods.
a. National Sovereignty
b. Self-determination
c. Cultural, Moral and Spiritual Sensitivity
d. Gender Sensitivity
Activity 8: Create your group composing of four members.

Make a slogan about Sustainable Development. Choose a
member to present it in the class.
LESSON 6
THE GOVERNMENT
OF THE PHILIPPINES
THE GOVERNMENT OF THE PHILIPPINES
The Philippine government takes place in an organized framework

of a presidential, representative, and democratic republic whereby the
president is both the head of state and the head of government. This system
revolves around three separate and sovereign yet interdependent branches:
the legislative branch (the law-making body), the executive branch (the law-
enforcing body), and the judicial branch (the law-interpreting body).
Executive power is exercised by the government under the leadership of the
president. Legislative power is vested in both the government and the two-
chamber congress—the Senate (the upper chamber) and the House of
Rodrigo Roa Duterte the 16th Representatives (the lower chamber). Judicial power is vested in the courts
and current President of the
Philippines.
with the Supreme Court of the Philippines as the highest judicial body.
Published: 19 February 2014

http://oslope.dfa.gov.ph/site-map/the-philippine-government
The Philippines government is modelled after the U.S. government. It has a President, Vice
President and Congress with a Senate and a House of Representatives. The main difference between the
two systems is that the Philippine constitution limits the Presidents to one six year term (he or she
cannot be re-elected for a second term); senators to two consecutive six-year terms and representatives
to three three-year terms. There are also separate ballots for the President and Vice President.
Political and judicial institutions in the Philippines are regarded as weak. The functioning of
government has been hampered by coup threats, insurgencies, street protests, and impeachment
proceedings. To relieve the "chronic gridlock" in the Filipino legislative system, the U.S. national Security
Council has suggested that the Philippines switch from a Congressional to a parliamentary system.
Government type: Republic The republican form of the government was developed during the
commonwealth period when the Philippines were a possession of the United States. Under the
Constitution, the government is divided into executive, legislative, and judicial departments. The
separation of powers is based on the theory of checks and balances. The presidency is not as strong as it
was under the 1973 constitution. Local governments are subordinated to the national government.
Independence: 12 June 1898 (independence proclaimed from Spain); 4 July 1946 (from the US). National
holiday: Independence Day, 12 June (1898); note - 12 June 1898 was date of declaration of
independence from Spain; 4 July 1946 was date of independence from the US.
In February 1987, the Philippines adopted a new constitution that instituted the presidential-
style republican form of democracy, which resembles the U.S. model much more than the European
parliamentary system. One key difference between the Philippine and U.S. systems is that the
Philippines is a unitary republic, whereas the United States is a federal republic, with significant powers
12 six years. The Constitution grants the President authority to
appoint his Cabinet. These departments form a large portion of the
country’s
bureaucracy.
Pres. Emilio Aguinaldo

Brief History of the Legislative Branch 1899-1901 (1st President)
The President of the Philippines is elected by

direct vote of the people, and has a term of six years with no
provision for re- election.
There have been 15 Presidents of the Philippines from the

establishment of the office on January 23, 1899, in the Malolos
Pres. Manuel L. QuezonRepublic. President Emilio Aguinaldo is the inaugural holder of the
office and held the position until March 23,
1935-1944 (1st President
of the Commonwealth) 1901, when he was captured by the Americans
during the Philippine-American War.
The Office of the President of the Philippines was abolished

after the capture of Aguinaldo, and ceased to exist until the
inauguration of the Philippine Commonwealth in 1935.
After the first national elections were held on September

16, 1935, Manuel L. Quezon was elected as the second President
of the Philippines and the first President of the Philippine
Commonwealth. Originally elected to a six-year term, President Quezon would stay in
office until 1944, because the 1935 Constitution was amended in 1940 to allow re-
election, but shortened the term of the President to four years. Quezon was elected
again in 1941—however, due to constitutional limitations, he would have not served the
full four years—his term started on November 15, 1935, and thus would end on
November 15, 1943. In 1943, however, President Quezon had to take an emergency
oath of office, extending his term, because of the outbreak of World War II.
When World War II forced the Philippine Commonwealth into exile, a different
government would be installed in the Philippines, which would later to be known as the
Second Republic of the Philippines. Jose P. Laurel would lead this government as the
third President of the Philippines and the only President of the Second Republic. Laurel
stayed in office from 1943 to 1944 when the Second Republic was abolished. At this
point, the President of the Second Republic would overlap with the President of the
Commonwealth. On September 17, 1945, however, the laws of the Second Republic
were declared null and void by the Supreme.
The Philippine Commonwealth would be re-established in

Philippine soil in 1945 with President Sergio Osmeña as the
second President of the Commonwealth and the fourth President
of the Philippines. Osmeña took his oath of office in the United
States after the demise of President Quezon. Osmeña would run
in the first post-war presidential elections held in 1946, but lose
to Senate President Manuel Roxas.
President Roxas was elected in 1946 as the third President

of the Philippine Commonwealth, first President of the Pres. Corazon C. Aquino
independent Republic of the Philippines, and the fifth President 1986-1992
of the Philippines. He would usher in the end of the Philippine
Commonwealth on July 4, 1946, and the birth of the Third Republic. Roxas would be
followed by Presidents Elpidio Quirino, Ramon Magsaysay, Carlos P. Garcia, and
Diosdado Macapagal as the second, third, fourth, and fifth President of the Third
Republic and the sixth, seventh, eighth, and ninth President of the Philippines,
respectively.
Pres. Jose P. Laurel
1935-1944 (Only President of
President Ferdinand E. Marcos became the last President the 2nd Republic)
of the Third Republic when he declared martial law in 1972,
while the 1973 Constitution suspended the 1935 Constitution, he only formally
proclaims the “New Republic”—the Fourth—in 1981. Marcos became the first President
of the Fourth Republic and the tenth President of the Philippines overall. Marcos stayed
in office for 20 years—the longest serving President of the Philippines.
In 1986, the EDSA Revolution successfully installed Corazon C. Aquino as the

new President of the Philippines—the 11th in the country’s history. President Aquino
served as the second and last President of the Fourth Republic at the beginning of her
term. A transitional, Freedom Constitution was put into effect in the
same year. When the 1987 Constitution was put into full force and
effect, the Fourth Republic was ended and the Fifth Republic
inaugurated. Thus, President Aquino became the first President of
the Fifth Republic. She would be followed by Presidents Fidel V.
Ramos, Joseph Ejercito Estrada, Gloria Macapagal-Arroyo,
and Benigno S. Aquino III as the second, third, fourth, and fifth
President of the Fifth Republic and 12th,
13th, 14th and 15th President of the
Philippines, respectively.
The current President, Rodrigo Roa Duterte, is the

sixteenth President of the Fifth Republic and the 16th President
of the Philippines. The Legislative Branch
The Executive Branch

http://www.officialgazette.gov.ph/about/gov/exec/
THE LEGISLATIVE BRANCH
The Legislative branch is authorized to make laws, alter, and repeal them
through the power vested in the Philippine Congress. This institution is divided into the
Senate and the House of Representatives.
History of the legislature

Representation in the Spanish Cortes
Prior to the creation of a legislature in the
Philippines, Filipinos, from time to time, were
allowed to sit in the Spanish Cortes as
representatives of the Philippine Islands. In 1810,
the Spanish government allowed Filipinos to
receive Spanish citizenship and appropriate
representation in the Cortes. When the Cadiz Constitution was in full force and effect,
Filipino representation became a standard in the Cortes. However, in 1837, the liberal
Cortes finally abolished representation and declared that overseas territories of Spain to
be ruled by special laws. This loss of representation was one of the main points that
Jose Rizal and other propagandists were fighting for during the Propaganda movement.
Malolos Republic, 1899 – 1901
The first Filipino legislature was convened on September 15, 1898 in Barasoain
Church, Malolos, Bulacan. Later known as the Malolos Republic, it drafted the first
constitution of the Philippines, which was also the first democratic constitution in Asia.
The Congress included delegates from different provinces of the Philippines, some
elected and some appointed. It was a short-lived legislature, unable to pass any laws
due to the onset of the Philippine-American War. The first Philippine Republic was
ended on March 23, 1901 with the capture of President Emilio Aguinaldo in Palanan,
Isabela.
Philippine Commission, 1899 – 1916
In 1899, United States President William McKinley appointed a commission led by Dr.
Jacob Schurman to study and investigate the conditions in the Philippine Islands. This
would be known as the first Philippine Commission. It was followed by another
investigative commission led by William Howard Taft in 1900, which also had limited
legislative and executive powers. From 1901 onwards, the Philippine
Commission would be regularized. It exercised both executive and legislative powers,

with three Filipino delegates, namely Benito Legarda, Trinidad Pardo de Tavera, Jose
Luzuriaga. After the organization of the Philippine
Assembly in 1907, the commission stayed on as the upper house of the

legislature.
Philippine Assembly, 1907 – 1916
Electoral representation in the Philippines by Filipinos began when the American

insular government allowed partial self-governance by establishing the Philippine
Assembly. The assembly, as the lower house, shared legislative power with the
Philippine Commission, which remained under American control, as membership in the
Philippine Commission was still restricted to appointed American officials. In 1907, still
under American rule, the Philippines held its first
national elections for the newly created The first Filipino legislature was convened on
September 15, 1898 in Barasoain Church,
Malolos, Bulacan.
representative body, which had an inaugural membership of 81
Filipinos representing their respective districts. In the succeeding years, the number of
districts were increased to 85 in 1910, and 91 in 1912.
Resident commissioners, 1907 – 1946
From 1907 to 1946, the Philippine legislature sent a

representative to sit in the U.S. House of Representatives, as
resident commissioner. Under Spain, the Philippines had also been
given limited representation in the Spanish Cortes, and like the
resident commissioners, they had the right to speak, but not to
vote. The restoration of Philippine independence in 1946 ended
Philippine representation in the U.S. Congress. (Note: To this day,
Puerto Rico still has a resident commissioner in the U.S. House of
Representatives.)
The Philippine Legislature, 1916 – 1935
Upon the enactment of the Jones Law in 1916, the Filipinos were subsequently
granted the opportunity to hold other offices in the government. Positions in the
Philippine Senate were opened to Filipinos, with 12 senatorial districts and two senators
elected from each. The inaugural President of the Senate in 1916 was Manuel L.
Quezon, representing the fifth senatorial district. He would hold this position until the
establishment o f the Commonwealth of the Philippines in 1935. For the 19 years prior
to the Commonwealth, the Senate presidency was the highest position a Filipino could
hold.
From the first Philippine Commission to

the establishment of the Commonwealth
of the Philippines, the Philippine

legislatures were passing public acts. This form
of legislation is started at Congress, with the
approval of the American governor-general of the Philippine Islands.
Commonwealth of the Philippines, 1935 – 1946
On November 15, 1935, Quezon took his oath as the first President of the
Commonwealth of the Philippines, giving control of the executive branch of government
to the Filipinos. It was also in this era that the Supreme Court of the Philippines was
completely Filipinized. By virtue of the 1935 Constitution, the
bicameral Philippine legislature was merged to form the unicameral
National Assembly.
Two elections were held under the Commonwealth. The first,

in 1935, elected the President of the Philippines as well as members
of the National Assembly; the second, in 1939, elected only
members of the National Assembly. The National Assembly would
be retained until 1941, when a new structure for the legislature was
introduced through a constitutional amendment.
From the Commonwealth period to the inauguration of the Third Philippine

Republic, the Philippine legislature was passing Commonwealth acts (CA). This form of
legislation is started at the National Assembly and approved by the President of the
Philippines.
Constitutional amendments of 1941
After six years under a unicameral legislature, the Constitution of 1935 was
amended, dividing the National Assembly into two separate houses. The Senate of the
Philippines and the House of Representatives were reestablished, with a Senate
President and a Speaker of the House leading their respective chambers.
The elections for members of these newly created chambers were held in 1941.
However, the onset of World War II prevented the elected members from assuming
their posts and the legislature of the Commonwealth of the Philippines was dissolved
upon the exile of the government of the Philippines.
The Second Republic, 1943
On October 14, 1943, the Japanese-sponsored Second Republic was

inaugurated, with Jose. P. Laurel as the President. This government followed the newly
crafted 1943 Constitution, and reverted the legislature back to a unicameral National
Assembly. The National Assembly of the Second Republic would remain in existence
until the arrival of the Allied forces in 1944, which liberated the Philippines from the
Imperial Japanese forces.
Restoration of the Philippine Commonwealth, 1945 – 1946
Upon the reestablishment of the Commonwealth in 1945, President Sergio

Osmeña called for a special session of Congress. The first Congress convened on June 9
of that year, with most of the senators and representatives, who were elected in 1941,
assuming their positions. M anuel Roxas and Jose C. Zulueta served as Senate
President and Speaker of the House, respectively. Not all, however, were allowed to
take their post because some were incarcerated for collaboration with the Japanese.
The inaugural session, was held in a converted school house in Lepanto St.,
Manila, as the Legislative Building in Manila was reduced to ruins as an outcome of the
war.
On April 23, 1946, national elections were held to choose new members of
Congress, the President, and the Vice President of the Philippines. After the elections
the second Congress of the Commonwealth convened on May 25, 1946. It would only
last until July 4, 1946, with the inauguration of the Third Republic of the Philippines.
The Third Republic, 1946 – 1972
The independent Republic of the Philippines was finally proclaimed on July 4,

1946 with Manuel Roxas as President. The Second Congress of the Commonwealth was
transformed into the first Congress of the Republic of the Philippines, also made up of
the Senate and the House of Representatives. This would mark the beginning of the
count of Congresses of the Republic until the imposition of Martial Law in 1972, when
Congress would be dissolved.
This era started the legislation of republic acts which would continue until 1972.
Upon the restoration of democracy in 1986 and the ratification of the 1987 Constitution,
the naming of laws as republic acts would be reinstated.
Martial law and the Fourth Republic, 1972-1986
On September 23, 1972 President Ferdinand E. Marcos issued Presidential

Proclamation No. 1081, placing the entire country under Martial Law. This coincided
with the closing of the sessions of both chambers of Congress. Days before the
scheduled reopening of the Senate and the House of Representatives, Marcos
promulgated the 1973 Constitution, which effectively abolished the bicameral legislature
and replaced it with a unicameral legislature. Opposition legislators reported to the
Legislative Building on January 22, 1973, but found the building padlocked and under
an armed guard.
Under martial rule, Marcos created the Batasang Bayan in 1976, by virtue of
Presidential Decree No. 995, to serve as a legislative advisory council—a quasi-
legislative machinery to normalize the legislative process for the eventual actualization
of the 1973 Constitution. The Batasang Bayan would hold office in the Philippine
International Convention Center (a modernist
structure designed by National Artist for Architecture
Leandro Locsin, within the Cultural Center of the
Philippines Complex—a pet project of First Lady
Imelda R. Marcos). The consultative body would serve
until 1978.
The Batasang Bayan would be replaced in

President Ferdinand E. Marcos signed Proclamation
No. 1081 on September 21, 1972, placing the
1978 by an elected unicameral body: the Interim
Philippines under Martial Law.
Batasang Pambansa (IBP), a parliamentary
legislature, as provided for in the 1973 Constitution. On April 7, 1978, elections for were
held. Those elected to the IBP would be called Mambabatas Pambansa (Assemblymen)
who would be elected per region, via a bloc-voting system. The IBP opened on
Independence Day 1984 in the Batasan Pambansa in Quezon City.
Members of the Regular Batasang Pambansa (RBP) were elected in 1984, this
time at-large and per province. The RBP held its inaugural session on July 23, 1984.
In 1986, President Marcos succumbed to international pressure and called for a

snap presidential election. Though Marcos and his running mate former Senator and
Assemblyman Arturo Tolentino were proclaimed by the Batasang Pambansa as the
winners of the election, a popular revolt installed opposition leaders Corazon C. Aquino
and Salvador H. Laurel as President and Vice President, respectively.
For both the IBP and RBP, the laws passed would be called “Batas Pambansa,”
which did not continue the previous numbering of Republic Acts.
The Fifth Republic, 1987 – present
On March 25, 1986, President Aquino declared a revolutionary government by

virtue of Presidential Proclamation No. 3, s. 1986, which suspended some provisions of
the 1973 Constitution and promulgated in its stead a transitory constitution. This
effectively abolished the Batasang Pambansa. A constitutional commission, tasked with
drafting a new charter, was created by virtue of Proclamation No. 9 issued on April 23,
1986.
Following the overwhelming ratification of the 1987 Constitution through a

national plebiscite held on February 2, 1987, the 1987 Constitution finally came into full
force and effect on February 11, 1987. It re-established a bicameral legislature,
composed of the House of Representatives and the Senate, much like the way it was
before martial law. The former, being much larger in composition, reopened in the
Batasan Pambansa while the Senate, still with its 24 members, returned to the
Legislative Building. In 1997, the Senate of the Philippines moved to the GSIS building
where it is currently housed.
Laws passed by the bicameral legislature would restore “Republic Acts”, as the
laws were named in the Third Republic (1946-1972). Moreover, it was decided to
maintain the old count, taking up where the last pre-martial law Congress left off. Thus,
the last Congress under the 1935 Constitution was the seventh Congress, and the first
Congress under the 1987 Constitution became the eighth Congress.
The Legislative Branch

http://www.officialgazette.gov.ph/about/gov/the-legislative-branch/
THE JUDICIAL BRANCH OF THE PHILIPPINES
The Judicial branch holds the power to settle controversies involving rights that are
legally demandable and enforceable. This branch determines
whether or not there has been a grave abuse of discretion
amounting to lack or excess of jurisdiction on the part and
instrumentality of the government. It is made up of a Supreme
Court and lower 12
The Judicial Branch
Test I. Provide each of the following groups given on what they are composed of, based on
your readings from the beginning of the Lesson.
Executive Branch Legislative Branch Judiciary Branch
Test II. Label the given pictures based on the Three Branches of the Government. (Executive,
Legislative and Judiciary)
Test III- Describe each braches based on your own opinion. On a brief explanation only
1. Executive Branch
2. Legislative Branch
3. Judiciary Branch
LESSON 7
THE CURRENT ISSUES IN THE

PHILIPPINE GOVERNMENT
LESSON COMPETENCIES
At the end of this chapter, the learners should be able to:
1. describe the political dynasties;

2. define the war on drugs;
3. identify the activities of terrorism in the country;
4. give possible solutions on how to address the current issues of the Philippine
government;
5. write a reflective essay on the current issues of the Philippine government; and
6. share their reaction on the current issues of the Philippine government on their
Facebook account.
POLITICAL DYNASTIES
INTRODUCTION
Lesson 1 presents the political dynasties in the Philippines. You will be provided with
information about the study conducted by the various agencies. You will also be
introduced to the positive and negative influence of political dynasties. Activities are
provided to further develop knowledge, skills and attitudes toward the topic.
OBJECTIVES
At the end of the lesson, the learners should be able to:
 define the political dynasty;

 distinguish the positive and negative influence of political dynasties;
 make a reflective journal; and
 produce a poster of the political dynasties in the Philippine government
WHAT TO KNOW
Activity 1: Locate Me
There are seven prominent families in the Philippines who are known in the field of
politics in the crossword puzzle below. They are written horizontally, vertically, and
diagonally. Find the words and write them on your activity sheet or notebook.
A M P A T U A N N S
B A G O Q N J K M O
D R K S L U Q E I P
S C A G A B I N E R
R O X A S P O N K E
A S U N C E N A O R
I N L B Y S J I R O
N O W D U T E R T E
C A N S A R I L E B
A H O O K A N M G R
O G B A C D O G A H
H O R N A A S N O G
Activity 2: Reading Time

Political dynasties refer to family units with members involved in government activities. In
the Philippines, political dynasties refer to groups of politicians who come from the same
family. The group in question is usually associated with a certain province or city, which
members of the family have led or represented for successive generations.
This can occur in two ways:
 members of a family to occupy a same certain government position in every term.

Once the term of the member of a political dynasty runs out, a relative of the
incumbent will run in his stead, thus ensuring political dominance.
 number of family members to occupy government positions at the same time.
Political dynasties have long been a feature of the Philippine political landscape. They are
typically characterized as families that have established their political or economic
dominance in a province and have coordinated efforts to move on to involvement in
national government or other positions of national political prominence.
Political dynasties usually have a strong, consolidated support base concentrated around
the province in which they are dominant. Members of such dynasties usually do not limit
their involvement to strictly political activities, and have been found participating in
business or culture-related activities."
Negative Influence
 the "Carnegie Effect" is based on Carnegie’s decision to give all his wealth to non-
family members, where he argues that his son might have less incentive of working
hard if he were to be assured of his father’s wealth. This idea of inherited wealth and
connections discouraging future generations to work hard can also be attributed to
dynastic politicians. Dynastic politicians have a significant advantage from the start of
their political career They have a statistically higher probability, due to factors like
popularity and incumbency advantage, to win elections when pitted against politicians
with no such political networks. Dynastic politicians also have generally lower
educational attainment, because of their reliance on dynastic connections rather than
bureaucratic or academic competence for their position.
 use their political dominance over their respective regions to enrich themselves, using
methods such as graft or outright bribery of legislators. These kinds of situations arise
as conflicts of interests- political dynasties often hold significant economic power in a
province- and their interests are overrepresented due to dynastic politics.
it is for the status quo and develops interests largely separate from the people they were
supposed to be serving. Dynastic candidates, being almost exclusively from the upper
classes, are naturally biased towards defending their own vested economic interests, which
presents conflict of interest problems. Political dynasties also prevent challengers with
potentially effective policy ideas from being able to take
 limits the capacity for bureaucratic responsiveness and administrative effectiveness

and adaptation to new ideas.
Can you give other negative influences of political dynasties that are not mentioned
above?
Positive Influence
 more likely to pursue long-term development oriented strategies since they expect to
hold power and benefit from their position for longer.
 can gain benefits either directly or indirectly through their relatives.
 responsible for the increase in women’s political participation in politics. Female
politicians hailing from political dynasties can easily get into politics due to their
connections.
 Have the advantage of continuity and can use this continuity by promoting and enacting
laws and ordinances that are long term in nature; with only a slim chance of other
candidates outside of the dynasty interfering with the plans.
Do you agree that political dynasties have positive influences in the government?
WHAT TO PROCESS
Activity 3: Good or Bad
After reading activity 2, copy the table below in your notebook or activity sheet. Write
down the positive and negative influences of political dynasties to complete the table.
POSITIVE INFLUENCE NEGATIVE INFLUENCE
WHAT TO REFLECT AND UNDERSTAND
Activity 4: Dear Diary

Write a reflective journal on political dynasties in the Philippines. Write it on a separate
sheet of paper.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________
Activity 5: Picture Analysis
Examine the picture below. In your own view, what will happen if this is the scenario
throughout the country? Write your answer in your notebook or activity sheet.
WHAT TO TRANSFER
Activity 6: Act it Out!

The class will be divided into groups. Create a 2-3 minute pantomime showing the scenario
of political dynasties in the Philippine government.
Criteria for Scoring: Quality, Realistic, Stage Performance and Teamwork
WAR ON DRUGS
INTRODUCTION
Lesson 2 gives the situation of the campaign by the Philippine government with regards to
war on drugs. You will be asked on what will be your choice through the given statements.
In addition, you are going to make a reflection paper on war on drugs. Interesting and
meaningful activities are also provided for better understanding.
OBJECTIVES
At the end of the lesson, the learners should be able to:
 describe the war on drugs scenario in the Philippines;

 make a reflective essay; and
 create a box of information which includes all information who have learned, gathered
and processed
WHAT TO KNOW
Activity 7: Buzz Time!
Look at some of the headlines in the newspapers or electronic news, watch news, on
television or listen to radio news program about drug-related crimes in the Philippines.
Have a buzz session with the class about the present war on drugs in the country.
Activity 8: Reading Time!
The Philippine Drug War, also known locally as the War on Drugs (Filipino: Giyera
Kontra Droga, lit. "War Against Drugs"), refers to the drug policy in the Philippines initiated
by the Philippine government under President Rodrigo Duterte. It has been criticized
locally and internationally for the number of deaths resulting from police operations, and
alleged summary executions. According to police reports, 3,900 deaths were legal
operations and that all of those who died fought against the police force. It was later
revealed by both local and foreign investigation groups that more than 14,000 people have
been killed in the drug war from inception to March 2017. All deaths allegedly included
Filipinos who fought against the police and possessed definite amount of drugs and guns,
including teenagers.
Since its inception at the Single Convention on Narcotic Drugs of 1961, the global
war on drugs has remained a contentious issue. International evidence has illustrated that
there was no clear link between a punitive approach or decriminalization and the increase
or decrease of drug users. Despite this, some countries continue to adopt an enforcement-
centric approach on the war on drugs. At the same time, the Philippines welcomed the new
administration under Pres. Rodrigo Duterte this year. The country also faced the
administration’s intensified campaign against the use of illegal drugs.
Consistent with its campaign promise, the Duterte administration has demonstrated a
significant degree of political will to curb the proliferation of illegal drugs in the country.
According to the Philippine National Police (PNP), in the short period from July 1 to Oct 3,
2016—less than 100 days—there were
illegal drugs through PNP’s Double Barrel campaign. The Double Barrel plan, as explained
by Police Senior Supt. Rene P. Pamuspusan, Chief of the Law Enforcement Division,
Directorate for Operations of PNP, is composed of Project Tokhang (i.e. Toktok-Hangyo or
“knock and negotiate”) for the lower barrel and Project HVT (high-value target) for the
upper barrel. Around 27% of the 42,605 barangays all over the country are affected by
drugs, including the National Capital Region with 93% of its 1,706 barangays. Project
Tokhang was launched by PNP to target these drug-infected barangays in coordination
with the local government units, especially its anti-drug councils, NGOs, and others.
Meanwhile, Project HVT (high value target) involves focus teams such as
investigators, intelligence operatives, and tactical personnel. Operations here target illegal
drug personalities and syndicates. The PNP has also moved on to include a modified
Tokhang called “Taphang” (Tapok Hangyo) wherein homeowners of subdivisions, condos,
business establishments, and government agencies would be gathered to discuss and
advance the anti-drugs campaign.
Nevertheless, an alarming number of killings have also taken place—some 722

alleged vigilante killings (classified as deaths under investigation in PNP data) and 1,566
killings due to police operations, based on recent reports. These killings raise serious
concerns over the rule of law and the over-all effectiveness of the anti-drugs campaign.
experience, multidisciplinary perspectives on anti-drug policy reform, and the anti-illegal
drugs campaign of the Duterte administration. We noted the main policy messages that
emerged from the forum in this short article. A review of international policy experience on
combating drugs suggests how punitive approaches alone have produced very mixed
results. Various studies have shown that these have resulted into a range of “unintended
consequences” including: the creation of a huge criminal market; the displacement of
production and transit to new areas (the balloon effect); the diversion of resources from
health to enforcement; the displacement of use to new drugs; and the stigmatization and
marginalization of people who use drugs (UNODC, 2008).
WHAT TO PROCESS
Activity 9: What is your Choice?
Form a big circle. Your teacher will read each statement below. How do you feel after
reading each statement? Do the double thumbs up and placed on your cheeks for AGREE,
cover your eyes for DISAGREE, and look up for UNDECIDED. Discuss with each other and
see if some will change their minds.
Statements:
 Illegal drugs should be banned.

 It is okay for students to use drugs.
 Killing persons who are involved in the use of drug should be granted.
 Our law is too easy on teenagers caught using drugs.
 Severe punishments for drug use will stop people from using drugs.
 Parents should be held responsible for their children who are into drug use.
Activity 10: Reflection Time!
Write an essay about the present war on drugs in the Philippines. Include data and
information you have learned in class and have gathered personally. Also include ways for
the government and society to combat drug syndicates and addiction. Limit your essay to
150-200 words.
WHAT TO TRANSFER
Activity 11: Let’s Make a Box of Information
Now that you know the present war on drugs in the Philippines, show that you learned in a
creative way. You will create a box of information which will include:
 a map of your community

 pictures related to the topic
 information and data collected
The box information can be made either wood or cardboard. Creativity is encouraged like
the use of lights and sounds. The rubric on the next page will show you how your
information box will be graded.
Rubric for Box of Information
Criteria 4 points 3 points 2 points 1 point

Required The material All required All but one of Several
Elements includes all elements are the required required
required included in the elements are elements are
elements as material. included in the missing.
well as material.
additional
information.
Labels All items of Almost all Few items of Labels are too
importance on items of importance on small to view
the material importance on the material or no
have labels the material have labels important
that can be have labels that can be items were
read from at that can be read from at labelled.
least 3 ft. away. read from at least 3 ft.
least 3 ft. away.
away.
Graphics- All graphics All graphics All graphics Graphics do
Relevance are related to are related to are related to not relate to
the topic and the topic and the topic. One the topic or
easier to easier to or two several
understand. All understand. borrowed borrowed
borrowed Some graphics have graphics have
graphics have a borrowed a source do not source
source citation. graphics have citation. citation.
a source
citation.
Attractiveness The material is The material is The material
The material
exceptionally attractive in is acceptably
is
attractive in terms of attractive in
distractingly
terms of design design layout, terms of
messy or very
layout, and and neatness. design layout,
poorly
neatness. and neatness.
designed. It is
not attractive.
Grammar There are no There are 1-2 There are 3-4 There are
grammatical grammatical grammatical more than 4
/mechanical /mechanical /mechanical grammatical
errors in the errors in the errors in the /mechanical
material. material. material. errors in the
material.
Total Score: /20
TERRORISM
INTRODUCTION
Welcome to the third part of your journey on tackling current issues of the Philippine
government! This will be very exciting because you will know the current terrorism
happened in the country. It is expected that at the end of this lesson, you can confidently
and properly prevent and control terrorism in the country.
OBJECTIVES
At the end of our lesson, you are expected to:
 describe terrorism in the Philippine scenario;

 list several ways to prevent and control terrorism in the country.
 create armor shield against terrorism; and
 write a message for a violence-free world through an essay
WHAT TO KNOW
Activity 12: Reading Time!
Acts of terror, or terrorism, is the use of violence for political goals and putting the
public or a great number of people in fear. The purpose of these terrorist groups is to
produce terror in their victims through the use of violence, fear and pressure. Terrorists
commit acts of violence that draw the attention of the local masses, the government, and
the world to their cause. They plan their attack to get the greatest publicity, choosing
targets that symbolize what they oppose. The effectiveness of the terrorist act lies in the act
itself, but in the public’s or government’s reaction to act.
Terrorism is a crime under the Human Security Act of 2007 and describe such acts
as causing "widespread and extraordinary fear and panic among the populace". The first
group to be officially listed as a terrorist organization under the law is the Abu Sayyaf on
September 10, 2015 by the Basilan provincial court.
Date Location Deaths Injuries Type Description
10 Zamboanga 8 0 shootin Eight fishermen were killed in an

Janua City g attack by suspected Abu
ry Sayyaf militants in south-western
Mindanao.
City
Marawi
23 N/A N/A Siege ---
May Marawi by ISIS
City affiliate Main article: Battle of Marawi
(Philippine d Maute (2017)
Group
s)
Marawi
26 Sulu 4 23 grenad At least four people were killed and

23 others wounded in a suspected
March e attack Abu Sayyaf grenade attack in the
southern Philippines.
22 Inabanga, 6(+8) 0 shootin 2017 Bohol clash

April Bohol g
Three Philippine Army soldiers, a
policeman, two civilians and four
militants were killed during the
April 11 firefight. Four more
militants were killed on April 22.
5 July Basilan 2 0 kidnap Abu Sayyaf militants have
ping, beheaded two Vietnamese sailors
executi held hostages for eight months in
on the southern Philippines.
13 Patikul, Sul 1 0 executi The military said that a bullet-
July u on riddled body of Vietnamese
national Tran Viet Van was
recovered in Barangay (village)
Buhanginan in Patikul town, Sulu
province.
30 Basilan 7 0 kidnap Seven Filipino loggers who had
July ping,be been kidnapped by Abu Sayyaf on
heading 20 July were found beheaded in
two separate towns of Basilan.
5 Mindanao 5 3 landmi Five Moro Islamic Liberation
Augus ne blast Front guerrillas were killed in a
t land mine blast while running
after Bangsamoro Islamic Freedom
Fighters militants operating in the
region.
18 Mindanao 5 0 shootin Five fighters from the Moro Islamic
Augus g Liberation Front (MILF) died in a
t clash with the BIFF militants on
Friday.
21 Maluso 9 16 shootin Nine people were killed, while 16
Augus g others were wounded after Abu
t Sayyaf bandits attacked a village in
Basilan province.
29 Sulu 3（+4 1+（+2 shootin Three people of a muslim clan were
Augus Province ）） g killed in a battle with Abu
t Sayyaf group in Sulu, a stronghold
of the pro-Daesh group.Four ASG
memebers were also killed.
WHAT TO PROCESS
Activity 13: Play List
List several ways to prevent and control terrorism in the country. Use pieces of paper to
write down specific programs and activities which can prevent and control terrorism.
SPORTS
OTHERS
Activity 14: Armor Shield
Create your very own armor shield against

terrorism. Be very creative. Simple
drawings will suffice. Your armor shield will
look like an emblem. Present your shield in
the class and submit it to your teacher for
assessment.
WHAT TO TRANSFER
Activity 15: Message for a Terrorism-Free World
Write an essay with the title “Promoting a Culture of Non-Terrorism” in your worksheet.
Afterwards, find a partner and take turns reading your essay to each other. Then answer
the questions that follow. Refer to the rubrics below for guidance on how your output will
be assessed.
Rubrics for Assessment
Points Excellent Good Needs

(3) (2) Improvement
(1)
Content Content addresses Content not enough Content does not
the essay’s topic. job of addressing the address the essay’s
essay’s topic. topic.
Supporting All facts included in Some facts included No facts included
Information the essay are in the essay are in the essay are
supported by supported by supported by
provable evidence. provable evidence. provable evidence.
All opinions in the Some opinions in the No opinions in the

essay include enough essay include enough essay include
related information related information enough related
for the reader to for the reader to information for the
understand why an understand why an reader to
opinion is held. opinion is held. understand why an
opinion is held.
Total Points Descriptive Rating

6 Advanced (A)
5 Proficient (P)
4 Approaching Proficiency
(AP)
3 Developing (D)
2 Beginning (B)
Guide Question:
1. How will your partner promote a culture of non-terrorism?

2. Do you think what s/he has written is effective? Why or why not?
3. Do you think what s/he has written is achievable? Why or why not?
I hope that you will apply what you have written in your essay. Now, you will spread your
message for a free-terrorism world using social media.
Activity 16: Promotion through Social Media
Draft a short but powerful message in your worksheet regarding your passion and promise
of maintaining a culture of non-terrorism. Be ready to post your message in your preferred
social media (i.e. Facebook, Twitter, thru text messages, etc.) afterwards.
Have you seen your classmates’ posts in your social media accounts? You may like,
comment, or share/spread/retweet their messages so that they will reach more people.
So finally, we are down to our last activity. You may continue now.
Activity 17: I am an Advocate
Complete the sentences in your worksheet regarding what will you do, what you will
change, and what you will stop doing, in relation to a terrorism-free world.
I will stop…
I will change…
I will do…
Click the link below to see the video about why do we need the
Freedom of Information Bill before you read the full text of the lesson.
https://www.youtube.com/watch?v=2m1PHGS8xx4
Freedom of information is an extension of freedom of speech, a fundamental human right

recognized in international law, which is today understood more generally as freedom of
expression in any medium, be it orally, in writing, print, through the Internet or through art forms.
Thisv means that the protection of freedom of speech as a right includes not only the content, but
also the means of expression.
Freedom of information also refers to the right to privacy in the
content of the Internet and information technology. As with the right
to freedom of expression, the right to privacy is a recognized human
right and freedom of information acts as an extension to this right.
Lastly, freedom of information can include opposition to patents,
opposition to copyrights or opposition to intellectual property in
general. The international and United States Pirate Party have
established political platforms based largely on freedom of information
issues.
Philippine President Rodrigo Duterte signed Executive Order No. 2, also known as
the Freedom of Information Order, on July 23,
2016 in Davao City. The executive order
established the first freedom of information
(FOI) law in the Philippines covering all
government offices under the Executive Branch.
Its purpose was to require all executive
departments, agencies, bureaus, and offices to
make public records, contracts, transactions and
any information requested by a member of the public, except for matters
affecting national security. The landmark order was signed
two days before Duterte delivered his first State of the Nation Address and just three
weeks after he assumed the presidency on June 30, 2016.
On November 24, 2016, when the executive order took effect, the 166 exceptions
submitted by the DOJ and OSG were trimmed down to nine exceptions, as follows:
1. Information covered by Executive privilege

2. Privileged information relating to national security, defense or international relations
3. Information concerning law enforcement and protection of public and personal safety
4. Information deemed confidential for the protection of the privacy of persons and certain
individuals such as minors, victims of crimes, or the accused
5. Information, documents or records known by reason of official capacity and are deemed
as confidential, including those submitted or disclosed by entities to government agencies,
tribunals, boards, or officers, in relation to the performance of their functions, or to
inquiries or investigation conducted by them in the exercise of their administrative,
regulatory of quasi-judicial powers
6. Prejudicial premature disclosure
7. Records of proceedings or information from proceedings which, pursuant to law or
relevant rules and regulations, are treated as confidential or privileged
8. Matters considered confidential under banking and finance laws, and their amendatory
laws
9. Other exceptions to the right to information under laws, jurisprudence, rules and
regulations.
The order also directs all government offices under the executive branch to prepare and
submit their own People's Freedom of Information Manual within 120 days. It shall include:
(a) The location and contact information of the head, regional, provincial, and field offices,
and other established places where the public can obtain information or submit requests;
(b) The person or office responsible for receiving requests for information;
(c) The procedure for the filing and processing of the request as specified in the succeeding
section 8 of this Order.
(d) The standard forms for the submission of requests and for the proper acknowledgment of
requests;
(e) The process for the disposition of requests;
(f) The procedure for the administrative appeal of any denial for access to information; and
(g) The schedule of applicable fees.
— E.O. 2 sec. 8
The Electronic Freedom of Information (eFOI) website was launched on November 25,
2016. It is an online request platform open to the public that facilitates requests for data and
information. The Electronic Freedom of Information (eFOI) website was launched on
November 25, 2016. It is an online request platform open to the public that facilitates
requests for data and information.
To make government more transparent
To make government more accountable
To improve decision making
To enable the public to better understand decision making processes
To engage public participation in politics
To endear public trust of the workings of government
The Freedom of Information (FOI) Act is an important piece of legislation which has
been passed in many countries to promote transparency in the government's
administrative process. With this act, citizens are empowered to make a formal request
to get information which is held by the government, barring certain sensitive and
important data related to the nation's security. In some countries, this law also states
that the
In most countries, their constitutions provide the right to information. However,
unless this has been passed as legislation, it does not have much power and the
request for information can be rejected. Unfortunately, this has been the case in
Philippines for the past fourteen years. While Section 7 of Article III recognizes the right
to information, and even the Supreme Court has passed many decisions based on this
right, still there is no legislation which lays out accessing procedures for information, or
penalties when this right is denied.
Political dynasties have long been a feature of the Philippine political landscape.
They are typically characterized as families that have established their political or economic
dominance in a province and have coordinated efforts to move on to involvement in national
government or other positions of national political prominence. Political dynasties usually have
a strong, consolidated support base concentrated around the province in which they are
dominant. Members of such dynasties usually do not limit their involvement to strictly political
activities, and have been found participating in business or culture-related activities."
Political dynasties started emerging after the Philippine Revolution when the First
Republic of the Philippines was established. With the decline of Spain's economic power and
international prestige in the 19th century, the expansion of British and American influence
around the world, and the political current of emergent nationalism among the children of
the economically enfranchised bourgeois, the power of the peninsulares', or Spanish-born
aristocracy declined propitiously. Following the defeat of the Spanish in the Spanish–
American War, the surviving members of the Spanish or Spanish-sanctioned landholding elite
and the newly ascendant merchant elite, who were mostly foreign expatriates or of Chinese
origin, formed a de facto aristocracy to replace the power vacuum the Spanish had left.
The 1987 Constitution of the Philippines states in

Article II Section 26, "The State shall guarantee equal access
to opportunities for public service, and prohibit political
dynasties as may be defined by law."
Despite the provision in the Constitution, no law has been concerning the status of
political dynasties in the Philippines. The closest explicit mention of political dynasties in
Philippine law can be seen in Republic Act 7160 or the Local Government Code, where Book I,
Title Two, Chapter 1, Section 43 states the term limit of local government officials. However,
it does not include any limitations on the running of the incumbent's family relations or on the
holding of multiple political positions by members of the same family.
(a) The term of office of all local elective officials elected
after the effectivity of this Code shall be three (3) years, starting
from noon of June 30, 1992 or such date as may be provided for
by law, except that of elective Barangay officials: Provided, That
all local officials first elected during the local elections immediately
following the ratification of the 1987 Constitution shall serve until
noon of June 30, 1992.
(b) No local elective official shall serve for more than three (3) consecutive terms in the
same position. Voluntary renunciation of the office for any length of time shall not be considered
as an interruption in the continuity of service for the full term for which the elective official
concerned was elected. (c) The term of office of Barangay officials and members of the
Sangguniang kabataan shall be for three (3) years, which shall begin after the regular election of
Barangay officials on the second Monday of May 1994.
Several bills have been filed in relation to the prohibition of political dynasties, and are
currently pending to be approved by the Congress. Many have called for the Congress to pass
the Anti-Dynasty Law, but this bill has been passed over by each Congress since 1987.
On January 24, 2011, Senator Miriam Defensor Santiago filed Senate Bill 2649 which
prohibits political dynasties from holding or running for elected local government positions. The
bill disqualifies the following candidates from running for local government positions:
relatives of an incumbent elected official running for re-election up to the second degree
of consanguinity, and are planning to run in the same province in the same election as the
elected official
relatives of an incumbent elected official that holds a national position up to the second
degree of consanguinity, and are planning to run in the province of origin of the elected
official
persons that are not relatives of an elected official that are candidates to the same
position in the same province in the same election but are related to each other up to the
second degree of consanguinity.
The bill also prohibits relatives within the prohibited civil degree of relationship of an
incumbent from succeeding to the incumbent’s position, except for the positions of Punong
Barangay and Sangguniang Barangay.
Three bills were filed in the House of Representatives which are also in relation to the
prohibition of political dynasties, which are similar in content to Senate Bill 2649:
House Bill 172 filed on July 1, 2013, by representatives under the Bayan Muna,
Gabriela, ACT, Anakpawis and Kabataan party lists.
House Bill 837 filed on July 2, 2013, by Representative Erlinda Santiago of the 1-
SAGIP party list.
House Bill 2911 filed on September 18, 2013, by Representative Oscar Rodriguez
from the 3rd district of Pampanga.
On December 16, 2013, the House of Representatives Committee on Suffrage and

Electoral Reforms agreed to replace the three House bills into a single bill filed as House Bill
3587.
Political dynasties refer to family units with members involved in government
activities. In the Philippines, political dynasties refer to groups of politicians who come from
the same family. The group in question is usually associated with a certain province or city,
which members of the family have led or represented for successive generations.
This can occur in two ways. One way is for members of a family to occupy a same
certain government position in every term. Once the term of the member of a political dynasty
runs out, a relative of the incumbent will run in his stead, thus ensuring political dominance.
The second way is for a number of family members to occupy government positions at the
same time. As of the moment, there are no legal documents or laws that officially define a
political dynasty in the Philippines. There have been bills that attempt to define a political
dynasty such as the Anti-Dynasty Bill.
However, such attempt usually miscarries and ends in failure, as proven by the defeat
of the Anti-Dynasty Bill in Philippine Congress on February 02, 2016.
One of the more notable theories concerning the negative effects of political dynasties is a
political "Carnegie Effect", named after Andrew Carnegie.
The "Carnegie Effect" is based on Carnegie’s decision to give all his wealth to non-family
members, where he argues that his son might have less incentive of working hard if he were to be
assured of his father’s wealth. This idea of inherited wealth and connections discouraging future
generations to work hard can also be attributed to dynastic politicians.
Dynastic politicians have a significant advantage from the start of their political career They
have a statistically higher probability, due to factors like popularity and incumbency
advantage, to win elections when pitted against politicians with no such political networks.
Dynastic politicians also have generally lower educational attainment, because of their
reliance on dynastic connections rather than bureaucratic or academic competence for their
position.
Political dynasties use their political dominance over their respective regions to enrich
themselves, using methods such as graft or outright bribery of legislators. These kinds of
situations arise as conflicts of interests- political dynasties often hold significant economic
power in a province- and their interests are overrepresented due to dynastic politics.
Another negative effect of political dynasties is that political dynasties tend to be for the
status quo and develop interests largely separate from the people they were supposed to
be serving.
Dynastic candidates, being almost exclusively from the upper classes, are naturally biased
towards defending their own vested economic interests, which presents conflict of interest
problems.
Political dynasties also prevent challengers with potentially effective policy ideas from
being able to take office, which limits the capacity for bureaucratic responsiveness and
administrative effectiveness and adaptation to new ideas.
Political dynasties also have extra incentive to develop their own jurisdictions.
Political dynasties can gain benefits either directly or indirectly through their relatives.
Political dynasties are also responsible for the increase in women’s political participation in
politics. Female politicians hailing from political dynasties can easily get into politics due to
their connections.
Political dynasties have the advantage of continuity. The more control the family has over
the government unit, the more members of the family can occupy positions of power.
Political dynasties can use this continuity by promoting and enacting laws and ordinances
that are long term in nature; with only a slim chance of other candidates outside of the
dynasty interfering with the plans.
As early as 1992, the Commission on Elections (Comelec) has identified the
modernization of the electoral process as a goal of what was called Operation Modex
(Modex for “Modernization and Excellence”). In the following year, Comelec commissioned
foreign consultants to conduct studies on modernizing elections in the Philippines. Several
Comelec officials also travelled to the United States to inspect the voting system there. A
US company was chosen to supply canvassing equipment. No contract between the
government and the supplier could be signed, however, pending the passage of a law on
the use of a new election system. Meanwhile, Comelec conducted public demonstrations
of the new system using two units on loan from the supplier.
In 1997, RA 8436 was passed into law, authorizing Comelec to implement an

automated system in the May 1998 elections, and in subsequent national and local
elections. However, “lack of preparation, time and funding” led to the use of the
automated process only in Lanao del Sur, Maguindanao, Sulu, and Tawi-Tawi in the 1998
elections. In 2001, the COMELEC’s failure to launch a public education campaign on the
new election process led to the unintended exclusion of an estimated 3 to 6 million voters
(Schaffer, 2009).
By 2003, Comelec had started to build a centralized computer database of all
registered voters, including digital photos, fingerprints, and signatures. “With $18 M
worth of newly purchased data-capturing machines, the poll body had asked all
registered voters to have their registration validated in order to purge the voters’ list of
ineligible, fictitious, and double voters” (Schaffer, 2009). However, the scheme of
validating the voters’ registrations crashed because the software used in the old voters’
list turned out to be incompatible with that of the new list. Many names disappeared
when the two lists were merged. With the May 2004 elections fast approaching and a
solution not in view, COMELEC hastily instructed their field officers to just use their own
records. The use of an automated system in counting the votes was also stopped due
to controversies of electoral fraud.
In 2007, RA 9369, amending RA 8436, was passed “to encourage transparency,

credibility, fairness, and accuracy of elections.” An automated electoral process on a
nationwide scale was
first enforced in the
2010 elections, which
brought President
Benigno “Noynoy”
Aquino III to power.
The multinational
company, Smartmatic,
was chosen to supply
the hardware and
software for electronic voting. A few weeks before the elections, the memory chips of
the vote counting machines were found to be faulty, and candidates like former
President Joseph Estrada petitioned to postpone the elections and revert to manual
polls. Elections pushed through as scheduled, however, because all technical
problems were deemed to have been addressed. Four hundred sixty-five vote counting
machines
were reported as malfunctional, but 75,882 machines worked smoothly. Compared to

past elections where the winners were known after weeks or months, local winners
were determined in a few hours, while half of the national winners were known after a
day.
Election management system
At the core of the AES is the election management system (EMS), which sets up the
automation of the polls and manages election-related data.
The EMS imports pre-election data files, like geographical subdivisions, voting
jurisdictions, number of registered voters, candidate details, and information on the members
of the board of election inspectors (BEI). It also defines and prepares ballot templates for
each town and city nationwide.
In addition, the EMS creates location-specific configuration files for the voting
machines and canvassing centers, and generates report templates for the election results.
The ballot designs and configuration files are created by a program called an Election Event
Designer (EED), while an Election Programming Station (EPS) loads the configuration files
into compact flash (CF) cards and "iButton" security keys.
These "iButtons" are used by the BEIs to activate the most widely-known component
of the current AES: its voting machine, popularly known in the Philippines as the precinct
count optical scan (PCOS) machine (for the 2016 elections, these machines are now known as
vote counting machines or VCMs).
Deployed in each of the nearly-80,000 clustered precincts nationwide, the PCOS

machines scan the ballots fed into them then count the ovals that voters have shaded to vote
for their preferred national and local candidates.
The digital images of all scanned ballots are encrypted and saved on CF cards in the
PCOS machines, while the physical ballots go directly into the ballot boxes below the machine.
The PCOS machines are operated by software provided by Dominion Voting Systems
and have been licensed to Smartmatic-Total Information Management (TIM) Corp since the
2010 polls.
When polls close on Election Day, the PCOS machines transmit the vote counts – also
known as election returns or ERs – to the different servers and canvassing centers in the AES.
The consolidation/canvassing system (CCS) receives and processes these ERs. The
software used by the CCS, called the real-time election information system (REIS), reads
incoming data and canvasses the votes. Meanwhile, the electronic results transmission service
(ERTS) handles the actual transmission of votes. The main channel is through public
telecommunications networks, with transmission via satellite as back-up.
Modems were used with the PCOS machines to help transmit ERs, and installed in
canvassing centers to receive ERs. From the PCOS machines, the ERs are transmitted to the
central server, to a transparency server, and to the municipal board of canvassers (MBOC).
From the MBOC, the results are transmitted to the provincial board of canvassers (PBOC),
where the results are collated and then transmitted to the national board of canvassers
(NBOC), where the results for national positions are canvassed. The MBOC and PBOC also
separately beam ERs to the central server.
Direction: Briefly discuss the following using your own words.
1. Freedom of Information
2. Freedom of Information Order (Philippines)
3. Exception of FOI
4. People's FOI Manual
5. eFOI
Direction: By using magazines, newspapers and

etc. make a collage about your stand of FOI. Your work
will be graded according to these criteria.
CONTENT 20 pts.
CLEANLINESS 15 pts.
CREATIVITY 15 pts.
TOTAL 50 pts.
Direction: From the given texts about the FOI in the Philippines, fill in the
Details Chart with the facts from the selection. Then give your
insights/opinions about each fact presented by constructing Three Main Idea
Sentences.
MAIN IDEA:
FACTS OPINIONS
1.
2.
3.
4.
5.
Direction: After reading, copy the table below in your notebook or activity
sheet. Write down the positive and negative influences of political dynasties to
complete the table.
POSITIVE INFLUENCE NEGATIVE INFLUENCE
Direction: Examine the picture below. Write a 200-word reaction essay
about the picture below. State your thoughts and opinions clearly and provide
supporting facts about your stand.
Direction: After reading the passage about how the Automated Election
System give your reaction by filling in the diagram below that shows your
opinions towards the given text.
What I think
What I don't
What I learned are the
like about the
in the text advantages and
AES disadvantages
of the AES
My stand about how the Automated Election

System was use in the Philippines
DIRECTION: Write a persuasive essay not more than 300 words about
the importance of Freedom of Information and how it affects our country.
DIRECTION: The class will be divided into Four Groups. Each group will
make an advertisement about how can the FOI prevent the corruption in the
government.
Direction: The class will be divided into two. Each team will have to
present their stand either they agree on the idea that through Automated
Election it can stop the Political dynasty and vote buying or not. The group
must have 3 representatives and a moderator. Each team will be given 5
minutes to present their ideas. Make sure to manifest the tips on how to deliver
your ideas properly.
ARGUMENT: THIS HOUSE BELIEVES THAT THROUGH AUTOMATED ELECTION

IT CAN STOP THE POLITICAL DYNASTY AND VOTE BUYING
Activity No. 1
Through the use of concept map, present your ideas about Human Rights by the group
of five.
Activity No. 2:
Click the link bellow to see the video about the Human Rights and answer the following
guide questions by the group of five before you read the full text of the lesson.
http://www.humanrights.com/what-are-human-rights/brief-history/
Guide Questions:
1. Define human and rights.

2. What is the importance of human rights?
3. What are those rights which is essential for our living as a human?
4. Why do we need to know our right as a human?
5. Did you enjoy your rights?
THE BRIEF HISTORY OF HUMAN RIGHTS
The Cyrus Cylinder (539 B.C.)

In 539 B.C., the armies of Cyrus the Great, the first king of
ancient Persia, conquered the city of Babylon. But it was his
next actions that marked a major advance for Man. He freed
the slaves, declared that all people had the right to choose
their own religion, and established racial equality. These
The decrees Cyrus made on human
and other decrees rights were inscribed in the Akkadian
were recorded on a baked-
clay cylinder in the language on a baked-clay cylinder. Akkadian language with
cuneiform script.
Known today as the Cyrus Cylinder, this ancient record has now been recognized
as the world’s first charter of human rights. It is translated into all six official
languages of the United Nations and its provisions parallel the first four Articles of the
Universal Declaration of Human Rights. Cyrus the Great, the first king of Persia,
freed the slaves of Babylon, 539 B.C.
The Spread of Human Rights
From Babylon, the idea of human rights spread quickly to India, Greece and eventually
Rome. There the concept of “natural law” arose, in observation of the fact that people
tended to follow certain unwritten laws in the course of life, and Roman law was based
on rational ideas derived from the nature of things.
Documents asserting individual rights, such as the Magna Carta (1215), the Petition of
Right (1628), the US Constitution (1787), the French Declaration of the Rights of Man
and of the Citizen (1789), and the US Bill of Rights (1791) are the written precursors to
many of today’s human rights documents.
The Magna Carta (1215)
The Magna Carta, or “Great Charter,” was arguably the most significant
early influence on the extensive historical process that led to the rule of
constitutional law today in the English-speaking world.
In 1215, after King John of England violated a number of ancient laws and customs by
which England had been governed, his subjects forced
Him to sign the Magna Carta, which enumerates what later came to
be thought of as human rights. Among them was the right of the Magna Carta, or “Great Charter,”
signed by the King of England in 1215,
church to be free from governmental interference, the rights of all was a turning point in human rights.
free citizens to own and inherit property and to be protected from
excessive taxes. It established the right of widows who owned property to choose not
to remarry, and established principles of due process and equality before the law. It
also contained provisions forbidding bribery and official misconduct.
Widely viewed as one of the most important legal documents in the development of
modern democracy, the Magna Carta was a crucial turning point in the struggle to
establish freedom.
Petition of Right (1628)
The next recorded milestone in the development of human

rights was the Petition of Right, produced in 1628 by the
English Parliament and sent to Charles I as a statement of
civil liberties. Refusal by Parliament to finance the king’s
unpopular foreign policy had caused his government to exact
forced loans and to quarter troops in subjects’ houses as an
In 1628 the English Parliament sent economy
measure. Arbitrary arrest and imprisonment for
this statement of civil liberties to King
Charles I.
opposing
these policies had produced in Parliament a violent
hostility to Charles and to George Villiers, the Duke of Buckingham. The Petition of
Right, initiated by Sir Edward Coke, was based upon earlier statutes and charters and
asserted four principles: (1) No taxes may be levied without consent of Parliament, (2)
No subject may be imprisoned without cause shown (reaffirmation of the right of
habeas corpus), (3) No soldiers may be quartered upon the citizenry, and (4) Martial
law may not be used in time of peace.
United States Declaration of Independence (1776)
On July 4, 1776, the United States Congress approved the Declaration of

Independence. Its primary author, Thomas Jefferson, wrote the In 1776, Thomas Jefferson penned
Declaration as a formal explanation of why Congress had voted on July 2 the American Declaration of
Independence.
to declare independence from Great Britain, more than a year after the outbreak of the
American Revolutionary War, and as a statement announcing that the thirteen American
Colonies were no longer a part of the British Empire. Congress issued the Declaration of
Independence in several forms. It was initially published as a printed broadsheet that
was widely distributed and read to the public.
Philosophically, the Declaration stressed two themes: individual rights and the right of
revolution. These ideas became widely held by Americans and spread internationally as
well, influencing in particular the French Revolution.
The Constitution of the United States of America (1787) and Bill of Rights
(1791)
Written during the summer of 1787 in Philadelphia, the Constitution of the United
States of America is the fundamental law of the US federal system of government and
the landmark document of the Western world. It is the oldest written national
constitution in use and defines the principal organs of government and their
jurisdictions and the basic rights of citizens.
The first ten amendments to the Constitution—the Bill of Rights—

came into effect on December 15, 1791, limiting the powers of the
federal government of the United States and protecting the rights of
all citizens, residents and visitors in American territory.
The Bill of Rights protects freedom of speech, freedom of religion,

the right to keep and bear arms, the freedom of assembly and the
freedom to petition. It also prohibits unreasonable search and The Bill of Rights of the US
seizure, cruel and unusual punishment and compelled self- Constitution protects basic
incrimination. Among the legal protections it affords, the Bill of freedoms of United States citizens.
Rights prohibits Congress from making any law respecting
establishment of religion and prohibits the federal government from depriving any
person of life, liberty or property without due process of law. In federal criminal cases it
requires indictment by a grand jury for any capital offense, or infamous crime,
guarantees a speedy public trial with an impartial jury in the district in which the crime
occurred, and prohibits double jeopardy.
Declaration of the Rights of Man and of the Citizen (1789)
In 1789 the people of France brought about the abolishment of the

absolute monarchy and set the stage for the establishment of the
first French Republic. Just six weeks after the storming of the
Bastille, and barely three weeks after the abolition of feudalism, the
Declaration of the Rights of Man and of the Citizen (French: La
Déclaration des Droits de l’Homme et du Citoyen) was adopted by
the National Constituent Assembly as the first step toward writing a
constitution for the Republic of France.
The Declaration proclaims that all citizens are to be

Following the French Revolution in 1789, the
guaranteed the rights of “liberty, property, security, and
Declaration of the Rights of Man and of the
resistance to oppression.” It argues that the need for
Citizen granted specific freedoms from
law derives from the fact that “...the exercise of the
oppression, as an “expression of the general
will.”
natural rights of each man has only those borders which
assure other members of the society the enjoyment of these same rights.” Thus, the
Declaration sees law as an “expression of the general will, “intended to promote this
equality of rights and to forbid “only actions harmful to the society.”
The First Geneva Convention (1864)
In 1864, sixteen European countries and several American states

attended a conference in Geneva, at the invitation of the Swiss
Federal Council, on the initiative of the Geneva Committee. The
diplomatic conference was held for the purpose of adopting a
convention for the treatment of wounded soldiers in combat.
The main The original document from the first principles laid down in the Convention
Geneva Convention in 1864
and maintained provided for care to wounded by the later Geneva Conventions
provided for the soldiers. obligation to extend care without
discrimination to wounded and sick military personnel and
respect for and marking of medical personnel transports and equipment with the
distinctive sign of the red cross on a white background.
The United Nations (1945)
World War II had raged from 1939 to 1945, and as the end drew
near, cities throughout Europe and Asia lay in smoldering ruins.
Millions of people were dead, millions more were homeless or
Fifty nations met in San Francisco
in 1945 and formed the United
Nations to protect and promote
peace.
starving. Russian forces were closing in on the remnants of German resistance in
Germany’s bombed-out capital of Berlin. In the Pacific, US Marines were still battling
entrenched Japanese forces on such islands as Okinawa.
In April 1945, delegates from fifty countries met in San Francisco full of optimism and
hope. The goal of the United Nations Conference on International Organization was to
fashion an international body to promote peace and prevent future wars. The ideals of
the organization were stated in the preamble to its proposed charter: “We the peoples
of the United Nations are determined to save succeeding
generations from the scourge of war, which twice in our lifetime has brought untold
sorrow to mankind.”
The Charter of the new United Nations organization went into effect on October 24,
1945, a date that is celebrated each year as United Nations Day.
The Universal Declaration of Human Rights (1948)
By 1948, the United Nations’ new Human Rights Commission had

captured the world’s attention. Under the dynamic chairmanship
of Eleanor Roosevelt—President Franklin Roosevelt’s widow, a
human rights champion in her own right and the United States
delegate to the UN—the Commission set out to draft the
document that became the Universal Declaration of Human
Rights. Roosevelt, credited with its inspiration, referred to the
Declaration as the international Magna Carta for all mankind. It
was adopted by the United Nations on December 10, 1948.
In its preamble and in Article 1, the Declaration unequivocally

proclaims the inherent rights of all human beings: “Disregard and
The Universal Declaration of
Human Rights has inspired a
contempt for human rights have resulted in barbarous acts which
number of other human rights
have outraged the conscience of mankind, and the advent of a
laws and treaties throughout the
world.
world in which human beings shall enjoy freedom of speech and
belief and freedom from fear and want has been proclaimed as the highest aspiration of
the common people...All human beings are born free and equal in dignity and rights.”
The Member States of the United Nations pledged to work together to promote the
thirty Articles of human rights that, for the first time in history, had been assembled
and codified into a single document. In consequence, many of these rights, in various
forms, are today part of the constitutional laws of democratic nations.
United For Human Rights. Retrived from
were not treated as human beings. This idea
DEFINITION, CHARACTERISTICS, AND IMPORTANCE OF HUMAN

RIGHTS
Human Rights?
Human rights are freedoms established by custom or

international agreement that impose standards of
conduct on all nations. Human rights are distinct from
civiliberties, which are freedoms established by the law
of a particular state and applied by that state in its own
jurisdiction.
Human rights are commonly understood as "inalienable fundamental rights to which a
person is inherently entitled simply because she or he is a human being." Human rights
are thus conceived as universal (applicable everywhere) and egalitarian (the same for
everyone). These rights may exist as natural rights or as legal rights, in both national
and international law.
Human rights include the right to personal liberty and Due Process of Law; to freedom
of thought, expression, religion, organization, and movement; to freedom from
discrimination on the basis of race, religion, age, language, and sex; to basic education;
to employment; and to property. Human rights laws have been defined by international
conventions, by treaties, and by organizations, particularly the United Nations. These
laws prohibit practices such as torture, Slavery, summary execution without trial, and
Arbitrary detention or exile.
Basic characteristics of human rights?
The following are the basic characteristics of human rights:

1. Inherent – Human Rights are inherent because they are not granted by any
person or authority. Human rights do not have to be bought, earned or
inherited; they belong to people simply because they are human. Human rights
are inherent to each individual.
2. Fundamental - Human Rights are fundamental rights because without them, the
life and dignity of man will be meaningless.
3. Inalienable - Human rights cannot be taken away; no one has the right to
deprive another person of them for any reason. People still have human rights
even when the laws of their countries do not recognize them, or when they
violate them - for example, when slavery is practiced.
4. were not treated as human beings. This idea
5. Imprescriptible - Human Rights do not prescribe and cannot be lost even if man
fails to use or assert them, even by a long passage of time.
6. Indivisible - To live in dignity, all human beings are entitled to freedom, security
and decent standards of living concurrently. Human rights are indivisible. Human
Rights are not capable of being divided. They cannot be denied even when other
rights have already been enjoyed.
7. Universal - Human Rights are universal in application and they apply irrespective
of one’s origin, status, or condition or place where one lives. Human rights are
enforceable without national border. Human rights are the same for all human
beings regardless of race, sex, religion, political or other opinion, national or
social origin. We are all born free, and equal in dignity and rights— human rights
are universal.
8. Interdependent - Human Rights are interdependent because the fulfillment or
exercise of one cannot be had without the realization of the other.
Wahab, A. (2018, March 28). Human Rights: Definitions, Characteristics, Classification, Indivisibility &
Categorization. Retrieved from BlogSpot: http://wahabohidlegalaid.blogspot.com/2013/03/human-rights-
definitions.html
Why are human rights important?
Human rights are important in the relationships that exist between

individuals and the government that has power over them. The
government exercises power over its people. However, human rights
mean that this power is limited. States have to look after the basic
needs of the people and protect some of their freedoms. Some of
the most important features of human rights are the following:
 They are for everyone.
 They are internationally guaranteed.
 They are protected by law.
 They focus on the dignity of the human being.
 They protect individuals and groups.
 They cannot be taken away
http://www.pearsonpublishing.co.uk/education/samples/S_497198.pdf
societies in the Middle Ages, when people were not treated as human beings. This idea
THE LEGAL BASIS FOR HUMAN RIGHTS
UN Declaration of Human Rights is the backbone of many constitutions but still enjoys
scant respect under the world's authoritarian regimes. The idea of human rights did not
exist in ancient societies based on slavery and feudal societies in the Middle Ages,
when people were not treated as human beings. This idea only started to take shape
when the feudal system began to collapse, the existence of "humanity" was discovered
during the Renaissance, and capitalism began to develop. Only after the British
philosopher of liberalism John Locke and the French philosopher of naturalism Jean-
Jacques Rousseau theorized the rights of freedom and equality in the 17th century were
human beings deemed entitled to "human rights" as soon as they are born. After the
human rights declaration in the US Declaration of Independence was published in 1776
and the Declaration of the Rights of Man and of the Citizen was made public in 1789
during the French Revolution, the idea of human rights started to develop extensively
across Europe. Since then, citizens' rights to property, and freedom of speech and
publication have been institutionalized and popularized. They were also recorded in the
constitutions of democratic nations.
By the end of World War II, member states of the UN believed that basic human rights
were an important factor in maintaining world peace and international order. Therefore,
on Dec. 10, 1948, the UN's General Assembly passed the Universal Declaration of
Human Rights and designated the day as International Human Rights Day. The concept
and systems of freedom and human rights finally secured a stable basis in the
constitutions of various countries.
The preamble of the declaration states:

 "Whereas recognition of the inherent dignity and of the equal and inalienable
rights of all members of the human family is the foundation of freedom, justice
and peace in the world.
 "Whereas disregard and contempt for human rights have resulted in barbarous
acts which have outraged the conscience of mankind.
 "Whereas the peoples of the United Nations have in the Charter reaffirmed their
faith in fundamental human rights, in the dignity and worth of the human person
and in the equal rights of men and women and have determined to promote
social progress and better standards of life in larger freedom..."
In addition to general concepts about freedom of speech, assembly and residence, the
declaration's 30 articles also include some important human rights clauses:
 "All human beings are born free and equal in dignity and rights."
 EMPLOY
 "Everyone is entitled to all the rights and freedomset forth in this Declaration,
without distinction of any kind, such as race, color, sex, language, religion,
 societies in the Middle Ages, when people were not treated as human beings.
This idea
 political or other opinion, national or social origin, property, birth or other

status."
 "Everyone has the right to life, liberty and security of person."
 "No one shall be held in slavery or servitude."
 "No one shall be subjected to torture or to cruel, inhuman or degrading
treatment or punishment. "
 "All are equal before the law."

But real freedom, democracy and equality are still unseen in colonial societies and
authoritarian countries because what they advocate is fake -- freedom, democracy and
equality in name only.
Beng, S. (2003, December 12). What is the legal basis for human rights? Taipei Times. Retrived from
http://www.taipeitimes.com/News/editorials/archives/2003/12/12/2003079277
THE RIGHTS OF THE WOMEN
1987 Philippine Constitution

Article II Section 14
The State recognizes the role of women in nation-building, and shall
ensure the fundamental equality before the law of women and men.
Article XIII Section 14

The State shall protect working women by providing safe and healthful working
conditions, taking into account their maternal functions, and such facilities and
opportunities that will enhance their welfare and enable them to realize their full
potential in the service of the nation.
as human beings. This idea
http://www.officialgazette.gov.ph/constitutions/1987-constitution/.
Republic Act 9710 Magna Carta of Women
The MCW is a comprehensive women's human rights law that seeks to eliminate
discrimination through the recognition, protection, fulfilment and promotion of the
rights of Filipino women, especially those belonging in the marginalized sectors of the
society. It conveys a framework of rights for women based directly on international law.
Philippine Commission on Women. (2009). Retrived from http://pcw.gov.ph/law/republic-act-9710
The Convention on the Elimination of All Forms of Discrimination against

Women (CEDAW)
The Convention on the Elimination of All Forms of Discrimination
against Women (CEDAW), adopted in 1979 by the UN General
Assembly, is often described as an international bill of rights for
women. Consisting of a preamble and 30 articles, it defines what
constitutes discrimination against women and sets up an agenda
for national action to end such discrimination.
The Convention defines discrimination against women as "...any distinction, exclusion or

restriction made on the basis of sex which has the effect or purpose of impairing or
nullifying the recognition, enjoyment or exercise by women, irrespective of their marital
status, on a basis of equality of men and women, of human rights and fundamental
freedoms in the political, economic, social, cultural, civil or any other field."
By accepting the Convention, States commit themselves to undertake a series of

measures to end discrimination against women in all forms, including:
 to incorporate the principle of equality of men and women in their legal system,
abolish all discriminatory laws and adopt appropriate ones prohibiting
discrimination against women;
 to establish tribunals and other public institutions to ensure the effective
protection of women against discrimination; and
 to ensure elimination of all acts of discrimination against women by persons,
organizations or enterprises.
EMPLOYEES
The Convention provides the basis for realizing equality between women and men
through ensuring women's equal access to, and equal opportunities in, political and
public life -- including the right to vote and to stand for election -- as well as education,
health and employment. States parties agree to take all appropriate measures, including
legislation and temporary special measures, so that women can enjoy all their human
rights and fundamental freedoms.
The Convention is the only human rights treaty which affirms the reproductive rights of
women and targets culture and tradition as influential forces shaping gender roles and
family relations. It affirms women's rights to acquire, change or retain their nationality
and the nationality of their children. States parties also agree to take appropriate
measures against all forms of traffic in women and exploitation of women.
UN Women. Convention on the Elimination of All Forms of Discrimination against Women (CEDAW).
http://www.un.org/womenwatch/daw/cedaw/
THE RIGHTS OF THE CHILDREN
Presidential Degree no. 603 “Child and Youth Welfare Code” Article 3
– Rights of a Child
Rights of a child All children shall be entitled to the rights herein set
forth without distinction as to legitimacy or illegitimacy, sex, social
status, religion, political antecedents, and other factors.
12 Rights of a Child
1. Every child is endowed with the dignity and worth of a human
being from the moment of his conception, as generally
accepted in medical parlance, and has, therefore, the right to be born well.
2. Every child has the right to a wholesome family life that will provide him/her with
love, care and understanding, guidance and counseling, and moral and material
security.
3. Every child has the right to a well-rounded development of his personality to the
end that he may become a happy, useful and active member of society.
4. Every child has the right to a balanced diet, adequate clothing, sufficient shelter,
proper medical attention, and all the basic physical requirements of a healthy
and vigorous life.
5. Every child has the right to be brought up in an atmosphere of morality and
rectitude for the enrichment and the strengthening of his character.
6. Every child has the right to an education commensurate with his abilities and to
the development of his skills for the improvement of his capacity for service to
himself and to his fellowmen.
7. were not treated as human beings. This idea
8.
9. Every child has the right to full opportunities for safe and wholesome recreation
and activities, individual as well as social, for the wholesome use of his leisure
hours.
10. Every child has the right to protection against exploitation, improper influences,
hazards, and other conditions or circumstances prejudicial to his physical,
mental, emotion al, social and moral development.
11. Every child has the right to live in a community and a society that can offer him
an environment free from pernicious influences and conducive to the promotion
of his health and the cultivation of his desirable traits and attributes.
12. Every child has the right to the care, assistance, and protection of the State,
particularly when his parents or guardians fail or are unable to provide him with
his fundamental needs for growth, development, and improvement.
13. Every child has the right to an efficient and honest government that will deepen
his faith in democracy and inspire him with the morality of the constituted
authorities both in their public and private lives.
14. Every child has the right to grow up as a free individual, in an atmosphere of
peace, understanding, tolerance, and universal brotherhood, and with the
determination to contribute his share in the building of a better world.
Learning, L. (2013, May 18). Retrieved from SlideShare: https://www.slideshare.net/jericzabs/rights-of-a-
child-philippines
THE RIGHTS OF THE EMPLOYEES

1987 Philippine Constitution
Article XIII Section 3
The State shall afford full protection to labor, local and overseas, organized and
unorganized, and promote full employment and equality of employment opportunities
for all.
It shall guarantee the rights of all workers to self-organization, collective bargaining and
negotiations, and peaceful concerted activities, including the right to strike in
accordance with law. They shall be entitled to security of tenure, humane conditions of
work, and a living wage. They shall also participate in policy and decision-making
processes affecting their rights and benefits as may be provided by law.
The State shall promote the principle of shared responsibility between workers and
employers and the preferential use of voluntary modes in settling disputes, including
conciliation, and shall enforce their mutual compliance therewith to foster industrial.
The State shall regulate the relations between workers and employers, recognizing the
right of labor to its just share in the fruits of production and the right of enterprises to
reasonable returns on investments, and to expansion and growth.
The Constitution of the Republic of the Philippines. Retrived from

Rights of Employees
The Bureau of Working Conditions, a staff department
of the Department of Labor and Employment, compiled
a list of Basic Rights that every worker is entitled to.
These rights ensure the safety and health of all
workers.
1. Equal work opportunities for all

The State shall protect labor, promote full
employment, provide equal work opportunity
regardless of gender, race, or creed; and regulate relations between employees
and employers.
2. Security of tenure
Every employee shall be assured security of tenure. No employee can be dismissed
from work except for a just or authorized cause, and only after due process.
Just cause refers to any wrongdoing committed by an employee; authorized

cause refers to economic circumstances that are not the employee’s fault.
3. Work days and work hours
An employee must be paid their wages for all hours worked. If their work hours
fall between 10:00 p.m. and 6:00 a.m., they are entitled to night shift pay in
addition to their pay for regular work hours. If they work over eight hours a day,
they are entitled to overtime pay.
4. Weekly rest day
EMPLOYEES
A day-off of 24 consecutive hours after six (6) days of work should be scheduled by the
employer upon consultation with the workers.
5. Wage and wage-related benefits
Wage is the amount paid to an employee in exchange for to the service that they
rendered to their employer. Wage may be fixed for a given period.
EMPLOYEES
6. Payment of wages
Wages should be paid directly to the employee in cash, legal tender, or through
a bank.
Wages shall be given not less than once every two weeks or twice within a
month at intervals not exceeding 16 days.
7. Female employees
Women are prohibited from engaging in night work unless the work is allowed by
the following rules: industrial undertakings from 10 p.m. to 6 a.m.,
commercial/non-industrial undertakings from 12 m.n. to 6 a.m., or agricultural
takings at night provided that she has had nine consecutive hours of rest.
Welfare facilities, such as separate dressing rooms and lavatories, must be
installed at the workplace.
8. Employment of children
The minimum employment age is 15 years of age. Any worker below 15 years of
age should be directly under the sole responsibility of parents or guardians
provided that work does not interfere with the child’s schooling or development.
The minimum age of employment is 18 years for hazardous jobs, and 15 years
for non-hazardous jobs.
9. Safe working conditions
Employers must provide workers with every kind of on-the-job protection against
injury, sickness or death through safe and healthful working conditions.
10. Rights to self-organization and collective bargaining
Every worker has the right to self-organization, i.e., to form or to join any
legitimate workers’ union, free from interference of their employer or the
government. All workers may join a union for the purpose of collective
bargaining and is eligible for union membership on the first day of their
employment.
Collective bargaining is a process between two parties, namely the employer and the
union, where the terms and conditions of employment are fixed and agreed upon. In
collective bargaining, the two parties also decide upon a method for resolving
grievances. Collective bargaining results in a contract called a Collective Bargaining
Agreement (CBA).
Official Gazette. (n.d.). Retrived from http://www.officialgazette.gov.ph/featured/rights-of-employees/
Test I. Identification and Enumeration
Direction: Identify the following statement. Use a
separate sheet on writing your answers
1. Where did the decrees that Cyrus made on human rights were inscribed?
2-4. From Babylon, the idea of human rights spread quickly to what countries?
5-9. What are those documents asserting individual rights which are written
precursors to many of today’s human rights documents?
10. Magna Carta is also known as, what?
11. It was produced in 1628 by the English Parliament and sent to Charles I as a
statement of civil liberties.
12-13. The declaration of Independence has its two themes, what are those?
14. It is the fundamental law of the US federal system of government and the
landmark document of the Western world.
15. It protects freedom of speech, freedom of religion, the right to keep and bear
arms, the freedom of assembly and the freedom to petition
16. It was adopted by the National Constituent Assembly as the first step toward
writing a constitution for the Republic of France
17. What is the goal of the United Nations Conference on International Organization?
18. How many articles does the Universal Declaration of Human Rights contain?
19. When was the Universal Declaration of Human Rights adopted?
20. A human rights champion in her own right and the United States delegate to the
drafting of the Universal Declaration of Human Rights?
Test II. Concept Map
Using concept map, present the following
A. History of human rights. B. Characteristics of Human
Rights
Test III. Essay
On a separate sheet of paper, reflect and react on the concepts of human rights to
Duterte’s Anti-drug campaign.
Activity No. 3:
Present a role play using the themes bellow.
1. Rights of women
2. Rights of children
3. Rights of employees.
Criteria on performance:
Creativity - 25%
Mastery - 30%
Content - 30%
Unity - 15%
Bring Home: Activity No. 4
Create a short advocacy video on violence against human rights.
Criteria on performance:
Creativity - 25%
Mastery - 30%
Content - 30%
Unity - 15%
Cause Communication, (2004). School Safety Reference
Manual. DuPont Philippines: Philippines
De Juan, C. F., (2005). Compilation of Emergence

Procedures during Fire.
Gaviola, A. D., (2007). Basic Concepts of Hazard

and Disaster. Mainstreaming Risk Reduction
Education at the Secondary School Curriculum.
Ecotech Center: Lahug, Cebu City.
International Strategy for Disaster Reduction,

(2007). Hyogo Framework for Action 2005-2015.
Retrieved January, 2007, from
http://www.unsdr.org.hfa.
Philippine Institute of Volcanology and Seismology,

(1990). Earthquake and Tsunami. DOST:
Philippines
Philippine National Red Cross, (2000). Institutional

Capability Building Program. Disaster Management
Training Guidebook. PNRC: Philippines.
Valenzuela, R. G. (1989). Handbook on Natural

Hazards. Philippine Atmospheric, Geophysical and
Astronomical Services Administration, DOST:
Philippines.
Encarnacion Tadem, Teresa S., et.al. University of the Philippines-Diliman.
Mendoza, Ronald U., et.al. (2016). Anti-Illegal Drugs Campaigns: What Works and What
Doesn’t Work. Pacifico Ortiz Hall, Fr. Arrupe Road, Social Development Complex, Ateneo de
Manila University, Katipunan Avenue, Loyola Heights 1108.
https://en.wikipedia.org/wiki/Political_dynasties_in_the_Philippines
http://www.philstar.com/opinion/2015/08/10/1486177/why-regulate-political-
dynasties
https://en.wikipedia.org/wiki/Philippine_Drug_War
Beng, S. (2003, December 12). What is the legal basis for human rights? Taipei Times. Retrived
from http://www.taipeitimes.com/News/editorials/archives/2003/12/12/2003079277
Learning, L. (2013, May 18). Retrieved from SlideShare:

https://www.slideshare.net/jericzabs/rights-of-a-child-philippines
Official Gazette. (n.d.). Retrived from http://www.officialgazette.gov.ph/featured/rights-of-

employees/
Philippine Commission on Women. (2009). Retrived from http://pcw.gov.ph/law/republic-act-

9710
The Constitution of the Republic of the Philippines. Retrived from

United For Human Rights. Retrived from http://www.humanrights.com/what-are-human-

rights/brief-history/the-united-nations.html
UN Women. Convention on the Elimination of All Forms of Discrimination against Women

(CEDAW).
http://www.un.org/womenwatch/daw/cedaw/
Wahab, A. (2018, March 28). Human Rights: Definitions, Characteristics, Classification,

Indivisibility & Categorization. Retrieved from BlogSpot:
http://wahabohidlegalaid.blogspot.com/2013/03/human-rights-definitions.html
http://www.pearsonpublishing.co.uk/education/samples/S_497198.pdf
https://en.wikipedia.org/wiki/Freedom_of_Information_Order_(Philippines)
https://en.wikipedia.org/wiki/Political_dynasties_in_the_Philippines
http://www.filipinaslibrary.org.ph/filipiniana-library/filipiniana/70-features/275-a-history-of-automated-
elections-in-the-philippines
https://ihrprojects.wordpress.com/2012/01/30/freedom-of-information-benefits-and-limitations-of-the-
act/
https://en.wikipedia.org/wiki/Freedom_of_information
https://www.rappler.com/newsbreak/iq/91663-philippine-automated-election-sytem-explained
https://www.thebalance.com/unemployment-solutions-3306211
https://www.youtube.com/watch?v=nIV2JewTN_Y
http://www.philstar.com/opinion/439210/practical-solution-unemployment-problem
http://opinion.inquirer.net/71695/solving-unemployment
https://www.investopedia.com/terms/u/unemployment.asp
http://www.businessdictionary.com/definition/unemployment.html
https://prezi.com/bfywqitxygwp/module-13-the-causes-and-categories-of-unemployment/
https://www.thebalance.com/causes-of-unemployment-7-main-reasons-3305596
https://www.soas.ac.uk/cedep-demos/000_P501_USD_K3736-
Demo/module/pdfs/p501_unit_01.pdf
https://sustainabledevelopment.un.org/content/documents/2843WESS2013.pdf
http://www.iisd.org/topic/sustainable-development
http://pcsd.neda.gov.ph/epa-21
http://www.google.com.ph/amp/s/m.wikihow.com/Understanding-the-Concept-of-
Globalization&3famp=1
Published: 19 February 2014
http://oslope.dfa.gov.ph/site-map/the-philippine-government
Jeffrey Hays (2008) GOVERNMENT OF THE PHILIPPINES
http://factsanddetails.com/southeast-asia/Philippines/sub5_6f/entry-3164.html
The Executive Branch
http://www.officialgazette.gov.ph/about/gov/exec/
The Legislative Branch
http://www.officialgazette.gov.ph/about/gov/the-legislative-branch/
The Judiciary Branch
http://www.officialgazette.gov.ph/about/gov/judiciary/
Charo Esquivias Dugan-Listana (June 25, 2010)
http://politicsandgovernance.blogspot.com/2010/06/checks-and-balances.htm

Module Final

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Module Final

Diunggah oleh

Hak Cipta:

Format Tersedia

1|Contemporary Issues

At the end of this lesson, the students are expected

1. The improvement of the students’ awareness of

2. Dissemination of DRR information by means of

3. Development of a sustainable behavioral culture

Click the link below or look it up on the web to view

Video Link: https://youtu.be/fUjT72MnWkw

To guide the students in viewing

Task ONE- DRAW THE VOICE

Rubrics for the Activity:

Your performance will be graded on the following

1. All of the following are TRUE about disasters EXCEPT

a. A disaster may be domestic or international

2. Disasters frequently result in all of the following EXCEPT

a. Damage to the ecological environment

3. The play all of the following roles in covering a disaster EXCEPT:

a. Shapes public sympathy by the amount and type of coverage

a. Extreme climates; hot cold, wet, etc.

5. Why is disaster risk reduction important?

The Philippine Islands are prone to all kinds of natural

Phenomena that are atmospheric, hydro meteorological or

Response (What to do during):

Rehabilitation (What to do after):

Task ONE- Brainstorming

Here are some rules that students may come up with:

Your performance will be graded on the following rubric:

 Clear Message- 25%

Your virtual museum will be graded on the following rubric:

INSTRUCTION: Write a reflective essay about what measures could your

INSTRUCTION: Read and comprehend the questions below. Answer them by

1. What best describes an "earthquake"?

2. How do you stay safe during a flood?

4. How do you stay safe during a volcanic eruption?

5. The first action I will take after a flood is...

The fundamental requirements are:

• Appropriate institutional arrangements, including legislative and policy changes, as needed.

Managing the DOC:

Contingency planning is essential in every disaster control group in order to facilitate

The six general functions of the preparedness process are to:

• Collect and maintain baseline and background data;

• During such evacuation of pupils/students out of the school, Classroom Evacuation

Task ONE- Sages Share

1. What is the purpose of Natural Disaster and Calamities Plan?

INSTRUCTION: Make a five-minute radio broadcast about The NDCC Comprehensive

Breakdown of group members:

Your performance will be graded on the following rubric:

Your virtual museum will be graded on the following rubric:

INSTRUCTION: Write a reflective essay about the effectives of Natural

Building Risk Reduction Requirements

Records Salvage Priorities

Need for Monitoring and Evaluation

Need for Credibility and Flexibility

Task ONE - Concept Map

Your poem will be graded on the following rubric:

Your poem will be graded on the following rubric:

1. What best describes an “school sites "?

When you finish this lesson, you will be able to:

 distinguish climate from weather

rainy sunny continental long-term foggy

1. Weather DOES NOT include which factor:

D. All are factors of weather

2. Atmospheric pressure is:

A. Amount of cloud cover in the atmosphere

B. Amount of water vapour in the atmosphere