UNIT
IV
•
FILIPINOS AND THEIR GOVERNMENT
This unit is composed of four lessons Lesson 13 Services of the Government Lesson 14 Funds of the Government Lesson 15 Laws that Promote Development Lesson 16 Responsibilities of Filipinos
•
C.
Psychomotor • •
GENERAL OBJECTIVE
•
Give value and appreciate government’s goal to serve the citizens through programs on peace and order and social services.
•
Lesson 13 SERVICES OF THE GOVERNMENT (14 days) MAJOR CONCEPT People’s cooperation is important to enable the government to serve the citizens. These are services for peace and order, livelihood, and social services.
I.
SPECIFIC OBJECTIVES A.
Cognitive • • • •
B.
Affective •
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Tell what a government is Identify the services being done by the government for the people Recognize the benefits of the services of the government to the development of livelihood Recognize the government agencies that help in delivering services to the people
Appreciate the services of the government to the citizens through its agencies
Value government services that will help the citizens enjoy a prosperous life Cooperate willingly in the government’s efforts to help the citizens realize their dream of a progressive life through peaceful means and beneficial livelihood programs Role-play some services provided by the government to the people Clip news items on government services through its different agencies Conduct a panel discussion on the effects of government services on the life of the citizens Prepare plans for group presentation on assigned topics
II. TOPICS Peace and Order, pages 183-184; Social Services, pages 185-189
III . MATERIAL Textbook, magazines, and newspapers; video tape, flyers, and handouts of programs from different government agencies
IV. METHODS A.
Preparation 1. Display pictures or posters of employees working in the different government agencies. Show them doing their tasks inside the offices of these government agencies. 2. For their homework, assign your pupils to go online http:// www.gov.ph/. Ask them about the services of the government by clicking the services for citizens tab. Alternatively the school computer lab (internet ready) can be looked for this activity. 3. Play the music and let the pupils march or dance around the room as they observe the picture on display. 4. When the music stops, let them group by threes or fours and have them analyze the pictures in front of them. Have the children give their inferences on the services of each government agency to the people.
c.
Relate the lesson to the events happening in the country. Example: if there are things that are happening at present which threatens the peace and order of the country. d. Ask the opinion of the pupils on how to punish those who disobey ordinances and laws. e. Ask the pupils to research on the ordinances in their own communities. Ask them to report and discuss them in their class. f. Introduce the words “law” and “ordinance.” Explain the meaning of these words. g. Ask the pupils why there is a need for ordinances and laws.
5. Do this activity for two times. 6. The teacher will gather all the pictures. Show them one at a time to the class. 7. Let the pupils say something about the pictures.
B.
Development of the Lesson 1. Watch a video tape showing the projects or programs of the government. 2. Discuss what was shown in the video tape. Discuss the services one by one. 3. Recall the assignment given before this lesson in government services to the people through the different agencies. 4. Divide the class into two groups — A and B for further research on the following topics for group discussion on government services: a. Group A — peace and order — Find this out on pages 183-184 1. DILG and LGU 2. DND and AFP b. Group B — social services — Find this out on pages 185-189 1. Education 2. DOLE 3. DOH 4. Housing — NHA, NHUDC, GSIS, SSS, and PAG-IBIG Fund 5. Disaster preparedness — NDCC, PAGASA, PHIVOLCS 5. Groups A and B will prepare a group report to class according to plan for presentation. 6. For peace and order, consider the following activities: a. Read a news article about how policemen and soldiers maintain peace and order b. Discuss how policemen and soldiers help in maintaining peace and order in the country.
7. Let the pupils answer Check Yourself on page 184. 8. Show pictures of a poor family, people who are sick and disabled. Ask the pupils how they feel upon seeing these pictures. 9. Explain to the pupils that there are people assigned by the government to take care of people’s health. These are the doctors, nurses, medical technologists, and dentists. There are also hospitals, clinics, health centers, and mobile clinics which give medical services to the sick. Discuss the services of the government for the people mentioned on page 186. 10.
Ask the pupils if they have knowledge about other government and private agencies that help the poor. If yes, let them mention these agencies. a. Talk about the DepEd, DOLE, Golden Acres, School for the Deaf and Blind, SSS, GSIS, PAG-IBIG Fund, and NHA. Discuss how these agencies help the poor citizens. b. Watch a video tape about the social problems of the Philippines. Discuss these social problems in class. c. Ask the pupils to find out more on the social services of the government regarding education on page 185, employment on page 186, housing and social welfare on page 187. 49
11.
12. 13.
14.
15.
16. 17. 18.
C.
On livelihood, discuss to the pupils about the help extended by the government to farmers, fishermen, factory workers, and even those who work in their homes or those who have their own cottage industries and farms. Talk about the protection and benefits the government provides for the workers. Talk about the help given by government agencies like the Land Bank of the Philippines, Bureau of Fisheries and Aquatic Resources, Bureau of Plant Industry, GSIS, and POEA. Have more research on these agencies. The government addresses disasters, calamities, and emergencies through different agencies. Find this out on pages 188-189. Give pupils enough time to role-play some services of any of the government agencies they have researched and discussed in class. Pupils may also role play how the people cooperate with the government in order to achieve their common goal. Let the pupils answer Check Yourself on pages 186, and 189. Let the pupils prepare for the activity prescribes in Things I Can Do on page 191.
V.
EVALUATION 1. Ask the pupils to review the lessons on government services and explain the ideas presented in Things to Remember on page 190. 2. Answer Things I Learned — on pages 190-191 and Things I Will Do on pages 190-191.
ANSWERS TO THE EXERCISES IN LESSON 13 ˛
Check Yourself, page 184 1. The DILG and DND are tasked to protect the people and enforce the laws of the land.They are responsible for maintaining peace and order and to ensure that our country will remain independent. 2. Members of the PNP who are police officers are also tasked to protect the people and maintain peace and order. 3. Soldiers are assigned to defend the country from foreign invaders and to fight rebel and terrorist groups in the country.
˛
Check Yourself, p. 186 1. Social services refer to services that aim to improve the way of life of the people. 2. The DepEd is tasked with the implementation of educational programs in the grade school and high school levels, both in public and private schools.The DepEd identifies the knowledge and skills that must be learned by students from the different grade and year levels. 3. The DOH supervises government hospitals that serve the people. Aside from hospitals, the government has established health centers that provide free medical services and medicines to Filipinos.
Application of Skills 1. Present the following questions to the class as a simple quiz. a. After the typhoon, the houses in Barangay Sampaguita were all heavily damaged, leaving the people hopeless. What agency can help the victims of this calamity? (DOLE, DOH, NDCC) b. You heard about bomb threats in Mindanao and Metro Manila. Who do you think can help maintain peace and order in these places? (DND, NHA, DSWD) c. Your parents want to own a house for their family. But their savings is not enough. Where could they go if they want a housing loan? (PAGASA, DILG, PAG-IBIG Fund)
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d. Your brother wants to learn about basic electronics to prepare him for a job abroad. What agency trains Filipinos to develop their technical skills? (TESDA, CHED, DepEd) e. Some of your playmates do not go to school. What ensures them about free education? (1987 Constitution, GSIS, LGUs)
Lesson 14 FUNDS OF THE GOVERNMENT (15 days) ˛
Check Yourself, page 189 1.
PAG-IBIG Fund, NHUDC, SSS, GSIS — give housing loans
MAJOR CONCEPT
2.
The DSWD assists other agencies in implementing laws such as Child Protection Act; Expanded Senior Citizens Act that gives privileges to Filipino senior citizens.
3.
The government addresses disasters, calamities, and emergencies through the following agencies:
The government is important in a country. By means of different services, the government improves the living condition of the people. Continued services of the government would mean continued funding needed for programs on income-generating projects. People’s cooperation is equally important for the support of the government’s goals for effective delivery of services to meet people’s basic needs.
•
˛
NDCC, PAG ASA, PHIVOLCS
4.
NHA, NHUDC, PAG-IBIG Fund and GSIS are some of the government agencies that provide housing programs
5.
To save lives and properties
I.
SPECIFIC OBJECTIVES A.
Things I Learned, pages 190-191 A.
B.
1.
True
4.
True
2.
False
5.
True
3.
True
1.
c
4.
a
2.
a
5.
b
3.
d
B. VI. ENRICHMENT ACTIVITIES
Cognitive •
Explain how the government provides the needs of the citizens
•
Identify the sources of government funds
•
Explain what a government budget is
•
Analyze the income-generating projects of the government
•
Make inference where tax money goes
•
Discuss how people can cooperate in government’s projects/ programs in fund-raising campaigns
Affective •
Give importance to services provided by the government
•
Show appreciation for the beneficial projects and programs of the government
•
Cooperate with government income-generating projects and in the delivery of different services.
1. Have the pupils, do Things I Can Do, page 191. 2. Conduct additional research on the programs and projects of the different government agencies. 3. Have newspaper clippings about the different government agencies, highlighting their projects and other activities that render services to the people. 4. Report to class the effects of government services to the Filipino people.
C.
Psychomotor •
Participate in the tax-awareness campaign of the government
•
Join the government’s income-generating projects 51
•
Make caricature posters that would tell where the people’s taxes go Example: 1. Constructing new and repairing old bridges and roads 2. Constructing school buildings and hospitals, increase the salaries of school teachers 3. Improving the working conditions of public employees and workers 4. Initiating livelihood programs for farmers and fishermen
II. TOPICS Sources of Government Income, pages 193-195; Growing Population, pages 196-197
III. MATERIALS Textbook, pictures, posters, slides, Filipinism CD-ROM 3
IV. METHODS A. Preparation 1. Play the Give-It-Back-To Me game for the review of past lessons on services of the government. 2. Role-play activities of some government agencies and have the pupils guess the agency that gives the kind of service. Example: DepEd, DSWD, PNP, PHIVOLCS, etc.
B.
Development of the Lesson 1. Prepare situations that would need money/funding to complete or finish certain projects. Example: Any school/church/community project 2. Give situations that will need funding for any government project. Cite the source of funds to push through with this project. Example: Tax money from the people 3. Interview some taxpayers. Ask why do they have to pay taxes.
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4. Have a discussion on the people who are taxpayers and things that are taxed. Example: a. The professionals – teachers, doctors, engineers b. Businessmen – owners of factories c. Entertainers – singers, movie and television personalities d. Business establishments – income of employees, type of business that is earning e. Products such as oil, food, books, and appliances are also taxed f. People buying house and lot, a car, cellphones, and those eating in restaurants also pay taxes g. Inheriting a property, travelling in and out of the country are taxable 5. Explain that the taxes paid by people, taxes on properties, goods and business establishments, are all sources of funds collected by the government for its programs and projects that will benefit the people. 6. Expand and make research on collectible taxes as government’s source of income. 7. Discuss other sources of government income. Find this out on pages 193-195. Talk about fees and fines. Give other examples where people pay fees and fines. 8. Guide the pupils to analyze the picture on page 195. Give similar examples. Examples: a. What fines do people in the community pay? b. What fees do parents pay in school? 9. On page 197, find out the government’s programs that would need funding for the benefit of the people. 10. Discuss the problems of growing population. Discuss how this problem is addressed by the government. 11. Talk about government-owned and controlled corporations as source of government income.
12.
13. 14.
C.
Ask the pupils what government services are given to the people coming from these government-owned corporations. Interview parents and other people about this. Some examples are given on page 194. Ask the pupils gather from newspapers news featuring government-owned and controlled corporations. Ask the pupils on what do they think are the other good government projects that will benefit the people? Tell them to ask their parents.
EVALUATION 1. 2. 3. 4.
Check Yourself, pages 193 1. Government get funds from taxes, government-owned corporations, fees and licenses, and fines. 2. Tax is the amount of money imposed by the government on a product, property, services, 3. Eating in a restaurant; when buying a house and lot, car, cellphone; traveling in and out of the country; inheriting a property. 4. Non-payment or dishonesty in paying taxes will hinder government’s plans to put up projects for the benefit of the people 5. The government builds/repairs roads and bridges; put up school buildings, hospitals, health centers; pay the salaries of teachers and government employees and put up livelihood projects.
˛
Check Yourself, pages 195 1. GOCCs are engaging in different types of businesses and earn income. 2. PNOC, LRTA, DBP, CCP, and SSS 3. License fees are the amount paid by the professionals yearly. Establishments and operators of public utility vehicles secure licenses from the government before they can operate their businesses. A fine is the amount of money that serves as penalty for violators of law. Answers to Things I Learned, page 198 1. a 4. a 2. b 5. a 3. c Things I Will Do, page 199
Application of Skills 1. Let the pupils answer these situations with Yes or No and explain their answer. a. Is it good to get a receipt for the things you buy in a store? Why? b. Should you tell your father or driver to ask for a receipt from the gasoline station after loading with gasoline? Why? c. After eating from a restaurant, would you tell your mother or father to get the receipt for the food you ate? Why? 2. Let pupils answer these questions. a. What project would you like the government to do in your barangay after knowing that tax money is used to render services to the people? b. What livelihood program would you like the government to carry out in your barangay using tax money? c. What poster would be convincing for a tax awareness campaign?
V.
ANSWERS TO THE EXERCISES IN LESSON 14 ˛
Explain the ideas listed in Things to Remember on page 198. Let the pupils answer Things I Learned, page 198. Let the pupils answer Things I Will Do, page 199. Let the pupils answer Check Yourself questions on pages 193, 195, and 197.
˛
˛
1. 2. 3. 4. 5.
J L L L J
6. 7. 8. 9. 10.
J J L L L
VI. ENRICHMENT ACTIVITIES Guide the pupils in doing the activities Things I Can Do on page 199. 53
Lesson 15 LAWS THAT PROMOTE DEVELOPMENT (12 days) MAJOR CONCEPT The law is the key to an orderly, peaceful, and safe community. The law is important for the people. There are different laws to be followed by the citizens for their welfare and the progress of the country.
1.
SPECIFIC OBJECTIVES A.
Cognitive •
Explain how the government meets the needs of the citizen
•
Identify the sources of the government’s income
•
Describe one by one the kinds of laws in the country
•
Infer on the outcome of violating the laws of the land
•
Compare and contrast two kinds of communities. Community A is composed of law-abiding citizens while Community B is composed of disobedient citizens or violators of the laws imposed by the government.
•
B.
C.
54
Decide in which community would you want to stay or live in and explain why.
Affective •
Be grateful that the government implements laws that help achieve progress.
•
Appreciate the orderliness and safety brought about by laws observed by the Filipino people.
Psychomotor
II. TOPICS The Constitution, page 201; Tax Laws, page 201; Labor Laws, pages 202-203; Laws on Natural Resources, pages 203-205, effects of Not Following the Law, page 206
III. MATERIALS Textbook, cassette recorder and cassette tape of the songs “Kapaligiran” and “Anak ng Pasig,” receipts of purchase in a grocery, copy of the income tax return form, copy of the 1987 Constitution, copy of some government laws
IV. METHODS A.
Preparation 1. Ask the pupils if they can see reminders or warnings posted or written in the community where they live. 2. Let them give their answers. 3. Afterwards, ask them to write these in big pieces of paper and have them posted in the blackboard.
B.
Development of the Lesson 1. Ask the pupils to read aloud the posted warnings or reminders. 2. Make them understand that these are laws. Ask the pupils the meaning of “law.” Let them explain further by citing examples. The teacher will add some explanations to the pupils definition in order for the pupils to better understand the purpose of the law.
•
Use a cassette recorder in discussing the lesson
3. Make them understand that a country has different kinds of laws.
•
Use as an example a copy of income tax return (ITR) in discussing the lesson about taxes
4. Group the pupils into five — I, II, III, IV, V. Each group will be assigned a topic about different kinds of laws.
•
Identify some laws contained in the 1987 Constitution
a. Group I will make research on tax laws.
•
Copy some laws that you understand
b. Group II will read and study labor laws.
c.
5.
6. 7. 8. 9.
10. 11. 12.
Group III will read and make research on laws on natural resources. This will include Clean Water Act of 2004; Clean Air Act of 1999; Philippine Mining Act of 1995 and Philippine Fisheries Code of 1998. d. Group IV will report on Comprehensive Agrarian Reform Law (CARL). e. Group V will discuss on the effects of not following the law. Give pupils guide questions to answer, like the following: a. What is law? b. Why is the law important? c. What are the concerns of the law? d. How does the law help the citizens? Let the leader of each group make the report. Discuss their reports. Have a free discussion after each report. For Group I, review the past lesson on taxes as source of government funds. Ask the pupils to bring receipts of purchases from a grocery or shopping mall. Ask the pupils what is written on the receipts. Tell the pupils that they are also paying taxes. Give the kinds of taxes and choose pupils who will explain each. a. professional tax b. service tax c. property tax d. business or trade tax e. residence tax f. income tax g. real estate tax h. inheritance tax i. travel tax
13. 14. 15. 16. 17. 18.
19.
20.
21. 22. 23. 24.
C.
Ask pupils why there is a need for the people to pay taxes. Let the group make further research on taxes. Write May 1 on the blackboard. Ask the pupils why this date is important to the people of the country. Explain that May 1 is Labor Day. Ask the pupils to read page 202 of the textbook. Discuss the laws about the protection of laborers. a. Eight-hour work day b. Overtime pay c. Minimum wage for daily wage earners. Let them listen to the song, “Anak ng Pasig� by Smokey Mountain. Talk about the message of the song. Afterwards, let the class sing the song. Discuss the law against water pollution. Read page 203. Ask the pupils why there is a need to protect the bodies of water. Let the pupils explain how the government punishes people who disobey this law. Take the pupils out of the classroom. Wa l k a r o u n d t h e premises of the school. Take them back to the classroom. Ask them what they can say about the air they breathe while walking outside. Introduce the law aiming to have clean air in the environment, the Clean Air Act. Read page 203. Discuss the effects of not following the laws of the country. Find this out on page 206. Then answer the questions below.
Application of Skills 1. Ask the pupils who among their families have a vehicle. Ask any of them to tell the class what should be done in riding a car, especially if he or she is sitting in the front seat of the vehicle. 2. Introduce the following. a. Seat Belt Law and other laws concerning the safety of the individuals 55
b. Traffic laws — discuss traffic lights and street signs like the following: a. yellow light — the driver should prepare to stop the vehicle b. red light — the driver should stop the vehicle c. green light — the driver can proceed with driving 3. Discuss the effects of not following traffic rules. Give examples. 4. Ask the pupils how safe are they if traffic rules are observed? Give examples.
V.
EVALUATION 1. Ask the pupils to give their opinion and explain the ideas listed in Things to Remember on page 207. 2. Answer Things I Learned on page 207. 3. Give the pupils in doing the activities on Things I Can Do on page 209.
ANSWERS TO THE EXERCISES IN LESSON 15 ˛
˛
56
Check Yourself, page 201 1. A law is a rule that must be followed by everyone, even in government. Laws are made and implemented to make sure that there is order in society. 2. The Constitution is the highest law of the land because it must be followed by all other laws. A proposed law cannot become a law if it is against the Constitution. Check Yourself, page 205 1. Members of the labor sector is composed of Filipinos who work in the government, private companies, and other people. 2. DOLE must make sure that the Labor Code is followed 3. Some important provisions of the Labor Code are: 1. A minimum wage must be paid to workers who are daily wage earners.
2. 3. 4. 5. 6. ˛
Working hours of employees each day should not exceed eight hours. An overtime pay must be given when an employee works for more that eight hours a day. Payments must be made for workers who work on holidays Proper health benefits must be given to workers. Employment should ensure a clean and safe working environment for their workers.
Check Yourself, page 206 1. Laws are important so that there will be peace and order in society. Many bad things will happen like bad economy, limited service of government and abuse of natural resources.
VI. ENRICHMENT ACTIVITIES 1. Show a map of the Philippines. Ask the pupils to identify bodies of water, forests, and mountains of the country. Read articles or magazines and newspapers about preservation and destruction of the natural resources of the country. Discuss the article. Discuss how the law promulgated by the government protects our natural resources. Give importance to the role each one plays in preserving and developing the natural resources like avoiding the throwing of garbage in the water, not building fires in the picnic areas of the mountains and maintaining the cleanliness of the beautiful places in the country. 2. Interview a Science teacher on laws on the environment like the following: a. Toxic Substances and Hazardous and Nuclear Act of 1990 b. National Integrated Protected Areas System c.
Imposition of Environment Hazard Fee Ask how the said laws help in solving the problems of the environment. Report your findings and discuss them in class.
Lesson 16 RESPONSIBILITIES OF FILIPINOS (15-18 days) MAJOR CONCEPT Each citizen has rights to be enjoyed. It is his or her right to be served by the government so that he or she will grow with his or her country. Each right has an equal obligation or duty. The citizen should do his duties in school, at home, in the community and the country.
I.
III. MATERIALS Textbook, Filipinism CD-ROM 3, poster, the Philippine Constitution, pictures related to the lesson
IV. METHODS A.
1. Display pictures showing the rights and duties of a Filipino citizen. 2. Call some pupils who will choose a picture. Ask them to say something about it. 3. Assign your pupils to Filipinism CD-ROM 3 for a slide show on selected Filipino heroes. This activity should promote responsible citizenship. The same enrichment can also be accessed at i-learn.vibalpublihing.com.
SPECIFIC OBJECTIVES A.
Cognitive • • • •
B.
Affecting • • •
C.
Identify the duties of the citizens in taking care of the environment. Analyze the duties to be performed at home, in school, community and fellowmen Explain your duties to yourself and fellowmen Discuss ways of improving oneself Be proud of the rights you enjoy Appreciate fulfilling your duties to yourself, at home, in school, community, and country Recognize the importance of knowing one’s rights and responsibilities as a citizen
Psychomotor • • • •
Make a poster showing the rights and obligations of a child Make a list of the rules and regulations in school that should be followed Join backyard gardening at home, cleanliness drive in school, and clean and green project in the community Draw posters or pictures on ways to improve oneself
II. TOPICS Maintaining Peace and Order, pages 211-212; Caring for the Environment, pages 213-214; Contributing to Development, pages 215-216; Improving Oneself, pages 217-218
Preparation
B.
Development of the Lesson 1. Ask the pupils to group the pictures. There should be two groups, one showing the rights and the other showing the duties. 2. Compare the two groups. 3. Discuss each picture showing their rights. 4. Tell them that these pictures show their rights. 5. Explain the meaning of the word “right.” 6. Consult the Constitution. Find out the rights of the citizens. 7. Discuss the rights of the citizen one by one. a. Freedom of speech and expression b. Freedom to choose one’s religion c. Equal protection of the law d. Civic rights e. Right to live in an orderly environment f. Right to education g. Right to grow strong and healthy 8. Ask the pupils why there is a need to enjoy one’s rights. 57
9. Show again the pictures showing the duties of a citizen. 10. Ask the pupils what they can say about the pictures being shown. 11. Discuss the duties of a citizen. a. Duties to oneself b. Duties at home c. Duties in school d. Duties to the community e. Duty to fellowmen 12. Ask the pupils to give situations which show fulfillment of duty to oneself, at home, in school, community, fellowmen and country. 13. Ask the pupils to role play the duties performed by any of those mentioned in number 11. 14. Explain to the pupils that if it is the right of the citizens to live in a peaceful and orderly community, it is their duty to help maintain peace and order in our country. Filipinos should obey the different laws of the country. It is also the responsibility of the Filipinos to prevent crime. 15. Let the pupils find out on pages 211-212 about maintaining peace and order. 16. Caring for the environment is an important responsibility of the Filipinos. Study this on pages 213-214. 17. Study the pictures on pages 215-217. There are some ways that contribute to development. Explain why. It is the responsibility of Filipinos to contribute to the development of our country.
C.
Application of Skills 1. Think about the ideas presented in Things to Remember on page 219. Explain each concept and give examples or evidences on how important are the responsibilities of the Filipinos in contributing to the progress and development of our country. 2. Ask the pupils how they perform their responsibilities at home? in school? in your community?
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3. Ask the pupils how can they help in the awareness campaign on the proper use of our natural resources? Give situations about your responsibilities at home and in your community. 4. Discuss in class how you can improve yourself.
V.
EVALUATION 1. Ask the pupils to read the whole lesson again. Give a short test based on the class discussion about the lesson. 2. Let the pupils answer Things I Learned on pages 219-220. 3. Let the pupils answer Things I Will Do on pages 221-222. 4. Let the pupils do the activities as directed in Things I Can Do on page 223. 5. Let the pupils answer the Summary pages 224-225. 6. An interactive quiz on Filipino heroes can be taken up using the Filipinism CD-ROm3 or by accessing i-learn.vibalpublishing. com.
ANSWERS TO THE EXERCISES IN LESSON 15 ˛
Check Yourself, page 212 1. — Obey different rules of the country — Help prevent crime — Help maintain peace and order 2. — Report people doing illegal activities — Obey different laws of the country 3. Culture of peace means a way of life that does not use violence or arms to settle differences.
˛
Check Yourself, page 214 1. — Proper use of resources — Maintain cleanliness of their surroundings — Reduce the use of non-biodegradable materials like plastics. 2. Answers may vary. (Read pages.213-214) 3. Environmental laws in the Philippines enable Filipinos to use the country’s resources wisely.
˛
˛
Check Yourself, p. 218 1. Development also means a decent way of life for Filipinos. It means that basic needs are met, rights of people are respected and protected, and people are given opportunities to improve themselves. 2. — Follow laws of the land — Maintain a healthy body — Pay the correct amount of taxes 3. — Be physically and intellectually healthy — Practice and improve talents and skills — Stay away from things that can cause harm and danger to oneself Things I Learned, pages 219-220 A. 1. Answers may vary. 2. To achieve progress and development 3. Improving one’s skills and abilities can help in the government’s program for a progressive economy. 4. By recycling, things that have been discarded can be made useful by other people. 5. The development of the Philippines also means a decent way of life for Filipinos. This means that basic needs are met, the right of people are respected and protected and there are opportunities to improve needs. B.
˛
1. 2. 3. 4. 5.
d b b a c
6. 7. 8. 9. 10.
b d c d a
Summary, pages 224-225 B. 1. The government is responsible for the development of the country through its economic, social and political programs, projects, and reforms. 2. Different government agencies are: For social services: DepEd, DOLE, DOH, NHA, DSWD, NDCC, PAGASA, PHIVOLCS
3.
Progress and development can be achieved if there is peace and order
4.
Different sources of government’s income are: Taxes, GOCC, Fees and Licenses, Fines
5.
Correct amount of taxes to be paid will help the government collect enough funds for its programs and projects for the benefit of the people.
6.
The government will not have enough funds for its projects and programs.
7.
The different laws are — Labor Laws, Laws on natural resources (Ex.Clean Water Act of 2004; Philippine Clean Air Act of 1999; Philippine Mining Act of 1995, Philippine Fisheries Code of 1998 Comprehensive Agrarian Reform Law (CARL)
8.
Answers may vary.
9.
Filipinos have the responsibility to join, support, and work with the government to achieve the development of the country. They also have responsibility to help maintain peace and order and to obey the laws of the country. They have the responsibility to help their fellowmen achieve a decent way of life and be a model citizen for them.
10.
Answers may vary.
UNIT TEST I.
IDENTIFICATION Write on the blank which government agency that gives the following services. ________ 1. Helps fishermen improve their livelihood. ________ 2. Lends money to its members to be able to build their houses ________ 3. Protects the poor, orphans, mentally disabled, the lame, blind, etc. 59
________ 4. Gives warning about the weather so that people can prepare for a coming typhoon
________ 7. Residence tax comes from the income of a laborer or employee.
________ 5. Gives information about volcanoes and movement underneath the ground
________ 8. The GSIS gives insurance and other benefits for those working in private offices.
________ 6. Fixes damaged roads and bridges
________ 9. The Metro Rail Transit was built to speed up trading and transportation.
________ 7. Looks out for places which should be given immediate attention and assistance from the government in times of calamity
________ 10. In crossing the street, look first if the color of the traffic light is red before crossing to ensure safety.
________ 8. Gives free pamphlets or lectures about the correct way of planting and farming ________ 9. Teaches the deaf to communicate through sign language ________ 10. Ensures that the needs of the students in public schools are met
ANSWERS TO THE UNIT TEST I.
II. RIGHT OR WRONG
1.
BFAR
2.
PAG-IBIG Fund, GSIS, SSS
3.
DSWD
Write R in the blank if the statement is right and W if the statement is wrong.
4.
PAGASA
5.
PHIVOLCS
________ 1. An employee receives protection from the government.
6.
DPWH
7.
NDCC
8.
Bureau of Plant Industry and Department of Agriculture
9.
Philippine School for the Deaf and Blind
________ 2. The environment has to be clean in order to have more sick people to treat. ________ 3. A leader is good if he or she thinks about his or her own welfare before the welfare of his or her subordinates.
60
Identification
10. II.
DepEd
Right or Wrong
________ 4. The citizen has the right to receive the services given by the government.
1.
R
6.
R
2.
W
7.
W
________ 5. Teachers, doctors, engineers, architects, and dentists are considered professionals.
3.
W
8.
W
4.
R
9.
R
________ 6. Working more than eight hours is called “overtime.�
5.
R
10.
R