Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph |
[email protected] Module 8: Civic Literacy for Educators
Welcome to Module 8!
Good day, class. I hope you are having a productive week. We now turn our
attention to a literacy that is at the very heart of our identity as Filipinos and as members
of a democratic society: Civic Literacy.
Civic literacy is more than just knowing facts about the government; it is the
knowledge, skills, and disposition required to participate effectively in civic life. As
educators, we have a profound responsibility to cultivate this literacy in our students,
preparing them to be informed, engaged, and responsible citizens who can contribute to
the betterment of our communities and our nation.
All materials and submission links for this module are in our Google Classroom. Our
Messenger Group Chat is always open for quick questions and clarifications. Let's begin.
INTENDED LEARNING OUTCOMES (ILOS)
By the end of this module, I expect you to be able to:
• Define civic literacy and explain its importance in a democratic society.
• Analyze the structure and function of the Philippine government.
• Evaluate the role of media in shaping public opinion and political discourse in the
Philippines.
• Identify and analyze current social, economic, and environmental issues facing the
Philippines.
• Design lesson plans and activities that promote civic engagement and critical
thinking.
• Demonstrate an understanding of your own rights and responsibilities as a Filipino
citizen and educator.
Our Weekly Checklist & Deadlines (Week of July 28 - August 3, 2025)
To succeed in this module, please complete the following tasks by their deadlines:
• By Wednesday, July 9:
o Carefully read the Part 1: Core Learning Content & Lecture Notes I have
prepared for you.
o Complete the Part 2.1: Reflective Journal Entry in your personal notebook.
Educ 102: Building and Enhancing New Literacies Across Curriculum Page 1 of 6
Prepare by: Severo B. Talipo
Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]
o [Complete the Part 2.2: Civic Issue Analysis activity.
o Post your esponse and your analysis photo to the "Module 8 Discussion
Question" on Google Classroom.
By Sunday, July 13 (11:59 PM, Philippine Standard Time):
o Complete the "Module 8 Quiz" which I will link in our Google Classroom.
o Submit your major assessment from Part 3 to the "Civic Engagement Project
Assignment" on Google Classroom.
PART 1: CORE LEARNING CONTENT & LECTURE NOTES
Instructions: In this section, I have prepared a more exhaustive set of notes for our module.
It is essential that you read this material carefully and thoroughly, as all our activities and
assessments are based on it.
I. Foundations of Civic Literacy
Civic literacy is the knowledge and skills needed to actively participate in a
democratic society. It is built on a foundation of understanding how government works,
what our rights and responsibilities are, and how we can make our voices heard. For us in
the Philippines, this literacy is enshrined in the very first words of our Constitution's
preamble: "We, the sovereign Filipino people..." This phrase establishes that power resides
with the citizens, and effective citizenship requires a specific set of competencies.
A civically literate person can:
• Understand the structure of government and political processes.
• Analyze public issues and evaluate different perspectives.
• Understand the importance of laws and the rights and responsibilities of citizens.
• Participate in civic life through informed voting, community service, and advocacy.
II. The Philippine Government and Politics
A core component of civic literacy is a functional understanding of our
government, as established by the 1987 Philippine Constitution.
The Three Branches of Government: Our government is divided into three co-equal
branches to ensure a system of checks and balances.
1. Legislative Branch (The Lawmakers): The Congress of the Philippines,
composed of the Senate (upper house) and the House of Representatives
(lower house). Their primary role is to create, amend, and repeal laws.
Educ 102: Building and Enhancing New Literacies Across Curriculum Page 2 of 6
Prepare by: Severo B. Talipo
Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]
2. Executive Branch (The Implementers): Headed by the President, who is both
the head of state and head of government. This branch includes the Vice
President and the various departments and agencies responsible for
implementing and enforcing the laws passed by Congress.
3. Judicial Branch (The Interpreters): Composed of the court system, with the
Supreme Court as the highest court. Their role is to interpret the laws, settle
legal disputes, and determine if laws or actions by the other branches violate
the Constitution.
Our Rights and Responsibilities: Article III of the Constitution, the "Bill of Rights,"
guarantees our fundamental freedoms, such as freedom of speech, freedom of the
press, and the right to due process. However, these rights come with responsibilities,
such as the responsibility to obey the law, pay taxes, respect the rights of others,
and participate in the democratic process.
III. Social Issues and Civic Engagement
Civic literacy is not just about knowing the structures; it's about applying that
knowledge to real-world issues.
• The Role of Media: As we discussed in Module 6, the media plays a crucial role in
shaping public opinion and political discourse. A civically literate citizen does not
passively accept media reports. They actively analyze news for bias, cross-
reference sources, and distinguish between factual reporting and opinion or
propaganda. They understand that a free and responsible press is essential for
holding leaders accountable.
• Analyzing Current Issues: A key civic skill is the ability to analyze current social,
economic, and environmental issues facing the Philippines. This involves:
o Identifying the Issue: What is the problem? (e.g., plastic pollution in our seas,
urban traffic congestion, food security).
o Understanding Stakeholders: Who is affected by this issue? Who has the
power to address it? (e.g., citizens, local government units, national agencies,
private corporations).
o Evaluating Solutions: What are the proposed solutions? What are their
potential costs and benefits?
IV. Teaching Civic Literacy in the Classroom
Our role as educators is to move students from being passive spectators to active
participants. We must create a "democracy in the classroom."
1. Go Beyond Memorization: Instead of just having students memorize the three
branches of government, have them analyze a current event and identify how
Educ 102: Building and Enhancing New Literacies Across Curriculum Page 3 of 6
Prepare by: Severo B. Talipo
Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]
each branch is involved.
2. Use Deliberative Discussions: Teach students how to discuss controversial issues
respectfully. Use structured discussion formats where students must listen to different
perspectives and find common ground.
3. Promote Community Engagement: Connect classroom learning to the local
community. Students can research a local issue, interview a barangay official, or
participate in a community clean-up drive. This makes civic engagement tangible
and meaningful.
4. Simulate Democratic Processes: Conduct classroom elections, simulate a legislative
debate, or hold a community meeting to decide on a class project. These activities
give students hands-on experience with democratic processes.
PART 2: INTERACT & APPLY
2.1 Reflective Journal Entry
• Instructions: In your notebook, reflect on your own experiences with civic
engagement. Answer the following: Describe one time you participated in a
community or school activity that made you feel like an engaged citizen. What did
you do? How did it make you feel? (e.g., voting in a student council election,
joining a tree-planting activity, participating in a barangay meeting). This is for your
personal reflection.
2.2 Offline Activity: Civic Issue Analysis
• Task: To practice analyzing a current social issue in the Philippines.
• Instructions:
1. Find one recent news article (from a reputable online news source like
Rappler, Philstar, Inquirer, etc.) that discusses a current social, economic, or
environmental issue in the Philippines.
2. On a piece of paper, I want you to analyze this issue by answering the
following questions:
▪ What is the specific issue being discussed? (Summarize in 1-2
sentences).
▪ Who are the main stakeholders involved or affected? (List at least 3).
▪ What is one proposed solution or action mentioned in the article?
▪ As a citizen, what is one small, concrete action you could take to
contribute to addressing this issue?
Educ 102: Building and Enhancing New Literacies Across Curriculum Page 4 of 6
Prepare by: Severo B. Talipo
Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]
3. Take a clear photo of your completed analysis. You will upload this in our
Google Classroom discussion.
4. Write your answer to the following prompt (minimum 150 words):
Prompt: In your post, please share the link to the news article you analyzed.
Why do you think it is important for teachers to be aware of and discuss
current events like this one with their students? What challenges might a
teacher face when bringing up this topic in the classroom?
PART 3: APPLY & CREATE (MAJOR ASSESSMENT TASK)
Major Assessment: The Civic Engagement Project
• Description: Your task is to apply your understanding of civic literacy by creating a
two-part project focused on a specific community issue.
• Instructions:
1. Choose a specific, local issue that you are passionate about (e.g., waste
management in your barangay, lack of a safe pedestrian lane near a school,
preservation of a local historical site).
2. Part A: Write a Position Paper (1-2 pages). In this paper, you must:
▪ Clearly define the issue and explain why it is important.
▪ Propose a clear, actionable solution.
▪ Use evidence (from news articles, local ordinances, etc.) to support
your position.
3. Part B: Design a Civic Literacy Lesson Plan.
▪ Create a lesson plan for a grade level of your choice that would teach
students about the issue you chose.
▪ Your lesson plan must include an activity that promotes civic
engagement (e.g., writing a letter to a local official, creating an
awareness campaign poster, planning a community survey).
▪ I will post a template for the lesson plan in our Google Classroom.
• Submission:
o Combine your Position Paper and Lesson Plan into a single PDF document
and submit it to the "Civic Engagement Project Assignment" on Google
Classroom.
Educ 102: Building and Enhancing New Literacies Across Curriculum Page 5 of 6
Prepare by: Severo B. Talipo
Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE
www.ispsc.edu.ph | [email protected]
PART 4: REFLECT & FINALIZE (WRAP-UP)
4.1 Module 8 Quiz
• Instructions: To check your understanding of Civic Literacy, please complete the
short quiz. It will be posted as a Google Form in our Google Classroom. You will
have 15 minutes to complete 10 questions.
Need Help?
• For quick questions or clarifications, please send me a message in our Messenger
Group Chat.
• For more detailed questions about your assignments, please use the "Private
Comments" feature on the specific assignment in Google Classroom so I can assist
you directly.
References
The Constitution of the Republic of the Philippines. (1987). Official Gazette.
Center for Civic Education. (2014). Civic education and the components of a democratic
society.
Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. Teachers
College Press.
Educ 102: Building and Enhancing New Literacies Across Curriculum Page 6 of 6
Prepare by: Severo B. Talipo
