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Civic

If something is related to or benefits an individual citizen, it can be described as civic.

People often say that it is your civic duty to vote.

The adjective civic comes from the Latin word civis, which was the word for a citizen of
Ancient Rome. It is also a root word for "city," so civic can also mean anything related to
a city.

What is civics?

 The study of the rights and duties of citizenship.

 The study of citizenship is called civics. If your school offers a civics class, you can
learn about the importance of things like voting and paying taxes.

Student government can teach you about civics, and so can certain social studies
lessons and classes that a country's new citizens sometimes take. Civics can teach you
about the rights granted to citizens, as well as their responsibilities, such as serving on juries
and engaging in the political process. The word civics was an American English invention,
modeled on politics, from the Latin civicus, "of a citizen."

Benjamin Franklin is known as the Father of Civics.

Benjamin Franklin was one of the Founding Fathers of the United States of America. He
was a renowned polymath and a leading author, printer, political theorist, politician,
postmaster, scientist, inventor, civic activist, statesman and diplomat. As a scientist, he
was a major figure in the American Enlightenment and the history of physics for his
discoveries and theories regarding electricity. As an inventor, he is known for the
lightening rod, bifocals and the Franklin stove.

He became the first US Postmaster General, during the revolution. He was active in
community affairs and colonial and state politics, as well as national and international
affairs. From 1785 to 1788, he served as the Governor of Pennsylvania. His colorful life and
legacy of scientific and political achievements, and his status as one of America's most
influential Founding Fathers have gave him an honorable position in the history of United
States of America.

What are the similarity and difference between civics and ethics?

Civics and ethics are similar because they both deal with rights. However, civics deals
with citizenship aspects, while ethics deals with morality concepts.

What is the difference between Political Science and Civics as a course of study?

Civics is a part of political science. The scope of political science is wider than civics.
Civics is the study of citizenship and Political science is the study of states. These two
disciplines are closely interconnected. In some countries, Civics is taught as an initial of
Political science but in higher stage there is no need to study civics. State without citizen
is impossible. so, Civics is the primary or initial study of Political science.

Political science is the study of governments. Civics is just a branch of political science
that deals with the rights and role of citizens in a country.

Political Science deals with the tiers and the political ways how the Government works
whereas Civics being a branch of Political Science deals with the equality, no
discrimination, fighting against prejudices and the working if the society. However,
democracy is included in both these terms.

KEY REASONS WHY STUDENTS SHOULD LEARN ABOUT CIVICS

A truly democratic society relies on its citizens to be informed and ready to act. What
good is a government of the people, for the people, and by the people if the people
themselves have no idea of what their role as citizens entails or to what civic rights as
citizens they are entitled?

Preparing people to become knowledgeable and proactive members of a democratic

society requires that they receive proper instruction in civics. Civics education should be
included as part of any school’s curriculum for these four important reasons.

Fundamentals of Government

A proper civics education teaches young people about the very basics of how their
government works. They learn about the executive, judicial, and legislative branches of
government and why these three branches must work together to pass and enforce laws.
They also learn about the duties of each individual branch and how all three make up a
carefully constructed checks and balances system.

Ownership as Citizens

Civics education also teaches students that when they become adults, they can rightfully
lay claim to the government as lawful citizens. They learn that it is the voice of the
citizenry, not that of obscure elected politicians, that ultimately matters when it comes to
shaping the government. Politicians ideally should represent the people. The people in
turn have the power to vote politicians in and out of office if the changes they want do
not come to fruition.

Proactive and Knowledgeable Voting

Students who receive a comprehensive civics education in school learn that voting is an
important duty of every citizen. Every vote count in each election, and it is through voting
that people can make sure that their voices are heard. Civics education also gives
students the knowledge they need to make informed decisions as they listen to
politicians’ campaign speeches or read news stories about people running for office.
They can reference their civics lessons to separate fact from fiction, allowing them to
become educated and proactive voters.
Limitations of Government

Students who fail to receive a proper civics education may grow up thinking that they
are victims who are subservient to the whims of an uncontrollable central government.
Civics education is key in teaching people that the government has limitations and that
every citizen has Constitutional rights that cannot be taken away or violated. They learn
about the Bill of Rights and what these first 10 amendments guarantee them as
Americans. They also learn about the remaining 17 amendments and why the
Constitutional puts limitations on the government and gives power to the people.

A democratic society relies on its people to fulfill their duties as citizens. When they are
given a proper civics education, people know what is expected of them and to what
limitations the government is bound. As the debate continues about whether or not civics
should be taught in school, it is important to consider some of the key reasons why this
subject benefits student who are about to become participating members of society.

Public civics education debate topics

Civic education has fast become among the most hotly debated topics of discussion
within scholarly circles, political factions and public fora during the last few decades.
Opinions about effectiveness, relevance, quality, consistency, accuracy and
instructional methods vary widely from one stakeholder group to another. Nonetheless,
all philosophical pondering and vehement debate are reducible to the following half-
dozen questions:

1. To whom do full citizenship rights and civic responsibilities belong?

This question is particularly disputed with respect to alien immigrants, underage minor
children and convicted felons.

2. Within what community contexts should individuals view themselves as citizens?

Besides obvious traditional nation-state backdrops, many people regard themselves as

citizens of local geo communities, organizations, organized movements and even the
entire world in general.

3. What incumbent obligations do citizens of each type of abovementioned communities

have?

Are civic responsibilities uniform for all members or should bright-line distinctions be drawn
between, for instance, the elderly and youth, or leaders and less prominent members?

4. What, if any, relationship exists or should exist between solid regimes and outstanding
citizenship?

Aristotle once posited that multiple kinds of viable regimes existed, each of which
required a different kind of desirable citizenry. That proposition necessarily begs the next
question of what constitutes outstanding citizenship relative to regime genre. For
instance, classic liberals embrace regimes that impose few demands on citizens as ideal,
due to skepticism toward citizens’ ability to meet such demands and collective desire to
safeguard individual citizens’ personal liberties. Similarly, civic republicans urge high
activity and deliberate participation as the ideal environmental condition.

5. To whom should the job of defining good citizenship be delegated?

This question is especially relevant to secondary pupils in the U.S. Are parents, teachers,
larger surrounding local communities, jurisdictional nation-state governments or the
students themselves best qualified to decide the matter? One noted commentator
observed an inherent danger that resides in collective identity assigned by those in power
that could result in decisions dictated by power needs as opposed to political potential
of complex collectiveness. That in turn can easily result in the opposite of intentional civic
education’s desired outcome.

6. Which methods of civic education are ethical?

While it may prove quite effective to penalize students for failure to memorize patriotic
assertions or pay them for community service, both strategies would undoubtedly spark
widespread controversy. Thus, like other civic education subtopics, the appropriate
relationship between means and ends is vigorously disputed.

Reference: https://www.civics-online.org/civics-education/key-reasons-why-students-
should-learn-about-civics/

-------------------------------------------------Angelica and Nath--------------------------------------------------

THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES

ARTICLE III. BILL OF RIGHTS

Section 1. No person shall be deprived of life, liberty, or property without due process of
law, nor shall any person be denied the equal protection of the laws.

Section 2. The right of the people to be secure in their persons, houses, papers, and
effects against unreasonable searches and seizures of whatever nature and for any
purpose shall be inviolable, and no search warrant or warrant of arrest shall issue except
upon probable cause to be determined personally by the judge after examination under
oath or affirmation of the complainant and the witnesses he may produce, and
particularly describing the place to be searched and the persons or things to be seized.

Section 3. (1) The privacy of communication and correspondence shall be inviolable

except upon lawful order of the court, or when public safety or order requires otherwise,
as prescribed by law.

(2) Any evidence obtained in violation of this or the preceding section shall be
inadmissible for any purpose in any proceeding.

Section 4. No law shall be passed abridging the freedom of speech, of expression, or of

the press, or the right of the people peaceably to assemble and petition the government
for redress of grievances.
Section 5. No law shall be made respecting an establishment of religion, or prohibiting
the free exercise thereof. The free exercise and enjoyment of religious profession and
worship, without discrimination or preference, shall forever be allowed. No religious test
shall be required for the exercise of civil or political rights.

Section 6. The liberty of abode and of changing the same within the limits prescribed by
law shall not be impaired except upon lawful order of the court. Neither shall the right to
travel be impaired except in the interest of national security, public safety, or public
health, as may be provided by law.

Section 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents and papers pertaining to
official acts, transactions, or decisions, as well as to government research data used as
basis for policy development, shall be afforded the citizen, subject to such limitations as
may be provided by law.

Section 8. The right of the people, including those employed in the public and private
sectors, to form unions, associations, or societies for purposes not contrary to law shall not
be abridged.

Section 9. Private property shall not be taken for public use without just compensation.

Section 10. No law impairing the obligation of contracts shall be passed.

Section 11. Free access to the courts and quasi-judicial bodies and adequate legal
assistance shall not be denied to any person by reason of poverty.

Section 12. (1) Any person under investigation for the commission of an offense shall have
the right to be informed of his right to remain silent and to have competent and
independent counsel preferably of his own choice. If the person cannot afford the
services of counsel, he must be provided with one. These rights cannot be waived except
in writing and in the presence of counsel.

(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the
free will shall be used against him. Secret detention places, solitary, incommunicado, or
other similar forms of detention are prohibited.

(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.

(4) The law shall provide for penal and civil sanctions for violations of this section as well
as compensation to and rehabilitation of victims of torture or similar practices, and their
families.

Section 13. All persons, except those charged with offenses punishable by reclusion
perpetua when evidence of guilt is strong, shall, before conviction, be bailable by
sufficient sureties, or be released on recognizance as may be provided by law. The right
to bail shall not be impaired even when the privilege of the writ of habeas corpus is
suspended. Excessive bail shall not be required.
Section 14. (1) No person shall be held to answer for a criminal offense without due
process of law.

(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary
is proved, and shall enjoy the right to be heard by himself and counsel, to be informed of
the nature and cause of the accusation against him, to have a speedy, impartial, and
public trial, to meet the witnesses face to face, and to have compulsory process to
secure the attendance of witnesses and the production of evidence in his behalf.
However, after arraignment, trial may proceed notwithstanding the absence of the
accused provided that he has been duly notified and his failure to appear is unjustifiable.

Section 15. The privilege of the writ of habeas corpus shall not be suspended except in
cases of invasion or rebellion when the public safety requires it.

Section 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.

Section 17. No person shall be compelled to be a witness against himself.

Section 18. (1) No person shall be detained solely by reason of his political beliefs and
aspirations.

(2) No involuntary servitude in any form shall exist except as a punishment for a crime
whereof the party shall have been duly convicted.

Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall the death penalty be imposed, unless, for compelling
reasons involving heinous crimes, the Congress hereafter provides for it. Any death
penalty already imposed shall be reduced to reclusion perpetua.

(2) The employment of physical, psychological, or degrading punishment against any

prisoner or detainee or the use of substandard or inadequate penal facilities under
subhuman conditions shall be dealt with by law.

Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.

Section 21. No person shall be twice put in jeopardy of punishment for the same offense.
If an act is punished by a law and an ordinance, conviction or acquittal under either shall
constitute a bar to another prosecution for the same act.

Section 22. No ex post facto law or bill of attainder shall be enacted.

ARTICLE IV. CITIZENSHIP

Section 1. The following are citizens of the Philippines:

[1] Those who are citizens of the Philippines at the time of the adoption of this Constitution;

[2] Those whose fathers or mothers are citizens of the Philippines;

[3] Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship
upon reaching the age of majority; and

[4] Those who are naturalized in accordance with law.

Section 2. Natural-born citizens are those who are citizens of the Philippines from birth
without having to perform any act to acquire or perfect their Philippine citizenship. Those
who elect Philippine citizenship in accordance with paragraph (3), Section 1 hereof shall
be deemed natural-born citizens.

Section 3. Philippine citizenship may be lost or reacquired in the manner provided by law.

Section 4. Citizens of the Philippines who marry aliens shall retain their citizenship, unless
by their act or omission, they are deemed, under the law, to have renounced it.

Section 5. Dual allegiance of citizens is inimical to the national interest and shall be dealt
with by law.

ARTICLE V. SUFFRAGE

Section 1. Suffrage may be exercised by all citizens of the Philippines not otherwise
disqualified by law, who are at least eighteen years of age, and who shall have resided
in the Philippines for at least one year, and in the place wherein they propose to vote, for
at least six months immediately preceding the election. No literacy, property, or other
substantive requirement shall be imposed on the exercise of suffrage.

Section 2. The Congress shall provide a system for securing the secrecy and sanctity of
the ballot as well as a system for absentee voting by qualified Filipinos abroad.

The Congress shall also design a procedure for the disabled and the illiterates to vote
without the assistance of other persons. Until then, they shall be allowed to vote under
existing laws and such rules as the Commission on Elections may promulgate to protect
the secrecy of the ballot.

THREE BRANCHES OF GOVERNMENT

How the Philippine Government Is Organized

The Philippines is a republic with a presidential form of government wherein power is

equally divided among its three branches: executive, legislative, and judicial.

One basic corollary in a presidential system of government is the principle of separation

of powers wherein legislation belongs to Congress, execution to the Executive, and
settlement of legal controversies to the Judiciary.

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.

The Executive branch carries out laws. It is composed of the President and the Vice
President who are elected by direct popular vote and serve a term of six years. The
Constitution grants the President authority to appoint his Cabinet. These departments
form a large portion of the country’s bureaucracy.

The Judicial branch evaluates laws. It 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 courts.

Each branch of government can change acts of the other branches as follows:

 The President can veto laws passed by Congress.

 Congress confirms or rejects the President's appointments and can remove the
President from office in exceptional circumstances.
 The Justices of the Supreme Court, who can overturn unconstitutional laws, are
appointed by the President and confirmed by the Senate.
 The Philippine government seeks to act in the best interests of its citizens through
this system of checks and balances.

The Constitution expressly grants the Supreme Court the power of Judicial Review as the
power to declare a treaty, international or executive agreement, law, presidential
decree, proclamation, order, instruction, ordinance or regulation unconstitutional.

Legislative Department

The Legislative Branch enacts legislation, confirms or rejects Presidential appointments,

and has the authority to declare war. This branch includes Congress (the Senate and
House of Representatives) and several agencies that provide support services to
Congress.

Senate – the Senate shall be composed of twenty-four Senators who shall be elected at
large by the qualified voters of the Philippines, as may be provided by law.

House of Representatives – The House of Representatives shall be composed of not more

than two hundred and fifty members, unless otherwise fixed by law, who shall be elected
from legislative districts apportioned among the provinces, cities, and the Metropolitan
Manila area in accordance with the number of their respective inhabitants, and on the
basis of a uniform and progressive ratio, and those who, as provided by law, shall be
elected through a party-list system of registered national, regional, and sectoral parties
or organizations.

The party-list representatives shall constitute twenty per cent of the total number of
representatives including those under the party list. For three consecutive terms after the
ratification of this Constitution, one-half of the seats allocated to party-list representatives
shall be filled, as provided by law, by selection or election from the labor, peasant, urban
poor, indigenous cultural communities, women, youth, and such other sectors as may be
provided by law, except the religious sector.

Executive Department
The executive branch carries out and enforces laws. It includes the President, Vice
President, the Cabinet, executive departments, independent agencies, and other
boards, commissions, and committees.

Key roles of the executive branch include:

President – The President leads the country. He/she is the head of state, leader of the
national government, and Commander in Chief of all armed forces of the Philippines.
The President serves a six-year term and cannot be re-elected.

Vice President – The Vice President supports the President. If the President is unable to
serve, the Vice President becomes President. He/she serves a six-year term.

The Cabinet – Cabinet members serve as advisors to the President. They include the Vice
President and the heads of executive departments. Cabinet members are nominated
by the President and must be confirmed by the Commission of Appointments.

Judicial Department

The judicial branch interprets the meaning of laws, applies laws to individual cases, and
decides if laws violate the Constitution. The judicial power shall be vested in one Supreme
Court and in such lower courts as may be established by law.

Judicial power includes the duty of the courts of justice to settle actual controversies
involving rights which are legally demandable and enforceable, and to determine
whether or not there has been a grave abuse of discretion amounting to lack or excess
of jurisdiction on the part of any branch or instrumentality of the Government. The judicial
branch interprets the meaning of laws, applies laws to individual cases, and decides if
laws violate the Constitution.

Reference: https://pia.gov.ph/branches-of-govt