Introduction to History and RA 1425 PDF

1 MODULE INTRODUCTION TO 1 HISTORY AND RA 1425 LEARNING OBJECTIVES Course Learning Outcomes Module Learning Outcomes Topic Learning...

1 MODULE INTRODUCTION TO 1 HISTORY AND RA 1425 LEARNING OBJECTIVES Course Learning Outcomes Module Learning Outcomes Topic Learning Outcome Discuss the essence and the MLO 1: Discuss the relevance of History in the TLO1. Introduce significance of the Rizal Course in study of Rizal’s biography; History as a f ield of a multi-disciplinary approach in MLO 2: Identify the sources and the dimensions study and explore connection with the aviation of History; and the history of the industry. MLO 3: Analyze the meaning and significance of Rizal law and RA 1425 in modern nationalism explain its important provisions. TABLE OF CONTENTS Title Pages Recommended Time Allotment Meaning and Scope of History 60 minutes Sources of History 20 minutes Dimensions of History 10 minutes The Republic Act no. 1425 30 minutes Highlights of the RA # 1425 30 minutes Summary of the Module 10 minutes Exercises 20 minutes TOTAL HOURS 3 Hours Page 1 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  2 A. MEANING AND SCOPE OF HISTORY The study of Rizal Course is considered as part of the Philippine History and even the Philippine Political Thoughts. The study of history which comes from the word “Historia” means an inquiry or investigation. An investigation of events, time, and places (Valenzuela and Calayag, 2019) which can be one of the major concerns of historians nowadays. Historical biography may be considered as the main contents of Life and Works of Rizal, mainly because the coursework shall explore and discuss the life of Rizal by contextualizin g it based on the conditions of the Philippines during the 19 th century – in which Spaniards have already cemented deeply not only their political power in the Philippine Islands, but also their influence to our society and culture. 19th century is also characterized as the last “dusk” or waning of power of the Spaniards in the then Philippine colony because of the aftermath of the Spanish -American war and the overstretching of the Kingdom of Spain – it had too many territories abroad causing mismanagement, and eventually caused revolutions on these colonial enclaves. Not only does the coursework will delve into Rizal’s life, but along the way, it shall tackle the education, societal landscape, politics, as well as his works, and relevant writings and the implication of this works and writings with his life. Sources And Scope For us to understand History, we must know where should – us students, researchers, or academics – source our information. There are two sources that scholars, academics, students, and common folk use in studying History, these are the Primary sources and Secondary sources: a.) Primary Sources- These sources are the original physical evidence not manipulated or corrupted by hands of the person. The best examples are fossils, relics and even Page 2 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  3 the Oral Traditions which transfer from generation to generation. However, Primary sources also includes the works directly written by researchers, Photogr aphs, Newspaper articles, Diaries or Journals of an individual being studied, manuscripts, videos, speeches, as well as interviews.1 b.) Secondary Sources- These are sources that have been interpreted, analyzed, and assessed by scholars, academics, students, or people who use Historical narratives to contextualize their works. Secondary sources can include books, journal articles, research reports, and speeches.2 The scope of the History comprises of the following: 1. Place/Geographical Dimension- it’s a place where history happened. 2. Time/Chronological Dimension- it’s the time when history happened. The concept of historical methodology is an application of historical details in verifying facts and figures using the “internal and external” analysis. Documentary analysis must be employed to determine the “anachronism of the past”. Revisionism versus Distortion 1. Revisionism happens when a historical narrative has been reinterpreted using actual and authenticated facts from gathered and analyzed data (Krasner, 2019).3 2. Distortion of history happens when historical accounts and narratives are changed to suit “personal agenda”. It involves disinformation and lies to change history. Narratives are 1 University of California-Irvine, https://www.lib.uci.edu/what-are-primary-sources, Accessed September 24, 2021 2 Ibid. 1 3 Infographic, High School Philippine History Movement, Accessed September 24, 2021 Page 3 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  4 changed without consensus from academic or scholarly bodies, articles have not been peer-reviewed by scholars and academics, and sources are unreliable (Cristobal, 2019).4 B. REPUBLIC ACT NO.1425- RIZAL LAW The coursework “Life and Works of Jose Rizal” is a coursework – or subject – that is mandated by the Philippine Law. It requires schools – both private and public - to teach the life and works of Rizal. Authored and filed by the Senator Claro M. Recto, in 1955, it was met with oppositions from the several institutions particularly the Catholic church, it was then signed on June 12, 1956, with the hopes that students would emulate the values Rizal have, as reflected through his works, writings, and his life. Below is the Republic Act 1425 or “Rizal Law” and it’s provisions: AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO , AUTHORIZING THE PRINTING AND DISTRIBUTIO N THEREOF, AND FOR OTHER PURPOSES. The following are the provisionary highlights of the law: a.) Boosting the nationalism support based on the readings of life, works and travels of Dr Jose Rizal- his achievements and even his shortcomings: b.) The inclusion of novels of Dr Jose Rizal (Noli and El Fili) gives a total picture of the nationalism as well as the needs of the people how to love his country. 4 Ibid. Page 4 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  5 c.) The need to inculcate the ideas of Rizal (democracy, freedom, rights of the people, limitations of the government and the like) which can be dissected through the writings of Rizal such as in novels, poems, essays, and his diary. d.) The distribution of the unexpurgated copies of both novels Noli and El Fili among the public schools, for properly dissemination; and e.) Giving the budget for the implementation of the said law amounting Php 300,000.00. Conflicts and Controversies Though there is a Rizal Law (RA # 1425) which already tackled the contents where there is no provision in giving Rizal as the national hero. There are certain contentions of Renato Constantino’s “Veneration Without Understanding” where some of the points are being raised: a.) The contention that Rizal was made a hero for Filipinos by the Americans where he was not a leader of the revolution. Though he was a reformist but, in his advocacies, he wanted to retain Spain as the mother country of the Philippines- which is tantamount to retaining the abuses of the Spaniards in the Philippine soil; b.) How come a national hero being as a “defeatist” when the KKK honor him, and Rizal completely reject the causes of the revolution where bloodshed will be the main result: c.) Rizal never advocated independence, nor did he advocate armed resistance to the government. He urged reform from within by publicity, by public education, and appeal to the public conscience: d.) Rizal’s refusal to align himself with the revolutionary forces and his vehement condemnation of the mass movement and of its leaders have placed Filipinos in a dilemma. Either the Revolution was wrong, yet we cannot disown it, or Rizal was Page 5 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  6 wrong, yet we cannot disown him either. By and large, we have chosen to ignore this apparent contradiction. C. SUMMARY In Summary, the discussions on Module 1 already presented the study of history in general which is connotated with the study of Rizal. The biographical study is considered as part of the study of general history. History is the study of the past in relation to the present and future events. There are 2 important sources of history- the Primary and Secondary sources. There are 2 dimensions of history which are: Time or Chronological Dimension and the Place/Geographical Dimension. On the other hand, RA 1425 or the Rizal Law paved for the institutionalization of teaching the life, works, and writing of Jose Rizal that aims not only to discuss historical biography but also teach the values Jose Rizal have in terms of socio-civic participation, nationalism, and patriotism. D. ADDITIONAL READINGS AND RESOURCES Constantino, Renato (1976): “Veneration https://www.ala.org/rusa/sections/history/reso Without Understanding”, a pamphlet, National urces/primarysources, Accessed September 24, Bookstore, Mandaluyong City. 2021 Ocampo, Ambeth (2015): Rizal Without an “Rizal Law”, Official Gazette, June 12, 1956, Overcoat, Anvil publishing reprint, https://www.officialgazette.gov.ph/1956/06/12 Mandaluyong City, Philippines. /republic-act-no-1425/, Accessed September 24, 2021 Valenzuela, Edwin and Calayag, Nonie (2019): Rizal’s Life and Works: Towards Social “Order of the Knights of Rizal”, Awareness and Nationalism, GBT Publications, https://knightsofrizal.org/ Quezon City. “Jose Rizal”, Filipinas Heritage Library, University of California-Irvine, Primary and https://www.filipinaslibrary.org.ph/tag/jose- Secondary Sources, rizal/ Page 6 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  2 I’M A PHILSCAN, PRO-ACADEMIC HONESTY! Before you challenge your wit, don’t forget to sign the honesty pledge below! Remember, our course policy states that “students are expected to display the highest degree of honesty and professionalism in their class work, requirements, and activities especially that the flexible modality offers greater opportunity for cheating.” I, a proud and honest PhilSCAn, do hereby promise to exercise the highest degree of honesty and professionalism as I accomplish the tasks laid before me. With this, I abhor any forms of cheating, particularly any acts of plagiarism. If ever I committed such an act and got caught, I shall submit myself to due process as stipulated in the Student Manual. So help me, God. _______________________________ _____________________________ Your Printed Name and Signature Your Parent or Guardian’s ______________________________ Your Instructor’s Printed Name and Signature Page 2 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  3 WORKSHEET 1 NAME:_____________________________________________________________ COURSE/YEAR:________________________DATE:_________________________ INSTRUCTOR/PROFESSOR:_____________________________________________ Direction: Answer the f ollowing questions: 1. What is history and what are the sources of History? _____________________________________________________________________________ _____________________________________________________________________________ ________________________________________________________ _____________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. Explain the concept of the “anachronism of the past” _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3. Explain why the RA # 1425 never mentioned Rizal as the “national hero”. What are your thoughts? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Page 3 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  4 MODULE ACTIVITY Look for old pictures/ or things which have “historical significance” and make a story chart on the said pictures. Discuss in front of the class. In grading the said activity, the teacher must demonstrate to the students the rubric stated below: Page 4 of 9 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised and Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)