Module-2-Historical-Backdrop.docx

**Module 2 Packet SSci 7 (The Life and Works of Jose Rizal)** **Module 2: Overview** **This module deals with vital economic, social, cultural, and political developments of the 19th century that played crucial roles in shaping Rizal as a Filipino and in influencing his nationalist belief.** **Co...

**Module 2 Packet SSci 7 (The Life and Works of Jose Rizal)** **Module 2: Overview** **This module deals with vital economic, social, cultural, and political developments of the 19th century that played crucial roles in shaping Rizal as a Filipino and in influencing his nationalist belief.** **Consultation hours:** 9-10 AM Monday & Thursday Virtual time: 9-10 AM every Wednesday **Module 2: Course Content:** The Historical Backdrop +-----------------------+-----------------------+-----------------------+ | **Activity** | **Description** | **Time to Complete** | | | | | | 1\. **Warm-up | Reminiscing the past | 20 min. | | Activity** | | | | | **Readings:** | 60 min. | | 2**. Readings** | | | | | Romero, Ma. Corona, | 40 min. | | 3\. **Lecture** | et. al. (2003).Rizal | | | | & the Development of | 60 min. | | 4\. **Application** | National | | | | Consciousness. JMC | **120 min.** | | 5\. **Assessment** | Press: Quezon City, | | | | Philippines. pp1-12 | 60 min. | | 5\. As**signment** | | | | | **Lecture:** The | **6 Hours** | | | nineteenth century as | | | | a century of change | **Total: (360 | | | | minutes)** | | | **Application** | | | | | | | | Worksheet on the | | | | Change and | | | | Development during | | | | the 19^th^ century | | | | and its impact on | | | | Rizal's life. | | | | | | | | **Assessment** | | | | | | | | Research about Iloilo | | | | during the 19^th^ | | | | century. Then, create | | | | a vlog about the | | | | identified sites | | | | visited by Rizal in | | | | Iloilo City. | | | | | | | | **Assignment** | | | | | | | | **Read: Memoirs of a | | | | Student in Manila by | | | | P. Jacinto | | | | * | | | | * | | +-----------------------+-----------------------+-----------------------+  **LEARNING OUTCOMES** By the end of the lesson, students will be able to: a\. compare and contrast the situation of the 19th century world and the Philippines b\. analyze the various social, political, economic, and cultural changes that occurred in the 19th century; and c identify the impact of the 19th century situation to the idealism of Jose Rizal. **Warm-up Activity**  Reminisce a part of your past where you think you have learned something and which is still beneficial to your present life. How do you think this experience in the past mold you into someone you are now?  **CONTENT** **[The Conditions of Europe in the 19th century]** - The 19^th^ century was a period of revolutionary changes in science, technology, economics, and politics. - These changes were triggered by the advent of industrialism, democracy, and nationalism - Europe was developing. These developments were the advances of industrialization, the wide acceptance of the concept of democracy, the spirit of liberalism and the growing salutary effects of nationalism. - The industrial revolution which started in Europe in the 18^th^ century spread to the other parts of the world like wildfire. The Philippines was not an exemption. **Democracy** is an inclusive political system in which all groups can participate and all voices are heard. It is where transparent and accountable politicians work together in the interests of their citizens. **1775-1875** -- In the West, ***NATIONALISM*** and ***REPUBLICANISM***, following the **Enlightenment**, led to the armed struggles of nations for independence and democracy. - The predominant philosophy during this time was liberalism. **Liberalism** was philosophy or movement that has its basic concern in the development of personal freedom and social progress. It connotes *openness to progress and change*. Moreover, it emphasizes [individual rights](http://en.wikipedia.org/wiki/Individual_rights) and equality of opportunity - In countries in which a state-church exists or a church is politically influential, liberalism connotes, mainly ***anticlericalism***. - In domestic politics, liberals have opposed feudal restraints the prevent the individual from rising out of a low social status; barriers such as censorship that limit free expression of opinion; and arbitrary power exercised over the individual by the state. Nationalism is the love of one\'s country and the desire to be free from other countries; a devotion to the interests and culture of one\'s nation. The Wide Acceptance of Democracy Although the philosophy of **SOCIALISM** was gaining ground in Europe, the Filipino middle class members who went to Europe were attracted to the manifestations of democratic and nationalistic ideals. - the adoption of a constitution that guarantees natural and civil rights, movements toward popular suffrage, and setting up of parliaments. The Altered Position of the Catholic Church - The Catholic Church in Europe was a most powerful influential institution - The Church has been identified with the monarchy and aristocracy - The Church was considered an adversary of the young Republican states and the recently unified countries like France, Germany, and Italy. In Spain, the **LIBERALS** considered the Church an enemy of reforms. - In separate moves, other countries sought to curtail the Church's influence, to break down its political power, and to destroy its traditional control over education. This movement was called "**ANTI-CLERICALISM**" **Anticlericalism**, in Roman Catholicism, opposition to the clergy for its real or alleged influence in political and social affairs, for its doctrinairism, for its privileges or property, or for any other reason - When "Anti-clericalism" gained strength in the 19th century, the Church through the leadership of Pope Leo XIII acceded to the demands of modern society without surrendering its dogma. - As part of the ecclesiastical "***retreats***" or readjustments, **Pope Leo XIII** issued **RERUM NOVARUM** which defined the modern position of the church on social questions. - The **RERUM NOVARUM** called upon all states to help labor and reiterated church support in the promotion of the welfare of labor, appealed for economic and social reform, and exhorted its followers to live within the principles of social justice. **How About Spain in the 19^th^ Century?** - The principles of freedom advocated by the leaders of the French Revolution and the American Declaration of Independence had become the political guidelines for watching the world. - The celebrated motto of the French Revolution, "Liberty, Equality, and Fraternity" and the pronouncements of philosophers like Rousseau, Voltaire, and Montesquieu eventually influenced the Spanish intelligentsia. Jean-Jacques Rousseau - believed that mankind is essentially good but corrupted by society - believed in the inherent equality of men - the general will as the basis of government **Baron de Montesquieu** - He attacked monarchy and institutions of the ancient regime - He put forth the principle of Separation of powers -- executive, legislative, and judiciary **Voltaire** - skeptical but deistic religious attitude - castigation of bigotry (a superstitious religious hypocrite) - He attacked injustice and intolerance **John Locke** - The purpose of government is to protect what he called the "natural rights" of its citizens. - If a government fails to protect the rights of its citizens, the people have the right to overthrow that government and establish a better one **[The Philippines in the 19th century]** The life of a person is shaped by the society that he or she is a part of. Thus, in studying and understanding the life of Jose Rizal, it is necessary to look into the social context where he was situated in- the 19th century Philippines. Jose Rizal was born in the 19th century. During this time, Spain's glory and rule as a colonial power was already waning. The natives of the Philippines were slowly realizing the need to awaken their national consciousness. This was sparked by the movements against the oppression of the Spanish colonizers. The events around the world also contributed to the formation of the national consciousness led by Rizal and other noted ilustrados during the 19th century. Different events contributed to how Rizal's own national consciousness was shaped. The Industrial Revolution had its effect on the Philippine economy. - It was largely **MEDIEVAL** - Its social and economic structure was based on the old feudalistic patterns of abuse and exploitation of the INDIO. - Its censorship and racial discrimination practices were oppressive. - Intellectual decadence prevailed and the government processes had no respect for the needs of the people. - These differences in the conditions between Europe and the Philippines deeply influenced the development of a sense of nationhood among the Filipinos. A. **SOCIAL STRUCTURE** - Philippine society was predominantly ***feudalistic***. The **pyramidal structure** of the 19^th^ century Philippine society favored the Spaniards A. **POLITICAL SYSTEM**  - - - - - - - - - - - - - - Spain governed the Philippines through the ***MINISTRO de ULTRAMAR*** (Ministry of the Colonies) established in Madrid in 1863. **The Governor-General** - appointed by the Spanish monarch - issued executive orders and proclamations - had disciplinary powers over all government officials - Commander-in-Chief of the Armed Forces of the Philippines - had supreme authority on financial matters - exercises legislative powers with his **CUMPLASE** by which he could disregard or suspend any law or royal decree from Spain - had prerogative to nominate priests to ecclesiastical positions and controls the finances of the missions. - chief executive and chief judge of a town - elected at the beginning of every year by a board composed of members of the town **PRINCIPALIA**, a body of citizens of high standing, usually made up of the incumbent or ex-cabeza de barangay. - responsible in maintaining peace and order - collect tributes and taxes in his barrio **The Judiciary** **Royal Audiencia --** the highest judicial body; it also acted as auditor of the finances of the government. ☻ The Governor-General and the Royal Audiencia, acting separately or together, occasionally made laws for the country called **AUTOS ACORDADOS**. **AUTOS ACORDADOS** were executive decrees issued by the Governor General upon advice of the Royal Audiencia. They had the binding force of law. ♦ No regular body took charge of enacting laws in the Philippines. Laws originating from various sources were applied to the Philippines. **Sources of Abuses in the Administrative System** - the appointment of officials with inferior qualifications, and without dedication to duty, and moral strength to resist corruption for material advancement. - The officials were assigned manifold duties and given many powers and privileges - The union of the church and state - Administrative positions were either obtained through Royal Appointment or were sold to the highest bidder (one reason was to raise revenues) - the term of office of the Royal appointees depended on the king's whims - often the kin's appointees were ignorant of Philippine needs - The distance of the colony perpetuated the anomalies in the government service - After spending so much time and money to obtain their royal appointment, many officials exploited their office and its powers to recover their expenses and enrich themselves. - The insecurity of their term of office made them more unscrupulous and determined to recover their financial losses through devious means. - The most corrupt branch of the government was the provincial administrative system where the **ALCALDE** was the administrator, judge, military commandant, all rolled into one, with liberal allowances and privileges. - Unscrupulous officials often exacted more tributes than required by law and pocketed the excess collections. - Another source of abuse was the license to engage in trade, known as the **INDULTO PARA COMERCIAR** - The provincial governors monopolized provincial trade and controlled prices and business practices. They bought goods from the natives at a cheap rate and sold these goods back to the natives in times of scarcity at a much higher price. - **In 1600,** Governor Sebastian Hurtado de Corcuera begins collecting the **bandala** from the natives. **Bandala** is an annual quota of products assigned to the natives for compulsory sale to the government. **The Educational System** - Overemphasis on religious matters - absence of academic freedom - Obsolete teaching methods - absence of teaching materials - Limited curriculum - Poor classroom facilities - prejudice against Filipinos in the schools of higher learning - rote learning -- students memorized and repeated the contents of books without understanding **Academic freedom** -- The most fundamental virtue, common to all **universities**, is academic freedom, which may be defined as the freedom to conduct research, teach, speak and publish, subject to the norms and standards of scholarly inquiry, without interference or penalty, wherever the search for truth and understanding may lead. **Academic Freedom** -- The right to freely teach or learn without unreasonable interference from authority **Academic Freedom** - the right of the teacher and student to be free from external or institutional censorship or other forms of restrictive interference in the teaching, research and critique of the University\'s governance. - The friars inevitably occupied a dominant position in the Philippine educational system for **RELIGION** was the ***main subject*** in the schools. **Fear of God** was emphasized and obedience to the friars was instilled in the minds of the people. They were constantly reminded that they had ***inferior intelligence*** and they were fit only for **MANUAL LABOR**. **Results** ▪ lack of personal confidence ▪ development of inferiority complex **[The Birth of A Filipino National Consciousness]** This section discusses the historical context of the birth of Filipino national consciousness. It also provides a discussion on the events that have shaped or influenced it and its repercussion to the Spanish colonial regime and to the Filipinos - In the 19th century, Philippine nationalism was born. **NATIONALISM** usually springs from the consciousness of a national identity of being one people, with common aspirations and ideals. - The people began to think of themselves as one nation with common origin, customs and tradition, history and destiny, and aspirations. - They wanted to be separated or be independent of Spain **Roots of the formation of national consciousness** - It had its roots in the pre-Hispanic era - The Malays brought here their technology that started the development of our indigenous culture. - The arrival of the Muslims marked the foundation of Islam in Mindanao and Sulu. - The fusion of these successive cultural migrations and the mingling of their Asian blood have assimilated so well to produce the Filipino people and our indigenous culture. - Then came the Spaniards - For more than three (3) centuries, Spain dominated the Philippines Most worthy legacy - functional unification of the widely-scattered people under a highly centralized and bureaucratic government - Roman Catholicism was made the state religion But the Spaniards remained notorious by employing ***DIVIDE and RULE*** policy to further control and dominate the Indio's lives. **Most common causes of revolts** Main abuses - exploitation of manpower through forced labor - the collection of taxes or tributes - indulto para comerciar - bandala 2\. Religious freedom - Some Filipinos wanted the right to retain their pre-Spanish religious practices or the right to establish their own religion. 3\. Friar's usurpation of the natives **All these revolts had failed because** - sectional jealousies - lack of communication in the provinces - absence of national leadership The Challenge of Industrialization - Because of scientific discoveries and technological breakthroughs, closer communication between the Philippines and Spain and between Europe and Asia became feasible. - Industrialism mechanized production that in turn increased the demand for raw materials and markets for finished products. It encouraged free trade policies that hastened the development of international commerce. - The opening of the Suez Canal had greatly contributed to the changes in world. **Results** - trading centers and cities flourished - people enjoyed material and economic prosperity, better standards of living, better education, and social opportunities. - The Philippines as a source of raw materials and as a market for finished products was eventually drawn into the orbit of international trade. - This marked a change in the economic and social life of those Filipinos who eventually came into contact with the political and socio-economic developments in Europe. - The intellectual Filipinos (***ilustrados***) served as bridged between the liberal Europeans and the oppressed and exploited INDIOS. - When the Philippines was drawn within the orbit of world trade, the new breed of native middle class emerged. With their newly-acquired wealth they were able to send their children to school in Manila and Europe - With the opening of elementary and secondary schools, *education became accessible to the **INDIOS***. **Initial Response to 19^th^ Century Challenges** ◙ In his numerous literary works, **Francisco Balagtas** portrayed the "social cancer" of his time and earned the distinction of being the ***first Filipino artist with a social conscience.*** ◙ The first to champion the cause of the native clergy was a Spanish mestizo, **Father Pedro Pelaez**, then ecclesiastical governor of the Philippines in 1862. His broad idealism had convinced him to fight for justice was not a matter of blood and position but sound values and principles. ▪ **Father Jose A. Burgos** published anonymously a manifesto on June 27, 1864. - He believed that the **friars** were responsible for the backwardness of the country and the fanaticism of the **indio**. - He accused the friars for having opposed the teaching of Spanish and for having kept the **indio** ignorant so they could be kept in perpetual subjugation - In 1868 the mutiny of the Spanish fleet in Cadiz against the monarchy mounted into a revolution which deposed **Queen Isabela II**. - The provisional government appointed **General Carlos Ma. De la Torre** as Governor General of the Philippines - De la Torre abolished the censorship of the press, fostered free political discussions, and supported the secularization of parishes. - When the liberal regime in Spain was deposed by the conservative, Governor de la Torre was replaced by **Governor Rafael de Izquierdo** (1871-1873). - Izquierdo restored strict censorship of the press, prohibited political discussions, and put a stop to the secularization of parishes. - Due to dissatisfaction, continuous social unrest, the **CAVITY MUTINY** erupted on January 20, 1872. - The mutiny resulted into the execution of the three martyred priests -- **Gomez, Burgos, and Zamora** -- by the strangulation machine called **GARROTE**. **The Propaganda Movement: Growth and Development** - **Dr. Pedro Paterno** published his first literary work which was a collection of verses entitled **SAMPAGUITAS** (1880). He attempted to the public a Filipino national personality through the works of a Filipino. - **Dr. Gregorio Sanciano** wrote about economic reforms and to improve political administration. His book, **EL PROGRESO** **DE FILIPINAS** (1881), analyzed the revenue system and concluded that the inequality of the Philippine tax structure had deterred the economic growth of the Philippines. - The victory of **Juan Luna** and **Felix Resurrection Hidalgo** at the Exposicion de Bellas Artes in Madrid in 1884. - The formation of the **Circulo Hispano-Filipino** led by **Juan Atayde**, a Spaniard born in the Philippines. - The publication of Rizal's **NOLI ME TANGERE** in March 1887. **Supplementary Reading** **Romero, Ma. Corona, et. al. (2003).Rizal & the Development of National Consciousness. JMC Press: Quezon City, Philippines. pp1-12** **Watch** **The Manila Galleon (https://www.youtube.com/watch?v=N5Bh8Z6ErRw)** **APPLICATION** **Worksheet on the Change and Development during the 19th century and its impact on Rizal's life.(None-graded)** **Change and Development** **Impact on Rizal's Life** -------------------- ---------------------------- ---------------------------- **Economic** **Political** **Socio-cultural**  **ASSESSMENT** Instruction: Students are required to create a vlog. Wait for further instruction with regards to the content. **Vlog Rubric** **Criteria** **10 pts** **5 pts** ---------------- ------------------------------------------------------------------------------------- ---------------------------------------------------------- **Content** **The vlog includes accurate facts derived from the conducted research.** **The video is off topic or contains inaccurate facts.** **Format** **The video is skillfully created and free of noticeable, distracting flaws.** **Video has a few distracting errors.** **Creativity** **The writing and production of the Vlog demonstrated in-depth creative thinking.** **Vlog lacked originality.** **ASSIGNMENT** **Read: Memoirs of a Student in Manila by P. Jacinto ** What was the message intended by Rizal through this story? Is the moral of the story still applicable for today's generation? What does the light symbolize? What is the relevance of the ''Story of the Moth'' in Rizal's life? How did the story of the moth and the flame shaped Rizal's social and political ideas? **REFERENCES** Crudo, E. P., Guiwa, H. C., & Pawilen, R. M. (2019). A Course Module for The Life, Works, and Writings of Jose Rizal. Manila: Rex Book Store (1st ed.). Rex Bookstore. Romero, Sta. Romana, & Santos (2003).Rizal & the Development of National Consciousness. JMC Press. Quezon City, Philippines (https://www.youtube.com/watch?v=N5Bh8Z6ErRw) John Schumacher. "Rizal in the Context of the 19ᵗh Century Philippines" in The Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. City: ADMU Press, 1991