Making of Republic Act 1425 PDF

Making of Republic Act 1425 Randy R. Gigawin, EdD Short Historical Background Philippines was not discovered by Magellan Tribal community is headed by the datu (political leader) and babaylan (spiritual leader) Short Historical Background Short Historical Background Short...

Making of Republic Act 1425 Randy R. Gigawin, EdD Short Historical Background Philippines was not discovered by Magellan Tribal community is headed by the datu (political leader) and babaylan (spiritual leader) Short Historical Background Short Historical Background Short Historical Background Short Historical Background Short Historical Background Short Historical Background Short Historical Background Short Historical Background Short Historical Background Short Historical Background 16th Century is the Age of Mercantilism and Exploration Great powers are in competition of power and wealth (Spain, Portugal, France, England, and Netherlands) Spain conquered the Philippines—God, Gold, and Glory Short Historical Background God—use of religion as means of subjugation and eradication of the indigenous religion (babaylanism) Short Historical Background Gold—exploitation of the natural resources of exploited colonies—basis of wealth is the metals acquired Glory—number of colonies serves as measure of power Short Historical Background Pueblo de Panay (Panay, Capiz) played a very important role in colonizing the Philippines with the help of 1500 Panayanons Miguel Lopez de Legazpi conquered Manila and established settlement in the walled City of Intramuros in 1571 Philippines was conquered by the Spaniards for more or less 333 years Short Historical Background Pueblo de Panay (Panay, Capiz) played a very important role in colonizing the Philippines with the help of 1500 Panayanons Miguel Lopez de Legazpi conquered Manila and established settlement in the walled City of Intramuros in 1571 Philippines was conquered by the Spaniards for more or less 333 years—abuses followed Short Historical Background Andres Bonifacio v. Jose Rizal: Compare & Contrast Jose Rizal Andres Bonifacio AIM Assimilation Independence from Spain MEANS USED Peaceful Agitation Arm Struggle RATIONALE Pen is mightier than the sword Bloody Revolution SUPPORTERS Middle Class Middle Class & Lower Class ORGANIZATIONS La Liga Filipina Kataastaasan Kagalang-galang na Katipunan ng mga Anak ng Bayan Emilio Aguinaldo v. Andres Bonifacio Death of Rizal triggered the 1896 Philippine Revolution Among the movements for revolution, Magdalo (Aguinaldo) and Magdiwang (Bonifacio) groups of Cavite are the most dominant  Fun Facts 8 rays of the sun represents the 8 provinces that started the 1986 revolution and were put under Martial Law, namely: Manila, Bulacan, Pampanga, Cavite, Batangas, Laguna, Tarlac, & Nueva Ecija 3 Stars represent Luzon, Panay, & Mindanao  Fun Facts White triangle represents liberty, equality, & fraternity  Fun Facts Money during the reign of Isabel 2 was called pera— a Spanish word which means bitch (His husband King Alfonso XII died in 1885) Fun Facts Coins during that time was also called “pilak” which means silver American Occupation Treaty of Paris was the end of Spanish occupation and the start of American occupation William Howard Taft declared Jose Rizal as national hero Japanese Occupation Greater East Asia Co-Prosperity Sphere Reconized Rizal through their “Mickey Mouse” or Japanese Imperial Money Post War Philippines (1945 onwards) Philippines is looking for an inspiration after the WW2 The passage faced a lot of opposition…. REPUBLIC ACT No. 1425 June 12, 1956 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 Distribution Thereof, and for Other Purpose  WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character;  WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship;  Section 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo of their English translation shall be used as basic texts  Section 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities.  Section 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout the country.  Section 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school.  Section 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act. Section 6. This Act shall take effect upon its approval.