Study Guide in Soc Sci 19

Lesson 1 in Soc Sci 19--- Why Study Rizal?

1. Read the Rizal Law/ RA 1425

RA 1425- An act to include in the curricula of all public and private schools, colleges
and universities courses into the life, works and writings of Jose Rizal, particularly his
novels Noli Me Tangere and El Filibusterismo, authorizing the printing and printing
thereof, and for other purposes.
2. Justifications for the study of Rizal because
a. There is a need to dedicate to the ideals of freedom and nationalism for which
our heroes lived and died;
b. There is a need to honor and remember the life of our national hero and his
work that have shaped our national character;
c. The life, works, and writings of Jose Rizal particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of
patriotism and nationalism;
d. Implementation of Rizal Law
-Jose Romero (Education Secretary) allowed schools much leeway in the
implementation of the provision of the law
1960-Schools offered Rizal as a 3 unit course, 1 unit integrated with other
subjects in college
1960-Alejandro Roces (Education Secretary) ordered the integration of Rizal
course with appropriate courses
1969- Carlos P. Romulo (Educ. Sec.) ordered Rizal as a 3 unit course
1984-(Jaime Laya) Rizal was integrated to history, language and literature
courses in Filipino, English, and Spanish
1995- Presidential Memo Order 247 mandates the immediate and full
implementation of the Rizal law with sanctions against schools for non-
compliance
1996 (Angel Alcala) CHED order No. 6, providing that the Rizal course be
offered as a three-unit course

Lesson 2 in Soc Sci 19- The Challenges and Responses of the 19th Century

1. Nations Struggle for Nationalism

Nationalism- is a feeling of oneness by a group of people who believe that they
possess common traditions, culture, and common ideals or goals
a. Struggles between the liberals and conservatives (they differ in their views
about government, role of the church, human rights, etc.)
b. The Greeks won their independence from the Turks in 1830.
c. In 1861, Italy became free except Rome which remained under the pope.
d. Otto von Bismarck, Germany was united in 1871.
e. Canada became a self-governing nation in 1867.
f. Movement for nationalism in Latin America.
2. Men Fight for Democracy
a. In France, people were granted the right to vote.
b. In England, suffrage was extended to more people as the cabinet system was
adopted.
c. Slavery was abolished in British colonies.
d. Funds were provided for public education.
e. The employment of women and children under ten years old was prohibited.
f. Belgium adopted a liberal constitution in 1830.
g. Referendum and initiative was adopted in Switzerland.
 h. American Civil War (1860-1865)- against slavery
3. The effects of Industrial Revolution
a. Domestic system to factory system
b. Revolution in manufacturing
c. Revolution in transportation and communication
d. Towns and cities grew
e. Capitalists and laborers emerged
f. Urban migration
g. Increased population
h. Nationalism stimulated
The people go from one island to another, naturally communication and exchange of
ideas have increased and realizing that they were all menaced with the same danger
and their common sentiments are hurt, they become friends and they unite. JPR
i. Fostered the growth of liberalism
j. Brought the victory of the middle class
4. Responses to the Growing Social Problems are created by the Industrial Revolution
a. The liberals adopted the laissez-faire policy
b. The socialists believed that the government should own and managed the
means of production for the benefit of all.
c. Karl Marx advocated revolutionary communism
d. The Catholic Church reacted to the evils of industrialism by advocating the
following Christian principles advocated by Poe Leo XIII in Rerum Novarum
(The Conditions of Labor).
1) Rights must be religiously respected;
2) It is the duty of public authority prevent and punish injury;
3) The poor and the helpless have a claim to a special consideration
whenever there is a question of protecting the rights of individuals;
4) Since private property is as universal as human nature, the State has
the right to regulate the use of private property and to protect it;
5) The preservation of life is the bounden duty of each and all members
of society. The worker is entitled to a just and decent living wage
which will enable him to live in reasonable comfort as a human being,
to develop his faculties, and to attain his ultimate goal in life;
6) The State has the duty to provide favorable working conditions;
7) The workers have the right to form unions.
5. Science Becomes the Servant of Man- The advances in science gave man longer life-
span by controlling or eliminating many diseases. Natural sciences brought a new
understanding of the world and the place of man in it.
6. Modern Imperialism
a. Building of empires in South America, Africa, Asia, and the Pacific Ocean
Modern imperialism began in the second half of the 19th century based primarily
on economic reasons. It grew out of a desire to look for markets where raw
materials could be bought, finished products at home could be sold and surplus
capital invested.
7. Growing Confidence on Progress Inspires
Look at the youth today! Full of enthusiasm at the view of a wider horizon, they study
history, mathematics, geography, literature, physical sciences, languages-all subjects in
our times we heard mentioned with horror, as though they were heresies Man has at
last comprehended that he is man he comprehends that his heritage is the vast world,
dominion over which is within his reach; weary of his useless and presumptuous toil, he
lowers his head and examines what surrounds him. Noli Me Tangere
One of the significant contributions of the 19th century was this: the individual
citizen entered the century a weak man before the law and government; he left it with
the conviction that government exists for the welfare of all citizens. Habberton and Roth
 Despite all that system, organized, perfected, and followed with tenacity by those
who wish to keep the islands in holy ignorance; there are Filipino writers, free thinkers,
historiographers, chemists, physicians, artists, jurists, et. Enlightenment is spreading and
its persecution encourages it. No; the divine flame of thought is inextinguishable among
Filipino people, and in some way another it has to shine and make it known. It is not
possible the inhabitants of the Philippines. JPR Political and Historical Writings

Lesson 3 in Soc Sci 19 The Philippines in the 19th Century

1. Social Structure
a. Feudal The result of the Spanish land holding system imposed upon the
country with the arrival of the conquistadores. An elite class exploited the masses,
fostered the master-slave relationship between the Spaniards and the Filipinos. The
Spaniards exacted all forms of taxes and tribute, and drafted the natives for manual
labor.
b. Pyramidal social structure Its apex was occupied by the Spanish officials, the
peninsulares, and the friars; its base, by the native population; and its middle area,
by a small middle class which consisted of favored natives, mestizos, and criollos
(creoles, insulares).
2. Political System
a. Spain governed through the Ministro de Ultramar (Ministry of the Colonies)
established in Madrid in 1863. This body helped the Spanish monarchs manage the
affairs of the colonies and govern the Philippines through centralized machinery
exercising executive, legislative, judicial, and religious power.
b. The Governor General appointed by the Spanish monarch headed the central
administration in Manila. He was the kings representative in all state and religious
matters and as such he exercised extensive powers.
c. The Governor General was assisted by the Lieutenant Governor and advisory
bodies such as the Board of Authorities, Council of Administration and in 1874
Secretariat of the Central Government. A larger body, Directorate of Civil
Administration, was organized later.
d. Provincial governors or the alcaldes mayor (civil governor)
e. The city government called cabildo or ayuntamiento were administered by the two
alcades en ordinario (mayor and vice-mayor)
f. The governadorcillo, fondly called capitan by his constituent, was the chief
executive and chief judge of the town. He was elected at the beginning of every year
by a board composed of the town principalia, body of citizens of high standing,
usually made up of the incumbent or ex cabezas de barangay.
g. Each cabeza was controlled by a cabeza de barangay, usually a Filipino or Chinese
mestizo, whose main responsibility was to maintain peace and order and to collect
tributes and taxes in his barrio.
h. The guardia civil and cuadrilleros performed police duties and helped maintain
peace and order. The alferez, (second lieutenant), usually a Spaniard, headed the
corps of guardia civil in each town.
i. The Royal Audiencia was the highest judicial body.
j. Sources of laws Laws of the Indies, Royal Decrees, Las Siete Partidas, Las Layes
de Toro, Codigo Penal, Codigo Civil, and Codigo de Comericio.
3. Sources of Abuses in the Administrative System
a. Appoinment of officals with inferior qualifications, and without dedication to duty,
and moral strength to resist corruption for material advancement. These officials
were assigned manifold duties and given many powers and privileges. Appointments
were based on favoritism and bidding.
b. Overlapping of functions of government officals.
c. Union of Church and State.
 d. Ignorance of Kingd appointees to Philippine needs.
e. Distance of the colony.
f. Insecurity of term of office of government officials- based on Kings whims and
caprices
g. Indulto para comerciar The provincial governors monopolized provincial trade
and controlled prices and business practices.
4. Educational System
a. Intellectual decadence caused by inadequate educational system.
b. No systematic government supervision.
c. Overemphasis on religious matters.
d. Obsolete teaching methods.
e. Very poor classroom facilities.
f. Absence of teaching materials.
g. Primary education was neglected.
h. Absence of academic freedom.
i. Friar control of education.

5. Important Events/Developments

1810 Philippine deputies were first admitted to the Spanish Parliament.

1811 The last State galleon left Manila for Mexico.
1815 The last State galleon left Acapulco (Mexico) for Manila.
1819 Secession of Mexico from the Spanish Crown.
1822 First Manila news-sheet (El Filntropo) was published.
1830 The first Philippine bank was opened about this year.
1831 Zamboanga port was opened to foreign trade.
1834 Manila port was unrestrictedly opened to foreign trade.
1837 Philippine deputies were excluded from the Spanish Parliament.
1843 Chinese shops were first allowed to trade on equal terms.
1844 Foreigners were excluded from the interior of the Islands.
The office of Trading-Governor was abolished.
1852 Manila City thenceforth remained open day and night.
The Banco Espaol-Filipino was instituted.
1855 Yloilo port was opened to foreign trade.
1859 Return of the Jesuits to the Philippines.
1861 Dr. Jos Rizal, teh Philippin patriot, was born (June 19).
1863 Ceb port was opened to foreign trade.
1868-70 The Assembly of Reformists in Manila.
1872 The Cavite Conspiracy (Jan.).
1877 England and Germany recognized Spain's rights in Sulu.
1880 The Hong-Kong-Manila submarine cable was laid (via Bolinao).
1883 Tobacco for free planting was thenceforth permitted Tobacco free export was thencefort
1884 Tribute and Poll Tax were abolished and Cdula personal introduced.
1890 Muncipalities in the christian provinces were created.
1891 The first Philippine railway was opened to the traffic.
1896 The Taglog Rebellion opened (August 20).
Dr. Jos Rizal, the Philippine patriot, was executed (Dec. 30).