Republic of the Philippines

CAVITE STATE UNIVERSITY

Tanza ǀ Trece Martires City ǀ Gen. Trias City Campus
 235-7997 ǀ  410-5247 ǀ  437-0693 www.cvsu.edu.ph

INSTRUCTIONAL AND LEARNING MODULE

First Semester, A.Y. 2020-2021
COURSE CODE: GNED09 COURSE TITLE: The Life and Works of Jose Rizal

COURSE DESCRIPTION: As mandated by Republic Act 1425, this course covers the life and works of
the country's national hero, Jose Rizal. Among the topics covered are Rizal's biography and his writings,
particularly the novels Noll Me Tangere and El Filibusterismo, some of his essays, and various
correspondences.

TOPIC: The Philippines in the 19th Century as Rizal's Context

WEEK: Week 3

MATERIALS: Laptop/ Computer, Presentation Deck, Crossword Puzzle, Video Film, Other Supplemental
Reading Materials

INSTRUCTION TO THE LEARNERS:

1. This module is designed to help you in your study and learning.

2. Any of its content is based on information gathered in connection with GNED09 course or The Life and
Works of Jose Rizal, but the concepts and ideas here will be more sufficient if you do more research
which will help you learn more knowledge.

3. If you encounter problems in doing this module, feel free to ask your instructor.

4. May you do your best to complete your course.

OBJECTIVES:

After the completion of the chapter, students should be able to:

1. Appraise the link between the individual and society;

2. Analyze the various social, political, economic, and cultural changes that occurred in the nineteenth
century and;

3. Understand Jose Rizal in the context of his times.

PRE-ACTIVITY/ PRE-TEST:

Direction: In this crossword puzzle, you will need to identify some highlights that have happened
in the 19th century named in each given clue below.

PRE-TEST FEEDBACK:
 LEARNING ACTIVITIES:

I. Introduction

Courtesy: Biblioteca Nacional de España

The 19th century (1801-1900) was a century of changes and filled of turning points in our history
and identity. It was this time when a lot of changes happened in aspects of political, economical and
social. The nationalist sentiments awakened, a propaganda movement started, a national anti-colonial
movement and revolution ignited, and our independence declared.

II. Lesson Proper

A. Economic Conditions
.
During the 19th century, the Philippines’ economic condition gave rise to Haciendas or the
“cash-crop economy”. Where large parts of lands would be used for crops considered as cash-
crop. Some cash-crops are: Sugar, Tobacco, Abaka, and Coffee. Being open to world trade
and having these products abundant in the Philippines, the Philippines became a major
exporter for these products and became well-known in other parts of the world. By these
events, there was a shift from barter system to moneyed economy.

The number of families which prospered from foreign commerce and trade were able to send
their sons for an education in Europe. Filipinos who were educated abroad were able to absorb
the intellectual development in Europe.

B. Social Conditions

The Filipinos in the 19th century had suffered from feudalistic and master slave relationship by
the Spaniards. Their social structure is ranked into three groups:

1. Highest class – the people that belong in this class include the Spaniards, peninsulares
and the friars. They have the power and authority to rule over the Filipinos. They enjoyed their
positions and do what they want.

→ The Spanish officials

→ The Peninsulares (Spaniards who were born in Spain). They held the most important
 government jobs, and made up the smallest number of the population.

→ The Friars are members of any of certain religious orders of men, especially the four
mendicant orders (Augustinians, Carmelites, Dominicans, and Franciscans).

2. Middle Class – the people that belongs into this class includes the natives, mestizos and
the criollos.

→ Natives – the pure Filipinos

→ The Mestizos - are the Filipinos of mixed indigenous Filipino or European or Chinese
ancestry.

→ Criollos/Insulares - European descent but born in the colonies of Spain. A son or

daughter of a Spanish couple is an insulare.

3. Lowest Class – this class includes the Filipinos only.

→The Indios are the poor people having pure blood Filipino which ruled by the Spaniards.

C. Political Conditions
The Spaniards ruled the Filipinos in the 19th century. The Filipinos became the Spaniard’s slave.
The Spaniards claimed their taxes and they worked under the power of the Spaniards.

1. The Gobernador y capitan-general was the representative of the King of Spain in the Islands,
also the commander-in-chief of the army and navy, president of the Real Audiencia or the
Supreme Court, and the vice-real patron who appoints someone over ecclesiastical position.
The Intramuros was the seat of government, religion, and economy.

2. The alcalde mayores headed the provinces.

3. While the gobernadorcillo was the counterpart of today’s municipal mayor.

4. The cabeza de barangay was then part of kadatuan and was a tax and contributions
collector for the gobernadorcillo.

The Filipinos only held the gobernadorcillo and cabeza de barangay positions.

Sources of Abuses in the Administrative System:

1. There was an appointment of officials with inferior qualifications, without dedication of duty
and moral strength to resist corruption for material advancement. Through the power and
authority the Spaniards possess, they collected and wasted the money of the Filipinos.

2. There were too complicated functions to the unions of the church and the state.

3. Manner of obtaining the position.

Through the power that the Spaniards possess, they had the right to appoint the different
positions. The appointment of positions is obtained by the highest bidder which is the Governor-
general of the country.
 4. Term of office

Term of office or term in office is the length of time a person (usually a politician) serves in a
particular office is dependent on the desire of the King of the country.

5. Distance of the colony

The Spanish officials traveled to various places and the needs of the Philippines were
ignored. They did not put too much attention to the needs of the other people. There were
inadequate administrative supervisions, they were unable to face and solve the problems
regarding to the Philippines. There were also overlapping of powers and privileges of officials
which made them competitive.

6. Personal interest over the welfare of the State

III. Summary/ Essential Learning

1. The 19th century was a dynamic and creative age especially in Europe and US. During this
period such concepts as industialism, democracy and nationalism triggered revolutionary
changes in social, economics and politics. These changes enabled men to achieve the heights
of prosperity and dignity.

2. The political and social stratification were introduced to justify colonialism.

3. The Filipinos in the 19th century had suffered from feudalistic and master slave relationship by
the Spaniards..

4. The Spaniards ruled the Filipinos in the 19th century. The Filipinos became the Spaniard’s
slave.

IV. Other Activity

Your instructor will post on the official communication platform of your class, and you will be
asked to make a comparative essay about the previous and current system after the changes
happened in 19th century. You will need to put your answer on the comment section of the said
post.
In your essay, be sure to:
- support your ideas with logical reasoning and detailed, persuasive examples.
- make at least (8) sentences and a maximum of (12) sentences.

POST-ACTIVITY/ POST TEST:

Outcomes-Based Assessment No. 1 (Graphic Organizer or Table Mapping)

1. Using graphic organizer or table mapping, categorize and list down the economic, political, and
socio - cultural (including religious) changes in the Philippines that happened during the 19th
century.

a. Use a 1-page short bond paper and be creative by using any material of your choice. Then,
take a picture/ scan a copy of your graphic organizer or table mapping using mobile camera
scanners and upload it on a .jpeg file format on the assigned Google Drive/ Facebook Group
for your class.

b. Make sure to follow this format in submitting your output:

- Indicate your full name (last name, first name, middle initial) and your student number on
your output before taking a picture of it/ before scanning it.

- For the file name of your (.jpeg) output, kindly indicate your full name (last name, first name.
CRITERIA FOR SCORING (Graphic Organizer or Table Mapping)
CONTENT = 15 points
ORGANIZATION = 10 points
CREATIVITY = 5 points

TOTAL = 30 POINTS

Outcomes-Based Assessment No. 2 (Reflection Paper)

1. Watch Eddie Romero’s 1976 film “Ganito Kami Noon, Paano Kayo Ngayon”.
Then, make a (1) page reflection paper about the film.

2. Here is the link of the film: https://www.youtube.com/watch?v=tyBRhxAPiR0\

This will also be posted in the Official Communication Platform of the class.

Format and Scoring Guide

POST-TEST FEEDBACK:

SUPPLEMENTAL READINGS:

Other article needed for the students’ enrichment of knowledge regarding the topic will be posted on
the Official Communication Platform of the class.

REFERENCE:

Tabotabo, C. and Leano, R. (2009). Manila: Minshapers Co., Inc

"Ganito Kami Noon, Paano Kayo Ngayon?” : https://www.youtube.com/watch?v=tyBRhxAPiR0\

Prepared by:

DR. KIMBERLY ANN S. CANTILERO

Instructor I, Department of Arts and Science Cavite
State University – General Trias Campus
Kimberly.cantilero@cvsu.edu.ph