CATCH-UP FRIDAYS TEACHING GUIDE

Catch-up Subject: Peace Education Grade Level: 6

Quarterly Theme: National and Global Awareness Date: April 5, 2024
40 mins (time
National and Global Awareness(refer to Enclosure
Sub-theme: Duration: allotment as per DO 21, s.
No. 4 of DM 001, s. 2024, Quarter 4)
2019)
Araling Panlipunan
10:00 – 10:40 AM
Session Title: Nationalism can make us united Subject and Time:
(schedule as per existing
Class Program)
At the end of the session, learners will be able to:
a) have an understanding of the concepts of nationalism
Session Objectives:
b) understand the importance of security
apply the key concepts they have learned to their daily lives.

References: K to 12 Basic Education Curriculum

Pictures
Copy of the Story
Materials:
Chart / PowerPoint Presentation
Marker

Activity: Picture! Picture!

Materials: a pictures
• Facilitate a discussion about the meaning and importance of nationalism.
• Show a picture that can express the nationalism. Allow the students to analyze the picture.
Components

Activity: Concept of nationalism

Materials: PowerPoint presentation that discusses the key concepts related to relating to nationalism
• Lead a discussion about the word “nationalism” .
• Ask students what it means to respect themselves, others, and the world around them. Record their ideas on
their journals.
Read by Group or by partner about Nationalism
Activity

Materials: PowerPoint presentation

• Show a PowerPoint presentation that discusses on how to be a nationalism
Reflection
• Prompt learners and discuss character feelings and real-life connections.
• Explore the role of relating to their neighbors in understanding others and its application in daily interactions.
Activity: #Pulot of the Day!
• Ask this reflective question: “What is nationalism?”
Wrap Up
• “Do you think we all deserve nationalism in our country?” Why?

Activity: Expressing Nationalism inside and outside the country

Materials: Journals, writing tools, coloring materials, cellphones for digital entries, bond paper.
• Explain the task: Creatively express thoughts on nationalism inside the school.
Journal Writing • Allow time to write, draw, or record thoughts.
• Sharing Option: Offer learners the chance to share reflections.
• Conclude by emphasizing the critical role of relating to their neighbors for positive social interactions and
relationships.

Prepared by: Checked by:

Jhanelyn S. Sotero GIRLIE B. VILLARBA

Teacher I Master Teacher I

ARCADIA G. PEDREGOSA
Principal

MARICRIS N. SURIGAO
Public Schools District Supervisor

NATIONALISM IN 19TH CENTURY MANILA•

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 CATCH-UP FRIDAYS TEACHING GUIDE
Romeo V. Cruz, Ph.D

. Nationalism, in the context of Philippine experience, initially develops as a consciousness of belonging to one people-the Hispanic and Catholic
Community all over the Spanish empire. This sentiment was quite limited, based on the political, religious, social and intellectual perceptions of the
archipelago as an integral unit co-equal with the other components of the Spanish empire and all united under the monarchy. The people of the
Philippines, on the basis of this perception, was one and equal with other peoples of the empire in Spain, America and elsewhere. The assumed
cultural unity, though universalistic in aspirations, was modestly nationalistic in program and goals. It conceived of the unity of the colonies and the
mother country, and stressed the Hispanism of all peoples composing the imperial cosmopolitan society. In short the basic concept of nationalism was
oneness and identification with a universal and imperial Spanish society.

In reality though, when first conceived and disseminated, certain objective facts were gleaned over or ignored. The cultural integration of the
Philippines was quite incomplete. Politically and territorially Spanish hegemony was only limited to Luzon, the Visayas and the coastal areas of
Mindanao. Even in those places, two problems at least were never resolved by Spanish power-the interior and remote areas peopled by the ethnic
Filipinos and the remontados who represented a counter-culture were never integrated; and, the administrative dilemma presented by the struggle
between localismnm and centralism continued to pester the Spaniards.

The fissiparous trends and tendencies were further compounded by religious diffusion as the effectiveness of Catholicsm was challenged by local
conditions-the competing loci of power within the church, failure of missionary or conversion work in the hinterland,and failure of indoctrinating the
lowland Filipinos as evidenced by the appearance of nativism and folk Catholicism. Socially, the preHlspanic racial unity of the Filipinos, already
shattered by ethnicity and linguistic differences was further worsened by the infusion of the Span:sh mix in the racial cauldron especially in the
second half of the 19th century-more manifestly in the struggle between the Spanish regular clergy and the Filipino secular priests. 'l'hese objective
realities could also be seen in the lack of integration in the other aspects of Philippine life and culture during the Spanish period. And finally the
physical isolation of the archipelago, and the disparate islands and interior areas many of which were then inaccessible would give us the complete
picture in respect to this defective integration. Yet despite this diffusion and multi- \;ersity, nationalism in its initial appearance assumed a basic unity
though it was more apparent than real.

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