Philippines

OBJECTIVE MOTIVATION APPLICATIO

N

during Rizal’s
CONTENT

LEARNING
ACTIVITY EVALUATIO
N
AGREEMEN
ANALYSIS

Time : 19 th
RESOURCES T
ABSTRACTIO
N

century
 OBJECTIVE MOTIVATION APPLICATIO
N

CONTENT ACTIVITY EVALUATIO

N
Political
LEARNINGinstability of spain
ANALYSIS AGREEMEN
RESOURCES T
ABSTRACTIO
N
 OBJECTIVE MOTIVATION APPLICATIO
N

CONTENT ACTIVITY EVALUATIO

N
Political
LEARNINGinstability of spain
ANALYSIS AGREEMEN
RESOURCES T
ABSTRACTIO
N
 OBJECTIVE MOTIVATION APPLICATIO
N

CONTENT ACTIVITY EVALUATIO

N
Political
LEARNINGinstability of spain
ANALYSIS AGREEMEN
RESOURCES T
ABSTRACTIO
N
 OBJECTIVE MOTIVATION APPLICATIO
N

CONTENT ACTIVITY EVALUATIO

N
Political
LEARNINGinstability of spain
ANALYSIS AGREEMEN
RESOURCES T
ABSTRACTIO
N
 OBJECTIVE MOTIVATION APPLICATIO
N

CONTENT ACTIVITY EVALUATIO

N
Political
LEARNINGinstability of spain
ANALYSIS AGREEMEN
RESOURCES T
ABSTRACTIO
N
Filipino’s lost their ancestral land due
to encomedia system.
APPLICATIO
OBJECTIVE
Encomedia system
MOTIVATION
N
 was a labor system
CONTENT instituted
ACTIVITY by the
EVALUATIO
N
Spanish
LEARNING
crown in American colonies.
AGREEMEN
 RESOURCES
in this ANALYSIS
system, a Spanish
T
encomendero ABSTRACTIO
was granted a number
N
of native laborers who would pay
tributes to him in exchange to his
protection.
OBJECTIVE MOTIVATION APPLICATIO
N

CONTENT ACTIVITY EVALUATIO

N
LEARNING AGREEMEN
ANALYSIS
RESOURCES T
ABSTRACTIO
N
 Social Structure
The Filipinos in the 19th century had
APPLICATIO
suffered from feudalistic and master
OBJECTIVE MOTIVATION
N

slave relationship
CONTENT by the Spaniards.
ACTIVITY EVALUATIO
N
Their social structure
LEARNING
ANALYSIS
is ranked into
AGREEMEN
RESOURCES
three groups: T
ABSTRACTIO
1. Highest class N
2. Middle class
3. Lowest class
1. Highest class
-the people
OBJECTIVE that belong
MOTIVATION in this
APPLICATIO
N
class include the Spaniards,
EVALUATIO
CONTENT ACTIVITY
peninsulares and the friars. N They
LEARNING
have the power and authority to
RESOURCES
ANALYSIS
T rule
AGREEMEN

over the Filipinos. They enjoyed their

ABSTRACTIO
N
positions and do what they want.
1. Highest class
-the people
OBJECTIVE that belong
MOTIVATION in this
APPLICATIO
N
class include the Spaniards,
EVALUATIO
CONTENT ACTIVITY
peninsulares and the friars. N They
LEARNING
have the power and authority to
RESOURCES
ANALYSIS
T rule
AGREEMEN

over the Filipinos. They enjoyed their

ABSTRACTIO
N
positions and do what they want.
 Peninsulares -(Spaniards who
were born
OBJECTIVE
in Spain).
MOTIVATION APPLICATIO
 Friars -are members of anyN of
CONTENT ACTIVITY EVALUATIO
certain religious orders of men,
N

especially the four mendicant

LEARNING
RESOURCES
ANALYSIS AGREEMEN
T
orders (Augustinians,
ABSTRACTIO
N
Carmelites, Dominicans, and
Franciscans).
2. Middle Class
– the
OBJECTIVE
people that
MOTIVATION
belongs into
APPLICATIO
this class includes the natives, N

CONTENT ACTIVITY EVALUATIO

mestizos and the criollos. N
RESOURCES
Natives – the pure Filipinos
LEARNING
ANALYSIS AGREEMEN
T
 Mestizos -ABSTRACTIO
areN the Filipinos of
mixed indigenous Filipino or
European or Chinese ancestry.
2. Lowest Class
– this class
OBJECTIVE includes
MOTIVATION the
APPLICATIO
N
Filipinos
CONTENT only.
ACTIVITY EVALUATIO

LEARNING
N
Indios- areANALYSIS
the poorAGREEMEN
people
RESOURCES
having pure blood Filipino
ABSTRACTIO
T

which ruled
N
by the
Spaniards.
Educational System
There are lots of criticisms received in
theOBJECTIVE
educational system of the Philippines
MOTIVATION APPLICATIO
N
in CONTENT
the late 19th ACTIVITY
century. Below are
EVALUATIO
the
following: N
LEARNING
1. RESOURCES
OveremphasisANALYSIS
on religious AGREEMEN
matters
T
2. Obsolete teaching methods
ABSTRACTIO
3. Limited curriculum N

4. Poor classroom facilities

5. Absence of teaching materials
Educational System
6.OBJECTIVE
Primary education was neglected
MOTIVATION APPLICATIO
N
7. Absence of academic freedom EVALUATIO
CONTENT ACTIVITY
8. Prejudice against Filipinos Nin the
LEARNING
schools of higher learning
RESOURCES
ANALYSIS AGREEMEN
T
9. Friar controlABSTRACTIO
over the system
N
10.  Economic Development and the
Rise of Filipino Nationalism
Economic Development and the
Rise of Filipino Nationalism APPLICATIO
OBJECTIVE MOTIVATION
The country was opened to foreign N

trade
CONTENTat the end of the 18th
ACTIVITY century
EVALUATIO
N
which
LEARNINGresulted in the rapid
ANALYSIS
rise of
AGREEMEN
RESOURCES T
foreign firms in
ABSTRACTIO
Manila. This
stimulated agricultural
N production
and export of sugar, rice hemp and
tobacco.
Factors Contributed to the
Development of Filipino Nationalism:
 Opening of the Philippines
OBJECTIVE MOTIVATION APPLICATIO
N
to
International
CONTENT
Trade and
ACTIVITY
the Rise of
EVALUATIOthe
Middle Class N
LEARNING AGREEMEN
- Manila was opened to foreignT trade
RESOURCES
ANALYSIS

which brought prosperity

ABSTRACTIO to the Filipinos
N
and Chinese mestizo resulting to the
existence of middle class.
Opening of the Suez Canal on November
17, 1869
- OBJECTIVE
Connects Mediterranean
MOTIVATION andAPPLICATIO
red sea;
N
shortened distance between Europe and Orient
CONTENT ACTIVITY EVALUATIO
Results: (a) Philippines became closer N to
Europe and Spain ANALYSIS
LEARNING (b) encouraged European
AGREEMEN
RESOURCES
travelers to come to our country (c) exodus
T of
literal ideas from Europe to the Philippines (d)
ABSTRACTIO
N
more educated and young Filipinos were able
to study abroad
Spanish Revolution of 1868 and the
Liberal Regime of Carlos Maria Dela
APPLICATIO
Torre(1869-1871)
OBJECTIVE MOTIVATION
N
- Generals
CONTENT Juan Prim and Francisco
ACTIVITY Serrano
EVALUATIO
appointed dela Torre as the governor- N
LEARNING AGREEMEN
general in the Philippines (true democrat).
RESOURCES
ANALYSIS
T
Most liberal governor-general
ABSTRACTIO walked the
streets in civilian clothes
N and dismissed his
alabaderos (halberdiers) – the governor’s
security guards and went unescorted.
Accomplishments:
(1) abolished censorship of the
APPLICATIO
press and allowed unlimited
OBJECTIVE MOTIVATION
N

discussions
CONTENT ofACTIVITY
political problems
EVALUATIO
N
andLEARNING
proclaimedANALYSIS
freedom ofAGREEMEN
speech
RESOURCES T
(2) abolished flogging as a
ABSTRACTIO
punishment N

(3) curtailed abuses particularly

the tribute and the polo
 
(4) allowed secular priests to be
assigned to vacant parishes APPLICATIO
or
OBJECTIVE MOTIVATION
seminaries and created an Noffice
which
CONTENTwould ACTIVITY
prevent abuses
EVALUATIOby
N
members
LEARNING of the regular AGREEMEN
ANALYSIS
religious
RESOURCES T
orders ABSTRACTIO
(5) reformed the Royal
N Audiencia to
bring about speedier administration of
justice
(6) decreed educational reforms,
ordered the setting up of medical,
pharmacy,
OBJECTIVE and MOTIVATION
vocational schools
APPLICATIO
N
  CONTENT ACTIVITY EVALUATIO
(7) created the Council ofN the
LEARNING AGREEMEN
Philippines
RESOURCES on December 4, T 1870
ANALYSIS

which was a ABSTRACTIO

consultative body to
N
study Philippine problems and
propose solutions to them.
Rafael de Izquierdo (1871-1873), the
Cavite Mutiny of 1872 and the
Execution
OBJECTIVE of GomBurZa
MOTIVATION (February 17,
APPLICATIO
N
1872)
CONTENT ACTIVITY EVALUATIO
April 4, 1871: Isquierdo becameN the
LEARNING
governor-general;
RESOURCES “with
ANALYSIS crucifix in
AGREEMEN
T
one
hand and a swordABSTRACTIO
in the other”
(a) restored press censorship
N

(b) prohibited all talk on political matters

and secularization of the parishes.
(c) disapproved the
establishment of arts and
OBJECTIVE MOTIVATION APPLICATIO
N

trades in Manila
CONTENT ACTIVITY EVALUATIO
N
LEARNING

(d) dismissed natives and

ANALYSIS AGREEMEN
RESOURCES T
ABSTRACTIO

mestizos in the civil and

N

military service.
Cavite Mutiny (January 20, 1872)
About 200 Filipino soldiers and
workers in FortMOTIVATION
OBJECTIVE San FelipeAPPLICATIO
mutinied,
N
under the
CONTENT
leadership of
ACTIVITY
Sgt. La Madrid;
EVALUATIO
caused by Izquierdo’s abolition Nof the
LEARNING
exemption
RESOURCES of the Filipino
ANALYSIS workers T
from
AGREEMEN

polo and payingABSTRACTIO

tributes; mutineers were
able to kill the fort commander
N
and some
soldiers; mutiny leaders and participants
were arrested and shot to death
GomBurZa (fought for the Filipinization
of parishes and champions of liberalism
and humanitarianism) APPLICATIO
OBJECTIVE MOTIVATION
They were charged of sedition N and
rebellion
CONTENTdue to ACTIVITY
the false testimony
EVALUATIO of
N
Francisco
LEARNING Zaldua (former
ANALYSIS
Bicolano
AGREEMEN
soldier and was bribed by the Spanish
RESOURCES T
ABSTRACTIO
prosecutors to implicate
N them as the
masterminds of the mutiny).
 Military Court: three priests guilty and
sentenced them to die by garrote.
 Originally, Rizal’s plan was
to take up priesthood and
APPLICATIO
OBJECTIVE MOTIVATION
become a Jesuit father. WhenN
EVALUATIO
he heard of the martyrdom of
CONTENT ACTIVITY
N
LEARNING
GomBurZa, he changedT his
ANALYSIS AGREEMEN
RESOURCES

mind and sworeN to dedicate his

ABSTRACTIO

life to vindicate the victims of

Spanish oppression.