RIZAL'S CONTEXT

SCHOOL OF ARTS AND SCIENCES
C-GEC9 LIFE AND WORKS OF RIZAL

First Semester | AY 2020-2021
Module No. 3: Philippines and the World in the 19th Century as Rizal’s Context
Time Frame:1 week – 3 hours
1. Overview
Each day, we celebrate our individuality. Our uniqueness
manifests in all aspects of our lives. Where do we attribute
these distinct characteristics? To answer this question, we
cannot help but revisit the long standing debate on the crucial
roles NATURE and NURTURE play on our development.
Arguments and counter arguments were presented for
or against these two factors. This is to assert that one is more
influential than the other. One simple explanation would be
nature provides for the potentials while nurture works to unfold them.
Focusing on nurture, some say WE ARE A PRODUCT OF OUR TIME. The way
we speak, act, and think are attributed to the environmental forces that shape our
character.
Relating this assertion to the course, it is important that before studying
important events in the life of Jose Rizal, we must first lay down the foundation and
put things in their proper perspectives. We have to start by examining the situation
in the Philippines and the world during his time. This will guide us in understanding
the national hero and his actions to defend his family and countrymen against the
abuses of the church and the government.
Once a student asked, “Do you think Rizal engaged in a WORD WAR with his
enemies for selfless or selfish reasons?” This is a simple yet difficult question to answer
without considering the circumstances present in Rizal’s life from his birth to death.
This module will give you an overview on the significant events in the
Philippines and abroad when Rizal was born. MABUHAY SI DR. JOSE RIZAL! MABUHAY
ANG PILIPINAS! ISANG MAPAGPALAYANG ARAW SA ATING LAHAT!
2. Desired Learning Outcomes

At the end of the lesson, the students should be able to:
• appraise the link between the individual and society.
• analyze the various social, political, economic, and cultural changes that
occurred in the nineteenth century.
 understand Jose Rizal in the context of his time.
Faculty: NOLI FRANCO 1 | Page

For classroom use only and not for reproduction and commercial distribution
A cordial reminders my dear students:

Before you begin to navigate/explore, do not forget to invoke God’s presence through a prayer (include in your
petitions the safety of everyone in this trying times). It is also important to FOCUS, an acronym which stands for:
F-ind a conducive place to study (study as if you are attending a regular class).
O-rganize your books, writing materials, devices, and other materials you will use.
C-ommunicate your questions/concerns to your instructor (you may reach your instructor via mobile #0915-
2066248/e-mail address noli.franco@ua.edu.ph)
U-nderstand the lesson
S-tay safe and healthy
Expected Output
Code Output Score
M3ACT1 Activity 1 /20
M3ACT2 Activity 2 /15
M3ASS1 Reflection journal /10
M3EVAL1 Evaluation 1 /25
M3BONUS Bonus points
Total /70 points
Treasure Box
Identify Filipino values from the topic/s discussed in this module.
CODE=M3BONUS

3. Content/Discussion
Please watch the following documentary films:
French Revolution
1. https://www.youtube.com/watch?v=N3AbMUQXft4
American Revolution
2. https://www.youtube.com/watch?v=vFBP2CY3IGk
(CODE=M3ACT1)
What lessons can be learned from the French and American Revolution? Discuss nationalism,
liberalism, and democracy in relation to the two major revolutions in world history.
Rizal’s Century: the 19th Century

World and Local Events:
 Liberal stirrings from Europe reached the Philippines—
 One of the stirrings is the French Revolution— where it ended the absolute
monarchy of King Louis XVI and the ushering in of the French Republic.
 In this age, ideas of freedom, liberty and equality and the belief in the sovereignty
of the people in determining responsible government took place in all cross of
Europe.
 In the Philippine Setup: When the Cadiz Constitution of 1812 was annulled 2 years
after, the leading citizens of Ilocos Norte (called kailianes) revolted against the
government because they refused to believe that it was abolished by King
Ferdinand VII, thinking this was just a ploy of the authorities in Manila to continue
exploiting its people….
 (The Kailiances of Sarrat under the leadership of Simon Tomas, Mariano Espiritu,
Vicente Santiago and Andres Bugurin rose up in revolt on March 3, 1815. The revolt
spread to the neighboring towns of Dingras, Batac, Bacarra, San Nicolas, Paoay and
Laoag before the rebels were crushed by troops from the other provinces.)
 Unstable Colonial Administration
o During this time, most Spanish colonies in South and Central America has achieved
their independence through revolution; and Philippines, together with Cuba, Puerto
Rico and Spanish Sahara, were the only remaining colonies.
o The political instability in Spain adversely affected Philippine affairs because it
brought about periodic shifts in colonial policies and of colonial officials.
o Thus, it hampered the political and economic development of the Philippines.
 Corrupt Officials
o The Spaniards, despite their inferior number managed to retain the loyalty of the
native officials by giving them certain privileges that kept them separate from the rest
of the population.

o Ex: Material rewards in serving the Spaniards were given; such as commissions from
the collection of taxes;
o A number of Principales (leading citizens) that were descended from the loyal Datus
served under the colonizers were exempted from taxation and community labor
(Polos y servicios)
o Many colonial officials became rich by illegal means (pocketing of funds intended for
the laborers) or by marrying the heiresses of rich Filipino families.
Mostly ignorant and profligate, they conducted themselves with arrogance because
of their alien white skin and tall noses.
 Absence of legal representations in Spanish court
o The courts of justice were notoriously corrupt
o The factors or bases for winning a case in court were wealth, social prestige, and color
of skin
 Absence of Human Rights
o Filipinos did not enjoy the freedom of speech, freedom of press, freedom of
association and other human rights.
o Anyone who voices out his opinion regarding Spanish related concerns, were threats
to the regime and deemed to be brutally punished and executed.
o Ex: When Apolinario De la Cruz (known as Hermano Pule) refused to disband his
religious organization, Confradia de San Jose, he was attacked by Spanish forces in
1840.
 Struggle for equal rights
o (What happened to Apolinario De la Cruz? He wanted to be a priest but was denied
by the church because of his skin color. They thought he was incompetent because
they assumed native Filipinos do not have access to better education just like the
white skinned colonial master.
o Only those with enough power, familial connection and “right” racial origin can stand
above the social, economic, political and judicial system.
 Racial Discrimination
o There are levels of social order in the Colonial Philippines: at the top is a Western
Castilian lineage were a badge of superiority
o That is the reason why they mostly held powerful positions in the government.
o The Church Hierarchy mistakenly concluded that the native pastoral candidates were
excluded from sacred orders because they were seen unfit because of their race. This
was the reason why the evangelization of the Philippines was the task almost
exclusively of Spanish missionaries
o There was a stigma during the colonial era: native Filipinos (Indios) lack better
education
 Forced Labor
 It is known as polo; a compulsory labor imposed by the Spanish colonial authorities
on adult Filipino males in the construction of churches, schools, hospitals, and
etcetera. The concept is similar on how Emperor Shi Huang Ti forced people of “low

rank in society” to do hard labor jobs, with working conditions subject to criticism
from Human Rights.
 People who are involve are people of color.
 Parish ownership of Haciendas
o In addition to their political influence, the Church also had great economic influence
as owners of large tracts of land.
o These lands were acquired as a means of supporting the activities of the religious
orders including the maintenance of schools and orphanages.
o By the 19th century, the landholdings owned by the Church grew because of
donations, purchase and outright land grabbing.
o According to historian Teodoro Agoncillo, 48 percent of all arable land in the Tagalog
region belonged to the friars.
o The rural folks (including Rizal’s family) who have been living in the haciendas and
cultivating them generation after generation became tenants.
 Guardia Civiles (police and peace keeping officers) are known for social injustices
o The Spaniards controlled the military and police. No native rose from the rank of
lieutenant. Elite units
Positive changes in Spain that have influenced Philippine prosperity
 Spread of Mercantilism in the Philippines in 1600-1815
o Economic system that developed in Europe and the basis for how wealthy a country
is by the number of precious metals it possessed.
o It was obvious that Philippines is rich in natural resources and precious metals were
some of them.
o In fact, before the Spanish came in the Philippines, it was normal for the Datus and
middle class to be adorned in gold.
o But Mercantilism is tricky because it gave the Mercantilists power to obtain other
commodities and services in the world market economy.
o There is no monetary regulations that’s why businessmen who exports their
products outside the country can impose overpricing, thus acquiring more golds.
 End of Galleon Trade through laisssez-faire
o The concept of Galleon Trade (roundtrip voyages between ports to transfer goods)
was government monopoly,
o Whereas, the capitalist nature of Laissez-faire (French phrase for: leave it alone),
made an economic idea for people to make their own business decisions without
compromising with the government.
o In short, market system is determined by consumer’s preferences, producers
seeking profits and purchasing power of consumers
 Philippines being open to the world market
o It means that the country has more opportunities to showcase its resources and
gather more income for national development
 Educational Decree of 1863 by Jose de la Concha:
o It was an effort by Spain to reform the Philippine colonial education system with the
purpose of solidifying public schools for those who wanted to pursue their education
o The formal system of education under Spain, even when unevenly implemented,
provided Filipinos with the tools to function outside of colonial rule.
o Why? The colonial logic was to create squad of clerks and officials in service of the
new, liberal colonial state.
What significant developments/events in the Philippines impact your life?

CODE=M3ACT2
4. Learning check
5. Assignment (CODE=M3ASS1)
Reflection journal
6. Evaluation (CODE=M3EVAL1)
1. Directions: Complete the crossword puzzle about the topic 19th Century World and Local
Events.

Across
2. It is the French phrase for 'leave it alone' which sums up the economic system after the end of
Galleon Trade.
11. Which lineage is at the top level of social order in the Philippines?
13. The ideas of liberty, equality and... took place all over Europe.
14. They were the leading citizens from Ilocos Norte who revolted against the government after
the ending of Cadiz Constitution.
Down
1. He founded a religious organization known as Confradia de San Jose.
3. According to historian Teodoro Agoncillo, 48% of all arable lands in the Tagalog region
belonged to them. 4. Filipinos struggle with...because only those with enough power, familial
connection & right origin can stand above the system.
5. The Spaniards managed to retain the loyalty of the native officials by giving them illegal
privileges. What are they?
6. He is the man responsible for Educational Decree of 1863, which is an effort by Spain to solidify
Filipino public schools.
7. It is one of the liberal stirrings from Europe that reached the Philippines.
8. It is an economic system developed in Europe that spread in the Philippines around 1600 to
1815.
9. It is a widely known type of forced labor in the Philippines 10. They are the peace keeping
officers who were also known for social injustices.
11. Philippines being open to the...means more opportunities to showcase the country's resources
and gather more income.
12. It is one of the factors or bases for winning a case in a Spanish court.
2. What significant developments/events in the Philippines and the world do you think
impact/influenced Dr. Jose Rizal? Explain your answer.
A. References
Books:
De Viana, A.V. (2019). Laong Laan. A guide for the study and understanding of life and contributions
of Jose Rizal to the Philippine nationhood and society. Books Atbp.Publishing Corp.
Solmerano, E.T., Palencia, M.M., Ondevilla, M.K. & Galicia, R.D (2017). Reading Rizal. A literary
approach on the study of the life and works of Dr. Jose Rizal. Fastbooks Educational Supply, Inc.
Zaide, G.F & Zaide, S.M. (1994). Jose Rizal: Life, works, and writings of a genius, writer, scientist, and
national hero. All Nations Publishing Co., Inc.
Videos:
https://www.youtube.com/watch?v=N3AbMUQXft4
https://www.youtube.com/watch?v=vFBP2CY3IGk


RIZAL'S CONTEXT

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SCHOOL OF ARTS AND SCIENCES

C-GEC9 LIFE AND WORKS OF RIZAL

2. Desired Learning Outcomes

Faculty: NOLI FRANCO 1 | Page

A cordial reminders my dear students:

Faculty: NOLI FRANCO 2 | Page

Please watch the following documentary films:

Rizal’s Century: the 19th Century

Faculty: NOLI FRANCO 3 | Page

Faculty: NOLI FRANCO 4 | Page

What significant developments/events in the Philippines impact your life?

Faculty: NOLI FRANCO 6 | Page

Faculty: NOLI FRANCO 8 | Page

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