Learning Module 2- Nation & Nationalism RLW

Rizal’s
Life and
Works.

Module Overview

Well done! For finishing Module 1. In this

module, once again you are being called to be a
hero.
Nationalism serves as the foundation to
serve our country free from the hands of others
and stand up on our own – exactly the ideals and
values that Rizal strove to fight for. It was written
for the Filipino people, specifically the Filipino
youth, who may have lost their sense of
nationalism. The writers endeavored to rekindle a lost spark in each of Filipino’s belief in
their country. (Ariola, 2018)
The virtues of nationalism is acknowledge as a gentle affection in one’s homeland.
One of the major reasons behind the passage of the Rizal Law was the strong intent to
instill nationalism and patriotism in the hearts and minds of the Filipino youth of today. By
putting it into action, it we will preserve our dignity as a nation and the entire world will
regard the Philippines as a good example worthy of emulation.

What to expect
Whether you consider yourself as a nationalist, a
patriot or a person with compassion- this module is design
to help you appreciate your contribution in our country’s
progress and development The expected tasks in this
module include reading, watching videos, participating in
the discussion board, and production of poster that must
illustrate an act of nationalism or patriotism (as a student or
as a citizen); or an act of compassion (preferably related to
your course, future profession/ occupation) This module is
organized in this way:

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 Learning Module 2- Nation & Nationalism RLW
Rizal’s
Life and
Works.

Sections Duration

1. Module Overview & Module Learning Outcomes 5 minutes

2. Pre-Discussion Activities
15 minutes
● Post in the Discussion Board

3. Discussion and grouping of the students

45 minutes

4. Requirement: Production of poster that must 3 hours

illustrate an act of nationalism or patriotism (as a
student or as a citizen); or an act of compassion
(preferably related to your course, future profession/
occupation) feedback
5. Feedback 45 minutes

Total Number of Hours: 4 hours and 50 minutes

Module Learning Outcomes

Content Standard
The learner acquires a broader understanding and perception on the value of
nationalism, patriotism and compassion towards nation building.

Specifically, the learner is expected to:

1. evaluate the development of nationalism in our country;
2. illustrate the relevance of nationalism, patriotism and compassion in nation-
building at this present time; and
3. appreciate the importance of development of the Filipino youth’s moral
character, personal discipline, patriotism and professional competence.

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 Learning Module 2- Nation & Nationalism RLW
Rizal’s
Life and
Works.

Performance Standard
The learner produces a poster that must
illustrate an act of nationalism or patriotism (as
a student or as a citizen); or an act of
compassion (preferably related to your course,
future profession/ occupation).

Pre-Discussion Activities:

In 2-3 sentences, choose 1(one) only among

the following question. Identify the number of
the question that you chose before you post
your answer in the discussion board.
1. What is the difference between nationalism,
patriotism and compassion?
2. How do you want to be identified: as
nationalist; as a patriot; or as a person with
compassion?
3. In today’s time, are the concepts of
nationalism, patriotism and compassion still
relevant?

Discussion

In the critically acclaimed

film “Heneral Luna”, the
protagonist, Gen. Antonio Luna
himself, asks us this question: this
was what your ancestors were
willing to do for theircountry. What
are you willing to do for yours
today?
Filipino nationalism refers
to the awakening and support towards a political identity associated with
modern Philippines leading to a wide-ranging campaign for political, social, and economic
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Rizal’s
Life and
Works.

freedom in the Philippines. This gradually emerged out of various political and armed
movements throughout most of the Spanish East Indies—albeit has long been
fragmented and inconsistent with contemporary definitions of such nationalism—as a
consequence of more than three centuries of Spanish rule. These movements are
characterized by the upsurge of anti-colonialist sentiments and ideals which peaked in
the late 19th century led mostly by the ilustrado or landed, educated elites,
whether peninsulares, insulares, or native (Indio). This served as the backbone of the first
nationalist revolution in Asia, the Philippine Revolution of 1896. (Nick, 1990)
Why, despite its enormous population, has the Philippines for so long remained
but a mere sub-element among the big elements that form part of a broader more globally-
relevant landscape of influence? Perhaps it is because Filipinos don’t really expect much
of themselves.
How then can we claim to be moving
forward towards a future of greatness and
prosperity when we continue to take
significant steps backward? Perhaps it is
when we learn to appreciate that nations
are built from the ground up and not from
the top down that real sustainable change
will begin to take hold. Change cannot be
“architected” unless people already
possess an inherent will to evaluate their
present behaviours and attitudes and
exhibit an equally inherent ability to execute the solutions the resulting observations beg.
Just seeing how Filipinos cannot even be bothered to implement even the easiest and
most obvious solutions to the myriad of problems staring them in the face pretty much
tells us what our prospects for future prosperity really are.

Randy David’s article entitled “Is Nationalism Passe?” accurately answers

the question as to whether Nationalism still existent and relevant in this modern times.

Is the Philippines worth dying for? On June 28, 1892, the eve of his return to the
country, Jose Rizal eloquently stated the affirmative case on this question.

Aware that he had become controversial and was likely to be hounded by the
Spanish colonial authorities from the moment he stepped on the shores of the motherland,
he wrote: “I have always loved my poor country and I am sure that I shall love her until
death if by chance men are unjust to me; and I shall enjoy the happy life, contented in the
thought that all that I have suffered, my past, my present and my future, my life, my loves,
my pleasures, I have sacrificed all of these for love of her. Happen what may, I shall die
blessing her and desiring the dawn of her redemption.”
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Rizal’s
Life and
Works.

Four and a half years later, the colonial government sentenced him to die before
a firing squad. Rizal was the quintessential patriot. But he had the wisdom to distinguish
between the country and its government. He did not equate the people with the
government that ruled it at any given time. Indeed, even as he attacked the religious
orders in the Philippines, he was conscious of the difference between religion and the
friars.

Encountering Rizal’s words today, the generation of young Filipinos might be awed
by the national hero’s intense love for country. But, rather than draw inspiration from it,
they might just as easily dismiss it as suitable to a time when the nation was not yet free.

That would be a misunderstanding of Rizal’s ideas. More than the dream of an

independent country, it was the vision of a proud, modern and prosperous nation, where
citizens enjoyed equality in their rights, which spurred him to make the kind of personal
sacrifice he offered to his native land. That vision, I believe, continues to demand the
sacrifices of patriots.

The country is formally free, but the masses of its people remain shackled to
poverty, patronage, ignorance, and superstition. There is prosperity, but it is shallow and
not self-sustaining. There is wealth, but only a few privileged families control it.

Those who have much to contribute to the nation’s growth find little hope in its
future. They care even less about its past. They prefer to seek their personal fortunes
abroad, many of them choosing not to come back. The things that give them shame as
Filipinos increasingly overshadow the things that make them proud.

Is the Philippines worth living for?

This question came to me a few weeks

ago when I was invited to contribute some
thoughts to a project that aims to instill a stronger
sense of patriotism among students who are
recipients of government science scholarships.

The government spends enormous

amounts of money to educate its citizens.
Some—like its science scholars—are the
recipients of special privileges to turn them into
world-class scientists and engineers who can be
useful to their country. A number of them are
sent abroad to pursue higher studies and
specialization.

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Life and
Works.

Many choose not to come back. The successful among them become part of the
international community of scholars and scientists, and the country justly takes pride in
their achievements abroad. But, the government’s persistent wish is for them to
eventually come home and lend some of their time and expertise to mentor local scientists
and professionals.

The question that the project was

grappling with was: Does the State have a
moral right to demand return service from
the scientists and engineers whose careers
it nurtured in their early years? If so, what is
a fair return for the government support that
scholars enjoy during their period of study?
The present arrangement requires one year
of return service for every year of
scholarship at a local institution, and two
years return service for every year of study
abroad under government fellowship or
sponsorship. Return service typically
means working at a government institution, although, more and more, it requires nothing
more than the obligation to work in the Philippines for a certain period and share one’s
training and experience.

Nowadays, the idea of a legally binding contract might not appeal to students who
have been raised in an atmosphere where all education is regarded as a right or an
entitlement. They would probably be horrified by the thought of pledging a portion of their
future to an anonymous State in exchange for a scholarship. The more they think
government is corrupt, the more they would resist the idea of public service.

I was the recipient of a similar grant in the late 1960s. I felt so privileged I didn’t
care how many years of return service the University of the Philippines demanded of me.
As it turned out, it didn’t really matter; I had no problem spending the rest of my life in the
university.

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Life and
Works.

The idea of a return service contract might

not even arise if every generation thought of its
future as basically inseparable from that of the
country from which it is sprung. But, today, we
know that is no longer the case. In a world that is
shrinking—where barriers of nation are becoming
irrelevant—young people cannot be faulted for
wanting to seek opportunities for personal growth
outside the country. Abroad, a cosmopolitan
ethos calls upon them to set aside narrow
loyalties, so they can assume their
responsibilities as citizens of one universal
community.

This, to me, is the dilemma that confronts

those of us who think of Rizal’s vision as an
unfinished task. We continue to rely on the strong
identification and commitment created by
patriotism to realize Rizal’s dream of a free, democratic and prosperous country. But, we
must do so in full awareness that, elsewhere in the world, patriotic sentiments are being
harnessed to a bellicose and bigoted nationalism.

While it is true that nationalism is a difficult concept to use these days, it is precisely
because of this globalizing community that we need such films all the more. Our country
has been lagging behind for the past 50 years in comparison to our Asian neighbors, and
one culprit could be our lack of national identification. We are too preoccupied with self-
gain that we forget the greater good.
Today, we are allowed to show our love of country without the need for martyrdom.
What Heneral Luna does is to therefore pose us this question: this was what your
ancestors were willing to do for their country. What are you willing to do for yours today?

Videos
The Development of Nationalism in the Philippines from Rizal to Revolution - Sean Solis
https://www.youtube.com/watch?v=kEfQYOfu9A0
Duration: 26 minutes and 05 seconds

Is nationalism still alive in Filipinos?

https://www.youtube.com/watch?v=QwmL1335oE0
Duration: 8 minutes and 34 seconds

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Life and
Works.

Nationalism in the Philippine Context

https://www.youtube.com/watch?v=CuWVL1-As6A
Duration: 6 minutes and 56 seconds

Chapter 6: The Rise of Filipino Nationalism

https://www.youtube.com/watch?v=wBlUikPiqSM
Duration: 8 minutes and 28 seconds

Philippine Nationalism
https://www.youtube.com/watch?v=mbpNS_Id2W8
Duration: 11 minutes and 10 seconds

Further Reading (Required)

Rizal and Filipino Nationalism: Critical Issues

https://pdfs.semanticscholar.org/249a/ab0d325881a1f6e0b002686411090b1c57ac.pdf

References:
Ariola, Mariano M., “The Life and Works of Jose Rizal”, Unlimited Books Library
Services & Publishing, Inc., Intramuros, Manila 2018
Joaquin, Nick (1990). Manila, My Manila. Vira-Reyes, Inc.1990

Retrieved from https://www.getrealphilippines.com/2012/04/a-sense-of-nationalism-the-

philippines-has-no-such-thing/
Retrieved from https://opinion.inquirer.net/95165/is-patriotism-passe#ixzz6SE2ST62K
Retrieved from https://rappler.com/voices/ispeak/problem-lack-nationalism

Images/Pictures
https://www.pinterest.ph/pin/354447433143541095/

https://knowyourmeme.com/photos/1521510-super-smash-brothers-ultimate

https://itswynnesworld.com/2015/09/21/heneral-luna-movie-review/

https://k628.wordpress.com/2015/10/09/the-rise-of-filipino-nationalism/

https://sheen123animefreak.wordpress.com/2011/12/11/filipino-nationalism-today/

https://rappler.com/nation/overseas-salary-report-2016

http://www.tayoliterarymag.com/blog-2/2015/2/16/guest-interview-art-series-by-eliseo-art-silva
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Rizal’s
Life and
Works.

https://www.shutterstock.com/image-vector/girl-working-on-homework-her-room-399829639

https://www.canstockphoto.com/group-discussion-teens-
20416471.htmlhttps://www.canstockphoto.com/group-discussion-teens-20416471.html

Summary and Conclusion

In this module it aims to acknowledge the

virtue of nationalism and instill patriotism and
compassion in the hearts and minds of the youth
today is very much aligned to the course at hand.
Filipino nationalism began with an upsurge
of patriotic sentiments and nationalistic ideals in the
1800s Philippines that came as a consequence of
more than three centuries of Spanish rule. This
serve as a backbone of the first nationalistic
revolution in Asia, The Philippine Revolution of
1896. These nationalistic sentiments have led to a
wide ranging campaign for political, social, and
economic freedom in the Philippines. (Ariola,2018)
This activity aspires to rededicate the ideals
of freedom and nationalism to which our heroes
lived and died. The Philippine National Hero, Dr.
Rizal once said, "The youth is the hope of the
nation." As teachers it is our responsibility to
motivate our students to embrace their potential to
empower people and raise awareness regarding
relevant issues. Social media is the most widely
used platform nowadays for disseminating
information to a vast array of people and it is an
appropriate tool for our students to use since this is
a tool which they have easy access to and is often
used by them. Through encouraging the students
to spread awareness regarding nationalism,
patriotism, and compassion we don't only get to
boost their morale but we are also able to give them
a sense of fulfillment for becoming an instrument to propagate knowledge about
significant topics and for making them realize their capacity to make a difference.

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Life and
Works.

Reflection Questions: In not more than 100 words, choose 1(one) only among the
following essay questions. Identify the number of the question that you chose before
you post your answer in the discussion board.

1. Why is Rizal considered our “national Hero”?

2. What are the characteristics of a person who instills
nationalism?
3. In your opinion, do you think a person should die for
one’s country for him to be called a “hero”? Explain.

Required Output: This task is equivalent to a 25-point quiz.

Instructions:

1. Present the topics to the students.

2. The class will be divided into pairs or groups.
3. Each pair or group will be required to produce a
poster (like an ad) with a caption or explanation in
ENGLISH or FILIPINO/TAGALOG.
4. Each poster must illustrate an act of nationalism or
patriotism (as a student or as a citizen); or an act of
compassion (preferably related to your course, future
profession/ occupation)

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Works.

5. It is required that the students (pair or

group) submitting the poster must be
included in the output.
6. Hence, photo-shoot is needed to
accomplish the module/activity.
7. After the submission of the output (poster),
the teacher will assess the output of all the
groups.
8. After the feedback by the teacher, the
students will be given an opportunity to clarify
matters or give comments relevant to the
module (topic) or the activity.

Evaluation (Rubric for assessment)

ADVANCED PROFICIENT DEVELOPING BEGINNING
5 4 3 2
The project The project
The project follows the follows follows the The project does
format to an the format. format to a not follow the
Format outstanding degree slight degree format
The project
shows
average insight The project
into The project shows no insight
The project shows the work’s shows limited into the work’s
superior insight into theme, insight into the theme,
Content/Insight the work’s theme work’s theme
Project had The whole project
Project had minimal numerous was erroneous in
Project had no grammatical grammatical and grammatical and grammatical and
Grammar& Spelling and spelling errors. spelling errors. spelling errors. spelling errors
Project meets Poor Project or
Overall Impact/ Aesthetic Excellent Project and Minimum Little effort is does not meet
appeal exceeds expectations standard Recognized. expectations
The teammates The teammates The teammates
The teammates always worked from each sometimes worked worked
worked other’s’ ideas, from each other’s very little from each
from each other’s’ ideas. It however one 0r ideas. other’s ideas.
was evident that all of the two members were However, three or However five or more
group members inactive in carrying four members were members of the
contributed equally to the the inactive in the group are inactive in
Collaboration & Teamwork presentation. presentation. presentation the presentation

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