Lesson 7 (The Propaganda Movement)

I.

INTRODUCTION
Propaganda is the more or less systematic effort to manipulate other people’s beliefs, attitudes,
or actions by means of symbols (words, gestures, banners, monuments, music, clothing,
insignia, hairstyles, designs on coins, and postage stamps, and so forth). Deliberateness and a
relatively heavy emphasis on manipulation distinguish propaganda from casual conversation or
the free and easy exchange of ideas. Propagandists have a specified goal or set of goals. To
achieve these, they deliberately select facts, arguments, and displays of symbols and present
them in ways they think will have the most effect. To maximize effect, they may omit or distort
pertinent facts or simply lie, and they may try to divert the attention of the reactors (the people
they are trying to sway) from everything but their own propaganda.

Comparatively, deliberate selectivity and manipulation also distinguish propaganda from

education. Educators try to present various sides of an issue—the grounds for doubting as well
as the grounds for believing the statements they make, and the disadvantages as well as the
advantages of every conceivable course of action. Education aims to induce reactors to collect
and evaluate evidence for themselves and assists them in learning the techniques for doing so.
It must be noted, however, that some propagandists may look upon themselves as educators
and may believe that they are uttering the purest truth, that they are emphasizing or distorting
certain aspects of the truth only to make a valid message more persuasive, or that the courses
of action that they recommend are in fact the best actions that the reactor could take. By the
same token, the reactor that regards the propagandist’s message as self-evident truth may think
of it as educational; this often seems to be the case with “true believers”—dogmatic reactors to
dogmatic religious, social, or political propaganda. “Education” for one person may be
“propaganda” for another.
(Source: https://www.britannica.com/topic/propaganda)
II. TABLE OF CONTENTS
LESSON 7: THE PROPAGANDA MOVEMENT

Propaganda Movement: Filipino History.................................................................. 3
Monastic Supremacy in the Philippines .................................................................. 4
On the Indolence of the Filipinos ............................................................................ 5
III. PRETEST
For you, what are the intentions of a propaganda movement? Create a reflection paper that
shows your answer. Accomplish this task on a separate sheet of paper. Refer to the rubric of
scoring given below.
Weight Exemplary Exceeds Adequately Below Standard Score
4 points standard meets standard 1 point
3 points 2 point
Federation of Associations of Private Schools and Administrators (FAPSA) Caloocan Association of Private Schools (CAPRIS) National Capital Region School
Registrars Association (NACSRA) Philippine Association for Teacher Education (PAFTE) Inter-School Athletic and Academic League (ISAAL) Asian Association
of School Human Resource Management and Development Practitioners, Inc. (AASHPI) North Private School Association of Caloocan (NPSAC) Private Education
Assistance Committee (PEAC)
Introduction 2 The essay begins The essay The essay begins The essay does
with a strong begins with a with an not begin with a
clear introduction. clear introduction. It is clear
It is made up of introduction. made up of three introduction.
two to three to five sentences. The thesis
clearly written It is somewhat statement may
sentences. clear. not in the
introduction at
all or it may not
be clear.
Body 3 The body of the The body of the There is a The paragraph
paragraph is paragraph is paragraph which is not clear
strong. All of the good. The follows the enough. It
sentences clearly sentences all introduction. It attempts to
connect to each work together to attempts to support the
other. The support the support the thesis thesis but does
paragraph thesis but may not do so not do so
contains 3 clear statement. The clearly or clearly. Too
reasons which paragraph consistently. Not much necessary
support the thesis contains 3 enough specific information has
and are backed reasons with details and been left out.
up. Enough support. Specific examples have Not enough
specific details details and been used. specific details
and examples examples have and examples
have been used. been used. have been used.
Conclusion 3 The conclusion of Conclusion Conclusion Conclusion does
this essay is contains a contains a not contain a
strong. It reminds concluding concluding concluding
the reader what statement and statement and statement
was being proven wraps up the wraps up the and/or does not
in the essay. It is topic clearly. topic. wrap up the
likely to persuade topic.
the reader.
Standard of 2 Paper contains Paper contains Paper contains Paper contains
usage few or no errors. minimal errors few errors that a lot of errors
Sentence that do not sometimes effect that negatively
structure and the effect the the paper's affect or weaken
writer's grasp on paper's content. content and hurt the meaning of
grammar the quality of the the writing.
enhance the writing.
quality of the
writing.
IV. OBJECTIVES
At the end of this lesson, you are expected to:
a. explain the influence of La Solidaridad;
b. identify the causes of distress in the Phlippines during 1860s-1890s;
c. realize the intention of writing the Monastic Supremacy in the Philippines;
d. reflect on why study the indolence of the Filipinos; and
e. relate the history of propaganda movement to the modern time.
V. LECTURE NOTES AND LESSON CONTENT
A. PROPAGANDA MOVEMENT: FILIPINO HISTORY

Propaganda Movement, reform and national consciousness movement that arose among young
Filipino expatriates in the late 19th century. Although its adherents expressed loyalty to the
Spanish colonial government, Spanish authorities harshly repressed the movement and
executed its most prominent member, José Rizal.
Public education did not arrive in the Philippines until the 1860s, and even then the Roman
Catholic Church controlled the curriculum. Because the Spanish friars made comparatively little
effort to inculcate a knowledge of Castilian, less than one-fifth of those who went to school could
read and write Spanish, and far fewer could speak it. The Filipino populace was thus kept apart
from the colonial power that had been ruling it for more than three centuries. After the
construction of the Suez Canal in 1869, sons of the wealthy were sent to Spain and other
countries for study. At home and abroad, a growing sense of Filipino identity had begun to
manifest, and in 1872 this burgeoning nationalism spawned an armed insurrection. About 200
Filipino soldiers at the Cavite arsenal revolted, killed their officers, and shouted for
independence. Plans for a similar demonstration in Manila failed. The rebellion was quickly
suppressed and led to wholesale arrests, life imprisonment, and the execution of, among others,
three Filipino priests, whose connection with the uprising was not satisfactorily explained.
In 1888 Filipino expatriate journalist Graciano López Jaena founded the newspaper La
Solidaridad in Barcelona. Throughout its course, La Solidaridad urged reforms in both religion
and government in the Philippines, and it served as the voice of what became known as the
Propaganda Movement. One of the foremost contributors to La Solidaridad was the precocious
José Rizal y Mercado. Rizal wrote two political novels—Noli me tangere (1887; Touch Me Not)
and El filibusterismo (1891; The Reign of Greed)—which had a wide impact in the Philippines.
López Jaena, Rizal, and journalist Marcelo del Pilar emerged as the three leading figures of the
Propaganda Movement, and magazines, poetry, and pamphleteering flourished.
While López Jaena and Pilar remained abroad, in 1892 Rizal returned home and founded the
Liga Filipina, a modest reform-minded society that was loyal to Spain and breathed no word of
independence. As with the Cavite mutiny, the Spanish authorities overreacted to a perceived
threat to their rule. They promptly arrested and exiled Rizal to a remote island in the south.
Meanwhile, within the Philippines there had developed a firm commitment to independence
among the somewhat less privileged class. Shocked by the arrest of Rizal, these activists
formed the Katipunan under the leadership of Andres Bonifacio, a self-educated
warehouseman. The Katipunan was dedicated to the expulsion of the Spanish from the islands,
and preparations were made for armed revolt. There had been many Filipino rebels throughout
the history of Spanish rule, but now for the first time they were inspired by nationalist ambitions
and possessed the education needed to make success a real possibility.
On August 26, 1896, Bonifacio issued the Grito de Balintawak (“the Cry of Balintawak”), calling
for an armed uprising against the Spanish. The centre of the revolt was in Cavite province,
where Filipino independence leader Emilio Aguinaldo first came into prominence. Spain sent
reinforcements until there was an army of 28,000, along with a few loyal regiments of Filipino
soldiers. A stiff campaign of 52 days brought about the defeat of the insurgents, but the Spanish
once again endeavoured to work against their own interests. Although Rizal had no connection
to the uprising or Katipunan, the Spanish military arrested him and, after a farcical trial, found
him guilty of sedition. He was executed by a firing squad in Manila on December 30, 1896.
The execution of Rizal breathed new life into the insurrection, and the Philippine Revolution
spread to the provinces of Pangasinan, Zambales, and Ilocos. With the destruction of the U.S.
battleship Maine on February 15, 1898, in the harbour of Havana, Cuba, and the subsequent
wave of public indignation, hostilities erupted between Spain and the United States. The exiled
Aguinaldo returned to the Philippines on May 19 and announced renewal of the struggle with
Spain. The Philippines declared independence from Spain on June 12 and proclaimed a
provisional republic with Aguinaldo as president. With the conclusion of the Spanish-American
War, the Philippines, along with Puerto Rico and Guam, were ceded by Spain to the U.S. by the
Treaty of Paris, on December 10, 1898. The Filipino struggle for independence would continue
through the Philippine-American War and would not be achieved until after World War II.
(Source: https://www.britannica.com/topic/Propaganda-Movement)
Activity 1.1 What is La Solidaridad? How it influences the minds of Filipinos during that time?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
Activity 1.2 Based from what you have read, what are the causes of distress in the Philippines
during 1860s up to early 1890s? (Note: Distress means extreme anxiety, sorrow, or pain.)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
B. MONASTIC SUPREMACY IN THE PHILIPPINES
● Marcelo H. Del Pilar’s La Soberenia Monacal en Filipinas (Monastic Supremacy in the

Philippines), first published in Barcelona, Spain, in 1889, and reprinted in Manila in 1898.
● Translated by Dr. Encarnacion Alzona in1957
● Publication in Spain was hailed by Spanish liberals and former Spanish administrators
o Former governor-general, Emilio Terrero (1885-1888)
o Former director-generalof the civil administration, Benigno Quiroga
o Miguel Morayta and Ferdinand Blumentritt—scholars
o Jose Rizal— the most cultured of the reformist group called Del Pilar’s work as
one that had “no chaff; it is all grain.”
● ITS POLITICAL ASPECT
o The interference of the friars in the government of the Philippines is so ingrained
that without difficulty the friars control the status quo of the country in defiance of
the nation and the institutions.
● ITS RELIGIOUS ASPECT
o In the performance of their duties, the municipal officials depend on the parish
priest. To report the conduct of a citizen the testimony of one hundred members
of the Principalia is not enough. The essential requirement is the curate’s
approval.
● ITS ECONOMIC ASPECT
o The government refrains from creating new sources of revenue in order not to
burden Filipino interests, but the friars invent everyday new forms of devotion,
some very costly,and the public pay, not because of fanaticism, but rather, for
fear of displeasing the friars whose power they know has sentmany innocent
victims to exile.
(Source: https://www.coursehero.com/file/45719974/RPH-REVIEWERdocx/)
Activity 1.3 Based from the information given above, what do you think is the intention of
Marcelo H. Del Pilar on writing the “La Soberenia Monacal en Filipinas”?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
C. ON THE INDOLENCE OF THE FILIPINOS

● Sobre la indolencia de los filipinos ("On the Indolence of the Filipinos" in Spanish) is a
socio-political essay published in La solidaridad in Madrid in 1890. It was written by José
Rizal as a response to the accusation of Indio or Malay indolence. He admits the
existence of indolence among the Filipinos, but it could be attributed to a number of
reasons. He traces its causes to factors such as the climate and social disorders. He
defends the Filipinos by saying that they are by nature not indolent, because in fact,
even before the arrival of Spaniards, Filipinos have been engaged in economic activities
such as agriculture and trade. Indolence therefore has more deeply rooted causes such
as abuse and discrimination.
● Chapter 1
o Rizal acknowledges the prior work of Gregorio Del Pilar and admits that
indolence does exist among the Filipinos, but it cannot be attributed to the
troubles and backwardness of the country; rather it is the effect of the
backwardness and troubles experienced by the country. Past writings on
indolence revolve only on either denying or affirming, and never studying its
causes in depth. One must study the causes of indolence, Rizal says, before
curing it. He therefore enumerates the causes of indolence and elaborates on the
circumstances that have led to it. The hot climate, he points out, is a reasonable
predisposition for indolence. Filipinos cannot be compared to Europeans, who
live in cold countries and who must exert much more effort at work. An hour's
work under the Philippine sun, he says, is equivalent to a day's work in temperate
regions.
● Chapter 2
o Rizal says that an illness will worsen if the wrong treatment is given. The same
applies to indolence. People, however, should not lose hope in fighting indolence.
Even before the Spaniards arrived, Rizal argues, the early Filipinos were already
carrying out trade within provinces and with other neighboring countries; they
were also engaged in agriculture and mining; some natives even spoke Spanish.
All this disproves the notion that Filipinos are by nature indolent. Rizal ends by
asking what then would have caused Filipinos to forget their past.
● Chapter 3
o Rizal enumerates several reasons that may have caused the Filipinos' cultural
and economic decadence. The frequent wars, insurrections, and invasions have
brought disorder to the communities. Chaos has been widespread, and
destruction rampant. Many Filipinos have also been sent abroad to fight wars for
Spain or for expeditions. Thus, the population has decreased in number. Due to
forced labor, many men have been sent to shipyards to construct vessels.
Meanwhile, natives who have had enough of abuse have gone to the mountains.
As a result, the farms have been neglected. The so-called indolence of Filipinos
definitely has deeply rooted causes.
● Chapter 4
o According to Rizal, Filipinos are not responsible for their misfortunes, as they are
not their own masters. The Spanish government has not encouraged labor and
trade, which ceased after the government treated the country's neighboring trade
partners with great suspicion. Trade has declined, furthermore, because of pirate
attacks and the many restrictions imposed by the government, which gives no aid
for crops and farmers. This and the abuse suffered under encomenderos have
caused many to abandon the fields. Businesses are monopolized by many
government officials, red tape and bribery operate on a wide scale, rampant
gambling is tolerated by the government. This situation is compounded by the
Church's wrong doctrine which holds that the rich will not go to heaven, thus
engendering a wrong attitude toward work. There has also been discrimination in
education against natives. These are some of the main reasons that Rizal cites
as causing the deterioration of values among the Filipinos.
● Chapter 5
o According to Rizal, all the causes of indolence can be reduced to two factors.
The first factor is the limited training and education Filipino natives receive.
Segregated from Spaniards, Filipinos do not receive the same opportunities that
are available to foreigners. They are taught to be inferior. The second factor is
the lack of a national sentiment of unity among them. Because Filipinos think
they are inferior, they submit to the foreign culture and do everything to imitate it.
The solution, according to Rizal, would be education and liberty.
(Source: https://en.wikipedia.org/wiki/Sobre_la_indolencia_de_los_filipinos)
Activity 1.4 Why must we study the question of indolence among the Filipinos?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Activity 1.5 How did the feeling of inferiority foster indolence among the Filipinos?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Rubric for scoring Activities 1.1 to 1.5:

Criteria Weight Outstanding Very good Average Satisfactory Needs Scor
Improvement e
5 points 4 points 3 point 2 points
1 point
Content 2 The answer is The answer The answer The answer The answer
concise and includes includes some focuses on is
straightforwar mostly essential and too many apparently
d, focusing essential and relevant concepts that irrelevant.
only on relevant concepts, but are not
essential and concepts, but most necessarily
relevant some non-essentials essential or
concepts. non-essentials are included. relevant.
are included.
Organization 2 The flow of The flow of The flow of The flow of The flow of
thoughts is thoughts is thoughts is thoughts is thoughts
logical and well-expresse somehow apparently needs to
well-expresse d but some expressed. misleading, work on.
d. ideas are yet, some
misleading. thoughts are
expressed.
Total 4
VI. POST TEST

Based from what are happening now on our country, are there reasons to start a propaganda
movement? What are those? Share your insights on a separate sheet of paper. Accomplish this
task on a separate sheet of paper.Refer to the rubric for scoring below.
Traits Weight Above Average Fair Needs Score

average 3 2 Improvement
4 1
Focus & 2 There is one There is one There is one The topic and
Details clear, well clear, well topic. Main main ideas are
focused topic. focused topic. ideas are not clear.
Main ideas Main ideas are somewhat
are clear and clear but are clear.
are well not well
supported by supported by
detailed and detailed
accurate information.
information.
Organization 2 The The The There is no
introduction is introduction introduction clear
inviting, states states the main states the introduction,
the main topic and main topic. A structure, or
topic, and provides an conclusion is conclusion.
provides an overview of the included.
overview of paper. A
the paper. conclusion is
Information is included.
relevant and
presented in a
logical order.
The
conclusion is
strong
Voice 2 The author’s The author’s The author’s The author’s
purpose of purpose of purpose of purpose of
writing is very writing is writing is writing is
clear, and somewhat somewhat unclear.
there is strong clear, and there clear, and
evidence of is some there is
attention to evidence of evidence of
audience. The attention to attention to
author’s audience. The audience. The
extensive author’s author’s
knowledge knowledge knowledge
and/or and/or and/or
experience experience with experience
with the topic the topic is/are with the topic
is/are evident. evident is/are limited.
Word Choice 2 The author The author The author The writer
uses vivid uses vivid uses words uses a limited
words and words and that vocabulary.
phrases. The phrases. The communicate Jargon or
choice and choice and clearly, but the clichés may be
placement of placement of writing lacks present and
words seems words is variety. detract from
accurate, inaccurate at the meaning.
natural, and times and/or
not forced. seems
overdone.
Sentence 2 All sentences Most Most Sentences
Structure, are well sentences are sentences are sound
Grammar, constructed well well awkward, are
Mechanics, and have constructed constructed, distractingly
& Spelling varied and have but they have repetitive, or
structure and varied structure a similar are difficult to
length. The and length. The structure understand.
author makes author makes a and/or length. The author
no errors in few errors in The author makes
grammar, grammar, makes several numerous
mechanics, mechanics, errors in errors in
and/or and/or spelling, grammar, grammar,
spelling. but they do not mechanics, mechanics,
interfere with and/or spelling and/or spelling
understanding. that interfere that interfere
with with
understanding. understanding.
Total 10
VII. ASSIGNMENT/RELATED READINGS

Directions: Indicate the things you have learned in this lesson (knowledge), the things you have
realized and appreciated (values), and the things you have discovered and wanted to do more
(skills) by completing the table below.
THINGS I HAVE LEARNED THINGS I HAVE REALIZED THINGS I HAVE

(KNOWLEDGE) AND DISCOVERED DISCOVERED AND
(VALUES) WANTED MORE
(SKILLS)

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I.

Comparatively, deliberate selectivity and manipulation also distinguish propaganda from

II. TABLE OF CONTENTS

LESSON 7: THE PROPAGANDA MOVEMENT

V. LECTURE NOTES AND LESSON CONTENT

A. PROPAGANDA MOVEMENT: FILIPINO HISTORY

● Marcelo H. Del Pilar’s La Soberenia Monacal en Filipinas (Monastic Supremacy in the

C. ON THE INDOLENCE OF THE FILIPINOS

Rubric for scoring Activities 1.1 to 1.5:

VI. POST TEST

Traits Weight Above Average Fair Needs Score

VII. ASSIGNMENT/RELATED READINGS

THINGS I HAVE LEARNED THINGS I HAVE REALIZED THINGS I HAVE

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