Course Code: CRI 171

Course Title: Nationalism and Patriotism

Teacher’s Guide: Module #8
Name:________________________________________________________ Class number: ______
Section: ____________ Schedule: ____________ Date:______________

Lesson Title: Pre-Spanish Filipino Values Materials: Ballpen, Paper, Notebook

Learning Targets: & SAS
At the end of the module, students will be able to: References:
1. Identify the pre-Spanish values of Filipinos; Textbook: Brondina, L. C. et al
2. Enumerate the pre-Spanish values of Filipinos. (2020). Character Formation, Patriotism
and Nationalism. ChapterHouse
Publishing Incorporated

A. LESSON PREVIEW/REVIEW

Introduction

How is your day! I hope you are still doing great. Today our topic is quite interesting since we will
be talking about “The Pre-Spanish Filipino Values.” You just learned from our previous discussion, the
basic things, and concepts about the types of nationalism. You also had your P1 exam. By the way, did
you get a passing rate in your P1 exam? Great! This time, we will try to investigate what are the pre-
Spanish values and you’ll try to state what values you valued the most and the least. Are you guys ready?
Alright, let us begin with this first activity!

B. MAIN LESSON
Content and Skill-Building

Consolidation of Filipino regional loyalties into a cohesive national identity began upon a foundation of
pre-Spanish “Filipino values,” cultural constructs that had guided Filipino society and government for
centuries. These traditional attitudes and beliefs common throughout Filipino society, and shared with
much of Asia, facilitated Filipinos' adoption of Filipino as an overarching identity in the twentieth century.

Core values:

a. Pakikisama (social harmony), Utang-na-loób (reciprocation), and Hiya (shame)

- were already deeply ingrained in Filipino society long before the arrival of foreign imperialism,
but colonizers embraced and encouraged these conventions as a means of control.

b. Cabeza de barangay
- The first Filipinos also adhered to this paternalistic model
- the Chief Patriarch of the village, was the principal source of authority for the earliest Malay
settlers, acting as a father figure to the entire clan. Prior to the Spanish conquest, the power
of these early patriarchs was conferred upon warrior chieftains called datus. The extent of a
datu's influence was directly proportional to the political and military power he wielded, and
more literally determined the size of his territory.

c. Pakikisama
- which translates as “camaraderie
- ” Pakikisama represents the desire to cultivate community harmony, which was accomplished
through a system of social interaction founded upon reciprocation. Reciprocity worked in
tandem with the principles of harmony in Filipino society. The “golden rule” of Confucian
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 Course Code: CRI 171
Course Title: Nationalism and Patriotism
Teacher’s Guide: Module #8
Name:________________________________________________________ Class number: ______
Section: ____________ Schedule: ____________ Date:______________

thought resembles the Christian ethic as well: “Do not do unto others what you would not have
done to yourself.”

d. (In the Philippines, the) Principle of reciprocity

- is known as utang-na-loób, which means “debt of the soul,” basically an unending cycle of
cultural debt. To preserve community harmony, pakikisama, all people had reciprocal
obligations. The datu was expected to promote the security and happiness of the village, and
in return he could expect the villagers' continued loyalty.

e. Concept of hiya (shame)

- reinforced this unspoken but mutually understood social contract, and structures many Filipino
actions. Protecting one's dignity is crucial to maintenance of harmony and community, and personal guilt
is the mechanism by which Filipinos are expected to govern their own actions.

d. Walang hiya
- meaning “without shame,” is a great insult in Filipino society, and severe transgression can elicit
strong reprisal from the community. In the case of Filipino leadership, the result is a form of social contract
where a leader—whether a datu or an elected official—and the community are obligated to serve each
other. Even today, ideal leadership in the Philippines is one based on respect and gratitude rather than
strict legal precedence.

Principales (local leaders empowered by Spanish administrations) are expected to act

generously for fear of losing the people's loyalty, and the people are obligated to support their leaders as
children would honor their parents.

Skill-building Activities

This is a self-assessment; you have to answer the question honestly. After that check your answers
against the Key to Corrections found at the end of this SAS. Write your score on the space provided.

1. Let us list at least three (3) values introduced to us before the Spanish came to the Philippines? Write
your answer on the graphics provided. (10 points)

2. Now, based on your own idea, state what pre-Spanish values you valued the most and values you
valued the least? You limit your answer to three (3) sentences each only. Write it on the graphic provided.
(10 points)

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 Course Code: CRI 171
Course Title: Nationalism and Patriotism
Teacher’s Guide: Module #8
Name:________________________________________________________ Class number: ______
Section: ____________ Schedule: ____________ Date:______________

THE MOST THE LEAST

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Check for Understanding

1. Let us study the scenario below and then identify what values is being asked. What is the negative
impact of such values? Limit your answer to five (5) sentences only. You write your answer on the space
provided below. (10 points)

Mario is being invited by his friends for a drinking session, as such he’s unable to say no to his friends
not knowing that after the drinking session, his friends are then involved in petty crime such as bag
snatching. Because of fear of being rejected in the future he found himself but to be involved also in such
petty crime.

C. LESSON WRAP-UP

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 Course Code: CRI 171
Course Title: Nationalism and Patriotism
Teacher’s Guide: Module #8
Name:________________________________________________________ Class number: ______
Section: ____________ Schedule: ____________ Date:______________

Summary
Pre-Spanish "Filipino values” that had influenced Filipino society and government for generations, served
as the foundation for a cohesive national identity. Filipinos' acceptance of Filipino as an encompassing
identity in the twentieth century was aided by these historic attitudes and beliefs, which were ubiquitous
throughout Filipino society and shared by most of Asia. Core values such as pakikisama (social harmony),
utang-na-loób (reciprocation), and hiya (shame) were already deeply ingrained in Filipino society long
before the arrival of foreign imperialism, but colonizers embraced and encouraged these conventions as
a means of control. First Filipinos also observed the paternalistic model in which the chief patriarch of the
village was the principal source of authority but prior to the Spanish conquest, the power of these early
patriarchs was conferred upon warrior chieftains called datus.

Frequently Asked Questions

Q1. Who are we?
Answer: The Filipino is basically of Malay stock with a sprinkling of Chinese, American, Spanish, and
Arab blood.

Q2. Where did we inherit the bayanihan or spirit of kinship and camaraderie?
Answer: The bayanihan or spirit of kinship and camaraderie that Filipinos are famous for is said to be
taken from Malay forefathers.

Q3. What are the positive effects of pakikisama?

Answer: Positive Pakikisama stops Filipinos from maliciously withholding information or knowledge in
order to put a fellow Filipino in a difficult situation. Positive Pakikisama makes Filipinos realize that if
they do anything to hurt a kababayan (fellow countrymen) they are also hurting themselves and their
country (bayan).
Thinking About Learning
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just completed
today.

B. Think About Your Learning

1. Instruction: There are two (2) parts of this activity; first I am going to ask you, “Did you have challenges
in today’s learning?” How did you overcome those challenges? Support your answer.
Write it on the space provided. And then on the second part would be your self-evaluation on achieving
the learning targets.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. This is a self-evaluation on achieving the learning targets: Just place a check (/) mark on the
space______________________________________________________________________________________________
provided.
______________________________________________________________________________________________
1. I CAN familiarize the pre-Spanish values. _______
______________________________________________________________________________________________
2. I CAN state what values I valued the most and the least. _______
______________________________________________________________________________________________
______________________________________________________________
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 Course Code: CRI 171
Course Title: Nationalism and Patriotism
Teacher’s Guide: Module #8
Name:________________________________________________________ Class number: ______
Section: ____________ Schedule: ____________ Date:______________

KEY TO CORRECTIONS:

Answer on Skill Building Activities 1 Rate (Choose only one)

Answer honestly 10 points
Answer dishonestly 1 point
Answer on Skill Building Activities 1
Reciprocation, social harmony and shame
Rubric on Skill Building Activities 2 Rate
Organization of thoughts=4 points
Grammar = 3 points
Readability = 2 points
Cleanliness = 1 point
TOTAL= 10 points
Rubric on Check for Understanding Rate
Organization of thoughts=4 points
Grammar = 3 points
Readability = 2 points
Cleanliness = 1 point
TOTAL= 10 points
Rationale on Check for Understanding
Pakikisama or social harmony. The negative impact is that because of Mario’s desire to please and avoid
hurting his friends, he was then involved in such crime.