GE 6 - GE-SIM-Teonette Gonzales

Uni
UNIVERSITY OF MINDANAO
College of Arts and Science Education
Social Science Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
GE6/ Life and Works of Dr. Jose P. Rizal
Prof. Teonette Gonzales
WEEK 1-3
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
COLLEGE OF ART AND SCIENCE EDUCATION SOCIAL SCIENCE DEPARTMENT,
2ND FLR. DPT BLDG. MAIN CAMPUS DAVAO CITY
GENERAL EDUCATION- LIFE AND WORKS OF DR. JOSE RIZAL
TABLE OF CONTENTS
PART 1: COURSE OUTLINE 02
PART 2: INSTRUCTION PROPER 06
BIG PICTURE A 07
UNIT LEARNING OUTCOME A 07
METALANGUAGE 07
Week 1-3
ESSENTIAL KNOWLEDGE 09
1. Rizal Law 09
2. Socio Political and Economic Condition in the Spanish Era 11
3. Displacement of Cultural Roots and Dr. Rizal’s Nationalism 14
SELF-HELP 15
LET’S CHECK 16
LET’S ANALYZE 18
IN A NUTSHELL 21
Q&A LIST 22
KEYWORD INDEX 22
BIG PICTURE B 23
UNIT LEARNING OUTCOME B 23
METALANGUAGE 23
Week 4-6
1. Dr. Jose Rizal’s Ancestry and Origin 25
2. Dr. Jose Rizal’s Education in the Philippines 26
3. Jose in Europe 28
4. On Anchoring our Filipino Origin 31
5. Morga’s Book and Rizal’s Annotation 33
6. Jose Rizal’s Changing Views and Spanish Rule 34
SELF-HELP 35
LET’S CHECK 36
LET’S ANALYZE 40
IN A NUTSHELL 41
Q&A LIST 42
KEYWORD INDEX 42
BIG PICTURE C 43
UNIT LEARNING OUTCOME C 43
METALANGUAGE 43
Week 6-9
1. The Twin Books 45
2. Jose Rizal’s Biography 49
3. Writings of Dr. Jose Rizal 53
4. Women Acquainted to Dr. Jose Rizal 54
SELF-HELP 56
LET’S CHECK 57
LET’S ANALYZE 63
IN A NUTSHELL 66
Q&A LIST 67
KEYWORD INDEX 67
REFERENCES 68
1
Course Outline: GE 6 – The Teacher and the School Curriculum
Course Instructor: Teonette Gonzales

Email: tgonzales@umindanao.edu.ph
Student Consultation: thru LMS, text message, or email
Mobile: +639333534318
Effectivity Date: May 2020
Mode of Delivery: Blended (On-Line with face to face or Virtual sessions)
Time Frame: 54 Hours
Student Workload Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Required: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Area of Concern Details

Contact and Non-Contact The Self-instructional manual designed in this 3-unit
Hours course in the Life and Works of Dr. Jose Rizal,
General Education 6. The expected number of online
sessions or virtual sessions will be 1hour per school
day that will be scheduled on a specific time. In the
face to face sessions, assessments and exams will
be included as seen as a crucial part of the subject.
Assessment Task Submission of assessment tasks shall be on the 3rd,

Submission 6th, and 8thweek of the term or dependent with the
instructor. The assessment paper shall be attached
with a cover page indicating the title of the
assessment or activity task depending on the
module, the professor’s name, date of submission,
and name of the student. The document should be
passed in the Blackboard LMS or emailed to the
course Instructor. It is also expected that you already
paid your tuition and other fees before the
submission of the assessment task.
2
If the assessment task is done in the Blackboard

LMS, the schedule shall be given ahead of time by
the course instructor and should be answered with
time limit.
All of the requirements will be given online, but a

possibility of a final exam will be given in the
University that will be arranged ahead of time by the
course instructor.
Safe Assign Submission Honesty and integrity are practiced in the University;
(if applicable) hence, all task is required to be submitted through
LMS Blackboard and Safe Assign checker will be
used to see its plagiarism content with a maximum of
20% index allowed. This means that if the paper is
beyond 20%, the student will either redo the
assessment or will have a failing marking. In
addition, if the paper is 50 to 100% index possible
disciplinary actions will be opted by the course
instructor in accordance with the University’s OPM
on Intellectual and Academic Honesty.
Please be reminded that academic dishonesty
includes cheating, plagiarism, commissioning other
people will have consequences in (reprimand,
warning and expulsion).
Penalties for Late Assignments and assessments are given on specific

Assignments/Assessments time and score. At the end of the deadline, late
submissions will be deducted of 7% of the total score
per day and will be deducted with the attained score;
this includes passing insufficient requirements and
not does not meet the criterion.
However, if late submissions of assessments have
valid reason, a letter of explanation should be
submitted with attached evidence to the course
instructor.
Return of Assignments/ Assessments task will be returned in a maximum of

Assessments 2 weeks after the deadline. If applicable, only the
scores will be returned and not all its assessments.
On the other hand, activities and assessments done
in the Blackboard LMS excluding essays will have
its results after taking the assessments.
If group submission is required, only 1 student will
pass the assessment provided on including his/her
classmates in the submitted assessment.
3
Re-marking of You should request in writing addressed to the

Assessment Papers and program coordinator your intention to appeal or
Appeal contest the score given to an assessment task. The
letter should explicitly explain the reasons/points to
contest the grade. The program coordinator shall
communicate with the students on the approval and
disapproval of the request. If disapproved by the
Course Facilitator, you can elevate your case to the
program head or the dean with the original letter of
request. The final decision will come from the dean
of the college.
Grading System All activities from Blackboard LMS and traditional

means like oral recitation will be given specific
scores depending on the assessment.
Examination 60%
First Assessment 10%
Second Assessment 10%
Third Assessment 10%
Final Assessment 40%
Course Discussion/ Exercises 30%

100%
The submission of grade will follow the University
system and procedure.
Citations and Quotations APA format should be used in quoting and citing.
References, if applicable, should be the last page of
the assessment or activity.
Student Communication Students are required to have an active umindanao

account of which has access with the BlackBoard
LMS platform. Students at the beginning of the
sessions will give the email to be enrolled by the
instructor. All communications shall be through the
platforms recognized by the University.
You may also meet the course instructor in person

through the scheduled face to face in there is any to
raise concerns and clarifications. For related
concerns, the students can contact the Dean,
Program Head, Library, and Guidance Help Desks.
For students who have not created their umindanao
account and LMS account, please contact the
Course Facilitator or Program Head for further
instructions.
4
For students who do not have the umindanao and

LMS access please do communicate with your
designated help desk on your program.
Contact Details of the Khristine Concepcion, Ph.D

CASE Dean Email: artsciences@umindanao.edu.ph
Phone: (082)305-0647 Local 118
Contact Details of the Victoria Ligan, DPA

Program Head Email: victoria_ligan@umindanao.edu.ph
Phone: (082)305-0647 Local 118
Students with Special Students with concern must coordinate with the
Needs or concern instructor. Depending on the nature and rationale of
the concern the instructor may give an alternative
assessment task or extend deadline with the
approval of the program head. However alternative
assessments given should be relevant with the
learning outcome of the course.
Library Contact Details Brigida E. Bacani

Phone: 082 305-0645/ 082 227-5456 (ask to
connect to the office of LIC Head)
Well-being Welfare Zerdszen Rañises

Support Help Desk GSTC (Guidance Services and Testing Center)
Contact Details Phone: 082 305-0645/ 082 227-5456 (ask to
connect to the office of the GSTC Facilitator or
GSTC Head)
5
Course Information - see/download course syllabus in the Black Board LMS
Instructor: Hello everyone! Welcome to this course GE 6 – The Life and

Works of Dr. Jose Rizal. It is required for everyone to study the life
of Dr. Jose Rizal. I believe you’re asking why you need to study the
life and his work. Well it is a required and mandated law in our
country. Beyond that, it is to know our history and remember the
people who fight for our freedom. Rekindle in our hearts the passion
and love to our motherland and becoming grateful of the sacrifices
done for our freedom.
CO: As the students of this course you are expected to manifest in your
study the basic knowledge of the historical background in relation to
the life and works of Dr. Jose Rizal. It is for you to appreciate the
colorful life of Dr. Jose Rizal and its historical grounds. It is by
identifying the Rizal Law and the 19th Century Context and the
contribution to Filipino Nationalism. Introducing the writings of Dr.
Jose Rizal most specially the Novels, Noli Me Tangere and El
Filibusterismo, his writings and poems, will you know his life and the
life of our dear ancestors prior and during the Spanish Era. Lastly,
is to be introduced with the life of Dr. Jose Rizal from his birth until
to his execution. Hence, in this course you are expected to LEARN,
READ, KNOW, ENJOY and REFLECT on the life and works of Dr.
Jose Rizal and learn on how to analyze and react on this course in
our present generation and lastly, You are expected to actively
perform necessary task and assessments for the course.
Without further ado, LET’S GO. PARA SA BAYAN!
6
BIG PICTURE A
Week 1-3: Unit Learning Outcomes (ULO):
At the end of the unit, you are expected to

a. Identify the historical background of Rizal Law
b. know and understand the circumstances of Jose Rizal’s in the
context of the 19th Century and his contribution to Filipino
Nationalism.
c. be introduced with the Filipino Cultural roots and be familiar with the
reasons of Cultural Displacements.
BIG PICTURE in Focus

ULO-a. Identify the historical background of Rizal Law
METALANGUAGE
In this section, the essential terms relevant to the study of the Life and Works of Dr.
Jose Rizal and to the ULO-a will be defined to establish a ground on how to understand
terms that you will encounter in this course. As we go through the study of the life and
works of Dr. Jose Rizal, Please be guided of the following terms and understand its
concepts and ideas.
1. Republic Act 1425: THE RIZAL LAW

• An act to include in the curricula of all public and private schools,
colleges and universities courses on the life, works and writings of Jose
Rizal, particularly his novels Noli me Tangere and El Filibusterismo,
authorizing the printing and distribution thereof, and for other purposes.
2. Executive Order no. 75

• A law mandating the creation of the National Heroes Committee (NHC)
to evaluate national personalities who made impact on Philippine
History.
3. Nationalism
• a sense of national consciousness exalting one nation above all others
and placing primary emphasis on promotion of its culture and interests
as opposed to those of other nations
or supranational groups(https://www.merriam-
webster.com/dictionary/nationalism)
7
4. Governador General
• The highest official in the Philippine colony during the Spanish Period as
the representative of the King of Spain who had executive, legislative,
judicial, and even religious powers.
5. Industrialization
• The establishments and development of mechanized manufacturing that
begins the industrial and technological revolution.
6. Monarchy
• A government system where a family or a king or a queen governs
everything and where all power is concentrated to a single person that
everyone is his/her subject and proclaimed rules and appointments must
be followed. The succession will be the son or daughter or the closes
next of kin.
7. Republic
• A democratic government system where the leaders of the country is
chosen through election and the leaders rule through distinct given
authority that is commonly been checked by other offices of the
government.
8. Anticlericalism
• in Roman Catholicism, opposition to the clergy for its real or alleged
influence in political and social affairs, for its doctrinairism, for its
privileges or property, or for any other reason. (Britannica.com)
9. Mercantilism
• Adam Smith coined the term “mercantile system” to describe the system
of political economy that sought to enrich the country by restraining
imports and encouraging exports. Other contributing factors of
mercantilism were the establishment of colonies outside Europe.
https://www.econlib.org/library/Enc/Mercantilism.html
10. Mestizos
• A hybrid notion of a person whose blood is coming from two different
origins, like Chinese Mestizo, Spanish Mestizo (Half-Chinese, half-
Filipino or Half-Spaniards).
11. Indios
• Referred name of the Spaniards to Filipino Natives that has a negative
meaning and perception.
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Essential Knowledge
To perform the aforesaid big picture (Unit Learning Outcomes) for the first three (3)
weeks of this course, you need to fully understand the following essential knowledge
that will be presented in the next pages of this module. Please note that you are not
limited with the module given or the textbook, you are expected to utilize other books,
research articles, online sources and other resources available in the university’s
library e.g. elibrary, search.proquest.com and etc.
I
Rizal Law (R.A. 1425)
It is deemed necessary to discuss the origin and passing of the Rizal Law. It becomes
the basis of implementation and addition of the subjects Rizal, the Life, and the works
of Dr. Jose Rizal. The RA 1425 is the law that enacts the teaching of the Books,
Writings, Ideology, and Life of Dr. Jose Rizal as a way of teaching Nationalism and
Patriotism with the students on the higher education.
1.1 RIZAL LAW (RA 1425)

Rizal Law was approved on June 12, 1956, is an act of mandating all public and
private institutions including state colleges and universities to include Dr. Jose Rizal’s
life, works, and writings as a course across programs. But before it became law some
provisions (House Bill and Senate Bill) are passed.
Senator Claro M. Recto was the main proponent of the Bill that is in the Senate, known
to be Noli-Fili Bill or Senate Bill 428 (SB 428). Senator Jose P. Laurel, Sr., the
chairman of the Committee on Education Sponsored the Bill in the senate. As part of
the oppositions, the Roman Catholic Church is against it due to the censorships of the
novels of Dr. Jose Rizal that seems to attack the Catholic Church. Even though
oppositions voiced their concerns it was approved in the Senate on May 12, 1956.
On April 19, 1956, the House of Representatives a house bill was passed namely HB
5561, led by Cong. Jacobo Gonzales passed a similar bill that was aligned with the
proposed bill of the senate of which we now know as the RA 1425.
Many controversies and arguments had been covered in this bill. Just as in our present
situation of the passed Reproductive Health Law that the Catholic Church and some
conservatives go against its passing. The Catholic Church threatened to close done
their schools if it will be passed but it was refuted by Sen. Recto that it will be
impossible for the Catholic Church to close down their schools for it is so profitable
and said that the government will just nationalize the educational system of the
country.
On the later part, on May 12, 1956, on the approval of the SB 428, the senate
compromised or bend on telling that the implementation of the reading of the
unexpurgated versions of clerically-contested reading material, such as Noli Me
9
Tángere and El Filibusterismo will only be for the college or university students and it
is optional.
1.2 THE NATIONAL HERO
If you are going to be asked, “Who is the national hero of the Philippines?” probably
the one that will pop your mind is Dr. Jose Rizal; but in a nutshell, IT IS NOT. It is
untraceable of when, where, and how does it begin that the national hero of our country
is Dr. Rizal. True enough, He is one of our national heroes but not our national hero.
The National Heroes Committee under the office of the president was created through
an Executive Order no.75 of Pres. Fidel V. Ramos. Its principal duty as a committee
is to study, evaluate, and recommend Filipino national heroes based on its
contribution, recognition, character, and remarkable achievements for our country and
as a person.
Based on it, though Dr. Jose Rizal’s credentials deemed to pass all criteria, He is not
known to be the national hero of the Republic of the Philippines. He is known as one
of the national heroes of the Philippines. According to NCCA, No law, executive order,
or proclamation has been enacted or issued officially proclaiming any Filipino historical
figure as a National Hero.” But there are some heroes we commemorate like Dr. Jose
Rizal and Gat. Andres Bonifacio that specific dates are places for them as a
remembrance and known to be a national holiday.
1.3 Philippine National Literature
Writings of Dr. Jose Rizal are considered as a literary treasure. Most significantly his
books Noli Me Tangere and El Filibusterismo are used as the basis on how to perceive
the scenario of the Filipinos during the Spanish Colonization. On the other hand, he
had a third novel not published the MAKAMISA.
Relation of the Philippine nationalism and literature was joined in a paradoxical notion
in the literary sense due to its embodiment of the Filipino culture and the mix up of
other cultures in that creates a new identity for us Filipinos. Where we see the life and
its dynamics in view of the Spanish Era; also, we see the exercise of authority that
was shown in these novels which differ in concept.
Noli Me Tangere is a romantic novel that talks about the love of Crisostomo Ibarra to
Maria Clara and its tragic events that unfold on the political and religious flow of the
plots that unfolded in every page of the novel. Next is the El Filibusterismo that tackled
the revenge of the alter ego of Crisostomo (Simoun) who would wage war against
Spain to get his dreamed revenge of all the hardships he encountered and lastly the
Makamisa, which was not published, that dealt with the usage of the virtues, practices,
and defects of the Tagalogs.
Literary pieces pave the way as a reminder of the past and what we should do as a
nation that tries to do its best to be better people and citizens.
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II
Socio Political and Economic Condition in the Spanish Era
During the Spanish Era, the political, economical, and sociological condition far
differed on what is present. During those times the prominent political figures who held
important offices of the state were the Spaniards. The one who holds the economic
growth and prosperity of a society or person was in the hands of the few. It is important
to understand the difference and use it as a lens to closely comprehend the situation
of our ancestors during the Spanish regime of which we are enslaved for more than
300 years.
2.1 SOCIO POLITICAL SYSTEM

One of the biggest questions asked is “what was the political system that is followed
during the Spanish Era?” it is a curious question that entails scrutiny in the matter of
comprehending the possible abuses and challenges of our beloved country during
those times.
It is not new to us that most of the Filipinos (Indios) at that time was known to be at
the lowest level of the hierarchy. Considered as “Nothing on his/her own country.”
Spain reigned over the Philippines for 330 years from 1565 to 1898. Since Spain was
a far country, the King of Spain sent representatives to govern.
Before the existence of Governador Generals, the Philippines was under the Viceroy
of Mexico who reported directly to the King of Spain, but after the liberation of Mexico
around 1821, the Governador General reported directly to the King of Spain. Hence,
Spain established a centralized colonial government of which was divided into the
National and Local Governments led by the Governador General.
The National Government maintained the peace and order of the colony, collect taxes
and do developmental projects for the colony like building schools and other public
works; on the other hand, the Local Government Unit of Spain was divided into 2 the
Alcadia (Alcalde Mayor) and Corrigimento (Corregidor) the one that governed a
province that was not fully been controlled by Spain.
2.1.a The Political System
POSITION/ FUNCTION LEVEL
OFFICES
-Highest Rank
-King’s Representative
-Implements Royal Decrees
-Had the power to dismiss -and appoint public
Gobernador officials
National
General -collect taxes
-exercise legislative power
-requirement must be a peninsulares (a person
should be born in Spain).
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-It is a judicial court that investigates and check

Residencia National
the performance of the Governador General
-A visitor coming from Spain and report its
Vista National
findings to the king of Spain.
- serve as an advisor to the Governador General
-had the power to check and report abuses
Royal Audiencia -audit the expenditures of the colony National
-sent annual report to Spain.
-highest court of the colony
-Alcalde Mayor, govern the provinces that was
fully been subjugated.
-managed the day to day operations of the
Local:
Alcadia province
Provincial
-implemented laws from the National and
supervise collection of taxes.
-enjoyed the privilege of Galleon Trade
- Corrigidor, governs the province that was not
Local:
Corregimiento fully been subjugated
Provincial
-enjoyed the privillage of Galleon Trade
-little governors, they are the one who governed
the towns in the provinces. Of which is aided by
lieutenants (chief lieutenant, police lieutenant,
Local:
Gobernadorcillo Field lieutenant and Livestock lieutenant
Provincial
-exempted from taxes
- a native or mestizo at least 25 years old and
literate
-Barangay Captain, responsible for peace and
Local:
Cabeza de order of the barrio and recruit men for public
Provincial
Barangay works.
City
- should be literate in Spanish
- large towns who became cities.
-had a city council called CABILDO.
Local:
Ayuntamiento Alcalde (mayor), Regidores( councilors)
City
Alguacil Mayor (Police Chief)
Escribado (Scribe)
2.2 ABUSES AND CHALLENGES

The 19th century was an era of growth and innovation; the idea of industrialization
became most popular during this period. The essence of democracy and nationalism
inspired numerous revolutionaries to promote changes in the fields of science,
technology, economics, and politics. The Philippines in the 19th century remained
primitive despite the emerging marks of growth. The government, occupied by self-
indulgent people, remained deaf and blind to the people’s cry of injustice and suffering.
The social & economic systems of the country remained reliant on the feudalistic
patterns, which fuelled racial discrimination and division based on the status quo. They
12
imported to the Philippines the idea of liberalism from the West and promoted
innovation in how the Filipino viewed the country as a whole.
The product of Spanish colonization which upheld the landholding system brought by
the arrival of the conquistador made the Philippines feudalistic in setup. Dominion
toward the land owned was practiced wherein the authority and power resided in the
hands of the wealthy few. Hence, there was a huge gap between the landlords and
their tenants.
Spanish occupation shaped the social structure of the Philippines. It made the
Philippines embraced the master-slave relationship allowing the elites to hold the
Indios captive.
People who ran the country lacked qualifications, skills, and leadership traits. The
government at the administrative level was occupied by appointed people who held
office following their selfish motives. The results of such actions were injustice, lack of
coordination among officials, and increased financial abuses.
After spending much time and money to obtain their royal appointment, many officials
exploited their office and its wide powers to recover their expenses and enrich
themselves. Officials who sought to advance their interest did so by collecting higher
taxes than the usual. High price (indulto para comerciar)
The alcalde who was also the provincial judge controlled a court loaded with biases in
favor of the mischievous deeds of the Spaniards. This led to the closure of numerous
businesses owned by some natives, increasing the number of the poor in the country.
Natives were limited in their participation in the government. Their responsibilities were
not compensated adequately, and this often led to the poor performance of their jobs.
Collected money from the other natives was not used to improve a certain province
they ran, but it was gained for the self- betterment of the officials. The existence of
dishonest gobernadorcillo made the position attractive to some men.
Injustices prevailed as homes of the natives were searched without warrants; people
were convicted and exiled for being filibusters; books, magazines, and any other
written materials could not be published and introduced into the country without the
prior approval of the Board of Censors. Organized assemblies and any other political
meetings initiated by Indios are prohibited. The poor were often declared guilty without
the due process of law. Merits of cases were simply based on money, race, and links
with influential people. An example is Dona Teodora’s life in prison.
Churches could interact and take part in the proceedings of the state. They were
influential, manipulating the Indios to abide by the state’s laws as it pleased God.
Christianity was a tool of colonizing countries.
2.3 EDUCATIONAL SYSTEM
The Philippines' educational system during those times was pitiable and limited to the
wealthy few. Intellectual growth can be seen in the middle class and was always
13
censored by the friars for fear that the knowledge would expose the injustices that had
been going on in the country.
Government intervention in school is nonexistent; hence, schools could freely add or

omit topics in their curricula. Knowledge was measured in terms of the ability of the
students to memorize, largely hampering intellectual progress.
Keeping the Filipinos under the Spanish control demanded intellectual isolation and
extreme dogmatic manipulation by the friars. Hence, selected parts of the Philippines
had the required schools for education like Manila, Cebu, Jaru, Nueva Caceres, and
Nueva Segovia. Also, Censorship of books and teaching materials that might defy the
church and the Spanish government.
2.4 19TH CENTURY CHALLENGES
The spread of industrialization marked the fame of democracy, liberalism, and

nationalism. These ideologies were promoted as the industries in the world in the
19th-century developed.
Mankind’s advancement in the field of science, technology, physics, and chemistry
resulted in the creation of a community embracing a life of ease caused by technology.
The massive usage of new types of machinery was the trademark of industrialization.
It is the beginning of a new era that evolves in the revolution of technology and science.
Pope Leo XIII opposed the unification of liberals in Italy. Meanwhile, in Spain, the
liberals considered the Church an enemy of the reforms. Anticlericalism became a hot
topic in the 19th century because if the increase in people’s materialistic views brought
about by economic prosperity and the desire for freedom. Rerum Novarum called for
just treatment within the labor sector but condemned Marxism and promoted social
justice, which was in line with the church’s doctrines.
III
Displacement of Cultural Roots and Dr. Rizal’s Nationalism
Cultural displacement is one of the consequences if a nation was conquered. The

displacements of our ancestry beget one thing, a gradual loss of our authentic identity.
This effect caused us to be influenced of the conqueror’s ideology, practices and
traditions consequently mixing up or forgetting our own identity. This colonial effect
was known to be “cultural hybridity.” Hence it is important to study our nationalistic
heart.
3.1 NATIONALISM
Nationalism is defined as the loyalty and devotion towards its own nation; furthermore,
it was defined as a sense of national consciousness putting the nation as the priority
than other things, emphasizing on promoting the nation’s culture and influence.
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Jose Rizal promoted nationalism in his existence in the world. He believed that the
lack of national sentiments brings forth the destruction of the nation. It was the evil that
gradually destroys one’s identity and freedom. As he said that “A man in the
Philippines is only an individual, he was not a member of a nation. He was forbidden
and denied of the right of association and is therefore weak, Indolence of the Filipino.”
Jose Rizal was viewed as a gallant example of a person who loves his country. He is
studied and followed as a reflection on how to be nationalistic. He was perceived to
have these factors as a nationalistic person. First, he gave emphasis on the
importance of Tagalog Language. He preserved some of our cultural traits and
practices. He was open to criticize the Friars. He defended Filipino Rights and used
his pen to convey the love for his country.
3.2 INDIGENOUS DISPLACEMENTS

In showing one’s nationality, respect with our ancestral tribe is necessary. Our
ancestry and Tribes held our cultural traits and practices that identify us a unique with
the other nations. With this, it is important to note an alarming situation that is
happening until the present that began rampantly during the Spanish Period and that
is Indigenous Displacement. It is where our ancestors are displaced with their own
land in the mountains and disrupted their simple and peaceful way of living.
An alarming situation that needs attention, this displacement of cultural roots is in

many forms, but the consequence is always the same. The result will always be the
gradual loss of our cultural roots and hopefully not destruction of our authentic Filipino
identity.
Self-Help: You can also refer to the sources below to help you further understand the
lessons:
Maghuyop, R. (2018). The Life and Works of Rizal. Malabon City: Mutya Publishing House
Inc.
CHAPTER 1 (Rizal Law, Literature, and Society)
CHAPTER 2 (Socio-Political and Economic Conditions of the Philippines)
CHAPTER 3 (Rizal and the Theory of Nationalism)
CHAPTER 4 (Rizal’s Social Origin and Historical Context)
Camagay, M.L. (2018). Unraveling the past: reading in Philippine history. Quezon City: Vibal
Group.
Cantal, D. F. et. al. (2015). Philippine History.Mutya Publishing House Inc.
De Viana, A., et. al. (2018). Jose Rizal: social reformer and patriot. A study of his life and
times. Manila: Rex Bookstore.
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/ - RA 1425
https://www.youtube.com/watch?v=beuyam7C0Ak – RA 1425
https://www.youtube.com/watch?v=MAkPBPpzuF8 – Philippines in the 19th Century
15
Let’s Check
Activity 1.1 Now that you know the essential terms and historical background on the course
on the life and works of Dr. Jose Rizal; Let us try to check your understanding by defining
the following terms.
a. Bill ________________________________________________
b. Law ________________________________________________
c. EO ________________________________________________
d. NCCA ________________________________________________
e. RA 1425 ________________________________________________
f. SB 428 ________________________________________________
g. HB 5561 ________________________________________________
h. National Hero ________________________________________________
i. Provisions ________________________________________________
j. Compromise ________________________________________________
k. Gobernador General __________________________________________
l. Royal Audencia _____________________________________
m. General Segundo Cabo ______________________________________
n. Alcalde Mayor ____________________________________________
o. Vista ____________________________________________
p. Residencia ____________________________________________
q. Gobernadorcillo ____________________________________________
r. Cabeza de Barangay ____________________________________________
s. Mestizo ____________________________________________
t. Peninzulares ____________________________________________
16
Activity 1.2 MATCHING TYPE: Match the column A with the column B. Write your
answer before every number.
COLUMN A COLUMN B
1. He was the representative of the King of Spain
to the Philippines governs all its subject. a. Dominican Friars
2. He was known as the representative of the King

of Spain who comes in the countries to check and
b. Society of Jesus
balance the functionaries of all Spanish Authorities.
3.The Second in command in the Philippine

c. Cabeza de
government during the Spanish Period.
Barangay
4. They are Spaniards who are not born in the
Philippines are known to be d. Friars
5. The lowest level in the society and the common

term for Filipinos who were poor and uneducated e. Residencia
6. One that governs a province that was not fully

f. Mestizos
been controlled by Spain
7. One that governs a province that was fully been
controlled by Spain g. Royal Audencia
8. Known as the little governor in the Spanish

Political System h. Gobernadorcillo
9. The Judiciary system in the Spanish Era

i. Alcadia
10. Residence of the Philippines that had a
Chinese bloodline that where commonly merchants
j. Corrigedor
or business traders
11. The Judicial court that check and balance the

performance of the Gobernador General k. Indio
12. A trusted adviser of the King of Spain that was

outside the political system of the Spaniards l. Peninsulares
13. He wasa responsible for peace and order of

m. General Segunda
the barrio and recruit men for public works.
Cabo
14. It was Religious institution that runs the Ateneo.
n. Vista
15. It was Religious institution that runs the UST. o. Gobernador
General
17
Let’s Analyze
Activity 1.1 Getting acquainted with the terms and concept used in the Rizal Law and
its background is not enough. One must deepen its understanding, hence I will require
you to explain thoroughly your answers on the following questions.
Research and Discuss the process on how the Rizal Law was passed based on the
Legislative Process on how a Bill becomes a law. Cite the necessary dates and the
Legislative Houses.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What is the Difference of a Bill, Executive Order and a Law?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
18
Research the arguments (pros and cons) prior the passing of RA 1425.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
During the time of Rizal there were a lot of abuses in the Administrative System.Please
cite 2 government or societal abuses/corrupt practices which exist today and your
recommendations to eradicate these practices.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What is nationalism?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
19
Activity 1.2 Create a Political Diagram during the Spanish Era. The arrangement will
be in a triangle ( ) form, the peak will be the Spanish Official. Secondly, create your
ideal Political Diagram in this present time.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
________________________________
20
In a Nutshell
Write concluding statements, arguments or perspectives to express what you should not
forget about this part of the course.
Ex. I should not forget the concept of nationalism for I am a Filipino and I love and am proud
of my country. I have the responsibility to promote the culture and interests of my country
more greatly than I patronize other nations.
1.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
21
DO YOU HAVE SOME QUESTIONS FEEL FREE TO

Q & A LIST WRITE IT HERE
DO YOU HAVE ANY QUESTIONS / ANSWERS

ISSUES
1.
2.
3.
KEYWORDS INDEX
REPUBLIC ACT NO. 1425 Anticlericalism

Executive Order no. 75 Mercantilism
Nationalism Noli Me Tangere
Makamisa El Filibusterismo
Governor-General Idealism
Spanish Friars Realism
Spanish Abuses Reform
Industrialization Negritos and Malays
Monarchy Indios
Republic Mestizo
Cavite Mutiny
22
Prepared by:
MARK JOEL ORTIZ, MA

SSD Faculty
RAYVEN OROC, MA
SSD Faculty
JAIME JAVINEZ, MA
SSD Faculty
Reviewed by: Approved by:
VICTORIA O. LIGAN, DPA KHRISTINE MARIE D. CONCEPCION, PhD

Chair, SSD Dean, CASE
23

GE 6 - GE-SIM-Teonette Gonzales

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Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

GE6/ Life and Works of Dr. Jose P. Rizal

Prof. Teonette Gonzales

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

PART 2: INSTRUCTION PROPER 06

Course Outline: GE 6 – The Teacher and the School Curriculum

Course Instructor: Teonette Gonzales

Course Outline Policy

Area of Concern Details

Assessment Task Submission of assessment tasks shall be on the 3rd,

If the assessment task is done in the Blackboard

All of the requirements will be given online, but a

Penalties for Late Assignments and assessments are given on specific

Return of Assignments/ Assessments task will be returned in a maximum of

Re-marking of You should request in writing addressed to the

Grading System All activities from Blackboard LMS and traditional

Course Discussion/ Exercises 30%

Student Communication Students are required to have an active umindanao

You may also meet the course instructor in person

For students who do not have the umindanao and

Contact Details of the Khristine Concepcion, Ph.D

Contact Details of the Victoria Ligan, DPA

Library Contact Details Brigida E. Bacani

Well-being Welfare Zerdszen Rañises

Course Information - see/download course syllabus in the Black Board LMS

Instructor: Hello everyone! Welcome to this course GE 6 – The Life and

Without further ado, LET’S GO. PARA SA BAYAN!

Week 1-3: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to

BIG PICTURE in Focus

1. Republic Act 1425: THE RIZAL LAW

2. Executive Order no. 75

1.1 RIZAL LAW (RA 1425)

1.3 Philippine National Literature

2.1 SOCIO POLITICAL SYSTEM

-It is a judicial court that investigates and check

2.2 ABUSES AND CHALLENGES

2.3 EDUCATIONAL SYSTEM

Government intervention in school is nonexistent; hence, schools could freely add or

2.4 19TH CENTURY CHALLENGES

The spread of industrialization marked the fame of democracy, liberalism, and

Cultural displacement is one of the consequences if a nation was conquered. The

3.2 INDIGENOUS DISPLACEMENTS

An alarming situation that needs attention, this displacement of cultural roots is in

2. He was known as the representative of the King

3.The Second in command in the Philippine

5. The lowest level in the society and the common

6. One that governs a province that was not fully

8. Known as the little governor in the Spanish

9. The Judiciary system in the Spanish Era

11. The Judicial court that check and balance the

12. A trusted adviser of the King of Spain that was

13. He wasa responsible for peace and order of

What is the Difference of a Bill, Executive Order and a Law?

DO YOU HAVE SOME QUESTIONS FEEL FREE TO

DO YOU HAVE ANY QUESTIONS / ANSWERS

REPUBLIC ACT NO. 1425 Anticlericalism

MARK JOEL ORTIZ, MA

Reviewed by: Approved by:

VICTORIA O. LIGAN, DPA KHRISTINE MARIE D. CONCEPCION, PhD

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