Adventist

Technological
Institute Dicoloc, Jimenez, Misamis Occidental,
7204 Philippines

Module: Rizal’s Life and Works

Teacher: Jake Damiles, LPT Contact
Number: 09268334947,TM
Group Chat: Q6_Rizal’s Life and Works_J.Damiles

Book: Life, Works, and Writings of a Genius, Writer, Scientist, and National Hero
Author: Gregorio F. Zaide and Sonia M. Zaide
Published: All-Nation Publishing Co. Inc.
Edition: 2nd Edition

References
:  https://thelifeandworksofrizal.blogspot.com/2011/08/why-study-rizal.html
 https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
 https://prezi.com/p/_ivlscgciv8j/19th-century-philippines-as-rizals-context/
 https://www.slideshare.net/shielambb/spanish-8824883
First Semester 2020/ Rizal’s Life and Works 1 - 4 Page | 1
 RY_
https://kahi  Rizal’s Morga and Views of Philippine History Ambeth R. Ocampo Philippine Studies
myang.com vol. 46, no.
/kauswagan 2 (1998): 184–214 Copyright © Ateneo de Manila University
/articles/60
 http://carlojoe5.tripod.com/elfilibusterismo.html
4/today-in-
 https://nanopdf.com/download/chapter-19-el-filibusterismo-published-in-ghent_pdf
philippine-
history-  https://prezi.com/_ha6futldw0r/the-philippines-a-century-hence/
september- 
14- https://www.academia.edu/7322824/Rizals_Letter_to_the_Young_Women_of_Malolos
1815-  https://nhcp.gov.ph/girl-power-the-women-of-malolos/
the-  http://www.bohol.ph/books/Indolence/Indolence.html
galleon-  http://thelifeandworksofrizal.blogspot.com/2011/08/indolence-of-filipinos-summary-
trade- and.html
be tw e e  http://kwentongebabuhayrizal.blogspot.com/2013/04/summary-of-indolence-of-
n-the- filipinos.html
philippi
 https://prezi.com/cxhylkk3m5g-/rizal-as-hero/?fallback=1
ne s -
and-  JOSE RIZAL AND THE PHILIPPINE NATIONALISM: NATIONAL SYMBOL by DE CASTRO, Bea
mexico- Patrice
ended R. SONSONA, Jermaine Andrea TABIERA, Sandra

https://abo
utphilippine
s.org/docu
ments-
etc/CEAS.1
964.n10-
CHINESE-
MESTIZO.pd
f

https://prez
i.com/p/-
46srt1aiq6n
/jose-rizal-
life-exile-
trial-and-
death/

https:/
/www.
acade
mia.ed
u/ 4 2 1
9 8655
/Rizal_
s_ann
otatio
n_of_
Morga
s_Suce
sos_D
e_Las_
Islas_
FIlipin
as_SU
MMA
First Semester 2020/ Rizal’s Life and Works 1 - 4 Page | 2
 TABLE OF CONTENTS
Module 1 Coverage: Prelim Period
Contents Page
1. Introduction to the course 4
2. Republic Act 1425 5-6
3. The Philippine in the 19th century as Rizal’s context: Economic 7-8
4. The Philippine in the 19th century as Rizal’s context: Social-Cultural 9-10
Quiz 11
Exam 12

Module 2 Coverage: Midterm Period

Contents Page
5. The Philippine in the 19th century as Rizal’s context: Political 13
6. Rizal’s Life: Family, Childhood and Early Education 14-17
7. Rizal’s Life: Higher Education and Life Abroad 18-22
8. Rizal’s Life: Exile, Trial and Death 23-24
Quiz 25
Exam 26

Module 3 Coverage: Semi-Final Period

Contents Page
9. Annotation of Antonio Morga’s Sucesos de las Islas Filipinas 27-28
10. Noli Me Tangere 29-32
11. El Filibusterismo 33-34
12. The Philippines: A Century Hence 35-36
Quiz 37
Exam 38

Module 4 Coverage: Final Period

Contents Page
13. Letter for the Women of Malolos 39-43
14. On the Indolence of the Filipinos 44-46
15. Rizal and the Philippine Nationalism: Bayani and Kabayanihan 47-48
16. Rizal and the Philippine Nationalism: National Symbol 49-51
Quiz 52
Exam 53
Topic 1: Introduction to the course
It is of great importance that students understand the rationale behind having to take up a Rizal course in
college. For high school students, the Noli Me Tangere and the El Filibusterismo are injected into the
Filipino subject as part of the overall curriculum. In tertiary education, however, Rizal is a subject required
of any course, in any college or university in the Philippines.
Usually, during the first day of the course, the professor asks the well-overused questions:
Why study Rizal?
What is the importance of studying Rizal?
Why is Rizal one of the minor subjects taken up in college?
Why is Rizal included in the course outline?
What relevance does Rizal have in college education?
The answer to such questions can be summed up in two points:
1. First and foremost, because it is mandated by law.
2. Secondly, because of the lessons contained within the course itself.

WHY STUDY RIZAL: BECAUSE IT IS MANDATED BY LAW

The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425, otherwise known
as the Rizal Law. Senator Jose P. Laurel, the person who sponsored the said law, said that since Rizal
was the founder of Philippine nationalism and has contributed much to the current standing of this nation, it
is only right that the youth as well as all the people in the country know about and learn to imbibe the great
ideals for which he died. The Rizal Law, enacted in 1956, seeks to accomplish the following goals:
1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our
heroes lived and died
2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino
character
3. To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings.

WHY STUDY RIZAL: BECAUSE OF THE LESSONS CONTAINED WITHIN THE COURSE

Aside from those mentioned above, there are other reasons for teaching the Rizal course in Philippine
schools:
1. To recognize the importance of Rizal’s ideals and teachings in relation to present conditions
and situations in the society.
2. To encourage the application of such ideals in current social and personal problems and
issues.
3. To develop an appreciation and deeper understanding of all that Rizal fought and died for.
4. To foster the development of the Filipino youth in all aspects of citizenship.

Note: After you read and understand topic 1, proceed to page no. 11 for the activity.
Topic 2: Republic Act 1425

REPUBLIC ACT NO. 1425

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

WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the ideals of
freedom and nationalism for which our heroes lived and died;

WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with
special fondness and devotion their lives and works that have shaped the national character;

WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are
a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative
and decisive years in school, should be suffused;

WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all
schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of
citizenship; Now, therefore,

SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided,
That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or
their English translation shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and
carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and
textbooks. The Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations,
including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall
promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a
sworn written statement, from the requirement of the provision contained in the second part of the first paragraph
of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and
regulations shall take effect thirty (30) days after their publication in the Official Gazette.

SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate
number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as
of Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo
or their translations in English as well as other writings of Rizal shall be included in the list of approved books for
required reading in all public or private schools, colleges and universities.

The Board of National Education shall determine the adequacy of the number of books, depending upon the
enrollment of the school, college or university.

SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo,
as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be
printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read
them, through the Purok organizations and Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of
the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other
person engaged in any public school.

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not
otherwise appropriated in the National Treasury to carry out the purposes of this Act.

SECTION 6. This Act shall take effect upon its approval.

Approved: June 12, 1956

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

Note: After you read and understand topic 2, proceed to page no. 11 for the activity.
Topic 3: The Philippine in the 19th century as Rizal’s context: Economic Context

 19TH Century was the era of challenges and responses.

 It is the period of major changes that affect man and society.
 Age of Enlightenment.

Industrialization

 This generally applied to the extraordinary transformation in the method of: production, transportation,
and communication through the substitution of manual labor to machine.

Encomienda to Hacienda

 Encomienda and hacienda systems. Labor systems developed by Spain granting large amounts of land to
settlers in the Americas and claiming ownership of all of the resources and of the natives. The encomienda
and hacienda systems developed by an exchange among the natives for work in return for protection and
education.

Galleon Trade

 When the Spaniards came to the Philippines, our ancestors were already trading with China, Japan, Siam,
India, Cambodia, Borneo and the Moluccas. The Spanish government continued trade relations with these
countries, and the Manila became the center of commerce in the East. The Spaniards closed the ports
of Manila to all countries except Mexico. Thus, the Manila–Acapulco Trade, better known as the "Galleon
Trade" was born. The Galleon Trade was a government monopoly. Only two galleons were used: One sailed
from Acapulco to Manila with some 500,000 pesos worth of goods, spending 120 days at sea; the other
sailed from Manila to Acapulco with some 250,000 pesos worth of goods spending 90 days at sea.
 On September 14, 1815, the galleon trade between the Philippines and Mexico ended a few years before
Mexico gained independence from Spain in 1821. The Spanish Crown took direct control of the country,
and was governed directly from Madrid. The opening of the Suez Canal and the invention of steam ships,
which reduced the travel time from Spain to the Philippines to 40 days, made this more manageable.
 Galleon trade became the fundamental income-generating business for Spanish colonists living in the
Philippine Islands with a total of 110 Manila galleons set sail in the 250 years o f the Manila-Acapulco
galleon trade (1565 to 1815).
 The Manila galleons or Manila-Acapulco galleons sailed the Pacific for nearly three centuries, bringing to
Spain their cargoes of luxury goods, economic benefits and cultural exchange.
 During the 19th century, the Philippines’ economic condition gave rise to Haciendas or the “cash-crop
economy”. Where large parts of lands would be used for crops considered as cash-crop. Some cash-crops
are: Sugar, Tobacco, Abaka, and Coffee. Being open to world trade and having these products abundant in
the Philippines, the Philippines became a major exporter for these products and became well-known in
other parts of the world. By these events, there was a shift from barter system to moneyed economy

Forced Labor (Polo y servicio)

 Polo y servicio is the forced labor for 40 days of men ranging from 16 to 60 years of age who were
obligated to give personal services to community projects. One could be exempted from polo by paying
the falla, a daily fine of one and a half real. In 1884, labor was reduced to 15 days. The polo system was
patterned after the Mexican repartimento, selection for forced labor.

Taxation
  Several forms of taxes and monopolies were imposed. Direct: The tithe is the payment of the 10% of an
individual’s annual income to the government. The sanctorum is the tax being paid as support to the
church. The tribute (buwis) is the tax or rent given to the landlord a resident is under. It may be in cash or
in kind (tobacco, chickens, produce, gold, blankets, cotton, rice, etc., depending on the region of the
country), fixed
at 8 reales and later increased to 15 reales.

Note: After you read and understand topic 3, proceed to page no. 11 for the activity.
Topic 4: The Philippine in the 19th century as Rizal’s context: Social-Cultural Context

 Related to the different groups of people in society and their habits, traditions, and beliefs.

Philippine Educational System during Spanish Time

 1855 - the year Spain realized the need of establishing a system of public education for the indios.
 this was also the year that Gov. Gen Crespo organized a Commission and recommended remedial measures
to improve elementary education
 1861 - the year the Commission completed its report and forwarded it to Spain.
 1863 - the year that the Educational Decree of 1863 was issued.

Provisions of Educational Decree of 1863

 Establishments of Teacher Training School.

 Government supervises the public school system.
 Use of Spanish as medium of instruction in all schools.
 Establishment of one primary schools for boys and for girls in each of major town.

Defects of Educational System during Spanish Time

 Emphasis on Religion
 Fear of God was emphasized.
 Obedience to friars was instilled in the mind of the people.
 Indios were constantly reminded that they have inferior intelligence and were fit for manual labor only.
 Will of God was also emphasized.

Absence of Academic Freedom

 Most schools were not opened to the natives.

 Students were not allowed to express their opinion.

Racial Discrimination

 Prior to educational decree of 1863, the schools were not opened to the natives.
 Spaniards hesitated to consider the indios as educable as themselves.

Limited curriculum

 Education was limited to the 3Rs, that is, Reading, Writing and Arithmetic

The Rise of the Chinese Mestizo

 Chinese mestizo population in the Philippines exceeded 200,000 by the late nineteenth century, the Spanish
mestizo population was probably never more than 35,000.
 Chinese mestizo rose to prominence between 1741 and 1898.
 They are primarily as a landholder and a middleman wholesaler of local produce and foreign imports,
although there were also mestizos in the professions.
 The rise of the mestizos, implies the existence of social change during the Spanish period, a condition that
has been ignored or implicitly denied by many who have written about the Philippines.

The Rise of the Inquilino

  Inquilinos is the same as tenancy which gives the right to the inquilino or the tenant to use the land for
farming or production in exchange for rent.
 This system started in the Philippines after the end of the Galleon trade and the opening of the Suez Canal
that requires intensive cultivation of the land for mass production of crops.
 The hacienda structure consisted of three strata: the state owner, the leaseholder or inquilino and the
tenant- sharecropper.

Hierarchy in the Inquilino System

Farm land in the Philippines are

mostly own by friars and Secular
1 Spanish.

The state management was

granted to an administrator who is
a Spanish mestizo or Filipino lay
2 brother.
The administrator collects the rent
of the inquilinos and remit to the
state owners.

Inquilinos paid a fixed rent and the

amount was determined by the
3 size and quality of the land being
worked on.

With the expansion of land owned

by missionary congregations, the
proportions of farmlands leased to
inquilinos also increased allowing
4 many of them to sub-lease parcels
of their land to sharecroppers or
kasamas.

Note: After you read and understand topic 4, proceed to page no. 11 for the activity.
Prelim Quizzes:

General Instructions: Answer the following questions. Follow the paper format in each of the topic quiz below.

Name: Date: Quiz no:

Section Code, Subject & Time: Teacher:

Topic 1 Quiz

Directions: Write this in a ½ crosswise sheet of paper.

1. While reading the information stated in topic 1, what is/are your insights in studying the Rizal course?
Did you feel more excited? Why?

2. In your own words, what is the importance of studying the life and works of Dr. Jose Rizal?

3. What are your expectations after knowing this course?

Topic 2 Quiz

Directions: Write this in a ½ crosswise sheet of paper.

1. In your own words, explain the history of the Rizal Law and its important provisions.

2. In reading the republic act 1425, what do you think you need to know about the law?
3. How will you share your knowledge about this law to your friends?

Topic 3 Quiz

Directions: Write this in a ½ crosswise sheet of paper.

1. Differentiate the economic situation of the 19th century Philippines to present.

2. How will you view Rizal’s context in his time?

3. What can you say about the word “Enlightenment”?

Topic 4 Quiz

Directions: Write this in a ½ crosswise sheet of paper.

1. What is/are your perspectives about the situation of education in Rizal’s time?

2. What is/are the difference between education in the 19th century Philippines and today?
Prelim Exam:

General Instructions: Answer the following briefly and precise. Write your answers in a 1 whole sheet of
paper. Follow the paper format below.

Name: Date:

Section Code, Subject & Time: Teacher:

Part 1

1. Compare and Contrast the views of those in favor and against RA 1425.

Part 2

1. Make a reflection paper about the film “Ganito kami noon, Paano kayo ngayon?”

2. Guide questions in making a reflection paper:

 Describe the 19th century Philippines as presented in the film.

 Based on your readings on the previous topics. What can you say about the film’s
representation of the 19th century Philippines?
 What is the main question that the film seeks to answer?
 What is your reflection based on the film and your understanding?
Part 3

1. Make a graphic organizer that shows the similarities and differences of the 19th century
Philippines to the present (today). Use any kind of graphic organizer.