ILOCOS SUR

POLYTECHNIC STATE
Tagudin Campus
COLLEGE
MODULE

____

“LEARNING MODULE”

Life and Works of

Rizal
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE
MODULE

I. COURSE TITLE: LIFE AND WORKS OF RIZAL

II. COURSE OVERVIEW:

We are in the midst of situations wherein we don’t know when it will

end. Hopes are up that everything will go back the same. Lots of changes happened
and lots of adjustments should be able to do for us seek the best learning. It might
be that we have 3, 4 or 5 or even more senses acquired in our body; physically,
mentally and spiritually, and aforementioned, I know you can all do things by
boosting yourselves to extent of your ability and motivation in life.
As Dr. Jose P. Rizal, our National Hero, gave his life, sacrifices, strives,
downfalls and commitment to achieve his aim, which is to give consciousness to us
Filipino. He even made things possible in the times of “impossibilities”, so we are. He
is a physician (an Ophthalmologist), and I 100% sure that the application of the one
of his profession is not only for his mother, Dona Francisca, but also, for his
motherland, the Philippines.
My dearest students, allow yourselves to widen your eyes, perspective
and vision in life. We might not see what you’re doing, we might not know if you
cheat, we might not even know if you did your outputs to the best that you can, BUT,
REMINDING YOU THAT IN YOUR LIFE, ENTIRELY, YOU CAN’T SEND MESSAGE
AND ASK FOR ANSWERS BECAUSE EVERYTHING IS CHANGING. BEING
INDEPENDENT IS SOMETIMES NOT GOOD, BUT MOST OF THE TIMES,
SEEKING ANSWERS TO BETTER YOUR LIFE IS THE BEST.

To assist you along this line, 7 modules have been developed to support
deeper understanding along identified topics important for you. The modules are as
follows:
Module 1. Introduction
Module 2. Education and Achievements
Module 3. Medical Experiences and Travels
Module 4. First Homecoming
Module 5: Travels Abroad: Second time around
Module 6: Second Homecoming
Module 7: Rizal and the Martyrdom

III. COURSE STUDY GUIDE:

This module was prepared for you, my dear student, to work on your own. To
have the best in working with this module, you are reminded to follow these simple
yet effective guidelines:

1. Manage your time well. A course study schedule is prepared for you to
help you study the modules in this course. The productive use of your
time and energy will help you a lot in finishing the scheduled activities.
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2. Focus your attention. The key element for better understanding is
having the focus on the things to be done.
3. Give your best. Always remember that success will be attained in
everything you do by giving extra effort in the things you are doing. Giving
your best also means observing Honesty in doing the assigned tasks you
are asked to do in this module. Never let someone do the task for you or
copy the work of your classmates.
4. Submit on time. Work diligently. Do not procrastinate. Remember time is
gold. Work immediately on the task at hand in order for you to follow
scheduled time for submission.
5. Be patient, Motivate yourself. Patience equates success. Always think
of the bright future ahead. And to get there, start moving now.
6. Answer confidently. Study hard, surf the internet, read and read and
read more. The more you know, the more confident you become.
7. Work independently. You can do it! Your future lies in your own hands
and your own decisions. So, practice working independently, trust
yourself, be independent.
8. Contact me. If you have any questions, don’t hesitate to ask me through
my email jhnmerin@gmail.com or the group chat created for this class.

IV. COURSE STUDY SCHEDULE:

To keep you on track for the best use of the modules in LIFE and WORKS of
RIZAL, the study schedule is hereby presented for you to follow:

Week Topic Learning Special Instructions

Activities
Week Read Information Research more information or
1 and 2 Module 1. on the identified details regarding the topics. Take
Introduction topics in module note of the important points and
 Rizal Law Write in your Notebook for Rizal
 The Rizal Law Answer/Perform Work on the intended learning
 Biography of the Intended activity / in-text questions and
Rizal Learning Activity submit to your instructor. Place
 Rediscovering answers in an Activity Notebook.
Jose Rizal Answer/research Work on the assignment then
 The World /perform the submit to your instructor on the
and the Assignment specified date. Written
Philippines in assignments will be placed in an
Rizal’s Time Assignment Notebook.
Answer Compare answers with the
Assessment or answer key from your instructor.
Self-Check You must have to get a perfect
Activity score before proceeding to the
next activity, if not re-read the
activity and have a re-take.
Answer Answer the questions asked in
questions in the the study guide. Write your
Study Guide answers in short bond papers for
compilation.
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Week Module 2: Read Information Research more information or
3 to 5 Education and on the identified details regarding the topics. Take
Achievements topics in module 2 note of the important points and
 Childhood Write in your Notebook for Rizal
Years in Answer/Perform Work on the intended learning
Calamba the Intended activity / in-text questions and
 Rizal’s First Learning Activity submit to your instructor. Place
Teacher and answers in an Activity Notebook.
Private Tutors Answer/research Work on the assignment then
 Jose Goes to /perform the submit to your instructor on the
Biñan, Laguna Assignment specified date. Written
 Rizal’s Years assignments will be placed in an
at the Ateneo Assignment Notebook.
De Manila Answer Compare answers with the
 Studies at the Assessment or answer key from your instructor.
University of Self-Check You must have to get a perfect
Santo Tomas Activity score before proceeding to the
 Education at next activity, if not re-read the
Universidad activity and have a re-take.
Central De Answer Answer the questions asked in
Madrid, Spain questions in the the study guide. Write your
Study Guide answers in short bond papers for
compilation.
Week Module 3. Medical Read Information Research more information or
6 to 8 Experiences and on the identified details regarding the topics. Take
Travels topics in module 3 note of the important points and
 Sojourn in Write in your Notebook for Rizal
Paris, France Answer/Perform Work on the intended learning
 His Brief Stay the Intended activity / in-text questions and
in Heidelberg, Learning Activity submit to your instructor. Place
Germany answers in an Activity Notebook.
 A Visit to Answer/research Work on the assignment then
other parts of /perform the submit to your instructor on the
Germany – Assignment specified date. Written
Leipzig and assignments will be placed in an
Dresden Assignment Notebook.
 Rizal’s Ups Answer Compare answers with the
and Downs in Assessment or answer key from your instructor.
Berlin, Self-Check You must have to get a perfect
Germany Activity score before proceeding to the
 Tour of next activity, if not re-read the
Europe with activity and have a re-take.
Maximo Viola Answer Answer the questions asked in
questions in the the study guide. Write your
Study Guide answers in short bond papers for
compilation.
Week Module 4. First Read Information Research more information or
9 to 10 Homecoming, 1887- on the identified details regarding the topics. Take
1888 topics in module 4 note of the important points and
 Coming Home Write in your Notebook for Rizal.
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for the First Answer/Perform Work on the intended learning
Time the Intended activity / in-text questions and
 The Noli Me Learning Activity submit to your instructor. Place
Tangere answers in an Activity Notebook.
Controversy Answer/research Work on the assignment then
/perform the submit to your instructor on the
Assignment specified date. Written
assignments will be placed in an
Assignment Notebook.
Answer Compare answers with the
Assessment or answer key from your instructor.
Self-Check You must have to get a perfect
Activity score before proceeding to the
next activity, if not re-read the
activity and have a re-take.
Answer Answer the questions asked in
questions in the the study guide. Write your
Study Guide answers in short bond papers for
compilation.
Week Module 5. Travels Read Information Research more information or
11 to Abroad: Second on the identified details regarding the topics. Take
13 Time Around topics in module 4 note of the important points and
 Rounds of Write in your Notebook for Life
Hong Kong, and Works of Rizal
Macao, Answer/Perform Work on the intended learning
Japan and the Intended activity / in-text questions and
America Learning Activity submit to your instructor. Place
 Rizal in answers in an Activity Notebook.
London, Answer/research Work on the assignment then
Paris, /perform the submit to your instructor on the
Brussels and Assignment specified date. Written
Madrid assignments will be placed in an
 Rizal in Assignment Notebook.
Belgium and Answer Compare answers with the
back in Hong Assessment or answer key from your instructor.
Kong Self-Check You must have to get a perfect
Activity score before proceeding to the
next activity, if not re-read the
activity and have a re-take.
Answer Answer the questions asked in
questions in the the study guide. Write your
Study Guide answers in short bond papers for
compilation.
Week Module 6. Second Read Information Research more information or
14 to Homecoming on the identified details regarding the topics. Take
15  La Liga topics in module 4 note of the important points and
Filipina Write in your Notebook for Rizal
 Exile in Answer/Perform Work on the intended learning
Dapitan the Intended activity / in-text questions and
 Last Trip Learning Activity submit to your instructor. Place
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Abroad answers in an Activity Notebook.
Answer/research Work on the assignment then
/perform the submit to your instructor on the
Assignment specified date. Written
assignments will be placed in an
Assignment Notebook.
Answer Compare answers with the
Assessment or answer key from your instructor.
Self-Check You must have to get a perfect
Activity score before proceeding to the
next activity, if not re-read the
activity and have a re-take.
Answer Answer the questions asked in
questions in the the study guide. Write your
Study Guide answers in short bond papers for
compilation.
Week Module 7. Rizal and Read Information Research more information or
16 to the Martyrdom on the identified details regarding the topics. Take
17  Trial of Rizal topics in module 4 note of the important points and
 Execution of Write in your Notebook for Rizal.
Bagumbayan Answer/Perform Work on the intended learning
 Rizal’s the Intended activity / in-text questions and
Retraction Learning Activity submit to your instructor. Place
Issue answers in an Activity Notebook.
 Rizal’s Answer/research Work on the assignment then
Remains /perform the submit to your instructor on the
Assignment specified date. Written
assignments will be placed in an
Assignment Notebook.
Answer Compare answers with the
Assessment or answer key from your instructor.
Self-Check You must have to get a perfect
Activity score before proceeding to the
next activity, if not re-read the
activity and have a re-take.
Answer Answer the questions asked in
questions in the the study guide. Write your
Study Guide answers in short bond papers for
compilation.

V. COURSE EVALUATION:
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To pass the course, you must:

1. Submit all course requirements to include the following:
a. Activity Notebook with answers of the in-text questions given
in the four modules;
b. Assignment Notebook or Assignment Outputs
c. Evaluation Activities (checklist or self-test)
d. Compilation of Answers to the Study Guide for the four
modules.

2. Pass all examinations:

a. Pre-test and Post-test Exams; Quizzes
b. Midterm examination
c. Final examination
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Foreword
The inadequacy of modules and other instructional materials during the
pressing time of pandemic motivated the instructor to develop this simplified
instructional material so that the students will be helped to comprehend the different
research topics.
This simplified instructional material contains the topics that are relevant in the
curriculum of the College of Teacher Education program of the Ilocos Sur
Polytechnic State College. This conforms to the learning outcomes of the course and
the institutional mission and objectives of the college.
To benefit the students, simple explanations are provided. To check the
learners’ comprehension, assessment tasks or activities are given wherein each
enrolled student must answer. The author sees to it that directions are quite simple,
comprehensible and direct.
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“MIDTERM’S LEARNING MODULE”
MODULE 1
INTRODUCTION
CHAPTER 1
LESSON 1.1 INTRODUCTION TO THE STUDY OF GLOBALIZATION
Intended Learning Outcomes:
1. Know and understand Republic Act 1425, the Rizal Law; and
2. Analyze the importance of Rizal Law

THE RIZAL LAW: REPUBLIC ACT 1425

June 12, 1956
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;
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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.
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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.

THE RIZAL LAW

From the publication of Dr. Jose Rizal’s first novel, the Noli Me
Tangere, in 1887, the book was continuously being condemned and
attacked until 1956 by authorities. It was claimed to be heretical,
impious, and scandalous to the religious order, and unpatriotic and
subversive to the public order, libelous to the government of Spain and
to its political policies in the islands (Cosmopolitan, 2003). This was the
findings of special faculty committee of a certain university, which was
tasked to review its content. The said committee was established
through the request of Archbishop Pedro Payo.
Banking on thus committee findings, the Permanent Commission
of Censorship ordered that the importation, reproduction, and circulation
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of this pernicious book in the island to be absolutely prohibited
(Cosmopolitan, 2003). Rizal’s novels went on the being censured until
1956.
However, in the same year, Senators Clark M. Recto and Jose P. Laurel
Sr., authored the Senate Bill 438, otherwise known as Rizal Bill (was
also backed up by House Bill 5561 by Cong. Jacobo Gonzales). The bill
mandated educational institutions to include in their academic curriculum
the study of Rizal’s life, works, and writings putting particular attention to
this two novels — Noli Me Rangers and El Filibusterismo. This bill aimed
to help the Filipino people to remember Rizal as a hero and his
ideologies which awakened the socio-political conditions of Filipinos
during his time.
However, the oppositions to the bill’s implementation surfaced
echoing the sentiments of the people who banned Rizal’s book since
1887. In one instance, the Catholic Church issued a pastoral letter,
penned by Cardinal Riding J. Santos, the Archbishop of Manila, which
tried to stop Congress in passing the said bill. The Catholic Schools
even threatened to close their institutions if the bill will be passed.
Church authorities even warned Recto in future elections; but, he
remained fearless. However, Recto showed to his opponents that he
was a man willing to risk losing his votes because of his principles
(Cosmopolitan, 2000).
Furthermore, all kinds of compromises were made including the
use of edited novels for readings while the unabridged novel versions
are to be kept in the libraries and to be utilized only with the approval of
school administrations. Recto, however, rejected it for he did not want an
adulterated bill as he said: The people who would eliminate the books of
Rizal from the schools… would blot out from our minds the memory of
our national hero… This is not a fight against Recto but a fight against
Rizal… now that Rizal is dead and they can no longer attempt at his life,
they are attempting to blot out his memory (Ocampo, 2000).
After all those long debates, pressures, and hearings in the
Congress, the Rizal Bill was passed into a law on June 12, 1956 and
was later known as the Republic Act No. 1425 otherwise known as the
Rizal Law. The Department of Education implemented the law with
emphasis on the courses on the life, works and writings of Jose Rizal,
particularly his novels Noli Me Tangere and El Filibusterismo, shall be
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included in the curricula of all schools, colleges and universities, public
or private.
Prior to the passing of the Rizal Law, there were numerous legal
mandates to honor the life of Rizal. President Emilio Aguinaldo of the
Philippine Revolutionary Government issued the Decree of December
20, 1898 that December 30 of every year be a day of national mourning
(now known as the Rizal Day Celebration) in commemoration of his
execution in Bagumbayan in 1896 and of other heroes of the revolution.
On July 11, 1901, The Second Philippine Commission, also known
as Taft Commission, approved the Act No. 137 converting the politico-
military district of Morning (a part of Manila) into the Province of Rizal as
an honor and tribute to the most illustrious Filipino and the most
illustrious Tagalog in the islands had ever known (Cosmopolitan, 2003).
To celebrate his 50th birth anniversary, the Act No. 1982 was
elected on April 19, 1911 directing all public schools in the Philippines to
prepare programs referring to the life of Rizal. Also, on April 9, 1931,
Acting Governor-General George C. Butte proclaimed that June 19, the
anniversary of birth of Dr. Jose Rizal, be celebrated in all schools in the
Philippines.
In addition, in 1948, the Republic Act No. 229 was legislated
prohibiting gambling (such as cockfighting, etc.) o the thirtieth day of
December each year and to create a committee for celebration of Rizal
Day in every municipality and chartered cities.
Furthermore, despite the fact that there was no official declaration
proclaiming Rizal as the national hero of the Philippines, he remained to
be revered and recognized by his countrymen because he embedded to
them the true meaning of national identity that were taken away from
them I the past three centuries.
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Name: Date:
Course/Year/Section

ACTIVITY 1.1.1
I. MATCHING TYPE: Match the following law contents in Column A with their
corresponding legal mandates in Column B.

Column A Column B
1. The law converting the politico-military a. Act No. 137
disctrict of Morong into the provincial of
Rizal -A
2. The law encouraging the study of the life, b. Act No. 1982
works and writings of Dr. Jose Rizal -G
3. The law directing all public schools to c. Decree of December
prepare programs for the celebration of 20, 1898
Rizal’s 50th birth anniversary -B
4. The law which prohibits gambling during the d. House Bill 5561
celebration of Rizal Day -F
5. The law issuing December 30 as a national e. Republic Act No. 1425
day of mourning -C
f. Republic Act No. 229
g. Senate Bill 438

II. POINTS TO PONDER

1. Is it right to study Rizal’s life and his ideologies? Provide justification (10
points)
2. If you were Recto, will you defend the passing of the bill against those who
oppose its passing? Why or Why not? (10 points)
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3. Do you think Rizal (including his life, works, writings and ideologies) is still
relevant today? Justify (10 points)
4. What are the reasons why they included Life and Works of Rizal as one of
the subject in college, site 5 and explain.

III. EXPLAIN AND ELABORATE YOUR UNDERSTANDING ON THE

QUOTATION OF RIZAL (15 points)
“I have always loved my poor country, and I am sure that I shall love her until death,
if by chance men are unjust to me; and I shall enjoy the happy life, contented in the
thought that all that I have suffered, my past, my present and my future, my life, my
loves, my pleasures, I have sacrificed all of these for love of her. Happen what may, I
shall die blessing her and desiring the dawn of her redemption”
a. To whom this quotation addressed? Explain your answer.
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Lesson 1.2
“BIOGRAPHY OF DR. JOSE RIZAL”
Intended Learning Outcomes
1. Gain knowledge about the birth of the hero and trace his family
roots/background;
2. Know and appreciate his character traits and the values he had
shown; and
3. Apply good qualities of being a Filipino.

Meaning of the name:

 Doctor- completed his medical course in Spain and was
conferred the degree of Licentiate in Medicine by the
Universidad Central de Madrid
 Jose- was chosen by his mother who was a devotee of the
Christian saint San Jose (St. Joseph)
 Protacio- from Gervacio P. which come from a Christian
calendar
 Mercado- adopted in 1731 by Domigo Lamco (the paternal
great-great-grandfather of Jose Rizal) which the Spanish
term mercado means ‘market’ in English
 Rizal- from the word ‘Ricial’ in Spanish means a field where
wheat, cut while still green, sprouts again
 Alonzo- old surname of his mother
 Y- and
 Realonda- it was used by Doña Teodora from the surname
of her godmother based on the culture by that time
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Jose Protacio Rizal Mercado y Alonzo Realonda was born on June 19,
1861, near midnight of Wednesday at Calamba, Laguna after a painful
and difficult labor on the part of his mother, to use his own words, “into
the valley of tears.” Her seemingly miraculous survival was attributed to
Our Lady of Peace and Good Voyage, The Virgin of Antipolo, He was
the seventh child in a family of 11 children – two boys and nine girls.
He was baptized, three days after his birth in the Catholic Church of
Calamba by Rev. Rufino Collantes with Rev. Pedro Casanas as the
sponsor. He was named “Jose” (his nickname was Pepe), by his pious
mother in honor of the Christian saint, San Jose (Saint Joseph).

RIZAL’S PARENTS:
Father:
Don Francisco Mercado (1818-1898)
-born in Biñan, Laguna on May 11, 1818
-studied Latin and Philosophy at the College of San Jose in Manila
-became a tenant-farmer of the Dominican-owned hacienda
-a hardy and independent-minded man, who talked less and worked
more, and was strong in body and valiant in spirit -died in Manila on
January 5, 1898 at the age of 80
-Rizal affectionately called him “a model of fathers”

Mother:
Doña Teodora Alonso Realonda (1826-1911)
-born in Manila on November 8, 1826
-educated at the College of Santa Rosa, a well-known college for girls in
the city
-a remarkable woman, possessing refined culture, literary talent,
business ability, and the fortitude of Spartan women -is a woman of
more than ordinary culture: she knows literature and speaks Spanish
(according to Rizal)
-died in Manila on August 16, 1911 at the age of 85.
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THE RIZAL FAMILY:

-Eleven children—two boys and nine girls

1. Saturnina (1850-1913)
-oldestof the Rizal children -nicknamed Neneng
-married Manuel Hidalgo of Tanawan, Batangas
2. Paciano (1851-1930)
-older brother and confident of Jose Rizal -was a second father to Rizal
-immortalized him in Rizal’s first novel Noli Me Tangere as the wise
Pilosopo Tasio -Rizal regarded him as the “most noble of Filipinos”
-became a combat general in the Philippine Revolution -died on April 13,
1930, an old bachelor aged 79
-had two children by his mistress (Severina Decena)—a boy and a
girl
3. Narcisa (1852-1939)
-her pet name was Sisa
-married to Antonio Lopez (nephew of Father Leoncio Lopez), a school
teacher of Morong
4. Olimpia (1855-1887)
-Ypia was her pet name
-married Silvestre Ubaldo, a telegraph operator from Manila
5. Lucia (1857-1919)
-married to Mariano Herbosa of Calamba, who was a nephew of Father
Casanas
-Herbosa died of cholera in 1889 and was denied Christian burial
because he was a brother-in-law of Dr. Rizal
6. Maria (1859-1945)
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-Biang was her nickname
-married Daniel Faustino Cruz of Biñan, Laguna
7. Jose (1861-1896)
-the greatest Filipino hero and peerless genius -nickname was Pepe
-lived with Josephine Bracken, Irish girl from Hong Kong
-had a son but this baby-boy died a few hours after birth; Rizal named
him “Francisco” after his father and buried him in Dapitan
8. Concepcion (1862-1865)
-her pet name was Concha -died of sickness at the age of 3
-her death was Rizal’s first sorrow in life
9. Josefa (1865-1945)
-her pet name was Panggoy -died an old maid at the age of 80
10. Trinidad (1868-1951)
-Trining was her pet name
-she died also an old maid in 1951 aged 83
11. Soledad (1870-1929)
-Youngest of the Rizal children -her pet name was Choleng
-married Pantaleon Quintero of Calamba

The Rizal Family was one of the distinguished families in Calamba. Both
parents and children lived harmoniously, and were united by strong ties
of affection, understanding and respect. The family was highly esteemed
and respected in the community because of wealth, culture, hospitality,
sincerity and warmth. The participated in nearly all social and religious
activities in Calamba for a noble cause.
Jose Rizal was of mixed racial origin. In his veins flowed the bloods of
both east and west (Chinese, Japanese, Malay and Spanish).
Rizal’s paternal great-great grandfather was Domingo Clamco, a
Chinese merchant, who married Inez dela Rosa, a Chinese mestiza.
Lamco’s son, Francisco, Rizal’s great grandfather, was appointed
Municipal Captain of Binan in 1783. Francicso Mercado and his wife
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Bernanrda Monicha had two children: Juan and Clemente. Juan married
Cirila Alejandra, a Chinese mestiza. They bore 14 children, one whom
was Francisco, Jose Rizal’s fathe. The family adopted the surname
Mercado, complying with Claveria Decree, whic mandated that all
Filipinos used Spanish surnames.
Rizal’s maternal ancestors was Lakandula, the Last Malayan King of
Tondo. Hid maternal great-great grandfather was Eugenio Ursua, who
was Japanese blood and ancestry. Jose’s mother Teodora belonged to a
clan of a gifted man. Her brothers Gregorio, Manuel and Jose, were men
of unusual talents. Her father, Lorenzo Alberto Alonzo, was an engineer
who was awarded by Spain with coveted decoration of “Knight of the
Grand Order of Isabela the Catholic. Her maternal grandfather was
Manuel de Quintos, a prominent Manila Lawyer. Her paternal
grandfather, Cipriano Alonzo, was a captain of Binan. The Family
adopted the surname Realonda in order to conform to the Claveria
Decree.

Name: Date:
Course/Year/Section Score:

Activity 1.2.1: IDENTIFICATION

1. Rizal’s paternal great-great-grandfather was a pure Chinese from mainland china.

What was his original name?
-Domingo Lamco

2. Who else among the Rizal’s Ancestors had Chinese ancestry?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What percent (%) of Chinese blood did Rizal have? Show your calculations.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Many Chinese customs and practices have been integrated into the Filipino was of
life, especially during Chinese New Year or a Chinese Festival. Can you site some
example?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. The Chinese’s lunar calendar names each of the 12 years after an animal. The
Chinese believe that the animal ruling the year in which person is born has a
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profound influence on his personality. There’s even a Chinese proverb which says,
“this animal that hides in your heart.” Encircle the animal representing the year of
your birth and Rizal’s birth in Chinese astrology. Refer from the picture below.s
___________________________________________________________________
___________________________________________________________________
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Lesson 1.3
“REDISCOVERING THE REAL JOSE RIZAL”

Intended Learning Outcomes:

1. Understand, appreciate and rediscover the real Jose Rizal; and
2. Enumerate quality questions to the descendants of Jose Rizal.

Jose Rizal was truly an amazing man. He was a unique example of many genius
splendored genius who become the greatest hero of a nation. He was endowed by
God with versatile gifts, and he truly ranked with the world’s geniuses. Professor
Blumentritt had said that a man of his stature only appears in the history of any
nation once every century. We will briefly review some of the areas in which he
excelled in his short life of only 35 and a half year.

He was an anthropologist, a botanist, a businessman, a cartographer, a dramatist,

an economist, an educator, an engineer, an essayist and an entomologist.

While he was in Dapitan, he used to send plants, animals and insects to Europe. He
was a farmer, a folklorist, a geographer, a grammarian, a historian, a horticulturist, a
humorist, a lexicographer, a linguist. He could speak with ease 22 languages and
was able to write letter and poetry.

He was a musician, a novelist, a painter, a physician, a poet, a philosopher, a

polemist, a psychologist, a satirist, a sculptor, a sportsman, a sociologist, a surveyor,
a traveler and a zoologist.

Above and beyond all these, he was a patriot, a hero and a political martyr who
consecrated his life for the redemption of his oppressed people. No wonder, he is
now acclaimed as the national hero of the Philippines.

Some people believe that Rizal is no longer relevant to the present day because the
circumstances and the tyranny of the times in which he lived have long since
passed. But we believe that this is wrong. Rizal and his legacy are for all times, for
all ages and for all classes of people. We greatly believe that we should have a hero
in our lives, somebody we should emulate – and there is no better person to have as
hero and try to emulate that Jose Rizal.
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Rizal was a man who suffered hardships, persecutions, poverty, sorrow and
disillusionment. We must remember that he was a man made of flesh and bones just
like us, and though we may fall short of his example, we will be better off inspired by
his example.

We believe that we, who have children of Filipino background have an obligation to
teach them about Rizal. We believe that if we, and if we teach our children to try to
emulate aspects of Rizal’s life then this will raise our; and our children’s standards od
dedications to ideals, dedication to study, standards of morality, actions, behavior,
thinking, aims, ethics, respect for law, parents, other people and country and to use
our lives more productively. We believe that the teachings of Rizal are very relevant
today. Rizal is a man for all times and if we make him a role model for ourselves and
our children, then we, our community and our country will become better for it.

Rediscovering the real Jose Rizal will mean looking deeply into his character and
personality. Take a close look at some important facts about his as revealed by
Ocampo (2008).

1. His favorite breakfast was hot chocolate, a cup of rice and sardinas secas or
tuyo. For lunch, he usually had rice and ayungin.

2. He was “kuripot” or stingy but not an out-and-out “kuripot because he would set
aside money for a weekly food trip. His diaries and nottebooks are filled with daily
expense accounts which gives us a glimpse into the character of our national hero.

3. At the time of his death, he owned nothing in Calamba. Although he had a library
and some medical instruments in Hong Kong beyond the reach of the Spaniards. His
liquid assets were a pair of gold cufflinks with little pearls and two amethyst; a gold
tie pin with bee, the pin itself is silver; and 74.76 in a letter of credit with his family,
He also had some 35 hectares of land in Dapitan.

4. According to Guillermo Tolentino, who made the best Rizal statues this country
has seen, Rizal was about five feet three inches tall. He had a big had, broad
shoulder and developed neck that requires stiff collar. He has a full 12-inche
difference between his chest and waist. His pants length measure 41” but he was not
a member of the low waist gang.

5. Rizal was buries under the Rizal monument at the Luneta which is a familiar sight
to all Filipinos. Part of Rizal’s instructions before his death in an undated letters to his
family written in Fort Santiago before was shot states “Bury me in the ground, place
a stone and a cross over it. My name, the date of my birth and of my death. Nothing
more. If lacteous wish to surround my grave with fence, you may do so. No
anniversaries. I prefer Paang Bundok.
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Needless to say, none of these final instructions were followed except for the
construction of a dense around his grave.

6. Rizal never get elected as President of the Philippines. As a matter of fact, he

would not even be elected barangay captain because he would be too serious. Since
he will never compromise on matters of principles, if Rizal were alive today, he would
be shot all over again.

7. Rizal had an unfinished third novel which was undated manuscript, actually two
chapters in tagalog, entitled “Makamisa”, now found in the National Library, which
deals with a scene after Mass. It describes the superstitious parishioners and certain
cura parocco, Father Agaton, the main character.

The time has come, therefore, to rediscover the real and true Rizal, and the
best way to do this is to go back to the original text, to Rizal’s own view of himself, to
Rizal’s own writings, for in them, we shall find an accurate and full-length portrait of
the artist. Many of us know Rizal only form the textbooks. Worse, students often
leave a classroom with a dislike of Rizal. He is best understood on printed pages. If
Filipinos get to know Rizal, they will also get to know themselves better.

Name: Date:
Course/Year/Section Score:

Activity 1.3.1
I. ESSAY. Explain and Elaborate
1. In your own understanding, why is it that Rizal is called an amazing man?
2. What is the relevance/importance of teaching Rizal today in terms of;
a. ourselves
b. children
c. youth
d. community/people
e. country
3. Do you think he is the man/model to be idolized? Expound your answer,
and write your opinion.
a. how is he as a spiritual model
b. how is he as a social model
c. how is he as a mental/intellectual model
4. What are the impacts of teachings of Rizal to our:
a. morality
b. behaviour
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Activity 1.3.2

Exercise 1.3.2

Suppose you went to a fieldtrip to Calamba, Laguna where you met the living
descendants of Jose Rizal. Think of 10 good questions that you would like to ask
them in an interview. It is important to prepare beforehand quality questions so as
not to waste time or embarrass the interviewee. Quality questions are often
answerable by “Yes” or “No”. Furthermore, questions should be substantial and
relevant. List down the questions on the space provided below.

1. ____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
3. ____________________________________________________________
____________________________________________________________
4. ____________________________________________________________
____________________________________________________________
5. ____________________________________________________________
____________________________________________________________
6. ____________________________________________________________
____________________________________________________________
7. ____________________________________________________________
____________________________________________________________
8. ____________________________________________________________
____________________________________________________________
9. ____________________________________________________________
____________________________________________________________
10. ____________________________________________________________
____________________________________________________________
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Lesson 1.4
“THE WORLD AND THE PHILIPPINES IN RIZAL’S TIME”

Intended Learning Outcomes:

1. Know the historical conditions of the world and the Philippines prior to and
during his time
2. Identify and analyze the effects of colonialism during the time of Rizal in the
political, economic and educational aspects among the people Rizal included
3. Identify and analyze the effects and manifestations of colonialism among the
Filipino people in the contemporary times.

To understand and appreciate the life of Dr. Jose P. Rizal, it is necessary to

learn about the historical conditions of the world and of the Philippines during his
time. After all, heroes are said to be the products of their own setting and the
conditions of their times.

Rizal was born and raised in the 19 th century, a period of massive changes in
Europe, Spain and the Philippines. During this era, the glory and the power of Spain
had waned in her colonies and in the world. Conversely, one cannot fully understand
Rizal’s thoughts without understanding the social and political context of 19 th century.
Social scientists marked the 19th century as the birth of modern life as well as the
birth of many nation states around the world. The birth of the modernity precipitated
by three great revolutions around the world: the Industrial Revolution in England, the
French Revolution in France and the American Revolution.

Aside from the three great revolutions, the birth of social sciences such as
sociology, history and the anthropology also had a significant influence to the
intellectual tradition of the 19 th century. The reliance of human reason and science
rather on dogmas of the Catholic Church has its roots in the intellectual movement
called the “Enlightenment”. The Age of Enlightenment is a term use to describe a
time in Western Philosophy and cultural life centered upon the 18 th century in which
reason was advocated as the primary source and legitimacy of authority.

The Philippines during the Rizal’s Time

These are the relevant events and conditions of the Philippines before, during
and after Rizal’s time which contributed to the development of the Filipino
nationalism.
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SOCIAL SYSTEM
Before the Spanish conquest in 1565, Filipinos had their own indigenous
culture, their own government and also their own religion. The Spanish colonizers
forced them to accept foreign culture and Catholicism that they never completely
understood. They lost their ancestral lands to the colonial masters by way of the
encomienda system.
The Spaniards brought with them their doctrine of “limpieza de sangre” (purity of
blood) into the Philippines, thereby creating social ranking among various groups,
namely: Spanish peninsulares, insulares, Spanish mestizos, the town ruling the
class, native elites, the Chinese Mestizos and the indios referring to the natives.

POLITICAL SYSTEM
Spain governed the Philippines through the Ministry of the Colonies (Ministro
de Ultramar) based in Madrid. The Ministry helped the Spanish king manage the
affairs of the colonies and administer the Philippines through a central government in
Manila.
The Governor-general headed the central government who was appointed by
the King of Spain. He was the King’s representative in the governmental matters and
was the Vice Royal Patron over religious affairs. Next to the central government was
the Alcaldia or Provincial Government who was headed by an Alcalde Mayor. The
pueblo, composed of the barangays was the local government unit. The
gobernadorcillo was the chief executive and chief judge. The smallest political unit
was the barangay (barrio) headed by a cabeza de barangay. The guardia civil was a
corps of native police led by Spanish officers. It was the most feared instrument if
summary arrest at any time of the day or night of persons denounced by the friars as
filibusteros. The Royal Audencia was the highest court headed the judicial system.

EDUCATIONAL SYSTEM
The first schools established were parochial schools with the Spanish
missionaries as teachers. Fear of God was emphasized and obedience to the friars
was instilled in the minds of the people. The indios were constantly reminded that
they gad inferior intelligence and that they were fit only for manual work. Over the
centuries, this indoctrination resulted in a lack of personal confidence that developed
an inferiority complex among the natives. The friars decided what to teach to the
children. Teacher discrimination against Filipinos was present in the higher levels of
learning.

Paradoxically, the majority of the friars assigned to implement the Educational

Decree of 1863 were against the teaching of Spanish in the colony. They believed
that knowledge of the language would develop social and political awareness among
the natives and the might be inspired by the liberal ideas about freedom and
independence. The friars thwarted whatever noble purposes the mother country had
for improving colonial education to protect and perpetuate their vested interest.
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Under such conditions and limitations, some natives like Jose Rizal strongly
felt the need to continue their studies in Europe.

FRAILOCRACIA
The principle of the union of church and state was practiced almost absolute
monarchial states spawned in the colony an invisible government called the
“frailocracia” meaning rule of the friars. Because of the political instability in the
Mother country, the colonial administration on the Philippines kept on changing the
civil officials. From 1849 to 1898, 45 governor-generals had been assigned to the
colony and each one of them sought the counsel of the friars who had been
permanently residing in the country. Since the friars who had been permanently
residing in the ruler of that political unit. They became very influential and so
powerful that the Spanish civil authorities, including the governor-general, feared
them.

OPENING OF THE PHILIPPINES TO THE WORLD COMMERCE

In 1834, Spain, following the economic policy of other European countries,
officially opened Manila to world commerce. From 1834 to 1873, more ports were
opened to foreign trading like Sual, Zamboanga, Cebu and Legaspi. This stimulated
vigorous economic activity in the colony that brought prosperity to some Filipinos,
mostly Spanish and Chinese Mestizos. As a result, there emerged a new class: the
Filipino middle class. They did not only acquire material wealth but also improve their
social standing and influence. Consequently, with the newly found prosperity and
growing influence, the middle class Filipinos clamored and agitated for social and
political equality and from their children emerged the initial propagators of the reform
movement.

OPENING OF SEUZ CANAL

Suez Canal was opened to international shipping on November 17, 1869. The
canal, 103 miles long, connects the Mediterranean to the Gulf of Suez and also to
the Red See and the Indian Ocean. With the opening of this canal, the distance of
travel between Europe and the Philippines was significantly shortened bringing the
country closer to Spain. In previous years, a streamer from Barcelona had to sail
around the Cape of Good Hope and reached Manila after hazardous voyage of more
than three months. With this canal, the trip was reduced to only 32 days.
The opening of the Suez Canal facilitated the importation of books,
magazines and newspaper with liberal ideas form Europe and America which
eventually influenced the minds of Jose Rizal and other Filipino reformists. Political
thoughts of liberal thinkers like Jean Jacques Rousseau, John Locke, Thomas Paine
and others entered the country. Moreover, the shortened route also encourage more
and more Spaniards and Europeans with liberal ideas to come to the Philippines and
interact with the Filipino reformists. The shortened route also encouraged the
illustrados led by Rizal to pursue higher studies abroad and learn liberal and
scientific ideas in the universities of Europe. Their social interaction with the liberals
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and scientific ideas in foreign lands influenced their thinking on politics and
nationhood.

THE SECULARIZATION MOVEMENT

Since 1565, the religious orders took possession of the parishes for
conversion of the natives Catholicism. This was a violation of the decision of the
Council of Trent (1545-1563) that parishes were to be administered by secular
priests. But there were few available secular priests since many of them were earlier
sent to other Spanish colonies in the America.
By the 19th century, many Filipinos had become secular priests, but their
regular priests called friars curates did not want to relinquish their parishes to the
seculars. The movement gradually became a racial and national conflict with the
friars curates on one side and the Filipino clergy on the others.

THE DEMOCRATIC RULE OF GOV. GEN. DE LA TORRE

The first-hand experience of what it is to be liberal came from the role
modelling of the first liberal Governor-General in the Philippines – Governor-General
Carlos Maria De la Torre. The political instability in Spain resulted in frequent
changes of Spanish officials in the Philippines which caused further confusion and
increased social and political discontent in the country. But when the liberals
deposed Queen Isabela II in the 1868 mutiny, a provisional government was set up
and the new government extended to the colonies the reforms they adopted in
Spain. These reforms included the grant of universal suffrage and the recognition of
freedom and conscience, the press, association and the public assembly. General
De la Torre was appointed by the provisional government in Spain as Governor-
General of the Philippines in 1869.
The rule of the first liberal governor-general became significant in the birth of
national consciousness in the 19 th century. His pro-people governance gave Rizal
and other Filipinos a foretaste of a democratic rule and was of life. He put into
practice his liberal and democratic ways by avoiding luxury and living a simple life.
During his two-year term, he introduced many significant achievements. He
encouraged freedom and abolished censorship. He recognized freedom of speech
and of the press which were guaranteed by the Spanish Constitution. His greatest
achievement was the peaceful solution to the land problem in the province of Cavite.

THE CAVITE MUTINY AND THE MARTYRDOM OF GOMBURZA

Two historical events in the late 19 th century that hastened the growth of the
nationalism in the minds of Rizal, the reformists and the Filipino people were the
Cavite mutiny and the martyrdom of the Fathers Gomes, Burgos and Zamora,
popularly known as the GOMBURZA. The Cavite mutiny was failed uprising against
the Spaniards due to miscommunication between Sgt. Lamadrid and the Filipino
soldiers in Manila on January 20, 1872. Manu Spanish officers were killed by the
Filipino soldiers and, as a revenge, many mutineers were killed, including Lamadrid.
The survivors were subdued, taken prisoners and brought Manila.
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This unfortunate incident in Cavite became an opportunity, however, for the
Spaniards to implicate the three Filipino priests who had been campaigning for
Filipino rights, particularly the rights of Filipino Priests to become Parish Priests – the
“Filipinization” of the parishes in the country. They magnified the event and made it
appear as a “revolt” against government. The three priests were arrested and charge
falsely with treason and mutiny under a military court. With a farcical trial, a biased
court and a weak defense from government-hired lawyers, the three priests were
convicted of a crime they did not commit. Governor Rafael Izquierdo approved their
death sentence and at sunrise of February 17, 1872, Fathers Gomes, Burgos and
Zamora were escorted under heavy guard to Luneta and were executed by the
garrote before a vast crown of Filipinos and foreigners.
The execution of GOMBURZA hastened not only the downfall of the Spanish
government but also the growth of Filipino nationalism. The Filipino people resented
the execution of the three priests because they knew that they were innocent and
were executed because they companioned Filipino rights. Among those in the crown
who resented the execution was Paciano, the older brother of Jose Rizal, who
inspired the national hero the cause of the three priests. Rizal dedicated his novel “El
Filibusterismo” to GOMBURZA to show his appreciation of the latter’s courage,
dedication to Filipino rights and sense of nationalism.

DISCONTENT WITH SPANISH INSTITUTIONS

Spain introduced in the country mechanism (institutions) to enable the colonial
government in the country to comply with its obligations of supporting the Church’s
mission of Christianizing the natives and to contribute to the Spanish King’s welfare.
These institutions included the encomienda, the polo (forced labor) and the tributo
(tribute). These colonial systems became the major sources of discontent of many
natives during the Spanish period. Because of the oppressive nature of the system,
many revolts and uprising erupted in various parts of the country which contributed
to the weakening of the Spanish rule in the 19 th century.

UNION OF THE CHURCH AND STATE

During the Spanish period, there was a union of the Church and State. The
Catholic religion became the state religion. Both civil and ecclesiastical authorities
serve God and King. Thus, the functions of the government officials oftentimes
overlapped with those of the clergy in the Church. Under the arrangements between
the Pope and the Spanish King called the “Patronato Real de las Indias”, civil and
church authorities must coordinate to Christianize the natives in the colony. Since
the evangelization of the natives is the only reason that gave Spain the right to
colonize the Philippines and to extract tribute, civil authorities should support the
material needs of the missionaries in building churches and catechizing the
inhabitants. Thus, the government provided salaries to the Spanish missionaries and
the clergy, technically making them government officials.
With vast powers, both spiritual and political, in their hands, the Spanish friars
and the clergy held absolute powers in the colony. This attracted the attention of the
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reformists and the illustrados led by Jose Rizal resulting in a nationalist desire for
reforms in the country and eventually independence from Spain.

RACIAL DISCRIMINATION
Racial discrimination is a form of social exclusion where people are prevented
from having access to public goods by virtue of their physical traits. It is an abusive
behavior of one race against another. In the Philippines, the Spanish authorities
regarded the brown Filipino as an inferior people and derisively called the “indios” or
Indians. This racial prejudice against native Filipinos existed in the government
offices, in the armed forces, in the universities and colleges, in courts of justice and
in high society. Although the laws applied in the colony recognized no difference
between races, documentary evidence on racism in the Philippines abound.
To prove that the natives were not inferior people, some talented and
intelligent Filipinos endeavored to excel in their chosen field. Juan Luna excelled in
painting, Fr. Jose Burgos in Theology and Canon Law, Jose Rizal by surpassing the
Spanish writers in literary contests and winning fame as a physician, man of letters,
scholar and scientists, proved that a brown man could be as great as or even greater
than a white man.
The decline of the Spanish rule in the 19 th century and the popularity of Rizal
and his reform agenda were products of an interplay of various economic, social,
political and cultural forces, both in the global and local scale. The three great
revolutions, namely: Industrial, French and American, as well as the birth of social
sciences and liberal ideas gradually secularized societies in the 19 th century and
thereby weakened the influence of religion in people’s mind, especially the well-
educated reformists and illustrados. The political turmoil in Spain caused by the rapid
change of leadership and the struggle between conservatives and liberals also
weakened the Spanish administration in the Philippines. Although the influence of
the Catholic church of the 19 th century led by the friars did not diminish, the liberal
and progressive ideas of Rizal and the reformists already awakened the nationalist
sentiment of the natives that soon became the catalyst for political change in the late
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Name: Date:
Course/Year/Section Score:

Exercise 1.4.1
I. Multiple Choice: Before each number, writhe the letter of the best answer that best
fits each of the given statements.

______1. This refers to a time in Western Philosophy and cultural life in the 18 th
century in which the reason was advocated as the primary source
and legitimacy for authority.
a. Thomism c. Secularism
b. Enlightenment d. Existentialism

______2. This term refers to the rule of the friars during the Spanish Regime.
a. Frailrocracy c. Friarocracy
b. Friarcracy d. Friarlocracy

______3. With the opening of this canal, the distance of travel between Europe and
the Philippines was significantly shortened and brought the country
closer to Spanish.
a. Panama c. Dela Torre
b. Suez d. Cadiz

______4. He was the first liberal and democratic governor general during the
Spanish Period.
a. Nozaleda c. Dela Torre
c. Polavieja d. Corcuerra

______5. He was the leader of the Filipino soldiers who staged in Cavite Mutiny.
a. Procopio c. Madrid
c. Burgos d. Lamadrid

______6. This refers to the period in the 16 th century when Spain became the
most powerful country in the world.
a. Siglo de Oro c. Madrid
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c. Glorious Years d. Jubilee Years

______7. These were not considered Filipinos during the Spanish period.
a. Insulares c. Peninsulares
b. Indios d. Mestizos

______8. This is an economic revolution that changed the economy of Europe in the
19th century form feudalism to capitalism.
a. American c. French
b. Industrial d. Socialism

______9. This political revolution that started in France changed the political
landscape in Europe form monarchy to democracy.
a. American c. French
b. Industrial d. Socialism

______10. This refers to the political upheaval during the last half year of the
18th century in which reason was advocated as the primary
source and legitimacy of authority.
a. French Revolution c. British Revolution
c. American Revolution d. Industrial Revolution

II. Discrimination: Write the letter of the item that does not belong to the group.

___1. a. Burgos b. Pelaez c. Gomez d. Zamora

___2. a. Polo b. Encomienda c. Tribute d. Abuses
___3. a. French b. Industrial c. Spanish d. American
___4. a. Sociology b. Anthropology c. Biology d. History
___5. a. Montesquieu b. Rousseau c. Plato d. Jefferson

III. Free-From: Answer the essay questions briefly.

1. Discuss the significance of the following revolution to the world and the Philippine
in the 19th century.

a. Industrial Revolution
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

b. French Revolution
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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c. American Revolution
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Discuss how the problems and institutions below contributed to the growth of
Filipino Nationalism and weakening of the Spanish rule.

a. Opening of the Suez Canal

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

b. Discontent with the Spanish Institutions

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

c. Racial Discrimination
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

d. Cavite Mutiny and Martyrdom of GOMBURZA

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

e. Democratic Rule of Governor-General Dela Torre

___________________________________________________________________
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3. Reflection Paper: What is the relevance of Rizal’s nationalism to the present

political problems of the country? Answer the following questions:

1. Are Rizal’s nationalist’s ideals still applicable to the Philippine situation today?
Why or why not?
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 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE
MODULE
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2. Like Rizal during the 19 th century, what would you do today to address our
country’s problem on corruption and abuse of power?
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