LAPU-LAPU CITY COLLEGE

COLLEGE OF EDUCATION
Don B. Benedicto Road,
Gun-ob, Lapu-Lapu City 6015

GE 9 Life & Works of Rizal

Module for Students

Prepared by:

Ruben C. Cuizon Jr.

College Instructor
Module Overview
Life and Works of Rizal is a mandated by Republic Act 1425, this course covers the life and works
of the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s biography and his
writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays, and
various correspondences.

To aid in your learning of those lessons aforementioned, this module contains lessons within
a chapter. Each lesson must be accomplished weekly and is further divided into parts, as follows:

1. Learning Compass This portion orients you with the learning outcomes for the
learning unit.
2. Overview This part provides you with a glimpse of the upcoming lesson
as a jumpstart of your learning journey.
3. Let’s Begin! After the identification of learning outcomes and overview for
every lesson, you will be given a task that leads you to the key
concepts to be discussed in that unit.
4. We’re On Our Way! The activity will be followed by guide questions that lead you
to the concepts covered by the lesson. Here, you will analyze
what you have done.
5. Let’s Pore Over! Key concepts and issues of the main lesson are discussed
_________________________________thoroughly in this section of the lesson that you need to read
_________________________________and reflect through and through. In addition, along your
_________________________________reading journey you will be provided with Stop-off Exercises
_________________________________as learning practices for you to answer shortly before going
_________________________________completely of the rest.
6. How Far Have We Gone? To check whether the given learning outcomes are met, you
_________________________________are given another task to assess the extent of understanding.
7. Walk the Extra Mile! Every unit is ended with suggested activities for the
enrichment of learning and further application of what has
been learned.
8. Suggested Readings This portion provides you a list of suggested supplementary
_________________________________readings (mostly online) should you want to deepen your
_________________________________knowledge of the lessons.

This module also includes a Chapter Reflection at the end of every chapter to jot down your
thoughts by answering self-introspective questions. Rubrics are also found in this module’s
Appendices for your reference in making your outputs. Just follow the notes below each exercise
and activity for guidance. Lastly, a Course Feedback is provided at the end of this module for you to
share your evaluative feedback of this module. This part will be our basis for improvement for future
revision.

Welcome to this learning adventure!

 CHAPTER

1
THE RIZAL LAW AND
TH
THE 19 CENTURY
PHILIPPINES

CHAPTER OVERVIEW:

This module introduces Republic Act 1425, otherwise known as the Rizal Law and the
situation during the 19th-century Philippines. Lesson 1, The Rizal Law (Republic Act 1425), the Study
of Rizal and Literature highlights the importance of studying Jose Rizal in the 21st century and why
RA 1425 is considered a landmark legislation. Lesson 2, Rizal in the 19th-Century Philippines
centers on various social, political, economic, and cultural changes that occurred in the 19th century.
 LESSON 1
The Rizal Law (RA 1425)

LEARNING
COMPASS
At the end of this lesson, the Pre-
service Teachers (PsT) should be able
to:

1. identify the basic facts about

Republic Act 1425;

2. explain the history of the Rizal

Law and its important
provisions; and

3. determine the value of

studying Jose Rizal in the 21st
century.

PRE-TEST

Instructions: Argue whether it is still practical to study the life and works of Rizal in the 21st century as
mandated by the Rizal Law (RA 1425). (not less than 200 words and not more than 500 words)
 COURSE CONTENTS AND LEARNING EXPERIENCES

Why Study Rizal?

In the 21st century, the challenge for students is to understand the purpose of studying Rizal. Scholars
and academicians are one in saying that a mandated course on Rizal is as helpful as any other course
that teaches values that a student may carry for the rest of his or her life.

Studying Rizal in the 21st century helps students make sense of the present by looking back at the past.
For instance, Rizal’s illustration of 19th-century Philippines in his works may aid today’s generation in
recognizing the ills of present day Philippines.

With students exposed to many foreign influences, studying Rizal may remind and urge them to
understand the real essence of being a Filipino. Significant historical figures like Rizal help the younger
generations navigate Philippine history and understand why being aware of social issues are important
in the formation of one’s national identity.

The practicality of studying Rizal in this day and age is seen in how Rizal’s experiences and ideologies are
instrumental in grasping the current context of Philippine society. The mandated course on Rizal aids in
developing the critical thinking skills of students. The different challenges and dilemmas that Rizal faced
in his life teaches them to be aware of and not apathetic to the issues happening around them.

And finally, then and now, is a worthy role model and a constant inspiration to all Filipinos. In every
aspect of his being, Rizal is worthy to emulate especially in the ideals he held as a nationalist. He was not
only intelligent, he was also humane, creative, and innovative. As inspiration to the Philippine nation,
Rizal will always be a valuable subject inside and outside the classroom in understanding how the
Philippine nation came to be.
 ASSESSMENT

Instruction: Answer the following questions.

1. What was major argument raised by Senator Francisco “Soc” Rodrigo against the passage of the
Rizal Bill?

2. What was the major argument raised by Senators Jose P. Laurel and Claro M. Recto in support of
the passage of the Rizal Bill?

3. Are there points of convergence between the supporters and opposers of the Rizal Bill based on
these statements?

ENHANCEMENT ACTIVITIES

Instructions: In recent years, the Catholic Church opposed the legalization of divorce, restoration of
death penalty, and the controversial RH Bill which was passed into law in 2012. Such opposition of the
Church was also seen in the case of the Rizal Bill in the 1950s. Write a one-page reflection paper
comparing and contrasting the Catholic Church’s objection to the Rizal Law and RH Bill by recalling the
events that took place during the legislative debates. (not less than 500 words and not more than 800
words)

Read and answer the attached PowerPoint in the Google classroom.

REFERENCES

 Catbagan-Aplaten, Maria, Layson-Gavina, Mary Angel, (2014) Rizal: The

Filipino Greatest Hero, Bulacan, St. Andrew Publishing House
 Espina-Clemente, Janet, Cruz, Geoffrey Rhoel, (2019), The Life and Works of
Rizal, Quezon City, C & E Publishing Inc.
 Mallari, Aaron Abel, Reguindin-Estella, Janet, Wani-Obias, Rhodalyn, (2018),
The Life and Works of Jose Rizal, Quezon City, C & E Publishing Inc.
 LESSON 2
Rizal in the 19th-Century

LEARNING
COMPASS
At the end of this lesson, the Pre-
service Teachers (PsT) should be able
to:

1. identify the social context

within which Rizal was
situated;

2. analyze various social,

political, economic, and
cultural changes that
occurred in the 19th century;
and

3. explain how these changes

affected and influenced Jose
Rizal.

PRE-TEST

Instruction: Choose one of the most significant changes and discuss how it affected you as a student,
teenager, and citizen of the Philippines.
 COURSE CONTENTS AND LEARNING EXPERIENCES

The life of a person is shaped by the society that he or she is a part of. Thus, in studying and
understanding the life of Jose Rizal, it is necessary to look into the social context where he was situated
in the 19th century Philippines.

Jose Rizal was born in the 19th century. During this time, Spain's glory and rule as a colonial
power was already waning. The natives of the Philippines were slowly realizing the need to awaken their
national consciousness. This was sparked by movements against the oppression of the Spanish
colonizers.

It was Jose Rizal who first used the word Filipino to refer to the inhabitants of the country, whether they
are of Spanish or Filipino blood. Under the Spanish rule, the native inhabitants were called indios while
inhabitants with Spanish blood (peninsulares, insulares, mestizo)were regarded as Filipinos. He realized
that the people residing in the Philippines should be called one name—Filipino.

The events around the world also contributed to the formation of national consciousness led by
Rizal and other noted ilustrados during the 19th century. Different events contributed to how Rizal's
own national consciousness was shaped. For one, the Industrial Revolution, which refers to the
transition to new manufacturing processes that made use of steam-powered, special-purpose
machinery, factories, and mass production in Europe, had its effects on the Philippine economy. In rural
areas, it paved the way for new agricultural techniques. In the larger cities of the country such as
Manila, modern textile implements were introduced and helped develop the textile industry, benefitting
only a limited number of already rich Filipinos. The Industrial Revolution increased the movement of
trade around the world which made Filipinos of Spanish ancestry wealthier because they had
connections to those who handled goods from one country to another. With newer production
methods, Filipino merchants and small-scale industrialists became prominent in Philippine society, thus
forming a new group of influential middle class Filipinos. Families from this class had the means to
provide education for their children. This is why many prominent figures in the Propaganda Movement,
against the colonizers came from the middleclass—those who had the privilege to recognize and
condemn the ills of the Spanish colonial government through their education. Rizal was among them.

By the 19th century, two centuries after the Spaniards first came to the Philippines, the hold of
the Catholic Church in other Spanish colonies was already waning, yet this was not the case in the
Philippines. The Spanish friars, despite the controversies involving them, were crucial in maintaining the
Philippine archipelago as a Spanish colony. The Filipinos turned more and more to the friars for moral
and political guidance as Spanish civil officials in the country became more corrupt and immoral. The
friars then became more influential and powerful because of frailocracy or the rule of the friars. The
dominance of the friars in the country prompted Rizal and the propagandists to expose their abuses in
forwarding their power and influence in the Philippines. The growing power of the friars in the 19th
century urged the reformists and nationalists to work harder to let the people know who the real
enemies were.

Other significant events in the 19th century that contributed to the formation and the rest of
the Propagandists' consciousness were the opening of the Suez Canal, the democratic leadership of
Governor General Dela Torre, Governor General Izquierdos' replacement of Dela Torre, and the Cavite
Mutiny.
 The Suez Canal was the first infrastructure that paved the way for the importation of books,
magazines, and newspapers with liberal ideas from Europe and America. This was instrumental to the
political awakening of Rizal because he was able to expand his perspective, therefore shaping his
nationalist sensibilities.

The leadership of Gov. Gen. Carlos Ma. Dela Torre (1869–1871), gave Rizal, the reformists, and
the Filipinos a foretaste of democratic rule. During the leadership of Dela Torre, media censorship
became relaxed and limited secularization of education began. He gave amnesty to rebels including
Casimiro Camerino, the leader of the bandits of Cavite, and established the Guardia Civil.

Dela Torre's terms and regulations were easily pushed out of view when he was replaced by
Gov. Gen. Rafael Izquierdo (1871-1873) who was exactly the opposite of Dela Torre's liberal-minded
rule. For Izquierdo, the indios should not be given the same rights and freedom enjoyed by the
Spaniards in the Philippines. He imposed harsh policies and laws, far from the liberal measures that Dela
Torre implemented. Izquierdowas also responsible for removing the long-standing personal benefits of
the workers under the encomienda system and forced labor exemptions among soldiers. This led to the
Cavite Mutiny on January 20, 1872 thatwas staged by about 200 military personnel of the San Felipe
Arsenalin Cavite.

The Cavite Mutiny was a failed uprising against the Spaniards, resulting in disarmed, imprisoned,
and dead Filipino soldiers. Those who were suspected to be involved in the mutiny were also arrested
and executed. The Spanish authorities and the friars used the mutiny to implicate the three secular
priests—Mariano Gomez, Jose Burgos, and Jacinto Zamora, collectively known as Gomburza—and
proclaimed that they were the instigators of the said mutiny. The priests were executed by garote at
Bagumbayan on February 15, 1872. This event had a personal impact on Rizal and his family since
Burgos was a personal friend of his brother, Paciano. The martyrdom of the three priests awakened the
desire for independence among many Filipinos. In fact, Rizal dedicated his El Filibusterismo to the three
priests.

Rizal's aim to make the Philippines known as a country of writers and intellectuals was a result
of his firsthand experience of racial discrimination when he was in Spain. Considered as an inferior race,
Filipinos were not given access to public goods and experienced rampant prejudice in government
offices, schools, and in society in general.

A number of economic, social, political, and cultural changes in the country and around the
world contributed to the formation of Rizal's national consciousness and his reformist agenda. The
liberal and progressive ideas of Rizal, together with the other reformists, stirred the national
consciousness of natives which eventually led to the Philippine Revolution of 1896. Rizal's contribution
to the decline of the Spanish rule in the 19th century is recognized until today.
 ASSESSMENT
Instruction: Evaluate the situation of the Twenty First century Philippines if the following conditions in
the Nineteenth century Philippines still exist. Cite a concrete example.

Situation on the Nineteenth Century Twenty First Century Philippines

Philippines
A. Political Situation

1. Political Instability of Colonial

Administration

2. Representation in the Spanish

cortes

B. Judicial Situation

1. No Equality Before the Law

2. Maladministration of Justice

C. Social Situation

1. Racial Discrimination

2. Human Rights Denied to Filipinos

D. Religious Situation

1. Frailocracy

2. Secularization of the Parishes

E. Economic Situation

1. Forced Labor

2. Haciendas Owned by the Friars

 ENHANCEMENT ACTIVITIES

Film viewing: “Ganito Kami Noon, Paano Kayo Ngayon?”

Guide questions:

1. Describe the 19th century Philippines as represented in the film

2. Based on your reading and class discussion, what can you say about the film’s
representation of the 19th century?

3. What is the main question that the film seeks to answer?

4. What is your own reflection based on the film and your understanding?

Read and answer the attached PowerPoint in the Google classroom.

REFERENCES

 Catbagan-Aplaten, Maria, Layson-Gavina, Mary Angel, (2014) Rizal: The

Filipino Greatest Hero, Bulacan, St. Andrew Publishing House
 Espina-Clemente, Janet, Cruz, Geoffrey Rhoel, (2019), The Life and Works of
Rizal, Quezon City, C & E Publishing Inc.
 Mallari, Aaron Abel, Reguindin-Estella, Janet, Wani-Obias, Rhodalyn, (2018),
The Life and Works of Jose Rizal, Quezon City, C & E Publishing Inc.
CHAPTER REFLECTION

Answer the following questions here as your journal.

1. How much did you know about the topics before we started? What have you learned after
this lesson?
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2. How can you apply what you have learned to your current life as a student and to your future
dream career?
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3. What other things related to the lesson might you want more help with? Why?
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