ST.

VINCENT’S COLLEGE INCORPORATED

COLLEGE OF TEACHER EDUCATION
Padre Ramon St., Estaka, Dipolog City
Zamboanga del Norte, Philippines

COLLEGE OF ARTS & EDUCATION

COURSE INFORMATION
Course Course
Number Title
Rizal’s Life and Works
Course
GRL Instructor Rica R. Batocael, LPT, MAED
Code
Course Email ricabatocael115@gmail.co Consultation
3 units By appointment
Credit Address m Hours
School 2021- Class
4:30 – 5:30 pm (MWF) Room
Year 2022 Schedule
COURSE DESCRIPTION
This is a three-unit subject that deals with the study of the life and works of Dr. Jose P. Rizal and
their influences and relevance in the contemporary Philippine society. It aims to deepen and strengthen the
student’s sense of nationalism by making him realize his worth as a Filipino.

COURSE LEARNING OUTCOMES

After completing the course students can:

 Manipulate the significance of Rizal’s life as our national hero and liberator;

 identify and evaluate the social, cultural, and political milieu of the Philippines during the colonial era;

 explain and demonstrate the role of significant people in the life of Rizal; and
 develop and apply the sense of nationalism and patriotism by making Rizal as a role model.

COURSE OUTLINE
Preliminary Term Midterm Semi-Final Term Final Term

Week 1 - 2 Week 3 Week 6 Week 8

Course Orientation Jose Rizal’s Cultural The search for Filipino Rizal’s Heroism, the Nation,
Roots: Origins and the World
1. Chinese 1. Pacto de Sangre 1. Life in exile
ascendance
2. Rizal’s annotation 2. Trial and Execution
The Rizal Law, theory of
2. Family, childhood, of Morga
Nationalism, and the 19th 3. Transcendental hero.
and early
Century Philippines education
Week 7
3. Agrarian relations
and the Friar Rizal’s Change in
lands perspective on the
Textbook: Spanish Rule
The Life and Works of Textbook:
1. Indolence and the
Rizal The Life and Works of Rizal
Spanish Colonial
By: Janet Expina- Week 4 - 5 By: Janet Expina-Clemente &
rule
Clemente & Geoffrey Geoffrey Rhoel C. Cruz
Rhoel C. Cruz Rizal’s national 2. Rizal’s Quezon City: C&E Publishing,
consciousness: abandonment and Inc.
Quezon City: C&E
Publishing, Inc. 1. Higher education assimilation
3. El Filibusterismo The Life, Works, and Writings
2. Life abroad of a Genius, Writer, Scientist,
The Life, Works, and
Writings of a Genius, 3. Propaganda and National Hero
Writer, Scientist, and Textbook: By: Gregorio F. Zaide & Sonia
movement and La
National Hero Solidaridad The Life and Works of M. Zaide
By: Gregorio F. Zaide & Rizal Quezon City: All-Nations
Sonia M. Zaide 4. Noli Me Tangere By: Janet Expina- Publishing Co., Inc.
Quezon City: All-Nations Clemente & Geoffrey
Publishing Co., Inc. Rhoel C. Cruz The Life, Works, and Writings
Textbook:
Quezon City: C&E of Jose Rizal
The Life and Works of
The Life, Works, and Publishing, Inc. By: Raymund P. Crudo, Herral
Rizal
Writings of Jose Rizal By: Janet Expina- Ian C. Guiwa and Reidan M.
By: Raymund P. Crudo, The Life, Works, and Pawilen
Clemente & Geoffrey
Herral Ian C. Guiwa and Writings of a Genius, Manila: Rex Book Store, Inc.
Rhoel C. Cruz
Reidan M. Pawilen Writer, Scientist, and
Quezon City: C&E
Manila: Rex Book Store, National Hero
Publishing, Inc.
Inc. By: Gregorio F. Zaide &
Sonia M. Zaide
The Life, Works, and
Quezon City: All-Nations
Writings of a Genius,
Publishing Co., Inc.
Writer, Scientist, and
National Hero
The Life, Works, and
By: Gregorio F. Zaide &
Writings of Jose Rizal
Sonia M. Zaide
By: Raymund P. Crudo,
Quezon City: All-
Herral Ian C. Guiwa and
Nations Publishing Co.,
Reidan M. Pawilen
Inc.
Manila: Rex Book Store,
Inc.
The Life, Works, and
Writings of Jose Rizal
By: Raymund P. Crudo,
Herral Ian C. Guiwa and
Reidan M. Pawilen
Manila: Rex Book Store,
Inc.

THE RIZAL LAW (RA 1425), THE STUDY OF RIZAL AND LITERATURE
THE THEORY OF NATIONALISM
RIZAL IN THE 19TH-CENTURY
Time Duration and Allotment: Week 1 & 2; 12 hours

Abstract:

This study introduces Republic Act 1425, otherwise know as the RIZAL LAW and discusses
nationalism and situates Rizal in the context of the 19th-centurty Philippines.

Lesson Objectives:

As a result of completing this learning module, students will be able to:

 Identify the basic facts about RA 1425;

 Explain the history of the Rizal Law and its important provisions;
 Determined the value of studying Jose Rizal in the 21th-century;
 Explain the concept of nationalism;
 Determine how Rizal’s works embody the concept of nationalism;
 Access the different views regarding Rizal and his works;

Module Guide:

1. Study topic content presented below.

2. Answer the exercises presented after the topic content below.

TOPIC CONTENT:

REPUBLIC ACT NO. 1425

 It is also known as the Rizal Law.

 REPUBLIC ACT NO. 1425 is an act that requires 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. It also authorizes its printing and distribution for
other purposes.
 This law was signed by President Ramon Magsaysay on June 12, 1956 with six (6) provisions in it.
Section 1 - it gave authority to the Board of National Education to adopt measures relating to its
Implementation.
Section 2 - it expressed that all educational institutions are obliged to have libraries with adequate
copies of Rizal’s novels and works.
Section 3 - it mandated the Board of National Education to cause the translation of the two novels
into English, Tagalog and principal Philippine dialects.
Section 4 - it is clarified that this act is not an amendment of Section 927 of the Administrative Code,
prohibiting the discussion of religious doctrines by public school teachers and other
person engaged in any public school.
Section 5 - it provided for the budget appropriation in the implementation of this Act.
Section 6 - it declared the date of effectivity of this law.

 It was formerly known as Senate Bill No. 438, which was proposed by Sen. Claro M. Recto and strongly
support by Sen. Jose P. Laurel who was the head of the senate committee on education during that time.
 It was approved unanimously by the House of the Senate and House of Representatives on May 12, 1956
and May 14, 1956, respectively.
 Prior to approval, this law was met with strong resistance from Catholic senators, various groups like the
 Catholic Action of the Philippines, the Congregation of the Mission, the Knights of Columbus, and the
Catholic Teachers Guild.
 Some of the known supporters of the Rizal Law were Veteranos de Revolucion, Alagad ni Riza,
Freemasons, and the Knights of Rizal.
 Its primary aim is to inculcate in the students an increase of nationalism at a time when the Filipino identity
is threatened by various factors.
 REFERENCE: http://www.gov.ph/1956/06/12/republic-act-no-1425

PHILIPPINE NATIONALISM
 Nationalism is a set of systems - political, social, and economical -characterized by the promotion of the
interests of one nation anchored on the aim to achieve and maintain self-governance or total sovereignty.
 The five basic elements of nationalism are culture, history, language, religion, and territory.
 The opening of the Suez Canal, Cavite Mutiny, Gomburza martyrdom, abuses and immoralities of friars,
and racial discrimination had great contribution to the growth of Filipino nationalism and decline of Spanish
rule.
 Benedict Anderson- a nation is an imagined community - and imagined as both inherently limited and
sovereign.
 Noli Me Tangere and El Filibusterismo emerged as the founding texts of Philippine nationalism.

EXERCISES:

I. THE RIZAL LAW

INSTRUCTIONS:
 Research online and answer the questions with no less than 200 words.
 GRADING: word count 10; correctness 10; organization of idea 10 = 30 points in TOTAL
 Considering the context of the 1950s, what issues and interests were at stake in the debate
over the RIZAL BILL? Do these issues remain relevant in the present?

II. RESOLVING A DISPUTE

INSTRUCTIONS:
 GRADING: word count 15; correctness 15; organization of idea 10 = 40 points in TOTAL
 with the different conceptualizations of nationalism in the mind, research on a dispute that is
currently happening between countries (Philippines between other countries). Discuss your
answers in NOT LESS THAT 300 WORDS:
1. What the dispute is about.
2. What led to the dispute.
3. What the government officials from the disputing countries are doing to address the problem
4. How the concept and sense of nationalism is observed in the different measure to address the
dispute.

RIZALS CULTURAL ROOTS:

THE ASCENDANTS OF THE CHINESE MESTIZO
FAMILY, CHILDHOOD, AND EARLY EDUCATION OF RIZAL
AGRARIAN RELATIONS AND THE FRIAR LANDS

Time Duration and Allotment: Week 3; 6 hours

Abstract:

This study focuses on Rizal’s life through writings of historians and writers, significant factors in the
formation of character, and the issues on land ownership during the Spanish colonial period.

Lesson Objectives:

As a result of completing this learning module, students will be able to:

 Explain the role of the Chinese mestizo in the Philippine society;

 Discuss the relationship of Filipinos and Chinese then and now;
 Present the family background of Rizal;
 Identify the important events during Rizal’s childhood that influenced the formation of his
character;
 Recognize the different issues on land ownership from pre-colonial to colonial period;
 Explain how the hacienda system impacts the Philippines;

Module Guide:

3. Study topic content presented below.

4. Answer the exercises presented after the topic content below.

TOPIC CONTENT
 Understanding of the Philippines as a nation is not complete if its based only on the contemporary society
unless it includes the contribution of the Chinese mestizos.
 Chinese merchants were the first to arrive between the coasts of Manila and China in the 15 th century.
 Spanish Governor Luis Perez Dasmarinas created Binondo as permanent settlement for Chinese mestizos
who converted to Catholicism.
 In the 17th century more than 100 Chinese individuals were married to native Filipinos in some parts of
Luzon and Visayas and their children were called Chinese mestizos.
 Chinese mestizos became prominent figures in industry, commerce, and business - middle class in the
country.
 Chinese mestizos who were able to study abroad including Rizal and Indios were involved in propaganda
movements and armed-revolutions.
 Rizal is a fifth generation Chinese mestizo.
 The Rizals were religious, educated, and one of the wealthiest families in Calamba.
 Jose Rizal’s character formation was influenced by his social and physical environment especially his
family.
 Spanish conquistadors were awarded lands in the form of haciendas for their loyalty to the Spanish crown.
 Sources said the friars lands were donated in exchange for spiritual favors, acquired through usurpation and
other questionable means.
 Rizal family was one of the principal inquillinos of the hacienda renting approximately 380 hectares.

EXERCISES:

I. UNDERSTANDING THE HISTORY OF CHINESE MESTIZO

 INSTRUCTION: Answer the following question comprehensively.
1. What conditions led to then emergence of Chinese mestizos as important members of the Philippines.
2. What were the implications of the Chinese mestizos in Philippine society?
II. RIZAL’S LOVE FOR LANGUAGE
INSTRUCTIONS: Read the poem TO MY FELLOW YOUTH. In a group discussion, share your experiences
or insights on how the youth today shows confidence and interest in using their mother tongue. Do the youth still
value the language they were brought up with? Explain your answer.
III. ESSAY WRITING
INSTRUCTIONS: Write a 500-word essay on your view on the history of friar lands and the conflict between
the landlords and tenants in Hacienda de Calamba. Use the following questions as your guide.
1. What is the broader history of the friar lands?
2. Why did Hacienda de Calamba become a site of agitation in the late 19th century?

ACTIVITIES, RESOURCES, AND ASSESSMENT

Online (Hybrid Model
Resources:
Schoology/Google
Classroom/Messenger
https://www.google.com/search?
q=ra+1425+summary&oq=RA+142
&aqs=chrome.3.69i57j0l7.30708j0j7
&sourceid=chrome&ie=UTF-8
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Quezon City: C&E Publishing, Inc.
Activity:
Megacognitive Reading Report
Research and compose a reading
report J. Schumacher’s The Rizal
Bill of 1956: Horacio de la Costa
and the Bishops, philippine Studies
59(4), 529-53. no less than 500
words. Be submitted thru the
assigned platform.
Assessment:Multiple Choice Test
using Schoology platform:
Blended (Asynchronous Model)
Resources:
Schoology/Google
Classroom/Messenger
https://www.google.com/search?
q=ra+1425+summary&oq=RA+142
&aqs=chrome.3.69i57j0l7.30708j0j7
&sourceid=chrome&ie=UTF-8
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Quezon City: C&E Publishing, Inc.
Activities: (via Schoology, e-mail,
or messenger)
Megacognitive Reading Report
Research and compose a reading
report J. Schumacher’s The Rizal
Bill of 1956: Horacio de la Costa
and the Bishops, philippine Studies
59(4), 529-53. no less than 500
words. Be submitted thru the
assigned platform.
Assessment:Multiple Choice Test
using Schoology platform:
Offline (Flex Model)
Resources:
https://www.google.com/search?
q=ra+1425+summary&oq=RA+142
&aqs=chrome.3.69i57j0l7.30708j0j7
&sourceid=chrome&ie=UTF-8
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Quezon City: C&E Publishing, Inc.
Activities:
Topics will be discussed during
classroom sessions. Number of
students is limited based on school
policies to maintain social
distancing.
Megacognitive Reading Report
Research and compose a reading
report J. Schumacher’s The Rizal
Bill of 1956: Horacio de la Costa
and the Bishops, philippine Studies
59(4), 529-53. no less than 500
words. Output will be printed in a
long bond paper with proper
margins and indentations.
Assessment:
Multiple Choice Quiz which will be
conducted after the indoor session
and is submitted immediately.

RIZAL’S NATIONAL CONSCIOUNESS:

HIGHER EDUCATION OF RIZAL
RIZAL’S LIFE ABROAD
THE PROPAGANDA MOVEMENT AND LA SOLIDARIDAD
IN THE EYES OF NOLI ME TANGERE
Time Duration and Allotment: Week 4 & 5; 12 hours

Abstract:

This study focuses on the significant events that shaped Rizal’s nationalist sensibilities, his notable
experiences abroad, his higher education, propaganda movement, and symbolic representations of the Noli
Me Tangere.

Lesson Objectives:

As a result of completing this learning module, students will be able to:

 Identify Rizal’s scholastic achievements and triumphs in life.

 Assess Rizal’s scholastic performance and criticize his philosophy on education.
 Analyze the experiences Rizad had abroad that helped shape his nationalist sensibilities.
 Identify the different places Rizal had been to and the people he met who inspired him to be a
propagandist.
 Discuss the different works of Rizal as a propagandist and their significance to the development
of his nationalist consciousness.
 Explain the principle of assimilation advocated by the propaganda movement.
 Assess Rizal’s involvement in the propaganda movement.
 Appraise important characters in the novel and identify their symbolic representations as used by
Rizal in the novel.
 Analyze the present Philippine situation critically through the examples provided in the Noli Me
Tangere.
 Access how Rizal’s message in Noli Me Tangere can be applied to the social conditions of the
21st century Philippines.

Module Guide:

1. Study topic content presented below.

2. Answer the exercises presented after the topic content below.

TOPIC CONTENT:

 The execution of Gomburza stirred the nationalist sensibilities in Rizal that he dedicated his second novel,
El Filibusterismo to the three fallen priests.
 Rizal’s life in Ateneo Municipal de Manila was challenging but he continuously exemplified scholastic
excellence that he was the pride of the Jesuits.
 Rizal was unhappy because his academic life in the University of Santo Tomas was full of controversies
and hardships compared to his time in Ateneo.
 Rizal’s sudden departure for abroad was orchestrated by his brother Paciano as part of a secret mission to
observe life abroad and initiate a campaign for reforms in the Philippines.
 Paciano regularly funded Rizal’s stay in abroad but sometimes economic difficulties arouse during the
Calamba agrarian crisis.
 All the significant places and scenes that Rizal came across were carefully and evidently recorded in his
diaries.
 Rizal regularly socialized with his former schoolmates in Ateneo and met with renowned scientist who
helped improve his medical knowledge.
 Rizal was aware of the concept of Assimilation wherein the Philippines can be considered as a province of
Spain not just a colony so that Filipinos could be equal with the Spaniards.
  The Diariong Tagalog was a bilingual newspaper which focused on the idea of national regeneration
through education and wherein many Filipino writers contributed series of protest writings against the
injustices in the Philippines.
 Rizal’s speeches in Madrid condemned the abuses of the friars and Spanish government and encouraged
the youth to follow in the footsteps of Luna and Hidalgo.
 The La Solidaridad was an organization composed of Filipino liberals exiled in Spain wherein Rizal
became a member.
 La Solidaridad newspaper (named after the organization) was issued by Galicano Apacible and served as
the principal organ of the reform movement.
 The LETTER TO THE YOUNG WOMEN OF MALOLOS was Rizal’s one of the most important
contribution to the La Solidaridad newspaper.
 THE INDOLENCE OF THE FILIPINOS was Rizal’s essay in the La Solidaridad in response to the
accusations of the Spaniards that Filipinos are indolent.
 Rizal used symbolic representations in the Noli Me Tangere in depicting the social, cultural, and political
issues during the Spanish colonial era.
 Jose Maria Basa was the hero-smuggler who made the Noli Me Tangere available to the Filipino people
amidst the strict censorship implemented by the Spaniards.
 Rizal’s first novel remain relevant today especially with the current threats to the Philippine sovereignty.

EXERCISES:

I. THE VALUE OF EDUCATION

INSTRUCTIONS:
Write a 300-500- word personal reflection on the value and significance of education in the success of a person in
the modern world. Keep in mind Jose Rizal’s undying comment to education in writing your reflection.
II. TRAVEL JOURNAL
INSTRUCTIONS:
When Rizal left the country for Spain, he meet many people and visit many places. In each of his stopovers (as
listed below), identify the persons or a place he visited.
1. Singapore 6. Barcelon, Spain 11. Bavaria, Germany
2. Colombo, Sri Lanka 7. Paris, France 12. Geneva, Switzerland
3. Egypt 8. Berlin, Germany 13. Milan, Italy
4. Naples, Italy 9. Prague, Czech Republic
5. Marseilles, France 10. Vienna, Austria
III. RESPONDING RIZAL’S LETTER
INSTRUCTIONS:
Research and read Rizal’s famous letter to the women of Malolos who stood for their right to learn the Spanish
language amidst objection from friars. Situate your self back in time and imagine you are one of these women.
Write a response letter addressed to him.

ACTIVITIES, RESOURCES, AND ASSESSMENT

Online (Hybrid Model
Resources:
Schoology, Goodle Classroom,
Messenger
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Blended (Asynchronous Model) Offline (Flex Model)
Resources: Resources:
Schoology, Goodle Classroom, Textbook:
Messenger The Life and Works of Rizal
Textbook: By: Janet Expina-Clemente &
The Life and Works of Rizal Geoffrey Rhoel C. Cruz
By: Janet Expina-Clemente &
Quezon City: C&E Publishing, Inc.
Geoffrey Rhoel C. Cruz

Quezon City: C&E Publishing, Quezon City: C&E Publishing, Inc.

Inc.
http://malaca.gov.ph/4071-jose-
rizalshomage-to-luna-and-hidalgo
http://malaca.gov.ph/4071-jose-
rizalshomage-to-luna-and-hidalgo
http://malaca.gov.ph/4071-jose-
Activity:
rizalshomage-to-luna-and-hidalgo
After the topic is discussed in a
classroom session, this activity is
 Activity: personally introduced to the
students.
Activity: Dissecting the Brindis Speech
Dissecting the Brindis Speech
Dissecting the Brindis Speech Based on Rizal’s Brindis Speech, write
a no less than 500-word rection paper Based on Rizal’s Brindis Speech,
Based on Rizal’s Brindis Speech,
assessing his involvement and write a no less than 500-word
write a no less than 500-word
contribution to the Propaganda reaction paper assessing his
rection paper assessing his
Movement. involvement and contribution to
involvement and contribution to
the Propaganda Movement.
Assessment:
THE SEARCH FOR FILIPINO ORIGINS:
PACTO DE SANGRE: WHY WE WERE CONQUERED
PRE-COLONIAL PILIPPINES: RIZAL’S ANNOTATIONS OF MORGA
Time Duration and Allotment: Week 6; 6 hours

Abstract:

This study focuses on a different perspective of Philippine history prior to the arrival of the Spanish
colonizers.

Lesson Objectives:

As a result of completing this learning module, students will be able to:

 Analyze the significance of Pacto de Sangre to Filipino nationalism;

 Discuss the possible reasons why the Philippines was colonized by Spain;
 Scrutinized Rizal’s ideas on how to read and study Philippine history;
 Compare and contrast Rizal and Morga’s differing views of the Filipinos and Philippine culture;

Module Guide:

3. Study topic content presented below.

4. Answer the exercises presented after the topic content below.

TOPIC CONTENT:

 Several blood compacts or Pacto de Sangre were sealed between Spaniards and Datus to ensure friendship
and peace.
 Marcelo H. del Pilar said in his La Solidaridad article that blood compacts were political treaties between
Spain and Philippines that were valid and subject to the fulfillment of terms.
 The article of Andres Bonifacio, Dapat Mabatid nd mga Tagalog said that the Spaniards deceived
Sikatuna and made him believed that they would treat Filipinos as equal but instead reduced the Filipino
race to an inherent position of inferiority.
  The blood compact of Sikatuna and Legazpi was used by the ilustrados in demanding reforms from the
Spanish colonial government.
 Rizal’s perspective of pre-colonial Philippines and his research was based on the accounts of Antonio de
Morga’s Sucesos de las Filipinas.

EXERCISES:

I. BEHIND THE PAINTING, PAINT ME A PICTURE

INSTRUCTIONS:
Juan Luna’s The Blood Compact (1885) is a depiction of the blood compact that transpired between Datu Sikatuna of
Bohol and Captain General Miguel Lopez de Legazpi of Spain.
1. Note at least three significant observations you can find in this master piece.
2. From your observations, inter the intentions of Luna in making the painting.
3. Write your own interpretation of the meaning of the painting.

II. DIFFERING VIEWS OF THE PRE-CONQUEST PART

INSTRUCTIONS: Complete the table provided.
Pigafetta Morga
People
Customs and culture
Beliefs and religion
Society and government
Remarkable practices

ACTIVITIES, RESOURCES, AND ASSESSMENT

Online (Hybrid Model
Resources:
Schoology, Goodle Classroom,
Messenger
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Blended (Asynchronous Model) Offline (Flex Model)
Resources: Resources:
Schoology, Goodle Classroom, Schoology, Goodle Classroom,
Messenger Messenger
Textbook: Textbook:
The Life and Works of Rizal The Life and Works of Rizal
By: Janet Expina-Clemente & By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz Geoffrey Rhoel C. Cruz

Quezon City: C&E Publishing, Quezon City: C&E Publishing, Inc. Quezon City: C&E Publishing, Inc.
 Inc.
http://www.kasaysayan-
kkk.info/kalayaan-the-katipunan-
newspaper/andres-bonifacio-and-
dapat-mabatid-ng-mga-tagalog-c-
march-1896
Historical events of the Philippine
Islands:published in Mexico, 1609
by Antonio de Morga
Activity:
TABLE PRESENTATION:Make a
comparison of Rizal and Morga’s
view of pre-colonial Filipino
culture. Present your facts using a
table graphic presentation.as an
alternative, submit a Powtoon
presentation (www.powtoon.com)
with same topic.
Assessment:
Graded oral discussion thru
Zoom or Google classroom. The
discussion starters are:
 Why did Rizal conducted
a study of the Philippines before
the colonial era?
 Who is Morga?
 What is the significance
of Morga’s work to Rizal?
 What are the comments
of Rizal’s on Morga’s book?
Rubrics:
Content, correctness,
organization of ideas.
RIZAL’S CHANGE IN PERSPECTIVE ON THE SPANISH RULE:
INDOLENCE AND THE SPANISH COLONIAL RULE
RIZAL’S ABANDONMENT OF ASSIMILATION
EL FILIBUSTERISMO
Time Duration and Allotment: Week 7; 6 hours
Abstract:
http://www.kasaysayan-
kkk.info/kalayaan-the-katipunan-
newspaper/andres-bonifacio-and-
dapat-mabatid-ng-mga-tagalog-c-
march-1896
Historical events of the Philippine
Islands:published in Mexico, 1609 by
Antonio de Morga
Activity:
TABLE PRESENTATION:Make a
comparison of Rizal and Morga’s view
of pre-colonial Filipino culture.
Present your facts using a table graphic
presentation.as an alternative, submit a
Powtoon presentation
(www.powtoon.com) with same topic.
Assessment:Graded oral discussion
thru Zoom or Google classroom.
Written answers are accepted for
those who cannot join the online
activity. The discussion starters are:
 Why did Rizal conducted a
study of the Philippines before the
colonial era?
 Who is Morga?
 What is the significance of
Morga’s work to Rizal?
 What are the comments of
Rizal’s on Morga’s book?
Rubrics:
Content, correctness, organization of
ideas.
http://www.kasaysayan-
kkk.info/kalayaan-the-katipunan-
newspaper/andres-bonifacio-and-
dapat-mabatid-ng-mga-tagalog-c-
march-1896
Historical events of the Philippine
Islands:published in Mexico, 1609
by Antonio de Morga
Activity:Assignment TABLE
PRESENTATION:Make a
comparison of Rizal and Morga’s
view of pre-colonial Filipino
culture. Present your facts using a
table graphic presentation.as an
alternative, submit a Powtoon
presentation (www.powtoon.com)
with same topic. The output will be
printed and submited on the next
classroom meeting.
Assessment: Graded oral
discussion during a classroom
session. Written answers are
accepted for those who cannot
join the online activity. The
discussion starters are:
 Why did Rizal conducted
a study of the Philippines before
the colonial era?
 Who is Morga?
 What is the significance of
Morga’s work to Rizal?
 What are the comments of
Rizal’s on Morga’s book?
Rubrics:
Content, correctness,
organization of ideas.
 This study focuses on the circumstances that led to Rizal’s change in perspective on the Spanish
rule - from being a propagandist asking for reforms and campaign for assimilation to having more
aggressive stance against corruption of leaders, particularly the friars.

Lesson Objectives:

As a result of completing this learning module, students will be able to:

 Analyze the significance of Rizal’s SOBRE LA INDOLENCIA DE LOS FILIPINOS and LOS
AGRICULTORES FILIPINOS in relation to the Filipinos nationalism;
 Assess the presumed indolence of the Filipinos and its correlation to the inferiority of Filipinos to
the Spanish colonizers;
 Outline the ilustrado campaign for assimilation;
 Analyze the events that prompted rizal to consider other means of achieving justice and
demanding reforms from Spain;
 Explain the implications of Rizal’s abandonment of the campaign for assimilation;
 Compare and contrast the characters, plot and theme of Noli and El Fili.
 Determine the importance of the youth in nation-building, and;
 Assess the significance of Rizal’s Noli Me Tangere and El Filibusterismo in the 21 st century
Philippines;

Module Guide:

5. Study topic content presented below.

6. Answer the exercises presented after the topic content below.

TOPIC CONTENT:

 In SOBRE LA INDOLENCIA DE LOS FILIPINOS, Rizal defended that the indolence of

Filipinos is not inherent but caused by Philippines climate and the abuses they suffered form the
Spaniards that led to the deterioration of Filipino values, and that the solution to Filipino indolence
was education and liberty from oppression.
 In LOS AGRICULTORES FILIPINOS, Rizal recommended to Spanish authorities to consult with
Filipino farmers on problems relating to agrarian policies such as polo y servicio.
 New Calamba Community - North Borneo Company granted offered permanent settlement for
immigrants and sale or lease of lands for 999 years.
 Losing motivation, rivalries in leadership, and passive participation by ilustrados caused some
propagandists to leave the movement and prompted Filipinos to believe that reform campaigns were futile.
 Rizal’s family in Calamba suffered abuses by the Spanish authorities specially his mother and sister who
were made to walk from Manila back to their province and this was one of the reasons why he was course
to return home.
 Representation in the Spanish Cortes was one of the predominant reforms lobbied by Filipinos.
 The Noli Em Tangere exposed through its characters and plot the abusive ways of Spanish authorities and
friar while the El Filibusterismo warned Spain that its corrupt and self-seeking colonial government would
lead to disaster, condemned greed and coward elite Filipinos, and revealed the importance of youths in
nation-building.

EXERCISES:
I. TRAVEL BACK IN TIME
INSTRUCTIONS:
 The La Solidaridad served as the venue for the Filipino propagandists to voice out their concerns
against the Spanish colonial rule. Imagine that you can travel back in time and visualize yourself as
part of the La Solidaridad. Submit an essay/article to the newspaper defending Filipinos from the
accusation that they are indolent.
II. RIZALISTA VS. PILARISTA
INSTRUCTIONS:
Compare and contrast the two propagandists. Complete the table provided and answer the question
What are the implications of the Rizal-Del Pilar rivalry to the formation of Rizal’s nationalistic
ideologies?
Rizal Del Pilar
Background
Major works
Propaganda style
Nationalistic ideology

III. COMPARATIVE EXERCISE

INSTRUCTIONS:
Compare and contrast the characters, plot, and theme of the Noli and El Fili. You may watch the
video Tauhan ng El Filibusterismo (https://www.youtube.com/watch?v=fAGTKyixoSg)

ACTIVITIES, RESOURCES, AND ASSESSMENT

Online (Hybrid Model
Resources:
Schoology, Goodle Classroom,
Messenger
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Quezon City: C&E Publishing, Inc.
http://www.youtube.com/watch?
v=fAGTKyixoSg
http://home.uchicago.edu/aabbott/ba
rbpapers/barbrizal.pdf
Activity:
watch the video Tauhan ng El
Filibusterismo
(http://www.youtube.com/watch?
v=fAGTKyixoSg). compare and
contrast the characters, plot, and
theme of Noli Me Tangere and El
filibusterismo. Submit the output
thru Schoology. Rubrics will be set
by the teacher.
Assessment:
Blended (Asynchronous Model)
Resources:
Schoology, Goodle Classroom,
Messenger
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Quezon City: C&E Publishing, Inc.
http://www.youtube.com/watch?
v=fAGTKyixoSg
http://home.uchicago.edu/aabbott/ba
rbpapers/barbrizal.pdf
Activity:
watch the video Tauhan ng El
Filibusterismo
(http://www.youtube.com/watch?
v=fAGTKyixoSg). compare and
contrast the characters, plot, and
theme of Noli Me Tangere and El
filibusterismo. Submit the output
thru Schoology. Rubrics will be set
by the teacher.
Assessment:
Offline (Flex Model)
Resources:
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Quezon City: C&E Publishing, Inc.
http://www.youtube.com/watch?
v=fAGTKyixoSg
http://home.uchicago.edu/aabbott/ba
rbpapers/barbrizal.pdf
Activity:
After the topic discuss done in the
classroom with limited number of
students, assignment will be given:
Swatch the video Tauhan ng El
Filibusterismo
(http://www.youtube.com/watch?
v=fAGTKyixoSg). compare and
contrast the characters, plot, and
theme of Noli Me Tangere and El
filibusterismo. Submit the printed
output on the next classroom
session.

10-item quiz thru Schoology with 10-item quiz thru Schoology with Assessment:
under time limit.
 under time limit. 10-item quiz will follow after the
teacher’s discussion.

RIZAL’S HEROISM, THE NATION, AND THE WORLD:

LIFE IN EXILE
TRIAL AND EXECUTION
THE TRANSCEDENTAL HERO
Time Duration and Allotment: Week 8; 6 hours

Abstract:

This study focuses on how the greatness of Rizal continues to live on in the present, the accounts of
his life when captured and exiled including the details during trial and execution.

Lesson Objectives:

As a result of completing this learning module, students will be able to:

 Explain how Rizal spent “the most productive years of his life” in exile;
 Evaluate Rizal’s disposition about an armed rebellion for Philippine independence;
 Identify the accusations that led to Rizal’s trial and execution;
 Analyze the effects of Rizal’s execution on Spanish colonial rule and the Philippine revolution;
 Debate on the issue of Rizal’s alleged retraction letter;
 Discuss the various representations of Rizal as a national hero, and;
 Evaluate and demonstrate the relevance of Rizal as a national hero to the 21st century Filipinos.

Module Guide:

 Study topic content presented below.

 Answer the exercises presented after the topic content below.

TOPIC CONTENT:

 Rizal upon returning home was already considered as an enemy of the state because of his novels.
 Rizal founded the La Liga Filipina as a social reformist group advocating social reforms through legal
means and considered threat by Spanish authorities.
 Rizal’s life in Dapitan focused on serving the people and society through his civic works, medical
practices, agricultural projects, and education.
 Scientific, artistic and literary skills of Rizal were also developed while in exile.
 Josephine Bracken became an important part of Rizal’s life in Dapitan.
 Justice, due process, and rights of an accused were not granted to Rizal during the entire hearing of his trial.
 Same as with Jesus Christ, “Consummatum Est” was Rizal’s last words before dying.
 Authenticity of a retraction letter allegedly issued by Rizal up to the present is still a subject to debate.
 The power of Rizal’s character and influence that transcend geographical and generational boundaries is
unquestionable and never ending.
 Rizal’s leadership skills were exceptional as he led the Propaganda Movement.
EXERCISES:

I. JOSE RIZAL BY PROFESSION

INSTRUCTIONS:
Watch the film Rizal sa Dapitan (1997). afterwards, in pairs, identify the five different professions that Rizal
practice while in exile. Explain how Rizal carried out these professions.
Profession:
Description:

II. REFLECTION PAPER

INSTRUCTIONS:
The controversy on the retraction letter that Rizal allegedly wrote regarding his statements against the Catholic
Church and Spanish rule has not been resolved yet.
Did Rizal retract? Using 250 - 300 words, explain your answer on this question.

III. READING REPORT

INSTRUCTIONS:
Read the assigned reading and complete the statements below:
http://seap.einaudi.cornell.edu/sites/seap.einaudi.cornell.edu/files/1999f_2.pdf
1. The three things that I significantly learned from the reading are ………
2. The three things that are still unclear to me are………….
3. I used to think that……….
4. The three questions that I want to ask about the reading are………………

ACTIVITIES, RESOURCES, AND ASSESSMENT

Online (Hybrid Model
Resources:
Schoology, Goodle Classroom,
Messenger
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Blended (Asynchronous Model)
Resources:
Schoology, Goodle Classroom,
Messenger
Textbook:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Offline (Flex Model)
Resources:
The Life and Works of Rizal
By: Janet Expina-Clemente &
Geoffrey Rhoel C. Cruz
Quezon City: C&E Publishing, Inc.

Quezon City: C&E Publishing, Inc. Quezon City: C&E Publishing, Inc. http://seap.einaudi.cornell.edu/sites/s
eap.einaud.edu/files/1999f_2.pdf

http://seap.einaudi.cornell.edu/sites/s
eap.einaud.edu/files/1999f_2.pdf
Activity:ESSAY WRITING (no
less than 500 words)Considering the
issues on the credibility of Rizal’s as
the Philippine national hero, write
an essay stating your take on
whether he deserves the title or
another hero should be given the
merit. Output will be submitted thru
Schoology and under time limit or
table.
Rubics:
Introduction:
Supporting details:
http://seap.einaudi.cornell.edu/sites/s
eap.einaud.edu/files/1999f_2.pdf
Activity:ESSAY WRITING (no
less than 500 words)Considering the
issues on the credibility of Rizal’s as
the Philippine national hero, write
an essay stating your take on
whether he deserves the title or
another hero should be given the
merit. Output will be submitted thru
Schoology and under time limit or
table.
Rubics:
Introduction:
Supporting details:
Activity: (given after the discussion
during classroom session)ESSAY
WRITING (no less than 500
words)Considering the issues on the
credibility of Rizal’s as the
Philippine national hero, write an
essay stating your take on whether
he deserves the title or another hero
should be given the merit. Output
will be submitted by the next
classroom session as scheduled by
the teacher.
Rubics:
Introduction:
Supporting details:
Organization of ideas:
Organization of ideas: Organization of ideas: Writing mechanics:
Writing mechanics: Writing mechanics: