Activity No.

3 Comparison and Contrast

To compare is to tell how two or more things are alike. To contrast is to tell how two or more
things are different. Clue words such as like or as show comparisons. Clue words such as but or
unlike show contrasts. Often authors don’t use clue words. Readers must make comparisons for
themselves. Use the chart below to compare and contrast the views of those in favor and against
RA 1425, considering the context of the 1950s; Would similar arguments still have force today?

Write your answers using/following the format given below.

Subjects being compared:

• The viewpoints or stands between those in favor and against the Republic Act
No. 1425 or the Rizal Law.

Reasons for comparison:

• To know the essence of the RA 1425 in encouraging nationalism and patriotism

between those in favor and against the Rizal Law
• To consider the positive and negative effects of both sides to the overall moral
growth of student
• To obtain a better understanding about the life and works of Rizal
• To determine whether the Rizal Law is effective in instilling patriotism among
the students

RA 1425- POINT no. 1

PEOPLE’S SOCIAL AND MORAL GROWTH
 IN FAVOR AGAINST

Compare:

The Rizal bill’s greatest influence will be to reaffirm the ideas of independence,
social and moral development, and nationalism, as well as how Rizal overcome his
people’s ignorance and indifference.

Contrast:

The life and works of Rizal are
constant and inspiring source of
developing moral character, personal
discipline, civic conscience with the minds
of the youth, especially during their
formative and decisive years.
Catholics expressed concerns that
the offensive portions would discourage
young people from participating in
religious activities, and would lead to social
constraints.

RA 1425- POINT no. 2

THE SIGNIFICANCE OF RELIGION AND FAITH
IN FAVOR AGAINST

Compare:

Both sides strive to emphasize the significance of religion and faith.

Contrast:

Rizal Law has put its extent to not
endanger one’s catholic belief. The sole
object of the bill was to foster the better
appreciation of Rizal’s time of the role he
played in combating Spanish tyranny in
this country. Denying that the novels had
any religious motivation.
Claiming that Rizal’s novels
contained views inimical to the tends of
their faith, they particularly challenge the
compulsory nature of the bill as violative of
religious freedom.

RA 1425- POINT no. 3

THE LEGISLATION’S ENACTMENT
 IN FAVOR AGAINST

Compare:

The catholic group and senators came to an agreement on the bills legislation on
one key point: the inclusion of Noli Me Tangere, El Filibusterismo and all of his literature
in the curriculum, with catholic students having the choice to be excluded.

Contrast:

Noli Me Tangere and El The catholic failed to pass laws

Filibusterismo must be read in their requiring annotated copies of Rizal work
original editions at all schools, colleges, and lack of instability among catholic
and universities across the country. students to voice objections to the reading
of novels.

RA 1425- POINT no. 4

THE BILL’S MANDATORY READING MATTER
IN FAVOR AGAINST

Compare:

Both parties agreed on the issuance of rules and regulations providing for the
exemption of students for grounds of religious belief as indicated in a sworn statement.

Contrast:

The life and works of Dr. Jose Rizal
inspire youth to adopt patriotism and
nationalism and the bill also builds moral
character, discipline, conscience and
citizenship.
According to the catholic forces,
the novels Noli Me Tangere and El
Filibusterismo are harmful clerics. Many
Christian doctrines are rejected and
contradicted by the novels published by
Jose P. Rizal.

RA 1425- POINT no. 5

NATIONALISM AND PATRIOTISM
 IN FAVOR AGAINST

Compare:

The value of the Rizal Law in developing patriotism and fostering nationalism to
the Filipinos.

Contrast:

The Rizal Law taught Filipinos the
true value of having an independent
nation, and Filipinos have a significant
advantage over the country’s
opponents.
Many modern Filipinos are
unconcerned with nationalism and Rizal’s
philosophical messages may be lost on young
Filipinos.

Similarities/ Differences:
The purpose of the proposed bill, according to those who fought for its approval, is
to foster adherence of the ideas of freedom, patriotism, and nationalism for which our
heroes lived, fought and died. The opposition, on the other hand, believes that the novels
Noli Me Tangere and El Filibusterismo are harmful clerics. On the contrary, many Christian
doctrines are alienated and contracted by the novels published by Jose P. Rizal. They
further claimed that the novels include parts that are contrary to the student’s belief.

Conclusions:
The objective of the Rizal Law was not to mislead student’s thinking; rather, it was to
present an inspiring source of patriotism that would resonate with the minds of young,
particularly during their formative and decisive years in school. Furthermore, it has both
positive and negative effects to the youth, the importance of freedom and independence
was reinforced to the youth through this republic act. On the other hand, the people’s
religion is being questioned. This law jeopardizes the Christian development of students in
their formative years. However, it professes to instill in students of practicing nationalism,
exercising reasonable freedom of expression, and carrying out responsible civil obligations.
RUBRICS:

30 points- Full accomplishment- Students compared and contrasted the views of those
in favor and against RA 1425 in a clear and consistent manner.

20 points- Substantial Accomplishment-students compared and contrasted the views of those

in favor and against RA 1425 but do so in a somewhat consistent manner.

10 points- Little or Partial Accomplishment- Students have difficulty comparing and

contrasting the views of those in favor and against RA 1425 consistently.