Name: Michael M.

Mabansag Course&Year: 4B- Electrical

Course Code: T392- Rizal 1 Date: 09-21-2021

Activity No. 1
Direction: Read each question carefully and write your discussion on the provided
answer sheet. A rubric for assessment is attached as your guide on how you will be
graded for this activity. Answer sheets attached in the last page of this learning packet.

1. Look for comments and reactions of people regarding RA 1425 on the internet.
Compare and contrast the views of those in favor and against the law, considering
the context of the 1950s; would similar arguments still have force today?

ANSWER:The RA 1425 (Republic Act No. 1425 or also known as Rizal Law) is an act
in which states that all public and private schools, colleges, and universities must
include in their curricula the life, works, and writings of Jose Rizal particularly his
novels created (Nolie Me Tangere and El Filibusterismo). This law was passed on
June 12, 1956, for the purpose that aside from honoring what Jose Rizal did for his
country, this was a way of constant and inspiring source of patriotism in the minds
of the youth. The works and life of Rizal are considered to be an avenue to develop
moral character and civil conscience through his works. This is also a form of re-
dedication to the ideals of freedom and nationalism of our heroes who died for the
sake of the freedom of the Philippines.
Considering the era of the 1950s, the Filipinos were only recovering and trying to
stabilize the economic growth of the country from the devastating moment that
happened after World War 2 occurred and it was affected by the war since the
Japanese colonized our country. During this time that the law was passed, the
president was Ramon Magsaysay (1953-1957) that was known as the president that
successfully defeated the communist-led HUKBALAHAP (Hukbo ng Bayan Laban
sa Hapon or called Huks), was a socialist/communist guerrilla movement formed
by the farmers of Central Luzon that rebelled originally to the Japanese but
extended to the Philippine government. The main proponent of the Rizal Bill was
actually Senator Claro M. Recto and Passing the RA 1425 can be a threat since the
works of Rizal can be a source of inspiration of rebellion against the government. On
the side who are in favor, the RA 1425 would be a better ground to inculcate true
form of patriotism and nationalism, as Rizal did. However, for those who were not
in favor of this, the concern would be that the works of Rizal before were served as
an inspiration to the people to rebel and to be aware of what is going on in our
country during Spanish colonization. However, mainly the one who opposed this
law was the Catholic church since they believed that Senator Claro M. Recto was a
communist and anti-Catholic, and the teaching of the works of Rizal particularly the
 novels that showed the wrong actions and mistreatment of Catholics during the
Spanish period claimed that this violated the freedom of conscience and religion. To
those who opposed, this would possibly create confusion and misleading ideas since
the things that happened during Rizal's time were way too different in their state.
This would possibly cause that the catholic schools will be closed down because of
the bill.

With the question that similar arguments would still have force today, we can say it
is yes since the argument and stand of the Catholic Church does not change since
then. They still hold on to the idea that this violates the freedom of conscience and
religion. The bill itself was very clear to its intention and that is to promote
patriotism and nationalism and to commemorate and honor the works of Rizal that
greatly contributed to our history.

2. Reflect on your secondary education. Did your school comply with RA 1425? How
effective is the Rizal Law in instilling patriotism among secondary school
students?
ANSWER: In our school, yes, it complied that we discussed the novels (Noli Me
Tangere and El Filibusterismo). I believe the Rizal Law was effective and true to its
purpose because through our discussion, we discovered and understood, even
more, the kind of living Filipinos had before and how oppressed they were in the
hands of the Spaniards. Through these novels, it helped us to become more aware of
what our heroes did not just only Rizal but all of them who rebelled and sacrificed
their lives for our freedom. The novels and discussion itself about Rizal inspired the
youth and grew in the hearts of many the love for our country just like Rizal and
other men did. Studying more about the history of the Philippines through literature
(for instance the Treaty of Paris in which the Philippines was sold to America by the
Spaniards) made us more aware of our identity and appreciative of the actions
people did for our country.

3. What’s your stand about RA 1425? Write your discussion on the answer sheet
provided.
ANSWER: Rizal Law really promotes nationalism and patriotism to the youth;
considering that Claro M. Recto was a man that truly stood firmly about the
Philippines however if we read El Filibusterismo and Noli Me Tangere, the reader
will see the heinous actions the Spaniards did to the Filipinos. This law was
considered a threat on the side of the Catholic Church since this gave a wrong and
poor impression about them. It was the image of the Catholic Church that truly
affected since the Philippines is still under the influence of Catholic Churches.
Reading these novels made a person more aware of what the Filipinos experienced
for many years (take note 333 years of colonization) and it took one brave act of
 rebellion to defend and protect the freedom which supposedly the Philippines
deserves. 

4. In your own words, discuss the significance of the Rizal Law to the present time.
ANSWER: It is the Republic Act No.1425, also known as the Rizal’s law. And the
full name of the law is an act to include in the curricula of all private and public
schools, colleges and universities, particularly mandated to study his two famous
novels, Noli Me Tangere and El Fili Busterismo. The question is, it is important up to
this days? For me as a student and as a responsible citizen to this country, it is honor
and pleasure for me to keep alive the value of what Dr. Jose Rizal did and that is our
freedom. It is not about the information’s of his life that we studying up to this time,
it is not about to give praises on his works and accomplishments, but it is the
inspiration and love that he gave to us. Because of his sacrifices, we have our
freedom. And through his intelligence and efforts, we have now our justice.
Freedom and justice that we will pass on to the next generations. And another
importance of the Rizal’s law up to this moment is that continuously awaken every
Filipinos heart and soul to become proud, truly inspired and always have the desire
to fight and stand for our freedom no matter what.

RUBRIC FOR ASSESSMENT OF THE ESSAY

 POINTS  CRITERIA

40-33 Excellent to Very Good.  

There is one clear, well-focused idea.  
Excellent command of subject matter.  
Evidence of independent thought.  
Supporting arguments relate to main claim and are well-
organized.  Idea stands out and is supported by details.  
Relevant, telling, quality details give important information,
going beyond the obvious or predictable.

32-25 Good to Adequate. 

Idea is clear but supporting information is general.  
A reasonable command of subject matter.  
A capacity for independent thought, though not fully
realized.  Sufficient substantiation of claim.  
CONTENT Supporting details are relevant, but one or more key issues
40% is unsupported.

24-17  Fair to Poor.

Idea is somewhat clear but more supporting details are needed. 
Relative absence of independent thought.  
Inconsistent substantiation of claim.  
Supporting details and information are somewhat relevant, but
key points are unsupported.

16-0 Failing. 
Vague or unclear thesis. Inadequate command of subject
matter.  Unexamined, clichéd thinking.  
Inadequate substantiation of claims.  
Supporting details are a seemingly random collection
of information, unclear, or not related to the topic.

ORGANIZATION 30-25 Excellent to Very Good. 

30% Clear organization.  
Introduction is inviting, states the thesis, and previews
the structure of the paper.  
Details are in logical order.  
Conclusion is strong and states the point of the paper.

24-19 Good to Adequate. 

Clear organization. Introduction clearly states thesis and
previews structure, but is not particularly inviting to reader.  
Details are in logical order, but may be presented in less
interesting ways.  
Conclusion is recognizable and ties up almost all loose ends.

18-13 Fair to Poor. 

 Significant lapses in organization. Introduction states thesis
but does not adequately preview the structure, nor is it
particularly inviting. 
Some details not in logical or expected order and this is
distracting.  Conclusion is recognizable, but does not tie up all
loose ends.

12-0 Failing. 
Poor, hard-to-follow organization.  
There is no clear introduction of the main topic or structure of
the paper. 
There is no clear conclusion, the paper just ends.  
Little or no employment of supporting evidence - reader left to
fill in gaps; thesis meagerly (if at all) established and
introduction vague or too brief + weak or non-existent conclusion
= seeming total disregard for progression of ideas

STYLE 20-18 Excellent to Very Good. 

20% Extremely fluent and articulate relation of ideas; effective,
powerful tone and language use; quotes, paraphrases
and summaries expertly woven into own writing; structural
design versatile and complex. 
A variety of thoughtful transitions show how ideas are
connected.  Pacing is well-controlled.

17-14 Good to Adequate. 

Reasonably fluent relation of ideas; attempt at tone and
language use somewhat effective; quotes, paraphrases and
summaries left wholly or partially disconnected, and/or
repetitiously or formulaically set up; structure lacks variety
and/or complexity.  Transitions clearly show how ideas are
connected, but there is little variety.  
Pacing is well-controlled, but there is a lack of elaboration in
some areas.

13-10 Fair to Poor. 

Problematic written voice (possibly halting, blunt, confusing,
nonacademic) - ideas unclear; inappropriate and/or mundane
tone & language use; quotes, paraphrases and summaries few
and not employed properly ("stranded"); no attempt at sentence
variability; generally repetitious tone and language.  
Some transitions work well; connections between other ideas
are fuzzy.  
Pacing is well-controlled, but sometimes the same point
is repeated.

9-0 Failing. 
Incoherent relation of ideas; essentially no thought behind
tone and language use; few or no appropriate quotes,
 paraphrases or summaries; faulty and/or inappropriate
structural makeup and grammatical sense.  
Inadequate transitions between ideas and paragraphs.  Pacing is
uneven, same point repeated, or too much time on details.

C. M. D. Hamo-ay 
9

10- Excellent to Very Good. 

9 Few errors in spelling, punctuation,
capitalization, sentence structure and
grammar.

8-7 Good to Adequate. 

Occasional errors in spelling, punctuation,
capitalization, sentence structure and grammar, but
MECHANICS meaning is not obscured.
& GRAMMAR
10% 6-5 Fair to Poor. 
Frequent errors of spelling, punctuation,
capitalization, sentence structure and grammar;
meaning confused or obscured.

4-0 Failing: 
Dominated by errors in spelling, punctuation,
capitalization, sentence structure and grammar;
meaning at times unidentifiable.

GRADE  
EQUIVALENT