RZAL 1013 Module 2

UNIVERSITY OF SAINT LOUIS
Tuguegarao City
SCHOOL OF EDUCATION, ARTS and SCIENCES

Short Term
A.Y. 2020-2021
CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)
Prepared by:
ALVIC B. TORRES, RACHEL ANN SURLA, HAYDEN GONZALES

Course Instructors
Reviewed by:
RENZ MARION C. GAVINO, MP

General Education Area
Recommended by:
VENUS I. GUYOS, Ph.D.

Academic Dean
Approved by:
EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics
RIZAL 1013- Life and works of Rizal | 1

UNIVERSITY PRAYER
O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian
community. The graces You incessantly grant upon us and Your divine providence have sustained
our beloved University throughout the years of mission and excellence.
Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You
keep us committed and dedicated to our mission and identity to serve the Church and the society
as we become living witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast
in our good and beautiful mission, our works will bring success not only to ourselves but also to
those whom we are bound to love and serve.
Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You
above all things , may we also live believing that we are born for a greater purpose and mission as
we dwell in Your presence all the days of our life.
Grant all these supplications through the intercession of

Mother Mary and through Christ our Lord. Amen.

RZAL 1013 (Life and works of Rizal)
AY 2020-2021
Lesson III & IV: Rizal and Theory of Nationalism

The Nation as Imagined Community
Topic: Rizal and Theory of Nationalism/ The Nation as Imagined

Community
Learning Outcomes: At the end of this module, you are expected to:
1. Discuss the concept of nationalism;

2. Identify the events that contributed to the awakening of national
consciousness, and
3. Cite ways and situations in which nationalism and patriotism are
manifested.
Date Topics Activities or Tasks

June 28 Rizal and Theory of Nationalism Read the lesson
Literary pieces of Rizal
Filipino Nationalism
June 29 Answering Learning Task and
Participation and Checking of
June 30  Causes of the Awakening of the Read the Lesson
July 1 Filipinos’ National Consciousness Answering of Learning Task
July 2  The Nation and Imagine Community Quiz
Today we will discuss about the Birth of National

Consciousness and Filipino Nationalism, the reasons
why Rizal was considered a National Hero and the
service given and sacrificed by him for the sake of our
Country. We will also discuss the reasons why our
nation is considered as an imagined community.

LESSON PROPER
Rizal and the Theory of Nationalism
J
osé Rizal, the national hero of the Philippines, is not only
admired for possessing intellectual brilliance but also for taking
a stand and resisting the Spanish colonial government. While
his death sparked a revolution to overthrow the tyranny, Rizal will
always be remembered for his compassion towards the Filipino
people and the country.
José Protasio Rizal Mercado Y Alonso Realonda was born on June

19, 1861 to Francisco Mercado and Teodora Alonzo in the town of
Calamba in the province of Laguna. He had nine sisters and one
brother. At the early age of three, the future political leader had
already learned the English alphabet. And, by the age of five, José
could already read and write.
When he enrolled in the Ateneo Municipal de Manila (now referred to as Ateneo De Manila
University), he dropped the last three names from his full name, after his brother’s advice – hence,
his more popular name José Protasio Rizal. His performance in school was outstanding – winning
various poetry contests, impressing his professors with his familiarity of Castilian and other foreign
languages, and crafting literary essays that were critical of the Spanish historical accounts of pre-
colonial Philippine societies.
A man with multiple professions. While he originally

obtained a land surveyor and assessor’s degree in
Ateneo, Rizal also took up a preparatory course on law
at the University of Santo Tomas (UST). But when he
learned that his mother was going blind, he decided to
switch to medicine school in UST and later on
specialized in ophthalmology. In May 1882, he decided
to travel to Madrid in Spain, and earned his Licentiate in
Medicine at the Universidad Central de Madrid.
Apart from being known as an expert in the field of medicine, a poet, and an essayist, Rizal
exhibited other amazing talents. He knew how to paint, sketch, and make sculptures. Because he
lived in Europe for about 10 years, he also became a polyglot – conversant in 22 languages. Aside
from poetry and creative writing, Rizal had varying degrees of expertise in architecture, sociology,
anthropology, fencing, martial arts, and economics to name a few.

His novels awakened Philippine nationalism Rizal had
been very vocal against the Spanish government, but
in a peaceful and progressive manner. For him, “the
pen was mightier than the sword.” And through his
writings, he exposed the corruption and wrongdoings
of government officials as well as the Spanish friars.
While in Barcelona, Rizal contributed essays, poems,

allegories, and editorials to the Spanish newspaper,
La Solidaridad. Most of his writings, both in his essays
and editorials, centered on individual rights and
freedom, specifically for the Filipino people. As part of
his reforms, he even called for the inclusion of the
Philippines to become a province of Spain.
But, among his best works, two novels stood out from the rest – Noli Me Tángere (Touch Me Not)
and El Filibusterismo (The Reign of the Greed).
In both novels, Rizal harshly criticized the Spanish colonial rule in the country and exposed the ills
of Philippine society at the time. And because he wrote about the injustices and brutalities of the
Spaniards in the country, the authorities banned Filipinos from reading the controversial books. Yet
they were not able to ban it completely. As more Filipinos read the books, their eyes opened to the
truth that they were suffering unspeakable abuses at the hands of the friars. These two novels by
Rizal, now considered his literary masterpieces, are said to have indirectly sparked the Philippine
Revolution.
Upon his return to the Philippines, Rizal formed a

progressive organization called the La Liga Filipina.

This civic movement advocated social reforms through legal means. Now Rizal was considered
even more of a threat by the Spanish authorities (alongside his novels and essays), which
ultimately led to his exile in Dapitan in Northern Mindanao.
This however did not stop him from continuing his plans for reform.
While in Dapitan, Rizal built a school, hospital, and water system. He
also taught farming and worked on agricultural projects such as using
abaca to make ropes.
Rizal was granted leave by then Governor-General Blanco, after

volunteering to travel to Cuba to serve as doctor to yellow fever victims.
But at that time, the Katipunan had a full-blown revolution and Rizal was
accused of being associated with the secret militant society. On his way
to Cuba, he was arrested in Barcelona and sent back to Manila to stand
for trial before the court martial. Rizal was charged with sedition,
conspiracy, and rebellion – and therefore, sentenced to death by firing
squad.
Days before his execution, Rizal bid farewell to his motherland and countrymen through one of his
final letters, entitled Mi último adiós or My Last Farewell. Dr. José Rizal was executed on the
morning of December 30, 1896, in what was then called Bagumbayan (now referred to as Luneta).
Upon hearing the command to shoot him, he faced the squad and uttered in his final breath:
“Consummatum est” (It is finished). According to historical accounts, only one bullet ended the life
of the Filipino martyr and hero.
His legacy lives on after his death, the Philippine

Revolution continued until 1898. And with the
assistance of the United States, the Philippines
declared its independence from Spain on June 12,
1898. This was the time that the Philippine flag was
waved at General Emilio Aguinaldo’s residence in
Kawit, Cavite.
Some Literary Pieces of Dr. Jose Rizal
To the Filipino Youth
Rizal wrote this literary poem when he was still studying at the University of Sto. Tomas (UST).
Originally written in Spanish (A la juventud filipina), Rizal submitted this piece for a poem contest
organized for Filipinos by the Manila Lyceum of Art and Literature. At the age of 18, this work is
beaming with strong messages to convince readers, the youth in particular, that they are the hope
of the nation. He also stresses the importance of education to one’s future. Rizal won the first prize
and was rewarded with a feather-shaped silver pen and a diploma.
To the Young Women of Malolos
Addressed to the Filipino women, Rizal’s letter entitled To The Young Women of Malolos reflects
his inheritance and issues reminders to Filipino women. In his letter, he addresses all kinds of
Filipino women – mothers, wives, and even the single women. Throughout this literary piece, he
highlights the qualities that Filipino mothers should possess, the duties of wives to their husbands
and children, and a counsel on how young women should choose their lifetime partners. The idea
behind this letter sparked after he was impressed by the women of Malolos who won the battle
they fought. Rizal advises women to educate themselves, protect their dignity and honor, and live
with good manners – setting up as a role model.
Hymn to labor
Jose Rizal’s patriotism is shown in this poem where he urges his fellowmen to strive and work for
their country whether in war or in peace. This poem was originally written in Tagalog as Imno sa
Paggawa.
Noli Me Tángere
One of the most sought-after books in Philippine literature until today, is Rizal’s famous novel
titled Noli Me Tángere (Touch Me Not). Driven by his undying love for his country, Rizal wrote the
novel to expose the ills of Philippine society during the Spanish colonial era. At the time, the
Spaniards prohibited the Filipinos from reading the controversial book because of the unlawful acts
depicted in the novel. Yet they were not able to ban it completely and as more Filipinos read the
book, it opened their eyes to the truth that they were being manhandled by the friars. In this
revolutionary book, you’ll learn the story of Crisostomo Ibarra, how he dealt with Spanish
authorities, and how he prepared for his revenge, as told in Rizal’s second book, El Filibusterismo.
El Filibusterismo
This is Rizal’s sequel to his first book, Noli Me Tángere. In El Filibusterismo (The Reign of the
Greed), the novel exhibits a dark theme (as opposed to the hopeful atmosphere in the first novel)
in which it depicts the country’s issues and how the protagonist attempts a reform. The story takes
place 13 years after Noli Me Tángere, where revolutionary protagonist Crisostomo Ibarra is now
under the guise of Simoun – a wealthy jewelry tycoon. Because the novel also portrays the abuse,
corruption, and discrimination of the Spaniards towards Filipinos, it was also banned in the country
at the time. Rizal dedicated his second novel to the GOMBURZA – the Filipino priests named
Mariano Gomez, Jose Apolonio Burgos, and Jacinto Zamora who were executed on charges of
subversion. The two novels of Rizal, now considered as his literary masterpieces, both indirectly
sparked the Philippine Revolution.
The Birth of National Consciousness

Filipino Nationalism
Filipino Nationalism is an upsurge of patriotic sentiments and nationalistic ideals in the Philippines
of the 19th century that came consequently as a result of more than two centuries of Spanish rule
and as an immediate outcome of the Filipino Propaganda Movement (mostly in Europe) from 1872
to 1892. It served as the backbone of the first nationalist revolution in Asia, the Philippine
Revolution of 1896.
The Creole Age (1780s-1872)
The term 'Filipino' in its earliest sense referred to

Spaniards born in the Philippines or Insulares and
from which Filipino Nationalism began.
Traditionally, the Creoles had enjoyed various
government and church positions—composing
mainly the majority of the government bureaucracy
itself. The decline of Galleon Trade between Manila
and Acapulco and the growing sense of economic
insecurity in the later years of the 18th century led
the creole to turn their attention to agricultural
production. Characterized mostly in Philippine history as corrupt bureaucrats, the Creole gradually
changed from a very government-dependent class into capital-driven entrepreneurs. Their turning
of attention towards gild soil caused the rise of the large private haciendas.
The earliest signs of Filipino Nationalism could be seen in the writings of Luis Rodriquez Varela, a
Creole educated in liberal France and highly exposed to the romanticism of the age. Knighted
under the Order of Carlos III, Varela was perhaps the only Philippine Creole who was actually part
of European nobility. The court gazzette in Madrid announce that he was to become a Conde and
from that point on proudly called himself 'Conde Filipino'. He championed the rights of Filipinos in
the islands and slowly made the term applicable to anyone born in the Philippines. However, by
1823 he was deported together with other creoles (allegedly known as Hijos del Pais), after being
associated with a Creole revolt in Manila led by the Mexican Creole Andres Novales.
Varela would then retire from politics but his nationalism was carried on by another Creole Padre
Pelaez, who campaigned for the rights of Filipino priests and pressed for secularization of
Philippine parishes. The Latin American revolutions and decline of friar influence in Spain resulted
in the increase of the regular clergy (friars) in the Philippines. Filipino priests were being replaced
by Spanish friars and Pelaez demanded explanation as to the legality of replacing a secular with
regulars—which is in contradiction to the Exponinobis. Pelaez brought the case to the Vatican
almost succeeded if not for an earthquake that cut his career short and the ideology would be
carried by his more militant disciple, Jose Burgos. Burgos in turn died after the infamous Cavite
Mutiny, which was pinned on Burgos as his attempt to start a Creole Revolution and make himself
president or 'reyindio'. The death of Jose Burgos, and the other alleged conspirators Mariano
Gomez and Jacinto Zamora, seemingly ended the entire creole movement in 1872. Governor-
General Rafael de Izquierdo unleashed his reign of terror in order to prevent the spread of the
creole ideology—Filipino nationalism.
But the creole affair was seen by the other natives as a simple family affair—Spaniards born in
Spain against Spaniards born the Philippines. The events of 1872 however invited the other
colored section of the Ilustrado (intellectually enlightened class) to at least do something to
preserve the creole ideals. Seeing the impossibility of a revolution against Izquierdo and the
Governor-General’s brutal reign convinced the ilustrado to get out of the Philippines and continue
propaganda in Europe. This massive propaganda upheaval from 1872 to 1892 is now known as
the Propaganda Movement. Through their writings and orations, Marcelo H. delPilar, Graciano
Lopez Jaena and Jose Rizal sounded the trumpets of Filipino nationalism and brought it to the
level of the masses. Rizal’s Noli me tangere and El filibusterismo rode the increasing anti-Spanish
sentiments in the islands and was pushing the people towards revolution. By July 1892, an
ilustrado mass man in the name of Andres Bonifacio established a revolutionary party based on
the Filipino nationalism that started with ' los hijos del pais'—Katipunan ng mga Anak ng Bayan.
Ideology turned into revolution and gave Asia its first anti-imperialist/nationalist revolution by the
last week of August 1896.
WEEK 2
Causes of the
Awakening
of the Filipinos’
National

Consciousness
The opening of Manila (1834) and other parts of the Philippine to foreign trade brought not only
economic prosperity to the country but also a remarkable transformation in the life of the Filipinos.
As the people prospered, their standard of living improved. They came into contact with foreign
ideas and with travelers from foreign lands. They read periodicals and books, including those
brought in from abroad. As a result, their mental horizons were broadened. They became
discontented with the old order of things and wanted social and political changes that were in
harmony with the freer spirit of the times.
Economic prosperity produced a new class of Filipinos–the intelligentsia–educated, widely read,
and enlightened individuals. Many Filipinos had learned Spanish, and some knew other Western
languages such as French, English, and German. Boldly patriotic, they discussed social and
economic problems and advocated reforms to remedy the evils of colonialism. Many of them sent
their children to colleges and universities not only in Manila but in Europe too. From the
intelligentsia came patriotic leaders who sowed the seeds of Filipino nationalism. Among these
were Father Pedro Pelaez, Father Jose Burgos, Dr. Jose Rizal, Marcelo H. delPilar, the Luna
Brothers (Juan and Antonio), Jose ma. Panganiban, Mariano Ponce, Graciano Lopez Jaena and
Pedro A. Paterno.
Through the newly opened ports of the Philippines streamed liberal and modern idea. These ideas
were contained in books and periodicals brought in by ships form Europe. These included ideas of
freedom of the American and French revolutions and enlightened thoughts of Montesquieu,
Rousseau, Voltaire, Locke, Jefferson, and other philosophers of freedom. The Filipinos began to
wonder at the deplorable situation in the Philippines. In their minds sprouted the aspirations for
reforms, justice, and liberty.
The opening of the Suez Canal which was built by Ferdinand de Lesseps to world shipping on
November 17, 1869, linked the Philippines closer to Europe. It promoted the flow of ideas of
freedom into the Philippines.

Opening of the Philippines to world trade from 1834 to 1873
This stimulated the economic activities in the country which brought prosperity to some of the
Filipinos but most of all to the Chinese and the Spaniards. It resulted to the rise of a new social
class referred to as “Middle Class” or the “Illustrados”.
 Acquired material wealth
 Improved their social stature and influence
 Clamored for social and political equality with the colonial masters
Influx of Liberal Ideas
With the opening of the Philippines to world trade, European ideas freely penetrated the country in
form of printed books, newspapers, and treatises made available to the natives as they
participated in the process of exchange of goods and products. The new knowledge and current
events they learned and acquired outside affected their ways of living and the manner of their
thinking.

The Rise of the Middle Class
The middle class or the Illustrado family sent members of their family particularly male children to
study abroad. These students would be exposed to European thoughts and would later lead in call
for reforms Filipino patriots and propagandist mostly came from this class.
Opening of Suez Canal
The Suez Canal was created by a French engineer named Ferdinand de Lesseps
This man-made canal made transportation easier, making the transfer of goods and ideas better
and faster. With the opening of this canal, the distance of travel between Europe and the
Philippines was significantly shortened and brought the country closer to Spain. With this canal,
the trip was reduced to only 32 days. The opening of the Suez Canal facilitated the importation of
books, magazines and newspapers with liberal ideas from Europe and America which eventually
influenced the minds of Jose Rizal and other Filipino reformists. Political thoughts of liberal
thinkers like Jean Jacques Rousseau (Social Contract), John Locke (/two Treatises of
Government), Thomas Paine (Common Sense) and others entered the country (Maguigad &
Muhi 2001; 62).
The opening of this canal in 1869 further stimulated the local economy which give rise—as already
mentioned above--to the creation of the middle class of mestizos and illustrados in the
19th century. The shortened route has also encouraged the ilustrados led by Rizal to pursue
higher studies abroad and learn liberal and scientific ideas in the universities of Europe. Their
social interaction with liberals in foreign lands has influenced their thinking on politics and
nationhood.

Liberal Regime of Carlos Ma. Dela Torre
The first-hand experience of what it is to be liberal came

from the role modeling of the first liberal governor
general in the Philippines—Governor General Carlos
Ma. Dela Torre. Why Govenor Dela Torre was able to
rule in the Philippines has a long story. The political
instability in Spain had caused frequent changes of
Spanish officials in the Philippines which caused further
confusion and increased social as well as political
discontent in the country. But when the liberals deposed
Queen Isabela II in 1868 mutiny, a provisional
government was set up and the new government
extended to the colonies the reforms they adopted in
Spain. These reforms include the grant of universal
suffrage and recognition of freedom and conscience, the
press, association and public assembly. General Carlos
Ma. De la Torre was appointed by the provisional
government in Spain as Governor General of the
Philippines (Romero et al 1978: 21).
The rule of the first liberal governor general in the person of General de la Torre became
significant in the birth of national consciousness in the 19th century. De la Torre’s liberal and pro-
people governance had given Rizal and the Filipinos during this period a foretaste of a democratic
rule and way of life. De la Torre put into practice his liberal and democratic ways by avoiding luxury
and living a simple life. During his two-year term, Governor De la Torre had many
significant achievements. He encouraged freedom and abolished censorship (Maguigad & Muhi
2001: 63). He recognized the freedom of speech and of the press, which were guaranteed by the
Spanish Constitution. Because of his tolerant policy, Father Jose Burgos and other Filipino priests
were encouraged to pursue their dream of replacing the friars with the Filipino clergy as parish
priests in the country (Zaide 1999: 217).
Governor De la Torre’s greatest achievement was the peaceful solution to the land problem in
Cavite. This province has been the center of agrarian unrest in the country since the 18thcentury
because the Filipino tenants who lost their land had been oppressed by Spanish landlords.
Agrarian uprisings led by the local hero, Eduardo Camerino, erupted several times in Cavite. This
agrarian problem was only solved without bloodshed when Governor De la Torre himself went to
Cavite and had a conference with the rebel leader. He pardoned the latter and his followers,
provided them with decent livelihood and appointed them as members of the police force with
Camerino as captain.
 It was during his term as governor general that freedom of speech was allowed among the
Filipinos
 De la Torre was a well-loved leader because he was concern with the needs of the natives
 He ordered the abolition of flogging as punishment for military disobedience
 He implemented the Educational Decree of 1863 and the Moret Law which delimit

the secularization of educational institutions and allowed the government to take control
among different schools and academic institutions.
NATIONALISM
According to Gellner, “nationalism” is not the awakening of nations to self- consciousness: it

invents nations where they do not exist. The drawback to this formulation, however, is that Gellner
is so anxious to show that nationalism masquerades under false pretences that he assimilates
“inventions” to “fabrication” and falsity, rather than to “imagining” and creation.
RIZAL AND NATIONALISM
Acquiring a better understanding of Rizal’s life demands a deeper and more profound analysis of
his life and writings. His firm beliefs were the results of what he had seen and experienced during
his European days. Thus, to clear up vague thoughts about him requires a glimpse into his past.
Rizal was one of the elites who demands changes in the Philippine government during the Spanish
colonization.
 Together with his other ilustrado friends, Rizal voiced the inclusion of Filipinos as
representatives in the Cortes.
 Filipinization in churches and equal rights were among the requests made by Rizal to the
Spanish government.
 Rizal fought for equality with the Spaniards. Rizal and his fellow ilustrados wanted to
acquire the same education and wealth as the Spanish students and families in the
Philippines have.
The unheard cries of the natives and the increasing fame of Rizal fueled revolts in the country. The
natives organized groups and continued to engage in bloody battles to acquire reforms and
democracy. Rizal’s writings made a huge impact on the minds of the native who wished to break
free from the abuses of the Spaniards. When Rizal was imprisoned, numerous plans to break him
out of jail were initiated by the revolting group but none of them prospered as Rizal preferred to
engage in a bloodless battle for independence.
The dilemma that Rizal faced was depicted in his two famous novels, the Noli and El Fili
In Noli Me Tangere, Rizal was represented by both Elias and Ibarra.
 In the chapter, “Voice of the Hunted,” Elias believed in the need for radical reforms in the armed
forces, priesthood, and administrative justice system. While, Ibarra did not agree with the
reforms Elias wanted and believed in the power of the authorities and the need for necessary
evil.
 In the chapter, “Elias’ Story,” Elias saw the need for an armed struggle and resistance against
the opposing forces while Ibarra disagreed and believed that education was the key to make
the people liberated, so he encourages the building of schoolhouses to educate those who are
worthy of it.
 In the chapter “Chase on the Lake,” Elias suddenly had a change of heart; he believed in
reforms while Ibarra became a filibuster, initiating revolution. This change of heart in Ibarra was
a product of hardships and the desire to attain personal vengeance
 This trend of vagueness continued in the novel El Fili, were Rizal was reflected in the
characters of Simoun, Basilio, and Padre Florentino.
 In the conclusion of the El Fili, Rizal has implied his resolution when in the story, he killed
Simoun, the promoter of revolution, and made Padre Florentino, an advocate of peace.
 In real life, Rizal reiterated his stand regarding this issue in his December 15 Manifesto when
he declared that he was against the revolution, and he favored the reform programs, especially
regarding education.
In the process of making circumstances favorable for both, his appeal was for reforms and
education. What would liberate the people was the massive movement of the natives united
against the oppressors. When Rizal died, the natives were able to push through their freedom with
their strong nationalism that had been heated up and strengthened by his artistic and realistic
viewpoints in his writings. He had influenced numerous natives to fight for independence.
The result of independence was very sweet for the Filipinos who fought and died for it, and it was a
regret feel that Rizal was not able to see that the revolution that he did not favor was what
liberated his people.
Nationalism usually springs from the consciousness of a national identity of being one people. It is
that all pervading spirit that binds together men of diverse castes and creeds, clans and colors,
and unites them into one people, one family, one nation with common aspirations and ideals
(Anderson, 1983)
IMAGINED COMMUNITY
An IMAGINED COMMUNITY is a concept developed by Benedict Anderson in his 1983

book Imagined Communities, to analyze nationalism. Anderson depicts a nation as a socially
constructed community, imagined by the people who perceive themselves as part of that group.
NATION
“An imagined political community- and imagined as both inherently limited and sovereign”.
(Benedict Anderson, Imagined Community)
It is an anthropological spirit, then I propose the following definition of the Nation: it is an imagined
community-and imagined as both inherently limited and sovereign.

 “Imagined” means that we will never meet the majority of
the community members. It is imagined because members
cannot all know each other. The members of even the
smallest nation will never know most their fellow-members,
meet them, or even hear of them. Yet in the minds of their
lives the image of their communion
 Nation as “limited” meaning that it co-exists with other
nations on the same plane. Also, because of finite
boundaries.
 “Sovereign” means that it is self-governing, not ruled by an
outside power (as in imperialism) or by a higher power (as
in older religious world news.) It is imagined as sovereign
because the concept was born in an age in which
enlightenment and Revolution were destroying the
legitimacy of the divinely-ordained, hierarchical dynastic
realm. It is imagined as sovereign because it is not
religious or monarchic.
 Finally, it is imagined as a community because, regardless
of the actual inequality and exploitation that may prevail in
each nation is always conceived as a deep, horizontal
comradeship.
National identity is a sense of a nation:

 as a cohesive whole
 as represented by distinctive traditions, culture, and language.

REFERENCES
Text Books:
Anderson, B. 1998. Introduction. In Imagine communities. Reflections on the origins of spread of
nationalism, 1-7. Revised Ed. London and New York: Verso Pasig City
Online References:
Ronica Valdeavilla, The Life and Legacy of José Rizal: National Hero of The Philippines, June2018
Retreived September 3, 2020 https://theculturetrip.com/asia/philippines/articles/the-life-and-legacy-
of-jose-rizal-the-philippines-national-hero/
Ronica Valdeavilla Writer27 April 2018
Retrived September 3, 2020 https://theculturetrip.com/asia/philippines/articles/the-8-most-important-
literary-works-by-jose-rizal/
https://www.joserizal.com/to-the-philippines/
https://www.joserizal.com/hymn-to-labor/#:~:text=Jose%20Rizal's%20patriotism%20is%20shown,in
%20war%20or%20in%20peace
Learning Materials
1. Worksheet (teacher-made)

RZAL 1013: Life and Works of Rizal
AY 2020-2021
Lesson V: Genealogy of Rizal and His Descendants
Topic: Genealogy of Rizal and His Descendants
At the end of this module, you are expected to:

Learning Outcomes: 1. Trace Genealogy of Rizal and His Descendants; and
2. Examine the family of Rizal and their influences to Rizal’s life.
DATE TOPICS ACTIVITIES
June 28 Genealogy of Rizal and His Read the lesson thoroughly

Descendants
July 2 Answer Assessment
LEARNING CONTENT
Introduction
J
ose Rizal lived in the nineteenth century, a period
in history when changes in public consciousness
were already being felt and progressive ideas were
being realized. Studying Rizal’s genealogy, therefore,
will lead to a better understanding of how Rizal was
shaped and influence by his family.
LEARNING PROPER
A
s discussed in the previous modules, Rizal was born on
June 19, 1861 in the town of Calamba, province of
Laguna. Calamba, the town with around three to four
thousand inhabitants, is located 54 kilometers south of Manila.
It is found in a heart of a region known for its agricultural
prosperity and is among the major producers of sugar and rice,
with an abundant variety of tropical fruits. On the Southern part
of the town lies the majestic Mount Makiling, and on the other
side is the Lake called Laguna the Bay. The wonders of

creation that surrounded Rizal made him love nature form an early age. His student memoirs show
how his love of nature influenced his appreciation of the arts and sciences.
Rizal’s father, Francisco Mercado, was a wealthy farmer who leased lands from the Dominican
Friars. Francisco’s earliest ancestors were Siang-co and Zun-nio, who later gave birth to Lamco.
Lam-co is said to have come from the district of Fujian in Southern China and migrated to the
Philippines in the late 1600’s. In 1967, he was baptized in Binondo, adopting “Domingo” as his first
name. He married Ines de la Rosa of a known entrepreneurial family in Binondo. Domingo and
Ines later settled in the estate of San Isidro Labrador, owned by the Dominicans. In 1731, they had
a son whom they named Francisco Mercado. The surname Mercado, which means “market,” was
a common surname adopted by many Chinese merchants at that time (Reyno, 2012).
Francisco Mercado became one of the richest in Biñan and owned the largest herd of carabaos.
He was also active in local politics and was elected as capitan del pueblo in 1783. He had a son
named Juan Mercado who was also elected as capitan del pueblo in 1808, 1813, and 1823.
(Reyno, 2012).
Juan Mercado married Cirila Alejandra, a native of Biñan. They had 13 children, including
Francisco Engracio, the father of Jose Rizal. Following Governor Narcisco Claveria’s decree in
1849 which ordered the Filipinos to adopt Spanish surnames, Francisco Engracio added the
surname “Rizal,” form the word “racial” meaning “green field”, as he later settled in the town of
Calamba as a framer growing sugar cane,
rice, and indigo. Being in a privileged family,
Francisco Engracio (1818-1898) had a good
education that started in a Latin school in
Biñan. Afterwards, he attended the College
of San Jose in Manila. IN 1848, Francisco
married Teodora Alonso (1826-1911) who
belonged to the one of the wealthiest
families in Manila. Teodora, whose father
was a member of the Spanish Cortes, was educated at the College of Sta. Rosa. Rizal described
her as a “woman of more than ordinary culture” and that she is “a mathematician and has read
many books” (letter Blumentritt, November 8, 1888). Because of Francisco and Teodora’s industry
and hard work, their family became prominent member of the principalia class in the town of
Calamba. Their house was among the first concrete houses to be built in the town. Rafael Palma,
one of the first biographers of Jose Rizal, described the family’s house:
“The house was high and even

sumptuous, a solid and massive
earthquake-proof structure with
sliding shell windows. Thick walls of
lime and stone bounded the first
floor; the second floor was made
entirely of wood except for the roof,
which was of red tile, in the style of
the buildings in MANILA AT THAT
TIME. Francisco himself selected the
hardest woods from the forest and
had them sawed; it took him more
than two years to construct the
house. At the back there was an
azotea and a white, deep cistern to
hold rain water for home use.”
Rizal and the Lessons His Mother Taught Him

by Ma. Cielito G. Reyno published by the National Historical Commission of the Philippines (2018)
Of all the persons who had the greatest influence

on Rizal’s development as a person was his
mother Teodora Alonso. It was she who opened
his eyes and heart to the world around him—with
all its soul and poetry, as well as its bigotry and
injustice. Throughout his brief life, Rizal proved
to be his mother’s son, a chip off the old block, as
he constantly strove to keep faith the lessons she
taught him.
His mother was his first teacher, and from her he

learned to read, and consequently to value reading as a means for learning
and spending one’s time meaningfully. It did not take long before he learnt to
value time as life’s most precious gift, for she taught him never to waste a
single second of it. Thus as a student in Spain he became the most
assiduous of students, never missing a class despite his activities as
Propaganda leader, or an examination, despite having to take it on an empty
stomach. By his example, he inspired his compatriots – those who had sunk
into a life of dissipation, wasting time and allowances on gambling and
promiscuity- to return to their studies and deserve their parents’ sacrifices
back home.
From his mother he learnt the primacy of improving oneself- thus growing up
he took pains to comprehend the logic of mathematics; to write poems; to
draw, and sculpt; to paint. Sadly, for all these he earned not only glory but
also the fear of myopic souls.
By taking the lead in running the family’s businesses- farms, flour and sugar
milling, tending a store, even making fruit preserves, aside from running a
household, Teodora imbibed in him the value of working with one’s hands, of
self-reliance and entrepreneurship. And by sharing with others she taught
him generosity and helping to make the world a better place for those who
had less in the material life. All these lessons he applied himself during his
exile in Dapitan, as he improved its community by building a dam; encouraging
the locals to grow fruit trees, establishing a school, even documenting the
local flora and fauna.
His mother also taught him to value hard-earned money and better yet, the
importance of thrift and of denying oneself, and saving part of one’s earnings
as insurance against the vagaries of life. Thus he learned to scrimp and save
despite growing up in comfort and wealth. These would later prove very
useful to him during his stay in Europe as he struggled with privation,
considering the meager and often delayed allowance that his family sent him
(by then his family was undergoing financial reverses due to land troubles).
Whenever his precious allowance ran out, he went without lunch and supper,
putting up a front before everyone by going out of his dormitory every day to
give the impression that he took his meals outside. But, as he walked the
streets of Berlin or Barcelona, his nostrils would be assailed by the delicious
aroma of the dishes being cooked within buildings and houses, increasing his
hunger pangs and his suffering all the more. Other times he saved up on rent
by foregoing breakfast altogether, his breakfast consisting of biscuits and
water for a month.
Above all, it was from her he learned about obedience, through the story of
the moth that got burned by the flame because he disobeyed his mother
moth’s warning not to get too near the flame. But life as it often happens has
poignant way of turning around, for it was obedience to the Catholic Church,
as his mother taught him, which proved too hard to live by especially when he
struggled with a crisis of faith in its teachings. Teodora took none too gently
his defection from the Church, which she saw was an apostasy from faith
itself.
One of the turning points of his life, which had a profound influence on his
becoming a political activist later on, was the unjust arrest of his mother on
the charge of conspiring to poison a relative, despite the lack of evidence
against her. But what made the arrest even worse was her humiliating
treatment at the hands of authorities who made her walk all the way from
Calamba to the provincial jail in Santa Cruz, which was 50 kilometers far.
There she was imprisoned for two years before gaining her freedom. All
these she took with calm and quiet dignity, which Rizal though only a child of
eleven about to embark on secondary school in Manila would remember and
replicate during his final moments just before a firing squad snuffed out his
meaningful life on that fateful December morn in 1896.
Rizal and His Siblings

Saturnina Mercado Alonso Rizal – Hidalgo was the eldest daughter among the children of
Francisco and Teodora. She was married to Manuel Hidalgo and had five children. She reported daily
events that happened in Calamba and told stories about their life. She sends letters which contained
stories and events that have happened in Calamba. Saturnina is a very close sister of Jose Rizal, it
was stated in one of the 9 letters that they exchanged, she expressed that she was missing her brother
when he was in Madrid. (Saturnina Rizal - Wikipilipinas, 2011)
Paciano Rizal was the elder and only brother of Jose Rizal. He supported his brother financially when
he was in school. He was able to send him to Europe to study, with only 700 pesos. He was very
supportive that he gave up his dreams in studying and gave it to his brother. He was then tortured by
the Spaniards when Jose was kept imprisoned in Fort Santiago because he refused to condemn his
younger brother. After the execution of Jose Rizal, Paciano joined the revolution. He then died at the
age of 79 due to Tuberculosis.
Jose Rizal’s other sisters namely; Narcisa, Olympia, Lucia, Maria, Concepcion, Josefa,Trinidad, and
Soledad, weren’t really involved too much in Rizal’s life. Narcisa was a teacher and a musician. It was
said that she could recite almost all the poems made by his younger brother. Olympia, was a telegraph
operator from Manila. Rizal approaches her and sometimes talks about his love life with Segunda
Katigbak. Lucia was the fifth of the Rizal family who was married to Mariano Herbosa. Maria, the sixth
child, married Danile Faustino Cruz of Binan Laguna.
Concepcion, who was the next child after Rizal, died when she was three. She was also known as
“Concha”. When Concha died of sickness in 1865, Jose mournfully wept at losing her. He later wrote in
his memoir, “When I was four years old, I lost my little sister Concha, and then for the first time I shed
tears caused by love and grief.” From Concha’s life we could learn that not a few children in those
times died young. If records are correct, more than ten of Rizal’s nieces and nephews also died young,
not to mention that Jose’s child himself experienced the same fate.
Josefa, also called “Panngoy” by her family, remained a spinster all throughout his life. She was a
member of Katipunan. Lastly, Soledad the youngest of them all was married to Panteleon Quintero, a
native of Calamba. She also became a teacher and it was said that she is the most educated among
all the sisters.
REFERENCES
Textbooks
Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing, Inc
Virlyn Francisco et al. (2018). Rizal, A modular Approach. MINDSHOPPERS CO., INC.
Online
Ma. Cielito G. Reyno, Rizal and The Lessons His Mother Taught Him, September 18, 2012
Retrieved September 15, 2020 https://nhcp.gov.ph/rizal-and-the-lessons-his-mother-taught-him/
Jensen DG. Mañebog Concepcion Rizal: The Hero's First Grief 2013
Retrieved September 15, 2020 https://ourhappyschool.com/history/concepcion-rizal-heros-first-
grief
https://www.scribd.com/document/146670963/Rizal-and-His-Family#:~:text=Rizal%20and%20his
%20siblings%20were,a%20second%20father%20to%20him.

RZAL 1013: Life and Works of Rizal
AY 2020-2021
Lesson VI: The Chinese mestizo in Philippine history
Topic: The Chinese Mestizo in Philippine History
At the end of this module, you are expected to:

1. Recall the redefined Social Stratification;
Learning 2. Enumerate positive impacts of Chinese mestizos in the Philippine
Outcomes: economy; and
3. Compare and contrast the Chinese influences in the Philippines before
and in present time.
Date Topics Activities

June 28 The Chinese mestizo in Read the lessons

June 29 Accomplish assessment
Philippine history
June 30- July 1 Prelim examination
Submission of assessment and
July 2
acquisition of new modules
LEARNING CONTENT
Introduction
P
hilippine history is not complete as basis for understanding contemporary society unless it
includes the contributions of the Chinese mestizos to the development of the Philippines as
a nation They played a significant role in the
formation of the Filipino middle class, in the call for reforms, in the 1898 revolution, and in the
formation of Filipino nationalism
The Chinese mestizos were an important element of the Philippine Society in the 19 th century.
They played a significant role in the formation of the Filipino middle class, agitation for reforms, in
the 1898 revolution, and in the formation of what is now Filipino nationality. In contemporary times
their role in nation building continues.
LESSON PROPER
Chinese History in the Philippines
A
s early as the 16th century, the Chinese were already in the Philippine archipelago.
However, some historians asserted that it was during the pre-colonial period that the
Chinese first arrived in the country as merchants between the coasts of Manila and China.
Still, it was only during the Spanish colonial period that Chinese immigrants became prominent in
Philippine society. In 1594, the Spanish Governor Luis Perez Dasmariñas created Binondo as a
permanent settlement for Chinese mestizos who converted to Catholicism. In this part of Manila
Chinese merchants and traders were free to do their business. Binondo also became the place of
intermarriages between Chinese immigrants and Filipino natives, thus the emergence of Chinese
mestizos. As the Chinese population increased, the Spaniards saw them as a threat to their own
rule. They feared that the Chinese would be far less loyal to the Spanish regime than the indios.
Nevertheless, one fact that the Spaniards could not discount then was that the Chinese became
pivotal to their colonial rule because they provided valuable capital to Manila. Thus, despite orders
of expelling all Chinese from the Philippines, Governor Dasmarinas realized that Manila needed
the Chinese for economic reasons.
Chinese mestizo communities, aside from Binondo, emerged in many other parts of the
archipelago. In Manila, notable communities were Santa Cruz and Tondo. In the early 17th
century, more than 100 Chinese individuals were married to native Filipinos in Iloilo, Pampanga,
and Cebu. In northern Luzon, Chinese mestizos could be found in Pangasinan, Benguet, and
Mountain Province

From the beginning of the Spanish colonial period until 1740, the inhabitants of the Philippines
were classified into three: Spaniards, Indios, and Chinese. As the Chinese mestizo population
grew questions regarding their legal status as inhabitants of the country arose. It was only in 1741
that their legal status was officially established when the whole population of the Philippines was
reclassified into four according to tax payment or tribute. These classes are the (1) Spaniards and
Spanish mestizos, (2) Indios, (3) Chinese, and (4) Chinese mestizos. Spaniards and Spanish
mestizos were not required to pay tribute or tax, whereas the three other classes were required to
pay taxes depending on their income More so, a policy that limited the number of Chinese
individuals who could reside in the Philippines and restricted their area of settlement was
implemented. At the end of the 19th century, there were almost 500,000 Chinese mestizos in the
Philippines with 46,000 living in Manila. A Chinese mestizo then was:
 any person born of a chinese father and indio mother

 a spanish mestiza who married a chinese mestizo, or
 a child of a Spanish mestiza and a Chinese mestizo.
However, a Chinese mestiza and an Indio were listed as Indios.
Significance of the Chinese Mestizo
The expulsion of Chinese immigrants in the Philippines enabled the Chinese mestizos to take over
the markets that the former previously controlled. Chinese mestizos became prominent and
influential figures in the area of industry, commerce, and business during the Spanish colonial
period. They carried on a lucrative commerce by collecting goods from the north and selling them
to Manila and nearby provinces They monopolized the internal trading in the Philippines while the
Spanish mestizos were concerned with foreign trade. The entrepreneurial power of the Chinese
mestizos gave way to the emergence of the Philippine middle class described as "more active and
enterprising, more prudent and pioneering, more oriented to trade and commerce than the Indios"
(Bowring, 1963). They shared economic power in terms of exports and imports. They became
landholders, wholesalers, retailers, and owners of the majority of the artisan shops.
Aside from contributing to economic stability, another significant role that Chinese mestizos played
in Philippine society was the formation of the Filipino identity. This was evident during the latter
part of the 19th century when they became clearly influential in the economy of the Philippines as
a Spanish colony. This caused the Spaniards to be concerned with the ability of the Chinese
mestizos to cause discord in society. By 1800s, Chinese mestizos in the provinces began to form
opinions regarding the Spanish colonial rule. It was also difficult to separate the Indios from the
Chinese mestizos since they identified themselves with each other socially and culturally. Chinese
mestizos shared grievances with the Indios about the harsh conditions under the Spanish rule.
Spaniards feared that the independent mindset and liberalism of Chinese mestizos might influence
the political consciousness of Indios. Evidently, this emergent middle class, the Chinese mestizos,
rekindled and intensified the growing national opposition to colonial abuses and demanded
sweeping social reforms.

The most vivid manifestation of the budding sense of Filipino nationalism appeared in the late
1870s in the writings of Pedro Paterno and Gregorio Sanciano, who were both Chinese mestizos.
Paterno and Sancianco wrote about the essence of being a Filipino, defended the dignity of the
Filipinos, and explained the supposed indolence of the Indios. Their writings were nurtured by Jose
Rizal, a known pride of the Malay race but also a Chinese mestizo. Rizal descended from a pure
Chinese ancestor and a long line of Chinese mestizos and mestizas.
The significant role of the Chinese mestizos in the making of the nation was highly evident at the
turn of the century. Their involvement in the armed revolt against the colonizers showed that they
recognized Spain as the enemy--the oppressor. The Philippine Revolution of 1896 to 1898 was the
act of determination on the part of Filipinos-Indios and Chinese mestizos alike-to claim for
themselves and for future generations the incomparable birthright of nationhood.
Rizal and the Chinese Mestizos

Rizal is a fifth generation Chinese mestizo. However, he and his father were considered as Indios.
Some documents and scholarly papers noted that Rizal disliked being called Chinese mestizo or
Tsinoy (in the modern sense) and dissociated himself from any Chinese relations.
Through his novels Noli Me Tangere and El Filibusterismo, Rizal exposed the abuses and
corruption of the Spanish authorities, condemned the oppression of the people by the colonizers,
and ridiculed the hypocrisy and overbearing attitude of the Spanish friars. He also depicted the
bloody revolution that sparked people's fury and eventually led them to revolt. At the same time, as
a sign of his contempt towards Chinese immigrants in the Philippines, his novels brimmed with
insults and scorn for them.
Rizal clearly manifested his anti-Chinese feelings in his writings, as well as in his correspondence
with family and friends. By virtue of his lineage, Rizal could have had a special connection with the
Chinese, but such was not the case.
The concern on whether Rizal's disdain over his Chinese lineage made him less of a hero is not
something to argue about Chinese mestizo or not, Rizal is a nationalist and a Filipino
Renegotiating Social Stratification
The Philippine society felt the impact of the developing economy. As a result, social relations
underwent redefinitions and the changing dynamics brought about a renegotiation of social
stratification. With the growing relevance of the mestizo population, new lines were drawn with the
following social strata:

Peninsular Pure-blooded Spaniard born in the Iberian Peninsula
Insular Pure-blooded Spaniard born in the Philippines
Born of mixed parentage, a mestizo can be:

Mestizo Spanish Mestizo- one parent is Spanish; the other is native
Chinese mestizo- one parent is Chinese the other is a native
Wealthy pure-blooded native supposedly descended from the

Principalia
kadatoan class
Indio Pre-blooded native of the Philippines
Chino infiel Non-Catholic pure blooded Chinese
As the Spaniards lost economic power in the nineteenth century, they asserted dominance by
virtue of their race. This issue brought complications with the rising principalia and mestizo
populations who realized their indispensable position in society as movers and facilitators of the
economy. The renegotiation continued throughout the century as the mestizos and the principalia
elite eventually demanded social recognition that the pure-blooded Spaniards had consistently
denied them.
These wealthy mestizos and members of the principalia continued to amass economic and cultural
capital. They also availed themselves the opportunity to obtain higher degrees of education not
only in Philippines but also in Europe. These activities augmented their relevance in society as it
was from these ranks that articulations of nationalism would emerge.
References
Textbooks
Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing, Inc
Virlyn Francisco et al. (2018). Rizal, A modular Approach. MINDSHOPPERS CO., INC.
Online
The Chinese Mestizo in Philippine History, retrieved from:
https://kuscholarworks.ku.edu/bitstream/handle/1808/1129/CEAS.1964.n10.pdf?sequence=1

SCHOOL OF EDUCATION, ARTS and SCIENCES
Short Term, A.Y. 2020-2021
CORRESPONDENCE LEARNING WORKSHEET
RIZAL 1013
WEEK 2-3
Name: Scores:
Course and Year: Contact No.:
Instructor Code:
LEARNING TASK 1
ESSAY
Instruction: Answer the question below then write your answer in the box. Answer in 4-5 sentences
only. Your essay will be grade based on this rubric:
Criteria Points
Content 10
Organization of ideas 7
Grammar 3
Total 20
1. What were the implications of the emergence of Chinese mestizos in Philippine society?
LEARNING TASK PART 2

LESSON OF THE PASSAGES
Instruction: Read the passage below and follow the instructions carefully. You will be graded
based on this rubric:
Criteria Points
Content 20
Grammar 3
Total 30
2. Instruction: Make a reaction paper of 7-10 sentences considering the above quoted statement
and make a passage similar to the one above as a conclusion.

Quiz
TRUE OR FALSE
Instruction: Read the following questions below then determine if it is correct or not. Write TRUE if
it is correct and if otherwise, write FALSE. (10 points)
_____1. Chino Infiel refers to the non-Catholic pure-blooded Chinese.
_____2. Historiographers asserted that Chinese invaders already arrived in pre-colonial
Philippines between the coasts of Manila and China.
_____3. Saturnina was the eldest among the children of Francisco and Olympia
_____4. Pure-blooded Spaniard born in the Iberian Peninsula.
_____5. Rizal manifested his pro-Chinese feelings in his writings because along with
Filipinos, they were also prejudiced and discriminated by Spaniards.
_____6. Chinese played an integral part in the economic system of Philippines during
Spanish period.
_____7. Narciso Claveria ordered a decree for Filipinos to adopt Spanish surnames.
_____8. On 1741, the legal status of Chinese mestizos was officially established.
_____9. Jose Protacio Rizal Mercado Y Alonzo Realonda was born on 19 th of July in the town
of Laguna, province of Calamba.
_____10. Lam-co, one of the ancestors of Jose Rizal, migrated to Fujian in Southern China
from Philippines in the late 1600’s.
ESSAY
Instruction: Read the following questions below and give your answers in the box provided. You
will be graded according to the given rubrics below.
Criteria Points
Content 20

Grammar 3
Total 30
1. Is Dr. Jose Rizal a nationalist or a patriot? Explain well your answer. A mere yes or no will not
be given points. (15 points)
2. Is it really rightful to have Dr. Jose Rizal as our national hero and not Andres Bonifacio? Give 5
proofs to merit Dr. Jose Rizal and 5 proofs as well to oppose Andres Bonifacio.

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UNIVERSITY OF SAINT LOUIS

SCHOOL OF EDUCATION, ARTS and SCIENCES

CORRESPONDENCE LEARNING MODULE

ALVIC B. TORRES, RACHEL ANN SURLA, HAYDEN GONZALES

RENZ MARION C. GAVINO, MP

VENUS I. GUYOS, Ph.D.

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

RIZAL 1013- Life and works of Rizal | 1

Grant all these supplications through the intercession of

RIZAL 1013- Life and works of Rizal | 2

Lesson III & IV: Rizal and Theory of Nationalism

Topic: Rizal and Theory of Nationalism/ The Nation as Imagined

1. Discuss the concept of nationalism;

Date Topics Activities or Tasks

Today we will discuss about the Birth of National

RIZAL 1013- Life and works of Rizal | 3

Rizal and the Theory of Nationalism

José Protasio Rizal Mercado Y Alonso Realonda was born on June

A man with multiple professions. While he originally

RIZAL 1013- Life and works of Rizal | 4

While in Barcelona, Rizal contributed essays, poems,

Upon his return to the Philippines, Rizal formed a

RIZAL 1013- Life and works of Rizal | 5

Rizal was granted leave by then Governor-General Blanco, after

His legacy lives on after his death, the Philippine

Some Literary Pieces of Dr. Jose Rizal

To the Filipino Youth

The Birth of National Consciousness

RIZAL 1013- Life and works of Rizal | 7

The Creole Age (1780s-1872)

The term 'Filipino' in its earliest sense referred to

RIZAL 1013- Life and works of Rizal | 9

RIZAL 1013- Life and works of Rizal | 10

 Acquired material wealth

 Improved their social stature and influence

Influx of Liberal Ideas

RIZAL 1013- Life and works of Rizal | 11

Opening of Suez Canal

RIZAL 1013- Life and works of Rizal | 12

The first-hand experience of what it is to be liberal came

RIZAL 1013- Life and works of Rizal | 13

According to Gellner, “nationalism” is not the awakening of nations to self- consciousness: it

RIZAL AND NATIONALISM

An IMAGINED COMMUNITY is a concept developed by Benedict Anderson in his 1983

RIZAL 1013- Life and works of Rizal | 15

National identity is a sense of a nation:

RIZAL 1013- Life and works of Rizal | 16

RIZAL 1013- Life and works of Rizal | 17

Lesson V: Genealogy of Rizal and His Descendants

Topic: Genealogy of Rizal and His Descendants

At the end of this module, you are expected to:

DATE TOPICS ACTIVITIES

June 28 Genealogy of Rizal and His Read the lesson thoroughly

RIZAL 1013- Life and works of Rizal | 18

“The house was high and even

Rizal and the Lessons His Mother Taught Him

Of all the persons who had the greatest influence

His mother was his first teacher, and from her he

Rizal and His Siblings

RIZAL 1013- Life and works of Rizal | 22

RIZAL 1013- Life and works of Rizal | 24

Lesson VI: The Chinese mestizo in Philippine history

Topic: The Chinese Mestizo in Philippine History