CYCLE 1

2nd Semester | A.Y. 2020 - 2021

Module 6
Jose Rizal and Nationalism
March 22 to 26, 2021

RIZAL
The Life and Works of Rizal

ARNEL G. PEREZ, MS
Instructor

Institute of Arts, Sciences, and Teacher Education

Social Sciences and Humanities
 VISION: MABALACAT CITY COLLEGE envisions itself to MISSION: The Mission of MABALACAT CITY COLLEGE is
be the TOP CHOICE in the community it serves for to meet the needs of its community as CENTER FOR
QUALITY EDUCATION and TRAINING LEARNING aiming for OPEN ADIMISSION POLICY

BASIC INFORMATION AND POLICIES:

ATTENDANCE and TARDINNESS

• Absence due to illness or confinement is excused provided it is attested to by a medical certificate. For non-medical
related absence like family matter, work/company related absence, traffic issue and other similar cases; a student
has to present a letter with primary ID of the guardian and/ or immediate supervisor from work.
• For an Absence due to practice or an organizational meeting, a letter from the adviser, ODS, or person in charge
should be presented three days before the said absence. A student who incurs a maximum of three days’ absence
for a one-and-a-half-hour class and two days for a three-hour class is required his/her parents to attend conference
with the subject teacher/dean.
• For an absence incurred on a Quiz or Major exam, a student has three to five days to request for a make-up exam
provided he/she presents a letter of explanation from the guardian or immediate supervisor addressed to the subject
teacher and/or dean.

TARDINESS is failure to be in class at the start by the teacher. A student is given a grace period of fifteen (15) minutes for a
one hour and a half class and a grace period of thirty minutes (30) for a three-hour class.

ACADEMIC DISHONESTY, INTEGRITY, PLAGIARISM

• Plagiarism in any and all academic requirements is not allowed, and any student caught plagiarizing gets a zero (0)
score in the said academic requirement.
• Academic dishonesty, Integrity – refer to Student Manual (Note: Student caught in any act of academic dishonesty will
get a zero (0) score in the said academic requirement).

SUBMISSION OF REQUIREMENTS
• All academic requirements must be submitted on or before the due date. Nonetheless, due to pandemic the students
is given a grace period of two (2) weeks to complete all the necessary requirements before the end of the cycle.
Likewise, another 3 days is given to student to complete his/her requirements at the end of the cycle. However, student
who fails to comply to complete his/her requirements on the grace period, will obtain incomplete grade (INC). Note, for
the completion of INC grade/ change of grade refers to Student Manual.

COURSE REQUIREMENTS AND GRADING SYSTEM

STUDENT
Module 1 and 2
PERFORMANCE
Digital paper works: Reflection
paper/ Reaction Paper/ Essay/
Worksheet (Minimum of two)
INPUT (60%)
Quiz for every module in Edmodo
(if possible) or Take home exam
via messenger
Module 3 and 4
Digital paper works: Reflection
paper/ Reaction Paper/ Essay/
Worksheet (Minimum of two)
Quiz for every module in Edmodo
(if possible) or Take home exam
via messenger
Module 5 and 6
Digital paper works: Reflection
paper/ Reaction Paper/ Essay/
Worksheet (Minimum of two)
Quiz for every module in Edmodo
(if possible) or Take home exam
via messenger

FINAL OUTPUT Comprehensive Final Exam (Module 1 to 5) or Vlog (2 minutes) about Nationalism or Responsible Students
(40%) or Heroism on the context of Generation Z or both

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 Jose Rizal and Nationalism

INTRODUCTION: This Module underscores the beginning of Nationalism in the context of Jose Rizal and it likewise
discusses about the origin of the Filipinos. The module similarly will emphasize the concept of being “Bayani” (hero)
specifically the concept of heroism in this contemporary world.

LEARNING OUTCOMES: By the end of this module, the students will be able to do the following:
§ Explain and describe nationalism on different perspectives
§ Interpret views and opinions about bayani (hero) and kabayanihan (heroism) in the context of Philippine history and
society
§ Assess the concepts of bayani (hero) and kabayanihan (heroism) in the context of Philippine society

TOPIC OUTLINE:
Jose Rizal and Nationalism
1. What is Nationalism?
2. Who are the Filipinos?
3. Bayani (Hero) and Kabayanihan (Heroism): Context from Precolonial Philippines to Present

Discussion

What is Nationalism?

As defined by Morano (n.d.), nationalism referred to an extreme feeling of love for one’s country (love of country). He
likewise stated that the birth of nationalism for the Filipinos emerged from the scenarios like the opening of the
Philippines to the world commerce, the influx of the liberal ideas, the secularization movement, the liberal regime of
governor De la Torre, the Cavity Mutiny, and the execution of the three Filipino priests (GOMBURZA). All these events
occurred in the time of Jose Rizal, when the three Filipino priests were executed in Bagumbayan on February 17,
1872. Paciano witnessed the execution and narrated to his eleven years old brother, Pepe. Jose “Pepe” Rizal
remembered that event and he even mentioned the GOMBUZA in the introductory page of his novel, El Filibusterismo.
The death of the GOMBUZA believed to give way to the birth of nationalism among the Filipinos.

As early as 1879, Rizal mentioned about the love for motherland (love of country) and this reflected on his literary
work, A La Juventud Filipina which won the first prize during the Literary contest sponsored by the Liceo-Artistico
Literario in Universidad de Santo Tomas. In the first stanza of his poem, he called the youth as the fair hope of the
motherland (El joven esta bella esperaza de la patria). This literary work of Rizal was regarded by Wenceslao
Retana, a Spanish writer as a nationalist tendency and used as one of the documents to incriminate Rizal. Three
years after, Rizal wrote his first article, El Amor Patrio in Diariong Filipino (Tagalog) in Barcelona, Spain. This
writings of Rizal attributed by many historians and writers like Retana, Schumacher, Quibuyen, Guerrero, and
Bonoan that the birth of Filipino nationalism started with Rizal.

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 Love of Country
Excerpt from Jose Rizal’s El Amor Patrio (cited by Bonoan, 1996). Philippine Studies.
http://www.philippinestudies.net/ojs/index.php/ps/article/view/678/680

Do not be surprised, for these sentiments are but natural. For in the land of our birth the memory of
our earliest years still lingers like an enchanted fairy taking a stroll, visible only to the eyes of children, the
flower of innocence and bliss sprouting at her feet. There the past remains in slumber and we get a glimpse
of the future. The woods and plains, every tree, every bush, every flower bear the images of people you
love; you feel their breath in the sweet- smelling breeze, hear their song in the sound of the fountains, see
their smile in the brilliance of the sun, sense their anxieties in the troubled howling of winds at night. With
the eyes of the imagination you see in the quiet ancestral home the family which remembers you and
awaits your return, thinking and worrying about you. Finally, you find poetry, tenderness and love in the sky,
the sun, the seas and forests, and even in the cemetery where a humble grave waits to receive you back
into the womb of the earth. Must it not be some magic spell which ties our heart to the native soil, beautifies
and embellishes all the lands as it presents to us all objects as full of poetry and feeling and captures our
affections? For whatever be the visage of the beloved country-a rich and mighty lady clothed in royal
purple, with a crown of towers and laurels on her head; or a sad and lonely figure dressed in rags, a slave
longing for her enslaved children; or some nymph, beautiful and pretty like the dream of deluded youth,
playing in a garden of delights by the blue sea; or a woman shrouded in snow somewhere in the north pole
awaiting her fate under a sunless and starless sky; whatever be her name, her age, her fortune-we always
love her as children love their mother even in hunger and poverty.

And how strange it is! The poorer and more miserable we are and the more we suffer for our
country, so much the mom do we venerate and adore her even to the point of finding joy in our suffering. It
has been observed that inhabitants of mountains and rough valleys and those who saw the light of day in
sad and barren lands have the most vivid recollections of their fatherland and find in the cities nothing but
unbearable tedium which foxes them to return to their native soil. Is it because the love of country is purest,
most heroic and most sublime? What is it that grips us? Is it the recognition of familiar placed and the dear
memory of everything connected with our earliest days? Is it the earth where lie our ancestors in peace, the
temple where we worshipped God with the candor of babbling infants, or the sound of the bell that cheered
us from our youngest years? The wide fields or the blue lake surrounded by its picturesque shores where
we sailed in a light boat? Or the clear stream flowing by a happy hut, like a nest of love, surrounded by
flowers, or the tall mountains that produce this sweet emotion in us? Could it be the storm that unleashed,
whips and knocks everything in its path, or the thunderbolt which from the hand of the Almighty hurls down
with destructive fury? Could it be the heavy rains and the waterfalls, reminders of the law of perpetual
motion and the cycle of continuing threat to life? Could it not be that all these pull, capture, and take
possession of us?

Read and Review:

• Veneration without understanding by Renato Constantino at www.bangkanixiao.fileswordpress.com
• Rizal and Filipino Nationalism: A New Approach by John N. Schumacher at
www.philippinestudies.net
• The ‘Pambansang Lodi’ by Michael “Xiao” Chua at www.manilatimes.net
• Rizal: The first emo? by Michael “Xiao” Chua at www.news.abs-cbn.com
• Rizal, ang Historyador: Ang Papel ng National Hero sa Pagbubuo ng Bansa by by Michael
“Xiao” Chua at www.bangkanixiao.files.wordspread.com
• Toward a Radical Rizal by Floro Quibuyen at www.philippinestudies.net
• Rizal’s First Published Essay: El Amor Patrio by Raul J. Bonoan, SJ at www.philippinestudies.net

Watch the following on YouTube:

• La Patria Adorada: The Development of Nationalism in the Philippines from Rizal to
Revolution at https://www.youtube.com/watch?v=kEfQYOfu9A0
• Jose Rizal Patriotism by John Larry Medallo
• What is patriotism? What is the difference between patriotism and nationalism?
• What is nationalism | All you need to know

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 Kundiman
Jose P. Rizal

Tunay ngayong umid yaring dila't puso

Sinta'y umiilag, tuwa'y lumalayo,
Bayan palibhasa'y lupig at sumuko
Sa kapabayaan ng nagturong puno.

Datapuwa't muling sisikat ang araw,

Pilit maliligtas ang inaping bayan,
Magbabalik mandin at muling iiral
Ang ngalang Tagalog sa sandaigdigan.
Ibubuhos namin ang dugo't babaha
Matubos nga lamang ang sa amang lupa
Habang di ninilang panahong tadhana,
Sinta'y tatahimik, iidlip ang nasa.
Kundiman.JoseRizal.com. at
https://www.google.com.ph/url?sa=i&url=https%3A
%2F%2Fwww.joserizal.com%2Fkundiman-tagalog-
version%2F&psig=AOvVaw14jyaUwmIYE7jYMLDB
3p5D&ust=1594720160466000&source=images&c
d=vfe&ved=2ahUKEwiH0tvW-
cnqAhUPfZQKHdAAAuoQr4kDegUIARC4AQ
• Kundiman is a traditional Filipino love song
sang by young man to serenade the
woman of his love. It is a tradition to court a
Filipina woman similar to Harana.
• Rizal’s Kundiman is different from the
traditional love song. His kundiman
expresses an intense love for his
motherland (see the 3rd stanza)
• Rizal wrote this literary piece on September
12, 1891 and like the other works of Rizal, it
was also used to incriminate Rizal.
• Kundiman was used as one of the
documents that served as evidence that
Rizal was the principal organizer of the
revolution.

Reading
The Concept of Filipino Nationhood
Excerpt from the Veneration Without Understanding by Prof. Renato Constantino. Retrieved from at
www.bangkanixiao.fileswordpress.com

This was a victory in the realm of consciousness, a victory in a racial sense. However, it was only a partial gain, for Rizal
repudiated real de-colonization. Beguiled by the new colonizer, most Filipinos followed the example of Rizal. As a
consequence, the development of the concept of national consciousness stopped short of real de-colonization and we have
not yet distinguished the true Filipino from the incipient Filipino.

The concept of Filipino nationhood is an important tool of analysis as well as a conceptual weapon of struggle. There are
many Filipinos who do not realize they are Fiipinos only in the old cultural, racial sense. They are not aware of the term
Filipino as a developing concept. Much less are they aware that today social conditions demand that the true Filipino be one
who is consciously striving for de-colonization and independence.

Perhaps it would be useful at this point to discuss in some detail the metamorphosis of the term Filipino not just as a matter
of historical information but so that we may realize the importance of Rizal’s contribution in this regard. Even more valuable
are the insights we may gain into the inter-dependence between material conditions and consciousness as manifested in
the evolution of the word Filipino in terms of its widening applicability and deeper significance through succeeding periods of
our history.

It is important to bear in mind that the term Filipino originally referred to the creoles - the Spaniards born in the Philippines -
the Españoles-Filipinos or Filipinos, for short. The natives were called indios. Spanish mestizos who could pass off for white
claimed to be creoles and therefore Filipinos. Towards the last quarter of the 19th century, Hispanized and urbanized indios
along with Spanish mestizos and sangley [Chinese - rly] mestizos began to call themselves Filipinos, especially after the
abolition of the tribute lists in the 1880s and the economic growth of the period.

We must also correct the common impression that the Filipinos who were in Spain during the Propaganda Period were all
indios. In fact, the original Circulo Hispano-Filipino was dominated by creoles and peninsulares. The Filipino community in

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Spain during the 1880’s was a conglomerate of creoles, Spanish mestizos and sons of urbanized indios and Chinese
Mestizo

This community came out with an organ called España en Filipinas which sought to take the place of the earlier Revista
Circulo Hispano Filipino founded by another creole Juan Atayde. España en Filipinas was mainly an undertaking of Spanish
and Spanish mestizos. The only non- Spaniard in the staff was Baldomero Roxas. Its first issue came out in 1887. It was
“moderate” in tone and failed to win the sympathy of the native elements. In a letter to Rizal, Lopez-Jaena criticized it in
these words:

From day to day I am becoming convinced that our countrymen, the mestizos, far from working for the common welfare,
follow the policy of their predecessors, the Azcarragas

Lopez-Jaena was referring to the Azcarraga brothers who had held important positions in the Philippines and in Spain, but
who, though they had been born here, showed more sympathy for the peninsulares. It is fortunate that a street which was
once named for one of them has become Claro M. Recto today.

Differences between the creoles and the “genuine” Filipinos as they called themselves, soon set in. It was at this time that
Rizal and other indios in Paris began to use the term indios bravos, thus “transforming an epithet into a badge of honor.”
The cleavage in the Filipino colony abroad ushered in a new period of the Propaganda which may be said to have had its
formal beginning with the birth of La Solidaridad. Its leaders were indios. The editor was not a creole like Lete or a Spanish
mestizo like Llorente but Lopez-Jaena and later Marcelo H. del Pilar. La Solidaridad espoused the cause of liberalism and
fought for democratic solutions to the problems that beset the Spanish colonies.

From the declaration of aims and policies the class basis of the Propaganda is quite obvious. The reformists could not
shake off their Spanish orientation. They wanted accommodation within the ruling system. Rizal’s own reformism is evident
in this excerpt from his letter to Blumentritt:

....under the present circumstances, we do not want separation from Spain. All that we ask is greater
attention, better education, better government employees, one or two representatives and greater security
for our persons and property. Spain could always win the appreciation of the Filipinos if she were only
reasonable

The indios led by Rizal gained acceptability as Filipinos because they proved their equality with the Spaniards in terms of
both culture and property. This was an important stage in our appropriation of the term Filipino. Rizal’s intellectual
excellence paved the way for the winning of the name for the natives of the land. It was an unconscious struggle which led
to a conscious recognition of the pejorative meaning of indio. Thus, the winning of the term Filipino was an anti-colonial
victory for it signified the recognition of racial equality between Spaniards and Filipinos.

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 El Amor Patrio and Kundiman: Reaction Paper
Name: Course/ Section:
Hub Location: Date Submitted:

Worksheet 10 Directions. Read the literary works of Rizal, El Amor Patrio and Kundiman and write a
reaction paper. Limit your discussion to 500 to 700 words. You can use extra piece of
paper in this activity. Refer to the rubric for the written output.

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 What is Nationalism as perceived by the Generation Z?
Name: Course/ Section:
Hub Location: Date Submitted:

Directions. Using your social media account, conduct a survey about the
Worksheet 11 perception of the generation z on nationalism. You may post in your FB account the
question, “What is Nationalism?” and wait for the responds of your FB friends. If the
responds reach at least 30, collate all the responds and generate themes. See the
template below and refer to rubric for output for your reference.

FB Responds (Verbatim)

Themes

Insights

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RUBRIC for the WRITTEN OUTPUT:

4 3 2 1
Excellence Very Good Good Poor

CRITERIA 4 3 2 1
Organization and Clarity of Discussion
1) Bits of information and evidences are accurate, appropriate, and
integrated effectively.
2) Claims and ideas are supported and elaborated.
3) The purpose and focus are clear and consistent
4) The main claim is clear, significant, and challenging
5) Organization is purposeful, effective, and appropriate
Critical Thinking
6) Connection between and among ideas are made
7) Analysis/ synthesis/ evaluation/ interpretation are effective and consistent
8) Independent thinking is evident
9) Creativity/ originality is evident
Rules of Language
10) Sentence form and word choice are varied and appropriate
11) Punctuation, grammar, spelling, and mechanics are appropriate
12) Transitional devices are suitable to the sentences.
Overall Evaluation
Grade Equivalent: Equivalence of Weighted Ratings: 4 = 100%; 3.0 to 3.9 = 91 to 99%; 2.0 – 2.9 = 80 to 89%; 1 to 1.9 = 70 to 79%
Note. This rubric is adapted from California State University, Long Beach Analytical Writing Rubric retrieved from
https://www.csusm.edu/ats/idesign/coursedesign/documents/analytical-writing.pdf

REFERENCES:
Text Book/ Book:
Anderson, Benedict (2008). Why Counting Counts: A Study of Forms of Consciousness and Problems of Language in Noli Me Tangere and ElFilibusterismo.
Ateneo de Manila Press, Quezon City, Phillipines
Bantug, Asuncion L. (2008) Lolo Jose. An intimate and illustrated portrait of Jose Rizal, 2nd ed. Vibal Publishing House, Inc.
Balazo, I., Dominguez, L., Nakpil, L., & Animosa, I. (2009). Noli me tangere. 10th edition. Abiva Publishing House, Inc.
Capino, D. G., Gonzales, M. A., & Pineda, F. E. (2003) Rizal’s life, works, and writings: Their impact on our national identity. JMC Press, Inc.
Castaneda, S., Ornos, P., San Felipe, V., et al. (2007). Jose Rizal. The Martyr and National Hero. Mutya Publishing House, Inc.
De Viana, Augusto V., Cabrera, Helena Ma. F., Samala, Emelita P., De Vera, Myrna M., & Atututbo, Janet C. (2018). Jose Rizal: Social reformer and patriot.
A study of his life and times. Rex Book Store, Inc. P. Florentino St., Sta. Mesa Heights, Quezon City, Philippines
Espinoza, T., De Guzman, J., & Odulio, F. (1999). El filibusterismo. Aklat Ani Publishing and Educational Trading Center
Fadul, J. A. (2008). A workbook for a course in Rizal. 2nd ed. expanded. C & E Publishing, Inc.
Rizal, J. (1962) Historical events of the Philippines Islands by Dr. Antonio de Morga, published in Mexico in 1609, recently brought to light and annotated by
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose Rizal National Centennial Commission.
Sta. Maria, F.P., (1996). Jose Rizal. In Excelsis. Studio 5 Design, Inc.
Zaide, G. F. & Zaide, S. M. (2008). Jose Rizal: Life, works and writings of a genius, writer, scientist, and national hero. ALL-NATIONS Publishing Co., Inc.

Electronic Books/ Journals:

Aguilar, Jr., Filomena V. (2005). Tracing origin: Ilustrados nationalism and the racial science of migration waves. The Journal of Asian Studies. Retrieved
from proquest
Alvarez, Luis A. (2012). El Costo del Imperio Asiatico: La Formacion Colonial de Las Islas Filipinas bajo Dominio Espanol, 1565-1800. Philippine Studies,
Vol. 60(2). Retrieved from http://www.philippinestudies.net
Anderson, James A. (2002). History, Culture, and Religion in Southeast Asian Perspective. The Journal of Asian Studies, Vol. 61(2). Retrieved from
ProQuest
Bonoan, R.J.(1996). Rizal’s First Published Essay: El Amor Patrio. Philippine Studies 44(3); 299-320. Retrieved from
http://www.philippinestudies.net/ojs/index.php/ps/article/view/678/680
Cruz, Romeo V. (1986). Nationalism in 19TH Century Manila. A paper read during the conference on “Manila: History, Culture and Society” sponsored by De
La Salle University and the Philippine Studies Association.
Junker, Laura (2001). History, culture, and religion in Southeast Asian Perspectives. Asia Perspective. Vol 40(1). Retrieved from proquest
Lahiri, Smita (2007). Rhetorical Indios: Propagandist and their publics in the Spanish Philippines. Comparative study in Society and History. Retrieved from
doi:10.1017/S0010417000485
Noli Me Tangere Buod ng Bawat Kabanata (2018). Retrieved from https://pinoycollection.com/noli-me-tangere-buod/#Kabanata-1
Ocampo, Ambeth R. (1998). Rizal’s Morga and Views of Philippine History. Philippine Studies vol. 46, no.2: pp.184-214. Retrieved from
http://www.philippinestudies.net
Schumacher, John N. (2000). Rizal and Filipino Nationalism: A New Approach. Philippine Studies vol.48(4). Retrieved from http://www.philippinestudies.net

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 OFFICIAL MCC MODULE DISCLAIMER
It is not the intention of the author/s nor the publisher of this module to have monetary gain

in using the textual information, imageries, and other references used in its production. This module

is only for the exclusive use of a bona fide student of Mabalacat City College.

In addition, this module or no part of it thereof may be reproduced, stored in a retrieval

system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, and/or

otherwise, without the prior permission of Mabalacat City College.

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