Republic of the Philippines

MINDANAO STATE UNIVERSITY – MAGUINDANAO

Dalican, Datu Odin Sinsuat, Maguindanao

COLLEGE OF ARTS AND SCIENCES

cas@msumaguindanao.edu.ph

GEC109

LIFE AND WORKS OF RIZAL

Juriebel S. Bagundang

2nd Sem. 2021-2022

Vision, Mission, and Core Values of the University
Vision
The premier innovative center of development in the region.
Mission
To train and enhance human capital through:
 Quality educational experiences;
 Relevant research and innovations and regional and national development; and
 Responsive community engagement and empowerment

Core Values

R- Responsiveness
I-inclusiveness
S- Sustainability
In- Innovativeness
G- Global Competence
In- Integrity
Collaboration

“It is in working together and collaborating with

one another that we rise as one.”

-Consuelo D. Samson, PhDLE

Vice Chancellor for Academic Affairs
 Vision, Mission, Goals, and Objectives of the College

Goals
1. To produce quality graduates in Information and Communication Technology, Islamic Studies, Political Science, and Peace and Development
Studies.
2. Integrate global perspectives into the curriculum.
3. Provide leadership in research and extension to engage the community served in global awareness initiatives through internal linkages.
Objectives
1. Deliver quality, and modernized standard instruction in the fields of Arts and Sciences.
2. Equip students with intellectual, physical, social, psychological, and spiritual skills.
3. Produce globally competitive graduates.
4. Engage in research and extension services in different disciplines.
5. Strengthen linkages with Government, Private, and Non-Government Organizations.
6. Ensure inclusive and equitable quality education that promote global learning opportunities.
7. Adapt to universal access related to Islamic Studies for global degree of improvement in efficiency.
8. Imbibe the concepts of peace, peacebuilding, diversity, inclusiveness, and respect in the curriculum as part of the pursued profession.
 TABLE OF CONTENTS

Page Lesson 1: Introduction to Globalization

1

1.1 Metaphors of Globalization

1.2 Globalization Theories
1.3 Origins and History of Globalization
1.4 Dynamic of Local and Global Culture
1.5 The Globalization of Religion
1.6 Globalization and Regionalization

Lesson 2: The Global Economy 15

2.1 Economic Globalization, Poverty and Equality

2.2 Economic Globalization and Sustainable Development

2.3 Environmental Degradation

2.4 Global Income Inequality

2.5 The Global City

2.6 Theories of Global Stratification

 2.7 Walt Rostow’s Four Stages of Modernization

Lesson 3: Market Integration 27

3.1 International Organization (WTO, IMF, WBG)

3.2 The Agricultural Revolution and the Industrial Revolution

3.3 Global Corporations

Lesson 4: The Global Interstate System 36

4.1 Global Governance in the Twenty-First Century

4.2 Effects of Globalization to Government

4.3 The Relevance of the State amid Globalization

4.4 Globalization and Globalism

4.5 Global Citizenship

Appendices

OBE Syllabus 51

LESSON 1
REPUBLIC ACT 1425
Overview:
It is of great importance that students understand the rationale behind having to take up a Rizal course in college. For high school students,
the Noli Me Tangere and the El Filibusterismo are injected into the Filipino subject as part of the overall curriculum. In tertiary education, however,
Rizal is a subject required of any course, in any college or university in the Philippines.

Learning Outcomes:
At the end of this lesson, the students can:
1. explain the Republic Act 1425;
2. identify the man behind the Republic Act 1425; and
3. discuss the relevance of studying Rizal course.

Materials Needed:
 Module
 Laptop/cellphone
 Internet connection

Duration: 2 hours

Learning Content:
 The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425, otherwise known as the Rizal Law. Senator Jose P.
Laurel, the person who sponsored the said law, said that since Rizal was the founder of Philippine nationalism and has contributed much to the
current standing of this nation, it is only right that the youth as well as all the people in the country know about and learn to imbibe the great ideals for
which he died. On August 16, 1956, the Rizal Law or R.A. No. 1425 took effect. It provided for the inclusion in school curricula of courses on Jose
Rizal's life and works with special emphasis on his novels, Noli Me Tangere and El Filibusterismo. Claro M. Recto authored the bill while Jose P.
Laurel and Jacobo Gonzales sponsored it in both chambers of Congress. It seeks to accomplish the following goals:

To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died;
To pay tribute to our national hero for devoting his life and works in shaping the Filipino character; and

To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings.

Why Study Rizal: Because of the lessons contained within the course
Aside from those mentioned above, there are other reasons for teaching the Rizal course in Philippine schools:

To recognize the importance of Rizal’s ideals and teachings in relation to present conditions and situations in the society.

To encourage the application of such ideals in current social and personal problems and issues.

To develop an appreciation and deeper understanding of all that Rizal fought and died for.
 To foster the development of the Filipino youth in all aspects of citizenship.

Relevance of the Rizal Course

The life of a national hero is always a relevant topic to include in the curriculum of students at the levels. For students, a hero’s life is an awe-
inspiring story. It can potentially yield lasting impressions on students and teach them lessons that can guide them in the future. For most Filipinos,
Dr. Jose Rizal is a fountain of inspiration. Parents impart to their best to relate to students the importance of his ideas.

During the reign of colonial regimes in the Indies and in the New World, many countries produced heroes. However, only few countries
instituted a national hero because their history never demanded one heroic figure in the first place. The Philippines, on the other hand, is one of
those countries confronted by political upheavals wrought by the complexities of colonialism. After gaining independence, Filipinos immediately found
themselves bowing to new colonial masters---the Americans. Promising to institute liberal reforms and integrate Filipinos to “civil society,” the
Americans needed to validate the Philippine Revolution directed against Spain. In doing so, the naming of a national hero is requisite. The selection
committee chose Rizal among numerous illustrious candidates. And from there, the rest, as they say, is history.

REPUBLIC ACT NO. 1425

An Act to include in the curricula of all public and private schools, colleges and universities course on the life, work and writings of Jose Rizal,
particularly his Noli Me Tangere and El Filibusterismo, authorizing the printing and distribution thereof and for other purposes.

Whereas, today more than any other period of history, is a need for re-dedication to the ideas of freedom and nationalism for which our heroes lived
and died;
 Whereas, it is meet that in honouring them, particularly the national hero and patriot, Jose Rizal, that we remember with special fondness and
devotion their lives and work that have shaped the national character;

Whereas, the life, works and writings of Jose Rizal, Particularly his novels Noli me Tangere and El Filibusterismo are constant and inspiring
source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused;

Whereas, all education institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop
moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now therefore,

Section 1. Course on the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El Filibusterismo, shall be included in the
curricula of all schools, colleges and universities, public or private: Provided, that in the collegiate courses, in the original or unexpurgated editions of
Noli me Tangere and El Filibusterismo or their English translations shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this
Section, including the writing and printing of appropriate primers, readers and textbooks. The board shall, within sixty (60) days from the effectivity of
this act, promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this act. The Board shall
promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the
requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first
part of the said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette.
Section 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and
unexpurgated editions of Noli Me Tangere and El Filibusterismo , as well as Rizal’s other works and biography. The said unexpurgated editions of
Noli me Tangere and El Filibusterismo or their translations in English as well as other writings or Rizal shall be included to the list of approved books
for required readings in all public and private schools, colleges and universities.

Section 3. The Board of National Educators shall cause the translation of Noli me Tangere and El Filibusterismo, as well as other writings of Jose
Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed cheap, popular editions; and cause them to be distributed,
free of charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout the country.

Section 4. Nothing in this act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code,
prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public school.

Section 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out any fund not otherwise appropriated in the
National Treasury to carry out the purposes of this Act.

Section 6. This Act shall take effect upon its approval.

Approved June 12, 1956.

Learning Activities:
Activity 1:
 In a long bond paper, create an infographic (using an infographic creator tool or website tool) showcasing the history of the creation of
Rizal law. Your work will be rated based on the rubric below.
Criteria Excellent Good Fair Poor
5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized
and explained and explained and explained and explained
well well well well
Proper All parts of Most parts of Some parts of None of the
Illustration the ideas are the ideas are the ideas are parts of the
properly properly properly ideas are
illustrated illustrated illustrated properly
illustrated
Layout Easy to Almost makes Make some Hardly makes
understand sense senses sense

Learning Evaluation:
Quiz 1:
I. Multiple Choice. Choose the letter of the correct answer and write it in the space provided.
_____1. Who is the author of Rizal law?
a. Claro M. Recto
b. Mario M. Recto
c. Ralph M. Recto
d. None of these
_____2. Who is the sponsor of Rizal bill?
a. Ferdinand Marcos
b. Jose Laurel
c. Ramon Magsaysay
d. None of these
_____3. The date wherein Rizal law was approved by President
Magsaysay.
a. June 12, 1956
b. June 12, 1957
c. June 12, 1958
d. June 12, 1959
_____4. Rizal law or Republic Act no. ______.
a. 1445
b. 1435
c. 1425
d. 1415
_____5. Where should the Rizal course be mandated?
a. Private schools
b. Public schools
c. Colleges and universities
d. Private, public colleges and universities
 II. Essay.
1. Explain the significance of the passage of R.A 1425 which is known as the Rizal law. Your output will be rated based on the rubric
below.
Criteria Excellent Good Fair Poor
5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized
and explained and explained and explained and explained
well well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

References:
Books
Castaneda, Sherwin. 2007. Jose Rizal: The Martyr and National Hero.Revised
Edition. Mutya Publishing House, Inc. Quezon City.

Zaide, Gregorio F. and Sonia M. Zaide. 2008. Jose Rizal: Life, Works, and Writings
of a Genius, Writer, Scientist and National Hero.2 nd ed. All- Nations
 Publishing Co,. Inc.Zaide House, 24 Pittsburgh St., Silangan Cubao,
Quezon City 1102 Philippines.

Internet

https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/

https://www.slideshare.net/YosefEricHipolito/republic-act-no-1425-rizal-law

LESSON 2
THE CHILD JOSE AND HIS FAMILY

Overview:
Dr. Jose P. Rizal is a unique example of a many - splendored genius who became the greatest hero of a nation. Endowed by God with
versatile gifts, he truly ranked with the world’s geniuses. He was a physician (ophthalmic surgeon), poet, dramatist, essayist, novelist, historian,
architect, painter, sculptor, educator, linguist, musician, naturalist, ethnologist, surveyor, engineer, farmer businessman, economist, geographer,
cartographer and prophet. Above and beyond all these, he was hero and political martyr who consecrated his life for the redemption of his oppressed
people. No wonder, he is now acclaimed as the national hero of the Philippines.

Learning Outcomes:
At the end of this lesson, the students can:
1. draw their ancestral lineage; and
2. identify the members of Rizal’s family.

Materials needed:
 printed module
 computer/cell phone
 internet connection

Duration: 4 hours

Learning Content:
June 19, 1861 – Jose Rizal was born on the moonlit night of Wednesday in the lakeshore town of Calamba, Laguna Province, Philippines.
His mother almost died during the delivery because of big head.

June 22, 1861 – he was baptized in the catholic church of his town, aged three days old, by the parish priest, Father Rufino Collantes, who
was a Batangueno. During the christening ceremony Father Collantes was impressed by the baby’s big head, and told the members of the family
who were present: “take good care of this child, for someday he will become a great man.”
 Father Pedro Casanas – the godfather of Rizal and close friend of the Rizal family.
“Jose” - his name was chosen by his mother who was a devotee of the Christian saint San Jose (St. Joseph).

Rizal’s parents
Francisco Mercado Rizal – the hero’s father was born in Binan, Laguna on May 11, 1818. He studied Latin and Philosophy at the College of
San Jose Manila. He died on January 5, 1898 at the age of 80.

Dona Teodora Alonso Realonda – the hero’s mother was born in Manila on November 8, 1826 and was educated at the college of Santa
Rosa, a well-known college for girls in the city. She died in Manila on August 16, 1911 at the age of 85.

The siblings
There were eleven (11) children – two boys and nine girls. These children were as follows:

1. Saturnina oldest of the Rizal children, nicknamed Neneng; she married

Manuel T. Hidalgo of Tnawan, Batangas.

2. Paciano oldest brother and confident of Jose Rizal; after his younger
brother’s execution, he joined the Philippine Revolution
and became a combat general; after the revolution, he retired to
his farm in Los Banos, where he lived as a gentleman farmer and
 died on April 13, 1930, an old bachelor aged 79.

3. Narcisa her pet name was Sisa and she married to Antonio Lopez, a
school teacher of Morong.

4. Olimpia Ypia was her pet name; she married Silvestre Ubaldo, a
telegraph operator from Manila.

5. Lucia She married Mariano Herbosa of Calamba, who was the nephew
of father Casanas.

6. Maria Biang was her nickname, she married Daniel Faustino Cruz of
Binan, Laguna.

7. Jose the greatest Filipino hero and peerless genius; his nickname was
Pepe.

8. Concepcion her pet name was Concha, she died of sickness at the age of 3;
her death was the first sorrow in life.

9. Josefa her pet name was Panggoy she died an old maid at the age of
 80.

10. Trinidad her nickname was Trining and died at the age of 83.

11. Soledad the youngest of Rizal’s children; her pet name was Choleng;
married to Pantaleon Quintero of Calamba.

Siblings relationship among te Rizal children was affectionately cordial. As a little boy, Jose used to play games with his sisters. Years later
when he grew to manhood, he always called them Doña or Señora (if married) and Señorita (if single).

The Family Name “Rizal”

The real surname of the Rizal family was Mercado, which was adopted in 1731 by Domingo Lamco (the paternal great-great - grandfather of
Jose Rizal), who was a full-blooded Chinese.

Rizal was adopted but taken for granted by his family because “Mercado” was preferred by the family. Rizal was taken from the Latin word
“Ricial” which means “a field where wheat, cut while still green, sprouts again” or “green field”.

Home Life of the Rizals

Principalia, the town aristocracy during Rizal’s time and they also belonged to the illustrado or intellectual of Calamba. Agriculture and
commerce were means of living of his family. They also engaged in backyard raising of hogs, chickens, turkeys and other fowls.
 The Rizal family had a simple, contented, and happy life. Family ties among the Rizals were intimately close. The parents loved their children
but they never spoiled them. They were strict parents and they trained their children to love God, to behave well, to be obedient, and to respect
people especially to old folks. Whenever the children, got into mischief, they were given a sound of spanking.

Every day the Rizal’s family heard mass in the town church, particularly during Sundays and Christian holidays. They prayed daily at home –
the Angelus at sunset and the Rosary before retiring to bed at night. After the family prayers, all children kissed their hands of their parents.

Calamba, the Hero’s town

Calamba was a hacienda town which belonged to the Dominican Order, which is also owned all the lands around it. It is picturesque town
nestling on a verdant plain covered with irrigated rice fields and sugar lands. A few kilometers to the south looms the legendary Mount Makiling in
somnolent grandeur, and beyond this mountain is the province of Batangas. East of the town is the Laguna the Bay, an island lake. And beyond it
towards the north is the distant Antipolo, famous mountain shrine of the miraculous Lady of Peace and Good Voyage.

Earliest Childhood Memories

The first memory of Rizal was his happy days in the family garden when he was three years old. Because he was a frail, sickly, and
undersized child, he was given the tenderest care by his parents.

Another childhood memory was the daily Angelus prayer. By nightfall, Rizal related, his mother gathered all the children at the house to pray
the Angelus.
 With nostalgic feeling, he also remembered the happy moonlit nights at the azotea after the nightly Rosary. The imaginary tales told by the aya
arouse in Rizal an enduring interest in legends and folklore.

The Rizal children were bound together by ties of love and companionship. Unfortunately, Concha died of sickness in 1865 at the age of three
years old. The death of little Concha brought him his first sorrow.
Rizal grew up a good Catholic, at the age of 3, he began to take part in the family prayers. He loved to go to church, to pray, to take part in the
novenas, and to join the religious procession.

On June 6, 1868, Jose and his father left Calamba to go on a pilgrimage to Antipolo, in order to fulfill his mother’s vow which was made when
Jose was born. It was the first trip of Jose across Laguna de Bay. After, they went to Manila.
They visited Saturnina.

Of the stories told by his mother, Jose really loved the story of the young moth. The tragic fate of the young moth, which “died a martyr to its
illusions,” left a deep impress on Rizal’s mind.

Ancestral Lineage

Jose Rizal’s great-grandfather on his father’s side

was Domingo Lamco, a Chinese immigrant from the
Fukien City of Chanchow. He became a Christian, married a well-to do Christian girl of Manila named Ines de la Rosa, and assumed in 1731 the
surname Mercado that means “market”.

It is said that Dona Teodora’s family descended from Lakandula, the last native king of Tondo. Her great – grandfather was Eugenio Ursua,
(Japanese ancestry), who married a Filipina named Benigna. Their daughter, Regina married Manuel de Quintos, a Filipino-Chinese lawyer from
Pangasinan.

Jose Rizal was a product of a mixture of races. In his veins flowed the blood of the East and the West. He was a magnificent specimen of
Asian manhood.

Learning Activities:
Activity 1:
Ancestral Lineage making
Make an ancestral lineage of your family. Make a diagram up to fourth generation (if applicable).Use the scientific symbolism on your diagram.
Write your output in a long bond paper.Your output will be rated based on the rubric below.
Criteria Excellent Good Fair Poor
10 8 5 3
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
accurate accurate informative, accurate
accurate
Proper All parts of Most parts of Some parts of None of the
 Illustration the ideas are the ideas are the ideas are parts of the
properly properly properly ideas are
illustrated illustrated illustrated properly
illustrated
Layout Easy to Almost makes Make some Hardly makes
understand sense senses sense

Learning Evaluation:
Quiz 1:
I. Matching Type. Match column A to column B.

Column A Column B
Paciano A. Married to Mariano Herbosa
Lucia B. died in Manila on August 16, 1911
Concepcion C. the confident of Jose
Olympia D. died at the age of 3
Maria E. Biang was her nickname
Doña Teodora F. Graduated at College of San Jose, Manila
Don Francisco G. Oldest of the Rizal children
Saturnina H. Married to Silvestre Ubaldo
Fr. Pedro Casanas I. Great-great grandfather of Jose
Domingo Lamco J. Godfather of Jose
References
Books
Castaneda, Sherwin. 2007. Jose Rizal: The Martyr and National Hero.Revised Edition. Mutya Publishing House, Inc. Quezon City.

Zaide, Gregorio F. and Sonia M. Zaide. 2008. Jose Rizal: Life, Works, and Writings of a Genius, Writer, Scientist and National Hero.2nd ed.
All- Nations Publishing Co,. Inc.Zaide House, 24 Pittsburgh St., Silangan Cubao, Quezon City 1102 Philippines.

Internet

https://www.slideshare.net/kellyviduya/jose-rizal-ppt-nung-bata-pa-siya-lol

https://myinfobasket.com/rizals-childhood-childhood-days-summary-early-childhood-childhood-of-rizal-jose-rizal-childhood-and-early-
education/