Module 2 - 1stsem A.Y. 2021 22 - Rizal Fernando

REPUBLIC OF THE PHILIPPINES
NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY

OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com
COLLEGE OF CRIMINAL
JUSTICE EDUCATION
COURSE MODULE IN
The Life and Works

of Rizal
st
1 Semester; A. Y. 2021 -2022
COURSE FACILITATOR: Analie S. Fernando, LPT, MAED
FB/MESSENGER: Analie Sumaria-Fernando
Email: sumariaanalie16@gmail.com
Phone No: 09190963745
This document is a property of NONESCOST

Unauthorized copying and / or editing is prohibited. (For Classroom Use Only)
Module 2 | Page 1
2
MODULE
Prepared by: Mary Joy P. Alvarez, LPT, MEd
MODULE
2
LESSON
1 RIZAL IN EUROPE
6
HOURS
This lesson dwells on Rizal’s growth as a Propagandist, then the advocacy on

Propaganda Movement and the activities about Freemasonry together with other
significant Filipinos while in Europe.
At the end of the lesson, you are expected to:

a. Analyze Rizal’s growth as a Propagandist;
b. Explain the principle of assimilation advocated by the Propaganda Movement;
c. Recognize the activities of Rizal and other propagandists while in Europe; and
d. Articulate the objectives and activities of Filipino Freemasons while in Europe
and contrast the present-day masons’ affairs in the Philippines in essay writing.
Activity 1: Rizal’s Retrieval Chart

Directions: Write your answers on your answer sheet or inside the table that
corresponds to what is required by each column. Maximum of ten (10) answers are
expected per column. Accumulated points will be based on the given rubrics.
This document is a property of NONESCOST Module 2 | Page 2

Unauthorized copying and / or editing is prohibited. (For Classroom Use Only) Prepared by: Mary Joy P. Alvarez, LPT, MEd
Location Person/s’ Reason/s why Rizal’s Rizal’s
/ Place Rizal Met Rizal went Learning/s Achievements
 Rubric for activity 1:

Criteria Possible Points
Answers are all correct and excellently completed the 41-50
needed data.
Good understanding of the key concepts, but answers 31-40
could be more detailed or specific.
Indicate confused answers about a concept. 21-30
Incomplete answers but ideas are related. 11-20
Inadequate and incomplete answers, indicating poor 1-10
understanding.
The topics at this phase talk about the growth of Rizal as a Propagandist
which includes the activities in the Propaganda Movement; and the objectives of
Filipino Freemasons while in Europe.
A. Rizal and the Propaganda Movement

The earliest attempt to unite Filipinos studying in
Spain was the Circulo Hispano-Filipino, and organization
under the leadership of a creole, Jun Atayde. It had the
support of Spaniards who were sympathetic towards the
Filipinos. The Circulo published a bi-weekly newspaper titled
Revista del Circulo Hispano-Filipino in 1882, but the
newspaper and the organization itself were short-lived and lasted only until 1883.
In between Rizal’s studies, this hero made

time for meeting fellow Filipinos in Madrid.
Known as ilustrados, these Filipinos (enlightened
ones) formed the Circulo Hispano-Filipino which
held informal programs with activities like poetry- The Ilustrados
reading and debates. As a prolific writer and poet,
Rizal was asked to write a poem. As a result, Rizal
wrote Mi Piden Versos (They Ask Me for Verses).

The Propaganda Movement composed of the Filipino elite called “ilustrados”,
exiled liberals and students attending Europe’s universities gravitated the movement
despite the demise of the Revista del Circulo Hispano-Filipino, the Filipinos in Spain
continued to write and engage in journalism. In 1883, a periodical called Los Dos
Mundos came out with the intention of demanding the overseas Hispanic colonies
equality rights and equal opportunities for progress. Although it could not be
determined whether the newspaper was a Filipino project, Filipinos such as Graciano
Lopez Jaena and Pedro Govantes y Azcarraga were involved as staff members.
Other Filipinos including Rizal and Eduardo de Lete also contributed articles
concerned with socio-political and economic reforms in the Philippines. During the
time Rizal’s first novel, Noli me Tangere, came out in 1887, another newspaper titled
España en Filipinas began its publication through the support of Filipinos, creoles,
and mestizos in Madrid. The newspaper was short-lived as well because of glaring
differences and internal feuding among its staff. With the end of the newspaper
emerged a stronger Filipino community united in its purpose to continue working for
Filipino rights.
By January 1889, the Filipino community in Barcelona began preparations for

the publication of a new periodical. Among the early supporters who helped with
finances were Mariano Ponce and Pablo Rianzares. On the other hand, Graciano
Lopez Jaena offered his services as editor. Marcelo H. del Pilar, having arrived from
Manila at this time, also joined the efforts. The newspaper, La Solidaridad, released
its first issue on February 15, 1889. In its first article, the staff defined its program as,
“to combat all reaction, to impede all retrogression, to applaud and accept every
liberal idea, to defend all progress.” Among the reforms the newspaper sought were:
Philippine representation in the Cortes, freedom of the press, and the end of the
practice of exiling residents without due process. The periodical placed particular
emphasis on affairs dealing with the Philippines because of all Spain’s overseas
provinces, it was the only one that lacked parliamentary representation.
La Solidaridad often ran articles dealing with Spanish politics, attacks on

friars, and reforms for the Philippines. It served as the principal organ of the
Propaganda Movement to express the goal of achieving assimilation with Spain.
Sections were also assigned to accommodate and print letters from foreign
correspondents, all speaking of situations on the ground. Aside from the political
and economic content, the periodical gave space for the publication of literary works
as well. Support for the newspaper gradually increased and its roster of writers grew.
Among those who eventually contributed articles were Jose Rizal, Dominador Gomez,
Jose Maria Panganiban, Antonio Luna, and renowned Filipinist scholar Ferdinand
Blumentritt. Other Filipinos who contributed articles did so using assumed names.
The editorship for the newspaper was first offered to Rizal. However, he refused
because during that time he was annotating Antonio Morga’s Sucessos de las Islas
Filipinas in London. After Rizal refusal, Graciano Lopez Jaena was offered the
editorship. On April 25, 1889, the La Solidaridad published the letter entitled “The
aspirations of the Filipinos” which was written by the Asociacion Hispano-Filipina de
Madrid (English: Hispanic Filipino Association of Madrid). It pursued desires for:
1. Representation in the Cortes
2. Abolition of censure
3. An expressed and definite prohibition of the existing residents by purely
administrative order, and without a writ if execution from the courts of justice.

In time, del Pilar gradually took on the active role of running the paper. Lopez
Jaena, although editor in name, spent most of his days in cafes and was known to be
incapable of sustained work. By the time del Pilar decided to move to Madrid, the
paper went with him. The first issue printed in Madrid came out on November 15,
1889.
A month later, the periodical announced its change of editorship with del Pilar
now taking the helm. Under del Pilar editorship, the aims of the newspaper expanded.
Del Pilar articles caught the attention of Spanish leaders and ministers. Using
propaganda, it pursued desires for:
1. That the Philippines be a province of Spain;
2. Representation of Filipino priests instead of Spanish friars – Augustinians,
Dominicans, and Franciscans – in parishes and remote sitios;
3. Freedom of assembly and speech;
4. Equal rights before the law (for both Filipino and Spanish plaintiffs).
By 1890, two of the most prominent members of the Filipino community in

Spain began to increasingly show differences in stance with regard to Philippine
affairs. Rizal always held the opinion that serve the country better, one had to bring
the issues closer to home. One had to speak to the Filipinos, rather than the
Spaniards, Del Pilar, on the other hand, was a skillful politician who felt that efforts at
persuading the Spanish leaders and officials needed to be continued and that this
was the best way to achieve the reforms Filipinos were seeking. Things came to a
head when at a New Year’s Eve banquet in 1891, the Filipinos in Madrid proposed
that they elect a leader to unite their community.
Rizal agreed with the proposal while del Pilar expressed initial misgivings.
Nevertheless, the voting took place resulting in three inconclusive ballots on the first
day and two more inconclusive ballots the next day. Rizal did eventually win the
position as Filipino leader but only through the manipulation of Mariano Ponce. In the
end, Rizal felt the triumph was shallow and left Madrid a few weeks later. From this
point onwards, Rizal stopped from contributing articles to La Solidaridad and
focused instead on the writing of the novels. The periodical continued to publish only
until 1895. Because of lack of funds and internal feuding, the newspaper released its
final issue on November 15, 1895. In its final issue, its editor, del Pilar, had written,
“We are persuaded that no sacrifices are too little to win the rights and the liberty of
a nation that is oppressed by slavery.”
The Propagandists:
1. Dr. Jose Rizal – “Laong Laan” and “Dimasalang” as pennames in La Solidaridad 2.
Graciano Lopez Jaena – “Diego Laura” - first editor and publisher of La Solidaridad
3. Marcelo H. del Pilar – “Plaridel” - as pennames in La Solidaridad; 2nd editor and co
-publisher
4. Jose Maria Panganiban – “Jomapa” - penname in La Solidaridad
5. Mariano Ponce – “Tigbalang,” “Kalipulako,” and “Naning” as pennames in La
Solidaridad
6. Antonio Luna – “Taga-Ilog” - penname in La Solidaridad
7. Dominador Gomez – “Ramiro Franco” - penname in La Solidaridad
8. Juan Luna – painter and sculptor
9. Pedro Paterno – serve later as the prime minister of the First Philippine Republic

10. Pedro Serrano Laktaw – a boyhood companion and schoolmate of M.H. del Pilar
11. Felix R. Hidalgo – painter
12. Isabelo de los Reyes – “Don Belong” – politician, writer, and labor activist
13. Jose Alejandrino – helped Jose Rizal in correcting errors in the El Filibusterismo
14. Eduardo de Lete – a Philippine-born Spaniard
15. Dr. Antonia Maria Regidor – Doctor of Medicine and lawyer
16. Anastacio Carpio – Filipino freemason and lawyer
17. Miguel Morgan
Friends of the Movement:

1. Ferdinand Blumentritt – Australian etnologist
2. Miguel Sagrario Morayta – Spanish historian, university professor and statesman.
In the second trip to Europe, Rizal became more active in the Propaganda
Movement with fellow ilustrados like Marcelo H. del Pilar, Graciano Lopez Jaena,
Antonio Luna, Mariano Ponce, and Trinidad Pardo de Tavera. The Propaganda
Movement campaigned for reforms such as:
(1) for the Philippines to be made a province of Spain so that native Filipinos would
have equal rights accorded to Spaniards;
(2) representation of the Philippines in the Spanish Cortes; and
(3) secularization of parishes.
Rizal became preoccupied with writing articles and essays which were
published in the Propaganda Movement’s newspaper, La Solidaridad. Among the
intellectual works in Europe is Rizal’s annotation of Antonio de Morga’s Sucesos de
las Islas Filipinas (1890) in which Rizal showed that even before the coming of the
Spaniards, the Filipinos already had a developed culture. Rizal also wrote an essay
entitled “Sobre la Indolencia de los Filipinos” (On the Indolence of the Filipinos)
published in 1890 in which Rizal attributed the Filipinos’ “indolence” to different
factors such as climate and social disorders. Another essay Rizal wrote strongly
called for reforms; it was called “Filipinas Dentro de Cien Años” (The Philippines a
Century Hence) published in parts from 1889 to 1890. By July 1891, while in Brussels,
Rizal completed the second novel, El Filibusterismo, which was published on
September 18, 1891 through the help of Rizal’s friend, Valentin Ventura. Compared
with the Noli, Rizal’s El Fili was more radical with its narrative portrayed of a society
on the verge of a revolution.
B. Rizal and the Freemasonry

Rizal as a Freemason, one of the least
known facets of the life of national hero Dr.
Jose Rizal was being a member of a worldwide
fraternity called Freemasonry. According to
Filipino historian Reynold Fajardo, in the book
“Dimasalang: The Masonic Life of Dr. Jose
Rizal,” Rizal was not only a mason, but was the
only one among the leaders of the revolutionary
movement during the Spanish era who
“deserved to be called an international Mason
since Rizal was a member of various Masonic
lodges in Spain, Germany, France and possibly, England.”

The first documented exposure of Rizal to Masonry was in 1882, Fajardo said.
Rizal was made a Master Mason on November 15, 1890 at Logia Solidaridad 53 in
Madrid, Spain. Rizal affiliated with a lodge under the jurisdiction of Grand Orient of
France on October 14, 1891, and was made honorary Worshipful Master of Nilad
Lodge No. 144 in 1892. There Rizal delivered a lecture entitled “La Masoneria”. A
many-faceted and multi-talented genius, Rizal’s God given talents for freedom and
for the welfare of the people through peaceful reforms was an obsession that has
guided all Rizal’s life. A dedicated nationalist, physician, poet, novelist, historian,
painter, sculptor, linguist, educator,
anthropologist, ethnologist, sportsman,

traveler and a prophet, Rizal’s talents appear inexhaustible. While in Madrid, Rizal
was exposed to liberal ideas through the masons that this hero met. Then, was
impressed with the masons’ view about knowledge and reasoning and how they
value brotherhood.
Rizal’s famous novels, “Noli Me Tangere” and “El Filibusterismo” exposed the
abuses of the Spanish authorities and inspired the 1896 Revolution. Rizal martyrdom
fanned the patriotic spirit of Filipinos and solidified their craving for nationhood.
Considered the pride of the Malay race and the greatest of the Filipino heroes ever
born, Rizal ranks equal to most of the great men of all races and of all times.
Jose Rizal died a Freemason that never retracted the beliefs therefore Rizal
gained the enmity of the Church who placed heavy pressure for the death sentence.
It was recorded in Rizal’s conversations in Dapitan with Fr. Pastells and Fr. Sanchez
that they offered Rizal safety and longer life if Rizal retracts the Masonic beliefs and
returns to the catholic fold. Rizal never did. Rizal stood by those beliefs to the death.
Rizal died with a normal pulse, and accepted death as a very natural thing. Rizal
teacher Piy Margal is also a Freemason, as well as the key people of the revolution:
Andres Bonifacio, Juan Luna, Apolinario Mabini.
Rizal supports spirituality but not religion. Rizal wrote that religion divides
people, spirituality unites them and lived by Masonic teachings and this was what
got Rizal to be the Church's enemy no. 1. Rizal was buried with no Christian blessing
or fanfare: Rizal was buried in an unmarked dirt heap in Paco cemetery where Rizal’s
sisters (also Masons) and mother fought hard to be given the right to bury Rizal
properly.

Key Masonic teachings our national hero lived by:
1) freedom to search knowledge and share it in anyway you want
2) separation of Church and State
3) no to oppression of the individual's drive to excellence
4) freedom and tolerance of one's race and religion (no to religious and racial
discrimination)
5) no to being hoodwinked to the truth by the religious/friars (science can offer a lot
of explanations to the so called "miracles" propagated by the friars)
6) Religion, specifically in Rizal time, suppresses the individual from discovering the
world out there. Rizal wrote with passion that despises the friars because they use
religion to show that it is the only way to truth and salvation.

Activity 2: Rizal’s Growth Chart
Directions: Provide answers corresponding to the table below about Rizal’s growth
and experiences / activities while in Europe. You can answer as many as you can to
get the highest score. Accumulated points will be based on the given rubrics below.
Experiences / Activities Impact to Rizal’s Growth

Answers are all correct and excellently 41-50
completed the needed data.
Good understanding of the key concepts, but 31-40
answers could be more detailed or specific.
Inadequate and incomplete answers, indicating 1-10
poor understanding.

Activity 3: Freemason Essay Writing
Directions: Expound the objectives and activities of Filipino Freemasons while in
Europe and contrast the present-day masons’ affairs in the Philippines in your
answer sheet. Observe proper format in formal writing. Accumulated points will be
based on the given rubrics below.
___________________________
________________________________
________________________________
________________________________
________________________________
___________________________
________________________________
________________________________
________________________________
________________________________
________________________________
Criteria Points
Relevance 15
Accuracy of content 15
Cohesiveness 10
Choice of words and grammar 10
Total 50
Reference:
https://pdfcoffee.com/module-7-7-pdf-free.html

LESSON
RIZAL’S ANNOTATION OF
2 MORGA’S SUCESOS DE LAS
ISLAS FILIPINAS
6
HOURS
Some of the great works and writings of Jose Rizal includes the Annotation of
Antonio Morga’s Sucesos de las Islas Filipinas, as well as the protection to our
Indigenous People in the Philippines as ancestors of the Filipinos, and the Sobre la
indolencia de los Filipinos (On the Indolence of the Filipinos) as attempt to correct
views towards Filipinos.

a. Analyze Rizal’s ideas on how to rewrite Philippine History;
b. Compare and contrast Rizal and Morga’s different views about Filipinos and
Philippine culture;
c. Express feelings how to protect and preserve the heritage of indigenous
people in the Philippine like the Ati or Negritoes in Negros Island through an
info drive post in social media; and
d. Express opinion on the causes and the solutions of the indolence of the
Filipino people according to Jose Rizal by writing an editorial.

Activity 1: Guessing Game
Directions: Guess if the following statement is Rizal or Morga’s view. Write down
only the number that corresponds to the statement to its appropriate column below
or on your answer sheet.
1. The Philippines was deserted and inhabitable.
2. The Philippines has a culture on its own.
3. Beef and fish they know them best when they started to rot and stink.
4. The Philippines were exploited and demoralized by the Spanish
colonization.
5. The Philippines present situation is not necessarily superior to its past.
6. The Natives are painted and short.
7. Men and Women are not able to stand because man is superior than
woman.
8. Indigenous tribes of whom are cannot be safe.
9. Ptolemy in his geography indicated 3 islands are Sinadae, Gilolo, Ahbonia
and their inhabitants.
10. They will always choose violence until the government enters because of
their inhumane ways as answers to those who do not submit to the friars.
Rizal’s Annotation of Morga’s Sucessos Morga’s Sucesos
Activity 2. Be Honest!
Directions: Read each sentence carefully; write L if the sentence expresses
laziness and N if otherwise. Write your answer on the space provided before the
number or on your answer sheet.
____ 1. I submit my work 3 days before the deadline.
____ 2. During the quarantine, I help in the household chores.
____ 3. I seldom answer the questions in my module by myself.
____ 4. I played mobile games often.
____ 5. I frequently wash my hands.
This lesson tackles about some of the significant works and writings of Dr.
Jose Rizal with its great impact especially to the Filipinos that made Rizal well-

deserved as the Philippines National Hero.
A. Annotation of Antonio Morga’s Sucesos de las Islas Filipinas

 The Sucesos de Las Islas Filipinas
 It is one of the important books in Philippine history authored by Antonio de
Morga. The book contains the early accounts of the early Philippine islands. It was
published in Mexico in 1609.
 The book was annotated by Dr. Jose Rizal and it plays an important role for the
realization Filipino identity.
 The book narrates the history of wars, intrigues, diplomacy and evangelization of
the Philippines Islands.
 The book was laboriously hand-copied by Dr. Jose Rizal in London at the British
Museum’s reading room.
 Antonio de Morga
 He was a Spanish conquistador, administrator, and author of the said book.
 Dr. Jose Rizal and modern historians have noted that Morga’s Sucesos de Las
Islas Filipinas has a definite bias, distorted facts to fit his defense of the Spanish
colonization of the Philippine Islands.
 Antonio de Morga’s wrote the Sucesos so he could chronicle the deeds, discovery,
conquest and conversion of the Filipinos by the Spaniards. Also, some fortunes
that they have from time to time in the great kingdoms and among the pagan
people surrounding the islands.
 Dr. Jose Rizal Objectives

 Dr. Jose Rizal was a seeker of truth and this marked him as a historian.
 Rizal has a burning desire to know exactly the conditions of the Philippine Islands
when the Spaniards came.
 Had a theory that the Philippines was already prosperous and self-sufficient
before the Spaniards came.
 Then, believed that the conquest of the Spaniards contributed in part to decline of
the Philippine rich culture and tradition.
 Rizal’s personal friendship with Blumentritt provided
the inspiration for doing a new edition of Morga’s
Sucesos.
 Rizal Annotation of Morga’s Sucesos de Las Islas

Filipinas
 Dr. Jose Rizal has extensively annotated the book, no
less than 639 items or no less than 2 annotations per
page of the book.
 Dr. Jose Rizal has also annotated typographical errors.
 On page 248, Morga’s described the culinary art of
ancient Filipinos by recording: The ancient Filipinos
prefer to eat salt fish which began to decompose and

smell. Rizal footnotes: This is another preoccupation of the Spaniards, who like
any other nation in that matter of food, loathe that to which they are not
accustomed or is unknown to them. The fish that Morga’s mentions does not
taste better when it is beginning to rot; all on the contrary it is “ bagoong”, and all
those who eaten and tasted it is not or ought to be rotten.
 Ferdinand Blumentritt has also some salient points on the preface of Rizal’s
annotation of the book: the Spaniards have to correct the erroneous conceptions
of the Filipinos as children of limited intelligence. There also existed Spanish
delusion about the Philippine which are Filipinos were an inferior race, Filipinos
were not ready for parliamentary representation and other reforms, denial of equal
rights can be compensated by strict dispensation of justice.
 The 3 main Dr. Jose Rizal’s main propositions in new Sucesos de Las Islas
Filipinas are the people of the Philippines has the culture of their own before the
coming of the Spaniards, Filipinos were decimated, demoralized, exploited and
ruined by the Spanish colonization, and the present state of the Philippines was
not necessarily superior to its past.
 According to Rizal, little by little, Filipinos lost their old traditions; they gave up
their writings, songs, poems, laws in order to learn the doctrines that they don’t
understand. Filipinos became ashamed of what was their own: they began to
admire and praise whatever was foreign, their spirit was damaged and it
surrendered.
B. Indigenous People in the Philippines as Ancestors of the Filipinos
The Condition of Indigenous Peoples

The Philippines is a culturally diverse country with an estimated 14- 17 million
Indigenous Peoples (IPs) belonging to 110 ethno-linguistic groups; they are mainly
concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and
Mindanao (61%), with some groups in the Visayas area. The Philippine Constitution,
in recognition of this diversity and under the framework of national unity and
development, mandates state recognition, protection, promotion, and fulfillment of
the rights of Indigenous Peoples. Further, Republic Act 8371, also known as the
“Indigenous Peoples Rights Act” (1997, IPRA), recognized the right of IPs to manage
their ancestral domains and has become the cornerstone of current national policy
on IPs.
Yet, despite these guarantees, the fact is that wherever IPs live, they remain
among the poorest and most disadvantaged peoples. The first-ever Report on the
State of the World of Indigenous Peoples, issued by the United Nations Permanent
Forum on Indigenous Issues in January 2010, revealed that IPs make up fully one-
third of the world’s poorest peoples, suffer disproportionately in areas like health,
education, and human rights, and regularly face systemic discrimination and
exclusion.
In the Philippines, IPs have been subject to historical discrimination and
marginalization from political processes and economic benefit. They often face
exclusion, loss of ancestral lands, displacement, pressures to and destruction of
traditional ways of life and practices, and loss of identity and culture. In extreme
situations, social and political discontent has erupted into armed conflict – the 40-
year old armed conflict in Mindanao, involving secessionists and communist
insurgents is a prime example. Conflicts such as these not only threaten the stability
and development potential of affected areas, they exacerbate the plight of

indigenous peoples. From economic development to environmental protection to
justice, human rights, and good governance, the protections and participation
promised to IPs needs to be mainstreamed through all relevant decision-making
bodies and stakeholder organizations.
A Decade of Assistance
In the Philippines, UNDP has to date undertaken 35 IP-focused or IP-related
projects, which have together assisted 28 distinct ethno-linguistic groups in 12
regions and 21 provinces throughout the country. These projects have focused on
improving the capacity of government agencies, civil society, and other service
providers, as well as building capacity amongst IPs and their leadership.
The “Capacity Building for IP Leaders” and “Community Development, Para-
legal Functions and Project Planning and Management” projects provided training on
basic and advanced paralegal skills, leadership and gender sensitivity, community
organizing, and project development and management to dozens of IP leaders and
governmental staff. These sessions resulted in increased awareness of leaders and
elders on leadership and gender issues, strengthened traditional structures of
community development and law enforcement, and improved competence levels for
integrating tribal and customary laws with national legal processes.
Partnering with the National Commission on Indigenous Peoples (NCIP) and
with support from the New Zealand Agency for International Development (NZAID),
UNDP has also focused on empowering IPs, helping guarantee their land rights, and
improving management and utilization of those lands through the “Integrated
Programme for the Empowerment of Indigenous Peoples and Sustainable
Development of Ancestral Domains.” The programme has already resulted in the
drafting of 10 Ancestral Domain for Sustainable Development and Protection Plans
(ADSDPPs) – documents that institutionalize not only sustainable development
plans but also further guarantees the rights of IPs to the management of their
ancestral lands.
UNDP has also worked closely with IPs to help build capacity for modern
resource conservation techniques through the “Conservation Programme in
Ancestral Domains” project and to mitigate the effects of and better plan for natural
disasters in the “Capacity Building on Disaster Preparedness and Management”
project. Other IP-relevant issues, like disaster relief provision, support for community
enterprises, and ecosystems management capacity building have also been
addressed through projects in three of UNDP Philippines’ main thematic areas.
A New Phase of Assistance

Traditionally, UNDP’s response in the Philippines has been to include local-
level components that target IP issues in individual projects. However, unlike many
discrete development problems, those faced by IPs are truly cross-cutting and
require programmatic interventions that span traditional development focal areas.
With support from the Regional Indigenous Peoples Programme (RIPP), UNDP is
launching a new programme, “Strengthening Indigenous Peoples’ Rights and
Development in the Philippines: (2010-2011, SIPRD).” SIPRD will integrate and build
on current responses and help facilitate greater mainstreaming of IP concerns
across the development agenda.
The focus of SIPRD is securing IP rights to the sustainable use, management,
and protection of ancestral lands, supporting the implementation of good
governance principles, and promoting indigenous peace-building mechanisms.

SIPRD will be implemented by NCIP in collaboration with IP organizations. One
component of the project is the support of the National Statistics Office’s (NSO)
population census, which for the first time will include disaggregated data on IPs.
This effort will build a richer base of data for future IP work by all agencies and
NGOs in the Philippines and provide a clearer picture of where interventions are most
needed.
The deeply interconnected nature of the problems facing IPs means that the
most effective responses occur through the cooperation of involved agencies. UNDP
is uniquely suited to bring together stakeholders from relevant areas to work
together on cross-cutting IP issues such as peace-building, environmental justice,
and good governance. SIPRD is designed to provide UNDP and sister UN agencies
with a framework through which responses to different IP challenges can be
integrated, and drawing on the expertise and resources of the entire UN System, to
identify gaps in responses and promote deeper cooperation amongst stakeholders.
After over a decade of supporting the development of indigenous peoples in
the Philippines, UNDP, and the UN System as a whole, is entering a new phase in
their assistance to IPs, characterized by greater integration between agencies and
responses nationally, and increased collaboration at the regional and international
levels. Building on extensive local, regional, and global work in human development,
advocacy of democratic governance, and mainstreaming of human rights, UNDP and
the UN System aim to provide opportunities and space for the voices and aspirations
of marginalized indigenous peoples.
A. Sobre de La Indolencia de los Filipinos

 Filipinos during the period of Spanish colonization were commonly described
as lazy.
 Several foreigners visiting the Philippines from the 17th to the 19th Centuries
affirmed this view with observation.
 Rizal’s work, “Sobre la Indolencia de los Filipinos” (On the Indolence of the
Filipinos) as attempt to correct this view.
 Rizal admit that laziness does not be among the Filipinos, but it cannot be
attributed to the problems and retardation of the state;
 Rizal added, Filipinos themselves also had their own flaws.
 Indolence means idle, lazy, little love for work and lack of activity.
The following are its causes according to Dr. Rizal:
 Wars - many Filipinos were recruited by the Spanish to fight in honor of Spain
and there is no assurance if they ever returned to their homes.
 Attitude of the Friars - the friars told the Filipinos that going to heaven is easier
for being poor than being a rich man.
 Lessening encouragement to Labor - before the Spaniards came the Filipinos
have a flourishing relation with other nations but it was cut off during the
Spanish occupation.
 Encomienda System - reduced many Filipinos to slavery, compelled Filipinos to
work for their own benefit.
 Gambling - gambling was unknown before the Spaniards came to the
Philippines.
 Fiestas - Filipinos were much less lazy before the word “miracle” was
introduced to the Philippine language.
 Curtailment of individual liberty - doubtful or uncertain reaping the fruits of their

labor because of the fear of being suspected as a filibustero (rebel) or a
suspect.
 Apathy of the Government - did not protect the Filipino against foreign invaders
and pirates.
 The taxes were extremely high - huge portion of income went to the colonial
government and the friars.
 The Spanish rulers were a bad example to despise manual labor.
 Feeling of inferiority and Lack of National Sentiment.
 Solution to the indolence of the Filipino according to Dr. Jose Rizal

 Education - capable of changing the norms of social behavior, motivation to
seek their own economic success, not merely as an individual.
 Liberty - free trade both internal and external, free movement of persons and
goods, security and freedoms.
 Indolence of the Filipinos (“La Indolencia de los Filipinos”)

The essay itself originally appeared in the Filipino forthrightly review, La
Solidaridad, of Madrid, in five installments, running from July 15 to September 15,
1890. It was a continuation of Rizal's campaign of education in which he sought by
blunt truths to awaken his countrymen to their own faults at the same time that he
was arousing the Spaniards to the defects in Spain's colonial system that caused
and continued such shortcomings. (Craig, 1913)
PART 1
§ indolence – misused in the sense of little love for work and lack of energy
§ indolence does exist among the Filipinos
§ examine the causes based on facts before proposing a remedy
§ climate – factor for being indolent
o “A hot, climate requires of the individual quiet and rest, just as cold incites to labor
and action.”
o “A man can live in any climate, if he will only adapt himself to its requirements and
conditions.”
§ Working hours of Filipinos (tenants) vs. Spanish Official and Landlords
§ Tendency to indolence is very natural
§ Effect of misgovernment
PART 2
§ analogy of physician( friars, Spanish government) , patient(Philippines), illness
(indolence)
§ indolence as a chronic illness
o “Indolence in the Philippines is a chronic malady, but not a hereditary one”
Before the arrival of Spaniards, Malayan Filipinos raised on an active trade, not
only among themselves but also with other neighboring countries (evidence
that Filipinos were not indolent)
§ an illness will worsen if the wrong treatment is given
§ “How is it that the Filipino people, so fond of its customs as to border on routine,
has given up its ancient habits of work, of trade, of navigation, etc., even to the extent
of completely forgetting its past?”
PART 3
§ enumerates several reasons that may have caused the Filipinos cultural and
economic corruption

§ wars: conflict among Spaniards, natives and Moros
§ invasion of Pirates
o Results: diminished number of native Filipinos
§ forced labor : Filipinos were sent abroad to fight for Spain or shipyards to
construct vessels
§ Some Filipinos hide in the forest and mountains and abandoned their farm lands
(because of fear)
§ “Still they struggled a long time against indolence, yes: but their enemies were so
numerous that at last they gave up!
PART 4
§ Cut-off of trading
§ Monopoly
§ Abuse of land lords (encomenderos)
o Permission to labor (KASAMA System)
§ Absence of encouragement from the government
o no aid for poor crops
o does not seek market for its products
§ Wrong teaching:
o Why work? If the rich man will not go to heaven.
o False teaching of church
o Gambling – promise of sudden wealth
§ Discrimination on education
§ Spaniards insisted to Filipinos:
o “The Filipino is convinced that to get happiness it is necessary for him to lay
aside his dignity as a rational creature, to attend mass, to believe what is told him, to
pay what is demanded of him, to pay and forever to pay; to work, suffer and be silent,
without aspiring to anything, without aspiring to know or even to understand Spanish,
without separating himself from his carabao, as the priests shamelessly say, without
protesting against any injustice, against any arbitrary action, against an assault,
against an insult; that is, not to have heart, brain or spirit: a creature with arms and a
purse full of gold ............ there's the ideal native!”
§ Yet Filipinos still have inspirations, he thinks and strive to rise
PART 5
§ causes of indolence can be reduced to two factors(emerged from the people)
o limited training and education of Filipino native developed inferiority
o lack of a national sentiment of unity among them
· “A man in the Philippines is only an individual; he is not a member of a nation.”
§ education and liberty is the key to solve this issue
References:
http://en.wikipedia.org/wiki/Sobre_la_indolencia_de_los_filipinos
Full Copy
http://www.bohol.ph/indolence/indo_004.html
http://www.fullbooks.com/The-Indolence-of-the-Filipino.html
Blogs
http://thelifeandworksofrizal.blogspot.com/2011/08/indolence-of-filipinos-
summary-and.html

Activity 3. Question - Reflection
Directions: Read each question carefully and write your answer on the space
provided or on your answer sheet.
1. As a Filipino, why we should study and know our history carefully as a nation and
as people? (10 points)
____________________________________________________________________________
___________________________________________________________________________________
_____________________________________
2. Rizal did the best to find the truth for the realization of Filipino culture and
heritage, how can we protect ourselves from biases and misinformation at the
present? (10 points).
____________________________________________________________________________
___________________________________________________________________________________
_____________________________________
A. education and liberty is the solution to poverty

B. clarify views that laziness among Filipinos are not solely attributed to
them
Activity 5: Acronym
Directions: List at least 5 causes of indolence of the Filipino people during the
Spanish colonization that are evident until today. What solution/s can you suggest
to end if not to minimize the indolence of the Filipinos? Use the acronym,
EDUCATION for your answer. Write your answer on the space provided or on your
answer sheet.
1. __________
2. __________
3. __________
4. __________
5. __________
E - __________
D - __________
U - __________
C - __________
A - __________
T - __________
I - __________
O - __________
N - __________

Activity 6: Proud to be a Filipino
Directions: Express feelings how to protect and preserve the heritage of indigenous
people in the Philippines through a Facebook post. In your post, you can include
related pictures or graphics explaining your advocacy about it, then, put a #proud to
be a Filipino, #protect and conserve the heritage of indigenous people,
#LifeandWorksofRizal, and #NONESCOST. Take a picture of your post and send it to
your instructor.
RUBRIC:
Content (with pictures/graphics) 20 points
Persuasiveness 20 points
Manner of Writing 10 points
Total 50 points
Activity 7: Editorial Writing

Directions: Express opinion on the causes and the solutions of the indolence of the
Filipino people according to Jose Rizal by writing an editorial. Use the simplified
format below with brief discussion on the content of each part.
I. Introduction - (May include brief introduction about the topic, key
concepts/ideas, and justification for the topic)
I. Analysis - (May include analysis of the time and place it was written and the
situation at the time, credibility, intent (to the extent discernable), main argument
or thesis, claims based on the evidences presented or other available evidence at
the time, compare points of view and identify biases)
II. Conclusion - (May include realizations, concepts/ideas learned)
III. Recommendation - (May include propose solutions, recommendations, and
plans)
Note: Please cite the author and your references (if you copy the statement
from a person/author, and from the books)
Criteria Points
Relevance 15
Attractiveness 10
Total 50

LESSON
3 NOLI ME TANGERE
6
HOURS
Lesson 3 discusses about Noli’s effects, legacy and continuing relevance

which will be explained as a text not only in the field of literature but also in the areas
of history and the social sciences. It will also look at Rizal as a social scientist who
espoused early articulations of a social-scientific manner of understanding and
presenting the way of life, in this case, within a colonial context.

a. Discuss the background of the publication of Noli Me Tangere;
b. Investigate the impact of Noli Me Tangere to Rizal’s family, Filipino people and
the Philippines in general;
c. Appraise important characters in Noli Me Tangere and their representation or
symbolism in Rizal’s time and at present; and
d. Examine the present Philippine situation through the examples mentioned in the
Noli Me Tangere through writing a reflection paper.
Activity 1: Quote Reflection

Directions: Read and reflect on the given quotation emphasized by Rizal. What does
it implies to you? Use the space provided or write on your own answer sheet if
necessary. Accumulated points will be based on the given rubrics below.
___________________________________________________________________________________
_____________________________________________________________________
______________________________________
Criteria Points
Relevance 5
Attractiveness 5
Total 20
Activity 2: Setting- Description Chart
Directions: Complete the table to describe the setting of the novel of Jose Rizal
entitled Noli Me Tangere. Write your answers on the space provided or on your
answer sheet. Accumulated points will be based on the given rubrics below.
Setting Worthy Descriptions
The town of San Diego

House of Capitan Tiago
Manila
Pasig River
The townspeople
The church and the clergy
Cemetery
Orphanage
Nunnery
School

needed data.
understanding.
The concepts will focus on the discussion about the background of the
publication of Noli Me Tangere as well as its impact of this novel to Rizal’s family,
Filipino people and the Philippines in general. Furthermore, this will emphasize the
important characters in Noli Me Tangere and their representation or symbolism in
Rizal’s time and at the present Philippines.
The Ilustrados
A. The Making of Noli Me Tangere

(The Social Cancer)
 Romantic Novel, it contains 64 Chapters including

the lost chapter and written in Spanish.
 It is not originally conceived by Rizal but was taken from the Bible (John 20:13-17)
 It is a novel written by Dr. José Rizal which served as an eye opener and wake up
call to the Filipinos during Rizal’s time. The novel inspires reforms.
Literally translated, the Latin words “noli me tángere” means, “touch me not”.

Taken from John 20:17 when Mary Magdalene holds on to Jesus and he tells her not
to touch him.
John 20:17 – “Jesus said to her: “Stop clinging to me. For I have not yet
ascended to the Father. But be on your way to my brothers and say to them, ‘I am
ascending to my Father and to your Father and to my God and your God.”
In one of the Filipino reunions at the house of Pedro Paterno in Madrid on
January 2, 1884, Rizal proposed the writing of a novel about the Philippine society.
The group approved the project but this plan did not materialize. Rizal’s fellow
Filipinos who agreed to help him did not write anything so our national hero drafted
the novel alone. It was in Madrid that Rizal was able to write the first half of the novel,
Noli Me Tangere.
 “Cover of Noli Me Tangere and its meaning”

 Accoring to Zaide (2008), the Noli Me
Tangere was a true story of Philippine
conditions during the last decade of
Spanish Rule. The places, the characters,
and the situations really exist.
 These works of fiction including the El
Filibusterismo its sequel, expressed the
theme of Philippine Nationalism in a
most profound and dramatic manner to
arouse the latent spirits of a frustrated
people.
 The novel provides an inexhaustible
source of inspiration for the solutions to
current conditions and problems.
B. The Characters Symbolism

 Plot of the Novel
 Noli Me Tangere is the story of Juan Crisostomo Ibarra, scion of a wealthy family,
who returns home to San Diego from his seven-year education in the German Section
of sophisticated Switzerland. During his absence, his father Don Rafael Ibarra died in
prison and he was denied a Christian burial by Father Damaso, San Diego’s parish
priest, because he had stopped going to confession long before his death, and was a
subscriber to liberal publication.
 Inflamed with a desire to educate his people and bring progress to his hometown, he
establishes a school, patterned after the progressive school he had known in Europe.
His project, though enthusiastically endorsed by the townspeople, is met with
skepticism by the old Scholar Tasio who years before had attempted to do the same
thing but he failed.
 The new parish priest, Father Salvi, also looks at the school disapprovingly for he
sees it as a dangerous threat his authority over the natives. During the laying of the
school’s cornerstone, an attempt is made on Ibarra’s life but he is saved by Elias, the
mysterious boatman who he had earlier rescued from death during a picnic at the
lake.
 The friars constantly harass and persecute Ibarra at San Diego. At one gathering, the
vilification hurled against his dead father almost provoked Ibarra to kill Father
Damaso, but his hand is stayed by his Fiancee Maria Clara.
 A false rebellion is plotted and through forged documents, Ibarra is implicated as its

leader. Unwittingly, his fiancée had lent support to the plotted by providing them with
a specimen of his signature when she was to exchange his love letter from some
letter which contained the hidden secret of her paternity.
 Ibarra is imprisoned and later rescued once again by Elias who hide him in a banca
covered with zacate and rows him under a barrage of gunfire. Elias is wounded and
sacrifices his life for his beloved friend. Ibarra quietly buries Elias in the wood
belonging to his family; then he flees the country, leaving the impression, that he had
dies from the civil guard’s bullets.
 The distraught Maria Clara is urged by Father Damaso the Spaniard Alfonso Linares.
She refuses and enters the nunnery of the Poor Clares instead.
C. The Situation in the Philippines as shown in the Noli
 Noli After Its Publication

•The writing of Rizal had tremendous effects to the Filipino especially this novel that
courageously criticized Philippine life during the 19th Century - Noli Me Tangere.
•The themes of the novel revolved around societal issues experienced in the
Philippines under the Spanish colonial rule.
• Through the novel, Rizal boldly spoke out against unjust Spanish colonial
exploitation and agitated for political and social reforms.
• Ironically these works strongly warned against rebellion against Spain but
they triggered off the first Nationalist Uprising in Asia.
• Rizal’s novels are more meaningfully studies as political satires for the reform
propaganda.
• With disarming dishonesty, Rizal wrote to free the human spirit from
deterioration as depicted in the historical situation from 1877 to 1887.
• The novel provides an inexhaustible source of inspiration for the solutions to
current conditions and problems.
• Rizal portrayed in the novels the miserable plight of the Filipino masses in an
effort to convince the Spanish authorities that there was an urgent need for reforms
in society, in the government, and in the Catholic Church.
• Rizal did not put the blame to society’s malaise entirely on the Spaniards; and
felt that indios had an equal share of hypocrisy and indifference.
• It is thus understandable that Spanish friars vehemently prohibited the
circulation of the novel in 1887 when Fray Salvador Font, chair of the censorship
commission, outlawed the reading and possession of Rizal’s novel. Many other friars
assessed and judged the book as pernicious. They enjoined devout Catholics not to
read the novel to avoid committing capital sins. Not only confined in the Philippines,
critiques of the novel from Spanish officials and academics also circulated in Spain.
One staunch critic of the novel was the Spanish academic Vicente Barrantes who
wrote several articles in Spanish newspapers ridiculing Rizal as a “man of
contradictions.” Barrantes lamented that Rizal’s lambasting of the friars and the
Spaniards was reflective of the author and telling more about the Filipinos.
• Many of Rizal’s colleagues in the Propaganda Movement praised this novel.
One example is Marcelo H. del Pilar who even wrote essays in response to critics of
the Noli. Rizal’s friend, Ferdinand Blumentritt, also an academic, also expressed
support for the novel.
• As the Noli stirred controversy in social circles in nineteenth century
Philippines, it is remarkable to realize that even beyond its time, the novel continued
to be a subject of debate and discussion. One of the earliest translations of the novel

was done in French. Arguably the most circulated versions were the English
translations of Charles Derbyshire. By the 1930’s, Rizal’s Noli had several Spanish
editions, translations into English, French, Japanese and also into several languages
in the Philippines including Tagalog, Cebuano, Waray, Iloko, and Bikol.
• The very controversy that surrounded the passage of the Rizal Law indicated
the relevance of the text in the 1950s and even beyond. In academia, many scholars
have also made it a point to discuss the politics of translation and the nuances of
transforming the text in several forms. Truly, be it about its content, context, or the
way it is read or used, the value of Rizal’s novel is definitely felt in the Philippines.
 Noli and the Study of a Colonial Society

 A remarkable aspect of Rizal’s Noli lies in its text which espoused the national
hero’s articulations of a social-scientific view of the nineteenth century Philippines
Rizal was describing.
 The Noli makes an important contribution to the understanding of a colonial
society and of the workings of the Spanish empire in the Philippines. The novel
portrayed the lives of the characters of diverse positions from which people in
nineteenth century Philippines thought and acted in relation to others. Many scholars
interpret the Noli as Rizal’s diagnosis of the ills of colonial society as Rizal assessed
the role played by the church, the state, and the people. In the Noli, Rizal highlighted
some of the ideas on how the Philippine society could be emancipated from the
bondage of colonial rule. Rizal underscored the importance of education as a
powerful tool to achieve progress. However, Rizal also exposed the complexities and
constraints wrought by the colonial condition not only on foreigners, but also on
some misguided Filipinos that contributed to the ills of society. As Rizal exposed the
vile realities of the context Rizal wrote about and also emphasized the good qualities
of the Filipinos, which needed to be harnessed in order to succeed in the struggle for
emancipation.
 The afterlife of Noli Me Tangere highlights its impact on Philippine society as well
as on disciplines such as literature, history, and the social sciences. This way, the
relevance of Rizal and this first novel was underscored. The Noli, in the end, is not
just a literary piece; it is a political, historical, and social scientific treatise about the
conditions in the Philippines during the late nineteenth century. As such, the novel
continues to stimulate discussions up to the present and its themes remain worthy
of debate.

Activity 3: Character Representation
Directions: List down at least 10 characters from the novel of Dr. Jose Rizal and
identify their representations during Rizal’s time and at present. Write your answer
on the space provided or on your answer sheet. Accumulated points will be based on
the given rubrics below.
Characters in the Novels Rizal’s time At present

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Activity 4: Noli Effects
Directions: Provide answers on what is needed in the table. You can answer as many
as you can to get the highest score. Write your answers on the space provided or on
your answer sheet. Accumulated points will be based on the given rubrics below.
Effects / Impact of Noli Me Tangere to the:
Rizal’s Family Filipino People Philippines in general
Activity 5: Past and Present - Reflection

Directions: Juxtapose your observations about the contemporary society with what
Rizal saw in late nineteenth century Philippines. In the second column on the table
below, write Rizal’s observations about the aspect mentioned. In the third column,
write your own observations of present-day conditions. Then, make a reflection
paper about the present Philippine situation through the examples mentioned in the
Noli Me Tangere. Observe proper format in formal writing. Write your answers on the
space provided or on your answer sheet. Accumulated points will be based on the
given rubrics below.
Rizal’s Observations as Your Observations in the

Depicted in the Present Context
Aspect of Philippine
Society Noli Me Tangere
Government and
officials
Church and religion

Education
Courtship
Pastimes/hobbies
The rich and the poor
Life in the city
Rights of Women
Marriage
Profession / Work

Reflection Paper
_____________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
 Rubric for activities 3, 4 & 5:

needed data.
understanding.


Module 2 - 1stsem A.Y. 2021 22 - Rizal Fernando

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REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY

The Life and Works

This document is a property of NONESCOST

This lesson dwells on Rizal’s growth as a Propagandist, then the advocacy on

At the end of the lesson, you are expected to:

Activity 1: Rizal’s Retrieval Chart

This document is a property of NONESCOST Module 2 | Page 2

 Rubric for activity 1:

A. Rizal and the Propaganda Movement

In between Rizal’s studies, this hero made

This document is a property of NONESCOST Module 2 | Page 3

By January 1889, the Filipino community in Barcelona began preparations for

La Solidaridad often ran articles dealing with Spanish politics, attacks on

This document is a property of NONESCOST Module 2 | Page 4

By 1890, two of the most prominent members of the Filipino community in

This document is a property of NONESCOST Module 2 | Page 5

Friends of the Movement:

B. Rizal and the Freemasonry

This document is a property of NONESCOST Module 2 | Page 6

anthropologist, ethnologist, sportsman,

This document is a property of NONESCOST Module 2 | Page 7

This document is a property of NONESCOST Module 2 | Page 8

Experiences / Activities Impact to Rizal’s Growth

 Rubric for activity 2:

This document is a property of NONESCOST Module 2 | Page 9

 Rubric for activity 3:

This document is a property of NONESCOST Module 2 | Page 10

At the end of the lesson, you are expected to:

This document is a property of NONESCOST Module 2 | Page 11

Rizal’s Annotation of Morga’s Sucessos Morga’s Sucesos

This document is a property of NONESCOST Module 2 | Page 12

A. Annotation of Antonio Morga’s Sucesos de las Islas Filipinas

 Dr. Jose Rizal Objectives

 Rizal Annotation of Morga’s Sucesos de Las Islas

This document is a property of NONESCOST Module 2 | Page 13

B. Indigenous People in the Philippines as Ancestors of the Filipinos

The Condition of Indigenous Peoples

This document is a property of NONESCOST Module 2 | Page 14

A New Phase of Assistance

This document is a property of NONESCOST Module 2 | Page 15

A. Sobre de La Indolencia de los Filipinos

This document is a property of NONESCOST Module 2 | Page 16

 Solution to the indolence of the Filipino according to Dr. Jose Rizal

 Indolence of the Filipinos (“La Indolencia de los Filipinos”)

This document is a property of NONESCOST Module 2 | Page 17

This document is a property of NONESCOST Module 2 | Page 18

A. education and liberty is the solution to poverty

This document is a property of NONESCOST Module 2 | Page 19

Activity 7: Editorial Writing

This document is a property of NONESCOST Module 2 | Page 20

Lesson 3 discusses about Noli’s effects, legacy and continuing relevance

This document is a property of NONESCOST Module 2 | Page 21

Activity 1: Quote Reflection

Activity 2: Setting- Description Chart

This document is a property of NONESCOST Module 2 | Page 22

 Rubric for activity 2:

A. The Making of Noli Me Tangere

 Romantic Novel, it contains 64 Chapters including

This document is a property of NONESCOST Module 2 | Page 23

 “Cover of Noli Me Tangere and its meaning”

B. The Characters Symbolism