Dennis T.

Carbaquel BSED-English 4A

Written Output on Comparative Analysis of Rizal’s Experiences at Various

Periods of His Life

Using a Data Retrieval Chart, enumerate 2 positive and negative experiences each
of Rizal at specific periods of his life and 1 combined effect of these on his work.
Write each of your answer in SENTENCE form. One sentence, one idea. DO NOT
copy verbatim from sources. Copied answers from sources or from classmates’ work
will not earn points. Copy the chart and write each of your answer under the column
as labeled. (2 points for each experience and 2 points for the effect, perfect score of 70
points).

Life Periods Positive Negative Effect/s on

Experiences Experiences Rizal’s Works
(2 answers) (2 answers) (1 answer)
Early  Rizal excelled in  Rizal  Rizal
Education his studies, experienced encountered
in Biñan demonstrating discrimination discriminati
exceptional and bullying on and
intelligence and from his bullying
academic prowess classmates due to from peers
during his early his small stature due to his
education in and foreign small
Biñan. ancestry, leading stature and
to challenges in foreign
 Rizal formed social heritage.
close friendships integration.
with fellow
students who  Rizal faced
shared his passion difficulties in
for knowledge, adapting to the
creating a local customs
supportive and and language,
intellectually encountering
stimulating cultural
environment. differences that
may have caused
initial feelings of
isolation and
alienation.
Education in  Rizal honed his  Rizal faced  Rizal faced
the intellectual and discrimination discriminati
Ateneo artistic skills, and mockery on and
excelling in from his peers ridicule as a
various subjects, due to his "brown-
including "brown-skinned" skinned"
languages and arts appearance, student,
. fostering a sense fostering a
 He actively of racial deep sense
 participated in injustice. of racial
extracurricular injustice.
activities, notably  The racial
fencing, and made prejudice he
significant encountered as a
contributions to student at Ateneo
the school's contributed to his
literary and early awareness
artistic scenes. of social
inequalities and
injustice.

Education in  Rizal excelled in  Rizal faced  Rizal

UST his studies, prejudice and encountered
garnering racism from prejudice
recognition and Spanish friars and racism
winning various and faculty at from
academic awards UST due to his Spanish
during his early Filipino heritage. friars and
education at the This faculty,
University of discrimination contributing
Santo Tomas. His fueled his anti- to his anti-
intellectual colonial stance colonial
prowess laid the and motivated stance
foundation for his him to expose
future endeavors. the abuses of the
colonial system.
 Rizal engaged in
intellectual  The restrictive
debates and environment at
discussions with UST limited
fellow students Rizal's freedom
who shared his of expression, as
passion for the institution
critical thinking closely
and reform. These monitored and
interactions censored the
contributed to his ideas and
growth as a writings of its
thinker and a students. This
nationalist. experience likely
influenced
Rizal's later
advocacy for free
speech and
expression in his
works.
Education in  Rizal experienced  Rizal faced  Rizal faced
Madrid intellectual financial financial
growth and difficulties while hardships
 stimulation in pursuing his and
Madrid, engaging studies in discriminati
with progressive Madrid, often on,
ideas, literature, relying on hindering
and diverse limited resources his
academic pursuits and facing academic
that broadened his challenges to pursuits.
horizons. sustain himself
economically.
 During his time in
Madrid, Rizal  Rizal
formed valuable encountered
connections with discrimination
fellow Filipino and racism in
expatriates, Madrid due to
intellectuals, and his Filipino
reformists, ethnicity,
fostering a sense experiencing
of camaraderie prejudice and
and providing a bias that
network for influenced his
collaboration. perspective on
colonial issues
and fueled his
commitment to
reforms.
Travel Abroad  Rizal gained  Rizal faced  Rizal
global financial confronted
perspectives struggles during financial
during his travels, his travels, struggles
engaging with which impacted and racial
diverse cultures, his mental well- prejudice
ideas, and people. being and posed during his
challenges to his travels,
 He established academic impacting
connections with pursuits. his mental
influential well-being.
individuals who  Racial prejudice
supported his was evident
advocacy for during his
social and journeys abroad,
political reforms. contributing to
his awareness of
colonial
oppression and
shaping his anti-
colonial stance.
Exile in  During his exile  One of the  Rizal
Dapitan in Dapitan, Rizal significant experienced
engaged in hardships during separation
 community Rizal's exile in from his
development by Dapitan was the family and
establishing a separation from endured
school, improving his family, restrictions
local causing personal on his
infrastructure, and and emotional movements,
sharing his distress. causing
knowledge in personal
various fields,  Restrictions on and
contributing Movements: emotional
positively to the Rizal faced hardships.
community. restrictions on
his movements
 Rizal pursued and
scientific communications,
endeavors during limiting his
his exile, freedom and
conducting hindering his
research in ability to actively
various fields participate in
such as natural broader socio-
sciences and political
anthropology, discussions.
leaving a lasting
impact on the
scientific
community.
Trial  Rizal defended  Rizal faced an  Rizal faced
himself unjust conviction an unjust
eloquently during and was conviction
the trial, sentenced to and
showcasing his death, marking a received a
intellectual tragic end to his death
prowess and life and the sentence,
principles. suppression of marking a
his efforts for tragic end
 He received social change. to his life.
support from
fellow nationalists  The trial
and intellectuals, highlighted the
fostering a sense oppressive
of solidarity and nature of the
unity among those colonial
who shared his authorities,
vision for reform. reinforcing
Rizal's
commitment to
exposing
colonial abuses
through his
literary works.
 Annotating Antonio de Morga’s Sucesos de Las Islas Filipinas

Instruction: On the left column of the table are select excerpts from Antonio de
Morga’s Sucesos de las Islas Filipinas. These were Morga’s historical account of the
Philippines which he wrote while serving as Lieutenant Governor of the Spanish
colonial government. Opposite each of Morga’s account, write your annotation of it
based on the current condition or situations of Filipinos according to the theme raised
by Morga. Write your annotation in 1-2 SENTENCES ONLY. DO NOT copy from
sources. (2 points per annotation, 20 points perfect score)

No Morga’s Sucesos My Annotation

.
1. The people who inhabit this great  This historical reliance on diverse
island of Luzon in the province of livelihoods reflects the resilience
Camarines.… All live by their ingrained in contemporary
labour, gains, fishing and trade, Filipino society, where a
navigating by sea from one island to multifaceted approach to
another, and going from one sustenance persists.
province to another by land (p.267).
2. The costume and dress of these  Over time, Filipino clothing has
inhabitants of Luzon, before the evolved with Western influence,
Spaniards entered the country, witnessing a transition from
usually consisted of, for men, coats traditional attire to a more diverse
of cangan without collars, sewed and modern wardrobe that reflects
together in front, with short sleeves, a blend of cultural elements.
coming a little below the waist,
some blue, others black, and a few
of colours for the chief men, these
they call chininas; and a coloured
wrapper folded at the waist and
between the legs, so as to cover their
middles, and half-way down the
thigh, what they call bahaques; their
legs bare, and the feet unshod, the
head uncovered, and a narrow cloth
wrapped round it with which they
bind the forehead and temples,
called potong (p.268).
3. Since the Spaniards are in the  The lasting impact of Spanish
country many Indians do not wear colonization is evident in the
bahaques (waist cloths) but wide transformation of Filipino fashion,
drawers of the same stuffs and illustrating a fusion of indigenous
wrappers, and hats on their heads. styles and Western influences in
The chiefs wore braids of beaten contemporary clothing.
gold, and of various workmanship,
and used shoes; the great ladies also
were daintily shod many of them
with shoes of velvet, embroidered
with gold, and white robes like
petticoats (p.269).
4. The women have for their  Despite historical gender roles,
employment and occupation, Filipino women's skills and
needlework, in which they excel economic contributions have
very much, as in all kinds of sewing; evolved, contributing to a more
they weave coverings, and spin equitable society where their
cotton, and serve in the houses of talents are recognized beyond
their husbands and fathers. They and traditional roles.
the women are so interested and
covetous, that if money is
forthcoming, they easily allow
themselves to be overcome, and
when a husband finds his wife in
adultery, without difficulty he is
calmed and appeased; though since
they know the Spaniards, some of
them who set up claims to know
more than other shave at times
killed the adulterers (p.270)
5. All these islands are in many parts  The historical abundance of
rich in gold washings, and in ore of natural resources, including gold,
this metal, which the natives extract continues to influence economic
and work; although since the activities and trade dynamics in
Spaniards are in the country, they the Philippines, contributing to its
proceed more slowly with this, economic landscape.
contenting themselves with what
they have already got in jewels, and
from a far distant time, and inherited
from their predecessors, which is a
large quantity, for he must be a very
poor and wretched person, who does
not possess any chains of gold,
bracelets, and earrings (p.283).
6. The language of all the Pintados and  The linguistic diversity observed
Bisayas is one and the same, by among the Pintados and Bisayas
which they understand one another, persists today, with various
speaking and writing, with letters languages spoken, reflecting the
and characters which they have of rich cultural tapestry of the nation.
their own, and which resemble those
of the Arabs; the usual writing of
the natives is on leaves of trees, and
on canes, upon the bark; for in all
the islands there are many with the
joints of enormous size, and the
roots are very thick and solid trees
(p.293)
7. The buildings and houses of the  Traditional settlement patterns
natives of all these Philippines isles persist in many areas, with
are of one same kind, and their communities closely tied to
towns also because they always natural resources and bodies of
construct them on the sea shore water, reflecting a historical
 between rivers and creeks; the continuity in Filipino dwelling
natives usually collecting together in practices.
quarters and towns wherever they
sowtheir rice and own their palms,
nupa trees, plantain groves, and
other treese, and apparatus for
fisheries and navigationl and fewer
number inhabit the interior of the
country, who are the Tinguians
(p.295).
8. These chiefdoms and lorships were  The concept of communal
inherited by filiation and succession leadership and assistance endures,
from father to son, and their with modern leaders expected to
descendants; and in default of them, serve their constituents' needs,
the brothers and collaterals echoing the historical
succeeded. Their duty was to rule responsibilities of chiefdoms.
and govern their subjects and
partisans, and assist them in their
wants and necessities; and what they
received from their subjects was, to
be greatly respected and venerated
by them, and served in their wars,
navigation, and labours of tillage
and fishery. And the construction of
their houses (p.296).
9. These chiefdoms and lorships were  The communal aspect of
inherited by filiation and succession leadership endures, with modern
from father to son, and their leaders expected to serve their
descendants; and in default of them, constituents' needs, drawing
the brothers and collaterals parallels to historical chiefdom
succeeded. Their duty was to rule responsibilities.
and govern their subjects and
partisans, and assist them in their
wants and necessities; and what they
received from their subjects was, to
be greatly respected and venerated
by them, and served in their wars,
navigation, and labours of tillage
and fishery. And the construction of
their houses (p.296).
10. Loans with profit were very  While contemporary lending
ordinary and much practised, very practices differ, the historical
excessive interest being customer, context highlights the importance
so as to double and increase the of fair and ethical financial
debt, all the time it was deferred, to systems in the Philippines,
the whole extent of the principal; recognizing the need for just and
and the debtor and his children, sustainable lending practices.
when he possessed nothing else,
became slaves (p.302).
 On Rizal’s To the Women of Malolos

SHORT ANSWER TYPE

Instruction: Answer the questions or respond to the tasks given below. Write your
answer on the space provided before each number. DO NOT copy from sources.
Copied answers will not earn points (25 points perfect score)

1. Identify 5 rights enjoyed by Filipinas prior to the arrival of the Spaniards and the
foundation of the Spanish colonization. (2 points each correct answer)

a. Right to Property: Filipinas had the right to own and inherit property.

b. Right to Education: Women enjoyed the right to education and intellectual

pursuits.

c. Right to Choose a Spouse: They had the freedom to choose their life partners.

d. Right to engage in Business: Women were active participants in trade and

commerce.

e. Right to Religion: They practiced and had freedom of belief in their spiritual
traditions.

2. Why was the effort of the women of Malolos so admirable in their time?
(5 points)
The efforts of the women of Malolos were admirable in their time because they
boldly advocated for the right to education despite strong opposition from the church
and authorities. Their courage and determination to establish a school and demand
for their right to education challenged societal norms and contributed to the
advancement of women's rights.

3. In your own words, write down 5 of the 7 advices given by Rizal in his letter.
(2 points each correct answer).

a. Advocacy for Education: Rizal emphasized the importance of education for

national progress.

b. Encouragement of Virtuous Living: He advised maintaining high moral standards

and virtues.

c. Promotion of Unity and Cooperation: Rizal stressed the need for Filipinos to unite
and work together.

d. Emphasis on Civic Responsibilities: He urged citizens to fulfill their civic duties for
the common good.

e. Call for Active Participation in Governance: Rizal encouraged Filipinos to

actively participate in political affairs for the betterment of the nation.
 Written Output on Rizal’s Noli Me Tangere and El Filibusterismo

Instruction: Identify and briefly discuss 2 scenes or events each in the Noli Me
Tangere and El Filibusterismo. Identify the moral lesson we can obtain from these
scenes. Identify and discuss a situation or event at the present times which may be
similar with or opposite from these identified scenes. Write your answers in a chart
similar to the one below. Write your answer in sentence format. (3 points per scene, 3
points per moral lesson, 4 points for the current situation; perfect score of 40 points)

Scenes in the Novels Moral Lesson/s Event/Situation at

present which could be
(3 points) (3 points) similar with or opposite
to these scenes

Scene in the Noli  The abuse of power
 Maria Clara's forced and authority can lead
entry into the convent to the violation of
against her will. individual rights and
personal freedom.
Scene in the Noli  The novels depict the
 Crisostomo Ibarra's corruption and
unjust imprisonment injustice prevalent in
and the corrupt justice societal structures,
system. emphasizing the need
for reform and equity.
Scene in the El Fili  The novels caution
 Simoun's plan for against the destructive
revolution and the nature of revenge and
consequences of the potential harm it
vengeance. can bring to
individuals and
society
Scene in the El Fili  The importance of
 Basilio's struggles and education and selfless
sacrifices for dedication to uplift
education and societal society, emphasizing
improvement. the role of individuals
in driving positive
change.
(4 points)
 Similar situations can
be observed in
contemporary contexts
where individuals face
coercion or
infringement on their
rights, such as forced
labor or human
trafficking cases.
 Similar instances of
corrupt practices
within legal systems
or instances of
wrongful
imprisonment persist,
necessitating ongoing
efforts for judicial
reform.
 Contemporary
examples of political
upheaval and conflict
driven by a desire for
vengeance underscore
the enduring relevance
of this moral lesson in
various global
contexts.
 Current initiatives and
movements
advocating for
accessible education
and social reform
align with the moral
lesson, highlighting
the continued
 relevance of such
efforts in the modern
era.

Written Output On Rizal’s Filipinas Dentro de Cien Años (The Philippines: A

Century Hence)

Instruction: Write a two or three-sentence answer to each of the following questions.

Write your answer on the space provided. DO NOT copy from sources. Copied
answers will not earn points.

1. Enumerate 5 points made by Rizal pertaining to the status of the Philippines three
hundred years after its colonization by Spain. (2 points per correct
answer).
Rizal emphasized the Philippines' lack of progress and development three
hundred years after colonization, citing issues such as oppression, ignorance,
poverty, and injustice prevailing in the society that hindered its advancement.

2. How did Rizal differentiate the approach of the lower class and the upper class
towards transformation? (5 points)
Rizal observed that the lower class sought change through violent means, fueled
by desperation and anger, while the upper class, with better education and resources,
pursued transformation through peaceful and intellectual approaches, emphasizing
the differing strategies of social classes in seeking reform.

3. According to Rizal, why has the Spanish colonization of the Philippines persisted
through the years? (5 points)
According to Rizal, the Spanish colonization persisted due to the collaboration
between the friars and the government, which resulted in a system benefiting those in
power. The exploitation of the masses and the manipulation of religious beliefs were
key factors in perpetuating Spanish dominance in the Philippines.