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Course Information: Rizal's Life and Works
Course Information: Rizal's Life and Works
COURSE INFORMATION
Course Course
Number Title
Rizal’s Life and Works
Course
GRL Instructor Rica R. Batocael, LPT, MAED
Code
Course Email [email protected] Consultation
3 units By appointment
Credit Address m Hours
School 2021- Class
4:30 – 5:30 pm (MWF) Room
Year 2022 Schedule
COURSE DESCRIPTION
This is a three-unit subject that deals with the study of the life and works of Dr. Jose P. Rizal and
their influences and relevance in the contemporary Philippine society. It aims to deepen and strengthen the
student’s sense of nationalism by making him realize his worth as a Filipino.
identify and evaluate the social, cultural, and political milieu of the Philippines during the colonial era;
explain and demonstrate the role of significant people in the life of Rizal; and
develop and apply the sense of nationalism and patriotism by making Rizal as a role model.
COURSE OUTLINE
Preliminary Term Midterm Semi-Final Term Final Term
Course Orientation Jose Rizal’s Cultural The search for Filipino Rizal’s Heroism, the Nation,
Roots: Origins and the World
1. Chinese 1. Pacto de Sangre 1. Life in exile
ascendance
2. Rizal’s annotation 2. Trial and Execution
The Rizal Law, theory of
2. Family, childhood, of Morga
Nationalism, and the 19th 3. Transcendental hero.
and early
Century Philippines education
Week 7
3. Agrarian relations
and the Friar Rizal’s Change in
lands perspective on the
Textbook: Spanish Rule
The Life and Works of Textbook:
1. Indolence and the
Rizal The Life and Works of Rizal
Spanish Colonial
By: Janet Expina- Week 4 - 5 By: Janet Expina-Clemente &
rule
Clemente & Geoffrey Geoffrey Rhoel C. Cruz
Rhoel C. Cruz Rizal’s national 2. Rizal’s Quezon City: C&E Publishing,
consciousness: abandonment and Inc.
Quezon City: C&E
Publishing, Inc. 1. Higher education assimilation
3. El Filibusterismo The Life, Works, and Writings
2. Life abroad of a Genius, Writer, Scientist,
The Life, Works, and
Writings of a Genius, 3. Propaganda and National Hero
Writer, Scientist, and Textbook: By: Gregorio F. Zaide & Sonia
movement and La
National Hero Solidaridad The Life and Works of M. Zaide
By: Gregorio F. Zaide & Rizal Quezon City: All-Nations
Sonia M. Zaide 4. Noli Me Tangere By: Janet Expina- Publishing Co., Inc.
Quezon City: All-Nations Clemente & Geoffrey
Publishing Co., Inc. Rhoel C. Cruz The Life, Works, and Writings
Textbook:
Quezon City: C&E of Jose Rizal
The Life and Works of
The Life, Works, and Publishing, Inc. By: Raymund P. Crudo, Herral
Rizal
Writings of Jose Rizal By: Janet Expina- Ian C. Guiwa and Reidan M.
By: Raymund P. Crudo, The Life, Works, and Pawilen
Clemente & Geoffrey
Herral Ian C. Guiwa and Writings of a Genius, Manila: Rex Book Store, Inc.
Rhoel C. Cruz
Reidan M. Pawilen Writer, Scientist, and
Quezon City: C&E
Manila: Rex Book Store, National Hero
Publishing, Inc.
Inc. By: Gregorio F. Zaide &
Sonia M. Zaide
The Life, Works, and
Quezon City: All-Nations
Writings of a Genius,
Publishing Co., Inc.
Writer, Scientist, and
National Hero
The Life, Works, and
By: Gregorio F. Zaide &
Writings of Jose Rizal
Sonia M. Zaide
By: Raymund P. Crudo,
Quezon City: All-
Herral Ian C. Guiwa and
Nations Publishing Co.,
Reidan M. Pawilen
Inc.
Manila: Rex Book Store,
Inc.
The Life, Works, and
Writings of Jose Rizal
By: Raymund P. Crudo,
Herral Ian C. Guiwa and
Reidan M. Pawilen
Manila: Rex Book Store,
Inc.
THE RIZAL LAW (RA 1425), THE STUDY OF RIZAL AND LITERATURE
THE THEORY OF NATIONALISM
RIZAL IN THE 19TH-CENTURY
Time Duration and Allotment: Week 1 & 2; 12 hours
Abstract:
This study introduces Republic Act 1425, otherwise know as the RIZAL LAW and discusses
nationalism and situates Rizal in the context of the 19th-centurty Philippines.
Lesson Objectives:
Module Guide:
TOPIC CONTENT:
It was formerly known as Senate Bill No. 438, which was proposed by Sen. Claro M. Recto and strongly
support by Sen. Jose P. Laurel who was the head of the senate committee on education during that time.
It was approved unanimously by the House of the Senate and House of Representatives on May 12, 1956
and May 14, 1956, respectively.
Prior to approval, this law was met with strong resistance from Catholic senators, various groups like the
Catholic Action of the Philippines, the Congregation of the Mission, the Knights of Columbus, and the
Catholic Teachers Guild.
Some of the known supporters of the Rizal Law were Veteranos de Revolucion, Alagad ni Riza,
Freemasons, and the Knights of Rizal.
Its primary aim is to inculcate in the students an increase of nationalism at a time when the Filipino identity
is threatened by various factors.
REFERENCE: http://www.gov.ph/1956/06/12/republic-act-no-1425
PHILIPPINE NATIONALISM
Nationalism is a set of systems - political, social, and economical -characterized by the promotion of the
interests of one nation anchored on the aim to achieve and maintain self-governance or total sovereignty.
The five basic elements of nationalism are culture, history, language, religion, and territory.
The opening of the Suez Canal, Cavite Mutiny, Gomburza martyrdom, abuses and immoralities of friars,
and racial discrimination had great contribution to the growth of Filipino nationalism and decline of Spanish
rule.
Benedict Anderson- a nation is an imagined community - and imagined as both inherently limited and
sovereign.
Noli Me Tangere and El Filibusterismo emerged as the founding texts of Philippine nationalism.
EXERCISES:
Abstract:
This study focuses on Rizal’s life through writings of historians and writers, significant factors in the
formation of character, and the issues on land ownership during the Spanish colonial period.
Lesson Objectives:
Module Guide:
TOPIC CONTENT
Understanding of the Philippines as a nation is not complete if its based only on the contemporary society
unless it includes the contribution of the Chinese mestizos.
Chinese merchants were the first to arrive between the coasts of Manila and China in the 15 th century.
Spanish Governor Luis Perez Dasmarinas created Binondo as permanent settlement for Chinese mestizos
who converted to Catholicism.
In the 17th century more than 100 Chinese individuals were married to native Filipinos in some parts of
Luzon and Visayas and their children were called Chinese mestizos.
Chinese mestizos became prominent figures in industry, commerce, and business - middle class in the
country.
Chinese mestizos who were able to study abroad including Rizal and Indios were involved in propaganda
movements and armed-revolutions.
Rizal is a fifth generation Chinese mestizo.
The Rizals were religious, educated, and one of the wealthiest families in Calamba.
Jose Rizal’s character formation was influenced by his social and physical environment especially his
family.
Spanish conquistadors were awarded lands in the form of haciendas for their loyalty to the Spanish crown.
Sources said the friars lands were donated in exchange for spiritual favors, acquired through usurpation and
other questionable means.
Rizal family was one of the principal inquillinos of the hacienda renting approximately 380 hectares.
EXERCISES:
Abstract:
This study focuses on the significant events that shaped Rizal’s nationalist sensibilities, his notable
experiences abroad, his higher education, propaganda movement, and symbolic representations of the Noli
Me Tangere.
Lesson Objectives:
Module Guide:
TOPIC CONTENT:
The execution of Gomburza stirred the nationalist sensibilities in Rizal that he dedicated his second novel,
El Filibusterismo to the three fallen priests.
Rizal’s life in Ateneo Municipal de Manila was challenging but he continuously exemplified scholastic
excellence that he was the pride of the Jesuits.
Rizal was unhappy because his academic life in the University of Santo Tomas was full of controversies
and hardships compared to his time in Ateneo.
Rizal’s sudden departure for abroad was orchestrated by his brother Paciano as part of a secret mission to
observe life abroad and initiate a campaign for reforms in the Philippines.
Paciano regularly funded Rizal’s stay in abroad but sometimes economic difficulties arouse during the
Calamba agrarian crisis.
All the significant places and scenes that Rizal came across were carefully and evidently recorded in his
diaries.
Rizal regularly socialized with his former schoolmates in Ateneo and met with renowned scientist who
helped improve his medical knowledge.
Rizal was aware of the concept of Assimilation wherein the Philippines can be considered as a province of
Spain not just a colony so that Filipinos could be equal with the Spaniards.
The Diariong Tagalog was a bilingual newspaper which focused on the idea of national regeneration
through education and wherein many Filipino writers contributed series of protest writings against the
injustices in the Philippines.
Rizal’s speeches in Madrid condemned the abuses of the friars and Spanish government and encouraged
the youth to follow in the footsteps of Luna and Hidalgo.
The La Solidaridad was an organization composed of Filipino liberals exiled in Spain wherein Rizal
became a member.
La Solidaridad newspaper (named after the organization) was issued by Galicano Apacible and served as
the principal organ of the reform movement.
The LETTER TO THE YOUNG WOMEN OF MALOLOS was Rizal’s one of the most important
contribution to the La Solidaridad newspaper.
THE INDOLENCE OF THE FILIPINOS was Rizal’s essay in the La Solidaridad in response to the
accusations of the Spaniards that Filipinos are indolent.
Rizal used symbolic representations in the Noli Me Tangere in depicting the social, cultural, and political
issues during the Spanish colonial era.
Jose Maria Basa was the hero-smuggler who made the Noli Me Tangere available to the Filipino people
amidst the strict censorship implemented by the Spaniards.
Rizal’s first novel remain relevant today especially with the current threats to the Philippine sovereignty.
EXERCISES:
Abstract:
This study focuses on a different perspective of Philippine history prior to the arrival of the Spanish
colonizers.
Lesson Objectives:
Module Guide:
TOPIC CONTENT:
Several blood compacts or Pacto de Sangre were sealed between Spaniards and Datus to ensure friendship
and peace.
Marcelo H. del Pilar said in his La Solidaridad article that blood compacts were political treaties between
Spain and Philippines that were valid and subject to the fulfillment of terms.
The article of Andres Bonifacio, Dapat Mabatid nd mga Tagalog said that the Spaniards deceived
Sikatuna and made him believed that they would treat Filipinos as equal but instead reduced the Filipino
race to an inherent position of inferiority.
The blood compact of Sikatuna and Legazpi was used by the ilustrados in demanding reforms from the
Spanish colonial government.
Rizal’s perspective of pre-colonial Philippines and his research was based on the accounts of Antonio de
Morga’s Sucesos de las Filipinas.
EXERCISES:
Quezon City: C&E Publishing, Quezon City: C&E Publishing, Inc. Quezon City: C&E Publishing, Inc.
Inc. http://www.kasaysayan- http://www.kasaysayan-
kkk.info/kalayaan-the-katipunan- kkk.info/kalayaan-the-katipunan-
http://www.kasaysayan-
newspaper/andres-bonifacio-and- newspaper/andres-bonifacio-and-
kkk.info/kalayaan-the-katipunan-
dapat-mabatid-ng-mga-tagalog-c- dapat-mabatid-ng-mga-tagalog-c-
newspaper/andres-bonifacio-and-
march-1896 march-1896
dapat-mabatid-ng-mga-tagalog-c-
march-1896 Historical events of the Philippine Historical events of the Philippine
Islands:published in Mexico, 1609 by Islands:published in Mexico, 1609
Historical events of the Philippine
Antonio de Morga by Antonio de Morga
Islands:published in Mexico, 1609
by Antonio de Morga Activity: Activity:Assignment TABLE
PRESENTATION:Make a
Activity: TABLE PRESENTATION:Make a
comparison of Rizal and Morga’s
comparison of Rizal and Morga’s view
TABLE PRESENTATION:Make a view of pre-colonial Filipino
of pre-colonial Filipino culture.
comparison of Rizal and Morga’s culture. Present your facts using a
Present your facts using a table graphic
view of pre-colonial Filipino table graphic presentation.as an
presentation.as an alternative, submit a
culture. Present your facts using a alternative, submit a Powtoon
Powtoon presentation
table graphic presentation.as an presentation (www.powtoon.com)
(www.powtoon.com) with same topic.
alternative, submit a Powtoon with same topic. The output will be
presentation (www.powtoon.com) Assessment:Graded oral discussion printed and submited on the next
with same topic. thru Zoom or Google classroom. classroom meeting.
Written answers are accepted for
Assessment: Assessment: Graded oral
those who cannot join the online
discussion during a classroom
Graded oral discussion thru activity. The discussion starters are:
session. Written answers are
Zoom or Google classroom. The accepted for those who cannot
Why did Rizal conducted a
discussion starters are: join the online activity. The
study of the Philippines before the
Why did Rizal conducted colonial era? discussion starters are:
a study of the Philippines before Why did Rizal conducted
Who is Morga?
the colonial era? a study of the Philippines before
What is the significance of the colonial era?
Who is Morga?
Morga’s work to Rizal?
What is the significance Who is Morga?
What are the comments of
of Morga’s work to Rizal? What is the significance of
Rizal’s on Morga’s book?
What are the comments Morga’s work to Rizal?
of Rizal’s on Morga’s book? What are the comments of
Rubrics: Rizal’s on Morga’s book?
Content, correctness, organization of
Rubrics:
ideas.
Content, correctness, Rubrics:
organization of ideas. Content, correctness,
organization of ideas.
Abstract:
This study focuses on the circumstances that led to Rizal’s change in perspective on the Spanish
rule - from being a propagandist asking for reforms and campaign for assimilation to having more
aggressive stance against corruption of leaders, particularly the friars.
Lesson Objectives:
Analyze the significance of Rizal’s SOBRE LA INDOLENCIA DE LOS FILIPINOS and LOS
AGRICULTORES FILIPINOS in relation to the Filipinos nationalism;
Assess the presumed indolence of the Filipinos and its correlation to the inferiority of Filipinos to
the Spanish colonizers;
Outline the ilustrado campaign for assimilation;
Analyze the events that prompted rizal to consider other means of achieving justice and
demanding reforms from Spain;
Explain the implications of Rizal’s abandonment of the campaign for assimilation;
Compare and contrast the characters, plot and theme of Noli and El Fili.
Determine the importance of the youth in nation-building, and;
Assess the significance of Rizal’s Noli Me Tangere and El Filibusterismo in the 21 st century
Philippines;
Module Guide:
TOPIC CONTENT:
EXERCISES:
I. TRAVEL BACK IN TIME
INSTRUCTIONS:
The La Solidaridad served as the venue for the Filipino propagandists to voice out their concerns
against the Spanish colonial rule. Imagine that you can travel back in time and visualize yourself as
part of the La Solidaridad. Submit an essay/article to the newspaper defending Filipinos from the
accusation that they are indolent.
II. RIZALISTA VS. PILARISTA
INSTRUCTIONS:
Compare and contrast the two propagandists. Complete the table provided and answer the question
What are the implications of the Rizal-Del Pilar rivalry to the formation of Rizal’s nationalistic
ideologies?
Rizal Del Pilar
Background
Major works
Propaganda style
Nationalistic ideology
10-item quiz thru Schoology with 10-item quiz thru Schoology with Assessment:
under time limit.
under time limit. 10-item quiz will follow after the
teacher’s discussion.
Abstract:
This study focuses on how the greatness of Rizal continues to live on in the present, the accounts of
his life when captured and exiled including the details during trial and execution.
Lesson Objectives:
Explain how Rizal spent “the most productive years of his life” in exile;
Evaluate Rizal’s disposition about an armed rebellion for Philippine independence;
Identify the accusations that led to Rizal’s trial and execution;
Analyze the effects of Rizal’s execution on Spanish colonial rule and the Philippine revolution;
Debate on the issue of Rizal’s alleged retraction letter;
Discuss the various representations of Rizal as a national hero, and;
Evaluate and demonstrate the relevance of Rizal as a national hero to the 21st century Filipinos.
Module Guide:
TOPIC CONTENT:
Rizal upon returning home was already considered as an enemy of the state because of his novels.
Rizal founded the La Liga Filipina as a social reformist group advocating social reforms through legal
means and considered threat by Spanish authorities.
Rizal’s life in Dapitan focused on serving the people and society through his civic works, medical
practices, agricultural projects, and education.
Scientific, artistic and literary skills of Rizal were also developed while in exile.
Josephine Bracken became an important part of Rizal’s life in Dapitan.
Justice, due process, and rights of an accused were not granted to Rizal during the entire hearing of his trial.
Same as with Jesus Christ, “Consummatum Est” was Rizal’s last words before dying.
Authenticity of a retraction letter allegedly issued by Rizal up to the present is still a subject to debate.
The power of Rizal’s character and influence that transcend geographical and generational boundaries is
unquestionable and never ending.
Rizal’s leadership skills were exceptional as he led the Propaganda Movement.
EXERCISES:
Quezon City: C&E Publishing, Inc. Quezon City: C&E Publishing, Inc. http://seap.einaudi.cornell.edu/sites/s
eap.einaud.edu/files/1999f_2.pdf
http://seap.einaudi.cornell.edu/sites/s http://seap.einaudi.cornell.edu/sites/s
eap.einaud.edu/files/1999f_2.pdf eap.einaud.edu/files/1999f_2.pdf Activity: (given after the discussion
during classroom session)ESSAY
Activity:ESSAY WRITING (no Activity:ESSAY WRITING (no WRITING (no less than 500
less than 500 words)Considering the less than 500 words)Considering the
words)Considering the issues on the
issues on the credibility of Rizal’s as issues on the credibility of Rizal’s as credibility of Rizal’s as the
the Philippine national hero, write the Philippine national hero, write Philippine national hero, write an
an essay stating your take on an essay stating your take on essay stating your take on whether
whether he deserves the title or whether he deserves the title or he deserves the title or another hero
another hero should be given the another hero should be given the should be given the merit. Output
merit. Output will be submitted thru merit. Output will be submitted thru will be submitted by the next
Schoology and under time limit or Schoology and under time limit or classroom session as scheduled by
table. table. the teacher.
Rubics:
Rubics: Rubics: Introduction:
Introduction: Introduction: Supporting details:
Supporting details: Supporting details: Organization of ideas:
Organization of ideas: Organization of ideas: Writing mechanics:
Writing mechanics: Writing mechanics: