Work Plan: MODULE 1 PRELIMINARY PERIOD

Course Learning Intended Learning Week Module / Lesson Coursework Target Date of
Outcomes Outcomes Activity / Assessment Submission
CONSCIENCE: Expound the Rizal Week 2- R.A.1425 and Rizal’s life Discuss the pros and cons
Cognitive- Law and relate its 3 of the Debate over the Rizal Last day of 3rd week
Comprehend the significance to Bill.
Rizal Law or RA current Philippine
1425 as well as the
life of our national situation
hero.
Highlight the vital Reflection paper: How did
events that took the various events in Jose
place in the life of Rizal’s life shape him into
Jose Rizal from becoming our national
his birth up to his hero?
travels in Europe.

CONSCIENCE: Identify the nature JOSE RIZAL AND THE Lecture/Discussion Last day of 5th week
Cognitive-Assess and theories of PHILIPPINE
the Theories of Nationalism. NATIONALISM: Develop and/or Modify
Nationalism and the The Nature and Theories a blueprint of a Philippine
Concept Nation of Nationalism Nation in the 21st Century
Building. Define what is
Nationalism in the
Week
context of
4-5
Philippine Society. JOSE RIZAL AND THE
PHILIPPINE NATION:
The Nation and Nation
Building
Analyze what Rizal’s Concept of the
characterize a Filipino Nation
nation and a state.

Summative Assessment/Prelim Major Exam:

Prelim
Week of Prelim (900-1000 words)
Requirement
Examination Position paper
OVERVIEW OF MODULE 1 (A)

R. A. 1425 and the Life of Jose Rizal is an introductory course which gives the students a general overview of the
mandatory teaching of Jose Rizal’s life by reading and learning about the Rizal Law, its impact and relevance
across history and the present situation. This module also talks about the condensed biography of our national hero,
paving the way to a better comprehension of how Rizal gave his life in moulding the Filipino character. The topics
include the following:

* Republic Act 1425 (Rizal Law)- includes the context of the bill, from the Rizal bill to Rizal law, and
the debates that ensued

* The Life of Jose Rizal- from his family, childhood and early education, his studies in Manila until his
travels in Europe

Module 1 is about the overall significance of why Jose Rizal’s life, works, and writings need to be studied and
inculcated in the minds of students. Its topics range from RA 1425 until Jose Rizal’s life in Europe which already
encompasses his family and childhood upbringing and the various influences in his life, contributing to who he
was and how he became to be the national hero that we now know of.

RA. 1425 AND THE LIFE OF JOSE RIZAL

After World War II, the Philippines was facing so many seemingly insurmountable issues and challenges.
Foremost of these issues that the government then wanted to consider and overcome was for the Filipinos to get
up on their feet after all the exhaustion and devastation that the war brought. Thus, it was deemed necessary that
time to have a source of inspiration and encouragement for all the Filipinos. What better way then than to draw
strength from some individuals who had undergone trials and challenges and still overcame the odds. Thus, the
Legislative Department, specifically the Senate with Claro M. Recto and Jose P. Laurel spearheaded and sponsored
the Rizal bill, previously known as Senate Bill No. 438. It went on various readings from both houses and
anticipated debates ensued prior to its approval into law. Finally, Pres. Ramon Magsaysay signed the bill into law
on June 12, 1956 which then became Republic Act 1425 or better known as the Rizal Law.

The Life of Jose Rizal

Rizal’s Family

Teodora Alonso Francisco

Mercado

Saturnina
Narcisa Paciano
Hidalgo Lucia Olympia
Lopez Rizal
Rizal Maria Ubaldo
Jose Concepcion Cruz
[Link] Rizal
Josefa
Rizal
Trinidad
Rizal
Soledad
Rizal

Jose Rizal was born on June 19,1861 in the town of Calamba, a town inside Laguna with around three to four
thousand inhabitants that time. It is found in the heart of a region known for its agricultural prosperity and is among
the major producers of sugar and rice, with an abundant variety of tropical fruits. On the southern part of town lies
the majestic Mount Makiling, and on the other side is the lake called Laguna de Bay. The scenic views of his
birthplace had a certain impact on the young Jose. It made him appreciate nature more even at a tender age. This
fascination towards nature later on reflected his admiration towards the arts and sciences as his student journal
showed. (Coates,1992).
Rizal’s parents were exceptional. His father, Francisco Mercado was a rich farmer who actually leased
lands from the Dominican priests. Rizal’s father turned out to become one of the wealthiest in Binan, Laguna and
even had the biggest herd of carabaos under his possession. Rizal’s mother, Teodora Alonso (1826-1911) was a
very educated woman, whose own father was even a member of the Spanish Cortes. Rizal aptly described his
mother to be “a woman of more than ordinary culture, who has read many books.”
Jose Rizal (1861-18960) is the seventh among the eleven children of Francisco Mercado and Teodora
Alonso. The other children were: Saturnina (1850-1913); Paciano (1851-1930); Narcisa (1852-1939); Olimpia
(1855-1887); Lucia (1857-1919); Maria (1859-1945); Concepcion (1862-1865); Josefa (1865-1945); Trinidad
(1868-1951); and Soledad (1870-1929).
Rizal was very close to his siblings. But it was Paciano, his only brother, who became more than an older
brother. Paciano was like a second father to the young Jose who greatly cherished Paciano’s wise words of counsel.
Undoubtedly, Rizal had great respect towards him.

Rizal’s Childhood and Early Education

Suffice it to say, the young Rizal had fond memories of his growing up in Calamba.
The entire family prayed together during the Angelus. Even when he was
at a tender age, the young Rizal exhibited great intellect and adaptability
towards learning. His first teacher was Dona Teodora who taught him how to
pray, read, and even concentrate. Belonging to the principalia or the wealthy
elite that time, Rizal had the privilege of being taught by private tutors.
However, when he was only nine, the young boy had to leave his hometown and
headed off to Binan to study and learn to be independent.
While in Binan, Jose Rizal was on top in both Latin and Spanish classes. Added to excellence in these subjects,
he also took the time to learn painting under Juancho, who was the father-in-law of his teacher, Maestro Justiniano
Aquino Cruz, and was even fortunate to be given free tutelage in both painting and drawing as Rizal spent his
leisure time there.

Rizal as Student

It was in Ateneo Municipal that Rizal was enrolled by his father for
Bachiller en Artes, which was actually a six-year program then.
This school was formerly known as Escuela Pia, a former orphanage
for boys. Rizal obeyed the wise advice of Paciano to only use
Rizal as a surname instead of Mercado for fear that Jose Rizal
might be associated with Paciano, who happened to be the
favorite student of Jose Burgos who was executed as one of the
alleged leaders of the Cavite Mutiny. This turned out to be helpful
because it hid Jose Rizal’s identity and kept him safe.
At this point in time, Ateneo Municipal, known for its strict
discipline and religious teachings training their students to have
strong character, gave the best education for boys. This school had
a unique method. For example, the students in the class were divided into two groups, the Romans and the
Carthaginians. The Roman Empire was composed of students boarding inside Ateneo or called as internos while
the Carthaginian Empire was composed of non-boarding students or externos.
A first, Jose Rizal was not able to catch up with his classmates. He was an externo that time. However, due
to his determination and focus toward his studies, he became the “emperor”, a title given to the most outstanding
student in class, within a month’s time. He was at the Ateneo from 1872-1877. March 14, 1877 was a special date
in his life because he passed the oral examination and graduated with a degree Bacheller en Artes, with the highest
accolade.
 Moving on afterwards he was sent by his father to the University of Santo Tomas. But Rizal’s mother, Dona
Teodora opposed the idea of sending their son to college for fear that Rizal “knew too much” and that his fate
might be similar to that of the Gomburza’s tragic destiny. Ignoring his mother’s opposition, Rizal went on to pursue
his university education and still enrolled in UST. During his freshman year (1877-1878), he attended the course
Philosophy and Letters. It was in his second year at the UST that Jose Rizal shifted to Medicine after he learned
that his mother’s eyesight was failing.
It can be noted that Rizal’s academic performance in UST was not as impressive as the one he had in Ateneo.
Jose Rizal was a good student in Medicine but not as gifted as he was in Arts and Letters.
In 1882, Rizal and his older brother Paciano made a secret agreement- Rizal would go to Europe to finish his
medical studies there and be ready for the daunting challenge of liberating the Philippines from Spanish tyranny.

Rizal’s Travels in Europe

It was on May 3, 1882 that Rizal left the Philippines for Spain. He arrived in Barcelona on June 16,1882
when it was the summer vacation letting him meet up with his former classmates in the Ateneo. When the summer
break had ended, Rizal then moved to Madrid and enrolled in both Medicine and Philosophy and Letters at the
Universidad Central de Madrid (presently the Universidad Complutense de Madrid). This was on November
3,1882.
Because he passed the medical examinations in 1884, Rizal was then awarded the degree and title of Licentiate
in Medicine making it possible for him then to practice medicine.
While he was studying, Rizal took some time to meet his fellow Filipinos in Madrid. These Filipinos were
known as Ilustrados or the “enlightened ones” wherein they organized the Circulo Hispano-Filipino which
sponsored informal programs with activities like poetry-reading and debates.
 It was still in Madrid, Spain where Rizal was exposed to liberal ideas through the masons that he got
acquainted with. Rizal then joined the Masonry and became a Master Mason at the Lodge Solidaridad on
November15,1890.
Apart from being a mason, Rizal specialized in ophthalmology and trained under the leading ophthalmologists
in Europe like Dr. Louis de Weckert of Paris for whom he worked as an assistant from October 1885 to March
1886. In Germany, he also worked with the expert ophthalmologists Dr. Javier Galezowsky and Dr. Otto Becker
in Heidelberg in 1886 and Dr. R. Schulzer and Dr. Schwiegger in 1887 (De Vienna, 2011).
To further enhance his knowledge and experience, he traveled to different European nations to study their
laws, government, and culture. This would make his mission to liberate the Philippines more feasible.
Rizal was in Europe for 5 years and after that he came back to Calamba, Laguna on August 8, 1887. But his
homecoming was spoiled and cut short because he was spied on by the friars that were depicted in a negative light
in his novel Noli Me [Link] top of that, he got involved in the Calamba Hacienda Agrarian dispute. Thus, he
left the country for the second time on February 16, 1888.

Rizal’s Second Trip to Europe

In Rizal’s second trip, he was more preoccupied in the “Genius knows no Country…it
Propaganda Movement with fellow ilustrados like is the patrimony of all”
Marcelo H. del Pilar, Graciano Lopez Jaena, Antonio Luna,
-[Link] P. Rizal
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 secularization of parishes. (details will be further discussed in Module 2)
He became very busy as he wrote articles and essays which were then published in the Propaganda
Movement’s newspaper, La Solidaridad. It was in July 1891, while in Brussels, Belgium that Rizal finished his
second novel, El Filibusterismo. This novel was published on September 18, 1891 through the help of his friend,
Valentine Ventura. In comparison with his Noli, Rizal’s El Fili was considered to be a”book of thought” and a
“work of the mind” with its tale that showed a society on the brink of a revolution.
By 1892, Rizal made a decision to go back the second time to his homeland believing that the real fight was
in the Philippines and not in Europe. He did not heed the warnings of his family who greatly opposed the idea.
Rizal then arrived in the Philippines on June 26, 1892. Upon his return, he paid his friends in Central Luzon a visit
and positively influenced them to join the La Liga Filipina, a socio-civic organization that Rizal established on
July 3, 1892.
It was unfortunate that several days after the establishment of the La Liga, Jose Rizal was apprehended
and taken to Fort Santiago on July 6, 1892. He was accused of bringing with him a leaflet entitled Pobres Frailes
(Poor Friars) when he came from Hong Kong on his way back to the Philippines. This controversial leaflet was a
satire against the wealthy Dominican friars who greatly accumulated riches despite their vow of poverty. Even
though Rizal denied that he had a copy of those leaflets, he was still arrested and then later on exiled to Dapitan in
Mindanao.
 MODULE 1 (B)

In Module 1 (B) , you will learn about the theories of nationalism “NEGOSYO O KALAYAAN,
and the concept of nation and nation building and how Jose Rizal played BAYAN O SARILI! Pumili ka!
-Heneral Luna (2015)
a vital role in changing Philippine society.
Create a meme regarding the
JOSE RIZAL AND THE PHILIPPINE NATIONALISM scenario of Heneral Luna, the
movie, 2015 (draw/paste below)
NATIONALISM

“Nationalism is the habit of identifying oneself with a single natio and

recognizing no other duty than that of advancing its interests and those
of people who find themselves having major commonalities on their own
initiatives resulting to their identification of themselves to a single nation.”
-George Orwell

The Merriam-Webster Dictionary defines Nationalism as "loyalty

and commitment to a nation, especially a sense of national
consciousness," and "exalting one nation above all others and placing
main emphasis on the promotion of its culture and interests as opposed
to those of other nations or supranational groups."

Nationalism has been used to define and explain ranging from

social norms, cultural changes, economics, foreign relations and trading,
education, military and even in government characterized by promoting
interest of a particular nation or ethnic group. When talking about
nationalism, it is further oriented towards the development of one’s
identity and maintaining national identity such as culture, language,
literature, gender roles, race, arts, religion, political goals.

Nationalism is commonly linked and more even confused with

Patriotism. The word patriotism can be describe by Merriam-Webster
Dictionary “devoted, support and defense of one’s country; national
loyalty.” Commonly patriotism is an act of defending a nation like the
katipuneros who showed exemplary patriotism defending their
motherland in order to gain its sovereignty and independence.

MODULE 1:
 On the other hand, Nationalism is the attitude of the members of a particular nation or ethnic
group and their utmost concern about their own identity as members of a nation/group.

Nationalism Popular Nationalism

unvoiced, obedient,
loyalty, devotion,
submissive, taken-for-
allegiance, passion
granted

In order for us to understand more about Nationalism, let us look on the works of an Irish Scholar,
Mr. Benedict Anderson’s Imagined Communities: Reflections on the Origins and Spread of Nationalism,
published in 1983. Anderson first coined the term “Imagined Community” to analyze the concept of
nationalism, which will later contribute to the creation of a nation. The imagined community as describe
by Anderson is a formation a group of people with a shared national identity, there the people perceives
themselves as a homogeneous body despite of not having meet the other people. Anderson proposes
that those nations are social contracts, that they are political communities and imagined as both limited
and sovereign.

However, despite of being “imagined” this doesn’t mean that the community doesn’t exist nor
fake, Anderson wanted to tell us that despite of not knowing each other the imagined community must
be imagined to some degree. He also describe a nation an “imagined community” both political
community and inherently sovereign. Thus, making every nation as limited to such political boundaries,
subjected by laws and limited by restrictions. Therefore, each nations and people identified themselves
as part of a nation and/ community because they are part of such restrictions and boundaries.

Nationalism in the sense is a modern and timeless. Hence making it as a universal thought that
in every nation, every individual believes that they belong to a community or nation and every nation is
unique and distinctive to other nation. The idea of nationalism is powerful that one would choose to die
and sacrifice oneself for the motherland.

The understanding of Anderson of “Imagined communities” was also expressed by Gellner

(1969) and Khon (1965). Accordingly, Nationalism is nothing more than an imagination of a nation and
that it is just a state of mind and it’s just a sense of loyalty of individual to a given nation/state.
Nationalism according to Smith(2013) is just a concept that describes a self-governing capacity.
 The other ideas of nationalism, as stated by Lobera (1999) are:

Promodial and Socio-Biological – a theory that states that nationalism is inate to people and it just
need to be awaken and or re-awakened. Because it is innate, it is also believed that it can be passed
from one generation to the other genetically, by coercion, by kin selection, mutual dependence,influence.

Instrumentalist Theory – a theory that believes, the elites, bourgeoisie, religion used to abuse the
masses by tpping their emotions, vulnerability in order to invent something for their own interest.

Modernisation Theory – this argues that nationalism is a sense of modernirty. Modernisation Theory
greatly contradicts all the other notion of nationalism, that it materilized with the advent of
industrialization, political, cultural and different social condtions.

JOSE RIZAL AND THE PHILIPPINE NATION

Rizal had been consistently dreamed of an unchained •group of people with

shared identity,
people, a progressive society and a nation free from colonial
control. Thru his writings he gave a sense of nationalism to
language, culture,
heredity and within
the specific
Nation
the Filipino readers, to chart a national unity of his people geographic boundery
with love for justice, for liberty and dignified. This was the
very time that the Filipinos do not have any sense of national
•more on association
consciousness. Imagine an archipelago colonized under the of people that is
feudal rule more than 300 years without a notion or idea of characterised by law,
solidarity, oneness or even as a nation.
government and/or
formal instituion,
territorial bounderies
State
and even by
sovereignity
RIZAL’S BLUEPRINT OF NATION BUILDING

Willingness to sacrifice Education

Re-orientation of Racial Pride and

valuesand attitudes Dignity

National Consciousness

Between 1882 and 1887, Rizals conviction to restore his fellow filipinos dignity and the sense of
national identity and national unity matured. During his travel abroad, Rizal was able to see clearly the
problems in his country. He also witnessed how the spaniards abused and maligned by the different
vices. And not only by the Spaniards, but the abusses were done by his fellow Filipinos as well. Rizal
saw how they oppressed the people, and their helpless situations. Rizal drew that this prolonged
subjugation was caused by the absence of national consciousness, the poor training and education of
the people.

Rizal manifested throughout his lifetime how to live nationalism, he has also shown the sense
of dedication for the betterment of his motherland. Thus, his blueprint for nation building encloses his
ideals and beliefs such as the importance of quality education, racial pride and dignity among the
people, the promotion of national consciousness, the re-orientation of values and attitudes, and the
willingness to sacrifice for the motherland.

Education - Rizal highly value the importance of education in achieving peoples freedom. It is
thru the right education that people realize the reality of their rights, and even obtianing the very essence
that they too belong to a nation. Rizal insisted that it is through education that people will eradicate the
vices in the society and more over develope awarenes regarding their culture, human rights, identity and
heritage. Rizal also pleaded to the Spanish government to improve the quality of education given to the
filipinos, he also believed that the the lack of means of education causes backwardness and ignorance
. Thus, the importance of education must be prioritized by his fellow in order to govern themselves and
acquire national identity.

Lack of racial pride and even dignity - The prolonged gorvernance and manipulaton of the
colonial masters brought forth to the filipinos lack of racial pride and even dignity. The worse case
scenarion is that, the dominant powers was able to produced generations of filipinos who did not believe
on the solidarity and oneness of their race.

Reorientation on Values and Attitude - The divide and conquer rule governed and manipulated
the minds and spirit of the filipinios. This is also one of the ideals of Rizal, one must inculcate the
understanding of ones past, heritage, culture, identity. Tracing their roots is the great way of bringing
the sense of nation. These were also mentioned and critized by Rizal thru his novels; Noli Me Tangere
and El Filibusterismo, in order to awaken and uniting the people.

National Consciuosness- Rizal aslo emphasized that the thoughts and actions should never be
for the individual priority, but rather one must act for the common good and as part of a nation. That
for the betterment of a society, one must take seroiusly on having a national consiuosness in order to
imporve and contribute to the task of nation building.

Willingness to Sacrifice - The task of nation buliing will never be easy, as for Rizal, one must be
prepared for the hardships and sufferings. These challenging tasks are invitable experineces as it
serve as a bond to the people in unity and strenghten their sense of independence.

...END OF MODULE 1...

REFERENCES

Chua, Michael , Rizal’s concept of the nation in La Liga Filipina, July 7, 2018 (Retrived from:
[Link]
liga-filipina)

Ambeth Ocampo,Rizal Without the Overcoat, Metro Manial; Anvil Publishing, 1990

Rafael, V. (1990). Nationalism, Imagery, and the Filipino Intelligentsia in the Nineteenth
Century. Critical Inquiry, 16(3), 591-611. Retrieved June 30, 2020, from
[Link]/stable/1343641

Waldron, A. (1985). Theories of Nationalism and Historical Explanation. World Politics, 37(3),
416-433. doi:10.2307/201025

Schumacher, J. (2000). Rizal and Filipino Nationalism: A New Approach. Philippine Studies,
48(4), 549-571. Retrieved June 30, 2020, from [Link]/stable/42634426

Laurel, Jose B. Jr. 1960. The Trials of the Rizal Bill. Historical Bulletin 4(2): 130-139.

Republic of the Philippines. 1956. Republic Act 1425. Available from

[Link]

Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops.
Philippines Studies 59(4): 529-553.

Website of the Senate of the Philippines. “Legislative Process.” Available from

[Link]

Coates, Austin.1992. Rizal: Filipino nationalist and patriot. Manila: Solidaridad Publishing
House.
Guerrero, Leon Ma. 2010. The First Filipino: A Biography of Jose Rizal. Manila: Guerrero
Publishing, Inc.

[Link] (Pen Name of Rizal). 1879-1881. Memorias de un estudiante de Manila. (Memoirs

of a student in Manila). Translated by the Jose Rizal National Centennial Commission.

Jose, Regalado, 13 June 2011. The truth about Rizal’s “poor” grades in UST. Inquirer Online.
Accessed on February 27, 2017 from [Link]
grades-in-ust/

Palma, Rafael (Translated by Roman Ozaeta). 1949. The Pride of the Malay [Link] York:
Prentice Hall.

Reyno, Ma. Cielito. 18 September 2012. “Rizal’s paternal lineage.” Accessed on February 22,
2017 from [Link]

Rizal, Jose. 1961. Letter to Blumentritt, 8 November 1888. In The Rizal-Blumentritt

Correspondence, Part One: 1886-1889, Volume II, p.210. Manila: Jose Rizal National
Centennial Commission.

Rizal, Jose. 2011. Correspondence with Blumentritt, Volume II. Manila: National Historical
Commission of the Philippines.

Zaide, Gregorio and Sonia Zaide. 1999. Jose Rizal: Life, works, and writings of a genius,
writer, scientist, and national hero, pp.2-4. Quezon City: All-Nations Publishing Co.