Module

In
The Life and Woks of Rizal

NAME: Nuñez, Genalyn F.

COURSE/YEAR AND SECTION: BEED 1-D
INSTRUCTOR: Ms.
CONTACT NUMBER: 09484548307

Prepared b:

CRIS C. CONSEPCION, LPT

Instructor

E002
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
City Government of Bago
BAGO CITY COLLEGE
Rafael M. Salas Drive, Bago City, Negros Occidental 6101

THE LIFE AND WORKS OF RIZAL

I. COURSE TITLE: THE LIFE AND WORKS OF RIZAL

II. NO. OF UNITS: THREE (3) UNITS
III. COURSE DESCRIPTION:
As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the
topics covered are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his
essays and various correspondences.

IV. GENERAL LEARNING OUTCOMES:

At the end of the course, students should be able to:
1. Discuss Jose Rizal’s life within the context of 19th century Philippines.
2. Analyze Rizal’s various works, particularly the novels Noli me Tangere and El Filibusterismo
3. Demonstrate a critical reading of primary sources
4. Interpret the values that can be derived from studying Rizal’s life and works
5. Display an appreciation for education and love of country

III. COURSE STUDY GUIDE

This module is designed for you learners of the 21 st century who are now experiencing the great shift of learning modalities.
This period of NEW NORMAL is a bigger challenge in the field of education. We do away from the traditional approach of face-
to-face learning since it is highly prohibited, thus the success of this module depends on your utmost cooperation and your
industriousness to take it seriously. Take note, this is not a spoon-feeding module if you expect it to be, this is entirely a
student-centered approach where you will be the one to hands-on and discover to learn. At the end of this, you will surely be
equipped not only of the content but more so of the skills of a responsible student. To further lead you to this, below is a list of
“House Rules” for you to follow. Be able to read it and internalize each of this. It’s high time that you need to be independent.
Focus and Enjoy while you Learn.

1. Schedule and manage your time to read and understand every part of the module. Read it over and over until you
understand the point.
2. Study how you can manage to do the activities of this module in consideration of your other modules from other courses.
Be very conscious with the study schedule. Post it on a conspicuous place so that you can always see. Do not ask about
questions that are already answered in the guide.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage all possible resources.
You may ask other family members to help you. If this will not work again, inform me first so that I can give you back for
assistance.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do your work on
time. It will be you.
5. Before you start doing your task read and understand the assessment tools provided. Do not settle with
the low standards, target the highest standards in doing your assigned tasks. I know you can.
6. If needed, do not hesitate to keep in touch with to any available means. Remember, if there is a will there is a way.
7. In answering all the assessment, an evaluation activities, write legibly. It will help if you will not write your answer in the
module if you are not yet sure of your answers. You must remember that all activities in the module are academic activities
which mean that the relevant academic conventions apply. Think before you write.
A. Your answers should be composed of complete and grammatically correct sentences. Do not use abbreviation and
ACRONYMs unless these are introduced in the readings, and do not write in text-speak. Avoid writing in all caps.
B. In the self-process discussions, write appropriate and well-though arguments and judgement. Avoid merely
approving or disapproving with what is express in the material. You need to support your inputs in the discussion from
reliable information or from empirical observation. Do not write an informed opinions.
C. Do not write lengthy answers. Stick to the point. Be clear with your main point and express it as concisely and
possible. Do not let your discussion go astray. Make use of the spaces in the module as your guide.
D. Quote your sources, if there are, in answering all the activities.
8. Lastly, you are the learner; hence, you do the module on your own. Your family members and friends at home will support
you but the activities must be done by you.
 IV. STUDY SCHEDULE

WEEK TOPIC LEARNING OUTCOMES ACTIVITIES

MODULE 1 LESSON 1: INTRODUCTION TO REPUBLIC ACT 1425 Acrostic

Intended learning outcome Situational Analysis

At the end of this module the students must have: Video Analysis

a. Created their personal meaning of RIZAL through acrostic.

b. Recognized the importance of R.A. 1425 through video
analysis.
c. Appreciated the uniqueness of Rizal Law as part of education
curriculum through situational analysis.
LESSON 2: THE 19TH CENTURY PHILIPPINES

Intended learning outcome Chronological Table

At the end of the lesson the student must have Situational Analysis
a. Identified the 19th century Philippines leading events from
Reflection Essay
the beginning up to the end through filling out the
chronological table.
b. Recognized the importance of the 19th century Philippines in
social change through situational analysis.
c. Cited significant event in the 19th century Philippines through
reflection essay.

V. EVALUATION

To pass this course, you must:

1. Read all readings in the modules and answer the pre-assessment and self-assessment activities.
2. Answer the print-based discussion activities.
3. Submit all required outputs in each modules.
4. Submit the final project required.
5. Accomplish the mid-term and final evaluation
A. Formative Assessment

You must answer all pre-assessment and self-assessment activities. Your score here will not be part of your mid-term or final
grade: but they will be part of the completion requirement of the course. Thus, you are expected to complete the pre-
assessment and self-assessment activities. These activities will help you determine if you need to study more or to advance to
the next module.
* You can answer the pre-assessment and Self-assessment with- in the scheduled time for each unit. Scheduling your work
time is important.
* In accomplishing the pre-assessment and self-assessment activities you can ask the help of your parents, siblings, and
friends.
B. Summative Assessment

A. Quizzes and Examination. There will be two quizzes and two term examination to be given for this course.

B. Evaluation Activities. Answer all activities in the evaluate part of each unit. These will be part of your midterm and final
grades. These will help you to be prepared for the quiz after each module.

C. Final Projects. The final projects you will be submitting are the following:

1. A video presentation illustrates the importance of technology and livelihood education competencies which should
be used as aid for you as a future elementary teacher someday.

VI. TECHNOLOGICAL TOOLS

For you to be able to accomplish the activities, you will need the following software Application, MS Word, MS Powerpoint.
These applications are found in your desktop or laptop and you do not need internet connection to use them. You may also
access the google classroom prepared for your class and try to participate in the discussion if the condition will allow it. At
some point you will be needing an internet connection to access the links provided in the various drills and exercises and in
submission of assessments.

VII. CONTACT INFORMATION OF THE FACILITATOR

You can contact me through my email add (crisjude090118@gmail.com), my Facebook account Cris Concepcion, or mobile
#09562708146*only matters regarding the lesson will be entertained
 MODULE 1
LESSON 1: INTRODUCTION TO REPUBLIC ACT 1425

Intended learning outcome

At the end of this module the students must have:
1. Presented their ideas and perception regarding RIZAL through an acrostic.
2. Recognized the importance of R.A. 1425 through video analysis.
3. Appreciated the uniqueness of Rizal Law as part of education curriculum through situational analysis.
INTRODUCTION
Republic Act No. 1425, known as the Rizal Law, mandates all educational institutions in the Philippines to offer
courses about José Rizal. The full name of the law is An Act to Include in the Curricula of All Public and Private
Schools, Colleges and Universities Courses On the Life, Works and Writings of Jose Rizal, Particularly His
Novels Noli Me Tangere and El Filibusterismo, Authorizing the Printing and Distribution Thereof, and for Other
Purposes. The Rizal law, in any case, was emphatically restricted by the Christian church much appreciated to the
anti-clerical subjects that were pertinent in Rizal’s books Noli Me Tangere and El Filibusterismo.
ACTIVITY: ACROSTIC
INSTRUCTION: Place your brainstormed words or phrases on the lines that begin with the same letters that
represents Rizal as a person.

R eformist

I s

Z estfully

A wesomely

L oved

ANALYSIS: VIDEO ANALYSIS

INSTRUCTION: Using this link (https://www.youtube.com/watch?v=kgezfI8_w7Y), watch thoroughly and analyze
the salient feature of this presentation. And answer the following questions below.
1. What is the main purpose of RA 1425 in the school curriculum?
-The main purpose of RA 1425 in the school curriculum is to acknowledge the life and
works of Rizal. To give/share more information to the students of how brave and intelligent
Rizal is.
2. What is the significance and importance of Rizal Law in the school curriculum?
-Students gain knowledge about history especially the life and works of Rizal.

ABSTRACTION
The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425, otherwise known as the
Rizal Law. Senator Jose P. Laurel, the person who sponsored the said law, said that since Rizal was the founder of
Philippine nationalism and has contributed much to the current standing of this nation, it is only right that the
youth as well as all the people in the country know about and learn to imbibe the great ideals for which he died.
The Rizal Law, enacted in 1956, seeks to accomplish the following goals:

 To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and
died
 To pay tribute to our national hero for devoting his life and works in shaping the Filipino character
 To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings.

APPLICATION: SITUATIONAL ANALYSIS

 INSTRUCTION: Read and understand the situation below and give your best to the following questions, by writing
your answer on the space provided.
Is that how they taught you in your Rizal class? memorize names, dates, and events? Well, apparently,
you're missing the whole thing. You're supposed to study the life and works of Rizal in an "out-of-the-box"
perspective. Do you even know that Rizal was closely associated with Blumentrit? Or how were they even
associated with each other? Do you even know where to stand once you're being asked if either Rizal
retracted from he believes before he got executed? Do you even know how if he and Bracken really got
married or not?
1. The comment was made to tell us that_____________?
-We must research to discover more information. Cite all the informations and remember
every details instead of focusing only to the name and date.

I agree to the majority of the viewers that Rizal's subject may be boring especially if the teacher cannot
teach the subject with passion. When I was a student, I passed the subject just to complete the
requirements. But later on at the age of forty, I enjoyed reading El Filibusterismo and Noli Me Tangere.
Maybe now that I am mature, I can easily understand his perspective for the love of Filipino people. I can
easily imagine how he described the importance of Ilog Pasig and the beautiful houses along the river.
2. In this situation, what is the realization of the commentator in comment made?

-In order for us to gain knowledge, we must learn how to love what our doing,discovering and creating. By
loving what you’re doing you can create or discover some amusing things you wouldn’t believe that this
things really exist.
Our view of history forms the manner we perceive the present and therefore influences the kind of
solutions we provide for existing problems.
3. The statement explains that ___________________________?

The readers obtain greater knowledge while studying about history. By learning this it help us to solve the
problem solving using our logic and critical thinking.
ASSESSMENT: ESSAY (10 points)
INSTRUCTION: Read and understand the question below. Write your answer on the space provide. Be guided with
scoring rubrics as basis for rating your work.

What can you say about this statement?

“THE RIZAL BILL was as controversial as Jose Rizal himself”.

-The RIZAL BILL was as controversial as Jose Rizal himself

because of his two famous works, the El Filibusterismo and
Noli Me Tangere. It became famous because of his
intelligence and critical thinking. It shows how strong and
loyal Jose Rizal to his country. How he fought against foreign
just to set free the country from abusive INDICATOR 5 4 3 2 1

foreign._________________________________________________________ CONTENT

ORGANIZATION OF IDEAS
_________________________________________________________________
GRAMMAR

TOTAL

MODULE 1
LESSON 2: THE 19TH CENTURY PHILIPPINES
Intended learning outcome
At the end of the lesson the student must have
1. Identified the 19th century Philippines leading events from the beginning up to the end through filling out
the chronological table.
 2. Recognized the importance of the 19th century Philippines in social change through situational analysis.
3. Cited significant event in the 19th century Philippines through reflection essay.
INTRODUCTION
The 19th (nineteenth) century began on January 1, 1801, and ended on December 31, 1900. The term is often
used to refer to the 1800s, the century between January 1, 1800 and December 31, 1899. The 19th century was the
ninth century of the 2nd millennium. The 19th century saw large amounts of social change; slavery was abolished,
and the First and Second Industrial Revolutions (which also overlap with the 18th and 20th centuries,
respectively) led to massive urbanization and much higher levels of productivity, profit and prosperity. The Islamic
gunpowder empires were formally dissolved and European imperialism brought much of South Asia, Southeast
Asia and almost all of Africa under colonial rule.
ACTIVITY: CHRONOLOGICAL TABLE
INSTRUCTION: Fill-out the chronological table below by identifying the salient event during the 19 th century
Philippines. You can find the life events in the bank of ideas below.

 Philippine deputies were first admitted to the Spanish Parliament.

 The last State galleon left Manila for Mexico.
 The last State galleon left Acapulco (Mexico) for Manila.
 Secession of Mexico from the Spanish Crown.
 Massacre of foreigners in Manila and Cavite (Oct. 9).
 First Manila news-sheet (El Filántropo) was published.
 Rebellion of Andrés Novales (June.)
 The first Philippine bank was opened about this year.
 The first Philippine bank was opened about this year.
 Zamboanga port was opened to foreign trade.
 Manila port was unrestictedly opened to foreign trade
 Rebellion in Cavite led by Feliciano Pá ran.
 Philippine deputies were excluded from the Spanish Parliament.
 Apolinario de la Cruz declared himself "King of the Tagélogs."
 Chinese shops were first allowed to trade on equal terms.
 Urbiztondo's expedition against the Moros.
 Dr. José Rizal, teh Philippin patriot, was born (June 19).
 Manila City and Cathedral damaged by earthquake; 2,000 victims.
 Cebú port was opened to foreign trade.
 General Emilio Aguinaldo assumed the Dictature (May 24).

Chronological Table
of Leading Events in the Philippines: 19th Century

1810 Philippine deputies were first admitted to the Spanish Parliament.

1811 The last State galleon left Manila for Mexico.

1815 The last State galleon left Acapulco (Mexico) for Manila.

1819 Secession of Mexico from the Spanish Crown.

1820 Massacre of foreigners in Manila and Cavite (Oct. 9)

1822 First Manila news-sheet (El Filantropo) was published

1823 Rebellion of Andres Novales (June)

1830 The first Philippine bank was opened about this year.

1831 Zamboanga port was opened for foreign trade.

1834 Manila port was unrectictedly opened for foreign trade.

1835 Rebellion in Cavite led by Feliciano Pà ran.

1837 Philippine deputies were excluded from the Spanish Parliament.

1841 Apolinario de la Cruz declared himself “king of the Tagélogs”.

1843 Chinese shops were first allowed to trade on equal terms.

1851 Urbiztondo’s expedition against the Moros.

1861 Dr. Jose Rizal, the Philippine patriot, was born (June 19)

1863 Manila City and Cathedral damaged by earthquake; 2,000 victims.

1898 General Emilio Aguinaldo assumed the Dictature (May 24)

1899

ANALYSIS: SITUATIONAL ANALYSIS

INSTRUCTION: Read and analyze the paragraph thoroughly. Answer the following questions and write your
answers on the space provided.
During the 19th century, the Philippines’ economic condition gave rise to Haciendas or the “cash-crop economy”.
Where large parts of lands would be used for crops considered as cash-crop. Some cash-crops are: Sugar, Tobacco,
Abaka, and Coffee. Being open to world trade and having these products abundant in the Philippines, the
Philippines became a major exporter for these products and became well-known in other parts of the world. By
these events, there was a shift from barter system to moneyed economy
The 19th Century gave birth to the middle class, the lands became the primary source of wealth because of the
cash-crops, and being able to afford constructions; it gave rise to technological interconnections among the
separated islands of the Philippines. The Philippines’ regional diversity became interconnected by railroads, steam
ships, and advance in communication. Literacy was also considered a weapon by the Filipinos – a weapon for
decolonization.
Question No. 1. What happened to the Philippines in the 19th century?

-During the 19th century, the Philippines economic condition gave rise to Haciendas on the “cash-
crop economy” and become a major exporter for the products and well-known in other parts of
the world.

Question No. 2. What are the remarkable progress in commerce, agriculture, and industry during this era?

-The lands became primary source of wealth because of the cash-crops, and being able to afford
constructions, it gave rise to technological interconnections among the separated islands of the
Philippines. The Philippines’ regional diversity became interconnected by railroads, Steam ships,
and advance in communication. Literacy was also considered a weapon by the Filipino- a weapon
for decolonization.
ABSTRACTION
During the 19th century, it can be seen that the Philippines was one of the wealthiest countries in those times.
Being a country abundant in cash-crops, it mostly controlled the supply in world trade; and having this control, the
Philippines was considered technologically advanced during those times by having to railroads, steamships, and
advance communication system.
APPLICATION: REFLECTION ESSAY
INSTRUCTION: Cite and discuss at least one significant event in the 19 th century Philippines through reflection
essay, by writing your answer on the space provided. Be guided with scoring rubrics as bases of your rating.

Indicator 5 4 3 2 1

Event cited

Content

Grammar

Total

-This war is between Philippine and Spain. This began in August 1896, when the Spanish
authorities discovered the Katipunan, and anti-colonial secret organization. The Katipunan, led
by Andres Bonifacio. Abuses by the Spanish government, military and clergy prevalent during
three centuries of colonial rule and the exposure of these abuses by “ilustrados” in the late 19 th
century, paved the way for a united Filipino people.

ASSESSMENT: ESSAY
Instruction: Read and understand the following questions carefully. Write your answer on the space provided. Be
guided with scoring rubrics.
Indicator 5 4 3 2 1

Content

Organization of ideas

Grammar

Total

1. If you were RIZAL, how do you consider yourself as a HERO?

- A hero is someone who protects other people. The greatest heroes risk something
that matters to them; their life and their freedom. I will educate y fellow citizen
about what is fidelity truly means. Not all the times heroes wear capes, some of them
use ink and paper.
2. How do you differentiate social change during 19th century Philippines compare to the present era?

-The 19th century is full of defeat and victory battles. Many people lost their life and love ones
because they want to be free from abusive foreigns. Unlike this new era, they also fight battles but
not for the safe of country but to gain money, fame, position and most of all they fight for the sake of
power. The 19th century and new era both fight battles but this new era is different because people
fight for the sake of personal interest.