Divine Word College of San Jose

San Jose, Occidental Mindoro

College Department

Module 1
 Lesson 1

1. Title: The Life and Works of Jose Rizal

2. Scope: Explain the history of the Rizal Law and its important provisions

3. Overview: Discuss the conceptual framework of the Rizal Course

4. Objectives:
 Discuss the democratic process that led to the promulgation of the
Rizal Law
 Examine the goals of the Rizal Law, and
 Interpret the role of the youth as implied in the Rizal Law
5. Discussion of the Topics

Introduction

This lesson analyzes the Rizal Law to stress the significance of Dr. Jose Rizal, a national
hero and foremost exemplar of Filipino heroism, in fostering a sense of nationalism, especially to
the fair hopes of the nation-the youth.

What is Republic Act 1425 or Rizal Law?

- House Bill No. 5561
- Senate Bill No. 438.
- It is commonly known as the Rizal Act, established on 12th of June 1956 by Senator
Claro M. Recto. - It requires the curricula of private and public schools, colleges and universities
courses to include, works and writings of Jose Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo.
- It was made effective on August 16, 1956.

Rizal Law (Republic Act No. 1425)

As stated in the preamble of RA 1425/Rizal Law; “Whereas, today more than other
period for history, there is a need for a re-dedication to the ideals of freedom and nationalism for
which our heroes lived and died.” “Whereas, all educational institutions are under the
supervision of, and subject to regulation by the State, and all schools are enjoined to develop
moral character, personal discipline, civic conscience, and to teach the duties of citizenship.”

Rizal Law (Republic Act No. 1425)

- The law requires all schools, colleges, universities, private or public to include in their
curricula courses on the life and works of Rizal. It also states that all schools are required to have
an adequate number of copies of the copies of the original and unexpurgated editions of El
Filibusterismo and Noli Me Tangere, as well as other works and biographies of Rizal.

- The purpose of Batas Rizal is to rekindle the flame of nationalism in the hearts of the
Filipino, particularly the youth. We are forgetting what our patriots have done and given to fight
for our freedom.

The Birth of the Rizal Law

April 3, 1956, Senate Bill no. 438 (an act to make Noli Me Tangere and El Filibuterismo
compulsory reading matter in all public and private colleges and universities and for other
purposes) was submitted to the Senate Committee, sponsored and presented the bill to the
members of the Upper House on April 17, 1956.

The main purpose of the bill to Senator Laurel was to disseminate the ideas and ideals of Jose
Rizal trough the reading of hos works, notably his novels Noli Me Tangere and El Filibuterismo,
He stated that:

Noli Me Tangere and El Filibuterismo must be read by all Filipinos. They must be
taken to heart, for in their pages we see ourselves for painful sacrifices that ultimately lead to
self-reliance, self-respect and freedom (Laurel, Jr. 131).

Debates for the bill in aid of legislation ensued next, albeit not smooth sailing.
Opponents, mostly rabid Catholic senators, contended that the proposed bill was too
controversial. Their arguments were as follows:

1. The bill was an attempt to discredit the Catholic religion.

2. Inimical to the benets of the faith to which 170 lines in Noli Me Tangere and 50 lines in
El Filibuterismo were offensive to the Church doctrine.
3. The bill might divide the nation.
4. Compulsion to read something against one’s faith impaired freedom of speech and
religious freedom.

Heated exchange continued as part of the democratic process. Opposition to the bill Senator
Francisco “ Soc” Rodrigo stoop up and delivered his speech:

A vast majority of our people are at the same time Catholics and Filipino citizens.
As such, they have two great loves their country and their faith. These two loves are no
conflicting loved. They are harmonious affections, like the love of a child for his father and
for his mother. This is the basis of my stand. Let us not create a conflict between
nationalism and religious; the government and the church (Laurel, Jr. 132).

Vehemently refuting the arguments of opposition, Senator Claro M. Recto exclaimed that
the novels have no inventions of discrediting the Church. More so, he said that the bill only aims
to contextualize Rizal’s heroism in the face of Spaniards tyranny. He then uttered these words:
 Rizal did not pretend to teach religion or theology when he wrote those books. He
aimed at inculcating civic consciousness in the Filipinos, national dignity, personal pride,
and patriotism… but while he criticized and ridiculed the unworthy behavior of certain
ministers of the church, he made exceptions in favor of the worthy ones, like the
Dominican friar, Padre Fernandez, and the virtuous native priest, Padre Florentino, and
the Jesuits in general (Laurel, Jr. 132-133).

Meanwhile, a similar bill (House Bill no. 5561) was filed by Congressman Jacobo Z.
Gonzales in the House Representatives. As expected, the bill was welcomed by dissenting
opinions. Different face but same stance, the bill was attacked based on its constitutionality and
religiosity. With this setback both in the Upper House and the Lower House, it seemed hopeless
for the bill to pass into law in the later part of April 1956.

It was in this context that Senator Laurel proposed a substitute bill. The inclusion of all
works and writings of Jose Rizal, not just the two novels, was the main feature of this bill. He
then stressed the removal of the term ‘compulsion” to appease the opposition. However, Senator
asserted the importance of reading the original and unexpurgated edition of Rizal’s novels
because the true purpose of studying these will be defeated if not followed. To add a more
conciliating clause, the last amendment was proposed-the provisions regarding the “exemption”
of students from reading the two novels on certain conditions. With this, on May 12, 1956,
Senate Bill no. 438 was unanimously approved on second reading. The lower House imitated
the Senate and On May 14, 1956, Senate Bill No. 438 was unanimously approved on second
reading. The Lower House imitated the Senate and on May 14, 1956, the bill was approved
unanimously in the House Representatives.

The trial of the Rizal Law in Congress (Senate and House of Representatives) is clearly a
triumph of democracy. On one hand, the role of the opponents should not be overlooked because
their dissenting opinions broadened the scope of democratic processes. On the other hand, the
proponents had perfected their bill because of the criticism they received. On July 12, 1956,
President Ramon Magsaysay signed the bill to make it a law, thus giving birth as Republic Act
1425 also known as the Rizal Law.

REPUBLIC ACT NO. 1425

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
WHEREAS, today, more than any other period of our history, there is a need for a re-dedication
to the ideals of freedom and nationalism for which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and devotion their lives and works that have shaped
the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of
the youth, especially during their formative and decisive years in school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to regulation
by the State, and all schools are enjoined to develop moral character, personal discipline, civic
conscience and to teach the duties of citizenship; Now, therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli
Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and
universities, public or private: Provided, That in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation
shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt forthwith measures
to implement and carry out the provisions of this Section, including the writing and printing of
appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the
effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature,
to carry out and enforce the provisions of this Act. The Board shall promulgate rules and
regulations providing for the exemption of students for reasons of religious belief stated in a
sworn written statement, from the requirement of the provision contained in the second part of
the first paragraph of this section; but not from taking the course provided for in the first part of
said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication
in the Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me
Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in
English as well as other writings of Rizal shall be included in the list of approved books for
required reading in all public or private schools, colleges and universities.
The Board of National Education shall determine the adequacy of the number of books,
depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli Me
Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and
the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause
them to be distributed, free of charge, to persons desiring to read them, through the Purok
organizations and Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine
hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious
doctrines by public school teachers and other person engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated
out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of
this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956

6. Self- Assessment and Evaluation of the Activities

Answer these questions in two to three sentences.

1. Who sponsored the Rizal Bill in Congress? What are their arguments in support of the
bill?
2. What are the arguments of the opposition of the bill?
3. What is the importance of having dissenting opinions in democratic legislation
processes?
4. What are the amendments made in the original Rizal Bill in orders to protect it?

Student’s Journal
Reflect on the importance of Law in a democratic society. As a law-abiding citizen, what
can you do to uphold the rule of law? What are the implications when the rule of law is
eradicated?

Grading System

Output =50%
Mid-Term/Final Examination =25%
Quizzes =15%
Attendance =10%
100%

*Final Rating = Midterm (50%) + Final Term (50%)

References
Ariola, M. M. (2013). Life, Works and Writings of Dr. Jose P. Rizal. Manila: Purely
Books Trading and Publishing Corp
 Crudo, E. R. P, et (2019). The Life, Works, and Writings of Jose Rizal. Manila: Rex
Book store
https://www.youtube.com/watch?v=03G1UmDVLKs. Xiao Time: Ang Republic Act
1425 o ang Rizal Law (Batas Rizal) (Ctrl+Click to follow link)

LORENA P. FLORITA
College Instructor

Noted:

MRS. ELVIE D. ARAGONES, PhD (cand.)

Program Chairperson

Approved by:

LUIS I. GANTE JR., PhD

Dean of College
 Lesson 2
1. Title: The Life and Works of Jose Rizal

2. Scope: Concept of Hero

3. Overview: It traces the concept of hero in the Filipino culture and history to assess
whether its traditional sense is confines only to the likes of Rizal, on one hand, or may be
applied to normal people, like the millennials, on the other hand,

4. Objectives:

 Trace the Filipino concept of hero/bayani through times

 Analyze the criteria set by the nation in recognizing heroes, and
 Assess the heroism of Rizal using the definitions and criteria of heroes
5. Discussion of the Topics

Concept of Hero in Filipino Culture and History

Hero – is normally defined here as an illustrious man often of divine descent, or with distinguish
valor or enterprise in danger and fortitude in suffering, who is supposed to be exalted after death.
Being an extraordinary person and individualistic is apparent.
Filipino concept of Hero
-known as Bayani, Bagani, or Wani in various Filipino ethno-linguistic groups, a hero in early
Philippine Philippine societies was just a normal warrior of the community.
Pangangayaw or raiding into unallied territory is an example of this.
 According to Henry Scott – it was done because of four reasons, namely:
1. To secure resources, ranging from the occasional use goods or bounty to
human slaves
2. To average a personal affront or family honor
3. To fulfill mourning requirements to which the life of enemies must be
sacrifices
4. For personal prominence or a mercenary reward

Bayani – does not work alone

- He/she always exerts efforts together with his/her comrades in the
community
- The root word of bayani from bayan

When pangangayaw is done, the group of Bayani returns home, thus, fulfilling what Zeus
Salazar said about the bayani as a person who leaves his/her town and then returns.
Tatto – used as the protection of kaluluwa (soul) of a Bayani, his kris/kampilan (weapon), his
putong (head gear), and other garments colored red are his economic physical features.

Bayani – is more often than not a true kawani or lingkod bayan (community servant) who
renders his or her help to those in need in the community without counting the cost. His/Her
ultimate goal is to maintain peace and order. The concept of bayanihan(cooperation) and the
word ipabayani(free labor offered to/by someone) proves the sematic essence of Bayani.

The characteristics of early Filipino heroes are worth emulating.

Boxer Codex(1950) – an ancient document about the early Philippine societies, defines a
Bayani – as a person with a high status and dignity
Pedro Serrano Laktaw, in his dictionary, elaborates the personality of a Bayani: a person
a. Who fears no one (walang takot)
b. Courageous (matapang)
c. Firm (matibay)
d. Bold (mapangahas)
e. But quiet (tahimik)
f. Calm (mahinhin)

 Qualities of the main characters of Philippine epics,like Lam Ang, Labaw

Donggon, Tuwaang, etc., on the other hand, represent the actual bayani.
 The concept of a Filipino Hero in early Philippine societies, therefore, is not a
posthumous award given to dead people, but rather an honorific role and title in the
society.

Spaniards – changes occurred

 It had introduced the image of obedience of saints and disciples whom the Filipinos had
to imitate in order to become good colonials

Vida Sancti, or the lives of dead saints became the foundation of good qualities of life
Doctrina Christiana or prayer and doctrine books became a textbook of faith

Americans – propagated a secular view on heroes

 Hero-worshipping of American soldiers who died during the Philippine-American War
like Gen. Henry W. Lawton, Col. John M. Stotsenburg and Col. Harry Egbert
 Was promoted through monuments and annual commemoration rituals to justify the need
for American tutelage in the Philippines

 Filipino heroes were also venerated during this period.

Jose Rizal – was executed by the Spaniards, became the leading national hero

The concept of the Filipino Bayani is indeed embedded in the blueprint of Filipino well-being.
Criteria for Recognizing Heroes

Hero – is a social construct

 It is the nature of the process, recognizing heroes is always subjective. To bridge
the gap, the National Historical Commission of the Philippines (NHCP) released
some of the criteria for recognizing heroes, through their project Saysay

The Criteria are listed below:

1. The extent of a person’s sacrifice for the welfare of the country (Teodoro A. Agoncillo
1965);
2. The motive and methods employed in the attainment of the ideal (welfare of the country)
(Teodoro A. Agoncillo 1965);
3. The moral character of the person concerned (Teodoro A. Agoncillo 1965);
4. The influence of the person concerned (Teodoro A. Agoncillo 1965);
5. Those who have a concept of nation and thereafter aspire and struggle for the nation’s
freedom (Onofre D. Corpuz 1993);
6. Those who define and contribute to a system of life of freedom and order for a nation
(Onofre D. Corpuz 1993);
7. Those who contribute to the quality of life and destiny of a nation (Onofre D. Corpuz
1993);
8. A part of the people’s expression (Alfredo Lagmay 1995);
9. Person who think of the future, especially the future generations ((Alfredo Lagmay
1995);and
10. The choice of a hero involves not only the recounting of an episode or events in history,
but of the entire process that made this particular person a (Alfredo Lagmay 1995).

Criteria as a Filipino Hero

Jose P. Rizal – as a Filipino hero is state-sponsored through the Republic Act 1425 (Rizal Law)
 His heroism, however, is not a post-World War II phenomenon

December 30, 1898 – first commemoration when the President of the First Philippine Republic,
Emilio Aguinaldo, declared in Malolos, Bulacan, a day of National Mourning
 It is documented during the meeting of the Katipunan, a portrait of Rizal was
hanging in the room where members were made to believe that Rizal was an
honorary member of the secret society.
Americans – seized the opportunity and made Rizal the national hero of the Philippines

Three (3) criteria were used in the selection:

1. A hero who is not violent and militant, and if possible, preferred peaceful means like
education
2. A hero who had no qualms on American imperialism
 3. A hero who is already dead

 It is obvious here that Del Pilar, Mabini, Bonifacio, and Aguinaldo were not
qualified as heroes
 It is no-brainer that the Americans would pick Rizal ahead of others

William H. Taft – President of the second Philippine Commission, had appointed Rizal to
embody the brand of nationalism propagated by the American colonial government

Three (3) steps were made by the American colonial government to promote his heroism,
namely:
1) The creation of Rizal Province
2) The erection of Rizal Movement
3) The declaration of Rizal Day on December 30 as a public holiday

 Rizal image as a hero of the Philippines has become a viable enterprise for stamp, chart,
post card makers and other printed materials
 This was heightened when in 1956, the Rizal Law was conceived, since books, textbooks,
and modules were necessary for educational purposes.

1995 – amidst the preparation of the nation for the upcoming centennial celebration of Philippine
Revolution and Philippine Independence Day

Pres. Fidel V. Ramos – created a National Heroes Committee released a list of recommended
national heroes

These were as follows:

1. Jose Rizal
2. Andres Bonifacio
3. Emilio Aguinaldo
4. Apolinario Mabini
5. Marcelo H. del Pilar
6. Sultan Dipatuan Kudarat
7. Juan Luna
8. Melchora Aquino
9. Gabriela Silang

 The aforementioned list is not yet approved

 The website of the National Commission on the Culture and Arts states that this might
trigger a flood of requests for proclamations and might trigger bitter debates involving
historical controversies about the heroes
 Various laws honoring/commemorating Filipino historical figures were instead passed
into law

Four major national celebrations with Rizal as an important subject

 1. June 12 –Independence day
2. June 19- Birth Anniversary
3. Last week of August – National Heroes Week
4. December 30- Rizal Day

6. Self- Assessment and Evaluation of the Activities

Answer these questions in two to three sentences.

1. What are the difference of the Western concept of Hero and Filipino concept of Bayani?
2. Enumerate the criteria in recognizing heroes. Explain their meaning.
3. What are the steps done by the colonial and post-colonial Philippines in promoting the
heroism of Rizal?

Student’s Journal
Reflect on the Filipino concept of a hero. Now that the nature of the concept of hero has
been clarified as not to be a posthumous award, how can a student like you become a bayani in
your own way?

Grading System

Output =50%
Mid-Term/Final Examination =25%
Quizzes =15%
Attendance =10%
100%

*Final Rating = Midterm (50%) + Final Term (50%)

References
Ariola, M. M. (2013). Life, Works and Writings of Dr. Jose P. Rizal. Manila: Purely
Books Trading and Publishing Corp
Crudo, E. R. P, et (2019). The Life, Works, and Writings of Jose Rizal. Manila: Rex
Book store

LORENA P. FLORITA
College Instructor

Noted:
MRS. ELVIE D. ARAGONES, PhD (cand.)
Program Chairperson

Approved by:

LUIS I. GANTE JR., PhD

Dean of College
 Lesson 3
1. Title: The Life and Works of Jose Rizal

2. Scope: Rizal as Symbol

3. Overview: This module will focus on the symbolic Rizal which in reality is the kind
of Rizal we see in our daily lives. It is expected in the end that the “Millennials” would
generate their own version of a symbolic Rizal.

4. Objectives:

 Differentiate the historical Rizal from the symbolic Rizal

 Analyze photos of Rizal as signs and symbols
 Assess the significance of symbols in strengthening national solidarity and sense
of community

5. Discussion of the Topics

Rizal as a Symbol
Jose P. Rizal was set to face his execution
 He left a dying wish to his family
 According to him, he should be buried in the earth, preferably in Paang Bundok
with a stone and a cross on top
 His name, date of birth, and death must also be indicated
 He requested for a fence that would mark his grave
 He then stressed that no anniversary celebration must be conducted
Nothing has been achieved in his will. He preferred to be buried in pang Bundok nut he
was buried in Paco Cemetery and later transferred beneath his monument in Luneta on
December 30, 1912.
He requested a stone marker; instead, the nation granted him a grand stone monument. It
is true that his final resting place is surrounded by a fence, but such fence is not in a
grave, but in a big park which became a tourist spot for travelers and meeting place for
lovers

Two(2) Rizal appeared in the course of our history

 1. The Historic Rizal – who lived and died in the 19th century Philippines
 He is the Rizal born and raised in Calamba, Laguna
 Who studied at the Ateneo Municipal in Manila
 Travelled and studied abroad
 Published Noli Me Tangere and El Filibuterismo
 Founded the La Liga Filipina
 Martyr of Bagumbayan in 1896
 He was the true person, the actual Rizal we can read in History books
2. Symbolic Rizal - He is the kind of Rizal we have today.
 He is the Rizal in Luneta
 The Rizal in the one peso coin
 The Rizal in postage stamps
 The Rizal as Tagalog Chris
 The Rizal as an icon of Rock
 The Rizal in t-shirts and the list goes on
This kind of Rizal has indeed become a text open to many meanings.

Rizal as Text, Signs and Symbols

Text – is anything that can be read, interpreted, and analyzed

 The key concept is reading. Reading is making sense of the world and our lives; we
read spaces, places, our historical circumstances and a plathora of images unleashed
by media, literature and art
 It has no intrinsic value or meaning apart from readers. The message it contains in
the virtue/ potential state is actualized by the reader. Its meaning is an effect of the
reader’s interpretation rather than a product of its author.
Two (2) types of Text
1. Sign - It is a king of text which represents a fixed reality and posits itself as a means of
portraying that reality
 Umberto Eco – a sign is a closed text which implies that the freedom to create
meaning is being monopolized
 Roland Barthers – a sign is a readerly text, which can be understood as a kind of
text whose meaning is pre-determined, the reader is merely a site to receive
information
Examples:
 2. Symbols – it convey meaning not only about itself but cultural processes and relationship
 It is not constant but constituted through a human agency
 Umberto Eco – a symbol is open text which implies that any interpretation may be
valid
 Rolando Barthes – a symbols is a writerly text, meaning that the reader is in a
position of control and takes an active role in the construction of meaning. The
reader is turned into a writer
Examples:

This photos are Rizal as signs, whose meaning is predetermine.

This photos are Rizal as symbols, suggesting that the meaning is open to many
possible meaning.

6. Self- Assessment and Evaluation of the Activities

Answer these questions in two to three sentences.

1. What is the difference between the historic Rizal and symbolic Rizal?
2. What is a text? a sign? a symbol?
3. What instances in the past show that Rizal’s image wa manipulated by people?
Student’s Journal

Reflect on the concepts of text. It can be deduced using the definition of text that it is
impossible to establish a single meaning since all things viewed as text are open to many
interpretations. Applying this in the study of History, the past may be considered a text,
especially when it has been put writing. Is it really impossible to come up with a single historic
fact?

Grading System

Output =50%
Mid-Term/Final Examination =25%
Quizzes =15%
Attendance =10%
100%

*Final Rating = Midterm (50%) + Final Term (50%)

7. References
Ariola, M. M. (2013). Life, Works and Writings of Dr. Jose P. Rizal. Manila: Purely
Books Trading and Publishing Corp
Crudo, E. R. P, et (2019). The Life, Works, and Writings of Jose Rizal. Manila: Rex
Book store

LORENA P. FLORITA
College Instructor

Noted:

MRS. ELVIE D. ARAGONES, PhD (cand.)

Program Chairperson

Approved by:

LUIS I. GANTE JR., PhD

Dean of College
 Lesson 4
1. Title: The Life and Works of Jose Rizal

2. Scope: Rizal and Nation-building

3. Overview: This module aims to point out the role of Jose Rizal in today’s process of
nation-building.

4. Objectives:

 Identify the role of History in the process of nation-building

 Realize the function of studying the life, works and writings of Jose Rizal to the
process of nation-building; and
 Offer practical ideas to contribute to the process of nation-building

5. Discussion of the Topics

Exploration: Choral Recitation

Rizal wrote a poem containing his farewell message before his execution. He put it
inside a small cooking stove and gave it to his sister Trinidad. ‘There is something inside it,” He
said in English to prevent any suspicion from the authority.
This masterpiece is now known as “Mi Ultimo Adios” or “Last Farewell”. After his
death, Trinidad went to Andres Bonifacio and turned over the last message to him. Brilliant as he
was, the Supremo translated the poem into Tagalog so that every Filipino can understand it.
From the original 14 stanzas of Rizal, Bonifacio transformed the poem into his own work of art
by adding stanzas and by using words close to the Filipino’s heart.

Moreover, the meaning of sacrifice for the sake of the nation has been highlighted. This
translation is now entitled “ Ang Huling Pahimakas ni Dr. Jose Rizal.”

The second and third stanzas of Bonifacio’s 28-stanza translation are given below:
 Masayang sa iyo’y aking idudulot
ang lanta kong buhay na lubhang malungkot;
maging maringal man at labis ang alindog
sa kagalingan mo ay akin ding handog.

Sa pakikidigma at pamimiyapis
ang alay ng iba’y ang buhay na kipkip,
walang agam-agam, maluwag sa dibdib,
matamis sa puso at di ikahahapis.

Instructions: Form five groups. As a group, write a poem about the current issues of the country,
as well as the method to be employed to solve them. Recite the poem in chorus while recording a
video. Upload on YouTube and share it on Facebook. Gather as many likes, hits and comments
as possible.

Discussion:

Philippine History – is a repository of the nation’s collective memory. It should not be seen as
mere subject waiting to be memorized by students. It should be taken from the heart. Like
breathing out and breathing in, studying History should be second nature to all Filipinos.

History – translated in Filipino as Kasaysayan

 It’s root word is Saysay (essence)
 The narrative of the past must be seen as vital to their existence

How many among the youth today imbibe the essence of Rizal day?

Rizal day – is not just a non-working public holiday to serve as an opportunity for everyone to
fulfill what Gemino Abad referred to as the crucial infinitives in life ”to read, to think, to write.”

 Everyone is enjoined to participate in political and social processes of building the nation,
not necessarily great things right away but in small yet impactful ways.

6. Self- Assessment and Evaluation of the Activities

Answer these questions in two to three sentences.

1. How can History contribute to the process of nation-building?

2. How can the study of life, works and writings of Jose Rizal contribute to the process of
nation-building?
3. What are the crucial infinitives in life according to Gemini Abad?
Students Journal
Reflect on Rizal’s role as a symbol of nation-building. As a student, how can you become a
herald of nationalism?

Grading System

Output =50%
Mid-Term/Final Examination =25%
Quizzes =15%
Attendance =10%
100%

*Final Rating = Midterm (50%) + Final Term (50%)

7. References
Ariola, M. M. (2013). Life, Works and Writings of Dr. Jose P. Rizal. Manila: Purely
Books Trading and Publishing Corp
Crudo, E. R. P, et (2019). The Life, Works, and Writings of Jose Rizal. Manila: Rex
Book store

LORENA P. FLORITA
College Instructor

Noted:

MRS. ELVIE D. ARAGONES, PhD (cand.)

Program Chairperson

Approved by:

LUIS I. GANTE JR., PhD

Dean of College